FOR FUN ... Egyptian Multiplication

How does this work?

Solution Real Numbers Revision

Hi everyone,

You must be working very hard in preparation for your Level Test. I have great faith this this awesome class will perform very well.

This is the link to the solution. Click here.

Math Error Analysis (Chelsea)

Getting to know the Singapore Botanic Gardens by (Ryan Ng)

Math Error Analysis Kai Cheng 19

Diagnostic Test 2 Q4 (c)

QD
Line 1 (Carelessness): 2(11/9) =2x2.
Line 2 (Conceptual) :(-) x (-) = (+), not (-), and it is multiplication, not addition.

QE
Line 1 Conceptual): 2 (11-9) = 2(2), not 22-18.You have to do the bracketed formulas first.

QF
Line 2 (Conceptual):2 (11-9) =2(2), not 22-18, because the bracketed formulas must be done first, same goes for the 16 (-1/2)^2, you have to get (-1/2)^2 first.

Diagnostic Test 2 Q4 (cd)

QA
Line 1( Carelessness): 2/3 x 1/4 should be = to 1/6.
Line 2 (Carelessness): -1/2 / 1/6= -3

QB
Line 2 (Conceptual): -1/2 / 1/6 = 3

QC
Line 1( Conceptual):1/2 - 1 = (-1)
                                2/3 x 1/4 = 1/6

QD
Line 4(Conceptual) :-1/2 / 1/6 = 1/2 x 6/1, you must flip the second number.

QE
Line 2 (Carelessness) :-0.5 / 0.5/3= -3

Getting to know Fort Siloso, presented by Chester Chua

Error analysais (Eunice)

Diagnostic test 2Q4 (c)
D)
Nature of errors: careless
Line 1
11-9=2,
Then it is
=2(2)
=4.

Nature of errors: conceptual
Line 2
The student adds the two fractions together instead of multiplying it, where nessasry.
So,
-½ x -½
=-¼

E)
Nature of errors: conceptual
Line 1
When solving an equation, solve the problem in the bracket first.
So, if 11-9=2,
Then it is
2(2)
=4

F)
Nature of error: conceptual
Line 1
2(11-9) is not (22-28), the problem in the bracket must be solved first.
Thus,
11-9=2,
2(2)=4
Line 1
conceptual
Only ½ in the equation should be squared and 16 should not.

Diagnostic test 2 Q4(d)
A)
Line 2
Nature of error: conceptual
2/12 is not 6.
The student have used 12 divided by two instead of using two divided by 12.


B)
Line 2
Nature of error:careless
When
⅔ x ¼ ,it is
2/12
instead of
1/12 =⅙
C)
Nature of error:careless
Line 1
The student have added ½ and -1 instead of subtracting 1 rom ½.
Is should be ½-1= -1 ½
The student multiplied ⅔ and ¼ wrongly. It should be ⅙ instead of 11/12

nature of error: conceptual
Line 1
⅔ x ¼ is not ⅓ x ½ , but the student wrote ⅓ x ½ as ⅔ x ¼.

E)
nature of error: conceptual
Line 1
The change of form from fraction form to decimal form is redundant.

Getting to know Sentosa: Butterfly Park and Insect Kingdom, presented by Timothy Teng

Getting to Know Singapore Science Center (Kenric)

Error Analysis (Xue Qin)

Error Analysis -(Bryan Goh)

Diagnostic Test 2:

Question 4(c):

QD:
Line 1: (Careless)

2(11-9) = (2x2)
       not: (2x3)

Line 2: ) (Conceptual)

(-1/2 x -1/2) = +1/4
              not: -1

QE:
Line 1: (Conceptual)

(1/2)^2 = +1/4
       not: (-0.25)
Note: (-) x (-) = (+)

QF:
Line 2: (Conceptual)

16(-1/2)^2 = 16(1/4)
                  =4
            not:(16 x -1/2)^2 = 8


Question 4 (d):

QA:
Line 2: (Conceptual)

Should be: -1/2
                 --------
                   1/6

QB:
Line 3: (Conceptual)

-1/2
------ = -1/2 x 6
 1/6
        = 3

QC:
Line 1: (Careless)

1/2 - 1 is not 1/2 + 1
 (-1/2)            (1.5)

2/3 x 1/4 = 1/6

QD:
Line 4: (Conceptual)

(-1/2)
------- = (-1/2) x 6/1
  1/6
    not: (-2/1) x 1/6

QE:
Line 1: (Conceptual)

2/3 x 1/4 is not 2/3
                       ------
                        4/1

Getting to know Chek Jawa (Chow Yu Hin)

Viva Voce Practice 2 (Chelsea & Xue Qin)

Getting to know Night Safari, Presented By Kimberly.

Error analysis Luke

Diagnostic Test 2 Q 4 (c)
QD
Nature of errors:Careless
Error:
Line 1:
2 x 2 - 16 x -1/2 x -1/2=0
Line 2:
2 x 2 - 16 x 4= -60 

Diagnostic Test 2 Q 4 (c)
QE
Nature of errors:Conceptual 
Error:
Line 1:
22 - 18 - 16 (0.25)=-3

Diagnostic Test 2 Q 4 (c)
QF
Nature of errors:Conceptual 
Error:
Line 1:
22 - 18 - 16 x -1/2 x -1/2 =4

Diagnostic Test 2 Q 4 (d)
QA
Nature of errors:Careless
Error:
Line 2:
-1/2 / 1/6 = -3

Diagnostic Test 2 Q 4 (d)
QB
Nature of errors:Carless
Error:
Line 3:
-1/2 x 6/1 = -3

Diagnostic Test 2 Q 4 (d)
QC
Nature of errors:Careless 
Error:
Line 1:
-1/2 / 1/6 = -3
Line 3:
-18/12 /11/12 = -1 7/11 

Diagnostic Test 2 Q 4 (d)
QD
Nature of errors:Conceptual 
Error:
Line 1:
-1/2 / 1/3 x 1/2
Line 4:
-1/2 x 6/1 

Diagnostic Test 2 Q 4 (d)
QE
Nature of errors:Careless 
Error:
Line 3:
-0.5/0.5/3 = -3 









          
                     

Viva Voce 2 by Timothy Teng (23), Beverly Heng (4), Chester Chua (13)

We did question 1.
This is the video that I made with my group mates. Enjoy!

WS Integers, rational and real numbers (SOLN)

by Mr Johari

QUICK REVISION ON OPERATIONS

 

========================================================================

SOLUTION TO CLASS WORK

 

Viva Voce Practice 2 (Ryan, Luke, Bryan Goh)

Viva Voce Practice 2 (Tan Hong Yi ,Bryan Lee, and Khairul

Viva Voce Practice 2 (Kai Cheng, Yu Hin)