**Below are selected questions from the "Mock Test" paper, for discussion.**

**Complete set of answers is available in the GoogleSite (Folder: 02 Revision)**

- Home
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- Viva Voce Practice 1
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- Real Numbers in Operation 1
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- Algebra: Expansion
- Algebra: Factorisation
- Algebra: Algebraic Fractions
- Algebra: Solving Equations

With reference to the four lines given, look out for some patterns.

From there, we would be able to generate the 5*th*, 10*th *and n*th *lines.

Part (d) requires us to draw some comparison between what's given and the expression we had (simplified form).

- See the numbers in "red" (expressions)
- Then we try to relate these to the
*line number*(circle in green)

From there, we would be able to generate the 5

Part (d) requires us to draw some comparison between what's given and the expression we had (simplified form).

Note that the presentation of "Prime Factorisation" by long division/ ladder method should look like this:

E.g. To factorise 360, we'll do this:

Do you notice*what's wrong *in the following presentation?

E.g. To factorise 360, we'll do this:

Do you notice

Based on the performance in the Summative Assessment (conducted on 24 April) - Algebra,

the following are to turn up for support programme on next** MONDAY, 28 APRIL 2014**

**Time: 2.30 pm to 3.30 pm**

**Venue: S1-01 classroom**

the following are to turn up for support programme on next

3 | KLAUDIA OEY JIAQI |

4 | LEONG HOI MUN, CHARLENE |

7 | NGO EE YING Mathida |

9 | SAFFRON SOPHIA LEE |

11 | ADAM AIMAN B IZHAM |

12 | AFIQ PRASANTO |

13 | CHAN SHAN JIN, AERON |

18 | MUHAMMAD ALFAATIH BIN MOHAMED |

19 | MUHAMMAD HARITH BIN SAMRI |

21 | PAN JIANG YU, ETHAN |

22 | QUEK GENE YONG |

25 | ZAVIER TEO MENG JUN |

You are given a set of Revision paper, "Algebra - Factorisation - Summary of 4 methods"

Here are the 4 sets of video clips for your reference:

Here are the 4 sets of video clips for your reference:

- p1: Summary
- p2-p3: Practice
- p4-p5: Error Analysis
- p6: On your own - more practice

Dear S1-04

A general reminder to Homework 8B that was handed out to you:

A general reminder to Homework 8B that was handed out to you:

- Question 1: Draw the graph on a graph paper using the following scale
- Scale:
*x*axis - 4 cm : 1 unit - Scale:
*y*axis - 2 cm : 2 units - Remember to show working (dotted lines) on the graph paper for sub-parts of (c)
- As the graph is to be stapled with this handout, you need not to copy the table and write the answers for sub-parts of (c) on the graph paper.

- Questions 2 & 3: Answer the entire question on the question paper

- Question 4: Draw the graph on a graph paper based on the scale given.
- Remember that now your horizontal axis is
*t*instead of*x*; vertical axis is*V*instead of*y.* - As the graph is to be stapled with this handout, you need not to copy the table and write the answers for sub-parts of (b) on the graph paper. However, you need to show the working (dotted line) on the graph paper.

For clarity in illustration, ink is used in this 'demonstration'.

You should use a sharp**pencil**, and ruler to plot your graph. Always get ready an eraser to clean off any irrelevant markings.

**Step 1: How do we decide where to place the axes?**

**Step 2: Scale matters!**

**Step 3: Let's start plotting!**

You should use a sharp

- Do you "know" the graph paper?
- What would you make reference to?

- The numbers on the axes must be clearly marked.
- The scale should be written on the top right corner of the graph paper.

- Mark the points clearly with "X"
- Join the points with a straight line (use a long ruler!)
- The line should be drawn within the given domain

In this playlist, there are 4 video clips that show

- How to read the 'squares' of the graph paper
- How to mark the intervals on the axes according to the scale given.

All topics in the 1st set of Study Notes booklet

- Primes, Highest Common Factor (HCF) and Lowest Common Factor (LCM)
- Integers, Rational and Real Numbers
- Approximation & Estimation
- Algebra
- Linear Equations and Simple Inequalities

Calculator is allowed. Your calculator should have the "Approved" sticker.

All working must be clearly shown.

You will be provided with writing papers to write down your full working and answers.

Do not copy question. Label the answers with the question number clearly.

Do not copy question. Label the answers with the question number clearly.

All questions must be answered in INK, unless otherwise stated.

Suggested revision materials:

- Homework given for these topics
- Study Notes and exercises in the study notes
- Workbook
- AceLearning online (auto-marked) exercises
- Past year papers - available in the Info Hub (please check with librarian)

There will be a summative assessment in T2W4 (next Thursday 24 April 2014).

Topics will include:

Topics will include:

- Algebraic Fractions
- Expansion & Factorisation
- Simple Equations
- Simple Inequalities
- Word Problems

20 minutes. Calculator is allowed.

Writing papers will be provided.

The following are required to turn up for Support Programme on **Monday (22 April) 2.30 pm - 3.30 pm**

Venue:**S1-04 Classroom**

Bring along your calculator and Maths notebook for the session.

*Students who have not been identified for the Support Programme, but are interested to attend, you may come for the session.*

Venue:

Bring along your calculator and Maths notebook for the session.

3 | KLAUDIA OEY JIAQI |

5 | LIM XIN YI SAMMI |

7 | NGO EE YING Mathida |

11 | ADAM AIMAN B IZHAM |

12 | AFIQ PRASANTO |

15 | JOSEPH FOO CHEE YANG |

16 | KHAIRUL AZFAR B ZAINUDIN |

18 | MUHAMMAD ALFAATIH BIN MOHAMED |

19 | MUHAMMAD HARITH BIN SAMRI |

20 | OH JIA JUN |

22 | QUEK GENE YONG |

25 | ZAVIER TEO MENG JUN |

For this activity (in Study Notes, p10), you are required to sketch the graph, based on the "dependent" and "independent" variables given [The order matters!]

Below are the 'graphs' presented by the various groups -**something to PONDER**

**Question 1: Money put in the vending machine vs the number of bottles of drinks dispense by the machine.**

__Point to Ponder__

*Imagine that one bottle of fruit juice costs $1. When we insert $3, we should get 3 bottles of drinks.*

*What the graph suggested is, if we insert $2.50, we should get 2.5 bottles of drinks.*

*How would you modify the graph so that it is relevant to the context?*

**Question 2: Time taken to travel vs distance covered by the car travelling at constant speed**

__Point to Ponder__

*When we do not mark the axis, it's assumed that the point where the 2 axes meet is the origin (0, 0).*

*What the graph suggested is, right at the start, the car is already moving at constant speed (starting from stationary state). Do you think it's possible? What "change" do we need to take into account?*

**Question 3: Your height vs your age**

__Point to Ponder__

*Similar to Q2, when we do not mark the axes,** it's assumed that the point where the 2 axes meet is the origin (0, 0).*

*Now, age 'starts' only at the point when you are born. So, what did the graph here suggest?*

*Next, recall how your height changes as you become older. In addition, do you think that your height will remain constant over time? *

Below are the 'graphs' presented by the various groups -

In this activity, you will learn how to 'programme' your 'weapon' to kill cockroaches that run across the room in straight lines only! Yes, these are highly intelligent cockroaches that only run in straight paths!

Click HERE to access the activity.

Before starting the game, it is important for you to**read the instructions **first.

Click HERE to access the activity.

Before starting the game, it is important for you to

Dear S1-04

As spoken last week, there will be some changes to the days (and time) of the maths lessons this week as I am not in school on Wednesday and Thursday.

While I'm not around, you can still send me emails for work that you need to clarify.

As spoken last week, there will be some changes to the days (and time) of the maths lessons this week as I am not in school on Wednesday and Thursday.

While I'm not around, you can still send me emails for work that you need to clarify.

With non-Integer Answers

In Algebra, **a relationship** between 2 variables can be described by an **equation**; and we used Grapher to help us 'graph' out the relationships.

Here's a website that you will find pictures created with lines of equations with 2 variables.

**https://www.desmos.com**

Try examining some of these pictures to see how lines, when put together, can generate amazing pictures.

Are you able to come up with one?

Here's a website that you will find pictures created with lines of equations with 2 variables.

Try examining some of these pictures to see how lines, when put together, can generate amazing pictures.

Are you able to come up with one?

The following are required to turn up for Support Programme on **Monday (7 April) 2.30 pm**

Venue:**S1-04 Classroom**

Bring along your calculator and Maths notebook for the session.

Venue:

Bring along your calculator and Maths notebook for the session.

3 | KLAUDIA OEY JIAQI |

5 | LIM XIN YI SAMMI |

7 | NGO EE YING Mathida |

11 | ADAM AIMAN B IZHAM |

12 | AFIQ PRASANTO |

15 | JOSEPH FOO CHEE YANG |

16 | KHAIRUL AZFAR B ZAINUDIN |

18 | MUHAMMAD ALFAATIH BIN MOHAMED |

19 | MUHAMMAD HARITH BIN SAMRI |

20 | OH JIA JUN |

22 | QUEK GENE YONG |

25 | ZAVIER TEO MENG JUN |

Group A questions

Q1, Q2, Q4, Q5 - Use special product to factorise.

Q3, Q6 - You may choose to use special product or cross method to solve.

Group B questions

You will have to use

Hint: square of (8001) = square of (8000 + 1)

Attempt the Games if you have done so.

Remember there are 2 games - solving equations with answers as integers; solving equations with answers that are not integers.

Refer to the earlier post (below):

http://sst2014-s104maths.blogspot.sg/2014/04/homework-lets-play-with-equations.html

Refer to the earlier post (below):

http://sst2014-s104maths.blogspot.sg/2014/04/introduction-to-inequalities.html

We are going to *formally *start the topic, Inequality next week.

Please read through your**Study Notes (p96 to p97)**

Attempt

As a prelude, you may also attempt the following*Games*.

You may use a calculator. The objective is to help you process simple inequalities

Please read through your

Attempt

**p98**: Example 1 (a) to (f)**p98**: Exercise 1: Tier A Q1 (a) to (f), Q2 (a) & (b)

As a prelude, you may also attempt the following

You may use a calculator. The objective is to help you process simple inequalities

(1) The Inequality Game

(2) SpeedMath - Inequalities

Dear S1-04

As demonstrated during the lesson, you are going to practise solving of equations through this game.

You should be able to score at least 1000 points for each of the following games.

A group of alien robots is invading the earth!

To programme the weapon such that it could destroy these invaders, you need to solve linear equations!

You are selected to be part of the special task force that has been set up to handle these alien robots.

Up to day, below are the top performers of the team.

**It's your turn now to carry out the mission.**

Your points scores will be recorded

1. Get ready your ear-piece.

2. Login to Ace-Learning and access the "Game Centre".

To programme the weapon such that it could destroy these invaders, you need to solve linear equations!

You are selected to be part of the special task force that has been set up to handle these alien robots.

Up to day, below are the top performers of the team.

Your points scores will be recorded

1. Get ready your ear-piece.

2. Login to Ace-Learning and access the "Game Centre".

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