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Please note that the following have been uploaded to the GoogleSite - for your reference & practice:

**GoogleSite > Mathematics > Class page > Folder: 02 Revision**

*Note that we will not be printing this revision paper for you.*

Today, we started the topic by understanding the vocabulary of Geometry - some commonly used words related to the topic and what they mean.

__Homework__ - refer to the separate set of handout given to you (__distributed after lesson)__

after going through the above, attempt the 1st sheet of homework (Unit 13.1 Basic Geometry)

Preparation for the next lesson:

@GoogleSite

- Introduction: The Geometry and Art of Architecture
- Note that there's a G+ activity at the end of this page
- 1. Line Segment
- 2. Angles and Angle Properties

after going through the above, attempt the 1st sheet of homework (Unit 13.1 Basic Geometry)

Do on this sheet of paper, at the spaces available.

For Q5,

- Form an equation with the unknowns and the given angles
- remember to write down the reasons
- Refer to the lesson in GoogleSite on how to present the working properly.

As iterated in class (many times), it is important for us to present our working clearly so that whoever reading your working (and answers) is able to understand your train of thoughts. In addition, proper working presentation is also a demonstration of your understanding of concepts.

Below is a guide (by Mr Desmond Peh) on how you should present your working, especially when answering to word problems.

Below is a guide (by Mr Desmond Peh) on how you should present your working, especially when answering to word problems.

- By the way, can you spot one part of the working that could be further improved?

Study Notes (p19): Challenge (Tier C)

Here are some additional information on the discussion:

Here are some additional information on the discussion:

- Lightning Safety during Outdoor Sports
- Facts about Lightning - Safety Tips for the Mariner [Fact Sheet]

Which media does sound travel fastest in?

- Vacuum? Air? Water? Solid?

Please see below, the suggested way of solving the problem (using algebra, right from the start).

This would be a good strategy, especially**if you are required to SHOW **the answer is 40/89

While by substituting numbers work (as most of you have attempted in that manner), you would notice that you could substitute different sets of numbers in the expression, and yet you still get 40/89; then how would you explain that?

(there's where algebra comes in to help generalise their explanation....)

This would be a good strategy, especially

While by substituting numbers work (as most of you have attempted in that manner), you would notice that you could substitute different sets of numbers in the expression, and yet you still get 40/89; then how would you explain that?

(there's where algebra comes in to help generalise their explanation....)

x:y=3:4

y:z= 5:8

x:y:z=15:20:32

x=15

y=20

z=32

2y/3x-y+2z = 2(20) /( 3(15)-20+ 2(32))

= 40/(45-20+64)

= 40/89

By group 4

y:z= 5:8

x:y:z=15:20:32

x=15

y=20

z=32

2y/3x-y+2z = 2(20) /( 3(15)-20+ 2(32))

= 40/(45-20+64)

= 40/89

By group 4

Homework - for tomorrow's discussion:

Study notes: p5 to p9

Study notes: p5 to p9

- Class Work 1 (Tier A)
- Class Work 2 (Tier B)
- Class Work 3 (Tier B)
- Class Work 4 (Tier C)

Re: Reschedule of assessment for those who are unable to turn up on 18 July (1.30 pm)

Hi Everybody

As you did not turn up for the summative assessment on Friday 1.30 pm (for various reasons), I've re-scheduled you to take the assessment on

Day/ Date: MONDAY 21 July

Time: 3 pm

Venue: S1-01 classroom

Remember to bring along your calculator.

The maximum duration of the paper is about 30 minutes.

You may leave immediately when you finish the paper.

With regards

Ms Loh

**Who needed to attend:**

Hi Everybody

As you did not turn up for the summative assessment on Friday 1.30 pm (for various reasons), I've re-scheduled you to take the assessment on

Day/ Date: MONDAY 21 July

Time: 3 pm

Venue: S1-01 classroom

Remember to bring along your calculator.

The maximum duration of the paper is about 30 minutes.

You may leave immediately when you finish the paper.

With regards

Ms Loh

3 | KLAUDIA OEY JIAQI |

11 | ADAM AIMAN B IZHAM |

12 | AFIQ PRASANTO |

16 | KHAIRUL AZFAR B ZAINUDIN |

18 | MUHAMMAD ALFAATIH BIN MOHAMED |

19 | MUHAMMAD HARITH BIN SAMRI |

In the last lesson, we discussed "Inverse Proportion" and did 2 examples

Below is what we discussed, and how we should present our working:

Below is what we discussed, and how we should present our working:

From the two lessons, we learnt how the equations look like for direct and inverse proportion, i.e. the position of the term on the right.

Here are the 2 groups of equations:

Group 1: Equations that demonstrate direct proportion

Group 2: Equations that demonstrate inverse proportion

**Direct Proportion (Group 1)**

Enter the equations, one at a time into grapher and observe the lines.

If you examine the graphs in this group carefully, what are the common characteristics that you notice about the lines?

**Inverse Proportion (Group 2)**

Enter the equations, one at a time into grapher and observe the lines.

Why do the graphs behave in this manner?

Clue: It has something to do with the position of the*x *term.

If you examine the graphs in this group carefully, what are the common characteristics that you notice about the lines?

**Point to Ponder:**

**Compare the 2 groups of graphs, what are the common characteristics? **

Here are the 2 groups of equations:

Group 1: Equations that demonstrate direct proportion

Group 2: Equations that demonstrate inverse proportion

Enter the equations, one at a time into grapher and observe the lines.

If you examine the graphs in this group carefully, what are the common characteristics that you notice about the lines?

Enter the equations, one at a time into grapher and observe the lines.

Why do the graphs behave in this manner?

Clue: It has something to do with the position of the

If you examine the graphs in this group carefully, what are the common characteristics that you notice about the lines?

Click HERE to view the Playlist that explains the solutions to the question by parts:

Here the two versions of Frequency Table & Histogram presented by some of you.

For your reference.

**Version 1**

**Version 2**

You may click HERE to view the spreadsheet on how to calculate the frequency within the range.

For your reference.

You may click HERE to view the spreadsheet on how to calculate the frequency within the range.

[Study Notes Class Work Tier A Q2 & Q3 (p18)]

Click HERE to access the spreadsheet for the questions.

Click HERE to access the spreadsheet for the questions.

- You will not be able to edit this file.
- Go to FILE > MAKE A COPY to save a copy of the spreadsheet into your GoogleDrive.
- Rename it as "
**Data Handling (Study Notes) P18Q2Q3**". - You are going to apply a few functions that would aid you to compute the mean, median and mode.

[Study Notes: p10]

Here's another way that a Frequency Table may look like:

This is how the histogram looks like

**Homework**

Here's another way that a Frequency Table may look like:

- Preparation for next lesson's discussion: Mean, Median, Mode
- p16-p17: Read through what Mean, Median, Mode are
- p17-p19: Attempt Tier A (Q1 to Q3) and Tier B (Q1 & Q2) questions

During lesson, we did **data collection**, i.e. collecting a data point from each and everyone who's present in the class. In total, we have __25__ data points.

In the next lesson, we will**tabulate the data in a frequency table**, and use a **statistical representation** (i.e. a **Histogram **in this case) to present the data for further interpretation.

Homework: Complete Homework 6A - for submission in the next lesson.

What we have after lesson on 10 July 2014 (Thursday).

The set of data is organised in a**frequency table for further interpretation.**

Next, we can present the information in a**statistical representation, histogram**

In the next lesson, we will

Homework: Complete Homework 6A - for submission in the next lesson.

What we have after lesson on 10 July 2014 (Thursday).

The set of data is organised in a

Next, we can present the information in a

Dear S1-04

As spoken, we'll be having the**Summative Assessments** after school these 2 weeks.

The schedule is as shown:

Please report to the**Seminar Room (**Block C, Level 3, opposite SST Inc) at **1.20 pm** to get ready.

__Muslim boys from S1-04__ will **report at 2.15 pm to the Info Hub**.

**For more information, please refer to the calendar invite.**

**Alternative Assessment/ Performance Task**

**21 - 25 July**

**Level Test 2**

**End-of-Year Examination**

As spoken, we'll be having the

The schedule is as shown:

Please report to the

The following have yet submitted the self-directed learning Homework.

Please submit by Term 3 Week 2

Please submit by Term 3 Week 2

4 | LEONG HOI MUN, CHARLENE |

7 | NGO EE YING Mathida |

8 | REESA CHUA |

9 | SAFFRON SOPHIA LEE |

10 | TAN YOU YI |

11 | ADAM AIMAN B IZHAM |

12 | AFIQ PRASANTO |

14 | HEW ZI HENG |

16 | KHAIRUL AZFAR B ZAINUDIN |

17 | MIN KHANT HTEIN Alex |

18 | MUHAMMAD ALFAATIH BIN MOHAMED |

19 | MUHAMMAD HARITH BIN SAMRI |

20 | OH JIA JUN |

22 | QUEK GENE YONG |

25 | ZAVIER TEO MENG JUN |

Here's a summary of Linear Graphs

Here's how you could solve the 4 problems in p29 (Study Notes): [Playlist - 4 clips]

Dear S1-04

There are 5 pieces of tasks to be completed in the next couple of days before we meet again on next Tuesday.

**(A) Linear Graphs**

1. Complete Homework 8C - plotting of graphs

This serves as a practice in preparation of the Summative Assessment that will take place next week.

2. Attempt the discussion questions (study notes, p30) in the blog posts - as Comments (remember to key in your group number:

**(B) Data Handling**

1. Complete the Flipped Lesson activity (in the previous post)

2. Go through p6 and p7 of the Study Notes and attempt those questions.

Be prepared for discussions - in particular,

There are 5 pieces of tasks to be completed in the next couple of days before we meet again on next Tuesday.

1. Complete Homework 8C - plotting of graphs

This serves as a practice in preparation of the Summative Assessment that will take place next week.

2. Attempt the discussion questions (study notes, p30) in the blog posts - as Comments (remember to key in your group number:

1. Complete the Flipped Lesson activity (in the previous post)

2. Go through p6 and p7 of the Study Notes and attempt those questions.

Be prepared for discussions - in particular,

- the difference between bar Graph & Histogram
- how to read a frequency table

3. Attempt the Activity: **S1 (2014) Statistics Around Us** in the GoogleSite > Maths

Click HERE for the direct link.

You will enter your responses into the GoogleForm at the end of the page.

Alternatively, you can also click HERE to access the form.

Alternatively, you can also click HERE to access the form.

Please refer to your study notes (p3 to p5).

The materials (including relevant video clips) for the activities in this lesson are posted in the GoogleSite > Mathematics [click to access the page directly].

We will be discussing Activities 1, 2 & 3 in tomorrow's lesson.

How would you determine if the points A (2, -5) and B (5, 2) lie on the straight line y = 3x - 5?

Key in your responses in "Comments".

Remember to enter your group number.

Key in your responses in "Comments".

Remember to enter your group number.

Describe the various ways that we can use to find out if 3 given points lie on the same straight line.

Key in your responses in "Comments".

Remember to enter your group number.

Remember to enter your group number.

In the following question,

we received the following "answers"

(Ans #1) y =*x - 2*

(Ans #2) y* *= 3*x *- 1

Would you accept the above answers (Ans #1 , Ans #2)

On the other hand, would you accept the following answer?

*x *= 0 is a line that is not parallel to *y* = 3*x *but has the same vertical intercept?

we received the following "answers"

(Ans #1) y =

(Ans #2) y

Would you accept the above answers (Ans #1 , Ans #2)

On the other hand, would you accept the following answer?

In the following question, one important consideration is the **"mirror" line**.

Where do you think the mirror lines going to be? How many mirror lines are there altogether.

Strategy: Sketch the graph on the paper and figure out.

This is one possibility: when the mirror line is the*y-*axis.

Can you tell the equation of the "reflection"?

This is one possibility: when the mirror line is the*x-*axis.

Can you tell the equation of the "reflection"?

Where do you think the mirror lines going to be? How many mirror lines are there altogether.

Strategy: Sketch the graph on the paper and figure out.

This is one possibility: when the mirror line is the

Can you tell the equation of the "reflection"?

This is one possibility: when the mirror line is the

Can you tell the equation of the "reflection"?

Some key points, discussed, when we sketch a graph, we should have the following **clearly indicated on the sketch**

*x-*intercept (i.e. when*y =*0)*y*-intercept (i.e. when*x =*0)- origin,
*O* *x*and*y*axis- equation of the line (i.e. we must remember to label the line)

Refer to the Activity Handout that we did in class.

We were discussing the following question this morning (HW8E, Q1(d))

and I drew the diagram on the following on the board.

What I did: I 'identified two points (2,0) and (1, 0) to calculate the gradient of the line.

Then we were 'stuck' for quite some time.

Can you tell what's wrong with the working or the approach that I used?

**What you need to do...**

You are required to elaborate what has gone wrong when I approach this question.

Then suggest the points you should use to compute the gradient of the line; and tell us what is the final equation of the line.

[Attempt this by tonight 1 July, 2359]

[The first most complete response will be earn 5 points for your group]

and I drew the diagram on the following on the board.

What I did: I 'identified two points (2,0) and (1, 0) to calculate the gradient of the line.

Then we were 'stuck' for quite some time.

Can you tell what's wrong with the working or the approach that I used?

You are required to elaborate what has gone wrong when I approach this question.

Then suggest the points you should use to compute the gradient of the line; and tell us what is the final equation of the line.

[Attempt this by tonight 1 July, 2359]

[The first most complete response will be earn 5 points for your group]

1. Watch the following video clips (there are 4 altogether).

2. Make reference to the Study Notes, p28 to complete the exercise.

You have to complete the 4 questions in p28 in preparation for the Discussion & Quiz in the next lesson.

2. Make reference to the Study Notes, p28 to complete the exercise.

You have to complete the 4 questions in p28 in preparation for the Discussion & Quiz in the next lesson.

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