Thursday, January 12, 2012
Thursday, September 15, 2011
Tuesday, September 13, 2011
Monday, September 12, 2011
Sunday, September 11, 2011
I had a lot of difficulty trying to explain everything in mathematical terms. I felt that it would be easier if I were to just right down everything. I also had to right a script so that was pretty time consuming. I also had to record the voice a few times as there were some problems with my mic.
The most challenging part of this performance task was not doing the math question but videoing the explanation. First, I had trouble getting the camera to just hang up there and record it while I did, so i resorted to paper and pen and using photo booth. But i had to flip the video, which i had no idea how to do. In the end I had to do a mirrored version of my solution and record it. And also, during my explanation, there were also a lot of disturbances. Videoing this needed some patience.
The most challenging part... hmm. I find that, to explain a question in words while using mathematical language is the most challenging part for me. I did the recording and the filming separately and since the environment at home its very quiet, I had no trouble while recording.
The most challenging part that i faced is to explain part 1 as usually it is just a straight forward formula and i never thought how the formula was made. The recording also caused problems as there was background noise and i had to cancel recording due to the drills being louder than my voice, in the end, i recorded at a different timing when there was less background noise
I had difficulties trying to say all the explanation in one shot i had to retake over and over again. We are able to write workings but the question is do we really understand?or are we just using a method we memorized.but by doing viva voce we are able to explain that we really understand what we are doing for working.
link of the video ➟ http://www.youtube.com/watch?v=k-wY6VEeRt8
S1 (Viva Voce) Part B: Reflection
Taking the video was quite challenging. I had to record a lot of times to get the right video because there were a lot of noise from the background, that I had to change location and I need to place my camera in the right position. Furthermore, I made some mistakes.
However, I understand better in solving the question and it helped me to answer the question with ease while making the video.
I had to record for a few times because i made several mistakes while reading it. Sometimes, while recording, i would accidentally click on something, which then disrupts the recording process. In the end, i recorded it in fullscreen so that it is much easier. I had to also use mathematical terms instead of just explaining it, hence making it harder than just writing down. I learnt that speaking is much harder than just writing down.
My main problem was on how to take the video, as I could not position my learning device properly such that the whole piece of paper I was using can be seen while I do my workings. Although it was hard and I had to make a lot of videos before finally finishing the whole video without difficulties, it taught me a lot as I learnt how to talk fluently and not too fast or slow, and I could understand the problem more by explaining my solutions while solving the question. I made use of the knowledge I know and found out the answers to Question 3 with ease.
Saturday, September 10, 2011
Based on my experience of Viva Voce, I find that it helps us to be vocal speakers and teaches us how to explain problems and solutions with professionalism. I have came across difficulties. For example, I need to know how to twist my words when im explaining a sum and I must know the correct pitch and volume my tone should be. It also helps us in our presentation and oral skills.
Wednesday, September 7, 2011
S1 (Viva Voce) Part B Reflection:
It was extremely challenging to film the video, as my video camera was not working very well, which caused the video to be choppy. Even though taken a few times, the video still froze a few times, and my speech wasn't as clear. Viva Voce has helped me in my understanding of the question, as I had to use Mathematical terms and explain the formulas.
Wednesday, July 20, 2011
Tuesday, July 19, 2011
1. Pls find below the rubrics for the Viva Voce assessment.
Communication of Ideas
Communicates all ideas clearly and fluently.
Communicates some ideas clearly.
Communicates few ideas clearly.
Unable to communicates ideas.
Use of Mathematical Language
Uses Mathematical terms accurately and appropriately.
Uses most Mathematical terms accurately.
Little use of accurate Mathematical terms.
Incorrect use of Mathematical terms.
Explains fully the mathematical concepts involved.
Adequately explains the Mathematical concepts(s) involved.
Partially explains the Mathematical concept(s) involved.
Unable to explain the Mathematical concept(s) involved.
Use of Strategies
Insightful use of strategies to solve the problem.
Use of appropriate strategies to solve the problem.
Use of inappropriate strategies to solve the problem.
Did not solve the problem.
2. Kindly assess the other groups using the google survey here.
click here to view the feedback
3. We will discuss your feedback tomorrow in class.
Thank you! :)
Thursday, July 14, 2011
Tuesday, July 12, 2011
Wednesday, June 8, 2011
We have selected the topic, Rate (Textbook 1B, Chapter 9.2) as a self-directed lesson where you would re-visit a topic that you came across in Primary School.
A couple of new concepts are introduced, for example, what is the difference between Constant Rate and Average Rate?
Take time to attempt the 5 lessons. You may stagger the learning activities (e.g. one lesson a day).
Complete the activities before school re-opens as we'll be using your responses for discssions when school reopens.
In mathematics, a rate is a ratio between two measurements, often with different units.. If the unit or quantity in respect of which something is changing is not specified, usually the rate is per unit time. However, a rate of change can be specified per unit time, or per unit of length or mass or another quantity. The most common type of rate is "per unit time", such as speed, heart rate and flux. Rates that have a non-time denominator include exchange rates, literacy rates and electric flux.
When we describe the units of a rate, the word "per" is used to separate the units of the two measurements used to calculate the rate (for example a heart rate is expressed "beats per minute"). A rate defined using two numbers of the same units (such as tax rates) or counts (such as literacy rate) will result in a dimensionless quantity, which can be expressed as a percentage (for example, the global literacy rate in 1998 was 80%) or fraction or as a multiple.
Rate is commonly used in our daily life. Here are some examples:
40 km/h - 40 kilometres per hour
30 steps/min - 30 steps in per minute
2 l/hour - 2 litres per hour
67 words/min - 60 words per 1 min
80 m/week - 80 metres per week
25km/l - 25 kilometres per 1 litre
$90/m³ - $90 per cubic metre
Think of 2 real life situations in which we use the concept of rate to describe useful information.
Here is an example:
The Singapore Flyer rotates at the rate of 0.24 m/s or 0.76 km/h
Once upon a time, there was a little girl who lived in a village near the forest. Whenever she went out, the little girl wore a red riding cloak, so everyone in the village called her Little Red Riding Hood.
One morning, Little Red Riding Hood asked her mother if she could go to visit her grandmother as it had been a while since they'd seen each other.
Based on what you understand about the term "rate", you will now continue to build the story from where the last person has commented... Everyone will contribute to one part of this Marathon Story. Your part of the story should have at least one description related to to RATE.
- The tap in the bathroom leaks - 2 drops of water droplets for every minute. 2 drops of water/minute is considered as "CONSTANT RATE".
- Benoît Lecomte, the French long distance swimmer was the first man to swim across the Atlantic Ocean at the rate of 43.6 miles in a day. 43.6 miles/day is considered as "AVERAGE RATE".
When do we use CONSTANT rate and when to use AVERAGE rate?
Attempt the following Quiz... It may help you to sharpen your thoughts...
(b) Attempt Exercise 9.2 Q1 to Q10.
Enter your answers to Exercise 9.2 under Comments. Label your Answers with Question numbers.
> Additional Arithmetic
> Ratio, Rate and Speed: Choose Rate
(a) Go through video lessons: Rate, Average Rate, Example 1, Example 2
(b) Try Practice Drills on your own to check your understanding
Note: An email has been sent to all students via the AceLearning
Shamus rode his bicycle 3 times as fast as Grace walked.
Q1: What time was it when Shamus caught up with Grace?
Q2: If the school is 800m from home, did Shamus reach Grace before she arrived at school?
Use the following to guide you...
- What information do you know from the problem?
- What else do you need to know to solve the problem?
- Pick a reasonable number for the information you need.
Thursday, April 14, 2011
Saturday, April 2, 2011
Friday, April 1, 2011
Thursday, March 31, 2011
Wednesday, March 30, 2011
Tuesday, March 29, 2011
Monday, March 28, 2011
Redo your maths elearning (wednesday) task 2. Do not use tables, use charts/graphs
Summary of lesson:
We learnt the process of data collection and handling today. The process is:
question/problems -> Data collection(observation) -> organise data(use tables) -> represent data(charts) ->analyse data -> draw conclusions -> make decision -> question/problems
It all forms a loop.