# 2011 S1-03 Maths Blog

## Thursday, January 12, 2012

## Thursday, September 15, 2011

## Tuesday, September 13, 2011

### Viva Coce Question 1

Reflection :

I had to be careful on which word to speak so that i would get the key words right. I had to take few times and edit the parts that i failed out. It took quite a process to do it over and over again.

I had to be careful on which word to speak so that i would get the key words right. I had to take few times and edit the parts that i failed out. It took quite a process to do it over and over again.

## Monday, September 12, 2011

### Viva voce Question 3(Ethan) :3

Part A:

Part B:

This viva voce was a good experience for me. I learnt that explaining the question is not as easy as doing it by itself as you have to think on how to explain it.

## Sunday, September 11, 2011

### S1 (Viva Voce) Part A and B Question 1

Part B: This was a good experience because when i explain how i solved the question, i understand it better. There was some challenges because of the uploading and all and my voice wasn't that clear.

### S1 (Viva Voce) and S1 (Viva Voce) Part B Reflection ~ Julian tan

Part B:The hardest thing to do for this task is the reading of the workings.I kept reading mathematical terms wrongly and thus had to keep recording over and over again.Also,recording my explanation took me loads of efforts to have minimum disturbances as possible. However,recording the video had no problems which made the task somewhat easier for me

### VIVA VOCE-Adam

Part B:

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.

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.

### S1 VIVA VOCE PART A QUESTION 1

S1 Viva Voce Part B. Question 1

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 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.

### Joshua's Viva Voce~ Nyan(Meow)

Part B:

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... 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.

P.S Sorry for the soft volume...

### Viva Voce- Ho Zong Han

Part B:

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

### Viva Voce

Part A Question 3:

I was quite challenging to explain a question using verbal explanation. As I needed to use mathematical term to explain. Furthermore, I had a few retakes as I might say the wrong things during the recording. I also need to find a way to explain the question so that it is easy to understand.

### Viva Voce (Terrence Neo)

Part (b): It was quite challenging to make the video, as I wrote down the method in Textedit. I also had to type out a script, which took quite a while. We can write the workings blindly, but do we actually understand the question? By explaing the method through this activity, we gain a better understanding of what we are actually doing, as in Maths, it's not about memorizing, it's about the concept behind it.

Done by Terrence Neo

### viva voce performance task by Allen Kim

PART A

PART B

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.

PART B

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.

### Viva Voce

S1 (Viva Voce) Part A: Question 1

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.

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.

### Viva Voce Performance Task by Balram Sharma

Section A - Question 3 Video:

Section B - Reflection:

I feel that the viva voce performance task has helped me learn how to express my views in the field of Mathematics. Earlier on, I was not sure how to solve problems orally, preferring instead to write the solutions down on paper or type them up using a computer. I faced challenges in recording the audio, and I had to re-do it thrice due to a lack of quality. Thankfully, I was able to overcome this challenge on my fourth attempt at recording the audio.

### Viva Voce- Dylan Goh

Part B

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.

### Viva Voce (Individual task)

**S1 (Viva Voce) Part A Question 3**

**S1 (Viva Voce) Part B Reflection**

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

## Wednesday, September 7, 2011

### S1 (Viva Voce) Part A Question 1

**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

### Viva Voce Video - Balram Sharma, Ethan and Dhruti

This is my Viva Voce video. My group members have not sent me theirs yet.

## Tuesday, July 19, 2011

### Viva Voce - Rubrics

Dear S1-03 students,

1. Pls find below the rubrics for the Viva Voce assessment.

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! :)

1. Pls find below the rubrics for the Viva Voce assessment.

Criteria | 4 | 3 | 2 | 1 |

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. |

Conceptual Understanding | 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

### June Vacation Learning Activities

Dear Students

We have selected the topic,

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.

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.

### June Vacation Chap 9.2 RATE (L1) Rate in Everyday Situation

What's defined in Wikipedia: Rate (mathematics)

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

*In mathematics, a rate is a ratio between two measurements, often with different units.[1]. 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

*(http://www.singaporeflyer.com/en/about-us/fun-facts-about-singapore-flyer.html)*### June Vacation Chap 9.2 RATE (L2) A Twist to the Red Riding Hood Adventure

Read the following short story... you will be able to find descriptions related to RATE...

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.

*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.**"That's a good idea," her mother said. "We usually visit grandma twice a month. However, because of common tests, you have not visited Grandma this month! She would be upset if she doesn't see you soon!"*

*["Rate" in the story: 2 visits in ONE month]*

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.

### June Vacation Chap 9.2 RATE (L3) CONSTANT Rate vs AVERAGE Rate

Here are 2 scenarios:

When do we use CONSTANT rate and when to use AVERAGE rate?

Attempt the following Quiz... It may help you to sharpen your thoughts...

- The tap in the bathroom leaks - 2 drops of water droplets for every minute. 2 drops of water/minute is considered as "CONSTANT RATE".
- BenoÃ®t 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...

### June Vacation Chap 9.2 RATE (L4) Self-Paced Learning

**1. Mathematics Textbook 1B**

(b) Attempt Exercise 9.2 Q1 to Q10.

*Enter your answers to Exercise 9.2 under Comments. Label your Answers with Question numbers.*

**2. ACELearning Portal: eLearning Portal**

> 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

### June Vacation Chap 9.2 RATE (L5) Can he catch up with her?

Grace left home at 6.30 am to walk to school. 10 minutes later, her brother Shamus saw her wallet on the dining table. He grabbed the wallet and hopped onto his bicycle and rode after Grace.

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?

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

### Summary for 14/4/2011

What we've learnt today:

Paul's wheel, about how we can understand charts better by jotting down on the wheel. (advertisement today)

Spotting the misleading stuff that a graph might lead us to.

Mid-year examinations is on the week 8 of term 2, from Wednesday to friday (everything up to Algebra is included).

Also, do remember to finish up your worksheet about Statistics today.

Thats all, I think.

### Statistics - Reflection 2

What was your experience using Paul's wheel of Reasoning like? How has it helped you in your thinking?

### Statistics - Reflection 1

What are 3 interesting things you have learnt about Statistics? Explain why you felt that they were interesting.

## Saturday, April 2, 2011

## Friday, April 1, 2011

### Summary for 1/4/2011

What we learnt:

average,median,mode,percentiles,frequency table

question problem,data collection,organize data,represent data,analyze data,make conclusions,make decisions

different types of charts,data collection

Homework

-internalize the process(Charts for what?)

-HW TB1B

Read pg 163-167

Complete Ex16.2 on foolscap paper on mon

-Bring one advertisement from 1 newspaper/magazine article that uses statistics(charts)to communicate their ideas(discussion on monday)

www.singstats.gov.sg

Julian Tan De Kuan(11)

## Thursday, March 31, 2011

### Worldometers

View the statistics on the Worldometers website.

What are some of your comments and questions that you have?

What are some of your comments and questions that you have?

## Wednesday, March 30, 2011

## Tuesday, March 29, 2011

## Monday, March 28, 2011

### 28 March 2011

Homework for today's lesson:

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.

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.

### eLearning Lesson 1 Task 2 by Adam (18)

Reasons:

1) Their house might be very near the school.

2) They might wake up very early, thus having enough time to walk to school.

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