## Wednesday, 26 April 2017

### Revision: Ratio, Rate & Speed - Word Problems (Tier C Q5, Q6)

With reference to the revision handout, "Ratio, Rate and Speed: Word Problems",
you are encouraged to post your worked solution (if you have attempted) for Tier C Questions 5 & 6 in the padlets before the next lesson.

## Monday, 24 April 2017

### Percentages: Warm Up!

Click HERE to access the questions (available after the quiz)

## Thursday, 20 April 2017

### Speed: Travelling via different modes

In December, Ms Loh travelled from Takayama via Toyama (in Japan).
There were several means that she could choose: by car, by train or by foot.

(Q1) Given the suggested duration (by Google; search for "distance between Takayama station to Toyama station"), find the average speed by all three means of travelling.

(Q2) What assumption(s) did we make when computing the speeds?

(Q3) At present, only local train runs between the two stations. If shinkansen is available between the two stations, how much time would be saved?
Using the information in the blog post (click HERE) to see more details

## Wednesday, 19 April 2017

### Speed: Every Minute Counts...

Enter your individual response in the comment. Remember to label the parts as given.

(1) Describe clearly how would you approach the question?
(2) What is your final answer (round off to 3 SF if it is non-exact)

Duration: 5 minutes

Suggested Train of Thought...
The following suggestion reduces the 'redundant' working (updated on 23 April 2017)

Step 1: Draw out the info available
Speed of Wolf: 65 km/h
Little Red Riding Hood (LRRH) - start 35 minutes later; catch up after 130 km.

Step 2: Make inference
Since distance travelled by both Wolf and LRRH is the same,
then Wolf would have travelled 130 km.

Thinking:
By finding the time taken by Wolf, we can find the time taken by LRRH to travel the same distance (since she started 35 min later).
With this time, we can find the speed that LRRH travels at.

Step 3: Find time taken by Wolf. This will enable us to find amount of time LRRH has taken.
Distance by wolf = 130 km.
and time taken by Wolf = distance ÷ speed = 130 / 65 = 2 hours

Step 4: Find time taken by LRRH
Remember both Wolf and LRRH travel the same distance,
and LRRH started 35 min later than
Since wolf takes 2 hours to cover a distance of 130 km,
Time taken by LRRH = 2 h - 35 min = 85 min
Convert the time to h, we have 1 5/12 h

Step 5: Find speed that LRRH travels at
Speed = Distance ÷ Time
Speed = 130 km ÷ 1 5/12 h = 91.8 km/h (3 significant figures)

### Q1-Q4: Things to look out for when presenting your solution

The following pointers were suggested by the class that we should take note of when presenting our worked solution, to express our thoughts clearly, hence making our thinking visible to the reader.

Updated (23 April 2017): Group SCORE
Note:
The highlighted mark shows that the team had scored full mark for the question they managed.

### SDL (02) Revision: Rate & Speed (Q1) The Traveller's Route

Instructions
Attempt the task on papers provided.
Remember to label the parts and show your working clearly. Presentation must be clear.
Post your group's answer in the Padlet below. Remember to indicate the group name and the members who work on the task.

Eunice is driving from Singapore to Malacca, Malaysia.

Eunice is driving from Singapore to Malacca, Malaysia. She leaves Singapore Woodlands checkpoint at 08 30 and travels the first 60 km of the journey at an average speed of 25 m/s and the next 120 km at an average speed of 80 km/h. She stops at Muar for a 30-minute break before continuing the last part of her journey at an average speed of 90 km/h in 35 minutes.

(a) Convert 25 m/s to km/h. [1]
(b) What time does she reach Muar? Give time in the 24h notation. [3]
(c) Find the average speed for its entire journey, giving your answer in km/h. [3]

### SDL (02) Revision: Ratio (Q3) Precious Gold

Instructions
Refer to the Handout and attempt the task on writing papers.
Remember to label the parts and show your working clearly. Presentation must be clear.
Post your group's answer in the Padlet below. Remember to indicate the group name and the members who work on the task.

By mass, Yellow Gold 18K is made up of 75% of Gold (Au), 15% of Silver (Ag) and the remainder is made up of Copper (Cu), by mass.

(a) Find, by mass, Au : Ag : Cu, giving your answer in the simplest form. [1]

(b) A goldsmith is tasked to make a piece of jewellery with Yellow Gold 18K. With 2.25g of Silver, how much of gold and copper would be needed to form the alloy? [2]

(c) If this piece of jewellery is to be melted into liquid alloy
(i) Find is the volume of the alloy. [3]
(ii) Compare the volume with that of a 15g of pure 24 carat gold, which has a greater volume – Yellow Gold 18K or 24 carat gold? [2]

Given that the density of Gold is 19.3 g/cm3, Silver is 10.49 g/cm3 and Copper is 8.92 g/cm3.

Watch the following clip for background info that would help you understand the context of the question better:

Mass, volume and density are related by an equation: density = mass ÷ volume

### SDL (02) Revision: Ratio (Q4) Fresh Lemonade for all

Instructions
Refer to the Handout and attempt the task on writing papers.
Remember to label the parts and show your working clearly. Presentation must be clear.
Post your group's answer in the Padlet below. Remember to indicate the group name and the members who work on the task.

Ms Lee, the Sports & Wellness teacher, is going to conduct a fresh juice making class in the “Eat Healthy, Live Healthy” week. She is going to teach participants how to make fresh lemonade, with reference to a recipe available at https://www.sunkist.com/recipes/fresh-lemonade/

Find out, from the website, the amount of ingredients that Ms Lee needs to prepare for each participant, enough to make the beverage for 4 servings.

(a) Express the ratio of lemon juice, water and sugar in its simplest form. [2]

(b) If only 10 cups of lemon juice are available, what is the maximum number of participants that Ms Lee can have for the workshop if she needs to ensure every participant has the same amount of ingredients for the workshop? [1]

(c) Based on the constraint she has in (b), how much water and sugar does she need for her workshop? [2]
You may check your answer at the website.

(d) If Ms Lee wants to prepare enough lemonade for all participants (not including herself), find out from the website how much of each type of ingredients she needs. [1]

## Tuesday, 18 April 2017

### [Menu] 18 April 2017 (Tuesday)

1. We went through the Error Analysis for Summative Quiz 2
The marked quizzes were returned, and suggested solution are available in the GoogleSite.
Please do the corrections.

2. We started the discussion of RATIO (refer to the new set of study notes issued).

3. Homework - assigned at the Google Classroom (Ratio).
Do attempt by today 10 pm (as a review practice)

4. Homework for submission - Inequalities Handout (given on Monday)
- to be submitted tomorrow (19 April 2017)

5. Report to Learning Oasis 1 tomorrow for Maths lesson.
Bring along (1) Study Notes for Ratio (2) Maths Notebook (3) Learning Device (4) Calculator (5) Writing materials

### [Review] Algebra: Factorisation Summative Quiz 2

Report on Friday (21 April 2017) at 1.30 pm to 1.45 pm for a dipstick quiz on factorisation (in S1-01 classroom).
Preparation: Revise "Factorisation"-related materials and watch the clips at the Maths Blog (Algebra (3))

## Monday, 17 April 2017

### Algebra Mind-Map

This is a mind-map to recap what we had learnt for algebra for the past few weeks and months

### [Menu] 17 April 2017

1. Summary of Algebra - mapping the various subtopics (revision)
[Hao Min - pls post the image in the blog. Thanks.]

2. We completed our discussion on the handout , "Algebra - Factorisation (Consolidation)"
You can find the suggested solution (complete with working) in the GoogleSite
(Maths > S1-01 > Unit 04 Algebra)

3. You did Summative Quiz 2
You can find the suggested solution in the GoogleSite (same section)

4. Preparation for lesson on Tuesday
We will be doing the SDL topic, "Rate, Speed and Ratio".
Do take a bit of time to go through Textbook Chapter 9 if you can.

5. Homework - Inequalities (II)
Below is the working for the example - take note of the presentation.
Your working should be similar - clear and systematic.
Deadline: Wednesday (19 April 2017)

## Saturday, 15 April 2017

### 6 AM Quiz #08: Is it a fair deal?

You may click HERE to open up the Form

## Saturday, 8 April 2017

### 6 AM Quiz #07: Finding x....

You may click HERE to open up the Form

## Tuesday, 4 April 2017

### [Menu] 4 April 2017

Today's lesson focused on "Inequality".

We noted, in particular, the 2nd topical EU:
• The solution of an algebraic inequality may not be unique
and we saw these through examples (see the post below).

We also discussed Study Notes (p3) with arithmetic examples (see post below); and went through p5 of the notes (Example 1 & Exercise 1).

Assignments 81. and 8.2 are given.
Deadline: This FRIDAY (7 April 2017)

AceLearning Assignment is given.

The handout, "In Music, What Does "Allegro" Mean?" (courtesy of Mr Johari) was given.
Objective: For practice and to build up the speed to solve inequalities.

### Inequalities - An Introduction

I think of a number... er... some numbers....?

### Discussion: Equations VS InEqualities

Examine the pairs of working...
• Describe on similarities within each pair of working
• Describe the difference in the answers in each pair of the working

## Monday, 3 April 2017

### Inequalities - An Introduction

(1) What do these symbols mean?

(2) Making connection

Click HERE to see responses

(3) Checking Understanding

### [Menu] 3 April 2017 - More about Number Patterns

Number Sequence: An extension

Note that arithmetic progression is covered in the upper secondary syllabus.
As share in class, this is gently embedded in the topic, Number Sequence when we attempt to generalise patterns using algebraic formulae.

Source: http://keisan.casio.com/exec/system/1223465446
Click HERE to explore

Note: I did not touch on GP during the lesson.

Fibonacci Sequence
We briefly talked about the sequence (and the rabbits!)
You would find the following interesting:
• https://plus.maths.org/content/fibonacci-sequence-brief-introduction
• http://www.maths.surrey.ac.uk/hosted-sites/R.Knott/Fibonacci/fibnat.html

## Sunday, 2 April 2017

### [Have Fun] Have you started 'snacking'?

Dear S1-01

You received the following on Friday
(this was distributed to all S1 classes, under the EL Programme).

One of the cards is about financial mathematics - "Save for What you Want"
What's the difference between a "need" and "want"? How would you prioritise them? What are some examples of "needs" and "wants"?

Do you know you can create your own account digitally using a spreadsheet to keep track of your savings and expenditure? Try that out.

## Saturday, 1 April 2017

### Maths SASMO Preparation

Solving Simultaneous equations!
We discussed 2 methods - Elimination method and Substitution method.

Testing your eye powers! Are you able to explain where the misconceptions are for each of these working?

### 6 AM Quiz #06: Algebra or Numeric?

You may click HERE to open up the Form

Suggested solution (posted on 2 April 2017)

### SASMO on 5 April 2017 (Wednesday)

Dear S1-01

This is a gentle reminder that the event is going to take place on upcoming Wednesday. Please make alternative arrangements for other appointments or events that happens at the same time, reason being there is NO make-up session for the competition (and there is NO refund if you miss the session).

Instructions (from Mr Chen Jinquan)
Date: 5 April, Wednesday
Time: 2:40pm - 4:30pm
Place: Auditorium
Special Instructions: No calculator allowed

In addition, please ensure you have the following:

• Writing materials, including PEN and 2B Pencil (or mechanical pencil with 2B lead)
As your last period lesson ends at 2 pm. please remind your teacher in the last period to dismiss the class on time so that you have ample time for lunch.

A calendar invite has been sent to you as a reminder for the event.

All the best :)