## Monday, October 11, 2010

### End of Year Examination 2010

**1.**

**Format**

**2.**

**Topics tested**

**Include Expansion of Quadratic expression, Use of Algebraic rules in Expansion and Factorisation of Quadratic expression, Factorisation of Quadratic expression using Cross-Multiplication method**)

**Include calculation of Gradient using 2 coordinates point, Equation of a straight line y = mx +c)**

**Include Mean, Mode and Median**)

## Wednesday, October 6, 2010

### Viva Voce Assessment 2010

**Objective**

The objective of the Viva Voce Assessment is to enhance students' problem solving skills and Mathematical communication abilities.

Students will be assessed based on the following 2 criterions

1) Problem Solving Skills and Strategies

2) Concept and Mathematical Communication

**Format of assessment**

1) Students are to download a list of questions from their Mathematics Google Site on the 8 October 2010.

2) The questions are divided into 3 Categories, namely, Speed and Time, Area and Perimeter, and General questions.

3) Students are required to choose 1 question from each category, work out its solution and video their explanation and solution of the question using Photo Booth.

4) Each video should be label as follows "Class-Index No-Question No" eg. 104-01-Q2

5) All videos are to be email to edmund_ng@sst.edu.sg by 10 pm on 10 October 2010 (Sunday) and written solution are to be submitted on 11 October 2010 (Monday)

6) Late submission will not be assessed.

## Monday, September 27, 2010

## Saturday, August 14, 2010

### Question 2,

The question to answer:

**Question 2:**

Answer: D

Reasons: Statement A: Squares and parallelograms have 4 sides each. Proof:

**Great! We've already learned that quadrilaterals have how many sides?**

Mentor:

Mentor:

**Four.**

Student:

Student:

Statement B: Opposite sides of a square and parallelogram are parallel. Proof:

**But, how can all the sides be parallel if a quadrilateral is a polygon and is all closed off?**

Student:

Student:

**Great thinking! I guess what I should have said is that a parallelogram has two pairs of opposite sides that are parallel.**

Mentor:

Mentor:

Statement C: A trapezoid has only one pair of parallel sides. Proof:

The shape of a trapezium shows only one pair of parallel sides.

**Question 4**

Answer: No

Reasons: A parallelogram has 2 pairs of parallel lines, but the pairs of lines have different lengths (Let's say AB//CD and BC//AD. AB and CD have the same length (

*x*cm) and BC and AD also have the same length but this time not

*x*cm (example

*y*cm)). Futhermore, all of the angles in a square are 90ยบ. But in a parallelogram, opposite angles are the same.

**Question 5**

A parallelogram has 2 parallel pair of lines (BF//ED and BE//ED). Thus BFED is a parallelogram.

### Q1,2,5-Matthew Wong

Q2. (D)

A) They are quadrilaterals as they both have four sides.

B) They are parallel

C) One of the sides are parallel

Q5. Lines BF and ED are parallel and so are lines BE and FD.

### Questions 1, 2 and 4 by Tshin Qi Ren

**Q1) 'A square is a rhombus but a rhombus is not a square'.I agree with the statement.Because a square is a polygon with four equal length sides and four 90 degree angles. while a Rhombus is a shape that all the sides are equal with the same length but might not have the same degree, only the opposite side is the same. But a square can in a way, have the same degree for opposite sides. But a rhombus might not necessarily have 90 degrees so it cannot be said to be a square...**

**Q2) ****Which of the given statements is correct? Justify your answer/s with examples.**

**A ) A square and a parallelogram are quadrilaterals.**

**B ) Opposite sides of a square and a parallelogram are parallel.**

**C ) A trapezoid has one pair of parallel sides.**

**D ) All the above**

**Q4)**

**'All parallelograms are squares?' Do you agree with this statement?**

## Friday, August 13, 2010

### E-Learning 2010 Maths Activity 3

The statement 'A square is a rhombus but a rhombus is not a square' is completely untrue.

First, let us review the properties of a square:

• Perpendicular lines (90 degrees in each angle)

• Parallel Lines

• All lines are equal in length

Then, compare with the properties of a rhombus:

• Parallel Lines

• All lines equal in length

• Non-perpendicular lines

Hence, since one property is completely opposing each other, rhombuses cannot be squares, and squares cannot be rhombuses.

Question 2:

All of the above! (D)

For A, a quadrilateral is a shape with 4 sides, hence, a square and a parallelogram are quadrilaterals.

For B, the opposing sides of squares and parallelograms are parallel to each other.

For C, the trapezoid has only one pair of parallel lines, no more, as the other two lines will soon connect if extended.

Question 4:

Parallelograms already have 2 different lengths for their sides, hence is not a square.

### Q2,3&4 by Chan Jia Ler

### Question 1 by Kimberly Ong

### Question 2 by Kimberly Ong

### Question 3 by Kimberly Ong

### I do not have permission to add a sticky post on wallwisher.

### Question 4 by Serene

Question 4:

'All parallelograms are squares?' Do you agree with this statement?

Justify your answer with example/s.

Ans: No, I do not agree with this statement. The property of parallelograms are that opposite sides are parallel to each other and opposite sides are equal in length. However, their angles do not necessarily have to be 90 degrees like the square.

### Question 1

Q1) Based on the above conversation discuss, with examples and justification whether the following statement is justified.

'A square is a rhombus but a rhombus is not a square'.

Ans: True, a rhombus has equal sides and so does a square. However, a rhombus' diagonally opposite angles are not 90 degrees like the square. So a square can be a rhombus as is has 4 equal sides but a rhombus cannot be considered a square as it's angles are not necessarily 90 degrees.

### Question 2

Q2) Which of the given statements is correct? Justify your answer/s with examples.

A ) A square and a parallelogram are quadrilaterals.

B ) Opposite sides of a square and a parallelogram are parallel.

C ) A trapezoid has one pair of parallel sides.

D ) All the above

Ans: D) All of the above.

A) Yes, a square and a parallelogram are quadrilaterals. A quadrilateral is a four-sided figure which have straight lines like a square and parallelogram.

B) Yes, they are. A angles of a square are all 90degrees so the opposite sides are parallel to each other. A parallelogram sides are parallel to each other as their diagonally opposite angels are equal.

C) Yes, a trapezoid has one pair of parallel sides.

### Question 3 by Ho Jun Hui

### Question 2 By Ho Jun Hui

### Question 4 by low wei kang

### question 5 by low wei kang

### Question 1 by low wei kang

### Question 4 by Roy Chua

### Question 4 Millie Thng

I do not agree with this statement. Attached is a parallelogram that is not a square. It has 2 pairs of parallel lines and 4 sides (thus a parallelogram) but all 4 angles are not at 90 degrees each (thus it is not a square).

picture taken from : http://sodilinux.itd.cnr.it/sdl6x3/documentazione/xeukleides/eukleides_html/samples/parallelogram.html

### Question 2 Millie Thng

A ) A square and a parallelogram are quadrilaterals.

B ) Opposite sides of a square and a parallelogram are parallel.

C ) A trapezoid has one pair of parallel sides.

D ) All the above

D is correct.

A) A square and a parallelogram have four sides each so they are quadrilaterals.

B) The opposite sides of a square and a parallelogram will never meet when extended.

C) There is only one pair of sides in a trapezoid that will never meet when extended.

### Question 2 by Roy Chua

### Question 1 Millie Thng

The statement is true. A square is a rhombus because it fulfills the criteria - having all four sides with the same length, 2 pairs of parallel lines. A rhombus is not a square because it does not fulfill the criteria of being a square - it does not have all 4 angles at 90 degrees each.

### Question 2 by Mitchel Goh

### Question 1 by Mitchel Goh

I agree with the statement.Every square is a rhombus, because it's a quadrilateral with four congruent (equal) sides. But there are rhombuses that are not square,because their angles are not right angles.

### Question 1 by Roy Chua

### Question 4 by Denise Lim

### Question 2 by Denise Lim

### Question 1 by Denise Lim

### Question 4 by Arthur Lee

### Question 2 by Arthur Lee

**Question 2:**

Which of the given statements is correct? Justify your answer/s with examples.

A ) A square and a parallelogram are quadrilaterals.

B ) Opposite sides of a square and a parallelogram are parallel.

C ) A trapezoid has one pair of parallel sides.

D ) All the above

Answer: D) A is correct as according to the shapes they both have four sides. B is correct as according to the shapes the opposite sides are parallel. C is correct as only the bottom side is parallel to the top. Thus, the answer is D.

### Question 1 by Arthur Lee

### Question 4 by Fatin Zafirah

### Question 2 by Fatin Zafirah

Quadrilaterals have four sides. Both the square and parallelogram have four sides.

The lines on the opposite sides of the square and parallelogram will never meet. Therefore they are parallel.

Only one pair of lines of the opposites sides of the trapezoid will never meet. Therefore it has only one pair of parallel sides.

### Question 1 by Fatin Zafirah

### Question 5 Done By Ilya Haider

### Question 4 Done By Ilya Haider

### Question 3 Done By Ilya Haider

### Question 2 by Jeremy Lai

quadrilaterals as they are four sided figures. Opposite sides of a

square and a parallelogram are parallel. A trapezoid has one pair of

parallel lines.

### Question 4 by Jeremy Lai

Parallelograms are not squares as it does not have any perpendicular

lines, and does not have four right angles.

### Question 1 by Jeremy Lai

all parallel. However, a rhombus is not a square as a rhombus does not

always have four right angles.

### Question 2 Done By Ilya Haider

### Question 1 Done By Ilya Haider

### Q4 by helene tan

### Question 1

### Q2 by Helene Tan

Which of the given statements is correct? Justify your answer/s with examples.

A ) A square and a parallelogram are quadrilaterals.

B ) Opposite sides of a square and a parallelogram are parallel.

C ) A trapezoid has one pair of parallel sides.

D ) All the above

A is correct as both the square and the parallelogram are four-sided figures. B is correct as the opposite sides of a square and parallelogram will never meet if it is stretched to be longer. C is correct as only one pair of lines of a trapezoid will not meet if it is stretched, so it has only one pair of parallel sides. Therefore, the answer D, all of the above, is correct.

### Q1 by Helene Tan

### Question 1 Activity 3

### Question 5 by Reuven Lim

### Question 4 by Reuven Lim

### Question 3 by Reuven Lim

### Question 2 by Reuven Lim

Which of the given statements is correct? Justify your answer/s with examples.

A ) A square and a parallelogram are quadrilaterals.

Yes, because they have four sides so they qualify.

B ) Opposite sides of a square and a parallelogram are parallel.

Yes.

C ) A trapezoid has one pair of parallel sides.

Yes.

D ) All the above

Yes.

### Question 1 by Reuven Lim

## Tuesday, July 27, 2010

### Are all straight lines the same?

We have also been creating straight lines using Geo-Gebra.

How do we differentiate one straight line from another?

What are some of the properties that will cause one straight line to be different from another.

## Friday, July 23, 2010

### A Thinking Question....

However, is it true that when x is divided by x, the answer will always be 1? If not, when is x divided by x not equal to 1?

Post your reply under the Comment Section.

## Tuesday, July 6, 2010

### Reflection on Solving of Linear Equations

## Monday, June 28, 2010

### Welcome Back for a New Semester

## Wednesday, May 12, 2010

### Chapter 9.2 : Average Rate (Lesson 1)

Rate allows us to express a quantity as a proportion of another quantity thus enable us to make comparison between different quantity.

Examples of rate being used in our daily life are:

1) Speed of a car, where the distance is measured against time (Kilometer per Hour or Meter per Second)

2) Buying of food and drink, where the price is measured against the weight or volume (Dollars per Kilograms or Dollars per Litres)

3) Frequency of Buses (Number of buses in operation per Hour)

4) Heart Rate (Number of beat per Minute)

The examples of rate in our daily life in countless.....

Thus give 2 examples of the use of Rate in your life and briefly describe how you can make use of these information to help you make better decisions in your life.

Please also refer to your Textbook 1B from Pg 9 to 11 and your Ace - Learning Portal for more materials and examples.

## Tuesday, May 11, 2010

## Friday, May 7, 2010

### Chapter 9.1 : Ratio

Golden Ratio and the Human Body

http://milan.milanovic.org/math/english/golden/golden2.html

Golden Ratio and Architecture

http://library.thinkquest.org/trio/TTQ05063/phibeauty4.htm

## Wednesday, April 28, 2010

### Chapter 16 : Data Handling Lesson 4

Welcome back after your Common Test.

In statistics, we will will often analysis data set based on MEAN, MODE & MEDIAN

Thus, what exactly is mean, mode & median?

Do an online search and input your definition of mean, mode and median in the comment

## Wednesday, April 14, 2010

### Chapter 16 : Data Handling Lesson 3

Everyone is required to put up 2 Post It, giving an example of either a Bar Chart or a Pie Chart and an example of a Line graph.

## Wednesday, April 7, 2010

### Chapter 16 : Data Handling Lesson 2

Congratulations on your completion of the first round of data collection.

## Monday, April 5, 2010

### Chapter 16 : Data Handling Lesson 1.2

Thus what exactly is Statistics?

Please go through the 2 videos posted below.

Video 1

Video 2

Thus do you have a better understanding of Statistics?

In your own words,

1) Explain what do you think Statistics is all about?

2) How can you apply Statistics in your decision making?

Please post your reply under the Comment section by 9 April 2010 (Friday)

### Chapter 16 : Data Handling Lesson 1.1

Please pay close attention to the assessment requirement for this chapter.

## Thursday, April 1, 2010

### Am I Utilising My Mobile Plan? - Part 2 Assumptions Made

- We do not allow add on services.
- We will limit the components that affect the pricing of the mobile plan.
- We are only concerned with post paid services.
- We are only concerned with the price paid for the mobile services, we do not consider any special bundle or discounts.
- We do not consider price plan that are for specific phones eg, I-phone, Blackberry.
- We will ignore price plan that give discounts to specific age groups eg, students / senior citizen / corporate plan.
- We will consider price plan that last for 2 years.
- No loyalty discount.
- No overseas calls.

## Thursday, March 4, 2010

### Introduction to Algebra Part 2

Please solve the following problem using both the Model method and the Algebraic method.

Now look at both your solutions, what are some of the similarities and differences between the 2 methods?

### Introduction to Algebra Part 1

## Thursday, January 14, 2010

### The History of Numbers (15 January 2010)

In your groups,

1) List out some of the Ancient Civilizations that have once existed in our world.

2) Decide on one Civilization that your group has listed out and carry out a research on the number system that was associated with this civilization.

3) Using a 5-slides Keynote presentation, develop a presentation that describe the development history of this set of number system, describe the number system and depicts digit from 0 to 9, the number 10, 100 & 1000.

4) Hence, develop a simple worksheet using Pages, which required your friends to convert numbers from your choice of number system to our present Hindu - Arabic number system. You should have 4 questions that involved a 2-digits number, 4 questions that involved a 3-digits number and 2 questions that involved a 4-digits number.

5) Please submit your presentation slide and worksheet by 25 January 2010.

6) Please acknowledge all information that the team has taken from the Internet. The method of acknowledgement is (a) The Title of the website. (b) The URL. (c) The Date and Time where the information was view.

### The Need of Numbers (15 January 2010)

1) Why is there a need of having numbers?

2) When did the first use of number, based on your imagination, occur?

Please post your comments by 16 January 2010.

## Monday, January 11, 2010

### Review Assignment on 15 January 2010

Please note that I will be conducting a review assignment in class on 15 January 2010.

The topics involve are those you have come across during your PSLE.

The review assignment will last for 30 minutes and please note that no calculators will be allowed for this assignment.

### Your Expectation (12 January 2010)

Welcome to a brand new year.

Before we start our lesson, I will like you to think of the following questions as an individual.

1) What are your success / joys you have experienced in the learning of Mathematics in your primary school?

2) What are your fear / difficulties you experienced in learning Mathematics?

3) What are your expectation of me as a Mathematics Teacher?

### Welcome to the Maths Blog

Welcome to the Maths Blog for the class. Please become a follower of this blog as we will be using this blog for our discussion beyond curriculum. I have the following rules that I hope everyone in the class can observed.

1. Everyone must participate in the discussion.

2. No one shall put down another person on the blog.

3. Be respectful and responsible in your choice of words.

4. Use of proper English when posting your comments.