## 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**)

## Thursday, October 7, 2010

### Viva Voce Assessment 2010

**Objective**

**Format of assessment**

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.

## Monday, September 27, 2010

### Chapter 7 - Introduction to Angles Part 3

*ABCD*.

Prove that

*ABCD*is a parallelogram. Input your solution / explanation in the Google form below.

## Tuesday, September 21, 2010

## Sunday, August 15, 2010

### Questions 2, 3 and 4 by Goh Chin Fan

Option D is correct.

A square and a parallelogram are quadrilaterals as they are both 4-sided.

Opposite sides of a square and a parallelogram are parallel:

Question 3:

The quadrilateral is a trapezium. A trapezium has one pair of opposite sides equal in length, which is the pair of lines that are not parallel to each other, and the other pair not equal in length, which is the pair of lines that are parallel to each other. It also has a pair of opposite angles that are supplementary.

Question 4:

No, I do not agree with the statement. The lines of a parallelogram are not of equal length, only the opposing lines are of the same length, while for the square, all lines are of equal length. Therefore I do not agree that all parallelograms are of equal length.

## Saturday, August 14, 2010

### Question 1 by Elgin Low (the post below not named is also mine, please see the comment inside to determine question)

A rhombus is just a quadrilateral with equal length. It does not mean that the angles of the 4 sides have to be the same. However, a rhombus is not a square as that means that all rhombuses are squares. Squares are quadrilaterals with 90 degrees on each of its four sides. Rhombuses have different angles that do not for 90 degrees. They however, can have any random angle as long as all the angles equal to 360 degrees. A square can be a rhombus as its angles equal to 360 degrees, and its sides are of equal length.

My answer: all of the above are correct.

- A quadrilateral is a figure with 4 sides. Both a parallelogram and a square have 4 sides exactly.
- Opposite sides of a square and parallelogram are equal. This is proved on a square as all the sides are 90 degrees. For a parallelogram, proof that its sides are parallel, is that each pair of sides are all of equal length.
- A trapezoid does have only 1 pair of parallel lines. It is a figure that has one pair of parallel lines of equal length, and 2 other sides with unequal length.

### Question 4 by Elgin Low

Parallelograms are not squares. A square's sides are all equal while a parallelogram is not. Here is proof of it. As you can see, a pair of the sides of a parallelogram is 1.22m, while the other is 2m. This is not a square.

## Friday, August 13, 2010

### Question 1 - 5 by Marcus

Q 2 : Options A, B, C and D are all correct. A is correct (as you can see in the picture)

Q 3 : The figure is a trapezium. The two sides that are equal are the sides that are not parallel to each other, the sides that are parallel to each other is the sides that are not of equal length and in this way, the opposite angles will sum up to 180.

Q4 : Not all parallelograms are squares. Evidence : this definitely does not have four equal sides

Q5 : BFDE is a parallelogram because line BC and AD are equal, so when you draw a new line from B to E and D to F, those two are same in length and is parallel

### Q2 (Continued)

**Q2**

**All of the statements are correct.***Squares*and*Parallelograms*are quadrilaterals as they both have 4 sides each. Opposite sides of*Squares*and a*Parallelograms*are parallel as the two lines never meet even if they go on forever. A*Trapezoid*only has one pair of parallel sides as the of the other pair of sides if extended, will eventually meet each other. Meaning that a*Trapezoid*only has one pair of parallel sides.### eLearning Maths Activity 3 (Sean Phua Aik Han) Q1, Q2, Q4

**Q1**

**A**

*Square*is a*Rhombus*as a*Square*has all the properties that a*Rhombus*has, two pairs of equal sides that are parallel to each other and that all sides are of equal length . However, all the angles in a*Square*are right angles (90 degrees). While in a*Rhombus,*the angles in it are not right angles (90 degrees). Thus, it can be said that a*Square*is a*Rhombus*but a*Rhombus*is not a*Square*.

**Q2**

**All of the statements are correct.***Squares*and*Parallelograms*are quadrilaterals as they both have 4 sides each. Opposite sides of*Squares*and a*Parallelograms*are parallel as the two lines never meet even if they go on forever.

**Q4**

**No, I**

**do not**agree with this statement.*Parallelograms***do not**have 4 equal sides, which is a property of a square. This alone makes it impossible for**all***Parallelograms*to be a square. Unless it is a*Parallelogram*which has 4 equal sides, in which the shape would be called a*Rhombus*instead of a*Parallelogram.*### Q1, Q2, Q4(Shawn Lim)

A square is a rhombus because it fills all the properties of a rhombus. The square has two pairs of opposite sides that are parallel and all its sides are of equal length. A conventional rhombus is not a square because the angles of a rhombus are not right angles.

Question 2

I think that the statement D is correct. A square and a parallelogram both are four sided figures so they are quadrilaterals. The opposite angles of a square and parallelogram are equal so the opposite sides are parallelogram and a trapezoid indeed has a pair of parallel sides.

Question 4

Not all parallelograms are squares because not all sides of a parallelogram are equal and one of the properties of a square is that all the sides have to be equal.

### Question 2, 3 and 4 (Elgin Patt)

Both the square and parallelogram have opposite sides that are equal.

A trapezoid has 4 lines, and only 1 pair is parallel.

Q3. It is a trapezium. If you add up the 2 opposite sides of a Trapezium, it would be equal to 180 degrees. Its top and bottom lines are also parallel to each other.

Q4. I do not agree with the statement. Parallelograms can have different lengths and can still be called a parallelogram. Whereas in the case of squares, they need to have equal lengths for all sides.

### chuazongwei q1,2,4

### Question 1 by Liau Zheng En

### Question 5 by Liau Zheng En

### Question 4 by Liau Zheng En

### Question 5 by Dionne Choo

BFDE is a parallelogram as we know that AD is parallel to BC, so DE is definitely parallel to BF. Since BC and AD are of the same length, then BE and DF should be parallel too. Thus, BFDE is a parallelogram as it has 2 sets of parallel sides.

### Question 4 by Dionne Choo

No. I do not agree with this statement. All parallelograms do not have equal sides, and so are not considered squares.

### Question 3 by Dionne Choo

This figure is a trapezium. A trapezium has a pair of parallel sides, and one set of opposite sides are parallel but not equal. Also, there is a pair of opposite angles that are supplementary.

### Question 2 by Dionne Choo

D) All of the above

Squares and parallelograms are quadrilaterals as both have 4 sides each.

The opposite sides of a square and parallelogram are parallel, because as far as they go on, they will never meet.

A trapezoid has only one pair of parallel sides, because the other pair is not parallel.

### Question 1 by Dionne Choo

The statement ' a square is a rhombus but a rhombus is not a square' is justified. This is because the definition of a square is that all opposite sides are parallel, all sides are equal and adjacent sides are perpendicular. However, the definition of a rhombus is that all opposite sides are parallel and all sides are equal. Adjacent sides need not be parallel. So, a square is a rhombus, but a rhombus is not a square.

### Question 1, 4 & 5 by Lim Hao Yang

**Question 1**

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

*agree*with this statement.

**Question 4**

All parallelograms are squares.

*disagree*with this statement.

**Question 5**

*x*. So, the length of ED and BF must be 1/2

*x*. Since ED and BF are of the same length as are parallel, we can conclude that BE and DF are both parallel and of the same length.

### Activity 3 Questions 1,2,4

### Question four by Tam Wai Hang

### question 2 by Yeo Jun Jie

Question 2

D) all of the above.

Squares and parallelograms have four sides, therefor they are quadrilaterals.

Squares and parallelograms have 2 sets of opposite sides.

A trapezoid has only 1 pair of parallel lines.

### Question two by Tam Wai Hang

### Question 5 by Tang Wen Yue

### Question 2 by Tang Wen Yue

## 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....

*x*is divided by

*x*, the answer will always be 1? If not, when is

*x*divided by

*x*not equal to 1?

## Monday, July 12, 2010

### Reflection on Solving of Linear Equations

We have started on with the solving of Linear Algebraic Equation last week.

Let us now do a quick recap of the important ideas that we have learn using the Wall Wisher.

## Monday, June 28, 2010

### Welcome Back for a New Semester

## Thursday, May 20, 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.

### CHapter 5.1 : Like Terms and Unlike Terms

We are back into our study of Algebra....

Like English & Chinese, Mathematics is another form of communication between people and Algebra is an essential part of this language.

Thus, let us now get to find out more about the Algebraic Language...

The Algebraic Language

## Friday, May 14, 2010

## Friday, May 7, 2010

### Chapter 16 : Data Handling Lesson 4

We are still looking at Statistics at the moment.

Often when we compare data, we heard about people comparing the MEAN, the MEDIAN and the MODE.

Thus what does this terms actually means?

Do an online search on the meaning of MEAN, MEDIAN and MODE and input the meaning under the comment section. Please also include in examples on how to determine the MEAN, MEDIAN and MODE in a data set.

## Tuesday, April 13, 2010

### Chapter 16 : Data Handling Lesson 3

Welcome back after the second round of Data collection along Clementi Ave 6.

Here are some of the tasks we are going to complete by today.

1) Uploading of data collected.

Please access the spreadsheet titled "SST 2010 Traffic Data Combined" through the Mathematics Google Site. Only the team member nominated for Data input during the last session can edit the table. The rest of the team members please helped to consolidate the data for your team mates.

2) Examples of Statistical Diagram (Bar Chart, Pie Chart & Line Graph) found in daily life

The wallwisher is an online Post-IT board.

Find one example of either a Bar Chart or a Pie Chart and another example of a Line Graph. Give a short descriptions on the diagram you have selected.

## Thursday, April 8, 2010

### Chapter 16 : Data Handling Lesson 2

The job of data collection is definitely not an easy one. It requires detail planning and thinking.

Based on your experience today, I will like you to think about the following questions and post your responses under the Comment section.

1) What are some of the difficulties you have encountered today?

2) What some of things you could have done better?

3) How do you ensure that the data you collected is as accurate as possible?

## Monday, April 5, 2010

### Chapter 16 - Data Handling Lesson 1.2

Please pay close attention to the assessment requirement.

I have also put up the Data Collection Map for the class.

View 107 Data Collection Map in a larger map

### Chapter 16 - Data Handling Lesson 1.1

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)

## Thursday, March 4, 2010

### Introduction to Algebra Part 2

Please solve the following problem using both the Model Method and the Algebra Method.

Look at both of your solutions and consider what are some of the similarities and differences in both 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 numbers, based on your imagination, occur?

Please post your comment 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?

### 12 January 2010 : Welcome to Class 107 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 in your postings.