### Homework (31 Jan)

Attempt the following as homework

Worksheet 2: Questions 8 to 13 - for discussion on 1 Feb
You may do the rest of the questions.

Homework 2a, Homework 2b & Homework 2c
- we will pick out a couple of questions to discuss.
- to be handed in at the end of the day.

### Point to Ponder: HCF and LCM

The HCF and LCM of two numbers are 12 and 5040 respectively. If one of the number is 420, what is the other number?

Describe how you would approach the problem to find the answer.

### Point to Ponder: Prime Factorisation

A number's prime factorisation is
23 X 32 X 52
Is the number even or odd? Explain your reasoning.
Name four other factors of this number, other than 2, 3 and 5.

### Point to Ponder: LCM and HCF

We have talked about Highest Common Factor (HCF) of two or more numbers and Lowest Common Multiple (LCM) of two or more numbers.

Why don't we talk about the Lowest Common Factor or the Highest Common Multiple of two or more numbers?

### Worked Solution to Homework 3(a), Homework 3(b) & Homework 3(c)

Click at the following links to view full set of worked solution

It is your responsibility to go through the marked copies returned to you, to check against the working and answers expected; and do corrections when applicable.

What do you need to do:

• Do corrections when applicable, in particular the presentation of your working.
• Make appointment to see Ms Loh during the TS/C period for consultation to clarify your doubts.

Homework 3(a)
In Q3(b), we discussed and noted that the square root of a number can give rise to 2 possible values. Illustrating with the example:
• When we square a positive number 6, 6 x 6 = 36
• Square root of 36 will give us 6 (since square & square root are 'reverse' operations)
• When we square a negative number (-6), (-6) x (-6) = 36
• Hence, the square root of 36 could also give rise to (-6).
Hence, in general, when NO specific conditions is given, we should have two answers for the square root of a number. In this example, Square of 36 = 6 or -6

In Q8, we learnt that, by looking at the divisibility of the power to the number, we are able to tell if we can square root or cube root the number.
This is also one reason why we tend express numbers in Index notation when operating on the roots of the number.

Homework 3(b)
In Q18, note that there are 2 parts to the question.
Part (b) specifically mention "Hence, find...", which means we are expected to use of what was obtained in Part (a) to work on the next part.
• Do not use other methods such as Guess and Check.
• Check out the proper way of presenting the working for Q18(b)

Homework 3(c)
When given questions similar to Q19(b), do not attempt to evaluate the value using the calculator. Most of the time, it makes reference to the previous part where you are required to express the number in prime factorisation form.

Always check if any number 'housed' under the root sign is already expressed in the prime factorsiation form. If not, factorise them before simplifying the terms under the root sign.

### Worked Solution to Homework 1(a) & Homework 1(b)

Click at the following links to view full set of worked solution

It is your responsibility to go through the marked copies returned to you, to check against the working and answers expected; and do corrections when applicable.

What do you need to do:

• Do corrections when applicable, in particular the presentation of your working.
• Make appointment to see Ms Loh during the TS/C period for consultation to clarify your doubts.

Many of you did not complete this question, which is similar to Worksheet 1 Classwork Q1.
Go through the strategy to solving such 'problem' again:

### Viva Voce 1_Ng Keen Yung_18

Here is my video!

### 26 Jan 2012: Homework/ Worksheet not submitted

Topic: Factors & Multiples
• Homework 1(b): Ethan Khor
• Homework 3(a): Ethan Khor; Ng Keen Yung

(updated: 27 Jan, 4.30 pm)

### 27 Jan 2012: Weekend-Engagement

Homework:
• Homework copies that were given to you.
• Worksheet 2: Factors & Multiples - Focus on HCF Classwork No. 1 to 7
Preparation:
On Tuesday (30 January)
• We'll spend sometime to discuss the homework questions.
• We are going to look into LCM next week, too.
Gentle Reminder:
We will be filing our worksheets in the next lesson. Please have your Maths file with you.

### Invitation to Participate in Maths Olympiad

Selection Test will take place on 3 February (Friday) after school (look out for details in the Student Blog).

### Worksheet 1: Points to Note

Presented below are some questions from Worksheet 1 that many had not been able to present the working in a satisfactory manner.

Included in the solutions are some strategies that one could adopt when similar questions are presented.

### Information: Prime Numbers

Source:
Sieve of Eratosthenes at http://www.vex.net/~trebla/numbertheory/eratosthenes.html

Next...
Let's have
some fun with PRIME NUMBERS @ the Murderous Maths Site!

### viva voce 1

sorry but my video doesn't work so look at the slides , thanks

### viva voce 1

The actual video has finally been uploaded on to youtube.Due to some tech and time constraints, I could not submit it yesterday.

### Viva Voce Practice 1 (Q4d) Arjun

sorry for the delay there were technical difficulties

### viva voce 1

if it does not work go to this hyperlink

### Viva Voce Practice 1 (Q5e) Wai Kit

I am experiencing some technical difficulty. Sorry.

### Viva Voce Practice 1 (Q4c) SUBRAMANIYAN

Enjoy it
There is a mistake in the working : there should be 4 2s multiplying each other.

Enjoy the movie.
By GQZ.

### Viva Voce Practice 1 (Q5c) Shi Jie

Sorry..... there is no audio to this clip....

### Viva Voce Practice 1 (Q5c) Sarah

Sorry, this is the correct one

P.S. Ms Loh, must I provide audio, because I didn't (!-_-)

### Questions for Viva Voce Practice 1

Question 4

•4(a): 96
•4(b): 120
•4(c): 144
•4(d): 600
•4(e): 675
•4(f): 1000
•4(g): 1323

Question 5

(* is multiply)
•5(a): 4*4
•5(b): 6*6*6
•5(c): 3*3*3*6*6
•5(d): 10*10*2*5*5
•5(e): 12*14*21

Ps: Ms Loh, if you are able to do so, you may delete this post after Sunday.

### Viva Voce Practice 1 (Q4b) Chi Han

Ps: Ms Low, in the explanation , I 'moved on' to 3 from 2 as 3 is the second smallest number.       jjjjj

Ps: If you are unable to watch the video, you may click the link below to watch it.

### Homework (19 Jan)

1. Complete Homework 1(b) - to be handed in on Wednesday (25 Jan)

2. Viva Voce Practice (check the tab in this blog) - to be posted in the Maths Blog by Sunday (22 Jan)

3. Lesson Preparation:
Read up "Highest Common Factor (HCF)" (p9-p10) and "Lowest Common Multiple (LCM)" (p12-14) in the textbook.
There are several methods that you can use to do HCF and LCM.
Look at the methods and try to understand how does each work.

### Group Activity (13 Jan): Prime Numbers & Composite Numbers

In this activity, each member of the class contributed a whole number such that the number is greater than zero but less than 50.
Each group will then
1. Name the family of numbers (when applicable)
2. Describe the characteristics of the numbers in the family
3. Introduce new members to the two larger families.

Group 1: 7 points

Group 2: 3 points

Group 3: 4 points

Group 4: 2 points

Group 5: 7 points

### 6AM Quiz: Brdge Crossing

While you tried to solve the puzzle, what mathematical knowledge and skills did you apply to solve the problem?

### Geometry

Geometry
Geometry is the study of shapes and angles. It is one of the oldest forms of math.
Geometry is used in daily life to measure things.You use geometry in your life often. A person who is measuring for carpet needs to know the area of the room. This is geometry. If you want to paint your walls, you need to know the area.

### Fractions

A fraction represents a part of a whole.
More generally, any number of equal parts.
we specify how many parts of a certain size there are.
For example, one-half, five-eighths and three-quarters.
Uses of fractions - Buying a slice of pizza, buying a half liter bottle of Pepsi,
changing the size of recipes

GROUP MEMBERS: SHIJIE, JIAWEN and ACHUTHA

### Money,measurement and mensuration

-Measurement

It is the process of determining the ratio of a physical quantity, such as length, time, temperature etc., to a unit of measurement, such as the meter, second or degree celsius.We use measurement everyday... People measure the distance from how far a place is from another place to see how long they will take to reach the other place, engineering companies hired to build a building on a piece of land will have to measure the size of the land and the building so that the building won't exceed the size limit.

-Money

Money is an object that is generally accepted as payment for good and services.We use money for almost everything like paying for your food in a supermarket and maybe lending it to your friend or someone else.Money is in dollars(\$) and cents in Singapore.

-Mensuration

(a) Mensuration helps us to calculate the amount of space (area) taken up and also helps us to calculate volume. We are then able to calculate accurately the area and volume.
(b) If I were an architect, I would need to calculate how much space my building would take up and to decide how much houses/buildings need to be cleared in order to make way for my building. If I need to water the plants in my garden I would need to calculate the volume of water needed so that I would only get the correct amount of water and not anymore. This would help me to reduce wastage.
One industry where the use of mensuration is the forestry. Making use of the formulas and various math disciplines to determine the pattern of anticipated growth of new trees is very important.

By:Wai Kit, Chun Leong and Yun Hui

### Speed

The Speed that we know.
Speed is how fast something is going. Another way to think of this is as how far you can go in a certain amount of time.(taken fromhttp://van.physics.illinois.edu/qa/listing.php?id=142)
Speed is used in daily life to help us see how fast we are going, it also helps us to measure the distance and time, hence speed is very useful and is needed greatly in daily life.

By:Lynnette and Ryan

### The Algebra that we know_Angeline and Chi Han

a) We need to use algebra to represent certain values which are unknown to us at that point of time, thus allowing us to organise payments to other people.

b)1•Time_Time represents parts of the day.Upon knowing time, we are able to have many schedules in a day as we are able to plan out  and know when  a particular schedule is.We would also not be late for any of our schedules as we are able to make timetables for our schedules.For example,I have many things to do today which is almost impossible to finish,but with the knowledge of time and with a timetable, I am able to squeeze every thing that I need to do in a day.

2•Percentage_Percentage is relative to fraction,being parts of a whole.Upon knowing percentages,when we become businessmen, we are able to give discounts on our products thus attracting customers, and at the same time, we are still able to make profits.

3• Geometry_Geometry is mathematical shapes and lines.Upon knowing geometry, and we are a designer, we are able to calculate the spaces between walls and pillars so as to ensure that are enough spaces to do activities and to put furnitures.

Ps:Images were taken from .

### The Data Analysis I know

(a) Data analysis is used commonly in the stock market for organizing data and used to make reading data easy.
For example, the apple shares' decrease and increase in prices are represented in a graph to quickly see the decrease and increase and to organise the data. (picture below)

(b)To see how much you have spent each week.

By Chiam Chuen and Xiao Tao

### Decimals

How decimals is relevant in our daily life?
. When you pay for an object and you receive the receipt and you want to check the cost of the objects, You need to now what are decimals in order to read the cost of the objects. It applies the same for checking GST.
. Sometimes the duration of something may be represented by numbers like: 1.6 hours, 21.3 hours. You must know how to relate the decimals with the duration in order to know the duration. Nowadays money is also represented the same way. eg: 1.5 million, 23.6 k etc.

By, Anbarasan Subramaniyan and Gabriel Teng

### Ratio-Application in real life

Builders use ratios all the time. Even tools simple tools may be referred to as 5/8 , 3/16 wrench. Trusses must have the correct ratio of pitch to support weight of roof and snow. Cement must be the correct mixture to be sturdy.

Bankers and accountants use ratios all the time: expense ration, turnover ration, debt/asset ratio, price/earnings ratio
Artistic types use ratios to mix secondary and tertiary colour from primary colours, also the human body has certain ratios so when drawn, the bodies look in correct proportion if done to proper ratio.
Famous chefs work with recipes containing ratios such as teaspoon of one ingredient per cup of another.
Doctors are always calculating ratios as they determine medications. mg of medications per 10 pounds etc.

Teachers use ratios for grading determining class size

Members' Name:Kiran,Arjun

### Whole Numbers-Application in real life

☉Whole Numbers: How it affects us☉

Whole Numbers exist in our lives and is very much part of us. Look around. You can see whole numbers everywhere. In your smartphones, in your LD's and even on you. There are 5 fingers. There are no. 1 to 9 on your smartphone. These are places where you can see whole numbers. It does't just affect us, it is part of us. You are made of numbers. Look at yourself. 2 eyes. 2 ears. 1 mouth. 4 limbs. 1 YOU.
So, you don't apply it. You are part of it. You are a part of numbers, whole numbers, around you. You can put a number to everything.

☊Whole Numbers are a part of this world. And you are part of it.☋

### Lesson 1 (03) Praveen

1) If we do not know any question, we can ask the teacher for assistance.

### Lesson 1 (02) Praveen

1) I think it will be really fun and interesting.
2) We can keep the classroom clean.

### Lesson 1 (01) Praveen

1) When I solve a question that I was stuck on.
2) I face some difficulties to complete many tough questions in a row without a break. I can overcome it by doing some simpler problems after doing tougher problems
(a) the success and joys that you have experienced in learning Mathematics.
When i complete a hard math question,i feel happier as i have overcome a difficulty.
(b) the challenges you have experienced with the subject; and how you think you could overcome these challenges this year?
I think there will be tough questions this year, so i will have to learn new solutions,methods ro overcome them.

### Lesson 1 (02) My Mathematics Classroom

How would you envisage the Maths experience in SST is going to be like...
(a) In what way do you think learning would look like in our Maths classroom?
I think it will be fun and very interesting.
(b) How do we contribute to a conducive and encouraging learning environment?
Keep quite when the teacher is talking.

### Lesson 1 (03) What would help US learn better?

What are some strategies that you find helpful to learn well?
e.g. strategies you used to learn in class, understand the subject well, prepare for assessments.
Listen more attentively to the teacher and take down notes.

### Lesson1 (03)

1)Group Discussions

2)Revise notes given by the teacher.

3)Clarifying doubts with the teacher.

5)Make sure you do not spent too much time on a problem sum. Move on to the next problem.

### Lesson 1

Lesson 1 (01)

(a) I feel happy when I finally understood the topic and conquered it, after a long time of stretching my brain.
(b) I experience quite a lot of difficulties as I am weak in this subject. To overcome them, I may ask Ms Loh for help.

Lesson 1 (02)

(a) We use a lot of interactive methods to learn and Maths would not be a boring subject.
(b) We try to cooperate and follow the rules. We should also try to hand in work on time so there will be no delay.

Lesson 1 (03)

(a) I would take important notes down in my own format so that I will find it easier to refer and to revise.

Poon Wai Kit (19)

### Lesson1(02)

a) Instead of referring to the textbook, the teacher might use alternative sources from the internet.

b)Instead of having private conversations with fellow classmates,we should pay attention to the teacher. This would make the classroom conducive,peaceful and enriching.

### Lesson 1 (01) Mathematics & Me...

Discuss
(a) the success and joys that you have experienced in learning Mathematics.

Ans: Mathematics was the first subject that i mastered in primary school, scoring A*s and As.

(b) the challenges you have experienced with the subject; and how you think you could overcome these challenges this year?
Ans: I used to mix up my steps. I can label each step to make it easier for me to recall what that step is for.

### Lesson 1 (02) My Mathematics Classroom

How would you envisage the Maths experience in SST is going to be like...

(a)  In what way do you think learning would look like in our Maths classroom?

Ans:It will be like a question-answer time, where either the teacher asks the question and we answer or vice versa.

(b) How do we contribute to a conducive and encouraging learning environment?
Ans: We could pay attention to the lesson and encourage our friends.

### Lesson 1 (03) What would help US learn better?

What are some strategies that you find helpful to learn well?
Ans: I feel that drawing mind maps with images help me to concentrate on the topic, and as for preparation for tests, i feel that we should jot down the important key points of every topic in to the maths notebook, and we can  just revise those key points to save time.

### Lesson 1 (01)

a)Mathematics triggers off the critical thinking of understanding and solving different problems. When I solve complex questions, I feel enthralled and great satisfaction.

b)There have been a few chapters in maths that I find difficulty in. For example, geometry is one of them. I overcome this challenge by spending more time attempting sums that are related to geometry.

### lesson 1 (01) achutha karuppiah

(a)When you are stuck at a question and suddenly you know how to do it.
(b)I experienced careless mistakes and I would be more alert this year to avoid this careless mistakes.

-K.Achu

### Xiao Tao (15) Lesson 1 (01,02 and 03)

Lesson 1 (01)

Discuss
(a) the success and joys that you have experienced in learning Mathematics.
It is fun to solve difficult mathematics problem sums as I will feel a sense of accomplishment when I completed and understand the solution after taking a long time to solve the question.

(b) the challenges you have experienced with the subject; and how you think you could overcome these challenges this year?
Mathematics can be quite confusing for me at times and I have to take a longer time to learn about the subject (e.g. algebra) I think I could overcome this by asking a teacher when I am not sure of something and I should try to simplify the things that I do not understand.

Lesson 1 (02)
Maths experience in SST
(a) In what way do you think learning would look like in our Maths classroom?
It will be fun and challenging learning Maths.

(b) How do we contribute to a conducive and encouraging learning environment?
We can share our ways of learning mathematics and help classmates who needs help in Maths.

Lesson 1 (03)
Strategies to help us learn well
We can take down notes to help us with our Maths and also special methods to remember formulas.

### lesson 1 (02) achutha karuppiah

(a)Learning would involve both critical and creative thinking.
(b)By keeping our classroom clean and try not to talk or open your mac unless instructed to do so.

-K.Achu
Lesson 1 (01): 1) I enjoy the joy of solving math problems (especially does particularly challenging once) as once I solve it I get a sense of euphoria.
2) Once in a while, I will get a question that will stump me. But I believe if I could persist in it to try to solve it or, if I can't, I can always ask.

Lesson 2 (01): 1)I think learning will be a combination of technology with transitional methods.
2)We should all observe basic courtesy and do not disturb the class by standing or making unnecessary comments or chit-chat.

Lesson 3 (01): 1)I find that being good with numbers help the subject. (A little secret: I never revise for my Math exams, even during PSLE)

### Lesson 1 (03) achutha karuppiah

• drawing models
• using algebraic equations
• breaking down the problem sums
-K.Achu

### maths o1 lesson

1
[b]I do extremeley silly mistakes on questions that is very is easy.I will take my time to answer my questions.
2
[a]challenging and exciting
[b]by not making too much noise
3
[a]revise the topic again when the teacher had finished teaching about the topic

### math

-Lesson 1
(a) the success and joys that you have experienced in learning Mathematics. After understanding a type of question that I always make mistakes on.
(b) the challenges you have experienced with the subject; and how you think you could overcome these challenges this year?I have a lot of careless mistakes ; By paying more attention to the questions and do not assume anything from the question.
-Lesson 2
a) In what way do you think learning would look like in our Maths classroom?Fun and interesting.
(b) How do we contribute to a conducive and encouraging learning environment?By keeping the place clean
-Lesson 3
What are some strategies that you find helpful to learn well?By taking down notes

### Sarah Chan Math

1a) When you finally solve a question that stumped you for minutes.
1b) When you cant solve the question or don't understand that particular topic. I will seek for help from the teachers and try to work it out.

2a) Fun and interesting.
2b) By sharing what you know and helping each other understand the question or topic.

3) If I don't get it, I will ask the teacher how to do it until I get it. I collect notes as well. For example, if there is a particular method that I find useful or failed to do it before, I will jot down the question onto a notebook and write down the reason why I add or multiplied that.
-Lesson 1(01)
(a)When you can't solve a math problem for a very long time and then finally you finally did it,you will feel a great sense of accomplishment and happy.
(b)Sometimes, i do not know how to do questions in the assessment book.I will first try it myself and if i still don't know, i will ask my teacher for help.
-Lesson 2(02)
(a)I think it will be very fun.
(b)Everyone must contribute to solve the question.
-Lesson 3
We can do more assessment books(Practice makes perfect)and revise the topic teacher taught on that day.

### Lesson 1 (01) Mathematics & Me...

(a) the success and joys that you have experienced in learning Mathematics. When I solve a problem that I have been working on for a long time.

(b) the challenges you have experienced with the subject; Some questions I do not know how to answer. And how you think you could overcome these challenges this year? By paying more attention in class.

How would you envisage the Maths experience in SST is going to be like...
(a) In what way do you think learning would look like in our Maths classroom? Fun and different.

(b) How do we contribute to a conducive and encouraging learning environment? By asking good questions and contributing good ideas.

### Lesson 1 (03) What would help US learn better?

What are some strategies that you find helpful to learn well?
e.g. strategies you used to learn in class, understand the subject well, prepare for assessments. Take down notes for revising later on.

### Lesson 1 (01) Mathematics & Me...

Discuss
(a) the success and joys that you have experienced in learning Mathematics.

(b) the challenges you have experienced with the subject; and how you think you could overcome these challenges this year?

### Lesson 1 (02) My Mathematics Classroom

How would you envisage the Maths experience in SST is going to be like...
(a) In what way do you think learning would look like in our Maths classroom?

(b) How do we contribute to a conducive and encouraging learning environment?

### Lesson 1 (03) What would help US learn better?

What are some strategies that you find helpful to learn well?

e.g. strategies you used to learn in class, understand the subject well, prepare for assessments.

### Lesson 2: The Mathematics that I know

In Primary School, you have 'met' several broad Maths Topics:
Whole Numbers. Fractions. Decimals. Money, Measure and Mensuration. Data Analysis. Geometry. Percentage. Speed. Ratio. Algebra.

Each Maths topic is made up of several 'sub-topics'.

In groups of 2-3, you will work on an assigned topic to
(a) discuss the relevance of the topic to real world application.
(b) using the sub-topics, illustrate with examples, how you could/have applied this 'knowledge'/ 'skill' in your daily encounter.

1. One member in the group will be submitting the discussion as a co-author of this blog.
2. You shall submit the group's discussion/finding in this blog
3. Title of the Post would be The "topic" that we know... (e.g. The "Algebra" that I know...)
4. Remember to include the names of your members in the posting.
5. Insert a label for your post, name it "introduction"

### Preparation: 1st Maths Lesson

We will be meeting for the first time this week.