**Question A**

**Question B**

**Question C**

**Question D**

Complete the Alternative Assessment 1 Practice as soon as you could, and submit via the Google Classroom. (Login Required)

Deadline: 1 February 2017 (Wednesday)

You are strongly encouraged to complete the task as soon as possible so that feedback can be given to you before you embark on the actual Alternative Assessment end of next week.

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ADDITION AND SUBTRACTION

Using a number line show how you would complete the following operations: Show also the final position and answer.

- -6 + 13
- 35 + (-8)
- -37 + 22
- (-100) + 10)
- (-20) + (-5)
- -7 + (-11) + 10
- [-9 + (-15)] + (-20 + 30)
- -4 - (6 - 9)
- -12 - (8 + 9)
- -7 - (-6) - 5
- 4 - (-9) -5

sample Number Line |

Complete Unit 2: Integers, Rational and Real Numbers page 2 and 3.

INTRODUCTION TO THE NUMBER LINE

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What is a Number Line?

____________________________________________________________________________

Watch the video BELOW and answer the question below in your notebook.

Source: mathsnacks.org and number line addition by Peter Weatherall

Whole numbers are no better than any others! Practice plotting values on the number line as a passionate activist rises up and demands equity for all numbers, including fractions and decimals. Number Rights addresses number and operations standards as well as the process standard, as established by the National Council of Teachers of Mathematics (NCTM). It supports students in: Comparing and ordering fractions, decimals, and percents efficiently and finding their approximate locations on a number line. Building new mathematical knowledge through problem solving. Solving problems that arise in mathematics and in other contexts.

**DECIMALS & FRACTIONS ON THE NUMBER LINE**

**FOLLOW-UP ACTIVITY IN YOUR MATH NOTEBOOK**

**Part 1: **
**Define** the type(s) of number in the Number System the following belong to.

**Part 2:**
**Draw** a NUMBER LINE and show the position of the above numbers (if possible) on the NUMBER LINE.

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____________________________________________________________________________

Watch the video BELOW and answer the question below in your notebook.

Source: mathsnacks.org and number line addition by Peter Weatherall

Whole numbers are no better than any others! Practice plotting values on the number line as a passionate activist rises up and demands equity for all numbers, including fractions and decimals. Number Rights addresses number and operations standards as well as the process standard, as established by the National Council of Teachers of Mathematics (NCTM). It supports students in: Comparing and ordering fractions, decimals, and percents efficiently and finding their approximate locations on a number line. Building new mathematical knowledge through problem solving. Solving problems that arise in mathematics and in other contexts.

Other Links

____________________________________________________________________________

Sample of a good Number Line by SST seniors.

Labels:
2Integers,
Rational and Real Numbers

[the time given serves as a guide in your time management]

To be completed and submitted by **Thursday, 26 January 2017 **(in class)

**Assignment 1.2**[30-45 min] - do as much as possible- Complete the questions on the handout (please go to S1-07 google site to access the Assignment if you do not receive a copy or you want to have a soft copy).

**NUMBER SYSTEM (CUBE ROOT)**- from Math Blog [15 min]- Complete this online activity by posting your responses. [4 have completed so far]
**Google Classroom**Self marking(Worksheet 1.1)- Please remember to record your marks in comments else system will reflect as 0/20.
**Math Notes: Lesson 3 and 4**- please submit to Math Rep.**Google Classroom**- Complete the Performance task by next Wednesday, 1 February 2017.

A **Math Google Classroom** has been created. This platform will be used as follows:

- all matters concerning your Mathematics Alternative Assessment (Math AA) (this forms 10% of your CA)
- information and instruction about your (Math AA)
- grading criteria on (Math AA)
- submission of (Math AA)
- please ACCEPT invitation to your 2017 S1-07 Math Google Classroom.
- You may start reading on your (Math AA). Further information will be given during your first Math lesson this week.

link to

[the time given serves as a guide in your time management]

To be completed and submitted by **Wednesday, 25 January 2017 **(in class)

- Assignment 1.1 [30-45 min]
- Complete the questions on the handout (please go to S1-07 google site to access the Assignment, print it on double page if possible and attempt)

- Workbook 1 (p6) Q26 [15 min]
- To be done on writing paper, staple behind Assignment 1.1
- Copy question before you attempt to answer with complete working.
- Show complete working,
- Use black or dark blue pen only as required in National Exam.
- Presentation must be neat and writing legible please.

To be completed online by **Wednesday, 25 January 2017 **(followup from class activities)

*[the activities have been done in class especially through the online work done in this Blog, time to consolidate your learning and understanding by attempting the following. Pace your self from now until next Wednesday. Remember failure to plan is planning for failure]*

- NUMBER SYSTEM (CUBE ROOT) - from Math Blog [15 min]
- Complete this online activity by posting your responses.
- NUMBER SYSTEM (HCF) - from Math Blog [20 min]
- Copy the question and attempt the question in your NOTEBOOK.
- Math Notes: Lesson 3: Highest Common Factor and Lowest Common Multiple
- As a form of Revision
- Complete p2-p5 on your notes. Tier C is optional [20 min]
- Math Notes: Lesson 4: Squares and Square Roots, Cube and Cube Roots.
- As a form of Revision
- Complete p1-p5 on you notes. [20 min]

Highest Common Factor - Lowest Common Multiple

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**Copy the question and attempt the question in your NOTEBOOK.**

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Highest Common Factor - Cube Root

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Objective:Question: Find the cube root of 13824

Read the working carefully.

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**FOLLOW-UP ACTIVITY**

Prime Numbers & Sieve of Erastosthenes

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Objective:Question: Find the cube root of 13824

Read the working carefully.

- Highlight area(s) that you think is incomplete
- Identify an 'critical' mistake - because of the way the working is presented

____________________________________________________________________________

post your responses as a 'comment'

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Prime Numbers & Sieve of Erastosthenes

How to find your Math Resources in Google Site

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Instruction:Go to this link, S1-07 Math Google Site

Download the following files from the site:

**and move the 2 files into the folder.**

Download the following files from the site:

- 1.3 Highest Common Factor and Lowest Common Multiples
- Assignment 1.1

In your LD create a **folder** called **S1-07 Mathematics**

Highest Common Factor - Lowest Common Multiple

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Instruction:

Watch the following videos.

Watch the following videos.

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(1) A quick way to find the HCF and LCM of 2 numbers (2) HCF and LCM of Three Numbers

HIGHEST COMMON FACTOR

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Objective:

to apply mathematics concept in a given authentic situation.

Role: 1

leader (highest index number in group)

to lead discussion and to ensure group works as a team.

Role: 2 & 3

scribe

to post solution / photos and consolidate findings from group.

Link to activity: Please click HERE

PreActivity

Return Test on 01 Primes, HCF & LCM - Diagnostics Activity

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link FORM

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**FOLLOW-UP ACTIVITY**

Lesson 2: Divisibility Test, Prime Factorisation and Index Form

Complete

1.2.3**Factors and Multiples** Page 2

1.2.4**Prime Factorisation** Page 3

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**CLASS RESPONSES AFTER ACTIVITY**

Check out what your friends strategies are.

Return Test on 01 Primes, HCF & LCM - Diagnostics Activity

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link FORM

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Lesson 2: Divisibility Test, Prime Factorisation and Index Form

Complete

1.2.3

1.2.4

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Check out what your friends strategies are.

The best method is by Prime Factorisation.

DAMIEN posed a good question:

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A natural**number** (i.e. **1**, 2, 3, 4, 5, 6, etc.) is called a prime **number** (or a prime) if it has exactly two positive factors, **1** and the **number** itself. Natural **numbers** that have more than two positive factors are called **composite**. **1** has only **one** positive factor i.e. no.**1** only. Hence **1** is neither prime nor **composite**.

**answer: therefore 1 is not a prime or composite number.**

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A natural

INDEX NOTATION

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Watch the video given by the teacher and complete the activity shown on the Whyteboard in your NOTEBOOK.

**FOLLOW-UP ACTIVITY**

Lesson 2: Divisibility Test, Prime Factorisation and Index Form

Complete

1.2.5 Classwork Page 4 (Table Group Work)

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Watch the video given by the teacher and complete the activity shown on the Whyteboard in your NOTEBOOK.

post video activity (after class discussion)

Lesson 2: Divisibility Test, Prime Factorisation and Index Form

1.2.5 Classwork Page 4 (Table Group Work)

NUMBER SYSTEM AND CLASSIFICATION 2

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**FOLLOW-UP ACTIVITY**

Prime Numbers & Sieve of Erastosthenes

Complete

1.1.4**Prime Puzzle** Page 3

1.1.5**B Goldbach Conjecture** Page 4

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The table above shows 2 categories of numbers as depicted by the blue and white shadings. Your task is (1) identify these categories of numbers and (2) give 2 additional examples each per category.

____________________________________________________________________________

post your responses as a 'comment'

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Prime Numbers & Sieve of Erastosthenes

Complete

1.1.4

1.1.5

NUMBER SYSTEM AND CLASSIFICATION

**Example:**

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Below is a diagram that shows the classification of the number system (i.e. the different types of numbers in the mathematical world).

Your Task is (1) to define what the following types of numbers and (2) to give some examples.

Please cite the source.

An example on Integer is done for you. Do (2) - (5)

Post your answers as **comments **as follows

Name (index no.)

answer

(1) Integers

(2) Whole Numbers

(3) Natural Numbers

(4) Rational Numbers

(5) Irrational Numbers

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Mr Johari (008)

(1) Integer

An integer (pronounced IN-tuh-jer) is a whole number (not a fractional number) that can be positive, negative, or zero. Examples of integers are: -5, 1, 5, 8, 97, and 3,043. The set of integers, denoted *Z*, is formally defined as follows: **Z** = {..., -3, -2, -1, 0, 1, 2, 3, ...}

source: http://whatis.techtarget.com/

Dear S1-07

Please take note of the following, in preparation of the Maths lessons starting next week.

**1. Diagnostic Test**

You will be sitting for the diagnostic test for the subject on Thursday (12 Jan 2017)

The purpose of this test is to**gauge **your **understanding of various mathematical concepts**, for the teachers to pace the lessons.

**Other important information**

**2. Reading**

To prepare your for next two weeks, you should start reading the following

Please take note of the following, in preparation of the Maths lessons starting next week.

You will be sitting for the diagnostic test for the subject on Thursday (12 Jan 2017)

The purpose of this test is to

What will be tested?

- What you already know
- What you would be learning in this academic year

- Duration: 50 minutes
- Electronic calculator is allowed to evaluate explicit numerical expressions; however, clear and systematic working is expected as omission of essential working will result in loss of marks
- Answer all questions in INK.

To prepare your for next two weeks, you should start reading the following

- Maths Textbook 1: Chapter 1 Primes, Highest Common Factor and Lowest Common Multiple
- Maths Textbook 1: Chapter 3 Approximation and Estimation
- Useful resource: Resource: Unit 3 Significant Figures

INTRODUCTION TO MATHEMATICS

LINK to Presentation

Enter as many words as possible that describes what you know about Mathematics since your first encounter with the subject.

Enter as many words as possible that describes what you know about Mathematics since your first encounter with the subject.

http://sst2017-s107maths.blogspot.sg/

Greetings and welcome to 2017, and new class :)

Before we meet at our first Maths lesson of the year, do take some time to do the following:

1. **Accept the invite** to the Maths blog **with your** **sst email account**.

**Habits of Mind**" and "**To do well**".

What do you need to bring for your**first **Maths Lesson

Before we meet at our first Maths lesson of the year, do take some time to do the following:

- You will be required to participate in activities delivered these platform.
- Follow the blog so that you are informed of the posts put up

- These are useful because they are about inculcating good learning habits and self-discipline that are relevant in all contexts (not just Mathematics).

What do you need to bring for your

- A4 Exercise Book - as your Maths Notebook - for all lessons
- A calculator
- Maths file (orange arch file): Write your name, register number, class at the spine

Look out for more emails along the way... before we meet in Term 1 Week 2

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