Tuesday, February 21, 2017



Group Work [15 minutes]

Refer to the notes on page 10 - 15. 

Stage 1: Each member of the group will watch a video each. Spend about 5 minutes - you may fast forward or repeat viewing for understanding.

Stage 2: Share your findings from the video with your group mate. Have someone to scribe a summary and post in this padlet. As usual the comment format as follows:
Group number: 6 (eg)
Group members

Stage 3: Refer to notes. complete the assigned questions (2 per group). In your posting remember to include the questions that you have attempted for easy reference.
Important to show the full working.

Focus on the technique of Expansion and Distributive Law. 

On the PADLET, post the solutions to the questions assigned to your group.

Made with Padlet

04 ALGEBRA - Expanding (Removing Brackets)

Algebra - Expanding

"Expanding" means  removing the ( ) ... but we have to do it the right way!
( ) are called "parentheses" or "brackets"
Whatever is inside the ( ) needs to be treated as a "package". 
So when multiplying: multiply by everything inside the "package".

source: Math is Fun

click HERE for more illustrations

Friday, February 17, 2017


Things to do - Homework 
[the time given serves as a guide in your time management]

Activity: ALGEBRA; RATE, RATIO & % (17 February)
    • Part 1: Watch the videos in this BLOG (04 From Arithmetic to Algebra) [30 minutes]
      1. Addition & Subtraction
      2. Multiplication
      3. Division
      4. Simple Algebraic Manipulation
    • Part 2: Complete the following in your Math note [1 hour]
    • link to Mr Johari's e-note
      • 4.2.1 Algebraic Conventions
      • 4.3.1 Coefficient, Constant & Terms
      • 4.3.2 Addition and Subtraction of Like and Unlike Algebraic Terms
      • Four Operations of Like and Unlike Algebraic Terms involving Fractions
    • Part 3: ACE learning MCQ Quiz - 2017 (S1) Algebra - Simple Operations [1]
  • Update on Previous Tasks assigned [Percentage, Rate, Ratio]
    • Google Classroom
      • Percentage - 1 question (assigned last week due 18 Feb) [20 minutes]
      • Percentage, rate, ratio - 3 questions (due 21 Feb) [20 minutes]
    • ACE Learning
      • S1 (Self Directed Learning) SDL Quiz:1-6 - MCQ (1 week to complete)

Thursday, February 16, 2017



STAGE 1: INDIVIDUAL Work [15 minutes]

On the PADLET, post as many information based on the following key questions.

  1. What is Algebra?
  2. What is its origin?
  3. What are the applications of Algebra?

Made with Padlet

STAGE 2: TABLE GROUP Work [5 minutes]

Within your table find the meaning of Nomenclature in Mathematics.
Post as comment:
include Class. Group members
(2) Nomenclature: S1-0x name name name

Exercise 1
  1. What is the answer?
  2. How do you get the answer?
  3. Is there a better way to present the question / working?

Exercise 2: Expression versus Equation

Exercise 3: Parts of an equation
link: click HERE

STAGE 3: TABLE GROUP Work [5 minutes]

Understanding 'Like' and 'Unlike' Terms
On the PADLET, post as many information based on the following key questions.

Post one example each (with explanation) for each of the following 
(1) Like terms 
(2) Unlike terms

Made with Padlet

                                        Note on extension of Operations for 'Like and 'Unlike' Terms
                                                                        link: click HERE

STAGE 4: INDIVIDUAL Work [15 minutes]

Algebraic Operations
On the ACE Learning. Complete the following Quiz Individually.

STAGE 5: HOME Work [15 minutes]


click HERE for reference

Wednesday, February 15, 2017

Rate, Ration & Percentage (SDL)



The ACE Learning (click HERE) has been activated for Chapter 3 on Rate, Ratio & Percentage.
This is a review of past knowledge and is a self directed series of activity.
Proposed learning:

  • Stage 1: Go to ACE Learning and browse through the course that you intend to cover.
  • Stage 2: Go through the lesson note (video) and activities if need be to study and check on your understanding
  • Stage 3: Attempt the MCQ Quiz set by the teacher.
  • Stage 4: Review your results and check on your errors if need be either you go through the lesson again or seek clarification from me.

The lesson package (manage your own learning and time)

series of tasks to be completed 
(pace your self - do not have to finish in one day, understanding the process is key)
SDL (Self Directed Learning)

04 ALGEBRA: Post Algebraic Garden

Followup to the following activity:
In the comment section post, make a stand on whether the amount of plant food the gardeners use each week is (1) a variable or (2) a constant, and JUSTIFY your answer. There is no right or wrong however it depends largely on the justification.

Monday, February 13, 2017


Algebra: Equation vs Expression

(I) Algebraic Expressions vs Equations
The following are expressions
  • 3x
  • 5 - 2y
  • p + 2q - 45
  • mn
The following are equations:
  • 2x = 4
  • x + 8 = 20
  • x² = 36
  • 2x + y = 4
Can you tell the difference between an expression and an equation?

(II) Coefficients, Variables and Constants
In the following algebraic expressions:

(a) 6x
  • x is a variable
  • 6 is the coefficient of x
  • There is no constant
(b) 2y + 5
  • y is a variable
  • 2 is the coefficient of y
  • 5 is the constant
(c) 3+ 7+ 9
  • and are variables
  • 3 and 7 are coefficients of and respectively
  • 9 is the constant
(d) p + 2q - 45
  • and are variables
  • 1 and 2 are coefficients of and respectively
  • -45 is the constant
(e) 5a - 3b + 1
  • and are variables
  • 5 and -3 are coefficients of and respectively
  • 1 is the constant
  • and are variables
  • 1 and -1 are coefficients of and y respectively
  • There is no constant
When given an expression, are you able to pick out the variable(s), coefficient(s) and constant terms?
Click HERE to read more about these...



Could you UNCOVER THE MYSTERY behind the crystal ball?
(in the Algebraic way!)
Submit your explanation under comments...

04 ALGEBRA - ALGEBRA GARDEN (variable & constants

Response (click HERE)

Friday, February 10, 2017


Things to do - Homework 
[the time given serves as a guide in your time management]

Activity: Estimation (10 February)
  • Complete the Unit 3: Estimation and Approximation               
  • Lesson 3: Round and Truncation Errors
  • [25 minutes]

Thursday, February 9, 2017


Things to do - Homework 
[the time given serves as a guide in your time management]

Activity: 3 significant Figures 
  •      Remember to watch the 3 video on significant figures (click HERE) [10 minutes]
  •      Complete the Unit 3: Estimation and Approximation Lesson 2: Significant Figures            [15 minutes]

Wednesday, February 8, 2017


The following students have been selected for support programme
please see me after Math lesson. Bring along your notebook and notes.


The others are welcome to join but remember the focus is on mathematics.

Questions that have been Missed

Some of you have not read the instruction given in this post carefully thus missing an important task that you have to do.Please complete it and submit to me.

Approximation (the why not just the how)



Read the article, "Nepal in new bid to finally settle Mount Everest height"

Question: Read the above article and comment individually.
  1. Why is there such a dispute between China and Nepal over the height of Mount Everest?
  2. Is this a major international concern? Why?

Resource: Unit 3 Significant Figures



Degree of Accuracy: Significant Figures

Watch the following clip to learn how to identify the nth significant figure and to round off numbers to significant figures






Group Work

Read the above article (click HERE) and answer the following question. Collaborate with your group members and appoint someone to be the scribe. Post as comment. 
Include your group's team members name.

Question 1:  All Groups
Identify the top 5 100 sprinters in world ?
1. Name    2. Year achieved    3. Time

Question 2: Group A1-3
If the time is estimated to 1 significant figures, how will this affect the ranking of the sprinters? Why? Is this justifiable? Suggest a suitable system of estimation to support your answer.

Question 3: Group B4-6
Identify 2 key points mentioned in the above article. Do you agree?

Question 4: Group C7-9
Now back to the header of the above article. Is Usain Bolt really not the fastest person on Earth? Why?

Tuesday, February 7, 2017

There will be a supervised study programme for students this Thursday, immediately after Math lesson. I will inform you on Wednesday the list of students are required to go.
The rest of the students may stay and clarify any queries related to the subject or use the opportunity to complete your assignments.


Things to do - Homework 
[the time given serves as a guide in your time management]

All to be completed online and by 9 February 2017 (Thursday), 2359

1. Google classroom : Real Numbers 3 Questions from workbook


  • Math Notebook: Kudos to 10 students for scoring A in the first notebook check.  This shows great commitment, dedication and pride in your work. The others still have room for improvement and please work towards it. 
  • 4 students have forgotten to submit your notebook please remember to bring along your notebook for the next lesson on Wednesday.

Update: AA1

This is to confirm that:

  • The duration of the video clip is capped at 5 min. Any content presented beyond the first 5-min will not be marked
  • Remember to acknowledge the resources in the last slide
  • Punctuality is important.  Technical issues such as difficulty to upload file due to unavailability of wifi should be addressed before the deadline.
  • Late submission (within 1 week): 50% of the marks attained.
  • The entire AA1 constitutes to 10% of the overall assessment.

Friday, February 3, 2017

Error Analysis

3 Feb: Evaluate the following solution done by 2 students. 

Group Work (identify a scribe to key in your group's responses).
As usual write the name and index number of your group's members.

Your Task
  • Analyse the solution provident by student A and student B for accuracy or process (method) and clarity or working.
  • State the nature of error, eg. 'wrong use of operation rule', '(-) x(-) should not be (-)' etc
  • Give your solution to both students.
  • post your evaluation and solution as 'comment' [remember to include name and index number]

Marking criteria
  • Mathematical Appropriateness of your evaluation: 5 marks
  • Your solution: 5 marks

Student A' s solution

student B's solution

Wednesday, February 1, 2017

Calculator Talks! Secret Code

Calculator Skills 02: Calculator Talks!

Let's key the digits 1, 2, 3, 4, 5, 6, 7, 8, 9, 0 into the calculator. Look at what's displayed on the 
calculator output screen. Turn the calculator upside-down. 

Do they look like any letters in the alphabet?

For example: 
The digit 0 becomes O, 1 becomes I, 2 becomes Z, 3 becomes E, 4 becomes h, 5 becomes S, 
6 becomes g, 7 becomes L, 8 becomes B, and 9 becomes G.

 Let's try the following:
  • enter 6.2
  • multiply this by itself
  • add 0.23
  • divide by 50
Turn the calculator upside down, and you have a friendly greeting

Let's see what we have for breakfast:
  • multiply this by 1000
  • divide the result by 6
  • throw away the part to the right of the decimal (what is the TECHNICAL term for this???)
  • subtract 3 from the result. Mmm! Delicious! 
  • But be sure to throw the ( 68 x 68 - 7 ) x 5 x 5 x 5 + 220 in the trash!
Let's see if you could figure out the secret code below :)
  • Does the ( 19 + 19 - 1 ) x 19 + 2 x 3 x 5 have (47 x 47 + 10 x 10 ) x 5 x 5 - 3 x 3 
         or (47 x 10 + 47 x 10 + 47 x 10 + 47 x 10 - 1) x 3 ? or lay 7 x (800 + 9)?
  • Is there one in your neighbourhood 1 / 50 ?
  • What about the 2 x 13 x 13 ?
  • Or the 3 x 3 x 3 x 3 x 101 - 3000?
  • The (50 x 50 x 3 + 1) x 6 - (50 x 50 x 4)?

(Of course, the plural of (50 x 50 x 3 + 1) x 6 - (50 x 50 x 4) is (8 - 1) x 8 x ( 8 x ( 8 x (8 + 1 + 1) - 1 ) - 1 ), isn't it.)

Now, create a secret code that and post it in the Padlet!

Each unique expression resulting in word will worth...

  • Expressions involving +, -, x, ÷ will gain the 3 points
  • Expressions involving squares, cubes and roots will gain 1 bonus point (on top of 3 points)
  • Expressions phrase made up of 3 or more words will gain 10 points
Remember to add your name and group number to the title of the post.

Made with Padlet

Operations of Numbers

2 Feb: Flipped Learning for next lesson(s) on Operations of Numbers

A review on the operations of numbers...

Watch the collection of lesson clips at the Khan Academy to better understand the concepts of addition and subtraction of negative numbers (in particular, explanation with the use of number line)

URL: https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-negative-numbers-add-and-subtract



Dear S1-07 young ladies and gentlemen,
As you are fully aware that SST develops a close monitoring system of your hard work through your assignments, quizzes and other tasks in what ever forms, pen and paper or online (its part of performance character).

DNS (Did Not Submit) work
Notice that some students have not submitted or have forgotten to submit your work. It is imperative that you get it done soonest possible or you will face the consequences of your choice of action.

U/S (Unsatisfactory work)
Students who are not satisfied with your grade may reattempt the work done and if it is of a better quality the grade will be duly reviewed and marks awarded accordingly.

work submitted to date (for your action)

Class Work

Work presented by young lady and gentlemen from S1-07

Question A
Question B

Question C

Question D

Just Me and Math

Just Me and Math Click HERE

Link for Mr Johari ONLY