Concepts of 4 Operations of Real Numbers

In lesson, we discussed the concept of the addition & subtraction of integers using ZERO PAIRS.

You can click here to watch a series of short clips that discussed the concepts of operations in greater details.

In the study notes, the concepts on the product is explained using NUMBER LINES (p12-p13). The links in the Study Notes (p14) can be found here: 

• Multiplying Negative Numbers (explanation using number lines:  https://www.mathsisfun.com/multiplying-negatives.html
• Operations, explained using Number Line (Youtube): https://youtu.be/tNJhbgKq_Jg
• Why a Negative times a Negative is positive (Khan Academy):  https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-negative-numbers-multiply-and-divide/cc-7th-mult-div-negatives/v/why-a-negative-times-a-negative-is-a-positive

[Bite Size] 4 Operations involving Integers

Source: Study Notes (p15)

This BITE SIZE task involves the 4 operations of integers, building on what you already learnt in primary school for positive integers.

The objective is to find out to what extent you could apply and extend your pre-requisite knowledge before we move into the topic.

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This is how we should present the working, demonstrating our understanding of the operations.

Question in the padlet

Click HERE to access the padlet

Updated on 29 January (Feedback for discussion)

[Bite Size] Number Lines

You will do the task on the handout given to you.

Do your work in INK.

Take a photo (make sure it is clear) and post it in the padlet by the end of the day.

Click HERE to access Padlet. 

[Class Discussion] Number LIne - Which is the most preferred representation?

 

[Bite Size] Which is BIGGER? Which is SMALLER?

Source: Textbook (p35) Exercise 2A Q3, Q7

 Click HERE to access the padlet.

Class Discussion: Number System – Which Tribe(s) do I belong to?

 

Answers (from the class) to the worksheet 

Diagnostic Challenge (Sets A, B & C) - to be submitted by FRIDAY (This was first attempted on 12 Jan)

Topic: Primes, Highest Common Factor (HCF), Lowest Common Multiple (LCM)

In this Diagnostic Challenge, you are given 2 word problems. 
Follow the guide in the handout. 

You may use any method that you are familiar with to approach the problem.

What's IMPORTANT is the clarity of your working and elaboration of your thinking. 

Submission: 

You will submit your work both online and in hardcopy.

(a) Hardcopy: Submit in class on FRIDAY (15 January 2021)

(b) Softcopy: Submit in the padlet below. 

• Take a photo of each side of your work.
• Post it in the padlet, in the column of your Index number.
• Direct LINK to padlet

This is an example on how you may approach this task.

[An Invitation] Schoolwide Math Challenge

Look out for this! 

http://sstmathematics.blogspot.com/ 

[Talk] You may be interested....

 

Challenging Question

Attempt the following challenging question 
worths "5" points if correctly answered with clear and proper presentation.

Post your answer on the whiteboard before the next lesson starts.

Discussion on 22 Jan (FRI)

A suggested solution from a member in S1-06 

Though presentation can be improved for neatness and greater clarity, the working has applied the key idea of using cube root of 1000 to solve the problem 👍

Below is the suggested solution. 

Look out for the presentation how it leads one to follow the step-by-step working (how it transit from one line to another):

[Bite Size] Finding LCM using Index Notation Method

Complete this task by end of today.

Click HERE to access the padlet.

[Bite-Size] Finding HCF using Index Notation Method

Complete this task by the end of today.

Estimated duration: 5 minutes

Click HERE to access the padlet.

[For Reference] Study Notes (p11) Problem involving Perfect Squares and Cubes

This is for reference, after class discussion

 

Finding Square Root: Linking what we know to a new strategy (Prime Factorisation)

 Our 4-minute quick-to-understand illustration

[Bite-Size] Square Root and Cube Root

Attempt the task by the end of today so that feedback could be given before the next lesson.

Click HERE to access the padet.

Discussion on 19 Jan:

Feedback shared during lesson.

This set of working is clear and systematic. It demonstrates the understanding of roots through expressing the prime factors in identical groups.

The working and answer are correct. 

However, it had not shown the thought process (behind the roots). 

At this stage, as we are new to the concept, it would be good for us to practice writing out the steps, which will enable us to solve more complex problems.

The working is clear and systematic. 

However, we need to remember write clear to answer the question.

HW for T1W2 & Getting Ready for next lesson

(1) Homework

• Refer to the post in Google Classroom - Template
• Hand in the homework in foolscap

(2) Preparation for Discussion on MON

• Handout: Factors and Multiples
• Attempt the questions in the handout and be ready for group discussion in the next lesson

(3) Preparation for lessons in T1W3

• Reading up Textbook Chapter 1 (remaining pages)
• Use lessons assigned in the Students Learning Space (SLS) to consolidate what you have learnt and have a preview of what's upcoming.

(4) Your feedback for this week's lesson

• Fill out this FORM on what you think has gone well or area that can be better. 
• Complete this before next Monday (18 Jan)

---- Updated on 17 January ----

The following lessons have been assigned in the SLS

You may use these materials to consolidate what's carried out in class, or as preparation for the upcoming lessons. 

Prime Factorisation (using LONG DIVISION method)

Attempt the question in the Study Notes. 

Write clearly in INK.

Take a photo and post it in the padet, under your index number.

Click HERE to access padet.

Posted on 15 Jan (for class discussion)

[Going a bit beyond...] Sieve of Eratosthenes

In search of PRIME Numbers.... using technology

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Reference: Textbook (p4)

You are going to use an applet to help you surface all the prime numbers between 1 to 100.
Click HERE to access the applet.

As you follow the steps to use the applet to 'sieve' the prime numbers.

Think: 
Why is this method considered the most efficient method to find prime numbers?

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Enter your thoughts in COMMENTS
Remember to sign off with your Group number
- A reasonably well-explained answer can contribute to "-2" to class time :)