Form 1,2,3,4 and 5 syllabus (for first week of april)

PMR meeting this Saturday 7am to 10am okay? jian wen, liang jie and stephanie ng

form 1
to be update by Stephanie ah

form 2
we use 2 weeks to complete geometrical construction.
first week: teach all the skills
second week: start teaching them questions.
we use 2 weeks to complete midpoints.
third week: coordinate, teach midpoint then do question
forth week: coordinate, teach distance then question
remember the homework.

form 3 (we must win in this chapter! coz school teacher rush too FAST ad.)
algebraic expression use three weeks. (must do the in class practise ah, use timer to time them! it works! haha)
week 1: teach until page 4 (expansion Easy and Hard, Factorisation Easy)
week 2: continue and teach page 5 until page 10 (the algebraic fraction please be careful ah, coz student easily get confused)
week 3: finish the whole thing then do exam type question with them.
week 4: Algebraic Formulae. teach using linear equation concept.

form 4
to be updated by kok kin or kai boon


form 5
to be updated by kok kin or kai boon

Notes for April.

thanks Kai Boon on completing the notes in time =)
im passing up to IA in the morning then they can start printing ad.


btw, as for form 1 to 3, IA allow us to have additional 3 days.
thanks to Yann ru.

after April notes our promise to IA will be ON TIME.  hooray to Maths dept, as we improved compare to last week!
let us keep up the good work!

Thanks to Kok Kin and Kai Boon in being such a independent member in SPM maths. Thanks guys! =)

mathematical reasoning part 2 (argument)

as last week i teach wrongly on Compound statement.**
after finding out the true meaning of CS. CS comes from combination of a statement AND / OR a statement. IN OPERATION type question.

Argument
separated in to 3 types of argument. Every argument comes with a General Statement, that provides all information to you.

Note : General Statement is definitely a true statement, no need to reconsider the truth of the statement.

Type 1 (2 Premise and 1 Conclusion)
Premise 1: ALL something IS/HAVE/ARE/HAS something. (general statement)
Premise 2: C IS something.
Conclusion: C IS something. 

Type 2 (2 Implication and 1 Conclusion)
Implication 1: IF something THEN something. (general statement)

Implication 2: something IS TRUE.
Conclusion: C is something IS TRUE.

Type 3 (2 Implication and 1 Conclusion)
Premise 1: IF something THEN something. (general statement)

Premise 2: something IS NOT TRUE.
Conclusion: something IS NOT TRUE. (FIXED)


SPECIFIC TO GENERAL (INDUCTION) GENERALIZATION : THE Nth TERM IS N^2+N, WHERE N=1,2,3,...

GENERAL TO SPECIFIC (DEDUCTION) CONCLUSION : AT LEAST IN THE RANGE.
2=1^2+1
6=2^2+2
12=3^2+3

kar yaw recommend LJ

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Kingston 4GB DDR3-1333 x1 - RM129
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FSP Saga 400W power supply - RM129 (from All IT)

RM1012 total

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Sapphire HD5670 512MB DDR5 - RM265(from PCZone)
FSP Saga 400W power supply - RM129 (from All IT)

RM1361/1461 total

mathematical reasoning. - LJ version

excluding Argument.
i discuss this with my students.
STATEMENT
no question element inside, no directive element inside, pure sentence based that leads your decision to TRUE or FALSE.

after learning this, it's further explained by the following subtopics.
-Quanlifier
further explain with question on determining what is the meaning of "ALL" and "SOME".
-Operation
further explain with question on determining what is the difference of using "or" and "and".
-Implication
i explained if ..."antecedent"..., then ... "consequent"...
i use example on:
Bryan is a boy
Bryan has a dick
i make it a implication based sentence.
IF Bryan is a boy, THEN Bryan has a dick.
i further make explain my Converse an implication as "if Bryan has a dick, then he is a boy."
the main thing that happens here is the meaning and the STATEMENT's truth doesn't change, it's still a TRUE statement.
Since the implication and the Converse implication is TRUE and doesn't change it's original meaning. then we can combined the two statement into a COMPOUND STATEMENT... like this:-
Bryan is a boy if and only if he has a dick.
then i stopped. and say i will teach them argument next week. and revise SETS.
BTW, i write out a separate paper with very basic Mathematical reasoning questions.

syallbus planning for the month of MARCH

FORM3
as first week passed ad, they have their exam over. so not counted in our syllabus planning.
second week (ends at 12th march), complete their mode mean median.
then third week (ends at 19th march), start indices already. do it step by step. make it 2 weeks. the step one to 9 if possible finish by this week.
then fourth week (ends at 26th march) can do advance question with them already. and finalize indices in this week.
fifth week (ends at 31st march), enter algebraic Expression. teach basic concept. i will make the week as form 2 question homework.

FORM 2
as first week passed ad, they have their exam over. so not counted in our syllabus planning.
second week (ends at 12th march), complete their linear equation
then third week (ends at 19th march), linear equation
then fourth week (ends at 26th march) ratio, rates and proportion, make it slowly. teach until step 1234
fifth week (ends at 31st march),ratio as well, but i put in Pythagoras Theorem, so u can do it with them.
REMIND THEM TO BRING THE BOOK IN FEB! i believe P.Theorem, we cant finish de.

FORM 1
to be updated by Stephanie Ng.

statistic form 3, how to teach ??

my answer is.
first, this chapter seperate into 2 diff subtopics.
1. pie chart question.
2.analysing data question.

pie chart
what is do was, i tell them a scenario.
im now analysis a school, finding out the percentage of student who go to school by what type of transport.
jet-50
walk-15
car-20
fly with hands-80

now find me the percentage.
so what i do is, i will total up the number and get 165 students in the school. later to find each of it i will take the total number 165 stud. divide by the amount i need, later multiply by 100% and i will get the percentage for each type of transportation.

hence, can u see that im using a Universally applicable formulae which tell us.

the amount you need (car/jet/walk/fly)   x   100 %  
total amount
= percentage for each sector.

then we will get the answer.
how if i wanna convert into angle format which the total is 360 degree ? u understand now ?

after this, i will enter into analysis question.

analysing data question
i further explain this into 2 diff types of question.
which is called the DATA question and TABLE question.

after telling them what is data and what is TABLE type question, we let them know what is Mode, Mean and Median.
Mode = highest Frequency
Mean = Average/Purata...just like your school report. total up the marks of 8 subjects then total marks divide by 8 subjects.
Median = middle of all data, after rearranging it into ascending order.

Types of Questions please refer our maths form 3 notes.
analysing data question.
we will have a table right ?
let them see this thing.
after u complete in explaining MEAN table type question.
u rub of one of the frequecy.

for example.
    score x        1     2     3     4
frequency y     4     3     1     6

mean we will total up xy then divide by total y right ?
then find the answer. this MEAN will be  2.5.

now RUB of the 6. and replace by x
Hint given, Means is 2.5. find x
this is what they dunno. =)


Gud luck in teaching. amithaba.