Sunday, December 30, 2012
Monday, November 5, 2012
Syllabus for week I (Nov 5th)
Form 1
I've prepared a Test To test their standard.
syllabus on test including:
先乘除，后加减，有 BRACKET先个做BRACKET.
logic
fraction, decimal & percentage.
Form 2
背square, square root.
1^2 until 20^2 (用1496的方法）
Form 3
Circles 11
Revision Form-2(Jian Wen)
First week
Linear Eq
* keywords to focus
✓single fraction→divide bring over and make it Times
(X-1)/2 = 5
divide 2 bring over and times 5
that's single fraction's main thing!
✓single fraction = single fraction
CROSS-MULTIPLY!!
I've prepared a Test To test their standard.
syllabus on test including:
先乘除，后加减，有 BRACKET先个做BRACKET.
logic
fraction, decimal & percentage.
Form 2
背square, square root.
1^2 until 20^2 (用1496的方法）
Form 3
Circles 11
Revision Form-2(Jian Wen)
First week
Linear Eq
* keywords to focus
✓single fraction→divide bring over and make it Times
(X-1)/2 = 5
divide 2 bring over and times 5
that's single fraction's main thing!
✓single fraction = single fraction
CROSS-MULTIPLY!!
Holiday Timetable 2012
Holiday Timetable 2012
Holiday Timetable 2012 Syllabus
Liang j
* All material centralised at Gasing (i will pass it to you all)
Holiday Timetable 2012 Syllabus
Liang j
* All material centralised at Gasing (i will pass it to you all)
Friday, March 23, 2012
Body Language And Classroom Management Body Language And Classroom Management
TO MATHS MEMBERS:
LESSON ONE, HOW TO BE A STAR TUTOR:
Body
Language And Classroom Management
The core principles we associate with
classroom management—rules and consequences, incentives, and following
through—are important. No doubt about it. The first step for teachers wanting
to improve is to learn how to use them effectively.
By following these principles, your classroom
management plan will be built on a solid foundation. However, to be remarkably
effective, to create the class you really want, you have to learn how to create
leverage.
Leverage simply means having great influence
with your students.
This is where the real power comes from. It
explains how a teacher can take over a classroom of students from a tough
neighborhood, given up on and deemed uncontrollable, and turn them into a dream
class.
It’s the answer to the question, “How was she
able to do that with those kids?”
Leverage makes everything you do as a teacher
easier and more effective, particularly classroom management. The topic of
today’s article, body language, is one way to increase your leverage.
Creating Leverage Through Body Language
Seven percent. That’s how much speaking
impacts your students. The other 93% is attributed to non-verbal communication.
Part of that 93% is the way you use your voice—tone, volume, pace, enunciation,
etc.
The rest is body language.
Your body language has a strong impression on
students. Therefore, it makes sense to use it to your advantage.
What follows is a short list of how to use
body language to gain more leverage with your students. It’s not comprehensive,
but it’s doable. And with regard to cultural differences, the items on this
list are generally universal.
Eye Contact – Eye contact is perhaps the most
powerful way we communicate. A single fleeting look from across the classroom
can speak volumes. Longer eye contact is associated with trust, good feelings,
and rapport—all of which are important leveraging qualities. Be aware, however,
that too much eye contact can be intimidating, especially for shy students. So
although we want to utilize the power of eye contact and should use it often,
we shouldn’t over do it.
Facial Expressions – This one is easy. Smile. A smile makes
communication easier, less awkward, and more persuasive. It’s also a
mood-changer and will evoke warm and happy feelings in both the giver and the
recipient. So let your guard down and smile away.
Posture – A sagging posture displays a lack of
confidence and is associated with weak leadership. To students, it says that
you’re unsure of yourself. They won’t listen to or trust someone who appears
wishy-washy. Walking tall, with your body erect and shoulders straight,
engenders confidence in you as a leader. You then become more believable, and
students are more apt to accept what you say. The difference between telling a
student to go to time-out with a tall comportment versus saying it with a
sagging, defeated posture is night and day.
Proximity – Some classroom management “experts”
recommend standing close to difficult students during lessons. But moving into
someone’s personal space without permission is a show of dominance. It’s
aggressive and antagonistic and is universally perceived as a threat. And
although it may dissuade unwanted behavior during the brief moment you’re
standing there, doing so will give youless leverage and influence in the long run, resulting in more
disruptive behavior. Allow students their personal space. They’ll appreciate
and respect you for it.
Touch – A brief tap on the shoulder or arm of
a student you’re speaking with can elicit a subconscious response that makes
you more persuasive. I know it sounds manipulative, but in reality, all it does
is help build rapport. It’s a natural thing to do when speaking to someone in a
friendly manner. It says: “Hey, I like you, and I want what’s best for you.”
Think about what your typical body language is
communicating to your students and how it’s affecting your classroom management
success. Is it increasing the amount of leverage you have with your students?
Or is it making it more difficult to influence them?
Try out the above recommendations. Use more
eye contact, smile more often, stand up straight, allow your students their
personal space, and use the persuasive power of touch. Take note of how
differently your students respond to you. I know you’ll be pleased.
Also, notice how changing your body language
affects how you feel.
I’m certain you will look and feel more
attractive and confident, resulting in greater leverage with your students and
more effective classroom management.
Liang Jie sign out.
Monday, March 19, 2012
Which level of tutors you are?.
Lately, there has been a YouTube video sharing on social networks depicting a lecturer/professor demonstrating a lesson using real-virtual person interaction. Basically, the real “him” in the lecture room interacted with the pre-recorded video of the virtual “him” in a carefully designed scenario. You can tell that his students were really amused, and the international audience as well, more than 36k views. But if you watch the video, and unless he is demonstrating for his students how real-virtual interaction is done, there is not much learning taking place.
View the video here
The 3 level of tutors.
Level 1
of thinking about teaching is concerned with what students ‘are’, also known as “blame the student’ approach to teaching and is “level one” of John Biggs’ three level of thinking about teaching. For him, assessment is a way to sort good students from the bad.
Level two
teacher is focused on the teacher. He is concerned with what the teacher does. From this perspective, there are “Good teachers” and “Bad teachers”. This perspective is also known as the “blame the teacher” perspective. A typical teacher at this level arms himself with tips and trick in teaching to activate but not engage students. One result of “level two” teacher is “passive students” where the teacher pours knowledge in their minds believing that their brains were empty vessels up till they enrolled in his/her class. One example of this type of teachers is the “entertaining teacher”, the one depicted in the video above. This second level teacher does not reach the level of understanding intended for the course.
The highest level teacher,
Level three, is more concerned with what “students do” before during and after teaching. This means he is particularly concerned with the learning outcome of the lesson/course and thus designs learning activities that are meaningful for the students. These learning activities are tightly aligned with the course objective and assessment. So, which level teacher are you? Think back to how you write your lesson/course objectives and how you design a learning environment to facilitate student learning in attaining the course outcomes. Think also on how the activities and objectives are aligned with the assessment stage, which could be formative and/or summative. Also, recall on what you focus during the design stage of your level and during teaching. Are you focusing on what you want to teach, deliver or on meaningful activities that help students make sense out of them?
I got this article from this website, and I find it quite interesting :) Click here
The 3 level of tutors.
Level 1
of thinking about teaching is concerned with what students ‘are’, also known as “blame the student’ approach to teaching and is “level one” of John Biggs’ three level of thinking about teaching. For him, assessment is a way to sort good students from the bad.
Level two
teacher is focused on the teacher. He is concerned with what the teacher does. From this perspective, there are “Good teachers” and “Bad teachers”. This perspective is also known as the “blame the teacher” perspective. A typical teacher at this level arms himself with tips and trick in teaching to activate but not engage students. One result of “level two” teacher is “passive students” where the teacher pours knowledge in their minds believing that their brains were empty vessels up till they enrolled in his/her class. One example of this type of teachers is the “entertaining teacher”, the one depicted in the video above. This second level teacher does not reach the level of understanding intended for the course.
The highest level teacher,
Level three, is more concerned with what “students do” before during and after teaching. This means he is particularly concerned with the learning outcome of the lesson/course and thus designs learning activities that are meaningful for the students. These learning activities are tightly aligned with the course objective and assessment. So, which level teacher are you? Think back to how you write your lesson/course objectives and how you design a learning environment to facilitate student learning in attaining the course outcomes. Think also on how the activities and objectives are aligned with the assessment stage, which could be formative and/or summative. Also, recall on what you focus during the design stage of your level and during teaching. Are you focusing on what you want to teach, deliver or on meaningful activities that help students make sense out of them?
I got this article from this website, and I find it quite interesting :) Click here
Sunday, February 19, 2012
Little update for SPM
- Seminar meeting on Thursday morning 11am (Only for LJ, KK and KB).
- Coming Tuesday class (KB's class) will be taken by Geaps (temporary).
- 4th March Extra class by ALL tutors, 10am to 1.30pm.
- Please start informing all your students
- For USJ 9, Kok Kin pls settle with LJ.
- Coming Saturday Xiao Yuan's class:
- Call all your students to ask if they are coming for seminar, and how many can replace on weekdays (Tuesday and Thursday)
- Arrange for replacement for those who can't make it.
- Next week start EFC for Form4 (Do first 2 chapters). Form 5 continue with the next 2 chapters of EFC (Straight Line & Sets).
- Need a meeting after seminar to talk about loads of stuff. Suggest to do it right after our extra class. Things to talk:
- Coming normal class notes. (Job separation)
- Review Geaps & Xiao Yuan's notes.
- Catch up with normal class performance, exchange opinions, etc.
- Future plans (Technology-fy the rack, students boost, etc)
- CLEAN THE RACK!!!!!
Tuesday, January 17, 2012
SPM Jan Week 3
Form 4
Quadratic teach everything. Just leave the Revision alone. I don't think u can do all of the exercises, so don't need to do everything la. But those that I've marked a star are important ones which I think should be discussed in class.
The In Class Practice after 2.4 got some circled one. If cannot finish ask them to do at home la.
Simply put:
2.1 Teach expansion (Method 1 method 2 no need demo, just ask them refer, cause' they have learnt in PMR dy)
2.2 Teach factorization (Format a), b), c) are PMR revision. focus more on d) and e). But e) usually use calculator one la)
2.3 I skipped cause' nothing to talk
2.4 Solve/Find the Roots/Find x. Ask them to copy the 4 steps. Notes not clear enough. (I got write in notes dy)
Form 5
Teach them to identify graph & shading. I got not enough time cause' I spent too long doing ICP with them. I let them do first then only discuss so not enough time. Depending on how long u teach them how to identify graph, if not enough time only do those I mark star de. Beside got write what to focus on.
Basically 2.1 keep repeat and tell them to know 3 + 1 things:
Focus 2 things only:
Basically Form5 focus more on explaning. So see how u explain to them only la.
Tata,
Noobiak
Quadratic teach everything. Just leave the Revision alone. I don't think u can do all of the exercises, so don't need to do everything la. But those that I've marked a star are important ones which I think should be discussed in class.
The In Class Practice after 2.4 got some circled one. If cannot finish ask them to do at home la.
Simply put:
2.1 Teach expansion (Method 1 method 2 no need demo, just ask them refer, cause' they have learnt in PMR dy)
2.2 Teach factorization (Format a), b), c) are PMR revision. focus more on d) and e). But e) usually use calculator one la)
2.3 I skipped cause' nothing to talk
2.4 Solve/Find the Roots/Find x. Ask them to copy the 4 steps. Notes not clear enough. (I got write in notes dy)
- Remove bracket/fraction
- Write equation in general form
- Factorize
- Solve
Form 5
Teach them to identify graph & shading. I got not enough time cause' I spent too long doing ICP with them. I let them do first then only discuss so not enough time. Depending on how long u teach them how to identify graph, if not enough time only do those I mark star de. Beside got write what to focus on.
Basically 2.1 keep repeat and tell them to know 3 + 1 things:
- Know 'a' (Go up or down stairs, smiley or sad face etc)
- Know 'c' y-intercept
- Know x-intercept (Especially quadratic - factorization)
- Substitute coordinates.
Focus 2 things only:
- Shade up/down or left/right
- Dotted line or solid line
Basically Form5 focus more on explaning. So see how u explain to them only la.
Tata,
Noobiak
Sunday, January 15, 2012
Updated Slots
V3: Updated 15 Jan 2012
Pls contact LJ if there's any problem with the slots. TQ.
 |
| Click to enlarge |
Pls contact LJ if there's any problem with the slots. TQ.
Thursday, January 5, 2012
SPM Rack Very Clean Jor!
Boon has spent TWO DAYS cleaning SPM rack. @.@
And then hor, actually a lot of papers on our rack are CLEAN paper. BOTH SIDES also never use before one lo.
 |
| See! So thick! Cincai throw until some of them become kiam cai already. |
So now I have reorganized the rack, and each row is meant to put stuff that is under that category ONLY. Don't cincai put again pls. Arrange yi xia, put back where you take from. This wont take you more than a minute, but cleaning the rack will take HOURS.
 |
| 1st Row - Random Stuff |
 |
| 2nd Row - Exercise Books (Topical, SPM Format Model, Past Year) |
 |
| 3rd Row - Textbooks & Reference Books & Some Useful Hardcopy Files |
 |
| Last Row: BM Version Books & SPM Seminar 2011 Stuff |
OK. Signing off,
Noobiak. XD
Tuesday, January 3, 2012
SPM Week 1
Form 4
1. Standard Form teach all. Leave only the revision for next week. (Maybe need to print more exercise cause not much ex. only. so if cannot finish do all exercise for this week leave to next week ba XD)
2. Standard Form 1<= A < 10 type wrong dy. Tell them to make ammendments TQ
Form 5
1. I teach the whole book jor. =.= Left Revision la. But Base 2 plus minus oso teach dy. >< Maybe 1 student only tak jadi chui shui so teach dao very fast. @.@ If you all got same problem next week we get more exercise for them la. TQ XD
Signing off,
Noobiak
1. Standard Form teach all. Leave only the revision for next week. (Maybe need to print more exercise cause not much ex. only. so if cannot finish do all exercise for this week leave to next week ba XD)
2. Standard Form 1<= A < 10 type wrong dy. Tell them to make ammendments TQ
Form 5
1. I teach the whole book jor. =.= Left Revision la. But Base 2 plus minus oso teach dy. >< Maybe 1 student only tak jadi chui shui so teach dao very fast. @.@ If you all got same problem next week we get more exercise for them la. TQ XD
Signing off,
Noobiak
Monday, January 2, 2012
PMR & SPM Slots 2012
Sorry ar I did SPM first then only PMR. hahahaha XD
Click to enlarge
Sunday, December 18, 2011
To KK and XR: SPM Maths Recruitment Training
Our new tutors for SPM Maths are Zhen Yuan and Joon Geap. Both ur QM juniors. XD
They have opted for trainings on 27th, 28th and 29th. So hopefully you guys are free to join in? Cause' right now quite short of time. 19th their prom lo, 20th me and XR teaching, then 21st to 24th I at Penang. O.O and only coming back on 25th. So...suit both my time and their time now lo. hahahaha XD
Training will be focused on 27th and 28th. 29th will be their "test" on presentation skills and Maths knowledge for Jan and Feb syllabus (Chapter 1, 2, 3 for both Form4 and Form 5)
Basically we need to guide them on how to teach and tell them some tips and what's important for these chapters. I plan to do Form4 chapters (Chapter 1, 2, 3) on 27th, and Form 5 (C1,2,3) on 28th.
So...instead of sitting down looking at the book together, I think we will do it the presentation way. When they come in the morning, they will take turn to teach all the 3 chapters. So like that we can know both their presentation skills and knowledge (You dunno the chapter sure cannot teach well lo, so yea)
So 2 people x 3 chapters = 6 presentations. O.O After every chapter, we discuss with them what's important, where need improvement those lo. Then maybe after lunch if got time we ask them to re-present the part which we think need improvement? Like chapter 2 sub chapter 1 not good just do that sub section no need redo everything la.
I dunno if you two will be busy with Physics and Accounts stuff or not la, so just putting it here to inform you. If possible I really hope you two can make it. XP Cause' you know la, presenting in front of someone you dunno, very gan jiong one. I know Ah Geap la, but dun really know Zhen Yuan so sked he feeling uncomfortable. So if you two there all QM kaki lang maybe he will feel better la. XD
Then after the 2 days training, 29th they will sit for a knowledge test (Test on F4 and 5 Chapters 1, 2, 3) and a presentation test (Present in front of a volunteer Pre-F4 student, then let the student take a 20 minutes test see how much the student absorbed from their teaching). XD
Tuesday, December 13, 2011
To-Do List
Things to do:
- PMR Notes:
- Chapter 1 Notes by 24th Dec
- Chapter 2-6 by 31st Dec
- By Kai Boon
- SPM Notes
- Chapter 1 by 24th Dec
- Chapter 2-4 by 31st Dec
- By Xiao Rong + Newcomers
- Sort Exam Type Questions
- Xiao Rong + Newcomers
- Scan Books (PMR + SPM)
- Everyone (After Christmas)
Job Timeline:
Before 19th:
- Form1 Chapter 1,2,3 Notes
19th to 25th:
- Form 4, Form 5 Chapter 1,2,3 (2 x 3 = 6 Chapters)
- Form 2, Form 3 Chapter 1,2,3 (2 x 3 = 6 Chapters)
- CHRISTMAS PARTY? XP
26th to 31st
- SPM Chapter 4,5,6 (2 x 3 = 6 Chapters)
- PMR Chapter 4,5,6 (3 x 3 = 9 Chapters)
- Scan books
- Sort exam questions
- Pre New Year Meeting
- Annual Syllabus Planning
- Class Schedules
- etc (Briefing? blah blah)
- Monthly Demo
Saturday, December 3, 2011
To kar yaw
Form 1
i teach them whole number
-digit value
-place value
-round off
-subjective question how to present the answer. show them how bneat they have to write oh.
i photostat from a set of book where i use a black clip clipped it one.
Form 2
teach them square, square root ONLY.
i teach them page 4 nia. do the work. let them do.
but before that must teach them first.
got 4 skills. (i sticked it at our maths rack already, a yellow paper.)
these skills are SHORTCUT!!
Form 3
teach them new chapter. statistic question. prepare before you enter ya!
i teach them whole number
-digit value
-place value
-round off
-subjective question how to present the answer. show them how bneat they have to write oh.
i photostat from a set of book where i use a black clip clipped it one.
Form 2
teach them square, square root ONLY.
i teach them page 4 nia. do the work. let them do.
but before that must teach them first.
got 4 skills. (i sticked it at our maths rack already, a yellow paper.)
these skills are SHORTCUT!!
Form 3
teach them new chapter. statistic question. prepare before you enter ya!
Wednesday, November 9, 2011
KB's Note to Self
January 2012 F5 Notes
Chapter 1
- Change ICP (Change to Oxford Fajar Siber) Previously = Geetha - Used in Pre F5)
- Remain C1 Revision (Using Pan Asia)
- Remain HW (Success Setia Emas)
Chapter 2
- Change ICP (Use Oxford Fajar Siber) Previously = Success Setia Emas - Used in Pre F5
- Remain Homework (From Geetha) No need change
February 2012 F5 Notes
- Change C2 ICP (Plotting & Shading - Too Dark) *Geetha Part can keep*
- Keep W1 HW (Success Setia Emas Q29 Q30)
- Keep W2 HW (Oxford Fajar Siber Obj, Success Setia Emas pg.8)
Pre F5 December
W1
ICP (Success Setia Emas - Obj. Q1 to Q10, excluding Q6,7 and Q18 to 21) + Subj (Q1, 2, 3, 11, 12, 13)
HW (Pan Asia - Obj Q1 to 5 + Success Setia Emas Q14, 15 + SPM Past Year)
W2
ICP (Success Setia Emas - Q27 + Self Designed Question)
HW (Success Setia Emas - Q23, 24)
W3
ICP + HW (Yet to be decided - Cerdik SPM Extreme Questions + Self Designed Extreme Questions)
Chapter 1
- Change ICP (Change to Oxford Fajar Siber) Previously = Geetha - Used in Pre F5)
- Remain C1 Revision (Using Pan Asia)
- Remain HW (Success Setia Emas)
Chapter 2
- Change ICP (Use Oxford Fajar Siber) Previously = Success Setia Emas - Used in Pre F5
- Remain Homework (From Geetha) No need change
February 2012 F5 Notes
- Change C2 ICP (Plotting & Shading - Too Dark) *Geetha Part can keep*
- Keep W1 HW (Success Setia Emas Q29 Q30)
- Keep W2 HW (Oxford Fajar Siber Obj, Success Setia Emas pg.8)
Pre F5 December
W1
ICP (Success Setia Emas - Obj. Q1 to Q10, excluding Q6,7 and Q18 to 21) + Subj (Q1, 2, 3, 11, 12, 13)
HW (Pan Asia - Obj Q1 to 5 + Success Setia Emas Q14, 15 + SPM Past Year)
W2
ICP (Success Setia Emas - Q27 + Self Designed Question)
HW (Success Setia Emas - Q23, 24)
W3
ICP + HW (Yet to be decided - Cerdik SPM Extreme Questions + Self Designed Extreme Questions)
Saturday, October 15, 2011
Pre F4 notes
1. November Pre F4
a. W1, 2 – Number Base (No HW)
b. W3, 4, 5 – Transformation (With HW)
i. W3 – Revise PMR Transformation
ii. W4, 5 – SPM Transformation
Friday, September 30, 2011
Long Overdue Attendance (Replacement by KB)
OT
F5 - Sok Jing (Attendance taken)
Gasing
F4
1. Ashley Hong
2. Reagan Chong
3. Tee Joon Geap
4. Chan Min Min
5. Wong Wai Kin
6. Yong Zhen Yuan
F5
1. Priyaneeta Uathaiya Kumar
2. Syahirah
3. Lee Yoke Sze
4. Hooi Shirley
F5 - Sok Jing (Attendance taken)
Gasing
F4
1. Ashley Hong
2. Reagan Chong
3. Tee Joon Geap
4. Chan Min Min
5. Wong Wai Kin
6. Yong Zhen Yuan
F5
1. Priyaneeta Uathaiya Kumar
2. Syahirah
3. Lee Yoke Sze
4. Hooi Shirley
Friday, August 19, 2011
House Cleaning: About our rack
Hi gam do wai!
Our Homework Rack is super super tidy leh! *sarcasm* Unmarked homework has filled 50% of the rack, and another 50% are the model papers that were accidentally collected. Time to give them back lo!
And ps: all unmarked homework are from PMR. <.< So jealous. SPM want mark oso dun have. U all appreciate cepat go mark all of them! XP
And our returning homework are still pending~~~The return file oso FULL dy. And this consist of both PMR and SPM.
Next is our book rack. Quite luan a bit la. The racks are mixed with all PMR and SPM books. And used notes are everywhere. The rack got many many previous months' notes from various forms. We need to arrange them in order jor!
Find one day do housekeeping? Then shunbian berbonding. XP Maybe next Sunday?
and ps: I dunno about PMR, but SPM haven do teaching demo. Maybe can do in the same day?
Thats all about my reporting. XPPPP
Signing off,
Noobiak
Our Homework Rack is super super tidy leh! *sarcasm* Unmarked homework has filled 50% of the rack, and another 50% are the model papers that were accidentally collected. Time to give them back lo!
And ps: all unmarked homework are from PMR. <.< So jealous. SPM want mark oso dun have. U all appreciate cepat go mark all of them! XP
And our returning homework are still pending~~~The return file oso FULL dy. And this consist of both PMR and SPM.
Next is our book rack. Quite luan a bit la. The racks are mixed with all PMR and SPM books. And used notes are everywhere. The rack got many many previous months' notes from various forms. We need to arrange them in order jor!
Find one day do housekeeping? Then shunbian berbonding. XP Maybe next Sunday?
and ps: I dunno about PMR, but SPM haven do teaching demo. Maybe can do in the same day?
Thats all about my reporting. XPPPP
Signing off,
Noobiak
Thursday, August 4, 2011
Chatbox upgraded!
Actually I just added in the captcha. XP This should be able to avoid spam, at least for now. My personal blog test dy recently oso no spam. YAY!
And paiseh to whoever that made the blog visible to author only, I changed back setting without informing cause' I assume ur intention is to avoid spam. If I guess wrong jor then u change back ba! Paiseh in advance. XP
Signing off noobiak
And paiseh to whoever that made the blog visible to author only, I changed back setting without informing cause' I assume ur intention is to avoid spam. If I guess wrong jor then u change back ba! Paiseh in advance. XP
Signing off noobiak
Wednesday, August 3, 2011
Chapters for SPM Revision
September
W1 - Algebraic Expression & Equation, Linear Equations & Inequalities, Quadratic Equations
W2 - Indices, Standard Form, Number Bases, Probability I & II
W3 - Variation, Statistics I, II & III, Matrices
W4 - Sets, Mathematical Reasoning, Graph of Functions
October
W1 - Straight Line, Gradient & Area Under A Graph
W2 - Circles I, II & III, Volume, Arcs and Sectors, Transformation I, II & III
W3 - Trigonometry, Angles of Elevation & Depression, Earth As A Sphere
W4 - Bearing, Angles and Planes in 3D, Plans and Elevation
Green = Objective ONLY questions.
Red = 12 marks long questions
W1 - Algebraic Expression & Equation, Linear Equations & Inequalities, Quadratic Equations
W2 - Indices, Standard Form, Number Bases, Probability I & II
W3 - Variation, Statistics I, II & III, Matrices
W4 - Sets, Mathematical Reasoning, Graph of Functions
October
W1 - Straight Line, Gradient & Area Under A Graph
W2 - Circles I, II & III, Volume, Arcs and Sectors, Transformation I, II & III
W3 - Trigonometry, Angles of Elevation & Depression, Earth As A Sphere
W4 - Bearing, Angles and Planes in 3D, Plans and Elevation
Green = Objective ONLY questions.
Red = 12 marks long questions
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