As u can see, the side lines are equal in length while the top and the bottom ones are not.
Friday, August 13, 2010
Question 2,Samuel Ong
Answer: A and B only. C is not because the trapezoid can vary if its lines are parallel .
A. They are both quadrilaterals because they have four sides. 
B. As you can see,the diagram above clearly shows that statement B is true.
Thursday, August 12, 2010
elearning 2010 : Everyday Quadrilaterals
posted by Mr Johari
Learning Objective (Activity 2)
In this learning activity, you will demonstrate your understanding of the properties quadrilateral by identifying objects around us that exhibit these shapes.
Instructions
1. Choose 2 out of the 3 special quadrilaterals - parallelogram, trapezium and kite.
2. Find objects at home that exhibit the shape of these 2 selected quadrilaterals.
3. Take a photo of each object and post them on the Wall Wisher at the class Maths blog
Learning Objective (Activity 2)
In this learning activity, you will demonstrate your understanding of the properties quadrilateral by identifying objects around us that exhibit these shapes.
Instructions
1. Choose 2 out of the 3 special quadrilaterals - parallelogram, trapezium and kite.
2. Find objects at home that exhibit the shape of these 2 selected quadrilaterals.
3. Take a photo of each object and post them on the Wall Wisher at the class Maths blog
Friday, August 6, 2010
Graphing softwares (please follow up)
Hi 105ans
Happy 45th National Day.
To update you on the happenings in SST Maths scene next 2 weeks.
Week 7
next week we will be having our e-learning lesson from Wednesday to Friday. Do check out the Maths activities on Geometry.
week 8
Ensure that you have NetLogo, TINspire and Geogebra working effectively in your learning device as we will be using them in week 8 for graphing purposes. Should you encounter any problems do inform the SST Apple Centre.
Thursday, August 5, 2010
Linear Graph - Cartesian Plane
posted by Mr Johari
The following activity focuses on Cartesian Plane and the coordinate system.
Go through the following link:
Cartesian Plane and complete the worksheet provided by your Maths teacher.
Monday, August 2, 2010
ICT Linear Equation
posted by Mr Johari
This activity is an introduction on function, algebraic equation involving x and y and graphical representation of linear equation.
Approach: Individual or pair work using ICT graphical tools (Grapher or Geogebra)
Resource: ICT Linear Equation worksheet.
Task 1
Complete the given worksheet
section 1, 2, 3 and 4 and answer the corresponding questions given.
In a nutshell:
A. section 1: general for y=a
observation: horizontal straight lines and parallel to each other. No slope and all lines pass through the y-axis according to given equation. eg. line of equation y=2 passes y-axis at 2. The lines do not meet (intercept).
B. section 2: general for x=b
observation: vertical straight lines and parallel to each other. since the lines are all vertical the slope cannot be defined (no value can be given). The lines pass through the x-axis according to the given equation. eg. line of equation x= 4 passes x-axis at 4.
C. section 3: general for y=mx + c, c=0
observation: diagonal straight lines (or lines at an angle) that all converge or meet at the origin (the point where the x-axis meets the y-axis). Henc
e c refers to the point where the lines meet the y-axis (in this case c=0). When m is negative the lines slope downwards (bottom left to top right) and when m is positive the lines slope upwards (top left to bottom right). m is also known as the slope or gradient (refer to geographical concept of slope / gradient of rise and run)
D. section 4: general for y=mx + c
observation: diagonal lines as in section3 but m remains the same (m=2) but the lines meet the y-axis at different values. all lines are parallel (because m=2) but intersect (meet) the y-axis according to the value of c. i.e. if y=2x+4 the slope is positive and the y-intercept (where it meets the y-axis) is at 2.
E. section 5: general for y=mx + c
observation: diagonal lines as in section3 but c remains the same (c=1). The lines have the same intersection point (i.e. meet the y-axis at y=3) but have different slope or gradient.
Conclusion
Task 2
Refer to the link on Graph (by GCSE Bitesize) to learn by graphical representation and plotting.
activity 1: learn about coordinate system
Leading questions for you to answer (post in your comment):
reference: Cartesian Plane and Descartes
In the following task, you are required to use Geogebra.
You are provided with the graph of y against x.
A linear graph has been plotted with the equation unknown.
Please comment on the following:
(1) the shape of the graph
(2) the possible equation of this linear graph (other than y=2x)
This activity is an introduction on function, algebraic equation involving x and y and graphical representation of linear equation.
Approach: Individual or pair work using ICT graphical tools (Grapher or Geogebra)
Resource: ICT Linear Equation worksheet.
Task 1
Complete the given worksheet
section 1, 2, 3 and 4 and answer the corresponding questions given.
In a nutshell:
A. section 1: general for y=a
observation: horizontal straight lines and parallel to each other. No slope and all lines pass through the y-axis according to given equation. eg. line of equation y=2 passes y-axis at 2. The lines do not meet (intercept).
B. section 2: general for x=b
observation: vertical straight lines and parallel to each other. since the lines are all vertical the slope cannot be defined (no value can be given). The lines pass through the x-axis according to the given equation. eg. line of equation x= 4 passes x-axis at 4.
C. section 3: general for y=mx + c, c=0
observation: diagonal straight lines (or lines at an angle) that all converge or meet at the origin (the point where the x-axis meets the y-axis). Henc
e c refers to the point where the lines meet the y-axis (in this case c=0). When m is negative the lines slope downwards (bottom left to top right) and when m is positive the lines slope upwards (top left to bottom right). m is also known as the slope or gradient (refer to geographical concept of slope / gradient of rise and run)
D. section 4: general for y=mx + c
observation: diagonal lines as in section3 but m remains the same (m=2) but the lines meet the y-axis at different values. all lines are parallel (because m=2) but intersect (meet) the y-axis according to the value of c. i.e. if y=2x+4 the slope is positive and the y-intercept (where it meets the y-axis) is at 2.
E. section 5: general for y=mx + c
observation: diagonal lines as in section3 but c remains the same (c=1). The lines have the same intersection point (i.e. meet the y-axis at y=3) but have different slope or gradient.
Conclusion
Task 2
Refer to the link on Graph (by GCSE Bitesize) to learn by graphical representation and plotting.
activity 1: learn about coordinate system
Leading questions for you to answer (post in your comment):
reference: Cartesian Plane and Descartes
- what is a Cartesian Plane?
- what is ordinate? abscissa? what is the significance of (x,y)
- give an example of a practical use of coordinate system (provide links to examples)
- a student was posed with the following problem 'A man Jim has twice the amount of money than his friend Lemin - present the above information as an equation in x and y and show a graphical representation of this equation'. show graphically how much will Lemin has if Jim has $4000.
In the following task, you are required to use Geogebra.
You are provided with the graph of y against x.A linear graph has been plotted with the equation unknown.
Please comment on the following:
(1) the shape of the graph
(2) the possible equation of this linear graph (other than y=2x)
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