# 2014 OCT (8R1)

## Contents |

# **2014/10/31**

1. Discussed the answers for Test 1 in detail and distributed back the test to the boys

# **2014/10/28**

1. Investigated and explained some of the difficult questions in the assignment

# **2014/10/27**

1. Recalled the addition and subtraction of fractions by finding common factor(s)

2. Look for simplification after adding up the numerators

3. A worksheet was done in class and answers were checked

4. Assignments were distributed back for working and collected back at the end of lessons

# **2014/10/24**

1. Taught to take out common factor

2. Dealt with multiplication and division of algebraic fractions by

- taking out common factor(s)

- proper cancellation

3. Reminded students that there is * NO* need to expand the denominator

# **2014/10/21**

1. Checked the answer for the worksheet given out yesterday on the change of subject.

2. Emphasis was made on why such steps were performed and what to achieved at last

3. Last year test 1 was distributed for practice

4. Checked some of the answers and the remaining answers were checked after school at **SR 10C**

# **2014/10/20**

1. Recalled the procedure to do addition/ subtraction of algebraic fraction

2. Recalled the `b-a` `rarr` `-(a-b)` strategy

3. Recalled the 2-in-1 strategy, e.g. `3m - 3n = 3(m-n)`

4. Introduced formula and the meaning of * subject* and why do we need to do

**change of subject**5. Type 1 , 2 and 3 questions were discussed where :

- Type 1 included basic operations to get rid of
from far to near**non-subject**

- Type 2 included the 2-in-1 strategy that the subject should appear at least twice

- Type 3 included operation of algebraic fractions, also the reciprocal strategy was taught, e.g. `a/b = c/d` `rarr` `b/a = d/c`

6. A worksheet was done to check if the students could handle Type 3, and asked them to do the remaining Type 1 and 2 questions

# **2014/10/17**

1. Taught the basic operations on algebraic fractions including :

- addition/ subtraction by finding common denominator

- introduced the use of the change from `b-a` to `-(a-b)` to facilitate to find common denominator

- introduced
to facilitate to find common denominator**taking out common factor**

2. Emphasized that there is * NO* need to expand the denominator

3. Taught the meaning of a formula and the need in changing the subject to a formula

4. Taught the basic skills in dealing with 1st and 2nd type of problems in changing the subject to formula

# **2014/10/14**

1. Did multiplication problem on 2 terms by 2 terms polynomials

2. Distributed assignment and asked students to do practices on definition of polynomials and the operations of polynomials

3. Students did very good in performing operations, but found difficulty in identifying the polynomials as well as the importance in reading the information like coefficient, the constant term in the simplest form of a polynomial

# **2014/10/13**

1. Distributed back the assignment to students and required them to do correction. The finished work was collected for inspection purpose

2. Taught the two types of multiplication of polynomials

- `a(x+y)=ax+ay`

- `(a+b)(x+y)=ax+ay+bx+by`

# **2014/10/10**

1. Discussed some of the problems in the assignment

2. Collected the assignment

3. Recalled the definition of polynomials and the coefficient, the constant, the number of terms and the degree of the polynomial

4. Introduced the rules in doing addition/ subtraction of polynomials

5. Introduced the * ascending* and

*power of unknown*

**descending**6. A worksheet was given out to student to try to perform

- addition/ subtraction of polynomials

- writing the resulting polynomials in either
and**ascending**power of unknown**descending**

7. The worksheet was collected back for next week as classwork

# **2014/10/07**

1. Taught the way to deal with the last question in the assignment

2. Mentioned the difference between 'Show that ...' and 'Simplify...'. Also, students could use the result of 'Show that ...' to deal with question of next part

3. Introduced the polynomials by quoting different algebraic expressions and told which expressions belonged to polynomial and discussed with the students the condition of being a polynomial

- No variables appeared in
in their**denominator****simplest form**

- No variables as exponents(indices)

- Gave examples that `a^(-1)` is not a polynomial, `1/(a^(-3))` is a polynomial, `(2a^2 - a)/a` is a polynomial, etc.

4. Introduced * coefficient* ,

*,*

**constant***and*

**number of terms***of a polynomial*

**the degree**5. An exercise was given out to check if the students understood the definition of a polynomial and if they could understand different terms in a polynomial

6. * Assignment 1* due date :

**OCT 10**# **2014/10/06**

1. Taught the conversion between numbers in Binary and Hexadecimal [4 to 1 strategy]

2. Discuss about the technique on assignment

# **2014/10/03**

* School Holiday* [Day after Swimming Gala]