Lesson 1: The class went through questions on alpha and beta. Some find the notations daunting and needed much guidance to the questions that had been assigned as homework. We finally completed this part of the chapter, but I think I may have to ask several kids to stay back for SRP on this... next next week perhaps, now that SS is taking the even weeks.
The introduction on the nature of the roots of a quadratic equation was done. No problem so far...
Lesson 2: The nature of roots of a quadratic equation was more manageable because there are only 3 main cases to consider for each question. I highlighted the key words for determining which sign to use for the discriminant. Seeing the students presenting their answers confidently on the whiteboard brings a great sense of achievement. Hey, they can do them on their own! :)
Lesson 3: We did a few questions on completing the square. The students had done it during their E Math lessons, but some still need reminders on how it can be done. I promised them that I'll bring my laptop to class during the next lesson to show how the coefficient of x^2 will affect the shape of the graphs.
SRP: I was not able to do alpha and beta because I had already planned to cover identities and factor and remainder theorem. Only 3 students (because some had to go for E Math SRP) were made to attend this, but close to 10 students turned up. So cute.
We had the luxury of going through slowly the different methods of solving identities or even combining the methods. Then, we went back to the basic fundamentals of factor and remainder theorem and worked on several questions from the workbook. I hope they will be handle the questions pertaining to this topic when exam comes...
Sunday, March 8, 2009
Sunday, March 1, 2009
A Math T1W8
Lesson 1: I started teaching the class factorisation of cubic expressions and getting them to understand the difference between 'factorise...' and 'solve...' Some students fail to answer accurately because they do not know what the questionsare looking for.
The synthetic method in dividing polynomials made division so much faster and easier. Most of the students prefer to use this for their division, but a couple are still more comfortable using long division. I don't insist that they use a certain method as long as they can perform the division effectively.
Lesson 2: A short test on cubic expressions was given. Students were also given their marks for their CA and shown how they have done so far. As their submission of daily work is part of the assessment for their CA, some students who were more concerned with their results were determined to submit all their late work to me the next day so that they could do better.
Lesson 3: The class started on Symmetric Properties of the Roots of a Quadratic Equation. This is a fairly new topic - I only did it when I was a student and this topic had been taken out of the syllabus for the past 10 over years and only re-introduced recently. Most were comfortable with the manipulation of algebraic expressions to get the desired answers, but some were still rather weak in their basic expansions of algebraic expressions.
The synthetic method in dividing polynomials made division so much faster and easier. Most of the students prefer to use this for their division, but a couple are still more comfortable using long division. I don't insist that they use a certain method as long as they can perform the division effectively.
Lesson 2: A short test on cubic expressions was given. Students were also given their marks for their CA and shown how they have done so far. As their submission of daily work is part of the assessment for their CA, some students who were more concerned with their results were determined to submit all their late work to me the next day so that they could do better.
Lesson 3: The class started on Symmetric Properties of the Roots of a Quadratic Equation. This is a fairly new topic - I only did it when I was a student and this topic had been taken out of the syllabus for the past 10 over years and only re-introduced recently. Most were comfortable with the manipulation of algebraic expressions to get the desired answers, but some were still rather weak in their basic expansions of algebraic expressions.
A Math T1W7
Lesson 1: I missed many lessons with the class with my 2-weeks childsick leave. I was really thankful to have a relief teacher who could assist in teaching Additional Mathematics.
Problem: students did not do their part in paying attention and clarifying their doubts during lesson and wanted me to re-teach all the topics that were done. Students also did not do their homejoy that I had instructed the relief teacher to assign. For most of the assignments, only about 8 students from a class of 28 submitted.
Hence, the lesson was spent going through the homejoy Ex 1E which I gave before I went off.
Lesson 2: Some revision on Factor and Remainder Theorem was done. The answers to the test were discussed too.
Lesson 3: The lesson was spent going through the homejoy Ex 1F which the relief teacher gave. Students were pretty weak in understanding the concept behind factor and remainder theorem - that a polynomial = (quotient)(divisor) + remainder. I find myself repeating this several times.
Problem: students did not do their part in paying attention and clarifying their doubts during lesson and wanted me to re-teach all the topics that were done. Students also did not do their homejoy that I had instructed the relief teacher to assign. For most of the assignments, only about 8 students from a class of 28 submitted.
Hence, the lesson was spent going through the homejoy Ex 1E which I gave before I went off.
Lesson 2: Some revision on Factor and Remainder Theorem was done. The answers to the test were discussed too.
Lesson 3: The lesson was spent going through the homejoy Ex 1F which the relief teacher gave. Students were pretty weak in understanding the concept behind factor and remainder theorem - that a polynomial = (quotient)(divisor) + remainder. I find myself repeating this several times.
Sunday, February 1, 2009
A Math T1W4
Lesson 1: No lessons due to CNY holidays. Great loss of lesson time (2periods).
Lesson 2: I returned the students' test on Identities to them.
Guess what? Shaun, the laziest pupil in the class who perpetually has difficulty supporting his head on his neck scored full marks while many others did not manage to pass. Much as I still nagged at him for not handing in his work on time, I'm very elated that he could handle the subject.
Lesson 3: Students requested for a retest. They were quite confident that they could handle the topic better. I gave them one more chance. Many really performed better, though there are some who still seem to be in la-la land.
SRP: Most of the students did their work. Hopefully this lesson clears their misconception of sec 2 algebra topics.
Lesson 2: I returned the students' test on Identities to them.
Guess what? Shaun, the laziest pupil in the class who perpetually has difficulty supporting his head on his neck scored full marks while many others did not manage to pass. Much as I still nagged at him for not handing in his work on time, I'm very elated that he could handle the subject.
Lesson 3: Students requested for a retest. They were quite confident that they could handle the topic better. I gave them one more chance. Many really performed better, though there are some who still seem to be in la-la land.
SRP: Most of the students did their work. Hopefully this lesson clears their misconception of sec 2 algebra topics.
Thursday, January 15, 2009
A Math T1W2
Lesson 1: Students seem totally lost when they come to solving simultaneous equations that involve linear and non-linear equations. They are very weak in algebraic expansions and still think (a-b)^2 = a^2-b^2 - shocking. I have higher expectations of students who are assigned to do A Math. In the end, I spent a lot of time going through the elementary solving of algebraic simplication.
Lesson 2: I realised that these students are also pretty weak in their fractions. They thought that 4[(a-b)/3] = (4a-4b)/12 - another misconception to rectify. I had to show them how to do almost every question that I set as homework; what a waste of precious lesson time.
Lesson 3: We did a 3-questions test. Many were not able to solve accurately. I would love to have SRP with the students this week, but am not free because of the AFL workshop. I would be meeting them every Thursday to revisit the Sec 2 topics on expansion and simplification and clarify other doubts that they may have.
PS: Shaun Goh from 3N1 seems quite difficult to get to - doesn't hand in his work but at least would attempt the questions in the test. May take a little more time to establish rapport with him.
Lesson 2: I realised that these students are also pretty weak in their fractions. They thought that 4[(a-b)/3] = (4a-4b)/12 - another misconception to rectify. I had to show them how to do almost every question that I set as homework; what a waste of precious lesson time.
Lesson 3: We did a 3-questions test. Many were not able to solve accurately. I would love to have SRP with the students this week, but am not free because of the AFL workshop. I would be meeting them every Thursday to revisit the Sec 2 topics on expansion and simplification and clarify other doubts that they may have.
PS: Shaun Goh from 3N1 seems quite difficult to get to - doesn't hand in his work but at least would attempt the questions in the test. May take a little more time to establish rapport with him.
Sunday, January 11, 2009
A Math T1W1
I have one class of Math this year. It has been a long time since I last taught A Math. I miss teaching it and at the same time, am a little hesitant that I may have forgotten how to go about handling the subject. The class is a combination of students from 3 classes, namely 3N1, N2 and N3. I've not taught them before.
Lesson 1: The students were rather quiet as I did my introduction and relayed my expectations for the year. We did a "Find someone who..." activity where they ran around the class to find 12 friends to fill up a template. That generated some response and excitement.
Lesson 2: We started on simultaneous equations and revised the two methods to solve them. Most of the students seemed competent at handling the topic, but needed some reminders in presenting their answers clearly.
Lesson 3: This was a continuation from lesson 2 where students practised solving more simultaneous equations. Homejoy was set for them to attempt the questions on their own at home.
Lesson 1: The students were rather quiet as I did my introduction and relayed my expectations for the year. We did a "Find someone who..." activity where they ran around the class to find 12 friends to fill up a template. That generated some response and excitement.
Lesson 2: We started on simultaneous equations and revised the two methods to solve them. Most of the students seemed competent at handling the topic, but needed some reminders in presenting their answers clearly.
Lesson 3: This was a continuation from lesson 2 where students practised solving more simultaneous equations. Homejoy was set for them to attempt the questions on their own at home.
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