Tuesday, October 25, 2011

Math Performance Task (Viva Voce) (Updated)

Part B

From this Performance Task, I have learnt to express myself through by using both visual and audio methods to present my ideas and workings. As the video made use of words and mathematical symbols to present my workings, methods and steps, I had to make sure my audience understood my video so I had to use the correct mathematical symbols and words to explain my steps. I also had to use the voice to add on to the explanation to let my audience hear it in case they were not looking at the video.

Some difficulties I faced was that I had to using the symbols and type simultaneously. This was hard as I had to type and when I needed to use a symbol, I had to go and click on the symbol but I overcame this problem by using imovie to help me speed up or cut away those parts where there were problems or errors in the video.

Tuesday, October 18, 2011

Math Performance Task (Viva Voce)

Part B

From this Performance Task, I have learnt to express myself through by using both visual and audio methods to present my ideas and workings. As the video made use of words and mathematical symbols to present my workings, methods and steps, I had to make sure my audience understood my video so I had to use the correct mathematical symbols and words to explain my steps. I also had to use the voice to add on to the explanation to let my audience hear it in case they were not looking at the video.

Some difficulties I faced was that I had to using the symbols and type simultaneously. This was hard as I had to type and when I needed to use a symbol, I had to go and click on the symbol but I overcame this problem by using imovie to help me speed up or cut away those parts where there were problems or errors in the video.

Viva Voce by Aziel

*I suggest pausing the video at the explanations as it scrolls too fast.

Although seemingly easy, the question was hard to explain and to convince the audience that your solution is correct. You have to show your way of thinking and some parts of my thinking process is already automatic. I chose to just add the text in so that it's easier to explain.

Saturday, October 8, 2011

Maths Performance Task, Viva Voce, Muhammad Imanni Mikraj S104

Part A:
Part B:
While I was doing the performance task, I felt that some of the questions were rather manageable.  For me, I picked the question that I was the most comfortable of.  Although I was comfortable of the question, I had to think of a script as I needed to explain the solution verbally.  It was quite difficult for me to effectively explain the solution.

Another difficulty I had was to speak smoothly without any mistake but it was very difficult as I always forget what to say although I have a script.  This was an overall good learning experience for me as I now know the pain the teachers have to go through to explain the problems and solutions.

Monday, September 12, 2011

Maths Performance Task, VIva Voce, Jemima Leong

S1 (Viva Voce) Part A Question 1

S1 (Viva Voce) Part B Reflection
This Viva Voce taught me how to use Mathematical terms to explain Maths questions and I think that this is a very good experience. In future, I think that VIva Voce would be easier for me to do as I have the experience. While I was doing that Viva Voce, I felt like I was a teacher teaching students how to solve the questions. I learnt how to make my explanation clear so that other people would understand me.
Some of the challenges that I faced were that the explaining was quite difficult to do. Doing the working was not a problem to me, but explaining was quite a challenge. Also, I had to make sure that my voice was loud enough so that people could here me. 

Maths Performance Task Viva Voce : Genevieve


Reflections(Part B):

Overall, I think that this has actually taught us how to use proper Math terms and how to explain the way to answer a question. I feel that this is like being a teacher for a day, where you explain to the students the way to solve the question and the method. This also taught us how to speak loudly when "presenting" so that everyone can hear you. Also, I feel that this Performance Task actually helps us in quite a few ways.

This task teaches us to plan what we want to say instead of just saying whatever that comes to mind. The challenges I faced was to make sure I had used the correct Maths terms and that I did not mess anything up by using wrong terms.

Sunday, September 11, 2011

Maths Performance Task, Viva Voce, Godfrey Gan S104

Part A: 
Part B:
While doing this performance task, I thought the questions given were rather manageable. I think it was set like that because it would be a first try for most of us, so it would be easier for us to do it. For me, it was actually done in one take. I was surprised I could do it that quick, I did not really write down any points, I just copied down the question and I just started explaining how the question went about.

And my dad was the one who helped me with the video taking, I would like to credit him for that. Last but not least, I thank the Maths Department of SST who gave me the chance to work on a project like this, it was kind of cool. I liked it a lot, and anticipating more of such performance tasks to be arranged like this. A great way to learn Maths!

Maths Performance Task, Viva Voce. Wee Chang Han S104

Part A Viva Voce Question 3
Part B
After doing this video about viva voce, I realised that people who are good in maths may not necessary be a good speaker.
Through Viva Voce, we can learn how to speak out, not only in maths, it can also be used in business presentations. However, some people may find viva voce challenging as they know how the logic of the questions work but they cannot explain it to the target audience.

Maths Performance Task, Viva Voce. Lim Jing Yi S104


Part B:
As I was doing my Viva Voce, I realised how easy it is for us to solve a question with the correct mathematical formulas, but difficult to explain why we did so, and I think it is because we have gained all this mathematical knowledge throughout the years, so it seems logical for us to solve a question in a  way that we have known throughout our years.
I chose to use a keynote animation to present my viva voce as it is simple for the viewers to understand, and it is easier to speak, so as to synchronize it with the slides.
As there is a lot of extra things that I mentioned in the recording, I had to write it all down on a piece of paper, so I could remember what to say.
One difficulty I faced was to speak smoothly and without mistake, so the video could be perfect, as I had a bit of cough and phlegm while recording.

Overall this experience doing an individual Viva Voce has been enjoyable and fulfilling, knowing I have the skills and experience to be careful while understanding mathematical concepts that seem very simple,  yet hard to explain.

Math performance Task Cassandra Mah (Viva Voce)

Part B (Reflection)
I faced many difficulties while doing this Viva Voce.Although the questions are rather easy to do
,the challenging part is to verbally explain how to do the question from the mathematical form to the English form, which also means using appropriate mathematical words. I also must make sure that the people listening to this viva Voce will understand what I am saying .Hence I have to keep trying again and again and sometime edit what I am saying to make sure what I say is straight forward and the viewers can fully comprehend my explanation easily

Maths Performance Task, Viva Voce. Justin Lim S104

Part B: 
As I was doing the Viva Voce, I have realized how difficult it is to produce a clip that educates viewers on how to answer a question. We have to understand the mathematical concepts well, and we have to think of how to incorporate visuals to go with these concepts. Moreover, we also have to put our thoughts down into words and visuals. We have to think carefully about we say, as one word might cause the question to be completely changed. Examples are ‘1-2’ and ‘2’1’. They’re completely different yet they seem so similar. Thus I had to be extremely cautious when I did the Viva Voce, in case I did mistakes like these. 
Choosing an appropriate mode of presentation as well. I avoided the use of paper and writing as though we are writing the steps down, it still might seem unclear to the audience. I chose making a ‘keynote animation’ as I am able to write the steps down and have more space for ‘diagrams’ in order to display what is happening in the question. This mode of presentation is also more interesting to watch than a person blandly writing down on a piece of paper. 
I had difficulties trying to coordinate the animation along with the voice over. It is crucial that I am able to sync it, for if I don’t, the voice over might be going too fast or the animations may be giving away the answers already. 
Overall this the creation of the Viva Voce has been a tedious experience, but an extremely rewarding one. I have improved my carefulness and have grasped the mathematical concepts needed in this question. I have learnt that Math is not only about the numbers, but also about the key concepts and explanations behind it. 

Maths performance task viva voce (Ng Carven)

Part A Question 1 Title: S1 (Viva Voce) Part A Question 1

Part B: S1 (Viva Voce) Part B Reflection
Throughout the viva voce, i think i have learnt how to express myself through the video, because i had to come up with the workings, keynote and script and also had to ensure that the viewer would understand what i am trying to say.

The difficulties i faced during the viva voce is that although it was quite easy for me to solve this question and find the final answer, it was hard for me to explain this question in the keynote slides and verbally. And when doing the screenrecording, i had to time myself to know when i should change the slides because i did a voice over on the screenrecording.

Chen Hao Xian- Maths Performance Task

Part A

Part B
The viva voce teaches me how to make use of the technology to teach people how to do a certain question. Using a video to express my answer really make it difficult for me as i only got a limited programmes that help me with it of course using technology make it easier for me. I have faced difficulty trying to explain as just simply typing and saying isn't my vice, I cannot really muti task that well and as you have known, it is better to do one at a time then both at the same time isn't it. And just typing on the screen and talking is have just to many error I try over and over again. Therefore I decide in the end that i will just simply to use powerpoint to explain anyway a picture tells a thousands words

Maths Performance Task: Viva Voce (Lim Yi Xian)

S1(Viva voce) Part A Question 3

S1(Viva voce) Part B Reflection
While doing this performance task, I faced many challenges.  For example, I had to make sure that my voice is audible.  I also had to choose the most effective way to present my workings such that it is clear and can be easily understood by others.  I had to transfer the skills and knowledge I had learnt, to solve the problem.

Saturday, September 10, 2011

Math Performance Task (Viva Voce)

Part A

Part B

From this Performance Task, I have learnt to express myself through by using only a visual video to present my ideas and workings. As the video only made use of words and mathematical symbols to present my workings, methods and steps, I had to make sure my audience understood my video so I tried to use the correct mathematical symbols and words to explain my steps.

Some difficulties I faced was that I had to using the symbols and type simultaneously. This was hard as I had to type and when I needed to use a symbol, I had to go and click on the symbol but I overcomed this problem by using imovie to help me speed up or cut away those parts where there were problems or errors in the video.

I also had to use only the words on the screen to explain to my audience as I did not want to use any audio recording or voice. I felt that even though it was a problem, it worked to my advantage as after preparing what I had to type out, I felt that I managed to use the correct words to explain and tell my audience what I was trying to say. It was also a fast and straightforward way to communicate my methods and workings to my audience.

Friday, September 9, 2011

Maths Viva Voce (Brendan Ng)

Part A
 Click this to watch the video
If the link does not work, copy this URL into your browser:

Part B
In this exercise, I have learnt how to verbally speak out a solution to a maths problem. I was able to ‘translate’ the mathematical language written on the paper into words. I could elaborate on why this equation was used and so on. I have also learnt a strategy in mathematics; to do everything in order. With every step, every formula done in an orderly manner, the solution was shown very clearly to me. I knew what was the next step every time. 

One difficulty I faced was using proper terms to explain a change in the equation. I was not sure of some of the terms that I had to use. In the end, I only used words that made sense to me, even though it may not have been the proper terms to use.

Maths Performance Task: Viva Voce (Nurain Iffah)

S1 (Viva Voce) Part A Question 3

To find the area of Square ABCD, we first multiply its length by its breadth, 6m x 6m, which would give us 36m^2.
After which, we subtract the shaded area from Square ABCD, to give us the unshaded area, which is also Rectangle AEGF. So, 36m^2 - 16m^2 = 20m^2.
As Rectangle AEGF’s length and breadth is unknown, we find the factors which make up its’ area, 20m^2.
1x20, 2x10, 4x5.
The question states that the length of the rectangle is 1m more than its breadth. Comparing the factors, only one pair of numbers have a difference of 1m, and that is 4x5. Hence, the numerical values of the length and breadth of the rectangle are 5m x 4m, respectively.
Due to the values being in m, we have to convert it to cm to answer part (ii) of the question. To convert from metres to centimetres, we multiply the value by 100. So, 4x100 and 5x100 would give us 400cm and 500cm, respectively. We then multiply these numbers together, 400m x 500m, to get the area of Rectangle AEGF in cm^2, 200 000cm^2.

S1 (Viva Voce) Part B Reflection

In my opinion, one of the most difficult things I had to achieve while presenting my workings for the Viva Voce, was that I had to ensure my explanation was clear and concise, and that the person on the receiving end would be able to understand whatever I would say. Overall, this task has been

Thursday, September 8, 2011

Part A

Part B
While doing the viva voce. I realized that most of the things I thought would be easy was not such as explaining the methods to the viewers.Even though I already got the final answer, it was difficult to explain it to the viewers precisely like how i see and solve the question.The question I attempted was also relatively simple but there were few alternate solutions that applied maths.

Wednesday, September 7, 2011

Maths Performance Task: Viva Voce (Isaac Lim)

Part A
Part B

I think the hardest part of Viva Voce is the fact that you have to effectively convey your message across to the viewer so that he/she can understand the steps involved to solve the question. 

Furthermore, presentation is a key factor in getting your message across, therefore, being organized, speaking clearly and presenting your steps are very important. The questions that we were tasked to answer were fairly easy to solve but finding a way to explain it to the audience was quite a tough challenge.

Maths Performance Task: Viva Voce (Jerome Heng)


I think the hardest points of viva voce is to convince your viewers that your method is correct and to make them understand. You have to keep it as simple as possible, so that people can understand.

I learnt that explaining a question is much harder than solving it. If we just read out the solutions, the listener might not have the same perspective of viewing the question as you, so he/she may not be able to understand.

Done by: Jerome Heng Hao Xiang (S1-04)

Kaelan Mikowicz MAth Performance task viva voce

Part A Question 1 Title: S1 (Viva Voce) Part A Question 1

Part B: S1 (Viva Voce) Part B Reflection

One of the hardest parts of viva voce is how you are going to explain your solution to the viewers. Showing your whole working would be messy, and either way it is difficult to get the audience to try and understand your chain of thought.

The questions were simple yet it was difficult to find any alternate solutions. 

Tuesday, July 19, 2011

Viva Voce Peer Assessment

Dear S1-04,
We will be assessing the videos in class tomorrow. Pls upload all the videos onto the blog before the lesson.

1. Here are the rubrics.

Communication of Ideas
Communicates all ideas clearly and fluently.
Communicates some ideas clearly.
Communicates few ideas clearly.
Unable to communicates ideas.
Use of Mathematical Language
Uses Mathematical terms accurately and appropriately.

Uses most Mathematical terms accurately.
Little use of accurate Mathematical terms.
Incorrect use of Mathematical terms.
Conceptual Understanding
Explains fully the mathematical concepts involved.

Adequately explains the Mathematical concepts(s) involved.
Partially explains the Mathematical concept(s) involved.
Unable to explain the Mathematical concept(s) involved.
Use of Strategies
Insightful use of strategies to solve the problem.

Use of appropriate strategies to solve the problem.
Use of inappropriate strategies to solve the problem.
Did not solve the problem.

2. You can assess the presentation by the other groups using this form below.

Wednesday, June 8, 2011

June Vacation Learning Activities

Dear Students

We have selected the topic, Rate (Textbook 1B, Chapter 9.2) as a self-directed lesson where you would re-visit a topic that you came across in Primary School.

A couple of new concepts are introduced, for example, what is the difference between Constant Rate and Average Rate?

Take time to attempt the 5 lessons. You may stagger the learning activities (e.g. one lesson a day).

Complete the activities before school re-opens as we'll be using your responses for discssions when school reopens.

June Vacation Chap 9.2 RATE (L1) Rate in Everyday Situation

What's defined in Wikipedia: Rate (mathematics)
In mathematics, a rate is a ratio between two measurements, often with different units.[1]. If the unit or quantity in respect of which something is changing is not specified, usually the rate is per unit time. However, a rate of change can be specified per unit time, or per unit of length or mass or another quantity. The most common type of rate is "per unit time", such as speed, heart rate and flux. Rates that have a non-time denominator include exchange rates, literacy rates and electric flux.

When we describe the units of a rate, the word "per" is used to separate the units of the two measurements used to calculate the rate (for example a heart rate is expressed "beats per minute"). A rate defined using two numbers of the same units (such as tax rates) or counts (such as literacy rate) will result in a dimensionless quantity, which can be expressed as a percentage (for example, the global literacy rate in 1998 was 80%) or fraction or as a multiple.

Rate is commonly used in our daily life. Here are some examples:

40 km/h - 40 kilometres per hour
30 steps/min - 30 steps in per minute
2 l/hour - 2 litres per hour
67 words/min - 60 words per 1 min
80 m/week - 80 metres per week
25km/l - 25 kilometres per 1 litre
$90/m³ - $90 per cubic metre

Think of 2 real life situations in which we use the concept of rate to describe useful information.

Here is an example:
The Singapore Flyer rotates at the rate of 0.24 m/s or 0.76 km/h

June Vacation Chap 9.2 RATE (L2) A Twist to the Red Riding Hood Adventure

Read the following short story... you will be able to find descriptions related to RATE...

Once upon a time, there was a little girl who lived in a village near the forest. Whenever she went out, the little girl wore a red riding cloak, so everyone in the village called her Little Red Riding Hood.

One morning, Little Red Riding Hood asked her mother if she could go to visit her grandmother as it had been a while since they'd seen each other.

"That's a good idea," her mother said. "We usually visit grandma twice a month. However, because of common tests, you have not visited Grandma this month! She would be upset if she doesn't see you soon!"
["Rate" in the story: 2 visits in ONE month]

Based on what you understand about the term "rate", you will now continue to build the story from where the last person has commented... Everyone will contribute to one part of this Marathon Story. Your part of the story should have at least one description related to to RATE.

June Vacation Chap 9.2 RATE (L3) CONSTANT Rate vs AVERAGE Rate

Here are 2 scenarios:
  • The tap in the bathroom leaks - 2 drops of water droplets for every minute. 2 drops of water/minute is considered as "CONSTANT RATE".
  • Benoît Lecomte, the French long distance swimmer was the first man to swim across the Atlantic Ocean at the rate of 43.6 miles in a day. 43.6 miles/day is considered as "AVERAGE RATE".
Are you able to tell the difference between CONSTANT Rate and AVERAGE Rate?
When do we use CONSTANT rate and when to use AVERAGE rate?

Attempt the following Quiz... It may help you to sharpen your thoughts...

June Vacation Chap 9.2 RATE (L4) Self-Paced Learning

1. Mathematics Textbook 1B
(a) Go through Chapter 9 (p9 to p11)
(b) Attempt Exercise 9.2 Q1 to Q10.
Enter your answers to Exercise 9.2 under Comments. Label your Answers with Question numbers.

2. ACELearning Portal: eLearning Portal
> Subject: Secondary 1 Express
> Additional Arithmetic
> Ratio, Rate and Speed: Choose Rate

(a) Go through video lessons: Rate, Average Rate, Example 1, Example 2
(b) Try Practice Drills on your own to check your understanding
Note: An email has been sent to all students via the AceLearning

June Vacation Chap 9.2 RATE (L5) Can he catch up with her?

Grace left home at 6.30 am to walk to school. 10 minutes later, her brother Shamus saw her wallet on the dining table. He grabbed the wallet and hopped onto his bicycle and rode after Grace.

Shamus rode his bicycle 3 times as fast as Grace walked.
Q1: What time was it when Shamus caught up with Grace?
Q2: If the school is 800m from home, did Shamus reach Grace before she arrived at school?

Use the following to guide you...
  • What information do you know from the problem?
  • What else do you need to know to solve the problem?
  • Pick a reasonable number for the information you need.

Thursday, April 28, 2011

Maths Performance Task Group

Group 1                        
Cassandra Mah
Nurain Iffah
Enoch Yang
Lim Yi Xian

Group 2
Genevieve Foo
Benjamin Woo
Godfrey Gan
Isaac Lim

Group 3
Jemima Leong
Justin Lim
Brendan Ng
Harriz Adry

Group 4
Lim Jing Yi
Wee Chang Han
Jerrome Heng
Imanni Mikraj

Group 5
Ng Carven
Aziel Soriano
Chen Hao Xian
Kaelan Mikowicz

Friday, April 22, 2011

eLearning Challenge - Data Consolidation by Godfrey Gan (10)

Timing of eLearning exercise: 11.20am - 12.30pm
The profile of the commuters during this timing is: senior citizens and middle-aged housewives.
Neighbouhood: Clementi Avenue 1
Code of Bus Stop: 17151
Name of Bus Stop: Blk 410 C'Wealth Ave West
Challenge faced: I had too many bus services to take note of, that sometimes I might miss the chance to take note of the commuters going up or coming down the bus.
2ND Chance: I would use call my friends to help me out, or take pictures when there are lots of buses coming at once.

Thursday, April 14, 2011

Thursday, March 31, 2011


As you are looking at the statistics, what are your questions and comments?

Saturday, March 26, 2011

Learning Challenge - Data Consolidation by Hao Xian (08)

Neighborhood: Punggol
Street: Punggol Field
Bus Stop no: 65159
Nearest MRT station: NE17 Punggol
Nearest LRT station: PE1 Cove
Bus Service: 3, ,62, 83, 136, 569
Bus Service Operator: SBS Transit
Opposite bus station: Block 196A

a) Between those time, they are mainly shoppers.
b) People are different to differentiate to tell who is working, or shopping
c) take note of what they are carrying

eLearning Challenge - Data Consolidation by Isaac Lim Yi Jie

Neighborhood: Holland

Street name: Holland Drive 
Bus stop name: Block 10a
Bus stop number: 11381
Time started: 11am
Time ended: 12.30pm

It was hot and sunny and the buses that came to the bus stop stopped and went very quickly. There were also many buses.

I would prepare a more organized and detailed table if I had more time to prepare as it would have been an easier to sort out the timings of the bus.

Friday, March 25, 2011

eLearning Challenge - Data Consolidation by Ng Carven (5)

Picture of the bus stop

Neighborhood : Serangoon Gardens
Name of road : Farleigh Avenue
Bus stop number : 66271
Bus stop name : Opp S'goon Gdn Circus
Time started: 1145
Time ended: 1230

Based on your observation, what is the profile of the commuters during on a typical Friday, between 11.00 am to 12.30 pm.
Ans: The older generation

What are the challenges you faced during the data collection period.
Ans: The buses can all together at once and it was hard to copy down the information.

If you were given a 2nd chance to capture data again, suggest at least ONE way to improve the process.
Ans: I would prepare for the math task before 1100 rather than preparing at 1100.

eLearning Challenge - Data Consolidation by Muhammad Imanni Mikraj

Neighbourhood: Jurong West
Name of street: Jurong West Central 1
Bus stop number: 21361
Bus stop name: Blk 695
Time started: 11.20am
Time ended: 12.30pm

Challenges I faced:  Sometimes I get so bored that I get sleepy.  I may miss a few buses that may have sped pass the bus stop.
To improve this:  I must bring a bottle of water and drink to keep myself alert or listen to music.

eLearning Challenge - Data Consolidation by Cassandra Mah(1)

Neighborhood: Chua Chu Kang Ave 4 Bus Stop Number: 44469
Bus Stop Name: Blk 414
Time Started: 11AM
Time Ended: 12.30PM

Challenges I faced:
When alot of buses come at one time ,then i have to quickly see who boarded the bus the bus number and the time.

To improved this I have to make sure I don't miss the buses ,so it will be accurate.I have missed some buses when some of them don't stop at all.


eLearning Challenge - Data Consolidation by Mikowicz Kaelan (15)

The profile of the commuters are mostly poly students and adults.
It was hard to write down the data as the bus came so fast that sometimes I have no time to observe and my recordings become innacurate. Especially when 3 buses came all at once. To improve the process, I would try to get a better view where I can see the bus, bus stop, and road clearly. I would also try to take pictures every time a bus comes so that I will have something to refer to in case I missed something.

Information on Bus stop: in the picture. Road name: Pending Rd/ Neighborhood: Bukit Panjang

Start: 11.10am
End: 12.27pm

eLearning Challenge - Data Consolidation by Jerome Heng (12)

Neighborhood: Woodlands
Name Of Road: Woodlands Ring Road
Bus Stop Number: 46871
Bus Stop Name: Blk 644
Time Started: 11AM
Time Ended: 12.30PM

The profile of a typical bus commuter is a resident, most likely a homemaker, such as a maid or housewife.

Challenges I faced:
I think that a challenge that I faced was when the bus went past the bus stop without stopping. This made it difficult for me to try to capture data about the profile of bus commuters and other data from it.

I think a way to improve this data collection would be to find out the expected time when the buses arrive before heading out for the data collection. This way, I can expect when the buses will come, and be prepared by taking out my notebook. I can capture more accurate data this way too.


eLearning Challenge - Data Consolidation by Justin Lim (14)

The profile of commuters would be adults. As most Primary and Secondary school children are at school the majority of passengers are adults.
There were a lot of buses coming and going, often I would forget a thing of two or daydream and not notice the bus.
I would focus harder so I can achieve more accurate results