Term 1 Week 8 (4E5 AM) - Further Trigo Identities

Completed a test on solving trigo equation using trigo identities last friday. Most students were able to solve the 1st question that test on basic fundamental. 2nd question is more difficult question to stretch the students further. The class were generally disappointed that they could not complete the question on time. This is a good sign. Went through the answers with the class on Monday. The better way to do this is to let the students do their correction in class. Students should be allowed time to identify their own errors through peer-tutoring. However, due to time constraint, this was not carried out. Will try this method whenever time allows (maybe starts with the Sec 3 students?).

Term 1 Week 8 (3E1 AM) - Quadratic Function (Max & Min Value)

Completed the section on Monday. Most of the students have difficulty understanding and doing the completed square format y = (x - h)^2 + k. Found out that E.Maths have yet to drill them on this. Students also not so sure about the quadratic graph which they are expected to draw. Found out that they have forgotten about the method to find x-intercepts and y-intercept. Recapped these concepts with them. After another lesson, the students could draw the graph but were not able to write down the max or min coordinate. Spent another 10 minutes explaining again. Seemed like the students do not have the habit of revising by going though the textbook since worksheet have been given to them. This is confirmed after asking the students. Need to come up with an idea to encourage the students to use their textbook more frequently. Still searching for a good idea. Have already taken out the notes in the worksheet for next chapter. What is left is the worksheet questions.

Term 1 Week 6 Tues (4E5) AMaths - Proving of Trigo Identities

Returned the 1st class test on Trigo Graphs and Ratios. About 60% of the class did well in this test. Common errors include forgetting to invert the graph (e.g. - sin x), leaving out labelling of axis and degrees and adding the degree to the basic angle (e.g. A - 30 deg = basic angle, A = basic angle + 30 deg and using this value to compute the othe quadrant solution). The class were alerted about their mistakes. The best solution is to get the class to work in group to do the class test correction together using peer tutoring. This is part of the Assessment for Learning strategy I learned on course just 3 days ago. Student tend to listen seriously to their peer feedback more than teacher's comment on whiteboard (since they can talk using their own lingo). Will try this out in the next class test (Thurs). However, this exercise will require time and may affect the teaching schedule. Started on the proving of trigo identities. Generally, the students were able to do the simple proving. They will need more practise on more challenging questions. Will gauge the class ability when they do the class assignment.

Term 1 Week 6 (Tues) 3E3 AMaths - Symmetric Properties of Roots

Recapped the basic structure to construct the new quadratic equation based on new roots. Corrected their common mistake that x^2 + (sum of roots)x + product of roots = 0 is incorrect. Students tend to use '+' throughout the expression. Class also weak in application of their algebraic formula when solving problem involving symmetric properties of roots. Got to explicitly show them the formula and asked the class to do comparsion with alpha and beta. About 60% of the students were able to grasp the concept when I illustrated with quadratic graphs, emphasising on the location of the roots of the equation and relating back to alpha and beta. Will be meeting some students on Monday 4-5pm to help out the weaker ones. It is quite difficult these days to arrange for additional informal remedial before 4pm as most students have either CCA or SRP.

Term 1 Wk 5 AM (4E5) (Mon) - Trigo Graphs

This class is a bit slow and not motivated in learning. Discipline wise also not so good as there are always about 10 students who always try to disturb the lesson progress. Some also did not hand in their work on time. Managed to hand these students over to HOD on duty on the same day to get these students to work on their assignment. This improved on work submission. I hope the class has "woken up" and know that the teacher mean business. Next step is to get the Cohort Dean to deal with extreme case of discipline problem in class. Generally weak in drawing of graphs as most of them are not paying attention in class. Have singled them out to meet me in class every Wed 4-5pm to coach them.

Term 1 Wk 5 AM (3E3) (Wed) - Factor Thm

3E3 is generally a good class and ready to learn anytime. Completed the last 3 questions ('O' level sample) with the class. Class feedback that the questions are difficult to solve. I guessed that the class has not yet been exposed to O level type of questions. Have decided to use last year O level question on remainder and factor thm to "wake up" the class and motivate them to try more O level question on their own. Will show the class this question in the next lesson.