How to improve our H2 Mathematics?

How to improve our H2 Mathematics?

JC Mathematics

Many students of mine have asked me this question numerous times. Some lamented that they work really hard, finishing off the revision package timely. However, they still cannot improve from a C/B to an A or some are still fishing for a pass.

I feel that many students have a misunderstanding about H2 Mathematics. The H2 Mathematics (9758) Syllabus is different for the previous (9740) by a lot, primarily because its assessment objective is different. On top of that, the scheme of exam has been changed to include application questions which will test students’ abilities to wrap their heads around a given situation and solve them. Basically, students have to do of the “core values” of Mathematics, that is, problem solving.

Understanding the syllabus is one thing, next is how we should be studying it. The syllabus content is a lot lesser, so its less wide but much much deeper. Students cannot finish all the drills and practices, like in O’levels. Today, they are expected to think, so how one learns each topic is very important. One thing I pick up from NIE Mathematics is definitely the idea of examples. Every little concepts and ideas we learn, can we think of an example to relate and reinforce our understanding with?

Next, is practices. When we practice, time ourselves to finish. Do not look at the answers as we are just marginalising ourselves the opportunity to learn. If we are stuck, look at one line of the solutions and see if it will help us. Personally, I never give students solutions and even in class, I do not use solutions and rather think together with the students. It is important to train up our thinking abilities when doing H2 Mathematics.

Now students, you have about two months left to A’levels, I highly advise you to really look at how you learn the topics. A’levels will be unpredictable and questions do not repeat. To me, the TYS is more like practice papers then drills cos they will not appear again in the actual exam.

2018 A-level H2 Mathematics (9758) Paper 1 Suggested Solutions

JC Mathematics

Post will be updated again on 9th November 2018.

All solutions here are SUGGESTED. Mr. Teng will hold no liability for any errors. Comments are entirely personal opinions.

Numerical Answers (click the questions for workings/explanation)

Question 1:
Question 2:
Question 3:
Question 4:
Question 5:
Question 6:
Question 7:
Question 8:
Question 9:
Question 10:

Relevant materials

MF26

KS Comments

2018 A-level H2 Mathematics (9758) Paper 2 Suggested Solutions

JC Mathematics, Mathematics

Post will be updated again on 14th November 2018.

All solutions here are SUGGESTED. Mr. Teng will hold no liability for any errors. Comments are entirely personal opinions.

Numerical Answers (click the questions for workings/explanation)

Question 1:
Question 2:
Question 3:
Question 4:
Question 5:
Question 6:
Question 7:
Question 8:
Question 9:
Question 10:

Relevant materials

MF26

KS Comments

DRV questions with a twist

DRV questions with a twist

JC Mathematics, Mathematics

I want to share a question that is really old (older than me, actually). It is from the June 1972 paper. As most students know, Maclaurin’s series was tested in last year A’levels Paper 1 as a sum to infinity. And this DRV did the same thing. Here is the question.

A bag contains 6 black balls and 2 white balls. Balls are drawn at random one at a time from the bag without replacement, and a white ball is drawn for the first time at R th draw.

(i) Tabulate the probability distribution for R.

(ii) Show that E( R ) = 3, and find Var( R ).

If each ball is replaced before another is drawn, show that in this case E( R ) = 4.

Solutions to Review 1

Solutions to Review 1

JC Mathematics, Mathematics

Question 1
(i)
y = f(x) = \frac{x^2 + 14x + 50}{3(x+7)}

3y(x+7) = x^2 + 14x + 50

x^2 + (14-3y)x + 50 - 21 y = 0

\text{discriminant} \ge 0

(14-3y)^2 - 4(1)(50-21y) \ge 0

196 - 84y + 9y^2 - 200 + 84y \ge 0

9y^2 - 4 \ge 0

(3y - 2)(3y + 2) \ge 0

y \le - \frac{2}{3} \text{~or~} y \ge \frac{2}{3}

(ii)
Using long division, we find that

y = \frac{x^2 + 14x + 50}{3(x+7)} = \frac{x}{3} + \frac{7}{3} + \frac{1}{3(x+7)}

So the asymptotes are y = \frac{x}{3} + \frac{7}{3} and x = -7

Curve C of 1(ii)

Question 2
(i)
x^2 - 9y^2 + 18y = 18

x^2 - 9(y^2 - 2y) = 18

x^2 - 9[(y-1)^2 - 1^2] = 18

x^2 - 9(y-1)^2 + 9 = 18

x^2 - 9(y-1)^2 = 9

\frac{x^2}{9} - (y-1)^2 = 1

This is a hyperbola with centre (0, 1), asymptotes are y = \pm \frac{x}{3} + 1, and vertices (3, 1) and (-3, 1).

y = \frac{1}{x^2} + 1 is a graph with asymptotes x = 0 and y=1.

Use GC to plot.

(ii)
\frac{x^2}{9} - (y-1)^2 = 1—(1)

y = \frac{1}{x^2} + 1 —(2)

Subst (2) to (1),

\frac{x^2}{9} - (\frac{1}{x^2} + 1 - 1)^2 = 1

\frac{x^2}{9} - (\frac{1}{x^2})^2 = 1

x^2 - \frac{9}{x^4} = 9

x^6 - 9 = 9x^4

x^6 - 9x^4 - 9 = 0

(iii)
From graph, we observe two intersections. Thus, two roots.

Question 3
(ai)
\sum_{r=1}^n (r+1)(3r-1)

= \sum_{r=1}^n (3r^2 + 2r -1)

= \sum_{r=1}^n 3r^2 + \sum_{r=1}^n 2r - \sum_{r=1}^n 1

= 3 \sum_{r=1}^n r^2 + 2 \sum_{r=1}^n r - \sum_{r=1}^n 1

= 3 \frac{n}{6}(n+1)(2n+1) + 2 \frac{n}{2}(1 + n) - n

= \frac{n}{2}(n+1)(2n+1) + n(1+n) - n

= \frac{n}{2}(n+1)(2n+1) + n^2

(aii)
2 \times 4 + 3 \times 10 + 4 \times 16 + ... + 21 \times 118

= 2 [2 \times 2 + 3 \times 5 + 4 \times 8 + ... + 21 \times 59]

= 2 [(1+1) \times (3 \cdot 1 - 1) + (2+1) \times (3 \cdot 2 -1) + (3+1) \times (3 \cdot 3 -1)  + ... + (20+1) \times (3 \cdot 20 -1) ]

= 2 \sum_{r=1}^{20} (r+1)(3r-1)

= 2 [\frac{n}{2}(n+1)(2n+1) + n^2 ]

= n(n+1)(2n+1) + n^2

= n(2n^2 + 3n + 1) + n^2

= 2n^3 + 4n^2 + n

(bi)
\frac{2}{(r-1)(r+1)} = \frac{A}{r-1} - \frac{B}{r+1}

2 = A(r+1) - B(r-1)

Let r = -1

2 = - B(-2) \Rightarrow B = 1

Let r = 1

2 = A(2) \Rightarrow A = 1

\therefore \frac{2}{(r-1)(r+1)} = \frac{1}{r-1} - \frac{1}{r+1}

(bii)
\sum_{r=2}^n \frac{1}{(r-1)(r+1)}

= \frac{1}{2} \sum_{r=2}^n \frac{2}{(r-1)(r+1)}

= \frac{1}{2} \sum_{r=2}^n (\frac{1}{r-1} - \frac{1}{r+1})

= \frac{1}{2} [ 1 - \frac{1}{3}

+ \frac{1}{2} - \frac{1}{4}

+ \frac{1}{3} - \frac{1}{5}

...

+ \frac{1}{n-3} - \frac{1}{n-1}

+ \frac{1}{n-2} - \frac{1}{n}

+ \frac{1}{n-1} - \frac{1}{n+1}]

= \frac{1}{2} [1 + \frac{1}{2} - \frac{1}{n} - \frac{1}{n+1}]

= \frac{1}{2} (\frac{3}{2} - \frac{n+1+n}{n(n+1)})

= \frac{3}{4} - \frac{2n+1}{2n(n+1)}

(biii)
As n \to \infty, \frac{1}{n} \to 0 and \frac{1}{n+1} \to 0, the sum of series tends to \frac{3}{4}, a constant. Thus, series is convergent.

(biv)

\sum_{r=5}^{n+3} \frac{1}{(r-3)(r-1)}

Replace r by r + 2. Then we have

\sum_{r=3}^{n+1} \frac{1}{(r-1)(r+1)}

= \sum_{r=2}^{n+1} \frac{1}{(r-1)(r+1)} - \frac{1}{(2-1)(2+1)}

= \frac{3}{4} - \frac{2(n+1)+1}{2(n+1)[(n+1)+1]} - \frac{1}{3}

= \frac{5}{12} - \frac{2n+3}{2(n+1)(n+2)}

Getting ready for JC

Getting ready for JC

JC Mathematics, Mathematics

Its been awhile since we last posted. And it is good to know that JC1s have all been well inducted or settled into their schools. Of course, I do hear that many schools are severely overcrowded recently. Anyway, I thought of sharing how students can get ready for JC. I contemplated sharing how to cope with JC Mathematics, but decided to be more general this time round.

Firstly, JC life can be quite rigorous. With CCA and different subject commitments piling, students must try their best to stay healthy (get enough sleep) and juggle time (skip some dramas) efficiently. For science subjects (not just H2 Mathematics), students should avoid procrastinating. The schools do not go back to teaching the subjects again, maybe just refresh using questions or tests. Thus, seek help if you need and do not just sweep it off. For J1, your A’levels is pretty much in 22 months while for J2, it is 10 months. So the clock started ticking.

Secondly, last year’s papers were intuitive and some questions were driven to see if students do understand their content and can think on their feet. And we have a name for such questions, it is application questions. For H2 Mathematics, they have made an effort to allocate about 25% of the total marks to application questions. Thus, students need to shift their focus from doing to learning. It is important for them to appreciate the concepts in each topic.

Thirdly, I understand some students enter JC and realise that there are really some (or a lot of) smarter peers around. Do not feel pressured and just stay focus. Some of them might have found help, or developed better intuition for certain things. Comparing with your neighbour will only make yourself more stressed. This is unnecessary stress.

Lastly, JC is the last “school” you have. So do enjoy yourself. Pick a CCA that you really want to try. 🙂

Since Mr Teng teaches H2 Mathematics, here are some little tips for H2 Mathematics as I told my J1s this year.

  1. Some topics from High School are still very relevant, which is why I gave a proper review test. These topics are considered under assumed knowledge for H2 Mathematics, and you can find them here. A good understanding of these topics will allow you to follow classes better. You will learn that schools are constantly rushing to clear topics.

  2. Learn the topics. You do not need to master them, but learn and find out what is going on. Because you can memorise the entire Ten Years Series and realise that it will not save you.

  3. You will learn that time is very precious during exams. In general, 1 mark is 1.5 mins. And you should not go beyond it for questions. Rather learn the hard way to time manage well during exams, start with your normal practices at home. Thats why I encourage my students in class to do fast. Your papers will be two 3-hour papers, so during that 3-hour, you must exhibit sufficient tenacity.

P.S. I’ve spent the last few months getting a lot of application questions up. Aside from sharing them with students in my classes, I’ll also put them here. So do check in. 🙂

Happy CNY!

JC Talk 2018

JC General Paper, JC Mathematics

Over the weekends, Mr. Teng had the privilege to share his knowledge about JC with parents and students of O’levels 2017, at Newtonapple Learning Hub.

The lessons for J1 2018 started on the first week of January and the schedules can be found here.

The following are the grade profiles of local universities, NUS and NTU.

NTU IGP

NUS IGP

If you do have more questions, you can contact Mr. Teng at +65 9815 6827

Solutions to Set B

Solutions to Set B

JC Mathematics, Mathematics

Hopefully, you guys have started on the Set B. You will find the following solutions useful. Click on the question. Please do attempt them during this December Holidays. 🙂

If you do have any questions, please WhatsApp me. 🙂

Relevant Materials: MF26

Solutions to Set A

Solutions to Set A

JC Mathematics, Mathematics

Hopefully, you guys have started on the Set A. You will find the following solutions useful. Click on the question. Please do attempt them during this December Holidays. 🙂

If you do have any questions, please WhatsApp me. 🙂

Relevant Materials: MF26