I gave my Secondary 4 students 1 revision question per week. The recent one I marked was on the topic of Logarithms (the fresh-killer topic for many Secondary 3).

Did you spot the error? (It’s a give-away if you observe clearly)

Do this question and share your answer(s) in the comment section.

I look forward in hearing from you.

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More on ‘O’ Level E-Math Circles Revision Workshop (Click here)

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Photo Credit: mysza831

One of the applications of Differentiation is to determine the type of stationary point. This application is common in maximum and minimum problems.

There are two ways to go about finding the type of stationary point. The more frequently used method is through Second Derivative (Watch the video here). (d^2y/dx^2)

However, I’m not going to discuss on that method. Instead I want to share with you on the less popular method which is First Derivative. The reason: I have observed that last 2 years, questions appearing in the GCE ‘O’ level Additional Mathematics were less commonly seen, least expected and definitely more nerve breaking for candidates who aren’t prepared.

Let’s take a look at how First Derivative is applied. (more…)

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This topic is taught in Secondary 3 after introduction of Indices Law.

In solving indices equation involving the same base, one of the common techniques is by Substitution. But before you can do substitution, you need to apply indices law to ‘break down’ the equation. This process of breaking down is sometimes challenging for students. Knowing how to solve quadratic equation is also essential.

Sometimes, solving Indices Equation will also involve the concept of taking lg on both sides as well.

In the following example, you will Substitution and ‘Breaking down’ in action: (more…)

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Differentiation is a big thing in fact major chapter for all Secondary 4 ‘O’ level students.

Read all about the basics Differentiation techniques here. (Examples included) I would like to share one question from my A-Math Ultimate Leap Programme (weekly coaching class) which has 2 different approaches to solve it.

Example:

Very often, I notice students will jump into Quotient rule whenever a fraction is given. Just like this student here:

May I suggest that you pause for 3 seconds to think about the approach. Ask yourself ‘Is there anything I can simplify?’

Here’s another student who pauses:

Notice this student spends his time simplifying before applying chain rule in differentiation.

I hope you enjoy this example. Both students are correct in their answers, which one do you prefer more? A or B?

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