Selamat Hari Raya

Selamat hari raya maaf zahir dan batin kepada semua warga SMK Bandar Puchong Jaya (A) semoga tahun ini kita mendapat banyak keberkatan dari Nya yang Maha Esa.

Tips Jawab soalan Matematik

Ok hari ini cikgu nak bagi tips tentang cara nak jawab soalan matematik PMR. Cikgu juga akan muat naik soalan SBP (Sekolah Berasrama Penuh) dan Ujian Penilaian Prestasi dengan syarat sila hantar email kepada cikgu...

Masa yang perlu diambil untuk menjawab soalan kertas 1 PMR yang mengandungi 40 soalan kesemuanya adalah 75 minit sahaja ( 1 jam 15 minit). Jika dibahagikan dengan bilangan soalan, maka masa yang patut diluangkan untuk setiap soalan hanyalah 1 minit 52.5 saat (hampir 2 minit). Oleh itu janganlah kita membazirkan masa melebihi 2 minit untuk setiap soalan. Sekiranya tidak dapat menyelesaikan satu-satu soalan dalam jangkamasa tersebut silalah beralih ke soalan berikutnya kerana ada di antara soalan-soalan lain yang kita mampu jawab dalam beberapa saat sahaja dengan bantuan kalkulator. Berdasarkan itu kita akan dapat menjimatkan lebih masa untuk kembali kepada soalan yang telah kita tinggalkan tadi.

HERE' YOUR RESULT

Mula-mula cikgu nak minta maaf cikgu tertidur sebab tanda kertas you all.
Ok untuk mendapatkan keputusan you all kira sendiri ok.

Formula nak kira

x/32 x 100% = your result %

PENGUMUMAN !!!
KEPADA SEMUA PELAJAR YANG TIDAK MENGAMBIL UJIAN LAGI SILA BERJUMPA DENGAN PN. NIK SYAFIRIN ATAU PN. ILYANA BERSAMA DENGAN SURAT MC ATAU SURAT KEBENARAN SUKAN SAHAJA. TARIKH MENGAMBIL UJIAN ADALAH PADA HARI ISNIN, SELASA DAN RABU SAHAJA. 5-7 APRIL. 
KEGAGALAN ANDA BERBUAT DEMIKIAN AKAN MENJEJASKAN KEPUTUSAN UJIAN ANDA.


HARAP MAKLUM.

EXERCISE : 8 APRIL 2010

Paper 2
1.	In the diagram above, RS is the diameter of the circle. Find the value of .
2.	In the diagram above, O is the centre of the circle and POR is the diameter of the circle. Find the value of .
3.	In the diagram above PQRS is a square. PTQ, QUR, and RVS are equilateral triangles. Find the perimeter of the whole diagram.
4.	In the diagram above, PQRSTU is a regular hexagon. QABR is a square. Find the perimeter of the whole diagram.
5.	In the diagram above, VQ = QS. Calculate the area of the shaded region in cm 2. 6. Given that 6 – 2m = 2 – 8m, then m = 7. Given that 6m + 4 = 2 ( 3 – m), then m =   8. Given that 2m – 5(1 – m) = 9, then m = 9. Given that 4m – 3n = 18 and 4m + n = 10, then m = 10. Given that m – 3n = 7 and 2m = n –1, then n =

Tips untuk score A dalam PMR

<===== SILA KLIK DISINI =====>

The Beauty of Maths!

1 x 8 + 1 = 9

12 x 8 + 2 = 98

123 x 8 + 3 = 987

1234 x 8 + 4 = 9876

12345 x 8 + 5 = 98765

123456 x 8 + 6 = 987654

1234567 x 8 + 7 = 9876543

12345678 x 8 + 8 = 98765432

123456789 x 8 + 9 = 987654321

------------ --------- --------- ---------


1 x 9 + 2 = 11

12 x 9 + 3 = 111

123 x 9 + 4 = 1111

1234 x 9 + 5 = 11111

12345 x 9 + 6 = 111111

123456 x 9 + 7 = 1111111

1234567 x 9 + 8 = 11111111

12345678 x 9 + 9 = 111111111

123456789 x 9 +10= 1111111111

------------ --------- --------- --------- --------


9 x 9 + 7 = 88

98 x 9 + 6 = 888

987 x 9 + 5 = 8888

9876 x 9 + 4 = 88888

98765 x 9 + 3 = 888888

987654 x 9 + 2 = 8888888

9876543 x 9 + 1 = 88888888

98765432 x 9 + 0 = 888888888
987654321 x 9 - 1 = 8888888888
9876543210 x 9 - 2 = 88888888888

Brilliant, isn't it?

------------ --------- --------- ---------

And look at this symmetry:

1 x 1 = 1

11 x 11 = 121

111 x 111 = 12321

1111 x 1111 = 1234321

11111 x 11111 = 123454321 1

11111 x 111111 = 12345654321

1111111 x 1111111 = 1234567654321

11111111 x 11111111 = 123456787654321

111111111 x 111111111=123456789 87654321

------------ --------- --------- ---------

Now, take a look at this... 101%

From a strictly mathematical viewpoint:

What Equals 100%?
What does it mean to give MORE than 100%?

Ever wonder about those people who say they are giving more than 100%?

We have all been in situations where someone wants you to GIVE OVER 100% .

How about ACHIEVING 101%?

What equals 100% in life?

Here's a little mathematical formula that might help answer these questions:

If : A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Is represented as:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26.

If:

H-A-R-D-W-O- R- K

8+1+18+4+23+ 15+18+11 = 98%

And:
K-N-O-W-L-E- D-G-E

11+14+15+23+ 12+5+4+7+ 5 = 96%

But:
A-T-T-I-T-U- D-E

1+20+20+9+20+ 21+4+5 = 100%

THEN, look how far the love of God will take you:

L-O-V-E-O-F- G-O-D

12+15+22+5+15+ 6+7+15+4 = 101%


Therefore, one can conclude with mathematical certainty that:

While Hard Work and Knowledge will get you close,

and Attitude will get you there,
It's the Love of God that will put you over the top!

Monthly Test

Question that will be asked in your monthly test are:

Form 1

1. Integers

Form 2

1. Directed numbers
2. Algebraic Expression II
3. Linear Equation

Form 3

1. Lines and angles II
2. Polygons II

Hidden Picture..uji mata anda

CAN YOU SEE THE DOG?

CAN YOU SEE 10 FACES IN THE TREE

THERE'S A FACE IN HERE. CAN YOU SEE IT?

CAN YOU SEE THE BABY?

CAN YOU SEE THE KISSING COUPLE?

THREE WOMEN?

Can you tell the difference between a horse and a frog?

TO ALL MY FORM 3 STUDENTS !!!!

If you want to take a tour about this course ware you need to sign in with this name widad.osman and password is 12345. Thank you. Enjoy.

TO ALL MY FORM 3 STUDENTS !!!!

Please look at the notes in 3UM part. I already upload a new course study for chapter 1,2 and 3. I hope that you can understand much better. Hope it's helps you.

p/s: XoXo75 from me.

SELAMAT DATANG DI UCAPKAN KEPADA SEMUA PELAJAR SAYA TERUTAMA SEKALI KELAS 3UM

TERIMA KASIH KERANA BERJAYA MASUK KE BLOG INI CIKGU UCAPKAN AGAR ANDA AKAN MENDAPAT MANFAAT YANG SEPENUHNYA DENGAN ADANYA BLOG INI.
TERIMA KASIH.
p/s: Jangan lupa add cikgu sebagai rakan yahoo.messenger tau. widad.osman@yahoo.com

Think about it....

You may not find this funny because this one is actually a trick.  But you’ll have to find the “trick.”  Drop me a comment or an e-mail if and when you find it, and let’s compare notes.

 This one is a funny Math Quote.  If you find the punch line, that  is.

(4)  This is my personal favorite.  My male friends will surely laugh at this.  My female friends will laugh louder.

Notes Form 3

Play Sudoku

Sudoku Puzzle Solving – A Beginner’s Guide

April 24th, 2009 | By Balasingam

SUDOKU Puzzle Solving – A Beginners’ Guide. This guide is for the absolute beginner who has difficulty in getting started with Sudoku Puzzles. In this Part One of the tutorial, we will take you through the simple steps of scanning to begin filling in as many cells as you can. Once you get the idea of how to solve the initial steps, you will be able to continue and solve the demo puzzle. We shall avoid all the buzz words used to explain various steps and go by pure logic based on the Sudoku Rule. This is possible for the Easy Puzzles.

Sudoku is a Numbers Puzzle played by millions of children and adults, world-wide, from below age 7 to above age 70. The History of Sudoku is posted elsewhere in the website under Articles.

The Classic Sudoku Puzzle, which is the most popular, has a 9 x 9 grid with nine rows, nine columns and nine 3 x 3 sub-grids, containing a total of 81 cells with about 25 to 35 given numbers. To solve the puzzle, the player is required to complete all the remaining blank cells based on one simple rule.

Rule: Complete all the blank cells in the 9 x 9 Grid so that each row, each column and each 3 x 3 box (sub-grid) contains all the digits 1 to 9 without repetition.

Sudoku puzzle solving does not require any mathematical or language skills, or general knowledge; just logic, and lots of patience for the puzzles graded difficult. It is fun, challenging and good for a mental workout. It will enhance the development of Logic and Deductive ability in children and has been acclaimed to be beneficial in delaying the onset of Alzheimer’s among the elders, if prone.

Solving a simple sudoku puzzle – A Step By Step Guide – Part One

In the Sudoku Grid below, the nine rows and nine columns are indicated by R1 to R9 (row 1 to row 9) and C1 to C9 (column 1 to column 9). The nine sub-grids are designated as Box 1 to Box 9 from left to right.

Please print the Demo Puzzle, below, or copy the given numbers on to a Blank Grid. (You can download and print an A4-size blank grid on this website)

As you follow the Steps One to Eight, fill in the blank cells on the Demo Puzzle to give you a hands-on feeling of solving the puzzle. As you go through the Steps, read C1 as Column 1 and R2 as Row 2 and so on.

The following Steps are illustrated with arrows showing the Rows or Columns in which a particular digit cannot be placed because the digit is already present in that Row, Column or Box (Sudoku Rule). You will observe that it is partly a process of elimination. To determine where a particular digit can be placed, we have to first identify in which cells in a Row, Column or Box the digit cannot be placed.

The Blank Cells solved are added progressively in each subsequent Step. The original given numbers are in Black. In each Step below, all previously solved cells are in Red and the current solved cell(s) is [boxed in Red]

To solve a sudoku puzzle, we first scan the puzzle to identify the digits that occur more frequently. In this puzzle, there are more of the digits 1,4,5,7 and 9 than the others, within the given numbers.

We will scan three rows or three columns of three boxes at a time, (horizontally or vertically).

Step One: Taking the first three boxes, there is a 7 in Row 3 of Box 1 and a 7 in Row 2 of Box 2 as shown by the arrows. There is no digit 7 in Box 3. Digit 7 cannot be in Row 2 or Row 3 as per the sudoku rule. It can then only be in Row 1. There is only one blank cell left in Row 1 of Box 3, i.e. position R1-C8, (between the digits 9 and 4).

So we are sure that the digit 7 can only be placed in R1-C8 in Box 3. You can now write the digit 7 in your Demo Puzzle as in Step One above.

Congratulations! You have placed your first digit.

Step Two: We now look at Columns 1, 2 and 3. We observe that the digit 9 appears in Boxes 4 and 7 but not in Box 1. The digit 9 cannot be in Columns 1 and 2 of Box 1 as shown by the arrows.

It can only be placed in Column 3. There is a blank cell R2-C3 between the digits 8 and 3. So this is the only location for the digit 9 in Box 1. Now you can put the digit 9 in R2-C3 on your Demo Puzzle.

(Note that the same result would have been derived, as above, for digit 9 if Rows 1, 2 and 3 had been scanned as shown by the arrows in Row 1 and 3.

Step Three: As in Step 2, we observe that the digit 4 appears in Boxes 4 and 7 but not in Box 1. The digit 4 cannot be in Column 1 or 3 of Box 1. It can only be placed in Column 2.

There are two blank cells in Column 2 of Box 1. Now the digit 4 could possibly be in either of these cells (R1-C2 and R2-C2). Now we have to see if the digit 4 appears anywhere along R1 and R2. There is a digit 4 in R1-C9; so it cannot be placed in R1-C2. Therefore the only position for digit 4 is in R2-C2 in Box 1.

We have now completed three of the blank cells. As each additional cell is completed, we will find it easier in our progress in solving this puzzle.

Step Four: Having completed Step 3 for the digit 4, we can find the cell for digit 4 in Box 2. We can see that R3-C4 is the correct blank cell for the digit 4 as it cannot be in R1, R2, C5 and C6.

Step Five: The digit 5 is placed in R4-C6 of Box 5, as it is the only blank cell in Column 6 in Box 5 for the digit 5, as indicated by the arrows from the digit 5 in Boxes 2, 6 and 8.

Step Six: Having solved Step 5, it is now easy to place the digit 5 in R5-C2 in Box 4, as it cannot be in Row 4 or Row 6 or in Boxes 5 and 6 as indicated by the arrows from the digit 5 in Boxes 5 and 6.

Step Seven: Based on the previous steps, try to deduce the positions of the digits 4 and 7 as shown. The arrows from the digit 4 in Boxes 3 and 4, and the digit 7 from Boxes 4 and 5 will fix the placement of 4 and 7.

Step Eight: The digits 9 and 4 are shown solved in Boxes 8 and 9. The digit 9 in Box 8 is solved here with the placement of 9 in Boxes 2, 5 and 7 as indicated by the arrows. Similarly the digit 4 in Box 9 is solved with the help of the arrows from the digit 4 in Boxes 3, 7 and 8.

By now, you should have a pretty good idea of solving a simple Sudoku Puzzle (classified as “Easy”). Try solving the rest of the puzzle and you can check your progress against the Solved Puzzle.

The Sudoku rule is so simple. All you have to do in the initial stages is to remember that every Row, Column and Box must have the digits 1 to 9. The rule itself is the clue to solving Sudoku Puzzles.

We would greatly appreciate any constructive feedback on whether the guide is clear and easy to follow, and suggestions on how to improve the presentation.

Please email to balasingam@sudoku.com.my or use the ‘Contact Us’ link to submit your comments

Have Fun.

History of Mathematics

The area of study known as the history of mathematics is primarily an investigation into the origin of new discoveries inmathematics and, to a lesser extent, an investigation into the standard mathematical methods and notation of the past.

Before the modern age and the worldwide spread of knowledge, written examples of new mathematical developments have come to light only in a few locales. The most ancient mathematical texts available are Plimpton 322 (Babylonian mathematicsca. 1900 BC), the Moscow Mathematical Papyrus (Egyptian mathematics ca. 1850 BC), the Rhind Mathematical Papyrus(Egyptian mathematics ca. 1650 BC), and the Shulba Sutras (Indian mathematics ca. 800 BC). All of these texts concern the so-called Pythagorean theorem, which seems to be the most ancient and widespread mathematical development after basic arithmetic and geometry.

Egyptian and Babylonian mathematics were then further developed in Greek and Hellenistic mathematics, which is generally considered to be one of the most important for greatly expanding both the method and the subject matter of mathematics.[1]The mathematics developed in these ancient civilizations were then further developed and greatly expanded in Islamic mathematics. Many Greek and Arabic texts on mathematics were then translated into Latin in medieval Europe and further developed there.

One striking feature of the history of ancient and medieval mathematics is that bursts of mathematical development were often followed by centuries of stagnation. Beginning in Renaissance Italy in the 16th century, new mathematical developments, interacting with new scientific discoveries, were made at an ever increasing pace, and this continues to the present day.

Formula List

I hope that this formula can help you in examination. This is the standard formula list in examination.
Formula List

HOMEWORK

We will begin with Form 2 UPM, SMKBPJ(A). Although this requires that students have access to the internet and not everyone does, this is a start so that students of SMKBPJ(A) become a lot more internet savvy and move towards self-access learning, eventually. How this is going to work, will be explained later. The first homework assignment will soon begin. Have fun!

I hope that with this blog students can do their homework event in school holiday.

Surface area of geometric surface

This is a new interface or information for all student's form 2 SMKBPJ(A).

• Properties and nets of geometric solids

• Surface area of geometric surface

Transformation Form 2

Transformation

Moving a shape so that it is in a different position, but still has the same size, area, angles and line lengths.

Turn, flip or slide are the basic moves.

This is an example of a turn (rotational) transformation.

The three main Transformations are:

Rotation		Turn!
Reflection		Flip!
Translation		Slide!

	After any of those transformations (turn, flip or slide), the shape still has the same size, area, angles and line lengths.
	If one shape can become another using Turns, Flips and/or Slides, then the two shapes are called Congruent.

Resizing

The other important Transformation is Resizing (also called dilation, contraction, compression, enlargement or even expansion). The shape becomes bigger or smaller:

Resizing		Resize!

If you have to use Resizing to make one shape become another then the shapes are not Congruent, they are Similar.

Congruent or Similar

So, if one shape can become another using transformation, the two shapes might be Congruent or just Similar

If you ...		Then the shapes are ...
... only Rotate, Reflect and/or Translate		Congruent
... need to Resize		Similar

DO YOU WANT TO KNOW MORE

Rotation
Reflection
Translation
Resizing
Congruent
Similar
Symmetry Index
Geometry Index