Here, we engage our students and grab their attention before we start going through the topic by sharing with them:

- How the topic they are about to learn can be
**applied**in real life **History**of Mathematics (Secondary)**Discussions**based on the students’ initial understanding of the topic to**make connections**between past and present learning experiences

Finally, at the end of the lesson, we evaluate our students’ understanding via the following:

**Checking**of answers**Evaluation**of students’ workings and correction of misconceptions**Clarification**of common misunderstanding of concepts**Reinforcement**of concepts**Recapitulation**based on the students’ unique needs

Here we extend our students’ understanding by:

**Expanding**on the concepts they have learned**Making connections**to other related concepts**Applying**their understanding**to the world**around them

- Real world application questions
- Contextual questions
- Specially
**adapted questions**based on concepts**tested in schools**and**national exams**.

Next, we get them directly involved with the topic and materials and start on their exploratory journey by:

- Conducting
**Exploratory Activities** - Allowing students to interact with Flash applets or videos specially selected to invoke students’
**interest**and at the same time**educate**them

Once we have gained our students’ attention, we start to:

- Explain the concepts involved in the everyday applications and the videos or flash applets used
- Determine levels of understanding and identify possible misconceptions
- This is done via the use of our
**specially designed**Just Mathematics notes.

every single Maths concept ever tested in school

Maurice had some $5-notes and twice as many $2-notes.

The total value of all her notes is $207.

Find the value of all her $2-notes.

2 × $2 = $4

$5 + $4 = $9 per group

$207 ÷ $9 = 23 groups

23 × 2 = 46 (Number of $2 notes)

46 x $2 = $92

**Ans: $92**

A container measuring 1.2 m by 65 cm by 40 cm was filled with water. At 3.30 p.m., water from a tap was turned on to fill the container at a rate of 3.25 *l* per minute. When the container was filled, the base of the container cracked and water leaked out of the container at a rate of 1250 m*l* per minute.

(a) | How many litres of water were there in the tank at first? |

(b) | At what time will the tank be completely filled? |

In the first round, Shawn lost half of his marbles to Eddie.

In the second round, Collin won some marbles from Eddie and his number of marbles doubled.

When Shawn lost of his marbles to Collin,

When Eddie lost (Collin won), Collin’s marbles were halved:

When Shawn lost half of his marbles to Eddie:

3 units | → | 360 |

1 unit | → | 360 ÷ 3 = 120 |

24 units | → | 24 × 120 = 2880 |

The three boys had **2880** marbles altogether at first.

**How our students benefit from Just Mathematics?
**– Holistic and Accelerated Approach to Learning Math Concepts

– Specially Designed In-house Curriculum Framework

– Ample Practices with Comprehensive Worked Examples

**Appreciation of Maths**

Through our special sections:

– History of Maths

– Investigative Maths

**Customised curriculum to meet the needs of IP students**

**Exam-Oriented (School/’O’-Level Based) Revision Papers**

– To provide intensive practice

– And for tutors to assess students’ understanding before their examinations

No. of hours worked in 15 days | = 8 × 15 = 120 |

Remaining no. of hours to work | = 5 × 10 = 50 |

Remaining length of road to lay | = 2000 – 1000 = 1000 m |

Let the number of workers be *x* and the total number of hours be *y*.

Since the number of workers is inversely proportional to the total number of hours,

Let the number of workers be *x* and the total length of road be *l*.

Since the number of workers is directly proportional to the length of road,

Therefore, 96 – 80 = 16 more men are required.

In a bridge structure, the mast above each pillar is 87 metres high. The gradient at which the longest steel cable is connected to the centre of the bridge is such that the ratio of vertical distance : horizontal distance is 29 : 57.

a) Show that the angle, α , is 63.03° correct to 2 decimal places.

b) Calculate the length of 2 pieces of the longest steel cable attached from the top of the mast to the centre of the bridge.

In the diagram, Δ*FCE* is similar to Δ*ABE*. Given that Δ*ABC* has an area of 24 cm^{2},

3*BC* = 2*CE* and 4*DE* = *DA*,

a) | find the area of ΔACE; |

b) | find the area of ΔFCE; |

c) | show that area of ΔCDE = area of ΔABC; |

d) | find the value of |

a) | |

b) | |

c) | |

d) |

Nusa Bestari Centre

No. 109-01 Jln Bestari,

Tmn Nusa Bestari,

81300 Skudai, Johor Bahru.

Tel: 018 - 770 4508

nusabestari@justedu.com.my

www.justedu.com.my

https://www.facebook.com/justedu.jb/

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Sunday:

8.45am to 5pm