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We learnt that we should use the conditions of a question to reject/accept a value of ‘x’.

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In general, the question was explained very well.

In part (iii), they left the answer to 6sf before correcting it to 2dp. This was done very well. In this part, they also used accurate notations like ‘reject x=24.76 as x<_11’. This was really good too.

They also remembered to add in their units, which is metres in this case.

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We were unable to understand the question at first as the conversions were very confusing.

Because of the video, we were able to understand the question and we were also able to present our answers accurately.

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In general, the explanations were clear and math notations were used accurately.

However, for part (iv) of the question, they should have written the answer to 5/6sf before correcting the answer to 4dp.

For the last part, they should have shown a visual representation of the answer in addition to the audio recording so that the workings can be explained clearly.

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NIL

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In general, the steps were pretty clear and we understood everything.

However, in the first part, they should have written some intermediate steps on how to get from ‘ 600/x =600/(x+7)+1/4’ became ‘4*600(x+7)= (600x)*4 + (x)(x+7)’

The second part was explained well.

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We learnt that we need to write ‘reject -3/2’ in our working. Previously we didn’t write that and just immediately wrote t=3 as our answer.

We also learnt that we could check our answer by substituting the value of t into the original equation.

The last thing we learnt is that we don’t necessarily have to use the quadratic equation to solve for the unknown in a quadratic question. In this case, the factorisation form is way more effective to solve for ‘x’.

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The video quality was good and the explanation was very clear.

For the first part, the units was written in the answer, making it very complete.

For the second part, the group wrote the steps very clearly and rejected the negative value of ‘x’ as t>0. These math notations were written very well.

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We learnt that we should reject the negative value of x (which is -10) as x should be a positive number and not a negative one.

We also learnt that we can substitute the value of ‘x’ back into the original equation to check if we got the correct answer.

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Although the working was slightly messy, the audio quality was quite good and math notations were accurately used. The explanation was clear too.

However, they should have defined what ‘x’ referred to at the start. Meaning that they should have written ‘let x be the smaller positive even number’. They also should have written how they got ‘(x+2)’.

# data[].attributes.headline
Arata, Zi An, Victoria, Natalie and Ophelia

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Arata, Zi An, Victoria, Natalie and Ophelia

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Completed Square Form VS Factorised Form, how which form would be most benifical in the given situations/questions.

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Arata, Zi An, Victoria, Natalie and Ophelia

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Arata, Zi An, Victoria, Natalie and Ophelia

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Very clear explanation. Use of mathematical language is good. Explanation seems a bit rushed, but overall very clear and concise.

Background was very noisy

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Arata, Zi An, Victoria, Natalie and Ophelia

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Arata, Zi An, Victoria, Natalie and Ophelia

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NIL, but we were reminded of some important points.

It is important to read the question carefully. It states that the answers are positive even numbers, hence we have to remember to double check the question and reject the negative value of x.

It is also important to remember that we should always double check the answer by using quadratic formula or substituting the derived value of x back into the equation.

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Arata, Zi An, Victoria, Natalie and Ophelia

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Arata, Zi An, Victoria, Natalie and Ophelia

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A little messy, however explanation of the steps was clear, precise and had a good flow. Audio quality was good.

Only problem is that the group members forgot to add in the statement "let x be the smaller even number" before attempting to solve the question, otherwise it is unclear what x refers to. Also, the clear working for how the second positive number (which is x+2) was found.

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Arata, Zi An, Victoria, Natalie and Ophelia

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Arata, Zi An, Victoria, Natalie and Ophelia

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i have learnt the importance of rejection the impossible value to avoid confusion as previously i would not have shown that in my workings

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Arata, Zi An, Victoria, Natalie and Ophelia

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Arata, Zi An, Victoria, Natalie and Ophelia

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for part 1 the height of the building is correct which is 18 m. and for part 2 by factorising the eqn to get the value of t is executed well with good presentation. it was also important to reject one of the values determined, which the group has managed to do.

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The clear explanation of the question helped a lot

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Clear explanation

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N/A

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Intermediate steps not explained

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Learnt how to use calculator to check answers

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Clear explanation

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We learnt we have to read the question properly and know which value of x to take (one, both or none)

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No correction tape can be used, but other than that it was good

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Each form of a quadratic equation (general, factorised and completed square) has its advantages

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It was a little bit soft and we learnt about the use of proper math language

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Victoria, Ophelia, arata, Zi an, natalie

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Victoria, Ophelia, arata, Zi an, natalie

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We learnt that we have to read the questions carefully so that we know what answer from the two solutions is the correct one. Also to explain the thought process step by step and not to skip steps

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Arafat, Zi an,Victoria , Natalie, ophelia

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Arafat, Zi an,Victoria , Natalie, ophelia

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They used visual aids and simple models to make their explanation clearer. It also illustrates the steps better than only reading of the script.

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Arata, Zi An, Victoria, Natalie and Ophelia

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Arata, Zi An, Victoria, Natalie and Ophelia

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Initially, we could not figure out how to decrease the time taken by 15 min, we tried to use other variables like y but it made it more complicated. However, they used 1/4 instead because 15 min is a quarter of an hour so from there we could solve the question easily.

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Arata, Zi An, Victoria, Natalie and Ophelia

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Arata, Zi An, Victoria, Natalie and Ophelia

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Solutions were accurate and we had a clear understanding on how they got 600/x = (600/x+7)+ 1/4 because of the explanation. However, there were some phrases such as “get rid all the denominators” in (i), the speaker could just said to allow them to have the same denominator. For part (ii), each step was clearly explained and was easy to follow.

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at first we did not understand the question , but because of the clear explanation , we understood it very clearly now .

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very clear language , good use of mathematical language

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we learnt that if there are two values of x , we should reject one of it using the conditions of the question .

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very good use of language , correct use of mathematical notations

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we can use different forms of the same equation to solve different questions easily.

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the first part was a little soft , but the rest of the recording was loud , proper use of math language

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we learnt that we must be careful when reading the question , if they only ask for positive values of x we have to reject the negative value and only take the positive value .

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they explained each step clearly, their video was also easy to understand , and they used the math notations correctly , (cannot use correction tape )

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we learnt that we do not have to use quadratic formula for all equations , instead we can use factorisation , which is an easier method , if that equation can be factorised . if we cannot use factorisation , then we can then proceed to use completing square or quadratic formula .

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very clear and concise explanations , even explaining how to press the calculator to check , correct use of math notations

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nil

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learnt that we can use inequality to find out which value of x to reject.

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Very clear explanation and correct use of math language and notations

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part i) and ii), the tougher questions is clearer to us now

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step by step explanation, is clear. proper use of math language

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can’t comment on use of language because intermediate steps like expanding and simplifying the equations isn’t explained. Can be clearer on how you formed the equation in part i) (eg. what does 600/x stand for)

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new method to check the answer using the calculator by substituting x=3 into the equation on the calculator. By pressing 3 and equal button, then pressing STO and x, we substituted x = 3. Then, we key in the equation -4t^2 + 6t + 18 and press the equal sign. If the answer is zero, it means that x=3 is correct.

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correct use of math language and clear explanation

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proper use of math language, explanation is slight too fast

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understand better about the advantages of each form and what values can be easily obtained from the different forms.