<?xml version="1.0" encoding="utf-8" standalone="yes"?>
<rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom" xmlns:content="http://purl.org/rss/1.0/modules/content/">
  <channel>
    <title>Mathematics on SOH-CAH-TOA</title>
    <link>https://soh-cah-toa.pages.dev/guides/mathematics/</link>
    <description>Recent content in Mathematics on SOH-CAH-TOA</description>
    <generator>Hugo</generator>
    <language>en-us</language>
    <lastBuildDate>Sun, 05 Jul 2026 23:20:40 +0700</lastBuildDate>
    <atom:link href="https://soh-cah-toa.pages.dev/guides/mathematics/index.xml" rel="self" type="application/rss+xml" />
    <item>
      <title>M16 - Scatter Diagrams and Correlation</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/scatter_diagrams_and_correlation/</link>
      <pubDate>Sun, 05 Jul 2026 23:20:40 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/scatter_diagrams_and_correlation/</guid>
      <description>&lt;h1 id=&#34;scatter-diagrams-and-correlation&#34;&gt;Scatter Diagrams and Correlation&lt;/h1&gt;
&lt;h2 id=&#34;1-bivariate-data&#34;&gt;1. Bivariate Data&lt;/h2&gt;
&lt;p&gt;Bivariate data consists of pairs of values for two different variables recorded for the same subject.&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Example:&lt;/strong&gt; Height and weight of students.&lt;/li&gt;
&lt;li&gt;The goal is to determine if there is a relationship (correlation) between the two variables.&lt;/li&gt;
&lt;/ul&gt;
&lt;hr&gt;
&lt;h2 id=&#34;2-scatter-diagrams&#34;&gt;2. Scatter Diagrams&lt;/h2&gt;
&lt;p&gt;A scatter diagram plots bivariate data on a Cartesian plane.&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;X-axis:&lt;/strong&gt; Independent variable.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Y-axis:&lt;/strong&gt; Dependent variable.&lt;/li&gt;
&lt;li&gt;Each pair $(x, y)$ is plotted as a single point.&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;img alt=&#34;Scatter Diagram Plot&#34; loading=&#34;lazy&#34; src=&#34;https://soh-cah-toa.pages.dev/maths/scatter_plot.webp#center&#34;&gt;&lt;/p&gt;</description>
    </item>
    <item>
      <title>M15 - Scale drawings, Bearings and Trigonometry</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/scale_drawings_bearings_and_trigonometry/</link>
      <pubDate>Sun, 05 Jul 2026 23:16:02 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/scale_drawings_bearings_and_trigonometry/</guid>
      <description>&lt;h1 id=&#34;scale-drawings-bearings-and-trigonometry&#34;&gt;Scale Drawings, Bearings and Trigonometry&lt;/h1&gt;
&lt;h2 id=&#34;1-scale-drawings&#34;&gt;1. Scale Drawings&lt;/h2&gt;
&lt;p&gt;Scale drawings represent real-life objects or areas at a reduced size while maintaining proportions.&lt;/p&gt;
&lt;h3 id=&#34;scale-factors&#34;&gt;Scale Factors&lt;/h3&gt;
&lt;p&gt;A scale is written as $\text{Drawing Distance} : \text{Real Distance}$ (e.g., $1 : 50,000$).&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Finding Real Distance:&lt;/strong&gt; $\text{Real Distance} = \text{Drawing Distance} \times \text{Scale Factor}$.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Finding Drawing Distance:&lt;/strong&gt; $\text{Drawing Distance} = \text{Real Distance} \div \text{Scale Factor}$.&lt;/li&gt;
&lt;/ul&gt;
&lt;hr&gt;
&lt;h2 id=&#34;2-bearings&#34;&gt;2. Bearings&lt;/h2&gt;
&lt;p&gt;Bearings are used for navigation to specify direction.&lt;/p&gt;</description>
    </item>
    <item>
      <title>M14 - Further Solving of Equations and Inequalities</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/further_solving_of_equations_and_inequalities/</link>
      <pubDate>Sun, 05 Jul 2026 22:58:42 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/further_solving_of_equations_and_inequalities/</guid>
      <description>&lt;h1 id=&#34;further-solving-of-equations-and-inequalities&#34;&gt;Further Solving of Equations and Inequalities&lt;/h1&gt;
&lt;h2 id=&#34;1-simultaneous-equations&#34;&gt;1. Simultaneous Equations&lt;/h2&gt;
&lt;p&gt;Two linear equations with two unknowns (usually $x$ and $y$) that must be solved simultaneously.&lt;/p&gt;
&lt;h3 id=&#34;methods-of-solution&#34;&gt;Methods of Solution&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;
&lt;p&gt;&lt;strong&gt;Elimination:&lt;/strong&gt; Multiply equations so that coefficients of one variable are the same (or opposites), then add or subtract the equations to eliminate that variable.&lt;br&gt;
&lt;br&gt;
&lt;strong&gt;Example: Solve $2x + 3y = 13$ and $x - 2y = -4$&lt;/strong&gt;&lt;/p&gt;
&lt;ol&gt;
&lt;li&gt;Multiply the second equation by 2 to match $x$ coefficients $\rightarrow 2x - 4y = -8$&lt;/li&gt;
&lt;li&gt;Subtract the new equation from the first $\rightarrow (2x + 3y) - (2x - 4y) = 13 - (-8)$&lt;/li&gt;
&lt;li&gt;Simplify and solve for $y \rightarrow 7y = 21 \rightarrow y = 3$&lt;/li&gt;
&lt;li&gt;Substitute $y = 3$ back into $x - 2y = -4 \rightarrow x - 2(3) = -4 \rightarrow x = 2$&lt;/li&gt;
&lt;li&gt;Result: $(2, 3)$&lt;/li&gt;
&lt;/ol&gt;
&lt;/li&gt;
&lt;li&gt;
&lt;p&gt;&lt;strong&gt;Substitution:&lt;/strong&gt; Rearrange one equation to express one variable in terms of the other (e.g., $x = \dots$), then substitute this expression into the second equation.&lt;br&gt;
&lt;br&gt;
&lt;strong&gt;Example: Solve $y = 2x + 1$ and $3x + 2y = 16$&lt;/strong&gt;&lt;br&gt;
Steps:&lt;/p&gt;</description>
    </item>
    <item>
      <title>M13 - Understanding Measurement</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/understanding_measurement/</link>
      <pubDate>Sun, 05 Jul 2026 22:32:56 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/understanding_measurement/</guid>
      <description>&lt;h1 id=&#34;understanding-measurement&#34;&gt;Understanding Measurement&lt;/h1&gt;
&lt;h2 id=&#34;1-standard-metric-units-and-conversions&#34;&gt;1. Standard Metric Units and Conversions&lt;/h2&gt;
&lt;p&gt;Metric units follow a base-10 system. Conversion involves multiplying or dividing by powers of 10.&lt;/p&gt;
&lt;h3 id=&#34;common-units&#34;&gt;Common Units&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Length:&lt;/strong&gt; millimeter (mm), centimeter (cm), meter (m), kilometer (km)&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Mass:&lt;/strong&gt; milligram (mg), gram (g), kilogram (kg), tonne (t)&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Capacity/Volume:&lt;/strong&gt; milliliter (ml), liter (l), cubic centimeter ($\text{cm}^3$), cubic meter ($\text{m}^3$)&lt;/li&gt;
&lt;/ul&gt;
&lt;h3 id=&#34;conversion-factors&#34;&gt;Conversion Factors&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;$1\text{ cm} = 10\text{ mm}$&lt;/li&gt;
&lt;li&gt;$1\text{ m} = 100\text{ cm} = 1000\text{ mm}$&lt;/li&gt;
&lt;li&gt;$1\text{ km} = 1000\text{ m}$&lt;/li&gt;
&lt;li&gt;$1\text{ kg} = 1000\text{ g}$&lt;/li&gt;
&lt;li&gt;$1\text{ l} = 1000\text{ ml} = 1000\text{ cm}^3$&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;strong&gt;Tip:&lt;/strong&gt; To convert from a larger unit to a smaller unit, multiply. To convert from a smaller unit to a larger unit, divide.&lt;/p&gt;</description>
    </item>
    <item>
      <title>M12 - Averages and Measures of Spread</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/averages_and_measures_of_spread/</link>
      <pubDate>Sun, 05 Jul 2026 22:30:44 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/averages_and_measures_of_spread/</guid>
      <description>&lt;h1 id=&#34;averages-and-measures-of-spread&#34;&gt;Averages and Measures of Spread&lt;/h1&gt;
&lt;h2 id=&#34;1-types-of-averages-central-tendency&#34;&gt;1. Types of Averages (Central Tendency)&lt;/h2&gt;
&lt;p&gt;Averages provide a single value that represents a data set.&lt;/p&gt;
&lt;h3 id=&#34;mean&#34;&gt;Mean&lt;/h3&gt;
&lt;p&gt;The sum of all values divided by the total number of values.&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Non-grouped data:&lt;/strong&gt; $\text{Mean} = \frac{\sum x}{n}$.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Frequency data:&lt;/strong&gt; $\text{Mean} = \frac{\sum (f \cdot x)}{\sum f}$ (where $f$ is frequency and $x$ is the value/midpoint).&lt;/li&gt;
&lt;/ul&gt;
&lt;h3 id=&#34;median&#34;&gt;Median&lt;/h3&gt;
&lt;p&gt;The middle value when data is ordered from least to greatest.&lt;/p&gt;</description>
    </item>
    <item>
      <title>M11 - Pythagoras Theorem and Similar Shapes</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/pythagoras_theorem_and_similar_shapes/</link>
      <pubDate>Sun, 05 Jul 2026 22:28:09 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/pythagoras_theorem_and_similar_shapes/</guid>
      <description>&lt;h1 id=&#34;pythagoras-theorem-and-similar-shapes&#34;&gt;Pythagoras&amp;rsquo; Theorem and Similar Shapes&lt;/h1&gt;
&lt;h2 id=&#34;1-pythagoras-theorem&#34;&gt;1. Pythagoras&amp;rsquo; Theorem&lt;/h2&gt;
&lt;p&gt;Applies only to &lt;strong&gt;right-angled triangles&lt;/strong&gt;.&lt;/p&gt;
&lt;h3 id=&#34;the-formula&#34;&gt;The Formula&lt;/h3&gt;
&lt;p&gt;In a right-angled triangle with legs $a, b$ and hypotenuse $c$ (the side opposite the right angle):
$$a^2 + b^2 = c^2$$&lt;/p&gt;
&lt;h3 id=&#34;calculations&#34;&gt;Calculations&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Finding the Hypotenuse:&lt;/strong&gt; $c = \sqrt{a^2 + b^2}$.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Finding a Shorter Side:&lt;/strong&gt; $a = \sqrt{c^2 - b^2}$.&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;img alt=&#34;Right-angled triangle with labels a, b, c&#34; loading=&#34;lazy&#34; src=&#34;https://soh-cah-toa.pages.dev/maths/pythagoras_theorem.png#center&#34;&gt;&lt;/p&gt;
&lt;hr&gt;
&lt;h2 id=&#34;2-similarity&#34;&gt;2. Similarity&lt;/h2&gt;
&lt;p&gt;Two shapes are &lt;strong&gt;similar&lt;/strong&gt; if they have the same shape but different sizes.&lt;/p&gt;</description>
    </item>
    <item>
      <title>M10 - Straight Lines and Quadratic Equations</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/straight_lines_and_quadratic_equations/</link>
      <pubDate>Sun, 05 Jul 2026 22:05:59 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/straight_lines_and_quadratic_equations/</guid>
      <description>&lt;h1 id=&#34;straight-lines-and-quadratic-equations&#34;&gt;Straight Lines and Quadratic Equations&lt;/h1&gt;
&lt;h2 id=&#34;1-straight-line-graphs&#34;&gt;1. Straight Line Graphs&lt;/h2&gt;
&lt;p&gt;Represented on a 2D Cartesian coordinate system $(x, y)$.&lt;/p&gt;
&lt;h3 id=&#34;the-equation-of-a-line&#34;&gt;The Equation of a Line&lt;/h3&gt;
&lt;p&gt;General form: $y = mx + c$&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;$m$: Gradient (slope).&lt;/li&gt;
&lt;li&gt;$c$: $y$-intercept (where the line crosses the $y$-axis).&lt;/li&gt;
&lt;/ul&gt;
&lt;h3 id=&#34;gradient-m&#34;&gt;Gradient ($m$)&lt;/h3&gt;
&lt;p&gt;Gradient measures the steepness: $\text{gradient} = \frac{\text{vertical change}}{\text{horizontal change}} = \frac{\text{rise}}{\text{run}}$.&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Calculating Gradient from Two Points:&lt;/strong&gt;
Given $(x_1, y_1)$ and $(x_2, y_2)$:
$$m = \frac{y_2 - y_1}{x_2 - x_1}$$&lt;/p&gt;</description>
    </item>
    <item>
      <title>M9 - Sequences, Surds and Sets</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/sequences_surds_and_sets/</link>
      <pubDate>Sun, 05 Jul 2026 21:13:32 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/sequences_surds_and_sets/</guid>
      <description>&lt;h1 id=&#34;sequences-surds-and-sets&#34;&gt;Sequences, Surds, and Sets&lt;/h1&gt;
&lt;h2 id=&#34;1-sequences&#34;&gt;1. Sequences&lt;/h2&gt;
&lt;p&gt;A sequence is an ordered list of numbers following a specific rule.&lt;/p&gt;
&lt;h3 id=&#34;term-to-term-rules&#34;&gt;Term-to-Term Rules&lt;/h3&gt;
&lt;p&gt;Describes how to get from one term to the next.&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Arithmetic Sequence:&lt;/strong&gt; Constant difference added or subtracted (e.g., $+3, +3, +3$).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Geometric Sequence:&lt;/strong&gt; Constant ratio multiplied or divided (e.g., $\times 2, \times 2, \times 2$).&lt;/li&gt;
&lt;/ul&gt;
&lt;h3 id=&#34;the-n-th-term-u_n&#34;&gt;The $n$-th Term ($u_n$)&lt;/h3&gt;
&lt;p&gt;The formula to find any term in the sequence based on its position $n$.&lt;/p&gt;</description>
    </item>
    <item>
      <title>M8 - Introduction to Probability</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/introduction_to_probability/</link>
      <pubDate>Sun, 05 Jul 2026 21:04:08 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/introduction_to_probability/</guid>
      <description>&lt;h1 id=&#34;introduction-to-probability&#34;&gt;Introduction to Probability&lt;/h1&gt;
&lt;h2 id=&#34;1-basic-probability&#34;&gt;1. Basic Probability&lt;/h2&gt;
&lt;h3 id=&#34;probability-scale&#34;&gt;Probability Scale&lt;/h3&gt;
&lt;p&gt;Probability is measured on a scale from $0$ to $1$:&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;$0$: Impossible event.&lt;/li&gt;
&lt;li&gt;$1$: Certain event.&lt;/li&gt;
&lt;li&gt;$0.5$: Equally likely as not.&lt;/li&gt;
&lt;/ul&gt;
&lt;h3 id=&#34;fundamental-rules&#34;&gt;Fundamental Rules&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Complementary Events&lt;/strong&gt;: The probability of an event NOT happening is $P(\text{not } A) = 1 - P(A)$.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Relative Frequency&lt;/strong&gt;: An estimate of probability based on experimental data.
$$\text{Relative Frequency} = \frac{\text{Number of successful trials}}{\text{Total number of trials}}$$&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Expected Frequency&lt;/strong&gt;: The number of times an event is expected to occur over a number of trials.
$$\text{Expected Frequency} = P(A) \times \text{Total Trials}$$&lt;/li&gt;
&lt;/ul&gt;
&lt;hr&gt;
&lt;h2 id=&#34;2-sample-space&#34;&gt;2. Sample Space&lt;/h2&gt;
&lt;p&gt;A &lt;strong&gt;Sample Space&lt;/strong&gt; is a list of all possible outcomes of an experiment.&lt;/p&gt;</description>
    </item>
    <item>
      <title>M7 - Perimeter, Area and Volume</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/perimeter_area_and_volume/</link>
      <pubDate>Sun, 05 Jul 2026 20:50:06 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/perimeter_area_and_volume/</guid>
      <description>&lt;h1 id=&#34;perimeter-area-and-volume&#34;&gt;Perimeter, Area, and Volume&lt;/h1&gt;
&lt;h2 id=&#34;1-2d-shapes&#34;&gt;1. 2D Shapes&lt;/h2&gt;
&lt;h3 id=&#34;area-and-perimeter&#34;&gt;Area and Perimeter&lt;/h3&gt;
&lt;table&gt;
	&lt;thead&gt;
			&lt;tr&gt;
					&lt;th style=&#34;text-align: left&#34;&gt;Shape&lt;/th&gt;
					&lt;th style=&#34;text-align: left&#34;&gt;Perimeter&lt;/th&gt;
					&lt;th style=&#34;text-align: left&#34;&gt;Area&lt;/th&gt;
			&lt;/tr&gt;
	&lt;/thead&gt;
	&lt;tbody&gt;
			&lt;tr&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;&lt;strong&gt;Rectangle&lt;/strong&gt;&lt;/td&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;$2(l + w)$&lt;/td&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;$l \times w$&lt;/td&gt;
			&lt;/tr&gt;
			&lt;tr&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;&lt;strong&gt;Triangle&lt;/strong&gt;&lt;/td&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;-&lt;/td&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;$\frac{1}{2} \times \text{base} \times \text{height}$&lt;/td&gt;
			&lt;/tr&gt;
			&lt;tr&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;&lt;strong&gt;Parallelogram&lt;/strong&gt;&lt;/td&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;-&lt;/td&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;$\text{base} \times \text{height}$&lt;/td&gt;
			&lt;/tr&gt;
			&lt;tr&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;&lt;strong&gt;Trapezium&lt;/strong&gt;&lt;/td&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;-&lt;/td&gt;
					&lt;td style=&#34;text-align: left&#34;&gt;$\frac{1}{2}(a + b)h$&lt;/td&gt;
			&lt;/tr&gt;
	&lt;/tbody&gt;
&lt;/table&gt;
&lt;h3 id=&#34;circles&#34;&gt;Circles&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Circumference&lt;/strong&gt;: $C = 2\pi r$ or $\pi d$.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Area&lt;/strong&gt;: $A = \pi r^2$.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Arc Length&lt;/strong&gt;: $L = \frac{\theta}{360} \times 2\pi r$.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Sector Area&lt;/strong&gt;: $A = \frac{\theta}{360} \times \pi r^2$.
&lt;ul&gt;
&lt;li&gt;For major sectors, $\theta$ is the reflex angle.&lt;/li&gt;
&lt;/ul&gt;
&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;img alt=&#34;Circle sector and arc diagram&#34; loading=&#34;lazy&#34; src=&#34;https://soh-cah-toa.pages.dev/maths/circle_terminology.webp#center&#34;&gt;&lt;/p&gt;</description>
    </item>
    <item>
      <title>M6 - Equations Factors and Formulae</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/equations_factors_and_formulae/</link>
      <pubDate>Sun, 05 Jul 2026 20:38:53 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/equations_factors_and_formulae/</guid>
      <description>&lt;h1 id=&#34;equations-factors-and-formulae&#34;&gt;Equations, Factors, and Formulae&lt;/h1&gt;
&lt;h2 id=&#34;1-equations&#34;&gt;1. Equations&lt;/h2&gt;
&lt;h3 id=&#34;linear-equations-in-one-unknown&#34;&gt;Linear Equations in One Unknown&lt;/h3&gt;
&lt;p&gt;Solving for a variable by isolating it using inverse operations:&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;Addition $\leftrightarrow$ Subtraction&lt;/li&gt;
&lt;li&gt;Multiplication $\leftrightarrow$ Division&lt;/li&gt;
&lt;li&gt;Squaring $\leftrightarrow$ Square Root&lt;/li&gt;
&lt;/ul&gt;
&lt;h3 id=&#34;simultaneous-linear-equations&#34;&gt;Simultaneous Linear Equations&lt;/h3&gt;
&lt;p&gt;Finding a common solution $(x, y)$ for two linear equations.&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Substitution Method&lt;/strong&gt;: Express one variable in terms of the other from one equation, then substitute into the second.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Elimination Method&lt;/strong&gt;: Multiply equations to make coefficients of one variable equal (or opposite), then add or subtract the equations to eliminate that variable.&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;img alt=&#34;Simultaneous equations intersection graph&#34; loading=&#34;lazy&#34; src=&#34;https://soh-cah-toa.pages.dev/maths/simultaneous_graph.webp#center&#34;&gt;&lt;/p&gt;</description>
    </item>
    <item>
      <title>M5 - Fractions Percentages and Standard Form</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/fractions_percentages_and_standard_form/</link>
      <pubDate>Sun, 05 Jul 2026 20:04:51 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/fractions_percentages_and_standard_form/</guid>
      <description>&lt;h1 id=&#34;fractions-percentages-and-standard-form&#34;&gt;Fractions, Percentages, and Standard Form&lt;/h1&gt;
&lt;h2 id=&#34;1-fractions&#34;&gt;1. Fractions&lt;/h2&gt;
&lt;h3 id=&#34;definitions&#34;&gt;Definitions&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Proper Fraction&lt;/strong&gt;: Numerator is smaller than denominator (e.g., $1/2, 3/4$).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Improper Fraction&lt;/strong&gt;: Numerator is greater than or equal to denominator (e.g., $5/4, 7/3$).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Mixed Number&lt;/strong&gt;: Combination of a whole number and a proper fraction (e.g., $1 \frac{1}{4}$).&lt;/li&gt;
&lt;/ul&gt;
&lt;h3 id=&#34;conversions&#34;&gt;Conversions&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Mixed Number $\rightarrow$ Improper Fraction&lt;/strong&gt;: $\text{Whole} \times \text{Denominator} + \text{Numerator} / \text{Denominator}$.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Improper Fraction $\rightarrow$ Mixed Number&lt;/strong&gt;: Divide numerator by denominator; quotient is whole number, remainder is numerator.&lt;/li&gt;
&lt;/ul&gt;
&lt;h3 id=&#34;basic-operations&#34;&gt;Basic Operations&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Addition/Subtraction&lt;/strong&gt;: Find a common denominator, then add/subtract numerators.
&lt;ul&gt;
&lt;li&gt;Example: $\frac{1}{4} + \frac{2}{3} = \frac{3}{12} + \frac{8}{12} = \frac{11}{12}$&lt;/li&gt;
&lt;li&gt;Example: $\frac{3}{4} - \frac{1}{6} = \frac{9}{12} - \frac{2}{12} = \frac{7}{12}$&lt;/li&gt;
&lt;/ul&gt;
&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Multiplication&lt;/strong&gt;: Multiply numerators together and denominators together.
&lt;ul&gt;
&lt;li&gt;Example: $\frac{2}{3} \times \frac{4}{5} = \frac{2 \times 4}{3 \times 5} = \frac{8}{15}$&lt;/li&gt;
&lt;/ul&gt;
&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Division&lt;/strong&gt;: Multiply by the reciprocal of the divisor (Keep-Change-Flip).
&lt;ul&gt;
&lt;li&gt;Example: $\frac{2}{3} \div \frac{5}{7} = \frac{2}{3} \times \frac{7}{5} = \frac{14}{15}$&lt;/li&gt;
&lt;/ul&gt;
&lt;/li&gt;
&lt;/ul&gt;
&lt;hr&gt;
&lt;h2 id=&#34;2-percentages&#34;&gt;2. Percentages&lt;/h2&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Percentage of a Quantity&lt;/strong&gt;: $\frac{\text{percentage}}{100} \times \text{quantity}$.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Percentage Increase/Decrease&lt;/strong&gt;:
&lt;ul&gt;
&lt;li&gt;$\text{Change} = \frac{\text{percentage}}{100} \times \text{original}$.&lt;/li&gt;
&lt;li&gt;$\text{New Value} = \text{original} \pm \text{change}$.&lt;/li&gt;
&lt;/ul&gt;
&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Simple Interest&lt;/strong&gt;: $I = P \times R \times T$ (Principal $\times$ Rate $\times$ Time).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Compound Interest&lt;/strong&gt;: $A = P(1 + \frac{r}{100})^n$ (Total amount after $n$ years).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Reverse Percentages&lt;/strong&gt;: Finding the original value after a percentage change.
&lt;ul&gt;
&lt;li&gt;$\text{Original} = \frac{\text{New Value}}{1 \pm \frac{\text{percentage}}{100}}$.&lt;/li&gt;
&lt;/ul&gt;
&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Repeated Percentage Change&lt;/strong&gt;: Applying a percentage change multiple times sequentially.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Exponential Growth and Decay&lt;/strong&gt;:
&lt;ul&gt;
&lt;li&gt;Growth: $y = a(1 + r)^x$&lt;/li&gt;
&lt;li&gt;Decay: $y = a(1 - r)^x$&lt;/li&gt;
&lt;li&gt;Where $a$ is initial value, $r$ is rate, and $x$ is time.&lt;/li&gt;
&lt;/ul&gt;
&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;img alt=&#34;Exponential growth and decay curves&#34; loading=&#34;lazy&#34; src=&#34;https://soh-cah-toa.pages.dev/maths/exponential_graph.webp#center&#34;&gt;&lt;/p&gt;</description>
    </item>
    <item>
      <title>M4 - Collection Organising and Displaying Data</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/collection_organising_and_displaying_data/</link>
      <pubDate>Sun, 05 Jul 2026 19:53:29 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/collection_organising_and_displaying_data/</guid>
      <description>&lt;h1 id=&#34;collection-organising-and-displaying-data&#34;&gt;Collection, Organising, and Displaying Data&lt;/h1&gt;
&lt;h2 id=&#34;1-collection-and-classifying-data&#34;&gt;1. Collection and Classifying Data&lt;/h2&gt;
&lt;p&gt;Data can be categorized into two main types:&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Qualitative (Categorical):&lt;/strong&gt; Non-numerical data.
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Nominal:&lt;/strong&gt; Categories with no inherent order (e.g., eye color, country).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Ordinal:&lt;/strong&gt; Categories with a logical order (e.g., satisfaction rating: low, medium, high).&lt;/li&gt;
&lt;/ul&gt;
&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Quantitative (Numerical):&lt;/strong&gt; Numerical data.
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Discrete:&lt;/strong&gt; Values that can only take specific values, often counts (e.g., number of students in a class).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Continuous:&lt;/strong&gt; Values that can take any value within a range, often measurements (e.g., height, weight, time).&lt;/li&gt;
&lt;/ul&gt;
&lt;/li&gt;
&lt;/ul&gt;
&lt;h2 id=&#34;2-organising-data&#34;&gt;2. Organising Data&lt;/h2&gt;
&lt;p&gt;Before displaying data, it must be organized to make analysis easier.&lt;/p&gt;</description>
    </item>
    <item>
      <title>M3 - Lines Angles and Shapes</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/lines_angles_and_shapes/</link>
      <pubDate>Sun, 05 Jul 2026 19:43:17 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/lines_angles_and_shapes/</guid>
      <description>&lt;h1 id=&#34;lines-angles-and-shapes&#34;&gt;Lines, Angles, and Shapes&lt;/h1&gt;
&lt;h2 id=&#34;1-lines-and-angles&#34;&gt;1. Lines and Angles&lt;/h2&gt;
&lt;h3 id=&#34;basic-definitions&#34;&gt;Basic Definitions&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Parallel Lines:&lt;/strong&gt; Lines in a plane that never meet, no matter how far they extend.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Perpendicular Lines:&lt;/strong&gt; Lines that intersect at a right angle ($90^\circ$).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Types of Angles:&lt;/strong&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Acute:&lt;/strong&gt; $0^\circ &amp;lt; \theta &amp;lt; 90^\circ$&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Right:&lt;/strong&gt; $\theta = 90^\circ$&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Obtuse:&lt;/strong&gt; $90^\circ &amp;lt; \theta &amp;lt; 180^\circ$&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Reflex:&lt;/strong&gt; $180^\circ &amp;lt; \theta &amp;lt; 360^\circ$&lt;/li&gt;
&lt;/ul&gt;
&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;img alt=&#34;Basic Angles Diagram&#34; loading=&#34;lazy&#34; src=&#34;https://soh-cah-toa.pages.dev/maths/basic_angles.webp#center&#34;&gt;&lt;/p&gt;
&lt;h3 id=&#34;angle-relationships&#34;&gt;Angle Relationships&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Angles on a straight line:&lt;/strong&gt; Sum to $180^\circ$.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Angles around a point:&lt;/strong&gt; Sum to $360^\circ$.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Vertically opposite angles:&lt;/strong&gt; Are equal.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Parallel Line Angles:&lt;/strong&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Corresponding Angles:&lt;/strong&gt; Equal (F-shape).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Alternate Angles:&lt;/strong&gt; Equal (Z-shape).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Co-interior Angles:&lt;/strong&gt; Sum to $180^\circ$ (C-shape).&lt;/li&gt;
&lt;/ul&gt;
&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;img alt=&#34;Parallel Line Angles Diagram&#34; loading=&#34;lazy&#34; src=&#34;https://soh-cah-toa.pages.dev/maths/parallel_line_angles.avif#center&#34;&gt;&lt;/p&gt;</description>
    </item>
    <item>
      <title>M2 - Making Sense of Algebra</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/making_sense_of_algebra/</link>
      <pubDate>Sun, 05 Jul 2026 18:34:52 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/making_sense_of_algebra/</guid>
      <description>&lt;h1 id=&#34;making-sense-of-algebra&#34;&gt;Making Sense of Algebra&lt;/h1&gt;
&lt;h2 id=&#34;1-using-letters-for-unknowns&#34;&gt;1. Using Letters for Unknowns&lt;/h2&gt;
&lt;p&gt;In algebra, letters (variables) are used to represent numbers that are either unknown or can change.&lt;/p&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Expression:&lt;/strong&gt; A mathematical phrase without an equals sign (e.g., $3x + 5$).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Equation:&lt;/strong&gt; A statement that two expressions are equal (e.g., $3x + 5 = 11$).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Formula:&lt;/strong&gt; A rule showing the relationship between different variables (e.g., $A = lw$).&lt;/li&gt;
&lt;/ul&gt;
&lt;h2 id=&#34;2-substitution&#34;&gt;2. Substitution&lt;/h2&gt;
&lt;p&gt;Substitution is the process of replacing variables with specific numerical values to evaluate an expression.&lt;/p&gt;</description>
    </item>
    <item>
      <title>M1 - Review of Number Concepts</title>
      <link>https://soh-cah-toa.pages.dev/guides/mathematics/review_of_number_concepts/</link>
      <pubDate>Sun, 05 Jul 2026 18:32:04 +0700</pubDate>
      <guid>https://soh-cah-toa.pages.dev/guides/mathematics/review_of_number_concepts/</guid>
      <description>&lt;h1 id=&#34;review-of-number-concepts&#34;&gt;Review of Number Concepts&lt;/h1&gt;
&lt;h2 id=&#34;1-types-of-numbers&#34;&gt;1. Types of Numbers&lt;/h2&gt;
&lt;h3 id=&#34;classifications&#34;&gt;Classifications&lt;/h3&gt;
&lt;ul&gt;
&lt;li&gt;&lt;strong&gt;Natural Numbers ($\mathbb{N}$):&lt;/strong&gt; Counting numbers starting from 1 (1, 2, 3, &amp;hellip;).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Integers ($\mathbb{Z}$):&lt;/strong&gt; Whole numbers, including negatives and zero (&amp;hellip;, -2, -1, 0, 1, 2, &amp;hellip;).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Prime Numbers:&lt;/strong&gt; Natural numbers greater than 1 with exactly two factors: 1 and themselves (2, 3, 5, 7, 11, &amp;hellip;). Note: 1 is not prime; 2 is the only even prime.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Square Numbers:&lt;/strong&gt; Result of multiplying an integer by itself ($1, 4, 9, 16, 25, \dots$).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Cube Numbers:&lt;/strong&gt; Result of multiplying an integer by itself twice ($1, 8, 27, 64, 125, \dots$).&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Rational Numbers ($\mathbb{Q}$):&lt;/strong&gt; Numbers that can be written as a fraction $\frac{a}{b}$ where $a, b$ are integers and $b \neq 0$. Includes terminating and recurring decimals.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Irrational Numbers:&lt;/strong&gt; Numbers that cannot be written as simple fractions (e.g., $\pi, \sqrt{2}, \sqrt{3}$). Their decimal expansions are non-terminating and non-recurring.&lt;/li&gt;
&lt;li&gt;&lt;strong&gt;Reciprocals:&lt;/strong&gt; The reciprocal of a number $x$ is $\frac{1}{x}$. The product of a number and its reciprocal is always 1.&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;img alt=&#34;Number System Hierarchy&#34; loading=&#34;lazy&#34; src=&#34;https://soh-cah-toa.pages.dev/maths/number_hierarchy.webp#center&#34;&gt;&lt;/p&gt;</description>
    </item>
  </channel>
</rss>
