ADDITIONAL

MATHEMATIC
S

PROJECT WORK
2015
NAME
MALIGAN

MUHAMMAD

CLASS

5 SCIENCE 2

IC NO

980417-13-5477

TEACHER

SWIM MINING

FIRDAUS

BIN

No.

Content

Preface

Introduction

PART 1

Page
Brief History
Introduction to Data Analysis
1 Importance of Data Analysis
2(a)(i) Types of Measure of Central of
Tendency
2(a)(ii) Types of Measure of Dispersion
2(b) Uses of Measure of Central
Tendency in Daily Life
1 mark sheet of examination
2

a. Mean
b. Median
c. Mode
d. Standard Deviation

3a
)

PART 2

b)
c)
4a
)
b)
5

PART 3

1a
)

i.

Mean

ii.

Mode

iii.

Median

iv.

Standard deviation

v.
Interquartile range
Suitable
measure
of
central
tendency
Advantages of Standard Deviation
compared to Interquartile range as
better measure of dispersion

3
4-5
6
7
8-9
10
11
12
13
13
13
1314
15
16
1718
19
20
21
21

Accurate data

22

Conditions when grouped and

ungrouped data are preferred
New
mean,
mode,
median,
interquartile range and standard

22
23

2.
6

Further exploration

Conclusion

Reflection

deviation.
New mean and standard deviation

23
23
24
25

PREFACE
The students of Form 5 who are taking
Additional Mathematics are required to carry
out this project work. According to the
guideline of this work, the project work can
be either done individually or in groups.
However, I have chose to do this project
individually. This project work essentially
contributes to 10% of the marks for the trial
examination of the Sijil Pelajaran Malaysia
(SPM). The objectives of this project work as
follows:
Apply mathematics to everyday situations
and appreciate the aesthetical values of
mathematics

 Develop mathematical knowledge and

skills in a way which increases students
interest and confidence.
Enhance learning effectiveness through
less exam-oriented and inquiry-base
learning
Improve problem-solving skills, thinking
skills and mathematical reasoning.

INTRODUCTION
Mathematics plays an important role in the human exploration of
reality both in respect of its own kind and other investigation.
Mathematics gives the basis or tool for all sort of discoveries. On the other
hand, mathematical reasoning makes us to be more rational. Mathematics
also have a significant role in dealing with a colossal amount of data such
as programming, financial analysis, accountancy, et cetera. Mathematics
is analogous to a language - the more one excel in it, the better he/she
gets in it. Essentially, this is why our Math teachers often accentuate us to
do a lot of practices on math problems, particularly on the concepts which
we find it hard to grasp. In this coursework, we're going to dive into the
world of statistics which plays an important role in our daily life.

History of Statistics
By the 18th century, the term "statistics" designated the systematic
collection of demographic and economic data by states. For at least two
millennia, these data were mainly tabulations of human and material
4

resources that might be taxed or put to military use. In the early 19th
century, collection intensified, and the meaning of "statistics" broadened
to include the discipline concerned with the collection, summary, and
analysis of data. Today, data are collected and statistics are computed and
widely distributed in government, business, most of the sciences and
sports, and even for many pastimes. Electronic computers have expedited
more elaborate statistical computation even as they have facilitated the
collection and aggregation of data. A single data analyst may have
available a set of data-files with millions of records, each with dozens or
hundreds of separate measurements. These were collected over time from
computer activity (for example, a stock exchange) or from computerized
sensors, point-of-sale registers, and so on. Computers then produce
simple, accurate summaries, and allow more tedious analyses, such as
those that require inverting a large matrix or perform hundreds of steps of
iteration, that would never be attempted by hand. Faster computing has
allowed statisticians to develop "computer-intensive" methods which may
look at all permutations, or use randomization to look at 10,000
permutations of a problem, to estimate answers that are not easy to
quantify by theory alone.

The term "mathematical statistics" designates the mathematical

theories of probability and statistical inference, which are used in
statistical practice. The relation between statistics and probability theory
developed rather late, however. In the 19th century, statistics increasingly
used probability theory, whose initial results were found in the 17th and
18th centuries, particularly in the analysis of games of chance (gambling).
By 1800, astronomy used probability models and statistical theories,
particularly the method of least squares. Early probability theory and
statistics was systematized in the 19th century and statistical reasoning
and probability models were used by social scientists to advance the new
sciences of experimental psychology and sociology, and by physical
scientists in thermodynamics and statistical mechanics. The development
of statistical reasoning was closely associated with the development of
inductive logic and the scientific method, which are concerns that move
statisticians away from the narrower area of mathematical statistics. Much
of the theoretical work was readily available by the time computers were
available to exploit them. By the 1970s, Johnson and Kotz produced a four-

volume Compendium on Statistical Distributions (First Edition 1969-1972),

which is still an invaluable resource.
Applied statistics can be regarded as not a field of mathematics but
an autonomous mathematical science, like computer science and
operations research. Unlike mathematics, statistics had its origins in public
administration. Applications arose early in demography and economics;
large areas of micro- and macro-economics today are "statistics" with an
emphasis on time-series analyses. With its emphasis on learning from
data and making best predictions, statistics also has been shaped by
areas of academic research including psychological testing, medicine and
epidemiology. The ideas of statistical testing have considerable overlap
with decision science. With its concerns with searching and effectively
presenting data, statistics has overlap with information science and
computer science.
The term statistics is ultimately derived from the New Latin statisticum
collegium ("council of state") and the Italian word statista ("statesman" or
"politician"). The German Statistik, first introduced by Gottfried Achenwall
(1749), originally designated the analysis of data about the state,
signifying the "science of state" (then called political arithmetic in
English). It acquired the meaning of the collection and classification of
data generally in the early 19th century. It was introduced into English in
1791 by Sir John Sinclair when he published the first of 21 volumes titled
Statistical Account of Scotland.[1]
Thus, the original principal purpose of Statistik was data to be used by
governmental and (often centralized) administrative bodies. The collection
of data about states and localities continues, largely through national and
international statistical services. In particular, censuses provide frequently
updated information about the population.
The first book to have 'statistics' in its title was "Contributions to Vital
Statistics" (1845) by Francis GP Neison, actuary to the Medical Invalid and
General Life Office.
Data Analysis

Vision 2020 aims to produce a balanced human capital in terms of

physical, emotional, spiritual and intellectual in accordance with the
National Education Philosophy. In order to expand the intellectual aspect
and capabilities, every individual should have the ability to analyze data.
A total of 34, 826 students are expected to sit for their SPM examination in
Sarawak this year. In preparation for the SPM examination, all schools will
conduct a series of examinations over the year.
After every examination, the school examination secretary will analyze the
marks for every subject to determine the average grade of the subjects
and the average school grade. This data will indicate the performance of
the school.
Data representation reflects the general characteristics of data that allows
us to compare and thus predict and plan for the future.
Data analysis is a process used to transform, remodel and revise certain
information (data) with a view to reach to a certain conclusion for a given
situation or problem. Data analysis can be done by different methods as
according to the needs and requirements. For example, if a school
principal wants to know whether there is a relationship between students
performances on the district writing assessment and their socioeconomic
levels or are there other variables responsible for the variance in writing
performances? Again, a simple correlation analysis will help describe
students performance and help explain the relationship between the
issues of performance and socioeconomic level.
Analysis does not have to involve complex statistics. Data analysis in
schools involves collecting data and using that data to improve teaching
and learning. Interestingly, teachers have it pretty easy. In most cases, the
collection of data has already been done. Schools regularly collect
attendance data, transcript records, discipline referrals, quarterly or
semester grades, norm- and criterion-referenced test scores, and a variety
of useful data. Rather than complex statistical formula and tests, it is
7

generally simple counts, averages, percentages, and rates that educators

are interested in,
The Importance of Data Analysis in Daily Life

Data analysis is important to businesses will be an

understatement. In fact, no business can survive without
analyzing available data. Visualize the following situations:
A pharma company is performing trials on number of
patients to test its new drug to fight cancer. The number of
patients under the trial is well over 500.
A company wants to launch new variant of its existing line of
fruit juice. It wants to carry out the survey analysis and arrive
at some meaningful conclusion.
Sales director of a company knows that there is something
wrong with one of its successful products, however hasn't yet
carried out any market research data analysis. How and what
does he conclude?
These situations are indicative enough to conclude that data
analysis is the lifeline of any business. Whether one wants to
arrive at some marketing decisions or fine-tune new product
launch strategy, data analysis is the key to all the problems.
What is the importance of data analysis - instead, one should
say what is not important about data analysis.
Merely analyzing data isn't sufficient from the point of view
of making a decision. How does one interpret from the analyzed
data is more important. Thus, data analysis is not a decision
making system, but decision supporting system.
Data analysis can offer the following benefits:
Structuring the findings from survey research or other means
of data collection
Break a macro picture into a micro one
Acquiring meaningful insights from the dataset
Basing critical decisions from the findings
Ruling out human bias through proper statistical treatment
8

Introduction
Dispersion

to

Measure

of

Central

Tendency

and

Central tendency gets at the typical score on the variable, while

dispersion gets at how much variety there is in the score. When describing
the scores on a single variable, it is customary to report both the central
tendency and the dispersion. Not all measures of central tendency and not
all measures of dispersion can be used to describe the values of cases on
every variable. What choices you have depend on the variables level of
measurement.

Types of Measure of Central Tendency

Mean
The mean is what in common tongue is called the
average. It is calculated by simply adding the values of all the
valid cases together and dividing by the number of valid cases.

The mean is an interval/ratio measure of central tendency. Its

calculation requires that the attributes of the variable represent a numeric
scale.

Mode
The mode is the attribute of a variable that occurs most often in the data
set.
For ungroup data, we can find mode by finding the modal class and
draw the modal class and two classes adjacent to the modal class. Two
lines from the adjacent we crossed to find the intersection. The
intersection value is known as the mode

Median
The median is a measure of central tendency. It identifies the value of the
middle case when the cases have been placed in order or in line from low
to high. The middle of the line is as far from being extreme as you get.

There are many cases in line in front of the middle case as behind the
middle case. The median is the attribute used by that middle case. When
you know the value of the median, you know that at least half the cases
had that value or a higher value, while at least half the cases had that
value or a lower value.
The median is the middle score for a set of data that has been
arranged in order of magnitude. The median is less affected by outliers
and skewed data. In order to calculate the median, suppose we have the
data below:
65

55

89

56

35

14

56

55

87

45

92

We first need to rearrange that data into order of magnitude (smallest

first):
14

35

45

55

55

56

56

65

87

89

92

Our median mark is the middle mark - in this case, 56 (highlighted

in bold). It is the middle mark because there are 5 scores before it and 5
10

scores after it. This works fine when you have an odd number of scores,
but what happens when you have an even number of scores? What if you
had only 10 scores? Well, you simply have to take the middle two scores
and average the result. So, if we look at the example below:
65

55

89

56

35

14

56

55

87

45

We again rearrange that data into order of magnitude (smallest first):

14

35

45

55

55

56

56

65

87

89

Only now we have to take the 5th and 6th score in our data set and
average them to get a median of 55.5.

Types of Measure of Dispersion

Range
The distance between the minimum and the maximum is called the
range. The larger the value of the range, the more dispersed the cases are
on the variable; the smaller the value of the range, the less dispersed (the
more concentrated) the cases are on the variable.
Range = maximum value minimum value
Interquartile range is the distance between the 75 th percentile and the 25th
percentile. The interquartile range is essentially the range of middle 50%
of the data. Because it uses the middle 50% or , the interquartile range
is not affected by outliers or extreme values.

Interquartile range = Q3 Q1

Standard Deviation
The standard deviation tells you the approximate average distance
of cases from the mean. This is easier to comprehend than the squared
distance of cases from the mean. The standard deviation is directly
related to the variance.
11

If you know the value of the variance, you can easily figure out the value
of the standard deviation. The reverse is also true. If you know the value
of the standard deviation, you can easily calculate the value of the
variance. The standard deviation is the square root of the variance.

Uses of Measure of Central Tendency in Daily Life

Measures of central tendency (mean, median, and mode) are used
everyday. Here are some examples of how each of them are used in
everyday life.
Mean:
Mean can be used to see the average mark of the class obtained. This
average helps to see how many students are above average, how many
are average students and how many are below averages. The teacher
tries to help the average and below average students to score higher
grades in the future. In a factory, the mean of the wages helps the
authorities to know if the workers welfare is maintained. It also helps to
compare the salaries of the employees of the different companies. In
sales, the average sales in the district help the sales manager to plan for
increasing the sales in the future. The government takes the average
income and expense of the citizens to know whether the citizens rights
are maintained. The family finds the average of their expenses to balance
their finance. The average production of agricultural commodities, the
industrial goods, the average exports and imports help the country to see
their developments.
Median:
Median is the middle value. It helps us to see both the sides of the middle
value. It divides the information into two equal parts, one part lesser than
median and the other more than the median. Median is calculated after
arranging the information in ascending order or descending order. Median
12

is used to find the students who scores less or more than the middle
value. Median is calculated to find the distribution of the wages. It is
calculated to find the height of the players, in the points scored by players
in a series of matches, to find the middle value of the ages of the students
in a class et cetera. Median also determines the poverty line.

Mode:
It is used to calculate the frequency of the arrival of the public transport,
the frequency of the games won by a team of players, the frequency of
the needs of an infant. The mode is also seen in calculation of the wages,
in the number of telephone calls received in a minute by the telephone
department, the frequency of the visitors, the frequency of the patients
visiting the hospitals, the mode of travel et cetera.

PART 2
1. 5 Science 2 Additional Mathematics examination score sheet
Students
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18

Marks
26
29
30
28
34
35
37
42
44
45
55
50
53
63
60
65
42
54
13

19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
TOTAL MARKS (X)

70
75
68
72
70
59
43
29
67
72
74
74
35
55
60
50
1765

(a) Mean

Mean, x =

1765
34

= 51.912

(b) Median

26 28 29 29 30 34 35 35 37 42 42 43 44 45 50 50 53
54 55 55 59 60 60 63 65 67 68 70 70 72 72 74 74 75
34/2 = 17th number.

14

Hence, Median = 34

(c) Mode

Mode = 29, 35, 42, 50, 55, 60, 70, 72, 74

(d) Standard Deviation

=

x
26
28
29
29
30
34
35
35
37
42
42
43
44
45
50
50
53
54
55
55
59

( xN ) x

x
676
784
841
841
900
1156
1225
1225
1369
1764
1764
1849
1936
2025
2500
2500
2809
2916
3025
3025
3481
15

60
60
63
65
67
68
70
70
72
72
74
74
75
x

3600
3600
3969
4225
4489
4624
4900
4900
5184
5184
5476
5476
5625
99863
51.912
( 99863
34 )

= 15.80

3 Frequency Distribution Table

Class
(Marks)
16-25
26-35
36-45
46-55
56-65
66-75
76-85

Interval Frequency
0
8
6
6
5
9
0

3 (a)(i) Mean

MARKS
16-25

Midpoint, x
20.5

Frequency, f
0
16

f(x)
0

26-35
36-45
46-55
55-65
66-75
76-85
TOTAL

30.5
40.5
50.5
60.5
70.5
80.5

Mean, x =

8
6
6
5
9
0
34

244
243
303
302.5
634.5
0
1727

1727
34

= 50.79

3(a)(ii) Mode

The modal class is 66-75.

To find the mode mark, we draw the two class and two classes adjacent
to the modal class.
(Refer to Histogram 1)
Based on histogram, Mode = 73.5

17

Histogram
10

Frequency

0
25.5

35.5

45.5

55.5

65.5

75.5

Marks

3(a)(iii) Median
Method 1 By using formula
Median mark for 34 students can be obtained by using the formula

18

85.5

where
L = lower

boundary of median class

N = total

frequency

F = cumulative frequency before the median class

fm = frequency of median class,
C = class interval size
Marks

Lower Boundary, L

Upper Boundary

16-25
26-35
36-45
46-55
56-65
66-75
76-85

15.5
25.5
35.5
45.5
55.5
65.5
75.5

25.5
35.5
45.5
55.5
65.5
75.5
85.5

Median Class = 34/2 = 17

= 10

L = 45.5

N = 34

Cumulative
Frequency
0
8
14
20
25
34
34
F = 14

fm = 6 C

= 46-55
34
14
2
m=45.5
10
6

( )

= 50.5

Method 2 by drawing an ogive

Ogive is a graph constructed by plotting the cumulative frequency of a

set of data against the corresponding upper boundary of each class.
Not only that, ogive is also the method of calculation, the median, and
the interquartile range of a set of data can also be estimated from its
ogive.
19

(REFER TO OGIVE 1)
Based on the ogive, Median = 50.5

Ogive
40

35

30

25

20

15

10

0
25.5

35.5

45.5

55.5
Marks

3(a)(iv) Standard Deviation

Method 1

20

65.5

75.5

85.5

MARKS
16-25
26-35
36-45
46-55
55-65
66-75
76-85
TOTAL
Mean, x =

Midpoint, x
20.5
30.5
40.5
50.5
60.5
70.5
80.5

Frequency, f
0
8
6
6
5
9
0
34

fx
0
244
243
303
302.5
634.5
0
1727

fx
0
7442
9841.5
15301.5
18301.5
44732.25
0
12451

1727
34

50

27
34

( 95618.75
)50.79
34

=
=

15.254

Method 2

MARKS

Frequency
,f
0
8

fx

16-25
26-35

Midpoint,
x
20.5
30.5

36-45

40.5

243

46-55
55-65
66-75
76-85
TOTAL

50.5
60.5
70.5
80.5

6
5
9
0
34

303
302.5
634.5
0
1727

4157.08
=11.057
34

3(a)(v) Interquartile range

21

(x

(x- xx )

xx )

0
244

0
20.29
10.29
-0.29
9.71
19.71
0
-1.45

f(x- x
x)

0
0
411.85 3294.8
105.97 635.82
0.087
94.20
388.32
0
1000.4
3

0.522
48.55
177.39
0
4157.0
8

Method 1 : By using formula

Q1 Class = 34 x = 8.5th value = 36-45

value = 66-75

Q1

1
( 34 )8
4
35.5+
10
6

= 36.33

3
( 34 )25
4
65.5+
10=65.65
34

Thus, interquartile range

= Q3 Q1

= 65.65 36.33
= 29.32

Method 2 : By using ogive

22

Q3 Class = 34 x = 25.5 th

Q3 =

Ogive
40
35
30
25
Cumulative frequency

20
15
10
5
0
25.5

35.5

45.5

55.5

65.5

75.5

85.5

Marks

3(b) The most appropriate measure of central tendency that

reflect the performance of the class.
Mean,

50

27
34

Median, m = 50.5

Mode

73.5
From the above measures of central tendency, mean is the most suitable
because the minimum value of the raw data is not extreme and the data
seems to be evenly distributed. Whereas mode and median does not take
all the values in the data into account which will decrease the accuracy of
central tendency.

3(c) Advantages of using standard deviation

The standard deviation gives a measure of dispersion of the data about
the mean. A direct analogy would be that of the interquartile range, which
23

gives a measure of dispersion about the median. However, the standard

deviation is generally more useful than the interquartile range as it
includes all data in its calculation. The interquartile range is totally
dependent on just two values and ignores all the other observations in the
data. This reduces the accuracy if extreme value is present in the data.
Since the marks does not contain any extreme value, standard deviation
gives a better measure compared to interquartile range.

Question 4
a.

Grouped data is more accurate. Ungrouped data are data that are
scattered and not organized, or if arranged could only be from highest
to lowest. Grouped data are organized and arranged into different
classes or categories.

b.

Data in statistics can be classified into grouped data and ungrouped

data. A row of data such as 1, 2, 6, 4, 6, 3, 7, is called an ungrouped
data. Ungrouped data is any list of numbers that you had gathered.
Besides, this data can also be summarized neatly in a frequency
distribution table as shown below.
Number
Frequency

1
3

2
2

3
1
24

4
2

Ungrouped data is usually used when there are lesser numbers to

count or small numbers with only one possible answer. Example: The ages
of 200 people goint to a park on a Saturday afternoon. The ages are: 27,
8, 10, 49, ...
On the contrary, grouped data is a data that has been organized
into groups known as classes. Each of these classes is of a certaint width
and this is referred to as the class interval or class size. Example:
Age (years)
0-9
10-19
20-29
39-39
40-49
50-59

Frequency
5
6
7
3
4
5

Grouped data is the opposite of ungrouped data which is used when

you have a big amount of numbers or large numbers of possible
outcomes. Example: The agaes of 200 people going to a park on a
Saturday afternoon. The agaes have been grouped into the classes 0-9,
10-19. 20-20, ...

PART 3
1. If the teacher adds 3 marks for each students in class.
50.79+3=53.79
a. New mean
=
b.
c.
d.
e.

New mode
= 73.5 + 3 = 76.5
New median
= 50.5 + 3 = 53.5
Interquartile range
= 29.32
Standard deviation = 15.254

2. New mean

1727 +97
=52.114
34 +1

New standard deviation

95618.75+97
50.7 92
=
34

= 22.570
25

FURTHER EXPLORATION
Question 1

Use modified quartile formula,

20
x 34=6.8
100

80
NF
100
L+
c
f

34.0 6.8 = 27.2

Lowest mark for the top 20% =

80
( 34 )25
100
65.5+
10
34

= 66.147

Question 2
Mr Mas class has a higher mean when compared to my class, which
is 76.79 against 50.79. This shows that Mr. Mas class scores higher in the
examination. Mr Mas class has a lower standard deviation compared to
my class too which is 10.36 against 15.254. A low standard deviation
means there is a little gap between the marks of the students. Thus, this
shows that Mr. Mas students scored nearer to their mean score of 76.79.
Conclusion

In conclusion, we can conclude using mathematical method, to

determine the performance of the school by analysing the
marks for every subject obtained by students to determine the
average school grade.
Other than that, we can also use statistic to determine the
subject that can be scored highest among the students by
drawing histogram and creating pie chart. This concept can
also be used to find out not only the mean of the marks
26

obtained by students in examinations but also the standard

deviation.
Last but not least, we can also use interquartile range to
determine how far the values of data in a set of data are spread
out from its average value. From this we can also compare the
advantages of using standard deviation and interquartile range
to be used as a better measure of dispersion.

REFLECTION
While conducting this project, I have learnt how important data
analysis is in our daily life. Apart from that, this project encourages
students to work together and share their knowledge. It also encourages
students to gather information from the internet, improve their thinking
skills and promote effective mathematical communication.
Based on my findings, I found that the mean mark and the average
grade of my class Additional Mathematics are off average. In order to
27

improve our grade, I suggest that the students must do more exercises on
topics that they are weak at so they can score minimum mark as possible.
Besides, students also can revise on previous SPM papers to adapt with
the SPM level questions. Full attention in class is a must in order to
improve the mean or the average grade in the class.
Not only that, I also learned to new skills such as graph plotting and
basic algorithm of Microsoft Excel. This project had taught me how to be
responsible on the work that was given to me to be completed. This
project also made me gained more confidence to do work and not to give
up easily when we could not find the solution for the question. I also
learned to be more discipline on time, which I was given about a few
weeks to complete this project and pass it up.
I proposed for this project work to be continued as it brings a lot of
experience to students and not only tests the students in understanding
but also increase interest of students towards the Additional Mathematics
subject and Mathematics as whole.

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