Week 1

Mathematics in the Modern World

Student Name: Degree Program:

Section: Mobile Number:
Professor Name: Email Address:

Overview
For this week, you’re going to spend time familiarizing yourself with the course structure and
downloading the reference materials you will use in the course. You will review the operations on
integers, then be reintroduced to the basic concepts of equations and ways on how to apply
them. This includes the parts of an equation, the properties of equality, and translating
mathematical sentences to sentences and vice versa. You will be solving exercises on equality.

Expectations for the Week

1. Review the orientation guide. Reach out to your professor if you encounter any
challenges.
2. Download and install the applications that will support your learnings for this course.
3. Read the supporting materials and complete the activities in this learner guide.
4. Perform operations on integers.
5. Solve exercises on equations.
6. Translate mathematical expressions to sentences.
7. Manage your time wisely. You should be able to complete the requirements of this course
in nine hours.

1
Introduction

Try to answer this expression: −1 ∗ ( 1 − (−1) ) ! "

÷ 1 ∗ (−1) − 1 + (−1)

Was it easy? Did you remember how to perform the order of operations? If you
forgot how to perform each operation, this will be discussed in this learner guide.
Answer the questions below on a piece of paper or the notes application on your
phone:

● How do we perform operations on integers?

● Why is the order of operations important?

Performing operations on integers is an important skill that you need to master. This is a
fundamental skill that you need to master. This will allow you to answer complicated expressions
and equations.

Operations on Integers
There are certain rules that you must follow to come up with the correct answer when performing
a particular operation. When given a series of operations in one expression, an order needs to be
followed aside from following the rules of the operations.

Learn more about operations on integers by reviewing the following reading

materials:

2
● Number Line

The number line is used to represent real numbers. It is divided into positive and negative
numbers. The number between these numbers is zero (0), which is a neutral number. Negative
numbers are the opposite of positive numbers. Hence, for every positive number, there is an
opposite number that is negative. The value increases as you move to the right side of zero and
the value decreases as you move to the left side of zero. Check the illustration of integers in the
number line.

Source:
https://www.onlinemathlearning.com/integer-number-line.html

Another concept that is important when performing the operations of integers is the absolute
value. This is the distance of a number from zero. This symbol used for absolute value “| |”. For
example, | 3 | is read as “the absolute value of 3”. Try to determine the absolute value of the
following expressions:

1. |4| 2. | -6 | 3. -|3| 4. - | -2 |

After answering these given, compare your answer in the appendix section. Did you get the
answers?

3
● Addition of Integers

Signs play an important part when adding integers. You need to take note of the signs in the
given expression.

a. Addition of Integers with Same Signs

When adding integers with the same sign, we simply just add the numbers of the same
sign and copy the common sign. How does it work in the number line? Let’s have the
following examples:

1. 2+3

Solution:

From 2 (point of origin), just move three units going to the right because 3
positive. This will land on 5. So, 2 + 3 = 5.

2. -2 + (-3)

Note: Parenthesis is used to separate the operation from the negative numbers.

Solution:

From -2 (point of origin), just move three units going to the left because 3 is
negative. This will land on -5. So, -2 + (-3) = -5.

4
 What
did you notice
with the direction of the movements when you have the same signs?

Now, it’s your turn. Add the following integers. After answering these given, compare your
answer in the appendix section.

3. 15 + 32
4. 24 + 17
5. -34 + (-20)
6. -17 + (-42)

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

b. Addition of Integers with Different Signs

When adding integers with the same signs, just subtract the numbers and copy the sign
of the number with the greatest absolute value. How does it work in the number line?
Let’s have the following examples:

1. 4 + (-6)

Solution:

You need to add 6 units to get the answer but since you are adding a negative
number (opposite of 6, which is -6), you need to go in the opposite direction.
Counting 6 units from 4 going the left side, this will land on -2. So, 4 + (-6) = -2.

5
 2. -5 + 8

Solution:

You need to add 8 units from -5. Instead of going farther to the negative side, the
movement is going to the positive side because you need to add a positive
number. This will land on 3. So, -5 + 8 = 3.

Why do you need to move in the opposite direction instead of going farther to the same
side?

Here’s the summary on how to add integers based on the above discussion:

a. Addition of Same Signs

I. Add the numbers.
II. Copy the common sign for the final answer.

From the previous examples:

2+3 Given

2+3=5 Add the numbers.

2 + 3 = 5 (positive) Copy the common sign for the final

answer.

6
 -2 + (-3) Given

2+3=5 Add the numbers.

-2 + (-3) = -5 (negative) Copy the common sign for the final

answer.

b. Addition of Different Signs

I. Get the difference between the numbers.
II. Copy the sign of the number with the greatest absolute value.

From the previous examples:

4 + (-6) Given

6-4=2 Get the difference between the

numbers.

4 + (-6) = -2 Copy the sign of the number with

the greatest absolute value.

-5 + 8 Given

8-5=3 Get the difference between the

numbers.

-5 + 8 = +3 Copy the sign of the number with

the greatest absolute value.

Now, it’s your turn. Add the following integers. After answering these given, compare your
answer in the appendix section.

3. -10 + 19
4. 21 + (-38)
5. 32 + (-15)
6. -41 + 41

7
Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

● Subtraction of Integers

The subtraction of integers is similar to the addition of integers. It also follows the rules of
addition. Let’s subtract integers using the number line:

1. 3-2

Solution:

You need to take away 2 from 3. You need to move 2 units going to the left side
because you are subtracting (or removing). This will land on 1. So, 3 - 2 = 1.

2. 3 - (-2)

Solution:

You need to take away 2 from 3. What you need to take away is a negative
number. In this case, instead of moving 2 units to the left side, move 2 units to the
right side. This is because you are subtracting the opposite of the number
(negative). So, 3 - (-2) = 5.

8
3. -3 - 2

Solution:

You need to subtract positive 2 from -3. Since the number to be subtracted is
positive, just move 2 units to the left side of -3. This is because you are removing a
positive number. This will land on -5. So, -3 - 2 = -5.

4. -3 - (-2)

Solution:

You need to subtract -2 from -3. Since the number that will be subtracted is
negative, take the opposite direction of what will be taken. Move units to the right
side of -3. So, -3 - (-2) = -1

9
Here’s the summary on how to subtract integers based on the above discussion:

I. Copy the minuend.

II. Change subtraction to addition.
III. Get the opposite of the subtrahend.
IV. Perform the addition of integers.

From the previous examples:

3-2 Given

3-2 Copy the subtrahend.

3+2 Change subtraction to addition.

3 + (-2) Get the opposite of the

subtrahend.

3 + (-2) = 1 Perform the addition of integers.

3 - (-2) Given

3 - (-2) Copy the subtrahend.

3 + (-2) Change subtraction to addition.

3+2 Get the opposite of the

subtrahend.

3+2=5 Perform the addition of integers.

Now, it’s your turn. Subtract the following integers. After answering these given, compare your
answer in the appendix section.

5. 18 - 27
6. -33 - (-12)
7. 40 - (-11)
8. -19 - 19

10
Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

● Multiplication and Division of Integers

Multiplication and division of integers take the same rules. Like the addition and subtraction of
integers, you need to be careful with the signs to come up with the final answer. There are only
things you need to remember. When multiplying or dividing two integers with the same signs, the
answer is always positive. When multiplying or dividing two integers with the different signs, the
answer is always negative. Let’s use the number line to explain these concepts.

1. 3*2

Solution:

3 * 2 is the same with 2 sets of positive 3 or 3 + 3. From zero, we need to count

three units twice going to the right side because these 3’s are positive. Zero will
be the point of origin for multiplication. This will land on 6. So, 3 * 2 = 6.

2. 3 * (-2)

Solution:

11
 3 * (-2) is the same as the previous example. Since the multiplier is negative, we
need to move to the left side of zero. This will land on -6. So, 3 * (-2) = -6.

3. -3 * (-2)

Solution:

-3 * (-2) is similar to our previous examples. From zero, we need to move three
units twice going to the right side because the multiplier is negative instead of
going to the left side. This will land on 6. So, -3 * (-2) = 6.

These explanations are also applicable in the division of integers. This is the reason why
they have the same rules.

Here’s the summary on how to multiply and divide integers based on the above discussion:

I. Multiplying or dividing two integers with the same sign, the answer is
always positive.
II. Multiplying or dividing two integers with the different signs, the answer is
always negative.

Examples:

-3 * (-2) Given

12
 -3 * (-2) = 6 The answer is positive because the
integers have the same sign.

-3 * 2 Given

-3 * 2 = -6 The answer is negative because

the integers have different signs.

-8 ÷ (-4) Given

-8 ÷ (-4) = 2 The answer is positive because the

integers have the same sign.

8 ÷ (-4) Given

8 ÷ (-4) = -2 The answer is negative because

the integers have different signs.

Now, it’s your turn. Multiply and divide the following integers. After answering these given,
compare your answer in the appendix section.

4. 12 * (-11)
5. -24 * 4
6. -25 ÷ -5
7. 64 ÷(-16)

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

● Exponents

Exponent is a short way of writing multiplication of a number multiplied by itself. Let’s use the
given below to illustrate exponents.

13
 Source:
https://www.aplustopper.com/exponent/

Based on the given example, 6 is being multiplied by itself 3 times. Imagine writing 2 being
multiplied by itself 10 times. This will take some time when writing. This is where exponent comes
handy. Let’s simplify the following examples below.

"
1. 4

Solution:

"
4 = 4 * 4 * 4 = 64

#
2. (−2)

Solution:
#
(−2) = -2 * (-2) * (-2) * (-2) = 16

#
3. −2

Solution:

This seems the same from the previous example but the exponent is only raised
to the base 2.

- (2 * 2 * 2* 2) = - (16) = -16

$
4. 6

Solution:
$
Any number raised to one (1) is equal to the number itself. So, 6 = 1. Why?

%
5. 5

14
 Solution:

Any number raised to zero (0) is equal to 1, except if the base is 0 and the answer
%
will be undefined. So, 5 = 1. Why?

Now, it’s your turn. Simplify the following expressions. After answering these given, compare your
answer in the appendix section.

6. (−5)"
7. −1 &
8. -(−4)!
!
9. -(−4 )

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

● PEMDAS

PEMDAS stands for Parenthesis, Exponent, Multiplication, Division, Addition, Subtraction. This is
the order of how we perform operations given in one expression. Remember the following when
performing the series of operations:

1. Parenthesis - perform the operations inside the grouping symbols

2. Exponents - simplify expressions with exponents
3. Multiplication - whichever comes first between this will be performed first
Division

4. Addition - whichever comes first between this will be performed first

Subtraction

15
Let’s apply these rules in the following expressions:

1. 2 + (4 - 5) * 3

Solution:
2 + (4 - 5) * 3 Given

2 + (4 - 5) * 3 Perform subtraction inside the parenthesis.

2 + (-1) * 3 Perform multiplication.

2 + (-3) Addition will be performed last.

-1 Answer

2. -4÷(2 + 2) * 5 - 3

Solution:
-4÷(2 + 2) * 5 - 3 Given

-4÷(2 + 2) * 5 - 3 Perform addition inside the parenthesis.

-4÷4 * 5 - 3 Perform division first.

-1 * 5 - 3 Perform multiplication next.

-5 - 3 Subtraction will be performed last.

-8 Answer

" !
3. 2 ÷ (−2) + 5 ∗ (−1)

Solution:
" ! Given
2 ÷ (−2) + 5 ∗ (−1)
" ! Simplify the exponents.
2 ÷ (−2) + 5 ∗ (−1)

16
 8÷(-2) + 5 * 1 Perform division first.

-4 + 5 * 1 Perform multiplication next.

-4 + 5 Addition will be performed last.

1 Answer

! !
4. ( 3 - (-5) ) ÷ 7( -2 + 3 )

Solution:
! ! Given
(3 - (-5) ) ÷ 7( -2 + 3 )
! ! Simplify the exponent inside the
(3 - (-5) ) ÷ 7( -2 + 3 )
parenthesis.

( 9 - (-5) ) ÷ 7( -2 + 3 ) ! Perform addition inside the parenthesis.

14 ÷ 7(1)! Simplify the exponents.

14 ÷ 7(1) Perform division first.

2 (1) Perform multiplication next.

2 Answer

! "
5. -1 * ( 1 - (-1) ) ÷1 * (-1) - 1 + (-1)

Solution:
! " Given
-1 * ( 1 - (-1) ) ÷1 * (-1) - 1 + (-1)
! " Perform subtraction inside the parenthesis.
-1 * ( 1 - (-1) ) ÷1 * (-1) - 1 + (-1)
! " Simplify the exponents.
-1 * (2) ÷1 * (-1) - 1 + (-1)

-1 * 4 ÷1 * (-1) - 1 + (-1) Perform multiplication first.

-4 ÷1 * (-1) - 1 + (-1) Perform division next.

-4 * (-1) - 1 + (-1) Perform multiplication again.

4 - 1 + (-1) Perform subtraction next.

3 + (-1) Addition will be performed last.

17
 2 Answer

Now, it’s your turn. Simplify the following expressions. After answering these given, compare your
answer in the appendix section.

6. 3 − 4 ! ÷ (−2) + (−5)
7. 10 (3 − 5) ! + 5 (4 − 6) !
8. 8 ÷ ( 6 + (−2) " ) + 7 − (−1 + 2) !
9. 1 ∗ (−1) " (1) ' − (−1 − (−1) ) + (−1) %

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

Which one is heavier: one kilogram of cotton or one kilogram of steel? You might
probably answer one kilogram of steel, but the answer is none. Both the cotton
and steel weigh one kilogram. They have the same amount of mass. This is the
concept of equality. Answer the questions below on a piece of paper or the notes
application on your phone:

● How do you define equality?

● How can you determine if given expressions are equal?
● How do we solve for equality?
● How can we apply equality in real-life scenarios?

Understanding the concepts of mathematical equations will help you solve real-life problems.
You might not notice it but you might be using them unconsciously when you are buying food,
paying your fare, purchasing online, checking your social media account, watching videos online,
and playing your favorite online games.

18
Equation
Knowledge of how to solve equations is a basic skill that you need to know. This will enable you
to answer complex problems in mathematics. Also, this will help you understand concepts in
higher mathematics.

Learn more about mathematical equations by reviewing the following reading

materials:

● Equation

Equation is a mathematical statement that tells us that two mathematical expressions are equal.
These expressions are separated by the “=” (equal sign). This can be read as “equals” or “is
equal to”. Below are some examples of an equation:

a. 2 + 5 = 7

(This is read as “two plus five equals seven” or “two plus five is equal to seven”.)

b. x - 8 = -5

(This is read as “four x minus 8 equals negative 5” or “four x minus 8 is equal to negative
5”.)

c. 3a + 4b = -½

(This is read as “three a plus four b equals negative one half” or “three a plus four b is
equal to negative one half”.)

Equation is composed of different parts. Look at the example below.

3(𝑎 + 7) + 1 = 4𝑥𝑦 ! − 5𝑧
Let’s discuss some basic terms used in writing an equation. These terms will help you better
understand the language of Mathematics. Each part is named and defined below using the above
example. This will help you better understand common terms used in Mathematics and how can
they be used in translating words into mathematical statements and vice versa.

19
 Part Definition Example

Constant a fixed value; does not change 1

Variable represents unknown quantity; may vary; usually a ,x,y,z

represented by the English alphabet

Term part of an expression that can be a constant, variable, !

1 , a, 4𝑥𝑦 , 5𝑧
or coefficient

Coefficient a multiplier or a factor in a term 4 and 𝑥𝑦 ! in

4𝑥𝑦 !
5 and z in 5𝑧

Numerical a number multiplied with the literal coefficient !

4 in 4𝑥𝑦
Coefficient 5 in 5𝑧

Literal a variable or variables that represent numbers and ! !

𝑥𝑦 in 4𝑥𝑦
Coefficient multiplied with the numerical coefficient z in 5𝑧

Mathematical group of terms separated by plus and minus sign 𝑎 + 7

Expression 4𝑥𝑦 ! − 5𝑧
3(𝑎 + 7) + 1

Operator indicates what operation to be performed + , --

( also * , x , ⋅ , ÷ , /
)

Grouping indicate where the operations start and end ()

Symbols ( also [ ] , { } )

● Properties of Equality

Properties of equality play a big role in how you manipulate equations. These come handy when
answering simple to complex equations. Also, this will help you build the equations in given word
problems. Before you proceed, answer the picture puzzle below.

20
What is your answer to the first picture puzzle? How about the second picture puzzle?

(a) (b)

Sources:

(a) https://www.republicworld.com/whatsapp-quizzes-and-puzzles/picture-puzzles/man-camera-bottle-puzzles-answer-with-a-
detailed-explanation.html
(b) https://www.brainfans.com/brain-teaser/picture-logic-puzzle/255/logic-
puzzle?fb_comment_id=1323557634438580_1722252317902441

After answering these picture puzzles problems, compare your answer in the appendix section.
Did you get the answers?

Now, let’s discuss the properties of equality. Below are the definition of each property and
examples to help you understand the concept.

Property Definition Example

Reflexive Any number is always equal to itself. a. 2 = 2

b. b = b
c. 3x = 3x

Symmetric If two numbers or quantities are equal, they a. a = b

are always equal even if you interchange b=a
their positions.
b. x = -6
-6 = x

Transitive If two numbers are equal and the second a. Given: a = 2 ; b = 2 ; c = 2

number is equal to a third number, then the

21
 first number is also equal with the third Since a = 2 and b = 2, we can
number. say that a = b , because 2 = 2.
Also, c = 2. We can also say
that b = c because they both
equal to 2. Since all variables
are equal to 2, we can say
that a = c.

b. If x=y+3 and
y+3=z-2 then,
x=z-2

Substitution If any variable is replaced or substituted with a. If m=3 and

a value, the expressions are still equal. 4-m=1

then,

4 - (3) = 1
1=1

b. If x = -2 ,
y=1 and
2x + y = 4y - 7

then,

2(-2) + (1) = 4(1) - 7

-4 + 1 = 4 - 7
-3 = -3

Addition If two expressions are equal and you add a a. 3x + 6 = -15

number, term or expression to one side of 3x + 6 + 3 = -15 + 3
the equation, it should also be added to the 3x + 9 = -12
other side.
b. 4y - 8 = 10x + 2
4y - 8 + (-2) = 10x + 2 + (-2)
4y - 10 = 10x

Subtraction If two expressions are equal and you subtract a. 3x + 6 = -15

22
 a number, term or expression to one side of 3x + 6 - 3 = -15 - 3
the equation, it should also be subtracted to 3x + 3 = -18
the other side.
b. 4y - 8 = 10x + 2
4y - 8 - (-2) = 10x + 2 - (-2)
4y - 6 = 10x + 4

Multiplication If two expressions are equal and you multiply a. 3x + 6 = -15

a number, term, or expression to one side of (3x + 6) 3 = (-15) 3
the equation, it should also be multiplied to 9x + 18 = -45
the other side. For this property, you will
distribute (or multiply) the term to all the b. 4y - 8 = 10x + 2
terms inside the grouping symbol. (4y - 8) (-2) = (10x + 2) (-2)
-8y + 16 = -20x - 4

Division If two expressions are equal and you divide a a. 3x + 6 = -15

number, term or expression to one side of 3x + 6 = -15
the equation, it should also be divided to the 3 3
other side. x + 2 = -5

*note: denominator should not be equal to b. 4y - 8 = 10x + 2

zero (0), otherwise the answer will be 4y - 8 = 10x + 2
undefined -2 -2
-2y + 4 = -5x - 1

● Solving Equations

Solving equations is sometimes tricky and complicated. There is no one way of solving equations
but the application of the concepts in solving equations is always the same. Here are some tips
and examples to help you in solving equations:

a. Simplify the expressions. If there are terms that can be simplified in the expressions,
perform them first. To simplify, just perform the operations. Example:

Equation How …?

Since
3 3x and 5x are similar terms, we can
x
combine them. This will give us 8x.
+
4
+
5
x

23
 =
2
x
+
1
6

8x + 4 = 2x + 16 This is the new equation.

b. Combine similar terms on one side of the equation. Put all similar terms on one side of the
equations by using the addition or subtraction property of equality. Example:

Equation How …?

8x and 2x are similar terms. Likewise, 4

8
x 16 are also similar.
and
+
4
=
2
x
+
1
6

8x + 4 - 2x = 2x + 16 - 2x Applying the subtraction property of

equality, we will arrive with the new
equation. If you notice, we subtracted 2x.
In this way, we can eliminate the term on
the right side of the equation.

6x + 4 = 16 Simplify the terms by performing the

operations.

6x + 4 - 4 = 16 - 4 Applying the subtraction property to

eliminate 4 on the right side of the
equation.

6x = 12 This is the new equation.

c. Isolate the variable. To isolate the variables, you can either apply multiplication or division
property of equality. Both ways will give the same results. Example:

Equation How …?

24
 6x = 12 Divide both sides by 6.
6 6

x=2 The solution for the equation is 2.

d. Check your solution. Use the substitution property of equality to verify whether the
solution satisfies the equation. Example:

Equation How …?

3x + 4 + 5x = 2x + 16 The original equation.

3(2) + 4 + 5(2) = 2(2) + 16 Substitute the value of x with 2. Then,

perform the operations.

20 = 20 Both sides of the equation are equal.

Now, it’s your turn. Provide the property of equality that is shown in each equation below. After
answering these given, compare your answer in the appendix section.

a. 6m - 5m + 2 = 10 + 2m - 4

Equation How …?

6m - 5m + 2 = 10 + 2m - 4 Write the equation

m + 2 = 6 + 2m Simplify the expressions

m + 2 - m = 6 + 2m - m

2=6+m Simplify the expressions

2-6=6+m-6

-4 = m Simplify the expressions

m = -4

b. 7b - 2(3b - 4) - 3b = 3(b - 1) + 4

Equation How …?

7b - 2(3b - 4) - 3b = 3(b - 1) + 4 Write the equation

7b - 6b + 8 - 3b = 3b - 3 + 4 Distributive Property

25
 -2b + 8 = 3b + 1 Simplify the expressions

-2b + 8 - 1 = 3b + 1 - 1

-2b + 7 = 3b Simplify the expressions

-2b + 7 + 2b = 3b + 2b

7 = 5b Simplify the expressions

7 = 5b
5 5

7=b Simplify the expressions

5

b=7
5

c. 2 + 3z - 2 = 4z - 3(z + 1)
…3 2
Equation How …?

2 + 3z - 2 = 4z - 3(z + 1) Write the equation

3 2

2 + 3z - 2 = 4z - 3z - 1 Distributive Property
3 2

2 + 3z - 2 = z - 1 Simplify the expressions

3 2

!"#$ $ & #
6( -2)= ( )6
# !
!"#$ $ & # Distributive Property**
6* - 12 = *6 **on the left side of the equation, there are
# !
only 2 expressions inside the parenthesis

2 (2+3z) - 12 = (z - 3) 3 Cancellation Method

4 + 6z - 12 = 3z - 9 Distributive Property

-8 + 6z = 3z + 9 Simplify expressions

-8 + 6z + 8 = 3z - 9 + 8

6z = 3z - 1 Simplify the expressions

26
 6z - 3z = 3z - 1 - 3z

3z = -1 Simplify expressions

3z = -1
3 3

z = -⅓ Simplify expressions

Did you get the correct answers? If yes, Congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

● Translating Phrases/Sentences to Mathematical Expressions/Equation

Mathematics is a language translated into symbols. Instead of writing the expressions or

sentences into words, we use numbers, variables, and operators to come up with Mathematical
expressions and sentences.

Below are some phrases commonly used in addition, subtraction, multiplication, and division. Can
you determine which words/phrases belong to each operation? List down your answers.

plus the ratio of exceeded by product of

decreased by divided by more than of
the quotient of combined with less than greater than
diminished by times the fraction of sum/total of
increased by reduced by subtracted from multiplied by
the difference of per added to minus

Check your answers in the appendix portion. Did you get them all correctly? These words will
help you in writing your equations.

Here are some examples of how sentences translated to mathematical expressions in Science
and Math formula:

Concept Phrase Formula

momentum mass (m) multiplied by velocity (v) mv

27
 speed distance (d) per hour (h) 𝑑
ℎ
work the product of force and distance f*d

acceleration the difference of final velocity (Vf) and initial velocity (Vi) 𝑉𝑓 − 𝑉𝑖
divided by taken time (t) 𝑡

Celsius to ( (
32 more than the product of Celsius and ' * C + 32
'
Fahrenheit

simple interest the product of principal (P), rate (r), time (t) P*r*t

area of rectangle length times the width l*w

slope-intercept the sum of slope (m) times x and y-intercept (b) mx + b

form

area of trapezoid one half of the height (h) times the sum of base 1 and base 2 )
(b1 +b2)
!

Now, it’s your turn. Translate the two mathematical expressions into sentences. Then, translate
the next two phrases into mathematical expressions. After answering this, compare your answer
in the appendix section.

1. (a + b) (a - b)
! * " ! +
2.
$ * " $ +
3. the difference of , 𝐹and 32 multiplied by the ratio of 5 and 9
4. one-half times the ratio of b and h

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

Answer the questions below on a piece of paper or the notes application on your
phone. Your answers can help you answer your first assessment in Week 2.

● Solve the value of each variable in the following equations.

28
 a. 4x - 2 = 6
b. 6t + 5 = 3 (t + 2)
c. 3 (y + 2) + 3 = y + 2 (3y - 2)
4

What’s in it for you:

● Why is studying equality important?

● Can you say that the given below is an example of an equation? Why or why not?

3x + 4 = y -2 = -1

Week 2
Mathematics in the Modern World

Overview
This week, you’re going to spend time reviewing how to solve word problems specifically on age,
work, distance, and mixture. You will be applying the concepts of the equation when solving
word problems. The materials provided will help you to solve a particular word problem step by
step. Afterward, you will be taking your first assessment.

29
Expectations for the Week
1. Review the orientation guide. Reach out to your professor if you encounter any
challenges.
2. Download and install the applications that will support your learnings for this course.
3. Read the supporting materials and complete the activities in this learner guide.
4. Solve word problems on age, work, distance, and mixture.
5. Manage your time wisely. You should be able to complete the requirements of this course
in nine hours.

30
Introduction

There are 5 houses that are each a different color. There is a person of a
different nationality in each house. The 5 owners drink a certain drink. They each
smoke a certain brand of cigarettes and also have a certain pet. No owner has
the same pet, smokes the same brand of cigarettes nor drinks the same drink.
The question is. "Who has the fish?" Here are the clues:

1. The British man lives in the red house.

2. The Swedish man has a dog for a pet.
3. The Danish man drinks tea.
4. The greenhouse is to the left of the white house.
5. The owner of the greenhouse drinks coffee.
6. The person that smokes Pall Mall has a bird.
7. The owner of the yellow house smokes Dunhill.
8. The person that lives in the middle house drinks milk.
9. The Norwegian lives in the first house.
10. The person that smokes Blend, lives next to the one that has a cat.
11. The person that has a horse lives next to the one that smokes Dunhill.
12. The one that smokes Bluemaster drinks beer.
13. The German smokes Prince.
14. The Norwegian lives next to a blue house.
15. The person that smokes Blend, has a neighbor that drinks water.
Source: http://www.woodward.cl/engeinsteinsriddle.htm

Were you able to get the answer? Was it easy or difficult to answer? Your skills in
problem-solving especially in word problems like this will help you understand
the situation and come up with a better solution. Answer the questions below on
a piece of paper or the notes application on your phone:

● How can we apply equality in real-life scenarios?

● Why is the concept of equality important in solving real-life problems?

Understanding the concepts of mathematical equations will help you solve real-life problems.
You can use the concepts you have learned from the first three weeks to solve the word
problems on age, work, distance, and mixture. Also, the translation of mathematical expressions
to sentences will come handy because it will guide you to write your equations.

31
Word Problems
Real-life problems can be solved by translating the problems to mathematical expressions or
series of equations. There are many ways to solve word problems and you need to be careful to
understand the given problems.

Learn more about word problems by reviewing the following reading materials:

● Word Problems

The concepts of equality can be applied in real-life situations. Solving equations is not confined
to mathematical statements. Instead, these help us to understand the world we live in. Here are
some tips for solving word problems:

I. Identify the objective of the problem.

II. Identify the given in the problem.
III. Provide a detailed solution.
IV. Provide your final answer.

Now, let’s apply the concept of the equation in some real-life problems. Here are some situations:

a. Age Problem. These are word problems that you need to solve regarding the age of a
person or persons in the past, present, or future. Here some examples:

1. Five years ago, John’s age was half of the age he will be in 8 years. How old is he
now?

Solution:

I. The age of John in the present time.

II. Given: five years ago; half of John’s age in eight years
III. Let’s translate the problem into a mathematical sentence. Let’s first
represent John’s age with J.

32
 J-5 ½ * J+8

Five years ago, John’s age was half of the age he will be in 8 years.

Our equation is:

Solution How …?

J - 5 = ½ (J + 8) Given

J-5=½J+½*8 Distributive Property

- Simplify the expression

J - 5 = !+ 4

- Subtraction Property
J-5-4= +4-4
!

- Simplify expressions
J-9=!

- Multiplication Property
2 (J - 9) = ( ) 2
!

2J - 18 = J Simplify expressions

2J - 18 - 2J = J - 2J Subtraction Property

-18 = -J Simplify expressions

18 = J Solution

IV. John will be 18 years now.

Now, it’s your turn. The two remaining problems are for you to solve. After answering these age
problems, compare your answer in the appendix section.

2. Currently, Andrei is three times Nicolas' age. In ten years, Andrei will be twelve
years older than Nicolas. What are their ages now?

3. John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5
years, John will be three times as old as Alice. How old is Peter now?

33
Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

b. Work Problem. These are word problems that involve how much time needed to
complete a task by two or more people. Here are some examples:

1. Walter and Helen are asked to paint a house. Walter can paint the house by
himself in 12 hours and Helen can paint the house by herself in 16 hours. How long
would it take to paint the house if they worked together?

Solution:

I. Time will take them if they work together.

II. Walter can paint for 12; Helen can paint 16
III. Let’s represent the time each person can paint alone with W for Walter and
H for Helen. For the missing time, let’s use T.

W = 12 H = 16 T = missing time

Since they will be working on one (1) work/job, our equation will be:

Solution How …?

𝑇 𝑇 Working equation
+ = 1
𝑊 𝐻
% % Substitution Property
&'
+ &( = 1

% % Multiplication Property**
48 ( + &() = (1) 48
&' **LCD of 12 and 16 is 48

)*% )*% Distributive Property

+ = (1) 48
&' &(

4T + 3T = 48 Simplify expressions

7T = 48 Simplify expressions

+% )* Division Property
=
+ +

34
 )* Solution
T= or 6.85
+

IV. If Walter and Helen will paint together, it will take them closely 6.85 hours
to finish.

Now, it’s your turn. The two remaining problems are for you to solve. After answering these work
problems, compare your answer in the appendix section.

2. Tom and Jerry have to stuff and mail 1000 envelopes for a new marketing
campaign. Jerry can do the job alone in 6 hours. If Tom helps, they can get the job
done in 4 hours. How long would it take Tom to do the job by himself?

3. One roofer can put a new roof on a house three times faster than another.
Working together they can roof a house in 5 days. How long would it take the
faster roofer working alone?

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

c. Distance Problem. These are word problems that deal with the distance of an object that
travels in a given time. Here are some examples:

1. A bus traveling at an average rate of 50 kilometers per hour made the trip to town
in 6 hours. If it had traveled at 45 kilometers per hour, how many more minutes
would it have taken to make the trip?

Solution:

35
 I. How many more minutes to make the trip.
II. Given: bus traveling at an average rate of 50 kilometers per hour made the
trip to town in 6 hours; bus traveled at 45 kilometers per hour
III. Let’s identify the distance, rate, and time traveled.

The formula for distance is D = R * T.

Rate (kmph) Time (hour) Distance (km)

1. 1st Scenario 50 6 300

2. 2nd Scenario 45 t 45t

Since the bus already traveled a certain time, the distance covered is 300
km using the formula for distance. But, since it needs to cover more travel
time to make the trip that’s another distance covered. Using the formula
again we will arrive with 45t. Since time is unknown we represent it with t.

Solution How …?

300km = 45t Working equation

,-- )./ Division Property

=
). ).

'- Simplify the expression

=t
,

IV. So, the bus needs 20/3 or approximately 6.67 hours to complete the trip.

Now, it’s your turn. The two remaining problems are for you to solve. After answering
these distance problems, compare your answer in the appendix section.

36
 2. John took a drive to town at an average rate of 40 mph. In the evening, he drove
back at 30 mph. If he spent a total of 7 hours traveling, what is the distance
traveled by John?

3. A 555-mile, 5-hour plane trip was flown at two speeds. For the first part of the trip,
the average speed was 105 mph. Then the tailwind picked up, and the remainder
of the trip was flown at an average speed of 115 mph. For how long did the plane
fly at each speed?

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

d. Mixture Problem. These word problems deal with mixing the amount of quantity of
different things. Here are some examples:

1. John has 20 ounces of 20% salt solution. How much salt should he add to make it
a 25% solution?

Solution:

I. The amount of salt to make a 25% solution.

II. Given: 20 ounces of a 20% of salt solution; 25% solution
III. Let’s determine the solutions to come up with the equation.

Original Added Result

Concentration* 20% 100%** 25%

Amount 20 x 20 + x

*concentration refers to the amount of a substance in a defined space **

pure concentration of salt

Solution How …?

Original + Added = Result Based on the question

37
 0.2 (20) + 1 (x) = 0.25 (20 + x) Working Equation*
*multiplication because
concentration is part of the
amount

4 + x = 0.25 (20 + x) Simplify expression

4 + x = 5 + 0.25x Distributive Property

4 + x - 4 = 5 + 0.25x - 4 Subtraction Property

x = 1 + 0.25x Simplify expressions

x - 0.25x = 1 + 0.25x - 0.25x Subtraction Property

0.75x = 1 Simplify expressions

-.+.$ & Division Property

=
-.+. -.+.

x = 1.33 Solution

IV. John needs to add 1.33 ounces of salt.

Now, it’s your turn. The two remaining problems are for you to solve. After answering these
mixture problems, compare your answer in the appendix section.

2. A tank has a capacity of 10 gallons. When it is full, it contains 15% alcohol. How
many gallons must be replaced by an 80% alcohol solution to give 10 gallons of
70% solution?

3. You decide to mix a 10% solution with a 30% solution, to make your own 15%
solution. You need 10 liters of the 15% acid solution. How many liters of 10%
solution and 30% solution should you use?

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

38
 What’s in it for you:

● Why is it important to study word problems?

● How equality is used in these word problems?

Answer the questions below on a piece of paper or the notes application on your
phone. This will be your first assessment. Submit your answers to your teacher.

Assessment 1

Directions: Provide the answer to the following problems.

39
 I. Perform the indicated operations.
a. (−3) ! − 15 + (−2) ÷ (−1) '
b. ( 4 ÷ (−2) ) " ÷ (−4 ∗ 2) + (−2 + 4)
c. −1 + ( 1 − (−1) ! ) − (−1 + 1) " + (−1) #
÷ (−1)

II. Find the values of the unknown number. Show your solutions.
a. 2n - 7n = -3n + 6
b. 4p + 2 (3p - 2) = 5p + 2 (2p - 4)
) ('$ " .) " ( '$3&
c. = −3
, ,

III. Solve the following word problems. Show your solutions.

a. John’s father is 5 times older than John and John is twice as old as his sister Alice.
In two years, the sum of their ages will be 58. How old is John now?

b. One-half of Heather's age two years from now plus one-third of her age three
years ago is twenty years. How old is she now?

c. In three more years, Miguel's grandfather will be six times as old as Miguel was
last year. When Miguel's present age is added to his grandfather's present age,
the total is 68. How old is each one now?

d. A can do a piece of work in 60 days, which B can do in 40 days. Both started the
work but A left 10 days before the completion of the work. The work was finished
in how many days?

e. Triplets, Justin, Jason, and Jacob are working on a school project. Justin can
complete the project by himself in 6 hours, Jason can complete the project by
himself in 9 hours, and Jacob can complete the project by himself in 8 hours. How
long would it take the triplets to complete the project if they work together?

40
 f. One pipe can fill a pool 1.25 times as fast as a second pipe. When both pipes are
opened, they fill the pool in five hours. How long would it take to fill the pool if
only the slower pipe is used?

g. Car 1 starts from point A and heads for point B at 60 mph. Fifteen minutes later,
car 2 leaves the same point A and heads for point B at 75 mph. How long before
car 2 overtakes car 1?

h. A plane covered a distance of 630 miles in 6 hours. For the first part of the trip,
the average speed was 100 mph and for the second part of the trip, the average
speed was 110 mph. What is the time it flew at each speed?

i. A boy traveled by train which moved at the speed of 30 mph. He then boarded a
bus that moved at the speed of 40 mph and reached his destination. The entire
distance covered was 100 miles and the entire duration of the journey was 3
hours. Find the distance he traveled by bus.

j. How many gallons of a 15% sugar solution must be mixed with 5 gallons of a 40%
sugar solution to make a 30% sugar solution?

k. A chemist needs to mix an 18% acid solution with a 45% acid solution to obtain 12
liters of a 36% solution. How many liters of each of the acid solutions must be
used?

l. How many grams of pure water must be added to 40 grams of a 10% saline
solution to make a saline solution that is 5% salt?

Week 3
Mathematics in the Modern World

41
Overview
This week, you will be reintroduced to the basic concepts of fractions. This includes how to
perform operations in fraction and decimals, and converting fractions to decimal to percent and
vice versa. Also, the application of the concepts in real-life problems will be discussed. These
concepts will help you make better decisions on simple money problems.

Expectations for the Week

1. Review the orientation guide. Reach out to your professor if you encounter any
challenges.
2. Download and install the applications that will support your learnings for this course.
3. Read the supporting materials and complete the activities in this learner guide.
4. Solve exercises on interest, discounts, and markups.
5. Answer the first assessment.
6. Manage your time wisely. You should be able to complete the requirements of this course
in nine hours.

42
Introduction

Question: How do you divide a round cake into 8 equal pieces if you are only
allowed to slice it 3 times? Is it possible to come up with equal slices? How did
you come up with the answer? Was it easy or difficult? Determining a part of a
whole is sometimes tricky. Answer the questions below on a piece of paper or
the notes application on your phone:

● How to perform operations on fractions and decimals?

● How do you convert fraction to decimal to percent, and vice versa?

Understanding the concepts of a fraction will help you solve real-life problems. These concepts
are present when spending your money, buying discounted items, eating with your friends and
splitting the cost with them, and dividing your savings with your expenses.

Fraction and Decimals

When you want to get a part from a whole, you are getting a portion of it. That portion can be
expressed as fractions or decimals. Though fractions and decimals describe portions, they are
written in different forms.

Learn more about fraction and decimal by reviewing the following reading
materials:

● Fraction and Decimal

Fraction helps us describe how a whole is equally divided into equal parts. This is a
representation of the relationship between the taken part against the whole. When we write a
fraction, you need to have your numerator and denominator. Look at the expression below

𝑛𝑢𝑚𝑒𝑟𝑎𝑡𝑜𝑟
𝑓𝑟𝑎𝑐𝑡𝑖𝑜𝑛 =
𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟

43
The numerator is written at the top portion of the fraction. This tells us what part is taken from the
whole. On the other hand, the denominator is written at the bottom part of the fraction. This tells
us how parts the whole has.

Look at the given fractions below, can you identify what kind of fractions are they?

. '
1. ,
, ,
( , &
2. , ,
) ) )
. &
3. ,
, '
4 ( &
4. , ,
' ) .

How about the given fractions below, can you identify what type of fractions are they?
& ' )
5. , ,
, + *
, + .
6. , ,
' ) ,
& , ' ,
7. 2 , 4 , 1 ,3
' ) . .

After answering these given fractions, compare your answer in the appendix section. Did you get
the answers?

In decimal numbers, it is important to know the place values of the numbers. These values are in
base 10.

Can you identify the place values of the given number below?

1. 9.47
2. 125.048
3. 32.1034
4. 1,890.23
5. 90,320.031

After answering these given decimals, compare your answer in the appendix section. Did you get
the answers?

44
● Operations on Fractions and Decimals

Performing the operations on fractions and decimals are important skills you need to learn. This
will help you better understand the real-life problems you are encountering.

a. Operations on Fractions
I. Addition and Subtraction of Fractions

When adding or subtracting fractions, you need to remember that fractions must
be similar. Similar fractions mean the fractions have the same denominator. If not,
we call them dissimilar fractions. Below are examples of similar and dissimilar
fractions.

How to add or subtract fractions?

Kind of What to do Example

Fraction

Similar 1. Add or . ' +

Fractions subtract the
a.
,
+ , = ,
(same numerators.
denominator)
2. Copy the ( , & &- .
b.
)
+ ) + ) = ) = '*
common
*To simplify the answer, divide 10 and 4 by 2.
denominator.

3. Simplify the . ' ,

answer if c.
,
− ,
= ,
=1
possible. *To simplify the answer, divide both numbers by 3.

( , & ' &

d.
)
− )
− )
= )
= '
*To simplify the answer, divide 2 and 4 by 2.

" !
e. 3 ' − 1 '*
*You need to change these fractions to improper
fractions.

" ! $. /
3' − 1' = '
− '*
*To change a mixed number to an improper fraction,
multiply the denominator by the whole number. Then,

45
 add the numerator. This will be the new numerator
and the denominator is still the same as the mixed
number.

" ! $. / $$
3' − 1' = −'=
' '

Dissimilar 1. Find the LCD . &

Fractions of the
a. +'
,
(different denominators.
. &
denominators) + ' = ( + (*
2. Add or ,
*6 is the smallest number that can be divided by 3
subtract the and 2.
numerators.
. & &- ,
+'= + (*
3. Copy the , (
*Divide 6 by the original denominator, then multiply
common by the numerator to get the new numerator.
denominator.
5 1 10 3 13
4. Simplify the + = + =
answer if 3 2 6 6 6
possible.
4 ( &
b.
'
+)+.

9 6 1
+ + = + +
2 4 5 20 20 20
*20 is the smallest number that can be divided by 2, 4,
and 5.

9 6 1 90 30 4
+ + = + +
2 4 5 20 20 20
*Divide 20 by the original denominator, then multiply
by the numerator to get the new numerator.

9 6 1 90 30 4 124
+ + = + + =
2 4 5 20 20 20 20
31
=
5
*To simplify the answer, divide 124 and 20 by 4.

. &
c. −'
,

. &
−'= − *
, ( (
*6 is the smallest number that can be divided by 3 and
2.

46
 . & &- ,
− = − *
, ' ( (
*Divide 6 by the original denominator, then multiply by
the numerator to get the new numerator.

5 1 10 3 7
− = − =
3 2 6 6 6

4 ( &
d. −)−.
'

9 6 1
− − = − −
2 4 5 20 20 20
*20 is the smallest number that can be divided by 2, 4,
and 5.

9 6 1 90 30 4
− − = − −
2 4 5 20 20 20
*Divide 20 by the original denominator, then multiply
by the numerator to get the new numerator.

9 6 1 90 30 4 56
− − = − − =
2 4 5 20 20 20 20
14
=
5
*To simplify the answer, divide 56 and 20 by 4.

, '
e. 4 −1 *
) .
*We need to change these fractions to improper
fractions.

, ' &4 +
4)− 1. = )
− .*
*To change a mixed number to an improper fraction,
multiply the denominator by the whole number. Then,
add the numerator. This will be the new numerator
and the denominator is still the same as the mixed
number.

&4 +
− = '- − '-*
) .
*20 is the smallest number that can be divided by 4
and 5.

&4 + 4. '*
− = − *
) . '- '-
*Divide 20 by the original denominator, then multiply

47
 by the numerator to get the new numerator.

&4 + 4. '* (+
)
− . = '- − '- = '-

Now, let’s add and subtract fractions by answering the following expressions
below.

+ '
1. +'
'

Solution Why …?

7 2 Since the fractions are similar, we can add

+ them.
2 2
7 2 9 Just add the numerators to get the final
+ = answer.
2 2 2

( +
2. +
) )
Solution How …?

6 7 Since the fractions are similar, we can add

+ them.
4 4
6 7 12 Just add the numerators.
+ =
4 4 4
6 7 12 3 Both numbers are divisible by 4. So, the
+ = = =3 "
answer is $or just simply 3.
4 4 4 1

&+ +
3. − &)
&)

48
 Solution How …?

17 7 Since the fractions are similar, we can

− subtract them.
14 14
17 7 10 Just subtract the numerators.
− =
14 14 14
17 7 10 5 Both numbers are divisible by 2. So, the
− = = '
final answer is /.
14 14 14 7

) ,
4. 2.− )
Solution How …?

4 3 Since the fractions are dissimilar, we can’t

2 − subtract them yet.
5 4
4 3 14 3 First, let’s change the mixed number to
2 − = − improper fractions.
5 4 5 4
17 7 10 5 Both numbers are divisible by 2. So, the
− = = '
final answer is /.
14 14 14 7

Now, it’s your turn. The three remaining expressions are for you to solve. After answering these
expressions, compare your answer in the appendix section.

) , '
5. ++−(
,
& * '
6. 5'− ,+ 1.
. ' &
7. 8 − ,− 2,+ 3'

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

49
II. Multiplication of Fractions

Multiplying fractions is one of the easiest operations to perform. This is very

straightforward. You just simply need to get the product of the numerators and the
product of the denominators. Another way to help you to multiply fractions is by
performing the cancellation method. In this way, you are making your fractions
easy to multiply.

Let’s multiply the following fractions.

' ,
1. ∗+
.
Solution How …?

2 3 Just multiply the numerators of the fractions. Do

∗ the same thing with the denominators.
5 7
2 3 6 This is the product.
∗ =
5 7 35

& &
2. 1)∗ 2,
Solution How …?

1 1 5 7 First, let’s change the mixed number to improper

1 ∗2 = ∗ fractions.
4 3 4 3
5 7 Just multiply the numerators of the fractions. Do
∗ the same thing with the denominators.
4 3
5 7 35 This is the product.
∗ =
4 3 12

, .
3. ∗(
)

Solution How …?

50
 3 5 Before we multiply the fractions, we can do the
∗ cancellation method. To perform this method,
4 6 look for one numerator and one denominator that
can be divided with the same number. In this
case, we can cancel out 3 and 6 because both are
divisible by 3.

1 5 Just multiply the numerators of the fractions. Do

∗ the same thing with the denominators.
4 2
1 5 5 This is the product.
∗ =
4 2 8

, ,
4. 3 ) ∗ 1 &-
Solution How …?

3 3 First, let’s change the mixed numbers to improper

3 ∗1 fractions.
4 10
15 13 We can cancel out 15 and 10 because both are
∗ divisible by 5.
4 10
3 13 Just multiply the numerators of the fractions. Do
∗ the same thing with the denominators.
4 2
3 13 26 This is the product.
∗ =
4 2 8

Now, it’s your turn. The three remaining expressions are for you to solve. After answering these
expressions, compare your answer in the appendix section.

&( &'
5.
4
∗ *
, ,
6. 2(∗ 14
& '
7. 3.∗ 4 ∗ 2)

51
Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

III. Division of Fractions

Division of fractions is similar to the multiplication of fractions. When you divide

fractions, you need to get the reciprocal of the divisor, then you proceed to
multiplication. Reciprocal is simply interchanging your numerator and
, )
denominator. For example, the reciprocal of is . Another example is the
) ,
&
reciprocal of 2 is because the denominator of any whole number is always one.
'

Let’s divide the following fractions.

' ,
1.
+
÷ &)
Solution How …?

2 3 Get the reciprocal of the divisor. The reciprocal of

÷ , &)
7 14 is .
&) ,

2 14 We can cancel out 7 and 14 because both are

∗ divisible by 7. Then, multiply the fractions.
7 3
2 2 4 This is the product.
∗ =
1 3 3

& &)
2. 4 . ÷ &.
Solution How …?

1 14 First, let’s change the mixed numbers to improper

4 ÷ fractions.
5 15
21 14 Get the reciprocal of the divisor. The reciprocal of
÷ &) &.
5 15 is .
&. &)

21 15 We can cancel out 21 and 14 because both are

∗ divisible by 7. We can also cancel out 5 and 15
5 14

52
 because both are divisible by 5. Then, multiply the
fractions.

3 3 9 This is the product.

∗ =
1 2 2

' '
3. 2 &. ÷ 6 ,
Solution How …?

2 2 First, let’s change the mixed numbers to improper

2 ÷6 fractions.
15 3
32 20 Get the reciprocal of the divisor. The reciprocal of
÷ '- ,
15 3 is .
, '-

21 15 We can cancel out 21 and 14 because both are

∗ divisible by 7. We can also cancel out 5 and 15
5 14 because both are divisible by 5. Then, multiply the
fractions.

3 3 9 This is the product.

∗ =
1 2 2

Now, it’s your turn. The three remaining expressions are for you to solve. After answering these
expressions, compare your answer in the appendix section.

&* '&
4. ÷
'& &.
& ,
5. 4 ÷ 3
' .
' )
6. 2.÷ 1(÷ 3

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

53
b. Operations on Decimals

I. Addition and Subtraction of Decimals

One thing you need to remember adding or subtracting decimals is the alignment
of the decimal points when you arrange your decimal numbers vertically. This
helps us to align the place values of the numbers. This will avoid miscalculation
when we perform the operations.

Let’s add or subtract the following decimal numbers.

1. 28.34 + 1.032

Solution How …?

28.34 + 1.032 First, arrange the decimal points to align the

place values of the numbers.

28.430 Add a zero to hold a place value. This will

+ 1.032 help you not to be confused when you
perform the operation.

28.430 Add the decimal numbers.

+ 1.032
29.462

2. 7,010.0034 + 980.82

Solution How …?

7,010.0034 + 980.82 First, arrange the decimal points to align the

place values of the numbers.

7,010.0034 Add a zero to hold a place value. This will

help you not to be confused when you

54
 + 980.8200 perform the operation.

7,010.0034 Add the decimal numbers.

+ 980.8200
7,990.8234

3. 28.34 - 1.032

Solution How …?

28.34 - 1.032 First, arrange the decimal points to align the

place values of the numbers.

28.430 Add a zero to hold a place value. This will

- 1.032 help you not to be confused when you
perform the operation.

28.430 Subtract the decimal numbers.

- 1.032
27.398

4. 7,010.0034 - 980.82

Solution How …?

7,010.0034 - 980.82 First, arrange the decimal points to align the

place values of the numbers.

7,010.0034 Add a zero to hold a place value. This will

- 980.8200 help you not to be confused when you
perform the operation.

7,010.0034 Subtract the decimal numbers.

- 980.8200
6,029.1834

Now, it’s your turn. The three remaining expressions are for you to solve. After answering these
expressions, compare your answer in the appendix section.

5. 143.3 + 96.567
6. 67.023 - 32.84

55
 7. 34.01 - 15.529 + 3.4012

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

II. Multiplication of Decimals

Multiplication of decimal numbers is similar to multiplying whole numbers. You just

need to remember where to position your decimal point after multiplying.

Let’s multiply the following decimal numbers.

1. 1.25 * 4.3

Solution How …?

1.25 Let’s arrange the decimal numbers this way.

x 4.3 You don’t need to align the decimal points.

125 Remove the decimal points first and multiply

x 43 the numbers.

125 This is the product.

x 43
5375

1.25 Put back the decimal points in their original

x 4.3 positions. Then, count all numbers on the
right side of the decimal points. This will help
5375
you determine the final position of the
decimal point. In this case, we have 3
numbers.

1.25 Write a decimal point on the right side of the

x 4.3 product. Then, move your decimal point 3
times going to the left.
5375.

1.25 The final answer is 5.375.

x 4.3
5.375

56
 2. 0.47 * 11.46

Solution How …?

11.46 Let’s arrange the decimal numbers this way.

x 0.47 You don’t need to align the decimal points.

1146 Remove the decimal points first and multiply

x 47 the numbers.

1146 This is the product.

x 47
53862

11.46 Put back the decimal points in their original

x 0.47 positions. Then, count all numbers on the
right side of the decimal points. This will help
53862
you determine the final position of the
decimal point. In this case, we have 4
numbers.

11.46 Write a decimal point on the right side of the

x 0.47 product. Then, move your decimal point 4
times going to the left.
53862.

11.46 The final answer is 5.3862.

x 0.47
5.3862

Now, it’s your turn. The three remaining expressions are for you to solve. After answering these
expressions, compare your answer in the appendix section.

3. 32.07 * 5.201
4. 2.91 * 13.28
5. 65.071 * 3.21

57
Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

III. Division of Fractions

Division of decimal numbers is similar to dividing whole numbers. You just need to
remember where to position your decimal point after dividing.

Let’s divide the following decimal numbers.

1. 1.24 ÷ 0.2

Solution How …?

____ Let’s arrange the decimal numbers in this

0.2 | 1.24 form.

____ Make your divisor a whole number by moving

2 | 1.24 the decimal point to the right. Since the
divisor is 0.2, it will become 2.

____ Since we moved the decimal point of the

2 | 12.4 divisor to make it a whole number, we will
also move the decimal point of the dividend
based on how many times we moved the
decimal point of the divisor. We moved the
decimal point of the divisor once, so we will
also move the decimal point of the dividend
once going to the right.

6.2 Divide the numbers and the answer is 6.2. If

2 | 12.4 you notice, the decimal point of the quotient
is aligned with the decimal point of the
dividend.

2. 25.5 ÷ 0.15

Solution How …?

____ Let’s arrange the decimal numbers in this

0.15 | 25.5 form.

58
 ____ Make your divisor a whole number by moving
15 | 25.5 the decimal point to the right. Since the
divisor is 0.15, it will become 15.

_____ Since we moved the decimal point of the

15 | 2550 divisor to make it a whole number, we will
also move the decimal point of the dividend
based on how many times we moved the
decimal point of the divisor. We moved the
decimal point of the divisor once, so we will
also move the decimal point of the dividend
twice going to the right.

6.2 Divide the numbers and the answer is 170. If

2 | 12.4 you notice, the decimal point of the quotient
is aligned with the decimal point of the
dividend.

3. 0.724 ÷0.112

Solution How …?

_____ Let’s arrange the decimal numbers in this

0.112 | 0.724 form.

_____ Make your divisor a whole number by moving

112 | 0.724 the decimal point to the right. Since the
divisor is 1.12, it will become 112.

____ Since we moved the decimal point of the

112 | 724 divisor to make it a whole number, we will
also move the decimal point of the dividend
based on how many times we moved the
decimal point of the divisor. We moved the
decimal point of the divisor once, so we will
also move the decimal point of the dividend
thrice going to the right.

__ 6.46 Divide the numbers and the answer is 170. If

112 | 724.00 you notice, the decimal point of the quotient
is aligned with the decimal point of the
dividend. You can always add zero as a place
value holder.

59
Now, it’s your turn. The three remaining expressions are for you to solve. After answering these
expressions, compare your answer in the appendix section.

4. 78.4÷6.24
5. 1902÷4.2
6. 0.28÷1.624

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

● Converting Fractions to Decimal To Percent and Vice Versa

Another skill that you need to learn is converting fractions to decimals to percent. This is a useful
skill when it comes to real-life situations.

We have to keep in mind that all of these represent a part of a whole. We already discussed
fractions and decimals. Now, let’s define first percent. Percent is a portion of a whole, which is
divided into a hundred equal parts. Percent means parts per hundred.

How to convert fractions to decimals to percent?

a. Converting Fraction to Decimal to Percent

,
1. Convert to decimal to percent.
)
Solution How …?

__ Divide the numerator by the denominator.

3|4

0.75 Apply what you learned from the division of

3 | 4.00 ,
decimal numbers. is 0.75 in decimal.
)

0.75 To convert decimal to percent, move the

decimal point twice going to the right side
because you are moving the point to the
hundredths place.

60
 75% Affix the percent sign after moving the
decimal point.

,
Answer: = 0.75 = 75%
)

)
2. Convert 2 to decimal to percent.
.

Solution How …?

4 14 First, let’s change the mixed number to an

2 = improper fraction.
5 5
___ Divide the numerator by the denominator.
5 | 14

2.8 Apply what you learned from division of

5 | 14.0 &)
decimal numbers. is 2.8 in decimal.
.

2.8 To convert decimal to percent, move the

decimal point twice going to the right side
because you are moving the point to the
hundredths place.

280% Affix the percent sign after moving the

decimal point.

)
Answer: 2 = 2.8 = 280%
.

Now, it’s your turn. The three remaining expressions are for you to solve. After answering these
expressions, compare your answer in the appendix section.

.
3. Convert to decimal to percent.
+
&&
4. Convert to decimal to percent.
)
.
5. Convert 4 to decimal to percent.
(

61
Did you get the correct answers? Congratulations! And If you have difficulty answering these
problems, you can always go back and review the concepts.

b. Converting Decimal to Percent to Fraction

1. Convert 0.45 to percent to fraction.

Solution How …?

0.45 To convert decimal to percent, move the

decimal point twice going to the right side
because you are moving the decimal point to
the hundredths place.

45% Affix the percent sign after moving the

decimal point.
). Since percent means per hundred, write 45
45% =
&-- as the numerator and 100 as the
denominator.
). 4 Simplify the fractions because both numbers
&--
= '-
are divisible by 5.

4
Answer: 45% ,
'-

2. Convert 6.242 to percent to fraction.

Solution How …?

6.242 To convert decimal to percent, move the

decimal point twice going to the right side
because you are moving the decimal point to
the hundredths place.

624.2% Affix the percent sign after moving the

decimal point.
(')' The numerator should be a whole number, so
624.2% =
&-- move the decimal point again to the right.
Since we moved one more place value, we
need to do the same thing with the

62
 denominator. Instead of 100, write 1000.
(')' ,&'& Simplify the fractions because both numbers
=
&--- .-- are divisible by 2.

,&'
Answer: 6240% ,
.

Now, it’s your turn. The three remaining expressions are for you to solve. After answering these
expressions, compare your answer in the appendix section.

3. Convert 0.16 to percent to fraction.

4. Convert 2.19 to percent to fraction.
5. Convert 3.145 to percent to fraction.

Did you get the correct answers? If yes, Congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

c. Converting Percent to Fraction to Decimal

1. Convert 34% to fraction to decimal.

Solution How …?

,) Since percent means per hundred, write 34

34% =
&-- as the numerator and 100 as the
denominator.
,) &+ Simplify the fractions because both numbers
&--
= .-
are divisible by 2.

34% To get the decimal number, move the

decimal point going to the left twice. Then,
remove the percent sign.

0.34 This is the decimal number.

&+
Ans: , 0.34
.-

63
 2. Convert 768% to fraction to decimal.

Solution How …?

768% To get the decimal number, move the

decimal point going to the left twice. Then,
remove the percent sign.

7.68 This is the decimal number.

+(* Since percent means per hundred, write 768
768% =
&-- as the numerator and 100 as the
denominator.
+(* &4' Simplify the fractions because both numbers
=
&-- '. are divisible by 4.

&4'
Ans: , 7.68
'.

Now, it’s your turn. The three remaining expressions are for you to solve. After answering these
expressions, compare your answer in the appendix section.

3. Convert 92% to fraction to decimal.

4. Convert 15.4% to fraction to decimal.
5. Convert 805% to fraction to decimal.

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

64
 Answer the questions below on a piece of paper or the notes application on your
phone. Your answers can help you answer the second assessment in Week 10 -
12.

● Complete the table by converting the following given.

Fraction Decimal Percent

5
8
4.25

150%

What’s in it for you:

● Why are fractions and decimals important in our daily activities?

65
Week 4
Mathematics in the Modern World

Overview
This week, you will be reintroduced to the concepts of interest, discounts, and markups. Also, the
application of the concepts in real-life problems will be discussed. These concepts will help you
make better decisions on simple money problems. Afterward, you will be answering your second
assessment.

Expectations for the Week

1. Review the orientation guide. Reach out to your professor if you encounter any
challenges.
2. Download and install the applications that will support your learnings for this course.
3. Read the supporting materials and complete the activities in this learner guide.
4. Solve exercises on interest, discounts, and markups.
5. Answer the first assessment.
6. Manage your time wisely. You should be able to complete the requirements of this course
in nine hours.

66
Introduction

Have you noticed something lately in your house that has been sitting around for
a long time? How did it catch your attention? What do you think is the value of
that thing? Its value may depreciate or raise over time, but it has added value for
you. Whether for bad or good reasons, that thing caught your attention or your
interest. Answer the questions below on a piece of paper or the notes application
on your phone:

● How does interest work in a mathematical sense?

● Why is it important to have basic knowledge about interest?
● How do we differentiate simple interest from compound interest?
● What is discount? Markup?

Understanding the concepts of interest will help you solve real-life problems especially when
they involve money. These concepts are present when you do online shopping, buying clothes at
the mall, paying your bills, and any transactions that use money in exchange.

Interest
Interest is the rate lenders charge individuals to borrow money. Essentially, interest is the cost of
borrowing money. The amount you borrow is typically referred to as the principal amount
(Kappel, 2019).

Learn more about interest by reviewing the following reading materials:

67
● Simple and Compound Interest

Simple interest is computed based on the borrowed amount or the principal amount of a loan or
deposit. On the other hand, compound interest is computed based on the borrowed amount
(principal amount) and the interest which is accumulated every period (Nickolas, 2020).

Here’s how we compute for simple interest:

I=P*r*t where

I = interest

P = principal amount

r = annual interest rate

t = term of the loan in years

Here are some real-life problems where you can apply the concept of simple interest.

1. Wanda borrowed Php 30,000 from a loan company at an interest rate of 5% per year for
2 years. How much interest does she have to pay the bank at the end of 2 years?

Solution:

I. The interest Wanda will pay the bank at the end of two years.
II. Given: P = Php 30,000 ; r = 5% ; t = 3 years
III. Since we already identified the necessary value for our equation, we will use the
simple interest formula

I=P*r*t Simple Interest Formula (Equation)

I = 30,000 * 0.05 * 2 Substitution Property

I = 3,000 Solution

IV. Wanda will pay Php 3,000 interest over the 2 years.

Now, it’s your turn. The two remaining problems are for you to solve. After answering these
simple interest problems, compare your answer in the appendix section.

68
 2. A person deposits Php 15,000 in a bank account which pays 8% simple interest per year.
Find the value of his deposit after 3 years.

3. Kim got a loan of Php 257,000 to buy a used car. The interest rate is 6.5%. She paid Php
66,820 in interest. How many years did it take her to pay off her loan?

Did you get the correct answers? Congratulations! And If you have difficulty answering these
problems, you can always go back and review the concepts.

Now that we learn how to solve for simple interest, let’s solve some real-life problems on
compound interest. Here’s how we compute for compound interest:

5 6/
𝐹𝑉 = 𝑃 (1 + ) where
6

FV = future value

P = principal amount

r = annual interest rate

t = term of the loan in years

n = number of times compounded per year

Let’s apply these formulas in some real-life situations.

1. If you deposit Php 45,800 into an account paying 5.5% annual interest compounded
quarterly, how much money will be in the account after 3 years?

Solution:

I. The amount of money accounted for after 5 years.

II. Given: P = Php 45,800 ; r = 5.5% ; 3 years ; n = 4 (quarterly)
III. Since we already identified the necessary value for our equation, we will use the
simple interest formula

69
 0 12
𝐹𝑉 = 𝑃 (1 + 1) Compound Interest Formula (Equation)

%.%'' #∗"
𝐹𝑉 = 45,800 (1 + #
) Substitution Property

FV = 53,955.52 Simplify the expression

IV. There will Php 53,955.52 in your account after 3 years.

Now, it’s your turn. The two remaining problems are for you to solve. After answering these
compound interest problems, compare your answer in the appendix section.

2. What principal you have to deposit in a 4.5% savings account compounded monthly to
have a total of Php 110,000 after 8 years?

3. A principal of Php 25,700 is placed in a savings account at 3% per annum compounded

annually. How much is in the account after one year, two years, and three years?

Did you get the correct answers? Congratulations! And If you have difficulty answering these
problems, you can always go back and review the concepts.

70
 A comic store offers a promo. If you buy 2 comics, you will get 35% on the third
comic you will buy. You availed the promo and sold the third comic for 25% more
based on the original price. If each comic cost Php 150, how much did you earn?
This problem is an example of a discount and markup problem. We will go back
to this problem after we review the concept of discount and markup.

● How do we differentiate discount from markup?

● Why is it important to understand discount and markup?

Understanding the concepts of discount and markup will help you solve real-life problems
especially when you purchase something. These concepts are present when you do online
shopping, buying clothes at the mall, paying your bills, and any transactions that use money in
exchange.

Discount and Markup

Learn more about interest by reviewing the following reading materials:

● Discount

Discount is the reduced price or amount of value at a given rate. In other words, you are not
including that portion of that payment from what you are supposed to pay. To compute the
discount, we need the original price and the rate of discount.

71
To compute for the discount, we need to use these formulas:

Discount = Original Price * Discount %

Selling Price = Original Price - Discount

To compute for the discount rate:

5678,912
Discount % = * 100
:06;61<= ?068@

Here are some real-life problems where you can apply the concept of compound interest.

1. Suppose that a comic store offers a promo that if you buy 2 comics, you will get 35% on
the third comic you will buy. How much will you pay if each comic cost Php 150?

Solution:

I. The amount you will pay for the comics.

II. Given: cost of each comic is Php 150; 50% discount
III. Using the formula above,

Selling Price = Original Price - Discount Given Formula

Selling Price = 150 - (150 * 0.35) Substitution Property

Selling Price = 97.5 Solution

IV. The price of the third comic will be Php 97.50. Since each comic cost Php 150, we
have Php 300 for the two comics and Php 97.50 for the third comic. So, the total
payment will be Php 397.50.

Now, it’s your turn. The two remaining problems are for you to solve. After answering these
discount problems, compare your answer in the appendix section.

2. In a department store, a Php 259 t-shirt is labeled, "Get a 20% discount." What is the
discount? What is the sale price of the case of soda?

72
 3. Josh bought a swimsuit at a sale price of Php 1395. The original price of the swimsuit was
Php 3,100. Find the discount rate.

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

● Markup

Markup is the added price or amount of value at a given rate. In other words, you are including an
additional percent of a portion of your payment. To compute for the markup, we need the original
price and the rate of markup.

To compute for the discount, we need to use these formulas:

Markup = Original Price * Markup %

Selling Price = Original Price + Markup

To compute for the discount rate:

A<0B9C
Markup % = * 100
:06;61<= ?068@

Here are some real-life problems where you can apply the concept of compound interest.

1. A comic store offers a promo. If you buy 2 comics, you will get 35% on the third comic you
will buy. You availed the promo and sold the third comic for 25% more based on the
original price. If each comic cost Php 150, how much did you earn?

Solution:

I. Earning from selling the third comic.

II. Given: the cost of each comic is Php 150; an additional 25% from the original price.
III. Since we already computed the discount on this problem, we will just compute for
what you earned. Using formula,

Selling Price = Original Price + Markup Given Formula

Selling Price = 150 + (150 * 0.25) Substitution Property

73
 Selling Price = 187.5 Solution

IV. Since the selling price is Php 187.50, you will earn Php 37.50 based on the original
price.

Now, it’s your turn. The two remaining problems are for you to solve. After answering these
markup problems, compare your answer in the appendix section.

2. Eve’s art museum bought a painting with a price of Php 35,800. Eve marked the price up
by 55%. Find the selling price of the painting.

3. An amusement park recently increased its holiday season entrance fee from its original
price of Php 380. If the entrance is Php 465, what is the markup rate?

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

What’s in it for you:

● How can we use interest in discounts and markups?

74
 Answer the questions below on a piece of paper or the notes application on your
phone. This will be your second assessment. Submit your answers to your
teacher.

Assessment 2

Directions: Provide the answer to the following problems.

I. Perform the indicated operations. Show your solutions.

) , .
a. 2 −1 +3
( + *
& ) '
b. 7,+ 4.− 3*
, )
c. 3+∗ 2.
& & &
d. 1 ∗5 ∗3
' , 4
( &
e. 14 ÷ 2+
& & &
f. 5'÷ 1,÷ 2.
g. 12.32 + 10.4 - 13.051
h. 9.03 - 3.231 + 1.55
i. 72.1 * 3.26
j. 0.406 * 5.6
k. 2.35 ÷0.05
l. 5.24 ÷2.4

75
II. Determine which of the following highlighted values are not properly converted.

Fraction Decimal Percent

12 0.8 8%
15

10 6.25 62.5%
16

7 0.175 175%
4

4 2.67 26.7%
2
6
14 2.8 280%
6

III. Solve the following problems. Show your solution.

a. If you invest Php 150,000 in a savings account that pays 5.3% simple interest, how
much interest will you earn after a decade? What will the new balance be?

b. A loan of Php 2,800 had Php 360 in interest. The rate was 3%. What was the
length of the loan?

c. Mon received a Php 21,500 loan from a bank. After six months, he paid back
26,950 and closed the loan. What is the rate of interest?

d. What would Php 1000 become in a saving account at 2% per year for 5 years
when the interest is not compounded (simple interest)? What would the same
amount become after 5 years with the same rate but compounded annually? What
is the difference between the results?

e. How much money will be in your account after 4 years if you deposit Php 66,825
into an account paying 2.4% annual interest compounded monthly?

f. Joshua bought a pair of jeans that were on sale for Php 250 off. The original price
of the jeans was Php 850. What was the discount rate?

76
g. A smartphone regularly sells for Php 32,000. It is on sale for 25% off. What is the
sale price of the smartphone?

h. A store owner used a markup rate of 30%. Find the selling price of canned goods
that cost Php 49.

i. Anthony paid its wholesaler Php 4,500 for surgical masks and then earned Php
10,000 after reselling. What is the markup rate?

77
Week 5
Mathematics in the Modern World

Overview
This week, you will be reintroduced to the concepts of basic statistics, particularly measures of
central tendency and measures of dispersion. Also, the application of the ideas in real-life
problems will be discussed. These concepts will help you make sound decisions based on
results.

Expectations for the Week

1. Review the orientation guide. Reach out to your professor if you encounter any
challenges.
2. Download and install the applications that will support your learnings for this course.
3. Read the supporting materials and complete the activities in this learner guide.
4. Solve exercises on the measure of central tendency, the measure of dispersion, and
correlation.
5. Manage your time wisely. You should be able to complete the requirements of this course
in nine hours.

78
Introduction

Since the start of the Covid-19 crisis, 77% of Filipinos always use a face mask,
68% always wash their hands, and 64% always keep “social distance” (SWS,
2020). Based on this report, try to answer the following questions: What can you
say about Filipinos' response with the pandemic based on this report? How do
you think these data were gathered? How reliable are these results?

● How to differentiate the measure of central tendency from the measure of dispersion?
● How to determine the relationship between two variables?

Understanding the concepts of Statistics will help you solve real-life problems, especially when
you make critical decisions on social aspects. These concepts are present when you predict the
weather, analyze business trends, do academic research, or anything that involves decision-
making.

Statistics
Statistics deals with the collection, organization, analysis, interpretation, and presentation of data
that will help you come up with a sound decision. It is also useful in describing the characteristics
of a population being studied or making inferences of the population based on the results.

Learn more about interest by reviewing the following reading materials:

79
● Measure of Central Tendency

The measure of central tendency attempts to describe a data set by locating where most of the
values are gathered in the distribution.

Let’s have an example. Below are the first assessment scores of 12 students who enrolled in a
Statistics online class. What is the middle score? If you can determine the middle score, that’s the
center of the data set.

16 25 21 15 18 20 25 16 20 25 21 18

The measure of central tendency can be measured by mean, median, and mode. We have
different ways to compute ungrouped and grouped data.

a. Mean. This is the average of the data set. Mean is best used if the data set is
interval/ratio, and the scores are normally distributed. To compute for the mean, get the
sum of all data set and divided by the total number of values. We can use the following
formula

𝑥 1 + 𝑥 2 𝑥 3 + ...𝑥 𝑛
𝑀𝑒𝑎𝑛 = (ungrouped)
𝑛

𝛴𝑓𝑥
𝑀𝑒𝑎𝑛 = (grouped), where
𝑛

𝛴𝑓𝑥= the product of the frequency and midpoint

n = number of cases or sample

b. Median. This is the middle score of the data set. The median is best used if the data set is
interval/ratio and has outliers. To compute the median for ungrouped data, just rearrange
the scores from lowest to highest or vice versa. If the data set is even (meaning divisible
by 2), get the average of the two middle scores. For the grouped data, use this formula
%
J 8K
𝑀𝑒𝑑𝑖𝑎𝑛 = 𝐿 I + (& K
) ∗ 𝑖 where

𝐿 I = 𝑙𝑜𝑤𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 𝑜𝑟 𝑏𝑜𝑢𝑛𝑑𝑎𝑟𝑖𝑒𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑐𝑜𝑟𝑒

n = number of cases or sample

i = class interval

f = frequency of the median group

80
 cf = cumulative frequency of the before the median group

c. Mode. This is the most frequent number of scores in the data set. The mode is best used
if the data set is nominal. To compute the mode for ungrouped data, just identify the
score with the highest frequency. For the grouped data, we can use this formula

5 '
𝑀𝑜𝑑𝑒 = 𝐿 I + (5 ) ∗𝑖 , where
' L5 &

𝐿 I = 𝑙𝑜𝑤𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 𝑜𝑟 𝑏𝑜𝑢𝑛𝑑𝑎𝑟𝑖𝑒𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑐𝑜𝑟𝑒

i = class interval

𝐷 $ =difference between the frequency of the modal class and

class interval before the modal class

𝐷 ! =difference between the frequency of the modal class and

class interval after the modal class)

Let’s compute the measure of the central tendency of the given scores above. We will first
compute the ungrouped data. Then, we will compute the central tendency of the grouped data.

a. Ungrouped Data. When we say ungrouped data, the data is arranged as an individual
score. Example:

1. Below are the first assessment scores of 12 students who enrolled in a Statistics
online class.

16 25 21 15 18 19 25 16 20 25 21 18

Answer the following:

a. Find the mean, median, and mode of the test scores.

b. If the passing score of the first assessment is 20, what can you infer about
the performance of the students?
c. If you are the teacher of these students, how will you be able to use these
results to improve the delivery of the topics?

81
 Solution:

a. Find the mean, median, and mode of the test scores.

I. To compute the mean, let’s use the formula below.

𝑥 1 + 𝑥 2 𝑥 3 + . ..𝑥 𝑛
𝑀𝑒𝑎𝑛 =
𝑛

16 + 25 + 21 + 15 + 18 + 19 + 25 + 16 + 20 + 25 + 21 + 18
𝑀𝑒𝑎𝑛 =
12

254
𝑀𝑒𝑎𝑛 =
12

𝑀𝑒𝑎𝑛 = 21.1667

II. To compute the median, let’s arrange the test scores from lowest to
highest.

Original: 16 25 21 15 18 19 25 16 20 25 21 18

Arranged: 15 16 16 18 18 19 20 21 21 25 25 25

$( L !%
Median = !

Median = 19.5

III. To compute the mode, count the score that has the highest frequency.

15 16 16 18 18 19 20 21 21 25 25 25

Mode = 25

82
 b. If the passing score of the first assessment is 20, what can you infer about the
performance of the students?

Possible answer:

Based on the mean and mode, we can say that performance of the
students was good. But looking at the numbers of the learners who
passed, there were only 50% who passed. This means that the results
were pulled up because of the good performance of the learners who
passed.

c. If you are the teacher of these students, how will you be able to use these
results to improve the delivery of the topics?

Possible answer:

If I’ll be the teacher of these students, I’ll guide them thoroughly before I
let them take any assessments. I might give exercises to diagnose the
possible difficulties of the students regarding the topic.

Now, it’s your turn. The two remaining problems are for you to solve. After answering these
problems, compare your answer in the appendix section.

2. As of July 11, 2020, below are the countries in the world with fewer confirmed
cases of COVID-19.

Answer the following:

a. Compute the mean, median, and mode of these confirmed cases.
b. Using the table below, what can you conclude about the results?

Country Total of COVID 19 Continent

Confirmed Cases
Anguilla 3 North America
The British Virgin Islands 8 North America
Greenland 13 North America
Kosovo 2 Europe
Montserrat 12 North America
Papua New Guinea 11 Oceania

83
 St. Barth 6 North America
U.S. Virgin Islands 17 North America
Vatican City 12 Europe
Western Sahara 10 Africa

Source: https://www.coronatracker.com/analytics

3. Here are some of the tallest land animals in the world. What is the average of their
height? Among the list of the tallest animal, whose height is in the middle? What is
the typical height of these animals?

Animal Height (meter)

Zebra 1.8
Tapir 1.5
Rhinoceros 1.9
Ostrich 2.3
Moose 2.4
Llama 1.8
Kangaroo 1.5
Horse 2.2
Hippopotamus 1.8
Gorilla 1.7
Giraffe 5.8
Elephant 3.6
Donkey 1.7
Deer 1.5
Cow 1.6
Chimpanzee 1.5
Camel 2.2
Buffalo 2.1
Black Wildebeest 1.8
Bison 2.1
Bear 2.1

Source: http://en.classora.com/reports/c79553/ranking-of-the-worlds-tallest-animals

84
Did you get the correct answers? Congratulations! And If you have difficulty answering these
problems, you can always go back and review the concepts.

b. Grouped Data. When we say grouped data, the data is arranged in intervals. We will use
the same examples in the ungrouped data.

1. Below are the first assessment scores of 12 students who enrolled in a Statistics
online class. Find the mean, median, and mode of the test scores.

16 25 21 15 18 19 25 16 20 25 21 18

Solution:

𝛴𝑓𝑥
I. 𝑀𝑒𝑎𝑛 =
𝑛

i. We need to create a table of the frequency with a class interval of 3.

Class Interval* Frequency (f)** Midpoint (x)*** f*x

24 - 26 3 25 75

21 - 23 2 22 44

18 - 20 4 19 57

15 - 17 3 16 48

𝛴𝑓 = 12 𝛴𝑓𝑥 = 224

*The lowest score should be divisible by the class interval.

**Tally the scores where they belong to.

***Get the average score of the class interval.

ii. Use the formula

𝛴𝑓𝑥
𝑀𝑒𝑎𝑛 =
𝑛

85
 224
𝑀𝑒𝑎𝑛 =
11

Mean = 20.3636

%
J 8K
II. 𝑀𝑒𝑑𝑖𝑎𝑛 = 𝐿 I +( &
K
) ∗ 𝑖

i. We will use the same frequency table above. We need additional

information to get the median.

Class f Cumulative Lower Limit** Upper Limit**

Interval Frequency (cf)*

24 - 26 3 12 23.5 26.5

21 - 23 2 9 20.5 23.5

18 - 20 4 7 17.5 20.5

15 - 17 3 3 14.5 17.5

𝛴𝑓
= 12

*To get for the cumulative frequency, just add the frequency starting with
the lowest score until you added all. The last cumulative frequency must
be equal to the total frequency. Example: 3 + 4 = 7 ; 7 + 2 = 9 ; 9 + 3 = 12

**To get the upper and lower limits, just simply add 0.5 to the upper limit
and subtract 0.5 from the lower limit.

ii. Before we can compute for the median, we need to identify the
following
𝐿 I =17.5 (lower limit of the median class)
𝑛 = 12 (the total number of sample)
i= 3 (class interval)
f=4 (frequency of the median class)
cf = 3 (cumulative frequency before the median class)

86
 Class f Cumulative Lower Limit Upper Limit
Interval Frequency (cf)*

24 - 26 3 12 23.5 26.5

21 - 23 2 9 20.5 23.5

18 - 20* 4 7 17.5 20.5

15 - 17 3 3 14.5 17.5

n = 12

*To determine the median class, get half of the number of samples, which
6 since we have 12. Since we don’t have since 6, look at the next group
higher than 6 based on the cumulative frequency, and that’s 7. So, the
median class is 18 - 20.
%
J 8K
iii. 𝑀𝑒𝑑𝑖𝑎𝑛 = 𝐿 I+(
&
K
) ∗ 𝑖

'&
J "
𝑀𝑒𝑑𝑖𝑎𝑛 = 17.5 + ( & ) ∗ 3
#

Median = 19.75

5 '
III. 𝑀𝑜𝑑𝑒 = 𝐿 I + (5 ) ∗𝑖
' L5 &

i. Before we can compute for the median, we need to identify the

following

𝐿 I= 17.5 (lower of the modal class)

i= 3 (class interval)
𝐷 $ = 1 (difference of the frequency of the modal class and
class interval before the modal class)
𝐷 ! =2 (difference of the frequency of the modal class and
class interval after the modal class)

Class f Cumulative Lower Limit** Upper Limit**

Interval Frequency (cf)*

24 - 26 3 12 23.5 26.5

21 - 23 2 9 20.5 23.5

18 - 20* 4 7 17.5 20.5

87
 15 - 17 3 3 14.5 17.5

𝛴𝑓
= 12

*To get the modal class, just look at the class interval with the highest
frequency.

5 '
ii. 𝑀𝑜𝑑𝑒 = 𝐿 I + (5 ) ∗𝑖
' L5 &

$
𝑀𝑜𝑑𝑒 = 17.5 + ($ L !) ∗ 3

Mode = 18.5

Now, it’s your turn. The two remaining problems are for you to solve grouped data. After
answering these problems, compare your answer in the appendix section.

2. As of July 11, 2020, below are the countries in the world with fewer confirmed
cases of COVID-19. Compute the mean, median, and mode of these confirmed
cases. Use 3 as class size.

Country Total of COVID 19 Continent

Confirmed Cases
Anguilla 3 North America
The British Virgin Islands 8 North America
Greenland 13 North America
Kosovo 2 Europe
Montserrat 12 North America
Papua New Guinea 11 Oceania
St. Barth 6 North America
U.S. Virgin Islands 17 North America
Vatican City 12 Europe
Western Sahara 10 Africa

Source: https://www.coronatracker.com/analytics

3. Here are some of the tallest land animals in the world. Measure the central
tendency of the given data set. Use 100 as a class interval.

88
 Animal Height (cm)
Zebra 180
Tapir 150
Rhinoceros 190
Ostrich 230
Moose 240
Llama 180
Kangaroo 150
Horse 220
Hippopotamus 180
Gorilla 170
Giraffe 580
Elephant 360
Donkey 170
Deer 150
Cow 160
Chimpanzee 150
Camel 220
Buffalo 210
Black Wildebeest 180
Bison 210
Bear 210

Source: http://en.classora.com/reports/c79553/ranking-of-the-worlds-tallest-animals

Did you get the correct answers? Congratulations! And If you have difficulty answering these
problems, you can always go back and review the concepts.

● Measure of Dispersion

Measure of dispersion tells us how dispersed the data set is. It helps us describe the
characteristics of the observed samples. We will compute for the following measure of
dispersion: range, variance, and standard deviation. We will use the same set of problems when
we compute for the measure of central tendency.

89
a. Range. This is the difference between the highest score and the lowest score of the given
data set. To compute for range, use this formula

Range = Highest Score - Lowest Score

b. Variance and Standard Deviation. Variance tells us how scattered the data set is. On the
other hand, the standard deviation is the average distance of the scores from the middle
score. Also, the standard deviation is actually the square root of the variance. To compute
for the variance and standard deviation, use this formula

! P (R J R ( ) &
𝑠 = 1 J $
(ungrouped)

P (R J R ( ) &
𝑠𝑑 = Q (ungrouped)
1 J $

! P K(R ) J R ( ) &
𝑠 = (grouped)
1 J $

P K(R ) J R ( ) &
𝑠𝑑 = Q 1 J $
(grouped) where

!
𝑠 = variance

sd = standard deviation

x = score

𝑥 I = mean

𝑥 6 = midpoint

n = number of samples

f = frequency

90
Let’s compute for the measure of the dispersion of the given scores above. We will first compute
the ungrouped data. Then, we will compute the measure of the dispersion of the grouped data.

a. Ungrouped Data. We will use the same set of problems from computing the measure of
central tendency.

1. Below are the first assessment scores of 12 students who enrolled in a Statistics
online class. Find the range, variance, and standard deviation of the data set. What
can you say about the result?

16 25 21 15 18 19 25 16 20 25 21 18

Solution:

I. To compute the range, let’s use the formula below.

Range = Highest Score - Lowest Score

Range = 25 - 15

Range = 10

II. To compute for the variance and standard deviation, let’s use the formula
below

! P (R J R ( ) &
𝑠 =
1 J $

P (R J R ( ) &
𝑠𝑑 = Q 1 J $

i. First, let’s make a table for our formula. You can use a calculator for this
problem.

𝑥 𝑥 I 𝑥 − 𝑥 I* (𝑥 −
! **
𝑥 I)

16 21.1667 -5.1667 26.6948

25 21.1667 3.8333 14.6942

21 21.1667 -0.1667 0.0278

91
 15 21.1667 -6.1667 38.0282

18 21.1667 -3.1667 10.0280

19 21.1667 -2.1667 4.6946

25 21.1667 3.8333 14.6942

16 21.1667 -5.1667 26.6948

20 21.1667 -1.1667 1.3612

25 21.1667 3.8333 14.6942

21 21.1667 -0.1667 0.0278

18 21.1667 -3.1667 10.0280

𝛴= 161.6677

*Get the difference of score and the mean.

**Square the difference of score and the mean.

! P (R J R ( ) &
ii. 𝑠 = 1 J $

! $&$.&&//
𝑠 =
$! J $

!
𝑠 = 14.6971

𝑠𝑑 = √14.4971

sd = 3.8337

Now, it’s your turn. The two remaining problems are for you to solve. After answering these
problems, compare your answer in the appendix section.

2. As of July 11, 2020, below are the countries in the world with fewer confirmed
cases of COVID-19. Compute the range, variance, and standard deviation of these
confirmed cases.

Country Total of COVID 19 Continent

Confirmed Cases

92
 Anguilla 3 North America
The British Virgin Islands 8 North America
Greenland 13 North America
Kosovo 2 Europe
Montserrat 12 North America
Papua New Guinea 11 Oceania
St. Barth 6 North America
U.S. Virgin Islands 17 North America
Vatican City 12 Europe
Western Sahara 10 Africa

Source: https://www.coronatracker.com/analytics

3. Here are some of the tallest land animals in the world. What is the range of their
height? What are the variance and standard deviation of their height?

Animal Height (meter)

Zebra 1.8
Tapir 1.5
Rhinoceros 1.9
Ostrich 2.3
Moose 2.4
Llama 1.8
Kangaroo 1.5
Horse 2.2
Hippopotamus 1.8
Gorilla 1.7
Giraffe 5.8
Elephant 3.6
Donkey 1.7
Deer 1.5
Cow 1.6
Chimpanzee 1.5
Camel 2.2

93
 Buffalo 2.1
Black Wildebeest 1.8
Bison 2.1
Bear 2.1

Source: http://en.classora.com/reports/c79553/ranking-of-the-worlds-tallest-animals

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

b. Grouped Data. We will use the same set of problems from the ungrouped data.

1. Below are the first assessment scores of 12 students who enrolled in a Statistics
online class. Find the range, variance, and standard deviation of the data set.

16 25 21 15 18 19 25 16 20 25 21 18

Solution:

I. To compute the range, let’s use the formula below

Range = Highest Score - Lowest Score

Range = 10

II. To compute for the variance and standard deviation, let’s use the formula
below

! P K(R ) J R ( ) &
𝑠 = 1 J $

P K(R ) J R ( ) &
𝑠𝑑 = Q 1 J $

i. First, let’s make a table for our formula. You can use a calculator for this
problem.

94
 Class f 𝑥 6 𝑥 I 𝑥 6 − (𝑥 6 − 𝑓(𝑥 6 −
! **
Interval 𝑥 I* 𝑥 I) 𝑥 I ) ! ***

24 - 26 3 25 20.3636 4.6364 21.4962 64.4886

21 - 23 2 22 20.3636 1.6364 2.6778 5.3556

18 - 20 4 19 20.3636 -1.3636 1.8594 7.4376

15 - 17 3 16 20.3636 -4.3636 19.0410 57.1230

𝛴 12 134.4049

*Get the difference of the midpoint and the mean.

**Square the difference between the midpoint and the mean.

**Multiply the frequency with the square the difference of the midpoint and
the mean.

! P K(R ) J R ( ) &
ii. 𝑠 = 1 J $

! $"#.#%#(
𝑠 = $! J $

!
𝑠 = 12.2186

𝑠𝑑 = √12.2186

sd = 3.4955

Now, it’s your turn. The two remaining problems are for you to solve. After answering these
problems, compare your answer in the appendix section.

2. As of July 11, 2020, below are the countries in the world with fewer confirmed
cases of COVID-19. Compute the variance and standard deviation of these
confirmed cases. Use 3 as the class interval.

Country Total of COVID 19 Continent

Confirmed Cases
Anguilla 3 North America

95
 The British Virgin Islands 8 North America
Greenland 13 North America
Kosovo 2 Europe
Montserrat 12 North America
Papua New Guinea 11 Oceania
St. Barth 6 North America
U.S. Virgin Islands 17 North America
Vatican City 12 Europe
Western Sahara 10 Africa

Source: https://www.coronatracker.com/analytics

3. Here are some of the tallest land animals in the world. Measure the dispersion of
the given data set. Use 100 as the class interval.

Animal Height (cm)

Zebra 180
Tapir 150
Rhinoceros 190
Ostrich 230
Moose 240
Llama 180
Kangaroo 150
Horse 220
Hippopotamus 180
Gorilla 170
Giraffe 580
Elephant 360
Donkey 170
Deer 150
Cow 160
Chimpanzee 150
Camel 220
Buffalo 210

96
 Black Wildebeest 180
Bison 210
Bear 210

Source: http://en.classora.com/reports/c79553/ranking-of-the-worlds-tallest-animals

Did you get the correct answers? Congratulations! And If you have difficulty answering these
problems, you can always go back and review the concepts.

Answer the questions from the given exercises above on a piece of paper or the
notes application on your phone. Your answers can help you answer the final
assessment in Week 6.

What’s in it for you:

● Why is it essential to study Statistics?

● What do these results tell us?

97
Week 6
Mathematics in the Modern World

Overview
This week, you will be reintroduced to the concepts of correlation. Also, the application of the
concepts in real-life problems will be discussed. These concepts will help you analyze and
interpret results to make sound decisions. This week, you will be taking your final assessment.

Expectations for the Week

1. Review the orientation guide. Reach out to your professor if you encounter any
challenges.
2. Download and install the applications that will support your learnings for this course.
3. Read the supporting materials and complete the activities in this learner guide.
4. Solve exercises on correlation.
5. Take the final assessment for Mathematics in the Modern World.
6. Manage your time wisely. You should be able to complete the requirements of this course
in nine hours.

98
99
Introduction

Have you heard that ice cream consumption leads to murder, and eating organic
food causes autism? How about Facebook canceled out the cholesterol-lowering
effects of Justin Bieber? All of these statements show a relationship. But can we
say that they affect each other? This is what correlation is all about, the
relationship between two variables.

● How do we determine the relationship between two variables?

● Why is it important to learn the relationship between two variables?

Understanding the concepts of correlation will help you solve real-life problems, especially when
you explain the relationship between two variables. These relationships of variables can help you
understand how each factor affects each other and arrive at sound conclusions.

Correlation
One important thing to take note of about correlation is how two variables affect each other. The
relationship is not causation, meaning one factor affects another factor to exist. Correlation is not
a cause and effect relationship.

100
 Learn more about interest by reviewing the following reading materials:

● Correlation

Correlation is the measure of the strength of the relationship between two quantities. The
relationship of the data set depends on the characteristics of the variables. These relationships
could be positive, negative, or zero correlation. What do they mean? Look at the table below.

Correlation What does it mean? Example

Positive If one variable increases, the ● The more time you spend running on a
other variable also increases. treadmill, the more calories you will burn.
● As a child grows, so does his clothing
or size.
● When employees make a high salary,
If one variable decreases, the efficiency increases.
other variable also decreases. ● As you eat more antioxidants, your
immune system improves.
● When enrollment at college decreases,
the number of teachers decreases.

Negative If one variable increases, the ● A student who has many absences has a
other variable decreases, and decrease in grades.
vice versa. ● If a chicken increases in age, the number
of eggs it produces decreases.
● As humidity increases, people's desire to
be outside may decrease.
● The more one eats, the less hunger one
will have.
● The more one works out at the gym, the
less body fat one may have.
Sources:
https://examples.yourdictionary.com/positive-correlation-examples.html
https://examples.yourdictionary.com/negative-correlation-examples.html

101
The value of the correlation is between -1 and 1. When you have 1 or -1 as the result of your
computation, this means that the relation of the variables is perfect. In other words, as one
variable increases, the other variable also increases or decreases.

We can describe the relationship between two variables using a scatterplot. This graph helps
visualize the trend of the linear relationship between the variables. Below are examples of
correlation using a scatterplot.

Source: https://www.mathsisfun.com/data/correlation.html

● How to Determine Correlation

To determine the correlation of two variables, we will use this formula

1 (PRT) J (PR) (PT)

𝑟= , where
U[1 (PR & ) J (PR) & ]∗[1 (PT) J (PT) & ]

n = number of paired scores

𝛴𝑥𝑦 = sum of the products of paired scores

𝛴𝑥 = sum of x scores

𝛴𝑦 = sum of y scores

!
𝛴𝑥 = sum of squared x scores

!
𝛴𝑦 = sum of squared y scores

102
Let’s have an example on how to compute for the correlation.

1. Students of a certain section took the assessments in Statistics and Algebra. Their
professor randomly selected 13 students to determine the relationship of the two
assessments. Describe the relationship between the two assessments by using the
assessment scores of the students below.

Student Statistics Assessment Score Algebra Assessment Score

Student A 19 19
Student B 18 18
Student C 17 15
Student D 17 0
Student E 13 13
Student F 12 12
Student G 12 10
Student H 11 8
Student I 10 8
Student J 8 7
Student K 6 6
Student L 3 3
Student M 2 0

Solution:

I. We will use the formula below.

𝑛 (𝛴𝑥𝑦) − (𝛴𝑥) (𝛴𝑦)

𝑟=
S[𝑛 (𝛴𝑥 ! ) − (𝛴𝑥) !] ∗ [𝑛 (𝛴𝑦) − (𝛴𝑦) !]

We need to set up the table for our values. Use can use a calculator for the
computation.

103
 Student Statistics Algebra 𝛴𝑥𝑦* ! !
𝛴𝑥 ** 𝛴𝑦 ***
Assessment Assessment
Score (x) Score (y)
Student A 19 19 361 361 361
Student B 18 18 324 324 324
Student C 17 15 255 289 225
Student D 17 0 0 289 0
Student E 13 13 169 169 169
Student F 12 12 144 144 144
Student G 12 10 120 144 100
Student H 11 8 88 121 64
Student I 10 8 80 100 64
Student J 8 7 56 64 49
Student K 6 6 36 36 36
Student L 3 3 9 9 9
Student M 2 0 0 4 0

Total 148 119 1642 2054 1545

*Multiply the values of # of confirmed cases and # of recovery.
**Square or multiply by itself the values of # of confirmed cases.
***Square or multiply by itself the values of # of recovery

! ($%&) ( ($%) ($&)

II. 𝑟= ! ) ( ($%) ! ]∗[! ($&) ( ($&) !]
)[! ($%

13 (1642) − (148) (119)

𝑟 =
.[13 (2054) − (148) - ] ∗ [13 (1545) − (119) -

-.,012 (.3,2.-
𝑟=
)[-2,34- ( -.,541]∗[-4,467 ( .1,.2.]

0,301
𝑟=
)[1,356]∗[7,5-1]

0,301
𝑟=
√-6,1-0,07-

0,301
𝑟 = 7,00..0777

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 r = 0.7003

III. There is a moderate positive relationship between the assessments in Statistics

and Algebra of the selected students. This shows that there’s a high chance that
when a student scores high in Statistics he/she might also have a high score in
Algebra.

Now, it’s your turn. The two remaining problems are for you to solve. After answering these
problems, compare your answer in the appendix section.

2. Using the data below, determine the relationship between the English midterm exam and
block per game of the volleyball varsity players.

Players English Midterm Exam Block per Game

Player 01 84 1
Player 02 82 0
Player 03 74 3
Player 04 71 2
Player 05 64 3
Player 06 62 0
Player 07 46 0
Player 08 43 3
Player 09 39 2
Player 10 37 2
Player 11 32 1

Did you get the correct answers? If yes, congratulations! And If you have difficulty answering
these problems, you can always go back and review the concepts.

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What’s in it for you:

● Why do we have a negative and positive correlation?

● Why is the result of correlation just between -1 and 1?

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 Answer the questions below on a piece of paper or the notes application on your
phone. This will be your final assessment for this course. Submit your answers to
your teacher.

Final Assessment

Directions: Given the data below, compute the indicated statistics. Follow the
instructions in your learner guide. Show your solutions.

1. As of July 15, 2020, these are the countries with confirmed COVID-19 between 100 - 200.
Refer to the table below. Compute the measure of tendency and dispersion of the confirmed
cases using grouped data. Use 50 as class size.

Country Confirmed Cases Number of Recoveries Number of Deaths

Guadeloupe 190 157 14
Faeroe Islands 188 188 0
Gibraltar 180 180 0
Cambodia 166 133 0
Bermuda 150 137 9
Brunei 141 138 2
Trinidad and Tobago 133 124 8
Bahamas 119 91 11
Monaco 109 98 4
Aruba 106 99 3
Barbados 104 90 7
Seychelles 100 27 0

Source: https://www.coronatracker.com/analytics/

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2. Using the measure of dispersion, describe the population of the world’s top ten (10) crowded
cities in 2020. Use the table below.

City Country Population

Tokyo Japan 37,393,128
Delhi India 30,290,936
Shanghai China 27,058,480
Sao Paulo Brazil 22,043,028
Mexico City Mexico 21,782,378
Dhaka Bangladesh 21,005,860
Cairo Egypt 20,900,604
Beijing China 20,462,610
Mumbai India 20,411,274

Source: https://worldpopulationreview.com/world-cities

3. The table below shows the expected years of schooling and gross domestic product (GDP) of
the Southeast Asian countries in 2017. Use this information to answer the following:
I. Determine the correlation between the expected years of schooling and GDP.
II. Based on the result, what can you conclude about the relationship between the
expected years of schooling and GDP?

Country Expected Years of Schooling GDP per capita

(in international-$)
Brunei 14.5 71809.3
Cambodia 11.7 3645.1
Indonesia 12.8 11188.7
Laos 11.2 6397.4
Malaysia 13.7 26808.2
Myanmar 10 5591.2
Philippines 12.6 7599.2
Singapore 16.2 85535.4
Thailand 14.7 16277.7
Vietnam 12.7 6171.9

Source: https://ourworldindata.org/grapher/expected-years-of-schooling-vs-gdp-per-capita

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4. Which of the following factors has the highest positive correlation with life expectancy in
some countries in Asia? Why do you think this factor has the highest correlation with life
expectancy? Use the data below.
World Happiness
Vegetable supply
Average annual Report 2016
Life expectancy per person
Country hours worked by (Cantril Ladder
(years)* (kilograms per
each person** (0=worst;
year)****
10=best))***
Cambodia 69.3 103.0 4.6 30.3
Hong Kong 84.5 91.0 5.4 129.9
India 69.2 89.0 4.0 79.9
Japan 84.3 73.0 5.9 91.1
Myanmar 66.6 102.0 4.2 82.8
Philippines 71.0 90.0 5.6 62.6
South Korea 82.6 86.0 5.9 197.1
Sri Lanka 76.6 81.0 4.3 49.8
Taiwan 80.1 83.0 6.4 117.8
Thailand 76.7 91.0 5.9 39.9
Turkey 77.2 77.0 5.6 254.1
Vietnam 75.2 91.0 5.2 170.5

Sources:
* https://ourworldindata.org/life-expectancy
** https://ourworldindata.org/working-hours
*** https://ourworldindata.org/happiness-and-life-satisfaction
**** https://ourworldindata.org/diet-compositions

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