Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

INSTITUTE OF COMPUTER STUDIES

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

INSTITUTE OF COMPUTER STUDIES

GEC 3 – MATHEMATICS IN THE MODERN WORLD

DOROTHY S. SURETA
Assistant Professor

Contact Details
Contact Number: 09167422338/09184922805
E-mail Address: [email protected]
Web Address: [Type your web address or social media link]

Consultation Schedule
Every Friday 2 -5 pm

OUTLINE OF LEARNING TOPICS TIME ALLOCATION

B. Mathematics as a Tool Week 7 to Week 12 [Midterm]
B.1 Data Management
-Data: Gathering and Organizing Data; Representing using Graphs and Charts;
Interpreting Organized Data
-Measures of Central Tendency: Mean, Median, Mode, AWM
-Measures of Dispersion: Range, Standard Deviation and Variance
-Measures of Relative Position: z-scores, Percentiles, Quartiles
-Basic/Elementary Probability
-Inferential Statistics: t-test, ANOVA & Pearson r Coefficient

INTENDED LEARNING OUTCOMES (ILOs)

At the end of the topic, students should be able to
• Use a variety of statistical tools to process and manage numerical data.
• Use the methods of linear regression and correlations to predict the value of a variable given certain
conditions
• Advocate the use of statistical data in making important decisions

INSTRUCTIONS TO THE LEARNERS

This learning material serves as a reflection among one of the flexible learning strategies that complement
the outcomes-based education approach. This material contains the essential discussions for the specified
topic together with a learning activity in order to achieve the indicated intended learning outcomes.

In addition, students will undergo pre-test and post-test short-examination. The pre-test questionnaires will
be given at the start of each rating period (Prelims, Midterms, Finals) while the post-test questionnaires will
be given at the end of each rating period. The results of the assessment will serve as one of the key indicators
that determine the effectiveness of this learning material. Thus, exemplifying honesty and rectitude in this
particular undertaking are highly appreciated and commendable.

Always keep connected and updated with announcements and relevant information concerning this course.
Lastly, do not hesitate to ask for assistance and raise your concerns to your instructor / professor.

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F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

INSTITUTE OF COMPUTER STUDIES

B. Mathematics as a Tool
Introduction
Mathematics is a powerful tool for global understanding and communication. Using it, students can make
sense of the world and solve complex and real problems. Rethinking math in a global context offers students
a twist on the typical content that makes the math itself more applicable and meaningful for students. For
students to function in a global context, math content needs to help them get to global competence, which is
understanding different perspectives and world conditions, recognizing that issues are interconnected across
the globe, as well as communicating and acting in appropriate ways. In math, this means reconsidering the
typical content in a typical ways and showing students how the world consists of situations, events and
phenomena that can be sorted out using the right math tools. In this learning material, you will find out how
mathematics is applied as a powerful tool in our nature.

B.1 Data Management

B.1.3. Measures of Dispersion: Range, Standard Deviation and Variance
An important characteristic of any set of data is the variation in the data. If one wants to know the
index of how the scores are scattered around the center of the distribution, measures of variability
(spread, width, or dispersion) must be considered. Three measures shall be discussed in this learning
material: range, variance and standard deviation.

Range
The Range is the difference between the highest and the lowest values in a data set. It is
expressed as:
Range = Highest Score – Lowest Score

Let us refer on the following set of examples

Example 1
Two experimental brands of paint are tested to see how long each will last before fading. Six
cans of each brand constitute a small population. The results (in months) are shown in the table.
Find the mean and range of each group.

Brand A Brand B

10 35

60 45

50 30

30 35

40 40

20 25

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Solution:

= X
X 210 210
= = 35 = = = 35
Brand A: N 6 Brand B: N 6
R = 60 − 10 = 50 R = 45 − 25 = 20

The average for both brands is the same, but the range for Brand A is much greater than the
range for Brand B. Which brand would you buy?

The range is the simplest and the easiest of the measures of dispersion. It simply measures the
distance given by the highest score and the lowest score. It is considered as the least satisfactory
measure of dispersion because it does not tell anything about the score between these two
extremes.

Example 2
Consider the following test scores of the two girls. Compute the range & interpret the result.

Andrea 17 18 7 15 14 13
Camille 18 10 17 11 18 10

Solution:
Andrea: HS = 18 Camille: HS = 18
LS = 7 LS = 10
R = 11 R=8

Andrea’s score has higher range than that of Camille’s test scores. This tells us that Andrea’s
score is apparently more scattered than Camille.

Variance and Standard Deviation

The Variance is the average of the squares of the distance each value is from the mean. It is
expressed as:
( X − X )
2

s2 =
n −1

The Standard Deviation is the square root of the variance. The standard deviation is a measure
of how spread out your data are.

( X )
2
−X
s=
n −1

Let us refer on the following set of example

Example
Calculate the sample variance and standard deviation of the following data:
8, 9, 10, 12, 17, 18, 18, 19, 20, 21

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Solution:

x ̅
𝒙 ̅
x-𝒙 ̅ )𝟐
(𝐱 − 𝒙
8 15.2 -7.2 51.84
9 15.2 -6.2 38.44
10 15.2 -5.2 27.04
12 15.2 -3.2 10.24
17 15.2 1.8 3.24
18 15.2 2.8 7.84
18 15.2 2.8 7.84
19 15.2 3.8 14.44
20 15.2 4.8 23.04
21 15.2 5.8 33.64
∑ 𝒙= 152 ̅)𝟐 = 217.6
(𝐱 − 𝒙

Solving for the mean, we get 152 / 10 = 15.2

( X − X )
2

s2 =
n −1 s = √24.18
217.6
= s = 4.92
10−1
2
S = 24.18

A short cut process in computing for the variance and standard deviation is known as Raw Score
Formula is mathematically equivalent to the theoretical formula. It saves time when calculating by
hand, does not use the mean, and it is more accurate when the mean has been rounded.

n X 2 − (  X )
2

s2 =
n ( n − 1) s = s2
;

Let us refer to the following set of example

Example
Find the variance and standard deviation for the amount of European auto sales for a sample
of 6 years. The data are in millions of dollars.
11.2, 11.9, 12.0, 12.8, 13.4, 14.3

Solution:

n X 2 − (  X )
X X2 2
s 2 = 1.28
11.2 125.44 s =
2
11.9 141.61 n ( n − 1) s = 1.13
12.0 144.00
( ) ( )
2
12.8 163.84 6 958.94 - 75.6
13.4 179.56 s =
2

14.3 204.49 6 (5)

75.6 958.94
(
s 2 = 6  958.94 − 75.62 / ( 6  5) )

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INSTITUTE OF COMPUTER STUDIES

The standard deviation provides a numerical measure of the overall amount of variation in a data
set, and can be used to determine whether a particular data value is close to or far from the mean.
The standard deviation is always positive or zero. The standard deviation is small when the data are
all concentrated close to the mean, exhibiting little variation or spread. The standard deviation is larger
when the data values are more spread out from the mean, exhibiting more variation.

Learning Activity No. 1 – Abstraction (Critical Thinking)

Instructions: Solve each item correctly by providing the necessary solutions for what is required.
1. Find the range of the two groups of score distribution. Interpret.

Group A 10 12 15 17 25 26 28 30 35
Group B 15 16 16 17 17 23 25 26 30

2. On a scale designated to measure altitude toward racial segregation, two college classes scored as
follows:

Class A 4 6 2 1 1 1
Class B 4 3 2 1 4 2
Compare the variability of attitudes toward racial segregation among the members of the two classes
by calculating for each class the (a) Range and (b) standard deviation. Which class has greater
variability of attitude scores?

B.1.4. Measures of Relative Position: z-scores, Percentiles, Quartiles

As median divides the set of scores into two equal parts, there are other measures that divide the
distribution into one hundred, four or ten equal parts. These are the other measures of position: the
percentiles, the quartiles and the deciles.

Z-scores
The Z-score (also known as standard score) measures how many standard deviations an
observation is above or below the mean. A positive z-score measures the number of standard
deviations a score is above the mean, and a negative z-score means that number of standard
deviations a score is below the mean. Z-score can be computed using the formula:
𝑥−𝜇 where x = the value of observation
𝑧=
𝜎 𝜇 = the mean of the distribution
𝜎 = the standard deviation of the distribution

Let us refer to the following set of example:

Example
The result of an examination in Physics given to 100 students was known to be approximated
normally distributed with a mean of 54 and a standard deviation of 12. Find the following: a)
standard score of Jedidiah if she got a score of 86, b) actual score of Vanessa if her standard
score is -1.25.
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Solution:
a) For standard score of Jedidiah
𝑥−𝜇 86−54
𝑧= = = 2.67
𝜎 12

b) For actual score of Vanessa

𝑥 = 𝑧𝜎 + 𝜇 = (−1.25)(12) + 54 = 39

Quartiles (Qk)
Quartiles are values that divide that distribution into four equal parts. It is expressed as:
𝑖 (𝑛+1) 𝑡ℎ
𝑄𝑘 = [ ]
4

where: 𝑖 is term of interest (𝑘 = 1, 2 𝑎𝑛𝑑 3)

𝑛 is the number of observed values

Let us refer to the following set of example:

Example
Suppose a 20-item quiz was administered to 12 students. The scores of the students are
tabulated below. Find the 1st Quartile (Q1).

Student Score Student Score

1 4 7 17
2 5 8 13
3 5 9 19
4 2 10 3
5 12 11 5
6 11 12 5

Solution:
Step 1: Arrange the data from lowest to highest.
2, 3, 4, 5, 5, 5, 5, 11, 12, 13, 17, 19
Step 2: identify the values on the formula: i = 1 and n = 12
𝑡ℎ 𝑡ℎ
𝑖(𝑛 + 1) 1(12 + 1) 13 𝑡ℎ
𝑄𝑘 = [ ] =[ ] =[ ] = 3.25𝑡ℎ or 4𝑡ℎ 𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛
4 4 4

∴The 1st Quartile (Q1) is 5, which means that 25% of the scores are below 5.

Deciles (Dk)
Deciles are values that divide that distribution into ten equal parts. It is expressed as:
𝑖(𝑛+1) 𝑡ℎ
𝐷𝑘 = [ ]
10

where: 𝑖 is term of interest (𝑘 = 1, 2, … ,9)

𝑛 is the number of observed values

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Let us refer to the following set of example:

Example
Using the same given on the previous example, find the 2nd Decile (D2).

Solution:
Step 1: Arrange the data from lowest to highest.
2, 3, 4, 5, 5, 5, 5, 11, 12, 13, 17, 19
Step 2: Identify the values on the formula: 𝑖 = 2 and 𝑛 = 12
𝑡ℎ 𝑡ℎ
𝑖(𝑛 + 1) 2(12 + 1) 26 𝑡ℎ
𝐷𝑘 = [ ] =[ ] = [ ] = 2.6𝑡ℎ or 3𝑟𝑑 𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛
10 10 10
∴The 2nd Decile (D2) is 4, which means that 20% of the scores are below 4.

Percentiles (Pk)
Percentiles are values that divide that distribution into one hundred equal parts. It is expressed
as:
𝑖 (𝑛+1) 𝑡ℎ
𝑃𝑘 = [ ]
100

where: 𝑖 is term of interest (𝑘 = 1, 2, … ,99)

𝑛 is the number of observed values

Let us refer to the following set of example:

Example
Using the same given on the previous example, find the 75th Percentile (P70).

Solution:
Step 1: Arrange the data from lowest to highest.
2, 3, 4, 5, 5, 5, 5, 11, 12, 13, 17, 19
Step 2: Identify the values on the formula: 𝑖 = 75 and 𝑛 = 12
𝑡ℎ 𝑡ℎ
𝑖(𝑛 + 1) 75(12 + 1) 975 𝑡ℎ
𝑃𝑘 = [ ] =[ ] =[ ] = 9.75𝑡ℎ or 10𝑡ℎ 𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛
100 100 100
∴The 75th Percentile (P75) is 13, which means that 75% of the scores are below 13.

Learning Activity No. 2 – Abstraction (Critical Thinking)

Instructions: Solve each item correctly by providing the necessary solutions for what is required.
1. A particular examination in biology with 200 students was known to be approximately normally
distributed with a mean of 36 and a standard deviation of 5. Find the standard score of a student
whose score is 40.
2. Compute for the standard score of 31 if the mean is 25 and the standard deviation is 2.
3. Here are the wages of some laborers per hour: Php 82.00, Php 56.00, Php 120.00, Php 75.00, Php
80.00, Php 75.00, Php 90.00, Php 50.00, Php 130.00 and Php 65.00. Find the values of a) 2nd Decile
(Q2), b) 6th Decile (D6) and 82nd Percentile (P82).

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B.1.5. Basic/Elementary Probability

Probability is simply how likely something is to happen. Whenever we’re unsure about the outcome
of an event, we can talk about the probabilities of certain outcomes—how likely they are. The analysis of
events governed by probability is called statistics.

An experiment such as spinning a spinner or tossing a coin, Experiment is an activity that is under
consideration and which can be done repeatedly, in which the result is purely a matter or chance, is said
to be random. You do not know what the result or outcome of the experiment will be. For example, you
do not know that a spinner is equally likely to stop on any one of the 3 possible outcomes: red, green, or
1 1
blue (r,g,b). The probability of stopping on red is 1 out of 3 or and you write 𝑃(𝑟) = , Likewise 𝑃(𝑏) =
3 3
1 1
and 𝑃(𝑏) = . When the outcomes are equally likely to happen, the probability of any one outcome is
3 3
the ratio below:
1
𝑃(𝑜𝑢𝑡𝑐𝑜𝑚𝑒) =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠

The set of all possible outcome of an experiment is called Sample Space and the subset of the
sample space is called an event, a set of one or more outcomes. The probability of an outcome ranges
from 0 (when it is certain not to happen) to 1 (when it is certain to happen).

You can show all the possible outcomes by listing and/or tree diagram. For example, you tossed a
coin twice; Head, or Tai (H, T). Find all the possible outcomes.

Outcomes for 2 tossed (listing)

HH TH
HT TT
Tree
Diagram

Sometimes it is not practical to find the number of outcomes of a probability activity by listing or
drawing a tree diagram. For example, in how many ways can four tossed coins fall?

There are 2 possibilities for the first tossed coin, 2 possibilities for the second coin, 2 possibilities for the
third coin, 2 possibilities for the fourth coin. By the fundamental principle of counting (FPC), the 4 coins
may fall in 2𝑥2𝑥2𝑥2 𝑜𝑟 16 𝑤𝑎𝑦𝑠.

Mutually and Non-mutually Exclusive Events (Additive Rule)

Mutually exclusive of they cannot happen at the same time. Otherwise they are said to be non-
mutually exclusive.

If A and B are any two events, then the probability that A or B will happen is given by:
𝑃(𝐴 𝑜𝑟 𝐵) = 𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 ∩ 𝐵)
where P(A∩B) is the probability that both A and B will happen.

If A and B are mutually exclusive, then

P(A∩B) = P(A) + P(B)

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Let us refer to the following set of example:

Example
A card is drawn from a standard deck of 52 cards. What is the probability of getting a) an ace
or king, and b) a red or a face card?

Solution:
a) For getting an ace or king
Let P(A) for probability of getting an ace and P(K) for king is drawn. Since events A and K
are mutually exclusive, then
4 4 8 𝟐
P(A∩K) = P(K) + P(K) = + 52 = 52 𝑜𝑟 𝟏𝟑
52

Represents the 4 Aces out of 52 cards Represents the 4 Kings out of 52 cards

Therefore, the probability of getting an ace or king is 2/13.

b) For getting a red or a face card

Let P(R) be the probability that a red card is drawn and P(F) for face card. Since events A and
K are non-mutually exclusive, then
26 12 6 32 𝟖
𝑃(𝑅 ∪ 𝐹) = 𝑃(𝑅) + 𝑃(𝐹) − 𝑃(𝑅 ∩ 𝐹) = + − = =
52 52 52 52 𝟏𝟑

Represents the 26 red cards out of 52 cards

Represents the common since 6 Face cards
Represents the 12 Face cards out of 52 cards are also red cards out of 52 cards

Therefore, the probability of getting a red or a face card is 8/13.

Dependent and Independent Events (Multiplication Rule)

Two events are independent if the occurrence of one does not affect the occurrence of the other.
Otherwise they said to be independent.
If A and B are any two events, then the probability that A and B will happen is given by the formula:
𝑃(𝐴 𝑎𝑛𝑑 𝐵) = 𝑃(𝐴 ∩ 𝐵) = 𝑃(𝐴) ∙ 𝑃(𝐵 |𝐴)
where 𝑃(𝐵 |𝐴) is the probability that B will happen given that A happen already.

However, if A and B are independent events then:

𝑃(𝐴 ∩ 𝐵) = 𝑃(𝐴) ∙ 𝑃(𝐵) 𝑠𝑖𝑛𝑐𝑒 𝑃(𝐵 |𝐴) = 𝑃(𝐵)

Let us refer to the following set of example:

Example
Two cards are drawn one at a time from a well-shuffled deck of cards. Find the probability that
they are both kings if the first card is a) replaced and b) not replaced.

Solution:
a) For getting both kings if the first card is replaced.
Let P(K1) be the probability that a king is chosen on the first draw
P(K2) be the probability that a king is chosen on the second draw
Since the second event is independent of the first, then
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4 4 1
𝑃(𝐾1 ∩ 𝐾2 ) = 𝑃(𝐾1 ) ∙ 𝑃(𝐾2 ) = ∙ =
52 52 169

In the 1st draw, there are 4 Kings out of 52 cards. In the 2nd draw, there are still 4 Kings out of 52 cards since the
first card being drawn was replaced with the same card.

Therefore, the probability of getting both kings if the first card was replaced is 1/169.

b) For getting both kings if the first card is not replaced.

Let P(K1) be the probability that a king is chosen on the first draw
P(K2) be the probability that a king is chosen on the second draw
Since the second event is dependent of the first, then
4 3 1
𝑃(𝐾1 𝑎𝑛𝑑 𝐾2 ) = 𝑃(𝐾1 ) ∙ 𝑃(𝐾1 |𝐾2 ) = ∙ =
52 51 221

In the 1st draw, there are 4 Kings out of 52 cards. In the 2nd draw, there are now 3 Kings remaining out of 51 cards
since the first drawn card was not replaced.

Therefore, the probability of getting both kings if the first card was replaced is 1/221.

Learning Activity No. 3 – Application (Critical Thinking)

Multiple Choice. Choose the best answer. Indicate your solution on did you arrive on your answer.
1. What is the probability of getting a black diamond in a single draw of a card from an ordinary deck
of playing cards?
1 1
a. b. 0 c. d. 1
4 52
2. Two digits are selected at random from the digits 1 through 9. If the sum is even, what is the
probability that both numbers are odd?
3 5 3 8
a. b. c. d.
8 8 10 9
3. A pair of fair dice is thrown. What is the probability that the sum is 10 or greater if 5 appears on
the first die?
7 3 1 3
a. b. c. d.
24 8 3 7
4. In a group of 60 children, 28 are enrolled in a summer swimming program, 20 signed up for soccer
and 6 are in both. If a child is selected from those enrolled in swimming, what is the probability
that the child is signed up for soccer?
3 3 1 5
a. b. c. d.
10 14 10 7

References:
Bluman, Allan, Elem. Statistics 7th edition
Barbara, Illowsky, et al, Introductory Statistics, OpenStax Rice University, c. 2018
Dr. Kathy Chu, et al., Elementary Statistics, c. 2013
Gabuyo, Yonardo A., Assessment of Learning 1, Rex Book Store, c. 2012
Reyes A.S. (2013) A Reviewer for the LET Mathematics (Probability)
Baltazar, Ethel Cecille, et. al, Mathematics in the Modern World. C and E Publishing, Inc. 2018
Tolentino, Aurora Roslie P. et. al., Mathematics in the Modern World. Mutya Publishing House. 2018
Ariola, Marion Faye Q. et. al., Deal with the World of Today through Mathematics. Mutya Publishing House. 2018
https://www.statisticshowto.com/probability-and-statistics

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