University Of The Gambia

School of Business and Public Adminstration

Second Semester (2023-2024)
MTH 103 - Basic Mathematics
Course Outline

This course places emphasis on the principles and applications of arithmetic op-

erations including reading and writing numerical fundamentals operations on real

numbers, and common decimal fractions. Discussions on percentages, ratios and

proportion, rounding off errors will be dealt with. Furthermore, how to determine

the arithmetic mean, mode and median of a given distribution as well as inter-

preting their bar and line graphs will be investigated. Special focus will be on the

metric measuring systems, with addition, subtraction, multiplication and division

of sign numbers, evaluating variable expressions and solving linear equations.

Prerequisites

Algebra

Course Topics

(i) Real Numbers; fundamental operations on Real numbers, fractions, deci-

mals, exponents and the order of operation.

(ii) The language of Algebra; Writing expressions that indicate the four funda-

mental operations, Identifying expressions, evaluating variable expressions.

(iii) Polynomials; multiplication, addition substraction and division of polyno-

mials.

(iv) Percentages, ratios and proportion, rounding off.

ii
 (v) Statistics; determining arithmetic mean, mode and median, measure of dis-

persion, interpreting bar and line graph.

(vi) The metric measuring systems (SI units).

(vii) Linear equations; identifying linear equations, solving linear equations, in-

equalities.

Basic mathematics

Instructor : Mr. Charreh

Email: [email protected]

Time: Saturdays 11:30pm - 2:00pm

Venue: FF2

Faraba Campus

iii
Contents

1 Real Numbers 1

1.1 Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.1.1 Prime Numbers . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.1.2 Composite Numbers . . . . . . . . . . . . . . . . . . . . . . 5

1.1.3 Common Factors . . . . . . . . . . . . . . . . . . . . . . . . 5

1.1.4 Greatest Common Factor (GCF) . . . . . . . . . . . . . . . 6

1.2 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

1.3 Operations With Real Numbers . . . . . . . . . . . . . . . . . . . . 7

1.3.1 The Absolute Value . . . . . . . . . . . . . . . . . . . . . . . 7

1.3.2 Addition and Subtraction of Real Numbers. . . . . . . . . . 8

1.3.3 Multiplication and Division of Real Numbers. . . . . . . . . 9

1.4 Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

1.4.1 Simplifying Fractions . . . . . . . . . . . . . . . . . . . . . . 11

1.4.2 multiplication of Fractions . . . . . . . . . . . . . . . . . . . 11

1.4.3 Division of Fractions . . . . . . . . . . . . . . . . . . . . . . 12

1.4.4 Addition and Subtraction of Fractions . . . . . . . . . . . . 12

1.4.5 Adding and Subtracting Two Decimals . . . . . . . . . . . . 13

1.4.6 Multiplying Decimal Fractions . . . . . . . . . . . . . . . . . 13

1.5 Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

1.6 Exponents and the Order of Operations . . . . . . . . . . . . . . . . 14

1.6.1 Exponents . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

iv
 1.6.2 The Order of Operations (BODMAS) . . . . . . . . . . . . . 16

2 The language of Algebra 17

2.1 Addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

2.1.1 Writing Expressions that indicate addition . . . . . . . . . . 17

2.2 Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

2.2.1 Writing Expressions that Indicate Subtraction . . . . . . . . 18

2.3 Multiplication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

2.3.1 Writing Expressions That Indicate Multiplication . . . . . . 18

2.4 Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

2.4.1 Identifying Expressions . . . . . . . . . . . . . . . . . . . . . 19

2.4.2 Expressions with More Than One Operation . . . . . . . . . 20

2.5 Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

2.5.1 Writing Expressions That Indicate Division . . . . . . . . . 20

2.5.2 Writing Geometric Expressions . . . . . . . . . . . . . . . . 21

2.6 Evaluating Algebraic Expressions . . . . . . . . . . . . . . . . . . . 21

2.6.1 Evaluating Algebraic Expressions . . . . . . . . . . . . . . . 22

2.6.2 Adding and Subtracting Terms . . . . . . . . . . . . . . . . 22

2.7 Multiplying and Dividing Terms . . . . . . . . . . . . . . . . . . . . 26

2.7.1 Property 1 of Exponents . . . . . . . . . . . . . . . . . . . . 27

2.7.2 Property 2 of Exponents . . . . . . . . . . . . . . . . . . . . 28

3 Linear Equations 30

3.1 Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

3.1.1 Rules and Properties . . . . . . . . . . . . . . . . . . . . . . 31

3.2 Solving Equations by the Multiplication Property . . . . . . . . . . 35

3.2.1 The Multiplication Property of Equality . . . . . . . . . . . 35

3.3 Combining the Rules to solve Equations . . . . . . . . . . . . . . . 36

v
4 Ratios and Proportion 38

4.0.1 Translating Statement of Variation . . . . . . . . . . . . . . 40

5 Statistics 44

5.1 The Centre Of A Distribution . . . . . . . . . . . . . . . . . . . . . 44

5.1.1 The Mode . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

5.1.2 The Median . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

5.1.3 The Mean . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

5.2 The Dispersion In A Distribution . . . . . . . . . . . . . . . . . . . 45

vi
Chapter 1

Real Numbers

The numbers used to count things 1, 2, 3, 4,...and so on are called the natural

numbers.

The whole numbers consist of the natural numbers and zero.We have { 0, 1, 2,

3,... and so on }.

Integers consist of negative and positive whole numbers: {.... -3, -2, -1, 0, 1, 2,

3....}.

Rational numbers:Numbers than can be written as a ratio of two integers are

rational numbers. Expressed decimally, rational numbers are either terminating

decimals or infinite repeating decimals. In other words, any number that can be
a
written in the form b
where a, b are integers and b 6= 0.

Irrational numbers: The set of real numbers that are not rational. In decimal

form an irrational number is an infinite non repeating decimal.

These are all subsets of Real numbers. The real numbers consist of the rational

and irrational numbers.

1
Example
√
Given the set {−4, − 2, −1, − 37 , 0, 4, 5 38 , 7} list all the elements in this set of real

numbers that are

(i) Natural numbers

(ii) Whole numbers

(iii) Integers

(iv) Rational numbers

(v) Irrational numbers

Exercises

Represent each quantity with a signed number.

1.An altitude of 400 ft above sea level.

2. An altitude of 80 ft below sea level.

3. A loss of D200.

4. A profit of D400.

5. A decrease in population of 25,000.

6. An increase in population of 12,500.

Which numbers in the following sets are integers?

−2
7. 5, 9
, -234, -0.64

2
8. -45, 0.35, 53 , 700, -26

Place each of the following sets in ascending order.

9. 3, -5, 2, 0, -7, -1, 8

10. -2, 7, 1, -8, 6, -1, 0

11. 9, -2, -11, 4, -6, 1, 5

12. 23, -18, -5, -11, -15, 14,20

For each set, determine the maximum and minimum values.

13. 5, -6, 0, 10, -3, 15, 1, 8

14. 9, -1, 3, 11, -4, 2, 5, -2

15. 21, -15, 0, 7, -9, 16, -3, 11

16. -22, 0, 22, -31, 18, -5, 3.

Answer true or false in this section.

1. A natural number is a subset of a whole number.

2. In a real number line, there are infinite numbers between any two

integers.

3. Zero is a whole number.

4. − 32 is an example of an integer.

5. π is an example of an irrational number.

√
7. 19 is an irrational number.
1 4 √ 22
8. The following set { , , −2.333, 23, } is an example of a rational
3 6 7
set.
21
9.The following are in ascending order: 3 71 , , 2.99, 210%.
7
1 2 5 1
10. The following are in recurring form: , , , .
3 3 6 5

3
1.1 Factors

Any whole number can be written as a product of two whole numbers.

for example, we say 3 · 4 = 12. We call 3 and 4 factors of 12.

A factor of a whole number is another whole number that will divide

exactly into that number. This means that the division will have a

remainder of 0.

Finding factors: list all the factors of 18

3 · 6 = 18

2 · 9 = 18

1 · 18 = 18

1, 2, 3, 6, 9, and 18 are all factors of 18.

check yourself

list all the factors of 24.

1.1.1 Prime Numbers

Listing factors leads us to an important classification of whole numbers.

Any whole number larger than 1 is either a prime or a composite num-

ber.

A prime number is any whole number greater than 1 that has only 1

and itself as factors. As examples, 2, 3, 5, and 7 are prime numbers.

Their only factors are 1 and themselves. The prime numbers less than

50 are 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, and 47.

Identifying prime numbers

which of the following numbers are prime?

17 is a prime number. 1 and 17 are the only factors.

29 is a prime number. 1 and 29 are the only factors.

4
33 is not a prime. 1, 3, 11, and 33 are factors of 33.

Check yourself.

which of the following numbers are prime numbers.

2, 6, 9, 11, 15, 19, 23, 35, 41.

1.1.2 Composite Numbers

A composite number is any whole number greater than 1 that is not

prime. this definition tells us that a composite number does have factors

other than 1 and itself.

Identifying composite numbers

which of the following numbers are composite?

18 is a composite number. 1, 2, 3, 6, 9, and are factors

of 18.

23 is not a composite number. 1 and 23 are the only

factors. This means 23 is a prime number.

25 is a composite number. 1, 5, and 25 are factors.

38 is a composite number. 1, 2, 19, and 38 are factors.

Self-check

Which of the following numbers are composite numbers?

2, 6, 10, 13, 16, 17, 22, 27, 31, 35.

The whole numbers 0 and 1 are neither prime nor composite.

1.1.3 Common Factors

We know that a factor or a divisor of a whole number divides that

number exactly. The factors or divisors of 20 are; 1, 2, 4, 5, 10, 20.

Each of these numbers divides 20 exactly, that is, with no remainder.

Our work in the rest of this section involves common factors or divisors.

A common factor or divisor for two numbers is any factor that divides

5
both the numbers exactly.

Finding Common Factors.

Look at the numbers 20 and 30. Is there a common factor for the two

numbers?

Factors

20: 1, 2, 4, 5, 10, 20.

30: 1, 2, 3, 5, 6, 10, 15, 30.

we see that 1, 2, 5, and 10 are the common factors of 20 and 30. Each

of these numbers divides both 20 and 30 exactly.

1.1.4 Greatest Common Factor (GCF)

Our later work with fractions will require that we find the greatest

common factor (GCF) of a group of numbers.

A greatest common factor (GCF) of a group of numbers is the largest

number that will divide each of the given numbers exactly.

find the GCF of 24, 30, and 36.

1.2 Exercises

List the factors of each of the following numbers.

1. 4 2. 6 3. 12 4. 10

5. 15 6. 21 7. 24 8. 32

9. 64 10. 66 11. 11 12. 37

Use the following list of numbers for Exercises 13 and 14.

0, 1, 15, 19, 23, 31, 49, 55, 59, 87, 91, 103, 105

13. Which of the given numbers are prime?

14. Which of given numbers are composite?

15. List all the prime numbers between 30 and 50.

6
16. Find two factors of 24 with a sum of 10.

17. Find two factors of 15 with a difference of 2.

18. Find two factors of 30 with a difference of 1.

19. Find two factors of 28 with a sum of 11.

Find the GCF for each of the following groups of numbers.

20. 4 and 6 21. 6 and 9 22. 12 and 14

23. 10 and 15 24. 21 and 24 25. 22 and 33

26. 36, 72, and 144 27. 45, 60, and 75 28. 12, 36, and 60

1.3 Operations With Real Numbers

To interpret or create graphs, we need to understand the terminology

and concepts reviewed in this section. The number line is one of the

most used graph in mathematics. It provides a model of the real num-

bers and is used went students first are introduce to many concepts.

There are an infinite number of points on the number line and every

point is associated with a real number.The numbers to the right of 0

(origin) are called the positive numbers, and those to the left of 0 are

called the negative numbers. The number 0 is neither positive nor neg-

ative.

In the previous section we introduce the idea of sign numbers. Now we

will examine the four arithmetic operations (addition, subtraction, mul-

tiplication, and division) and see how those operations are performed

when signed numbers are involved.

1.3.1 The Absolute Value

The absolute value of a real number is the distance between this number

and the origin on the number line.

Simplifying Absolute value Expressions.

7
1.3.2 Addition and Subtraction of Real Numbers.

Positive and negative numbers both occur in many real-life applications:

the price changes in the stock, the profit or loss of a business, the

temperature on a cold day. etc.

Adding Signed Numbers case 1: Same Sign

If two numbers have the same sign, add their absolute values. Give the

sum the sign of the original numbers.

calculate the following sums:

solutions

(a) Add 3+6 3+6=9

(b) Add -2 + (-5) -2 + (-5) = -7

(c) Add -7 + (-6) -7 + (-6) = -13

Adding Signed Numbers case 2: Different Signs

If two numbers have different signs, subtract their absolute values, the

smaller from the larger. Give the result the sign of the number with

the larger absolute value.

calculate the following sums:

solutions

(a) Add 7 + (-19) 7 + (-19) = -12

(b) Add -2 + (5) -2 + (5) = 3

(c) Add -7 + (6) -7 + 6 = -1

self check

8
Add.

(a) 5 + (-14) (b) (-7) +(-8). (c) (-8) +(15).

1.3.3 Multiplication and Division of Real Numbers.

When you first consider multiplication in arithmetic, it was thought

of as repeated addition. let’s see what our work with the addition of

signed numbers can tell us about multiplication when signed numbers

are involved. For example,

3 · 4 = 4 + 4 + 4 = 12 we interpret multiplication as repeated addition.

Now, consider the product (3)(-4):

(3)(-4) = (-4) +(-4) + (-4) = 12.

Looking at this product suggests the first portion of our rule for multi-

plying signed numbers. The product of a positive number and a nega-

tive number is negative.

Multiplying Signed Numbers case 1: Different Signs

The product of two numbers with different signs is negative.

Multiply.

(a) (5)(-6) = -30

(b) (-5)(10) = -50

(c) (8)(-12) = -96.

self check

multiply.

(a) (-7)(5) (b) (9)(-12) (c) (-15)(8).

Multiplying Signed Numbers case 2: Same Sign

The product of two numbers with the same sign is positive.

Multiply.

9
(a) 9 · 7 = 63 The product of two positive numbers (same sign,

+) is positive.

(b) (-8)(-5) = 40 The product of two negative numbers (same

sign, -) is positive.

self check

multiply.

(a) (-8)(-5) (b) (10)(12).

Dividing Signed Numbers

(a) The quotient of two numbers with different signs is negative.

(b) The quotient of two numbers with the same sign is positive.

For example,
28
(a) 7
= 4.
−36
(b) −4
= 9.
−42
(c) 7
= −6.

check yourself
−55 80 −48
(a) 11
(b) 20
(c) −8
.

1.4 Fractions

This section provides review of basic operations, addition, subtraction,

division and multiplication, on fractions.

As mention in the previous section (i.e on Real Numbers), the numbers

used for counting are called the natural numbers. If we include zero

in this group of numbers, we then call them the whole numbers. The

numbers of ordinary arithmetic consist of all the whole numbers and all
1 2
fractions whether they are proper fractions such as 2
and 3
or improper
7 19
fractions such as 2
or 5

10
1.4.1 Simplifying Fractions

The simplest fractional representation for a number has the smallest

numerator and denominator. Fractions written in this form are said to

be simplified.

Simplify each fraction.

22 35 24
(a) 55
(b) 45
(c) 36

In each case, we first find the prime factors for the numerator and for

the denominator.
22 2·11
(a) 55
= 5·11

We then use the fundamental principle

22 2·11 2
55
= 5·11
= 5

35 7·5 7·5
(b) 45
= 3·3·5
= 9·5

Using the fundamental principle to remove the common factor of 5

yields
35 7
45
= 9

24 2·2·2·3
(c) 36
= 2·2·3·3

Removing common factor 2 · 2 · 3 yields

2
3

Self Check

simplify each fraction.

21 15 12
(a) 31
(b) 30
(c) 54
.

1.4.2 multiplication of Fractions

a c a·c
b
· d
= b·d

Find the product of the two fractions.

9 4 9·4
2
· 3
= 2·3

3·3·2·2 3·2 6
= 2·3
= 1
= 1
=6

11
self check
3 10 12 10
(a) 5
· 7
(b) 5
· 6

1.4.3 Division of Fractions

a c a d a·d
b
÷ d
= b
· c
= b·c

To divide two fractions, the divisor is inverted, then the fractions are

multiplied.

Find the quotient of the two fractions.

7 5
3
÷ 6

1.4.4 Addition and Subtraction of Fractions

When adding or subtracting fractions, find the least common denom-

inator or multiple (LCD) first. The least common denominator is the

smallest number that both denominator evenly divide.

Find the sum for each pair of fractions.

4 7 5 4
(a) 5
+ 9
(b) 6
+ 15

Find the difference.

7 1 11 5
(a) 9
− 6
(b) 2
− 8

Example
 
Simplify 2 13 + 1 37 + 15
28

we have,

7 10 15
+( + )
3 7 28
10 15 40 + 15 55
+ = =
7 28 28 28
7 55 196 + 165 361
+ = =
3 28 84 84

12
1.4.5 Adding and Subtracting Two Decimals

Fractions with denominator 10 (or 100, 1000, etc.) can be written in

decimal form. (a) add 2.356 and 15.6; Aligning the decimal points, we

get

(b) subtract 3.84 from 8.1 ; again, we align the decimal points.

Perform the indicated operation.

(a) 34.76 + 2.419 (b) 71.82 − 8.197

1.4.6 Multiplying Decimal Fractions

Multiply

(a) 4.6 and 3.27 (b) 5.8 and 9.62.

1.5 Exercises

Write each fraction in simplest form.

8 12 10 15
1. 12
2. 15
3. 14
4. 50

12 21 17 48
5. 36
6. 24
7. 51
8. 60

Multiply. Be sure to simplify each product.

3 7 2 8 6 8
9. 4
· 5
10. 3
· 5
11. 11
· 6

3 7 7 3 3 5
12. 11
· 9
13. 9
· 5
14. 10
· 9

13
Divide. Write each result in simplest form.
5 25 1 3 5 25
15. 21
÷ 14
16. 5
÷ 4
17. 27
÷ 36

5 8 5 15 8 4
18. 9
÷ 11
19. 27
÷ 54
20. 9
÷ 3

Add.
2 1 2 3 3 5
21. 5
+ 4
22. 3
+ 10
23. 8
+ 12

1
24. 2
+ 14 + 1
8
25. 12
25
+ 19
30
26. 1
3
+ 15 + 1
10

Subtract.
8 3 7 2 5 1
27. 9
− 9
28. 8
− 3
29. 6
− 4

8 1 13 5 5 3
30. 21
− 14
31. 18
− 12
31. 6
− 5

Perform the indicated operations.

32. 7.1562 + 14.78 33. 11.12 + 8.3792 34. 18.234 − 13.64

35. 21.983 − 9.395 36. 15.6 · 7.123 37. 6.29 · 9.13

1.6 Exponents and the Order of Operations

Often in mathematics we define symbols that allow us to write a math-

ematical statement in a more compact or ”shorthand” form. This is

an idea that you have encountered before. For example, the repeated

addition:

5+5+5

can be rewritten as

3·5

Thus multiplication is shorthand for repeated addition.

1.6.1 Exponents

In algebra, we frequently have a number or variable that is repeated as

a factor in an expression several times. For instance, we might have

5·5·5

To abbreviate this product, we write

14
5 · 5 · 5 = 53

This is called exponential notation or exponential form. The exponent

or power, here 3, indicates the number of times that a factor or base ,

here 5, appears in the in a product or been multiply by itself.

5 · 5 · 5 = 53

This is read ” 5 to the third power” or ”5 cubed.”

Be Careful: 53 is not the same as 5 · 3. Notice that 53 = 5 · 5 · 5 = 125 and

5 · 3 = 15

Example

Writing in Exponential Form

write 3 · 3 · 3 · 3, using exponential form. The number 3 appears 4 times

in the product, so

3 · 3 · 3 · 3· = 34

check Yourself

Rewrite each using exponential form.

(a) 4 · 4 · 4 · 4 · 4 · 4 (b) 7·7·7·7

To evaluate an arithmetic expression, you need to know the order in

which the operations are done. To see why, simplify the expression

5+2·3

method 1 or method 2.

If we add first, we have 5 + 2 · 3 = 7 · 3 = 21 If we multiply first, we

have 5 + 2 · 3 = 5 + 6 = 11

caution: Only one of these results can be correct.

Because we get different answers depending on how we do the prob-

lem, the language of mathematics would not be clear if there were no

agreement on which method is correct.

The following rules tell us the order in which operations should be done.

15
1.6.2 The Order of Operations (BODMAS)

Step 1 Evaluate all expressions inside grouping symbols first.

Step 2 Evaluate all expressions involving exponents.

Step 3 Do any multiplication or division in order, working from left

to right.

Step 4 Do any addition or subtraction in order, working from left to

right.

Example

Evaluating Expressions

Evaluate 5 + 2 · 3 There are no parentheses(brackets) or exponents, so

we start from step 3: First multiply and then add.

5 + 2 · 3 = 5 + 6 = 11

Evaluate 5 · 32

Evaluate the power first

We have;

5 · 32 = 5 · 9 = 45

Self Test

Evaluate the following expressions.

(a) 20 − 3 · 4 (b) 9 + 6 ÷ 3 (c) 4 · 24

(d) (5 + 2) · 3 (e) 4 · (9 − 3) (f ) 4 · (2 + 3)3

(3 32 − 2 12 )of (1 17 + 1 73 )
 
1 3 15
(g) (h) 2 3 + 1 7 + 28
(6 − 4 31 ) × (3 − 1 51 )
(i) 2 12 × 78 ÷ 3 43 (j) 56 − 15 ÷ ( 87 + 38 ).

16
Chapter 2

The language of Algebra

In arithmetic, you learned how to do calculations with numbers by

using the basic operations of addition, subtraction, multiplication, and

division.

In algebra, you will still use numbers and the same four operations.

However, you will also use letters to represent numbers. Letters such

as x, y, L, W are called variables when they represent numerical values.

You are familiar with the four symbols (+, −, ×, ÷) used to indicate

the fundamental operations of arithmetic. Lets look at how these op-

erations are indicated in algebra. We begin by looking at addition.

2.1 Addition

x+y means the sum of x and y or x plus y.

2.1.1 Writing Expressions that indicate addition

(a) The sum of a and 3 is written as a + 3.

(b) L plus W is written as L + W

(c) 5 more than m is written as m + 5

(d) x increased by 7 is written as x + 7

Check Yourself

(a) The sum of y and 4 (b) a plus b. (c) n increased by 6.

17
2.2 Subtraction

x-y means the difference of x and y or x minus y.

2.2.1 Writing Expressions that Indicate Subtraction

(a) r minus s is written as r - s.

(b) The difference of m and 5 is written as m - 5.

(c) x decreased by 8 is written as x - 8

(d) 4 less than a is written as a - 4.

Self Check

(a) w minus z (b) y decreased by 3 (b) The difference of a

and 7

2.3 Multiplication

You have seen that the operations of addition and subtraction are writ-

ten exactly the same way in algebra as in arithmetic. This is not true in

multiplication because the sign × looks like the letter x. So in algebra

we use other symbols to show multiplication to avoid any confusion.

Here are some ways to write multiplication.

A centered dot x·y

Parentheses (x)(y)

Writing the letters next to each other xy.

These all indicate the product of x and y or s times y.

2.3.1 Writing Expressions That Indicate Multiplication

(a) The product of 5 and a is written as 5 · a, (5)(a), or 5a. The last

expression, 5a, is the shortest and the most common way of writing the

product.

(b) 3 times 7 can be written as 3 · 7 or (3)(7).

18
(c) Twice z is written as 2z.

(d) The product of 2, s, and t is written as 2st

(e) 4 more than the product of 6 and x is written as 6x + 4

Check Your Self

Write, using symbols.

(a) m times n (b) The product of 8 and 9 (c)3 more than the

product of 8 and a.

Before we move on to division, lets look at how we can combine the

symbols we have learned so far.

2.4 Expression

An expression is a meaningful collection of numbers, variables, and

signs of operation.

2.4.1 Identifying Expressions

(a) 2m + 3 is an expression. It means that we multiply 2 and m, then

add 3.

(a) x + · + 3 is not an expression. The three operations in a row have no

meaning.

(c) y = 2x - 1 is not an expression. The equals sign is not an operation

sign.

(d) 3a + 5b - 4c is an expression. Its meaning is clear.

self check

Identify which are expressions and which are not.

(a) 7 − ·x (b) 6 + y = 9 (c) a + b - c.

19
2.4.2 Expressions with More Than One Operation

(a) 3 times the sum of a and b is written as 3(a + b)

(b) The sum of 3 times a and b is written as 3a + b

(c) 2 times the difference of m and n is written as 2(m - n)

(d) The product of s plus t and s minus t is written as (s + t)(s - t)

(e) The product of b and 3 less than b is written as b(b - 3).

check your self

write, using symbols.

bf(a) Twice the sum of p and q.

(b) The sum of twice p and q.

(c)The product of a and the quantity b - c

(d) The product of x plus 2 and x minus 2.

2.5 Division

x ÷ y means x divided by y or the quotient of x and y.

2.5.1 Writing Expressions That Indicate Division

m
(a) m divided by 3 is written as 3

a+b
(b) The quotient of a plus b divided by 5 is written as 5

(c) The sum p plus q divided by the difference p minus q is written as

p+q
p−q

Self check

Write, using symbols.

(a) r divided by s (b) The quotient when x minus y divided by 7.

(c) The difference a minus 2 divided by the sum a plus 2

Notice that we can use many different letters to represent variables.

In the above example the letter m, a, b, p, and q represent different

20
variables. We often choose a letter that reminds us of what represents,

for example, L for length or W for width.

Selfcheck

(a) Seven times the quantity x minus three.

(b) Three times the quantity seven x plus two equals five.

(c) m is the ratio of the quantity y2 minus y1 to the quantity x2 minus

x1

(d) y is equal to the quotient of k divided by the cube of x

(e) h is equal to the product of k and the square of t

2.5.2 Writing Geometric Expressions

(a) Length times width is written L · W.

(b) One-half of altitude times base is written 21 a · b.

(c) Length times width times height is written L · W · H

(d) pi times diameter is written πd.

Try me

(a) Two times length plus two times width.

(b) Two times pi times radius.

2.6 Evaluating Algebraic Expressions

In applying algebra to problem solving, you will often want to find

the value of an algebraic expression when you know certain values for

the letters (or variables) in the expression. Finding the value of an

expression is called evaluating the expression and uses the following

steps.

step 1: replace each variable by the given number value.

21
step 2: Do the necessary arithmetic operations, following the rules for

order of operations.

2.6.1 Evaluating Algebraic Expressions

suppose a = 5, and b = 7

(a) To evaluate a + b, we replace a with 5 and b with 7.

a + b = 5 + 7 = 12

(b)To evaluate 3ab, we again replace a with 5 and b with 7.

3ab = 3 · 5 · 7 = 105

2. Evaluate the following if a = 2, b =3, c = 4, and d = 5.

(a) 5a + 7b (b) 3c2 (c)7(c + d) (d)5a2 − 2d2 .

TRY ME

Evaluate the following if c = 5, d = 8, and e = 3.

6c 4d+e
(a) e
(b) c
(c) 10d−e
d+e

a3 b2 c4 1
(d) Simplify abc−2
and evaluate when a = 3, b= 3
and c = 2

(e) Evaluate 2ab + 3bc − abc when a = 2, b = −2 and c = 4

(f ) Evaluate 5pq 2 r3 when p = 25 , q = −2 and r = −1

2.6.2 Adding and Subtracting Terms

Recall the Length L and Width W of a rectangle, its perimeter is given

by 2L + 2W which is an algebraic expression, or more simply an ex-

pression. Recall from the previous sections that an expression allows

us to write a mathematical idea in symbols. It can be thought of as a

meaningful collection of letters, numbers and operation signs.

Some expressions are

5x2 3a + 2b 4x3 − 2y + 1

22
In algebraic expressions, the addition and subtraction signs break the

expressions into smaller parts called terms.

A term is a number, or product of a number and one or more variables,

raised to a power. In an expression, each sign (+ or -) is a part of the

term that follows the sign.

Identifying Terms

(a) 5x2 has one term.

(b) 3a + 2b has two terms: 3a and 2b.

(c) 4x3 − 2y + 1 has three terms: 4x3 , −2y, and 1.

Check Yourself

List the terms of each expression.

(a) 2b4 (b) 5m + 3n (c) 2s2 − 3t − 6

Note that a term in an expression may have any number of factors. For

instance, 5xy is a term. It has factors of 5, x, and y. The number factor

of a term is called the numerical coefficient. So for the term 5xy, the

numerical coefficient is 5.

Identifying the Numerical Coefficient

(a) 4a has the numerical coefficient 4.

(b) 6a3 b4 c2 has the numerical coefficient 6

(c) −7m2 n3 has the numerical coefficient −7

(d) Because 1 · x = x, the numerical coefficient of x is understood to be

1.

Check Yourself

Give the numerical coefficient for each of the following

(a) 8a2 b (b) −5m3 n4 (c) y

If terms contain exactly the same letters( or variables) raised to the

23
same powers,are called like terms.

Example

Identify Like Terms

(a) The following are like terms.

6a and 7a Each pair of term has the same letters, with each raised

to the same power - the numerical coefficient can be any number.

5b2 and b2

10x2 y 3 z and −6x2 y 3 z

(b) The following are not like terms.

6a and 7b

5b2 and b3

3x2 y and 4xy 2

Self Check

Circle the like terms.

5a2 ab2 a2 b − 3a2 4ab − 7a2 b

Like terms of an expression can always be combined into a single term.

2x + 5x = (2 + 5)x = 7x

In the same way,

9b + 6b = (9 + 6)b = 15b

and 10a − 4a = (10 − 4)a = 6a

This leads us to the following rule.

Step by Step: To Combine Like Terms

To combine like terms, use the following steps.

Step 1 Add or subtract the numerical coefficients.

Step 2: Attach the common variables.

24
Example

Combining Like Terms

(a) 8m + 5m = (8 + 5)m = 13m

(b) 5pq 3 − 4pq 3 = (5 − 4)q 3 = 1pq 3 = pq 3

(c) 7a3 b2 − 7a3 b2 = (7 − 7)a3 b2 = 0a3 b2 = 0

Try Me

Combine Like terms.

(a) 6b + 8b (b) 12x2 − 3x2

(c) 8xy 3 − 7xy 3 (d) 9a2 b4 − 9a2 b4

let’s look at some expressions involving more than two terms. The idea

is just the same.

Example

Combine like terms

(a) 5ab − 2ab + 3ab

= 5ab − 2ab + 3ab

= 6ab

(b) 2xy − 3xy + 5xy

= (2 − 3 + 5)xy

= 4xy

(c) 5a − 2b + 7b − 8a

= (5a − 8a) + (−2b + 7b)

= −3a + 5b.

Example

Simplify 2(p + 3q − r) − 4(r − q + 2p) + p

remove the bracket first

25
 2p + 6q − 2r − 4r + 4q − 8p + p

Collect like terms

2p − 8p + p + 6q + 4q − 2r − 4r

−5p + 10q − 6r

Self Check

Combine like terms

(a) 4ab + 5ab − 3ab − 7ab (b) 2x − 7y − 8x − y

(c) Simplify a2 − (2a − ab) − a(3b + a) (d) Simplify 2a − [3{2(4a −

b) − 5(a + 2b)} + 4a]

2.7 Multiplying and Dividing Terms

Remember that the exponent tells us how many times the base is to be

used as a factor.

25 = 2 · 2 · 2 · 2 · 2 = 32

The notation can also be used when you are working with letters or

variables.

x4 = x · x · x · x

Now look at the product x2 · x3 .

x2 · x3 = (x · x)(x · x · x) = x · x · x · x · x = x5

So

x2 · x3 = x2+3 = x5

This leads us to the following property of exponents.

26
2.7.1 Property 1 of Exponents

For any positive integers m and n and any real number a,

am · an = am+n

In words, to multiply expressions with the same base, keep the base

and add the exponents.

Example

Using the First property of exponents.

(a) a5 · a7 = a5+7 = a12

(b) x · x8 = x1 · x8 = x1+8 = x9 x = x1

(c) 32 · 34 = 32+4 = 36

(d) y 2 · y 3 · y 5 = y 2+3+5 = y 10

(e) x3 · y 4 cannot be simplified. The bases are not the same.

check your self

Multiply.

(a) b6 · b8 (b) y7 · y (c) 23 · 24 (d) a2 · a4 · a3

Suppose that numerical coefficients (other than 1 ) are involved in a

product. To find the product, multiply the coefficient and then use the

fist property of exponents to combine the variables.

2x3 · 3x5 = (2 · 3)(x3 · x5 ) multiply the coefficients and add the exponents.

= 6x3+5

= 6x8

you may have notice we have again changed the order and grouping.

Example

Using the first property of Exponents

Multiply

(a) 5a4 · 7a6 = (5 · 7)(a4 · a6 ) = 35a10

27
(b) 2x2 y 3 · 3x5 y 2 = (2 · 3)(x2 · x5 )(y 3 · y 2 ) = 6x7 y 5

(c) y 2 · 3y 3 · 6y 4 = (1 · 3 · 6)(y 2 · y 3 · y 4 ) = 18y 9

Self check

multiply

(a) 4x3 · 7x5 (b)3a2 · 2a4 · 2a5 (c) 3m2 n4 · 5m3 n

(d) Simplify (x2 y 3 z)(x3 yz 2 ) and evaluate when x = 21 , y = 2 and z = 3

What about dividing expressions when exponents are involved? For

instance, what if we want to divide x5 by x2 . We can use the following

approach to division:
x5 x·x·x·x·x
x2
= x·x
= x · x · x. This leads us to a second property of exponents.

2.7.2 Property 2 of Exponents

For any positive integer m and n, where m is greater than n, and any

real numbera, where a is not equal to zero

am
an
= am−n

In words, to divide expressions with the same base, keep the base and

subtract the exponents.

Example

Using the Second Property of Exponents

Divide the following

y7
(a) y3
= y 7−3 = y 4
m6 m6
(b) m
= m1
= m6−1 = m5
a3 b5
(c) a2 b2
= a3−2 · b5−2 = ab3

check Yourself

Divide
m9 a8 a3 b5 r 5 s6
(a) m6
(b) a
(c) a2
(d) r 3 s2

28
If numerical coefficients are involved, just divide the coefficients and

then use the second law of exponents to divide the variables.

Example

Divide the following.

6x5
(a) 3x2
= 2x5−2 = 2x3
20a7 b5
(b) 5a3 b4
= 4a7−3 · b5−4 = 4a4 b

Check yourself

divide.
4x3 20a6 24x5 y 3
(a) 2x
(b) 5a2
(c) 4x2 y 2

29
Chapter 3

Linear Equations

In this chapter you will begin working with one of the most important

tools of mathematics, the equation. The ability to recognize and solve

various types of equations is probably the most useful algebraic skill

you will learn. We will continue to build upon the methods of this

chapter throughout the remainder of the text. To start, let’s describe

what we mean by an equation.

3.1 Equation

An equation is a mathematical statement that two expressions are

equal.

Some Examples are 3 + 4 = 7, x + 3 = 5, P = 2L + 2W

As you can see, an equal sign (=) separates the two equal expressions.

These expressions are usually called the left side and the right side of

the equation.

→ LHS x + 3 = 5 → RHS

Just as the balance scale may be in balance or out of balance, an equa-

tion may be either true or false. For instance, 3 + 4 = 7 is true because

both sides name the same number. What about an equation such as

x + 3 = 5 that has a letter or variable on one side? Any number can

replace x in the equation. However, only one number will make this

30
equation true statement.

The number 2 is called the solution (or root) of the equation x + 3 = 5

because substituting 2 for x gives a true statement.

Solution

A solution for an equation is any value for the variable that makes the

equation a true statement.

Verifying a Solution

(a) Is 3 a solution for the equation 2x + 4 = 10?

To find out, replace x with 3 and evaluate 2x + 4 on the left.

Left side Right side

2·3+4 = 10

6+4 = 10

10 = 10

Because 10 = 10 is a true statement, 3 is a solution of the equation.

In this chapter, however, we will always work with linear equation in

one or more variables. These are equations that can be put into the

form

ax + b = 0

in which the variable is x, a and b are any numbers, and a is not equal to

0. In a linear equation, the variable can appear only to the first power.

No other power (x2 , x3 , etc.)can appear. Linear equations are also called

first-degree equations. The degree of an equation in one variable is the

highest power to which the variable appears.

3.1.1 Rules and Properties

Linear equations in one variable are equations that can be written in

the form

31
ax + b = 0 a 6= 0

Every such equation will have exactly one solution.

Example

Identifying Expressions and Equations

Label each of the following as an expression, a linear equation, or an

equation that is not linear.

(a) 4x + 5 is an expression

(b) 2x + 8 = 0 is a linear equation.

(c) 3x2 − 9 = 0 is an equation that is not linear

(d) 5x = 15 is a linear equation.

check your self

(a) 2x2 = 8 (b) 2x − 3 = 0 (c) 5x − 10 (d) 2x + 1 = 7

Using the Addition Property to Solve an Equation

Remember an equation is a statement that the two sides are equal.

Adding the same quantity to both sides does not change the equality.

Solve

x−3=9

Remember that our goal is to isolate x on one side of the equation.

Because 3 is being subtracted from x, we can add 3 to remove it. We

must use the addition property to add 3 to both sides of the equation.

x − 3 + (3) = 9 + 3

x = 12

Because 12 is the solution for the equivalent equation x = 12, it is the

solution for our original equation.

The addition property also allows us to add a negative number to both

sides of an equation. This is really the same as subtracting the same

32
quantity from both sides.

Solve

x+5=9

In this case, 5 is added to x on the left. We can use the addition property

to add a −5 to both sides. Because 5 + (−5) = 0, this will ”undo”the

addition and leave the variable x alone on one side of the equation.

x+5−5=9−5

x=4 The solution is 4. To check, replace x with 4 :

What if the equation has a variable term on both sides? You will have

to use the addition property to add or subtract a term involving the

variable to get the desired result.

Solve

5x = 4x + 7 recall that adding −4x is identical to subtracting 4x

We will start by adding −4x to both sides of the equation. Do you see

why? Remember that an equation is solved when we have an equivalent

equation of the form

x=♥

5x − 4x = 4x − 4x + 7

x=7

Solve

5x − 7 = 4x + 3

We would like the variable terms on the left, so we start by adding −4x

to remove the 4x term form the right side of the equation:

5x − 4x − 7 = 4x + 3

x−7=3

x = 10

33
Combining Like Terms and Solving the Equation

Solve

5 + 8x − 2 = 2x − 3 + 3x

Because like terms appear on each side of the equation, we start by

combining the numbers on the left (5and − 2). Then we combine the like

terms (2x and 5x) on the right. We have

3 + 8x = 7x − 3

now we can apply the addition property, as before:

3 + 8x − 7x = 7x − 7x − 3

3 + x = −3

add −3 to both sides

we have

3 − 3 + x = −3 − 3

x = −6

Solve

2(3x + 4) = 5x − 6

here we are dealing with an equation with a parentheses, so first try

to remove the parentheses by expanding or simplifying what is in the

bracket.

i. e. 6x + 8 = 5x − 6

we can proceed as before

6x − 5x + 8 = 5x − 6 − 5x

x + 8 = −6

x + 8 − 8 = −6 − 8

x = −14

Check your self

Solve and check each of the following equations.

34
(a) 4(5x − 2) = 19x + 4 (b) 3(5x + 1) = 2(7x − 3) − 4

3.2 Solving Equations by the Multiplication Property

Let’s look at a different type of equation. For instance, what if we want

to solve an equation like the following?

6x = 8

Using the addition property of the last section won’t help. We will need

a second property for solving equations.

3.2.1 The Multiplication Property of Equality

If a = b then ac = bc where c 6= 0

In other words, multiplying both sides of an equation by the same

nonzero number gives an equivalent equation.

Solving Equations by using the multiplication Property

Solve

6x = 18

Here the variable x is multiplied by 6. So we apply the multiplication

property and multiply both sides by 61 . keep in mind that we want an

equation of the form.

x=
1
6
(6x) = 16 (18)

we can now simplify.

x=3

Solve

5x = −35

The variable x is multiply by 5. We divide both sides by 5 to ”undo”

that multiplication:

35
5x −35
5
= 5

x = −7

Solve

3x + 5x = 40

8x = 40 divide both sides by 8 to yield

x=5

3.3 Combining the Rules to solve Equations

In all our examples thus far, either the addition property or the mul-

tiplication property was used in solving an equation. Often, finding a

solution will require the use of both properties.

Solve

3x + 8 = −4 add −8 to both sides

3x − 8 + 8 = −4 − 8

3x = −12 now divide both sides 3 to isolate x on the left.

3x −12
3
= 3

x=4

Solve the equation 3(−2x − 5) + 4x = −3x + 1

3(−2x − 5) + 4x = −3x + 1

−6x − 15 + 4x = −3x + 1

−2x − 15 = −3x + 1

x = 16

self check

Solve the equations

(a) 7x−5 = 3x+5 (b) 3(x−4)−2x = x−12 (c) 7(x+5)−3x = x−7

y 2 y 1
(d) 4(2a − 3) − 2(a − 4) = 3(a − 3) − 1 (e) 4
− 5
= 10
+ 2

36
 4x+2 7x−1 1
(f ) 5
−1= 2
(g) 6
(6w − 12) = 6 − 2(w − 2)

(h) 6(6 − 2a) = 27a − 23 (−4a + 6)

37
Chapter 4

Ratios and Proportion

The ability to solve real-world problems often requires creating a math-

ematical model of problem. linear equations are used to model many

problems. In this chapter we use ratios and proportions to form linear

equations to model some applications.

A classic type of problem is determining the height of one object by

comparing it to the height of a second object. We use ratios and pro-

portion to accomplish this. A proportion is an equation that states two

a c
ratios are equal. For example, the proportion b
= d
is read as ”a is to

b as c is to d”. The four numbers a, b, c, and d are called the terms of

the proportion: a is the first term, b is the second term, c is the third

term, and d is the fourth term. The first and fourth terms are called

the extremes and the second and third terms are called the means.

The word ”mean” has now been used in two contexts: as an average of

a set of values and as one of the middle terms of a proportion.

Since proportions are equations, we can solve them by using the same

rules and procedure that apply to all equations.

Solving a Proportion

x 5
Solve 3
= 4

38
Solution

x 5
3
= 4

12( x3 ) = 12( 54 ) Multiply both sides by 12

4x = 3(5)

4x = 15 Divide both sides of the equation by 4.

15
x= 4

35 5
Solve 6m
= 9

Ratios and proportions are so useful that many employment test, in-

cluding civil service tests, have problems that test your ability to use

proportions. A typical problem involes a constant ratio under two dif-

ferent situations; that is,

Ratio for first situation = Ratio for second situation

This type of problem is illustrated in the example below, which com-

pares the ratio of distances on a first map reading to distance on a

second map reading.

Example: Determining Distances Indicated on a Map

2 cm on a map represent a distance of 230 km. What distance corre-

sponds to 6.5cm on the map?

Solution

Let d = distance in km corresponding to 6.5cm

VERBALLY
F irst map reading Second map reading
F irst distance
= Second distance
First stating the strategy as a ver-

bal equation is an excellent way to start a word problem.

ALGEBRAICALLY
2 6.5
230
= d

39
 2
230d[ 230 ] = 230d[ 6.5
d
]

2d = 230(6.5)
2d 1495
2
= 2

d = 747.5

6.5cm on the map represent 747.5 km

Describing the relationship among variables is a very important part of

mathematics. Some relationships are so common that it is not surpris-

ing that we have developed multiple ways to describe the relationships.

The concept of direct variation, which we examine now, is closely re-

lated to arithmetics sequences, linear equations, and ratios and propor-

tion.

4.0.1 Translating Statement of Variation

(a) Translate C = πd into a verbal statement of variation.

Solution

C varies directly as d with the constant of variation π

(b) Hooke’s law states that the distance d a spring stretches varies

directly as the mass m attached to the spring. Translate this statement

of variation into an algebraic equation.

Solution

d = km

Sometimes the constant of variation is so important that this constant

becomes well known or has a special symbol assigned to it. An example

of this is π which is the ratio of the circumference of a circle to its

diameter. In the next example we solve for the constant of variation

that represent the exchange rate between two currencies.

40
Example

Traveling in Senegal during 2000, one could exchange 250 Dalasis for

1500 Senegalese CFA. The number of Senegalese CFA received varies

directly as the number of Dalasis exchanged. The constant of variation

is called the exchange rate. what was the exchange rate at this time?

Solution

Let D = number of Dalasis

S = number of Senegalese CFA

K = Constant of variation

VERBALLY

The number of Senegalese CFA varies directly as the number of Dalasis.

ALGEBRAICALLY

S = KD

1500 CFA = K(D250)

1500 CF A
K= D250

6 CF A
k= D 1

The exchange rate was 6 Senegalese CFA for 1 Dalasis.

41
Example

3
A recipe for six adults called for 4
grams of salt. If this recipe is used

to cook for four people, how much salt is required?

Solution

3
6 adults = 4
grams of salt

4 people = x grams

Cross multiplying yields

6x = 3

1
x=
2
1
Therefore 2
grams of salt is required to cook for four people.

Self - Check

A recipe for old-fashioned vegetable soup suggests using 4 cups of water

to prepare a serving for 6 people. How much water should be used to

prepare a serving for 10?

Self Check

(i) Mother divided the money among Ron, Sam and Maria in the

ratio 2 : 3 : 5. If Maria got 150, find the total amount and the

money received by Ron and Sam.

(ii) The number of Mexican pesos varies directly as the number of U.S.

dollars exchanged. In 2000 one could exchange 50 U.S. dollars for

475 pesos. What was the constant of variation (the exchange rate)

at the time?

(iii) A litre of petrol costs D55.00. The average fuel consumption of a

car is 4.55 litres per 30km. What is the cost of petrol for a journey

42
of 150km to the nearest Dalasis?

43
Chapter 5

Statistics

5.1 The Centre Of A Distribution

We can also calculate where the Centre of a frequency distribution lies

(known as the central tendency). There are three (3) measures used:

the mean, the mode and the median.

5.1.1 The Mode

The mode is simply the score that occurs most frequently in the data

set. This is easy to spot in a frequency distribution because it will be

the tallest bar. To find the mode simply arrange your data in ascending

order. Identify the score that occurs most. A data set can have more

than one mode. If such a data contains two scores that occurs most, we

say the data is bimodal. It’s also possible to find a data set with more

than two modes (multimodal).

5.1.2 The Median

Another way to determine the centre of a distribution is to look for the

middle score when scores are arranged in order of magnitude. This is

called the median.

Consider the data set below in which is the number of friends of 11

Facebook users had. 108, 103, 252, 121, 93, 57, 40, 53, 22, 116, 98. In other to

calculate the median, we first arrange these scores into ascending or

44
descending order.

i.e. 22, 40, 53, 57, 93, 98, 103, 108, 116, 121, 252.

To locate the median score, we have to count the number of scores we

have collected (n), adding one(1) to this value(n),and dividing by 2.With

11 scores this gives us

n+1 (11 + 1) 12
= = =6
2 2 2

Then we find the point that is position at the location we have first

calculated.

22, 40, 53, 55, 93, 98, 103, 108, 116, 252.

The median score is 98

5.1.3 The Mean

The mean is the measure of central tendency that you are most likely

to have heard of because it is simply the average score. To calculate

the mean we simply add up all of the scores and then divide the total

by number of scores we have. We can write this in equation form as

Σni=1 xi
µ=
n

Σni=1 xi = 22 + 40 + 53 + 57 + 93 + 98 + 108 + 116 + 121 + 252 = 1063, and n = 11

1063
Then µ = 11
= 96.60

5.2 The Dispersion In A Distribution

To determine the spread or dispersion of scores in the data, we simply

subtract the smallest score from the largest score. This is known as the

range. From our Facebook data i.e.

22, 40, 53, 57, 93, 98, 103, 108, 116, 121, 252.

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The highest score is 252 and the lowest is 22.

The range is

252 − 22 = 230.

One problem with the range is that because it uses only the highest

and lowest score it is affected dramatically by extreme score.

Compute the range but exclude the score 252.

In order to overcome this problem we have to calculate the range and

exclude values at the extreme end of the distribution. One convention

is to cut off the top and bottom 25 percent of scores and calculate the

range of the middle 50 percent of scores - known as the Interquartile

range. Let’s do this with the Facebook data, first we need to calcu-

late what are called the quartiles. Quartiles are three (3) values that

split the sorted data into four equal parts. We begin by calculating the

median, which is also called the second quartile. From the Facebook

data the median is 98. Its splits the data into two equal parts. The

lower quartile is the median of the lower half of the data and the upper

quartile is the median of the upper half of the data.

like the median, the upper quartile and lower quartile need not be val-

ues that actually appear in the data( like the median if each of the data

had an even number of scores in it then the upper and lower quartiles

would be the average of two values in the data set). After calculating

the values of the quartiles, we can calculate the interquartile range by

taking the difference between the upper and lower quartile.

For example: calculate the interquartile range for the following data set

22, 40, 53, 57, 93, 98, 103, 108, 116, 121, 252

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Example

The maximum temperature in 0 C measured to the nearest degree was

recorded each day during, june in sutton with the following results

19, 23, 19, 19, 20, 12, 19, 22, 22, 16, 18, 16, 19, 20, 17.

13, 14, 12, 15, 17, 16, 17, 19, 22, 22, 20, 19, 19, 20, 20.

Find;

(i) The Mode

(ii) Median

(iii) Mean

(iv) Range

(v) Interquartile Range

Solution

(i) The Mode

23 19 19 20 12 19 22 22 16 18 16 19 20 17 13 14 12 15 17 16 17 19

22 22 20 19 19 20 20

The score that occurs most is 19

Therefore the mode is 19

(ii) Median

Since the data set is even ( i.e n is even) the median is the average

of the two middle scores when the data is arrange in order of

magnitude.
19+19 38
median = 2
= 2
= 19.

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(iii) Mean
P
Mean = nxi where n = 30 and

xi = 19+23+19+19+20+12+19+22+22+16+18+16+19+20+17+13+14+12+15+17+16+17+19+22+22+2019+19+2
P
30

546
30
= 18.2

mean = 18.2.

(iv) Range

the highest - the lowest

23 − 12 = 11

Range = 11

(v) Interquartile Range

First we find the lower and upper quartile.

The lower quartile is the median of the lower half of the data when

it is arrange in order, either ascending or descending order.

so to find the lower quartile we consider the lower half of the data

i.e.

12, 12, 13, 14, 15, 16, 16, 16, 17, 17, 17, 17, 18, 19, 19, 19.

The middle score is 16, therefore the lower quartile Q1 = 16

The upper quartile is the median of the upper half of the data

when it is arrange in order, either ascending or descending order.

to find the upper quartile we consider the upper half of the data

i.e.

19, 19, 19, 19, 19, 20, 20, 20, 20, 20, 22, 22, 22, 22, 23.

The middle score is 20, therefore the upper quartile Q3 = 20

The interquartile range = upper quartile - lower quartile

so we have Q3 − Q1 = 20 − 16 = 4.

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SELF TEST

Twenty - one heavy smokers were put on a treadmill at the fastest

setting. The time in seconds was measured until they fell off from ex-

haustion. 18, 16, 18, 24, 23, 22, 22, 23, 26, 29, 32, 34, 23, 36, 36, 43, 42, 49, 46, 46, 57.

Compute the mode, median, mean, upper and lower quartile, range and

interquartile range.

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