SS 2

1ST TERM WORK

LOGARITHM

The logarithm of base 10 numeral consists of two parts:

• Characteristics
• Mantissa

A. Logarithm of number greater than 1.

13.95364 6.14729.32
Example: Use the table of logarithms to evaluate the following ; a. b.
4.32 437

SOLUTION: a.

a. No Log b. No Log Working

13.95 1.1446 6.147 3.7887 3.7887

364 2.5611+ 29.32 1.4669 ×2 2.9338+

3.7057 6.7225

4.32 0.6355- 437 2.6405-

1176 3.0702 4.0820÷2

= 1176 Ans 109.9 2.0410

= 109.9 Ans

B. Logarithms of n umber less than 1

Example 1: write each of the following in standard form (a) 0.765 (b)0.074

Solution: (a) = (b) =

765× 10-3 74×10-3

7.65×102×10-3 7.4×101×10-3

7.65×10-1Ans 7.4×10-2 Ans

 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Example 2: Find the logarithms of the following

(a) 0.364 (b) 0.01395

Solution:

(a) 0.364= 3.64×10-1 in standard form

= 10 0.5611 × 10 -1
= 10 0.5611 +(-1) law of indices

= 101.5611 log of 0.364 = 1.5611

(b) 0.01395 = 1.395 × 10 -2 in standard form
= 100.1446 × 10 -2
= 100.1446+ (-2)
= 102.1446
= 2.1446

5.1 4.9
Example 3: Simplify the following (a) + (b) _ (c) 5.6 4
3.4 6.3

5.6 4
5 0.64
5.1 4.9 8 3.6 4
Solution: (a) + 3.4 (b) _ 6.3 (c)
 2 0.9
8.5 2.6
2.9

Example 4: Evaluate (0.3684)3

Solution: No Log

0.3684 1 .5663

(0.3684)3 1 .5663 = 1 + 0.5663 ×3

4999×102 2 .6989 ← 3 + 16989

(0.3684)3 0.04999

APPROXIMATION
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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

An approximation is an estimate of a number or an amount that is almost correct but not exact.
A. Rounding off numbers
Rounding off is a way of approximating numbers when rounding off, all numbers 0,1,2,3,4 are
rounded down to 0 while numbers 5,6,7,8,9 are rounded up to 1.E.g. 4.681 4.7 to 1 decimal
place.
Also 4.681 4.68 to 2 decimal places. B.
Significant Figures.
In any number, the first significant figure is the first digit which is not a zero (0)e.g1 648, 9 63 ,3
9684 first significant figure is underlined. Example1:
Round 16418.39 to

(a) 3 significant figures

(b) 2 significant figures

Solution: (a) 16418.39 = 164.00 to 3 significant figure.

16418.39 = 16.000 to 2 significant figure.

Example 2: Simplify 8.4×103-7.5×102+3×10 giving your answer in standard form

Solution: 8.4×103-7.5×102+ 3×10

= 8400-750 +30

= 8400+30 – 750

= 8430 – 750

= 7680

= 7.680× 10 3

C. PERC ENTAGE ERROR

Every measurement, no matter how carefully carried out, is an approximation. The error involved can
not exceed ± 0.05 it is called the maximum absolute error. Relative error helps to precisely and
satisfactorily judge the degree of accuracy of any measurement it is called absolute error.

Relative error = maximum absolute error ̸ Actual value

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Percentage error =

Example 1: The length of a pencil is 16.5cm, correct to the nearest cm. Find the percentage error to one
significant figure.

Solution: The length given is 16.45cm and 16.54cm

: the maximum absolute error is 0.05cm

The relative error = 0.05/16.5 = 0.003

And the percentage error = 0.05/16.5 × 100/1 = 0.30%

Sequence and Series

Sequence simply means number of patterns consist of list of numbers that follow a rule. They are called
number of sequences. E.g Find the nth term of the following sequence.

(a) 7,12, 17, 22 (b) 5,9,13,17

Solutiuon:

Rule

(a) U1 = 7 = 5+2

U2 = 7+5 = (5×2) + 2 + 12

U3= 7 + 10 = (5×3) +2 = 17

U4 =7+ 15 = (5×4) + 2 = 22

Un= (5×n) +2 = 5n + 2

Un = 5n + 2

(b) T1 = 5=1+4
T2= 5+ 4 = 1 + (4×2) = 9
T3 =5+8 = 1 + (4×3) = 13 T4
= 5+ 12 = 1+ (4×4) = 17 Tn
= 1+ 4×n =1+ 4n.

Tn = 1 + 4n

Series

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

A series is the sum of the terms of a sequence, this means that when we add the terms in any given
sequence, it makes up a series e.g.

Finite series are:

(a) 4+2+0 – 2 – 4 + ………………….+ 32-34

(b) 1+2+3+4+……..+98+99+100

Infinite series are:

(a) 4+8+12+16 +------------
(b) 1+ ½ + 1/4 + 1/8 + ----------

ARITHMETIC PROGRESSION (AP)

The terms are said to form an arithmetic progression (AP). The constant term is called the common

difference d. From the sequence 1st term is a and nth term is Un. The nth term of an AP is : Un = a +

(n-1)d Where:

a = First term n =

number of terms d =

common difference

Un = nth term

Example 1: The 16th term of an Ap is 93 and its common difference is 6. Find the first term of the AP and
hence, evaluate the 30 th term of the AP.

Solution: Un =a + (n-1) d

U16 = 93, n = 16, a=?, d=6

93 =a +(16-1)6

93 = a + 15 × 6

93 =a +90 a=

93-90 a=3

∴the first term of the AP is 3.

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Hence,

To evaluate the 30th term of the AP:

Un = a + (n-1)d; a = 3, d= 6 and n = 30

U30 = 3 + (30-1)(6)

= 3 + (29) (6)
= 3 + 174

= 177

Therefore, the 30th term of the AP is 177

Sum of terms of an AP

The sum of n term of an AP is given by

Sn - Equation (i)

OR

Sn - Equation (ii)

When:

S = The sum of terms n =

The number of tems.

l = The last term a = the first

term d = The common

difference.

Example: Find the sum of the first 12 positive even integers.

Solution: Positive integers are 2,4,6,8,-----

First term a= 2

Common difference d = 8-6 =2 nth

= 12

Since we don’t know the value of the last term (l) then, we use equation (i) to solve the problem.

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Sn

= 6(4 + 22)

= 6(26)

= 156
The sum of the first 12 positive even integers is 156.

To check: The first 12 positive even integers are: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 22 and 24.

The sum becomes: 2+4+ 6+ 8+ 10+ 12+ 14+ 16+ 18+ 20+ 22 + 24 = 156

Example: the sum of the first n terms of an AP is 252. If the first term is -16 and the last term is 72. Find
the number of term in the series.

Solution:

Since the last term (l) is known then, we apply equation (ii).

Formula Sn

Where Sn = 252, a=-16, l=72 n=?

252 = n/2(-16+72)

252×2 =(56)n

252×2 =n (56)

n= 252×2/56

n=9

Number of terms in the series is 9

GEOMETRIC PROGRESSION (GP)

A geometric progression GP is a sequence which two consecutive terms differ by a multiple. The multiple
by which the terms differ is known as the common ratio denoted by r. Note that the common ratio r is
obtained by dividing the succeeding term by the preceding term.

Un= arn-1

Example: The 5th term of a GP is 48 and the 8th term is 384. Find the first term and the common ratio.

Solution:

Un = arn-1

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

U5= 48 = ar5-1 = ar4= 48 ……………….. (i)

U8=384 = ar7 =384 ………………………..(ii)

Divide equation 2 by equation 1, we have

r3 = 8

r = 3√8

r=2

Substrate for r in equation (i), we have

ar4=48 a(2)4=48 16a=48 a=48/16 a=3.

The first term of GP is 3 and the common ratio is 2.

The sum of an nth term of a GP is given by

Sn when r < 1 - Equation (3)

OR

Sn when r > 1 - Equation (4)

Example: The third term of a GP is 360 and the sixth term is 1215. Find the (a) common ratio (b) first
term (c) sum of the first four terms.

(a) Un =arn-1or Tn = arn-1 U3 =ar3-1=360

ar2=360-------------- (1)
Also
U6= ar6-1 =1215
ar5=1215 ------------- (2) Divide
equation 2 by 1

r=

The common ratio is

(b) To find the first term from equation 1; ar2=360

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Since r= 3/2 then,

a(3/2)2=360
a=360×(2/3)2 =360 (4/9)
a=160
The first term is 160
(c) To find the sum of the first four term ; sn
a r 1,r1
n

r1
But
a=160, r=3/2 and a=4 Now
S

= 160 X

S4 = 1300

: the sum of the first four term of GP is 1300

The sum of a G.P in infinity

The infinite sequence has an incoding term n →∞ which means that n is so large that it is limitless or
without a boundary.The sum to infinity of a GP is

for /r/ < 1.

Example: Find the sum of the infinity progression

3,1, 1/3, 1/9, 1/27,------------------

Solution: Given a=3, r = or r =

Now,

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

QUADRATIC EQUATION

Example 1: what should be added to x2-3x to make it a perfect square.

Step I : find half of coefficient of x i.e -3/2

Step II: square this result i.e (-3/2)2=9/4

Step III: Add this square to the original expression to obtain a perfect square i.e x2-3x +9/4.

This can be verified as follows

(x-3/2)2 =(x-3/2)(x-3/2)

X2-3/2x – 3/2x + 9/4

X2 -3x +9/4.

Example 2: solve the equation x2 +3x – 1 = 0

Solution: The expression x2 +3x -1 does not factorise

Step I: Add 1 to both sides

Step II: Add the term that will make x2+3x a perfect square to both side. Which is (

i.e x2 + 3x + (3/2)2= 1+(3/2)2 x2

+ 3x + (3/2)2

= 1+9/4, (x+3/2)2=13/4.

StepIII: Take the square root of both sides

X+

X =-

FACTORIZATION

Example :

Solve for the values of x in the equation 2x2 – 5x – 3 = 0

Solution

2x2 – 5x – 3 = 0

2x2 – 6x + x – 3 = 0
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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

(2x2 – 6x) + (x-3) = 0

2x (x - 3) + 1 (x – 3) = 0

(2x + 1) (x – 3) = 0

2x + 1 = 0 or x – 3 = 0

2x = -1 of x = 3

X = -1 or x = 3

x = -1 or 3

Completing the square

Solve 2x2-5x-3

Solution : 2x2-5x-3+3=0+3

2x-5x=3, divide the coefficient of x2 which is 2.

i.e x2-5x/2-3/2, x2-5x/2+(5/4)2=3/2+(5/4)2

(x-5/4)2=3/2+25/16

(x-5/4)2=49/16, x-5/4= ± ʆ49/16, x=5/4±7/4

X=-2/4=-1/2 or x=12/4 =3

Quadratic Formula

The Quadratic formular is

X=

Solve 2x2-5x-3=0

Solution:
X=
Given that 2x2 –
5x – 3 = 0
Compare with the general form of the quadratic equation i.e.
ax2 + bx + c = 0 now,
a = 2, b = -5 and c = -3
x=

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

= 3 or - x

= - or 3

GRAPH
(a) Draw the graph of the equation y+2=x(x+1), for values of x in the range -3≤x≤3.
(b) Also draw the graph of y=2x on the same axis the graph above ,from your graphs read off the
solution to the following equations:
(i) x +x-2=0 (ii) x2-x-2=0 (iii) x2+x=5 (iv)3-x-x2=0.
2

Solution:
a. Given that y + 2 = x (x + 1)
y + 2 = x2 + x
y = x2 + x - 2

The following procedure should be followed in other to draw the graph :

(i) Construct a table of values (ii)find convenient scales on the x and y axis (iii) Plot your point (iv)
Join the points by a smooth curve. Table of values of y = x2 + x - 2
X -3 -2 -1 0 1 2 3
X2 9 4 1 0 1 4 9
+x -3 -2 -1 0 1 2 3
-2 -2 -2 -2 -2 -2 -2 -2
Y 4 0 -2 -2 0 4 10
Use a scale of 2cm to represent unit 0n x-axis and 2cm to 2units on y-axis.
Y=+2x
X -3 -2 -1 0 1 2 3
2x -6 -4 -2 0 2 4 6

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

1. X2+x-2=0
Solutions are given by points A and B in the graph x=-2, 1.
1. X2-x-2=0
2. This is not the given quadratic curve but when X2+x-2=2x, then X2-x-2=0. Hence, solution are the
points C,D of intersection between the curve y= X2+x-2 and y= 2x, x=-1, 2.
3. X2+x=5. This can be written as , X2+x-2=0, the solutions are therefore the points of intersection
of the curve y= X2+x-2 and liney=3, whichare the points E and F : x=-2.8, 1.8
4. 3-x-x2=0, The solutions are therefore the points of intersection of thecurve y= X2+x-2 and the
limit y=1 which are the points G and h

GRADIENTS OF A CURVE
Linear graph gives a straight line graph from any given straight line equation which is in the general
from mx+c=y or ax+by+c=0.
Example: Draw the graph of equation 4x+2y=5. Solution : Choose any three values of x and find their
corresponding values in y…
4x+2y=5
2y=5-4x
Y=5-4x/2

X 0 1 2

Y 2½½ -1 ½

Example2: find the point of intersection of the lines y=3x+2 and y=2x+5.
Solution : y = 3x+2----------(i)
Y= 2x+5----------(ii)
At the point of intersection
3x+2=2x+5
3x-2x=5-2
X=3
Substitute 3 for x in equation (i)
Y=3(3)+2=11, therefore 3, 11 is the point of intersection.
Gradient of a straight line :
The gradient of straight line is defined the ratio change in y/change in x, note that : change in y/change
means

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Examples: find the gradient of the line passing through (2, -3) and (12, 17)

Example 3:
Find the gradient and the angle of slope of the line passing through (1,3) and (-4,2) Solution:
The gradient : m=y2-y1/x2-x1 X1=1,
y=3 and x2=-4, y2=2
M= 2-3/-4-1 = -1/-5 =1/5
M=1/5 which gives the required gradient letɵ
be the angle of slope
M= tan ɵ
1/5= tan ɵ tan
ɵ =0.2
ɵ=tan-1 0.2 ɵ=
11.310
Equation of a straight line
(i) Equation of a line with gradient m and y intercept c is given as y=mx+c (ii)
Equation of a line passing through the point (x,y) with gradient.
Gradient m and which passes through the point (x,y) is given as m =
Example: Find the equation of the line with gradient 2 and which passes through the point (-3,2)
Solution:
The equation of the line with a known gradient which passes through a given point is
= m m=2 ,

(x1,Y1) = (-3,2)
x1 = -3 & y1 = 2

Now,

y – 2 = 2x + b y
= 2x + 6 + 2
y = 2x – 8 which is the required equation of the line.

Example 2: find the equation of the line passing through points A(3,1) and B(2,-3) Solution:
Recall that
Here (x1,y1)=(3,1)and(x2,y2)=(2,-3) x1
= 3, y1 = 1, x2 = 2 and y2 = -3

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

y-1 = 4 (x-3) y-
1 = 4x-12 y =
4x – 12 + 1
y = 4x – 11 is the required equation of the line

LINEAR INEGQUALITIES
A. Linear inequalities in one variable
Inequalities are symbols or signs used consuming elements in arithmetic operations instead of quality
signs

>means as greater than

≥ means as greater than or equal to ˂
means as less than
≤ means as less than or equal to

Example: solve 4x +6˂2 Solution:

4x +6˂2
4x+6-6˂2-6
4x˂-4 4x/4˂-4/4
x˂-1

B. Number line.
Example: solve the following inequalities and represent their solution on the line graph
1/5(x+4) ≥ 1/3 (x+1) Solution:
L.C.M = 3by 5 =15 15×1/5
(x+4) ≥1/3 × 15 (x-1)
3(x+4) ≥ 5 (x+1)
3x +12 ≥ 5x+5
3x-5x ≥ 5-12
-2x ≥-7
Multiply through by -1
2x ≥7
2x≥7
x

-2 -1 0 1 3 4 5 x

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

C. Linear Inequalities in two variables.

Example: Determine the solution set for the inequality 3x-8y ≥ 12 Solution:
Solve for y,
-8y ≥ -3x+ 12
Y =≥3/8x -3/2
y≥3/8x -3/2
when x = 0, y= -3/2
when y=0, x =4

y
2 3x-8y≥12
1
0 1 2 3 4 5 x

-1
-2

D. Solutions of simultaneous linear inequalities

Example: solve graphically the simultaneous inequalities. 4x+3y ˂12, y≥0, x>0 for integral
values of x and y
Solution: from the diagram 4x +3y = 12
Broken y=0 solid
X= broken
4x+3y=12
When y=0 when x=0
4x+0 =12 4x+3y=12
4x=12 0+3y=12 X=12/4 3y=12
X=3 y=12/3=4
y
4
3
2
1 Y>0x>0

-2 -1 0 1 2 3 x
-1
-2

ALGEBRAIC FRACTIONS

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Simplification of algebraic fractions

Example 1: simplify

Solution:

Example2 : simplify
Solution:
.

Example3 : simplify xy/3x-6y × 4x-8y/x2y Solution:

Xy/3(x-2y) × 4(x-2y)/x(xy)
= 4/3x

EQUATION INVOLVING ALGE BRAIC FRACTION

Example: solve the equation
Solution:

To clear the fraction, multiply through by 12

Divide both sides by 11, we have t

=

t=5

Example: if
Solution:
2a-b/2a+b if a/b = ¾
Divide the numerator and denominator of
2a-b/2a+b by b
2a-b/2a+b =2(a/b)-1/2(a/b) +1
2(3/2)-1/2(3/4)+1 = 3/2 -1/3/2+1 =3-2/2/3+2/2
3-2/2× 2/3+2 = 1/5
Simultaneous linear equation involving
Fractions
Example :Solve the following simultaneous equation

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

(a) x/2+y/4= 1, x/4-y/4+1=0 Solution

x/2+y/4 =1 ………………………..(i)
x/4 –y/4 +1 = 0 …………………(ii)
multiply by 4 in equation 1and 2
4(x/2+y/4=1)
4(x/2)+4 (y/4) =4
2x+y=4 ………………………………..(iii)
4(x/4-y/4+1=0)
4(x/4)-4(y/4) + 4=0
x-y +4 = 0 ………………………..(iv)
from equation 3 2x+y
=4
Y=4-2x……………………….(v)
Substitute equation (v) into equation (iv), we have
x-(4-2x) +4 =0 x-4+2x+4=0
3x=0
X=0
Substitute for x in equation (iii)
2(0) +y =4 Y=4.
x = 0 and y = 4
Undefined value of a fraction
Example: find the value of x for which the fraction x+1/x-2 is undefined.
Solution: x+1/x-2 is undefined when x-2=0
If x-2 =0 then x=2
The fraction is undefined when x=2

CHORD PROPERTY
A chord of a circle is a line segment whose two end point lie on the circle.

Chord
B

Angles subtended by chord at the centre and at the circumference of a circle.

Example: calculate the length of a chord of a circle of radius 20cm, if the chord is 8cm from the centre of
the circle. Solution:

8 cm
A
/OA/ =20cm B
P
/OP/ = 8cm
ɅAPO

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

/AP/2 = /OA/2 -/OP/2

202- 82
400-64
=336
/AP/ = √336 = 18.3 cm
Length of a chord AB = 2×18.3 = 36.6cm
Perpendicular Bisector of chords
Example: find the radius of the circle. If a chord 9cm long is 6cm from the centre of the circle
Solution:

6 cm
A 4.5 cm B

Since OC bisect AB
/AB/ = /CB/ = 4.5cm
/AD/2 = /OC/2 + /AC/2
62 + 4.52
36+ 20.25cm
56.25 cm
/AO/ = 7.5cm

Angle in Alternate Segments

D

E
F

A C B
Theorem: the alternate segment.
An angle between a tangent and a chord through the point of contact is equal to the angle in the alternate

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

segment.
D

X 3

E C
X 4

X2
ABC. Segment AEC is alternate to ˂QACB
To Pprove: ˂QAC = ˂AEC and ˂PAC X=1 ˂ABC
A
Construction: Draw the diameter AO join CD Q

Given A circle with tangent Proof from the lettering: PAQ at A and chord
AC dividing the circle into two segments AEC and
X1+ x2 = 900 ………………………………(i) (DA AQ)
Also ˂ACD = 900 ( angle in a semicircle in ɅACD)
X2 + x3 ˂ACD = 180 0 (sum of angles in a triangle)
X2+ x3 + 900 =1800
X2+x3 =900 ……………………………….(ii)
Subtracting x2 from equation 1and 2
x1= x3 = x4 : ˂QAC = ˂ AEC
Also, B is a point in the minor segment ˂
PAC + ˂CAQ = 1800( as on a straight line)
˂PAC + x1 = 1800
˂PAC = 1800-x1
= 1800 – x4( proved x1= x4)
= ˂ABC (Opposite angles of a cyclic quadrilateral)
Example: In the diagram below ABC is a tangent to circle BDE calculate ˂DBC

0
60

0
50
C

B
A
Solution:
In BDE
BED =1800 (60+50)0( sum of <S in a )
1800- 1100
= 700 (Angles in alternative segments)
˂DBE = 700( Alternate ˂s in segment)
CIRCLE THEOREM
A theorem is a statement that has been proved. It starts with certain assumptions that will help established
the result and ends with a conclusion.

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Theorem : The angle which an arc of a circle subtends at the centreof the circle is twice the angle which it
subtends at any point on the remaining part of the circumference.
From a given circle APB with centre O
To prove AOB = 2×APB
P
Construction: join PO and product it to any pointP
Y2 y 2
X2 X2
Q
X1 y O
Y1 X1 1

O A B
A X1 X2
B A Y2 P
Q O Y1
Q
B
( I) ( II ) ( III )

Q
Proof: /QA/= /OB/ (radii)
X1= x2 ( base angles of isosceles )
AOQ = x1 + x2 (exterior angle of AOB)
AOQ = 2x2 (x1=x2) Similary
BOQ = 2y2
In diagram (i) AOB
(ii) reflex AOB
= 2x2 + 2y2
=2 (x2+ y2)
2× APB
AOB = BOQ – AOQ = 2x2 – 2y2
2 ( x2-y2)
2× APB
Example: Find the lettered angles in the diagram below

0
134
e

f
g

Solution: e+ 1340=1800 (˂on a straight line) e=1800-

134 = 460
f=2×e (˂ at the centre = 2× ˂ at the Occ)
f=2×460=920 g=h ( base ˂s of issoc)
f+g+h = 1800( sum of ˂s in a triangle)
920 + g+ g = 1800
2g= 180 – 92
2g= 880

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

g=88/2 = 440
g=h=440 Q
Theorem: Angles in the same segment of a circle and equal.
P
X2
X1

B
A

Given: Pand Q are any point on the major arc of a circle APQB
To prove: A𝑃̂B = A𝑄̂B
Construction: Join A and B to O, the centre of the circle Proof:
with the lettering in the diagram

A𝑂̂B =2x (˂at centre twice the ˂ at Occ)

A𝑂̂B= 2x2 (same reason)

X1=x2
A𝑃̂B = A𝑄̂B
Since P and Q are any points on the major arc all angles in the major segment are equal to each other.
Example: in the figure below, ̅𝑃̂𝑄̂̅̅ is a diameter of circle PMQN, centre O, if P𝑄̂M is 630 find Q𝑁̂M

O
63

Solution:
In QPM or angle QPM

P𝑀̂Q = 900 (˂s in a semi circle)

QPM = 1800- 90 -630 (sum of ˂ in triangle)
QNM = 270( Q𝑃̂M = 270 , in same segment as Q𝑃̂M Theorem:
The angles in a semi circle is a right angle.

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

X
AB

Given: ̅𝐴𝐵̅̅̅̅̅ is a diameter of a circle centre O, x is any point on the

circumference of the circle
To prove: O A𝑋̂P = 90
Proof: with 0
the lettering
A𝑂̂B = 2 AXB ( angle at
centre twice the angle at
Oce) A𝑂̂B= 1800( straight line)

2A𝑋̂B =1800

A𝑋̂B= 180/2
= 900
Example: Find the lettered angles in the following diagram.

0
53
K
O
L

Solution:
530+k = 900( Angle in a semi circle)
K=900- 530
= 370
K+ L + 900=1800 ( sum of ˂s in a triangle)
370+ L = 900= 1800
L=180-127
L=530
Theorem: The opposite angles of a cyclic quadrilateral are supplementary or angles in opposite segment
are supplementary.
A

D 2y
B
2x

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Given: a cyclic quadrilateral ABCD

To prove: BAD + BCD = 1800
Construction: Join B and D to the centre O of circle ABCD
Proof: with the lettering of the figure above
BOD = 2y ( angle at centre twice ˂ at Oce)
Reflex B𝑂̂D = 2x ( same reason) 2x
+ 2y = 3600( angles at a point)
X + y = 1800

B𝐴D + B𝐶̂D = 1800

It follows from the above theorem that “ The exterior angle of a cyclic quadrilateral is equal to the
interior opposite angle”
A
x1
B

D y x2
C X
From the figure above
X1+ y = 180 ( opp ˂s of cyclic quad)
X1 = x2 (1800 – y)

B𝐶̂X = B D
Example: in the figure, PQRS are point on a circle centre O. OP is produced to X if XPS = 770 and PSO
=680 find P𝑄̂ O X

P
0
77

68
Q S

Solution:

Q𝑅̂S = 770( ext angle of cyclic Quad.)

: Q𝑂̂S = 2× 770 (˂ at a centre twice ˂ at Oce)\
= 1540
Q𝑃̂S = 1800 – 770( straight angle)

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

= 1030
In quad. PQOS,

P𝑄̂O = 3600 – 1540 – 103 -680 (angle sum of quad.)

P𝑄̂O = 350

Example: calculate the size of angle α and Q in each part of the following O is the centre of each circle.

O
48

Solution:
α + 480 = 900 (tangent to circle) α=900-480
α=420 α=Q=420( base angles of isosceles.
Triangle)
TRIGONOMETRIC.
Sine rule: in any triangle, the angles are denoted by the upper case letters such as A,B and C while the
side opposite these angles are denoted by the letters a,b and c
Given: Any acute angle ABC as shown
A

c b

B a C
Required to prove a/sineA
= b/sinB=c/sinC
construction: draw a perpendicular line from A to BC and call it h
Proof: using the triangle above figure
SinB = h/c and SinC =h/b
h=C SinB and h =bSinC h=C
SinB =b SinC
CSinB = b SinC
Dividing both side by SinB and SinC c/SinC
= b/SinB
Similarly, by drawing a perpendicular line from B to AC, a/SinA
= c/SinC
a/SinA= b/SinB= c/SinC Example:
In a triangle ABC, A=430, B=820 and C= 5.7cm .find (i) c (ii) a (iii) b

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

0
43
b
(i) c=1800 – (82 + 430) sum of angles in a triangle)
=0 1800 - 1250
82
=550
B
(ii) a = c/SinCC= a/Sin430= 5.7/Sin550
a/SinA
a=5.7×Sin 430/Sin 550

No Log
5.7 0.7559
Sin430 1 .8338 +
0.5897
0
Sin 55 1 .9134 –
4745 0.6763
4.745Ans

Cosine rule
In any given triangle with the usual notation A, B and C as shown below

c b

B a C
a2=b2 + c2 – 2bc Cos A b2= a2+c2
– 2ac Cos B c2= a2 + b2 – 2ab
Cos c To find the sides of the
triangle.
Cos A = b2 + c2 – a/ 2bc
Cos B= a2+ c2- b2/2ac
Cos C= a2 + b2 – c2/2ab
Given: an acute angled ABC
A

c h b

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

B a C
X E a-x

Required to prove: a2=b2 + c2 – 2 bcCos A

Construction: Draw ̅𝐴𝐸̅̅̅̅̅ /̅𝐵̅̅̅𝐶̂̅̅ denote

/AE/ by h, /BE/ By X and /CE/ by a-x

Proof: b2 = (a-x)2+h2 ( pythagoras theorem)

= a2- 2ax + x2 + h2

=a2 – 2ax + c2( since in triangle ACE, C2 =x2+h2) a2 =

b2 + c2 - 2bc Cos A ( in triangle ABE, CosB= x/c)

b2=a2+c2 – 2ac Cos B c2=a2 + b2- 2ab Cos C.

Example: in a triangle ABC, a = 7cm c=10cm , B=750 find (i) b (ii) A (iii) C

A b C

10cm 7cm

750

B
b2 = a2+ c2 – 2ac Cos B b2= 72+

102 – 2× 7×10 Cos 750 b2 =

49+100-1400Cos 750 b2 = 149-

140 × 0.2588 b2 = 149-36.232

b2 = 112.768 b=√112.768 =

10.6192

b= 10.62cm
(iii) SinA/a = SinB/b SinA/7cm =
Sin 750/10.6195
=7×0.9659/10.6192

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

(iv) C= 1800 – (750 +39.54620)

(sum of angles in a triangle)
1800-114.5462
=65.4538
: C = 65.450 (2d.p)

TRIGONOMETRIC RATIO

Complementary Angles

Two angles are said to be complementary when they add up to 900

A

0
90 -
b c

C a B
Sin = ⁄𝑏 → 𝐶̂𝑜𝑠 (90 − 𝜃)
0

Tan = 𝑐⁄𝑎 → 𝐶̂𝑜𝑡 (900 − 𝜃)

Cot = 𝑎⁄𝑐 → 𝑡𝑎𝑛 (900 − 𝜃)

Example : Solve the following equation

(a) Sin = Cos 500
(b) Cos x = Sin (x + 550)

Solution

Sin = Cos 500

Sin

Cos (90

900 –

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OYO STATE LECTURE NOTES (MATHEMATICS SS2)

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Trigonometric Graph

(a) Copy and complete the following table of value of y = 3Sin2θ – Cos θ
00 300 600 900 1200 1500 1800
Y -1.0 0 1.0

(b) Using a scale of 2cm to 300 on the Θ axis and 4cm to 1 unit on the y axis, draw the graph of y
CosΘ for 0

(c)

Solution

Y = 3Sin2

00 300 600 900 1200 1500 1800

3Sin2 0 2.598 2.598 0 -2.598 -2.598 0
-Cos -1 -0.866 -0.500 0 0.500 0.500 1
Y -1.0 1.732 2.098 0 -2.098 -2.098 1.0
0
(b) Cosx = Sin (x + 55 )

Cosx = Sin(900 – x)

Sin(900 – x) = Sin (x + 550)

900 – x = x + 550

900 – 550 = x + x

35 = 2x
x=

x = 17.50

General Angles

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Angles which range from Θ0 to 3600 could be divided into four main quadrants as shown below

900 Θ ≤1800 00≤Θ ≤900

180 –ve +ve 00, 3600

3rd quadrant 4th quadrant

1800≤Θ ≤2700 2700≤Θ ≤3600

-ve 2700

First quadrant (00≤ Θ ≤900)

900 +ve
2nd quadrant 1st quadrant

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Fourth quadrant (2700≤θ≤3600)

3
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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

0
45

1 √2

0
45
1

0
30 30 0
2 2

0
60 √3 60
0

S 1 K R
1

cot 60

Cot 30

Example: Evaluate

Where = 1500

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Example 2: If x is an acute angle and tanx= 3⁄4, evaluate,

Solution

y
3

x
4
Use Pythagoras theorem
y2 = 42 + 32 y2 = 16 + 9
y2 = 25

y = √25 y = 5 cos x =
4⁄5, Sin x = 3⁄5

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

BEARING AND DISTANCE

Trigonometric Ratios
A

Hyp
Opp

C
B Adj

SOHCAHTOA

SOH Sinɵ = Opp/Hyp = AB/AC

CAH Cosɵ = Adj/Hyp = BC/AC

TOA Tanɵ = Opp/Adj = AB/BC

Reciprocal of trigonometric

1/Sinɵ= 1/opp/Hyp = cosecant ɵ = Cosec

1/Cosɵ= 1/Adj/Hyp = secant ɵ = Sec

1/tanɵ = 1/Opp/Adj = cotagentɵ = Cot

Angle of Elevation and Depression

Example: A building has a fence round it. Two points A and B 30m apart, are chosen outside the fence
on a straight line with the foot of the building on a horizontal plane. The angles of elevation of the top of
the building from A and B are 270 and 460 respectively. Find (i) the length of the building (ii)The distance
of the building from point B

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Solution:
C

270 46 0
A 30 cm B x D
/CD/ represent the building from triangle BCD

CD/BD = tan 460

CD= BD tan 460--------------------(i)

From triangle ACO

CD/AD = tan 270

CD = Ad tan 270 ……………………………………..(ii)

From (i) & (ii)

BD tan 460= AD tan 270

(30+BD) tan 270

/BD/ = 30 tan 270/tan 460 tan 270 = 29.1m

From (1) CD = 29.1 tan 46

= 30.1m

Example2: Two boat on the sea are in line with on observe standing on top of a cliff. Their angles of
depression are 350 and 550 if the height of the observer is 21m above sea level. Find the distance between
the two boats
A
35 0
55 0

21 cm

BC/AB = tan 350

D B
C
BC = 21 tan 35 = 14.7m
From AB D, angle DAB = 550
BD/AB = tan 550

BD= 21 tan 550 = 30m

/CD/= /BD/ - /BC/

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

= (30-14.7) m = 15.3 m

The distance between the two boats is 15.3m

Bearing and Distance

Bearing is the most convenient method of locating area of town or city.

Example: If the bearing of P from Q is 1270 find the bearing of Q from P

Solution
0
127

0
53

0
53
0
37

Q = 180 – 127
=530

Bearing of Q from P = 360 -53 = 3070 OR = 2700 + 370 = 3070

Example 2: A man prospecting for oil leaves his base camps and drives 42 km on a bearing of 032. He
then drives 28km on a bearing of 1540. How far is he then from his base camp and what is his bearing
from it?

Solution
B
154 0

26 0

58 0 a=28km

c=42km

Using cosine rule

C
b2=a2 + c2 – 2ac Cos B b
A

b2= 282 + 422 -2×28×42 Cos 580

b2=784 + 1764 – 2352 × 0.5299

= 2548- 1246.3701 b2
= 1301.6299

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

b = √1301.6299

= 36.0781 b 36.1 km

(to 1d.p)

The bearing of C from A is 32 +ɵ

Using sine rule

∴θ = 41.12970 41.10 (to 1 d.p) The

bearing of C from A = 32+41.1

= 73.10.

A. MEASURES OF CENTAL TENDENCY

Measures of central tendency also known as measures of location are measure that gives us those data
that are found among sets of data.

1. Mean: is the most common measure of central tendency. It is the sum of all the items in a set of
data divided by the number of items involved.

In general,

n
n

i
21
Example 1: Find the mean of 10 students whose mathematics scores in a test are:
15,13,16,12,26,14,22,23,23,27

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

X x
n


19.1

Example 2: The mark distribution of an English language test in which the mean mark is 3. Find the value
of y

Marks 2 3 1 45

y Frequency(f) 3 y+3 3 4-y

Solution:

y132 (y 3)343(4 y)5

x
y 3y 334 y
y 6 3y 9 12205y
3

y 3y 334 y
47y h
3

y 13
: 47y 3(y 13)
47y 3y 39
y 3y 3947
4y 8
4y 8 y
8/4 y 2

Hint: “for grouped data”

4 3 12
Attentively,

Mark (x) f fx

1 y y

2 3 6

3 y+3 3y+9

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

5 4-y 20-5y

∑ 13+y 47 – y

If the mean = 3 then 𝑥̅̅ = 31.0

From the table above,

∑f = 13 + y and ∑fx = 47 – y Now,

47-y = 3(13 + y)

47 – y = 39 + 3y

Collect the like terms

-y-3y = 39 – 47

-4y = -8

Divide both side by -4

Y=

y=2

2. Median: when the number of items odd the item that lies in the middle after the set of item (data)
have been arranged in order of magnitude either in ascending or descending order is called median.

(N+1/2) + h (ie) N odd

(N/2) th + (N+1/2) th (ie) N=even) For “ungrouped data”

Example 1: Find the median of the following numbers 3,9,7,5,2,13,10

Solution

Rearrange

2,3,5,7,9,10,13

Formula = (N+1/2) th

=(7+1/2) th
(8/2)th

=4th Items from the rearranged data

The median item is 7

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Example 2: Represent the scores of 40 student in a mathematic test. Find the median score.

Score(x) 1 2 3 4 5

Frequency(f) 15 12 8 3 2

Solution:

Score f cf position

1 15 15 1-15th

2 12 27 16th-27th

3 8 35 28th- 35th

4 3 38 36th-38th

5 2 40 39th-40th

∑f=40
N=40 (even)
(N/2)th + (N/2+1) th score

40/2th + (40/2+1)th/2

20+21/2

By observing through the positional column, we see that both the 20th and 21st term is 2 The

median is 2+2/2 = 4/2=2.

B. Measurement of Dispension

Disperse means to spread, scatter or vary measure of spread is a statistical measure that showns the extent
to which numerical data cluster around a measure of location.

1. Mean deviation is the algebraic sum of the absolute deviation of each observation from the mean
divided by the number of observed values.

Remarks:

(i) M.D = “for ungrouped data”

(ii) M.D =

Example 1: Find the mean deviation of the set of number 4,8,10,6,2,6

Solution

𝑥̅̅= 4+8+10+6+2+6/6 = 36/6 = 6

∴𝑥̅̅= 6

Mean deviation: /4-6/+/8-6/+/10-6/+/6-6/+/2-6/+/6-6 /

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

M.D = 2

Example 2: Find the mean deviation of the following distribution

X 3 4 5 6 7 8 9
F 1 1 3 1 1 2 1
Solution:

X f Fx x-x- /x-x/ f/x-x/

3 1 3 -3 3 3

4 1 4 -2 2 2

5 3 15 -1 1 3

6 1 6 0 0 0

7 1 7 1 1 1

8 2 16 2 2 4

9 1 9 3 3 3

∑ 10 60 16

Since the given data is a grouped data then

M.D =

Where:

Now,

From the table above, we have

∑f/xi - / = 16 and
∑f = 10

Hence,
M.D =

M.D = 1.6

VARIANCE

Variance is the mean of the squared deviation from the mean.

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Formula for calculating variance is S where d= x-𝑥̅̅

Or for a frequency distribution

Where d = xi - 𝑥̅̅ F

= frequency

similarly, for a grouped frequency distribution

Similarly,

STANDARD DEVIATION

Standard deviation is the square root of the variance. i.e.

S.D =

S.D =

Example 1:

Calculate, correct to the nearest whole under the variance and standard deviation of the distribution. 42
6 252 -0.2 0.04 0.24

43 4 172 0.8 0.64 2.56

44 7 308 1.8 3.24 22.68

45 3 135 2.8 7.84 23.52

∑ 35 1477 87.6

Size of shoes 40 41 42 43 44 45

No of athletes 5 10 6 4 7 3

Solution

x f fx xi - 𝑥̅ (xi - 𝑥̅)2 f(xi - 𝑥̅ )2

40 5 200 -2.2 4.84 24.2

41 10 410 -1.2 1.44 14.4

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

∑ 𝑓 /𝑥̅ 𝑖 − 𝑥̅ /2
SD = S = √ ∑𝑓

Where:

∴𝑥̅̅ = 42.2

Now,

From the table above, we have

∑f = 35 and

∑f(xi - )2 = 87.6

Hence,

(i) Variance is:

S2 = 2.50

(ii) Standard deviation:

∑ 𝑓 /𝑥̅ 𝑖 − 𝑥̅ /2
S = √𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒 𝑜𝑟 √ ∑𝑓

= √2.50

= 1.58

The Standard deviation is 1.58

The variance and standard deviation of grouped data using the assured mean.

Example: The following are the marks in percentage of forty candidates in an examination. 27, 17, 16, 38,
13, 12, 48, 37, 12, 15, 36, 46, 28, 64, 24, 27, 26, 36, 15, 52, 38, 39, 47, 36, 15, 57, 39, 29, 42, 28, 6 5, 45,
44, 39, 58, 23, 36, 28, 82.

(a) Draw up a frequency distribution table using equal intervals of 5-14, 15-24, --------,75-84
(b) Using an assume mean of 39.5% find (i) the mean and (ii) the standard deviation of the
distribution

4
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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Solution

Class intervals f x d=x-A fd fd2

5-15 5 9.5 -30 -150 4500

15- 24 7 19.5 -20 -140 2800

25- 34 7 29.5 -10 -70 700

35 – 44 12 39.5 0 0 0

45 – 54 5 49.5 10 50 500

55-64 3 59.5 20 60 1200

65 – 74 0 69.5 30 0 0

75 – 84 1 79.5 40 40 1600

40 -210 11300

i) Mean:

Where:

A = Assumed mean value = 39.5

d=X-A

𝑥̅̅ = 39.5 +

= 39.5 -

= 39.5 – 5.25

= 34.25%

The mean of the distribution is 34.25%.

(iii) Standard deviation

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

= 15.967
S 15.97%

Measures of central tendency (grouped data)

Mean median and mode

Example: A set of data was given in a frequency table as following

Group 1-20 21-40 41-60 61-81 81-100 101- 120

Frequency 9 13 12 11 13 27
Determine the mean, median and mode of the distribution above.

Solution

Group Freq (f) mid point (x) fx cf

1-20 9 10.5 94.5 9

21- 40 13 30.5 396.5 22

41-60 12 50.5 606.0 34

61-80 11 70.5 775.5 45 →Median Row or Class

81-100 13 90.5 1176.5 58

101-120 27 110.5 2983.5 85

∑ 85 6032.5

∑𝑓𝑥̅ 6032 .5
𝑥̅ = ∑𝑓 = 85
= 70.9706
∴𝑥̅̅≅ 70.97

Median = Lm +

Where :

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

Lm = lower limit of median class

Efb = cumulative frequency before the median class fme =

Frequency with or corresponding to the median class C =

Class interval and N = ∑f or total frequency.

Remark: To locate the median class we use .

Now,

The median class is 61 – 80.

The class boundary or limt of the median class is 60.5 – 80.5

The lower limit of the median class is 60.5 i.e. Lm = 60.5

Hence,

Median = Lm +

Where:

Lm = 60.5, = 42.5, Cfb = 34, C = 20 and Fme = 11

Median =

= 60.5 +

= 60.5 +

= 75.9545
Median 75.95 (to 2 d.p)

(ii) Mode = Lm +

Where:

Lc = Lower class boundary f the modal class

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

1 = fm – fa fm = frequency of the

modal class fa= Frequency above the

modal class

To locate the modal class:

The class with the highest frequency is known as the modal class.

The modal class = 101 – 120 because it has the highest frequency of 27.

Also,

The corresponding class boundary fo the modal class is 100.5 - 120.5

The lower class boundary of the modal class is 100.51 i.eLc = 100.5

Now,

Lc = 100.5, 1 = fm – fa = 27 – 13 = 14

Hence,

DATA PRESENTATION

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

1. Bar Chart and Histogram

The table below shows the mass in kg of 50bags in a particular village

Mass(kg) 41 42 43 44 45 46
Frequency 6 10 5 8 13 8
Use the table to draw bar chart and histogram.

Solution :

Mass (kg) Frequency class boundaries

41 6 40.5-41.5

42 10 41.5-42.5

43 5 42.5-43.5

44 8 43.5-44.5

45 13 44.5-45.5

46 8 45.5-46.5

DIAGRAMS/CHARTS

BAR CHART& HISTOGRAM& FREQUENCY POLYGON

2. PIE CHART:

Example:
The following table represents the scholarship awards made by some philanthropists over the years

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 OYO STATE LECTURE NOTES (MATHEMATICS SS2)

YEAR NO OF SCORLARSHIPS

2001 100

2002 215

2003 185

2004 125

2005 165

2006 201

Draw the pie chart to represent the scholarship given for the 6years

SOLUTION: Sum up all the item i.e 100+215+185+125+165+210= 1000

YEAR NO OF SCORLARSHIPS proportion corresponding degree

2001 100 100/1000 100/1000x3600=0 360

2002 215 215/1000 215/1000x3600=77.40

2003 185 185/1000 185/1000x3600=66.60

2004 125 125/1000 125/1000x3600=450

2005 165 165/1000 165/1000x3600=59.40

2006 201 210/1000 210/1000x3600=72.60

***** pie chart

CUMMMULATIVE FREQUENCY CURVE (Ogive)

This curve can be described as measure of portion .

Quartile:

The quartile divide the distribution into four equal parts. Those quartiles achieve this division they are : 1st
quartile denoted as Q1(lower quartile), 2ND quartile denoted as Q2 (median), 3rd quartile denoted as Q3
(upper quartile).

If n is the total frequency then: lower quartile Q1 = ¼(n+1)th value, median quartile Q2 = 1/2(n+1)th
value, upper quartile Q1 = 3/4(n+1)th value.

Interquartile range = Q3 – Q1

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Semi interquartile range = Quartile Deviation = or ½ (Q3 – Q1)

range=highest value – lowest value percentile : The percentile divides the

distribution into hundred equal parts

Percentile = p/100(n+1)th value e.g.

P25 = 25th= 25/100(n+1)th value

P50= 50th =50/100(n+1)th value

P75 = 75th = 75/100(n+1)th value

Example: The table below shows the marks of 20 students in physics test

MARKS 2-6 7-11 12-16 17-21 22-26

Frequency 2 5 7 4 2
a. Draw the cumulative frequency curve b. find the interquartile range c. find the pass mark if 60% of
the students passed.

SOLUTION:

MARK FREQUENCY CF CLASS BOUNDARY

2-6 2 2 1.5-6.5
7-11 5 7 6.5-11.5
12-16 7 14 11.5-16.5
17-21 4 18 16.5-21.5
22-26 2 20 21.5-26.5

*** the curve

b. Intercept range= Q3-Q1, Q3=3/4X20=15, Q1= 1/4X20=5, Q3-Q1= 15-5=10

c. 60% passed means 40% failed
d. 40% of the students scored lower marks= 40/100x20= 8.

PARTITION VALUES:

These are measures which divide a distribution into variation segments. They are :

Quantiles----------it divides a distribution into 4 equal parts

Quintiles----------it divides a distribution into 5 equal parts

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Deciles ----------it divides a distribution into 10 equal parts percentile----------it

divides a distribution into 100 equal parts Range--------------- Highest

value – Lowest value

GROUP DATA

Remarks:

i. Median = Lm +

ii. First Quartile = Q1 = Lm + iii.

Second Quartile = Q2 = Median iv.

Third Quartile = Q3 = Lm +

SIMPLE SERIES

Obtain the 1st and the 3rd quartiles of the distribution below:

X f cf Class boundaries

0-4 2 (2) -0.5 - 4.5

5-9 6 8-----------Q1 4.5 - 9.5

10-14 8 16 9.5 - 14.5

15-19 5 21 --------Q3 14.5 - 19.5

20-24 4 25 19.5 - 24.5

ST
1 QUARTILE IN GROUP DATA

1st Quartile = Q1 = Lm +

To locate Q1 class, we use

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Now,

Lm = 4.5, ,
Cfb = 2, fq1 = 6 and c = 5
Hence,

Q1 = 4.5 +

= 4.5 +

= 4.5 +

= 4.5 + 3.5417

= 8.0417

Q1 8.042 (to 3 d.p)

3rd quartile3N/4=3(25/4)=18.75

LQ3=14+15/2=14.5

CfbQ3= 16, Fq3=5,C=5

Q3=14.5+(18.75-16/5)5

14.5+2.75=17.25

Quartile

Lower quartile= lq1+ (n/5-cfbq1)c/fq1 Upper

quartile= lq4+ (4n/5-cfbq4)c/fq4 Similarly

for Decile:

1stdecile = Ld1+(n/10-cfbd1)c/fd1

9th decile= lq9+ (9n/10-cfbd9)c/fd9

Decile range=9thdecile -1stdecile

80th percentile =80% of the distribution

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30th percentile =30% of the distribution

50th percentile =50% of the distribution

75th percentile =3rd quartile Q3 of the distribution

25th percentile =1st quartile Q1 of the distribution 80th percentile= LM+ (80n-cfbm/fm)c

Interpercentile range= pq0-p10.

Range P90 – P10 = Lm +

PROBABILITIY

Probability is the study of chances. These probabilities are found by studying the symmetry of
problem.When probability is one, it means that the event must surely happen. The probability can be less
than but cannot be more than one. When probability is zero, it means that the event can never happen.
Probability lies between 0≤p≤1.

Mutually exclusive events: two events Are Mutually exclusive if the occurrence of either of them takes
place differently and both can not occur.The word *or *is very common in this case ofx and y are
Mutually exclusive events their probabilities are expressed as P(xuy)=p (x)+p(y) – p(xny) = 0

Example1: What is the probability of having an odd no in a single toss of a fair die?

Soln : s= {1,2,3,4,5,6} A die has 6 faces

Odd no = {1,3,5}

Pr (odd)=n(0)/n(s)

=3/6=1/2

E. A man kept 6 blacks , 5 brown and 7 purple shirts in a drawer. What is the probability of his
picking a purple shirt with eyes closed?

Solution : black=6, brown = 5, purple =7, total =18, so pr (purple) = 7/18.

ADDITION OF probability

It is probability that involved either or as the symmetry of the problem. Lets consider some examples

F. Find the probability that a no is chosen at random from the integers between 10 and 20 inclusive
is either a prime or a multiple of 5.
Solution : the universal set U= [10,11,12,13,14…..20] and n (U)=11

The subset A of primes = [11,13,17,19], so n(A)=4, the subset B of multiple of 5 is= (10,15,20], so n (B)
=3

The favourable subset C= AuB. Since any element in c will either be A OR B OR both and hence n
(c)=n(A)+n(B). pr{either a prime or multiple of 5}= 4/11= 3/11= 4+3/11=7/11.

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NB: n[AuB]=n[A]+n[B] only because AnB=ɵ as there is no no between 10 and 20 which is a prime and a
multiple of 5.
G. Two dice are thrown in a single tossed. What are the probabilities that they will show : i. sun of 8
appear? ii. Sum of 5 appear? Iii. Sum of 7 or 8 appear? Iv. Not obtaining 9? V. at least 10? Soln:

+ 1 2 3 4 5 6
1 2 3 4 5 6 7
2 3 4 5 6 7 8
3 4 5 6 7 8 9
4 5 6 7 8 9 10
5 6 7 8 9 10 11
6 7 8 9 10 11 12

i. Sum of 8= [NB crosses line of 8]= n [sum of 8]=5, simple space = 6x6 =36 ii.
Pr(sum of 8)=5/36
Ii. Sum of 5 ( crosses the line of 50= [ sum of 5 appear ]=4, pr(sum of of 5 appear )= 4/36
iii. Sum of 7 appear= 6, pr (sum of 7 appear)= 6/36=1/6
Pr(sum of 7 or 8 appear), pr(7)+pr(8= 6/36+5/36=6=5/36=11/36) iv.
Pr(sum of 9 appear)=4/36, pr(not obtaining 9)=1-4/36= 36-4/36=32/36=8/9
v. Probability of at least the sum of two dices is 10 means any score from 10 and above=10
to 12….(sum at least 10)=6, pr (at least 10)= 6/36=1/6 Example 5:

The probability that two hunters P and Q hit their target are 2/3 and ¾ respectively.

a. The hunters aimat a target together

b. If the target is hit, what ids the probability that: i. only P hit it. Ii. Only one of them hit it . iii.
Both hunters hit the target.

SOLN:

Pr(p hitting the target)=2/3

Pr9p missing the target)=1-2/3=1/3

Pr(q hitting the target)=3/4 Pr(q

missing the target)= 1-3/4=1/4

a. Pr [only p hit it ]=1/4x1/4=1/16

b. Pr [only p hit it)=2/3x1/4=1/12
Pr[only one of them hit it]= pr[PQ1] or [QP1]
P1=MISSING TARGET
c. PR(only one of them hit it )= 2/3x1/4+3/4x1/3=2/12+3/12=5/12 Pr[ both hit the
target]=2/3x3/4=6/12=1/2

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