LEVEL 3

Mathematical Skills for Computing

Student Guide

Mathematical Skills for Computing Student Guide V1.0

 Modification History

Version Date Revision Description

V1.0 January 2024 For release

© NCC Education Limited, 2024

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http://www.nccedu.com

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CONTENTS
1. Unit Overview and Objectives.................................................................................... 6
2. Learning Outcomes and Assessment Criteria .......................................................... 6
3. Syllabus....................................................................................................................... 7
4. Related National Occupational Standards ................................................................ 9
5. Resources ................................................................................................................. 10
5.1 Additional Hardware and Software Requirements ....................................................... 10
6. Pedagogic Approach ................................................................................................ 10
6.1 Lectures...................................................................................................................... 10
6.2 Tutorials ...................................................................................................................... 10
6.3 Laboratory Sessions ................................................................................................... 10
6.4 Private Study .............................................................................................................. 10
7. Assessment .............................................................................................................. 11
8. Further Reading List ................................................................................................. 11
Topic 1: Introduction to Algebra ............................................................................................ 12
1.1 Learning Objectives .................................................................................................... 12
1.2 Pedagogic Approach .................................................................................................. 12
1.3 Timings ....................................................................................................................... 12
1.4 Lecture Notes ............................................................................................................. 12
1.5 Tutorial Sessions ........................................................................................................ 13
1.6 Private Study .............................................................................................................. 14
Topic 2: Using Algebraic Equations ...................................................................................... 16
2.1 Learning Objectives .................................................................................................... 16
2.2 Pedagogic Approach .................................................................................................. 16
2.3 Timings ....................................................................................................................... 16
2.4 Lecture Notes ............................................................................................................. 16
2.5 Tutorial Sessions ........................................................................................................ 17
2.6 Private Study .............................................................................................................. 18
Topic 3: Solving Algebraic Equations using Graphs ............................................................ 23
3.1 Learning Objectives .................................................................................................... 23
3.2 Pedagogic Approach .................................................................................................. 23
3.3 Timings ....................................................................................................................... 23
3.4 Lecture Notes ............................................................................................................. 23
3.5 Tutorial Sessions ........................................................................................................ 24
3.6 Private Study .............................................................................................................. 25
Topic 4: Set Theory ................................................................................................................. 27
4.1 Learning Objectives .................................................................................................... 27

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4.2 Pedagogic Approach .................................................................................................. 27
4.3 Timings ....................................................................................................................... 27
4.4 Lecture Notes ............................................................................................................. 27
4.5 Tutorial Sessions ........................................................................................................ 28
4.6 Private Study .............................................................................................................. 29
Topic 5: Matrices ..................................................................................................................... 30
5.1 Learning Objectives .................................................................................................... 30
5.2 Pedagogic Approach .................................................................................................. 30
5.3 Timings ....................................................................................................................... 30
5.4 Lecture Notes ............................................................................................................. 30
5.5 Tutorial Sessions ........................................................................................................ 31
5.6 Private Study .............................................................................................................. 31
Topic 6: Presentation of Data I ............................................................................................... 33
6.1 Learning Objectives .................................................................................................... 33
6.2 Pedagogic Approach .................................................................................................. 33
6.3 Timings ....................................................................................................................... 33
6.4 Lecture Notes ............................................................................................................. 33
6.5 Tutorial Notes ............................................................................................................. 34
6.6 Private Study .............................................................................................................. 36
Topic 7: Presentation of Data II .............................................................................................. 44
7.1 Learning Objectives .................................................................................................... 44
7.2 Pedagogic Approach .................................................................................................. 44
7.3 Timings ....................................................................................................................... 44
7.4 Lecture Notes ............................................................................................................. 44
7.5 Tutorial Notes ............................................................................................................. 45
7.6 Private Study .............................................................................................................. 46
Exercise 4: Constructing an Ogive .............................................................................. 47
Topic 8: Introduction to Statistics .......................................................................................... 48
8.1 Learning Objectives .................................................................................................... 48
8.2 Pedagogic Approach .................................................................................................. 48
8.3 Timings ....................................................................................................................... 48
8.4 Lecture Notes ............................................................................................................. 48
8.5 Tutorial Notes ............................................................................................................. 49
8.6 Private Study .............................................................................................................. 52
Topic 9: Dispersion ................................................................................................................. 57
9.1 Learning Objectives .................................................................................................... 57
9.2 Pedagogic Approach .................................................................................................. 57

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9.3 Timings ....................................................................................................................... 57
9.4 Lecture Notes ............................................................................................................. 57
9.5 Tutorial Sessions ........................................................................................................ 58
9.6 Private Study .............................................................................................................. 61
Topic 10: Introduction to Probability ....................................................................................... 66
10.1 Learning Objectives .................................................................................................... 66
10.2 Pedagogic Approach .................................................................................................. 66
10.3 Timings ....................................................................................................................... 66
10.4 Lecture Notes ............................................................................................................. 66
10.5 Tutorial Notes ............................................................................................................. 67
10.6 Private Study .............................................................................................................. 68
Topic 11: Compound Probability Events ................................................................................. 69
11.1 Learning Objectives .................................................................................................... 69
11.2 Pedagogic Approach .................................................................................................. 69
11.3 Timings ....................................................................................................................... 69
11.4 Lecture Notes ............................................................................................................. 69
11.5 Tutorial Notes ............................................................................................................. 70
11.6 Private Study .............................................................................................................. 71
Topic 12: Revision .................................................................................................................... 73
12.1 Learning Objectives .................................................................................................... 73
12.2 Pedagogic Approach .................................................................................................. 73
12.3 Timings ....................................................................................................................... 73
12.4 Lecture Notes ............................................................................................................. 73
12.5 Tutorial Notes ............................................................................................................. 74
12.6 Private Study .............................................................................................................. 76

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1. Unit Overview and Objectives
This unit will provide students with the mathematical skills in a broad range of areas to become
independent and confident users of computational mathematics.

At the end of the unit, students should be able to:

1. Perform a range of algebraic calculations

2. Solve a range of basic equations
3. Represent and solve equations through graphs
4. Understand set theory
5. Understand matrices
6. Represent data in graph form
7. Understand basic statistical measures
8. Understand probability

2. Learning Outcomes and Assessment Criteria

Learning Outcomes; Assessment Criteria;
The Learner will: The Learner can:
1. Be able to perform a range of 1.1 Simplify a range of algebraic expressions
algebraic calculations involving powers
1.2 Simplify algebraic expressions by multiplying and
dividing expressions
1.3 Factorise algebraic expressions using a range of
techniques
1.4 Simplify and solve algebraic fractions
2. Be able to solve a range of basic 2.1 Transpose formulae
equations 2.2 Solve linear and quadratic equations
2.3 Solve simultaneous equations
3. Be able to represent and 3.1 Present linear and quadratic equations in
solve algebraic equations graphical form
through graphical solutions
3.2 Provide graphical solutions to simultaneous
equations
4. Understand the fundamentals of 4.1 Apply basic Set Theory
Set Theory 4.2 Perform the operations of union, intersection,
complement, and difference on sets using correct
notation.
4.3 Draw and interpret Venn diagrams of set relations
and operations.
4.4 Use Venn diagrams to solve problems.
5. Understand the fundamentals of 5.1 Explain the concept of matrices and
Matrices determinants, and their relationship.
5.2 Perform addition, subtraction and multiplication
on simple matrices.
5.3 Perform matrix transformations.
5.4 Describe uses of matrices

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6. Be able to present data and 6.1 Present data using tables, histograms, pie charts
relationships in graphical form and bar charts
6.2 Construct frequency distributions
6.3 Present data as box-plots, ogives and scatter
graphs
6.4 Explain positive and negative correlation
7. Understand and use simple 7.1 Calculate the mean, mode and median of a data
descriptive statistics set
7.2 Calculate the mean for frequency tables and
grouped data
7.3 Calculate the range, quartiles and quantiles
7.4 Calculate the variance
7.5 Calculate the standard deviation
8. Understand the fundamentals of 8.1 Calculate single event probability using both
Probability fractions and decimal representation
8.2 Calculate the probability of compound events
using addition and multiplication rules
8.3 Use tree diagrams to represent probability of
multiple events

3. Syllabus
Syllabus
Topic No Title Proportion Content
1 Introduction to 1/12 • Simplification of a range of algebraic
Algebra expressions including those involving powers
2 hours of • Simplifying a range of algebraic expressions
lectures by multiplying and dividing expressions
2 hours of
• Factorising algebraic expressions by using a
tutorials
range of techniques
• Simplify and solve a range of Algebraic
Fractions
Learning Outcome: 1
2 Using Algebraic 1/12 • Transposing formulae
Equations
• Solving simple linear equations
2 hours of
• Solving simple quadratic equations
lectures
2 hours of • Solving simultaneous equations
tutorials Learning Outcome: 2

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3 Solving algebraic 1/12 • Presenting a range of linear equations in
equations using graphical form
graphs
2 hours of • Presenting a range of quadratic equations in
lectures graphical form
2 hours of
• Solving simultaneous equations using
tutorials
graphical forms
Learning Outcome: 3
4 Set Theory 1/12 • Set and different types of sets
• Operations on sets
2 hours of
• Set Notations
lectures
2 hours of • Venn Diagrams
tutorials Learning Outcome: 4
5 Matrices 1/12 • Matric Operations
• Types of Matrices
2 hours of
• Introduction to Matrix Algebra: Addition,
lectures
Subtraction, and Multiplication
2 hours of
tutorials • Matrix Transformation
Learning Outcome: 5
6 Presentation of 1/12 • Present data using tables, pie charts and bar
Data 1 charts
2 hours of • Construct Frequency distributions
lectures
Learning Outcome: 6
2 hours of
tutorials
7 Presentation of 1/12 • Present data as histograms, box plots, ogives
Data 2 and scatter graphs
2 hours of • Interpreting correlation
lectures
Learning Outcome: 6
2 hours of
tutorials

8 Introduction to 1/12 • Calculation of the arithmetic mean for a range

Statistics of data samples
2 hours of • Calculation of the arithmetic mean for a range
lectures of frequency distributions
2 hours of
• Calculation of the arithmetic mean for grouped
tutorials
data

3 hours of • Calculation of the modal value of data sets

laboratory • Calculation of the median value of data sets
sessions
Learning Outcomes: 7

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9 Understanding 1/12 • Calculation of the range, quartiles and
Dispersion quantiles
2 hours of • Calculation the mean deviation
lectures
• Calculation of the variance
2 hours of
tutorials • Calculation of the standard deviation
Learning Outcome: 7
10 Introduction to 1/12 • Probability concepts, theoretical probability and
Probability experimental outcomes
2 hours of • Sample spaces, events, and probabilities
lectures
Learning Outcome: 8
2 hours of
tutorials

3 hours of
laboratory
sessions
11 Compound 1/12 • Compound events and the fundamental
probability events counting principle
2 hours of • Tree diagrams
lectures
Learning Outcome: 8
2 hours of
tutorials

3 hours of
laboratory
sessions
12 Summary and 1/12 • Summary of key points
Exam Preparation • Exam preparation
2 hours of Learning Outcome: All
lectures
2 hours of
tutorials

4. Related National Occupational Standards

The UK National Occupational Standards describe the skills that professionals are expected to
demonstrate in their jobs in order to carry them out effectively. They are developed by employers and
this information can be helpful in explaining the practical skills that students have covered in this unit.

Related National Occupational Standards (NOS)

Sector Subject Area: ICT Practitioners
Related NOS: N/A

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5. Resources
Lecturer Guide: This guide contains notes for lecturers on the organisation of each topic, and
suggested use of the resources. It also contains all of the suggested exercises
and model answers.

PowerPoint Slides: These are presented for each topic for use in the lectures. They contain many
examples which can be used to explain the key concepts. Handout versions of
the slides are also available; it is recommended that these are distributed to
students for revision purposes as it is important that students learn to take their
own notes during lectures.

Student Guide: This contains the topic overviews and all of the suggested exercises. Each
student will need access to this and should bring it to all of the taught hours for
the module.

5.1 Additional Hardware and Software Requirements

Hardware: Teacher will need hardware to display the teacher slides to the class ideally a projector
and desktop pc or laptop. Mouse and keyboard will be needed to advance and
edit slides.

Software: Teacher will need Microsoft PowerPoint installed to view slideshow.

6. Pedagogic Approach
Suggested Learning Hours
Guided Learning Hours Assessment Private Study Total
Lecture Tutorial Seminar Laboratory
24 24 - - 3 49 100

The teacher-led time for this module is comprised of lectures and tutorials. The breakdown of the
hours is also given at the start of each topic, with 4 hours of contact time per topic.

6.1 Lectures
Lectures are designed to introduce students to each topic; PowerPoint slides are presented for use
during these sessions. Students should also be encouraged to be active during this time and to
discuss and/or practice the concepts covered. Lecturers should encourage active participation and
field questions wherever possible.
6.2 Tutorials
Tutorials provide tasks to involve group work, investigation and independent learning for certain topics.
The details of these tasks are provided in this guide and also in the Student Guide. They are also
designed to deal with the questions arising from the lectures, laboratory sessions and private study
sessions.
6.3 Laboratory Sessions
During these sessions, students are required to work through practical tutorials and various exercises.
The details of these are provided in this guide and also in the Student Guide. Some sessions will
require more support than others as well as IT resources. More detail is given in this guide.
6.4 Private Study
In addition to the taught portion of the module, students will also be expected to undertake private
study. Exercises are provided in the Student Guide for students to complete during this time. Teachers

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will need to set deadlines for the completion of this work. These should ideally be before the tutorial
session for each topic, when Private Study Exercises are usually reviewed.

7. Assessment
This unit will be assessed by means of global examination worth 100% of the total mark.

These assessments will cover the learning outcomes and assessment criteria given above. Sample
assessments are available through the NCC Education Virtual Learning Environment
(http://vle.nccedu.com/login/index.php) for your reference.

8. Further Reading List

A selection of sources of further reading around the content of this module must be available in your
Accredited Partner Centre’s library. The following list provides suggestions of some suitable sources:

• Bewersdorff, J. (2004). Luck, Logic, and White Lies: The Mathematics of Games. A K Peters Ltd.
http://jnsilva.ludicum.org/HMR13_14/LuckLogicLies.pdf

• Davis, P. J., & Hersh, R. (1990). The Mathematical Experience. Penguin.

• Dunham, W. (1997). Journey Through Genius: The Great Theorems of Mathematics. Penguin
Books.

• Du Sautoy, M. (2003). The Music of the Primes. Harper Perennial.

• Hofstadter, D. (1999). Gödel, Escher, Bach: An Eternal Golden Braid. Basic Books.

• Körner, T. W. (1996). The Pleasures of Counting. Cambridge University Press.

• Liebeck, M. (2002). Concise Introduction to Pure Mathematics. CRC Press.

https://web.math.ucsb.edu/~agboola/teaching/2021/fall/8/liebeck.pdf

• Livio, M. (2006). The Equation That Couldn't Be Solved. Simon & Schuster.

• Pickover, C. A. (2009). The Math Book. Sterling.

• Singh, S. (1997). Fermat's Last Theorem. Anchor.

• Smullyan, R. S. (2008). Logical Labyrinths. CRC Press.

• Stephenson, G. (2006). Mathematical Methods for Science Students. Longman.

• Stewart, I. (1995). Concepts in Modern Mathematics. Dover Publications.

• Szpiro, G. (2007). Poincaré's Prize. Penguin Books.

• Wilson, R. (2003). Four Colors Suffice: How the Map Problem Was Solved. Princeton University
Press.

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 Topic 1
Topic 1: Introduction to Algebra
1.1 Learning Objectives

This topic provides a basic introduction to algebra including how to group like terms, factorising and
simplifying and solving non quadratic equations.

On completion of the topic, students will be able to:

• Simplify a range of algebraic expressions involving powers

• Simplify algebraic expressions by multiplying and dividing expressions
• Factorise algebraic expressions using a range of techniques
• Simplify and solve algebraic fractions

1.2 Pedagogic Approach

Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.

1.3 Timings

Lectures: 2 hours

Private Study: 4 hours

Tutorials: 2 hours

1.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time and should be read in
conjunction with the slides provided.

The structure of this topic is as follows:

• Algebraic expressions involving powers

• Multiplying and dividing expressions
• Factorising algebraic expressions
• Simplifying algebraic expressions
• Solving algebraic expressions

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1.5 Tutorial Sessions

The time allocation for this topic is 2 hours.

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of the topic or structure of the unit and
answer questions as appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2:

𝟗𝒙𝟐 −𝟐𝟓
Simplify
𝟑𝒙+𝟓

Exercise 3:

𝐦𝟑 𝒏𝟒 𝒎𝒏
Simplify ÷
𝒎𝒏 𝒎𝟑

Exercise 4:

Factorise 𝒚𝟐 − 𝟏𝟔

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1.6 Private Study

The time allocation for private study in this topic is expected to be 4 hours.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

Exercise 2:

1. Simplify the expression: 2a + 3b− 4a + b

2. Simplify the expression: 5x− 2y + 3x + 4y
3. Simplify the expression: p + 3q− 2p− 5q + 4
4. Simplify the expression: 7m + 3n−m− 2n + 6
5. Simplify the expression: 4x2− 3x + 2x2 + x

6. Simplify the expression: 3a2− 2ab + 4b2−a2 + ab

7. Simplify the expression: 5c− 3d + 2c2− 7c + 4d
8. Simplify the expression: x2 + 3xy− 2x2 + y2−xy

9. Simplify the expression: 4p2− 3pq + 2q2− 2p2 + pq

10. Simplify the expression: 3x− 4y + 2z−x + y− 3z
11. Simplify: a3×a4
12. Simplify: (b2)5

13. Simplify:
14. Simplify: (2y3)4

15. Simplify:
16. Simplify: (mn)p

17. Simplify:
18. Simplify: c1/2×c1/2

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19. Simplify:
20. Simplify: (5x3y2)2
21. Factorize: x2 + 5x + 6
22. Factorize: x2− 9

23. Factorize: x2− 4x− 21

24. Factorize: 2x2 + 7x + 3

25. Factorize: x2− 16

26. Factorize: 15x2y− 20xy

27. Factorize: a3− 8

28. Factorize: 27x3 + 64

29. Factorize: y2− 49

30. Factorize: 4x2− 1

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 Topic 2

Topic 2: Using Algebraic Equations

2.1 Learning Objectives

In this topic, students will learn how to rearrange and solve algebraic formula.

On completion of the topic, students will be able to:

• Transpose formulae
• Solving simple linear equations
• Solving simple quadratic equations
• Solving simultaneous equations

2.2 Pedagogic Approach

Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.

2.3 Timings

Lectures: 2 hours

Private Study: 4 hours

Tutorials: 2 hours

2.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time and should be read in
conjunction with the slides provided.

The structure of this topic is as follows:

• Rearranging algebraic expressions

• Solving linear algebraic formulas
• Solving quadratic equations through factorising
• Solving using the quadratic formula
• Solving simultaneous equations
• Worded simultaneous equations

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2.5 Tutorial Sessions

The time allocation for this topic is 2 hours.

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of the topic or structure of the unit and
answer questions as appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2:

Make y the subject of the equation 𝟓𝒚𝟐 + 𝒙 = 𝟏𝟎

Exercise 3:

Make y the subject of the equation: 𝟔(𝒚 + 𝟐) = 𝟒(𝒙 − 𝒚)

Exercise 4:

Solve 𝟒𝒙 + 𝟏𝟎 = 𝟐𝟐

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2.6 Private Study

The time allocation for private study in this topic is expected to be 4 hours.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

Exercise 2:

Solve the following algebraic equations:

1. 6p-7=17
2. 3x+4=-2
3. 7x+12=5
4. 6x-3x+2x=20
5. 14x-3x=8
6. 5x-10=3x+2
7. 6m+11=25-m
8. 3x-22=8x+18
9. 0.3d=1.8
10. 1.2x-0.8=0.8x+1.2
11. 2(x+1)=8
12. 5(m-2)=15
13. 3(x-1)-4(2x+3)=14
14. 5(x+2)-3(x-5)=29
15. 3x=5(9-x)
16. 4(x-5)=7-5(3-2x)
17. (x/5)-(x/3)=2
18. (x/3)+(x/4)+(x/5)=(5/6)
19. (m/2)+(m/3)+3=2+(m/6)
20. 3x+(3/4)=2+(2x/3)
21. (3/m)=3
22. (5/x)=2
4 2
23. =
t 3

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7 5
24. =
x 3
4 3
25. y= y
7 5
1 1 7
26. + =
3 x 4 x 20
x+3 x−3
27. − =2
4 5
2 x x − 6 3x 3
28. − − =
15 12 20 2
2 m − 3 4 − 5m
29. =
4 3
3− y y
30. =
4 3
3x − 5
31. x − 5 =
6
x−2
32. =3
x−3
3 4
33. =
x−2 x+4
3 2
34. =
x −1 x − 5
3 5
35. =
2 x + 7 3( x − 2)
x 3x − 7 x − 2
36. − =
3 5 6
4 p −1 3p −1 5 − 2 p
37. − =
3 2 4
3m − 5 9 − 2m
38. − =0
4 3
x 2x − 5
39. − =0
3 2
4x − 5 2x − 1
40. − =x
2 6

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Exercise 3:

1. A factory employs M men, N boys and P women. If a man earns £x per week, a boy £y per week
and a women £z per week what is the total wage bill per week?
2. A man earns £u per week when he is working and he is paid £v per week when he is on holiday.
If he is on holiday for 3 weeks per year find his total annual salary.
3. The price of m articles was £M but the price of each article is increased by n pence. How many
articles can now be bought for £N.
4. A man starts a job at a salary of £u per week. His salary is increased by y pence per week at the
end of each year’s service. What will be his salary after x years?
5. During a sale a shop gives a reduction of g pence in the pound on the marked price of articles. If
a customer buys articles marked at £X, £Y and £Z how much will he actually pay?
6. A number m is divided into two parts. If a is one part what is the product of the two parts?
7. A man pays income tax at the rate of x pence in the pound. If his income is £M of which £Q is tax
free how much tax (in pound) does he pay.
8. After spending one-seventh of my income on rent and two-sevenths of the remainder on
household expenses I have £X left. What is my income?
9. The cost of a supply of electricity is as follows. There is a fixed charge of £a, for the rent of the
meter the charge is £b and the electricity is charged for at c pence per unit. If n units of electricity
are used find an expression for the total cost in (£).

Exercise 4

1. 18 books are bought by a library. Some cost £4.00 and the remainder cost £5.00. How many of
each are bought if the total cost is £80.00.
2. Find three consecutive whole numbers so that their sum is 48.
3. A room is 1.5 metres longer than it is wide. If its perimeter is 63 metres, find the dimensions of
the room.
4. A lift A can carry 4 more people than lift B. When both lifts are full, when B makes three journeys
it carries as many people as A does in two journeys. Find how many people each of the lifts can
carry.
5. Two tanks contain equal amounts of liquid. They are connected by a pipe and 2500 litres flow
from one to the other. One tank then contains 5 times as much liquid as the other. How many
litres did each tank contain originally?
6. A man buys an article costing £688 on the hire purchase system. He pays a deposit and twelve-
monthly instalments. The deposit is 4 times as large as the instalment. How much is the deposit?
7. In a club share out £1720 is to be shared between 200 members. Male members are to receive
£10 each, female members £8 each and juvenile members £4 each. If there are 5 times as many
male members as juvenile members, how many female members are there?
8. Find the number which when added to the numerator and denominator of the fraction 5/7 makes
anew fraction which is equal to 4/5.

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9. Two taps are used to fill a tank which has capacity of 600 litres. If it takes 16 minutes to fill the
tank and one tap delivers water at twice the rate of the other find how many litres per minute each
tap delivers.
10. The perimeter of a triangle ABC is 260 mm. The side BC is two-thirds of the length of the side AB
and also 20mm longer than the side AC. Find the lengths of the three sides of the triangle.

Exercise 5

Solve the following quadratic equations.

1. m2 + 4m – 32 = 0
2. x2 + 9x + 20 = 0
3. m2 = 6m – 9
4. x2 + x – 72 =0
5. 3x2 – 7x +2 = 0
6. 14q2 = 29q – 12
7. 9x + 28 = 9x2
8. x2 – 3x = 0
9. y2 + 8y = 0
10. 4a2 – 4a – 3 = 0

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 Title Here
Exercise 6

Now solve the following quadratic equations using the formula.

1. 2x2 – 7x = 3
2. x(x + 4) + 2x(x + 3) = 5
3. 5x(x+1) – 2x(2x – 1) = 20
2 3
4. + =5
x + 2 x +1
x+2 5
5. + =4
3 x+2
3x − 5 x 2 − 2
6. =
4 x
7. x(x + 5) = 66
8. (2x – 3)2 = 13
12 1
9. + =2
x+2 x

Exercise 7

Solve the following simultaneous equations

1. x/2 + y/3 = 13/6 and 2x/7 – y/4 = 5/14

2. x/8 – y = -5/2 and 3x + y/3 = 13
x − 2 y − 1 13 2 − x 3 + y 11
3. + = and + =
3 4 12 2 3 6
4. x/3 – y/2 + 1 = 0 and 6x + y + 8 = 0
5. 3x – 4y = 5 and 2x – 5y = 8
6. x – y = 3 and x/5 – y/7 = 27/35
7. 3x + 4y = 0 and 2x – 2y = 7

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 Topic 3

Topic 3: Solving Algebraic Equations using Graphs

3.1 Learning Objectives

This topic presents how plot a range of linear and quadratic equations in graphical form. It further
shows how to solve simultaneous equations using graphical forms.

On completion of the topic, students will be able to:

• Present linear and quadratic equations in graphical form

• Provide graphical solutions to simultaneous equations

3.2 Pedagogic Approach

Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.

3.3 Timings

Lectures: 2 hours

Private Study: 4 hours

Tutorials: 2 hours

3.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time and should be read in
conjunction with the slides provided.

The structure of this topic is as follows:

• Presenting a range of linear equations in graphical form

• Presenting a range of quadratic equations in graphical form
• Solving simultaneous equations using graphical forms

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 Title Here
3.5 Tutorial Sessions

The time allocation for this topic is 2 hours.

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of the topic or structure of the unit and
answer questions as appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2

1. Plot the graph 𝑦 = 𝑥 2 + 7𝑥 + 3 taking values of 𝑥 between − 12 and 2. Hence solve the
equations:
a. 𝑥 2 + 7𝑥 + 3 = 0
b. 𝑥 2 + 7𝑥 − 2 = 0
c. 𝑥 2 + 7𝑥 + 6 = 0

2. Draw the graph of 𝑦 = 1 − 2𝑥 − 3𝑥 2 between 𝑥 = −4 and 𝑥 = 4. Hence solve the equations:

a. 1 − 2𝑥 − 3𝑥 2 = 0
b. 3 − 2𝑥 − 3𝑥 2 = 0
c. 9𝑥 2 + 6𝑥 = 6

3. Draw the graph of 𝑦 = 𝑥 2 − 9 taking value of 𝑥 between − 5 and 5. Hence solve the equations:
a. 𝑥 2 − 9 = 0
b. 𝑥 2 − 5 = 0
c. 𝑥 2 + 6 = 0

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 Title Here
3.6 Private Study

The time allocation for private study in this topic is expected to be 4 hours.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

Exercise 2:

1. The values in the table below are corresponding values of two quantities i and v.

v 15 25 35 50 70
i 1.1 2.0 2.5 3.2 3.9

Plot a graph with i horizontal and find v when i = 3.0.

2. An electric train started from A and travelled to its next stop 6 km from A. The following readings
were taken of the time since leaving A (in minutes) and the distance from A (in km).

Time ½ 1 1½ 2 2½ 3 3½ 4 4½ 5 5½ 6

Distance 0.10 0.34 0.8 1.46 2.46 3.5 4.34 5.0 5.44 5.74 5.92 6

Draw a graph of these values taking time horizontally. From the graph estimate the time taken to travel
2 km from A.

Exercise 3

Draw graphs of the following simple equations:

1. 𝑦 = 𝑥 + 2 taking values of 𝑥 between − 3 and 2

2. 𝑦 = 2𝑥 + 5 taking values of 𝑥 between − 4 and 4

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 Title Here
Exercise 4:

By plotting suitable graphs solve the following equations:

1. 𝑥 2 − 7𝑥 + 12 = 0 (take values of 𝑥 between 0 and 6)

2. 𝑥 2 + 16 = 8𝑥 (take values of 𝑥 between 1 and 7)

3. 𝑥 2 − 9 = 0 (take values of 𝑥 between − 4 and 4)

4. 3𝑥 2 + 5𝑥 = 60 (take values of 𝑥 between − 6 and 4)

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 Topic 4
Topic 4: Set Theory
4.1 Learning Objectives

On completion of the topic, students will be able to:

• Apply basic Set Theory

• Perform the operations of union, intersection, complement, and difference on sets using correct
notation.
• Draw and interpret Venn diagrams of set relations and operations.
• Use Venn diagrams to solve problems.

4.2 Pedagogic Approach

Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.

4.3 Timings

Lectures: 2 hours

Private Study: 4 hours

Tutorials: 2 hours

4.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time and should be read in
conjunction with the slides provided.

The structure of this topic is as follows:

4.1 Set and different types of sets

4.2 Operations on sets

4.3 Set Notations

4.4 Venn Diagrams

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4.5 Tutorial Sessions

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of the topic or structure of the unit and
answer questions as appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2:

Given Sets:

A = {1, 2, 3, 4, 5}
B = {3, 4, 5, 6, 7}

Find the union of sets A and B.

Exercise 3:

Given Sets:

X = {a, b, c}
Y = {c, d, e}

Determine the union of sets X and Y.

Exercise 4:

Given Sets:

A = {1, 2, 3, 4, 5}
B = {3, 4, 5, 6, 7}
C = {4, 5, 6, 8}

Determine the set resulting from the intersection of sets A, B, and C.

Exercise 5:

Given Sets:

P = {1, 2, 3, 4, 5}
Q = {3, 4, 5, 6, 7}
R = {5, 6, 7, 8, 9}

Calculate the set resulting from the intersection of sets P, Q, and R.

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Exercise 6:

Let A and B be two sets belonging to the universal set U. U and complements of A and B are given
below.

U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
A’ = {5, 6, 7}
R = {7, 8, 9}

Find (A ∪ B)’

4.6 Private Study

The time allocation for private study in this topic is expected to be 4 hours.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

Exercise 2:
1. Define a set and give two examples.
2. What is a subset? Give an example using the set A = {1, 2, 3, 4}.
3. Given sets A = {2, 4, 6, 8} and B = {1, 2, 3, 4}, find A ∪ B (the union of A and B).
4. Given sets A = {a, b, c, d} and B = {c, d, e, f}, find A ∩ B (the intersection of A and B).
5. Given sets A = {5, 6, 7, 8} and B = {7, 8, 9, 10}, find A - B (the difference of A and B).
6. If the universal set U = {1, 2, 3, 4, 5, 6, 7, 8, 9} and A = {2, 4, 6, 8}, find the complement of A.
7. Draw a Venn diagram to represent A ∪ B for sets A = {x, y} and B = {y, z}.
8. Are sets A = {1, 2} and B = {2, 1} equal? Justify your answer.
9. Given sets A = {1, 2} and B = {3, 4}, find the Cartesian product A × B.
10. If A = {x | x is an even number between 1 and 10} and B = {x | x is a prime number}, list the
elements of A and B, then find A ∩ B.
11. Using set-builder notation, describe the set A = {4, 9, 16, 25}.
12. If the power set of A is {∅, {a}, {b}, {a, b}}, what is set A?
13. Given A = {1, 2, 3} and B = {2, 3, 4, 5}, find A Δ B (the symmetric difference between A and B).
14. If A = {x | x is a letter in the word 'apple'} and B = {x | x is a letter in the word 'pear'}, find A ∩ B.
15. Solve the following problem using set theory concepts: A survey of 60 students found that 25
students watch football, 26 watch basketball, and 9 watch both. How many students do not watch
either sport?

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 Topic 6

Topic 5: Matrices
5.1 Learning Objectives

This topic introduces students to the subject of matrices.

On completion of the topic, students will be able to:

• Explain the concept of matrices and determinants, and their relationship.

• Perform addition, subtraction and multiplication on simple matrices

• Perform matrix transformations.

• Describe uses of matrices.

5.2 Pedagogic Approach

Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.

5.3 Timings

Lectures: 2 hours

Private Study: 4 hours

Tutorials: 2 hours

5.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time and should be read in
conjunction with the slides provided.

The structure of this topic is as follows:

• Matric Operations

• Types of Matrices

• Introduction to Matrix Algebra: Addition, Subtraction, and Multiplication

• Matrix Transformation

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5.5 Tutorial Sessions

The time allocation for this topic is 2 hours.

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of the topic or structure of the unit and
answer questions as appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2:

Calculate the inverse of the matrix

Exercise 3:

𝟏 𝟐 𝟐 𝟐
Add ( ) + ( )
𝟔 𝟕 𝟒 𝟒

Exercise 4:

𝟏 𝟐 𝟐 𝟐
Subtract ( )− ( )
𝟔 𝟕 𝟒 𝟒

5.6 Private Study

The time allocation for private study in this topic is expected to be 4 hours.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

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Exercise 2:

1 2 2 −1
1. Add ( )+ ( )
4 5 4 −9
2 5 2 3
2. Add ( )+ ( )
0 0 −11 6
0 0 −1 9
3. Add ( )+ ( )
1 1 4 5
−0.5 6 10 . 05
4. Add ( )+ ( )
4.5 2.5 16 2
0 9 2 8
5. Add ( )+ ( )
9 0 2 8
−4 −5 16 1
6. Add ( )+ ( )
−3 −7 4 4
1000 450 −90 800
7. Add ( )+ ( )
−90 45 35 400
10 10 5 5
8. Subtract ( )− ( )
20 20 2 2
2 3 1 1
9. Multiply ( )+ ( )
4 5 2 3
−2 3 0 1
10. Multiply ( )𝑋 ( )
4 −5 1 2
6 6 7 7
11. Multiply ( )𝑋 ( )
6 6 7 7
2 1 2 6
12. Multiply ( )𝑋 ( )
0 0 −10 −5
3 3 20 5
13. Multiply ( )𝑋 ( )
13 15 1 0
4 0.5 2 0.5
14. Multiply ( )𝑋 ( )
0.5 4 2 0.5
−1 1 1 1
15. Multiply ( )𝑋 ( )
−1 1 −1 1

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 Topic 6

Topic 6: Presentation of Data I

6.1 Learning Objectives

Topic 6 and topic 7 provide an overview of presentation of data. Topic 6 focuses on tables, pie charts,
and bar charts.

On completion of the topic, students will be able to:

• Present data using tables, pie charts and bar charts

• Construct frequency distributions

6.2 Pedagogic Approach

Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.

6.3 Timings

Lectures: 2 hours

Private Study: 4 hours

Tutorials: 2 hours

6.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time. Please also refer to
the slides.

The structure of this topic is as follows:

• Present data using tables, pie charts and bar charts

• Construct Frequency distributions

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6.5 Tutorial Notes

The time allowance for tutorials in this topic is 2 hours.

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of the topic or structure of the unit and
answer questions as appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2

Present the following data as OGIVES for:

A. The frequency of days with temperature

B. Days with Frequency of Visitors

Temperatures Number of Visitors

20 40
18 50
19 25
20 50
24 40
28 58
27 62
29 65
24 32
25 14
28 28
29 40
19 45
23 12
24 58
28 69
29 64
27 23
24 25
19 27
20 29

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21 15
22 13
25 14
28 28
26 17
24 45
28 51
23 52
20 36
26 46
25 59
29 42
31 57
32 18
25 26
29 28
32 52
30 13
31 28
28 45
29 26
27 45
25 68
29 42
27 32
25 15
26 29
28 35
26 38
24 46
28 42
27 43
26 40
25 30
23 39
28 35
32 15
30 45
31 29

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6.6 Private Study

The time allocation for private study in this topic is expected to be 4 hours.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

Exercise 2:

Question 1

The marks awarded to students for a high school maths test are presented in the following data set.

Present the information as a Pie Chart.

Number of
Mark Range Students
0-39 20
40-49 27
50-59 23
60-69 20
70-100 10

Question 2

The population of a range of countries within Europe as of 1995 is given in the following table, present
this information as a Pie Chart

Country Year 1995

(000000)
Belgium 10
France 58
Germany 82
Italy 57
Netherland 16
Switzerland 7

Question 3

A survey conducted to identify the weekly household spend on bills and services was collected and
presented in the following data set. Present the data in the table in the form of a Pie Chart

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 Expense £
Mortgage 250
Food 100
Water 80
Electricity 70
phone 60

Question 4

The number of pets sold in a local pet store over the period of one month is given in the following
table. Present this information as a Pie chart

Pet No. of pets sold

Dogs 7
Cat 10
Birds 9
Fish 17
Hamster 7

Question 5

The following data set represents the number of passengers travelling through the airports in Northern
Ireland. Present this information as a Pie Chart.

Airport Year 2010

Belfast International 4,011
George Best Belfast City 2,740
Cit of Derry 339

Question 6

The following data set represents pension payments made to individuals during the month of February
2012. Present this data in a Pie Chart.

Age Claimants
60-64 14530
65-69 19270
70-74 17180
75-79 15800
80-84 13630
85-89 9760
90 and over 5950

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Question 7

The following information is given in respect of the value of sales made by staff in a department store.

Plot this information as a histogram.

Number of
Sales Sales staff
£5,000-£9,999 2
£10,000-£14,999 18
£15,000-£19,999 24
£20,000-£24,999 12
£25,000-£29,999 9
£30,000-£34,999 5
£35,000-£39,999 2
£40,000-£44,999 1

Question 8

The following figures are the hottest daily temperatures (°C) during July and August at a particular
coastal resort:
Temperatures Number of visitors
20 40
18 50
19 25
20 50
24 40
28 58
27 62
29 65
24 32
25 14
28 28
29 40
19 45
23 12
24 58
28 69
29 64
27 23
24 25
19 27
20 29
21 15

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 22 13
25 14
28 28
26 17
24 45
28 51
23 52
20 36
26 46
25 59
29 42
31 57
32 18
25 26
29 28
32 52
30 13
31 28
28 45
29 26
27 45
25 68
29 42
27 32
25 15
26 29
28 35
26 38
24 46
28 42
27 43
26 40
25 30
23 39
28 35
32 15
30 45
31 29

A. Summarise this data in a table to show the frequency of temperatures in days and present as a
histogram.

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B. Summarise this data in a table to show the frequency of visitors to the resort and present this
information as a histogram.

Question 9

A census revealed the following populations of a number of states of the US. Summarise this data in
the form of a table and present the information as a histogram.

State Population
Wyoming 493,782
District of Columbia 572,059
Vermont 608,827
Alaska 626,932
North Dakota 642,200
South Dakota 754,844
Delaware 783,600
Montana 902,195
Rhode Island 1,048,319
Hawaii 1,211,537
New Hampshire 1,235,786
Maine 1,274,923
Idaho 1,293,953
Nebraska 1,711,263
West Virginia 1,808,344
New Mexico 1,819,046
Nevada 1,998,257
Utah 2,233,169
Arkansas 2,673,400
Kansas 2,688,418
Mississippi 2,844,658
Iowa 2,926,324
Connecticut 3,405,565
Oregon 3,421,399
Oklahoma 3,450,654
South Carolina 4,012,012
Kentucky 4,041,769
Colorado 4,301,261
Alabama 4,447,100
Louisiana 4,468,976
Minnesota 4,919,479
Arizona 5,130,632
Maryland 5,296,486
Wisconsin 5,363,675

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 Missouri 5,595,211
Tennessee 5,689,283
Washington 5,894,121
Indiana 6,080,485
Massachusetts 6,349,097
Virginia 7,078,515
North Carolina 8,049,313
Georgia 8,186,453
New Jersey 8,414,350
Michigan 9,938,444
Ohio 11,353,140
Pennsylvania 12,281,054
Illinois 12,419,293
Florida 15,982,378
New York 18,976,457
Texas 20,851,820
California 33,871,648

Question 10

Present the following data as an Ogive.

Jobseeker's Allowance Claimants by Age (Feb2012)

Age Claimants

18-24 17,760
25-34 16,360
35-44 11,800
45-49 5,730
50-54 4,410
55-59 3,320
60-64 900

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Question 11

Present the following data as an Ogive.

Wages per employee in a company per day

Salaries Number of employees

£60-£79 12
£80-£99 6
£100-£119 8
£120-£139 3
£140-£159 4
£160-£179 5
£180-£199 2

Question 12

Present the following data as an Ogive

Sales force of a company within a month

Sales Number of Sales Staffs
£5,000-£9,999 2
£10,000-£14,999 18
£15,000-£19,999 24
£20,000-£24,999 12
£25,000-£29,999 9
£30,000-£34,999 5
£35,000-£39,999 2
£40,000-£44,999 1

Question 13

Present the following data as an Ogive

State Population
Wyoming 493,782
District of Columbia 572,059
Vermont 608,827
Alaska 626,932
North Dakota 642,200
South Dakota 754,844
Delaware 783,600
Montana 902,195
Rhode Island 1,048,319
Hawaii 1,211,537

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New Hampshire 1,235,786
Maine 1,274,923
Idaho 1,293,953
Nebraska 1,711,263
West Virginia 1,808,344
New Mexico 1,819,046
Nevada 1,998,257
Utah 2,233,169
Arkansas 2,673,400
Kansas 2,688,418
Mississippi 2,844,658
Iowa 2,926,324
Connecticut 3,405,565
Oregon 3,421,399
Oklahoma 3,450,654
South Carolina 4,012,012
Kentucky 4,041,769
Colorado 4,301,261
Alabama 4,447,100
Louisiana 4,468,976
Minnesota 4,919,479
Arizona 5,130,632
Maryland 5,296,486
Wisconsin 5,363,675
Missouri 5,595,211
Tennessee 5,689,283
Washington 5,894,121
Indiana 6,080,485
Massachusetts 6,349,097
Virginia 7,078,515
North Carolina 8,049,313
Georgia 8,186,453
New Jersey 8,414,350
Michigan 9,938,444
Ohio 11,353,140
Pennsylvania 12,281,054
Illinois 12,419,293
Florida 15,982,378
New York 18,976,457
Texas 20,851,820
California 33,871,648

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 Topic 7

Topic 7: Presentation of Data II

7.1 Learning Objectives

This topic continues with presentation of data.

On completion of the topic, students will be able to:

• Present data as box-plots, ogives and scatter graphs

• Explain positive and negative correlation

7.2 Pedagogic Approach

Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.

7.3 Timings

Lectures: 2 hours

Private Study: 4 hours

Tutorials: 2 hours

7.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time. Please also refer to
the slides.

The structure of this topic is as follows:

• Presenting data as box plots, ogives and scatter graphs

• Interpreting correlation

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7.5 Tutorial Notes

The time allowance for tutorials on this topic is 2 hours.

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of the topic or structure of the unit and
answer questions as appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2:

Draw a scatter graph of the data from the previous question.

Temperatures Number of Visitors
20 40
18 50
19 25
20 50
24 40
28 58
27 62
29 65

Exercise 3:

Describe the correlation in Exercise 2 and explain what this says about the relationship between the
data.

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7.6 Private Study

The time allocation for private study in this topic is expected to be 4 hours.

Lecturers’ Notes: Students have copies of the private study exercises in the Student Guide. Answers
are not provided in their guide.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

Exercise 2: Interpreting a Histogram

The histogram below represents the scores of 50 students in a mathematics test. The test scores are
divided into intervals of 10 points each, ranging from 0 to 100.

• Interval 0-10: 2 students

• Interval 10-20: 4 students
• Interval 20-30: 5 students
• Interval 30-40: 8 students
• Interval 40-50: 10 students
• Interval 50-60: 7 students
• Interval 60-70: 6 students
• Interval 70-80: 4 students
• Interval 80-90: 3 students
• Interval 90-100: 1 student

Based on the histogram data, answer the following questions:

1. What is the most common score interval among the students?

2. How many students scored 50 points or higher?
3. What percentage of the students scored less than 40 points?

Exercise 3: Constructing a Histogram

A local library keeps track of the number of books checked out each day over a month (30 days). The
data is as follows:
• 0-5 books: 4 days
• 6-10 books: 5 days
• 11-15 books: 6 days
• 16-20 books: 8 days
• 21-25 books: 3 days
• 26-30 books: 2 days
• 31-35 books: 1 day
• 36-40 books: 1 day

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Construct a histogram based on the provided data. Use intervals of 10 books to organize the data and
ensure the histogram accurately represents the distribution of the number of books checked out each
day.

Exercise 4: Constructing an Ogive

The following table shows the grades of 50 students in a math test. Construct an ogive for the given
data.

Grade Interval Frequency

0-10 2
10-20 5
20-30 8
30-40 12
40-50 10
50-60 7
60-70 4
70-80 2

Exercise 5: An ogive represents the ages of participants in a study. If the ogive passes through the
points (10, 5), (20, 15), (30, 30), (40, 45), and (50, 60), answer the following questions:

1. How many participants are younger than 20?

2. What is the total number of participants in the study?
3. How many participants are aged 30 or older but younger than 40?

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 Topic 8

Topic 8: Introduction to Statistics

8.1 Learning Objectives

This topic provides an overview of statistics.

On completion of the topic, students will be able to:

• Calculations of the arithmetic mean for a range of data samples

• Calculations of the arithmetic mean for a range of frequency distributions
• Calculations of the arithmetic mean for grouped data
• Calculations of the modal value of data sets
• Calculations of the median value of data sets

8.2 Pedagogic Approach

Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.

8.3 Timings

Lecture: 2 hours

Private Study: 4 hours

Tutorials: 2 hours

8.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time. Please also refer to
the slides.

The structure of this topic is as follows:

• The mean, mode and median of a data set

• The mean, mode and median for frequency tables and grouped data

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8.5 Tutorial Notes

The time allowance for tutorials in this topic is 2 hours.

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of the topic or structure of the unit and
answer questions as appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2:

Calculate the Arithmetic Mean for the Following Data Sets.

1. 2. 3.
11 45 10
8 67 11
9 87 13
5 45 87
3 11 33
7 17 9
8 19 33
9 54 44
2 33 55
5 22 10

4. For the Following Data Set Calculate the Arithmetic Mean.

9 10 23 45 55 66 77 88
11 25 41 56 67 76 87
15 43 53 78 88
44 89
40 86
85

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5. For the Following Data Set Calculate the Arithmetic Mean.

x f
1 0
2 3
3 4
4 1
5 1
6 0
7 2
8 3
9 5
10 2

6. For the following data set calculate the Arithmetic Mean.

Range f
0<10 2
10<20 4
20<30 6
30<40 7
40<50 3
50<60 3
60<70 1
70<80 2

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Exercise 3:

For the Following Data Sets Calculate the Mode and the Median

1. 2 3 4 5 4 6 7 8 8 7

2. 21 44 32 21 14 16 21 17 19 20

3. 13 14 15 16 14 15 16 14 16 17

4. 4 6 4 7 4 8 3 5 2 5

Calculate the Mode for the following data sets:

5. x f 6. x f 7. x f
0<10 5 0<10 0 0<10 0
10<20 6 10<20 2 10<20 18
20<30 3 20<30 15 20<30 13
30<40 10 30<40 13 30<40 12
40<50 2 40<50 12 40<50 14
50<60 1 50<60 8 50<60 3
60<70 5 60<70 7 60<70 1
70<80 6 70<80 1 70<80 0

Calculate the Median for the following data sets:

8. x f
0<10 5
10<20 6
20<30 3
30<40 10
40<50 2
50<60 1
60<70 5

9. x f
0<10 0
10<20 2
20<30 15
30<40 13
40<50 12
50<60 8
60<70 7

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 10. x f
0<10 0
10<20 6
20<30 13
30<40 12
40<50 14
50<60 3
60<70 1

8.6 Private Study

The time allocation for private study in this topic is expected to be 4 hours.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

Exercise 2:

Calculate the arithmetic mean of the following data sets:

1. [12.1, 13.5, 6.7, 22.3, 11.2. 7.8, 4.3, 12.4, 14.4, 13.1]

2. [170, 165, 154, 198, 176, 122, 188, 175, 54, 167]

3. [33.45, 33.44, 46.67, 45.98, 23.98, 44.34, 45.2, 43.8]

4. [1099, 1077, 1100, 998, 997, 1023, 1087, 1114]

5. [2.3, 2.4, 3.4, 1.8, 5.3, 1.11, 2.33, 3.08]

6. [56, 78, 57, 99, 10, 87, 85]

7. [1234, 1109, 1076, 1116, 1117, 1256, 1098]

Find the arithmetic mean for the following grouped data set

8.

16 22 37 46 54 65 76 86
18 23 38 47 56 64 75 87

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 25 39 41 54 67 74 88
26 33 55 66 73
23 34 56 65 77
34 53 61 76
63

9.

X f
11 4
12 2
13 4
14 7
15 4
16 5
17 6
18 6
19 2
20 1

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 10.

Range f
0<10 5
10<20 4
20<30 2
30<40 0
40<50 1
50<60 4
60<70 2
70<80 7

Exercise 3

Fine the mode and the median for the following data sets

1. 23 24 25 26 23 27 28 29 31 32

2. 44 56 65 55 34 44 44 56 32 31

3. 12 11 12 14 11 12 13 15 16 15

4. 6 7 7 8 7 7 8 8 9 8

Find the mode and median for the following grouped data
5. x f
0<10 4
10<20 7
20<30 8
30<40 9
40<50 11
50<60 2
60<70 1
70<80 1

6. x f
0<10 5
10<20 6
20<30 4
30<40 3
40<50 2
50<60 1
60<70 0
70<80 1

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 7. x f
0<10 11
10<20 9
20<30 5
30<40 7
40<50 13
50<60 14
60<70 12
70<80 10

8. x f
0<10 0
10<20 0
20<30 5
30<40 7
40<50 6
50<60 3
60<70 2
70<80 0

9. x f
0<10 1
10<20 4
20<30 6
30<40 8
40<50 9
50<60 4
60<70 3
70<80 2

For the following find the median

10. x f
0<10 5
10<20 6
20<30 4
30<40 3
40<50 2
50<60 1
60<70 0
70<80 1

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11. x f
0<10 11
10<20 9
20<30 5
30<40 7
40<50 13
50<60 14
60<70 12
70<80 10

12. x f
0<10 0
10<20 0
20<30 5
30<40 7
40<50 6
50<60 3
60<70 2
70<80 0

13. x f
0<10 1
10<20 4
20<30 6
30<40 8
40<50 9
50<60 4
60<70 3
70<80 2

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 Topic 9

Topic 9: Dispersion
9.1 Learning Objectives

This topic provides an overview of dispersion.

On completion of the topic, students will be able to:

• Calculate the range, quartiles and quantiles

• Calculate the variance

• Calculate the standard deviation

9.2 Pedagogic Approach

Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.

9.3 Timings

Lectures: 2 hours

Private Study: 4 hours

Tutorials: 2 hours

9.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time. Please also refer to
the slides.

The structure of this topic is as follows:

• Calculation of the range, quartiles and quantiles

• Calculation the mean deviation
• Calculation of the variance
• Calculation of the standard deviation

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9.5 Tutorial Sessions

The time allocation for this topic is 2 hours.

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of the topic or structure of the unit and
answer questions as appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2:

Find the range for the following data sets

1. 2. 3.
11 45 10
8 67 11
9 87 13
5 45 87
3 11 33
7 17 9
8 19 33
9 54 44
2 33 55
5 22 10

Find the Lower Quartile for the following

4. 2 3 4 5 4 6 7 8 8 7 5

5. 21 44 32 21 14 16 21 17 19 20 23

6. 13 14 15 16 14 15 16 14 16 17 16

7. 4 6 4 7 4 8 3 5 2 5 6

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Calculate the Lower and Upper Quartile Values for the following

8. x f 9. x f 10. x f
0<10 5 0<10 0 0<10 0
10<20 6 10<20 2 10<20 18
20<30 3 20<30 15 20<30 13
30<40 10 30<40 13 30<40 12
40<50 2 40<50 12 40<50 14
50<60 1 50<60 8 50<60 3
60<70 5 60<70 7 60<70 1
70<80 6 70<80 1 70<80 0

Exercise 3:

Calculate the Mean Deviation for the following data sets:

1.

12
13
14
16
9
18
22
14
17
11
16

2.

33
35
12
13
67
45
43
23
56
47
56

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Calculate the Mean, Variance and Standard Deviation for the following Data Sets

3.

Value
2
4
5
6
7
8
9
3
4
5
6
4.

Value
13
12
15
16
17
14
15
12
11
10
8

Find the Variance and Standard Deviation for the following Data Sets:

5.

Range Frequency f
0<10 15
10<20 18
20<30 9
30<40 16
40<50 9
50<60 6
60<70 9
70<80 2

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6.

Range Frequency f
0<10 3
10<20 5
20<30 6
30<40 2
40<50 7
50<60 8
60<70 3
70<80 1

9.6 Private Study

The time allocation for private study in this topic is expected to be 4 hours.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

Exercise 2:

Calculate the Range for the following data sets

1. 2. 3.
12.1 170 33.45
13.5 165 33.44
6.7 154 46.67
22.3 198 45.98
11.2 176 23.98
7.8 122 44.34
4.3 188 45.2
12.4 175 43.8
14.4 54
13.1 167

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 4. 5. 6.
1099 2.3
1077 2.4 56
1100 3.4 78
998 1.8 57
997 5.3 99
1023 1.11 10
1087 2.33 87
1114 3.08 85

7.
1234
1109
1076
1116
1117
1256
1098

Exercise 3

Calculate the Lower and Upper Quartile Value for the following

1. x f 2. x f
0<10 4 0<10 11
10<20 5 10<20 9
20<30 4 20<30 5
30<40 3 30<40 7
40<50 2 40<50 12
50<60 1 50<60 16
60<70 0 60<70 12
70<80 1 70<80 0

3. x f 4. x f
0<10 3 0<10 1
10<20 5 10<20 4
20<30 6 20<30 8
30<40 7 30<40 8
40<50 8 40<50 9
50<60 3 50<60 4
60<70 4 60<70 3
70<80 0 70<80 3

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Exercise 4:

Find the Mean Deviation for the following:

1.

Range f
0<10 2
10<20 4
20<30 6
30<40 7
40<50 3
50<60 3
60<70 1
70<80 2

2.

Range f
0<10 5
10<20 4
20<30 2
30<40 0
40<50 1
50<60 4
60<70 2
70<80 7

Find the Variance and Standard Deviation for the following data sets:

3.
23
34
32
22
24
33
35
21
27
22
21

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4.
14
15
16
13
14
17
18
19
11
10

5.
105
109
112
114
101
99
113
118

Find the Variance and Standard Deviation for the Following Grouped Data:

6.

Range Frequency f
0<10 3
10<20 5
20<30 6
30<40 2
40<50 7
50<60 8
60<70 3
70<80 1

7.

Range Frequency f
0<10 13
10<20 14
20<30 3
30<40 16
40<50 5
50<60 8
60<70 9
70<80 11

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8.

Range Frequency f
0<10 25
10<20 22
20<30 45
30<40 33
40<50 26
50<60 12
60<70 8
70<80 19

9.

Range Frequency f
0<10 34
10<20 36
20<30 23
30<40 12
40<50 41
50<60 35
60<70 35
70<80 30

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 Topic 10

Topic 10: Introduction to Probability

10.1 Learning Objectives

This topic provides an overview of probability.

On completion of the topic, students will be able to:

• Calculate single event probability using fractions

• Calculate single event probability using decimal representation

10.2 Pedagogic Approach

Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.

10.3 Timings

Lectures: 2 hours

Private Study: 4 hours

Tutorials: 2 hours

10.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time. Please also refer to
the slides.

The structure of this topic is as follows:

• Probability concepts
• Theoretical probability and experimental outcomes
• Sample spaces, events, and probabilities

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10.5 Tutorial Notes

The time allowance for tutorials in this topic is 2 hours.

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of the topic or structure of the unit and
answer questions as appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2:

1. A student is chosen at random from a class of 16 girls and 14 boys. What is the probability that
the student chosen is not a girl?

2. A glass jar contains 5 red, 3 blue and 2 green jelly beans. If a jelly bean is chosen at random
from the jar, what is the probability that it is not blue?

3. A number between 1 and 5 is chosen at random. What is the probability that the number chosen
is not odd?

4. In a pet shop, there are 6 rabbits, 9 kittens, 4 hamsters, and 7 budgies. If a pet is chosen at
random, what is the probability of getting a rabbit or a budgie?

5. The probability of a New York teenager owning a skateboard is 0.37, of owning a bicycle is
0.81, and of owning both is 0.36. If a New York teenager is chosen at random, what is the
probability that he/she owns a skateboard or a bicycle?

6. Spin a spinner numbered 1 to 7, and toss a coin. What is the probability of getting an odd
number on the spinner and a tail on the coin?

7. A jar contains 6 red balls, 3 green balls, 5 white balls, and 7 yellow balls. Two balls are chosen
from the jar, with replacement. What is the probability that both balls are green?

8. A jar contains 6 red balls, 3 green balls, 5 white balls, and 7 yellow balls what is the probability
of getting a red and a yellow ball?

9. Two cards are chosen at random from a deck of 52 cards without replacement. What is the
probability of getting two kings?

10. Two cards are chosen at random from a deck of 52 cards without replacement. What is the
probability that the first card is a jack and the second card is a ten?

11. On a mathematics test, 5 out of 20 students got an A. If three students are chosen at random
without replacement, what is the probability that all three got an A on the test?

12. Three cards are chosen at random from a deck of 52 cards without replacement. What is the
probability of getting an ace, a king and a queen in order?

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13. A school survey found that 7 out of 30 students walk to school. If four students are selected at
random without replacement what is the probability that all four walk to school?

10.6 Private Study

The time allocation for private study in this topic is expected to be 4 hours.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

Exercise 2:

1. If a number is chosen at random from the following list, what is the probability that it is not
prime?
2, 3, 5, 7, 11, 13, 17, 19
2. If a single 6-sided die is rolled, what is the probability of rolling a number that is not 8?
3. A day of the week is chosen at random. What is the probability of choosing a Monday or Tuesday?
4. A number between 1 and 10 is chosen at random. What is the probability of getting a 5 or an
even number?
5. A single 6-sided dice is rolled. What is the probability of getting a number greater than 3 or an
even number?
6. Four cards are chosen from a standard deck of 52 playing cards with replacement. What is the
probability of getting 4 hearts?
7. A nationwide survey showed that 65% of all children in Japan dislike eating vegetables. If 4
children are chosen at random, what is the probability that all 4 dislike eating vegetables?
8. In Bangkok, 48% of all teenagers own a skateboard, and 39% of all teenagers have a bicycle and
a skateboard. What is the probability that a teenager who has a bicycle also has a skateboard?
9. At an elementary School, 18% of all students play football and Cricket, and 32% of all students
play football. What is the probability that a student who plays football also plays cricket?
10. In the United States, 56% of all children get an allowance, and 41% of all children get an allowance
and do household chores. What is the probability that a child does household chores given that
he/she gets an allowance?
11. In Scotland, 88% of all households have a television. 51% of all households have a television and
a DVD player. What is the probability that a household with a television also has a DVD player?
12. In South Australia, 84% of the houses have a garage. 65% of the houses have a back yard and
a garage. What is the probability that a house has a backyard given that it has a garage?

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 Topic 11

Topic 11: Compound Probability Events

11.1 Learning Objectives

This topic introduces compound probability events.

On completion of the topic, students will be able to:

• Calculate the probability of compound events using addition and multiplication rules.
• Use tree diagrams to represent probability of multiple events.

11.2 Pedagogic Approach

Information will be transmitted to the students during the lectures. They will then practise the skills
during the laboratory sessions and extend their understanding during private study time. The tutorial
will then provide an opportunity to review the key ideas and obtain further guidance and support.

11.3 Timings

Lectures: 2 hours

Private Study: 4 hours

Tutorials: 2 hours

11.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time. Please also refer to
the slides.

The structure of this topic is as follows:

• Compound events and the fundamental counting principle.

• Tree diagrams

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11.5 Tutorial Notes

The time allowance for tutorials in this topic is 2 hours.

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of the topic or structure of the unit and
answer questions as appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2:

A bag contains 3 black balls and 5 white balls. John picks a ball at random from the bag and replaces
it back in the bag. He mixes the balls in the bag and the picks another ball at random from the bag

a. Construct a probability tree diagram of the problem

b. Calculate the probability that John picks

i. 2 black balls

ii. A black ball in his second draw

Exercise 3:

A bag contains 10 marbles of which 2 are red and 8 are black. Bag B contains 12 Marbles of which
4 are red and 8 are black.

A ball is drawn at random from each bag

a. Draw a probability tree diagram to show all the outcomes of this experiment

b. Find the probability that

i. Both are red

ii. Both are black

iii. One black one red

iv. At least one red

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11.6 Private Study

The time allocation for private study in this topic is expected to be 4 hours.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

Exercise 2:

You draw two cards from a standard deck without replacement. What is the probability that both cards
are red?

Exercise 3:

You draw 3 cards from a standard deck without replacement. What is the probability of getting 2 red
cards and 1 black card?

Exercise 4:

You draw a card from a standard deck. What is the probability of getting a face card or a red card?

Exercise 5:

A bag contains 4 red marbles, 3 blue marbles, and 2 green marbles. If you draw 2 marbles without
replacement, what is the probability of getting a red and a blue marble?

Exercise 6:

You spin a spinner with 3 equal sectors labelled X, Y, and Z. Then you roll a fair six-sided die. What
is the probability of landing on X and rolling an odd number?

Exercise 7:

If a fair six-sided die is rolled, find the compound probability of obtaining either a 2 or 3.

Exercise 8:

You spin a spinner with 5 equal sectors labelled A, B, C, D, and E. Then you flip a fair coin. What is
the probability of landing on A and getting tails?

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Exercise 9:

A box contains 4 red and 2 blue chips. A chip is drawn at random and then replaced., A second chip
is then drawn at random

Show possibilities of these outcomes using a tree diagram

Calculate the probability of getting

i. At least one blue

ii. One red and one blue

iii. Two of the same colour

Exercise 10:

A company purchases electronic components in batches of 100 and the supplier guarantees that there
will be no more than 5 defective components in each batch. Before acceptance of a particular batch
the company has a policy of selecting without replacement two components for testing. If both
components are satisfactory the batch is accepted and if both are defective the batch is rejected.
However if only one is defective another component is selected and if this is satisfactory the batch is
accepted while if it is defective the batch is rejected. If the probability that a component is defective is
5% what is the probability that the batch will be accepted?

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 Topic 12
Topic 12: Revision
12.1 Learning Objectives

This topic provides an overview of how the examination will be structured with some practical tips on
how to revise the content.

On completion of the topic, students will be able to:

• Understand the structure of the exam

• Know the equipment needed to ensure marks are no dropped
• Know common mistakes made on papers

12.2 Pedagogic Approach

Information and theory of the topic will be presented to the students during lectures. They will then
practise the skills during the tutorial sessions. Students are expected to undertake their own private
study to understand the theory fully and put the lectures in context.

12.3 Timings

Lectures: 2 hours

Tutorials: 2 hours

Private Study: 5 hours

12.4 Lecture Notes

The following is an outline of the material to be covered during the lecture time and should be read in
conjunction with the slides provided.

The structure of this topic is as follows:

• Assessment paper structure

• Topic 1 – 11 Summary

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12.5 Tutorial Notes

The time allowance for tutorials in this topic is 2 hours.

Exercise 1:

From Private Study Exercise 1:

Ask students if they have any queries regarding the content of this unit and answer questions as
appropriate.

From Private Study Exercise 2:

Ask students to share their answers in pairs and compare with the answers supplied.

Exercise 2:

Consider the pair of simultaneous equations:

𝑦 = 2𝑥 + 3 and 𝑦 = 4𝑥 − 4 for 1 ≤ 𝑥 ≤ 5
Construct a table of integer values for each equation for the range 1 ≤ 𝑥 ≤ 5.

Draw accurate graphs for both equations on ONE (1) set of axes. Use the graph paper
provided.

Exercise 3:

Solve the following quadratic equation by using the Quadratic Formula:

𝑥 2 + 5𝑥 − 1 = 0

Leave your answer in surd form.

Exercise 4:
A bakery sells pies. TWELVE (12) of the pies are cherry and EIGHT (8) of the pies are apple.
TWO (2) pies are selected at random (without replacement).

Draw a probability tree diagram to show this information and all the possible outcomes. You
should state all possible outcomes and calculate the probability of each outcome.

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Mathematical Skills for Computing Student Guide V1.0

Exercise 5:
A group of students were surveyed to find out if they had a desktop computer or a laptop. The
Venn diagram below shows the results.

Calculate the number of students who took part in the survey.

A student is selected at random from the sample. Calculate the probability that they own a
laptop.

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Mathematical Skills for Computing Student Guide V1.0

12.6 Private Study

The time allocation for private study in this topic is expected to be 5 hours.

Exercise 1:

Review the lecture material for this topic, making sure you understand the main points to your
satisfaction.

Make a note of any points about which you are unsure so that you can ask the lecturer to clarify these
during the tutorial session.

Exercise 2:

1. Solve the quadratic equation x2 − 9x + 18 = 0.

2. Given 3x + 4y = 12 and x − 2y = −3, solve for x and y.

3. Factorize the cubic polynomial x3 − 3x2 − 4x + 12.

4. Rearrange the formula to solve for r, given V = 36π.

5. Solve for x in the equation 2 x − 5 = 11.

6. Given the function f(x) = 2x2 − 4x + 2, find the value of x for which f(x) = 0.

7. Solve the system of equations 2x + 3y − z = 7, 3x − y + 4z = 16, and x + 2y − 5z = −8.

8. If 4x2 − 16x + 15 = 0, find x.

9. Factorize and solve (x − 3)2 − (x − 3)(x + 3) = 0.

10. Rearrange P = 2l + 2w to solve for l, given P = 30 and w = 5.

11. Solve the inequality 3x + 4 < 7x − 8.

12. Given ax2 + bx + c = 0, where a = 1, b = −7, and c = 12, find x.

13. Solve and x − y = 4 for x and y.

14. Determine the value of x that satisfies x4 − 16 = 0.

15. Factorize and solve the equation 2x3 − 10x2 + 12x = 0.

16. Rearrange and solve the formula A = πr2 for r, given A = 50π.

17. Solve the absolute value equation |2x − 3| = 7.

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Mathematical Skills for Computing Student Guide V1.0