State9 Project Work Statistics PDF May 24 2012-5-25 PM 1 8 Meg Evozi

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Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 2

No Contents Page
1 PART 1
Importance of data analysis in daily life
The types of Measure of Central
Tendency and of Measure of Dispersion

3 - 5
2 PART 2
Raw data
Frequency Distribution Table
Measure of central tendency
i) Mean
ii) Mode
iii) Median
6 - 11
3 PART 3
Measure of Dispersion
- Interquartile range
- Standard deviation
12 - 15
4 PART 4
Problem solving
17 19
5 REFLECTION 20
6 REFERENCES 21 - 27
PART 1

Importance of data analysis in daily life

Data analysis is a process used to transform, remodel and revise certain information
(data) with a view to reach to a certain conclusion for a given situation or problem.
Data analysis can be done by different methods as according to the needs and
requirements.

For example if a school principal wants to know whether there is a relationship
between students performance on the district writing assessment and their
socioeconomic levels. In other words, do students who come from lower
socioeconomic backgrounds perform lower, as we are led to believe? Or are there
other variables responsible for the variance in writing performance? Again, a
simple correlation analysis will help describe the students performance and help
explain the relationship between the issues of performance and socioeconomic level.

Analysis does not have to involve complex statistics. Data analysis in schools
involves collecting data and using that data to improve teaching and learning.
Interestingly, principals and teachers have it pretty easy. In most cases, the
collection of data has already been done. Schools regularly collect attendance data,
transcript records, discipline referrals, quarterly or semester grades, norm- and
criterion-referenced test scores, and a variety of other useful data. Rather than
complex statistical formulas and tests, it is generally simple counts, averages,
percents, and rates that educators are interested in.

There are many benefits of data analysis however; the most important ones are as
follows: - data analysis helps in structuring the findings from different sources of
data collection like survey research. It is again very helpful in breaking a macro
problem into micro parts. Data analysis acts like a filter when it comes to acquiring
meaningful insights out of huge data-set. Every researcher has sort out huge pile of
data that he/she has collected, before reaching to a conclusion of the research
question. Mere data collection is of no use to the researcher. Data analysis proves to
be crucial in this process. It provides a meaningful base to critical decisions. It helps
to create a complete dissertation proposal.

One of the most important uses of data analysis is that it helps in keeping human
bias away from research conclusion with the help of proper statistical treatment.
With the help of data analysis a researcher can filter both qualitative and
quantitative data for an assignment writing projects. Thus, it can be said that data
analysis is of utmost importance for both the research and the researcher. Or to put
it in another words data analysis is as important to a researcher as it is important
for a doctor to diagnose the problem of the patient before giving him any treatment
The types of Measure of Central Tendency and of Measure of Dispersion.

Central tendency gets at the typical score on the variable, while dispersion gets at
how much variety there is in the scores. When describing the scores on a single
variable, it is customary to report on both the central tendency and the dispersion.
Not all measures of central tendency and not all measures of dispersion can be used
to describe the values of cases on every variable. What choices you have depend on
the variables level of measurement.

Mean
The mean is what in everyday conversation is called the average. It is calculated by
simply adding the values of all the valid cases together and dividing by the number
of valid cases.

The mean is an interval/ratio measure of central tendency. Its calculation requires
that the attributes of the variable represent a numeric scale

Mode
The mode is the attribute of a variable that occurs most often in the data set.

For ungroup data, we can find mode by finding the modal class and draw the modal
class and two classes adjacent to the modal class. Two lines from the adjacent we
crossed to find the intersection. The intersection value is known as the mode.

Median
The median is a measure of central tendency. It identifies the value of the middle
case when the cases have been placed in order or in line from low to high. The
middle of the line is as far from being extreme as you can get.

f
fx
x or
N
x
x
=
C
f
F
N
L m
m
|
|
|
|
.
|
\
|

+ =
2
There are as many cases in line in front of the middle case as behind the middle
case. The median is the attribute used by that middle case. When you know the
value of the median, you know that at least half the cases had that value or a higher
value, while at least half the cases had that value or a lower value.

Range
The distance between the minimum and the maximum is called the range. The
larger the value of the range, the more dispersed the cases are on the variable; the
smaller the value of the range, the less dispersed (the more concentrated) the cases
are on the variable

Range = maximum value minimum value

Interquartile range (IQR) is the distance between the 75th percentile and the 25th
percentile. The IQR is essentially the range of the middle 50% of the data. Because
it uses the middle 50%, the IQR is not affected by outliers or extreme values.

IQR = Q
3
- Q
1

Standard Deviation
The standard deviation tells you the approximate average distance of cases from the
mean. This is easier to comprehend than the squared distance of cases from the
mean. The standard deviation is directly related to the variance.

If you know the value of the variance, you can easily figure out the value of the
standard deviation. The reverse is also true. If you know the value of the standard
deviation, you can easily calculate the value of the variance. The standard deviation
is the square root of the variance

C
f
F N
L Q
m
|
|
|
|
.
|
\
|

+ =
4
1
1
C
f
F N
L Q
m
|
|
|
|
.
|
\
|

+ =
4
3
3
2
2
x
f
fx
|
|
.
|
\
|
=
o
PART 2

1. March Additional Mathematics test scores for 30 students.

Students Marks
1 55
2 60
3 63
4 65
5 73
6 74
7 75
8 75
9 76
10 77
11 78
12 80
13 81
14 82
15 83
16 84
17 84
18 86
19 86
20 86
21 87
22 88
23 88
24 89
25 90
26 90
27 90
28 91
29 93
30 95
2. Frequency distributions table:

a) I) Mean
The mean mark of 30 students can be found by using the formula:

=
f
fx

From the table
f = 30
fx = 2435
Therefore,
mean,
30
2435
=
= 81.1667

Marks Tally Frequency
55 - 59 | 1
60 - 64 || 2
65 - 69 | 1
70 - 74 || 2
75 - 79 |||| 5
80 - 84 |||| | 6
85 - 89 |||| || 7
90 - 94 |||| 5
95 - 99 | 1
Marks Midpoint,
x
Frequency
f
fx
55 - 59 57 1 57
60 - 64 62 2 124
65 - 69 67 1 67
70 - 74 72 2 144
75 - 79 77 5 385
80 - 84 82 6 492
85 - 89 87 7 609
90 - 94 92 5 460
95 - 99 97 1 97
f = 30 fx = 2435
II) Mode
The modal class is 85 - 89, i.e., the majority of the students got that
marks.
To find the mode weight, we draw the modal class and two classes
adjacent to the modal class.

From the histogram, the mode mark is 86.5

III) Median

Method 1 By using formula

Median is the value of the centre of a set of data
Median weight for 50 students can be obtained by using the
formula:
Median, C
f
F
N
L m
m
|
|
|
|
.
|
\
|

+ =
2

Where
L = lower boundary of median class,
N = total frequency,
F = cumulative frequency before the median class,
f
m
= frequency of median class,
C = class interval size.

From the table,
Median class = 30 2
= 15
th
value
= 80 - 84

L = 79.5 f
m
= 6 Total frequency N = 30
F = 11 C = 69.5 - 64.5
= 5
8333 . 82
5
6
11
2
30
5 . 79
=
|
|
|
|
.
|
\
|

+ =
m
m

Method 2 by drawing an ogive
Ogive

Ogive is a graph constructed by plotting the cumulative frequency
of a set of data against the corresponding upper boundary of each
class.
Not only that, ogive is also the method of calculation, the median,
and the interquartile range of a set of data can also be estimated
from its ogive.

Marks Lower
Boundary
Upper
boundary
Frequency
f
Cumulative
Frequency
55 - 59 54.5 59.5 1 1
60 - 64 59.5 64.5 2 3
65 - 69 64.5 69.5 1 4
70 - 74 69.5 74.5 2 6
75 - 79 74.5 79.5 5 11
80 - 84 79.5 84.5 6 17
85 - 89 84.5 89.5 7 24
90 - 94 89.5 94.5 5 29
95 - 99 94.5 99.5 1 30
f = 30
b) Mean, x = 81.2 kg Median, m = 82.8333 (or 82.75) Mode = 86.5

From the above measure of central tendency, mean is suitable measure of
central tendency because the minimum value of raw data is not extreme where
the data seems to be clustered, whereas mode and median does not take all the
values in the data into account which decrease the accuracy of central tendency.
PART 3
Measure of Dispersion is a measurement to determine how far the values of data in
a set of data are spread out from its average value.
a) I) The interquartile range
Method I By using formula
C
f
F N
L Q
m
|
|
|
|
.
|
\
|

+ =
4
1
1

Q
1
class = 30 x
= 7.5
th
value
= 75 - 59

L = 74.5 f
m
= 5 Total frequency N = 30
F = 6 C = 5
0 . 76
5
5
6 30
4
1
5 . 74
1
1
=
|
|
|
|
.
|
\
|

|
.
|
\
|
+ =
Q
Q

C
f
F N
L Q
m
|
|
|
|
.
|
\
|

+ =
4
3
3

Q
3
class = 30 x
= 22.5 th value
= 85 89

L = 84.5 f
m
= 7 N = 30
F = 17 C = 5

4286 . 88
5
7
17 30
4
3
5 . 84
3
3
=
|
|
|
|
.
|
\
|

|
.
|
\
|
+ =
Q
Q

Therefore the Interquartile range,
Q
3
Q
1
= 88.4286 76.0
= 12.4286

Method II By using ogive

From the ogive
Interquartile range = 88.5 76.25
= 12.25


II) The Standard deviation
Method I

30
2435
=
= 81.1667

v
2
1667 . 81
30
200450
|
.
|
\
|
= o
= o 9.6764

Method II

Marks Midpoint,
x
Frequency
f
fx fx
2
55 - 59 57 1 57 3249
60 - 64 62 2 124 7688
65 - 69 67 1 67 4489
70 - 74 72 2 144 10368
75 - 79 77 5 385 29645
80 - 84 82 6 492 40344
85 - 89 87 7 609 52938
90 - 94 92 5 460 42320
95 - 99 97 1 97 9409
f = 30 fx = 2435 fx
2
= 200450
Marks Midpoint
x
Frequency
f
( ) x x
( )
2
x x

( )
2
x x f

55 - 59 57 1 -24.1667 584.0294 584.0294
60 - 64 62 2 -19.1667 367.3624 734.7248
65 - 69 67 1 -14.1667 200.6954 200.6954
70 - 74 72 2 -9.1667 84.0284 168.0568
75 - 79 77 5 -4.1667 17.3614 86.8069
80 - 84 82 6 0.8333 0.6944 4.1663
85 - 89 87 7 5.8333 34.0274 238.1917
90 - 94 92 5 10.8333 117.3604 586.8019
95 - 99 97 1 15.8333 250.6934 250.6934
f = 30
( )
1666 . 2854
2
=
x x f


( )
f
x x f

=
2
o
30
1666 . 2854
= o
7539 . 9 = o

b) The standard deviation gives a measure of dispersion of the data about the
mean. A direct analogy would be that of the interquartile range, which gives
a measure of dispersion about the median. However, the standard deviation
is generally more useful than the interquartile range as it includes all data in
its calculation. The interquartile range is totally dependent on just two values
and ignores all the other observations in the data. This reduces the accuracy
it extreme value is present in the data. Since the marks does not contain any
extreme value, standard deviation give a better measures compared to
interquartile range.
PART 4
a) If the teacher adds 3 marks for each student in class for their commitment
and discipline shown,

The new marks for 30 students

Students Marks
1 58
2 63
3 66
4 68
5 76
6 77
7 78
8 78
9 79
10 80
11 81
12 83
13 84
14 85
15 86
16 87
17 87
18 89
19 89
20 89
21 90
22 91
23 91
24 92
25 93
26 93
27 93
28 94
29 96
30 98
New Frequency distributions table:

New mean ,
5 . 83
30
2505
=
=
x
x

New mode,
Modal class = 90 94

New Mode = 90.75

Marks Lower
Boundary
Midpoint, x Frequency, f C.
Frequency
fx fx
2
55 - 59 54.5 57 1 1 57 3249
60 - 64 59.5 62 1 2 62 3844
65 - 69 64.5 67 2 4 134 8978
70 - 74 69.5 72 0 4 0 0
75 - 79 74.5 77 5 9 385 29645
80 - 84 79.5 82 4 13 328 26896
85 - 89 84.5 87 7 20 609 52983
90 - 94 89.5 92 8 28 736 67712
95 - 99 94.5 97 2 30 194 18818
f = 30 fx = 2505 fx
2
= 381495
New Median
Median class = 80 84
0 . 87
5
4
9
2
30
5 . 79
=
|
|
|
|
.
|
\
|

+ =
m
m

Class interval remain same
Class interval = 5

New interquartile range

Q
1
class = 30 x
= 7.5 th value
= 75 79
0 . 78
5
5
4 30
4
1
5 . 74
1
1
=
|
|
|
|
.
|
\
|

|
.
|
\
|
+ =
Q
Q

Q
2
class = 30 x
= 22.5
= 85 - 89
2857 . 91
5
7
13 30
4
3
5 . 84
3
3
=
|
|
|
|
.
|
\
|

|
.
|
\
|
+ =
Q
Q

Therefore the Interquartile range,
Q
3
Q
1
= 91.2857 78.0
= 13.2857

New standard deviation,
2
5 . 83
30
381495
|
.
|
\
|
= o
7908 . 75 = o

b)

New mean ,
9355 . 83
31
2602
=
=
x
x

New standard deviation,
2
9355 . 83
31
390904
|
.
|
\
|
= o
5965 . 74 = o

Mode, median, and interquartile range are not affected by the adding for
new marks.

Marks Lower
Boundary
Midpoint, x Frequency, f C.
Frequency
fx fx
2
55 - 59 54.5 57 1 1 57 3249
60 - 64 59.5 62 1 2 62 3844
65 - 69 64.5 67 2 4 134 8978
70 - 74 69.5 72 0 4 0 0
75 - 79 74.5 77 5 9 385 29645
80 - 84 79.5 82 4 13 328 26896
85 - 89 84.5 87 7 20 609 52983
90 - 94 89.5 92 8 28 736 67712
95 - 99 94.5 97 3 31 291 28227
f = 31 fx = 2602 fx
2
= 390904
REFLECTION
REFERENCES

www.worldteacherspress.com
www.heartscan.com.my
www.tips.com.my/article.php
http://nutriweb.org.my
http://geminigeek.com/blog/archives/2004/08/addmath-project-tips-1
http://www.sagepub.com/upm-data/43350_4.pdf
Blog A Form 4 Sasbadi by Pua Kim Teck
Preston Additional Mathematics Form 4 & 5 reference book by Tan Li Lan
Fokus Ungu Matematik Tambahan Form 4 & 5 by Wong Teck Sing
Additional Mathematics Form 4 Text Book.
Mathematics Form 4 Text Book.


ADDITIONAL MATHEMATICS PROJECT WORK FOR FORM 5 2012

Vision 2020 aims to produce a balanced human capital in terms of physical, emotional,
spiritual and intellectual in accordance with the National Education Philosophy. In order
to expand the intellectual aspect, every individual should have the ability to analyze data.
The picture above shows students in a secondary school having their final year
examination. The School Examination secretary will collect the marks for each subjects
to determine the average grade of the subjects, the average grade school and which will
give the picture of the performance of the school.
Data representation reflects the general characteristics of data that allows us to
compare and thus predict and plan for the future.

PART 1:
1. List the importance of data analysis in daily life.
2. Specify the types of Measure of Central Tendency and of Measure of Dispersion.


PART 2:
1. Get the March Additional Mathematics test scores for your class. Attach the
scores sheet.
2. Construct a frequency table as in Table 1 which contains at least five class
intervals. Choose a suitable class size.

Marks Tally Frequency

Table 1
.
a) From Table 1, find

(i) the mean,
(ii) the mode,
(iii) the median using two methods.

b) Based on your findings from (a) above, state the appropriate measure of central
tendency to reflect the performance of your class in Additional Mathematics.
Explain why.
PART 3:
Measure of Dispersion is a measurement to determine how far the values of data in a set
of datais spread out from its average value.
Based on the data from Table 1,
a) using two methods, find
(i) the interquartile range
(ii) the standard deviation

b) Explain the advantages of using standard deviation compared to interquartile
range to describe the data.

PART 4:

a. If your teacher wants to make adjustments by adding 3 marks for each student in
your class for their commitment and discipline shown, find the new value of
mean, mode, median, class interval, interquartile range and standard deviation.
Check your answers with other methods.

b. In April 2012, a new student has enrolled in your class. The student has scored
97% in the Additional Mathematics March Test in his/her former school. If the
student scores were taken into account in the analysis of your school March Test ,
state the effect of the presence of this student to the mean, mode, median,
interquartile range and standard deviation.

REFLECTION

What moral values did you put into practice when conducting this project? Prepare a
card according to your creativity stating your efforts to increase or maintain the
excellent result for Additional Mathematics in SPM 2012.

Guidelines for the Implementation of Additional Mathematics Project Work
Form 4 and Form 5
2007
(Students' Edition)
1. Every student taking Additional Mathematics is required to carry out two project
works, one in Form 4 and another one in Form 5.

2. The aims of carrying out project work are:
i. to apply and adapt a variety of problem-solving strategies to solve problems;
ii. to improve thinking skills;
iii. to promote effective mathematical communication;
iv. to develop mathematical knowledge through problem solving jn a way that
increases students' interest and confidence;
v. to use the language of mathematics to express mathematical ideas precisely;
vi. to provide learning environment that stimulates and enhances effective
learning;
vii. to develop positive attitude towards mathematics.
3. Project work can be done in groups or individually but each student is expected to
submit an individually written report which includes the followings:

Report Presentation
:

- General Aspect
- Introduction
- Task Specification
- Specify the task
Problem Solving
:

- Procedure Findings
- Exploration

Conclusion/Generalisation
4. Students are given three weeks to carry out each project work. The written report must
be submitted by the end of the third week.

Rubric for Additional Mathematics Project Work 2012
Name:.. Form 4/5

School:..

A. Report Presentation

Range of
marks
Mark
Awarded
Subtotal

A1. General
Aspect (6%)
Appropriate title 1
Contents page 1
Systematic presentation 1 - 2
Creativity 1 - 2

A2. Introduction
(7%)
Comprehensive introduction - may include
history/moral/values and other information relevant
to the task.

4 - 5

Satisfactory introduction. 1 - 3
Relating given task to real-life situation. 1 - 2
B. Task Specification

B1. Specific the
Task (10%)
Identify and state all given information and
required results in proper mathematical statements.
8 - 10
Identify and state all given information and
required results only.
4 - 7
Identify and state given information and required
results incompletely.
1 - 3
C. Problem Solving

C1. Procedure
(47%)
Choose at least two suitable problem-solving
methods.
4 - 5
Choose one suitable problem-solving method. 1 - 3
Apply at least two of the chosen problem-solving
method correctly.
20 - 30
Apply any one of the chosen problem-solving
method correctly.
10 - 19
Apply any one of the chosen problem-solving
method incorrectly / incompletely.
1 - 9
Concise and efficient communication using
symbols/graph/table/diagrams when necessary.
8 - 12
Not concise and inefficient communication. 1 - 7

C2. Findings
(10%)
Answer all questions correctly. 5
Do not answer all questions correctly. 1 - 4
Detailed discussion of findings. 4 - 5
Satisfactory discussion on findings. 1 - 3
C3. Exploration
(12%)
Explore the task efficiently. 8 - 12
Explore the task. 1 - 7
D. Conclusion/ Generalisation
D1. Conclusion/
Generalisation
Check answers using an alternative method. 2 - 4
Draw conclusion / generalisation. 2 - 4
(8%)
Total score ( A1 + A2 + B1+ C1 + C2 + C3+ D1)

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