FORM 5 2012 Name : <ENTER YOUR FULL NAME> I/C No.

: <ENTER YOUR NRIC NUM> Fo r m Panel : <EN TER YOUR CLASS NAME> : <ENTER YOUR PANEL NAME> Curriculum Development Centre Ministry Of Education

No 1 Contents PART 1 Importance of data analysis in daily life The types of Measure o f Central Tendency and of Measure of Dispersion PART 2 Raw data Frequency Distri bution Table Measure of central tendency i) Mean ii) Mode iii) Median PART 3 Mea sure of Dispersion - Interquartile range - Standard deviation PART 4 Problem sol ving REFLECTION REFERENCES Page 3-5 2 6 - 11 3 12 - 15 4 5 6 17 19 20 21 - 27 Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 2

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 reac h 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 examp le if a school principal wants to know whether there is a relationship between s tudents performance on the district writing assessment and their socioeconomic le vels. In other words, do students who come from lower socioeconomic backgrounds perform lower, as we are led to believe? Or are there other variables responsibl e for the variance in writing performance? Again, a simple correlation analysis will help describe the students performance and help explain the relationship bet ween the issues of performance and socioeconomic level. Analysis does not have t o 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 alre ady been done. Schools regularly collect attendance data, transcript records, di scipline referrals, quarterly or semester grades, norm- and criterion-referenced test scores, and a variety of other useful data. Rather than complex statistica l formulas and tests, it is generally simple counts, averages, percents, and rat es that educators are interested in. There are many benefits of data analysis ho wever; the most important ones are as follows: - data analysis helps in structur ing 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 ana lysis acts like a filter when it comes to acquiring meaningful insights out of h uge data-set. Every researcher has sort out huge pile of data that he/she has co llected, before reaching to a conclusion of the research question. Mere data col lection is of no use to the researcher. Data analysis proves to be crucial in th is process. It provides a meaningful base to critical decisions. It helps to cre ate a complete dissertation proposal. One of the most important uses of data ana lysis 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 resea rcher can filter both qualitative and quantitative data for an assignment writin g 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 analysi s is as important to a researcher as it is important for a doctor to diagnose th e problem of the patient before giving him any treatment Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 3

The types of Measure of Central Tendency and of Measure of Dispersion. Central t endency 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 vari able, 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 de pend on the variables level of measurement. Mean The mean is what in everyday con versation 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. x fx x or x N f 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. N F 2 C m L fm Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 4

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 v alue of the median, you know that at least half the cases had that value or a hi gher 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 large r 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 c ases 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. 1 N F C Q1 L 4 fm IQR = Q3 - Q1 3 N F C Q3 L Standard Deviation The standard deviation tells you the approximate average dist ance of cases from the mean. This is easier to comprehend than the squared dista nce of cases from the mean. The standard deviation is directly related to the va riance. If you know the value of the variance, you can easily figure out the val ue 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 fx 2 2 x f Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 5

4 fm

PART 2 1. March Additional Mathematics test scores for 30 students. Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Marks 55 60 63 65 73 74 75 75 76 77 78 80 81 82 83 84 84 86 86 86 87 88 88 89 90 90 90 91 93 95 Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 6

2. Frequency distributions table: Marks 55 - 59 60 - 64 65 - 69 70 - 74 75 - 79 80 - 84 85 - 89 90 - 94 95 - 99 Tally | || | || |||| |||| | |||| || |||| | Frequ ency 1 2 1 2 5 6 7 5 1 a) I) Mean The mean mark of 30 students can be found by using the formula: fx f Frequency f 1 2 1 2 5 6 7 5 1 f = 30 fx 57 124 67 144 385 492 609 460 97 fx = 2435 Marks 55 - 59 60 - 64 65 - 69 70 - 74 75 - 79 80 - 84 85 - 89 90 - 94 95 - 99 Midpoint, x 57 62 67 72 77 82 87 92 97 From the table f = 30 fx = 2435 Therefore, mean,

2435 30 = 81.1667 Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 7

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 adjacen t 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: N F C Median, m L 2 fm Where L = lower boundary of median class, N = total freque F = cumulative frequency before the median class, fm = frequency of median class , C = class interval size. Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 8

Marks 55 - 59 60 - 64 65 - 69 70 - 74 75 - 79 80 - 84 85 - 89 90 - 94 95 - 99 Lower Boundary 54.5 59.5 64.5 69.5 74.5 79.5 84.5 89.5 94.5 Upper boundary 59.5 64.5 69.5 74.5 79.5 84.5 89.5 94.5 99.5 Frequency f 1 2 1 2 5 6 7 5 1 f = 30 Cumulative Frequency 1 3 4 6 11 17 24 29 30 From the table, Median class = 30 2 = 15th value = 80 - 84 L = 79.5 F = 11 fm = 6 C = 69.5 - 64.5 =5 Total frequency N = 30 30 11 5 m 79.5 2 6 m 82.8333 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 o f 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 og ive. Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 9

 Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 10

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 see ms 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. Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 11

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 interqua rtile range Method I By using formula 1 N F C Q1 L 4 fm e = 75 - 59 L = 74.5 fm = 5 F=6 C =5 1 30 6 4 5 Q1 74.5 30 3 N F C Q3 L 4 fm Q3 class = 30 x = 22.5 th value = 85 89 L = 84.5 F = 17 fm = 7 C=5 N = 30 3 30 17 4 5 Q3 84.5 7 Q3 88.4286

Q1 class 5

Therefore the Interquartile range, Q3 Q1 = 88.4286 76.0 = 12.4286 Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 12

Method II By using ogive From the ogive Interquartile range = 88.5 76.25 = 12.25 Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 13

II) The Standard deviation Method I Marks 55 - 59 60 - 64 65 - 69 70 - 74 75 - 7 9 80 - 84 85 - 89 90 - 94 95 - 99 Midpoint, x 57 62 67 72 77 82 87 92 97 Frequen cy f 1 2 1 2 5 6 7 5 1 f = 30 fx 57 124 67 144 385 492 609 460 97 fx = 2435 fx2 32 49 7688 4489 10368 29645 40344 52938 42320 9409 fx2 = 200450

2435 30 = 81.1667 v

200450

81.1667 30

9.6764

Method II Marks Midpoint x 55 - 59 57 60 - 64 62 65 - 69 67 70 - 74 72 75 - 79 7 7 80 - 84 82 85 - 89 87 90 - 94 92 95 - 99 97 Frequency f 1 2 1 2 5 6 7 5 1 f = 30 x x -24.1667 -19.1667 -14.1667 -9.1667 -4.1667 0.8333 5.8333 10.8333 15.8333 x x 2 584.0294 367.3624 200.6954 84.0284 17.3614 0.6944 34.0274 117.3604 250.6934 f x 2 584.0294 734.7248 200.6954 168.0568 86.8069 4.1663 238.1917 586.8019 250.6934 2 f x x 2854.1666 Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 14 x

f 2

2854.1666 30

9.7539

b) The standard deviation gives a measure of dispersion of the data about the me an. A direct analogy would be that of the interquartile range, which gives a mea sure of dispersion about the median. However, the standard deviation is generall y more useful than the interquartile range as it includes all data in its calcul ation. The interquartile range is totally dependent on just two values and ignor es 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. Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 15

PART 4 a) If the teacher adds 3 marks for each student in class for their commit ment and discipline shown, The new marks for 30 students Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Marks 58 63 6 6 68 76 77 78 78 79 80 81 83 84 85 86 87 87 89 89 89 90 91 91 92 93 93 93 94 96 98 Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 16

New Frequency distributions table: fx2 3249 3844 8978 0 29645 26896 52983 67712 18818 fx2 = 381495 Marks 55 - 59 60 - 64 65 - 69 70 - 74 75 - 79 80 - 84 85 - 89 90 - 94 95 - 99 Lower Boundary 54.5 59.5 64.5 69.5 74.5 79.5 84.5 89.5 94.5 Midpoint, x 57 62 67 72 77 82 87 92 97 Frequency, f 1 1 2 0 5 4 7 8 2 f = 30 C. Frequency 1 2 4 4 9 13 20 28 30 fx 57 62 134 0 385 328 609 736 194 fx = 2505 2505 New mean , 30 x 83.5 x New mode, Modal class = 90 94 New Mode = 90.75 Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 17

New Median Median class = 80 84 30 9 5 m 79.5 2 4 m 87.0 Class Class interval = 5 New interquartile range Q1 class = 30 x = 7.5 th value = 75 79 1 30 4 4 5 Q1 74.5 5 Q1 78.0 Q2 class = 30 x = 22 91.2857 Therefore the Interquartile range, Q3 Q1 = 91.2857 78.0 = 13.2857 381495 2 New standard deviation, 83.5 30 75.7908

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b) Marks 55 - 59 60 - 64 65 - 69 70 - 74 75 - 79 80 - 84 85 - 89 90 - 94 95 - 99 Lower Boundary 54.5 59.5 64.5 69.5 74.5 79.5 84.5 89.5 94.5 Midpoint, x 57 62 6 7 72 77 82 87 92 97 Frequency, f 1 1 2 0 5 4 7 8 3 f = 31 C. Frequency 1 2 4 4 9 13 20 28 31 fx 57 62 134 0 385 328 609 736 291 fx = 2602 fx2 3249 3844 8978 0 296 45 26896 52983 67712 28227 2 fx = 390904 2602 New mean , 31 x 83.9355 x 390904 2 New standard deviation, 83.9355 31 74.5965 Mode, median, and interquartile range are not affected by the adding for new mar ks. Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 19

REFLECTION Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 20

REFERENCES www.worldteacherspress.com www.heartscan.com.my www.tips.com.my/artic le.php http://nutriweb.org.my http://geminigeek.com/blog/archives/2004/08/addmat h-project-tips-1 http://www.sagepub.com/upm-data/43350_4.pdf Blog A Form 4 Sasba di by Pua Kim Teck Preston Additional Mathematics Form 4 & 5 reference book by T an Li Lan Fokus Ungu Matematik Tambahan Form 4 & 5 by Wong Teck Sing Additional Mathematics Form 4 Text Book. Mathematics Form 4 Text Book. Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 21

ADDITIONAL MATHEMATICS PROJECT WORK FOR FORM 5 2012 Vision 2020 aims to produce a balanced human capital in terms of physical, emoti onal, spiritual and intellectual in accordance with the National Education Philo sophy. In order to expand the intellectual aspect, every individual should have the ability to analyze data. The picture above shows students in a secondary sch ool having their final year examination. The School Examination secretary will c ollect the marks for each subjects to determine the average grade of the subject s, the average grade school and which will give the picture of the performance o f the school. Data representation reflects the general characteristics of data t hat allows us to compare and thus predict and plan for the future. PART 1: 1. Li st the importance of data analysis in daily life. 2. Specify the types of Measur e of Central Tendency and of Measure of Dispersion. Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 22

PART 2: 1. Get the March Additional Mathematics test scores for your class. Atta ch 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) (ii) (iii) the mean, the mode, the median us ing two methods. b) Based on your findings from (a) above, state the appropriate measure of centr al 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 deviati on compared to interquartile range to describe the data. Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 23

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 va lue of mean, mode, median, class interval, interquartile range and standard devi ation. Check your answers with other methods. b. In April 2012, a new student ha s enrolled in your class. The student has scored 97% in the Additional Mathemati cs March Test in his/her former school. If the student scores were taken into ac count in the analysis of your school March Test , state the effect of the presen ce of this student to the mean, mode, median, interquartile range and standard d eviation. 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 2 012. Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 24

Guidelines for the Implementation of Additional Mathematics Project Work Form 4 and Form 5 2007 (Students Edition) 1. Every student taking Additional Mathemati cs 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 va riety of problem-solving strategies to solve problems; ii. to improve thinking s kills; iii. to promote effective mathematical communication; iv. to develop math ematical knowledge through problem solving jn a way that increases students int erest and confidence; v. to use the language of mathematics to express mathemati cal ideas precisely; vi. to provide learning environment that stimulates and enh ances effective learning; vii. to develop positive attitude towards mathematics. 3. Project work can be done in groups or individually but each student is expec ted to submit an individually written report which includes the followings: Repo rt Presentation: - General Aspect - Introduction Task Specification - Specify th e task Problem Solving - Procedure Findings - Exploration Conclusion/Generalisat ion :

4. Students are given three weeks to carry out each project work. The written re port must be submitted by the end of the third week. Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 25

Rubric for Additional Mathematics Project Work 2012 Name:.. Form 4/5 S Range of marks Mark Awarded Subtotal Appropriate title A1. General Contents page Aspect (6%) Systematic presentation Creativity Comprehensive introduction - may include A2. Introduction history/mor al/values and other information relevant to the task. (7%) Satisfactory introduc tion. Relating given task to real-life situation. B. Task Specification Identify and state all given information and required results in proper mathematical sta tements. B1. Specific the Identify and state all given information and Task (10% ) required results only. Identify and state given information and required resul ts incompletely. C. Problem Solving Choose at least two suitable problem-solving methods. C1. Procedure (47%) Choose one suitable problem-solving method. Apply at least two of the chosen problem-solving method correctly. Apply any one of th e chosen problem-solving method correctly. Apply any one of the chosen problem-s olving method incorrectly / incompletely. Concise and efficient communication us ing symbols/graph/table/diagrams when necessary. Not concise and inefficient com munication. Answer all questions correctly. C2. Findings Do not answer all quest ions correctly. (10%) Detailed discussion of findings. Satisfactory discussion o n findings. C3. Exploration Explore the task efficiently. (12%) Explore the task . D. Conclusion/ Generalisation D1. Conclusion/ Check answers using an alternati ve method. Generalisation Draw conclusion / generalisation. 1 1 1-2 1-2 4-5 1-3 1-2 8 - 10 4-7 1-3 4-5 1-3 20 - 30 10 - 19 1-9 8 - 12 1-7 5 1-4 4-5 1-3 8 - 12 1-7 2-4 2-4 Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 26

(8%) Total score ( A1 + A2 + B1+ C1 + C2 + C3+ D1) Copyright Protected by Study Smart 2012 (www.studysmart.page.tl) 27