2012

SMKA SULTAN AZLAN SHAH,32600 BOTA, PERAK.

NAME : NUR DALILA NABIHAN BINTI AHMAD TAJUDDIN CLASS : 5 IBNU SINA I/C NUMBER :
951024-02-5178 TEACHERS NAME : MRS. HAMIDAH BT UDA AHMAD
[ADDITIONAL
MATHEMATICS
PROJECT WORK]

NO.
CONTENTS
PAGES
CONTENT PAGE

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.
CONTENT RUBRIC FOR ADDITIONAL MATHEMATICS APPRECIATION OBJECTIVES INTRODUCTION A
PPLICATION OF STATISTICS ADDITIONAL MATHEMATICS TOV MARKS MEAN HISTOGRAM OGIVE R
ANGE STANDARD DEVIATION COMPARING TOV MARKS PEARSON CORRELATION COEFFICIENT EQUA
TION RELATING X AND Y FURTHER EXPLORATION FINDING VALUES CONCLUSION REFLECTION
ACKNOWLEDGEMENT

My name is Nur Dalila Nabihan binti Ahmad Tajuddin. I am thankful that this Addi
tional Mathematics Project can be done just in time. For this, I would like to s
eize the opportunity to express my sincere gratitude for those who had been help
ing me during my work. First and foremost, I would like to say a big thank you t
o my Additional Mathematics teacher, Mrs. Hamidah bt Uda Ahmad for giving me inf
ormation about my project work. On the other hand, I would also like to thank my
dear principle, Puan Naemah bt Ramli for giving me the permission to carry out
this project. Also, I would like to thank my parents. They had brought me the th
ings that I needed during the project work was going on. Not only that, they als
o provided me with the nice suggestion on my project work so that I had not meet
the dead and throughout this project. Lastly, I would like to say thank you to
my friends and the modern access in our daily life. All of my relevant informati
on come from my friends and the internet. I managed to use all these access in o
ur daily life, such as: computer to finish my Additional Mathematics project.
PREFACE

This project is prepared by the students of class 5 (2012) and it is based on th

e Additional Mathematics textbooks, internet search and reference books. Additio
nal Mathematics is an effective subject in secondary school. Each student who ta
kes this subject has to carry out a project work on the given tasks. The project
work for the year 2012 is about statistics. The aim of doing this project is to
improve the skills in using Mathematics for students. Working on this also give
s a chance for students to apply their skills on what they had learnt to solve a
n assigned project. Therefore, every student stand a chance to improve their thi
nking skills, usage of languages and grammar as well as Mathematics skills throu
ghout the project. After doing this project, the student will be able to master
and understand more on the applications of Additional Mathematics thet they lear
nt in their school syllabus. The student can also learnt some values during the
completion of the project such as to learn how to work together or to be coopera
tive, improving their communication skills, responsibility and also not to give
up easily on the task given.
OBJECTIVES

Additional Mathematics is one of the compulsory subjects for SPM science stream
candidates. All of the students would have to carry out a project work based on
a topic given and must be submitted in three weeks time.
The objective of carrying out this project is:
to apply and adapt a variety of problem-solving strategies that we had learnt to
solve the problems.
our thinking skills can be improved.
promotes effective mat
hematical communication. Our confidence and interest towards Mathematics will be
increase though solving various types of problems. to use the language of Mathe
matics to express Mathematical ideas precisely. stimulates and enhances effectiv
e earning. to develop our positive attitude towards Mathematics. This makes the
lesson to be more fun, useful and meaningful.

INTRODUCTION

The history of statistics can be said to start around 1749 although, over time,
there have been changes to the interpretation of what the word statistics means.
In early times, the meaning was restricted to information about states. This wa
s later extended to include all collections of information of all types and late
r still it was extended to include the analysis and interpretation of such data.
In modern terms, "statistics" means both sets of collected information, as in n
ational accounts and temperature records and analytical work which requires stat
istical inference. Statistical activities are often associated with models expre
ssed using probabilities and require probability theory for them to be put on a
firm theoretical basis. A number of statistical concepts have had an important i
mpact on a wide range of sciences. These include the design of experiments and a
pproaches to statistical inference such as Bayesian inference, each of which can
be considered to have their own sequence in the development of the ideas underl
ying modern statistics. By the 18th century, the term "statistics" designated th
e systematic collection of demographic and economic data by states. In the early
19th century, the meaning of "statistics" broadened, then including the discipl
ine concerned with the collection, summary, and analysis of data. Today statisti
cs is widely employed in government, business, and all the sciences. Electronic
computers have expedited statistical computation, and have allowed statisticians
to develop "computer-intensive" methods. The term "mathematical statistics" des
ignates the mathematical theories of probability and statistical inference, whic
h are used in statistical practice. The relation between statistics and probabil
ity theory developed rather late, however. In the 19th century, statistics incre
asingly used probability theory, whose initial results were found in the 17th an
d 18th centuries, particularly in the analysis of games of chance (gambling). By
1800, astronomy used probability models and statistical theories, particularly
the method of least squares, which was invented by Legendre and Gauss. Early pro
bability theory and statistics was systematized and extended by Laplace; followi
ng Laplace, probability and statistics have been in continual development. In th
e 19th century, social scientists used statistical reasoning and probability mod
els to advance the new sciences of experimental psychology and sociology; physic
al scientists used statistical reasoning and probability models to advance the n
ew sciences of thermodynamics and statistical mechanics. The development of stat
istical reasoning was closely associated with the development of inductive logic
and the scientific method. Statistics is not a field of mathematics but an auto
nomous mathematical science, like computer science or operations research. Unlik
e mathematics, statistics had its origins in public administration and maintains
a special concern with demography and economics. Being concerned with the scien
tific method and inductive logic, statistical theory has close association with
the philosophy of science; with its emphasis on learning from data and making be
st predictions, statistics has great overlap with the decision science and

microeconomics. With its concerns with data, statistics has overlap with informa
tion science and computer science. The term statistics is ultimately derived fro
m the New Latin statisticum collegium ("council of state") and the Italian word
statista ("statesman" or "politician"). The German Statistik, first introduced b
y Gottfried Achenwall (1749), originally designated the analysis of data about t
he state, signifying the "science of state" (then called political arithmetic in
English). It acquired the meaning of the collection and classification of data
generally in the early 19th century. It was introduced into English in 1791 by S
ir John Sinclair when he published the first of 21 volumes titled Statistical Ac
count of Scotland. Thus, the original principal purpose of Statistic was data to
be used by governmental and (often centralized) administrative bodies. The coll
ection of data about states and localities continues, largely through national a
nd international statistical services. In particular, censuses provide regular i
nformation about the population. The first book to have statistics in its titl
e was "Contributions to Vital Statistics" by Francis GP Neison, actuary to the M
edical Invalid and General Life Office.
CUMULATIVE FREQUENCY
0 5 34
200 100 0 0 5 34 91 129 157 172 182 CUMULATIVE 184

APPLICATIONS OF STATISTICS IN DAILY LIFE

1.Statistics is the collection of data and its representation or interpretation.
Statistics use three means of comparison through the data mean, median & mode.
2. What is mean? Mean is used as one of the comparing properties of statistics.
It is defined as the average of all the clarifications.
It helps teachers to see
the average marks of the students. It is used in factories, for the authorities
to recognize whether the benefits of the workers is continued or not. It is als
o used to contrast the salaries of the workers.
To calculate the average speed o
f anything. It is also used by the government to find the income or expenses of
any person. Using this the family could balance their expenses with their averag
e income. 4. What is median & what are its daily applications? Median is defined
as the middle value of any observation. Its applications in daily life are as f
ollow:
It is used to measure the distribution of the earnings. Used to find the
players height e.g. football players. To find the middle age from the class stud
ents. Used to find the poverty line.
5. What is mode & what is its importance in our daily life? Mode contains the hi
ghest frequency in any data. Its applications areas follows:
It is used to influx
of the public transport. The no. of games succeeded by any team of players. The
frequency of the need of infants. Used to find the number of the mode is also s
een in calculation of the wages, in the patients going to the hospitals, the mod
e of travel etc.

ADDITIONAL MATHEMATICS MARKS FOR PUPIL (TOV MARKS)

NO.
NAME Anis Hasniza Faruq Muntasir Firdaus Imran Fithriah Intan Musfirah Mior Ahma
d Asyraff Mohd Haniff Muhammad Taufiq Muhammad Rashid Muhammad Syafiq Nazatul At
ilah Nor Nadzirah Nor Shafiqah Nur Dalila Nabihan Nur Farhana Nur Syifa Husna Nu
r Hazirah Nur Syahirah Nurul Izzati Nurul Jannah Nurul Mashitah Nurul Shafiqah S
iti Zulaihah Sharifah Nor Hajar Syaiful Arif
MARKS %
TIME TAKEN FOR PRACTICES
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 2
3. 24. 25.

FREQUENCY TABLE
MARKS NO. OF MIDPOINT STUDENTS (x) (f) fx CUMULATIVE FREQUENCY (cf)
1-10 11-20 21-30 31-40 41-50 51-60

The sum of all terms divided by the number of terms

Based on formula

=

2. The values of data are plotted on horizontal axis (x-axis) while the frequenc
ies are plotted on the vertical axis (y-axis)
1. A histogram is constructed based on the frequency distributions

FREQUENCY DISTRIBUTIONS FOR HISTOGRAM

MARKS 1-10 11-20 21-30 31-40 41-50 51-60
CLASS BOUNDARIES
NO. OF STUDENTS

MODE
The term that appears must frequently in asset of data

An ogive is known as cumulative frequency

Values of upper boundaries are plotted
on the horizontal axis (x-axis) while values of cumulative frequencies are plot
ted on the vertical axis (y-axis) In the frequency table, prepare column for uppe
r boundary and cumulative frequencies Plot the grapg of cumulative frequency agains
t the upper boundary of each class In the frequency table, remember to insert on
additional class with frequency 0 and cumulative frequency 0 before the first class
. Draw a smooth curve that passes through each point that is plotted.

FREQUENCY FOR OGIVE

MARKS NO. OF UPPER CUMULATIVE STUDENTS BOUNDARY FREQUENCY
1-10 11-20 21-30 31-40 41-50 51-60

FINDING MEDIAN USING OGIVE

MEDIAN The value that divides an ordered set of data into equal halves

FINDING RANGE USING FREQUENCY POLYGON

RANGE = Midpoint Of Highest Class
Midpoint Of Lowest Class

( )
(square root of variance)
MARKS NO. OF MIDPOINT X2 STUDENTS (x) fx2
1-10
11-20 21-30 31-40 41-50 51-60 =
2
=

MODE =
MEDIAN =
MEAN =
ACHIEVEMENT
My TOV mark is really not satisfied. I have to work hard and struggle to gain be
st result for SPM 2012.

NO
NAME
TIME MARK TAKEN FOR GAINED PRACTICES
xy
X2
Y2
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Anis Hasniza Faruq Muntasir Firdaus Imran Fithriah Intan Musfirah Mior Ahmad Moh
d Haniff Muhd Taufiq Muhd Rashid Muhd Syafiq Nazatul Atilah Nor Nadzirah Nor Sha
fiqah Nur Dalila Nur Farhana

INTERPRETING DATA

Conjecture is a proposition that cannot be proved but it is real and never prove
d. Mathematics Patterns, formulation the conjecture that the new and proved fact
s with vigorous deduction from axions and definition are selected with care. The
Orem To be conjecture, a statement most usually recommended in general where th
e name of proposer will be combined on conjecture.
My conjecture for this Rubric Project : Students that spend more time to make an
exercise for Additional Mathematics for a week will score high in examinations.

x y
yxa=b a and b constants log10 y + a log10 x =log10 b
log10 x log10 y

FINDING VALUES
log10 y = -a log10 x + log10 b Finding mass (a) (gradient)
Finding b as y-intercept log10 y = a log10 x + log10 b

After doing research, answering question, drawing graph, making conjecture, conc
lusion and some problem solving, I realize that Additional Mathematics is very i
mportant in daily life. About this project, overall, is quite joyful and interes
ting because I need to plan it carefully and systematic because it is about my f
uture. In fact, the further exploration is a good session because it can open my
mind about linear law. In a nutshell, I can apply the concept and skills that I
had in solving problems in Additional Mathematics, I think this project is very
beneficial for all students.

From this project, I learnt the importance of perseverance as time had

been invested to ensure the completion and excellence of this project. Similarly
, I learnt the virtue of working together as I have helped and received help fro
m my fellow peers in the production of this project as sharing knowledge is vita
l in achieving a single goal. Also, I learnt to be thankful and appreciative. Th
is is because, I able to apply my mathematical knowledge in daily life and appre
ciate the beauty of mathematics. All and all, I have spent countless hours doing
this project. I realized that this subject is a compulsory to me. Without it, I
cant fulfill my big dreams and wishes.

It always makes me wonder why This subject is so difficult for me I always tried
to love every part of it.. It always an absolute obstacle for me.. Throughout th
e day and night I sacrified precious time to heve fun And even the weekend that I
always looking Forward to go out with my family I had spent to do my project.. B
ut, when I have completed it.. I found that Additional Mathematics is interestin
g.. So, from now on, I will do my best on every second that I will learn Additio
nal Mathematics.