ADDITIONAL

MATHEMATICS
PROJECT WORK

2016
{INDEX NUMBER AND STATISTIC
IN OUR DAILY LIFE}

OBJECTIVE:
1

We student taking Additional Mathematics is required to carry out a

project work while we are in Form 5. This project can be done in groups or
individually, but each of us is expected to submit an individually written
report. Upon completion of the Additional Mathematics Project Work, it is
hoped that students will gain valuable experiences and able to:
1. Apply and adapt a variety of problem-solving strategies to solve
routine and non-routine problems.
2. Experience classroom environments:
Which are challenging, interesting and meaningful and hence
improve their thinking skills
Where knowledge and skills are applied in meaningful ways in
solving real-life problems
Where expressing ones mathematical thinking, reasoning and
communication are highly encouraged and expected; and
That stimulates and enhances effective learning
Where Higher Order Thinking Skills (HOTS) can be applied on
problem solving
3. Acquire effective mathematical communication through oral and
writing, and to use the language of mathematics to express
mathematical ideas correctly and precisely.
4. Increase interest and confidence as well as enhance acquisition of
mathematical knowledge and skills through application of various
strategies of problem solving.
5. Develop knowledge and skills that are useful for career and future
undertakings.
6. Realize that mathematics is an important and powerful tool in
solving real-life problems and hence develop positive attitude
towards mathematics.
7. Train ourselves not only to be independent learners but also to
collaborate, to cooperate, and to share knowledge in an engaging
and healthy environment.
8. Use technology especially the ICT appropriately and effectively.
9. Train ourselves to appreciate the intrinsic values of mathematics
and to become more creative and innovative.

10.

Realize the importance and the beauty of mathematics.

FOREWARD
2

First of all, I would like to say Alhamdulillah for giving me the

strength and health to this project work. Not to forget my parents
for providing everything such as money to buy anything that related
this project work, computer, internet, books and also their advice.
They also supported me and encouraged me to complete this task
that I will not procrastinate in doing it. Then I would to thank my
teacher, Sir Mohd Yusri bin Giman for guiding me and my friends
throughout this project. We had some difficulties in doing this task,
but he taught us patiently until we knew what to do. Last but not
least, my friends who were doing this project with me and sharing
our ideas. They were helpful that when we combined and discussed
together, we had this task done.

~CONTENT~
3

CONTENT
OBJECTIVE
FOREWARD
INTRODUCTION
PART 1
PART 2
PART 3
FURTHER
EXPLORATION
REFLECTION
RUBRIC

PAGES
2
3
5
6-9
10-12
13-14
15
16
17

INTRODUCTION
STATISTIC
I understand that statistics provide many uses in everyday life, for example in the course of
business. Statistics were introduced as an alternative to simplifying math problems in our
environment. The government has adopted as one of the headline statistics in mathematics and
additional mathematics at secondary school level. This is because students can apply for statistics
that can help them in the adulthood.

The History of statistics can be said to start around 1749 although, over time, there have been
changes to the interpretation of the word statistics. In early times, the meaning was restricted to
information about states. This was later extended to include all collections of information of all types,
and later 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 national accounts and temperature records,
and analytical works which require statistical inference. Statistical activities are often associated with
models expressed using probabilities, and require probability theory for them to be put on a firm
theoretical basis: see History of probability. A number of statistical concepts have had an important
impact on a wide range of sciences. These include the design of experiments and approaches to
statistical inference such as Bayesian inference, each of which can be considered to have their own
sequence in the development of the ideas underlying modern statistics.
The term statistics sometimes causes confusion and therefore needs explanation. A statistic
is a number. There are two kinds of statistics, summarization (descriptive) statistics and probability
statistics. The most important summarization statistics are the total, averages such as the mean and
median, the distribution, the range, and other measures of variation. Such statistics are nothing new
to you; you have been using many of them all your life. Inferential statistics, which this book deals
with, uses descriptive statistics as its input. Inferential statistics can be used for two purposes: to aid
scientific understanding by estimating the probability that a statement is true or not, and to aid in
making sound decisions by estimating which alternative among a range of possibilities is most
desirable.
Mean:
The sample mean is the average and is computed as the sum of all the observed outcomes from the
sample divided by the total number of events. We use x as the symbol for the sample mean.
Mode:
The mode of a set of data is the number with the highest frequency, one that occurs maximum
number of times.
Median:
The median is the middle score. If we have an even number of events we take the average of the two
middles. The median is better for describing the typical value. It is often used for income and home
prices.

PART 1
(a) I was asked by a math teacher to conduct a survey to determine the level of
student interest inventories 1 of the subjects offer.

The trend STUDENTS' interest in the subjects offered

No.

Students Name

Science &
Mathematics

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.
31.
32.
33.
34.
35.
36.
37.
6

Languag
e

Art &
Musi
c

Geography
and History

38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.

(b.i) Statistics graph

The trend students ' interest in the subjects offered

Geography & History; 9

Science & mathematics; 13

Art & Music; 15

Language; 13
Science & mathematics

Language

Art & Music

Geography & History

16
14

15
13

13

12
10
Number of Students

8
6
4
2
0
Science & Mathematics

Art & Music

16
14
12
10
8
6
4
2
0
Science & Mathematics

Language

Art & Music

(b) Based on (a)

Geography & History

(i)

Based on the research, 50 students at SMK Seri Tualang, there are 13

students that likes subject Science and Mathematics, 13 students likes
subject Language, 15 students likes subject Art and Music and lastly 9
students likes subject Geography and History.
My comment to my research is most form one students at SMK Seri Tualang
like subject Art and Music.
The best graph for represent the data for the trend students interest in subject
offered is bar graph because number of students can be see clearly and the
frequency pupils interest with the subject offered will be easily identified.

(ii)

Based on the statistics graph that I make at (b.i), the most reasonable for the
measure of central tendency to represent the package subjects that attract the
pupils interest the most is mod. This is because mod is meaning a value with
the highest frequency for a set of data.

Part 2
(a) SMK Bestari is a school that has implemented STEM project (bridge) in the
school in 2015 after the launch of STEM Exploration Centre. Table 2 shows the
9

materials and the cost to build a replica of the bridge SMK Bestari, while Figure 1
lists the pie chart representing the relative quantity of the construction of the bridge.
My school is keen to follow in the footsteps of SMK Bestari to carry out this activity.
You are required to review prices for the materials required in 2016 as shown in
Table 2.
Money (RM) in
2015
2016

Materials
Sate Skewers (135g)
Glue Stick (3 stalks)
Ruler (30cm)
Hot Glue Gun (x1)
Plastic Cutting Boards (A4 size)
Small blades
Table 2

10

2.00

2.35

1.50

1.90

1.00

1.05

8.30

8.90

8.00

8.50

2.60

2.90

Figure 1

7.5

22.5

60
Sate Skewers

Glue Stick

Ruler

Hot Glue Gun

150Cutting Boards
Plastic

7.5

112.5

(b) Based on the Figure1 and Table 2,

i.

The price index for each item above for year 2016 based on year 2015.

Lidi skewers

Cutting

2.35
100
2.00

Ruler

1.05
100
1.00

Plastic

8.50
100
8.00
117.5

105

106.25

11

Board

Small Blades

Glue Stick

1.90
100
1.40

Hot Glue

8.90
100
8.30

Small Blades

2.90
100
2.60
135.71

107.23

Gun

111.54

ii.

My review for price index for each items:

Price index for sate skewers in year 2016 increase 17.5% compare to
year 2015
Price index for glue stick in year 2016 increase 35.71% compare to
year 2015
Price index for ruler in year 2016 increase 5% compare to year 2015
Price index for hot glue gun in year 2016 increase 7.23% compare to
year 2015
Price index for plastic cutting board increase 6.25% compare to year
2015
Price index for small blade increase 11.54% compare to year 2015
All index increase for all items for make a bridge replica

iii.

The composite price index for cost to make a bridge replica in year 2016
based year 2015.
Composite index
150 117.5 +112.5 135.71+7.5 105+ 60 107.23+ 7.5 106.25+22.5 111.54

112.5+150+22.5+7.5+ 60+7.5

43420.2
360

120.6

A composite index is a grouping of equities, indexes or other factors combined

in a standardized way, providing a useful statistical measure of overall market
or sector performance over time. Weightage is important for composite index
because it represents the relative important of different items. Poor economic
conditions in year 2016 make the price for every item increase.
iv.

In year 2015, cost for produce a bridge replica is RM 4.80. My estimate for the
cost that is corresponding for produced a bridge replica in year 2016 is:
12

Price 2016
100=120.6
4.8

Price2016=

120.6 4.8
100

Price2016=RM 5.79
The cost that is corresponding for produced a bridge replica in year 2016 is
RM5.79. The increase in price is because the price of each items increase.

PART 3
(a) I suggest the making bridge project at my school with all the form 1 students.
Students will divide to 5 members in each group. Each will make one bridge replica.
I estimate the total cost for this activity.
Number of Groups=

50
5

13

 10
Total cost 5.79 10
RM 57.90

(b) My making bridge replica project gets support from school. However, the money
didnt enough, my principal suggest that bridge replica that have been produced to
be sold to get back the money that have been used. Therefore, some things need to
consider. Among them is:
i.

Based on the price cost at question 2 b) iv):

I suggest 10% as the profit from selling a bridge replica.
The sale price for a bridge replica=

110
5.79
100

RM 6.37

The price of a bridge replica based on the 10% as profit is RM6.37. Based on
my justification, the sale price for a bridge replica is reasonable because cost
to make the bridge replica is high.
ii.

In year 2017, all the items cost for a bridge replica is estimate to be increase
15% compare to 2016.
The composite index for making a bridge replica in year 2017 based year
2015

120.6

115
100
138.69

iii.

Suggest one sketch that is reasonable to the project that will run at my school
next year. My sketch takes into account the aspect of safety, strong, esthetical
value.

14

FURTHER EXPLORATION
Based on the research, I will suggest one STEM project that is reasonable
doing in my school to cultivate the students interest to STEM that is make any
product using Popsicle sticks. This project can elaborate each students skills
15

and make them become more creative. By giving them freedom to choose
their own products, it can make them show their brain level to the teachers.
This can help teacher on how to teach their students based on students brain
level. This project is reasonable to do in school because the cost to make this
project is low. Popsicle stick can easily obtained by students. The time taken
to complete this project is not too long. This is because the items that is
needed in this project is easily obtained and. Teachers need to watch students
when doing this project especially when using hot glue gun, small blades and
etc. This is my suggestion to increase the students interest to STEM and
support STEM with every STEMs activity.

REFLECTION
Students in the 21st century must master the skills of 4C (Communication,
Critical Thinking, Creativity and Collaboration). I as a student in the 21 st
century have mastered all the skill of 4C. These skills help me to complete
this project work. After doing research, answering questions, drawing graphs
and some problem solving, I saw that the usage of usage of index number is
important in daily life. It is not just widely used in markets but also interpreting
the condition of the surrounding likes the air or the water. Especially in
conducting an air pollution survey. In conclusion, statistics is needed in a daily
16

life. Without it, surveys cant be conducted, the stock market cant be interpret
and many more. So, we should be thankful of the people who contribute in the
idea of statistics. This achievement I get after mastered the skill of 4C.

4C

RUBRIC FOR ADDITIONAL MATHEMATICS PROJECT WORK 2016

NAME: MOHD AINAL FARHAN BIN MOHAMAD JOHARI
5 BETA
Rang
e
marks

A. Report Presentation

A1. General
Aspect (6%)

FORM:

Appropriate title.
Content page
Systematic presentation
Creativity

17

1
1
1-2
1-2

Mark
s
obtai
n

Subtota
l

A2. Introduction
(5%)

B1. Explanation
Task (5%)

Complete introduction - can contain history , values and any

information related to the task including pictures and a brief
description of the image
Introduction sufficient
Incomplete introduction- includes history and poster
B. Task Specification

4-5
2-3
1

Determine and declare that all information given and the

necessary decisions in an effective mathematical expression

4-5

Determine and declare the information given and necessary

decision incomplete

1-3

C. Problem Solving

C1. Procedure
(40%)

C2..
Communication
& Reasoning
(15%)

C3. Establish
and Support the
Hypothesis (6%)
D1. Advance
Exploration
(10%)
D2. Conclusion
(3%)
E1. Reflection
(10%)

A deep understanding.
Use problem-solving strategies that are very effective.
answered all the questions correctly and accurately
Understand the question.
Using strategies that lead to the solution of the problem.
Answer at least 90 % of the questions correctly
Understand the question.
Using strategies that lead to the solution of the problem.
Answer at least 50 % of the questions correctly
Semi-understand questions.
Using a semi-useful strategy.
Less than 50% answered correctly
Communicate appropriately and effectively using mathematical
representations such as symbols / graphs / tables / diagrams.
Effective use mathematical reasoning
Communicate effectively using mathematical representations such
as symbols / graphs / tables / diagrams. There is evidence of the
use of mathematical reasoning

35-40

25-34

15-24

5-14

13-15

10-12

Communicate with ineffective. Limited use of mathematical

representations such as symbols / graphs / tables / diagrams

5-9

Evidence in forming and supporting the hypothesis

4-6

only form hypothesis

D. Conclusions / Advanced Exploration

1-3

Systematic exploration with clear explanations

6-10

There exploration

2-5

Stated conclusion related

1-3

E. Reflection
Complete reflection
Incomplete reflection

6-10
1-5

Total score (A1+A2+B1+C1+C2+C3+D1+D2+E1)

18