By Issa Ndungo:
Aimed at providing basic mathematical concepts needed in managing and administering school activities.

© All Rights Reserved

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By Issa Ndungo:
Aimed at providing basic mathematical concepts needed in managing and administering school activities.

© All Rights Reserved

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UNIVERSITY

MAT 1101:

Basic Mathematics for Teachers

MOUNTAINS OF THE MOON UNIVERSITY

SCHOOL OF EDUCATION

Course outline

Course unit BASIC MATHEMATICS FOR TEACHERS

CU number MAT 1101

Credits 2

Lecturer: Mr. Issa Ndungo

- E-mail address ndungoissa@yahoo.com

- Tel 0776428589

Course This course is designed to give the education students basic mathematics

Description principles that will enable them to, among others; be able to do statistical

and analytical work in their research or recording of students marks or any

other data, and also solve basic mathematical problems encountered in real

life. The course is also intended to stimulate abstract thinking in students.

Objective Demonstrate understanding of statistical and analytical work that can be

(the goal) used in schools..

Present school situations in a mathematical manner.

Show understanding of the mathematical way of thinking and explaining

phenomenon

Method assignments and wherever possible, practical exercises. The mode of lecturing

will be handouts, and assigned group work, individual trials and various

structured group interactions.

Assessment Course Work Assessment (CWA) shall constitute of class exercises and

activities, 2 Course Assignments (CA), 2 Course Assessment Tests (CAT) and

end of course examination. Their relative contribution to the final grade will

be as:

Class exercises and activities 10%,

Course Assignments (CA) 10%,

Course Assessment Tests (CAT) 20%

End of Semester Examination, 60%

Page ii

Lecturer: Mr. Issa Ndungo MMU- School of Education

Teaching Hours for Topics

Topic Name of Topic Lecture Hrs

1 Introduction 1

2 Application of mathematics in teaching 2

3 Numerical concepts 4

4 Algebra 4

5 Matrices 8

6 Statistics 11

Total Hours 30

Course Outline

week 1

Topic INTRODUCTION

Readings - Justification for teaching basic mathematics for teachers

week 2

Topic APPLICATION OF MATHEMATICS IN TEACHING

Readings - Planning and management

Determining staff ceiling

Determining the amount of consumable to purchase

Time management

Week 3

Topic APPLICATION OF MATHEMATICS IN TEACHING

Readings - Planning and management continues...........

Subject allocation

Terms program

Infrastructural development

Staff and students control

Records and information management

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Lecturer: Mr. Issa Ndungo MMU- School of Education

week 4

Topic APPLICATION OF MATHEMATICS IN TEACHING

Readings - Assessment and evaluation

- Research and innovation

- Budgets and accountability

week 5

Topic NUMERICAL CONCEPTS

Readings - Types of numbers

- Percentages

- Fractions

- Decimals and

- Conversions

week6

Topic ALGEBRA

Readings - Parts of the equation (variable, coefficient, and a constant)

- Relationships in variables that exist in schools (direct and indirect)

week 7

Topic ALGEBRA

Reading - Solving equations by:

Analytical

Factorization

Matrix

week 8

Topic ALGEBRA

dings - Plotting graphs of linear and quadratic equations

week 9

Topic MATRICES

Readings - Definitions

- Forms of matrices

- Operation on matrices (addition, subtraction, multiplication)

week 10

Topic MATRICES

Readings - Determinant and inverse of a matrix

- Solving equations using matrices

week 11

Topic STATISTICS

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Lecturer: Mr. Issa Ndungo MMU- School of Education

Readings - Introduction

- Merits and demerits of statistics

week 12

Topic STATISTICS

Readings - Data collection methods

Questionnaire, interview, observation and document analysis

week 13

Topic STATISTICS

Readings - Qualitative and quatitative data

- Methods of presenting data

Frequency tables, graphs, pie charts

week 14

Topic STATISTICS

Readings - Data analysis

Mean, mode and median (measures of central tendency )

Week 15

Topic STATISTICS

Readings - Data analysis continues...............

- Range, standard deviation and variance

week

16,17

UNIVERSITY EXAMINATION

KEY READINGS:

Anton, H. & Rorres. C. (1987), Elementary Linear Algebra with Applications.

John Wiley & Sons, Inc., New York, Singapore, Toronto.

Fruednd, J.E., (1992), Mathematical Statistics. Prentice Hall

Larsen R.J & Morris Marx, (1986). An Introduction to Mathematical Statistics

and its Application. Prentice-Hall.

Lipschurtz, S. (1968). Theory and Problems of Linear Algebra: Schaums

Outline Series. McGraw Hill Company, New York, London Toronto.

Charles D. Miller, Stanley (2006), Business mathematics, Pearson, 10th Edition.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

Bittinger, Ellenbogen, Johnson (2003), intermediate Algebra: Graphs and

models Pearson 2nd Edition.

Table of Contents

INTRODUCTION ..................................................................................................................................... 1

UNIT ONE: APPLICATION OF MATHEMATICS IN SCHOOLS ................................................ 2

Planning and management ................................................................................................................ 2

Assessment and evaluation ............................................................................................................... 8

Research and innovation.................................................................................................................... 9

Budgets and accountability ............................................................................................................. 10

UNIT TWO: NUMERICAL SYSTEMS AND PLACE VALUES. .................................................. 12

Percentages fractions and decimals............................................................................................. 12

Conversions ........................................................................................................................................... 12

Operations on fractions .................................................................................................................... 13

Decimal places ...................................................................................................................................... 13

UNIT THREE: ALGEBRA OF EQUATIONS ................................................................................... 14

Solving equations ................................................................................................................................ 16

Factoring and the Zero Product Rule .......................................................................................... 16

Procedures for solving 2x2 simultaneous equations ............................................................ 17

Questions to think about .................................................................................................................. 19

UNIT FOUR: MATRICES .................................................................................................................... 21

Introduction .......................................................................................................................................... 21

Definitions.............................................................................................................................................. 21

Square matrix ....................................................................................................................................... 21

Diagonal matrix.................................................................................................................................... 22

Row matrix ............................................................................................................................................ 22

Column matrix ...................................................................................................................................... 22

The transposed matrix of a matrix ............................................................................................... 22

0-matrix .................................................................................................................................................. 23

A scalar matrix S .................................................................................................................................. 23

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Lecturer: Mr. Issa Ndungo MMU- School of Education

The opposite matrix of a matrix .................................................................................................... 23

A symmetric matrix ............................................................................................................................ 24

A skew-symmetric matrix ................................................................................................................ 24

Operation on matrices....................................................................................................................... 24

Inverse of a 2x2 matrix ..................................................................................................................... 27

Solving simultaneous equations using matrix method ........................................................ 28

Applications of matrices ................................................................................................................... 28

UNIT FIVE: STATISTS ........................................................................................................................ 30

Introduction .......................................................................................................................................... 30

ADVANTAGES/DISADIVANTAGES OF STATISTICS ............................................................... 30

Methods of data collection............................................................................................................... 31

Types of data ......................................................................................................................................... 35

Data presentation................................................................................................................................ 35

Raw Data................................................................................................................................................. 36

MEASURES OF LOCATION ............................................................................................................... 53

Advantages and disadvantages of the measures of central tendency ............................ 62

MEASURES OF DISPERSION ........................................................................................................... 63

Revision questions.............................................................................................................................. 69

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Lecturer: Mr. Issa Ndungo MMU- School of Education

INTRODUCTION

We should all appreciate that we live in a world of unknowns. Most (if not all) of what

happens around us has unknown causes and effects. Also man as a social being (not

isolated) faces a number of problems/challenges, some of which have no solution in

the first place.

Mathematics is a subject that deals with unknowns. All problems around us can be

modeled (expressed) mathematically.

As teachers we should know that teaching involves critical thinking; mathematics is a

discipline that involves critical thinking. Therefore, as teachers it is very important to

have elementary mathematical concepts that may assist us in fulfilling our duty of

teaching.

During the teaching process, a logical behaviour is necessary, simple number

operations are widely used. Teachers are researchers (look for new knowledge or

explain events) and this is done by the help of simple mathematical concepts.

In teaching and school management, mathematics is necessary especially during

planning, accountability, budget control, assessment and evaluation and management

of change.

In schools the following are the common questions;

- How many teachers do we need?

- How many Classes, seats, chairs, books, etc do we need?

- How much money do we need to have a given project complete?

- How long can one take to complete a given task?

- Who is the first pupil in form six, how many division ones do we have?

- How many marks in percentage are 30 in 40?

- What is the average of 857 in nine subjects?

- How much did we spend during last term? And how much do we need this

term?

All these questions need simple mathematics to answer them.

This makes basic mathematics for teachers significant/relevant in the context of

teaching and school management.

UNIT ONE: APPLICATION OF MATHEMATICS IN SCHOOLS

- Determining the staff ceiling for staff recruitment

Eg According to the Ministry of Education and sports, the pupils to teacher ratio is

45:1. It is possible to find how many teachers a school with 1380 pupils would

need.

Np

Example; Use the formula Nt 1 to complete the table below; where Nt is

45

number of teachers needed (staff ceiling) and Np is number of pupils.

School Np Nt

Mutanywana ss 1125 ..

Kyarumba Islamic ss 17

Uganda Martyrs collage 990 ..

Trinity Vocation 495 ..

Saad Memorial ss .. 21

Kisinga vocation ss ... 14

Bwera ss .. 39

Eg there exist variations in consumables and utilities in schools over time. In most

cases the amount of food used, chalk, stationary, electricity, water, etc differ from

school to school. This variation can be explained only if we apply mathematical

thinking.

Example; In 2011, the students population in Mengo ss was 2113 and the amount for

food consumed by the students for the whole year was 24,050,000/=. We can

determine the amount that will be spent on food the following year if the students

population is increased by 126 students.

- Time management

In teaching and elsewhere in the current changing world, time is an important

resource. For teachers to manage time, a time table must be drawn. Can you

imagine a school that has no a time table, students dont know what is to be done

next.

As teachers we should know how to manage time. Managing time requires some

mathematical approaches; eg If one is answering an examination that requires four

questions to be attempted in 2hours. How long should one spend on a single question

if he must finish the exam in or on time?

Page 2

Lecturer: Mr. Issa Ndungo MMU- School of Education

Example: Consider a school that has 8 teachers teaching two subjects each in S1 and

S.2. If the combinations are maths/phy, Bio/Chem, Agric/Art, CRE/Geo, His/Pol.Ed,

Eng/lit, Com/entre, Kiw/Fre, the school opens on Monday to Friday and from 8:30am

to 4:40pm. There are 10 periods of 40 minutes each every day. The students are

allowed 30munites break at 11:10am, 60 minutes lunch at 1:00pm daily and 40

minutes for general cleanliness every Mondays. Given that Chem, bio, phy, His and

Geo are allocated 4 periods per week, maths and Eng 6 periods per week and the rest

of the subjects 2 periods per week. And assuming that each teacher can be available at

school in not more than three consecutive days

i) We can find the load for each teacher

ii) We can draft the time table

Example: In a school there are 11 teachers. Each teaching at least one subject in S4,

the school operates for all days of the week except Sunday and from 8:20 to 4:30. The

students are allowed a break of hours after the first 4 periods and a lunch of 1 hour

after the first 6 periods, 8/6 hours of debate on Wednesday starting at 3:20pm, 2 none

consecutive periods for group discussions are allowed daily, and 2hours for sports on

Saturday starting 2:30pm. One period is equivalent to 4/6 hours. We can calculate the

total periods taught per week, we can sketch the time table, if each period taught is

paid 3600, we can calculate the amount the school would spend on teaching if 97% of

the periods are taught in a particular month. If we consider the table below we can

make a complete time table;

Kule John Math 6 Mon, Thur

Asiimwe Mary Agriculture 4 Mon, Fri

Alice Kugonza Physics 4 Tue, Fri

Baligasa Ali Geography 4 Tue, Sat

Banura Amina History 4 Mon, Fri

Khadija Nakigude Eng 6 Tue, Sat

Kule Amon Accounts 4 Wed, Thur

Alfred Mugisha Biology 4 Mon, Fri

Kasereka Vuses French 4 Wed, Thur

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Lecturer: Mr. Issa Ndungo MMU- School of Education

Twaha Abdul Kiswahili 4 Wed , Thur

Mukirania Habibu Political Educ 3 Tue, Sat

- Subject allocations

When allocating subjects to members of staff, a mathematical thinking is used.

According to the ministry of Education, the normal load for O level teachers is 24

periods and for A level teachers is 18 periods.

As we join the teaching profession one should make sure that his/her subject

combination can make 24 periods or more. Take an example of a teacher who does

Fine Art (double mine) teaching in an O level school with single streams. This

teachers will have 4X4=16 periods a week; this is below the normal load. While

consider a teacher with F/A and History in the same school, he will have 8X4=32.

Eg. Assuming you are the head of science department and you have been requested by

the DOS to make allocations in your department. If you have 4 teachers available to

teach Biology, Chemistry, physics, mathematics and agriculture in 4 O level classes

and that maths is allowed 6 periods while the others are allowed 4 periods per week

in all classes. We can allocate these subjects equally, we can also find the number of

periods each teacher will take, and we can identify the needs available; either

employing extra teachers or reducing on the existing teachers.

SUBJECTS S1 S2 S3 S4 TOTAL

English Language 12 12 12 12 48

Mathematics 12 12 12 12 48

Accounts 4 4 4 4 16

Commerce 6 6 4 4 20

Geography 6 6 8 8 28

Physics 8 8 8 8 32

Biology 8 8 8 8 32

Chemistry 8 8 8 8 32

History 6 6 8 8 28

Political Educ 4 4 4 4 16

Fine Art 4 4 4 4 16

Kiswahili 4 4 4 4 16

CRE 4 4 4 4 16

IRE 4 4 4 4 16

Agriculture 6 6 4 4 20

French 4 4 8

Total 100 100 96 96 392

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Lecturer: Mr. Issa Ndungo MMU- School of Education

The table above shows the number of periods per subject and per class in a double

steamed school.

The table below shows the available teachers and their class allocations.

NAME CLASS PERIOD

Katutu John MTC4

Kule Bonfes AGR2,4, ART1,2,3, 4

Bwalili Anest HIS1,2,4

Baluku Kaliba PHY4

Matovu Aleen GEO 2,3,4 P/E1

Islam Rusumba AGR1,3 BIO1

Bwereza Agnes CRE1,2, P/E 2,3,4 A/C1

Masereka Paul BIO3,4

Kule Hones CHEM3,4 MTC4

Masereka Tito COM4, A/C2,3,4

Baluku Sarapio ENG2, ENG3

Thembo Peter KIW1,2,3,4 FRE1,2

Makalangano Moris MTC3,PHY2

Ntandike Sellystine PHY1,PHY3

Inemugisa Joshua CHEM1,2 BIO2

Isembambu Festo ENG1,GEO1

Islam Muze MTC1,MTC2

Kambale Fyzo ENG4,CRE3,4

Mulimi Anna COM 1,2,3 HIS3

Quasim Ali IRE1,2,3,4

The table shows the subject allocations for a double streamed O level school. We can

find the number of periods for each teacher, we can find the total periods per week, if

each period is paid 700 we can find the amount earned by each teacher, we can also

find the amount that is spend by the school per week or per month.

Subjects S1 S2 S3 S4 S5 S6 TOTAL

MATH 12 12 12 6 6 12 60

BIO 6 6 8 4 8 8 40

CHEM 6 6 8 4 8 8 40

AGRIC 6 6 8 4 8 8 40

PHY 6 6 8 4 8 8 40

Total 36 36 44 22 38 44 220

Page 5

Lecturer: Mr. Issa Ndungo MMU- School of Education

Assuming a teacher teaches any two of the five subjects, we can allocate the

subjects to a given number of teachers so that each teacher gets at least a

normal load.

- Terms program

In a secondary system, terms program is very essential for development and planning

purposes.

For the school to be organized, it has to work on a program. This can be termly, or

annually. To come up with a clear, realistic and achievable program, one has to bear in

mind the following;

i) Time/length of the term/ year in terms of days/weeks.

ii) Activities to be done during the specified period, say a term.

A terms program involves arranging a series of activities basing on financial flow and

the time available during that particular term.

A terms program requires logical thinking and mathematical applications. Activities

must be prioritized basing on the needs of the school, location, students population

and financial flow of the school.

Eg when should we have beginning of term staff meeting? Where should the students

go for a study tour and when? When are we likely to purchase more food for students,

when should we chess students for fees, when should we call parents general

meeting? All these questions can be answered with use of mathematical thinking.

Example: Suppose you are the Deputy Headteacher of Kayunga Sec Sch that is located

in mountainous areas of Elgon, the school has a population of 834 students and 53

staff members. This school does beginning of term, mid tem and end of term exams. It

has O and A level, day and boarding. We can list down some of the terms activities

for third term and arrange them systematically.

- Infrastructural development

Infrastructural development in the heart of an institution, it requires plans, budgets,

estimates and measurements.

Eg. If one is planning to construct an examination hall, what come to the mind is

where should we construct it, how should we construct it, how big should it be, what

materials should we use, how much do we need and where do we get the necessary

materials? All these questions requires mathematical thinking if they are to be

answered with ease.

Example: A secondary school received a donation from its partners from USA worth

2,030,000 pound for infrastructural development. The school construction committee

decided that they impact on students hostels.

If we know the exchange rate we can find how much shillings the school received, we

can list the various stages the construction committee need to undergo to have the

construction started, we can list the necessary items needed for the project, we can

make a work plan for the construction and we can draw a realistic budget for the

Page 6

Lecturer: Mr. Issa Ndungo MMU- School of Education

construction. Also the committee can evaluate and monitor the progress of the work.

All these require mathematical thinking.

Human beings are hard to control, controlling they require a lot of logical treatment.

When the school has few numbers control is easy compared to when there are big

numbers.

Take an example of a school with 2000 students, how many class rooms do you need

to have them learn, how many teachers do you need, how much food to you need to

prepare for them; to control students and teachers requires a mathematical plan,

irrespective of the numbers (population).

Example: Mr. Murungi is a Headteacher of a private boarding school which has 2345

students in the centre of the city of Uganda. You can imagine the following questions.

How much food do these pupils need, how much playing space do they need, how

many teachers does Murungi employ, How does he manage to control them in the

hostels, how do teachers deal with them in the classes and outside classes. How often

do teachers mark the books, how long does it take for the students to get served with

meals? You realize that a lot is needed to control these students. The same applies to

teacher.

Example: Read the following challenges that exist in schools and state a mathematical

suggestion to address them.

always many

There is coupling among students

There is a lot of information flow in schools that requires management and proper

presentation. Some information and records if not presented well may be

misinterpreted.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

Proper information and records should be mathematically communicated.

Eg. If one needs to evaluate learners, the results should be mathematical rather than

in statement form. Eg a student score should be 90 not just good. Also when recording

information mathematical tools like tables, graphs should be used.

Example: Assuming you have been requested to collect money from students and you

wish to make a proper record one would need a table consisting rows and columns.

Containing students name, class amount paid and balance if any.

If the students population in 2012 was 2134 and that in 2013 was 2279, how would

one interpret this information basing on income and expenditures of the school?

Teaching is the core activity in schools, it is there done with care and in a systematic

manner.

When teaching a teacher does many tasks which require him to be a simple

mathematician. These include, lesson preparation, delivery, evaluation and

assessment.

Before teaching, a teacher must be aware of;

Which class he is going to teacher, what topic he is going to teach, how many students

are in the class, how many teaching aids he should take to class and which methods he

is going to use when teaching? All these questions require simple mathematical

thinking.

We shall concentrate on the mathematics involved in evaluation.

Evaluations involes testing learner, it requires setting question, administering them,

marking and presenting the results. We should bare it in mind that all these stages of

evaluations require simple mathematics.

- Predicting the future trend in school activities

Projections in schools depend on the available date/information. For proper

predictions, one needs some mathematical formulas and reasoning.

Eg If this year students population in S1 is 235 and in S.4 is 120, one can tell the

trend of the following years population using mathematical reasoning.

Example: A school was operating on a budget of 345m in 2009 and a population

of 890 students. In 2010 its income increased to 367m and the population

increased to 930. We can predict the 2011 budget and population and other

related quantities.

As seen before, assessment and evaluation involves;

- Setting Examinations

- Awarding marks

- Grading and positioning learners

- Staff appraisals and promotions (staff evaluation)

- Presenting and comparing performance.

All these require mathematical concepts.

e.g. when setting exams the following mathematical thinking must be in mind.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

- The time/duration of the exam

- Weight of the exam, say 100%, in 30, in 70 etc

- The marks allocated for each question

- The number of questions to be set

When positioning or grading students on has to think of the following

- Grading range,

- highest,

- Lowest and most common

Teachers are researcher in their teaching process. They seek for new

knowledge. This involves;

- Problem identification: This may be during surveys, teaching, supervisions,

meetings etc

- Determining the requirement for research

- Determining the target population and the sample size

- Data collection; This may be done using various data collection methods eg

observation, questionnaire, interview and document analysis

- Data presentation: This may be done by use of statements, table graphs, pie

chats etc

- Data analysis: this may be done using measures of central tendencies,

measures of disparity, correlations and other statistical methods

- Making conclusions and recommendations: This is based on the data collected

and the analysis made.

Example

The following information was got from a research made to investigate the

average age at which African children start school using a sample of 50

countries

5 6 4 3 4 5 3 6 2 7

7 6 4 6 3 7 4 7 4 8

6 6 8 65 5 9 4 5 3 5

4 5 3 4 3 6 7 5 6 8

4 5 3 6 2 6 4 3 5 8

We can find the mean age, the range, the highest and the lowest, the model age,

the middle age, and variance using the above data. We can also represent the

data on a graph.

Page 9

Lecturer: Mr. Issa Ndungo MMU- School of Education

Budgets and accountability

- Accountability means the obligation of an individual or organization to account

for its activities, accept responsibility for them, and to disclose the results in a

transparent manner. It also includes the responsibility for money or other

entrusted property.

- Identifying cost effective inputs

- Projections and financial analysis

- Budget implementation

- Reconciliations

- Auditing, Balancing books of accounts and Budgetary review

In schools, budgets are very important/ essential. A budget is a financial plan

for an individual of institution. It requires involvement of the stake holders.

In secondary schools the budgeting process starts with the heads of

departments- who form the financial committee of the school. And presented

to the Headteacher- who is the school financial officer, it is the presented to the

PTA/, BOG and finally to the MoES.

A budget requires simple mathematical ideas.

VOTE S.1 (per term) S.2 (per term) S.3 (per term) S.4 ( per year)

S

USE NONE USE USE NONE USE USE NONE USE USE NONE USE

Total 75,00 90,00

75,000 90,000 0 90,000 0 105,000 382,000 482,000

CLASS S1 S2 S3 S4 New student

NO 100 100 90 75 120

2. All new students shall pay an addition of 25,000/= (for a ream of paper and an

identity card)

3. The fee for S.4 is per year and thus the break down shall be 210,000, 100,000 and

72,000 per term respectively for USE students and 310,000, 100,000 and 72,000 per

term respectively for None USE students.

4. The school estimates to get 10 none USE students in S.4, 55 students in S.1, S.2, and

S.3

5. The school receives 47,000/= per term from Government for USE students.

Page 10

Lecturer: Mr. Issa Ndungo MMU- School of Education

Internal

collections USE funds

Votes Percentage percentage

1 Mosque fee 1.4

2 Duplicating machine 1.4

3 Public relations 2.9

4 Administration 8.6 6

5 Pre mock and mock 2.9

UNEB and internal

6 exams 4.5

7 Carriers and PIASSY 1.7 2

8 Transport 6.3 7

9 Remedial teaching All. 2.6

10 Wages and salaries 26.1 20

11 Construction 7.2

Food (students and

12 staff) 19.2 10

13 Creditors 12.1

14 Health and sanitation 3.2 5

15 Sports 7.3

16 Tuition 25.7

17 Utilities 6

18 Maintenance 5

19 Development 6

100.0 100.0

We can draw an income and expenditure estimate for this particular period using the

above information.

Identify the activities to be carried out and the rationale for each activity.

List the necessary requirements for the identified activities as wells as

quantity required.

Identify the source/ location of each item in order to ascertain transport

costs if any.

Identify the personnel to be involved in the activities and the target

population as well as its location.

Assign genuine costs on each item this may be guided by the price list.

Identify the possible sources of funds to meet the budget.

Submit the budget to the funding authority.

Page 11

Lecturer: Mr. Issa Ndungo MMU- School of Education

UNIT TWO: NUMERICAL SYSTEMS AND PLACE VALUES.

Numbers are most important in the study of mathematics an in all our daily activities.

As teachers it is very important to have the basic knowledge about number concept.

Numbers are applied in business, Education and other every day life situations.

The most commonly used numbers are the counting numbers which are used for

counting or quantifying items.

There are other types of numbers that can also be applied in our daily life situations;

these are the even numbers, square numbers, odd numbers etc.

In the field of teaching, the applicability of numbers can not be marginalized.

Numbers can be expressed as percentages, fractions and decimal.

Percentages are always out of 100. E.g 25% = 25/100

a 4

Fractions are numbers of the form where b is not 0. E.g .

b 9

Decimals are numbers that lie between two successive whole numbers on a number

line

-3 -2 -1 0 1 2 3 4

1

It is a different way of writing fractions E.g = 0.5

2

Conversions

- To convert a given number to percentage we multiply the number by 1oo. E.g

1 2 1

convert i) ii) ii) 1 to percentages

4 5 2

Solution

1 1

i) = x 100 = 25%

4 4

2 2

ii) = x 100= 40%

5 5

Page 12

Lecturer: Mr. Issa Ndungo MMU- School of Education

1 3

iii) 1 = x100 = 150%

2 2

Operations on fractions

We can add, multiply divide and subtract fractions. To add or subtract fractions we

need to find the LCM (lowest common multiple) of the denominators.

Examples: work out

1 1 1 20 12 3 29

i)

3 5 20 60 60

1 2 58

13x10 13

ii) 4 5 20

1 2 5 4 20 x9 18

2 5 10

Decimal places

Numbers which are expressed in decimals are written to specific decimal places.

Decimal places are the number figures after the decimal point E.g 2.25 has two

decimal places.

Numbers with many figures after the decimal point can be rounded off to specific

decimal places or significant figures or whole numbers.

Examples:

Round off the following to two decimal places

i) 2.256 = 2.26

ii) 2.01 = 2.01

iii) 0.099 = 0.10

Round of the following to the nearest whole number

i) 246.45 = 246

ii) 96.7 = 97

iii) 0.49 = 0

Here, we use a number line to estimate the nearby whole number to the decimal

given.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

UNIT THREE: ALGEBRA OF EQUATIONS

In modeling it is important to know the following terms,

1. Variables:

A variable is something whose magnitude or value or quantity can change over

time.

2. Constants:

These are things whose value remains unchanged. It is a pre determined value in a

model whose magnitude is fixed.

3. Coefficient:

When a constant is joined to a variable, it is called a coefficient of that variable.

4. Parameters:

These are symbols which are constantly used in particular problems but may

assume different values in different problems or situations.

Consider the equation Y= 36-3P

Y and P are variable, Y and P are parameters 36 is a constant and 3 is the

coefficient of P

A mathematical model/equation contains three basic things.

1. A depended variable- The event to be explained.

2. One or more independent variables- The factors that determine the behavior of

the depended variable.

3. The behavioral assumptions which explain the nature of the relationship

between explanatory and depended variable.

Mathematics is a subject that deals with unknowns. This explains why most of the

problems encountered in our daily lives are solved mathematically. This is because

the problems we face have unknown causes and effects. The challenges we face too

have unknown solutions, also the opportunities we have unknown impacts. So the

only choice is to resort to mathematical thinking.

Examples of challenges in schools,

- How many teachers the school needs in each class and for each subject

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Lecturer: Mr. Issa Ndungo MMU- School of Education

- How much food the school needs for a given number of students and in

a given days or weeks of a term.

- The number of seats the school needs to accommodate a given number

of students in the school in a specific year or term.

- By how much does the school has to reduce (increase) the fees to

increase the students population.

All the above chalenges and oopportunities have an impact on the schoool activiteis.

The best way how this impact can be measured so that te school over comes the

challenges and benefit from the opportunities is by use of mathematical relations

(Models) called equations.

An equation explains how an action affects another. Eg How does the number of class

rooms affects the studebnts population needed? How many students do we need to fit

in seven classrooms?

1. Increasing one increases the other. (direct proportion) i.e. Y= kX. Where Y and

X are variables and k is a constant of proportionality.

k

2. Increasing one decreases the other (inverse proportion) i.e. Y = . Y, X, and k

X

are as defined.

Examples

1. Three teachers can teach 60 students effectively. How many teachers are

needed to teach 1800 students?

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Lecturer: Mr. Issa Ndungo MMU- School of Education

2. A school has enough class rooms to a commodate 1200 students with the ratio

of class rooms to students as 1:40

a) Form an equation relating number of classes and sudents

b) Use the equation above to find the number of class needed to

accomodate 4400 students.

Solving equations

Example

Solve (x - 4) (x + 3) = 0

We have either

x-4 = 0 or x + 3 = 0

Hence the two solutions to (x - 4)(x + 3) = 0 are

x=4 or x = -3

Exercises

Solve the following.

(x - 2) (x + 3) = 0

(x + 4) (x - 5) = 0

(3x + 4) (2 - x) = 0

(5 + x) (2x + 3) = 0

x (3x - 5) = 0

If we are given a trinomial = 0 then we first factor then we use the zero product rule.

Example

Solve x2 - 3x + 2 = 0

We first factor:

(x - 2) (x - 1) = 0

Then we use the zero product rule to get

x-2 = 0 or x-1 = 0

Hence

x=2 or x=1

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Lecturer: Mr. Issa Ndungo MMU- School of Education

Exercises

the following.

x2 + 4x Solve - 45 = 0

x2 - 2x + 1 = 0

10x2 - 47x - 15 = 0

6x2 + 17x + 10 = 0

Example

Solve

21 = (x - 9) (x + 11)

Solution

21 - (x - 9) (x + 11) = 0

21 - (x2 + 11x - 9x - 99) = 0

21 - x2 - 2x + 99 = 0

120 - x2 - 2x = 0

x2 + 2x - 120 = 0

(x - 10)(x + 12) = 0

x - 10 = 0 or x + 12 = 0

x = 10 or x = -12

Exercises

Solve.

(2x - 5)(x + 4) = (3x + 12)

(7x - 6)(5x + 4) = 2x(5x - 1) + 57

2x4 = 35x2 - 3x3

1. Elimination method

1. Eliminate one variable

2. Solve the resulting simple equation to yield the value of the other variable.

3. Substitute this value back into one of the original equations.

4. Check the solution.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

2. Substitution method

1. Make one variable the subject in one of the equation

2. Substitute this into the other equation so that you get an equation with only one

variable which is then solved.

3. Substitute this value back into one of the original equations.

4. Check the solution.

3. Graphical method

1. Identify any two (or three) pair coordinates for each of the equations

2. Plot the coordinates starting with one equation at a time while joining them

3. Read the point of intersection of the two lines; this gives the values of the two

variables

4. Matrix method

1. Arrange the equations in order such that all equations start with the same variable

and the constants are left on the right hand side

2. Pull out the coefficient of the variables and the constant to form the matrix of

coefficients and the matrix of constants; the two are separated by an equal sign.

3. Find the inverse of the matrix of the coefficient and multiply it on both sides of the

equation formed in 2

4. Solve the equation by equation the corresponding terms.

5. Check the solution

Activity

1. Solve the following pair of simultaneous equations using the 1st, 2nd and 3rd

methods above.

i) 3x-y = -5, 3x+2y = 28

ii) 7x-3y = 41, 3x-y = 17

iii) x+y = 3, 2x-y = 1

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Lecturer: Mr. Issa Ndungo MMU- School of Education

2. A manufacturer makes two products Q and M. The cost of making 15 units of Q and

10 units of M is 600/=. The cost of making 5 units of Q and 8 units of M is 340. The

manufacturer makes a profit of 20% and 25% 0n each unit of Q and M respectively.

i) Express the above cost of making one unit of products Q and M in form of

simultaneous equations.

ii) Calculate the cost of making one unit of product Q and product M.

iv) Calculate the selling price of one unit of product Q and product M.

Question

a) List down the first ten counting numbers and state five areas in your school

where these numbers are applied.

b) The following information indicates students marks in English obtained from

two different tests. The first test was marked out of 30 and the second test was

marked out of 80. Combine the two tests as a percentage.

Test one 25 18 26 29 30 20 18 25 13 14 28 19

Test two 61 66 76 51 36 46 65 79 36 78 49 43

the ratio of students to teachers is 120:1, if there are 24 teachers find the

current population of students and the new students-teacher ratio.

Question

A school received USE funds worth 2,267,000 for the first quarter of 2012. It was

to be spent on sports, teaching materials, and staff development. In the ratio of

2:4:3 respectively.

i) Calculate how much was to be spent on each vote.

ii) If the expenditure on sports increased by 12.5% due to high transport costs in

transporting the pupils on the sports day, how much was spend on sport?

iii) Suggest ways through which the extra money spent on sports would be

obtained without affecting other votes.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

Question

a) Explain the meaning of a school budget.

b) Out line the steps one should follow when constructing a school budget.

c) The vote of the academic department is 30% of the school budget for a certain

school. If the school is running at an estimated budget of 32,400,000, assuming you

are the director of studies at this school, present a realistic budget for your

department including the most relevant items needed and rationale for each item.

Question

a) Write down any five changes that take place in your school stating the variable(s)

responsible for each change.

b) Four teachers can teach120 pupils effectively, how money teachers are needed to

teach 4800 pupil.

c) A school has enough class rooms to accommodate 2160 pupils with the ratio of

class room to pupil as 1:45.

i) Form an equation relating number of students and the classes.

ii) Use the equation to find the extra classes needed if the students population

increases by 29.1%.

Question

It is given that the higher the school fees, in the school the lower the pupils population

and the more the number of division one obtained at primary seven.

In a certain year the fees of a primary school was 73,600 per term, the pupils

population was 920 and the number of division one at primary seven were four.

a) Form a mathematical relationship between;

i) School fees and pupils population.

ii) School fees and division one

b) If the fee was increased to 128,000 estimate the pupils population and the

number of division one the school is likely to get at the end of the year.

c) Suggest ways through which the school can maintain a high pupils population

at an increased fees.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

UNIT FOUR: MATRICES

- Definitions

- Operation on matrices (adding, subtracting, dividing and multiplying)

- Solving equations using matrices

- Business applications

Introduction

A matrix is a rectangular array of numbers.

A matrix containing m rows and n column is called an m x n matrix. Matrices are used

to store information. The matrix below shows the number of fruits sold in Kisinga

Tomatoes Mangoes Onions

Mon 45 67 87

market on Monday, Wednesday, and Friday

Wed 34 54 34

Fri

78 98 90

Like other numbers, matrices can be added, subtracted, multiplied, or divided.

Definitions

A matrix is an ordered set of numbers listed rectangular form

An m by n matrix is an array of numbers with m rows and n columns.

Example. Let A denote the matrix

2 3 7 8

5 6 8 9

3 9 0 1

This matrix A has three rows and four columns. We say it is a 3 x 4 matrix.

We denote the element on the second row and fourth column with a2,4.

Square matrix

If a matrix A has n rows and n columns then we say it's a square matrix.

In a square matrix the elements ai,i , with i = 1,2,3,... , are called diagonal elements.

Remark. There is no difference between a 1 x 1 matrix and an ordinary number.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

Diagonal matrix

A diagonal matrix is a square matrix with all the non-diagonal elements 0.

The diagonal matrix is completely defined by the diagonal elements.

Example

7 0 0

0 5 0

0 0 6

The matrix is denoted by diag (7, 5, 6)

Row matrix

A matrix with one row is called a row matrix.

[2 5 -1 5]

Column matrix

A matrix with one column is called a column matrix.

2

4

3

0

Matrices of the same kind

Matrix A and B are of the same kind/order if and only if A has as many rows as B and

A has as many columns as B

7 1 2 4 0 3

0 5 6 1 1 4

3 4 6 8 6 2

and

The n x m matrix B is the transposed matrix of the m x n matrix A if and only if

The ith row of A = the ith column of B for (i = 1,2,3,..m)

So ai,j = bj,i

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Lecturer: Mr. Issa Ndungo MMU- School of Education

i.e a transpose of a matrix is obtained by interchanging the rows for columns and the

column for rows of a matrix.

The transposed matrix of A is denoted T(A) or AT

T

7 1

0 5 7 0 3

3 4

= 1 5 4

0-matrix

When all the elements of a matrix A are 0, we call A a 0-matrix.

We write shortly 0 for a 0-matrix.

An identity matrix I

An identity matrix I is a diagonal matrix with all the diagonal elements =

1 0 0

1 0 0 1 0

0 0 1

0 1 ,

A scalar matrix S

A scalar matrix S is a diagonal matrix whose diagonal elements all contain the same

scalar value.

a1,1 = ai,i for (i = 1,2,3,..n)

7 0 0

0 7 0

0 0 7

If we change the sign of all the elements of a matrix A, we have the opposite matrix -A.

If A' is the opposite of A then ai,j' = -ai,j, for all i and j.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

A symmetric matrix

A square matrix is called symmetric if it is equal to its transpose.

Then ai,j = aj,i , for all i and j.

7 1 5

1 3 0

5 0 7

A skew-symmetric matrix

A square matrix is called skew-symmetric if it is equal to the opposite of its transpose.

Then ai,j = -aj,i , for all i and j.

0 1 5

1 0 0

0

5 0

Operation on matrices

The sum of matrices of the same kind

Sum of matrices

To add two matrices of the same kind/ order, we simply add the corresponding

elements.

Sum properties

Consider the set S of all n x m matrices (n and m fixed) and A and B are in S.

From the properties of real numbers it's immediate that

A + B is in S

the addition of matrices is associative in S

A+0=A=0+A

with each A corresponds an opposite matrix -A

A+B=B+A

Just as with vectors we can add and subtract matrices and multiply a matrix by a

scalar. To add or subtract matrices the dimensions of the two matrices must be the

same.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

Definition

Let A and B be m by n matrices and k be a scalar then

(A + B)ij = Aij + Bij (A - B)ij = Aij - Bij (kA)ij = kAij

Example

Let

then

Two matrices are called equal if all of their entries are equal.

If A is an m by n matrix, then the transpose of A, AT, is the n by m matrix with the

rows and columns switched.

(AT)ij = Aji

In the above example

Prove that

(AT)T = A

Solution

We have

((AT)T )ij = (AT)ji = Aij

Since the ijth entries are equal for each ij, the matrices are equal.

Scalar multiplication

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Lecturer: Mr. Issa Ndungo MMU- School of Education

Definition

To multiply a matrix with a real number, we multiply each element with this number.

Properties

Consider the set S of all n x m matrices (n and m fixed). A and B are in S; r and s are

real numbers.

It is not difficult to see that:

r(A+B) = rA+rB

(r+s)A = rA+sA

(rs)A = r(sA)

(rA)T = r. AT

This multiplication is only possible if the row matrix and the column matrix have the

same number of elements. The result is a ordinary number ( 1 x 1 matrix).

To multiply the row by the column, you have to multiply all the corresponding

elements, then make the sum of the results.

Example.

1

2 1 3 2 19 = [19]

5

Conditions on operating matrices

Adding matrices: Two or more matrices can be added if they are of the same order.

2 0 2 6 1 3

Eg 3 1 1 and 0 6 2 can be added together since they are all 3x3 matrices.

1 2 6 2 7 8

1 4 2 1 3

While and cannot be added together because they are not of the

3 5 1 7 8

same order.

Multiplying matrices: To multiply two or more matrices, they must be confirmable, i.e.

the number of columns in the matrix in the first position should be equal to the

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Lecturer: Mr. Issa Ndungo MMU- School of Education

number of rows in the matrix in the second position In other wards a mxn matrix can

only multiply a nxp matrix and the result is a mxp matrix.

Activity

2 7 2 4 0 1 2

If A = and B= C = 1 4 find

1 4 2 1 1 2 5

i) AB ii) AC iii) BC

a b

Consider a matrix A =

c d

- We need to first find the determinant of the matrix

A ad cb I.e. Product of the major diagonal minus product of the minor

diagonal

2 7

Eg if A = , A 2 x4 1x7 8 7 1

1 4

- We then find the interchange matrix (assumed inverse)

Here the elements of the major diagonal change positions while those on the

d b

minor diagonal change signs i.e =

c a

4 7

e.g =

1 2

1

- We then calculate the inverse of the matrix from the formula A 1

A

1 4 7 4 7

Eg for the matrix A above A 1 =

1 1 2 1 2

NB: A matrix whose determinant is zero has no inverse and is called a singular

matrix.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

Activity

Find the inverse of the following matrices where possible

1 4 3 6 1 6

i) ii) iii)

3 5 2 1 3 18

AX B

Where A is the matrix of coefficient, X is the matrix of the unknown and B is the matrix

of constants.

To solve for X we multiply both sides by A 1

i.e A1AX A1B but A-1A=I

X A1B

Eg solve the equations

3x-4y = 11

2x+5y =-8

3 4 x 11

2 5 y 8

We then find the inverse of the matrix of coefficient and multiply it on both sides.

x 1 5 4 11

y 23 2 3 8

x 1

Equating corresponding terms gives x =1 and y = -1

y 2

Applications of matrices

Activity

Question one

The students of Basic maths for teachers at Mountains of the moon University wants

to buy a gift for their lecturer. If each student of the course contribute 6 dollars

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Lecturer: Mr. Issa Ndungo MMU- School of Education

towards the purchase of the gift they will still be short by 16 dollar on the other hand

if each student contributes 9 dollars, they will have a surplus of 11 dollars after

purchasing the gift.

i) Formulate 2 simultaneous equations for this information

ii) Find the number of students in the class and the cost of the gift.

Question two

With 30,000/= I can buy 5 mugs and 10 cups or 10 mugs and8 cups. How much does it

cost to buy 12 mugs and 15 cups/

Question three:

The customer bills of UMEME consist of a fixed rental fee for the meter and a charge

for each unit of power consumed. In March a certain school used 325 units and its bill

was 18,000/=. In April, it used 225 units and paid 14,000/=, in May the school paid

72,000/=. Find the number of units the school consumed in May.

Question four

Kyarumba Islamic SS is a private USE secondary school that charges fees in two

categories; USE and Non USE. The table below shows the number of students in first

and second term and the total fees collection in the two terms.

USE Non USE Total fees

1st term 2012 280 110 28,400,000

2nd term 2012 320 90 29,600,000

a) formulate

i) A 2x2 matrix showing students population

ii) A system of linear equations for the information

b) Use matrix method of solving systems of linear equations to find the fees paid

by USE and non USE students at this school.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

UNIT FIVE: STATISTS

Introduction

Statistics is all around us. In fact it would be difficult to go through a full week without

using statistics. Imagine watching a football game where no one kept the score. The

action itself might provide enough excitement to hold your attention for awhile, but

think of all the drama that would be lost if winning and losing was not an issue.

Without statistics we could not make our budgets, pay our taxes, enjoy games to their

fullest, evaluate students performance, and many other things.

Statistics is defined as a branch of mathematics that deals with the collection,

presenting, and analyzing/explaining of data. Here data refers to information in its

raw form before it is organized to make sense.

In many fields (science or Art), knowledge is advanced by collection and analysis of

statistical data. Statistics also provides us with a set of procedures for making more

rational decisions in fact of uncertainty.

ADVANTAGES/DISADIVANTAGES OF STATISTICS

Advantages of statistics

(i) Simplifying and highlighting data for easy interpretation; the use of a bar

chart or pie chart or other forms of graphical representation helps in

highlighting key aspects of the data since graphs capture peoples attention

and imagination more than mere data can.

(ii) Relationship in data. Various statistical methods such as regression and

correlation can be used to establish a relationship between various sets of

data. This then can help a teacher/ manager to plan well

(iii) Forecasting; Statistical methods such as time series analysis enables an

institution/teacher to analyze past data patterns so as to predict future

behaviour of the school.

(iv) Quality control. Statistical methods help the teacher to check the quality of

his or her output (students) more efficiently.

(v) Predicting data; Statistical methods such as linear interpolation or

extrapolation can be used to estimate missing data.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

(vi) Auditing; Statistical methods of sampling are helpful in auditing work e.g.

one can pick a small sample of invoices to look through.

Disadvantages/Limitations of statistics

(i) Statistics does not deal with isolated measurements it deals with aggregate

facts not with individual items. Eg a teacher cannot use the marks of only

one student to judge the performance of a class in a certain subject.

(ii) Statistics deals only with quantitative characteristics. Qualitative

characteristics like honesty, efficiency hard work cannot be directly

studied.

(iii) Results based on Statistics tools such as equations, time series etc are only

true under certain existing or assumed conditions. If such conditions

change, then the results may no longer be true.

(iv) Misuse of statistics. It requires experience and skill to be able to draw

correct conclusions based on statistical methods.

1. Questionnaire, surveys and checklists: These are used when one wants to

easily get lots of information by asking simple questions.

2. Interviews

An interview is a kind of conversation; a conversation with a purpose. It is a

conversation initiated by the interviewer for the specific purpose of obtaining

relevant information and focused by on the content specified by objectives of

systematic description, predication or explanation. It is an oral administration

of a questionnaire or an interview schedule. Interviews are therefore face to

face encounters. You will need maximum cooperation from respondents to

obtain accurate information.

face to face encounter. Interview schedule are used to guide the interviewer

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Lecturer: Mr. Issa Ndungo MMU- School of Education

1. Provides in-depth data which is not possible using a questionnaire

2. Possible to obtain data required to meet specific objectives of the study.

3. Easy to clarify confusing questions

4. More flexible and adaptable way of finding things out than questionnaires

5. Very sensitive and personal information can be extracted from the respondent

by honest and personal interaction. Non-verbal cues may give messages, which

help in understanding the verbal response, possibly changing or even, in

extreme cases, reversing its meaning

6. Face to face interviews offer the possibility of modifying ones line of inquiry,

following up interesting responses and investigating underlying motives in a

way those postal and other self-administered questionnaires cannot.

7. Can get more information by using probing questions.

8. Interviews yield higher response rates.

2. Since it is easier to ask questions interviews tend to be misused to get factual

responses which could be obtained more accurately through other methods.

3. It requires a high level of skill communication and interpersonal survey.

4. Interviews need to be trained to avoid bias.

5. Interviews involve smaller samples because they are time consuming bigger

sample is a constraint.

6. Response may be influenced by the respondents reaction to the interviewer.

2. Interviewer must show genuine interest in getting to know respondents

without appearing like spies.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

3. Must create good rapport by trying to know what kind of a person the

respondent is.

4. Interviewer should be relaxed and friendly.

5. Interviewer should be familiar with the questionnaire or the interview guide.

6. The interviewer should interact with the respondent as an equal.

7. The interviewer should pretest the interview guide before using to check for

vocabulary, language level and how will the questions be understood.

8. The interviewer should inform the respondent about the confidentiality of the

information.

9. The interviewer must not ask leading questions.

Observation

Observation involves watching, of course, but information from sight is supported by

that received through our other senses: through hearing, smelling, touching and

testing (these are even more important for blind or partially sighted people). The

information from these various senses is usually combined, processed and

interpreted in complex ways to form our observations our mental images of the

world and what is going on in it.

Distinctive Features of Observation

happening spontaneously and haphazardly.

2) Observations are systematically recorded rather than stored only in personal

memory, and are carefully interpreted and analyzed using systematic and

planned procedures.

Uses of Observation

Observation can be used for a variety of purposes:

1) It may be employed in the preliminary stages of a project to explore an area

which then can be studied more fully utilizing other methods or it can be used

towards the end of a project to supplement or provide a check on data

collected in interviews or surveys.

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Lecturer: Mr. Issa Ndungo MMU- School of Education

2) Where observation is the main method employed, it may be used to obtain

descriptive quantitative data or to enable qualitative description of the

behaviour or culture of a particular group, institution or community.

Advantages of the use of observation

Observation as a data collection method has a number of clear advantages over

interviews and questionnaires:

1) Information about the physical environment and about human behaviour can

be recorded directly without having to rely on the retrospective or anticipatory

accounts of others for a number of reasons: such accounts may be inaccurate

may not have been systematically recorded, distorted by the persons concern

to present a desirable image of him or herself.

2) The observer may be able to see what participants cannot. Many important

features of the environment and behaviour are taken for granted by

participants. It may require the trained eye of the observer to see the familiar

as strange and provide the detailed description required.

3) Observation can provide information on the environment and behaviour of

those who cannot speak themselves and therefore cannot take part in

interviews or complete questions, babies, very young children and animals etc.

4) Observation may also be the only way of collecting information on the

behaviour of people who are extremely busy, are deviant or are hostile to the

process for some reason.

5) Data from observation can be a useful check on, and supplement to

information obtained from other sources, e.g. information given about

behaviour in interviews can be compared with observation of samples of their

actual behaviour.

Disadvantage of the use of observation

1) The environment event or behaviour of interest may be inaccessible and

observation may be simply impossible or at least difficult e.g. sexual

behaviour, or behaviour that happened in the past, sometimes events and

behaviors are not just open to observation

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Lecturer: Mr. Issa Ndungo MMU- School of Education

2) The problem of reactivity i.e. people may consciously or unconsciously

change the way they behave because they are being observed hence the

observational account of their behaviour may be inaccurate representation of

how they behave naturally.

3) Observation are inevitably filtered through the interpretive lens of the

observer hence observations can never provide us with a direct representation

of reality whatever is presented to us by the observation method is

constructed representation of the world has been done through selection.

4) Observation is time consuming and therefore costly when compared to other

methods of data collection.

Types of data

1. Qualitative data: This refers to events that are difficult to measure, count or

express in numerical terms. i.e. Descriptions of events that do not use numbers.

For instance, if one reports about colour, smell, taste, texture, sound,, you are

making qualitative observations.

2. Quantitative data: This is information which can be expressed in numerical

terms and can be counted or compared on a scale. This quantitative data can

be broken down into two types

i) Discrete; countable data: This is data that comes in whole numbers

only. Eg number of people, number of cars, number of defective radios

in a shipment of radios, number of animals etc.

ii) Continuous data, uncountable data: This is data that comes with

fractions, such as data in an interval eg height, age, weight, time. For

instance, we can say that marry is 6 years. The bag has 4.6 g etc

NB. - Data which is not yet processed or ordered in any way is called raw data.

- Data is always drawn from a population (which is defined as a set of entities

concerning which statistical conclusions are to be drawn). This is often based

on random sample (portion) taken from the population.

Data presentation

Quantitative data can be presented in many ways namely:

- In raw form

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Lecturer: Mr. Issa Ndungo MMU- School of Education

- In tabular form

- Using pictograms

- Using pie charts or circle graphs

- Using bar graph or histograms

- Using line graphs or frequency polygons

- Using the cumulative frequency curve or Ogive

Raw Data

This is the data which is ordered in any way.

Example

Tables

Tables present an orderly way for arranging data into rows and columns so that it can

easily be compared.

A table displaying data should have a title and well labeled rows and columns.

Consider the table below which the numbers of students present in two classes at a

certain school.

Day Monday Tuesday Wednesday Thursday Friday Saturday

S.1 100 96 77 66 100 86

S.2 82 74 81 85 76 82

Notice that data has been arranged in systematic rows and columns, the rows

representing the days and columns number of students (in S.1 and S.2).

Frequency distribution

I a test marked out of 10, students obtained the following marks;

Page 36

Lecturer: Mr. Issa Ndungo MMU- School of Education

We may arrange the marks in ascending order or descending order. As below;

helps us to summarize the data so that we can find frequency, which is the number of

times, an item occurs.

Note: a tally is a vertical stroke put to represent a particular score. After 4 vertical

strokes the fifth stroke is drawn across them to make a bunch of five. This makes the

totaling easier.

1 II 2

2 III 3

3 IIII 5

4 IIII 4

5 III 3

6 II 2

7 0

8 IIII I 6

9 IIII I 6

Total 31

Page 37

Lecturer: Mr. Issa Ndungo MMU- School of Education

1. The table below shows the number of goals scored by football teams in a

district cup of 2010 in Kabarole.

Goals 0 1 2 3 4 5 6

scored

No of 5 7 3 6 1 2 1

matches

2. The table below shows the shoe sizes of a group of students in a particular area

Shoe size 4 5 6 7 8 9 10

No of 3 2 16 12 10 4 7

students

Continuous data can be grouped in many ways. By grouping we mean that data

has been sorted into different categories, classes, intervals or groups.

Let us also illustrate examples of continuous distribution

1. The following table shows the ages of patient who visited the school clinic for

treatments in a certain term.

Age (yrs) 15-19 20-24 25-29 30-34 35-39 40-44 45-49

No of 13 12 6 2 10 14 1

students

Shs Number of students

Page 38

Lecturer: Mr. Issa Ndungo MMU- School of Education

1000 and under 2000 24

2000 and under 3000 14

3000 and under 4000 10

4000 and under 5000 23

5000 and above 5

3. The table below shows the percentage tax paid by teachers per year for a

certain country

Business capital Tax rate (%)

(000,000shs)

0-130,000 0

130,0001-235,000 10

235,001-410,000 20

410,001 and over 30

1. Class: This is a group /interval into which members/items of the same

characteristics are put. For instance in example one above, 15-19, 20-24, 25-

29, .., are classes.

2. Class limits: These are the extreme values of each class given in the frequency

table. There are two limits namely the upper class limit and the lower class

limit. Eg in the class 15-19, 15 is the lower class limit while 19 is the upper

class limit.

3. Class boundaries: The class boundaries are the smallest and largest values

respectively that an item in the class can (theoretically) attain. Class

boundaries are determined by the nature of quantity being measured. There

are two boundaries, namely; the lower class boundary and the upper class

boundary.

It should be noted that the upper class boundary of one class is the lower class

boundary of the next class.

Page 39

Lecturer: Mr. Issa Ndungo MMU- School of Education

The class boundaries = upper class limit + x 10-n

The lower class boundary = lower class limit - x 10-n where n is the number

of decimal places within the classes. NB: where there is no decimals n = 0

e.g. For the class of 15-19 ; UCB = 19=0.5 =19.5 and LCB = 15 0.5 = 14.5

4. Class size/width/interval: This is the size of the class and is the difference

between the upper class boundary and the lower class boundary.

i.e. Class interval = UCB LCB or (UCL-LCL) +1

e.g. For the class of 15-19; Class interval = 9=19.5-14.5 = 5

5. Mid point (x): This is the middle value in a given class. It is given by:

upper class lim it lower class lim it

or

2

upper class boundary lower class boundary

2

Cumulative frequency distribution

The cumulative frequency is the total frequency up to a particular item or class

boundary. Sometimes it is called running total.

Examples

1. The marks of 50 university students in a statistics test are shown below.

Construct cumulative frequency distribution.

Marks 3 4 5 6 7 8 9 10

Frequency 4 2 5 8 12 9 7 3

Solution

Marks Frequency Cumulative. Frequency

3 4 4

4 2 4+2= 6

5 5 6+5 = 11

6 8 11+8= 19

7 12 19+12= 31

8 9 31+9= 40

9 7 40+7 = 47

10 3 47+3= 50

Total (f) = 50

Page 40

Lecturer: Mr. Issa Ndungo MMU- School of Education

2. The lengths of 45 rods (to the nearest mm) were measured. The frequency

distribution is given below. Construct a cumulative frequency table

Length (mm) 25-29 30-34 35-39 40-44 45-49 50-54 55-59

No of rods 4 11 18 3 4 2 3

Solution

Frequency

24.5-29.5 4 4

29.5-34.5 11 15

34.5-39.5 18 33

39.5-44.5 3 36

44.5-49.5 4 40

49.5-54.5 2 42

54.5-59.5 3 45

We have already seen that we can represent data using bar charts, pictograms and pie

charts.

We shall look at graphical presentation of continuous and discrete data.

Discrete

Vertical sticks are drawn to represent the frequencies. The total sum of heights of the

stick is equal to the total frequency.

Bar graphs

There are three types of bar graphs

Simple bar graph

Double bar graph

Divided bar graph

Simple bar graph

Example

Page 41

Lecturer: Mr. Issa Ndungo MMU- School of Education

The table below shows the amount of sugar (in kg) sold by a certain salesman in a

given week. Present the information graphically

Days M T W TH F S SU

Amount of sugar 4 2 5 8 7 9 7

(kg)

10

6

Amount of sugar (kg)

4

0

M T W TH F S SU

Note

All bars have the same thickness

The distance between the each bar is the same

The height of each bar represents the frequency (amount of sugar)

The thickness has no significance

Bar graphs are preferred when items of each data is separate from the other.

Double bar graph

Class 4A 4B 4C 4D

Girls 10 26 18 16

Boys 12 20 12 24

Total 22 46 30 40

Page 42

Lecturer: Mr. Issa Ndungo MMU- School of Education

30

25

20

15 Girls

Boys

10

0

4A 4B 4C 4D

Class 4A 4B 4C 4D

Girls 10 26 18 16

Boys 12 20 12 24

Total 22 46 30 40

50

45

40

35

30 Boys

25

20 Girls

15

10

5

0

4A 4B 4C 4D

NB

A double bar graph or divided bar graph is preferred when we want to

compare two sets of data

Activity

An officer with a monthly salary of Shs 72,000 plans his budget for a month as

given in the table.

Items Food Rent Education Savings Misc. Total

Page 43

Lecturer: Mr. Issa Ndungo MMU- School of Education

Amount 30,00 8,000 12,00 15,00 7,000 72,00

0 0 0 0

Construct a bar simple bar graph to represent the budget.

Page 44

Lecturer: Mr. Issa Ndungo MMU- School of Education

Continuous graphs

Continuous graphs take the following forms

- Histograms

- Frequency polygons

- Cumulative frequency curves (Ogive)

Histograms

A histogram is a special type of a bar graph. It has the following properties

- The bars are joined together at the class boundaries

- The bars are vertical

- The bars are drawn so that the area of each rectangle is proportional to the

frequency in the range covered

- The frequency is plotted against the class boundaries

Histogram Bar graph

- It consists of rectangular - It consists of rectangles normally

(bars) touching each other separated from each other with equal

- The frequency if represented space.

by the area of each rectangle - The frequency is represented by the

- It is two dimension (height height (the width has no significance)

and width considered) - It is one dimensional (only height is

considered)

- Plot frequency (on the horizontal axis) against class boundaries (on the

vertical axis)

- A convenient uniform scale is determined

- Rectangular bars with class interval as bases and corresponding frequencies as

heights are drawn

- Sometimes a kink or zigzag curve is shown near the origin. It indicates that the

scale along the horizontal axis does not start from the origin.

Page 45

Lecturer: Mr. Issa Ndungo MMU- School of Education

Revision questions

1. An institute wishes to introduce a new course it decides to collect

information about the likelihood of obtaining students for the new course.

As a teacher trainee, discuss the various data collection tools the institute

may employ to get relevant and unbiased information.

2. Statistics is concerned with data collection, presentation and analysis.

Briefly discuss the meaning and forms of;

i) Data collection

ii) Data presentation

iii) Data analysis

Examples on Histograms

1. The lengths of 50 maize plant leaves were measured and the

information grouped as shown. Measurements were taken correct to

the nearest cm. Draw a histogram to illustrate the data.

No of plants 2 8 13 7 10 6 4

Solution

2 8 13 7 10 6 4

Page 46

Lecturer: Mr. Issa Ndungo MMU- School of Education

13--

12--

11--

Number of plants

10--

9--

8--

7--

6--

5--

4--

3--

2--

1--

0 I I I I I I I I

9.5 14.5 19.5 24.5 29.5 34.5 39.5 44.5

Length

2. The following table gives amount of a product y (in kg) that was

purchased by 101 customers in a certain company. Construct a

frequency distribution using equal class interval of size 10 starting from

a class of 10-19. Draw a histogram to illustrate the data.

47 62 61 60 39 34 37 46 81 72

74 62 65 53 47 52 38 25 42 40

70 63 62 83 19 26 59 49 53 52

88 91 51 52 24 80 69 59 32 33

27 18 22 73 59 36 34 31 21 63

72 54 18 71 44 71 43 44 18 93

12 15 60 71 82 13 61 64 25 63

82 71 11 58 64 39 16 23 10 92

83 75 36 74 43 29 85 42 65 57

70 63 54 55 49 81 47 72 65 63

60

Page 47

Lecturer: Mr. Issa Ndungo MMU- School of Education

Solution

20-29 IIII IIII 9

30-39 IIII 11

40-49 IIII IIII III 13

50-59 IIII IIII IIII 14

60-69 IIII IIII IIII IIII 19

70-79 IIII IIII III 13

80-89 IIII IIII 9

90-99 III 3

Total 101

26--

24--

22--

20--

18--

Frequency

16--

14--

12--

10--

8--

6--

4--

2--

0 I I I I I I I I I I

9.5 19.5 29.5 39.5 49.5 59.5 69.5 79.5 89.5 99.5

Kilograms

Page 48

Lecturer: Mr. Issa Ndungo MMU- School of Education

Activity

A business man dealing in male suits production conducted a survey on the customer

sizes so that he can ascertain the level of demand. The table below shows the sizes (in

cm) from 50 customers. Use it to construct a frequency table with equal class intervals

of 5cm, starting from 85. Represent the data on a histogram.

92 93 101 111 96 93 105 106 118 101

113 96 101 102 104 116 100 107 98 105

113 100 103 108 92 117 99 100 103 110

107 99 106 116 101 92 95 88 108 92

Frequency Polygons

Frequency Distributions may be illustrated on frequency polygons.

Example

The table below shows the number of dependants for the 46 MMU employees

Number of dependants 0 1 2 3 4 5 6

Number of employees 5 7 3 6 8 6 10

Draw a frequency polygon

Solution

Page 49

Lecturer: Mr. Issa Ndungo MMU- School of Education

13--

12--

Number of employees 11--

10--

9--

.

8--

7-- . .

.

6--

5--

4--

3-- . .

2--

1--

0 I I I

. I I I I

1 2 3 4 5 6 7

Number of dependants

NB: The ends the frequency polygon should be joined to all the x-axis by a dotted line

one class behind and one class in front of the given classes as long as they are not

touching any axis.

The frequency is plotted against mid points (for grouped data) or just mark/score (for

ungrouped data)

This is done by;

Plot a histogram (frequency against class boundaries)

Plot on the same graph a frequency polygon (frequency against mid points.

Example

The table below shows the amount of money in dollars earned each day in a shop in a

period of 50 days.

(dollars)

Number of 3 8 13 7 10 6 3

days

data.

Page 50

Lecturer: Mr. Issa Ndungo MMU- School of Education

Solution

13--

12--

.

11--

10-- .

. .

Number of days

9--

8--

7--

6--

5--

.

4--

3--

2--

. .

1--

0 I I I I I I I I

9.5 14.5 19.5 24.5 29.5 34.5 39.5 44.5 amount

Page 51

Lecturer: Mr. Issa Ndungo MMU- School of Education

Cumulative frequency Curves (OGIVES)

Here the cumulative frequency (on y-axis) is plotted against the upper class

boundaries (on the x-axis)

The first part of the curve is then joined to lower class boundary of the first class.

Examples

The table below shows the weight (in kg) of year one students at Islamic University in

Uganda.

Draw a cumulative frequency curve to illustrate the data.

Weight 50-54 55-59 60-64 65-69 70-74 75-79 80-84 85-89

(kg)

Number of 14 22 36 42 28 16 10 4

students

Solution

Weight (kg) Upper Class boundaries Freq Cumulative frequency

50-54 54.5 14 14

55-59 59.5 22 36

60-64 64.5 36 72

65-69 69.5 23 95

70-74 74.5 15 110

75-79 79.5 10 120

80-84 84.5 7 127

85-89 89.5 3 130

f=130

Page 52

Lecturer: Mr. Issa Ndungo MMU- School of Education

130--

. ..

120--

.

.

110--

100--

Cumulative freq

90--

80--

70--

60--

.

.

50--

40--

.

30--

20--

10--

0 I I I I I I I I I I

49.5 54.5 59.5 64.5 69.5 74.5 79.5 84.5 89.5 94.5

Weight

MEASURES OF LOCATION

There are three main statistical measures which attempts to locate typical values.

There are;

i) The arithmetic mean

ii) The mode

iii) The median

The arithmetic mean

The arithmetic mean (or just mean) of a set of numbers ( x 1 , x 2 , .. x n ) is denoted by

x=

x1 x1 .........x n

x i

for i= 1, 2, 3, ., n

n n

Where n is the number of items under consideration.

NB: the method of calculating mean depends on the form in which the data has been

presented.

x i

Page 53

Lecturer: Mr. Issa Ndungo MMU- School of Education

For data involving frequencies; x =

fx where x is the score/ mark (when the data

f

is ungrouped) or x is the class midpoint (when the data is grouped)

Examples

1. Find the mean of the following

2,3,4,5,3,4,8

23 453 48

x= = 4.14

7

2. The mean of 5,3,7,5,2,9,7,and y is 7 find the value of y

From x =

x i

; 7=

537 5 297 y

n 8

56 =38+y

Y=18

3. The 3o members of Simba Ngoma band were asked how many instruments

each could play. The results are set out in the frequency distribution. Calculate

the mean number of instrument played.

Number of 1 2 3 4 5

instruments

Frequency f 11 10 5 3 1

We draw a table

X F fx

1 11 11

2 10 20

3 5 15

4 3 12

5 1 5

f = 30 fx = 63

From x =

fx ; x = 63 2.1

f 30

Page 54

Lecturer: Mr. Issa Ndungo MMU- School of Education

4. The number of years spend on a particular job is a measure of salary

increment. 40 civil servants in the ministry of Education were asked the

number of years spend in service, the result is shown below.

Years 4-8 9-13 14-18 19-23 24-28 29-33

Frequency 2 4 7 14 8 5

f

Years Freq f midpoint fx

4-8 2 6 12

9-13 4 11 44

14-18 7 16 112

19-23 14 21 294

24-28 8 26 208

29-33 5 31 155

f =40 fx = 825

x=

fx 825 20.6

f 40

The mean year of service is 20.6 years (1d.p)

accuracy.

The mode

The mode is defined as the value that occurs most often

For discrete date we need to arrange the data in order; either ascending or

descending then pick out the items that appears most.

For simple frequency ungrouped data; mode is the value that has the highest

frequency.

D1

For grouped data, mode is obtained from the formula; M o L1 i

D1 D 2

Page 55

Lecturer: Mr. Issa Ndungo MMU- School of Education

Where M o = mode, L 1 =lower class boundary of the model class, D 1 =

difference between the frequency of the model class and that just before, D2=

difference between the frequency of the model class and that just after and I is

the class interval/width.

We can also use a histogram to obtain the mode of a given data.

Examples

1. Find the mode for the data below

i) 4,5,5,1,2,9,5,6,4,5,7,5,5

ii) 1,8,19,12,3,4,6,9

Solution

i) We arrange the data in order

1,2,4,4,5,5,5,5,5,5,6,7,9

The most common value is 5 thus the mode of the data is 5.

Find the model number of dependant.

X 0 1 2 3 4 5

F 2 4 6 3 2 1

Solution

The model number is the one with the highest frequency.

Thus it is 2

3. The table below shows the customer dress sizes in Panamas boutique. Use

it to find the model size using;

i) Calculation

ii) Histogram

Size 0-9 10-19 20-29 30-39 40-49 50-59

F 2 4 10 9 5 1

Page 56

Lecturer: Mr. Issa Ndungo MMU- School of Education

Solution

i) By calculation

Mark Class F

boundaries

0-9 0-9.5 2

10-19 9.5-19.5 4

20-29 19.5-29.5 10

30-39 29.5-39.5 9

40-49 39.5-49.5 5

50-59 49.5-59.5 1

L1 = 19.5, D1 =10-6=4, D2=10-9 =1 and i = 29.5-19.5 = 10

6

Mode = 19.5 + X 10 =19.5 + 8.57 = 28.07

6 1

Thus the mode is 28.1 (1 dp)

ii) Using a histogram. From the histogram; Mode = 28.1

13--

12--

11--

10--

9--

Frequency

8--

7--

6--

5--

4--

3--

2--

1--

0 I I I I I I

0 9.5 19.5 29.5 39.5 49.5 59.5

sizes

The median

Page 57

Lecturer: Mr. Issa Ndungo MMU- School of Education

This is defined as the middle value of a set of numbers arranged in order of

magnitude. (in either ascending or descending order).

If there are n items, the median is (n+1)th value.

If n is odd there is a middle value which is the median.

If n is even, and the two middle values are e and d, then median is (e+d)

n

NB: Sometimes the (n+1) is replaced by if n is fairly large.

2

Examples

1. Find the median for the data below

i) 20,30,16,28,42

ii) 60,50,75,56,66,80

Solution

i) We arrange the data in order

16, 20, 28, 30, 42 n=5

The median is given by (n+1)th value.

5 1 rd

= =3 value

2

Therefore median is 28

ii) (this is left to the reader)

2. In the 2010 population census, the number of children in a family was

recorded. The table below is an extract of 2010 population census for

35 families.

Number of children 0 1 2 3 4 5

Frequency 3 5 12 9 4 2

Find the median number of children per family.

Solution: We construct a cumulative frequency table

NO of children f c.f

0 3 3

1 5 8

2 . 12 . 20 ..

Page 58

Lecturer: Mr. Issa Ndungo MMU- School of Education

3 9 29

4 4 33

5 2 35

The median is given by (n+1)th value.

35 1

= =18th value (this is read from the cumulative freq. table)

2

Thus the median is 2

The median of grouped data

This is got from the formula or using the cumulative frequency curve.

i) From the cumulative frequency curve

th

n

The median is got by the value on the Ogive as shown below.

2

. . .

.

130--

120--

.

110--

Cumulative freq

100--

.

90--

80--

70--

130/2 = 75

60--

.

50--

40--

.

30--

20--

10--

0 I I I I I I I I I I

49.5 54.5 59.5 64.5 69.5 74.5 79.5 84.5 89.5 94.5

Weight

ii) By calculation

n

F b

The median is given by: M = L+ i

2

f

Where; L = Lower class boundary of the median class

n = total frequency of sum of f (f)

Page 59

Lecturer: Mr. Issa Ndungo MMU- School of Education

f = frequency of the median class

Fb = cumulative frequency before the median class

th

n

NB: The median class is the class that has the value

2

Example

The masses measured to the nearest kg, of 49 boys are noted and the

distribution formed. Estimate the median mass.

a) Using a formula

b) Using the Ogive

Frequency 2 6 12 14 10 5

Solution

i) We make a cumulative frequency distribution table

Mass Frequency Class Cum freq

boundaries

60-64 2 59.5-64.5 2

65-69 6 64.5-69.5 8

70-74 12 69.5-74.5 20

75-79 14 74.5-79.5 34 24.5th

80-84 10 79.5-84.5 44

85-89 5 84.5-89.5 49

n

F b

M = L+ i ; L = 74.5, n = 49, f = 14, Fb = 20, i= 5

2

f

Page 60

Lecturer: Mr. Issa Ndungo MMU- School of Education

49

20

= 74.5+5 76.1kg

2

14

60--

. .

Cumulative freq

50--

40--

.

.

30--

20--

10--

. .

0 I I I I I I I

59.5 64.5 69.4 74.5 79.5 84.5 89.5

Weight

Questions

1. A firm which manufactures computer processors supplies a number

of computer shops. The numbers sent out during the year are given

in the following table.

Number of processors (x) 50 100 150 200 250 300

Number of shops (f) 10 58 70 40 13 9

i) Calculate the mean and the mode

ii) Plot a cumulative frequency curve and use it to estimate the

median.

2. The monthly salaries of 300 employees of Mpanga Tea factory are

given as follows.

Salary range (Shs) Frequency

260000-360000 54

Page 61

Lecturer: Mr. Issa Ndungo MMU- School of Education

360001-460000 70

460001-560000 76

560001-660000 33

660001-760000 25

760001-860000 15

860001-960000 12

960001-1060000 9

1060001-1160000 6

i) Display this data on a histogram. Using your histogram

estimate the model salary.

ii) Calculate the median salary.

Advantages of the mean

It is well defined, easily understood and calculated

It takes into account all values

No need of first arranging data

It is used frequently

It is a good method of comparison

It should be capable of further algebraic or statistical treatment

Disadvantages of the mean

It is affected by extreme values to a great extent

It cant be calculated if all data values are not available

Advantages of the median

It is well defined, easily understood and calculated

It is less affected by values of extreme items

It can be obtained even when some data values are not available

Disadvantages of the median

It is not capable of further algebraic or statistical treatment

In case of grouped frequency distribution, it is just an estimate.

Adv Advantages of the mode

Page 62

Lecturer: Mr. Issa Ndungo MMU- School of Education

It is well defined, easily understood and calculated

It is less affected by values of extreme items

It can be obtained even when some data values are not available

Disadvantages of the mode

It is not capable of further algebraic or statistical treatment

In case of grouped frequency distribution, it is just an estimate.

MEASURES OF DISPERSION

Dispersion is the extent of spread or scatteredness of items around a measure of

central tendency (location). It indicates the extent to which the individual

observations differ on average from the mean or any other average.

Significance of measuring dispersion

(i) To determine the reliability of an average

(ii) To serve as a basis for control of reliability

(iii) T o facilitate the use of other statistical measures

Properties of a good measure of dispersion

It should be well defined, easily understood and calculated

It should be based on all values

It should be least affected by extreme values in the data

It should be capable of further algebraic or statistical treatment

Standard deviation

Range:

Is the difference between the biggest and smallest value. If L is the largest value and S

is the smallest value, then range = L S

Coefficient of range

This is a relative measure used for comparison of two or more sets of data. It is

LS

calculated as: coefficient of range =

LS

Advantages of range:

- Simple to calculate

- Effective for small sample size,

- Suitable in weather forecasts and studying variation in price stocks and shares.

Disadvantages of range:

- Based on only two values and so does not give an idea on pattern of

distribution

Quartile deviation:

Page 63

Lecturer: Mr. Issa Ndungo MMU- School of Education

It is also known as semi-interquartile range. It denotes the difference between the

third quartile and first quartile = Q 3 Q1 .It measures the degree of variation in the

central 50 percent items

Q3 Q1

. Coefficient of quartile deviation =

Q3 Q1

Note To calculate upper quartile and lower quartile follow same procedure as for

3N th

calculating the median. For upper quartile we need the item. For lower quartile

4

N th

we need the item.

4

Example Find (i) the upper quartile, (ii) lower quartile, (iii) inter quartile range (iv)

coefficient of inter quartile range from the following table

frequency F

0 and under 10 2 22

10 and under 20 18 20

20 and under 30 30 50

30 and under 40 45 95

40 and under 50 35 130

50 and under 60 20 150

60 and under 70 6 156

70 and under 80 3 159

3N 3x159 N 159

STEP 1: For upper quartile, 119.5 , For lower quartile 39.75

4 4 4 4

STEP 2: The upper quartile class is the class that has the first F value to exceed 119.5

Here it is 40 and under 50. The lower quartile class is the class that has the first F

value to exceed 39.75. Here it is 20 and under 30.

3n

F

2 bq

Step 3: (i) for upper quartile, we use the formula LQ i

fq

where LQ 40 , FQ = 95, f Q = 35, i =10

119.5 95 24.5

Thus Q 3 = 40 10 40 10 40 7 47

35 35

Page 64

Lecturer: Mr. Issa Ndungo MMU- School of Education

n

F

4 bq

(ii) For lower quartile, we use the interpolation formula LQ i

fq

where LQ 20 , FQ = 20, f Q = 30, i =10

39.5 20 19.5

Thus Q 1 = 20 10 20 10 20 6.5 26.5

30 30

(iii) Inter quartile range = Q 3 Q1 =47-26.5 = 20.5

Q3 Q1 20.5 20.5

(iv) Coefficient of quartile deviation = = 27.9

Q3 Q1 47 26.5 73.5

The Mean deviation:

Is calculated as MD=

| x x | for discrete data and for frequency distribution we use

n

the formula

f x x where x is midpoint if the data is grouped. | | means absolute

f

value i.e. minus deviations are taken as positive.

Coefficient of quartile deviation

MD

Mean

Advantages

It is easily understood and calculated, it is based on all values, it should be least

affected by extreme values in the data.

Disadvantages

It is not capable of further algebraic or statistical treatment

Ignores algebraic signs and so most times gives inaccurate results.

Number of sales 0-4, 5-9, 10-14, 15-19, 20-24, 25-29

Number of salesmen 1 14 23 21 15 6

Solution

|xx| f| x x |

sales sales men (x) (fx)

(f)

0-4 1 2 2 13.3 13.3

Page 65

Lecturer: Mr. Issa Ndungo MMU- School of Education

5-9 14 7 98 8.3 116.2

10-14 23 12 276 3.3 75.9

15-19 21 17 357 1.7 35.7

20-24 15 22 330 6.7 100.5

25-29 6 27 162 11.7 70.2

Totals 80 1225 411.8

1225

Mean number of sales x 15.3

80

411.8

Mean deviation = 5.1 sales.

80

Standard deviation

Has symbol for population standard deviation and s for sample standard deviation

Calculating standard deviation for discrete data

The formula is

2

x x

where x is the mean and x is midpoint if the data is grouped

n

The computational formula used to calculate standard deviation is

x2 2

x . The two formulas are mathematically equal and give same

n

results. However, in practice, the second formula is often used.

2

f x x

The formula is or the computational formula

f

fx fx

2 2

f f

It is well defined

It is based on all values

It is widely used in other statistical analysis techniques.

It is amenable to further algebraic treatment

Page 66

Lecturer: Mr. Issa Ndungo MMU- School of Education

Disadvantages of standard deviation

Difficult to compute

It gives more weight to extreme points

Example The data in the table below relates to the number of successful sales made

by the salesmen employed by a large microcomputer firm in a particular quarter.

Calculate (i) the mean (ii) standard deviation and (iii) variance (iv) coefficient of

variation of the number of sales

Number of sales 0-4, 5-9, 10-14, 15-19, 20-24, 25-29

Number of salesmen 1 14 23 21 15 6

Solution

sales sales men (x) fx fx2

(f)

0-4 1 2 2 4

5-9 14 7 98 686

10-14 23 12 276 3312

15-19 21 17 357 6069

20-24 15 22 330 7260

25-29 6 27 162 4374

Totals f = 80 fx fx 2

21705

=1225

1225

(i) Mean x 15.3

80

fx fx

2 2 2

21705 1225

(ii) Standard deviation, = =

f f

80 80

271.31 234.47 = 36.84 = 6.1

(iii) Variance = square of standard deviation ( 2 ) = 36.84

(iv) Coefficient of variation = (standard deviation/mean) x 100%

= (6.1/15.3) x 100 = 39.87

Note: Coefficient of variation is useful in comparing the dispersion of two or more

sets of data

Question one

Page 67

Lecturer: Mr. Issa Ndungo MMU- School of Education

a) Cartons of orange juice are advertised as containing 1 litre. A random sample

of 100 cartons gave the following results for the volume, x. x 101.4 , x 2

=102.83. Calculate the mean and the standard deviation of the volume of

orange juice in these 100 cartons.

b) A machine is supposed to cut lengths of rod 50cm long. A sample of 20 rods

gave the following results for the length, x. fx 997 , fx 2 49711

i) Calculate the mean length of the 20 rods.

ii) Calculate the variance of the lengths of the 20 rods. State the units of

variance in your answer.

Solution

a) x 101.4 , x 2 =102.83, n= 100

101.4

x 1.014 , the mean volume is 0.014

100

x2 2 102.83

x = 1.014 2 0.0101.....

n 100

b) fx 997 , f 20 , fx 2 49711

fx 997

i) Mean = 49.85 , the mean length of the rod is 49.85cm

f 20

fx 2 2 49711

ii) Variance = x 49.85 2 =0.5275, the variance is

f 20

0.5275cm2

Page 68

Lecturer: Mr. Issa Ndungo MMU- School of Education

Revision questions

Question one

a) Distinguish between sample and population

b) In order to find whether teachers who start private schools generally do so

when they are young or when they are middle aged and have become tired of

teaching in Government schools, a survey was carried out and the data

obtained:

Age (a) of the teachers Percentage

20 a <25 9

25 a <30 17

30 a <35 21

35 a <40 18

40 a <45 15

45 a <50 9

50 a <55 11

i) Compute the mean and median age at which teachers start private

schools

ii) Represent the above data on a histogram.

Question two

a) Briefly distinguish between the following term:

i) Quantitative and qualitative data

ii) Discrete and continuous data

b) State three measures of central tendency

c) The cumulative distribution below shows households monthly expenditure on

food during a survey in Fort Portal.

Amount (Shs Cumulative frequency

000)

80-84 6

85-89 18

90-94 41

95-99 76

100-104 100

105-109 110

Compute the

i) Arithmetic mean of the food expenditure

ii) Interquartile range of the food expenditure

Page 69

Lecturer: Mr. Issa Ndungo MMU- School of Education

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