SPM ADDITIONAL MATHEMATICS ADD MATHS PROJECT 2018

ADDITIONAL MATHEMATICS PROJECT WORK 2018: OPTION 2

Part 2:

(a) The Additional Mathematics Results for SMK Taman SEA from 2013 to 2017
No did not attend

A+ A A % B+ B % C+ C % D E % G %

Average Subject
Percentage of
No Attended

No of passes

passes

Grade
Year

2013 206 7 63 16 33 54.4 22 23 21.8 12 7 9.22 16 8 11.7 6 2.91 200 97.09 2.78
2014 244 0 45 24 26 38.9 13 14 11.1 30 22 21.3 19 22 16.8 29 11.9 215 88.11 4.19
2015 186 1 14 25 24 33.9 17 9 14 17 12 15.6 22 22 23.7 24 12.9 162 87.1 4.64
2016 169 2 8 26 9 25.4 23 13 21.3 17 9 15.4 22 13 20.7 29 17.2 140 82.84 4.87
2017 190 0 19 24 20 33.2 19 12 16.3 18 16 17.9 20 12 15.8 30 15.8 160 84.21 4.53

(b)

Additional Mathematics Results for SMK Taman

SEA from 2013 - 2017
120

100

80

60

40

20

0
2013
1 20142 2015
3 2016
4 2017
5

Series1
%A Series2
% Passes

A line graph above shows the percentage of A and percentage of passes from 2013 to 2017.
Note that the percentage of A has dropped drastically from 2013 to 2014. This may be due to the fact that in the year
2014, the HOTS (higher order thinking skills) questions were first introduced. A lot of students were not prepared to
answers these types of questions. The percentage of passes has also dropped although the reduction is not as significant
as the percentage of grade A. From 2014 to 2016 the percentage of grade A continues to dwindle. Same goes to
percentage of passes although the reduction is again not as significant. This reduction may be attributed to the increase of
level of difficulty of HOTS questions in these years. However, in 2017, the percentage of grade A increases as compared
to 2016. The percentage of passes also has increased slightly. This is because after a few years of introducing HOTS
questions, students have more access to different types of HOTS as they prepare for SPM examination. Better preparation
translate to better achievement in their examination.

(c) In my opinion, this year examination results will show slight improvement as compared to 2017 both in terms of
percentage of grade A and percentage of passes. I think students have more opportunity to practice different
types of HOTS questions now compared to before. However this improvement will not substantial as HOTS
questions will continue to deter students from achieving grade A. At the same time, weaker students will find it
a daunting task to pass the examination.

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Part 3:

Class Interval Frequency Class Upper Cumulative

Midpoint Boundary Frequency
20 – 29 5 24.5 29.5 5
30 – 39 10 34.5 39.5 15
40 – 49 11 44.5 49.5 26
50 – 59 26 54.5 59.5 52
60 – 69 19 64.5 69.5 71
70 – 79 28 74.5 79.5 99
80 – 89 14 84.5 89.5 113
90 – 99 7 94.5 99.5 120

(a) Measure Of Central Tendency

 fx   24.5 5  34.510  44.511  54.5 26  64.519  74.5 28  84.514  94.5 7
 7530
 f  120
7530
(i) Mean, x 
120
 62.75

d1
(ii) Mode  L  c
d1  d2

Modal class: 70  79
d1  28  19
9
d2  28  14
 14

9
 Mode  69.5  10
9  14
 73.41

N 
 2 F 
(iii) Median  L   c
 f m 
 

th
 120 
Median   
 2 
 60th

 Median class  60  69
 120 
 2  52 
m  59.5    10
 19 
 
 63.71

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(b) Measure Of Dispersion

 fx   24.5  5  34.5 10   44.5 11  54.5  26  64.5 19  74.5  28  84.5 14  94.5  7
2 2 2 2 2 2 2 2

 510840

510840
Variance,  2   62.752
120
 319.44
510840
Standard deviation,    62.752
120
 17.87

Range  94.5  24.5

 70
th
 120 
Q1   
 4 
 30th
N 
 4 F 
Q1  L   c
 fQ  1

 
 120 
 4  26 
 49.5    10
 26 
 
 51.04
th
 120 
Q3   3
 4 
 90th
 3N 
 4 F 
Q3  L   c
 fQ  3

 
 3 120 
 4  71 
 69.5    10
 28 
 
 76.29

 IQR  76.29  51.04

 25.25

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SPM ADDITIONAL MATHEMATICS ADD MATHS PROJECT 2018

Checking Answers Using Casio fx-570EX classwiz calculator

Step 1. Press menu > 6. Statistics > 1. 1-Variable

Step 2: Key in the class midpoints with the corresponding frequencies:

x Freq
24.5 5
34.5 10
44.5 11
54.5 26
64.5 19
74.5 28
84.5 14
94.5 7

Step 3: Press Option button > 3. 1-Variable Calculator

The results is displayed as follows:

x  62.5
x  7530
x2  510840
 2 x  319.4375
 x  17.87281455

Press down button and we have

n  120
min  x   24.5
Q1  54.5
median  64.5
Q3  74.5
max  x   94.5

We can make conclusion as follows:

(a) Mean value by using calculator is the same the one calculated earlier.
(b) Median value from the calculator is slightly different from the earlier computation. This might be due to different
methodology used in estimating the median.
(c) Mode cannot be calculated from the calculator. However, we can estimate the mode by using a histogram.
(d) Range cannot be calculated from the calculator. However the calculator did provide the minimum and maximum
value of the data. By finding the difference between the maximum and the minimum we can conclude that the
range is correct.
(e) Interquartile range cannot be obtained by using calculator. However, we can use an ogive to find the lower and
upper quartile and hence find the difference to obtain the interquartile range
(f) Variance obtained from the calculator is the same as the one calculated earlier.
(g) Standard deviation obtained from the calculator is also the same as the one calculated earlier.

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SPM ADDITIONAL MATHEMATICS ADD MATHS PROJECT 2018

PART 4:

(a) (i) Right-skewed curve

There are two ways to determine whether a distribution has a right-skewed curve
(a) When mode < median < mean

mode mean
median
(b) When a box and whisker is drawn, the whisker to the right is longer and the first quartile is nearer to the
median

Q1 m Q3

(ii) Left-skewed curve

There are two ways to determine whether a distribution has a left-skewed curve
(a) When mean < median < mode

mean mode
median
(b) When a box and whisker is drawn, the whisker to the left is longer and third quartile is nearer to median

Q1 m Q3

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SPM ADDITIONAL MATHEMATICS ADD MATHS PROJECT 2018

(iii) There are two ways to determine whether a distribution is symmetrical

(a) When mode = mean = median

mode = mean = median

(b) When a box and whisker is drawn, the whiskers are of equal length and the median is in the middle of two
quartiles

Q1 Q2 Q3

(b) From the results obtained, mean = 62.75, median = 63.71 and mode = 73.41
Note that, mean < median < mode. Hence, we can conclude that the distribution has a left-skewed curve

(c) (i)

Examination Results
30

25

20

15

10

0
20 – 29 30 – 39 40 – 49 50 – 59 60 – 69 70 – 79 80 – 89 90 – 99

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SPM ADDITIONAL MATHEMATICS ADD MATHS PROJECT 2018

(ii)

Class Interval Frequency Remark Adjusted

Frequency
20 – 29 5 5
30 – 39 10 10
40 – 49 11 Add 8 19
50 – 59 26 26
60 – 69 19 Add 7 26
70 – 79 28 Subtract 9 19
80 – 89 14 Subtract 4 10
90 – 99 7 Subtract 2 5

Examination Results
30

25

20

15

10

0
20 – 29 30 – 39 40 – 49 50 – 59 60 – 69 70 – 79 80 – 89 90 – 99

FURTHER EXPLORATION

(a) Stem and Leaf Plot for Additional Mathematics Examination Results for Form 4B, SMK Taman SEA Year 2017
Stem Leaf
0 2 (1)
1 0 6 9 9 (4)
2 1 2 (2)
3 5 6 6 7 (4)
4 0 0 0 1 1 3 5 6 6 (9)
5 0 2 4 4 6 (5)
6 5 8 8 (3)
7 2 3 6 7 (4)
8 (0)
9 0 0 3 6 8 (5)

Key: 2 1 means 21 marks

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SPM ADDITIONAL MATHEMATICS ADD MATHS PROJECT 2018

(b) (i)
2  10  16  19  2  21  22  35  36  2  37  40  3  41 2  43  45  46  2  50  52  54  2  56  65  68  68  72  73  76  77  90  2  93  96  98
x
37

1867

37
 50.46

Mode = 40

 37  1 
th
Median    value
 2 
 19th value
= 46.

Since mode < median < mean, the data is right-skewed.

 18  1 
th
(ii) Lower quartile    value
 2 
 9.5th value
36  36

2
= 36.

Upper quartile  19  9.5 value

th

 28.5th value
68  72

2
= 70.

Inter quartile range  70  36

 34

Lower outlier = Lower quartile 1.5  IQR

 36 1.5 34
 15
Less than 0. Hence, no data is low enough to be an outlier.

Upper outlier = Upper quartile 1.5  IQR

 70 1.5 34
 121
More than 100. Hence, no data is high enough to be an outlier.

(iii) The central point of the data refers to the mean of the data which is 50.46.

(iv) There is a gap in the data in the interval of 80 – 89 as there are no students who obtained these marks.

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