MATHEMATICS

Topic - Tabulate the data of the number of Covid-19

patients, from any 2 states of our country for a week. Using
suitable statistical measures, find the mean, median and
mode of the distribution. Represent the data graphically.

Name : Anvita jaipuria

Class : X ‘A’

Roll Number :1297

Year : 2021-2022

 TABLE OF CONTENT

PAGE
S. NO. TOPIC
NUMBER

1 Introduction and Aim 1

2 Mathematical presentation of West Bengal 2-4

3 Mathematical presentation of Uttar Pradesh 5-7

4 Reflection and Conclusion 8

5 Bibliography 9

 INTRODUCTION

The second wave of COVID-19 caused twice the damage and loss
then that of the first.The number of cases fluctuated, rose and
dipped throughout the country and across various states. The
overwhelming amount of data, figures and statistics had to be
categorised so as to understand their implications.Graphic visual
representation of information is a crucial component in
understanding and identifying such patterns with regard to the
Covid-19 crisis. it is required to analyse large amounts of data at
one time and can aid in making informed decisions and
predictions. The new cases, recovered cases and deaths of every
state are to be represented using graphs, piecharts and histograms
so that governments and respective authorities can come up with
effective solutions to combat the crisis and steer clear from
chaos.The need for effective analysis in our country and the desire
to piece together patterns motivated me to work on a report
collecting the week-wise data of new Covid-19 cases in states

 MATHEMATICAL PRESENTATION

1.West Bengal

Week : From 1st June, 2021 to 7th June, 2021.

Time (In hours) No.of new COVID-19 Cumulative

cases (f) frequency

0-24 9424 9424

24-48 8923 18347
48-72 8811 27158
72-96 7913 35071
96-120 7682 42753
120-144 7002 49755
144-168 5887 55642

= 42,99,960 /55,642

= 77.28

Thus, mean = 77.28

 2.Uttar Pradesh 2

Week : From 1st June, 2021 to 7th June, 2021.

Time (In hours) No.of new COVID-19 Cumulative

cases (f) frequency

0-24 1221 1221

24-48 1283 2504
48-72 1220 3724
72-96 1113 4837
96-120 1027 5864
120-144 1037 6901
144-168 694 7595

= 5,83,656/7595

= 76.85

Thus, mean = 76.85

REFLECTION

The representation and organisation of Covid-19 cases in a graphical way by

finding out the mean median and mode of the data collected over one week
assisted in gaining perspective of the situation in east India( the state of West
bengal) and Central India( state of Uttar-Pradesh). We gain in-depth
knowledge of the Covid-19 situation in both these states by analysing
stated figures in the specified time period. In the months of March April and
May the 2nd wave of COVID-19 hit India. Due to the lack of preparedness by
the government and the carelessness/ignorance of the citizens the cases
rose rapidly with about 1 lakh new cases every day in West Bengal and UP.
Within the first week of June( 1st June to 7th June) there has been a fall in
cases of both states. This is indicated by the downward sloping histograms.
Even though there are new cases every day the number of new cases are
decreasing.the dip in cases has been more commendable in Uttar Pradesh
as compared to West Bengal where there are still about a thousand new
cases everyday.However progress has been made. The Covid-19 lockdown
implemented and vaccination drives in both the states have proven to be
effective .In order for us to overcome this crisis the governments must
continue its implementation of precautionary measures and all citizens must
continue following rules regulations and policies set by authority.

CONCLUSION

Through statistical measures and graphical representation of mean median

and mode ,patterns can be identified.These patterns in regard to the
COVID-19 pandemic indicate rise fall or stagnancy of cases. statistical
investigation of this form is required to form predictions and form resolutions
for the future.

 BIBLIOGRAPHY
https://news.google.com/covid19/map?hl=en-
IN&mid=%2Fm%2F03p7r&gl=IN&ceid=IN%3Aen : 3rd June, 10:30 am

https://www.omnisci.com/technical-glossary/graphical-
representation#:~:text=Graphic%20visual%20representation%20of%20informa
tion,making%20predictions%20and%20informed%20decisions.
5th june, 2:21 pm

9
CRYPT-ARITHMATIC

ANVITA JAIPURIA
10-A
UNIQUE ID:7550255
TABLE OF CONTENTS

S.NO TOPIC PAGE NO.

1. Cover page 1

2. Table of contents 2

3. Introduction and aim 3

4. Mathematical presentation 4-5

5. Reflection 6

6. Conclusion 7

7. Bibliography 8
INTRODUCTION
Cryptarithmetic is also known as verbal arithmetic oralphametric or word
addition. Cryptarithmetic Is a mathematical puzzle in which the given letters
are assigned with some hidden numbers. We have to solve the given
question by finding the hidden numbers which are assigned to the specific
letters or special characters.
The most famous cryptarithm is the one developed by British puzzler
Henry Ernest Dudeney. It is as follows:

AIM
The main purpose of this project is to analyse and understand the concept
of crypt-arithmetic. We apply this new concept by trying to create our own
cryptarithm.
MATHEMATICAL REPRESENTATION

Crypt-Arithmetic or verbal arithmetic is a class of mathematical puzzles in

which the digits are replaced by letters of the alphabet or other symbols.
Usually it is required that each letter would be replaced by a unique digit.
Each letter has a different value from the other letters.
Cryptarithm now refers to arithmetic problems that require addition,
subtraction, multiplication, or division, with the digits replaced by letters of
the alphabet or other symbols. For example:

1. D × A = D in the second partial product, therefore A = 1.

2. D × C and E × C both end in C, and the only multiple that would
generate this result for any two digits 1–9 is 5 (zero if both digits are even,
5 if both are odd), C = 5.
3. D and E have to be strange. D and E cannot be 9 since both partial
products have only three numbers. Only 3 and 7 are left. E × B is a
two-digit number in the first partial product, while D × B is a one-digit
number in the second partial product. As a result, E is greater than D,
resulting in E = 7 and D = 3.
4. Because D × B only contains one digit, B must be 3 or less. There are
only two options: 0 or 2. Because 7B is a two-digit number, B cannot be
zero. Consequently, B = 2.
5. F = 8, G = 6, and H = 4 after completing the multiplication.
6. 125 × 37 = 4,625 is the answer.
Making my own Cryptarithm

SUN

+ FUN
_____
SWIM

The answer as per the aforementioned process would result to S= 1, F= 9,

U= 3, N= 6

1 3 6

+ 9 3 6

_____________

1 0 7 2

The above images show cryptarithms where the same principle can be
used to solve and obtain the number that the letters encode
REFLECTION

The rules or constraints on a cryptarithmetic problem as understood

are
1.There should be a unique digit to be replaced with a unique alphabet.
2.The result should satisfy the predefined arithmetic rules, i.e., 2+2 =4,
nothing else.
3.Digits should be from 0-9 only.
4.There should be only one carry forward, while performing the addition
operation on a problem.
5.The problem can be solved from both sides, i.e., left hand side (L.H.S), or
right hand side (R.H.S)

Uses
1.CryptArithmetic is related to constraint satisfaction problems (CSP) which
uses Operators (Arithmetic) e.g +, -, between relevant words to make
mathematical relations in a way that the final outcome is logically true.
2.It also ensures that the assigning of values to every letter of each word
and numbers will produce the accurate result.

Key Elements
1.The numbers added are one digit longer (in digit-length) than the result
of an additional problem. If there are just two numbers to be added the
extra digit must be the number one.
2.There may be columns in two addend Cryptarithms that have the same
letter in both the addends and the outcome. That letter must be 0 if the
column is the unit’s column. If not, it can be either 0 or 9.
CONCLUSION

In conclusion, it is an effective teaching tool for the following reasons: It

does not necessitate any knowledge of computer programming. It
demonstrates how the integer and all other limitations have a substantial
impact on computation time. It underlines the importance of adaptation,
which was particularly important throughout the implementation of the
many constraints.

The problem-solving using crypt-arithmetic activity is a wonderful way to

strengthen our reasoning, problem-solving, creative and critical thinking
skills.
BIBLIOGRAPHY

https://ieeexplore.ieee.org/document/7014715(19th December 3:50PM)

https://www.tutorialspoint.com/Solving-Cryptarithmetic-Puzzles(19th
December 4:20 PM)

https://boardgamestips.com/word-games/what-are-the-uses-of-cryptarithm/
(20th December 4:40 PM)

https://www.tutorialandexample.com/cryptarithmetic-problem/(20th
December 5:15 PM)

https://brainly.in/question/13672933( 20th December 5:30 PM)