College of Arts and Sciences Education

General Education - Mathematics

2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

UNIVERSITY OF MINDANAO

College of Arts and Sciences Education

BS Mathematics Program
Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Course/Subject: BSM 323 – Mathematical Modeling

Name of Teacher: Angelito D. Gardose

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE.
THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE
OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Table of Contents
Topic Page
Course Outline Policy 4
Course Information 7
Unit Learning Outcomes 7
Metalanguage 7
Essential Knowledge 8
Discrete Models 8
Linear Models 8
Multiple linear regression 16
The multivariate linear regression 22
Activity 1 23
Activity 2 24
Model Fitting 25
Fitting Model to data graphically 25
Analytical Methods of model fitting 26
Applying the least squares criterion 27
Activity 3 27
Optimization of Discrete Model 28
Solutions to a Discrete Model 29
Linear Programming I 29
Linear Programming II – Algebraic solutions 31
Linear Programming III – Simplex solutions 33
Ordinary Simplex Method 33
Duality 36
Activity 4 38
Unit Learning Outcomes 39
Continuous Models 39
Continuous Linear Models 39
Non-Linear Models 40
Activity 5 42
Textbook 44
References 44
Other Printed and Online Resources 44

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Course Outline: BSM 323 – Mathematical Modelling

Course Coordinator: Angelito D. Gardose, PhD

Email: agardose@umindanao.edu.ph
Student Consultation: Thru e-mail and BB Chat
Mobile: 09102916321
Phone: None
Effectivity Date: Jan 2022
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: BSM 312 (Differential Equations),
BSM 123 (Fundamentals of Computing), &
BSM 222 (Linear Algebra)
Credit: 3.0 units
Attendance Requirements: A minimum of 95% attendance is required at all

Course Outline Policy

Areas of Concern Details

Contact and Non-contact This 3-unit course self-instructional manual is designed for
Hours blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54 including the face to face or
virtual sessions. The face to face sessions shall include the
summative assessment tasks (exams) since this course is
crucial in the licensure examination for teachers.
Assessment Task Submission of assessment tasks shall be on 3rd, 5th, 7th and
Submission 9th week of the term. The assessment paper shall be attached
with a cover page indicating the title of the assessment task
(if the task is performance), the name of the course
coordinator, date of submission and name of the student.
The document should be emailed to the course coordinator.
It is also expected that you already paid your tuition and
other fees before the submission of the assessment task.
If the assessment task is done in real time through the
features in the Blackboard Learning Management System,
the schedule shall be arranged ahead of time by the course
coordinator.
Turnitin Submission (if To ensure honesty and authenticity all assessment tasks
necessary) are required to be submitted through Turnitin with a
maximum similarity index of 30% allowed. This means

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

that if your paper goes beyond 30% the students will

either opt to redo her/his paper or explain in writing
addressed to the course coordinator the reasons for the
similarity. In addition, if the paper has reached more than
30% similarity index, the student may be called for a
disciplinary action in accordance with the University’s
OPM on Intellectual and Academic Honesty. Please note
that academic dishonesty such as cheating and
commissioning other students or people to complete the
task for you have severe punishments (reprimand,
warning, and expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day or
part day that the assessment item is late.
However, if the late submission of assessment paper has a
valid reason, a letter of explanation should be submitted
and approved by the course coordinator. If necessary, you
will also be required to present/attach evidences.
Assignment You should request in writing addressed to the course
Resubmission coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s failure
to comply with the similarity index and other reasonable
grounds such as academic literacy 3 standards or other
reasonable circumstances e.g. illness, accidents financial
constraints.
Re-marking of You should request in writing addressed to the program
Assessment Papers and coordinator your intention to appeal or contest the score
Appeal given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the students
on the approval and disapproval of the request.
If disapproved by the course coordinator, you can elevate
your case to the program head or the dean with the
original letter of request. The final decision will come
from the dean of the college
Grading System All culled from BlackBoard sessions and traditional
contact
Course discussions/exercises – 40%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
All culled from on-campus/onsite sessions (TBA): Final
exam – 30%

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Submission of the final grades shall follow the usual

University system and procedures.
Preferred Referencing Depends on the discipline; if uncertain or inadequate, use
Style the general practice of the APA 6th Edition.
Student Communication You are required to create a umindanao email account
which is a requirement to access the BlackBoard portal.
Then, the course coordinator shall enrol the students to
have access to the materials and resources of the course.
All communication formats: chat, submission of
assessment tasks, requests etc. shall be through the portal
and other university recognized platforms.
You can also meet the course coordinator in person
through the scheduled face to face sessions to raise your
issues and concerns.
For students who have not created their student email,
please contact the course coordinator or program head.
Contact Details of the Dr. Khristine Marie D. Concepcion
Dean Email: artsciences@umindanao.edu.ph
Phone: (082)305-0647 Local 118
Contact Details of the Ronnie O. Alejan
Program Head Email: BSMathematics@umindanao.edu.ph
Phone: (082)305-0647 Local 149
Students with Special Students with special needs shall communicate with the
Needs course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program coordinator
may provide alternative assessment tasks or extension of
the deadline of submission of assessment tasks. However,
the alternative assessment tasks should still be in the
service of achieving the desired course learning outcomes.
Online Tutorial You are required to enrol in a specific tutorial time for this
Registration course via the www.case.edu.ph portal. Please note that
there is a deadline for enrolment to the tutorial.
Instructional Help Desk Dr. Khristine Marie D. Concepcion
Contact Details Email: artsciences@umindanao.edu.ph
Phone: (082)305-0647 Local 118

Library Contact Details Brigida E. Bacani

Email: library@umindanao.edu.ph
Phone: 09513766681
Well-being Welfare Zerdszen P. Raňises
Support Held Email: gstcmain@umindanao.edu.ph
Desk Contact Details Phone: 09504665431

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Course Information: Please refer to the course syllabus in the Black Board
LMS

CC’s Voice Hello prospective Mathematicians!

Welcome to this course BSM 323: Mathematical Modeling.
The life of an Applied Mathematician is to create models that
respond to the needs of the society. I feel confident that you are
excited to obtain answers to the questions regarding the Math
modeling and I can already see the enthusiasm in your faces.
CO Before the actual teaching – learning performance, you have to
recall that our course outcome are;
(a) develop a mathematical model to solve problem of a given
physical system; and
(b) write a report about the predictions of the behavior of a
given physical system based on the analysis of its
mathematical model.

Let us begin!

Big Picture

Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are
expected to

1. develop mathematical models involving discrete models such as linear models,

discrete models, and systems with the use of the knowledge and skills you have
learned from differential Equations, the Fundamentals of Computing, and
Linear Algebra; and
2. identify a problem involving a physical system, make assumptions on a physical
system, and develop a mathematical model. Apply these techniques in
developing linear models, discrete models, and systems.

Metalanguage

In this section, the most essential terms relevant to the study of Mathematical
Modeling will be operationally defined to establish a common frame of reference as
to how these work in your chosen career.

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the first three
(3) weeks of the course, you need to fully understand the following essential
knowledge that will be laid down in the succeeding pages. Please note that you are not
limited to exclusively refer to these resources. Thus, you are expected to utilize other
books, research articles and other resources that are available in the university’s library
e.g. ebrary, search.proquest.com etc.

Topics:

1. Discrete Models
1.1 Linear Models
1.2 Discrete Model
1.3 Systems

1. Discrete Models

1.1 A mathematical model is defined as a description of a system

using mathematical concepts and language to facilitate proper
explanation of a system. It is also a study of the effects of different
components and to make predictions on patterns of behavior.

1.2 Mathematical models are usually composed of relationships

and variables. Relationships can be described by operators, such as
algebraic operators, functions, differential operators, etc. Variables
are abstractions of system parameters of interest that can
be quantified. Several classification criteria can be used for
mathematical models according to their structures.

2. Linear Models

2.1 Linear models describe a continuous response variable as a

function of one or more predictor variables. They are utilized in
order to understand and predict the behavior of complex systems
or analyze experimental, financial, and biological data. Linear
regression is a statistical method used to create a linear model
.
2.2 The model describes the relationship between a dependent and
independent variables. The general equation for a linear model is

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

y =  0 + 1 x + 
Where,
y = the dependent variable
 0 = the constant/intercept
i = the slope/regression coefficient
x = the independent variable
 = the error term

2.3 There are several types of linear models.

2.3.1 The simple linear regression model has the form,

y = 0 + 1 x +  , where, y , the dependent variable,  0 , is the
constant or the intercept, 1 , the coefficient (slope), x , the
independent variable, and  , the error term.

2.3.2 The constant or the intercept may be positive or negative. It is the

value when the independent variable’s value is zero.

2.3.3 The slope may also be positive or negative. If the value of this
slope is positive and significant, the relationship of the dependent
and the independent variables is directly proportional. This means
that as the independent variable increases (decreases), the
dependent variable also increases (decreases).

2.3.4 If the value of this slope is negative and significant, the

relationship of the dependent and the independent variables is
inversely proportional. This means that as the independent
variable increases (decreases), the dependent variable also
decreases (increases).

2.3.5 However, if the value of the slope is not significant, the

relationship of the dependent and the independent variables is
negligible. This situation indicates that the increase or the
decrease of the dependent variable has nothing to do with the
independent variable.

2.3.6 In order for us to understand this explanation better, we offer the

following data of the seeds planted and the seedlings grown as
shown in the table below. (Note: The data is fictitious.)

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

Example 1.

Number of Seeds Planted Seedlings

(x) (y)
5 1
10 4
12 8
15 7
17 10
18 8
23 15
24 12
25 19
27 19
33 18
38 21
40 23
45 25
50 33

2.3.7 To compute for the important values of the model, we use the
following formulas:

( x)
2
SS xy
SS x =  x 2
− 1 =
n SS x

(  x y )  0 = y − 1 x
SS xy =  xy − SSE = SS y − 1SS xy
n
( y)
2
SSE
SS y =  y 2
− S=
n n−2
S
S =
SS x
Where;

SS x = The sum of squares of x.  0 = The constant.

SS xy = The sum of squares of xy. SSE = The sum of squares of errors.
SS y = The sum of squares of y. S = The standard estimate.
1 = The Beta Coefficient of the Model. S  = The standard error.

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

2.3.8 This link below has a solution pattern:

https://www.youtube.com/watch?v=mP95aVtspI8

2.3.9 The table then should be expanded to contain the following

information:
Number of Seedlings
Seeds Grew xy x2 y2
Planted (x) (y)
5 1 5 25 1
10 4 40 100 16
12 8 96 144 64
15 7 105 225 49
17 10 170 289 100
18 8 144 324 64
23 15 345 529 225
24 12 288 576 144
25 19 475 625 361
27 19 513 729 361
33 18 594 1089 324
38 21 798 1444 441
40 23 920 1600 529
45 25 1125 2025 625
50 33 1650 2500 1089
Sums 382 223 7268 12224 4393
Mean 25.47 14.87

2.3.10 Then we have the following computations. Please follow the

formulas given above:

3822 1588.93
1 = = 0.64
SS x = 12, 224 − = 2495.73
15 2495.73
382(223)  0 = 14.87 − 0.64(25.47) = −1.34
SS xy = 7, 268 − = 1588.93
15 SSE = 1077.73 − 0.64(1588.93) = 60.814
2232 60.814
SS y = 4,393 − = 1077.73 S= = 2.16
15 15 − 2
2.16
S = = 0.043
2495.73

2.3.11 The model then is y = 0.64 x − 1.34 +  .

2.3.12 To compute for the t-values of the coefficients, we have,

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

1 0.64
t1 = = = 14.88
S 0.043
2.3.13 The SPSS output (the blue ones are the important outputs) of
the model is found below:

Model Summary
Mode R R Square Adjusted R Std. Error of
l Square the Estimate
1 .969a .939 .934 2.16430
a. Predictors: (Constant), x

2.3.14 When computing for a linear regression, it is very necessary to

give the value of R2, which is called the coefficient of
determination. It tells us the percentage effect of the
independent variable to the model. In this, it is 93.9 percent.

Coefficientsa
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant) -1.344 1.289 -1.045 .315
1
x .637 .043 .969 14.88 .000
a. Dependent Variable: y

2.3.15 This computed t – value is much higher the tabular value of

1.76 at 0.05 and 2.83 at 0.01 levels, respectively. Then we can
say that the coefficient (slope) of the model is significant, and
because is it positive, it is safe to say that the relationship of the
numbers of seeds planted and the seedlings grown is directly
proportional. The slope of 0.64 means that if the seeds planted
will increase by 1, a possibility of 0.64 seedling will grow.
2.3.16 The graph below is presented.

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

35
30
25
20
y
15
Regression
10
5
0
0 20 40 60

2.3.17 The graph reveals that the actual values of y (in blue), seem to
be very close to the regression values. Then we can say that
the error term is minimal.

2.3.18 Another example below is expected to have a negative beta

coefficient. Again the data is fictitious.

Example 2.

Stock of Goods Consumer Demand

(x) (y)
12 10
18 9
23 9
25 9
28 8
45 8
56 8
70 8
80 7
80 7
83 7
90 7
97 4
99 4
100 2

To compute for the value of the slope, we use the formula:

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

( x) SS xy
2
1 =
SS x =  x 2
− SS x
n
 0 = y − 1 x
SS =  xy −
(  x y ) SSE = SS y − 1SS xy
xy
n
( y)
SSE
S=
2

SS y = 
y2 −
n
n−2
S
S =
SS x
The table then should be expanded to contain the following information:

Consumer
Stock of Demand
Goods (x) (y) xy x2 y2
12 10 120 144 100
18 9 162 324 81
23 9 207 529 81
25 9 225 625 81
28 8 224 784 64
45 8 360 2025 64
56 8 448 3136 64
70 8 560 4900 64
80 7 560 6400 49
80 7 560 6400 49
83 7 581 6889 49
85 7 595 7225 49
85 4 340 7225 16
85 4 340 7225 16
88 2 176 7744 4
Sums 863 107 5458 61575 831
Mean 57.53 7.13

2.3.19 Then we have the following computations:

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

(863)
2 −698.07
SS = 61575 − = 11923.73 1 = = −0.06
x
15 11923.73
0 = 7.13 − (−.06*67.53) = 11.18
SS xy = 5458 −
(863*107 ) = −698.07
15 SSE = 67.73 − (−.06* −698.07) = 25.85

(107 )
2
25.85
SS = 831 − = 67.73 S= = 1.41
y
15 13
1.41
S = = 0.013
11923.73

2.3.20 To compute for the t-values of the coefficients, we have,

1 −0.06
t1 = = = −4.61
S 0.013

2.3.21 The SPSS output (the blue ones are the important outputs) of
the model is found below:

Model Summary
Mode R R Square Adjusted R Std. Error of
l Square the Estimate
1 .777a .603 .573 1.43756
a. Predictors: (Constant), x

Coefficients
Model Unstandardized Standardized T Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant
10.502 .843 12.450 .000
1 )
x -.059 .013 -.777 -4.447 .001
a. Dependent Variable: y

2.3.22 This computed t – value is much higher the tabular value of -

1.76 at 0.05 and 0.01 levels. Then we can say that the
coefficient (slope) of the model is significant, and because is it
negative, it is safe to say that the relationship of the stock of
goods and consumer demands is inversely proportional. The

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

slope of -0.06 means that if the stock of goods will increase

by 1, a possibility of decrease of demand by -0.06.

2.3.23 The graph below is presented.

12
10
Consumer
8 Demand (y)
6
4 Consumer
Demand
2 Regression
0
0 50 100

2.3.24 For the calculator literacy, we will discuss this in our one-on-
one conversation. Please bring your scientific calculators of
any model.
2.4 Multiple linear regression is the most common form of linear
regression analysis. As a predictive analysis, the multiple linear
regression is used to explain the relationship between one
continuous dependent variable and two or more independent
variables. The independent variables can be continuous or
categorical (dummy coded as appropriate).

2.5 The model of the multiple linear regression is:

y =  0 +  i =1 i xi + 
n

Where,
y = the dependent variable
 0 = the constant/intercept
 i xi = 1 x1 +  2 x2 + ... +  n xn
n
i =1

 = the error term

2.6 The Multiple linear regression has the following assumptions:

2.6.1 First, regression analysis is sensitive to outliers. Outliers can

be identified by standardizing the scores and checking the
standardized scores for absolute values higher than 3.29. Such
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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

values may be considered outliers and may need to be removed

from the data.
2.6.2 Second, the main assumptions of regression are normality,
homoscedasticity, and absence of multi-collinearity.
2.6.3 Normality can be assessed by examining a normal P-P plot. If
the data form a straight line along the diagonal, then normality
can be assumed.
2.6.4 To assess homoscedasticity, the researcher can create a scatter
plot of standardized residuals verses standardized predicted
values. If the plot shows random scatter, the assumption is
met. However, if the scatter has a cone shape, then the
assumption is not met.
2.6.5 Multicollinearity can be assessed by calculated variance
inflation factors (VIFs). VIF values higher than 10 indicates
that multi-collinearity may be a problem.

2.7 The multiple linear regression model has an ANOVA or F-test.

When the regression is conducted, an F-value, and significance
level of that F-value, is computed. If the F-value is statistically
significant (typically p < .05), the model explains a significant
amount of variance in the outcome variable.

2.8 When the regression is conducted, an R2 statistic (coefficient of

determination) is computed. The R2 can be interpreted as the
percent of variance in the outcome variable that is explained by the
set of predictor variables.

2.9 The adjusted R2 value is calculation of the R2 that is adjusted based

on the number of predictors in the model.

2.10 After the evaluation of the F-value and R2, it is important to

evaluate the regression beta coefficients. The beta coefficients can
be negative or positive, and have a t-value and significance of the t-
value associated with each. The beta coefficient is the degree of
change in the outcome variable for every 1-unit of change in the
predictor variable. The t-test assesses whether the beta coefficient
is significantly different from zero. If the beta coefficient is not
statistically significant (i.e., the t-value is not significant), the
variable does not significantly predict the outcome.

2.11 If the beta coefficient is significant, examine the sign of the beta. If
the beta coefficient is positive, the interpretation is that for every
1-unit increase in the predictor variable, the outcome variable will
increase by the beta coefficient value. If the beta coefficient is
negative, the interpretation is that for every 1-unit increase in the

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 College of Arts and Sciences Education
General Education - Mathematics
2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

predictor variable, the outcome variable will decrease by the beta

coefficient value. For example, if the beta coefficient is .80 and I
statistically significant, then for each 1-unit increase in the
predictor variable, the outcome variable will increase by .80 units.

2.12 Though Statistical software is essential in the analysis, this module

will give the manual computations. The formulas for two
independent variables are found below:

SS x 2 SS x1 y − SS x1x2 SS x2 y
1 = 2

SS x 2 SS x2 − S( x x )2
1 2 1 2

SS 2 SS x2 y − SS x1x2 SS x1 y
2 = x1

SS x 2 SS x 2 − SS( x x 2
1 2 1 2)

 0 = y − 1 x1 −  2 x2
Where,

SS x1 y =  x1 y −
x y 1

SS x2 y =  x2 y −
 x2  y
n

SS x1x2 =  x1 x2 −
 x1  x2
n

2.13 Consider the following fictitious examples on the interest rate,

unemployment rate and the stock price index. The interest rate is
the first independent variable and the unemployment rate is the
second independent variable. The stock price index is the
dependent variable. The model then speaks about the stock price
index as the function of the interest and the unemployment rates.

Unemployment
Interest Rate Stock Price Index
Rate
x1 y
x2
2.7 5 15
2.5 4 13
2.3 4 14
2.1 3 11
2.5 4 10
2.3 4 9
2.3 3 8
2.3 3 8

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 College of Arts and Sciences Education
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2nd Floor, DPT Building, Matina Campus, Davao City
Phone No.: (082)300-5456/305-0647 Local 134

2.1 3 11
2.4 2 12

2.13.1 By looking at the formulas, the need to expand the table

accordingly. We have,

2.13.2 The computations are as follows:

Interest Unemploy- Stock

Rate ment Rate Price y2 x12 x22 x1 y x1 x2 x2 y
x1 x2 Index
y
2.7 5.0 15.0 225 7.3 25.0 40.5 13.5 75.0
2.5 4.0 13.0 169 6.3 16.0 32.5 10 52.0
2.3 4.0 14.0 196 5.3 16.0 32.2 9.2 56.0
2.1 3.0 11.0 121 4.4 9.0 23.1 6.3 33.0
2.5 4.0 10.0 100 6.3 16.0 25.0 10 40.0
2.3 4.0 9.0 81 5.3 16.0 20.7 9.2 36.0
2.3 3.0 8.0 64 5.3 9.0 18.4 6.9 24.0
2.3 3.0 8.0 64 5.3 9.0 18.4 6.9 24.0
2.1 3.0 11.0 121 4.4 9.0 23.1 6.3 33.0
2.4 2.0 12.0 144 5.8 4.0 28.8 4.8 24.0
Sums 23.5 35.0 111.0 1285 55.5 129.0 262.7 83.1 397.0
Means 2.4 3.5 11.1
SS 0.744 6.5 52.9

23.52 352 1112

SS x 2 = 55.5 − SS x 2 = 129 − SS y = 1285 −
1
10 2
10 10
= 0.275 = 6.5 = 52.9

23.5(111) 6.5(1.85) − (0.85)(8.5)

SS x1 y = 262.7 − = 1.85 1 =
10 (0.275)(6.5) − (0.85) 2
SS x2 y = 397 −
35(111)
= 8.5 = 4.01
10 (0.275)(8.5) − (0.85)(1.85)
23.5(35) 2 =
SS x1x2 = 83.1 − = 0.85 (0.295)(6.5) − (0.85) 2
10
= 0.64
 0 = 11.1 − (4.01)(2.4) − (0.64)(3.5)
= −0.764

2.13.3 The multiple linear regression equation is

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y = 4.01x1 + 0.64 x2 − 0764.

2.13.4 This indicates that if interest rate is increase by 1 point, the
stock price index will increase by 4.01 points (assuming all
other variables to be constant) and if unemployment rate is
increase by 1 point, the stock price index will also increase by
0.64 points (assuming all other variables to be constant).
2.13.5 However, these values are still subjected to assumptions of
normality, etc. as well the significance (p – values) of the beta
coefficients.
2.13.6 The SPSS output is presented below:

Coefficients
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
(Constant
-.7638 10.672 -.064 .951
)
1
x1 4.081 5.359 .289 .711 .500
x2 .639 1.161 .284 .697 .508
a. Dependent Variable: y

2.13.7 It appears that no coefficients are significant.

2.13.8 Here is another fictitious example on the academic
performance, final grade and examination score. The FINAL
GRADE is the first independent variable and the
EXAMINATION SCORE is the second independent variable.
The academic performance is the dependent variable. The
model then speaks about the academic performance as the
function of the FINAL GRADE and examination score and
the unemployment rates.

Final Exam
Grade Score Acad Perf
x1 x2 y x12 x22 x1 y x2 y x1 x2
80 45 90 6400 2025 7200 4050 3600
80 76 92 6400 5776 7360 6992 6080
85 79 93 7225 6241 7905 7347 6715
78 89 88 6084 7921 6864 7832 6942
77 80 88 5929 6400 6776 7040 6160
74 90 86 5476 8100 6364 7740 6660

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80 58 89 6400 3364 7120 5162 4640

90 59 89 8100 3481 8010 5251 5310
99 60 95 9801 3600 9405 5700 5940
98 70 95 9604 4900 9310 6650 6860
Sum 841 706 905 71419 51808 76314 63764 58907
Mean 84.1 70.6 90.5
SS 690.9 1964.4

2.13.9 We have the computations:

841(905) 1964.4(−129) − (−17203.5)(−129)

SS x1 y = 76314 − = 203.5 1 =
10 (690.9)(1964.4) − (−17203.5) 2
SS x2 y = 63764 −
706(905)
= −129 = 0.0084
10 (690.9)(203.5) − (−17203.5)(203.5)
841(905) 2 =
SS x1x2 = 58907 − = −17203.5 (690.9)(1964.4) − (−17203.5) 2
10
= −0.012
 0 = 90.5 − (0.0084)(690.9) − (−0.012)(1964.4)
= 108.27

2.13.10 The multiple linear regression equation is

y = .0081x1 − 0.012 x2 + 108.27.
2.13.11 The explanation is for your perusal.
2.13.12 The SPSS Output is:

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 65.053 8.748 7.436 .000

1 x1 .0081 .081 .843 3.688 .008

x2 -0.012 .048 .025 .110 .915

a. Dependent Variable: y

2.14 The multivariate linear regression

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2.14.1 Multivariate linear regression (MLR), also known simply

as multiple regression, is a statistical technique that
uses several explanatory variables to predict the outcome of
multiple response variable. Multiple regression is an extension
of linear (OLS) regression that uses just one explanatory
variable.

3.1 The word “discrete” may be defined as something countable.

3.2 A discrete model treats objects as discrete, such as the particles in a molecular
model or the states in a statistical model.
3.3 If all the operators in a mathematical model exhibit linearity, the resulting
mathematical model is defined as linear. A model is considered to be nonlinear
otherwise. The definition of linearity and nonlinearity is dependent on context, and
linear models may have nonlinear expressions in them. For example, in a statistical
linear model, it is assumed that a relationship is linear in the parameters, but it may
be nonlinear in the predictor variables.

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Let’s Check

Activity 1. Now that you determined the most essential terms in the first part of the
history of Mathematics, let us try to check your understanding of these events. In the
space provided, write a model that fits the information given in the table.

1.) The table below is about the academic performance in Mathematics of 10

students. Make a simple regression model by following the format utilized in
the above examples.

Student Final Exam Score (x) Final Grade (y)

1 78 83
2 87 90
3 91 99
4 92 99
5 76 86
6 70 78
7 87 80
8 88 88
9 84 86
10 80 89

2.) The table below is about the academic performance in Mathematics of 10

students. Make a multiple regression model by following the format utilized
in the above examples.

Student Final Exam Performance Task Final Grade (y)

Score (x1) Score (x2)
1 78 79 83
2 87 78 90
3 91 73 99
4 92 70 99
5 76 90 86
6 70 90 78
7 87 90 80
8 88 76 88
9 84 79 86
10 80 88 89

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Let’s Analyze

Activity 1. Getting acquainted with the essential terms in the study of Mathematical
Modeling is meaningless without understanding and analyzing. Can you definitely
explain the following situations in not less than 70 words.

1.) Mathematical Modeling is relevant for rationalization of values in the fields.

Is rationalization for qualitative information turned quantities effective in modeling?
Why or Why not?

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____________________________________________________________________

2.) What is the role of the error terms?

____________________________________________________________________
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________

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TEXTBOOK : Giordano, F. (2014). A first course in mathematical modeling

(5th ed.). Brooks/Cole.

REFERENCES :
Esfandiari, R. & Lu, B. (2018). Modeling and analysis of dynamic
systems. CRC Press.
Moghadas, S. & Jaberi-Douraki, M. (2018). Mathematical modeling: A
graduate textbook. John Wiley & Sons.
Bruhl, R. (2018). Understanding statistical analysis and modeling. Sage.
Weiss, C. (2018). An introduction to discrete-valued time series. John
Wiley & Sons.
Zill, D.G. (2018). A first course in differential equations with modeling
applications (11th ed.). Cengage Leaning.

OTHER PRINTED AND ONLINE RESOURCES :

1. Dym, C. L. (2004). Principles of mathematical modeling. Retrieved from
2. https://ebookcentral.proquest.com
3. Humi, M. (2017). Introduction to mathematical modeling. Retrieved from
https://ebookcentral.proquest.com
4. Hall, J., & Lingefjärd, T. (2016). Mathematical modeling : Applications with
geogebra. Retrieved from https://ebookcentral.proquest.com
5. Ingalls, B. P. (2013). Mathematical modeling in systems biology : An
introduction. Retrieved from https://ebookcentral.proquest.com
6. Barton, J. T. (2016). Models for life : An introduction to discrete
7. mathematical modeling with microsoft office excel. Retrieved from
8. https://ebookcentral.proquest.com
9. Springer Science & Business Media. Journal of Global Optimization,
Jan 1997 (Vol. 10, no. 1) – present.
Global Journal Series. Global Journal of Mathematical Sciences, 2009
(Vol. 8, no. 2) – present.
Cambridge University Press. European Journal of Applied Mathematics, Feb
2001 (Vol. 12, no. 1) - present.
Springer Science & Business Media. Applied Mathematics and Optimization,
2002 (Vol. 45, no. 1) - present.

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ONLINE CODE OF CONDUCT

1) All teachers/Course Facilitators and students are expected to abide by an honor

code of conduct, and thus everyone and all are exhorted to exercise self-
management and self-regulation.
2) Faculty members are guided by utmost professional conduct as learning facilitators
in holding OBD and DED conduct. Any breach and violation shall be dealt with
properly under existing guidelines, specifically on social media conduct (OPM
21.15) and personnel discipline (OPM 21.11).
3) All students are likewise guided by professional conduct as learners in attending
OBD or DED courses. Any breach and violation shall be dealt with properly under
existing guidelines, specifically in Section 7 (Student Discipline) in the Student
Handbook.
4) Professional conduct refers to the embodiment and exercise of the University’s
Core Values, specifically in the adherence to intellectual honesty and integrity;
academic excellence by giving due diligence in virtual class participation in all
lectures and activities, as well as fidelity in doing and submitting performance tasks
and assignments; personal discipline in complying with all deadlines; and
observance of data privacy.
5) Plagiarism is a serious intellectual crime and shall be dealt with accordingly. The
University shall institute monitoring mechanisms online to detect and penalize
plagiarism.
6) All borrowed materials uploaded by the teachers/Course Facilitators shall be
properly acknowledged and cited; the teachers/Course Facilitators shall be
professionally and personally responsible for all the materials uploaded in the
online classes or published in SIM/SDL manuals.
7) Teachers/Course Facilitators shall devote time to handle OBD or DED courses and
shall honestly exercise due assessment of student performance.
8) Teachers/Course Facilitators shall never engage in quarrels with students online.
While contentions intellectual discussions are allowed, the teachers/Course
Facilitators shall take the higher ground in facilitating and moderating these
discussions. Foul, lewd, vulgar and discriminatory languages are absolutely
prohibited.
9) Students shall independently and honestly take examinations and do assignments,
unless collaboration is clearly required or permitted. Students shall not resort to
dishonesty to improve the result of their assessments (e.g. examinations,
assignments).
10) Students shall not allow anyone else to access their personal LMS account.
Students shall not post or share their answers, assignment or examinations to
others to further academic fraudulence online.
11) By handling OBD or DED courses, teachers/Course Facilitators agree and abide
by all the provisions of the Online Code of Conduct, as well as all the requirements
and protocols in handling online courses.
12) By enrolling in OBD or DED courses, students agree and abide by all the provisions
of the Online Code of Conduct, as well as all the requirements and protocols in
handling online courses.

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MONITORING OF OBD AND DED

1) The Deans, Asst. Deans, Discipline Chairs and Program Heads shall be
responsible in monitoring the conduct of their respective OBD classes through
the Blackboard LMS. The LMS monitoring protocols shall be followed, i.e.
monitoring of the conduct of Teacher Activities (Views and Posts) with
generated utilization graphs and data. Individual faculty PDF utilization reports
shall be generated and consolidated by program and by college.

2) The Academic Affairs and Academic Planning & Services shall monitor the
conduct of LMS sessions. The Academic Vice Presidents and the Deans shall
collaborate to conduct virtual CETA by randomly joining LMS classes to check
and review online the status and interaction of the faculty and the students.

3) For DED, the Deans and Program Heads shall come up with monitoring
instruments, taking into consideration how the programs go about the conduct
of DED classes. Consolidated reports shall be submitted to Academic Affairs
for endorsement to the Chief Operating Officer.

Course prepared by:

GUILLERMO B. BONGHANOY

Course reviewed by:

RONNIE O. ALEJAN
Program Head

Approved by:

KHRISTINE MARIE D. CONCEPCION, Ph.D.

Dean

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