ot Le Pera A cee CAT Lect TELE Lice) Chapter Introduction Deeper understanding of problems leads to better solutions, The problems and solutions alike vary and may range from simple to difficut. Mathematics provides the central piece that allows ‘one to discover waysto come up with practical solution. Competencies [At the end of the lesson, the stucient will be able to: demonstrate abilities of reason and logic to arrive at solution; analyze information to develop reasoning skils; distinguish inductive reasoning from deductive reasoning; and utilize indudtive reasoning and deductive reasoning to solve various problems. (Chapter 3: Problems, Reasons, and Solutions in Mathematics 39Introduction Mathematical reasoning stems from understanding problems. It is how the problems are observed and analyzed. From this analysis, problems can be solved with relative ease. There are multiple ways to solve a problem. Information is very critical. The more information gathered, the more practical and reasonable the solution wil be. © Activity (Collaboration) The title of this activity is “He says, she says." Oblain information ‘on five things that three classmates bring to school every day. List to them on a piece of Paper and write a very brief conclusion about that person Chapter 3: Problems, Reasons, and Solutions in Mathematics 41Analysis (Communication) Inductive reasoning is the process of making general conclusions founded ‘on detailed exariples. The conclusion formed is celled conjecture. Conjecture Is i an idea based on incomplete information. This may be true or false. In this case, ! ‘counterexamples are very useful to prove the validity of conjectures. These are the | stataments that contradict the claims of conjectures. The following are examples of inductive reasoning: 1, Consider the list of numbers below. Predict the next number. a. 4,8, 12, 16,7 Solution: Add 4 to the preceding number. The next number ae 20. f b. 4,6, 16,31,51,7 q- Solution: The frst two numbers have a difference of 5. The second and third numbers heve a difference of 10. Continuing this process. the difference of consecutive two numbers is @ multiple of §. Therefore, the next number in the list is 76. 2. Ms. Jenis pretty. She is my math teacher. Therefore, all math teachers are pretty. 3. EDSAis a major thoroughfare which hes a speed limit of 80 kilometers per hour. Therefore, all major thoroughfares have a speed limit of 60 kilometers per hour. ‘Abstraction (Critical Thinking) From the activity “He says. She says,” revisit the list and the brief conclusion made about the three classmates. If two more details ere added, will the conclusion be the same? Application (Creativity) ‘A. Draw the next figure inside the box provided. > XY 2 ire eae | 42 A Course Module for Mathematics inthe Modern Word“2 3€ 4h5e El ee Use inductive reasoning to determine the next three terms in the list of numbers below: Bi. 50, 25,0/-25;-50,_ eee it 22g 213, 19/3, 20/3, 29/3, 383, 50,100,200, 360,550, 0 Bia et 108.2 1 the conjecture inductively by showing three examples: The product of an odd integer and an even integer is an odd integer. a oo Think of a number. Add it to 5, multiply 2 and then subtract 7. What is the result? ‘Chapter 3: Problems, Reasons, and Solutions in Mathematics 43Introduction Mathematical reasoning can sometimes lead observers to make solving problems. impractical decisions. if tha event 2. ow =z happened already, what evidences ‘Show commitment in eolvin “problems. zi ap e can be made to justify the event? Information that have atready been verified are important to prove the validity reasoning, This is the reason conjectures can be transformed into generalized iicies Activity (Collaboration) The title of the activity is “Picure this” With a partner, discuss the events that led to the time before the picture was taken. (Chapler 3: Problems, Reasons; and Solutions in Mathematics 45Analysis (Communication) . Deductive reasoning is @ process of making speciic and truthful conclusions based on general principles. The following are examples of deductive reasoning: ie 1, All members of the club can use the club's pool. Deanna is @ member of the f lub. Therefore, Deanna can use the club's pool. | 2. _Allnumbers are divisible by 3 ifthe sum of the digits is divisible by 3. Consider 338. The Sum of 3, 3 and 9 is 15. Therefore 339 is divisible by 3. Abstraction (Critical Thinking) Consider th following conjectures: 15210 2"3=11 = -6"4=-19 © 10° = 65 Determine the solutions to the problems below: 15°-2= ~9"-2= Br9- Application (Creativity) ‘A. Who has played Sudoku? Sudoku is @ 3x 3 puzzle such that numbers 1 to 9 are Placed in each of the box only once per box, row and column. Solving Sudoku Using inductive reasoning is not possible because every grid is unique. There is Ro specific rule to follow to get complete the grid, Therefore, deductive reasoning is used. Solve the Sudoku puzzle below: 46 A Course Module for Mathematics inthe Macem WorldCHAPTER 4: Statistics and Data Chapter introduction Statistics is the study of data, {rom its rarest farm to its relevance to daily lives. Data is everywhere, It is ‘observable or measurable. With the “advancement of technology every day, data can be accessed anywhere and by anyone. When @ata is correct, valid analysis and interpretation can be generated to produce valuable information. Competencies At the and of the lesson, the student will be able to: identify and distinguish the classifications of date; effectively organize data; calculate the measures of central tendency and measures of dispersion; realize the importance of measures of central tendency and measures of dispersion; and describe and interpret data using tables and graphs. , (Chapter 4: Statistics and Data 51| There are many classifications of data, Different kinds of data are Collected, anelyzed, and interpreted. Being able to differentiate them is the first thing that must be considered "when organizing data Activity (Collaboration) ‘The tile of the activity is “Hear ye, hear yet” Everyone was asked to bring an article to the class. Read and determine the levels of measurements of data from the article, Form groups of three (3) to discuss the findings. is (Communication) Qualitative and quantitative data are the Iwo types of data. Qualitative data ls with categories or attributes. Examples are color of ayes, ethnicity, and brand of @ cream. Quantitative data are numerical data, Quantitative data can be discrete continuous. Discrete data is obtained through counting. Continuous data is ined by measuring. Number of countries in Southeast Asia and number of courses '@ School term are examples of discrete data while weight and age are some of the ples of continuous data. és Classification of data includes levels of measurement of data. The levels of jeasurement of data are nominal, ordinal, interval, and ratio. Nominal level of Mt classifies qualitative data into two or more categories. It Is the lowast of measurement, Examples of nominal are the books in the library and courses college. Ordinal level of measurement ranks qualitative data. Winners in a ce quiz bee and levols of anxiety are examples of ordinal data. Interval level ‘measurement involves quantitative data that are ranked and makes sense of erences. There is no starting point for this level of measurement. An example is (Chaplet 4; Statistics and Data $3the Celsius temperature. Ratio level of measurement does not only include ‘characteristics of interval level of measurement but also starts at the 0 value. It is | highest level of measurement. Examples are weight, the time it takes to do a Project and the number of absences of students in a clase. Abstraction (Critical Thinking) Group yourselves into 3's, Follow the steps below: 4. Determine who is tall, average, and small. 2. Label the tallest as 1, average as 2, and small as 3. 3. The tip of your thumb til the tip of your pinky will be counted as 1. This is the span of your hand. Count the spans each individual has to measure his/her height. 4. Write your answers and discuss them in class. Application (Creativity) ‘A. Write quantitative or qualitative data for each of the following statements: 1. Kevin Durantis 7 feet tall, 2. The prevalent skin color of Filipinas is brown. 3. The cities in the National Capital Region are Celoocan, Las Pitas, Makati, Malabon, Mandaluyong, Manila, Marikina, Muntinlupa, Navolas, Paranaque, Pasay, Pasig, Quezon City, San Juan, Taguig, and Valenzuela. 4. The treshmen college students are very anxious for the final examination, 5. Two of the smartest in our class were elected president and vice president, respectively. ~ 54 A Course Module for Mathematics in the Modem WordIntroduction ‘One of the most important uses |_ Of statistics is finding the central value: Of @ certain set of data. It summarizes large amounts of data into a single value to help in making meaningful decisions. Thess are also used to compare sets of data. Activity (Collaboration) English sentences use the words and, of, that, the, and to often if notall the time. Consider the peragraphs below. Using the table, writs how many of these words appear. Calculate the mean, median, and mode for each column, Paragraph 1: Jenna wants fo go to the park. She wants to invite her friends, Sherman and Phi, but they are busy. After a few minutes, she shrugged her shoulders and started ‘walking toward the park. When she was halfway there, she saw Phie and waved her ver: Phia explained that her mom didn't need her anymore to help. Jenna was happy because she has someone to play with. Paragraph 2: Xavier Just got his grades forthe term. He is happy with his efforts. Looking back, he was glad he made sacrifices just to get the grades he has now. He knows that his Parents will be proud of him. He was told that he can ask for anything if he gets good grades. Thinking about what he needs the most, he stopped in his tracks. Smiling, he gathered up his things and started his long walk home. (Chapter 4: Statisics and Data 7Paragraph 3: ; ‘Thea must get to ciass before her teacher. Her teachar said thai there will be a surprise quiz today within the period but she did not tll them what part of the period. Itmight be given at the star, in the middle or atthe end of the period. Thea knows thet ifehe misses this quiz, she wil get lower grades. Her scholarship is on the tine. She walked fester. As she was opening the door to her classroom, she sew the teacher just on the teacher's table. Thea sighed with ralief as she slid to her seat. putting ner things 4. Add all the values and divide it by 15. What is the answer? 2. Arrange the data from lowest to highest. What is the middie value? 3, Ofall the words in the list, which word gopears the most numiber of tmes? Analysis (Communication), ‘Ameasure of central tendency is a single value that describes the center of ¢ distribution. The most common measures of central tendency are tha mean, median, and mode. ‘The meanis defined to berthe sum of all values in a set of data divided by the total number of observations, The median isthe middle valueawhen data isin ascending or descending order. If there is an even number of observations, get the mean of the two, middlemnost values. The mode is the most frequent value in a set of data. Consider the values 13, 16, 18, 21, 24, 22, 12, 13. The mean is calculated as: follows: mngan = 1921618421474 £22412 13. 47,575 8 To calculate the median, the data is to be arranged from lowest to highest to) obtain the middle value, The arrangement of the data will be 12, 13, 13, 16, 18. 21, 22, 24, Since there are 8 values, the average of [Link] 18 is obtained. Therefore, median is 17. The data has one mode, 13, since it appears twice in the dats set, more! times than the rest of the values. 158 A Course Module for Mathematics in the Modem World‘There are limitations as to how measures of central tendency are used. Mean used for interval or ratio level of measurement, itis the most rellable measure jentral tendency because it uses all the values in the distribution, if the data extreme scores, itis better to use the median. The median is also used for | favel of measurement. The mode is used for nominal level of measurement. wer, the mode is the only measure of central tendency that does not appear time in 2 dala set and it is the only measure that may appear more than Using spreadsheets makes the calculation of the measures of central tendency ler. The following screen shots show Microsoft Excel's statistical formulas: =madian(A1:AB) 4 A student listed 10 of his classmates’ scores: ‘34,42, 27, 34, 45, 32, 31, 44, 33, 31 Caloulate the mean, median, and mode. 1f-45 was really 34, will the mean change? Will he median ‘change? Will the mode change? Explain.Introduction Measures of central tendency ‘are not enough to describe sets of data. What if the mean of two sets of data are the same? This is where measures of dispersion come to play. © Activity (collaboration) Trace the outline of your hand. Compare the size, width, and the length with a Gassmate. Discuss the results in class, Analysis (communication) A measure of dispersion is a single value that describes the spread of a distribution, These are the range, interquartile range, variance, and standard deviation, The range is the difference between the highest vaive and the lowest value of a Set of data. Range = highest value - lowest value The interquartile range is the middle 50% of a set of data. It is the difference between the upper and lower quartiles. interquartile range = upper quartile — lower quartile The lower and upper quartiles are based on the median. The lower quartile {also known as the first quartile) is the 50% of the values before the median, while the upper quertile (also known as the third quartile) is the 50% of the values after the median, Chapter 4: Statistics and Osta 61. The variation is based on the mean. This implies the squared distance of each ‘observation from the mean, The formula for standard variance is: fe oe m1 ‘The standard deviation is the square rcot of the standard variance. ie The range Is the weakest measure of disparsion because it only uses the lowest and highest values. When there are extreme values, itis better to use the interquartile i range. The standard deviation is used for interval or ratio level of measurement and li itis the most reliebie of all measures of dispersion. It shows how spread out each ik distribution is. For example, consider the following data: 28, 25, 24, 29, 93, 42/25, 39, 32, 21, | 31, 30, and 48. The range is 48 - 21 = 27, Since the median Is 30, first quartile = 26.5 and third quartile = 36, then the interquarlile range = 9.5. The vanance is calculated as follows: ? 414.2761 278.5561 16.69 ‘Adding the values in the last column, the result is 712.7693. Therefore, variance is 59.40 and the standard deviation is 7.70. Like measures of central tendency, Microsoft Excel can also be used to obtain measures of dispersion, particularly standard deviation and variance. 162 ACourse Modile for Mathematics in the Medem WordIntroduction There are several characteristics of data that are unique to @ sat of data, Some data sets have the same characteristic, but their distributions are different. Measures of central tendency play 3 major role in determining whether 8 distribution is symmetric or asymmetric. Ust down your heights (cm) on the board. What are your observations? ‘sis (Communication) Asymmetric distribution is @ property of a distribution that has the mean as the enter, acting as a mirror image of the {wo sides of the distribution. Most of the data es are found near the mean, tapering off on both sides of the mean. In a symmetric tribution, the ‘ean is equal to the median. I the distribution is not symmetric, then itis an asymmetric distribution, which s lack of symmetry. There are two kinds of asyrimetic distribution, namely: right. ewed distribution and left-skewed cistibution. Right-skewed distribution is when Se! of the data values can be found on the let side ofthe distribution, Left-skewed tribution \s when most of the data values can be found on the right-side of the Siibuton. When the distribution is esymmettic, then the mean and median are not "the mean is greater than the median, then the distribution is right-skewed. If (Chapter 4: Statistics and Data 65the mean is lower than the median, then the distribution is left-skewed. The following: i illustrates these concepts: lh th Symmetric Distibutgn Right skewed Dsirbulion Loft skewed Disiabusion Pearson's coefficient of skewness is one way to determine whether @ distribution is right-tailed or left-tailed. The formula is given below: rf (z-mediam) oat aa ‘Abstraction (Critical Thinking) Give two more descriptions of right-skewed distribution and left-skewed distribution. Application (Creativity) ‘A. Sam runs as partof his morning routine, He recorded his times in minutes forthe past four days. 9,10, 11,12 ‘Does the data show @ symmetric distribution? Explain. “There are’ eight brothers and sisters in Tala’s ferily. Their ages are as follows: 22, 25, 14, 10, 7, 13,20, 6 Does the data show a symmatric distribution? Explain. For the following data, compute for the Pearson's coefficient of skewness. 79, 12, 69, 76, 76, 70, 77, 75, 72, 87, 70, 71, 87 Summary ‘symmetric and asymmetric distributions are also ways to describe dala ‘A syrmmettic disinoution divides the distribution into mitror images such tha most the data values are near the center. However, there are also distributions that symmetry, These distributions are known'as asymmetric distributions. ‘86 A Course Modula for Mathematics in the Modem World