APPRECIATION

First of all, I would like to thank to my Additional

Mathematics teacher, En Syauqi bin Md Salleh as he gave me
important guidance to finish this project.

I also take this chance to express my gratitude to my

beloved parents for encouraging me through my ups and
downs. I hope I can do better for this upcoming SPM so they
can feel proud of having me in their life.

I would also like to thank to my friend, Noor Aliah Afifah

binti Mohd Ishak for helping me to finish this project.

Also for people who were involved directly or indirectly

towards making this project into a reality.

Thank you for all your kindness.

OBJECTIVES
We, students who are taking Additional Mathematics are ordered to carry out a
project work while we are in form 5. This year, the Curriculum Development
Division, Ministry of Education Project Work, we can give valuable experience
and are able to:

Experience classroom environments where knowledge and skills are

applied in meaningful ways in solving real life problems.
Acquire effective mathematical communication through oral and writing,
and to use the language of mathematics to express mathematical ideas
correctly.
Realize that mathematics is an important and powerful tool in solving real
life problems and hence develop positive attitude towards mathematics.

Introduction.
In statistics, there are two types of probability distributions, binomial
distribution and normal distribution. These probability distributions are used
widely to solve problem in real life information about the measure.
Every student taking Additional Mathematics is required to carry out a
project work in Form 5. This year, the curriculum developmet Division Ministry
of Education has prepared a task about the probability distribution.
Upon completation of the Additional Mathematics project work, I gain
valuable experiences and able to:

Apply mathematics to everyday situations and appreciate the importance

and the beauty of mathematics in everday lives.
Improve problem-solving skills, thinking skills, reasoning and
mathematical communication.
Develop positive attitude and personalities and intrinsic mathematical
values such as accuracy, confidence and systematic reasoning.
Stimulate learning environment that enhances effective learning, inquirybased and team-work.
Develop mathematical knowledge in a way which increases students`
interest and confidence.

A binomial distribution can be thought of as simply the probability of a SUCCESS

or FAILURE outcome in an experiment or survey that is repeated multiple times. The
first variable in the binomial formula, n, stands for the number of times the experiment is
performed. The second variable, p, represents the probability of one specific outcome.
For example, lets suppose you wanted to know the probability of getting a 1 on a
die roll. If you were to roll a die 20 times, the probability of rolling a one on any throw is
1/6. Roll twenty times and you have a binomial distribution of (n=20, p=1/6). SUCCESS
would be roll a one and FAILURE would be roll anything else. If the outcome in
question was the probability of the die landing on an even number, the binomial
distribution would then become (n=20, p=1/2). Thats because your probability of
throwing an even number is one half. Many instances of binomial distributions can be
found in real life.
For example, if a new drug is introduced to cure a disease, it either cures the
disease (its successful) or it doesnt cure the disease (its a failure). If you purchase a
lottery ticket, youre either going to win money, or you arent. Basically, anything you can
think of that can only be a success or a failure can be represented by a binomial
distribution.
A normal distribution, sometimes called the bell curve, is a distribution that
occurs naturally in many situations. For example, the bell curve is seen in tests like the
SAT and GRE. The bulk of students will score the average (C), while smaller numbers of
students will score a B or D. An even smaller percentage of students score an F or an A.
This creates a distribution that resembles a bell (hence the nickname). The bell curve is
symmetrical. Half of the data will fall to the left of the mean; half of the later will fall to the
right.
Many groups follow a Normal Distribution pattern. Thats why its widely used in
business, statistics and in government bodies like the FDA:
Heights of people.
Measurement errors.
Blood pressure.
Points on a test.
IQ scores.
Salaries.

A normal distribution

A Binomial Distribution) shows either (S)uccess or (F)ailure.

Part 2
Bil.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.

Students
Akmal Khalidah binti Hasan
Nurul Jannah binti Abdul Ghani
Nurzuriana binti Mohd Zahri
Nur Haflia Safika binti Mohd Sahari
Faiqah Adawiyah binti Yusoff
Nurin Jazlina binti Saeman
Afiqah binti Abd Aziz
Nur Ezatul Syazwani binti Mohd Ismail
Nur Syafawati binti Mohd Solleh
Nabila Hannah binti Deswir
Ainunul Khalilah binti Hasan
Nur Aliyah binti Zaidi
Nurul Munirah binti Shamsudin
Nurul Nadiah binti Karim
Aina Safiqa binti Azhar
Aisyah Nazihah binti Nazri
Siti Hajar binti Ramli
Suhailah binti Sulaiman
Aliah Khaliqah binti Hasan
Nur Ahya Nadhira binti Nazri
Anisah Hamimi binti Zamri
Humaira Husna binti Ayob
Aisyatul Humaira binti Azmi
Nabilah Huda binti Ghazali
Nur Hairin Nizan binti Chairil
Wan Muhammad Akmal bin Wan Azman
Johan Ariff bin Rosdin
Muhammad Taufiq bin Othman
Muhammad Hafriz Najmi bin Nekmat
Ahmad Razin bin Azli
Muhammad Azrie bin Azman
Muhammad Amsyar Hakim bin Somad
Muhammad Sallehudin bin Tumijan
Ahmad Khairum Muzammil bin Hasan
Muhammad Syafiq bin Azmi
Muhammad Syahmi bin Safri
Muhammad Rafiq bin Azmi
Muhammad Arif Adli bin Mohd Azlan

Weight(kg)
52
52
56
42
42
53
53
47
49
48
56
50
54
42
53
54
47
57
55
41
55
65
44
45
43
65
58
70
87
58
50
53
62
58
75
63
52
54

Height(cm)
157
152
165
152
149
154
152
151
162
158
152
157
161
147
151
153
159
156
150
154
160
152
153
150
161
183
179
184
186
164
164
158
167
164
175
168
168
159

39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.

Muhammad Zulfikri bin Lokman Hakim

Muhammad Syahmi Sufi bin Abdul Shukor
Ahmad Amir bin Ismail
Faiz Akmal bin Maiden
Muhammad Iqbal bin Seidi
Muhammad Hilmi bin Sawal
Muhammad Fikree bin Seidi
Luqman Al-Hakim bin Zainal
Khalid bin Al-Walid
Norsyahizi Haikal bin Mansor
Amirul Hakimi bin Ahmad
Muhammad Haziq Akmal bin Mohd

50
77
81
53
56
60
59
57
49
51
66
72

164
161
176
154
162
167
160
160
152
163
161
162

2(i)
Mass

Frequency

(kg)

Cummulative Midpoint

Upperboundry

Fx

fx

frequency

1-10

5.5

10.5

11-20

15.5

20.5

21-30

25.5

30.5

31-40

35.5

40.5

41-50

15

15

45.5

50.5

682.5

31053.75

51-60

24

39

55.5

60.5

1332

73926

61-70

45

65.5

70.5

393

25741.5

71-80

48

75.5

80.5

226.6

17100.75

81-90

50

85.5

90.5

171

14620.5

(ii) Mean , = (45.5 x 15 ) + (55.5 x 24) + (65.5 x 6) + (75.5

x 3) + (85.5x2)
50

= 2805
50
= 56.1

Standard deviation, =

162442.5
50

- 56.1

= 10.08
(iii) Percentage of students with weight more than 60kg =
11
100
50

= 22
3. i) Percentage of students with weight more than 60kg:

P ( X >60 )=P z>

6056.1
10

)
= 0.11 x 100
= 11

(ii) Percentage of students with weight less than 45 kg:

56.145
)
10
p ( X <45 )=P
z<(

m56.1
(iii) P ( X >m )=P z > 10 =0.90

m56.1
=0.90
10

m 65.1

4) Normal distribution is more suitable when calculate the percentage of

students.

5) n=10r =2 p=0.6 q=0.4

P(X = 3) = C (0.60) (0.40)
= 0.04247

6)

P ( X >60 )=P z>

6056.1
10

0.39

= 0.3483
60
=0.3483
Number of students
Number of students=172

The number of students with weight more than 60 kg is172

Part 3
Bil.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Students
Akmal Khalidah binti Hasan
Nurul Jannah binti Abdul Ghani
Nurzuriana binti Mohd Zahri
Nur Haflia Safika binti Mohd Sahari
Faiqah Adawiyah binti Yusoff
Nurin Jazlina binti Saeman
Afiqah binti Abd Aziz
Nur Ezatul Syazwani binti Mohd Ismail
Nur Syafawati binti Mohd Solleh
Nabila Hannah binti Deswir

BMI
21.1
22.5
20.5
18.2
18.9
22.3
22.9
20.6
18.7
19.2

Category
Normal
Normal
Normal
Underweight
Normal
Normal
Normal
Normal
Normal
Normal

11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.

Ainunul Khalilah binti Hasan

Nur Aliyah binti Zaidi
Nurul Munirah binti Shamsudin
Nurul Nadiah binti Karim
Aina Safiqa binti Azhar
Aisyah Nazihah binti Nazri
Siti Hajar binti Ramli
Suhailah binti Sulaiman
Aliah Khaliqah binti Hasan
Nur Ahya Nadhira binti Nazri
Anisah Hamimi binti Zamri
Humaira Husna binti Ayob
Aisyatul Humaira binti Azmi
Nabilah Huda binti Ghazali
Nur Hairin Nizan binti Chairil
Wan Muhammad Akmal bin Wan Azman
Johan Ariff bin Rosdin
Muhammad Taufiq bin Othman
Muhammad Hafriz Najmi bin Nekmat
Ahmad Razin bin Azli
Muhammad Azrie bin Azman
Muhammad Amsyar Hakim bin Somad
Muhammad Sallehudin bin Tumijan
Ahmad Khairum Muzammil bin Hasan
Muhammad Syafiq bin Azmi
Muhammad Syahmi bin Safri
Muhammad Rafiq bin Azmi
Muhammad Arif Adli bin Mohd Azlan
Muhammad Zulfikri bin Lokman Hakim
Muhammad Syahmi Sufi bin Abdul Shukor
Ahmad Amir bin Ismail
Faiz Akmal bin Maiden
Muhammad Iqbal bin Seidi
Muhammad Hilmi bin Sawal
Muhammad Fikree bin Seidi
Luqman Al-Hakim bin Zainal
Khalid bin Al-Walid
Norsyahizi Haikal bin Mansor
Amirul Hakimi bin Ahmad
Muhammad Haziq Akmal bin Mohd

24.2
20.3
20.8
19.4
23.2
23.1
18.6
23.4
24.2
17.3
21.5
28.1
18.8
20.0
16.6
19.4
18.1
20.7
25.1
21.6
18.6
21.2
22.2
21.6
24.5
22.3
18.4
21.4
18.6
29.7
26.1
22.3
21.3
21.5
23.0
22.3
21.2
19.2
25.5
27.4

Normal
Normal
Normal
Normal
Normal
Normal
Normal
Normal
Normal
Normal
Normal
Overweight
Normal
Normal
Underweight
Normal
Underweight
Normal
Overweight
Normal
Normal
Normal
Normal
Normal
Normal
Normal
Underweight
Normal
Normal
Overweight
Overweight
Normal
Normal
Normal
Normal
Normal
Normal
Normal
Overweight
Overweight

2) (i) P ( X < 18.5 ) = P (z < 1)

= 0.8413
1. 00 . 8413

= 0.1587
18.5
4

= 0.1587

= 17.8652
=4

(ii) a) percentage of underweights students =

4
100
50

=8
b) percentage students with BMI more than 25 =

6
100
50

= 12

3) (i) percentage of overweights students =

P ( X >25 )=P z>

2517.8652
4

)
0.0372
0.0372 100
3.72

(ii) percentage students with BMI less than 18.5 =

P( X <18.5)=P( z<

18.517.8652
)
4

=0.1587
= 0.1587 X 100
= 15.87

(iii)

k17.8652
=0.05
4
k =18.0652

4)

P ( X > K )=P z>

k 17.8652
=0.05
4

5) Ways and strategies to reduce weight and live a healthier life :

Make appointments with your doctor and dentist. Catch up on your

routine screening and immunizations, and take the opportunity to ask your
doctor any questions you might have.

Gauge your girth. Measure your height and weight to check your BMI,
and measure your waist circumference to see if you'reoverweight and if your
waistline is putting your health at risk.

Assess your activity. How much physical activity do you get in a typical
week? How intense is that activity? How much variety do you get in your
activity, and how much do you enjoy it? The CDC recommends that adults get
at least two and a half hours per week of moderate-intensity aerobic activity or
one hour and 15 minutes per week of vigorous-intensity aerobic activity, plus
muscle-strengthening activities at least two days per week.

Keep a food diary. Write down everything you eat for a day -- and no fair
skipping the items you're embarrassed about. "The idea is to write it down ...
without judgment," says Kathianne Sellers Williams, MEd, RD, LD, a
nutritionist, wellness coach, and personal trainer with Cafe Physique in Atlanta.
"You can't change what you're not aware of or don't acknowledge."

Check your mood and energy. Healthy living includes emotional

wellness and adequate rest. How has your mood been lately? Are you

experiencing any symptoms of depression or anxiety? Do you usually sleep well

for seven to eight hours a night?

Further Exploration
Johann Carl Friedrich Gauss
Carl Friedrich Gauss was born on 30 April 1777 in Brunswick (Braunschweig), in
the Duchy of Brunswick-Wolfenbttel (now part of Lower Saxony, Germany), as the son
of poor working-class parents.[3] His mother was illiterate and never recorded the date of
his birth, remembering only that he had been born on a Wednesday, eight days before
the Feast of the Ascension, which itself occurs 40 days after Easter. Gauss would later
solve this puzzle about his birthdate in the context of finding the date of Easter, deriving
methods to compute the date in both past and future years. [4] He was christened
and confirmed in a church near the school he attended as a child. [5]
Gauss was a child prodigy. There are many anecdotes about his precocity while
a toddler, and he made his first ground-breaking mathematical discoveries while still a
teenager. He completed Disquisitiones Arithmeticae, his magnum opus, in 1798 at the
age of 21, though it was not published until 1801. This work was fundamental in
consolidating number theory as a discipline and has shaped the field to the present day.
Gauss's intellectual abilities attracted the attention of the Duke of Brunswick,
[2]

who sent him to the Collegium Carolinum (nowBraunschweig University of

Technology), which he attended from 1792 to 1795, and to the University of

Gttingen from 1795 to 1798. While at university, Gauss independently rediscovered
several important theorems;[6] his breakthrough occurred in 1796 when he showed that
any regular polygon with a number of sides which is a Fermat prime (and, consequently,
those polygons with any number of sides which is the product of distinct Fermat primes
and a power of 2) can be constructed by compass and straightedge. This was a major
discovery in an important field of mathematics; construction problems had occupied
mathematicians since the days of the Ancient Greeks, and the discovery ultimately led
Gauss to choose mathematics instead of philology as a career. Gauss was so pleased
by this result that he requested that a regular heptadecagon be inscribed on his
tombstone. The stonemason declined, stating that the difficult construction would
essentially look like a circle.
The year 1796 was most productive for both Gauss and number theory. He
discovered a construction of the heptadecagon on 30 March. He further
advanced modular arithmetic, greatly simplifying manipulations in number theory. On 8
April he became the first to prove the quadratic reciprocity law. This remarkably general
law allows mathematicians to determine the solvability of any quadratic equation in
modular arithmetic. The prime number theorem, conjectured on 31 May, gives a good
understanding of how the prime numbers are distributed among the integers.
Gauss also discovered that every positive integer is representable as a sum of at
most three triangular numbers on 10 July and then jotted down in his diary the note:
"! num = + + ". On October 1 he published a result on the number of
solutions of polynomials with coefficients in finite fields, which 150 years later led to
the Weil conjectures.

Reflection
Additional Mathematics
DIfferent from other subjects
Definitely challenging my mind and soul
It is not something we cant do because

Teacher is here to help us

In getting the highest marks and

Of course us 5 Thaqofah will struggle to the end

Never say never to add. Maths but instead

All of us can say

Like this : I LOVE YOU LIKE A LOVE SONG, ADD MATHS

My, my
Actually, it has been two years since we studied
together
The ups and downs we experienced
How I would miss those times next year
Everyone would, especially the Thaqopers
Memories after memories, tears after tears
Are what we cherish the most
Thank you for teaching us with patience
I, we, them. Lets pray and work hard until we
succeed

Cause thats what Legacy of Licentiate wants

Sorry teacher.

XOXO, drmabet (@amalaey)