Solving Exponential

Equations
Pages 165-170 in your General Mathematics Book
RECALL
LET’S EXPLORE!
WHAT IS THE VALUE OF THE FOLLOWING:

1. (½)2
→ (12 / 22) → ¼ → 0.25

2. (1.2)-3 → 1/1.728
3. (25)-1/2 → 1/√25 → ⅕ → 0.2
LET’S EXPLORE!
WHAT IS THE VALUE OF THE FOLLOWING:

1. y2(x2y) → x2y3
2. (x2y) → x
xy2 y
→ 6y
3. [x ]
2 3y x
LET’S EXPLORE!
WHAT IS THE VALUE OF THE FOLLOWING:

1. (2x)2y → 2x+y
2. 32x+13x² → 3x²+ 2x+1

3. ½ (2x) → 2-12x → 2x-1

Exponential Equation
 Steps in Solving Exponential Equations

⦁ Check if the terms can be written using the same base.

⦁ Rewrite the equations which terms have the same base.
⦁ Apply the laws of exponents.
⦁ Solve for x.

Exponential equations can be solved by expressing both sides of the

equation into an expression of the same base b.
Example #1 3 2x - 4
=3 5x + 8
Since the bases of the terms on both sides are the
same, then we have, Checking:
2x – 4 = 5x + 8 ; copy the exponents
3 2(-4) - 4
=3 5(-4) + 8

2x – 5x = 8 + 4 ; combine like terms to solve for x

3 -12
=3 -12

-3x = 12 ; divide both sides by -3

-3 - 3

Therefore the solution is: x = - 4

Example #2 4 x+3
=2 5

Since the bases of the terms on both sides are NOT the
same, then we will rewrite the equation as
Therefore the
22(x + 3) = 25 ; then take the exponents solution is:
2(x + 3) = 5 ; simplify
x=-1
2x + 6 = 5 ; combine like terms, solve for x 2
2x = 5 - 6
2x = -1 ; divide both side by 2. Checking:
2 2 Page 167, Task 3 in
your book
 Example #3 2(9x – 3) = 162
Since the bases of the terms on both sides are NOT the same,
then we will rewrite the equation as

2(9x – 3) = 2(81) ; simplify by factoring Therefore the

solution is:
(9x – 3) = 81 ; you may use base of 9 or base 3 x=5
32(x–3) = 34 ; then take the exponent and solve for x
2(x-3) = 4 → 2x – 6 = 4 → 2x = 10 Checking:
Page 168, Task 3 in
2 2 your book
Thank you for listening!

For now, prepare for

Worksheet #1 - page 171,
Answer items 1, 3, 6, 7, 10

If you have any

questions, message me or
your subject
representative.
 General
Mathematics
Lesson 1.1 Representing
Functions
1.1.3 Domain and Range of Functions
- Finding the domain
- Finding the range
1.1.4 Graphing Functions
Lesson 1.1 Representing
Functions
Learning Competencies

The learner will be able to represent real-life

situations using functions, including piecewise
function.
 Recall

FUNCTION – is a relation
such that for each value in the
range, there corresponds
exactly one value in the
domain.
Functions can be described
using…
➢ Ordered pairs
➢ Equations
➢ Graphs
 Ordered Pairs
Example:
𝟐
𝟏
{ 𝒂, 𝒙 , 𝒚, , 𝟏𝟑, 𝟐𝒅 , 𝒒, 𝒔𝒕 }
𝟐
How to determine their relations?
Through Mapping Diagram!
FUNCTION
DOMAIN RANGE
𝒂 𝒙𝟐
𝒚 𝟏
𝟐
𝟏𝟑 𝟐𝒅
𝒒 𝒔𝒕
LET’S TRY:
{(Philippines, Manila), (Indonesia,
Jakarta, (Thailand, Bangkok),
(Indonesia, Bali)}
NOT A FUNCT ION
DOMAIN RANGE
𝑷𝒉𝒊𝒍𝒊𝒑𝒑𝒊𝒏𝒆𝒔 𝑴𝒂𝒏𝒊𝒍𝒂
𝑱𝒂𝒌𝒂𝒓𝒕𝒂
𝑰𝒏𝒅𝒐𝒏𝒆𝒔𝒊𝒂
𝑩𝒂𝒏𝒈𝒌𝒐𝒌
𝑻𝒉𝒂𝒊𝒍𝒂𝒏𝒅 𝑩𝒂𝒍𝒊
Equation or Formula
Determine if 𝒇 𝒙 = 𝟑𝒙𝟐 represents
a function.
𝒙 -2 -1 1 2
𝒇(𝒙)
FUNCTION
𝒙 -2 -1 1 2
𝒇(𝒙) 12 3 3 12
Lesson 1.1 Representing
Functions

1.1.3 Domain and Range of Functions

- Finding the domain
- Finding the range
1.1.4 Graphing Functions
Lesson 1.1.3
Domain of a Function
domain refers to the set of
possible input values, the domain
of a graph consists of all the input
values shown on the x-axis
Lesson 1.1.3
Domain of a Function
If the domain of the function is not
stated and restricted, it is understood
that the domain is the set of all real
numbers, ℝ , which makes the values
of the function real.
Lesson 1.1.3
Range of a Function
The range is the set of possible output
values, which are shown on the y-axis.
Lesson 1.1.3
Domain & Range of a
Function
Another way to identify the domain and
range of functions is by using graphs.

Keep in mind that if the graph continues

beyond the portion of the graph we can
see, the domain and range may be
greater than the visible values.
Lesson 1.1.3
Domain & Range of a
Function
We can observe that the graph extends horizontally from
−5 to the right without bound, so the domain is [−5,∞)
The vertical extent of the graph is all range values 5 and
below, so the range is (−∞,5].

Note that the domain and range are always written from
smaller to larger values, or from left to right for domain,
and from the bottom of the graph to the top of the graph
for range.
Lesson 1.1.4
Graphing Functions
USE:
https://www.desmos.com/calculator

or graph using table of values

Lesson 1.1.4
Graphing Functions using table of values
Example : Graph the function and determine the domain
and range of each of the following functions;

a. y = x
Example : Graph the function and determine the domain
and range of each of the following functions;

a. y = x

D={xlx𝜖ℝ}
R={yly𝜖ℝ}

Both domain and range are sets of real numbers

Example : Graph the function and determine the domain
and range of each of the following functions;

b. y= x 2
Example : Graph the function and determine the domain
and range of each of the following functions;

b. y = x2

D={xlx𝜖ℝ}
R={yly≥0}

The domain is the set of real numbers.

The range is the set of real numbers greater than 0.
Example : Graph the function and determine the domain
and range of each of the following functions;

1
c. y =
x
Example : Graph the function and determine the domain
and range of each of the following functions;
1
c. y = x The domain are values of x
that makes y real.

The range cannot take a

D={xlx≠0} value of zero since the
R={yly≠0} denominator cannot be
zero.
FINDING THE DOMAIN:
Solve the equation for y in terms of x
Step 1: if y is a polynomial, the domain is the set of real
numbers.
Step 2: if y is a rational expression and contains an expression
𝑑 𝑥 in the denominator, the domain is the set of real numbers,
except those values of x that make 𝑑 𝑥 equal to 0.
Step 3: if contains a radical expression 𝑟 𝑥 where n is an
𝑛

even natural numbers, the domain is the set of real numbers

that make r 𝑥 greater than or equal to 0
FINDING THE RANGE:
Solve the equation for y in terms of y
Step 1: if x is a polynomial, the range is the set of real
numbers. Exclude all restrictions in the defining equation
(where 𝑦 is in terms of 𝑥), if there is any.
Step 2: if x is a rational expression and contains an
expression 𝑑 𝑥 in the denominator, the range is the set of
real numbers, except those values of y that make 𝑑 𝑦 equal
to 0.
Step 3: if contains a radical expression 𝑟 𝑦 where n is an
𝑛

even natural numbers, the range is the set of real numbers

that make r 𝑦 greater than or equal to 0
Determine the domain function?

𝟑𝒙 − 𝒚 = 𝟒
 Step 1:
𝟑𝒙 − 𝒚 = 𝟒 solve 𝟑𝒙 − 𝒚 = 𝟒
For y in terms of
x
 Since y is a
𝟑𝒙 − 𝒚 = 𝟒 polynomial, the
domain is
−𝒚 = −𝟑𝒙 + 𝟒
𝒚 = 𝟑𝒙 − 𝟒 𝑫: {−𝒙|𝒙 ∈ ℝ}
Note: the ∈ means ’an element of’
and therefore we are saying x can
be any real number R.
Determine the range of a function?

𝟑𝒙 − 𝒚 = 𝟒
 Step 1:
𝟑𝒙 − 𝒚 = 𝟒 solve 𝟑𝒙 − 𝒚 = 𝟒
For x in terms of
y
 Since x is a
𝟑𝒙 − 𝒚 = 𝟒 polynomial without
restriction, the
𝟑𝒙 = 𝒚 + 𝟒 range is
𝟏 𝟒
𝒙= 𝒚+ R: {𝒚|𝒚 ∈ ℝ}
𝟑 𝟑
Note: the ∈ means ’an element of’
and therefore we are saying y can
be any real number R.
Determine the domain function?

𝟐
𝒚=𝒙 −𝟒
 𝟐
𝒚=𝒙 −𝟒
Step 1:
the equation 𝒚 = 𝒙 − 𝟒 is already as y
𝟐
in terms of x. Since y is a polynomial ,
its domain is
𝑫: {𝒙|𝒙 ∈ ℝ}
Determine the range of a function?

𝟐
𝒚=𝒙 −𝟒
 Step 1:
𝟐
𝒚=𝒙 −𝟒 𝟐
solve𝒚 = 𝒙 − 𝟒
For x in terms of
y
 𝟐 For x to be real, the
𝒚=𝒙 −𝟒 radicand y +4 must
𝟐
𝒙 =𝒚+𝟒 be greater than or
equal to 0. That is,
𝒙=± 𝒚+𝟒

y+4 ≥ 0 implies that y ≥ -4.

R: {𝒚|𝒚 ≥ −𝟒}
Therefore, the range is
Determine the domain function?

𝟑𝒚 − 𝒙𝒚 = 𝟐
 Step 1:
𝟑𝒚 − 𝒙𝒚 = 𝟐 solve 𝟑𝒚 − 𝒙𝒚 = 𝟐
For y in terms of
x
 Note that y is a rational
expression with the
denominator containing the
𝟑𝒚 − 𝒙𝒚 = 𝟐 independent variable x. This
means that the denominator
y(3-x)= 𝟐 3-x cannot be equal to 0.
That is 3-x≠ 𝟎.
𝟐
𝒚= This implies that x ≠3.

𝟑−𝒙 Thus, the domain is

𝑫: {𝒙|𝒙 ≠ 𝟑}
Determine the range of a function?

𝟑𝒚 − 𝒙𝒚 = 𝟐
 Step 1:
𝟑𝒚 − 𝒙𝒚 = 𝟐 solve 𝟑𝒚 − 𝒙𝒚 = 𝟐
For x in terms of y
 For x to be real
𝟑𝒚 − 𝒙𝒚 = 𝟐 denominator y
−𝒙𝒚 = −𝟑𝒚 + 𝟐 cannot be 0.
Therefore, the
𝒙𝒚 = 𝟑𝒚 − 𝟐 range is
𝟑𝒚 − 𝟐
𝒙= R: {𝒚|𝒚 ≠ 𝟎}
𝒚
D: {𝒙 l − 𝟏𝟎 ≤ 𝒙 ≤ −𝟐}

R: {𝒚 l 𝟑 ≤ 𝒚 ≤ 𝟏𝟖}
D: {𝒙 l 𝟎 < 𝒙 ≤ 𝟒}

R: {𝒚 l − 𝟒 ≤ 𝒚 < 𝟏}
D: {𝒙 l 𝒙 ∈ ℝ}
R: {𝒚 l 𝒚 ∈ ℝ}
D: {𝒙 l 𝒙 < 𝟑}
R: {𝒚 l 𝒚 < 𝟏𝟔}
 Should you have any
questions
and clarifications,
Kindly message your Subject Representative or
any class officers so they can relay your concern
to me.
 Thank you
for listening!
All the best!
 STATISTICS AND
PROBABILITY
WEEK 3 (page 7)
MS. JOHANNAH MAE T. DELA PEÑA STATISTICS AND PROBABILITY
CONSTRUCT ING
PROBABILITY
DISTRIBUT IONS
LESSON 2
 Lesson Objectives:
In this lesson, you will be able to:
• Illustrate a probability distribution for a discrete
random variable and its properties;
• Compute probabilities corresponding to a given
random variable ; and
• Construct the probability mass function of a discrete
random variable and its corresponding histogram.
 Properties of a Probability Distribution
• The probability P(x) of each value of the random
variable must be between or equal to 0 and 1. In
symbol, it is written as 0≤Pr(x)≤1.
• The sum of the probabilities od all values of the
random variable must be equal to 1. In symbols,
it is written as σ 𝑷𝒓(𝒙) = 𝟏.
 DISCRETE PROBABILITY DISTRIBUTION

Describes the probability of occurrence of each value of a

discrete random variable.

A random variable that has countable values, such as a list

of non-negative integers.
Also called as probability mass function.
 How to construct the
probability distribution
random variable?
How to construct the probability distribution
random variable?
1. List the sample space of the experiment.
2. Count the number of random variable in each outcome and
assign this number to this outcome.
3. Construct the probability distribution of the random
variable R by getting the probability of occurrence of each
random variable.
Example 1 :
Suppose 3 coins tossed. Let X be the
random variable representing the number of tails
that occur. Find the probability of each value of X.
Step 1: List the sample space of this
experiment. Let H represent the heads and let
T represent the tails. The sample space for this
experiment is

S = {TTT, TTH, THT, HTT, HHT, HTH, THH, HHH}

Step 2: For each outcome, count the number of tails and assign
this number to the outcome.
POSSIBLE OUTCOME Value of the Random Variable X
TTT 3
TTH 2
THT 2
HTT 2
HHT 1
HTH 1
THH 1
HHH 0
 PROBABILTIY
Number of Tails
P(X)
Step 3: Construct the 𝟏
0
probability distribution 𝟖
of the random variable X 1 𝟑
by getting the probability 𝟖
𝟑
of occurrence of each 2
𝟖
random variable.
3 𝟏
𝟖
The probability distribution of the random variable
X can be written as follows;
X 0 1 2 3
𝟏 𝟑 𝟑 𝟏
P(X)
𝟖 𝟖 𝟖 𝟖
Example 1:

Consider the probability distribution of the number of Tails

given below
Find the following:
1. P(X = 3) X 0 1 2 3
2. P(X = 1)
3. P(X > 1) 1 3 3 1
P(X)
4. P(X< 2) 8 8 8 8
5. ΣP (X)
1. P(X = 3) X 0 1 2 3

1 3 3 1
P(X)
𝟏 8 8 8 8
P(X = 3) =
𝟖
2. P(X = 1) X 0 1 2 3

1 3 3 1
P(X)
𝟑 8 8 8 8
P(X = 1) =
𝟖
3. P(X > 1)
There are two possible values.
These are 2 and 3.
X 0 1 2 3

P(R > 1) = P(2) + P(3) 1 3 3 1

P(X)
8 8 8 8
𝟑 𝟏 𝟒 𝟏
= + = 𝒐𝒓
𝟖 𝟖 𝟖 𝟐
4. P(X< 2)
There are two possible values.
These are 0 and 1.
X 0 1 2 3

P(X < 2) = P(0) + P(1)

1 3 3 1
P(X)
8 8 8 8
𝟏 𝟑 𝟒 𝟏
= + = 𝒐𝒓
𝟖 𝟖 𝟖 𝟐
5. To find ΣP (X), we need to find
the sum of all the probability
values. X 0 1 2 3

1 3 3 1
ΣP (X)= P(0) + P(1) + P(2) + P(3) P(X)
8 8 8 8
𝟏 𝟑 𝟑 𝟏 𝟖
= + + + = 𝒐𝒓 𝟏
𝟖 𝟖 𝟖 𝟖 𝟖
 Graphical Presentation of a Discrete Probability
Distribution

Probability Histogram – probability distribution random

variable graph

Displays the possible values of a discrete random variable

on the horizontal axis and the probabilities on the vertical
axis.
 Probability Histogram
Bar graph
•Graphical representation of
probability distribution of a discrete
random variable.
Example:
Construct the probability histogram of the probability of the Tails.

Probability Distribution of the Number of Tails

X 0 1 2 3

𝟏 𝟑 𝟑 𝟏
P(X)
𝟖 𝟖 𝟖 𝟖
Probability Distribution of the Number Tails.

P(X)
3.5

2.5

1.5

0.5

0
0 1 2 3
 Event (E) Probability P(E)

1. Getting an even number in a single 𝟑 𝟏

roll of a die
𝒐𝒓
𝟔 𝟐
𝟓
2. Getting a sum of 6 when two dice are
rolled 𝟑𝟔

3. Getting an ace when card is drawn 𝟒 𝟏

𝒐𝒓
from a deck of cards 𝟓𝟐 𝟏𝟑

4. The probability that all children are 𝟏

boys if a couple has three children 𝟖

5. Getting an odd number and a tail 𝟏

=
when a die is rolled and a coin is tossed 𝟒
simultaneously
Try this on your own!
The following data show the nationalities of the participants in the
International Conference on Human Rights held in the Philippines.
Construct a frequency distribution and the probability histogram for
these data.
1 2 3 4 5

American Italian Japanese German American

German American Italian German Japanese

Filipino Japanese Filipino Korean Japanese

German American American Italian Filipino

Chinese Japanese German Japanese Chinese

Korean Italian Japanese Filipino American

Nationality (n) Number of Pr (n)
Participants
American
German
Filipino
Chinese
Korean
Italian
Japanese
 n American German Filipino Chinese Korean Italian Japanese
Pr(n) 1 1 2 1 1 2 7
5 6 15 15 15 15 30
Probability Histogram
0.25

0.2

0.15

0.1

0.05

0
American German Filipino Chinese Korean Italian Japanese
American German Filipino Chinese Korean Italian Japanese
 Determine if each set of given values can fulfill a
probability distribution of a random variable.
X 1 5 8 7 9
𝟏 𝟏 𝟏 𝟏 𝟏 ෍𝑷 𝑿 ≠ 𝟏
P(X)
𝟑 𝟑 𝟑 𝟑 𝟑

X 0 2 4 6 8 𝟎≤𝑷 𝑿 ≤𝟏
P(X) 𝟏 𝟏 𝟏 𝟏 𝟏 ෍𝑷 𝑿 = 𝟏
𝟔 𝟔 𝟑 𝟔 𝟔

X 1 3 5 7
෍𝑷 𝑿 ≠ 𝟏
P(X) 𝟎. 𝟑𝟓 𝟎. 𝟐𝟓 𝟎. 𝟐𝟐 𝟎. 𝟏𝟐
 Determine if each set of given values can fulfill a
probability distribution of a random variable.

9 4 1
𝑃 1 = ,P 2 = ,P 3 = ෍𝑷 𝑿 = 𝟏
14 14 14

𝑃 1 = 0.42, P 2 = 0.31, P 3 = 0.37 ෍𝑷 𝑿 ≠ 𝟏

𝑃 1 = 0, P 2 = 0.45, P 3 = 0.25, P 4 = 0.35

෍𝑷 𝑿 ≠ 𝟏
 The probabilities that a student will borrow 1,2,3, or 4
books are 0.45, 0.30, 0.15, and 0.10, respectively.
Construct a probability distribution for this experiment. Draw
its corresponding histogram.
NUMBER OF Probability Distribution of Number
PROBABILITY P(X)
BOOKS X of Books Borrowed
0.5
1 𝟎. 𝟒𝟓 0.45
0.4
0.35

2 𝟎. 𝟑𝟎 0.3

P(X)
0.25
0.2
0.15
3 𝟎. 𝟏𝟓 0.1
0.05
0

4 𝟎. 𝟏𝟎 1 2 3
NUMBER OF BOOKS (X)
4
Two balls are drawn in succession without replacement.
The urn contains 5 red balls and 6 blue balls. Let Z
be the random variable representing the number of
blue balls. Construct the probability distribution of the
random variable Z.
POSSIBLE VALUE OF RANDOM VARIABLE Z NUMBER OF
(NUMBER OF BLUE BALLS) PROBABILITY P(Z)
OUTCOMES BLUE BALLS Z
𝟓 𝟒 𝟐
RR 0 ×
𝟏𝟏 𝟏𝟎 0
𝟓 𝟔
𝟏𝟏
RB 1 × 𝟑 𝟑 𝟔
𝟏𝟏 𝟏𝟎 1 +
𝟔 𝟓 𝟏𝟏 𝟏𝟏 𝟏𝟏
BR 1 × = 𝟑
𝟏𝟏 𝟏𝟎 2
𝟔 𝟓 𝟏𝟏
BB 2 ×
𝟏𝟏 𝟏𝟎
 Suppose three cellphones are tested at random. Let D represent the
defective cellphone and let N represent the non-defective cellphone. If we
let X be the random variable for the number of defective cellphones,
construct the probability distribution of the random variable X.
𝑿 = 𝟎, 𝟏, 𝟐, 𝟑
POSSIBLE VALUE OF RANDOM VARIABLE X NUMBER OF
OUTCOMES (NUMBER OF DEFECTIVE PHONES) DEFECTIVE PHONES
PROBABILITY
NNN 0 X P(X)
NND 1
𝟏
0
NDN 1
𝟖
𝟑
DNN 1 1
𝟖
NDD 2
𝟑
DND 2 2
𝟖
DDN 2 𝟏
DDD 3 3
𝟖
 A 25-weeks pregnant woman is scheduled for ultrasound to
determine the gender of her quadruplets. Find the values of the
random variable Q representing the number of baby girl. Construct
its Discrete Probability Distribution and draw the histogram.
VALUE OF RANDOM VARIABLE Q
(NUMBER OF BABY GIRL) P(Q)
0
1
2
3
4
 A 25-weeks pregnant woman is scheduled for ultrasound to
determine the gender of her quadruplets. Find the values of the
random variable Q representing the number of baby girl. Construct
its Discrete Probability Distribution and draw the histogram.
VALUE OF RANDOM VARIABLE Q
(NUMBER OF BABY GIRL) P(Q)
𝟏
0 𝟏𝟔
𝟒
1 𝟏𝟔
𝟔
2 𝟏𝟔
𝟒
3 𝟏𝟔
𝟏
4 𝟏𝟔
STATISTICS AND
PROBABILITY
WEEK 4
Computing the mean of a
discrete distribution
Page 21
 LESSON OBJECTIVES
Illustrate and calculate the mean of a discrete
random variable.

Interpret the mean of a discrete random variable.

Solve problems involving mean of probability

distribution.
 Given the values of the variables X and Y,
evaluate the following summations.
𝑿𝟏 = 𝟒 𝒀𝟏 = 𝟐
𝑿𝟐 = 𝟐 𝒀𝟐 = 𝟏
𝑿𝟑 = 𝟓 𝒀𝟑 = 𝟎
𝑿𝟒 = 𝟏 𝒀𝟒 = 𝟐

෍ 𝑿 = 𝟒 + 𝟐 + 𝟓 + 𝟏 = 𝟏𝟐 ෍ 𝑿𝒀 = 𝟒(𝟐) + 𝟐(𝟏) + 𝟓(𝟎) + 𝟏(𝟐)

= 𝟖 + 𝟐 + 𝟎 + 𝟐 = 𝟏𝟐
෍𝒀 = 𝟐 + 𝟏 + 𝟎 + 𝟐 = 𝟓
෍ 𝑿 + 𝒀 = (𝟒 + 𝟐) + (𝟐 + 𝟏) + (𝟓 + 𝟎) + (𝟏 + 𝟐)
= 𝟔 + 𝟑 + 𝟓 + 𝟑 = 𝟏𝟕
 MEAN
The value that is expected to occur per
repetition, on average, if an experiment
is repeated a large number of times.

It is also called as the expected value of

X and denoted by the symbol 𝝁
 MEAN
𝝁 = ෍𝑿 ∙ 𝑷 𝑿

𝝁 = 𝑿𝟏 ∙ 𝑷 𝑿 𝟏 + 𝑿𝟐 ∙ 𝑷 𝑿𝟐 + 𝑿𝟑 ∙ 𝑷 𝑿 𝟑 , … + 𝑿 𝒏 ∙ 𝑷 𝑿𝒏
 STEPS in SOLVING the MEAN of a Discrete Probability
Distribution

Step 1: Multiply the value of X by its corresponding probability

value P(X).

Step 2: Find the mean or the expected value of the probability

distribution by getting the sum of the values under the column 𝑿 ∙
𝑷(𝑿).

Step 3: Simplify the fraction into decimal.

 Consider rolling a die. What is the average number of spots
that would appear?
NUMBER OF Multiply the
Construct P(X)
SPOTS X P(X) value of random X ∙ P(X) Get the sum of
the products.
variable X by the
1 corresponding 1
1 6
probability
6
1 2 𝝁 = ෍ 𝑿 ∙ 𝑷(𝑿)
2 6 6
𝟏 𝟐 𝟑 𝟒
1 3 = + + +
3 6 6 𝟔 𝟔 𝟔 𝟔
𝟓 𝟔
1 4 + +
4 𝟔 𝟔
6 6
1 5 𝝁 = 𝟑. 𝟓
5 6 6
1 6
6 6 6
 The probabilities that a customer will buy 1, 2, 3, 4, or 5 items in a
𝟑 𝟏 𝟏 𝟐 𝟑
grocery store is 𝟏𝟎 , 𝟏𝟎 , 𝟏𝟎 , 𝟏𝟎 , and 𝟏𝟎, respectively. What is the average
number of items that a customer will buy?
Multiply the Get the sum of
NUMBER OF
Construct P(X)
ITEMS X P(X) value of random
variable X by the
X ∙ P(X) the products.

corresponding
3 probability 3
1 10 10 𝝁 = ෍ 𝑿 ∙ 𝑷(𝑿)
1 2
2 10 10 𝟑 𝟐 𝟑
= + +
1 3 𝟏𝟎 𝟏𝟎 𝟏𝟎
3 10 10 𝟖 𝟏𝟓
+ +
2 8 𝟏𝟎 𝟏𝟎
4 10 10 𝝁 = 𝟑. 𝟏
3 15
5 10 10
 So, the mean of the probability
distribution is 3.1. This implies that the
average number of items that the
customer will buy is 3.1 .
The probabilities that a surgeon operates on 3, 4, 5, 6, or 7 patients in
any day are 0.15, 0.10, 0.20, 0.25, and 0.30, respectively. Find the
average number of patients that a surgeon operates in a day.
NUMBER OF
PATIENTS X P(X) X ∙ P(X)

3 0.15 0.45 𝝁 = ෍ 𝑿 ∙ 𝑷(𝑿)

4 0.10 0.40 = 𝟎. 𝟒𝟓 + 𝟎. 𝟒𝟎 + 𝟏. 𝟎𝟎 + 𝟏. 𝟓𝟎 + 𝟐. 𝟏𝟎

5 0.20 1.00 𝝁 = 𝟓. 𝟒𝟓

6 0.25 1.50

7 0.30 2.10
 The table below gives the probabilities that a probation officer will
receive 0, 1,2, 3, 4, or 5 reports of probation violations on any given
day. Find the average probation violation report in a day.
NUMBER OF
REPORTS X
P(X) X ∙ P(X)

0 0.15 0 𝝁 = ෍ 𝑿 ∙ 𝑷(𝑿)
1 0.25 0.25 = 𝟎 + 𝟎. 𝟐𝟓 + 𝟎. 𝟕𝟐 + 𝟎. 𝟓𝟒 + 𝟎. 𝟏𝟔 + 𝟎. 𝟏

2 0.36 0.72 𝝁 = 𝟏. 𝟕𝟕
3 0.18 0.54

4 0.04 0.16

5 0.02 0.1
Find the mean of the probability distribution of a random variable X if
𝟏
P(X)=𝟏𝟎 for X=1,2,3,…,7.
Try this on your own!
X P(X) X ∙ P(X) X P(X) X ∙ P(X) X P(X) X ∙ P(X) X P(X) X ∙ P(X) X P(X) X ∙ P(X)

1 1 3 3 4 4
1 7 7
1 10 10
3 0.15 0.45 1 9 9
2 0.10 0.20
1 6 1 1 2 6
6 7 7
2 10 5
6 0.35 2.1 3 9 9
4 0.23 0.92
3 33 2 3 1 5
11 7 7
3 10 5
18 0.40 7.2 5 9 9
6 0.25 1.50
1 16 2 4 2 14
16 7 7
4 10 5
10 0.10 1.00 7 9 9
8 0.36 2.88
1 2
21 3 5 1 𝝁= 𝝁= 10 0.06 0.60
7 10

𝝁= 𝝁= 𝝁=
 General
Mathematics
WEEK 6
PREPARED BY:
MS. JOHANNAH MAE T. DELA PEÑA
 Rational Functions,
Rational Equation and
Rational Inequalities
Pg. 66-76
Learning Objectives:
➢ Distinguishes rational functions,
rational equation, and rational
inequalities.
➢ Solve rational equation, and
inequalities.
Rational Function
Rational Equation
Rational Inequality
 Identify whether the following
given are

• Rational Function,
• Rational Equation, or
• Rational Inequality
A. Rational Inequality
B. Rational Equation
C. Rational Function

D. Rational Equation
Rational Function E.
Rational Equation F.

Rational Inequality G.
Rational Function H.
The Fundamental Property of Rational
Expressions
The quotient of two integers (with the
2 3
denominator not 0), such as 3 or − 4, is called
a rational number.
In the same way, the quotient of two
polynomials with the denominator not equal
to 0 is called a rational expression.
 A rational expression is a fractional
expression in which both the numerator
and denominator are polynomials.
𝒑
It is an expression of the form ,
𝒒
where p and q are polynomials, with q ≠ 0.

−6 x 9x 2m3
, ,
x +8
3
y +3 8
𝟐𝒙 𝒚−𝟐 𝒙𝟑 − 𝒙
𝒙+𝟏 𝒚𝟐 + 𝟒 𝒙𝟐 − 𝟓𝒙 + 𝟔
Rational
Function
 Rational Functions
➢ is a function of the form 𝒇 𝒙 =
𝑷(𝒙) 𝑷(𝒙)
or 𝒚 𝒙 = where 𝑷(𝒙) and
𝑸(𝒙) 𝑸(𝒙)
𝑸 𝒙 are polynomials, and 𝑸(𝒙) is
not equal to zero.
Take Note:
Whenever a variable appears in
a polynomial, its exponent
should always be a whole
number.
Example: Is a rational function
since both numerator
and denominator is not
𝟒 equal to zero (0).
𝒇 𝒙 =
𝒙
Example:
Is not a rational
𝒙+𝟐 function since the
𝒇 𝒙 = denominator is
𝟎 zero (0).
 Rational
Equations
Rational Equations
➢ an equality which contains one
rational expression. It is commonly
expressed as a fraction whose
numerator and denominators are both
𝑨
polynomials ( ), where as B is not
𝑩
equal to zero.
Solving rational equations uses the
concept of simplifying rational
expressions, factoring, determining
the LCD, cancellation of common
factors, and properties of equality.
SOLUTIONS OF A RATIONAL EQUATION
ONE SOLUTION – one value of the variable.
MANY SOLUTIONS – more than one value of the variable.
EXTRANEOUS SOLUTION - an algebraic solution that
would cause any of the expressions in the original
equation to be undefined.
Step 1. Note any value of the variable that would make any denominator zero.
Step 2. Find the least common denominator of all denominators in the equation.
Step 3. Clear the fractions by multiplying both sides of the equation by the LCD.
Step 4. Solve the resulting equation.
Step 5. Check:
• If any values found in Step 1 are algebraic solutions, discard them. These
values are called extraneous solutions.
• Check any remaining solutions in the original equation.
Example 1 𝒙+𝟑
=𝟓
𝟐𝒙
Multiply both sides 𝑥+3
by the LCD 2𝑥 = 5 2𝑥
2𝑥
Simplify 𝑥 + 3 = 10𝑥
Combine like terms
using transposition 3 = 10𝑥 − 𝑥

Solve for the variable 3 = 9𝑥

9 9
1 One
𝑥=
3 solution
Example 2 𝟏 𝟏 𝟏
− 𝟐=
𝟐𝒃 𝟐𝒃 𝒃
Multiply both sides 1 1 1
by the LCD 2𝑏2 − = 2𝑏2
2𝑏 2𝑏2 𝑏
Simplify 𝑏 − 1 = 2𝑏
Combine like terms
using transposition −1 = 2𝑏 − 𝑏

Solve for the variable −1 = 𝑏

One
𝑏 = −1 solution
Example 3 𝒎𝟐 + 𝟑𝒎 − 𝟏𝟎
=𝟎
𝒎−𝟓
Multiply both sides 𝑚2 +3𝑚−10
by the LCD 𝑚−5 =0 𝑚−5
𝑚−5
Simplify using factoring 𝑚2 +3𝑚−10 = 0
𝑚+5 𝑚−2 =0
Solve for the variable
𝑚+5=0 𝑚−2=0
𝑚 = −5 𝑚=2
Many
solutions
 Example 4 𝟕𝒚 − 𝟓𝟔 𝟖 𝟏
𝟐
= − 𝟐
𝟑𝒚 − 𝟐𝟏𝒚 𝟑 𝟑𝒚 − 𝟐𝟏𝒚
Multiply both sides by the LCD

2
7𝑦 − 56 8 1 2
3𝑦 − 21𝑦 2
= − 2
3𝑦 − 21𝑦
3𝑦 − 21𝑦 3 3𝑦 − 21𝑦
8 3𝑦 2 − 21𝑦
7𝑦 − 56 = −1
3
8 3 𝑦 2 − 7𝑦
7𝑦 − 56 = −1
3
7𝑦 − 56 = 8 𝑦 2 − 7𝑦 − 1
7𝑦 − 56 = 8𝑦 2 − 56𝑦 − 1
Example 4
(Continuation) 7𝑦 − 56 = 8𝑦 2 − 56𝑦 − 1
Combine like terms
using transposition
−56 + 1 = 8𝑦 2 − 56𝑦 − 7𝑦
Simplify −55 = 8𝑦 2 − 63𝑦
Transpose the constant to
make a trinomial 0 = 8𝑦 2 − 63𝑦 + 55
8𝑦 2 − 63𝑦 + 55 = 0
Simplify using
factoring 8𝑦 − 55 𝑦 − 1 = 0
Solve for the variable
8𝑦 − 55 = 0 𝑦−1=0
55
𝑦= Many
8𝑦 = 55 𝑦=1
8 solutions
8 8
Example 5 𝟏 𝟓
=𝟐+
𝒌−𝟒 𝒌−𝟒
Multiply both sides 1 5
by the LCD 𝑘−4 =2+ 𝑘−4
𝑘−4 𝑘−4
Simplify 1=2 𝑘−4 +5
Combine like terms 1 = 2𝑘 − 8 + 5
1 = 2𝑘 − 3
Transposition
1 + 3 = 2𝑘
Solve for the variable 4 = 2𝑘 𝑘=2
2 2
One solution
How to solve for the given
equation ?
5 𝑦 Find the LCD of
1. = denominator
𝑦+2 3
 𝟓 𝒚
3(y+2)[ = ] 3(y+2)
𝒚+𝟐 𝟑

3(5)=y(y+2)
2
15= 𝑦 + 2y
Cancel the same terms then multiply both side
 2
15= 𝑦 + 2y Transpose 𝒚𝟐 +
𝟐𝐲 𝐭𝐨 𝐭𝐡𝐞 𝐥𝐞𝐟𝐭 𝐚𝐧𝐝 𝐜𝐡𝐚𝐧𝐠𝐞
2
𝑦 + 2y- 15 = 0 15 to -15. Then, factor

(y+5)(y-3)=0
y+5=0 y-3=0
y=-5 y=3
How to solve for the given
equation?

𝟐 𝟖
=
𝒙+𝟑 𝒙+𝟔
Multiply both sides by Group the same terms
performing cross together by transposing
multiplication. them -8x and 12.

𝟐 𝟖 𝟐𝒙 + 𝟏𝟐 = 𝟖𝒙 + 𝟐𝟒
=
𝒙+𝟑 𝒙+𝟔
𝟐𝒙 − 𝟖𝒙 = 𝟐𝟒 − 𝟏𝟐
𝟐(𝒙 + 𝟔) = 𝟖(𝒙 + 𝟑) −𝟔𝒙 𝟏𝟐
𝟐𝒙 + 𝟏𝟐 = 𝟖𝒙 + 𝟐𝟒 = 𝒙 = −𝟐
−𝟔 −𝟔
 𝒙 = −𝟐
Verify by
𝟐 𝟖 substituting the
=
−𝟐 + 𝟑 −𝟐 + 𝟔 values of 𝒙 to the
𝟐 𝟖 original
= equation. Then,
𝟏 𝟒
𝟐=𝟐 simplify.
 𝒙 𝟏
Example: -2=
𝒙 −𝟑 𝒙 −𝟑
LCD: x - 3
𝒙 𝟏
x - 3(𝒙 −𝟑 - 2= 𝒙 −𝟑)x - 3

𝒙 𝟏
x - 3(𝒙 −𝟑) -2(x – 3) = x - 3(𝒙 −𝟑)

𝒙 𝟏
x- 3(𝒙 −𝟑) – (2)(x – 3) = x- 3(𝒙 −𝟑)
x – 2x + 6 = 1
-x = 1 – 6
-x = -5
x=5
Checking: 𝒙
. 𝒙 −𝟑 -2=
𝟏
𝒙 −𝟑
If x = 5
𝟓 𝟏
-2 = Substitute the computed value of x.
𝟓 −𝟑 𝟓 −𝟑
𝟓 𝟏
-2 =
𝟐 𝟐
𝟓 𝟐 𝟏
- = Find the LCD of 1 and 2.
𝟐 𝟏 𝟐
𝟓 −𝟒 𝟏
=
𝟐 𝟐
𝟏 𝟏
=
𝟐 𝟐

Solution : x = 5
 𝟑 𝟏 𝟓
Example: + =
𝒙 𝟐 𝒙
LCD: 2x
𝟑 𝟏 𝟓
2x(𝒙 + 𝟐 = 𝒙)2x

𝟑 𝟏 𝟓
2x(𝒙) + 2x(𝟐 ) = 2x(𝒙)

𝟔𝒙 𝟐𝒙 𝟏𝟎𝒙
𝒙
+ 𝟐 = 𝒙

𝟔𝒙 𝟐𝒙 𝟏𝟎𝒙
+ 𝟐 = 𝒙
𝒙
6 + x = 10
x = 10 - 6
x=4
 Checking: 𝟑
𝒃. 𝒙 +
𝟏 𝟓
=
𝟐 𝒙
If x = 4
𝟑 𝟏 𝟓
+
𝟒 𝟐 𝟒
= Substitute the computed value of x.

𝟑 𝟏 𝟓
+ =
𝟒 𝟐 𝟒 Find the LCD of 2 and 4.

𝟑+𝟐 𝟓
=
𝟒 𝟒
𝟓 𝟓
=
𝟒 𝟒

Solution: x = 4
 𝟗 𝟐
Example: 𝒙+𝟏 = 𝒙2 − 𝟏
LCD: (x+1)(x-1) or 𝒙2 − 1
𝟗 𝟐
(x+1)(x-1)(𝒙+𝟏 = )(x+1)(x-1)
𝒙2 − 𝟏

𝟗 𝟐
(x+1)(x-1)(𝒙+𝟏)= (𝒙2 − 𝟏)(x+1)(x-1)

9(x-1) = 2
9x -9 = 2
9x = 2 + 9
9x = 11

𝟏𝟏
x= 𝟗
Checking: 𝟗
𝒙+𝟏
=
𝟐
𝒙𝟐 − 𝟏
𝟏𝟏
If x= 𝟗
𝟗 𝟐
𝟏𝟏 = 𝟏𝟏 Substitute the computed value of x.
+𝟏 ( )𝟐 − 𝟏
𝟗 𝟗

𝟗 𝟐
𝟏𝟏 𝟏 = 𝟏𝟐𝟏 𝟏 Find the LCD of (9 and 1) & (81 and 1).
𝟗
+𝟏 𝟖𝟏
−𝟏

𝟗 𝟐
𝟏𝟏+𝟗 = 𝟏𝟐𝟏 −𝟖𝟏 Simplify by getting the reciprocal of
the denominator.
𝟗 𝟖𝟏
𝟗 𝟖𝟏
9 (𝟐𝟎) = 2(𝟒𝟎)
𝟗 𝟐 Reduce to lowest term by dividing the
𝟐𝟎 = 𝟒𝟎 𝟖𝟏 𝟏𝟔𝟐
= 𝟒𝟎 numerator and denominator by 2.
𝟐𝟎
𝟗 𝟖𝟏 𝟖𝟏 𝟖𝟏
=
𝟐𝟎 𝟐𝟎
𝟏𝟏
Solution: x = 𝟗
 𝟏 𝟒 𝟑
Example: + =
𝒙 −𝟐 𝒙+𝟗 𝒙𝟐 +𝟕𝒙 −𝟏𝟖
LCD: (x-2)(x+9) or 𝒙𝟐 + 𝟕𝒙 − 𝟏𝟖
𝟏 𝟒 𝟑
(x-2)(x+9)( + = ) (x-2)(x+9)
𝒙 −𝟐 𝒙+𝟗 𝒙𝟐 +𝟕𝒙 −𝟏𝟖
𝟏 𝟒 𝟑
[(x-2)(x+9)( ) ]+ [(x-2)(x+9) ( )] = [( ) (x-2)(x+9)]
𝒙 −𝟐 𝒙+𝟗 𝒙𝟐 +𝟕𝒙 −𝟏𝟖
𝟏 𝟒 𝟑
[(x-2)(x+9)( ) ]+ [(x-2)(x+9) ( )] = [( ) (x-2)(x+9)]
𝒙 −𝟐 𝒙+𝟗 𝒙𝟐 +𝟕𝒙 −𝟏𝟖

[(x + 9)(1)] + [4(x - 2)] = 3

x + 9 + 4x - 8 = 3
x + 4x = 3 + 8 – 9
5x = 2
𝟐
x=
𝟓
 Rational
Inequalities
General Mathematics book, pages 71 - 74
END GOAL
Determine rational
inequalities.

Solve rational inequalities.

Symbol Read as
> Greater than

< Less than

≥ Greater than or equal to

≤ Less than or equal to

Included

Not Included
 SOLVING RATIONAL INEQUALITIES
Step 1. Move all terms to one side and simplify the equation by
factoring the nonzero side
Step 2. Find the roots by equating the numerator to 0 and find
the vertical asymptotes by equating the denominator to 0.
Step 3. Locate the values you have obtained in step 2 on the real
number line.
Step 4. Pick a test point for every region in the number line.
Step 5. Give the solution set of the rational inequality.
When solving inequalities, it is best to
start by manipulating the expressions
such that the left-hand side is
rewritten as a single rational
expression and the right-hand side
becomes zero. Once this is
accomplished, we proceed by finding
critical values.
Finding the Solutions of a Rational Inequality
Example 1
𝒙+𝟏
>𝟎
𝒙−𝟒
Solve for the variable of Solve for the variable of
the Numerator the Denominator

𝑥+1=0 𝑥−4=0
𝑥 = −1 𝑥=4

The rational inequality is zero when 𝒙 = −𝟏

and undefined when 𝒙 = 𝟒
 Example 1
Plot the points of interest

𝒙 < −𝟏 −𝟏 < 𝒙 > 𝟒 𝒙>𝟒

𝒙 = −𝟐 𝒙=𝟎 𝒙=𝟓
−𝟐 + 𝟏 −𝟏 𝟎+𝟏 𝟏 𝟓+𝟏 𝟔
= = =
−𝟐 − 𝟒 −𝟔 𝟎 − 𝟒 −𝟒 𝟓−𝟒 𝟏
POSITIVE NEGATIVE POSITIVE

Solution set: −∞, −𝟏 ∪ 𝟒, ∞

Finding the Solutions of a Rational Inequality
Example 2
𝒙𝟐 − 𝟒
≥𝟎
𝒙−𝟐
Solve for the variable of Solve for the variable of
the Numerator the Denominator

𝑥2 − 4 = 0 𝑥−2=0
𝑥2 = 4 𝑥=2
𝑥 = ±2
The rational inequality is zero when 𝒙 = ±𝟐
and undefined when 𝒙 = 𝟐
Example 2
Plot the points of interest

𝒙 = −𝟑 𝒙=𝟎 𝒙=𝟒
−𝟑 𝟐 − 𝟒 𝟎 𝟐−𝟒 𝟒 𝟐−𝟒
= −𝟏 =𝟐 =𝟔
−𝟑 − 𝟐 𝟎−𝟐 𝟒−𝟐
NEGATIVE POSITIVE POSITIVE

Solution set: [−𝟐, 𝟐) ∪ (𝟐, +∞)

Finding the Solutions of a Rational Inequality
Example 3 𝟐𝒙 + 𝟏𝟎
≥𝟏
Move all terms to one
𝒙+𝟑
side and simplify the
equation by factoring 2𝑥 + 10
the nonzero side −1≥0
𝑥+3
2𝑥 + 10
−1≥0
𝑥+3
Combine like terms in 2𝑥 + 10
the numerator − 1(𝑥 + 3) ≥ 0
𝑥+3 𝑥+7
2𝑥 + 10 − 𝑥 − 3 ≥0
≥0 𝑥+3
𝑥+3
Finding the Solutions of a Rational Inequality
Example 3
𝒙+𝟕
≥𝟎
𝒙+𝟑
Solve for the variable of Solve for the variable of
the Numerator the Denominator

𝑥+7=0 𝑥+3=0
𝑥 = −7 𝑥 = −3

The rational inequality is zero when 𝒙 = −𝟕

and undefined when 𝒙 = −𝟑
Example 3
Plot the points of interest

𝒙 = −𝟖 𝒙 = −𝟓 𝒙=𝟎
−𝟖 + 𝟕 −𝟏 −𝟓 + 𝟕 𝟐 𝟎+𝟕 𝟕
= = =
−𝟖 + 𝟑 −𝟓 −𝟓 + 𝟑 −𝟐 𝟎+𝟑 𝟑
POSITIVE NEGATIVE POSITIVE

Solution set: (−∞, −𝟕] ∪ −𝟑, +∞

Finding the Solutions of a Rational Inequality
Example 4 𝒙−𝟖
≤𝟑−𝒙
Move all terms to one
𝒙
side and simplify the
equation by factoring 𝑥−8
the nonzero side +𝑥−3≤0
𝑥
𝑥−8
+𝑥−3≤0
𝑥
Combine like terms in 𝑥 − 8 + (𝑥 − 3)(𝑥)
the numerator ≤0
𝑥
𝑥 2 − 2𝑥 − 8
≤0
𝑥
Finding the Solutions of a Rational Inequality
Example 4
𝒙𝟐 − 𝟐𝒙 − 𝟖
≤𝟎
𝒙
Solve for the variable of Solve for the variable of
the Numerator the Denominator

𝑥−4 𝑥+2 =0 𝑥=0

𝑥−4=0 𝑥+2=0
𝑥=4 𝑥 = −2
The rational inequality is zero when 𝒙 = 𝟒 𝒂𝒏𝒅 − 𝟐
and undefined when 𝒙 = 𝟎
 Example 4
Plot the points of interest

𝒙 = −𝟒 𝒙 = −𝟏 𝒙=𝟐 𝒙=𝟔
−𝟒𝟐 − 𝟐 −𝟒 − 𝟖 𝟏𝟔 −𝟏𝟐 − 𝟐 −𝟏 − 𝟖 −𝟓 𝟐𝟐 − 𝟐 𝟐 − 𝟖 −𝟖 𝟔𝟐 − 𝟐 𝟔 − 𝟖 𝟏𝟔
= = = =
−𝟒 −𝟒 −𝟏 −𝟏 𝟐 𝟐 𝟔 𝟔

NEGATIVE POSITIVE NEGATIVE POSITIVE

Solution set: (−∞, −𝟐] ∪ (𝟎, 𝟒]

Finding the Solutions of a Rational Inequality
Example 5 𝟑 𝟒
≥
Move all terms to one
𝒙+𝟕 𝒙+𝟖
side and simplify the
equation by factoring 3 4
the nonzero side − ≥0
𝑥+7 𝑥+8
3 4
𝑥+7 𝑥+8 𝑥+7
− 𝑥+8
≥0 𝑥+7 𝑥+8
Combine like terms in
the numerator
3 𝑥+8 −4 𝑥+7 3𝑥 + 24 − 4𝑥 + 28
≥0 ≥0
𝑥+7 𝑥+8 𝑥+7 𝑥+8
−𝑥 − 4
≥0
𝑥+7 𝑥+8
Finding the Solutions of a Rational Inequality
Example 5
−𝒙 − 𝟒
≤𝟎
𝒙+𝟕 𝒙+𝟖
Solve for the variable of Solve for the variable of
the Numerator the Denominator

−𝑥 − 4 = 0 𝑥+7 𝑥+8 =0
−𝑥 = 4 𝑥+7=0 𝑥+8=0
−1 −1 𝑥 = −7 𝑥 = −8
𝑥 = −4
The rational inequality is zero when 𝒙 = −𝟒
and undefined when 𝒙 = −𝟕 𝒂𝒏𝒅 − 𝟖
 Example 5
Plot the points of interest

Substitute the values

to the inequality: −𝒙 − 𝟒
𝒙+𝟕 𝒙+𝟖

𝒙 = −𝟗 𝒙 = −𝟕. 𝟓 𝒙 = −𝟔 𝒙 = −𝟏
− −𝟗 − 𝟒 𝟓 − −𝟕. 𝟓 − 𝟒 𝟑. 𝟓 − −𝟔 − 𝟒 𝟐 − −𝟏 − 𝟒 −𝟑
= = = =
−𝟗𝟐 + 𝟏𝟓 −𝟗 + 𝟓𝟔 𝟐 −𝟕. 𝟓𝟐+ 𝟏𝟓 −𝟕. 𝟓 + 𝟓𝟔 −𝟎. 𝟐𝟓 −𝟔𝟐 + 𝟏𝟓 −𝟔 + 𝟓𝟔 𝟐 −𝟏𝟐 + 𝟏𝟓 −𝟏 + 𝟓𝟔 𝟒𝟐

POSITIVE NEGATIVE POSITIVE NEGATIVE

Solution set: −𝟖, −𝟕 ∪ [𝟒, +∞)

Take Note!
• The symbols −∞ and ∞ always come with parentheses because they
cannot possibly be included in any interval of real numbers.
• If the inequality involves the strict inequality symbols >, ≠ , or < , all
intervals should be enclosed in parentheses because their endpoints
cannot possibly become part of the solution set.
• If the inequality involves the non-strict inequality symbols ≥ or ≤, the
roots of the numerator should be included in their respective
intervals using the symbols 𝒙] or [𝒙 , while the roots of the
denominator should be excluded using the symbols 𝒙) or (𝒙 .
 INVERSE FUNCTIONS
One-to-One Functions
and Its Inverse
 Inverse Functions
A relation reversing the process performed by any
functions f(x) which means that the domain of the
inverse is the range of the original function and that
the range of the inverse is the domain of the original
functions.
 One-to-One Functions
The function f is one-to-one if for any 𝒙𝟏 , 𝒙𝟏 in the
domain of 𝒇, then 𝒇 𝒙𝟏 ≠ 𝒇 𝒙𝟐 . That is, the same y-
value is never paired with two different x- values.
 Recall Functions
Inverse Function
The ordered pairs of a function 𝒈 are the
ordered pairs of the function written in
reversed order.
 One-to-One
Functions
A function 𝒚 = 𝒇 𝒙 is said to The function 𝒇 𝒙 has an
be one-to-one if 𝒇 𝒙𝟏 = inverse 𝒇−𝟏 𝒙 if and only if
𝒇 𝒙𝟐 implies 𝒙𝟏 = 𝒙𝟐 . 𝒇 𝒙 is one-to-one.

A function 𝒚 = 𝒇 𝒙 is said to The function 𝒇 𝒙 has an inverse

be one-to-one if 𝒙𝟏 ≠ 𝒙𝟐 𝒇−𝟏 𝒙 if and only
implies 𝒇 𝒙𝟏 ≠ 𝒇 𝒙𝟐 . if 𝒇 𝒇−𝟏 𝒙 = 𝒇 𝒇−𝟏 𝒙 = 𝒙
for all x in the domain of 𝒇 𝒙 .
 Which of the following defines a one-to-one function and
which of them does not?

1. f = {(1,2), (3,4), (5,6), (8,6), (10, -1)}

2. g = {(-1,-2), (3,4), (5,5), (6,7) (12, -2)}

One-to-One
Functions 3. h = {(1,2), (3,4), (5,6), (6,7), (10, -1)}

4. f = {(1,32), (2,64), (3,96), (4, 128)}

5. f = {(1,1), (2,2), (3,3), (4,4), (5,5)}

How to find the inverse of the ordered pairs?

Switch the coordinates of each ordered

pairs.
Example No. 1:
Find the inverse of the function 𝑓 described by the ordered
pairs.

{ −4, 16 , −2, 4 , 0,0 , 2, 4 , 4, 16 }

{ 16, −4 , 4, −2 , 0,0 , 4, 2 , 16, 4 }
Example No. 2:
Which of the following sets of ordered pairs has an inverse
function?

𝑹 = { −𝟑, 𝟏 , 𝟒, 𝟑 , 𝟏, 𝟗 , 𝟐, 𝟎 , −𝟔, 𝟑 }
𝑺 = { 𝟎, 𝟐 , 𝟏, 𝟑 , 𝟐, 𝟒 , 𝟑, 𝟓 , 𝟒, 𝟔 }
Answer:
𝑹 = { −𝟑, 𝟏 , 𝟒, 𝟑 , 𝟏, 𝟗 , 𝟐, 𝟎 , −𝟔, 𝟑 }
𝑹 = { 𝟏, −𝟑 , 𝟑, 𝟒 , 𝟗, 𝟏 , 𝟎, 𝟐 , 𝟑, −𝟔 }

𝑺 = { 𝟎, 𝟐 , 𝟏, 𝟑 , 𝟐, 𝟒 , 𝟑, 𝟓 , 𝟒, 𝟔 }
𝑺 = { 𝟐, 𝟎 , 𝟑, 𝟏 , 𝟒, 𝟐 , 𝟓, 𝟑 , 𝟔, 𝟒 }
 Example No. 3:
Which of the following sets of ordered pairs has an inverse
function?

𝑷 = { 𝟐, −𝟏 , −𝟏, 𝟒 , −𝟏, 𝟔 , −𝟐, 𝟐 , 𝟒, −𝟑 }

𝑯 = { 𝟑, 𝟐 , −𝟑, 𝟑 , −𝟏, −𝟒 , 𝟔, −𝟑 , 𝟏, −𝟒 }
Answer:
𝑷 = { 𝟐, −𝟏 , −𝟏, 𝟒 , −𝟏, 𝟔 , −𝟐, 𝟐 , 𝟒, −𝟑 }
𝑷 = { −𝟏, 𝟐 , 𝟒, −𝟏 , 𝟔, −𝟏 , 𝟐, −𝟐 , −𝟑, 𝟒 }

𝑯 = { 𝟑, 𝟐 , −𝟑, 𝟑 , −𝟏, −𝟒 , 𝟔, −𝟑 , 𝟏, −𝟒 }
𝑯 = { 𝟐, 𝟑 , 𝟑, −𝟑 , −𝟒, −𝟏 , −𝟑, 𝟔 , −𝟒, 𝟏 }
Take note:
Not at all times,
ordered pairs are
given. Sometimes it is
given as an equation.
 How to find the inverse of an equation?

1. Write y = f(x)
2. Solve the equation for x in terms of y
3. Interchange x and y
4. Write the resulting equation as f -1(x)
*name of the function may vary: g(x), h(x), m(x) Etc.
 Find the inverse of the given function.
1. f(x) = 3x + 2
Solution:
Write y = f(x) f(x) = 3x + 2
Solve for x in the equation y = 3x + 2
Divide both sides by -3
-3x = -y + 2
−𝟑𝒙 −𝒚 + 𝟐
=
−𝟑 −𝟑
Interchange x and y 𝒚−𝟐
x=
𝟑
Replace y with 𝒇−𝟏 (𝒙) 𝒙−𝟐
y=
𝟑
𝒙−𝟐
𝒇−𝟏 𝒙 =
𝟑
 Find the inverse of the given function.
2. g(x) = 𝒙 − 𝟕
Solution:
Write y = g(x) g(x) = 𝒙 − 𝟕

y= 𝒙 −𝟕 Square both sides

Solve for x in the equation

(𝒚)𝟐 = ( 𝒙 − 𝟕)𝟐
𝒚𝟐 = 𝒙 − 𝟕

-x = −𝒚𝟐 − 𝟕 Divide both sides by -1

−𝒙 −𝒚𝟐 − 𝟕
=
−𝟏 −𝟏

Interchange x and y x = 𝒚𝟐 + 𝟕

Replace y with 𝑔−1 (𝑥)

y = 𝒙𝟐 + 𝟕

𝒈−𝟏 𝒙 = 𝒙𝟐 + 𝟕
 Find the inverse of the given function.
3. h(x) = 𝒙𝒙+𝟐
−𝟐

Solution:
𝒙 −𝟐
Write y = h(x) h(x) = 𝒙+𝟐

𝒙 −𝟐
y= Cross multiply
Solve for x in the equation 𝒙+𝟐

y (x + 2) = x – 2

xy + 2y = x – 2
Factor out xy - x
xy – x = -2y – 2
Divide both sides by y - 1
x (y – 1) = -2y – 2
x (y – 1) −2y – 2
=
𝒚 −𝟏 𝒚 −𝟏
Interchange x and y −2y – 2
x=
𝒚 −𝟏
Replace y with ℎ−1 (𝑥)
−2x – 2
y=
𝒙 −𝟏

−2x – 2
𝒉−𝟏 𝒙 =
𝒙 −𝟏
 Find the inverse of the given function.
4. f(x) = 3 – 5x
Solution:
Write y = f(x) f(x) = 3 – 5x
Solve for x in the equation y = 3 – 5x
5x = -y + 3 Divide both sides by 5

𝟓𝒙 −𝒚 + 𝟑
=
𝟓 𝟓
−𝒚+𝟑
Interchange x and y x= 𝟓
−𝒙+𝟑
Replace y with 𝑓 −1 (𝑥) y= 𝟓
−𝒙 + 𝟑
𝒇−𝟏 𝒙 =
𝟓
 Find the inverse of the given function.
𝟒
5. 𝒇 𝒙 = 𝒙 −𝟏
Solution:
𝟒
Write y = f(x) 𝒇 𝒙 = 𝒙 −𝟏
Solve for x in the equation y= 𝟒 𝒙 −𝟏
y+1=𝟒 𝒙 Raise both sides by 4

(𝒚 + 𝟏)𝟒 = ( 𝟒 𝒙)𝟒
(𝒚 + 𝟏)𝟒 = x
Interchange x and y 𝒙 = (𝒚 + 𝟏)𝟒
Replace y with 𝑓 −1 (𝑥) 𝒚 = (𝒙 + 𝟏)𝟒
𝒇−𝟏 𝒙 = (𝒙 + 𝟏)𝟒
“Zeroes, Intercepts and
Asymptotes of Rational
Function”
Zeroes
•value of x which will make the given
rational function be equal to zero.
•zeroes of the numerator that are not
zeroes of the denominator.
Intercepts
•points of intersection of its
graph and axis.
Intercepts
a. x - intercept b. y - intercept
•Obtained by •Obtained by
letting y be letting x be
equal to 0. equal to 0.
Asymptotes
Vertical Asymptotes
•Zeroes of the denominator
that are not zeroes of the
numerator.
Horizontal Asymptotes
Degree of the numerator Horizontal Asymptote
(n) vs. Degree of the
denominator (m)
n<m y=0

n=m 𝑎𝑛
𝑦=
𝑏𝑚
n>m No horizontal
asymptote
 𝟑𝒙𝟐 − 𝒙 − 𝟐
𝟏. 𝒇 𝒙 = 𝟐
𝒙 − 𝟒𝒙 + 𝟑

Find:
a. zeroes
b. x-intercept
c. y-intercept
d. vertical asymptote
e. horizontal asymptote
 𝟑𝒙𝟐 − 𝒙 − 𝟐
𝟏. 𝒇 𝒙 = 𝟐
𝒙 − 𝟒𝒙 + 𝟑

Zeroes
• value of x which will make the given rational function be
equal to zero.
• zeroes of the numerator that are not zeroes of the
denominator.
 𝟑𝒙𝟐 − 𝒙 − 𝟐
𝟏. 𝒇 𝒙 = 𝟐
𝒙 − 𝟒𝒙 + 𝟑

𝟐
a. Zeroes: x = −
𝟑
Zeroes of numerator: Zeroes of denominator:
𝟐 𝟐
𝟑𝒙 − 𝒙 − 𝟐 = 0 𝒙 − 𝟒𝒙 + 𝟑 = 0
(3x + 2)(x - 1) = 0 (x – 3)(x – 1) = 0
3x + 2 = 0 x – 1 = 0 x–3=0 x–1=0
𝟐
x= − x=1 x=3 x=1
𝟑
 𝟑𝒙𝟐 − 𝒙 − 𝟐
𝟏. 𝒇 𝒙 = 𝟐

Intercepts
𝒙 − 𝟒𝒙 + 𝟑

a. x - intercept
•Obtained by letting
y be equal to 0.
 𝟑𝒙𝟐 − 𝒙 − 𝟐
𝟏. 𝒇 𝒙 = 𝟐
𝒙 − 𝟒𝒙 + 𝟑
b. y - intercept
•Obtained by
letting x be
equal to 0.
 𝟑𝒙𝟐 − 𝒙 − 𝟐
𝟏. 𝒇 𝒙 = 𝟐
𝒙 − 𝟒𝒙 + 𝟑
𝟐 𝟐 𝟐 𝟐
b. x-intercept: x = − & x = 1 or (− ,0) & (1,0)a
𝟑 𝟑 c. y-intercept: y = −𝟑 or (0, − 𝟑)
𝟑𝒙𝟐 −𝒙 −𝟐
0 = 𝒙𝟐−𝟒𝒙+𝟑 𝟑(𝟎)𝟐 −𝟎 − 𝟐
𝒇 𝟎 =
(𝟑𝒙𝟐 − 𝒙 − 𝟐)(1) = (0)(𝒙𝟐 − 𝟒𝒙 + 𝟑) (𝟎)𝟐 −𝟒(𝟎) + 𝟑
𝟑𝒙𝟐 − 𝒙 − 𝟐 = 0 𝟎−𝟎 −𝟐
(3x + 2)(x - 1) = 0 y =
𝟎−𝟎+𝟑
3x + 2 = 0 x – 1 = 0 𝟐
3x = −𝟐 y =−
𝟑
𝟐
x=− x=1
𝟑
 𝟑𝒙𝟐 − 𝒙 − 𝟐
𝟏. 𝒇 𝒙 = 𝟐
𝒙 − 𝟒𝒙 + 𝟑

Vertical Asymptotes
•Zeroes of the denominator
that are not zeroes of the
numerator.
 𝟑𝒙𝟐 − 𝒙 − 𝟐
𝟏. 𝒇 𝒙 = 𝟐
𝒙 − 𝟒𝒙 + 𝟑
d. Vertical Asymptote: x=3

Zeroes of denominator:
𝒙𝟐 − 𝟒𝒙 + 𝟑 = 0
(x – 3)(x – 1) = 0
x–3=0 x–1=0
x=3 x=1
 𝟑𝒙2 − 𝒙 − 𝟐
𝟏. 𝒇 𝒙 = 2
𝒙 − 𝟒𝒙 + 𝟑
Horizontal Asymptotes
Degree of the numerator (n) vs. Horizontal Asymptote
Degree of the denominator (m)

n<m y=0

n=m 𝑎𝑛
𝑦=
𝑏𝑚

n>m No horizontal asymptote

 𝟑𝒙2 − 𝒙 − 𝟐
𝟏. 𝒇 𝒙 = 2
𝒙 − 𝟒𝒙 + 𝟑
e. Horizontal Asymptote: y = 3 n=m
𝒂𝒏
Compare the degree of the numerator and y=
denominator: 𝒃𝒎
Degree of numerator (n) : 2 𝟑
Degree of denominator (m) : 2 𝒚=
𝟏
y=3
 𝒙𝟐 − 𝟓𝒙 + 𝟔
2. 𝒇 𝒙 =
𝒙 −𝟑

Find:
a. zeroes
b. x-intercept
c. y-intercept
d. vertical asymptote
e. horizontal asymptote
 𝒙𝟐 − 𝟓𝒙 + 𝟔
2. 𝒇 𝒙 =
𝒙 −𝟑
a. Zeroes: x = 𝟐

Zeroes of numerator: Zeroes of

denominator:
𝒙2 − 𝟓𝒙 + 𝟔 = 0 𝒙−𝟑=0
(x - 2)(x - 3) = 0 x=3
x-2=0 x–3=0
x=2 x=3
 𝒙𝟐 − 𝟓𝒙 + 𝟔
2. 𝒇 𝒙 =
𝒙 −𝟑
b. x-intercept: x = 𝟐 & x = 3 or (2,0)
& (3,0) c. y-intercept: y
= −𝟐 𝒐𝒓 (𝟎, −𝟐)
𝒙𝟐 −𝟓𝒙+𝟔 (𝟎)2 −𝟓 𝟎 + 𝟔
0 = 𝒙 −𝟑 𝒇 𝟎 =
𝟎 −𝟑
(𝒙2 − 𝟓𝒙 + 𝟔)(1) = (0)(𝒙 − 𝟑)
𝟎−𝟎+𝟔
𝒙𝟐 − 𝟓𝒙 + 𝟔= 0 =
𝟎−𝟑
(x - 2)(x - 3) = 0 y = −𝟐
x -2=0 x–3=0
x=𝟐 x=3
 𝒙𝟐 − 𝟓𝒙 + 𝟔
2. 𝒇 𝒙 =
𝒙 −𝟑
d. Vertical Asymptote: None

Zeroes of numerator: Zeroes of denominator:

𝒙2 − 𝟓𝒙 + 𝟔 = 0 𝒙−𝟑=0
(x - 2)(x - 3) = 0 x=3
x-2=0 x–3=0
x=2 x=3
 𝒙𝟐 − 𝟓𝒙 + 𝟔
2. 𝒇 𝒙 =
𝒙 −𝟑
e. Horizontal Asymptote: None or No Horizontal Asymptote

Compare the degree of the numerator and

denominator:
Degree of numerator (n) : 2
Degree of denominator (m) : 1
n>m

Since n > m, there is no horizontal asymptote.

 𝟏
𝟑. 𝒇 𝒙 =
𝒙+𝟓
Find:
a. zeroes
b. x-intercept
c. y-intercept
d. vertical asymptote
e. horizontal asymptote
 𝟏
𝟑. 𝒇 𝒙 =
𝒙+𝟓
a. Zeroes: None

Zeroes of numerator: Zeroes of denominator:

None 𝒙+𝟓=0
x=-5
 𝟏
𝟑. 𝒇 𝒙 =
𝒙+𝟓

𝟏 𝟏
b. x-intercept: None c. y-intercept: y = or (0, )
𝟓 𝟓
𝟏 𝟏
0 = 𝒙+𝟓 𝒇 𝟎 =
𝟎 +𝟓
𝟏
(𝟏)(1) = (0)(𝒙 + 𝟓) y=𝟓
𝟏= 0
 𝟏
𝟑. 𝒇 𝒙 =
𝒙+𝟓
d. Vertical Asymptote: x = -5

Zeroes of denominator:
𝒙+𝟓=0
x = -5
 𝟏
𝟑. 𝒇 𝒙 =
𝒙+𝟓
e. Horizontal Asymptote: y = 0

Compare the degree of the numerator and denominator:

Degree of numerator (n) : None
Degree of denominator (m) : 1
n<m

Since n < m, the horizontal asymptote is y = 0.

Exploring the Pearson
Product-Moment
Correlation
Page: 205
 Lesson Objectives:
❑Calculate the Pearson product-moment correlation
coefficient
❑Interpret the computed correlation coefficient in terms
of strength and direction
❑Apply and solve real-life problems involving correlation
analysis
Determine whether the correlation between the given bivariate data is most
likely positive, negative or zero.
a. Age and height during growing years of a child. POSITIVE
b. Weight of a person and his skill in problem solving. ZERO
c. Grade in Statistics and number of hours in studying Statistics POSITIVE
d. The more time is spent in studying his lesson, the higher is the average
grade of Nelson. POSITIVE
e. If the population of fox in a forest increases, the number of deer
decreases. NEGATIVE
f. The more the students enroll in a school, the more teachers are needed. POSITIVE
g. As a person ages, his/her memory decreases. NEGATIVE
h. The more workers are hired to paint the whole school, the sooner the job
is done. NEGATIVE
 Describing the relationships using the Pearson Product-Moment
Correlation Coefficient
Correlation coefficient (r)
• a number which describes the strength and direction of
relationship between two variables.
• Values range from -1 to +1. ( -1 ≤ r ≤ +1)
• r = 1 means that the relationship is a perfect positive while r = -1
means that the relationship is a perfect negative and r = 0
means that there is no relationship between two variables.
 CORRELATION SCALE
VALUE OF r INTERPRETATION
-1 PERFECT NEGATIVE CORRELATION
1 PERFECT POSITIVE CORRELATION
0 NO CORRELATION
0.80 to 0.99 VERY HIGH POSITIVE CORRELATION
0.60 to 0.79 HIGH POSITIVE CORRELATION
0.40 to 0.59 MODERATELY POSITIVE CORRELATION
0.20 to 0.39 LOW POSITIVE CORRELATION
0.01 to 0.19 NEGLIGIBLE POSITIVE CORRELATION
-0.01 to -0.19 NEGLIGIBLE NEGATIVE CORRELATION
-0.20 to -0.39 LOW NEGATIVE CORRELATION
-0.40 to -0.59 MODERATELY NEGATIVE CORRELATION
-0.60 to -0.79 HIGH NEGATIVE CORRELATION
-0.80 to -0.99 VERY HIGH NEGATIVE CORRELATION
INTERPRET THE VALUE OF R

VALUE OF r INTERPRETATION
0.67 HIGH POSITIVE CORRELATION
0.25 LOW POSITIVE CORRELATION

-0.92 VERY HIGH NEGATIVE CORRELATION

-0.18 NEGLIGIBLE NEGATIVE CORRELATION
-0.45 MODERATELY NEGATIVE CORRELATION
0.39 LOW POSITIVE CORRELATION

0.01 NEGLIGIBLE POSITIVE CORRELATION

-0.72 HIGH NEGATIVE CORRELATION

0.55 MODERATELY POSITIVE CORRELATION

0.31 LOW POSITIVE CORRELATION
To compute for the correlation coefficient
or r,
Pearson Product-Moment Correlation
Coefficient formula would be used:
∑ 𝑋 −𝑋ത (𝑌 − 𝑌)
ത
r=
∑ 𝑋 −𝑋ത 2 [∑(𝑌 − 𝑌)
ത 2]
OR
𝑛∑𝑋𝑌 −∑𝑋∑𝑌
r=
𝑛∑𝑋 2 −(∑𝑋)2 [𝑛∑𝑌 2 − ∑𝑌 2 ]
1. The following are the ages (X) of babies in months
and their heights (Y) in centimeters. Determine if there
is a relationship between their ages and heights.
BABY X Y
A 36 86
B 48 90
C 51 91
D 54 93
E 57 94
F 60 95
 We will be computing the
Correlation coefficient using both
formulas,
Let’s start with this formula
ഥ (𝒀 − 𝒀
∑ 𝑿 −𝑿 ഥ)
r=
ഥ 𝟐 [∑(𝒀 − 𝒀
∑ 𝑿 −𝑿 ഥ )𝟐 ]
BABY X Y
Compute for means of
A 36 86
x and y:
B 48 90
∑𝑋 306
𝑥ҧ = =
C 51 91 𝑛 6
D 54 93
= 51
∑𝑌 549
E 57 94
𝑌ത = =
𝑛 6
F 60 95
= 91.5
n=6 ∑𝑋 = 306 ∑𝑌 = 549
 𝑥ҧ = 51 𝑌ത = 91.5
Complete the table.

BABY X Y ഥ
X-𝑿 ഥ
Y-𝒀 ഥ )𝟐 (𝒀 − 𝒀
(𝑿 − 𝑿 ഥ )(Y - 𝒀
ഥ )𝟐 (X - 𝑿 ഥ)

A 36 86 -15 -5.5 225 30.25 82.5

B 48 90 -3 -1.5 9 2.25 4.5
C 51 91 0 -0.5 0 0.25 0
D 54 93 3 1.5 9 2.25 4.5
E 57 94 6 2.5 36 6.25 15
F 60 95 9 3.5 81 12.25 31.5
∑ 𝑿 −𝑿ഥ 𝟐 ഥ
∑ 𝒀 −𝒀 𝟐 ഥ )(Y - 𝒀
∑(X - 𝑿 ഥ)
n=6 ∑𝑋 = 306 ∑𝑌 = 549 = 360 = 53.5 = 138
 ∑ 𝑿 −𝑿ഥ 𝟐 ∑ 𝒀 −𝒀 ഥ 𝟐 ഥ )(Y - 𝒀
∑(X - 𝑿 ഥ)
n=6 ∑𝑋 = 306 ∑Y = 549 = 360 = 53.5 = 138

∑ 𝑋 −𝑋ത (𝑌 − 𝑌)
ത
𝑟=
∑ 𝑋 −𝑋ത 2 [∑(𝑌 − 𝑌)
ത 2]
138
=
360 [53.5]
138
=
19,260
138
=
138.7804021

= 0.994376712

r = 0.99
Interpretation:

r = 0.99

Based on the correlation scale,

there is a very high positive
correlation between the ages of
babies and their heights.
Therefore, we can say that the ages
of babies is directly proportional to
their heights. As the baby gets
older, his/her height also increases.
 We will be computing the
Correlation coefficient using the
other formula
𝒏∑𝑿𝒀 −∑𝑿∑𝒀
r=
𝒏∑𝑿𝟐 −(∑𝑿)𝟐 [𝒏∑𝒀𝟐 − ∑𝒀 𝟐 ]
Complete the table.

BABY X Y XY 𝑿𝟐 𝒀𝟐

A 36 86 3096 1296 7396

B 48 90 4320 2304 8100
C 51 91 4641 2601 8281
D 54 93 5022 2916 8649
E 57 94 5358 3249 8836
F 60 95 5700 3600 9025
n=6 ∑𝑋 = 306 ∑Y = 549 ∑XY = 28137 ∑𝑿𝟐 =15966 ∑𝒀𝟐 =50287
n=6 ∑𝑋 = 306 ∑Y = 549 ∑XY = 28137 ∑𝑋 2 =15966 ∑𝑌 2 =50287

𝑛∑𝑋𝑌 −∑𝑋∑𝑌
r=
𝑛∑𝑋 2 −(∑𝑋)2 [𝑛∑𝑌 2 − ∑𝑌 2 ]
6 28137 −(306)(549)
=
(6 15966) −(306)2 [(6 50287) −(549)2 ]
168822 −167994
=
(95796 −93636)(301722 −301401)
828
=
(2160)(321)
828
=
693360
828
= 832.682412447672
= 0.99437671268
r = 0.99
 ∑ 𝑋 −𝑋ത (𝑌 − 𝑌)
ത 𝑛∑𝑋𝑌 −∑𝑋∑𝑌
r= r=
∑ 𝑋 −𝑋ത 2 [∑(𝑌 − 𝑌)
ത 2] 𝑛∑𝑋 2 −(∑𝑋)2 [𝑛∑𝑌 2 − ∑𝑌 2 ]
138 6 28137 −(306)(549)
= =
360 [53.5] (6 15966) −(306)2 [(6 50287) −(549)2 ]

= 0.99 = 0.99

Both formulas will have the same

computed values for correlation
coefficient (r)
A LANGUAGE TEACHER IS INTERESTED TO FIND OUT WHETHER STUDENTS
WHO ARE GOOD IN ENGLISH ARE ALSO GOOD IN FILIPINO. THE FOLLOWING
SAMPLE DATA HAVE BEEN OBTAINED. DETERMINE IF THERE IS A
RELATIONSHIP BETWEEN PERFORMANCES IN ENGLISH AND IN FILIPINO.
Score in English Test (x) Score in Filipino Test (y)
16 4
14 6
10 4
9 8
8 7
8 8
7 10
6 9
4 14
2 12
X Y X-𝑿
ഥ Y-𝒀
ഥ ഥ )𝟐 (X - 𝑿
ഥ )𝟐 (𝒀 − 𝒀
(𝑿 − 𝑿 ഥ )(Y - 𝒀
ഥ)
16 4
14 6
10 4
9 8
8 7
8 8
7 10
6 9
4 14
2 12
 X Y X-𝑿
ഥ Y-𝒀
ഥ ഥ )𝟐 (X - 𝑿
ഥ )𝟐 (𝒀 − 𝒀
(𝑿 − 𝑿 ഥ )(Y - 𝒀
ഥ)
16 4 7.6 -4.2 57.76 17.64 -31.92
14 6 5.6 -2.2 31.36 4.84 -12.32
10 4 1.6 -4.2 2.56 17.64 -6.72
9 8 0.6 -0.2 0.36 0.04 -0.12
8 7 -0.4 -1.2 0.16 1.44 0.48
8 8 -0.4 -0.2 0.16 0.04 0.08
7 10 -1.4 1.8 1.96 3.24 -2.52
6 9 -2.4 0.8 5.76 0.64 -1.92
4 14 -4.4 5.8 19.36 33.64 -25.52
2 12 -6.4 3.8 40.96 14.44 -24.32
∑X = 84 ∑Y = 82
ഥ = 8.4
𝑿 ഥ = 8.2
𝒀 ∑(𝑿 − 𝑿 ഥ )𝟐 ∑(X - 𝑿
ഥ )𝟐 ∑(𝒀 − 𝒀 ഥ )(Y - 𝒀
ഥ)
=160.4 =93.6 =-104.8
 ∑ 𝑋 −𝑋ത (𝑌 − 𝑌)
ത 𝑛∑𝑋𝑌 −∑𝑋∑𝑌
r= r=
∑ 𝑋 −𝑋ത 2 [∑(𝑌 − 𝑌)
ത 2] 𝑛∑𝑋 2 −(∑𝑋)2 [𝑛∑𝑌 2 − ∑𝑌 2 ]
−104.8 10 584 −(84)(82)
= =
160.4 [93.6] (10 866) −(84)2 [(10 766) −(82)2 ]
= -0.86 = -0.86

Both formulas will have the same computed values

for correlation coefficient (r) of -0.86,
Based on the correlation scale,
there is a very high negative correlation
between performances in English and in Filipino.
Therefore, we can say that the
students who are good in English is
inversely proportional to the
students who are good in Filipino.
Those students who are good in
English are not good in Filipino, and
those students who are good in
Filipino are not good in English.
 If you have any question,
you may message me through
Brightspace or facebook messenger.

Thank you for your time and effort.

Stay safe.
God bless!
☺
Understanding
Correlation
Analysis
WEEK 11
LESSON OBJECTIVES:
At the end of this lesson, you are expected to:
• Describe the nature of bivariate data;
• Construct the scatterplot for a set of bivariate data;
• Draw the best-fit line on a scatter plot; and
• Estimate the strength of association between two variables
based on a scatter plot.
 BASIC TERMS:
Univariate Data - data that involve a single variable
only (ex: Mathematics test scores)
Bivariate Data – are data that involve two variables
(ex: Mathematics and English test scores). In the
Analysis of bivariate data, we are usually
interested in determining if there is a relationship
or association between the two variables.
Correlation Analysis – is a statistical method used
to determine wether there exists a realtionship
between two variables.
Scatter plot - a graphical representation of the
relationship between two variables.
Trend line – the straight line which the points in a
scatter plot closely follow
Correlation between two variables can be
described in terms of:
Strength : perfect, very high, high, moderately
high, low, negligible or zero
Direction : positive, negative or zero.
 Try constructing a Scatter Plot.
Plot the following points on a rectangular coordinate system
(x,y)
x y
8 56
5 44
11 79
13 72
10 70
5 54
18 94
15 85
2 33
8 65
You may manually plot the points by creating a rectangular coordinate system or you
may use graphing calculator such as Desmos Graphing Calculator
(x,y)
x y
8 56
5 44
11 79
13 72
10 70
5 54
18 94
15 85
2 33
8 65
The relationship between
two variables may be
observed through plotted
points of the data or
through the scotter plot
of the data.

The relationship between

two variables is described
in terms of strength and
direction
TYPES OF CORRELATION ACCORDING TO DIRECT ION

POSITIVE CORRELATION
- Exists if high values in one
variable are associated with high
values in another variable.
Similarly, low values in one
variable are associated with low
values in the other variable.

- Its trend line is slanting up to the

right.
https://www.spcforexcel.com/knowledge/root-cause-analysis/correlation-analysis
 Negative CORRELATION
- Exists if high values in one variable are
associated with low values in another
variable. Similarly, low values in one
variable are associated with high values
in the other variable.

- Its trend line is slanting down to the right.

https://www.spcforexcel.com/knowledge/root-cause-analysis/correlation-analysis
 Zero CORRELATION
- Exists if high values in one
variable are associated to either
high or low values in the other
variable.
- The scatter plot does not follow
any trend line
https://www.spcforexcel.com/knowledge/root-cause-analysis/correlation-analysis
- Also known as NO CORRELATION.
 TYPES OF CORRELATION ACCORDING TO
STRENGHT
PERFECT CORRELATION
- Exists when all the points on the scatter plot lie on a straight line.
- If the points on a scatter plot does not follow a straight line then
the strength of the relationship may be very high, high, moderately
high, low, negligible or zero.

Perfect negative Correlation

Perfect Positive Correlation

https://condor.depaul.edu/sjost/it223/documents/correlation.htm
TYPES OF CORRELATION ACCORDING TO STRENGHT

Positive
Correlation

Negative
Correlation
https://towardsdatascience.com/covariance-and-correlation-321fdacab168
 Practice
Determine the direction of relationship between the following pairs of
variables. Is it positive, negative or zero?

1. Room rate and size of a room in a hotel POSITIVE

2. The more time you spend running on a treadmill, the more calories you will POSITIVE
burn.
3. The longer your hair grows, the more shampoo you will need.
POSITIVE
4. The more you eat out at restaurants, the less you'll cook food at home.
NEGATIVE
5. The more time you spend at work, the less time you'll have to pursue your NEGATIVE
extracurricular hobbies.

6. The colder the weather is, the less your air conditioner will have to work NEGATIVE
to keep your home cool.
Practice :
Determine the relationship of the data by
observing the scatter plot:
1. Aptitude Score (x) Performance score(y)
18 12
16 11
15 11
14 8
13 6
12 4
10 0
Practice :
Determine the relationship of the data by
observing the scatter plot:
Aptitude Performance
Score (x) score(y)
18 12
16 11
15 11
14 8
13 6
Based on the scatter plot,
12 4 there is a positive correlation.
10 0 The points on the scatter plot closely follow a straight
line slanting up to the right.
The points are quite close to the trend line then the
strength is high.
Practice
Determine the relationship of the data by
observing the scatter plot:
2. Aptitude Score (x) Performance score(y)
18 0
16 4
15 6
14 8
13 11
12 11
10 12
Practice
Determine the relationship of the data by
observing the scatter plot:
Aptitude Performance
Score (x) score(y)
18 0
16 4
15 6
14 8
13 11
Based on the scatter plot,
12 10 There is a negative correlation.
10 12 The points on the scatter plot closely follow a straight
line slanting down to the right.
The points are quite close to the trend line then the
strength is high.
Practice
Determine the relationship of the data by
observing the scatter plot:
3. Aptitude Score (x) Performance score(y)
18 1
10 4
26 6
15 9
10 10
21 2
20 9
Practice
Determine the relationship of the data by
observing the scatter plot:
Aptitude Performance
Score (x) score(y)
18 1
10 4
26 6
15 9
10 10
21 2
Based on the scatter plot,
20 9 There is a zero correlation.
The points on the scatter plot does not follow any
straight line.
 Summarize
1. What are bivariate data?
Bivariate data involve two variables that are taken from a sample or
population. From a population of students, two variables such as IQ and
weighted grades can be taken. IQ and weighted grade are examples of
bivariate data.
2. What is scatterplot? What is its importance?
A scatterplot shows how the points of bivariate data are scattered. The
arrangement of these points is important in making analysis.
3. What is a trend line? What does it indicate?
The line that is closet to the points is called trend line. It indicates the direction –
whether positive or negative as denoted by the slope of the line.
4. What is the meaning of positive correlation ? Negative correlation
In positive correlation, high values in one variable correspond
to high values in the other variable. In a negative correlation,
high values in one variable correspond to low values in the
other variable.
5. In the analysis of a scatterplot , what two elements should be considered?
In the analysis of a scatterplot , the two elements that should be
considered are: direction and strength of the correlation or
relationship.
6. What explains the strength of correlation between two variables ?

The closeness of the points to the trend line determines

the strength of the association. The closer the points
are to the line, the stronger is the correlation.
7. What is a perfect correlation?
A perfect correlation exists when all the points
fall in the trend line. A perfect correlation maybe
positive or negative. Perfect correlation happens
only when other variables that may affect the
relationship between two variables are
controlled.
Spearman
rho
PAGE 212
MS. JOHANNAH MAE T. DELA PEÑA
 6∑ 𝑑 2
ρ = 1- 2
𝑛(𝑛 −1)
ρ = Spearman's rank correlation coefficient
d =difference between the two ranks of each observation
𝑛 =number of observations
The most common method used to determine the correlation
between two sets of ranks is the one developed by Spearman,
where the coefficient used is symbolized by ρ (rho, Greek letter for
r). This is called the Spearman rank-order correlation coefficient or
simply Spearman rho. To compute ρ , we use the formula

6∑ 𝑑 2
ρ = 1- 2
𝑛(𝑛 −1)
Example 1:
In a contest for Mr. Campus Personality, 2 judges gave their ratings
on 8 candidates. Transform the rating to ranks and compute the
coefficient of rank correlation. Interpret the results.
Candidate Judge X Judge Y

A 98 94
B 97 97
C 95 98
D 90 95
E 89 92
F 88 90
G 85 89
H 85 85
STEP: 1 Prepare a table as shown on the next page.
•Rank the values in X . Give a rank of 1 to
the highest, 2 to the next, and so on; label
this column 𝑟𝑥 . In case of ties, assign the
mean of the ranks. Rank the values in Y
using the same procedure; label this
column 𝑟𝑦.
STEP: 1 Prepare a table as shown on the next page.
• Get the difference between 𝑟𝑥 and 𝑟𝑦 , d = 𝑟𝑥 −𝑟𝑦 . Square the
obtained difference and label this as 𝑑2 . Get the sum of and label
this as ∑ 𝑑2 .
Candidate Judge X Judge Y 𝑟𝑥 𝑟𝑦 d 𝑑2
A 98 94 1 4 -3 9
B 97 97 2 2 0 0
C 95 98 3 1 2 4
D 90 95 4 3 1 1
∑ 𝑑 2 = 14.5
E 89 92 5 5 0 0
F 88 90 6 6 0 0
G 85 89 7.5 7 0.5 0.25
H 85 85 7.5 8 -0.5 0.25
STEP: 2 Compute the value of ρ by substituting the
obtained values in the formula

6∑ 𝑑 2 6 14.5
ρ = 1- =1− ≈ 0.83
𝑛(𝑛2 −1) 2
8(8 −1)
Interpretation : the computed ρ = 0.83 indicates a “very
high” positive correlation between the ranks. This mean
that those candidates who received high ranks from the
first judge are also the candidates who received the same
high ranks from the second judge. Similarly, those
candidates who were ranked low by the first judge were
also ranked low by the other judge. This means that the
rankings of the 2 judges have a “very high” degree of
agreement. It also implies that as to the selection of Mr.
Campus Personality, the 2 judges have more or less the
same “taste.”
Regression
Analysis
PAGE 215
MS. JOHANNAH MAE T. DELA PEÑA
Lesson Objectives:
In this lesson, you will be able to:

• Identify the dependent and independent variables;

• Calculate and interpret the slope and y-intercept of the regression
line;
• Predict the value of the dependent variable given the value of the
independent variable; and
• Solve problems involving regression analysis.
 Definition of Terms
• Regression analysis – process of predicting the
value of one variable in terms of the other
variable.
• Simple linear regression analysis – deal only with
one dependent variable and one independent
variable
• Multiple linear regression analysis – deal with
more than one indepdenent variable
 Definition of Terms
• Dependent variable (y) – “response variable”
• Independent variable (x) – “predictor variable or explanatory
variable”
• Regression line – a straight line that best fits a set of data
point
• Regression equation – the equation of the regression line
• Y-intercept of the regression equation – the predicted value of
the dependent variable when the independent variable is
zero.
 Testing the Significance of r
The computed correlation coefficient r
should be tested for significance. If r is
significant, then the relationship between two
variables exists in the actual population. If r is
not significant, then the relationship is due to
chance alone, and it does not really exist in the
population.
 Steps in Testing the Significance of r
Step 1: State the null and alternative hypotheses.
Step 2: Compute for the value of t using the formula shown below.
𝑛 −2
𝑡=𝑟
1 − 𝑟2
Where
r = correlation coefficient
n = sample size or number of paired values
Step 3: Compare the computed value of t with the critical value of
t, as found in the table. The test usually calls for a two-tailed test.
The degrees of freedom are given by df = n – 2.
Step 4: Make the decision.
• If the computed value of t is equal to or greater than the critical value of t,
reject the null hypotheses and accept the alternative hypothesis.
• If the computed value of t is less than the critical value, accept the null
hypothesis.
Step 5: Summarize the result.
 Example 1
Family Income and Savings
A researcher investigated the relationship
between family income and savings. Using the data
from 15 families, the computed r between income
and savings was found to be 0.76. Is the computed r
significant at 0.05 level of significant? Can we
conclude that the relationship truly exists?
 Solution
Step 1: State the null and alternative hypotheses.
𝐻0 : 𝑇ℎ𝑒𝑟𝑒 𝑖𝑠 𝑛𝑜 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑟𝑒𝑙𝑎𝑡𝑖𝑜𝑛𝑠ℎ𝑖𝑝 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑓𝑎𝑚𝑖𝑙𝑦 𝑖𝑛𝑐𝑜𝑚𝑒 𝑎𝑛𝑑 𝑠𝑎𝑣𝑖𝑛𝑔𝑠
(𝑟 = 0)
𝐻1 : 𝑇ℎ𝑒𝑟𝑒 𝑖𝑠 𝑎 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑐𝑜𝑟𝑟𝑒𝑙𝑎𝑡𝑖𝑜𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑓𝑎𝑚𝑖𝑙𝑦 𝑖𝑛𝑐𝑜𝑚𝑒 𝑎𝑛𝑑 𝑠𝑎𝑣𝑖𝑛𝑔𝑠
(𝑟 ≠ 0)
Step 2: Compute for the value of t using the formula shown below.
Here, n = 15 and r = 0.76
𝑛 −2
𝑡=𝑟
1 − 𝑟2

15 −2
𝑡 = 0.76 ≈ 4.22
1 − (0.76)2
Step 3: Compare the computed value of t with the critical value of t.
Using df = 15 – 2 = 13, 𝜶 = 𝟎. 𝟎𝟓, and the fact that the situation
calls for two – tailed test, we get from the table of t – values that critical
value of t is 2.16.
Step 4: Make the decision.
Since the computed value of t = 4.22 is greater than the critical
value of t, which is 2.16, we reject the null hypothesis. Thus, we say that
there is a significant relationship between family income and savings.
Step 5: Summarize the result.
We conclude that the relationship between income and family
savings truly exists in the population.
 Regression Analysis
• When two variables are significantly correlated, we can predict
the value of one variable in terms of the other variables. This
process is called regression analysis. A correlation analysis
should be performed first before conducting the regression
analysis.
• In conducting the regression analysis, we want to find the
regression equation that will be used to predict the value of the
dependent variable in the terms of the independent variable.
• The dependent variable (denoted by Y) is the one being explained,
and the independent variable (denoted by X) is the one used to
explain the variation in the independent variable.
• The equation 𝒀′ = 𝜶 + 𝒃𝑿 is the equation of regression line, where
𝛼 is the y – intercept and b is the slope of the regression line. The
values of 𝛼 and b can be found using the following formulas:

σ 𝑌 σ𝑋 2 − σ 𝑋 σ 𝑋𝑌
𝛼=
𝑛 σ𝑋 2 − σ 𝑋 2

𝑛 σ 𝑋𝑌 − σ 𝑋 σ 𝑌
𝑏=
𝑛 σ𝑋 2 − σ 𝑋 2
• The equation of the regression line 𝒀′ = 𝜶 + 𝒃𝑿 is also called the
prediction equation because we use it to predict Y if X is known.
However, the equation cannot be used to predict X from Y.
• To determine the regression line or do a regression analysis, we go
through the following steps:
1. Find the value of correlation coefficient, r.
2. Test the significance of r. If r is significant, then proceed to the
next step. If r is not significant, regression analysis cannot be
done.
3. Find the values of 𝛼 and b.
4. Substitute the values of 𝛼 and b in regression line 𝒀′ = 𝜶 + 𝒃𝑿 .
 Example 2
The following data pertain to the height of fathers and their
eldest sons in inches. If there is a significant relationship between
the two variables, predict the height if the son if the height of his
father is 78 inches.

Father’s
71 69 69 65 66 63 68 70 60 58
Height
Son’s
71 69 71 68 68 66 70 72 65 60
Height
 Solution
Step 1: Identify the dependent and independent variables.
Here, the dependent variable is the height of the son, while
the independent variable is the height of the father.
Step 2: Compute the correlation r using the formula.
Let us put the data in columns and find the following:
σ 𝑋, σ 𝑌, σ𝑋 2 , σ 𝑋𝑌 and substitute them in the formula.
 X Y 𝑿𝟐 𝒀𝟐 XY
71 71 5041 5041 5041
69 69 4761 4761 4761
69 71 4761 5041 4899
65 68 4225 4624 4420
66 68 4356 4624 4488
63 66 3969 4356 4158
68 70 4624 4900 4760
70 72 4900 5184 5040
60 65 3600 4225 3900
58 60 3364 3600 3480
2 2 𝑋𝑌 =
෍ 𝑋 = 659 ෍ 𝑌 = 680 ෍ 𝑥 = ෍ 𝑌 = ෍
43601 46356 44947
 𝑛 σ 𝑋𝑌 − σ 𝑋 σ 𝑌
𝑟=
𝑛 σ 𝑋2 − σ 𝑋 2 𝑛 σ 𝑌2 − σ 𝑌 2

10 44947 − (659)(680)
𝑟=
10 43601 − 659 2 10 46356 − 680 2

𝒓 = 𝟎. 𝟗𝟓
Step 3: Test the significant of r using the formula.
Here, n = 10 and r = 0.95
𝑛 −2
𝑡=𝑟
1 − 𝑟2

10 −2
𝑡 = 0. 95 ≈ 8.61
1 − (0.95)2
Step 4: Compare the computed value to the critical t – value.
Using the df = 10 – 2 = 8, 𝜶 = 𝟎. 𝟎𝟓, and the fact that the
situation calls for a two – tailed test, we find from table that critical
value of t is 2.306.
Step 5: Make a decision.
Since the computed t = 8.61 is greater than the critical t =
2.306, we reject the null hypotheses. Therefore, there is a
significant relationship between the two variables.
Step 6: Summarize the result.
There is a sufficient evidence to conclude that there is a
significant relationship between the height of the father and height
of the son. Thus, we will proceed to the regression analysis.
Step 7: Compute the values of 𝛼 𝑎𝑛𝑑 𝑏 in the regression equation
𝒀′ = 𝜶 + 𝒃𝑿

σ 𝑌 σ𝑋 2 − σ 𝑋 σ 𝑋𝑌 680 43601 − 659 44947

𝛼= = ≈ 16.55
𝑛 σ𝑋 2 − σ 𝑋 2 10 43601 − 659 2

𝑛 σ 𝑋𝑌 − σ 𝑋 σ 𝑌 10 44947 − (659)(680)
𝑏= = ≈ 0.78
𝑛 σ𝑋 2 − σ 𝑋 2 10 43601 − 659 2
Step 8: Form the regression equation.
Substitute the values of 𝛼 𝑎𝑛𝑑 𝑏 in the equation.

𝒀′ = 𝜶 + 𝒃𝑿 = 16.55 + 0.78X

The regression equation for predicting the height of the son

given the height of the father is 𝒀′ = 16.55 + 0.78X.
Step 9: Predict the height of the son given the height of the father is
78 inches.
Find the value of Y when X = 78 in the regression equation.
𝒀′ = 16.55 + 0.78X = 16.55 + 0.78(78) = 77.39 or 77

Therefore, the predicted height of the son whose father is

78 inches is 77 inches. Remember that this is just predicted
value based on the given data.
 STATISTICS
AND
PROBABILITY
WEEK 13 (page 42)
MS. JOHANNAH MAE T. DELA PEÑA STATIST ICS AND PROBABILITY
 EXPLORING THE
NORMAL PROBABILITY
DISTRIBUTION
UNDERSTANDING THE
STANDARD NORMAL
PROBABILTY
DISTRIBUTION
OBJECT IVE:
• State the properties of the standard normal
probability distribution;
• Sketch the graph of the standard normal probability
distribution;
• Locate z-values under the normal curve and compute
the areas associated with them; and
• Use the Table of Normal Curve Areas to compute
probabilities.
 Basic Concepts
• A probability distribution is a correspondence that
assigns probabilities to the values of a random
variable.
• A probability distribution may evolve from a discrete
random variable (if its set of possible outcomes is
countable) or from a continuous random variable (if
takes on values from within an interval or disjoint
union of intervals).
 NORMAL PROBABILITY DISTRIBUT ION
Normal Probability Distribution is a probability distribution of
continuous random variable.
• Many random variables are either normally distributed or, at least
approximately normally distributed
EXAMPLE: Height, Weights
It is easy for mathematical statistics to work with the normal curve. A
number of hypothesis test and the regression model are based on the
assumption that the underlying data have normal distribution.
Properties of
Normal
Distribution
1. The graph of normal distribution is bell-shaped
and extends indefinitely in both directions.
2. The normal distribution is perfectly symmetric
about its mean and its spread is determined by
the value of its standard deviation.
3. The mean, median, and the mode coincide at the
center.
4. The curve comes closer and closer to the horizontal axis without touching it
no matter how far it goes away from the mean.
5. The total area under the curve is 1. Thus, it represents the probability,
proportion, or percentage associated with specific sets of measurement
value.
 Normal probability distribution function:
The standard normal curve is a normal
probability distribution that is most commonly
used as a model for inferential statistics. The
question that describes a normal curve is
𝟏
𝟏 − 𝒛 𝟐
𝒇 𝒛 = 𝒆 𝟐
𝟐𝝅
where:
f(x) = Y the height of the curve of the particular values
of X
X any score in the distribution
μ mean of the population
σ standard deviation of a population
π 3.1416 𝟏
𝟏 − 𝒛 𝟐
e 2.7183 𝒇 𝒛 = 𝒆 𝟐
𝟐𝝅
• The change of value the mean shifts the graph of
the normal curve to the right or to the left.
• The standard deviation determines the shape of
the graphs (particularly the height and width of
the curve). When the standards deviation is
large, the normal curve is short and wide, while
a small value for the standard deviation yields
skinner and taller graph.
Sample of graph
using desmos
 FOUR-STEP PROCESS IN FINDING THE AREAS
UNDER THE NORMAL CURVE GIVEN A Z-VALUE

Step 1: Express the given z-value as a three-digit number.

Step 2: Using a z-table, find the first two digits on the leftmost column.

Step 3: Match the third digit when the appropriate column on the right.

Step 4: Read the area (or probability) at the intersection of the row and
the column.
 Examples:
1. Find the area corresponds to z=1
Finding the area that corresponds to z=1 is the same as finding the
area between z=0 and z=1.
Steps Solutions

1. Express the given z-value as a three-digit number Z=1.00

2. In the table, find the row z=1.0 and the column with heading .00

3. Read the area (or the probability) at the intersection of row 1.0 This area is 0.3413. This is the
and the column .00 required area.
Z-table
 Areas Under Normal Curve
• Use the z table to find the area corresponds to each of the following:
a. z = 0.70
b. z = -0.96
c. z = 1.06
d. z = -0.58
e. z = 1.23
 Areas Under Normal Curve
a. z = 0.70 0.2580

0.70
 Areas Under Normal Curve
b. z = -0.96 0.3315

-0.96
 Areas Under Normal Curve
c. z = 1.06 0.3554

1.06
 Areas Under Normal Curve
d. z = -0.58 0.2190

-0.58
 Areas Under Normal Curve
e. z = 1.23 0.3907

1.23
UNDERSTANDING
THE Z-SCORES
 Exploring z

• It is the measure of relative standing.

• It is standard deviation value.
• It is the distance between a given value X and the mean.
• Sometimes called a standard score.
• It is calculated by subtracting the mean 𝑋ത 𝑜𝑟 𝜇 or from the
specific measurement X, and then dividing the result by the
standard deviations (s or σ).
 Exploring z
To determine z, use the computing formula

𝑿− 𝝁
𝒛= , (z score for population data)
𝝈
or
෡
𝑿− 𝑿
𝒛= , (z score for sample data)
𝒔
 Exploring z
where:
X= given measurement
μ= population mean
σ= population standard deviation
̄ =
X sample mean
s= sample standard deviation
EXAMPLE 1
1. Reading Scores
Given the mean μ = 50 and the standard deviation σ =4 of a population of Reading scores. Find the value z-
value that corresponds to a score X=58

STEPS SOLUTION

1. Use the computing formula for finding z-scores of a population data. 𝒛=

𝑿− 𝝁
𝝈

2. Check the given values. Since these are population values , the z-score 𝝁= 50 , 𝝈= 4 , X= 58
locates X within a population

3.Substitute the given values in the computing formula. 𝒛=

𝟓𝟖−𝟓𝟎
𝟒

4. Compute the z-value 𝟖

𝒛 = 𝟒= 2
Thus, the z-value that corresponds to the
raw score 58 is 2 in the population
distribution of Reading scores

58
EXAMPLE 2:
Score in Science Test
̄ = 26, and s= 4, compute the corresponding z-score.
Given X = 20 X

STEPS SOLUTION

1. Use the computing formula for finding z-scores of a sample data. 𝑿− 𝑿 ෡

𝒛=
𝒔
2. Check the given values. The z-score in question locates X in a sample. ̄ = 26, and s= 4
X = 20 , X

3.Substitute the given values in the computing formula. 𝒛=

𝟐𝟎−𝟐𝟔
𝟒

4. Compute the z-value 𝒛=

−𝟔
=-1.5
𝟒
the z-value that corresponds to the raw
score 20 is -1.5 in the population
distribution of science scores.

-1.5
20
EXAMPLE
Determine the z value for each of the following x values for a normal
distribution with μ = 16 and σ= 3.

a. x= 12 b. x= 8 c. x=22 d. x= 25
Determine the z value for each of the following x values for a normal distribution
with μ = 16 and σ= 3.

a. x= 12 b. x= 8 c. x=22 d. x= 25

𝒙−μ 𝒙−μ 𝒙−μ 𝒙−μ

z= σ z= σ z= σ z= σ

𝟏𝟐−𝟏𝟔 𝟖−𝟏𝟔 𝟐𝟐−𝟏𝟔 𝟐𝟓−𝟏𝟔

z= 3 z= 3 z= 3 z= 3
z= - 1.33 z= -2.67 z= 2 z= 3
 FOUR-STEP PROCESS IN FINDING THE AREAS
UNDER THE NORMAL CURVE GIVEN A Z-VALUE

Step 1: Express the given z-value as a three-digit number.

Step 2: Using a z-table, find the first two digits on the leftmost column.

Step 3: Match the third digit when the appropriate column on the right.

Step 4: Read the area (or probability) at the intersection of the row and
the column.
 Probability Notation
denotes the probability that the z- score is
P(a < z < b) between a and b.

denotes the probability that the z- score is

P(z >a) greater than a

denotes the probability that the z- score is

P(z < b) less than b
Find the CASE 1
Find the
‘Greater than z’
probability of probability of the
‘at least z’
the area above ‘more than z’
area greater than
z= -1 ‘to the right of z’
z= 1
‘to the right of z’
‘above z’
 CASE 2
Find the probability to ‘less than z’ Find the probability below
the left of z= -1.5. ‘at most z’ z = 1.5
‘no more than z’
‘to the left of z’
‘not greater than z’
‘below’
Area under the normal curve where the z values are both
positive and negative
STEPS:
1. Draw a Normal Curve.
2. Locate the two given z-values
3. Draw line the through the z-values
4. Shade the required region
5. Consult the z-table and find the area that corresponds to z= + / - and z= +
,-.
6. Examine the graph and use probability notation to form an equation
showing the appropriate operation to get the required area.
7. Make a statement indicating the required area.
 CASE 3
Find the probability ‘between 𝒛𝟏 𝒂𝒏𝒅 𝒛′𝟐
Find the probability
between z= - 2 and z= - ‘between −𝒛𝟏 𝒂𝒏𝒅 −𝒛′𝟐 between z= 1.5 and z= 2
1.5.
 CASE 4
Find the probability Find the probability
‘between 𝒛𝟏 𝒂𝒏𝒅 -𝒛′𝟐
between z= - 1.32 and z=
2.37
‘between −𝒛𝟏 𝒂𝒏𝒅 𝒛′𝟐 between z= -1.5 and z= 2
Example
A brisk walk at 4 miles per hour burns an average of 300 calories per hour. If
the standard deviation of the distribution is 8 calories find the probability that
the person who walks one hour at the rate of 4 miles per hour will burn the
following calories. Assume the variable to be normally distributed.

a. More than 280 calories

A brisk walk at 4 miles per hour burns an average of 300 calories per hour. If the
standard deviation of the distribution is 8 calories find the probability that the
person who walks one hour at the rate of 4 miles per hour will burn the following
calories. Assume the variable to be normally distributed.

b. Less than 294 calories

A brisk walk at 4 miles per hour burns an average of 300 calories per hour. If the
standard deviation of the distribution is 8 calories find the probability that the
person who walks one hour at the rate of 4 miles per hour will burn the
following calories. Assume the variable to be normally distributed.

c. Between 278 and 318 calories

NAME:
SECTION:
TEACHER:

THE TABLE OF NORMAL CURVE AREAS

STAT ISTICS AND PROBABILITY MS. JOHANNAH MAE T. DELA PEÑA

 Exponential Function Logarithmic Function

Function 𝑦 = 𝑎 𝑥 , a > 0 and a ≠ 1 𝑦 = log 𝑎 𝑥, a > 0 and a ≠ 1

Domain Set of all real numbers x>0

Range y>0 Set of all real numbers

Intercept (0, 1) (1, 0)

Increasing a>1 a>1

Decreasing 0<a<1 0<a<1

Asymptote x-axis (horizontal asymptote) y-axis(vertical asymptote)

y=0 x=0

Continuous yes yes

Smooth yes yes

 Characteristics of Logarithmic Functions

• Graph crosses the x-axis at (1, 0)

• Graph increases when a > 1

• Graph decreases when 0 < a < 1

• Domain: x > 0

• Range: set of all real numbers

• Passes the vertical line test for functions

• Passes the horizontal line test for functional inverse

• Asymptotic to the y-axis

Properties of Logarithmic Functions
For b > 0, b ≠ 1

a. log 𝑏 1 = 0 since 𝑏 0 = 1

b. log 𝑏 𝑏 = 1 since 𝑏1 = 𝑏

c. log 𝑏 𝑏 𝑥 = 𝑥 since 𝑏 𝑥 = 𝑏 𝑥
d. If log 𝑏 𝑥 = log 𝑏 𝑦 ,
𝑡ℎ𝑒𝑛 𝑥 = 𝑦 𝑠𝑖𝑛𝑐𝑒 𝑏 𝑥 = 𝑏 𝑦 𝑓𝑜𝑟 𝑥, 𝑦 > 0
Evaluating logarithmic function:
1. 𝐟 𝐱 = log 𝟐 𝒙 , 𝒙 = 𝟑𝟐
Solution:
Let f(x) = y
𝐟 𝐱 = log 𝟐 𝒙 Substitute the given value of x

𝐲 = log 𝟐 𝟑𝟐 Express into exponential form

𝐟 𝐱 = log 𝒃 𝒙 → 𝒃𝒚 = 𝒙

𝒚
𝟐 = 𝟑𝟐 Express into exponential form

𝒚
𝟐 = 𝟐 𝟓

y=5
2. 𝐟 𝐱 = ln 𝒙 − 𝟖 , 𝒙 = 𝟏𝟎
Solution:
Let f(x) = y 𝐟 𝐱 = ln 𝒙 − 𝟖 Substitute the given value of x

𝐲 = ln 𝟏𝟎 − 𝟖 Simplify

𝐲 = ln 𝟐

y ≈ 0.6931
3. 𝐟 𝐱 = log 𝟒 𝒙 , 𝒙 = 𝟖
Solution:
Let f(x) = y Substitute the given value of x
𝐟 𝐱 = log 𝟒 𝒙
Express into exponential form
𝐲 = log 𝟒 𝟖 𝐟 𝐱 = log 𝒃 𝒙 → 𝒃𝒚 = 𝒙

Express into exponential form 𝟒𝒚 = 𝟖 Express into exponential form

𝟐𝟐(𝒚) = 𝟐𝟑
𝟐𝟐𝒚 = 𝟐𝟑
Divide both sides by 2 2y = 3
𝟐𝒚 𝟑
=
𝟐 𝟐
𝟑
𝒚=
𝟐
4. 𝐟 𝐱 = 𝒍𝒐𝒈 𝒙 , x = 𝟏𝟎−𝟒

Solution:
Let f(x) = y 𝐟 𝐱 = log 𝒙 Substitute the given value of x

𝐲 = log 𝟏𝟎−𝟒 Express into exponential form

𝐟 𝐱 = log 𝒃 𝒙 → 𝒃𝒚 = 𝒙

𝟏𝟎𝒚 = 𝟏𝟎−𝟒

y = -4
Exponential Logarithmic
Exponential Form Logarithmic Form
𝑏𝑐 = 𝑎 log 𝑏 𝑎 = 𝑐

𝑐
𝑏 =𝑎 log 𝑏 𝑎 = 𝑐
Write the given exponential equation into
logarithmic equation.

𝑏 𝑐 =𝑎 log 𝑏 𝑎 = 𝑐

𝒙
1. 𝟏𝟔 = 𝟔𝟒

𝐥𝐨𝐠 𝟏𝟔 𝟔𝟒 = 𝒙
Write the given exponential equation into
logarithmic equation.

𝑏 𝑐 =𝑎 log 𝑏 𝑎 = 𝑐

𝒙
2. 𝟒𝟐 = 𝟑

𝐥𝐨𝐠 𝟑 𝟒𝟐 = 𝒙
Write the given exponential equation into
logarithmic equation.

𝑏 𝑐 =𝑎 log 𝑏 𝑎 = 𝑐

𝟐𝒙
3. 𝟑 = 𝟐𝟒𝟑

𝐥𝐨𝐠 𝟑 𝟐𝟒𝟑 = 𝟐𝒙
Write the given exponential equation into
logarithmic equation.

𝑏 𝑐 =𝑎 log 𝑏 𝑎 = 𝑐

𝟐𝒙−𝟏
4. 𝟐𝟕 = 𝟓𝟒

𝐥𝐨𝐠 𝟓𝟒 𝟐𝟕 = 𝟐𝒙 − 𝟏
Write the given exponential equation into
logarithmic equation.

𝑏 𝑐 =𝑎 log 𝑏 𝑎 = 𝑐

−𝒙 𝟏
5. 𝟓 =
𝟐𝟓
𝟏
𝐥𝐨𝐠 𝟓 = −𝒙
𝟐𝟓
Write the given exponential equation into
logarithmic equation.

𝑒 𝑐 =𝑎 𝑙𝑛 𝑎 = 𝑐

−𝟐
6. 𝒆 = (𝒙 − 𝟔)

ln(𝒙 − 𝟔) = −𝟐
Logarithmic Form Exponential Form
log 𝑏 𝑎 = 𝑐 𝑏𝑐 = 𝑎

𝑐
log 𝑏 𝑎 = 𝑐 𝑏 =𝑎
Write the given logarithmic equation into
exponential equation.
𝑐
log 𝑏 𝑎 = 𝑐 𝑏 =𝑎

1. log 𝟐 𝒙 𝒙 − 𝟑 = 𝟐

𝟐
𝟐 = 𝒙(𝒙 − 𝟑)
Write the given logarithmic equation into
exponential equation.
𝑐
log 𝑏 𝑎 = 𝑐 𝑏 =𝑎

2. log 𝒙 + 𝟐𝟓 = 𝟐

𝟐
𝟏𝟎 = (𝒙 + 𝟐𝟓)
Write the given logarithmic equation into
exponential equation.
𝑐
𝑙𝑛 𝑎 = 𝑐 𝑒 =𝑎

3. ln 𝒙 + 𝟑 = −𝟔

−𝟔
𝒆 = (𝒙 + 𝟑)
Write the given logarithmic equation into
exponential equation.
𝑐
log 𝑏 𝑎 = 𝑐 𝑏 =𝑎

4. log 𝟓 𝒙 = 𝟔

𝟔
𝟓 =𝒙
Write the given logarithmic equation into
exponential equation.
𝑐
log 𝑏 𝑎 = 𝑐 𝑏 =𝑎

5. log (𝟐𝒙) 𝟖 = 𝟐

𝟐
(𝟐𝒙) = 𝟖
Write the given logarithmic equation into
exponential equation.
𝑐
𝑙𝑛 𝑎 = 𝑐 𝑒 =𝑎

2
6. ln 3𝑥 = 14

𝟏𝟒 𝟐
𝒆 = 𝟑𝒙
 Understanding the Basic
Concepts of Hypothesis Testing

MS. ALYSSA JOY N. PAZ, LPT

Lesson Objectives:
• Define and formulate the null hypothesis and the
alternative hypothesis;
• Describe the implications of committing errors in
making decisions about the null hypothesis; and
• Enumerate the elements of a test of hypothesis.
Basic Concepts of
Hypothesis Testing
Hypothesis
• Statement (or a claim) about the
characteristics of a population.

• statement or a tentative theory

that may be true or not
Hypothesis
• tentative explanation for a group of
facts, scientific problems or
phenomenon

• educated guess or ‘intelligent

guess’
2 Competing
Hypothesis
a. Null Hypothesis
❖Ho
❖Hypothesis of “no difference”
❖Formulated for the purpose of
being rejected
❖Population characteristic that is
initially assumed to be true
❖Express in the form of equality (=)
a. Null Hypothesis
❖If two parameter values are population
means, they are described as follows:
a. The difference between the means is 0.
b. There is no difference between the
means.
c. The means are equal.
d. The populations have the same
characteristics.
a. Null Hypothesis
❖Symbolic form of null hypothesis if we let
𝜇 represent the unknown population mean
where the sample comes from and let 𝜇0
represent the known population mean.

𝐻0 : 𝜇 − 𝜇0 = 0
𝐻0 : 𝜇 − 𝜇0
b. Alternative Hypothesis
❖Ha or H1
❖Competing claim
❖Contradicts the Ho
❖Supported when Ho is rejected.
❖Also known as research hypothesis
❖<, >, ≠
b. Alternative Hypothesis
❖Symbolic form of alternative
hypothesis:

𝐻1 : 𝜇 ≠ 𝜇0
𝐻1 : 𝜇 > 𝜇0
𝐻1 : 𝜇 < 𝜇0
 Null Hypothesis Alternative
(𝑯𝟎 ) Hypothesis (𝑯𝟏 )
The mean salary of teachers in a certain
college is Php 600,000 per annum.
𝑯𝟎 :𝜇 = 600,000 𝐻1 : 𝜇 ≠ 600,000
𝐻1 : 𝜇 > 600,000
𝐻1 : 𝜇 < 600,000
Null Hypothesis Alternative
(𝑯𝟎 ) Hypothesis (𝑯𝟏 )
The mean age of fitness boot camp
trainee is 16.
𝑯𝟎 :𝜇 = 16 𝐻1 : 𝜇 ≠ 16
𝐻1 : 𝜇 > 16
𝐻1 : 𝜇 < 16
Null Hypothesis Alternative
(𝑯𝟎 ) Hypothesis (𝑯𝟏 )
About 69% of a certain region is
engaged in their own agricultural
landholding.
𝑯𝟎 :p = 0.69 𝐻1 : 𝑝 ≠ 0.69
𝐻1 : 𝑝 > 0.69
𝐻1 : 𝑝 < 0.69
Hypothesis Testing
• decision making process for
evaluating claims

Test Procedure
•decision rule for evaluating the
sample data whether Ho should
be accepted or rejected.
Rejecting and Accepting the Null
(Ho) and Alternative (Ha)
a. |test statistic value| > |critical
value|
-reject Ho, accept Ha

b. |test statistic value| < |critical

value|
- accept Ho, reject Ha
Types of Errors
1. Type I Error
❖α or alpha error
❖true null hypothesis is
REJECTED
❖probability of this error is called
the significance level
2. Type II Error
❖β or beta error
❖false null hypothesis is NOT
REJECTED/ACCEPTED
 Four Possible Outcomes in Decision-Making
True State of Ho Accept Ho Reject Ho

Ho is TRUE Correct Decision Type I Error

Ho is FALSE Type II Error Correct Decision

The Decision Grid
❖Determining 𝛽 is often difficult, so we avoid
Type II errors by avoiding the conclusion that
the null hypothesis is true. Simply state the
sample evidence is insufficient to reject the null
hypothesis at the selected level of significance
∝. That is, with 𝛽 not usually specified, we will
generally avoid the decision to accept 𝐻0 .
Instead, we state that the sample evidence is
insufficient to reject the 𝐻0 when the test
statistic is not in the rejection region.
1. Maria insists that she is 30 years
old when, in fact, she is 32 years
old. What error is Mary
committing?
Ho: Maria is 32 years old. TRUE
Type I error
2. A man plans to go hunting the
Philippine monkey-eating eagle,
believing that it is a proof of his
mettle. What type or error is this?
Ho: Hunting the Philippine eagle is okay.

Type II error
3. Bryan thinks that he is a six-footer.
His actual height is 156 cm. What
type of error is this?

Ho: Bryan’s height is 156 cm. TRUE

Type I error
Types of Hypothesis
Testing
a. Two-tailed Test
❖two-sided test; non-directional test
❖use to determine whether a population
parameter has changed
❖specifies that the unknown population
parameter can lie on either side of the
value specified by Ho.
a. Two-tailed Test
❖rejection region: both tails
❖not equal to, not the same as,
significantly different
Acceptance Region
 Stating the Ho and Ha for Two-
tailed Test

Proportion Mean of 2 Mean of

(%) Groups Population
Ho: P1 = P2 Ho: µ1 = µ2 Ho: µ = 21
Ha: P1 ≠ P2 Ha: µ1 ≠ µ2 Ha: µ ≠ 21
b. One-tailed Test
❖directional test
❖Ha specifies that the unknown
population parameter is entirely
above or entirely below the specified
value of Ho.
❖rejection region: left tail or right tail
 b.1. Right-tailed Test
(One-tailed Test)
❖rejection region: right tail
❖A.R < C.R
❖above, bigger, higher, greater
than
Stating the Ho and Ha for One-
tailed Test (Right-tailed Test)
Proportion Mean of 2 Mean of
(%) Groups Population

Ho: P1 = P2 Ho: µ1 = µ2 Ho: µ = 21

Ha: P1 > P2 Ha: µ1 > µ2 Ha: µ > 21
 b.2. Left-tailed Test
(One-tailed Test)
❖rejection region: left tail
❖A.R > C.R
❖below, smaller, lower, less
than
Stating the Ho and Ha for One-
tailed Test (Left-tailed Test)
Proportion Mean of 2 Mean of
(%) Groups Population

Ho: P1 = P2 Ho: µ1 = µ2 Ho: µ = 21

Ha: P1 < P2 Ha: µ1 < µ2 Ha: µ < 21
Hypothesis Test Terminologies
and Assumptions
 Significance Level
❖α
❖degree of certainty we require in
order to reject the Ho in favor of
the Ha.
❖0.05 (5% error); 0.01 (1%error);
0.1 (10% error)
Confidence Level Significance Level

90% 0.10

95% 0.05

99% 0.01
 Test Statistic
❖quantity calculated from the sample data
❖Test of difference:
a. Z-test (I/R-mean) – n > 30
b. T-test (I/R)– n ≤ 𝟑𝟎; test correlations using their
means
c. ANOVA (I/R-mean) – 3 or more variables
❖Test of relationship:
a. Pearson r
b. Spearman rho
c. Chi-square test of independence
Critical or Tabular Value
❖threshold to which the value of the test
statistics in a sample is compared to
determine whether or not the Ho is
rejected.
❖Z-test (n > 30)
∝; type of test: one-tailed test (> or <)
or two-tailed test (≠)
Critical or Tabular Value
❖T-test (n ≤ 30)
∝; type of test: one-tailed test (> or <) or
two-tailed test (≠)
degree of freedom:
df = n – 1 (one-sample mean)
df = (𝒏𝟏 + 𝒏𝟐 ) – 2 (two-sample mean)
 Given Critical Value
n = 68, ∝=95%, one-tailed test 𝒁𝒄𝒓𝒊𝒕 = 𝟏. 𝟔𝟒𝟓

n = 16, ∝=95%, two-tailed test 𝒕𝒄𝒓𝒊𝒕 = 2.131

n = 100, ∝=90%, two-tailed test 𝒁𝒄𝒓𝒊𝒕 = 𝟏. 𝟔𝟒𝟓
n = 10, ∝=99%, one-tailed test 𝒕𝒄𝒓𝒊𝒕 = 2.821
n = 50, ∝=99%, two-tailed test 𝒁𝒄𝒓𝒊𝒕 = 2.575
𝒏𝟏 = 𝟏𝟓, 𝒏𝟐 = 𝟐𝟑, ∝=90%, two-tailed test 𝒕𝒄𝒓𝒊𝒕 = 1.688
𝒏𝟏 = 𝟒𝟕, 𝒏𝟐 = 𝟔𝟓, ∝=90%, one-tailed test 𝒁𝒄𝒓𝒊𝒕 = 1.28
Critical or Rejection Region
❖set of values of the test statistics
for which the Ho is rejected.
❖observed value (member of the
C.R) – reject Ho
❖observed value (not a member of
C.R) – accept Ho
State the null and alternative hypothesis of the given
problems
1. It is known that the average number of heartbeat of people under
interrogation is 100 beats per minute. A random sample of 25
persons under interrogation has an average of 105 beats per
minute. Is there enough evidence to believe that the sampled
people have different average beat per minute?

Ho: µ = 100 (The sampled people have the same average

heartbeat per minute.)
Ha: µ ≠ 100 (The sampled people have different average
heartbeat per minute.)
State the null and alternative hypothesis of the given
problems
1. A psychologist claims that the mean IQ of males is not the
same with the IQ level of females.
µ1 = mean IQ of males
µ2 = mean IQ of females

Ho: µ𝟏 = µ𝟐 (The mean IQ of males is the same with

the IQ level of females.)
Ha: µ𝟏 ≠ µ𝟐 (The mean IQ of males is not the same with
the IQ level of females.)
2. The mean weight of the sample of 90 students of
EAC-C is 110 lbs. If the ideal weight is known to
be 100 lbs., is the group significantly overweight?

Ho: µ = 100 (The group is not overweight.)

Ha: µ > 100 (The group is significantly
overweight.)
3. Has the mean community level of suspended particles
for the month of September of Brgy. X exceeded the
mean community level of Brgy. Y?
µ𝟏 = mean community level of Brgy. X
µ𝟐 = mean community level of Brgy. Y

Ho: µ𝟏 = µ𝟐 (The mean community level of Brgy. X does not exceeded

the mean community level of Brgy. Y.)
Ha: µ𝟏 > µ𝟐 (The mean community level of Brgy. X exceeded the
mean community level of Brgy. Y.)
4. Does the mean speed of 50 students as
determined by the number of steps per
minute differ from 30 steps per minute?
Ho: µ = 30 (The mean speed of 50 students does not
differ from 30 steps per minute.)
Ha: µ ≠ 30 (The mean speed of 50 students differ
from 30 steps per minute.)
 SIMPLE
INTEREST
Week 19
 GenMath Book

Basic Concept of Simple Interest

- page 261
Learning Objectives:
After the lesson, the learners will be able to:
• Define simple interest.
• Compute simple interest using actual or
approximate time.
• Compute ordinary and exact interest.
• Differentiate simple from compound interest.
Simple Interest

Simple interest is the amount invested or

borrowed is computed based on the
principal, interest rate, and length of time
for which the money is invested or
borrowed.
Simple Interest
Interest is the payment for the
use of one’s money.
Simple Interest

Simple Interest is the

computed using either actual
or approximate time.
Simple Interest

Actual time is the sum of the

exact number of days of each
month.
Simple Interest

Approximate time is computed using 30

days of each month in a year.
Simple Interest FORMULA

𝑰 = 𝑷𝒓𝒕 I
÷
r
Px x t
Simple Interest
The amount computed based on the principal, interest
rate, and length of time for which the money is
invested or borrowed.
Where: (I) – interest
(P) – principal
𝑰 = 𝑷𝒓𝒕 (r) – rate of the interest
(t) – length of time
Simple Interest
NOTATION TERMINOLOGY DEFINITION
I Interest Payment for the use of borrowed money of
the amount earned on invested money
P Principal Amount borrowed or invested
r Rate of Interest Fractional part of the principal that is paid on
loan or investment
t Time Number of years for which the money is
borrowed on invested
F Final amount or Sum of the principal and the interest earned
maturity value within the period
Simple Interest
Formulas used for a Particular Given and Required Information

Required Given Formula

Interest (I) Principal (P), Rate of

Interest (r), time (t) 𝐼 = 𝑃𝑟𝑡

Final Amount (F) Principal (P), Interest

𝐹 =𝑃+𝐼
(I)
Principal (P), Rate of
Interest (r), time (t) 𝐹 = 𝑃(1 + 𝑟𝑡)
Simple Interest
Formulas used for a Particular Given and Required Information

Interest (I), Rate of

𝐼
Interest (r), time (t) 𝑃=
Principal (P) 𝑟𝑡
Final Amount (F),
𝑃 =𝐹−𝐼
Interest (I)
Time (t) Interest (I), Principal
𝐼
(P), Rate of Interest 𝑡=
(r) 𝑃𝑟
Rate of Interest (r) Interest (I), Principal
𝐼
(P), 𝑟=
time (t) 𝑃𝑡
 I
÷
r
Px x t
Example: Mary’s Investment:
How much interest will Mary earn in her
investment of ₱ 12,400 at 6% simple interest
for 3 years? Given:
P – 12,400 pesos
r – 6% or 0.06
t – 3 years
Formula: I = Prt
Solution: I = ( 12,400 x 0.06 x 3 ) Mary’s Investment

I = 2,232 pesos

Therefore, Mary’s investment will earn an

interest of 2,232 pesos
Problem Solving

To finance her new business, Faith borrowed ₱𝟏𝟐𝟒, 𝟎𝟎𝟎. 𝟎𝟎 from her
brother with an agreement to pay the amount with the interest at the
𝟏
end of 𝟒 years and 𝟗 months at 𝟐 % rate. How much did Faith pay
𝟒
her brother?
Solution:
I=Prt
I= (₱124,000.00)(0.0225)(4.75)
I= ₱13,252.50
or F=P(1+rt)
F= ₱124,000.00 [1+(0.0225)(4.75)]
F=P+I F= ₱137,252.50
F=(₱124,000.00)+(₱13,252.50)
F= ₱137,252.50
Julianne’s Dream:

Julianne needs 57,300.00 to buy cooking equipment for her

new house. She is willing to pay the interest of 7,735.50 given
by Home Credit. If she intends to pay her obligation within 30
months, what must be the interest rate of her loan?
Julianne’s Dream
Given:
P – 57,300.00 , t – 30 mos. or 2.5 years
I - 7,735.50 r=?
Formula: r = I/Pt

Solution: r = (7,735.50) ÷ (57,300 x 2.5)

r = 0.054 or 5.4%
Therefore, the interest rate of Julianne’s
loan is 5.4%
Mike’s Credit:

Mike borrowed 25,000 from a lending corporation that

charges 12% annually. If he plans to pay after 2 and a
half years, what is the total amount of money he has to
give back to the corporation?
 Mike’s Credit
Given:
P – 25,000 pesos F=P+I
r – 12% or 0.12
t – 2.5 yrs I = 7,500 pesos
Formulas: I = Prt and F = 25,000 + 7,500
Solution: I = ( 25,000 x 0.12 x 2.5 ) F = 32,500
Therefore, Mike has to pay
the corporation a total of
32,500 pesos.
 How much interest will Samuel earn in his
investment of 10,500 pesos at 3% simple interest
for 5 years?

I=Prt
I=10 500 x 0.03 x 5
1, 575
 𝐼
Sofia needs 17,300.00 to 𝑟=
𝑃𝑡
buy a Smart TV for her 𝑟=
635.50
17 300(2.5)
new house. She is willing 𝐼
𝑃=
to pay Home Credit the 𝑟𝑡
interest of 635.50 after 635.50
two and a half years. 𝑃=
0. 008450671 𝑥 2.5
What is the Principal
Amount? 17, 300
Sofia needs 17,300.00
to buy a Smart TV for 𝐼
her new house. She is 𝑡=
𝑃𝑟
willing to pay Home
Credit the interest of 635.50
635.50 after two and a 𝑡=
17300(0. 008450671)
half years. What is the
time in the problem? 2.5 years
Sofia needs 17,300.00 to buy a Smart TV for her new
house. She is willing to pay Home Credit the interest
of 635.50e after two and a half years. What is the
Final amount of her loan?

𝐹 =𝑃+𝐼
𝐹 = 17 300 + 635.50
17, 935.50 pesos
 Trixie invested 40 million pesos at 4.5% simple
interest for 10 years. What is the Final amount of
her investment?

𝐹 = 𝑃(1 + 𝑟𝑡)
𝐹 = 40 000 000(1 + 0.045(10))
58 million
Sofia needs 17,300.00 to buy a Smart TV for her new
house. She is willing to pay Home Credit the interest
of 635.50 after two and a half years. What must be
the interest rate of her loan?
𝑰
𝐫=
𝑷𝒕
𝟔𝟑𝟓.𝟓𝟎
𝐫= = 0.0146936416
𝟏𝟕 𝟑𝟎𝟎(𝟐.𝟓)
0.0146936416 x 100
1.47%
How much interest will Trixie earn in his investment
of 40 million pesos at 4.5% simple interest for 10
years?

𝐼 = 𝑃𝑟𝑡
𝐼 = 40 000 000 x 0.045 x10
18 million
Samuel invested 10,500 pesos at 3% simple interest
for 5 years. What is the Final amount of his
investment?
𝐹 = 𝑃(1 + 𝑟𝑡)
𝐹 = 10 500(1 + 0.03(5))
12, 075
 Dexter started his savings
in a cooperative within
their barangay. He invested 𝐹 = 𝑃(1 + 𝑟𝑡)
50, 000 pesos with an 𝐹 = 50 000(1 + 0.07(4))
interest rate of 7%. He is 64, 000 pesos
planning to withdraw after
4 years. How much will be
the final amount of his
investment?
COMPOUND
INTEREST
PAGE 283
 Learning Objectives:
After the lesson, the learners will be able to:
• Define compound interest.
• Differentiate simple from compound
interest.
 Compound Interest
• Compound Interest is an interest computed every
conversion period whose principal amount includes the
interest earned every end of the conversion period.
• The conversion period can be either annually, semi-
annually, quarterly and monthly.
• In this type of interest, the principal increases by adding
the interest earned in each interval over a period of time.
Compound interest is the most
commonly used long-term financial
transactions where the principal
increases by adding the interest earned
in each interval over a period of time.
 Compound Interest
FORMULA

𝑛
I = P[(1+i) - 1]
Note:
If the problem does not specify
the conversion period, then it
is assumed to be compounded
annually.
Formulas used for a Particular Given and Required Information
 COMPOUND INTEREST
Problem Solving 1

Find the interest earned on ₱𝟏𝟓, 𝟎𝟎𝟎. 𝟎𝟎 for one

year at:
1. 7% compounded semi-annually.
2. 7% compounded quarterly.
Given: For 7% compounded semi-annually.
P = 15,000 pesos
t = 1 year, r = 0.07 𝟐
I = 15,000 [(1+0.035) - 1]
m=2 I = 1,068.375
n = mt = 2(1) = 2
i = r/m = 0.07/2 = 0.035
𝒏
Formula: I = P[(1+i) - 1]
Therefore, the interest earned on 15,000 pesos for 1 year at
7% compounded semi-annually is 1,068.375 pesos.
Problem Solving 1
COMPOUND INTEREST
Solution:
1. semi-annual has 2 periods
Period 1: I = Pi = ₱15,000.00 0.035 = ₱525.00
Period 2: I = Pi = ₱15,525.00 0.035 = ₱543.375

Total interest: ₱525.00 + ₱543.375 = ₱𝟏, 𝟎𝟔𝟖. 𝟑𝟕𝟓

Given: For 7% compounded
quarterly.
I = 15,000 [(1+0.0175) 4 - 1]
P = 15,000 pesos
I = 1,077.885469
t = 1 year
r = 0.07
m=4 Therefore, the interest earned
on 15,000 pesos for 1 year at
n = mt = 4(1) = 4 7% quarterly is 1,077.8854
i = r/m = 0.07/4 = 0.0175 pesos.
𝑛
Formula: I = P[(1+i) - 1]
 COMPOUND INTEREST
Problem Solving 1
2. quarterly has 4 periods
Period 1: I = Pi = ₱15,000.00 0.0175 = ₱262.50
Period 2: I = Pi = ₱15,262.50 0.0175 = ₱267.09
Period 3: I = Pi = ₱15,529.59 0.0175 = ₱271.77
Period 4: I = Pi = ₱15,801.36 0.0175 = ₱276.52

Total interest:
₱262.50 + ₱267.09 + ₱271.77 + ₱276.52 = ₱𝟏, 𝟎𝟕𝟕. 𝟖𝟖
Problem Solving 2

Find the compound amount of ₱𝟐, 𝟎𝟎𝟎. 𝟎𝟎

invested for 1 year at 5% compounded
quarterly.
Problem Solving 2

F= ₱2,101.89
Problem Solving 3

Determine the compound amount and

interest of ₱𝟏𝟒, 𝟓𝟎𝟎. 𝟎𝟎 invested at 11%
compounded semi-annually for 5 years.
Given:
P = ₱14,500.00
r= 11% or 0.11
t= 5 year
m = 2 (semi-annually)
r 0.11
i= = = 0.055
m 2
n = mt = 2(5) = 10
Solution:
𝒏
𝑭=𝑷 𝟏+𝒊
10
𝑭 = ₱14,500.00 1 + 0.055

𝐅= ₱𝟐𝟒,𝟕𝟔𝟖.𝟎𝟗
 𝑰=𝑭−𝑷
𝑰 = ₱24,768.09 − ₱14,500.00

I = ₱𝟏𝟎, 𝟐𝟔𝟖. 𝟎𝟗
A self-employed photographer deposits Php 47, 000 in
an account paying 14.75% compounded quarterly for 3
years. In this given problem, what is the value of the
total number of conversion periods?

n=mt
n=4(3)
n=12
A self-employed photographer deposits Php 47, 000 in
an account paying 14.75% compounded quarterly for 3
years. In this given problem, what is the value of the
periodic rate?
i= r/m
𝟎.𝟏𝟒𝟕𝟓
i= = 0.036875
𝟒
A self-employed photographer deposits Php 47, 000 in
an account paying 14.75% compounded quarterly for 3
years. If the value of the compound interest is Php 26,
579.62, how much is the compound/final amount?

𝑭=𝑷 𝟏+𝒊 𝒏

𝑭 = 𝟒𝟕, 𝟎𝟎𝟎 𝟏 + 0.036875 𝟏𝟐

Php 72, 579.62