Organizing Data

The data we gathered always stay meaningless unless we organized them. Through
organization, the values in the data set becomes meaningful. In organizing data, we
usually present them in table or graphical form. There are two ways of organizing data; (!)
Using Frequency Distribution Table, and (2) making Charts or Graphs.
1. Frequency Distribution Table
This is an excellent device which is used relatively when creating larger collections of data
much more manageable. It has two parts- The frequency table and the extended
frequency table. A frequency table lists categories of scores together with their
corresponding frequencies while, the extended frequency table is made up of columns
which can generate different graphs and charts. It is a pre-requisite for creating graphs
and charts used in statistics. It consists of:
a. Class intervals d. cumulative frequency
(Lower and upper limits)
b. Marks e. relative frequency
c. Frequency f. cumulative relative frequency

Guidelines in creating frequency tables

1) Class intervals should not overlap. Classes are mutually exclusive
2) Classes should continue throughout the distribution with NO gaps. Include all classes
3) All classes should have the same width
4) Class widths should be “convenient” numbers
5) Use 5- 20 classes
6) Make lower or upper limits multiples of the width.

Example:
The following is Ms. Jessa’s exam scores. Construct a frequency distribution table.
97 90 86 83 84 78 73 73 69
65 98 90 88 83 81 79 78 72
69 60 93 98 85 82 80 78 77
71 68 59 91 89 84 82 80 77
75 70 62 55 91 89 84 82 78
77 72 70 63 54 65 89 90 81

Solution:
Step 1: Arrange the data from highest to lowest

54 55 59 60 62 63 65 65 68
69 69 70 70 71 72 72 73 75
77 77 77 77 78 78 78 78 79
80 80 81 81 82 82 82 83 83
84 84 84 85 86 88 89 89 89
90 90 90 91 91 93 97 98 98
Step 2: Solve for the Range (R)
R= Highest score- lowest score
R= 98-54
R=44
Step 3: Prepare the Table
Step 3.1 Solve for the number of classes
Compute using the formula: 𝑘 = 1 + 3.322 log 𝑛
𝑘 = 1 + 3.322 log 54
𝑘 = 6.76
Step 3.2: Solve for the Class width.
𝑅
Compute using the formula: 𝑐 =
𝑘
44
𝑐=
6.76

𝑐 = 6.5 𝑜𝑟 7
Step 3.3: Find the LL of the interval column starting from the lowest score
adding the class width. The UL is the step lower the next class. There should be
no overlapping of classes.
Step 3.4: Tally all the scores and write the frequency in the frequency column. Be
careful in tallying since this is what you are going to use for the list of the
solutions.
Step 3.5: For <cf, start from the lowest group frequency then add the frequency
for each class for the succeeding classes.
Step 3.6: For >cf, start from the highest group frequency then add the
frequency of each class for the succeeding classes.
Step 3.7: For rf, it is the f divided by n. n is the total number of scores.

Table 1. Frequency Distribution Table

Relativ
Less than Greater than
Class Frequ e
Interval Tally Cummulative Cummuative
boundaries ency freque
Frequency Frequency
ncy
LL-UL LB-UB F <cf >cf Rf
54-61 53.5-61.5 IIII 4 4 54 7.4%
62-69 61.5-69.5 IIIII-II 7 11 50 13%
70-77 69.5-77.5 IIIII-IIIII-I 11 22 43 20.4%
78-85 77.5- 85.5 IIIII-IIIII-IIIII-III 18 40 32 33.3%
 86-93 85.5- 93.5 IIIII-IIII-I 11 51 14 20.4%
94-101 93.5-101.5 III 3 54 3 5.5%

n=54

1. Make Charts or Graphs

After the data was gathered and organized in a frequency distribution the next thing we
need to do is to come up with a comprehensive presentation that is easier to understand.
One of this presentation is through the use of graphs. Graphs are pictorial representation
of the data set. Following are the different types of graphs which are commonly use in the
presentation of data.
a. Histogram
Histogram appears similar to a bar graph however containing no gaps between
the bars. Its groups are made up of class intervals of continuous data. Histogram
is helpful when the distribution is interval or ratio. It illustrates central tendency,
shape and how the data is spread out or dispersed. It may be symmetrical, uniform,
skewed, and bi- modal.
Component of Histogram:
i. A title which identifies the population of concern and the type of
information presented.
ii. A vertical scale identifies the frequencies in the various classes.
iii. A horizontal scale identifies the variable. It also shows values for class
boundaries, class limits, or class marks may be labelled along the axis.
Example:
Consider the data set of Cathy’s exam scores. Take a look at its frequency
distribution table and create a histogram.
Solution:
Step 1: Scale both the horizontal and the vertical axis.
Step 2: Identify the class boundaries of each interval.
Step 3. Plot the frequency of each interval and form bars.
Table 2. Histogram
20

15

20 53.5 61.5 69.5 77.5 85.5 93.5 101.5

20

0
b. Frequency Polygon
Frequency polygon has also a similar appearance to that of a line graph. It is a
visually substantial method of representing quantitative data and its frequency.
Several sets of data can be shown on the same graph. The horizontal axis uses
marks while the vertical axis is either frequency or relative frequency.
Example:
Consider the frequency distribution presented on the previous
example and make a frequency polygon.
Solution:
Step 1: Scale both the horizontal and the vertical axis.
Step 2: Identify the class midpoint of each interval
Step 3: Connect the dots.
Table 3. Frequency Polygon

c. Ogive
 Ogive is a cumulative frequency graph for the classes in a frequency distribution.
The trend of the graph is typically “upward” and also shows values below certain
boundary.

Example:
Refer to Table
Table 4. Ogive

d. Box –and- Whisker

Another type of pictorial representation of data is Box- and – whisker which shows
the median, quartiles, and the extremes for a given set of numerical data. The box
portion contains about 50% of the data values and the two whiskers each
containing 25% of the data values. It shows how the data is dispersed or spread
and is useful for comparing set of data.
Example:
Suppose you have the following prices of capsule umbrella.
225 350 175 450 429 205 431 250 248
Solution:
Step 1: Place the data in order from least to greatest:
175 205 225 248 250 350 429 431 450
Step 2: Find the lower extreme: 175
Find the upper extreme: 450
These are the endpoints of your whiskers.
Step 3: Find the median of your data: 250
Step 4:Construct a line through the median. Then split the two halves in half
again. If there is an even of data on each side you need to average the two middle
numbers to find the end of the lower
quartile and the beginning of the upper quartile
 175 205 225 248 250 350 429 431 450

This is the halfway median This is the halfway

point- average these point- average these
two numbers to get the two numbers to get
end of the first quartile the beginning of the
205+225 429+431
= 215. last quartile =
2 2
430.

Step 5: Graph the median, the extremes, and the quartiles below a
number line. Then draw the box and whiskers.

100 150 200 250 300 350 400 450

Lesson 3.2: Measure of Central Tendency

Lesson Summary
This lesson presents how data can be described by means of central locations or averages.
Measures of central tendency has three types- mean, median and mode. Each of these measures
describes a different indication of central value in the distribution. Each of them is calculated
differently from the other and their uses depends on the situation.

Learning Outcomes
At the end of the lesson, the students are expected to:
1. Identify the different measure of central tendency.
2. Solve problems involving measure of central tendency.

Motivation Question
How can we get the average number of people?
Discussion

Measures of Central Tendency

A central tendency (or measure of central tendency) is a central or typical value for a
probability distribution. It may also be referred to as center or location of the distribution.
The term central tendency refers to the “middle” or perhaps the typical value of the data,
and is measured using the mean, median and mode.
1. Mean
This is the widely used measure of central tendency. It is referred to as the average of the
numbers in a given set of data. In order to calculate for the mean, just get the sum of the
numbers and divide it by the total number of numbers in the data set. Mean is denoted by
a symbol 𝑥̅ (x bar).
Formula for finding the mean:
∑𝑥
𝑥̅ =
𝑛

Where, x is the value of an observation; and

n is the total number of observation.
Example 1:
Find the mean of the set of values: 3, 4, 6, 8, 9 and 5
Solution:
∑𝑥 3+4+6+8+9+5
𝑥̅ = =
𝑛 6
35
𝑥̅ =
6

𝑥̅ = 5.83
Example 2:
What is the mean of the set of values: 1.2, 3.5, 4.0, and 1.3
Solution:
∑𝑥 1.2+3.5+4.0+1.3
𝑥̅ = =
𝑛 4
10
𝑥̅ =
4

𝑥̅ = 2.5
2. Median
The median is the value separating the higher half of a data sample, a population, or a
probability distribution, from the lower half. For a data set, it may be thought of as the
“middle” value. It is denoted by the symbol md.
Example 1: In the data set {1, 3, 3, 6, 7, 8, and 9}, the median is 6, the fourth
largest and also the fourth smallest number in the sample.
 Example 2: In the data set: {2, 4, 7, 8, 9, 12}
7+8
The median is 𝑚𝑑 = = 7.5
2

Example 3: In the data set: {1, 3, 4, 5, 7, 8, 10}

The median is 𝑚𝑑 = 5
3. Mode
The mode of a set of data values is the value that appears most frequent. The mode is the
most commonly occurring value in a distribution. Mode may exist sometimes does not. If
it exists sometimes it has one mode or sometimes it has more than one mode. It is
denoted as mo.
Example 1:
Given the data set {3, 2, 7, 3, 4, 5}
Mode is 3 since 3 is repeated the most.
Example 2:
Given the data set {4, 5, 3, 4, 7, 5, 6, 3, 8}
Mode is 4, 5, 3 since they are repeated more than the other item.

Table 5. Summary of when to use mean, median, and mode

Type of Variable Best measure of Central

Tendency
Nominal Mode
Ordinal Median
Interval/ Ratio ( not skewed) Mean
Interval/ Ratio (skewed) Median

Learning Tasks/Activities
Instruction: Give at least 10 variables and identify what measure of central
tendency can be best used.
Example: Height of high school students- Mean
Assessment
Given: Math grades of high school students.
89 90 80 98 75 87 88 93 79 80
79 83 91 89 84 82 90 95 84 70
92 87 79 77 75 85 90 92 86 76
87 85 81 82 91 93 87 77 76 90

1. Find the mean

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________
2. Find the median
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________
3. Find the mode
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________
Lesson 3.3: Measures of Dispersion

Lesson Summary
The measures of central tendency cannot summarize data completely. They are
designed only to locate the typical or central score. Hence, we have to study other
measures that provide information about the nature of a distribution.

Learning Outcomes
At the end of the lesson, the students will be able to:
1. Determine the range, variance and standard deviation of a given set of data.
2. Solve problem involving variability.

Motivation Question
What can you say about the data, with respect to the mean, if the measures of
variability is small? If the measure is large, what can you say about the data with respect
to the mean?

Discussion
The terms variability, spread, and dispersion are synonyms. They refer to how
spread out a distribution is. Measures of Dispersion tell us how much the data tend to
disperse or scatter. One measure of dispersions range.
RANGE
The range for a set of data is found by subtracting the smallest value from the largest
value in the given set of data.
Range = Highest no. - Lowest no.
Example 1: The grades of the ten students are shown below. The respective range for
male and for female students is also shown in the Table. Note that the mean is 85.
Female 82 83 85 87 88 Range = 6
Male 70 82 86 90 97 Range = 27
Example 2: From the questions in the opening of this Section, we have the following range
for each set of scores. Note that each set of scores has a mean of 5.
Set A. 5 5 5 5 5 5 5 Range = 0
Humanities
Set B. 3 4 5 5 5 6 7 Range = 4
Chemistry
Set C. Biology 1 3 4 5 5 8 9 Range = 8

The range, although it is easily computed, is not considered to be the best measure
of dispersion because it involves only the two extreme values. It does not tell anything
about the remaining values in a set of data.
VARIANCE
The two commonly used measures of variation that consider all scores in a given
set of data are variance and standard deviation.
Example 3. Let us again consider the grades of ten students as shown below.
Female 82 83 85 87 88 Mean =
85
Male 70 82 86 90 97 Mean =
85

Study the Table below. You may tell to yourself that you are familiar with the
procedure.
Females’ Difference of the Mean Square of the
Score from the score (𝑥𝑖 − 𝑥̅ ) difference of the
mean from the score
(𝑥𝑖 )
(𝑥𝑖 − 𝑥̅ )2
82 82 – 85 = -3 (−3)2 = 9
83 83 – 85 = -2 (−2)2 = 4
85 85 - 85 = 0 (0)2 = 0
87 87 – 85 = 2 (2)2 = 4
88 88 – 85 = 3 (3)2 = 9
Sum of the Squares of the Difference of the Mean
from the Score
 ∑𝑛𝑖=1 (𝑥𝑖 − 𝑥̅ )2 = 26

We now divide the sum of the squares of the difference of the mean (deviation
from the mean) from the score with the number of scores in the given set of data.
∑𝑛𝑖=1 (𝑥𝑖 − 𝑥̅ )2 26
= = 5.2
5 5

The quotient is the variance of the scores of the five female students. Note that
the variance is computed as the average squared deviation of each score from its mean.
The measure of dispersion that eliminates negative signs by squaring all
deviations of each number from its mean and getting the average of the squared
deviations is the variance.
Example 4: The variance of the scores of the 5 male students is computed and shown
below:
variance:

∑𝑛
𝑖=1 (𝑥𝑖 − 𝑥̅ )
2

𝑛
(70−85)2 + (82−85)2 + (86−85)2 + (90−85)2 + (97−85)2
= 5
404
= = 80.8
5

To compute the variance for a given set of data, we must perform these steps.
1. Determine the mean for the given set of data.
2. Determine the deviation from the mean for each value in the data
3. Square each deviation.
4. Compute the mean of the squared deviations.

STANDARD DEVIATION
The standard deviation formula is obtained by simply getting the square root of
the variance.
In summation notation, the formula for the standard deviation in a population is
given by the parameter
∑𝑛
𝑖=1 (𝑥𝑖 − 𝑥̅ )
2
𝜎= √ 𝑛

Where 𝑥̅ is the population mean and n is the number of cases.

The formula of the standard deviation in a sample is given by the statistic
 ∑𝑛
𝑖=1 (𝑥𝑖 − 𝑥̅ )
2
S.D = S = 𝑆. 𝐷 = 𝑆 = √ 𝑛−1

Where 𝑥̅ is the mean and n -1 is the number of cases which gives an unbiased estimate
of variance.

Example 5: Let us again consider the grades of ten students below.

Female 82 83 85 87 88
Male 70 82 86 90 97

From the previous section, the variance for the five-female student’ scores is 5.2.
Hence, the standard deviation for the five females’ students’ scores is √5.2 or
approximately 2.28.
The variance of the scores of the five male students is 80.8. Thus, the standard
deviation is √80. 8 or approximately 8.99.
We can say that the scores of the five male students is really more spread out than
the scores of the five female students.
Example 6: Give the mean, range, variance and standard deviation of scores of Richard
in eight basketball games.
16 18 14 19 17 20 22 18
Solution:
16+18+14+19+17+20+22+18 144
1. The mean is = = 18
8 8
2. The range is 22-14 = 8
3. The variance is
(16−18)2 + (18−18)2 + (14−18)2 + (19−18)2
+ (17−18)2 + (20−18)2 + (22−18)2 +(18−18)2
= 8
42
= = 5.25
8

4. The standard deviation is √5.25 or approximately 2.29.

Note that the smaller the standard deviation, the less widely spread the data are. It means
that the more the measures are closer to the mean.
Example 7: Aby, Bebz, Celia, Dolly and Earnest are all in the same Physics class. Their
scores for the first two exams in the class are listed in the Table.
Exam 1 Exam 2
Aby 35 30
 Bertz 41 26
Celia 23 32
Dolly 26 26
Earnest 38 28
Mean 35 30
Standard Deviation 3 2

The first exam has a mean of 35 and a standard deviation of 3. The second exam
has a mean of 30 and a standard deviation of 2.
1. Who improved on the second exam?
2. Who improved the most on the second exam?
3. Who performed poorest on the first exam?
4. Who performed similarly on both exams?
Solution:
We can answer the questions by getting the standard deviation for each score in
each exam for each student. Let us arrange our data in a tabular form as shown below.

Exam Exam S.D. in Exam1 S.D.

1 2 in Exam2
Aby 35 30 0
35-35 = 3 = 0 30-30 = 2
0

= 0
Bertz 41 26 41-35 =
6
= 2 26-30 =
−4
3 2

= -2
Celia 23 32 23-35 =
−12
= -4 32-30 =
2
3 2

= 1
Dolly 26 26 26-35 =
−9
= -3 26-30 =
−4
3 2

= -2
38 28 3
38-35 = 3 = 1 28-30 =
−2
=
2
Earnest -1
Mean 35 30
Standard 3 2
Deviation
 1. Celia improved on the second exam.
2. Celia improved most in the second exam.
3. Celia performed poorest on the first exam.
4. Aby performed similarly on both exams.

Learning Tasks/Activities

A. Consider the following grades.

81 90 96 95 94 93
Let 𝑥1 = 81 𝑥2 = 90 𝑥3 = 96
𝑥4 = 95 𝑥5 = 94 𝑥6 = 93
Complete the table below:
Data 𝑥1 𝑥2 𝑥2 𝑥4 𝑥5 𝑥6 Mean S.D
Original Data 81 90 96 95 94 93
Adding 1 to each 82 91 97 96 95 94
variate
Adding 1 to each
variate
Adding 2 to each
variate
Adding -1 to each
variate
Adding -2 to each
variate
Adding 10 to each
variate

B. What happens to the standard deviation of a list of data when you add the same
constant to every entry on the list?
Assessment
A. Give the mean, range, variance and standard deviation for the results of a short
quiz in a Mathematics in the Modern World class.

21 11 12 16 12 16 13
13 17 12 17 12 11 13
16 11 12 16 16 12 11
15 11 13 11 10 16 16
11 19 14 11 10 13 15

B. A pretest and posttest were given to an Advanced Algebra class. On the pretest,
the mean was 74 and the standard deviation was 8. On the post test, the mean
was 78 and the standard deviation was 10. The scores of six students who took
the exams are listed in the table below.
Pretest Post test
Jlo 82 82
Jaja 74 78
Mavic 70 82
Indira 58 88
Jeff 54 63
Kat 90 90

1. Who improved in the post test?

2. Who improved the most in the post test?
3. Who did not improve in the post test?
4. Who performed poorest in both exams?
5. Who performed similarly on both exams?
6. Who has the best grade so far?
Lesson 3.4: Measures of Relative Position

Lesson Summary
You already learned how to describe a set of data using a single value that represents the
data. That single value tells you the position of the middle region of data. In this lesson
you will locate other positions of data in a given distribution.
Learning Outcomes
At the end of the lesson, the students will be able to:
1. Determine the percentiles and quartiles of a given set of data.
2. Solve problem involving percentiles and quartiles.

Motivation Question

Are percentiles and percentile ranks the same? Justify your answer.

Discussion
Percentiles are values which divide the distribution into 100 equal parts.
Example1: In a class of 100 students, Carmen has the of 24th. What is Carmen’s percentile rank
in the class?
Solution: There are 100 – 24 = 76 students ranked below Carmen. Hence,
76
= 0.76 = 76%
100

Carmen’s percentile rank is 76. That means that she is in the 76 th percentile.
Example 2: In a class of 150 students, Mike has the rank of 30th. what is Mike’s percentile rank?
Solution:
The number of students which ranked below Mike’s score is 150 - 30 = 120.
120
We have now = 0.80 = 80%
150

Thus, Mike’s percentile rank is 80.

Example 3. In this section, we use the results of an examination in Trigonometry of ten students
as shown below.
Name of Aby Rk Neil Cindy Celia Gladys Jeny Tin Jlo Jaja
students
Score 33 22 44 35 45 40 49 38 48 47
 We arrange the scores in descending array and give the ranking of the scores from highest
to lowest.
49 48 47 45 44 40 38 35 33 22
We note that Tintin’s score on the quiz is 38.
Solution: 1. There are six scores higher than Tintin’s.
2. Since Tintin’s score is seventh, there are three scores lower than her score. We divide
3 by 10, 3 ÷ 10 = 0. 30 = 30%. Thus, Tintin is in the 30th percentile in the Trigonometry Exam.
Example 4: From the opening of this Section, we use the results of an examination in Chemistry
of twelve students as shown below.
Name of Aby Rk Neil Aj Ce Glad Jen Tin Jo Ja Mar Jef
students
Score 84 72 65 89 90 95 86 75 67 88 92 87
We now arrange the scores in descending array and give the ranking of the scores from
highest to lowest.
95,92, 90, 89, 88, 87, 86,84, 75, 72, 67, 65
We note that Tintin’s score on the quiz is 75.
1. What is the rank (from the top) for Tintin’s score?
2. What is Tintin’s percentile rank?
Solution:
1. There are eight higher than Tintin’s. Her score of 75 is the ninth.
2. Since Tintin’s score is ninth, there are 3 scores lower than her score. We divide 3 by
12, 3 ÷ 12 = 0.25 = 25%. Thus, Tintin is in the 25th percentile.
The 25th percentile, 50th percentile, and 75th percentile divide sets of data into four equal
parts or quarters. Hence, they are referred to as quartiles.
The first quartile for a set of data is the value that has 25%, or one-fourth of the data
(scores). The second quartile is the value that has 50%, or one-half of the data (scores) below it.
The third quartile is the value that has 75%, or three -fourths of data (scores) below.
Example 5: Let us consider the scores of the 12 students in a Chemistry exam.
95, 92,90, 89, 88, 87, 86, 84, 75, 72, 67, 65
1. What is the first quartile?
2. What is the second quartile or the median?
3. What is the third quartile?
Solution:
1. The first quartile is the value that has 25% of the scores below it. There are 12 scores;
25% (one-fourth) of 12 is 3. Hence, the value for the first quartile is the fourth score
(three scores will lie below it), which is 75.
2. The second quartile or the median is the measure that determines the middle of a
given set of data. There are 12 scores (an even number), so we must find the mean of
the sixth and seventh scores.
 86+87
= 86.5
2
The median is 86.5
3. The third quartile is the value that has 75% of the scores below it. Since 755of 12 is 9.
The value for the third quartile is the tenth score (nine scores lie below it), which is 90.

Learning Tasks/Activities
1. The results of an examination in Trigonometry of ten students are shown below.
Name of Aby Jone Neil Cindy Celia Gladys Jen Tin Jo Ja
students
Score 33 22 44 35 45 40 49 38 48 47

a. Arrange the scores in descending array and give the ranking of the scores from
highest to lowest.
b. What is the rank of Gladys?

2. The results of an examination in Chemistry of twelve students are shown below.

Name of A B C D E F G H I J K L
students
Score 84 72 65 89 90 95 86 75 67 88 92 87

a. Arrange the scores in descending array and give the ranking of the scores
from highest to lowest.
b. What is the rank of Gladys?

3. Can you fairly conclude in which exam Gladys had an outstanding performance?
Explain.

Assessment
A. The grades of ten students are shown below.

Name of A B C D E F G H I J
students
Score 94 98 88 85 95 92 98 90 9 91
3
1. Give the rank of student.
2. Give the percentile rank of each student.
 B. Consider the scores of twenty students in the final examination in Advanced
Algebra shown below.
62 64 66 69 70 72 74 75 80 82
83 86 87 88 90 91 92 94 97 98
1. What is the rank (from the top) of a score of 87?
2. What is the percentile rank of a score of 87?
3. What score is at the first quartile?
4. What score is at the third quartile?
5. What score is at the 90th percentile?
6. What score is at the 80th percentile?

C. Faith is ranked at the third quartile in her English class of 60 students. Josh is in
the same English class, and he is ranked 13 th. Who ranks higher, Faith or Josh?
Why?

Module Posttest

Direction: Read each item carefully and choose the letter that corresponds to the correct answer.
1. Which of the following deals with the collection, organizing, presentation and
analysis of data or inferring from a population by using only a sample?
A. Trigonometry B. Statistics C. Logic D. Algebra
2. It is found by determining the sum of the data and dividing this sum by the total
number of elements in the set?
A. Mean B. Median C. Mode D. Midrange
3. The scores in a short exam of nine freshmen are 3 1 2 9 5 7 9 9 9 what is
the median?
A. 5 B. 7 C. 9 D. 3
4. Which of the following is the variance of the scores 3, 4, 8, and 9?
A. 6.6 B. 6 C. 6.5 D. 13
5. What is the third quartile of the following scores 29, 33, 35,36,37, 38,40, and 42?
A. 36 B. 37 C. 38 D. 40
Module 4: Mathematics as a tool
Module Overview
In this module, we study the topics in basic mathematical logic and the different concepts on
finance management needed in every field of study and in surviving in the modern world. This
module aims that in one way or another the students would learn to manage their finances well
and improves reasoning skills.

Motivation Question
How do you manage your finances?

Module Pre-test

Direction: Read each question carefully and choose the letter that corresponds to the correct
answer.
1. Which of the following is an example of statement?
A. Please always wear a face mask.
B. What is your favorite food?
C. 𝑥 + 4 = 3
D. No way !
2. Which of the following is a biconditional statement?
A. I will go to church and offer some prayers.
B. Blue and red are my favorite colors.
C. If I wake up at 3:00 am, then I will attend the party.
D. I will attend the party if and only if I’ll wake up at 3:00 am.
3. It refers to a compound statement whose truth value is always true regardless of the truth
value of each statement.
A. Conditional Statement
B. Biconditional Statement
C. Contradiction
D. Tautology
4. It pertains to the sum of interests and principal and the interest of interests it accumulates
over a period of time.
A. Simple interest
 B. Compound Interest
C. Interest Rate
D. Maturity Value
5. It is the payment made by a person or entity for the use of borrowed money.
A. Principal
B. Final Amount
C. Dept
D. Interest
6. What is the simple interest for a principal of $650 invested at a rate of 9% for 5 years?
A. $292.5
B. $361
C. $526.5
D. $357.5
7. $4200 is invested for 9 months at an annual simple interest rate of 12. How much interest
will be earned? Round your answer to the nearest cent, if necessary.
A. $378
B. $4578
C. $4595.53
D. $393.48
E. $756
8. Calculate the simple interest earned when, % and days using the ordinary method. Round
to the nearest cent.
A. $242.28
B. $14,238.96
C. $87,220.00
D. $238.96
E. $14,242.28
9. Use the formula 𝐴 = 𝑃(1 + 𝑟𝑡) to calculate the maturity value of the simple interest loan
when P = 3400 dollars r = 6.6 % and t = 2 months.
A. $3,437.40
B. $48,280.00
C. $37.40
D. $7,140.00
E. $3,848.80
10. Calculate the simple interest due on a four-month loan of $900 if the interest rate is 2.2%
per month.
A. $79.20
B. $7,920.00
C. $237.60
D. $6.60
E. $979.20
Lesson 4.1: Logic

Lesson Summary
This lesson contains the different topics in basic mathematical logic necessary in every field of
study and to survive in the modern world. This includes the definition of statement, quantifiers,
and basic logical operators. These concepts will help students to construct the truth table of
compound statements and identifying if its tautology or contradiction.

Learning Outcomes
At the end of the lesson, the students are expected to:
1. Translate statements to symbols.
2. Construct truth table for compound statement.

Motivation Question
Can you prove mathematically the statement “Dolphin is a mammal if and only if one foot has
twelve inches” true or false?

Discussion
Statement and Sentences
A proposition or statement is a declarative sentence which can be true or false, but not
true and false at the same time.
Example: Consider the following sentences:
1. Manila is the capital of the Philippines.
2. Zero is a rational number.
3. Where are you going?
4. If 𝑥 = −3, then 2𝑥 + 5 = 11.
5. No way!
6. Dogs can fly.
The above examples are statements except 3 and 5. Moreover, the statements 1 and 2
are both true, and the statements 4 and 6 are false. Commands. Questions, and exclamations
are not statements because they cannot be labeled as true or false.
Consider the following:
1. He was the first Mr. Tourism.
2. 𝑥 is less than 10
 3. 𝑦 + 4 = 12
These sentences are some examples of the statements which truth value is
cannot be determined as true or false because of the variables. You cannot tell whether
each sentence is true or false not unless you know what the variables ℎ𝑒, 𝑥, and 𝑦
represent. For instance, sentence 2, if 𝑥 = 4, then 𝑥 is less than 10 is true; if 𝑥 = 11, then
𝑥 is less than 10 is false. Sentence that contains one or more variable is called open
sentence. The truth value of this statement is cannot be determined without the exact
value of the placeholder.

Let’s practice!
State whether each of the following is a statement or not. If it is a statement, determine its truth
value either true or false.
1. Is it raining?
_____________________________________________________________________
2. The sum of two prime numbers is even.
_____________________________________________________________________
3. Kindly practice social distancing.
_____________________________________________________________________
4. The square of an odd number is even.
_____________________________________________________________________
Answers:
1. The sentence is not a statement because questions are not considered as statement as
it cannot be labeled as true or false.
2. It is a true statement.
3. Commands are not considered as statements because it can’t be labeled as true or false.
4. It is a false statement.

Quantifiers are words, expressions, or phrases that point out the number of elements that a
statement relates to. This can be classified as: universal quantifier and existential quantifier.
Universal Quantifiers refers to the phrase “for all” or “for every” or “for each” and is denoted
by ∀. Let 𝑃(𝑥) be a formula defined on o set D. Then the expression (∀𝑦 ∈ 𝐷)𝑃(𝑦) or (∀𝑦)𝑃(𝑦)
is read as “For each 𝑦 in 𝐷, 𝑃(𝑦) is a true statement” or simply, “For every 𝑦, 𝑃(𝑦).” This quantifier
asserts that the formula holds for any value of 𝑦.
Examples:
1. The statement (∀𝑥 ∈ 𝑅)(𝑥² ≥ 0) is true since the square of any real number is always
nonnegative.
2. The statement (∀𝑥 ∈ 𝑁)(𝑥 − 5 > 0) is false since 2 is a natural number and 2 − 5 = −3 <
0.
 Existential Quantifier refers to the phrase “there exists” or “for at least one” or “for some”. Let
𝑃(𝑥) be a formula defined on a set D. Then the expression (∃𝑦 ∈ 𝐷)𝑃(𝑦) or ∀𝑦 𝑃(𝑦) reads as
“There exists y in D such that P(y) is a true statement.” or simply “For some y, P(y).” This quantifier
asserts that the formula holds for at least one value of y.
Examples:
Let 𝑅 be the set of real numbers, 𝑁 the set of natural numbers, and 𝑍 the set of integers.
1. The statement (∃𝑥 ∈ 𝑅)(𝑥 2 − 10 ≥ 0) is true since if we choose 𝑥 = 4, then 42 − 10 =
6 ≥ 0.
4
2. The statement (∃𝑥 ∈ 𝑍)(3𝑥 + 2 = 6) is false since 𝑥 must be equal to to make the
3
4
equation true, and is not integer.
3

Basic Logical Operators

We need to determine first the truth value of each of the variable in the proposition in order
to know its truth value. Thus, it is easy to make a truth table by listing the truth values of a
statement that result from all the combinations of the truth values of its variables.
For convenience, each statement will be represented with a letter such "𝑝" or "𝑞".

Negations
For every statement or proposition "𝑝", its opposite statement is referred as the
"𝑛𝑒𝑔𝑎𝑡𝑖𝑜𝑛" of "𝑝" or "𝑛𝑜𝑡 𝑝". Likewise, "𝑝" is the negation of "𝑛𝑜𝑡 𝑝". The symbol "¬" or " ∼ ".
Thus, " ∼ 𝑝" reads as "𝑛𝑜𝑡 𝑝".
Definition: If 𝑝 is true, then ∼ 𝑝 is false; if 𝑝 is false then ∼ 𝑝 is true.

Table 6. Negation Truth Table

P Q
T F
F T

Examples: Write the negation of each of the following statements.

1. Tolosa, Leyte is in the Philippines.
2. The product of two even integers is even.
3. January has 31 days.
Answers:
1. Tolosa, Leyte is not in the Philippines.
2. The product of two even integers is not even.
or The product of two even integers is odd.
 3. January does not have 31 days.

Conjunctions
Conjunction “and” is used to connect two statements that results to a compound
statement and is written in symbols as "𝑝 ∧ 𝑞" which is reads as "𝑝 𝑎𝑛𝑑 𝑞". That is, the
truth value of the compound statement depends only on the truth values of each sentence.
Definition: If p and q are true, then "𝑝 ∧ 𝑞" is true; otherwise "𝑝 ∧ 𝑞" is false.
Table 7. Conjunction Truth Table

𝒑 𝒒 𝒑∧𝒒
T T T
T F F
F T F
F F F

Disjunctions
A disjunction is a compound statement when two statements are connected with the
word "𝑜𝑟" and written as "𝑝 ⌵ 𝑞" which reads as "𝑝 𝑜𝑟 𝑞".
Definition: If 𝑝 and 𝑞 are false, then 𝑝 ⌵ 𝑞 is false; otherwise 𝑝 ⌵ 𝑞 is true.

Table 8. Disjunction Truth Table

𝒑 𝒒 𝒑⌵𝒒
T T T
T F T
F T T
F F F

Conditional Statement
A compound statement formed by connecting two statements with the words “if…, then”.
This is written in symbols "𝑝 → 𝑞" which reads as “If p then q” or “p implies q”. The statement 𝑝
is called the antecedent of the conditional and statement 𝑞 is the consequent of the conditional.
Definition: If 𝑝 is true and 𝑞 is false, then 𝑝 → 𝑞 is false; otherwise true.

Table 9. Conditional Statement Truth Table

 𝒑 𝒒 𝒑 → 𝒒
T T T
T F F
F T T
F F T
Examples:
1. If 4 is a natural number, then ½ is not an integer.
Answer: The compound statement is true because p is true and q is false.
2. If 2 is a nonnegative integer, then 2² is positive.
Answer: The statement is false because both q and p are true.

Constructing Truth Tables

Examples: Construct the truth table of the following statements:

1. ∼ 𝑝 ⌵ 𝑞
2. ∼ 𝑝 ∧ ∼ 𝑞
3. (𝑝 ⌵ 𝑞) ∧ ∼ 𝑞
Answers:
1. 𝒑 𝒒 ∼𝒑 ∼𝒑⌵𝒒
T T F T
T F F F
F T T T
F F T T

2. 𝒑 𝒒 ∼𝒑 ∼𝒒 ∼𝒑 ∧∼𝒒
T T F F F
T F F T F
F T T F F
F F T T T
 3. 𝒑 𝒒 ∼𝒒 𝒑⌵𝒒 (𝒑 ⌵ 𝒒) ∧ ∼ 𝒒
T T F T F
T F T T T
F T F T F
F F T F F

Tautologies and Contradictions

A compound statement is a tautology if its truth value is always True regardless of the
truth value of each statement. It is a contradiction when the truth value is always False
regardless of the truth value of each statement.

Example1: The statement (𝑝 ∧ 𝑞) → (𝑝 ⌵ 𝑞) is an example of tautology as the table below

illustrates. The last column is always true.
Table 10. Example of Tautology Truth Table

𝒑 𝒒 𝒑∧𝒒 𝒑⌵𝒒 (𝒑 ∧ 𝒒)
→ (𝒑⌵𝒒)
T T T T T
T F F T T
F T F T T
F F F F T

Example2: The proposition (𝒑 ∧ 𝒒) ∧ ~𝑝 is a contradiction as shown below. The last column is

always false.
Table 11. Example of Contradiction Truth Table

𝒑 𝒒 𝒑∧𝒒 ~𝒑 (𝒑 ∧ 𝒒) ∧ ∼ 𝒑
T T T F F
T F F F F
F T F T F
F F F T F
Biconditional
If two statements are combined by the word “if and only if” is called a biconditional and
written in symbols "𝑝 ↔ 𝑞" which reads as "𝑝 𝑖𝑓 𝑎𝑛𝑑 𝑜𝑛𝑙𝑦 𝑖𝑓 𝑞".
Definition: The statement is true when both 𝑝 𝑎𝑛𝑑 𝑞 have the same truth value and false
otherwise.
Table 12.Biconditional Statement Truth Table

𝒑 𝒒 𝒑 ↔𝒒
T T T
T F F
F T F
F F T

Example:
1. The polygon has only three sides if and only if the polygon is a triangle.
2. The quadrilateral is a square if and only if the quadrilateral has four congruent sides
and angles.

Learning Tasks/Activities
I. Determine the truth value of each of the following statements. Give your reason.
1. (∃𝑥 ∈ 𝑍)(𝑥 + 7 = 12)
2. (∃𝑥 ∈ 𝑅)(2𝑥 − 10 = 15)
3. (∀𝑥 ∈ 𝑍)(2𝑥 𝑖𝑠 𝑎 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑖𝑛𝑡𝑒𝑔𝑒𝑟)
4. (∃𝑥 ∈ 𝑁)(𝑥 + 5 > 5)
5. (∀𝑥 ∈ 𝑅)(∃𝑦 ∈ 𝑅)(𝑥 + 𝑦 = 0)

Assessment
I. Determine whether each of the following is a statement or not. If it is a statement
determine its truth value.
1. (𝑥 − 4)² = 16
2. Kindly open the door.
3. Where is the key?
4. 𝑥 2 − 5𝑥 + 20
5. I love Philippines.
II. Construct a truth table of the following compound statements.
1. (𝑝 ∧ ∼ 𝑞) ⌵ 𝑝
2. (𝑝 ∧ 𝑞) ∧ (∼ 𝑝)
3. (∼ 𝑝 → (𝑞 ∧ 𝑝)) ⌵ 𝑞
4. ((𝑝 → 𝑞) ∧ 𝑝) → 𝑞
5. (∼ (𝑝 ∧ 𝑞)) ⌵ ((∼ 𝑝) ⌵ (∼ 𝑞))
Instructions on how to submit student output

Lesson 4.2: Mathematics in Finance

Lesson Summary
One of the measures of success is on how one manages his/her finances. It is not on how much
one earns but on how he makes the most out of what he earns. Thus, it is important to know the
basic concepts of the application of mathematics to finances. This chapter aims that in one way
or another, the students would learn to manage their finances well. Moreover, this chapter
introduces the following: Simple Interest and Compound Interest.

Learning Outcomes
1. Illustrate Simple and Compound Interests.

Motivation Question
How do you manage your own finances?

Discussion

SIMPLE INTEREST

When you deposit money in a bank, for example, in a savings account, you are permitting
the bank to use your money. The bank may lend the deposited money to customers to buy cars
or make renovations on their homes. The bank pays you for the privilege of using your money.
The amount paid to you is called interest. If you are the one borrowing money from a bank, the
amount you pay for the privilege of using that money is also called interest.
The amount deposited in a bank or borrowed from a bank is called the principal. The
amount of interest paid is usually given as a percent of the principal. The percent used to
determine the amount of interest is called the interest rate. If you deposit ₱2000 in a savings
account paying 10% interest per year, ₱2000 is the principal and the annual interest rate is 10%.
Interest paid on the original principal is called simple interest.
The formula used to calculate simple interest is given below.
 EXAMPLES:
1. Calculate the simple interest due on a 3-month loan of $2000 if the interest rate is 6.5%.
Solution:
Use the simple interest formula. Substitute the values
P = 2000 and r = 6.5% = 0.065 into the formula.
Because the interest rate is an annual rate, the time must be measured in years:

∴The simple interest due is $32.50.

In the simple interest formula, time t is measured in the same period as the interest rate.
Therefore, if the time period of a loan with an annual interest rate is given in days, it is necessary
to convert the time period of the loan to a fractional part of a year.
There are two methods for converting time from days to years: the exact method and the
ordinary method. Using the exact method, the number of days of the loan is divided by 365, the
number of days in a year.

The ordinary method is based on there being an average of 30 days in a month and 12
months in a year
(30  12 = 360).
Using this method, the number of days of the loan is divided by 360.

The ordinary method is used by most businesses. Therefore, unless otherwise stated, the
ordinary method will be used.
2. Calculate the simple interest due on a 45-day loan of $3500 if the annual interest rate
is 8%.
Solution:
Use the simple interest formula. Substitute the following values into the formula:
 ∴The simple interest due is $35.

FUTURE VALUE AND MATURITY VALUE

When you borrow money, the total amount to be repaid to the lender is the sum of the
principal and interest.
This sum is calculated using the following future value or maturity value formula for
simple interest.

This formula can be used for loans or investments.

When used for a loan, A is the total amount to be repaid to the lender; this sum is called the
maturity value of the loan.
For an investment, such as a deposit in a bank savings account, A is the total amount on
deposit after the interest earned has been added to the principal.
This sum is called the future value of the investment.
Example:
2. Calculate the maturity value of a simple interest, 8-month loan of $8000 if the interest
rate is 9.75%.

Solution:
Step 1: Find the interest. Use the simple interest formula.
Substitute the values

and
into the formula.
Step 2: Find the maturity value. Use the maturity value formula for simple interest. Substitute
the values
P = 8000 and I = 520 into the formula.

∴The maturity value of the loan is $8520.

COMPOUND INTEREST
Simple interest is generally used for loans of 1 year or less. For loans of more than 1 year, the
interest paid on the money borrowed is called compound interest.
Compound interest is interest calculated not only on the original principal, but also on any interest
that has already been earned.
The frequency with which the interest is compounded is called the compounding period.
EXAMPLE:
4. You deposit $500 in an account earning 6% interest, compounded semiannually. How much is
in the account at the end of 1 year?
Solution:
The interest is compounded every 6 months. Calculate the amount in the account after the first 6
months.

Calculate the amount in the account after the second 6 months.

∴The total amount in the account at the end of 1 year is $530.45.

COMPOUND INTEREST
In calculations that involve compound interest, the sum of the principal and the interest that has
been added to it is called the compound amount. In Example 1, the compound amount is $530.45.
This formula enables us to calculate the compound amount for any number of compounding
periods per year.
5. Calculate the compound amount when $10,000 is deposited in an account earning 8%
interest, compounded semiannually, for 4 years.
Solution:
Use the compound amount formula.
P = 10,000, r = 8% = 0.08, n = 2, t = 4

∴The compound amount after 4 years is approximately $13,685.69.

PRESENT VALUE
The present value of an investment is the original principal invested, or the value of the
investment before it earns any interest. Therefore, it is the principal, P, in the compound amount
formula.
Present value is used to determine how much money must be invested today in order for an
investment to have a specific value at a future date.
The formula for the present value of an investment is found by solving the compound amount
formula for P.
Example:
6. How much money should be invested in an account that earns 8% interest, compounded
quarterly, in order to have $30,000 in 5 years?
Solution:
Use the present value formula.
A = 30,000, r = 8% = 0.08, n = 4, t = 5

∴ $20,189.14 should be invested in the account in order to have $30,000 in 5 years.

INFLATION
Inflation is an economic condition during which there are increases in the costs of goods and
services. Inflation is expressed as a percent; for example, we speak of an annual inflation rate of
7%. To calculate the effects of inflation, we use the same procedure we used to calculate
compound amount. Although inflation rates vary dramatically, in this section we will assume
constant annual inflation rates, and we will use annual compounding in solving inflation
problems. In other words, n = 1.
Example:
7. Suppose your annual salary today is $35,000. You want to know what an equivalent salary will
be in 20 years—that is, a salary that will have the same purchasing power. Assume a 6% inflation
rate.
Solution:
Use the compound amount formula , with P = 35,000, r = 6% = 0.06, t = 20.
The inflation rate is an annual rate, so n = 1.

∴Twenty years from now, you need to earn an annual salary of approximately $112,249.74 in
order to have the same purchasing power.

EFFECTIVE INTEREST RATE

To compare two investments or loan agreements, we could calculate the effective annual rate of
each. However, a shorter method involves comparing the compound amounts of each. Because
the value of

is the compound amount of $1, we can compare the value of

for each alternative.

Example:
8. One bank advertises an interest rate of 5.5%, compounded quarterly, on a certificate of deposit.
Another bank advertises an interest rate of 5.25%, compounded monthly. Which investment has
the higher annual yield?
Solution:
Calculate for each investment.

Compare the two compound amounts.

An investment that earns 5.5% compounded quarterly has a higher annual yield than an
investment that earns 5.25% compounded monthly.
CREDIT CARDS
When a customer uses a credit card to make a purchase, the customer is actually receiving a
loan. Therefore, there is frequently an added cost to the consumer who purchases on credit. This
added cost may be in the form of an annual fee or interest charges on purchases. A finance
charge is an amount paid in excess of the cash price; it is the cost to the customer for the use of
credit.
The most common method of determining finance charges is the average daily balance method.
Interest charges are based on the credit card’s average daily balance, which is calculated by
dividing the sum of the total amounts owed each day of the month by the number of days in the
billing period.

EXAMPLE:
1. An unpaid bill for $620 had a due date of March 10. A purchase of $214 was made on March
15, and $67 was charged on March 30. A payment of $200 was made on March 22. The interest
on the average daily balance is 1.5% per month. Find the finance charge on the April 10 bill.
Solution:
First calculate the sum of the total amounts owed each day of the month.

The sum of the total amounts owed each day of the month is $21,721.
Find the average daily balance.
Find the finance charge.

∴The finance charge on the April 10 bill is $10.51.

ANNUAL PERCENTAGE RATE

The true annual interest rate, also called the annual percentage rate (APR) or annual percentage
yield (APY), is the effective annual interest rate on which credit payments are based. The idea
behind the APR is that interest is owed only on the unpaid balance of the loan.

Example: Calculate a Finance Charge and an APR

1. You purchase a refrigerator for $675. You pay 20% down and agree to repay the balance in 12
equal monthly payments. The finance charge on the balance is 9% simple interest.
a. Find the finance charge.
b.Estimate the annual percentage rate. Round to the
nearest tenth of a percent.
Solution:
To find the finance charge, first calculate the down payment.

Calculate the interest owed on the loan.

The finance charge is $48.60.

Use the APR formula to estimate the annual percentage rate.

∴The annual percentage rate is approximately 16.6%.

CONSUMER LOANS: CALCULATING MONTHLY PAYMENTS

Example: Calculating a Monthly Payment

1. Integrated Technologies is offering anyone who purchases a refrigerator an annual interest
rate of 9.5% for 4 years. If Andrea Smyer purchases a luxury model refrigerator for $5995 from
Integrated Technologies, find her monthly payment.
Solution:
To calculate the monthly payment, you will need a calculator.
First calculate and store the result.

Calculate the monthly payment. For a 4-year loan, nt = 12(4) = 48.

∴The monthly payment is $150.61.

Learning Tasks/Activities
1. Compare and contrast a Simple and Compound Interest using a Venn diagram.
2. Interview a relative or a friend who experienced borrowing money from a loan
company. Create a written report based on the following:
a. Total amount of loan money
b. Number of months payable
c. Amount payable per month
d. Loan Interest
e. Identify whether the computation of the loan interest is based on simple or
compound interest.
Note: Attach a documentation of the interview.

Assessment
Solve the following problems.
1. Suppose you purchase a set of living room furniture for $1,300. You pay 10% down and sign
a contract to repay the balance in 10 equal monthly payments. The finance charge on the
balance is 7% simple interest. Estimate the annual percentage rate (APR) to the nearest tenth
of a percent.
2. A credit card account’s due date is June 9, and the outstanding balance on that day is $460.
On that same day, the card holder sends in a payment of $75 and uses the card for a $20
purchase. The card is used again on June 13th and June 24 th for purchases of $154 and $54,
respectively. If the credit card interest rate on the average daily balance is 2.5% per month,
what is the finance charge for the month? Round your answer to the nearest cent.
3. A credit card bill due on April 5 showed a balance of $263. The card holder forgot to pay the
bill until the 20th of the month, but paid the full amount of $263 at that time. In the main time,
the card was used to make purchases of $138 on the 10th of the month and $74 on the 20th
of the month. What was the average daily balance for the billing period?

Module Posttest

1. Determine which sentence is a statement.

A. Was George Boole born in Lincoln, England?
B. Was George Boole a mathematician?
C. George Boole was the best mathematician of his time.
D. George Boole was born in 1815.
2. Use the following statements to construct a disjunction.
 This month is June.
Next month is not August.
A. This month is June and next month is not August.
B. This month is June or next month is not August.
C. Either this month is not June or next month is not August.
D. If this month is not June then next month is August.
3. Determine the finance charge for a credit card that has the given average daily balance
and interest rate. Average daily balance: $754.4; monthly interest rate: 4%. Round your
answer to the nearest hundredth percent.
A. 30.18
B. 25.00
C. 6.00
D. 60.35
4. If $11,000 is invested at an annual rate of 6.5% compounded continuously, find the future
value after 7 1/2 years.
A. $17,910.65
B. $17,840.60
C. $17,887.10
D. $16,362.50
E. $13,511.52
5. How many rows should the truth table for 2 simple statements contain if it is supposed to
be in standard form?
A. 4
B. 5
C. 3
D. 2
6. Identify the converse of the conditional statement.
If it is appropriate, then I eat out.
A. If I eat out, then it is appropriate.
B. If it is appropriate, then I do not eat out.
C. If it is not appropriate, then I do not eat out.
D. If I do not eat out, then it is not appropriate.
7. If $14,000 had been invested in the Fictious Fund on June 30, 1995, then on June 30, 2005
the investment would have been worth $55,177.52. What interest rate compounded
annually would this investment have earned? Round to the nearest hundredth of a percent.
A. 29.41%
B. 39.41%
C. 29.41%
D. 13.71%
E. 14.70%
8. Determine the finance charge for a credit card that has the given average daily balance
and interest rate. The Average daily balance: $754.4; monthly interest rate: 4%. Round your
answer to the nearest hundredth percent.
A. 6.0 00
B. 25.00
C. 30.18
D. 60.35
9. Calculate the purchasing power of $80,000 in 15 years using an annual inflation rate of
6%. Round to the nearest cent.
 A. $42,105.26
B. $32,958.94
C. $33,381.20
D. $32,598.59
E. $32,743.68
10. Construct a truth table for (~p ∨~q)→ ~(p ∧ q)