GONZAGA JESUIT COLLEGE

Mathematics

SSS 1

Third Term

2024/2025

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 CONTENT
WEEK TOPIC SUB TOPIC OBJECTIVES
Week 1 Solution to Completing the square method  Solve quadratic equations using
Quadratic Formula method completing the square method
equation  Solve quadratic equations using
formula method

Week 2 Deductive i. Sum of interior angles of a • Define deductive reasoning and explain its role in
proofs on regular polygon. geometric proofs.
Polygons ii. Sum of exterior angles of a
• State and apply basic geometric theorems related
regular polygon. triangles and polygons.
• Use deductive proofs to establish properties of
polygons (e.g., sum of interior/exterior angles).

Week 3 Parallelograms 1. Define a parallelogram.

on the same 2. State and explain the properties of a
base and parallelogram.
between the 3. Use deductive reasoning to prove geometri
same parallels properties of a parallelogram.
are equal in 4. Apply geometric theorems to prove that a g
quadrilateral is a parallelogram.
area.
Solve problems involving the deductive proofs of
parallelograms
Week 4 Deductive 1. Define and classify different types of triang
proofs on 2. State and use properties of triangles.
Triangles 3. Identify congruent triangles and correspond
parts.
4. Use deductive reasoning and geometric
theorems to prove triangle properties.

Week 5 Congruent i. Define congruent triangles.

Triangles ii. Identify and state the conditions for tria
congruence (SSS, SAS, ASA, AAS, RH
iii. Apply triangle congruence conditions to
solve geometrical problems.
iv. Use triangle congruence to prove geom

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 statements.

Week 6 Trigonometry i. Trigonometric ratio as iii. Identify Sine,Cosine and Tangent of acute
(2) related to the unit circle angles
ii. Graphs of Sine, Cosine and iv. Make Use of tables of Trigonometric ratios
iii. Tangent between 0 and 360 v. Determine lengths of chord using trigonom
ratios.
vi. Draw Graph of sine and cosine for angles

Week 7 The right i. Pythagoras Theorem and its 1. State the Pythagoras’ Theorem.
angle Triangle applications ii. Angles of Elevation 2. Identify the hypotenuse, opposite, and adja
and Depression. sides in a right-angled triangle.
3. Apply the theorem to calculate the length o
missing side in a right-angled triangle.
4. Solve word problems involving Pythagoras
Theorem in real-life situations.
5. Differentiate between when to use the
Pythagoras' Theorem and when to use
trigonometric ratios.

Week 8 Statistics (1) i. Collection and tabulation of data By the end of the lesson/unit, students should be ab
Frequency Table ii. Interpretation of to:
Charts (Bar Chart, Pie Chart,
Histogram, Frequency Polygon) 1. Collect and record data in a simple and cl
way.
2. Arrange data using tally charts and freque
tables.
3. Draw and read graphs such as:
o Bar charts
o Line graphs
o Pie charts
o Histograms (with equal intervals)

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 WEEK 1

Solving Quadratic equation by completing the square method

Learning objectives: By the end of the lesson, students should be

able to
 Solve quadratic equations using completing the square method
 Solve quadratic equations using formula method

Example1
Solve for x in

Solution:

Isolate the constant term:

Divide all by the coefficient of the highest degree

Complete the square by adding to both sides of the equation

Take the square roots of both sides

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Example2 Use the method of completing the square to solve

Solution:

Isolate the constant term:

Divide all by the coefficient of the highest degree

Complete the square by adding to both sides of the equation

Take the square roots of both sides

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PRACTICE EXERCISE: Use The method of Completing the square to solve the following:
(a) (b) ( c)

Solving Quadratic Equation By Formula Method

The quadratic formula for is given by:

Example 1

Use the quadratic formula to solve:

Example 2

Solve: using formula method

Solution

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Practice Exercise: Use The method of Completing the square to solve the following:
(a) (b) ( c)

Compare your answers when used the method of completing the square.
WEEK 2
POLYGONS

Learning Objectives: At the end of the lesson, students should be able to

• Define deductive reasoning and explain its role in geometric proofs.
• State and apply basic geometric theorems related to triangles and polygons.
• Use deductive proofs to establish properties of polygons (e.g., sum of interior/exterior angles).

INTRODUCTION
Deductive reasoning is a logical process in which a conclusion is drawn from a set of premises.
In geometry, it involves using known facts, definitions, and theorems to prove new results.
A Polygon is a closed figure made up of line segments (not curves) in a two-dimensional plane.
Polygon is the combination of two words, i.e. poly (means many) and gon (means sides).
A minimum of three line segments is required to connect end to end, to make a closed figure.
Thus a polygon with a minimum of three sides is known as Triangle and it is also called 3-gon.
An n-sided polygon is called n-gon.

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Types of Polygon
Depending on the sides and angles, the polygons are classified into different types, namely:
 Regular Polygon
 Irregular Polygon

Regular Polygon
If all the sides and interior angles of the polygon are equal, then it is known as a regular.
The examples of regular polygons are square, equilateral triangle, etc. A polygon can be
convex or non-convex
CONVEX POLYGON: A convex polygon is a polygon in which all of the diagonals lie
within the figure. All interior angles are less than 180°.

NON-CONVEX POLYGON: A non-convex polygon is a polygon in which at least one

diagonal does not lie completely within the figure. One or more interior angles is greater
than 180°.

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Irregular Polygon
If all the sides and the interior angles of the polygon are of different measure, then it is known as
an irregular polygon. This means that either the sides are of different lengths or the angles are
different, which is sufficient for a polygon to be said to be irregular. For example, a scalene
triangle, a rectangle, a kite, etc.

ANGLES OF POLYGON

Interior Angle Property

The sum of all the interior angles of a simple n-gon
Or
. Where ‘n’ is equal to the number of sides of a polygon.

Proof:

Let P1,P2,P3,P4 … Pn be a convex polygon with n sides. Choose any point O inside the polygon
and join it to each of the vertices, forming n triangles. The angle sum of each triangle is 180°,
therefore, the sum of the angles in n triangles is 180n°. However, this includes the angles around
O whose sum is 360°. These angles must be subtracted from the angles around the boundary of
the polygon to give the interior angle sum S.
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Hence, S = 180n° − 360° = 180°(n − 2), on factorizing
Exterior angle property
a. The sum of all the exterior angles of a simple n-gon add up to 360 degree

b. The sum of interior and the corresponding exterior angles at each vertex of any polygon are
supplementary to each other. For a polygon;

• Interior angle + Exterior angle = 180 degrees

• Exterior angle = 180 degrees – Interior angles

Proof:

Let P1P2P3P4 … Pn be a convex polygon with n sides. If each side of the polygon is
produced as shown, then the sum of the interior and exterior angles at each vertex is
180°. As there are n interior angles and n exterior angles, the total sum of these angles is
180n°. We know that the sum of the interior angles is 180°(n − 2). The interior angles
must be subtracted from the total angle sum to find S, the sum of the exterior angles of
the polygon.
Hence, S = 180n° − 180°(n − 2) = 180n° − 180n° + 360° = 360

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Example 1: Find the size of the interior angles in a regular:
a. pentagon b. hexagon

Solutions
To find the size of each interior angle in a regular polygon, we use the formula:
0
180 (n−2)
Interior angles =
n
a) Regular Pentagon (n = 5):

0
180 (5−2 ) 3× 1800 540
Interior angles = = = =1080
5 5 5
Therefore, each interior angle of a regular pentagon is 1080
b. Regular hexagon (n = 6):

0
180 ( 6−2 ) 4 ×1800 720
Interior angles = = = =1200
6 6 6
0
360
Example 2: Use the formula θ= to find the size of each exterior angle in a regular:
n
a. Hexagon b. dodecagon.

Solutions
a. Regular hexagon (n = 6)

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 0 0
360 360 0
Use the formula θ= = =60
n 6
b. Regular dodecagon (n = 12)

0 0
360 360 0
θ= = =30
n 12

Example 3: form an equation and solve it to find the value of c

We are given a pentagon with the following interior angles:

130°, 110°, 90° (right angle), 2c°, and 3c°
Step 1: Use the formula for the sum of interior angles
Sum of interior angles of a polygon = (n - 2) × 180°
Since this is a pentagon (n = 5):
(5 - 2) × 180° = 3 × 180° = 540°
Step 2: Form an equation using the angles
130° + 110° + 90° + 2c° + 3c° = 540°
330° + 5c = 540°
Step 3: Solve for c
5c = 540° - 330° = 210°
c = 210° ÷ 5 = 42°
Final Answer:
✅ c = 42°

Example 4: Find the interior angle sum of a regular polygon that has:

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(a) exterior angles measuring 72° (b) interior angles measuring 156°

Solutions
a) Given: Exterior Angle = 72°

0
360
Step 1: Use the formula to find the number of sides (n): θ=
n
0
360
n= =5
72

Step 2: Use the formula for the sum of interior angles:

(n−2)×180

( 5−2 ) × 180=3 ×180=5400

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 WEEK 3

PARALLELOGRAM

By the end of this lesson, students should be able to:

5. Define a parallelogram.
6. State and explain the properties of a parallelogram.
7. Use deductive reasoning to prove geometric properties of a parallelogram.
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 8. Apply geometric theorems to prove that a given quadrilateral is a parallelogram.
9. Solve problems involving the deductive proofs of parallelograms.

Definition of a Parallelogram

A parallelogram is a quadrilateral in which both pairs of opposite sides are parallel.

Properties of a Parallelogram

1. Opposite sides are equal and parallel.

2. Opposite angles are equal.
3. Diagonals bisect each other.
4. The sum of any two adjacent angles is 180°.
5. Each diagonal divides the parallelogram into two congruent triangles.

Deductive Proofs of Parallelogram Properties

Deductive reasoning involves drawing conclusions from given statements using logical steps and
known geometric theorems.

1. Proving Opposite Sides Are Equal

Given: ABCD is a parallelogram

To Prove: AB = CD and AD = BC

Proof:
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  AB || CD and AD || BC (by definition of parallelogram)

△ABD ≅ △CDB → AB = CD, AD = BC

 Use alternate interior angles and congruent triangles (ASA or AAS)


2. Proving Opposite Angles Are Equal

To Prove: ∠A = ∠C and ∠B = ∠D
Given: ABCD is a parallelogram

Proof:

Use parallel lines: AB || CD, so ∠A and ∠C are equal (alternate interior angles)
Similarly, ∠B = ∠D



Parallelograms on the same base and between the same parallels are equal in area.

Given: Parallelograms ABCD and ABEF on the same base AB and between the same parallels
AB and FC.
To

proof:
AD = BC ( Opposite sides of ∥gm)
FA = EB ( Opposite sides of ∥gm)

ΔFAD≡EBC (AAS)
Trapezium ABCF-ΔFAD=Trapezium ABCF-EBC
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Hence ∥gmABED=∥gmABCD

Example 1 In the diagram, DB = DC, DE || AC and CD ⊥ DF. Find the value of a, giving
reasons.

• ∠DBC= 62° (vertically opposite ∠s)

Solution

• ∠DCB= 62° (base ∠s of an isosceles ∆, DB = DC)

• ∠EDC= 62° (alternate ∠s, DE || AC)
• ∠FDE= 28° (adjacent ∠s in a right angle)
∴a= 28

Example 2 In the diagram, DE || BA, DEFG is a parallelogram and GD bisects ∠BDE. Find the
value of y, giving reasons.

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• ∠ABC= 64° (∠ sum of ∆ABC is 180°)
Solution

• ∠BDE= 116° (co-interior ∠s, DE || BA)

• ∠EDG= 58° (GD bisects ∠BDE)
• ∠EFG= 58° (opposite ∠s of a parallelogram)
∴y= 58

Exercises.
1. Find the value of x in each of the following, giving reasons

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2. Find the value of x in each of these, giving reasons

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 WEEK 4
TRIANGLES

By the end of this lesson, students should be able to:

5. Define and classify different types of triangles.

6. State and use properties of triangles.
7. Identify congruent triangles and corresponding parts.
8. Use deductive reasoning and geometric theorems to prove triangle properties.
9. Solve problems involving proofs in triangles (e.g. sides, angles, congruency).

Adjacent angles
Two angles are adjacent if they:
 have a common vertex, and
 have a common ray, and
 lie on opposite sides of this common ray

For example, ∠EFG is adjacent to ∠GFH because:

1. F is a common vertex, and

2. FG is a common ray, and
3. the angles lie on opposite sides of FG

Complementary and supplementary angles

Complementary angles have a sum of 90°.
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 Supplementary angles have a sum of 180°
For example:

∠ABD and ∠DBC are complementary angles: α + β = 90°

∠PQS and ∠SQR are supplementary angles: α + β = 180

NOTE: When giving reasons, the terms complementary angles and supplementary angles must
not be used. These terms simply mean that the angles have a sum of 90° or 180°. In geometric
reasoning, you need to explain why the angles have that sum (for example angles in a right
angle, or angles on a straight line).
Angles at a point
Angles at a point are two or more angles that have a common vertex and whose sum is 360°, or
one complete revolution

WEEK 4
TRIGONOMETRY (1)
The three common trigonometric ratios we use are Sine, Cosine and Tangent, we often shorten
these names to sin, cos and tan respectively. They are given by the ratio of sides relative to the
given angle θ in a right angled triangle.
For example:

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 α+β+γ= 360°.

Vertically opposite angle

Vertically opposite angles are formed by the intersection of two straight lines. Vertically opposite
angles must be equal because they are adjacent and supplementary to a common angle.
For example:

∠WTZ and ∠YTX are vertically opposite angles.

∠WTY and ∠ZTX are vertically opposite angles.

Parallel lines
Parallel lines are two or more lines that have been drawn in the same plane and never meet. The
notation || means ‘is parallel to’. A line that cuts two or more parallel lines is called a transversal.
When a pair of parallel lines is cut by a transversal, 8 angles are formed. These angles can be
classified into 3 special pairs of angles: alternate angles, corresponding angles and co-interior
angles.

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The angle sum of a triangle
The angle sum of a triangle is 180°

That is, α + β + γ = 180°.

The exterior angle of a triangle

The exterior angle of a triangle is equal to the sum of the two interior opposite angles

That is, γ = α + β

Some other properties of triangles

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• In an equilateral triangle, all angles are 60°

• In an isosceles triangle, the equal angles are opposite the equal sides.

• In any triangle, the longest side is opposite the largest angle and the shortest side is opposite
the smallest angle.

Deductive proofs involving angles

The questions in this exercise involve the proof of general results in figures by the use of angle

writing a statement such as, ‘let ∠ABC = α’.

relationships. In some questions it is necessary to begin by choosing one particular angle and

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as ‘let ∠ABC = α and ∠DEF = β’. When the size of an angle is referred to by a Greek letter, the
In other questions it may be necessary to choose two particular angles and write a statement such

degrees symbol is not written, by convention. Full and correct reasons need to be given for each
step in the argument.

Example 1 In the diagram below, QU || RV || ST and RV bisects ∠PRS. Prove that ∠PQU and
∠RST are supplementary angles

Solution

Let ∠PQU = α

• ∠PRV=∠PQU (corresponding ∠s, QU || RV)

∴∠PRV=α •

∠VRS=∠PRV (RV bisects ∠PRS)

∴∠VRS=α

• ∠VRS+∠RST= 180° (co-interior ∠s, RV || ST)

∴α+∠RST= 180°

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∴∠RST= 180° − α

Now, ∠PQU + ∠RST = α+ 180° − α = 180°

∴∠PQU and ∠RST are supplementary angles

Example 2

In the diagram below, AB || DE and BC || EF. Prove that ∠ABC = ∠DEF

Solution

Let ∠ABC = α and ∠DEF = β

• ∠ABG+∠BGD= 180° (co-interior ∠s, AB || DE)

∴α+∠BGD= 180°

∴∠BGD= 180° − α

• ∠GEF+∠EGC= 180° (co-interior ∠s, EF || GC)

∴β+∠EGC= 180° ∴∠EGC= 180° − β

• ∠BGD=∠EGC (vertically opposite ∠s)

∴ 180° − α = 180° − β

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∴α=β

∴∠ABC=∠DEF
Exercises
1. Find the value of each pronumeral, giving reasons.

2. Find the value of each pronumeral, giving reasons.

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3. Find the value of each pronumeral, giving reasons.

4. Find the value of all pronumerals, giving reasons. All lengths are in cm.

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5. Find the value of each pronumeral. (You do not need to give reasons.)

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 WEEK 5
CONGRUENT TRIANGLES
Learning Objectives:

By the end of the lesson, students should be able to:

1. Define congruent triangles.

2. Identify and state the conditions for triangle congruence (SSS, SAS, ASA, AAS, RHS).
3. Apply triangle congruence conditions to solve geometrical problems.
4. Use triangle congruence to prove geometric statements.

INTRODUCTION

Two triangles are said to be congruent if they have exactly the same size and shape. Each triangle
can be obtained from the other by performing one or more of the following transformations—

other sides and angles are called matching sides and matching angles. The symbols ≡ and ≅ are
translation, rotation or reflection. The sides and angles that are in the same positions relative to

used to mean ‘is congruent to’

If two triangles are congruent, then:
 the matching sides are equal in length
 the matching angles are equal in size
 the figures are equal in area.
There are four standard tests that can be used to determine whether two triangles are congruent.
1. If the three sides of one triangle are equal to the three sides of another triangle, then the two
triangles are congruent (SSS).

2. If two sides and the included angle of one triangle are equal to two sides and the included
angle of another triangle, then the two triangles are congruent (SAS).

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3. If two angles and one side of one triangle are equal to two angles and the matching side of
another triangle, then the two triangles are congruent (AAS).

4. If the hypotenuse and a second side of one right-angled triangle are equal to the hypotenuse
and a second side of another right-angled triangle, then the two triangles are congruent
(RHS).

NOTE: 1. If the three angles of one triangle are equal to the three angles of another
triangle, then the triangles are not necessarily congruent. That is, AAA is not a test for
congruent triangles.
2. When naming congruent figures, the vertices must be given in matching order.
Thus, for the triangles below, we would write ∆ABC ≡ ∆XYZ

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The standard congruence proof for triangles has five steps.
To prove that two triangles are congruent:
 identify the triangles that are being used in the proof
 name the three pairs of equal sides or angles Y X Z
 name the congruent triangles, giving the vertices of the triangles in matching order, and
state the congruence test used
NOTE: By convention, the sides or angles on the LHS of the proof should belong to one triangle
and the sides or angles on the RHS should belong to the other triangle
Example 1 AE and BD bisect each other at C.

a Prove that ∆ABC ≡ ∆EDC.

b Hence, show that AB || DE.
Solutions
a. In ∆ABC and ∆EDC
• AC=CE (BD bisects AE)

• ∠ACB=∠DCE (vert. opp. ∠s)

• BC=CD (AE bisects BD)

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∴∆ABC≡∆EDC (SAS)

b. ∠ABC=∠CDE (matching ∠s of congruent ∆s)

∴AB|| DE (alternate ∠s are equal).

Example 2

• QS bisects ∠PQR.
• QS⊥PR

a. Prove that ∆PQS ≡ ∆RQS.

b. Hence, show that ∆PQR is isosceles.

Solutions

• ∠PQS=∠RQS (QS bisects ∠PQR)

a. In ∆PQS and ∆RQS

• ∠QSP=∠QSR= 90° (QS ⊥ PR)

∴∆PQS≡∆RQS (AAS)
• QS is a common side

∴∆PQR is isosceles.
b. PQ=QR (matching sides of congruent ∆s)

Example 3

• OM⊥EF.

b. Hence, show that OM bisects ∠EOF.

a. Prove that ∆OEM ≡ ∆OFM.

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Solutions

• ∠OME=∠OMF= 90° (OM⊥EF)

a. In ∆OEM and ∆OFM

• OE=OF (equal radii)

∴∆OEM≡∆OFM (RHS)
• OM is a common side

b. ∠EOM=∠FOM (matching ∠s of congruent ∆s) ∴OM bisects ∠EOF

Example 4
• XY = YZ
• YW bisects XZ.

b. Hence, show that YW ⊥ XZ.

a. Prove that ∆YXW ≡ ∆YZW.

Solutions
a. In ∆YXW and ∆YZW
• XY=YZ (given)
• XW=WZ (YW bisects XZ)
• YW is a common side

∴∆YXW≡∆YZW (SSS)

b. ∠YWX=∠YWZ (matching ∠s of congruent ∆s)

But, ∠YWX + ∠YWZ = 180° (adjacent ∠s on a straight line)
∴∠YWX=∠YWZ= 90°
∴YW⊥XZ.

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Exercise.
1. State the test that could be used to prove that each pair of triangles are congruent.

Further applications.
1. ABC is a triangle with AB = AC. P is a point inside the triangle so that ∠PBC
= ∠PCB. Prove that PA bisects ∠BAC.
2. In a triangle LMN the sides LM and LN are equal and greater than MN. P is

that ∠PQS = ∠PSQ.

any point on MN. On ML cut off MQ = NP, and on NL cut off NS = MP. Prove

3. ABC is an equilateral triangle. The perpendicular to BC at C meets BA

produced at D, and the perpendicular to AB at B meets AC produced at E.
Prove that CE = AD.

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 WEEK 6

TRIGONOMETRY

Learning Objectives: By the end of the lesson, students should be able to

 Identify Sine,Cosine and Tangent of acute angles
 Make Use of tables of Trigonometric ratios
 Determine lengths of chord using trigonometric ratios.
 Draw Graph of sine and cosine for angles

Sine, Cosine and Tangent of acute angles

Given a right angled triangle, the trigonometric ratio of acute angles can be found as
shown below
C

b a

A 𝜃
B
c

In the figure above, ABC is any triangle,

right-angled at A
tan B = b tan C = c(tan : Opp)
c b Adj
OPP b c
sin B ¿ = , sinC=
HYP a a

ADJ c b
Cos B¿ = ,cos C=
HYP a a

In∆ ABC, B and C are complementary

angles i.e B + C = 90o If B = Ө then C = 90o
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 - Ө.

Note: Always remember SOH CAH TOA

Here is a picture of the above relationships, and for some people the mnemonic of
SOHCAHTOA at the bottom is helpful to remember the sides that apply to the different ratios of
sine, cosine and tangent.
Example

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If is 90 degrees and ED is the perpendicular bisector of AC,Calculate the sides marked x
in the figure above
Solution:

From the figure, DE is half of AC, hence cm

GRAPH OF SINE AND COSINE FOR ANGLES

These functions can be graphed as periodic waves.
2. Graph of y = sin(θ)
Key features:
- Amplitude: 1
- Period: 360° or 2π radians
- Wave pattern: Starts at 0, rises to 1, drops to -1, and returns to 0.
Values at key points (degrees):
θ: 0°, 90°, 180°, 270°, 360°
sin(θ): 0, 1, 0, -1, 0
3. Graph of y = cos(θ)
Key features:
- Amplitude: 1
- Period: 360° or 2π radians
- Wave pattern: Starts at 1, dips to -1, and returns to 1.
Values at key points (degrees):
θ: 0°, 90°, 180°, 270°, 360°
cos(θ): 1, 0, -1, 0, 1
4. Graph of y = tan(θ)
Key features:
- No amplitude (the graph extends to infinity)
- Period: 180° or π radians

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- Vertical Asymptotes at: 90°, 270°, etc.
Values at key points (degrees):
θ: -90°, 0°, 45°, 90°
tan(θ): undefined, 0, 1, undefined
5. Summary Table
Function | Amplitude | Period | Starts At
-------- | --------- | ------ | ----------
sin(θ) | 1 | 360° | 0
cos(θ) | 1 | 360° | 1
tan(θ) | None | 180° | 0
6. Application Tip
- Amplitude controls how “tall” the graph is.
- Period tells how long it takes to complete one cycle.
- Example transformations:
- y = 2sin(θ): Doubles the height.
- y = sin(2θ): Halves the period.

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 WEEK 7
THE PYTHAGORAS’ THEOREM

By the end of the lesson, students should be able to:

6. State the Pythagoras’ Theorem.

7. Identify the hypotenuse, opposite, and adjacent sides in a right-angled triangle.
8. Apply the theorem to calculate the length of a missing side in a right-angled triangle.
9. Solve word problems involving Pythagoras’ Theorem in real-life situations.
10. Differentiate between when to use the Pythagoras' Theorem and when to use
trigonometric ratios.

The Pythagoras’ Theorem states that in a right angled triangle, the square on the hypotenuse is
equal to the sum of the squares on the other two sides.

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Example
In the triangle below, find the length marked y.

Not drawn to scale.

Solution:
The hypotenuse is 65, applying The Pythagoras’ Theorem:

PYTHAGORAS THEOREM AND ITS APPLICATIONS

Angles of Elevation and Depression
Example
The angle of elevation of the top of a radio mast from a point due east of it and 96m away from
Its base is . From another point, due west of the mast, the angle of elevation of the top is .
Calculate the distance of the second point from the base of the mast and the distance of the line
of sight from the point due east.
Solution:

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Let the distance of the second point be x as indicated above.
Step 1: Use the trigonometric ratio of Sine to find the height h of the radio mast

Now apply The Pythagoras’ theorem to find the line of sight from the point due east. Let
the line of sight be Y

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 WEEK 8: STATISTICS (1)

By the end of the lesson/unit, students should be able to:

1. Collect and record data in a simple and clear way.

2. Arrange data using tally charts and frequency tables.
3. Draw and read graphs such as:
o Bar charts
o Line graphs
o Pie charts
o Histograms (with equal intervals)
4. Find the mean, median, and mode of a set of numbers.
5. Find the range of a set of numbers to see how spread out the data is.
6. Compare two sets of data using mean, median, mode, and range.

Collection and tabulation of data, Frequency Table

STATISTICS
Statistics is the general word for the presentation, study and interpretation of information
(usually numerical information or data). Discrete and well-presented statistics can help decision
makers in government, commerce and industry to make sound choices in relation to the
distribution of resources, population needs and market trends. Good data presentation is a
necessary condition for good statistics.
Frequency Tables.
It is a common practice to present data in frequency tables. Frequency tables are used for
summarizing data before analysis.
Example 1
A teacher gives a spelling test to 40 students. The number of error made by the students is shown
below. Represent the data in a frequency table.
1, 2, 3, 0, 4, 5, 3, 5, 3, 0, 0, 1, 2, 3, 4, 2, 2, 1, 0, 4, 0, 2, 1, 0, 2, 3, 2, 2, 1, 0, 4, 5, 3, 1, 2, 0, 1, 2, 4,
3.
Solution
Number of errors 0 1 2 3 4 5
Frequency 8 7 10 7 3 3

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Example 2
The scores of 50 students in a Mathematics test are as follow. Represent the data in a frequency
table.
61, 62, 69, 63, 61, 63, 70, 68, 67, 62, 62, 64, 64, 65, 65, 64, 69, 66, 65, 64, 65, 66, 61, 66, 70, 66,
64, 70, 62, 67, 67, 70, 68, 67, 69, 67, 63, 61, 70, 68, 69, 61, 70, 62, 62, 68, 61, 69, 68, 65.
Solution
Grades 61 62 63 64 65 66 67 68 69 70
Frequency 6 6 3 5 5 4 5 5 5 6

DRAWING OF BAR CHARTS AND PIE CHARTS.

A bar chart consists of rectangular bars, all with the same width and lengths proportional to the
frequencies of the items in the data. The bars are usually drawn separately and at equal distance
apart.
A pie chart is a circle divided into sectors whose angles are proportional to the frequencies of the
items. The angles are measured in order to obtain the frequencies.
Example 1: the table below shows the grades in percentages of 200 students in a selection test.
Grades 10 20 30 40 50 60 70 80 90 100
No of Students 12 16 20 25 28 32 31 24 8 4
a. Draw a bar chart for the distribution of grades.
b. Find the range, mode and median of these grades.

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Solution

DISTRIBUTION OF GRADES
35
NUMBER OF STUDENTS
30

25

20

15

10

0
10 20 30 40 50 60 70 80 90 100
GRADES

b. Range = 100 – 10 = 90
Mode = 60 with frequency 32

Cumm.
Grades No of Students
Frequency
10 12 12
20 16 28
30 20 48
40 25 73
50 28 101
60 32 133
70 31 164
80 24 188
90 8 196
100 4 200

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Median
The 100th and 101th grades will be in the middle from the cumulative frequency.

It implies that the median (the 100th and 101th grades) points to 50.

Median = 50
NOTE: Histogram is also like bar chart but it has no gap in between successive bars.

Example 2: In a secondary school in South Western Nigeria, a census taken on students’ states of
origin gives the following results.
State of Origin Ekiti Osun Ogun Lagos Ondo Oyo Others
Number of Students 200 50 90 100 60 80 140
Represent the above data on a pie chart.
Solution
State Number of people Angle of sector
Ekiti 200
Osun 50
Ogun 90
Lagos 100
Ondo 60
Oyo 80
Others 140
Totals 720 360

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 PIE CHART SHOWING STATE OF ORIGINS OF STUDENTS

70 EKITI

100
OSUN

OGUN

40
LAGOS

25 ONDO
30
OYO
45
50 OTHERS

When drawing a pie chart, the angles should be drawn to the correct size. However, it is not
necessary to enter the size of the angles on the graph. Each sector should be labelled to show the
information which relates to that sector and the graph should have a title.
INTERPRETATION OF BAR CHARTS AND PIE CHARTS.
Example 3: The bar chart below shows the results of a spelling test.
12
NUMBER OF STUDENTS

10

47
 8

0
0 1 2 3 4 5
MARKS
a. How many students scored zero?
b. What is the range of the marks?
c. How many students took the test?
d. What is the mode?
e. What is the median?
Solution
a. 2 students scored zero
b. The range of marks is from 0 – 5,
Range = 5 – 0 = 5
c. Number of students who took the test = 2 + 5 + 10 + 9 + 8 + 6
= 40
d. Mode = 2 marks with frequency 10

e. Median position =
The 20th and 21st ages will be in the middle and both point to 3 marks

Median = marks
Example 4: The pie chart below shows the division of workforce of a factory.

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 20

50

LABOURERS

SKILLED PEOPLE

210 CLERKS
80
MANAGERS

a. What fraction of the workforce are skilled?

b. What percentage of the workforce are labourers?
c. Give the ratio of managers to clerks in its simplest form.
d. If the factory employs 108 people, how many are managers?
Solution

a. Skilled workforce =

b. Labourers =
c. Managers Clerks = 20:50 = 2:5

d. Number of Managers =

STATISTICS (2)

By the end of the lesson/unit, students should be able to:

1. Find the mean, median, and mode of a set of numbers.

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 2. Find the range of a set of numbers to see how spread out the data is.
3. Compare two sets of data using mean, median, mode, and range.

Data can be arranged or separated into two:

a. Measure of central tendencies or location i.e. the core of statistics called mean, median
and mode.
b. Measure of dispersion or displacement called variability which includes range, mean
deviation, variance and standard deviation.

CALCULATING MEAN, MODE AND MEDIAN OF STATISTICAL DATA

Mean is the average of a given set of numbers.

Mean, , where f is the frequency for each value of x and is the total
frequency
Median is the middle number, when a given set of numbers is arranged in order.

Median = , where n is the total frequency of the distribution

Mode is the number with the highest frequency.
Example 3
The table below shows the grades in percentages of 200 students in a selection test.
Grades 10 20 30 40 50 60 70 80 90 100
No of Students 12 16 20 25 28 32 31 24 8 4

Find the mode, mean and median of these grades. Solution

Grades No of Students Fx Cumm

(x) (f) Frequency
10 12 120 12 a. The mode is 60 with frequency 32
20 16 320 28
30 20 600 48 b. Mean =
40 25 1000 73
50 28 1400 101
60 32 1920 133 50
70 31 2170 164
80 24 1920 188
90 8 720 196
100 4 400 200
TOTAL 200 10,570
 c. Median =

The 100th and 101th grades will be in the middle from the cumulative frequency.
It implies that the median (the 100th and 101th grades) falls under frequency 28.

Median =
Example 4
The age of 32 students in SS1B of St. Francis Catholic Secondary School are given below:
11, 12, 11, 12, 12, 14, 14, 13, 15, 13, 12, 13, 13, 13, 13, 12, 14, 14, 13, 15, 14, 11, 12, 14, 12, 15,
14, 16, 14, 14, 14, 15.
Find the mode, mean and median of the data
Solution
Ages (years) Frequency FX Cumm
(X) (F) frequency
11 3 33 3
12 7 84 10
13 6 78 16
14 11 154 27
15 4 60 31
16 1 16 32
TOTAL 32 425

a. The mode is 14 years with frequency 11

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b. Mean =

c. Median =
The 16th and 17th ages will be in the middle from the cumulative frequency.

It implies that the median (the 16th and 17th ages) falls under frequency 6 and 11

Median =
Example 5
Find the mean of the distribution: 11, 21, 37, 45, 5, 16, 27, 31, 43, 29.
Solution

Mean

Mean

Mean
Example 6
The table below shows the ages of students in a certain school. If the average is10 years, find the
value of x.
Age 13 14 7 16 17
No. of students 15 42 x 10 3
Solution
Age No. of students Fx
(x) (f)
13 15 195
14 42 588
7 X 7x
16 10 160
17 3 51
TOTAL 70 + x 994 + 7x

Mean
 10x – 7x = 994 - 700

Week9

Measure of dispersion or displacement called variability which includes range, mean deviation,
variance and standard deviation.
Calculation Of Range, Median, Mean, Mode, Variace And Standard Deviation Of Grouped
Data
Data that are organized e.g 0 – 99, 100 – 199, e.t.c are called grouped data.
Class Limits: the end numbers of each class interval are called the class limits of that class
interval. In 0 – 99, 0 and 99 are the class limits where 0 is the lowerclass limit and 99 is the
upper class limit of the class interval.
Class Boundaries: if the incomes are recorded to the nearest units, the class interval 0 – 99
includes all incomes from -0.5 to 99.5 where -0.5 is the lower class boundary and 99.5 is the
upper class boundary of the class interval.
Class Width: for a given class interval, the difference between the lower and upper class
boundaries is called the class width of that class interval. If all the class intervals in a given
distribution have equal widths, the distribution is said to be uniform.
Class Mid-Value (Class Mark): for a given class interval, the class mid-value is the mid-point
of the class interval. It is half of the sum of the lower and upper class limits of a given class
interval. E.g for interval 0 to 99, it is ½ (0 + 99) = 49.5

Example 1
The masses of 40 students in kg were recorded to the nearest kg as given below.
60, 64, 63, 67, 66, 68, 59, 58, 59, 60, 64, 66, 65, 60, 73, 70, 63, 69, 70, 60, 66, 70, 74, 69, 63, 69,
59, 65, 64, 65, 73, 61, 62, 64, 61, 61, 62, 63, 68, 73.
a. Construct a grouped frequency distribution of the data above, taking equal class intervals 57 –
61, 62 – 66, …
From the frequency distribution
b. which class interval has the highest frequency?
c. What are the mid-values of the third and the fourth class intervals?

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d. What are the class boundaries of the class intervals?
e. What are the class widths of the first and second class intervals?

Solution
Class interval Class boundary Frequency
57 – 61 56.5 – 61.5 11
62 – 66 61.5 – 66.5 16
67 – 71 66.5 – 71.5 9
72 – 76 71.5 – 76.5 4
Total 40
b. The class interval 62 – 66 has the highest frequency of 16.
c. Third class interval is 67 – 71 mid-value = ½ (67 + 71) = 69 fourth class interval is 72
– 76 mid – value = ½ (72 + 76) = 74.
d. The class boundaries of the class intervals is shown in the table above.
e. Class width of first class = 61.5 – 56.5 = 5
Class width of second class = 66.5 – 61.5 = 5
To find the mean from a grouped data
Let the mean be then

Where is the summation of the product of frequency and class mid-value (class mark)
while is the summation of all frequencies.
Median and Mode Formula

The median formula, Me )w

where Me = median of the distribution
L = lower boundary of the class containing the median
N = total frequency
Fc = cumulative frequency before the median class
frequency
Fm = frequency of the class interval containing median
W = size of the class interval
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Similarly, the mode formula is:

Mo )w
Where Mo = mode of the distribution
L = lower boundary of the class containing the mode

fm = frequency of the modal class fm-1 = frequency

of the class immediately before the modal class.

fm+1 = frequency of the class immediately after the modal

class.
W = width of the modal class.
Example 2
The following table shows the frequency distribution of the masses, to the nearest kg of 100
men.
Masses 55 – 60 – 65 – 70 – 75 – 80 – 85 – 90 – 95 – 100-
(kg) 59 64 69 74 79 84 89 94 99 104
Frequency 2 6 9 23 25 13 10 6 5 1
a. Calculate the mean mass
b. Identify the median class
c. Estimate the median of the distribution
d. State the modal class
e. Estimate the mode of the distribution, correct to one decimal place.
Solution
Mass (kg) Class mid-value (x) Frequency (F) Fx Cumm
Frequency
55 – 59 57 2 114 2
60 – 64 62 6 372 8
65 – 69 67 9 603 17
70 – 74 72 23 1656 40
75 – 79 77 25 1925 65
80 – 84 82 13 1066 78
85 – 89 87 10 870 88
90 – 94 92 6 552 94
95 – 99 97 5 485 99
100 – 104 102 1 102 100

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 TOTAL 100 7745

a. Mean mass, = 77.45Kg

b. Median class = = 50.5th

Through the 50.5th position, the median class is 75 – 79.

c. L =74.5, N =100,Fc = 40, Fm = 25,W = 5

Me )w

= 74.5

= 74.5

= 74.5
= 74.5 + 2 = 76.5kg
d. Modal class = 75 – 79

e. L = 74.5, fm = 25, fm-1= 23, fm+1 = 13, w = 5

Mo )w

= 74.5 + 0.7143
= 75.2143
75.2kg(1 d.p)

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 MEAN DEVIATION, VARIANCE AND STANDARD DEVIATION OF GROUPED AND
UNGROUPED DATA

UNGROUPED DATA
Example 1
Find the mean deviation of 2, 3, 6, 8, 11.
Solution

11 5 5
Total 14
Mean deviation, MD =

Example 2
Find the mean deviation and standard deviation of these numbers; 58, 59, 60, 62, 61, 65, 62, 61,
52, 60
Solution

Mean =
= 60

X 2
58 -2 2 4
59 -1 1 1
60 0 0 0
62 2 2 4
61 1 1 1
65 5 5 25
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 62 2 2 4
61 1 1 1
52 -8 8 64
60 0 0 0

=
22
= 104
∑ | ̅|
Mean deviation =
∑

Standard Deviation =

GROUPED DATA
If the data in a distribution is grouped, the middle value of each interval is taken as
representing the interval. The mean deviation is then calculated using these mid-values.
Example 3
The heights to the nearest cm of 40 students in a polytechnic are given below.
Height(cm) 151 – 155 156 – 160 161 – 165 166 - 170 171 - 175 176 – 180
Frequency 1 3 6 10 18 2
Calculate the a.
mean
b. variance
c. standard deviation

Solution
Class mark
Class interval F Fx x- (x- )2 f(x - )2
(x)
151 – 155 153 1 153 -15.9 252.8 252.8
156 – 160 158 3 474 - 10.9 118.8 356.4
161 – 165 163 6 978 - 5.9 34.8 208.8
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166 – 170 168 10 1680 - 0.9 0.8 8.0
171 – 175 173 18 3114 4.1 16.8 302.4
176 – 180 178 2 356 9.1 82.8 165.6
40 6755 1294
a. Mean ̅ ∑ = 168.9 to 1 d.p
∑

b. Variance, S
c. Standard Deviation, SD =

= 5.7 to 1 d.p
Example 4
The score in an oral test in Mathematics for a class of 35 students are given in the table below.
Find the mean deviation.
Score 1 2 3 4 5
Frequency 1 3 5 12 14
Solution

Mean
X f Fx d= | | f| |
1 1 1 -3 3 3
2 3 6 -2 2 6
3 5 15 -1 1 5
4 12 48 0 0 0
5 14 70 1 1 14
Total 35 140 28

Mean deviation =
Example 5
The body masses to the nearest kg of 35 students are given in the table below. Find the mean and
mean deviation of the distribution.
Solution
Interval Mid-value F Fx d= | | f| |
(x)
51 – 55 53 3 159 -13.1 13.1 39.3
56 – 60 58 6 348 -8.1 8.1 48.6
61 – 65 63 10 630 -3.1 3.1 31.0
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 66 – 70 68 4 272 1.9 1.9 7.6
71 – 75 73 8 584 6.9 6.9 55.2
76 – 80 78 2 156 11.9 11.9 23.8
81 – 85 83 2 166 16.9 16.9 33.8
Total 35 2315 239.3
Mean ̅ ∑
∑

Mean deviation =
Example 6
Using the frequency distribution in the table below, calculate the mean and the standard
deviation using an assuming or working mean of 155.5 to estimate the mean and standard
deviation.
Height (cm) 131 - 141 - 151 – 161 - 171 -
140 150 160 170 180
No of 2 11 14 10 3
students

Solution
Height f X x –A f(x –A)
(cm)
131 – 140 2 135.5 -20 -40 400 800
141 – 150 11 145.5 -10 -110 100 1100
151 – 160 14 155.5 0 0 0 0
161 – 170 10 165.5 10 100 100 1000
171 – 180 3 175.5 20 60 400 1200
Total 40 10 4100
Working mean, A = 155.5

Mean = A + or A + where d = x – A

= 155.5 + = 155.5 + 0.25

Mean = 155.75

√
∑ ∑
Standard deviation = ∑ ∑

= = 10.1

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PRACTICE QUESTIONS
1. Find the mode, mean and median of each of the following
data:
A die is rolled 50 times and the following numbers were obtained.
4, 6, 4, 3, 2, 1, 5, 3, 4, 2, 5, 6, 5, 1, 3, 5, 2, 6, 4, 2, 3, 4, 2, 5, 1, 4, 4, 6, 3, 2, 2, 3, 3, 4, 5, 3,
5, 5, 2, 1, 1, 2, 4, 3, 1, 3, 6, 6, 1, 4.

2. The table below gives the ages of some students who were born in April.
Ages (years) 13 14 15 16 17
Number of students 8 5 6 3 8

3. The pie chart below shows the proportion of money that four people A, B, C, D invest in
a business. It also shows how the yearly profit is divided.

45

105 A

C
120

90

a. If B invests #48,000, how much did each of the others invest?

b. In the first year the total profits were #643, 200. How much did A receive?
4. The examination result of a class are given by the bar chart below.

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 12

NUMBER OF STUDENTS
10

0
0 - 19 20 - 39 40 - 59 60 - 79 80 - 100
MARKS

a. How many students took the examination?

b. If the pass mark is 40, how many students passed the examination?

1. A survey was carried out to investigate the number of eggs in bird’s nest. The table below
shows the result.

No of eggs 2 3 4 5 6 7
Frequency 2 7 25 53 12 1

a. Find the mean number of eggs in a nest.

b. Find the standard deviation of the distribution.
2. The content of 100 packets of paper clips was counted and tabulated as shown below.
No of paper clips per 185 – 190 – 195 - 200 - 205 –
packet 189 194 199 204 209
Frequency 4 16 35 28 17
Calculate
a. the mean number of paper clips.
b. the standard deviation of this distribution.
3. The marks of 100 students in a Physics test are given below.
Marks 40 – 44 45 – 49 50 – 54 55 – 59 60 – 64 65 – 69 70 – 74 75 – 79
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 Frequency 3 9 12 16 24 24 8 4
Calculate the mean and standard deviation of the distribution.
4. The following marks were scored by 50 candidates in a Mathematics examination.
93, 64, 95, 82, 68, 70, 86, 71, 68, 51, 36, 55, 51, 64, 48, 51, 34, 70, 53, 55, 82, 53, 26, 49,
64, 60, 62, 86, 79, 75, 61, 43, 78, 61, 43, 73, 58, 34, 72, 61, 44, 42, 75, 29, 50, 72, 58, 40,
73, 75.
Using class intervals of 21 – 30, 31 – 40, … a.
Prepare a frequency table.
b. Calculate the mean mark of this distribution.
c. Calculate the standard deviation.
5. The following marks were scored by 50 candidates in a Mathematics examination.
95, 70, 36, 51, 83, 60, 61, 73, 44, 92, 64, 95, 82, 68, 86, 71, 68, 51, 55, 51, 64, 48, 39, 70,
53, 55, 53, 26, 49, 64, 62, 86, 79, 75, 41, 78, 61, 43, 58, 39, 92, 61, 42, 75, 29, 50, 58, 40,
73, 75.
Using class intervals 21 – 30, 31 – 40, --- a.
Prepare a frequency table
b. Calculate the mean mark of this distribution
c. Find the median class and hence the median of the distribution
d. Find the modal class and the mode of the distribution
e. Calculate the variance and standard deviation of the distribution
6. The following are the marks in percentages of 40 candidates in an examination.
27, 36, 38, 6, 17, 46, 39, 5, 16, 28, 47, 45, 38, 64, 36, 44, 13, 24, 15, 39, 12, 27, 57, 58,
48, 26, 39, 23, 37, 36, 29, 36, 12, 15, 42, 28, 15, 52, 28, 82.
a. Draw a frequency distribution table using equal intervals of 5 – 14, 15 – 24, ---,
75 – 84.
b. Draw a histogram and use it to estimate the mode of the distribution
c. Find the mean and standard deviation of the distribution.

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