Additional Mathematics

1 Additional Mathematics 2013
ADDITIONAL MATHEMATICS
Form 5
2013

Name :Mohd Hafiz Bin MohdBasir
I/C No : 961207-12-5859
Form : 5 ST 3
School: SMK KuharaTawau
Teacher :Khamsiah Seharing

No Contents Page
1 Acknowledgement 3
2 Objectives 4-5
3 Introduction 6-7
4 Part 1 8-12
5 Part 2 13-29
6 Part 3 30-37
7 Further Exploration 38-39
8 Reflection 40

First of all, I would like to say thank you to my friends, teachers and parents for givingme
their full support in making this project successful.
Not forgotten to my family for providing everything, such as money, to buy anything
thatare related to this project work and their advise, which is the most needed for this
project.Internet, books, computers and all that act as my source to complete this project.They
alsosupported me and encouraged me to complete this task so that I will not procrastinate
duringdoing this project work.
Next, I would like to thank my teacher, Puankhamsiahseharingfor guiding me and my
friendsthroughout this project. We had some difficulties in doing this task, but she taught
us patientlyand gave me guidance throughout the journey until we knew what to do. She tried her
best tohelp us until we understand what we supposed to do with the project work.
Besides that, my friends who were doing the same project as mine and shared
ourideas.They were helpful that when we combined and discussed together, but however, thistask
was done individually.Last but not least, any party which involved either directly or indirect in
completing thisproject work. Thank you everyone


We, as the students taking Additional Mathematics are required to carry out a project
work while we are in Form 5. This year the Curriculum Development Division, Ministry of
Education has prepared for tasks for us with four choices, and I chose the third task. We are to
choose and complete only one task based on our area of interest. This project can be done in
groups or individually, but each of us are expected to submit an individually written report. Upon
completion of the Additional Mathematics Project Work, we are to gain valuable experiences
and able to:
1.Apply and adapt a variety of problem solving strategies to solve routine and non-
routineproblems.
2.Experience classroom environments which are challenging, interesting and
meaningfuland hence improve their thinking skills.
3.Experience classroom environments where knowledge and skills are applied
inmeaningful ways in solving real-life problems.
4.Experience classroom environments where expressing ones mathematical
thinking,reasoning and communication are highly encouraged and expected.
5.Experience classroom environments that stimulates and enhances effective learning.
6.Acquire effective mathematical communication through oral and writing, and to use
thelanguage of mathematics to express mathematical ideas correctly and precisely.
7.Enhance acquisition of mathematical knowledge and skills through problem- solving
inways that increase interest and confidence.


8.Prepare ourselves for the demand of our future undertakings and in workplace.
9.Realises that mathematics is an important and powerful tool in solving real-life
problemsand hence develop positive attitude towards mathematics.
10.Train ourselves not only to be independent learners but also tocollaborate, to
cooperate and to share knowledge in an engaginghealthy environment.
11.Use technology especially the ICT appropriately and effectively.
12.Train ourselves to appreciate the intrinsic values of mathematics and to become
morecreative and innovative.
13.Realises the importance and the beauty of mathematics.


A Brief History of Statistics
By the 18th century, the term "statistics" designated the systematic collection of
demographicand economic data by states. In the early 19th century, the meaning of "statistics"
broadened,then including the discipline concerned with the collection, summary, and analysis of
data.Today statistics is widely employed in government, business, and all the sciences.
Electronic computers have expedited statistical computation, and have allowed statisticians to
develop"computer-intensive" methods. The term "mathematical statistics" designates the
mathematical theories of probability and statistical inference, which are used in statistical
practice. The relationbetween statistics and probability theory developed rather late, however. In
the 19th century,statistics increasingly used probability theory, whose initial results were found
in the17th and18th centuries, particularly in the analysis of games of chance (gambling). By
1800, astronomyused probability models and statistical theories, particularly the method of least
squares, whichwas invented by Legendre and Gauss. Early probability theory and statistics was
systematizedand extended by Laplace; following Laplace, probability and statistics have been in
continualdevelopment. In the19th century, social scientists used statistical reasoning and
probabilitymodels to advance the new sciences of experimental psychology and sociology;
physicalscientists used statistical reasoning and probability models to advance the new sciences
of thermodynamics and statistical mechanics. The development of statistical reasoning was
closelyassociated with the development of inductive logic and the scientific method. Statistics is
not afield of mathematics but an autonomous mathematical science, like computer science
oroperations research. Unlike mathematics, statistics had its origins in public administration
andmaintains a special concern with demography and economics. Being concerned with
thescientific method and inductive logic, statistical theory has close association with the
philosophyof science; with its emphasis on learning from data and making best predictions,
statistics hasgreat overlap with the decision science and microeconomics. With its concerns with
data,statistics has overlap with information science and computer science.


Statistics Today
During the 20th century, the creation of precise instruments for agricultural research,
publichealth concerns (epidemiology, biostatistics, etc.), industrial quality control, and economic
andsocial purposes (unemployment rate, econometric, etc.) necessitated substantial advances
instatistical practices. Today the use of statistics has broadened far beyond its origins.
Individualsand organizations use statistics to understand data and make informed decisions
throughout thenatural and social sciences, medicine, business, and other areas. Statistics is
generally regardednot as a subfield of mathematics but rather as a distinct, albeit allied, field.
Many universitiesmaintain separate mathematics and statistics departments. Statistics is also
taught in departmentsas diverse as psychology, education, and public health.


1.Importance of data analysis in daily life.
There are many benefits of data analysis however , the most important ones is it helps
structuring the findings from different sources of datacollection like survey research. It is again
very helpful in breaking a macro problem into micro parts. Data analysis acts like a filter when it
comes to acquiring meaningful insights out of huge data-set. Every researcher has sort out huge
pile of data that he/she has collected, before reaching to a conclusion of the research question.
Mere data collection is of no use to the researcher. Data analysis proves to be crucial in this
process. It provides a meaningful base to critical decisions. It helps to create a
complete dissertation proposal.
One of the most important uses of data analysis is that it helps in keeping human bias
away from research conclusion with the help of proper statistical treatment. With the help of data
analysis a researcher can filter both qualitative and quantitative data for anassignment
writing projects. Thus, it can be said that data analysis is of utmost importance for both the
research and the researcher. Or to put it in another words data analysis is as important to a
researcher as it is important for a doctor to diagnose the problem of the patient before giving him
any treatment.


2.A.1.Type of measure of central tendency and of measure of
dispersion.

Central tendency gets at the typical score on the variable while dispersion gets at how
much variety there is in the scores. Both the central tendency and the dispersion are customary
on report, and it is desirable when the scores are in single variable.

I.Mean.
The mean is what in everyday conversation is called the average. It is calculated by
adding the values of all the valid cases together and dividing by the number of the valid cases.
N
= X
x
OR
f
fx
= X

The mean is an interval/ratio measure of central tendency. Its require that the attributes of
variable are represent numeric scale.

II.Mode
Mode is attribute often in data set. For ungrouped data , the mode is found by finding the
modal class and the two classes adjacent to the modal class .Crossed the two lines from the
adjacent and we will find the intersection. The modal intersection value is known as median.


III.Median.
The median is a measure of central tendency. It identifies the value of the middle case
when the cases have been placed in order or in linefrom low to high. The middle of the line is as
far from being extreme as you get .
C
f m
F
L m
|
|
|
|
.
|
\
|

N
+ =
2

There are as many cases in line in front of the middle case as behind the middle case.The
median is the attribute used by the middle class. When you know the value of the median , you
know that at least half the cases had that value or a higher value, while atleast half the cases had
that value or a lower value.


2.A.2.Types of measure of dispersion
While measures of central tendency are used to estimate normal values of data set,
measures of dispersion are important for describing the spread of the data, or its variation
around central value.Two distinct samples may havethe same mean or median, but
completely different levels of variability, or vice versa.A proper description of a set ofdata
should haveinclude both of the characteristics.There are various methods that can be used
to measurethe dispersion of a data set, such as standard variation and variance.

I.Standard Deviation.
The standard deviation tells you the approximate average distance of cases from the
mean. This is easier to comprehend than the squared distance of cases from the mean. The
standard deviation is directly related to the variance.

If you know the value of the variance, you can easily figure out the value of the standard
deviation. The reverse is also true. If you know the value of the standard deviation, you can
easily calculate the value of the variance. The standard deviation is the square root of the
variance
( )
2
2
x
f
fx
|
|
.
|
\
|
= o

II.Variance
The mean of the squared deviation scores about the mean of destribution
Variance is defined as the average of the squared deviations from the mean. To calculate
the variance, you first subtract the mean from each number and then square the results to find the
squared differences. You then find the average of those squared differences. The result is the
variance.


2.B Type of measures of central tendency stated in (A.1) which
is mode , median and mean their examples in daily life.
I. Mean
Mean or the average, is a important statistic used in sports.Coaches use averages to
determine how well a player is performing.General managers may use averages to determine
how good a player is and how much money that the player is worth.

II.Median
The median is used in economics. For example, the U.S census bureau finds the median
household income.According to the U.S Census Bureau, median household income is defined
as the amount which devides the income distribution into an equal groups,half having income
above that amount , and half having income below that amount.

III.Mode
The mode may be beneficial for a managers of a shoe store.For example, you would see
size 17 shoes stocked on the floor.Why? Because very few people have a same shoe
size.Therefore,store managers may look at data and determine which shoe sold the most.
Managers would want to stock the floor with best selling shoe size.



Monthly test marks subject: Bahasa Malaysia
No Students Name Mark
1 Farrah AfifahFilzahBintiFauzee 13
2 Muhammad DzharulIdham Bin Talip 15
3 FirdausLiau Junior 18
4 Jonathan V Joannes 25
5 JumariaBintiBahari 35
6 Muhammad KhairuddinSanuddin 37
7 HafizulIkmal Bin Mamun 38
8 Muhammad FareezAsyraf Bin Rudy @ Rudy Ariffin 38
9 Kartika Sari DewiBinti Abdul Samad 39
10 Ahmad AfiqAmsyar Bin Matam 40
11 AlfieraAyuNurulAinBintiIszianto 40
12 Muhammad Mazlan Bin Ngatiman 40
13 AdiyIdhamAbdillah 41
14 Mohd Hafiz Bin MohdBasir 42
15 UmmuKhairatulFarhaniBintiBurhan 42
16 HarreyadiAdha Bin Sadimin 45
17 NorazilahBinti Jim 46
18 Nursayfayani Foo BintiMohdSaiful 46
19 Muhammad Faruq Bin Pramadansha 47
20 Asbuddin Bin Asdi 48
21 RabiatulAdawiyahBintiDarwis 48
22 SufianaMohdSufyan 48
23 Asmin Bin Mandja 50
24 CalveianiBintiAkim 50
25 MohdFarid Bin Muslia 52
26 N urulAmyliaMohd Rata 52
27 NurAzwaniBinti Ismail 53
28 ZainAzhar Bin Sapar 53
29 MohdApfis Bin Sayuman 55
30 AkmalHazwam Bin Wahyono 57
31 MohdHamizee Bin MazlanSufree 57
32 SalwahBintiHatibe 58
33 NurulAinBintiDulmi 59
34 HananBintiHussin 63
35 Suriani Abdullah 64
36 MahranRafhanahBintiMohdSiri 66
37 MohdNurIqmalSamsudin 67
38 AirisyaHirnanishaBintiHirwan 71
39 MarshenaBintiJunie 71
40 Mas AizaBinti Musa 71

Marks Number of Students
1-20 3
21-40 9
41-60 21
61-80 7
81-100 0

No Students Name
Mark,
x
Mark,
2
x
1 Farrah AfifahFilzahBintiFauzee 13 169
2 Muhammad DzharulIdham Bin Talip 15 225
3 FirdausLiau Junior 18 324
4 Jonathan V Joannes 25 625
5 JumariaBintiBahari 35 1225
6 Muhammad KhairuddinSanuddin 37 1369
7 HafizulIkmal Bin Mamun 38 1444
8 Muhammad FareezAsyraf Bin Rudy @ Rudy Ariffin 38 1444
9 Kartika Sari DewiBinti Abdul Samad 39 1521
10 Ahmad AfiqAmsyar Bin Matam 40 1600
11 AlfieraAyuNurulAinBintiIszianto 40 1600
12 Muhammad Mazlan Bin Ngatiman 40 1600
13 AdiyIdhamAbdillah 41 1681
14 Mohd Hafiz Bin MohdBasir 42 1764
15 UmmuKhairatulFarhaniBintiBurhan 42 1764
16 HarreyadiAdha Bin Sadimin 45 2025
17 NorazilahBinti Jim 46 2116
18 Nursayfayani Foo BintiMohdSaiful 46 2116
19 Muhammad Faruq Bin Pramadansha 47 2209
20 Asbuddin Bin Asdi 48 2304
21 RabiatulAdawiyahBintiDarwis 48 2304
22 SufianaMohdSufyan 48 2304
23 Asmin Bin Mandja 50 2500
24 CalveianiBintiAkim 50 2500
25 MohdFarid Bin Muslia 52 2704
26 N urulAmyliaMohd Rata 52 2704
27 NurAzwaniBinti Ismail 53 2809
28 ZainAzhar Bin Sapar 53 2809
29 MohdApfis Bin Sayuman 55 3025
30 AkmalHazwam Bin Wahyono 57 3249
31 MohdHamizee Bin MazlanSufree 57 3249
32 SalwahBintiHatibe 58 3364
33 NurulAinBintiDulmi 59 3481
34 HananBintiHussin 63 3969
35 Suriani Abdullah 64 4096
36 MahranRafhanahBintiMohdSiri 66 4356
37 MohdNurIqmalSamsudin 67 4489
38 AirisyaHirnanishaBintiHirwan 71 5041
39 MarshenaBintiJunie 71 5041
40 Mas AizaBinti Musa 71 5041
1900 = x
=
2
x
98160


2.a) Mean
a. Mean,
N
=
x
x

1900 = Ex
40 = N

40
1900
= x
5 . 47 = x

2.b)Median
arranging the marks obtained by students in order of magnitude
13,15,18,25,35,37,38,39,40,40,40,41,42,42,45,46,46,47,48,48,48,50,50,52,52,53,53,55,57,57,58,
59,63,64,66,67,71,71,71

Median =
2
48 48 +

= 48
48 is the median mark


2.c)Mode

13,15,18,25,35,37,38,39,40,40,40,41,42,42,45,46,46,47,48,48,48,50,50,52,52,53,53,55,57,57,58,
59,63,64,66,67,71,71,71

From the data above
The score that appeared with the most frequency are 40,48 and 71
Mode are 40,48,71

2.d) Standard Deviation
Standard Deviation , ( )
2
2
x
x
|
|
.
|
\
|
N
= o

1900 = Ex
40 = N
5 . 47 = x
( )
2
5 . 47
40
98160
|
.
|
\
|
= o
( ) 25 . 2256 2454 =
75 . 197 =


1-20 3
21-40 9
41-60 21
61-80 7
81-100 0

3.A) From table one , find the

I) Mean,
f
fx
x
E
=

1860 = Efx
f
fx
x
E
=

40 = Ef
40
1860
=
= 46.5

Mark Frequency Midpoint,x Fx
1-20 3 10.5 31.5
21-40 9 30.5 274.5
41-60 21 50.5 1060.5
61-80 7 70.5 493.5
81-100 0 90.5 0

II) Mode
The class with highest frequency is 41-60

Modal class: 41-60
Mode =
2
60 41+

= 50.5

III) Median
a. Method one using Formulae
Median , m = C
f m
F
L
|
|
|
|
.
|
\
|
N
+
2
1

L = Lower boundary
N = Total Frequency
F = Frequency before class median
fm = Frequency of class median
C = Size class
N
2
1
= m =
C
f m
F
L
|
|
|
|
.
|
\
|
N
+
2
1

( ) 40
2
1
= 20
21
12 20
5 . 40 |
.
|
\
|
+ =
= 20 12 . 48 =
N = 40
F = 12
fm = 21
C = 20
L = 40.5

b. Median : Method Two Using Graph


IV) Standard Deviation
a. Method one
( )
f
x x f
E
E
=
2
o
( )
40
5 . 47 1900 40
2
= o
1900 = Ef
( )
40
25 . 3431756 40
=
40 = x = 1852.5
5 . 47 = x


b. Method two

( )
2
2
x
f
f x
E
E
= o

( )
( )
2
5 . 47
40
97050
= o
97050
2
= Efx 25 . 2256 25 . 2426 =
40 = Ef
170 =
5 . 47 = x 04 . 13 =

Mark Frequency Midpoint,x
2
fx
1-20 3 10.5 330.75
21-40 9 30.5 8372.25
41-60 21 50.5 53555.25
61-80 7 70.5 34791.75
81-100 0 90.5 0
40 = Ef

97050
2
= Efx

V) Interquartile range
a. Method one using formulae

Interquartile = Q3 - Q1
N =
4
1
q
Q N =
4
3
3
Q
( ) 40
4
1
=

( ) 40
4
3
=
= 10 = 30
N = 40 N = 40
F = 3 F = 12
fm = 9 fm = 21
C = 20 C = 20
L = 40.5 L = 40.5

Mark Frequency Cummulative frequency
1-20 3
3
21-40 9
12
41-60 21 33
61-80 7 40
81-100 0 40
Q1 = 10
Q3 = 30

C
f m
F
L Q
|
|
|
|
.
|
\
|
N
+ =
4
1
1
C
f m
F
L Q
|
|
|
|
.
|
\
|
N
+ =
4
3
3

20
9
3 10
5 . 40 |
.
|
\
|
+ = 20
21
12 30
5 . 40 |
.
|
\
|
+ =
55 . 15 5 . 40 + = = 40.5 + 17.14
= 56.06 = 57.64

Hence, interquartile range
1 3
Q Q =
= 57.64 56.06
= 1.58


b. Method two using graph


3.B) The most appropriate measure of central tendency .
The most appropriate measure of central of tendency that reflect the performance
of my class are the median method.The median have an accurate value and distance of the
median are bigger than the mean and the mode.

3.C) Advantages of using standard deviation compared to
interquartile range .
The standard deviation is the better measure of dispersion and brings a lot of
advantages compared to interquartile range because the value of standard deviation is small
and more accurate compared to interquartile range .


4)
Ungrouped
Data
Grouped
Data

Mean
47.5 46.5
Standard
Deviation
1852.5 13.04

4. a) Grouped data gives a more accurate representation becauseit have small value in
standard deviation but bigger mean value compared to the ungrouped data. In mathematics
theory, it tells that it is better if the value of standard deviation is small and the mean value is
bigger.

4. b) Ungrouped data is suitable be used when the value is small .Example from the
value 1 to 10, and the grouped data is more suitable when the value is bigger , such as 1 to
50.


No Students Name Mark
1 Farrah AfifahFilzahBintiFauzee 16
2 Muhammad DzharulIdham Bin Talip 18
3 FirdausLiau Junior 21
4 Jonathan V Joannes 28
5 JumariaBintiBahari 38
6 Muhammad KhairuddinSanuddin 40
7 HafizulIkmal Bin Mamun 41
8 Muhammad FareezAsyraf Bin Rudy @ Rudy Ariffin 41
9 Kartika Sari DewiBinti Abdul Samad 42
10 Ahmad AfiqAmsyar Bin Matam 43
11 AlfieraAyuNurulAinBintiIszianto 43
12 Muhammad Mazlan Bin Ngatiman 43
13 AdiyIdhamAbdillah 44
14 Mohd Hafiz Bin MohdBasir 45
15 UmmuKhairatulFarhaniBintiBurhan 45
16 HarreyadiAdha Bin Sadimin 48
17 NorazilahBinti Jim 49
18 Nursayfayani Foo BintiMohdSaiful 49
19 Muhammad Faruq Bin Pramadansha 50
20 Asbuddin Bin Asdi 51
21 RabiatulAdawiyahBintiDarwis 51
22 SufianaMohdSufyan 51
23 Asmin Bin Mandja 53
24 CalveianiBintiAkim 53
25 MohdFarid Bin Muslia 55
26 N urulAmyliaMohd Rata 55
27 NurAzwaniBinti Ismail 56
28 ZainAzhar Bin Sapar 56
29 MohdApfis Bin Sayuman 58
30 AkmalHazwam Bin Wahyono 60
31 MohdHamizee Bin MazlanSufree 60
32 SalwahBintiHatibe 61
33 NurulAinBintiDulmi 62
34 HananBintiHussin 65
35 Suriani Abdullah 67
36 MahranRafhanahBintiMohdSiri 69
37 MohdNurIqmalSamsudin 70
38 AirisyaHirnanishaBintiHirwan 74
39 MarshenaBintiJunie 74
40 Mas AizaBinti Musa 74

Part 3 : number 1

1-20 2
21-40 4
41-60 25
61-80 9
81-100 0

A) Mean,
2
x

Marks Frequency,f Midpoint,x fx
1-20 2 10.5 21
21-40 4 30.5 115
41-60 25 50.5 1262.5
61-80 9 70.5 634.5
81-100 0 90.5 0
40 = Ef 2040 = Efx
Mean,
2
x

f
fx
E
E
=

40
2040
=
=51


B) Mode
Mode C
d d
d
L
|
|
.
|
\
|
+ =
2 1
1

L = lower boundary of the modal class
1
d = Difference between frequency of modal class and class before H
2
d = Difference between frequency of modal class and class after H
C = Width of modal class / size of class

C
d d
d
L
|
|
.
|
\
|
+ =
2 1
1

= 40.5 +
20
= 40.5 + 11.35
= 51.85

Frequency
mode
C
1
d
2
d

C) Median

MARKS FREQUENCY CUMULATIVE
FREQUENCY
LOWER
BOUNDARY
1 20 2 2 0.5
21 40 4 6 20.5
41 60 25 31 40.5
61 80 9 40 60.5
81 100 0 40 80.5

Median , m = C
f m
F
L
|
|
|
|
.
|
\
|
N
+
2
1

= 40.5 +
20
= 40.5 + 11.2
= 51


D) Interquartile Range
MARKS FREQUENCY CUMULATIVE
FREQUENCY
LOWER
BOUNDARY

1 20 2 2 0.5
21 40 4 6 20.5
41 60 25 31 40.5
61 80 9 40 60.5
81 100 0 40 80.5

C
f
F
L Q
m
q
|
|
|
|
.
|
\
|
N
+ =
4
1

C
f
F
L Q
m
|
|
|
|
.
|
\
|
N
+ =
4
3
3

= 40.5 +

20 = 40.5 +
20
= 40.5 + 3.2 = 40.5 + 19.2
= 43.7 = 59.7

Hence , Interquartile range = 59.7 43.7
= 16


E) Standard Deviation

MARKS FREQUENCY MIDPOINT, x fx fx
1 20 2 10.5 21 220.5
21 40 4 30.5 122 3721
41 60 25 50.5 1262.5 63756.25
61 80 9 70.5 634.5 44732.25
81 100 0 90.5 0 0
= 40 = 2040 =112430

Mean,
f
fx
x
E
E
=
=
40
2040

= 51
Standard Deviation =

( )
2
2
x
f
fx
|
|
.
|
\
|
= o

( )
2
51
40
112430
=

2601 5 . 2811 =
51 . 14 =


Part 3: Number 2

MARKS FREQUENCY MIDPOINT,
x
fx fx
1 20 2 10.5 21 220.5
21 40 4 30.5 122 3721
41 60 25 50.5 1262.5 63756.25
61 80 9 70.5 634.5 44732.25
81 100 1 90.5 90.5 8190.25

41 = Ef

5 . 2130 = Efx
2
fx E =120620.25

Mean,
f
fx
x
E
=
Standard Deviation,

( )
2
2
x
f
fx
|
|
.
|
\
|
= o

5 . 2130 = Efx

( )
2
96 . 51
41
25 . 120620
=

41 = Ef
= 15.56

41
5 . 2130
=

= 51.96


Further Exploration
1.Calculating Method .
Arranging the marks obtained by 40 students in magnitude
13 15 18 25 35 37 38 38 39 40
40 40 41 42 42 45 46 46 47 48
48 48 50 50 52 52 53 53 55 57
57 58 59 63 64 66 67 71 71 71

Top 20% students
8 40
100
20
=
The top 8 students that has the higher mark get the reward. That is 57, 58, 59, 63, 64, 66, 67,
71, 71, 71.
=The lowest mark for this group is 57


2.
My Class Mr.Mas Class

Mean,

47.5

76.79

Standard
Deviation

13.65

10.36

Based on the table above, My class have the smaller value of Mean (47.5) than Mr.Mas
class (76.79). Especially, the value of Standard Deviation Mr.Mas class is smaller (10.36) than
My class (13.65).
So, We can see Mr.Mas class is better than My class. It is because in mathematics
theory, it tells that it is better if the value of Standard Variation is small and the mean value is
bigger.


Reflection

While I was conducting this project , a lot of information I have found. Now, I know how
statistic appear in our daily life.
Other than that, this kind of project encourages me and my friend to cooperate looking
for information and sharing it together. This also encourages us to use technology such as
internet to look for the information . Not only that, it improve my thinking skills.
This project also taught me to learn some moral values to be responsible on the works
that are given to me to be completed during the school holidays. I also learned to be more
discipline on time , which I was given about two weeks to finish this project. I also enjoy when
doing this project , this also help to tighten our friendship.
Last but not least, I purposed this project should be continue because it bring a lot of
moral values to student and also understanding of additional mathematics of a student. This will
help my class to improve our performance all at once.

Additional Mathematics

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Additional Mathematics

Uploaded by

Copyright:

Available Formats

1 Additional Mathematics 2013

You might also like