DOMINION MODEL SCHOOLS

MOTTO: THY O LORD IS DOMINION

LESSON NOTE
EDUCATOR’S NAME:

SUBJECT: GENERAL MATHEMATICS

CLASS: SENIOR CLASS (S.S.S.2)

TERM: THIRD TERM ( 3RD TERM )

SESSION: 2023 – ACADEMIC – SESSION

 SUBJECT: GENERAL MATHEMATICS CLASS: SSS 2

SCHEME OF WORK 3RD TERM LESSON NOTE

WEEK TOPICS Learning Objectives: By the end of the lessons, students

S should be able to:
1 Revision of last term’s Review of difficult topics from the second term examinations
work / and welcome test
2 Graph of linear Draw the graph of linear inequalities , illustrates the region
inequalities in two that satisfies inequalities, find the maximum and minimum
variables , simultaneous values of function
equations
3 Application of linear Interpret the practical problems linear inequalities using real
inequalities in real life , life situation , solve problems on linear inequalities to linear
introduction to linear programming
programming
4 Bearings – angles of Solve problem in trigonometric ratio, solve problem in angle
elevation and depression of elevation and depression , define and draw cardinal point
5 Revision work done-in Solve problem in mean , median , mode and range ,
Statistics i.e. mean , calculation of class boundiaries intervals of scores of
median , mode , range grouped data , calculate cumulative frequency , uses
6 Cumulative frequency Illustrate the computed data to draw cumulative frequency
graph , drawing of curve , make estimates from the curve, apply cumulative
cumulative frequency frequency curve to real life situation , present data from
curve( graph) or Ogive capital market, stock market
7 Mid-term break Mid-term test / Open Day
8 Determination of the Determine the mean, median and mode of grouped data, list
mean, median, and mode practical examples of each of them, apply the use of
grouped of frequency probabilities in daily life
data
9 Probability – the dice, List the chance instruments used in probability, explain
coins etc frequency approach to theoretical probabilities, describe
examples , solve sample
10 Addition and Explain mutually exclusive independent and complement
multiplication rules in events with example, solve simple problem on probability ,
probabilities explain the use of probability in different event
11 Review of third term Revisions and Final Promotion Examination
work
12-13 Review of third term Revisions and Final Promotion Examination
work
REFERENCES
UNIFIED SCHEME OF WORK
WEEK: 2 – 3 DAY: SUBJECT:
DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to
1. Draw the graph of linear inequalities
2. Illustrates the region that satisfies inequalities
3. Find the maximum and minimum values of functions
4. Application of linear inequalities – linear programming

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: GRAPH OF LINEAR INEQUALITIES IN TWO VARIABLES

Linear Inequalities in Two Variables

Recall that a linear equation in two variables is an equation that can be written in the form Ax+ By=C where A , B, and C
are real numbers and A and B are not both 0 .

A linear inequality in two variables is an inequality that can be written in one of the following forms:

Ax+ By< C Ax+ By> C

Ax+ By ≤ C Ax+ By ≥ C

where A , B, and C are real numbers and A and B are not both 0 .

An ordered pair is a solution of an inequality in x and y if replacing the variables with the coordinates of the ordered pair
results in a true statement.

Objective 1: Graph a linear inequality in two variables

Consider the linear equation x− y =1 which is graphed below. Recall that all points on the line defined by x− y =1
correspond to ordered pairs that are solutions to the equation.

Notice the line defined by x− y =1 divides the coordinate plane into two half-planes. All points on one side of the line are
solutions to the inequality x− y <1. All points on the other side of the line are solutions to the inequality x− y >1. The line
that separates these two regions, in this case the line defined by x− y =1, is called the boundary line.
Graphing a linear inequality in two variables can be summarized in the following steps.

Graphing a Linear Inequality in Two Variables

Step 1: Replace the inequality symbol with an equal sign and graph the corresponding linear equation.

 Draw a solid line if the original inequality contains a ≥ or ≤ symbol. The solid line means the points on
the line satisfy the inequality.
 Draw a dashed line if the original inequality contains a > or < symbol. The dashed line means the
points on the line do not satisfy the inequality.
Step 2: Choose a test point from one of the half-planes. (Do not choose a point on the line.) Substitute the
coordinates of the test point into the inequality.

Step 3: If a true statement results, shade the half-plane containing this test point. If a false statement results,
shade the half-plane not containing this test point.

Objective 2: Graph a system of linear inequalities

The solution set of a system of linear inequalities is the set of all ordered pairs that satisfy each inequality in the system.

To graph a system of inequalities in two variables, begin by graphing each individual inequality in the same rectangular
coordinate system. Then find the region, if there is one, that is common to every graph in the system. The region of
intersection gives a picture of the system’s solution set.

Linear Functions and Their Graphs

All equations of the form Ax+ By=C are straight lines when graphed, as long as A and B are not both zero. Such
equations are called linear equations in two variables. We can quickly obtain the graph for equations in this form
when none of A, B, or C is zero by finding the points where the graph intersects the x-axis and the y-axis. The x-
coordinate of the point where the graph intersects the x-axis is called the x-intercept. The y-coordinate of the point
where the graph intersects the y-axis is called the y-intercept.
Objective 1: Using intercepts to graph a linear equation

Algebraically finding x-intercepts and y-intercepts given a linear equation in two variables

Finding the x-intercept: Set y equal to 0 and solve the equation for x.

Finding the y-intercept: Set x equal to 0 and solve the equation for y.

An equation of the form A x +By=C can be graphed by finding the x- and y- intercepts, plotting the intercepts, and drawing a
straight line through these points.

Objective 2: Graph horizontal or vertical lines

All horizontal lines have equations of the form y=b.

All vertical lines have equations of the form x=a .

Systems of Linear Equations in Two Variables
Objective 1: Determine whether an ordered pair is a solution of a linear system

A system of linear equations in two variables is the collection of two linear equations considered simultaneously. The
solution to a system of equations in two variables is the set of all ordered pairs for which both equations are true.

Consider the following three systems of linear equations in two variables.

Notice in each of the three systems above that different variables were used. It does not matter what we call the two
variables provided that both equations are linear. According to the definition of a system of linear equations in two variables,
the solution is the set of all ordered pairs for which both equations are true.

A solution to a system of linear equations in two variables is an ordered pair that satisfies both equations in the
system.

Objective 2: Solve linear systems by graphing

The solution to a system of linear equations can be found by graphing both equations in the same rectangular coordinate
system. For a system with one solution, the coordinates of the point of intersection of the lines is the system’s solution.
We will learn two algebraic methods used for solving linear systems involving two equations and two variables. These
methods are known as the substitution method and the addition (or elimination) method.

Objective 3: Solve linear systems by substitution

The substitution method involves solving one of the equations for one variable in terms of the other, then substituting that
expression into the other equation. The substitution method can be summarized in the following steps.

Solving a System of Equations by the Method of Substitution

Step 1: Choose an equation and solve for one variable in terms of the other variable.

Step 2: Substitute the expression from step 1 into the other equation.

Step 3: Solve the equation in one variable.

Step 4: Substitute the value found in step 3 into one of the original equations to find

the value of the other variable.

Step 5: Check the proposed solution in both of the system’s given equations.

Objective 4: Solve linear systems by the Addition Method

Another method used to solve a system of two equations is called the addition or elimination method. This method involves
adding the two equations together in an attempt to eliminate one of the variables. To accomplish this task, the coefficients of
one of the variables must differ only in sign. This can be done by multiplying one or both of the equations by a suitable
constant. The addition / elimination method can be summarized in the following steps.

Solving a System of Equations by the Method of Addition

Step 1: If necessary, rewrite both equations in the form Ax+ By=C .

Step 2: Multiply one or both equations by an appropriate nonzero constant so that the

sum of the coefficients of one of the variables is zero.

Step 3: Add the two equations together to obtain an equation in one variable.

Step 4: Solve the equation in one variable.

Step 5: Substitute the value obtained in step 4 into one of the original equations to

solve for the other variable.

Step 6: Check the solution in both of the original equations.

Linear Programming

Linear programming is a method for solving problems in which a particular quantity that must be maximized or minimized is
limited or restricted by other factors.
Linear programming is one of the most widely used tools in management science. It helps businesses allocate resources to
manufacture products in a way that will maximize profit. Profit can be modeled as a function.

An algebraic expression in two or more variables describing a quantity that must be maximized or minimized is called an
objective function. In the example above, the profit equation would be the objective function.

A system of linear inequalities is used to represent restrictions, or constraints, on the function that must be maximized or
minimized.

Objective 1: Use graphs to determine the maximum and the minimum of an objective function

The maximum and minimum values of the objective function occur at one or more of the corner points of the graph of the
system of constraints.

Thus, to find the maximum and minimum of the objective function that is subject to constraints, simply substitute the values
of the corner points of the graphed region into the objective function. Then use those values to determine the maximum
value or minimum value of the objective function.

Objective 2: Use linear programming to solve application problems

The steps to solving a linear programming problem are summarized below.

Solving a Linear Programming Problem

Let z=ax+by be an objective function that depends on x and y. Furthermore, z is subject to a number of constraints on x and
y. If a maximum or minimum value of z exists, it can be determined as follows:

1. Graph the system of inequalities representing the constraints.

Find the value of the objective function at each corner, or vertex, of the graphed region. The maximum and minimum of the
objective function occur at one or more of the corner points.

WEEK: 4 DAY: SUBJECT:

DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to
1. Bearings And Distances
2. Angles of Elevation and Depression

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: BEARINGS

Angle of Elevation
This is the angle formed between the normal eye level and the line through which the observer view an object above.
A

Ө
C B
Angle ACB = Ө = Angle of elevation.

Angle of Depression: This is the angle formed between the eye level of the observer and the object below when the observer is
above the object at view.
Angle ABC = Ө = Angle of Depression. B Ө

AC
The angle of elevation is alternate to the angle of depression and problems involving angles of elevation and depression could
be solved by using the basic trigonometric ratios and in some cases the sine and cosine rule could be applied.
Sine Rule for ∆ ABC; a = b = c
Sin A Sin B Sin C
Cosine Rule: a2 = b2 + c2 – 2bc Cos A
b2 = a2 + c2 – 2ac Cos B
c2 = a2 + b2 – 2ab Cos C
EXAMPLES:
1. A ladder 50m long rests against a vertical wall. If the ladder makes an angle of 65 0 with the ground, find the distance
between the foot of the ladder and the wall.
Solution: Q Ladder = QR, Wall = QP
Distance between the foot of the ladder and the wall = PR

50m Cos 650 = PR

50
Cross multiplying
PR = 50 x Cos 650 = 50 x0.4226
PR = 21.13m

P 650 R
2. The angle of depression of an object on the ground from the top of a tower 60m high is 550. Find the distance between
the foot of the tower and the object to the nearest whole number.
Solution: A
550 Tower = AC, Object = A
Distance between the foot of the tower and
the object = BC

Tan 550 = AC, tan 550 = 60

60m BC BC
Cross multiplying; BC x Tan 550 = 60
BC = 60/tan 550
BC BC = 60/1.428 = 42.02m
BC = 42m (nearest whole number)
EVALUATION
From the top of a building 10m high, the angle of elevation of a stone lying on the horizontal ground is 70 0. Calculate correct to
1 decimal place, the distance of the stone from the foot of the building and the distance of the stone from the top of the building.

FURTHER EXAMPLES:
1. The angle of elevation of the top of a vertical pole from a height 1.54m above a horizontal ground is 40 0. The foot of the
pole is on the same horizontal ground and the point of observation is 20m from the pole. Calculate correct to 3
significant figures. (i) the height of the pole (ii) the angle of depression of the foot of the pole from the point of
observation.
Solution:E
Pole = BE, AD = Point above the ground.
400
D C
1.54m

A B
 20m
(i) BE = Height of the pole = BC + CE
BC = AD = 1.54m, AB = CD = 20m (opposite & parallel sides).
To obtain CE, using triangle CDE;
Tan 400 = CE/CD, Tan 400 = CE/20
Cross multiplying; CE = 20 x tan 400 = 20 x 0.8391
CE = 16.782m
Therefore, Height of the pole (BE) = 1.54 + 16.782 = 18.322m
= 18.3m (3 sig. fig)
(ii) Angle of depression of the foot of the pole from point D:
Using ∆ BDC, Tan Ө = 1.54/20
Ө = tan-1(0.077) = 4.410
2. A boy observes that the angle of elevation of the top of a tower is 320. He then walks 8m towards the tower and then
discovers that the angle of elevation is 430. Find the height of the tower to the nearest metre.
Solution:
A

320 430
D 8m C x B
Height of the tower is AB, using ∆ACB, Tan 430 = AB/x
AB = x tan 430 ……………………eqn 1
0
From ∆ ADB, Tan 32 = AB/(8 + x)
AB = (8 + x) tan 320 ……………………eqn 2
Equating the two equations: x tan 430 = (8 + x) tan 320
x tan 430 = 8tan 320 + x tan 320
x tan 430 – x tan 320 = 8tan 320
x(tan 430 – tan 320) = 8 tan 320
x= 8 tan 320
tan 430 – tan 320
x= 8 x 0.6249 = 4.9992
0.9325 – 0.6249 0.3076
x = 16.252m
Height of the tower = AB = x tan 430 = 16.252 x 0.9325 = 15.15499m
Height of the tower = 15.2m

EVALUATION
The feet of two vertical pole of height 3m and 7m are in line with a point P on the ground, the smaller pole being between the
taller pole and P and at a distance of 20m from P. The angle of elevation of the top (T) of the taller pole from the top (R) of the
smaller pole is 300. Calculate:
(a) Distance RT (b) Distance of the foot of the taller pole from P, correct to 3 significant figures.
(b) Angle of elevation of T from P, correct to one decimal place.

BEARING AND DISTANCES

Bearings can be defined as the angular relationships between two or more places. Bearings are specified in two ways:

Cardinal Points: It is specified in reference to the north and south. E.g N45 0E, S600W
 N
Example P
Taking O as the starting point.
60 o NOP = 600 is the bearing N600E
SOQ= S470W
W E

47o

Q S
Three Digits Notation: Bearing is also specified in three digits notation. E.g 0600, 0780,1350,2250 e.t.c

Example1. Indicate the following bearing on the cardinal point (a) 0800 (b) 2100
Solution N N
0
(a) 080 , ( b) 2100
80o 210o E
W E W
S
S
2. Write each of the following in three digit notation. (a) S 700E (b) N400W
Solution:
N
(a)S 700E

W E
o
70

S
It is equivalent to 1100
N
(b) N 400W
40o
W E

S
It is equivalent to 3200

Evaluation
Find the equivalent of the following in three digit notation. 1. S 750W 2. N 350E 3.S 300E 4.N620W

Bearing of One Point from Another;

It is possible to determine the bearing of one point or location from another point, if the starting point is known.

Examples
1.Find the bearing of A from B if B from A is 1400.
Solution;
A from B = ? B from A = 1400

A 140o

50 90
B
90 90
A from B =2700 + 500 =3200
2.If the bearing of P from Q is 0750, find the bearing of Q from P.
Solution;
P
P from Q = 0750

75o R from P = 180 + 75

= 2550
75o
Q

Evaluation: Find the bearing of X from Y, if Y from X is 2100.

The Sine rule and Cosine rule are the basic rule used to solve bearing related problems.
Sine rule; Sin A = Sin B = Sin C or a = b = c
a b c Sin A Sin B Sin C
Cosine rule; c2 = a2 + b2 – 2abCosC
a2 = b2 + c2 – 2bcCosA
b2 = a2 + c2 – 2acCosB
Examples
1. A fly moves from a point U on a bearing of 0600, to a point V 20m away. It then moves from the point V on a bearing of 1300,
to a point W. If the point W is due east of U. Find the distance of the point V from W and U from W.
Solution
V
130o

20m 60 50
110o
60o
U 30o 40o

U + V + W = 1800 ( sum of angles in a ∆ )

W = 1800 – 300 – 1100, W = 400
To find the distance V from W, using sine rule; Sin U = Sin W
u w
sin 300 = sin 400
u 20, u = 20 sin 300
sin 400
u = 15.56mdistance V from W = 15.6m (3 s.f)
Distance u from w; sin U = sin V
u v
sin 30 = sin 1100
15.6 v

v = 15.6 x sin 1100 v = 29.32

sin 30
hence, distance of u from w = 29.3m (3 s.f).

2.A village R is 10km from a point P on a bearing 0250 from P. Another village A is 6km from P on a bearing 1620. Calculate
(a) distance of R from A (b)the bearing of R from A.
Solution: R

10km

P 25o
137o
18
18
 A
(a) Distance R from A, using cosine rule: p2 = q2 + r2 – 2qr Cos P
P2 = 102 + 62 – 2(10 x 6) Cos 1370
P2 = 100 + 36 – (120) x( -0.7314)
P2 = 136 + 87.768
P = √223.768, p = 14.96km
Distance R from Q = 15km approximately.

(b)Bearing of R from Q, Let the bearing be x, to find x, find A first

Sin Q = Sin P
a p
Sin A = Sin 1370
10 14.96
Sin Q = 10 x Sin1370
14.96
Q = sin-10.4559, Q = 27.10
But, Q = 18 + x
27.10=18+x
x=27.10 – 18=09.10
The bearing of R from Q is 0090.

Evaluation
City A is 300km due east of city B.City C is 200km on a bearing of 1230 from city B.How far is it from C to A?

General Evaluation:
1)Find the corresponding bearing of the following: (a)N640W (b)0640 (c)S420E (d) 2340
2)If the bearing of X from Y is N640W.Find the bearing of Y from X.
3)A boat sails 6km from a port X on a bearing of 0650 and thereafter 13km on a bearing of 1360. What is the distance and
bearing of the boat from X.
4. Find the angle of elevation to the nearest degree of the top of a church tower 180m high from a point on the ground 75m from
its foot.

Revision Questions
1 From a place 400m north of X, a student walks eastward to a place Y which is 800m from X. What is the bearing of X from Y
2 In a circle of radius 18cm, two radii form an angle of 1500 at the centre from point X and Y on the circumference. Find correct
to three significant figure
(a) the length of the chord XY
(b) the length of the major arc
(c) the area of the minor segment

Reading Assignment
Essential Mathematics SSS2, pages 195-197, nos 1-10.

Weekend Assignment
Objectives
1. What is the equivalent of S700E in three digit notation? A. 1100 B. 0700 C.1200 D.1000
2. If the bearing of P from R is 0650, what is R from P? A. 2300 B.2450 C. 1200 D 0250
3. Express the true bearing 2100 as a compass bearing. A S300W B S600W C.N300W D.S600E
4. Town Q is on a bearing 2100 from town P, town R is on a bearing 1500 from town P and R is east of Q. The distance between
R and P is 10km. Find the distance between R and Q. A. 10km B. 20km C.30km D. 40km
5. What is the bearing of M from N, if the bearing of N from M is 3150? A.0650 B. 0150 C. 0450 D. 0250

Theory
1. P, Q and R are points in the same horizontal plane. The bearing of Q from P is 1500 and the bearing of R from Q is 0600. If |
PQ| = 5m and |QR| = 3m. Find the bearing of R from P correct to the nearest degree.
2.The angles of elevation of the top T, of a tower, 25m high are observed from point A at the top of a building to be 38 0 and
from point B at the bottom of the building to be 65.40. If the tower and the building are on the same horizontal level, calculate
(a) BT (B) the height of the building. Give your answers correct to 3 s.f.
WEEK: 5 DAY: SUBJECT:
DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to
1. Meaning of Statistics data e.g. mean , median , mode , range,
2. Solving problem on mean, median , mode and arrange

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: STATISTICS I.E. MEAN, MEDIAN , MODE , RANGE

MEAN, MEDIAN AND MODE OF GROUPED DATA

MEAN: The arithmetic mean of grouped frequency distribution can be obtained using:
Class Mark Method:
X = ∑ fx/∑ f where x is the midpoint of the class interval.

Assumed Mean Method: It is also called working mean method. X = A + (∑ Fd/∑f)

Where, d = x – A, x = class mark and A = assumed mean.

EXAMPLE: The numbers of matches in 100 boxes are counted and the results are shown in the table below:

Number of matches 25 - 28 29 - 32 33 - 36 37 - 40
Number of boxes 18 34 37 11
Calculate the mean (i) using class mark (ii) assumed mean method given that the assumed mean is 30.5.

Solution:
Class interval F X FX d=x-A Fd
25 - 28 18 26.5 477 - 4 - 72
29 - 32 34 30.5 1037 0 0
33 - 36 37 34.5 1276.5 4 148
37 - 40 11 38.5 423.5 8 88
Total 100 3214 164

(i) Class Mark Method: X = ∑ fx/∑ f = 3214/100 = 32. 14 = 32 matches per box (nearest whole no)
(ii) Assumed Mean Method: X = A + (∑ Fd/∑f)
= 30. 5 + (164/100) =30.5 + 1.64
= 32.14 = 32 matches per box (nearest whole number)
EVALUATION:
Calculate the mean shoe sizes of the number of shoes represented in the table below using (i) class mark (ii) assumed mean
method given that the assumed mean is 42.
Shoe sizes 30 - 34 35 - 39 40 - 44 45 - 49 50 - 54
No of Men 10 12 8 15 5

MODE
The mode of a grouped frequency distribution can be determined geometrically and by interpolation method.
Mode from Histogram: The highest bar is the modal class and the mode can be determined by drawing a straight line from the
right top corner of the bar to the right top corner of the adjacent bar on the left. Draw another line from the left top corner to the
bar of the modal class to the left top corner of the adjacent bar on the right.

Example:
The table gives the distribution of ages of students in an institution.
Ages(year) 16 - 18 19 - 21 22 - 24 25 - 27 28 - 30
 No of Students 18 30 35 24 13
Draw a histogram and use your histogram to estimate the mode to the nearest whole number.

Solution:
Class Interval (Ages) F Class Boundary
16 - 18 18 15.5 - 18. 5
19 - 21 30 18.5 - 21.5
22 - 24 35 21.5 - 24.5
25 - 27 24 24.5 - 27.5
28 - 30 13 27.5 - 30.5

35

30

25

20

15

10

0
15.5 18.5 21.5 24.5 27.5 30.5 Histogram
Modal class = 22 - 24
Mode = 21.5 + 0.9 = 22.4, approximately 22 yrs.

MODE FROM INTERPOLATION: The mode can be obtained using the formula.

Mode = Lm +
[ ∆1
∆1 +∆2]C

Where Lm = lower class boundary of the modal class.

∆1 = difference between the frequency of the modal class and the class before it.
∆2 = difference between the frequency of the modal class and the class after it.
C = class width of the modal class.

Example: Using the table given in the example above:

Modal class = 22 – 24, ∆1 = 35 – 30 = 5, ∆2 = 35 – 24 = 11, C = 3, Lm = 21.5
Mode = 21.5 + 5 3
5 + 11
= 21.5 + (15/16) = 21.5 + 0.9375
= 22.44, approximately 22 yrs.
MEDIAN OF GROUPED DATA: The median of grouped data can be determined from a cumulative frequency curve and
from the interpolation formula.
Median from Cumulative Frequency Curve: The cumulative frequency curve can be used to determine the median.
EXAMPLE: The table below shows the masses of 50 students in a secondary school
Masses (kg) 10 - 14 15 - 19 20 - 24 25 - 29 30 - 34 35 - 39 40 - 44
Frequency 3 7 9 5 11 6 9
a. Prepare a cumulative frequency table for the data.
b. Draw the ogive and use your graph to find the median.
Solution:

50 *
 45
40 *
35 *
30
25 *
20 *
15
10 *
5 *
0

14.5 19.5 24.5 29.5 34.5 39.5 44.5 Upper Class Boundary

Cumulative Frequency Curve Showing the Masses of 50 Students.

To find the median, find (N/2) and check the table on the curve.
Therefore, N/2 = 50/2 = 25th
Check 25th on the cumulative frequency and trace to the upper class boundary.
Median = 29.5 + 0.5 = 30kg

Masses(kg) Frequency Cumulative Upper Class

Frequency Boundary
10 – 14 3 3 < 14.5
15 – 19 7 10 <19.5
20 – 24 9 19 <24.5
25 – 29 5 24 < 29.5
30 – 34 11 35 < 34.5
35 – 39 6 41 < 39.5
40 – 44 9 50 < 44.5
MEDIAN FROM INTERPOLATION FORMULA
Median = L1 + N/2 – cfmC
fm
Where, L1 = lower class boundary of the median class.
Cfm = cumulative frequency of the class before the median class.
Fm = frequency of the median class.
C = class width of the median class.
N = Total frequency

The median class: 30 – 34, L1 = 29.5, cfm = 24, fm = 11, C = 5

Median = 29.5 + 25 - 24 x 5
11
= 29.5 + 5 = 30kg

EVALUATION: Calculate the modal shoe sizes and median of the number of shoes represented in the table below using
interpolation and graphical method.
Shoe sizes 30 - 34 35 - 39 40 - 44 45 - 49 50 - 54
No of Men 10 12 8 15 5

GENERAL EVALUATION:
The table below gives the distribution of masses (kg) of 40 people
Masses (kg) 1-5 6 – 10 11 -15 16 - 20 21 - 25 26 - 30 31 - 35 36 - 40
Frequency 9 20 32 42 35 22 15 5
1. State the modal class of the distribution and find the mode.
2. Draw a cumulative frequency curve to illustrate the distribution.
3. Use the curve in ‘2’ to estimate the median.
4. Calculate the mean of the distribution.

READING ASSIGNMENT
New General Mathematics SSS2,page 160, exercise14a.

WEEKEND ASSIGNMENT
The table gives the frequency distribution of a random sample of 250 steel bolts according to their head diameter, measured to
the nearest 0.01mm.
Diame 23.06 – 23.11 – 23.16 – 23.21 – 23.26- 23.31 – 23.36- 23.41- 23.46-
ter 23.10 23.15 23.20 23.25 23.30 23.35 23.40 23.45 23.50
(mm)
No of 10 20 28 36 52 38 32 21 13
bolts
1. State the median class and calculate the median using interpolation method.
2. Draw the histogram and use it to estimate the mode.
Calculate the mean value using a working mean of 23.28mm.

LESSON TWO

Calculation of Range, Median and Mode of Grouped data

RANGE: This is defined as the difference between the HIGHEST variable and the LEAST variable.

Example: Find the range of the following distribution: 2.2, 2.5, 2.2, 1.6, 1.8, 2.7,and 1.4
Solution: Range= Highest score – Lowest score
Highest score = 2.8
Least score = 1.4
Range = 2.8 – 1.4 = 1.4
The above example is ungrouped data; therefore, the range is as simple as that.
To find the range from Grouped, just identify the highest (Upper) class interval and the Least (Lower) Class interval and find
the difference.

Example 1: find the range of the distribution:

1-10 11-20 21-30 31- 40 and 41- 50
Highest = 50
Least = 1
Range = 50 – 1 = 49

THE MEAN: This is also known as Arithmetic mean, it is denoted with the symbol X.Simply put, arithmetic mean is also
known as average.
For simple data, Such as: EXAMPLE (1) 2.2, 2.5, 2.2, 1.6, 1.8, 2.7, and 1.4, to calculate the arithmetic mean,the required
formula is the same as that of the average: e g
MEAN = SUM OF THE ALL VARIABLES/SCORES
NUMBER VARIABLES/SCORES

2.2 + 2.5 + 2.2 + 1.6 + 1.8 + 2.7 + 1.4 = 14.4 = 2.06

7 7
The basic formular for the calculation of the arithmetic mean is given below:
X = ∑Fx where,∑ (Sigma) means summation.
∑F

Hence,Mean (X) = Sum of the product of the frequency and scores

Sum of the frequencies

EXAMPLE 2: The table below gives the scores of a group of students in a mathematics test

SCORES 2 3 4 5 6 7
Number of Students 2 4 7 2 3 2
Calculate the mean mark of the distribution:
Solution (Method,1)
Mean = ∑Fx= ( 2X 2) + (3 X 4) + (4 X 7) + ( 6X 3) + ( 7X2)
∑F 2+4+7+2+3+2

= 4 + 12 + 28 + 18 + 14
20
= 86 = 4.3
20
(Method 2): A simple frequency distribution may be constructed
SCORES FREQUENCY(f) Fx
2 2 4
3 4 12
4 7 28
5 2 10
6 3 18
7 2 14
∑f = 20 ∑fx= 86

∑fx= 86 and ∑ = 20
therefore,Mean = 86 = 4.3
20
ARITHMETIC MEAN FROM GROUPED DATA:
To calculate the arithmetic mean from grouped data, a frequency table is necessary, only the Class intervals, frequencies, class
marks(Mid Mark) and fx column is required.
EXAMPLE 3:The distributions of the waiting time for some students in a school is given as follows:

Waiting Time (minuetes) Number of customers

1.5 – 1.9 3
2.0 – 2.4 10
2.5 – 2.9 18
3.0 – 3.4 10
3.5 – 3.9 7
4.0 – 4.4 2
Calculate the mean time of the distribution:
Solution: Prepare a simple frequency distribution table for a grouped data:
Time intervals Mid Time (x) No of Students Fx
(Minuetes) Frequencies
1.5 – 1.9 1.7 3 5.1
2.0 – 2.4 2.2 10 22.0
2.5 – 2.9 2.7 18 48.6
3.0 – 3.4 3.2 10 32.0
3.5 – 3.9 3.7 7 25.9
4.0 – 4.4 4.2 2 8.4
∑ f = 50 ∑fx=142.0

Mean Time (Average Time) = ∑fx= 142.0 = 2.8 minutes

∑f 50

THE MODE
The mode is the variable or score with the highest frequency. The variable with the highest occurrence or which appears most in
an event is known as the MODE.

EXAMPLE: Determine the modal mark in the distribution table:

Marks 4 5 6 7 8 9 10
Frequency 5 3 2 6 5 1 3

Solution: Modal mark = 7 with the frequency of 6.

It is possible to record more than one variable as the modal mark.When only one number appears most (as mode) it is said
UNIMODAL.When two numbers appears as the mode it is said to be BIMODAL and when more than two numbers appear as
mode it is said to be MULTIMODAL.

THE MEDIAN
Median is the number(s) which appears at the middle.It is possible for two numbers to appear at the middle,especially when the
total variable is even number,in such a case,the average of the two mid numbers,is calculated as the MEDIAN.it must be noted
that before the median is picked or calculated,the variables or scores must be arranged in an order of magnitude.i.e,ascending or
Descending Order of Magnitude.

EXAMPLE: Calculate the median of the distribution:

2, 6, 4, 5, 5, 8, 8, 6, 6, 5, 9, 9, 2, 7, 4, 6, 3, 5, 6, 2, 7, 2, 9, 8, 10,6
Steps in the variables in an order of magnitude
:2,2,2,2,3,4,4,5,5,5,5,6,6,6,6,6,6,7,7,8,8,8,9,9,9,10 calculating MEDIAN from ungrouped (even) variables
STEP (i) Rearrange
STEP(ii),Divide total number by 2. i.e,26/2=13.
STEP (iii) Count 13 numbers from both left and right
STEP (iv) subtract one from each, result is 12.Hence 12 numbers are then counted from both left and right as shown below:
2,2,2,2,3,4,4,5,5,5,5,6, 6,6 ,6,6,6,7,7,8,8,8,9,9,9,10
From the above, two numbers are at the centre (6, 6) therefore the average of these numbers is the

median= 6 + 6 = 12 = 6. Therefore,median = 6
2 2
EXAMPLE: 2
Find the median of the scores below:
2.0, 1.8, 3.9, 4.5, 2.6, 3.7, 5.0, 2.1 and 3.3
Solution:
Rearranging the scores: 1.8, 2.0 ,2.1, 2.6, 3.3, 3.7, 3.9, 4.5, 5.0
There are nine scores in all; 9/2= 4.5
Counting four numbers from both left and right 1.8, 2.0 ,2.1, 2.6, 3.3, 3.7, 3.9, 4.5, 5.0
MEDIAN = 3.3

MEDIAN FROM TABLES:

EXAMPLE 3: The table shows the marks scored by SSS 1 students in a mathematics test
 MARK 4 5 6 7 8 9 10
FREQUENCY 5 3 2 6 5 1 3
Find the median
Make a table as follows:
Marks ( x ) Frequency (f)
4 5
5 3
6 2
7 6
8 5
9 1
10 3

Position of Median = ∑f + 1 = 25 + 1 = 26 = 13
2 2 2

Counting down the frequency column as shown on the above table,the position of the median (i.e,13 th position) occurs opposite
7.
Thus the median mark = 7

EVALUATION:
The table gives the frequency distribution of marks obtained by a group of students in a test
Marks 3 4 5 6 7 8

Frequency 5 X–1 x 9 4 1
If the mean mark is 5 (a) Calculate the value of x
(b)Find the (i) mode (ii) Median (iii) Range of the distribution

WEEKEND ASSIGNMENTS
OBJECTIVES
1. Which of the following is the same as the arithmetic mean of a distribution?A.Mean deviation B. average C. Ordinary mean
D. Percentage
2. A bundle of tally consists of ____________ strokes?A.12 B. 10 C. 5 D. 4
3. Frequency is defined as the…………………………..A.The number of times a variable occur in a distribution B. The
number of bundles in a cell of tallies C. The highest occurrence scores D. The average score
4. The range of the distribution: -2,3,3,1,1.7,2.4 and 2.6 is _____ ? A. 4 B. 0.6 C. 4.6 D. 3.5
5. `Find the average age of the following distribution:1.23,2.32,1.17,2,3.11,2.11and2.12

THEORY
1. A group of students were asked to state their year of birth,the results are as follows
1990 1992 1990 1989 1991 1990
1990 1988 1990 1989 1989 1991
1992 1992 1990 1989 1988 1990
1991 1991 1990 1988 1992 1991
1990 1990 1992 1991
(a) prepare a frequency table for this data
(b) which year of birth has this highest frequency
(c) what fraction and percentage of the student were born in 1990 and above

2. The height in meters of student in sss1 class in a certain secondary school were given as follows
1.3 1.3 1.2 1.4 1.2 1.5 1.5 1.4 1.3 1.6
1.6 1.5 1.3 1.6 1.3 1.4 1.5 1.3 1.2 1.1
1.3 1.2 1.5 1.5 1.4 1.3 1.2 1.4 1.6 1.5
1.4 1.5 1.2 1.1 1.6 1.5 1.5 1.5 1.5 1.4
1.2 1.3 1.4 1.5 1.4 1.5 1.5 1.4 1.3 1.2
1.5 1.5
(a) Prepare a frequency distribution table for this data
(b) How many student are in sss1?
(c) What is the different between the highest and lowest height in cm?
 (d) How many student are more than 1.3 m tall?
(e) What percentage of the student are 1.3 m tall and less?
State whether the data is discrete or continuous

WEEK: 6 DAY: SUBJECT:

DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to
1. Illustrate data to draw Cumulative Frequency curve / table.
2. Make estimate from the curve / table
3. Present data , Cumulative Frequency Curve.

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: CUMULATIVE FREQUENCY GRAPH

Cumulative Frequency Curve

The cumulative frequency curve is also called the OGIVE. It is the graph of the cumulative frequency against the upper class
boundary.

Example
The table below shows the height of 200 people who were randomly picked.
Heights(cm) 145 - 150 - 155 - 160 - 165 - 170 - 174 175 -
149 154 159 164 169 179
Frequency 5 18 50 29 80 14 4
Construct for the distribution above, a cumulative frequency curve.

Solution:
Heights Freque Cumulative Upper
ncy Frequency Class
Boundary
145 – 149 5 5 < 149.5
150 – 154 18 23 < 154.5
155 – 159 50 73 < 159.5
160 – 164 29 102 < 164.5
165 – 169 80 182 < 169.5
170 – 174 14 196 < 174.5
175 – 179 4 200 < 179.5
 Cummulative Frequency Cruve: Showing the heights of 200 People
200
180
160
CummulativeFrequency

140
120
100
80
60
40
20
0
149.5 154.5 159.5 164.5 169.5 174.5 179.5
Upper Class Boundaries
EVALUATION
The table shows the masses of a various quantities of maize sold by a farmer during the year 1985.
Mass (kg) 40 - 43 44 - 47 48 - 52 - 55 56 - 60 - 63 64 -67 68 - 71
51 59
Frequency 7 18 32 48 41 28 17 19
(a) Draw a cumulative frequency table. (b) Using a scale of 2cm to 4 kg on the x – axis and 2cm to 20units on the y – axis,
draw the cumulative frequency curve.

GENERAL EVALUATION
Given the frequency distribution below. Draw a histogram and a cumulative frequency curve.
Height (cm) 160 - 164 165 - 169 170 - 174 175 - 179 180 - 184 185 - 189 190 - 194
Frequency 10 25 40 56 44 20 5

READING ASSIGNMENT
New General Mathematics SSS2, page164, exercise 14b.

WEEKEND ASSIGNMENT
The following table shows the distribution of the masses of 120 logs of wood, correct to the nearest kg.
Masses (kg) 15 - 24 25 - 34 35 - 44 45 - 54 55 - 64
Frequency 14 54 24 26 2
1. Draw a histogram for the distribution.
2. Make a cumulative frequency table for the distribution.
3. Draw a cumulative frequency curve for the distribution.
4. Use the graph to find the a. semi-interquartile range.b. 60th percentile.

WEEK: 7 MID-TERM BREAK / MID- TERM TEST / OPEN DAY

WEEK: 8 DAY: SUBJECT:
DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to
1. Determine the mean , median mode of grouped data

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: DETERMINATION OF THE MEAN, MEDIAN AND MODE OF GROUPED FREQUENCED DATA

ARITHMETIC MEAN FROM GROUPED DATA:

To calculate the arithmetic mean from grouped data, a frequency table is necessary, only the Class intervals, frequencies, class
marks(Mid Mark) and fx column is required.
EXAMPLE 3:The distributions of the waiting time for some students in a school is given as follows:

Waiting Time (minuetes) Number of customers

1.5 – 1.9 3
2.0 – 2.4 10
2.5 – 2.9 18
3.0 – 3.4 10
3.5 – 3.9 7
4.0 – 4.4 2

Calculate the mean time of the distribution:

Solution: Prepare a simple frequency distribution table for a grouped data:
Time intervals Mid Time (x) No of Students Fx
(Minuetes) Frequencies
1.5 – 1.9 1.7 3 5.1
2.0 – 2.4 2.2 10 22.0
2.5 – 2.9 2.7 18 48.6
3.0 – 3.4 3.2 10 32.0
3.5 – 3.9 3.7 7 25.9
4.0 – 4.4 4.2 2 8.4
∑ f = 50 ∑fx=142.0

Mean Time (Average Time) = ∑fx= 142.0 = 2.8 minutes

∑f 50

THE MODE
The mode is the variable or score with the highest frequency. The variable with the highest occurrence or which appears most in
an event is known as the MODE.

EXAMPLE: Determine the modal mark in the distribution table:

Marks 4 5 6 7 8 9 10
Frequency 5 3 2 6 5 1 3

Solution: Modal mark = 7 with the frequency of 6.

It is possible to record more than one variable as the modal mark.When only one number appears most (as mode) it is said
UNIMODAL.When two numbers appears as the mode it is said to be BIMODAL and when more than two numbers appear as
mode it is said to be MULTIMODAL.

THE MEDIAN
Median is the number(s) which appears at the middle.It is possible for two numbers to appear at the middle,especially when the
total variable is even number,in such a case,the average of the two mid numbers,is calculated as the MEDIAN.it must be noted
that before the median is picked or calculated,the variables or scores must be arranged in an order of magnitude.i.e,ascending or
Descending Order of Magnitude.

EXAMPLE: Calculate the median of the distribution:

2, 6, 4, 5, 5, 8, 8, 6, 6, 5, 9, 9, 2, 7, 4, 6, 3, 5, 6, 2, 7, 2, 9, 8, 10,6
Steps in the variables in an order of magnitude
:2,2,2,2,3,4,4,5,5,5,5,6,6,6,6,6,6,7,7,8,8,8,9,9,9,10 calculating MEDIAN from ungrouped (even) variables
STEP (i) Rearrange
STEP(ii),Divide total number by 2. i.e,26/2=13.
STEP (iii) Count 13 numbers from both left and right
STEP (iv) subtract one from each, result is 12.Hence 12 numbers are then counted from both left and right as shown below:
2,2,2,2,3,4,4,5,5,5,5,6, 6,6 ,6,6,6,7,7,8,8,8,9,9,9,10
From the above, two numbers are at the centre (6, 6) therefore the average of these numbers is the

median= 6 + 6 = 12 = 6. Therefore,median = 6
2 2
EXAMPLE: 2
Find the median of the scores below:
2.0, 1.8, 3.9, 4.5, 2.6, 3.7, 5.0, 2.1 and 3.3
Solution:
Rearranging the scores: 1.8, 2.0 ,2.1, 2.6, 3.3, 3.7, 3.9, 4.5, 5.0
There are nine scores in all; 9/2= 4.5
Counting four numbers from both left and right 1.8, 2.0 ,2.1, 2.6, 3.3, 3.7, 3.9, 4.5, 5.0
MEDIAN = 3.3

MEDIAN FROM TABLES:

EXAMPLE 3: The table shows the marks scored by SSS 1 students in a mathematics test
MARK 4 5 6 7 8 9 10
FREQUENCY 5 3 2 6 5 1 3
Find the median
Make a table as follows:
Marks ( x ) Frequency (f)
4 5
5 3
6 2
7 6
8 5
9 1
10 3

Position of Median = ∑f + 1 = 25 + 1 = 26 = 13
2 2 2

Counting down the frequency column as shown on the above table,the position of the median (i.e,13 th position) occurs opposite
7.
Thus the median mark = 7

EVALUATION:
The table gives the frequency distribution of marks obtained by a group of students in a test
Marks 3 4 5 6 7 8

Frequency 5 X–1 x 9 4 1
If the mean mark is 5 (a) Calculate the value of x
(b)Find the (i) mode (ii) Median (iii) Range of the distribution
WEEK: 9 DAY: SUBJECT:
DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to
2. Definition of terms
3. Events and outcome (measuring probability)
(a) Experimental probability
4. (b) Theoretical probability

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: PROBABILITY

DEFINITION OF TERMS
(i)Event: When an experiment is performed two or more results or outcomes will be expected to happen. Each attempt is called
a trial and the outcome of a trial and the outcome of a trial is called an event, usually denoted by E.
(ii)Random Experiment: A random experiment is a repetitive process which may result in any one of the possible outcomes of
the experiment OR:
(iii)Sample space: The sample space of a random experiment is the set containing all the possible outcomes of the experiment
OR:
Sample space is all the possible outcomes of a trail in an experiment usually denoted by S.
(iv)The number of the points in a sample space n(s), and in an event, E is n(E).

Examples
1. When a coin is tossed twice, all the possible outcomes i.e. the sample space
S = {HH, HT,TH, TT}
 n(s) = 4
2. If a die is cast once, there are six outcomes.
 the sample space , S = {1, 2, 3, 4, 5, 6}
 n(S) = 6
Suppose an event E that an even number is thrown,
then E = {2, 4, 6} and n(E) = 3.
3. A box contain 16 red, 6 white, and 18 blues balls.
The sample spaces, S = {16 + 6 + 18) balls
n (S) = 40
4. When a die is tossed twice, the outcome of the first toss S1 = (1, 2, 3, 4, 5, 6) does not influence the outcome of the
second throw. S2 = (1, 2, 3, 4, 5, 6). The two outcomes are independent of each other. For instance, the chance of throwing a5 in
the first toss is 1/6 does not influence the chance of the throw of 2 in the second toss (i.e. 1/6); they are Independent Event.

Equally likely events: Two or more events are said to be equally likely to happen if the chance of occurrence of each of the
same.e.g.
1.In the throw of a die, there are six equally likely outcomes, S = {1, 2, 3, 4, 5, 6} the change of each occurring is 1 out of 6 c.c.
1
/6.
2.From a pack of 52 cards, the chance of picking any of the cards at random is 1/52.

PROBABILITY
The probability of an event is the chance of its occurrence, that is the likelihood of the event happening with respect to the
sample space.
Prob. Of E = number of elements in E___
number of total elements in S
P(E) = n(E)
n(S)

NOTE: Probability of an event lies between 0 and 1 i.e. O<P(E) <1

then the prob. that it will not occur is 1 – P(E).

EVALUATION
1. In a class of 27 boys and 12 girls, what is the probability of picking a girl.
2. A no is chosen at random from 40 to 50, find the probability that it is a prime number.
3. If all 2-digits numbers 00, 01, 02, …….99 are equally likely to be chosen, find the probability that a number picked at
random has 5 as its first digit.

EXPERIMENTAL AND THEORETICAL PROBABILITY

EXPERIMENTAL PROBABILITY
Experimental Prob = no of required outcome
no of possible outcome
Example
A die is rolled 200 times, the outcome obtained are shown below.
No 1 2 3 4 5 6
No. of Outcomes 25 30 45 28 40 32
Find the experimental probability of obtaining (a) 6 (b) 2
(a) P(6) = n(6) = 32 = 4
n(S)200 25 = 0.16
(b) P(2) = n(2) = 30 = 3 = 0.15
n(S) 200 20
Since experimental probability uses numerical records of past events to predicts the future, its predictions are not absolutely
accurate, however the probability of throwing a 2 on a fair 6-sided die is 1/6, since any one of the 6 faces is equally alike. This is
an example of theoretical probability.

THEORETICAL PROBABILITY
Theoretical probability is the assumed value assigned to the occurrence of an event based on the assumption that each of the
elements in the outcome are equally likely to happen i.e. by considering the physical nature of the given situation.

Examples
Tola throws a fair six-sided die, what is the probability that she throws (a) a 9 (b) a 4
(c) a no greater than 2 (d) an even no (e) either 1, 2, 3, 4, 5, or 6?

Solution
a. Since the faces of a six sided die are numbers 1, 2, …6, it is impossible to throw a 9.
 P (9) = 0
b. There is a chance out of 6 chances of throwing 4
 P(4) = 1/6
c. S = {1, 2, 3, 4, 5, 6} , n (S) = 6
no > 2 = {3, 4, 5, 6} , n(<2) = 4
P (no >2) = n(no>2) = 4/6 = 2/3
n(s)

d. There are 3 possible even number S = {1, 2, 3, 4, 5, 6}, n (S) = 6

even no = {2, 4, 6} n (even) = 3
P(even) = n (even) = 3/6 = ½
n (S)
e. Either 1, 2, 3, 4, 5, 6
S = {1, 2, 3, 4, 5, 6} n (S) = 6n (r) = 6.

P(r) = n(r)= 6/6 = 1

n(S)

Example 2
A bag contains 3 red, 5 green and 7 white balls, if a ball is selected from the bag, what is the probability that the ball is green?
Total no. of balls, n(S) = 3 + 5 + 7 = 15
Event E = green balls n(E) = 5
P(E) = n(E) = 5 = 1
n(S) 15 3
EVALUATION
Use the figure below to answer the following:
16 2 3 13
5 11 10 8
9 7 6 12
4 14 15 1

(a) If a number is picked at random from the figure. What is the probability that it is:-
(i) Odd (ii) Prime (iii) even (iv) less than 10
(v) Exactly divisible by 3 (vi) a perfect square (vii) a perfect cube?

(b) If a row or column is picked at random from the figure. What is the probability that the total of its no is(i) 34 (ii)
35

GENERAL EVALUATION
1 A bag contains black balls, 3 green balls and 4 red balls, A ball is picked form the bag at random, what is the probability
that it is
(a) Black (d) yellow (c) Green (d) not black (d) either black ore red
2 A school contains 357 boys and 323 girls, if a student is chosen at random, what is the probability that a girl is chosen.

READING ASSIGNMENT
NGM SSS2, page113-114, exercise11a, numbers 1-12.

WEEKEND ASSIGNMENT
OBJECTIVE
1 What is the probability of throwing a number greater than 4 with a single fair die.
(a) ½ (b) 1/3 (c) 5/6 (d) 2/3
2 A number is chosen at random from the set (11, 12, 13, ….25) what is the probability that the number is odds?(a)
7/15 (b) 8/15 (c) 1/4 (d) 3/4
3 A box contains 8 blues 6 yellow and 10 green balls , one all is picked at random from the box, what is the probability
that the ball is yellow. (a) 1/3 (b)½ (c) 3/4 (d) 5/12
4 A coin is tossed twice, what is the probability of obtaining at least a head
(a) 3/4 (b) 1/3 (c) 2/5 (d) 1/2
5 A letter is chosen at random from the word PROBABILITY, what is the probability that the letter is a vowel? (a)
3/11(b) 4/11 (c) 5/11 (d) 6/11

THEORY
1 Two groups of male students X and Y cast their votes in an election of an officer; he results are as shown in the table
below:

In favour Against
Group X 152 48 200
Group Y 88 62 150
240 110
a. How many students participate in the election?
b. If a student in favour of the officer is selected, what is the probability that he is from group X?
c. A student is choosen at random, what is the probability that he is against the officer?
2 A ltter is choose at random from the alphabet. Find the probability that it is (a) M (b) not A or Z (c) Either P, Q, R, or S
(d) One of the letters of NIGERIA.
WEEK: 10 DAY: SUBJECT:
DATE: TOPIC:
SUBTOPIC: PERIODS: DURATIONS:
LEARNING OBJECTIVES: At the end of the lesson, students should be able to
1. Explain the Meaning of Mutual exclusive event
2. Explain the Meaning of Additional law of probability ,
3. Explain the meaning of Independent event
4. Solve simple problem on probability

KEY VOCABULARY WORDS:

INSTRUCTIONAL MATERIALS: Wall charts, Pictures, Related Online Video, Flash Cards

CONTENT: ADDITION AND MULTIPLICATION RULES OF PROBABILITIES

MUTUALLY EXCLUSIVE AND INDEPENDENT EVENTS

APPLICATION OF TREE DIAGRAM IN SOLVING PROBLEMS

Mutually Exclusive Event

Mutually exclusive events are events which cannot together at the same time. One event will pave way for the other, in such a
case the separate probability are added together probabilities are added to give the combined probability.

Additional Law of Probability

If event A,B,C…. are mutually exclusive, the probability of A or B or C or…. Happening is the sum of their individual
probabilities.
P(A) + P(B) + P(C) + ……..

Note: use the addition law to solve problems that contains the word or or either/or.

Worked Examples:
A bag contains 3 red balls, 4 blues balls 5 white balls and 6 black balls. A ball is picked at
Random, what is the probability that it is either:
(a) Red or blue
(b) Blue or black
(c) Red, white or blue
(d) Blue, white or black
(e) Neither red nor

Solution
P(R) = 3/18 P(B) = 4/18 P(W) = 5/18, P(BK) =6/18
(a)Pro(either red or blue) = 3/18 + 4/18 = 7/18
(b) Pro(blue or black) = 4/18 6/18
= 10/18 = 5/9
(c)P(red white or blue) = P(r) +P(w) + P(blue)
= 3/18 + 4/18 + 5/18
=12/18 = 2/3
(d) P(blue, white or black) = P(blue) + P(white) + P(black)
= 4/18 + 5/18 + 6/18
= 15/18 = 5/6
(e)P(neither Red or blue) = P(R or blue)1
= 1-P(R or blue)
= 1- 7/18
= 11/18
Worked Example 2
A letter is choosen at random from the word “COMPUTER” what the probability that it is
(a) either in the word cut or in the word ROPE
(b) neither in the word MET nor in the word UP?
Solution:
n(s) = 8
(a) P (either word CUT or ROPE) =
P (CUT) + P(ROPE)
= 3/8 + 4/8
= 7/8
(b) P(MET +UP)1 = 1- 5/8 = 3/8

Evaluation
F={2, 3, 7} and T = {10, 20, 30, 40}
(a) If one element is selected at random, from F, write down the probability that it is odd.
(b) If one element is selected at random from T, write down the probability that it is a multiple of 5
(c) If one element is selected at random, from FUT write down the probability of 42 or a multiple of 4

INDEPENDENT EVENT
Independent event are event which have no effect on each other. In such cases the
Separate probabilities are multiplied to give the combined probability.

Product Law
If event A, B, C is independent, the probability of A and B and C and …. Happening is
the product of their individual probabilities P(A) x P(B) x P(c) ……

Note: use the product law to solve problems that contains the words “and” or both/and

Worked Example: A coin is tossed and a die is then thrown what is the probability of getting a
head and a perfect square

Solution
P(H and perfect square)
P(H) = ½
(Perfect square = (1,4)
n (perfect square) = 2
n(s) = 6
P (perfect square) = 2/6 = 1/3
 P (H and perfect square) = `1/2 x 1/3 =
=1/6

WorkedExample 2:
A bag contains 3 black balls and 2 white balls
(a) A ball is taken from the bag and then replaced, A second ball is chosen, what is the probability that
(i) They are both black
(ii) One is black and one is white
(iii) at least one is black
(iv) at most one is black

Solution.
With Replacement
i P(BB) = 3/5 x 3/5 = 9/25
ii Probabilities that one is black and one is white = P(BW) or P(WB)
P(one white one black) = P(BW) + P(WB)
= 3/5 x 2/5 + 2/5 x 3/5

P(BW) or P(WB) = 6/25 + 6/25 = 12/25

iii Prob ( at least one is black) = P( both are black) + P(one is black)
= P(BW) + P (WB) +P(BB)
= 12/25 + 9/25
= 21/25
iv At most one is black means either one is black or non is black i.e one is black or both are white.
P(at most one black) = P(BW) + P(WB) + P(WW)
= 6/25 + 6/5 + 4/25
 = 16/25
Evaluation
A box contains 5 blue balls 3 green balls.
(a) A ball is taken from the box and then replaced.A second is chosen is chosen,what is the probability that (i)they
are both blue (ii)one blue and one is green (iii)at least one is blue

GENERAL EVALUATION
1.A box contains ten marbles,seven of which are black and three are red.Three marbles are drawn one after the
other without replacement.Find the probability of choosing
a) one red,one black and one red marble(in that order).
b) two black marbles
c) at least two black marbles
d) at most two black marbles

READING ASSIGNMENT
NGM SSS2,page115-116, Exercise 11b, 1-10.

WEEKEND ASSIGNMENT
Objectives
1. Two fair dice tossed together at once find the probability that the sum of the outcome is at least 10(a) 1/12 (b)
3/15 (c) 5/36 (d) 2/5
2 form a box containing 2 Red, 6 white and 5 black balls, a ball is randomly selected , what istheprobability that the
selected ball is black.(a) 5/12 (b) 5/13 (c) 4/5 (d) 7/13
3. A bag contains 3 red, 4 black and 5 green identical balls, 2 balls are picked at random one after the other without
replacement, find the prob that one is red and the other is green
(a) 5/22 (b) 7/23 (c) 15/132 (d) 12/13
4. A bag contains 3 white, 6 red and 5 blue identical balls, a ball is picked at random from the bag, what is the prob. that it
is either white or blue? (a) 9/14 (b) 5/14 (c) 4/7 (d) 6/7

5. A bag contains red, black and green identical balls,a ball is picked andReplaced at 100 times.The table
below shows the result of the 100 trails, What is the probability of picking a green ball.

Colour Red Black Green

No. of occurrence 54 30 16
(a)21/25 (b)16 (c)4/25 (d)1/3

THEORY
1. A box contains 5 blue balls, 3 black balls and 2 red balls of the same size. A ball is selected at random, from the box and
then replaced. A second ball is then selected, find the probability of obtaining.
(a) Two red balls
(b) Two blue balls or 2 black balls
(c) One black and one red ball in any order.
2. Solve the same problem if it is without replacement.