ACKNOWLEDGEMENT

Grace be upon to the God, with his blessing, I can finish my Additoinal Mathematics Project Work. Of course, it was very hard work but the project was most interesting. I have learned a lot from it besides having a chance to sharpen my computer skill. But then again, all of this would not have been possible without a few people in my life. Firstly, I would like to thank God with all my heart for helping me to finish my project within the time limit. Thank to God for blessing me with a clear understanding of this project, dedicated teachers, helpful parents and the plentiful resources available to me. Of course, they are just too many blessing that I were to mention them all, the list would never be end. The most important person is none other than my addmaths teacher, PnHanizah Binti Mafoz. She always strive to give us the best. The next person who played major role in helping me to complete my project is my parents, they have been very helpful and extremely supportive of me. I would like also to thank to both of my parents for the financial support they have given to me. Last but not least, I would like to thank to all my friends, especially to my closer friends for giving and sharing information with me. Thank you.

LINEAR LAW It is a tool which will allow you to transform non-straight line equation to straight line equation so that you can plot a straight line. It is about non-linear functions in variables of x and y that can be reduced to linear functions in the form : Y = mX + c where m = gradient, c = Y -intercept & X and Y are expressions in terms of x and /or y. In research work, when two variables are believed to be related, a set of corresponding values is obtained. This set of values can then be used to draw a graph of series of points. If all the points are found to lie on the same straight line, the law relating the two variables can be easily derived (Y = mX + c). This law is used to predict further values which, in turn, serve to confirm the law experimentally. However, not all experimental results obey a simple straight line law. Thankfully, with a little manipulation, most non-linear relationship can be converted to a simple straight line function; and that's where Linear Law comes in.

ARITHMETIC PROGRESSION

In mathematics, an arithmetic progression (AP) or arithmetic sequence is a sequence of numbers such that the difference between the consecutive terms is constant. For instance, the sequence 5, 7, 9, 11, 13, 15 is an arithmetic progression with common difference of 2. If the initial term of an arithmetic progression is and the common difference of successive members is d, then the nth term of the sequence ( ) is given by:

and in general

A finite portion of an arithmetic progression is called a finite arithmetic progression and sometimes just called an arithmetic progression. The sum of a finite arithmetic progression is called an arithmetic series. The behavior of the arithmetic progression depends on the common difference d. If the common difference is:

Positive, the members (terms) will grow towards positive infinity. Negative, the members (terms) will grow towards negative infinity.

GEOMETRIC PROGRESSION

In mathematics, a geometric progression, also known as a geometric sequence, is a sequence of numbers where each term after the first is found by multiplying the previous one by a fixed, non-zero number called the common ratio. For example, the sequence 2, 6, 18, 54, ... is a geometric progression with common ratio 3. Similarly 10, 5, 2.5, 1.25, ... is a geometric sequence with common ratio 1/2. Examples of a geometric sequence are powers rk of a fixed number r, such as 2k and 3k. The general form of a geometric sequence is

where r 0 is the common ratio and a is a scale factor, equal to the sequence's start value.

STATISTICS Statistics is described as a mathematical body of science that pertains to the collection, analysis, interpretation or explanation, and presentation of data,[3] or as a branch ofmathematics[4] concerned with collecting and interpreting data. Because of its empirical roots and its focus on applications, statistics is typically considered a distinct mathematical science rather than as a branch of mathematics.[5][6] Some tasks a statistician may involve are less mathematical; for example, ensuring that data collection is undertaken in a way that produces valid conclusions, coding data, or reporting results in ways comprehensible to those who must use them. Statisticians improve data quality by developing specific experiment designs and survey samples. Statistics itself also provides tools for prediction and forecasting the use of data through statistical models. Statistics is applicable to a wide variety of academic disciplines, including natural and social sciences, government, and business. Statistical consultantscan help organizations and companies that don't have inhouse expertise relevant to their particular questions. Statistical methods can summarize or describe a collection of data. This is called descriptive statistics. This is particularly useful in communicating the results of experiments and research. In addition, data patterns may be modeled in a way that accounts for randomness and uncertainty in the observations. These models can be used to draw inferences about the process or population under studya practice called inferential statistics. Inference is a vital element of scientific advance, since it provides a way to draw conclusions from data that are subject to random variation. To prove the propositions being investigated further, the conclusions are tested as well, as part of the scientific method. Descriptive statistics and analysis of the new data tend to provide more information as to the truth of the proposition.

Part A (a)

Ways to spend my RM100 money aid

Savings Books Stationeries Entertainments Food

18% 6% 50% 8%

18%

PART A C(ii)

(a) It is found that 8 students have saved 50% of the RM100 which is higher compared to the other amounts. (b) It is found that a total of 25 students out of the 40 students in my class,have only managed to save RM50 or less,this shows that the students definitely benefited from this programme. (c) It is found that the number of students who saved less than RM50 outnumbered the number of students who saved more than RM50. (d) It is found that most of the students spent their money wisely by saving in the bank for future or emergency use. (e) The mode is found to be 3. (f) The median savings is found to be RM41.50.