Numeracy 1 (MATI3006) Portfolio Assignment Autumn 2018

This Numeracy 1 (MATI3006) portfolio assignment showcases a student's understanding of fundamental mathematical concepts and their applications. The assignment begins with a skills audit, where the student demonstrates the ability to create number sentences, compare fractions, and provide real-world examples of percentage increase and decrease, reverse percentages, and direct and indirect proportions. The portfolio includes calculations and explanations for each example. The student also completes an online test and provides a reflection on their learning experience, including group work and skill development. Furthermore, the assignment involves data analysis, requiring the student to interpret data tables, perform calculations, and draw graphs related to student enrollment. The student also analyzes graphs depicting undergraduate and postgraduate student populations. The assignment concludes with frequency analysis, calculating the average and median of bus arrival times.

Numeracy 1 (MATI3006)
Portfolio Autumn 2018 (E18)
Student Name
Student ID
Tutor

Section #1- Skills Audit [30%]
Task Instructions
You are required to answer each topic, providing clear and concise answers. Where
required, supply examples showing use of the said topics in real world problems. You should
also provide answers to the examples you write below. The suggested word count for
this section is 500 words.
Choose any number between 30 and 100. Can you create at least two different
number sentences that equal to this number? (for example : 75 − (2 + 3)2 = 𝟓𝟎
𝑎𝑛𝑑 2 ∗ 4 + 7 + 5 × 7 = )𝟓𝟎 You must use at least three separate operations.
A:32
2x9+2x7=32
(3-1)x42=32
Numerical applications are applied in almost every area of the daily life,
including, in: *Financial management- numerical operations are applied
in calculating the exact amount of finances one has in bank accounts or
even in liquid cash in the form of notes ans coins
*Health- Numerical applications are applied in this area to calculate
the the height, weight, number of calories, blood pressure ans many
other qualities
*National government Statistics- an example is during the census if a
country or a region.
*Industries and cooperate world- To determine the quantity and
quality of work load, workers, salary renumeration, Forex trade, Profits
and losses and many other areas.
2 3
Choose any two fractions with different denominators (e.g 𝑎𝑛𝑑 ).Which one is
larger? Show 5 7
your calculations, do not convert them as decimals or percentages.
A:
4/9 and 2/5
4/9 is larger than 2/5 because:
4/9 - 2/5= 2/45 which is a positive value
While 2/5-,4/9= -2/45 which is a negative value
Convert both fractions you have used above into decimal and percentages.

A:
4/9= 4/9 x100% = 44.44%
4/9= 4 divide 9= 0.444
2/5= 2/5 x 100%= 40%
2/5= 2 divide 5= 0.4
Provide one real life example for each of the following
>Percentage increase
>Percentage decrease
Show step by step calculations for each of your examples(questions)
A:
percentage increase: the population of USA in 2010 was 308,745,538, while in
2018 it is 327,753,850. So the percentage increase is (327,753,850-
308,745,538)/308,745,538. X 100%
= 6.157%
Percentage decrease: The number of USA Air Force in 1995 was 396,382, while
in 2015, it was 307,326. So the percentage decrease here is calculated as:
(396,382-307,326)/396372 x 100% = 22.4%
Give one real- world example(question) of reverse percentages and show your
calculations to find the answer?
A:
Example of a reverse percentage we can say percentage increase of the USA
population in 2018 was 6.157%,as compared to 2010 where it was 308,745,538.
What is the population in 2018?
So 6.157%,was the percentage increase from the original percentage which was
100%. So the percentage population of 2018 is 100+6.157=106.157%
So the population of 2018 = 106.157/100 x 308,745,538
= 327,753,850
Give one real- world examples each (question) of Direct and Indirect Proportions
and show your calculations to find the answer?

An example of direct proportion is the price of rice compared to the quantity of it
in Kilograms. 1kg of rice costs 1$, 2kg costs $2.
P=kQ where P is the price, Q, the quantity of rice in kilograms and k is the
proportionality constant. Where k=1
So what will be the price of 10kg of rice?
From the equation P=kQ, where k=1, the price of 10kg of rice will be 10times the
proportionality constant=10x1= $10
An example.of indirect proportionality is where an.increase in the number of
workers will bring about a decrease in the time taken to do a specific task.
e.g. a farm requires 10 days for 1 worker to plough it. How many days will it take
19 such workers to plough the same farm?
D=W/k where D is the number of days, W is the number of workers and k is the
proportionality constant. k= 1/10
So 10 workers= 10 x 1/10= 1day

Section #2- Online Test with Evidence
[10%]
Paste your screenshots here, please try and keep them within this
box:

Section #3- Reflection [15%]
Write a short reflection (approximately 100-150 words) about your personal learning
experience of the topics covered in this section. You may write about your learning
style, lessons learnt, working in groups, and about your skills you have developed
studying this module
You can use the Skills Audit above to facilitate your answer.
My experience in learning and dealing with numerical operations has been fantastic
since I came to experience the magical side of numericals. My learning style was based on picking a topic in
numericals and setting up group discussions to research, analyse the numerical topic and trying to figure out
real life examples that relate to the topic.
Working in groups has been amazing since numerical topic is a technical topic that requires different
analytical perceptions and real life problem solving.
In the group work discussions, I gained some extra arithmetical skills such as estimating the price of a product
using a proportionality constant. I also gained some analytical skills, such as analysing and predicting the
population of a country or region using percentage mechanisms.
Since I began the test, i've come to learn that many daily life situations utilise numerical which produce the
required result when performed under a specific operation. Like in the online test, I've learned that numerical
operations are the key concepts used in computing and programming, where a function is put together with
some quantity values and it's executed to obtain the required result

Section #4 [45 %]
4.1 Fill the data in the below table, follow these set of instructions:
a. Input total count of student numbers at random from the following range [200-650]
b. Calculate 2018 predicted numbers using following method: 12% increase from
the mean student numbers for all three previous years.
c. Calculate the Range for the number of enrolled students for all 4 years.
d. Draw an appropriate graph and comment on the data, highlighting any significant changes.
e. The number of students enrolled in the ‘Under 25’ category has increased by 15% between
2014 and 2015. Calculate how many students were in the ‘Under 25’ category in 2014.
f. Calculate the percentage change for the ‘Over 35’ category between 2016 and 2017.
g. There were 20% more females than males in 2016 under ’25-35’ category. How many male
students were enrolled in the same year and category?
h. What is the ratio of total students in ‘Under 25’ category to the total population for 2017?
Write your answer in a simplest form.
Student Count 2015 2016 2017 2018
(Predicted)
Under 25 300 550 410 470
25-35 602 228 444 475
Over 35 208 500 380 406
Show your calculations below, including drawing of the appropriate graph
a) Done in the table table
b)Done in the table
c)The range for the four years=(208-602)
d)

e) The new number of under 25 in 2014 and 2015= 115/100 x 300= 345. So the number in
2014,alone is 345-300= 45
f)over 35: 2016=500; 2017=380. the percentage change(decrease)=(500-380)/500 x100%=24%
decrease
g)2016, under 25-35: males: 40%, females:60%. Males number= (40/100)x228=91 males
h)in 2017: total population= 410+444+380=1234. The number of under 25 category is 410. Ratio is
410/1234= 205:617

You are required to provide a brief, between 100-200 words, summary of the information from these
two graphs below. Comment on changes in student population between years 2004-2014. You may
separate UG/PG students, comment on any changes and visible trends.
UNDERGRADUATE
20 years and below: The population was very high. It rose exponentially from 2014 until the highest number in 2011-12, academic year, where it
then decreased slightly after.
21-24 years: The population range is between 400000-450000. The population remained constant for almost 4 years, where it then rise slightly.
25-29 years: The population was very low. It remained almost constant from 2004-2014
30-39,years: The population was low and it decreased slightly in the course of 2004-2014.
40 years and over: The population decreased gradually
POST-GRADUATE
21-24 years: The population alternated very much. By then it increased with a uniform rate from 2007-08 to 2009-10
25-29 years: The population was not steady, although at some instances, it increased gradually.
30-39 years: The population remained almost for the first 4 years then it rose to the highest number in 2009-10.
40 years and over: The population alternated with almost the same rates within the range of 100000-120000

4.2 You decided to record number of times the bus was late during your morning
commute. The table below shows the time (t) the bus you usually take, was late over the
20-day period. You are required to fill in the frequency and the calculate following:
a) Fill in the frequency information, make sure frequency adds up to the total
recorded experiment(n=20).
b) Esti
mat
e
average number of minutes your bus was late.
c) Estimate what would be the Median for the above data.
a)Done in the table.
b)The average number of minutes the bus was late=(5+5+5+5)/4=5
c)median: arrange the frequency in ascending order: 2,3,4,11. Then take the two middle values and
find their mean: (3+4)/2=3.5
TIME (T) IN MINUTES FREQUEN
CY
0 ≤ t< 5 4
5 ≤ t <
10
11
10 ≤ t <
15
2
15 ≤ t < 3

References
1Stuart Dalziel, "numerical methods", in university of Cambridge.
2.Dennis Deturck and Herbert S. Wilf, "lecturers in Numerical analysis", in University of
Pennsylvania.
3.John D. Fenton, "numerical methods", in University of Karlsruhe.
4.Anthony O’Hare, "numerical methods for physicists", in Oxford University.
5. R. Radok, "lectures in numerical analysis", in Mahidol University.
6.Henrik Schmidt, "Introduction to Numerical Analysis for Engineering", in Massachusetts Institute of
Technology.
7.D. W. Harder, "numerical Analysis for engineering", in university of Waterloo.