CONTENTS

ACKNOWLEDGEMENT
INTRODUCTION
TASK SPECIFICATION
1.PART A
2.PART B
3.PART C
PROBLEM SOLVING
FURTHER EXPLORATION
REFLECTION

PAGE

ACKNOWLEDGEMENT
In completing this project,many people had offered help
to me in order to finish this project successfully.First
and upmost,I would like to thank my Additional
Mathematics teacher, Pn.Sarimah where has been
giving me few guideliness and gives sample projects
done by seniors as reference in order to carry out this
project well.
Secondly, I would like to thank to the Ministry of
Education for giving me chances to carry out this
project. In the meantime,I also would like to thank to
the principal of SMK Convent Sentul,Pn.Tan Tee Hwa
giving me permission to do this project. Her approval
upon this project has helped me much to carry out this
project perfectly.
Other than that, I would like to thank my friends for
giving their co-operations together with me in
gathering the data for this project and also their
brilliant ideas for doing this project. Without their help,
it would certainly be a very difficult time for me to
gathers all the information that requires for this for the
project to complete.
I would like to that this precious opportunity to thank
my parents for helping me complete this project by
asking questions that is in the content. They certainly
help me a lot in finishing the project.
Lastly, I would like to thank everyone who participated
in doing this project and to those who helped me out
throughout the project and my project to be success.
Thank you.

OBJECTIVES
THE AIMS OF CARRYING OUT THIS PROJECT WORK ARE:
To apply and adapt a variety of problem-solving
strategies to solve problem
To improve thinking skills
To promote effective mathematical communication
To develop mathematical knowledge through
problem solving in a way that increases students
interest and confidence
To use the language of mathematics to express
mathematical ideas precisely
To provide learning environment that stimulates
and enhances effective learning
To develop positive attitude towards mathematics

Introduction
In economics and finance, an index is a statistical
measure of changes in a representative group of
individual data points. These data may be derived from
any number of sources, including company performance,
prices, productivity, and employment. Economic indices
track economic health from different perspectives.
Influential global financial indices such as the Global Dow,
and the NASDAQ Composite track the performance of
selected large and powerful companies in order to
evaluate and predict economic trends. The Dow Jones
Industrial Average and the S&P 500 primarily track U.S.
markets, though some legacy international companies are
included.[1] The Consumer Price Index tracks the variation
in prices for different consumer goods and services over
time in a constant geographical location, and is integral to
calculations used to adjust salaries, bond interest rates,
and tax thresholds for inflation. The GDP Deflator Index, or
real GDP, measures the level of prices of all new,
domestically produced, final goods and services in an
economy.[2] Market performance indices include the labour
market index/job index and proprietary stock market
index investment instruments offered by brokerage
houses.
Some indices display market variations that cannot be
captured in other ways. For example,
the Economist provides a Big Mac Index that expresses
the adjusted cost of a globally ubiquitous Big Mac as a
percentage over or under the cost of a Big Mac in the U.S.
in USD (estimated: $3.57).[3] The least relatively expensive
Big Mac price occurs in Hong Kong, at a 52% reduction
from U.S. prices, or $1.71 U.S. Such indices can be used to

help forecast currency values. From this example, it would

be assumed that Hong Kong currency is undervalued, and
provides a currency investment opportunity.
An index number is an economic
data figure reflecting price or quantity compared with a
standard or base value.[4][5] The base usually equals 100
and the index number is usually expressed as 100 times
the ratio to the base value. For example, if
a commodity costs twice as much in 1970 as it did in
1960, its index number would be 200 relative to 1960.
Index numbers are used especially to compare business
activity, the cost of living, and employment. They enable
economists to reduce unwieldy business data into easily
understood terms.
In economics, index numbers generally are time
series summarising movements in a group of related
variables. In some cases, however, index numbers may
compare geographic areas at a point in time. An example
is a country's purchasing power parity. The best-known
index number is the consumer price index, which
measures changes inretail prices paid by consumers. In
addition, a cost-of-living index (COLI) is a price index
number that measures relative cost of living over time.
[6]
In contrast to a COLI based on the true but unknown
utility function, a superlative index number is an index
number that can be calculated.[6] Thus, superlative index
numbers are used to provide a fairly close approximation
to the underlying cost-of-living index number in a wide
range of circumstances.[6]
There is a substantial body of economic analysis
concerning the construction of index numbers, desirable
properties of index numbers and the relationship between
index numbers and economic theory.

TASK SPECIFICATION
PART A:
Monthly
Income(R
M)

RM 3000

Number
of
family
member
s

Categories

Allocatio Allocatio
n of
n of
income income
(RM)
(%)

FOOD

500

16.7

UTILITY

300

10

TRANSPORTATIO
N

350

11.7

EDUCATION

150

RECREATION

400

13.3

OTHERS

1300

43.3

3000

100

TOTAL

FOOD
UTILITY
TRANSPORTATION
EDUCATION
RECREATION
OTHERS

12

10

ALLOCATION OF INCOME(RM)

0
0

CATEGORIES

1400
1200
1000
800
ALLOCATION OF INCOME(RM)

600
400
200
0
1
CATEGORIES

10

12

ii)

Find the mean and standard deviation of allocation

of income by using at least two methods.

Mean ,
=

x
N

500+ 300+350+150+400+1300
6

=500
Standard deviation,=

x 2 X 2
N

=
=1118.03
COMMENTS:
BASED ON THIS CALCULATION MY FAMILY MEMBERS SPEND
MORE ON FOOD BECAUSE IT IS OUR IMPORTANT THING IN OUR
DAILY LIFE, THE SECOND IMPORTANT THING THAT USED TO BE
SPEND IN OUR FAMILY IS RECREATION. AS A FAMILY WE SPEND
MORE ON THIS CATEGORIE.

Part B:
i)

Collect data from 5 of your friends

and tabulate your findings as in Table
1.

STUDENT A:
MONTHLY NUMBER
INCOME
OF
(RM)
FAMILY
MEMBER
S

RM6000

TOTAL

CATEGORIES

ALLOCATI
ON OF
INCOME(R
M)

ALLOCATI
ON OF
INCOME
(%)

FOOD

800

13.3

UTILITY

700

11.7

TRANSPORTATIO
N

450

7.5

EDUCATION

1500

25

RECREATION

1600

26.7

OTHERS

950

15.8

6000

100

STUDENT B:
MONTHL
Y
INCOME
(RM)

RM 10 000

NUMBER
OF
FAMILY
MEMBER
S

CATEGORIES

ALLOCATI
ON OF
INCOME
(RM)

ALLOCATI
ON OF
INCOME
(%)

FOOD

1000

10

UTILITY

800

TRANSPORTATIO
N

750

7.5

EDUCATION

1500

15

RECREATION

1400

14

OTHERS

4550

45.5

10 000

100

TOTAL

STUDENT C:
MONTHLY NUMBER
INCOME
OF
(RM)
FAMILY
MEMBER
S

RM 8000

TOTAL

CATEGORIES

ALLOCATIO
N OF
INCOME(R
M)

ALLOCATI
ON OF
INCOME
(%)

FOOD

1500

18.8

UTILITY

320

TRANSPORTATION

150

1.9

EDUCATION

1000

12.5

RECREATION

1500

18.8

OTHERS

3530

44

8000

100

STUDENT D:
MONTHL
Y
INCOME
(RM)

RM150
0

TOTAL

NUMBER
OF
FAMILY
MEMBER
S

CATEGORIES

ALLOCATI
ON OF
INCOME
(RM)

ALLOCATI
ON OF
INCOME
(%)

FOOD

250

16.7

UTILITY

200

13.3

TRANSPORTATION

100

6.7

EDUCATION

350

23.3

RECREATION

150

10

OTHERS

450

30

1500

100

STUDENT E:
MONTHLY
INCOME
(RM)

RM1500

TOTAL

NUMBER
OF
FAMILY
MEMBER
S

CATEGORIES

ALLOCATI
ON OF
INCOME
(RM)

ALLOCATI
ON OF
INCOME
(%)

FOOD

400

26.7

UTILITY

250

16.7

TRANSPORTATIO
N

150

10

EDUCATION

500

33.3

RECREATION

200

13.3

OTHERS

1500

100

COMMENTS
Based on the information that have been gathered from each
students have different monthly income. For example, the
monthly income of student A is RM6000 but thei are able to
save up money more than student D. From this we can
conclude that each family with different monthly income spend
totally different based on their categories and number of family
members.

PART B (ii):
FAMILY

MONTHLY
INCOME(R
M)

NUMBER
OF
FAMILY
MEMBER
S

CATEGORIES

FOOD

UTILIT
Y

TRANSPORTATIO
N

EDUCATION

RECREATIO
N

OTHER
S

SIFAHNA

3000

500

300

350

150

400

1300

STUDEN
TA

6000

800

700

450

1500

1600

450

STUDEN
TB

10 000

100
0

800

750

1500

1400

4550

STUDEN
TC

8000

150
0

320

150

1000

1500

3530

STUDEN
TD

1500

250

200

100

350

150

450

STUDEN
TE

1500

400

250

150

500

200

Chart Title
3500
3000
2500
Recreation

2000

Education

1500
1000
500
0

sifahna

student A student B student C student D student E

(iii) COMMENTS:
STUDENT AS FAMILY USED UP THEIR MONTHLY INCOME MOST
IN RECREATION. HER FAMILY ENJOY THEIR SELF MORE IN
RECREATION . STUDENT A AND BS FAMILY SPEND MOST OF
MONEY ON THEIR EDUCARION BECAUSE THEY THINK IT IS THE
MOST IMPORTANT IN THEIR DAILYLIFE..
(iv) MEAN;
mean , x

150+1500+1500+1000+350+500+400+1600+1400+1500+1
50+200
6
=10250
6
=1708.33

STANDARD DEVIATION:

Standard deviation,=
( 10250 )
6

FAMILY

( 1708.33 )

x 2 X 2
N

= 2916683.1

CATEGORIES

ALLOCATION
OF MONTHLY

INCOME
FOO
D

UTILITY

TRANSPORTATION

EDUCATION

RECREATIO
N

OTHER
S

SIFAHN
A

60

36

42

18

48

156

360

Studen
tA

48

42

27

90

96

57

360

Studen
tB

36

28.8

27

54

50.4

163.8

360

Studen
tC

67.5

14.4

6.75

45

67.5

158.85

360

Studen
tD

60

48

24

84

36

108

360

Studen
tE

96

60

36

120

48

360

180
160
140
120
100
80
60
40
20
0

SIFAHNA
STUDENT A

PIE CHART:
STUDENT B

STUDENT B

FOOD
UTILITY
TRANSPORTATION
EDUCATION
RECREATION
OTHERS

STUDENT C:

STUDENT C

FOOD
UTILITY
TRANSPORTATION
EDUCATION
RECREATION
OTHERS

STUDENT D & E
FAMILY

CATEGORIES
FOO
D

UTILI
TY

TRANSPORTAT
ION

EDUCATI
ON

RECREATI
ON

OTHE
RS

STUDE
NT D

250

200

100

350

150

450

STUDE
NT E

400

250

150

500

200

RATIO

5;8

4;5

2;3

7;10

3;4

9;0

PART C (ii) ;

Family

Categories

Food

Utility

Transportation

Educati
on

Allocatio
n of
income
Recreatio Other
n
s

Sifahna 550

312

375

225

440

1330

3232

Studen
tA

880

735

475

1550

1660

975

6275

Studen
tB

1100

825

825

1550

1440

5000

10740

Studen
tC

1550

325

175

1250

1550

3560

8410

Studen
tD

255

235

150

435

155

470

1700

Studen
tE

440

325

225

535

220

1745

20 POOREST COUNTRY IN THE WORLD

RANK

COUNTRY

LITERACY LEVEL(%)

1
2
3
4
5
6
7
8
9
10
12
13
14
15
16
17
18
19
20

CONGO
LIBERIA
BURUNDI
ZIMBABWE
ERITREA
CENTRAL AFRICAN REPUBLIC
NIGER
SIERRA LEONE
MALAWI
TOGOR
MADAGASCAR
AFGHANISTAN
MONZAMBIQUE
GULNEA
ETHOPIA
GUNIEA BISSAU
CORNOROS
ITAITI
UGANDA

83.8
60.8
67.2
90.7
67.8
56.0
28.7
35.1
74.8
60.9
64.5
28.1
56.1
41.0
42.7
54.2
74.9
52.9
66.8

20 RICHEST COUNTRY IN THE WORLD

RANK
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
17
18
19
20

COUNTRY
UNITED STATES
CHINA
JAPAN
GERMANY
FRANCE
UNITED KINGDOM
BRAZIL
ITALY
RUSSIA
INDIA
CANADA
AUSTRALIA
SPAIN
MEXICO
SOUTH KOREA
INDONESIA
TURKEY
NETHERLANDS
SAUDI ARABIA

LITERACY LEVEL
99.0
92.2
99.0
99.0
99.0
99.0
88.6
98.4
99.6
61.0
99.0
99.0
97.7
86.1
97.9
90.4
87.4
99.0
86.6

REFLECTION

WHILE DOING THIS PROJECT, I HAVE SPENT COUNTLESS HOURS

COMPLETING THIS PROJECT. I REALIZED THAT THIS SUBJECT IS
COMPULSORY TO ME. WITHOUT IT , I CANT FULFILL MY BIG
DREAMS AND WISHES. I USED TO HATE ADDITIONAL
MATHEMATICS , IT ALWAYS MAKE ME WONDER WHY THIS
SUBJECT IS SO DIFFICULT, IT ALWAYS AN ABSOLUTE ABSTACLE
FOR ME. THROUHOUT DAY AND NIGHTI SACRIFICIED MY
PRECIOUS TIME TO HAVE FUN. FROM MONDAY AND EVEN MY
WEEKEND I SPENT TME FINISHING THIS PROJECT THAT WAS
GIVEN TO ME. FROM NOW ON, I WILL DO MY BEST ON EVERY
SECOND WHEN I STUDY ADDITIONAL MATHEMATICS WITH FULL
OF EFFORT.