UNIVERSITY EXAMINATIONS

Oct/Nov 2024

MIP2602

Mathematics For Intermediate Phase Teachers IV

100 marks
Duration: 3 hours and 30 minutes

EXAMINERS:
FIRST: Dr EG MAKWAKWA
SECOND: Mr GT MPHUTHI

This paper consists of 7 pages. (Annexure A included on page 7).

Instructions

1. Scan or enter the QR code (6e4c4047) before you start the exam. (See page 2.)
2. Please include your student number on your exam answer script.
3. The exam answer file must be uploaded as a PDF electronic document. Do not password-protect
your
PDF file or upload as “read only” file. Incorrect file format and uncollated answer scripts will not be
considered.

4. Answer all three questions in this question paper.

5. Number your answers exactly as the questions are numbered.
6. You may use a non-programmable calculator. Round off your answers to three decimals, where
necessary.

7. Show all your working details (calculations).

8. See Annexure A at the end of the exam paper on how to upload your exam answer file on my
Exams.

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QUESTION 1
Suppose you are the manager of an ice cream shop, and you are analyzing the sales data
from the last week to better understand the shop’s performance. Your shop offers 4 different
flavours of ice cream: Strawberry, Vanilla, Peppermint, and Chocolate. You want to
determine the average number of cones sold per flavour and analyze any trends in customer
preferences to help with future decision-making.

Figure 1 shows the number of cones sold for each flavor during the week
Note:

; ; ;

1.1 In the ice cream sales data, what variable represents categorical data? Explain your
answer. (3)
Categorical data represents variables that can be divided into categories or groups. In
the ice cream sales data, the variable that represents categorical data is the "flavour of
ice cream" (Strawberry, Vanilla, Peppermint, and Chocolate). This is because the
flavours are distinct categories that customers can choose from, and they do not have a
numerical value associated with them.

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1.2 In the same ice cream sales data, what variable represents numeric data? Explain your
answer. (3)

Numeric data represents variables that are numerical in nature and can be measured or
counted. In the ice cream sales data, the variable that represents numeric data is the
"number of cones sold per flavour." This is because the number of cones sold is a
quantitative value that can be counted and measured.

1.3 Organize the sales data into a frequency table that shows each flavour and the
corresponding number of cones sold. Include a column for the percentage of total sales
each flavour represents. (8)

Flavour Cones Sold Percentage

Strawberry 16 29%

Vanilla 11 20%

Peppermint 8 14.5%

Chocolate 20 36.%

1.4 Present the ice cream sales data visually by creating a pictograph. Create a key using 1
picture of a cone = 2 actual ice cream cones sold (9)

Key: Each cone 🍦 represents 2 actual ice cream cones sold.

(Strawberry) 🍓🍓🍓🍓🍓🍓🍓🍓

(Vanilla)

(Peppermint) 🍬🍬🍬🍬🍬

(Chocolate) 🍫🍫🍫🍫🍫🍫🍫🍫🍫🍫
1.5 If you were to draw a pie chart manually, how would you determine the size of each
section? Clearly demonstrate your calculations for each segment in degrees. (8)

Determining the size of each section of the pie chart in degrees:

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The total number of cones sold across all flavours is 16 + 11 + 8 + 20 = 55 cones.

To calculate the size of each section in degrees:

Strawberry: 16 cones / 55 total cones = 0.2909 or 29.09% of total

Degrees for Strawberry = 0.2909 * 360° = 104.73°

Vanilla: 11 cones / 55 total cones = 0.2000 or 20.00% of total

Degrees for Vanilla = 0.2000 * 360° = 72.00°

Peppermint: 8 cones / 55 total cones = 0.1455 or 14.55% of total

Degrees for Peppermint = 0.1455 * 360° = 52.38°

Chocolate: 20 cones / 55 total cones = 0.3636 or 36.36% of total

Degrees for Chocolate = 0.3636 * 360° = 130.89°

Summary of Angles

 Strawberry: 104.73°
 Vanilla: 72.00°
 Peppermint: 52.36°
 Chocolate: 145.45°

1.6 Draw a pie chart to represent the proportion of cones sold for each ice cream flavour.(5)

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1.7 Which measure of central tendency is most appropriate for analyzing the number of

cones sold per flavour (ice cream sales data)? Justify your choice, considering that not all

measures may be applicable to this dataset. (2)

The most appropriate measure of central tendency for analyzing the number of cones sold

per flavour in the ice cream sales data is the mean. This is because the mean provides the

average number of cones sold per flavour, which can help in understanding the overall

performance of each flavour. Other measures like median or mode may not be as relevant in

this dataset.

1.8 What is the mean number of cones sold per flavour? (2)

To calculate the mean number of cones sold per flavour:

Total cones sold = 16 + 11 + 8 + 20 = 55

Number of flavours = 4
Mean = Total cones / Number of flavours = 55 / 4 = 13.75

Therefore, the mean number of cones sold per flavour is 13.75.

[40]

QUESTION 2
Mr. Mkhize, a Grade 6 teacher, wants to explore the music-listening habits of his learners. He
randomly selects 23 learners from his class and asks them to record the number of minutes
they spent listening to music over the past week. The data collected is as follows: 25; 56; 45;
41; 36; 62; 45; 52; 19; 38; 57; 63; 26; 68; 60; 55; 36; 82; 69; 38; 28; 18; 60

2.1 Calculate:
2.1.1 Lower quartile (Q1) (2)

To calculate the lower quartile (Q1):

 First, I will arrange the data in ascending order:

18, 19, 25, 26, 28, 36, 36, 38, 38, 41, 45, 45, 52, 55, 56, 57, 60, 60, 62, 63, 68, 69, 82
 The lower quartile (Q1) is the 25th percentile, which is the 6th value in the ordered
data set.
 Q1 = 36

2.1.2 Median or middle quartile (Q2) (2)

 The median is the middle value in the ordered data set.

 Q2 = 45

2.1.3 Upper quartile (Q3) (2)

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 The upper quartile (Q3) is the 75th percentile, which is the 18th value in the ordered
data set.
 Q3 = 60

2.2 Calculate the interquartile range of this data. (3)

 IQR = Q3 - Q1 = 60 - 36 = 24

2.3 Does this data contain an outlier(s)? Using the Turkey’s method (Q3 +1.5 IQR and Q1 -
1.5 IQR), identify any outliers. (7)

Using Turkey’s method:

 Lower bound = Q1 - 1.5 * IQR = 36 - 1.5 * 24 = 36 - 36 = 0

 Upper bound = Q3 + 1.5 * IQR = 60 + 1.5 * 24 = 60 + 36 = 96

Now, we check for outliers:

 Any data point below 0 or above 96 is considered an outlier.

 The data does not contain any outliers since all values are between 18 and 82.

2.4 Draw a box-and-whisker plot for the data. (5)

Box-and-whisker plot for the music-listening data:

The key elements of this box-and-whisker plot are:

 The whiskers extend from the minimum (18) to the maximum (82) values, excluding
the outliers.
 The box spans from the lower quartile (Q1 = 36) to the upper quartile (Q3 = 60).
 The median (Q2 = 45) is marked with a line within the box.

Visual representation summarizes music-listening data through central tendency and spread.

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2.5 Construct a stem-and-leaf plot for the data. (6)

Organize the data and sort the numbers and group them by their tens digit (stem):

10s: 18, 19
20s: 25, 26, 28
30s: 36, 36, 38, 38
40s: 41, 45, 45
50s: 52, 55, 56, 57
60s: 60, 60, 62, 63, 68, 69
70s: (none)
80s: 82

Construct the Stem-and-Leaf Plot

Stem | Leaf

1|89
2|568
3|6688
4|155
5|2567
6|002389
7|
8|2

The Stem-and-Leaf Plot shows the distribution of data with each stem representing the tens
digit and each leaf representing the ones digit. The data ranges from 18 to 82 with a gap in
the 70s. The 60s have the most entries, indicating concentration in that range. There are two
modes at 36 and 60, each appearing twice. This plot is helpful for visualizing data distribution
and spotting outliers or gaps.

2.6 Between stem-and-leaf and box-and-whisker plots, which plot can you say helps to
identify clusters, gaps, or outliers in the data more easily? Explain your answer. (3)

The stem-and-leaf plot is better for identifying clusters, gaps, and outliers. This is because it
displays the actual data points, allowing for a detailed view of their distribution, while the box-
and-whisker plot summarizes data through quartiles and can mask the specific values that
may indicate clustering or gaps.
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QUESTION 3
Figure 2 shows two representations of a cube:

• A 2D figure (the net) that lays out all the faces of the cube flat on a surface.

• A 3D cube that shows all its faces at once.

The faces of the cube are labelled with the numbers 3, 4, 5, 6, 7, and 8, use figure 2 to
answer the following probability questions:

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Figure 2: Two representations of a cube

3.1 Consider rolling the cube once. What are the possible outcomes (sample space)
when you roll the cube once? (6)

When rolling the cube once, the possible outcomes (sample space) are the numbers on the
faces of the cube: {3, 4, 5, 6, 7, 8}

3.2 If the cube is rolled once, what is the theoretical probability that it lands on the:
3.2.1 face labelled 4? ___________________
(2)

Probability of landing on face labelled 4: There is 1 face labelled 4 out of 6 faces.

P (4) = 1/6

3.2.2 face labelled with an even number. __________________ (4)

Probability of landing on a face labelled with an even number: There are 3 even-
numbered faces (4, 6, 8) out of 6 faces. P (even) = 3/6 = 1/2

3.2.3 face labelled 1? ________________ (1)

Probability of landing on face labelled 1: There is no face labelled 1, so P (1) = 0

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3.3 What is the probability that the cube does not land on the face labelled 8
when rolled once? (3)
Probability of not landing on face labelled 8: There are 5 faces that are not labelled 8 out of 6
faces. P (not 8) = 5/6

3.4 Suppose you roll the cube 15 times. Record your results on the table below.
(7)

Face Frequency
3 3
4 2
5 3
6 2
7 3
8 2

3.5 Based on the results you found in 3.4, what is the experimental probability it
lands on the:

3.5.1 face labelled 4?_____________________ (2)

Experimental probability of landing on face labelled 4: 2/15

3.5.2 face labelled with an even number?___________________ (4)

Experimental probability of landing on a face labelled with an even number (4, 6, 8):
(2+2+2)/15 = 6/15 = 2/5
3.5.3 face labelled 2? ________________ (1)
Experimental probability of landing on face labelled 2: 0/15 = 0 (there is no face labelled 2)
[30]

[TOTAL: 100]

©
UNISA 2024

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ANNEXURE A

HOW TO SUBMIT YOUR ANSWER FILE

Take-Home (Assignment) assessments are conducted offline within a specific time period.

You will need to visit the module’s exam site to download the question paper and to upload
your answer script once completed.

You might already be familiar with the Take-Home type of assessments as they are the same
as upload assignments.

Follow these steps to submit your exam file:

1. When ready to submit, open the Take-Home (Assignment) assessment again and
click on the Add Submission button.

2. Note the file requirements such as:

a. File size limit.
b. Number of files that can be submitted.
c. File formats allowed.

Note: MS Word documents need to be saved as PDF documents, and paper-based

answers must be scanned into a combined PDF document.

3. Check the acknowledgment checkbox and upload your answers document and then
click on the Save changes button.

4. Review your submission information regarding the status and click on your submission
file link to check if it is correct.

5. If you need to resubmit a file, you can click on the Edit Submission button. Note: You
will need to delete any existing files.

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