MAT105 Quantitative Skills

Lecture 1
Introduction
 About me

n  Instructor: Kosmas O. Kosmopoulos

Email: kosmas.kosmopoulos@faculty.hult.edu

n  Office Hours: Tue/Thu 12:00-13:00, Wed

17:30-18:00
 About the course
n  This course emphasizes mathematical skills that can be
applied to the solution of real world problems.
n  Topics include: properties of numbers, fractions,
decimals, percents, ratio and proportion, measurement
and conversion, exponents and radicals.
n  This course will also introduce students to
fundamental mathematical concepts common to
quantitative business and economic analysis and will
aim to create an awareness of the applicability of
mathematics to various real world scenarios.
 Learning Outcomes
n  This course aims to equip students with the necessary quantitative
skills for their future courses. Students completing this course
should be able to demonstrate effective problem solving using
appropriate numeracy and quantitative skills including data analysis,
interpretation and extrapolation
n  This course is designed to facilitate understanding of :
¡  Applying mathematical tools to solve problems
¡  Basic calculus
¡  The complexity of the issues in quantitative business and economic
analysis
n  Topics will include:
¡  Base-rate-percentage problems.
¡  Ratios and proportions.
¡  Equations and their graphics representation
¡  Basic logarithms
¡  Introduction to Statistics
 Specific Learning Outcomes

n  On completion of this course students should

understand and be able to do the following:
¡  (1) Graph and interpret linear and quadratic
equations.
¡  (2) Simplify and solve linear, quadratic, rational
and radical expressions and equations
¡  (3) Express word problems in mathematical
terms in order to find solutions to the problems
 Course Structure
n  A 40 minutes lecture twice a week - subjects will be tackled
by working through examples and outlining the more
generally applicable nature of the theory under
consideration.

n  A 40 minutes‘workshop’ style seminar twice a week will

give students an opportunity to attempt further questions
with a tutor at hand - they will be encouraged to attempt
the questions before the workshop.

n  Before each lecture and seminar session students will

attempt the questions given, relating to the lecture content.
Method and Weighting of
Assessment

n  In this course, students are evaluated by the

following means of assessment:

Assignment Title Due Date Weighting

n  Quiz Weekly 20%
n  Midterm Week 7 40%
n  Final exam TBD 40%
 Method and Weighting of
Assessment
n  Assignment 1: Quiz
n  Due Date: In class quiz at the beginning of class
n  Weighting (% of final grade): 20%
n  Learning Outcome(s) Assessed:
n  Description of Assignment: Quizzes will be normally be
4 to 5 questions. The quiz will cover concepts that were
covered the previous week. Quizzes will be turned in
online through mycourses, therefore you need to bring a
laptop or tablet to take the quiz.
n  Grading Criteria (What constitutes a good
assignment?): Writing the correct answer in simplified
form you will receive full credit for each question.
 Method and Weighting of
Assessment
n  Assignment 2: Midterm
n  Due Date: Week 7
n  Weighting (% of final grade): 40%
n  Learning Outcome(s) Assessed:
¡  Graph and interpret linear equations
¡  Simplify and solve linear expression and equations
¡  Express word problems in mathematical terms in order to find
solutions to the problems
n  Description of Assignment: The midterm will be a thorough
examination on the topics covered the first part of the course.
Points will be given for work as well as correct answers.
n  Grading Criteria (What constitutes a good assignment?):
Students will receive full points for showing their work and the
correct simplified answers.
 Method and Weighting of
Assessment
n  Assignment 3: Final
n  Due Date: To Be Announced
n  Weighting (% of final grade): 40%
n  Learning Outcome(s) Assessed:
¡  Graph and interpret quadratic equations.
¡  Simplify and solve quadratic, rational and radical expressions and
equations
¡  Express word problems in mathematical terms in order to find
solutions to the problems
n  Description of Assignment: The final will be a thorough
examination of the topics cover the last half of the course. Points
will be given for work as well as correct answers.
n  Grading Criteria (What constitutes a good assignment?):
Students will receive full points for showing their work and the
correct simplified answers.
 Recommended Book

n  Tussy, A.,S., Koenig, D. (2015) Introductory

Algebra, 5th Edition.
ISBN-13:978-1-285-42957-1

n  Further Exercises:
¡  Student Workbook for Tussy/Koenig's
Introductory Algebra, 5th Edition, Alan S Tussy
ISBN-13: 978-1285860688
 Further Reading:
n  Martin-Gay, K. E. (2006). Basic College
Mathematics, 3rd edition. New Jersey: Prentice-
Hall.

n  Khan Academy is a website dedicated to teaching

math via web videos
https://www.khanacademy.org
n  Desmos is a free online utility used for graphing,
https://www.desmos.com
n  Wolfram Alpha is a free and powerful online
calculator, http://www.wolframalpha.com
 Other useful materials
n  Mathcentre http://www.mathcentre.ac.uk/. - Download self-help
materials on different maths topics

n  Practical Algebra Lessons -

http://www.purplemath.com/modules/index.htm. - Practical hints, tips
and examples in Algebra

n  College Algebra
http://www.wtamu.edu/academic/anns/mps/math/mathlab/ - 52
tutorials and 6 practice tests on various topics in Algebra

n  Homework Help Algebra

http://www.math.com/homeworkhelp/Algebra.html - Tutorials, Practice
Problems and On-line Solvers for Algebra problems

n  BBC GCSE Bitesize Math

http://www.bbc.co.uk/schools/gcsebitesize/maths/
Course Schedule
Course Schedule
Course Schedule
Course Schedule
Course Schedule
Course Schedule
Course Schedule
 Videos

n  Faster than a calculator…..

n  https://www.youtube.com/watch?v=e4PTvXtz4GM

n  Where do mathematical symbols come from?

n  https://ed.ted.com/lessons/where-do-math-symbols-
come-from-john-david-walters
 Basic Vocabulary
n  “The number of tires to order is two times the number of
bicycles to be manufactured.”
n  Since the word product is used to indicate the answer to a
multiplication, we can restate the relationship this way:
¡  “The number of tires to order is the product of 2 and the
number of bicycles to be manufactured.”
n  To indicate other arithmetic operations, we will use the
following words.
¡  A sum is the result of an addition: The sum of 5 and 6 is equal
to 11.
¡  A difference is the result of a subtraction: The difference of 3
and 2 is equal to 1.
¡  A quotient is the result of a division: The quotient of 6 and 3 is
equal to 2.
 Basic Vocabulary
n  Variables and/or numbers can be combined with
the operations of addition, subtraction,
multiplication, and division to create algebraic
expressions.
n  The equal symbol = can be represented by verbs
such as:
¡  is are gives yields
n  The symbol ≠ is read as “is not equal to.”
n  An equation is a mathematical sentence that
contains an = symbol. The = symbol indicates
that the expressions on either side of it have the
same value.
 Equations
n  Translate into an equation:
¡  The number of unsold tickets is the difference of 500
and the number of tickets that have been purchased.

n  Use the equation t = 2b to find the number of

tires needed for a production run of 178 bicycles.
n  Strategy:
¡  In t =2b, we will replace b with 178. Then we will
multiply 178 by 2 to obtain the value of t.
 Prime Numbers
n  Prime numbers are numbers that are divisible only by
1 and themselves.
¡  1 is prime clearly
¡  2 is prime as it is divisible by 1 and 2 only
¡  3 is prime as it is divisible by 1 and 3 only
¡  4 is not prime as it is divisible by 1, 4 and 2
¡  5 is prime as it is divisible by 1 and 5 only
¡  6 is not prime as it is divisible by 1, 6, 2 and 3
¡  7 is prime as it is divisible by 1 and 7 only
¡  8 is not prime as it is divisible by 1, 8, 2 and 4
¡  9 is not prime as it is divisible by 1, 9 and 3
¡  10 is not prime as it is divisible by 1, 10, 2 and 5
¡  11 is prime as it is divisible by 1, 11 only
 Prime Numbers
n  To find all the prime numbers less than or equal
to a given integer n by Eratosthenes' method:

1.  Create a list of consecutive integers from two to n:

(2, 3, 4, ..., n),
2.  Initially, let p equal 2, the first prime number,
3.  While enumerating all multiples of p starting from
p2, strike them off from the original list,
4.  Find the first number remaining on the list after p
(it's the next prime); let p equal this number,
5.  Repeat steps 3 and 4 until p2 is greater than n.
6.  All the remaining numbers in the list are prime.
Prime Numbers
 Factors

n  The factors of any number are the whole

numbers which divide exactly into a given
number 14/7= 2
14/2=7
n  2 x 7 = 14

n  So, 2 and 7 are factors of 14

n  also, 1 and 14 are factors too…
n  Hence, the factors of 14 are 1, 2, 7 and 14
 Factors

n  Find the factors of

¡  10
¡  12
¡  84

n  10: 1, 2, 5 and 10
n  12: 1, 2, 3, 4, 6 and 12
n  84: 1, 2, 3, 4, 6, 7, 12, 14, 21, 28, 42 and 84
 Multiples

n  The multiples of any number are obtained by

multiplying the number by any whole number
n  The multiples of 6 are
n  6 12 18 24 30 36 42 48 54 60 66
 Practice
n  Place the numbers 3, 4, 5, 5, 8, 8, 9, 9 and 17
to make sense of the grid.
n  What is the missing sign?
+ = 17

- -

= = =

4 + =
 Lowest Common Multiple

n  The lowest common multiple (LCM) of two

or more numbers is the lowest multiple which
is common to those numbers
n  What is the LCM of 6 and 8?
¡  6: 6 12 18 24 30 36 42 48 54 60 66
¡  8: 8 16 24 32 40 48 56 64 72 80 88

n  Common: 24, 48, 72…..

Lowest
24
 Prime Factors
n  A prime factor is a factor that is also a prime
number.
n  Any number can be reduced to a product of
prime factors.
Start from 2
n  Take 300, for example.
n  Divide by primes all the time…
n  300/2 = 150, so 300 = 150 x 2
n  150/2 = 75, so 300 = 150 x 2 = 75 x 2 x 2
n  75/2 = 37.5, so no more dividing by 2
n  Next prime is 3, so check out if 3 divides 75
n  75/3 = 25, so 300 = 75 x 2 x 2 = 25 x 3 x 2 x 2
 Prime Factors

n  25/3 = 8.33333, so no more dividing by 3

n  Next prime is 5, so check out if 5 divides 25
n  25/5 = 5, so 300 = 25x3x2x2 = 5x5x3x2x2

n  Find the prime factors of 30 , 132 , 840

n  2x3x5=30
n  2x2x3x11=132
n  2x2x2x3x5x7=840
 Greatest Common Divisor

n  The greatest common divisor of two numbers

is the biggest number that divides those two
numbers.
n  Find the greatest common divisor of 330 and
374
¡  Step 1 Find all the prime divisors of 330
¡  Step 2 Find all the prime divisors of 374
¡  Step 3 Pick all the divisors that are common
¡  Step 4 Multiply these common divisors to find
the answer
 Greatest Common Divisor

n  Find the greatest common divisor of 330 and

374

n  Step 1 330 = 2x165 = 2x3x55 = 2x3x5x11

n  Step 2 374 = 2x187 = 2x11x17
n  Step 3 2x11 are common
n  Step 4 So 22 is the answer
 Properties of numbers

n  Some properties of numbers we have already

used
n  The sequence in which we multiply numbers
is irrelevant:
…but it is easier
to start from the
n  2x3 = 3x2 smallest…
=6
n  2x3x5x11 = 11x3x2x5 = 5x11x3x2 = 330
axb = bxa

axbxc = bxcxa = cxbxa = bxaxc

 But what about...

n  42-36+27 ???
n  Should we say 36+27 first and then take the
answer away from 42 or should we take 42-36
and then add 27?
n  In fact with + and – is safer to start from left
to right
n  Or to convert is all in to additions like
n  42+(-36)+27
 Properties of numbers

n  Some properties of numbers we have already

used

n  Multiplication and division are opposite to

each other:
n  If 300 = 150x2 then 300 / 2 = 150

If a = bxc then a/c = b

and a/b = c
300 / 150 = 2 too
Questions?