MATHEMATICS IN THE MODERN WORLD

(Professional Enahancement 1 Review Material)

NATURE OF MATHEMATICS
Pattern – consistency in the world; can be a man-made, design or abstract ideas.
Symmetry – refers to a sense of harmonious and beautiful proportion and balance.
*a geometric shape or object is symmetric if it can be divided into two or more identical pieces that
are arranged in an organized fashion,
Types of Symmetry
1. Reflectional Symmetry – there is a line going through it which divides it into two pieces which are
mirror images of each other.
2. Rotational Symmetry – if the object can be rotated about a fixed point without changing the overall
shape.
3. Translational Symmetry – if it can be translated without changing its overall shape.
4. Helical Symmetry – simultaneously translated and rotated in three-dimensional space along a line
known as a screw axis.
5. Scale Symmetry – does not change the shape when expanded or contracted.
Fractals – curve or geometric figure, each part of which has the same statistical character as the whole.

- Similar pattern recur at progressively smaller scales and in describing partly random.
PATTERNS IN NUMBERS

- Sequence of numbers that are formed in accordance with a definite rule.

Arithmetic Sequence – same amount has been added/subtracted (common difference)
Geometric Sequence – multiplied/divided by the same amount (common ratio)
Triangular Numbers – terms related to the number of dots needed to create a triangle
Square Numbers – terms are the number of squares of their positions
Cube Numbers – terms are the number of cubes of their positions
Example:
1, 3, 5, 7, 9, __, __, __,
1+2 = 3 3+2= 5 5+2= 7 ….
To find the next numbers, just get the difference of the first two consecutive numbers.
So, since 2 is the difference, then 9+2 = 11 11+2= 13 13+2= 15
Fibonacci Sequence
a sequence where the next number is the sum of two consecutive preceding numbers.

0, 1, 1, 2, 3, 5, 8…
Formula in getting the Fibonacci Number
𝑛 𝑛
1 1 + ξ5 1 − ξ5
൥ቆ ቇ −ቆ ቇ ൩
ξ5 2 2
Golden Ratio
a special number which is approximately equal to 1.618
“long part divided by the short part is equal to the whole length divided by the long part.”

𝑎 𝑎+𝑏
=
𝑏 𝑎
LANGUAGE OF MATHEMATICS
Language – systematic way of communicating with other people by the use of sounds or conventional
symbols.
Components of the Language of Mathematics
Some things associated with language are also associated with the language of mathematics. These are
the following:
1. Discreteness conveys that language consists of minimal units.
2. Grammar tells that language consists of rules and patterns to arrange units.
3. Productivity shows that language can create totally novel statements that could be understood.
4. Displacement reveals that language can convey imaginary, distant, past, present and future
statements.
The Vocabulary of Mathematics
Symbols commonly used in Mathematics:
 The 10 digits
 Symbols for operations and sets
 Symbols that stand in for values
 Special symbols
 Logic symbols
 Set Notations
Characteristics of the Mathematics Language
  Precise
 Concise
 Powerful
Difficulties
 The word is could mean equality, inequality or membership in a set.
 Different use of a number
 Mathematical objects may be represented in many ways such as sets and functions
 The words “and” and “or” mean differently in mathematics from its English language.

PROPOSITIONAL LOGIC

- Sentential logic or statement logic, is the branch of logic that studies ways of joining and
modifying entire propositions, statements or sentences for more complicated propositions.
Proposition – declarative sentence that is either True or False but cannot be both
Examples:
Emilio Aguinaldo is the first President in the Philippines. –Proposition (True)
Maria is beautiful. – Not a Proposition (Could be true, could also be false because beauty is in the eye of
the beholder.)
X+5 -- Not a Proposition (Because any value can be substituted to X)
X+5=3 -- Proposition (There is only one value that can be substituted to X, which is -8 but the truth
values is False.)

LOGICAL CONNECTIVES
1. Conjunction – combines the two propositions using the word “and”
Example: p – “The sun is bright” q – “Today is Monday.”
𝑝⋀𝑞 – “The sun is bright and today is Monday.”
Condition: If both p and q is True, then 𝑝⋀𝑞 it is True

2. Disjunction – combines the propositions using the word “or”

Example: p – “I will wash my clothes.” q – “I will lay down the whole day.”
𝑝⋁𝑞 – “I will wash my clothes or I will lay down the whole day.”
Condition: If both p and q are False, then 𝑝⋁𝑞 is False

3. Negation – negate the proposition.

Example: p – “I will wake up early.” q – “Today is sunny.”
¬𝑝 – “I will not wake up early.”
 ¬𝑞 – “Today is not sunny.”
Condition: If p or q is True, then ¬𝑝 or ¬𝑞 is False
If p or q is False, then ¬𝑝 or ¬𝑞 is True

4. Implication – combines the two propositions using the word “If p, then q”
Example: p – “I woke up early” q – “I will do all the household chores.”
𝑝 → 𝑞 – “If I woke up early, then I will do all the household chores.”
Condition: If p is True and q is False, then 𝑝 → 𝑞 is False.

5. Biconditional – combines the two propositions using the word “if and only if”
Example: p – “I will wake up early” q – “I will do something important.”
𝑝 ↔ 𝑞 – “I will wake up early if and only if I will do something important”
Condition: If p and q has the same truth value, then 𝑝 ↔ 𝑞 is True.

PROBLEM SOLVING STRATEGIES

Problem – In English, problem is any question or matter involving doubt, uncertainty or difficulty.
In Business, a problem is a perceived gap between the existing state and a desired state, or
deviation from a norm, a standard or status quo.
In Mathematics, a problem is a statement requiring a solution, usually by means of a
mathematical operation/ geometric construction.

Problem Solving - process – an ongoing activity in which we take what we know to discover what we don’t
know. Problem solving involves three basic functions: (1) seeking information (2) generating new knowledge;
and (3) making decisions.

INDUCTIVE OR DEDUCTIVE REASONING

Inductive Reasoning – a process that uses our knowledge in making a general inference about unfamiliar
occurrences based on observation and patterns.

Counter Examples – examples that contradicts the assumption and shows that a statement is false.

Deductive Reasoning – process by which conclusions are made based on previously known facts or by
employing general assumptions, procedures, or principles, or principles.

Polya's Four Step Problem Solving Process

Step 1: Understand the Problem

Do you understand all the words?

 Can you restate the problem in your own words?
Do you know what is given?
Do you know what the goal is?
Is there enough information?
Is there an extraneous information?
Is this problem similar to another problem you have solved?

Step 2: Devise a Plan

Can one (or more) of the following strategies (heuristics) be used? (A strategy is defined as an artful
means to an end.)

[Link] and test. [Link] backwards

[Link] a variable. [Link] cases.
[Link] a picture. [Link] an equation.
[Link] for a pattern. [Link] for a formula.
[Link] a list. [Link] a simulation.
[Link] a simpler problem. [Link] a model.
[Link] a diagram. [Link] dimensional analysis.
[Link] direct reasoning. [Link] subgoals.
[Link] indirect reasoning. [Link] coordinates.
[Link] properties of numbers. [Link] symmetry.
11. Solve an equivalent problem.
.
Step 3: Carry Out the Plan

Implement the strategy or strategies that you have chosen until the problem is solved or until a new course
of action is suggested.
Give yourself a reasonable amount of time in which to solve the problem. If your are not successful, seek
hints from others or put the problem aside for a while.(You may have a flash of insight when you least
expect it!)
Do not be afraid to start over. Often, a fresh start and a new strategy will lead to success.

Step 4: Look Back

Is your solution correct? Do your answer satisfy the statement of the problem?
Can you see an easier solution?
Can you see how you can extend your solution to a more general case?
Usually, a problem is stated in words, either orally or written. Then, to solve the problem, one translates
the words into an equivalent problem using mathematical symbols, solves this equivalent problem, and
then interprets the answer. This process is summarized in Figure 1.1.
DATA MANAGEMENT
STATISTICS – branch of mathematics that is concerned on the collection, classification, analysis, and
interpretation of numerical data with a definite purpose in any field of study.
Kinds of Statistics:

1. Descriptive Statistics – methods of organizing, summarizing and presenting data in an instructive

way.

2. Inferential Statistics – methods that use a sample of the population for estimating and drawing
conclusions.

Types of Data
1. Primary Data – information collected from an original source of data
2. Secondary Data – information collected from published or unpublished sources like books,
newspapers, etc.

Types of Variables:
1. Qualitative Variables – considered non-numeric
Ex: gender, eye color
2. Quantitative Variables – numerical
Ex: number of children in the family
- Discrete Variable – variable that can assume distinct values which usually results from
counting
- Continuous Variable – can take an infinite number of values and may not be measured
accurately.
Four Levels of Measurement Scales:
1. Nominal Scale – numbers are assigned to identify and classify objects; there is no specific order to
which the information is listed.
Example: Sex (Male or Female)
2. Ordinal Scale – objects that are arranged in rank or order.
Example: Rating of Instructors (Outstanding, Very Satisfactory, Satisfactory, Fair, Poor)
3. Interval Scale – used to obtain more precise measurement by finding the difference between
values.
Example: temperature, IQ scores
4. Ratio Scale – data are compared by multiplication or division.

Methods of Selecting Samples:

1. Probability Sampling – subjects of the sample are chosen on the basis of known probabilities.
Types of Probability Sampling:
o Simple Random Sampling – a sample is chosen in a manner that every subject has an equal
chance of being selected.
o Stratified Sampling – population is selected into a number of non-overlapping sub-
populations and then taking a sample from each sub-population.
o Cluster Sampling – random selection of clusters of smaller units.
o Systematic Sampling – process of selecting every nth member of the population arranged in a
list.
2. Non-Probability Sampling – sampling technique where the samples are gathered in a process that
does not give all individuals in the population equal chances of being selected.
Types of Non-Probability Sampling
o Haphazard Sampling – sample is presented to the researcher as the only data available.
o Purposive Sampling – samples selected are based on the results of past experiences.

Methods of Data Collection

Characteristics of a Good Question
1. A good question is unbiased.
Questions must not be worded in a manner that will influence the respondent to answer in a certain
way, that is to favor a certain response or to be against it. An unbiased question is stated in neutral language
and no element of pressure.
Examples of unbiased questions:

 Do you favor the enrolment procedure employed last semester?

 Do you like classical music?
Examples of biased questions:

 Do you favor the enrolment procedure employed last semester which makes long lines shorter?
 Do you listen to boring classical music?]
2. A good question must be clear and simply stated.
 A good question that is simple and clear will be easier to understand and more likely to be answered
truthfully.
Example of a simple and clear question:

 What is your average grade last semester

Example of a not simple question:

 What is your academic performance last semester?

3. Questions must be precise.
Questions must not be vague. The question should indicate clearly the manner how the answers
must be given
Example of a precise question:

 In terms of mathematical ability, do you think male and female are equal?
Example of a vague question:

 Do you think male and female are equal?

4. Good questionnaires lend themselves to easy analyses
Two Categories of Survey Questions
1. Open Question – An open question allows a free response
Example: What do you think can be done to reduce crime?
2. Close Question – A closed question allows only a fixed response.
Example:
Which of the following approaches would be the most effective in reducing crime? Choose
one.
a. Get parents to discipline children more
b. Correct social and economic conditions in slums
c. Improve rehabilitation efforts in jails
d. Give convicted criminals tougher sentences
e. Reform courts
Methods of Data Collection
1. Direct or Interview Method – The direct or interview method of data collection use at least two persons
(an interviewer and interviewee/s) exchanging information. This method will give us precise and
consistent information because clarifications can be made. Also, questions not fully understood by the
respondent, the interviewer could repeat the question until it suits the interviewee’s level. However,
this method is time consuming, expensive and has limited field coverage.
2. Indirect or Questionnaire Method – This is a method where written answers are given to prepared
questions. This method requires less time and is inexpensive since the questionnaires can simply be
mailed or hand-carried. Also, this will give a respondent a sense of freedom in honesty answering the
questions because of anonymity.
3. Registration Method – this is a method enforced by certain laws.
4. Observation Method – This is a method, which observes the behavior of individuals or organizations in
the study. This is also used when the respondents cannot read nor write.
5. Experiment Method – This method is used when the objective of the study is to determine the cause
and effect of certain phenomena or event.
Frequency Distribution Table
A Frequency Distribution Table (FDT) is a statistical table showing the frequency or number of
observations contained in each of the defined classes or categories.
Parts of a Statistical Table
1. Table Heading – includes the table number and the title of the table
2. Body – man part that contains the information or figures
3. Stubs or Classes – classification or categories describing the data and usually found at the leftmost side
of the table
4. Caption – designations or identifications of the information contained in a column, usually found at the
topmost of the column.
Table 1
Frequency Distribution of Staff Perception of the
Leadership Behavior of the Administrator

Perception of
Frequency
Leadership Behavior

Strongly Favorable 10
Favorable 11
Slightly Favorable 12
Slightly Unfavorable 14
Unfavorable 22
Strongly Unfavorable 31

TOTAL 100
Types of Frequency Distribution Table (FDT)
1. Qualitative or Categorical FDT – a frequency distribution table where the data are grouped according
to some qualitative characteristics, data are grouped into non-numerical categories.

Example of a Qualitative FDT:

Table 2
Frequency Distribution of the Gender
of Respondents of a Survey

Gender of Respondents Frequency

Male 65
Female 98

TOTAL 163

2. Quantitative FDT – a frequency distribution table where the data are grouped according to some
numerical or quantitative characteristics.
Example of a Quantitative FDT

Table 3
Frequency Distribution for the Weights
of 50 Pieces of luggage

Weight (in kilogram) Frequency

7–9 2
10 – 12 8
13 – 15 14
16 – 18 19
19 – 21 7

TOTAL 50

Steps in the Construction of a Frequency Distribution Table

1. Determine the Range (R).
R = highest value – lowest value
2. Determine the number of classes (k)
k N
where N is the total number of observations in the data set
3. Determine the class size (c) by calculating first the preliminary class size c’
R
Preliminary class size c’: c' 
k
Conditions for the actual c:

 It should have the same number of decimal places as in the raw data; i.e. if the observation in the
data set are all whole numbers, then your c should be a whole number.
4. Enumerate the classes or categories.
5. Tally the observations.
Note: Sometimes the number of classes (k) is not followed. An extra class will be added to accommodate
the highest observed value in the data set and a class will be deleted if it turns out to be empty.
6. Compute for values in other columns of the FDT as deemed necessary.
Other Columns in the FDT
1. Class Boundaries (CB)
a. Lower class boundary (LCB)
LCB = LL – ½ unit of measure
b. Upper class boundary (UCB)
UCB = UL + ½ unit of measure
2. Class Mark (CM) – midpoint of the class interval where the observations tend to cluster about.
LL  UL
CM 
2
3. Relative Frequency (RF) – the proportion of observations falling in a class and is expressed in percentage.
frequency
%RF  x100%
N
4. Cumulative Frequency (CF) – accumulated frequency of the classes
a. Less Than CF (<CF) – total number of observations whose values do not exceed the upper limit of
the class.
b. Greater Than CF (>CF) – total number of observations whose values are less than the lower limit
of the class
5. Relative Cumulative Frequency (RCF)
a. Less Than RCF (<RCF)
b. Greater Than RCF (>RCF)
Example: Construct the FDT of the given data set
Age (in Years) of 40 Patients Confined at a Certain Hospital
 5 15 23 27 33 38 44 52
5 15 24 30 33 40 45 53
7 20 25 31 34 42 45 55
10 20 25 31 35 42 50 57
13 21 26 32 36 43 51 57
Solution:
Step 1:
R = 57 – 5 = 52
Step 2:

k  40  6.32  6 classes
Step 3:
52
c'  8.67  9 thus, c=9
6
Step 4 – 6
Table 1
Frequency Distribution of Age (in Years) of 40 Patients
Confined at a Certain Hospital

CB CF RCF
Age Tally F CM RF(%)
LCB UCB <CF >CF <RCF >RCF

5 -13 IIIII 5 4.5 13.5 9 12.5 5 40 12.5 100.0

14 – 22 IIIII 5 13.5 22.5 18 12.5 10 35 25.0 87.5

23 – 31 IIIII – IIII 9 22.5 31.5 27 22.5 19 30 47.5 75.0

32 – 40 IIIII – III 8 31.5 40.5 36 20.0 27 21 67.5 52.5

41 – 49 IIIII – I 6 40.5 49.5 45 15.0 33 13 82.5 32.5

50 – 58 IIIII - II 7 49.5 58.5 54 17.5 40 7 100.0 17.5

TOTAL 40 100.0

2.5 Tabular and Graphical Presentation of Data

Methods of Presenting Data
1. Textual Method – a narrative description of the data gathered
2. Tabular Method – a systematic arrangement of information into columns and rows
3. Graphical Method – an illustrative description of the data

MEASURES OF CENTRAL TENDENCY AND LOCATION

A measure of central tendency is any single value that is used to identify the “center” of the data or
the typical value. It is often referred to as the average.
UNGROUPED DATA
Mean

 The most common average and also referred to as the arithmetic mean.
 The sum of all the values of the observations divided by the number of observations.

x
x
N

Examples:
1. The number of male employees at 5 different gift shops are 6, 8, 12, 18 and 6. Find the mean number of
male employees for the 5 stores.
Solution:

x
 x  6  8  12  18  6  50  10
N 5 5
2. Scores in Statistics first long quiz for a sample of 8 students are as follows: 84, 75, 90, 79, 95, 86, 93 and
89.
Solution:

x
 x  84  75  90  79  95  86  93  691  86.375
N 8 8

3. Find the mean of the following raw data:

a. 50 60 90 95 100
Solution:

x
 x  50  60  90  95  100  395  79
N 5 5

b. 11 12 16 14 22 15
Solution:

x
 x  11  12  16  14  22  15  90  15
N 6 6

c. 40 60 80 100 120
 Solution:

x
 x  40  60  80  100  120  400  80
N 5 5
Median

 The middle value of a set of data arranged in order

 In an array, one-half of the values precede the median and one-half follow it
 The first step in calculating the median, denoted by Md, is to arrange the data in an array.
th
N 1
Md   
 2 
Examples:
1. Find the median of the given set of data: 70, 75, 63, 71, 70
Solution: Arrange data in ascending order: 63, 70, 70, 71, 75
th
N 1  5 1
Md       3 =70
rd

 2   2 
2. Find the median of the following sets of scores
a. 12 10 15 21 6 4 2
Solution: Arrange data in ascending order: 2, 4, 6, 10, 12, 15, 21
th
N 1  7  1
Md       4 =10
th

 2   2 
b. 15 20 31 12 3 7 11 8

Solution: Arrange data in ascending order: 3, 7, 8, 11, 12, 15, 20,31

th
N 1  8  1 th 11  12
Md       4.5 =  11.5
 2   2  2

c. 73 80 86 92 94
Solution: Arrange data in ascending order: 73, 80, 86, 92, 94
th
N 1  5  1
Md       3 =86
rd

 2   2 
d. 2.3 2.7 2.5 3.0 3.1 1.9
Solution: Arrange data in ascending order: 1.9, 2.3, 2.5, 2.7, 3.0, 3.1
th
N 1  6  1 2.5  2.7
Md       3.5 =
th
 2.6
 2   2  2

Mode
  It is the observed value that occurs most frequently
 It locates the point where the observation values occur with the greatest density
 It does not always exist, and if it does, it may not be unique. A data set is said to be unimodal if there
is only one mode, bimodal if there are two modes, trimodal if there are three modes, and so on.
 It is not affected by extreme values.
 It can be used for qualitative as well as quantitative data.
Examples: Identify the mode(s) of the following data sets.
Data Set 1:
2 5 2 3 5 2 1
Mo= 2
Data Set 2:
2 5 5 2 2 5 1 3 5 4 2 4 5 2
Mo = 2 and 5
Data Set 3:
1 2 3 3 2 1 2 3 1 4 4 5 5 5
Mo = 1, 2,3 and 5
Data Set 4:
Red Blue Blue White Yellow Red Green Blue Orange White Yellow
Mo = Blue
GROUPED DATA
1. Mean

x
f X
i i

where: x = mean
xi = midpoint or class mark of each class interval
fi = frequency of each class interval
n = total number of cases or scores
2. Median
n 
  cfmd 1 
Mdn = LCBmd + c 2 
 f md 
 
 
where: LCB = lower class boundary of the interval containing the median class
Cfmd-1 = less than cumulative frequency of the class preceding the median class
fmd= frequency of the interval containing the median class
n= total number of cases
 c= class size
3. Mode
Mo = 3Mdn - 2 x
where Mdn = median
x = mean
Example:
Find the mean, median and mode of the following frequency distribution.

Class Interval F X FX <cf

50 – 54 3 52 156 3

55 – 59 10 57 570 13

60 – 64 9 62 558 22

65 – 69 10 67 670 32 Median class

70 – 74 11 72 792 43

75 – 79 7 77 539 50

80 – 84 5 82 410 55

85 – 89 3 87 261 58

90 – 94 1 92 92 59

95 – 99 1 97 97 60

TOTAL 60 4145

Solution:
1. Mean

x
fXi i

4145
 69.08
n 60
2. Median
n 
  cf md 1 
Mdn = LCBmd + c 2 
 f md 
 
 
 60 
  22 
= 64.5 + 5 2  = 68.5
 10 
 
 
3. Mode
Mo = 3Mdn - 2 x
= 3(68.5) – 2(69.08)
= 205.5 – 138.2
= 67.3
 When to Use the Different Measures of Central Tendency

Mean

 When the scores are distributed symmetrically around a central point: that is, the distribution is not badly
skewed.
 When what is needed is the measure of central tendency having the greatest stability.
 When other statistics are to be computed later.

Median

 When one wants the exact midpoint or 50% of the distribution.

 When there are extreme scores which would markedly affect the score.
 When it is desired that certain scores should influence the central tendency but all that is known about
them is that they are above or below the median.

Mode

 When a quick/approximate measure of central tendency is all that is wanted

 When the measures of central tendency should be the most typical value.

ANALYSIS OF VARIANCE AND T-TEST

The analysis of variance (ANOVA) is a statistical tool used in comparing more than two population
means. This is also used when the observations of different groups are selected on random sampling from
a normally distributed population. The observations should be independent, and the variance of the
groups must be homogeneous. ANOVA uses the F-test, which is the ratio of mean squares between groups
and means squares within groups.
Steps for Hypothesis Testing:
1. Stating the null and alternative hypothesis.
H0: The population means of each treatment is equal.
H𝑎: At least one population mean of treatment is different.
2. Set the level of significance, 𝛼.
3. Compute for the totals and the means.
4. Set the ANOVA table and compute the F value.
5. Decision Making: Decide whether to reject or not reject the null hypothesis based on the F-test's
computed value.
6. Make a conclusion.
One of the most commonly used techniques for hypothesis testing based on a difference between two
groups of samples is the t-test. It is sometimes known as Student" s t-test. This test tells us whether the
two data sets are statistically significantly different from each other.

There are two main types of t-test:

1. A single sample t-test compares the mean of a single group against a known mean.
2. A paired sample t-test compares means from the same group at different times

T-test For Single Samples

When the sample size is small ( n ≤ 30) and the population variance is unknown, assuming that the sample
is approximately normal, the t-test is more appropriate for testing the hypothesis for the mean.
SIMPLE AND COMPOUND INTEREST

Simple Interest (I)

I = Principal (P) x Rate (r) x Time (t) ; t must be in years

I = Prt

Final amount (FA) = P + I

Example:

At 5% simple interest, how much will P25,500 amount to after 2 years?

Given:
Principal, P = P25,000
Rate, r = 5% = 0.05
Time, t = 2 years

I = Prt = (P25,000)(0.05)(2) = P2,500

FA = P + I = P25,000 + P2,500 = P27,500

Gain/Discount

Gain/Discount = %discount (D) x original price (OP)

SP = OP + Gain

SP = OP – Discount

Examples:

1. Mervin bought a sound system for P40,000. How much should he sell it to
realize an 18% profit?

Given:
 Original Price, OP = P40,000
%D = 18% = 0.18

Gain/Profit = P40,000 x 18% = P40,000(0.18) = P7,200

Selling Price, SP = P40,000 + P7,200 = P47,200

2. A property worth P140,000 was sold for only P126,000. What percent of
discount did the buyer get?

Given:
OP = P140,000
SP = P126,000

Discount, D = OP – SP
D = P140,000 – 126,000 = P14,000
D 14,000
%D = x100%  x100%  10%
OP 140,000

Commission (C)

C = %Commission x Total Sales (TS)

C = (%C)(TS)

Example:

An agent gets 20% on the first P25,000 and 10% on the amount over P25,000 of
his total sales. How much does he get from a total sales of P42,000?

Commission for First P25,000:

(20% )(P25,000) = (0.20)(P25,000)=P5,000

Commission beyond P25,000:

10%(P42,000 – P25,000)
= 10%(P17,000)
=P1,700

Total Commission = P5,000 + P1,700 = P6,700