​ MATHEMATICS I - QMT00104

ASSIGNMENT 2
ALL details MUST BE COMPLETED or assignment may be returned before acceptance

Students name/ID 1. NUR BATRISYIA FILZAH BINTI AHMAD AFFENDY (012025050123)

2.NUR ALYA QUZANDREA BINTI SHAHRINAZ SRI (012025050160)
3.NUR HANNAN SOFIYYAH BINTI MOHD RUDDUAN (012025050065)
4.NUR ZENAT SHAHILLA BINTI SAEED (012025050152)
5.NUR JANNAH ALMOBARAK BINTI ABDUL HAMID (012025050016)
CMT00104/ QMT00104/ TMT00104/ FMT0023
Subject Name & Code
MATHEMATICS I
Lecturer MADAM KHAIRUN NISA ABU BAKAR
Programme FMS
Semester MAY 2025 ASSIGNMENT No 2
Topic 4&5

Date submitted 17/7/2025 Due date 17/7/2025

FILZAH ALYA HANNAN ZENAT JANNAH

Marks Comments:

Signed: ………………………………….. Date: ………………………………..

 ​ MATHEMATICS I - QMT00104

1.0 INTRODUCTION

Amora cookies, a homemade cookie business, and how mathematical ideas were used
(specifically matrices and number sequences) to formulate implementable solutions.

Being a startup, we faced many challenges in managing our business effectively. They
were then presented with a series of problems: among them, a lack of consistency in
buying ingredients, lopsided cookie production, unpredictable sales patterns and
inventories that were not being managed efficiently. Lack of a defined system led to
unnecessary waste of ingredients, unmet demand and greater financial losses for us.

We solved these problems by introducing mathematical modeling in our business

planning. We utilized matrices to streamline our ingredients’ amounts needed for each
cookie recipe when placing supply orders and production scheduling. Arithmetic
progressions were also applied to search for regularities in weekly sales performance of
the chains and to observe growth or decrease of the process. Moreover, geometric
series were used to forecast the customer base under different promotions and to
estimate the long term effect of viral marketing or selling in bulk.

In this article, we want to show you how not only did these mathematical instruments
enable us to solve business problems of the real world, but to make data-driven
decisions that improved our efficiency and business
 ​ MATHEMATICS I - QMT00104

2.0 CASE STUDY DESCRIPTION

This cookie business, Amora Cookies as we would like to call it, is a company that
informatively involves business problems and maths solving skills. In the workplace,
three employees encounter problems upon knowing the total cost, the overall
ingredients for the cookies batches. Other than that, one CEO and her PA are finalising
the weekly sales for the batches. So, they ultimately use the progression formulas to
solve their issues.

The business perfectly encapsulates the use of mathematical formulas in our daily lives.
Be it if it’s at home or in our workplace. Our trusty employees truly understand the vital
role of math skills in their routine, in a way that involves their critical thinking abilities,
accuracy and understanding towards the problems.
 ​ MATHEMATICS I - QMT00104

3.0 QUESTIONS AND SOLUTION

Scenario :

We run a small homemade cookie business from her kitchen. She bakes three types of
cookies: Chocolate Chip, white chocolate chip and red velvet. Each type of cookie
requires different amounts of flour, sugar, and butter. She keeps track of the ingredients
and weekly sales in matrices to help her manage production.

Ingredient Chocolate White Red Velvet

(grams) Chip Chocolate Chip

Flour 200 180 220

Sugar 100 120 80

Butter 150 130 140

CHAPTER 4 - Arithmetic Progression

Question 1

On the first weekday, 300 cookies were baked and sold. By the time, they raised the
number of cookies produced by 40 per week. This plan was carried on for 10 weeks
straight. What are the total cookies that are being sold in 10 weeks forward?

Solution
a = 300
d = 40
n = 10

𝑆𝑛 = 𝑛/2 [2𝑎 + (𝑛 − 1)𝑑]

S10= 10/2 [2(300) + (10-1)(40)]
= 5 [600 + 360]
= 4800
 ​ MATHEMATICS I - QMT00104

CHAPTER 4 - Geometric Progression

Question 2

In the first week, 300 cookies were baked and sold. By week 3, the number of cookies
baked and sold increased to 1,200.

What is the total number of cookies sold in 10 weeks if the production increases
following a geometric progression?

Solution:​

a= 300
r= ?
S10 = ?
T3 = 1200​
​
Tn = a x rn-1

1200 = 300 x r2
1200/300 = r2
4 = r2
2=r

Substitute all the information given in Sum equation

S10 = a x (r10-1)/r-1
S10 = 300 x (210 -1)/2-1
= 300 x 1023
= 306900
 ​ MATHEMATICS I - QMT00104

CHAPTER 5 - Matrices

Question 3

Matrix Multiplication - Total Ingredient Use:

Multiply Matrix A by Matrix B to calculate the total amount of flour, sugar, and butter
used during the week.
What is the resulting matrix and what do its values represent?​

1. Total Ingredients Used (A × B):

Multiply row by column:

●​ Flour: (200×15)+(180×10)+(220×12)=

3000+1800+2640=7440 grams​

●​ Sugar: (100×15)+(120×10)+(80×12)=

1500+1200+960=3660 grams​

●​ Butter: (150×15)+(130×10)+(140×12)=

2250+1300+1680=5230 grams
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✔️ Resulting Matrix:

We used 7440g flour, 3660g sugar, and 5230g butter this week.
 ​ MATHEMATICS I - QMT00104

Question 4

It is given that flour is 0.01 ringgit per gram, sugar is 0.02 ringgit per gram and 0.03
ringgit per gram for butter.
so first and foremost, write matrix c in a (1X3 column). So basically, total cost equals to
(C times by the total of (AXB)).

so, start by writing the matrix C

[0.01 0.02 0.03] like so.

later on, multiply matrix C with total of (AXB)

[0.01 0.02 0.03] X [7440 3660 5230]

multiply each separately in the calculator as you can see here

(0.01 X 7440) + (0.02 X 3660) + (0.03 X 5230)
=74.40 + 73.20 + 156.90

equal all the number

so the total cost equals RM 304.50.
 ​ MATHEMATICS I - QMT00104

Question 5
Suppose Lina wants to make a special order requiring 300g of flour, 240g of sugar, and
270g of butter, and she wants to find how many batches of each cookie type to make.
Represent this as a system of equations and solve using matrix inverse method (A⁻¹ · D
= x). How many batches of each cookie should she prepare to meet exactly the
ingredient needs?

SOLUTION

For the matrices inverse method, we use this equation:

(A⁻¹ · D = x)

First, write the matrices in standard form

A = | 300 180 220 | ​ D = | 300 |​

| 100 120 80 | ,​ | 240 |​
| 150 130 140 | | 270 |

Lets use this using the formula

(X=A-1 · D)

So now find A-1

Let’s solve it using calculator

A⁻¹ = | 0.0175 0.0050 0.0075 |​

| -0.0975 0.0350 -0.0025 |​
| 0.0150 0.0000 -0.0050 |
 ​ MATHEMATICS I - QMT00104

Then, calculate A-1 · D

X = A-1 · D = | 0.5 |​
| 1.0 |​
| 0.5 |

So, Lina should make:

0.5 batch of Chocolate Chip

1.0 batch of White Chocolate

0.5 batch of Red Velvet

 ​ MATHEMATICS I - QMT00104

4.0 SELF REFLECTION

FILZAH

My task was to create a video presentation that applied the concept of arithmetic
progression to a real-life business scenario. I chose to portray a CEO of a cookie
company who sells cookies at a weekly pop-up booth, with production increasing by a
fixed number of cookies each week. My role was to develop the storyline, explain the
math behind the progression, and act in the video to ensure the concept was clearly
presented in a relatable way.

My task was to create a video presentation that applied the concept of arithmetic
progression to a real-life business scenario. I chose to portray a CEO of a cookie
company who sells cookies at a weekly pop-up booth, with production increasing by a
fixed number of cookies each week. My role was to develop the storyline, explain the
math behind the progression, and act in the video to ensure the concept was clearly
presented in a relatable way.

One of the biggest challenges was the time constraint we only had one week before the
submission deadline. It was difficult to come up with a realistic and creative storyline
that accurately portrayed arithmetic progression in a business setting. Coordinating
group members for filming and editing also proved to be stressful, especially when
ideas clashed or time schedules didn’t align.

To overcome these challenges, we revised our storyline to make it more practical and
focused. Instead of overcomplicating it, we used a simple yet effective case that was a
cookie company increasing production by a fixed number of cookies each week, for
example, starting with 100 cookies and increasing by 50 weekly. We did extra practice
on the math involved and held group discussions to divide tasks fairly and improve
collaboration. This helped us stay focused and meet the deadline.
 ​ MATHEMATICS I - QMT00104

This activity taught me the importance of time management, teamwork, and critical
thinking. I learned that math concepts like arithmetic progression can be found in
real-life business strategies, like inventory planning and sales growth. Working with a
group helped me improve my communication and decision-making skills. In the future, I
will start earlier, plan the storyline better, and hold more group meetings to ensure
everyone is on the same page from the start.
 ​ MATHEMATICS I - QMT00104

ALYA

I've learned plenty from this assignment alone. I haven’t taken any business related
courses in my high school time but this assignment made me want to.

In addition to that, it is clear that I’ve had fun doing alongside learning in this project with
my friends. They taught me that even in some complicated mathematical equations and
concepts, we can make it fun if we want to.

On top of that, we tried to make this skit as realistically as possible and I believe we
made that happen. We successfully involved a bit of comedy alongside it .

I’m thankful that because of them and this assignment, I understand both chapters in
depth. It improved not only my mathematical ability, but also my accuracy, and critical
thinking skills.
 ​ MATHEMATICS I - QMT00104

HANNAN

During this task, I had the opportunity to edit a video, create a scene, and record it as
part of my learning process. I also worked on solving the given problem and discussed
the answers with my friend. This experience helped me improve my problem-solving
skills and strengthened my understanding of the topic, especially on how to apply
geometric progression in real-life scenarios.

While editing and recording, I learned how to present ideas more clearly and creatively.
Discussing with my friend was helpful because it gave me new perspectives and
allowed me to check my answers, making sure they were accurate. I also realized the
importance of teamwork and communication when sharing and refining ideas.

I feel proud of my effort because I managed to complete the video and actively engage
in solving the questions. However, I noticed that I can still improve my time
management and video editing skills to make future projects smoother and more
professional.

Overall, this activity was meaningful and allowed me to combine creativity with
academic learning. It motivated me to be more confident in presenting and discussing
mathematical concepts.
 ​ MATHEMATICS I - QMT00104

ZENAT

In this assignment, my main responsibility was to handle the system of equations using
the matrix inverse method. This task involved taking real life data from our cookie case
study and forming it into a system of linear equations, converting the system into matrix
form and solving it using the inverse matrix method. This method helps find unknown
values from linear equations. I used real life cookie data to form matrices A and D, then
applied X = A⁻¹ × D to find the number of batches. I used both a calculator and the
adjoint method to find A⁻¹. Although I struggled at first, I kept trying, referred to notes
and tutorials, and eventually understood the steps. Solving it felt rewarding, and even if
I’m unsure about the final answer, I’m proud I didn’t give up.

One of the main challenges I faced during the preparation was that I received the script
quite late, and we had to begin recording shortly after. Because of that, I didn’t have
enough time to properly memorize or practice my part. I felt unprepared since I wasn’t
confident with what I was going to say. Even though it was rushed, I still did my best to
get ready before the recording.

One of the challenges I overcame was during video preparation, where I stayed calm
and focused on understanding the script despite having limited time. I read through it a
few times and practiced out loud to feel more confident. Even though I didn’t fully
memorize it, I understood the main points so I could still explain them properly. I also
faced a question that I didn’t understand at first, but I kept trying until I finally got it. That
moment made me feel more confident, and it reminded me that effort really makes a
difference.
 ​ MATHEMATICS I - QMT00104

Through this activity, I learned the importance of preparing early and managing time
better, especially when it comes to things like memorizing scripts or explaining steps
clearly. I also realized that even if I don’t understand something at first, it’s okay as long
as I keep trying, I will eventually get it. In the future, I will give myself more time to
practice, ask questions earlier, and stay more focused during group work so that
everything runs more smoothly.
 ​ MATHEMATICS I - QMT00104

JANNAH

The matrix activity was a really eye-opening task for me. At the beginning, I really was not
clear on what matrices meant or how we used them — they just were like collections of
numbers. But by doing this, particularly by making it something creative like a home-baked
cookie business, I learned how functional and enlivening they can be when it comes to
organizing information and solving problems out there in the world.

When I began the process of multiplying the matrices in order to learn how many of the
ingredients we used for each cookie type, I found the method to be somewhat challenging. I
also had to fold the rows from one matrix into the columns from the other, and that forced
me to be much more careful and accurate in my calculations. This wasn’t a math problem to
be solved — it was a situation to be made sense of. For everything that had a number
attached to it — flour, sugar, butter — ingredients you could almost pretend physically
measuring on a kitchen counter.

And one thing that made it even more fun was knowing how powerfully useful this is for
somebody that is an entrepreneur. Instead of doing those multiplications by hand for each
ingredient for each batch, matrices allow you to do the multiplication once and get every
total all at once. That’s what really struck me — how efficient it was, and how it showed that
it’s not just about solving equations, it’s also about how to do things smartly in the real world
with mathematics.

I only say this because I felt my confidence with matrix related things increased from this
activity. I used to believe that they were only for advanced math students or engineers, but
now I see that they can be used outside of a professional setting as well. I have grown in
routine comfort with a few steps: how to set up the matrices, the row-by-column
multiplication, but most important of all, the way to interpret the results.
 ​ MATHEMATICS I - QMT00104

More than anything else I loved that blend of logic and creativity. It involved more than
numbers — cookies, batches, ingredients and business planning. It felt like I was solving a
real problem, not just doing math.

This in general taught me patience, how to be correct, as well as practical applications for
math. I’m proud of myself. I get the process, that I do the work, and then I should take that
step back and let it be.” In the future, I am looking forward to attempting similar problems,
possibly making my own too.
 ​ MATHEMATICS I - QMT00104

5.0 ATTACHMENT

link video : MSU FMS SEM1 MATH 1 ASSIGNMENT 2 ( Chapter 4 & 5)

​ MATHEMATICS I - QMT00104
 ​ MATHEMATICS I - QMT00104

6.0 CONCLUSION

This assignment allowed us to connect mathematical theory with a real life problem in
an engaging way. We used matrices to find the exact combination of cookie batches
needed based on a fixed amount of ingredients, and sequences and series to analyze
ongoing patterns such as repeated production or ingredient use. By combining these
two topics we were able to make more accurate decisions and deeper analysis. The
process improved our problem solving skills and helped us understand how
mathematical reasoning can be useful in planning, managing resources and explaining
data logically.
 ​ MATHEMATICS I - QMT00104

7.0 REFERENCES

1.​ Group discussion notes and project script

2.​ Mathematics lecture notes – Chapter4 : Matrices and Chapter5 : Sequences &
Series
3.​ The Hong Kong Polytechnic University, English Language Centre. (2023). APA
7th edition referencing guide.
https://www.polyu.edu.hk/elc/-/media/department/elc/content/language-resources
/referencing/apa.pdf?rev=
4.​ Khan Academy. (2019). Convergence and divergence – introduction to series
[Video]. YouTube. https://www.youtube.com/watch?v=zg9N2gAf6a4
5.​ IQ Initiative. (2022, June). Inverse of a 3x3 Matrix – (THE SIMPLE WAY) [Video].
YouTube. https://www.youtube.com/watch?v=lauh7KjEfXk
6.​ Mario's Math Tutoring. (2019). Sequences and Series Introduction [Video].
YouTube. https://www.youtube.com/watch?v=m5Yn4BdpOV0
 MATHEMATICS I

REPORT (100%)

CRITERIA EXCELLENT GOOD AVERAGE NEEDS IMPROVEMENT SCORE %

(4) (3) (2) (1)

There is a well-focused Introduction clearly states Introduction is somewhat Introduction does not
Introduction statement that introduces the main topic but clear but elements address the topic and the
(10%) the topic and clearly elements discussed are discussed are inadequate. elements discussed.
addresses all elements inadequate.
discussed.

Demonstrates a deep Shows good Misunderstands key Purpose and main ideas
understanding of all understanding, but missed concepts. Shows basic of the event are unclear
concepts used. minor conceptual details. understanding with some and require inferences by
misconceptions. reader.
Content Purpose and main ideas Purpose and main ideas
Analysis of the event are clear, of the event are clear, Purpose and main ideas Course learning outcome
-Group’s relevant and focused. relevant and focused. of the event are overly and objectives details are
activities broad or simplistic. insufficient and irrelevant.
Course learning outcome Course learning outcome
(10%) and objectives are and objectives are general Course learning outcome
relevant and carefully or limited in places. and objectives are limited,
selected. off topic, predictable or too
general.

Provides deep and Provides a solid reflection Provides a basic reflection Provides a minimal or
insightful reflection on the with a good understanding with a general unclear reflection with little
Individual
learning process, of the concepts. understanding of the understanding of the
Reflection
demonstrating a clear concepts. concepts.
(30%)
understanding of the
concepts.
 MATHEMATICS I

Minor errors present, but Some errors in Frequent errors affecting

they don’t affect overall calculations, but key ideas the overall results.
All calculations are correct accuracy. are mostly correct.
Mathematical
with clear explanations Frequent errors in
Accuracy
and justifications. Mostly correct, with a few Some mistakes in mathematical notation.
(30%)
minor mistakes in notation, but
Consistently uses proper notation. understandable.
notation, symbols, and
terminology.
Mechanics Report is exceptionally Report is exceptionally
Somewhat organized, but Disorganized with unclear
(10%) clear, well-organized, and clear, well-organized, and
lacks clarity in sections. sections or transitions.
easy to follow. easy to follow.

The conclusion is strong

The conclusion is logical The conclusion is logical
and logical as well as The conclusion is illogical
and adequately but does not summarize
Conclusion & provides clear summary of and does not summarize
summarizes the topic. the topic.
reference the topic. the topic.
(10%)
Minor errors in formatting Sources are present, but
All sources are cited Sources are missing or
citations, but all sources with some significant
correctly using proper incorrectly cited.
are present. formatting errors.
format.

TOTAL /100
 MATHEMATICS I

PRESENTATION (100%)
EXCELLENT GOOD AVERAGE NEEDS IMPROVEMENT
CRITERIA SCORE %
(4) (3) (2) (1)

The introduction clearly The introduction clearly The introduction clearly The introduction clearly
Introduction states the mathematical states the mathematical states the mathematical states the mathematical
(5%) topic, purpose, and topic, purpose, and topic, purpose, and topic, purpose, and
relevance of the relevance of the relevance of the relevance of the
presentation. presentation. presentation. presentation.

Presentation Some originality is shown The presentation includes Limited originality; relies
demonstrates highly with creative insights or basic ideas with minimal heavily on common
original thinking and approaches to creativity or new insights. approaches with little
unique insights. problem-solving. creativity.
Originality &
Visuals are basic but
creativity
Visuals are highly Visuals are clear and clear, with limited creative Visuals lack clarity or are
engaging, innovative, and creative, contributing elements. uninspired, offering little
(20%)
enhance understanding. positively to visual creativity.
Unique designs or understanding
representations are used
effectively.

Explanations are clear, Mostly clear with minor Somewhat clear, but some Explanations are unclear
Delivery thorough, and easy to ambiguities. points are difficult to or incomplete.
(Individual) follow. follow.
(30%) Mostly engaging with Delivery is unclear, lacking
minor issues in tone or confidence or enthusiasm.
pace.
 MATHEMATICS I

Presenter is confident, Some engagement, but Struggles to answer

engaging, and uses Adequately answers most delivery lacks confidence questions, showing limited
appropriate tone/pace. questions with minor or appropriate pacing. understanding.
issues in depth.
Answers questions clearly Answers some questions
and thoroughly, showing well, but struggles with
deep understanding. others.

Presentation is well-paced Slightly over/under time, Somewhat off on timing, Significantly off time,
and fits within the allotted but does not impact affecting parts of the rushing or not covering
Time
time. content delivery. presentation. key points.
management
(Individual)
Manages time excellently, Manages time well, with Time management is Struggles with time
(10%)
consistently meeting only minor issues in average, with delays management, leading to
deadlines and delivering meeting deadlines. affecting some areas. incomplete work.
quality work.

Shows clear, logical Shows good progression Some progression, but

progression with Limited progress with a
Progression with some minor major steps or
consistent effort disorganized or unclear
(Individual) inefficiencies in approach. approaches need refining.
throughout the approach.
(20%) Mostly consistent, but Work is somewhat
assignment. Inconsistent effort with
some parts show less consistent, but key areas
Consistent and thorough many incomplete parts.
thorough work. lack effort.
work at each stage of the
assignment
 MATHEMATICS I

Actively contributes to all

aspects of the project, Contributes occasionally
Cooperation Regularly contributes with Rarely contributes or
consistently sharing ideas but may not always
(10%) useful ideas and completes tasks, often
and taking responsibility complete tasks or share
completes assigned tasks. relying on others.
for tasks. ideas.

Effectively and concisely Effectively and concisely Effectively and concisely Effectively and concisely
Conclusion summarizes the main summarizes the main summarizes the main summarizes the main
(5%) mathematical points mathematical points mathematical points mathematical points
covered in the presentation. covered in the presentation. covered in the presentation. covered in the presentation.

TOTAL /100