Lesson Plan Guideline
Superior University
1
Lesson Plan Guideline
Business Mathematics and Statistics (BBA/B.Com Hons)
Module Handbook
Contents
 Staff and Course Delivery Arrangements
02
 Course Introduction
04
 Course Objective
05
 Outcomes
06
 Student Gain
07
 Teaching and Learning Methodology
09
 Assessment criteria
09
 Lecture Plan
11
 Penalties
16
 Assessment Grades and Percentages
17
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Lesson Plan Guideline
STAFF AND COURSE DELIVERY ARRANGEMENTS
1. Teaching Staff
Course Team
Name
Muhammad Zia Ullah Khan
Room and Building
MS department
Phone Number
0333-4265478
Email
pme@superior.edu.pk
Consultation Hours
On appointment
Course Name and code: Business Mathematics & Statistics
Credit Hours: 3
3 hours per week for the 15-week semester
Program:
BBA/B.Com Hons
Semester:
1st
Pre
Requisites:
Follow Up:
Text Book:
Session: 2014 – 2017
Business Mathematics & Statistics
NA
Introductory Mathematical Analysis for Business, Economics,
and the life and social sciences (by Ernest F. Haussler,
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Richard S. Paul)
Applied Mathematics for Business, Economics and the Social
Studies
(By Frank S. Budnick)
Business Mathematics and statistics
(By Mirza Mohammad Hassan & Mohammad Ali Mirza)
(By Abdullah)
Introduction:
This course is designed to learn basic concepts and techniques of mathematics.
A thorough knowledge in the areas of basic mathematics is an essential skill for
management sciences. In view of the need to estimate the uncertainties of
business decisions, the management This course also gives provides
understanding of mathematical techniques applied for, forecasting in corporate
planning and Financial Management.
To represent and evaluates basic mathematical information verbally, numerically,
graphically and symbolically. To use appropriates technology to enhance
mathematical thinking and understanding and to solve mathematical problem and
judge the reasonable results.
To interpret mathematical models such as formulas, graphs, tables and
schematics, and draw inference from them. To recognized the limitations of
mathematical models.
To develop the view that mathematics an evolving discipline, interrelated with
human culture and understand its connections to other disciplines.
The statistics plays an important role in every field of human inquiry. When
statistics is applied in economics, it called econometrics, when it applied in
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Lesson Plan Guideline
Biological science it is called Biometry and others. Statistics are the eye of
administration. Various
problems such as unemployment, crime, poverty etc.
require statistical investigation in order to study their causes. The structure of
insurance is based on statistics. Statistics is a source of making forecasts about
many facts. Past knowledge of statistics helps in comparing the result for year to
year and in finding out the reasons for changes and the effect of such changes in
future.
Mathematics and Statistics A combined subject:
Mathematicians and statisticians use symbols, graphs, and diagrams to help
them find and communicate patterns and relationships, and they create models
to represent both real-life and hypothetical situations. These situations are drawn
from a wide range of social, cultural, scientific, technological, health,
environmental, and economic contexts.
Course Objectives
The Objective of the mathematics and statistics components of the core
curriculum is to develop a quantitatively literate for university student. Every
student should be capable to apply accounting and economics mathematically
and statistically. Every student should be able to apply “basic Mathematical and
Statistical Tools” in the solution of real world problems. The broadly stated
objectives of this course are listed below

To equip students with basic tools of mathematics and statistics that can
be applied in solving complex mathematical and statistical information.

To make students equipped with the skill of applying derivatives in the
form of maxima and minima to find out minimum cost, maximum profit and
point of equilibrium.
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Lesson Plan Guideline

To make students learn solution of equations and use of graphs in order to
estimate and represent loss, profit, sales, revenues, variable cost, fixed
cost and break-even point.

To represent and evaluate mathematical information verbally, numerically,
graphically and symbolically.

To make students understand the concept of regression and correlation
and relationship between independent and dependent variables and
analysis of result because these concepts are applied in the course of
Quantitative Techniques of business in order to generate analysis.

To expand questions based upon mathematical reasoning, skills and
formal logic to develop convincing mathematical argument.

To apply and interpret statistical techniques such as formulas, graphs,
tables and schematics, and draw inference from them.

To recognize the limitations of mathematical and statistical models.

To develop the view that mathematics and statistics are interlinked
disciplines, interrelated with human culture and understand its connections
to other disciplines.
Outcomes:
On completion of this course, students should be able to:
Successful completion of this course will enable the student to:
1. Apply arithmetic and algebraic skills to everyday business problems.
2. Use ratio, proportion and percent in the solution of business problems.
3.
Solve business problems involving commercial discount, markup and
markdown.
4. Solve systems of linear equations graphically and algebraically and apply to
cost volume- profit analysis.
5.
Apply Statistical Representation of Data, Correlation, Time Series and
Exponential Smoothing methods in business decision making
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Lesson Plan Guideline
6. Use elementary probability theory and knowledge about probability
distributions in developing profitable business strategies.
In the pursuit of the above objectives, students should achieve excellence
in the following specific areas.

Understand the nature of mathematical economics, mathematical
accounting.

Understand the relations, functions, graphics approach, economic and
accounting analysis

Understand the linear equation and problems related to linear equation.

Show understanding of quadratic equation of different methods

Show understanding of matrix algebra theory and model based

Determining the “derivative using the rules for differentiation”

Determining the depreciation by straight line method and declining
balance method

Solving business application problems involving
Student Gain
Classification
Knowledge
Topics
and Student will be able to
Comprehension

Demonstrate a broad knowledge of mathematics in
the core areas of economics, accounting, finance
and medical.

Make a link of mathematical queries in subjects other
than mathematics to the concepts taught to them.

Apply techniques of mathematics and statistics in
other business subjects.

Understand the concepts of all business courses
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Lesson Plan Guideline
where mathematical or statistical would be required.

Topics
like
pro
forma
financial
statements,
estimation, forecasting, analysis of market share, all
accounting topics require students to be efficient in
mathematics so that they can effectively perform all
these tasks. This course will enable to do it.

Demonstrate more in depth knowledge and skills of
quantitative
of
theoretical
modeling
areas
of
economics and accounting.
Application
and

Skills
Select and apply appropriate techniques to solve
problems

Justify conclusions based upon logical reasoning in
subjects of economics and accounting.

Apply
mathematical,
statistical
techniques
amalgamated with the graphical representation in an
appropriate manner.

Communicate effectively and clearly in written and
oral formats.
Analysis

Apply skills and mathematical tools to solve complex
problems.

It would allow students to convert their ideas on
paper
using
mathematical
estimation
and
calculations.

To produce logical and reasonable results.

Perform with high level of accuracy.
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Lesson Plan Guideline
Teaching and Learning Methodology
Lectures:

Previous lecture quiz and quires

Lecture includes, introduction of problems, basic principles and same
example will be discussed the solution to examples and questions
students are given problem sets etc.

Discussion on queries and difficulties raised by students’ group
discussion, class participation, home assignment.
Assessment Criteria:
Up to Mid Term
Marks Distribution
Assignment
10%
Mid Term paper
20%
Total Mid Term Evaluation
30%
Up to Final Term
Marks Distribution
Final Project
30%
Final Term paper
40%
Total Final Term Evaluation
70%
Total Marks (Mid + Final)
100%
Assessment Detail:
The quizzes part in the assessment criteria would enable students to prepare
themselves for mid-term and final term papers. While preparing for the quizzes,
students would go through all the course content, solve problems related to the
topics, prepare them and most importantly they would be able to rectify their
mistakes. It would also enhance the capability of the students to understand the
concepts which were taught to them; moreover mathematics is all about
practicing the problems so through practice they will grasp the content more
accurately. It would be totally on the discretion of the instructor to decide the
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Lesson Plan Guideline
number of quizzes. The number of quizzes would be announced in the class but
the overall percentage of the quizzes would remain same.
Reference Books
Business Mathematics By Abdullah and Miraj Din Mirza
Journal:
a. Quarterly Journal of Economics
b. Bell Journal Economics
c. The Journal of Human Resources
d. Journal of Management Sciences
e. Journal of Common Market Studies
f. Journal of Economic Perspective
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Lesson Plan Guideline
Study Week
Learning Outcome
Session Break Up
Opening Discussion (ice breaking
session & module discussion)
 use of substitution and
Equations
The concept of linear
equations

elimination method
use of substitution and
Break
15 Mins.
30 Mins.
20 mins
elimination method


Solving linear
equations
1
Students Would be able to :
 Learn the concept of
linear equation and the
solution through
factorization, quadratic
formula and graphical
representation.
simultaneously with
graphical
representation.
Concept of Quadratic

Solving linear equations
simultaneously with
graphical representation.
50 mins
Factorization by completing
square and quadratic
formula.
Equations

Factorization

By completing Square
65 mins
method
By Quadratic Formula.
Session
Topic
Learning Outcomes
Session Break Up
Concept and nature of matrices
2
Matrix Algebra:

Concept and nature of
Students would be able to:

Learn the concept and nature of
Addition, subtraction and
multiplication
Break
15 Mins.
65 Mins.
15 Mins.
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Lesson Plan Guideline
matrices

Addition, Subtraction,
matrices and how matrices are
used in order to solve the linear
equations.
Inverse of matrices and
Application of matrices in solving
linear equations
85 Mins.
Multiplication.

inverse of matrices

Application of matrices
in solving linear
equation (up to three
variables) and finding
cost of commodities in
different scenarios.
Session
Topic
Learning Outcomes
Session Break Up
Opening Discussion (ice breaking
session & module discussion)
3
Understanding of simple
interest. Application and
solution of question of simple
interest.
Students Would be able to :
 Learn the concept of
Understanding of simple
interest. Application and
solution of question of
simple interest.

Learn the concept of
15 mins
30 Mins.
Understanding of simple
interest.
Break
20 mins
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Lesson Plan Guideline


Session
Topic

4
50 mins
60 mins
Learning Outcome
Session Break Up
Students would be able to:
 Understand and learn the concept
of differentiation.
and differentiation.
Concept of derivative and
differentiation
Application of derivative by basic
definition method
Break
Application of
Basic rules of differentiation
50 Mins.
Chain Rule
35 mins
Differentiation:

Application
Solution of compound
interest
Concept of derivative
30 Mins.
65 Mins.
15 Mins.
derivative by basic
definition method.

Basic rules of
differentiation.
Chain Rule.
Session
Topic

Learning Outcomes
Instantaneous rate of
change
5


Students would be able to:
 Application of maxima and
minima, rate of change.
Session Break Up
Instantaneous rate of change
Partial derivatives
Application of maxima
Partial Derivatives
50 mins
40 mins
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and Minima in figuring
out optimum level of
profit, minimum costs,
concerned rate of
Break
Application of maxima and
minima in figuring out optimum
level of profit, minimum costs
change in order to
create efficiency.
Session
Topic
Learning Outcomes
15 mins
75 mins
Session Break Up
Comprehensive Quiz for Mid Term Exam
6
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Lesson Plan Guideline
Mid Term Exam
Session 7
Topic
Session
Integration :
Learning Outcomes
Students would be able to :
 Integration and its rules and
application of integrals
Session Break Up
Rules of integration
40 Mins.
Change in variable
40 Mins.

Rules of Integration

Change in Variable
Break
15 Mins.

Application of Integrals
Application of integrals
85 Mins.
in measuring areas
8
between the curves,
volume and surface
area of solids.
Session
Topic

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Learning Outcomes
Session Break Up
Students would be able to:
 Grasp the concept of statistics as a
Usefulness of Statistics
subject, its importance
and
in real life and its
application in numerous fields.
Statistics as a subject and its
application
Relation of statistics with
mathematics
application in
Break
20 Mins.
Frequency distribution and
statistical graphs
120 mins.
Introduction to Statistics:
20 Mins.
20 Mins.
numerous fields.

Relation of Statistics
and Mathematics.

Management of Data
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Lesson Plan Guideline

Frequency distribution
Statistical Graphs (Pie Chart
and Histogram)
Session
Topic
Measures of Location and
Dispersion :

Ungrouped and
Grouped Data
10

Learning Outcomes
Students would be able to:
Ungrouped and grouped data
 Learn and calculate arithmetic
Arithmetic mean, median and
mean, median and mode , standard
mode
deviation and variance.
Break
20 Mins.
60 Mins.
15 Mins.
Arithmetic mean,
median and mode,

Session Break Up
Quartile, Percentile and Deciles,
mean deviation, standard deviation
and variance.
Quartile, Percentile
and Deciles.
85 mins
Mean Deviation, Standard
Deviation and Variance.
Session
Topic
Learning Out Come
Session Break Up
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Lesson Plan Guideline
Index Numbers:
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
Price Relative

Link Relative

Chain Indices (Mean,
Students Should be able to:
 Learn and apply the concept of
index numbers.
Median and Geometric
Mean)
Price Relative and Link Relative
50 mins
Break
20 mins
Chain Indices (Mean, Median and
Geometric Mean )
80 mins
Family Budget Method (
Application of Index Numbers)
30 mins
Family Budget method
(Application of Index
Numbers)
Session
Topic
Probability and Probability
Distribution:
12

Factorial, Permutation,
Combination

Sample Space and
Event.

Learning Outcome
Student would be able to:
 Learn factorial, permutation
and combination
 Sample space and event
Session Break Up
Factorial, Permutation and
Combination
40 mins
Sample Space and Event
Break
Probability with coin, dice and
cards, mean and variance
40 mins
20 mins
80 mins
Probability with coin,
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Lesson Plan Guideline
dice and cards.
Mean and Variance.
Session
Topic
Learning Outcome
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Test of Hypothesis:

Null and Alternative
hypothesis ( One Tail
Student would be able to:
 Learn and Calculate Null
Hypothesis and Alternative
Hypothesis,
and Two Tail test)

Null Hypothesis and Alternative
Hypothesis
40 mins
Population Data and Sample Data
30 mins
Break
20 mins
Population Data and
Level of Significance , Z test and T
test
Sample data
Session
Session Break Up

Level of Significance

Z test and T test
Topic
Learning Outcome
90 mins
Session Break Up
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Lesson Plan Guideline
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Regression And Correlation
Learn the concept of coefficient of correlation,
independent and dependent
variables
Co-efficient of
Correlation

50 mins
Independent and Dependent
Variables
30 mins
Independent and
20 mins
Break
Dependent Variables.

Co-efficient of Correlation

Analysis:

Student would be able to :
Regression Line ( X ON
Y, Y ON X)
Regression Line (X ON Y, Y On X)
80 mins
Comprehensive Quiz 2
15
Revision
FINAL EXAMINATION
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Lesson Plan Guideline
Penalties
Late Submission:
According to the University policy an assessment item submitted after the
due date, without an approved extension, will be penalized at a rate of
10% per day of the possible maximum mark for the assessment item for
each day or part day that the item is late. Assessment items submitted
more than five days after the due date will be awarded zero marks.
Absenteeism:
Late coming and shortage in attendance i.e. continual 3 absents from
class, the students will be struck off from the relevant subject.
Plagiarism:
University policy prohibits students plagiarizing any material under any
circumstances. A student plagiarizes if he or she presents the thoughts or
works of another as one’s own. This definition may include:

Using another’s ideas without due acknowledgement;

Working with others without permission and presenting the resulting
work as though it was completed independently.

Aiding another student to plagiarize is also a violation of the
plagiarism Policy and may invoke a penalty.
Assessment GPA and Percentages:
(80-100%)
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Lesson Plan Guideline
This is an outstanding standard
knowledge
and
understanding
of
indicating comprehensive
the
relevant
materials;
demonstration of an outstanding level of academic ability; mastery
of skills (as identified in the assessment task); and achievement of
all assessment objectives.
(70-79%)
This is an excellent standard indicating a very high level of
knowledge
and
understanding
of
the
relevant
materials;
demonstration of a very high level of academic ability; sound
development of skills (as identified in the assessment task); and
achievement of all assessment objectives.
(65-74%)
This is a very good standard indicating a high level of knowledge
and understanding of the relevant materials; demonstration of a
high level of academic ability; reasonable development of skills (as
identified in the assessment task); and achievement of all
assessment objectives.
Pass (50-64%)
This is a satisfactory standard indicating an adequate knowledge
and understanding of the relevant materials; demonstration of an
adequate level of academic ability; satisfactory development of
skills (as identified in the assessment task); and achievement of
most assessment objective
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