LIBON COMMUNITY COLLEGE

School Year 2020 - 2021

MATHEMATICS IN THE MODERN

WORLD
General Education 4

Prepared by:

ROBERT R. BUIZA, JR.

Instructor

RRBuizaJr_GE 4 Module 10
 INTRODUCTION

Hi class! Once again, welcome to GE 4: Mathematics in the Modern

World. This is a 3-unit course which intends for freshmen with
General Education subjects. Since we are done with the introduction
of Statistics, let us continue learning about this topic as part of our
finals. Remember, you can ask queries related to our lesson as much
as possible to our scheduled date via SMS, call, email or chat.

ORGANIZING AND GRAPHING DATA

MODULE DESCRIPTION : This module covers the definition, types, basic

terms and other related concepts in Statistics. This also contains discussion,
varied samples, post-test, reflection and references to fully understand the
topic.

LEARNING OUTCOMES:
After completing this module, you are expected to:
 Distinguish ungrouped and grouped data
 Organize and graph data using: Frequency Distribution Table,

RAW DATA
Data recorded in sequence in which they are collected and before they are processed
or ranked are called raw data.

21 19 24 25 29 34 26 27 37 33
18 20 19 22 19 19 25 22 25 23
25 19 31 19 23 18 23 19 23 26
22 28 21 20 22 22 21 20 19 21
25 23 18 37 27 23 21 25 21 24

Suppose we collect information on these ages (in years) of 50 students selected from a
university. The data values, in the order they are collected, are presented above.
These are called UNGROUPED DATA. An ungrouped data set contains information on
each member of a sample or population individually.

Suppose we ask the same 50 students about their status. In this data, F, SO, J and SE
are the abbreviations for Freshmen, Sophomore, Junior and Senior, respectively. This
is an example of QUALITATIVE (OR CATEGORICAL) RAW DATA.

J F SO SE J J SE J J J
F F J F F F SE SO SE J
J F SE SO SO F J F SE SE
RRBuizaJr_GE 4 Module 10
 SO SE J SO SO J J SO F SO
SE SE F SE J SO F J SO SO

Note: The data presented in the previous examples are also called ungrouped data.

FREQUENCY DISTRIBUTION FOR QUALITATIVE DATA

A Frequency Distribution for qualitative data lists all categories and the number of
elements that belong to each of the categories.

Example: A sample of 100 students enrolled in Libon Community College was asked
what they intended to do after graduation. Forty-four said they wanted to work for
private companies/businesses, 16 said they wanted to work for the federal
government, 23 wanted to work for state or local governments, and 17 intended to start
their own businesses.

A sample of 30 employees from large companies was selected, and these employees
were asked how stressful their jobs were. The responses of these employees are
recorded below, where very represents very stressful, somewhat means somewhat
stressful and none stands for not stressful at all. Construct a frequency distribution
table for these data.

somewhat none somewhat very very none

very somewhat somewhat very somewhat somewhat
very somewhat none very none somewhat
somewhat very somewhat somewhat very none
somewhat very very somewhat none somewhat

RRBuizaJr_GE 4 Module 10
 Relative Frequency and Percentage Distribution of Stress on Job
Stress on Job Relative Frequency Percentage (%)
Very 10/30 = .333 .333(100) = 33.3
Somewhat 14/30 = .467 .467(100) = 46.7
None 6/30 = .200 .200(100) = 20.0
TOTAL 1.000 100

BAR GRAPH. This is a graph made of bars whose heights

represent the frequencies of respective categories.

To construct a bar graph (also called a bar chart), we mark the

various categories on the horizontal axis. Note that all categories are
represented by intervals of the same width. We mark the
frequencies on the vertical axis. Then we draw one bar for each
category such that the height of the bar represents the frequency of
the corresponding category. We leave a small gap between adjacent
bars.

PIE CHART. This is a circle

divided into portions that represent
the relative frequencies or
percentages of a population or a
sample belonging to different
categories.

To construct a pie chart, we

multiply 360 by the relative
frequency of each category to
obtain the degree measure or size
of the angle for the corresponding
category.

RRBuizaJr_GE 4 Module 10
 The table below shows the breakdown of cases per province in Bicol according to the
active cases, recoveries and deaths related to COVID-19 as of August 22, 2020.
Province Active Cases Recoveries Deaths
Albay 198 155 26
Camarines Norte 16 12 3
Camarines Sur 242 136 8
Catanduanes 19 19 1
Masbate 36 79 0
Sorsogon 40 42 4
TOTAL 551 443 32
Data Source: DOH CHD – Bicol Facebook Post, August 22, 2020

Hi! For your first task, answer each item below in a sheet of paper:
1) Construct a separate bar graph for active cases, recoveries and
deaths. You can decide on what interval to use for each category.
Below each graph, make a brief interpretation of the illustration.
2) Construct a separate pie chart for active cases, recoveries and
deaths. Show your computation for the size of the angle for the
corresponding province. Below each chart, make a brief interpretation
of the illustration.

FREQUENCY DISTRIBUTION FOR QUANTITATIVE DATA

A frequency distribution for quantitative data lists all the classes and the number of
values that belong to each class. Data presented in the form of a frequency distribution
are called GROUPED DATA.

The table below gives the weekly

earnings of 100 employees of a large
company. The first column lists the
classes, which represent the
(quantitative) variable weekly earnings.
For quantitative data, an interval that
includes all the values that fall within two numbers –
the lower and upper limits – is called a CLASS. Note
that the classes always represent a variable.

RRBuizaJr_GE 4 Module 10
 As we can observe, the classes are
non-overlapping, that is, each value on
earning belongs to one and only one class.
The second column in the table lists the
number of employees who have earnings
within each class. The numbers listed in the
second column are called FREQUENCIES,
which give the number of values that belong
to different classes. The frequencies are
denoted by f.
For quantitative data, the frequency of a
class represents the number of values in the
data set that fall in that class. The example
contains six classes. Each class has a lower limit and an upper limit. The values 801,
1001, 1201, 1401, 1601 and 1801 give the lower limits, and the values 1000, 1200,
1400, 1600, 1800 and 2000 are the upper limits of the six classes, respectively.

How to construct a Frequency

Distribution Table?
Example: The following data give the total number of iPods sold by a mail order
company on each of 30 days. Construct a frequency distribution table.

8 25 11 15 29 22 10 5 17 21
22 13 26 16 18 12 9 26 20 16
23 14 19 23 20 16 32 16 21 14

Step 1: Arrange the data in ascending order.

 5, 8, 9, 10, 11, 12, 13, 14, 14, 15, 16, 16, 16, 16, 17, 18, 19, 20, 20, 21, 21,
22, 22, 23, 23, 25, 26, 26, 29, 32

Step 2: Identify the class size (number of data). This is denoted by n.

 n = 30

Step 3: Identify the number of class using, √ where n is the class size.
 √ √ = 5.48 5
5.48 is between the integers 5 and 6
6
Note: Choose the larger integer for the number of class.
 Number of Class = 6

RRBuizaJr_GE 4 Module 10
 Step 4: Compute for the Range
 Range = Highest Score – Lowest Score
Range = 32 – 5 = 27

Step 5: Identify the class width using the formula,

 4
4.5 is between the integers 4 and 5
5
Note: Choose the larger integer for the class width.
 Class Width = 5

Step 6: Construct the Frequency Distribution Table.

Note: Since there are 6 number of class, the table should have 6 rows.
Class Tally Frequency
Row 1 5 (Lowest Score) - __
Row 2 5+5 = 10 - __
Row 3 10+5 = 15 - __
Row 4 15+5 = 20 - __
Row 5 20+5 = 25 - __
Row 6 25+5 = 30 - __

The constant 5 that was added is the class width. Next task is to find the upper
limit for each row. Just reduce one from the preceding lower limit.
Class Tally Frequency
Row 1 5 – (10 – 1 = 9)
Row 2 10 – (15 – 1 = 14)
Row 3 15 – (20 – 1 = 19)
Row 4 20 – (25 – 1 = 24)
Row 5 25 – (30 – 1 = 29)
Row 6 30 – (29 + 5 = 34)
Note: To find the last value for the upper limit, add the class width. Next is to
tally and find the frequency per class.
Class Tally Frequency
5–9 III 3
10 – 14 IIII – I 6
15 – 19 IIII – III 8
20 – 24 IIII – III 8
25 – 29 IIII 4
30 – 34 I 1
RRBuizaJr_GE 4 Module 10
 Given the participant’s ages at Retirement Seminar below, construct a
frequency distribution table to organize the data. Show your step-by-step
process in your paper.
56 58 62 62 69 48 70 71 72 55 56
57 65 64 59 60 61 49 65 70 66 58
62 67 59 62 64 63 48 52 54 74

HISTOGRAMS
A histogram can be drawn for a frequency distribution, a relative frequency
distribution, or a percentage distribution. It is called a FREQUENCY HISTOGRAM, a
RELATIVE FREQUENCY HISTOGRAM or a PERCENTAGE HISTOGRAM depending
on whether frequencies, relative frequencies, or percentages are marked on the
vertical axis.

HOW TO DRAW A HISTOGRAM?

1. First mark classes on the horizontal axis and frequencies (or relative frequencies
or percentages) on the vertical axis.
2. Draw a bar for each class so that its height represents the frequency of that
class.
3. The bars in a histogram are drawn adjacent to each other with no gap between
them.

SHAPES OF HISTOGRAM
A SYMMETRIC HISTOGRAM is identical on both sides
of its central point.
A SKEWED HISTOGRAM is non-symmetric. For a
skewed histogram the tail on one side is longer than the
tail on the other side. A SKEWED-TO-THE-RIGHT
HISTOGRAM has a longer tail on the right side. A
SKEWED-TO-THE-LEFT HISTOGRAM has a longer tail
on the left side.
RRBuizaJr_GE 4 Module 10
A UNIFORM or RECTANGULAR HISTOGRAM has the same
frequency for each class.

POLYGONS
A graph formed by joining the midpoints of the tops of successive bars in a
histogram with straight lines is called a POLYGON. A polygon with relative frequencies
marked on the vertical axis is called a RELATIVE FREQUENCY POLYGON. Similarly,
a polygon with percentages marked on the vertical axis is called a PERCENTAGE
POLYGON.

HOW TO DRAW A POLYGON?

1. Mark a dot above the midpoint of each class
at a height equal to the frequency of that
class. This is the same as marking the
midpoint at the top of each bar in a histogram.
2. Mark two more classes, one at each end, and
mark their midpoints. Note that these two
classes have zero frequencies.
3. Join the adjacent dots with straight lines. The
resulting line is called a frequency polygon or
simply a polygon.

CUMULATIVE FREQUENCY DISTRIBUTIONS

A cumulative frequency distribution gives the total number of values that fall
below the upper boundary of each class. In a cumulative frequency distribution table,
each class has the same lower limit but a different upper limit.

Example: Using the frequency distribution of the previous problem, prepare a

cumulative frequency distribution for the number of iPods sold by that company.
Class Tally Frequency
5–9 III 3
10 – 14 IIII – I 6
15 – 19 IIII – III 8
20 – 24 IIII – III 8
25 – 29 IIII 4
30 – 34 I 1
Total 30

The cumulative relative frequencies are obtained by dividing the cumulative

frequencies by the total number of observations in the data set. The cumulative
percentages are obtained by multiplying the cumulative relative frequencies by 100.
Note:

RRBuizaJr_GE 4 Module 10
 Class Limits Class Boundaries Frequency Cumulative Frequency
5–9 4.5 – 9.5 3 3
10 – 14 9.5 – 14.5 6 3+6=9
15 – 19 14.5 – 19.5 8 3 + 6 + 8 = 17
20 – 24 19.5 – 24.5 8 3 + 6 + 8 + 8 = 25
25 – 29 24.5 – 29.5 4 3 + 6 + 8 + 8 + 4 = 29
30 – 34 29.5 – 34.5 1 3 + 6 + 8 + 8 + 4 + 1= 30

Cumulative Relative Frequency Cumulative Percentage (%)

3/30 = .100 10.0
9/30 = .300 30.0
17/30 = .567 56.7
25/30 = .833 83.3
29/30 = .967 96.7
30/30 = 1.000 100.0

When plotted on a diagram the cumulative frequencies give a curve that is called
an OGIVE (pronounced as o-jive).

HOW TO DRAW AN OGIVE?

1. The variable is marked on the
horizontal axis and the
cumulative frequencies on
the vertical axis.
2. The dots are marked above
the upper boundaries of
various classes at the heights
equal to the corresponding
cumulative frequencies. The
ogive is obtained by joining
consecutive points with
straight lines.
Note: The ogive starts at the
lower boundary of the first class 34.5
and ends at the upper boundary
of the last class.

RRBuizaJr_GE 4 Module 10
 One advantage of an ogive is that it can be used to approximate the cumulative
frequency for any interval. For example, to find the number of days for which 17 or
fewer iPods were sold. First, draw a vertical line from 17 on the horizontal axis up to
the ogive. Then draw a horizontal line from the point where this line intersects the
ogive to the vertical axis. This point gives the cumulative frequency of the class 5 to
17. We can draw an ogive for cumulative relative frequency and cumulative
percentage distributions the same way as we did for the cumulative frequency
distribution.

STEM-AND-LEAF DISPLAY
In a stem-and-leaf display of quantitative data, each value is divided into two
potions – a stem and a leaf. The leaves for each stem are shown separately in a
display. An advantage of a stem-and-leaf display over a frequency distribution is that
by preparing a stem-and-leaf display we do not lose information on individual
observations. A stem-and-leaf display is constructed only for quantitative data.

HOW TO CONSTRUCT A STE,M-AND-LEAF DISPLAY?

 Split each score into two parts. The first part contains the first digit, which is
called the stem. To create a stem-and-leaf display, we draw a vertical line and
write the stemson the left side of it, arranged in increasing order.

Example: The following are the scores of 30 college students on a statistical test.
75 52 80 96 65 79 71 87 93 95
69 72 81 61 76 86 79 68 50 92
83 84 77 64 71 87 72 92 57 98
Construct a stem-and-leaf display.

Sometimes, a data set may contain too many stems, with each stem containing
only a few leaves. In such cases, we may want to condense the stem-and-leaf display
by grouping the stems.

Example: The following stem-and-leaf display is prepared for the number of hours that
25 students spent working on computers during the past month.

RRBuizaJr_GE 4 Module 10
DOTPLOTS
One of the simplest methods for graphing and understanding quantitative data is
to create a dotplot. As with most graphs, statistical software should be used to make a
dotplot for large data sets, but it can also be created by hand. Dotplots can help us
detect outliers (also called extreme values) in a data set. Outliers are the values that
are extremely large or extremely small with respect to the rest of the data values.

Example: The table lists the

lengths of the longest field
goals (in yards) made by all
kickers in the American
Football Conference (AFC) of
the National Football League
(NFL) during the 2008 season.
Create a dotplot for these data.
To make a dotplot for these
data:

Step 1: First, we draw a horizontal line (let us call this as number line) with numbers
that cover the given data from the minimum to maximum value.

Step 2: Place a dot above the value on the numbers line that represents each distance
listed in the table. If there are two or more observations with the same value, we stack
dots vertically above each other to represent those values.

RRBuizaJr_GE 4 Module 10
 Given the participant’s ages at Retirement Seminar below, construct the
following:
a. Histogram
b. Polygon
c. Ogive
d. Stem-and-Leaf Display
e. Dotplot

56 58 62 62 69 48 70 71 72 55 56
57 65 64 59 60 61 49 65 70 66 58
62 67 59 62 64 63 48 52 54 74

EVALUATION
The following scores below are the scores in a final examination in
English 10

55 65 58 52 49
64 43 62 65 61
67 75 70 55 67
44 65 36 40 50
49 57 44 49 64
63 38 76 63 59
55 70 60 77 57
46 52 56 71 62
Using the following data above, answer the following:
1. Construct the following:
a. Frequency Distribution Table
b. Histogram
c. Polygon
d. Ogive
e. Stem-and-Leaf Display
f. Dotplot

RRBuizaJr_GE 4 Module 10
 REFLECTION
Now that you have completed all the tasks given above, I want you to reflect
and assess yourself through answering the questions below on your journal.
Before starting this module, what level of knowledge you have about the
lesson? Rate yourself (1 – 10) and justify it.
After completing this module, what level of knowledge you have about the lesson?
Rate yourself (1 – 10) and justify it.
What are the challenges you’ve encountered while doing this module? Cite at least
three.
What are your ways forward after completing this module?
What is your learning in this module? Create a poem/poster/slogan/any type of
illustration that will summarize your learning about the topic.

REFERENCES
Mann, P. (2010). Introductory Statistics (7th edition). Hoboken, NJ:
Wiley.

RRBuizaJr_GE 4 Module 10
 RUBRIC FOR REFLECTION

Criteria Superior (54-60 Sufficient (48- Minimal (1- Unacceptable

points) 53 points) 47 points) (0 points)
Depth of Response Response Response Response
Reflection demonstrates an demonstrates a demonstrates demonstrates
in-depth reflection general reflection a minimal a lack of
(25% of on, and on, and reflection on, reflection on,
TTL Points) personalization of, personalization of, and or
the theories, the theories, personalization personalization
___/15 concepts, and/or concepts, and/or of, the of, the
strategies strategies theories, theories,
presented in the presented in the concepts, concepts,
course materials to course materials to and/or and/or
date. Viewpoints date. Viewpoints strategies strategies
and interpretations and interpretations presented in presented in
are insightful and are supported. the course the course
well supported. Appropriate materials to materials to
Clear, detailed examples are date. date.
examples are provided, as Viewpoints Viewpoints and
provided, as applicable. and interpretations
applicable. interpretations are missing,
are inappropriate,
unsupported and/or
or supported unsupported.
with flawed Examples,
arguments. when
Examples, applicable, are
when not provided.
applicable, are
not provided
or are
irrelevant to
the
assignment.
Required Response includes Response includes Response is Response
Components all components and all components and missing some excludes
meets or exceeds meets all components essential
(25% of all requirements requirements and/or does components
TTL Points) indicated in the indicated in the not fully meet and/or does
instructions. Each instructions. Each the not address
___/15 question or part of question or part of requirements the
the assignment is the assignment is indicated in requirements
addressed addressed. All the indicated in the
thoroughly. All attachments and/or instructions. instructions.
attachments and/or additional Some Many parts of
additional documents are questions or the assignment
documents are included, as parts of the are addressed
RRBuizaJr_GE 4 Module 10
 included, as required. assignment minimally,
required. are not inadequately,
addressed. and/or not at
Some all.
attachments
and additional
documents, if
required, are
missing or
unsuitable for
the purpose of
the
assignment.
Structure Writing is clear, Writing is mostly Writing is Writing is
concise, and well clear, concise, and unclear and/or unclear and
(25% of organized with well organized with disorganized. disorganized.
TTL Points) excellent good Thoughts are Thoughts
sentence/paragraph sentence/paragraph not expressed ramble and
___/15 construction. construction. in a logical make little
Thoughts are Thoughts are manner. There sense. There
expressed in a expressed in a are more than are numerous
coherent and coherent and five spelling, spelling,
logical manner. logical manner. grammar, or grammar, or
There are no more There are no more syntax errors syntax errors
than three spelling, than five spelling, per page of throughout the
grammar, or syntax grammar, or syntax writing. response.
errors per page of errors per page of
writing. writing.
Evidence Response shows Response shows Response Response
and Practice strong evidence of evidence of shows little shows no
synthesis of ideas synthesis of ideas evidence of evidence of
(25% of presented and presented and synthesis of synthesis of
TTL Points) insights gained insights gained ideas ideas
throughout the throughout the presented and presented and
___/15 entire course. The entire course. The insights insights gained
implications of implications of gained throughout the
these insights for these insights for throughout entire course.
the respondent's the respondent's the entire No implications
overall teaching overall teaching course. Few for the
practice are practice are implications of respondent's
thoroughly detailed, presented, as these insights overall
as applicable. applicable. for the teaching
respondent's practice are
overall presented, as
teaching applicable.
practice are
presented, as
applicable.

RRBuizaJr_GE 4 Module 10