MAT 152: Mathematics in the Modern World

Module #8 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

Materials:
Lesson Title: Describing Data Presentation and Student Activity Sheet, Calculator
Constructing Frequency Distribution Table
References:
Lesson Objectives: At the end of this module, you should be https://www.statisticshowto.com/proba
able to: ty-and-
1. Identify different data presentation. statistics/descriptivestatistics/frequency-
2. Construct table for frequency distribution. distribution-table/
https://www.mathsisfun.com/data/freq
cy-distribution.html

Productivity Tip: Organization Is Key! Organization involves creating detailed plans to complete work and
achieve goals, so create a daily schedule for assignments, projects, work hours, study hours, relaxation, meals,
and sleep.

A. LESSON PREVIEW/REVIEW

Introduction

Collecting and presenting data is very important, knowing that all scientific facts are supported by true
data. In statistics, one of the most important aspects in statistical process for the researcher to gather correct
data and present it in a way that readers can understand easily. Basically, data can be presented in various
models such as textual, tabular and graphical display.

In this module, you will learn to describe and analyze ungrouped and grouped data in textual or tabular form.
You will also explore in organizing ungrouped data into frequency distribution table format. The knowledge
you will gain here will be necessary in interpreting data in the future.

B. MAIN LESSON

Content Notes

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 MAT 152: Mathematics in the Modern World
Module #8 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
Types of Data Presentation

Data
Presentation

Textual Tabular Graphical

texts, phrases, horizontal and lines, bars,

paragraphs vertical form pictures

most effective
narrative in easily catches
way of showing
nature attention
relationships
*This module will focus on the first two types

Example of a Textual Presentation

SPECIAL WEATHER OUTLOOK FOR THE COMMEMORATION OF INDEPENDENCE DAY
June 12, 2020

Metro Manila, CALABARZON, Bicol Region, Zambales, Bataan, Northern Palawan including Calamian and Cuyo
Islands and Western Visayas will have cloudy skies with moderate to heavy rains while Bicol Region, the rest of
Visayas, of Central Luzon and of MIMAROPA will experience light to moderate with at times heavy rains as the
Low Pressure Area (LPA) estimated at 110 km Northwest of Virac, Catanduanes may intensify into a tropical
depression as it moves northwest towards the Quezon-Aurora area today. Residents of these areas are advised
against flooding and rain-induced landslides may occur during heavy or prolonged rainfall especially in areas
that are highly or very highly susceptible to these hazards. Meanwhile, the rest of the country will have partly
cloudy to at times cloudy skies with isolated afternoon or evening rainshowers and thunderstorms. Moderate to
strong southeasterly to northeasterly winds will prevail over Northern Luzon and coming from the southwest and
west over the rest of Luzon and Visayas with moderate to rough coastal waters. Light to moderate southerly to
southwesterly winds will prevail over Mindanao with slight to moderate seas. -Press Release (June 11,2020)
http://bagong.pagasa.dost.gov.ph/

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 MAT 152: Mathematics in the Modern World
Module #8 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
Textual presentation is effective if the data to be presented is very minimal or limited to fewer variables. Looking
back at the example, most of the data mentioned are nominal scale. Writing the weather outlook in descriptive
type makes the data looks more important. But when there are many variables and values to be presented then
a tabular presentation must be needed. You may visit the PAGASA website to see a lot of data presented in
tabular and graphical form.

Let us take a look at the currency conversion table below, a tabular presentation is much better to used when
the values are numeric and independent. A table is a set of data arranged in rows and columns and is one of the
most common way of putting information across to people. A table consists of several boxes with information
inside. The first row and the first column are generally used to denote the titles. While any type of data can be
presented in table form, that too in a very accurate manner, interpreting the data in table form is more difficult
and time consuming than the other modes, all of which are basically pictorial or graphical in presentation.

Example of a Tabular Presentation

It is easy to evaluate the comparisons of the values, rather than when written in paragraph form. It is easy to
see that British Pound is the highest currency value compared to the Philippine peso. What currency has the
least value against Philippine peso? _____________________

It is very important for table, whether horizontal or vertical, that each variable should be labelled correctly.

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 MAT 152: Mathematics in the Modern World
Module #8 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
Skill-building Activities

The frequency distribution is a tabulation or grouping of data into appropriate categories or classes
showing the number of observations in each group or class. Grouping data is recommended when you deal with
“many” data. In statistics, “many” is considered to be more than 30 but not limited to this condition.

STEPS IN CONSTRUCTING FREQUENCY DISTRIBUTION TABLE

Example: The following data set are the monthly sales (in thousands) of ABC Store for 4 years:
11 12 14 15 15 15 17 18 19 19 23 23
27 28 29 30 30 32 36 36 38 39 39 39
41 41 43 44 45 47 48 49 49 50 54 55
55 56 57 58 59 60 60 61 63 65 67 68

Solution:
Step (0). It is suggested to arrange the data for easy counting in the next few steps.

Step (1) Find the range (R) of the data: The range is the difference between the largest and smallest
numbers. R = 68 – 11 = 57

Step (2) Decide the approximate number of classes: Must be between 5 and 20. H.A. Sturges has given a
formula for determining the approximation number of classes (K).

In this example the total number of observations is 48, the number of classes would be:
Sturges Formula = 𝐊 = (1 + 3.322log𝑁) = [1 + (3.322)(log48)] = 1 + 5.585 = 6.585 ≈ 7
Therefore, the number of classes is 7. (Note that you need to round-off the value)

Step (3) Determine the approximate class interval size (C): The size of class interval is obtained by dividing
𝑅 57
the range of the data by number of classes. 𝐶 = 𝐾 = 7 = 8.143 = 8

Before we continue to the next step, it is important to summarize and double check the first 3 steps because one
wrong step will not lead you to the frequency distribution table you wanted to obtain.

R = 57 (whole number if the data is whole number)

K = 7 (rounded-off to whole number since this is a discrete value; number of class intervals)
C = 8 (always a whole number and this represents the counting length of the class interval)
C is also called the Class size – The difference between two consecutive lower class limits or
two consecutive upper class limits.
st
Step (4): 1 Column of the FDT
Create the Class Intervals (c.i). Set the lowest number as the starting point.
Class intervals consist of end numbers called lower and upper limits.

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 MAT 152: Mathematics in the Modern World
Module #8 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
 In this example, 11 is the lowest value so the first interval will start with 11 and end at 18.
 Always include in the counting the smallest value, 11-12-13-14-15-16-17-18, So there are 8 in all,
which is the C or class size required.

 Note that the number of intervals can exceed to at least one (1) class interval, if the last value of the
data set does not fall on the interval yet.
 In this example, biggest value is 68 and upon creating the class interval, the 7th class interval (since
(K = 7) do not include “67” and “68”, thus you need to add one more class interval; that is “67–74” .
Class Tally f LCB UCB CM <CF >CF Relative
Interval Frequency (%)
11 – 18 IIIII-III 8 10.5 18.5 14.5 8 48 16.67
19 – 26 IIII 4 18.5 26.5 22.5 12 40 8.33
27 – 34 IIIII-I 6 26.5 34.5 30.5 18 36 12.50
35 – 42 IIIII-III 8 34.5 42.5 38.5 26 30 16.67
43 – 50 IIIII-III 8 42.5 50.5 46.6 34 22 16.67
51 – 58 IIIII-I 6 50.5 58.5 54.5 40 14 12.50
59 – 66 IIIII-I 6 58.5 66.5 62.5 46 8 12.50
67 – 74 II 2 66.5 74.5 70.5 48 2 4.17
TOTAL n = 48 ≈ 100%

Step (5): 2nd Column of the FDT

Tally the raw data to identify the frequency. (You can omit this part, whichever is convenient for you.) In the
example, since the data is arranged already, counting is very easy.

Step (6) 3rd Column of the FDT

Class frequency (f) the number of data that belong to its class interval.
Distribute the data into respective classes: The total of the frequency column must be equal to the number
of observations or sample size (n).

Step (7) 4th and 5th Column of the FDT

Determine the LCB and UCB. *see the values on the table
Class boundaries are the numbers used to separate class without gaps created by class limits.
Lower Class Boundary (LCB) – is the middle value between the lower class limit and the upper class
limit of the preceding class.
Upper Class Boundary (UCB) – is the middle value between the upper class limit and the lower class
limit of the next class.

Step (8) 6th Column of the FDT

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 MAT 152: Mathematics in the Modern World
Module #8 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
Determine the class mark. This is the average or midpoint of the upper limit and lower limit.
Class mark (CM) can be found by adding the lower and upper limits and then dividing it by 2.
Do not round-off the CM. Class mark of Class interval: [11 – 18]

CM = = 14.5

Step (9) 7th and 8th Column of the FDT

Cumulate the Frequency means you need to add-up the frequencies of each class interval.
Cumulative frequency “less than”(<CF) – is obtained by adding the frequencies successively from the
lowest to the highest interval .
Cumulative frequency “greater than”(>CF) – is obtained by adding the frequencies successively
from the highest to the lowest class interval.

Step (10) 9th Column of the FDT

Determine the relative frequency of each class interval by dividing the frequency of the interval by
the total number of observations.
Relative frequency percentage (RF%) is the frequency divided by the total frequency and multiplied
by 100 to express in percentage form.
In the example, for the 1st class interval, we have f = 8 and n = 48 1st RF%
𝐟 8
= = x 100% = 16.67% , then continue to complete the column.
𝐧 48
It’s your turn to make explore on frequency distribution table.
Instructions: Given the following raw data of the age of dengue patients, create a frequency distribution table,
cumulate the frequency, and solve for the relative frequency percentage.
15 15 16 17 17 17 19 19 20 21
21 22 23 23 25 27 27 27 28 28
29 29 29 30 32 33 33 34 34 34
34 35 35 36 36 37 38 38 40 41
41 41 41 42 42 42 44 45 46 46

Answer: R = _______________ K = ________________________ C = ______________________

Class Tally f LCB UCB CM <CF >CF Relative

Interval Frequency (%)

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 MAT 152: Mathematics in the Modern World
Module #8 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________

TOTAL
“Check your answers against the Key to Corrections found at the end of this SAS.
Write your score on your paper.”

Check for Understanding

Part A. Table Analysis: One of the simplest methods used to analyze the data and to display the data
is in tabular form. In a table, you get a systematic arrangement of rows and columns. Evaluate the table
below and answer the few questions that follow.

Table 2. TIMSS Average mathematics scores of 8th-grade students, by

education system: 2015
Rank Education system Average score

1 Singapore 621

2 Korea, Rep. of 606

3 Chinese Taipei-CHN 599

4 Hong Kong-CHN 594

5 Japan 586

6 Russian Federation 538

7 Kazakhstan 528

8 Canada 527

9 Ireland 523

10 United States 518

10 England-GBR 518

11 Slovenia 516

12 Hungary 514

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 MAT 152: Mathematics in the Modern World
Module #8 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
13 Norway 512

14 Lithuania 511

14 Israel 511

15 Australia 505

16 Sweden 501

17 Italy 494

17 Malta 494

18 New Zealand 493

19 Malaysia 465

19 United Arab Emirates 465

20 Turkey 458

* TIMSS scale center point 500

SOURCE: International Association for the Evaluation of Educational Achievement (IEA), Trends in
International Mathematics and Science Study (TIMSS), 2015. (*cropped to top 25 only)

Questions:
1) How many countries are above the TIMSS average scale? _________________
2) How many Asian countries are in the top 20? _________________
3) How many points does Singapore exceeds from the TIMSS average? _________________
4) What is the rank of Slovenia in the result? _________________
5) What European country ranked as the best in their continent? _________________

Part B. Complete the following FDT and answer the questions

Class Interval f LCB UCB CM <CF >CF Relative

Frequency (%)
32 – 41 5 41.5 36.5 5 12.5
9 51.5 46.5 14 35 22.5
52 – 61 4 61.5 26

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 MAT 152: Mathematics in the Modern World
Module #8 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
62 – 71 61.5 71.5 66.5 26 22
72 – 81 71.5 81.5 34 14 20
82 – 91 5 81.5 86.5
1 91.5 96.5 40
TOTAL

Questions:
1) What is the lower limit of fourth class interval? ______________
2) What is the class size of each class interval? ______________
3) Which class interval has the highest frequency? ______________
4) What is the upper class boundary of the last class interval? ______________
5) What is the cumulative frequency less than 72? ______________
6) What is the relative frequency percentage of the 3rd class interval? ___________
“Check your answers against the Key to Corrections found at the end of this SAS.
Write your score on your paper.”
C. LESSON WRAP-UP

Frequently Asked Questions

1) What is a tabular data?
Tabular data is data that is structured into rows, each of which contains information about
something. This specification refers to such files, as well as tab-delimited files, fixed field formats,
spreadsheets, HTML tables, and SQL dumps as tabular data files

2) What does a Data Interpretation Table chart represent?

Data Interpretation questions based on tables are common in competitive exams. The boxes of the
table consist of different types of information such as marks of a student, income of a company,
production of some firm, expenditure on different items and so on.

3) How to interpret data?

Collect your data and make it as clean as possible. Choose the type of analysis to perform: qualitative
or quantitative, and apply the methods respectively to each.

Thinking about learning

A lot of tasks and you are done now. Have you learned a lot? Let’s talk about your learning experience.

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 MAT 152: Mathematics in the Modern World
Module #8 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
1. What did you like about this lesson? Why did it make you feel this way? How did this feeling affect
your work?
_________________________________________________________________________________
_________________________________________________________________________________
2. What motivated you to finish the lesson today?
_________________________________________________________________________________
_________________________________________________________________________________

KEY TO CORRECTIONS (1 point each)

Skill building activities: Answer: R = 46 – 15 = 31 K = 6.644 ≈ 7 C = 31/7 = 4.429 ≈ 4

Class Tally f LCB UCB CM <CF >CF Relative
Interval Frequency (%)
15 – 18 IIIII-I 6 14.5 18.5 16.5 6 50 12
19 – 22 IIIII-I 6 18.5 22.5 20.5 12 44 12
23 – 26 III 3 22.5 26.5 24.5 15 38 6
27 – 30 IIIII-IIII 9 26.5 30.5 28.5 24 35 18
31 – 34 IIIII-II 7 30.5 34.5 32.5 31 26 14
35 – 38 IIIII-II 7 34.5 38.5 36.5 38 19 14
39 – 42 IIIII-III 8 38.5 42.5 40.5 46 12 16
43 – 46 IIII 4 42.5 46.5 44.5 50 4 8
TOTAL 50 100%

Check for Understanding:

A. (1) 18 (2) 10 (3) 121 points (4) 11th (5) Ireland

B. (1) 62 (2) 10 (3) 2nd (4) 101.5 (5) 26 (6) 10%

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 MAT 152: Mathematics in the Modern World
Module #8 Student Activity Sheet

Name: _________________________________________________________________ Class number: _______

Section: ____________ Schedule: ________________________________________ Date: ________________
Class Interval f LCB UCB CM <CF >CF Relative
Frequency (%)
32 – 41 5 31.5 41.5 36.5 5 40 12.5
42 – 51 9 41.5 51.5 46.5 14 35 22.5
52 – 61 4 51.5 61.5 56.5 18 26 10
62 – 71 8 61.5 71.5 66.5 26 22 20
72 – 81 8 71.5 81.5 76.5 34 14 20
82 – 91 5 81.5 91.5 86.5 39 6 12.5
92 – 101 1 91.5 101.5 96.5 40 1 2.5
TOTAL n= 40 100

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