.: ,, .

7 ;i : ···· ijiJCi-1stribu11on
.- .

..
. and Graph
Leamin& Outcomes
After completing this chapter, the students will able to:
0 Define some basic terms in formulation of frequency distribution.
0 . Organize data into a frequency distribution.

0 Compute for the midpoints of each class on a frequency distribution table.

: 0 Compare and contrast raw data and a frequency distribution.
0 Constri.ict a stem-and-leaf plot.
o.
Represents frequency distribution graphically using histogram, frequency polygons and
cumulative frequency polygon (ogive).·
Draw the data using pareto charts, bar chart, pie ch.art, time series graph, pictograph, and
0
scatter plot.
0 Give the importance of graphs in statistics.
0 Consh"uct·the different graphs and ch rts.
/
Chapter Outline
1.1 Introduction
1.2 Defining Some Terms
1..3 Cons.fructing Frequency Distribution
- Categorical Frequency Distrib tion
Determining Class Interval
Grouped Frequency Distribution
1.4 Stem-and-Leaf Plot
1.5 Graphing Frequenc_yDistribution
Histogram .
Frequency Polygon .· . .
Cumulative Frequency Polygon (or Ogive)
1.6 Other Types of
Graphs Pareto Chart
· Bar Chart.
Pie Chart
Time Series Graph .
Pictograph
Scatter Plot _
1.7.Guidelines for Developing Good Graphs/Charts .

8tat _tld: <fl,,e. on{¥ 8ci.en'ce. tl,.at ena./Jl di.fle.1t.e,n.t exf!e'C.t!i

inl- tl,.e !;ante f u.'Ce t d1taw di.fle.1ten.t c.on.clu.!ilon.!i. ·
· · - - van. pa1e (1899-1'!95)

Chapter z Frequency Distribution arid Graphs Page 23

. .

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 l'l1:....en...·
Whl!tl cmiducling a statistical research, investigatkm or study, the research muBt gatru:r data
for the pnrliculnr variable under investigation. To describe situations, make concJw,fom,, and.
draw inferences about events, the researcher must organize the data gathered in B<Jm
mcnningful way. The easiest way and widely used of organizing data is to construct a frequeno;
distribution. A freq1w11cy distrib11tio11 is a grouping of the data i_nt categories showing the
number of observations in each of the non-overlapping classes.
After orgnnizing data, the next move of the researcher is to present the data so they can be
understood easily by those who will benefit from reading the study. The most useful method of
I

prt:senting data is by constructing graphs and charts. There are number of ways to plot graphs
and charts, and each one has a specific purpose.
This chapter dis·cussed how to organize data by constructing frequency distribution and how
to present data by constructing grap_hs and charts.

Before we get started in constructing f equenc_ydistribution, we_must define some terms that
·are essential · to understand deeper the nature of data that are displayed in a frequency
distribution.
• Raw data i the ata collected in original form.
• Ra11ge is the difference of the high st value and the lowest value in a dis'tribution.
• Frequency dist,:ibution is the organization of data i
.a tabular form, uslng mutually
exclusiv·e classes_showing the number of observations in each.
• Class Limits (or Apparent Limits) is the highest and iowest values describing a class.
• Class Bo,mda;ie_s (or Real Limits) 'is the upper and lower values of a cl s-for group
frequency.distribution whose·values has·additional decimal place more than the class
· limits and end with the.dig t 5.

• Iuten,al (or width).is the distance between the.class lower boundary and the class upper
boundary and it is denoted by the.symbol i.
' . .
• Freq11e11cy (f) is the number of values _in a specific class of a frequency distribution.
• Relative Frequency (rf) is the value obtained when the frequencies in eac -class of the
frequency distribution if divided by the total number of values. · - .

• Percentage is_obtaine1 by multiplying th relative frequency by 100%.

-.
• Czmmlative Frequency (cf)·is the sum of the freq encies accum 1 t d. ·
boundary of a class· .ma frequency d 1. stn. u a e up to the upper
·
bution. .
• Midpoint is the point halfway between the class linu. ·ts·· f ch
the data within that class. · 0 ea c1ass a nd 1·5 •
.· . representati ve of

Chapter 2: Frequency Distribution and Graphs

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 A grouped frelJUl!llcy distribution is used when· the rcl!lge of the·data set is large; the
must be grouped int classes whether it is categorical data·or interval data. For interval data
classes is more than o e unit-in width. The procedure for constructing the frequency distribut
is discu sed in the succeeding sections.
A: Categorical Frequency Distribution
The ategorical fre1Juency distribution-is us,ed to· organized nominal-level or ordi al-le
type·of data. Som examples wh re we can apply this distribution are gender, business ty
politic affiliation, and ot ers. · . - . .

Ex ple: Twenty applicants were given a pe formance evtlm1tion ap rai_sal.The data set is_
. High ' High Hi h Low Average
Average Low Average Average Average
Low Average Average· High Hig
Low Low Average· H1. g h_ ·. Hi g h·.
Construct a frequency d·istributto for the data.
· Solution:
8tep 1: Construct"a table as shown below.

High Average· LdW. ·,-

8tep 2: Tally the raw data. ./,.

J
High.·, mr-n . ,,
Ayerage fm-III
,. Low tw ,'.

:
·8tep J: Convert the tallied da_tainto umerical
frequencies.
r . . .

High. mi-II 7
Average· Jw-Iil 8
Low Jw. .5 I .

8tep 4: Detenhine the percentage. The percentage is C(?IDputed using t e formula:

- '

Percentage=f xlOO.%
n

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where j= frequen y of the class and
n= total number of values..

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 7 '·
8 35 (7 + 20) X 100 ·
Average 40
Low 5 (8 -j- 20) X 100
20 25 5+20 xlOO ·
Total 100·
' I

'the sample, more applicants received an .f

. f . ·• . . · ayerage per or ar:ice rating.

B: Determining Class Interval

I Generally the number of classes f . f · -' · .. - . : .
. . . . . • or a requency d1stnbution table varies from 5 to 20
depending pn•manli y o, n the number of o·bservat.ions in the data se·t •.It i.s pref. erabl. y toh .ave
th O
mo..re,, classes as e size a data se increases. The.decision about the._number of classes
depends on the method used by the researcher. , · ,
1. Riile 1. To determine the number of classe is to use the s:ri II t ···n·· · t · ·k·, · h
· k •. . ' · . . . a es pos1 ve m eger· sue
that 2 n, where 11 is the total number of observations. Using-Formula 2-1 we can obtain
the ideal class interval. . . ' . ·· · . · · ·
Suggested Class Interval=. Range _.. HV ..:.Lv
(Formula2-l) ·.·
• . Numbe of CfasseE k

where: HV = Highest value in.a data

set LV = Lowest value in a data set
· k,;, number of classes i = suggested cl ss interval

2. · Rule 2. Another ay to determine the class interval we can apply Formula 2-2.
•· · , · .· · · . Range 1
Sugges_ted .Class Interval= . (Formu a 2-2).
. · , . 1 + 3.322(1og anthm of total frequencie;)

3. Rule .3. Another guideline to determine the class interval is to have an ideal number·of
classe_s, then apply F<;>rmu]a 2-3.
·. . · Highest Value-Lowest Value (Formula 2-3)
t •

Suggested Class Interval= Num er Classes

b f
o
''
: C Grouped Frequency Distribution
. .

Example 1: Suppose a researcher wished to do a study on the monthly salary (in' P thousands) of
all center.agents of selected Business Process Outsourcing (BPO) companies. The research.first
would have to.·collect the data by asking each call center agents aboµt their mo_nthly salary. The
data collected in riginai° form.i called raw data. In this case, the data are..
.. ,·
'
'

·Pl8.80 P22.00 P23.40. P24.30 P27.00 I P27.90 1!31.00 P26.00 P20.80

1
I !317.00
20.00 22.60 · · 23.40 24:50 27.00 29.30 32.10 26.10 21.00 17.30
'·
20:2s 22.75 23.70 24.70 27.40 30.10 33.70 2,6.30 2'1.60 17.80
18.40 · 21.90 . 23.00 23.85 26.80 27.80 30.80, 25.00 20.40 15.50
18.70 21.90 23.20 24:10 26.90 . 27.90 30.90 25.20 20.50 15.70
'17.95 21.75 22.90' 23.70 '26.50 27.50 30.60 24.75 20.25 14.10
18.35 21.80 22.90' 23.70 .26.50 27.60 ·30.75 25.00 20.30 14.30
20.20 22.80 23.50 24.60 27.30 '29.50 32.90 26.20 21.30 17.40

Chapt r 2: Frequency Distribution and Graphs ·

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Conf:ilruct a frequency distribution using Rule land detcrmim, the foJlow1ng
a. Range c. Relative frcqucncie11
b. Interval f. Percentages
c. Class limits g. Cumulative frcguencicfi
d. Class boundaries h. Midpoints
Solution: .
Btep lz Arrange the ra data in a_scending or descending order. In lhiR particula,r xampl«t
will arrange raw data in ascending order. This will make it easier for w, to lally th, efaJ-1.
P14.10 P17.95 P20.25 P21.75 1322.90 P23.70 P24.75 P26.50 P27.50 fi30.60
14.30 18.35 20.30 21.80 22.90 23.70 25.00 26,50 27.60 3().75
15.50 18.40 20.40 21.90 23.00 23.85 25.00 26.80 27.80 30. (J
15.70 18.70 20.50 21.90 23.20 24.10 25.20 26.90 27.90 30.90
17.00 18.80 20.80 · 22.00· 23.40 24.30 26.00 27.00 27.90 31.00
17.30 20.00 ·21.00 22.60 23.40 24.50 26.10 27.00 29.30 32.10
17.40 · 20.20 21.30 22.75 23.50 24.60 26.20 27.30 29.50 32.90
17.80 20.25 21.60 22.80 23,70 24.70 26.30 27.40 30.10 33,70

6tep 2: Determine the classes.

• .Find the highest and lowest value.
. Highest Value (HV) = 33.70 and Lowest Value ( L V =) ==14.10
• .Find the range.
·Range= Highest V.alue (HV)- Lowest alue (LV) = 3_3.70 -14.10 = 1.9.60
· • Determin.ethe number of classes.

The objective is to use just enough classes. We can determine the number of class€
11 11
(k) usi.ng 2 to tlie k r,lle • This will enable us to select the smallest number (k) for th
number of classes such that 2k (2 raised to the power of k) is greater than the number<
obse vations (n). Using our example, there.are 80 call center agents ,(or n·= 80). If
w
apply k = 6, which means we would use 6,classes, then 2k = 2'' = 64, somewhat less tha
80. Thus, 6 is not enough classes. If we try =k 7, then 2k = 27 = 128, which is greater tha
80. Therefore, the recommended number of classes is.7.

• Determine the class interval (or width).

. Generally the class.interval (or width) should he equal for all classes. The classe
must over all the values.in the raw data (that is, from lowest to highest), Class inten'
is generated using the formula:
19 60
Suggested Class Interval= Range . H V- LV.. = : = 2.80·3 ·
. Numbe of Classes . •k 7
i- ·•.·.·--·--··· ....·.. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ·.'.·. .·. ·.
r
@J
··..·. . . . . . . . . . . . . . . . . . . . . . . . .:. . _...:........ . . . . . . . . . . .-. :--;
Note: Round the value of the interval up to the nearest whole number if there
--..··-·--:-·....... ai . e.r. ._. ..._..._. ....··.-.···-·..........................·........·...............................·...·...·.·.-
15

···
··..·..........._................................:......................................................-....-..-..·--- ..,
• Select a starting point for the lowest class limit.
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 The starting point can be the smallest data value or any.convenient number less
than the smallest data value. In our case 14 is used.

• Set the individual class limit.

\Ve need to add the_interval (or width) to the lowest score taken as the starting
point to obtain, the lm,,er li1nit of the next class. Keep adding until we reach the7,
classes, as reflected 14, 17, 20, 23, 26, 29, and 32.

To obtain the upper class limits, we need to.subtract one unit to the lower limit of
the second class to obtain tl e upper limit of the first class. That is, 17 - 1 = 16. Then add
the interval (or width) to each upper limit to obtain all the upper limits.

,:: J:fassLimits ·
14-16
17-19 ·,
20-22
23-25
26-28
29-31
32-34

• Set the class bou·ndaries in each class. To obtain the class boundaries, we need to
subtract 0.5 from each lower class limit and add 0.5 to each upper class limit.
Gass Limits : ·. {'(J tiJqWJ.q S'\i
14 -16 13.5 -16.5
17-19 16.5 - 19.5
20-22 19.5-22.5
23-25 22.5 - 25.5
26-28 25.5 "."' 28.5
29-31 28.5--31.5
32-34 31.5- 34.5

'8tep J: Tally the raw data.

'Ciass.Limits · . ·. Class Boundaries·; - ,,Tally
J
.";-
;.,,;.'-
; \;
;,·,:-·

14-16 13.5 - 16.5 III/

17-19 16.5-19.5 lHJ-llll I

20-22 19.5 - 22.5 ffil-Nl}-lm-I

23-25 22.5- 25.5 00-mI-!W-lw- In
26:.:..28 25.5-28.5 lw-NLJ-m.I-II
29-31 28.5- 31.5 fRJ-III
32-34 31.5-34.5 Ill

8tep 4: Convert the tallied data into numerical frequencies.

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 . _:F :;,· ·t.":'
. :..
,f :- .':
ltlnge .
Suggested Class Interval=l+3322(1ogarithm of totalfrequencie)
f"
. . 77-18 '59 .
Suggested Class Interval=
1 + 3.322(1og 50)
= 1 + 3 .322(1•698970004)
...9
Suggested Class Interval= .:, = 8.88:::9
·· 6.643978354
,· .
• Select a starting point for the lowest class limit. The lowest value in the da set i l8

this will also serve a s our starting point.

·•
.
Set the individual class limit. We will add9 to each lower class limit until reaching th
number of classes (18,. 27, 36, 45, 54, 63, and 72). To obtain the upper class limits; w
1
need to subtract one unit to the ower limit of the second class to obtain the upper.limj
of the first class. That is, 27 - 1 = 26. Then add the interval (or width) to each uppe
limit to obtajn all the upper limits (26, 35, 44, 53, 62, 71, and 80).
. ?Class.Limits
18-26
27-35
36-44
45-53
54-62
63-71
72-80

• Set the class boundaries in each 1 T b .

subtractO 5 f h1 c ass. o o tam the class boundaries, we need ti
.rom eac ower class limit and add 0.5 to eachupper class.
CJass Limits : · qass Boundaries
18-26 17.5 - 26.5
27-35 26.5-35.5
36-44 35.5-44.5
45-53
44.5-53.5
54-62 53.5-62.5
63-71
62.5-71.5
72 80 71.5 80.5
8tap J: Tally t e raw data.
a'PUR\lts
.. ...
ClassR--...i.: :;-
18-26 ;

17.5-26.5 Ill
. 27-35
26..5-35.5
36-44 ha
35.5-44.5
45-53 ha-Ill!
. 44.5-53.S
54-62 ffil-00-IIJI
53.5-62.5
63-71 IHI-'m!-1
' 72-80 62.5-71.5· !RJ-I.
71.5-80.s , I

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 · Whe the dat setcontains large number_·of valu·es, making conclusiot:15 from an ordered
array or stem- nd-leaf plot is often difficult. We will need graphs or :11arts_in such si atio .
There are a i:iumber of graphs · or ¢larts to visuallr s h o w_ numenfal data. These
mclude
hi togram/ frequercy polygon, and cumulative freq4ency (ogive}. - '_ :. r .
• . • ' I

In this section, we·dis<;t1ssed several graphical methods' that a use·d for int rval data. The
most imp rtant of these gr phical me.thods i,s the histogram. ·.Histogram·is a·powerful graphical
technique used to summarize interval da_ta, but it·also helps explain important aspect of
probability.

A. Histogram
.

A histogram is a graph in which the classes are mar ed on the.horizori alaxis (x-axis) and the
class frequencies on -the vertical axis (y-axis). The height of the bars -represents the· class
.frequencies, and the bars re drawn adjace11t to each other.-_·Nevertheiess, the histogram 'focuses
. . .
on the. frequency of each dass .and sac_rifices whatever information was contained in the actual.
. \ . ,. .

. . . '
·observations.

B. . Frequency Polygon

. A frequency_polygon is a graph that displays the data using points which ar connected
.by· lines. The frequendes are represented by the heights of the points at the midpoints of the
classes..
The ve tical ax.is represents the frequency of thr distribution while th horizont l axis represents
the midpoints of .the frequency distributi9h.
• •
. · ' ··· · ··
J
· · · · • • •

-C. Cumulative Frequency Polygon (Ogive)· ,,

. . . ( . . . ' . .. . . ' . . . .' ..
..
. ._A c mulative freque cy_ _polygon or ogive (read as oh' jive) i a graph_that displays the
_cumulat ve frequencies for the classes in a freque!lCY distribution. The vertical axis represents the
. cumulative·frequency of the distribution while the horizontal axis represents the upper 1··
. boundaries (real 1:}pper li its) of the freq ency distribution. · · . c ass
' . ' . :

Ex ple: A shown below iif the.frequency distribution in th Example 1.in Section 2.3.

,4·
,l-7'-19 20-22 ,16.5 ,- 19.5..:
4
. •\
'18 '9
23,.2, 5· :19_5..::22.5 13
21 16 29
26-28 · · 22:5- 25.5 24'
,·
,29 31 . J
23 . 52
· ?5.5 ::.._ 28.5
69 17
27 28.5- 1.5
··30_ 8 77
. .3 2- 34' ' 31.5 - 34.S . 33 . .
Construct a histqgram, f{equencyp ly.gon a.nd· c· ·. 1. . . ·. . ' 3 . 80 . . .
can · ' umu ativ f
. you reached based on_the information present d. , _. e equency polygon. Wht - . .

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 . . . : .. ; .: .· . . ·_ in the histogram. . . a onclus1ons -

.
·.

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 Solution:
a. Constnicting a Histogr .
Bte,o l:Find_the midpo ts of each class.
8tep !: Draw d label the x-axis and y-ro<!s.
tJt,/,J:.Represent the frequency On the y-axiS and the midpoints on the x-axis.

8tep 4: Use the frequ ncy to·represe ! the height and draw the vertical bars.
Toe-class frequencies are scaled along the vertical axis and the dass midpoints along the
horizontal axis. From Figure 2.1 we·note that there are employees in the PlS,000 class
midpoints or J:14,000_-r16,000. Therefore, the height of the column for class Pl4,000-Pl6,000 is
4. Applying
the same thing to other classes we shall obtain the graph below. ·
1

. the histogram shows, the class with the greatest number of data values (23) is P23,000-
..
,As
P25,00_0,· followed by 17 _for l326,000-P28,000. The graph also has one p ak with the data
c us_tering around it.· . . . · ·
·. '

Figure 2.1: Histogram for Call Center Agents' SalartJ ,

(

' f Histogram_for·Call Center Agents' Salary

25 --·-··-··---···· ..···--····-.. .. ...........................................·.....-·········-·••····-···-··-·-"'"'''
,,_,,, ,

20
>,
15

-= r
·....10
.5

I: 0

18 21 : 24 27 ·' 30 33
Salary (in Thousands) '' '·
:,

.b. Constru ti : ·· '

t . .C. nga. _Frequency Polygo.n_
8 ep l: Find the 'd · ·
. m1 points of ea class.
'8tep 2: D ·· · · : . .• . r

.8 . raw and lab.etl hex -: .' -

. . . -a s andy-axis . .
tep J:-Represent thef. . . . , .
. requency on the - .
utep 4: Conne t ·. Y axis and the midpoints on the x-axis..
. c adjacent . . . . th
be!linning and end ;:ts .wilh line segments. Draw a line back to the x-axis at e
e graph.

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 Figure 22: Frequency Polygon for Call Center Agents' Salary .

Frequency Polygon for Call Center Agents' Salary

25 -, .:..._

20

15 18 . 21 2427 30 33
I

SaJary !inThousands)

, c. Constructing a Cumulative Frequency Polygon (ogive)

'8tep 1:' Find the cumulative distribution of the data set.

14-16 13.5-, 16.5 ·4 4

17-19
20-22
16.5-19.5
19.5..:.2.2.5
9
16
13
29
.
23-25 22.5-25.5 23 52
26-28 25.5 28.5 17 69
29-31 28.5 - 315'..: 8 77
32-34 31.5 _j4.5 3 80

8tep 2: Draw and label the x-axis a d·y--axis.

8tep J: Represent the frequenJ:y on the y-axis and the upper class boundaries on the x-axis:.
8t 4: Col)Ilectadjacent points withlirie gments..

Figure 2.3: @gipe for Call Cent r Agents' Salary

Ogive for Call Center Agents' Salary

>.100
u
C:
80
C"
60
. "'·£i
,u
40

"§3 20
UO

28.5 31.5 34.5 .

Real limit (Salary in Thousands)

Chapter 2: Frequency rnstribution and phs

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 As discussed in the previous section, the only allowable calculation on nominal data i11
count the frequ ncy of each value of the yariable. We can graphically display th' counts in thrl
ways: pareto charts, bar charts, and pie charts. This section also includes on how to gruphicall
display time series graphr pictograph and scatter plot.

A. Pareto Chart.
•
· A pareto chart is a graph used.to represent a frequency distribution for D categorical clat,
(or nominal-level) and frequencies are displayed by th heights of vertical. bars, which ar(
arranged in order from highest to lowest. ·
•
B. Bar Chart (Bar Graph)
' ,
A bar'chart is similar to bar histogram. The bases of the rectangles are arbitrary interval
whose centers are the codes. The height of.each rect,mgle represents the frequency of tha
category. It is also applicable for categorical data (or nominal-level).
I'

C. Pie Chart (Circle Graph)

A pie chart is a circle divided into, portions that represent the relative frequen ies (o
-percentages) of the dat belonging to different categories. T e data in a pie chart should b
categorical or non:iinal-level.

D. - Time Series Graph

A time series graph represents data that occur over specific period 'of' time undE
observation. In additi n, it shows for a trend or pattern on the increa;e or decrease over th
period of time,..

E. Picto ph (Pictogr m)

A·pictograph immediately suggests th_enature of the data being shown. It is

combination of the attention-getting quality and the accuracy of the bar t::hart. Approprial
pictures arranged in a r w (sometimes in a.o1umn) present th_e quantities for comparison.

F. Scatter Plot
A sc tter plot is,u ed ta ex ine possible rel tionship.s betv!een two numerical variabl :
The tw_ovariables ate. p l_o ti n x-axis and y-_axis. ·
. Now we will illustrate how to construct the pareto cl} rt, bar chart, pie chart, time seriE
graph · t - · · · ·
pieograph,.and scatter plot using 'the succeeding examples.
. .
'
' .
o . youth s, cons truct'
' '

·· Example l ·U · · · · · · f
. • 5!ng the information in the table about the favorite snacks o
P areto chat b .
. . r ': .ar chart, an? pie chart.

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 •
Junk Foods 135
Cand 250
Ice Cream· l85
Chocolate 210
Others· 90
' \

Solutio,n:
a. Const.ruc.·ting a Pareto Chart
"8tep 1: Arrange the data from highest t? lci est_according to frequen y.·
. . -, . .

Chocolate 210 Ice Cream 185 Junk Foods135

Othe s90

8t¥ 2: or:aw arid label the x-axis (Products) and y-axis (Sales).
. 8tep J: Construc.the chart by arranging the frequency from highest to lowest and from left to
· right·. Make a bar with the sanie· width and. draw the•height corr_esp<?nding
to•the frequencies..Figure 2.·4shows the Pareto Chart on the favorite snacks of the youth.

-, \, Figure 2.4: Pareto Chart for Example 1 .

·Favorite Snacks
300 ' .

-;;, 250·
·;.::==200
0

. :::
:;. 150 .
•• ' 1 -'
:§
100
.. . .
I l l
QJ
!SI
r.n 50

0 Ice c·ream
Candy Chocolate Junk Foods Others
Products I
•, \

. b:. Conshticting a·r Chart', . . . .

0

8tep'l: Draw_and label the x-axis (Products) and y-:axis (Sale ).·. .
2
8tep_ : Mak a b r with the s ine width'and dr w th height,·cor;es · d' .· . .·
. p· · · · · • pon mg to-the freq ·
1
gur_e 2.5.·shows the Ba Chart on the favoritenacks of the youth. . uencies.

I ,

'Chc1pter 2: Frequency o'ist ibution and Graph ·

· Page 39

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. 8tt/' J: Using a protractor, graph each section and write its name and appropriate percentage, as
shown in Figure 2.6.
Figure 2.6: Pie Cl,art for Example 1

Favorite Snacks
Others·
10%'
Cmdy
Junk Foods
,'
16%.

Ice Cream
21%:

.- !' '•

'' '

Example 2: Using the information in the table belO\ about the dollar to peso exchange rate from
January to December of 2015, construct a time series graph. ·

, l

Solution:

. 8tep 1: Draw and label the x-:-axis and y-axis.

8tep 2: Label the x-axis for months and y-a is for Peso p·er US Dollar.
8tep J: Plot each point according to the table.
. i

8tep 4: Draw line segments connecting·adjacent p ints:

Figure 2.7: Tim Series Graplr for Example 2

::-'"":: =-r-:---,--t--:---i---
JanFebMarApr May J
, I

Peso-US Dollar Exchange

unJul AugSepOct
47 :Months: .
.
Chapt · .., 46 : .
. · er 2: Frequencyns Distributie>n
45
and Graphs
Q 44
43

·"Il"l
42
Q.. 41

Nov

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Ex ple 3: The VSAS Realty Inc. is a real estate who develops household in Rizalprovince.)
information in the table shov,, the number of house construction from 2011 to 2015. Constru
pictograph.
Year ·. ·, ,. ·,
' 2011 2012 2013 2014 2015
No; of.Houses ·:, 400 250 · 600 550 700

Solution:
'8tep l: Draw and label the x-axis and y-axis.
'8tep 2: Label the x-axis for years and y-axis for Number of Houses. . ,

'8tep J: Draw a house to represent the number of h9uses.

Figure 2.8: Pictograph for Example 3

800
700
ID 600
5 soo·
-=
400
. 300 I,

200
100

-.2011 2012
2013 2014· 2015
1tl'i- Year . ,,-

LegeTI<l: d.l =·100 h uses .

I .
j
. .·

Example 4: The ciwn r of a chain of halo-halo stores w uld like to study.the' effect of atmosphe
te_mperature on sales during the summer s_easo . A. random sample of 12 days is selected with I
re ults given s follows: .
I • •

1 2 3 4 ·5 6 7 8, 9 10 11 12
79. 76 - .
83 93 94 97 ·. 85'
84 90 88 - 82·
147 78
143 147 168 206 155 192 211 209. 200 150
187
Put the data on a scatter diagram;
Solution:
8tep l;i Draw and label the x-axis and y-axis; '

8tep 2: Label the x-axis for Temperature (°F) and y-axis for Sales.

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'8ttf J: Plot the points of each ordered pairs in the Cartesian coordinate system.

Figure 2.9: Scatter Plot for Example 4

. .

225

••
200 -
♦••♦
175
•
-.♦
150
,-.. •*
--
>--125

- 100
<ll_
Cl
75 -
ti) 50
25 -
.0
0

15 30 45 60 - 75 90. , I

Temperature (X)

Goo graphical displays tell_what the da_ta are conveying. Sadly any graphs or charts
shown in newsp_apers and magazines are misleading, incorrect, or coinplica e_d that must not be .
used. In order to correctly develop a good graphs/charts there are some guidelines th_atne e ds
to bear in mind such as . ., .

1. The graph/chart should include a title.

2. The stales for all axes should be included.
3-
The scale on foe y-axis should start at zero.
4-
The graph/chart should not d.isfigure the data.
5-
ex-axis d y-axis should be properly labeled. _ _
6
·-The graphh:hart-should_not contain necessary
decorations.
7
· - The simplest possible graph/chart should be used for any data set.
.. : . .J"

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