GAPAN CITY COLLEGE

City Hall Compound, Bayanihan, Gapan City,

Nueva Ecija, Philippines 3105
General Education Department

Week 6 Module in
MATHEMATICS IN THE MODERN WORLD

Name: ______________________________________ Score: ___________/

Course, Year & Sec.: ___________________________ Date: ____________

Lesson 11:
Mathematics as A Tool
(Statistics/Presentation of Data)
I. OBJECTIVES
At the end of the lesson, you should be able to:
1. Describe the different ways of presenting Data
2. Construct a table for frequency distribution

II. CONCEPT NOTES

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.

To learn more, read and write the following concepts in your Gapan Notebook. /note book
Collected data may be presented in three
forms:

1. Textual Form –this form of

presentation combines text and
numerical facts in statistical reports
2. Tabular Form – the data are
presented through tables. It provides
numerical facts in a more concise and
systematic manner.
3. Graphical Form – the data are
presented in the form like charts,
graphs and pictures

Gapan City College

Week 2: Mathematics in the Modern World
FREQUENCY DISTRIBUTION
Frequency distribution is the tabular arrangement of the given data by using categories or classes
and their corresponding frequencies. Class frequency is the number of observations or values in a
category or class.

Ex. FREQUENCY DISTRIBUTION

STEPS IN CONSTRUCTING A FREQUENCY DISTRIBUTION

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Week 2: Mathematics in the Modern World
Example: Consider the following ungrouped or raw data
100 99 106 86 104 113 103 98 105 95 125- 129 127 1
79 101 92 103 91 124 89 100 105 87 120-124 122 2
110 122 95 118 96 104 109 84 113 99 115-119 117 3
93 109 102 106 80 116 90 111 101 115
110 109 78 88 107 114 75 72 127 102

1. Determine the range by finding the difference between the highest and lowest values in the given set
of data. i,e.,
Range=Highest-Lowest Scores.
In the example above, Range=127-72=55 r=55
2. Determine the number of categories or classes by dividing the range by the desired number of class
size or interval. The usual class size are 3, 5 and 10 and the ideal number of classes is from 5 to 20.
a. Less than 10 classes are recommended for a data with less than 50 values.
b. For a data 50 to 100 values, the suggested number of classes is from 10 to 14.
c. If data has more than 100 values, it is advisable to use 15 or more classes. Be mindful that little
number of classes will have crowded data while very big number of classes will tend to spread
out the data.
Number of Class=(Range÷Class size) + 1
In the example, Number of Classes (55 ÷ 5) + 1 = 12. It is an ideal number of classes as suggested, since an
interval of 3 gives 19 classes and an interval of 10 has 6 classes. i=5
3. Determine the starting point of the class limits by the following:
a. Divide the highest value or score by the class size. Take note of the remainder. 127
b. Subtract the highest value by the remainder. This is the starting point of the class limits.
In the example, 127 ÷ 5 = 25 remainder 2, then, 127 – 2 = 125 is the starting point or the lower
limit of the highest class limit.
4. Write the class limits or intervals in either descending or ascending order. Note that the lower and upper
limits of every class interval are included in the class size. 5,
In the example, the highest class limit is 125-129.
5. Compute the classmark or midpoint (X) of each class interval by getting the average of the upper and lower
limits.

Midpoint (X) = (upper limit + lower limit) / 2.

In the example, the first class limit has a midpoint
X = (125 + 129) / 2 = 127.
6. Tally the scores in their corresponding class limits.
7. Determine the class frequency of each class limit from the tally column and compute the sum N of all the
Gapan City College
Week 2: Mathematics in the Modern World
 frequencies at the bottom of the frequency column.

In the example, the highest class limit has frequency of 1 and N = 50.

Class limits/
Midpoint Tally Frequency
Intervals

125-129 127 I 1
120-124 122 II 2
115-119 117 III 3
110-114 112 IIII - I 6
105-109 107 IIII - III 8
100-104 102 IIII - IIII 10
95-99 97 IIII - I 6
90-94 92 IIII 4
85-89 87 IIII 4
80-84 82 II 2
75-79 77 III 3
70-74 72 I 1

Activity 1

Construct a frequency distribution table using the given data

118,123,124,125,127,128,129,130,130,133,136,138,141,142,149,150,152

1. range 152-118 = 34
2. 34/3 +1 =12
34/5+1=8 i=5
34/10 +1=4

Gapan City College

Week 2: Mathematics in the Modern World
IV. REFLECTION:
Let's wrap up the module exercises this time by responding to the following questions about
your learning experience.

1. Did you have challenges in today’s learning? How did you overcome those challenges?
________________________________________________________________________________
________________________________________________________________________________

2. What could you have done better to improve your learning today?
________________________________________________________________________________
________________________________________________________________________________

125-129 127 (125+129)/2= 127

120-124 122 (120+124)/2 = 122 (120,121,122,123,124) i=5
115-119

Gapan City College

Week 2: Mathematics in the Modern World