MAT 152: Mathematics in the Modern World

Module #10 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

Lesson title: Describing Data Presentation and Materials:

Constructing Frequency Distribution Table SAS, Calculator

Learning Targets: References:

At the end of the module, students will be able to: https://www.statisticshowto.com/proba ty-
1. Identify different data presentations. and-
2. Construct a table for frequency distribution. statistics/descriptivestatistics/frequency-
distribution-table/
https://www.mathsisfun.com/data/freq cy-
distribution.html

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 of the statistical process for the researcher is to gather
correct data and present it in a way that readers can understand easily. Data can be presented in various models
such as textual, tabular, and graphical displays.

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

B. MAIN LESSON

Content Notes

Directions: In this activity, you need to read and underline or highlight keywords for you to keep in mind some
essential terms/ words used in the content notes.

PRESENTATION OF DATA

This refers to the organization of data into tables, graphs, or charts that logical and statistical
conclusions can be derived from the collected measurements.

Types of Data Presentation

1. Textual Presentation
- The data are gathered in paragraph form.
- Data are written and read.
- It is a combination of texts and figures.

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 MAT 152: Mathematics in the Modern World
Module #10 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

Example:
Of the 150-sample interviewed, the following complaints were noted: 27 for lack of books in the library,
25 for the dirty playground, 20 for lack of laboratory equipment, and 17 for a not well-maintained university
building.

2. Tabular Presentation
- Method of presenting data using the statistical table.
- A systematic organization of data in columns and rows.

Parts of Statistical Table

a) Table Heading – consists of table number and title.
b) Stubs – classifications or categories which are found on the left side of the body of the table.
c) Box Head – the top of column
d) Body – the main part of the table
e) Footnotes – any statement or note inserted
f) Source Note – the source of the statistics

Example:
Table Heading

Table 21.3 Fertility and Mortality Indicators: India – Crude

Box Head
Death Rates
Year Rural Urban Combined

1984 13.9 8.6 12.6

1985 12.9 7.6 11.7
1986 12.1 7.6 11.1
1987 12.0 7.4 10.9
Body
1988 12.0 7.7 11.0
1989 11.1 7.2 10.3
1990 10.5 6.8 9.7
Footnotes 1991 10.5 7.0 9.8

*Death/ 1000 Births

Source: 1. Government of India, Family Welfare Programme in India Year Book 1986-1987
2. Sample Registration Bulletin, December 1987 and December 1992

Source Note

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 MAT 152: Mathematics in the Modern World
Module #10 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

3. Graphical Presentation

Kinds of Graphs or Diagrams

a) Bar Graph – used to show relationships/ comparison between groups
b) Pie Graph – show percentage effectively
c) Line Graph – most useful in displaying data that changes continuously over time.
d) Pictograph or Pictogram – uses small identical figures of objects called isotopes in making
comparisons. Each picture represents a definite quantity.
e) Histogram – a type of graph where the diagram consists of rectangles, the area is proportional to the
frequency of a variable and the width is equal to the class interval.
f) Frequency Distribution - showcases the data in ascending order along with their corresponding
frequencies.
g) Steam and Leaf Plot - is a way to represent quantitative data according to frequency ranges or
frequency distribution.
h) Scatter Plot - is a way of graphical representation by using Cartesian coordinates of two variables. The
plot shows the relationship between two variables.

FREQUENCY DISTRIBUTION TABLE (FDT)

Before we get to start constructing frequency distribution, we must define some terms that are essential
to understand deeper the nature of data that are displayed in a frequency distribution.

a) Frequency Distribution is the organization of data in a tabular form, using mutually exclusive classes
showing the number of observations in each.
b) Raw Data is the data collected in original form.
c) Range is the difference between the highest value and lowest values in a distribution.
d) Class Limits are the highest or lowest values describing a class.
e) Class Boundaries is the upper and lower values of a class for group frequency distribution whose
values has additional decimal place more than the class limits and end with the digit 5.
f) Interval is the distance between the class lower boundary and upper boundary, denoted by the symbol
i.
g) Frequency (f) is the number of values in a specific class of a frequency distribution.
h) Percentage is obtained by multiplying the relative frequency by 100%
i) Cumulative Frequency (cf) is the sum of the frequencies accumulated up to the upper boundary of a
class in a frequency distribution.
j) Midpoint is the point halfway between the class limits of each class and is representative of the data
within that class.

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 MAT 152: Mathematics in the Modern World
Module #10 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

Example:
In a quiz, the marks obtained by 20 students out of 30 are given as:

12 15 15 29 30 21 30 30 15 17
19 15 20 20 16 21 23 24 23 21

Construct a Frequency Distribution Table (FDT)

Step 1: Arrange the data in ascending order for easy counting in the next few steps.

12 15 15 15 15 16 17 19 20 20
21 21 21 23 23 24 29 30 30 30

Step 2: Find the range of the data

R = Highest Value (HV) – Lowest Value (LV)

= 30 – 12
R = 18

Step 3: 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).

Formula:
𝐊 = (1 + 3.322log𝑁)

where 𝑁 is the total number of observations

Solution:
𝐊 = (1 + 3.322log𝑁)
= 1 + (3.322) (log 20)
= 1 + (3.322) (1.301029…)
= 1 + 4.32202…
= 5.32202…
𝐊=5

Step 4: Determine the approximate class interval size (C).

𝑅
𝐶=𝐾 Note:
18
𝐶= 5 R → Step 2
K → Step 3
𝐶 = 3.6
𝑪=𝟒

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 MAT 152: Mathematics in the Modern World
Module #10 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

Step 5: Create the Class Intervals (CI). Set the lowest number as the starting point. It consists of end numbers
called lower and upper limits.

Add the lowest number to the number of classes (K) to get the upper limit.
12 + 5 = 17
18 + 5 = 23
24 + 5 = 29
30 + 5 = 35

Class Interval (CI) Note:

12 – 17 In this example, the biggest value is 30 and upon
creating the class interval the 3rd class interval, 30 is
18 – 23 not included. Thus, you need to add more class
24 – 29 interval – that is 30 – 35.

30 – 35

Step 6: Class frequency (f) is the number of data that belong to its class interval. In the example, since the
data is arranged already, counting is very easy.
Distribute the data into respective classes: The total of the frequency column must be equal to
the number of observations or sample size (n).

12 15 15 15 15 16 17 19 20 20
21 21 21 23 23 24 29 30 30 30

Class Interval (CI) Frequency (f)

12 – 17 7 12, 15, 15, 15, 15, 16, 17
18 – 23 8 19, 20, 20, 21, 21, 21, 23, 23
24 – 29 2 24, 29
30 – 35 3 30, 30, 30
Total n = 20

Step 7: 3rd and 4th Column of the FDT

Determine the LCB and UCB. *see the values on the table
Class boundaries are the numbers used to separate classes 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.

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 MAT 152: Mathematics in the Modern World
Module #10 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

To get the LCB, lower the limit by – 0.5

To get the UCB, the upper limit + 0.5
Class Frequency
LCB UCB
Interval (CI) (f)
12 – 17 7 11.5 17.5
18 – 23 8 17.5 23.5
24 – 29 2 23.5 29.5
30 – 35 3 29.5 35.5
Total n = 20

Upper Limit

Lower Limit

Step 8: Determine the classmark. This is the average or midpoint of the upper limit and lower limit.
Classmark (CM) can be found by adding the lower and upper limits and then dividing them by 2.
𝑢𝑝𝑝𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 + 𝑙𝑜𝑤𝑒𝑟 𝑙𝑖𝑚𝑖𝑡
2

Note: Do not round off class mark

Class Frequency Class Mark
LCB UCB
Interval (CI) (f) (CM)
12 – 17 7 11.5 17.5 14.5
18 – 23 8 17.5 23.5 20.5
24 – 29 2 23.5 29.5 26.5
30 – 35 3 29.5 35.5 32.5
Total n = 20

Step 9: 6th and 7th 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.

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 MAT 152: Mathematics in the Modern World
Module #10 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

Class
Frequency (f) <CF
Interval (CI)
12 – 17 7 7 Copy the first frequency, which is 7.

18 – 23 8 15 Add 7 to the second frequency which is 8 to get the second <cf

24 – 29 2 17 Add 15 to the third frequency which is 2 to get the third <cf

30 – 35 3 20 Add 17 to the fourth frequency which is 3 to get the fourth <cf
Total n = 20

Class
Frequency (f) >CF
Interval (CI)
Copy the total frequency to the first >cf, then minus the first
12 – 17 7 20
>cf to the first f, to get the second >cf
18 – 23 8 13 Minus the second >cf to the second f to get the third >cf
24 – 29 2 5 Minus the third >cf to the third f to get the fourth >cf
30 – 35 3 3
Total n = 20

Step 10: 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 it in percentage form.

𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑅𝑓 = 𝑡𝑜𝑡𝑎𝑙 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑥 100

Class Class Relative

Frequency
Interval LCB UCB Mark <CF >CF Frequency
(f)
(CI) (CM) (Rf)
12 – 17 7 11.5 17.5 14.5 7 20 35
18 – 23 8 17.5 23.5 20.5 15 13 40
24 – 29 2 23.5 29.5 26.5 17 5 10
30 – 35 3 29.5 35.5 32.5 20 3 15
Total n = 20 100%

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 MAT 152: Mathematics in the Modern World
Module #10 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

Check for Understanding

Part A. Table Analysis: One of the simplest methods used to analyze data and 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
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 TIMSS average? _________________

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 MAT 152: Mathematics in the Modern World
Module #10 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

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.

Instructions: Given the following raw data on 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 (%)

TOTAL

C. LESSON WRAP-UP

Frequently Asked Questions

1. What is 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.

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 MAT 152: Mathematics in the Modern World
Module #10 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

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

This time, let’s end the module activities by answering the following questions about your learning experience.

What felt confusing about what you learned today? Why?

What motivated you to finish the lesson today?

Answer Key
Part A.
1. 18 4. 11th
2. 10 5. Ireland
3. 121 points
Part B.
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%

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