Data

Collection and
Organization
UNIT 19
At the end of this unit, you should
be able to
▪explain the importance of statistics;
▪pose problems that can be solved
using statistics;
▪formulate simple statistical
instruments;
▪gather statistical data;
▪organize data in a frequency
distribution table; and
▪use appropriate graphs to represent
Lesson 1: Statistics
and Simple
Statistical
Instruments
 STATISTICS
This is a branch of mathematics that
deals with collecting, organizing, and
interpreting data to address a certain
phenomenon.
  Doctors use statistics to
understand a certain illness,
such as cancer, and give them
an idea of what treatment would
be effective.
EXAMPLES
:  Marketing strategists use
statistics to see the current
market trend and devise
solutions on how companies
could sell more of their products.
 In order to understand
statistics better, we must
first distinguish the
difference between
WHAT IS population and sample.
THIS ● Population is the set of all
data under a study.
TOPIC ● Sample is the set of data
ABOUT? drawn from the population.
 Population is the set of
all data under a study.
Example:
A study regarding the average height of students in
a school requires the set of all students studying in
that school as its population.
 Sample is the set of
data drawn from the
Example:
population.
A study regarding the average height of
students in a school may focus only on the
sample set of students in a single grade level
studying in that school.
Given the figure on
the right, how
many subjects
comprise the
entire population?
How many are
taken as the
samples?
 Statistics has two main
branches: descriptive and
Descriptive inferential. Inferential
statistics statistics
is used to draw conclusions, make
is a branch of statistics that
predictions, and make decisions
summarizes and describes about the characteristics of a
important characteristics of the population by looking at the
population or a sample. information contained in a sample.
 STATISTICAL INTRUMENTS

These are devices used by

researchers to gather data.
Researchers use statistical instruments as devices to
gather data. Instruments can be either researcher-
completed or subject-completed.
researcher-
completed subject-completed
instruments instruments
are rating scales, interview are questionnaires, self-
schedules/guides, tally checklists, attitude scales,
sheets, flowcharts, personality inventories,
performance checklists, achievement/aptitude tests,
time-and-motion logs, and projective devices, and
observation forms, which sociometric devices, which
are to be filled by the are to be filled by the subject
researcher. of the study or the ones
being studied.
Statistical data can be ungrouped or
grouped.
Ungrouped data are raw
data while grouped data
are data presented in the
form of frequency
distribution.
 Example of
Ungrouped Data
Apple Banana Mango Grapes Mango

Orange Strawberry Apple Strawberry Orange

Grapes Mango Oranges Banana Strawberry

Orange Apple Grapes Mango Apple

 Example of
Grouped Data
Category Frequenc Category Frequenc
y y
Apples 4 Mangoes 4
Bananas 2 Oranges 4
Grapes 3 Strawberries 3
Total 20
 These data could come from
two sources: primary and
secondary

Primary data can be collected by personal

investigation, hiring trained investigators,
using questionnaires, conducting surveys, or
doing personal interviews. These are basically
the data coming from firsthand information
and considered to be original and not have
undergone any statistical treatment.
 These data could come from
two sources: primary and
secondary
Secondary data can be collected by
reading the research of other researchers,
studies of research organizations, or
articles from journals and newspapers,
which are basically secondhand
information already collected by someone
and used for a particular purpose.
What kind of
statistical
instrument
does the
image
represent?
Alice wants to make a
presentation about
where the grade 7
students spend most of
their weekly allowance.
If Alice will use a
questionnaire in
gathering her data,
1. It is the branch of Mathematics that deals with collecting,
organizing, and interpreting data to address a certain
phenomenon.
2. It is the set of all data under a study.
3. It is the set of data drawn from the population.
4. These are data that can be collected by personal
investigation, hiring trained investigators, using
questionnaires, conducting surveys, or doing personal
interviews.
5. These are data that can be collected by reading the
research of other researchers, studies of research
organizations, or articles from journals and newspapers,
which are secondhand information already collected by
someone and used for a particular purpose.
6. It is a branch of Statistics that summarizes and describes
important characteristics of the population or a sample.

7. It is a branch of Statistics used to draw conclusions, make

predictions, and make decisions about the characteristics
of a population by looking at the information contained in a
sample.
8. These are raw data.

9. These are data presented in the form of frequency

distribution.

10. These are statistical instruments which are to be filled by

the subject of the study or the ones being studied.
Trixie surveyed ten Grade 7 Students about their
study habits in school. In the given situation,
identify the following:

11. Population

12. Sample

13. Type of source of data

Allan is in the Grade 9 level and wanted to know
how many Grade 7 students are interested in the
Math Club. After surveying, he found out that 35
out of 250 students are interested. In the given
situation, identify the following:

14. Population

15. Sample

16. Type of source

Sharon wanted to collect ideas from famous
artists around the globe. She will use
10 samples from the Top 100 artists in the world.
In the given situation, identify the following:
17. Population

18. Sample

19. Type of source

20. Type of statistical instrument

 EXERCISE
Aileen wants to determine why students
spend most of their allowances in a particular
category. She also wants to know if the
choices of her schoolmates are the same with
the choices of other students outside her
school. What possible methods she can
consider in gathering these data?
Aileen can expand her population and
sample to include other students. She may
add questions relevant to her new queries
in her questionnaire. She can also search
for other related studies to her topic in the
library or on the internet.
Lesson 2: The
Frequency
Distribution Table
The data that Rocky got
are raw data that need to
be organized. We can call
the data as variables.

Variabl Variables are characteristics

that vary over time from
es subject to subject.
There are two types of variables:
qualitative and quantitative.

Qualitative Quantitative
A variable is Quantitative
qualitative if it variables measure
measures the a numerical
quality quantity on each
or characteristic experimental unit.
of each
experimental unit.
 Variables

Qualitati Quantitat
ve ive
Discret Continuo
e us
variabl variable
esnumbers
Countable
s
With decimals
 EXERCISE
Determine whether the following variables
are qualitative or quantitative:

1. The number of colored balls in a basket

2. The time for a sprinter to finish a 100
meter race
3. The toy chosen by a kid in a toy store
 EXERCISE
Determine whether each of the following
variables is discrete or continuous:

1. The number of passengers who ride the

MRT at 7 a.m.
2. The speed of a car
3. The height of the beauty pageant
contestants
 Frequency Distribution
Table
The parts of a simple frequency distribution table
are as follows:
Relative
Category Frequency Percentage
Frequency
 Frequency Distribution
Table
The parts of a simple frequency distribution table
are as follows:
Relative
Category Frequency Percentage
Frequency
The relative frequency is the
portion of measurements of each
fruit. To get the relative frequency,
divide the frequency of a fruit by
the total frequency.
Relative
Category Frequency Percentage
Frequency
Apple
Bananas
Grapes
Mangoes
Oranges
Strawberries
Total
 Relative
Category Frequency Percentage
Frequency

Apple 4
Bananas 2

Grapes 3

Mangoes 4

Oranges 4

Strawberries 3

Total 20
 Relative
Category Frequency Percentage
Frequency

Apple 4 4 ÷ 20 = 0.2

Bananas 2 2 ÷ 20 = 0.1

Grapes 3 3 ÷ 20 = 0.15

Mangoes 4 4 ÷ 20 = 0.2

Oranges 4 4 ÷ 20 = 0.2

Strawberries 3 3 ÷ 20 = 0.15

Total 20 1
 Relative
Category Frequency Percentage
Frequency

Apple 4 4 ÷ 20 = 0.2 0.2 x 100 = 20%

Bananas 2 2 ÷ 20 = 0.1 0.1 x 100 = 10%

Grapes 3 3 ÷ 20 = 0.15 0.15 x 100 = 15%

Mangoes 4 4 ÷ 20 = 0.2 0.2 x 100 = 20%

Oranges 4 4 ÷ 20 = 0.2 0.2 x 100 = 20%

Strawberries 3 3 ÷ 20 = 0.15 0.15 x 100 = 15%

Total 20 1 100%
 Try it!Practice
Let’s

Example 1: Courtney is deciding whether the variables

she listed are discrete or continuous in nature. Help her
determine the type of variables she listed.
a. the number of Grade 7 student absentees in a given
class
b. the body mass index of a randomly selected group of
students
c. the number of students per class
d. the average height of students in a given class
e. the average weight of students in a given class
 Solution to Let’s Practice

Example 1: Courtney is deciding whether the variables she listed are discrete or continuous in
nature. Help her determine the type of variables she listed.
a. the number of Grade 7 student absentees in a given class
b. the body mass index of a randomly selected group of students
c. the number of students per class
d. the average height of students in a given class
e. the average weight of students in a given class

Solution:
Recall that discrete variable is a type of quantitative variable
that can only assume a countable number (whole numbers)
of values while the continuous variables is a type of
quantitative variable that can assume more than just
countable numbers (includes the decimal numbers).
 Solution to Let’s Practice

Example 1: Courtney is deciding whether the variables she listed are discrete or continuous in
nature. Help her determine the type of variables she listed.
a. the number of Grade 7 student absentees in a given class
b. the body mass index of a randomly selected group of students
c. the number of students per class
d. the average height of students in a given class
e. the average weight of students in a given class

Solution:
Thus, variables a and c are discrete variables because they
can assume only whole numbers. It is impossible to represent
the number of absentees and the number of students using
decimal numbers. For instance, we cannot have 0.5
absentees nor 1.52 students.
 Solution to Let’s Practice

Example 1: Courtney is deciding whether the variables she listed are discrete or continuous in
nature. Help her determine the type of variables she listed.
a. the number of Grade 7 student absentees in a given class
b. the body mass index of a randomly selected group of students
c. the number of students per class
d. the average height of students in a given class
e. the average weight of students in a given class

Solution:
On the other hand, variables b, d, and e are continuous
because they assume an infinite number of values between
intervals. Body mass index (BMI), height, and weight can all
take a decimal number as their values. For instance, we can
have a height of 1.67 cm and a weight of 55.61 kg.
 Try it!Practice
Let’s

Example 2: After a survey, Anica gathered the data

about fruit preference presented in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data
gathered.
apple orange apple banana orange
mango apple orange banana orange
mango apple orange apple orange
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
Start by transforming the raw data (ungrouped data) into
a grouped data by considering the frequency per fruit.
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
1. Count the frequency per fruit.

Based on the raw data, we have 5 apples, 6 oranges, 2

bananas, and 2 mangoes.
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
2. To create a frequency distribution table of the data, we
need to compute for the relative frequency of each
fruit.
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
a. Determine the categories and frequency.

The categories are the set of selected fruits, namely

apple, orange, banana, and mango. The frequency of
apple is 5, orange is 6, banana is 2, and mango is 2.
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
a. Determine the categories and frequency.

The total frequency is the sum of all these frequencies.

Verify that there are fruits.
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
Fruit Frequency Relative Percentage
Frequency
Apple 5
Oranges 6
Banana 2
Mango 2
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
b. Compute for the relative frequency.

To get the relative frequency of each category, we divide

each frequency by 15.
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
b. Compute for the relative frequency.
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
For apple:
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
For orange:
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
For banana:
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
For mango:
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
Fruit Frequency Relative Percentage
Frequency
Apple 5 0.34
Oranges 6 0.40
Banana 2 0.13
Mango 2 0.13
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
c. Compute for the percentage.

Compute for the percentage by multiplying the relative

frequency by 100 (or just simply move the decimal point
two decimal places to the right).
 Solution to Let’s Practice

Example 2: After a survey, Anica gathered the data about fruit preference presented
in the table below.
a. How many of each fruit are there in the data gathered?
b. Create a frequency distribution table of the data gathered.

Solution:
Fruit Frequency Relative Percentage
Frequency
Apple 5 0.34 34%
Oranges 6 0.40 40%
Banana 2 0.13 13%
Mango 2 0.13 13%
 EXERCISE
Anton asked 10 persons their
most preferred color among the
colors red, green, and blue. The
table below shows his raw data.
Create a frequency distribution
table for the data he gathered.
Green Red Red Blue Blue

Blue Green Red Blue Blue

 EXERCISE
Green Red Red Blue Blue

Blue Green Red Blue Blue

Relative
Category Frequency Percentage
Frequency
Blue 5 .5 50%

Red 3 .3 30%
20%
Green 2 .2

Total 10 1 100%
 Try It!

Individual Practice:
1. Complete the frequency distribution table below:

Relative Percentag
Category Frequency
Frequency e
Male 45
Female 37
Total 82
 Try It!

Individual Practice:
1. Complete the frequency distribution table below:

Relative
Category Frequency Percentage
Frequency
Male 45 ÷ 82 = .55 x 100 =
45 55%
0.55
Female 37 ÷ 82 = .45 x 100 =
37 45%
0.45
Total 82 1 100%
 Try It!

Individual Practice:
2. Create a frequency distribution table with the given
data below:
Red Orange Yellow Blue Red
Violet Yellow Orange Blue Green
Green Yellow Blue Orange Blue
Blue Violet Violet Green Red
 Try It!

Relative
Category Frequency Percentage
Frequency
Red 3 3 ÷ 20 = .15 15%
Violet 3 3 ÷ 20 = .15 15%
Green 3 3 ÷ 20 = .15 15%
Blue 5 5 ÷ 20 = .25 25%
Orange 3 3 ÷ 20 = .15 15%
Yellow 3 3 ÷ 20 = .15 15%
Total 20 1 100%