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Business Math Q2 Mod7

Forms-Analysis-Interpretation-and-Presentation-of-Data
Accountancy (STI College)

Studocu is not sponsored or endorsed by any college or university

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Business Math
Quarter 2 – Module 7:Forms,
Analysis, Interpretation, and
Presentation of Business
Data

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Business Math – Grade 11 Alternative Delivery Mode Quarter 2 – Module 7: Forms,

Analysis, Interpretation, and Presentation of Business Data First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
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ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

SENIOR HS MODULE DEVELOPMENT TEAM

Author : Jay R. Portuguez

Co-Author - Content Editor : Gilda A. Dagan
Co-Author - Language Reviewer : Emelita G. Paguio
Co-Author - Illustrator : Jay R. Portuguez
Co-Author - Layout Artist : Jeremy M. Flores

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DIVISION MANAGEMENT TEAM:

Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC- Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Senior HS : Danilo C. Caysido
Project Development Officer II, LRMDS : Joan T. Briz
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Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102

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E-mail Address: [email protected]

Business Math
Quarter 2 – Module 7:
Forms, Analysis,
Interpretation, and
Presentation of Business
Data

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Introductory Message

For the facilitator:

Welcome to the Business Math – Grade 11 Alternative Delivery Mode (ADM)
Module on Forms, Analysis, Interpretation, and Presentation of Business Data!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints in
schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

1

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Welcome to the Business Math – Grade 11 Alternative Delivery Mode

(ADM) Module on Forms, Analysis, Interpretation, and Presentation of Business
Data!

Business Math is a mathematical tool intended to deliver an utmost

understanding about money and information needed to make good financial
decisions. It does not only concentrate on the essentials of business finances,
such as owning or operating a business, but it also provides an avenue where
people in every walk of life learn the significance of managing their personal
finances. Getting familiar with the concepts of Business Math leads to making a
better decision with your money!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while being
an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If you get all the
answers correct (100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the current
lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to

you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the lesson.

This aims to help you discover and understand new concepts and
skills.

What’s More This comprises activities for independent practice to

solidify your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the module.

What I Have Learned This includes questions or

blank sentence/paragraph to be filled into process
what you learned from the lesson.
What I Can Do This section provides an activity which will help
you transfer your new knowledge or skill into real life situations or
concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning
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competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module is made to help you establish a better understanding about

Forms, Analysis, Interpretation, and Presentation of Business Data.

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Our goal in this module is for you to enhance your understanding about
how to present data in different kinds of graph, your interpretation of data using
the central tendency and variability and test of significant difference. Together,
we will study the graph presentations and computation of mean, median and
mode of data frequency.

At the end of this module you are expected to learn the following
objectives:

1. compare the forms (textual, tabular and graphical) of business data

(ABM_BM11PAD-IIg-2);

2. analyze and interpret the data presented in the table using measure of
central tendency and variability and test of significant difference
(ABM_BM11PAD-IIh-5);

3. describe the different kinds of graphs and its essential parts for data
presentation (ABM_BMPAD-IIh-6);

4. give set of business data: identify the graphs to be used

(ABM_BM11PADIIi-8); and

5. draw the graph/table to present data (ABM_BM11PAD-IIi-9).

What I Know

DIRECTIONS: On a separate sheet of paper, write only the letter corresponding

to your final answer.

1. This is the data presented using bars of different heights.

A. Bar Graph C. Pie Chart
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B. Hypothesis D. Line Graph

2. It plots the value of the variable and connects the dots in order to give an
idea of the relationship of consecutive points.
A. Bar graph C. Pie Chart
B. Hypothesis D. Line Graph

3. A circular pattern that is used to compare parts of the whole is called

_______.
A. Bar Graph C. Pie Chart
B. Hypothesis D. Line Graph

4. Find the median for the following data:

52,54,54,54,55,56,57,57,58,58,60,60
A. 56.5 C. 57.5
B. 56.25 D. 57.75

5. Find the mean of the following data: 54, 54,54.55,56,57,57,58,58,60,60

A. 55 C. 56.25
B. 55.6 D. 56.6

6. Find the mode the following data: 15, 10, 20, 15, 35, 40, 5
A. 5 C. 17.5
B. 15 D. 40

7. What is the cumulative frequency of 10, 15, 20?

A. 10 C. 20
B. 15 D. 45

8. Find the mean of the following: 12, 10, 15, 10, 16, 12, 10, 15, 15, 13
A. 13 C. 15
B. 12.5 D. 12.8

Use the table below to answer items 9 to 12.

ACT Math Frequency
15 1
16 1
17 10
18 7
19 13
20 9

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21 7
22 7
23 13
24 4
25 3
26 4
28 3
29 1
30 1
9. Select the statement that is true.
A. 17 students had scores of 10. C. A and B are both correct.
B. 42 students had scores of 13. D. 9 students had a score of 20.

10. Find the mean ACT score. (answer may be rounded off)
A. 21 C. 22
B. 23 D. 24

11. Find the median ACT score (answers may be rounded).

A. 21 C. 22
B. 23 D. 24

12. Find the mode.

A. 19 C. Both A and B.
B. 23 D. A, B, and C are false.

13 -15. The table shows the Exercises and Pulse Rate. Assume the guidelines
below.

13. What is the largest number on the vertical scale?

A. 80 C. 121
B. 85 D. 140

14. What pulse rate is recorded at 4 minutes?

A. 89 C. 110
B. 95 D. 121
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15. A pulse rate of 95 beats per minute was recorded at how many minutes?
A. 1 C. 3
B. 2 D. 4

You did great on our pre-assessment!

This is just a preview of our lesson. We are going to learn the forms of
data, analyze and interpret data in table using measure of central tendency and
variability with test of significant difference. We will also learn here the different
kinds of graphs and essential parts and to draw or make data presentation.

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Forms, Analysis,
Lesson
Interpretation, and
1 Presentation of Business
Data
Data is the plural of the Latin word “datum” meaning “a thing given.” Data
refer to factual information in raw or unorganized form. Data become useful
when it is organized in some forms and made use to reach a decision.

Let us compare the different forms of data. In the succeeding pages are
the different forms of data with corresponding examples. Aside from different
forms of data, you will also learn about Statistics in this module.

Statistics is the branch of Mathematics that focuses on collecting,

organizing analyzing and interpreting data. Statistics is the methodology for
collecting, analyzing, interpreting, and drawing conclusion from information.

Knowledge on Statistics is important, however, there are people who find it

difficult to read and analyze numbers. That is why one of the best illustrations to
use in order for them to interpret the values of data is to show it in drawing or
figures for them to fully understand. Graphs and tables are some suggested
applications. It is also equally important for us to know what to use in different
data presentations.

What’s In

DIRECTIONS: On a separate sheet of paper, write your answers to the questions

below. Please do not write anything on the module. Identify the different parts of
this “bar graph” presentation.

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(1)

(3)

(4)

(5)

(2) X-AXIS TITLE

What’s New

Let us compare the different forms of data. Below are the different forms of
data with corresponding examples.

1. TEXTUAL - refers to systematically collected material consisting of written,

printed, or electronically published words, typically either purposefully written
or transcribed from speech.

2. TABULAR - data that is structured into rows, each of which contains

information about something. Each row contains the same number of cells
(although some of these cells may be empty), which provide values of
properties of the thing described by the row.

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3. GRAPHICAL - the data is represented by symbols, such as bars in a bar

chart, lines in a line chart, or slices in a pie chart. A data chart is a type of
diagram or graph that organizes and represents a set of numerical or
qualitative data.

Below are the examples of different kinds of graphical data presentation.

Bar G raph Line Graph

Pie C hart

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What is It

Having data does not mean that we could just present them in the way we
want to show them. Graphs and charts have different uses or applications. Let us
study the different uses of graphs and charts. We will also show how we could do
this graphing and presentation in excel form in our computer.

• Bar Graph is basically a column graph in which the rectangles are arranged
horizontally along the y-axis. The length of each rectangle represents its value,
which is evaluated using the x-axis values. Bar graphs best show data series
and data comparisons in competition and with no natural order, such as
according to time, etc.
Using the following data set, construct a column graph for:
Company A Sales, 2011-2015
2011 2012 2013 2014 2015

Company A

Sales 100,000 120,000 144,000 172,800 207,360

Cost of Sales 50,000 55,000 60,500 66,550 73,205

Commissions 5,000 6,000 7,200 8,640 10,368

Salaries/Wages 50,000 52,500 55,125 57,881 60,775

Y-AXIS VALUES
GRAPH TITLE

LEGEND

X-AXIS VALUES

Y-AXIS TITLE
X-AXIS TITLE

• Line Graph connects data points with lines; different series are given different
line markings (for example, dashed or dotted) or different tick marks. Line
graphs best show the comparison of long series and is best used when
attempting to communicate a data trend.

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• Pie Chart is a circle with radii connecting the center to the edge of the circle.
The area between two radii is called a slice. The proportions of the data values
in the pie chart to the whole are reflected in the areas of the slices. Pie charts
best show the composition or breakdown of a whole.

Company E 2011 2012 2013 2014 2015

Sales 100,000 125,000 150,000 172,500 189,750

Cost of Sales 30,000 43,750 60,000 77,625 94,875

Commissions 25,000 25,000 22,500 17,250 9,488

Salaries/Wages 20,000 22,000 24,200 26,620 29,282

GRAPH TITLE

DATA LABELS

DATA LABELS LEGEND

(AMOUNTS)

You can easily create data presentation using your computer by following
some processes. Below are the procedures on how to create or draw a graph for
data presentation:

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MS Excel is an important tool for constructing data graphs for

presentation. The key steps in creating graphs in MS Excel are selecting the data
and creating a chart.

A. Selecting the Data

First, select the cells that contain the values you want to show in the
chart. Click and drag the cursor from the top left cell to the bottom right cell
of the worksheet – including column and row headings when possible.
Noncontiguous rows and columns of cells can be selected by pressing and
holding the Ctrl key while selecting each group of cells. A group of related
data points is called a data series. Typically, each data series will be
represented by different colors and will be included in the legend.
B. Creating a Chart

After selecting the cells, click the Insert tab and click the Chart Type
from the Charts section of the ribbon. A chart sub-type menu will appear.
Then, click the desired chart sub-type to make the chart appear on the
worksheet.

Example: Creating a column chart showing Company A Sales from 2011-2015

1. Plot the data series as follows:

2011 2012 2013 2014 2015

Company A Sales 100,000 120,000 144,000 172,800 207,360

2. Select all cells (including the blank cell at the top-left corner), then click on
the Insert tab (boxed in red):

3. Then click the Column button and the first chart sub-type under 2-D
Column (boxed in red):

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4. A graph will appear on the worksheet (may or may not be similar to the
graph below):

ANALYZING AND INTERPRETING BUSINESS DATA

In our everyday living we always hear the word average. People ask, “What is
your average grade?” When we are talking about average, we are talking about
the measure of central tendency. Measure of central tendency also refers to
as measure of center or central location.

Gathering of business data is the initial step in analyzing the business

data. Without data, no analysis can be made. Once the data have been gathered,
it is assembled and presented; making it easier to handle and interpret. It may
be shown using a graph, a chart or a table.

Frequency Distribution can show either the actual number of

observations falling in each range or percentage of observations.

Frequency (f) is the number of times the observation occurs in the data.

Let us consider this data set showing the retirement age of 11 people in a
whole year: 54, 54, 54, 55, 56, 57, 57, 58, 58, 60, 60

There are three ways of measuring central tendency for ungrouped data:

1. Mean (X) – It is the average of all the given data.

2. Median (Md) – It is value of the middle of given data.
3. Mode (Mo) – It is highest value of frequency in the given data.

Example: Ungrouped Data

Age Frequency
54 3
55 1

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56 1
57 2
58 2
60 2

• To find the mean, add up all the numbers then divide by how many numbers
there are.

54+54+54+55+56+57+57+58+58+60+60 623
= = = 56.6 years old
11 11

• To find the median we need to look for the value in the middle of the given.

Median (Md) = 57 years old

Since we have 11 given data, 57 is the answer because it is located

exactly at the 6th place of all the numbers.

• To find the mode we need to look for the given that has the most frequency.

Mode (Mo) = 54 years old

54 is our mode because it is the number that appears most on the given.
If we will consider our table we could also notice that 54 has the highest
frequency of 3 while the other numbers’ frequency have only 2 and 1.

Now, let us compute the measure of central tendency of grouped data.

Grouped data is set of data with combination from lower value up to highest
value of data.

If there is a large amount of raw scores, the ungrouped data method of

frequency distribution would be inefficient and difficult to use. Let us assume the
following data set showing the grades obtained by the students in an Accounting
class:

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70 70 77 70 77 79 79 73 73 87 79 80 72 83 89 78 91 81 88
84 71 72 71 78 78 94 81 81 79 80 72 83 89 78 91 81 88 84 83
72 80 72 83 89 78 91 81 88 84 83 70 81 75 76 90 80 94 94 73
88

With large samples like the one above, the frequency distributions are set
up with an appropriate and large interval. The following steps are followed:

1. Determine the range. The range is the highest data minus the lowest data.
In our example, 67 is the lowest and 95 is the highest. Therefore, the range
is:
Range = �ℎ − � = 94 – 70 =24
Where: �ℎ − is the highest data; and �� - is the lowest data

2. Divide how large each of the interval in the frequency is going to be.
A wide accepted practice is to have between 5, 10 and 20 intervals in the
frequency table. The size of the interval can be determined in a trial and error
method. For this example, let us use 5 as our range.

Score Frequency
70-74 13
75-79 13
80-84 19
85-89 8
90-94 7
Total 60

x – is the mean or midpoint of the class. It is adding the class limits and
dividing the sum by 2.
x = (70+74) / 2 = 72
(75+79) / 2 = 77
(80+84) / 2 = 82
(85+89) / 2 = 87
(90+94) / 2 = 92

Score Frequency (f) Midpoint (x)

70-74 13 72
75-79 13 77
80-84 87 82
85-89 8 87
90-94 7 92
Total 60

Then, we multiply the x that we got for each class by its frequency to
get the (f x) value.

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Example for first row: fx = (f)(x) = 13 x 72 = 936

Score Frequency (f) Midpoint (x) fx

70-74 13 72 936
75-79 13 77 1 001
80-84 87 82 1 558
85-89 8 87 696
90-94 7 92 644
Total 60 4 835

∑�� 4 835

Mean: �
̅
�
−
Median: Lm + ( 2
)
��

Where: Lm –lower boundary of the median class

n/2 –half the sum of the frequencies cf –
cumulative frequency immediate above the median class
fm –frequency of the median class i –class width

Score Frequency Cumulative Frequency

70-74 13 13
75-79 13 26
80-84 19 45
85-89 8 53
90-94 7 60
Total n=60

�
−2
Using the formula: Md = Lm + ( )
��

n/2 = 60 /2 = 30

Lm = 79.5 - between the 79 upper limit of the class above the

median class and the 80 lower limit of the median class

cf = 26 - the cumulative frequency above the median class

fm = 19 - the frequency of the median class

i=5
Md = 79.5 + (5) = 79.5 + (4/19)5 = 79.5 + 1 = 80. 5

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Mode (Mo) = 80 – 84 - This score has the highest frequency which

is
19.

VARIABILITY

When we are presented with

business data, we wonder how much the
data differ from each other. In this
aspect, we ask ourselves about
variability. Variability measures how
much scores differ from each other.

We have two formula to be used in

different standard deviation. Formula for population and sample
data.

Example: A population consist of four observations: (1, 3, 5, 7)

What is the variance and standard deviation?

1. Compute the population mean.

�� (1+3+5+7)
µ= = =4
� 4

2. Then, we plug the known values in the formula for the variance of a
population.

�2 = (−µ)² = 2
(1−4) +(3−4)²+(5−4)²+(7−4)²
� 4
2
(−3) +(−1)²+(1)²+(3)² 9+1+1+9 20
= = = =5
4 4 4

STANDARD DEVIATION

A quantity calculated to
indicate the extent of deviation
for a group as a whole.

� ²
�= √ �

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(−µ)

SAMPLE DATA

A sample data set contains a part or a subset of a population. The size of a

sample is always less than the size of the population from which it is taken.

Example: A population consist of eight observation (1, 2, 3, 4, 5, 6, 7, 8).

If we will take random sample using the odd numbers, what is the variance and
standard deviation?

1. Compute the population mean.

�� (1+3+5+7)
µ= = =4
� 4

2. Then, plug the known values in the formula for the variance of a sample data.

�2 = (−̅)² = 2
(1−4) +(3−4)²+(5−4)²+(7−4)²
�−1 4−1
(−3)2+(−1)²+(1)²+(3)² 9+1+1+9 20
= 4−1
= 3
= 3
= 6.67

̅̅
Standard Deviation: s² =

TEST OF SIGNIFICANT DIFFERENCES

When we talk about test of significant differences, we are simply trying to look
into given sets of data and we try to see if there is significant difference between
two sets of data.

Hypothesis is a strong statement that declares a fact or belief on a

certain idea of a population or sample. There are two types of hypothesis.

1. Null Hypothesis - In a statistical test, the hypothesis that there is no

significant difference between specified populations, any observed difference
being due to sampling or experimental error.

2. Alternative Hypothesis - In statistical hypothesis testing, the alternative

hypothesis is a position that states something is happening, a new theory is
preferred instead of an old one (null hypothesis).

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Two Types of Errors

1. Type I Error – rejecting the null hypothesis when it is true

2. Type II Error – accepting the null when it is false

Two Types of Tailed Test

1. One-Tailed Test is a statistical test in which the critical area of a distribution

is one-sided so that it is either greater than or less than a certain value, but
not both. Critical region or rejection area is located in right side or left side.

2. Two-Tailed Test is a method in which the critical area of a distribution is

twosided and tests whether a sample is greater than or less than a certain
range of values. It is used in null hypothesis testing and testing for statistical
significance.

Z-TEST AND T-TEST

The Z-Test is used for large sizes specifically when n is greater than or
equal to 30 (n≥30). The T-Test, formulated to be used for small numbers, which
are less than 30 (n<30).

Z-Test and T-Test = with degrees of

freedom
� �

Where: ̅ = sample mean µ = population mean

n = sample size s = sample standard
� = population standard deviation

Steps in Conducting the Test of Difference

1. State the null and alternative hypothesis.

2. Select the appropriate test statistics and establish the critical region.
3. Compute for the test statistical value.
4. Make a decision. The decision rule states, “Reject Ho if the test statistics
value lies inside the critical region; if not, reject the H1.”
5. Make a conclusion.

Examples:

1. A buyer of Makulay paint complained that he/she is getting less than 4 gallons
per container from his/her supplier. A sample 16 containers reveal a mean of
3.8 grams with a standard deviation of 0.46 grams. Is the buyer’s complaint
valid? Use 0.01 level of significance.

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A. Ho: The container contains 4 gallons (µ=4 gal.)

H1: The container contains less than 4 gallons (µ<4 gal).

B. n = 16 (t-test, one
tailed)
df = n -1 = 16-1 = 15
α = 0.01

Critical Value: -2.947

C. T-Test Value

D. Decision: Since the computed value is set inside the acceptance region,
one must accept the null hypothesis.

E. Conclusion: The complaint of the buyer is not valid.

2. Test hypothesis that the average content of packs of Great instant noodles is
75 grams if a sample of 85 packs have the mean weight of 74.2 grams with
the standard deviation of 2.6 grams. Use a .01 level of significance.

A. Ho: The Average content of packs is 75 grams (µ=75 grams).

B. H1: The average content of packs is less than 75 grams (µ<75 grams).

C. n=85, (z-test, one tailed) α=.01

Critical Value: ±2.33

D. Z-Test value

E. Decision: Since the computed value is set outside the acceptance region,
one must reject the null hypothesis.

F. Conclusion: The average content of packs of Great instant noodles is less

than 75 grams.

That’s it!

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We’re done discussing the different forms of business data, kinds of graph,
measures of the central tendency, variability and test of significance.

On the next page, activities are waiting for you to answer excellently. What
are you waiting for? Come on!

What’s More

DIRECTIONS: On a separate sheet of paper, answer the following activities.

A. Using the score of the students, complete the table of the given data.

20 20 20 30 25 20 15 15 25 30
30 20 10 35 35 15 40 35 10

Score Frequency

B. Using the same data, compute the mean, median and mode.

C. Assume that you decided to get the height of your plants and those of your
friends. Then, you got the following results:

600mm 470mm 170mm 430mm 300mm

a. Compute the population mean.

b. What is the variance?
c. What is the standard deviation?

D. A random sample of 100 recorded deaths in the United Arab Emirates during
the past year showed an average life span of 71.8 years, with a standard
deviation of 8.9 years. Does this seem to indicate that the average life span
today is greater than 70 years? Use a 0.05 level of significance with critical
region of z > 1.645, state your conclusion if you will accept or reject your null
hypothesis.

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Ho: µ = 70 years

H1: µ = 70 years

What I Have Learned

DIRECTIONS: On a separate sheet of paper, write the answers to the questions

below.

1. _______ is the number that is placed in the middle of given data.

2. The _______ is basically a column graph in which the rectangles are arranged
horizontally along the y-axis. The length of each rectangle represents its
value, which is evaluated using the x-axis values.

3. _______ is also known as the average value of all the given values.

4. _______ is the number that mostly appear in the given.

5. The _______ connects data points with lines; different series are given
different line markings (for example, dashed or dotted) or different tick
marks.

6. _______ is an important tool for constructing data graphs for presentation

7. What kind of graph is used when we are presenting percentage or fraction?

8. What kind of graph presentation is to be used if we want to emphasize series

of events?

9. What is the mode of the following given? 4, 7, 21, 15, 30, 5, 7, 7, 21

10. What is the mean for the following data? 12, 15, 20, 18, 17, 23

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What I Can Do

DIRECTIONS: On a separate sheet of paper, do the following instructions.

1. Ask your parents how much your family earns monthly.

2. Make a table for the budget allotted for food, bills, transportation, recreations,
and savings.
3. Make a pie chart that shows the division of cost in your family.

Example:

Cost Amount Percentage

Food 10,000 54.05%
Bills 4,000 21.62%
Transportation 1,500 8.11%
Recreation 1,000 5.41%
Savings 2,000 10.81%

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Assessment

DIRECTIONS: On a separate sheet of paper, answer the following. Write the

letter of the correct answer.

1. What kind of graph or table is to be used when we are presenting data in

fraction or percentage?

A. Bar Graph
B. Pie Chart
C. Line Graph
D. None of the Above

2. What is the graph presentation that shows connected dots using dash or line?

A. Bar Graph
B. Pie Chart
C. Line Graph
D. None of the Above

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(3)

(5)

(6)

X-AXIS VALUES

(4) X-AXIS TITLE

3 – 6. Using the graph above, chose the letter of the correct answer from the
choices below to identify its part.

A. Y-axis Value C. Y-axis Title

B. Graph Title D. Legend
7. Arrange the following steps in creating graphs using MS Excel.

I. Select all cells (including the blank cell at the top-left corner), then click
on the Insert tab.

II. A graph will appear on the worksheet.

III. Then click the Column/Line/Pie/Bar button and the first chart sub-type
under 2-D.

IV. Plot the data series.

A. III, IV, I, II
B. IV, I, III, II
C. I, II, III, IV
D. IV, III, II. I

8. It is the value of the sum of all the given divided by the number of the given
value.

A. Mean
B. Median
C. Mode

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D. Range

9. Find the median of the following data: 1, 6, 12, 19, 5, 0, 6

A. 6
B. 7
C. 19
D. 3.5

10. Find the mean of the following data: 20, 24, 24, 24, 22, 22, 24, 22, 23, 25

A. 23.5
B. 23 C. 24
D. 25

11. Find the mode of the following data: 15, 20, 35, 40, 5, 10, 15, 30, 15

A. 5
B. 10 C. 15
D. 40

12. It is the type of error that accepts the first hypothesis even the result of test
is not true.

A. T-Test
B. Z-Test
C. Type I Error
D. Type II Error

13. This is the test of significance that is used in less than 30 respondents.

A. T-Test
B. Z-Test
C. Type I Error
D. Type II Error

14. It measures how much your score differs from each other.

A. Simple

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B. Range
C. Hypothesis
D. Variability

15. A statistical test that shows the critical region or rejection area that is placed
at either left side or right side but not both.

A. T-Test
B. Z-Test
C. One-Tailed Test
D. Two-Tailed Test

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References
Business Mathematics – Norma d> Lopez-Mariano

Licuanan, Patricia B., 2016. Teaching Guide for Senior High School - Business
Math: Commission on higher Education.

Lopez, B., Martin-Lundag, L. and Dagal, K., 2016. Business Math (Teacher’s
Manual). Quezon City: Vibal Group, Inc.

Lopez, B., Martin-Lundag, L. and Dagal, K., 2016. Business Math (Textbook).
Quezon City: Vibal Group, Inc.

https://www.google.com/search?q=graph,
+table+and+chart&source=lmns&bih=65
7&biw=1366&rlz=1C1CHBF_enPH866PH866&hl=en&sa=X&ved=2ahUKEwiX0My
-
_rLsAhWQG6YKHcj
https://www.mathsteacher.com.au/year8/ch17_stat/02_mean/mean.htm
https://www.google.com/search?
q=two+tailed+t+test+definition&oq=two+tailed+&a
qs=chrome.0.69i59j69i57.5346j0j7&sourceid=chrome&ie=UTF-8

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

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Email Address: [email protected]

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