s o n 2

Les t i o n
i s t r i b u
e n c y D
Freq u
r a p h s
an d G
S. Sis on
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Prepare
Objectives
At the end of the lesson, the students should be
able to:
• Identify and use the appropriate method of presenting
information from a data set effectively.
• Calculate summation of values.
• Construct a frequency distribution for a given set of
data.
• Prepare a frequency distribution table.
• Interpret results of the graph.
What is Frequency Distribution?
Tabular Form

It is a group of data into categories

showing the number of observations in
each of the non-overlapping classes.

Mutually Exclusive &

Exhaustive
Grouped Frequency Distribution

It is used when the range of the data set is

large.

The data are grouped into classes

ü Categories

ü Interval or Ratio
Constructing Frequency Distribution

Grouped Frequency
Categorical Frequency
Grouped Frequency Distribution

Determining Class Interval

Two types of Frequency Distribution:

1. Categorical Frequency Distribution-

this is used to organized nominal-
level or ordinal-level type of data.
2. Grouped Frequency Distribution – is
used when the range of the data is
large.
Example 1

Twenty applicants were given a

performance evaluation appraisal. The
data set is

High High High Low Average

Average Low Average Average Average
Low Average Average High High
Low Low Average High High

Construct a frequency for the data.

Step 1

Construct a table.

Class Tally Frequency Percent

High
Average
Low
Step 2

Tally the raw data.

Class Tally Frequency Percent

High IIII-II
Average IIII-III
Low IIII

High High High Low Average

Average Low Average Average Average
Low Average Average High High
Low Low Average High High
Step 3

Convert the tallied data into numerical

frequencies.

Class Tally Frequency

High IIII-II 7
Average IIII-III 8
Low IIII 5
Step 4

Determine the percentage.

Class Tally Frequency Percent
High IIII-II 7 35
Average IIII-III 8 40
Low IIII 5 25

Frequency of
Percentage Formula: the class
f
% = x100%
n Total number
Percentage of values
1. RAW DATA
2. ARRAY
3. RANGE
4. FREQUENCY DISTRIBUTION
5. CLASS LIMIT
6. CLASS BOUNDARIES or TRUE LIMITS
7. INTERVAL (or width or class size)
8. FREQUENCY
9. RELATIVE FREQUENCY
10. PERCENTAGE
11. CUMULATIVE FREQUENCY
12. MIDPOINT
 The procedures/steps in constructing a
frequency distribution are as follows:
1. Decide on the number of class interval to use (between 5
and 15). Too many class intervals results to several empty
class intervals while too few creates long details. Use the
Sturge’s formula whenever possible.

K = 1 + 3.3 log N Sturge’s Formula

Where: K = number of class intervals
N = total number of observations
log N = logarithm of N to the base 10

2. Find the range. The range R, is defined as the difference

between the highest value and the lowest value in the set
of data. Thus,

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

3. Divide the range by the desired number of class
intervals(K). The result is rounded to the next unit if the
scores to be grouped are expressed as whole numbers.
Otherwise, it has to be rounded to the next number with
the same number of decimal places as the given
measurements. This resulting number is called the
interval size, class size or class width.
𝑹
𝒄= 𝑲
4. Choose an appropriate lower limit for the first class
interval. This number shall be less than or equal to the
lowest value in the data. It is more convenient to use a
lower limit that is divisible by the class width. Add the
class width to obtain the next lower class limit. Keep on
adding the class width to get all the other lower class
limits.
5. Find the upper class limits. If the class size is rounded off to
the units place, subtract one (1) from the second lower class
limits to arrive at the first upper class limit. Subtract 0.1 from
the result, if rounded off to the tenth place; and subtract 0.01
if rounded to the hundredths place.
6. Determine the class boundaries. The class boundaries are
the true limits of a class interval made up of the lower class
boundary and upper class boundary. The class boundary is
the midway between the upper limit and the lower limit of the
next higher class interval.
7. Find the class mark or midpoint of each class interval, as
follows:
𝒍𝒐𝒘𝒆𝒓 𝒍𝒊𝒎𝒊𝒕 ) 𝒖𝒑𝒑𝒆𝒓 𝒍𝒊𝒎𝒊𝒕
𝐂𝐥𝐚𝐬𝐬 𝐌𝐚𝐫𝐤, 𝐌 =
𝟐
8. Tally the raw scores and indicate the frequency for each of
the class intervals.
9. Add the frequencies and indicate the sum.
Example 2

Suppose a researcher wished to do a study

on the monthly salary (in ₧ thousands) of call
center agents of selected call center
companies. The research first would have to
collect the data by asking each call center
agents about their monthly salary. The data
collected in original form is called raw data.
In this case, the data are
 Example 2 (continuation)

18.80 22.00 23.40 24.30 27.00 27.90 31.00 26.00 20.80 17.00
20.00 22.60 23.40 24.50 27.00 29.30 32.10 26.10 21.00 17.30
20.25 22.75 23.70 24.70 27.40 30.10 33.70 26.30 21.60 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
Example 2 (continuation)

Construct a frequency distribution using

steps and determine the following
Range Relative frequencies
Interval Percentage
Class limits Midpoints
Class boundaries Cumulative frequencies
Step 1

Arrange the raw data in ascending or

descending order.
14.10 17.95 20.25 21.75 22.90 23.70 24.75 26.50 27.50 30.60
14.30 18.35 20.30 21.80 22.90 23.70 25.00 26.50 27.60 30.75
15.50 18.40 20.40 21.90 23.00 23.85 25.00 26.80 27.80 30.80
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
Step 2: Determine the class interval

By Sturge’s Formula
K = 1 + 3.3 log N
K = 1 + 3.3 Log 80
K = 7.28 ≈ 7
Determine the range
R = HV – LV
R = 33.70 -14.10
R = 19.60
Determine the class size
𝐑 𝟏𝟗.𝟔𝟎
c= =
𝐊 𝟕
c = 2.80 ≈ 2.81
Select a starting point for the lowest class limit
14.10

14.10 17.95 20.25 21.75 22.90 23.70 24.75 26.50 27.50 30.60
14.30 18.35 20.30 21.80 22.90 23.70 25.00 26.50 27.60 30.75
15.50 18.40 20.40 21.90 23.00 23.85 25.00 26.80 27.80 30.80
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
 Determine Lower and Upper class limits

Class Limits
14.10 – 16.90
16.91 – 19.71
19.72 – 22.52
Lower Limit 22.53 – 25.33 Upper Limit
25.34 – 28.14
28.15 – 30.95
30.96 – 33.76
 Step 5 (continuation)

Determine Lower and Upper Class Boundaries

Class Limits Class Boundaries

14.10 – 16.90 14.095 – 16.905
14.10 – 0.005 = 14.095
16.91 – 19.71 16.905 – 19.715
19.72 – 22.52 19.715 – 22.525
22.53 – 25.33 22.525 – 25.335
25.34 – 28.14 25.335 – 28.145 19.71 + 0.005 = 19.715

28.15 – 30.95 28.145 – 30.955

30.96 – 33.76 30.955 – 33.765
 Tally the raw data

Class Limits Class Boundaries Tally

14.10 – 16.90 14.095 – 16.905 IIII
16.91 – 19.71 16.905 – 19.715 IIII-IIII
19.72 – 22.52 19.715 – 22.525 IIII-IIII-IIII-I
22.53 – 25.33 22.525 – 25.335 IIII-IIII-IIII-IIII-III
25.34 – 28.14 25.335 – 28.145 IIII-IIII-IIII-II
28.15 – 30.95 28.145 – 30.955 IIII-II
30.96 – 33.76 30.955 – 33.765 IIII
 Convert the tallied data to numerical frequencies

Class Limits Tally Frequency

14.10 – 16.90 IIII 4
16.91 – 19.71 IIII-IIII 9
19.72 – 22.52 IIII-IIII-IIII-I 16
22.53 – 25.33 IIII-IIII-IIII-IIII-III 23
25.34 – 28.14 IIII-IIII-IIII-II 17
28.15 – 30.95 IIII-II 7
30.96 – 33.76 IIII 4
Determine the relative frequency (rf)
Relative
Class Limits Frequency Frequency
14.10 – 16.90 4 0.05
16.91 – 19.71 9 0.11
19.72 – 22.52 16 0.20
22.53 – 25.33 23 0.29
25.34 – 28.14 17 0.21
28.15 – 30.95 7 0.09
30.96 – 33.76 4 0.05
Total 80 1.00

4 ÷ 80 ≈ 0.05
Determine the percentage
Class Limits Frequency Percentage
14.10 – 16.90 4 5
16.91 – 19.71 9 11
19.72 – 22.52 16 20
22.53 – 25.33 23 29
25.34 – 28.14 17 21
28.15 – 30.95 7 9
30.96 – 33.76 4 5
Total 80 100

(4 ÷ 80) x 100 ≈ 5
Determine the cumulative frequencies (cf)
Class Limits f cf Found by
14.10 – 16.90 4 4 4
16.91 – 19.71 9 13 4+9
19.72 – 22.52 16 29 4 + 9 +16
22.53 – 25.33 23 52 4 + 9 +16 + 23
25.34 – 28.14 17 69 4 + 9 +16 + 23 + 17
28.15 – 30.95 7 76 4 + 9 +16 + 23 + 17 + 7
30.96 – 33.76 4 80 4 + 9 +16 + 23 + 17 + 7 + 4
Total 80
 Determine the midpoints (X)
Class Limits f X Found by
14.10 – 16.90 4 15.50 (14.10 + 16.90) ÷ 2
16.91 – 19.71 9 18.31 (16.91 + 19.71) ÷ 2
19.72 – 22.52 16 21.12 (19.72 + 22.52) ÷ 2
22.53 – 25.33 23 23.93 (22.53 + 25.33) ÷ 2
25.34 – 28.14 17 26.74 (25.34 + 28.14) ÷ 2
28.15 – 30.95 7 29.55 (28.15 + 30.95) ÷ 2
30.96 – 33.76 4 32.36 (30.96 + 33.76) ÷ 2
Total 80
Example 3

SJS Travel Agency, a nationwide local

travel agency, offers special rates on
summer period. The owner wants
additional information on the ages of
those people taking travel tours. A
random sample of 50 customers taking
travel tours last summer revealed these
ages.
Example 3 (continuation)

18 29 42 57 61 67 37 49 53 47
24 34 45 58 63 70 39 51 54 48
28 36 46 60 66 77 40 52 56 49
19 31 44 58 62 68 38 50 54 48
27 36 46 59 64 74 39 51 55 48
Step 1

Arrange the raw data in ascending or

descending order.
18 29 37 42 47 49 53 57 61 67
19 31 38 44 48 50 54 58 62 68
24 34 39 45 48 51 54 58 63 70
27 36 39 46 48 51 55 59 64 74
28 36 40 46 49 52 56 60 66 77
Step 2: Determine the class interval

By Sturge’s Formula
K = 1 + 3.3 log N
K = 1 + 3.3 Log 50
K = 6.6066 ≈ 7
Determine the range
R = HV – LV
R = 77 -18
R = 59
Determine the class size
𝐑
c=
𝐊
c = 8.42857 ≈ 9
Step 3 (continuation)

Select a starting point for the lowest class limit

18

18 29 37 42 47 49 53 57 61 67
19 31 38 44 48 50 54 58 62 68
24 34 39 45 48 51 54 58 63 70
27 36 39 46 48 51 55 59 64 74
28 36 40 46 49 52 56 60 66 77
Step 3 (continuation)

Determine Lower and Upper class limits

Class Limits
18 – 26
27 – 35
36 – 44
Lower Limit 45 – 53 Upper Limit
54 – 62
63 – 71
72 – 80
Step 3 (continuation)

Determine Lower and Upper Class Boundaries

Class Limits Class Boundaries
18 – 26 17.5 – 26.5
27 – 35 26.5 – 35.5 18 – 0.5 = 17.5
36 – 44 35.5 – 44.5
45 – 53 44.5 – 53.5
54 – 62 53.5 – 62.5
63 – 71 62.5 – 71.5 44 + 0.5 = 44.5
72 – 80 71.5 – 80.5
Step 3

Tally the raw data

Class Limits Class Boundaries Tally

18 – 26 17.5 – 26.5 III
27 – 35 26.5 – 35.5 IIII
36 – 44 35.5 – 44.5 IIII-IIII
45 – 53 44.5 – 53.5 IIII-IIII-IIII
54 – 62 53.5 – 62.5 IIII-IIII-I
63 – 71 62.5 – 71.5 IIII-I
72 – 80 71.5 – 80.5 II
Step 4

Convert the tallied data to numerical frequencies

Class Limits Tally Frequency

18 – 26 III 3
27 – 35 IIII 5
36 – 44 IIII-IIII 9
45 – 53 IIII-IIII-IIII 14
54 – 62 IIII-IIII-I 11
63 – 71 IIII-I 6
72 – 80 II 2
Step 5

Determine the relative frequency (rf)

Class Limits Frequency Relative Frequency
18 – 26 3 0.06
27 – 35 5 0.10
36 – 44 9 0.18
45 – 53 14 0.28
54 – 62 11 0.22
63 – 71 6 0.12
72 – 80 2 0.04
Total 50 1.00

2 ÷ 50 = 0.04
Step 6

Determine the percentage

Class Limits Frequency Percentage
18 – 26 3 6
27 – 35 5 10
36 – 44 9 18
45 – 53 14 28
54 – 62 11 22
63 – 71 6 12
72 – 80 2 4
Total 50 100

(2 ÷ 50) x 100 = 4
Step 7

Determine the cumulative frequencies (cf)

Class Limits f cf Found by
18 – 26 3 3 3
27 – 35 5 8 3+5
36 – 44 9 17 3+5+9
45 – 53 14 31 3 + 5 + 9 + 14
54 – 62 11 42 3 + 5 + 9 + 14 + 11
63 – 71 6 48 3 + 5 + 9 + 14 + 11 + 6
72 – 80 2 50 3 + 5 + 9 + 14 + 11 + 6 + 2
Total 50
Step 8

Determine the midpoints (X)

Class Limits f X Found by
18 – 26 3 22 (18 + 26) ÷ 2
27 – 35 5 31 (27 + 35) ÷ 2
36 – 44 9 40 (36 + 44) ÷ 2
45 – 53 14 49 (45 + 53) ÷ 2
54 – 62 11 58 (54 + 62) ÷ 2
63 – 71 6 67 (63 + 71) ÷ 2
72 – 80 2 76 (72 + 80) ÷ 2
Total 50
Example
These data represent the record high
temperatures in oF for each of the 50 states
in the US. Construct the grouped frequency
distribution for the data using 7 classes.

112 100 127 120 134 118 105 110 109 112
110 118 117 116 118 122 114 114 105 109
107 112 114 115 118 117 118 122 106 110
116 108 110 121 113 120 119 111 104 111
120 113 120 117 105 110 118 112 114 114
100 106 110 111 112 114 116 118 119 121
104 107 110 111 113 114 117 118 120 122
105 108 110 112 113 114 117 118 120 122
105 109 110 112 114 115 117 118 120 127
105 109 110 112 114 116 118 118 120 134

CB CM <cf >cf RF
Class Percentage
f,
Relative
Interval frequency Less than Greater than
Class Class Relative Frequency
Cumulative Cumulative
Boundaries Mark Frequency
Frequency Frequency
 CB CM <cf >cf RF
Class Percentage
f,
Relative
Interval frequency Less than Greater than
Class Class Relative Frequency
Cumulative Cumulative
Boundaries Mark Frequency
Frequency Frequency

100 - 104
105 - 109
110 - 114
115 - 119
120 - 124
125 - 129
130 -134
 100 106 110 111 112 114 116 118 119 121
104 107 110 111 113 114 117 118 120 122
105 108 110 112 113 114 117 118 120 122
105 109 110 112 114 115 117 118 120 127
105 109 110 112 114 116 118 118 120 134

CB CM <cf >cf RF
Class Percentage
f,
Relative
Interval frequency Less than Greater than
Class Class Relative Frequency
Cumulative Cumulative
Boundaries Mark Frequency
Frequency Frequency

100 - 104 2
105 - 109 8
110 - 114 18
115 - 119 13
120 - 124 7
125 - 129 1
130 -134 1
 CB CM <cf >cf RF
Class Percentage
f,
Relative
Interval frequency Less than Greater than
Class Class Relative Frequency
Cumulative Cumulative
Boundaries Mark Frequency
Frequency Frequency

100 - 104 2 99.5-104.5

105 - 109 8 104.5-109.5
110 - 114 18 109.5-114.5
115 - 119 13 114.5-119.5
120 - 124 7 119.5-124.6
125 - 129 1 124.5-129.5
130 -134 1 129.5-134.5
 CB CM <cf >cf RF
Class Percentage
f,
Relative
Interval frequency Less than Greater than
Class Class Relative Frequency
Cumulative Cumulative
Boundaries Mark Frequency
Frequency Frequency

100 - 104 2 99.5-104.5 102

105 - 109 8 104.5-109.5 107
110 - 114 18 109.5-114.5 112
115 - 119 13 114.5-119.5 117
120 - 124 7 119.5-124.6 122
125 - 129 1 124.5-129.5 127
130 -134 1 129.5-134.5 132
 CB CM <cf >cf RF
Class Percentage
f,
Relative
Interval frequency Less than Greater than
Relative Frequency
Class Boundaries Class Mark Cumulative Cumulative
Frequency
Frequency Frequency

100 - 104 2 99.5-104.5 102 2

105 - 109 8 104.5-109.5 107 10
110 - 114 18 109.5-114.5 112 28
115 - 119 13 114.5-119.5 117 41
120 - 124 7 119.5-124.6 122 48
125 - 129 1 124.5-129.5 127 49
130 -134 1 129.5-134.5 132 50
 CB CM <cf >cf RF
Class Percentage
f,
Relative
Interval frequency Less than Greater than
Relative Frequency
Class Boundaries Class Mark Cumulative Cumulative
Frequency
Frequency Frequency

100 - 104 2 99.5-104.5 102 2 50

105 - 109 8 104.5-109.5 107 10 48
110 - 114 18 109.5-114.5 112 28 40
115 - 119 13 114.5-119.5 117 41 22
120 - 124 7 119.5-124.6 122 48 9
125 - 129 1 124.5-129.5 127 49 2
130 -134 1 129.5-134.5 132 50 1
 CB CM <cf >cf RF
Class Percentage
f,
Relative
Interval frequency Less than Greater than
Relative Frequency
Class Boundaries Class Mark Cumulative Cumulative
Frequency
Frequency Frequency

100 - 104 2 99.5-104.5 102 2 50 0.04

105 - 109 8 104.5-109.5 107 10 48 0.16
110 - 114 18 109.5-114.5 112 28 40 0.36
115 - 119 13 114.5-119.5 117 41 22 0.26
120 - 124 7 119.5-124.6 122 48 9 0.14
125 - 129 1 124.5-129.5 127 49 2 0.02
130 -134 1 129.5-134.5 132 50 1 0.02
 CB CM <cf >cf RF
Class Percentage
f,
Relative
Interval frequency Less than Greater than
Relative Frequency
Class Boundaries Class Mark Cumulative Cumulative
Frequency
Frequency Frequency

100 - 104 2 99.5-104.5 102 2 50 0.04 4

105 - 109 8 104.5-109.5 107 10 48 0.16 16
110 - 114 18 109.5-114.5 112 28 40 0.36 36
115 - 119 13 114.5-119.5 117 41 22 0.26 26
120 - 124 7 119.5-124.6 122 48 9 0.14 14
125 - 129 1 124.5-129.5 127 49 2 0.02 2
130 -134 1 129.5-134.5 132 50 1 0.02 2
Histograms, Frequency Polygons, and Ogives

The purpose of graphs in statistics is to convey

the data to the viewers in pictorial form.

The three most commonly used graphs in

research are as follows:
1. The histogram.
2. The frequency polygon.
3. The cumulative frequency graph, or
ogive (pronounced o-jive).
The Histogram
The histogram is a graph that displays the
data by using contiguous vertical bars
(unless the frequency of a class is 0) of
various heights to represent the frequencies
of the classes.
Step 1 Draw and label the x and y axes. The
x axis is always the horizontal axis, and the y
axis is always the vertical axis.

Step 2 Represent the frequency on the y

axis and the class boundaries on the x
axis.
Step 3 Using the frequencies as the
heights, draw vertical bars for each class.
The Frequency Polygon

The frequency polygon is a graph that displays

the data by using lines that connect points plotted
for the frequencies at the midpoints of the classes.
The frequencies are represented by the heights of the
points.
Step 1 Find the midpoints of each class. Recall
that midpoints are found by adding the upper and
lower boundaries and dividing by 2

Step 2 Draw the x and y axes. Label the x axis with

the midpoint of each class, and then use a suitable
scale on the y axis for the frequencies.

Step 3 Using the midpoints for the x values and

the frequencies as the y values, plot the points.

Step 4 Connect adjacent points with line

segments. Draw a line back to the x axis at the
beginning and end of the graph, at the same
distance that the previous and next midpoints would
be located.
The Ogive
The ogive is a graph that represents the cumulative
frequencies for the classes in a frequency
distribution.
Step 1: Find the cumulative frequency for each
class.
Step 2: Draw the x and y axes. Label the x axis with
the class boundaries. Use an appropriate scale for
the y axis to represent the cumulative frequencies.
(Depending on the numbers in the cumulative
frequency columns, scales such as 0, 1,2, 3, ... , or 5,
10, 15,20, ... , or 1000, 2000, 3000, ... can be used. Do
not label the y axis with the numbers in the
cumulative frequency column.) In this example, a
scale of 0,5, 10, 15, ... will be used.
Step 3: Plot the cumulative frequency at
each upper class boundary. Upper
boundaries are used since the cumulative
frequencies represent the number of data
values accumulated up to the upper
boundary of each class.
Step 4: Starting with the first upper
class boundary connect adjacent points
with line segments. Then extend the
graph to the first lower class boundary on
the x axis.
What is a Stem-and-Leaf plot?

This method is to some extent overcomes the

loss of actual observations brought about by
the histogram.
The advantage of the stem-and-leaf plot over
the histogram is that we can see the actual
observations.
Was introduced by John Tukey.

The stem is the leading digit or digits.

The leaf is the trailing digit.
 Recall Example 3 (Stem and Leaf)

SJS Travel Agency, a nationwide local travel

agency, offers special rates on summer
period. The owner wants additional
information on the ages of those people
taking travel tours. A random sample of 50
customers taking travel tours last summer
revealed these ages.
Example 3 (continuation)

18 29 42 57 61 67 37 49 53 47
24 34 45 58 63 70 39 51 54 48
28 36 46 60 66 77 40 52 56 49
19 31 44 58 62 68 38 50 54 48
27 36 46 59 64 74 39 51 55 48

Construct a stem-and-leaf plot.

Example 3 (Stem and Leaf)

Stem Leaf
1 8, 9
2 4, 7, 8, 9
3 1, 4, 6, 6, 7, 8, 9, 9
4 0, 2, 4, 5, 6, 6, 7, 8, 8, 8, 9, 9
5 0, 1, 1, 2, 3, 4, 4, 5, 6, 7, 8, 8, 9
6 0, 1, 2, 3, 4, 6, 7, 8
7 0, 4, 7

Tens digit Units digit

(leading digits) (trailing digits)
As shown below is the frequency distribution
in the Example 2 (Call center agents)

Class Limits Class Boundaries X f cf

14 – 16 13.5 – 16.5 15 4 4
17 – 19 16.5 – 19.5 18 9 13
20 – 22 19.5 – 22.5 21 16 29
23 – 25 22.5 – 25.5 24 23 52
26 – 28 25.5 – 28.5 27 17 69
29 – 31 28.5 – 31.5 30 8 77
32 – 34 31.5 – 34.5 33 3 80

Construct a histogram, frequency polygon,

and cumulative frequency polygon.
Histogram

A graph in which the classes are marked on

the horizontal axis (x-axis) and the class
frequencies on the vertical axis (y-axis).
Histogram for Call Center Agents' Salary
25

20
Frequency

15

10

5 Midpoints
0
15 18 21 24 27 30 33
Salary (in Thousands)
Frequency Polygon

A graph that displays the data using points

which are connected by lines.

Frequency Polygon for Call Center Agents' Salary

25

20
Frequency

15

10

5
Midpoints
0
15 18 21 24 27 30 33
Salary (inThousands)
Cumulative Frequency Polygon

A graph that displays the cumulative

frequencies for the classes in a frequency
distribution.

Ogive for Call Center Agents' Salary

100
Cumulative Frequency

80

60
Upper
40 Class
20 Boundaries
0
16.5 19.5 22.5 25.5 28.5 31.5 34.5

Real Limit (Salary in Thousands)

Other Types of Graphs/Charts

Pareto Chart
Bar Chart (Bar Graph)
Pie Chart (Circle Graph)
Time Series Graph
Pictograph
Scatter Plot
Example 4

Using the information in the table below

about the favorite snacks of 870 youths,
construct a pareto chart, bar chart, and pie
chart.
Products Sales
Junk Foods 135
Candy 250
Ice Cream 185
Chocolate 210
Others 90
Pareto Chart

It represent a frequency distribution for a

categorical data (or nominal-level) & frequencies
are displayed by the heights of vertical bars,
which are arranged in order from highest to
lowest.
Favorite Snacks
300

250
Sales (in Millions)

200

150

100

50

0
Candy Chocolate Ice Cre am Junk Foods Othe rs
Products
Bar Chart (Bar Graph)

The bases of the rectangles are arbitrary

intervals whose centers are the codes. The height
of each rectangle represents the frequency of
that category. It is also applicable for categorical
data (or nominal-level).
Favorite Snacks
300

250
Sales (in Millions)

200

150

100

50

0
Junk Foods Candy Ice Cream Chocolate Others
Products
Pie Chart (Circle Graph)

A circle divided into portions that represent the

relative frequencies (or percentages) of the data
belonging to different categories. The data in a
pie chart should be categorical or nominal-level.

Favorite Snacks
Others
10%
Candy
29%
Junk Foods
16%

Ice Cream
21% Chocolate
24%
Time Series Graph

It represents data that occur over specific

period of time under observation.

It shows for a trend or pattern on the increase

or decrease over the period of time.
Example for Time Series Graph

Using the information in the table below about

the dollar to peso exchange rate from January to
December of 2009, construct a time series
graph.

Month Jan Feb March April May June

Peso/US Dollar 41 42 43 46 44 45
Exchange Rate
Month July August Sept Oct Nov Dec
Peso/US Dollar 43 42 45 44 45 43
Exchange Rate
Example for Time Series Graph

Peso-US Dollar Exchange Rate

47
46
Peso per US Dollar

45
44
43
42
41
40
39
38

Jan Feb Mar Apr May Jun Jul Aug S ep Oct Nov Dec

Months
Pictograph

It immediately suggests the nature of the data

being shown.

It is a combination of the attention-getting

quality and the accuracy of the bar chart.

Appropriate pictures arranged in a row

(sometimes in a column) present the
quantities for comparison.
Example for Pictograph

The VSAS Realty Inc. is a real estate who

develops household in Rizal province. The
information in the table show the number of
house construction from 2005 to 2009. Construct
a pictograph.

Year 2005 2006 2007 2008 2009

No. of Houses 400 250 600 550 700
Example for Pictograph

800
700
600
No. of houses

500
400
300
200
100
2005 2006 2007 2008 2009
Year
Legend: = 100 houses
Scatter Plot

It used to examine possible relationships

between two numerical variables.

The two variables are plot in x-axis and y-axis.

Example for Scatter Diagram

The owner of a chain of halo-halo stores

would like to study the effect of atmospheric
temperature on sales during the summer
season. A random sample of 12 days is
selected with the results given as follows:

Day 1 2 3 4 5 6 7 8 9 10 11 12
Temperature (°F) 79 76 78 84 90 83 93 94 97 85 88 82
Total Sales 147 143 147 168 206 155 192 211 209 187 200 150
Example for Scatter Plot

225
200
175
150
Sales (Y)

125
100
75
50
25
0
0 15 30 45 60 75 90
Temperature (X)
Guidelines for Developing Graphs/Charts

ü The graph or chart should include a title.

ü The scales for all axes should be included.

ü The scale on the y-axis should start at zero.

ü The graph or chart should not disfigure the data.

ü The x-axis and y-axis should be properly labeled.

ü The graph or chart should not contain

unnecessary decorations.

ü The simplest possible graph or chart should be

used for any data set.
Statistics: The only Science that enables
different experts using the same figure
to draw different conclusions.
– Evan Esar