GNED03: Mathematics in the Modern World

DATA
MANAGEMENT
Mathematics as a Tool: Part 1

Carl Martin T. Alcantara

Learning Outcomes

After the completion of the unit, students will be able to:

use a variety of statistical tools to process and manage
numerical data;
use the methods of linear regression and correlations
to predict the value of a variable given certain
conditions; and
advocate the use of statistical data in making
important decisions.
 GNED03: Mathematics in the Modern World

DATA
MANAGEMENT
Variables| Methods of Data Collection | Methods of Data Presentation | Frequency Distribution Table |
Measures of Central Tendency | Measures of Variation | Measures of Position
 As of late 2022, 96.8% of Philippine healthcare workers completed
their primary COVID-19 vaccine series, with 63.8% receiving the first
booster and 28.2% the second. Nationwide, 66.1% of the population
completed their primary series, while booster uptake remains lower.

In the first two months of 2024, fire incidents in the Philippines

increased by 23% compared to the same period in 2023, with 2,742
cases reported. This surge led to 55 fatalities, 184 injuries, and ₱1.23
billion in property damage.

As of 2024, the Philippines has approximately 66 million registered

voters, reflecting a steady increase in voter registration, which
includes millions of new voters, especially those aged 18 to 21.
 VARIABLE DATA
characteristic or attribute that can assume the values (measurements or observations) that
different values the variables can assume.
Example
A study conducted at Ramon Magsaysay National High
School revealed that students who attended class 95 to
100% of the time usually received an A in the class. Students
who attended class 80 to 90% of the time usually received a
B or C in the class. Students who attended class less than
80% of the time usually received a D or an F or eventually
withdrew from the class.
 Variables

QUALITATIVE VARIABLES
variables that can be placed into distinct
categories, according to some characteristic or
attribute.

QUANTITATIVE VARIABLES
numerical and can be ordered or ranked.
 QUANTITATIVE VARIABLES

DISCRETE VARIABLE CONTINUOUS VARIABLE

It can be assigned values such It can assume an infinite
as 0, 1, 2, 3 and are said to be number of values in an interval
countable. between any two specific
values
GEC 004: Mathematics in the Modern World

MEASUREMENT
OF SCALE
 NOMINAL
level of measurement

classifies data into mutually exclusive (nonoverlapping)

categories in which no order or ranking can be imposed on
the data

e.g. college instructors classified according to subject taught,

classifying residents according to zip codes, political party
(Democratic, Republican, Independent, etc.), religion (Christianity,
Judaism, Islam, etc.), and marital status (single, married, divorced,
widowed, separated)
 ORDINAL
level of measurement

classifies data into categories that can be ranked; however,

precise differences between the ranks do not exist

e.g. from student evaluations, guest speakers might be ranked as

superior, average, or poor; floats in a homecoming parade might be
ranked as first place, second place, etc.; letter grades (A, B, C, D, F)
 INTERVAL
level of measurement

ranks data, and precise differences between units of

measure do exist; however, there is no meaningful zero

e.g. IQ tests do not measure people who have no intelligence; 0 °F

does not mean no heat at all.
 RATIO
level of measurement

possesses all the characteristics of interval measurement,

and there exists a true zero. In addition, true ratios exist
when the same variable is measured on two different
members of the population

e.g measure height, weight, area, and number of phone calls received
IDENTIFY THE LEVEL OF SCALE OF MEASUREMENT FOR
THE FOLLOWING GIVEN EXAMPLE.

Judging a
NCAE Score
singing contest

Salary Major field

Student Number Zip code

 EXAMPLE
The chart shows the number of job-related injuries for each
of the transportation industries for 1998.
1. What are the variables under study?
Industry Number of injuries 2. Categorize each variable as quantitative or qualitative.
3. Categorize each quantitative variable as discrete or
Railroad 4520
continuous.
Intercity bus 5100 4. Identify the level of measurement for each variable.
5. The railroad is shown as the safest transportation
Subway 6850 industry. Does that mean railroads have fewer accidents
than the other industries? Explain.
Trucking 7144
6. What factors other than safety influence a person’s
Airline 9950 choice of transportation?
7. From the information given, comment on the relationship
between the variables.
GEC 004: Mathematics in the Modern World

METHODS OF
DATA COLLECTION
SURVEYS

Surveys gather information through various methods

like online questionnaires or phone interviews to gain
insights and feedback. Data collected helps
researchers, businesses, and organizations make
informed decisions, understand trends, and improve
products or services efficiently.
TELEPHONE SURVEYS

Advantage
Telephone surveys are valuable for gathering
information as they allow reaching a diverse audience
quickly. They offer real-time data collection for prompt
analysis and are cost-effective compared to other
methods. These surveys provide insights for informed
decision-making.

Disadvantage
Telephone surveys face challenges like declining
response rates due to telemarketing and scams, which
can bias results. They can be time-consuming and
costly, limiting depth of responses without visual
cues. Strategies and technologies exist to enhance
telephone survey effectiveness.
MAILED QUESTIONNAIRE

Advantage
Mailed questionnaires offer convenience for
respondents to answer at their own pace, leading to
more thoughtful responses. They allow for a wider
distribution, reaching a diverse group for varied
perspectives and improved data quality.

Disadvantage
Mailed questionnaires offer convenience but may result
in low response rates, biased responses, and delays.
Mitigate issues with incentives and reminders. Consider
drawbacks when using them for research or data
collection.
PERSONAL INTERVIEW

Advantage
Personal interviews offer deeper insights through
nuanced interactions, immediate clarification, body
language observation, and rapport building. They
provide a valuable tool for gathering in-depth
information and fostering authentic connections in
areas like research, journalism, and recruitment.
Disadvantage
Personal interviews may introduce bias, impacting
candidate selection. Interviewer preferences can lead
to unfair outcomes and hinder selecting the best
candidate. To mitigate bias, interviewers should remain
impartial, focus on relevant criteria, and ensure a fair
evaluation process for all candidates.
INTERNET SURVEY

Advantage
Internet surveys are cost-effective, reach a wider
audience, collect data faster, offer convenience,
ensure anonymity, and simplify analysis. They
provide valuable insights quickly, aiding decision-
making for businesses and organizations.

Disadvantage
Internet surveys have advantages like convenience but
also drawbacks like response bias due to voluntary
participation. Limitations include lack of sample
representativeness, limited inclusivity, and
difficulties in verifying response authenticity.
Understanding these limitations is crucial for researchers
in designing and analyzing data.
 EXAMPLE
Identify what surveys is appropriate in the given sample.
The choices are
A. Telephone Survey
B. Mailed Questionnaire
C. Personal Interview
D. Internet Survey
1. You are conducting a study on the preferences of residents in a small town regarding
local recreational facilities. You want to gather detailed responses about their
favorite activities, concerns, and suggestions for improvement. Which survey method
would be most appropriate for this situation?
2. You are researching the impact of a new educational program on student
performance. You want to gather quantitative data from a large sample across
different schools efficiently. Which survey method would be most appropriate?
3. You are conducting market research for a new product and need to reach a diverse
audience quickly. You aim to collect both qualitative and quantitative data on
consumer preferences. Which survey method would be the most suitable?
GNED03:: Mathematics in the Modern World

SAMPLING
TECHNIQUES
 SAMPLING TECHNIQUES

Researchers use samples to collect data and information about a

particular variable from a population.
Samples save time, money, and may actually allow a researcher to
collect better information.
Samples need to be representative of the population or they are
meaningless in drawing conclusions about the population.
Sampling must be done in a way that the samples are unbiased—that
each subject in the population has an equal chance of being in the
sample
 Sample
the representative of the population

Studying a sample allows researchers to draw conclusions about

the entire population by analyzing its characteristics, trends, and
behaviors. It is crucial to select a diverse and representative
sample to ensure validity. Statistical analysis helps in making
informed decisions with broader implications.
 Probability Sampling Techniques

Simple Random Sampling

a sample of size n from a population N

all the elements of the population
nonzero chances of being part of the sample
 Probability Sampling Techniques

Systematic Random Sampling

organizing the elements of the population

into list
first element is arbitrarily selected
followed by determined kth element after the
first element
 Probability Sampling Techniques

Stratified Random Sampling

dividing the population into groups called

"strata"
classification of category (age, sex, income,
etc)
each element of the population belongs
exactly to stratum
 Probability Sampling Techniques

Cluster Sampling

the population is divided into groups called

clusters
mainly geographical such as barangays,
cities, or municipalities
 EXAMPLE
Identify the sampling method used in each of the following scenarios such as simple
random sampling, systematic random sampling, stratified, or cluster sampling.
1. From a list containing the names of 500 members of an alumni association, a sample
of size 50 is obtained by including every 10th person in the list.
2. The students in a given school are classified according to year level. Twenty students
from each group will be randomly chosen to participate in a study involving students'
study habits.
3. A survey on the satisfaction of home owners living in a certain subdivision with the
secretary features in their place is to be conducted. A sample of 100 homeowners
will be drawn for this survey by assigning a number from 1 to 1000 to the
homeowners based on an alphabetical list. One hundred random numbers are
generated using a random number generator available in the internet and these will
be used to determine the homeowners who will participate in the survey.
4. All students who belong to ten chosen sections in a certain school will participate in
a study designed to improve students' critical thinking skills.
GNED03: Mathematics in the Modern World

RESEARCH
STUDY
OBSERVATIONAL STUDY
the researcher merely observes what is happening
or what has happened in the past and tries to draw
conclusions based on these observations.
ADVANTAGES OF OBSERVATIONAL STUDIES
Occur in natural settings.
Allows us to study situations for which it would be
illegal/unethical to conduct an experiment (e.g., rape,
suicide, illegal drug use).

DISADVANTAGES OF OBSERVATIONAL STUDIES

Cannot make cause and effect conclusions because of
confounding variables.
Data quality may be poor if researcher didn’t collect the data.
Confounding variables – one that influences the dependent or
outcome variable but was not separated from the
independent variable (e.g., vitamins and health, weight and
income).
EXPERIMENTAL STUDY

the researcher manipulates one of the

variables and tries to determine how
the manipulation influences other
variables.
Experiments have at least two groups:

TREATMENT GROUP
the group(s) in the sample that receives a treatment or
experimental condition.

CONTROL GROUP
the group in the sample that is treated identically in all
respects to the treatment group EXCEPT that they don’t
receive the active treatment.
PLACEBO
a treatment that looks like a real drug but
has no active ingredient

PLACEBO EFFECT
when people take a placebo and it works
like the treatment or better
INDEPENDENT VARIABLE
the variable that is being manipulated by the
researcher (also called the explanatory variable).

DEPENDENT VARIABLE
the response to the independent variable or the
result of the explanatory variable (also called the
response or outcome variable).
ADVANTAGES OF EXPERIMENTS
The effect of an explanatory variable can be studied more precisely.
Researcher has (some) control over selecting participants, assigning
them to groups, and manipulating the independent variable.
Cause and effect relationships can be established using randomized
experiments (e.g., smoking causes cancer in lab rats). Note: In order
to make cause and effect conclusions in an experiment, the subjects
must be randomly assigned among the treatment groups.
DISADVANTAGES OF EXPERIMENTS
May occur in unnatural settings (e.g., laboratories).
Hawthorne Effect - when subjects know they are participating in an
experiment and change their behavior in ways that affect the results
of the study. (weight loss studies)
Not all variables can be controlled for in a study.
 EXAMPLE
As the evidence on the adverse effects of cigarette smoke grew, people tried many different
ways to quit smoking. Some people tried chewing tobacco or, as it was called, smokeless
tobacco. A small amount of tobacco was placed between the cheek and gum. Certain chemicals
from the tobacco were absorbed into the bloodstream and gave the sensation of smoking
cigarettes. This prompted studies on the adverse effects of smokeless tobacco. One study in
particular used 40 university students as subjects. Twenty were given smokeless tobacco to
chew, and twenty given a substance that looked and tasted like smokeless tobacco, but did not
contain any of the harmful substances. The students were randomly assigned to one of the
groups. The students’ blood pressure and heart rate were measured before they started
chewing and 20 minutes after they had been chewing. A significant increase in heart rate
occurred in the group that chewed the smokeless tobacco. Answer the following questions.
What type of study was this (observational, quasi-experimental, or experimental)?
What are the independent and dependent variables?
Which was the treatment group?
Could the students’ blood pressures be affected by knowing that they are part of a study?
List some possible confounding variables.
Do you think this is a good way to study the effect of smokeless tobacco?
 EXAMPLE
As the evidence on the adverse effects of cigarette smoke grew, people tried many different ways to quit
smoking. Some people tried chewing tobacco or, as it was called, smokeless tobacco. A small amount of
tobacco was placed between the cheek and gum. Certain chemicals from the tobacco were absorbed into the
bloodstream and gave the sensation of smoking cigarettes. This prompted studies on the adverse effects of
smokeless tobacco. One study in particular used 40 university students as subjects. Twenty were given
smokeless tobacco to chew, and twenty given a substance that looked and tasted like smokeless tobacco, but
did not contain any of the harmful substances. The students were randomly assigned to one of the groups. The
students’ blood pressure and heart rate were measured before they started chewing and 20 minutes after they
had been chewing. A significant increase in heart rate occurred in the group that chewed the smokeless
tobacco. Answer the following questions.
What type of study was this (observational or experimental)? - Experimental
What are the independent and dependent variables? - Independent - participant chewed tobacco or
not & Dependent - student’s blood pressures and heart rates
Which was the treatment group? - the tobacco group
Could the students’ blood pressures be affected by knowing that they are part of a study? - Yes
List some possible confounding variables. - example: the way that the students chewed the
tobacco
Do you think this is a good way to study the effect of smokeless tobacco? - example: it cannot
generalized beyond the population
GNED03: Mathematics in the Modern World

GATHERING, ORGANIZING,
REPRESENTING
AND INTERPRETING DATA
 DATA PRESENTATION

An essential step before further statistical analysis is

carried out
Data are summarized and displayed enabling
researchers, managers and decision-makers to observe
important features of the data and provide insight into
the type of model and analysis that should be used.
Text presentation

Text is the main method of conveying information as

it is used to explain results and trends and provide
contextual information.
Using text to present data, is fundamentally the use
of paragraphs or sentences.
Text can be used to provide interpretation or
emphasize certain data.

Example
It shows the mean and the corresponding interpretation of the
academic performance along the area of cognitive learning in different
modality. It reveals that all learning outcomes for face-to-face and
blended modalities are highly observed, which means that the
cognitive learning of students is far above standards. Face-to-face
modality is better than blended and online modality.
Tables

A table shows the raw data presented in rows and

columns. It is designed to simplify the presentation
and to facilitate quick comparison.
A table shows all data at once and is Precise too.
However, when using a table for data presentation, it
can be hard to interpret or see patterns

Classification used in tabulation is of four kinds:

Qualitative
Quantitative
Temporal
Spatial
Table 1 Table 2
Sociodemographic of the respondents in terms of sex Sociodemographic of the respondents in terms of age group

Sex Frequency Age Frequency

11 - 20 12
Male 52

21 - 30 46
Female 36

31 - 40 21

TOTAL 88
41 - 50 9

TOTAL 88

Qualitative Quantitative
Table 3 Table 4
Yearly sales of Milktea Shop from 2020 to 2024 Rice export from Philippines to the rest of the world in 2021

Years Sales (in Peso) Destination Export share (in percentage)

2020 123, 012.38

United Arab Emirates 27.8

2021 230, 789.30

Qatar 20.5

2022 250, 475.69

Saudi Arabia 12.2

2023 300, 478.36

Bangladesh 11.9

2024 250, 745.36

Others 16.8

TOTAL 100

Temporal Spatial
Diagrams

a translates quite effectively the highly abstract ideas

contained in numbers into more concrete and easily
comprehensible form
may be less accurate but are much more effective
than tables in presenting the data

There are various kinds of diagrams in common use

Geometric diagram
Frequency diagram
Arithmetic line graph
 Geometric Diagram

Figure 1 Figure 2
Coronavirus Cases in the Philippines Coronavirus Cases in the Philippines
Deaths
Active Case Recovered Deaths 1.6%
5000000

4000000

3000000

2000000

1000000

0
Coronavirus Cases in the Philippines Recovered
98.2%
 99

10

0
20

15

5
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04
10 .5
4.
5

Figure 3
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09
10 .5
9.
5
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4.
Record High Temperatures
5
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19
11 .5
9.
5
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24
12 . 5
4.
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29
12 .5
9.
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99
10

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4.
Figure 4

5
-1
09
. 5
10
9.
5
-1
14
. 5
11
4.
5
-1
Frequency Diagram

19
.5
119
Coronavirus Cases in the Philippines

.5
-1
24
12 5 .
4.
5
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29
12 .5
9.
5
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34
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 Figure 4
Record High Temperatures

99

10

0
20
30
50

40
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10 .5
4.
5
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09
10 .5
9.
5
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Frequency Diagram
Arithmetic Line Graph

An arithmetic line graph is also called time series

graph. In this graph, time(hour, day/date, week,
month, year, etc.) is plotted along x-axis and the value
of the variable (time series data) along y-axis.
It helps in understanding the trend, periodicity, etc.,
in a long term time series data.
 Arithmetic Line Graph

Figure 5
Total Coronavirus Cases in the Philippines
GEC 004: Mathematics in the Modern World

FREQUENCY
DISTRIBUTION
FREQUENCY DISTRIBUTION

the organization of raw data in table form, using

classes and frequencies
A frequency distribution summarizes data by
showing how often each value occurs, aiding in
visualizing data spread, identifying patterns, and
understanding dataset characteristics. It organizes
data into categories, counts occurrences, and helps
draw conclusions based on value distribution.
EXAMPLE

Suppose a researcher wished to do a study on the ages of the top 50 wealthiest people
in the world. The researcher first would have to get the data on the ages of the people. In
this case, these ages are listed in Forbes Magazine. Create a frequency distribution with
8 classes. 49 57 38 73 81
74 59 76 65 69
54 56 69 68 78
65 85 49 69 61
48 81 68 35 43
78 82 43 64 67
52 56 81 77 79
85 40 85 59 80
60 71 57 61 69
61 83 90 87 74
Step by step in creating frequency
distribution table
Creating a frequency distribution table can be a helpful way to organize and analyze
data. Here are the steps to guide you through the process:
1. **Determine the Range:** Start by identifying the range of values in your data set. This will
help you decide on the appropriate intervals for your frequency distribution.
2. **Choose the Number of Intervals:** Select the number of intervals or classes you want
to use in your table. This will depend on the size of your data set and the level of detail you
require.
3. **Calculate Interval Width:** Divide the range by the number of intervals to determine the
width of each interval. Round up to a convenient number to create clear boundaries.
4. **Create Interval Boundaries:** Establish the boundaries for each interval by starting from
the minimum value and adding the interval width successively.
5. **Tally the Data:** Go through your data set and tally the number of occurrences of each
value within the intervals you've defined.
6. **Calculate Frequencies:** Count the tally marks for each interval to determine the
frequency of values falling within that range.
 Frequency Distribution Table

CLASS TALLY
a quantitative or qualitative category where raw
data value is placed

FREQUENCY
CLASS WIDTH the number of data values contained in a specific
the range of values within a class class

CUMULATIVE FREQUENCY
CLASS BOUNDARIES
Cumulative frequency in statistics is the total sum
Upper class boundaries = Upper Class Limit + 0.5 of frequencies up to a certain point in a dataset.
Lower class boundaries = Lower Class Limit - 0.5
 EXAMPLE
Suppose a researcher wished to do a study on the ages of the top 50 wealthiest people
in the world. The researcher first would have to get the data on the ages of the people. In
this case, these ages are listed in Forbes Magazine. Create a frequency distribution with
8 classes.
49 57 38 73 81 STEP 1
74 59 76 65 69
54 56 69 68 78 Range = Highest value - Lowest value
65 85 49 69 61 = 90 - 35
48 81 68 35 43 = 55
78 82 43 64 67 STEP 2
52 56 81 77 79 Number of classes = 8 classes (GIVEN)
85 40 85 59 80 if not given, k = 1+3.322logN (Sturge's rule)
60 71 57 61 69 where N = number of values
61 83 90 87 74
 EXAMPLE
Suppose a researcher wished to do a study on the ages of the top 50 wealthiest people
in the world. The researcher first would have to get the data on the ages of the people. In
this case, these ages are listed in Forbes Magazine. Create a frequency distribution with
8 classes.
49 57 38 73 81 STEP 3
74 59 76 65 69
54 56 69 68 78 Class width = Range / Number of Classes
65 85 49 69 61 = 55 / 8
48 81 68 35 43 = 6.875 (Round up)
78 82 43 64 67 =7
52 56 81 77 79
85 40 85 59 80
60 71 57 61 69
61 83 90 87 74
 EXAMPLE STEP 4
Cumaltive
Classes Class Boundaries Tally Frequency Frequency
(> cf)

49 57 38 73 81
74 59 76 65 69
54 56 69 68 78
65 85 49 69 61
48 81 68 35 43
78 82 43 64 67
52 56 81 77 79
85 40 85 59 80
60 71 57 61 69
61 83 90 87 74
 EXAMPLE STEP 5
Cumaltive
Classes Class Boundaries Tally Frequency Frequency
(> cf)

49 57 38 73 81 35 - 41

74 59 76 65 69
42 - 48
54 56 69 68 78
65 85 49 69 61 49 - 55
48 81 68 35 43
78 82 43 64 67 56 - 62

52 56 81 77 79
85 40 85 59 80 63 - 69

60 71 57 61 69
70 - 76
61 83 90 87 74
77 - 83

84 - 90
 EXAMPLE
Suppose a researcher wished to do a study on the ages of the top 50 wealthiest people
in the world. The researcher first would have to get the data on the ages of the people. In
this case, these ages are listed in Forbes Magazine. Create a frequency distribution with
8 classes.
49 57 38 73 81 STEP 6
74 59 76 65 69
54 56 69 68 78 Class boundaries
65 85 49 69 61
48 81 68 35 43 Lower boundaries = Lower Class Limit - 0.5
78 82 43 64 67
52 56 81 77 79 Upper boundaries = Upper Class Limit + 0.5
85 40 85 59 80
60 71 57 61 69 example
61 83 90 87 74 35 - 41
class boundaries = 34.5 - 41.5
 EXAMPLE STEP 7
Cumaltive
Classes Class Boundaries Tally Frequency Frequency
(> cf)

49 57 38 73 81 35 - 41 34.5 - 41.5

74 59 76 65 69
42 - 48 41.5 - 48.5
54 56 69 68 78
65 85 49 69 61 49 - 55 48.5 - 55.5
48 81 68 35 43
78 82 43 64 67 56 - 62 55.5 - 62.5

52 56 81 77 79
85 40 85 59 80 63 - 69 62.5 - 69.5

60 71 57 61 69
70 - 76 69.5 - 76.5
61 83 90 87 74
77 - 83 76.5 - 83.5

84 - 90 83.5 - 90.5
 EXAMPLE STEP 7
Cumaltive
Classes Class Boundaries Tally Frequency Frequency
(> cf)

49 57 38 73 81 35 - 41 34.5 - 41.5 III

74 59 76 65 69
42 - 48 41.5 - 48.5 III
54 56 69 68 78
65 85 49 69 61 49 - 55 48.5 - 55.5 IIII
48 81 68 35 43
78 82 43 64 67 56 - 62 55.5 - 62.5 IIIIIIIIII

52 56 81 77 79
85 40 85 59 80 63 - 69 62.5 - 69.5 IIIIIIIIII

60 71 57 61 69
70 - 76 69.5 - 76.5 IIIII
61 83 90 87 74
77 - 83 76.5 - 83.5 IIIIIIIIII

84 - 90 83.5 - 90.5 IIIII

 EXAMPLE STEP 8
Cumaltive
Classes Class Boundaries Tally Frequency Frequency
(> cf)

49 57 38 73 81 35 - 41 34.5 - 41.5 III 3

74 59 76 65 69
42 - 48 41.5 - 48.5 III 3
54 56 69 68 78
65 85 49 69 61 49 - 55 48.5 - 55.5 IIII 4
48 81 68 35 43
78 82 43 64 67 56 - 62 55.5 - 62.5 IIIIIIIIII 10

52 56 81 77 79
85 40 85 59 80 63 - 69 62.5 - 69.5 IIIIIIIIII 10

60 71 57 61 69
70 - 76 69.5 - 76.5 IIIII 5
61 83 90 87 74
77 - 83 76.5 - 83.5 IIIIIIIIII 10

84 - 90 83.5 - 90.5 IIIII 5

 EXAMPLE STEP 9
Cumaltive
Classes Class Boundaries Tally Frequency Frequency
(> cf)

49 57 38 73 81 35 - 41 34.5 - 41.5 III 3 3

74 59 76 65 69
42 - 48 41.5 - 48.5 III 3 6
54 56 69 68 78
65 85 49 69 61 49 - 55 48.5 - 55.5 IIII 4 10
48 81 68 35 43
78 82 43 64 67 56 - 62 55.5 - 62.5 IIIIIIIIII 10 20

52 56 81 77 79
85 40 85 59 80 63 - 69 62.5 - 69.5 IIIIIIIIII 10 30

60 71 57 61 69
70 - 76 69.5 - 76.5 IIIII 5 35
61 83 90 87 74
77 - 83 76.5 - 83.5 IIIIIIIIII 10 45

84 - 90 83.5 - 90.5 IIIII 5 50

 EXAMPLE
Cumaltive Frequency
Classes Class Boundaries Tally Frequency
(> cf)

35 - 41 34.5 - 41.5 III 3 3

42 - 48 41.5 - 48.5 III 3 6

49 - 55 48.5 - 55.5 IIII 4 10

56 - 62 55.5 - 62.5 IIIIIIIIII 10 20

63 - 69 62.5 - 69.5 IIIIIIIIII 10 30

70 - 76 69.5 - 76.5 IIIII 5 35

77 - 83 76.5 - 83.5 IIIIIIIIII 10 45

84 - 90 83.5 - 90.5 IIIII 5 50

 Frequency Distribution Table

CATEGORICAL
FREQUENCY
DISTRIBUTION
used for data that can be placed in
specific categories, such as nominal-
or ordinal-level data
 EXAMPLE
Twenty-five students were given a blood test to determine their blood type. The data set is

A B B AB O
O O B AB B
B B O A O
A O O O AB
AB A O B A
Construct a frequency distribution for the data
CATEGORICAL FREQUENCY DISTRIBUTIONS
Class Tally Frequency Percent
CATEGORICAL FREQUENCY DISTRIBUTIONS
Class Tally Frequency Percent

A IIIII 5 20

B IIIIIII 7 28

AB IIIIIIIII 9 36

O IIII 4 16
 EXAMPLE
Thirty-five students in a classroom. The data set is

M M F M M F F
F M F F M M M
M M F M M F F
F F F F M M F
F F M F M M F
Construct a frequency distribution for the data
 Frequency Distribution Table

CATEGORICAL GROUPED
FREQUENCY FREQUENCY
DISTRIBUTION DISTRIBUTION
When the range of the data is large,
the data must be grouped into classes
that are more than one unit in width
GROUP FREQUENCY DISTRIBUTIONS
Class limits Class boundaries Tally Frequency

These numbers are

lower class limit - used to separate the
upper class limit classes so that there
are no gaps in the
class width frequency
distribution

the class limits should have the same decimal place value as the data, but the class
boundaries should have one additional place value and end in a 5
GROUP FREQUENCY DISTRIBUTIONS
Rules in constructing a frequency distribution

1. There should be between 5 and 20 classes.

2. It is preferable but not absolutely necessary that the class
width be an odd number
3. The classes must be mutually exclusive
4. The classes must be continuous
5. The classes must be exhaustive.
6. The classes must be equal in width.
 EXAMPLE
These data represent the record high temperatures in degrees Fahrenheit (°F) for
each of the 50 provinces. Construct a 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
 EXAMPLE
Cumaltive Frequency
Classes Class Boundaries Tally Frequency
(> cf)

100 - 104 99.5 - 104.5 II 2 2

105 - 109 104.5 - 109.5 IIIII III 8 10

110 - 114 109.5 - 114.5 IIIII IIIII IIIII III 18 28

115 - 119 114.5 - 119.5 IIIII IIIII III 13 41

120 - 124 119.5 - 124.5 IIIII II 7 48

125 - 129 124.5 - 129.5 I 1 49

130 - 134 129.5 - 134.5 I 1 50

 EXAMPLE
The data shown here represent the number of miles per gallon (mpg) that 30
selected four-wheel-drive sports utility vehicles obtained in city driving. Construct a
frequency distribution, and analyze the distribution

12 17 12 14 16 18
16 18 12 16 17 15
15 16 12 15 16 16
12 14 15 12 15 15
19 13 16 18 16 14
 Mathematics in the Modern World

DATA
MANAGEMENT
Mathematics as a Tool: Part 1
 Mathematics in the Modern World

MEASURES OF
CENTRAL
TENDENCY
Mathematics as a Tool: Part 2
MEASURES OF AVERAGE

also called measures of central tendency and include

the mean, median, mode, and midrange.
summarize data by identifying a typical value.
Mean is sensitive to outliers, median is not affected by
extremes, and mode is the most frequent value. The
choice of measure depends on the data
characteristics.
 Mathematics in the Modern World

MEASURES OF
CENTRAL
TENDENCY
UNGROUP DATA

GEC 004
 Mean

also known as the arithmetic average, is

found by adding the values of the data
and dividing by the total number of X₁ + X₂ + X₃ + . . . + Xₙ ΣX
values x̅ = =
the sum of the values, divided by the N N
total number of values. The symbol x̅
represents the sample mean.
where n represents the total number of values in the sample

For a population, the Greek letter μ (mu) is used for the mean.

X₁ + X₂ + X₃ + . . . + Xₙ ΣX
μ= =
N N
where N represents the total number of values in the population.
 EXAMPLE
The data represent the number of days off per year for a sample of individuals
selected from nine different countries. Find the mean.

20, 26, 40, 36, 23, 42, 35, 24, 30

 EXAMPLE
The data show the number of patients in a sample of six hospitals who acquired an
infection while hospitalized. Find the mean.

110 76 29 38 105 31
 Median

the midpoint of the data array. The symbol for the median is MD

Odd - x̃ = x₁ x₂ x₃ x₄ x₅

Even - x̃ = x₁ x₂ x₃ x₄ x₅ x₆

x₃ + x₄
x̃ =
2
 EXAMPLE
The number of rooms in the seven hotels in Tagaytay. Find the median.

713, 300, 618, 595, 311, 401, and 292

 EXAMPLE
Find the median for the daily vehicle pass charge for five National Parks. The costs
are

250, 150, 150, 200, and 150.

 EXAMPLE
The number of hurricane that have occurred in the Philippines over an 8-year period
follows. Find the median.

684, 764, 656, 702, 856,

1133, 1132, 1303
 Mode

The value that occurs most often in a data set

unimodal - A data set that has only one value that occurs
with the greatest frequency
bimodal - If a data set has two values that occur with the
same greatest frequency, both values are considered to be
the mode and the data set
multimodal - If a data set has more than two values that
occur with the same greatest frequency, each value is used
as the mode, and the data set
 EXAMPLE
Find the mode of the signing bonuses of eight PBA players for a specific year. The
bonuses in millions of pesos are

18.0, 14.0, 34.5, 10, 11.3, 10, 12.4, 10

 EXAMPLE
Find the mode for the number of branches that six banks have.

401, 344, 209, 201, 227, 353

 EXAMPLE
The data show the number of licensed nuclear reactors for a recent 15-year period.
Find the mode

104 104 104 104 104

107 109 109 109 110
109 111 112 111 109
 Mathematics in the Modern World

DATA
MANAGEMENT
Mathematics as a Tool: Part 1