PRELIM

1 INTRODUCTION 3 METHODS OF DATA COLLECTION (YOUTUBE LINK)

A STATISTICS DEFINITION A CENSUS AND SURVEY
B DESCRIPTIVE AND INFERENTIAL STATISTICS B OBSERVATIONAL STUDY AND EXPERIMENT
C RAW DATA VS INFORMATION C SIMULATION
C POPULATION AND SAMPLE D DATABASE
D PARAMETER AND STATISTIC
E METHODS OF SAMPLING (YOUTUBE LINK) 1ST LONG TEST (30 ITEMS)

2 VARIABLES AND TYPES OF DATA 4 METHODS OF DATA PRESENTATION

A QUALITATIVE AND QUANTITATIVE VARIABLES A TEXTUAL METHOD
B DISCRETE AND CONTINUOUS QUANTITATIVE VARIABLES B TABULAR METHOD
C INDEPENDENT AND DEPENDENT VARIABLES C GRAPHICAL
D SOURCES OF DATA
E CATEGORICAL AND NUMERICAL DATA
F LEVELS OF DATA MEASUREMENT (YOUTUBE LINK)

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 METHODS OF
DATA
PRESENTATION
At the end of the lesson, the students should be able to

1.Prepare a Stem-and- Leaf Plot

2.Describe data in textual form.
3.Make frequency distribution table
4.Construct graphs
5.Read and interpret graphs and tables

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 Ungrouped vs. Grouped Data

Ungrouped data are data that are not organized,

or if arranged, could only be from highest to
lowest or lowest to highest.

Grouped data are data that are organized and

arranged into different classes or categories.

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The 50 scores grouped into a
frequency distribution:

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Presentation of Data
Textual Tabular Graphical
Method Method Method
Rearrangeme Frequency Bar Chart
nt from distribution Histogram
lowest to table (FDT) Frequency
highest Relative FDT Polygon
Stem-and-leaf Cumulative Pie Chart
plot FDT Less than,
Contingency greater than
Table Ogive

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 Textual Presentation of Data
Data can be presented using paragraphs or
sentences.
It involves enumerating important characteristics,
emphasizing significant figures and identifying
important features of data.

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 Textual Presentation of Data
Example. You are asked to present the performance of your section in
the Statistics test. The following are the test scores of your class:

34 42 20 50 17 9 34 43
50 18 35 43 50 23 23 35
37 38 38 39 39 38 38 39
24 29 25 26 28 27 44 44
49 48 46 45 45 46 45 46
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Solution
First, arrange the data in order for you to identify the important
characteristics. This can be done in two ways: rearranging from lowest to
highest or using the stem-and-leaf plot.
Below is the rearrangement of data from lowest to highest:

9 23 28 35 38 43 45 48
17 24 29 37 39 43 45 49
18 25 34 38 39 44 46 50
20 26 34 38 39 44 46 50
23 27 35 38 42 45 46 50
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With the rearranged data, pertinent data worth
mentioning can be easily recognized. The following is
one way of presenting data in textual form.

In the Statistics class of 40 students, 3

obtained the perfect score of 50. Sixteen
students got a score of 40 and above, while
only 3 got 19 and below. Generally, the
students performed well in the test with 23 or
70% getting a passing score of 38 and above.

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Another way of rearranging data is by making use of the
Stem-and-Leaf Plot.

Stem-and-leaf Plot is a table which sorts data according

to a certain pattern.

It involves separating a number into two parts. In a two-

digit number, the stem consists of the first digit, and the
leaf consists of the second digit.

While in a three-digit number, the stem consists of the

first two digits, and the leaf consists of the last digit.

In a one-digit number, the stem is zero. 15

Below is the stem-and-leaf plot of the ungrouped data given in the example.

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

Utilizing the stem-and-leaf plot, we can readily see the order of the data.
Thus, we can say that the top ten got scores 50, 50, 50, 49, 48, 46, 46, 46,45,
and 45 and the ten lowest scores are 9, 17, 18, 20, 23,23,24,25,26, and 27.
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Frequency Distribution Table
A frequency distribution table is a table which
shows the data arranged into different
classes(or categories) and the number of
cases(or frequencies) which fall into each
class.

The following is an illustration of a frequency

distribution table for ungrouped data:
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Sample of a Frequency Distribution Table for Ungrouped Data
Table 1.1
Frequency Distribution for the Ages of 50 Students Enrolled in Statistics

Age Frequency
12 2
13 13
14 27
15 4
16 3
17 1
N = 50
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Sample of a Frequency Distribution Table for Grouped Data
Table 1.2
Frequency Distribution Table for the Quiz Scores of 50 Students in Geometry

Scores Frequency
0-2 1
3-5 2
6-8 13
9 - 11 15
12 - 14 19

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Lower Class Limits
- are the smallest numbers that can actually belong to different classes

Rating Frequency

0-2 1
3-5 2
6-8 13
9 - 11 15
12 - 14 19

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Lower Class Limits
- are the smallest numbers that can actually belong to different classes

Rating Frequency

0-2 1
Lower Class 3-5 2
Limits 6-8 13
9 - 11 15
12 - 14 19

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Upper Class Limits
are the largest numbers that can actually belong to different classes

Rating Frequency

0-2 1
3-5 2
6-8 13
9 - 11 15
12 - 14 19

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 Upper Class Limits
- are the largest numbers that can actually belong to different classes

Rating Frequency

Upper Class 0-2 1

Limits 3-5 2
6-8 13
9 - 11 15
12 - 14 19

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Class Boundaries
- are the numbers used to separate classes, but without the gaps
created by class limits

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Class Boundaries
- number separating classes

Rating Frequency
- 0.5
0-2 20
2.5
3-5 14
5.5
6-8 15
8.5
9 - 11 2
11.5
12 - 14 1
14.5

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 Class Boundaries
- number separating classes

Rating Frequency
- 0.5
0-2 20
2.5
Class 3-5 14
5.5
Boundaries 6-8 15
8.5
9 - 11 2
11.5
12 - 14 1
14.5

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 Class Midpoints
- the Class Mark or Class Midpoint is the
respective average of each class limits

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 Class Midpoints
- midpoints of the classes
Rating Frequency

0- 1 2 20
Class
3- 4 5 14
Midpoints
6- 7 8 15
9 - 10 11 2
12 - 13 14 1

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 Class Width
- is the difference between two consecutive lower
class limits or two consecutive class boundaries

Rating Frequency

0-2 20
3-5 14
6-8 15
9 - 11 2
12 - 14 1

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 Class Width
- is the difference between two consecutive lower
class limits or two consecutive class boundaries

Rating Frequency

3 0-2 20
3 3-5 14
Class Width 3 6-8 15
3 9 - 11 2
3 12 - 14 1

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Guidelines For Frequency Tables
1. Be sure that the classes are mutually exclusive.

2. Include all classes, even if the frequency is zero.

3. Try to use the same width for all classes.

4. Select convenient numbers for class limits.

5. Use between 5 and 20 classes.

6. The sum of the class frequencies must equal the

number of original data values.
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 Constructing A Frequency Table
1. Decide on the number of classes .

2. Determine the class width by dividing the range by the number of

classes (range = highest score - lowest score) and round up.
range
class width round up of
number of classes
3. Select for the first lower limit either the lowest score or a
convenient value slightly less than the lowest score.
4. Add the class width to the starting point to get the second lower
class limit, add the width to the second lower limit to get the
third, and so on.
5. List the lower class limits in a vertical column and enter the
upper class limits.
6. Represent each score by a tally mark in the appropriate class.
Total tally marks to find the total frequency for each class.
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 Relative Frequency Table

class frequency
relative frequency =
sum of all frequencies

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 Relative Frequency Table
Relative
Rating Frequency Rating Frequency

0-2 20 0-2 38.5% 20/52 = 38.5%

3-5 14 3-5 26.9%
14/52 = 26.9%
6-8 15 6-8 28.8%
9 - 11 2 9 - 11 3.8% etc.
12 - 14 1 12 - 14 1.9%

Total frequency = 52
Table 2-5

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Cumulative Frequency Table
Rating Frequency <cf >cf

0-2 20 20 52
35 14 34 32
Cumulative
68 15 49 18
Frequencies
9 11 2 51 3
12 14 1 52 1

Table 2-6

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 Frequency Tables
Relative Cumulative
Rating Frequency Rating Frequency Rating Frequency

0-2 20 0-2 38.5% 02 20

3-5 14 3-5 26.9% 35 34

6-8 15 6-8 28.8% 68 49

9 - 11 2 9 - 11 3.8% 9 11 51

12 - 14 1 12 - 14 1.9% 12 14 52

Table 2-3 Table 2-5 Table 2-6

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 Complete FDT
A complete FDT has class mark or midpoint (x), class
boundaries (c.b), relative frequency or percentage
frequency, and the less than cumulative frequency
(<cf) and the greater than cumulative frequency(>cf).

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 Complete Frequency Table
Table 2-6
Grouped Frequency Distribution for the Test
Scores of 52 Students in Statistics
Class Class Relative
Frequency Class
Intervals Boundary Frequency <cf >cf
(f) Mark (x)
(ci) (cb) (rf)
0-2 20 1 -0.5 2.5 38.5% 20 52
35 14 4 2.5 5.5 26.9% 34 32
68 15 7 5.5 8.5 28.8% 49 18
9 11 2 10 8.5 11.5 3.8% 51 3
12 14 1 13 11.5 14.5 1.9% 52 1

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 Exercise
For each of the following class intervals, give the class width,
class mark , and class boundary
Class interval Class Width Class Mark Class Boundary
a. 4 8
b. 35 44
c. 17 21
d. 53 57
e. 8 11
f. 108 119
g. 10 19
h. 2.5 2. 9
i. 1. 75 2. 25
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Construct a complete FDT with 7 classes
The following are the IQ scores of 60 student applicants in
a certain high school
128 106 96 94 85 75
113 103 96 91 94 70
109 113 109 100 81 81
103 113 91 88 78 75
106 103 100 88 81 81
113 106 100 96 88 78
96 109 94 96 88 70
103 102 88 78 95 90
99 89 87 96 95 104
89 99 101 105 103 125
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CLASS LIMIT TALLY FREQUENCY RELATIVE CLASS MARK CLASS
FREQUENCY BOUNDARY

70 -

TOTAL

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