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Orca Share Media1674401206583 7022947678379860293
Orca Share Media1674401206583 7022947678379860293
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Team Leaders:
School Head : Emelita G. Paguio
LRMDS Coordinator : Frances Therese D. San Juan
Business Math
Quarter 2 – Module 7:
Forms, Analysis, Interpretation,
and Presentation of Business
Data
Introductory Message
For the facilitator:
Welcome to the Business Math – Grade 11 Alternative Delivery Mode (ADM) Module
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:
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.
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.
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.
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competency.
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!
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What I Need to Know
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:
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);
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What I Know
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
6. Find the mode the following data: 15, 10, 20, 15, 35, 40, 5
A. 5 C. 17.5
B. 15 D. 40
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
5
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
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
13 -15. The table shows the Exercises and Pulse Rate. Assume the guidelines
below.
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13. What is the largest number on the vertical scale?
A. 80 C. 121
B. 85 D. 140
15. A pulse rate of 95 beats per minute was recorded at how many minutes?
A. 1 C. 3
B. 2 D. 4
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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Lesson Forms, Analysis,
1 Interpretation, and
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.
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
(3)
(4)
(5)
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What’s New
Let us compare the different forms of data. Below are the different forms of
data with corresponding examples.
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Bar G raph Line Graph
Pie C hart
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:
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Company A Sales, 2011-2015
2011 2012 2013 2014 2015
Company A
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.
• 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
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pie chart to the whole are reflected in the areas of the slices. Pie charts best show
the composition or breakdown of a whole.
GRAPH TITLE
DATA LABELS
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:
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
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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.
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):
4. A graph will appear on the worksheet (may or may not be similar to the
graph below):
14
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 (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:
• To find the mean, add up all the numbers then divide by how many numbers
there are.
15
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.
• To find the mode we need to look for the given that has the most frequency.
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.
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 = 𝑥ℎ − 𝑥𝑙 = 94 – 70 =24
Where: 𝑥ℎ − is the highest data; and 𝑥𝑙 - 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
16
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
Then, we multiply the x that we got for each class by its frequency to get
the (f x) value.
∑𝑓𝑥 4 835
Mean: 𝑥̅
𝑛 −𝑐𝑓𝑖
Median: Lm + ( 2
)
𝑓𝑚
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fm –frequency of the median class i –class width
𝑛
−𝑐𝑓𝑖 2
Using the formula: Md = Lm + ( )
𝑓𝑚
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
VARIABILITY
𝛴𝑥 (1+3+5+7)
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µ= = =4
𝑛 4
2. Then, we plug the known values in the formula for the variance of a population.
𝜎2 = 𝛴(𝑋−µ)² = 2
(1−4) +(3−4)²+(5−4)²+(7−4)²
𝑛 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.
(𝑋−µ) 𝛴 ²
𝜎= √ 𝑛
SAMPLE DATA
𝛴𝑥 (1+3+5+7)
µ= = =4
𝑛 4
2. Then, plug the known values in the formula for the variance of a sample data.
19
𝑛−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 =
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.
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).
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Z-Test and T-Test = with degrees of
freedom
𝜎 𝑠
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.
C. T-Test Value
D. Decision: Since the computed value is set inside the acceptance region, one
must accept the null hypothesis.
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.
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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).
D. Z-Test value
E. Decision: Since the computed value is set outside the acceptance region, one
must reject the null hypothesis.
That’s it!
On the next page, activities are waiting for you to answer excellently. What
are you waiting for? Come on!
What’s More
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
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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:
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.
Ho: µ = 70 years
H1: µ = 70 years
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.
23
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.
10. What is the mean for the following data? 12, 15, 20, 18, 17, 23
What I Can Do
Example:
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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%
Assessment
DIRECTIONS: On a separate sheet of paper, answer the following. Write the letter
of the correct answer.
A. Bar Graph
B. Pie Chart
C. Line Graph
D. None of the Above
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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
(3)
(5)
(6)
X-AXIS VALUES
3 – 6. Using the graph above, chose the letter of the correct answer from the
choices below to identify its part.
I. Select all cells (including the blank cell at the top-left corner), then click on the
Insert tab.
III. Then click the Column/Line/Pie/Bar button and the first chart sub-type under
2-D.
A. III, IV, I, II
B. IV, I, III, II
C. I, II, III, IV
D. IV, III, II. I
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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
D. Range
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.
27
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
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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