MAT 152: Mathematics in the Modern World

Module #11 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

Lesson title: Interpreting Graphical Presentation Materials:

SAS, calculator
Learning Targets:
At the end of the module, students will be able to: References:
1. Determine different graphical presentations. www.wolframalpha.com
2. Read and interpret graphs. https://sciencing.com/interpret-graphs-
1. charts-6930975.html

A. LESSON PREVIEW/ REVIEW

Introduction

Graphs are a common method to visually illustrate relationships in data. The purpose of a graph is to
present the data that are too numerous or complicated to describe adequately in the text and with less space. It
shows trends and relationships of the variable under study. Graphs enable us in studying the cause-and-effect
relationship between two or more variables. Graphs help to measure the extent of change in one variable when
the other variable changes by a certain amount. This module will focus mostly on the characteristics of data
presentation and how to interpret the graphs such as line graphs, pie charts, and bar graphs.

There are plenty of data presented on social media nowadays, make sure you only believe those from
reliable sources and always double-check information before you believe it. Remember that sharing personal
data online increases the risk of data cloning, so limit making your information public.

B. MAIN LESSON

Content Notes

Directions: In this activity, you need to read and underline or highlight keywords for you to keep in mind some
essential terms/ words used in the content notes.

The graphical presentation is a way of analyzing numerical data. It exhibits the relation between data,
ideas, information, and concepts in a diagram. It is easy to understand and it is one of the most important
learning strategies. There are different types of graphical representation. Some of them are as follows:

1. Bar Graph
• Uses solid bars to represent quantities
• Effective for discrete variables
• Multiple bar graphs for comparing figures of two or more categories

2. Line Graph
• Show trends over a period of time
• Information is connected in some way
• Effective for continuous variable

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 MAT 152: Mathematics in the Modern World
Module #11 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

• Multiple line graph for comparing figures of two or more categories

3. Pie Chart
• Circle divided into slices to illustrate numerical proportion
• Each part represents a percentage of the total.
• A good way to show relative sizes

4. Pictograph
• A way of showing data using images
• A fun and interesting way to show data, but it is not very accurate
• Can be vertical or horizontal

Bar Graph Line Graph

Pie Chart Pictogram

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 MAT 152: Mathematics in the Modern World
Module #11 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

To interpret a graph or chart, read the title, look at the key, and read the labels. Then study the graph to
understand what it shows.

1. Read the title of the graph or chart. The title tells what information is being displayed.
2. Look at the key, which typically is in a box next to the graph or chart. It will explain the symbols and
colors used in the graph or chart.
3. Read the labels of the graph or chart. The labels tell you what variables or parameters are being
displayed.
4. Draw conclusions based on the data. You can reach conclusions faster with graphs than you can
use a data table or a written description of the data.

General Rules for Graphic Presentation of Data and Information

1. Suitable Title – This should indicate the subject for which you are presenting it.
2. Unit of Measurement – Clearly state the unit of measurement.
3. Suitable Scale – To represent the entire data accurately.
4. Index – Explains the different colors and shades, lines, and designs and includes a scale of
interpretation.
5. Data Sources – Wherever possible, include the sources of information at the bottom of the graph.
6. Simple and Neat – Easy to understand and attractive to the eyes

As every graph tells a story, the graph creator has to be a good storyteller and needs basic knowledge
in creating and interpreting the graphs produced. Also, the person trying to understand the story needs some
basic knowledge about graphs. Otherwise reading a graph is like reading a text in a foreign language.

Example:

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 MAT 152: Mathematics in the Modern World
Module #11 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

Question:
1. How many burgers were sold during the week? Ans. 50
2. How many jelly cups were sold during the week? Ans. 85 (middle of 80 and 90)
3. What is the most popular item in the tuckshop? Ans. Ice blocks
4. What is the least popular item? Ans. Strawberry Milk
5. How many more chocolate milk were sold than strawberry milk?
Ans. 55 (Chocolate Milk is 90 minus the Strawberry Milk which is 40)
6. The tuckshop is open Monday to Friday. How many fruit salads do you think are sold in one day?
Ans. 10 per day (50 divided by 5. Total of Fruit Salad is 50 and Monday to Friday is
equivalent to 5 days)
7. How many ice blocks do you think are sold in one day?
Ans. 21 per day (105 divided by 5. Total of Ice Blocks is 105 and Monday to Friday is
equivalent to 5 days)
8. Why do you think the person in charge of the tuckshop has collected this data?
Ans. Answers will vary.
Eg. The amount of each food to buy.
How much fridge space is needed?
How many workers are needed?

Check for Understanding

The graphical presentation of data and information offers a quick and simple way of understanding the features
and drawing comparisons.

PART A (1). Graph Interpretation

Number of Vehicles Manufactured by Two Companies from 1997-2002 (in thousands)

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 MAT 152: Mathematics in the Modern World
Module #11 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

Question:
a) By how much did the number of vehicles manufactured by Company B in 2001 increase or decrease
compared to the previous year? _________________
b) Which company manufactured the higher number of vehicles from 1997 to 2002 and by how much?
_______________________
c) What are the average numbers of vehicles manufactured by Company A over the given period?
(Rounded off to the nearest whole number) _____________________

PART A (2). Graph Interpretation

Foreign Visitors Arrivals (2015-2019)

Question:
a) What is the percent increase of visitor arrivals from 2015 to 2019? _____________________
b) What year has the least increase in the number of arrivals from the previous year? _____________
c) What year has the highest increase in the number of arrivals from the previous year? ____________
d) What is the total number of visitor arrivals in 2019? ____________________

This document is the property of PHINMA EDUCATION

 MAT 152: Mathematics in the Modern World
Module #11 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

PART B (1). What is wrong with this graph?

Instructions: Explain as many errors as you can spot in the next two graphs.

Let’s have a look at this erroneous graph posted on forbes.com and which was discussed to be erroneous by
blogger Naomi Robins.

This document is the property of PHINMA EDUCATION

 MAT 152: Mathematics in the Modern World
Module #11 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

PART B (2). What is wrong with this graph?

Instructions: Explain as many errors as you can spot in the next two graphs.

I’d like you to look at this graph posted on social media sites but there was no proper mention of the source.

This document is the property of PHINMA EDUCATION

 MAT 152: Mathematics in the Modern World
Module #11 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

C. LESSON WRAP-UP

Frequently Asked Questions

1. What are the limitations of a Graph?
- A graph lacks the complete accuracy of facts.
- It depicts only a few selected characteristics of the data.
- We cannot use a graph in support of a statement.
- A graph is not a substitute for tables.
- Usually, laymen find it difficult to understand and interpret a graph.
- Typically, a graph shows the unreasonable tendency of the data and the actual values are not clear.

2. What are the general rules for the graphic presentation of data and information? The
general rules for the graphic presentation of data are:
- Use a suitable title
- Specify the unit of measurement
- Ensure that you choose a suitable scale
- Provide an index specifying the colors, lines, and designs used in the graph ❖ If possible, provide
the sources of information at the bottom of the graph ❖ keep the graph simple and neat.

3. What are the other statistical graphs?

- Histograms – The graph that uses bars to represent the frequency of numerical data that are
organized into intervals. Since all the intervals are equal and continuous, all the bars have the same
width.
- Stem and Leaf Plot – In the stem and leaf plot, the data are organized from the least value to the
greatest value. The digits of the least place values from the leaves and the next place value digit
forms the stems.
- Box and Whisker Plot – The plot diagram summarizes the data by dividing it into four parts. Box and
whisker show the range (spread) and the middle (median) of the data.

Thinking about Learning

This time, let’s end the module activities by answering the following questions about your learning experience.

What felt confusing about what you learned today? Why?

This document is the property of PHINMA EDUCATION

 MAT 152: Mathematics in the Modern World
Module #11 Student Activity Sheet

Name: ________________________________ __ Class number: _______

Section: ____________ Schedule: _______________ Date: ________________

What motivated you to finish the lesson today?

Answer Key

PART A (1)
a) Required difference = (107,000 in 2001 – 128,000 in 2000) = 21,000 decrease
b) Total production of Company A from 1997 to 2002 = 716,000
Total production of Company B from 1997 to 2002 = 742,000
Difference = (742,000 – 716,000) = 26,000.
𝑡𝑜𝑡𝑎𝑙 𝑜𝑓 𝑐𝑜𝑚𝑝𝑎𝑛𝑦 𝐴
c) Average number of vehicles manufactured by Company A = = 119,333
6

PART A (2)
(𝑣1 −𝑣2 ) (8260913−5360682) 2900231
a) % 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒 = 𝑣 +𝑣 𝑥 100 = 8260913+5360682 𝑥 100 = 𝑥 100 = 42.58
( 1 2) ( ) 6810797.5
2 2
b) Least increase: From 2017 to 2018
c) Highest increase: From 2018 to 2019
d) Total number of visitor arrivals in 2019 = 33,377,975

PART B (1)
• The bars start at $55 (billion) rather than zero. This may seem like a minor point, but in fact it's a critical
factor in how we perceive the information in a bar graph. (The takeaway: every bar graph needs a zero
on its scale. If you see one without a zero, be careful)
• The second bar appears to be twice as high as the first bar, suggesting a doubling of valuation from
December to January. But a closer look shows that the difference between the two is much less drastic:
an increase from $60 billion to $66.2 billion.
• At the horizontal axis, the bars are evenly spaced but the dates they represent are not. There is one bar
for December, one for January, none for February, two for March, and so on.

PART B (2)
• The numbers on the x-axis do not match the scale bars
• The bar “3,259” is bigger than “4,786”
• A comma (,) after 3,259

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