Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF ARTS AND SCIENCES

GEC 3 – Mathematics in the Modern World Page 1 of 14

 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

COLLEGE OF ARTS AND SCIENCES

GEC 3 – MATHEMATICS IN THE MODERN WORLD

DOROTHY S. SURETA
Assistant Professor

Contact Details
Contact Number: 09167422338/09184922805
E-mail Address: [email protected]
Web Address: [Type your web address or social media link]

Consultation Schedule
Every Friday 2 -5 pm

OUTLINE OF LEARNING TOPICS TIME ALLOCATION

B. Mathematics as a Tool Week 7 to Week 12 [Midterm]
B.1 Data Management
-Data: Gathering and Organizing Data; Representing using Graphs and Charts;
Interpreting Organized Data
-Measures of Central Tendency: Mean, Median, Mode, AWM
-Measures of Dispersion: Range, Standard Deviation and Variance
-Measures of Relative Position: z-scores, Percentiles, Quartiles
-Basic/Elementary Probability
-Inferential Statistics: t-test, ANOVA & Pearson r Coefficient

INTENDED LEARNING OUTCOMES (ILOs)

At the end of the topic, students should 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
• Advocate the use of statistical data in making important decisions

INSTRUCTIONS TO THE LEARNERS

This learning material serves as a reflection among one of the flexible learning strategies that complement
the outcomes-based education approach. This material contains the essential discussions for the specified
topic together with a learning activity in order to achieve the indicated intended learning outcomes.

In addition, students will undergo pre-test and post-test short-examination. The pre-test questionnaires will
be given at the start of each rating period (Prelims, Midterms, Finals) while the post-test questionnaires will
be given at the end of each rating period. The results of the assessment will serve as one of the key indicators
that determine the effectiveness of this learning material. Thus, exemplifying honesty and rectitude in this
particular undertaking are highly appreciated and commendable.

Always keep connected and updated with announcements and relevant information concerning this course.
Lastly, do not hesitate to ask for assistance and raise your concerns to your instructor / professor.

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B. Mathematics as a Tool
Introduction
Mathematics is a powerful tool for global understanding and communication. Using it, students can make
sense of the world and solve complex and real problems. Rethinking math in a global context offers students
a twist on the typical content that makes the math itself more applicable and meaningful for students. For
students to function in a global context, math content needs to help them get to global competence, which is
understanding different perspectives and world conditions, recognizing that issues are interconnected across
the globe, as well as communicating and acting in appropriate ways. In math, this means reconsidering the
typical content in a typical ways and showing students how the world consists of situations, events and
phenomena that can be sorted out using the right math tools. In this learning material, you will find out how
mathematics is applied as a powerful tool in our nature.

B.1 Data Management

B.1.1. Data
Data is everywhere. It is observable or measurable. With the advancement of technology every day,
data can be accessed anywhere and by anyone. When data is correct, valid analysis and interpretation
can be generated to produce valuable information.

Gathering and Organizing Data

Data are the quantities Data are the quantities (numbers) or qualities (attributes) measured or
observed that are to be collected and analyzed (Asaad, 2004). There are two types of data: the
qualitative and quantitative data. Qualitative data deals with categories or attributes. Examples are
color of eyes, ethnicity and brand of ice cream. Quantitative data are numerical data. Quantitative
data can be discrete or continuous. Discrete data is obtained through counting. Continuous data is
obtained by measuring. The number of households in a particular community is an example of discrete
data while family income and weight of an individual are some of the examples of continuous data.

Another way is to classify data into four levels of measurement such as nominal, ordinal, interval
and ratio. The nominal level of measurement is the lowest of the four ways to characterize data.
Nominal data deals with names, categories, or labels. Data at the nominal level is qualitative. Colors
of eyes, yes or no responses to a survey, and favorite breakfast cereal all deal with the nominal level
of measurement.

Ordinal level of measurement ranks qualitative data. Winners in a pageant and the academic
rank of teachers are examples of ordinal data. Interval level of measurement deals with data that
can be ordered, and in which differences between the data does make sense. Data at this level does
not have a starting point. The Fahrenheit and Celsius scales of temperatures are both examples of
data at the interval level of measurement. The fourth and highest level of measurement is the
ratio level. Data at the ratio level possess all of the features of the interval level, in addition to a zero
value. Examples are weight, the time to answer a quiz and the number of absences of students in a
class.

Learning Activity No. 1

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Part 1. Abstraction (Classification)

Instructions: For each of these variables, identify whether the variable is qualitative or quantitative, and if
quantitative, state whether it is discrete or continuous.
1) Number of family members in a particular household Answer: _________________________
2) Ownership of a cell phone among family members Answer: _________________________
3) Length (in minutes) of a longest call made per month Answer: _________________________
4) Amount spent on food in a day Answer: _________________________
5) Occupation of household head Answer: _________________________

Part 2. Abstraction (Classification)

Instructions: Identify the level of measurement for each of the following variable
1) Highest education attainment Answer: _________________________
2) Hair color Answer: _________________________
3) Body Temperature Answer: _________________________
4) Civil Status Answer: _________________________
5) Total household expenditures in Pesos Answer: _________________________

Representing using Graphs and Charts; and Interpreting Organized Data

After the data have been collected and processed, data need to be organized to produce
meaningful information. There are three methods in presenting information from the data set.

 Textual or paragraph or narrative form

This describes the data by enumerating some of the important feature of the data set like giving the
highest, lowest or the average values. In case there are only few observations, say less than ten
observations, the values could be enumerated if there is a need to do so. Data could also be
presented using tables.

 The tabular method of presentation

This is applicable for large data sets. A frequency is the number of times a value of the data occurs.
A frequency distribution is the organization of raw data in table form, using classes and frequencies.

A relative frequency is the ratio (fraction or proportion) of the number of times a value of the data
occurs in the set of all outcomes to the total number of outcomes. To find the relative frequencies,
divide each frequency by the total number of students in the sample. Relative frequencies can be
written as fractions, percent, or decimals.

Cumulative relative frequency is the accumulation of the previous relative frequencies. To find the
cumulative relative frequencies, add all the previous relative frequencies to the relative frequency for
the current row.

Let us refer to the following set of examples

Example 1
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Twenty-five employees were given a blood test to determine their blood type. Construct a
frequency distribution for the data.
Raw Data: 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

Table 1. Frequency Table of Employees Blood Type with Relative Frequencies

Class Tally Frequency Relative Frequency (%)
A IIII 5 20
B IIII II 7 28
O IIII IIII 9 36
AB IIII 4 16
n=25 100

When the range of the data is large, grouped frequency distributions are used. The smallest
and largest possible data values in a class are the lower- and upper-class limits. Class
boundaries separate the classes. To find a class boundary, average the upper-class limit of one
class and the lower-class limit of the next class. The class width can be calculated by subtracting
successive lower-class limits (or boundaries) or successive upper-class limits (or boundaries).
The class midpoint Xm can be calculated by averaging upper and lower class limits (or
boundaries).

Rules for Classes in Grouped Frequency Distributions

There should be 5-20 classes, the class width must be an odd number, mutually exclusive,
continuous, exhaustive and must be equal in width (except in open-ended distributions).

Example 2
The following data represent the record high temperatures for each of the 50 states. Construct
a grouped frequency distribution for the data.
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

Steps in Constructing a Grouped Frequency Distribution

Step 1. Determine the range.
Range = Highest score – Lowest score = 134 – 100 = 34

Step 2. Determine the no. of classes k, k = 1 + 3.32 log n, where n is the no. of population.
k = 1 + 3.32 log n; 1+ 3.32 log 50 = 6.64
𝑅 34
Step 3. Obtain the class size or class width, i, i = = = 5.12 or 5
𝑘 6.64

Step 4. Make the classes. For convenience sake, we will choose the lowest data value, 100
for the first lower class limit. The subsequent lower-class limits are found by adding the width
to the previous lower-class limits.
Step 5. Tally the data.
Table 2. Grouped Frequency Distribution of Recorded High Temperature of 50 States

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Class Limits Class Boundaries Frequency Cumulative Frequency

130-134 129.5 - 134.5 1 50
125-129 124.5-129.5 1 49
120-124 119.5-124.5 7 48
115-119 114.5-119.5 13 41
110-114 109.5-114.5 18 28
105-109 104.5-109.5 8 10
100-104 99.5-104.5 2 2
n=50

Based from the constructed table, answer the following questions:

a. How many states experienced the temperature 115-119? _________________
b. What temperature was experienced by 18 states? _________________
c. What is the cumulative for the temperature 120-124? _________________

Learning Activity No. 2 – Abstraction (Critical Thinking)

Instructions: Follow what each item requires with the given set of data.
1. Twenty farmers were asked how many hours they worked per day. Their responses, in hours, are as
follows: 5; 6; 3; 3; 2; 4; 7; 5; 2; 3; 5; 6; 5; 4; 4; 3; 5; 2; 5; 3. Construct a frequency distribution and
interpret the data.

2. Construct a frequency distribution for the following data and interpret.

11 19 12 15 10 18 15 10 25 13
16 16 15 16 27 16 23 11 17 12
21 11 13 21 29 15 24 12 21 12
11 17 24 12 23 26 15 11 14 13
19 13 18 20 11 11 12 18 12 16

 Graphical Presentation
The graphical presentation on the other hand, is a visual presentation of the data. A graph is a tool
that helps you learn about the shape or distribution of a sample. The graph can be a more effective
way of presenting data than a mass of numbers because we can see where data clusters and where
there are only a few data values. Graphs are commonly used in oral presentation. There are several
forms of graphs to use like the pie chart, pictograph, bar graph, line graph, histogram, frequency
polygon and box-plot.
1. Histogram
A histogram is a graph that displays the data by using vertical bars of various heights to represent
the frequencies of the classes. The horizontal axis is labeled with what the data represents. The
vertical axis is labeled either frequency or relative frequency. Histograms use class boundaries
and frequencies of the classes.

Example

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Construct a histogram to represent the data for the record high temperatures for each of the
50 states.

Class Limits Class Boundaries Frequency

130-134 129.5 - 134.5 1
125-129 124.5-129.5 1
120-124 119.5-124.5 7
115-119 114.5-119.5 13
110-114 109.5-114.5 18
105-109 104.5-109.5 8
100-104 99.5-104.5 2
n=50

2. Frequency Polygon
Frequency polygon is a graph that displays the data by using lines that connect points plotted for
the frequencies at the class midpoints. The frequencies are represented by the heights of the
points and the class midpoints are represented on the horizontal axis. Frequency polygons use
class midpoints and frequencies of the classes.

Example
Using the example above, construct a frequency polygon.

Class Limits Class Midpoints Frequency

130-134 132 1
125-129 127 1
120-124 122 7
115-119 117 13
110-114 112 18
105-109 107 8
100-104 102 2
n=50

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COLLEGE OF ARTS AND SCIENCES

A frequency polygon
is anchored on the
x-axis before the first
class and after the
last class.

3. Box Plot
A box plot is also known as box-and-whisker plots or box-whisker plots. It shows how far the
extreme values are from most of the data. A box plot is constructed from five values: the minimum
value, the 1st quartile, the median, the 3rd quartile, and the maximum value. We use these values
to compare how close other data values are to them. To construct a box plot, use a horizontal or
vertical number line and a rectangular box. The smallest and largest data values label the
endpoints of the axis. The 1st quartile marks one end of the box and the 3rd quartile marks the
other end of the box. The "whiskers" extend from the ends of the box to the smallest and largest
data values. The median or 2nd quartile can be between the 1st & 3rd quartiles, or it can be one,
or the other, or both. The box plot gives a good, quick picture of the data.

Example
Consider the dataset. 1; 1; 2; 2; 4; 6; 6.8; 7.2; 8; 8.3; 9; 10; 10; 11.5 The 1st quartile is 2, the
median is 7, and the 3rd quartile is 9. The smallest value is 1, and the largest value is 11.5. The
following image shows the constructed box plot.

4. Pareto Chart
A Pareto chart is a bar graph. The lengths of the bars represent frequency or cost (time or money),
and are arranged with longest bars on the left and the shortest to the right.

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Other Types of Graphs

1. Bar Graph
A bar graph or a bar chart is used to represent data visually using bars of different heights or
lengths. Data is graphed either horizontally or vertically, allowing viewers to compare different
values and draw conclusions quickly and easily.

2. Time Series Graph

A time series chart, also called a times series graph or time series plot, is a data visualization tool
that illustrates data points at successive intervals of time. Each point on the chart corresponds to
both a time and a quantity that is being measured.

3. Pie Chart
A Pie Chart (or Pie Graph) is a special chart that uses "pie slices" to show relative sizes of data.
The chart is divided into sectors, where each sector shows the relative size of each value.

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Learning Activity No. 3 – Abstraction (Critical Thinking)

Instructions: Follow what each item requires with the given set of data.
1. Make a box plot using the data below.
12, 5, 22, 30, 7, 36, 14, 42, 15, 53, 25

2. Make a histogram and frequency polygon.

3. Make a pie chart using the data below

Science Club = 30% Math Club = 40% English Club = 20% History Club = 10%

B.1.2. Measures of Central Tendency

Any measure indicating the center of a set of data arranged in an array is known as Measure of
Central Tendency. Measure of Central Tendency provides a very convenient method of describing a set
of scores with a single value that is used to describe the “center” of the data. The most commonly used
measures of Central tendency are the mean, median and mode.

Mean (𝒙ഥ) is the set of scores or observations being added and divided by the number of
scores. It is also called as average or arithmetic mean.
∑𝑥
𝑥̅ = where: 𝑥̅ = sample mean
𝑛
∑ 𝑥 = sum of the scores or observation
n = number of scores or observation

Let us refer to the following set of examples

Example 1
The data below are the ages of samples of 10 pupils in a certain school. Find the mean.
9, 8, 10, 7, 7, 8, 12, 9, 10,11

∑𝑥 9+8+10+7+7+8+12+9+!0+11 91
Solution: 𝑥̅ = = = = 9.1
𝑛 10 10
The average age of 10 pupils in a certain school is 9.1.

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Example 2
The data below are the number of employees in a certain store. Find the mean.
3, 6, 5, 4, 7, 8,10

∑𝑥 3+6+5+4+7+8+10 43
Solution: 𝑥̅ = = = = 6.14
𝑛 7 7
The average number of employees is 6.14.

Properties of the Mean

1. It measures stability. Mean is the most stable among other measures of central tendency
because every score contributes to the value of the mean.
2. The sum of each score’s distance from the mean is zero.
3. It is easily affected by extreme scores.
4. It may not be an actual score in the distribution.
5. It can be applied to interval level of measurement.
6. It is very easy to compute.

When to Use the Mean

1. Sampling stability is desired
2. Other measures are to be computed such as standard deviation, coefficient of variation and
skewness.

ഥ𝒘
Weighted Mean 𝒙 of a given group of data is the average of the means of all the
groups.
∑ 𝒘𝒙
ഥ𝒘 =
𝒙 where w = weight of the score
∑ 𝒘
X = the score
∑ 𝒘 = sum of the weight

Example
There are 1,000 notebooks sold at ₱ 10 𝑒𝑎𝑐ℎ ; 500 notebooks at ₱ 20 𝑒𝑎𝑐ℎ ; 500 notebooks
at ₱ 25 𝑒𝑎𝑐ℎ and 100 notebooks at ₱25 𝑒𝑎𝑐ℎ. Solve for the weighted mean.

Solution:

Notebook’s Price (x) Frequency (w) Price x Frequency (wx)

₱10 1 000 ₱10,000
₱20 500 ₱10,000
₱25 500 ₱12,500
₱30 100 ₱3,000
∑ 𝒘 = 2 100 ∑ 𝒘𝒙 = ₱ 𝟑𝟓, 𝟓𝟎𝟎

∑ 𝒘𝒙 ₱ 𝟑𝟓 𝟓𝟎𝟎
ഥ𝒘 =
𝒙 = = ₱16.90
∑ 𝒘 𝟐 𝟏𝟎𝟎

The average price of the notebook cost ₱16.90.

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Median (𝒙 ෥) is the value found at the middle when the data are arranged in an array
form. If there are two middle values, the average is taken.

Let us refer to the following set of examples

Example 1
The following are the scores of 5 students in a math quiz of 10 items.
9, 8, 10, 7, 5
Solution: 5, 7, 8, 9, 10
The median score is 8. Fifty percent or two of the scores are above 8 (9, 10) and fifty
percent or two of the scores are below 8 (5,7)

Example 2
The following are the sizes of shoes of 6 male basketball players.
10, 12, 9, 11, 13, 11.5
11+11.5 22.5
Solution: 9, 10, 11, 11.5, 12,13 get the average; = =11.25
2 2

The median score is 11.25 which means that 50% of the sizes in the distribution are lower
than 11.25, those are 11, 10 and 9; and 50% are greater than 11.25, those are 13, 12 and
11.5 which mean three scores are below 11.25 and three scores are above 11.25.

Properties of the Median

1. It may not be an actual observation in the data set.
2. It can be applied in ordinal level.
3. It is not affected by extreme values because median is a positional measure.

When to Use the Median

1. The exact midpoint of the score distribution is desired.
2. There are extreme scores in the distribution.

Mode ( 𝒙ෝ) is the value that occurs most often in a data set. It can be unimodal, bimodal,
trimodal or multimodal. Unimodal is a distribution of scores consisting of one mode.
Bimodal consist of two modes, trimodal with three modes and multimodal with more than
two modes.

Let us refer to the following set of examples

Example 1
From the set of scores 3,3,5,7,9,10,11,10,11,12,9,18 and 9. What is the mode of the scores?

Solution: 3, 3, 5, 7, 9, 9, 9, 10, 10, 11, 11, 12, 18;

9 appears 3 times, thus, 9 is the mode of the scores; The distribution of scores is unimodal.

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Example 2
Find the mode of the data set: 7, 9, 11, 15, 17, 18,18,19, 24, 24, 26

Solution: 7, 9, 11, 15, 17, 18,18,19, 22, 22, 26;

The modes are 18 & 22 since 18 & 22 appeared twice. Hence, the distribution is bimodal.

Properties of the Mode

1. It can be used when the data are quantitative or quantitative.
2. It may not be unique.
3. It is not affected by extreme values.
4. It may not exist.

When to Use the mode

1. When the Typical value is desired.
2. When the data is measured on a nominal scale.

Learning Activity No. 4 – Abstraction (Critical Thinking)

Instructions: Solve each item correctly by providing the necessary solutions for what is required.
1. 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
Solution:

Answer: ______________________

2. Find the mean of the following data: 10, 12, 13, 15, 16, 19, 30
Solution:

Answer: ______________________

3. Find the Grade point average (GPA) of Camille for the first semester, school year 2020-2021.

Subjects Grade (x) Units (w) Grade x Units (wx)

Math 1 89 3
Filipino 1 90 3
English 1 92 3
PE 1 95 1
Philo1 91 3
Chem 1 88 4

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4. The number of rooms in the seven hotels in Metro Manila is 713, 300, 618, 595, 311, 401, and 292.
Find the median.
Solution:

Answer: ______________________

5. The number of typhoons that have occurred in the Philippines over an 6-year period follows. Find
the median.
684, 764, 656, 702, 856, 1303
Solution:

Answer: ______________________

6. Find the mode of the following values: 4, 5, 8, 8, 9, 12, 12, 19, 20

Solution:

Answer: ______________________

7. Find the mode for the number of coal employees per county for 10 selected counties in
Southwestern Pennsylvania.
110, 731, 1031, 84, 20, 118, 1162, 1977, 103, 752
Solution:

Answer: ______________________

References:
https://asiasociety.org/education/understanding-world-through-math
Manlulu, E.A. and Hipolito, L.M.M. (2019) A Course Module for Mathematics in the Modern World.
Bluman, Allan, Elem. Statistics 7th edition
Barbara, Illowsky, et al, Introductory Statistics, OpenStax Rice University, c. 2018
Dr. Patricia B. Licuanan, TEACHING GUIDE FOR SENIOR HIGH SCHOOL Statistics and Probability, c. 2016
Dr. Kathy Chu, et al., Elementary Statistics, c. 2013
Daligdig, Romeo M., Mathematics in the Modern World, Lorimar Publishing Inc., c. 2019
Gabuyo, Yonardo A., Assessment of Learning 1, Rex Book Store, c. 2012
www.mathsisfun.com/definitions/pie-chart-pie-graph.html

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