MODULE 1 MODULE 1

in Statistics

CAF 3 INTRODUCTION
(Agricultural Statistics)
Statistics is written for beginning agricultural statistics students whose
mathematical background is limited to basic algebra. The purpose of this module is to
provide readers a clear understanding of basic statistical techniques and to present well-
organized procedures for applying those techniques.
This module presents each concept in a simplified and direct manner- long
computations and technical distinctions are avoided without sacrificing either accuracy or
realism.
Prepared by: The topics are arranged so as to allow the students to progress through
Mr. Jonathan M. Jabel developing their skills as they needed. Each concept is illustrated with worked-out examples
and problems solving applications. The applications are general in nature, and include
problems related to agriculture, business, economics, education, psychology, medicine, and
sociology.
Exercises are found in every section, and exercises and quizzes are found at
the end of each chapter to test student’s knowledge and comprehension of chapter content.

As your facilitator of learning, I will enrich our discussion by presenting information with citations. If
you have questions please do not hesitate to call, text, or chat me.

COURSE LEARNING OUTCOMES

At the end of the module, the students are expected to perform appropriate suitable
mathematical and statistical computations in data analysis.
 birth rate in rural area compared with the birth rate in an urban area. In singular form,
statistics is an academic discipline such as Mathematics or Physics.
CONTENTS OF THE MODULE
Statistics as an academic discipline stresses analysis of data to facilitate the process
This module contains the following lessons: decision making. It is used to analyze the result of surveys, and as a tool in scientific
Lesson 1: Statistics studies, to make decisions based on controlled experiments.
Lesson 2: Frequency Distributions and Graphs

DIRECTIONS ON HOW TO USE THE MODULE PROPERLY

In order to benefit profoundly from this module, please be guided by all the key points presented
1.1 what is statistics?
below.
1. This module contains (2) lessons. Each lesson is explaining authentically. Read and Statistics is a collection of methods for the planning experiments, obtaining data,
understand carefully so that you would know the lesson entirely. and then analyzing, interpreting and drawing conclusions based on the data.
2. On the first page of this lesson, you will notice the specific learning outcomes (SLO’s) of each
lesson. LSOs are knowledge and skills you are expected to obtain at the end of the lesson.
3. You are obliged to answer the learning Activities/ Exercises (LAEs). The LAEs are outlined to
Two aspects of statistics:
help you in how to obtain the SLOs
4. Feel free to chat, call, text or send me an email if you have questions, reactions, or reflections
1.) the theoretical aspects – deals with the developments, derivation, and proof of
about the module’s contents or activities. statistical theorems, formulas, rules, and laws.
5. The Practice Task/ Assessment and the Assignment shall be checked by me. 2.) Applied aspects – involves the applications of those theorems, rules, and laws
to solve real- world problems.
Lesson 1. Statistics

Specific Learning Outcomes * Data are the values that the variables can assume.
* Variables whose values are determined by chance are called random
These are the learning objectives for the specific lesson:
1.) Define Statistics;
variables.
2.) Classify the types of Statistics; Two types of variables:
3.) Identify the different types level of measurements;
4.) Write the summation notation. 1.) Qualitative Variables are words or codes that represent a class or
5.) Distinguish between descriptive statistics and inferential statistics.
category.
Example: Civil Status, Sex, Country
Discussion 2.) Quantitative variables are numbers that represent an amount or a count.
Quantitative variables can be classified as discrete or continuous. Discrete
Most people hear about statistics through radio, television, newspapers, and
magazines. The term statistics has different meanings as either a plural or a singular variables can be assigned values such as 0,1,2, 3…and are said to be
form noun. In plural form, it refers to as et of numerical data, such as a record of the countable. On the other hand, continuous variables can assume all values
between any two specific values likes 0.5, 1.2, 1.3… etc.
 Example: Height of the Student, Number of Fridays on February Ex. In classifying the instructor in a university as male or female, no ranking can be
place on the data.

TYPES OF STATISTICS
2. Ordinal Level
Statistics is sometimes divided into two main areas. This involves data that mat be arranged in some order but differences between data
values either cannot be determined or are meaningless.
Descriptive statistics summarizes or describes the important characteristics of a known set a
Ex. The grading system involving letters (A, B, C, D, F)
data. For example, the National Statistics Office conducts surveys to determine the average
age, income, and other characteristics of the Filipino population.
3. Interval Level
This is the same as the ordinal level, with an additional property that we can
determine meaningful amounts of differences between the data.
Inferential statistics uses sample data to make inferences about a population. It consists of Ex. Temperature, there is a meaningful difference in one degree between each unit
generalizing from samples to populations, performing hypothesis testing, determining such as 80 and 81 degrees.
relationships among variables, and making predictions. This kind of statistics uses the concept
of probability- the chance of an event to happen. 4. Ratio Level
In statistics, we commonly use the terms population and sample. The highest level of measurement
Ex. Height, weight, or area. There is a meaning between values and a true zero exist
A population is the complete and entire collection of elements to be studied. Sometimes, a
population is very large. To save and money, statisticians may study only a part of the 1.3 Data Collection and Sampling Techniques
population. This is called a sample. A Sample is a subset of a population. Data can be collected in different ways. The most common is through survey-telephone,
mailed- questionnaire, or personal interview. There are also other methods of collecting
A parameter is a numerical measurement describing some characteristics of a population.
data: surveying records or direct observation.
A statistic is a numerical measurement describing some characteristics of a sample.

FOUR BASIC METHODS OF SAMPLING

1.2 Level of Measurements
Aside from being classified as qualitative or quantitative, variables can also be classified 1. Random Sampling
according to how they are categorized, counted, or measured. This is done by using chance methods or random numbers. For example,
numbers each subject in the population. Place each number in a bowl, and select
1. Nominal Level as many card numbers as needed.
This is characterized by data that consist of names, labels, or categories only. The 2. Systematic Sampling
data cannot be arranged in an ordering scheme. This is done by numbering each subject of the population and then selecting
every kth number. For example, there are 5000 families in a city. Fifty families
 are needed as sample for an experiment. Since 5000 ÷50 = 100, then k = 100. n n

This means that every 100th subject would be selected. However, the first subject Formula 1. For any constant c, ∑ c x i = c∑ x i
i=1 i=1
would be selected at random from subjects 1 to 100. Suppose the subject 88
was selected, then the sample would consist of subjects whose numbers were n

88,188,288 and so on until 50 families were obtained. ∑ c x i = cx 1 +cx 2 +cx 3 +…+ cx n

i=1
3. Stratified Sampling
If a population has distinct groups, it is possible to divide the population into
these groups. The group are called strata. Strata are designed so that members = c( x 1+ x2 + x 3 +…+ x n)
in each strata are more homogeneous, that is, more similar to each other.
n
4. Cluster Sampling
= c ∑ xi
This method uses intact groups called clusters. Suppose a medical researcher i=1
wants to study the patients in Metro Manila.it would be very costly and time-
n
consuming to obtain a random sample since they would be spread over different
parts of Metro Manila. Rather, a few hospitals could be selected at random and
Formula 2. ∑ c = nc for any constant c
i=1
the patients in these hospitals would be studied in a cluster.
n n n n
1.4 Summation Notation Formula 3. ∑ (x i+ y i+ zi )= ∑ x i+∑ yi +∑ z i
i=1 i=1 i=i i=1
This section describes the summation notation that is used to denote the sum of
n
values. The uppercase Greek letter Ʃ (sigma) is used to denote the sum of all
values.
∑ ( xi ± c )=¿ ( x 1 ± c ) + ( x 2 ±c ) +( x3 ± c )+ …+( x n ± c ) ¿
Formula 4.
i=1

∑ x i ¿ ¿ ±nc
n
= (
∑ ¿ x 1+ x 2+…+ x n i=1
i=1

The symbols above and below the summation sign Ʃ define the limits of n
summation. The subscript ί=1 means that we start with the first value of x and
the superscript n means that we end with nth value of x and calculate the sum of
Formula 5: ∑ x 2i = x 21+ x22 + x 23 +…+ x 2n
i=1
all values from x i to x n. n n

∑ cx 2i = cx 21 +cx 22 +cx 23 +…+ cx 2n=c ∑ x 2i

Formula 6:
i=1 i=1

FORMULAS OF SUMMATION n
Formula 7: ∑ ¿¿ = ( x 1±c ¿ ¿2+ ( x 2 ± c ¿ ¿2+( x 3±c ¿ ¿2+…+( x n ± c ¿ ¿2
i=1
 Example 1. Let x 1= 8, x 2= 9, x 3= 12, x 4 = 15, x 5= 6, x 6=3 , x 7= 10, =64+72+96+120+48
x 8 = 5, x 9 = 2 , x 10 = 1 = 400

8
Evaluate
10 5 10
Example 3 evaluate: ∑ 10
∑ xi ∑ xi ∑ xi
i=1
a.) b.) c.)
i=1 i=1 i=6 Solution: This implies that we add 10 by itself eight times
8

solution:
∑ 10 = 10+10+10+10+10+10+10+10 = 8(10) = 80
I =1
10
a.) ∑ x i= x 1+ x2 + x 3 + x 4 + x 5+ x 6 + x 7 + x 8+ x 9 + x 10 Example 4. Given:
i=1
10 10 10
=8+9+12+15+6+3+10+5+2+1
=71 ∑ x i=55 ∑ yi = 65 ∑ z i=165
5 i=1 i=1 i=1

b.) ∑ x i = x 1+ x2 + x 3 + x 4 + x 5 10 10
i=1
= 8+9+12+15+6
Evaluate: a.) ∑ ¿¿) b.) ∑ (3 x i¿ + 4 y i−7) ¿
i=1 i=1
= 50
10 10 5 Solution
c.) ∑ x i = ∑ x i- ∑ x i 10 10 10 10

∑ (x i+ y i+ zi ) = ∑ x i +∑ yi +∑ zi
i=6 i=1 i=1
=71-50 a.)
i=1 i=1 i=1 i=1
=21

Example 2. using the data in the previous example, suppose before summing the x”s we wish =55+65+165
=285
to multiply each of the first five terms of x i by 8.
5
10 10 10 10
Evaluate ∑ 8 xi b.) ∑ ¿¿ +4 y i-7) =3∑ ∑ ∑7
x i +4 yi -
i=1
i=1 i=1 i=1 i=1
= 3(55) +4(65)-10(7)
Solution: =165 + 260 – 70
5
= 355
∑ 8 x i = 8 x 1+ 8 x 2 +8 x 3 +8 x 4 +8 x 5 Example 6 The scores of five students in an English class are 75, 80, 97, 91, and 63.
i=1
=8(8)+8(9)+8(12)+8(15)+8(6) Find the following if x represents a score.
 _____________ 4.) Cigarettes were associated with 31% of the 4,700 civilian fire deaths in
a.) ∑x b.) ∑2 c.) ( ∑x¿ 2 2000.
x
_____________ 5.) A recent study showed that eating garlic can lower blood pressure.

Solution
Indicate which of the following examples refer to population or sample.
a.) ∑x = 75 + 80 + 97 + 91 + 63
_____________ 6.) a group of 25 students selected to test a new teaching technique.
= 406
_____________ 7.) the total number of machines produced by a factory in one week.

b.) ∑2 = 752 +802 +97 2+ 912+ 632 _____________ 8.) the yearly expenditures on food for 10 families.
x
_____________ 9.) the ages of employees of all companies in Metro Manila.
= 5 ,625 + 6,400 + 9,409 + 8 ,281 + 3,969
_____________10.) the number of subscribers of telephone companies.
= 33,684 Classify each variable as quantitative or qualitative. Write QL if it is qualitative or QN if it is
quantitative.
c.) (∑ x ¿2 ¿ = (75 + 80 + 97 + 91 + 63 ¿ ¿2
____________11.) The height of Giraffe living in India.
2
= (406 ¿ ¿ ____________12.) The religious affiliation of the people in the Philippines.

= 164, 836 ____________13.) favorite movie

Exercises: ____________14.) the daily intake of proteins
Indicate whether each of the following statements is a descriptive or inferential statistics. ____________15.) nationality
_____________ 1.) Last semester, the ages of students at a certain college ranged from 16 to ____________16.) the days absent from school
25 years old.
____________17.) marital status
_____________ 2.) Based on the survey conducted by the National Statistics Office, it is
estimated that 24% of unemployed people are women. ____________18.) the number of houses owned

_____________ 3.) a survey says that 1 out 10 Filipinos is a member of a fitness center. ____________19.) the monthly phone bills
____________20.) the number of students who fail their first statistics quiz.
Classify each as nominal, ordinal, interval or ratio-level data. Evaluate the following.
____________ 21.) social security number 6 8 8
36.)∑ i ∑ i(i+2) 38.)∑ x +8 x +16
2 2
37.)
____________22.) the total annual incomes fo i=1 i=2 x=1

r a sample of families
____________23.) the ages of students enrolled in a cooking class 7 5
2i
____________24.) the ranking of tennis players
39.) ∑ 40.) ∑ 1x
i=5 i−4 x=1

____________25.) the salaries of fast food chain attendants

Classify each variable as discrete or continuous. 5 2
( x−3)
41.) ∑
____________26.) the number of bread baked each day x=1 x +1
____________27.) the air temperature in a city yesterday 42. The following table lists eight pairs of x and y values.
____________28.) the income of single parents living in Quezon City. x -2 0 2 4 6 2 3 7
y 4 12 24 8 18 5 7 14
____________29.) the weights of newborn infants.
____________30.) the capacity (in liters) of water in a swimming pool
a. ∑x
Classify each sample as random, stratified, systematic or cluster. b. ∑ x2 y
____________31.) Every 12th customer entering a shopping mall is asked to select his or her c. ∑ x ( y +1)
favorite store. d. ∑ ( x−1 )( y+ 4)
____________32.) In a university, all teachers from three building are interviewed to
determine whether they believe the students have higher grades now than in previous years.
43. Write the following in summation notation.

____________33.) Supervisors are selected using random numbers in order to determined a.) x 1+ x2 + x 3 +…+ x 15
annual salaries.
b.) 6 x 1+ 6 x2 +6 x 3 +…+6 x 10
____________34.) A teacher writes the name of each student in a card, shuffles the cards,
and then draws five names. c.) x 1+ y 1+¿ x 2+ y 2+ …+ x 8+ y 8

____________35.) A head nurse-selects 10 patients from each floor of a hospital. x1 y 1 x 2 y 2 x 3 y 3 x18 y 18

d.) + + +…+
1 2 3 18
 e.) ( x 1−1 ) + ( x 2−1 ) + …+ ( x 11−1 ) 1.) Construct a frequency distribution table;
2.) Explain how to organize and display data using tables and graphs.

( )( )( ) ( )
1 2 3 12
x1 x2 x3 x 12
f.) + + +…+
y1 y2 y3 y 12
Discussion
1 1 1 1
g.) + + + …+ 2.1 Frequency Distributions
x1 x 2 x 3 x 10
2 2 2 2 The most convenient way of organizing data is by constructing frequency distribution. A frequency
h.) ( x 1 y 1 ) + ( x 2 y 2) + ( x3 y 3 ) +…+ ( x 15 y15 ) distribution is a collection of observation produced by sorting them into classes and showing their
frequency (or number) of occurrences in each class. There are three basic types of frequency
distribution: categorical, ungrouped, and grouped.

The categorical frequency distribution is used for data that can be placed in specific categories, such as
nominal, or ordinal level data.

Teacher Intervention Example 1. The following data give the results of a sample survey. The letters A, B and C represent
the three categories.
For any difficulties or clarifications regarding our lesson, you can reach me through the
following modes of communication: A B A A C C A C C C

Call/ text – 09551054411 C B C B B C B B B C

Gmail – [email protected]
B C C A C C C B C A
Facebook account: Nathan jabel

Note: the compiler never claims ownership of this module. This should not be shared and
Construct a frequency distribution table for these data.
posted to any social media platform.
Solution:
If you have questions, you may contact me through my cellular no.:
09551054411 The categories are the letters. Record these categories in the first column. Then read each result from
Take a picture of you answer and PM them in my FB account: Nathan Jabel the given data and mark a tally, denoted by left lline ¿ ¿ in the second column next to the
corresponding category. The tallies are marked in blocks of fives for counting convenience. Lastly,
LESSON 2 – Frequency Distributions and Graphs record the total tallies for each category in the third column. This column is called the column of
frequency.
Specific learning Outcomes

These are the learning objectives for the specific lesson: Category Tally Frequency( f )
 IIII - I 6 lower limit + upper limit
A
X m=
2
IIII - IIII 9
B Class width  the difference between of two consecutive lower class limits
IIII – IIII - IIII 15
C The class width of the preceding distributions is 5 ( 105 – 100 = 5 ).

Sum = 30
The sum of the entries in the frequency column gives the sample size or total frequency. The following are the steps in constructing a frequency table.
When observations are sorted into classes of single values, the result is called a frequency distribution
for ungrouped data. When observations are sorted into classes of more than one value, the result is Step 1: Decide on the number of classes your frequency table will have. Usually, it is between 5 and 20.
called a frequency distribution for grouped data.
Step 2: Find the range.
Weekly Expenses of 80 Employees Step 3: Find the class width.
______________________________________________________
Step 4: Select a starting point, either the lowest score or the lower class limit. Add the class width to the
Variable  Weekly Expenses Number of Employees starting point to get the second lower class limit. Then enter upper class limit.
______________________________________________________
Step 5: Find the boundaries by subtracting 0.5 from each lower class limit and adding 0.5 to the upper
100 – 104 5 class limit.
2nd class  105 – 109 16  frequency of the 2nd class
110 – 114 11 Step 6: Represent each score by a tally.
Lower limit of
the 4th class  115 – 119 40 Step 7: Count the total frequency for each class.
120 – 124 8

Example 2. When 40 people were surveyed at Greenbelt 3, they reported the distance the distance they
th
Upper limit of the 4 class drove to the mall, and the results ( in kilometers) are given below.
The following are the basic terminologies associated with frequency tables. 2 8 1 5 9 5 14 10 31 20
Lower class limit  the smallest data value that can be included in the class 15 4 10 6 5 5 1 8 12 10
Upper class limit  the largest data value that can be included in the class 25 40 31 24 20 20 3 9 15 15
Class boundaries  are used to separate the classes so that there are no gaps in the frequency 25 8 1 1 16 23 18 25 21 12
distribution. Construct a frequency distributions table.
Class marks  the midpoints of the classes Solution. Follow the steps:
Step 1 : the number of classes is 8 . ( chosen arbitrarily) 21 – 25 20.5 – 25.5 IIII - I
26 – 30 25.5 – 30.5 0
Step 2 : Range = highest value – lowest value = 40 – 1 = 39. 31 – 35 30.5 – 35.5 II
36 -- 40 35.5 – 40.5 I
R 39
Step 3 : class width = = = 4.875 ≈ 5
classes 8
Step 7: make the frequency distribution table.

Class limits Class boundaries Tally Frequency

Step 4 : determine the lower class limits. 1 -- 5 0.5 – 5.5 IIII –IIII - I 11
6 – 10 5.5 – 10.5 IIII - IIII 9
Class limits
1 -- 5 11 – 15 10.5 – 15.5 IIII - I 6
6 – 10 16 – 20 15.5 – 20.5 IIII 5
21 – 25 20.5 – 25.5 IIII - I 6
11 – 15
26 – 30 25.5 – 30.5 0
16 – 20
21 – 25 31 – 35 30.5 – 35.5 II 2
26 – 30 36 -- 40 35.5 – 40.5 I 1
31 – 35
36 -- 40
A variation of the standard frequency table is used when cumulative totals are desired. The
Step 5 : determine the class boundaries.
cumulative frequency for the table, whose classes are in increasing order, is the sum of the frequency
Class limits Class boundaries for that class and all previous classes.
1 -- 5 0.5 – 5.5
Class limits Class Tally Frequency Cumulative
6 – 10 5.5 – 10.5
boundaries Frequency
11 – 15 10.5 – 15.5
1 -- 5 0.5 – 5.5 IIII –IIII - I 11 11
16 – 20 15.5 – 20.5
6 – 10 5.5 – 10.5 IIII - IIII 9 20
21 – 25 20.5 – 25.5
11 – 15 10.5 – 15.5 IIII - I 6 26
26 – 30 25.5 – 30.5
16 – 20 15.5 – 20.5 IIII 5 31
31 – 35 30.5 – 35.5
21 – 25 20.5 – 25.5 IIII - I 6 37
36 -- 40 35.5 – 40.5
26 – 30 25.5 – 30.5 0 37
Step 6 : Tally the scores
31 – 35 30.5 – 35.5 II 2 39
Class limits Class boundaries Tally 36 -- 40 35.5 – 40.5 I 1 40
1 -- 5 0.5 – 5.5 IIII –IIII - I
6 – 10 5.5 – 10.5 IIII - IIII
11 – 15 10.5 – 15.5 IIII - I
16 – 20 15.5 – 20.5 IIII
Histograms, Frequency Polygons, and Ogives
After organizing the data, they can be presented in graphic form. This is done because it is easier for To draw a frequency polygon, mark a dot above the midpoint of each class at a height equal to the
most people to comprehend the meaning of the data presented graphically than numerically. The three frequency of that class. Next, mark two more classes, one at each end, and mark their midpoints. Note
most common graphs are (a) histogram, (b) frequency polygon, and (c) cumulative frequency graph or that these two classes have zero frequencies. Lastly, join the consecutive dots with straight lines.
ogive.

Histogram

This is a graph that displays the data by using vertical bars of various heights to
represent the frequencies.

To draw a histogram, first mark the classes on the horizontal axis and frequencies on the
vertical axis. Next, draw a bar for each class so that its height represents the frequency of that
class. The bars are drawn adjacent to each other.
Ogive

This is a graph that represents the cumulative frequencies of the classes.

To draw an ogive, mark the class boundaries on the horizontal axis and the cumulative frequencies on
the vertical axis. Plot the cumulative frequencies at each upper class boundary. Upper class boundaries
are used since the cumulative frequencies represent the number of observations accumulated up to the
upper boundary of each class.

Frequency Polygon

This graph displays the data by using lines that connect points plotted for the frequencies at the
midpoints of the classes.

Pareto Graph
It is used to represent a frequency distribution for a categorical or qualitative data, and the frequencies
are displayed by the heights of vertical bars.

b.) Frequency polygon

Example 1.
Using the frequency distribution given in example 2 of section 2.1, construct the following:
a.) A histogram
b.) A frequency polygon
c.) An ogive
Solution
a.) A histogram
c.) An ogive
 2. Below are the heights (in centimeters) of 50 males undergoing a physical exam in a military
school.
a. Construct a frequency distribution table for each of the given data;
b. Draw a frequency polygon and ogive.

176 171 177 183 188 170 200 191 175 175 187 183 187

194 181 190 188 184 191 198 180 205 188 193 175 176
200 173 176 184 190 194 189 183 194 188 189 174 165
184 178 174 180 186 178 177 197 179 172 180

Exercises Class limits Class Tally Frequency Cumulative

1. The length of time ( in months) between the onset of a particular illness and its boundaries frequency
recurrence was recorded for 50 patients. The times of recurrence are as
follows:
a. Construct a frequency distribution table for each of the given data;
b. Draw a frequency polygon and ogive.

2.1 7.4 4.4 0.2 2.7 8.3 32.3 0.3 9.9 1.3
9.0 14.1 2.0 1.0 6.6 2.4 3.9 2.4 1.6 18.0
14.7 8.7 9.6 24.0 16.7 1.4 7.4 8.2 8.2 5.8
19.2 1.6 6.9 3.5 4.3 11.4 3.3 18.0 1.2 26.7
4.1 3.7 18.4 12.6 0.2 23.1 6.1 5.6 13.5 0.4
Class limits Class Tally Frequency Cumulative
boundaries frequency

3. In a study of 32 student grade point averages, the following data were obtained.
 3.2 2.0 2.75 2.7 2.1 2.6 1.7 2.8 11
diabetes
1.1 3.0 1.9 1.7 1.1 3.0 2.6 4.0
1.6 2.25 1.6 1.5 2.4 2.1 3.1 2.4
Assignment
2.8 2.3 2.9 1.25 3.0 1.2 2.25 1.8
Construct a frequency distribution table using seven classes.
1. Conduct an online survey, entitled ´Who is your Presidential bet and Vice
Class limits Class Tally Frequency Cumulative Presidential bet on May 9, 2022 National Election?”
boundaries frequency
a. Assign an emoji each of the candidate.
b. Construct a frequency distribution.
c. Draw a Histogram.
d. Respondents must be 10% of your fb friends.

Teacher Intervention
For any difficulties or clarifications regarding our lesson, you can reach me through the
4. Construct a Pareto graph for the number of health conditions per 100 reported by the following modes of communication:
elderly in a survey.
Call/ text – 09531054411
Gmail – [email protected]
Facebook account: Nathan Jabel
Condition Number
Note: the compiler never claims ownership of this module. This should not be shared and
posted to any social media platform.
Arthritis 48
If you have questions, you may contact me through my cellular no.:
09531054411
Hypertension 36 Take a picture of you answer and PM them in my FB account: Nathan Jabel

Heart disease 32
Cataracts 17 References
 MSA TM
STATISTICS∧PROBABILITY
Merle S. Alferez
Ma. Cecilia A. Duro
Authors
Gerard S. Alferez
Projects director

God bless and keep safe

always!!!