QUANTITATIVE METHODS 1

Mr. FERDNAND A. REYES

Introduction to Statistics 2

LESSON OUTLINE
A. Graphs and Charts
B. Summation
C. Quantiles
D. Frequency Distribution Table

LEARNING OUTCOMES
Here’s what I will teach you in this course material:
A. Differentiate the different types of graphs and charts
B. Solve problems involving summation and quantiles
C. Construct a frequency distribution table

RESOURCES NEEDED
For this lesson, you would need the following resources:
A. PowerPoint presentation
B. Why you should love Statistics
C. History of Probability and Statistics
D. Reference materials, tools, and equipment

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 PRETEST
Before you start, try answering the following questions. Identify if the
statement is TRUE or FALSE.

1. A bar graph displays discrete data in separated columns.

________________________________________
2. Pie chart does not show exact numerical data.
________________________________________
3. The summation symbol is the Greek letter epsilon.
________________________________________
4. Summation means total or to take sum.
_______________________________________
5. Quantile distribution is divided into a number of equal parts.
________________________________________
6. A frequency distribution table shows the data into different classes.
________________________________________

TABLE OF CONTENTS:

03 Pretest 08 Summation

04 Key Point 09 Quantiles

05 Local news 12 Post Test

06 Graphs and Charts

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14 References
YOUR LESSON TITLE HERE 4

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 PRE-ACTIVITY:

Local News
Can you find an example of any graph or chart being used in
local news?
Look for at least three examples and give a short description on
what the graph or chart is all about. Look for the most recent, if
possible.

Suggestion: There are several COVID-19-related graphs. You

may use these.

SELF ASSESSMENT OR EVALUATION: Your chosen graphs and charts will help us discuss
recent events.

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Graphs and Charts
You may recall in your elementary statistics lessons about charts and graphs. Data
presentation can be done through text. However, graphs and charts serve a good purpose of
visualizing what the gathered data is all about. Data is also sometimes presented using tables.

Frequency Distribution Table

Though not a graph nor a chart, a frequency table is an initial recording of discrete da-
ta values using tally marks. It allows unlimited categories of data.

1. Pictograph - uses an icon to represent a quantity of

data values in order to decrease the size of the
graph. A key must be used to explain the icon.
2. Line plot - can be used as an initial record of dis-
crete data values. The range determines a number
line which is then plotted with X’s for each data
value.
3. Pie chart - displays data as a percentage of the
whole. Each pie section should have a lable and
percentage. A total data number should be includ-
ed.
4. Map chart - displays data by shading sections of a
map, and must include a key. A total data number
should be included.
5. Histogram - displays continuous data in side-by-
side columns. Order is implied among the catego-
ries of data, whether time, measurement, or rank-
ing.
6. Bar graph - displays discrete data in separated col-
umns. A double bar graph can be used to compare Source: FreePik.com
two data sets. Categories are considered unordered
and can be arranged alphabetically or by size.

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Graphs and Charts

7. Line graph - plots continuous data as points

and then joins them with a line. Multiple data sets
can be graphed together, but a color or line type
key must be used.
Graph. a diagram showing the
8. Frequency Polygon - can be made from a line relation between variable quanti-
graph by shading in the area beneath the graph. It ties, typically of two variables,
can be made from a histogram by joining mid- each measured along one of a
points of each column. pair of axes at right angles.

9. Stem and Leaf Plot - record data values in

rows, and can easily be made into histogram. Chart. a sheet of information in
Large data sets can be accommodated by splitting the form of a table, graph, or dia-
stems. gram
10. Box plot - is a concise graph showing the five
-point summary. Multiple boxplots can be drawn
side by side to compare more than one data set.

Source: FreePik.com

For discussion. Which graph / chart is the easiest to construct? What are the things
that we should consider in choosing a graph?

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Summation
Summation means total or to take the sum. We use the Greek letter sigma as the sym-
bol for summation.
Summation notation involves:
1. The summation sign (Greek letter Sig-
ma) instructs us to sum the elements of a
sequence. A typical element of the se-
quence which is being summed appears to
the right of the summation sign.
2. The variable of summation, i.e. the variable which is being summed. The varia-
ble of summation is represented by an index which is placed beneath the summa-
tion sign.
3. The index is often represented by i. (Other common possibilities for representa-
tion of the index are j and t.) The index appears as the expression i = 1. The index
assumes values starting with the value on the right hand side of the equation and
ending with the value above the summation sign.
4. The starting point for the summation or the lower limit of the summation
5. The stopping point for the summation or the upper limit of summation

Other than the general formula presented above, there are special cases of summa-
tion and you may want to read more about it,
1. Summation of n variables
2. Summation of a constant
3. Summation of a constant and a variable
4. Summation of two or more variables
5. Sum of the squares of the variables
6. Summation of two or more variables
7. Sum of the product of variables
8. Square of the sum of the variables
Exercises can be tried here. Note that the second page shows the answers. Try it
first before checking

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Quantiles

Quantiles are positional values. Distribution is

divided into a number of equal parts,
 Quartile - into 4 parts
 Decile - into 10 parts
 Percentile - into 100 parts
For example, Q2 = D5 = P50
Quartile of an ungrouped data.
Steps: Types of Questionnaires. Open
1. Arrange accordingly from lowest to highest. questionnaires has unlimited re-
sponses. Closed questionnaires
2. Determine the value of (nk/100)
limits the scope of responses.
A. If (nk/100) is an integer, then
Pk=[X(nk/100) + X(nk/100)+1]/2
Types of Questions. Multiple
B. If (nk/100) is fractional, then choice, Ranking, Scales, Open-
Pk = [X(nk/100)+1] ended
Example:
(Data: 9, 10, 10, 12, 13, 14, 14, 15, 16, 18)
1. Find P5.
= [X(50/100)+1] = X1.5
= 9 (note: 10 is the 2nd term and we are
looking for the 1.5th term)

2. Find P50
= [X(500/100)+X(500/100)+1]/2 = [X5+X6]/2
= [13 + 14]/2 (note: 5th and 6th terms)
= 13.5

Source: FreePik.com

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Quantiles
Quartile of a grouped data.
Pk= LCBpk + c {[(nk/100) - Fpk-1]/ fp} Wages # of employees Cf
where
250.00-259.99 8 8
LCBpk = lower class boundary of Pkth class
260.00-269.99 10 18
c = class size
270.00-279.99 16 34
Fpk-1 = < CF of class preceding Pkth class
280.00-289.99 14 48
fp = frequency of Pkth class
290.00-299.99 10 58
n = sample size
Types of
300.00-309.99 5 63
Ques-
Example: 310.00-319.99 2 65

The frequency distribution table on the right

tionnaires. Open questionnaires
shows the wages of 65 employees at ABC com-
has unlimited responses. Closed
pany. questionnaires limits the scope
1. Find Q1. of responses.

Q1 = P25
nk/100 = (25x65)/100
LCBpk = 259.995
c = 10
Fpk-1 = 8
fp = 10
Q1 = P25 = 268.245

Try to solve the following and see if you will

get the same answer. Note always convert
quartile and decile into percentile.
1. Q3 = 290.745
2. D3 = 270.9325 Source: FreePik.com

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Frequency Distribution Table
It is a table which shows the data arranged into different classes, and the number of
cases which fall into each class.

Terms
1. Class Interval or Class Limit—refers to the grouping defined by a lower limit
and an upper limit.
2. Class Boundaries—carried out to one more decimal place than the recorded ob-
servations. It is half a unit below the LL and half a unit above the UL.
3. Class mark—midpoint of a class interval.
4. Class size—refers to the difference between the upper class boundary and the
lower class boundary of a class interval.
5. Class Frequency—number of observations belonging to a class interval.
6. Cumulative Frequency—obtained by cumulating the frequency from top to bot-
tom or bottom to top.

Let’s use the given from the previous page as the example. The other cells will be
for your exercise.
Wages # of employees <Cf Class Mark Class Boundary
Class interval Frequency

250.00-259.99 8 8 254.995 249.995—259.995

260.00-269.99 10 18 265.995 259.995—269.995

270.00-279.99 16 34

280.00-289.99 14 48

290.00-299.99 10 58

300.00-309.99 5 63

310.00-319.99 2 65

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 Your Activity Title

ST
TE
ST
PO

Task: Graphs/Charts construction

Ask three random questions to your class-
mates enrolled in this class. Then ask the same
question to your friends and have a minimum to-
tal of 15 respondents. After getting the results,
construct a graph. Three graphs should be sub-
mitted, one for each question.

Tips:
 Both simple questions like “favorite number
from 1—10” and more complex ones such as
“general weighted average” will be considered.
 Choose the type of graph / chart that can be
easily interpreted.

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POSTTEST

I. Quipper Activity. Open your Quipper account and answer the assign-
ment posted,
a. Data Collection and Frequency Distribution Table
b. Using Appropriate Statistical Graphs
c. Percentiles, Deciles, Quantiles

II. Shown below are the steps in constructing a grouped frequency dis-
tribution. Arrange them from the first to the last step by writing “A”
for the first step, “B” for the second, and so on.

_______ 1. Determine the class size by dividing the range by the desired
number of class intervals
_______ 2. Determine the class boundaries.
_______ 3. Tally the frequencies.
_______ 4. Find the class mark of the class intervals.
_______ 5. Create column for the cumulative frequencies.
_______ 6. Check if the cumulative frequency is equal to the number of
raw data.
_______ 7. Determine the range of the distribution.

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REFERENCES

Keller, Gerald (2012). Managerial Statistics, 9th Edition. China: South-Western CENGAGE Learning.

Levine, David M. et. al.(2005). Statistics for Managers Using Microsoft Excel, 4th Edition. New Jersey:
Pearson Education Inc.

Medenhall, W., Beaver R., Beaver, B. (2010). Probability and Statistics Fundamentals. Philippines:
CENGAGE Learning.

Gonzales, J., Nocon, R. (2013) Essential Statistics. Malabon City. Mutya Publishing House

Scheaffer, Mulekar, McClave. (2012). Probability and Statistics for Engineers. CENGAGE Learning.

Summation Notation www.columbia.edu/itc/sipa/math/summation.html

Quantiles www.haldiagovtcollege.org.in/wp-content/uploads/2017/12/Quantiles.pdf

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