Statistics

Chapter 3 Organizing Data

Objectives of the Lesson

At the end of the lesson, you are expected to:
1. differentiate ungrouped data from grouped data
2. organize ungrouped data using an array, a stem-leaf plot, or a frequency
distribution table
3. construct a frequency distribution table for grouped data correctly
4. calculate the relative frequencies, cumulative frequencies, and cumulative
percentage frequencies of a given data set
5. interpret the values found in the frequency distribution table

You have learned the different ways on how to gather data and the sampling
techniques from which you can choose the one that you will employ in your research.
Now is the time for you to know what to do with the data that you have gathered. It is
essential to organize your data so that you can easily interpret them.

Data may be ungrouped or grouped. Ungrouped data are unsorted or raw data.
This means that the data have not been grouped or classified according to any
characteristic. On the other hand, grouped data are data that have been organized
or grouped.

Ways of Organizing Ungrouped Data

These are the ways of organizing ungrouped data.

1. By forming an array
An array is an arrangement of numbers in increasing or decreasing
order.

2. By constructing a stem-leaf plot

A stem-leaf plot is a way of organizing data where the data is split into
two parts: the stem is consists of the hundreds or tens digit while the
leaves are the unit digits.

3. By constructing a frequency distribution table

An ungrouped frequency distribution table is a table showing the data
and its frequency.

The three ways of organizing a set of ungrouped data are shown using the
example below.

The following are the ages of 25 employees in a supermarket.

42, 51, 44, 28, 32, 24, 30, 25, 24, 35, 43, 37, 28,

28, 22, 45, 29, 28, 36, 35, 50, 25, 25, 46, 44
 You can organize the data in the following ways:

Array: (from youngest to eldest)

22, 24, 24, 25, 25, 25, 28, 28, 28, 28, 29, 30, 32,
35, 35, 36, 37, 42, 43, 44, 44, 45, 46, 50, 51

Stem-leaf Plot: (Assuming that we did not form an array, let us refer to the original
data.)

42, 51, 44, 28, 32, 24, 30, 25, 24, 35, 43, 37, 28,
28, 22, 45, 29, 28, 36, 35, 50, 25, 25, 46, 44

In the first value, 42, the digit 4 is the stem, and the digit 2 is the leaf. In the
second value, 51, the digit 5 is the stem, and the digit 1 is the leaf. Continue plotting
all the ages of the employees. After all the ages have been plotted, make another table
and arrange the leaves in increasing order.

Draft: (as the data is given) Final: (after arranging the leaves from
The lowest to the highest)

STEMS LEAVES STEMS LEAVES

2 8, 4,5, 4, 8, 8, 2, 9, 8, 5, 5 2 2, 4, 4, 5, 5, 5, 8, 8, 8, 8, 9
3 2,0, 5, 7,6, 5, 3 0, 2, 5, 5, 6, 7
4 2, 4, 3,5, 4, 4 4 2, 3, 4, 4, 5, 6
5 1, 0 5 1, 0

Ungrouped frequency distribution table

Table No. 1
Ages of 25 Employees in a Supermarket
Ages Frequency
22 1
24 2
25 3
28 4
29 1
30 1
32 1 Note: You may first form an
35 2 array or a stem-leaf plot so
36 1 that it would be easier to
37 1 construct the frequency
42 1 distribution table.
43 1
44 2
45 1
46 1
50 1
51 1
25
Interpretation of the data may be made in this way.

The table shows that of the twenty-five employees of the supermarket, the
youngest is twenty-two years old while the oldest is fifty-one years old. Most of the
employees are in their twenties, six are in their thirties and their forties, and only two
are in their fifties.

Frequency Distribution for Grouped Data

Let us now learn how to organize grouped data. A frequency distribution table
is used to organize this kind of data. The data are sorted into groups or classes. The
frequency distribution table shows the number of occurrences of the data in the
different classes.

Example of a frequency distribution table:

Table No 2
Scores of a Sample of 40 Students in a Biology Test

Class Number Class

Class
Intervals of Boundaries
Marks
(Scores) Students Always write the table number
(𝑋𝑋𝑖𝑖 )
LL-UL (f) LB - UB and the table title so that the
17-21 2 16.5 - 21.5 19 reader would know what the
22-26 5 21.5 - 26.5 24 data is about. The class size
27-31 8 26.5 – 31.5 29 and the total number of
32-36 12 31.5 – 36.5 34 frequencies must also be
37-41 7 36.5 – 41.5 39 written after the last class
42-46 5 41.5 – 46.5 44 interval.
47-51 1 46.5 – 51.5 49
c=5 n=40

You have to remember the definition of the following terms that are found in
the frequency distribution table:

Class interval refers to the grouping bounded by the lower limit (LL) and upper limit
(UL).
Class size (c) is the length or width of the class.
Class frequency (f) is the number of observations falling within a class interval.
Class boundaries refer to the true boundaries (true limits) of a class interval
 Class
Intervals In this example, 17-21 is the first class interval
(Scores) where 17 is the lower limit and 21 is the upper
17-21 limit. The lower limit of the first class interval is
17+5 22-26 21+5 usually the lowest value in the data. The upper
limit 21 was obtained by counting 5 units (since
22+5 27-31 26+5
c=5) starting from the lower limit 17 (17, 18, 19,
27+5 32-36 31+5
20, 21). To get the succeeding lower limits, just
32+5 37-41 36+5
add 5 which is the class size. Do the same for the
37+5 42-46 41+5 upper limits.
42+5 47-51 46+5
c=5

The table shows that there were 2 students

Class Number Class
who scored between 17 and 21 while 5
Intervals of Boundaries
students got scores between 22 and 26.
(Scores) Students (LCB –
(f) UCB) The lower class boundaries are obtained
17-21 2 16.5 - 21.5 * by subtracting 0.5 from the lower limits. The
22-26 5 21.5 - 26.5 upper class boundaries are obtained by
adding 0.5 to the upper limits.
*17-0.5=16.5

*21+0.5=21.5

Class mark or class midpoint refers to the representative of the class interval.

𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙=𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢 17+21

Class mark = = = 19
2 2

Note: If the class size is an odd number, the

class mark is the middle value (17, 18, 19, 20, 21). If
Class Number the class size is an even number, the class mark is
Intervals of Class Mark the average of the two middle values. For example,
(Scores) Students 𝑋𝑋𝑖𝑖 for a class interval of 5-10, the class mark is (7+8)/2
(f) which is 7.5.
17-21 2 19 5, 6, 7, 8, 9, 10
22-26 5 24
Another way to get the succeeding class marks:
After getting the class mark of the first class
interval, just add to it the valueofc. For example, 19
+ 5 = 24 (the class mark of the 2nd class) and so on.
Constructing a Frequency Distribution Table

You have to follow the steps to construct a frequency distribution table. To show
you these steps, let us consider the test scores of 50 students in Statisticsrecorded as
follows:
Table 1
Test Score of 50 Students in Statistics
48 39 55 65 51
79 63 89 29 54
65 58 64 76 90
30 84 50 55 59
69 43 79 44 40
49 50 24 78 71
63 64 73 35 65
58 36 47 86 46
85 74 64 72 54
38 52 33 53 42

Step 1: Determine the Range (R) of the distribution. The range is equal to the
highest score minus the lowest score.

Range (R) = Highest Score - Lowest Score Formula

R = 90 - 24
R = 66

Step 2: Determine the class size by dividing the range by the desired number of
classes. (The number of classes must not be too few nor too many. Too many
class intervals may result in classes with zero frequencies.) Let us have ten
classes on this problem. In some cases, the class size is already given.

𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅 (if the class size is not

Class size or class width( c ) = (Formula)
numbe𝑟𝑟𝑜𝑜𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓
66 exact, round it off to the
c = = 6.6 ≈ 7 nearest whole number)
10

Step 3: Unless otherwise specified, always start the lowest class limit by the lowest
value of the given data (raw data). For the second lower limit, just add the
class size and then continue to add the class size to this lower limit to get the
rest of the lower limits. To get the first upper limit, subtract one (1) from the
second lower limit. For the second upper limit, just add the class size continue
to add the class size to this upper limit to get the rest of the upper limits.

Note: The last class interval should contain the highest value.

Constructing the Class Limits Resulting Class Limits/Class

Intervals
LL - UL
 Lower Limits (LL) Upper Limits (UL) Class
Intervals

2nd lower limit

lowest score 24 minus 1 30 24 - 30
(31 - 1)
LL + class size UL + class size
24 + 7 = (2nd lower 30 + 7 31 - 37
31 37
limit)
10
31 + 7 38 37 + 7 44 38 - 44
38 + 7 45 44 + 7 51 45 - 51 classes
45 + 7 52 51 + 7 58 52 - 58
52 + 7 59 58 + 7 65 59 - 65
59 + 7 66 65 + 7 72 66 - 72
66 + 7 73 72 + 7 79 73 - 79
73 + 7 80 79 + 7 86 80 - 86
80 + 7 87 87 + 7 93 87 - 93

Step 4: Determine the class boundaries by subtracting 0.5 from each of the lower
class limits and adding 0.5 to each of the upper class limits.

Constructing the Class Boundaries Resulting Class Boundaries

Lower Upper
Class Boundaries
Lower Limit Boundaries Upper Limit Boundaries
LB - UB
- 0.5 (LB) + 0.5 (UB)
24 - 0.5 23.5 30 + 0.5 30.5 23.5 – 30.5
31 - 0.5 30.5 37 + 0.5 37.5 30.5 – 37.5
38 - 0.5 37.5 44 + 0.5 44.5 37.5 – 44.5
45 - 0.5 44.5 51 + 0.5 51.5 44.5 – 51.5
52 - 0.5 51.5 58 + 0.5 58.5 51.5 – 58.5
59 - 0.5 58.5 65 + 0.5 65.5 58.5 – 65.5
66 - 0.5 65.5 72 + 0.5 72.5 65.5 – 72.5
73 - 0.5 72.5 79 + 0.5 79.5 72.5 – 79.5
80 - 0.5 79.5 86 + 0.5 86.5 79.5 – 86.5
87 - 0.5 86.5 93 + 0.5 93.5 86.5 – 93.5
Step 5: Calculate the class marks or class midpoints. It is the numerical location
of the center of the class and is computed as follows:

𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙(𝐿𝐿𝐿𝐿)+ 𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢 (𝑈𝑈𝑈𝑈)

Class mark or class midpoint(Xi ) = Formula
2

Class Midpoint Class

LL + UL LL + UL
2
Xi Midpoint
2
Xi
24 + 30 24 + 30
27 27
2 2
shortcut: 1st midpoint +
31 + 37
34 class size 34
2
27 + 7
38 + 44
41 34 + 7 41
2
45 + 51
48 OR 41 + 7 48
2
52 + 58
55 48 + 7 55
2
59 + 65
62 55 + 7 62
2
66 + 72
69 62 + 7 69
2
73 + 79
76 69 + 7 76
2
80 + 86
83 76 + 7 83
2
87 + 93
90 83 + 7 90
2
Step 6: Tally the data. Write the numerical equivalent of the tally on the column for
frequency. The best example of tallying the scores is counting the votes cast
in an election.
From table 1
Class Tally
Intervals (Test Scores)
LL- UL Tally f
First 2nd 3rd 4th 5th
Column Column Column Column Column
l l l
24 - 30 III 3
(30) (24) (29)
l l l
31 - 37 III 3
(36) (33) (35)
l lI l II
38 - 44 IIII-I 6
(38) (39),(43) (44) (40), (42)
lI l ll II
45 - 51 IIII-II 7
(48),(49) (50) (50),(47) (51), (46)
l ll l II II
52 - 58 IIII-III 8
(58) (52),(58) (55) (55), (53) (54), (54)
ll lI lI I II
59–65 IIII-IIII 9
(65, 63) (63),(64) (64),(64) (65) (59), (65)
l l I
66 - 72 III 3
(69) (72) (71)
l I lI Il
73 - 79 IIII-I 6
(79) (74) (79),(73) (76), (78)
l I I
80 - 86 III 3
(85) (84) (86)
I I
87 - 93 ll 2
(89) (90)

Applying the steps, table 2 shows how the frequency distribution table looks like.

Table No. 2
Frequency Distribution of the 50 Test Scores in Statistics
Class Class Class
Frequency
Intervals Boundaries Marks
f
LL - UL LB – UB Xi
24 - 30 23.5 - 30.5 27 3
31 – 37 30.5 - 37.5 34 3
38 – 44 37.5 - 44.5 41 6
45 – 51 44.5 - 51.5 48 7
52 – 58 51.5 - 58.5 55 8
59 – 65 58.5 - 65.5 62 9
66 – 72 65.5 - 72.5 69 3
73 – 79 72.5 - 79.5 76 6
80 – 86 79.5 - 86.5 83 3
87 - 93 86.5 - 93.5 90 2
c=7 n = 50
Now let us continue with the cumulative frequency distribution.

Cumulative Frequency Distribution

A cumulative frequency distribution can be constructed from a frequency

distribution by adding a column called "Cumulative Frequency." A cumulative
frequency refers to subtotals obtained from the successive additions of the
frequencies. This may be done in two ways:

1. The less than cumulative frequencies (<cf) refer to the frequencies

added successively from the lowest class interval to the highest class interval.

2. The greater than cumulative frequencies (>cf) refer to the frequencies

added successively from the highest class interval to the lowest class interval.

Illustration 1
(Data from Test Scores of 50 Students in Statistics)

Resulting "Less
Successive addition of Successive addition of than" and
frequencies from top to frequencies from "Greater than"
bottom bottom to top Cumulative
Frequencies
Greater Cumulative
Less Than Frequency
than
Frequency Cumulative Frequency
Cumulative f
f Frequency f <cf >cf
Frequency
(<cf)
(>cf)
3 3 3 47 + 3 50 3 3 50
3 3+3 6 3 44 + 3 47 3 6 47
6 6+6 12 6 38 + 6 44 6 12 44
7 12 + 7 19 7 31 + 7 38 7 19 38
8 19 + 8 27 8 23 + 8 31 8 27 31
9 27 + 9 36 9 15 + 9 23 9 36 23
3 36 + 3 39 3 11 + 3 14 3 39 14
6 39 + 6 45 6 5+6 11 6 45 11
3 45 + 3 48 3 2+3 5 3 48 5
2 48 + 2 50 2 2 2 50 2
n = 50 n = 50 n=50
Then let us proceed to make the table on cumulative percentage frequency.

Cumulative Percentage Frequency

Cumulative percentage frequency is another column in the frequency

distribution. It is obtained by dividing the cumulative frequency by the total number of
cases (n) then multiplying by 100. It shows the percentage of students falling below
or above (<cpf or >cpf) individual scores. The formula is:

𝑐𝑐𝑐𝑐 Formula
Cumulative Percentage Frequency (cpf) = 𝑥𝑥 100
𝑛𝑛

This is how to use the formula.

Illustration 2

Cumulative Percentage
Frequency Cumulative Frequency
Frequency
f
<cf >cf <cpf >cpf
3 50
3 3 50 𝑥𝑥100 = 6 𝑥𝑥100 = 100
50 50
6 48
3 6 48 𝑥𝑥100 = 12 𝑥𝑥100 = 96
50 50

Now our table looks like this with the addition of the column on cumulative
percentage frequency.
Table 3
Cumulative Percentage Distribution of 50 Test Scores in Statistics

Cumulative
Class Class Cumulative
Frequency Percentage
Intervals Boundaries Frequency
f Frequency
LL - UL LB - UB
<cf >cf <cpf >cpf
24 - 30 23.5 - 30.5 3 3 50 6 100
31 – 37 30.5 - 37.5 3 6 48 12 94
38 – 44 37.5 - 44.5 6 12 44 24 88
45 – 51 44.5 - 51.5 7 19 38 38 76
52 – 58 51.5 - 58.5 8 27 31 54 62
59 – 65 58.5 - 65.5 9 36 23 72 46
66 – 72 65.5 - 72.5 3 39 14 78 28
73 – 79 72.5 - 79.5 6 45 11 90 22
80 – 86 79.5 - 86.5 3 48 5 96 10
87 - 93 86.5 - 93.5 2 50 2 100 4
c=7 n= 50
This is how to interpret the cumulative frequency and the cumulative
percentage frequency.

Remember: Use the upper class boundaries in interpreting the <cf and
the <cpf. (lower than the upper class boundaries)
Use the lower class boundaries in interpreting the >cf and the
>cpf. (higher than the lower class boundaries)
The following is an example of an interpretation for the scores of the 50 students in
Statistics.

(For less than cumulative frequency and less than cumulative percentage frequency,
use the numbers colored yellow in the table.)

As seen in table 3, of the 50 students who took the test in Statistics, three
(3) students scored lower than 30.5 while six (6) students scored lower than 37.5.
Twenty-seven (27) or more than half of them, scored lower than 58.5. Moreover,
24% of the students scored lower than 44.5, while 78% scored lower than 72.5.

(For greater than cumulative frequency and greater than cumulative percentage
frequency, use the numbers colored green in the table.)

Of the 50 students who took the test in Statistics, thirty-eight (38)

students got scores higher than 44.5, while only two (2) students got scores
higher than 86.5. On the other hand, 62% of them scored higher than 51.5, while
only 10% got higher than 79.5.

Let us add one more column, this time on relative frequency.

Relative Frequency Distribution

A relative frequency distribution can be created from a frequency distribution by

adding a column called "Relative Frequency." A relative frequency is the ratio of the
individual frequency per class to the total number of cases (n) then multiplied by 100%.
The formula is:

𝑓𝑓 Formula
Relative Frequency (rf) = 𝑛𝑛 𝑥𝑥 100%

Resulting
Relative Frequency
Illustration No.3 Distribution of 50 Test
Scores in Statistics
Relative Relative
Frequency Frequency
Frequency Frequency
f f
(rf) (rf)
3 3 6
𝑥𝑥100% 6 3
50
3 3 6
𝑥𝑥100% 6 3
50

6 6 12
𝑥𝑥100% 12 6
50
7 14
8 16
9 18
3 6
6 12
3 6
2 4
n = 50 100%
Table 4 shows the addition of the column on Relative Frequency (RF).

Table 4
Cumulative Percentage and Relative Frequency Distribution of 50 Test Scores
in Statistics

Cumulative
Class Class Cumulative Relative
Frequency Percentage
Intervals Boundaries Frequency Frequency
f Frequency
LL – UL LB - UB (RF)
<cf >cf <cpf >cpf
24 – 30 23.5 - 30.5 3 3 50 6 100 6
31 – 37 30.5 - 37.5 3 6 48 12 94 6
38 – 44 37.5 - 44.5 6 12 44 24 88 12
45 – 51 44.5 - 51.5 7 19 38 38 76 14
52 – 58 51.5 - 58.5 8 27 31 54 62 16
59 – 65 58.5 - 65.5 9 36 23 72 46 18
66 – 72 65.5 - 72.5 3 39 14 78 28 6
73 – 79 72.5 - 79.5 6 45 11 90 22 12
80 – 86 79.5 - 86.5 3 48 5 96 10 6
87 – 93 86.5 - 93.5 2 50 2 100 4 4
c=7 n = 50 100%

This is how to interpret relative frequency.

As shown in the following example, of the fifty (50) students who took the
test in statistics, 6% got scores between 24 and 30, and another 6% scored
between 31 and 37. Most of the students, or 18%, scored between 59 and 65
while 16% got scores between 52 and 58.
 Activity
Organizing Data

Name: ______________________________ Score:________________________

Program/Year/Section: ______________ Date of Submission: ____________

Answer the following:

1. Twenty-five Grade 3 pupils were asked about their favorite Marvel superhero.
The top 2 marvel superhero from the poll will be drawn to the wall of the
classroom. The responses of the pupils were documented below.
Iron Man Spiderman Captain Thor Thor
America
Hulk Hulk Spiderman Thor Spiderman
Captain Iron Man Spiderman Captain Captain
America America America
Iron Man Thor Iron Man Spiderman Spiderman
Iron Man Captain Captain Captain Hulk
America America America

Organize the data by making a frequency distribution table to answer the

following questions:
a. How many pupils like Ironman?
b. What superhero character receives the least vote?
c. What percent of the pupils have voted for Spiderman as their favorite?
d. Who among the superhero has received the most significant number of
votes?
e. Who are the two superheroes who won the poll?

Superhero No. of votes

 2. The following are the ages of 50 randomly selected females who were asked
about their ages when they had their first child. Organize the following data by
completing the table given below.

20 21 16 19 21 21 24 23 22 29
15 25 18 16 27 26 22 23 25 32
17 15 21 18 24 35 19 25 24 36
28 20 31 25 32 20 27 28 24 23
23 24 24 26 26 27 26 25 24 28

Class f Class Xi RF % <cf >cf <cf % >cf %

Intervals Boundaries

c=
 Lesson Check-Up Test
Organizing Data

Student Name: ________________________ Score: ___________________

(Surname, First Name, MI)
Program/Year/Section: ____________ Descriptive Rating: __________
Date Accomplished: ______________ Instructor: _________________

Time Allotment: 1.5 hours Time Started: ________ Time Finished: _________

Direction: Write the letter of the correct answer on the space provided before each
number.

______ 1. Which of the following is best to employ when arranging

grouped data?
a. Array b. Frequency
Distribution Table
c. Stem-leaf Plot d. Graph

______ 2. Which of the following shows the percentage captured by

each class groupings?
a. Frequency Distribution Table
b. Less than Cumulative Frequency Table
c. Relative Frequency Distribution Table
d. Greater than Cumulative Frequency Table

______ 3. It refers to the width of every class groupings.

a. Class Size b. Class Mark
c. Sample Size d. Class Boundaries

______ 4. Which of the following refers to sorting of data through

separating the number into two parts?
a. Array b. Frequency
Distribution Table
c. Stem-leaf Plot d. Graphical Method

______ 5. It refers to the groupings of numerical data in the frequency

distribution table.
a. Class Mark b. Class Frequency
c. Class Interval d. Class Size

______ 6. It is known to be the process of arranging numerical from

highest to lowest with indicating the number of occurrences
of the different values of the variable.
a. Cumulative Frequency Distribution
b. Grouped Frequency Distribution
c. Ungrouped Frequency Distribution
d. Stem-Leaf Plot

______ 7. Which of the following is best to use as a reference when

analyzing cumulative frequency?
a. Class Boundaries b. Class Frequency
c. Class Interval d. Class Mark
______ 8. When doing the less than cumulative frequency table, the
successive addition should start at
a. Highest Class Interval b. Lowest Frequency
c. Highest Frequency d. Highest Class
Interval

______ 9. If you need one representative from each class interval,

which of the following is needed to use?
a. Class Size b. Upper Limit
c. Lower limit d. Class Mark

______ 10. It refers to the distance of the highest score from the lowest
score.
a. Range b. Upper Class
Boundaries
c. Upper Limit d. Lower Class
Boundaries

______ 11. Which of the following shows the right way of computing the
class marks?
a. Add the lower limit and upper limit of each class
interval.
b. Subtract each lower limit from their respective upper
limit.
c. Choose any number within each class interval.
d. Add each lower limit to their respective upper limit
then divide the sum by 2.

______ 12. Which of the following is NOT true when constructing class
intervals?
a. There must be one and only one size to be used for
every class interval.
b. It should be bounded by the upper limit and lower
limit.
c. The class size to be used must be determined first
before constructing class intervals.
d. Class size can be calculated by subtracting the
lower limit from its upper limit.

13 - 16 Below are the ages of ten people diagnosed with diabetes

at a young age.

10, 12, 13, 15, 7, 11, 17, 15, 14, 15

______ 13. What is the youngest of these ten people?

a. 10 b. 13
c. 7 d. 14

______ 14. What is the range of the ages of these ten people?
a. 8 b. 7
c. 9 d. 10
______ 15. How many had diagnosed with diabetes at the age below
15?
a. 5 b. 4
c. 9 d. 6

______ 16. What percentage of the ten people who were diagnosed at
the age of 15 and above?
a. 20% b. 50%
c. 40% d. 10%

______ 17. Which of the following is the process of arranging data

according to its magnitude?
a. Stem-leaf Plot b. Textual Method
c. Tabular method d. Array

18-20 The table shows the responses of randomly selected

students about their most preferred gadgets to be used for
online learning.

Gadget No. of
Response
Cellphone 8
Tablet/Ipad 12
Laptop 24
Desktop 6

______ 18. What is the total number of respondents?

a. 40 b. 60
c. 30 d. 50

______ 19. What part of the respondents is most preferred to use a

cellphone?
a. 20% b. 16%
c. 24% d. 32%

______ 20. Which of the following is TRUE?

a. 24% of the randomly selected students prefer to use
a cellphone for online learning.
b. 60% of the randomly selected students prefer to use
laptops and desktop for online learning.
c. 12% of the randomly selected students prefer to use
laptops for online learning.
d. 48% of the randomly selected students prefer to use
a desktop for online learning.
 21-30 Table I. Distribution of Number of Hours (in a week)
Worked by Employees at San Pedro Manufacturing Plant
NO. OF RELATIVE
HOURS <CF >CF <CF% >CF%
WORKERS FREQUENCIES
36-40 8 9% 8 90 9% 100%
41-45 16 18% 24 82 27% 91%
46-50 36 40% 60 66 67% 73%
51-55 18 20% 78 30 87% 33%
56-60 12 13% 90 12 100% 13%

______ 21. What is the sample size?

a. 80 b. 85
c. 89 d. 90

______ 22. What is the class size?

a. 5 b. 3
c. 4 d. 2

______ 23. Which the following contains 40% of the total sample?
a. 56-60 b. 46-50
c. 41-45 d. 51-55

______ 24. What is the class mark of the third class interval?
a. 38 b. 43
c. 48 d. 53

______ 25. How many employees worked more than 50 hours?

a. 82 b. 66
c. 30 d. 12

______ 26. What is the lower limit of the last class interval?
a. 56 b. 51
c. 46 d. 41

______ 27. What part of the employees scored from 51 to 55?

a. 40% b. 20%
c. 33% d. 87%

______ 28. If the minimum number of hours for work is 45, what part of
the employees worked overtime?
a. 91% b. 73%
c. 33% d. 13%

______ 29. What is the upper class boundary of the second class
interval?
a. 55.5 b. 50.5
c. 45.5 d. 40.5
______ 30. Which among the following best describes the highlighted
cell?
a. 67% of the employees worked at most 50 hours.
b. 67% of the employees worked exceeding 50.5.
c. 67% of the employees worked for less than 46 hours.
d. 67% of the employees worked from 46 to 50 hours.

31-40 Table II. The frequency table shows the weight loss in
pounds of people who took the detoxifying program for 60
days.

Class f <cf >cf

Interval
2–4 5 5 50
5-7 7 12 45
8 - 10 6 18 38
11 - 13 14 32 32
14 - 16 11 43 18
17 - 19 3 46 7
20 - Above 4 50 4

______ 31. What is the total number of people who took the detoxifying
program? Which among these statements is true?
a. The lowest amount of hours existing in the table is 40
hours.
b. The highest amount of hours existing in the table is
56 hours.
c. The class interval with the highest frequency is 46 -
50 hours.
d. The class interval with the lowest frequency is 41 -
45 hours.

______ 32. How many lost 8-10 pounds of weight?

a. 6 b. 14
c. 7 d. 3
e.
______ 33. Which statement describes the class interval 14-16?
a. 46-50 is the fifth class interval.
b. The majority of the people who took the detoxifying
program lost 14-16 lbs.
c. 18% of the people who took the detoxifying program
lost 14-16 lbs.
d. 13.5-16.5 is its class boundary.

______ 34. Which does not describe 7 in the frequency column?

a. Seven is fourteen percent the total number of people
who took the detoxifying program.
b. Seven people lost 5-7 lbs in 60 days of taking the
detoxifying program.
c. Five to seven people lost 7 lbs in 60 of taking the
detoxifying program.
d. Seven is the class frequency of the class interval 5-7.
______ 35. Which among the following is not true?
a. Fourteen people successfully lost 11-13 lbs in 60
days of taking the detoxifying program.
b. Twelve percent of people who took the detoxifying
program lost 8-10 lbs.
c. Forty-three people who took the detoxifying program
lost 16lbs or less in 60 days.
d. Twelve people who took the detoxifying program
loses less than 5 lbs in 60 days.

______ 36. Which class interval has the greatest number of

frequencies?
a. 8 - 10 b. 14-16
c. 11-13 d. 20 and above

______ 37. Which of the class intervals is considered open-ended?

a. 20 and above b. 11-13
c. 2-4 d. 14-16

______ 38. Which of the following is the class representative of 11-13?

a. 12 b. 13
c. 11 d. 11.5

______ 39. How many people lost more than 7 lbs?

a. 45 b. 38
c. 18 d. 11

______ 40. How many lost less than 14 lbs?

a. 32 b. 43
c. 18 d. 11