STATISTICS

Quarter 2 – Module 1:
 PRESENTATION OF DATA

TEXTUAL METHOD
AND TABULAR
METHOD
At the end of the lesson, the students
are able:
• classify data
• determine the different methods of presenting data
• make an interpretation based on the data
• make a Frequency Distribution Table for
ungrouped and grouped data
• analyze and interpret different graphs
LESSON
OUTLINE
1. Classification of Data

2. Textual Method

3. Tabular Method for Ungrouped Data

4. Tabular Method for Grouped Data

 CLASSIFICATION OF DATA
 UNGROUPED DATA
- data that are not either organized, or if
arranged, could only be from lowest to highest, or
highest to lowest.

 GROUPED DATA
- data that are organized and arranged into
different classes or categories.

Data can be presented in 3 forms:

 Textual Method
 Tabular Method
 Graphical Method
 TEXTUAL METHOD
• Paragraph form
• This involves enumerating the important characteristics,
giving emphasis on significant figures, and identifying
important features of the data

Below are the TEST SCORES of 25 students in Statistics exam out of 40 items.

25 35 28 32 30 17 21 27 29 34
21 20 19 39 22 18 22 28 29 34
27 28 35 34 34 19 23 28 30 35
29 30 28 18 29 19 23 28 30 35
 TEXTUAL METHOD
Below are the TEST SCORES of 25 students in Statistics exam out of 40 items.

25 35 28 32 30 17 21 27 29 34
21 20 19 39 22 18 22 28 29 34
27 28 35 34 34 19 23 28 30 35
29 30 28 18 29 19 23 28 30 35
23 29 23 17 19 20 25 29 32 39
The highest score obtained in Statistics exam is 39 and the lowest score is 17. Five students
got a score of 20 and below. 8 students who got a score of 30 and above.
STEM-AND-LEAF PLOT
• It involves separating a number into two parts. In a
two – digit number, the stem consists of the first digit,
and the leaf consists of the second digit.

Below are the TEST SCORES of 25 students in Statistics exam out of 40 items.

17 21 27 29 34
18 22 28 29 34
19 23 28 30 35
19 23 28 30 35
20 25 29 32 39
 EXERCISES
A: TEXTUAL METHOD
 The scores of 30 students in Mathematics exam out of 40 items.
23 34 21 35 35 12 11 9 10 17
27 38 39 12 17 15 36 25 23 29
34 10 9 8 23 39 17 16 10 34

B: STEM – AND – LEAF PLOT

 The scores of 30 students in an entrance examination.

45 34 65 56 32
67 69 41 32 45
43 53 52 33 39
32 30 40 50 68
49 58 57 32 37
TABULAR METHOD
• It is a systematic Parts of a Tabular Presentation
and logical
arrangement of
data in the form of
rows and columns
with respect to the
characteristics of
data.
STEM-AND-LEAF PLOT
• It involves separating a number into two parts. In a
two – digit number, the stem consists of the first digit,
and the leaf consists of the second digit.

Below are the TEST SCORES of 25 students in Statistics exam out of 40 items.

17 21 27 29 34
18 22 28 29 34
19 23 28 30 35
19 23 28 30 35
20 25 29 32 39
 FREQUENCY DISTRIBUTION TABLE
• It is a table which shows the data are arranged from
lowest to highest only and also shows the frequency of
occurrence of each value in a set.

Frequency Distribution Table for Ungrouped Data

• Tabular presentation of data where the data are

arranged are arranged from lowest to highest only and also
shows the frequency of occurrence of each value in a set.
• It is used when the range of values is NOT TOO WIDE.
• It is only consisted of two columns.
Make a Frequency Distribution Table of the ages of 20 students enrolled in Statistics
class in SFDSS.

12 13 12 14 15
14 13 12 14 13
13 13 15 14 12
12 13 15 16 13
 Parts of a Frequency Distribution Table for
Grouped Data
CLASS INTERVAL (c.i)
• a grouping or category defined by a lower limit and upper limit.

CLASS BOUNDARIES (CB)

• To get the lower class boundaries and upper class boundaries, we have
the following formulas:
Lower Class Boundary = Lower Limit – 0.5
Upper Class Boundary = Upper Limit + 0.5

CLASS MARK (x) FREQUENCY (f)

• the midpoints of the classes. • number of observations in
each class.
𝑳𝑳 + 𝑼𝑳
𝒙 𝒎=
2
 Parts of a Frequency Distribution Table for
Grouped Data
CLASS INTERVAL (c.i)
• a grouping or category defined by a lower limit and upper limit.

CLASS BOUNDARIES (CB)

• To get the lower class boundaries and upper class boundaries, we have
the following formulas:
Lower Class Boundary = Lower Limit – 0.5
Upper Class Boundary = Upper Limit + 0.5

CLASS MARK (x) FREQUENCY (f)

• the midpoints of the classes. • number of observations in
each class.
𝑳𝑳 + 𝑼𝑳
𝒙 𝒎=
2
 PROBABILITY SAMPLING
 Random Sampling
Selecting the members or elements of our sample using this
technique can be done in two ways: lottery method and the use of
table of random numbers.

EXAMPLE: A researcher writes the name of all the participants on a small sheet of paper,
put in a bowl, and pick randomly 5 participants to be part of the survey
 PROBABILITY SAMPLING
 SYSTEMATIC SAMPLING
numbering each subject of the population and selecting every nth
number.

EXAMPLE:
 A researcher chose the participants of his
study by selecting every 8th member of the
population.
 A researcher is doing a research work on the
student’s reaction to the newly implemented
curriculum in mathematics and interviewed
every 5th student entering the gate of the
school.
 PROBABILITY SAMPLING
 Stratified Sampling
• dividing a population into smaller groups – called strata.
• particularly useful in populations that can be stratified into groups
by gender, race, or geography.

EXAMPLE:
 A researcher interviewed people from each
barangay in the city of San Pedro for his
research on population.
 A teacher chose 5 boys and 5 girls to answer
the questions.
 PROBABILITY SAMPLING
 Cluster Sampling
• are randomly chosen
• select or draw the members of the sample by group and then we
select a sample of elements from each cluster.

EXAMPLE:
 A researcher randomly selected 15 barangays in a town for her study. She did this by writing the names of each

barangay on a piece of paper which she folded and put in a bowl then she draws 15 pieces of paper from the bowl.
 A researcher interviewed all the teachers in each of 15 randomly selected private schools in San Pedro, Laguna
 NON-PROBABILITY SAMPLING
 Convenience Sampling
• selecting a sample based on the availability of the member and/or
the proximity to the researcher.
• also known as accidental or grab sampling.

EXAMPLE:
• John conducted an online survey about the
mostly preferred presidential candidate
 NON-PROBABILITY SAMPLING
 Purposive Sampling
• called as judgmental or selective sampling.

• researcher chooses specific group of persons

EXAMPLE:
• The teacher chose the top 3 students of
the batch to represent the school in a
regional quiz bee.
 NON-PROBABILITY SAMPLING
 Snowball Sampling
• the researcher chooses a possible respondent for the study at hand.
Then, each respondent is asked to give recommendations or
referrals to other possible respondents.

EXAMPLE:
• Annie asked some respondents to suggest
other possible participants for the research
 NON-PROBABILITY SAMPLING
 Quota Sampling
• In this technique, the researcher starts by identifying quotas, which
are predefined control categories such as gender, age, education, or
religion..

EXAMPLE:
• The researcher asked 25
elementary pupils, 50 junior high
school students, 25 senior high
schools on certain research.
 Transforming Summation Notation to
Expanded Form and Vice – Versa
If the summation notation consists of many terms to be added, we use
ellipsis (…). Write the first three terms before using the ellipsis.

Examples:

𝟐𝟓

∑ 𝟓 𝒙 𝒊=𝟓 𝒙 𝟓+𝟓 𝒙 𝟔 +𝟓 𝒙𝟕 +…+𝟓 𝒙𝟐𝟓

𝒊=𝟓
 Transforming Summation Notation to
Expanded Form and Vice – Versa
Transforming Expanded Form to Summation Notation
𝟑
( 𝒙 𝟏 + 𝒚 𝟏 ) + ( 𝒙𝟐 + 𝒚 𝟐 ) + ( 𝒙𝟑 + 𝒚 𝟑 ) ∑ ( 𝒙 𝒊+ 𝒚 𝒊 )
𝒊=𝟏

( 𝒛 𝟓+ 𝟑 ) + ( 𝒛 𝟔 +𝟑 ) + ( 𝒛 𝟕 +𝟑 ) ∑ ( 𝒛 𝒊 +𝟑 )
𝒊=𝟓
 Transforming Summation Notation to
Expanded Form and Vice – Versa
Transforming Expanded Form to Summation Notation
𝟓𝟎
𝒙 𝟓 + 𝒙 𝟔 + 𝒙 𝟕 + …+ 𝒙 𝟓𝟎
∑ 𝒙𝒊
𝒊=𝟓

𝟏𝟎𝟎
𝟓 𝒙 𝟏 +𝟓 𝒙 𝟐+ 𝟓 𝒙 𝟑 +…+ 𝟓 𝒙 𝟏𝟎𝟎 ∑ 𝟓 𝒙𝒊
𝒊=𝟏
STATISTICS
Quarter 1 – Module 3: