Republic of the Philippines

CENTRAL PHILIPPINES STATE UNIVERSITY

Kabankalan City, Negros Occidental

College of Arts and Sciences

Mathematics and Statistics Division
DATA MANAGEMENT
ACTIVITY SHEET
GEC 4 – MATHEMATICS IN THE MODERN WORLD

___________________________________________________ ___________________
Surname First Name MI Score/Equivalent

________________ ________________ ___________________

Course/Year/Section Student ID Number Date

General Instruction: Read carefully and follow the specific instruction. Avoid any form of erasure.
Final Answers with erasures will be mark incorrect. Round off your final answer to two decimal places.
In showing your solution follow the format: formula (1 point); substitution of the given (1 point); and
final answer (1 point). Long bond papers are allowed if needed for writing your solution. Always show
your solution. (1 point for each item)

INTRODUCTION TO DATA MANAGEMENT

I. Matching Type. Write the CAPITAL letter of your choice before the number ON THE SPACE
PROVIDED. Write NA in cases that there is no correct answer on the choices given.

_I_1. Raw Data A. The upper and lower values of a class for group frequency
distribution whose values has additional decimal place more than
the class limits and end with the digit 5.
_G_2. Range B. The point halfway between the class limits of each class and is
representative of the data within that class.

_E_3. Frequency C. The highest and lowest values describing a class.

Distribution

_C_4. Class Limits D. The sum of the frequencies accumulated up to the upper
boundary of a class in a frequency distribution.

_A_5. Class Boundaries E. The organization of data in a tabular form, using mutually
(CB) exclusive classes showing the number of observations in each.

_J_6. Interval (i) F. Obtained by multiplying the relative frequency distribution.

_H_7. Frequency (f) G. The difference of the highest value and the lowest value in a
distribution.

_F_8.Percentage H. The number of values in a specific class of a frequency

distribution.

_D_9. Cumulative frequency I. The data collected in original form.

(cf)
_B_10. Midpoint J. The distance between the class lower boundary and the class
upper boundary and it is denoted by the symbols i.

II. Construct a frequency distribution table.

A. Ages of 100 Residents of Purok Lucay, Barangay Camingawan, City of Kabankalan, Negros
Occidental.
29 26 24 23 20 20 18 18 17 14
29 26 24 22 20 20 18 18 17 14
28 26 24 22 20 19 18 17 16 14
28 25 24 22 20 19 18 17 16 14
27 25 24 22 20 19 18 17 16 14
27 25 23 21 20 19 18 17 16 13
27 25 23 21 20 19 18 17 15 12
27 25 23 21 20 19 18 17 15 12
27 25 23 21 20 19 18 17 15 12
26 24 23 21 20 18 18 17 15 12

Frequency Distribution of Ages of 100 Residents of Purok Lucay, Barangay Camingawan, City of
Kabankalan, Negros Occidental.
Class
Class Interval (CI) Tally Marks (X)
Frequency (f)
27-29 IIIII IIII 9 28
24-26 IIIII IIIII IIIII I 16 25
21-23 IIIII IIIII IIIII 15 22
18-20 IIIII IIIII IIIII IIIII IIIII IIIII II 32 19
15-17 IIIII IIIII IIIII III 18 16
12-14 IIIII IIIII 10 13
Ʃf =100

B. Enumerate the different steps in the construction of the frequency distribution. Write your
answer at the back part of the paper. (10 points)

1. Solve for the range (R)

2. Determine the class width or class interval: Divide R by the desired number of classes (usually
between 5 – 20). For uniformity in solution, divide R by Square root of N.
3. Determine the lowest class limit. For uniformity in solution, use the lowest value in the data
set, if it is a multiple of the class interval; if not use the next lower multiple of the class
interval.
4. Determine the class frequency for each class interval by referring to the tally column.
5. Compute for the class mark by adding the lower and upper limits of the class interval, then
dividing the sum by the value of the corresponding interval.

MEASURES OF CENTRAL TENDENCY

III. Calculate the average length of service in years of 50 employees of CPSU. Highlight the MEAN
CLASS. Show your solution on the space provided.
Length of Number of Class Midpoint
(fX) Deviation (d) fd
Service (CL) Employees (f) (X)
1-5 5 3 15 -3 -15
6-10 7 8 56 -2 -14
11-15 12 13 156 -1 -12
16-20 13 18 234 0 0
21-25 6 23 138 1 6
26-30 4 28 112 2 8
 31-35 3 33 99 3 9
n = 50 ƩfX =810 Ʃfd =-18
Long Method (5 points)

ƩfX 810
Mean = = =16.20
n 50

Short Method (5 points). Where: Xl = assumed mean

Ʃfd
Mean = Xl + ( ) i = 18 + (-18/50)5 =16.20
n

IV. Calculate the median length of service in years of 50 employees of CPSU. Highlight the MEDIAN
CLASS.
Number of Employees
Length of Service (CL) CB <cf
(f)
1-5 5 0.5 – 5.5 5
6-10 7 5.5 – 10.5 12
11-15 12 10.5 – 15.5 24
16-20 13 15.5 – 20.5 37
21-25 6 20.5 – 25.5 43
26-30 4 25.5 – 30.5 47
31-35 3 30.5 – 35.5 50
n = 50

n
−𝐹
Median = L + ( 2
) i = 15.5 + ( (50/2 – 24)/13 )5 = 15.88
f
Where: L = exact lower limit
F = Less than or equal to cumulative frequency preceding the median class
f = Frequency of the median class

V. Calculate the Mode length of service in years of 50 employees of CPSU. Highlight the MODAL
CLASS.
Length of Service (CL) Number of Employees (f) CB
1-5 5 0.5 – 5.5
6-10 7 5.5 – 10.5
11-15 12 10.5 – 15.5
16-20 13 15.5 – 20.5
21-25 6 20.5 – 25.5
26-30 4 25.5 – 30.5
31-35 3 30.5 – 35.5
n = 50
d1
Mode = LMo + ( ) i = 15.5 + (1/1+7)5 = 15.88
d1+ d2
Where: LMo = exact lower limit of the modal class
d1 = difference between the frequency of the modal class and the frequency of the class next lower in value
d2 = difference between the frequency of the modal class and the frequency of the class next higher in value.

MEASURES OF DISPERSION
VI. Find the range, the standard deviation, and the variance of the given sample data in an Algebra
quiz: 18, 20, 22,15, 16, 12, 17, 21, 10, 19.
Scores (x) Deviation from the mean (d) d2
18 1 1
 20 3 9
22 5 25
15 -2 4
16 -1 1
12 -5 25
17 0 0
21 4 16
10 -7 49
19 2 4
Ʃx = 170 Ʃd2 = 134
ƩX 170 Ʃd2 134
Mean = = = 17 Standard Deviation = √ n = √ = 3.66
n 10 10

MEASURES OF RELATIVE POSITION

VII. The following are the scores of 10 students in 20-item test: 18, 15, 12, 6, 8, 2, 3, 5, 20, 10.

Arrange the data from lowest to highest as follows:

Rank 1 2 3 4 5 6 7 8 9 10
Score 2 3 5 6 8 10 12 15 18 20

a. What is the percentile rank of 10?

=((5+0.5)/10) 100= 55th PERCENTILE

b. What is the percentile rank of 6?

c. Find the percentile 65.

12

d. Find decile 4.

e. Find decile 7.

f. Find quartile 1.
 g. Find quartile 3

Refer to percentile rank on pages 53-56 of alicia a balagapo. Stat.

PROBABILITY AND NORMAL DISTRIBUTION

A soft-drink machine is regulated so that it discharges an average of 200 mL per cup. If the amount
of drink is normally distributed with a standard deviation equal to 15 mL, answer the following:
a. What fraction of the cups will contain more than 224 mL?
b. What is the probability that a cup contains between 191 and 209 mL?

c. How many cups will likely overflow if 230-mL cups are used for the next 1000 drinks?

d. Below what value do we get the smallest 25% of the drinks?

Refer to pages142-144 of Alicia stat.

HYPOTHESIS TESTING
Steps to be followed for testing a hypothesis:
1. The Null Hypothesis (Ho).
2. The Alternative Hypothesis (Ha).
3. The Appropriate Test Statistics.
4. Computation
5. Critical Region/Decision Rule
6. Conclusion

A breeder of rabbits claims that he can breed rabbits yielding a mean of greater than 56 ounces. Suppose the standard
deviation (δ) is known to be 3.5 ounces. A random sample of twenty-five rabbits had a mean weight of 59.2 ounces. At the 5
percent level of significance, is the breeder’s claim justified.

Solution:
1. The Null Hypothesis.
μ = 56

2. The Alternative Hypothesis.

μ > 56

3. The Appropriate Test Statistics:

4. Computation: Z=4.56
5. Critical Region/Decision Rule: Z<-Za : WHERE Za =Z0.05
6. Conclusion: REJECT Ho.: u>1.645

LINEAR REGRESSION AND CORRELATION

1. Find the equation of the least-squares line for the ordered pairs of the table below. Show your
solution at the back.
Adult Men
Stride Length (m) 2.5 3.0 3.3 3.5 3.8 4.0 4.2 4.5
Speed (m/s) 3.4 4.9 5.5 6.6 7.0 7.7 8.3 8.7
 2. Use the equation of the Least-Squares Line to predict the average speed of the adult man for
each of the following stride lengths. Round your results to the nearest tenth of a meter per
second.
a. 2.8 m b. 4.8 m

Math Escursions pages 850-853

 CHI-SQUARE

 One sample/one way Chi-square

Sixty three CPSU students reading for various Master degree programmes were asked to choose days
to present their seminar papers so as to be booked for the use of multimedia projectors on one of
three days. Thirty-two preferred the third day, 27 preferred the second day while only four preferred
the first day. Is there a significant difference in the distribution of the students among the three
days?

Formula:
2

O  E  2

X E

Where: O = Observed frequencies

E = Expected frequencies

Calculation
Compute degrees of freedom so as to determine whether there is need to use Yates’ correction so as to be in
consistence with assumptions 5.

df = k- 1
= 3-1

= 2

Therefore we apply the formula:

2

O  E  2

X E

1. Remember the expected value is the theoretical distribution of frequencies. Thus to find E, simply divide
the number of participants (N = 63) by the number of categories (3).

2. Compute,
2

O  E  2

for each of the categories

X E
3. Set up a computational table to record the values as follows:
X2 computational table

Category O E (O-E)2/E

First day 4 21 13.76

Second day 27 21 1.71

Last day 32 21 3.85

 63 63 19.32

X2 = 13.76 + 1.71 + 3.85

= 19.32
Our df is 2.
At the .05 level, the critical value is 5.99. If the observed value of X2 is greater than the critical value, reject the null
hypothesis. In this case we reject the null hypothesis.

X2 summary table of results

Computed value for X2 X2 = 19.32

Degree of freedom df = 2

Significance level p = 0.05

Critical value for X2 X2 = 5.99

Region for rejection Values of X2 which are equal to, or greater

than,5.99

We can conclude that there is a significant difference in the preference of days by the CPSU students reading for various
Masters degree programmes.

 Two-sample and more than two sample Chi-square

Suppose there are 98 students in a Statistics class. Seventy of these are females. If 40 female
students passed, compared to 20 male students passing statistics, will there be any significant sex
difference?

Calculation

Pass Fail Total

Females 40 30 70

Males 20 8 28

Totals 60 38 98

df = (r-1)(c-1)

Where r = number of rows

c = number of columns

Thus df = (2-1)(2-1)

= (1)(1)

= 1

2

O  E  0.5 2

df = 1: Thus we use the formula: X E

X2 computational table

O
E O  E  0.5
O  E  0.5 2

20 17.143 2.357 0.324

40 42.857 2.357 0.130

30 27.143 2.357 0.205

8 10.857 2.357 0.512

 98 98.000 9.428 1.171

X2 = 1.171

X2 summary table of results

Computed value for X2 X2 = 1.171

Degree of freedom df = 1

Significance level p = 0.05

Critical value for X2 X2 = 3.84

Region for rejection Values of X2 which are equal to, or greater

than, 3.84

As the X2obtained (1.171) is less than the critical value (3.84), we fail to reject the null hypothesis.

We conclude that there is no significant sex difference in student’ performance in Statistics.

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