Too Many Numbers!

: A Speed Challenge

The class will be divided into groups. A representative of each group will come
in front. All representative will have a race to solve for the quartile asked
as fast as they can. The first correct answer will win and have 5 points while
the other next one to finish and get the correct answer will have lesser
points in each place.
Too Many Numbers!: A Speed Challenge

Solve for Q3.

Too Many Numbers!: A Speed Challenge

The answer is…

Q3 = 12
In our activity, how many values
do we have in our data?
 If you are given two set of
ungrouped data, one has 10 test
scores, while the other one has
50 test scores, which list is
easier to organize and analyze?
Why?
 What challenges arise
when working with a large
dataset?
What could we do to make
the large dataset easier to
work with?
FOR GROUPED DATA
 Learning Objectives
• Illustrate the measures of position: quartiles, deciles, and
percentiles for grouped data;
• Calculate a specified measures of position (quartile, decile,
percentile) of grouped data; and
• Solve problems involving measures of position of grouped
data.
 Frequency Distribution Table
A tabular presentation of quantitative data grouped into
numerical intervals called classes or class intervals together
with the number of observations in each class called the
frequency.
 Example:
The following data are the numbers of reactions received by the students on their
Facebook cover photo. Make a grouped frequency distribution table.

To construct a frequency distribution table, follow the following steps.

STEP 1: Determine the range. Range is the difference between the highest and the lowest
values in the set of data.

����� = ���ℎ��� ����� − ������ �����

����� = 50 − 12
����� = 38
 Example:

STEP 2: Decide the approximate number of classes, K, in which the data are to be grouped.
The ideal number of classes is from 5 to 20. You may also use the following formula.
� = �, �ℎ��� � �� �ℎ� ����� ������ �� ������������
Hence,
�= �

� = 30
� ≈ 5.48
≈5
(Round off to the nearest integer.)
 Example:

STEP 3: Solve for the class width, �, by dividing the range by the number of classes and round
it to the nearest odd integer.

����� = 38 �����
�=
�=5 �
38
�=
5
� ≈ 7.6 ≈ 7
(Round to the nearest odd integer)
(This will assure that the class marks or midpoints are integer rather than mixed
numbers)
 Example:

STEP 4: Start making the frequency distribution table by completing the first column (class
interval). Since 12 is the lowest value, it will be the first lower integral limit. To get the
upper first limit, add � − 1 to the lower limit.
 Example:

STEP 5: Fill in the frequency of each interval. The frequency is the number of observations
within the class interval. We do this by counting the number of observations in the class
interval from the given data set.
 Example:

STEP 6: Complete the lower-class boundary of each class interval. The lower-class boundary
is found by subtracting 0.5 units from the lower-class integral limit.
 Example:

STEP 7: Fill in the column for less cumulative frequency. The cumulative frequency means
summing up the consecutive frequencies.
 Let’s Try!
The following are the number of professors visited to Jerry’s Bookstore during the
previous week.

38 40 41 45 48 50 50 51 51 52
52 53 54 55 55 55 56 56 57 59
59 62 62 62 63 64 65 66 66 67
Create a frequency distribution table using the given data.
 Let’s Try!
The following are the number of professors visited to Jerry’s Bookstore during the
previous week.

38 40 41 45 48 50 50 51 51 52
52 53 54 55 55 55 56 56 57 59
59 62 62 62 63 64 65 66 66 67
Step 1: Determine the range.

����� = ���ℎ��� ����� − ������ �����

����� = 67 − 38
����� = 29
 Let’s Try!
The following are the number of professors visited to Jerry’s Bookstore during the
previous week.

38 40 41 45 48 48 50 50 51 51 52
52 53 54 55 55 55 56 56 57 59 59
59 62 62 62 63 64 65 66 66 67 67
Step 2: Approximate number of classes to be grouped.

�= �
� = 33
� ≈ 5.74 ≈ 6
 Let’s Try!
The following are the number of professors visited to Jerry’s Bookstore during the
previous week.

38 40 41 45 48 48 50 50 51 51 52
52 53 54 55 55 55 56 56 57 59 59
59 62 62 62 63 64 65 66 66 67 67
Step 3: Solve for the class width, �.

����� = 29 �����
�=
�=6 �
29
�=
6
� ≈ 4.83 ≈ 5
 Let’s Try!
The following are the number of professors visited to Jerry’s Bookstore during the
previous week.

38 40 41 45 48 48 50 50 51 51 52
52 53 54 55 55 55 56 56 57 59 59
59 62 62 62 63 64 65 66 66 67 67
Step 4: Start making the frequency distribution table.
 Let’s Try!
The following are the number of professors visited to Jerry’s Bookstore during the
previous week.

38 40 41 45 48 48 50 50 51 51 52
52 53 54 55 55 55 56 56 57 59 59
59 62 62 62 63 64 65 66 66 67 67
Step 5: Fill in the frequency of each class intervals.
 Let’s Try!
The following are the number of professors visited to Jerry’s Bookstore during the
previous week.

38 40 41 45 48 48 50 50 51 51 52
52 53 54 55 55 55 56 56 57 59 59
59 62 62 62 63 64 65 66 66 67 67
Step 6: Complete the lower-class boundary of each interval.
 Let’s Try!
The following are the number of professors visited to Jerry’s Bookstore during the
previous week.

38 40 41 45 48 48 50 50 51 51 52
52 53 54 55 55 55 56 56 57 59 59
59 62 62 62 63 64 65 66 66 67 67
Step 7: Fill the column for less than cumulative frequency.
 Let’s Try!
The following are the number of professors visited to Jerry’s Bookstore during the
previous week.

38 40 41 45 48 48 50 50 51 51 52
52 53 54 55 55 55 56 56 57 59 59
59 62 62 62 63 64 65 66 66 67 67
 Try it Out!
Below is the data set on the number of push-ups performed by a group of students on
the first day of the Push-Up Challenge.

0 1 3 3 5 5 9 10 12
15 15 17 18 18 18 18 19 19
25 26 26 26 27 28 28 29 30

Construct a grouped frequency distribution for the given data set.

Any Questions
Clarifications
Now that you have learned how to create
a frequency distribution table, you are
now ready to learning about how to solve
for quartiles for grouped data.
 Frequency Distribution Table
• A tabular presentation of quantitative data grouped into
numerical intervals called classes or class intervals together
with the number of observations in each class called the
frequency.