MATHEMATICS IN THE MODERN WORLD

MATHEMATICS IN OUR WORLD

MATHEMATICS

 study of the relationship among numbers, quantities, and

shapes. It includes arithmetic, algebra, trigonometry,
geometry, statistics and calculus.
 nurtures human characteristics like power of creativity,
reasoning, critical thinking, spatial thinking and others.

 provides the opportunity to solve both simple and
complex problems in many real-world contexts using a
variety of strategies.
 universal way to make sense of the world and to
communicate understanding of concepts and rules using
the mathematical symbols, signs, proofs, language and
conventions
 helps organize patterns and regularities in the world
 helps predict the behavior of nature and phenomena in
the world THE FIBONACCI SEQUENCE
 helps control nature and occurrences in the world for the Leonardo Pisano Bogollo – lived
good of mankind. between 1170 and 1250 in Italy.
 helps student to utilize, recognize and generalize patterns
that exist in numbers, in shapes and in the world around Famous for Fibonacci Sequence, also
them. recognized as the Golden Ratio

Fibonacci Day is November 23

PATTERNS AND NUMBERS IN NATURE AND THE
WORLD

The Fibonacci Sequence

Patterns in Nature
 visible regularities of form found in the natural Petals on Flowers
world and can also be seen in the universe. Many have the Fibonacci
 patterns recurring in different context can sequence:
sometimes modelled mathematically 3 petals: lily, iris
 vital clues to the rules that govern natural 5 petals; buttercups, pansies
processes 8 petals: delphiniums
13 petals: cineraria, some daisies
21 petals: aster
34 petals: plantain
55, 89 petals: michaelmas daisies

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MATHEMATICS IN THE MODERN WORLD

Patterns and Regularities in the World as Organized by

Mathematics

Scientific and mathematical principles undergird

spectacular patterns as in rainbows, water waves, cloud formations,
tree branching patterns, mud-crack patterns, butterfly markings,
leopard spots and tiger stripes.

FIBONACCI NUMBERS Waves on the surface of puddles, ponds, lakes or ocean

Fibonacci numbers can are governed by mathematical relationships between their speed,
also be found in their wavelength, and the depth of water. Exploring similarities
sneezewort (harangan in conveys the majestic beauty and richness of natural pattern
Tagalog): found in formation, all organized by mathematics.
Cagayan, Nueva Vizcaya,
Pampanga, Rizal, Laguna,
and Lanao provinces),
where a pattern can be
observed in the growth of
the stem and leaves. If the
number of branches are
counted in each section, the
numbers are all Fibonacci
numbers. This is also true
for the number of leaves in
each stage.

The world consists of orders (the regular cycle of

days and nights, the recurrence of seasons, alternate
sunrise and sunset, etc.) and symmetry (the fractal
pattern) from which similarity, predictability and
regularity in nature and the world consequently exist.

BINET FORMULA TO FIND THE nth FIBONACCI

NUMBER
SUNRISE &

F ₙ=
√5
[
2 (
1 1+ √ 5
ⁿ−
1−√ 5
2 ) (
ⁿ] ) SUNSET

Example:
Find the nth Fibonacci number if n=22

Solution: DAY &

Using the formula, substitute 22 to n NIGHT

F ₙ=
1 1+ √ 5
√5
(
2 (ⁿ−
2 ) (
1− √ 5
ⁿ) ) WINTER – SPRING – SUMMER
- AUTUMN

F ₂₂=
√5 (
1 1+ √ 5
[
2
²²−
2) (
1− √ 5
²² ] )
WET SEASON & DRY
SEASON
F ₂₂=1/√ 5[39,602.99997−0.00002525]

F ₂₂=17,711

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MATHEMATICS IN THE MODERN WORLD

Symmetry  allows us to summarize, formalize, interpolate, and

 a sense of harmonious proportion of balance extrapolate from observations that have been recorded.
 exists in living things (insects, animals, plants,
flowers) Nature and Occurrences in the World as Controlled by
Mathematics for Human Ends
Bilateral symmetry – symmetry in which the left and right sides
of the organism can divided into approximately mirror image of  The application of mathematics to medicine is an
each other along the midline. exciting and novel area of research within the discipline
of applied mathematics.
Radial symmetry (rotational symmetry) – symmetry around a  A component in which mathematics contributes
fixed point known as the center and can be classified as either significantly to health and medicine concerns life
cyclic or dihedral expectancy.
 Political scientist use math and statistics to predict the
behavior of group of people.
The concept of symmetry fascinates philosophers,
astronomers, mathematicians, artists, architects and physicists.  Economists explain what causes rise in prices or
The mathematics behind symmetry seems to permeate in most unemployment and inflation. Explaining the concepts of
of the things around us. prices, quantity of goods sold and costs is best done with
the use mathematics.

Applications of Mathematics in the World

 When one buys a product, follow a recipe, or decorate his

room, he uses math principles.
 Farming and gardening provide rich mathematical
opportunities. Mathematics has enabled farming to be
The motion of a pendulum, the reflection in a plane mirror, the more economically efficient and has increased
motion of a falling object and the action-reaction pair of forces are productivity.
all guided and organized by mathematics. They exhibit regularities  Planning a market list and grocery shopping requires
and symmetry in motion and behavior according to mathematical math knowledge, starting from the fundamental
laws. operations, to estimation and percentages.
 Symmetry arrangement of furniture, wall decorations and
frames, wine bottles in the bar, plant plots in the garden.

References

Aufman, R. et al (2018) Mathematical Excursion, 4th ed. Australia:

Cengage Learning.
Phenomena in the World as Predicted by Mathematics Fisher, Carol Burns. The Language of Mathematics (from One
Mathematical Cat, Please!)
The role of mathematics is to describe symmetry-breaking Nocon, R., and Nocon E., (2018) Essential Mathematics for the
processes in order to explain that the patterns seen in sand dunes Modern World. Quezon City: C & E Publishing, Inc.
and zebra’s stripes are caused by processes which, while physically Sirug, W.S. (2018). Mathematics in the Modern World. Manila:
different, are mathematically very similar. Mindshapers Co. Inc. Stewart, Ian. Nature’s Numbers
https://vimeo.com/9953368
http://www.exploratorium.edu/ronh/secret/secret.html
Photo Credits: Google Images

Mathematics…
 solves puzzles in nature (such as why planets move in the
way that they do), describes changing quantities via
calculus, modeling change (such as the evolution of the
eye), predicts and controls physical system.
 is not just about numbers, but also about operations
(functions and transformations), the logical relationships
between facts, and about proofs.
 an extraordinary exercise of the human mind in
abstracting the results of observation to find similarities
and differences between phenomena.

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MATHEMATICS IN THE MODERN WORLD

engineers, and scientists which each particular symbol has

TOPIC: MATHEMATICAL particular meaning.
LANGUAGE AND SYMBOLS OPERATIONAL TERMS AND SYMBOLS

LANGUAGE ADDITION SUBSTRAC MULTIPLIC DIVISION

 system of words, signs and symbols which people use to TION ATION
express ideas, thoughts and feelings. [+] [-] [ X, ( ), * ] [/]
 systematic means of communicating ideas or feelings by plus minus multiplied by divided by
the sum of the difference the product of the quotient
the use of conventionalized signs, sounds, gestures or
increased by of times of of per
marks having understood meanings.
total decreased by
added to subtracted
MATHEMATICAL LANGUAGE from
 system used to communicate mathematical ideas
 more precise than any other language
 has its own grammar, syntax, vocabulary, word order,
synonyms, negations, conventions, idioms, abbreviations,
sentence structure and paragraph structure
 has certain language features such as representation
 includes a large component of logic

Characteristics of Mathematical Language

The use of language in mathematics differs from the

language of ordinary speech in three ways (Jamison, 2000).

 Mathematical language is non-temporal.

 Mathematical language is devoid of emotional content
 Mathematical language is precise

“Mathematics is the language in which God has written the

universe.”

- Galileo Galilei

EXPRESSIONS VS SENTENCES
A paragraph contains simple sentences that convey ideas.
The ideas are understood when the sentences are written in a
particular language that we know which is usually English. In
mathematics, ideas are likewise given, however, some difficulties
arise when it is presented in a language that not everyone could
comprehend. This is what we call language of mathematics.

In English, nouns are used to name things or everything

of interest like people or places. A sentence expresses a complete
thought.

In mathematics, the equivalent of a noun is an

expression and the complete thought is also called a sentence. A
mathematical sentence states a fact or a complete idea.

A mathematical expression is a finite combination of

symbols that is well-defined. It is a correct arrangement of
mathematical symbols used to represent the object of interest.

A mathematical sentence makes a statement about two

expressions. It is a correct arrangement of mathematical symbols
that states a complete thought and can be determined whether it is
true, false, sometimes true and sometimes false

CONVENTIONS IN THE MATHEMATICAL

LANGUAGE
Mathematical languages have conventions and it helps
individual distinguish between different types of mathematical
expressions. Convention is a technique used by mathematicians,
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MATHEMATICS IN THE MODERN WORLD

However, what if the sequence represents the dates. Then the net
TOPIC 3: PROBLEM SOLVING number could be 3 (31 days in a month).
AND REASONING The net number could be 4 (30 day month)
Or it could be 5 (29 day month – Feb. Leap year)
LOGIC – The science of correct reasoning Or even 6 (28 day month – Feb).

REASONING – The drawing of inferences or conclusions from Use inductive reasoning to predict the net number:
known or assumed facts.
1. 3, 6, 9, 12, 15, …………………..
When solving a problem, one must understand the 2. 1, 3, 6, 10, 15, …………………..
question, gather all pertinent facts, analyze the problem i.e. 3. 2, 5, 10, 17, 26, ………………
compare with previous problems (note similarities and differences),
perhaps use pictures or formulas to solve the problem.
DEDUCTIVE REASONING
TWO FUNDAMENTAL TYPES OF REASONING FOR
MATHEMATICIANS:
Deductive Reasoning – a type of logic in which one goes from a
1. Inductive reasoning – refers to the process of making general statement to a specific instance.
generalized decisions after observing, and/or witnessing, repeated
specific instances of something or simply from specific case to The classic example
general case. All men are mortal. (major premise)
Socrates is a man. (minor premise)
2. Deductive reasoning – refers to the process of taking the Therefore, Socrates is mortal. (conclusion)
information gathered from general observations and making
specific decisions based on that information or simply from general The above is an example of a syllogism.
case to specific case.

Deductive reasoning – refers to the process of taking the

INDUCTIVE REASONING information gathered from general observations and making
specific decisions based on that information.
Inductive reasoning – refers to the process of making generalized
decisions after observing, and/or witnessing, repeated specific Example 1:
instances of something. All students eat pizza.
Example 1: Claire eats pizza
Therefore, Claire eats pizza,
1 is an odd number
11 is an odd number
21 is an odd number Example 2:
Therefore, all numbers ending with 1 are odd numbers All birds have feathers.
Ducks are birds.
Example 2: Therefore, ducks have feathers.

Essay test is difficult Example 3:

Problem solving test is difficult
Therefore, all test are difficult All science teachers are bald
Mark is a science teacher
Example 3: Therefore, Mark is bald.

Mark is a Science teacher. Intuition – is a reliable mathematical belief without being

Mark is bald. formalized and proven directly and serves as an essential part of
Therefore, all Science teachers are bald. mathematics. It is the ability to understand something instinctively.
Mathematical Proof – is an argument which convinces other
Inductive Reasoning involves going from a series of specific people that something is true. Proof is an inferential argument for a
cases to a general statement. The conclusion in an inductive mathematical statement.
argument is never guaranteed.

Example: What is the net number in the sequence 6, 13, 20, 27…… Certainty – is total continuity and validity of inquiries to the
There is more than one correct answer. highest degree of precision. It is a conclusion or outcome that is
Here’s the sequence again 6, 13, 20, 27, …… beyond doubt.

Look at the difference of each term.

13 – 6 = 7, 20 – 13 = 7, 27 – 20 = 7
It is better to solve one problem five different ways, than to solve
Thus, the next term is 34, because 34 – 27 = 7
five problems one way.

- George Polya
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MATHEMATICS IN THE MODERN WORLD

PROBLEM SOLVING  Look for a pattern.

 Write an equation. If necessary, define what each
What is a Problem? variable represents.
A problem is a statement or a situation where there is an  Perform an experiment.
obstacle between what we have and what we want. One of the most  Guess at a solution and then check your result.
popular proponents of problem solving George Polya of Hungary
(1965) stated that: 3. Carry out the plan. (Implementation)

"A question is considered a problem if the procedure or Once you have devised a plan, you must carry it out.
method of solution is not immediately known but requires one to
 Work carefully.
apply creativity and previous knowledge in new and unfamiliar
 Keep an accurate and neat record of all your attempts.
situations."
 Realize that some of your initial plans will not work and
Problem solving is the means by which an individual that you may have to devise another plan or modify your
uses previously acquired knowledge, skills and understanding to existing plan.
satisfy the demands of an unfamiliar situation.  Keep trying until something works.

Problem solving means engaging in a task for which the 4. Look back. (Review the solution.)
solution method is not known in advance. In order to find a
solution, students must draw on their knowledge and through this Once you have found a solution, check the solution.
process, they will often develop new mathematical understandings.
 Ensure that the solution is consistent with the facts of the
George Polya (1887-1985) was a mathematics educator problem.
who strongly believed that the skill of problem solving can be  Interpret the solution in the context of the problem.
taught. He developed a framework known as Polya's Four-Steps in  Ask yourself whether there are generalizations of the
Problem Solving. This process addressed the difficulty of students solution that could apply to other problems.
in problem solving. He firmly believed that the most efficient way
of learning mathematical concepts is through problem solving and Example 1:
students and teachers become a better problem solver.
Each of four neighbors, Sean, Mariah, Sarah, and Brian,
has a different occupation (editor, banker, chef, or dentist). From
the following clues, determine the occupation of each neighbor.
POLYA’S FOUR STEPS IN PROBLEM SOLVING
1. Maria gets home from work after the banker but before the
PROBLEM SOLVING PROCESS dentist.

2. Sarah, who is the last to get home from work, is not the editor.

1.Understand 3. The dentist and Sarah leave for work at the same time.
4. Lookback
the problem
(Reflection) 4. The banker lives next door to Brian.
(Analysis)
From clue 1, Maria is not the banker or the dentist. In the following
chart, write X1 (which stands for “ruled out by clue 1”) in the
Banker and Dentist columns of Maria’s row
3. Carry out
2. Devise a EDITOR BANKE CHEF DENTIS
the plan
plan R T
(Implementati Sean
(Planning)
on) Maria X1 X1
Sarah
1. Brian
Understand the problem (Analysis) From clue 2, Sarah is not the editor. Write X2 (ruled out by clue 2)
in the editor column of Sarah’s row. We know from clue 1 that the
This part of Polya's four-step strategy is often banker is not the last to get home, and we know from clue 2 that
overlooked. You must have a clear understanding of the problem. Sarah is the last to get home, therefore Sarah is not the banker.
To help you focus on understanding the problem, consider the Write X2 in the Banker column of Sarah’s row
following questions:
EDITOR BANKE CHEF DENTIS
 Can you restate the problem in your own words? R T
 Can you determine what is known about these types of Sean
problems? Maria X1 X1
 Is there missing information that, if known, would allow Sarah X2 X2
you to solve the problem? Brian
 Is there extraneous information that is not needed to
solve the problem?
From clue 3, Sarah is not the dentist. Write the X3 for this
 What is the goal?
condition. There are now Xs for three of the four occupations in
2. Devise a plan. (Planning) Sarah’s row; therefore, Sarah must be the chef. Place a √ in that
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MATHEMATICS IN THE MODERN WORLD

box. Since Sarah is the chef, none of the other three people can be
the chef. Write X3 for these conditions. There are now Xs for three
of four occupations in Maria’s row; therefore, Maria must be the
editor. Insert a √ to indicate that Maria is the editor and write X3
twice to indicate that neither Sean nor Brian is the editor.

EDITOR BANKE CHEF DENTIS

R T
Sean X3 X3
Maria √ X1 X3 X1
Sarah X2 X2 √ X3
Brian X3 X3

From clue 4, Brian is not the banker. Write X4 for this condition.
See the following table. Since there are three Xs in the Banker
column, Sean must be the Banker. Place a check in that box. Then
Sean cannot be the dentist. Write X4 in that box. Since there are
three Xs in the dentist column, Brian must be the dentist. Place a /
in that box.

EDITOR BANKE CHEF DENTIS

R T
Sean X3 X3
Maria √ X1 X3 X1
Sarah X2 X2 √ X3
Brian X3 X3

Sean is the banker, Maria is the editor, Sarah is the chef, and Brian
is the dentist.

EDITOR BANKE CHEF DENTIS

R T
Sean X3 √ X3 X4
Maria √ X1 X3 X1
Sarah X2 X2 √ X3
Brian X3 X4 X3 √

Example 2:

The first batch of state scholars was composed of three students.

The second batch had 5 scholars. The third batch had 8 students
and the fourth had 12. If this pattern continues, how many students
will be granted scholarship for the tenth batch?

Batch 1 2 3 4 5 6 7 8 9 10
Students 3 5 8 12

Example 3:

When Vincent was 10 years old, he started saving his money using
a coin bank. When he opened his coin bank, his total savings was
335 pesos. If there are 50 coins in all which are made up of 10-peso Introduction to Data Management
and 5 peso coins, how many of the coins are 10-pesi coins?
TOPIC 4: Data Management

DATA MANAGEMENT
 the development, execution and supervision of plans,
policies, programs and practices that control, protect,
deliver and enhance the value of data and information
assets.
 an administrative process by which the required data is
acquired, validated, stored, protected, and processed, and

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MATHEMATICS IN THE MODERN WORLD

by which its accessibility, reliability, and timeliness is Interval Variables – consist of numbers that have equal spacing or
ensured to satisfy the needs of the data users. intervals between them but with no reference to a true zero point.
The distance between 1 and 2 is the same as the distance between 2
The process is actually what statistics is all about. and 3, which is the same as the distance between 3 and 4, and so
on.
Statistics is a branch of mathematics dealing with the collection,
organization, presentation, analysis and interpretation of data. In terms of statistical tests, interval variables are considered
continuous variables.
Statistical treatment of data is essential in order to make use of data
in the right form. Raw data collection is only one aspect of any
experiment; the organization of data is equally important so that
Ratio Variables – similar to interval variables but has an absolute
appropriate conclusions can be drawn.
zero.

Examples: weight, number of pets, number of members in a group

DATA GATHERING
Different methods used in gathering or collecting data: In terms of statistical tests, ratio variables are considered
1. Direct or interview method continuous variables.
2. Indirect or questionnaire method
3. Registration method
4. Observation Method DATA ORGANIZATION AND PRESENTATION
5. Experimental Method
There are different ways or forms to present data.

DATA ORGANIZATION AND PRESENTATION  Textual form – makes use of words, sentences and
paragraphs in presentation.
Data collected or obtained from whatever manner are  Tabular form – a systematic presentation of data in rows
called raw data. Data collected can be classified according to the and columns
scale of measurement used.  Graphical form – shows numerical values and
relationships in a pictorial form. It makes use of graphs,
Four levels of measurement: symbols or visual aids.
 Nominal Tabular Presentation
 Ordinal
 Interval  It should be simple.
 Ratio  It should focus the reader’s attention on the data rather
than on the form.
 It should make the meanings and significance of
LEVELS OF MEASUREMENT information being presented clear.
Nominal variables (also called discrete or categorical variables)

- used to represent categories that defy ordering Graphical Presentation

Example: gender (male – 1 ; female – 2) Good chart should possess the following properties:
ice cream flavor (chocolate –1 ; strawberry –2 ; vanilla –  Accurate – should not be deceptive, distorted, or
3) misleading or in any way susceptible to wrong
interpretation.
In terms of statistical tests, nominal variables are considered
categorical.  Simple – the basic design should be simple and straight
forward and not loaded with irrelevant, or trivial symbols
and ornamentation.
 Clear – should be easily read and understood.
Ordinal variables – similar to nominal variables in that numbers  Attractive – design and constructed to attract and hold
are assigned to represent items within a category. The values in an the attention by having a neat, dignified, and professional
ordinal variable can be placed in rank order. appearance.
Example:
Educational Attainment (Elementary- 1 ; High School- 2; College-
3) Organizing collected numerical data can be done in two ways:
Monthly Income (High income; Middle income; Low income)
 Array – arrangement of the numerical data/values
according to order of magnitude either ascending or
In terms of statistical tests, ordinal variables are considered descending.
categorical.  Frequency distribution table – condensed version of an
array. It categorizes the numerical data into classes or
intervals. It has the following parts: classes, class
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MATHEMATICS IN THE MODERN WORLD

frequency, class mark, cumulative frequency, and Find the percentage of values in each class by using the formula
relative frequency.
f
%= x 100
n
FREQUENCY DISTRIBUTION
where f = frequency of the class
A frequency distribution is the organization of raw data
n = total number of values
in table form, using classes and frequencies.

Percentages are not normally a part of a frequency

Two types of frequency distributions that are most often
distribution, but they can be added since they are used in certain
used are the categorical frequency distribution and the grouped
types of graphic presentation, such as pie graphs.
frequency distribution.

The frequency distribution for the data:

Categorical Frequency Distribution

The categorical frequency distribution is used for data

that can be placed in specific categories, such as nominal- or
Class Frequency Percent
ordinal- level data. For example, data such as political affiliation,
A 5 20
religious affiliation, or major field of study would use categorical
B 7 28
frequency distribution.
O 9 38
Example: AB 4 16
25 100
Twenty-five army inductees were given a blood test to
determine their blood type. The data set is as follows:
For the sample, more people have type O blood than any other
A B B AB O type.

O O B AB B

B B O A O For example, the teacher gave a diagnostic quiz during the first
session of her class in statistics. The quiz consisted of 10 multiple-
A O O O AB choice items requiring simple algebraic manipulations, designed to
show whether students had the basic mathematical tolls to handle a
AB A O B A
course in statistics. For a class of 25 students, the scores were
recorded.

Construct a frequency distribution for the data. 10 8 8 6 6 4 4 10 8 7

6 6 4 2 9 8 7 6 6 4
9 8 7 6 5

From the scores you can see that there are a lot of 6s, 8s, and not a
lot of 10 or scores below 4. A more informative way to display
these scores is in a simple frequency distribution consists of two
columns. The first column lists all the possible scores, beginning
with the highest score and going down to the lowest score. The
second column lists the frequency of each score. The frequency
refers to how many times a score is repeated in the array.

There are four blood types: A, B, O and AB. These types will be Table 1
used as the classes for the distribution. Scores in Diagnostic Quiz in Statistics
Score (x) Frequency (f)

10 2
Make a table: 9 2
8 5
Class Tally Frequency Percent
A 7 3
B 6 7
O 5 1
AB 4 4
3 0
2 1
Tally the data and place the results in the proper column.
∑ f =25
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MATHEMATICS IN THE MODERN WORLD

Table 1 is a simple frequency distribution of the given 4. Construct the classes. In constructing the classes, the lowest
example. X stands for any score, and f stands for the frequency of value shall fall on the first class interval and the highest value to
that score. The score of 3 is included in the table even though it has the last class interval.
a frequency of zero. The rule is to list all the possible scores from
the highest to lowest. Class interval
(x)
18 – 27
Based on the interval
28 – 37
Grouped Frequency Distribution size of 10, the
38 – 47
following 7 classes are
When the range of the data is large, the data must be 48 – 57
formed
grouped into classes that are more than one unit in width. 58 - 67

Steps in Constructing a Grouped Frequency Distribution

1. Determine the classes. 5. Tally the scores.
Find the range. 6. Determine the frequency of each class by counting the number
 Determine the number of classes to which the data are to be of scores or items that fall in each class.
grouped using the Sturges’ Approximation: K = 1 + 3.322
log n Table 2
 Find the width (interval size) by dividing the range by the Score in Statistics
number of classes and rounding up. Class Interval Tally Class Frequency
 Select a starting point (usually the lowest value or any (x)
convenient number less than lowest value); add the width to 18-27 III 3
get the lower limits. 28 – 37 IIIII 5
 Find the upper class limits. 38 – 47 IIIIIIIIIII 11
 Find the boundaries. 48 – 57 IIIIIIIIIIII 12
2. Tally the data. 58 - 67 IIIII 5
3. Find the numerical frequencies 68 – 77 III 3
4. Find the cumulative frequencies 78 - 87 I 1

Another type of distribution is used for numerical data The smallest class interval is 18-27 while the largest is 78-87. Each
when the range of data is small. If each class is only one unit, the class interval shows a lower limit and an upper limit. For the first
distribution is called ungrouped frequency distribution. class interval, the lower limit is 18 and the upper limit is 27. These
limits are called class limits of the interval.
Sample Problem. Below are the scores obtained by 1st year students
in their examination in Mathematics class.

20 33 80 38 40 50 70 53
61 49 24 68 48 39 61 42
30 43 37 47 56 48 28 18
65 38 47 67 46 50 49 29
42 58 52 50 75 51 42 57

Construct a grouped frequency distribution.

Table 2.1
Score in Mathematics by 1st Year Students
Showing the Class Marks, Class Limits, and Class Boundaries
Solution: x f Class
Marks Class Limits Class
1. Find the Range. Boundaries
(M)
R = HV – LV LL UL LB UB
= 80 – 18 18 – 3 22.5 18 27 17.5 27.5
R = 62 27
2. Find the number of classes. 28 - 37 5 32.5 28 37 27.5 37.5
K = 1 + 3.322 log 40 38 - 47 11 42.5 38 47 37.5 47.5
K = 6.322 48 - 57 12 52.5 48 57 47.5 57.5
3. Determine the interval size 58 - 67 5 62.5 58 67 57.5 67.5
i = R/K 68 - 77 3 72.5 68 77 67.5 77.5
= 62/6/322 78 - 87 1 82.5 78 87 77.5 87.5
i = 9.807 (rounded to the nearest whole number)
i = 10 Given:
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MATHEMATICS IN THE MODERN WORLD

x f RF (%)
18 – 27 3 7.5
28 – 37 5 12.5
38 – 47 11 27.5
48 – 57 12 30.0
58 – 67 5 12.5
68 – 77 3 7.5
78 - 87 1 2.5

f – the number of cases for a particular class

RF – The frequency of a class divided by the total number of cases

RF of the 1st group = f/n (100)

= 3/40 (100)
= 7.5
Then do the same with the rest of the group.

 Cumulative Frequency (CF) indicates the number of

observations that fall below or above a specified upper
boundary. It can be obtained by adding the frequencies of
a distribution.

Given:

x f CF< CF>
18 – 27 3 3 40
28 – 37 5 8 37
38 – 47 11 19 32
48 – 57 12 31 21
58 – 67 5 36 9
68 – 77 3 39 4
78 - 87 1 40 1

CF< - the accumulation of previous frequencies

All the different types of distributions are used in

statistics and are helpful when one is organizing and presenting
data.
The reasons for constructing a frequency distribution are
as follows:
1. To organize the data in a meaningful, intelligible way.
2. To enable the reader to determine the nature or shape
of the distribution.
3. To facilitate computational procedures for measures of
average and spread.
4. To enable the researcher to draw charts and graphs for
the presentation of data.
5. To enable the reader to make comparisons among
different data sets.

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