Organization of Data

Chapter 6
Organization of Data
Definition of Raw Data (page 122)
Raw data or unclassified data is the set

of data in its original form. It has not been
organized in any manner and is recorded in
the order observed.
Chapter 6. Organization of Data

Example of Raw Data (page 122)
Days-to-maturity for 40 short-term

investments
70 64 99 55 64 89 87 65
62 38 67 70 60 69 78 39
75 36 71 51 99 68 95 86
57 53 47 50 55 81 80 89
51 36 63 66 85 79 83 70
NCR Region 5 Region 12

(SOCCSKSA
(National 1st District 120,663 (Bicol Albay 553,629 RGEN) N Cotabto 509,463
Camarines
Capital 2nd District 229,301 Region) Norte 301,147 Saranggi 223,279
Camarines
Region)1 3rd District 292,611 Sur 765,373 S Cotaba 469,874
4th District 206,387 Catanduanes 116,866 Sultan K 344,172
CAR Masbate 483,651 Cotab C 49,997
(Cordillera Abra 110,937 Sorsogon 319,952 Region 13
Administrative Apayao 28,770 Region 6 (Caraga) Agus dN 259,475

Region) Benguet 122,762 (Western Aklan 186,813 Agus dS 353,825
Ifugao 113,719 Visayas) Antique 208,169 Surig dN 232,065

Kalinga 83,844 Capiz 328,635 Suri dS 225,640
Mt. Prov 76,137 Guimaras 37,838 ARMM

(Autonomous
Region 1 Iloilo 690,639 Region Basilan 123,825
Negros in Muslim
(Ilocos Ilocos N 115,116 Occidental 1,312,961 Mindanao) Lanao dS 432,307
Region) Ilocos S 190,297 Region 7 Maguindanao 534,628
La Union 253,382 (Central Bohol 590,926 Sulu 397,119

Pangasinan 888,844 Visayas) Cebu 973,490 Tawi-tawi 160,562
Region 2 N Oriental 427,509
(Cagayan Batanes 2,535 Siquijor 25,237

Valley) Cagayan 251,222 Region 8
Isabela
N Vizcaya
424,580
82,895
(Eastern
Visayas)
Biliran
E Samar
58,135
202,680
Pages 123 -124
Quirino 59,555 Leyte 680,536
Region 3 N Samar 240,228

(Central Aurora 59,985 S Samar 116,738
Luzon) Bataan 68,659 W Samar 348,054
Bulacan 147,812 Region 9

N Ecija 532,961 (Zamb Zamb dN 433,091
Pampanga 331,739 Peninsula) Zamb dS 821,793

Tarlac 360,109 Zamb S
Zambales 193,962 Isabela C
Region 4a Region 10
(CALABAR
ZON) Batangas 440,603 (Northern Bukidnon 449,647
Cavite 244,712 Mindanao) Camiguin 41,017
Laguna 207,184 Lanao DN 424,819

Quezon 667,385 Mis Oci 260,764
Rizal 139,449 Mis Or 404,002
Region 4b Region 11
(Davao
(MIMAROPA) Marinduque 113,553 Region) Davao dN 637,298
Occ Mindor 177,823 Daval dS 412,442
Or Mindoro 340,690 Davao O 172,627

Palawan 228,004 Compo V
Romblon 170,917

Definition of array (page 124)
The array is the arrangement of the

observed values according to
magnitude. It may be in ascending or
descending order.
Example
 Create an Excel file with 3 variables:
Provincial Code, Province and Magnitude
 Steps:
1. Highlight cells containing data (including column
labels).
2. Click Data/Sort.
3. Fill up dialogue box. Identify sorting variable in
Sort by box. Click the desired arrangement
(ascending or descending). Click Header Row
since highlighted cells include column labels.

Definition of Frequency Distribution Table
(page 125)
Frequency distribution table (fdt) is a summary
table that shows the number of observations that
belong in the different classes.
Note: The classes may be distinct values/qualitative

categories or the classes may be intervals of values
of the variable. If the classes are distinct values then
the fdt is called single value grouping. If the
classes are intervals of values then the fdt is called
grouping by class intervals.
Example of Single Value Grouping

(page 126)
We illustrate single value grouping. Suppose we have data on the number of children of 50
currently married women using any modern contraceptive method. Construct
a summary table for the data set below.
0 0 1 2 2 2 3 3 4 4
0 0 1 2 2 3 3 3 4 4
0 1 1 2 2 3 3 3 4 4
0 1 1 2 2 3 3 3 4 5
0 1 1 2 2 3 3 3 4 5
Single Value Grouping of Number of Children of Currently Married Women Using Any
Modern Method of Contraceptive:
Number of Children No. of Married Women %

0 7 14
1 8 16
2 11 22
3 14 28
4 8 16
5 2 4
TOTAL 50 100

Examples of Grouping by Class Intervals
(page 128)
TABLE 4a TABLE 4b TABLE 4c
No. of No. of No. of
No. of Poor People Provinces No. of Poor People Provinces No. of Poor People Provinces
2,500 - 152,499 24 2,500 - 202,499 31 2,500 - 192,499 30
152,500 - 302,499 24 202,500 - 402,499 26 192,500 - 382,499 26
302,500 - 452,499 18 402,500 - 602,499 16 382,500 - 572,499 16
452,500 - 602,499 7 602,500 - 802,499 5 572,500 - 762,499 5
602,500 - 752,499 4 802,500 - 1,002,499 3 762,500 - 952,499 3
752,500 - 902,499 3 1,002,500- 1,202,499 0 952,500 - 1,142,499 1
902,500 - 1,052,499 1 1,202,500- 1,402,499 1 1,142,500- 1,332,499 1
1,052,500- 1,202,499 0 Total 82 Total 82
1,202,500- 1,352,499 1
Total 82
Definition of Terms (page 127)

 Class interval is the range
of values that belong in the No. of Poor People No. of Provinces
category.
2,500 - 202,499 31
202,500 - 402,499 26
 Class frequency is the 402,500 - 602,499 16
number of observations that 602,500 - 802,499 5
belong in a class interval. 802,500 - 1,002,499 3
1,002,500- 1,202,499 0
 Class limits are the end 1,202,500- 1,402,499 1
numbers of a class interval. Total 82
The lower class limit (LCL) is
the lower end of the class
interval and the upper class
limit (UCL) is the upper end
of the class interval.

Definition of Terms (cont’d)
 Class size is the size of the class Sales No. of
interval. It is the difference
between the upper class limits of (in thousands of pesos) Products
the class and the preceding class; or
the difference between the lower 1 – 10…………………19
class limits of the next class and the
class. 11 – 50…………………44
51 - 100 ..………………22
Example: 101- 200 …..……………13
First class: class size=11 -1=10
201- 500 …………………4
Second class: class size=51-11=40 or

class size=50-10=40
Fifth class: class size=500-200=300
Using Excel in Tallying the

Number of Observations
1. Enter data, one column per variable
(include column label).
2. In another column, enter the upper class
limits.
3. Click Tools/Data Analysis/Histogram/OK.
4. Fill up dialogue box. Identify cells
containing the data in Input Range box.
Identify cells containing the upper class
limits in Bin Range box. Click Labels then
OK.

Steps in Constructing FDT
using Equal Class Sizes (page 127-128)
Step 1: Determine the adequate number of classes, K.
There must be an adequate number of classes to show the essential

characteristics of the data. The larger the number of classes in a frequency
distribution, the more detail is shown. If the number of classes is too large,
though, the table loses its effectiveness in summarizing the data. Too few
classes, on the other hand, condense the information so much as to leave
little insight into the pattern of the distribution.
There are no precise rules concerning the optimal number of classes

but the following formula can be used as a first approximation:
Sturges’ formula: K = 1 + 3.322 log n

where K = number of classes
n = number of observations
Example
Exercise no. 4 (page 135)
n=30
Sturges’ formula: K = 1 + (3.322)(log(30))=5.9.
We consider using 6 classes.
The following data represent the weight of 30 children:
39.12 61.74 37.29 44.35 57.29

64.1 48.25 67.25 58.95 39.95
38.42 55.8 44.35 38.75 63.91
51.5 40.15 60.29 41.26 49.32
36.07 46.01 41.13 67.29 45.68
63.55 62.12 36.85 45.97 42.89

Step 2: Determine the range, R.
R = Maximum – Minimum
Example: R=67.29 – 36.07 = 31.22

The following data represent the weight of 30 children:
39.12 61.74 37.29 44.35 57.29

64.1 48.25 67.25 58.95 39.95
38.42 55.8 44.35 38.75 63.91
51.5 40.15 60.29 41.26 49.32
36.07 46.01 41.13 67.29 45.68
63.55 62.12 36.85 45.97 42.89

Step 3: Calculate the approximate class

size, C’.
C’ = R/K
Example: C’ = 31.22/6 =5.2

Step 4: Determine the class size, C, by

rounding off C’ to a number that is easy
to work with. We recommend class
sizes of multiples of 5, 10, 15, 20, etc.
Example: Consider using C=5.

Step 5: List the required number (K) of class intervals.
 Choose the lower class limit (LCL) of the first class.
Important Pointers:
1. The number of significant digits of LCL must be the same as the values in the
data.
2. The LCL of first class should be less than or equal to the minimum value of the
data set.
3. Often times, the LCL is selected so that we end up with numbers that are easy
to work with and read such as multiples of 5’s, 10’s and so on.
4. If the observations tend to be concentrated at specific values throughout the
range of data – for example, prices are often multiples of 50 or 100 or 1000 –
one may have to experiment on choosing the LCL so that the midpoint of the
class interval will be at these values.
5. Whenever appropriate, choose the LCL so that the groupings will be
meaningful. For example, when the values are grades then choose the LCL of
the first class so that the passing grade will be the LCL of one of the classes.

Example: Choose the lower class limit of the first class.
 The number must have 4 significant digits.

 Its value should not be higher than 36.07.
 The observations do not tend to concentrate at any
specific value.
 A meaningful grouping should separate underweight,
normal and overweight kids.
 In our case, we’ll just choose a limit that is easy to
work with. Let us use 35.00 as the lower limit of the
first class.

 After choosing the LCL of the first class, identify the LCL of the succeeding
classes by successively adding the class size, C. Stop this process once the
computed LCL is larger than the largest observation.
Example: We have selected C=5 and the LCL of the first class=35.00. The largest
observation is 67.29. Thus, the lower class limits are:
LCL
35.00
35.00 + 5 = 40.00 40.00
40.00 + 5 = 45.00 45.00
45.00 + 5 = 50.00 50.00
50.00 + 5 = 55.00 55.00
55.00 + 5 = 60.00 60.00
60.00 + 5 = 65.00 65.00
65.00 + 5 = 70.00 STOP

 After determining the LCL’s, obtain the UCL’s by identifying the
number with the same number of significant digits that precede
the LCL’s.
Example:
LCL UCL
35.00 39.99
40.00 44.99
45.00 49.99
50.00 54.99
55.00 59.99
60.00 64.99
65.00 69.99

Step 6: Tally the frequency for each class interval.
Step 7: Sum the frequency column and check against the total number of
observations.
Example:
LCL UCL f
35.00 39.99 7
40.00 44.99 6
45.00 49.99 5
50.00 54.99 1
55.00 59.99 3
60.00 64.99 6
65.00 69.99 2
30

Additional Pointers (page 129)
 When we present the frequency distribution in tabular form, always put the
appropriate column labels to describe the data. Thus, instead of using lower
and upper class limits and f, we use the variable of interest and identify the
units being counted.
Frequency Distribution of Weights of Children
(in pounds)
Weight No. of Children
35.00 - 39.99…………………. 7
40.00 - 44.99…………………. 6
45.00 - 49.99…………………. 5
50.00 - 54.99…………………. 1
55.00 - 59.99…………………..3
60.00 - 64.99…………………..6
65.00 - 69.99…………………..2
Total…………………30
Additional Pointers
 Whenever possible, all classes should be of the same size. If the classes sizes
are not equal, it becomes difficult to tell whether the differences in class
frequencies result mainly from differences in the concentration of items or from
differences in the class sizes. However, there are certain instances when it is
not practical to use equal class sizes. One such case is when the distribution is
badly skewed.
Example: Suppose the salaries range from 20,000 to 1,000,000 but 95% of
observations are less than 80,000. If all class sizes are equal to 100,000 then
the fdt is almost useless. There will be around 10 classes but 95% belong in
the first class. No information would be provided about the distribution of
salaries of the 95% with salaries from 1 – 100,000.
For such distributions, unequal class intervals are generally used. For instance,
equal class sizes of say 10,000 might be used for the range wherein most of the
salaries fall, after which the size might increase to say 100,000. Another option
is to use an open class interval to account for the remainder of salaries that are
not included in the classification.

Definition of Open Class Interval
(page 127)
 Open class interval is a class interval with either no lower class limit or no upper class
limit.
Example:
Frequency Distribution of Magnitude of Poor Population
of the Provinces in the Philippines
No. of Poor People No. of Provinces
0 – 99,999 …………………………… 13
100,000 – 199,999...………………………… 18
200,000 – 299,999…………………………… 16
300,000 – 399,999…………………………… 10
400,000 – 499,999 ………………………….. 11
500,000 – 599,999 ………………………….. 5
600,000 – 699,999 ………………………….. 4
700,000 and above…………………………… 5
Definition of Class Boundaries (page 127)

 Class boundaries are the true class limits. For
rounded figures, the lower class boundary (LCB) is
defined as halfway between the lower class limit of
the class and the upper class limit of the preceding
class while the upper class boundary (UCB) is defined
as halfway between the upper class limit of the class
and the lower class limit of the next class.
 Rationale: If observation is rounded to nearest tenth

then an observation of 10.0 is actually any measure
in the interval [9.95, 10.05).

Example of Class Boundaries
 Correction in page 129. The class limits are
the class boundaries themselves since the
observations are not rounded figures.
TABLE 6. Frequency Distribution with Class Boundaries
and Class Marks
Class Limits Class Boundaries

LCL UCL LCB UCB Class Mark f
2,500 - 192,499 2,500 - 192,499 97,500 30
192,500 - 382,499 192,500 - 382,499 287,500 26
382,500 - 572,499 382,500 - 572,499 477,500 16
572,500 - 762,499 572,500 - 762,499 667,500 5
762,500 - 952,499 762,500 - 952,499 857,500 3
952,500 - 1,142,499 952,500 - 1,142,499 1,047,500 1
1,142,500 - 1,332,499 1,142,500 - 1,332,499 1,237,500 1
82
Example of Class Boundaries

 Using the fdt of weight of children,
First class: UCB =(39.99+40.00)/2 = 39.995

LCB = (34.99+35.00)/2 = 34.995
Note: For rounded figures, there are no gaps in the class boundaries. The
number of decimal place is one more than the number of decimal place of
the class limits.
LCL UCL LCB UCB
35.00 39.99 34.995 39.995

40.00 44.99 39.995 44.995
45.00 49.99 44.995 49.995
50.00 54.99 49.995 54.995
55.00 59.99 54.995 59.995
60.00 64.99 59.995 64.995
65.00 69.99 64.995 69.995

Definition of Class Mark (page 127)
 Class mark is the midpoint of a class interval. It is the average of the
lower class limit and the upper class limit or the average of the lower
class boundary and upper class boundary of a class interval.
Example: Using the fdt of weight of children,

First class: CM = (35.00+39.99)/2 = 37.495
Second class: CM = (40.00+44.99)/2 = 42.495
LCL UCL CM
35.00 39.99 37.495

40.00 44.99 42.495
45.00 49.99 47.495
50.00 54.99 52.495
55.00 59.99 57.495
60.00 64.99 62.495
65.00 69.99 67.495
Graphical Presentation of FDT (page 131)
The frequency histogram is the bar

chart of the fdt and presents the shape
of the distribution of the data set. The
height of the bar represents the
frequency of the class interval. We plot
the sides of the bars at the class
boundaries.

Example of Frequency Histogram
Frequency Histogram of Weight of Children
LCB UCB f 7
34.995 39.995 7 6
No. of Children
39.995 44.995 6 5
44.995 49.995 5 4
49.995 54.995 1 3
54.995 59.995 3 2
59.995 64.995 6
1
64.995 69.995 2
0
134.995 239.995 3 44.9954 49.9955 54.9956 59.9957 64.9958 69.9959
Weight (in lbs)
Frequency Histogram for FDT

with Unequal Class Sizes (not in notes)
When the class intervals of the frequency

distribution are not equal, the heights of the
histogram rectangles must be adjusted to
make the areas proportional to the class size.
Step 1: Select a unit class size, c.

Step 2: Adjust class size of ith class, ci*= ci/c.
Step 3: Adjust frequency of ith class, fi*= fi/ci*.

The table below shows the frequency distribution of income for policy-making purposes
regarding tax exemptions for taxpayers with annual incomes of P200,000 or below.
Choose unit class size, c =10

Adjusted Adjusted
No.of size freq.
Taxpayers ci*= ci/10 fi*= fi/ci*
ci Income fi
10 51 - 60 6 1 6
10 61 - 70 102 1 102
10 71 - 80 134 1 134
20 81 - 100 293 2 146.5
50 101 - 150 364 5 72.8
50 151 - 200 101 5 20.2
Frequency Histogram of Annual Income of Taxpayers
160
140
Number of Taxpayers
120
100
80
60
40
20
0
45.5 65.5 85.5 105.5 125.5 145.5 165.5 185.5 205.5
ChapterAnnual
6. Organization
Income (in thousands) of Data
Frequency Polygon (page 132)

The frequency polygon is the line graph of
the frequency distribution table. We plot the
frequencies against the corresponding class
marks then connect the points by straight
lines. Since this is a polygon, we need to
close the chart by putting an additional class
mark at both ends of the horizontal axis and
bring down the line to the horizontal axis at
the midpoints of the additional class marks.

Example of Frequency Polygon
CM No. of children
Frequency Polygon of Weight of Children
32.495 0
8
37.495 7 7
42.495 6 6
No. of Children
5
47.495 5 4
52.495 1 3
57.495 3 2
1
62.495 6 0
67.495 2 32.495 37.495 42.495 47.495 52.495
Weight (in lbs)

57.495 62.495 67.495 72.495
72.495 0
Other Remarks (page 132)

 The frequency polygon also shows the shape of the data
distribution. The advantage of the frequency polygon over the
frequency histogram is that we may draw and compare two or
more frequency distributions. The advantage of the frequency
histogram is that it is easier to interpret since the boundaries of
the class intervals are clearly displayed as the boundaries of the
bars.
 From the frequency histogram, we can easily construct the

frequency polygon by connecting the midpoints of the adjoining
bars and then putting two additional classes at both ends to
close it. The area under the frequency polygon is the same as
the area under the frequency histogram. Both areas represent
the total number of observations.

Variations of FDT:
Relative Frequency and
Relative Frequency Percentage (page 129 – 130)
 We find the relative frequency for each class interval by dividing the class frequency of a
class interval to the number of observations. The sum of the relative frequency column is
one. On the other hand, we derive the relative frequency percentage from the relative
frequency. We simply multiply the relative frequency by 100% to get the relative frequency
percentage. The sum of the relative frequency percentage column is one hundred percent.
TABLE 7. Frequency Distribution with Relative Frequency
and Relative Frequency Percentage Columns
Relative
Class Limits Relative Frequency
LCL UCL f Frequency Percentage
2,500 - 192,499 30 0.366 36.6
192,500 - 382,499 26 0.317 31.7
382,500 - 572,499 16 0.195 19.5
572,500 - 762,499 5 0.061 6.1
762,500 - 952,499 3 0.037 3.7
952,500 -1,142,499 1 0.012 1.2
1,142,500 -1,332,499 1 0.012 1.2

82 1.000 100.0
Variations of FDT:
Cumulative Frequency Distribution
(page 130)
 Less than cumulative frequency

distribution (< CFD) shows the number of
observations with values smaller than the
upper class boundary.
 Greater than cumulative frequency

distribution (>CFD) shows the number of
observations with values larger than the
lower class boundary.
How to Construct the < CFD (page 130)
 For the first class interval, simply copy the

class frequency.
 For the successive class intervals, add the
class frequency and the less than
cumulative frequency of the preceding
class.
 The < cumulative frequency of the last
class interval should be the same as the
total number of observations.
Example
Weight Frequency <CFD Computation

35.00 - 39.99 7 7 7
40.00 - 44.99 6 13 7+6
45.00 - 49.99 5 18 13 + 5
50.00 - 54.99 1 19 18 + 1
55.00 - 59.99 3 22 19 + 3
60.00 - 64.99 6 28 22 + 6
65.00 - 69.99 2 30 28 + 2

How to Construct >CFD (page 130)
 Begin with the last class interval and copy

the class frequency.
 For the preceding class intervals, add the
class frequency and the greater cumulative
frequency of the next class.
 The > cumulative frequency of the first
class interval should be the same as the
total number of observations.
Example
Weight Frequency >CFD Computation

35.00 - 39.99 7 30 23 + 7
40.00 - 44.99 6 23 17 + 6
45.00 - 49.99 5 17 12 + 5
50.00 - 54.99 1 12 11 + 1
55.00 - 59.99 3 11 8+3
60.00 - 64.99 6 8 2+6
65.00 - 69.99 2 2 2

Ogive (page 133)
 The ogives are the line charts of the cumulative
frequency distribution.
 For the less than ogive, we plot the less than
cumulative frequencies against the corresponding
upper class boundaries.
 For the greater than ogive, we plot the greater than
cumulative frequencies against the corresponding
lower class boundaries.
 If we superimpose the less than ogive and the
greater than ogive, the intersection is the median
(the value that divides the array into 2 equal parts).
Example of Less than Ogive
Less than Ogive of Weight of Children
35
Class Boundaries <CFD
Less than Cumulative Frequency
34.995 - 39.995 7 30
39.995 - 44.995 13 25
44.995 - 49.995 18 20
49.995 - 54.995 19 15
54.995 - 59.995 22 10
59.995 - 64.995 28 5
64.995 - 69.995 30 0
39.995 44.995 49.995 54.995 59.995 64.995 69.995
Weight (in lbs.)

Example of Greater than Ogive
Greater than Ogive of Weight of Children
35
Class Boundaries >CFD
Greater than Cumulative Frequency

30
34.995 - 39.995 30
39.995 - 44.995 23 25
44.995 - 49.995 17 20
49.995 - 54.995 12 15
54.995 - 59.995 11 10
59.995 - 64.995 8
5
64.995 - 69.995 2
0
34.995 39.995 44.995 49.995 54.995 59.995 64.995
Weight (in lbs)
Assignment
Use data in Exercise no. 5, page 135.
1. Construct a frequency distribution and compute
for the relative frequency percentages. Present
the frequency distribution and the relative
frequency percentage distribution in a formal
statistical table.
2. Present the frequency histogram of fdt in no. 1.
3. Present the frequency polygon of fdt in no. 1.
4. Construct the <CF and >CF.
5. Present the ogives of the cumulative frequencies
in no. 4.

Organization of Data

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Chapter 6

Definition of Raw Data (page 122)

Raw data or unclassified data is the set

Chapter 6. Organization of Data

Days-to-maturity for 40 short-term

Chapter 6. Organization of Data

NCR Region 5 Region 12

CAR Masbate 483,651 Cotab C 49,997

(Cordillera Abra 110,937 Sorsogon 319,952 Region 13

Administrative Apayao 28,770 Region 6 (Caraga) Agus dN 259,475

Ifugao 113,719 Visayas) Antique 208,169 Surig dN 232,065

Mt. Prov 76,137 Guimaras 37,838 ARMM

Region) Ilocos S 190,297 Region 7 Maguindanao 534,628

La Union 253,382 (Central Bohol 590,926 Sulu 397,119

Region 2 N Oriental 427,509

(Cagayan Batanes 2,535 Siquijor 25,237

Region 3 N Samar 240,228

Luzon) Bataan 68,659 W Samar 348,054

Bulacan 147,812 Region 9

Pampanga 331,739 Peninsula) Zamb dS 821,793

Zambales 193,962 Isabela C

Laguna 207,184 Lanao DN 424,819

Rizal 139,449 Mis Or 404,002

Occ Mindor 177,823 Daval dS 412,442

Or Mindoro 340,690 Davao O 172,627

Chapter 6. Organization of Data

The array is the arrangement of the

Chapter 6. Organization of Data

Chapter 6. Organization of Data

Note: The classes may be distinct values/qualitative

Chapter 6. Organization of Data

Example of Single Value Grouping

Number of Children No. of Married Women %

Chapter 6. Organization of Data

2,500 - 152,499 24 2,500 - 202,499 31 2,500 - 192,499 30

152,500 - 302,499 24 202,500 - 402,499 26 192,500 - 382,499 26

302,500 - 452,499 18 402,500 - 602,499 16 382,500 - 572,499 16

452,500 - 602,499 7 602,500 - 802,499 5 572,500 - 762,499 5

602,500 - 752,499 4 802,500 - 1,002,499 3 762,500 - 952,499 3

752,500 - 902,499 3 1,002,500- 1,202,499 0 952,500 - 1,142,499 1

902,500 - 1,052,499 1 1,202,500- 1,402,499 1 1,142,500- 1,332,499 1

1,052,500- 1,202,499 0 Total 82 Total 82

Chapter 6. Organization of Data

Definition of Terms (page 127)

Chapter 6. Organization of Data

Second class: class size=51-11=40 or

Fifth class: class size=500-200=300

Chapter 6. Organization of Data

Using Excel in Tallying the

Chapter 6. Organization of Data

There must be an adequate number of classes to show the essential

There are no precise rules concerning the optimal number of classes

Sturges’ formula: K = 1 + 3.322 log n

Chapter 6. Organization of Data

The following data represent the weight of 30 children:

39.12 61.74 37.29 44.35 57.29

Chapter 6. Organization of Data

Example: R=67.29 – 36.07 = 31.22

39.12 61.74 37.29 44.35 57.29

Chapter 6. Organization of Data

Steps in Constructing FDT

Step 3: Calculate the approximate class

Example: C’ = 31.22/6 =5.2