Republic of the Philippines

University of Eastern Philippines

University Town, Northern Samar
Web: http://uep.edu.ph; Email: ueppres06@gmail.com

COLLEGE OF EDUCATION
UEP LABORATORY HIGH SCHOOL

BUSINESS MATHEMATICS
GROUP 6: PRESENTATION AND
ANALYSIS OF BUSINESS DATA

Ablazo, Precious Anne L.

Badiola, Dexter A.
Bantilo, Gracelyn I.
Basierto, Venice C.
Ong, Anlyn C.
Paulino, Nicole Isabel O.
Quinao, Czergem
Senobio, Jhon Paul A.
Sumalas, Samantha Niña Mae V.
 Presentation and Analysis of Business Data
Lesson 3: Analyze and Interpret Business Data
Data is a collection of information, either in the form of facts or numbers.
The data can be about population, death, marks scored by a class, scores in
different matches etc. Data can be categorized into two types – quantitative
data and qualitative data.
Quantitative data are such data in numerical form. Such numerical data may
be separated into continuous data and discrete data. When measurements
are made, the data gathered are generally continuous since all values within
a particular span are possible. Discrete data are usually obtained by
counting.
Qualitative data, as the term suggests, is descriptive data. It may be
expressed in terms of categories or as a quality. For example, color, gender,
nationality etc.

Data interpretation is the process of assigning meaning to the collected

information and determining the conclusions, significance, and implications
of the findings. The ability to interpret business data presented in tables is a
common requirement in many managerial and professional jobs.
A table is a collection of related arranged for ease of reference or
comparison, usually in parallel columns with meaningful titles. Tables are
very useful in summarizing statistical data and are found everywhere in
business.
Steps to Reading a Table
Step 1: Scan the titles above the columns for the category of information
being sought.
Step 2: Look down the column for the specific fact required.
Example
Different Categories of Vehicles Sold in a Certain Country (in
thousands)
Year Heavy Light Commercial Cars Jeepneys Two Wheels
Vehicles Vehicles
2010 26 64 232 153 340
2011 45 60 242 172 336
2012 72 79 248 210 404
2013 81 93 280 241 411
 2014 107 112 266 235 442
Total 331 408 1268 1011 1933

Answer the following questions:

1. In which year was the number of light commercial vehicles sold equivalent to
approximately 25% of the number of two-wheelers sold?
Answer: Year 2014
Solution: 442/1993 ≈ 0.25 = 25%
442 x .25 = 110.5 0r 111 ≈ 112

2. If the same percentage increase in the number of heavy vehicles in 2014

over 2013 is expected in 2015, approximately how many vehicles will be sold
in 2015?
Answer: Approximately 141,000 heavy vehicles
Solution:
# sold heavy vehicles in 2014 – # sold heavy vehicles in 2013 =107- 81 = 26
26/81 = 0.3209 = 32.10%
107 (0.3210) = 34.347
107 + 34.347 = 141.347

3. The number of heavy vehicles sold in 2013 was approximately what percent
of the total number of vehicles sold in 2012?
Answer: Approximately 8%
Solution:
Number of heavy vehicles sold in 2013/Total number of vehicles sold in 2012
81/ 72+79+248+210+404
81/ 1,013
0.079
8%

4. In which year was the number of 2-wheelers sold as a percent of the total
number of vehicles sold during that year the highest?
Answer: Year 2010
Solution:
2010 = 340/ 26 +64+232+153+340 = 340/815 = 0.417 = 41.7%
2011 = 336/ 45+60+242+172+336 = 336/855 = 0.393 = 39.3%
2012 = 404/ 72+79+248+210+404 = 404/1,013 = 0.399 = 39.9%
2013 = 411/81 +93+280+241=411 = 411/1,106 = 0.372 = 37.2%
2014 = 442/ 107+112+266+235+442 = 442/1,162 = 0.3 804 = 38.04%

Lesson 4: Presentation of Graphical Representation of Business

Data
 Presentation of Ungrouped Data
Ungrouped data are not systematically organized and are usually
randomly given. These data can be presented through a graph such as a
pictograph, a line graph, a bar graph, or a pie chart. A graph is a visual
presentation of data to make analysis and interpretation of these data
easier and more meaningful.

Pictograph/Pictogram – is a way of showing data using pictures, symbols,

or drawings. Each symbol represents a certain amount number or things.

Example 1: The following set of data gives the information on the number
of apples sold at a supermarket over 5 months. Represent this data using
a pictograph.

 In January, 35 apples were sold.

 In February, 60 apples were sold.
 In March, 75 apples were sold.
 In April, 110 apples were sold.
 In May, 95 apples were sold.
Solution:
January

February

March

April

May

= 10 Apples = 5 Apples
Figure 5.1 A Pictograph of apples sold over 5 months

Line Graph
A line graph shows data that are connected in some way, such as the
changes over time. In a line graph, the points are plotted on a graph related
to the two variables. The points that have been plotted are joined by line
segments.
Example 2: The J&P Telecom Company has determined the cost of producing
mobile phones at its new factory. The number of mobile phones produced
and the corresponding cost of production are shown in the table below:
Table 5.2.2 Data from J&P Telecom Company
Number of Mobile Phones Produced Cost of Production
1000 500,000
2000 900,000
3000 1,200,000
4000 1,400,000
5000 1,500,000

The plant supervisor wants to present the data to management by means of

line graph. How should the graph be constructed?
Solution:

J&P Telecom Company Completed Graph

1,600,000

1,400,000

1,200,000
Cost of Production

1,000,000

800,000

600,000

400,000

200,000

0
1,000 2,000 3,000 4,000 5,000

Number of Mobile Phones

Make sure the graph has:

 Vertical scale with tick marks and labels
 Horizontal scale with tick marks and labels
 Data points connected by line segments
 A title
Bar Graph
A bar chart is a graphical representation of categorical data in which a
rectangle or box is drawn over each category or class. The length of each bar
represents the frequency or percentage of observations, or some other
measure associated with the category.
Example 3: A Department Store had the following sales from four sections for
the last four quarters (in thousand pesos):
Department March June September December Total
Cosmetics 160 180 180 200 720
Men’s Wear 280 300 200 300 1080
Ladies’ Wear 860 560 500 240 2160
Kids’ Wear 60 60 100 140 360
Total 1360 1100 980 880 4320

Solution:

Total Quarterly Sales Quarterly Sales by Deparment

160 100
140
80
120
60
100
80 40
60 20
40
0
20 March June September December
0
March June September December Cosmetics Men's Wear Ladies' Wear Kids' Wear

Percentage Chart
Stacked Bar Chart 100%

160 90%

140 80%
120 70%
100 60%
80 50%
60 40%
40 30%
20 20%
0 10%
March June September December
0%
Cosmetics Men's Wear Ladies' Wear Kids' Wear March June September December

Cosmetics Men's Wear Ladies' Wear Kids' Wear

From the chart, we can identify which has the highest and lowest sales at
glance.
A bar chart should have the following:
 Title
 Axes
 Labels
 Intervals
 Bars
Pie Chart
A pie chart is a circular graph that uses pie slices top show the relative slices
of data. Various observations of the data are represented by the sectors of
the circle. The whole circle represents the sum of the values of the
components, with the total angle formed at the center adding up to 360
degrees.
The angle at the center corresponding to a particular observation is given
by:
Value of Component/Total Value x 360°
If the values of the observations/components are expressed in percentage,
then the central angle corresponding to a particular observation/component
is given by:
Percentage Value of the Component/100 x 360
Example 4: The following shows the number of hours spent by a child on
different activities on a school day. Draw a pie graph to represent the given
information.
Activity School Sleep Play Study TV
Number of Hours 6 8 4 4 2

Solution:
Before making a pie graph, calculate first the angles.
School Sleep Play Study TV Total
6 8 4 4 2 24
6/24 x 8/24 x100% 4/24 x 4/24 x 2/24 x 100% 100%
100% = = 33.3% 100% 100% = = 8.3%
25% =16.7% 16.7%
6/24 x 360° 8/24 x 360° 4/24 x 360 4/24 x 360 2/24 x 360° 360°
= 90° = 120° ° = 60° ° = 60° = 30°
 Number of Hours Spent by a Child on Different Activities on a School Day

Presentation of Grouped Data

Grouped data are data that are organized
School Sleep andStudy
Play arranged
TV into different classes
or categories. For the presentation of grouped data, we will discuss how to
create a histogram and an ogive. We need to construct a frequency
distribution table before plotting the graph. Here are the steps to construct a
frequency table (ungrouped data to grouped data).
1. Find the range using the formula below:
Range = Largest Value of Data – Smallest Value of Data
2. Find the class size using the formula below:
Class Size = Range/k
where k = number of Classes = 1 + 3.3logN
N = Number of Data
3. Construct the frequency table by listing the class interval and
frequencies.
Example 1: The following data were acquired from measurements made on
25 plates of length expressed in millimeter. Arrange all the data in a
frequency table.
9.9 15.4 18.4 13.4 15.9
15.6 12.7 23.3 14.3 20.8
24.1 17.0 11.8 9.2 12.6
19.5 5.4 7.8 19.2 22.1
20.5 28.6 19.9 16.8 8.8

Solution:
(a) Number of data N = 25
(b)Highest Value = 28.6; Lowest Value = 5.4
(c) Range = 28.6 – 5.4 = 23.2
(d)Number of Classes, k = 1 + 3.3log25 = 5.6 ≈ 6
(e) Size of the class interval, C = Range/k = 23.2/6 = 3.866 ≈ 4
 Frequency Table
Class Interval Frequency
5.4 – 9.3 4
9.4 – 13.3 4
13.4 – 17.3 7
17.4 – 21.3 6
21.4 – 25.3 3
25.4 – 29.3 1

Histogram and Frequency Polygon

A histogram is constructed based on the frequency distribution. There are
some features that must be considered when constructing a histogram. The
data values are plotted on the horizontal axis, while the frequencies are
plotted on the vertical axis, On the horizontal axis, each bar is labeled form
the lower boundary to the upper boundary of each class. Do not leave any
space between the bars. The width of each bar is given by the size of each
class.
Example 2: The following table shows the distribution of marks of 40
students in a Business Mathematics test.
Marks Number of Students
30-39 6
40-49 8
50-59 12
60-69 8
70-79 5
80-89 1
Construct a histogram and a frequency polygon for the above data.
Solution:
(a) Histogram
Marks Class Boundaries Number of Students
30-39 29.5-39.5 6
40-49 39.5-49.5 8
50-59 49.5-59.5 12
60-69 59.5-69.5 8
70-79 69.5-79.5 5
80-89 79.5-89.5 1
 14

12

10
Number of Students

(b)Frequency
2 Polygon

0Steps Marks
to draw a frequency polygon
1. Find the midpoint of each class interval.
2. Connect the midpoints of each class interval.
3. Add one class with frequency zero before the first class and after
the last class.
4. Draw a histogram.
Marks Class Boundaries Midpoint (x) Number of
Students
30-39 29.5-39.5 34.5 6
40-49 39.5-49.5 44.5 8
50-59 49.5-59.5 54.5 12
60-69 59.5-69.5 64.5 8
70-79 69.5-79.5 74.5 5
80-89 79.5-89.5 84.5 1
 14 0.35

12 0.3

10 0.25
Number of Students

8 0.2

6 0.15

4 0.1

2 0.05

0 0
29.5 39.5 49.5 59.5 69.5 79.5 89.5

Ogive
An ogive is also known as cumulative frequency graph. There are some
features that must be considered when drawing an ogive. The values of the
upper boundaries are plotted on the horizontal axis while the values of the
cumulative frequencies are plotted on the vertical axis. In the frequency
table, prepare two additional columns for “upper boundary” and “cumulative
frequency”. In the frequency table, remember to insert an additional class
with frequency “0” and cumulative frequency “0” before the first class. Plot
the graph of the cumulative frequencies against the upper body of each
class. Draw a smooth curve that passes through each point that is plotted.
An ogive can be drawn either as a less than ogive or a more than ogive.
Example 3: The masses of 90 oranges are shown in the following table.
Mass (g) Number of Oranges
150-159 5
160-169 18
170-179 26
180-189 16
190-199 10
200-209 9
210-219 6
Draw an ogive to present the distribution of the masses of the oranges.
Solution:
Mass (g) Number of Upper Boundary Cumulative
 Oranges Frequency
140-149 0 149.5 0
150-159 5 159.5 5
160-169 18 169.5 23
170-179 26 179.5 49
180-189 16 189.5 65
190-199 10 199.5 75
200-209 9 209.5 84
210-219 6 219.5 90

100

90

80

70
Cumulative Frequency

60

50

40

30

20

10

0
149.5 159.5 169.5 179.5 189.5 199.5 209.5 219.5
Mass (g)
References
Chua, Simon L., et.al, 2018 Soaring 21st Century
Mathematics Grade 12 Business Mathematics. pp. 230-236; 237-253.
Quezon City, Philippines. Phoenix Publishing House