BUSINESS MATHEMATICS Name of Learner: _________________________ Grade Level: _____________________ Section: _________________________________ Date: ___________________________ LEARNING ACTIVITY SHEET THE FUNDAMENTAL OPERATIONS OF MATHEMATICS AS APPLIED IN SALARIES AND WAGES Background Information for Learners Spreadsheets are an essential business and accounting tool. They can be challenging but it can help business organize and categorize data into a logical format. By using E spreadsheet, you can tract your employee’s wages using formula. The most important formula involves total hours worked, regular time hours worked, overtime worked, and overtime pay. Business organization uses software to have a reliable and credible computation of salaries and wages of their employees. Learning Competency with Code • Use E-spread sheet in the computation of salary and overtime pay ABM_BM11SW-IIf-10 • Present graphical representation of the details or particulars of the salary ABM_BM11SW -IIf-13 Activity 1: Computation of Salary and Overtime Pay Using Microsoft Excel Directions: Supply the missing information. Use Excel to compute the regular, overtime and total earnings each of the employees. Total Hours Employee Regular Overtime Regular Overtime Regular Overtime Total Rate in Rate in Earnings Peso Per Peso Per Hour Hour Estrada, A 38.5 ______ 250.75 375 ? ? ? Ferrer, D. 40 5.5 320.00 480 ? ? ? ?? ? Fauna, C 35 ______ 210.00 315 Gomez, Y 40 7 350.00 525 ? ? ? Han, S. 40 4.5 400.00 600 ? ? ? Activity 2 Computation of Salary and Overtime Pay 48
A. Directions: Complete the following payroll summary. Assume that more than 40 hours of work is paid OT premium of 25%. Use Excel. Hourly Earnings M T W Th F Reg. OT Gross Employee Rate 9 8 8 ½ 10 10 ½ Reyes, J P/305 Cuaresma, P/260 8 8 5 12 12 T P/360 - 10 11 10 8 Collado, I B. Directions: Using data in Activity 2 (A), compute for the gross earning of Reyes, Cuaresma and Collado assuming that overtime is paid in excess of 8 hours work a day. Use Excel. Employee Regular Earnings Overtime Earnings Gross Earnings Reyes, J. Cuaresma, T Collado, I Activity 3: Computation of Salary and Overtime Pay Directions: Compute for Joel B. Lopez total earnings using Microsoft Excel. Joel B. Lopez is paid on an hourly basis. The company allows employees 15-minute grace period in the morning. Office hours begins at 8:00 a.m. and end at 5:00 p.m. with 1-hour lunch break and 15 minutes coffee break each in the afternoon. An employee who comes beyond the 15-minute grace period forfeits the same and deductions are made from his salary according to the schedule given below. An overtime premium of 25% is given for regular overtime; 50% for Saturday work; and double-time for Sunday and holidays. Joel B. Lopez’s hourly rate is 50.50. 16 minutes - ¼ hour deduction 17-30 minutes - ½ hour deduction 31-45 minutes - ¾ hour deduction 46-60 minutes - 1-hour deduction 49
Joel B. Lopez’s daily time record showed the following: Days In Out In Out Monday 8:01 12:00 1:05 7:00 12:02 1:02 7:30 Tuesday 8:17 12:05 1:00 5:00 12:00 1:00 6:30 Wednesday 8:45 12:01 12:59 5:01 12:00 Thursday 9:00 Friday 8:24 Saturday 8:00 Activity 4: Graphical Representation of Salary Directions: Compute and make a graphical representation of Ariel B. Patricio earnings. Ariel B. Patricio is a salesman of Naka Tipid Inc. His rest day is Wednesday. He is paid overtime in excess of 40 hours a week. His hourly rate is 50.25. For the week, he worked for 50 hours, excluding the 5 ½ hours he rendered on Wednesday. His regular overtime premium is 25% and his holiday overtime premium is 100%. Compute his gross earnings. Activity 5 Graphical Representation of Salary Dela Cruz J. works for a company that pays overtime for hour worked over 48 in a week. For regular overtime (hours over 48 in a week), the company pays time and a half. For overtime on Sundays and holidays, the company pays double-time. Compute for Dela Cruz J’s salary for the week detailing her regular pay, her regular overtime pays, and her Sunday / holiday pay given the following: Dela Cruz J. is paid P/58 per hour. Monday 8 hours Friday 10.5 hours Tuesday 10 hours Saturday 5 hours Wednesday 12 hours Sunday 5 hours Thursday 8.5 hours Reflections: Write your brief description of your experiences by answering the following questions. 1. What is the most important thing you have learned from the activity? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 50
2. Do you do you feel that activity relates to the real-world situations and problems? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3. What are the difficulties have you encountered in the activities? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ References: Favila, Noel and Ingeso, Ma. Lourdes, Business Math, 2017 edition Educational Resources Corporation Publishers, Brgy. Bagong Lipunan ng Crame, Cubao, Quezon City, Philippines Lopez, Norma, Business Mathematics,Rex Book Store,Manila,Philippines Answer Key Activity 1 Employee Total Overtime Regular Overtime Regular Total hours Rate Rate in Overtime Earnings Peso Regular in Peso Estrada 38.5 250.75 375.00 9,653.88 9,653.88 Ferrer 40 5.5 320.00 480.00 12,800.00 2,640.00 15,440.00 Fauna 35 210.00 315.00 7,350.00 7,350.00 Gomez 40 7 350.00 525.00 14,000.00 3,675.00 17,675.00 Han 40 4.5 400.00 600.00 16,000.00 2,700.00 18,700.00 Activity 2 A. Earnings M T W Th F Regular OT Gross Employee Rate Hour Hour Reyes 305 9 8 8.5 10 10.5 40 6 46 Cuaresma 260 12 12 40 5 45 Collado 360 88 5 10 8 39 - 39 10 11 51
B. Regular Overtime Gross Employee Earnings Earnings Earnings Reyes 12,200.00 2,287.50 14,487.50 Cuaresma 10,400.00 1,625.00 12,025.00 Collado 14,040.00 14,040.00 Activity 3 J. Lopez Daily Time Record Days Hours Deduction Regular OT Regular Regular OT Pay Gross Rendered Hours Rate Per Earnings Hour Monday 10 8 2 50.50 404.00 126.25 530.25 Tuesday 10.5 Wednesday 0.5 8 2 50.50 404.00 126.50 530.50 Thursday 8 Friday 9.5 0.75 7.25 50.50 366.13 366.13 Saturday 8 Total Salary for 4 1 8 0.5 50.50 404.00 31.56 435.56 1 week 0.5 7.5 50.50 378.75 378.75 4 50.50 303.00 303.00 2,544.19 52
Activity 4 Graphical Representation of Salary Activity 5 53
BUSINESS MATHEMATICS Name of Learner: _____________________________Grade Level: ______________ Section: ____________________________________ Date: ____________________ LEARNING ACTIVITY SHEET FORMS OF BUSINESS DATA PRESENTATION Background Information for Learners Data is a collection of facts such as numbers, words, measurements, observation, or description of things. Business data means all business information and all personally-identifying information and data that is accessed, collected, used, processed, stored, shared, distributed, transferred, disclosed, destroyed, or displaced of by any of the Business Systems. Presentation of data refers to the organization of data into tables, graphs or charts, so that the logical and statistical conclusions and be derived from the collected measurements. Data may be presented in three (3) forms: Textual presentation of data means presenting data in the form of words, sentences and paragraphs. Example: Out of 100 samples interviewed, the following flavors of teas offered by “TeaPid Milk Tea House” were noted as their best sellers. 56 for Winter melon, 29 for Matcha and15 for Okinawa. Table/Tabular presentation of data means a systematic organization of data in columns and rows. Example: Table 1: Smartphone Percentage of units sold distribution by brand:2018 Smartphone Brand No. Of units sold in 2018 Percentage of units sold in 2018 Apple 30345 27.67% Samsung 28123 25.64% Oppo 25234 23% Viv0 15078 13.75% Other Brand 10897 9.94% Graphical presentation of data is a way of analyzing numerical data. It exhibits the relation between data, ideas, information, and concepts in a diagram. There are different types of graphical presentation of data are as follows: • Bar Graph- is a graph used to show relationships or comparison between two groups. A typical bar graph has a label or title, x-axis, y-axis, scales or increments for the axis and bars. Example: Figure 1 54
Figure 1: Favorite Type of Movie • Pie or Circle Graph – is a special chart/graph that uses pie slices to show relative sizes of data. It is divided into sectors where each sector shows the relative size of each value. Example: Figure 2 • Line Graph- is formed by joining the points given by the data with straight lines. It is usually used to show the change of information over a period of time. Example: Figure 3 Figure 3: Daily Sales in RM of different categories of items for four days 55
• Pictograph or pictogram is a way of showing data using images. Each image stands for a certain number of things. Example: Figure 4 Soccer Ball Sold January February March Note that each picture of a soccer ball means 5 soccer balls. So the pictograph is showing: In January 15 soccer balls were sold. In February 10 soccer balls were sold. In March 20 soccer balls were sold. Learning Competency with Code Compare the forms (textual, tabular, and graphical) of business data. ABM_BM11PAD-IIg- 2 56
Directions and Instructions Hello learner! Read and understand each activity before you carry out each instruction. But before that you should fill-out the learning contract below. Good Luck! LEARNING CONTRACT LAeGveRlE1E: MLOEANDT: By signing the contract, you are hereby accepting the responsibility to finish the activity package and submit it to your teacher (____________________) on L(o_a_d__u_p__y_o_u_r_e_n__v_ir_o_n_m__e)n.tal speeches with different patterns and outlines. Activity 1: HUNT Directions: Find and encircle the different forms of business data presentation. Write a short description/s of each form in the box of the next page. H U S L I S T F O R MA T WA S P O S R T E X T UA L P RE S E NT A T I ONI L REDUCEREUSERACYCL ES Q WE R T Y U I O P O N T B E A R T H E S V E RT DF GHJ K L CUNT RA S T A E P I V A WA R E N E S L L L O V E E V L L T T T I J L S A T UA OP MB ON E T A L OOB E Y RUL E RJ F UV T V MH N K E V GOJ GL OB P L E T OA I O E T B E B O E WA R M I R G I L L B R T S A P R O T E T P O WS E N S I U L O H C L I MA T E K A GA I S S I N N E N E I I HI ME B A E CHA E GE E T F M R E F L O L C S T E WA R N A L O E O E E NE CHRONOL OGI T A L J E RN A C ON S I D E R N A T U A E H A R MT RE DUCE HE A T CA UT A L MHA N T O C H A N G E T H E WO I L D U I T O H F E C OF R I E N D L Y OI F E MI W GRA P HI CA L T GHS NDOT T CA Forms of Business Data Presentation: 57
ACTIVITY 2: CONNECT Directions: In each circle write the forms of business data presentation you are comparing. Then, write details how the forms are different in the outer circles and how the forms are the same where the circles overlap. Form 1___________________ Form 2____________________ Form 3___________________ ACTIVITY 3: Make It Real! Directions: Do what is being ask. Write your answer in a separate sheet of paper 1.Think of a topic in busines that is of interest to you. 2. Gather data on the chosen topic 3. Create a graphical representation General Standard Based- Rubric Emerging Developing Meeting Exceeding The learner demonstrates The learner The learner The learner a beginning demonstrates some demonstrates a demonstrates an understanding of grade- understanding of complete & consistent advanced level standard. grade-level standard. understanding and understanding that *Intensive support and *It requires additional application of grade- exceeds grade-level intervention are required support to progress. level standard standards as evidenced by a depth of a higher level of complexity. 58
Reflections: Reflect on the concepts and ideas that have just been introduced, make connections to your prior knowledge or experience, and seek clarification by completing the following: • I learned that______________________________________________ • I changed my attitude about__________________________________ • I became more aware of_____________________________________ References: Lawinsider.com/dictionary https://www.academia.edu/34527054 https://www.mathisfun.com/data Answer Key Level 1: HUNT H U S L I S T F O R MA T WA S P O S R T E X T UA L P RE S E NT A T I ONI L REDUCEREUSERACYCL ES P A Y A T T E NT I ONT B E A RT HE S V C OMP A R I S ON C U N T R A S T A E P I V A WA R E N E S L L L O V E E V L L T T T I J L S A T UA OP MB ON E T A L OOB E Y RUL E RJ F UV T V MH N K E V GOJ GL OB P L E T OA I O E T B E B O E WA R M I R G I L L B R T S A P R O T E T P O WS E N S I U L O H C L I MA T E K A GA I S S I N N E N E I I HI ME B A E CHA E GE E T F M R E F L O L C S T E WA R N A L O E O E E NE CHRONOL OGI T A L J E RN A C ON S I D E R N A T U A E H A R MT RE DUCE HE A T CA UT A L MHA N T O C H A N G E T H E WO I L D U I T O H F E C OF R I E N D L Y OI F E MI W GRA P HI CA L T GHS NDOT T CA Forms of Business Data Presentation (Answers may vary) Activity 2: Connect (Answers may vary) Activity 3: Make It Real! (Answers may vary) 59
BUSINESS MATHEMATICS Name of learner: ______________________________ Grade Level: ___________________ Section:______________________________________ Date: _________________________ LEARNING ACTIVITY SHEET Analysis and Interpretation of Business Data Background Information for Learners: Measures of Central Tendency: 1. Mean- also known as the arithmetic mean. for ungrouped data for grouped data 2. Median- the middle entry of an ordered list of data (from highest to lowest or from lowest to highest). Md = for ungrouped data Md = for grouped data 3. Mode- the most frequently occurring entry. Measures of Variation: 1. Range- the difference between the highest and the lowest entries Range = HS – LS 2. Interquartile Range- the difference between the third quartile and the first quartile. Quartiles are points which divide the set data into four equal parts. IQR = Q3 – Q1 3. Standard Deviation- the principal square root of the variance. It measures the difference of every score from the mean, It is the most important measure of spread. 4. Variance- the average of the squared deviation of every score from the mean. = 5. Coefficient of Variation- shows variation relative to the mean. To compare two or more groups, compare their coefficients of variation (usually in percentage). 60
Test of Significant Difference 1. Z-test- used for large sample sizes specifically when n is greater than or equal to (n 30) 2. T-test- used for small numbers, which are less than 30. Learning Competency with Code The learners analyze and interpret the data presented in the table using measures of central tendency and variability and tests of significant differences. (ABM_BM11PAD-IIH-5 Activity 1: True or False Directions: Write letter “T” if the statement is true and “F” if the statement is false. ________1. Every score contributes to the value of the mean. ________2. The mode in a data is always unique. ________3. Median is always affected by the highest and lowest scores. ________4. Mean is easily affected by highest and lowest scores. ________5. Mode divides the distribution into two equal parts. ________6. If n is odd, the median is the middle number. ________7. Every score contributes to the value of the mean. ________8. Mode is the entry that appeared many times. ________9. There is only one mode in a given data. _______10. If n is even, the median is the average of the two middle numbers. Activity 2: Find a word in a puzzle and explain. E VCKI YT YAX AZT ES TVROQ P XCL CYOAXR I MO D E Z H N A T YE DXI KJ GRT VARI ANCE F E GNI P DKJ KS S I RI HBZ DDAT E A WME D I A N Z E EOI BJ BBS W 1. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 61
2. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 3. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 4. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 5. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Activity 3: Multiple Choice. Directions: Read the statements carefully. Write the letter of your choice in your answer sheet. Two groups of sales representatives submitted their motorcycle sales report on the first quarter of 2019. Group A Lea Kyle Carla Sam Dan Calix Steve Number of 10 20 16 28 17 10 18 Motorcycle Group B Lary Desiree Felix Pem Sandy George Amari 12 18 22 20 12 15 Number of 14 Motorcycle 1. What is the mean of the number motorcycle sold by group A? a. 16 b. 15 c. 10 d. 17 2. What is the median of the number of motorcycles sold by group B? a. 16 b. 15 c. 12 d. 22 3. Which group performs better? a. Group A because Sam sold 28 motorcycles. b. Group B because Pem and George have sold 12 motorcycles. c. Group A because their mean is higher than Group B d. Group B because their mode is higher than Group A 4. What is the range of group A? 62
a. 15 b. 18 c. 28 d. 10 5. What is the standard deviation of number of motorcycles sold by Group B? a. 10 b. 3.93 c. 18 d. 17 Activity 4: Problem Solving: A. Coleen is the owner of pizza house in Isabela. She records the number of pizzas sold on a certain day and obtains the following figures: SCHEDULE (24 hours format) NUMBER OF PIZZA SOLD 8:00-10:00 4 10:01-12:00 9 12:01-14:00 13 14:01-16:00 9 16:01-18:00 7 18:01-20:00 11 Compute for the following: 1. Mean 2. Median 3. Mode 4. Range 5. Interquartile range 6. Standard deviation Interpretation: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ B. A manufacturing company of sports equipment has developed a new synthetic fishing line that it claims has a mean breaking strength of 8 kilograms with a standard deviation of 0.5 kilogram. Test the hypothesis that μ=8 kilograms against the alternative that μ ≠ 8 kilograms if a random sample of 50 lines is tested and found to have a mean breaking strength of 7.8 kilograms. Use a 0.01 level of significance. 1. State the null and alternative hypotheses. _________________________________________________________________ _________________________________________________________________ 2. Select the appropriate test statistic and establish the critical region. 63
_________________________________________________________________ _________________________________________________________________ 3. Compute for the test statistical value. _________________________________________________________________ _________________________________________________________________ 4. Decide. The decision rule states that “Reject Ho if the test statistic value lies inside the critical region; if not, reject the H1. “ _________________________________________________________________ _________________________________________________________________ 5. Make a conclusion. _________________________________________________________________ _________________________________________________________________ Points Rubrics for Scoring (Per Item) 5 Description 3 There is a clear explanation on the idea and supported by detailed information 1 0 There is a clear explanation on the idea but not supported by detailed information Explanation on the idea is not clear. No explanation Reflections: What have you learned from the activity? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ References: Lopez, B et. al. (2016) Business Math. Vibal Group, Inc. Quezon City. ISBN 978-971-07- 3848-9 Lopez-Mariano, N. (2016). Business Mathematics. Rex Book Store, Inc. Sampaloc, Manila. ISBN 978-971-23-7824-9 64
Answer Key: 6. T Activity 1: 7. T 1. T 8. T 2. F 9. F 3. F 10. T 4. T 5. F Activity 2: E VCKI YT YAX AZT ES TVROQ P XCL CYOAXR I MO D E Z H N A T YE DXI KJ GRT VARI ANCE F E GNI P DKJ KS S I RI HBZ DDAT E A WME D I A N Z E EOI BJ BBS W Activity 3: 1. d 2. a 3. c 4. b 5. b Activity 4: 1. Mean- 14.47 2. Median – 13. 68 3. Mode- 13 4. Range- 10 5. Interquartile range- 5.12 6. Standard deviation- 3.13 Interpretation and Part II. (Answers may vary) 65
BUSINESS MATHEMATICS Name of Learner________________________________ Grade Level_________________ Section: _______________________________________ Date_________________ LEARNING ACTIVITY SHEETS DIFFERENT KINDS OF GRAPHS AND ITS ESSENTIAL PARTS FOR DATA PRESENTATION Background Information for Learners: Data presenters knows the importance of effectively communicating results, which largely comes to knowing the different types of charts and graphs, and when and how to use them. Graphs present data in a picture form and are best used to summarize data or to show your audience the “big picture.” For this reason, graphs are often used in articles and reports, in advertising, and in the news. Both table and graphs help people to understand what data says, and to see the pattern behind it. The four basic graphs are column graph, bar graph, line, and pie graph. Learning Competency with Code: Describe the different kinds of graphs and its essential parts for data presentation. ABM_BM11_PADIIi-6-7 Activity 1 Directions: Below are images of graphs. Identify what kind of graph and its essential parts. Write your answer in a separate sheet of paper. A. 2. Lourd Brothers Company Sales 1. (in hundred thousands, Php) 6 Sales (in Php) 56 4 3 Sales 2 31 0 2016 2017 2018 2019 5. 2015 4. Year 66
B. Activity 2 Directions: Briefly describe the four basic graphs (Column, Bar, Line, & Pie Graph). Write your answer in a separate sheet of paper. Activity 3 Directions: Give what it is being ask. Write your answer in a separate sheet of paper. A. State at least three reasons, when you should use graphs for data presentation. B. What are the common elements of the graphs in data presentation? Reflections: What have you learned from the activity? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ References Business Mathematics by Thelma T. Villanueva, M. Luisa V. Tesorio, Raul T. Villaluna, Jr., and Flordelita G. Male Business Math textbook by Brian Roy C. Lopez, Leah C. Martin-Lundag, and Keneth Adrian P. Dagal pp. 168-179 67
Answer Key: Activity 1 A. Column Graph 1. Graph Title 2. Y-axis Values 3. Y-axis Title 4. X-axis Title 5. X-axis Values 6. Legend B. Pie Graph 1. Graph Title 2. Data labels (Percentages) 3. Data Labels (Amount) 4. Legend Activity 2 Column Graph—consists of patterned rectangles displayed along the baseline called the x- category or horizontal axis. The height of the rectangle represents the amount of data, which is evaluated using the y-category or vertical axis. It best show data over a short time span and relationships between two or more data series. Bar Graph—is basically a column graph in which the rectangles are arranged horizontally along the y-axis. The length of each rectangle represents its value, which is evaluated using the x-axis values. It best show data series and data comparisons in competition and with no natural order, such as according to time etc. Line Graph—connects data points with lines; different series are given different line markings. It best shows the comparison of long series and is best used when attempting to communicate a data trend. Pie Graph—is used when showing the relative proportion or percentage of numbers that add up to a sum. This graph is good for a single series of data. It best shows a good qualitative view of the data. Activity 3 A. Use of graphs for data presentation. 1.You want to present an overview of the patterns in your data 2.Your audience is interested in the “big picture” 3. You want to maximize understanding and interest in the data B. The common elements of these graphs: (column, bar, lie and pie graphs) are its essential parts: the chart or graph title, labels and legend, the X and Y categories which consists of the data they are trying to show. In a graph, there are amounts, figures that are shown with its relation to the other, and that it represents the data being presented as compared or is being analyzed. 68
BUSINESS MATHEMATICS Name of Learner________________________________Grade&Secrion_________________ Learning Strand________________________________ Date Submitted_________________ LEARNING ACTIVITY SHEETS IDENTIFYING GRAPHS TO USE IN A GIVEN SET OF DATA AND DRAWING THE GRAPH TO PRESENT THE DATA Background Information for Learners: A good graphical display is pleasing to the eye, and therefore, can have the effect of impressing the viewer. Such an informative graph has a positive impression on the website. A graph is an alternative way to present a data. It involves a lot of communication power. A quick look of these graphs may enable the reader to have an instant and meaningful picture of the vast amount of data. Different data calls for different graphs. The graphs may all look brilliant, but is it the right graph for the data? Let us have a good understanding of the different graphs to select the appropriate graph for a particular kind of data. Learning Competency with Code: Give set of business data; identify the graphs to be used. ABM_BM11PAD-IIi-8 Draw the graph/table to present the data. ABM_BM11PAD-IIi-9 Activity 1 Directions: Using the data set below, construct an appropriate graph. Write your answer in a separate sheet of paper. Sports No. of Students Basketball Volleyball 40 Baseball 28 Swimming 20 Badminton 18 8 Chess 10 Track and Field 6 130 Total Which among the sports is the most preferred by university students? The least preferred? Activity 2 Directions: Give what is being ask. Your parents will be out of town on a business trip for a week (might be up to 10 days) and they entrusted you a twenty thousand pesos cash (P20,000) for you and your siblings’ allowance and for other expected bills to pay for the period. Present your plan in a tabular 69
form and make a graph to present your expected/anticipated expenses for the budget according to your own way of allocating it. Explain your graph presentation. (30 points). Activity 3. Create a graph Directions: 1. Think of a topic in business that is of interest to you e.g. monthly sales in a local store, daily production of a manufacturing company. 2. Gather data on the chosen topic. 3. Decide on which is the most appropriate graph to use in presenting your data. 4. Create a graph using MS Excel. 5. Secure a printed copy of the graph. Below Basic Rubrics Proficient 2 points Advanced 3 points Incomplete Work Basic Graph Title 1 point There was a title There was title 0 points included at the top Graph Labels There was no title There was title of the graph, but included at the top included, but it does not match the Graph Scale There were no was not at the data on the graph of the graph. The labels top of the graph The labels were Display of data included in the right title matches the Graph There was no There were labels place, but did not Appearance scale included but not match the data on data on the graph in the right place the graph There was no The scale was The labels were data displayed There was a scale included in the right included but not place, but it was not included in the right Appears messy in the right place appropriate display and poorly the data collected place. The labels The data was displayed but dis The data displayed match the data on not matched the matched the data, data collected but was difficult to the graph Neat & relatively read attractive Neat and relatively The scale was attractive. included in the right place. The scale was appropriate to display the data collected The data displayed matched the data collected. The graph was easy to read Very well designed and neat 70
Reflections: What have learned from the activity? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ References Business Mathematics by Thelma T. Villanueva, M. Luisa V. Tesorio, Raul T. Villaluna, Jr., and Flordelita G. Male Business Math textbook by Brian Roy C. Lopez, Leah C. Martin-Lundag, and Keneth Adrian P. Dagal pp. 168-179 Answer Key Activity 1 Most Preferred Sports of University Students Number of Students 45 40 35 Baseball Swimming Badminton Chess Track 30 andField 25 20 15 10 5 0 Basketball Volleyball Sports The graph shows that basketball is the most preferred sports by the university students. While the least preferred sports by the university students is track and field. Activity 2 Table list Budget allocation for the Week 500 Water bill 2500 Electric bill 1300 Internet bill 5000 Groceries 200 1600 Drinking water refills 800 1 sack of rice 6000 1 tank of gasul 2100 20000 You and your siblings' allowance contingency fund Total 71
Expense Classification 6,800 34% Food Allowance (rice, groceries, water) Utilities expenses (water, electricity, 5,100 26% internet) 6,000 30% cash allowance 2,100 11% contingency fund 20,000 100% Total The graph shows the P20,000 budget allocated for the following : the biggest share goes to food: 34%, P6,800 composed of the grocery items and a sack of rice; all of the utilities expenses that must be paid while our parents are not around: 26%, or a total of P5,100 for water, electricity, and internet bills; 30% of the total budget is for me and my two siblings cash allowance P6,000, so that we have P2,000 each; and lastly the remaining 11%, actually an excess of P2,100 is allocated budget for a contingency fund and might be returned to my parent as soon as they got home. Activity 3: Answers may vary 72
BUSINESS MATHEMATICS Name of Learner: ________________________________ Grade Level: ____________ Section: ________________________________________ Date: __________________ Learning Activity Sheet Analyze and Interpret the Data Presented in a Graph/ Table. Background Information for Learners After learning how to draw the graph/ table to present data, now, we shall analyze and interpret the data which is presented in graph/ table. Tables and Graphs are frequently used in research or statistics to show data. Process of Analyzing and Interpreting a Graph/ Table • Identify what the graph/ table represents. • Check the scale for each graph/ table. • Locate the elements you want information on. Example 1. Number of Senior High School students enrolled in each strand. Strand Number of Students Percentage (%) Science, Technology, Engineering, and 25 26.6 Mathematics (STEM) Accountancy and Business Management 27 28.7 (ABM) Humanities and Social Science (HUMS) 18 19.1 Technical Vocational Livelihood (TVL) 24 25.6 Total 94 100 The table shows the number of Senior High School students enrolled in each of the four (4) strands namely Science, Technology, Engineering, and Mathematics (STEM), Accountancy and Business Management (ABM), Humanities and Social Science (HUMS), and Technical Vocational Livelihood (TVL). Questions: 1. What does the table represent? 2. How many students are represented in this table? 3. Of these students, which strand has the greatest number of enrollees? 4. Of these students, which strand has the lowest number of enrollees? 5. How many percent enrolled in each strand? Answer: The table shows the number of students enrolled in each strand. In general, there are 94 students enrolled in each strand. Out of 94, there are 27 students enrolled in Accountancy and Business Management Strand (ABM) which recorded as the highest percentage with 28.7%. Meanwhile, out of 94, there are only 18 students enrolled in Humanities and Social Sciences which is the lowest percentage among each strand with 19.1%. Science, 73
Technology, Engineering, and Mathematics (STEM) got 26.6%, and Technical Vocational Livelihood (TVL) got 25.6%. Learning Competency with Code Analyze and interpret the data presented in a graph/ table. (ABM_BM11PAD-IIi-10) Activity 1 Directions: Analyze and interpret the different tables/ graphs. 1. Devices available at home that the learner can use for learning Devices available at home that the learner can use for learning Grade Cable Non- Basic Smartphone Tablet Radio Desktop Laptop Level TV cable Cellphone computer TV 11 105 146 15 243 17 132 5 101 12 104 106 13 205 23 126 7 187 The table shows the available devices that the Senior High school students can be used for learning at home. There are 251 grade 11 students and 210 grade 12 students who were interviewed. Questions: a. What is the most available device do the grade 11 students can be used for learning? _____________________________________________________________________ _____________________________________________________________________ b. What is the least available device do the grade 11 students can be used for learning? _____________________________________________________________________ _____________________________________________________________________ c. What is the most available device do the grade 12 students can be used for learning? _____________________________________________________________________ _____________________________________________________________________ d. What is the least available device do the grade 12 students can be used for learning? _____________________________________________________________________ _____________________________________________________________________ e. Is it possible for Grade 11 and Grade 12 students to use online learning approach? Why? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ f. What is/are other device/s do you think is/are the most helpful for Grade 11 and Grade 12 students? Why? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 74
2. Weekly allowance of a Grade 12 STEM student. DISTRIBUTION OF WEEKLY ALLOWANCE The Bar Graph shows the distribution of a Grade 12 STEM student’s weekly allowance of 500 pesos. The percentage is plotted on the vertical axis while the distribution of allowance is plotted on the horizontal axis. Questions: a. What distribution of allowance has the higher percentage? _____________________________________________________________________ _____________________________________________________________________ b. What distribution of allowance has the lowest percentage? _____________________________________________________________________ _____________________________________________________________________ c. How much is the student’s food allowance in peso? _____________________________________________________________________ _____________________________________________________________________ d. If the student increased his transportation by 50 pesos. How much would he keep for his savings in peso? _____________________________________________________________________ _____________________________________________________________________ e. If the student did not go out for that week, how much would his additional savings be in peso? _____________________________________________________________________ _____________________________________________________________________ Activity 2 Directions: Out of the table/ graph presented in each item, answer the guide questions by making at least 3 sentences of how you analyzed and interpret it. 1. Mode of transportation used by Grade 11 students in going to school. Mode of Transportation Number of Students Walking 37 Own vehicles 27 Public vehicles (Bus, Van, or Tricycle) 43 Total 107 Table 2 75
The table shows the different modes of transportation used by Grade 11 students in going to school namely walking, own vehicles, and public vehicles. Questions: f. What does the table represent? g. How many students are represented in this table? h. What mode of transportation were most students used? i. What mode of transportation were less students used? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ______________________________________________________________________ 2. City Mall’s Sales The graph shows the City Mall’s Sales in peso which is plotted on the y-axis while the year is plotted on the x-axis. What year/s has a tremendous increase? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Activity 3 Directions: Conduct a survey tracking the income of your parents for the past 5 years. Create a table/ graph to represent the income of your parents for the past 5 years. Write at least 3 sentences of your analyzation and interpretation of the data you gathered. 76
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Rubric Category Points Accuracy 4 Organization 2 Reasonable 4 10 Total Reflection: What have you learned from this topic? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ References: Lopez, Brian Roy, et.al (2016). Business Math. Araneta Avenue, Quezon City. Vallejos, Audrey Kyle, (2016). Analyzing and Interpreting Tables, Graphs, and Charts. www.prezi.com. Answer Key: Exercise 1: 1. a. Smartphone b. Desktop c. Smartphone d. Desktop e. Answers may vary f. The table shows that smartphones are the most available and helpful device for Senior High students. However, it also shows that Television and Radio are also possible devices that will help for Senior High students. 2. a. Food b. Transportation c. 200 pesos d. 50 pesos e. 125 pesos Exercise 2: Answers may vary Exercise 3: Answers may vary 77
BUSINESS MATHEMATICS Name of Learner: _________________________________ Grade Level: ____________ Section: ________________________________________ Date: __________________ Learning Activity Sheet MS Excel: Graphical representation of Data Background Information for Learners A good graphical display is pleasing to the eye, and therefore, can have the effect of impressing the viewer. Excel offers a large library of charts and graph types to help visually present data. Example 1: Create a graphical representation using the data below. QWERTY’s Hardware Monthly Sales Report Branches May June July August September Tumauini 25000 27300 22000 Cabagan 26200 22500 18700 27000 23000 25600 23654 26000 Ilagan 27650 23000 17400 27500 29600 Cauayan 27600 26431 31750 Santiago 24978 16547 29000 21568 27100 22456 Solution: 1. Open your MS Excel and encode the data. 2. Select your data and go to the Insert Tab. Go to charts, then select which chart or graph you want to present your data. If you are not sure of what chart or graph you want to use, click the Recommended Charts. 3. Suppose you chose, Line Graph to present your data. This will be your graphical representation of your data using MS Excel. 78
4. Lastly, you can now interpret your graph. Example 2: Create a graphical representation of this data below using Bar graph. ABC Network Inc. Yearly Sales Report in Peso Divisions 2016 2017 2018 2019 Central 167607 Metro 137456 182000 179765 165670 West Ave. 135678 North Ave. 142567 178478 156578 186890 189304 156777 124800 133567 173567 134576 Solution: Learning Competency with Code Use software (i.e., MS Excel or SPSS) program to compute and present graphical representation of business data. (ABM-BM11PAD-IIj-11) EXERCISE 1 Directions: Use MS Excel to present the graphical representation of each data and create a simple interpretation of each item. You may use any chart or graph to represent the data. 1. X and Y Motor Shop (Sales per Branch). Monthly Branch A Branch B Branch C Branch D 11234 10954 January 12345 13245 13000 9876 12567 11245 February 11254 14325 March 14567 14365 79
2. Pue Qi’s Inc. (Total Enrolment report yearly). Grade Level 2017 2018 2019 2020 250 219 Grade 7 234 245 256 235 246 232 Grade 8 245 250 324 300 Grade 9 234 236 Grade 10 315 323 EXERCISE 2 Directions: Make a simple interpretation of each graphs. 1. The chart or graph below represent the income of Roger’s Restaurant in its 2 branches for 5 consecutive months. What can you say about their income? 80
___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________________________ 2. Below is the graph of Anding’s Computer Shop’s weekly sales. Compare Anding’s Computer Shop weekly sales. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ EXERCISE 3 Directions: Interview a businessman in your locality and ask him of his sales during the last six months. Using the data, you have gathered, construct an appropriate graphical presentation, and interpret the graph you have generated. 81
Rubric: 4 points 6 points Graph or Chart using MS Excel 10 points Interpretation Total Reflection: What have you learned from this topic? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ References: Data representation and analysis in Excel. mtholyoke.edu Graphical representation of Data. Saima Academy. November 8, 2017. youtu.be/FgbEIDUs3gg Answer Key: Exercise 1, 2, and 3. Answers may vary. Rubrics are given to assist the teacher. 82
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