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Grade Level : Grade Eight Semester/Quarter : First Quarter

Subject Title : Statistics 8 Month: June- July

TOPIC (Aralin) Descriptive Statistics

Measure of Tendency
Measure of Variability
CONTENT STANDARD (Pamantayang Pangnilalaman) The learners will demonstrate understanding and key concepts of descriptive statistics, measures of tendency and
measures of variability.
PERFORMANCE STANDARD (Pamantayan sa Pagganap) Learner is able to collect and organize data systematically and compute accurately measures of central
Tendency and variability and apply these appropriately in data analysis and interpretation in different fields.
LEARNING COMPETENCIES (Pamantayan sa Pagkatuto) • Define descriptive statistics and its kinds
• Construct a frequency distribution
• Determine the relative, percentage and cumulative frequency distribution and how they are used for different
kinds of graphs.
• Solve for the cumulative percentage
• Identify the different kinds of graphs
• Define the mode
• Calculate the mode
• Define the median
• Calculate the median
• Define the mean
• Calculate the mean
• Determine the relationships between mean, the median and the mode for
a. a symmetrical
b. positively skewed
c. a negatively skewed distribution.
• Define the range
• Define standard deviation
• Define variance
• Calculate the range

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• Calculate the standard deviation

• Calculate the variance
• Compute the coefficient of relative variation
• Construct different kinds of graph
• Graph frequency distribution
• Describe a frequency distribution
• Interpret curves according to symmetry and kurtosis
SPECIFIC LEARNING OUTCOMES (Resulta ng Pagkatuto) 1. Recognize and apply some common probability distributions, and assess if underlying assumptions for the
distribution seem reasonable.
2. Be able to perform basic statistical calculations and graphical analyses.
3. Analyze research questions based on statistical data, draw relevant conclusions, and be familiar with the
limitations of particular statistical methods.
4. Be able to discuss and reflect upon ethical topics relevant to statistical methods.
LESSON OUTLINE (Balangkas) Lesson 1: Descriptive Statistics,
Lesson 2: Measures of Central Tendency
Lesson 3: Measures of Variability
MATERIALS (Mga Kagamitan sa Pagkatuto) LCD Projector, laptop, Graphing calculator

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LEARNING MODULE
Lesson (Aralin) 1: Descriptive Statistics
Date (Petsa): June 17 – 21, 2019
Objectives (Layunin):
1. Demonstrate an understanding of descriptive statistics
2. Explain the difference between descriptive statistics and inferential statistics
Day (Araw) (3 meetings)
I. Introduction (Panimula)
Pre-Assessment(A)
Pre-assessment allows the teacher and students to discover what is already known by the students in a specific topic or subject. It is important to recognize prior knowledge so
that students can engage in questioning, formulating, thinking and theorizing in order to construct new learning appropriate to their level.
Post the essential question like Do you still remember descriptive statistics? What is that? And then get initial response.

II. Development of the Lesson (Pagpapalalim)

 Descriptive Statistics
 Descriptive Statistics was discussed in the first quarter, these are the numerical, graphical, and tabular techniques for organizing, presenting and analyzing data.
 Most often, the statistician is faced with the task of summarizing large amounts of data in a compact format that yields meaningful information concerning the data.
Without displaying the values for each observation taken from the population, it is possible to present the data concisely and meaningfully using certain procedures.
Such procedures often involve frequency distribution or graphs of the data. We will start with the different descriptive statistics.
 Descriptive statistics teases out some important features of the distribution that are not evident if we just present the raw scores. One such feature is the notion of
average which is an important feature of a distribution of scores. In more technical terms, this is called the measure of the central tendency. But take note guys that
there are descriptive statistics that give an indication of the spread of cases around the average, these are called measure of dispersion. We call both these kinds of
measures numerical techniques for describing data since they involve the use of mathematical formulas for making calculations from the raw data.
 There is also a variety of ways in which data can be represented visually to make the information easier to read. This is through the construction of tables and graphs
that describe the distribution of cases across the range of values for a variable.
 Presenting the whole raw data is not a very effective way to present the data, as it does not convey its major characteristics to the user or reader. The main
characteristics which cannot be clearly shown are the data distribution it will be more meaningful if a frequency table or frequency distribution is to be used.
Introduction to Basic Terms
Population: A collection, or set, of individuals or objects or events whose properties are to be analyzed.
Two kinds of populations: finite or infinite.

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Sample: A subset of the population.

Variable: A characteristic about each individual element of a population or sample.
Data (singular): The value of the variable associated with one element of a population or sample. This value may be a number, a word, or a symbol. Data (plural): The set
of values collected for the variable from each of the elements belonging to the sample.
Experiment: A planned activity whose results yield a set of data.
Parameter: A numerical value summarizing all the data of an entire population.
Statistic: A numerical value summarizing the sample data.
TWO KINDS OF VARIABLES:
Qualitative, or Attribute, or Categorical
Variable: A variable that categorizes or describes an element of a population. Note: Arithmetic operations, such as addition and averaging, are not meaningful for data
resulting from a qualitative variable.
Quantitative, or Numerical, Variable: A variable that quantifies an element of a population.
Note: Arithmetic operations such as addition and averaging, are meaningful for data resulting from a quantitative variable.
Quantitative Data • Number of TV sets owned by a family • Number of books in the library • Time spent on travel to school • Amount of rainfall • Weight of an apple 8
Qualitative data • Eye color • Gender • color of an apple • taste of an apple • smell of an apple
ACTIVITY 1
Example: Identify each of the following examples as attribute (qualitative) or numerical (quantitative) variables.
1. The residence hall for each student in a statistics class.
2. The amount of gasoline pumped by the next 10 customers at the local NE Mall.
3. The amount of radon in the basement of each of 25 homes in a new development.
4. The color of the baseball cap worn by each of 20 students.
5. The length of time to complete a mathematics homework assignment.
6. The state in which each truck is registered when stopped and inspected at a weigh station.
Example: Identify each of the following as examples of qualitative or numerical variables:
1. The temperature in Baler, Aurora at 12:00 pm on any given day.
2. The make of automobile driven by each faculty member.
3. Whether or not a 6 volt lantern battery is defective.
4. The weight of a lead pencil.
5. The length of time billed for a long distance telephone call.
6. The brand of cereal children eat for breakfast.
7. The type of book taken out of the library by an adult.

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 Qualitative and quantitative variables may be further subdivided: Nominal Qualitative Ordinal Variable Discrete Quantitative Continuous
1. NominalVariable:A qualitative variable that categorizes (or describes, or names) an element of a population.
2. OrdinalVariable:A qualitative variable that incorporates an ordered position, or ranking.
3. DiscreteVariable:A quantitative variable that can assume a countable number of values. Intuitively, a discrete variable can assume values corresponding to
isolated points along a line interval. That is, there is a gap between any two values.
4. ContinuousVariable:A quantitative variable that can assume an uncountable number of values. Intuitively, a continuous variable can assume any value along a
line interval, including every possible value between any two values.
ACTIVITY 2
Example: Identify each of the following as examples of (1) nominal, (2) ordinal, (3) discrete, or (4) continuous variables:
1. The length of time until a pain reliever begins to work.
2. The number of chocolate chips in a cookie.
3. The number of colors used in a statistics textbook.
4. The brand of refrigerator in a home.
5. The overall satisfaction rating of a new car.
III. Closure:
 Let the student summarize the lesson by giving them some questions to ponder.
 Immediately followed by as seatwork/Quiz/Homework
Lesson (Aralin) 2: Presentation of Data
Date (Petsa): June 24 – July 19, 2019
Objectives (Layunin):
1. Graph and interpret data
2. Identify the mean, median and mode of a given data
3. Determine the measure of variability

Day (Araw) (specify number of meetings): 4 days

I. Introduction (Panimula)
II. Development of the Lesson (Pagpapalalim)
Frequency Tables

 The most common way of presenting/organizing data so that we can make sense of research results is through the construction of frequency distribution tables
 Example:

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Gender Frequency
Male 12
Female 8
Total 20
 The table shows the category gender and number of males and females for each category which we call frequency.
 Frequency refers to the number of times that a particular score appears in a set of data.
 Notice that we have placed males in the first row and females in the second. This may appear arbitrary given that as this is a nominal variable, we can order the categories
in any way we choose. This is because the modal category, (male usually comes first before female like the list of students in the class) is often of specific interest when
analyzing the distribution of a nominal variable.

Frequency Distribution

 With interval data, we use class intervals rather than individual values to construct a frequency distribution. A class interval groups together a range of values on a
distribution for presentation and analysis.
 A frequency distribution is a tabular arrangement of data whereby the data are grouped into different intervals, and then the number of observations that belong to each
interval is determined. Data presented in this manner are known as grouped data.

Example:
Below is a set of scores of pupils who took a spelling test made up of 100 words: Study the carefully how
1. frequency distribution was set up
2. The exact upper limits, exact lower limits and the midpoints were taken
3. A relative frequency distribution, percentage frequency distribution and cumulative percentage frequency distribution for these data were obtained
46 80 57 51 94 76
48 48 61 65 86 65
64 60 63 68 41 66
76 64 68 67 68 27
78 59 72 71 67 68
54 62 64 72 61 67
39 57 57 75 69 61

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Here are the steps in constructing a frequency distribution:

1. Find the range ( highest score minus lowest score )
Highest score = 94 Lowest score = 27 Range = 67
2. Decide how large each of the class intervals should be: The ideal is between 10 and 20. Let us choose 10.
3. Determine the interval size by dividing the range by the desired number of class interval.
= 6.7 or 7
List the intervals beginning at the bottom. The lowest interval begins a number that is a multiple of the interval size
Tally the frequencies.
Summarize the tallies under column f (frequency).
Total the frequency column and record the number of cases.

Tally Marks frequency

91-97 I 1
84-90 I 1
77-83 II 2
70-76 IIIIII 6
63-69 IIIIIIIIIIIIIII 15
56-62 IIIIIIIII 9
49-55 II 2
42-48 III 3
35-41 II 2
28-34 0
21-27 I 1

 The smallest value that can belong to a given interval is called the lower class limit, while the largest value that can belong to the intervals is called the upper class limit.
The difference between the upper and the lower class limit is defines to be the class width. When designing the intervals to be used in a frequency distribution, it is

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preferable that class widths of all intervals be the same.

The Cumulative Frequency Distribution

 The cumulative frequency distribution is obtained by computing the cumulative frequency, defined as the total frequency of all values less than the upper class limit of a
particular interval, for all intervals. From a frequency distribution, this can be done by simply adding together the frequencies of the interval and other preceding
intervals.

Example:
To get the cumulative frequency of the distribution below, we start at the bottom, write 1 since there is only one who got a score between 21 and 27. Aa the next
frequency in the interval 28-34 which is 0, hence, we write 1 again (1+0 =1). Then add 2, we now write 3; (1+2=3) and so on until the lass class interval reached. The
cumulative frequency in last should be equal to the number of cases.
Thus:
Cumulative Percentage = x 100%

Frequency Distribution with Cumulative Frequency and Percentage

C.I. F Cumulative frequency Cumulative percentage (%)

91-97 1 42 100
84-90 1 41 98
77-83 2 40 95
70-76 6 38 90
63-69 15 32 76
56-62 9 17 40

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49-55 2 8 19
42-48 3 6 14
35-41 2 3 7
28-34 0 1 2

21-27 1 1 2

N=42

The Different Shapes of a Frequency Distribution and Its Interpretation

 Once you have constructed your frequency distribution table, it would be easier to describe its shape if it is represented in graphical form. A graph is a visual portrayal of a
collection of numerical data, or some aspect of the collection.

BAR CHART
A bar chart graphs the frequency distribution of the data on an x-y coordinate system. The class intervals plotted on the x-axis, the absolute (or relative) frequencies on
the y-axis. Each interval is represented by a rectangle whose base corresponds to a class interval and whose height is equal to the frequency associated with the class
interval.
Example:

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HISTOGRAM
A histogram is similar to a bar chart, but the base of the rectangle has a length exactly equal to the width of the corresponding interval. As the rectangle is centered on the
average of the lower and upper class limits, the rectangles of a class interval are adjacent of adjoining class intervals- there are no spaces between rectangles.
Example:

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FREQUENCY POLYGON
A frequency polygon plots (x,y) pair on the x-y coordinate system where x is the average of the lower and upper class limits of the interval and y is the absolute (or
relative) frequency associated with the class interval or the midpoint. These (x,y) points are connected by straight lines; the polygon is then formed by plotting points
corresponding to two additional class intervals,
With frequency 0, at each end of the frequency distribution. As these two additional points will be plotted on the x-axis, they will form a polygon with the continuous set
of line segments joining (x,y) pairs.
Example:

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FREQUENCY OGIVE
A frequency ogive is a frequency polygon that uses the cumulative frequencies of the frequency distribution (as opposed to absolute or relative frequencies) as the values
plotted on the y-axis. Since the cumulative frequency is a non- decreasing function, i.e., the value of the cumulative frequency increases (or remains) as the upper class
limit of the interval increases, the graph of the frequency ogive will also be non-decreasing as the value of the x-coordinate increases.
Example:

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PIE CHART
A pie chart displays the absolute (or relative) frequencies of the class intervals as sectors of a circle. Each sector in pie chart corresponds to a class interval; the ratio of the
area of the sector to the area of the circle (i.e., the ratio of the measure of the sector’s central angle to 360 ) is equal to the relative frequency of the class interval.
Example:

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PICTOGRAM
A pictogram is also known as pictograph where picture symbols are used to represent values such as pictures of a person to show number of people in each category.
Example:

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Measure of Central Tendency

 Measures of central tendency indicate the typical or average value for a distribution. There are three common measures of central tendency: mode, median and mean.
Each of these embodies a different notion of average. However, the choice of measures that can be calculated for any given set of data is restricted by the level at which a
variable is measured.
 MODE is the value in a distribution with the highest frequency.

It is the only measure of central tendency that can be calculated for nominal data, and even with ordinal data/ratio data. Its great advantage over other choices is that it is
very easy to calculate. A simple inspection of a frequency table is enough to determine the modal value or category.
Example:
Gender of the Respondents

GENDER Frequency
Male 12

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Female 8
Total 20
 The category for gender that has the highest frequency in the table is male with 12 responses.

Example
Age of Respondents

Age in years Frequency

30-32 7
27-29 5
24-26 4
21-23 2
18-20 2
Total 20
 The mode for the age of respondents presented in the table is 31. This is because the
interval with the highest frequency is in the interval 30-32 and the midpoint of this interval is 31. Thus, 31 is the mode for this distribution.
 The mode has one major limitation when it is used to describe listed data for interval variables. For example, the following scores which represent the time in the seconds
for a drug to take the effect on a sample of patients, arranged in rank order.

33, 36, 36, 81, 82, 84, 86, 91, 95, 97, 98

 It is clear that the data centered somewhere between 80-90 seconds range. Yet the mode for this distribution is 36 since it appears twice in the distribution, whereas
every other score only appears once. Clearly, the mode is not really reflecting the central tendency of this distribution. It is not a very reliable measure of the central
tendency.
 MEDIAN is the midpoint in a set of scores.

Example:
Consider the following set of data
95, 27, 89, 5, 58, 66, 14

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To find the median of the given data, we first rank- order them from lowest to highest.
Score: 5 14 27 58 66 89 95
Rank: 1st 2nd 3rd 4th 5th 6th 7th
Since there are seven cases (an odd number) the median value will be the 4 th in line which is 58.
Formula: (If the case is an even number)

 MEAN is the most commonly used measure of central tendency. The mean is the arithmetic average of a set of data. It is the sum of all scores in a distribution divided by
the total number of cases.
__
 When calculating the mean for an entire population, we use the Greek symbol μ (pronounced as “mu”). When calculating the mean for a sample, we use the Roman
symbol X ( read as X- bar). The actual formula we use to calculate the mean depends on whether we have the data in listed form, or in a frequency table, or arranged into
class intervals.

Example:
14, 17, 21, 23 __
The mean will be: X = = = 18.75
Measure of Variability

 Give an introduction.
 When a baby has regular check up with the pediatrician, some very important measurements such as length, weight, and head circumference are taken. What does the
doctor do with these measurements? The doctor plots the scores on a grid to see how variable the scores are from population averages. Why is this plotting important> to
make sure that the child is developing appropriately. If a normal 18 months old weight should range between 22 and 28 pounds, then an 18-month old baby whose
weight is 16 pounds might be an indication of some problem. Perhaps, the child is no being fed frequently enough. Perhaps some growth hormone has not been
produced, or perhaps the weight is fine considering the child’s genetic predisposition. Knowing the variability of a child’s measurement can help the pediatrician
determine whether the child is developing normally. Measures the variability reflect the way in which data is dispersed in either of variation are the range, the variance
and the standard variation.
 Ask the question, what are the measures of variability to check if they are still listening?

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 Variability refers to the spread of scores in a distribution.

 The most common measure of variability are the range, variance and standard variation.
Consider the following distribution:
A B C
25 19 1
25 25 7
25 25 25
25 29 42
25 27 50
The mean score for each of the group is the same.
(A)X= = 25

(B)X= = 25

(C)X= = 25
These distribution have the same mean, yet it is clear that there is also a major difference among the three distributions. Although the mean is the same, the spread or
dispersion of scores is very different.
 RANGE is the difference between the largest and smallest values in the set.
Example:
Given the sorted data below:
12 15 19 24 25 26 30 35 38
The range of this set of data is 38-12 =26

 The range is effectively used in the application of tests of significance with small samples but it also has some disadvantages: First, for large samples, it is unstable
descriptive measure. Second, the range is not independent of sample size. There is no indication concerning the dispersion of the values which fall between the two
extremes.
 STANDARD DEVIATION is used to describe variability when the mean is used to describe central tendency. The mean and standard deviation are analogous. While the
mean is an average of the scores in a set, the standard deviation is a sort of average of how distant the individual scores are from the mean.
 The formula for the standard deviation is:

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S=
__
Where : (x-X) = deviation from the mean
x= the original raw score
X = the mean
n= the number of cases

Coefficient of Relative Variation

The coefficient of relative variation (CRV) is used:
1. for comparing distributions measured in the same units but which have very different means
2. for comparing distributions measured using different units
Formula:
CRV= x 100

 VARIANCE is related to the standard variation in the sense that it is the square of the standard deviation. Conversely, if you know the value of the variance, you can
compute the standard deviation by getting the square root of the variance.
 The variance is related to the mean in the same way that the standard deviation is. This explains the larger variance, the greater the variability or the distance of scores
from the mean. The smaller the variance, the lesser the variability.

Formula:
=
Where : = the variance of a set of scores
= the sum of the squared deviations from the mean
n= the number of cases

 Wrap up the lessons tackled and give a teacher made test to assess their understanding about the topics.

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III. Closure (Paglalapat)

•Wrap up the lessons tackled and give a teacher made test to assess their understanding about the topics.

Prepared by:

Name and Signature : MS. JONAH MICAH M. MANGACO

Designation : Statistics Teacher
Date :

Overall Assessment:
 Needs Significant Improvement
 Satisfactory Learning Module
 Exemplary Learning Module

Reviewed by: Approved by:

Academic Supervisor/Subject Coordinator Principal

Date: Date:

Noted by:
DR. ELIZABETH T. ASIATEN
Directress

Date:

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