PINAMALAYAN MARITIME FOUNDATION AND TECHNOLOGICAL COLLEGE, INC.

Tri-Star Bldg. Mabini St. Marfrancisco, Pinamalayan, Oriental Mindoro

Tel. No. : (043) 284-7536 Website: www.pmftci.edu.ph

ISO 9001:2015 Certified

MODULE 11—
—WEEK 1 (October 26 - 29, 2020)

MATHEMATICS IN THE MODERN WORLD

INSTRUCTOR: Ms. JUDY ANN S. ABE

Lesson Content: Lesson Objectives:

Basic Concepts and Definitions The learner should be able to:
 Define the basic concepts of statistics;
Statistical Inquiry
 Elaborate steps of statistical inquiry; and
 Describe data using graphical presentations.
 MODULE 1: DATA MANAGEMENT
Lesson 1. Basic Concepts and Definitions
Statistics is a body of knowledge that involves the use of scientific methods and techniques in collecting, presenting,
organizing, analyzing, and interpreting numerical figures.

There are two divisions of statistics: Descriptive Statistics and Inferential Statistics. Descriptive statis-
tics used to categorize or summarize the characteristics of a data set. Topics included in this study are
measures of central tendency, variability of scores, skewness and kurtosis. Inferential statistics includes
hypotheses testing, comparison, and generalization of data. This includes testing of hypothesis, using t –
test, z – test, simple linear correlation, analysis of variance, chi – square test, regression analysis, and time
series analysis.

The following are important concepts and terms in the study of statistics:
1. Variable. It is the differentiating property of subjects or respondents that vary from one situation to another.

Example: weight, height, sex, religion, salary, socio – economic status, etc.
Classifications of Variables
a. Qualitative variables. Express characteristics that cannot be measured numerically.
This variable is also known as Categorical variable because it is determined by categories.
Such for example:
Cellphone brand (Categories: Vivo, Real Me, Samsung, Huawei)
Softdrinks (Pepsi, Coke, Sprite, Royal, Mountain Dew)

b. Quantitative variables. These are amounts or values that can be counted or measured, and analysed
using the four fundamental operations.
This variable involves exact measurements or counts of certain data such as 10 books, 35˚C, 5 me-
ters, 1 and a half cup, etc. Under this variables are the discrete variable and continuous variable.

c. Discrete variable can be counted numerically. Hence, it takes a whole number value.
Example:
She has 4 errors in a final exam
His family consists of 5 members
There are 42 BSBA students in my class

d. Continuous variable are measured on a scale. Hence, it can be expressed as fractions, decimals, inte-
gers, or percent.
Example:
She got 99% of rating in her examination
The fruits she bought weigh 5 and a half kilograms

2. Observation. It is any characteristic, value, or information about the variable.

Example: test scores, differences in responses (yes/no or open-ended)

3. Data. This refers to the set of observations gathered from subjects or respondents.
Example: opinion, number of students vaccinated

4. Indicator. These are data that directly measure the variables being studied.
 Example: The schools division superintendent wants to know if the feeding program implemented among the
elementary schools last year has been successful. The indicators to measure the success of the program are the
weights and heights of pupils before and after the feeding program.

5. Population. This is the group of all individuals, subjects or objects considered in the study.
Example: college students, registered voters, weather patterns monitored within a period of time

6. Sample. This is a representative portion taken from the population where data is actually taken.
Example: freshman students, male or female registered voters, Philippine weather patterns monitored monthly

7. Parameters. These are the attributes or properties that are common for every member in a population.
Example: The average age of the 5,000 college students who took the NCII is 18 years old.

Population: college students who took the NCII

Parameters: N = 5,000 and average age is 18 years old

8. Statistic. These are the attributes or properties that are common for every member in a sample.
Example: Of the 5,000 college students who took the NCII, 3000 students are male. The average age of the
male students is 17 years old.

Sample: male students who took the NCII

Statistic: n = 3,000 and the average age is 17 years old

Population is denoted by capital letter N while sample is denoted by small letter n. Statistic is what you
called to the measurements of sample and Parameters are the measurements of population. To see the differ-
ence between population from/to parameters and sample from/to statistic, just observe the examples given: “The
average age of the 5,000 college students who took the NCII is 18 years old.” The population here is the subject
of the sentence (tinutukoy sa pangungusap) then its parameters is the measurement or counts of the said sub-
ject. On the other hand, “Of the 5,000 college students who took the NCII, 3000 students are male. The average
age of the male students is 17 years old.” The statistic of is the counts or measurement taken to the parameters
or the measurements of population.

9. Univariate Analysis. This is the simplest form of data analysis involving only one variable.
Example: height of individual, mean age of freshman students

10. Bivariate Analysis. It is a form of data analysis involving two variables. It is used to explain the relationship or
difference between two variables.
Example: height and weight, number of signage and accidents

Lesson 2. Statistical Inquiry

The statistical inquiry follows the scientific method in logically analyzing and critically evaluating data to solve a partic ular
problem. This involves the following steps.
Step 1. Define the problem.
Step 2. Gather or collect relevant data
Step 3. Manage or organize the collected data.
Step 3. Use text, tables, or graphs to present data.
Step 4. Analyze, verify, and test data using appropriate statistical tools.
Example 1:
Research Study: Geogebra as a Learning Tool to Enhance the Mathematics Achievement

Step 1. Define the problem.

The students have difficulty in understanding the different mathematical concepts when taught using tradi-
tional method of teaching.
Step 2. Gather or collect relevant data.
The researcher proceeds with preliminary collection of data using secondary sources, such as books, jour-
nals, and any other research papers about teaching mathematics and student achievement in mathematics.
After the preliminary investigation, the researcher then collects the data, such as scores in different mathe-
matics examination, grades in the previous mathematics subjects, and their profile. The data may be gath-
ered through interview, questionnaire, or survey. The teacher will use experimental type of research to test
the effectiveness of Geogebra in teaching mathematics.
Step 3. Manage or organize the collected data.
Data collected will be tallied using manual or computer application.
Step 4. Use text, tables, or graphs to present data.
The data may be summarized and presented through tables and graphs.
Step 5. Analyze, verify, and test data using appropriate statistical tools.
Using appropriate statistical tools, such as mean, standard deviation, frequency count, t-test, and ANOVA
to describe the differences between test scores and grades, as well as to determine the effectiveness of
using Geogebra in teaching.
We conduct research study to find solutions or to answer our problems in the field of study or in the society. To do that, we need to follow these steps
of statistical inquiry. Provided the research study, first define the problem, so you must answer to the question “What is the problem?” just look at
example 1 research study, to define the problem, bakit kailangan natin magconduct ng research tungkol sa nasabing topic? The answer is that “The
students have difficulty in understanding the different mathematical concepts when taught using traditional method of teaching.” Next step, “ano o
papano mo masasabing effective learning tool ang Geogebra?” In this step we need to determine the subjects of the study and what are the variables
we need to consider for us to collect data. In step 3, if we already have the data, we must organize it to proceed in step 4 which is the presentation of
data (it can be by text, table, or graph). Lastly, “analyse.” To analyse the data, we use different or appropriate statistical tool (descriptive or inferential),
sa resulta nito dapat malaman natin kung makakatulong ba ito sa nasabing problema o hindi.

Example 2:
Research Study: The Effect of Breakfast to Pre-schoolers’ Academic Performance

Step 1. Define the problem.

How does a specific breakfast plan affect the preschoolers' performance in the examination?
Step 2. Gather or collect relevant data
Subjects of the study: selected preschool children
Variables:
students' performance in the exam
students' breakfast plan
Step 3. Manage or organize the collected data.
Classify or group the students according to the type of breakfast they had as
(a) little,
(b) full,
(c) heavy, or
(d) no breakfast at all.
Compute the average score in the exam per group.
Step 4. Use text, tables, or graphs to present data.
Construct tables that will show the distribution of the students' exam score. Draw graph to represent data.
Step 5. Analyze, verify, and test data using appropriate statistical tools.
Compare the exam scores of the students grouped according to the breakfast plan by using an appropriate
test plan.
 To sum it up,
Step l: Define the problem.What is the problem?
Step 2: Gather or collect relevant data. What are the subjects of the study? ; What is/are the variable(s)?
Step 3: Manage or organize the collected data. How may the data be organized?
Step 4: Use text, tables or graphs to present data. How may the data be presented?
Step 5: Analyze, verify and test data using appropriate statistical tools. How may the data be analyzed?

ACTIVITY 1

Determine whether the given data is quantitative or qualitative.

Answer
1. Lengths of 1 ft. to yards
2. Types of Case
3. Size of the Family
4. IQ of an individual (110)
5. Religion
6. Employment Status
7. Weight
8. Equivalent value of 10˚C to ˚F
9. Year Level
10. Scores

ACTIVITY 2

Instructions: Analyze the research title/study given and answer the questions that follow.

Research Study: ―English Proficiency and Academic Performance of SHS of PMFTCI.”

Step l: Define the problem.

What is the problem?
Step 2: Gather or collect relevant data.
What are the subjects of the study?
What is/are the variable(s)?
Step 3: Manage or organize the collected data.
How may the data be organized?
Step 4: Use text, tables or graphs to present data.
How may the data be presented?
Step 5: Analyze, verify and test data using appropriate statistical tools.
How may the data be analyzed?
 On the first part of this lesson the definition of statistics has been stated as body of knowledge that
involves the use of scientific methods and techniques in collecting, presenting, organizing, analyzing, and
interpreting numerical figures. In this section, we will discuss first the collection of data to be followed by
the presentation of data.

2.1. Collection of Data

Collection of data is the process of obtaining numerical measurements.

Two Sources of Data

 Documentary Sources. The information contained in published or unpublished reports, statistics, Internet, letters,
magazines, newspapers, diaries, and so on. These are taken from primary data (original data gathered) and sec-
ondary data (computed or tallied data).

 Field Sources. This would include individuals who have sufficient knowledge and experience regarding the study
under investigation.

Methods Used in the Collection of Data

Direct Method Face – to – face interview

Indirect Method Questionnaires

Registration Method Documents or records such as birth certificate, CENOMAR, cedula

Attitudes, behaviour, values, and cultural patterns of the samples

Observation Method under investigation

Scientific methods or the cause and effect relationship of certain

Experiment Method

2.2. Presentation of Data

Presentation of Data. This refers to the organization of data into tables, graphs or charts, so that logical and statistical
conclusions can be derived from the collected measurements.
Three Methods of Presenting Data

Textual Presentation. The data gathered are presented in paragraph form.

Tabular Presentation. The data collected are presented in the form of rows and columns.
Graphical Presentation. The data are presented in visual form. Graphs may appear in many forms like line, bar,
circle, map, or picture graphs.

Describing Data with Graphs

The graph or chart is statistical device that present quantitative and qualitative data. This device simplifies
and summarizes significant details about important aspects and implications of data it is representing. It facilitates
better interpretation and analysis by bringing out hidden facts and relationship between and among variables under
study.
 Describing data using graph or charts entails the following guidelines:
1. It must be accurate. (Graphs and charts should be accurately constructed from valid and
reliable data to construct correct interpretation.

2. It should be clear and unambiguous so that the charts and graphs are easy to read and
understand.

3. It should be simple and uncomplicated without any unnecessary or irrelevant data to gain
efficient and effective visual communication.

4. It is attractive, neat, appealing, and with a professional look. There should be harmony and
consistency in style and elements.

a. Bar Graph. The bar graph is the one of the most common and widely used to illustrate data and make easy
comparison between and among different sets of data.
To create bar graph or the column chart, (1) open your spreadsheet application (or Microsoft Excel); (2) Input the
data (Leave cell A1 and start on cell B2 by typing the title of the graph), on the first column is the label on the
horizontal axis and on the second column are the data on the vertical axis; (3) Highlight the encoded data; (4)
Click the “Insert” tab, in the charts group then select column (you can choose any style); (5) Para malagyan ng
label ang graph, on the Chart Tools > Design à Quick > Layout > Select “Layout 6”.

b. Pie Chart. It shows how parts of the data are related to the whole and to each other.
You can also make a pie graph manually. How to compute for percent of each parts of the pie? Simply get
the total or the sum of total enrolees from level 1 to level 6 (250 + 200 + 230 + 200 + 175 + 150 = 1205), then
divide each level to the total sum of enrolees and multiply to 100 then affix the percent symbol (%). (250 ÷ 1205
= 0.2074688… x 100 = 20.74688… round it off to whole number it is equal to 21 then affix % = 21%. You can
check the other percent of each level by following the computation given.

To get the angle of each pie for its division of parts, enrolees per year level divided by the total enrolees from
level 1 to level 6, the answer multiply by 360˚.
 c. Line Graph. This is a graphical device that is effective in showing a trend over a period of time. It is also a use-
ful tool in showing the relationship between two or more sets of data.
To create line graph or line chart, (1) open your spreadsheet application (or Microsoft Excel); (2) Input the data
(Leave cell A1 and start on cell B2 by typing the title of the graph), on the first column is the label on the horizon-
tal axis and on the second column are the data on the vertical axis; (3) Highlight the encoded data; (4) Click the
“Insert” tab, in the charts group then select line (you can choose any style); (5) Para malagyan ng label ang
graph, on the Chart Tools > Design à Quick > Layout > Select “Layout 10”.

d. Pictograph. It is also called as pictogram. It

uses small identical pictures or figures of objects
called isotopes in making comparisons. Each pic-
ture represents a definite quantity. Normally, a
note indicating the unit or amount represented by
each figure is given.
 ACTIVITY 3

A. Answer the following questions: Please refer to the graph below.

QUESTIONS ANSWERS

What flavor received the most votes?

How many people chose Vanilla?

How many people voted?

What flavor received the least votes?

How many flavors of ice cream were presented in the chart?

How many percent out of the total number of people voted chose chocolate?

B. Use Bar graph to answer the following:

 QUESTIONS ANSWERS

How many types of supplies are shown on the graph?

How many markers does the store have in stock?

How many items does the store have in stock altogether?

How many more sticker sets are there than rulers?

Which item does the store have the most of?

If markers sell for P25.00 each, how much will all the markers cost?

ACTIVITY 4

Given the following data of monthly allowance of 20 commerce students studying in the city:

MALE FEMALE

10, 000 6, 000 4, 000 6, 500

6, 000 9, 000 8, 500 5, 000
8, 000 5, 000 7, 500 7, 500
8, 500 9, 500 8, 500 8, 000
9, 000 8, 500 8, 250 8, 250
Construct a line and bar/column graph with separate scales for male and female.
 REFERENCES
 Basic Statistics with Calculator and Computer Application • Edlyn Castillo – Roc Narag • Rex Book Store Inc.
(RBSI) • 2010
 Mathematics in the Modern World, Mutya Publishing House, Inc., ISBN 978-971-821-753-5, ©2018
 Please write your solutions on a sheet of paper per activity. Paligyan din ng
pangalan at section ito.

Pagkatapos sagutan sa papel, kuhanan ng litrato, pagsama-samahin ang

mga litrato sa word document o sa Microsoft word at i-send sa e - mail ko:

[email protected]
Word Document File Format:
Subject - Section - Your Name - Module No.
 PINAMALAYAN MARITIME FOUNDATION AND TECHNOLOGICAL COLLEGE, INC.
Tri-Star Bldg. Mabini St. Marfrancisco, Pinamalayan, Oriental Mindoro
Tel. No. : (043) 284-7536 Website: www.pmftci.edu.ph

ISO 9001:2015 Certified

MODULE 22—
—WEEK 2 (November 2 - 5, 2020)

MATHEMATICS IN THE MODERN WORLD

INSTRUCTOR: Ms. JUDY ANN S. ABE

Lesson Content: Lesson Objectives:

Measures of Central Tendency The learner should be able to:
 Compute and compare the measures of central ten-
Measures of Variability dency;
 Compute and compare the measures of variability.
 MODULE 2: DATA MANAGEMENT (Descriptive Statistics)
Lesson 1. Measures of Central Tendency
Measures of Central Tendency. This is a value that gives a summary of the characteristics of a given set of data.
“Once the data have been organized and presented in tables, and graphs, the researcher/s must be able
to describe in terms of a single value. This value, which gives a summary of the characteristics of a given set of
data and that is the measures of central tendency.”

Three Measures of Central Tendency

Mean The arithmetic average
Median The middle score in a group of scores when data are arranged in ascending order
Mode The most frequent value

1.1. Ungrouped Data

MEAN

 This is denoted by x̅ (read as “x bar”)

 Formula: x̅ =

Where: Σx = Total sum of scores/data

n = Number or count of scores/data

Example 1:
X = 10, 12, 16, 11, 18, 23 The given data are 10, 12, 16, 11, 18, 23. The formula
Solution: read as x bar is equal to the summation of the scores/data divid-
ed by the number or the count of the data.
x̅ =

Summation means addition, thus we shall add all the data

x̅ = (10 + 12 + 16 + 11 + 18 + 23) ÷ 6
given, 10 + 12 + 16 + 11 + 18 + 23 = 90. Now let us count the
data (we have 6 data), therefore, we will divide 90 to 6 (90 ÷ 6)
x̅ =
which is equal to 15.
x̅ = 15 The average score of 10. 12, 16, 11, 18, and 23 is 15.

Exercise 1

Find the mean or the average score of the given data.

1.) 11, 14, 22, 19, 23, 22, 22
2.) 10, 12, 13, 15, 16, 19, 30, 21, 22, 25, 11, 13, 16, 23, 20
3.) 100, 100, 111, 100, 111, 102
 MEDIAN

 This is denoted by x̃ (read as “tilde x”)

 Formula:

Example 2:
X = 10, 12, 16, 11, 18, 23, 14
X = 10, 11, 12, 14, 16, 18, 23 (data in ascending order)
4th score

In this data it is obvious that the middle score or data is 14. Now let us try to use the formula for the position of the
median In finding the median of the ungrouped data, the first
thing that you need to do is to arrange the given data in
ascending order (simula sa mababang number pataas).
x̃ = Here is the trick. If the n or the count of the data is
odd, as shown in example 2, without using the formula for
x̃ = finding its position you can easily find the median (yung
nasa pinakang-gitna na agad na number yun).
x̃ = 4 position
h If the count of the given data is even then proceed
to the formula for position, shown in example 3, the median
Therefore the median is in the 4th position which is 14. is always in between of numbers. To get the exact median
Example 3: get the sum of the two numbers then divide it by 2.

X = 10, 11, 12, 14, 18, 23

n=6
To get the exact median use this formula:

x̃ =
x̃ =
x̃ =
x̃ = 3.5th position
x̃ =
X = 10, 11, 12, 14, 18, 23
x̃ = 13

The median is in between of 12 and 14

The median or the middle score of the given data is 13.

Exercise 2

Find the median or the middle score of the given data.

1.) 11, 14, 22, 19, 23, 22, 22
2.) 10, 12, 13, 15, 16, 19, 30, 21, 22, 25, 11, 13, 16, 23, 20
3.) 100, 100, 111, 100, 111, 102
 MODE
 This is denoted by x̂ (read as “caret x”)

Types of Mode
 Unimodal. It has only one mode.

Example 4: 313, 350, 350, 138, 400, 406 (Since 350 appears the most number of times the
x̂ = 350 mode is 350)
 Bimodal. It has two modes.

Example 5: 13, 15, 15, 28, 41, 41, 49

x̂ = 15 ; x̂ = 41
 Multimodal. More than two modes

Example 6: 23, 25, 25, 25, 33, 33, 24, 24, 41, 41, 51, 52, 24, 58, 26, 33, 41
x̂ = 24 ; x̂ = 25 ; x̂ = 33 ; x̂ = 41

Kapag sinabi nating “Mode”, ito yung data na pinakamaraming beses na nauulit. Mode have three types (unimodal, bi-
modal, and multimodal), Unimodal. As you can on the example above, 350 lang ang number na nag– appear ng dala-
wang beses, ibig sabihin isa lang ang mode, 350. Bimodal. Malalaman nating bimodal ang given data kapag may dala-
wang parehas ang bilang na number na makikita natin sa data. Katulad ng halimbawa na nasa itaas, kung mapapansin
ninyo ang 15 at 41 ay parehas na dalawang beses na lumabas. Multimodal. Ito ay kapag higit sa dalawa ang magkaka-
parehas na bilang ng data ang nakatala. Ang 24 ay tatlong beses na nitala, 25, 33, at 41 ay gayun din. Since apat na data
ang pareparehas ang bilang masasabi nating multimodal ito.

Exercise 3

Find the mode of the given data and determine if it is unimodal, bimodal, or multimodal.
1.) 11, 14, 22, 19, 23, 22, 22
2.) 10, 12, 13, 15, 16, 19, 30, 21, 22, 25, 11, 13, 16, 23, 20
3.) 100, 100, 111, 100, 111, 102

1.2. Grouped Data

MEAN

 This is denoted by x̅ (read as “x bar”)

 Formula:
 STEPS IN FINDING THE MEAN

Step 1 Compute for the class mark (x) by adding the corresponding class interval then divide it by 2.

Step 2 Get the (f)(x). Multiply the class mark (x) by its corresponding frequency (f).

Step 3 Get the sum of the product of the frequencies and class marks.

Step 4 Proceed to the formula.

Example 7: Find the mean of the following:

Frequency
Class Interval C.I. f x
Class Mark
51 – 55 4
56 – 60 3 In finding the value of x or class mark, add the lower
61 – 65 4
1 limit of the class interval and the upper limit of the class
interval then the sum of it divide to 2.
66 – 70 10
Use this formula to find the class mark or x:
71 – 75 9
76 – 80 7
81 – 85 5
86 – 90 8
N = 50

Lower Limit Upper Limit

2
C.I. f x fx To get fx, just multiply the frequency (f) to class mark (x)
51 – 55 4 53 212
56 – 60 3 58 174
61 – 65 4 63 252
66 – 70 10 68 680
Add all these to get Σfx which is equal to 3640
71 – 75 9 73 657
76 – 80 7 78 546
81 – 85 5 83 415 4
86 – 90 8 88 704
N = 50 Σfx= 3640 3 x̅ = 72.80

Since lahat ng makikita nating symbol sa formula ay

nakuha na natin, we can proceed to the last step. Please The mean of the given data is 72.80.
bear in mind that if the answer you’ll get have decimal dig-
its, round it off to nearest hundredths or in two decimal
places.
 MEDIAN

 This is denoted by x̃ (read as “tilde x”)

 Formula:

STEPS IN FINDING THE MEDIAN

Step 1 Construct the cumulative frequency column in the table

Step 2 Determine the median class by dividing n/2

Step 3 Locate where n/2 belongs in the cumulative frequency column to determine the median class

Step 4 Get the lower boundary of a median class

Step 5 Get the cumulative frequency before the median class

Step 6 From the computed n/2, subtract >cf

Step 7 Divide the difference by the frequency of the median class, then multiply the quotient by the class size

Step 8 Add the obtained value in step 7 to the lower boundary of the median class

Example 8: Find the median of the following:

C.I. f If the class intervals are arranged from lowest to highest, use “greater
than cumulative frequency”. If it arranged from highest to lowest use “less than
51 – 55 4 cumulative frequency”.
56 – 60 3
To find the value of less than cumulative frequency (<cf), start from
61 – 65 4 the total frequencies or the value of N. To get the second value of <cf, subtract
66 – 70 10 the first value to the first frequency; To get the 3rd value of <cf, subtract the
second value to the second frequency; Repeat the process until you reach the
71 – 75 9 bottom. Please remember that the last value of <cf must be equal to the last
frequency.
76 – 80 7 To find the value of greater than cumulative frequency ( >cf), start
81 – 85 5 from copying the first frequency then to get the next value add the first value of
greater than cumulative frequency to the second frequency; for the third and
86 – 90 8 other value just repeat the process. Please bear in mind that the last value of
N = 50 greater than cumulative frequency is equal to the total number of sample/
population.

Since the arrangement of its class interval is from lowest to highest, the
cumulative frequency we’ll be using is the greater than cumulative frequency.
 C.I. f > cf
1
51 – 55 4 + 4
56 – 60 3 = 7
5
61 – 65 4 11
Cumulative Frequency Before the Median Class (>cf)
66 – 70 10 21
71 – 75 9 30 Median Class 3
76 – 80 7 37
Frequency of the
Median Class 81 – 85 5 42
86 – 90 8 50
N = 50

2 n/2 = 50/2 = 25
Solution:
6
Sa cumulative tayo magbabase para mahanap natin ang median class
gamit ang nakuha nating sagot sa n/2. Kung hindi makita ang 25, hanapin ang
mas mataas na number ditto sa hanay ng cumulative frequency, at iyon ay ang
30, ibig sabihin ang kahanay ng 30 pahalang ang median class.
7
Lower boundary = Lower limit of the median class minus 0.5
4 Lower boundary (XLB) = 71 - 0.5 = 70.5 x̃= 72.72 8
Cumulative frequency before the median class is the cumulative frequency
that is less than to the cumulative frequency in the median class. The median of the given data is
In the given, 30 is the cumulative frequency on the median class at ang 72. 72
cumulative frequency na sunod mababa sa kanya ay 21, iyon ang cumulative
frequency before the median class.

MODE
 This is denoted by x̂ (read as “caret x”)

 Formula:

Where:
 STEPS IN FINDING THE MODE

Step 1 Determine the modal class. ( the modal class has the highest frequency in the distribution)

Step 2 Get the lower boundaries of the modal class.

Determine Δ1 (it is equal to the difference of the highest frequency and the frequency just below it
Step 3
and Δ2 (Difference of the highest frequency and the frequency just above it)
Step 4 Proceed to formula

Example 9: Find the mode of the following:

Lower boundary = Lower limit of the modal class minus 0.5
C.I. f 2 Lower boundary (XLB) = 66 - 0.5 = 65.5
51 – 55 4
If the highest frequency has been
56 – 60 3 Δ1 = 10 - 9 = 1 found on the top or bottom part of the
61 – 65 4
3 table and there is no frequency just
Highest Frequency Δ2 = 10 - 4 = 6 above/below it, use zero (0).
66 – 70 10
Modal 1 Again to determine the modal class it is the row
71 – 75 9 Class
where the highest frequency are.
76 – 80 7 To compute the mode using the formula: first add
To find the value of i or the Δ1 and Δ2 in the denominator; on your calculator, di-
81 – 85 5 the class size, just
vide Δ1 to the answer on the first step; multiply the answer
subtract any of the two
86 – 90 8 on the value of i; The product of it added to the class
lower limit. Such for
boundary of the modal class will reach the result of the
N = 50 example: 56—51 = 5
mode.
On the example 9:
4 Step 1: 1 + 6 =7
Step 2: 1 ÷ 7 = Ans x 5 = Ans + 65.5 = 66.21428571
Step 3: To get the final answer round it off to nearest
hundredth(66.21).

Two Types of Mode

x̂ = 66.21 a. TRUE MODE b. CRUDE MODE
Formula: Formula:
x̂ = 3 x͂ - 2x̅ x̂ =
Example 10:
In true mode we Example 11:
x͂ = 72.72
need to get first the mean
x̂ =
and median before we x̅ = 72.80
get the mode. Therefore, x̂ =
we use the same given. x̂ = 3 x͂ - 2x̅
x̂ = 3 (72.72) - 2(72.80) x̂ = 68
x̂ = 218.16 - 145.6
x̂ = 75.56
 MEASURES OF POSITION: QUANTILES

Quantiles defined as the extension of median concept where items in the distributions are divided into equal parts.

Types of Quantiles
 Quartiles – a set of data divide in quarter
 Deciles – divide into ten equal parts
 Percentiles – number of data dividing to 100

Quartiles (positions)
Q1 Q2 Q3 Q4

1n/4 2n/4 3n/4 4n/4

Deciles (positions)
D1 D2 D3 D4 D5 D6 D7 D8 D9 D10

1n/10 2n/10 3n/10 4n/10 5n/10 6n/10 7n/10 8n/10 9n/10 10n/10
Percentiles (positions)
P1 … P50 … P100

… …
1n/100 50n/100 100n/100

STEPS IN COMPUTING QUANTILES

Step 1 Locate first the position of the quantiles (same process as it is on median)

Step 2 Label the row of the quantile/s class

Step 3 Get the lower boundary of the quantile class

Determine the cumulative frequency before the quantile class; frequency of the quantile class; and the
Step 4
class size (i)

Step 5 Proceed to the formula

Example 12: Determine Q2, D3, & P75

Formula:
C.I. f
51 – 55 4
56 – 60 3
61 – 65 4
66 – 70 10
71 – 75 9
76 – 80 7
81 – 85 5
86 – 90 8
N = 50
 C.I. f >cf
a. Q2 = 2n/4 = 2(50)/4 = 100/4 = 25
51 – 55 4 4
56 – 60 3 7 1 b. D3 = 3n/10 = 3(50)/10 = 150/10 = 15

61 – 65 4 11 c. P75 = 75n/100 = 75(50)/100 = 3750/100 = 37.5

66 – 70 10 21 D3 Class
71 – 75 9 30 Q2 Class
76 – 80 7 37 2
81 – 85 5 42 P75 Class
86 – 90 8 50
n = 50
Lower boundary = Lower limit of the quantile class minus 0.5 4 Class size = 5
LBQ2 = 71 - 0.5 = 70.5 Cumulative Frequencies
Frequencies
3 LBD3 = 66 - 0.5 = 65.5
Q2 = 9 Q2 = 21
LBP75 = 81 - 0.5 = 80.5 D3 = 11
D3 = 10
5 P75 = 5 P75 = 37

Solution:

The process here is similar to the steps in finding the

median of grouped data.

ACTIVITY 5

Direction: For the grouped data shown in frequency distribution table below, calculate the mean median, mode, D 2, P10,
and Q3.
Class Interval F
10 - 14 5
15 - 19 3
20 - 24 10
25 - 29 21
30 - 34 11
N=
Lesson 2: Measures of Variability/Dispersion
THE MOST COMMON MEASURES OF DISPERSION OR VARIABILITY OF SCORES ARE THE FOLLOWING:
l. The Range
 The range is the simplest and the easiest of the measures of dispersion.
 It simply measures the distance given by the highest score and the lowest score.
 It is considered as the least satisfactory measure of dispersion because it does not tell anything about the scores
between these two extremes.

2. The Quartile Deviation/Semi-Interquartile Range

 It is half the difference between P 75 and P25 in the distribution.

3. The Standard Deviation

 It is considered a special form of measure of dispersion that involves all the individual values of the items in the dis-
tribution rather than through extreme scores.
 It is important as a measure of heterogeneity or unevenness within a set of observations. Increasing in value as the
distribution of scores becomes more heterogeneous.
 This is the only measure of variability of scores used in inferences.

4. The Variance
 It is the square of the deviation from the mean.

Guiding principle for measures of variability in the interpretation of data

 The lesser the value of the measure, the more consistent, the more homogeneous and the less scattered are the
observations in the set of data.
 If there is a large amount of variation, then on average, the data values will be far from the mean. Hence, the SD will
be large.
 If there is only a small amount of variation, then on average, the data values will be close to the mean. Hence, the
SD will be small.

2.1. Ungrouped Data

RANGE

FORMULA:
R = Hs - Ls
Steps in determining the range from raw scores:
Where: 1. Look for the highest score and the lowest score
R = range
Hs = Highest Score 2. Subtract the lowest score from the highest score. Its difference
Ls = Lowest Score is the range.

Example 13: If we compare the test scores, we

Consider the following test scores of two girls: can see that Kim’s scores have high-
Kim: 17, 18, 7, 15, 14, and 13 er range (11) than that of Marry’s test
scores (8). These range tell us that
Marry: 18, 10, 17, 11, 18, and 10 Range of Marry’s Score = Hs - Ls Kim’s scores are apparently more
= 18 - 10 scattered than Marry.
Range of Kim’s Score = Hs - Ls
= 18 - 7 Range of Marry’s Score = 8

Range of Kim’s Score = 11

 THE QUARTILE DEVIATION/SEMI-INTERQUARTILE RANGE
FORMULAS:
Percentile Deviation = P90 - P10
Decile Deviation = D9 - D1 Steps in determining the interquartile range from raw scores:
Interquartile Range = Q3 - Q1 1. Determine Q1 and Q3 from the raw scores.
Quartile Deviation =
2. Subtract the Q1 from Q3.

Example 14:
Determine the interquartile range of the test scores five students in Mathematics in the Modern World Course Test.
Mathematics in the Modern World Course Test Scores: 34, 49, 23, 20, 19
(First, arrange them in ascending order or from lowest score to highest score)
Solutions:
Q1 = N/4 = 5/4 = 1.25 (Take the whole number of it, thus Q1 is the 1st score which is 19.)
Q3 = 3N/4 = 3(5)/4 = 3.75 (3 is the whole number, therefore, Q3 is the 3rd score which is 34)
IQR = Q3 - Q1 = 34 - 19 = 15

THE STANDARD DEVIATION

FORMULA:

STEPS

Step 1 Compute the mean

Step 2 Get the deviation from the mean

Step 3 Square the deviations from the mean

Step 4 Get the sum of the squared deviations

Step 5 Proceed to the formula

Example 15:

Determine the standard deviation of the test scores five students in Mathematics in the Modern World Course Test.
Mathematics in the Modern World Course Test Scores: 34, 49, 23, 20, 19
 2
1 3 5
x̅ = 2
x (x - x̅ ) (x - x̅ )
x̅ = (34 + 49+ 23 + 20 + 19) ÷ 5
34 5 25
x̅ =145 ÷ 5 49 20 400

x̅ = 29 23 -6 36

20 -9 81
To get the deviation from S = 12.67
the mean, subtract x to the 19 -10 100
mean (x̅). 2
4 Σ(x - x̅ ) = 642

THE VARIANCE
FORMULA:

Example 16: Let us use also example 15

Given: here to find the variance.

Σ(x - x̅ )2 = 642
n– 1 = 5 –1 = 4 S2 = 160.5

2.2. Grouped Data

RANGE

In the frequency distribution table, the range is the difference between the upper limit of the highest class interval
and the lower limit of the lowest class interval.
Formula:
R = Hul - Lll
Where:
R = Range
Hul = Upper limit of the highest class interval
Lll = Lower limit of the lowest class interval

STEPS

Step 1 Determine the upper limit of the highest class interval and the lower limit of the lowest class interval

Step 2 Get the difference of the value obtained in the step 1. The result is the range.
 THE SEMI - INTERQUARTILE RANGE

Formula:

STEPS
Step 1 Arrange the scores in ascending order
Step 2 Determine the Q1 and Q3 from frequency distribution
Step 3 Subtract Q1 from Q3
Step 4 Divide the data obtained in step 3 by 2. The quotient is the quartile deviation

THE STANDARD DEVIATION

FORMULA:

STEPS

Step 1 Compute the class marks of each class interval

Step 2 Compute the mean
Step 3 Get the deviations from the mean of the class marks
Step 4 Square the deviation from the mean
Step 5 Multiply the squared deviations by their corresponding class frequencies
Step 6 Get the sum of the squared deviations
Step 7 Proceed to the formula

THE STANDARD DEVIATION

FORMULA:

Just follow the same steps as it is on

standard deviation.
We will use the same example as with the measure of central tendency for some other data that is already
computed such as the mean, and the cumulative frequency.
Example 17:
C.I. f x fx > cf |x - x̅ | (x - x̅ )2 f(x - x̅ )2
51 – 55 4 53 212 4 -20 400 1800
56 – 60 3 58 174 7 -15 225 500
61 – 65 4 63 252 11 -10 100 175
66 – 70 10 68 680 21 -5 25 0 Q1 Class
71 – 75 9 73 657 30 0 0 250
76 – 80 7 78 546 37 5 25 400
81 – 85 5 83 415 42 10 100 675 Q3 Class
86 – 90 8 88 704 50 15 225 1600
N = 50 Σfx= 3640 Σf(x - x̅ )2 = 5400

x̅ = 72.80
Range Standard Deviation
Highest class limit = 90
Lowest class limit = 51
R = Hul - Lll
R = 90 - 51 S = 10.50
R = 39

Semi - Interquartile Range Variance

Q1 = n/4 = 50/4 = 12.5 Q3 = 3n/4 = 3(50)/4 = 37.5

S2 = 110.20
Q1 = 66.25 Q3 = 81

QD = (81 - 66.25)/2
QD = 14.75/2
QD = 7.38
 ACTIVITY 6

The following are the scores of 10 students in three quizzes in Statistics. Using the ungrouped formula, calculate
the following:
a. Range
b. Interquartile Range
c. Quartile Range
d. Standard Deviation
e. Variance

Quiz 1 20 15 12 21 9 10 23 18 19
Quiz 2 13 19 20 21 25 21 17 18 20
Quiz 3 14 9 21 14 21 15 20 19 19

ACTIVITY 7

Direction: For the grouped data shown in frequency distribution table below, calculate the range, semi - interquartile
range, standard deviation, and variance.

Class Interval F
10 - 14 5
15 - 19 3
20 - 24 10
25 - 29 21
30 - 34 11
N=
 REFERENCES
 Basic Statistics with Calculator and Computer Application • Edlyn Castillo – Roc Narag • Rex Book Store Inc.
(RBSI) • 2010
 Mathematics in the Modern World, Mutya Publishing House, Inc., ISBN 978-971-821-753-5, ©2018
 Please write your solutions on a sheet of paper per activity. Paligyan din ng
pangalan at section ito.

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