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Advanced Statistics
Quarter 1 – Module 5:
MEASURES OF CENTRAL
TENDENCY

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Advanced Statistics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 5: Measures of Central Tendency
First Edition, 2020

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E-mail Address: [email protected]

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Advanced Statistics
Quarter 1 – Module 5:
Measures of Central Tendency

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Introductory Message
For the facilitator:

Welcome to the Advanced Statistics – Grade 9 Alternative Delivery Mode (ADM)

Module on Measures of Central Tendency.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Advanced Statistics Alternative Delivery Mode (ADM) Module on

Measures of Central Tendency.

Through our hands we may learn, create and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and
time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to discuss
the concepts of measures of central tendency. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is all about measures of central tendency.

After going through this module, you are expected to distinguish the three
measures of central tendency, and compute problems involving mean, median, and
mode for both grouped and ungrouped data with speed and accuracy.

What I Know
Directions: Choose the letter of the correct answer from the given choices by
writing the chosen letter on a separate sheet of paper.

1. What is defined as the sum of the values of a group of items divided by the
number of such items?
A. Mean C. Mode
B. Median D. Multimode
2. Which of the following is the first step in computing the median of an
ungrouped data?
A. Identify the middle value.
B. Add the two most middle values.
C. Arrange the items or values in an array.
D. Get the average of the two middle values.
3. Which among the measures of central tendency is used when a quick
estimate of the average is needed?
A. Mean C. Mode
B. Median D. Range
4. “Median is used when open-ended intervals are involved”. Which correctly
describes the statement?
A. Always true. C. Sometimes true.
B. Always false. D. Sometimes false.
5. Which among the following is TRUE about the data 1, 2, 3, 4, and 5?
A. The data is unimodal.
B. The mode is greater than the mean.
C. The median is greater than the mean.
D. The mean and the median are equal.

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Lesson
Measures of Central
01 Tendency

In the previous module on sampling techniques, you learned some concepts

on the difference between random and non-random sampling techniques as well as
the determining the sample size from a population using Slovin’s Formula.

In this lesson, you will learn more about measures of central tendency.
Among the topics to be included in this part are the mean, median, and mode of
both grouped and ungrouped data.

What’s In
Let’s revisit what you have learned from your previous module.

Non-random sampling is a method of collecting a small portion of the

population by which not all members in the population are given the chance to be
included in the sample. Random sampling, on the other hand, is the most
commonly used sampling technique in which each member in the population is
given an equal chance of being selected in the sample.
Restricted random sampling involves certain restrictions intended to improve
the validity of the sampling. Unrestricted random sampling is considered the best
random sampling design because there were no restrictions imposed and every
member in the population has an equal chance of being included in the sample.

Slovin’s Formula is used to determine the appropriate number of

participants/samples in a survey. This determination of sample size is based on the
availability of the number of populations.

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.

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 What’s New
Activity 1. Treasure Hunting

Directions: Below is a map that leads to a treasure. But before you can get the key
that will be used to open the main treasure box, you need to answer
the riddles in each box. Each box corresponds to a numerical answer.
The numerical answer then corresponds to a letter in the English
alphabet. Use these letters to unlock the hidden word.

1
2

3
4 5

1 What is the mean of identical 1s?

2 21 happens once, 22 was repeated thrice, 23 twice and 24 twice.

What’s the mode?

3 I am the median of the first 9 counting numbers.

4 I am two more than each of the mean and median of all the teens.

I am the luckiest, and largest, of all the one-digit prime numbers.

5 Also, I’m three more than the median.

What is the hidden word? Place the corresponding letters in the boxes.

1 2 3 4 1 5 3

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 What is It
Descriptive measures that are used to indicate whether the center, the
middle property, or the most typical value of a set of data lies are called measures
of central tendency, often referred to as averages. We shall consider in this module
the three most important measures of central tendency: mean, median, and the
mode.

A. ARITHMETIC MEAN
The most commonly used measure of central tendency is the arithmetic
mean. It is called the mean or the computed average. It is defined to be the sum
of the values of a group of items divided by the number of such items. The mean
of a sample of scores on a variable x is symbolized by ̅ (x-bar) and the mean of
population is called the (mu). Most of the time, researchers are forced to
estimate from ̅ , since they cannot measure every item in the population.

CHARACTERISTICS OF THE MEAN

The mean is reliable or a more stable measurement to use when
sample data are being used to make inferences about populations. It is the
point which balances all the values on either side. The mean is sensitive or
is greatly affected by the values, high or low and this makes it an
inappropriate average to use when the distribution is highly skewed. It loses
its representative quality. The mean cannot be computed when the
distribution contains open-minded intervals in the balance of additional
information.

USES OF THE MEAN

The mean is the most commonly used, easily understood, easily
calculated, and generally recognized average. It is the best measure to use
when the distribution is symmetrical. It is useful measure for inferential
statistics. It is also referred to as weighted average used to obtain an average
value of a series of values after each item is weighted. It is referred to as
weighted average.

1. Ungrouped Data
For ungrouped data, the mean is simply computed by adding all the
values and dividing the sum by the total number of items. In formula,
∑ ∑
̅
where ̅ sample mean
population mean
value of each item
number of items in the sample
number of in the populations
∑ “the sum of”

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 Sample Problem:
Find the mean of the data set: 1, 5, 7, 7, 6, 8, 10, 9, 5, 10, 8
Solution:
∑
̅

̅
̅

2. Grouped Data
Data which are arranged in a frequency distribution are called
grouped data. Observations belonging to each class interval are represented
by the classmark of the interval.
∑
̅ (for a sample)
∑
(for a population)
where = number of observations in a class
= midpoint or classmark of a class
= total frequency in the population distribution
= total frequency in the sample distribution

Steps in solving the mean of a grouped data:

Step1 : Compute for the class mark of each class interval by
averaging the upper and lower limit.
Step 2: Multiply each frequency to each corresponding class mark.
Step 3: Summate the products of the frequencies and class marks.
Step 4: Substitute to the formula.
Step 5: Interpret the results.

Sample Problem:
Compute the mean score of 50 Grade – 12 male students of Tuguegarao City
Science High School given on the table below.

Solution:

Scores Frequency Class Mark

61-63 2 62 124
64-66 5 65 325
67-69 12 68 816
70-72 15 71 1065
73-75 8 74 592
76-78 5 77 385
79-81 3 80 240
TOTAL ∑

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 ∑
̅

̅
̅

Thus, the mean score of 50 Grade – 12 male students of Tuguegarao City

Science High School is 70.94.
B. THE MEDIAN
The median ( ̂) of a set of data is a measure of central tendency that
occupies the middle position in an array of values. It is the number that divides
the bottom 50% of the data from the top 50% that is, half the data items fall
below the median and half are above that value. In an odd number of items, the
median is simply the middle value. If n is even, the median is the average of the
two middle data values in its ordered list.

CHARACTERISTICS OF THE MEDIAN

The median is another widely used average, easy to understand, and easy
to compute. It cannot be found unless the items are arranged in an ascending
or descending order. It is the point that divides the frequency distribution into
two halves. The median is not affected by the extremely high or low values, so it
is the better choice when a distribution is badly skewed. It may be determined
in open-ended distribution.

USES OF THE MEDIAN

The median is used whenever an average of position is desired. It is used

when open-ended intervals are involved. Since the median divides a distribution
in half, it is also frequently used as an average in testing general abilities, like in
intelligent test.
1. Ungrouped Data
To calculate the median, place data values in number order or
arrange the data values in an array – that is, arrange the items in
descending or ascending order. If n is odd, the middle value is the median.
If n is even, the mean of the two middle values is the median.

Sample Problem:
Find the median of the data set: 1, 5, 7, 7, 6, 8, 10, 9, 5, 10, 8
Solution:
First, arrange the data set in an array. That is, 1, 5, 5, 6, 7, 7, 8, 8, 9,
10, 10.
Since the number of data values is odd, simply locate the middle most value.
That is the 6th data. Therefore, the median of the data set is 7.

2. Grouped Data
The formula for the computation of the media for grouped data is:

̂ ( )

where = lower boundary of the median class

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 total of the frequencies
less than cumulative frequency of the class preceding
the median class
frequency of the median class
class size

Steps in solving the median of a grouped data:

Step 1: Determine the median class by solving for the value of ⁄ . The
median class is the class interval where the value of ⁄ , from the
less than cumulative frequencies, is greater than or equal to.

Note: In computing for the less than cumulative frequency ( ), simply

copy the frequency of the lowest class interval as the first less than
cumulative frequency. After that, add the frequency of the higher class.
Continue the process until the last less than cumulative frequency of the
highest class interval equates to the total number of frequencies. Since it
is a less than cumulative frequency, always start adding from the lowest
class interval. On the other hand, if it is a greater than cumulative
frequency ( ), start adding from the highest class interval.

Step 2: Obtain the lower boundary of the median class by subtracting 0.5
from the lower limit of the said class.
Step 3: Determine the frequency of the median class as well as the class
size.
Step 4: Substitute the values to the equation.
Step 5: Interpret the results.

Sample Problem:
The data presented on the table below are the scores of 50 Grade – 12 male
students of Tuguegarao City Science High School. Compute the median.

Scores Frequency
61-63 2 2
64-66 5 7
67-69 12 19
70-72 15 34
73-75 8 42
76-78 5 47
79-81 3 50

̂ ( )

̂ ( )
̂ inches
Thus, the computed median is 70.7.

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C. THE MODE
The mode ( ̃), by definition, is the most commonly occurring value in series.
A series may have more than one mode or none at all. A distribution with only
one mode is said to be unimodal. In cases wherein there are two class limits
with the highest frequency, the distribution is referred to as bimodal. If a
distribution has more than two modes, then it is multimodal.

CHARACTERISTICS OF THE MODE

It is the simplest but unreliable measure of central tendency. It is not

affected by extreme values in a distribution, it is not necessary to arrange the
item before the mode is known. The mode may not exist in some sets of data or
there may be more than one mode in other data sets.

USES OF THE MODE

It is used when a quick estimate of the average is needed. It helps us spot
a trend. Being the most frequently occurring value, for instance, if you are a
shoe producer or a clothing manufacturer and you want to know (and make) the
size that will fit the greatest number of people, you would seek the modal size.
Obviously, the shoe producer or clothing manufacturer will produce more shoes
or dresses in the most commonly purchased sized than in other sizes. The mode
therefore provides information to businessmen and producers that would help
them in business planning and decision making.

1. Ungrouped Data

Sample Problem:
Find the mode(s) from the data set: 1, 5, 7, 7, 6, 8, 10, 9, 5, 10, 8
Solution:
Since there are three data which occurred twice, then the modes are
7, 8, and 10. The data distribution is multimodal.

2. Grouped Data
The formula for grouped data of mode is:

̃ ( )
where lower boundary of the modal class
difference between the frequency of the modal class and
the frequency of the class interval lower than the modal
class
difference between the frequency of the modal class and
the frequency of the class interval higher than the modal
class
class size

Steps in solving the mode of a grouped data:

Step 1: Obtain the lower boundary of the modal class by subtracting 0.5
from the lower limit of the said class. The modal class is the class
with the most frequency.
Step 2: Solve for the values of and as well the class size.
Step 3: Substitute the values to the equation.

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 Step 4: Interpret the results.

Sample Problem:
The data presented on the table are the scores of 50 Grade – 12 male
students of Tuguegarao City Science High School. Compute the mode.

Height Frequency
61-63 2
64-66 5
67-69 12
70-72 15
73-75 8
76-78 5
79-81 3
̃ ( )

̃ ( )
̃ inches

Thus, the mode of the given data is 70.4.

What’s More
Activity 2. Double A Minute to Win It!

Directions: You are given two minutes to solve for the mean, median, and mode of
the following.

1. 21, 19, 16, 18, 19, 22, 23, 16, 26, 18, 19, 20
2. 5, 6, 6, 8, 9, 17, 16, 15, 14, 13, 16, 17, 18, 12

What I Have Learned

Directions: Supply the missing blanks to complete the sentences.

Descriptive measures that are used to indicate whether the center, the
middle property, or the most typical value of a set of data lies are called measures
of central tendency, often referred to as ___________. We shall consider in this
module the three most important measures of central tendency: mean, median,
and the mode.

The ___________ is widely used average, easy to understand, and easy to

compute. It cannot be found unless the items are arranged in an ascending or
descending order. On the other hand, the ___________, by definition, is the most
commonly occurring value in series. Lastly, the ____________ is the most commonly
used, easily understood, easily calculated, and generally recognized average.

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 What I Can Do
Directions: Answer the question below.

The distribution of scores of 50 students in a Statistics test is given in the

table below. If the teacher decided to pass the upper 50% of the students, what is
the passing score?

Scores Number of Students

91 – 97 2
84 – 90 3
77 – 83 10
70 – 76 15
63 – 69 11
56 – 62 6
49 -55 3

Assessment
Directions: Answer the following questions below.

1. A sample of 10 supermarkets reported the following prices of sugar per kilo.

42, 42.50, 44, 45, 46, 44, 44.50, 42.38, 40.70, 41.65. Find the average of
sugar per kilo.
2. Krizelle is working part time at a restaurant in Tuguegarao City. If she works
for 30 hours in one week on the average, how many hours a day does she
work?
3. The average of four numbers is 40. The third is 12 more than the second.
The second is five times the first. The fourth is 8 less than the first. Find the
numbers.
4. The mean height of Ezequeiel, Kobe, Jay, and Krizea is 66 inches. What is
the height of Kerr if the mean height of the five is 70 inches?
5. The six departments of a company, consisting of 22, 32, 18, 16, 10, and 12
employees have an equal monthly salary of 7200, 7600, 6900, 8200, 7800,
and 7200, respectively. What is the mean monthly salary of all the
employees of the company?

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 Additional Activities
Directions: Solve the mean, median, and mode.

The following are the daily salaries of a group of employees.

Daily Salary Frequency

300 – 399 15
400 – 499 21
500 – 599 45
600 – 699 39
700 – 799 24
800 – 899 6

References
Arao, Rosalia R, Antonio Roland I CoPo, Angeline T Laddaran, Leila D Meija, and
Yonardo A. Gabuyo. 2015. Statistics. Quezon City, Philippines: Rex Book
Store, Inc.

Batanero, Carmen, and Manfred Borovcnik. 2016. Statistics and Probability In High
School. Rotterdam: SensePublishers.
Carpio, Joy N. n.d. Statistics and Probability/Joy N. Carpio [And Three Others].

Mario F. Triola. 2018. Elementary Statistics. New York: Pearson Education, Inc.

Yao, Ana Maria S.D, Helen D Tizon, Immaculata A Policarpio, Leila D. P Mejia,
Angeline T Laddaran, Yonardo A Gabuyo, Antonio Roland I CoPo, and
Priscilla S Altares. 2012. Elementary Statistics With Computer
Applications.Quezon City: Rex Printing Company, Inc.

“K12MATH014: Advanced Statistics|Saylor Academy”. 2020. Saylor Academy.

https://learn.saylor.org/course/k12math014

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