PATTERN

• repeated design or recurring sequence

• an ordered set of numbers, shapes, or
other mathematical objects, arranged
according to a rule
 OBSERVE SOME PATTERNS

“ HEXAGONS ” “ T-SHIRT ” “ LOOK DOWN ”

PATTERNS IN SNOWFLAKES
PATTERNS IN SNOWFLAKES
PATTERNS IN SNOWFLAKES
PATTERNS IN HONEYCOMBS
PATTERNS IN A HONEYCOMB
a closer view of bees’ honeycomb
PATTERNS IN ANIMALS
LEOPARD a closer view of a leopard’s skin
PATTERNS IN ANIMALS
CHEETAH a closer view of a cheetah’s skin
PATTERNS IN ANIMALS
TIGER a closer view of a tiger’s skin
PATTERNS IN ANIMALS
PEACOCK a closer view of a peacock’s tail
PATTERNS IN ANIMALS
ZEBRA GECKO
PATTERNS IN SHELLS
NUMBER & LETTER PATTERNS
•1 , 4 , 7, 10, 13, 16, . . .
•2, 4, 8, 16, 32, . . .
•J, F, M, A, M, J, J, . . .
•O, T, T, F, F, S, S, . . .
NUMBER & LETTER PATTERNS
Solve:

52 =
92 =
Can you predict the next three terms in each set?
•1 , 4 , 7, 10, 13, 16, . . .
•2, 4, 8, 16, 32, . . .
•J, F, M, A, M, J, J, . . .
•O, T, T, F, F, S, S, . . .
SEQUENCE
•a set of numbers arranged in a definite order
Examples:
• 2, 3, 5, 7, 11, 13, . . .
• 1, 1, 2, 3, 5, 8, 13, 21, . . .
•Finding its nth term can be based on a logical rule like a
“group of prime numbers”
FIBONACCI SEQUENCE
- is the series of numbers:

1, 1, 2, 3, 5, 8, 13, 21, 34, . . .

where the next term is found by adding up the two numbers
before it.
- It was developed by Leonardo Fibonacci or Leonardo of Pisa.
FIBONACCI SEQUENCE
Leonardo Fibonacci
- also known as Leonardo of Pisa
-an Italian mathematician from the
Republic of Pisa
- He is considered to be “the most talented
western mathematician of the middle ages”

Full name: Leonardo Pisano Bigollo

The Rabbit Problem
What’s the
origin of the
Fibonacci
Sequence?
FIBONACCI NUMBERS IN NATURE
FIBONACCI NUMBERS IN NATURE
FIBONACCI NUMBERS IN NATURE
FLOWERS
GOLDEN RATIO
•What is golden ratio?
•What is the approximate value of the golden ratio?
•Where can we find the golden ratio?
•What is the connection of Fibonacci sequence and the
Golden Ratio?
THE GOLDEN RATIO (Φ)
GOLDEN RATIO IN NATURE
THE GOLDEN RATIO (Φ)
THE GOLDEN RATIO (Φ)
 BODY
MEASUREMENT
ACTIVITY

WHERE IS THE GOLDEN

RATIO IN YOUR BODY?
PASCAL’S TRIANGLE
- a triangular array of numbers in which
those at the ends of the rows are 1 and
each of the others is the sum of the
nearest two numbers in the row above
- developed by Blaise Pascal , a famous
French Mathematician and Philosopher
PASCAL’S TRIANGLE
- Blaise Pascal was a French mathematician,
physicist, inventor, writer, and Catholic
theologian.
- He is well-known in both the mathematics
and physics fields.
- Contributions: Pascal’s Triangle, Probability
Theory, early digital calculator, roulette
machine
 Use of Pascal’s Triangle
•How can we use the Pascal’s Triangle?
•What are the other interesting patterns that
we can find in Pascal’s Triangle?
 Sequence vs Progression
SEQUENCE
-a set of numbers which can be based on a logical rule
PROGRESSION
- a set of numbers which are arranged according to some definite rule

* The difference between a progression and a sequence is that, a progression has a specific formula to
calculate its nth term.
ARITHMETIC PROGRESSION
- is a sequence of numbers in which each term after the first,
is obtained by adding a fixed number to the preceding
term called the common difference.
- General Form (𝐀𝐧)
𝑨𝒏 = 𝑨𝟏 + 𝒅(𝒏 − 𝟏)
ARITHMETIC PROGRESSION
𝑨𝒏 = 𝑨𝟏 + 𝒅(𝒏 − 𝟏)
where:
𝑨𝒏 - 𝑛𝑡 ℎ term
𝑨𝟏- 1𝑠𝑡 term
𝒅- common difference
GEOMETRIC PROGRESSION
-is a sequence of numbers in which each term after
the first, is obtained by multiplying a fixed number
to the preceding term called the common ratio.
- General Form (𝐀𝐧)
𝑨𝒏 = 𝑨𝟏 ∙ 𝒓(𝒏−𝟏)
GEOMETRIC PROGRESSION
𝑨𝒏 = 𝑨𝟏 ∙ 𝒓(𝒏−𝟏)
where:
𝑨𝒏 - 𝑛𝑡 ℎ term
𝑨𝟏- 1𝑠𝑡 term
𝒓- common ratio
SOURCES

• MATHEMATICS FOR THE MODERN WORLD by Cabatay, H.,

et.al 2018 (YMAS Publishing)
• Wolfram Math website (www.mathworld.cwolfram.com)
• Math is Fun website (www.mathisfun.com)
MATHEMATICAL
LANGUAGE & SYMBOLS
Expression vs Equation |Translating Statements Algebraically |Understanding Math Language
 “Mathematics
is the language of
Science”
“Mathematics
is the language in which God
has written the universe”
- Galileo Galilei
ESSENTIAL Q U E S T I O N S
• Why do we consider Math as a language?
• How can we communicate using the Math
language?
𝟑
𝟏𝟖
LANGUAGE
• may be a system of words or codes used within a
discipline
• a system of communication using symbols or
sounds
• a set of sentences constructed using a finite set of
elements
LANGUAGE
• a language contains the following components:
 vocabulary
 meaning
 grammar
 syntax
 narrative
 group of people who use and understand it
L A NG UAGE
 There must be a vocabulary of words or symbols.
 Meaning must be attached to the words or symbols.
 A language employs grammar, which is a set of rules that
outline how vocabulary is used.
 A syntax organizes symbols into linear structures or
propositions.
 A narrative or discourse consists of strings of syntactic
propositions.
VOCABULARY, GRAMMAR, & SYNTAX
IN MATHEMATICS
 NOUNS
• Arabic Numerals (e.g.0, 1, 167, 89)
• Fractions (e.g.1/3,7/9,9/2)
• Variables (e.g.a, b,x, y,w)
• Expressions (e.g.3𝑥,𝑥 2 , 5 − 𝑥 2 )
• Diagrams or Visual Elements (e.g.circle,angle,triangle)
• Infinity (∞), Pi (𝜋)
• Imaginary Numbers (𝑖)
VOCABULARY, GRAMMAR, & SYNTAX
IN MATHEMATICS
 VERBS
• Equalities or inequalities (e.g. =, >, ≤ )
• Actions such as add, subtract, multiply, or divide ( +, -, *, /)
• O ther operations (e.g. sin 𝜃 , cos 𝜃 )
 G R A M M A R & S Y N TA X
• Definitions , postulates , theorems.
• Proving statements.
• Formulas are read from left to right.
• Parentheses and brackets indicate the order in which the symbols interact.
EXPRESSIONS vs EQUATIONS
EXPRESSION E Q U AT I O N
• a phrase that groups together • a sentence in which two expressions
numbers (constants), letters are placed equal to one another
(variables) , or their combination
joined by operators (+, - , *, /) to • a statement of equality
represent the value of something. • can be conditional or identity
• can be arithmetic, algebraic,
polynomial, or analytical
EXPRESSIONS vs EQUATIONS
EXPRESSION E Q U AT I O N
 TRANSLATING STATEMENTS
ALGEBRAICALLY
1. 5 more than a number n+5
2. A number more than 7 7+n
3. -3 more than thrice a number 3n+(-3)
4. 4 less than y y-4
 TRANSLATING STATEMENTS
ALGEBRAICALLY
𝟏𝟐
5. the ratio of 12 and 3𝟑
6. the product of 7 and a 𝟕𝒂
7. the sum of c and h 𝒄 + 𝒉
8. 19 less than twice a number 𝟐𝒏 − 𝟏𝟗
 TRANSLATING STATEMENTS
ALGEBRAICALLY

9. b less than 2 2-b

𝒛𝟐
10. the square of z
𝟗 𝟑
11. the cube of 9
𝟑
12. cube root of 72 𝟕𝟐
 TRANSLATING STATEMENTS
ALGEBRAICALLY

13. the difference between 7 and 2 7-2

14. a number added to 8 8+n
15. 9 subtracted from 3 3-9
16. the sum of the squares of x and y
𝒙𝟐 + 𝒚𝟐
TRANSLATING STATEMENTS NOW, IT’S
ALGEBRAICALLY YOUR TURN! 

1. 6 more than a number is 34.

2. A number more than 1 is -5.
3.-3 more than thrice a number
equals 87.
4. A number is at least 12.
TRANSLATING STATEMENTS
ALGEBRAICALLY
1. John is twice as old as his
friend Peter. Peter is 5 years
older than Alice. In 5 years,
John will be three times as old
as Alice. How old is Peter now?
TRANSLATING STATEMENTS
ALGEBRAICALLY
John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5 years,
John will be three times as old as Alice. How old is Peter now?

1.Represent the ages of John, Peter, and Alice

using variables expressed as equations.
2.Formulate a working equation to solve the
problem.
REFERENCES
Why Mathematics is a Language by Anne Marie Helmenstine, Ph.D.
https://www.thoughtco.com/why-mathematics-is-a-language-4158142

 Difference Between Expression and Equation by Surbhi S

https://keydifferences.com/difference-between-expressions-and-
equation.html
MATHEMATICAL
LANGUAGE & SYMBOLS
Expression vs Equation |Translating Statements Algebraically |Understanding Math Language

by Ms. Mary Joy A. Villareal

University of Caloocan City – North Campus
PROBLEM SOLVING
It is always
one of the goals
of every
Mathematics
curriculum.
 GEORGE POLYA
Hungarian Mathematician
A mathematics professor who made
fundamental contributions to combinatorics,
number theory, numerical analysis, and
probability theory.
POLYA’S RULE
STEP 1 : Understand the Problem
STEP 2 : Devise the Plan
STEP 3 : Carry out the Plan
STEP 4 : Look Back
 POLYA’S RULE
STEP 1 : Understand the Problem
Once the problem is carefully analyzed, the
solution follows immediately. Give the
relationships of the unknown and the given.
 POLYA’S RULE
STEP 2 : Devise the Plan
Give particular instances or concrete
examples that illustrate the problem.
 POLYA’S RULE
STEP 3 : Carry out the Plan
A plan maybe a list, chart, table, diagram,
equation, or formula that summarizes the
information. Backward solution can also be
used.
 POLYA’S RULE
STEP 4 : Look Back
Check the result based on the given
conditions.
EXAMPLE
How many people can be
seated in 6 square tables
lined up straight end to end?
 POLYA’S RULE
STEP 1 : Understand the Problem
STEP 2 : Devise the Plan
STEP 3 : Carry out the Plan
STEP 4 : Look Back
 STEP 1 : Understand the Problem

1 table 4 seats
What pattern
can you
observe
2 tables x 6 seats about the
sum
(total number
3 tables x x 8 seats of seats per
table)?

Illustrate by starting with 1 table, 2 tables, etc., then we count the number of
seats as shown above. ANALYZE the pattern in the possible number of seats.
 STEP 2 : Devise a Plan

No. of Tables Seating Capacity

1 4
2 6
3 8
4 10

Examine the results and tabulate them.

Observe that the results form a sequence of consecutive positive even integers.
 STEP 3 : Carry out the Plan
We can easily set a formula based on the pattern.
Use the formula 2n+2 based on the observed pattern.

No. of Tables Seating Capacity For 6 tables,

1 4 let n=6 ∴ 14 people can
2 6 So, seat using the 6
square tables
3 8 2n+2
lined up straight
4 10 = 2(6)+2 =14
n end to end.
2n+2
We have the number of seating capacity with n tables.
 STEP 4 : Look Back

We check the results by the pattern

of even numbers or by the diagram
of tables. Double-check by using
the formula 2n+2 or 2(n+1), for n=6.
PROBLEM SOLVING APPLYING POLYA’S 4 STEPS &
TRANSLATING STATEMENTSALGEBRAICALLY
 WORD PROBLEMS (AGE)
John is twice as old as his friend
Peter. Peter is 5 years older than
Alice. In 5 years, John will be three
times as old as Alice. How old is
Peter now?
G E C 004| U C C CONGRESS
 plural sense - a set of numerical data
 singular sense - a branch of science that deals with the:
* COLLECTION
* PRESENTATION
* ANALYSIS
* INTERPRETATION
. . . of a set of numerical data
refers
to a collection of methods used to
process large amounts of data and report
them in a summarized and organized manner

particularly
useful when dealing with
enormous data
1. aids in decision-making
• provides comparison
• explains actions that have taken place
• justifies a claim or assertion
• predicts future outcome
• estimates unknown quantities

2. summarizes data for public use

 Descriptive Statistics Inferential Statistics
 composed of methods concerned with  composed of methods concerned
collecting, describing, analyzing a set with the analysis of a subset of
of data without drawing conclusions data leading topredictionsor
orinferencesaboutalargegroup inferences about the entire set of
data
 POPULATION SAMPLE
- a collection of all - a part (subset) of the
the elements under population from which
consideration in any information is collected
statistical data
- a numerical characteristic - a numerical
of a population characteristic of the
sample
 -refer to the collection of
observations
*observation – a realized value of a variable
1. QUALITATIVE
2. QUANTITATIVE
- have labels or names
assigned to their respective
categories
-any attribute that
we measure in
numbers
- can be DISCRETE or
CONTINUOUS
- a characteristic or attribute
of persons or objects which can
assume different values for
different persons or objects
Examples:
•number of legislative districts
•age
•year level
•province
•type of residence
 BASIC MATHEMATICAL
CONCEPTS USED IN STATISTICS
RATIO | PROPORTION | PERCENTAGE | RATE OF OCCURENCE
The number of elements in one set divided
by the number of elements in
another set.
𝑺𝒆𝒕 𝑨
𝑺𝒆𝒕 𝑩
NOTE:
Elements cannot belong in both sets. They are
either in Set A or Set B.
Examples:
• sex ratio
• dependency ratio
• A class with 40 students has 28 females. What is
the ratio of females to males?
𝟐𝟖 𝟕
Answer: 28:12 or 7:3; or
𝟏𝟐 𝟑
The number of elements in a set possessing
a specific characteristic divided
by the total number of elements
𝒏𝒖𝒎𝒃𝒆𝒓 𝒊𝒏 𝑺𝒆𝒕 𝑨 𝑺𝒆𝒕 𝑨
in a set. =
𝒕𝒐𝒕𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓 𝒊𝒏 𝑺𝒆𝒕𝒔 𝑨 𝒂𝒏𝒅 𝑩 𝑺𝒆𝒕 𝑨 + 𝑺𝒆𝒕 𝑩

NOTE:
There are only 2 sets. Elements cannot belong to both sets.
They are either in Set A or Set B.
Example:
Consider a class with 40 students where 28 are females.What is
the proportion of male students?

𝑺𝒆𝒕 𝑨 𝟏𝟐
=
𝑺𝒆𝒕 𝑨 + 𝑺𝒆𝒕 𝑩 𝟏𝟐 + 𝟐𝟖
𝟏𝟐
=
𝟒𝟎
𝟏𝟐 𝟑
= 𝒐𝒓
𝟒𝟎 𝟏𝟎
a proportion multiplied by 100
𝑺𝒆𝒕 𝑨
× 𝟏𝟎𝟎
𝑺𝒆𝒕 𝑨 + 𝑺𝒆𝒕 𝑩
Example:
Consider a class with 40 students where 28 are females. What is the
percentage of male students?

𝟏𝟐 𝟏𝟐
=
𝟏𝟐 + 𝟐𝟖 𝟒𝟎
𝟑
= × 𝟏𝟎𝟎 = 30% 30% of the class are male students
𝟏𝟎
The number of occurrences divided
by the total number of occurrences.
- usually expressed in terms of per 100, per 1000, per 10000
𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒂𝒄𝒕𝒖𝒂𝒍 𝒐𝒄𝒄𝒖𝒓𝒆𝒏𝒄𝒆𝒔
𝑹𝒂𝒕𝒆 =
𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒑𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝒐𝒄𝒄𝒖𝒓𝒆𝒏𝒄𝒆𝒔
Example:
Dropping Rate
There are 1200 C O E students for the First semester.Within the
semester, 30 students dropped from their chosen program. What is
the drop rate during the 1st semester?
𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒂𝒄𝒕𝒖𝒂𝒍 𝒐𝒄𝒄𝒖𝒓𝒆𝒏𝒄𝒆𝒔 𝟑𝟎
𝑹𝒂𝒕𝒆 = = = 𝟎. 𝟎𝟐𝟓
𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒑𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝒐𝒄𝒄𝒖𝒓𝒆𝒏𝒄𝒆𝒔 𝟏𝟐𝟎𝟎

𝟎. 𝟎𝟐𝟓 = 𝟐. 𝟓%
Thus, 2.5% is the dropping rate of COE during the 1st Semester.
 LEVELS OF
MEASUREMENT
N O M I NA L | ORDINAL | INTERVAL | RATIO
A measurement level in which numbers
are used to identify different
categories (i.e. as labels or names)
rather than to reflect quantitative
information.
Examples:
- jersey number, sex, religion, marital status
A measurement level in which
values reflect only rank order.
Examples:
-educational attainment
(primary, secondary, tertiary)
- Socioeconomic status (low, middle, high)
A measurement level with an arbitrary zero
point in which numerically equal intervals
at different locations on the
scale reflect the same quantitative
difference.
Example:
temperature in ℃ or ℉
The highest level of measurement that
has all the characteristics of the interval
plus a true zero point.
Examples:
- income, age, number of children, grades
Prof. Randolph Sasota’s Lecture Notes in
Educational Research
Statistics & Probability by Marquez, W.G,
et.al , Brilliant Creations Publishing Inc.
by Ms. Mary Joy A . Villareal
DATA PRESENTATION
TYPESOFGRAPHS&CHARTS|TABULARPRESENTATION|PREPARATION&INTERPRETATION
ESSENTIAL QUESTIONS
฀What are the different types of graphs?
฀What are the different kinds of charts that
you can recall?
฀When do we use each type of graph /
chart?
฀What are the parts of a table / matrix that
we have to consider when presenting data?
TYPES OF GRAPHS /CHARTS

฀Pie Graph
฀Line Graph
฀Bar Graph
฀Histogram
TYPES OF GRAPHS /CHARTS
฀Line Graph
Summary of Section A’s Academic Grades in Quarter 1
of AY 2018-2019 according to Sex
 100

Different Parts of a Line Chart

TYPES OF GRAPHS /CHARTS
฀Bar Graph
Student A’s Academic Performance in 4 Major Subjects
during the First Three Quarters of AY 2018-2019

FILIPINO

SC IENC E
Grade 8 Major

ENGLISH
Subjects

MATH

82 84 86 88 90 92 94 96

Final Grades
3rd Qtr 2nd Qtr 1st Qtr
TYPES OF GRAPHS /CHARTS
฀Bar Graph
Student A’s Ac ademic Performance in 4 Major Subjec ts
96
during the First Three Quarters of AY 2018-2019

94
92
90
Grades
88
Final

86
84
82
MATH ENGLISH SC IENCE FILIPINO
Grade 8 Major Subjects
1st Qtr 2nd Qtr 3rd Qtr
TYPES OF GRAPHS /CHARTS
฀Pie Graph
Enrollees per department of UCC-Congress
Campus’ College of Education in AY 2018-2019

180

200 22% 20% BEED-ECED

BSE-TLE
BSE-ENG
18% 160
170 19% BSE-ENG/CHI
BSE-SCI
21%
190
Total: 900 students
Source: UCC Registrar (*example only)
TYPES OF GRAPHS /CHARTS
฀Histogram
Graphical Description of Data

฀The most striking way of

summarizing information is
with a graph.
providesaquickvisual senseof
themainfeaturesof thedata
Graphical Description of Data

LEVEL OF APPROPRIATE
MEASUREMENT GRAPH
• Nominal / Ordinal • Pie Graph
• Bar Graph
• Interval / Ratio • Bar Graph
(discrete variables)
• Histogram
(continuous
variables)
DATA PRESENTATION
TYPESOFGRAPHS&CHARTS|TABULARPRESENTATION|PREPARATION&INTERPRETATION

by Ms. Mary Joy A. Villareal

University of Caloocan City-North Campus
 M E A S UR ES OF
CENTRAL TENDENCY
GROUPED DATA |MEAN, MEDIAN, MODE
INTRODUCTION
• The organization of data may be done by using tables while the summary of data
may be displayed by means of graphs and charts. Another method of
summarizing data is to compute numbers, such as average, that describes a set
of data.

• Numbers that are used to describe data sets are called descriptive measures.
 The most important descriptive measures are the Measures of
Central Tendency and Measures of Dispersion or Variation.
M EASURE S OF C E N T RAL TEN D E N C Y
- These are descriptive measures that indicate the center or the most typical
value of a set of data.

- A measure of central allocation or central tendency is a single number that

represents the typical score of data set.
- 3 Measures of Central Tendency
1. Mean
2. Median
3. Mode
M EA S URES OF C E N T R A L TEN D E N C Y
(GROUPE D DATA)
• Grouped Data
 are commonly considered in terms of classes or intervals
Example: Interval Class Mark Frequency fx
(x) (f)
1-3 2 7 14
4-6 5 12 60
7-9 8 10 80
 Observing the Parts of a
Frequency D istribution Table (FDT)
Interval Class Frequenc fx
Mark y (f)
(x)
1-3 2 7 14
4-6 5 12 60
7-9 8 10 80

also called as also called as refers to the the product of

number of frequency and
classes midpoint occurrence class mark
 ഥ) FO R G RO U P E D D ATA
M E A N (𝑿
Interval Class Mark Frequency fx ഥ σ 𝒇𝒙
𝑿=
(x) (f) 𝑵

ഥ 𝟏𝟓𝟒
1-3 2 7 14 𝑿=
𝟐𝟗
4-6 5 12 60 ഥ= 𝟓. 𝟑𝟏𝟎
𝑿
7-9 8 10 80
ഥ= 𝟓. 𝟑𝟏
𝑿
N=29 ฀ 𝒇𝒙 = 𝟏𝟓𝟒
** In conformity in all aspects of computations,
provide 3 decimal places and round off the final
answer to two decimal places.
 ഥ) FO R G RO U P E D D ATA
M E A N (𝑿
Exercise 1. Solve for the mean of the given data below.
Interval Class Mark Frequency fx
(x) (f)

1-3 2 3
4-6 5 24
7-9 8 15
N= ฀ 𝒇𝒙 =
 ෩) FOR G RO U P E D
M E D I A N (𝑿
D ATA where:

𝑳𝒎𝒅 − lower boundary of the class containing

𝑵 the median
− 𝑪𝑭< 𝑪𝑭< – cumulative number of frequencies in all
෩
𝑿 𝟐 ∙𝒄
the classes immediately preceding the class
𝒎𝒅 = containing the median
𝒇𝒎𝒅 𝒇𝒎𝒅 − frequency in the class containing the
𝑳 + median
𝑵 – total number of observations
𝒄 − width or size of the class
 ෩) FOR G RO U P E D
M E D I A N (𝑿
D ATA
Consider the following distribution of Statistics Scores of 20 students. 𝑵 − 𝑪𝑭
෩
𝑿 =𝑳 𝟐 <
∙𝒄
𝒎𝒅 +
Scores Number of Students CF 𝒇𝒎𝒅
𝟐𝟎 − 𝟒
1-2 1 1 ෩= 𝟒. 𝟓
𝑿 𝟐 ∙𝟐
𝟖
3-4 3 4 𝑪𝑭< = 4 +
𝟏𝟎 − 𝟒
5-6 8 𝒇𝒎𝒅 12 Median class, 𝑳 𝒎𝒅 = 4.5 ෩= 𝟒. 𝟓
𝑿 ∙𝟐
𝟖
+
7-8 6 18 𝟔
෩= 𝟒. 𝟓
𝑿 ∙𝟐
9-10 2 20 𝟖
+
෩= 𝟔
𝑿
 ഥ
෩) FOR G RO U P E D D ATA
M E D I A N (𝑿
Exercise 3. Forty-five students took an English Proficiency Test last May 2018
and below are the results. Solve for the group’s median score.
Number of
Raw Scores CF
Examinees

41-50 5
51-60 4
61-70 7
71-80 18
81-90 11
 ฀) FOR G RO U PED D ATA
M O D E (𝑿
where:

𝑳𝒎𝒐 − lower boundary of the modal class

𝒇𝒎𝒐 − frequency of the modal class
𝒇𝒎𝒐 − 𝒇𝟏 𝒇𝟏 − frequency of the class preceding the
฀= 𝑳 𝒎𝒐 +
𝑿 ∙𝒄 modal class
𝟐𝒇𝒎𝒐 − 𝒇𝟏 − 𝒇 𝟐 𝒇𝟐 − frequency of the class after the modal
class
𝒄 − width or size of the class
 ฀) FOR G RO U PED D ATA
M O D E (𝑿
The number of dengue cases among 100 residents were classified
according to age class. Calculate the mode. 𝒇𝒎𝒐 − 𝒇𝟏
฀= 𝑳
𝑿 𝒎𝒐 + ∙𝒄
𝟐𝒇𝒎𝒐 − 𝒇𝟏 − 𝒇𝟐
Number of
Age Group
Residents
𝟒𝟓 − 𝟐𝟕
Child (0-9) 5 ฀= 𝟐𝟗. 𝟓 +
𝑿 ∙ 𝟏𝟎
𝟐(𝟒𝟓) − 𝟐𝟕 − 𝟏𝟕
Teen (10-19) 6 𝟏𝟖
฀= 𝟐𝟗. 𝟓 +
𝑿 ∙ 𝟏𝟎
Adult (20-29) 27 𝒇𝟏 𝟒𝟔

Older Adult (30-39) 45 𝒇𝒎𝒐 Modal class, 𝑳𝒎𝒐 = 29.5 ฀= 𝟑𝟑. 𝟒𝟏𝟑
𝑿

Elderly (40-49) 17 𝒇𝟐 ฀= 𝟑𝟑. 𝟒𝟏

𝑿

N=100
 ฀) FOR G RO U PED D ATA
M O D E (𝑿
Exercise 3. Eighty students took an Entrance Test last April 2018 and below are
the results. Solve for the group’s mode score.
Number of
Raw Scores
Examinees

26-40 3
41-55 18
56-70 9
71-85 43
86-100 7
REFEREN C E
MATHEMATICS FOR THE MODERN
WORLD by Cabatay, H., et.al 2018 (YMAS
Publishing), pp. 89-94
 M E A S UR ES OF
CENTRAL TENDENCY
GROUPED DATA |MEAN, MEDIAN, MODE

by Ms. Mary Joy A. Villareal

University of Caloocan City – North Campus
MEASURES OF DISPERSION /
VARIABILITY
RANGE|VARIANCE|STANDARDDEVIATION
MEASURES OF DISPERSION
/ VARIABILITY

• used to describe the

variability or spread
in a set of data
MEASURES OF DISPERSION
/ VARIABILITY
• Range (𝑹) – the difference between the largest and smallest values of a data
set
• Interquartile Range (𝑰𝑸𝑹) – “midspread” or middle 50%, the difference
between the upper (𝑸𝟑)and lower (𝑸𝟏) quartiles
• Variance (𝒔𝟐, 𝝈𝟐) – the expectation of the squared deviation of a random
variable from its mean; it measures how far a set of numbers are spread out from
their average value
• Standard Deviation (𝑺𝑫, 𝒔, 𝝈) – indicates how far, on the average,
an observed value of a random variable X is from its mean
RANGE (𝑹)
UNGROUPED DATA GROUPED DATA

𝑹=𝑯−𝑳 𝑹 = 𝑼𝑩𝑯𝒊𝒈𝒉𝒆𝒔𝒕 − 𝑳𝑩𝑳𝒐𝒘𝒆𝒔𝒕

where: where:
• 𝑯 - highest score of the data set • 𝑼𝑩𝑯𝒊𝒈𝒉𝒆𝒔𝒕 - upper boundary of the highest score
• 𝑳 - lowest score of the data set • 𝑳𝑩𝑳𝒐𝒘𝒆𝒔𝒕 - lower boundary of the lowest score
VARIANCE 𝟐 𝟐
(𝒔 , 𝝈 ) – UNGROUPED DATA
POPULATION SAMPLE
𝟐 σ (𝒙 − 𝑿ഥ)𝟐
σ (𝒙 − 𝝁) 𝒔𝟐 =
𝝈𝟐 = 𝒏−𝟏
𝑵
where: where:
• 𝝈𝟐 - population variance • 𝒔𝟐 - sample variance
• σ - summation of • σ - summation of
• 𝒙 – individual value • 𝒙 – individual value
• 𝝁 – population mean ഥ– sample mean
• 𝑿
• 𝑵 – total no. of observations (population) • 𝒏 – total no. of samples
VARIANCE 𝟐 𝟐
(𝒔 , 𝝈 ) – GROUPED DATA
POPULATION SAMPLE
σ 𝒇(𝒙 − 𝝁)𝟐 σ 𝒇(𝒙 − ഥ)𝟐
𝑿
𝝈𝟐 = 𝒔𝟐 =
𝑵 𝒏−𝟏
where: where:
• 𝝈𝟐 - population variance • 𝒔𝟐 - sample variance
• σ - summation of • σ - summation of
• 𝒇 – frequency of observation • 𝒇 – frequency of observation
• 𝒙 – class mark / midpoint • 𝒙 – class mark / midpoint
ഥ– sample mean
• 𝑿
• 𝝁 – population mean
• 𝑵 – total no. of observations (population) • 𝒏 – total no. of samples
STANDARD DEVIATION (𝒔, 𝝈)
UNGROUPED DATA GROUPED DATA
• Population SD • Population SD

σ (𝒙 − 𝝁)𝟐 σ 𝒇(𝒙 − 𝝁)𝟐

𝝈= 𝝈=
𝑵 𝑵
• Sample SD • Sample SD

σ (𝒙 − 𝑿ഥ)𝟐 ഥ)𝟐
σ 𝒇(𝒙 − 𝑿
𝒔= 𝒔=
𝒏−𝟏 𝒏−𝟏
 SOURCES
• Mathematics for The Modern World by Cabatay, H., et.al 2018
(YMAS Publishing)
• Conceptual Math & Beyond: Statistics and Probability by
Ocampo, J. & Marquez, W. 2016 (Brilliant Creations Publishing,
Inc.)
• Measures of Relative Position (https://www.oreilly.com)
• Relative Position of Data (https://saylordotorg.github.io)
• Percentile, Quartile, Z-score (https://stattrek.com)
Thank you