EXERCISE 1: MEANING AND IMPORTANCE OF STATISTICS

Define Statistics
-a branch of mathematics dealing with the collection,
analysis, interpretation, and presentation of masses of
numerical data: a collection of quantitative data.
Give 5 examples on how Statistics favors you day to day
activities.
- Weather Forecasting, Sales Tracking, Health
Insurance: Traffic and Investing are examples of
statistics in our day-to-day activities.

Cite important dates in the Statistics?

 1908 – Student's t-distribution for the mean of small

samples published in English (following earlier
derivations in German).
 1913 – Michel Plancherel states fundamental results
in Ergodic theory.
 1920 – The central limit theorem in its modern form was
formally stated.
 1921 – Keynes' Treatise on Probability defends a
logical interpretation of
probability. Wright develops path analysis.[6]
 1928 – Tippett and Fisher introduce extreme value
theory,
 1933 – Andrey Nikolaevich Kolmogorov publishes his
book Basic notions of the calculus of
probability (Grundbegriffe der
Wahrscheinlichkeitsrechnung) which contains
an axiomatization of probability based on measure
theory,
 1935 – R. A. Fisher's Design of Experiments (1st ed),
 1937 – Neyman introduces the concept of confidence
interval in statistical testing,
 1941 – Due to the World War II, research on detection
theory started, leading to the Receiver operating
characteristic
 1946 – Cox's theorem derives the axioms of probability
from simple logical assumptions,
  1948 – Shannon's Mathematical Theory of
Communication defines capacity of communication
channels in terms of probabilities,

What are the two branches of Statistics? Cite how these two
differ.

Descriptive statistics summarize the characteristics of

a data set. Inferential statistics allow you to test a
hypothesis or assess whether your data is generalizable to
the broader population.

Determine the usefulness and the importance of statistics in

each of the following:

Medicine- The use of statistics allows clinical

researchers to draw reasonable and accurate inferences from
collected information and to make sound decisions in the
presence of uncertainty. Mastery of statistical concepts can
prevent numerous errors and biases in medical research.
Education- statistic can have huge of positive impact
on our further education. For example, when we need to make a
presentation or a scientific document, we can use nice graphs and
table to show our viewpoint; when we make a decision we can
calculate or estimate the result and make a best choice.
Economics- Statistics plays a vital role in
understanding economic data such as the relationship between the
quantity and price, supply and demand, economic output, GDP, per
capita income of nations etc.
Engineering- Statistics is a critical tool for
robustness analysis, measurement system error analysis, test data
analysis, probabilistic risk assessment, and many other fields in
the engineering world.
Psychology- Statistics allow psychologists to present
data in ways that are easier to comprehend. Visual displays such
as graphs, pie charts, frequency distributions, and scatterplots
make it possible for researchers to get a better overview of the
data and to look for patterns that they might otherwise miss.
Research- Using appropriate statistics, you will be
able to make sense of the large amount of data you have collected
so that you can tell your research story coherently and with
justification. Put concisely, statis- tics fills the crucial gap
between information and knowledge.
EXERCISE #2 MEANING AND IMPORTANCE OF STATISTICS

Conduct an interview. Inquire how statistics is used by the

following professional in their fields.

Teacher:
Q: How do you use statistics in your field as a teacher?

A: As a teacher, I use statistics to analyze student

performance data to assess their progress and identify areas
where they may need additional support. This information
helps me to tailor my teaching strategies to meet the needs
of individual students and improve their overall
performance.

Engineer:
Q: How do you use statistics in your field as an engineer?

A: In my field as an engineer, statistics plays a crucial

role in analyzing data from experiments, simulations, and
tests to draw meaningful conclusions. We use statistical
methods to validate models, design experiments, and make
predictions about the behavior of complex systems.
Additionally, we use statistical tools to assess the
reliability and safety of systems and products we design.

Accountant:
Q: How do you use statistics in your field as an accountant?

A: As an accountant, I use statistics to analyze financial

data and make informed decisions. We use statistical
analysis to identify trends, calculate ratios and financial
indicators, and evaluate risk. This helps us to develop
effective financial strategies for our clients and make
informed decisions about investments, tax planning, and
other financial matters.

Entrepreneur:
Q: How do you use statistics in your field as an
entrepreneur?

A: As an entrepreneur, I use statistics to analyze market

data and consumer trends to identify opportunities and make
 informed decisions. We use statistical analysis to develop
marketing strategies, assess market potential, and forecast
demand. Additionally, we use statistical tools to evaluate
the performance of our businesses and make data-driven
decisions to improve our operations.

Public Official:
Q: How do you use statistics in your field as a public
official?

A: As a public official, I use statistics to assess the

needs of my constituents and make informed decisions about
public policy. We use statistical analysis to identify
trends in areas such as crime rates, employment, and health
outcomes. This helps us to develop policies and programs
that address the needs of our communities and make data-
driven decisions about resource allocation.

EXERCISE #3 DESCRIPTIVE AND INFERENTIAL STATISTICS

Identify if the statement is a DESCRIPTIVE or an INFERENTIAL

STATISTICS.

1. Descriptive Statistics
2. Descriptive Statistics
3. Descriptive Statistics
4. Inferential Statistics
5. Inferential Statistics
6. Inferential Statistics
7. Inferential Statistics
8. Descriptive Statistics
9. Descriptive Statistics
10. Inferential Statistics
EXERCISE #4 LEVELS OF MEASUREMENT

Classify the type of data whether nominal, ordinal,

interval, or ratio:

Type of blood: Nominal

Height of babies: Ratio
 Breed of cattle: Nominal
Consumers' expenditure: Ratio
Standard of living: Ordinal
Intelligence of 3 students in university: Ratio
Military title- lieutenant, captain, major: Ordinal
A basketball player says that shooting the ball in the ring
is sometimes difficult, very difficult, easy, and very easy:
Ordinal
Political affiliation - Lakas, Laban, New Peoples Coalition,
United Nationalist Coalition: Nominal
Ranking of chess players in the Philippines: Ordinal
Temperature inside of 5 ovens: Interval
Salary of senators: Ratio
Teachers’ marital status: Nominal
Highest educational attainment: Ordinal
Weight of boxers: Ratio

EXERCISE #5 LEVELS OF MEASUREMENT

Create levels of measurement for an average student in
Mathematics class.

Variable Description Levels of

Measurement
Sex Nominal Male and Female
Age Ratio 18-22
Study Habits Ordinal Lowest to Highest
Daily Allowance Ratio 100php-1000php
Grades Interval 60-100
Knowledge in the Interval 1-10
subject matter
 EXERCISE #6 LEVELS OF MEASUREMENT
Make your own list of variables with corresponding
levels of measurement and explain why you chose each of the
measurement scales.

Age of household members: Ratio scale - Age is a variable

that has a true zero point, as it is possible for someone to have
an age of zero (i.e., newborns). Additionally, ratios between
ages are meaningful, as someone who is twice as old as another
person has lived twice as long.
Household income: Ratio scale - Income is a variable that
has a true zero point, as it is possible for someone to have an
income of zero. Additionally, ratios between income values are
meaningful, as someone who earns twice as much as another person
makes twice as much money.
Number of household members: Ratio scale - The number of
household members is a variable that has a true zero point (i.e.,
a household cannot have a negative number of members), and ratios
between the number of members are meaningful. For example, a
household with four members has twice as many members as a
household with two members.
Education level of household members: Ordinal scale -
Education level can be ordered from low to high, but the
differences between levels may not be equal. For example, the
difference between someone with a high school diploma and someone
with a bachelor's degree is likely not the same as the difference
between someone with a bachelor's degree and someone with a
master's degree.
Homeownership status: Nominal scale - Homeownership status
is a variable that can be categorized into two distinct
categories (i.e., own or rent). There is no inherent order to
these categories, so a nominal scale is appropriate.
Marital status of household members: Nominal scale - Marital
status is another variable that can be categorized into distinct
categories (e.g., married, single, divorced). There is no
inherent order to these categories, so a nominal scale is
appropriate.
EXERCISE #7 COLLECTION AND PRESENTATION OF DATA
TRUE OR FALSE. On the blank provided before each number,
write the word True if the statement expresses the right idea. If
False, correct the statement by striking a line across the word
or phrase that make the statement false and replace it with the
correct word/s to make the statement true.

1. True. Data refers only to numbers that can be measured

quantitatively.
2. False. Raw data are also known as unprocessed data.
3. True. Raw data are collections of numbers, characters,
or facts that have not been subjected to any
manipulation.
4. True. Primary data refers to information from the
original source or based from the accounts of persons
having first hand experiences.
5. False. Secondary data refers to data that has already
been collected by someone else.
6. True. Primary data may be acquired through experiments,
case studies, interviews, journals, and books.
7. True. One disadvantage of using primary data is that if
often gives detailed definition of terms and accurate
statistical units used in the study so collection is
very time-consuming.
8. True. Secondary data refers to information that is
taken from published or unpublished sources.
9. True. Accuracy of secondary data is hard to determine
10. False. Secondary data are easier to obtain than
primary data.
EXERCISE #8 COLLECTION AND PRESENTATION OF DATA
Source of Data. Determine whether each source is
Primary or Secondary Source.

1. Secondary Source.Documentary Films

2. Primary Source.www.census.gov.ph
3. Secondary Source.University Faculty
4. Secondary Source.Inquirer newspaper
5. Primary Source.1 week Observation of teaching demo
6. Secondary Source.www.Google.com
7. Secondary Source.Almanac
8. Secondary Source.Encyclopedia
9. Secondary Source.Philippines Educational Research
Journal
10. Primary Source.Civil Code of the Philippines
11. Primary Source.Memorandum of Agreement
12. Primary Source.Conversation with school heads
13. Primary Source.Survey on gender of the population
in the city
14. Primary Source.Census

EXERCISE #9 CONSTRUCT A FREQUENCY DISTRIBUTION TABLE FOR THE

FOLLOWING:

Class Tally F Relative Percentage

F
Single 18 18 .50 50%
Married 13 13 .36 36%
Widow 5 5 .14 14%
Total 36 1 100%
EXERCISE #10

MEAN OF CENTRAL TENDENCY

MEAN
1. FIND THE MEAN OF FIRST 13 COUNTING NUMBERS.

1+2+3+4+5+6+7+8+9+10+11+12+13= 91 / 13 = 7
MEAN=7
2. FIND THE MEAN HEIGHT

142+149+135+150+128+140+149+152+138+145+152+157=
1707/12=142.25
MEAN= 142.25

3. FIND THE MEAN

165T+152T+140T+167T+121T+180T+110T+136T+147T+174T=1472/10
=147.2

MEAN=142.7

4. 9*35= 315-19+91=387/9=43

MEAN=43

MEDIAN

1. FIND THE MEDIAN OF FIRST 9 NATURAL NUMBERS

1, 2, 3, 4, 5, 6, 7, 8, AND 9

THE MEDIAN IS 5

2. 110, 115, 125, 129, 133, 145, 156, 160, 162, 168, 171,
173, 182, 192, 200

MEDIAN WEIGHT IS 160

 3. We know that the median is 65, so we can set up the
equation:
(53 + X) / 2 = 65
Multiplying both sides by 2:
53 + X = 130
Subtracting 53 from both sides:
X = 77
Therefore, the value of X is 77.

4. 9, 16, 18, 23, 32, 34, 41, 46, 48, 52, 54, 60
We can see that there are an even number of observations, so the
median will be the average of the two middle observations, which are
32 and 34. Therefore, the median weight is:
median = (32 + 34) / 2 = 33
Therefore, the median weight of the given set of weights is 33.

MODE

1. 3
2. 15
3. 89
4. Boracay is the modal tourist destination in the Philippines
because Boracay considered the most visited place in the
country.

GROUPED DATA

Allowances f F Xm fxm
97-99 3 50 98 294
94-96 6 47 95 570
91-93 6 41 92 552
88-90 5 35 89 445
85-87 6 30 86 516
82-84 6 24 83 498
79-81 5 18 80 400
76-80 4 13 77 308
73-75 4 9 74 296
70-72 5 5 71 355
n=50 =4234
1. A.4234/50 =84.68 or 85

B. 81 + ((50 / 2) - 18) * 3 / 5 = $84.50 or 85

C. 3Median - 2Mean = 3(85) - 2(85) = 255 - 170 = 85

Areas of f F xm fxm
land
60-63 7 60 61.5 430.5
56-59 4 53 57.5 230
52-55 6 49 53.5 321
48-51 8 43 49.5 396
44-47 6 35 45.5 273
40-43 6 29 41.5 249
36-39 6 23 37.5 225
32-35 7 17 33.5 234.5
28-31 5 10 29.5 147.5
24-27 5 5 25.5 127.5
n=50 =15522.5

2. A. 3
B. 49.5
C. 15,522.5
D. 48

EXERCISE # 11
QUARTILE
1. The even numbers greater than 14 but less than 36 are:
16, 18, 20, 22, 24, 26, 28, 30, 32, 34, N=10
Q2= 2N/4
Q2= 2(10)/4=5
Q2=24
2. The first 12 prime numbers are:
2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, N=12
Q3=3N/4
Q3=3(12)/4=9
 Q3=23
3. 4 5 6 7 8 9 10 11 12 13, N=10

Q1= N/4
Q1=10/4=2.5
Q1= 5.5

DECILE

1. The composite numbers greater than 4 and less than 33 are: 6,

8, 9, 10, 12, 14, 15, 16, 18, 20, 21, 22, 24, 25, 26, 27, 28,
30, 32, N=19

D1=19/10=1.9
D1= 6+.1*(8-6) = 6.2

PERCENTILE
1. P15= 15(24)/100=3.6
P15= 82+.15*(83-82) = 82.15

EXERCISE # 12

1. RANGE= 20-14=6

X −MEAN
AVERAGE DEVIATION= ∑ N
MEAN=
14+15+18+20+16+19+15+17+16+20+18+20+15+14+16+17+16+18+19+14/20
=337/20/16.85
x x-mean 16 0.85

14 2.85 16 0.85
17 0.15
14 2.85
17 0.15
14 2.85
15 1.85 18 1.15

15 1.85 18 1.15

15 1.85 18 1.15

16 0.85 19 2.15

16 0.85 19 2.15

20 3.15
 20 3.15
20 3.15

∑ X−MEAN =35
=35/20=1.75

Q3−Q1
QUARTILE DEVIATION=
2

Q=3N/4
= 3(20)/4=15 Q3=18
Q1=N/4
=20/4=5 Q1=15

VARIANCE
S =∑ ¿ ¿¿
2

STANDARD DEVIATION

SD=
√ ∑ X−MEAN 2 =√ 64.47=8.03
N−1

2.
AREAS f F Xm fxm f(xm)2 mean |xm−mean
f |xm−mean
| |
OF
LAND
60-63 7 60 61.5 430.5 185330.5 43.5 18 126
56-59 4 53 57.5 230 52900 43.5 14 56
52-55 6 49 53.5 321 103041 43.5 10 60
48-51 8 43 49.5 396 156816 43.5 6 48
44-47 6 35 47.5 285 81225 43.5 4 24
40-43 6 29 41.5 249 62001 43.5 2 12
36-39 6 23 37.5 225 50625 43.5 6 36
32-35 7 17 33.5 234.5 54990.25 43.5 10 70
28-31 6 10 29.5 177 31329 43.5 14 84
24-27 5 5 25.5 127.5 16256.5 43.5 18 90
n=60 =437 =794514.25
∑ fxm ¿2 ¿=3 =606
67236
RANGE= UTHC-LTLC
= 63.5-26.5=37

AVERAGE DEVIATION

AD=
∑ F |XM −MEAN|= 606 =10.1
N 60

QUARTILE DEVIATION

Q3−Q1
2

Q 1=L+
N
4(−F i )
=31.5+
( 15−10)
3=33.64
f 7

Q 3=L+
( 3 −F ) i
N
4
=49.5+
(45−43)
3=50.50
f 6

Q3−Q1 50.50−33.64
= =8.43
2 2

VARIANCE

S2=∑ ¿ ¿¿

STANDARD DEVIATION

S = √∑ ¿ ¿ ¿ ¿
2

EXERCISE #13
I
1. Negative correlation
2. No correlation
3. Positive correlation
4. Positive correlation
5. Positive correlation
6. Positive correlation
7. No correlation
8. No correlation
9. Negative correlation
10. Negative correlation
11. Positive correlation
12. Positive correlation

II

1. Slight relationship
2. Very high relationship
3. Slight relationship
4. Moderate relationship
5. Negligible relationship
III
x y x2 y2 xy
10000 80 100,000,000 6400 800,000
12000 83 144,000,000 6889 996,000
13500 84 182,250,000 7056 1,134,000
17500 88 306,250,000 7744 1,540,000
15000 86 225,000,000 7396 1,290,000
20000 91 400,000,000 8281 1,820,000
21500 92 462,250,000 8464 1,978,000
28000 96 784,000,000 9216 2,688,000
27000 95 729,000,000 9025 2,565,000
16500 85 272,250,000 7225 1,402,500
30000 98 900,000,000 9604 2,940,000
19000 90 361,000,000 8100 1,710,000
15500 87 240,250,000 7569 1,305,000
17500 88 306,250,000 7744 1,540,000
18500 89 342,250,000 7921 1,646,500
=28150 =133 =5,754,750,00 =118,63 =25,355,00
0 2 0 4 0

n ∑ xy −∑ x ∑ y
r=
√¿ ¿ ¿
15 ( 25,355,000 )−281,500(1332)
r= =1.16
√ [ 15 ( 5,574,750,000 )−79,242,250,000 ] ¿¿ ¿

EXERCISE #14
1.
Red Ruler Green Ruler
1 2 3
1 1,1 1,2 1,3
2 2,1 2,2 2,3
3 3,1 3,2 3,3

2. Sample Space = {(Red, White), (Red, Blue), (White, Red), (White,

Blue), (Blue, Red), (Blue, White), (Red, Red), (Blue, Blue), (White,
White)}
= 9

EXERCISE # 15
n1, 2=2! =2
n2, 3=3! =6
n3, 4=3! =6
n4, 2=2! =2

2!*3!*3!*2!= 144

So, there are a total of 144 different numbers that can be

obtained by arranging the digits 22, 33, 444, and 55 all together
in all possible ways.

2.
N=13 13!=566,092,800
R=3 3!=6
n-r=10 10!=3,628,800

12 ! 566,092,800
= =26
3! (10 ) ! 21,772,800

3. Since the girls must always remain together in ascending order of height, we can
treat them as a single entity. Similarly, the boys must also remain together in
ascending order of height and can be treated as a single entity. Same as the boys so
 each of them has a single entity the only thing we need to arrange is the order of the
siting. Which 1! For the entity and 2! For the arrangement. The answer will be 1! * 2!
= 2. Therefore, there are two ways of arrangement.

4.n=10 10! = 3,628,800

r=6 6! = 720
n-r=4 4! = 24

10! 3,682,800
= =213
6 ! (4 )! 17,280

EXERCISE #16

1. nCr = n! / (r! * (n-r)!)

n=8; r=5

8C5= 8! / (5! * (8-5)!)

= 56

2.

P(20,3) x P(17,5) x 1 / 3!

= (20! / (17!)) x (17! / (12!)) x 1 / 6

= (20 x 19 x 18) x (16 x 15 x 14 x 13 x 12) x 1 / (3 x 2 x 1 x 6)

= 6,840 x 12,441 x 1 / 36

= 19

3.
Since all 13 boys are included in the committee, we only need to
choose 2 girls from the group of 7 girls to complete the
committee. We can do this using the combination formula.
 The number of ways to choose 2 girls from 7 is given by:

C(7,2) = 7! / (2! * (7-2)!) = 21

Therefore, there are 21 ways to form a committee of 5 consisting

of all 13 boys and 2 girls, without regard to any specific
position for any of them.

4.

Since the GSIS number is a sequence/arrangement of 10 digits, and each digit can take
on values from 0 to 9, there are 10 options for the first digit, 10 options for the second
digit, and so on, until the 10th digit. Therefore, the total number of possible GSIS
numbers is:
10 x 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10 x 10 = 10^10 = 10,000,000,000

EXERCISE # 17

1. A. P(3 girls) = (1/2) x (1/2) x (1/2) = 1/8= 12.5%

b. P(3 boys) = (1/2) x (1/2) x (1/2) = 1/8= 12.5%
c. P(2 girls) = (1/2) x (1/2) x (1/2) = 1/8+1/8+1/8=3/8= 37.5%
d. P(1st child is boy)= 1/2= 50%
e. P(3rd child is boy)= 1/2= 50%
f. P(1st child is girl)= 1/2= 50%
g. P(1st child is boy)= 1/2= 50%
2. 1/6= painted as blue; 5/6= painted as red
Probability that turns out red is 5/6 or 83%
Probability that turns out blue is 1/6 or 17%
The odds in favor of red is 83%
3. a. 26/85 or 30.59%
b. 43/85 or 50.59%
c. (26+16)/85 or 49.41%
d. 15/85 or 17.65%
e. 30/85 or 35.29%