PRIVATE EDUCATION ASSISTANCE COMMITTEE

ADAPTIVE TEACHING GUIDE

Most Essential Topic # 1: Measures of Central Tendency and Measures of Variability
Lesson # 1: Mean, Median, Mode, Variance, & Standard Deviation

The teacher - participants recall the basic concepts (definition of statistics and its functions, types of statistics, types
Prerequisite Content Knowledge:
of data.)
Prerequisite Skill: The teacher - participants demonstrate understanding of the basic concepts of statistics.

Prerequisite Assessment: 6-item quiz

(The teacher participants will answer the following questions to assess their prior knowledge on the basic concepts of statistics. The trainer can choose any strategy to
facilitate this portion but make sure to cover all the questions provided.)

A. Answer the following questions carefully.

1. What is Statistics to you?
2. What do you think are the skills that can be developed from statistics?
3. In what real- life situations can statistics be useful?
4. What is/are the differences of descriptive and inferential statistics?
5. What is/are the differences between quantitative and qualitative data?
6. What is/are the differences between sample and population?
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Pre–lesson Remediation Activity

Basic Concepts of Statistics and its Functions

Statistics – is a science of collection, organization, presentation, analysis and interpretation of data to make an effective decision.
Descriptive Statistics – a type of statistics used to describe or summarize data using graphical and tabular presentation.
Inferential Statistics – a type of statistics used to analyze data and make generalization and conclusion of the population based on a sample.
Qualitative Data – a type of data that is nonnumeric.
Examples: Gender, Hair Color, Nationality, Profession
Quantitative Data - a type of data that is numerical in nature.
Examples: Height, Weight, Age, Salary
Population - totality of individuals, objects and other events under consideration.
Sample - subset or part of the population.
Introduction
(To introduce the measures of central tendency and variability, the trainer will give an overview about the measures of central tendency and variability.)

In this lesson the learner will experience how to organize, present, analyze and interpret data using an appropriate descriptive statistical tool which are needed in solving real
– life situations. If the need arises, the teacher can be reached through email or at 09XXXXXXXXX.

Teacher – Participant’s Experiential Learning

Formative Question For teacher – participants with internet connectivity For teacher – participants without internet connectivity
Lesson presentation (MS PPT, and/or other platforms) about the Lesson presentation (Module) about the definition and use of
Chunk 1 definition and use of central tendency. measures of central tendency.
Presentation of different situations related to the use of measures of central tendency. (Drawing Attention to Meaning)
(The trainer will ask the teacher
– participants this question.)
Determine the most appropriate measure of central tendency to describe the following data set and justify.
PRIVATE EDUCATION ASSISTANCE COMMITTEE
What are the different measures
of central tendency, their
definition and difference and
when to use them? Median
Median is the most
appropriate measure of
central tendency to
describe the income
distribution since the
data is ordinal. (Ordinal -
data arranged in
ascending and
descending order)

Mode
Mode is the most
appropriate measure of
central tendency to
describe the profile of
the students since the
data consists of
qualitative and
quantitative data.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Mean
Mean is the most
appropriate measure of
central tendency to
describe the retail sales
because we give
importance to the yearly
sales of each country.
(When in doubt, use the
mean because it is the
safest measure of central
tendency to use.)

(Process what transpired during the discussion.)

Allow the teacher – participants to give situations where they use the different measures of central tendency. (Prompting Connection to
Prior Knowledge)

(Process what transpired during the discussion.)

(Using the Guided Approach Method of teaching, help the teacher participants generate the definition, differences and when to use each
measure of central tendency in a given situation to establish solid understanding of each measure.)

(Prompting for Effortful Thinking)

Measures of Central Tendency

- it is known as the centermost value in a given data set.

- a single value that attempts to describe a set of data by identifying the central position within that set of data.
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Measures of Central Tendency

Mean
- It is the most popular and well-known measure of central tendency.
- It is equal to the sum of all the values in the data set divided by the number of -values in the data set.
- Applicable only to quantitative variables.
- All observations contribute to the mean.
- Easily affected by extreme values.

Median
- It is the middle value of an array.
(Array – raw data arranged in increasing or decreasing order of magnitude)
- It is less affected by outliers and skewed data.

Mode
- The value in the data set occurs most frequently.
- Can be determined for both qualitative and quantitative data.

(Process what transpired during the discussion.)

Ask the teacher – participants the appropriate measure of central tendency to use in a given situation. (Using Examples and Nonexamples)
Example:
Students Hours Spent in Social
Media in a Day
A 5
B 6
C 5
D 4
E 4
F 3
G 1
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H 1
I 8
J 7

1. Which measure of central tendency is most appropriate to describe the given set of data? Why did you choose it over others?
Answer: Mean is the most appropriate because the number of hours spent in social media of each student is equally important to describe
the given data.
(The trainer will briefly discuss the levels of measurement to further differentiate the measures of central tendency.)
2. What do you think are the limitations of your chosen measure of central tendency?
Answer: (Base the answer from the definition, differences and when to use the measure of central tendency stated above.)

(Process what transpired during the discussion.)

1. Lesson presentation (MS PPT, and/or other platforms) about the
1. Lesson presentation (Module) about the steps in solving and
steps in solving and interpreting different measures of central
interpreting different measures of central tendency.
tendency.
2. The students will be tasked to solve, interpret, and choose the
2. The students will be tasked to solve, interpret, and choose the
appropriate measures of central tendency in a given data set
appropriate measures of central tendency in a given data set using
manually.
(The trainer will ask the teacher Scientific Calculator, MS Excel, MS Word, and/or other platforms.
– participants this question.) (Using the Guided Approach Method of Teaching, help the teacher participants in computing, organizing/presenting and interpreting the
measures of central tendency through the use of technology.) (Prompting for Effortful Thinking)
Chunk 2
For teacher - participants with internet connectivity
How to compute,
organize/present and interpret For steps on how to compute the measures of central tendency, kindly watch the video:
the different measures of
central tendency? https://www.youtube.com/watch?v=mQXkyzDNt74&list=PLatdXpnQ-3S02aY4PHfGnCApR4tHuRM2C&index=17

For teacher - participants without internet connectivity

Compute the mean, median, and mode of the given data:

Example 1: 12,13,14,15,16
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How to get the mean of ungrouped data?

∑𝑥
Formula: x̄ = 𝑛

x̄ - sample mean

∑ 𝑥 − 𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑐𝑜𝑟𝑒𝑠

𝑥 − 𝑠𝑐𝑜𝑟𝑒𝑠
𝑛 − 𝑡𝑜𝑡𝑎𝑙 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦

12+13+14+15+16 70
Solution: x̄ = 5
= 5
= 14

How to get the median of ungrouped data?

1. Rearrange the data in ascending or descending order.
2. Count the number of data.

𝑛+1
3. The median is found in 2
th position.
4. Look for the number that fits the position and that will be the median.

a. 12,13,14,15,16
Step 1: 12,13,14,15,16
Step 2. There are 5 scores.

1 12

2 13
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3 14

4 15

5 16

Step 3:
5+1
2
= 3

Step 4:
1 12

2 13

3 14

4 15

5 16

Since 14 is in the 3rd position therefore the median is 14.

How to get the mode of ungrouped data?

1. Count the number of times each value appears in a data set.
2. Find the value that appears most frequently in the data set and that is the mode.
Note: Mode is not limited to only one value, there might be 2,3,4, etc., or no mode.

Scores Frequency

12 1

13 1
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14 1

15 1

16 1

Since they have an equal number of frequencies, the data has no mode.

Example 2: 15, 19, 37, 20, 18,17, 22, 23,17,17

How to get the mean of ungrouped data?
How to get the mean of ungrouped data?

∑𝑥
Formula: x̄ = 𝑁
,

x̄ - sample mean

∑ 𝑥 = 𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑐𝑜𝑟𝑒𝑠

𝑥 = 𝑠𝑐𝑜𝑟𝑒𝑠
𝑛 = 𝑡𝑜𝑡𝑎𝑙 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
15+19+37+20+18+17+22+23+17+17 205
Solution: x̄ = 10
= 10
= 20. 5

How to get the median of an ungrouped data?

1. Rearrange the data in ascending or descending order.
2. Count the number of data.
𝑛+1
3. The median is found in 2 th position.
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4. Look for the number that fits the position and that will be the median.
15, 19, 37, 20, 18,17,22,23,17,17
Step 1: 15,17,17,17,18,19,20, 22,23,37
Step 2: There are 10 scores.
1 15

2 17

3 17

4 17

5 18

6 19

7 20

8 22

9 23

10 37

Step 3:
10+1
2
= 5. 5
Step 4:
Since the median position is 5.5, look for 2 consecutive position whose average is 5.5. In this case, it’s 5 and 6.
1 15

2 17
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3 17

4 17

5 18

6 19

7 20

8 22

9 23

10 37

18+19
Get the average of the two numbers. 2
= 18. 5
18.5 is the median.

How to get the mode of ungrouped data?

1. Count the number of times each value appears in a data set.
2. Find the value that appears most frequently in the data set and that is the mode.
Note: Mode is not limited to one data, there might be 2,3,4, etc or no mode.

Scores Frequency

15 1

17 3

18 1

19 1
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20 1

22 1

23 1

37 1

Since 17 has the highest frequency, the mode of the given data is 17.

Example 3:
Below are the grades of Grade 11 students in Business Math. Determine the mean, median, and mode. Then, analyze and interpret the
results.

Student Grades
1 85
2 86
3 87
4 90
5 91
6 84
7 86
8 83
9 88
10 90
11 86
12 88

Mean
85+86+87+90+91+84+86+83+88+90+86+88 1044
x̄ = 12
= 12
= 87
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Interpretation: The computed mean grade of Grade 11 students in Business Math is 87. This means that students’ grades in this class are
within 87. It further implies that their performance in Business Math can still be improved to fully achieve or develop the target
competencies of the subject.

Median

Grades Arranged in
Ascending Order
83
84
85
86
86
86
87
88
88
90
90
91

86+87
Get the average of the two numbers. 2
= 86. 5
86.5 is the median.

Interpretation: The computed median grade of the Grade 11 students in Business Math is 86.5. This means that there are some students
whose grades are below and above 86.5. It further implies that their performance in Business Math can still be improved to fully achieve or
develop the target competencies of the subject.

Mode
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Grades Frequency
83 1
84 1
85 1
86 3
87 1
88 2
90 2
91 1

Interpretation: The modal grade of Grade 11 students in Business Math is 86. This means that the majority of the students got a grade of
86 in Business Math. It further implies that their performance in Business Math can still be improved to fully achieve or develop the target
competencies of the subject.

(Process what transpired during the discussion.)

Lesson presentation (MS PPT, and/or other platforms) about the Lesson presentation (Module) about the definition and use of use of
definition and use of measures of variability. measures of variability

(The trainer will ask the teacher (The teacher - participants will be given two sets of data to compare and will ask them their observations.) (Drawing Attention to Meaning)
– participants this question.)
Grades of Grade 11 Students in General Mathematics
Chunk 3 Student Section A Section B
What are the measures of 1 90 85
variability and how to compute,
2 75 86
organize/present and interpret
3 89 87
them?
4 95 90
5 80 91
6 93 84
7 88 86
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8 85 83
9 81 88
10 98 90
11 92 86
12 78 88
Mean 87 87

a. Which section performs more consistently in terms of their grades in general mathematics? Justify your answer.

(Process what transpired during the discussion.)

(Based on their observations between the two data sets, ask questions that will lead to the concept of variability and other related ideas.)
(Prompting Connections to Prior Knowledge)

a. Share your observations about the grades of students in General Mathematics in Section A as compared to Section B.
b. What is the difference between the two sections?

Variance
Average distance away from the mean.
It is the square of the standard deviation.

Standard Deviation
It is a number that indicates how the scores are scattered about the mean of the distribution.
It is the square root of the variance.

(Process what transpired during the discussion.)

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1. Lesson presentation (MS PPT, and/or other platforms) about the

1. Lesson presentation (Module) about the steps in solving and
steps in solving and interpreting standard deviation and variance.
interpreting standard deviation and variance.
2. The students will be tasked to solve and interpret the standard
2. The students will be tasked to solve and interpret the standard
deviation and variance of a given data set using Scientific
deviation and variance of a given data set manually.
Calculator, MS Excel, MS Word, and/other platforms.

(Using the Guided Approach Method of Teaching, the teacher – participants in computing, organizing/presenting and interpreting the
variance and standard deviation through the use of technology.) (Prompting Effortful Thinking)

Below are the grades of the two sections in Business Math. Determine the variance and the standard deviation. Then, analyze and interpret
the results.

Student Section A Section B

1 90 85
2 75 86
3 89 87
4 95 90
5 80 91
6 93 84
7 88 86
8 85 83
9 81 88
10 98 90
11 92 86
12 78 88

Section A

Step. 1 Find the mean of the data

PRIVATE EDUCATION ASSISTANCE COMMITTEE
90+75+89+95+80+93+88+85+81+98+92+78 1044
𝑥̄ = 12
= 12
= 87
Step 2. Make a table.
Grades (x) Mean (x̄) x - x̄ (x - x̄)2

90 87 3 9

75 87 -12 144

89 87 2 4

95 87 8 64

80 87 -7 49

93 87 6 36

88 87 1 1

85 87 -2 4

81 87 -6 36

98 87 11 121

92 87 5 25

78 87 -9 81

2 574
∑ ( 𝑥 − 𝑥)

Step 3. Find the measures of variability.

PRIVATE EDUCATION ASSISTANCE COMMITTEE
2
∑(𝑥−𝑥)
2
Variance 𝑠 = 𝑛−1

2 574
𝑠 = 12−1
2 574
𝑠 = 11
2
𝑠 = 52. 18 52
Standard Deviation
574
𝑠= 12−1
574
𝑠 = 11
𝑠 = 52. 18181818
𝑠 = 7. 22 7

Section B

Step. 1 Find the mean of the data

85+86+87+90+91+84+86+83+88+90+86+88 1044
x̄ = 12
= 12
= 87
Step 2. Make a table.
Scores (x) Mean (x̄) x - x̄ (x - x̄)2

85 87 -2 4

86 87 -1 1

87 87 0 0

90 87 3 9

91 87 4 16
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84 87 -3 9

86 87 -1 1

83 87 -4 16

88 87 1 1

90 87 3 9

86 87 -1 1

88 87 1 1

2 68
∑ ( 𝑥 − 𝑥)

Step 3. Find the measures of variability.

2
∑(𝑥−𝑥)
2
Variance 𝑠 = 𝑛−1

2 68
𝑠 = 12−1
2 68
𝑠 = 11
2
𝑠 = 6. 18 6
Standard Deviation
68
𝑠= 12−1
68
𝑠= 11
𝑠 = 6. 18181818
𝑠 = 2. 49 (2)
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Interpretation: The results revealed that the students' grades in Section B are more concentrated around the mean compared with the
grades of students in Section A. This means that the grades in Section B are homogeneous. The students in this class are performing at
almost the same level because of the variance, and the standard of Section B are both lower than in Section A. It further implies that most
of the grades of students in Section B are approximately ranging from 85 to 89. Whereas, most of the students’ grades in Section A are
approximately ranging from 80 to 94. Hence, grades in Section B are heterogeneous.

Below are the grades of the two sections in Business Math. Organize and describe their grades using the appropriate descriptive statistical
tools and interpret the results.

Student Section A Section B

1 90 85
2 75 86
3 89 87
4 95 90
5 80 91
6 93 84
7 88 86
8 85 83
9 81 88
10 98 90
11 92 86
12 78 88
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Answer:
Table 1. Grades of Students in Business Math
n = 12

Section Mean Standard Deviation Maximum Minimum

A 87 7 98 75
B 87 2 91 83

Based on the table, the average grade of students in Sections A and B is 87. It implies that their performance in Business Math can still be
improved to achieve the subject's standards fully. It can also be seen from the table that their standard deviations are different. The
standard deviation of Section B is lower than the standard deviation in Section A. This means that the grades of students in Section B are
homogeneous. The students in this class are performing at almost the same level. It further implies that most of the students' grades in
Section B are approximately ranging from 85 to 89. Whereas most of the students' grades in Section A range from 80 to 94. Hence, grades
in Section B are heterogeneous or more dispersed.

(Process what transpired during the discussion.)

(Provide a seatwork to assess the skills of the teacher – participants in computing, organizing/presenting and interpreting variance and
standard deviation.) (Using examples and nonexamples)

Below are the 25 - item summative assessment scores of two students in General Mathematics:

Student Quiz 1 Quiz 2 Quiz 3 Quiz 4 Quiz 5

A 20 23 21 24 22

B 24 19 25 17 25

Answer the following questions:

1. Compute for the following:
PRIVATE EDUCATION ASSISTANCE COMMITTEE
a. mean
b. variance
c. standard deviation
2. Organize the results in tabular form.
3. Interpret the results.

(Process what transpired during the discussion.)

Synthesis
(Assist the teacher – participants on how to provide synthesis about the topic.)

1. State when to use the mean, median, and mode and give two examples for each measure.
2. State the importance of including the standard deviation or the variance in presenting the data based on its definition.

In this lesson, the teacher - participants learned how to organize, present, analyze and interpret data. In addition, they can state the characteristics of mean, median, mode,
standard deviation and variance, when to use these descriptive statistical tools and how to solve a given set of data to solve real – life situations manually and/or using MS
Excel and/or other statistical software/applications.

RUA of a Student’s Learning

The teacher – participants will analyze, solve and interpret real-life situation The teacher – participants will analyze, solve and interpret real-life situation with
with hypothetical data by using the appropriate descriptive statistical tool/s. hypothetical data by using the appropriate descriptive statistical tool/s. (Manual
(MS Excel, MS Word and/or other platforms.) computation)
(To assess the readiness of the teacher – participants in computing, organizing/presenting and interpreting measures of central tendency and variability they will work
individually, by pair, or as a group of three members and interpret the result in written form or a video recording.)

Answer the following carefully.

1. Identify the appropriate measure of central tendency to be used in the following situation and justify.
PRIVATE EDUCATION ASSISTANCE COMMITTEE
a. Election results (Mode)
b. Grades of students in General Mathematics (Mean)
c. Test Scores (Mean)
d. Monthly income of the family (Median)
e. Travel time going to school (Mean)
2. Provide two-sets of at least 15 hypothetical data on the amount of time spent by the teacher - participants in preparing lesson materials. Organize and present them using
the appropriate descriptive statistical tool. Then, analyze and interpret the results.

Post – lesson Remediation Activity

The trainer will provide feedback on the outputs submitted by the teacher – participants and conduct a tutorial session as the need arises. Then, give another similar activity
to capture or achieve the target competencies and skills in preparation for the next lesson.