7

Mathematics
Quarter 4 – Module 1:

Introduction to Statistics
Mathematics – Grade 7
Quarter 4 – Module 1: Introduction to Statistics

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo, CESO IV
Assistant Regional Director: Maria Ines C. Asuncion

Development Team of the Module

Writer: Aurora P. Ancapoy, Jessica C. Sarmiento, and Niño Lito R. Salvan
Editors: Flordelisa L. Parojinog and Roman John C. Lara
Reviewer: Roman John C. Lara
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena, CESO V
Jinky B. Firman, PhD, CESE
Marilyn V. Deduyo
Alma C. Cifra, EdD
Aris B. Juanillo, PhD
May Ann M. Jumuad, PhD
Antonio A. Apat

Printed in the Philippines by Davao City Division Learning Resources Management

Development System (LRMDS)

Department of Education – Region XI

Office Address: DepEd Davao City Division, E. Quirino Ave.

Davao City, Davao del Sur, Philippines
Telefax: (082) 224 0100
E-mail Address: [email protected]
 7

Mathematics
Quarter 4 – Module 1:

Introduction to Statistics
Introductory Message

For the facilitator:

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 at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded of
the following:
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 Let Us Try before moving on to the other
activities.
3. Read the instructions 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 done.
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!

ii
 Let Us Learn

Hello learners! Welcome to our lesson for this week which is all about
Statistics. We will seek to achieve the following learning competencies: (1) the learner
poses real-life problems that can be solved by Statistics (M7SP-IVa-2); (2) formulates
simple statistical instruments (M7SP-IVa-3); and (3) gathers statistical data (M7SP-
IVb-1).

Specifically, you are expected to:

1. define statistics;
2. give the importance and history of the study of Statistics;
3. differentiate a population from a sample;
4. distinguish quantitative data from qualitative data and discrete
numbers from continuous numbers;
5. identify the levels of measurement; and
6. identify the methods in collecting the data.

Let Us Try

Data collection is the process of gathering and measuring information on

targeted variables in an established system, which then enables one to answer
relevant questions and evaluate outcomes. Gathering data in statistics is one of
topics to be discussed in this module. But before we go further, let us check your
prior knowledge about basic concepts in statistics.

Let us have a drill.

Activity 1:
A. Tell whether the following variables are qualitative data or quantitative
data. Write your answer on the space provided.

____________________1. educational attainment

____________________2. weight of a boy
____________________3. zip code
____________________4. number of years in school
____________________5. color of the eyes

B. Determine whether the numbers obtained in the following variables are

discrete or continuous.
____________________1. distance of the towns in a province from the city
____________________2. school days in a year
____________________3. height of PBA players
____________________4. passing score in the exam
____________________5. average temperature in Baguio City in a month

1
Activity 2
Directions: Give the contribution of the following persons involved in the field
of statistics.

1. Sir Ronald Fisher-

_________________________________________________________________

2. De Moivre-
______________________________________________________________________

3. William S. Gosset-
_________________________________________________________________

4. Karl Pearson-
_____________________________________________________________________

5. Sir Francis Galton-

_________________________________________________________________

Let Us Study

Statistics is a branch of mathematics, which deals with the collection,

organization, presentation, analysis, and interpretation of data/information.
• Collection refers to the process of gathering data or information.
• Organization and Presentation refers to summarizing data into tables,
graphs, or charts.
• Analysis refers to describing the data using statistical methods and
procedures.
• Interpretation refers to the process of drawing conclusions based on the
analyzed data.
There are two major areas of Statistics.
Descriptive Statistics is defined as the collection, presentation, and
description of sample data.
Inferential Statistics refers to making decisions and drawing conclusions
about populations.

2
Application of Statistics
Statistics is very essential to different disciplines as well.
Education – statistical tools are used to get the information on enrollment,
finance, facilities, grading system, etc.
Government – statistics are gathered to guide the officials in managing the
affairs of the state.
Medicine and Physical Sciences – methods of statistical designs of
experiments are significant. The causes and effects of factors which affect
experiments are best evaluated using statistical tools.
Psychology – Psychologists are able to understand human behavior better if
they are able to gather and interpret data on different tests.
Sociology – Statistics is used in the study of the conditions of the society. In
order to improve a society, different observations must be done, and with proper
analysis and interpretation, it may result to a positive action that will benefit the
people.
Business – Statistics plays an important role in the financial transactions and
marketing of new products, forecasting of business trends, controlling the quality of
goods produced.
Sports – Statistics are taken and recorded. These records help to keep track
of succeeding performances for comparison.

Brief Historical Development of Statistics

Statistics as a discipline began with the beginning of man’s existence. In

ancient times, it was used to provide information pertaining to taxes, soldiers,
agricultural crops and even to athletic endeavors. Later, it developed into an
inferential science sometimes in the sixteenth century and largely depended on the
theory of probability. Then it continued to develop as a result of the diligent research
made by people in various fields during the past 400 years.

Statistics also developed as a science partly due to man’s tendency for

gambling. This inclination then led to the early development of the probability theory.
During this time, the gamblers asked assistance from mathematicians to provide
them optimum techniques for various games of chance for the purpose of having
wins. Their requests were considered by some mathematicians like Pascal, Leibnitz,
Fermat, and James Bernoulli.

De Moivre (1733) discovered the equation for the normal distribution upon
which many of the theories of inferential statistics have been based. This same bell
shaped distribution was referred to as the Gaussian distribution from a study of
errors in repeated measurements of the same quantity. It was during this time that
the work Laplace gained popularity for it was about the application of statistics to
astronomy.

Adolph Quitelet (1796-1874), a Belgian by origin. He made applications of

statistics in the field of psychology and education. For this accomplishment he was

3
considered the first statistician to demonstrate that statistical techniques derived in
one area of research could be applied to other areas.

Sir Francis Galton(1822-1911) was one of the greatest contribution of

statistics to the social sciences. His most notable contribution was the application of
statistics to heredity and eugenics and his discoveries of percentiles. Along with
Galton was Karl Pearson (1857-1936) who worked with him to develop the theory
of regression and correlation. Pearson was responsible for evolving the present
theories of sampling.

At the beginning of the twentieth century, William S. Gosset developed

methods for decision-making derived from smaller sets of data. This idea was
continued by Sir Ronald Fisher (1890-1962) who developed statistics for
experimental designs.
Adopted from: Statistics: A simplified approach
By Twila G. Punsalan and Gabriel G. Urartu

Authors: Bernardo D. Estrabo, Jr. &

Irene Ofresencia A. Garovillas

The study of Statistics is considered to be very important because we

frequently organize and express data numerically. Everyday, we encounter Statistics
from weather forecast, election results, surveys, population census, grades in school,
and understanding data regarding medical conditions of people in a certain place.
Statistics can greatly affect our decisions in life.

In this times where fake news is rampant, learning Statistics will be our
guiding tool in determining which data shown by the media is factual or not. Our
knowledge in Statistics will help us process more effectively information, thus leading
us to make the best decision in different situations.

Statistical Terms

Population, as used in statistics, refers to a complete set of individuals,

objects, places, or events under study.

Examples: the total number of sari-sari stores in a town, residents of a

barangay, dialects in the Philippines, or students in Salaysay National High School
and others.

A Sample is defined as a subset of a population or a collection of some

elements in a population.

Examples: a group of 150 students chosen from the different grade levels, a
handful of sugar examined from a sack of sugar or three favorite subjects of all
students in Mapaya National High School.

Census is an official count or survey of a population, typically recording

various details of individuals.

4
 Data is the information we gather about the sample or the population. Data
may be classified into two major types: Qualitative and Quantitative.

1. Qualitative data refers to the attributes or characteristics of the samples.

Examples: information of individuals such as the gender (male or

female), color of the skin (brown, white, black), religion (Christianity,
Buddhism, Islam), taste of a mango, smell of lemon and more.

2. Quantitative Data refers to the numerical information gathered about the

samples. It can be subjected to the arithmetic operations.

Examples: the number of children in a family, age, monthly income,

length of service in the government, weight of guavas, number of students
in a particular school and many more.

Two (2) types of Quantitative Data

a. Discrete data are values of the variables obtained through

the process of counting. It can only have specific values.

Examples: the number of students in a class, number of

teachers in a school and number of ASEAN countries.

b. Continuous data are values of the variables obtained through

the process of measuring or weighing. It can take on any value
in an interval.

Examples: are time, weight, height, and temperature.

In an interval number from 1 to 10, a continuous data can be equal to 1,

1.7, 1.35, 6.8 or it can be any value from 1 to 10, but if we are referring to discrete
data, we can only consider specific numbers or whole numbers like 5, 7, 3, and the
like.

Levels of Measurement:

1. Nominal Variable is a qualitative variable that categorizes, describes, or

names an element of a population.
Example: gender, political party, GSIS number, cellphone number, hair color

2. Ordinal Variable is a qualitative data that incorporates an ordered position

or ranking, but differences between data values cannot be determined or are
meaningless.
Example: socio-economic status (“low-income”, “middle income”, high
income”), educational level (“high school”, “college”, “masters”, “doctorate”),
output performance (“needs improvement”, “good”, “very good”, “excellent”)

5
 3. Interval is a quantitative measurement scale where there is order, the
difference between the two variables is meaningful and equal. It has no
inherent (natural) zero starting point (where zero does not mean none of the
quantity is present.)
Example: temperature in Baguio City (0℃ does not mean absence of
temperature)

4. Ratio contains all of the features of the other 3 levels. At the ratio level, values
can be categorized, ordered, have equal intervals, and take on an inherent
zero starting point (where zero indicates that none of the quantity is present.)
Example: amount of money received (0 means no amount of money has been
received)

Nominal
Qualitative Data
Ordinal
Variable

Quantitative Data Discrete

Continuous

Data Collection

Data may be gathered by using any of the following methods:

1) Survey
a. Interview – it is a direct method of gathering data because this is done
when a person requires a face-to-face inquiry from another person.

b. Questionnaire – it is an indirect method of gathering data because this

makes use of questionnaires to be answered by respondents. This is
used when the interview method is a difficult one to use.

2) Observation of Outcome of Events – This method makes use of the

different human senses in gathering information.

3) Experiment – This method is usually conducted in laboratories where

specimens are subjected to some aspects of control to find out cause and
effect relationships.

4) Publication – This is where secondary data are gathered, like newspapers,

journals, books, encyclopedia, magazines, or thesis of other researches, etc.

6
 Let Us Practice

I. Identify what is being asked in each item. Choose the correct answer from
the words found inside the box.

qualitative data census discrete Statistics

continuous sample quantitative data observation

______________1. It deals with methods in the collection, gathering, presentation,

analysis, and interpretation of data.
______________2. It refers to the numerical information gathered about the samples.
______________3. A subset of a population or a collection of some elements in a
population.
______________4. This method makes use of the different human senses in gathering
observation.
______________5. These are values of the variables obtained through the process of
measuring or weighing.

II. Determine whether the numbers obtained in the following variables are
discrete or continuous.

__________1. books in a library

__________2. weights of students
__________3. the number of staple wire in a stapler
__________4. average speed of five cars
__________5. number of cats in a barangay.

Let Us Practice More

Directions: Identify the most appropriate method of collecting data to be used

in each of the following research topic or situations. Write Survey, Observation,
Experiment, or Publication.

_____________1. The effectiveness of Filipino as medium of instruction in teaching

Mathematics

7
_____________2. The changes in the behavior of drug dependents

_____________3. The physical and behavioral changes in a guinea pig subjected to a

new medicine for SARS

_____________4. Ben uses previous studies in gathering data about effective teaching
strategies

_____________5. Determining the type of bacteria that will increase in numbers given
a certain thermal condition

_____________6. The recreational activities of Grade 7 students and the relative effects
to their study habits

_____________7. The values that are required by some teachers from watching
telenovelas

_____________8. The learning styles of students

_____________9. The characteristics, problems, and needs of the Filipino people

_____________10. The average temperature in Davao City from January 1 to April 1

Let Us Remember

Statistics is a branch of mathematics, which deals with the collection,

organization, presentation, analysis, and interpretation of data/information.
This is also very important to other disciplines such as in education,
government, sciences and many more. The two major areas of statistics are
descriptive statistics, which is the collection, presentation, and description
of sample data; and inferential statistics, which refers to making decisions
and drawing conclusions about populations.

Some terms that are often used in the study of statistics are population,
sample, and census. Population refers to a complete set of individuals,
objects, places, or events under study. Sample is a subset of a population or
a collection of some elements in a population. Census is an official count or
survey of a population, typically recording various details of individuals.

Data is the information we gather about the sample or the population.

It can be Qualitative (attributes or characteristics of the samples) or
Quantitative (numerical information gathered about the samples).

8
Quantitative data can either be discrete, if it results from finite number of
values; or continuous, if it results from infinite number of values between
any two real numbers.

Measurements are classified into four levels namely nominal, ordinal,

interval, and ratio.

The first procedure in Statistics is gathering or collecting data. The

following are the methods of collecting sets of data:

1. Surveys
2. Observation of Outcome of Events
3. Experiments
4. Publications

Let Us Assess

Directions: Read each item carefully. Choose the letter of the best answer.

1) What branch of Mathematics is concern with the collecting, organizing,

presenting, analyzing, and interpreting of data?
A. Geometry B. Statistics C. Graph D. Picture

2) Which of the following statements describe statistics?

A. Statistics does not deal with data collection.
B. Statistics does not use graphs to present data.
C. Statistics uses data to make decisions.
D. Statistics deals with points, lines, and angles.

3) Which of the following refers to the process of making conclusions based on the
analyzed data?
A. collection of data C. analysis of data
B. organization of data D. interpretation of data

4) When Aling Maria buys a sack of rice for one-month consumption of her family,
she examines only a handful of rice from the sack to find out if it is of good quality
or not. Which one is considered the sample?
A. Aling Maria C. her family
B. a sack of rice D. a handful of rice

5) Refer to Question No. 4. Which one is considered the population?

A. Aling Maria C. her family
B. a sack of rice D. a handful of rice

9
6) Which of the following describes any quantitative or qualitative information
collected?
A. sample B. data C. survey D. population

7) Which of the following is a qualitative variable?

A. civil status B. height C. weight D. age

8) Which of the following is a quantitative variable?

A. occupation B. test scores C. opinion D. color

9) Which of the following is an example of a discrete data?

A. quarterly grade B. temperature C. no. of pets D. age

10) What level of measurement refers to categorizing, describing, or naming an

element of a population?
A. nominal B. Ordinal C. Interval D. Ratio

11) Data gathered are classified as secondary if these are gathered from these
sources, except one, which one is this?
A. books B. journals C. magazines D. interview

12) What data collection method is used in face to face interview or written
questionnaires?
A. survey B. observation C. experiment D. publication

13) You wanted to know the number of houses in an area that were damaged after
the typhoon Auring. Which of the following methods of gathering data is
inappropriate to use?
A. actual measurement B. interview C. observation D. survey

14) Which of the following set of data needs taking measurements in experiments as
a method of gathering data?
A. total number of students who use modular modality of learning
B. reaction of people about wearing face shields in riding public transportation
C. effectiveness of a fertilizer to produce more rice
D. popularity of Korean drama artists

15) To know more about Davao City’s history, which is the most appropriate method
of data gathering must be used?
A. Survey B. Observation C. Experiment D. publication

10
 Let Us Enhance

Directions: Create a questionnaire form focusing on the qualities, hobbies,

or personalities of your schoolmates. Make at least five questions and let ten of your
schoolmates answer your survey form. Gather your data and provide a summary of
it.
Example:

11
Your output will be rated using the rubric below:

Let Us Reflect

Write three to five sentences explaining the importance of learning Statistics

in your life as a student.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

12
 13
Let Us Assess
1. B 6. B 11. D
2. C 7. A 12. A Let Us Practice More
3. D 8. B 13. C 1. Survey
4. D 9. C 14. C 2. Observation
5. B 10. A 15. D. 3. Experimentation
4. Publication
5. Experimentation
6. Survey
7. Survey
Let Us Practice
8. Observation
I. II. 9. Survey
10. Observation
1. Statistics 1. Discrete
2. Quantitative 2.Continuous
3. Sample 3. Discrete
4. Observation 4. Continuous
5. Continuous 5. Discrete Let Us try. Activity 1
A.
1. Qualitative
2. Quantitative
Let Us Try. Activity 2 3. Qualitative
4. Quantitative
1. Sir Ronald Fisher- Developed statistics for experimented designs. 5. Qualitative
2. De Moivre- Discovered the equation for the normal distribution.
3. William S. Gosset- developed method s for decision-making derived B.
from smaller sets of data. 1. Continuous
4. Karl Pearson- developed the theory of regression and correlation 2. Discrete
5. Sir Francis Galton- contributed the application of statistics to 3. Continuous
heredity and eugenics and his discoveries of 4. Discrete
percentiles. 5. Continuous
Answer key
 References

Bernardo D. Estrabo Jr. and Irene Ofresenia A. Garovillas. Advanced Algebra,

Trigonometry and Statistics IV, 2004.
Fernando B. Orines, Catalina B. Manalo, Josephine L. Suzara, and Jesus P. Mercado.
Next Century Mathematics 7. Quezon City: Phoenix Publishing House, 2012.

Minie Rose C. Lapinid, Olivia N. Buzon and Gladys C. Nivera. Advanced Algebra,
Trigonometry and Statistics: Patterns and Practicalities. Makati City: Salesiana
Books, 2007.

Orlando A. Oronce and Marlyn O. Mendoza. E-Math 7 (K to 12). Quezon City: Rex
Publishing, 2012.
Twila G. Punsalan and Gabriel G. Uriarte. Statistics: A Simplified approach. Rex
Bookstore, 1995

For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

14
7
Mathematics
Quarter 4 – Module 2:

Frequency Distribution Table

Mathematics – Grade 7
Quarter 4 – Module 3: Frequency Distribution Table
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo, CESO IV
Assistant Regional Director: Maria Ines C. Asuncion

Development Team of the Module

Writer: Vivian A. Selim
Editors: Flordelisa L. Parojinog and Niño Lito R. Salvan
Reviewer: Niño Lito R. Salvan
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena, CESO V
Jinky B. Firman, PhD, CESE
Marilyn V. Deduyo
Alma C. Cifra, EdD
Aris B. Juanillo, PhD
May Ann M. Jumuad, PhD
Antonio A. Apat

Printed in the Philippines by Davao City Division Learning Resources Management

Development System (LRMDS)

Department of Education – Region XI

Office Address: DepEd Davao City Division, E. Quirino Ave.

Davao City, Davao del Sur, Philippines
Telefax: (082) 224 0100
E-mail Address: [email protected]
7

Mathematics
Quarter 4 – Module 2:

Frequency Distribution Table

Introductory Message

For the facilitator:

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 at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded of
the following:
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 Let Us Try before moving on to the other
activities.
3. Read the instructions 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 done.
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!

ii
 Let Us Learn

At the end of this module, you should be able to organize data in a frequency distribution table
(M7SP-IVc-1). Specifically, you will:
1. determine the class limits, class boundaries, and class marks;
2. organize data using frequency distribution or cumulative frequency; and
3. construct a frequency distribution table based on a given data.

Let Us Try

Directions: Find out how much you already know about this module. Choose the letter of the
correct answer. Write your answer on a separate sheet of paper.

1. Which of the following refers to the midpoints of the classes that can be obtained by adding the
lower and upper class limits and dividing the result by 2?

a. Class c. Class mark

b. Class limits d. Class Boundaries

2. What do you call 98 in the class interval 89 – 98?

a. Upper Class Limit c. Class Boundaries

b. Lower Class Limit d. Class Mark

3. What are the class boundaries of the class 75 – 84?

a. 76 – 85 c. 75.5 – 84.5
b. 74.5 – 84.5 d. 74.5 – 83.5

4. What do you call a data being organized, summarized, and presented through tables?

a. Frequency Distribution c. Population

b. Percentage Distribution d. Class Distribution

5. Which of the following refers to the number of occurrences a certain number has?

a. Table c. Class
b. Frequency d. Interval

6. What is the class width of the interval with class boundaries of 19.5 – 34. 5?

a. 13. 5 b. 14 c. 14.5 d. 15

7. Which of the following terms refer to the length of the class that can be obtained by subtracting
the class boundaries?

a. class c. class mark

b. class width d. class boundaries
3
8. What are the class limits if the class mark is 55 and the class width is 9?

a. 53 - 62 b. 52 - 60 c. 51 – 59 d. 50 - 59

9. What is the class mark of the class interval 50 – 64?

a. 57 b. 56 c. 55 d. 54

10. What are the class marks of the distribution having the classes below:

20 – 34 a. 28, 43, 58, 73, 88, 103

35 – 49
50 – 64 b. 34, 49, 64, 79, 94, 109
65 – 79
80 – 94 c. 20, 35, 50, 65, 80, 95
95- 109
d. 27, 42, 57, 72, 87, 102

Let Us Study

Frequency Distribution Table is used to summarize and organize data through tables.
Frequency is the number of times a certain number occurs.

Construction of Ungrouped frequency distribution consists essentially of the following steps:

1. Set the values of data, which are called scores, in the column starting from the lowest
value to the highest or vice versa;

2. Create the second column with the tally of each data.

3. Create the third column with the frequency of each data occurrences based on the tally
you have in second column.

4. Create the fourth column by computing its percentage distribution.

Percentage Distribution or the Relative Frequency is often used to compare two or more
distributions. It is obtained by dividing the number of frequency by the total number of values,
then multiplying it by 100.
Percentage Distribution = No. of frequency x 100
Total no. of Frequencies

FOR UNGROUPED DATA

Example 1: Goals

Sam’s team has scored the following numbers of goals in recent games.

2, 3, 1, 2, 1, 3, 2, 3, 4, 5, 4, 2, 2, 3

4
 Solutions:
Sam put the numbers in order, then added up.

Score Tally Frequency (f) Percentage

Distribution (%)
1 || 2 14. 29
2 |||| 5 35. 71
3 |||| 4 28. 57
4 || 2 14. 29
5 | 1 7. 14
Total 14 100 %

Example of computing the Percentage Distribution:

Percentage Distribution = 2 ÷ 14 = 0.1429 (100) = 14. 29
Example 2: Blood Type
Twenty- five army inductees were given a blood test to determine their blood type. The data is
shown below:

A B B AB O
O O B AB B
B B O A O
A O O O AB
AB A O B A

Construct a frequency distribution table.

Blood Type Tally Frequency (f) Percentage

Distribution
(%)
A |||| 5 20
B |||| - || 7 28
AB |||| 4 16
O |||| - |||| 9 36
Total 25 100%

FOR GROUPED DATA

Making a Frequency Distribution Table for Grouped Data

A frequency distribution table is one way you can organize data so that it can easily be
interpreted.

Example 1: The following are the list of IQ scores for a gifted classroom in a particular school. The
IQ scores are:

118, 123, 124, 125, 127, 128, 129, 130,

130, 133, 136, 138, 141, 142, 149, 150, 154.

Create a frequency distribution table using the data above.

5
Step 1: Get the range by subtracting the lowest score from the highest score.

R = Highest Score – Lowest Score =154- 118= 36

Step 2: Decide on the number of class interval which is appropriate to the given set of data. Most
of the time a class interval of 5 to 20 is preferred to be used.

Step 3: Divide your answer in step 1 by the number of classes you have decided in step 2 to
determine the class width. Suppose we chose 5 as class interval;

So, 36 ÷ 5= 7.2 or 8.

Here, you must ALWAYS round up the quotient into the nearest whole number to meet the desired
number of classes.

Step 4: Pick a suitable starting point less than or equal to the minimum value. Your starting point
is the lower limit of the first class interval. Continue to add the class width to this lower limit to
get the rest of the lower limits.

142+ 8 = 150
134+ 8 = 142 Lower limits
126+ 8 = 134
118+ 8 = 126
118

Step 5: To find the upper limit of the first class, subtract one from the lower limit of the second
class. Then continue to add the class width to this upper limit to find the rest of the upper limits.
Continue until all the scores are included in their corresponding class intervals.

126 -1 = 125; 125 + 8 = 133

133 + 8 = 141
141 + 8 = 149
149 + 8 = 157

150 - 157
142 – 149
134 – 141 Upper limits
126 - 133
118 - 125

Step 6: Finishing the table. Make sure to place a title on top of your frequency table.

Frequency Distribution Table of IQ Scores for a Gifted Classroom in a Particular School.

IQ Tally Frequency Percentage

(f) (%)

150 - 157 || 2 11.76

142 - 149 || 2 11.76
134 – 141 ||| 3 17. 65
126 – 133 |||| - | 6 35. 29
118 – 125 |||| 4 23. 53
n =17 100 %

6
Example of computing the Percentage Distribution:
Percentage Distribution = 4 ÷ 17= 0. 2353 x 100 = 23. 53

Example 2: The table below shows the number of correct Tagalog to English translations
submitted by 150 students.
Compute for: Class Interval Frequency (f)

a. Percentage Distribution 45 – 49 4
b. Class Marks 40 – 44 5
c. Class Boundaries 35 – 39 20
30 - 34 38
25 - 29 32
20 - 24 30
15 – 19 18
10 - 14 3
Total n =150
Solutions:

a. To compute for the Percentage Distribution, follow the formula:

Percentage Distribution = No. of frequency x 100

Total no. of Frequencies

= 3 x 100
150
= 0. 02 x 100
=2%

Class Interval Frequency (f) Percentage

Distribution (%)
45 – 49 4 2. 67
40 – 44 5 3. 33
35 – 39 20 13. 33
30 - 34 38 25. 33
25 - 29 32 21. 33
20 - 24 30 20
15 – 19 18 12
10 - 14 3 2
Total n = 150 100 %

b. Class Marks are simply the midpoints of the classes. It is obtained by adding the lower and
upper class limits and dividing the result by 2.
Such that, 10 + 14 = 24 = 12
2 2

7
 Class Interval Frequency (f) Percentage Class Mark
Distribution (%)

45 – 49 4 2. 67 47

40 – 44 5 3. 33 42
35 – 39 20 13. 33 37

30 - 34 38 25. 33 32
25 - 29 32 21. 33 27

20 - 24 30 20 22
15 – 19 18 12 17
10 - 14 3 2 12

Total 150 100%

c. Class Boundaries are the halfway points used to separate classes. It is obtained by subtracting
the first upper class limit from the second lower class limit, divided by 2. For example,
15 – 14 = 1 = 0.50
2 2
• Lower Class Boundary of a class is found by subtracting 0.5 units from the lower
class limit

45 – 0.50 = 44.5
40 – 0.50 = 39.5
35 – 0.50 = 34.5
30 – 0.50 = 29.5
25 – 0.50 = 24.5
20 – 0.50 = 19.5
15 – 0.50 = 14.5
10 – 0.50 = 9.5

• Upper Class Boundary of a class is found by adding 0.5 units to the

upper class limit.

49 + 0.50 = 49.5
44 + 0.50 = 44.5
39 + 0.50 = 39.5
34 + 0.50 = 34.5
29 + 0.50 = 29.5
24 + 0.50 = 24.5
19 + 0.50 = 19.5
14 + 0.50 = 14.5

8
d. Finishing the table.

Frequency Distribution Table of the number of Correct Tagalog to English translations

submitted by 150 students

Frequency Percentage Class Class

Class Interval (f) Distribution (%) Mark Boundaries
45 – 49 4 2. 67 47 44.5 – 49.5
40 – 44 5 3. 33 42 39.5 – 44.5
35 – 39 20 13. 33 37 34.5 – 39.5
30 - 34 38 25. 33 32 29.5 – 34.5
25 - 29 32 21. 33 27 24.5 – 29. 5
20 - 24 30 20 22 19.5 – 24.5
15 – 19 18 12 17 14.5 – 19.5
10 - 14 3 2 12 9.5 – 14.5
Total n =150 100%

Cumulative Frequency Distribution

Another way of modifying frequency distribution is to convert it to cumulative

frequency distribution, that is to convert the frequency distribution to a “less than” or “greater
than” frequency distribution. Less than cumulative frequency can be obtained by adding frequency
starting from the frequency of the lowest class interval up to the frequency of the highest class
interval. The greater than cumulative frequency can be obtained by starting from the opposite
direction.

Getting the “less than cumulative frequency”.

Height Frequency (f) <Cumulative Frequency

179 - 188 2 78 + 2 = 80
169 – 178 4 74 + 4 = 78
159 - 168 11 63 + 11 =74
149 - 158 9 54 + 9 = 63
139 - 148 9 45 + 9 = 54
129-138 14 31 + 14 = 45
119-128 15 16 + 15 = 31
109-118 6 10 + 6 = 16
99 - 108 5 5 + 5 = 10
89 - 98 5 5
Total 80

9
 Getting the “greater than cumulative frequency”.

Height Frequency (f) > Cumulative Frequency

179 - 188 2 2
169 – 178 4 2+4=6
159 - 168 11 6 + 11 = 17
149 - 158 9 17 + 9 = 26
139 - 148 9 26 + 9 = 35
129-138 14 35 + 14 = 49
119-128 15 49 + 15 = 64
109-118 6 64 + 6 = 70
99 - 108 5 70 + 5 = 75
89 - 98 5 75 + 5 = 80
Total 80

Example 3: Here is the frequency distribution of scores in the unit test in Mathematics obtained
by Grade 7 Makatao students. Construct a frequency distribution table using the given data and
find:

a. Class width Scores Frequency

b. Percentage Distribution (f)
c. Class Marks 30 – 32 3
d. Class Boundaries 27 – 29 4
e. Cumulative Frequencies 24 – 26 15
21 – 23 12
18 – 20 3
15 – 17 2
12 – 14 1
Solutions:

a. Class width = 3

b. Percentage Distribution (%) = 3 ÷ 40 = 0. 075 x 100 = 7.5

= 4 ÷ 40 = 0. 10 x 100 = 10
= 15 ÷ 40 = 0. 375 x 100 = 37.5
= 12 ÷ 40 = 0. 30 x 100 = 30
= 3 ÷ 40 = 0. 075 x 100 = 7.5
= 2 ÷ 40 = 0. 05 x 100 = 5
= 1 ÷ 40 = 0. 025 x 100 = 2.5

c. Class Mark = 30 + 32 = 62 ÷ 2 = 31
= 27 + 29 = 56 ÷ 2 = 28
= 24 + 26 = 50 ÷ 2 = 25
= 21 + 23 = 44 ÷ 2 = 22
= 18 + 20 = 38 ÷ 2 = 19
= 15 + 17 = 32 ÷ 2 = 16
= 12 + 14 = 26 ÷ 2 = 13

10
d. Class Boundaries

Lower Class Boundaries: Upper Class Boundaries:

30 – 0.50 = 29.5 32 + 0.50 = 32.5
27 – 0.50 = 26.5 29 + 0.50 = 29.5
24 – 0.50 = 23.5 26 + 0.50 = 26.5
21 – 0.50 = 20.5 23 + 0.50 = 23.5
18 – 0.50 = 17.5 20 + 0.50 = 20.5
15 – 0.50 = 14.5 17+ 0.50 = 17.5
12 – 0.50 = 11.5 14 + 0.50 = 14.5

e. Cumulative Frequencies
Less Than Cumulative Frequency:
37 + 3 = 40
33 + 4 = 37
18 + 15 = 33
6 + 12 = 18
3+3=6
1+2=3
1=1

Greater Than Cumulative Frequency:

3=3
3+4=7
7 + 15 = 22
22 + 12 = 34
34 + 3 = 37
37 + 2 = 39
39 + 1 = 40

Frequency Distribution Table of Scores in the Unit Test Obtained

by Grade 7 Makatao Students

Class f % Class Class Boundaries <Cumulative >Cumulative

Interval Mark Frequency Frequency
30 - 32 3 7.5 31 29.5 – 32.5 40 3
27 – 29 4 10 28 26.5 – 29.5 37 7
24 – 26 15 37.5 25 23.5 – 26.5 33 22
21 – 23 12 30 22 20.5 – 23.5 18 34
18 – 20 3 7.5 19 17.5 – 20.5 6 37
15 – 17 2 5 16 14.5 – 17.5 3 39
12 – 14 1 2.5 13 11.5 – 14.5 1 40
n= 40

11
 Let Us Practice

Activity 1: Count Me On!

A. Newspapers.
These are the numbers of newspapers sold at a local shop over the
last 10 days.

22, 20, 18, 23, 20, 25, 22, 20, 18, 20

Tasks:

1. Make a frequency distribution table following the three steps.

2. Compute for the percentage distribution.

B. Do what is asked in the situation below.

Thirty (30) tourists arrived by the following transportation: car, bus, plane, plane,
bus, train, car, car, plane, train, bus, plane, car, plane, bus, car, car, bus, bus, train, plane,
car, bus, car, plane, bus, bus, car, car, plane.

1. Make a frequency distribution table showing the frequencies corresponding to the

different means of transportation.
2. Get the percentage distribution.
3. What is the most used means of transportation of the tourists? Least used means of
transportation?

Let Us Practice More

Activity 2: Construct Me!

School. The following are the grades of 50 students who took the test in Mathematics.

75 78 70 80 82
77 84 81 92 95
85 87 71 72 88
93 91 74 83 81
77 85 74 86 79
75 88 76 74 70
78 80 73 86 94
92 90 89 79 75
76 75 80 84 90
92 90 87 77 76

1. Construct a frequency distribution table.

2. Compute for the following:
a. percentage distribution or relative frequency.
b. class marks
c. class boundaries
d. less than cumulative frequency and,
e. greater than cumulative frequency.

12
 Let Us Remember

A frequency distribution table is a chart that summarizes values and their frequency. It
is a useful way to organize data if you have a list of numbers that represent the frequency of a
certain outcome in a sample.

The Frequency Distribution Table has the following terms to remember:

❖ Class interval every entry in the first column. It is a grouping of values by which data is
grouped together for computation of a frequency distribution

❖ Class Frequencies refers to the number of observations or occurrences in each class.

❖ Class Limits are the smallest and the largest value that can go in any class interval

• Lower Class Limits are the smallest numbers in the class limits

• Upper Class Limits are the largest numbers in the class limits

❖ Class Boundaries- are the halfway points used to separate classes. It is obtained by
subtracting the first upper class limit from the second lower class limit, divided by 2.

• Lower Class Boundary of a class is found by subtracting 0.5 units from the lower
class limit.

• Upper Class Boundary of a class is found by adding 0.5 units to the

upper class limit.

❖ Class Marks are simply the midpoints of the classes. It is obtained by adding the lower and
upper class limits divided by 2.

❖ Class width is merely the length of the class. It can be obtained by subtracting the class
boundaries.

❖ Percentage Distribution is obtained by dividing the number of frequency by the total

number of frequency multiplied by 100.

❖ Cumulative Frequency Distribution is a frequency distribution that represents the sum

of a class and all classes below it.

• Less than cumulative frequency can be obtained by adding frequency starting

from the frequency of the lowest class interval up to the frequency of the highest
class interval.
• Greater than cumulative frequency can be obtained by starting from the opposite
direction.

❖ Range is computed by subtracting the lowest score from the highest score of a given data.

13
 Let Us Assess

Directions: Choose the letter of the correct answer. Write your answer on the separate sheet
of paper.

1. What are the class limits if the class mark is 55 and the class interval is 9?

a. 53 - 62 b. 52 - 60 c. 51 – 59 d. 50 – 59

2. What do you call a data being organized, summarized, and presented through tables?

a. Frequency Distribution c. Population

b. Percentage Distribution d. Class Distribution

3. Which of the following terms refer to the length of the class that can be obtained by subtracting
the class boundaries?

a. Class c. Class Mark

b. Class width d. Class Boundaries

4. Which of the following refers to the midpoints of the classes that can be obtained by adding the
lower and upper class limits and dividing the result by 2?

a. Class c. Class mark

b. Class limits d. Class Boundaries

5. What is the class width of the class boundaries 19.5 – 34. 5?

a. 13. 5 b. 14 c. 14.5 d. 15

6. What are the class boundaries of the class 10 – 19?

a. 10.5 – 19.5 b. 9.5 – 19.5 c. 9.5 – 18.5 d. 10.5 – 18.5

7. What do you call 34 in the class limit 20 – 34?

a. Lower Class Limit c. Upper Class Limit

b. Lower Class Boundary d. Upper Class Boundary

8. What is the class mark of the class limit 10 – 14?

a. 11 b. 12 c. 13 d. 14

9. Which of the following refers to the number of occurrences a certain number has?

a. Table c. Class
b. Frequency d. Interval

14
For numbers 10 – 15. Refer your answer to the given table below.

Frequency Distribution Table of the Scores Obtained by Grade 7 Makatao Students

in a 75-Item Math Quiz

Score Frequency
66 - 76 2
55 – 65 3
44 – 54 8
33 – 43 11
22 – 32 16
11 – 21 7
0 - 10 3

10. What are the class marks of the given data?

a. 3, 7, 16, 11, 8, 3, 2 c. 5, 16, 27, 38, 49, 60, 71

b. 0, 11, 22, 33, 44, 55, 66 d. 10, 21, 32, 43, 54, 65, 76

11. Which among the class limits has the greatest number of frequency?

a. 22 – 32 b. 66 – 76 c. 0 – 10 d. 33 – 43

12. How many Grade 7 Makatao students took the test?

a. 75 b. 65 c. 60 d. 50

13. How many students got the scores of 32 and below?

a. 50 b. 28 c. 27 d. 26

14. How many percent of the students got the least number of points?

a. 6% b. 13% c. 12% d. 11%

15. What can you say about the given data above?

I. The given Math quiz is quite difficult.

II. There are 6% of the students that really needs improvement.
III. All of the students find it easy to answer the Math quiz.
IV. Only 10% of the students got the passing rate of 75% and above.

a. I, II, and IV b. I, III, and IV c. II, III and IV d. I, II, and III

Let Us Enhance

Direction: Make a survey among your friends on their favorite sport.

1. Construct a frequency distribution corresponding to different teams.

2. What is the most liked sport?
3. What is the least liked sport?
4. Change the frequency distribution to percentage distribution.

15
 Let Us Reflect

Complete the reaction boxes by stating that concepts you have understood in this module
under ACCOMPLISHMENTS and writing the things that still confuses you about the lesson under
CHALLENGES.

REACTION
BOXES

ACCOMPLISHMENTS CHALLENGES

Answer Key

Let Us Try
1. C
2. A
3. B
4. A
5. B
6. D
7. B
8. C
9. A
10. D

16
Let Us Practice More
Activity 2: Construct Me!

Grades f (%) Class Class <cf >cf

Mark Boundaries
95-99 1 2 97 94.5-99.5 50 1
90-94 9 18 92 89.5-94.5 49 10
85-89 9 18 87 84.5-89.5 40 19
80-84 9 18 82 79.5-84.5 31 28
75-79 14 28 77 74.5-79.5 22 42
70-74 8 16 72 69.5-74.5 8 50
Total n = 50 100%

Let Us Assess

1. C 6. B 11. A
2. A 7. C 12. D
3. B 8. B 13. D
4. C 9. B 14. A
5. D 10. C 15. A

17
 References

Jisela N. Ulpina and Edna D. Licardo, Math 7 Builders, JO-ES Publishing House, Inc.,
2014, 406 – 415.

“MySecretMathTutor”, youtube.com, accessed February 24, 2021,

https://www.youtube.com/watch?v=amLYLq73RvE

“Welcome to Statistics How To!” From StatisticsHowTo.com: Elementary Statistics for the
rest of us, accessed February 17, 2021, https://www.statisticshowto.com/

18
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

7
Mathematics
Quarter 4 – Module 3:
Presentation of Data
Mathematics – Grade 7
Quarter 4 – Module 3: Presentation of Data

First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
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Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo, CESO IV
Assistant Regional Director: Maria Ines C. Asuncion

Development Team of the Module

Writer: Dolores M. Baratas and Anthony C. Amorio
Editors: Flordelisa L. Parojinog and Niño Lito R. Salvan
Reviewer: Niño Lito R. Salvan
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
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Printed in the Philippines by Davao City Division Learning Resources Management

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Office Address: DepEd Davao City Division, E. Quirino Ave.

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Telefax: (082) 224 0100
E-mail Address: [email protected]
 7

Mathematics
Quarter 4 – Module 3:
Presentation of Data
Introductory Message
For the facilitator:
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 at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded
of the following:
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 Let Us Try before moving on to the other
activities.
3. Read the instructions 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 done.
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!

ii
 Let Us Learn

Hello learners! Welcome to our lesson for this week which is all about
Statistical Graphs. Specifically, we will seek to achieve the learning competency:
Uses appropriate graphs to represent organized data: pie chart, bar graph, line
graph, and histogram. (M7SP-IVd-e-1).

At the end of the lesson, you are expected to:

• Illustrate the different types of statistical graphs;

• determine the most appropriate graph to be used for a given data;
• present data using pie chart, bar graph, line graph, and histogram;

Let Us Try

Graphs are great way to visualize data. In your previous module, you have
already learned on how to collect and organize statistical data. Now we will be
focusing on presenting data through statistical graphs. But before we go further, let
us check your prior knowledge by answering the questions given below.

A. MATCH UP!

Directions: The pictures below illustrate the kind of graph in Statistics. Match
the figures in column A to the type of graph in column B. Write the letter of the
correct answer in the space provided before the number.

A. B
Number of Students in
Kanacan NHS

Grade 7
23 22 Grade 8

16 Grade 9
21
Grade 10
________1. a. line graph

Temperature Reading from

6:00 A.M to 9:00 P.M
Temperature( in °C)

34
________2. 32 b. bar graph
30
28
26
6:00
6:00
9:00

3:00

9:00
12:00

Time

1
 Number of Students in
Kanacan NHS
25

Frequency
20
15
10
5
0

Level
________3. c. pie chart

________4. d. histogram

B. Multiple Choice. Write the letter of the correct answer.

1. I want to compare parts of data to a whole. What data display should I use?
a. Bar graph c. line graph
b. circle/pie graph d. histogram

2. It is a graph that is suitable when we want to show the rising and falling trend
of a set of data over a period of time.
a. Bar graph c. line graph
b. circle/pie graph d. histogram

3. It is a graph that uses bars of different lengths and of equal widths to show the
frequencies for each of several categories.
a. Bar graph c. line graph
b. circle/pie graph d. histogram

4. It is a representation of a frequency distribution by means of rectangles whose

widths represent class intervals and whose areas are proportional to the
corresponding frequencies.
a. Bar graph c. line graph
b. circle/pie graph d. histogram

2
 For items 5-7, refer your answer to the graph below:

We want this Food in the Canteen

Kaldereta The figure shows the sales

Suggested

Pinakbet of the canteen for a certain

Chopsuey period. The survey was
Buttered Chicken conducted to find out the
Humba food variety which the
Tinolang Manok school canteen should sell
Ginataang monggo in relation to student’s
0 10 20 30 40 50 60 70 demand.

Frequency
5. Based on Figure 1, which food has the least sales?
a. kaldereta c. Tinolang Manok
b. Buttered Chicken d. Pinakbet

6. What is the total frequency of students who want Humba, Ginataang Monggo
and Tinolang Manok?
a. 145 b. 155 c. 165 d. 175

7. About how many people likes humba?

a. 45 b. 55 c. 60 d. 65

For items 8-10: A survey was conducted among 100 men and women. The results
are shown in the table below:

Men Women Total

Employed 45 30 75
Unemployed 15 10 25
Total 60 40 100

8. How many men are employed?

a. 15 b. 30 c. 45 d. 60

9. What fraction of the respondents are employed women?

1 3 2 9
a. b. c. d.
10 10 5 20

10. What percent of the respondents are employed?

a. 25% b. 40% c. 60% d. 75%

3
 Let Us Study

Study the data below and answer the following questions.

1. The following is a list of shoe sizes of 35 boys.

7 5 4 4 6 5 4

8 5 5 4 3 5 6

5 3 6 3 2 8 5
6 6 7 4 7 4 5

4 4 2 5 5 6 4

a. What information can you get from the above list?

b. Does the data above easy to understand? Why?
c. How do we present this data in an organize way?

STATISTICAL GRAPHS

Statistics is a branch of mathematics that deals with the scientific

collection, organization, presentation, analysis, and interpretation of numerical
data in order to obtain useful and meaningful information.

A statistical graph or chart is defined as the pictorial representation of

statistical data in graphical form. The statistical graphs are used to represent a
set of data to make it easier to understand and interpret statistical information.

Data recorded in experiments or surveys is displayed by a statistical graph.

Data may be graphically represented using the following graphs:

1. A Pie chart is a circle divided into sectors proportional to the frequencies. It is

best to compare parts to a whole. It usually represents the percentages of the
parts or fractions of the whole in the graph.

To make a pie chart, the following pointers are suggested:

1. Organize the data on the table by providing columns to:
a. The fractional parts or percent of each quantity of the whole;
b. The number of degrees representing each fractional part, obtained by
multiplying 360° by the fractional part.
2. On a circle, construct successive central angles using the number of degrees
representing each part.
3. Label each part and write an appropriate title for the graph.

4
Example 1. Shown in the table is the monthly budget of the Seniro Family.

Item Amount
Food ₱10,000
Bills (electricity, water, etc. ₱ 2,000
Transportation ₱ 3,000
Savings ₱ 1,000
Miscellaneous expenses ₱ 4,000
Total ₱20,000

Construct a pie graph to show the family budget.

Solution
First, compute the fractional part and the corresponding degree measure for
each item.

The fractional part for food:

₱10,000
𝑥100% = 50%
₱20,000

The number of degrees for food:

360° x 50% = (360°) (0.5)

= 180°

The other items are computed in the same manner.

Item Amount Fractional Number of

Part Degrees
Food ₱10,000 50% 180°
Bills (electricity, water, etc. ₱ 2,000 10% 36°
Transportation ₱ 3,000 15% 54°
Savings ₱ 1,000 5% 18°
Miscellaneous expenses ₱ 4,000 20% 72°
Total ₱20,000 100% 360°

Then draw the convenient circle. Write an appropriate title and label all the parts.

5
 Monthly Budget of Seniro Family

Food (₱10,000)
Transportation
Allowance(₱3,000)
15%
Bills (₱2,000)
Savings (₱1,000)
5%

Food (₱10,000) Miscellaneous Expenses

Miscellaneous 50% (₱4,000)
Expenses (₱4,000)
20% Savings (₱1,000)

Bills (₱2,000) Transportation

10% Allowance(₱3,000)

Example 2. Referring to the graph of Elements Found in the Earth’s Crust, answer
the following questions:

a. What is the most abundant element found in the Earth’s Crust?

b. In a 200-kg part of the crust, approximately, how many kilograms of
aluminum are there?

Elements Found in the Earth's Crust

Oxygen

8%
Silicon
17%
47% Iron, Calcium, sodium,
potassium, others

28% Aluminum

Solution
a. Oxygen is the most abundant element in the Earth’s Crust. It comprises
47% of the total composition.

b. In a 200-kg part of the crust, approximately 8% are aluminum or

8% of 200 kg = (200)(0.08)
8% of 200kg = 16 kg

2. A Bar graph is a representation of numbers using bars of uniform width and

the lengths of the bars depend upon the frequency and the scale you have
chosen.

6
 Construction of a Bar Graph

1. Draw two perpendicular lines intersecting each other at point 0. The vertical
line is the y-axis, and the horizontal line is the x-axis.
2. Choose a suitable scale to determine the height of each bar.
3. On the horizontal line, draw the bars at equal distance with corresponding
heights.
4. The space between the bars should be equal

Example 3. Construct a bar graph for the tabulated data below.

Esteban Abada High School Student Population

School Year 2000-2001
Year Level Boys Girls Total
7 365 246 611
8 303 260 563
9 300 283 583
10 230 218 448
TOTAL 1198 1007 2205

Solution:
First, decide on what type of bar graph to use, for example, a double
horizontal bar graph with separate bars for boys and girls.

Second, determine the highest and lowest data. Decide on what multiple of
numbers to use in making the horizontal scale. Choose a unit of length such that
the extreme values are within the space provided for the graph. Sometimes, a
broken line is of help.
Third, label the graph and draw the bars.

Fourth, give the graph a title on what is your graph about.

Esteban Abada High School Student Population
School Year 2000-2001
400
350
Student's population

300
250
200
Boys
150
Girls
100
50
0
7 8 9 10
Year Level

7
Example 4. Use the graph below in answering the following questions.

KNHS Math Circle Christmas Toy Drive for Street

Children
95
90
85
80
Number of Toys Donated

75
70
65
60
55
50
45
40
35
30
25
20
15
10
5

KNHS Classes

a. What does each bar represents?

b. Estimate the number of toys donated by the Grade 7 class.
c. About how many more toys did Grade 8 Mt. Makiling donate than
Grade 8 Mayon?
d. What conclusion can be drawn from the graph?

Solution

a. Each bar represents the number of toys donated by each class in KNHS
for street children.
b. G7 Mabait donated 50 toys and G7 Matapang donated about 48 toys.
Thus, the estimated donation of the grade 7 classes is 50+48 = 98 toys.
c. G8 Mt Makiling donated about 74 toys while G8 Mayon donated about 60
toys. Thus, G8 Mt Makiling donated 74-60= 14 toys more than G8
Mayon.
d. The Grade 8 students contributed the most number of toys to the street
children. The combined donation of the grade 8 classes is 74+60= 134
toys.

8
3. A Line graph shows trends in data clearly. This displays data which are
collected over a period of time to show how the data change at regular intervals.
It is a presentation of data that uses points connected by line in order to show
the trend of changes in the data on a given period of time.

In constructing line graphs, the following pointers are suggested.

1. State clearly the title of the graph indicating important information about
the data.
2. Label both axes. For a multiple line graph, a legend will facilitate
understanding of the information the graph wants to convey. The zero
point should be clearly indicated.
3. Connect plotted points from left to right.
4. Sources and footnotes should be provided, if necessary.
5. For multiple line graphs, one line should be distinguished from the other.
This can be done through the use of color or line forms.

Example 5. Bearing in mind the moral aspect of natural birth control method, the
Cruz couple practices rhythm or natural method. Mrs. Cruz has recorded her body
temperature as follows:
February 9 36.8°C

February 10 37.0°C

February 11 37.1°C
February 12 37.5°C

February 13 37.9°C

February 14 38.2°C
February 15 38.0°C

February 16 37.8°C
Construct a line graph for this data. Then draw a conclusion.

Solution:

Eight-day Body temperature of

Mrs. Cruz
Temperature ( in °C)

39
38
37
36
9 10 11 12 13 14 15 16
February

The peak of Mrs. Cruz’s body temperature was reached on February 14. This
is the start of her ovulation period.

9
Example 6. Miss Villa asked her class to record the weather temperature at 6:00
A.M., and every 3 hours thereafter until 9:00 P.M. Very keenly, one of the students
recorded the following data:

6:00 A.M - 28.8°C

9:00 A.M - 29.4°C

12:00 P.M - 32.6°C

3:00 P.M - 31.0°C

6:00 P.M - 30.0°C

9:00 P.M - 29.2°C

Construct a line graph and answer the following questions:

1. What is the maximum temperature recorded for the day?

2. At what time intervals was the temperature increasing? decreasing?
3. When was the temperature minimum?

Temperature Reading from 6:00 A.M to

9:00 P.M
33
Temperature( in °C)

32
31
30
29
28
27
26
6:00 9:00 12:00 3:00 6:00 9:00
Time

Solution

1. The maximum temperature for the day is 32.6°C recorded at 12:00 noon.
2. The temperature increased from 6:00 A.M to 12:00 noon. The
temperature decreased from 12:00 noon to 9:00 P.M.
3. The minimum temperature is at 6:00 in the morning.

10
Familiarize yourself with the graph below.

Guide Questions:

1. What does the height of each of the rectangles tell us?

2. What is the total area of all the rectangles?
3. What does the total area tell us?
4. What do you think the graph is called?

The above graph that you have studied is called a histogram. A histogram
or frequency histogram is "a representation of a frequency distribution by means
of rectangles whose widths represent class intervals and whose areas are
proportional to the corresponding frequencies”. It is similar to a bar graph, but
histogram groups numbers into ranges.

How do you construct a frequency histogram?

Step 1: Place the data intervals along the horizontal axis.

Step 2: Mark the frequency numbers on the vertical axis.
Step 3: Draw rectangles for each interval. The height of the rectangle is the
frequency count for that interval.

For boundary sizes, we can use the rule that we include the lower bound in
the interval but not the upper bound. In creating class interval, start with the
lowest data given. You can tally the frequencies before constructing a histogram for
convenience.

Let us have examples in representing data using histogram.

11
Example 7. Mr. Cruz recorded the 30-item test scores of his 35 grade 7 students
and wanted to represent the data recorded using a histogram of width 5. The
scores of the students are as follows:

25 13 8 3 25 12 12 10 5 13

18 20 18 8 13 23 5 4 16 22
29 24 21 7 9 12 27 22 25 0

20 19 24 10 18

Let us help Mr. Cruz represent his gathered data into a histogram. First, we
will tally the frequencies into a table. Since the histogram is of width 5, therefore
we will have 6 intervals. Remembering the rule for boundary sizes, we will only
include the lower bound in the interval. So, we have,

Interval frequency
0–5 3
5 – 10 6
10 – 15 8
15 – 20 5
20 – 25 8
25 – 30 5

Following the steps in constructing a histogram,

Step 1: Place the data intervals along the horizontal axis.

12
Step 2: Mark the frequency numbers on the vertical axis.

Step 3: Draw rectangles for each interval. The height of the rectangle is the
frequency count for that interval, this is now our histogram;

Example 8. Gina joins the school’s book fair and sells books for 20 consecutive
days. The sales results are shown below. Represent the sales using a histogram of
width 4.

12, 7, 11, 6, 10, 18, 12, 18, 16, 5, 4, 14, 5, 7, 3, 17, 19, 20, 6, 15

Let us help Gina represent the sales using a histogram. We will tally the data
into a frequency table. Since the histogram is of width 4, therefore we will have 6
intervals. Remembering the rule for boundary sizes, we will only include the lower
bound in the interval. So, we have,

13
 interval Frequency
0-4 1
4-8 6
8 - 12 2
12 - 16 4
16 - 20 6
20 - 24 1

Following the steps in constructing a histogram, this is how our histogram

looks like:

Let Us Practice

What Do You Prefer?

Instruction: Construct an appropriate graph using the data below and answer the
following questions.

Students’ Preferred Learning Delivery Modality

Online Modular Blended Radio Television
DL
35 145 50 5 10

1. What percent of students preferred Modular Distance Learning? _________

2. How many students preferred Blended over Online Learning? ___________

3. What percent of students preferred Modular Distance Learning over

Blended Learning? _____________________________________________________

14
 Work it Up!

Instruction: Construct an appropriate graph based on the given problem and

answer the following questions.

Darwin had fever for 2 days. His mother took his temperature every 4 hours, and
the results are shown on the table below. Construct an appropriate graph.

Time 6AM 10AM 2PM 6PM 10PM 2AM 6AM 10AM 2PM 6PM
Temp (ͦ C) 37.8 38.2 38.6 38.2 38.8 39.4 38.6 38.2 37.8 37.2

Questions:
1. At what time was Darwin’s temperature is at its highest? _____________
2. Discuss his temperature trend during the 2 days.
_____________________________________

HISTOGRAMMABLE!

The following are test scores of Grade 7 Section Mabini. Complete the frequency
table and the histogram.

14 15 30 19 10 18 26 30 10 15 15 28

10 30 34 40 20 43 20 30 10 22 36 36

Interval Frequency
10 -16
16 – 22
22- 28 2
28 – 34
34 – 40
40 – 46 2

15
 Let Us Practice More

Directions: Read and answer the given items carefully.

1. The Municipal Agriculturist of Calinan made a survey of fruit trees available

in the orchard. He made a chart that shows the distribution of types of fruit
trees planted.

a. How do the number of Durian and Rambutan trees compare?

b. What fraction of the fruit trees is Santol?
c. If there are 150 fruit trees altogether, how many are Mangosteen trees?

16
2. Teacher Mark’s students completed a quiz in history class. The histogram shows
the student’s scores. Use the histogram to answer the questions.

a. How many students took the quiz in all?

b. How many students scored between 80% - 85% on the quiz?
c. What range of scores has the most number of frequency?
d. Did more students score between 80%-85% or 90%-95% on the quiz?
e. If Pedro scored 87% on the quiz, how many other students scored in the same
range as him?

Let Us Remember

Statistics is the branch of mathematics used to summarize quantities of

data and help investigators draw sound conclusions. It is the science of collecting,
organizing, interpreting, and analyzing data.

Graphs and charts help people get a sense of data quickly. They can help
show a relationship, a trend, or a comparison. Tabulated data collected can be
presented using graphs such as pie graph, line graph, bar graph and other
statistical graphs.

A statistical graph or chart is defined as the pictorial representation of

statistical data in graphical form.

A pie chart is a circle divided into sectors proportional to the frequencies. It

shows how a part of something relates to the whole. It is important to define what
the whole represents.

A bar graph is like a histogram except that its bars are separated. This uses
parallel bars, either horizontal or vertical, to represent counts for several

17
categories. One bar is used for each category with the length of the bar
representing the count for that one category.

A line graph shows trends in data clearly. This displays data which are
collected over a period of time to show how the data change at regular intervals.

A histogram is a bar graph-like representation of a frequency distribution.

The rectangular bars are without space between them.

Let Us Assess

Multiple Choice. Choose the letter of the best answer.

For items 1-3. The bar graph shows the number of students which are into each
sport.

Students which are into Sports

30
No. of Students

20
10
0

Sports

1. How many students play football?

a. 10 b. 15 c. 20 d. 25

2. How many students play Swimming?

a. 10 b. 15 c. 20 d. 25

3. How many more students play basketball over swimming?

a. 10 b. 15 c. 20 d. 25

4. What graph is used to show changes that happen over a long period of time?

a. Bar graph c. Pictograph

b. Line Graph d. Pie graph

5. What graph is used to show relationships among parts as well as the

relationships of a part to a whole?

a. Bar graph c. Pictograph

b. Line Graph d. Pie graph

18
For items 6-8. Use the graph below to answer the questions.

Money Spent on Food

Lunch, Dinner,
30% 42%

Breakfast, Snacks,
18% 10%

6. A shopper spent Php100 at the store. How much did the shopper spend on
snacks?

a. Php10 b. Php18 c. Php 30 d. Php 42

7. How much did the shopper spend on dinner?

a. Php10 b. Php18 c. Php 30 d. Php 42

8. What percent did the shopper spend on dinner over lunch?

a. 10% b. 12% c. 30% d. 42%

For item 9. A teacher surveys all of the students in his school to find out each
student’s favorite class. The results of his survey are shown in the bar graph at the
right.
Student's Favorite Class

14
9. How many more students prefer math than 12
Student

10
History? 8
6
4
a. 5 students c. 12 students 2
0
b. 2 students d. 7 students

Class

10. Which of the following DOES NOT describe statistics?

a. Statistics deals with data collection.

b. Statistics uses graphs to present data.
c. Statistics deals with points, lines, and angles.
d. Statistics uses data to make decisions.

19
11. What shape represents frequency histogram?
a. squares c. ovals
b. rectangles d. none of the choices are correct

12. Which of the following is a characteristic of a histogram?

a. rectangles that do not vary in height due to frequency
b. ovals that do not vary in width due to frequency
c. rectangles that vary height due to frequency
d. squares that often vary in width due to frequency

13. How do histogram groups numbers?

a. ranges c. width
b. rectangles d. none of the above

14. For boundary sizes rule in histogram, what factor is included in the interval?
a. upper boundary c. lower boundary
b. table d. frequency

15. The histogram below shows the number of text messages students sent each
day.

How many students are presented in the histogram?

a. 15 c. 17
b. 12 d. 8

20
For items 16 - 20. Use the histogram below to complete the frequency table. Select
the letter of the correct answer from the choices given.

a. 33 b. 25 c. 10 d. 5 e. 12

Height(cm) Frequency

150 – 155 16._____

155 – 160 17._____

160 – 165 18._____

165 – 170 19._____

170 – 175 22

175 - 180 20._____

21
 Let Us Enhance

Directions: Ask your parents on your Family’s Monthly budget. Construct an

applicable representation of your gathered data. Write 2-3 statements that describes
your graph. Your output will be rated using the rubric below.

Rubric on Presentation of Data

4 3 2 1

Title clearly Title relates to the A title is present A title is not

relates to the information being at the top of the present.
information being graph. It is graph.
Title graph. It is printed at the top
printed at the top of the graph.
of the graph.

Labels are neat Labels are clear The labels are Labels are not
and clear and and describe the present but may present.
accurately information not describe the
Labels describe the presented. information.
information
presented.

All units are Most units are All units are Units are neither
described and are described and are described but described nor
appropriately appropriately may not appropriately
Units sized for the data sized for the data appropriately sized for the data
set. set. sized for the data set.
set.

All data are graph Most of the data All data are graph Data are not
correctly and are are graph and may not be accurately graph.
easy to see. correctly and are accurate.
Accuracy of the easy to see.
graph

Exceptionally well Neat and Graph appears Appears messy

designed, neat, relatively plain. and “thrown
and attractive. attractive. together” in a
Colors that go hurry.
well together are
Neatness and
used to make the
Attractiveness
graph more
readable.

22
 Let Us Reflect

ANSWERING THE QUESTION TO PONDER

Use what you learned about statistical graphs to complete the graphic
organizer.

Bar Graph Pie Graph

_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

QUESTION TO PONDER

How do you know which type of

graph to use when displaying
data?

Line Graph Histogram

_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

23
 24
Let’s Practice More
1. a. The number of Durian fruit trees are lesser than the
number of Rambutan Fruit Trees or the number of Durian
fruits is half the number of rambutan fruit trees.
b.1/10
Let us Assess
c. 30
1. a
2. a. There 28 students who took the test. 2. b
3. a
b. There are 7 students who scored between 80% - 85% on the
4. b
quiz.
5. d
c. 85% - 90% 6. a
7. d
d. More students score between 90%-95%than 80% - 85% on 8. b
the quiz. 9. d
10. c
e. There 8 other students who scored the same range as Pedro. 11. b
12. c
13. a
Let Us Enhance Let us Practice 14. c
15. c
What Do You Prefer? 16. c
Answers may vary 17. b
depending on data 18. e
gathered. 19. a
20. d
1. 59.18%
2. 15
Let Us Practice 3. 38.77% Let us Try
(histogrammable!)
Work it Up A.
Interval Frequency 1. c
10-16 8 2. a
16-22 5 3. b
22-28 2 4. d
28-34 5
34-40 3 B.
40-46 2 1. b
4. 2 am 2. c
5. The table shows that 3. a
Darwin’s temperature 4. d
from 6am to 2am rose 5. d
from 37.8°C to 39.4°C. 6. a
From 2am to 6pm, the 7. b
8. c
temperature kept
9. b
falling from 39.4°C to
10. d
37.2°C.
Answer Key
 References

‘’Data Representation’’, aven.amritalearning.com, accessed February 4,

2021, http://aven.amritalearning.com/index.php?sub=100&brch
=300&sim=1523&cnt=3555

Elizabeth R. Aseron et al., Mathematics – Grade 7 Learner’s Material First Edition

Pasig: DepEd-IMCS, 2013, 245-248.

Fernando B. Orines, et. al., Next Century Mathematics, Phoenix Publishing

House, Inc., Quezon City, Philippines: Copyright 2012, 534-544.

Gladys C. Nivera, Ph.D., Grade 7 Mathematics Patterns and Practicalities:

Salesiana Books, 2014, pages 433-434.

‘‘Types of Statistical Graphs’’, matematica.pt, accessed February 4, 2021,

https://www.matematica.pt/en/cheatsheet/statistical-graph-type.php

25
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

7
Mathematics
Quarter 4 – Module 4:
Measures of Central Tendency
Mathematics – Grade 7
Quarter 4 – Module 4: Measures of Central Tendency
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
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Such agency or office may, among other things, impose as a condition the payment of
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo, CESO IV
Assistant Regional Director: Maria Ines C. Asuncion

Development Team of the Module

Writer: John Paul N. Paculdo and Alex M. Luscares
Editors: Flordelisa L. Parojinog and Niño Lito R. Salvan
Reviewer: Niño Lito R. Salvan
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Printed in the Philippines by ________________________________

Department of Education – Region XI

Office Address: DepEd Davao City Division, E. Quirino Ave.

Davao City, Davao del Sur, Philippines
Telefax: (082) 224 0100
E-mail Address: [email protected]
 7

Mathematics
Quarter 4 – Module 4:
Measures of Central Tendency
Introductory Message
For the facilitator:
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 at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded
of the following:
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 Let Us Try before moving on to the other
activities.
3. Read the instructions 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 done.
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!

ii
 Let Us Learn

After going through this module, you are expected to:

Illustrate the measures of central tendency (mean, median, and mode) of a

statistical data (M7SP-IVf-1).

Calculate the measures of central tendency of ungrouped and grouped data (M7SP-
IVf-g-1).

Specifically, you will;

1. illustrate mean, median and mode;

2. calculate the mean of ungrouped and grouped data;
3. calculate the median of ungrouped and grouped data; and
4. calculate the mode of ungrouped and grouped data.

Let Us Try!

We come across data everyday of our lives. We find them everywhere. It can
be in newspapers, articles, in our bank statements, mobile, electricity bills and
even in sports. The list is endless, and they are present all around us. Now, the
question arises can we figure out some important features about these data by
considering only certain representatives of it? This can be possible done by using
measures of central tendency.

A measure of central tendency describes a set of data by identifying the

central position in the data set as a single value. In statistics, the three most
common measures of central tendencies are Mean, Median and Mode and
choosing the best measure of central tendency depends on the type of data we
have.

For example:

Scores obtained by 10 students in a Science exam are as follows:

80, 72, 80, 75, 60, 40, 60, 44, 45, 47

1. What is the average of all the scores obtained by the 10 students in

Science subject?
2. Among the scores of the 10 students in Science, what is the middle score?
3. Are there scores being repeated more than twice? If there is, what is it?

If you have a hard time answering the given problem, let’s begin by understanding
the meaning of each of the different measures of central tendency.

1
 Let Us Study

MEAN for Ungrouped Data

The arithmetic mean of a given data is the sum of all observations divided by the
number of observations.

Mean = SUM OF ALL OBSERVATIONS divided by the NUMBER OF

OBSERVATIONS

Formula:
𝑆𝑈𝑀 𝑂𝐹 𝐴𝐿𝐿 𝑂𝐵𝑆𝐸𝑅𝑉𝐴𝑇𝐼𝑂𝑁𝑆
x =
𝑁𝑈𝑀𝐵𝐸𝑅 𝑂𝐹 𝑂𝐵𝑆𝐸𝑅𝑉𝐴𝑇𝐼𝑂𝑁𝑆

Example 1

An athlete’s scores in a five-round game are as follows:

15 33, 40, 52, 20. Find his average score.

To find his average score in a match, we calculate the arithmetic mean of the
data using the mean formula:

Sum of all Observations = 15 + 33 + 40 + 52 + 20 = 160

Number of Observations = 5

therefore,

𝑆𝑈𝑀 𝑂𝐹 𝐴𝐿𝐿 𝑂𝐵𝑆𝐸𝑅𝑉𝐴𝑇𝐼𝑂𝑁𝑆

x =
𝑁𝑈𝑀𝐵𝐸𝑅 𝑂𝐹 𝑂𝐵𝑆𝐸𝑅𝑉𝐴𝑇𝐼𝑂𝑁𝑆

𝟏𝟔𝟎
=
𝟓

x = 32

Example 2

If the heights of 5 people are 140 cm, 150 cm, 145 cm, 136 cm, and
150 cm. Find the mean height.

Sum of all Observations = 140cm + 150cm + 145cm + 136cm + 150cm = 721cm

Number of Observations = 5

2
therefore,

𝑆𝑈𝑀 𝑂𝐹 𝐴𝐿𝐿 𝑂𝐵𝑆𝐸𝑅𝑉𝐴𝑇𝐼𝑂𝑁𝑆

x =
𝑁𝑈𝑀𝐵𝐸𝑅 𝑂𝐹 𝑂𝐵𝑆𝐸𝑅𝑉𝐴𝑇𝐼𝑂𝑁𝑆

𝟕𝟐𝟏
=
𝟓

x = 144.20cm

When the number of items in a set of data is too big, items are grouped for
convenience. In our previous lesson, mean (commonly called the average) is the
sum of all observations divided by the number of observations.

To find the mean of grouped data using class marks, the following formula
can be used:

Mean for Grouped Data

Mean (𝑥̅ ) = ∑(fX)

Formula
∑f

where:

f is the frequency of each class

X is the class mark of class (average of lower limit and upper limit)

∑(fX) is the sum of the product of frequencies and class marks

∑f is the total frequency or sum of all frequency

Example:

Directions: Calculate the mean score of 40 Students in a Math Quiz.

Scores of Students in a Math Quiz

Score Frequency
46 - 50 1
41 - 45 8
36 - 40 8
31 - 35 14
26 - 30 7
21 - 25 2

3
Solutions:
Scores of Students in a Math Quiz

Score Frequency ( f ) Class mark ( X ) fX

46 - 50 1 48 48
41 - 45 8 43 344
36 - 40 8 38 304
31 - 35 14 33 462
26 - 30 7 28 196
21 - 25 2 23 46
Class size ( i ) = 5 ∑f = 40 ∑(fX)= 1400

Mean (𝑥̅ ) = ∑(fX)

∑f
𝟏𝟒𝟎𝟎
Mean (𝑥̅ ) =
𝟒𝟎
Mean (𝑥̅ ) = 35
Therefore, the mean score is 35.

There is an alternative formula for computing the mean of grouped data and this
make use of coded deviation.

∑(𝑓𝑑)
Mean (𝑥̅ ) = A.M. + [ ]i
∑𝑓

where A.M. is the assumed mean:

f is the frequency of each class:
d is the coded deviation of A.M., and
i is the class interval.
Any class mark can be considered as the assumed mean. However, it is more
convenient to use the class mark with the highest frequency for computation. The
chosen class contain as the A.M. has no deviation from itself and so 0 is assigned
to it and consecutive positive integer are assigned to the classes upward and
negative integer to the classes downward.
Example:

Directions: Calculate the mean score of 40 Students in a Math Quiz.

Scores of Students in a Math Quiz

Score Frequency
46 - 50 1
41 - 45 8
36 - 40 8
31 - 35 14
26 - 30 7
21 - 25 2

4
Solutions:
Scores of Students in a Math Quiz

Score Frequency (f) Class mark d fd

(X)
46 - 50 1 48 3 3
41 - 45 8 43 2 16
36 - 40 8 38 1 8
31 - 35 14 33 0 0
26 - 30 7 28 -1 -7
21 - 25 2 23 -2 -4
Class size ( i ) ∑f = 40 ∑(fd)= 16
=5
A.M. = 33 ∑(fd)= 24 Class size (i) = 5 ∑f = 40
∑(𝑓𝑑)
Mean (𝑥̅ ) = A.M. + [ ]i
∑𝑓

16
Mean (𝑥̅ ) = 33 + [ ] 5
40

Mean (𝑥̅ ) = 33 + [ 0.4 ] 5

Mean (𝑥̅ ) = 33 + 2

Mean (𝑥̅ ) = 35

Therefore, the mean score is 35.

As what can you observed, it tells you that even you use class marks or
coded deviation the results are the same.

MEDIAN for Ungrouped Data

The value of the middlemost observation, obtained after arranging the data in
ascending order, is called the median of the data.

Consider the data: 10, 2, 6, 8, 15.

Let's arrange this data in ascending order: 2, 6, 8, 10, 15.

There are 5 observations.

Thus, median = middle value is 8

We can see here: 2, 6, 8, 10, 15 (Thus, 8 is the median)

Note:

To find the MEDIAN for ungrouped data, follow the steps below:
Step 1: Arrange the data in ascending or descending order.
Step 2: Let the total number of observations be n.

5
To find the median, we need to consider if n is even or odd.
Example 1
34 43 54 56 67 78
Let's consider the data: 56, 67, 54, 34, 78, 43.
Median
What is the median?
Observations Observations

Arranging in ascending order, we get: 34, 43, 54, 56, 67, 78.

Here, n (no. of observations) = 6. Since n is even, then we need to get the average of
the two middle values.

𝟓𝟒+𝟓𝟔 55
Solution: Median = =
𝟐

Example 2

Let's consider the data: 56, 67, 54, 34, 78, 43, 23.

What is the median? 23 34 43 54 56 67 78

Solution Median
Observations Observations

Arranging in ascending order, we get: 23, 34, 43, 54, 56, 67, 78.

Here, n (no. of observations) = 7

Median = 54

Median for Grouped Data

The median of ungrouped data is the middle value in a set of data. It divides
the data into two equal parts. Half of the data is located above, and the other data
is found below it whenever the data is arranged from lowest to highest.

To compute the median of grouped data, use this formula:

∑𝑓
− <𝑐𝑓
Median (x)̃ = lbmc + [ 2
]i
𝑓𝑚𝑐

where:

lbmc is the lower boundary of the median class;

f is the frequency of each class;

6
<cf is the cumulative frequency of the lower class next to the median class;

fmc is the frequency of the median class; and

i is the class width.
∑𝑓
The median class is the class that has the th quantity. The computed median
2
must be within the median class.

Example:

Directions: Calculate the median of the score of 40 Students in a Math Quiz.

Scores of Students in a Math Quiz

Score Frequency

46 - 50 1

41 - 45 8

36 - 40 8

31 - 35 14

26 - 30 7

21 - 25 2

Solutions:

Scores of Students in a Math Quiz

Score Frequency (f) Lower Boundary <cf

(lb)

46 - 50 1 45.5 40

41 - 45 8 40.5 39

36 - 40 8 35.5 31

31 - 35 14 30.5 23

26 - 30 7 25.5 9

21 - 25 2 20.5 2

Class size ( i ) = 5 ∑f = 40

7
 ∑𝑓 40
Note: Don’t forget the first step: = = 20th
2 2

The 20th score is found in the class 31-35. This means that the median falls
in the class boundary 31-35, that is 30.5-35.5.

where:

lbmc = 30.5 <cf = 9 fmc = 14 i =5

∑𝑓
− <𝑐𝑓
Median (x)̃ = lbmc + [ 2
]i
𝑓𝑚𝑐

20 − 9
Median (x)̃ = 30.5 + [ ]5
14

11
Median (x)̃ = 30.5 + [ ] 5
14

Median (x)̃ = 30.5 + 3.93

Median (x)̃ = 34.43

Therefore, the median of the score of 40 students in a math quiz is

approximately 34.43. As we can see, 34.43 is within the class boundaries of 31-35
which is 30.5-35.5.
Mode for Ungrouped Data

The value which appears most often in the given data or the observation with
the highest frequency is called mode of data. For ungrouped data, we just need to
identify the observation which occurs maximum times.

Mode = Observation with maximum frequency

In the data: 6, 8, 9, 3, 4, 6, 7, 6, 3 the value 6 appears the greatest number

of times. Thus, mode = 6.

An easy way to remember mode is: Most Often Data Entered.

Note: A data may have no mode, 1 mode or more than 1

mode. Depending upon the number of modes the data has, it can be called
unimodal, bimodal, trimodal or multimodal.

Example 1
Ben’s Scores in Mathematics 7 for the 2nd Quarter on his written task was:
10, 15, 25, 10, 5, 30, 28, 39, 15, 5, 33. Find the mode of his scores.

8
 Based on the given data the scores 5 and 10 appeared the same number of
repetitions, therefore, 5 and 10 are the mode on the given set of data and it is
BIMODAL.
Example 2
Find the mode on the given data: 9, 4, 17, 4, 7, 8, 14, 4, 7, 10

Four (4) appears thrice and seven (7) appears twice on the data given.
However, four (4) have the greatest number of appearances compared to seven (7),
therefore, 4 is the mode and its UNIMODAL.

Mode for Grouped Data

The mode of ungrouped data is the number that appears the most while the
mode of grouped data can be approximated using this formula:

𝐷1
Mode (Mo) = lbmo + [ ]i
𝐷1 + 𝐷2

where:
lbmo is the lower boundary of the modal class;
D1 is the difference between the frequencies of the modal class and the next
upper class;

D2 is the difference between the frequencies of the modal class and the next lower
class; and
i is the class width.

The modal class is the class with the highest frequency.

Example:

Directions: Calculate the mode of the score of 40 Students in a Math Quiz.

Scores of Students in a Math Quiz

Score Frequency

46 - 50 1

41 - 45 8

36 - 40 8

31 - 35 14

26 - 30 7

21 - 25 2

9
Solutions:

Scores of Students in a Math Quiz

Score Frequency ( f ) Lower Boundary( lb )

46 - 50 1 45.5

41 - 45 8 40.5

36 - 40 8 35.5

31 - 35 14 30.5

26 - 30 7 25.5

21 - 25 2 20.5

Class size ( i ) = 5 ∑f = 40

lbmo = 30.5 D1 = 14 - 8 = 6 D2 = 14 - 7 = 7 i=5

The modal class is 31-35.

𝐷1
Mode (Mo) = lbmo + [ ]i
𝐷1 + 𝐷2

6
Mode (Mo) = 30.5 + [ ]5
6+7

6
Mode (Mo) = 30.5 + [ ]5
13

Mode (Mo) = 30.5 + 2.31

Mode (Mo) = 32.81

Therefore, the mode of the score in a math quiz is 32.81.
If there are two or more classes having the same highest frequency, the
formula to be used is:

Formula: Mode = 3(median) - 2 (mean)

10
 Example:

Find the mode of the given data.

Height of Grade 7 - Narra in Datu Duyan National High School

Height (cm) Frequency

176 -180 8
171 -175 10
166 -170 12
161 -165 12
156 -160 10

Note: Since the given data has two or more classes with highest frequency, then the
first formula in solving the mode is not applicable.
Solutions:

Height (cm) Frequency Class Mark fX Lower <cf

(f) (X) Boundary
(lb)
176 -180 8 178 1,424 175.5 52
171 -175 10 173 1,730 170.5 44
166 -170 12 168 2,016 165.5 34
161 -165 12 163 1,956 160.5 22
156 -160 10 158 1,580 155.5 10
i=5 ∑f = 52 ∑fX =
8,706

∑ 𝑓𝑋 8,706
a. Mean (𝑥̅ ) = =
∑f 52

Mean = 167.42
∑𝑓
− <𝑐𝑓
b. Median (x)̃ = lbmc + [ 2
]i
𝑓𝑚𝑐

∑𝑓 52
= = 26
2 2

The 26th score is in the class of 166 - 170. This means that the median is in
the class boundary of 166 – 170, that is 165.5 - 170.5.
lbmc = 165.5 <cf = 12 fmc = 12 i=5

26 − 12
Median (x)̃ = 165.5 + [ ]5
12

14
Median (x)̃ = 165.5 + [ ]5
12

Median (x)̃ = 165.5 + 5.83

Median (x)̃ = 171.33

11
c. Mode = 3(median) - 2 (mean)

Mode = 3(171.33) - 2 (167.42)

Mode = 513.99 - 334.84

Mode = 179.15

Therefore, the mode of the given data is 179.15.

Let Us Practice

Complete Me

Now, let us do some exercises. Complete the table below by finding the
MEAN, MEDIAN and MODE on the given set of data.

NO. DATA MEAN MEDIAN MODE

1 120, 178, 115, 138, 95
2 2,2,7,9,8,3,4,5,8,10
3 25, 22, 23, 18, 16, 14
4 1050, 4501, 8325, 4431
5 14.63, 15.54, 35.47, 10.02, 5.75

Complete the table and calculate the mean, median, and mode of the weight
of Grade 7 – Rizal. Write your complete solution and answer in a separate sheet of
paper.
Weight of Grade 7 – Rizal

Weight Frequency Class Mark fX Lower <cf

(f) (X) Boundary
(lb)
70 – 74 5
65 – 69 11
60 – 64 14
55 – 59 21
50 -54 14
45 – 49 4
40 – 44 1
I= ∑f = ∑fX =

12
 Let Us Practice More

I. Solve the given word problem.

1. The school nurse decided to get the heights of 11 varsity players in

Pangyan National High School. He then recorded as follows: 160, 158,
158, 159, 160, 160, 162, 165, 166, 167, 170. Find the mean, median and
mode.

2. Find the mean, median and mode when a single die is thrown 20 times
and the following scores were recorded 6, 3, 2, 4, 5, 5, 6, 1, 3, 3, 5, 6, 6,
1, 3, 3, 5, 6, 6, 2.

Let Us Remember

The idea of measure of central tendency makes it easier for us to solve if we use
formula. So, in order to master this topic, the following terminologies and processes
should be noted:

1. There are three Measures of Central Tendency - mean, median and mode.

2. Mean - is commonly called the average. It is the sum of all observations divided
by the number of observations.

3. Median - is the middle value in a set of data arranged according to

size/magnitude (either increasing or decreasing).

4. Mode - is the number which occurs most frequently in a set of data. It is the
value with the greatest frequency. If two or more measures appear the same
number of times, then each of these values is a mode. When the mode is two, it is
called Bimodal.

Formula:

Mean (𝑥̅ ) = ∑(fX) Alternative formula for computing the

∑f mean of grouped data:
where:
∑(𝑓𝑑)
Mean (𝑥̅ ) = A.M. + [ ]i
∑𝑓
f is the frequency of each class;
where:
X is the class mark of class (average of
lower limit and upper limit);
A.M. is the assumed mean;
∑(fX) is the sum of the product of
f is the frequency of each class;
frequencies and class marks; and
d is the coded deviation of A.M.; and
∑f is the total frequency or sum of all
i is the class width.
frequency.

13
 ∑𝑓
− <𝑐𝑓 Mode = 3(median) - 2 (mean)
Median (x)̃ = lbmc + [ 2
]i or
𝑓𝑚𝑐
𝐷1
where: Mode (Mo) = lbmo + [ ]i
𝐷1 + 𝐷2

lbmc is the lower boundary of the where:

median class;
f is the frequency of each class; lbmo is the lower boundary of the modal
<cf is the cumulative frequency of the class;
lower class next to the median class; D1 is the difference between the
fmc is the frequency of the median frequencies of the modal class and the
class; and next upper class;
i is the class width. D2 is the difference between the
frequencies of the modal class and the
The median class is the class that has next lower class; and
∑𝑓
the th quantity. The computed i is the class width.
2
median must be within the median
class. The modal class is the class with the
highest frequency.

Let Us Assess

Multiple Choice. Choose the letter of the best answer by encircling it.

1. What do you call the sum of all observations divided by the number of
observations?
a. Mean b. Median c. Mode d. Range

2. Which of the following is NOT included in the measures of central tendency?

a. Mean b. Sequence c. Mode d. Median

3. What do you call the most common value among the given observations?
a. Mean b. Median c. Mode d. Range

4. What do you call the middle value, dividing the amount of data into 2
halves?
a. Mean b. Median c. Mode d. Range

5. Caleb is a professional ice skater who has skated in 5 competitions. His

scores in the competitions were: 8.1 points, 9.8 points, 9.9 points, 8.7 points
and 7.5 points. What was the mean score?
a. 9.2 points b. 7.8 points c. 8.8 points d. 6.83 points

14
 6. A building contractor examined 7 windows in a home and found that they
had the following widths: 9.8 inches, 9.9 inches, 8.6 inches, 9.9 inches,
9.9 inches, 9.9 inches and 9.5 inches. What was the median window width?
a. 10.12 in b. 8.6 in c. 14.75 in d. 9.9 in

7. Scott checked the prices of 6 items available for purchase at the school
canteen. The prices were: Php 9.20, Php 8.50, Php 8.40, Php 8.40, Php 8.10
and Php 8.40. What was the mode of the prices of the items?
a. Php 8.50 b. Php 8.40 c. Php 9.23 d. Php 15.99

8. Mario wants to find out the average sale of his convenience store every week.
What measure of central tendency is the best thing to determine his average
weekly income?
a. Mean b. Median c. Mode d. Range

For items 9-15, refer to the data below. Choose the letter that corresponds to the
best answer.

Frequency Distribution of a 50-point Math Quiz

Class Interval Frequency

46 - 50 1

41 - 45 2

36 - 40 3

31 -35 10

26 - 30 6

21 -25 9

16 - 20 5

11 -15 6

6 - 10 4

1-5 2

15
 9. What is the class size?
a. 3 b. 4 c. 5 d. 6

10. What is the total frequency of the given data?

a. 45 b. 48 c. 50 d. 55

11. What is the lower boundary of the class interval 21-25?

a. 20.5 b. 26.5 c. 21.5 d. 25.5

12. What is the median class of the given data?

a. 11-15 b. 16-20 c. 21-25 d. 26-30

13. What is the modal class of the given data?

a. 21-25 b. 26-30 c. 31-35 d. 36-40

14. What measure of central tendency is most applicable in identifying the

typical score in the given set of data?
a. Mean b. Median c. Mode d. Range

15. Why do we need to learn the measure of central tendency?

a. It gives us the average for a set of data.
b. It is useful in studying a data.
c. It condenses the data set down to one representative value.
d. All of the above

For items 16 -20, refer to the data below. Choose the letter that corresponds to the
best answer.

Age of Patients who are COVID19 Positive

Class Frequency Class fX Lower <cf

Interval (f) Mark ( X ) Boundary
(lb)

46 - 50 2

41 - 45 5

36 - 40 9

31 - 35 15

26 - 30 8

21 -25 6

16
 16 - 20 3
i=5 ∑f = ∑fX =

16. How many patients are there in the given data?

a. 48 b. 50 c. 55 d. 60

17. What is the summation of fX?

a. 1564 b. 1600 c. 1655 d. 1660

18. What is the average age of patients who are COVID19 positive?

a. 25.6 b. 30.1 c. 32.58 d. 39.23

19. What is the middle age of patients who are COVID19 positive?

a. 29 b. 32.83 c. 33.12 d. 40

20. What is the typical range of age of patients who are COVID19 positive?

a. 26-30 b. 31-35 c. 41-45 d. 46-50

Let Us Enhance

PART I - UNGROUPED DATA

Investigating The Mean, Median, And Mode Using Family Members’

Shoe Sizes.
Instruction: At home, conduct an inspection on every family member on their shoe
size and complete the table below.

NAME OF A FAMILY Relationship SHOE SIZE (in inches)

MEMBER

e.g. Juan Dela Cruz Father 8.5 inches

17
 Based on the given data, find the MEAN, MEDIAN and MODE.

MEAN : ________________ MEDIAN: ______________ MODE: _________________

PART II - FOR GROUPED DATA

Gather a data on water bill consumption (current month) from your classmates.
Round off the bill to the nearest whole number. Create a frequency table and use
the data and different statistical measures (mean, median, mode) obtained for
analysis and come up a suggestion on how to save water. (Use extra sheet of
paper if necessary)
RUBRIC:

4 3 2 1

The learner The learner The learner The learner

demonstrated demonstrated demonstrated demonstrated
an in-depth substantial gaps in my minimal
understanding understanding of understanding understanding
of the content, the content, of the content of the content.
Understanding
process, and process, task, even and task.
of the task
demands of the though some
task. supporting ideas or
details may have
been overlooked or
misunderstood

The learner The learner The learner The learner

fully achieved accomplished the completed most attempted to
the purpose of task. of the task. accomplish the
the task , task, but with
Completion of including little or no
Task thoughtful, success.
insightful
interpretations
and
conjectures.

Problem All problems Some problems are Few problems The learner

18
 Solving are solved and solved and analysis are solved and attempted to
analysis has has provided. no analysis has solve the
been provided. been provided. problems but
the answer is
wrong.

Let Us Reflect

We all have a tendency to avoid our weaknesses.

When we do that, we never progress or get any better.
~Jocko Willink~

Based on the given quote, how will you relate it with your experience in
answering this module? Have you experience any challenges in completing the
tasks in this module? How will a learner like you overcome such challenges?
(5 points)
___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
RUBRIC:

5 POINTS 4 POINTS 3 POINTS 2 POINTS 1 POINT

The essay is The essay is The essay is The essay The essay does
focused, focused on the focused on poorly not address
purposeful, and topic and topic and addresses topic the topic and
reflects clear includes includes few and includes no relevant
insight and relevant ideas. loosely related irrelevant ideas ideas at all.
ideas. ideas

19
 20
Let Us Enhance Let Us Assess
Answers may vary 1. A 11. A
2. B 12. C
3. C 13. C
4. B 14. C
5. C 15. D
6. D 16. A
7. B 17. A
8. A 18. C
9. C 19. B
10. B 20. C
Let Us Practice
Weight Frequency Class Mark fX Lower Boundary <cf
(f) (X) (lb)
70 - 74 5 72 360 69.5 70
65 - 69 11 67 737 64.5 65
60 - 64 14 62 868 59.5 54
55 - 59 21 57 1197 54.5 40
50 - 54 14 52 728 49.5 19
45 - 49 4 47 188 44.5 5
40 - 44 1 42 42 39.5 1
i=5 ∑f = 70 ∑fX = 4, 120
∑𝑓𝑋 4120 35 − 19
Mean (𝑥̅ ) = = = 58.86 Median = 54.5 + [ ] 5 = 54.5 + 3.81 = 58.31
∑𝑓 70 21
7
Mode = 54.5 + [ ]5 = 54.5 + 2.5 = 57
7+7
Let Us Practice More Let Us Practice
(Ungrouped Data) (Ungrouped Data)
No. 1
Mean = 162.27 NO. Mean Median Mode
Median = 160 1 129.20 120 None
Mode = 160 2 5.8 6 2, 8
3 19.67 20 None
No. 2 4 4,576.75 4466 None
5 16.28 14.63 None
Mean = 4.05
Median = 4.5
Mode = 6
Answer Key
 References

Ricardo M. Crisostomo, et. al., Our World of Math: Quezon City: Vibal Publishing
House Inc., 2013, 193-242.

Emmanuel P. Abuzo, et. Al., Mathematics Learner’s Module: Quezon City: Book
Media Press , Inc.

“Module10:Measures of Central Tendency and Measures of variability” Ricardo

Oco, accessed February 5,
2021,https://richardoco.weebly.com/uploads/1/9/7/2/19725327/module_
10.pdf

“The Difference between Median and Mean” Daniel Miessler, accessed April 2,
2021, https://danielmiessler.com/blog/difference-median-mean/

“What is mean or average -iPracticeMath” iPracticeMath, accessed April 2, 2021,

https://www.ipracticemath.com/learn/statistics/mean

“Formula and Examples - atozmath.com” Atozmath, accessed April 2, 2021,

http://www.atozmath.com/example/StatsUG.aspx

21
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

7

Mathematics
Quarter 4 – Module 5:
Measures of Variability
Mathematics – Grade 7
Quarter 4 – Module 5: Measures of Variability
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo, CESO IV
Assistant Regional Director: Maria Ines C. Asuncion, EdD, CESO V

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Writers: Ruthsie M. Ponte and Collen G. Baldos
Editors: Mirasol O. Fabuna and Jessica C. Sarmiento
Reviewer: Jessica C. Sarmiento
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Layout Artist:
Template Developer: Neil Edward D. Diaz
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Printed in the Philippines by Davao City Division Learning Resources Management

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Telefax: (082) 224 0100
E-mail Address: [email protected]
 7

Mathematics
Quarter 4 – Module 5:
Measures of Variability
Introductory Message
For the facilitator:
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 at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module, be
reminded of the following:
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 Let Us Try before moving on to the other
activities.
3. Read the instructions 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 done.
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!

ii
 Let Us Learn

After going through this module, you are expected to

1.) illustrate the measures of variability (range, average deviation,
variance, standard deviation) of a statistical data (M7SP-IVh-1), and
2.) calculate the measures of variability of grouped and ungrouped data.
(M7GE-IVh-i-1)

Let Us Try

Before starting this module, let us see what you already know about measures
of variability.

MULTIPLE CHOICE: Read and understand each question carefully. Then, write the
letter of your answer on a separate sheet of paper.
1) Which of the following measures of variability allows us to immediately compare
the spread of the different sets of scores?
A. Range B. Variance C. Average Deviation D. Standard Deviation

2) Which of the following is defined as the quotient of the sum of the squared
deviation from the mean, and N?
A. Range B. Variance C. Average Deviation D. Standard Deviation

3) What is simply defined as the difference between the highest and lowest value in
the data?
A. Range B. Variance C. Average Deviation D. Standard Deviation

4) Which of the following should be done first in calculating the Average Deviation?
A. Calculate the mean.
B. Get the square of the difference.
C. Get the sum of the squared deviations.
D. Get the difference between each score and the mean.

5) If the standard deviation of the price is 6, what is its variance?

A. 6 B. 9 C. 18 D. 36

6) The summation notation ∑ tells us to:

A. Add all the quantities C. Multiply all the quantities
B. Subtract all the quantities D. Divide all the quantities

7) If all the scores are the same, the standard deviation is;
A. 4 B. 3 C. 2 D. 0

8) If the range of a set of grades is 13 and the highest grade is 85, what is the lowest
score?
A. 70 B. 71 C. 72 D. 73

3
9) Which is the formula in finding the range for ungrouped data?
∑│𝑥−𝑥̅ │ ∑(𝑥−𝑥̅ )2 ∑(𝑥−𝑥̅ )2
a. b. c. H – L d. √
𝑁 𝑁−1 𝑁−1

10) Which is the formula for average deviation for grouped data?
∑ 𝑓│𝑥−𝑥̅ │ ∑ 𝑓(𝑥−𝑥̅ )2 ∑𝑓 (𝑥−𝑥̅ )2
𝑎. b. c. H – L d. √
𝑁 𝑁−1 𝑁−1

Let Us Study
The measures of central tendency presented in the previous lesson are
useful for identifying “typical” value in a group of values. However, there are
measures other than the mean that may provide additional information about the
same data. These are the measures of variability.

Measures of variability or dispersion refer to the spread of the values about

the mean. Smaller dispersion of scores arising from the comparison often indicates
more consistency and more reliability.

The most commonly used measures of dispersion are the range, the average
deviation, the standard deviation, and the variance.

RANGE

The range (R) is the simplest measure of variability and is based on two
extreme values.

Ungrouped Data
The range is the difference between the highest value and the lowest value in
any given set of data.

By formula: R=H–L
where
H = Highest value
L = Lowest value

Example:

Find the range of the following test scores:

a) 10, 2, 5, 6, 7, 4, and 3
Range = Highest Score – Lowest Score
Range = 10 – 2 = 8

b) 27, 19, 46, 33, 5

Range = Highest Score – Lowest Score
Range = 46 – 5 = 41

4
Grouped Data
To find the range of a grouped data, get the difference between the upper class
boundary of the highest interval and the lower class boundary of the lowest interval.

Find the range of the grouped data shown in the table:

Class Interval Frequency

30-34 6
25-29 3
20-24 9
15-19 7
10-14 5

Range = Upper class boundary – lower class boundary

Range = 34.5 – 9.5
Range = 25

The range does not utilize all the information in the data set because it only
uses the largest and smallest values. Thus, it tells us that it is not a stable measure
of variability because its value can fluctuate greatly even with a change in just a
single value, either the highest or lowest.

AVERAGE DEVIATION

This is the average of the sum of the absolute difference of each measure from
the mean. This gives a better approximation than the range.

Ungrouped Data
To compute for the average deviation (AD) of an ungrouped data, we use the
formula:
AD = ∑|x-𝑥̅ |
N
where
x = individual score
𝑥̅ = mean of the data
N = total number of observations
│x-𝑥̅ | = absolute value of the deviation from the mean

Procedure in computing for the average deviation:

1) Find the mean for all the cases.

2) Find the absolute difference between each score and the mean.
3) Find the sum of the absolute difference │x-𝑥̅ | and divide by N.

5
Example:
Find the average deviation of the following data: 12, 17, 13, 18, 15
1. Find the mean (𝑥̅ ).

∑𝑥
𝑥̅ = = 12 + 17 + 13 + 18 + 15
𝑁
5

𝑥̅ = 75 = 15
5

2. Find the absolute difference between each score and the mean.

|x − x̅ |
|12 − 15| = 3
|17 − 15| = 2
|13 − 15| = 2
|18 − 15| = 3
|15 − 15| = 0

3. Find the sum of the absolute difference 𝛴|x-𝑥̅ |. This can be represented
in tabular form as shown below.

x ̅
𝒙 |x-𝒙̅|
12 15 3
17 15 2
13 15 2
18 15 3
15 15 0
𝛴|x-𝑥̅ | = 10

4. Solve for the average deviation by dividing the result in step 3 by N.

AD = ∑|x-𝑥̅ |
N

AD = 10
5

A.D. = 2

6
Grouped Data
To compute for the average deviation (AD) of a grouped data, we use the
formula:
AD = ∑ f |xm-𝑥̅ |
N
where
xm = midpoint of each class interval
𝑥̅ = mean of the data
N = total number of observations

Example:
Solve for the average deviation of the following data.

Class Frequency Midpoint

(f ) (xm) fxm |xm-𝑥̅ | f|xm-𝑥̅ |
Interval
30-34 6 32 192 10.33 61.98
25-29 3 27 81 5.33 15.99
20-24 9 22 198 0.33 2.97
15-19 7 17 119 4.67 32.69
10-14 5 12 60 9.67 48.35
N = 30 Σfxm= 650 Σf|xm-𝑥̅ |= 161.98

➢ Solve for the mean 𝑥̅ .

𝛴𝑓𝑥𝑚
𝑥̅ =
𝑁

650
𝑥̅ = = 21.67
30

➢ Find the absolute difference between each midpoint and the mean, |xm-𝑥̅ |.

➢ Find the product of the frequency and the absolute difference, f|xm-𝑥̅ |; then,
get the sum of the products, Σ f │x-𝑥̅ | .

➢ Divide the sum Σ f │x-𝑥̅ | by N.

Therefore, average deviation is

𝛴𝑓│𝑥𝑚 − 𝑥̅ │
AD =
𝑁
161.98
AD = = 5.4
30

7
VARIANCE
The variance (S2) is the expectation of the squared deviation of a random
variable from its mean. Informally, it measures how far a set of numbers is spread
out from their average value.

Ungrouped Data
Variance of a data is defined as the quotient of the sum of the squared
deviation from the mean, and N.

To compute for the variance of an ungrouped data, we use the formula:

∑(𝑥−𝑥̅ )2
S2 =
𝑁−1
where
x = individual score
𝑥̅ = mean of the data
N = number of observations

Example:
The table shows the daily sales in peso of Lita’s Store near a school.
Compute for the Variance.
Lita’s Store
300
310
290
295
305

Step 1. Compute the mean score.

𝑥̅ = ∑x = 300 + 310 + 290 + 295 + 305 = 1500 = 300

N 5 5

Step 2. Complete the table below

x 𝑥 − 𝑥̅ (𝑥 − 𝑥̅ )2
300 300 – 300 = 0 (0)2 = 0
310 310 – 300 = 10 (10) 2 = 100
290 290 – 300 = -10 (-10) 2 = 100
295 295 – 300 = -5 (-5) 2 = 25
305 305 – 300 = 5 (5) 2 = 25
∑(𝑥 − 𝑥̅ )2 = 250

Step 3. Compute the variance.

∑(𝑥−𝑥̅ )2 250
S2 = = = 62.5
𝑁−1 4

8
Grouped Data
To compute for the variance of a grouped data, we use the formula:

∑𝑓(𝑥𝑚 − 𝑥̅ )2
S2 =
𝑁−1
where
xm = midpoint of each class interval
𝑥̅ = mean of the data
N = total number of observations

Example:
Solve for the variance of the following data.

Class Frequency Midpoint

(f ) (xm) fxm xm-𝑥̅ (xm-𝑥̅ )2 f( xm-𝑥̅ )2
Interval
30-34 6 32 192 10.33 106.71 640.25
25-29 3 27 81 5.33 28.41 85.23
20-24 9 22 198 0.33 0.11 0.98
15-19 7 17 119 -4.67 21.81 152.66
10-14 5 12 60 -9.67 93.51 467.54
Σf( xm-𝑥̅ )2 =
N = 30 Σfxm= 650
1346.67

➢ Solve for the mean 𝑥̅ .

𝛴𝑓𝑥𝑚
𝑥̅ =
𝑁

650
𝑥̅ = = 21.67
30

➢ Find the difference between each midpoint and the mean, xm-𝑥̅ ; then, square
it, (xm-𝑥̅ )2 .

➢ Find the product of the frequency and the squared difference, f( xm-𝑥̅ )2 ; then,
get the sum of the products, Σ f ( xm-𝑥̅ )2 .

➢ Divide the sum Σ f ( xm-𝑥̅ )2 by N - 1.

Therefore, the variance is

∑𝑓(𝑥𝑚 − 𝑥̅ )2
S2 =
𝑁−1
1346.67
S2 = = 336.67
4

9
STANDARD DEVIATION
The standard deviation (S) is the most important measure of dispersion. It is
a measure of the amount of variation or dispersion of a set of values, which also
allows us to immediately compare the spread of different sets of scores. The smaller
the standard deviation is, the less varied.
This is the measure of dispersion, which depends upon the distance from the
mean to each of the scores in the distribution. If all the observations are of equal
values, the standard deviation is zero. This is also basically the square root of the
variance.

Ungrouped Data
To compute for the standard deviation of an ungrouped data, we use the
formula:
∑(𝑥−𝑥̅ )2
S = √
𝑁−1

where
x = individual score
𝑥̅ = mean
N = number of scores

Procedure in computing the standard deviation:

a. Find the mean.
b. Find the deviation from the mean (𝑥 − 𝑥̅ ).
c. Square the deviations (𝑥 − 𝑥̅ )2 .
d. Add all the squared deviations. ∑(𝑥 − 𝑥̅ )2
e. Tabulate the results obtained.
f. Substitute the results in the formula.

∑(𝑥−𝑥̅ )2
S = √
𝑁

Let us consider this example.

Find the standard deviation of the scores of student A in his
Mathematics quizzes.

Student A 97, 92, 96, 95, 90

Solution:
Step 1. Compute the mean score.

𝑥̅ = ∑x = 97 + 92 + 96 + 95 + 90 = 94
N 5

10
 Step 2. Complete the table below. Find the deviation from the
mean (𝑥 − 𝑥̅ ) , their squares (𝑥 − 𝑥̅ )2 and the sum of the squared
deviations

x 𝑥 − 𝑥̅ (𝑥 − 𝑥̅ )2
97 3 9
92 -2 4
96 2 4
95 1 1
90 -4 16
∑(𝑥 − 𝑥̅ )2 = 34

Step 3. Compute for the standard deviation.

∑(𝑥−𝑥̅ )2 34
S = √ = √ =√8.5 = 2.9
𝑁−1 4

Grouped Data
To compute for the standard deviation of a grouped data, we use the formula:
∑ 𝑓(𝑥𝑚 −𝑥̅ )2
S = √
𝑁−1

where
xm = midpoint of each class interval
𝑥̅ = mean of the data
N = total number of observations

Let us recall that in the previous example of the frequency table, the variance
of the grouped data is equal to 336.67, as shown.

∑𝑓(𝑥𝑚 − 𝑥̅ )2
S2 =
𝑁−1
1346.67
S2 = = 336.67
4

Since the standard deviation is the square root of the variance; therefore,

∑ 𝑓(𝑥𝑚 −𝑥̅ )2
S = √
𝑁−1

1346.67
S = √ = √336.67 = 18.35
4

11
 Let Us Practice

Direction: For nos. 1-3, identify the highest and lowest value in the given set of data,
and find the range. For nos. 4-5, identify the upper class boundary and the lower
class boundary and find the reange. Write your answer on a separate sheet of paper.
Do not write anything on this module.

1. {12, 13, 17, 22, 22, 23, 25, 26} H=___, L=___ , R = ____
2. {10, 13, 14, 15, 16, 17, 18} H=___, L=___ , R = ____
3. {11, 12, 13, 13, 13, 13, 13, 15, 19, 20, 20} H=___, L=___ , R = ____

4. Scores in the Math Summative Test in the Second Quarter

Scores Frequency
46 – 50 4
41 – 45 7
36 – 40 6
31 – 35 11
26 - 30 5
21 - 25 2

Upper Class Boundary = ________

Lower Class Boundary = ________
Range = ________
5. Average monthly kilowatt hours of households in a certain barangay

No. of No. of
kilowatt Households
hours (f)
23 – 25 1
20 – 22 3
17 – 19 10
14 – 16 7
11 – 13 5
8 - 10 9

Upper Class Boundary = ________

Lower Class Boundary = ________
Range = ________

12
 Let Us Practice More

Direction: Solve for the unknown. You are allowed to use calculator.

The prices of a 259-gram powder soap of a leading brand were recorded from the 10
supermarkets in Davao City, as follows:

80 63 68 69 73 85 67 69 64 72

➢ Find the Range, Average Deviation, Variance and Standard Deviation.

Range = Highest – Lowest

∑ │𝑋−𝑀𝑒𝑎𝑛 │
Average Deviation =
N

Variance:
∑(𝑋−𝑀𝑒𝑎𝑛 )²
S² = =
N−1

S² =
S² =

Standard Deviation:
S=
S=

13
 Let Us Remember

Let us summarize important terms.

➢ Measure of Variability– The measure of spread of a data about the average

of these data.
➢ Range – This is the difference between the largest value and the smallest
value.
➢ Average Deviation or Mean Deviation – This is the dispersion of a set of data
about the average of the sum of the absolute difference of each measure from
the mean.
➢ Variance - This is the expectation of the squared deviation of a random
variable from its mean. It measures how far a set of numbers is spread out
from their average value.
➢ Standard deviation – It is a measure of the amount of variation or dispersion
of a set of values. This depends upon the distance from the mean to each of
the scores in the distribution. If all the observations are of equal values, the
standard deviation is zero. This is also basically the square root of the
variance.

Let us also remember the following formulas involving measures of variability:

Measures of Variability Ungrouped Data Grouped Data

R = Upper class boundary
of the highest interval –
1) Range R = HS - LS
Lower class boundary of
the lowest interval

AD = ∑|x-𝑥̅ | AD = ∑ f |xm-𝑥̅ |
2) Average Deviation
N N

∑(𝑥−𝑥̅ )2 ∑ 𝑓(Xm−𝑥̅ )2
3) Variance S2 = S2 =
𝑁−1 𝑁−1

∑(𝑥−𝑥̅ )2 ∑ 𝑓(Xm−𝑥̅ )2
4) Standard Deviation S = √ S = √
𝑁−1 𝑁−1

14
 Let Us Assess

Let us assess what you have learned on the lesson by answering the problems below.
Write the letter of your answer on a piece of paper.

Multiple Choice. Choose the letter of the best answer. Write your chosen letter on
your answer sheets. Write your answer on a separate sheet of paper. Do not write
anything on this module.

1. What is the most reliable measure of variability?

A. range B. average deviation C. standard deviation D. variance

2. What is the simplest measure of variability?

A. range B. average deviation C. standard deviation D. variance

3. Which refers to determining the spread or how dispersed is the set of data?
A. Measures of central tendency C. Measures of deviation
B. Measures of data D. Measures of variability

4. Which is the square of the standard deviation?

A. range B. average deviation C. mean deviation D. variance

5. Which is the average of the sum of absolute difference of each measure from
the mean.?
A. range B. average deviation C. standard deviation D. variance

6. Which is the formula for standard deviation for grouped data?

∑ 𝑓│𝑥𝑚 −𝑥̅ │ ∑ 𝑓(𝑥𝑚 −𝑥̅ )2 ∑ 𝑓(𝑥𝑚 −𝑥̅ )2
A. B. C. H – L D. √
𝑁 𝑁−1 𝑁−1

7. Which is the formula for variance for ungrouped data?

∑│𝑥−𝑥̅ │ ∑(𝑥−𝑥̅ )2 ∑(𝑥−𝑥̅ )2
A. B. C. H – L D. √
𝑁 𝑁−1 𝑁−1

8. If the range of a set of scores is 14 and the lowest score is 7, what is the
highest score?
A. 21 B. 14 C. 24 D. 7

9. What is the standard deviation if all the scores are the same?
A. 4 B. 3 C. 2 D. 0

10. If the variance of the scores is 16, what is its standard deviation?
A. 0 B. 4 C. 8 D. 16

15
For items 11-14

Electra Company measures each cable wire as it comes off the product line. The
lengths in centimeters of the first batch of ten cable wires were: 10, 15, 14, 11, 13,
10, 10, 11, 12 and 13.

11. What is the range of the given data above?

A. 4 B. 5 C. 6 D. 7

12. What is the average deviation of these lengths?

A. 1.4 B. 1.5 C. 1.6 D. 1.7

13. What is the variance?

A. 3.4 B. 3.3 C. 3.24 D. 2.89

14. What is the standard deviation of these lengths?

A. 1.7 B. 1.8 C. 1.19 D. 1.09

For item 15.

X f X𝑚 fXm X²m fX²m

40-44 8 42 336 1764 14112
35-39 10 37 370 1369 13690
30-34 12 32 384 1024 12228
25-29 4 27 108 729 2916
20-24 6 22 132 484 2904
N=40 m ∑fXm=1330 ∑fX²m=45,850

15. Which of the following shows the correct solution in finding the range?

A. 39.5-20.5= 19 C. 40.5- 19.5= 21

B. 44.5-20.5= 24 D. 44.5-19.5= 25

16
 Let Us Enhance

Direction: Read, understand and answer the given problem below.

The table below shows the frequency distribution for the scores of 40 students
in a Math quiz. Complete the table and use the data to find the range, average
deviation, variance and standard deviation of the grouped data. (You can use a
calculator. Round off answers upto two decimal places)

SCORES No. of
Students Xm fXm xm-𝑥̅ |xm-𝑥̅ | f |xm-𝑥̅ | (xm-𝑥̅ )2 f (xm-𝑥̅ )2
(f)
98 – 100 2
95 – 97 1
92 – 94 1
89 – 91 6
86 – 88 6
83 – 85 5
80 – 82 9
77 – 79 2
74 – 76 3
71 – 73 5
Σ

17
 Let Us Reflect

WHAT A WORD!

Rearrange the letters to name the important words you have learned. Tell something
about these wo

N A E
R G

R A N
V C E
I A

A R E A G V E
N I O T D E V A I

A R D D N S T A
N I O T I E V A D

18
 19
Let Us Enhance
SCORES No. of
Students Xm fXm xm-𝑥̅ |xm-𝑥̅ | f |xm-𝑥̅ | (xm-𝑥̅ )2 f (xm-𝑥̅ )2
(f)
98 – 100 2 99 198 15.52 15.52 31.04 240.87 481.74
95 – 97 1 96 96 12.52 12.52 12.52 156.75 156.75
92 – 94 1 93 93 9.52 9.52 9.52 90.63 90.63
89 – 91 6 90 540 6.52 6.52 39.12 42.51 255.06
86 – 88 6 87 522 3.52 3.52 21.12 12.39 74.34
83 – 85 5 84 420 0.52 0.52 2.6 0.27 1.35
80 – 82 9 81 729 -2.48 2.48 22.32 6.15 55.35
77 – 79 2 78 156 -5.48 5.48 10.96 30.03 60.06
74 – 76 3 75 225 -8.48 8.48 25.44 71.91 215.73
71 – 73 5 72 360 -11.48 11.48 57.4 131.79 658.95
Σ 40 3339 232.04 2049.98
1. Range = 30
2. Average Deviation = 5.80
3. Variance = 52.56
4. Standard Deviation = 7.25
Let Us Assess Let Us Practice Let Us Try
1. D
1. C 9. D 2. B
2. A 10. B 1. H = 26 L = 12 R = 14 3. A
3. D 11. B 4. A
4. D 12. B
2. H = 18 L = 10 R= 8 5. D
5. B 13. D
6. A
6. D 14. A
3. H = 20 L = 11 R= 9 7. D
7. B 15. D
8. A 8. C
4. Upper Class Boundary = 50.5 9. C
Lower Class Boundary = 20.5 10. A
Range = 30
Let Us Practice More
5. Upper Class Boundary = 25.5
1. Range = 22
Lower Class Boundary = 7.5
2. Average Deviation =
Range = 18
5.2
3. Variance = 47.56
4. Standard Deviation =
6.9
Answer Key
 References

Emmanuel P. Abuzo, et. al., Mathematics 8 Learner’s Module Unit 2: Measures of

Variability, Pasig City, Philippines: Department of Education, 2016.

Orlando A. Oronce,Marilyn O. Mendoza, K to 12 E-MATH Worktext in Mathematics,

Published by Rex Bookstore.

Generoso G. Obaňa, Maybelle Gallardo-Fausto,Rowena Cruz-Reyes, Frellie B. Tan-

Faylogna, Lanilyn Lasic, Calamiong, K to 12 Understanding Mathematics

20
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

 7
Mathematics
Quarter 4 – Module 6:
Appropriate Statistical Measures
in Analyzing and Interpreting
Statistical Data
Mathematics – Grade 7
Quarter 4 – Module 6: Appropriate Statistical Measures in Analyzing and Interpreting
Statistical Data
First Edition, 2020

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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo, CESO IV
Assistant Regional Director: Maria Ines C. Asuncion, EdD, CESO V

Development Team of the Module

Writer: Teresita T. Manambay
Editor: Mirasol O. Fabuna and Jessica C. Sarmiento
Reviewer: Jessica C. Sarmiento
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena, CESO V
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Printed in the Philippines by _____________________

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Office Address: DepEd Davao City Division, E. Quirino Ave.

Davao City, Davao del Sur, Philippines
Telefax: (082) 224 0100
E-mail Address: [email protected]
 7

Mathematics
Quarter 4 – Module 6:
Appropriate Statistical Measures
in Analyzing and Interpreting
Statistical Data
Introductory Message
For the facilitator:
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 at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
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 Let Us Try before moving on to the other
activities.
3. Read the instructions 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 done.
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!

ii
 Let Us Learn
Learning Competency: The learner uses appropriate statistical measures in analyzing
and interpreting statistical data. (M7SP-IVj-1)

At the end of this module, you are expected to:

a. identify appropriate statistical measures;
b. analyze and interpret statistical data using appropriate statistical
measures.

Let Us Try
Directions: Read each question carefully. Choose the letter that corresponds to the
correct answer.

1. Which of the following statistical measure is considered if you want the most
frequent item in a list of data?
A. Mean B. Median C. Mode D. Standard Deviation

2. These are the values that are far away from other data values.
A. Range B. Mode C. Median D. Outliers

3. This statistical measure works best when there are no outliers.

A. Mean B. Median C. Mode D. Standard Deviation

4. Which statistical measure is best used when the range is great?

A. Mean B. Median C. Mode D. Standard Deviation

5. Which statistical measures is best used when the data is quantitative?

A. Mean B. Median C. Mode D. Mean and Median

6. Which statistical measure is best used when the data are not numbers?
A. Mean B. Median C. Mode D. Standard Deviation

7. The bowling team’s scores at last week’s competition were 140, 155, 135, 143
and 180. Which score is considered as outlier?
A. 155 B. 135 C. 143 D. 180

8. Which is the best statistical measure in describing the data? (Refer question
# 7)
A. Mean B. Median C. Mode D. Range

9. Which statistical measure is generally used in determining the size of the most
in demand shoes?
A. Mean B. Median C. Mode D. Range

1
 10. The table below shows the Grade of Jason in 8 subjects in the Second quarter.

Subject Filipino English Math Science Aral.Pan E.S.P T.L.E M.A.P.E.H FINAL
GRADE
Grade 85 87 84 85 88 89 87 86

What statistical measure is best to use in describing his academic

performance?
A. Mean B. Median C. Mode D. Range

Let Us Study

“Oh MY GRADE!”

The following data shows the quarterly grades of Angelica in Mathematics.

1st quarter 2nd quarter 3rd quarter 4th quarter

Quarterly Grade 80 80 81 83

Guide questions:

1. What is her final grade in Mathematics?

2. What quarter did she perform well?
3. What is the mean, median, and mode of the data?
4. What is the range?
5. Which do you think is the best indicator of the Angelica’s performance, the
mean, median, or the mode?

CHOOSING APPROPRIATE STATISTICAL MEASURES

Analysis of data is usually done after all statistical information has been
collected, organized, and presented as frequency distribution, and the measures of
central tendency (mean, median, mode), have been computed. However, among the
three measures, not all are applicable to all situations as to provide useful
information.

The following have to be considered as to the appropriate statistical measure

to be used.

For qualitative data, the mode is the only one of the three that makes sense.

For quantitative data, mean or median is often preferred over the mode as a
measure of center because the value that occurs most frequently may not
necessarily be located near the center of the data set.
Mean – is the most reliable and is commonly used when the data is
symmetrical, meaning, there is no extreme high or low in the numbers, or

2
 when the data do not contain outliers. Outliers are values that don’t fit the
rest of the data or values that are far away from other data values. Therefore,
use the mean when the range is not great.

Median – is commonly used when the data is asymmetrical, meaning, there is

an extreme high or low in numbers, or when the data contains outliers. It is
not affected by the values of data but by the number of data. This works for
ordinal, interval, and ratio data. Therefore, use the median when the range is
great.

Mode- is commonly used when the data are not numbers. It is referred to as
the most frequent value in a given set of data. This is the only appropriate
measure for nominal data, but still, it can also be used for ordinal, interval
and ratio data. Mode, however, is unstable. Therefore, use the mode when
you want the most frequent item or number in a list of data.

Example 1:
Let us consider the given data in the previous activity “Oh MY GRADE!”.

1st quarter 2nd quarter 3rd quarter 4th quarter

Quarterly Grade 80 80 81 83

Which statistical measure is the most appropriate indicator of Angelica’s

academic performance in Math?

The mean is 81, the median is 80.5 and the mode is 80. Since there is no
outlier in the data, median is not an appropriate measure. Mode is not also an
indicator because she got higher grades than 80 in the 3 rd and 4th quarters.
Therefore, the mean, which is 81, is the most appropriate measure to indicate
Angelica’s performance.

Example 2:

The following data below shows the ages of 8 children in a small purok in Davao City.

10, 12, 12, 25, 11, 17, 15, 2

What statistical measure should be used?

Answer: Using the mean is not good since the lowest number is way lower from the
highest number which is 25. The above data is asymmetrical. There is an outlier ,
which is 2. Preferably statistical measure to be used is median.
Ages: 2, 10, 11, 12, 12, 15, 17, 25

Median: 12

3
Example 3:

Two top car salesmen are vying for a supervisory position. To help resolve who
performed better, the sales manager made a table and compared their sales in the
last 7 months.

Month Salesman 1 Salesman 2

1 8 10
2 12 12
3 6 12
4 8 11
5 6 8
6 38 12
7 6 12

Total 84 77

By looking at the table, Salesman 1 seems to be the better salesman, since he sold a
total of 84 cars as against Salesman 2, who sold only 77 cars.

Compute the mean.

84 77
Salesman 1 : = 12 Salesman 2 : = 11
7 7

Salesman 1 still got the edge, with an average sale of 12 cars, while Salesman
2 got an average sale of 11 cars.

However, looking once more at the table, Salesman 2 is a better salesman in

terms of consistent performance. He sold 12 cars more often than Salesman 1.

Arranging the data in order, the median is the middle value.

Salesman 1 38 12 8 8 6 6 6

Salesman 2 12 12 12 12 11 10 8

Compare the three measures of central tendency for the two salesmen.

Salesman 1 Salesman 2
Mean 12 11
Median 8 12
Mode 6 12

Who is the better salesman between the two?

You would conclude that Salesman 2 did better although his mean is less that
of Salesman 1. Salesman 1 has a mean of 12, only because of his very high output
for the 6th month which is 38. On the other hand, Salesman 2 consistently sold 11
or 12 cars.

4
 In this particular case, the mean is not the better measure of performance.
The median and the mode are the more appropriate measure to use.

Let Us Practice
“FAR-OFF!”

Direction: Choose the outliers in the following data. Write your answer in a
separate sheet of paper.

1) 81, 75, 70, 80, 74, 23, 69, 83, 82, 77

2) 20, 26, 33, 37, 31, 26, 50, 28, 26
3) 15, 24, 84, 13, 11, 30, 25, 7, 21, 33, 39
4) 90, 88, 106, 172, 76, 72, 68, 8, 113
5) 10.2, 13, 11.5, 65.6, 14, 12, 15, 11. 7

Nice work! Now you’re up for the next challenge of this lesson.

Let Us Practice More

Direction: Analyze the following situations and answer the questions that follow.

1. Maria took 7 weekly summative tests in Mathematics during the last quarter.
Her scores were 15, 18, 20, 19, 17, 16, 18.

a. What is the Mean: ________________

b. What is the Median: ______________
c. What is the Mode: ________________
d. Which would you say is the best representation of her scores?

2. An owner of a shop kept a record of the sizes of blouses sold on a particular

day. The record showed: 8, 8, 10, 8, 10, 12, 10, 8, 8, 12

a. What is the Mean: ________________

b. What is the Median: ______________
c. What is the Mode: ________________
d. Which gives the best picture of the most popular size of the
blouse sold on that day?

5
 Let Us Remember

Using appropriate statistical measures help us understand better the statistical data.
Let us always remember the following to guide us in choosing an appropriate
statistical measure to use.

1. For qualitative data, the mode is the only one of the three that makes sense.
2. For quantitative data, mean or median is often preferred over the mode as a
measure of center because the value that occurs most frequently may not
necessarily be located near the center of the data set.
3. Mean – is the most reliable and is commonly used when the data do not
contain outliers. Outliers are values that don’t fit the rest of the data or values
that are far away from other data values. Therefore, use the mean when the
range is not great.
4. Median – is commonly used when the data contains outliers. This works for
ordinal, interval, and ratio data. Therefore, use the median when the range is
great.
5. Mode- is commonly used when the data are not numbers. This is the only
appropriate measure for nominal data, but still, it can also be used for ordinal,
interval and ratio data. Mode, however, is unstable. Therefore, use the mode
when you want the most frequent item or number in a list of data.

Let Us Assess

Let us check what you already learned about this lesson. Read and understand each
item carefully. Choose the letter of the best answer. Write the letter of your choice on
a separate sheet of paper.

1. Which statistical measure is best used when the data are not numbers?
A. Mean B. Median C. Mode D. Standard Deviation

2. Which of the following does not describe median?

A. Good for asymmetrical data
B. Works for ordinal, interval, and ratio data
C. The data contains outliers
D. It is affected by the values of data and not by the number of data.

3. Which statistical measure is best used when the range is not great?
A. Mean B. Median C. Mode D. Standard Deviation

4. Which statistical measures is best used when the data is quantitative?

A. Mean B. Median C. Mode D. Mean and Median

6
 5. Which of the statistical measure is best to use in interpreting the data below?
A survey of 20 students about their favorite food in the school canteen.
Banana Cue – 12 Sioapo – 3 Hot cake – 5
A. Mean B. Median C. Mode D. Standard Deviation

6. These are the values that are far away from other data values.
A. Outliers B. Mean C. Median D. Mode

7. Which statistical measures is best used when the data is qualitative?

A. Mean B. Median C. Mode D. Mean and Median

8. Mr. Tan, a manufacturer who produces more medium-sized shirts than either
large-sized or small-sized T-shirts, bases his decision on?
A. instinct B. Mean C. Median D. Mode

9. Which of the following numbers 6, 10, 11, 12, 14, 85 and 9 is considered as
outlier?
A. 6 B. 9 C. 11 D. 85

10. The following are amounts of rainfall, in inches: 36, 28, 38, 28, 30, 20, 35,
94, 37, 29. Which statistical measure is best to use in interpreting the given
set of data?
A. Mean B. Median C. Mode D. Mean and Median

11. This statistical measure works best when there are no outliers.
A. Mean B. Median C. Mode D. Standard Deviation

For nos. 12-15, please refer to the given problem below.

The following is the daily income of Angelica in her printing business:

500, 650, 800, 835, 500, 1000, 100

The data set shown above has an outlier. Determine the outlier and then
answer the questions as to what happens to the mean, median, mode, and
range when the outlier is removed. If the outlier is excluded, what happens
to:

12. Mean?
A. Increases B. Decreases C. No effect D. Undetermined

13. Median?
A. Increases B. Decreases C. No effect D. Undetermined

14. Mode?
A. Increases B. Decreases C. No effect D. Undetermined

15. Range?
A. Increases B. Decreases C. No effect D. Undetermined

7
 Let Us Enhance
Direction: Have each section of the table below answered and signed by your family
members. Each person can only sign your sheet 3 times.

Name/Signature How many hours How many How many

per day do you hours per day tasks
use your phone? do you watch /household
television? chores do
you finish per
day?
1.

2.

3.

4.

5.

a. Calculate the mean, median, mode and range for each column of your chart.

b. What is the best appropriate statistical measure to use? Why?

8
 Let Us Reflect

“LEARNING REFLECTION MAP”

Direction: Fill in the speech balloons.

I have learned that…

I can apply what I have
learned by …

I still need help with…

I wish to ask about the

topic on…

9
 10
LET US ENHANCE LET US ASSESS LET US PRATICE MORE
Answer may vary 1. C 1. a. 17.57
2. D b. 18
3. A c. 18
4. D d. Mean, because
5. C mean is also known
6. A as “the Average”
7. C
8. D 2. a. 9.4
9. D b. 9
10. B c. 8
11. A d. Mode, because it
12. A shows the most
13. A popular size sold and
14. C the shop owner will be
15. B interested to bring in
more size 8 blouses
LET US PRACTICE LET US STUDY LET US TRY
1. 23 Oh MG GRADE Guide 1. C
2. 50 Questions: 2. D
3. 84 3. A
4. 8 and 172 1. 81 4. B
5. 65.6 2. 4TH Quarter 5. D
3. 81 6. C
80.5 7. D
80 8. B
4. 3 9. C
5. Mean 10. A
Answer Key
 References

Soledad Jose- Dilao, Ed.D, et al., Advance Algebra, Trigonometry and Statistics
Textbook Mathematics Revised Edition, 2009 pp. 276-279.

Teh Keng Seng BSc, Dip Ed, et al., New Syllabus Mathematics, 6th edition. Singapore:
Shinglee Publishers PTE LTD, 2012

Orlando A. Oronce and Marilyn O. Mendoza, K to 12 e-Math Teachers Guide, Manila:

Rex Bookstore, 2015.

Accessed January 26, 2021 https://courses.lumenlearning.com/boundless-

Accesses psychology/chapter/analyzing-and-interpreting-data/

Accessed February 25, 2021 https://www.slideshare.net/lisawhipp/statistical-

measures?fbclid=IwAR3J4xE48FtR1Y8Mv-X1jGHdcNqV-
5TWBfpu_mF9kQvmseTyHhdx5a9i714

Accessed March 22, 2021, https://www.expii.com/t/word-problems-to-use-mean-

median-andmode-4645

Accessed March 2, 2021, https://www.slideshare.net/lisawhipp/statistical-

measures

11
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

12
7
Mathematics
Quarter 4 – Module 7:
Drawing Conclusions
Mathematics-Grade 7
Quarter 4 – Module 7: Drawing Conclusions
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo, CESO IV
Assistant Regional Director: Maria Ines C. Asuncion, EdD, CESO V

Development Team of the Module

Writers: Rosalie C. Baldezamo
Editors: Mirasol O. Fabuna and Jessica C. Sarmiento
Reviewer: Jessica C. Sarmiento
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena, CESO V
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Aris B. Juanillo, PhD.
May Ann M. Jumuad, PhD.
Antonio A. Apat

Printed in the Philippines by ___________________________

Department of Education – Region XI

Office Address: DepEd Davao City Division, E. Quirino Ave.

Davao City, Davao del Sur, Philippines
Telefax: (082) 224 0100
E-mail Address: [email protected]
 7

Mathematics
Quarter 4 – Module 7:
Drawing Conclusions
Introductory Message
For the facilitator:
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 at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
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 Let Us Try before moving on to the other
activities.
3. Read the instructions 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 done.
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!

ii
 Let Us Learn
Writing a proper introduction is important. It is also important that the results
of your tabular data and measures of central tendency and variability are accurate.
Learning how to conclude is one of the most neglected parts of Statistics, but it plays
a vital role in presenting the solution to a certain problem since the aim of it is to tie
things up and summarize the results of the data to derive a certain recommendation.

At the end of the lesson, you will be able to draw conclusions from graphic
and tabular data and measures of central tendency and variability (M7SP-IVj-2).

Let Us Try

Direction: Choose the letter of the correct answer.

1. What is an important part of any statistical process where one interprets and
synthesises the result from the analyzed data?
A. drawing of conclusions C. presentation of data
B. collection of data D. organization of data

2. What does it imply when Maria got a median score of 17 in her 15 quizzes?
A. It implies that the most frequent score that Maria got in the 15 quizzes
was 17.
B. It implies that Maria's highest score in the 15 quizzes was 17.
C. It implies that Maria's lowest score in the 15 quizzes was 17.
D. It implies that half of the scores were above and below 17.

3. What type of measures of central tendency that tells us the degree of spread
in your data?
A. variance B. range C. mean D. median

4. -5 The graph below shows the result from the survey of 100 grade 7 students
about their preferred color of the ballpen.
70

60
Number of students

50

40

30

20

10

0
Black Green Blue Pink
Preferred color of the ballpen

1
 4. Based on the graph above, If you are going to sell ballpens what color will you
sell more?
A. black B. green C. blue D. pink

5. Based on the graph above, if you are going to sell ballpens what color will you
sell less?
A. black B. green C. blue D. pink

Let Us Study
Drawing a conclusion is very important in giving a solution to a certain
problem. It is an important part of any statistical process where one interprets and
synthesises the result from the analyzed data. It helps you to decide whether or not
your hypothesis (guess) was supported.
Below are some tips on how to write a conclusion:

• Start by saying what the investigation shows

• State what you have found out
• Then describe any relationship you can see between the two variables
• Use your graph/tabular, measures of central tendency and variability to
support your conclusion
• State what the result shows

To start the lesson, let us look at different situations and draw conclusions
taking note of the given clues.

“What is Happening?”
1. Alex wakes up. His mom comes into his room with a thermometer. She gives him
medicine. Alex goes back to bed even though it is a school day. Why did Alex not go
to school?
Conclusion: Alex has a fever that is why he didn’t go to school.

2. Shella wants to go out. She puts on her coat and boots and brings an umbrella.
What is happening?
Conclusion: It might be raining outside.

3. Children are asking, “When are we going to cut the cake?”. The table is full of
presents. Everyone is wearing a birthday party hat. What is happening?
Conclusion: Somebody is celebrating his/her birthday.

4. The blue car is going fast. It did not stop at the red light. The police car flashes its
lights. What is happening?
Conclusion: The blue car might be rushing. I did not stop at red light, which is a
traffic violation; that is why the police car is flashing its lights to notify
the blue car.

2
 “What Can You Say?”
Direction: The graphs below show the data gathered from the cases of the COVID
19 Pandemic. Let us look at the following graphs and the drawn conclusions from
these.

1. Philippines new cases reported from March 14, 2020 to July 12, 2020

This photo is taken from UP Mindanao Davao Region COVID dashboard.

What can you say? As the time goes by, the number of new cases of COVID
19 in the Philippines is increasing.

2. Davao Region Cumulative Data

This photo is taken from UP Mindanao Davao Region COVID dashboard.

What can you say about total cases, total recovery and cumulative
death?
Based from the graph presented above, there is an increase of total
number of COVID 19 cases. It also implied that the recovery rate exceeded far
more than death rate.

3
 3. COVID cases by age group in Davao City.

This photo is taken from UP Mindanao Davao Region COVID dashboard.

Which of the age group has the highest and lowest COVID cases? Why
do you think so?
The highest number of infected individuals belongs to ages 26-30 and
the lowest belong to 6-10, 61-65, 81-85 and above.

“Read Me!”
In the previous modules, you have learned how to identify and solve the
measures of central tendency and variability. This activity will help you how to draw
a conclusion out from the given data.
Illustrative examples:

Problem #1

The Mathematics Festival is fast approaching. Mrs. Reyes has to select a

contestant from the top two of Section A's performing students. With very limited
data, she considered only the scores of each student in 10 quizzes. Which of the two
students do you think should be sent to represent the school in the competition?
The scores and the results are shown in the table below:

Quiz Number Jeffren Stella

1 10 11
2 10 17
3 12 17
4 15 5
5 15 8
6 9 8
7 13 9
8 13 12
9 12 10
10 11 10
Total 120 107

4
 Mean 12 10.7
Median 12 10
Mode 10,12,13,15 8,10,17

Based on the table, Jeffren got a total score of 120 points, while Stella got 107
in the total score. This implies that Jeffren got 13 points higher than Stella in the
total score.
In the Mean Score, Jeffren got 12 and Stella got 10.7. It implies that Jeffren
got a higher average than Stella. This also means that Jeffren performed better than
Stella in the 10 quizzes.
In Median, Jeffren got 12 which implies that half of the scores are above it and
half the scores below. While Stella got 10 which is also implies that half of the scores
are above it and half the scores below.
In Mode, Jeffren got 4 modes while Stella got 3 modes, which implies that
Jeffren is more consistent than Stella.

Based on the results, Mrs. Reyes can conclude that Jeffren should be the one
to represent the school in the competition.

Problem #2
Compare the results of the three students in their Mathematics quizzes, where
all of them got a Mean score of 94.

Student SCORES Range Average Standard Variance

Deviation Deviation
A 97, 92, 96, 95, 90 7 2.4 SD (A) = 2.6 6.8

B 94, 94, 92, 93, 97 5 0.8 SD (B) = 1.7 2.8

C 95, 94, 93, 96, 92 4 1.2 SD (C) = 1.4 2

Conclusion for range:

Comparing the scores of the three students, you can see that Student A got
the highest range, followed by Student B and Student C who got the lowest range.
These ranges tell us that the scores of Student A are more scattered than the scores
of Students B and C.
Note: The range tells us that it is not a stable measure of variability because its value
can fluctuate greatly even with a change in just a single value, either the highest or
lowest.

5
Conclusion for Average deviation:
The average distance between each data value and the mean for Student A is
2.4, for Student B is 0.8 and for Student C is 1.2. This implies that the scores of
Student A are more spread out than Student B and C because Student A got the
highest Average Deviation.
Note: The mean absolute deviation is the "average" of the "positive distances" of each
point from the mean. The larger the Average Deviation, the greater variability there is
in the data (the data is more spread out).

Conclusion for Standard Deviation and Variance:

The scores of Student C are clustered closer to the mean. This shows that
the score of Student C is the most consistent among the three sets of scores.

Note:

• Measures of dispersion or variability refer to the spread of the values about the
mean. Smaller dispersion of scores arising from the comparison often indicates
more consistency and more reliability.
• Variance tells you the degree of spread in your data set. The more spread the
data, the larger the variance is in relation to the mean.

Let Us Practice

“Let us Help Maria!”

Direction: Using the graph below, answer the following questions that follow.

Maria lost her job because of the Covid-19 Pandemic. So, she decided to sell snacks.
The bar graph below summarizes the data collected from the first five days of selling.

Number of Snacks sold in first 5 days

160
140
Numner of snack sold

120
100
80
60
40
20
0
Banana Cue Hot cake Brownies Binignit Steamed Cake (Puto)
kind of snack

6
Questions:
1. How many kinds of snacks did Maria sell?
__________________________________________________________________

2. Which snack is the most saleable?

__________________________________________________________________

3. Which snack is the least saleable?

__________________________________________________________________

4. If you were Maria, which of the snacks will you prepare the most? Why?
__________________________________________________________________
__________________________________________________________________

“Who Performed Best?”

Direction: Shown in the table below are the mean, median and mode from the scores
received by Mary, Cari, and Raymond in ten math quizzes. Based on the result,
compare their mean, median and mode and give your conclusion about their
performance.

Measures of Central
Mary Cari Raymond
Tendency
Mean 10.2 11.6 10

Median 10 11.5 9.5

Mode 7,11 10,11,12,13 7,9,11

__________________________________________________________________________________
__________________________________________________________________________________

Let Us Practice More

“Draw your Conclusion!”

Direction: Analyze the given data and give what is asked in each item.
1. Shown below are the results from the scores of Ian and James in their quizzes in
History subject. Compare the results and give your conclusion.

Student’s Range Average Standard Variance

Name Deviation Deviation

Ian 6 1.6 1.95 3.8

James 17 3.8 4.80 23
________________________________________________________________________________
________________________________________________________________________________

7
2. The bar graph below represents the enrollment of Marilog High School of
Agriculture. Compare the results and give your conclusion.

100

90

80

70

60

50

40

30

20

10

0
GRADE 7 GRADE 8 GRADE 9 GRADE 10

___________________________________________________________________________
___________________________________________________________________________

Let Us Remember

Drawing a conclusion is very important in giving a solution to a certain

problem. It is based on the analysis of your data. It helps you to decide
whether or not your hypothesis (guess) was supported.
Below are some tips on how to write a conclusion:

• Start by saying what the investigation shows

• State what you have found out
• Then describe any relationship you can see between the two variables
• Use your graph/tabular, measures of central tendency and variability to
support your conclusion
• State what the result shows

The range is not a stable measure of variability because its value can fluctuate
greatly with a change in just a single value, either the highest or lowest. The
greater the range, the more scattered is the statistical data.

8
 The mean absolute deviation is the "average" of the "positive distances" of each
point from the mean. The larger the Average Deviation, the greater variability
there is in the data (the data is more spread out).

Measures of dispersion or variability refer to the spread of the values about

the mean. Smaller dispersion of scores arising from the comparison often
indicates more consistency and more reliability.

Variance tells you the degree of spread in your data set. The more spread the
data, the larger the variance is in relation to the mean.

Let Us Assess

Direction: Read each item carefully. Choose the letter of the correct answer.

1. What do you call the spread of the values about the mean and tell us the smaller
dispersion of scores arising from the comparison often indicates more
consistency and more reliability?
A. variability B. Statistics C. range D. mean

2. Which of the following DOES NOT help us how to draw a conclusion?

A. Start by saying what the investigation shows
B. State what you have found out
C. Use your graph/tabular, measures of central tendency and variability to
support your conclusio
D. None of the above

3. What does it implies when Lea got a median score of 15 in her 10 quizzes?
A. It implies that the most frequent score that Maria got in the 10 quizzes was
15.
B. It implies that Maria's highest score in the 10 quizzes was 15.
C. It implies that Maria's lowest score in the 10 quizzes was 15.
D. It implies that half of the scores were above and below 15 in her 10 quizzes.

4. What does it imply when Rod got a mean of 12 while Christian got a mean of 10
in the same 10 science quizzes?
A. It implies that Christian perfomed better than Rod in their 10 science
quizzes.
B. It implies that Rod and Christian have the same performance in their 10
science quizzes.
C. It implies that Rod perfomed better than Christian in their 10 science
quizzes.
D. None of the above

9
For numbers 5-6. Refer to the given problem.

Mrs. Amodia, the school librarian prepared a bar chart that shows the number of
grade 7 students who borrowed magazines in the library last week.

NO. OF MAGAZINES BORROWED

30

25

20

15

10

0
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

5. How many books were borrowed by the grade 7 students basing from the graph
above?
A. The bar graph shows that on Monday, there were 15 students who borrowed
books in the library, none on Tuesday , 10 on Wednesday and Friday and 25
on Thursday.
B. The bar graph shows that on Monday, there were 10 students who borrowed
books in the library, none on Tuesday , 15 on Wednesday and Friday and 25
on Thursday.
C. The bar graph shows that on Monday, there were 25 students who borrowed
books in the library, none on Tuesday , 15 on Wednesday and Friday and 20
on Thursday.
D. All of the above

6. Which of the choices below can be a conclusion and recommendation from the
result above?
A. There might be a lot of students who had more free time on Thursday. The
librarian must provide more magazines every Thursday to cater the number
of students.
B. There might be a lot of students who had more free time on Monday. The
librarian must provide more magazines every Monday to cater the number of
students.
C. There might be a lot of students who had more free time on Tuesday. The
librarian must provide more magazines every Tuesday to cater the number
of students.
D. There might be a lot of students who had more free time on Wednesday. The
librarian must provide more magazines every Wednesday to cater the
number of students.

10
For numbers 7-10. Refer to the given problem.

Mrs. Dela Cruz opened a shoe store. In the first 10 days, she recorded the number
of sales of her top 2 saleable brands of shoes.

Shown in the table below is the result from the computation of mean, median, and
mode.

Day Brand A Brand B

1 8 14
2 10 20
3 17 15
4 6 10
5 8 11
6 9 16
7 13 11
8 9 9
9 15 11
10 7 9
TOTAL 102 126
MEAN 10.2 12.6
MEDIAN 9 11
MODE 8, 9 11

7. What are the means of the two brands? What does it tell you?
A. The mean of brand A is 10.2 while brand B is 12.6. It can be concluded that
the brand A has higher average of sales than brand B.
B. The mean of brand A is 10.2 while brand B is 12.6. It can be concluded that
the brand B has higher average of sales than brand A.
C. The mean of brand A is 10.2 while brand B is 12.6. It can be concluded that
the brand A and B has equal average of sales.
D. The mean of brand A is 10.9 while brand B is 15. It can be concluded that
the brand B has higher average of sales than brand A.

8. What are the medians of the two brands? And what does it tell you?
A. The median of brand A is 11 while brand B is 9. It can be concluded that in
brand A, half of the daily sales were above and half were below 11. In
comparison, half of the sales per day in brand B were above and below 9.
B. The median of brand A is 10 while brand B is 11. It can be concluded that in
brand A, half of the daily sales were above and half were below 11. In
comparison, half of the sales per day in brand B were above and below 10.
C. The median of brand A is 9 while brand B is 11. It can be concluded that in
brand A, half of the daily sales were above and half were below 9. In
comparison, half of the sales per day in brand B were above and below 11.
D. The median of brand A is 9 while brand B is 11. It can be concluded that
half of the daily sales for both brand A and B were above 10, and half were
below 10.

11
9. What are the modes of the two brands? What does it imply?
A. The modes of brand A are 8 and 9 while for brand B, it is 11. It can be
concluded that the brand B is more consistent in the number of sales per
day than brand A.
B. The mode of brand A is 8 while for brand B, it is 11. It can be concluded that
the brand A is more consistent in the number of sales per day than brand B.
C. The mode of brand A is 2 while for brand B, it is 11. It can be concluded that
the brand A is more consistent in the number of sales per day than brand B.
D. The mode of brand A are 8 and 9 while for brand B is 11. It can be concluded
that the brand A is more consistent in the number of sales per day than
brand B.

10. If Mrs. Dela Cruz buys new stocks of shoes, which of the two brands should
she buy more to sell in her store?
A. Mrs. Dela Cruz should buy more of brand B shoes because brand B has a
greater mean than brand A. This means that Brand B shoes has higher
average of sales than brand A shoes.
B. Mrs. Dela Cruz should buy more of brand A shoes because brand A has a
greater mean than brand B. This means that Brand A shoes has higher
average of sales than brand B shoes.
C. Mrs. Dela Cruz should buy more of brand A shoes because brand A has 2
modes than brand B, which has only 1 mode. This means that Brand A
shoes are more saleable than brand B shoes.
D. Mrs. Dela Cruz should buy equal number of both brand A and B shoes
because they have almost the same median.

Let Us Enhance

“Challenge Me!”
Direction: You have been asked to do a statistical study of your family profile
according to:

a. sex

b. age
Perform the following tasks:

1. Gather your data

2. Make an appropriate graph or table for the gathered data.

3. Interpret your result in a and b.

4. Give your conclusion a and b.

12
 Let Us Reflect

“ 3-2-1 ”

Direction: In your answer sheet, write the following in essay form:

a. 3 things that you have learned

b. 2 things you are confused about

c. 1 reflection

13
 14
Let us Practice More
“Draw Your Conclusion”
1.
Conclusion for range:
Comparing the scores of Ian and James. James got the higher range than Ian. These ranges tell us
that James’ scores are more scattered than the scores of Ian.
Conclusion for Average deviation:
The average distance between each data value and the mean for student Ian is 6 and for James is
17. This implies that the scores of James are more spread out than Ian because James got the
higher Average Deviation.
Conclusion for Standard Deviation and Variance:
The scores of Ian are clustered closer to the mean. This shows that the scores of Ian are more
consistent than James.
2.
The graph shows that there are 90 students in Grade 7, 70 students in
Grade 8, 50 students in Grade 9 and 40 students in Grade 10. It can be observed that the Grade 7
level has the highest enrolment population while the Grade 10 level has lowest. There are many
factors affecting the number of enrollees in the different grade levels, so there is a need to know
more about this.
Let us Practice Let Us Assess
“Let Us Help Maria” 1. a 6.a
1. 5 2. d 7. b
2. banana cue
3. brownies 3.d 8. c
4. Banana cue, because it is the most sealable among the snacks.
4.c 9. d
5.b 10.a
“Who Performed Best?”
In mean score, Cari got 11.6, Mary got 10.2 and Raymond got
10 which means that Cari got highest average than Mary and Raymond Let Us Try
in Math quizzes.
1. a
In Median, Mary got 10 which implies that the half of the scores 2. d
are above it and half the scores below it. Cari got 11.5 which is also 3. a
implies that half of the scores are above it and half the scores below it. 4. a
Raymond got 9.5 which also implies that half of the scores are above it 5. d
and half the scores below it.
In mode, Cari got 4 modes, Mary got 2 modes and Raymon got
3 modes. It implies that Cari is the most consistent among Mary and
Raymond.
Based on the result, Cari performed best among Mary and
Raymon in Math quizzes.
Answer Key
 References

Bhandari Pritha, “Understanding and calculating variance” accessed February

11,2021, https://www.scribbr.com/statistics/variance/

Dabu, Fred, “UP Mindanao launches online platform to track COVID-19 cases in the
Davao Region” accessed June 14,2020, https://www.up.edu.ph/up-
mindanao-launches-online-platform-to-track-covid-19-cases-in-the-davao-
region

Frederick and Roberts,D., Fulton, “Mean Absolute Deviation” accessed February 11,
2021, https://mathbitsnotebook.com/Algebra1/StatisticsData/STMAD.html ,
Copyright 2012-2021

“Measures of Central Tendency and Measures of Variability’ accessed February 11,

2021,
https://richardoco.weebly.com/uploads/1/9/7/2/19725327/module_10.pdf

Mirabona Isaac, Custodio Sergio, “Interactive Mathematics”.

Short,Charla, “Analyzing Data Drawing Conclusions” accessed June 14,2020,

15
For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]