GE - Math Module 4

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: IM-GEMATH-2NDSEM-2020-2021
COLLEGE OF ARTS AND SCIENCES

Bayombong Campus
DEGREE PROGRAM COURSE NO. GE MATH

SPECIALIZATION COURSE TITLE MATHEMATICS IN THE MODERN WORLD
YEAR LEVEL TIME FRAME 16 HRS WK NO. 9-14 IM NO. 4
I. CHAPTER 4 – DATA MANGEMENT
II. LESSON TITLE

A. Gathering of Data
B. Organizing and Presentation of Data
C. Analyzing of Data
III. LESSON OVERVIEW
Data Management is the development, execution and supervision of plans, policies, programs
and practices that control, protect, deliver and enhance the value of data and information assets. It is
an administrative process by which the required data is acquired, validated, stored, protected, and
processed, and by which its accessibility, reliability and timeliness is ensured to satisfy the needs of
the data users.
IV. DESIRED LEARNING OUTCOMES
The students should be able to: 1) Use a variety of statistical tools to process and manage
numerical data; 2) Advocate the use of statistical data in making important decisions.
V. LESSON CONTENT
Statistics is a branch of mathematics dealing with the collection, organization, presentation,

analysis and interpretation of data. Statistical treatment of data is essential in order to make use of the
data in the right form. There are many techniques involved in statistics that treat data in the required
manner. Statistical treatment of data is essential in all experiments, whether social, scientific or any
other form. Statistical treatment of data greatly depends on the kind of experiment and the desired
result from the experiment (Kalla, 2009).
A. Gathering and Organizing of Data
SOURCES OF DATA
Sources of data can be gathered through the original sources or firsthand sources which are known as
primary sources of data. These data are more reliable, accurate and precise. Secondary sources of data are
the second hand sources of data. Primary data can be obtained through a person who experienced the situation
while secondary data can be obtained through written documents, published or unpublished documents,
reports, magazines, newspapers and the like.
METHODS OF DATA COLLECTION
1. Direct/Interview. It is a face-to-face conversation between the interviewee and the interviewer with a
purpose. Information obtained through this method is more precise and more accurate, even if it is time
consuming and expensive (tape recorder, video). Its advantage is that even in the midst of the interview, you
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can probe if your respondent cannot understand it or if there are things to clarify or if more data are needed.
The difficulty lies on the possibility that respondents may withhold answers especially to matters that are
personal and when he knows the interviewee.
2. Questionnaire. A questionnaire is a list of questions that are so structured to obtain the relevant information
needed to answer problem/s of the research study. The respondents are free to express themselves when
answering the questions because anonymity is kept. One problem that may arise in this method is that
respondents may intentionally don’t like to answer especially if the questionnaire is mailed or if some questions
are not clear. If questions are too many, whole questionnaire may be a wastage.
3. Registration. This method is enforced by certain laws where registrations of births, deaths, marriages,
motor vehicles and licenses are administered so that necessary information you want are easily obtained since
these information are systematically kept by offices and are kept systematically and made available to all
because of the requirement of the law. If you want to know the home address of your classmate, in what office
of our school will you go?
4. Observation. In this method, the researcher observes and records information (say, behavior) needed.
Observation can be ocular or video-recorded.
5. Experiment. This method is applicable to scientific researchers that involve cause and effect relationship of
certain phenomena under controlled conditions.
B. Organizing and Presentation of Data
In research and studies, data should be are properly organized and presented for readers to help them in
their analysis and interpretation.
Ways of organizing data:
a) tabular form
b) graphical form.
In tabular form, data are presented in a table form. (Rows and columns).
The two processes involved in this presentation: (1) tabulation and (2) classification. Tabulation is the process
of condensing, classifying and arranging collected data in a table. Classification is the process of putting
together similar characteristics like gender, income, weight and others.
In graphical form, data are presented in pictures/figures. There are different ways of graphing data: (1) line
graph or frequency polygon, (2) bar graph or histogram, (3) circle/pie graph, (4) pictograph. The most common
are the frequency polygon and the histogram.
1. TABULAR PRESENTATION OF DATA
In Statistics, we can tabulate data into a frequency distribution table headed by a table number and a title.
The title should be clear and descriptive. Frequency distribution is an arrangement of data showing classes
with their corresponding class frequencies and class marks. A class frequency is the number of observation
belonging to a class interval. Each class interval contains a grouping defined by the limits, called the lower
and upper limits. The averages of the lower and upper limits are the class marks. An illustration is found
below.
Frequency Distribution of Nominal Data
Example: Table 4.1 Frequency Distribution of Students Majoring in Mathematics
Sex Frequency (f)

Male 35
Female 47
Total 82
Frequency Distribution of Ordinal Data
As in ordinal data, the classes in nominal data are labeled. The distributions are scaled or graded so that
the score values in an ordinal distribution present the degree of the particular characteristic of the variable.
Thus, the data should be presented in order, that is, from highest to lowest or vice- versa.
Example: Table 4.2 Likeability of Students in Memorizing Formulas
Degree of Frequency
Perception
Strongly likeable 60
Slightly likeable 75
Somewhat likeable 130
Somewhat unlikable 160
Slightly unlikable 175
Strongly unlikable 192
Total 792
Frequency Distribution of Interval Data (Ungrouped)
Suppose we wish to have a survey on the distribution of ages of students in our class. We would like to
know whether all obtained values are homogeneous.
In this way, we collect observations into classes of ages. We then obtain frequency for each class by
counting the number of students whose ages are 17, 18, 19, 20, 21, and 22. The data (ages) are arranged in
order of size. The example below shows an ungrouped distribution according to a category: ages of Math 208
students.
Example: Table 4.3 Ages of Math 208 Students
Ages No. of
Students
17 2
18 4
19 18
20 15
21 6
22 2
Total 47
What can be inferred in the table?
Frequency Distribution of Interval Data (Ungrouped)
Consider the following scores of students in a Statistics class:
95 55 85 69 66 83 77
90 66 86 63 79 90 81
73 59 75 86 70 77 86
83 80 82 94 98 64 87
89 84 92 89 67 97 72
Make a frequency distribution (grouped).
When there are more data, then it is more convenient to group into intervals for easy interpretation.
HOW TO WORK OUT A GROUPED FREQUENCY DISTRIBUTION
1. Determine the range ( distance between the two extreme values)

Range = Highest – Lowest.
From our data of scores, the range is: R = 98 – 45 = 43.
2. Determine the class interval size (C.I.). The size of the class interval is the width of the groups in which the
data are to be classified.
There is no fixed rule about how many groups there should be in a frequency distribution table. The ideal
number of class intervals is somewhere between 10-15. The number of groups is arbitrary. The number of
classes may be large or small depending upon the needs of the problem at hand. For distributions with longer
ranges, the number of classes should be closer to 15 and for distributions with shorter ranges, the number of
classes closer to 5. To determine the size of the class interval, divide the range by the number of classes
chosen or desired. In our example, C.I. = 43/9 = 4.78 rounded to 5. It means that we make use of 9 as our
number of classes and we obtained a class interval of 5.
3. Prepare the column for the different classes. Place the highest group on top. Let us be guided by these
rules: (a) for each class, the lower limit should be on the left while the higher limit on the right. For example, in
the class interval 10-14, 10 is the lower limit and 14 is the higher limit, and (b) every lower limit should be a
multiple of the class interval. (10 is divisible by 5)
4. Determine the corresponding frequency for each group by referring to the tally column. Tally the
data/observations.
Exercise: Prepare a frequency distribution of the scores of students in a Statistics test above.
Cumulative Frequency Distribution
The cumulative frequency distribution is a tabular arrangement of data by class intervals where frequencies
are cumulated. There are two kinds of cumulative frequency distribution. They are:
1. Less than cumulative frequency distribution whose column is simply the accumulation (adding up) of
frequencies starting from the frequency of the lowest group.
2. Greater than cumulative frequency distribution is the reverse of less than cumulative frequency where the
accumulation process starts from the highest group.
Exercise: Determine the less than and greater than frequency columns of the distribution above.
Midpoint of a group
The midpoint of a group is the middle term of a class interval. The midpoint is used to represent the class
interval. Midpt = (HL + LL)/2 Midpoints of class intervals will be used in our computations for the analysis of our
data later on.
Exercise: Compute the midpoints of each interval in the distribution above.

Exact Limits
The exact limits or class boundaries of a number are approximation of that number.
For example, if the weight of a person is 50 kg, we say that his weight is between 49.5 and 50.5 which are
actually the exact lower and upper limits, respectively.
Therefore, the exact limits of a number are the assumed (apparent) value of the number plus or minus half of
the unit of measurements. Thus exact limits = (apparent value)  0.5
The exact limits of the group interval 55-59 are 54.5 and 59.5.
To complete the table we have,
Table 4.5 Frequency Distribution of Scores of Students in Statistics Test
Scores f <cf >cf Midpoint/ Exact limits

(x) class mark
95 - 99 3 35 3 97 94.5 - 99.5
90 - 94 4 32 7 92 89.5 - 94.5
85 - 89 7 28 14 87 84.5 – 89.5
80 - 84 6 21 20 82 79.5 - 84.5
75 - 79 4 15 24 77 74.5 - 79.5
70 - 74 3 11 27 72 69.5 - 74.5
65 - 69 4 8 31 67 64.5 - 69.5
60 - 64 2 4 33 62 59.5 - 64.5
55 - 59 2 2 35 57 54.5 - 59.5
Total 35
2. GRAPHICAL PRESENTATION OF DATA
The graphical method is the presentation of data in the form of graphs or diagram. It helps visualize
certain properties and characteristics of the data at a glance.
The two most common graphical presentations of a frequency distribution are the histogram and
frequency polygon.
1. Frequency Polygon (Line Graph)
A frequency polygon is a line graph of class frequencies plotted with the class mark against the frequency.
It is constructed by joining the plotted points for the class mark and the corresponding frequencies. The points
correspond to ordered pair (score frequency).
The graph below shows a rising curve on the upper scores which imply that there are more students with higher
scores. NOTE: The shape of the histogram or the frequency polygon gives an idea of the shape of the
distribution. The line graph shows the relationship between two or more sets of quantities.
Fig 4.2 Frequency Polygon of the Scores of Statistics Students
8
7
No. of Students
6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11
Scores in a Statistics Test
2. Bar Graph or Histogram
A histogram is simply a bar graph which consists of a set of rectangles having bases on a horizontal axis
with the class marks as center. The base width corresponds to the class size, and the heights of the rectangles
correspond to the class frequencies. Take note that each bar should have equal width.
Fig. 4.1 Histogram of the Scores of Students in a Statistics Test
1
8
7
6
5
4
3
2
1
0
3. Pie Graph or Circle graph

A type of graph in which a circle is divided into sectors that each represent a proportion of the whole.
4. Pictograph
This makes use of actual pictures or facsimiles of the objects under study to represent values. It is generally
used to compare the sizes of items or objects among countries, institutions, agencies, etc.
Examples of Pictographs:
Different numbers of plants were planted by the students of a school on six days of a week. This is shown in the
following pictograph.
The Less Than and Greater Than Ogive Curves
The graphical devices used to represent the less than cumulative frequency and the greater cumulative
frequency are the less than (<) ogive and the greater than (>) ogive curve respectively.
The less than ogive curve is graphically represented by joining the plotted points for the class boundaries and
their corresponding cumulated frequencies (<).
Consider the same data:
Table 4.5 Scores of Students in a Statistics Test
Score (X) Frequency <cf >cf

95 - 99 3 35 3
90 - 94 4 32 7
85 - 89 7 28 14
80 - 84 6 21 20
75 - 79 4 15 24
70 - 74 3 11 27
65 - 69 4 8 31
60 - 64 2 4 33
55 - 59 2 2 35
Total 35
Fig. 4.3 Less than Ogive Curve of the Scores of Statistics Students
< cumulative frequency
40
35
30
25
20
15
10
5
0
1 2 3 4 5 6 7 8 9 10
class boundaries
There are two students who scored below 59.5; there are 15 students who scored below 79.5 and there are 28
students who scored 89.5.
The greater than ogive curve is represented by a falling curve and it is constructed by joining the plotted
points for the class boundaries and their corresponding cumulated frequency (>cf).
Exercise: Construct the greater ogive curve of the same data.

HOW FREQUENCY DISTRIBUTION DIFFER
1. Central Location and Skewness
Frequency distribution takes a variety of forms and shapes. Some are perfectly symmetrical, free of
skewness. Some are negatively skewed or positively skewed. Others have one hump, etc.
The shape of the distribution in relation to its skewness is explained by the number of cases that are higher or
lower than the center of the distribution. Skewness refers to the symmetry or asymmetry of a distribution. The
center is used to classify scores/observations as belonging to “high group” or “low group”.
Consider the following distributions:
1. 2. 3.
Reversed J-shape J-shaped Rectangular
4. 5.
U-shaped Uni-modal
6. 7.
Bimodal Multimodal
In figure 1, where the class of greatest frequency occurs to the left (i.e. more cases belong to a lower group),
the skewness is positive. In other words, the distribution is said to be positively skewed.
Example:
Figure 1.
x f
80 2
70 4
60 6
50 10
40 17
30 20
20 12
10 3
Examples of positively skewed distributions:

a. when a test is difficult
b. salaries of low income workers
c. weights of malnourished children
In figure 2, where the class of greatest frequency occurs to the right (i.e. more cases belong to a high group),
the skewness is negative. In other words, the distribution is said to be negatively skewed.
Example:
Figure 2:
x f
80 8
70 16
60 19
50 14
40 10
30 6
20 3
10 2
Examples of positively skewed distributions:

a. when a test is easy and many students got high marks
b. height of basketball players
c. weights of wrestlers
In figure 5, where frequency are almost equal below and above the center, then skewness is zero. In this
distribution, we say it is normal.
Example:
Figure 3:
x f
80 3
70 5
60 8
50 13
40 15
30 11
20 5
10 2
2. Kurtosis
Kurtosis is the peakness or flatness of a distribution. The peakness or flatness of a graph depends upon the
total frequency of the scores at the middle.
If this frequency is high as compared to the normal, then the distribution is leptokurtic. If few scores fall on the
middle, then the distribution is platykurtic. If it takes the ideal form of the normal distribution, then it is
mesokurtic.
C. Analyzing of Data
1A.MEASURES OF AVERAGES FOR AN UNGROUPED DISTRIBUTION
a. The Mean
The mean of a set of numerical observation is just the familiar arithmetic average, the sum of observations
divided by the number of observations:
(x 1 + x 2+ …+ x n) ∑ x
In notation: x= =
n n
where x i are the scores and n is the number of observations
When to Use the Mean
The mean is appropriate to use in the following situations:

1. when the distribution consists of interval or ratio data which have no extreme values (too high or too low).
Each score in a group influences the value of the mean since all the values of the variable are incorporated
in its calculation.
2. when other statistics (like standard deviation, coefficient of correlation, etc.) are subsequently to be
computed.
3. when the distribution is normal or is not greatly skewed, the mean is usually preferred over either the
median or the mode.
Let us compute the mean of the following scores using your calculator:
2, 3, 5, 6, 8, 12, 15, 18, 20, 21, 22, 24, 30
2+3+5+6+ 8+12+15+18+20+21+22+24 +30 186

x= = ≈ 14.31
13 13
SOME PROPERTIES OF THE MEAN
1. The sum of the deviations of all the measurement in a distribution from the mean is 0. A deviation is the
difference between a given score x; and the mean. That is,
d i=x i−x , where d is the deviation.
Let us illustrate this property with the following data:
5+2+3+ 4+5+ 4+5 28

Scores: 5, 2, 3, 4, 5, 4, 5 n=7 and x= = =4
7 7
Table 5.1 DEVIATION FROM THE MEAN

Score Mean (x ) Deviation (d i ) Sum of d i
2
( x ¿¿ i) ¿ d i=x i−x
5 4 5– 4= 1 1
2 4 2 – 4 = –2 4
3 4 3 – 4 = –1 1
4 4 4–4=0 0
5 4 5–4=1 1
4 4 4–4=0 0
5 4 5–4=1 1
Total 0 8
The sum of the deviations d i ' s , 1, – 2, –1, 0, 1, 0, 1, is 0.

2
2. The sum of the squared deviation, d i , of scores from their arithmetic mean is less than the sum of the
squared deviation around any point other than the mean.
In our example above, the sum of the squared deviation from their mean is 8.
The sum of the squared deviations of the same scores around any other value, say 1, will be: (5 – 1) 2 + (2 – 1)2
+ (3 – 1)2 + (4 – 1)2 + (5 – 1)2 + (4 – 1)2 + (5 –1)2
= 14 + 1 + 4 + 9 + 16 + 9 + 16 = 69, which is larger than the sum of the squared deviations about the mean
which is 8.
3. If a constant c is added to each score in a distribution, the mean of the distribution will be increased by the
same constant.
Verify using a constant 4.

Score (x ¿¿ i) ¿ Mean (x )
+4
5+4=9 8=4+4
2+4=6
3+4=7
4+4=8
5+4=9
4+4=8
5+4=9
4. If each score in a distribution is multiplied by a constant, the mean of the original scores is also multiplied
by the same constant.
Verify using a constant 4.
Score (x ¿¿ i) ¿ Mean (x )
+4
5x4=20
2x4=8
3x4=12
4x4=16 16=4x4
5x4=20
4x4=16
5x4=20
5. The mean may not be a value that is found in the distribution.
i.e. The mean of the distribution 1, 3, 5, 7 and 10 is 5.2, and 5.2 is not found in the distribution.
6. All the values of the variable under investigation are influenced in the computation of the mean.
Exercise: What is the mean in each of the following distributions? (Consider the data as discrete)
a. Given: 2, 4, 8, 12, 15, 23, 27 answer: x=13

b. Given: 3, 5, 9, 12, 14, 18, 24. answer: x=12.14
c. Given: 7, 9, 9, 9, 11, 18, 40. answer: x=68.71
d. Given: 8, 12, 15, 24, 27, 30, 35, 50. answer: x=25.13
b. The Median ( ~
x)
Another measure of central tendency is the median. The median is that point in the series of scores that
divides the set of ranked scores into halves, such that half of the observations fall above it and the other half fall
below it. That is, a median is the middle value in a set of observations arranged from highest to lowest or from
lowest to highest.
CALCULATION OF THE MEDIAN
For ungrouped data:

1. Arrange the data from highest to lowest or vice versa.
2. If no observations are the same (that is, there are no ties),
2.1. The median is the middle value if there is an odd number of observations. For instance, for the
observations 2, 5, 6, 8, 10, the median is 6.
2.2. The median is the average or mean of the two middle scores if there is an even number of
observations; e. g. 2, 5, 6, 8, 10, 12 consists of even number of observations and have no ties then the median
is (6 + 8)/2 = 14/2 = 7.
3. If there are ties in the given observations (that is, certain values of the variable occur more than one) and
that the variable being considered is viewed as a discrete variable, the occurrence of ties is disregarded and
rules 2.1 and 2.2 apply. For example, in 2, 5, 8, 8, 8, 10, 11, the middle value is 8, hence it is the median of the
set of observations. But if the set of scores is considered as continuous variable then the median is
computed using the method in the computation for grouped data, (that is to be illustrated later).
Another way to solve the median for ungrouped data is to use the;
The median formula which is ~

x=
n+1
(2)
th. This formula is use to locate the position of the median. First is
to arrange the data from lowest to highest.
Example 1: Find the median of 2,5,6,8,10. n=5
~
x=
2( ) ( )
n+1
th=
5+1
2
th=3 rd
The median is the 3rd number which is 6.
Example 2: Find the median of 2,5,6,8,10,12 n=6

~
x=
2( ) ( ) ()
n+1
th=
6+1
2
th=
7
2
th=3.5th
Which means the median is the average of the 3rd and 4th number which is 6 and 8, respectivlely.
6+8
The average of 6 and 8 is =7 , thus the median is 7.
2
PROPERTIES OF THE MEDIAN

1. It is the point below which half of the scores in a distribution lie and above which the other half lie.
2. It is appropriate for an ordinal statistic.
3. When a series contains either a few extremely low scores and few extremely high scores, the median is
the most representative average since the values of the different scores have nothing to do with the
computation of the median.
4. In an open-ended distribution, the median is the most reliable measure of central tendency that can be
computed.
5. The median is less reliable or less dependable than the mean. If different sample are randomly taken
from a given population, the medians of these samples are likely to vary or fluctuate more from each other and
from the median of the given population than the mean of the same samples.
Exercise: What is the median in each of the following distributions? (Consider the data as discrete)
b. Given: 2, 4, 12, 8, 23, 15, 27 answer: ~

x=12
b. Given: 3, 9, 5, 12, 18, 14, 24. answer: ~
x=12
c. Given: 9, 7, 9, 11, 18, 9, 40. ~
answer: x=9
d. Given: 35, 8, 12, 50, 27, 24, 30, 15. answer: ~
x=25.5
c. The Mode ( ^x )
The measure of central location that gives the case with the highest frequency is the mode. It is the most
frequent, most typical, or the most common value in a distribution. It is a rough measure of central tendency.
Example 1: In a university, if engineering has the greatest number of enrollees, then
engineering is the mode.
Example 2: If we have the samples of statistics test of the students as follows: 35, 48, 48, 52, 48, 50, 69, 70.
The mode is 48 since 48 appears more than the others in the given set of scores.
PROPERTIES OF THE MODE
1. The mode is a nominal statistic which is then used for nominal data, since its computation is base in the
frequency of occurrence. It is rarely used with interval ratio and ordinal variables, where means and medians
can be calculated.
2. It is an average that needs no computation since the mode is obtained through inspection and
observation.
Exercise: What is the mode in the following set of distribution?

a. Given: 21, 18, 23, 18, 22, 32. answer: ^x =18

b. Given: 8, 12, 7, 9, 12, 7, 15, 7 answer: ^x =7
c. Given: 45, 50, 52, 58, 58, 60, 58, 65, 58, 84, 96. answer: ^x =58
d. Given: 15, 8, 9, 15, 9, 6, 10, 9, 11, 15 answer: ^x =9∧15
e. Given: 2, 4, 12, 8, 23, 15, 27 answer: No mode
If a distribution has only 1 mode, it is a uni-modal distribution. If there are 2 modes, then the distribution is
bimodal, tri-modal or multimodal if there are 3 or more modes.
IB. MEASURES OF AVERAGES FOR A GROUPED DISTRIBUTION

a. The mean
Let us take the case of this age distribution of 20 students
Table 5.2 Age Distribution of 20 Students
Age (x) Number of Students (f)
20 10
19 7
18 2
17 1
Total (n) 20
So, to compute for the mean: x=

∑ x i f i = x 1 f 1 + x 2 f 2+ …+ x n f n
n n
Age (x) Number of Students ( f ) xf

20 10 (20)(10) = 200
19 7 (19)(7) = 133
18 2 (18)(2) = 36
17 1 (17)(1) = 17
Total (n) 20 ∑ xf =¿386
From this example, the formula for finding the mean of a group distribution.
x=
∑xf where f is the frequency
n
x is the score
n is the number of scores
x=
∑ x f = 386 =19.3
n 20
Let us take another example: We compute for the mean of collected data grouped into classes, the class mark
(midpoint) of each class represents the “x” in our formula.
Daily Wage f
240 – 259 7
220 – 239 15
200 – 219 30
180 – 199 25
160 – 179 11
140 – 159 4
120 – 139 8
TOTAL 100
Table 5.3. Daily Wages of Employees
In this distribution, compute the mean.
Daily Wage f Midpoint (x) fx
240 – 259 7 249.5 (249.5) (7) = 1746.5
220 – 239 15 229.5 (229.5) (15) = 2442.5
200 – 219 30 209.5 (209.5) (30) = 6285
180 – 199 25 189.5 (189.5) (25) = 4737.5
160 – 179 11 169.5 (169.5) (11) = 1864.5
140 – 159 4 149.5 (149.5) (4) = 598
120 – 139 8 129.5 (129.5) (8) = 1036
TOTAL 100 ∑ fx=18710
x=
∑ f x = 18710 =187.1
n 100
b. The median
When the data is grouped, the median is different from the odd and even numbers of data presented. For
discrete variable, the median is simply defined as the (n/2) th largest observation, where n is number of
observations. For continuous data or grouped data, we can use the formula below.
n
( −cf b )( i)
~ 2
x=L+
fw
where L = the lower-class boundary of the class containing the median
n = total number of observations
cf b = cumulative frequency (less than <cf) below the median class
f w = frequency within the median class
C.I. or i = class interval or class width
Table 5.4 Computation of Median for Grouped Data
X (Score) f
10 3
9 4
8 5
7 7
6 8
5 3
Total 30
Steps in getting the median of a grouped distribution
1. First, determine the group interval where the median falls. Divide the total cases of scores by 2.
2. Cumulate the frequency of scores starting from the lowest group. The interval whose cumulation of
frequency contains half of n, is the class where the median line falls.
3. From the median line, identify L, n/2 , cfb, fw and i.., and substitute it in our formula.
Score f <cf
10 3 30
9 4 27
8 5 23
7 7 18 Median class
L=7-0.5 = 6.5 6 8 11
5 3 3
Total 30 c f b =11
f w =7
n 30
1. = =15
2 2
2. which <cf contain half of n (nearest) which is 15?
n
3. L=6.5 , =15, cf b=11, f w =7 , i=no interval
2
4. Substitute in the equation.
n 30
( −cf b )(i) ( −11)
~ 2 2
x=L+ =6.5+ ≈ 7.07
fw 7
Example 2:
Table 5.5 X (Scores) f
32 – 35 3
28 – 31 7
24 – 27 7
20 – 23 1
16 – 19 6
12 – 15 1
Total 25
X (Scores) f <cf
32 – 35 3 25
28 – 31 7 22
24 – 27 7 15
Median class
20 – 23 1 8
16 – 19 6 7
12 – 15 1 1
L=24-0.5=23.5
Total 25
c f b =8
i=4 f w =7
Step 1. ½ (25) = 12.5

Step 2. Cumulate the scores until the cf contains 12.5. Thus the median line falls on
24 – 27.
Step 3. We identify the following values :
cfb = 8 fw = 7 i=4 n = 25 L = 23.5
Step 4. Substitute in the equation.

n 25
( −cf b )( i) ( −8)(4 )
~ 2 2
x=L+ =23.5+ ≈ 26.07
fw 7
c. The Mode
The mode is the classmark of the interval with the highest frequency. The mode can be determined for
nominal, ordinal or interval data, and therefore is the most versatile of the three measures of central tendency.
What is the mode in the distributions above (Table 5.2 – 5.5)?
Table 5.2 Age Distribution of 20 StudentsTable
Age (x) Number of

Students (f)
20 10
19 7 ^x =20
18 2
17 1
Total (n) 20
Table 5.3. Daily Wages of Employees
Daily Wage f
240 – 259 7
220 – 239 15
200 – 219 30
180 – 199 25 200+219
160 – 179 11 ^x = =209.5
2
140 – 159 4
120 – 139 8
TOTAL 100
5.4 Computation of Median for Grouped Data
X (Score) f
10 3
9 4
8 5
7 7
6 8 ^x =6
5 3
Total 30
Table 5.5
X (Scores) f 28+31
32 – 35 3 ^x = =29.5
2
28 – 31 7
24 – 27 7
24+27
20 – 23 1 ^x = =25.5
2
16 – 19 6
12 – 15 1
Total 25
1B. MEASURE OF POSITION/LOCATION
1. CENTILES OR PERCENTILES
A centile or centile point Cr or percentile Pr is defined as a specific point in a distribution that has a
given percent of the cases below it. Centile Cr (or percentile Pr) is a measure which divides the distribution
into 100 parts. For example, the 90th centile (C90 or P90) in a distribution is the point that has 90 percent of the
cases below.
Percentile rank r tells how many percent of the cases got below the rank position, percentile point Pn is
the score or value that corresponds to the given percentile rank.
Example: P75 or 75th percentile means the point on the scale where 75% of the cases are below it and 25% are
above it.
Centile or percentile is widely used in educational aspects in reporting the result of standardized test. They give
an adequate indication of an individual rank in a group.
1a. Centile/Percentile for Ungrouped Data

To find the percentile for ungrouped data, arrange the scores from lowest to highest, then we can use a
formula to obtain the required centile.
The position of the Pr score is given by the formula below:
Pr = ( 100
rn
) th where r is the required centile
n is the number of observations

Consider the problem below
1. An employer gave a bonus (in thousands) to 10 employees who did very well in his/her job. They are:
5 8 7 6 3 6 10 5 6 4
Step 1
Arrange form lowest to highest: 3 4 5 5 6 6 6 7 8 10
The employee who got 10 surpassed all other employees.

NOTE:
The bonus corresponding to 100th percentile is the upper limit of the
highest score, that is 10.5. P100 = 10.5.
The lowest bonus in the example above is 3. That is, it does not surpass any employee.
The 0th percentile is the lower limit of the lowest score, P100 = 2.5.
The 40th percentile point (P40) is 4.
Pr = ( 100
rn
) th=( ( 40100)( 10 ) )=4 th. The 40 th
percentile P40 is the 4th score which is 5.
2. In a class of 30 pupils, Ryan got a percentile rank of 65.
The percentile rank of 65, P65, means Ryan got a score higher than 65% of the group.
How many pupils got a score below Ryan?
30 ×65 %=30 ×.65=19.5 ≈ 20
There are 20 pupils (whole number because we talk of people) who got a score below Ryan.
3. Reymart got a score corresponding to a percentile rank of 60 in a group of 30 students. How many got a
score higher than Reymart?
40% of the group got a score higher that Reymart and there are 30 ×.40=12 got a score higher than him.
4. Find (a) P10, (b) P60, (c) P80 for the following scores of 15 students:
25, 28, 30, 31, 32, 32, 35, 38, 42, 45, 45, 46, 49, 52, 55
Since the scores are already arranged, then

a) Pr = ( 100
rn
) th n=15, r =10
Pr = ( )rn
100
th=P10=
100 (
(10)(15)
th=1.5 th )
25+28
Thus, P10 is the average of first and the second score from the series of scores which is =26.5
2
b) Pr = ( 100
rn
) th n=15, r =60
Pr = ( )
rn
100
th=P60=
100 (
(60)(15)
th=9th )
This means that the P60 score is the 9th score which is 42.
c) Pr = ( 100
rn
) th n=15, r =80
Pr = ( 100
rn
) th=P =( (80)(15)
80
100 )
th=12 th
P80 is the 12th which is 46.
Properties of centiles:
1. they allow comparison of scores from different distributions.
2. it indicates the person’s relative position in the standardized sample.
1. they are regarded as ranks in a group of 100. The lower the percentile, the poorer is the individual’s
standing
2. the median is the proper measure of central tendency for percentiles.
3. should not be averaged.
2. Quartile and Decile for Ungrouped Data
A percentile (P) divides the distribution into 100 equal parts, a quartile (Q) divides the distribution into 4
equal parts, and a decile (D) divides the distribution into 10 equal parts.
rn rn rn
If Pr = , Thus Q r = and D r =
100 4 10
Exercise: Let us consider the set of 15 scores:
25, 28, 30, 31, 32, 32, 35, 38, 42, 45, 45, 46, 49, 52, 55
Find a) Q1 b) Q3 c) D5 and d) D8
Arrange from lowest to highest scores: 25, 28, 30, 31, 32, 32, 35, 38, 42, 45, 45, 46, 49, 52, 55 n=15
a. Q 1= ( (1) 4( 15) ) th= 154 =3.75≈ 4 th  Q 1=31
b. Q3= ( ( 3)(415 ) )th= 454 =11.25 ≈ 11 th  Q3=45
c. D 5= ( ( 510)( 15 ) )th= 7510 =7.5 th  7 th=35 8 th=38  D 5=

35+38
2
=36.5
d. D 8=(( 8 ) ( 15 )
10 )th=
120
10
=12 th  D 8=46
The upper quartile or third quartile, Q3, is the value of the variable below which 75% of the cases lie.
The lower quartile, Q1 is the value of the variable below which 25% of the cases lie.
The quartile deviation, QD, is one half the difference between the third quartile and the lower quartile.
The midhinge is half the sum of Q1 and Q3.
lowest score Highest score

quartile Q1 Q2 Q3 Q4
Po P10 P20 P30 P40 P50 P60 P70 P80 P90 P100 Percentile
Do D1 D2 D3 D4 D5 D6 D7 D8 D9 D10 Decile
3. Percentiles/Quartile/Decile for Grouped Data
Consider this grouped distribution:

Table 6.1
Scores (x) f
32 – 35 4
28 – 31 6
24 – 27 7
20 –23 1
16 – 19 5
12 – 15 2
Total 25
Find a) P60 b) Q2 c) Q3 d) D4
The formula is similar to the median formula which is:
((
( −c f ) i
) (
(( −c f ) i
) (
(( −c f ) i
)
rn rn rn
b b b
100 4 10
P = L+
r Q = L+
r D = L+
r
fw fw fw
L = exact lower limit of the rth centile class
c f b = cumulative frequency below the rth centile clas
f w = frequency within the ith centile rank
i = class interval size
Pr /Qr /D r = the value corresponding to the rth percentile rank
r = rank in decimals or fraction
n = total frequency
Scores (x) f <cf

Q3 class
32 – 35 4 25
28 – 31 6 21 (60)(25)
a. P60 24 – 27 7 15 n=25 i=4 r =60 P60 class=Q class =15
P60 class 2 100
20 –23 1 8
16 – 19 5 7
12 – 15 2 2
D4 class
Total 25
( ( ( −8) 4
)(
(60)(25)
P = 23.5+
60
100
7
= 23.5+ ( ( 15−87 ) 4 ))=23.5+ 4=27.5
(2)(25)
b. Q 2 n=25 i=4 r =2 Q2 class= =12.5
4
( (( ) )(
(2)( 25)
−8 4
Q2 = 23.5+
4
7
= 23.5+
( 12.5−8 ) 4
7 (
=23.5+2.57=26.07 ))
(3)( 25)
c. Q 3 n=25 i=4 r =3 Q3 class= =18.75
4
( (( ) )(
(3)(25)
−15 4
Q2 = 27.5+
4
6
= 27.5+
( 18.75−15 ) 4
6 (
=27.5+ 2.5=30 ))
(4)(25)
d. D 4 n=25 i=4 r =4 D 4 class= =10
10
( (( −8 ) 4
)(
(4)(25)
D = 23.5+
4
10
7
= 23.5+ ( 7 ))
( 10−8 ) 4
=23.5+ 1.42=24.64
1C. MEASURE OF VARIATION/DISPERSION
Given the two sets of scores of two students A and B:

A: 14 15 16 17 18
B: 11 15 16 18 20
From the two sets of scores, who is better? Or which set of scores do you think is better?
The two sets have the same mean. Can we say that A is better than B and B is better than A? Try to
inspect the two sets of scores, they are different from each other.
This is the reason why the measures of central tendency are inadequate in summarizing and describing
observations. The measures of variability which describe how much the numbers within a set of data vary can
give more information about the scores.
Variability or Spread or Dispersion may be measured in two ways:

1. in terms of distances between particular data values, or
2. in terms of the average deviation of individual values about the central value.
Measures of Deviation/Variation/Dispersion
The four most commonly used measures of variation are range, mean deviation, standard deviation
and variance. Range, mean deviation and standard deviation are linear measure while variance is an area
measure.
a. Range
The range is the simplest measure of data variation. It is the difference between the largest and smallest
measurements. However, range is unstable and very unreliable because its measure depends totally on two
scores of a distribution – the highest and lowest. As a result, it gives a crude index of the variability of a
distribution thus ignoring the spread of all scores.
The range is used when
 the data are too scant or too scattered to justify the computation of a more precise measure of variability,
and knowledge of extreme scores or a total spread is all that is wanted.
 the quickest estimate of variation is needed.
 the information regarding the total spread between the highest and lowest scores is desired.
From the two sets of scores of the two students A and B above, the range of A is 18 – 14 = 4 and the range of B
is 20 – 11 = 9. Thus, B has more spread scores than A.
Example 2.
A: 14, 16, 16, 16, 18
B: 14, 15, 16, 17, 18
From the two sets, A and B have the same range which is 4, thus range is not an appropriate measure. A
more useful measure of spread takes into account all the measures in a given distribution – the mean deviation.
b. Mean Deviation
The mean/average deviation is the simplest method of taking into account the variation of all the items in
a series from the point of central tendency, the mean. The arithmetic mean of the absolute deviation of scores
in a distribution from the arithmetic is the mean deviation. An absolute deviation is a deviation that
disregards the algebraic sign.
Consider these 2 sets:
A: 14 16 16 16 18
B: 14 15 16 17 18
The means of set A and set B are the same, x=16 .

The mean deviation or MD is obtained by the formula:
MD=
∑ ¿ x −x∨¿ ¿
n
where ¿ x−x∨¿ = absolute value of the difference between each score and the mean
n = number of cases
Table 7.1 For A and B:

Score x−x ¿ x−x∨¿
A B A B A B
14 14 14 – 16 = -2 14 –16 = -2 2 2
16 15 16 –16 = 0 15 – 16 = -1 0 1
16 16 16 – 16 = 0 16 – 16 = 0 0 0
16 17 16 – 16 = 0 17 – 16 = 1 0 1
18 18 18 – 16 = 2 18 – 16 = 2 2 2
∑ ¿ x−x ∨¿ ¿ 4 6
For A, the MD=

∑ ¿ x −x∨¿ = 4 =0.8 ¿ For B, the MD=
∑ ¿ x −x∨¿ = 6 =1.2 ¿
n 5 n 5
The obtained mean deviation for A is 0.8 which indicates that on the average the scores deviate from the
mean by 0.8. On the other hand, the mean deviation of 1.2 for B indicates that on the average the scores
deviate from the mean by 1.2. The mean deviations of 1.2 for B and 0.8 for A show that B’s scores are more
dispersed than A’s scores.
Note: The sum of absolute deviations tends to become larger as the variability of a deviation increases.
The average deviation has two limitations. First, since it is based upon all the deviation, it may be inflated
by a single extreme value. The second accounts for its infrequent use that stems from the use of the absolute
values of the deviation in its computations. As such, the average deviations become a non-algebraic quantity.
c. Variance and Standard Deviation
The variance (s2) and the standard deviation (s or SD) measure the “average” scatter around the
mean; how larger observations fluctuate above it and how smaller observations distribute below it. The SD tells
they are based in the deviations of all the scores in a series, and are always computed from the mean. These
are more effective than the mean deviation. However, the mean deviation cannot be regarded as a waste of
time for it provides us with a sound basis for understanding the nature of the standard deviation.
When the squared deviations are added then divided by the number of cases, n , the result is the variance.
The square root of the variance is the standard deviation that is expressed in terms of the linear unit of
measurement of the given quantity, not in terms of square units as the variance.
The sample variance is s2=∑ ¿ ¿¿ and sample standard deviation is s= √∑ ¿¿ ¿ ¿

where s2 = sample variance
n = sample size
x = sample mean
s = sample standard deviation.
The sample variance is usually an underestimate of the variance of the population, hence, n – 1 instead of
N is used in dividing the squared deviation to find the sample variance.
Illustration: Let us compute the variance and standard deviation of the following set of scores: 6, 5, 3, 4, 7
Table 7.2
Score (x−x ) ¿
6 6–5=1 1
5 5–5=0 0
3 3–5=-2 4
4 4 – 5 = -1 1
7 7–5= 2 4
Total (n=5) 0 10
So s =∑ ¿ ¿¿
2 2
s =2.5 (variance)
and s= √ 2.5=1.58 s=1.58 (standard deviation)
The standard deviation of 1.581 means that the scores in the distribution deviate from the mean by nearly 2
points.
Another equivalent formula for variance is s2=∑ x 2−¿ ¿¿ ¿ or s2=n¿ ¿
The larger the variance, the greater is the variability of the set of data.
The standard deviation is used when

 the statistic having the greatest stability is desired.
 the mean is the preferred measure of central tendency.
 the coefficient of correlation and other statistics are to be computed later.
The advantage of the variance over the mean deviation is that it gives appropriately greater emphasis to
extreme scores. It is more sensitive to the degree of deviation in the distribution.
d. Variance and Standard Deviation for a Grouped Distribution
The formula to use to find the variance is
n ∑ f x −( ∑ f x )
2 2
s2=
n( n−1)
To get the standard deviation (s), just solve the square root of the variance: s= √ s2 .
To illustrate, consider the distributions below
a. Table 7.3 b. Table 7.4

x f Classes f
31 1 25 – 29 2
30 2 20 – 24 5
29 4 15 – 19 7
28 3 10 – 14 5
27 1 5–9 6
26 2 Total 25
25 3
24 3
23 1
Total 20
Compute the variance and standard deviation for each distribution.
a. Table 7.3 b. Table 7.4
x f fx x
2
fx
2
Classes f x fx x
2
fx
2
31 1 31 961 961 25 – 29 2 27 54 729 1458

30 2 60 900 1800 20 – 24 5 22 110 484 2420
29 4 116 841 3364 15 – 19 7 17 119 289 2023
28 3 84 784 2352 10 – 14 5 12 60 144 720
27 1 27 729 729 5–9 6 7 42 49 294
26 2 52 676 1352 Total 25 385 6915
25 3 75 625 1875 x=midpoint ∑ fx ∑ f x2
24 3 72 576 1728
23 1 23 529 529
Total 20 540 14,690
∑ fx ∑ f x2
a. s =n ∑ f x −¿ ¿ ¿
2 2
s= √20 ≈ 4.47
b. s =n ∑ f x −¿ ¿ ¿
2 2
s= √ 410 ≈ 20.25
e. Coefficient of Variation
The coefficient of variation is a relative measure of variation. It measures the scatter in the data relative to
the mean. It is used to compare the variability of two or more distributions even when the observations are
expressed in different units of measurements.
The formula of coefficient of variation CV is:
s
CV = ×100 %
x
where s is the standard deviation in a set of numerical data.
x is the arithmetic mean in a set of numerical data
Example:
The mean score of class A is 35 with a standard deviation of 4.5. In another class B, the mean is 50 and the
standard deviation is 8.5. Which class has greater dispersion?
s 4.5
For A: CV = ×100 %= × 100 % ≈ 12.86 %
x 35
s 8.5
B: CV = ×100 %= ×100 %=17 %
x 50
Relative to the mean, class B is much more dispersed/variable than A.
f. Standard Score
Another measure of relative variation is the standard score which tells the relative position or location of
a particular raw score with regards to the mean of all the scores in a series. Standard scores are transformed
raw scores, so we have the formula
x −x
Z=
s
Standard scores are usually used to compare observations in two or more different distributions of raw
scores which have different means and/or different standard deviations.
Example:
Rica got a final grade of 87 in both Statistics and English. The mean final grades of her class in these two
subjects are 80 and 85 with standard deviation of 15 and 10 respectively. In which subject did she excel
better?
x −x 87−80
Statistics: Z= = ≈ 0.47
s 15
x −x 87−85
English: Z= = ≈ 0.2
s 10
The result shows that Rica’s performance in Statistics is 0.47 standard deviations above the mean. Her
performance in English is 0.2 SD above the mean. Thus, Rica excelled better in Statistics.
VI. LEARNING ACTIVITIES

Activity #1
Organization and Presentation of Data
Instruction: Use a different sheet (long bond paper) for your answers.
1. Construct a frequency table for the following categorical distributions:
A. Number of students enrolled for each school/college

a) Arts and Sciences (56) b) Accountancy (240) c) Education (180)
d) Engineering (150) e) Health Sciences (210) f) Commerce (300)
2. Construct a frequency table on “Student’s Perception of the Leadership Behavior of Student Leaders”.
Strongly favorable (11)

Slightly favorable (10)
Strongly unfavorable (8)
Slightly unfavorable (12)
Unfavorable (24)
Favorable. (12)
3. Prepare a frequency distribution table for the following random data on the number of school bags sold daily
by a store.
17 33 30 25 26 29
25 29 25 19 20 31
19 34 25 32 26 33
29 15 29 33 31 30
18 13 26 28 17 20
a. Add columns for <cf, >cf, exact limits, and midpoint.
b. With reference to your table, find;
1) the highest number of bags sold for a particular day,

2) the number of days in which the store can sell less than 24,
3) the number of days in which the store can sell more than 19 bags,
4) the least number of bags sold for a particular day.
4. What do you expect of the skewness of the following distribution:
a. IQ of all high school students enrolled in NVSU.

b. Average grades of incoming freshmen students in NVSU for SY 2020 – 2021.
c. Ages of all residents in Bayombong.
d. Ages of all people attending a children’s party.
e. Time of students in finishing a difficult exam.
f. Heights of basketball players.
Activity #2
Measure of Central Tendency
Instruction: Use a different sheet (long bond paper) for your solutions.
1. A researcher interested in the effectiveness of organized diet groups on weight loss weighed in 10 clients
after several weeks on the program. The weight loss scores (in pounds) were as follows:
13 12 7 11 6 9 10 8 10 7
Compute the mean, median and mode for these weight-loss scores.
MEAN = ___________ MEDIAN = _____________ MODE = ___________
2. Given the mathematics scores of 54 college students
71 76 37 44 67 47 31 32 46 66 36 50
72 74 34 39 45 50 41 42 40 46 61 46
51 47 63 55 41 57 43 64 52 51 60 48
45 55 56 50 58 49 40 50 52 35 46 46
63 56 50 70 56 42
a. Make a frequency distribution using a class interval size of 5.

1. Compute the mean, median and mode.
Scores f <cf >cf Midpoint/ Exact limits

(x) class mark ELL EHL
Total
MEAN = ___________ MEDIAN = _____________ MODE = ___________
Activity #3
Measure of Location/Position
Instruction: Solve the following problems. Show your solutions and box/encircle your final answers.
(70 points)
1. Rheyton got a score in Statistics which is at the 75th percentile. How many percent (%) got higher than
Rheyton? (3 points)
2. The Departmental Statistics Exam score in a certain university is in terms of percentile rank.
a. What does the passing mark of 60 imply? (3 points)
b. If there were 10000 college students who took the test, how many passed? (4 points)
3. The following represents the scores of 10 subjects on a series of short test.

24, 21, 20, 19, 18, 17, 16, 15, 14, 12
Find P70, Q1, D5, QD, and midhinge. (3 points each)
4. Given the following frequency distribution:

a b c
Heights (in dm) f Scores f Scores f
12 1 94 – 100 9 60 – 64 2
11 0 84 – 100 11 55 – 59 6
10 2 74 – 83 11 50 – 54 7
9 5 64 – 73 10 45 – 49 9
8 6 54 – 63 10 40 – 44 4
7 7 44 - 53 9 35 – 39 3
6 3 30 – 34 2
5 1 25 – 29 2
Find P80 , P25 , Q 3 , D5 ,∧QD in each distribution. (3 points each)
Activity #4
Measure of Dispersion/Variation
(40 points)
1. Given 3 students in a Statistics class. Compare their scores if in a series of 6 quizzes, their
scores are (5 points)
Student 1: 5 8 9 7 6 9
Student 2: 7 6 8 5 9 8
Student 3: 6 7 8 4 9 8
a. Which student tends to perform the best in the quizzes?
b. Which student tends to perform the most inconsistently in the quizzes?
2. Given the set of scores: 3 5 9 12 16 19 20 19 22
Find the range, mean deviation, variance and standard deviation. (20 points)
Range=¿________ mean deviation=¿ ________ variance=¿ ________ standard deviation=¿_________
3. Below is a distribution of scores of students. (10 points)
x (Scores) F
97 –98 2
95 – 96 5
93 – 94 8
91 – 92 3
89 – 90 2
87 – 88 3
85 – 86 2
a. Find the variance and standard deviation.
Variance = ____________ Standard Deviation = ______________
4. Office Products International produces white typing fluid (to cover typing mistakes) in two plants. One plant
is in La Union ( a mean of 15 ml bottle with SD = 10 ml) and another in Isabela (mean 0f 7.5 ml and SD = 9ml.
The quality control manager is concerned that the filling machine controls in La Union are not “tight” enough.
Compare the relative dispersion of the two locations. (5 points)
VII. ASSIGNMENTS
Assignments #1
Organization and Presentation of Data
Instruction: Use a different sheet (long bond paper) for your answers.
1. Complete the frequency distribution below.
Height No of <cf >cf Midpoint ELL HLL

Student
183-186 1
179-182 4
175-178 11
171-174 12
167-170 6
163-166 4
159-162 2
Total 40
2. The following data represent the record high temperature for each 50 state. Construct a group frequency
distribution table for the data using 7 classes.
112 100 127 120 134 118 105 110 109 112
110 118 117 116 118 122 114 114 105 109
107 112 114 115 118 117 118 122 106 110
116 108 110 121 113 120 119 111 104 111
120 113 120 117 105 110 118 112 114 114
3. Construct a frequency distribution table with 6 classes for the data set. The data represent the dollar
amount spent for texts for a semester.
91 472 279 249 530 376

188 341 266 199 142 273
189 130 489 266 248 101
375 486 190 398 188 269
43 30 127 354 84
4. The data below shows the daily activity of Kevin for a day. Use the information below to construct a pie
graph.
Activity Hours
School 6
Meal 2
Sleep 8
Sports 3
Homework 2
Leisure Time 3
Total 24
Assignment #2
Measure of Central Tendency
Instruction: Use a different sheet (long bond paper) for your solutions.
1. Below is the Distribution of Scores of 40 Students in a Statistic Exam
71 72 73 71 72 74 74 75 78 79 91 89 93 98
80 80 80 82 81 81 80 82 82 85 91 89 97 99
84 83 84 85 86 86 87 87 88 86 90 90
a. Complete the table with interval of 5.

b. Find the mean, median and mode.
Scores f x(Md) fx <cf x=¿ ¿
~
x =¿ ¿
^x =¿ ¿
Total
2. A sample of 40 companies belonging to a certain industry reported the following number of

employees.
43 57 21 23 31 49 40 51 55 27
42 36 28 59 38 25 30 62 32 50
37 46 41 26 50 39 32 35 40 51
36 41 45 32 45 36 55 57 35 46
a. complete the table showing columns or class intervals (Use i =4).

b. Find the mean, median and mode.
No. of
f x fx
employee
x=¿ ¿
~
x =¿ ¿
^x =¿ ¿
TOTAL
Assignments #3
Measure of Location/Position
(65 points)
1. A group of 12 salesman had a sales of air condition units last summer: (15 points)
16 13 12 10 14 14 12 15 14 17 18 15
Find P20, P75, Q2, D3, D90
2. Given the number of parents attending 50 weekly PTA meetings are given below.
48 98 98 62 72 78 57 90 92 82
94 68 53 62 64 77 60 73 43 73
79 89 54 99 55 93 79 70 69 61
91 91 76 96 82 70 88 59 46 93
85 62 66 59 68 49 61 51 52 83
a. Make a grouped frequency distribution of interval size 5. (25 points)
Class boundaries
Class f <cf
Lower CB Upper CB
Total
Find P35 ,Q1 ,Q 3 , D45 , D 85. (25 points)
Assignments #4
Measure of Dispersion/Variation
(65 points)
A. 1. Solve the range for the following distributions: 2, 8, 8, 12, 15, 20.
2. Compute the average deviation for the sets of scores: 5, 8, 8, 9, 12
3. The control and experimental group final examination scores are presented below:
Control Group Experimental

Group
x = 79 x = 68
s = 2.6 s = 4.6
N = 27 N = 25
Which teaching technique appears to be most successful?
B. 1. A random sample of 10 ratings from students is presented below. Which of the ratings is the best? Which
rating is the worst?
A B C D
37 96 24 22
42 78 36 16
40 84 17 9
32 69 49 14
35 88 56 20
36 84 17 6
39 92 59 8
29 90 32 20
31 80 66 19
42 71 19 14
2. Find the variance and standard deviation of the given distribution.
x (Scores) F
97 –98 2
95 – 96 5
93 – 94 8
91 – 92 3
89 – 90 2
87 – 88 3
85 – 86 2
C. A study of the scores on an in-plant course in managers principles and the years of service of the
employees enrolled in a course resulted in this statistics. The mean scores = 200 and its SD = 20. The mean
number of years in service was 20 years and SD = 2 years. Compare the relative position of the two
distributions.
VIII. EVALUATION:
Evaluation #1
I. MATCHING TYPE: Match column A with the correct/appropriate term in column B. Write the letter of your
choice on the space before the number. (30 pts)
Column A Column B
_______1. Date are presented in table. a. tabular form
_______2. Tabular arrangement of data by class intervals where b. pie graph
frequencies are cumulated.
_______3. A graph of class frequencies plotted with the class mark c. cumulative frequency distribution
against the frequency.
_______4. The process of condensing, classifying and arranging d. range
collected data in table.
_______5. the number of observation belonging to a class interval. e. frequency polygon
_______6. Type of graph that consist of rectangles having bases f. mesokurtic
on a horizontal axis with the class mark as center
_______7. It refers to the symmetry and asymmetry of a distribution. g. tabulation
_______8. Data are presented in pictures/figures. h. ogive curves
_______9. The peakness and flatness of a distribution. i. class frequency
_______10. The averages of the lower and upper limits. j. pictograph
_______11. Graphs that makes use of actual pictures of the objects k. histogram
under study to represent values.
_______12. The graphical devices use to represent the less than l. class marks
and greater than cumulative frequency.
_______13. Type of kurtosis that takes the ideal form of the m. skewness
normal distribution
_______14. It is the distance between the two extreme values. n. kurtosis
_______15. A circular graph whose pieces add up to 100%. o. graphical form
II. IDENTIFICATION: Identify each statement if what central of tendency is being describe. Write your answer
before the number. (20 pts)
___________1. It is the sum of observation divided by the number of observations.
___________2. The point in the scores that divides the set of ranked scores into halves.
___________3. The case with the highest frequency.
___________4. Half of the observation fall above it and the other half below it.
___________5. Its computation is based in the frequency of occurrence.
___________6. The sum of the deviation of all the measurement in a distribution is 0.
___________7. All the values of the variable under investigation are influenced in the computation.
___________8. The middle value in a set of observation arranged from highest to lowest or vice versa.
___________9. This is appropriate to use when the distribution consist of interval and ratio data which
have no extreme values.
___________10. An average that needs no computation.
III. PROBLEM SOLVING: Complete the frequency distribution below and find the mean, median and mode.
Write your solutions at the back of your paper and box/encircle your final answers. (35 pts)
Table 1: Birth Weights of 50 Filipino Males Born in Hospitals

Scores f Md(x) <cf Exact Limits
132-137 10
126-131 9
120-125 8
114-119 1
108-113 5
102-107 2
96-101 9
90-95 5
84-89 1
Total 50
Evaluation #2
I. MATCHING TYPE. Match the statement on the left with the correct statistics on the right. write the letters
before the number. (20 pts)
1. measure of dispersion based on extreme values A. mean

2. value dividing ordered data into halves B. Median
3. divides an ordered array into 4 equal parts C. Mode
4. a visual measure of average D. Percentile
5. degree of flatness or peakedness of a distribution E. Range
6. divides an array into 1 hundred equal parts F. Variance
7. distance of every score from the mean G. Decile
8. score associated with the maximum point of a frequency curve H. Skewness
9. most sensitive measure of central tendency I. Kurtosis
10. average squared deviation from the mean J. Deviation
K. Mean deviation
L. Quartile
II: Problem Solving: Determine what is being asked in the following questions. Write your solutions at the back
of your paper and put your final answer on the space provided for.
A. Given the set of scores: 3 5 9 12 16 19 20 19 22
A1. Find: P35 ,Q1 ,Q 3 , D5 , midhinge (15 points)
P35 =¿ __________ Q1=¿ ____________ Q 3=¿ ___________
D 5=¿ _______________ midhinge = ______________
A2. Find: range, mean deviation, variance and standard deviation (15 points)
Range = ___________ Mean Deviation = _____________
Coefficient of Variation = ____________
Below is a distribution of scores of students.
x (Scores) F
97 –98 2
95 – 96 5
93 – 94 8
91 – 92 3
89 – 90 2
87 – 88 3
85 – 86 2
a. Find P65 ,Q2 , Q 3 , D8, variance and standard deviation. (25 points)
P25 =¿ ____________ Q2=¿ ________________ D 9=¿______________

IX. REFERENCES
 Readings
 Aufmann, Richard. et.al. (2018) Mathematical in the modern world (Philippine ed.). RBSI, 856
Nicanor Reyes Sr. St. Sampaloc Manila
 Barton, B. (2008). The Language of Mathematics: Telling Mathematical Tales. New York, NY:
Springer.
 Berenson, Mark L. and David M. Levine. Basic Business Statistics: Concepts and Applications
7th ed. New Jersey: Prentice Hall 1999.
 Chatterjee, Samprit; Handcock, Mark S.; and Simonoff, Jeffrey S. (1995). A Casebook for a
First Course in Statistics and Data Analysis. New York: John Wiley & Sons Inc.
 Deduna, Melencio C. (1996). Elementary Statistics for Basic Education. Phoenix Publishing
House , Inc.
 Elifson Kirk; Runyon, Richard V. and Audrey Haber (1998). Fundamentals of Social Statistics. 3rd
edition. New York: Mc Graw Hill.
 Levin, Richard and David S. Rubin(1985). A Short Course in Business Statistics. Prentice Hall,
Inc.
 Marzillier, Len F. (1990). Elementary Statistics. Won. C. Brown Publishers.
 Reyes, Jocelyn. et. al. (2017) Mathematics in the Modern world. (Panday-Lahi Publishing House,
Inc). Doña Rosario Baywiew Subdivision, Sucat, Muntinlupa City.

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

COLLEGE OF ARTS AND SCIENCES

DEGREE PROGRAM COURSE NO. GE MATH

I. CHAPTER 4 – DATA MANGEMENT

II. LESSON TITLE

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

Statistics is a branch of mathematics dealing with the collection, organization, presentation,

A. Gathering and Organizing of Data

METHODS OF DATA COLLECTION

B. Organizing and Presentation of Data

Ways of organizing data:

1. TABULAR PRESENTATION OF DATA

Frequency Distribution of Nominal Data

Example: Table 4.1 Frequency Distribution of Students Majoring in Mathematics

Sex Frequency (f)

Frequency Distribution of Interval Data (Ungrouped)

Example: Table 4.3 Ages of Math 208 Students

What can be inferred in the table?

Frequency Distribution of Interval Data (Ungrouped)

Consider the following scores of students in a Statistics class:

NVSU-FR-ICD-05-00 (081220) Page 3 of 35

1. Determine the range ( distance between the two extreme values)

Cumulative Frequency Distribution

Exercise: Compute the midpoints of each interval in the distribution above.

NVSU-FR-ICD-05-00 (081220) Page 4 of 35

To complete the table we have,

Table 4.5 Frequency Distribution of Scores of Students in Statistics Test

Scores f <cf >cf Midpoint/ Exact limits

2. GRAPHICAL PRESENTATION OF DATA

1. Frequency Polygon (Line Graph)

2. Bar Graph or Histogram

Fig. 4.1 Histogram of the Scores of Students in a Statistics Test

3. Pie Graph or Circle graph

NVSU-FR-ICD-05-00 (081220) Page 6 of 35

The Less Than and Greater Than Ogive Curves

Consider the same data:

Table 4.5 Scores of Students in a Statistics Test

Score (X) Frequency <cf >cf

Exercise: Construct the greater ogive curve of the same data.

HOW FREQUENCY DISTRIBUTION DIFFER

1. Central Location and Skewness

Consider the following distributions:

Reversed J-shape J-shaped Rectangular

NVSU-FR-ICD-05-00 (081220) Page 8 of 35

Examples of positively skewed distributions:

Examples of positively skewed distributions:

1A.MEASURES OF AVERAGES FOR AN UNGROUPED DISTRIBUTION

where x i are the scores and n is the number of observations

When to Use the Mean

The mean is appropriate to use in the following situations:

2, 3, 5, 6, 8, 12, 15, 18, 20, 21, 22, 24, 30

2+3+5+6+ 8+12+15+18+20+21+22+24 +30 186

SOME PROPERTIES OF THE MEAN

d i=x i−x , where d is the deviation.

Let us illustrate this property with the following data:

5+2+3+ 4+5+ 4+5 28