7

Mathematics
Fourth Quarter – Module 59
Analyzing and Interpreting
Statistical Data

Department of Education ● Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode
Fourth Quarter – Module 59: Analyzing and Interpreting Statistical Data
First Edition, 2020
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Author: Maribel Shiela M. Tatoy, T II
Reviewers: Darelyn L. Cajeles, T I Ronato L. Taban-ud, T III
Pelmar M. Acosta, T II Ramonita D. Mercado, MT I
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 7
Mathematics
Fourth Quarter – Module 59
Analyzing and Interpreting
Statistical Data

This instructional material is collaboratively developed and

reviewed by educators from public schools. We encourage teachers
and other education stakeholders to email their feedback, comments,
and recommendations to the Department of Education – Region 10
at region10@deped.gov.ph.

Your feedback and recommendations are highly valued.

Department of Education ● Republic of the Philippines

 Introductory Message

For the learner:

Welcome to the Mathematics 7 Alternative Delivery Mode (ADM) Module on
Analyzing and Interpreting Statistical Data.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled
to process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

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 What I Know before moving on to the other activities
included in the module.
3. Read the instruction 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 through with it.

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!
 Table of Contents

What I Need to Know ---------------------- 1

What I Know ---------------------- 2

Lesson 1 ---------------------- 5

What’s In ---------------------- 5
What’s New ---------------------- 7
What is It ---------------------- 8
What’s More ---------------------- 13

Lesson 2 ---------------------- 15

What’s New ---------------------- 15

What is It ---------------------- 15
What’s More ---------------------- 23

What I Have Learned ---------------------- 24

What I Can Do ---------------------- 25
Assessment ---------------------- 26
Additional Activity ---------------------- 29
Answer Key ---------------------- 31
References ---------------------- 33
 What I Need to Know

This module is designed and written with you in mind. It is here to help
you develop your skill in analyzing and interpreting data using the statistical
measures you have learned from the previous modules. The scope of this
module permits it to be used in many different ways. The language recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

This module is divided into two lessons, namely:

• Lesson 1 – Analyzing and Interpreting Statistical Data with the

Measures of Central Tendency
• Lesson 2 – Analyzing and Interpreting Statistical Data with the
Measures of Variability

Based on the competency, this module will help you use appropriate
statistical measures in analyzing and interpreting statistical data (M7SP-IVj-1).
Specifically, after going through this module, you are expected to:

1. identify the appropriate statistical measures to apply in a given set of

data.
2. analyze and interpret data using the appropriate statistical measures.

1
 What I Know

MULTIPLE CHOICE
Directions: Read the questions carefully. Choose the letter of your answer and
write it in your Mathematics notebook.
1. Which measure of central tendency is best to use when there are extreme
scores in the data?
A. mean C. mode
B. median D. variance
2. Which statistical measure is used in finding out the brand of the most
saleable canned sardines in a grocery store?
A. mean C. range
B. mode D. standard deviation
3. What is the most reliable measure of variability?
A. average deviation C. variance
B. range D. standard deviation
4. Which measure of variability considers only the highest and the lowest
scores in the data set?
A. average deviation C. standard deviation
B. range D. variance
5. For the set of data consisting 5, 5, 6, 7, 7, which statement is correct?
A. mean = mode C. median = mode
B. mean= median D. median > mean
6. Which measure of central tendency is best to use in finding out how the
students of a certain city get to school:
I. Mean II. Median III. Mode?
A. I only C. I and II
B. III only D. II and III

2
7. Given is the set of values 4, 5, 4, 13, 6. Dan said that the number that best
represents the data is 6.4. Rica, on the other hand, insisted that the best
representation of the data is 5. Who is correct? Explain.
A. Dan. The best measure to represent the data is always the mean.
B. Rica. The best measure to represent the given data is the median
because of the presence of extreme value 13.
C. Both Dan and Rica. Any measure of central tendency can be used in
representing a given set of data.
D. Both Dan and Rica. Their computations for the mean and median
respectively are both correct.
For numbers 8-11, refer to the situation given below.
Julius grows two different types of tomato plant in his garden.
For one week, he keeps a record of the number of tomatoes he picks from each
type of tomato plant.
Day Mon Tue Wed Thu Fri Sat Sun
Type A 5 5 4 1 0 1 5
Type B 3 4 3 3 7 9 6

8. Find the mean, median, and mode for the Type A tomato plants.
A. mean = 2; median = 3; mode = 4
B. mean = 2; median = 4; mode = 4
C. mean = 3; median= 4; mode = 5
D. mean = 3; median= 5; mode = 6
9. Find the mean, median, and mode for the Type B tomato plants.
A. mean = 2; median = 3; mode = 4
B. mean = 3; median = 4; mode = 5
C. mean = 5; median= 3; mode = 2
D. mean = 5; median= 4; mode = 3
10. Which measure would you use to justify that there is no difference between
the two types?
A. mean C. mode
B. median D. both A and B

3
11. Which measure would you use to justify that Type B is the better plant?
A. mean C. mode
B. median D. both B and C
For numbers 12-15, refer to the table:
Below are scores of two Grade 7 students in five tests.
Student A Student
7 7
13 14
6 7
7 8
7 6
12. What is the mean of the scores of Student A?
A. 8 B. 8.4 C. 8.12 D. 9
13. What is the standard deviation of the data set of scores of Student A?
A. 1.35 B. 2.3 C. 2.83 D. 3.14
14. What is the standard deviation of the data set of scores of Student B?
A. 3.21 B. 3.9 C. 4.12 D. 4.65
15. Which of the following is a correct interpretation about the two data sets?
A. The scores of Student A has a standard deviation higher than the scores
of Student B. This means that the scores of Student A are more scattered
than the scores of Student B.
B. The scores of Student A has a standard deviation lower than the scores
of Student B. This means that the scores of Student A are more scattered
than the scores of Student B.
C. The scores of Student A has a standard deviation higher than the scores
of Student B. This means that the scores of Student A are less scattered
than the scores of Student B.
D. The scores of Student A has a standard deviation lower than the scores
of Student B. This means that the scores of Student A are less scattered
than the scores of Student B.

Were you able to answer all of the questions correctly? If not,

do not worry! The following activities will give you a better
understanding on the lesson. Enjoy reading and learning!

4
 Analyzing and Interpreting Statistical Data

When will
Have you ever asked what is the highest average I use the mean? the
median? the mode?

temperature Northern Mindanao has experienced today?

Have you thought of how many times an average
Grade 7 student exercises in a week?
Have you wondered what kind of snacks is the most
saleable in your school canteen?
Suppose you have to answer such questions, do you know which
statistical measure is best to use?

Before you proceed to the new lesson, answer the following activity
for you to refresh what you have learned in the previous modules.

What’s In

Activity 1: Calculate Me!

Let’s Find Out: The Indicated Measure of Central Tendency

Let’s Use These Materials: Mathematics notebook and pen

Let’s Do It This Way: Do as indicated. Answer the following in your

Mathematics notebook.

1. A group of Grade 7 students got the following scores in a 15-point

Mathematics quiz:
12, 11, 9, 15, 13, 10, 12, 3

Find the:

a. mean b. median c. mode

5
2. Copy and complete the following statements in your Mathematics
notebook. Choose the appropriate word from the box.

average number adding

frequency middle difference
dividing sum value

(a)
The mean is obtained by _____________ all the scores and
(b)
___________ (c)
the ________ (d)
by the total ________ of scores.
(e)
The median is the _________of (f)
the two ______ scores when all the
scores are arranged either in increasing or decreasing order.
(g)
The mode is the score with the greatest ____________.

Awesome! You indeed have learned a lot from your past

lessons. Now, you are ready for the next activity.

6
 Lesson Analyzing and Interpreting Data with the
1 Measures of Central Tendency

What’s New

Activity 2: Describe Me!

Let’s Find Out: The Most Appropriate Measure to Use in Describing the Data
Let’s Use These Materials: Mathematics notebook and pen
Let’s Do It This Way:
Below are two different sets of scores in a Mathematics quiz.
Set A: 83, 85, 85, 87, 88
Set B: 83, 85, 85, 87, 88, 98
1. Compute for the mean, median, and mode of each data set.
2. Copy and fill in the table with the computation results.
Set A Set B
Mean
Median
Mode

3. Answer the following questions:

a. Which is the best measure to describe and represent the data in Set A?
b. Which is the best measure to describe and represent the data in Set B?
c. Is there any difference between the resulting measures in Set A and in
Set B?
d. What do you think causes such difference?
e. Which of the measures is greatly affected?

If you don’t get the answer, do not worry! What lies ahead will help
you understand the problem better.

7
 What Is It

Deciding what statistical measure to use in a given data set may be

confusing. Just like when you are asked to describe the data according to
where its center is, the most commonly used among the measures of central
tendency is the mean.

Is it appropriate to always use the mean in describing all kinds of

data set?

Let us take a look back on what we had in Activity 2.

Analyzing and describing the data in Set A is quite easy since the
computed mean, median, and mode are approximately equal.

Set A
Mean 85.6
Median 85
Mode 85

If you look at the plot for the values in Set A, the mean, median, and
mode are closely positioned being the center of the data.

mean
median
mode

center of the data

In that case, choosing the mean alone, which is 85.6, is appropriate

to describe the data in set A.

8
 However, describing the data in Set B is a little challenging because
the computed measures yielded different results.
Set B
Mean 87.7
Median 86
Mode 85

If you take a look at the plot below for the values in Set B, you would
notice that the scores are positioned closely to each other except for one
score, that is, 98.

This score is located

extremely far from
other scores.

These scores are

positioned closely to
each other.

The score 98 which is far different from the other scores is referred to
as the extreme value in a data set.

Look at what happens when there is an extreme value in the data set.

Set A Set B
Without Extreme Value With Extreme Value

 The mean in Set A is not equal with the mean in Set B.

 The median in Set A is no longer equal with the median in Set B.

9
 Set A Set B Difference  Between the mean and the
85.6 87.7 2.1 median, the mean has a larger
Mean
85 86 1.0 difference when there is an
Median
extreme value.

 From the data Set B, there are four scores (83, 85, 85, 87) lower than
the mean 87.67. On the other hand, there are only two scores (88, 98)
higher than the mean. It implies that the mean is not the center of the
data.
 From the data Set B, there are three scores (83, 85, 85) lower than the
median 86. On the other hand, there are also three scores (87, 88, 98)
higher than the median. It implies that the median is the center of the
data.
Hence, for Set B, the most appropriate measure to describe the data
is the median 86.
Consider the question again: “Is it appropriate to always use the mean
in describing all kinds of data set?” The answer is: No, especially when there
is extreme value in the data set.

When do you use best each measure of central

tendency in analyzing and interpreting data ?

Mean Use the mean when the set of measures does not have
extreme values.
Median Use the median when the set of measures has extreme
values.
Mode Use the mode when you want to know which of the data
appears the most number of times. It is best used when
the set of data is not numerical.

10
Here are more examples.
1. The number of minutes a Grade 7 student exercises in
a week is as follows:
45, 60, 70, 60, 0, 50, 55, 65
Describe the average time a Grade 7 student exercises in a week.
Answer:
From the data given, 0 appears to be an extreme value. (0 tells that
there is a week when the student does not exercise at all.) Since there is
an extreme value included in the data, the best measure of central
tendency to describe the average time the Grade 7 student exercises is
the median.
Arranging the values in increasing order, you have
0, 45, 50, 55, 60, 60, 65, 70.
Middle
values

Since there are two values in the middle, then the average of such
two values has to be taken to get the median. So, you have
55 + 60
𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀 =
2
115
𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀 =
2
𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀 = 57.5
Thus, a Grade 7 student exercises at an average time of 57.5
minutes.
2. Below is the recorded average lowest temperature, in ºC, in each of the
six cities in Northern Mindanao today. What is the average lowest
temperature the whole region has experienced today?

City Cagayan Iligan Malaybalay Oroquieta Ozamiz Tangub

de Oro
Temperature 21 22 19 18 20 17
(ºC)
Answer:
Looking at the data in the table, the recorded set of temperature of
the cities in the region does not have extreme value. So, the mean of these

11
 data measures is appropriate to use in finding out the average lowest
temperature of the whole region.
Solving for the mean, you have
∑ 𝑥𝑥
𝑥𝑥̅ =
𝑛𝑛
21+22+19+18+20+17
𝑥𝑥̅ =
6
117
𝑥𝑥̅ =
6
𝑥𝑥̅ = 19.5
Thus, the average lowest temperature Northern Mindanao has
experienced today is 19.5ºC.
3. A sari-sari store was able to sell 12 cans of sardines in one day. Which of
the brands of the canned sardines is the most saleable?

Answer:
Since the set of data is not numerical, talking only about the brand
of sardines, then the mode is to be used. In a day, the store sold 1 can of
Brand W, 3 cans of Brand X, 3 cans of Brand Y, and 5 cans of Brand Z.
Therefore, the most saleable brand of canned sardines is Brand Z.

Proceed to the next activity young Mathematician. It is now your turn

to answer. Good luck!

12
 What’s More

Activity 3: Use Me!

Let’s Find Out: The Best Measure of Central Tendency to Use
Let’s Use These Materials: Mathematics notebook and pen
Let’s Do It This Way:

a. Read and understand each statement carefully.

b. Answer and write it in your Mathematics notebook.

A. Identification. Identify the appropriate measure(s) of central tendency to be

used in describing the data in each statement. The first one is done for you!

1. The scores of your four summative tests are: 45, 43, 28 and 49.
median
Answer: ______________________

2. What is the average age of your classmates?

Answer: ______________________

3. How long do 13-year old teenagers sleep during weekends?

Answer: ______________________

4. How do Grade 7 students get to school?

Answer: ______________________

5. What is the most popular mobile unit among the Mobile Legend players?

Answer: ______________________

B. Think deeply. Analyze the following situations and answer the questions
that follow.

1. The weekly salaries (in pesos) of 8 workers of the KALAHI Construction

Project are: 2 400, 2 450, 2 450, 2 500, 2 500, 2 550, 2 600 and 4 200.

a. Compute for the mean, the median, and the mode.

13
b. If proposal for new salaries are to be made, and you represent the
management of the KALAHI Construction Project, which measure of central
tendency will you use in the proposal? Explain your answer.

c. If you represent the group of workers, which measure of central tendency will
you use in the proposal? Explain your answer.

2. The daily allowance of 13 students are as follows:

Student 1: ₱ 100.00 Student 9: ₱ 15.00

Student 2: ₱ 20.00 Student 10: ₱ 15.00
Student 3: ₱ 15.00 Student 11: ₱ 15.00
Student 4: ₱ 15.00 Student 12: ₱ 15.00
Student 5: ₱ 8.50 Student 13: ₱ 15.00
Student 6: ₱ 8.50
Student 7: ₱ 15.00
Student 8: ₱ 15.00
Student A claimed that the average daily allowance is ₱ 20.92. However,
Student B disagreed and said that the average daily allowance is ₱ 15.00.

Who is correct, Student A or Student B? Explain.

You did an impressive job! Now, you must be excited to learn next
lesson. Enjoy learning!

14
 Lesson Analyzing and Interpreting Data with the
2 Measures of Variability

Describing a set of data by the measures of central tendency is very

useful. However, it does not give enough description of the data. We need to
know how the data values differ from each other. This refers to variability.

What’s New

Activity 5: Let’s Talk About It!

Let’s Find Out: Data Set With Values Closer to the Mean
Let’s Use These Materials: Mathematics notebook and pen
Let’s Do It This Way: Answer the questions in your Mathematics notebook.
Consider Ryan and Diane who both work at a rural bank. Over the past
five days, Ryan worked for 8.5, 10, 8, 9 & 9.5 hours. On the other hand, Diane
worked for 12, 5, 14, 6, & 8 hours on the very same days.
a. What is Ryan’s mean working time?
b. What is Diane’s mean working time?
c. What can you say about the two means?
d. Whose working hours are closer to the mean?

What Is It

If you take a closer look at the working

hours of Ryan, they were pretty much the
same every day.

15
 On the other hand, Diane had very
short working hours (like 5 & 6 hours) and
had very long working hours (like 12 & 14
hours).

This suggests that Ryan and Diane had different working conditions. If it
is only the mean working time that is considered, such difference would not be
noticed. Hence, it will lead to a wrong interpretation on the data.
Illustrating the situation on the number line below, it can be seen that
Ryan’s working hours are all pretty close at the mean 9 while Diane’s working
hours are spread out. This being spread out is called variability.

Recall what you learned from Modules 57 and 58. Measures of

variability, the range, average deviation, variance, and standard deviation, are
used to describe how scattered the values are in a data set. These are
important quantities used by the statisticians in evaluation.
Let’s Talk About the Range
Finding out the range of each set of working hours of Ryan and Diane
respectively, you have

16
 Diane’s data set range, which is 9, is greater than Ryan’s data set range
which is 2. This means that there is more variability in Diane’s working hours
than in Ryan’s. Furthermore, it tells that Diane’s working hours are more spread
out than Ryan’s.

The range tells how spread out or scattered the values in the data set
are. A larger range indicates that the data are more scattered. A smaller
range indicates that the data are less scattered.

However, the range is definitely not a perfect measure because it ignores

all data except for the largest and smallest value. It is a poor measure of
variability since it only considers the extreme values and tells nothing about the
values in between.
Being scattered also means having a distance, or deviating, from the
mean or average. So, the average deviation, another measure of variability,
can also be considered.
Let’s Talk About the Average Deviation
∑�𝑥𝑥𝑖𝑖 −𝑥𝑥
��
Computing for the average deviation using the formula 𝐴𝐴. 𝐷𝐷. = 𝑛𝑛 ,
you have the results below:
As you can see, the average
deviation in Diane’s set of
working hours is greater the
average deviation in Ryan’s
= = working hours. This implies that
∑�𝑥𝑥𝑖𝑖 − 𝑥𝑥
�� ∑�𝑥𝑥𝑖𝑖 − 𝑥𝑥
��
𝐴𝐴. 𝐷𝐷 = 𝐴𝐴. 𝐷𝐷 =
𝑛𝑛 𝑛𝑛 Diane’s working hours are
3 16
𝐴𝐴. 𝐷𝐷 = 𝐴𝐴. 𝐷𝐷 =
5
scattered from the mean and
5
𝐴𝐴. 𝐷𝐷 = 0.6 𝐴𝐴. 𝐷𝐷 = 3.2 Ryan’s are closer to the mean.

Similar to the range being a measure of variability, the average

deviation also tells how spread out or scattered the values in the data set
are. Specifically, it describes how the data values are scattered or how close
they are from the mean.
A larger average deviation indicates that the data are more scattered
from the mean. A smaller average deviation indicates that the data are less
scattered from the mean.

17
 However, since the absolute value is involved in calculating the average
deviation, it gives a little inconvenience because case-by-case analysis and a
little of higher mathematics concepts might be needed at some point. That is
why another measure of variability is much more common. It is the variance.
Let’s Talk About the Variance
Remember the formula in solving for the variance:
�)𝟐𝟐
∑(𝒙𝒙 − 𝒙𝒙
𝑠𝑠 2 =
𝑛𝑛 − 1
Computing the variance of each data set of working hours, you have the
following results:

As you can see,

the variance in Diane’s
set of working hours, that
is 15, is greater than the
variance in Ryan’s
working hours, that is
0.625. This implies that
there is more variability in
Diane’s working hours
than there is in Ryan’s.

The variance tells how spread out or scattered the values in the data
set are from the mean.
A larger variance means a greater variability, that is, the data are more
spread out. A smaller variance indicates a lesser variability, that is, the data
are less spread out.

However, the variance is normally out of proportion in relation to the data

values because the squares for each of the differences between the data value
and the mean are used. Like in the data set of working hours, the computed
mean is in hours. For the computed variance, since squaring of the difference
between each data value and the mean is involved, then the resulting variance
is in hours squared. Hence, the square root of the variance shall be taken as a
part in data analysis. Such square root is called the standard deviation.

18
Let’s Talk About the Standard Deviation
Remember that the standard deviation is simply the square root of the
∑(𝑥𝑥−𝑥𝑥̅ )2
variance. In symbols, 𝑠𝑠 = � 𝑛𝑛−1
.

To compute for the standard deviation of each data set of working hours
of Ryan and Diane, simply take the square root of the variance obtained. So,
we have

Relative to the variance, the standard deviation in Diane’s set of

working hours, that is approximately 3.87, is greater the standard deviation in
Ryan’s working hours, that is approximately 0.79. This supports the previous
interpretation that there is more variability in Diane’s working hours than there
is in Ryan’s.

The standard deviation is just the square root of the variance. It is

also used to find out the variability of the data set.
Standard deviation is useful as the value is in the same unit as the
data from which it is computed.
The smaller the standard deviation, the less varied are the data
values.

So, the different measures of variability have been applied in analyzing

and interpreting both sets of working time of Ryan and Diane. The bottom line
here is Diane’s set of working hours has more variability than Ryan’s. This
implies that the working hours of Diane are more spread out than the working
hours of Ryan.

19
 Measures of variability are used to determine how spread out or
scattered the values are in a data set. If the variability is greater, then
the data values are more scattered or spread out and the mean is less
reliable. If the variability is lesser, then the data values are less scattered
or spread and the mean is more reliable.
 The range is not a perfect measure of variability since it ignores the data
values in between the highest and the lowest.
 The average deviation is also not a perfect measure of variability to use
since the absolute value is involved in calculating the average deviation,
resulting to a little inconvenience because case-by-case analysis and a
little of higher mathematics concepts might be needed at some point.
 The variance is also not convenient to use because the process of
working for it produces large numbers due to squaring. Also, the
resulting unit would be in square, which is already not in proportion to
the given data.
 The standard deviation is the most reliable measure of variability. It is
of the same unit as the data from which it is computed.

Here are more examples:

Example 1: The following table gives prices for the same basket of grocery
items at two different stores. Interpret the prices.
Price per Unit (in pesos)
Store A Store B
Egg 7 7
White Sugar 13 14
3-in-1 Coffee 6 7
Shampoo 6 8
Vinegar 7 6

Solution:
You have already learned that the most reliable measure of variability is
the standard deviation.
Recall how the standard deviation is solved as presented in the previous
module. A table will help you organize the values obtained from the

20
computations.
Store A Store B
𝑥𝑥 𝑥𝑥 − 𝑥𝑥̅ (𝑥𝑥 − 𝑥𝑥̅ )2 𝑥𝑥 𝑥𝑥 − 𝑥𝑥̅ (𝑥𝑥 − 𝑥𝑥̅ )2
7 −1 1 7 −1.4 1.96
13 5 25 14 5.6 31.36
6 −2 4 7 −1.4 1.96
7 −1 1 8 −0.4 0.16
7 −1 1 6 −2.4 5.76
2 2
� 𝑥𝑥 = 40 �(𝑥𝑥 − 𝑥𝑥̅ ) = 32 � 𝑥𝑥 = 42 �(𝑥𝑥 − 𝑥𝑥̅ ) = 41.20
𝑥𝑥̅ = 8 𝑥𝑥̅ = 8.4

∑(𝑥𝑥 − 𝑥𝑥̅ )2 ∑(𝑥𝑥 − 𝑥𝑥̅ )2

𝑠𝑠 = � 𝑠𝑠 = �
𝑛𝑛 − 1 𝑛𝑛 − 1

32 41.20
𝑠𝑠 = � 𝑠𝑠 = �
5−1 5−1

32 41.20
𝑠𝑠 = � 𝑠𝑠 = �
4 4
𝑠𝑠 = √8 𝑠𝑠 = √10.3
𝑠𝑠 = 2.83 𝑠𝑠 = 3.21

Interpretation:
The prices in Store A are less variable than in Store B because it has
smaller standard deviation, which is 2.83, compared to 3.21 of Store B. This
implies that the mean of the prices in Store A is more reliable than the mean of
the prices in Store B.
Example 2:

A group of Grade 7 students were asked how much they spent weekly
on a cellphone load. The following table shows the data. Analyze and interpret
the data.

Weekly Cellphone Load (in pesos) Number of Students

50-59 4
40-49 11
30-39 21
20-29 16
10-19 8

21
Solution:
Recall how the standard deviation of a grouped data is computed, as
presented in the previous module. Still, a table would help you in organizing
the data obtained from the computation.

𝑥𝑥 𝑓𝑓 𝑓𝑓𝑓𝑓𝑚𝑚 2 2
Class 𝑥𝑥𝑚𝑚 𝑓𝑓𝑓𝑓𝑚𝑚
mark
𝑥𝑥𝑚𝑚
50-59 4 54.5 218.0 2970.25 11881.00
40-49 11 44.5 489.5 1980.25 21782.75
30-39 21 34.5 724.5 1190.25 24995.25
20-29 16 24.5 392.0 600.25 9604.00
10-19 8 14.5 116.0 210.25 1682.00
2 = 69945
∑ 𝑓𝑓𝑥𝑥𝑚𝑚
� 𝑓𝑓 = 𝑛𝑛 � 𝑓𝑓𝑥𝑥𝑚𝑚 = 1940
= 60

2 − (∑ 𝑓𝑓𝑥𝑥 )2
𝑛𝑛 ∑ 𝑓𝑓𝑥𝑥𝑚𝑚 𝑚𝑚
𝑠𝑠 = �
𝑛𝑛(𝑛𝑛 − 1)

60(69945) − (1940)2
𝑠𝑠 = �
60(60 − 1)

4196700 − 3763600
𝑠𝑠 = �
60(59)

433100
𝑠𝑠 = �
3540
𝑠𝑠 = √122.34
𝑠𝑠 = 11.06

Interpretation:
Based on the computation, the standard deviation is 11.06, which means
that the data set of cellphone load consumption has a large variability and the
mean is not reliable.

Are you now ready to work on your own? You can do it, young
Mathematician!

22
 What’s More

Activity 6: Interpret Me!

Let’s Find Out: Analysis and Interpretation of Statistical Data
Let’s Use These Materials: Mathematics notebook, calculator and ballpen
Let’s Do It This Way:

a. Consider the given data.

b. Compute for the needed statistical measure. Write your solution after

the table.

c. Give the interpretation by completing the statement with the

appropriate term(s)/word.

d. Copy and complete the table in your notebook.

The scores received by Bryan and Brenda in ten math quizzes are as follows:
Bryan: 4, 5, 3, 2, 2, 5, 5, 3, 5, 0
Brenda: 5, 4, 4, 3, 3, 1, 4, 0, 5, 5
Interpret the scores.
Bryan Brenda
𝑥𝑥 𝑥𝑥 − 𝑥𝑥̅ (𝑥𝑥 − 𝑥𝑥̅ )2 𝑥𝑥 𝑥𝑥 − 𝑥𝑥̅ (𝑥𝑥 − 𝑥𝑥̅ )2
4 5
5 2
3 4
2 3
2 3
5 1
5 4
3 0
5 5
0 5
2 2
� 𝑥𝑥 = �(𝑥𝑥 − 𝑥𝑥̅ ) = � 𝑥𝑥 = �(𝑥𝑥 − 𝑥𝑥̅ ) =
𝑥𝑥̅ = 𝑥𝑥̅ =

∑(𝑥𝑥 − 𝑥𝑥̅ )2 ∑(𝑥𝑥 − 𝑥𝑥̅ )2

𝑠𝑠 = � 𝑠𝑠 = �
𝑛𝑛 − 1 𝑛𝑛 − 1

23
Interpretation:
The set of scores of Bryan in the ten math quizzes has a standard
deviation of ________. On the other hand, the set of scores of Brenda has a
standard deviation of __________. Bryan’s scores has __________ variability
than Brenda’s scores. The mean of the scores of Bryan is ________ reliable
than the mean of the scores of Brenda.

What I Have Learned

Activity 7: Complete Me!

Let’s Find Out: The Missing Words
Let’s Use These Materials: Mathematics notebook and ballpen
Let’s Do It This Way:

a. Fill in the blanks to complete the following sentences. Choose your

answer from the word pool.

b. Write the answer in your Mathematics notebook.

variance less scattered mode less reliable mean

median range variability small standard deviation

large more scattered average deviation more reliable

1. The measure of central tendency to use best when there are no extreme
values is the ________________.

2. ____________ is the most appropriate to use in describing a non-numerical

set of data.

3. Whenever there is any extreme value in a set of data, ____________ is the

best measure of central tendency to apply in describing such data.
4. Measures of _______ are used to determine how spread out or scattered the
values are in a data set.
5. If the variability is __________, then the data values are more scattered or
spread out. If the variability is lesser, then the data values are less scattered or
spread out.

24
6. The _______ is not a perfect measure of variability since it ignores the data
values in between the highest and the lowest.
7. The _______________ is also not a perfect measure of variability to use
since the absolute value is involved in calculating it, resulting to a little
inconvenience because case-by-case analysis and a little of higher
mathematics concepts might be needed at some point.
8. The __________ is also not convenient to use because the process of
working for it produces large numbers due to squaring.
9. The ____________ is the most reliable measure of variability.
10. The lesser the variability, the ____________ is the mean.

What I Can Do

Activity 8: Take Me to the Real World!

Let’s Find Out: Analyzing and Interpreting Measures of Central Tendency in

Real Life

Let’s Use These Materials: Mathematics notebook and ballpen

Let’s Do It This Way:

a. Give real-life examples where the three measures of central tendency are
being applied.
b. Gather data from each situation. Solve for the indicated measure and
interpret.

c. Write the answer in your Mathematics notebook.

d. The first given below is your guide.

Weekly test results from five subject areas.
Mean
90, 89, 89, 91, 93
∑ 𝑥𝑥
𝑥𝑥̅ =
𝑛𝑛
90 + 89 + 89 + 91 + 93
𝑥𝑥̅ =
5

452
𝑥𝑥̅ =
5
𝑥𝑥̅ = 90.4

The average score in the five weekly tests is 90.4.

25
Your task begins here:

Mean

Median

Mode

Well done! By performing all the activities in this module, you are
actually developing your Mathematical ability. Keep up the good work!

Assessment

MULTIPLE CHOICE
Directions: Read the questions carefully. Choose the letter of your answer and
write it in your Mathematics notebook.
1. Which measure of central tendency is best to use when there are no
extreme scores in the data?
A. mean C. mode
B. median D. variance
2. Which measure of variability takes the difference between the highest
value in the data and the lowest value in the data?
A. average deviation C. variance
B. range D. standard deviation
3. Which statistical measure is used in finding out the highest number of
votes of an election for the President of the Supreme Student
Government?
A. mean C. mode
B. median D. standard deviation
4. Among the measures of variability, which is the most reliable?
A. average deviation C. standard deviation
B. range D. variance

26
 5. For the set of data consisting 6, 6, 7, 8, 8, which statement is correct?
A. mean = mode C. median = mode
B. mean= median D. median > mean
6. Which measure of central tendency is best to use to find out the highest
selling item in a gift shop:
I. Mean II. Median III. Mode?
A. I only C. III only
B. II only D. I and II
7. Given is the record of the number of buses that were late to arrive in a bus
terminal.
0,7,0,0,2,5,0,0,6,0,1,25,0,10,1,1,22
Rey said that the number that best represents the data is 5. Tina argued
and said that 1 is the best representation of the data. Vince disagreed
and insisted that 0 is the most appropriate number to represent the data.
Who is correct? Explain.
A. Rey. He is using the mean 5 and the mean is always the best measure
to represent any set of data.
B. Tina. The best measure to represent the given data is the median 1
because there are extreme values in the data set.
C. Vince. 0 is the mode and it is the most appropriate measure to use
in this kind of data.
D. All of them. Any measure of central tendency is appropriate to use in
describing the data.
For numbers 8-11, refer to the situation given below.
Cathy sells two different types of
apples. For one week, she keeps a
record of the number of apples sold
from each type.
8. Find the mean, median, and mode for the Type A apple.
A. mean = 2; median = 3; mode = 4
B. mean = 2; median = 4; mode = 4
C. mean = 3; median= 4; mode = 5
D. mean = 4; median= 5; mode = 6

27
9. Find the mean, median, and mode for the Type B apple.
A. mean = 2; median = 3; mode = 4
B. mean = 3; median = 4; mode = 5
C. mean = 4; median= 3; mode = 2
D. mean = 5; median= 4; mode = 3
10. Which measure would you use to argue that there is no difference between
the two types?
A. mean C. mode
B. median D. both A and B
11. Which measure would you use to argue that Type B is the better apple?
A. mean C. mode
B. median D. both B and C
For numbers 12-15, refer to the table below:
Below is a record of prepaid cellphone load consumption of two Grade
7 students in five days.
Student A Student B
Day 1 10 15
Day 2 20 15
Day 3 10 10
Day 4 25 15
Day 5 10 15

12. What is the mean of the load consumption of Student A?

A. 10 B. 15 C. 20 D. 25
13. What is the standard deviation of the data set of load consumption of
Student A?
A. 1.35 B. 2.25 C. 2.83 D. 3.16
14. What is the standard deviation of the data set of load consumption of
Student B?
A. 2.24 B. 3.90 C. 4.12 D. 4.65

28
15. Which of the following is a correct interpretation about the two data sets?
A. The load consumption of Student A has a standard deviation higher than
that of Student B. This means that the mean of the load consumption of
Student A is more reliable than the mean of the load consumption of
Student B.
B. The load consumption of Student A has a standard deviation higher than
that of Student B. This means that the mean of the load consumption of
Student A is less reliable than the mean of the load consumption of
Student B.
C. The load consumption of Student A has a standard deviation lower than
that of Student B. This means that the mean of the load consumption of
Student A is more reliable than the mean of the load consumption of
Student B.
D. The load consumption of Student A has a standard deviation lower than
that of Student B. This means that the mean of the load consumption of
Student A is less reliable than the mean of the load consumption of
Student B.

Additional Activity

Activity 9: Analyze and Interpret Our Scores!

Let’s Find Out: Measures of Variability in Analyzing and Interpreting Data

Let’s Use These Materials: Mathematics notebook, calculator, and ballpen

Let’s Do It This Way:

a. Consider the given data.

b. Copy and complete the table in your notebook.

c. Compute for the needed statistical measure. Write your solution after
the table.

d. Give the interpretation.

29
 Below are the scores of students in a Mathematics summative test.
Compute for the appropriate measures and interpret the scores.
Scores
𝑥𝑥 𝑓𝑓
46-50 1
41-45 10
36-40 10
31-35 16
26-30 9
21-25 4

You are exemplary! Having completed all the tasks in this module is
indeed an impressive thing about you! Keep up the good work! Good luck
in learning new lessons in the next module.

30
 31
What I Know What’s In
1. B. 11. A. 1. a. 10.63
2. B. 12. A b. 11.50
3. D. 13. C. c. 12
4. B. 14. A. 2. a. adding
5. B 15. D. b. dividing
6. B c. sum
7. B d. number
8. C. e. average
9. D. f. middle
10.C. g. frequency
Lesson 1 Lesson 1
What’s New (Activity 2) What’s More (Activity 3)
1-2. A. 1. median
Set A Set B 2. mean
Mean 85.6 87.7 3. median
Median 85 86 4. mode
Mode 85 85 5. mode
B. 1. a. mean: 2706.25
3. a. mean median: 2500
b. median mode: 2450 & 2500
c. Yes, there is. b. median (explanation varies.)
c. mean (explanation varies.)
d. The extreme value causes
2. Student B. (explanation varies)
the difference.
e. The mean is greatly
affected.
Answer Key
 32
Lesson 2 Lesson 2
What’s New (Activity 5) What’s More (Activity 6)
a. 9 Bryan’s:
b. 9
c. The two means are
� 𝑥𝑥 = 34
equal.
𝑥𝑥̅ = 3.4
d. It is Ryan’s
�(𝑥𝑥 − 𝑥𝑥̅ )2 = 26.4
working time that
Brenda’s:
𝑠𝑠 = 1.71
are closer to the
mean. � 𝑥𝑥 = 32
What I Have Learned
𝑥𝑥̅ = 3.2
(Activity 7)
�(𝑥𝑥 − 𝑥𝑥̅ )2 = 27.6
1. mean
The set of scores of Bryan in
𝑠𝑠 = 1.75
2. mode
the ten math quizzes has a
3. median standard deviation of 1.71. On the
4. variability other hand, the set of scores of
5. large Brenda has a standard deviation of
1.75. Bryan’s scores has lesser
6. range
variability than Brenda’s scores.
7. average deviation The mean of the scores of Bryan is
8. variance more reliable than the mean of the
scores of Brenda.
9. standard deviation
10. less reliable
Additional Activity
Assessment
� 𝑓𝑓𝑥𝑥𝑚𝑚 = 1730
1. A. 6. C. 11. A.
� 𝑓𝑓𝑥𝑥𝑚𝑚
2 = 61 830
2. B. 7. B 12. A
Based on the computation,
𝑠𝑠 = 6.34
3. C. 8. C. 13. D.
the standard deviation is 6.34,
4. C. 9. D. 14. A. which means that the data set of
has a large variability and the
5. B. 10. B. 15. B.
mean is not reliable.
Answer Key
 References

BOOKS:

Mathematics 8 Learner’s Module , Department of Education , Book

Media Press, Inc. 2013, pp. 527 – 589.

Calaca, Uy, et.al. Statistics and Probability. Vibal. Chapter 2. pp. 59-65.

Sullivan, Michael. Fundamentals of Statistics, 2nd edition, Pearson

Education, Inc. 2008. pp. 146-148.

LINKS:

https://www.youtube.com/watch?v=hQ6BnQkD43g
https://www.youtube.com/watch?v=fvgDqVda9L8
https://www.youtube.com/watch?v=bpyU0Q7L3jo
https://www.youtube.com/watch?v=IArn-sKC8Mc
https://www.cimt.org.uk/projects/mepres/book7/bk7i18/bk7_18i2.htm

33
For inquiries or feedback, please write or call:

Department of Education – Region 10

Zone 1, DepEd Building Masterson Avenue, Upper Balulang

Cagayan de Oro City, 9000
Telefax: (088) 880 7072
E-mail Address: region10@deped.gov.ph