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7
Mathematics
Fourth Quarter – Module 30
Analyzing and Interpreting
Statistical Data

Department of Education ● Republic of the Philippines

Mathematics – Grade 7
Alternative Delivery Mode
Fourth Quarter – Module 30: Analyzing and Interpreting Statistical Data
First Edition, 2020
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Development Team of the Module
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
30
Analyzing and
Interpreting Statistical
Data

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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
What’s In ---------------------- 4
Lesson 1 ---------------------- 4

What’s New ---------------------- 4

What is It ---------------------- 5
What’s More ---------------------- 10

Lesson 2 ---------------------- 11

What’s New ---------------------- 11

What is It ---------------------- 11
What’s More ---------------------- 19

What I Have Learned ---------------------- 20

What I Can Do ---------------------- 21
Assessment ---------------------- 22
Additional Activities ---------------------- 24
Answer Key ---------------------- 25
References ---------------------- 27
 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; and
2. analyze and interpret data using the appropriate statistical measures.
 What I Know

Directions: Read the questions carefully and write the letter of the answers
on
your answer sheet.
1. Which measure of central tendency is best to use when there are extreme
scores in the data?
A. mean B. median C. mode 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 B. mode C. range D. standard deviation
3. What is the most reliable measure of variability?
A. average deviation C. standard deviation
B. range D. variance
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/s 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 B. III only C. I and II D. II and III
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 8-10, 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 Fr Sat Sun
i
Type 5 5 4 1 0 1 5
A
Type 3 4 3 3 7 9 6
B
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

Analyzing and Interpreting Statistical Data

Have you ever asked what is the highest average When will
I use the mean? the
temperature Northern Mindanao has experienced today? median? the mode?

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?

What’s In

Activity 1: Calculate Me!

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

Let’s Use These Materials: Answer sheet and ballpen

Let’s Do It This Way: Answer the given problem on your answer sheet.

Problem: 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

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: Answer sheet and ballpen
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 Set B
A
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?

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

Set A
Activity 2.
Mean 85.6
Analyzing and Media 85 describing the data in Set A
is quite easy since the n computed mean, median,
and mode are Mode 85 approximately equal.
 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.

However, describing the data in Set B is a little challenging because

the computed measures yielded different results.
Set B
Mean 87.7
Media 86
n
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.

 Between the mean and the

Set A Set Difference
B median, the mean has a larger

Mean 85.6 87.7 2.1

difference when there is an
extreme value.
Media 85 86 1.0
n

 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.

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
Median=
2
115
Median=
2
Median=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 data measures is appropriate to use in finding out the average
lowest temperature of the whole region.
Solving for the mean, you have
 x=
∑x
n
21+22+19+18+20+17
x=
6
117
x=
6
x=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.
What’s More

Activity 3: Use Me!

Let’s Find Out: The Best Measure of Central Tendency to Use
Let’s Use These Materials: Answer sheet and ballpen
Let’s Do It This Way:

a. Read and understand each statement carefully.

b. Answer and write it on your answer sheet.

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.

Answer: ______________________
median

Begin here...

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: ______________________

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: Answer sheet and ballpen
Let’s Do It This Way: Answer the questions on your answer sheet.
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?
Answer: 9
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.

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 28 and 29. 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

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
Computing for the average deviation using the formula

A . D .=
∑ |x i−x|,
n
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
∑ |x i−x| A . D=
∑ |x i−x| Diane’s working hours are
A . D=
n n
scattered from the mean and
3 16
A . D= A . D= Ryan’s are closer to the mean.
5 5
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
However,
scattered from thesince
mean.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:

2
s=
∑ ( x−x )2
n−1
 Computing the variance of each data set of working hours, you have
the following results: Ryan Diane

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 close the scores of the distribution are with
respect to 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 it involves huge value. Hence, the square root of the
variance shall be taken as a part in data analysis. And this measure is called
the standard deviation.

Let’s Talk About the Standard Deviation

Remember that the standard deviation is simply the square root of the

variance. In symbols, s=
√ ∑ ( x−x )2 .
n−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
 The standard deviation is just the square root of the variance. It is
also used to find out the variability of the data set.
So,Standard deviation
the different is useful
measures as the value
of variability is in the
have been same
applied in unit as the
analyzing
anddata from which
interpreting bothit sets
is computed.
of working time of Ryan and Diane. The bottom line
The smaller
here is Diane’s the standard
set of working hours deviation,
has more the less varied
variability are the This
than Ryan’s. data
values.
implies that the working hours of Diane are more spread out than the working
hours of Ryan. The conclusion of these results shall be discussed further in
the next module.

 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
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
computations.
Store A Store B
 x x−x ( x−x )2 x x−x ( x−x )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
∑ x =40 ∑ ( x −x ) =32
2
∑ x =42 ∑ ( x −x ) =41.20
2

x=8 x=8.4

s=
√ ∑ ( x−x )2
n−1
s=
√ ∑ ( x−x )2
n−1
s=
√ 32
5−1
s=
√
41.20
5−1
s=
√
32

s= √ 8
4
s=
√
41.20
4
s= √ 10.3
s=2.83 s=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 Number of Students
pesos)
50-59 4
40-49 11
30-39 21
20-29 16
10-19 8

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.

x f Class fx m xm
2 2
fx m
mark
xm
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
∑ f =n ∑ f x m=1940 ∑ f x 2m=69945
¿ 60

√
2
n ∑ f x m− ( ∑ f x m )
2

s=
n ( n−1 )

√
2
60 ( 69945 )− (1940 )
s=
60 ( 60−1 )
s=
√
4196700−3763600
60 ( 59 )
s=
√ 433100
3540
s= √ 122.34
s=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.
 What’s More

Activity 6: Interpret Me!

Let’s Find Out: Analysis and Interpretation of Statistical Data
Let’s Use These Materials: Answer sheet, 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 on your answer sheet.
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
x x−x ( x−x ) 2
x x−x ( x−x )2
4 0.6 0.36 5
5 1.6 2.56 2
3 -0.4 0.16 4
2 -1.4 1.96 3
2 -1.4 1.96 3
5 1.6 2.56 1
5 1.6 2.56 4
3 -0.4 0.16 0
5 1.6 2.56 5
0 -3.4 11.56 5
∑ x =34 ∑ ( x −x ) =¿
2
∑ x =¿ ¿ ∑ ( x −x ) =¿
2

26.4 x=¿
x=¿ 3.4

s=
√ ∑ ( x−x )2
n−1 s=
√ ∑ ( x−x )2
n−1
s=
√ 26.4
9
s= √ 2.93
 s=1.71

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: Answer sheet 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 on your answer sheet. Number 1 is done for you.

mode mean standard

deviation
median variability
large average deviation more reliable
1. The measure of central tendency to use best when there are no extreme
values is the mean.

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.

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: Answer sheet 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 on your answer sheet.
d. The first given below is your guide.

Weekly test results from five subject areas.

Mean
90, 89, 89, 91, 93
x=
∑x
n
90+89+ 89+91+93
x=
5

452
x=
5
x=90.4

The average score in the five weekly tests is 90.4.

Your task begins here:

Mean

Media
n

Mode
 Assessment

Directions: Read the questions carefully and write the letter of the answers
on
your answer sheet.
1. Which measure of central tendency is best to use when there are no
extreme scores in the data?
A. mean B. median C. mode 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 B. median C. mode D. standard deviation
4. Among the measures of variability, which is the most reliable?
A. average deviation C. standard deviation
B. range D. variance
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 B. II only C. III 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 8-10, 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
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
 Additional Activities

Activity 9: Analyze and Interpret Our Scores!

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

Let’s Use These Materials: Answer sheet, 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.
Below are the scores of students in a Mathematics summative test.
Compute for the appropriate measures and interpret the scores.
Scores
x f
46-50 1
41-45 10
36-40 10
31-35 16
26-30 9
21-25 4

x f Class fx m 2
xm
2
fx m
mark
xm
46-50 1 48
41-45 10 43
36-40 10 38
31-35 16 33
26-30 9 28
21-25 4 23
∑ f =n ∑ f x m=¿¿ ¿ ∑ f x 2m=¿ ¿ ¿
 ¿50
Formula:

√
2
n ∑ f x m− ( ∑ f x m )
2

s=
n ( n−1 )

Answer Key

Lesson 1 Lesson 1
What’s More (Activity 3) What’s New (Activity 2)
A. 1. median 1-2.
2. mean Set Set B
3. median A
4. mode Mean 85.6 87.7
5. mode Median 85 86
Mode 85 85

What’s In
1. a. 10.63 3. a. mean

b. 11.50 b. median

c. 12 c. Yes, there is.

d. The extreme value causes
the difference.
What I Know e. The mean is greatly
1. B affected.
2. B
3. C
4. B
5. B
6. B
7. B
8. C
9. D
10.B
Additional Activities Assessment
∑ f x m=1730 1. A 6. C
∑ f x 2m=61 830 2. B 7. B
s=6.34 3. C 8. C
Based on the computation, 4. C 9. D
the standard deviation is 6.34,
which means that the data set of 5. B 10. B
has a large variability and the
mean is not reliable.
What I Have Learned
(Activity 7)
Lesson 2
1. mean
What’s More (Activity 6)
2. mode
Brenda’s:
3. median
∑ x =32 4. variability
x=3.2
5. larger
∑ ( x −x ) =27.6
2

s=1.75
The set of scores of Bryan
in the ten math quizzes has a
standard deviation of 1.71. On the
other hand, the set of scores of
Brenda has a standard deviation of
1.75. Bryan’s scores has lesser
Lesson 2
variability than Brenda’s scores.
The mean of the scores of Bryan is What’s New (Activity 5)
more reliable than the mean of the
a. 9
scores of Brenda.
b. 9
c. The two means
are equal.
d. It is Ryan’s
working time that
are closer to the
mean.
 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
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