Q4LCTG7 PDF

Localized and Contextualized
Teaching Guides in Grade 7 Mathematics
4 Quarter
th
1
Mathematics – Grade 7
Fourth Quarter
Teaching Guides
February 2017
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Prepared by: Department of Education- Division of Cavite
Schools Division Superintendent: Cherrylou D. De Mesa
Assistant Schools Division Superintendent: Editha M. Atendido, Ed. D.
OIC- Assistant Schools Division Superintendent: Alias A. Alicaya, Ed. D.
Chief- Curriculum Implementation Division: Elpidia D. Bergado, Ed. D.
Development Team of the Teaching Guides

Consultant: Eduarda M. Zapanta, Ed. D.
Education Program Supervisor in Mathematics
Writers: Kevin Kertz F. Peñaflor, Diana M. Hinahon, Melissa H. Bago, Bernalyn B.

Magbitang, Merly D. Aure, Arlyn T. Del Mundo, Shiony M. de Luna, Mailen R.
Jaminal, Lourie B. Prieto, Juliet H. Ricasata, Necy H. Soriano, Charlene P. Ambion
Reviewer: Rosemarie A. Abutin
2
Table of Contents
Lesson
Topic Page
No.
1 Introduction to Statistics 4
2 Problems Involving Statistics 10
3 Formulating Simple Statistical Instruments 14
4 Collecting/Gathering Statistical Data 18
5 Organizing Data in Frequency Table 23
6 Types of Statistical Graphs 28
7 Finding the mean, median and mode 36
Calculating the measures of Central Tendency of
8 41
Ungrouped and Grouped Data.
9 Illustrating Measures of Variability 65

10 Measures of Variability of Ungrouped Data 71
11 Measures of Variability of Grouped Data 78
12 Organizing and Presenting Data 86
Graphic and Tabular Data of Measures of Central
13 91
Tendency and Variability
3
MODULE: Statistics and Probability
LESSON: Introduction to Statistics
LEARNING COMPETENCY 53: Explains the
importance of Statistics.
I. OBJECTIVES
a. Define statistics
b. Identify the uses and importance of Statistics
c. Explain the importance of Statistics
d. Value accumulated knowledge as means of new understanding.
II. SUBJECT MATTER
Topic: Introduction to Statistics
Sub-topic: Basic Concepts and Terms in Statistics
Materials: Projector, Blackboard, Meter stick
References: Mathematics- Grade 7 Learner’s Material First Edition,
2013 by DepEd Philippines pp. 237-238;
Altares, Priscilla S., Copo, Antonio I., Elementary Statistics, pp. 3-4
III. PROCEDURE
A. Preliminaries
“Sing a Song”
Data, Data
(In tune of Twinkle, Twinkle Little Star)
Data, Data What are you?
We COLLECT you, oh it’s true.
ANALYZE you that’s my plan
INTERPRET to understand
Data, Data what are you?
I’ll PRESENT you right on cue.
B. Lesson Proper
1. Teaching/ Modeling
Activity 1
Measuring the arm span: Stretch out both arms and measure
the length from the tip of a middle finger to the tip of the other
middle finger.
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Do you think students in this class have different arm spans?
How many in this class have the same arm spans? What is the
most common measure of arm spans? To answer these
questions, you will to do the following:
Instructions:
a. Using a tape measure or a meter stick, measure your
individual arm span. Use the centimeter (cm) unit of length.
Round off measures to the nearest cm.
b. On the board, write your measures individually.
Activity 2
The teacher prepares five pictures related to the topic in which
the task of the learner is to describe it. They can also cite
instances that are related with the picture. This activity is
individual but the picture is assigned to each group.
a.
b.
c.
d.
5
e.
2. Analysis
Activity 1
Guided Questions:
a. What do these numbers represent?
b. Can we get clear and precise information immediately as we
look at these numbers?
c. How can we make these numbers meaningful for anyone who
does not know about the description of these numbers?
d. Based on your activity, what is the meaning of Statistics?
Activity 2
Guided Questions:
a. What does the picture imply?
b. How can you relate these pictures to our previous lesson?
3. Guided Practice
“Case Problem"
Suppose you were asked to make a study on the brand
preferences and satisfaction of consumers of famous laundry soap
in four different supermarkets. How will you do the study?
Instructions: Arrange the letters of the following steps to statistical

inquiry in a logical way:
a. Collecting relevant information
b. Defining a problem
c. Interpreting the data
d. Analyzing the data
e. Organizing and presenting the data
4. Independent Practice
Directions: The following words and phrases are some importance
of Statistics. Choose the word or phrases inside the box and write it
under its uses.
6
Dispersion Assessment on student’s performance
Imports and exports Law of Supply and Demand
Location of business Planning for educational design and curriculum
Production planning Estimation on the number of depositors
Quality Products Precision in describing results on measurements
Cash Flow Estimation of values
Interest Rates Inflation Rate
Policy planning for school system
Business Banking Economics Education Mathematics
5. Generalization
Statistics is the science of collection, organization, analysis, and
interpretation of data.
Importance of Statistics
a. Business
 Production Planning
 Quality of products
 Location of business
 Advertising of products
 Financial resources
 Capital resources
b. Banking
 Cash flow
 Interest rates
 Lending feasibility
 Estimation on the number of depositors
c. Economics
 Imports and exports
 Inflation rates
 Per capita income
 Law of Supply and Demand
d. Education
 Assessments on student’s performance
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 Planning for educational design and curriculum
 Policy planning for school system
e. Mathematics
 Dispersion
 Precision in describing results on measurements
 Estimation of Values
6. Application
Fill in the blanks. Explain the importance of Statistics by completing
the statement below.
a. In weather forecast, statistics help us
______________________________________________.
b. In predicting diseases, statistics helps you
______________________________________________.
c. In consuming goods, statistics may help you
______________________________________________.
d. Government agencies use statistics to make
______________________________________________.
e. In political campaign, statistics help us to
______________________________________________.
7. Assessment
Match each field of study under Column A to its importance of
statistics under column B.
Column A Column B
1. Education a. Monitor status of
2. Psychology customers, employees,
3. Business and Economics orders, and production.
4. Medicine b. Study of the size, vital
5. Demographics characteristics of the
population, and how they
might change over time.
c. Determine attitudinal
patterns, the causes and
effects of misbehavior.
d. Assess students’
performance and
correlate factors
affecting teaching and
learning processes.
e. Collect information about
patients and diseases
and to make decisions
about the use of new
drugs or treatment.
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IV. ASSIGNMENT
1. Follow-up
Give another importance of statistics that use in your home.
2. Study
Study the fields of statistics.
Electronic Sources:
http://www.mathworksheetscenter.com/mathtips/statsareimportant.html
Answer Key
Guided Practice
B, A, E, D, C
Independent Practice
Business Banking Economics Education Mathematics
Location Estimation Imports Assessment Dispersion
of on the and on student’s
business number of exports performance Precision in
depositors describing
Production Law of Planning for results on
planning Cash Flow Supply and educational measurements
Demand design and
Quality Interest curriculum Estimation of
Products Rate Inflation Values
Rates Policy
planning for
school
system
Application
(answers may vary)
Assessment
1. D
2. C
3. A
4. E
5. B
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Lesson: Problems Involving Statistics
Learning Competency 54: Poses problems that can be solved using Statistics
I. OBJECTIVES
a. Identify the population and sample in the statement
b. Poses problems that can be solved using Statistics
c. Value accumulated knowledge in real life situation
II. SUBJECT MATTER

Topic: Problems Involving Statistics
Materials: show me board, tape measure, meter stick,
References: Grade 7 Learner’s Material pp., 237 – 238
Grade 7 e-math by Oronce & Mendoza pp. 480 – 482
Math Builders 7 New Enhanced Edition page 377
Advance Mathematics for 4th Year pp. 234 - 238
III. PROCEDURE
A. Preliminaries
Motivation/ Review
“WikaRambulan!”
The students will be grouped into 4 groups and each group should have a
“show me board”. The group will guess the words related to Statistics by
giving the correct word based on the phrase that the teacher will show. The
phrases are sounds like of the correct word. After one minute the group will
raise the show me board. The group with the highest score will receive
additional points on the performance task.
Example : Is That This Sticks - Statistics
1. Pop Fuel Lay Show On 6. Sent Sew Is
2. Run Doe Am 7. Call Like Shall On
3. Hour Bear Wage 8. An All List See Is
4. Sum Am Fall 9. Press Scent Tie Shown
5. The A Ta 10. In Tire Pre At
B. Lesson Proper
Exploratory Activity:
Instruction: Using a tape measure or a meter stick, measure your individual
arm span. Stretch out both arms and measure the length from the tip of a
middle finger to the tip of the other middle finger. Use the centimeter (cm) unit
of length. Round off measures to the nearest cm. Write the individual
measurement on your leaders’ notebook.
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2. Analysis
a. Based on the activity, what do the numbers represent?
b. Can we get clear and precise information immediately as we look at these
numbers?
c. How can we make these numbers meaningful for anyone who does not
know about the description of these numbers?
d. What is population and sample?
3. Guided Practice
A. Identify the words or phrases that represent the population and
sample. Underline the population once and twice the sample.
1. When Lola Flora buys a cavan of rice for her carinderia, she examines only
a handful of rice from the cavan to find out whether it is of good quality or not.
2. When Chef Boy wants to know the taste of the food he is preparing, he
takes a spoonful of the food.
B. Given are samples taken from population. Identify the possible population.
1. a senior student with a part time job in a school
2. scores in Math on a test
3. the number of absences made by the male students in a school year
Give an appropriate sample and supply the data needed to answer the
following questions.
1. What is the common size of shoes worn by the girls in your class?
2. What is the common height of students in your section?
3. What is the most – liked subject in your class?
4. Who among the young actors and actresses is the most admired by
teenagers?
5. Who is the most popular teacher in your campus?
5. Generalization
 Statistics is a branch of Mathematics that deals with the collection,
organization, presentation, analysis, and interpretation of data.
 Statistics is being used in various fields of discipline, such as business
statistics, medical statistics, statistics for historians, in education, government
and many more.
 In Statistics we commonly use the terms population and sample.
 A population is a complete collection of all elements ( scores, people, …) to
be studied.
 A census is a collection of data from every element in a population.
 A sample is a sub-collection of elements drawn from a population.
 A knowledge of statistics can help you become more critical in your analysis
of information.
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6. Application
A. Identify the population and sample in the following problem.
1. A scientist is investigating the effectiveness of a new drug to relieve the
symptoms of hypertensions. He administers the drug to 100 adults.
P - ______________________
S - ______________________
2. Teacher Arlyn wants to know the common height of the Grade 7
students in the school. She interviews only 100 grade 7 students.
P - ______________________
S - ______________________
7. Assessment
Write 3 problems in the real life that shows the application of Statistics
using the idea of population and sample. Underline the population once
and twice the sample.
IV. ASSIGNMENT
1. Follow Up:
List down some agencies in our society that uses statistics and explain how
they use it. Give at least 2 agencies.
Example: National Statistics Office; gathering information about population
here in our country.
2. Study:
a. Simple Statistical Instruments
b. Different Kinds of Graphs
Answer Key:
Preliminaries
1. population 6. census
2. random 7. collection
3. average 8. analysis
4. sample 9. presentation
5. data 10. interpret
Guided Practice:
A. 1. P- cavan of rice 2. P – the food
S – handful of rice S – spoonful of the food
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B. Answers may vary
Independent Practice: Answers may vary
Application:
1. P- all adults 2. P – all Grade 7 students
S – 100 adults S – 100 Grade 7 students
Assessment: Answers may vary
13
Lesson: Formulating Simple Statistical Instruments
Learning Competency 55: Formulates simple statistical instruments
I. OBJECTIVES
a. Identify the methods in data collection
b. Make a survey form
c. Value accumulated knowledge in real life situation
II. SUBJECT MATTER

Topic: Collection of Data
Subtopic: Formulating Simple Statistical Instruments
Materials: survey forms
References: E-math by Oronce and Mendoza, Rex Book Store, pp.485-488.
III. PROCEDURE
A. Preliminaries
Data are collected from different sectors such as business, education,

medicine, etc. A leading newspaper conducted a survey on honesty.
Below are the five questions asked to the readers.
HOW HONEST CAN YOU BE?
1. You found someone’s wallet in the canteen, what would you do?
a. Return the wallet to the owner.
b. Return the wallet but keep the money.
c. Keep the wallet and the money.
2. You are mistakenly given 50 pesos extra change when you buy a notebook from the
school’s book store, what would you do?
a. Return the 50 pesos to the cashier b. Keep the money
3. An extra 10 points mistakenly added to your score in the examination made you pass.
Would you report it to your teacher?
A. Yes b. No
4. You know that your teacher is not that strict during examination. Would you cheat on
the exam?
a. Yes b. No
5. Are you honest most of the time?

a. Yes B. No
1. What is the population for this honest survey? What is the Sample?
2. Suppose 200 students in your school complete the survey and 180
students answer “No” to Question 4, what percent of the respondents
said they would not cheat on the exam?
14
B. Lesson Proper
1. Teaching/Modeling
Situation # 1
Mrs. Rivera wants to find the number of students in her advisory class
who have birthdays falling on each of the 12 months. She collects the
data in the following manner.
a. Check the date of birth of each student in the class registry.
b. Ask the students to raise their hands if their birthdays fall in a certain
month.
c. Make a form and ask the students to write their birthdates and return
the form to her.
Situation # 2
A chemist conducts experiments in order to know if it is possible to
produce paper from the manure of cows.
Situation # 3
A restaurant manager requests her customers to fill out this
questionnaire:
BLUE RIBBON RESTAURANT
Customer Satisfaction Survey
1. How would you rate our food?
Very Good Good Okay Bad Needs

Improvement
2. How would you rate our service?
Very Good Good Okay Bad Needs

Improvement
2. Analysis:
a. What are the ways/methods of collecting data used in each situation?
b. How would you know which method to use in a given situation?
c. How does Statistics help us in our decision-making?
3. Guided Practice:
Suggest a way to collect each set of data.
a. Favorite sports of your classmates.
b. Population of Region IV-A
c. Most famous K-pop group
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d. Can sawdust be substituted for sand in the production of sand?
e. The number of students who participated in the class discussion
4. Independent Practice:
Determine the best method to use in collecting data for the following situations.
1. Body temperature of patients in Level 1.
2. Population of Junior High School Department in your school
3. Effectiveness of certain whitening soap
4. Feedback of students about a certain school program
5. Number of customers in a restaurant from 10:00 am to 11:00 pm
5. Generalization:
Data is a collection of facts or information. They may be gathered using the
following methods.
1. Conducting surveys –
a. interview method is done when a person solicits information from
another person (face-to-face)
b. questionnaire method is done through the use of printed questions
regarding a certain matter (pen and paper)
2. Observing the Outcomes of Events/ Observation- the person who gathers

data is called investigator while the person/object being observed is
called the subject.
3. Experimentation is used by physicists and behavioral scientists in

collecting data.
4. Reading Statistical Publication/ Registration Method- refers to continuous,

permanent, compulsory recording of the occurrence of vital events
together with certain identifying or descriptive characteristics concerning
them
6. Application:
Make a survey form to help the Math Club decide what three activities they
would do at the upcoming Math Camp.
7. Assessment:
Match Column A with column B. Write the letters of your answer.
A B
___1. Data collected using face-to-face interviews or a. data
Written questionnaires b. survey
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___2. A small part of a group chosen to represent the c.
experimentation
whole group d. sample
___3. The information collected e. investigator
___4. The person who gathers data using the
observation method
___5. The method used by the physicist in collecting data
IV. ASSIGNMENT
1. Follow-up
Collect a survey form and answer the following questions:
a. Give the objective of the survey.
b. Describe some of its good parts.
c. Give suggestions to improve it.
2. Study
Different Kinds of Graphs
Answer Key:
Guided Practice
a. Survey
b. Registration
c. Survey
d. Experimentation
e. observation
1. observation
2. registration
3. experimentation
4. survey
5. observation
Application
Answers may vary
Assessment
1. b
2. d
3. a
4. e
5. c
Assignment
Answers may vary
17
LESSON: Collecting/Gathering Statistical Data
LEARNING COMPETENCY 56: Gathers statistical data
I. OBJECTIVES
a. Identify the different methods in gathering statistical data
b. Distinguish the difference between primary and secondary data
c. Collect or gathered statistical data
d. Show appreciation of the topic by applying the different methods of
collecting data in real life situation.
II. SUBJECT MATTER

Topic: Introduction to Statistics
Sub-topic: Collecting/Gathering Statistical Data
Materials: Projector, questionnaires sample, video presentation
References: Jose Maria L. Escaner IV, PhD, Aurora E. Tan, Spiral
Math 7.
III. PROCEDURE
C. Preliminaries
The teacher prepares different commercial taglines in which the
task of each group is to write the correct answer based on the given
tagline.
Directions: The class will be divided into five groups. Each group need
to write the correct answer based on the following commercial taglines.
Motive Questions:
1. What did you noticed on the answers you have written?
2. Do the answers have similarities/differences? Why?
D. Lesson Proper
Collection- is the act or process of getting things from different
places and bring them together.
Data- information, statistics number, facts, figures, and records that
usually to calculate, analyze or plan something.
Data collection- is the process of preparing and collecting data.
Types of Data
a. Primary Data- is the data gathered directly from an original
source.
18
b. Secondary Data- is the data gathered from secondary sources,
such as books, journals, magazines, or thesis of other
researchers.
Different Methods of Gathering Data
Method Definition
Is a direct method of
a. Interview gathering data because the
data came directly from the
source.
Makes use of the different

b. Observation human senses in gathering
information.
Referred as indirect method

of gathering data because
c. Questionnaire this makes use of written
questions to be answered by
the respondent.
Is usually conducted in
laboratories where specimens
d. Experimentation are subjected to some
aspects of control to find out
cause and effect
relationships.
Requires the enactment of

law to take effect because it
e. Registration or Census needs the participation of a
large, if not the entire
population.
Sources of Data:
 Journals
 Newspapers
 Research papers
 Thesis or dissertations
Data Presentations:
a. Textual form- data are incorporated in the text of the report.
b. Tabular form- data are presented in rows and columns.
Graphical form- data are presented through graphs and diagrams.
19
9. Analysis
1. When do we say that a data is classified as primary?
Secondary?
2. Identify the different methods in gathering data?
3. Why is there a need to have a variety of method in gathering
data?
10. Guided Practice

Group Task: The students will be grouped into 5. Each group
will be given the pictures to determine whether it is primary or
secondary data.
Primary data Secondary data

Directions: Identify which method is appropriate in the following
statistical study.
a. Student’s allowance per week.
b. List of voters in a certain barangay.
c. Heights of Grade 7 students.
d. The most popular television program.
e. Results of entrance examination in a certain school.
12. Generalization
Statistics – is a branch of mathematics that deals with the
interpretation and analysis of numerical data.
Primary data – information gathered directly from the source.
20
Secondary data – information gathered indirectly from the source.
Different methods of gathering data

Interview
Observation
Experimentation
Questionnaire
Registration or Census
13. Application
Working- In-pair
The students are going to collect data outside the classroom.
They’re task is to gather information from the school staff it may be
from the school vendor, security guard, nurse, librarian and house
keeper. After 10 minutes the students are going back inside the
classroom with at least three respondents.
14. Assessment
Direction: Tell whether each statement is true or false.
_____1. We can collect primary data by the use of observation.
_____2. Secondary data is the information that we can collect from
the registration or census method.
_____3. Interview method makes use of the different human senses
in gathering information.
_____4. Tabular form is a data presentation which the information
is presented in rows and columns.
_____5. Experimentation method is usually conducted in
laboratories where specimens are subjected to find out the cause
and effect relationship.
IV. ASSIGNMENT
In a short bond paper make a survey about how far did the student
travels from their home to school. Make the best estimate using
kilometers.(to be submitted by group)
Electronic Sources:
https://www.google.com.ph/search?q=observation+method+of+data+c
ollection&rlz.
21
Answer Key
Guided Practice
Primary data Secondary data
a. Questionnaire method
b. Registration method
c. Observation method
d. Interview method
e. Experimentation method
Assessment
a. True
b. True
c. False
d. True
e. False
22
Lesson: Organizing Data in Frequency Table
Learning Competency 57: Organizes data in a frequency distribution table.
I. OBJECTIVES
a. Sort and organize data in frequency table
b. Appreciate the importance of organizing data in frequency table
II. SUBJECT MATTER

Topic : Collecting and Organizing Data
Subtopic : Organizing Data in Frequency Table
Materials : LCD, PowerPoint presentations, activity sheets
References: Math 7 Learners Material pages 203 - 204;
Grade 7 Mathematics Patterns and Practicalities pages 430 -
432; Gladys C. Nivera,
Mathematics for the 21st Century Learner pages 316 – 317;
Marilou C. Geruela
III. PROCEDURE
A. Preliminaries
BABY BOOM!
Do you know in what month most babies are born? Let’s do a mini survey in
your class. Gather the birth months of everyone in the class and organize the
data in the table.
POPULAR BIRTH MONTHS
Month Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec
Number of
students
Guide Questions:
1. In which month were most students in the class born?
2. In which month were the least number of students in the class born?
3. What can you infer from data?
23
B. Lesson Proper
Frequency distribution Table is a systematic way of presenting data using a

table. The data are group into different intervals or number of classes
assigned by the researcher. Usually, the ideal number of classes is from 5 to
20 only.
Example 1: Mrs. Angon a Mathematics Teacher in Rosario National High

School give a long quiz to her students. Given the set of scores of 60
students in a 50 item test, construct a frequency distribution table.
34 28 43 21 12 50 26 33 18 28
15 42 33 21 18 17 46 10 13 38
29 30 43 50 23 28 14 31 20 17
23 31 38 32 43 12 18 10 25 19
33 26 24 43 45 30 18 11 23 21
40 48 23 26 34 12 19 24 25 29
Steps in Constructing a Frequency Distribution Table

1. Choose the number of classes of the distribution. In the given set of scores,
use 8 as the number of classes or intervals. (Class interval = 8)
2. Get the range or the difference between the highest and the lowest values.
Range = highest score – lowest score
= 50 – 10
= 40
3. Solve the class width or class size by dividing the range by the number of
classes or intervals.
Class size = range == 40 = 5
Class interval 8
4. Use the lowest score as the starting point if the class size is even. If the
class size is odd, use the multiple of the class size, which is less than or equal
to the lowest score, as the starting point or the first lower limit. In the example,
the class size is five and the lowest score is 10, which is a multiple of class
size. Therefore, you use the lowest score as the starting point.
5. Determine the next lower limit by adding the class size.
6. The upper limit of the first interval is determined by subtracting one from the
second lower value. Repeat the process to complete the intervals.
7. The lower class limit is the lowest value within the interval, whereas the
upper class limit is the lower class limit and 14 is the upper class limit.
8. Get the tally of each score.
9. Determine the corresponding number in each tally. The number of times
the value appears in the distribution is called the frequency.
24
Class Interval Frequency
Tally
(Scores) Number of Students
10 – 14 IIII – III 8
15 – 19 IIII – IIII 9
20 – 24 IIII – IIII 10
25 – 29 IIII – IIII 10
30 – 34 IIII – IIII 10
35 – 39 II 2
40 – 44 IIII - I 6
45 – 49 III 3
50 – 54 II 2
2. Analysis
a. How did you find the activity?
b. What is the importance of frequency distribution table?
c. Based on the given activity, how can we construct a frequency
distribution?
3. Guided Practice
A survey was taken on Costa Verde. In each of 20 homes, people were
asked how many cars were registered to their households. The results
were recorded as follows:
1, 2, 1, 0, 3, 4, 0, 1, 1, 1, 2, 2, 3, 2, 3, 2, 1, 4, 0, 0
One of the Companies in EPZA are producing batteries. Thirty AA

batteries were tested to determine how long they would last. The results,
to the nearest minute, were recorded as follows:
423, 369, 387, 411, 393, 394, 371, 377, 389, 409, 392, 408, 431, 401, 363,
391, 405, 382, 400, 381, 399, 415, 428, 422, 396, 372, 410, 419, 386, 39
5. Generalization
Frequency distribution Table is a systematic way of presenting data using
a table.
Steps in Constructing a Frequency Distribution Table
1. Choose the number of classes of the distribution.
2. Get the range or the difference between the highest and the lowest values.
3. Solve the class width or class size by dividing the range by the number of
classes or intervals.
4. Use the lowest score as the starting point if the class size is even. If the
class size is odd, use the multiple of the class size, which is less than or equal
to the lowest score, as the starting point or the first lower limit.
5. Determine the next lower limit by adding the class size.
6. The upper limit of the first interval is determined by subtracting one from the
second lower value. Repeat the process to complete the intervals.
7. The lower class limit is the lowest value within the interval.
8. Get the tally of each score.
25
9. Determine the corresponding number in each tally. The number of times
the value appears in the distribution is called the frequency.
6. Application
One of the Grade 7 teachers of Rosario National High School conduct a
test. Here are the results of the 60 – item test of a class. Construct a
Frequency distribution.
35, 28, 34, 8, 41, 40, 43, 13, 29, 35, 46, 39, 21, 19, 31
33, 39, 51, 57, 45, 18, 24, 44, 36, 48, 37, 32, 38, 29, 36
7. Assessment
The following are test scores of Section 1. Construct a suitable

frequency table. Use intervals of width 6.
14 15 30 19 10 18
26 30 10 15 15 28
10 30 34 40 20 43
20 30 10 22 36 36
IV. ASSIGNMENT
1. The following data indicates the scores of 30 students who took the
qualifying examination for mathematics challenge. Construct a frequency
table.
35, 60, 45, 56, 54, 20, 65, 80, 70, 34, 32
90, 95, 70, 24, 11, 70, 65, 70, 45, 32, 70
45, 55, 76, 77, 16, 92, 88, 86, 78, 54, 19
2. Study: Congruent Angles and Vertical Angles
Learners Material for Grade 7 pp. 203 - 204
Electronic Resources:
http://www.statcan.gc.ca/edu/power-pouvoir/ch8/5214814-eng.htm
KEY ANSWER:
Guided Practice:
No. of Cars Tally Frequency

0 4
1 6
2 5
3 3
4 2
Total 20
26
Battery Life Tally Frequency

360 – 369 2
370 – 379 3
380 – 389 5
390 – 399 7
400 – 409 5
410 - 419 4
420 – 429 3
430 – 439 1
Total 30
Application
Scores Tally Frequency

56 – 60 1
51 - 55 1
46 - 50 2
41 – 45 4
36 – 40 7
31 – 35 6
26 – 30 3
21 – 25 2
16 - 20 2
11 - 15 1
6 - 10 1
Assessment
Scores Tally Frequency

10 – 15 8
16 – 20 4
21 – 25 1
26 – 30 6
31 – 35 1
36 – 40 3
41 - 45 1
27
Lesson: Types of Statistical Graphs
Learning Competency 58: Uses appropriate graphs to represent organized
data: pie chart, bar graph, line graph, histogram, and ogive
I. OBJECTIVES
a. Use appropriate graph to represent organized data
b. Sketch the graph of an organized data accurately
c. Appreciate the value of graphs in understanding factual data
II. SUBJECT MATTER

Topic: Use of Graphs to Represent and Analyze Data
References: Math 7 Learner’s Modules pp. 249 - 255; Teacher’s Guide pp.
Synergy for Success in Mathematics 7, pp. 438 – 446;
CNN PH POLL
Materials: illustration of different types of statistical graphs
III. PROCEDURE
A. Preliminaries
Motivational Group (of 10 members) Activity:
Make a survey regarding the brand of mobile phone each member of the
group has, the reason for having it, the reason for choosing the particular
brand, and the number of cellular phones each has. Present the data
gathered in tabular form.
Brand name Reason for having a Reason for choosing Quantity

mobile phone the particular brand
B. Lesson Proper
1. Teaching / Modelling
Group Activity (1 graph per group)
Study each graph and answer the questions that follow.
28
Graph No. 1
1. What information is given by the bar graph (also called the histogram)
above?
2. In which year was the simple literacy rate for females the lowest? highest?
3. In which year was the simple literacy rate for males the lowest? highest?
4. Without knowing the quantity each data represent, is it easy to compare the
simple literacy rates of males and females?
5. What kind of data can be presented using a bar graph?
6. Express the data shown in the graph in table form.
Graph No. 2
1. What information is given by the line graph above?

2. Under whose administration was the average general fertility rate for
females the lowest?
3. Under whose administration was the average general fertility rate for
females the highest?
4. Without knowing the quantity each data represent, is it easy to identify
under whose administration was the average general fertility rate the highest
or the lowest?
5. What kind of data can be presented using a line graph?
29
Graph No. 3
1. What information is given by the pictograph above?

2. Who got the most number of gifts? least?
3. Who got more gifts, Jessica or Steven?
4. Without knowing the quantity each data represent, is it easy to identify who
got the most or least number of gifts?
5. What kind of data can be presented using a pictograph?
Graph No. 4
1. What information is given by the pie chart or circle
graph at the left?
2. What is the top cause of stress for Filipinos? least?
3. A whole circle is equivalent to how many percent?
4. Without knowing the percentage for each cause of
stress, is it easy to identify the top cause of stress for
Filipinos?
5. What kind of data can be presented using a pie
graph?
6. Express the data shown in the chart/graph in table
form.
2. Analysis
How did you find the activity?
How can organized data be presented? How are they different
from each other?
When is data easier to understand, in table form or graphical
form? Why?
How do you choose the appropriate graph for organized data?
How do you construct the appropriate graph for organized data?
30
3. Guided Practice
Use the table of the Population census of Mendez in performing the activity
below.
a. Using the given table above, complete the line graph below showing the
population (rounded to the nearest thousand) from 1990 to 2015.
31
b. Using the given table, complete the bar graph showing the percent increase
(rounded to the nearest tenths) of the population from 1995 to 2015.
4. Idependent Practice
1995 2000 2005 2008 2015
c. Using the given table, complete the pictograph showing the populations
(rounded to the nearest thousand) for 20th century, = 1thousand.
Population for 20th Century
2000 2005 2008 2015
Population
d. Using the given table above, complete and color the part of the pie graph
representing annual percent increase (rounded to the nearest whole number)
from 1995 to 2015.
Year % p. a. % Increase
(in whole
number)
1995 2.67 3
2000 2.63 3
2005 2.15 2
32
2008 2.41 2
2015 1.89 2
total 12
Using the overall data gathered during the motivational activity, construct the
appropriate graph for the following data.
a. the brands of cellular phones used by the students
b. the percentage distribution of the different brands of cellular phones
c. the percentage distribution of the reasons for having cellular phones
d. the number of cellular phones each member has
5. Generalization
Use of Graphs to Represent and Analyze Data
a. Bar graph (also called the histogram) – represents data using
vertical or horizontal bars, makes it easier to visualize the comparison in the
occurrence of one data from another
b. Line graph – used to represent changes in data over a period of
time; illustrates that a particular trend is increasing, decreasing, or static over
a period of time; where data is first represented by points and then segments
are drawn to join the points
c. Pictograph – represents data through pictures having specific value;
can be easily understood and more interesting and appealing in displaying
collected data
d. Circle graph (or pie chart – represents data using sectors of a circle;
best used when showing relationship of a specific data to the whole
6. Application
Construct an appropriate graph for each situation below.
a. The number of males and females in your class
b. The allowance you received from Grade 4 to present
c. The activities you do in a day (sleeping, preparing before
going to school, staying in school, helping at home, studying/ doing
assignments at home, watching TV)
7. Assessment
Choose the letter of the graph appropriate to the given situation.
1. Which is the best type of graph to show the proportion of students who own
a cat, dog, fish, bird, or no pet?
a. circle graph b. line graph c. pictograph d. bar graph
2. Which type of graph would best show the percentage of female students
who have very short, short, shoulder length, and long hair?
a. pictograph b. circle graph c. bar graph d. line graph
3. Which is the best type of graph to show the number of people in four
different barangays?
a. line graph b. bar graph c. pictograph d. circle graph
4. Which type of graph would best show increase in the number of teachers in
a public school in a municipality?
a. bar graph b. line graph c. circle graph d. pictograph
33
5. Which is the best type of graph to show the kilograms of garbage and
kilograms of recycling produced by four different schools?
a. circle graph b. pictograph c. line graph d. bar graph
IV. ASSIGNMENT
1. Follow-up
a. Make a survey of the food preferences of the members of your
family according to fruits and vegetables produced in your locality. Construct
different graphs applicable to the data you gathered.
2. Study: Measures of Central Tendency
a. Describe each.
Reference: CLTG page
Electronic Sources: https://en.wikipedia.org/wiki/Mendez,_Cavite

www.gmanetwork.com
http://www.mathworksheets4kids.com/
https://ca.ixl.com/math/grade-7
Answer Key
Motivational Activity answers may vary

Guided Practice
Graph No. 1 1. literacy rate between males and females for the years
1989, 1994, 2000, 2003, and 2008 2. 2003, 2008 3. 2003,
2008
4. yes 5. data that can be compared
6.
Literacy Rate
Year Male Female
1989 93.2 94
1994 93.7 94
2000 92 92.3
2003 86.8 90.4
2008 95.1 96.1
Graph No. 2 1. average general fertility rate under 5 administrations 2.

GMA 3. Marcos 4. yes 5. data that shows increase,
decrease, or no movement
6.
Average General Fetility Rate
Administration Average
Marcos 129
Cory 106
FVR 95
Erap 87
GMA 80
34
Graph No. 3 1. Christmas gifts of 4 children 2. Gloria, Andrew 3.
Jessica4. yes 5. data that can be represented with pictures of
specific value
6.
Christmas Gifts
Names Number of Gifts
Steven 6
Gloria 12
Andrew 4
Jessica 8
Graph No. 4 1. top causes of stress for Filipinos 2. job or studies, social
media 3. 100 % 4. yes 5. data having a relationship to the whole
6.
Causes of Stress for Filipinos
Category Percentage
Social Media 1.19
Traffic 14.84
Life Changes 4.15
Finances 14.54
Personal Relationships 12.46
Health Reasons 2.67
Job or Studies 22.85
Others 3.56
Independent Practice answers may vary

Application answers may vary
Assessment
1. a 2. b 3. b 4. b 5. d
35
LESSON: Mean, Median, Mode
LEARNING COMPETENCY 59: Illustrate the measures of central tendency
(mean, median, mode) of a statistical data
I. OBJECTIVES
1. Find the mean, median, mode of a statistical data.

2. Solve problems involving mean, median, mode.
3. Describe the data using information from the mean, median, and
mode.
4. Appreciate the measures of central tendency in real life.
II. SUBJECT MATTER AND MATERIALS
Topic: Measures of central tendency.

Sub-Topic: Finding the mean, median and mode
References: Learners Material in Mathematics 7 pages 249-251
Materials: Activity sheets and sample test papers with scores
III. PROCEDURE
1. Preliminary Activity
Illustrative Example
1. The grades in Mathematics of Grade 7 students are 82, 85, 79, 78,
89, 87, 88, 89, 75, and 77. What is their average grade?
2. The number of books loaned from the library during each day of the
week were 36, 31, 24, 45, and 50. What is the median ?
3. The sizes of 15 classes selected at random are: 40, 39, 42, 48, 45,
46, 42, 49, 43, 49, 43, 43, 42, 41, 38, 42, and 47. What is the
mode?
2. Lesson Proper
Developmental Activity
1. The set of data shows a score of 35 students in their periodical test.
34 35 40 40 48 21 9
21 20 19 34 45 21 20
19 17 18 15 16 20 28
21 20 18 17 10 45 48
19 17 29 45 50 48 25
36
Motive Questions:
1. What score is typical to the group of students? Why?

2. What score frequently appears?
3. What score appears to be in the middle? How many students fall below
this score?
2. The following sets of data show the height (in centimeters) of two
groups of boys playing basketball at Maragondon town plaza.
Group A: 135 136 140 150 134 129 126 130

Group B: 167 136 119 136 160 178 126 140
a. Compute for the mean

b. What information can you get from these two values?
3. Analysis:
a. How do you find the mean, median, and mode of a statistical data?
b. Did you used any formula in finding the mean, median, and mode?
c. What are the difference between mean, median, and mode?
4. Guided Practice
The following sets of data show the weekly income (in peso) of ten
households living in two different barangays in the town of Maragondon,
Cavite.
Brgy. Garita A: 150 1500 1700 1800 3000 2100 1700 1500
1750 1200
Brgy. Kaingin : 1000 1200 1200 1150 1800 1800 2000

1470 8000
a. Compute for the mean and median for each Barangay.

b. What information can we get from these values?
c. Why do you think the median is more appropriate than the
mean?
37
The advance algebra class of Miss. Dela Cruz took an achievement test.
The results are shown below:
84 75 76 83 82 76 88 77
90 86 80 81 82 89 78 79
89 84 80 81 86 84 90 79
85 81 79 78 79 81 82 92
86 82 78 87 90 83 93 84
1. What score is typical to the group of students? Why?

2. What score frequently appears?
3. What score appears to be in the middle? How many students fall below
this score?
6. Generalization
Mean is commonly referred to as the average of all values.
To compute for the mean, add all the scores and divide the sum by
the number of scores. It is the easiest “average” to compute.
The most frequent score/s in the given set of data is called the mode.
It is also an “average” score. A data set may have two modes
(and hence the data set is called bimodal).
The median is also an “average” score. It is the middle score in the

list after the scores are arranged in decreasing or increasing order.
7. Application
Below are the mathematics grades of 30 Grade 7 students in the last

quarter: Compute for the mean, median, and mode
78 98 76 89 89 83
87 75 72 91 90 79
84 84 85 88 87 95
96 95 96 96 76 80
96 95 96 76 96 80
83 82 85 92 91 90
38
8. Assessment
Solve the following problems:
1. Mario took four examinations in a science class. His scores are 48, 65, 78,
and 79. Which measure is more appropriate to use in order to determine
how well Mario is performing in science?
2. A beauty pageant cast their votes using social media, by counting the
number of likes on it . If there are 15 candidates, which of mean, median
and mode is more appropriate to use? Explain your answer.
IV. AGREEMENT
Solve the following problems:
a. The median for 10, 9, y, 12, and 6 is y. Find the possible values of y,
given that the values are whole numbers.
b. The mean of fifteen numbers is 30 and the mean of ten numbers is 25.
What is the mean of all the twenty-five numbers?
c. Given the set of numbers N = { 7, 9, 10, 14, 8, 16, 13}. When a number
x is added to the set, the new mean is 12. Calculate the value of x.
Reference: Learners Module 7, pages 249-251
Electronic sources:
www.slideshare.net/safetoleave/grade-7-in-math
Answer Key:
A. Preliminary Activity
Mean – 82.9
Median – 36
Mode – 42
B. 1. Developmental Activity
1. The answers may vary. Some may point out the median or the mean.
Be sure to ask the students to justify their answers.
2. What score frequently appears? 20 and 21
3. 21.17 students are expected to fall below this score but there are two
other scores in the bottom half that are the same as this middle score.
39
Guided Practice
a. Mean is 1345 Median is 1700

Mean is 2142 Median is 1635
b. Using the mean value, it seems that Barangay Caingin’s household

income is far greater than that of Barangay Garita A’s. However,
using the median, it seems that the two are almost the same.
Application
Mean – 86.4 Median – 87 Mode – 96
Assessment
1. Answer: The Bar graph is more appropriate.

2. Answer: The Median is more appropriate
Agreement
1. Answer: 9 or 10 – (the possible values of y)
2. Answer: 28
3. Answer: x = 19
40
Lesson: Calculating the measures of Central Tendency of Ungrouped and
Grouped Data.
Learning Competency 60: Calculates the measures of Central Tendency of
Ungrouped and Grouped Data
I. OBJECTIVES
a. Calculates the measures of central tendency of ungrouped and
grouped data
b. Apply the formula for mean, median and mode
c. Show accuracy in doing work
II. SUBJECT MATTER

Topic: Calculating the measures of Central Tendency of Ungrouped
and Grouped Data
Materials: scientific calculator, chalk and board, projector/TV, laptop
References: Advanced Algebra, Trigonometry and Statistics Math IV
pages 258 – 267 by Soledad Jose-Dilao, Ed. D. and Fernando B. Orines
Mathematics Learner’s Module 8 Page 491-506 and 522-535
MSA Statistics and Probability by: Merle S. Alferez and Ma. Cecilia A.
Duro pages 35-40
Google Search and youtube
III. PROCEDURE
A. Preliminaries
1. Motivational or Purpose Setting Activity

The students will conduct a survey to one another. They shall ask their
classmates one by one of the most preferred social networking site they use
now a days. These are the following:
Social Networking Site Frequency
Facebook
Instagram
Twitter
Snapchat
Viber
After this, they will answer the questions given by the teacher.
1. Arrange the data in order
2. Get the average
3. Get the middle data
4. Which number appeared the most
Follow up questions:
1. How will you arrange the data?
2. Can you formulate an equation to get the average?
3. How will you find the middle data?
4. What is the highest repeating number?
41
B. Lesson Proper
Watch the video clips
www.youtube.com/watch?v=QzcgSCmWcVo
https://.youtube.com/watch?v=abYUPzRMzcQ
2. Analysis
Answer the following questions:

1.What do you think is the measures of central tendency all about?
2.What are the measurement shown in the video?
3.How will you describe the results shown in the video?
4.What have you noticed in data in first and second video?
5.What is the formula in finding those measures?
3. Guided Practice
A. Directions: Ungrouped Data Calculate the measures of central

tendency of the following.
1. A researcher collects data on the ages of recipients of doctoral
degree in science and engineering, and his study yields the
following.
37 37 24 28 43 44 36 41 33 27
Find the mean.

Solution: The mean is determined by the sum of the ages and then
dividing by the total number of recipients.
∑
=
Where: ∑ - sum of the item values

n - number of items
Mean = 37+37+24+28+43+44+36+41+33+27
10
= therefore, then = 35.
2. Seven mothers were selected and given a blood pressure

check. Their systolic pressures were recorded below.
135 121 119 116 130 121 131
Find their median.
Solution: Arrange the data in increasing order
116 119 121 121 130 131 135
median
42
Select the middle value. Therefore the median is 121.
3. Eight novels were randomly selected and the numbers of pages

were recorded as follows:.
415 398 402 400 420 415 407 425
Find the median.
Solution: Arrange the data in order.
398 400 402 407 415 415 420 425
Since the middle point falls halfway between 407 and 415, find the
median by getting the mean of these two values.
Median = , therefore the median is 411

4.The sizes of 15 classes selected at random are:
40 39 42 48 45 46 42 49 43 42 41 44 38 42 47
Find the mode.
38 39 40 41 42 42 42 42 43 44 45 46 47 48 49
The mode is 42 because it is the measure that occurs the most
number of times.
5.The sizes of 15 families in a chosen barangay chosen at random

are as follows:
8 7 4 6 12 6 7 6 8 10 7 8 5 3 4
Find the mode.
3 4 4 5 6 6 6 7 7 7 8 8 8 10 12
The modes are 6, 7, and 8. The distribution is multimodal.
B. Directions: Grouped Data Calculate the measures of central

1. Calculate the mean grade of 50 students in Elementary Algebra.
Class Interval f X (midpoint) fx
90-94 7 92 644
85-89 13 87 1131
80-84 16 82 1312
75-79 8 77 616
70-74 6 72 432
n=50 ∑
Solution:
Step 1: Find the midpoint of each grade, and place the values in the third
column.
(90+94)/2 = 92, 85+89/2 = 87, (80+84)/2 = 82 etc.
43
Step 2: Next, multiply the midpoint by the frequency for each class, and
place the results in the fourth column.
(92)(7) = 644, (87)(13) = 1131, (82)(16) = 1312 etc.
Step 3: Find the sum of the fourth column.
Step 4: Divide the sum by n=number of items in grouped

∑
Therefore the mean grade is 82.7 or 83.
2.Calculate the median of the score of students in four Elementary

Algebra classes of Mrs. Magsino.
Class Frequency Midpoints Cumulative
boundaries frequency
95-99 5 94.5 100
90-94 11 89.5 95
85-89 17 84.5 84
80-84 25 79.5 67
75-79 20 74.5 42
70-74 12 69.5 22
65-69 7 64.5 10
60-64 3 59.5 3
i=5 n=100
Solution:
Step1: Make a table of cumulative frequency.
95-99 5 94.5 100
90-94 11 89.5 95
85-89 17 84.5 84
80-84 25 79.5 67
75-79 20 74.5 42
70-74 12 69.5 22
65-69 7 64.5 10
60-64 3 59.5 3
i=5 n=100
Step2: Divide n, number of frequency by 2, to get the halfway

Point.
n = 100 /2 = 50 is the halfway point
Step3: Locate the median class in the cumulative frequency
Column.
44
Find the class that contains the 50th value by using the
cumulative frequency distribution. Since 50 is less than 67, then the
median class is the 4th class.
Step4: Substitute in the formula
Md = ( )
Md = ( )
= 79.5 +( )5
= 79.5 + ( )5
= 79.5 + 1.6
= 81.1, therefore, the median is 81.1.This means that
one-half of the students scored above 81.1 and the other half
scored below 81.1.
3.Calculate the mode of the ages of randomly selected
residents of Tagaytay Highlands.
Ages (years) Frequency
79-70 9
60-69 18
59-50 22
49-40 27
39-30 30 𝑑 = 44 -30 = 14
28.5 exact lower limit of 29-20 44 =2
the modal class
19-10 42 𝑑 = 44 -42 = 2
9-0 33
i=10 225
Solution: Using the formula:
Mo = ( )
Mo = ( )
= 28.5 + ( )
= 28.5 + (0.875) 10
= 28.5 + 8.75
= 37.25
4.Given the following frequency table, calculate the mean, median and
mode.
Class Frequency Midpoint fx Cumulative
34 - 36 2 35 70 172
31 - 33 2 32 64 170
28 - 30 6 29 174 168
45
25 - 27 47 26 1222 162
22 - 24 70 23 1610 115
19 - 21 40 20 800 45
16 - 18 5 17 85 5
i=3 n = 172 ∑ 4025
𝑑 − 23 𝑑 − 30
∑
Mean:
Median: Md = ( )
Md = ( )
= 24.5 +( )
= 24.5 + ( )3
= 24.5 + (-0.62)
= 23.88
Mode: Mo = ( )
Mo = ( )
= 21.5 + ( )
= 21.5 + (0.43) 3
= 21.5 + 1.29
= 22.79
A. Directions: UNGROUPED DATA: Arrange in increasing order and
calculates the mean, median and mode/s of each of the following sets
of data.
1. 5, 6, 6, 4, 8
2. 3,5, 6, 7, 4
3. 1, 3, 2, 5, 9, 1, 7, 6, 6, 8
4. 5, 6, 0, 6, 8, 2, 9, 4, 6, 8, 2, 3
5. 10, 10, 12, 14, 15, 9, 13, 13, 12
6. 2, 2, 4, 5, 9, 8, 7, 5, 3, 1, 2, 1, 1
7. 11,5, 5, 5, 6, 2, 12, 9, 3,
8. 8, 7, 9, 10, 8, 6, 5, 4, 3
9. 16, 24,18, 23, 29, 8, 24, 25 , 12
10. 84, 85, 84, 89, 87, 87, 86, 82, 88,84, 87, 87
46
B. Directions: GROUPED DATA:
1. Calculate the measures of central tendency of Mid-year test scores
of students in Filipino.
SCORE FREQUENCY
41-45 1
36-40 8
31-35 8
26-30 14
21-25 7
16-20 2
2. Calculate the measures of central tendency of the weight of

Grade 7 – Narra students.
Weight in kg Frequency
75-79 1
70-74 4
65-69 10
60-64 14
55-59 21
50-54 15
45-69 14
40-44 1
3.Calculate the measures of central tendency of score of the Tagaytay City

Science National High School Grade 7 students for the Third Periodical
Test
Scores Frequency
44-47 5
40-43 5
36-39 9
32-35 7
28-31 5
24-27 12
20-23 12
16-19 6
12-15 4
4.Calculate the measure of central tendency of the ages of the 112 people
who live on a certain barangay in Tagaytay City are group as follows:
Age Number
0-9 20
10 - 19 21
20 – 29 23
30 – 39 16
40 – 49 11
50 – 59 10
60 – 69 7
47
70 – 79 3
80 – 89 1
5.Calculate the measures of central tendency of the following 50

scores in Mathematics Test
31 35 80 63 50 75 71 55 40 60
46 74 63 59 41 45 49 36 78 42
54 62 81 46 41 50 44 76 68 53
40 70 53 46 51 39 52 83 65 71
30 73 70 74 37 75 41 79 55 52
1. Generalization
Mean – (Arithmetic mean) is the average of a set of data which is affected by
extremely high or low scores.
To find the mean of an ungroup data, use the formula:
∑
X =

n - number of items
To find the mean of group data, use the formula:
∑
X =
Where: - frequency of the class interval

x - midpoint of the class interval (presumed to be the mean of the
values grouped under this interval
Median – The median of a data set illustrates the middle value when the set is
ordered in ascending or descending. The median is an average of two middle values
if a data set contains even number of values. The median will either be a specific
value or will fall between two values.
To find the median of a grouped data, use the formula:
Md = ( )
Where: L – exact lower limit of the median class

n – total number of items
F – “ less than “ or “ equal to “ cumulative frequency preceding the class
interval containing the median
f – frequency of the median class
i – size of the class interval
Mode –is the measure or value which occurs most frequently (repeated) in a set
of data. It is the value with the greatest frequency. In other words the highest
repetition of a same number in a data set is considered to be mode for a data set.
48
The data set doesn't have the mode when each number in a data set occurs in the
same number of time
To find the mode for a set of data
1. Select the measure that appears most often in the set
2. If two or more measures appear the same number of times, then each of these
values is a mode: and
3. If every measure appears the same number of timers, then the set of data has
no mode.
To find the mode of a grouped data use the formula:
Mo = ( )
Where: - the exact lower limit of the modal class

– the difference between the frequency of the modal class and that of the
frequency below the modal class
− the difference between the frequency of the modal class and that of the
frequency above the modal class
i – the size of the class interval
A. Application
A. Direction:.UNGROUPED DATA :Calculate the mean, median
and mode/s of the following.
1. Given scores in Algebra Quiz: 18, 20, 22, 15, 16, 12, 17, 21, 10
2. The library logbook shows that 56, 60, 54, 35, and 97 books,
respectively, were borrowed from Monday to Friday last week.
3. Berna’s scores in 10 quizzes during the third quarter are 8, 7, 6,
10, 9, 5, 9, 6, 10 and 7.
4. The sizes of 15 families in chosen barangay in Tagaytay City at
random are as follows: 8,7, 4, 6, 12, 6, 7, 6, 8, 10, 7, 8, 5, 3, 4
5. The grades of 10 selected students in Mathematics of TCSNHS
are 85, 82, 85, 86, 81, 79, 80, 78, 86, 88.
B. Direction: GROUPED DATA : Calculate the mean, median and

mode/s of the following.
1. The following table gives the frequency distribution of the
number of orders received each day during the past 50 days
at TCSNHS – Canteen.
Number of order Frequency

19-21 14
16-18 20
13-15 12
10-12 4
2. Height of selected students of Senior High School in

Tagaytay City Science National High School.
Height (cm) Frequency
170-174 8
165-169 13
49
160-164 11
155-159 11
150-154 10
B. Assessment
A. Direction : UNGROUPED DATA. Calculate the mean,
median, and mode/s of the following.
1. The scores received by Leo and Berna in 10 quizzes in Math
are as follows:
Leo 4 5 3 2 2 5 5 3 5 0
Berna 5 4 4 3 3 1 4 0 5 5
2. The grades of Grade 7 student in nine subjects are 87, 81, 86,
85, 81, 86, 83, 82, 80
3. Julia Andrei Aala timed 21 people in the Tagaytay Fun Run
2016, to the nearest second: 59, 65, 61,53, 55, 60, 70, 64, 56,
58, 58, 62, 62, 68, 59, 65, 56, 59, 68, 61, 67
4. In a English class, 10 test scores were randomly selected, and
the following results were obtained:
74 73 77 77 71 68 65 77 67 66
5. In a test of hearing, subjects estimate the loudness (in decibels)
of sound, their results are as follows:
215 308 225 236 272 300 254 260 332
B. Directions: GROUP DATA: Calculate the mean, median and
mode/s of the following.
1. Below are the scores of 65 students in a Mathematics test.
Score Frequency
55-58 2
51-54 4
47-50 5
43-46 6
39-42 10
35-38 13
31-34 8
27-30 6
23-26 6
19-22 2
15-18 2
11-14 1
2 .Ages of 187 evacuees in the Gymnasium who are affected in
typhoon NINA.
Ages Frequency
77-83 2
70-76 6
63-69 5
50
56-62 8
49-55 9
42-48 26
35-41 23
28-34 28
21-27 16
14-20 14
7-13 27
0-6 23
IV. ASSIGNMENT
A. 1. Find the mean, median and mode/s
a. 8 9 3 4 4 7
b. 1 0 2 8 6 3 6
c. 3 9 5 7 5 5 9 4
2. Calculate the measures of central tendency of travel time of

students in going to school.
Classes Frequency
32-35 4
28-31 12
24-27 3
20-23 5
16-19 15
12-15 11
8-11 3
4-7 9
0-3 7
B.Study the measures of Variability of a Statistical Data
Reference: Advanced Algebra Book, Trigonometry and Statistics by

Soledad Jose-Dilao, Ed D. and Fernando B. Orines page 270.
Answer Key:
Preliminary Activity
Motivational or Purpose Setting Activity
Answer may vary
Guided Practice
A. Directions: Ungrouped Data Calculate the measures of central tendency of the
following.
51
11. A researcher collects data on the ages of recipients of doctoral
degree in science and engineering, and his study yields the
following.
37 37 24 28 43 44 36 41 33 27
Find the mean.

Solution: The mean is determined by the sum of the ages and then
dividing by the total number of recipients.
∑
=

n - number of items
Mean = 37+37+24+28+43+44+36+41+33+27
10
= therefore, then = 35.
12. Seven mothers were selected and given a blood pressure

check. Their systolic pressures were recorded below.
135 121 119 116 130 121 131
Find their median.
Solution: Arrange the data in increasing order
116 119 121 121 130 131 135
median
Select the middle value. Therefore the median is 121.
3. Eight novels were randomly selected and the numbers of pages

were recorded as follows:.
415 398 402 400 420 415 407 425
Find the median.
398 400 402 407 415 415 420 425
Since the middle point falls halfway between 407 and 415, find the
median by getting the mean of these two values.
Median = , therefore the median is 411

4.The sizes of 15 classes selected at random are:
40 39 42 48 45 46 42 49 43 42 41 44 38 42 47
Find the mode.
38 39 40 41 42 42 42 42 43 44 45 46 47 48 49
52
The mode is 42 because it is the measure that occurs the most
number of times.
5.The sizes of 15 families in a chosen barangay chosen at random

are as follows:
8 7 4 6 12 6 7 6 8 10 7 8 5 3 4
Find the mode.
3 4 4 5 6 6 6 7 7 7 8 8 8 10 12
The modes are 6, 7, and 8. The distribution is multimodal.
B. Directions: Grouped Data Calculate the measures of central

1. Calculate the mean grade of 50 students in Elementary Algebra.
Class Interval F X (midpoint) fx
90-94 7 92 644
85-89 13 87 1131
80-84 16 82 1312
75-79 8 77 616
70-74 6 72 432
n=50 ∑
Solution:
Step 1: Find the midpoint of each grade, and place the values in the third
column.
(90+94)/2 = 92, 85+89/2 = 87, (80+84)/2 = 82 etc.
Step 2: Next, multiply the midpoint by the frequency for each class, and
place the results in the fourth column.
(92)(7) = 644, (87)(13) = 1131, (82)(16) = 1312 etc.
Step 3: Find the sum of the fourth column.
Step 4: Divide the sum by n=number of items in grouped

∑
Therefore the mean grade is 82.7 or 83.
2.Calculate the median of the score of students in four Elementary

Algebra classes of Mrs. Magsino.
95-99 5 94.5 100
90-94 11 89.5 95
85-89 17 84.5 84
53
80-84 25 79.5 67
75-79 20 74.5 42
70-74 12 69.5 22
65-69 7 64.5 10
60-64 3 59.5 3
i=5 n=100
Solution:
Step1: Make a table of cumulative frequency.
95-99 5 94.5 100
90-94 11 89.5 95
85-89 17 84.5 84
80-84 25 79.5 67
75-79 20 74.5 42
70-74 12 69.5 22
65-69 7 64.5 10
60-64 3 59.5 3
i=5 n=100
Step2: Divide n, number of frequency by 2, to get the halfway

Point.
n = 100 /2 = 50 is the halfway point
Step3: Locate the median class in the cumulative frequency
Column.
Find the class that contains the 50th value by using the
cumulative frequency distribution. Since 50 is less than 67, then the
median class is the 4th class.
Step4: Substitute in the formula
Md = ( )
Md = ( )
= 79.5 +( )5
= 79.5 + ( )5
= 79.5 + 1.6
= 81.1, therefore, the median is 81.1.This means that
one-half of the students scored above 81.1 and the other half
scored below 81.1.
3.Calculate the mode of the ages of randomly selected
residents of Tagaytay Highlands.
54
Ages (years) Frequency
79-70 9
60-69 18
59-50 22
49-40 27
39-30 30 𝑑 = 44 -30 = 14
28.5 exact lower limit of 29-20 44 =2
the modal class
19-10 42 𝑑 = 44 -42 = 2
9-0 33
i=10 225
Solution: Using the formula:
Mo = ( )
Mo = ( )
= 28.5 + ( )
= 28.5 + (0.875) 10
= 28.5 + 8.75
= 37.25
4.Given the following frequency table, calculate the mean, median and
mode.
Class Frequency Midpoint fx Cumulative
34 - 36 2 35 70 172
31 - 33 2 32 64 170
28 - 30 6 29 174 168
25 - 27 47 26 1222 162 𝑑 − 23
22 - 24 70 23 1610 115
19 - 21 40 20 800 45
16 - 18 5 17 85 5 𝑑 − 30
i=3 n = 172 ∑ 4025
∑
Mean:
Median: Md = ( )
Md = ( )
= 24.5 +( )
= 24.5 + ( )3
= 24.5 + (-0.62)
= 23.88
55
Mode: Mo = ( )
Mo = ( )
= 21.5 + ( )
= 21.5 + (0.43) 3
= 21.5 + 1.29
= 22.79
A UNGROUPED DATA
1. 4 5 6 6 8
Mean = 5.8
Median = 6
Mode = 6
2. 3 4 5 6 7
Mean = 5
Median = 5
Mode = no mode
3. 1 1 2 3 5 6 6 7 8 9
Mean = 4.8
Median = 5.5
Mode = 6
4. 0 2 2 3 4 5 6 6 6 8 8 9
Mean = 4.92
Median = 5.5
Mode = 6
5. 9 10 10 12 12 13 13 14 15
Mean = 12
Median = 12
Mode = 10, 12, 13
56
6. 1 1 1 2 2 2 3 4 5 5 7 8 9
Mean = 3.85
Median = 3
Mode = 1, 2
7. 2 3 5 5 5 6 9 11 12
Mean = 6.44
Median = 5
Mode = 5
8. 3 4 5 6 7 8 8 9 10
Mean = 6.67
Median = 7
Mode = 8
9. 8 12 16 18 23 24 24 25 29
Mean = 19.89
Median = 23
Mode = 24
10. 82 84 84 84 85 86 87 87 87 87 88 89
Mean = 85.83
Median = 86.5
Mode = 87
B. GROUPED DATA
1.
SCORE FREQUENCY X CF CB FX
41-45 1 43 40 40.5-45.5 43
36-40 8 38 39 35.5-40.5 304
31-35 8 33 31 30.5-35.5 264
26-30 14 28 23 25.5-30.5 392
21-25 7 23 9 20.5-25.5 161
16-20 2 18 2 15.5-20.5 36
i=5 n = 40 1200
∑
Mean:
Median: Md = ( )
Md = ( )
= 25.5 +( )5
= 29.43
57
Mode: Mo = ( )
Mo = ( )
= 27.81
2.
Weight in kg Frequency X FX CF
75-79 1 77 77 80
70-74 4 72 288 79
65-69 10 67 670 75
60-64 14 62 868 65
55-59 21 57 1197 51
50-54 15 52 780 30
45-69 14 47 658 15
40-44 1 42 42 1
I=5 80 4580
Mean = Median = ( ) Mode = ( )
= 57.25 = 56.88 = 57.19
3.
Scores Frequency x fx cf
44-47 5 45.5 227.5 65
40-43 5 41.5 207.5 60
36-39 9 37.5 337.5 55
32-35 7 33.5 234.5 46
28-31 5 29.5 147.5 39
24-27 12 25.5 306 34
20-23 12 21.5 258 22
16-19 6 17.5 105 10
12-15 4 13.5 54 4
i-4 65 1877.5
= 28.88 = 27 = 27.5
4.
Age Number x fx cf
80-89 1 84.5 84.5 112
70-79 3 74.5 223.5 111
60-69 7 64.5 451.5 108
58
50-59 10 54.5 545 101
40-49 11 44.5 489.5 91
30-39 16 34.5 552 80
20-29 23 24.5 563.5 64
10-19 21 14.5 304.5 41
0-9 20 4.5 90 20
I=10 112 3304
= 29.5 = 26.02 = 27.28
5.
31 35 80 63 50 75 71 55 40 60
46 74 63 59 41 45 49 36 78 42
54 62 81 46 41 50 44 76 68 53
40 70 53 46 51 39 52 83 65 71
30 73 70 74 37 75 41 79 55 52
Range: 85-30 =55
Interval :
Score f X Fx Cf
78-83 5 80.5 402.5 50
72-77 6 74.5 447 45
66-71 5 68.5 342.5 39
60-65 5 62.5 312.5 34
54-59 4 56.5 226 30
48-53 8 50.5 404 22
42-47 6 44.5 267 16
36-41 8 38.5 308 8
30-35 3 32.5 97.5 5
I= 6 50 2807
∑
Mean:
Median: Md = ( )
Md = ( )
= 53.5 +( )6
= 53.86
59
− −
=8–6=2 =8–3 =5
#1Mode: Mo = ( ) #2Mode: Mo = ( )
Mo = ( ) Mo = ( )
= 47.5 +4 = 35.5+1.7
= 51.5 = 37.2
Application
A. Ungrouped Data
1. 10 12 15 16 17 18 20 21 22
Mean = 16.78
Median = 17
Mode = no mode
2. 35 54 56 60 97
Mean = 60.4
Median = 56
Mode = no mode
3. 5 6 6 7 7 8 9 9 10 10
Mean = 7.7
Median = 7.5
Mode = 6,7,9 and 10
4. 3 4 4 5 6 6 6 7
7 7 8 8 8 10 10
Mean = 6.73
Median = 7
Mode = 6, 7and 8
5. 78 79 80 81 82 85 85 86 86 88
Mean = 83
Median = 83.5
Mode = 85 and 86
60
B. Grouped Data
1.
Number of Frequency x fx cf
order
19-21 14 20 290 50
16-18 20 17 340 36
13-15 12 14 168 16
10-12 4 11 44 4
I=3 50 842
= 16.84 = 16.85 = 16.79
2.
Height (cm) Frequency x fx cf
170-174 8 172 1376 53
165-169 13 167 2171 45
160-164 11 162 1782 32
155-159 11 157 1727 21
150-154 10 152 1520 10
I=5 53 8576
= 161.81 = 157.38 = 166.43
Assessment
A. 1. LEO
∑
Mean = =
Mean = 4+5+3+2+2+5+5+3+5+0
10
=
Median: 0 2 2 3 3 4 5 5 5 5
=
= 3.5
Mode: 5
BERNA
61
∑
Mean = =
Mean = 5+4+4+3+3+1+4+0+5+5
10
=
Median: 0 1 3 3 4 4 4 5 5 5
=
=2
Mode: 4 and 5
∑
2. Mean = =
Mean = 87+81+86+85+81+86+83+82+80
9
=
Median: 80 81 81 82 83 85 86 86 87
= 83
Mode: Bimodal 81 and 86
∑
3. Mean = =
Mean
= 53+55+56+56+58+58+59+59+59+60+61+61+62+62+64+65+65+67+68+68+70
21
=
Median: 53 55 56 56 58 58 59 59
59 60 61 61 62 62 64 65
65 67 68 68 70
= 61
Mode: 59
∑
4. Mean = =
Mean = 65+66+67+68+71+73+74+77+77+77
10
=
Median: 065 66 67 68 71 73 74 77 77 77
62
=
= 72
Mode: 77
∑
5. Mean = =
Mean = 215+225+236+254+260+272+300+308+332
9
=
Median: 215 225 236 254 260 272 300 308 332
= 260
Mode: no mode
B. Grouped Data
1.
Score Frequency x fx cf
55-58 2 56.5 113 65
51-54 4 52.5 210 63
47-50 5 48.5 242.5 59
43-46 6 44.5 265.2 54
39-42 10 40.5 405 48
35-38 13 36.5 474.5 38
31-34 8 32.5 260 25
27-30 6 28.5 171 17
23-26 6 24.5 147 11
19-22 2 20.5 41 5
15-18 2 16.5 33 3
11-14 1 12.5 12.5 1
I= 4 65 2374.7
= 36.53 = 36.5 = 36
2.
Ages Frequency x fx cf
77-83 2 80 160 187
70-76 6 73 438 185
63
63-69 5 65 325 179
56-62 8 59 472 174
49-55 9 52 468 166
42-48 26 45 1170 157
35-41 23 38 874 131
28-34 28 31 868 108
21-27 16 24 384 80
14-20 14 17 238 64
7-13 27 10 270 50
0-6 23 3 69 23
I= 7 187 5736
= 30.67 = 23.88 = 32.44
64
LESSON: Illustrating Measures of Variability
LEARNING COMPETENCY 61: Illustrate the measures of variability (range,
average deviation, variance, standard deviation) of a statistical data.
I. OBJECTIVES
a. Describe the measures of variability in a given set of data.
b. Illustrate the different measures of variability of a given grouped
data: range, variance, standard deviation
c. Appreciate the concept of variation in real life situations
II. SUBJECT MATTER
Topic: Illustrating Measures of Variability
Sub-topic: Range, Average deviation, Variance, Standard deviation
Materials: TV, Powerpoint Presentation
References:DepEdMathematics-Grade 8 Learner’s Material pp. 507-
519
III. PROCEDURE
A. Preliminaries
WORD HUNT
Find the words you think are related in Statistics.
65
B. Lesson Proper
Example no. 1
The following are the daily wages of 8 factory workers of two
garment factories, factory A and factory B. Find the range of
salaries in Peso (Php).
Factory A: 400, 450, 520, 380 482, 495, 575, 450
Factory B: 450, 400, 450, 480, 450, 450, 400, 672
Finding the range of wages:
−
Wage range in −
Wage range in B = −
Comparing the two wages, which factory has a more scattered

wages? Factory B
Example no. 2
Nine students are taking remedial
classes. One of their quizzes scores
are 12, 17, 13, 18, 18, 15, 14, 17, 11.
Their teacher wants to find how the
students’ scores scattered. To do that
he used the average deviation instead
of range to get a better approximation
and he got 2.22.
Based on the given situation, describe how scattered the scores
of the students having 2.22 of average deviation.
Example no. 3
The following are the raw scores of students in English quiz: 12,
6, 7, 3, 15, 10, 18, 5. Find the mean.
Given the variance , we can say how far each score is

far from the mean.
Example no. 4
Eljohn, Wilmark, and Ebo are comparing their scores in their
Mathematics quizzes. They want to find out whose scores is most
consistent. Below are the cores of the three students.
Eljohn: 97, 92, 96, 95, 90
Wilmark:94, 94, 92, 94, 96
66
Ebo: 95, 94, 93, 96, 92
To do so, they computed for their standard deviation.
Eljohn: 2.6
Wilmark: 1.3
Ebo: 1.4
Interpretation: Since Eljohn’s standard deviation is 2.6 it means that most

of his scores are within 2.6 units from the mean. While 1.36 (Wilmark) and
1.4 (Ebo) standard deviation suggest that most of their scores are within
1.6 and 1.4 units from the mean.
Conclusion: Wilmark’s scores are clustered closer to the mean. This
shows that his scores are the most consistent among Eljohn and Ebo.
2. Analysis
-What is the use of range, average deviation, variance, standard
deviation?
-How do we interpret range, average deviation, variance,
standard deviation?
-What is the best indicator of the degree of dispersion among
the measures of variability? Why?
3. Guided Practice
Five pairs of best friends want to identify whose set of weights is more
consistent. Help them to solve their problem by tracing the line.
67
Like or Unlike
Write LIKE if the statement is True and UNLIKE if otherwise.
1. Range is the difference between the 2
extreme scores in the distribution.
2. Average deviation is the degree to which
the scores differ from (vary around) the
mean.
3. Variance units are squared.
4. Standard deviation is easier to interpret
than the variance.
5. Range is the best measure of variance to indicate the degree of
dispersion.
5. Generalization
The range of a set of data is the difference between the largest and
smallest values. It is the size of the smallest interval which contains
all the data and provides an indication of statistical dispersion.
Average deviation gives a better approximation than the range.
However, it does not lend itself readily to mathematical treatment
for deeper analysis.
Variance measures how far each number in the set is from the
mean.
The standard deviation provides some idea about the distribution
of scores around the mean (average). The smaller the standard
deviation, the more narrow the range between the lowest and
highest scores or, more generally, that the scores cluster closely to
the average score
6. Application
Read carefully each problem and give what is being asked. Encircle
the letter that corresponds to your answer.
1. Range, standard deviation, and variance are 'similar' in that
each looks at
a. the difference between high and low scores.
b. how spread out the data is.
c. the collection to be sampled.
d. the numerical value that occurs most often.
e. the central score.
2. Professor Sammy has just given a biology exam and wants to
calculate the 'range' of performance of his students. What must
he do?
a. Identify the central score.
b. Find the score that occurs most often.
c. Identify how far from average each score is.
d. Subtract the lowest score from the highest score.
e. Plot scores on a bell curve.
68
3. Professor Guevara wants to ensure he is thorough in his review
of student performance, so he decides to calculate 'standard
deviation' as well. What must Professor Dublin do to figure out
this measure of variability?
a. Identify the central score.
b. Find the score that occurs most often.
c. Identify how far from average each score is.
d. Subtract the lowest score from the highest score.
e. Plot scores on a bell curve.
7. Assessment
Identify what is being described.
1. It is the size of the smallest interval which contains all the data
and provides an indication of statistical dispersion
2. Provides some idea about the distribution of scores around the
mean (average)
3. It gives a better approximation than the range.
4. Measures how far each number in the set is from the mean.
5. The best measure of variance to indicate the degree of
dispersion.
IV. ASSIGNMENT
3. Follow-up:
Binoy, Maria, and Cayabyabare comparing their survey scores from
different NGO’s. They want to find out whose scores is most
consistent. Below are the survey scores of the three ploiticians.
Standard Deviation
Binoy: 86 87 88 83 85 1.92
Maria: 86 81 89 84 82 3.21
Cayabyab: 81 83 87 85 83 2.28
Whose survey scores is most consistent?
4. Study:Calculating the measures of variability

Reference: DepEd Mathematics-Grade 8
Learner’s Material pp.507-521
69
Answer Key:
Guided Practice
1. Maria
2. CJ
3. Josh
1. Like
2. Unlike
3. Like
4. Like
5. Unlike
Application
1. B
2. D
3. E
Assessment
1. Range
2. Standard deviation
3. Answer may vary
4. Variance
5. Standard deviation
70
LESSON: Measures of Variability of Ungrouped Data
LEARNING COMPETENCY 62a: Calculates the measures of variability of
grouped and ungrouped data.
I. OBJECTIVES
d. Describe the measures of variability in a given set of ungrouped
data.
e. Calculate the different measures of variability of a given
ungrouped data: range, average deviation, variance, standard
deviation
f. Appreciate the concept of variation in real life situations
II. SUBJECT MATTER
Topic: Measures of Variability of Ungrouped Data
Sub-topic: Range, Average Deviation, Variance, Standard Deviation
Materials: Projector, Powerpoint Presentation,
References: DepEd Mathematics-Grade 8 Learner’s Material
pp.507-521
III. PROCEDURE
A. Preliminaries
THUMBS UP OR THUMBS DOWN?
If the statement is correct, do the THUMBS UP.

Otherwise, THUMBS DOWN. Justify your
answer.
1. If I have a set of numbers 2, 5,3,10 and 5, therefore the mean is 5.

2. 3, 4, 5, 6, 7, 8, 9 and 10, the middle value is 6.
3. The most common measures of variability are the range, mean,
median and mode.
4. Variance and standard deviation are the same.
5. Variation is the amount of dispersion, or “spread” of the values in
the set of data.
C. Lesson Proper
Consider the scores of nine Grade 7 students of sections Guyabano
and Chico of Naic National High School. Do the following
procedure.
Guyabano 12 23 15 8 25 5 11 17 19
Chico 15 15 15 17 5 7 17 19 25
a. Arrange the scores in ascending order.
b. Find the mean and median score of each section. What did you
observe?
71
*Both sections have the same mean and median.
c. Analyze the spread of the scores of each section from the mean.
Which section has scores closer to the mean?
*In section Guyabano, the scores vary from 5 to 25, or are more
scattered. But in section Chico, the scores are closer to the
center of the data.
d. Find the range, average deviation, variance and standard
deviation.
Range:
R=H–L
Guyabano: R = 25 – 5 = 20
Chico: R = 25 – 5 = 20
Average Deviation:
∑ −
where: A.D is the average deviation

x is the individual score
is the mean; and
N is the number of scores

− is the absolute value of the deviation from the mean
 Find the mean .
∑
Guyabano: = =15
∑
Chico: = =15
 Find the absolute difference between each score and the

Guyabano Chico
mean.
𝑥− 𝑥 = − =10
𝑥− 𝑥 = − =10
= − =7
= − =8
= − =4
= − =0
= − =3
= − =0
= − =0
= − =2
= − =0
= − =4 = − =2
= − =8 = − =2
= − =10 = − =4
= − =10
72
 Find the sum of the absolute difference ∑ −
Guyabano: 10+7+4+3+0+2+4+8+10 = 48
Chico: 10+8+0+0+0+2+2+4+10 = 36
 Solve for the average deviation by dividing the result in step
3 by N.
∑
Guyabano: = = 5.33
∑
Chico: = =4
Variance: )
∑ ̅̅̅̅
=
where: is the variance;
N is the total number of data;
x is the individual score; and
is the mean of the data
 Compute the mean score.

Guyabano: Chico:
 Complete the table below.
Guyabano Chico
73
 Compute the Variance.
∑ ̅̅̅̅
Guyabano: = = = 39.78
∑ ̅̅̅̅
Chico: = = = 32
Standard Deviation:(SD)
−̅̅̅̅̅
SD = √
∑
or SD = √
 Compute the standard deviation.

Guyabano: SD = √ =√ = 6.31
Chico: SD = √ =√ = 5.66
e. If you were to choose from these two sections, which would you
prefer? Why?
*The variability in the values of data in section Guyabano is
greater than that in section Chico. Note that the smaller
dispersion of scores indicates more consistency and reliability
2. Analysis
- Based from the activity, which section has the most consistent
scores?
- Why do we need to compute the variation other than the mean?
- How to compute the range? average deviation? variance?
standard deviation of a given set of ungrouped data?
- What is the importance of measuring variability in a given set of
data?
3. Guided Practice
Find the range and standard deviation of each set of data.
a. {12, 13, 17, 22, 25, 26}

b. {10, 9, 6, 6, 7, 8, 8, 8, 8, 9}
c. {97, 92, 96, 95, 90}
Solve the a) range, b) average deviation, c) variance, and
d) standard deviation of each set of ungrouped data.
a. Science achievement test scores: 60, 75, 80, 85, 90, 95
b. Weights in kg of 10 students: 52, 55, 50, 55, 43, 45, 40, 48,
45, 47.
c. Diameter (in cm) of balls: 12, 13, 15, 15, 15, 16, 18.
74
5. Generalization
The mean, median and mode do not adequately give the
description of the characteristics of a set of data. To find out how
the values are scattered on either side of the central values,
variation is needed. Measures of variability are the spread of
values about the mean. Smaller dispersion of scores arising from
the comparison often indicates more consistency and more
reliability. These are the range, average deviation, variance and
standard deviation.
a. To find the range, get the difference between the largest value
and smallest value. R = Highest value – Lowest value
b. To compute the average deviation, first, find the mean for all
the cases, find the absolute difference between each score and
the mean, and lastly, find the sum of the differences and divide it
by N.
∑ −
c. The variance for ungrouped data is computed as:

∑ ̅̅̅̅
=
d. The standard deviation is simply the positive square root of the

variance of the sample. SD = √
6. Application
Who is Smarter?
Directions: Given the IQs of 5 members of two families A and B,
compute the range, AD, variance and SD. Note that both of them
have the same mean IQ (115.6), which of the two families has
consistent IQ?
Family A : 108, 112, 127, 118, 113
Family B : 120, 110, 118, 120, 110
7. Assessment
Read each item carefully. Choose the letter of the correct answer.
i. Which measure of statistics describes how widely the data are
dispersed about a central value?
a. Mean c. Mode
b. Median d. standard deviation
ii. If the range of a set of scores is 14 and the lowest score is 7, what
is the highest score?
a. 21 c. 14
b. 24 d. 7
For items iii-v. The scores in an English test of eight students are 16, 18,
18, 24, 30, 9, 12, 33.
iii. The range of the scores in the given data is

a. 9 b. 18 c. 24 d. 33
75
iv. The computed variance in the set of data is
a. 48.8 b. 33.9 c. 55.5 d. 61.75
v. The standard deviation of the given set of data is
a. 18 b. 16 c. 8.4 d. 7.9
IV. ASSIGNMENT
1. Follow-up: Answer each of the following.
The scores received by Alden and Maine in ten math quizzes are as
follows:
Alden: 4, 5, 3, 2, 2, 5, 5, 3, 5, 0
Maine: 5, 4, 4, 3, 3, 1, 4, 0, 5, 5
a. Compute the standard deviation.
b. Which student has the better grade point average?
c. Which student has the most consistent score?
2. Study: Frequency Distribution Table

Answer Key:
Guided Practice
a. {12, 13, 17, 22, 25, 26} Range = 12 ; SD = 5.5

b. {10, 9, 6, 6, 7, 8, 8, 8, 8, 9} Range = 4 ; SD =1.2
c. {97, 92, 96, 95, 90} Range = 7 ; SD =2.6
a) Science achievement test scores: 60, 75, 80, 85, 90, 95

Range : 35
Average Deviation : 9.17
Variance : 128.47
Standard Deviation : 11.33
b) Weights in kg of 10 students: 52, 55, 50, 55, 43, 45, 40, 48, 45, 47.
Range : 15
Average Deviation : 4
Variance : 22.6
c) Diameter (in cm) of balls: 12, 13, 15, 15, 15, 16, 18.
Range :6
Average Deviation : 1.35
Variance : 3.27
76
Application
Family A : 108, 112, 127, 118, 113
Family B : 120, 110, 118, 120, 110
Family Range AD Variance SD

A 19 5.52 42.64 6.53
B 10 4.48 21.44 4.63
Family B has the consistent IQ
Assessment
i. d
ii. a
iii. c
iv. d
v. d
77
LESSON: Measures of Variability of Grouped Data
LEARNING COMPETENCY 62b: Calculates the measures of variability of
grouped and ungrouped data.
I. OBJECTIVES
g. Describe the measures of variability in a given grouped data.
h. Calculate the different measures of variability of a given grouped
data: range, variance, standard deviation
i. Appreciate the concept of variation in real life situations
II. SUBJECT MATTER
Topic: Measures of Variability of Grouped Data
Sub-topic: Range, Variance, Standard Deviation
Materials: Projector, Powerpoint Presentation, calculator
References: DepEd Mathematics-Grade 8 Learner’s Material
pp.542-550
III. PROCEDURE
A. Preliminaries
Arrange the jumbled letters to form a word and give its meaning.
1. AIVTNOARI
2. ANGRE
3. DDTASNAR ANOIETDVI
4. IACVEARN
5. CFEERUENQY SIBTRIUTDINO
B. Lesson Proper
Complete the frequency distribution table by finding the unknown values.
Scores of Grade 7 Apitong Students in the

4th Periodical Test in Mathematics
Frequency Class Mark

Score fX (X - ) (X - )2 f(X - )2
(f) (X)
46-50 1
41-45 10
36-40 10
31-35 16
26-30 9
21-25 4
i= ∑f = ∑fx = ∑ f(X - )2=
1. What is the total frequency of the given data set? What is ∑fx?
2. What is the mean of the set of data?
3. What is the upper class boundary of the top interval?
4. What is the lower class boundary of the bottom interval?
5. What is the range?
78
6. Find the variance and standard deviation of the set of data.
Solution:
Range of Grouped data = −

Upper Class Limit of the Highest Interval is 50
Upper Class Boundary of the Highest Interval = 50 + 0.5 = 50.5
Lower Class Limit of the Lowest Interval is 21

Lower Class Boundary of the Lowest Interval = 21 - 0.5 = 20.5
Range = 50.5 – 20.5

Range = 30
Therefore, the range of the given data set is 30.
Scores of Grade 7 Apitong Students in the

4th Periodical Test in Mathematics

Score fX (X - ) (X - )2 f(X - )2
(f) (X)
46-50 1 48 48 13.4 179.56 179.56
41-45 10 43 430 8.4 70.56 705.6
36-40 10 38 380 3.4 11.56 115.6
31-35 16 33 528 -1.6 2.56 40.96
26-30 9 28 252 -6.6 43.56 392.04
21-25 4 23 92 -11.6 134.56 538.24
∑fx ∑ f(X -
i=5 ∑f =50
=1,730 )2=1,972
∑
Mean( ) =
∑
∑ ̅̅̅̅
=
∑
Therefore, the variance ( ) is 40.24.

To get the standard deviation (s), get the square root of the variance :
79
s=√
s=√
s = 6.34
Therefore, the standard deviation (s) is 6.34.
2. Analysis
- Describe the range, variance and standard deviation in terms of
grouped data.
- How to compute the range of a given grouped data? variance?
standard deviation?
- How are the range, variance and standard deviation used in
interpreting the set of data?
3. Guided Practice
Group Activity
Students will choose the career they want near in future. Every picture
has a following task to do.
Complete the frequency distribution table and compute the range,
variance and standard deviation.
Aisa Mejina Efren Penaflorida Manny Villar
Engineer Teacher Businessman
Soon to be Engineers
Scores of Engineering Students in a 100 Item Quiz

Score fX (X - ) (X - )2 f(X - )2
(f) (X)
41-45 1
36-40 8
31-35 8
26-30 14
21-25 7
16-20 2
i= ∑f = ∑fx = ∑ f(X - )2=
80
Soon to be Teachers
A
g Frequency Class Mark
Score fX (X - ) (X - )2 f(X - )2
e (f) (X)
s 46-50 5
o 41-45 3
f 36-40 12
T 31-35 2
e 26-30 8
a 21-25 10
c i= ∑f = ∑fx = ∑ f(X - )2=
h
ers in a Science Class
Soon to be Businessmen/women
Height of the Students in Management Department
HEIGHT Frequency Class Mark

fX (X - ) (X - )2 f(X - )2
(cm) (f) (X)
166-170 16
161-165 9
156-160 14
151-155 7
146-150 13
141-145 5
i= ∑f = ∑fx = ∑ f(X - )2=
Directions: Calculate the range, variance and standard deviation of the weight
of Grade 7 – Sampaguita students.
Weight of Grade 7 – Sampaguita Students
Weight in kg Frequency
75-79 1
70-74 4
65-69 10
60-64 14
55-59 21
50-54 15
45-49 14
40-44 1
81
5. Generalization
To find the range, variance and standard deviation of grouped
data, take note of the following:
a. The Range of grouped data
The range of a frequency distribution is simply the difference
between the upper class boundary of the top interval and the
lower class boundary of the bottom interval.
Range = −
b. The Variance of grouped data

The variance is the mean of the square of the deviations
from the mean of a frequency distribution. For large
quantities, the variance is computed using frequency
distribution with columns for the midpoint value (X), the
product of the frequency and midpoint value for each interval
(fX), the deviation (X - ) and its square (X - )2, and the
product of the frequency and the squared deviation f(X - )2.
To find the variance of a grouped data, use the formula:

∑ ̅̅̅̅
=
∑
where; = class frequency

x = class mark
= class mean
∑f = total number of frequency
c. The standard deviation is considered the best indicator of the
degree of dispersion among the measures of variability
because it represents an average variability of the
distribution. The smaller the range, the smaller the standard
deviation, the less spread is the distribution.
To get the standard deviation (s), get the square root of the
variance :
s=√
6. Application
Calculate the range, variance and standard deviation of the Weekly
Allowance of students in Binago School of Fisheries.
Weekly Allowance of Students

In Binago School of Fisheries
Weekly
Frequency
Allowance(Php)
82
500-549 2
450-499 3
400-449 1
350-399 3
300-349 4
250-299 14
200-249 12
150-199 21
100-149 10
Range:___________________
Variance:_________________
Standard Deviation:_________
7. Assessment
The frequency distribution below shows the grades of 25 students. Find the:
a) range; b) variance; and c) standard deviation.
Grades Frequency
90-92 3
87-89 5
84-86 7
81-83 8
78-80 2
IV. ASSIGNMENT
1. Follow-up: Find the variance of the data below.
Scores Frequency
21-25 2
26-30 7
31-35 14
36-40 8
41-45 8
46-50 1
2. Study: Analyzing and interpreting statistical data

Answer Key:
Guided Practice
Soon to be Engineers
Scores of Engineering Students in a 100 Item Quiz
Frequency Class
Score fX (X - ) (X - )2 f(X - )2
(f) Mark (X)
41-45 1 43 43
36-40 8 38 304
83
31-35 8 33 264
26-30 14 28 392
21-25 7 23 161
16-20 2 18 36
∑fx
i=5 ∑f =40 ∑f(X - )2=
=1200
Soon to be Teachers
A
Score fX (X - ) (X - )2 f(X - )2
(f) (X)
46-50 5
41-45 3
36-40 12
31-35 2
26-30 8
21-25 10
i= ∑f = ∑fx = ∑ f(X - )2=
ges of Teachers in a Science Class

Soon to be Businessmen/women
Height of the Students in Management Department
HEIGHT Frequency Class Mark

fX (X - ) (X - )2 f(X - )2
(cm) (f) (X)
166-170 16
161-165 9
156-160 14
151-155 7
146-150 13
141-145 5
i= ∑f = ∑fx = ∑ f(X - )2=
Weight of Grade 7 – Sampaguita Students
Class
Weight f(X -
Mark fX (X - ) (X - )2
in kg )2
Frequency (X)
75-79 1
70-74 4
65-69 10
60-64 14
55-59 21
50-54 15
45-49 14
84
40-44 1
∑ f(X -
i= ∑f = ∑fx =
)2=
Application
Weekly Allowance of Students

In Binago School of Fisheries
Weekly
Class
Allowance f fX (X - ) (X - )2 f(X - )2
Mark (X)
(Php)
500-549 2 524.5 1049 285 81,225 162,450
450-499 3 474.5 1423.5 235 55,225 165,675
400-449 1 424.5 424.5 185 34,225 34,225
350-399 3 374.5 1123.5 135 18,225 54,675
300-349 4 324.5 1298 85 7,225 28,900
250-299 14 274.5 3843 35 1,225 17,150
200-249 12 224.5 2694 -15 225 2,700
150-199 21 174.5 3664.5 -65 4,225 88,725
100-149 10 124.5 1245 -115 13,225 132,250
R
∑f = ∑fx=
i = 50 a 70
2
∑ f(X - ) = 686,750
16,765
n
ge: 450
Variance: 9,952.90
Standard Deviation: 99.76
Assessment
The frequency distribution below shows the grades of 25 students. Find the:
a) range; b) variance; and c) standard deviation.
Grades Frequency
90-92 3
87-89 5
84-86 7
81-83 8
78-80 2
85
Lesson: Organizing and Presenting Data
Learning Competency 63: Uses appropriate statistical measures in
analyzing and interpreting statistical data.
I. Objectives
a. Use appropriate graph to represent the statistical data.

b. Interpret the data in the graph.
c. Show honesty and resourcefulness in gathering the data.
II. Subject Matter
Topic: Organizing and Presenting Data

Materials: Cartolina
References: Learners Material in Mathematics 7
e-math ( Orlando A. Oronce, Marilyn O. Mendoza) pp.485 - 512
III. Procedures
a. Preliminaries
Drill/Review
“What the survey Says?”

“How Honest Can You Be?”
1. You found someone’s wallet in the cafeteria, what would you do?
a. Return the wallet to the owner.
b. Return the wallet but keep the money.
c. Keep the wallet and the money.
2. You are mistakenly given P50 extra change when you buy a
notebook from the school’s book store, what would you do?
a.Return the P50 extra change to the cashier
b. Keep the money
3. An extra 10 points mistakenly added to your score in the
examination made you pass. Would you report it to your teacher?
a. Yes b. No
4. You know that your teacher is not that strict during examination.
Would you cheat on the exam?
a. Yes b. No
5. Are you honest most of the time?
a. Yes b. No
86
Motive Questions:
1. What is the population for this honesty survey? What is the

sample?
2. Suppose 200 students in your school complete the survey and
180 students answer “No” to Question 4, what percent of the
respondents said they would cheat on the exam?
b. Lesson Proper
Illustrative Example
Consider the following graphs and answer the questions that follow:
2. Analysis
a. What information can we get from each of the above graphs?
Discuss each graph.
b. Do they present the same information?
c. Describe each of the graphs. What do you think are some uses of
each of the charts or graphs?
87
3. Guided Practice
Analyze each data and decide on what type of graph to use in

representing each set of data. Then draw the graph. Explain why you
are using such graph/chart in presenting your data.
1. 2015-2016 Graduating Elementary Pupils

Region Number of Pupils
Southern Tagalog 193, 693
Central Luzon 135,901
Western Visaya 119,590
National Capital 105,291

Region
2. Number of Library Users in Bagumbayan Municipal Library

Time Number of Users
9:00 a.m. 23
10:00 a.m. 47
11:00 a.m. 50
12:00 a.m. 42
1:00 p.m. 53
2:00 p.m. 57
3:00 p.m. 29
Miss Villa asked her class to record the weather temperature at 6:00
a.m., and every 3 hours thereafter until 9:00 p.m. Very keenly, one of
the students recorded the following data:
6:00 a.m. – 28.8oC
9:00 a.m. – 29.4oC
12:00 nn. - 32.6oC
3:00 p.m. – 31.0oC
6:00 p.m. – 30.0oC
9:00 p.m. – 29.2oC
Construct a line graph and answer the following questions:

a. What is the maximum temperature recorded for the day?
b. At what time intervals was the temperature increasing?
Decreasing?
c. Approximately, what was the temperature reading at 7:00 a.m.?
88
5. Generalization
 A bar graph is used to show relative sizes of data. Bars drawn
proportional to the data may be horizontal or vertical. Bar
graphs are used to show the comparison of nominal data,
such as nationality, sex, religion, etc., and other numerical
data – discrete or continuous, such population and other
frequency information.
 A line graph shows the relationship between two or more sets
of continuous data. For instance, it may show the relationship
between a population and time, or liquid capacity and
distance.
 A pie chart is best used to compare parts to a whole. The size
of each sector of the circle is proportional to the size of the
category that it represents.
 A histogram is a graphical representation showing a visual
impression of the distribution of data. A histogram consists of
tabular frequencies, shown as adjacent rectangles, erected
over intervals. The height of a rectangle is also equal to the
frequency.
6. Application
Shown in the table is the monthly budget of the Seniro family.

Construct a pie graph to show the family budget.
Item Amount
Food P10,000
Bills(electricity, water, etc.) 2,000
Transportation allowance 3,000
Savings 1,000
Miscellaneous expenses 4,000
Total P20,000
7. Assessment
Construct a graph for the tabulated data below.

Esteban Abada High School Student Population
School Year 2000-2001
Year Level Boys Girls Total
I 365 246 611
II 303 260 563
III 300 283 583
IV 230 218 448
Total 1198 1007 2205
89
IV. Assignment
1. Analyze and present the following data using an appropriate chart or

graph:
Mr. Palanca recorded his weight every end of the month in the year 2012.
January 31- 175 lbs July 31- 163 lbs

February 29- 176 lbs August 31- 165 lbs
March 31- 169 lbs September 30- 161 lbs
April 30- 169 lbs October 31- 158 lbs
May 31- 170 lbs November 30- 155 lbs
June 30- 165 lbs December 31- 153 lbs
90
Lesson: Graphic and Tabular Data of Measures of Central Tendency and
Variability
Learning Competency 64: Draws Conclusions from Graphic and Tabular
Data of Measures of Central Tendency and Variability
I. Objectives:
1. Draw conclusions from graphic and tabular data
2. Draws conclusion from measures of central tendency and variability
3. Value accumulated knowledge as means of new understanding.
II. Subject Matter:

Topic: Graphic and Tabular Data of Measures of Central Tendency and
Variability
Reference/s: Learner’s Module 7
Material: school data in table and graph forms, web data
III. Procedures
A. Preliminaries
Activating Prior Knowledge
I. Identify the given graphs by choosing its name from the list.
Line graph Bar graph pictograph pie graph
100
80
1st Qtr
60 East
2nd Qtr
West
40 3rd Qtr
North
20 4th Qtr
0
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
100
80
60 East
North
West
40
North West
20
East
0
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
II. Let us review the different types of graphs and their purposes. Identify the
type of graph to be used in the following situations.
a. the number of votes the presidentiables received in the national elections
91
b. how long the playing time of the first five players in basketball in the
Southern Tagalog Calabarzon Athletics Association
c. the allotted budget for each department as compared to the budget for the
school
d. the trend of the scores of the students in the National Achievement Test for
the past five years
e. the satisfaction rating of the President in the duration of his term as
president
Were you able to correctly identify what kind of graph is applicable to each
situation?
III. The table below shows the performance of three grade 7 students for the
third quarter. Analyze the table carefully, then answer the questions at the
right.
Student Nidora Tidora Tinidora Motive Questions:

Learning Area 1. Which grades are you most likely to have? Why?
Filipino 91 80 83 2. Which grades would you like to have?
English 92 78 79 Why? How will you achieve these grades?
Science 89 79 76 3. If you found a likeness with the grades of one of
Mathematics 93 75 78 the students, would you like your grades to be
AP 90 80 80 compared to somebody else’s? or to your past
EPP 94 85 83
achievement? Why or why not?
EsP 95 86 84
MAPEH 95 89 84
Fill up the table below using their performance for the third quarter.
Nidora Tidora Tinidora
- What can you conclude about the statistical data using the
Mean
measures of tendency? Measures of variability?
Median
Mode - If the given data involves academic performance, what is the most
Range appropriate statistical measure? Central tendency or variability?
Standard Why?
Deviation
92
B. Lesson Proper
1. Teaching / Modeling
Illustrative Examples
a. In a textile section of Mendez Public Market, the owner has the following data at
hand where on the average, an enrollee uses one meter of cloth.
Number of Enrollees
365
560
400
230
475
Checkered yellow green Checkered blue Blue Baby pink Checkered green
- Which color of cloth does he need to stock the most? This is application of
what statistical measure?
- On the average, how many meters of cloth does he need per color? What
statistical measure is applied in getting the average?
- What part of the number of enrolees need checkered cloth for skirt?
- If he is only able to supply the blue cloth, what part is supplied by the
other textile stores?
b. The most populous cities and municipalities in Cavite are:
Area Population - Which city or municipality has the

City/Municipality biggest population according to the
in km² Total Density/km²
number of inhabitants?
City Of Dasmariñas 90.13 556,330 6,172.53
Bacoor 46.17 441,197 9,555.92
- Which city or municipality is the
densest?
Imus 171.66 253,158 1,474.76
General Trias 81.46 218,387 2,680.91
- What is the mean area of the most
populous cities and municipalities in
Silang 209.43 199,825 954.14 Cavite?
Tanza 95.59 171,795 1,797.21
- What is the range for the total
Gen. Mariano Alvarez 42.13 136,613 3,242.65 population?
Cavite City 10.89 104,581 9,603.40
- What is the mean population?
Rosario 38.16 94,228 2,469.29
- Which has the lowest density?
Trece Martires City 39.10 90,177 2,306.32
http://www.philippine-islands.ph/en/cavite-philippines.html
93
2. Analysis
1. What is the importance of analyzing data from graphs, charts and tables?
2. What are things to consider in drawing conlusions from Graphic and
Tabular Data of Measures of Central Tendency and Variability?
3. Guided Practice
The following table shows the attendance of grade seven – A during the first week of
classes in June. Study the table, and then answer the questions that follow.
The attendance of grade seven – A for one week.
Girls Boys Total
(36) (19) (55)
Monday 36 19 55
Tuesday 32 19 51
Wednesday 35 17 52
Thursday 33 16 49
Friday 30 16 46
a. On what day did the students have complete attendance?
b. Compare the attendance range of the boys and the girls.
c. What is the mode of the boy’s attendance in a week? Girls?
d. Compare the standard deviation of the boys and girls. Which gender is
more consistent in their attendance?
e. What is the mean attendance of the class in a week? Boys only? Girls
only? What conclusion can you give using the mean attendance data?
A class of grade seven students were asked about how they spend their free time.
The following pie graph shows the responses of the class.
a. Which has the highest response? What specific statistical measure is

applied when asked for the highest response?
b. What is the mean percentage of the responses of the class?
c. If there are 60 students in the class, how many answered ”read a book”?
d. What is the range of the percentages? the standard deviation?
e. What will be your response if you were asked the same question?
5. Generalization
By analyzing data from graphs, charts and tables carefully, you could
derive important information that lead to well-justified answers or conclusions.
Hence it is important for students what each type of data presentation
emphasizes. Combine with that the understanding of the measures mean, median
and mode and the information gets richer. 94
6. Application: In a hospital, two patients’ pulse rates are taken three times a day.
The table shows the pulse rates of two grandmothers.
One Day Pulse Rates of two Grandmothers

100
80
Pulse Rates
60
40 Lola Nidora
20 Lola Tidora
0
Morning Afternoon Night
Lola Nidora 70 74 72
Lola Tidora 72 90 60
a. What is Lola Nidora’s mean pulse rate for one day? Lola Tidora’s?
b. Who has a lower pulse rate?
c. What is the standard deviation of each? What does a lower standard
deviation mean? Higher standard deviation?
d. Whose range is lower?
7. Assessment
A retail store had the following total sales after the holiday season.
6,000 1. When did the retail store get its highest
Two Months Sales of a Retail Store total sales?
5,000
a. 1st week, January b. 2nd week, February
4,000
c. 3rd week, January d. 4th week, February
3,000
2. What is its lowest amount of sales?
2,000
a. P3095 b. P3554
1,000 c. P3189 d. P3276
0 3. What is the mean sales in January?

1st week 2nd week 3rd week 4th week
January 5,372 4,905 4,370 4,010 a. P4231.50 b. P3711.25
February 3,095 3,554 February 3,189
January 3,276
c. P4664.25 d. P3278.50
4. What is the mean sales in February?

a. P4231.50 b. P3711.25 c. P4664.25 d. P3278.50
5. Which month has consistent sales?
a. 1st and 2nd week of January b. 1st and 3rd week of February c.
January d. February
95
IV. ASSIGNMENT
Record the number of hours you spent with your family for the last five days.
a. Show the data in the form of a graph.
b. Find the measures of central tendency and variation.
c. Interpret each data
96

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Teaching Guides in Grade 7 Mathematics

Development Team of the Teaching Guides

Writers: Kevin Kertz F. Peñaflor, Diana M. Hinahon, Melissa H. Bago, Bernalyn B.

Reviewer: Rosemarie A. Abutin

9 Illustrating Measures of Variability 65

Instructions: Arrange the letters of the following steps to statistical

Business Banking Economics Education Mathematics

II. SUBJECT MATTER

II. SUBJECT MATTER

Data are collected from different sectors such as business, education,

HOW HONEST CAN YOU BE?

5. Are you honest most of the time?

Very Good Good Okay Bad Needs

Very Good Good Okay Bad Needs

2. Observing the Outcomes of Events/ Observation- the person who gathers

3. Experimentation is used by physicists and behavioral scientists in

4. Reading Statistical Publication/ Registration Method- refers to continuous,

II. SUBJECT MATTER

Makes use of the different

Referred as indirect method

Requires the enactment of

10. Guided Practice

Primary data Secondary data

11. Independent Practice

Different methods of gathering data

II. SUBJECT MATTER

POPULAR BIRTH MONTHS

Frequency distribution Table is a systematic way of presenting data using a

Example 1: Mrs. Angon a Mathematics Teacher in Rosario National High

Steps in Constructing a Frequency Distribution Table

One of the Companies in EPZA are producing batteries. Thirty AA

The following are test scores of Section 1. Construct a suitable

No. of Cars Tally Frequency

Battery Life Tally Frequency

Scores Tally Frequency

Scores Tally Frequency

II. SUBJECT MATTER

Brand name Reason for having a Reason for choosing Quantity

1. What information is given by the line graph above?

1. What information is given by the pictograph above?

1995 2000 2005 2008 2015

Electronic Sources: https://en.wikipedia.org/wiki/Mendez,_Cavite

Motivational Activity answers may vary

Graph No. 2 1. average general fertility rate under 5 administrations 2.

Independent Practice answers may vary

1. Find the mean, median, mode of a statistical data.

II. SUBJECT MATTER AND MATERIALS

Topic: Measures of central tendency.

1. What score is typical to the group of students? Why?

Group A: 135 136 140 150 134 129 126 130

a. Compute for the mean

Brgy. Kaingin : 1000 1200 1200 1150 1800 1800 2000

a. Compute for the mean and median for each Barangay.

1. What score is typical to the group of students? Why?

The median is also an “average” score. It is the middle score in the

Below are the mathematics grades of 30 Grade 7 students in the last

Reference: Learners Module 7, pages 249-251

a. Mean is 1345 Median is 1700

b. Using the mean value, it seems that Barangay Caingin’s household

Mean – 86.4 Median – 87 Mode – 96

1. Answer: The Bar graph is more appropriate.

II. SUBJECT MATTER