PRIME PROJECT –

XI

An Easy Guide for Course Pack making

And Module Development

Local Colleges of Region XI

1
TEMPLATE 1: Course Specification
(This template must be accomplished first, agreed by the Course Team and approved
by the Chair of the Discipline. This template can help the teamin outlining the
minimum competencies required in the course.)

Team Leader : Mharfe M. Micaroz, MAEd

Members : Lhevie Ann V. Cagumbay

Nelvin Q. Balili

Course Title

Course Description:
This course explores the nature of mathematics, appreciation of its practical and
aesthetics dimensions and application of various mathematical tools in the 21 st
century. It also exposes students to quantitative reasoning and decision-making in
everyday life. Furthermore, the course aims to equip with functional mathematical
literacy needed to be able to respond with the demands of the modern world.
Topic includes the areas of number theory, algebra, probability & statistics,
computers & geometry.

Units / Credit Equivalent: 3 units

Course Outcomes:
At the end of this course, students is expected to:
1. acquire enough algebraic competencies to meet the demands of college
mathematics as well as those of the world of work.
2. develop the problem solving skills acquired in solving worded problems applied
to field of specialization;
3. appreciate the nature of mathematics and its application in real-life scenario;
and
4. instill the values of patience, belongingness, humbleness, sacrifice, alertness
and helpfulness which are needed in the study of this course.

Learning Outcomes:
At the end of this lesson, students is expected to:
1. identify patterns in nature and regularities in the world;
2. perform operations on mathematical expressions correctly, its basic concepts and
logic;
3. solve problems involving patterns and recreational problems;
4. differentiate credit cards from consumer loans, stocks, bonds and mutual funds
5. use variety of statistical tools to process and manage numerical data;
6. distinguish simple interest from compound interest;
7. solve problems on simple and compound interest;
8. internalize the concept of mathematical logic;

2
9. construct a truth table of the given statements;
10. apply the rules in conditional, biconditional and other related statements;
11. verify the validity of the given arguments using truth tables;
12. perform the operations on modular arithmetic;
13. Solve real-life problems on Modular Arithmetic
 ISBN
 UPC
 Credit Cards; and
14. Decrypt and encrypt secret messages using various types of cryptology.

3
TEMPLATE 2: Course Pack Structure
(This template must be accomplished after the team approves Template 1. A very
important step in completing this template is the decision of the team to cluster the
Intended Learning Outcomes in order to make decision as to the number of modules
in a course pack. This also serves as basis in assigning writers for each module and
lessons. This template can helpavoid overlapping of topics and/or outcomes and must
be deliberated and agreed upon by the team as the concept map of the entire course.)

Module Intended Learning Lessons Writer

Outcomes
1 identify patterns in 1.1. Patterns in
Nature of nature and Nature and
Mathematics regularities in the Regularities in the
world; World
discuss the 1.2 The Fibonacci
importance and Sequence
role of 1.3 Mathematical
mathematics in Language and
some disciplines; Symbols
solve for the nth 1.4 Perform
term in the Operations on
Fibonacci Mathematical
Sequence; Expressions
explain the nature (PEMDAS or
of mathematics as BODMAS)
a language; 1.5 Sets, Function
appreciate that and Relation
mathematics is a
useful language;
perform operations
on mathematical
expressions
correctly, its basic
concepts and logic;
demonstrate
mastery of the
following:
 sets
 function; and
 relation

2 use inductive and 2.1 Inductive and

Problem deductive reasoning to Deductive
Solving and justify mathematical Reasoning
Reasoning statements and 2.2 Problem
arguments; Solving using
solve problems Polya’s Four Steps

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 involving patterns and
recreational problems
following Polya’s Four
Steps.

3 describe the nature of 3.1 The Nature of

Data statistics; Statistics
Management calculate the different 3.2 Measures of
measures of central Central Tendency
tendency (Mean, 3.3 Measures of
Median and Mode); Dispersion and
determine the Relative Position
probability value in a 3.4 Normal
normal distribution; Distribution
and 3.5 Linear
use the methods of Regression and
linear regression and Correlation
correlation to predict
the value of a variable
given certain
conditions.

4 4.1 Simple and

Mathematics distinguish simple Compound Interest
of Finance interest from 4.2 Credit Cards
compound interest; and Consumer
solve problems on Loans
simple and compound 4.3 Stocks, Bonds
interest; and Mutual Funds
differentiate credit
cards from consumer
loans, stocks, bonds
and mutual funds

5 internalize the concept 5.1 Logic

Mathematica of mathematical logic; Statements and
l Logic express word Quantifiers
statements into 5.2 Truth Tables
symbols and vice- and Tautologies
versa; 5.3 The
construct a truth table Conditional,
of the given statements; Biconditional and
apply the rules in Related Statements
conditional, 5.4 Symbolic
biconditional and other Arguments
related statements; and
verify the validity of

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 the given arguments
using truth tables;

6 describe modular 6.1 Modular

Mathematica arithmetic; Arithmetic
l System perform the operations 6.2 Applications of
on modular arithmetic; Modular
Solve real-life Arithmetic
problems on Modular
Arithmetic
 ISBN
 UPC
 Credit Cards
Define what is
cryptology; and
Decode secret
messages using various
types of cryptology

6
TEMPLATE 3: Module Template
(Will be used individually during the self-paced write shop)

Module No. & Title Module 3: Data Management

Module Overview This module aims to provide students an avenue to explore the
essence and significance of statistics in our day to day living.
Students will be introduced here with the various terms used in the
study of statistics. Moreover, in this module students will also learn
to use variety of statistical tools in managing data.
Module At the end of this module, students are expected to:
Objectives/Outcomes
 describe the nature of statistics;
 calculate the different measures of central tendency
(Mean, Median and Mode);
 determine the probability value in a normal distribution;
and
 use the methods of linear regression and correlation to
predict the value of a variable given certain conditions.

Lessons in the module This module is divided into five (5) lessons.

Lesson 1: The Nature of Statistics

Lesson 2: Measures of Central Tendency
Lesson 3: Measures of Dispersion and Relative Position
Lesson 4: Normal Distribution
Lesson 5: Linear Regression and Correlation

TEMPLATE 4: The Lesson Structure

(Will be used individually during the self-paced write shop)

Module No. Module 3: Data Management

and Title
Lesson No. Lesson 1: The Nature of Statistics
and Title
Learning At the end of the lesson, students are expected to:
Outcomes describe the nature of statistics
define various terms commonly used in the study of statistics ;
and
construct frequency distribution table in a given data.
Time Frame
2 hours

Introduction The concept of statistics has an extremely wide range of scope. It has
already grown into a lot of varied and extensive fields. Meanwhile, in this

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 lesson we will focus on understanding its nature and applications.

Activity Arrange me!

Direction: Fill the given table below using the data.

Assuming that in an elementary quiz of 1-10 the students got a scores of

9, 2, 4, 2, 1, 4, 3, 2, 1, 3, 2, 3, 2, 8, 7, and 8. Arrange the scores in the
table in an ascending order and put up how many times the score repeated.

Score Frequency

Think of this!
Analysis
1. In what score did most of the student get?
2. If the passing score is 5, how many students pass the quiz?
3. Is arranging the scores in table help you understand the data
better? Why or why not?
Abstraction
Let’s explore!
The Nature of Statistics
The term statistics refers to the significant activities such as collection,
organization, analysis, presentation, and interpretation of collected data. It
is a branch of applied mathematics that deals with the mathematical
characterization of a group or group of items. Statistical investigations
can be classified into two sub-areas:
1. Descriptive Statistics
2. Inferential Statistics

Descriptive statistics involves collecting, classifying, graphing,

presenting, and averaging data in a more informative way which aims
only to simply describe the characteristics of data on hand. Hence, the
goal of the statistician in this area is just to be able to identify significant
aspects of the given data/

Inferential statistics includes higher degree of critical judgment. It

involves the process of drawing conclusion and generalization of the
organized data. Thus, the statistician in this area does not just make up
ways to provide summary description of the given data but involves
estimation and hypothesis testing to obtain the significance of the results.

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 Gathering and Organizing Data

The data (Asaad, 2004) are the quantities (numbers) or qualities

(attributes) measured or observed that are to be collected and/or analyzed.
Data has two categories the categorical and continuous data. Categorical
data involves nominal and ordinal scales while continuous data has ratio
and interval scales. Nominal scale consists of finite set of possible values
having no particular order. Some examples are skin color, gender,
nationality, occupation, civil status. Ordinal scale is a set of possible
entities having specific order or rank. Some examples are social status,
attitude towards a subject, pain level. On the other hand, continuous data
includes interval and ratio scales which are measured along continuous
values. Interval scale is a numerical scale in which the order is known
and the difference between the values has meaning but holds no true zero
value. Some examples are temperature, time, credit score, etc. Meanwhile,
the ratio scale covers the characteristics of an interval scale but it holds
true zero. Examples are age, weight, height, and etc.

Gathered data shall be presented, analyzed, and interpreted that can easily
be understood by the reader. This may be presented through textual,
graphical, tabular manner or a combination of these. Textual
presentation uses statements with numerals in order in order to describe
the data in expository form. Tabular presentation uses tables to display
directly the collected values as data. Lastly, the graphical presentation
depicts data in a form of graphs and illustrations which helps the readers
to easily understand the given values. Some examples of graph that can be
used to present a data are as follows:

Bar Graph Pie Graph

Line Graph Pictograph

The data gathered should be properly organized in to grouped data called

frequency distribution. Consider the following steps in constructing
frequency distribution table.

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 1. Determine as to estimate the number of classes k, k = 1 + 3.3 log n
2. Determine the range, r = highest value – lowest value
3. Obtain the class size, c= range/k
4. Set the lowest value as the first lower limit + class size -1
5. Do the same processes again until you reach the last class limit that
includes the highest value from the data.

Example: Given the following list of IQ scores for a gifted classroom in a

particular elementary school. The IQ scores are: 118, 123, 124, 125, 127,
128, 129, 130, 130, 133, 136, 138, 141, 142, 149, 150, and 154. Construct
a frequency polygon.
Solution:
1. Determine the value of k = 1+ 3.3 log n where n= 17
k = 1+3.3 log (17)

= 5.06 or 5. Therefore, 5 is the estimate number of classes in these

data.
Class limits Frequency
118-125 4
126-133 6
134-141 3
142-149 2
150-157 2
2. r = 154 -118 = 36
3. class size = 36/5 = 7.2
Quiz time!
Application Instruction: Provide for what is asked in the following.
1. Construct a frequency distribution table of the given data. The
scores of students in a science quiz.
55 63 44 37 50 57 44 57 42 46
58 40 54 65 39 27 28 56 38 45
30 35 56 78 55 27 50 28 44 28
39 37 65 43 33 70 60 61 60 44

2. In one paragraph with not more than 5 sentences, write an essay

about the significance of statistics in our daily life.

Well done dear students! You did a great job in this lesson. You are
Closure now oriented about the nature of statistics and its significance. You may
now proceed to the next lesson in this module. Keep up the good work
and enjoy learning.

Lesson No. Lesson 2: Measures of Central Tendency

and Title
Learning At the end of the lesson, students are expected to:
Outcomes

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 Calculate for the value different measures of central tendency
( Mean, Median, and mode ).

Time Frame 1 hour

Introduction A given statistical data is useless if not interpreted. The data needs to be
understood in order for it to have sense. Hence, one of the most basic and
useful tool in describing a data is the so called measures of central
tendency. It comprises the concepts of mean, median and mode. In this
lesson we shall be focusing on these 3 major aspects of centrality.
Activity Fill me up!

Activity : Complete the KWL chart.

Directions:
1. Answer the second column in the table provided below.
2. Select a partner and discuss the things you have written in the
second column.
3. Lastly, fill out the third column

Topics What I know What I want to What I learn

know
Average
Mean
Median
mode
Central
tendency
Analysis Think of me!
1. Did you gain up new knowledge from your discussions?
2. Are the terms already familiar to you?
3. What for you is the significance of averaging?
Abstraction Measures of Central Tendency

Central tendency represents a numerical value in the central region of a

data set. Central tendency refers to the center of a distribution of scores
and its purpose is to find a value that represents large set of data in the
distribution. There are 3 most common measures of central tendency: the
mean (x ¿, median (~ x ¿ and mode (^x ¿. These are commonly used when
comparing the overall performance of a class to another.

I. Mean
The mean is also called the arithmetic average. It is considered
as the most efficient measure of central tendency. It can be obtained
by adding the values in the distribution and dividing the sum by the
total number of values.

How to compute the mean?

A. Ungrouped Data:

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 The mean is the balance point of the distribution.
a. Mean, x=
∑ of the values
number of values∈the distribution

In symbols, we have
x=
∑x
n

Example: Consider the following quiz results.

70, 72, 77, 78, 86, 84, and 79.

Compute the value of the mean.

Solution:
70+72+77+78+86 +84+79
a. x= = 78
7

b. Weighted mean, x=
∑ fX
N
where: f = frequency
X = score
∑ fX = sum of the product of frequency
and score
N = total frequency

Example: Suppose we are interested in computing the

weighted mean grade of the student in the example as
shown below.

Subject No. of Units(f) Grade(x)

1 3 2.0
2 3 3.0
3 5 1.25
4 1 3.0
5 2 2.5
6 3 2.5
Solution:
To compute the weighted mean value, use the formula

x=
∑ fX .
N

Therefore: x=
∑ fX =
3 (2.0 )+ 3 (3.0 )+ 5 ( 1.25 ) +1 ( 3.0 ) +2 ( 2.5 ) +3(2.5)
N 3+ 3+5+1+2+3

36.75
x= = 16.90
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B. Grouped Data
In computing the value of the mean for a grouped data, we can use

12
 these two methods:

1. Midpoint Method
2. Unit Deviation Method

In midpoint method, first step is to determine the midpoint (also

called a class mark) of each interval. The midpoint is the average value of
the upper class limit and lower class limit of each class in the distribution.
The midpoint value of each class interval represents the specific class.
The midpoints must be multiplied to their corresponding frequencies. The
products are added and the sum is divided by the total number of
frequencies. The obtained value will now be considered as the mean of the
grouped data. Thus,

x=
∑ fx
n
where f – represents the frequency of each class
x – the midpoint of each class
n – the total number of frequencies

Example:

Consider the following frequency distribution table of science

examination results. Calculate the value of the mean.

Classes f
11 - 22 3
23 – 34 5
35 – 46 11
47 – 58 19
59 – 70 14
71 -82 6
83 - 94 2

Solution:
In solving the mean, we have to add two columns for the
midpoint (x), and the product of frequency and midpoint (fx),
that is

Classes f x fx
11 - 22 3 16.5 49.5
23 – 34 5 28.5 142.5
35 – 46 11 40.5 445.5
47 – 58 19 52.5 997.5

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 59 – 70 14 64.5 903.0
71 -82 6 76.5 459.0
83 - 94 2 88.5 177.0
n = 60 ∑ fx=3174

Therefore: x=
∑ fx = 3174 = 52. 90
n 60

Another way of finding the mean for grouped data is the Unit
Deviation Method. The formula is as follows:

fd
x=x a (∑ )
n
c

where x a – represents the assumed mean

f - the frequency of each class
d - the unit deviation
c - the size of the class interval
n - the sample size

Example: Solve for the mean.

Classes f x d fd
11 - 22 3 16.5 -3 -9
23 – 34 5 28.5 -2 -10
35 – 46 11 40.5 -1 -11
47 – 58 19 52.5 0 0
59 – 70 14 64.5 1 14
71 -82 6 76.5 2 12
83 - 94 2 88.5 3 6
n = 60 ∑ fd=2
fd
Therefore: x=x a (∑ ) n
c
2
= 52.5 + ( ) 12
60
x = 52.90

II. Median
The median, (~x), is the value in the distribution that divides a given
data set into two equal parts. It is the middlemost data in the distribution
of scores and used when the distribution is skewed because it is not
directly affected extreme scores. Moreover, the median separates the
distribution into two equal parts wherein 50% of the scores falls above
and 50% falls below it.

A. Ungrouped Data

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 In determining the median of the ungrouped data, the scores must be
arranged first either ascending or descending order. Afterwards, the
median can now be obtained by inspecting the middlemost value of the
arranged set. It can also be calculated by the formula (n + 1)/2th position
after the data is arranged.

Example:
1. Find the median of the following values.
50, 55, 60, 65, 12, 35, 48
Solution:
12, 35, 48, 50, 55, 60, 65, n = 7

n+1
Therefore: ~
x=
2
~ 7+1
x = = 4rt score
2
~
x = 50

2. Find the median of the following set of values.

25, 30, 21, 26, 42, 36, 39, 55
Solution:
21, 25, 26, 30, 36, 39, 42, 55

n+1
Therefore: ~
x=
2
~ 8+1
x = = 4.5 th score, that is between the 4th and the 5th scores.
2
~ 30+36
x = = 33
2
B. Grouped Data
To compute the median of a grouped data , identify the median
class which contains (n/2)th data under <cumf of the cumulative
frequency distribution.
The formula in computing the median for grouped data is given
below.
n
~
x=x lb + (2
−cumb
fm ) c

x lb - refers to the lower boundary of the median class

where
cumb - the cumulative frequency before the median class
fm - frequency of the median class
c - the size of the class interval
n - total frequency
Example: Solve for the median of the following science examination
results.
Classes f <cumf
11 - 22 3 3

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 23 – 34 5 8
35 – 46 11 19 = cumb
47 – 58 19 = fm 38 = median class
59 – 70 14 52
71 -82 6 58
83 - 94 2 60

Solution: n/2th score = 60/2

= 30th score

The median class is 47- 58 since the 30th falls under this class.
Thus,

n
~
x=x lb +(2
−cumb
fm
30−19
c)
= 46.5 + ( ) 12
19
~
x = 53.45

III. Mode

The mode (^x ) is the most frequent data the distribution. It is the
value that occurs most in the data set. The mode is typically used in
nominal and ordinal data . A data set could be unimodal with one mode
value, bimodal with two mode values, trimodal with mode values.
Hence, a data set can have more than one mode.

A. Ungrouped data
The mode for ungrouped data can just easily be found by mere
inspection. Thus, it doesn’t need computation.

Example: Find the mode of the following prices.

Php 50, Php 20, Php50, Php 25, Php 25, Php 30, Php 50, Php 50, Php
10, Php 15, Php 50

Solution:
By inspection, 50 is the value of the mode since it appears most
frequently in the data set.

3. Grouped data
In finding the mode for a grouped data , the first step is to determine
the modal class. The modal class is the class with the highest
frequency.
The formula in getting the mode for grouped data is as follows.

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 d1
~
x=x lb + ( d 1 +d 2 )
c

where x lb - refers to the lower boundary of the modal class

d1 - difference between the frequency of the modal class
and frequency above it.
d 2 - difference between the frequency of the modal class
and frequency below it.
c - the size of the class interval

Example: Solve for the value of the mode in the following science
examination results.
Classes f
11 - 22 3
23 – 34 5
35 – 46 11
47 – 58 19
59 – 70 14
71 -82 6
83 - 94 2
Solution:
d1
~
x=x lb + ( d 1 +d 2)c

x lb = 46.5
d 1 = 19 – 11 = 8
d 2 = 19 – 14 = 5

~ 8
x = 46.5 + ( ) 12
8+5
~
x = 53. 88
Application Solve me!

Direction: Solve for what is asked in the given problems.

1. Determine the value of the mean, median, and mode of the

following data.
20, 15, 15, 20, 10, 20, 25, 20, 15, 30

2. Calculate the value of the three measures of central tendency

( mean, median and the mode) of the given frequency distribution
table.
Scores in Statistics f
40-44 8
45-49 10

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 50-54 7
55-59 12
60-64 8
65-69 2
70-74 7
75-79 6
n = 60

Closure Congratulations my beloved students, you are now equipped with

knowledge about averaging using the measures of central tendency. With
that, you are now accustomed on another concept discussed in the next
lesson in this module.

Lesson No. & Lesson 3: Measures of Dispersion and Relative position

Title
Learning At the end of the lesson, students are expected to:
Outcomes
utilize the measures of variation and relative position to manage
numerical data.
advocate the use of the said statistical tools to make decisions on a
data.

Time Frame 1hour

Introduction This lesson aims to provide students knowledge about another statistical
data managing tools, the measures of dispersion and relative position.
Measures of dispersion cover the topics; range, variance and standard
deviation. On the other hand, measures of relative position have
percentiles, quartiles and deciles. Both measures play a great role in
statistical data management.
Activity Let’s get started!
Instruction: Complete the PPG Matrix by answering the
each column below.

Prior Present Knowledge Gained Knowledge

Knowledge (P) (G)
(P)
(Cite all concepts (Write all the (Enumerate the
that you know about concepts discussed) insights gained from
the lesson) the lesson)

Analysis
Let’s think of this!

1. What is the significance of knowing all those topics?

18
 2. Do you have firsthand knowledge about different statistical data
managers or tools?

3. How far you’ve taken use of your prior knowledge about those
topics?

Abstraction Let’s explore!

Measures of Variation

Measures of dispersion are commonly called the measures of

dispersion. These are values that are used to determine the spread of
scores in a distribution. In this lesson, we will consider the three main
measures of dispersion: the range; the variance; and the standard
deviation.

A. Range

The range is defined as the difference between the highest value and
the lowest value in the distribution. It is considered to be the simplest
among all measures of variation. For a grouped data, we can get the range
by subtracting the value of the lower boundary of lowest class interval to
the upper boundary of the highest interval.

Example:

1. Solve for the range of the given data:

a. 12, 14, 12, 10, 16 : R = 16 -10 = 6

b. 50, 55, 55, 60 : R = 60 – 50 = 10
c. 180, 120, 80, 100 : R = 180 – 80 = 100

2. Find the range of the data set below.

Science Test Results
Classes Frequency
12-13 10
14-15 6
16-17 8
18-19 6
20-21 6
N= 36
Solution:
R = u.b. – l.b.
= 21.5 – 11.5
= 10
B. The Variance and the Standard Deviation

The most useful and important measure of variation is the so called

19
 standard deviation, (S). It is a degree to which each set of scores
spread and deviates from the mean value. It can be obtained by taking
the square root of a variance, (S2). It takes use of all the scores in the
distribution. Thus, it is more stable measure of variation than others.

Ungrouped data

The formula for standard deviation ( ungrouped data) is

( x−x )2
S= ∑
√
n−1
a. Solve first the mean
b. Take the difference among each score and the mean, then get
the square of the difference
c. Add all the squared deviations
d. Use now the formula and substitute the values

Example: Solve for the variance and standard deviation of the given
data. 2, 4, 6.

Solution:

x-x ( x−x )2
-2 4 x = (2 + 4 + 6)/3 = 4
0 0
2 4
∑ (x−x )2= 8
∑ ( x−x )2 = 8
S=
√ n−1 √ 3−1
=√ 4 = 2

S 2 = 22 = 4

Grouped data

For a grouped data, the standard deviation is calculated this way:

∑ f ( x−x )2
S=
√ n−1

Example: Calculate the variance and standard deviation of the given data.
Classes f x x−x ( x−x )2 f (x−x)2

20
 27 - 29 3 28 -12.60 158.76 476.28
30 - 32 2 31 -9.60 92.16 184.32
33 – 35 6 34 -6.60 43.56 261.36
36 – 38 4 37 -3.60 12.96 51.84
39 – 41 8 40 - 0.60 0.36 2.88
42 – 44 6 43 2.40 5.76 34.56
45 – 47 5 46 5.40 29.16 145.80
48 – 50 1 49 8.40 73.96 73.96
51 – 53 2 52 11.40 129.96 259.92
54 - 56 3 55 14.40 207.36 622.08
n = 40 2113.00

Solution: Solve for the mean, x=40.60

∑ f ( x−x )2 = S = 2113
S=
√ n−1 √ 40−1
=7.36

S2 = 7.362 = 54. 1696

Measures of Relative Position

The median simply divides a distribution into two equal parts, but
to further study a data set, we take considerations on other measures that
divide a distribution into one hundred, four, or ten equal parts. Here are
other measures of relative position: the percentiles, the quartiles, and
the deciles.

A. The Percentiles
The percentiles are the values that divide a distribution into 100
equal parts. It’s another way of analyzing a data by percent. Say for
example, the 15th percentile (P15) separates the lowest 15 percent from
other 85 percent, while 90th percentile (P90) separates the lowest 80
percent from the other 10 percent.

To find the value of the kth percentile score consider the formula:

kn
Pk =x lb + (
100
−cumb
f pk
c )
x lb - refers to the lower boundary of the percentile class
where
cumb - the cumulative frequency before the percentile class
fm - frequency of the percentile class
c - the size of the class interval
n - total frequency
Example : Find P43 of the given data.

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 Classes f <cumf
11 - 22 3 3
23 – 34 5 8
35 – 46 11 19
47 – 58 19 38
59 – 70 14 52
71 -82 6 58
83 - 94 2 60

Solution:
kn

(
Pk =x lb +
100
−cumb
f pk
c )
P43 = 50.8

B. The Quartiles
The quartiles are the values that divide the distribution into four
equal parts. The Q1 is the lower quartile and Q3 is the upper
quartile. Furthermore, the Q2 is just equal to the median and 50th
percentile of the distribution.

In computing the Quartiles, the following formula is used:

kn

(
Qk =x lb +
4
−cumb
f Qk
c)
Example: Calculate the Q1 in the following distribution.

Classes f <cumf
11 - 22 3 3
23 – 34 5 8
35 – 46 11 19
47 – 58 19 38
59 – 70 14 52
71 -82 6 58
83 - 94 2 60

22
 kn
Solution: Q =x + 4
k lb (
−cumb
f Qk
c )
1 ×60
Q1=34.5+( 4
11
−8
)
12

Q1 = 42.14

C. The Deciles
The deciles are the set of values that divide the distribution into
ten equal parts. The following formula can be used to compute the
deciles.
kn
Dk = xlb +
10
(
−cumb
f Dk
c)
x lb - refers to the lower boundary of the decile class
where
cumb - the cumulative frequency before the decile class
fm - frequency of the decile class
c - the size of the class interval
n - total frequency

Example: Compute the value of D5 in the following distribution.

Classes f <cumf
11 - 22 3 3
23 – 34 5 8
35 – 46 11 19
47 – 58 19 38
59 – 70 14 52
71 -82 6 58
83 - 94 2 60
kn
Solution: D = x + 10
k lb (
−cumb
f Dk
c )
5 ×60
D5=46.5+( 10
19
−19
12 )
D5 = 53.45

Application Let’s do it!

23
 Direction: Solve and perform as directed.

A. The given data below are the results of statistics examination of 40

students in a university.
48 10 80 48 15
34 12 83 16 45 a. Construct
17 13 57 15 33 a
12 52 67 35 48
25 16 75 42 35
64 45 82 70 47
30 30 63 12 50
18 25 64 15 15
frequency distribution table.
b. Solve for:
1. Range
2. Variance
3. Standard Deviation
4. P78
5. Q1
6. D7

Closure Congratulations! You are done with lesson 3 in this module. For this
lesson you were able to be oriented about the measures of variation and
relative position. You may now proceed to the next lesson in this module.

Lesson No. & Lesson 4: Normal Distribution

Title
Learning At the end of the lesson, students are expected to:
Outcomes
determine the probability value in a normal distribution
Time Frame 1 hour
Introduction When we know the shape of the distribution of scores, we can easily
get and make stronger statements about how much a value lie under a
certain standard deviation from the mean value. Thus, in this lesson, we
will be exposed to the concept of normal distribution and the probabilities
under a normal curve.
Activity Let’s do this!

Activity: Roll the dice!

Materials
 Pair of dice
 Poster boards
 Marker

Instruction: Complete the steps for this activity.

1. Construct a 10 by 4 table at the top of the poster board.

24
 2. Roll the dice up to 40 times and record the results in the box.
3. Create a large graph underneath the table and plot each roll
4. Lastly, connect the points and look at how the graph forms.
Analysis Let’s analyze it!

1. What have you found out from the activity?

2. How the graph shaped like?

3. Do you think the results are normally distributed?

Abstraction
Probabilities and Normal Distribution
Normal Distribution is also known as
Gaussian Distribution. In statistics, it is
the most common type of distribution where
statisticians typically called this as the bell
curve and normal curve. A normal
distribution occurs naturally in most
occasions. It is a distribution wherein the
standard deviation is equal to one and a random variable is with a mean
zero.

Properties of a normal distribution

1. Mean, median and mode are equal.

2. The curve is symmetric around the mean
3. 50% of the values exactly fall to the left and the other 50% are to
the right.
4. The total area under the curve is 1.

Probability under a normal distribution

A normal distribution conforms to the empirical rule wherein
approximately:

 68% of the values fall under 1 deviation from the mean.

 95% of the data fall under 2 deviations from the mean.
 99.7% of the values fall under 3 deviations from the mean.

Discrete and Continuous Probability Functions

Discrete probability functions (Frost, 2019) are also known as the

probability mass function and can assume a discrete number of values.
Counts of events when tossing coins are examples of discrete function
because there no values in between. On the other hand, continuous
probability functions can assume an infinite number of values between
any two values. These are often measurements on a scale, such as weight,
height and temperature.

25
 How can we apply normal distribution in solving probability
problems?

To compute the probability value, the idea of standard score (Z- score)
is used. It measures how many standard deviations the data is above or
below the mean. It can be obtained by the formula:
x−μ
z=
σ

Example: Given a normal distribution with mean = 50, find the

probability that X assumes a value between 45 and 62.

Solution:
Get the z values of the following, x1 = 45 and x2=62

45−50 62−50
z1 = = -0. 5, z2 = = 1.2
10 10

-0.5 1.2

Therefore, P( 45< X<62) = P(-0.5<Z<1.2). The P(-0.5<Z<1.2) is given by

the area of the shaded region in the above figure. This area may be
computed by the area to the left of the x= -0.5 from the area to the left of
z= 1.2

P( 45< X<62) = P(-0.5<Z<1.2) = P(Z< 1.2) - P( z< -0.5)

= 0. 8849 – 0.3085 (From the Table 1 in Appendix 1)
= 0. 5764

Application Answer me!

Solve the following.

1. The standard score of Maria in Algebra test is 1.0. Given that the
grades are obtained by the students in this test is normally
distributed, find the percentage of students whose marks are lower
than Maria.
2. The main height of the roses grown in the garden is 28 cm and the
standard deviation is 3 cm. If the heights are normally distributed,
find,
a. the percentage of the roses with heights greater than 34cm.
b. the percentage of roses with heights greater than 22 cm.

Closure Congratulations! You did well in this lesson 4. You were able to get

26
 deeper understanding about normal distribution. Great job!

Lesson No. & Lesson 5 : Linear Regression and Correlation

Title
Learning At the end of the lesson the students are expected to :
Outcomes
 use the methods of linear regression and correlation to predict
the value of a variable given certain conditions.

Time Frame 1 hour

Introduction Association of variables is essential in statistical data analysis. It
enables us to determine the dependability of a variable to another. In this
lesson , you will be studying about the correlation and linear regression
that are used to analyze the degree of relationship of compared variables.
Activity Fill me up!

Activity : Complete the KWL chart.

Directions:
4. Answer the second column in the table provided below.
5. Select a partner and discuss the things you have written in the
second column.
6. Lastly, fill out the third column

Topics What I know What I want to What I learn

know
Variable
relationship
Correlation
Linear
Regression
Analysis Let’s elaborate!

4. Did you gain up new knowledge from your discussions?

5. Do the terms still look strange to you?
Abstraction Let’s study this!
Linear Regression and Correlation

Correlation

Correlation (Diane Kierman, 2014) refers to the statistical

relationship of two variables. When a variable is compared or related to
another, a correlation exists. A correlation can be identified using scatter
plot or scatter diagram. It is a graph of paired ( x, y) sample data with
horizontal x- axis and a vertical y-axis. Each pair is plotted as a single
point,

27
 Scatter plot can determine various types of relationship
between two variables.

 No correlation – when the points on scatter plot do not

show any direction or pattern.
 Non - linear – when the points on scatter plot follow a
pattern but not a straight line.
 Linear - when the points on scatter plot follow somehow
straight line pattern.

A relationship can be either positive or negative. Positive relationships

have points that incline upwards to the right and negative relationship
inclines otherwise to the left.

Correlation coefficients cab be computed using Pearson r :

r = n¿¿

where x = the observed data for independent variable

y = the observed data for dependent variable
n= the sample size
∑ x = the summation of x values
∑ y = the summation of x values
∑ x 2 = the summation of the squared of each x values
∑ y2 = the summation of the squared of each y values
∑ xy = the summation of the product of x and y values

Example :

A study was conducted to investigate the relationship existing

between the grade in Science and Mathematics subject. A random sample
of 10 students in a certain college were taken and the data are as follows:

Student A B C D E F G H I J
Science 75 83 80 77 89 78 92 86 93 84
Mathematics 78 87 78 76 92 81 89 89 91 84

28
 Is the there a relationship between the performance of the students in
Science and Mathematics subjects?

Solution:

Student x y xy x2 y2
A 75 78 5850 5625 6084
B 83 87 7221 6889 7569
C 80 78 6240 6400 6084
D 77 76 5852 5929 5776
E 89 92 8188 7921 8464
F 78 81 6318 6084 6561
G 92 89 8188 8464 7921
H 86 89 7654 7396 7921
I 93 91 8463 8649 8281
J 84 84 7056 7056 7056
N= 10 ∑ x =837 ∑ y = ∑ xy = ∑ x2 = ∑ y2 =
845 71030 70413 71717

r = n¿¿

10 ( 71030 ) −(837)( 845)

= 2 2
√ {10 ( 70413 )−(837) }{10 ( 71717 ) −(845) }
r = 0.91

Therefore : There exists a very strong positive correlation between the

performance of the students in Science and Mathematics subject.

Linear Regression

It is a mathematical equation that allows us to predict a response for

a given predictor value. Prediction is calculating a value of the criterion
variable ( y^) on the basis of the knowledge of the predictor (x).
Linear regression is computed using the equation,

Y^ = a + bx

where a = the y intercept

b = the slope
x = the predictor variable

29
 y^ = the estimate of the mean value of the response variable
for any value of the predictor variable

The values of a and b can be obtained by the following:

b = n¿¿

a = Mny - bMnx

where Mny = the mean of the y values

Mnx = the mean of the x values

Example: Using the following data on correlation between the grade of

students in Science and Mathematics subject, what would be the predicted
grade of a student in Mathematics who has grade of 85 in Science and
what regression model could be used?

Student A B C D E F G H I J
Science 75 83 80 77 89 78 92 86 93 84
Mathematics 78 87 78 76 92 81 89 89 91 84

Solution:
Student x y xy x2 y2
A 75 78 5850 5625 6084
B 83 87 7221 6889 7569
C 80 78 6240 6400 6084
D 77 76 5852 5929 5776
E 89 92 8188 7921 8464
F 78 81 6318 6084 6561
G 92 89 8188 8464 7921
H 86 89 7654 7396 7921
I 93 91 8463 8649 8281
J 84 84 7056 7056 7056
N= 10 ∑ x =837 ∑ y = ∑ xy = ∑ x2 = ∑ y2 =
845 71030 70413 71717

10 ( 71030 )−( 837 ) (845) 3035

b= = = 0.85
10 ( 70413 )−8372 3561

Mnx = 837/10 = 83.7 , Mny = 845/10 = 84.5

a = 84.5 – (0. 850) (83.7) = 13.36

So the regression equation is y^ = 13.36 + (0.85)x.

If the grade of a student in Science (x) is 85, the predicted Mathematics

grade is y^ = 13.36 + (0.85)(85) = 86.61 or 86.

30
 Application Let’s do it!

Exercise: Determine the relationship between family income and the

grades of the students.

Studen A B C D E F G
t Closure Congratulations! You are now done with the lesson 5 in this module. You
Family 30,000 21,000
were able 45,000
to predict54,000
certain 86,000 34,000
data using linear 49,000
regression and correlation.
income Keep it up and enjoy learning !
Grade 1.25 1.75 3.0 2.75 3.0 2.25 2.5

TEMPLATE 3: Module Template

(Will be used individually during the self-paced write shop)

Module No. & Title Module 4: Mathematics of Finance

Module Overview This module aims to acquaint students with the two basic ways in
solving financial interest namely: the simple; and the compound
interest. This will also inform the learners about the different
terminologies used in financial aspects and firms. Hence, this
module will orient the students on the mathematics behind finances
and its significance in it.

Module At the end of this module, students are expected to:

Objectives/Outcomes  distinguish simple interest from compound interest
 solve problems on simple and compound interest
 differentiate credit cards from consumer loans, stocks,
bonds and mutual funds.

Lessons in the module This module is divided into three (3) lessons.

Lesson 1: Simple and Compound interest

Lesson 2:Credit Cards ,Consumer Loans, Stocks, Bonds and
Mutual funds

TEMPLATE 4: The Lesson Structure

(Will be used individually during the self-paced write shop)

Module No. and Title Module 3: Mathematics of Finance

Lesson No. and Title Lesson 1: Simple and Compound interest

Learning Outcomes At the end of the lesson, students are expected to:
 distinguish simple interest from compound interest
 solve problems on simple and compound interest
Time Frame

31
 1 hour

Introduction Money is essential in each one’s life. People use money to

shop, buy necessities, pay bills and a lot more. Thus, people
would tend to find ways to manage and grow money. Even the
process borrowing money could not be free especially when you
borrow it in banks. The concept of interest will always come up.
Hence, in this lesson, we shall be focusing on the two types of
interest: the simple interest; and the compound interest.

Activity Complete me!

Find the missing terms and fill out the table completely.

Principal Rate Time Interest

1. P5, 250 12% 3.5 yrs.

2. P65, 500 1¾% 2 yrs.

3. P8, 500 13% P4,420

4. P15,000 12% P9,000

5. P50,000 3yrs. P13,500

Think of this!
Analysis
1. How did you come up with the missing terms?

2. Do you have prior knowledge in solving that kind of

related problems?

3. What part did you experience difficulty in solving?

Abstraction
Let’s explore!
Simple and Compound interest

The interest refers to the amount paid for the use of money.
It is commonly observable when you deposit or borrow money in
banks. The money deposited or borrowed is called the
principal(P), the money paid for its use is the interest (I) , and
how much is to be paid per hundred is called the rate of interest
(r) including the time (t) involved usually given in years.

Simple interest

32
 Simple interest is the interest that is paid in an initial
investment. It does not become part of the principal. The formula
will be as follows:
I = Prt or A = P( 1 + rt )

where P = the principal amount

r = the annual interest rate in decimal
t = the number of time periods

Example 1: A 2-year loan of $500 is made with 4% simple

interest. Solve for the earned interest.
Solution:
Given: t = 2, r = 4% or 0.04 , P = 500

I = Prt = 500( 0.04)(2) = 40

Example 2: A business takes out a simple interest loan of Php

10,000 at a rate of 7.5%. What is the total amount the business will
repay if the loan is for 8 years?

Solution:
Given: t = 8, r = 7.5% or 0.075 , P = 10000

A = P( 1 + rt ) = 10000( 1 + 0.075(8))= Php16000

Compound Interest

Compound interest refers to the addition of interest to the

principal sum and becomes the new principal amount. The formula
for compound interest is:

r nt
A=P(1+ )
n
where A= the future value of the investment/ loan,
including interest
P = the principal amount
r = the annual interest rate in decimal
n = the number of times that the interest is
compounded per year
t = the number of years the money is invested or
borrowed

Example: If an amount of $5,000 is deposited into a savings

account at an annual interest rate of 5% , compounded monthly,
what is the value of the investment after 10 years.

Solution:

Given: t = 10, r = 0.05 , P = 5000, n = 12

33
 r nt
A=P(1+ )
n

0.05 (12)(10)
= 5000 ( 1 + )
12

A = 8325.05

Answer me!
Application
Exercise: Solve the following problems.

1. Mr. Cruz borrowed P110,000 at 5% simple interest to pay as

down payment for a house and lot. If he was able to pay after 6
months, how much in all did he pay?

2. Mr. Reyes placed P12,000, in a savings bank at 4% and P13,

000 in a time deposit at 10%. How much simple interest do his
investments earn every 3 months?

3. Mrs. Ablan borrowed P25,000 to start a market stall, at

14% simple interest. If she paid P10,000 every six months, a)
how many times did she pay? b) How much was her last
payment? c) how much in all did she pay?

4. If interest is compounded quarterly how much will

P100,000 be at the end of one year at 12% compound interest?

5. P1200 is placed in an account at 4% compounded annually

for 2 years. It is then withdrawn at the end of the two years and
placed in another bank at the rate of 5% compounded annually
for 4 years. What is the balance in the second account after 4
years?
Congratulations! You have just finished lesson 1 in this
Closure module. You are now equipped with knowledge about solving
interest related problems. Great job!

Lesson No. and Title

Lesson 2: Credit Cards, Consumer Loans, Stocks, Bonds, and
Mutual Funds

Learning Outcomes At the end of the lesson, students are expected to:

34
  differentiate credit cards from consumer loans, stocks,
bonds and mutual funds

Time Frame
1 hour

Introduction In this lesson, you will learn about variety of terms

commonly used in the aspect of finance. You will also know
about their definitions and their inclinations.
Research me!
Activity
Activity: Research Project.

1. Make an interview or a survey on someone who has joined

investing in stocks, bonds and mutual funds. How many of
them choose stocks, bonds or mutual funds. List reasons why
they choose those investment opportunity.

2. Conduct a survey among your classmates, teachers,

neighbors or your friends regarding the use of credit cards.
How many of them have stopped and have continued their
subscription? List reasons why they stopped while others
still continued the use of credit cards.

Think of this!
Analysis
1. From the survey you have conducted, did you gain some
knowledge about stocks, bonds, and mutual funds?
Enumerate them.

2. What are your knowledge gained from your survey about

credit cards? Does it bring life convenience?
Abstraction Let’s explore!

 Credit Card

According to Latoya Irby (2019) , a credit card is a plastic card

that lets you access the credit limit your card issuer gives you. A
credit limit is similar to loan. However, in credit limit, the bank
allows reuse of the loan and gives you freedom to take credit
much as you want as long as you pay for what you have
borrowed.

 Consumer Loan

Consumer loan means a secured or unsecured loan given to

customers for different purposes such as personal, family,

35
 recreational vehicle, manufactured home, home equity loan and
others. It is given in accordance with the borrower’s integrity
and ability to pay. Consumer loan does not include mortgage
loans used for home purchases and commercial loans.

 Stocks

According to Brittney Castro (2013), a stock is ownership in a

company. Whenever you buy a stock, you own a piece of the
company. Thus, if the company does better, you also benefit
better. In the same way, when the company tanks, your stocks
tanks too.

 Bonds

A bond (Wikipedia) is an instrument indebtedness of the bond

issuer to the holders. The most common types of bonds include
municipal bonds and corporate bonds.

 Mutual Funds

A mutual fund (Wikipedia) is an open- end professionally

managed investment fund that pools money from many investors
to purchase securities. In mutual fund your money is basically
pooled along with other investors, into a fund, which then invests
in certain securities according to a stated investment strategy.

Answer me!
Application
Exercise: Write an essay on the following statements below.

1. Differentiate credit card from consumer loan.

2. Cite some significance and differences on stocks, bonds and
mutual funds.
Congratulations! You have just finished lesson 2 in this
Closure module. You are now acquainted with the various terms used in
financial aspects.

MODULE ASSESSMENT:(After the students have read and studied all the lessons
in the module, it is at the institutional level to decide whether to administer
assessment in any forms. This part allows flexibility within the institution.)

MODULE SUMMARY:(This part summarizes the highlights of the entire module

and it is strongly suggested that you may go back to the module objectives to ensure
congruency and coherence of the module.)
REFERENCES: (Must be written in APA format)

36
IMPORTANT REMINDERS:
1. References should be added at the end of each module.
2. Number of modules may vary depending on the number of clustered ILOs that are
significant to the course.
3. Each module could have a maximum of 5 lessons.
4. If there are significant contents/readings necessary for the abstraction part, it can be
put as an annex or appendix of the entire course pack. However, proper labeling is
necessary.
5. Use A4 paper size, Times New Roman font style, size 12, 1.5 inch left margin
and 1inch on the remaining sides. Use single line spacing in the module contents.
6. The module format should be followed for the PRIME PROJECT XI. The
template and format may be customized should the participating LUCs wish to
implement it in their respective institutions.

PRIME PROJECT-XI
Chairman: Dr. Jocelyn H. Hua,SFRIEDr
President, KolehiyongPantukan
Vice-Chair: Dr. Lyndon F. Devero
President,Samal Island City College
Members: Ms. Evelyn Dinopol,CPA
OIC-Monkayo College of Arts, Science & Technology
Mr. Ben Ligaray,MA
OIC,Kapalong College of Arts, Science & Technology
Dr. Rosita Bustamante
President,Gov. Generoso College of Arts, Science & Technology

Note: This template was presented during the Webinar conducted by PROJECT
WRITE- XI. This is intended as guide in developing the LUCs Course and Module
during the write shop.

37
38