8

Learner’s Module Unit 1 is given to:

Name: ___________________________________________________
Section: _________________________________________________
ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

TABLE OF TABLE OF CONTENTS

Unit 1 Week 1: Importance of Statistics and its History ............................................................................................................ 1

Activity 1: Word Search................................................................................................................................... 1 - 2

Statistics and its Importance ........................................................................................................................... 2 - 3
History of Statistics .............................................................................................................................................. 3
Activity 2: Let us Practice ..................................................................................................................................... 4
Activity 3: Your thoughts...................................................................................................................................... 5
Unit 1 Week 2: Key terms, Symbols and Measurements used in Statistics .............................................................................. 6
Activity 1: Pre-assessment .............................................................................................................................. 6 - 7
Key Terms and Definitions .............................................................................................................................. 7 - 8
Types of Measurements ...................................................................................................................................... 8
Statistical Symbols ............................................................................................................................................... 8
Statistical Expressions .......................................................................................................................................... 9
Activity 2: Let us Practice ..................................................................................................................................... 9
Activity 3: Your thoughts.................................................................................................................................... 10
Unit 1 Week 3: Summation Notation ....................................................................................................................................... 11

Vocabulary: Series and Sequence ...................................................................................................................... 11

Activity 1: Warm - up ......................................................................................................................................... 11
Sigma Notation .................................................................................................................................................. 12
Activity 2: Solve me ............................................................................................................................................ 13
Unit 1 Week 4: Solving for the Sample Size ............................................................................................................................. 14
Vocabulary: Population and Sample .................................................................................................................. 14
Thoughts to ponder ........................................................................................................................................... 14
Activity 1: Warm up ........................................................................................................................................... 15
Sample Size formula....................................................................................................................................16 - 17
Activity 2: Practice Problem ............................................................................................................................... 17
Activity 3: Solve me ............................................................................................................................................ 18
Written Summative Test ........................................................................................................................................................... 19
Unit 1 Week 5: Frequency Distribution and Graphical Presentation ...................................................................................... 20
Activity 1: Warm-up ........................................................................................................................................... 20
Frequency Distribution Table............................................................................................................................. 21
How to make a Frequency Distribution Table (ungrouped) .......................................................................21 - 22
How to make a Frequency Distribution Table (grouped) ...........................................................................22 - 23
Graphical Presentation of the Four Scales of Measurements ....................................................................23 - 24
ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Activity 2: Make me a table, make me a graph ................................................................................................. 25

Unit 1 Week 6: Measures of Central Tendency for Ungrouped Data (Sample and Population Set) ...................................... 26
Activity 1: Warm up ........................................................................................................................................... 26
Vocabulary ......................................................................................................................................................... 27
Mean ...........................................................................................................................................................27 - 29
Median ............................................................................................................................................................... 29
Mode .................................................................................................................................................................. 30
Activity 2: ....................................................................................................................................................31 - 32
Unit 1 Week 7: Solving for the Mean of Grouped Data ........................................................................................................... 33
Short Method ..............................................................................................................................................33 - 34
Midpoint Method........................................................................................................................................34 - 35
Activity: Soo Mean ............................................................................................................................................. 36
Unit 1 Week 8: Solving for the Median and Mode of Grouped Data ...................................................................................... 37
Median ........................................................................................................................................................37 - 38
Mode .................................................................................................................................................................. 39
Activity: Median and Mode ............................................................................................................................... 40
Written Summative Test ........................................................................................................................................................... 41
References ................................................................................................................................................................................. 42
ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Preface

This module was written and made to give students access to modular or self - learning material for Statistics at little
to no cost. The author specifically designed the module to simplify concepts and solutions for beginners and
eventually learning advanced in Statistics in the process to apply their learning for their research studies.

Activities are provided so students can answer them to check their understanding and to assess what is still needed
to be learned in the process.

The author would like to express her deepest gratitude to her family for the encouragement, support, and motivation
in finishing such tedious task.

The author would like to acknowledge the other authors of Statistics and research books as well as those who
provides resources in the internet for providing them with the statistical formulas used in this module. Their books
and links are included in the references.

Lastly, the authors are grateful to the Heavenly Father for giving her His unconditional love, life, and wisdom.

Grace Jane Gian – Ugoy

Author
 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Unit 1
Week

1 Importance of Statistics and its history

Learning Competencies:
Know the use and importance of Statistics. (AdS8 – Ia-1)
Get to know the brief history of Statistics. (AdS8 – Ia-2)

Learning Goals and Targets

Define Statistics

Identify the different uses of Statistics in different fields

Familiarize the history of Statistics.

Supplementary Lesson:

The video contains the details of the topic in the module with additional input and discussion from the teacher. It
would be highly recommended to view the video to further understand the topic. Subscribe for immediate notifications on any
updates available on the topics.

Website Link: https://youtu.be/s4X1yaKJNVk

Video title: Importance and History of Statistics | Advanced Statistics 8 Unit 1 Week 1

Activity 1: Word Search

Direction: Find 8 words inside the box that is connected to Statistics. Write the words beside the correct definition on the
space provided below.

S T A T I S T I C S O
A K N H L M K O L H K
I M A J S U M M A R Y
N V L N M S F H S J K
T B Y C H D D J S T M
E M Z O R G A N I Z E
R B E L N M T K F L J
Collect
Data
P D T L W S A F Y A X Classify

R C V E B M S G T R Y
Organize
Summary
E W E C F G H K O P C Analyze
Interpret
T E R T G H J M B C S Statistics

Possible answers:

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

My Answers:

1) ________________________- a branch of mathematics dealing with the collection, analysis, interpretation, and
presentation of masses of numerical data.
2) ________________________- converting the symbols of a formula or a drawn graph into meaningful information that
fits what you are looking for.
3) ________________________- examine methodically and in detail the constitution or structure of (something,
especially information), to be able to interpret.
4) ________________________- a brief statement or account of the main points of something.
5) ________________________- arrange into a structured whole, order.
6) ________________________- arrange (a group of people or things) in classes or categories according to shared
qualities or characteristics.
7) ________________________- facts and statistics collected for reference or analysis.
8) ________________________- bring or gather (things, typically when scattered or widespread).

Let us Explore

Statistics and its Importance

Statistics is the study of the collection, analysis, interpretation, presentation, and organization of data. In other words, it is a
mathematical discipline to collect, summarize data. Statistics plays a vital role in every field of human activity. Statistics helps
in determining the existing position of per capita income, unemployment, population growth rates, housing, schooling medical
facilities, etc., in a country. The following are importance of Statistics in different fields such as:

Business: Statistics plays an important role in business. A successful businessman must be very quick and accurate
in decision making. He knows what his customers want; he should therefore know what to produce and sell and in
what quantities. Statistics helps businessmen to plan production according to the taste of the customers, and the
quality of the products can also be checked more efficiently by using statistical methods. Thus, all business activities
are based on statistical information. Businessmen can make correct decisions about the location of business,
marketing of the products, financial resources, etc.
Economics: Economics largely depends upon statistics. National income accounts are multipurpose indicators for
economists and administrators, and statistical methods are used to prepare these accounts. In economics research,
statistical methods are used to collect and analyze the data and test hypotheses. The relationship between supply
and demand is studied by statistical methods; imports and exports, inflation rates, and per capita income are
problems which require a good knowledge of statistics.
Mathematics: Statistics helps in describing these measurements more precisely. Statistics is a branch of applied
mathematics. Many statistical methods like probability averages, dispersions, estimation, etc., is used in
mathematics, and different techniques of pure mathematics like integration, differentiation and algebra are used in
statistics.
Banking: Statistics plays an important role in banking. Banks make use of statistics for several purposes. They work
on the principle that everyone who deposits their money with the banks does not withdraw it at the same time. The
bank earns profits out of these deposits by lending it to others on interest. Bankers use statistical approaches based
on probability to estimate the number of deposits and their claims for a certain day.

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Government: Different governmental policies are based on statistics. Statistical data are now widely used in making
all administrative decisions. Suppose if the government wants to revise the pay scales of employees in view of an
increase in the cost of living, and statistical methods will be used to determine the rise in the cost of living. The
preparation of federal and provincial government budgets mainly depends upon statistics because it helps in
estimating the expected expenditures and revenue from different sources. So, statistics are the eyes of the
administration of the state.
Natural and Social Sciences: Statistical methods are commonly used for analyzing experiments results, and testing
their significance in biology, physics, chemistry, mathematics, meteorology, research, chambers of commerce,
sociology, business, public administration, communications, and information technology, etc.
Astronomy: Astronomy is one of the oldest branches of statistical study; it deals with the measurement of distance,
and sizes, masses, and densities of heavenly bodies by means of observations. During these measurements' errors
are unavoidable, so the most probable measurements are found by using statistical methods.

History of Statistics

During the ancient times, Statistics has been used by ancient chief in counting effective warriors to defeat the enemy.
The ruler also uses Statistics to figure out how much taxes will be collected to maintain the kingdom. But these statistics are
purely descriptive in nature.

In the 17th to 18th century, Mathematicians were asked to develop principles that would improve the chances of
winning cards, dices, and coins. Bernoulli and De Moivre were the two Mathematicians who studied probability. In 1730’s, De
Moivre developed equation for the normal curve.

In the 19th century, a famous Belgian statistician in the name of Quetelet applied Statistics to investigation of social
and educational problems. He was able to develop statistical theory on a general method of research to science. Francis
Galton had the contribution in the field of heredity and eugenics, psychology, anthropometry, and statistics. The concept of
correlation or measure of agreement between two variables is credited to him. Pearson is another mathematician who
collaborated with Galton in developing many of the correlations and regression formulas that are being used today. James
McKleen Cattell is a famous psychologist who studied in Europe, contacted Galton and another European Statistician. Upon
his return to United States, he and his students, including E.L. Thorndike, apply statistical methods to psychology and
educational problems.

During the 20th century, new techniques and methods were applied to study of small samples by R.A. Fisher, and
English statistician. Most of his contributions were applied in agriculture and biological settings.

And at present, Statistics is the major tool used by researchers in agriculture, biological, business, medical,
behavioral, and social sciences.

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Activity 2: Let us practice!

Direction: Complete the timeline below on the correct sequence of history of Statistics based on your learning from the
discussion. You should use your own wordings based on your understanding on the powerpoint, exact words used in the
powerpoint or discussion above will be marked wrong.

• War -
• Taxes -
Ancient Times

• Gambling -
• Research -
17th to 18th • Heredity -
Century

• Pearson -
• Cattell -
19th Century

• Fisher
20th Century

• Today -
At present

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Activity 3: Your thoughts

Name: _____________________________________________________ Score: _____________________________

Grade and Section: ___________________________________________ Date: ______________________________

Direction: Make a short essay on how you will be able to use Statistics in your life as a 21 st Century learner of RMDSF –
STEC. Write your answer on the space provided on the Learner’s module and detach this to be recorded in your performance
rating. The scoring guide is as follows:
Connection to the topic 40%
Uniqueness and style of writing 40%
Cleanliness and essay impact 30%

Total 100%

(Parent’s/Guardian’s signature over Printed Name)

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Unit 1
Week

2 Key Terms, Symbols and Measurements Used in Statistics

Learning Competencies:
Familiarize the key terms, definitions, and symbols to be used in Advanced Statistics. (AdS8 – Ib-1)
Enumerate the different measurement of scales: nominal scales, ordinal scales, interval scales and ratio scales.
(AdS8 – Ib-2)

Learning Goals and Targets

Define the different terms used in Statistics,

Differentiate the different measurement scales in Statistics.

Use appropriately the different symbols used in Statistics.

Activity 1: Pre-Assessment
Direction: Answer the following questions without looking at the discussion and mainly assess your skills based on your own
understanding on the terms and symbols used in Statistics.

1. What do you call the totality of all the actual observable characteristics of a set of objectives and individuals?
A. Population B. Sample C. Data D. Analysis
2. Which of the following refers to a set of data drawn from the population?
A. Population B. Sample C. Data D. Analysis
3. Which of the following is a type of Statistics by which decision and conclusion are to be made from the population
observed using only the representative samples?
A. Descriptive Statistics B. Inferential Statistics C. Analytical Statistics D. Cumulative Statistics
4. Which of the following is a form of presentation that takes forms by a construction of bar graphs frequency polygons,
pie charts and pictographs, among others?
A. Descriptive Presentation C. Sample Presentation
B. Data Presentation D. Graphical Presentation
5. What do you call the extensive set of question and instruction used in personal interview?
A. List B. Survey C. Schedule D. Analysis
6. Which type of scale is used to measure ranking of individuals or objects?
A. Nominal Scales B. Ordinal Scales C. Interval Scales D. Ratio Scales
7. Which type of scale is the highest type of scale?
A. Nominal Scales B. Ordinal Scales C. Interval Scales D. Ratio Scales

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

8. Which of the following is a symbol for sample mean? B 10.

A. 𝑥̅ B. 𝑓 C. 𝛼 D. ∑ B
A
9.
8.
9. Which of the following means “x and y are not equal”? D
B
7.
6.
A. 𝑥=𝑦 B. 𝑥 ≠ 𝑦 C. 𝑥 ≤ 𝑦 D. 𝑥 ≥ 𝑦 C
D
5.
4.
10. Which of the following is the symbol for parametric standard deviation? B
B
3.
2.
A. 𝑠 B. 𝜎 C. 𝑓 D. 𝜌 A 1.

Let us Explore

Key Terms and Their Definitions

❖ Population is the group of all items or the totality of all actual observable characteristics of a set of objects or interest
to a statistics practitioner. It is frequently very large; sometimes infinite.
o E.g. All 5 million Florida voters, per Example 12.5
❖ Sample is a set of data drawn from the population. It is potentially very large, but less than the population.
o E.g. a sample of 765 voters exit polled on election day.
❖ Schedule - extensive set of question and instruction used in personal interview.
❖ Grouped Data – properly organized and classified data such as use of frequency distribution.
❖ Interpretation – makes clear results of the analysis using statistical methods to see whether significant differences
or relationships exist between variables.
❖ Analysis - the manipulation of the data gathered using descriptive and inferential statistics.
Cumulative Frequency - used in getting the value for median, quartiles, deciles, and percentiles.
❖ A variable is some characteristic of a population or sample. Typically denoted with a capital letter: X, Y, Z.
o E.g. student grades.
❖ The values of the variable are the range of possible values for a variable.
o E.g. student marks (0...100)
❖ Data are the observed values of a variable.
o E.g. student marks: {67, 74, 71, 83, 93, 55, 48}
❖ Data Presentation - takes the form of tables and graphs.
❖ Graphical Presentation - points to the construction of bar graphs frequency polygons, pie charts and pictographs,
among others.

This Photo by Unknown Author is licensed under CC BY-SA

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

❖ Parameter is a descriptive measure of a population.

❖ Statistic is a descriptive measure of a sample.

Populations have Parameters

Samples have Statistics.

❖ Descriptive Statistics - includes frequency distribution, measures of central tendency, measures of central location,
measures of dispersion or variation, graphs, skewness, and kurtosis. It also is concerned with presentation and
collection of data and information.
❖ Inferential Statistics - technique by which decision and conclusion are to be made from the population observed
using only the representative samples. This statistic includes both parametric and nonparametric tests which are
more concerned with generalizing the information or making inference about the population through representative
samples.

Types of Measurements
❖ Continuous Data are measures like feet, pounds, kilos, minutes, and meters.
❖ Discontinuous or Discrete Data are measurement expressed in whole units ex. counting people, number of
objects, number of cars, etc.

According to Stevens, there are four types of scales that are used in Sciences. These are nominal, ordinal, interval and ratio
scales.
1. Nominal Scales are measures of identity. Example: gender like female and male, answers like yes/no, religion like
Muslims and Christians, dwelling place like Urban or Rural.
2. Ordinal Scales are measurement like ranking of individuals or objects. Example: Larger or smaller; strongly agree,
agree, disagree, no opinion.
3. Interval Scales reflect differences of items example: grade of students, ages, and blood pressures.
4. Ratio Scales is the highest type of scales. The main difference bet. interval and ratio scale is ratio of scale are the
measurement of length, weight, loudness, width, etc.

Statistical Symbols

Σ capital letter sigma, it denotes summation of, the sum of

f small letter f, denotes frequency/frequencies
F capital letter F, denotes cumulative frequency/frequencies
n small letter n, denotes sample size
N capital letter N, denotes population size
i small letter i, denotes interval
X capital letter x, denotes independent variable
Y capital letter y, denotes dependent variable

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

The characteristics of the population are called parameters while the characteristics of the sample are called statistics.
Consider the following different symbols on the characteristics, parameters, and statistics.

Characteristics Parameters Statistics

Mean μ, mu 𝑥̅
Standard Deviation σ, sigma s
Number of Cases N n
Proportion P p
Variance S2 s2

Statistical Expressions

x=y x equals y
x≠y x is not equal to y
x>y x is greater than y
x<y x is lesser than y
x≥y x is greater than or equal to y
x≤y x is lesser than or equal to y

Activity 2: Let us Practice

Direction: Unscramble the words, use the hint (definition) to recall the word being described.

________________1. (SEDETCIPVRI) This includes frequency distribution, measures of central tendency, measures of
central location, measures of dispersion or variation, graphs, skewness, and kurtosis.
________________2. (CLUTUEMAIV) It is used in getting the value for median, quartiles, deciles, and percentiles.
________________3. (AIANYSLS) It is the manipulation of the data gathered using descriptive and inferential statistics.
________________4. (AGHLRICPA) A presentation using points to the construction of bar graphs frequency polygons,
pie charts and pictographs, among others.
________________5. (MSPLEA) A set of data drawn from the population.
________________6. (UCEDHLES) An extensive set of question and instruction used in personal interview.
________________7. (TNOPPLAUIO) It is the group of all items of interest to a statistics practitioner.
________________8. (ERNIFEINTAL) The technique by which decision and conclusion are to be made from the
population observed using only the representative samples.
________________9. (RRAAMPTEE) A descriptive measure of a population.
________________10. (IOTRA) The highest form of scale.

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Activity 3: Your thoughts

Name: _____________________________________________________ Score: _____________________________

Grade and Section: ___________________________________________ Date: ______________________________

Direction: Write freely any sentences that uses CORRECTLY and APPROPRIATELY the statistical symbols and expressions you have
learned from the discussion above and detach this to be recorded in your performance rating.

(Parent’s/Guardian’s signature over Printed Name)

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Unit 1
Week

3 Summation Notation
Learning Competencies:
Convert the series into sigma notation. (AdS8 – Ic-1)
Finding the sum of the sigma notations. (AdS8 – Ic-2)

Learning Goals and Targets

Define a sequence and series.

Expand the summation notation.

Solve for the sigma notations.

Vocabulary
A sequence is an enumerated collection of objects in which repetition is allowed and the order does matter. The
three dots in the sequence indicates that the pattern continues forward. Each number in the sequence is called a term. In the
sequence 2, 4, 6…, the first term is 2 and the second term is 4, the third term is 6 and so on. A series is the indicated sum of
the terms of a sequence. Some examples are shown in the table.

Activity 1: Warm – up
Direction: Find the first five terms of the following sequence by simply substituting the variable n with 1, 2, 3, 4 and 5. The
first number is done for you. Make sure to answer the fractions in their simplest forms.

1 𝑛
1. 𝑎𝑛 = 𝑛 2. 𝑎𝑛 = −𝑛2 3. 𝑎𝑛 = 𝑛+1

Solution: Solution: Solution:

1
𝑎1 = 𝑜𝑟 1 𝑎1 =
1 𝑎1 =
1
𝑎2 = 𝑎2 = 𝑎2 =
2
1
3.
2.

Answer Key:

𝑎3 = 𝑎3 = 𝑎3 =
3
1
𝑎4 = 𝑎4 =
2 3 4 5 6
1 2 3 4 5
-1, -4, -9, -16, -25

𝑎4 =
, , , ,

5
1
𝑎5 = 𝑎5 = 𝑎5 =
5
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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Supplementary Lesson:

The video contains the details of the topic in the module with additional input and discussion from the teacher. It
would be highly recommended to view the video to further understand the topic. Subscribe for immediate notifications on any
updates available on the topics.

Website Link: https://youtu.be/8EjVJoW4AJg

Video Title: Summation Notation | Advanced Statistics Unit 1 Week 3

Let us Explore

Sigma Notation

A series can also be represented by using summation notation, which uses the Greek letter ∑ (capital sigma) to denote the
sum of a sequence defined by a rule, as shown.

𝑛
∑ 𝑎𝑖 = 𝑎1 + 𝑎2 + ⋯ + 𝑎𝑛
𝑖

Where:
▪ 𝑖 → the index of summation
▪ 𝑎𝑖 → the 𝑖th term
▪ 𝑖, 𝑛→ lower and upper bounds of summation

Example 1: If n = 5 and the following observations are 𝑎1 = 2, 𝑎2 = 4, 𝑎3 = 6, 𝑎4 = 8, 𝑎5 = 10, find the sum of
the five values of 𝑎𝑖 using the summation notation.
Solution: ∑𝑛=5
𝑖=1 𝑎𝑖 = 𝑎1 + 𝑎2 + 𝑎3 + 𝑎4 +, 𝑎5
= 2 + 4 + 6 + 8 + 10
= 30

Example 2: Suppose a is a constant. Find the sum of the values when a constant has been added to each if n = 5
and 𝑥3 = 5, 𝑥4 = 4, 𝑥5 = 3.
Solution: ∑𝑛=5
𝑖=3 (𝑥1 + 𝑎) = (𝑥3 + 𝑎) + (𝑥4 + 𝑎) + (𝑥5 + 𝑎)
= (5 + 𝑎) + (4 + 𝑎) + (3 + 𝑎)
= 𝟏𝟐 + 𝟑𝒂
Example 3: The given summation notation is ∑𝑛𝑖(2𝑘 − 1) where the lower bound is 1 and the upper bound is 4, find
the summation.
Solution: ∑𝑛=4
𝑖=1 (2𝑘 − 1) = [(2(1) − 1] + [(2(2) − 1] + [(2(3) − 1] + [(2(4) − 1]
= 1 + 3 + 5 + 7
= 16

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Activity 2: Solve me

Name: _____________________________________________________ Score: _____________________________

Grade and Section: ___________________________________________ Date: ______________________________

Direction: Expand the following summation notation and find the sum. Show your solution and make sure to detach and pass
this page to the teacher for recording purposes.

1. ∑𝑛=3
𝑐=0 (2𝑐 + 1) =

2. ∑𝑛=6 2
𝑘=3(1 + 𝑘 ) =

3. ∑𝑛=5 2
𝑥=1 (𝑥 ) =

4. ∑𝑛=5
𝑖=1 (−3𝑖) =

5. ∑𝑛=5 2
𝑦=1(4𝑦 ) =

(Parent’s/Guardian’s signature over Printed Name)

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Unit 1
Week

4 Solving for the Sample Size

Learning Competencies:
Solve for the sample size using the formula. (AdS8 – Id-1)

Learning Goals and Targets

Differentiate population from sample.

Determine the sample size based on percentage of error and accuracy.

Solve for the sample size.

Vocabulary
Population identifies the totality of objects under observation. The researcher may use the population as subject of
studies when it is small and manageable when employing statistical methods. However, if the population is too large, the
researcher may use the representative sample. Example: The population may be “ALL people living in the Philippines.”

Sampling is the method of getting a small part from the population that serves as the representative of the
population called the sample. Example: The sample may be “SOME people living in the Philippines.”

Thoughts to ponder
How can you solve real world problems using random samples and population?
➢ You can draw inferences about a population by selecting multiple random samples and using that information to
make inferences about the entire population.
Can you obtain reliable information on a population using a sample?
➢ Yes, reliable information can be gathered using random sampling techniques. The most accurate information can be
obtained by collecting information on multiple random samples of the same population.

Supplementary Lesson:

The video contains the details of the topic in the module with additional input and discussion from the teacher. It would be
highly recommended to view the video to further understand the topic. Subscribe for immediate notifications on any
updates available on the topics.

Website Link: https://youtu.be/rH6oQ5KvSi4

Video Title: Solving for the sample size | Advanced Statistics Unit 1 Week 4

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Activity 1: Warm – up

Direction: Answer the following questions based on your opinion on the scenario given.

Scenario: You are given a task in Business Math to find out Ice cream flavor preference of all students in RMDSF –
STEC in order to have an idea on the ice cream flavor you are going to sell for your performance task".

1. Can we use the whole population of RMDSF STEC? Explain.

2. Should we use a sample? Why or why not?

3. What are the advantages if we are going to use just a sample in this situation?

4. What are the disadvantages if we are going to use just a sample in this situation?

5. How are you going to choose the sample for this situation?

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Let us Explore

Sample Size Formula

If the population under the study is too large to handle and will entail too much time, cost, and effort, taking samples
is a very good alternative. It should be noted that if a small part of the population is considered, sampling error should be
expected. Thus, in drawing conclusions about the population from which a sample is drawn, the researcher should learn how
to draw samples that are truly representative of the population.

The problem that is commonly encountered is determining the sample size. It is not advisable to set a certain
percentage; instead, the margin of error which is from 1% to 10% in social science researches should be considered. The
computations of the sample size, relative to the population size has this formula:

𝑁
𝑛=
1 + 𝑁𝑒 2

Where:
N = population size
𝑒 2 = the margin of error (squared)
n = the sample size

Example 1: Find the sample size if the population size is 2,500 at 95% accuracy.

Given: At 95% accuracy, the corresponding percentage margin of error is 5% or 0.05 so:
N = 2,500
E = 0.05

𝑁
Solution: 𝑛= 1+𝑁𝑒 2

2500
𝑛=
1 + 2500(0.05)2
2500
𝑛=
1 + 2500(0.0025)
2500
𝑛=
7.25

𝒏 = 𝟑𝟒𝟒. 𝟖𝟑 𝒐𝒓 𝟑𝟒𝟓

Example 2: A researcher is investigating regarding the factors affecting the performance of 200 teachers in RMDSF -
STEC. If the margin of error is 3%, how many teachers should be taken as respondents?

Given: N = 200
E = 0.03

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

𝑁
Solution: 𝑛= 1+𝑁𝑒 2

200
𝑛=
1 + 200(0.03)2

200
𝑛=
1 + 200(0.0009)
200
𝑛=
1.18

𝒏 = 𝟏𝟔𝟗. 𝟒𝟗 𝒐𝒓 𝟏𝟔𝟗

Activity 2: Practice Problem

Direction: Show your solution on the given problem below:

Problem: A researcher is investigating regarding the preference on hotness and coldness of the weather in a small
town with a population size of 1, 500 and accuracy of 95%. How much is the sample size?

Given: N=
E=

𝑁
Solution: 𝑛= 1+𝑁𝑒 2

𝑛=

𝑛=

𝑛=

N = 316

𝒏= Answer Key:

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Activity 3: Solve me

Name: _____________________________________________________ Score: _____________________________

Grade and Section: ___________________________________________ Date: ______________________________

Direction: Complete the table for the answer then show your solution below the table, the population sizes are given on the
left side of the table while the margin of error are provided at the top of the columns. Note that the given errors are still in
percentage and should be changed to decimal form. Make sure to detach and pass this page to the teacher for recording
purposes.

Item No. Population Sample size at 5% margin error Sample size at 10% margin error
1. 500
2. 5,000
3. 8,000
4. 10,000
5. 50,000

Solutions:

(Parent’s/Guardian’s signature over Printed Name)

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Unit 1
Week

1-4 Summative Examination

Directions: Attach the Summative question and your answer on this paper. Fill out the needed information and make
sure to not leave anything blank. Show all necessary solutions to the problems given.

Name: _____________________________________________________ Score: _____________________________

Grade and Section: ___________________________________________ Date: ______________________________

(Parent’s/Guardian’s signature over Printed Name)

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Unit 1
Week

5 Frequency Distribution and Graphical Presentation

Learning Competencies:
Construct a frequency distribution table. (AdS8 – Ie-1)
Present data graphically according to their scales or levels of measurements. (AdS8 – Ie-2)

Learning Goals and Targets

Make a frequency table for both ungrouped and grouped data.

Present graphs according to their levels of measurements.

Make both frequency distribution and graph for the different level of measurements.

Activity 1: Warm - up

Direction: Write your answer on the space provided.

1. Arrange the following data in ascending order.

(a) 7, 2, 10, 14, 0, 6, 15, 24, 8, 3 _______________________________________
(b) 4.6, 8.1, 2.0, 3.5, 0.7, 9.3, 1.4, 0.8 _______________________________________

2. Arrange the following data in descending order.

(a) 14, 2, 0, 10, 6, 1, 22, 13, 28, 4, 8, 16 _______________________________________
(b) 1.2, 3.5, 0.1, 0.3, 2.4, 8.6, 5.0, 3.7, 0.7, 0.9 _______________________________________

3. Look at the bar graph on the right. Can you tell what the bar graph
measures? ___________________________________
4. Now read what is on the horizontal axis, the line that runs along the
bottom of the graph from left to right. It is labeled Appliance. Each
appliance in the graph has two bars. What is measured by the blue
bar? ______________________________________
5. Which appliance has the most total usage?
_____________________

5. Fridge
4. Weekday: hours of use
3. Hours appliance used per day
(b) 8.6, 5.0, 3.7, 3.5, 2.4, 1.2, 0.9, 0.7, 0.3, 0.1
2. (a) 28, 22, 16, 14, 13, 10, 8, 6, 4, 2, 0, 1
(b) 0.7, 0.8, 1.4, 2.0, 3.5, 4.6, 8.1, 9.3
1. (a) 0, 2, 3, 6, 7, 8, 10, 14, 15, 24

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Supplementary Lesson:

The video contains the details of the topic in the module with additional input and discussion from the teacher. It would be
highly recommended to view the video to further understand the topic. Subscribe for immediate notifications on any
updates available on the topics.

Website Link: https://youtu.be/SwNbpOXX8p4

Video Title: Making Frequency Distribution & Graphical Presentation in Research | AdStat Unit 1 Week 5

Let us Explore

Frequency Distribution Table

Frequency tells you how often something happened. The frequency of an observation tells you the number of times the
observation occurs in the data. For example, in the following list of numbers, the frequency of the number 9 is 5 (because it
occurs 5 times): 1, 2, 3, 4, 6, 9, 9, 8, 5, 1, 1, 9, 9, 0, 6, 9

Types of Frequency Distributions

Categorical frequency Grouped Frequency Ungrouped Frequency

distributions Distributions Distributions

How to make a Frequency Distribution Table (Ungrouped)

Example:
Tally marks are often used to make a frequency distribution table. For example, let us say you survey several households
and find out how many pets they own. The results are 3, 0, 1, 4, 4, 1, 2, 0, 2, 2, 0, 2, 0, 1, 3, 1, 2, 1, 1, 3. Looking at that string
of numbers boggles the eye; a frequency distribution table will make the data easier to understand.

Step 1:
Write the categories in one column (number of pets):

Number of Pets (x) Tally Frequency

0
1
2
3
4

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Step 2:
Tally the numbers in each category (from the results above). For example, the number zero appears four times in the
list, so put four tally marks “||||”:

Number of Pets (x) Tally Frequency

0 ||||
1 |||| |
2 ||||
3 |||
4 ||

Step 3:
Count the tally marks and write the frequency in the final column. The frequency is just the total. You have four tally
marks for “0”, so put 4 in the last column:

Number of Pets (x) Tally Frequency

0 |||| 4
1 |||| | 6
2 |||| 5
3 ||| 3
4 || 2

How to make a Frequency Distribution Table (Grouped)

A frequency distribution table is one way you can organize data so that it makes more sense. For example, let us say you
have a list of IQ scores for a gifted classroom in Guinsay Elementary School. The IQ scores are: 118, 123, 124, 125, 127,
128, 129, 130, 130, 133, 136, 138, 141, 142, 149, 150, 154. That list does not tell you much about anything. You could draw a
frequency distribution table, which will give a better picture of your data than a simple list.

Step 1:
Figure out how many classes (categories) you need. There are no hard rules about how many classes to pick, but
there are a couple of general guidelines:

Pick between 5 and 20 classes. For the list of IQs above, we picked 5 classes.
Make sure you have a few items in each category. For example, if you have 20 items, choose 5 classes (4 items per
category), not 20 classes (which would give you only 1 item per category).

Note: There is a more mathematical way to choose classes. The formula is log(observations)\ log (2). You would round up the
answer to the next integer. For example, log17\log2 = 4.1 will be rounded up to become 5.

Step 2:
Subtract the minimum data value from the maximum data value. For example, our IQ list above had a minimum value
of 118 and a maximum value of 154, so: 154 – 118 = 36

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Step 3:
Divide your answer in Step 2 by the number of classes you chose in Step 1.

Number of 7.2 0r 8 Interval/

classes 5 36.0 Class width
- 35
1.0
1.0
0
Step 4:
Write down your lowest value for your first minimum data value: The lowest value is 118.

Step 5:
Add the class width to get the next lower-class limit. To get the highest values in the category, you can subtract 1
from the class width and add that to the minimum data value. For example:
118 + (8 – 1) = 125 so the first class would be 118 – 125
126 + (8 – 1) = 133 so the next class would be 126 – 133
… (continue until you reach the highest limit that can include the highest value (154)
150 + (8 – 1) = 157 so the last class would be 150 – 157

Step 6:
Count the number of items in each class and put the total in the second column. The IQ scores are: 118, 123, 124,
125, 127, 128, 129, 130, 130, 133, 136, 138, 141, 142, 149, 150, 154.

IQ Number
118-125 4
126-133 6
134-141 3
142-149 2
150-157 2

Graphical Presentation of the Four Scales of Measurements

Data can be classified as being on one of four scales: nominal, ordinal, interval or ratio. Each level of measurement has some
important properties that are useful to know. For example, only the ratio scale has meaningful zeros.

1. Nominal Scale. Nominal variables (also called categorical variables) can be placed into categories. They do not
have a numeric value and so cannot be added, subtracted, divided, or multiplied. They also have no order; if they
appear to have an order then you probably have ordinal variables instead.

Sex Frequency Percent

Male 150 25
Female 450 75
Total 600 100
Frequency Distribution of Enrollment by Sex

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Distribution of Enrollment by Sex

25% Male

75% Female

2. Ordinal Scale. The ordinal scale contains things that you can place in order. For example, hottest to coldest, lightest
to heaviest, richest to poorest. Basically, if you can rank data by 1st, 2nd, 3rd place (and so on), then you have data
that is on an ordinal scale.

Social Class Frequency 40

Very High 5 30
High 20 20
Above Average 30 10

Below Average 30 0
Very High High Above Below Low Very Low
Low 10 Average Average
Very Low 5 Frequency
Total 100
Frequency Distribution of 100 Individual Classified Bar Graph of the Social Classes of 100 Individuals
According to their Social Classes

3. Interval Scale. An interval scale has ordered numbers with meaningful divisions. Temperature is on the interval
scale: a difference of 10 degrees between 90 and 100 means the same as 10 degrees between 150 and 160.
Compare that to high school ranking (which is ordinal), where the difference between 1st and 2nd might be .01 and
between 10th and 11th .5. If you have meaningful divisions, you have something on the interval scale.

Score Midpoint Frequency 30

30 – 34 32 5
FREQUENCY

20
25 – 29 27 10
10
20 – 24 22 25
15 – 19 17 5 0
32 27 22 17 12
10 – 14 12 5 MIDPOINT SCORES
Total 50
Frequency Distribution of 50 Students in History Line Graph of Scores of 50 Students in a History Test

4. Ratio Scale. The ratio scale is the same as the interval scale with one major difference: zero is meaningful. For
example, a height of zero is meaningful (it means you do not exist). Compare that to a temperature of zero, which
while it exists, it does not mean anything (although admittedly, in the Celsius scale it’s the freezing point for water).

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Activity 2: Make me a table, make me a graph

Name: _____________________________________________________ Score: _____________________________

Grade and Section: ___________________________________________ Date: ______________________________

Direction: Follow each direction on what to do per activity. In the label, determine whether the graph shows a nominal scale,
ordinal scale, interval scale or ratio scale. You may use other papers in answering but make sure to staple them in this
paper. Make sure to detach and pass this page to the teacher for recording purposes.

1. Construct a frequency distribution table and graph (according to your preferred graph) the following scores of
students in educational research.

66 60 74 25 94 57 29 43
38 64 39 51 57 54 66 74
67 56 85 53 63 56 53 42
27 63 42 86 72 63 25 23
74 65 42 95 65 44 36 100

2. Construct a pie chart to show the percentage distribution of employee status of workers in SM Seaside.

Status Frequency
Contractual 235
On Probation 170
Permanent 493
On call Employee 18
Total 916

3. Make a line graph using the following data:

Length of Service Frequency

0–5 24
6 – 10 21
11 – 15 20
16 – 20 16
21 – 25 26
26 – 30 23
31 and above 9

(Parent’s/Guardian’s signature over Printed Name)

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Unit 1
Week
Measures of Central Tendency for Ungrouped Data
6 (Sample and Population Set)
Learning Competencies:
Solve for the measures of central tendency (mean, median & mode) for the ungrouped data. (AdS8 – If-1)

Learning Goals and Targets

Compute the mean, median, and mode of a given set of data.

Identify an outlier given a set of data.

Identify the mode or modes of a data set for both quantitative and qualitative data.

Activity 1: Warm - up

Direction: Write your answer on the space provided.

1. A mom buys a white, a green, a blue, and a yellow sweater for her 4 children. Bill and Bob refuse to wear yellow.
Barb does not like green, and Beth hates green and white. Mom will not put the boys in white, and Bob won’t wear
blue. Which sweater will each child wear?
Barb: ________________ Beth: ________________ Bob: ________________ Bill: ________________
2. What does the mean represent in a set of numbers? ________________
3. What does the median represent in a set of numbers? ________________
4. What does the mode represent in a set of numbers? ________________
5. What does bimodal mean? ________________ trimodal? ________________ multimodal? ________________
6. How would you know the median for a disarranged list of data? ________________________________
7. What is the mode if none of the numbers are repeated? ________________
8. What do you call the value that is far different from other values in a set of numbers? ________________
9. When calculating the measures of central tendency, does the data set have to be numbers? Explain.
________________________________________________________________
10. Which of the following (mean, median, mode) does not need any computations to find out the answer?
________________

mode 10.
Mean and Median – yes, mode: no 9.
Outlier 8.
None 7.
Arrange them first then find middle 6.
2 modes, 3 modes, several modes 5.
Highest frequency 4.
Middle value 3.
Average 2.
Barb: white, Beth: yellow, Bob: green Bill: blue 1.

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Supplementary Lesson:

The video contains the details of the topic in the module with additional input and discussion from the teacher. It would be
highly recommended to view the video to further understand the topic. Subscribe for immediate notifications on any
updates available on the topics.

Website Link: https://youtu.be/_ajmz9ceKak

Video Title: Measures of Central Tendency for Ungrouped Data (Sample vs Population) | AdStat Unit 1 Week 6

Vocabulary
Cumulative frequency is the sum of the frequencies up to and including that frequency.
Measure of central tendency are values that describe the center of a distribution: the mean, the median and the
mode.
Mean is a measure of central tendency that is determined by dividing the sum of all values in a data set by the
number of values.
Median is the value of the middle term in a set of organized data. For a set of data with an odd number of values, it is
the value that has an equal number of data values before and after it, or the middle value. For a set of data with an
even number of values, the median is the average of the two values in the middle positions.
Mode is the value or values that were with the greatest frequency in a data set.
Unimodal is the term used to describe the distribution of a data set that has only one mode.
Bimodal describes the distribution over data set with two modes.
Multimodal is the term used to describe the distribution of a data set that has more than two modes.
Outliers are extreme values in a data set.

Let us Explore

Mean

The mean, often called the average, of a numerical set of data, is simply the sum of the data values divided by the number of
values. This is also referred to as the arithmetic mean. The mean is the balance point of a distribution.

𝑠𝑢𝑚 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠
𝑀𝑒𝑎𝑛 =
𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠
∑𝑥
𝜇=
𝑁
∑𝑥
𝑥̅ =
𝑛

For instance, look at the following example. Use the formula to calculate the mean number of hours that Stephen worked each
month based on the example below.

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Problem 1: Stephen has been working on programing and updating a Web site for his company for the past 15 months.
The following numbers represent the number of hours Stephen has worked on this Web site for each of the
past 7 months: 24, 25, 31, 50, 53, 66, 78
What is the mean (average) number of hours that Stephen worked on this Web site each month?

Solution: Add the numbers to determine the total number of hours he worked.
24 + 25 + 33 + 50 + 53 + 66 + 78 = 329
Divide the total by the number of months.
329⁄ = 47
7
Answer: The mean number of hours that Stephen worked each month was 47.

The calculations for the mean of a sample and the total population are done in the same way. However, the mean of a
population is constant, while the mean of a sample varies from sample to sample.

Problem 2: Mark operates Technology Titans, a Web site service that employs 8 people. Find the mean age of his
workers if the ages of the employees are as follows: 55, 63, 34, 59, 29, 46, 51, 41

Solution: Add the numbers to determine the total age of the workers.
55 + 63 + 34 + 59 + 29 + 46 + 51 + 41 = 378
Divide the total by the number of months.
378⁄ = 47.25
8

Answer: The mean age of all 8 employees is 47.25 years, or 47 years and 3 months.

Look at another approach. If you were to take a sample of 3 employees from the group of 8 and calculate the mean age for
these 3 workers, would the results change?

Problem 3: Use the ages 55, 29, and 46 for one sample of 3, and the ages 34, 41, and 59 for another sample of 3.

55+29+46 34+41+59
Solution: 𝑚𝑒𝑎𝑛1 = 3
= 43.33 and 𝑚𝑒𝑎𝑛2 = 3
= 44.66

Answer: The mean age of the first group of 3 employees is 43.33 years. The mean age of the second group of 3
employees is 44.66 years.

Conclusion: The mean age for a sample of a population depends upon the values that are included in the sample. From
this example, you can see that the mean of a population and that of a sample from the population are not
necessarily the same.

Note: The mean is often used as a summary statistic. However, it is affected by extreme values (outliers): either an unusually
high or low number. When you have extreme values at one end of a data set, the mean is not a very good summary statistic.

Example: If you were employed by a company that paid all its employees a salary between $60,000 and $70,000, you
could probably estimate the mean salary to be about $65,000.

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

However, if you had to add in the $150,000 salary of the CEO when calculating the mean, then the value of
the mean would increase greatly. It would, in fact, be the mean of the employees' salaries, but it probably
would not be a good measure of the central tendency of the salaries.

Median

The median is the number that falls in the middle position once the data has been organized. Organized data means the
numbers are arranged from smallest to largest or from largest to smallest. The median for an odd number of data values is the
value that divides the data into two halves. If n represents the number of data values and n is an odd number, then the median
𝑛+1
will be found in the 2
position.

This measure of central tendency is typically used when the mean value is affected by an unusually low number or an
unusually high number in the data set (outliers). Outliers distort the mean value to the extent that the mean value no longer
accurately depicts the set of data.

For example: If one of the houses in your neighborhood was broken down and maintained a low property value, then you
would not want to include this property when determining the value of your own home. However, if you are
purchasing a home in that neighborhood, you may want to include the outlier since it would drive down the
price you would have to pay.

Try a few examples to follow the steps needed to calculate the median.

Problem 1: Find the median of the following data: 12, 2, 16, 8, 14, 10, 6

Solution: Organize the data, or arrange the numbers from smallest to largest: 2, 6, 8, 10, 12, 14, 16
𝑛+1
Since the number of data values is odd, then the median will be found in the 2
position.
𝑛+1 7+1 8
2
= 2
= 2
= 4
In this case, the median is the value that is found in the fourth position of the organized data.
2, 6, 8, 10, 12, 14, 16

Answer: The median is 10.

Problem 2: Find the median of the following data: 7, 9, 3, 4, 11, 1, 8, 6, 1, 4

Solution: Organize the data, or arrange the numbers from smallest to largest: 1, 1, 3, 4, 4, 6, 7, 8, 9, 11
𝑛+1
Since the number of data values is odd, then the median will be found in the 2
position.
𝑛+1 10+1 11
= = = 5.5
2 2 2
The number found before the 5.5 position is 4 and the number found after the 5.5 position is 6. Now, you
need to find the mean value: 1, 1, 3, 4, 4, 6, 7, 8, 9, 11
4+6 10
= = 5
2 2

Answer: The median is 5.

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Mode

The mode of a set of data is simply the value that appears most frequently in the set.

If two or more values appear with the same frequency, each is a mode. The downside to using the mode as a measure of
central tendency is that a set of data may have no mode, or it may have more than one mode. However, the same set of data
will have only one mean and only one median.

➢ The word modal is often used when referring to the mode of a data set.
➢ If a data set has only one value that occurs most often, the set is called unimodal.
➢ A data set that has two values that occur with the same greatest frequency is referred to as bimodal.
➢ When a set of data has more than two values that occur with the same greatest frequency, the set is called
multimodal.

When determining the mode of a data set, calculations are not required, but keen observation is a must. The mode is a
measure of central tendency that is simple to locate, but it is not used much in practical applications.

Problem 1: Find the mode of the following data: 76, 81, 79, 80, 78, 83, 77, 79, 82, 75

Answer: There is no need to organize the data, unless you think that it would be easier to locate the mode if the
numbers were arranged from least to greatest. In the above data set, the number 79 appears twice, but all
the other numbers appear only once. Since 79 appears with the greatest frequency, it is the mode of the
data values.

Remember that the mode can be determined for qualitative data as well as quantitative data, but the mean and the median
can only be determined for quantitative data.

Problem 2: You begin to observe to the color of clothing your employees wear. Your goal is to find out what color is
worn most frequently so that you can offer company shirts to your employees.

Monday: Red, Blue, Black, Pink, Green, and Blue

Tuesday: Green, Blue, Pink, White, Blue, and Blue
Wednesday: Orange, White, White, Blue, Blue, and Red
Thursday: Brown, Black, Brown, Blue, White, and Blue
Friday: Blue, Black, Blue, Red, Red, and Pink
What is the mode of the colors above?

Answer: Blue was worn 11 times during the week. All other colors were worn with much less frequency in
comparison to blue.

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Activity 2: Your turn

Name: _____________________________________________________ Score: _____________________________

Grade and Section: ___________________________________________ Date: ______________________________

Direction: Study each of these problems carefully and answer on the space provided; you will see similar problems on the
lesson exploration above. Show your solutions. You may use other papers in answering but make sure to staple them in this
paper. Make sure to detach and pass this page to the teacher for recording purposes.

1. What is the mean of the following numbers? 10, 39, 71, 39, 76, 38, 25
Answer: _______________

2. What number would you divide by to calculate the mean of 3, 4, 5, and 6?

Answer: _______________

3. What measure of central tendency is calculated by adding all the values and dividing the
sum by the number of values?
Answer: _______________

4. The mean of four numbers is 71.5. If three of the numbers are 58, 76, and 88, what is the value of the fourth number?
Answer: _______________

5. Determine the mean of the following set of numbers: 40, 61, 95, 79, 9, 50, 80, 63, 109, 42
Answer: _______________

6. The mean weight of five complete computer stations is 167.2 pounds. The weights of four of the computer stations are
158.4 pounds, 162.8 pounds, 165 pounds, and 178.2 pounds, respectively. What is the weight of the fifth computer station?
Answer: _______________

7. The mean width of 12 iPads is 5.1 inches. The mean width of 8 Kindles is 4.8 inches.
a. What is the total width of the iPads? _______________
b. What is the total width of the Kindles? _______________
c. What is the mean width of the 12 iPads and 8 Kindles? _______________

8. The following data represent the number of pop-up advertisements received by 10 families during the past month. Calculate
the mean number of advertisements received by each family during the month. 43 37 35 30 41 23 33 31 16 21
Answer: _______________

9. A group of customer service surveys were sent out at random. The scores were 90, 50, 70, 80, 70, 60, 20, 30, 80, 90, and
20. Find the mean score.
Answer: _______________

10. What is the median of the following numbers? 10, 39, 71, 42, 39, 76, 38, 25
Answer: _______________

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

11. The front row in a movie theatre has 23 seats. If you were asked to sit in the seat that occupied the median position, in
which seat would you have to sit?
Answer: _______________

12. What is the median score achieved by a student who recorded the following scores on 10 math quizzes? 68, 55, 70, 62,
71, 58, 81, 82, 63, 79
Answer: _______________

13. The number of service upgrades sold by each of 30 employees is as follows: 32, 6, 21, 10, 8, 11, 12, 36, 17, 16, 15, 18,
40, 24, 21, 23, 24, 24, 29, 16, 32, 31, 10, 30, 35, 32, 18, 39, 12, 20. What is the median number of service upgrades sold by
the 30 employees?
Answer: _______________

14. What is the mode of the following numbers, and what word can be used to describe the distribution of the data set? 5, 4,
10, 3, 3, 4, 7, 4, 6, 5, 11, 9, 5, 7
Answer: _______________

15. A student recorded her scores on weekly math quizzes that were marked out of a possible 10 points. Her scores were as
follows: 8, 5, 8, 5, 7, 6, 7, 7, 5, 7, 5, 5, 6, 6, 9, 8, 9, 7, 9, 9, 6, 8, 6, 6, 7. What is the mode of her scores on the weekly math
quizzes?
Answer: _______________

(Parent’s/Guardian’s signature over Printed Name)

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Unit 1
Week

7 Solving for the Mean of Grouped Data

Learning Competencies:
Solve for the mean of grouped data. (AdS8 – Ig-1)

Learning Goals and Targets

Familiarize the formula from the two method discussed.

Solve the mean by using any of the two methods.

Apply the learning in solving Mean in a given research problem.

Supplementary Lesson:

The video contains the details of the topic in the module with additional input and discussion from the teacher. It would be
highly recommended to view the video to further understand the topic. Subscribe for immediate notifications on any
updates available on the topics.

Website Link: https://youtu.be/kneA2ZNTYKI

Video Title: Solving for the Mean of Grouped Data (Short & Midpoint Method) | Ad Stat Unit 1 Week 7

Let us Explore

Short Method

In this method, we are going to use the formula:

∑ 𝒇𝒅
̅ = 𝑨𝒎 + (
𝒙 )𝒊
𝒏
Where:
𝑥̅ = the sample mean
𝐴𝑚 = Assumed mean
∑ 𝑓𝑑 = summation of the product of the frequency and that deviation
𝑛 = sample size
𝑖 = interval

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Example: A frequency distribution of the scores in Advanced Statistics of 34 grade 8 students.

Steps: 1. Select the assumed mean from any of the 7-class distribution by adding the lower and the upper
limits and dividing their sum by two (2).
𝟐𝟎 + 𝟐𝟒 𝟒𝟒
𝑨𝒎 = = = 𝟐𝟐
𝟐 𝟐
2. Construct the third column (d) for positive and negative deviations.
3. Put zero (0) along column d where you select the assumed mean and 1, 2 3..., above zero and -1,
-2, -3 below 0.
4. Multiply the frequency (f) and the deviation (d) considering the signs and write it in the column 𝑓𝑑.
5. Get the ∑ 𝑓𝑑 algebraically.

Table:
x f d fd ∑ 𝒇𝒅
35 – 39 3 3 9 27
30 – 34 5 2 10
25 – 29 8 1 8
20 – 24 10 0 0
15 – 19 4 -1 -4 -14
10 – 14 2 -2 -4
5–9 2 -3 -6
n = 34 ∑ 𝑓𝑑 =13

Solution:
∑ 𝒇𝒅
̅ = 𝑨𝒎 + (
𝒙 )𝒊
𝒏
𝟏𝟑
̅ = 𝟐𝟐 + (
𝒙 )𝟓
𝟑𝟒
𝟔𝟓
̅ = 𝟐𝟐 +
𝒙
𝟑𝟒
̅ = 𝟐𝟑. 𝟗𝟏
𝒙

Midpoint Method

In this method, we are going to use the formula:

∑ 𝒇𝒙′
̅=
𝒙
𝒏
Where:
𝑥̅ = sample mean
∑fx' = sum of the products of the frequency and the midpoints
n = sample size

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Example: A frequency distribution of the scores in Advanced Statistics of 34 grade 8 students.

Steps: 1. Get the midpoint for every step distribution by adding the lower and upper limits then dividing the
sum by 2. Place them on the column x’ (midpoint).
2. Multiply the values of f and x’ place them under column fx’.
3. Find ∑fx’ by adding the values of column fx’ then use the formula.

Table:
Scores f x’ fx’
35 – 39 3 37 111
30 – 34 5 32 160
25 – 29 8 27 216
20 – 24 10 22 220
15 – 19 4 17 68
10 – 14 2 12 24
5–9 2 7 14
n = 34 ∑fx’ = 813

Solution:
∑ 𝒇𝒙′
̅=
𝒙
𝒏
𝟖𝟏𝟑
̅=
𝒙
𝟑𝟒
̅ = 𝟐𝟑. 𝟗𝟏
𝒙

Summary:

Short Method Midpoint Method

∑ 𝒇𝒅 ∑ 𝒇𝒙′
̅ = 𝑨𝒎 + (
𝒙 )𝒊 ̅=
𝒙
𝒏 𝒏
Where:
𝑥̅ = the sample mean Where:
𝐴𝑚 = Assumed mean 𝑥̅ = sample mean
∑ 𝑓𝑑 = summation of the product of the ∑fx' = sum of the products of the frequency and
frequency and that deviation the midpoints
𝑛 = sample size n = sample size
𝑖 = interval

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Activity: Soo mean

Name: _____________________________________________________ Score: _____________________________

Grade and Section: ___________________________________________ Date: ______________________________

Direction: For the problem below, complete the frequency distribution table and find the answer. You may use any of the
methods you have learned above. Show your solutions. You may use other papers in answering but make sure to staple them
in this paper. Make sure to detach and pass this page to the teacher for recording purposes. Let your parents sign below to
validate your participation in this activity.

Table:
x f
34 – 36 5
31 – 33 4
28 – 30 3
25 – 27 2
22 – 24 4
19 – 21 7
16 – 18 9
13 – 15 4
10 – 12 3
7 – 19 2
n = 43

Solution:

(Parent’s/Guardian’s signature over Printed Name)

36
 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Unit 1
Week

8 Solving for the Median and Mode of Grouped Data

Learning Competencies:
Solve for the median of grouped data (AdS8 – Ih-1)
Solve for the median of grouped data (AdS8 – Ih-2)

Learning Goals and Targets

Familiarize the formula for solving the median and mode.

Solve the Median and Mode following the guiding steps presented.

Apply the learning in solving median and mode in a given research problem.

Supplementary Lesson:

The video contains the details of the topic in the module with additional input and discussion from the teacher. It would be
highly recommended to view the video to further understand the topic. Subscribe for immediate notifications on any
updates available on the topics.

Website Link: https://youtu.be/tX4iRH5Pdwo

Video Title: Solving for the Median and Mode for Grouped Data | Ad Stat Unit 1 Week 8

Let us Explore

Median for Grouped Data

The formula for the median of grouped data is:

𝒏
−𝑭
𝑴𝒅 = 𝑳 + (𝟐 )𝒊
𝒇
Where:
Md = Median
L = Lower Limit
𝒏
= half sum
𝟐
F = Cumulative Frequency
f = frequency
i = interval

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Example: A frequency distribution of the scores in Advanced Statistics of 34 grade 8 students.

Steps: 1. Construct cumulative frequency (F) by copying the frequency of the last step which is 2.
2. Add the frequency going up.
3. Get the half (𝒏𝟐); 34/2 is equal to 17.
4. Subtract the cumulative frequency (F) from the half sum n/2. Take note that the F should not
exceed the n/2.
5. The L is the true lower limit. Subtract 0.5 from 20.

Table:

Scores f F
35 – 39 3 34
30 – 34 5 31
25 – 29 8 26
Md = L = 19.5 20 – 24 10 18
15 – 19 4 8
10 – 14 2 4
5–9 2 2
n = 34

Solution:
𝒏
−𝑭
𝑴𝒅 = 𝑳 + (𝟐 )𝒊
𝒇

𝟑𝟒
−𝟖
𝑴𝒅 = 𝟏𝟗. 𝟓 + ( 𝟐 )𝟓
𝟏𝟎

𝟏𝟕 − 𝟖
𝑴𝒅 = 𝟏𝟗. 𝟓 + ( )𝟓
𝟏𝟎
𝟗
𝑴𝒅 = 𝟏𝟗. 𝟓 + ( ) 𝟓
𝟏𝟎
𝟒𝟓
𝑴𝒅 = 𝟏𝟗. 𝟓 +
𝟏𝟎
𝑴𝒅 = 𝟏𝟗. 𝟓 + 𝟒. 𝟓
𝑴𝒅 = 𝟐𝟒

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Mode for Grouped Data

The formula for the mode of grouped data is:

̅
𝑴𝒐 = 𝟑𝑴𝒅 − 𝟐𝒙
Where:
Mo = Mode
3Md = 3 times the Median
2𝑥̅ = 2 times the Mean

Example: A frequency distribution of the scores in Advanced Statistics of 34 grade 8 students.

Solution: For the mode, the frequency distribution of the scores in Statistics of 34 grade 8 students, solve for the
Mean and the Median, then substitute the values obtained to the formula of Mode shown above.

̅
𝑴𝒐 = 𝟑𝑴𝒅 − 𝟐𝒙
𝑴𝒐 = 𝟑(𝟐𝟒) − 𝟐(𝟐𝟑. 𝟗𝟏)
𝑴𝒐 = 𝟕𝟐 − 𝟒𝟕. 𝟖𝟐
𝑴𝒐 = 𝟐𝟒. 𝟏𝟖

Summary:

Median Mode

𝒏
−𝑭
𝑴𝒅 = 𝑳 + (𝟐 )𝒊 ̅
𝑴𝒐 = 𝟑𝑴𝒅 − 𝟐𝒙
𝒇
Where:
Md = Median
L = Lower Limit Where:
𝒏 Mo = Mode
= half sum
𝟐 3Md = 3 times the Median
F = Cumulative Frequency 2𝑥̅ = 2 times the Mean
f = frequency
i = interval

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Activity: Median and Mode

Name: _____________________________________________________ Score: _____________________________

Grade and Section: ___________________________________________ Date: ______________________________

Direction: For the problem below, complete the frequency distribution table and find the Median and the Mode. Show your
solutions. You may use other papers in answering but make sure to staple them in this paper. Make sure to detach and pass
this page to the teacher for recording purposes. Let your parents sign below to validate your participation in this activity.

Median Table:
x f F
34 – 36 5
31 – 33 4
28 – 30 3
25 – 27 2
22 – 24 4
19 – 21 7
16 – 18 9
13 – 15 4
10 – 12 3
7 – 19 2
n = 43

Solution for Median:

Solution for Mode:

(Parent’s/Guardian’s signature over Printed Name)

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 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

Unit 1
Week

5 - 8 Summative Examination
Directions: Attach the Summative question and your answer on this paper. Fill out the needed information and make
sure to not leave anything blank. Show all necessary solutions to the problems given.

Name: _____________________________________________________ Score: _____________________________

Grade and Section: ___________________________________________ Date: ______________________________

(Parent’s/Guardian’s signature over Printed Name)

41
 ADVANCED STATISTICS LEARNING MODULE GRACEJANE.UGOY@DEPED.GOV.PH

REFERENCES

Broto, A. S. (2011). Statistics Made Simple. Mandaluyong City: National Book Store.

Vizcara, F. O. and Lubina, E. G. (2012). Worktext in Statistics. Quezon City: Great Books Publishing

https://www.riosalado.edu/web/oer/WRKDEV100-20011_INTER_0000_v1/lessons/Mod05_MeanMedianMode.shtml

https://www.riosalado.edu/web/oer/WRKDEV100-
20011_INTER_0000_v1/M5/pdf/M5_L1_Mean_Median_Mode_Practice_Probs.pdf

https://www.riosalado.edu/web/oer/WRKDEV100-
20011_INTER_0000_v1/M5/pdf/M5_L1_Mean_Median_Mode_Prac_Probs_Solutions.pdf

https://byjus.com/maths/statistics/

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