SESSION GUIDE STATISTICS

STATISTICS
[Grade 7 Mathematics]

I. Introducing Statistics through Problem Solving

II. Overview of the Session:

This session introduces and utilizes activities and processes which are necessary in understanding in
Statistics. The methods such as gathering, organizing, and presenting data using tables and charts/graphs are
embedded in the activities or tasks that are used as contexts. To develop the conceptual understanding of the
measures of central tendency [such as the mean, median, and mode], these are introduced as special numbers
to represent the data and then use these measures to get information from the data. This session also models
teaching statistics through problem solving to develop conceptual understanding of the basic concepts of
Statistics.

III. Objectives:
This session has the following objectives:
a. To discuss the learning competencies;
b. To enhance knowledge and skills of the participants on basic concepts of Statistics; and
c. To engage the participants in different activities that can be used as context to develop conceptual
understanding of basic concepts of Statistics, kinds and uses of graphs, measures of central tendency, and
identifying information from graphs and determine whether a graph provides accurate information or not.

IV. Materials Needed: Activity Sheets (1, 2, 3, and 4) and Problem Set

V. Activities

Task 1: Introduction to Statistics (Collecting and Organizing Data)

This is an introductory lesson to basic concepts, uses, and importance of Statistics. The first task allows you
to experience systematic gathering and organizing data. This makes use of your knowledge of arranging
numbers according to some consideration.

1. Measure your individual arm span using the centimeter (cm) unit of length. Round measures to the nearest
cm.
2. On the board, write your measures individually.

Possible Data: [Depending on the number of students]

120, 118, 123, 124, 138, 137, 130, 119, 120, 125, 118, 118, 123, 124, 132
125, 135, 119, 115, 120, 140, 123, 125, 119, 132, 130, 130, 130, 131, 132
132, 130, 118, 131, 130, 125, 125, 126, 128, 121, 140, 132, 119, 129, 108

1. What do these numbers represent?

This is called raw data. Raw data are data which are not yet sorted or arranged according
to some criteria or some systematic consideration.

2. Can we get clear and precise information immediately as we look at these numbers? Why?

3. How can we make these numbers meaningful for anyone who does not know about the description of these
numbers?

Participants may have varied answers. Make them realize that this data must be sorted or
arranged from highest to lowest. This will be their next task.

Task 2: Kinds and Uses of Graphs

Ask the participants to do Activity 1 and Activity 2.

Task 3: Averages
Ask the participants to do Activity 3.
Discuss how to find the Mean, Median, and Mode after this activity

Ask the participants to do Activity 4

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Task 4: Problem Solving and Identifying Deceptive Graphs
Ask the participants to do Activity 5.

VI. Processing of Activity

Task 1: Introduction to Statistics

1. In our daily activities, we encounter a lot of sorting and organizing objects, data, or things like what you just
did. These are just few of the activities of doing Statistics.
a. What are some of the few activities that you just did?
b. What is Statistics?
2. Give some examples of activities which you think Statistics is involved.
3. List down some problems or questions that can be answered using Statistics.

Task 2: Kinds and Uses of Graphs

1. What are ways of presenting data?

2. What are the different kinds of graphs?
3. How are they used?
4. What are some important things that you should consider in creating graphs?
5. Why do we use list, diagrams, tables, or charts to display information?

Task 3: On Averages

1. What does typical mean?

2. What are the different measures of averages?
3. Why are they referred to as measures of central tendency?
4. When do we use the mean? How about the median?
5. How to solve for the mean, median and the mode?

An average is a number that is typical for a set of data. There are three types of average. The type used most often
is the mean value.

Measures of central tendency, or "location", or “position” attempt to quantify what we mean when we think of as
the "typical" or "average" score in a data set. Statistics geared toward measuring central tendency all focus on this
concept of "typical" or "average."

By far the simplest, but also the least widely used, measure of central tendency is the mode. The mode in a
distribution of data is simply the score that occurs most frequently.

Technically, the median of a distribution is the value that cuts the distribution exactly in half, such that an equal
number of scores are larger than that value as there are smaller than that value.

The mean is the most widely used measure of central tendency. The mean is defined technically as the sum of all
the data scores divided by n (the number of scores in the distribution).

Task 4: Problem Solving and Identifying Deceptive Graphs

Assign a group to work on one problem. Encourage them to present two or more solutions of explanations to their
answers.

VII. Summary

1. What is Statistics?

Statistics is the science of collection, analysis, and presentation of data. Statisticians contribute to
scientific enquiry by applying their knowledge to the design of surveys and experiments; the collection,
processing, and analysis of data; and the interpretation of the results.

Statistics is the study of the collection, organization, analysis, and interpretation of data. It deals with all
aspects of this, including the planning of data collection in terms of the design
of surveys and experiments.

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SESSION GUIDE STATISTICS
2. What are some functions or uses of Statistics?
Functions or Uses of Statistics
 Statistics helps in providing a better understanding and exact description of a phenomenon of
nature.
 Statistics helps in proper and efficient planning of a statistical inquiry in any field of study.
 Statistics helps in collecting an appropriate quantitative data.
 Statistics helps in presenting complex data in a suitable tabular, diagrammatic and graphic form
for an easy and clear comprehension of the data.
 Statistics helps in understanding the nature and pattern of variability of a phenomenon through
quantitative observations.
 Statistics helps in drawing valid inference, along with a measure of their reliability about the
population parameters from the sample data.

3. Why do we use lists, tables, diagrams, or charts to display data?

Displaying the data visually can make it easier to understand. It makes the information stand out on a
page, and it is easier to display using charts rather than words.

4. What are the different kinds of graphs? How are they used?

A pie chart is a disk divided into pie shaped pieces proportional to the frequencies. It shows how a part of
something relates to the whole. It is important to define what the whole is.

A bar graph uses parallel bars, either horizontal or vertical, to represent counts for several categories. One
bar is used for each category with the length of the bar representing the count for that one category.

A line graph shows trends in data clearly. This displays data which are collected over a period of time to
show how the data change at regular intervals.

5. What are we going to do in order to provide honest and accurate information?

Possible Answer: Avoid misleading and deceptive graphs.

There are various ways by which a graphical presentation can be called as deceptive graph. One of
which is the alteration of the vertical or horizontal indices of the graph. The different scale used to
represent the data strongly influences the appearance of the graph in case of vertical axis distortion. In
the case of a bar graph/chart, it may become misleading if the vertical axis does not start with zero. In the
bar graph presentation, the width of the bar should be proportional to height. If not followed it misleads
the information to the reader. A graph missing the scale on either of the side should always be avoided. It
is inappropriate for the sound representation of the data.

6. What are Averages? [ Measures of Central Tendency]

A measure of central tendency is a measure that tells us where the middle of a set of data lies. The three
most common measures of central tendency are the mean, the median, and the mode.

The mean of a set of data is calculated by adding up the figures to find the total and then dividing by the
number of figures in the set.

The median is the middle value of a set of data. It is shown at the mid-point when a set of numbers is
written out in order. The median is not easily distorted as the mean value.

The mode is the name of another type of average or measure of central tendency. It is the most common
item in a set of data. It is the number or thing that appears most often.

An average is a number that is typical for a set of data.

Measures of central tendency or location attempt to quantify what we mean when we think of as a typical
or average score in a data set. Statistics geared toward measuring central tendency all focus on this
concept of typical or average.

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SESSION GUIDE STATISTICS
Mean and median are the two measures of central tendency. The Median is used when it's obvious that
the mean would be misleading and this happens if there are extreme scores. Extreme scores are those are
usually referred to as outliers. These are very high or very low scores. The mean is affected by extreme
scores. In this example, Median household income is commonly considered, even though Gross Domestic
Product per person is an equally accurately known as mean.

VIII. Assessment

Ask the participants to do the Problem Set

IX. Assignment

1. Develop a student activity or task in a form of a problem to be used as context in developing understanding of
any of the following concepts :
a. Introduction to Statistics
b. Measures of Central Tendency
c. Different Kinds and Uses of Graphs
d. Deceptive or Misleading Charts/Graphs

References
1. Bostock, L., S. Chandler, S., A.Shepherd, and E. Smith. (1988). ST(P) Mathematics 5C. Cheltenham:
Stanley Thornes Ltd.
2. Howitt, D. and Cramer, D. (2008) Statistics in Psychology. Prentice Hall

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SESSION GUIDE STATISTICS

Activity 1: What is the Story?

Work in triad and answer the following:

Consider the following charts and graphs and answer the questions that follow:

Population of Students in Scores of Students in the Period Examinations for Enrolment of Students per grade
2011 level for three consecutive years
90
80 800
70 700
Grade 60 English 2010
10, 25%
50 600
Grade 7, 40 Mathematics
45%
500 2011
Grade 9, 30
10% 20 400
10 2012
300
Grade 8, 0
20% 200
First Second Third Fourth
Quarter Quarter Quarter Quarter 100
0
Grade 7 Grade 8 Grade 9 Grade 10

1. What information can we get from each of the above charts or graphs? Do they present the same information?
2. Describe each of the charts/graphs. What do you think are some uses of each of the charts or graphs?
3. Describe how each of the charts is used to present information.

Activity 2: What is your story?

Work individually. After 10 minutes, share your answer to the person next to you.

The bar chart below does not have a title and other important information is missing:

Use your imagination and knowledge of charts to help make sense of the above chart. Think of a suitable title that
explains what the bar chart is all about. Provide all the needed information and labels to complete the graph.

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Activity 3: On Averages

Work in pairs and answer the following:

The set of data shows a score of 25 students in their periodical test.

34 35 40 40 48
21 20 19 34 45
19 17 18 15 16
21 20 18 17 10
19 17 29 45 50

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

2. Which score frequently appears?
3. What score appears to be in the middle?

Activity 4: Finding the Mean, Median, and Mode

1. Find the Mean, Median, and Mode.

2. Describe the data in terms of the mean, median, and mode.

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SESSION GUIDE STATISTICS

Activity 5: Problem Solving

Work in pairs and answer the following:

1. Daria bought 3 colors of T-shirts from a department store. She paid an average of PhP 74.00 per shirt. The
receipt is show below where part of it was torn as shown below.

a. How much did she pay for each white shirt?

b. How much did she pay in all? Why?

2. The bar chart shows the number of magazines borrowed in the library last week.

30
No. of Magazines Borrowed
25
20
15
10
5
0

a. How many magazines were borrowed on Friday? How many students went to the library and
borrowed magazines on Friday? Why?
b. What is the mean of the number of magazines borrowed per day last week? What does this value tell
you? Why?
c. On what day had the most number of students borrowed magazine? Why?
d. Describe the number of students who borrowed magazine on Tuesday? Why do you think so?

3. The graph below shows the percentage of survey respondents reporting that they are satisfied with their
current job. The horizontal axis is the years of schooling for different categories of respondents.
0.9

0.85

0.8

0.75
0-11 12 13-15 16+

Note: The horizontal axis represents the categories of respondents. This may appear to be a grouped data
because of the interval. But these are just categories of respondents.

a. What information can be obtained from the graph?

b. What conclusion can be made? Why?
c. What made you say that your conclusion was correct? What necessary adjustment could be
done to provide accurate information based on the graph?

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Problem Set
[Individual Work]

1. The Municipal Agriculturist of Kananga made a survey of fruit trees found in the orchard. He made a chart that
shows the distribution of types of fruit trees planted.

No. of Fruit Trees

Santol
10%

Jackfruit
10%
Rambuttan
40%

Durian
20%

Mangosteen
20%

a. Compare the number of fruits that are found in the orchard.

b. What is the most number of types of fruit trees?
c. What fraction of the fruit trees is Santol?
d. If there are 150 fruit trees altogether, how many are Mangosteen?

2. The following sets of data show the weekly income [in peso] of ten selected households living in two different
barangays in the town of Kananga.

Brgy. Kawayan: 150, 1500, 1700, 1800, 3000, 2100, 1700, 1500, 1750, 1200
Brgy. Montealegre: 1000, 1200, 1200, 1150, 1800, 1800, 1800, 2000, 1470, 8000

a. Compute for the mean and the median.

b. What information can be obtained from these values? Why do you think so?
c. Which is more appropriate to use? The Mean or the Median? Explain your answer.

3. Samuel brought ten sachets of chocolate candies. He checked the content of each sachet and found to contain
12, 15, 16, 10, 15, 14, 12, 16, 15, 12 candies.

a. According to the data, what is the mean number of candies per sachet?

AVERAGE CONTENT: 14

b. The above information is written on each pack of candies. Why do you think this number is different
from the answer to (a)?

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