Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

11 Zest for Progress

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eal of artnership

4th QUARTER – Module 7:

BIVARIATE DATA AND SCATTERPLOT

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Mathematics – Grade 11
Alternative Delivery Mode
Quarter 4 - Module 7: Bivariate Data and Scatterplot
First Edition, 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Jaime P. Casidsid Jr.
Editors: Mercedita B. Tarog
Dickenson L. Canizares
Illustrator: Edward S. Duarte
Layout Artist: Abdurauf J. Baldomero
Reviewers: EPS, Mathematics Vilma A. Brown, Ed. D.
SHS Master Teacher Enrico P. Minao
Management Team: SDS Roy C. Tuballa, EMD, JD, CESO VI
ASDS Jay S. Montealto, CESO VI
ASDS Norma T. Francisco, DM, CESE
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EPS LRMS Aida F. Coyme, Ed. D.

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Office Address: Tiguma, Airport Road, Pagadian City
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E-mail Address: region9@deped.gov.ph

1
Introductory Message
This Self – learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will
tell you if you can proceed on completing this module or if you need to ask your facilitator or
your teacher’s assistance for better understanding of the lesson. At the end of each module,
you need to answer the post-test to self-check your learning. Answer keys are provided for
each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, notes to the Teacher are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on your
home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM.
Use a separate sheet of paper in answering the exercises and tests. Read the instructions
carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Thank you.

What I Need to Know

In this module we will study the sets of data that contain two variables. These are
known as bivariate data. The learners should be able to describe shape (form), trend
(direction), and variation (strength) based on a scatterplot. To construct bivariate scatterplots
and to identify patterns in data. Use bivariate scatterplots to describe the patterns, features
and associations of bivariate datasets and identify the dependent and independent variables
within bivariate datasets.

What I Know
Directions: Read each question and choose the correct answer. Write it on the space
provided.

For item numbers 1 – 3, refer to the problem below.

The table shows the height (cm) and weight (kg) of nine students from Lubigan
National High School, Zamboanga City.
Height (h) 163 165 170 175 178 180 182 186 190
Mass (m) 55 60 64 66 65 70 71 74 78

2
1. Describe the form of association?
a. Linear form b. Non-linear form c. Curved form d. Not appropriate
2. Describe the direction of the association?
a. Zero b. Negative c. Positive d. Not appropriate
3. Describe the strength of the association?
a. Weak b. Strong c. Moderate d. Not appropriate
4. Which scatterplot describe a perfect negative linear relationship?
a. b. c.
d.

5. Which scatterplot describe no relationship?

a. b. c.
d.

LESSON BIVARIATE DATA AND

1 SCATTERPLOT

What’s In
Let us review how to plot a bivariate data point on a simple (𝑥, 𝑦) coordinate plane.

Directions: Plot the points on the right in the Cartesian plane. Name each point by writing
the letter beside it.

1. A(−7, 7) 8. H(7, −7)

2. B(−5, 9) 9. I(5, −9)
3. C(0, 9) 10. J(0, −9)
4. D(5, 9) 11. K(−5, −9)
5. E(7, 7) 12. L(−7, −7)
6. F(7, 3) 13. M(−7, −3)
7. G(7, −3) 14. N(−7, 3)

3
 What’s New
Have you ever wondered whether tall people have longer arms than short people?
We’ll explore this question by collecting data on two variables — height and arm span
(measured from left fingertip to right fingertip).

1. Do people with above-average arm spans tend to have above-average heights?

2. Do people with below-average arm spans tend to have below-average heights?

Directions: Study the table given and answer the questions that follow.

Person Number 1 2 3 4 5 6 7 8 9 10 11 12
Arm Span 156 157 159 160 161 161 162 165 170 170 173 173
Height 162 160 162 155 160 162 170 166 170 167 185 176

GUIDE QUESTION:
a. Measure the arm span (fingertip to fingertip) and height (without shoes) to the nearest
centimeter for six people, including yourself.
b. Does the information you collected generally support or reject the observation you
made in Problem A1?
c. Identify the person in the table whose arm span and height are closest to your own arm
span and height.

What is It

The methods we employ to do this depend on the type of variables we are dealing
with; that is, they depend on whether the data are numerical or categorical. The ways of
measuring the relationship between the following pairs of variables.

1. a numerical variable and categorical variable (for example, height and nationality)
2. two categorical variables (for example, gender and religious denomination)
3. two numerical variables (for example, height and weight)

In a relationship between two variables, if the values of one variable ‘depend’ on the
values of another variable, then the former variable is referred to as the dependent variable
and the latter variable is referred to as the independent variable.

BIVARIATE DATA - consist of two (2) variables can be dependent is the variable that
can cause the dependent variable to change. or dependent variable is the variable that
is influenced or affected by the independent variable.

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 It is useful to identify the independent and dependent
variables where possible since it is the usual practice when
displaying data on a graph the independent variable on the
horizontal axis and the dependent variable on the vertical axis.

EXAMPLE 1.
You want to test a new dosage of drug that supposedly prevents sneezing in people
allergic to flowers.
• Variable in the 𝐱-axis: new dosage of drug
• Variable in the 𝐲-axis: Sneezing

EXAMPLE 2.
A soap manufacturer wants to prove that a little amount of detergent can remove
greater amount of stain.
• Variable in the 𝐱-axis: amount of detergent.
• Variable in the 𝐲-axis: Amount of stain removed.

SCATTERPLOT – is a diagram that is used to show the degree and pattern of

relationship between the two (2) sets of data. They are constructed on the 𝑋𝑌
Coordinate plane each data point on a scatter plot represents two (2) values.

A scatterplot is used to determine if there is a relationship between two numerical

variables. Data are collected on the two variables and often displayed in a table of ordered
pairs. A scatterplot is graph of the ordered pairs of numbers. Each ordered pair is a dot on
the graph.

PATTERNS OF DATA IN SCATTERPLOTAPE (FORM)

1. SHAPE (FORM) - Refers to whether a data pattern is linear (straight) or nonlinear
(curved).

LINEAR FORM NON-LINEAR FORM

If the points seem to approximate a If the points seem to appropriate a
straight line, the association is a linear curve, the association is a non-linear form.
form.

FORM OF AN ASSOCIATION
• Linear form – when the points tend to follow a straight line.
• Non-linear form – when the points tend to follow a curved line.

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2. FORM (DIRECTION) - Refers to the direction of change in variable 𝑦 when variable 𝑥
gets bigger. If variable 𝑦 also gets bigger, the slope is positive; but if variable 𝑦 gets
smaller, the slope is negative.

POSITIVE NEGATIVE
Positive association exists between Negative association exists
the variables if the gradient of the line is between the variables if the gradient of the
positive, that is, the dots on the scatterplot line is negative, that is, the dots on the
tend to go up as we go from left to right. scatterplot tend to go down as we go from
left to right.

DIRECTION OF AN ASSOCIATION
• Positive – gradient of the line is positive.
• Negative – gradient of the line is negative.

3. VARIATION (STRENGTH) - Refers to the degree of “scatter” in the plot. If the dots are
widely spread, the relationship between variables is weak. If the dots are concentrated
around a line, the relationship is strong.

STRONG MODERATE WEAK

In strong association the
dots will tend to follow a
single stream. A pattern is
clearly seen. There is only
a small amount of scatter in
the plot
In moderate association In weak association the
the amount of scatter in the amount of scatter
plot increases and the increases further, and the
pattern becomes less clear. pattern becomes even less
This indicates that the clear. Linear form is less
association is less strong. evident.

STRENGTH OF AN ASSOCIATION
Strong – small amount of scatter in the plot.
Moderate – modest amount of scatter in the plot.
Weak – large amount of scatter in the plot.

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EXAMPLE 3.
Determine the relationship between the height and arm span. The date data collected
on these variables is shown in the table of ordered Pairs.

Height
172 159 178 162 156 174 151 162 165 185 186 176 166 180 158
(cm)
Arm
Span 172 162 182 164 159 180 151 165 168 189 188 184 167 184 161
(cm)

Each person has two numerical

variables, height, and arm span. To construct a
scatterplot, draw a number plane with the height
on the horizontal axis and arm span on the
vertical axis. Plot each ordered pair as a dot.
The scatterplot shows there is a relationship
between these variables.

What’s More
A. Directions: For each of the following pairs of variables, identify the independent and
dependent variables. If it is not possible to identify this, then write ‘not appropriate’.

1. The number of visitors at a local swimming pool and the daily temperature.
2. The blood group of a person and his or her favorite TV channel.
3. The growth of a plant and the amount of fertilizer it receives.
4. The voting intentions of a woman and her weekly consumption of red meat.
5. The month of the year and the electric bill for the month.

B. Directions: Construct a scatterplot using the tables and describe the a. shape (form), b.
trend (direction), and c. strength (variation).

𝒙 3.2 3 3.9 2.7 1.9 3.4 1.5 1.8 4 3.7 1.2 2

𝒚 1400 1260 1420 1060 950 1300 1459 1100 1460 1510 880 1010

7
 What I Have Learned

First look for a clear pattern. In the scatterplot

opposite, there is no clear pattern in the points; they
are just randomly spread on the scatterplot. There is
no relationship or association between the variables.

There is a clear (but different) pattern in each set of points, so we conclude that there
is an association in each case.

Having found a clear pattern, we need to be able to describe this association clearly,
as they are obviously quite different. There are three things we look for in the pattern of
points: form, direction, and strength.

Constructing a scatterplot:
1. Draw a number plane.
2. Determine a scale and a title for the horizontal or x – axis.
3. Determine a scale and a title for the vertical or y – axis.
4. Plot each ordered pair of numbers with a dot.

Using a bivariate scatterplot:

1. Form of an association
• Linear form – a straight line
• Non-linear form – a curved line
2. Direction of an association
• Positive – gradient of the line is positive.
• Negative – gradient of the line is negative.
3. Strength of an association
• Strong – small amount of scatter
• Moderate – modest amount of scatter
• Weak – large amount of scatter

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 What I Can Do
Directions: Briefly answer the questions below.

1. What are the features in a scatterplot that will identify and describe any relationship?

2. How to construct a scatterplot graph?

Assessment
Directions: Read each question and write the letter of your answer on the space provided.

For item numbers 1 – 5, identify the independent variable or the dependent variable
between the given pair of variables. If it is not possible to identify the variables,
choose not appropriate.

1. The age of an AFL footballer and his annual salary. What is the dependent variable?
a. age b. salary c. AFL d. Not appropriate

2. The cost of grapes (in pesos per kilogram) and the season of the year. What is the
independent variable?
a. grapes b. season c. cost d. Not appropriate

3. The number of members in a household and the size of the house. What is the dependent
variable?
a. Number of households b. Size of house c. AFL d. Not appropriate

4. The number of books read in a week and the eye color of the readers. What is the
dependent variable?
a. books b. readers c. week d. Not appropriate

5. The mark obtained from a math test and the number of hours spent preparing for the test.
What is the independent variable?
a. Number of hours b. preparing c. Mark on test d. Not appropriate

6. From the scatterplot shown on the right, which of the following is a valid observation?
a. as the value of 𝑥 decreases, the value of 𝑦 𝑖ncreases.
b. as the value of 𝑥 increase, the value of 𝑦 decreases.
c. as the value of 𝑥 increases, the value of 𝑦 remains the same.
d. there is no relationship between 𝑥 and 𝑦.

9
For item numbers 7 – 10, match the scatterplot in column A with the relationship
between the variables in column B.

7. a. Strong, negative association of linear

form

b. No association

c. Weak, negative association of linear

form
8.

d. Moderate, positive association of

linear form

e. Strong, positive association of linear

form

9.
f. Non-linear association

10.

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 Additional Activities
A. Directions: Study the problem and do the task identified in each item.

1. The population of a municipality of Zamboanga Sibugay (to the nearest ten

thousand) together with the number of primary schools in the particular municipality
is given below for 11 municipalities in Zamboanga Sibugay.
𝑷𝒐𝒑𝒖𝒍𝒂𝒕𝒊𝒐𝒏
110 130 130 140 150 160 170 170 170 180 190
(𝒙 𝟏𝟎𝟎𝟎)
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇
4 4 6 5 6 8 6 7 8 9 8
𝒑𝒓𝒊𝒎𝒂𝒓𝒚 𝒔𝒄𝒉𝒐𝒐𝒍𝒔

Construct a scatterplot for the data and use it to comment on the direction, form and
strength of any relationship between the population and the number of primary
schools.

2. The table below contains data for the time taken to do a paving job and the cost of
the job.

𝑻𝒊𝒎𝒆 𝒕𝒂𝒌𝒆𝒏
5 7 5 8 10 13 15 20 18 25 33
(𝒉𝒐𝒖𝒓𝒔)
𝑪𝒐𝒔𝒕 𝒐𝒇 𝒋𝒐𝒃
1000 1000 1500 1200 2000 2500 2800 3200 2800 4000 3000
(𝒅𝒐𝒍𝒍𝒂𝒓)

Construct a scatterplot for the data. Comment on whether a relationship exists

between the time taken and the cost. If there is a relationship, describe it.

3. The table below shows the time of booking (how many days in advance) of the
tickets for a musical performance and the corresponding row number in A – reserve
seating.

𝑻𝒊𝒎𝒆 𝒐𝒇 𝑹𝒐𝒘 𝑻𝒊𝒎𝒆 𝒐𝒇 𝑹𝒐𝒘 𝑻𝒊𝒎𝒆 𝒐𝒇 𝑹𝒐𝒘

𝒃𝒐𝒐𝒌𝒊𝒏𝒈 𝒏𝒖𝒎𝒃𝒆𝒓 𝒃𝒐𝒐𝒌𝒊𝒏𝒈 𝒏𝒖𝒎𝒃𝒆𝒓 𝒃𝒐𝒐𝒌𝒊𝒏𝒈 𝒏𝒖𝒎𝒃𝒆𝒓
5 15 14 12 25 3
6 15 14 10 28 2
7 15 17 11 29 2
7 14 20 10 29 1
8 14 21 8 30 1
11 13 22 5 31 1
13 13 24 4

Construct a scatterplot for the data. Comment on whether a relationship exists

between the time of booking and the number of row and, if there is a relationship,
describe it.

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 12
What’s More:
A.
1. Independent Variable: daily temperature; Dependent Variable: number of visitors
at a swimming pool.
2. Not appropriate
3. Independent Variable: amount of fertilizer; Dependent Variable: growth
4. Not appropriate
5. Independent Variable: month of the year; Dependent Variable: size of electric bill
B.
a. Linear relationship with outlier
b. Negative form or direction
c. Strong association between variables.
What’s New:
Answer will vary
What’s In:
What I Know:
1.a 2.c 3.b 4.a 5.b
Answer Key
 13
Assessment:
1.B 2.B 3.B 4.D 5.D 6.B 7.C 8.B 9.F 10.D
What I Can Do:
1. Using a bivariate scatterplot:
a. Form of an association
• Linear form – a straight line
• Non-linear form – a curved line
b. Direction of an association
• Positive – gradient of the line is positive
• Negative – gradient of the line is negative
c. Strength of an association
• Strong – small amount of scatter
• Moderate – modest amount of scatter
• Weak – large amount of scatter
2. Constructing a scatterplot:
a. Draw a number plane.
b. Determine a scale and a title for the horizontal or x – axis.
c. Determine a scale and a title for the vertical or y – axis.
d. Plot each ordered pair of numbers with a dot.
What I Have Learned:
1. Variable in the x-axis: new dosage of drug
Variable in the y-axis: Sneezing
2. Variable in the x-axis: amount of detergent
Variable in the y-axis: Amount of stain removed
3.
 3. Strong negative association of linear form, no outliers.

2. Strong positive association of linear form, no outliers.

1. Moderate positive association of linear form, no outliers

Additional Activities:

References:
Menhell, William et al (2005). Introduction to Probability and Statistics, 14 th edition, Book

Maths Quest 12 Further Mathematics

https://www.hawkermaths.com/uploads/7/7/3/8/77386549/bivariate_data_chap_2.pdf

GK Powers. 2018 Cambridge University Press

14
 I AM A FILIPINO
by Carlos P. Romulo
I am a Filipino – inheritor of a glorious past, hostage to the
uncertain future. As such, I must prove equal to a two-fold
task – the task of meeting my responsibility to the past, and
the task of performing my obligation to the future.
I am sprung from a hardy race – child many generations
removed of ancient Malayan pioneers. Across the centuries,
the memory comes rushing back to me: of brown-skinned
men putting out to sea in ships that were as frail as their
hearts were stout. Over the sea I see them come, borne upon
the billowing wave and the whistling wind, carried upon the
mighty swell of hope – hope in the free abundance of the
new land that was to be their home and their children’s
forever.
This is the land they sought and found. Every inch of shore
that their eyes first set upon, every hill and mountain that
beckoned to them with a green and purple invitation, every
mile of rolling plain that their view encompassed, every
river and lake that promised a plentiful living and the
fruitfulness of commerce, is a hollowed spot to me.
By the strength of their hearts and hands, by every right of
law, human and divine, this land and all the appurtenances
thereof – the black and fertile soil, the seas and lakes and
rivers teeming with fish, the forests with their inexhaustible
wealth in wild and timber, the mountains with their bowels
swollen with minerals – the whole of this rich and happy
land has been for centuries without number, the land of my
fathers. This land I received in trust from them, and in trust
will pass it to my children, and so on until the world is no
more.
I am a Filipino. In my blood runs the immortal seed of
heroes – seed that flowered down the centuries in deeds of
courage and defiance. In my veins yet pulses the same hot
blood that sent Lapulapu to battle against the alien foe, that
drove Diego Silang and Dagohoy into rebellion against the
foreign oppressor.
That seed is immortal. It is the self-same seed that flowered
in the heart of Jose Rizal that morning in Bagumbayan
when a volley of shots put an end to all that was mortal of
him and made his spirit deathless forever; the same that
flowered in the hearts of Bonifacio in Balintawak, of
Gregorio del Pilar at Tirad Pass, of Antonio Luna at
Calumpit, that bloomed in flowers of frustration in the sad
heart of Emilio Aguinaldo at Palanan, and yet burst forth
royally again in the proud heart of Manuel L. Quezon when
he stood at last on the threshold of ancient Malacanang
Palace, in the symbolic act of possession and racial
vindication. The seed I bear within me is an immortal seed.
15
It is the mark of my manhood, the symbol of my dignity as
a human being. Like the seeds that were once buried in the
tomb of Tutankhamen many thousands of years ago, it
shall grow and flower and bear fruit again. It is the insigne
of my race, and my generation is but a stage in the
unending search of my people for freedom and happiness.
I am a Filipino, child of the marriage of the East and the
West. The East, with its languor and mysticism, its
passivity and endurance, was my mother, and my sire was
the West that came thundering across the seas with the
Cross and Sword and the Machine. I am of the East, an
eager participant in its struggles for liberation from the
imperialist yoke. But I know also that the East must awake
from its centuried sleep, shake off the lethargy that has
bound its limbs, and start moving where destiny awaits.
For I, too, am of the West, and the vigorous peoples of the
West have destroyed forever the peace and quiet that once
were ours. I can no longer live, a being apart from those
whose world now trembles to the roar of bomb and cannon
shot. For no man and no nation is an island, but a part of
the main, and there is no longer any East and West – only
individuals and nations making those momentous choices
that are the hinges upon which history revolves. At the
vanguard of progress in this part of the world I stand – a
forlorn figure in the eyes of some, but not one defeated
and lost. For through the thick, interlacing branches of
habit and custom above me I have seen the light of the
sun, and I know that it is good. I have seen the light of
justice and equality and freedom, my heart has been lifted
by the vision of democracy, and I shall not rest until my
land and my people shall have been blessed by these,
beyond the power of any man or nation to subvert or
destroy.
I am a Filipino, and this is my inheritance. What pledge
shall I give that I may prove worthy of my inheritance? I
shall give the pledge that has come ringing down the
corridors of the centuries, and it shall be compounded of
the joyous cries of my Malayan forebears when first they
saw the contours of this land loom before their eyes, of the
battle cries that have resounded in every field of combat
from Mactan to Tirad Pass, of the voices of my people
when they sing:
“I am a Filipino born to freedom, and I shall not rest until
freedom shall have been added unto my inheritance—for
myself and my children and my children’s children—
forever.”