KS3 G7 ADM Q4 Module1-9-For-Printing

7
MATHEMATICS
QUARTER 4
Statistics
DO_Q4_MATHEMATICS7_MODULE1-9
Mathematics – Grade 7
Alternative Delivery Mode
Quarter 4 – Module 1-9
First Edition, 2020
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Published by the Department of Education
Development Team of the Module
Writers: ERIKA GRACE M. AYO, Veinte Reales NHS

SHERIBETH S. CAFÉ, Wawang Pulo NHS
LEXCILLE V. CALIMBO, Caruhatan NHS
ELMIRA CARAAN-ORBIGO, Vicente P. Trinidad NHS
ROWENA E. CRISTOBAL, Sitero Francisco Memorial NHS
VIVIAN V. FERNANDEZ, Sitero Francisco Memorial NHS
MARCIAL A. MAMETA, Mapulang Lupa NHS
SHELLA MARIE A. REYES, Wawang Pulo NHS
Reviewer: MA. CHRISTINA C. SALONGA, SFMNHS (Principal Consultant)

Content Editors: FELISA C. MATUS, Maysan NHS
NORALYN M. VANGUARDIA, Parada NHS
ROWENA E. CRISTOBAL, Sitero Francisco Memorial NHS
VIVIAN V. FERNANDEZ, Sitero Francisco Memorial NHS
Language Editor: CATHERINE G. DE GULA, Ed.D., Parada NHS
Illustrator: SHELLA MARIE A. REYES, Wawang Pulo NHS
Layout Artist: ELMIRA CARAAN-ORBIGO, Vicente P. Trinidad NHS
RAPHAEL A. LOPEZ
Management Team:
MELITON P. ZURBANO, Assistant Schools Division Superintendent (OIC-SDS)
FILMORE A. CABALLERO, CID Chief
JEAN A. TROPEL, Division EPS In-Charge of LRMS
MARILYN B. SORIANO, Division Mathematics Coordinator
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2 DO_Q4_MATHEMATICS7_MODULE1
After going through this module, you are expected to pose real-life problems that can be
solved by Statistics M7SP-IVa-2; and formulate simple statistical instruments M7SP-
IVa-3.
Let us find out how much do you know about the lesson.
Multiple Choice: Write the letter of your answer on a separate answer sheet.
1. What is qualitative data?
A. A parameter that does not change.
B. A set of items selected from the population.
C. A measuring variable for every unit in the population.
D. Measurement that cannot be measured on a natural numerical scale.
2. Where is the parameter used for?
A. Measurement C. Sample
B. Population D. Statistics
3. What makes the sample different from the population?
A. A complete set
B. A set of items selected from the population
C. A study done before the actual framework
D. A measuring variable for every unit in the population
4. Classify the given data: score in the entrance test.
A. Qualitative C. Not applicable
B. Quantitative D. Cannot be determined
5. Identify the given data: number of petals of the Gumamela flower
A. Continuous C. Not applicable
B. Discrete D. Cannot be determined
Lesson
Introduction to Statistics
1
What is Statistics? The word “Statistics” comes from different views. One such view is
that it has a Latin origin and the word that it comes from is “status.” On the contrary,
another view speaks of its Italian origin and that it comes from “statista”. According to
scholars, the origin is German and the word it comes from is “statistik.” Similarly,
according to more suggestions, the origin is a French word called “statistique”. There are
many definitions of Statistics, but a short and simple definition will be given. It will help
you get an idea about what are the uses of statistics in daily life.
1 DO_Q4_MATHEMATICS7_LESSON1
Statistics is a group of methods that are used to collect, organize, present, analyze,
and interpret data to make decisions.
There are two areas of Statistics.
1. Descriptive Statistics is concerned with describing the characteristics and
properties of a group of persons, places, or things. It involves gathering, organizing,
presenting, and describing data. For example, we may describe a collection of
persons by stating how many fell into various categories of age, height, civil status,
gender, and many more.
2. Inferential Statistics is used to draw inferences or information about the properties
or characteristics by a large group of people, places, or things based on the
information obtained from a small portion of a large group. For example, suppose
we want to know the most favorite brand of bar soap of a certain barangay and we
do not have enough time and money to interview all the residents of that barangay.
We may ask selected residents. From the basis of the data obtained from the
interviews, we shall draw or make conclusion as to the barangay’s favorite brand of
bar soap.
The following terms are used in Statistics.
1. Population is a collection or set of individuals, objects, or events whose properties
are to be analyzed.
2. Sample is a subset of population.
3. Variable is a characteristic about each individual element of a population or
sample, a parameter that is likely to change. One example is the height of
different students in the class.
4. Constant is a parameter that does not change.
5. Data is a collection of facts such as numbers, words, measurements,
observations, or just description of things.
6. Parameters are data obtained about population.
7. Statistics are data gathered about samples.
One real-life problem that can be solved by Statistics is given as an example.

A school principal is interested in knowing the average age of his faculty
teachers.
Let us apply the basic terms in this situation.

The population is the age of all his faculty teachers in school.
A sample is any subset of that population. In this example, we can select 15 faculty
teachers and determine their age.
The variable is the age of each faculty teacher.
The data will be the set of age of faculty teachers.
The parameter of interest is the average age of all his faculty teachers.
The statistics is the average age for all faculty teachers in the sample
Data can be Qualitative or Quantitative.

Qualitative data is descriptive information. It describes something.
Examples: hair color
gender
smell of flowers
Qualitative data may be further subdivided into nominal and ordinal. Nominal variable
is a qualitative variable that categorizes, describes, or names an element of a population.
Ordinal variable is a qualitative variable that incorporates an ordered position or
ranking.
Quantitative data is numerical information or numbers. DO_Q4_MATHEMATICS7_LESSON1
Examples: number of houses with internet connection in a barangay
time spent to travel to school
amount of rainfall
Quantitative data can be discrete or continuous. Discrete data are those obtained
through counting. Continuous data are results of measurement.
Another way to classify data is to use levels of measurement.

1. Nominal Level of Measurement is characterized by data that consist of names,
labels, or categories only. The data cannot be arranged in an ordering scheme.
Example: Survey responses like yes, no, and undecided
2. Ordinal Level of Measurement involves data that may be arranged in some order.
Example: We can classify our Mathematics teachers with respect to teaching
efficiency as: Inefficient (1), Fairly efficient (2), Efficient (3), Very efficient (4)
3. Interval Level of Measurement is like the ordinal level plus the fact that arithmetic
differences between them are meaningful. The zero-point of the interval scale is
arbitrary and does not reflect an absence of the attribute being measured.
Example: An interval data is given.
A student who got zero in the achievement test in Mathematics does not necessarily
mean that he does not know anything about Mathematics.
4. Ratio Level of Measurement is the interval level modified to include the natural zero
starting point where zero indicates that none of the quantity is present. For values
of this level, differences and ratios are meaningful.
Example: A ratio data is given.
Prices of school textbooks (₱0 represents no cost)
Statistics is used in every aspect of life such as in data science, robotics, business,
sports, weather forecasting, and much more.
Moreover, Statistics is applied in different fields like Business Management, Economics,
and Commerce.
Try These!
Identify each of the following examples as Qualitative or Quantitative variables.
Write your answer on a separate sheet of paper.
1. height
2. number of petals on a flower
3. the weight of a newborn child
4. number of students in a classroom
5. whether or not a 5-volt bulb is defective
Connecting to the Real World!
Identify each of the following as examples of nominal, ordinal, discrete, or continuous
variables. Write your answers on a separate sheet of paper.
1. weight of an avocado
2. brand of television at home
3. rank in a singing competition
4. number of staple wires in a stapler
5. number of colors used in a painting
Let’s find out how much you have learned about the lesson.
1. The costs of items in a shopper’s grocery cart represent quantitative data.
A. False C. Maybe
B. True D. Never
2. Statistics which are concerned with summarizing values to describe group
characteristics of the data.
A. Descriptive C. Not applicable
B. Inferential D. Cannot be determined
3. Statistics which are concerned with a higher order of critical thinking and
judgment.
A. Descriptive C. Not applicable
B. Inferential D. Cannot be determined
4. What is Statistics?
A. Data are generated
B. Relevant information
C. Decision making process
D. Involves scientific procedures and methods
5. What is qualitative data?
A. A parameter that does not change.
B. A set of items selected from the population.
C. A measuring variable for every unit in the population.
D. Measurement that cannot be measured on a natural numerical scale.
After going through this module, you are expected to gather data M7SP-IVb.
Let us find out how much do you know about the lesson.
Multiple Choice. Write the correct answer on your paper.
1. In statistics, what do you call the number or information that is being gathered?
A. data B. interview C. population D. statistics
2. What do you call the series of questions you present to the person you interview?
A. exam C. periodical test
B. key to correction D. questionnaire
3. It is a type of data that can be measured or counted.
A. qualitative B. quantitative C. population D. statistics
4. The following are examples of qualitative data EXCEPT one.
A. attitude B. behavior C. interest D. score
5. It refers to the number of persons in a certain group.
A. Qualitative B. Quantitative C. Population D. Statistics
Lesson
Gathering of Data
2
In this lesson, you will be able to gather statistical data. As a learner, you will also
demonstrate and understand the key concepts, uses and importance of data
collection/gathering and the different forms of data.
There are ways on how to gather or collect data. The data you collect from the people
you encounter are what we call primary data. And when you go to some agencies or
researchers and gather data there, it is called secondary data because the agency
gathered and made it available for you to access.
Ways on Gathering Data

A. Observation – gathering data using your senses.
B. Interview - direct method of gathering data.
1) In- Person Interview. In this interview you are going to ask questions face to face
with your interviewee. You may write their answer on a paper or record their voices.
The advantage of this interview is you may ask some follow up questions to clear
your mind and you really understand their expression or emotion because you can
see them.
2) Telephone Interview. This type of gathering data uses instruments like cell phone
or telephone. You may contact your interviewee and ask them a question thru call.
The advantage of this is you can quickly collect your data, but it is hard to gain
trust to your interviewee because you cannot see them.
3) Online Interview. This type of gathering data needs internet connection. You can
collect data with the use of different applications you see on the internet like chats,
Facebook, YouTube and many more. It is an easier way of collecting data, but in
this kind of interview, you cannot see clarification on your interviewee.
C. Questionnaire - indirect method of collecting data.

1) Survey/Questionnaire. A type of gathering data using written questions to be
answered by the respondents. This is expensive because you are going to print and
produce your own questionnaire.
2) Mailed Questionnaire. A type of gathering data where you mailed your question
to the postal address of your respondent. The advantage of this method is the
respondent may give information that may be unwilling to give in a personal interview.
D. Registration or Census – this method requires the enactment of law to take effect
because it needs the participation of a large group of people.
E. Experimentation – it is used to find the cause-and-effect relationship of a certain

specimen; this is usually conducted in the laboratories.
F. Sampling - this is a method where you gather data in a predetermined number of

observations taken from a larger group of people.
1) Sample Group. In this method, you are going to form a group of 6 -10 people with
the same characteristic and a moderator will guide the respondent to answer the
question. You can capture video or record while doing a certain task or answering the
question. The disadvantage of this method is someone may influence the answer of
the other member in a group.
There are many ways on how to gather data but be sure that you are responsible in the
data that you gather. Be careful and have respect to the one that you interview.
Try These!
Give ways on how to collect data from the following statement. Write your answer on
a separate sheet of paper.
1. The learning style of students.
2. Favorite actor of your classmate.
3. The right soil for a specific plant.
4. The number of jeepneys pass in a day.
5. Number of babies born in 2021 in our country.
Go for Extra Mile!
Interview 5 people and get their opinion or ideas about the vaccine created on COVID-
19. You may use different methods of gathering data. Copy the table below and write the
data you gathered on a separate sheet of paper.
Name of Respondents Their opinion and ideas on COVID-19 Vaccine

1.
2.
3.
4.
5.
Let’s find out how much you have learned about the lesson.
1. A method of gathering data where enactment of the law is required.
A. Census B. Interview C. Experiment D. Questionnaire
2. Gathering data through indirect methods where the respondents answer a survey.
A. Census B. Interview C. Questionnaire D. Sampling
3. Method of gathering data wherein you want to know the cause-and-effect relationship.
A. Census B. Interview C. Experiment D. Questionnaire
4. You gather data using your senses.
A. Census B. Interview C. Observation D. Sampling
5. Gathering of data through direct contact with people.
A. Census B. Interview C. Questionnaire D. Sampling
After going through this module, you are expected to organize data in a frequency
distribution table, M7SP-IVc-1
Let’s find out how much do you know about the lesson.
The recorded scores in a math exam are: 24, 44, 36, 43, 40, 25, 49, 42, 30, 20, 27, 22,
26, 24, 32.
1) What is the range?
A. 20 B. 22 C. 25 D. 29
2) If the desired number of groups is 6, what is the group size?
A. 5 B. 4.2 C. 4 D. 3
3) How many groups must there be if the start value is 20?
A. 5 B. 6 C. 7 D. 10
4) What is the frequency of the group 20 – 24?
A. 4 B. 5 C. 6 D. 7
5) Which of the following is the correct class boundary for the group 20 – 24?
A. 22 B. 24.5 C. 19.5 – 24.5 D. 19 – 25
Lesson
Frequency Distribution Table
3
You may have seen field workers from the Philippine Statistics Authority (PSA) who
gather data from house to house and wondered how they make meaning of all the data
they gathered. An intermediate step to interpreting data is organizing them first.
In this module, you will learn how to organize data in a frequency distribution table,
M7SP-IVc-1.
From Sir Mameta’s research, the collected

student responses are considered as raw
data, or the initial data gathered for a study.
This data still needs to be organized in order
to produce a meaningful information. One
way to do it is to construct a table like the
one in the next page.
First, list all the distinct responses that
appeared in the data set. Under the “Tally”
column, mark once whenever that response
appears.
Next, we write under the “Frequency”
column, the number of tally marks for each
row. Frequency is how often something
occurs. In this case, the frequency of the
response “3” is 2 because it appeared in the
data set two times.
Lastly, sum up the frequencies and write
the total frequency, N, at the bottom.
Grouped Frequency Distribution Table
The table earlier shows the values (the number of hours) found in the data set and their
frequency (the number of learners who study Math for a specific number of hours
weekly). This is an example of a Frequency Distribution Table, a table that presents
the values listed in a data set and their frequency. If we group the values and
frequencies, especially for large or varied data sets, the result is a Grouped Frequency
Distribution Table. Using Sir Mameta’s data, apply the following steps in constructing
a grouped frequency distribution table.
Step 1: Determine the range, R.

Arrange the values from the lowest to highest then, find the range, Scratch for step:
or the difference between the highest and the lowest value. The 1) R = HV – LV
highest value (HV) is 12, while the lowest value (LV) is 1, so, the = 12 -1
range is R = 11. R = 11
Step 2: Calculate the group size, s. 2) s =
Decide on the number of groups or classes, c, appropriate for the = = 1.83…
given data set. This is usually between 5 and 20. Next, divide the s
range by the number of groups to get the group size. Round up to 3) start value: 1
get a whole number. Suppose we want to have c = 6 groups. If we 4) lower limits:
divide 11 by 6 and round up, we get s = 2. 1 (start value)
Step 3: Identify the start value. 3=1+2
Use the lowest value as the start value. Here, we use 1. 5=3+2
Step 4: Compute for the list of groups. 7=5+2
Each group or interval has a lower limit and an upper limit. The 9=7+2
lower limit of the first group is the start value. For the next groups, 11 = 9 + 2
the lower limit is equal to the group size plus the lower limit of the upper limits:
previous group. So, we write down 1, 3, 5, 7, 9, 11. We can do the 2=3–1
same for the upper limit or, we can just subtract 1 from the lower 4=5–1
limit of the next group and so, we get 2, 4, 6, 8, 10, and 12. 6=7–1
Step 5: Write the frequencies and total. 8=9–1
Refer to the given data set in the previous page. Determine the 10 = 11 – 1
frequency of all the values housed in each group or class. Finally, 12 = 11 + 1
get the total frequency, N. Check if it matches the number of values
in the data set. As an answer to our opening questions, using the
accomplished grouped frequency distribution table at the right, we can say that: 3
students study Math for at most 2 hours, 6 students for 3 to 4 hrs, 7 students for 5 to
6 hrs, 2 students for 7 to 8 hrs, 4 students for 9 to 10 hrs, and 3 students for 11 to 12
hrs., a total of 25 students responded.
No. of
Frequency
Hours
1–2 3
3–4 6
5–6 7
7–8 2
9 – 10 4
11 – 12 3
N = 25
Step 6: Find the class boundaries.
Sometimes, it is necessary to show the group’s true limits or what we call class
boundaries. Add a column next to the groups or classes. Each group has a lower and an
upper-class boundary. Subtract 0.5 from the lower limit to get its lower-class boundary.
Then, add 0.5 to the upper limit to get the upper-class
boundary. Notice that the upper-class boundary of one group is equal to the lower-class
boundary of the next group.
As a summary, we construct a frequency

distribution table by finding the range, the
group size, and the start value. Then, we list the DO_Q4_MATHEMATICS7_LESSON3
groups or intervals, write down the frequencies,
and total. Here are some additional reminders:
● Each value in the data set must belong
to only one group.
● In listing the groups, check if each has
the same size.
● Do not remove groups whose frequency
is zero.
Try These! Identify what is asked. Write your answers on a page of your notebook.
1) the difference between the highest and the lowest value in a data set
2) tells how often a value occurs or appears in the data set
3) a table that presents the values in a data set and their frequency
4) a table that shows values and their frequency in groups
5) the quotient of the range and the desired number of groups
After going through this module, you are expected to use appropriate graphs to represent
organized data: pie chart, bar graph, M7SP-IVd-e-1.
1) The following information are needed in constructing a pie chart EXCEPT:
A. frequency table C. measure of the sectors
B. mean D. percentage
2) What graph will you use if you want to compare your weight for the whole year?
A. bar graph C. pie chart
B. multiple bar graph D. all of the above
3) If a pizza is sliced into 8 pieces and you ate 5 slices, what percentage did you
eat from the whole?
A. 37.5% B. 50% C. 62.5% D. 75%
For numbers 4-5, refer to the pie chart on the right.
4) Which phase of the village has the most number of
houses?
A. 1 C. 3
B. 2 D. 4
5) Which phase has the least number of houses?
A. 1 C. 3
B. 2 D. 4
Lesson Presentation of Organized Data:

4 Pie Chart and Bar Graph
Have you ever noticed the graph shown in your electric bill? How about eating a
cake/pizza with your friends? Did you know that in these instances, pie charts and bar
graphs are being illustrated?
In this lesson, you will be able to use appropriate graphs to represent organized data by
using pie chart and bar graph, M7SP-IVd-e-1.
Do you know that the given frequency table can be presented in the form of graphs?
The frequency table given above were presented in a graph shown below in each set
respectively.
Set A Set B
Which do you think is
easier to analyze, the
frequency table or the
chart/graph? Why?
Since it is easy for us to analyze data using graphs, it is better for you to learn how to
construct graphs such as pie graph, bar graph and other different types of graphs to
present organized data.
PIE CHART/PIE GRAPH

A circular graph that uses slices or sectors to represent the whole data. The whole
circle represents 100% of the data and each slice or sector is the proportion of the
category it represents.
How to construct a pie chart?
1. Express each category as a percentage of the total.
2. Multiply the percent of each category by 360°. This will give you the measure
of their corresponding angles in the circle.
3. Construct the pie graph and the corresponding sectors (slices) using a
protractor. Label each sector.
Example:
Klian Zac, Erika and Sherwin planned to buy a large pizza that costs 400 pesos. Klian
Zac gave ₱200, Erika gave ₱60 and Sherwin ₱140. They agreed to get a share of the
pizza based on their contribution. Make a pie chart and show their pizza slices.
Name Contribution Percentage Measure of Sector
200 0.5 × 360° = 180°
Klian Zac 200 = 0.5 or 50%
400
60 0.15 × 360° = 54°
Erika 60 400
= 0.15 or 15%
Sherwin 140
140
= 0.35 or 35% 0.35 × 360° = 126°
400
TOTAL 400 100% 360°
Pie chart
BAR GRAPH
A graph used to represent an organized set of information by using horizontal or vertical
bars. The length of each bar represents quantity. A bar graph can be a simple bar graph
(where the bars represent only one unit) or a multiple bar graph (where there are group
of bars used on the same diagram to use for comparison).
How to construct a bar graph?

1. Write the appropriate title for the graph.
2. Label the axes. For multiple bar graphs, use legend to identify each bar. Indicate the
zero point.
3. Bars should be proportional to the quantities they represent. Their widths must also
be equal.
4. Spacing between the bars must be equal.
Example 1:
A leader of a rider’s club made a record indicating the motorcycles registered by their
members. There were 10 Click, 42 Mio Sporty, 25 NMAX, 16 PCX and 7 Raider R
motorcycles. These data are represented using a vertical bar graph and a horizontal
bar graph.
vertical bar graph horizontal bar graph
Example 2:
Multiple bar graphs (horizontal and vertical) is used to represent the table below.
horizontal multiple bar graph vertical multiple bar graph
Try These!
Use the bar graph on the right to answer each
question in a separate answer sheet.
1) How many students are nominated in the
election of Class President?
2) Who has the most number of votes?
3) Who among the nominees did not get a vote?
4) How many votes did the elected class
president garner?
5) If the second highest number of votes will be
the vice president, who is he/she?
Go for an Extra Mile!

Ask the help of your parents/guardians to identify your household’s monthly income
and your monthly expenses. Make a PIE CHART representing the information you have
gathered. Write a reflection of your answer. Show your solution.
(Note: The subject teacher will check this activity during follow-up class discussion.)
Analyze the given data and identify the appropriate graph to be used. Write B for bar
graph, C for pie chart and M for multiple bar graph.
6. breakdown of your daily allowance
7. record of baby’s height in his monthly checkup
8. denomination of bills and coins in a deposit slip
9. proportion of the layers of the Earth (crust, mantle, core and inner core)
10. record of your grades in Math, Science and English from 1 st to 4th quarter
After going through this module, you are expected to use appropriate graphs to represent
organized data: a) line graph b) histogram c) ogive, M7SP-IVd-e-1.
Multiple Choice. Write the letter of your answer on a separate answer sheet.
1) The exhibition of data that is easily understood and analyze things clearly.
A. Analysis of data C. Interpretation of data
B. Collection of data D. Presentation of data
2) A graph of data emphasizing the involvement of time.
A. Histogram B. Line Graph C. Ogive D. Pictogram
3) It is the graphic presentation of a cumulative frequency distribution.
A. Histogram B. Line Graph C. Ogive D. Pie Graph
4) The systematic organization of data in rows and columns.
A. Body B. Table C. Tabulation D. All of these
5) What is the best graphical display for a population of a certain place in a year?
A. Histogram B. Line chart C. Ogive D. Pie chart
Lesson Organization and Graphic

5 Presentation of Data
Statistics is the science of gaining information after collecting and analyzing numerical
data in large quantities. Different graphs are used to organize, easily analyze and
interpret the collected data depending on the nature of data. These graphical
representations are visual displays of data and statistical results.
The table on the next page is the Philippine’s Average Temperature in degree Celsius
recorded from Trading Economics in the year 2015.
Janu Febru Marc Augus Septe Octob Novem Decem
April May June July
ary ary h t mber er ber ber
2 2 2 2 2 2 2 2 2 2 2 2
24.42 24.61 25.66 26.66 27.35 26.79 26.19 26.34 26.29 26.18 26.25 25.79
To see the behavior of the average temperature, we can present them in a graphical
manner.
In a research study, collected data can be organized in a table or on the graph. The best
graph to present the average temperature given above is the line graph.
THE LINE GRAPH

It is a type of chart showing information that changes over time. This graph contains
points connected by straight line which shows the relationship of two or more individual
data. Line graph is suited for comparing how a variable is distributed across two or more
groups or time periods. The line can determine the behavior or trend of the data at a
glance.
This is the line graph for the average temperature of the Philippines in 2015
28
Philippines Average Temperature In 2015
27.5
27
26.5
26
25.5
25
24.5
24
January February March April May June July August September October November December
The graph or the chart shows that the temperature changes over time depending on the
season of the month. There is low temperature during the cold days of the months of
January and February. It reached the maximum temperature of 27.35 degrees during
the summer time in the month of May. Minimal changes in the temperature have been
seen between July and November.
Another graph that can be used to organize the data is the histogram.
THE HISTOGRAM
It is a graphing tool which gives visual display of the large frequency of grouped data
using equal joined rectangular bars or bins. Also known as histogram chart, it presents
information on the trends of the data and is helpful in analyzing and identifying
problems to provide improvements.
Cumulative frequency is the sum total frequency of the beginning to current intervals.
Example:
The following are the arranged total of test scores of math class in a distance learning.
27 32 35 37 38 39 40 41 44 45
47 48 51 51 53 53 55 55 56 56
57 58 58 59 59 60 61 62 64 65
66 67 67 68 71 72 72 75 79 82
We can organize the data in the table and or histogram.
Table Histogram
Interval Frequency
80 -100 1
60 - 80 13
40 - 60 19
20- 40 7
0 - 20 0
20 40 60 80 100
We can easily determine the following through table and histogram.

1) What is the frequency of the class interval 20 – 40? Answer: 7
2) What is the class intervals having the lowest frequency? Answer: 80-100
3) What is the class intervals having the greatest frequency? Answer: 40 - 60
4) What is the cumulative frequency of the class intervals 20 – 80?
Answer: 7+19+13=39
5) What is the total frequency shown by the graph? Answer: 40
Using the same data given, we can also use Ogive.

THE OGIVE
It is the cumulative frequency curve wherein cumulative percent are added from left to
right of the graph. This is very similar to histogram but points are being used instead of
bars. It is a cumulative line graph. The more the graph rises means the greater increase
and the more it drops, the lesser increase. Ogive is not about comparison of values but
an accumulation whether the total values is growing or dropping. This is why ogive has
two types: more than and less than.
Example:
Cumulative
Cumulative Equivalent Note:
Interval Frequency Relative
Frequency Percentage Cumulative
Frequency Relative
80 -100 1 40
40
=1 100 Frequency is the
40
sum of the
60 - 80 13 39
39
= 0.975 97.5
40 previous to the
40 - 60 19 26
26
= 0.65 65 current portions
40
(percent) of
20- 40 7 7
7
= 0.175 17.5 frequency.
40
0 - 20 0 0 0 0
Ogive or the cumulative frequency curve. A sample type of “greater than or more than”.
120
CRF Percentage 100
80
60
40
20
0
0-20 20-40 40-60 60-80 80-100
Scores
Try These!
Write the letter of the appropriate graph stated below in a separate sheet of paper.
a) Line Graph b) Histogram c) Ogive
1) The type of chart showing information that changes over time.
2) The graph of cumulative frequencies on the x – y axes where points of data plots.
3) This is suited for comparing how a variable is distributed across two or more groups
or time periods.
4) The visual representation of the large frequency of discrete and continuous range of
values using joined rectangular bars.
5) This can spot trends easily and helpful in making predictions, optimizing processes,
and identifying possible issues.

1. 38 married females of Barangay GTDL of Valenzuela City were asked about their
ages when they got married. The following are the results:
13 18 35 20 27 19 30 21 23 17
17 24 20 33 22 30 16 28 26 35
15 27 29 30 19 35 31 35 15 37
15 30 15 40 25 20 20 20
a) Use 6 class intervals.
b) Construct a frequency distribution.
c) Construct the corresponding histogram.
1) Which ages has the biggest average weight?
A. 1-10 B. 10-20 C. 20-30 D. 30-40
2) What is the average weight of the youth ages 10-20?
A. 16 B. 33 C. 55 D. 58
3) What graph best presents the yearly production of furniture stores?
A. Histogram B. Line graph C. Ogive D. Pie chart
4) In what graph would supermarket operators draw the cumulative relative frequency
of the portion of their sales?
5) The most appropriate graph to be constructed showing the number of local
government employees in Metro Manila in relation to age grouped is?
After going through this module, you are expected to illustrate the measures of central
tendency (mean, median and mode) of statistical data, M7SP-IVf-1; and calculate the
measures of central tendency of ungrouped and grouped data, M7SP-IVf-g-1.
1. What is the mean of the following numbers? 10, 39, 71, 39, 76, 38, 25
A. 42.6 B. 42 C. 39 D. 35.5
2. In what number would you divide the data 3, 4, 5, and 6 to calculate its mean?
A. 6 B. 5 C. 4 D. 3
3. What measure of central tendency is calculated by adding all the values and
dividing the sum by the number of values?
A. Mean B. Median C. Mode D. Typical value
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?
A. 82 B. 76 C. 64 D. 60
5. What is the median of the following numbers? 10, 39, 71, 42, 39, 76, 38, 25
A. 42.5 B. 42 C. 39 D. 35.5
Lesson Measures of Central Tendency: Mean,
6 Median and Mode (Ungrouped Data)
A measure of central tendency is a summary statistic that represents the center point
or typical value of a dataset. These measures indicate where most values in a distribution
fall and are also referred to as the central location of a distribution. You can think of it
as the tendency of data to cluster around a middle value. In statistics, the three most
common measures of central tendency are the mean, median and mode. Each of these
measures calculates the location of the central point using a different method.
Mean is average
The mean is commonly referred to as average, but it is not the only kind of average. The
mean is often used in research, academics and in sports. In school, the final grade you
get in a course is usually a mean. This mean represents the total number of points you
scored in the class divided by the number of possible points. This is the classic type of
average – when your overall performance on many items is evaluated with a single
number.
Median is another kind of average
Although the mean is the most common type of average, the median can also be used to
express the average of a group. The median number in a group refers to the point where
half the numbers are above the median and the other half are below it.
Mode occurs most
When looking at a set of information, the mode is simply the number that occurs most
often in the set.
Measures of central tendency are a key way to discuss and communicate with graphs.
The term central tendency refers to the middle, or typical, value of a set of data, which
is most commonly measured by using the three m's: mean, median and mode. The mean,
median and mode are known as the measures of central tendency. In this lesson, you
will explore these three concepts.
The Mean, Median and Mode
Mean, median and mode are three basic ways to look at the value of a set of numbers.
You will start by learning about the mean.
The Mean
This is often called the average of a numerical set of data. It 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 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠
𝑀𝑒𝑎𝑛 =
𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠
The Median
It 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,
𝑛+1
then the median 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.
The Mode
It is simply the value that appears most frequently in the set of data.
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.
Example: Find the mean, median and mode of the following set of data.
The data below show the score of 20 students in Math Quiz
25, 33, 35, 45, 34, 26, 29, 35, 38, 40, 45, 38, 28, 29, 25, 39, 32, 27, 47, 45
Mean Median Mode
Use the formula Step 1: Organize the When determining the

data, or arrange the mode of a data set,
𝑀𝑒𝑎𝑛 numbers from smallest to calculations are not
𝑆𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 largest required, but keen
=
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 observation is a must. The
25, 25, 26, 27, 28, 29, mode is a measure of
to calculate the mean of 29, 32, 33, 34, 35, 35, central tendency that is
the scores. 38, 38, 39, 40, 45, 45, simple to locate, but it is
45, 47 not used much in
𝑀𝑒𝑎𝑛 practical applications.
25 + 33 + 35 + 45 + 34 + 26Step
+ 29 2: Since
+ 35 + 38the number
+ 40 + 45 + 38 + 28 + 29 + 25 + 39 + 32 + 27 + 47 + 45
= of data values is even,
20 the Organizing the data, or
median will be the mean arranging the numbers
695 value of the numbers from smallest to largest is
𝑀𝑒𝑎𝑛 = found before and after the not advisable but it helps
20
𝑛+1
position. a lot in identifying the
2
value (scores in math)
Answer: 𝑛+1 20+1 21 that appears most.
𝑀𝑒𝑎𝑛 = 34.75 2
= 2 = 2 = 10.5
25, 25, 26, 27, 28, 29, 29,
Step 3: The number 32, 33, 34, 35, 35, 38, 38,
found before the 10.5 39, 40, 45, 45, 45, 47
position is 35. Now, you
need to find the mean In the above data set, the
value. number 45 appears
thrice, but all the other
25, 25, 26, 27, 28, 29, numbers appear only
29, 32, 33, 34, 35, 35, twice or once. Since 45
38, 38, 39, 40, 45, 45, appears with the greatest
45, 47 frequency, it is the mode
of the data values.
34 + 35
𝑀𝑒𝑑𝑖𝑎𝑛 =
2 Answer:
69 𝑀𝑜𝑑𝑒 = 45
𝑀𝑒𝑑𝑖𝑎𝑛 =
2 Unimodal
Answer:
𝑀𝑒𝑑𝑖𝑎𝑛 = 34.5
Lesson Measures of Central Tendency: Mean,

7 Median and Mode (Grouped Data)
Mean - Grouped Data
Example: The following table gives the frequency distribution of the
number of orders received each day during the past 50 days at the
office of a mail-order company. Calculate the mean.
Median - Grouped Data

Step 1: Construct the cumulative frequency distribution.
Step 2: Decide the class that contain the median. Class Median is the first class with
𝑛
the value of cumulative frequency equal at least 2 .
Step 3: Find the median by using the following formula:
𝑛
−𝐹
𝑀𝑒𝑑𝑖𝑎𝑛 = 𝐿𝑚 + (2 )𝑖
𝑓𝑚
Example: Based on the data below, find the median.
1st Step: Construct the cumulative frequency distribution
Thus, 25 persons take less than 24 minutes

to travel to work and another 25 persons
take more than 24 minutes to travel to work.
Mode - Grouped Data

✔ Mode is the value that has the highest frequency in a data set.
✔ For grouped data, class mode (or modal class) is the class with the highest
frequency.
✔ To find mode for grouped data, use the following formula:
∆1
𝑀𝑜𝑑𝑒 = 𝐿𝑚𝑜 + ( )𝑖
∆1 + ∆2
Example: Based on the grouped data below, find the mode.
Try These! Write your answer on a separate sheet of paper.

For each set of data, compute the mean, median and mode.
1. 20, 22, 27, 18, 20, 21, 21, 25, 16, 28, 30
2. The ages of 10 administrators in a certain college are given as follow:
40, 38, 45, 51, 44, 53, 59, 45, 56, 45, 38, 50
3. The following are test results in a 20-item test of 15 students who entered in a certain
Math competition:
9, 11, 13, 5, 10, 6, 12, 11, 8, 9, 7, 14, 9, 12, 13
4. Below is the list of the scores of the top ten sophomores in their Fourth Quarter
Examination in Biology:
98, 85, 96, 94, 87, 86, 91, 90, 94, 95
5. A banana cue vendor records the number of bananas he sells for a period of one week
and arrives at the following figures.
70, 58, 100, 80, 67, 92
Find the mean, median and mode of the given table below.
Multiple Choice. Write the letter of the best answer on a separate paper.
1. Which measure of central tendency is generally used in determining the size of the
most saleable shirt in a department store?
A. Mean B. Median C. Mode D. Range
2. Which measure of central tendency has the greatest stability?
3. It is the most often repeated value or the value with the highest frequency in the
data set.
A. Mean C. Mode
B. Median D. Standard deviation
4. What is the most reliable measure of variability?
A. Average deviation C. standard deviation
B. Range D. Variance
5. Which measure of central tendency is greatly affected by extremes scores?
After going through this module, you are expected to illustrate the measures of variability
(range, average deviation, variance, standard deviation) of a statistical data M7SP-IVh-
1; and calculate the measures of variability of grouped and ungrouped data M7SP-IVh-
i-1.
1)What measure of variability can you get when you subtract the smallest number
in a set of data from the largest number?
A. mean B. median C. mode D. range
2) Given the following set of data, 7, 9, 2, 7, 3, 5, 10, calculate the mean absolute
deviation?
A. 2 B. 2.41 C. 3 D. 4
3) Given the data below, solve for the variance?
A. 1.5 B. 2.5 C. 3.5 D. 5.5

4) What is the range of 2, 4, 4, 6, 8?
A. 3 B. 4 C. 6 D. 10
5) The number of pages that Tanya wrote in her diary each day from Monday to Friday
is as follows: 9, 8, 12, 6, 10. What is the mean number of pages she wrote each
day?
A. 5 B. 6 C. 9 D. 11
Lesson
Measures of Variability
8
A set of data can be described using measures of variability. These measures are used
to determine the spread of a set of data from a certain value such as the mean.
Measures of dispersion or variability refer to the spread of the values about the mean.
These are important quantities used by statisticians in evaluation. Smaller dispersion
of scores arising from the comparison often indicates more consistency and more
reliability. The most commonly used measures of dispersion are the range, the average
deviation, the standard deviation, and the variance.
Measures of Variability of UNGROUPED DATA

Solve for the measure of variability of the given test results in Mathematics 7.
Measures of Variability of GROUPED DATA
Using the given table below, let us solve for the measures of variability.
Class Interval Lower Class Upper Class

Boundary Boundary
17 – 20 16.5 20.5
13 – 16 12.5 16.5
9 – 12 8.5 12.5
5–8 4.5 8.5
1–4 0.5 4.5
A. Range
The range of grouped data is the difference of the upper-class boundary of the
highest class and the lower-class boundary of the lowest class.
𝑅 = 𝑈𝐶𝐵ℎ𝑐 − 𝐿𝐶𝐵𝑙𝑐
Solution:
In the above table, the class interval 1 – 4 is the lowest class and the class interval
17 – 20 is the highest class. Thus, 𝑈𝐶𝐵ℎ𝑐 = 20.5
𝐿𝐶𝐵𝑙𝑐 = 0.5
𝑅 = 𝑈𝐶𝐵ℎ𝑐 − 𝐿𝐶𝐵𝑙𝑐 = 20.5 – 0.5 = 20
Therefore, the range of the set of data is 20.
B. Average Deviation
The average deviation of grouped data, denoted by 𝐷𝑥̅, is the average distance
between the class marks (x) of the class intervals and the mean (𝑥̅̅).
𝐷𝑥̅ where: 𝐷𝑥̅ =
= ∑ 𝑓|𝑥̅−𝑥̅| average deviation
𝑛
x = class mark of each class

𝑥̅ = mean
f = frequency
n = total number of values
Solution:
∑ 𝑓𝑥 160
Step 1: Find the mean. 𝑥̅ = = = 10
𝑛 16
Step 2: Construct a table containing the following columns.
Class
f x f(x) 𝑥̅ − 𝑥̅ |𝑥̅ − 𝑥̅| 𝑓|𝑥̅ − 𝑥̅̅|
Interval
18.
17 – 20 2 37 18.5 – 10 = 8.5 8.5 17
5
14.
13 – 16 4 58 14.5 – 10 = 4.5 4.5 18
5
10.
9 – 12 4 42 10.5 – 10 = 0.5 0.5 2
5
6.5 – 10 = - 3.
5–8 2 6.5 13 3.5 7
5
2.5 – 10 = - 7.
1–4 4 2.5 10 7.5 30
5
Total 16 160 74
Step 3: Compute the average deviation using the formula.

∑ 𝑓|𝑥̅ − 𝑥̅| 74
𝐷𝑥 = = = 4.625
𝑛 16
Therefore, the average deviation of the set of data is 4.625.
C. Variance
The variance of grouped data, which is denoted by 𝜎2, is defined as
2
∑ 𝑓(𝑥−𝑥)
𝜎2 = where: 𝜎 2 = 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝑛
𝑥̅ = 𝑐𝑙𝑎𝑠𝑠𝑚𝑎𝑟𝑘 𝑜𝑓 𝑒𝑎𝑐ℎ 𝑐𝑙𝑎𝑠𝑠
𝑥̅ = 𝑚𝑒𝑎𝑛
𝑓 = 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑛 = 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑣𝑎𝑙𝑢𝑒𝑠
Solution:
∑ 𝑓𝑥 160
Step 1: Find the mean. 𝑥̅ = 𝑛
= 16
= 10
Step 2: Construct a table containing the following columns.
Class f x fx 𝑥̅ − 𝑥̅ (𝑥̅ − 𝑥̅ ̅ 𝑓(𝑥̅ − 𝑥̅ ̅ )2

Interval )2
17 – 20 2 18.5 37 18.5 – 10 = 8.5 72.5 145
13 – 16 4 14.5 58 14.5 – 10 = 4.5 20.25 81
9 – 12 4 10.5 42 10.5 – 10 = 0.5 0.25 1
5–8 2 6.5 13 6.5 – 10 = - 3. 5 12.25 24.5
1–4 4 2.5 10 2.5 – 10 = - 7. 5 56.25 225
Total 16 160 476.5
Step 3: Compute for the variance using the formula.
D. Standard Deviation
The standard deviation is the square root of the variance. The formula for the standard
deviation is as follows:
Since the computed variance is 29.78125, using the formula;
Try These!
Write your answers in a separate sheet of paper.
I. Compute the mean and the range of the following sets of scores:
Mean Range
1. {72, 68, 44, 36} ________________ _________________
2. {105, 30 , 45, 60,70,55, 90 }
3. {13, 28 , 52 , 64 , 41}
Go for Extra Mile Heights f

(cm)
The heights of 30 randomly selected Grade 7
students are presented in the table. 185 – 189 2
1. What is the average height of the 30 randomly 180 – 184 1
selected students? 175 – 179 3
2. What is the average distance of the heights to the 170 – 174 3
mean? 165 – 169 2
3. What is the standard deviation of the distribution? 160 – 164 8
4. Are the heights of the students closely the same? 155 – 159 7
150 – 154 4
Multiple Choice. Write the letter of the best answer on a separate sheet of paper.
1. What is the most reliable measure of variability?
A. average deviation C. standard deviation
B. range D. variance
2. If the range of scores is 18 and the lowest score is 12, what is the
highest score?
A. -30 B. -6 C. 6 D. 30
3. What descriptive statistics represents the numeric distance from the
lowest to the highest value in a distribution?
A. average deviation C. standard deviation
B. range D. variance
4. Given the following sets of data {12,15,16,12}, find the standard
deviation.
A. 1.79 B. 3.6 C. 4.09 D. 5.6
5. The following data represents the scores of eight selected students in a
test: 36, 40, 40, 42, 40, 50, 40, 44. Calculate the range for this given set
of data.
A. 14 B. 36 C. 40 D. 50
After going through this module, you are expected to use appropriate statistical
measures in analyzing and interpreting statistical data, M7SP-IVj-1.
1) What will be the next step in statistical study once the data are organized?
A. analyze the data C. draw conclusion
B. collect the data D. interpret the data
2) Before the conduct of analyzing data, what should you develop first?
A. Conclusion B. Implementation C. Organization D. Plan
3) What is/are the best time to develop your analysis plan?
A. When you identify your key evaluation questions.
B. When you determine how to collect the needed information.
C. Both A and B.
D. None of the above.
4) What is the information you collect in numerical form?
A. numbers C. quantitative data
B. qualitative data D. statistics
5) What field of statistics can help in summarizing data and identify key findings?
A. Descriptive B. Frequency C. Inferential D. Variability
Lesson Analyzing and Interpreting

9 Statistical Data
The process of assigning meaning to the information obtained and determining the
interpretations, importance and significance of the results is data analysis and
interpretation. The steps involved in data analysis are a function of the type of data
collected, but returning to the purpose of the assessment would provide a structure
for the data organization and a focus for the analysis of the study objectives.
This lesson serves as a consolidation of what you learned in the previous lessons and
practice. The topics will provide you with the ability to work in groups and explore
multiple solutions. Using analysis and interpretation of statistical data, you can also
learn to explain your statements, M7SP-IVj-1.
Points to Ponder!
You may obtain important knowledge that leads to well-justified answers or
conclusions by carefully reviewing data from graphs, charts and tables. Each form
of data presentation being emphasized is therefore important for learners. When you
combine the interpretation of the mean, median and mode with that of the indicators,
the information gets richer. This is the most significant aspect of this lesson.
Analyzing Quantitative Data
Quantitative data is information that you obtain in quantitative form, such as
ranking scales or measured frequency of particular activities. Usually, for instance,
close-ended sample questions are coded into numbers so they can be quantitatively
evaluated. Although statistical analysis of quantitative information can be very
complicated, valuable information can be given by certain relatively basic techniques.
Descriptive statistics can help you summarize your knowledge and define important
findings, while inferential analysis can help you draw conclusions about your results.
To simplify the raw data down to a clear and understandable standard, descriptive
analysis is used. Methods that are popular include:
• Frequency distribution - tables or graphs that display how many of the
participants in the evaluation fall into different interest groups.
• Central tendency - the "typical ranking" is the number that best reflects, such
as the mode (the number or category that appears most often), median (the number
in the exact middle of the data set), and mean (the arithmetic average of your
numbers).
• Variability - amount of variation or difference in the results or disagreement.
Range (difference between highest and lowest scores) and standard deviation are
typical metrics of variability (a more complicated calculation based on a comparison
of each score to the average).
Analyzing Qualitative Data

Qualitative data, such as responses collected by questions, findings, focus groups,
published papers or journals, or open-ended information, is non-numerical.
Qualitative data may provide rich knowledge on how systems operate, either on their
own or in combination with quantitative data.
When analyzing qualitative (narrative) data, the following strategies may also be
helpful.
Interviews and Focus groups
● Read and arrange the data separately from each question. This strategy
causes the emphasis to be on one topic at a time (e.g., experiences with tutoring
services, characteristics of tutor, student responsibility in the tutoring process).
● Group the comments according to subjects, topics, or categories. This
technique makes it possible to concentrate on one area at a time. (e.g., tutor
characteristics: preparation level, subject area awareness, availability).
Documents
● Code content and functionality of documents into different categories (e.g.,
instruction manual, policies and procedures, correspondence, duties).
Observations
● Code patterns (e.g., behavioral patterns, amount of time engaged/not engaged
in activity, type of engagement, communication, interpersonal skills) from the focus
of observation.
Answers to the statistical measures should be given to analyze the data through
statistical measures and/or narrative themes. The analysis of the interpreted data
from the relevant viewpoint enables the meaning and results of the assessment to be
determined.
Try These!
Let’s look at the bar graph. Anna wants to
know how much time each person spends on Different Types of Transportation
each type of transportation. She realizes that
During the Day
some people use different types of 14
transportation during the day. Anna asks the 12
10
same 50 people how many hours they spend
hours
8
on each type of transportation. Analyze and
6
interpret the data by answering the following: 4
1. What type of transportation does a person 2
spend for 12 hours? 0
2. How long does a person spend in riding a
train?
3. What type of transportation(s) do(es) people
spend for 5 hours? Type of Transportation
4. What is the fastest type of transportation
spending by each person according to the interview done by Anna?
5. How long does it take in walking or riding a car according to the data presented
on the right?

Cut out at least two separate charts or graphs from the local newspaper and write
questions that will assist you or your classmates in understanding the graph or
chart. Write down those implications that are important to you or to the society.
Multiple Choice. Solve the following problems. Write the letter of your answer on a
separate answer sheet.
I. Adam bought 3 colors of shorts from a department store. He paid an average of
Php 200 per shorts. The receipt is shown below where part of it was soaked by the
water?
Official Receipt
Quantity Item Unit Price Subtotal
1 White Shorts 250.00 250.00
3 Blue Shorts 150.00 450.00
2 Black Shorts 200.00
1) How much did Adam pay for 3 Blue Shorts?

A. Php 150.00 C. Php 450.00
B. Php 300.00 D. Php 600.00
2) How much did he pay for each black shorts?
A. Php 100.00 C. Php 200.00
B. Php 150.00 D. Php 250.00
3) How much did he pay in all?
A. Php 1,300.00 C. Php 1,100.00
B. Php 1,200.00 D. Php 1,000.00
4) How did you determine the answer for no.3?
A. Interpret the result C. Apply the appropriate statistical tool
B. Analyze the problem D. A, B and C
5) If Adam gives Php 1,500.00 to the cashier, how much is his change?
A. Php 1,250.00 C. Php 800.00
B. Php 1,100.00 D. Php 400.00
After going through this module, you are expected to draw conclusions from graphic
and tabular data of measures of central tendency and variability, M7SP-IVj-2.
1) What branch of mathematics refers to gathering, organizing, presenting and
interpreting numerical data collected in a systematic manner with a definite
purpose?
A. Algebra B. Geometry C. Probability D. Statistics
2) What are the forms of organizing data?
A. Graphical B. Tabular C. Textual D. A, B and C
3) Which is NOT a graphical way of presenting data?
A. Bar Graph B. Frequency Table C. Line Graph D. Pictograph
4) What field of statistics deals mainly with the collecting, organizing and
presenting data to be able to draw valid conclusion about the sample under
investigation?
A. Descriptive B. Inferential C. Sampling D. Survey
5) What field of statistics deals with the formulation of logical conclusions about
the gathered data, using a sample?
A. Descriptive B. Inferential C. Sampling D. Survey
Lesson
Drawing Conclusion
10
The drawing of conclusions is the final, and most critical part of the process for any
research project and any scientific discipline. The final result is important in
assessing success or failure regardless of the reasoning processes and testing
methods used. If a weak conclusion summarizes an otherwise excellent experiment,
the findings will not be taken seriously.
Success or failure is not a measure of whether a hypothesis is accepted or rejected,
as scientific knowledge is still advanced by both results. Failure lies in bad
experimental design, or defects in the mechanisms of reasoning that invalidate the
findings. The results are sound, and the process of drawing conclusion starts, as
long as the testing process is reliable and well planned.
Activity
Study the bar graph on the right. Then,
answer the questions provided.
1. What is the least favored color by the
children? Determine its number.
2. What is the mean of the five (5) favored
colors by the children?
3. What is the median favored color by the
children?
4. In the five (5) favored colors by the
children, what is the mode?
Questions to Ponder!
• After observing the graph, what is the next thing that you did?
• How did you determine the least children’s favorite color?
• How did you determine the mean of the children’s favorite color?
• How did you determine the median of the children’s favorite color?
• How did you determine the mode of the children’s favorite color?
• How did you draw conclusions?
Drawing Conclusion refers to implied or inferred knowledge. This implies that the
data is never mentioned clearly.
Writers also tell you more than they say directly. They send you hints or clues that
help you "read between the lines." Using these clues to give you a deeper
understanding of your reading is called inferring. You go beyond the surface details
to see other meanings that the details indicate or suggest when you infer (not stated).
In the context of the text, where the meanings of words are not clearly specified, they
can be inferred, that is, indicated or hinted at. You might infer them when meanings
are implied.
Inference is just a big word that indicates a decision or inference. You cannot see,
hear, sound, smell, or taste the actual event if you believe that something has
happened. But it makes sense, from what you hear, to assume that it has happened.
Every day, you make inferences. You do it most of the time without thinking about
it.
I. Try These!
Study the problem and answer the questions provided in a separate sheet.
1. Some of the Grade 7 students of VP Trinidad NHS were asked what kind of fruit
they ate at breakfast. Below is the graph of fruit they ate.
a) What is the least fruit eaten by the students?
Determine its number.
b) What is the mean of the fruit eaten by the
students?
c) What is the median fruit eaten by the
students?
d) What is the mode of the fruit eaten by the
students?
II. Keep Trying!
Given the analysis on the data presented in Try These!, state in at most three (3)
sentences your conclusion/s.
__________________________________________________________________________________
_________________________________________________________________________________.
I. Connecting to the Real World!

Cleotilde made an interview on her 22
neighborhoods about their favorite meal. She
presented the data into pictograph. Help her
analyze and interpret the result before providing 2 Persons
conclusion/s.
1) How many people liked Pizza? 1 Person
2) How many chose Pasta?

3) Which was the most popular meal?
II. Go for an Extra Mile!

Given the same data in Connecting to the Real World!, ten (10) more people said what
their favorite was. Six (6) liked Caribbean food the best, two (2) liked Curry and the
others chose Pasta. Add this information to the pictograph, then answer the
additional questions below.
4) How many people were asked altogether?
5) What is the mean of the favorite meals of Cleotilde’s neighborhood?
6) What is the median meal of the neighborhood?
7) What is the mode of the favorite meal of her neighborhood?
8) Now that more data have been added to the pictograph, has the least
popular mean changed? If yes, what is the least popular meal now?
9) What will be her possible conclusion/s about the Favorite Meals of Cleotilde’s
neighborhood?
Multiple Choice. Solve the following problems. Write the letter of your answer on a
separate answer sheet.
I. For numbers 1-5:
Ms. Dizon, the School Librarian prepared a bar chart that shows the number of
students who borrowed books in the library last week.
1) What day had the least number of students?
Number of Students who
A. Friday C. Tuesday
borrowed Books
B. Monday D. Wednesday
2) What is the mean of the number of students who 30
no. of students
25
borrowed books? 20
A. 70 C. 14 15
10
B. 17.5 D. 0 5
0
3) What is the median based on the number of
students who borrowed books?
A. 10 C. 20
B. 15 D. 25
4) What is the mode based on the number of Days
students who borrowed books?
A. 0 B. 15 C. 20 D. 25
5) What will be the best conclusion for this problem?
A. There are seven days in a week.
B. Bar graph is presented for the data.
C. Ms. Dizon is the School Librarian.
D. Ms. Dizon found out that the number of students who borrowed books in a
day is not the same.
Aseron, E. et.al (2013). Mathematics-Grade 7 Learner’s Material. P253- 356. Pasig,
Philippines
Aseron, E. R. (2013). Mathematics – Grade 7 Teacher’s Guide. Retrieved from
Department of Education website:
https://drive.google.com/file/d/12obC0cf3BrOjuo7ZGE9sqgHleXl5tKJo/view
http://aptitude.brainkart.com/topic/presentation-of-data-160/3/
https://www.formpl.us/resources/graph-chart/histogram/
https://www.google.com/search?q=statistics&rlz=1C1CHBD_enPH925PH925&oq=
Statistics&aqs=chrome.0.0i131i433l4j69i60l2j69i61j69i60.16047j0j7&sourcei
d=chrome&ie=UTF-8
https://www.khanacademy.org/math/statistics-probability/displaying-describing-
data/more-on-data-displays/v/u08-l1-t2-we2-reading-line-graphs
https://www.riosalado.edu/web/oer/WRKDEV100-
20011_INTER_0000_v1/lessons/Mod05_MeanMedianMode.shtml?fbclid=IwAR
3uBWd0PQGMAk69aj5kTF9S82ylYBEyIf6Om_ACTvhrC8zEVkgq77J61P4
https://sciencing.com/do-mode-mean-average-everyday-
8752223.html?fbclid=IwAR1tBvUbZNHZIkooPA7b1QwcmnS17n3e2TbyIzmYz5
E1oASg6MxP5N57RMk
https://statisticsbyjim.com/basics/measures-central-tendency-mean-median-
mode/?fbclid=IwAR1cV7Qy0RQib_kHgYaLg78ZhMv0NYm980Ol9P63KMh3wg
X0JjycUuic084
Gaduyon, Y. (2019). Summative Test in Math 7 (Statistics). DepEd LR Portal.
Retrieved 23 Feb 2021 from https://lrmds.deped.gov.ph/detail/15375
Jones, J. (n.d.). Statistics: Grouped frequency distributions. Faculty & Staff
Webpages. https://people.richland.edu/james/lecture/m170/ch02-grp.html
Oronce, O. A. (2007). E-math I (Elementary Algebra). Rex Bookstore.
Pascasio P. et, al (2017). Mathematics Ideas and Life Application 7 Second Edition.
page 310 -341. Abiva Publishing House, Inc. Abiva Bldg.,851 G. Araneta Ave.,
Quezon City
Pierce, Rod. (23 Dec 2019). Grouped Frequency Distribution. Math Is Fun. Retrieved
29 Jan 2021 from http://www.mathsisfun.com/data/frequency-distribution-
grouped.html
Sia, L. et.al (1995). 21st Century Mathematics. P483-515. Phoenix Publishing House,
Inc., Quezon City
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Mathematics. P293-313. St. Jude Thaddeus Publications, Philippines
Wider Research (2009). P.1-7. 451 Lexinton Parkway North Saint Paul, Minnesdota
55104 651-280-2700
37
For inquiries or feedback, please write or call:
Department of Education – SDO Valenzuela
Office Address: Pio Valenzuela Street, Marulas, Valenzuela City
Telefax: (02) 8292-4340
Email Address: sdovalenzuela@deped.gov.ph
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7

Published by the Department of Education

Development Team of the Module

Writers: ERIKA GRACE M. AYO, Veinte Reales NHS

Reviewer: MA. CHRISTINA C. SALONGA, SFMNHS (Principal Consultant)

Department of Education – National Capital Region – SDO VALENZUELA

Office Address: Pio Valenzuela St., Marulas, Valenzuela City

One real-life problem that can be solved by Statistics is given as an example.

Let us apply the basic terms in this situation.

Data can be Qualitative or Quantitative.

Another way to classify data is to use levels of measurement.

Ways on Gathering Data

C. Questionnaire - indirect method of collecting data.

E. Experimentation – it is used to find the cause-and-effect relationship of a certain

F. Sampling - this is a method where you gather data in a predetermined number of

Name of Respondents Their opinion and ideas on COVID-19 Vaccine

From Sir Mameta’s research, the collected

Step 1: Determine the range, R.

As a summary, we construct a frequency

Lesson Presentation of Organized Data:

PIE CHART/PIE GRAPH

How to construct a bar graph?

horizontal multiple bar graph vertical multiple bar graph

Go for an Extra Mile!

Lesson Organization and Graphic

THE LINE GRAPH

We can easily determine the following through table and histogram.

Using the same data given, we can also use Ogive.

Connecting to the Real World!

Use the formula Step 1: Organize the When determining the

Lesson Measures of Central Tendency: Mean,

Median - Grouped Data

Example: Based on the data below, find the median.

Thus, 25 persons take less than 24 minutes

Mode - Grouped Data

Example: Based on the grouped data below, find the mode.

Try These! Write your answer on a separate sheet of paper.

A. 1.5 B. 2.5 C. 3.5 D. 5.5

Measures of Variability of UNGROUPED DATA

Class Interval Lower Class Upper Class

x = class mark of each class

Step 2: Construct a table containing the following columns.

Step 3: Compute the average deviation using the formula.

Therefore, the average deviation of the set of data is 4.625.

Step 2: Construct a table containing the following columns.

Class f x fx 𝑥̅ − 𝑥̅ (𝑥̅ − 𝑥̅ ̅ 𝑓(𝑥̅ − 𝑥̅ ̅ )2

Step 3: Compute for the variance using the formula.

Since the computed variance is 29.78125, using the formula;

Go for Extra Mile Heights f

Lesson Analyzing and Interpreting

Analyzing Qualitative Data

Connecting to the Real World!

1) How much did Adam pay for 3 Blue Shorts?

I. Connecting to the Real World!

2) How many chose Pasta?

II. Go for an Extra Mile!

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