CHAPTER 4

LESSON 2

MEASURES
MEASURES OFOF CENTRAL
CENTRAL
TENDENCY,
TENDENCY, DISPERSION,
DISPERSION, AND
AND
RELATIVE
RELATIVE POSITION
POSITION

Group 7
CHAPTER 4

ICEBREAKER
ICEBREAKER
LogicLike

Group 7
CHAPTER 4 LogicLike

Isabella has a huge family: 20 cousins,

ten aunts, and ten uncles. Each cousin
has an aunt who's not Isabella's. How is
that possible?
CHAPTER 4 LogicLike

Isabella has a huge family: 20 cousins,

ten aunts, and ten uncles. Each cousin
has an aunt who's not Isabella's. How is
that possible?

This aunt is Isabella's mom.

CHAPTER 4 LogicLike

Lorenzo was born in 1988. In

1968, he was 20 years old. How
could that be?
CHAPTER 4 LogicLike

Lorenzo was born in 1988. In

1968, he was 20 years old. How
could that be?
It's because Lorenzo was born in 1988
B.C. We count time backward - 1968
B.C. is 20 years later than 1988 B.C.
CHAPTER 4 LogicLike

What is the product if you multiply

all numbers on a phone's dial pad?
CHAPTER 4 LogicLike

What is the product if you multiply

all numbers on a phone's dial pad?
It's zero. The explanation: Since the
phone dial pad ends with a zero,
multiplying anything by zero equals
zero.
CHAPTER 4 LogicLike

An old woman dies on her 24th

birthday. How can that be?
CHAPTER 4 LogicLike

An old woman dies on her 24th

birthday. How can that be?
She was born on February 29, in a
leap year. It occurs once every four
years. Consequently, 24 x 4 = 96.
CHAPTER 4 LogicLike

Which statement is correct: 12 plus

17 is 28, or 17 plus 12 is 28?
CHAPTER 4 LogicLike

Which statement is correct: 12 plus

17 is 28, or 17 plus 12 is 28?
Both are false because 12 + 17 = 29.
The explanation: This trick distracts attention
from math to verb and number agreement.
However, it doesn't matter since both equations
are wrong.
 RIO
REPORTER

Any given data in statistics are useless if we don’t interpret them.

The most appropriate measures found to be useful in describing a
distribution of observations are the measures of central tendency,
measures of dispersion, measures of relative position, 𝑧-scores,
box and whisker plot, probability and normal curve, linear
regression and correlation.
 RIO
Measures of Central Tendency REPORTER

any single value that is used to identify

the “center” of the data or the typical
value.
it is called measure of central tendency
because when the data points are
arranged according to magnitude, it
tends to lie centrally within the set.
representative value of the data set.
value around which most of the data
points are found.
 Mean VILLANUEVA
REPORTER

represents the center of the data

most important measure if the distribution is
symmetric and the most stable measure of
location.
used when the data is at least interval; when
n is small, the mean is very sensitive to
extreme values.
computed by summing all the observations in
the sample and dividing the sum by the
number of observations.
 VILLANUEVA
Properties of Mean REPORTER

a) A set of data has only one mean.

b) Mean can be applied for interval and ratio data.
c) All values in the data set are included in computing the mean.
d) The mean is very useful in comparing two or more data sets.
e) Mean is affected by the extreme small or large values on a
data set.
f) Mean is most appropriate in symmetrical data.
 VILLANUEVA
REPORTER
For the ungrouped data, the following
are the formulas of the mean.

Population Mean (𝜇): , where is the score or observation, and 𝑁

is the number of observations in the population.

Sample Mean: ( ): , where is the score or observation, and n is

the number of observations in the population.
 RIO
REPORTER

Example 1: During a particular summer

month, the eight hospitals in a particular
province reported the following number of
admissions in their respective ICUs: 8, 11, 5,
14, 8, 11, 16, and 11.
 RIO
REPORTER

Solution: Considering this month as the statistical population

of interest, the mean number of ICU admissions is:
 RIO
REPORTER

Example 2. Determine mean age (in years)

of a sample group of children whose ages
are 9, 11, 7, 10, 9, 8, 8, 7, 12, 7 and 13.
 RIO
REPORTER
 VILLANUEVA
REPORTER

Formulas for the grouped data

 RIO
REPORTER

Example 3. Calculate the mean grade of 50 students in

statistics below and give its description or interpretation.
 RIO
REPORTER
 RIO
REPORTER
 RIO
REPORTER
 VILLANUEVA
REPORTER

Weighted Mean
— the sum of the mean of each group multiplied by its respective weight
divided by the sum of the weights. (For mean alone, the weight values in
each distribution are equal).

Example: solving the weighted average of a student in a semester to

determine whether he or she belongs to the dean’s list. Each of his or her
grade has a corresponding number of units (Example, GECMAT is 3 units,
major subject is 4 or 5 units, and so on.)
 VILLANUEVA
REPORTER

Weighted Mean Formula

 VILLANUEVA
REPORTER

Example 4. Francis answered 20 calculus problems. He

spent 1 ½ hours for the first 6 problems; 45 minutes for
the next 3; and 3 hours for the last 11 problems. What
was the average time (in minutes) he spent for the 20
problems?
 VILLANUEVA
REPORTER

Solution: This problem requires the weighted average time

because each set of problems has a weight (which is time).
 CORNEL
REPORTER

Median (Population median: Sample median: )

Median is the positional middle of the data array. In the data array,
one-half of the values precede the median and one-half follow it.
When the data set is ordered, whether ascending
or descending, it is called a data array. Median is an appropriate
measure of central tendency for data that are ordinal or above, but is
more valuable in an ordinal type of data
 CORNEL
REPORTER

Properties of Median

a) The median is unique, there is only one median for a set of data.
b) The median is found by arranging the set of data from lowest or
highest (or highest to lowest) and getting the value of the middle
observation.
c) Median is not affected by the extreme small or large values.
d) Median can be applied for ordinal, interval and ratio data.
e) Median is most appropriate in a skewed data.
CORNEL
REPORTER
CORNEL
REPORTER
CORNEL
REPORTER
CORNEL
REPORTER
CORNEL
REPORTER
CORNEL
REPORTER
CORNEL
REPORTER
 CORNELio
REPORTER
REPORTER

Mode (Population mode: Sample mode: )

Mode is the observed value the occurs most frequently. It locates the
point where the observation values occur with the greatest density. It
does not always exist, and if it does, it may not be unique. A data set
is said to be unimodal if there is only one mode, bimodal if there are
two modes, multimodal if there three or more. There are some cases
when a data set values have the same number frequency. When this
occurs, the data set is said to be no mode.
 CORNELio
REPORTER
REPORTER

Properties of Mode
a) The mode is found by locating the most frequently occurring value.
b) The mode is the easiest average to compute.
c) There can be more than one mode or even no mode in any given
data set.
d) Mode is not affected by the extreme small or large values.
e) Mode can be applied for nominal, ordinal, interval, and ratio data.
 CORNELio
REPORTER
REPORTER

Example 8. The eight hospitals described in Example 1

had the following number of ICU admissions: 8, 11, 5,
14, 8, 11, 16, and 11. Find the mode.
Solution:
 CORNELio
REPORTER
REPORTER

Example 9. The reaction times for a random sample of

9 objects described in Example 6 were recorded as
2.5, 3.6, 3.1, 4.3, 2.9, 2.3, 2.6, 4.1, and 3.4 seconds.
Calculate the mode.
Solution:
 CORNELio
REPORTER
REPORTER

For grouped data, the formula of the mode is

𝑋𝑀𝑜 = lower class boundary of the modal class

𝑑1 = difference between the frequency of the modal class and that of
the immediately preceding lower class
𝑑2 = difference between the frequency of the modal class and that of
the immediately following the higher class
𝑖 = class width or size
 CORNELio
REPORTER

Example 10. Calculate the modal grade of 50 students

in statistics in Example 3 and give its description or
interpretation.
 CORNELio
REPORTER
REPORTER

Solution:
First, determine the modal class of the distribution. The modal
class of the distribution has the highest frequency. Hence, 80-84
is the modal class.
𝑋𝑀𝑜 = 79.5
𝑑1 = 8
𝑑2 = 3
𝑖=5
 CORNELio
REPORTER

𝑋𝑀𝑜 = 79.5
𝑑1 = 8
𝑑2 = 3
𝑖=5

83.14 or 83
3 11
 CORNELio
REPORTER

Example 11: Find the mean, median, and mode of the

following ages in years below.
a) 3, 4, 5, 5, 6, 7, 9, 10, 14
b) 7, 8, 9, 9, 10, 10, 11, 12
 CORNELio
REPORTER

a) 3, 4, 5, 5, 6, 7, 9, 10, 14

Mode: The mode is 5 since it has the highest frequency (it appears twice in the distribution)
 CORNELio
REPORTER
REPORTER

b) 7, 8, 9, 9, 10, 10, 11, 12

 CORNELio
REPORTER

Mode: The modes are 9 and 10 since they have the highest
frequency (appeared twice). It is bimodal
 Siason
Measure of Dispersion REPORTER

Computing a measure of variability is important because without it

a measure of central tendency provides an incomplete description
of a distribution. The mean, for example,
only indicates the central score and where the most frequent scores
are. Thus, to completely describe a set of data, we need to know
not only the central tendency but also how much the individual
scores differ from each other and from the center. We obtain this
information by calculating statistics called measures of variability.
 Siason
Measure of Dispersion REPORTER

Measures of variability/dispersion indicate the extent to which individual

items in a series are scattered about an average. It is used to determine
the extent of the scatter so that steps may be taken to control the
existing variation. It is also used as a measure of reliability of the average
value.
Measures of variability describe the extent to which scores in a
distribution differ from each other. With many, large differences among
the scores, our statistic will be a will be a larger number, and we say the
data are more variable or show greater variability
 Siason
Measure of Dispersion REPORTER
 Siason
REPORTER
Measures of variability communicate
three related aspects of the data

First, the opposite of variability is consistency. Small

variability indicates few and/or small differences among the
scores, so the scores must be consistently close to each
other (and reflect that similar behaviors are occurring).
Conversely, larger variability indicates that scores (and
behaviors) were inconsistent.
 Siason
REPORTER
Measures of variability communicate
three related aspects of the data

Second, recall that a score indicates a location on a

variable and that the difference between two scores is the
distance that separates them. From this perspective, by
measuring differences, measures of variability indicate how
spread out the scores and the distribution are.
 Siason
REPORTER
Measures of variability communicate
three related aspects of the data
Third, a measure of variability tells us how accurately the
measure of central tendency describes the distribution. Our
focus will be on the mean, so the greater the variability, the
more the scores are spread out, and the less accurately they
are summarized by the one, mean score. Conversely, the
smaller the variability, the closer the scores are to each other
and to the mean.
 Siason
REPORTER
Measures of variability communicate
three related aspects of the data

One way to describe variability is to determine how far the

lowest score is from the highest score.
 Siason
REPORTER

Range

Probably the samplest and easy way to determine measure of

dispersion is the range. The range of a set is the difference
between the largest value and the smallest value.
Range (R) = Maximum value - Minimum value
 Siason
REPORTER

Example 12

The IQ scores of 5 members of CHMSC

Basketball men varsity are 108, 112, 127, 116,
and 113. Find the range.

Solution: R = 127 – 108

= 19
 CORNEL
REPORTER
Variance and Standard Deviation
The variance and standard deviation are two measures of
variability that indicate how much the scores are spread out
around the mean. Mathematically, the distance between a
score and the mean is the difference between them. Recall
that this difference is symbolized by 𝑋 − , which is the
amount that a score deviates from the mean.
 CORNEL
REPORTER
Variance and Standard Deviation
Thus, a score’s deviation indicates how far it is spread out from
the mean. Of course, some scores will deviate by more than
others, so it makes sense to compute something like the
average amount the scores deviate from the mean. Let’s call
this the “average of the deviations.” The larger the average of
the deviations, the greater the variability
 CORNEL
REPORTER
Variance and Standard Deviation
The sample variance is the average of the squared deviations of
scores around the sample [Link] symbol for the sample
variance is 𝑠². Always include the squared sign because it is part of
the symbol. The formula for the variance is similar to the previous
formula for the average deviation except that we add the squared
sign.
 CORNEL
REPORTER
Variance and Standard Deviation
The definitional formula for the sample variance is

where 𝑠²is the sample variance, 𝑠 is the sample standard deviation,

𝑋 is the value of any particular observation or measurement, is
the sample mean, and 𝑛 is the sample size.
 CORNEL
REPORTER
Variance and Standard Deviation
The measure of variability that more directly communicates the
“average of the deviations” is the standard deviation. The symbol for
the sample standard deviation is 𝑠 (which is the square root of the
symbol for the sample variance: 𝑠²= 𝑠). To create the definitional
formula here, we simply add the square root sign to the previous
defining formula for variance. The definitional formula for the sample
standard deviation is
 CORNEL
REPORTER
Variance and Standard Deviation

Example 13: A sample of 5 households showed the

following number of household members: 3, 8, 5, 4,
and 4. Find the variance and standard deviation.
 CORNEL
REPORTER
Variance and Standard Deviation
 CORNEL
REPORTER
Variance and Standard Deviation
Second, solve for the sample variance and sample standard deviation by
substitution,
 CORNEL
REPORTER
Variance and Standard Deviation
Example 14: Find the measures of variability for the grades in
Mathematics of the two sample groups of students.
Male: 100, 65, 75, 85, 95 Female: 84, 86, 85, 82, 83
For Range R,
Male Group, Range R = 100 − 65 = 35
Female Group, Range R = 86 − 82 = 4
 CORNEL
REPORTER
Variance and Standard Deviation
 CORNEL
REPORTER
Variance and Standard Deviation
For male group, the sample variance and sample standard deviation is
 CORNEL
REPORTER
Variance and Standard Deviation
For female group, the sample variance and sample standard deviation is
 CORNEL
REPORTER
Variance and Standard Deviation
Statistics Grades of Students When Grouped According to Sex Table

Findings. Both groups have the same mean but differ on all measures of
variability. The male group is more variable than female group. Conclusion.
The grades of the female group are less variable than that of the male
because it has smaller standard deviation. The female group has a more
uniform set of grades in Statistics than the male group.
 Measure of Relative Tendency CORNELio
CORNEL
REPORTER
REPORTER
Percentiles
Percentiles are values that divide a set of observations in an array into 100 equal parts. Thus,
P1, read as first percentile, is the value below which 1% of the values fall P2, read as second
percentile, is the value below which 2% of the values fall,…, P99, read as ninety – ninth
percentile, is the value below which 99% of the fall.
Example. The 80th percentile of a distribution is a value such that at least 80 percent of the
ordered observations are less than its value and at least 20 percent of the ordered
observations are larger than its value. If 𝑃80 = 75: At least 80% of the ordered observations
are less than 75 or at least 20% of the ordered observations are larger than 75. So any
observation that is smaller than 𝑃80 value belongs in the lower 80% of the distribution
while any observation greater than 𝑃80 value belongs in the upper 20% of the distribution
 CORNELio
CORNEL
REPORTER
REPORTER
Percentiles
To compute for the ith percentile, we have:
= the value of the observation in the array
note:
➢ If is a whole number, the ith percentile is the average of the
observation and the P(i+1) observation.
➢ If has a fractional value, the ith percentile is the P(i+1)
observation, or, round up the value of to the next integer
 CORNELio
CORNEL
REPORTER
REPORTER
Percentiles
Example 15. The following were the scores of 10 students in a
short quiz. Find the 64th percentile

Solution: First arrange the data from lowest to highest.

 CORNELio
CORNEL
REPORTER
REPORTER
Percentiles
Then, using observation. We have:

observation (always round up

to the nearest whole number)
Since, the 8th observation in an ordered array is 9, therefore, the 64th percentile of the
distribution is 9, which is interpreted as 64% of the scores are below 9
 CORNELio
CORNEL
REPORTER
REPORTER
Percentiles
Approximating the ith Percentile from a Frequency distribution
To solve for the percentile in grouped data, we have
 CORNELio
CORNEL
REPORTER
REPORTER
Percentiles
Example 16. Find the 35th percentile of the given frequency
distribution of 110 scores in achievement test below
 CORNELio
CORNEL
REPORTER
REPORTER
Percentiles
Solution:
First, add one column in the FDT for < 𝑐𝑓and determine the P35
th class using
 CORNELio
CORNEL
REPORTER
REPORTER
Percentiles
Using , we have = = 38.5. Since 38.5 falls on the class
interval 70 – 74, hence, the P35th class is 70 – 74. Therefore, we
have:
 CORNELio
CORNEL
REPORTER
REPORTER
Percentiles
By substitution, we have:

Hence, thirty-five percent of the scores in the achievement test

are below 70.82.
Deciles RIO
REPORTER

values that divide the array into 10

equal parts
first decile: value below which
is 10% of the values fall
second decile: value below
which 20% of the values fall,…,
ninth decile: value below
which 90% of the values fall
 RIO
REPORTER
 Siason
REPORTER

Example 18. Find the 6th decile of the given frequency distribution of 110 scores in
achievement test below.
Siason
REPORTER
Siason
REPORTER
 RIO
REPORTER

values that divide the array into 4

QUARTILES equal parts
first quartile: value below which
25% of the values fall
second quartile: value below which
50% of the values fall
third quartile: value below which
75% of the values fall
 RIO
REPORTER

3 8 9 11 12 18 19
Solution. Since the data is already arranged from lowest to highest then
we may proceed in finding the 3rd quartile.
3 8 9 11 12 18 19
 RIO
REPORTER

Since, the 6th observation in an ordered array of the

given distribution is 18, therefore, the 3rd quartile of
the distribution is 18, which is interpreted as 75% of
the scores are below 18.

Approximating the ith Quartile from a Frequency

distribution
 RIO
REPORTER

To solve for the quartile

in grouped data, we have
 RIO
REPORTER

Example 20. Find the 1st quartile of the given frequency distribution
of 110 scores in achievement test below.
 RIO
REPORTER
 RIO
REPORTER
 RIO
REPORTER
 𝒛 −Score Siason
REPORTER
used to know the position of one
observation relative to others in a set of
data.
The mean and the standard deviation of the
scores can be used to compute a 𝑧 −score,
which will measure the relative standing of a
measurement in a data set.
A 𝑧 −score measures the distance between an
observation and the mean, measured in units
of standard deviation. The following
formulas show how to compute the 𝑧 −score
 Siason
REPORTER

Example 21: The monthly expenditures of a large group of households

has a mean of ₱48,700 and a standard deviation of ₱10,400. What is
the 𝑧 −value of monthly expenditures of ₱59,400 and ₱38,300?
 Siason
REPORTER

Solution:
Let 𝜇 = ₱48,700 and 𝜎 = ₱10,400 Using the formula of 𝑧 to
determine 𝑧 −values for the two 𝑥 values (₱59,400 and ₱38,300) are
computed as follows:
 Siason
REPORTER

Example 23: A consumer group tested a sample of 100 light bulbs. It

found that the mean life expectancy of the bulbs was 842 h, with a
standard deviation of 90. One particular bulb from the DuraBright
Company had a 𝑧 −score of 1.2. What was the life span of this light
bulb?
 Siason
REPORTER

Solution: Substitute the given values into the 𝑧 −score equation and
solve for 𝑥.

The light bulb had a life span of 950 h.

VILLANUEVA
REPORTER
 VILLANUEVA
REPORTER

The boxplot will give the following information:

a) If the median is near the center of the box, the distribution is approximately
symmetric.
b) If the median falls to the right of the center of the box, the distribution is negatively
skewed.
c) If the median falls to the left of the center of the box, the distribution is positively
skewed.
d) If the lines are about the same length, the distribution is approximately symmetric.
e) If the left line is larger than the right line, the distribution is negatively skewed.
f) If the right line is larger than the left line, the distribution is positively skewed.
 VILLANUEVA
REPORTER

The boxplot will give the following information:

a) If the median is near the center of the box, the distribution is approximately
symmetric.
d) If the lines are about the same length, the distribution is approximately
symmetric.
 VILLANUEVA
REPORTER

The boxplot will give the following information:

b) If the median falls to the right of the center of the box, the distribution is
negatively skewed.
e) If the left line is larger than the right line, the distribution is negatively skewed.
 VILLANUEVA
REPORTER

The boxplot will give the following information:

c) If the median falls to the left of the center of the box, the distribution is
positively skewed.
f) If the right line is larger than the left line, the distribution is positively skewed.
VILLANUEVA
REPORTER
 VILLANUEVA
REPORTER

Example 24: Construct a boxplot for the data set of the ages of 9 middle-
management employees of a certain company. The ages are 53, 45, 59, 48, 54,
46, 51, 58, and 55. What can you say about the distribution of the data set?
 VILLANUEVA
REPORTER

Example 24: Construct a boxplot for the data set of the ages of 9 middle-
management employees of a certain company. The ages are 53, 45, 59, 48, 54,
46, 51, 58, and 55. What can you say about the distribution of the data set?
Thank You
So Much