MATH 10A

Junior High School

4
 MATH 10A
Junior High School

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 MATH 10A
Junior High School

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 MATH 10A
Junior High School

Do you recognize the pictures below? Did you take the National Career Assessment
Examination (NCAE) when you were in Grade 9? If so, what was your score? Do you know your
rank?
Have you thought of comparing your academic performance with that of your classmates?
Have you wondered what score you need for each subject area to qualify for honors?
Whenever your teacher asks your class to form a line according to your height, what is your
position in relation to your classmates?
Have you asked yourself why a certain examinee in any national examination gets higher
rank than the other examinees? Some state colleges and universities are offering scholarship
programs for graduating students who belong to the upper 5%, 10% or even 25%. What does this
mean to you?

Photo Credits [Link] The Summit Express Photo,

Manila Bulletin File Photo,
 MATH 10A
Junior High School

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Lesson 1 Terminologies, I should be able to define 3 hours

Frequency Distribution terminologies used in Statistics
Table

Lesson 2 Measures of Central I should be able to compute 3 hours

Tendency the mean, median, and mode

Lesson 3 Measures of Variation I should be able to compute 2 hours

range, variance and
standard deviation

Lesson 4 Measures of Relative I should be able to compute 2 hours

Position z-score, quartiles and
percentiles

Lesson 5 Application I should be able to apply all 2 hours

appropriate statistics in
our research output.
 MATH 10A
Junior High School

Name: __________________________________________ Score:

Section: __________________________________________
Date: __________________________________________

FOR STUDENTS WITH ONLINE ACCESS:

Answer all the items in order to determine your skills about his module. You may proceed to the pre-
test by clicking the button below.

Take note of the items you were not able to answer correctly. You may correct your answer as you
go through with this module.

FOR OFFLINE STUDENTS:

Instructions: Read each statement carefully. Choose the letter of your choice.

1. What is the range of the given data set?

215, 308, 225, 336, 272, 300, 254, 260, 232, 216
a. 121 b. 122 c. 123 d. 124

2. How would you classify the data such as mother’s maiden name?
a. nominal b. interval c. ordinal d. ratio

3. Which of the following applies descriptive statistics?

a. Based on a random sample, it was concluded that the average cost
of a hotel room in Chicago was greater than one in Atlanta.
b. A study has concluded that the average credit card debt of college
graduates has increased from the year 2009 to 2010.
c. The average American viewer watches 151 hours of TV per month.
d. The average salary of a random sample of 50 high school teachers
in 2010 was $52,400.

4. Which of the following has the best relative position?

a. A score of 10 in the Algebra test with 𝑥̅ = 8 and SD = 3.57.
b. A score of 64 in Physics test with 𝑥̅ = 62 and SD = 3.24.
c. A score of 103 in Chemistry test with 𝑥̅ = 101 and SD = 3.45.
d. A score of 28 in Trigonometry test with 𝑥̅ = 26 and SD = 3.

5. “The number of students taking Statistics exam … ” This is an example of

which type of variable?
a. continuous b. ordinal c. discrete d. qualitative
 MATH 10A
Junior High School
6. “Archie got 60 on English test that has a mean of 54 and a standard deviation
of 3, and he scored 80 on a Science test with a mean of 75 and a standard
deviation of 2.” Given the situation, which of the following is true in terms of
relative position?
a. Archie’s performance in English has better relative position than
Science.
b. Archie’s performance in Science has better relative position than
English.
c. Archie’s performance in English is same as Science.
d. Archie’s is good both in English and Science.

7. Which of the following is a false statement?

a. Statistics is a science of collecting, classifying, organizing,
summarizing, analyzing, and interpreting data in order to draw
conclusions or make decisions.
b. Mass in kilograms is an example of ratio level of measurement.
c. Median is equal to D5, P50 and Q1.
d. The score is said to be below average if the z-score is positive.

For numbers 8 – 10, refer at the table below.

A teacher gave a test and the results are presented in the frequency table below
Class Limits f
12 – 24 16
25 – 37 42
38 – 50 19
51 – 63 13
8. How many respondents are there?
a. 80 b. 90 c. 100 d. 110
9. Which of the following is the median class?
a. 1st b. 2nd c. 3rd d. 4th
10. Which of the following is the modal class?
a. 1st b. 2nd c. 3rd d. 4th
 MATH 10A
Junior High School

Using your grades last year, identify your General Weighted Average (GWA). Refer
on the process below in identifying GWA.

Step1: Get the average per subject and multiply it by the unit of the subject.
Units
Subject
SHS GC SPA
ESP 9 0.67 0.67 0.67
English 9 1.33 1.33 1.33
Filipino 9 1.33 1.33 1.33
Araling Panlipunan 9 1 1 1
Math 9A (for SHS only) 1.33
Math 9B (for SHS only) 1
Math 9 (for GC and
1.33 1.33
SPA only)
Science (for GC
1.33 1.33
and SPA only)
Science A 1.33
Science B 1
TLE 1.67 1.33 1.33
MAPEH 1.33 1.33 1.33
SPEC (SPA only) 3.33
TOTAL 12.99 9.65 12.98

Step 2: Using the product from the units and average, add them all

Step 3: Divide by the total number of units.

 MATH 10A
Junior High School

Example:

Disclaimer: These are grades of a Grade 10 SHS student so units are based from
Grade 10 SHS. Please use the units given above in the table based in your program.
The units per program are already sorted.

GWA: 92.034

Every Monday, University of Santo Tomas Legazpi Junior High School Department
conducts flag ceremony at the UST-L Dome.

Considering the number of your classmates and their heights, answer the following
questions:
1. How tall are you in centimeters? ____________________________________
 MATH 10A
Junior High School

2. Assuming you’re at the dome already for flag ceremony, how many of your
classmates are in front of you? and how many are at your back? __________________

3. In terms of percentage, interpret your answer in number 2.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 MATH 10A
Junior High School

Your main goal in this section is to understand concepts by working on the

following questions:
- What is statistics?
- What are the different types of statistics?
- What part of statistics does my research belong?
- How do you analyze research using the data gathered?
Also, you will learn and understand key concepts of statistics.

“ Classify them ”

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$)/-1%:&#/00+7%,#,+#/%&'()#,*(#/0,121,.#=(-+'"#

Using your Personal Data Sheet (PDS) in previous activity, classify each item
according to its level of measurement.

1. Name 7. Age
2. Height 8. Mother Tongue
3. Gender 9. Address
4. Weight 10. Father’s and Mother’s Name
5. Birthdate 11. Occupation
6. Birthplace 12. LRN (Learner’s Reference
Number)
 MATH 10A
Junior# High School
#
#
# “ Frequency distribution table ”

Note: The link of video discussion of a sample on how to construct a complete frequency distribution
table explaining the stated below step by step manner of constructing such.

A frequency distribution table is a collection of observations produced by sorting them into

classes and showing their frequency occurrences in each class. Below are the steps on how to
construct frequency distribution table. Also, an example of constructing frequency table and
further explanation of the lesson at hand is given in the instructional video with its link.
Steps in Constructing Frequency Table
Step 1: Decide on the number of classes.
Step 2: Find the Range. R = highest – lowest
Step 3: Find the class interval. CI = range ÷ N Step 4: Select a starting point. Add the
class interval Step 5: Represent each score by a tally.
Step 6: Count the frequency of each class. Step 7: Find the cumulative frequency.

Here is a an example of complete frequency table column entries.

Class Class Real Class Cumulative
Limits Limits Midpoint Tally Frequency Frequencies
< >
# # # # # # #
# # # # # # #
#
9/&:L#U+%&,)70,#/#>)(S7(%0.#61&,)1=7,1+%#,/=-(#'1,*#O#0-/&&(&#1%#,*(#<12(%#6/,/#=(-+'"#
#
When 40 students were asked at UST-Legazpi, they reported the time they spent
(in minutes) to reach school, and the results were …
39 42 13 22 50 48 57
30 30 32. 60 34 41 47
46 50 46 50 51 64 70
59 49 12 21 39 33 31
30 22 35 35 36 26 30
38 39 40 60 48
 MATH 10A
Junior# High School
#
#
“ Graphs in statistics ”
Y1&,+<)/5## ## ## ## ############W1(#U*/),#
#

This is the graph that displays the data J,#1&#/#01)0-(#61216(6#1%,+#&(0,1+%&#+>#

by using bars (horizontal/vertical) of wedges according to the percentage
various heights to represent the frequencies in each category of the
frequencies and class real limits. distribution.

R)(S7(%0.#W+-.<+%##### ## #######Q<12( !

This graph displays the data by using This is the graph that represents the
lines that connect points plotted for the cumulative frequencies and midpoint
frequencies and midpoint of the classes. of each class.

Task: Using the given in Activity #5 “Frequency Table” , graph the data using the appropriate data discussed
above.
 MATH 10A
Junior High School

A measure of central tendency is a single value that attempts to describe a set of data by
identifying the central position within that set of data. As such, measures of central tendency are
sometimes called measures of central location. They are also classed as summary statistics. The
mean (often called the average) is most likely the measure of central tendency that you are most
familiar with, but there are others, such as the median and the mode.
The mean, median and mode are all valid measures of central tendency, but under different
conditions, some measures of central tendency become more appropriate to use than others. In the
following sections, we will look at the mean, mode and median, and learn how to calculate them and
under what conditions they are most appropriate to be used.

Measures of central tendency (ungrouped data)

Mean ( x )
i

The mean (or average) is the most popular and well known measure of central tendency. It
can be used with both discrete and continuous data, although its use is most often with continuous
data. The mean is equal to the sum of all the values in the data set divided by the number of values
in the data set.

∑&
𝑥̅ =
'
Example: Consider the wages below of workers in a factory in Philippine Peso (Php).
Staff 1 2 3 4 5 6 7 8 9 10
Salary 15k 18k 16k 14k 15k 15k 12k 17k 90k 95k

#
x = salary
∑& ()*,)))
n = no. of staff 𝑥̅ = = = Php 30.7k
' ,)
Σ𝑥 = 307k The mean salary for these ten staff is Php30.7k.
#
#
#
 MATH 10A
Junior# High School
#
Median
#
(x)
^
The median is the middle score for a set of data that has been arranged in order of magnitude.
The median is less affected by outliers and skewed data. In order to calculate the median, suppose we
have the data below:
65 55 89 56 35 14 56 55 87 45 92

We first need to rearrange that data into order of magnitude (smallest first):
14 35 45 55 55 56 56 65 87 89 92

Our median mark is the middle mark - in this case, 56 (highlighted in bold). It is the middle mark
because there are 5 scores before it and 5 scores after it. This works fine when you have an odd
number of scores, but what happens when you have an even number of scores? What if you had only
10 scores? Well, you simply have to take the middle two scores and average the result. So, if we look
at the example below:
65 55 89 56 35 14 56 55 87 45

We again rearrange that data into order of magnitude (smallest first):

14 35 45 55 55 56 56 65 87 89

Only now we have to take the 5th and 6th score in our data set and average them to get
a median of 55.50.

Mode ( x )
,
The mode is the most frequent score in our data set. On a
histogram it represents the highest bar in a bar chart or histogram.
You can, therefore, sometimes consider the mode as being the
most popular option. An example of a mode is presented below:

([Link]
[Link])
 MATH 10A
Junior High School
Normally, the mode is used for categorical data where
we wish to know which is the most common category, as
illustrated below:

We can see above that the most common form of

transport, in this particular data set, is the bus. However, one
of the problems with
the mode is that it is not
unique, so it leaves us
with problems when we have two or more values that share
the highest frequency, such at the right:
We are now stuck as to which mode best describes
the central tendency of the data. This is particularly
problematic when we have continuous data because we are
more likely not to have any one value that is more frequent
than the other. For example, consider measuring 30 peoples'
weight (to the nearest 0.1 kg). How likely is it that we will find
two or more people with exactly the same weight (e.g., 67.4 kg)? The answer, is probably very
unlikely - many people might be close, but with such a small sample (30 people) and a large range
of possible weights, you are unlikely to find two people with exactly the same weight; that is, to the
nearest 0.1 kg. This is why the mode is very rarely used with continuous data.

Another problem with the mode is that it will not provide us with a very good measure of
central tendency when the most common mark is far away
from the rest of the data in the data set, as depicted in the
diagram at the right.

In the diagram, the mode has a value of 2. We can

clearly see, however, that the mode is not representative
of the data, which is mostly concentrated around the 20 to
30 value range. To use the mode to describe the central
tendency of this data set would be misleading.
 MATH 10A
Junior High School

Measures of central tendency (grouped data)

,
Mean ( x ) Median ( x )
^ Mode ( x )
i

!
∑ "# '()"
𝑥̅ = $ 𝑥' = 𝐿𝑅𝐿# + CI*" +
"
&#
𝑥'= 𝐿𝑅𝐿# + CI%& &
#$ &"
∑ "& !
'*)"
𝑥̅ = 𝑀% + CI% $
& 𝑥' = 𝑈𝑅𝐿# + CI*" +
"

where: where: where:

##
∑ 𝑓𝑚 – sum of the products of frequency and midpoint
######################
LRL – lower real limits of median class
m LRLm – lower real limits of modal class
n – sample size n – sample size CI – class interval
Mo – midpoint of origin CI – class interval f – frequency of median class
CI – class interval f – frequency of median class <cf – less cumulative freq. of median class
∑ 𝑓𝑑 – sum of the products of frequency and deviation <cf – less cumulative freq. before of median class d1 – difference of less cumulative freq and modal
>cf – less cumulative freq. after of median class class
URLm – upper real limits of median class d2 – difference of greater cumulative freq and modal
>cf – greater cumulative freq. of median class class

(Note: The link of the video discussion of the sample below is in your Aralinks account and Sir Archie TV’s YouTube Channel)

Example:
METHOD 1
Below is the frequency table of Travelling Time (in minutes) of 60 Random University of Santo Tomas
– Legazpi Students to reach the school. Calculate the three measures of central tendency.
Class Limits f
1 – 11 3
12 – 22 5
23 – 33 11
34 – 44 16
45 – 55 10
56 – 66 8
67 – 77 6
78 - 88 1

T(,*+6#!#E,(;&L
!" Z&1%<#0-/&&#-151,&K#0+%&,)70,#m#0+-75%#=.#>1%61%<#,*(#516;+1%,#+>#(/0*#0-/&&"#
8" T7-,1;-.#(/0*#f#=.#1,&#m#/%6#/66#/%+,*()#0+-75%#>+)#fm"#
?" R1%6#,*(#&75#+>#,*(#fm#0+-75%#,*(%#')1,(#[Σfm =” before it.#
B" Z&(#,*(#>+)57-/: ∑ "#
𝑥̅ = $
 MATH 10A
Junior High School

Class Limits f m fm To get 6, get the midpoint of 1 and

11 (first class class limits).
1 – 11 3 6 18
12 – 22 5 17 85
23 – 33 11 28 308 To get 18, multiply the f and m.
3 x 6 = 18
34 – 44 16 39 624
45 – 55 10 50 500
56 – 66 8 61 488 To get 2538, add the entries in fm
67 – 77 6 72 432 column.
78 - 88 1 83 83
n = 60 fm = 2538

∑ "# %&'(
Computation: 𝑥̅ = = = 42.300 ∴ the mean travelling time of 60
$ )* random UST-Legazpi students is
42.300 minutes.
METHOD 2
1. Choose a temporary arbitrary origin. You can choose from any of the class limits
either at the center of, bottom or at the top.
2. Assign the class limits coded values starting with zero at the origin (positive below
the zero & negative above).
3. Add another column for fd then express it in [Σfd =____ ”
4. Use the formula: 𝑥̅ = 𝑀% + CI%
∑ "&
&
$

Computation:
∑ "&
𝑥̅ = 𝑀% + CI% $
&
∴ the mean travelling time of 60 random UST-
Legazpi students is 42.300 minutes.
+(
= 39 + 11# $
)* = 42.300
 MATH 10A
Junior High School

MeDian ( x )
METHOD 1
1. Use the <cf column.
2. Identify the median class in cumulative frequency by dividing the n by 2 to get the
middle part.
!
3. Use the formula 𝑥' = 𝐿𝑅𝐿 + CI*" '()"+
# "

Class Limits f <cf

1 – 11 3 3
<cf = 19 !
𝑛 60 12 – 22 5 8 '()"
= = 30 𝑥' = 𝐿𝑅𝐿# + CI*" "
+
2 2 23 – 33 11 19
+,'-.
34 – 44 16 35 = 33.5 + 11% &
-/
45 – 55 10 45
= 41.063
56 – 66 8 53
67 – 77 6 59
78 - 88 1 60

METHOD 2
1. Use the >cf column.
2. Identify the median class in cumulative frequency by dividing the n by 2 to get the
middle part. !
3. Use the formula 𝑥' = 𝑈𝑅𝐿# + CI*" '*)"+
"

Class Limits f <cf !

'*)"
1 – 11 3 60 𝑥' = 𝑈𝑅𝐿# + CI*" "
+
12 – 22 5 57 +,'01
𝑛 60 = 44.5 – 11% &
= = 30 23 – 33 11 52 -/
2 2
34 – 44 16 41 = 41.063
45 – 55 10 25
56 – 66 8 15
67 – 77 6 7 >cf = 25
78 - 88 1 1

∴ the median is 41.063

 MATH 10A
Junior High School
,
MODE ( x )
1. Use the f column.
2. Identify the modal class by finding the class with the highest frequency.
3. Use the formula
&
𝑥'= 𝐿𝑅𝐿# + CI%& #& &
#$ "

,! !
𝑥' = 𝐿𝑅𝐿# + CI# $ = 33.50 + 11! " = 38.500
,!" ,# !"#

Below are the ages (in year/s) of COVID-19 positive patients in Bicol Region
for August 25 – 31, 2020 (source: DOH CHD – Bicol Official Facebook). Construct frequency
distribution table with 8 classes and calculate the three measures of central tendency.
60 26 65 29 76 66 55 24 56 26 72 33 78
41 23 32 46 28 42 48 32 53 52 31 57 22
15 51 26 27 23 49 40 15 45 50 68 37 56
80 32 32 54 23 54 46 43 30 29 32 58 33
29 1 49 50 42 50 24 66 46 15 50 57 7
17 26 47 58 28 34 53 60 0 27 20 54 53
4 24 22 19 33 52 38 38 51 30 55 58 70
54 25 1 27 41 31 36 29 1 28 36 4
 MATH 10A
Junior High School

What is VARIABILITY?

Variability refers to how “spread out” a group of score is. The terms variability, spread,
and dispersion are synonyms, and refer to how spread out a distribution is. In this particular
measure, we will discuss the variability of a distribution. Low dispersion tells us that data are
clustered tightly with respect to its mean while high dispersion means they fall further away.

These are the most commonly used measures of variability: range, variance and
standard deviation.

RANGE
The range is the simplest measure of variability to calculate, and one you have probably
encountered many times. The range is simply highest score minus lowest score.

“The higher the range, the greater the dispersion of the data.”

Let’s take a few examples. What is the range of the range of the following group of
numbers: 10, 2, 5, 6, 7, 3, 4? Well, the highest is 10, and the lowest is 2, so the range is 10 – 2
= 8. Another example, here are the scores of 10 students in an exam: 99, 45, 23, 67, 45, 91,
82, 78, 62 and 51. Considering the highest: 99 and lowest: 23, the range is 99 – 23 = 76. Source:
[Link]

VARIANCE AND STANDARD DEVIATION

Variance is the average squared difference of the values from the mean. Unlike the
range, the variance includes all values in the calculation by comparing each value to the mean.
Standard deviation, on the other hand, is the standard or typical difference between each data
point and the mean.

To calculate this, you get the squared differences between the data points and the
mean, add and divide by the number of observations. You obtain standard deviation by getting
the square root of variance.
 MATH 10A
Junior High School
UNGROUPED DATA
There are two formulae for the variance depending on whether you are calculating
the variance for an entire population or using a sample to estimate the population variance
Variance Population Calculation Variance Sample Calculation

2(4'4̅ )" 2(4'4̅ )"

V= 7
V= $'-

Standard Deviation Calculation

SD = √𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒

Example of calculating of Variance of Ungrouped Data

(Note: The link of the video discussion of the sample below is in your Aralinks account and Sir Archie TV’s YouTube Channel)

Calculate the sample variance of the data given:

25, 22, 16, 29, 34, 38, 52, 20, 21, 33, 58, 55, 19, 26, 46, 11, 39
Solution:
1. Arrange and get the mean of the data using the formula.

! = 11 + 16 + 19 + 20 + 21 + 22 + 25 + 26 + 29 + 33 + 34 + 38 + 39 + 46 + 52 + 55 + 58
𝑥
17

𝑥̅ = 544
17
𝑥̅ = 32
2. Get the difference of each to the mean then square as the third column. Get the sum of the third
column and express it in the form of Σ(𝑥 − 𝑥̅ )0 .
x 𝑥 − 𝑥̅ (𝑥 − 𝑥̅ )0
11 -21 441
16 -16 256
19 -13 169
20 -12 144
21 -11 121
22 -10 100
25 -7 49
26 -6 36
29 -3 9
33 1 1
34 2 4
38 6 36
 MATH 10A
Junior High School
39 7 49
46 14 196
52 20 400
55 23 529
58 26 676
Σ(𝑥 − 𝑥̅ )0 = 3216

Using the formula of sample variance, Using the formula of SD,

2(4'4̅ )"
V= SD = √𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒
$'-

+0-/ = √201
= -8'-
= 14.177
V = 201

Figure 1. Graph of Dispersion

GROUPED DATA
1. Find the midpoint of each class.
2. Make a column for fm by finding the product of frequency and midpoint. Find
the sum and express it as Σfm.
3. Make a column for fm2 by finding the product of frequency and square of
midpoint and express it as Σfm2.
4. Use the formula $2"#" '(2"#)"
V= $($'-)

5. To get SD, get the square root of Variance. SD = √𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒

 MATH 10A
Junior High School
Example:

Calculate the Variance and SD of Travelling Time (in minutes) of 60 Random University of
Santo Tomas – Legazpi Students to reach the school

Class Limits f
1 – 11 3
12 – 22 5
23 – 33 11
34 – 44 16
45 – 55 10
56 – 66 8
67 – 77 6
78 - 88 1

Solution:

Class Limits f m fm fm2 To get 18, multiply the f by m.

3 x 6 = 18
1 – 11 3 6 18 108
12 – 22 5 17 85 1445
23 – 33 11 28 308 8624 To get 108, multiply the f by the
34 – 44 16 39 624 24336 square of m.
45 – 55 10 50 500 25000 3 x 62 = 108
56 – 66 8 61 488 29768
67 – 77 6 72 432 31104
78 - 88 1 83 83 6889
n = 60 Σfm = 2538 Σfm2 = 127274

Using the formulae,

$-"#! .(-"#)!
V= $($.+)
)*(+%1%12).(%&'()! Figure 2. Graph of Dispersion
=
)*()*.+)
= 337.569
SD = √𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒

= √337.569
≈ 18.373
 MATH 10A
Junior High School

Let’s
disperse
Using the same given in Activity, calculate the SD and Variance of the Travelling
Time of 60 Random UST-Legazpi students to reach the campus. Graph the dispersion of
the data.

Another way of analyzing a data set is arranging all the observations Statisticians
often talk about the position of a value, relative to other values in a data set. Discussion
of data anaylsis These are the measures of relative position being used in a data set: z-
scores (standard scores), quartiles, deciles and percentiles.

Percentiles
Assume that the elements in a data set are rank ordered from the smallest to the
largest. The values that divide a rank-ordered set of elements into 100 equal parts are
called percentiles.

An element having a percentile rank of Pi would have a greater value than i percent of all
the elements in the set. Thus, the observation at the 50th percentile would be denoted
P50, and it would be greater than 50 percent of the observations in the set. An observation
at the 50th percentile would correspond to the median value in the set.

Quartiles
Quartiles divide a rank-ordered data set into four equal parts. The values that divide each
part are called the first, second, and third quartiles; and they are denoted by Q1, Q2, and
Q3, respectively. The chart below shows a set of four numbers divided into quartiles.
 MATH 10A
Junior High School
Note the relationship between quartiles and percentiles. Q1 corresponds to P25, Q2
corresponds to P50, Q3 corresponds to P75. Q2 is the median value in the set.

Standard score or z-score

A standard score (aka, a z-score) indicates how many standard deviations an element
is from the mean. A standard score can be calculated from the following formula.

z = (X - μ) / σ

where z is the z-score, X is the value of the element, μ is the mean of the population,
and σ is the standard deviation.

Here is how to interpret z-scores.

§ A z-score less than 0 represents an element less than the mean.

§ A z-score greater than 0 represents an element greater than the mean.
§ A z-score equal to 0 represents an element equal to the mean.
§ A z-score equal to 1 represents an element that is 1 standard deviation greater
than the mean; a z-score equal to 2, 2 standard deviations greater than the
mean; etc.
§ A z-score equal to -1 represents an element that is 1 standard deviation less
than the mean; a z-score equal to -2, 2 standard deviations less than the mean;
etc.

UNGROUPED DATA

The quartiles are the score points which divide a distribution into four equal parts.
Twentyfive percent (25%) of the distribution are below the first quartile, fifty percent (50%)
are below the second quartile and seventy-five percent (75%) are below the third quartile.
First quartile (Q1) is called lower quartile while second quartile (Q2) is called upper quartile
and second quartile (Q2) is just the median.

Since the second quartile is equal to the median, the steps in the computation of median
by identifying the median class is the same as the steps in identifying the Q1 class and
the Q2 class.

first 25% second 25% third 25% last 25%

Q1 Q2 Q3
 MATH 10A
Junior High School
Finding Quartiles using Linear Interpolation Method

Examples:

1. The owner of a coffee shop recorded the number of customers who came into his
café each hour in a day before and after typhoon Rolly. The operating hours of the
café after the typhoon was diminished due to power shortage. Calculate the lower
and upper quartiles of the customers visited the café before and after the typhoon.
Before: 14, 10, 12, 9, 17, 5, 8, 9, 14, 10,11
After: 35, 15, 14, 5, 9, 23, 19, 18, 10

Solution:
BEFORE
In ascending order … 5, 8, 9, 9, 10, 10, 11, 12, 14, 14, 17

Illustrating the solution …

5 8 9 9 10 10 11 12 14 14 17

This is the middle value, thus, this is the median/ Q2

Upper Quartile or Q3 is the middle

value of second half. Thus, 14 is
Lower Quartile or Q1 is the middle
Q3 since it is the middle part of
value of first half. Thus, 9 is Q1
11, 12, 14, 14, 17.
since it is the middle part of
5, 8, 9, 9, 10.
AFTER
In ascending order … 5, 9, 10, 14, 15, 18, 19, 23, 35

Illustrating the solution …

5 9 10 14 15 18 19 23 35

This is the middle value, thus, this is the median/ Q2

In the case of even number, get In the case of even number, get
the average of the two middle the average of the two middle
values. Thus, 9.50 is Q1 since values. Thus, 21 is Q3 since
9 + 10 19 + 23 = 21
= 9.50
2 2
 MATH 10A
Junior High School

The lower (Q1) and upper (Q3) quartiles of the number of costumers visited the café before
the typhoon are 9 and 14 respectively while after the typhoon are 9. 50 and 21.00
respectively.

2. In the given data set, Q1 is the 8th datum. What is the sample size of the data set?

Solution:

The lower quartile (Q1) is the middle value of the first half of the given data set. So,
there are 7 values before and after Q1. Therefore, there are 7 + 1 + 7 values in the first
half. Multiply it by two to represent the upper half then add 1 for the median, thus …
15 ´ 2 = 30 + 1 (median) = 31 data values
Illustratively …
1 (Q1) 1 (Q2) 1 (Q3)

7 7 7 7
If this isQ1 and
8th datum, there are 7 + 1 + 7 + 1 + 7 + 1 + 7 = 31
7 below values.

Relative to quartiles, we have what we call “Inter-Quartile Range (IQR) ” which is

being used as part of measure of variation. This can also be used in identifying the
dispersion of the data. In order to find IQR, get the difference of lower and upper quartiles
(IQR = Q3 – Q1). The dispersion of the data set can be illustrated by “Box-and-Whisker
Diagram” (also known as box-plot) which shows the quartiles, lowest and highest data
and IQR. Below are the box-and-whisker diagrams of the Example 1 above illustrating
the numbers customers of a coffee shop before and after the destruction of typhoon Rolly.

BEFORE

AFTER
 MATH 10A
Junior High School

The box contains the middle 50% of the data. The median is marked by the vertical
line segment in the box. The first quartile (Q1) and the third quartile (Q3) are marked by
the left and right edge of the box respectively. The line segment extending from left edge
and right edge are lowest and highest value which are called the whiskers. Each whisker
contains 25% of the data.

minimum value Q1 median/ Q2 Q3 maximum value

25% 25% 25%. 25%

Outlier is the extremely high value or extremely low value in the given data set. If a
minimum value or maximum value is considerably the farthest from the rest of the value
in the data. Outliers can be determined the following formulae below:
Lower Outlier – less than Q1 – 1.5(IQR)
Upper Outlier – greater than Q3 + 1.5(IQR)

Examples:
Using the previous Example 1 showing the numbers customers of a coffee shop before
and after the destruction of typhoon Rolly, let’s find out if there is/are outlier/s.

BEFORE THE TYPHOON AFTER THE TYPHOON

Given: 14, 10, 12, 9, 17, 5, 8, 9, 14, 10,11

Given: 35, 15, 14, 5, 9, 23, 19, 18, 10

Q1 = 9 Q1 = 9. 50
Q3 = 14 Q3 = 21
IQR = Q3 – Q1 = 21 – 9.50 = 11. 50
IQR = Q3 – Q1 = 14 – 9 = 5
Lower Outliers Upper Outliers Lower Outliers Upper Outliers
Q1 – 1.5(IQR) Q3 + 1.5(IQR) Q1 – 1.5(IQR) Q3 + 1.5(IQR)
= 9 – 1.5(5) = 14 + 1.5(5) = 9.5 – 1.5(11.5) = 21 + 1.5(11.5)
= 9 – 7.5 = 14 + 7.5 = 9 – 17.25 = 14 + 17.25
= 21.5 = -8.25 = 31.25
= 1.5
Since there are no values lower than 1.5 Since there are no values lower than
and greater than 21.5, there are NO outliers. -8.25, there are no lower outliers. However,
since there is a value higher than 31.25
and that is 35, we consider
35 as outlier of the data set.
 MATH 10A
Junior High School
GROUPED DATA
The formula to be used in finding the three measures of relative position:

where: LRL – lower real limits of quartile, decile

and percentile class
3$.45" CI – class interval
Qn / Pn = 𝐿𝑅𝐿9/; + CI# $
" k – n/4 (quartiles)
n/10 (deciles)
n/100 (percentiles)
n – sample size
<cf – less cumulative frequency before
f – frequency
Example:

Calculate the indicated quartiles, percentiles and deciles given the data of Travelling Time
(in minutes) of 60 Random University of Santo Tomas – Legazpi Students to reach the
school.

Class Real
Class Limits f <cf
Limits
1 – 11 0.5 – 11.5 3 3
12 – 22 11.5 – 22.5 5 8
23 – 33 22.5 – 33.5 11 19
34 – 44 33.5 – 44.5 16 35
45 – 55 44.5 – 55.5 10 45
56 – 66 55.5 – 66.5 8 53
67 – 77 66.5 – 77.5 6 59
78 - 88 77.5 – 88.5 1 60
Σf = 60

a. Q1 d. P35 g. D3

b. Q2 e. P65 h. P6

c. Q3 f. P95 i. P9
 MATH 10A
Junior High School

Solution:
+
a. Q1 = kn = (60) = 15 (which falls between 2nd and 3rd class, thus quartile class is the 3rd)
2

Class Real
Class Limits f <cf
Limits
3$.45"
Q1 = 𝐿𝑅𝐿9 + CI# $ 1 – 11 0.5 – 11.5 3 3
"
12 – 22 11.5 – 22.5 5 8
+&.(
= 22.5 + 11# $ 23 – 33 22.5 – 33.5 11 19
++
34 – 44 33.5 – 44.5 16 35
= 29.500
45 – 55 44.5 – 55.5 10 45
% 56 – 66 55.5 – 66.5 8 53
b. Q2 = kn = (60) = 30 (which falls between 3rd 67 – 77 66.5 – 77.5 6 59
2
and 4th class, thus quartile class is the 4th) 78 - 88 77.5 – 88.5 1 60
Σf = 60
3$.45" '
Q2 = 𝐿𝑅𝐿9 + CI# $ c. Q3 = kn = (60) = 45 (which falls in 5th class,
" 2
'*.+6 thus quartile class is the 5th)
= 33.5 + 11# $
+)
3$.45"
Q3 = 𝐿𝑅𝐿9 + CI# $
= 41.063 "
2&.'&
= 44.5 + 11# $
+*
= 56.600
'& )&
d. P35 = kn = (60) = 21 (which falls between 3rd e. P65 = kn = (60) = 39 (which falls between 4th
+** +**
and 4th class, thus percentile class is the 4th) and 5th class, thus percentile class is the 5th)
3$.45" 3$.45"
P35 = 𝐿𝑅𝐿9 + CI# $ P35 = 𝐿𝑅𝐿9 + CI# $
" "
%+.+6 '6.'&
= 33.5 + 11# $ = 44.5 + 11# $
+) +*
= 34.875 = 48.900
6& '
f. P95 = kn = (60) = 57 (which falls between 6th g. D3 = kn = (60) = 18 (which falls between 2nd
+** +*
and 7th class, thus percentile class is the 7th) and 3rd class, thus percentile class is the 3rd)
3$.45" 3$.45"
P95 = 𝐿𝑅𝐿9 + CI# $ D3 = 𝐿𝑅𝐿9 + CI# $
" "
&1.&' +(.(
= 66.5 + 11# $ = 22.5 + 11# $
) ++
= 73.833 = 32.500
 MATH 10A
Junior High School
) 6
h. D6 = kn = (60) = 36 (which falls between 4th i. D9 = kn = (60) = 54 (which falls between 6th
+* +*
and 5th class, thus percentile class is the 5th) and 7th class, thus percentile class is the 7th)
3$.45" 3$.45"
D6 = 𝐿𝑅𝐿9 + CI# $ D9 = 𝐿𝑅𝐿9 + CI# $
" "
').'& &2.&'
= 44.5 + 11# $ = 66.5 + 11# $
+* )
= 45.600 = 68.333

Task:

UNGROUPED DATA
A. Using the data below, calculate/ illustrate the following:
a. Q1 , Q2 , Q3 d. P30
b. IQR e. P60
c. outlier/s f. D2
d. box-and-whisker diagram g. D8

25 29 23 22 31 54 37 66 30
45 53 4 48 56 41

GROUPED DATA
B. Using the data below of letter B in Activity 10, calculate the following:
a. Q1 , d. P30
b. Q2 e. P60
c. Q3 f. D2
d. IQR g. D8
 MATH 10A
Junior High School

Have you thought of comparing your score in Quiz 1 with that of your
classmates?

Have you wondered what score you need for each subject to as honor
student? Use appropriate statistical approach to answer the questions
above.

With this activity, I want you to record your scores in Quiz 1 to Quiz 3 of
previous quarter and identify your standing with your classmates? Show
the computation using the measures of relative position?
 MATH 10A
Junior High School

Performance Task

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 MATH 10A
Junior# High School
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Standards 4 3 2 1
Understanding Demonstrated Demonstrated Demonstrated Demonstrated
of Task substantial understanding gaps in their little
understanding of the content understanding understanding
of the content, and task, even of the content of the content
processes and though some
demands of the supporting
task ideas or details
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Completion of Fully achieved Accomplished Completed Attempted to
Task the purpose of the tasks most of the task accomplish the
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including little or no
thoughtful, success
insightful
interpretations,
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Communication Communicated Communicated Communicated Did not finish
of Findings their ideas and their findings their ideas and the research
findings effectively findings study and/or
effectively, were not able
raised to
interesting and communicate
provocative ideas very well
questions, and
went beyond
what was
expected
Group Process Used all their Worked well Worked Did not work
time together most together some very
productively. of the time. of the time productively
Everyone was They usually
involved and listened to each
contributed to other and used
the group each other’s
process and ideas.
product.
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 MATH 10A
Junior# High School
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 MATH 10A
Junior# High School

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