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Advanced Statistics
Quarter 2 – Module 8:
OUTLIERS

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Advanced Statistics – Grade 9
Alternative Delivery Mode
Quarter 2 – Module 8: Outliers
First Edition, 2020

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Published by the Department of Education

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

Development Team of the Module

Author: JANSTEN B. MAPATAC

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Department of Education – Region II

Office Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500
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E-mail Address: region2@[Link]

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Advanced Statistics
Quarter 2 – Module 8:
Outliers

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Introductory Message
For the facilitator:

Welcome to the Advanced Statistics – Grade 9 Alternative Delivery Mode (ADM)

Module on Outliers.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teach er

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Advanced Statistics Alternative Delivery Mode (ADM) Module on

Outliers.

Through our hands we may learn, create and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and
time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.

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 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to discuss
the concepts of outliers. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module is all about outliers.

After going through this module, you are expected to compute outliers, both
major and minor, with speed and accuracy.

What I Know
Directions: Choose the letter of the correct answer from the given choices by
writing the chosen letter on a separate sheet of paper.

1. What is an extremely high or an extremely low data value when compared

with the rest of the data values?
A. Fences C. Minor Outlier
B. Outlier D. Major Outlier
2. What includes approximately the middle 50% of the values in an array?
A. Range C. Quartile Deviation
B. Outlier D. Interquartile Deviation
3. What do you call the point the falls outside the inner fences?
A. Outlier C. Major Outlier
B. Minor Outlier D. Interquartile Range
4. Which of the following is the first step in determining the outliers in a data
distribution?
A. Arrange the data in order.
B. Find the interquartile range first.
C. Find the inner and outer fences.
D. Check if there are data that are smaller than the IQR.
5. In the data distribution 1, 2, 3, 4, 5, and 300, which is likely to be an
outlier?
A. 3 C. 5
B. 4 D. 300

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Lesson

01 Outliers

In the previous module on measures of position, you learned some concepts

about quartile, decile, percentile, percentile rank, quartile deviation, and
interquartile range.

In this lesson, you will learn more about outliers. Still, the concept of
interquartile range will be included in this lesson. Computation of the inner and
outer fences as well as minor and major outliers will also be discussed in this
lesson.

What’s In
Let’s revisit what you have learned from your previous module.

Quantiles are a natural extension of the idea of a median in that they are
values which divide a set of data into equal parts. While median divides the
distribution into two parts, the quantiles divide it into four, ten, or one hundred
equal parts. The quantile that divide the distribution into four equal parts denoted
by Q1, Q2, and Q3 is called the quartile. Twenty-five percent fall below the first
quartile (Q1), 50% are below the second quartile (Q2), and 75% are less than the
third quartile (Q3). Those which divide the distribution into ten parts are called
deciles. Those which divide the distribution into 100 equal parts are called
percentiles. Percentile rank, on the hand, indicates the percent of all scores that
fall below a particular score.
The quartile deviation is a measure that describes the existing dispersion in
terms of the distance selected observation points. Simply, it is the percentage
scores that are equal to or less than a given score. The interquartile range includes
approximately the middle 50% of the values in an array.

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.

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 What’s New
Activity 1. Wordscapes

Directions: Below are scrambled letters. You need to connect each letter to form
words that are associated with the lesson. Place your answers on the
boxes that are provided. The formed words should fill in the available
boxes perfectly.

L M

U O

J N

N I

R A

E T

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 What is It
OUTLIERS

An outlier is an extremely high or an extremely low data value when

compared with the rest of the data values. An outlier has to be removed from a data
set because this can strongly affect the mean and standard deviation.
If it is obvious that the outlier is due to incorrectly entered or measured
data, you should drop the outlier. If the outlier does not change the results but
does affect assumptions, you may drop the outlier. But note that in a footnote of
your paper.

Steps in solving outliers.

1. Arrange the data in order and find the median (Q2), lower quartile (Q1) and
upper quartile (Q3).
2. Find the interquartile range: IQR = Q3-Q1
3. Multiply the IQR by 1.5
4. Find the “inner fences” for the data set by subtracting the value obtained in
step 3 from Q1 and adding the value to Q3.
Note: A point that falls outside the data set’s inner fences is classified as a
minor outlier, while one that falls outside the outer fences is classified as
major outlier.
5. Check the data set for any data value that is smaller than Q 1-1.5(IQR) or
larger than Q3 +1.5(IQR).
6. Find the “outer fences” for the data set by multiplying 3 to the IQR. (Note:
Any data points that lie outside the outer fences are considered major
outliers.)

Sample Problem:
Identify the outliers from the data distribution: 16, 18, 22, 19, 3, 21, 17, 20.

Solution:
A. Arrange the data in an array.
3, 16, 17, 18, 19, 20, 21, 22
Find Q3 and Q1. Based from earlier discussions on how to find the first and
third quartile, and .
B.
C. Multiply IQR by 1.5. ( )
D. Inner Fences

E. Minor Outlier/s: 3 since it fell outside the range of the inner fences which
are 9.5-27.5. Refer to the original data to identify the value/s that is/are
outlier/s.
F. Multiply the IQR by 3 to identify the outer fences and major outliers.
( )
Outer Fences

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 G. Major Outlier/s: None, since no value from the given data set fell outside the
range of 2.75-34.25

What’s More
Activity 2. Target Shooting
Directions: Place the correct answer in each item on the target shooting board.

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In the data distribution 24, 32, 54, 31, 16, 18, 19, 14, 17, 20, find the following:

1. IQR 4. Minor Outlier/s

2. Inner Fences 5. Major Outlier/s
3. Outer Fences

What I Have Learned

Directions: Supply the missing blanks to complete the sentences.

An _____________ is an extremely high or an extremely low data value when

compared with the rest of the data values. A point that falls outside the data set’s
inner fences is classified as a ______________, while one that falls outside the outer
fences is classified as _______________.

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 What I Can Do
In the data distribution 14.7, 15.16, 8.5, 10, 15, 8.5, find the following:

1. IQR 4. Minor Outlier/s

2. Inner Fences 5. Major Outlier/s
3. Outer Fences

Assessment
Directions: Answer the following questions below.

1. Which of the following is the difference between the third and first quartile?
A. Outlier C. Outer Fence
B. Minor Outlier D. Interquartile Deviation
2. Krizelle found out that a data fell outside the computed outer fences. What is
the specific term given to the said data?
A. Outlier C. Major Outlier
B. Minor Outlier D. Outer Fence
3. If 1.5 should be multiplied to the interquartile range to determine the inner
fences, what should be multiplied to the interquartile range if one wants to
obtain the outer fences?
A. 1 B. 2 C. 3 D. 4
4. If it is obvious that the outlier is due to incorrectly entered or measured data,
what should you do?
A. Retain the outlier.
B. Drop or remove the outlier.
C. Adjust the data to fit the data distribution.
D. Change the data or number with another number.
5. Which of the following is TRUE to obtain the inner fences?
A. Find the interquartile range: IQR = Q3-Q1
B. Find the “inner fences” for the data set by multiplying 3 to the IQR.
C. Find the “inner fences” for the data set by subtracting the value obtained
in 1.5(IQR) from Q1 and adding the value to Q3.
D. Arrange the data in order and find the median (Q2), lower quartile (Q1)
and upper quartile (Q3).

Additional Activities
Create an inspirational quote integrating the concepts of outliers. Your output will
be assessed by the following criteria:

Originality – 5 points
Relevance – 5 points
Inspirational elements – 5 points

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References
Arao, Rosalia R, Antonio Roland I CoPo, Angeline T Laddaran, Leila D Meija, and
Yonardo A. Gabuyo. 2015. Statistics. Quezon City, Philippines: Rex Book
Store, Inc.
Batanero, Carmen, and Manfred Borovcnik. 2016. Statistics and Probability In High
School. Rotterdam: SensePublishers.

Carpio, Joy N. n.d. Statistics and Probability/Joy N. Carpio [And Three Others].

Mario F. Triola. 2018. Elementary Statistics. New York: Pearson Education, Inc.
Yao, Ana Maria S.D, Helen D Tizon, Immaculata A Policarpio, Leila D. P Mejia,
Angeline T Laddaran, Yonardo A Gabuyo, Antonio Roland I CoPo, and
Priscilla S Altares. 2012. Elementary Statistics With Computer
[Link] City: Rex Printing Company, Inc.

“K12MATH014: Advanced Statistics|Saylor Academy”. 2020. Saylor Academy.

[Link]

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Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [Link]@[Link] * [Link]@[Link]

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