MATHEMATICS 7

School Year 2022-2023 4

Time frame: Weeks 25 to 26
Specific Objectives:
At the end of the lesson, the learners are expected to:
 Illustrate polygons: (a) convexity; (b) angles; and (c) sides.
 derives inductively the relationship between exterior and interior
angles of a convex polygon.
 construct triangles, squares, rectangles, regular pentagons, and
regular hexagons.
 illustrate a circle and the terms related to it: radius, diameter chord,
center, arc, chord, central angle, and inscribed angle.
 solve problems involving sides and angles of a polygon.

About the Lesson:

This lesson focuses on polygons and their relationships, basic concepts of
circles, construction of regular polygons, and problems involving angles
and sides of polygons.

Identify the polygons below. Put a check mark on the blank.

________√________ _____________ _____________ _____________

________________ ______________ _______________ _____________

 _____________ ____________ ________________ _____________

Can you differentiate a polygon form a non-polygon? __________

What is a polygon? _________________________________________

Definition of a Polygon
Polygon
The word “polygon” comes from the Greek words “poly”, which means
“many,” and “gon,” which means “angles.”

A polygon is a union of non-collinear segments, the sides, on a plane

that meet at their endpoints, the vertices, so that each endpoint
(vertex) is contained by exactly two segments (sides).
(DepEd-Learning Materials Math 7)

Study the examples and non-examples below. Observe their differences:

Examples Non- examples

There are specific terms to name some polygons. It is based on the

number of sides/angles.
Polygon Number of Polygon Number of
sides/angles sides/angles
Triangle 3 Octagon 8
Quadrilateral 4 Nonagon 9
Pentagon 5 Decagon 10
Hexagon 6 Undecagon 11
Heptagon 7 Dodecagon 12
Regular polygon
- a polygon with congruent sides and congruent angles.

Triangle (DEF) Quadrilateral (WXYZ)

sides: 3 (DF, DE, ED) sides: 4 (WX, XY, YZ, WZ)
vertices: 3 (D, E, F) vertices: 4 (W, X, Y, Z)
angles: 3 angles: 4
(each angle measures 60𝑜 ) (each angle measures 90𝑜 )

Convexity of Polygon

Convex polygons Concave polygons

Convex polygons
- A convex polygon is defined as a polygon with all its interior angles
less than 180°. This means that all the vertices of the polygon will point
outwards, away from the interior of the shape. (https://bit.ly/3gVGsJt)

Construct one convex and one concave polygon using any straight
edge. Then, identify the following:

1. 2.

polygon: ________________ polygon: ________________

sides: ___________ sides: ___________
vertices: ____________ vertices: ____________
angles: ________________ angles: ________________
 Interior and Exterior Angles of a Convex Polygon

Interior Angle Exterior Angle

- an angle formed inside the -an angle that is both supplement and
polygon by two adjacent adjacent to one of its interior angles.
sides. Example: ∠𝐷𝐸𝐺
Example: ∠𝐷𝐸𝐹
The sum of an exterior angle and its adjacent interior angle is180
degrees. The two angles also form a linear pair.

Find the value of 𝑘. Show your process.

Given: ∠𝐺𝐵𝐼 = 120𝑜
Find: 𝑘

Polygon Number of Number of Sum of the Angles

Sides Triangles
triangle 3 1 1(180𝑜 ) = 𝟏𝟖𝟎𝒐
quadrilateral 4 2 2(180𝑜 ) = 𝟑𝟔𝟎𝒐
pentagon 5 3 3(180𝑜 ) = 𝟓𝟒𝟎𝒐
hexagon 6 4 4(180𝑜 ) = 𝟕𝟐𝟎𝒐
heptagon 7 5 5(180𝑜 ) = 𝟗𝟎𝟎𝒐
Polygon: Interior Angle Sum
The sum (S) of the measures of the angles of a covex polygon with 𝑛
sides is (𝒏 − 𝟐)𝟏𝟖𝟎.

Find the sum of the interior angles of a dodecagon.Construct

the polygon and show your process below.

Triangles
Triangle
- A polygon with three sides and three angles.

credits: https://bit.ly/2Y7knA5
 Quadrilateral
Quadrilateral
- A four-sided polygon.

credits: https://bit.ly/34ja3Jx

Circles
Circle
- set of all points that are the same distance from a fixed point.
This fixed point is called the center of the circle.

 radius – a segment joining the center of the circle and any point
on the circle.
 chord - a segment that connects any two points of a circle.
 diameter - a chord that passes through the center of a circle
 central angle - an angle whose vertex is on the circle’s center, and
whose sides intersect the circle at two points.
 Inscribed angle - angle formed in the interior of a circle when two
chords intersect on the circle.
 arc - a portion of a circle determined by a central angle.
 1. Name of the cicle: circle A or ⨀𝐴
2. Radii (plural of radius): ̅̅̅̅
𝐴𝐺 , ̅̅̅̅
𝐴𝐵, ̅̅̅̅
𝐴𝐸, ̅̅̅̅
𝐴𝐹
3. Chords: 𝐶𝐻 , 𝐶𝐷 , 𝐸𝐹
̅̅̅̅ ̅̅̅̅ ̅̅̅̅
4. Diameter: ̅̅̅̅
𝐸𝐹
5. Central angle: ∠𝐵𝐴𝐺
6. Inscribed angle:∠𝐷𝐶𝐻
7. Arcs: , ,

Identify the parts of the circle:

(give 1 example for each)
1. Name of the circle: ____________
2. Radius: __________________
3. Chords: __________________
4. Diameter: _________________
5. Central angle: ____________
6. Inscribed angle: __________
7. Arcs: _____________________

Observe the illustration below on how to construct a polygon.

Step 1: Construct a circle using a compass.
360𝑜
Step 2: Divide the circle into the desired number of sides. 𝑛
Step 3: Connect the two adjacent points on the circle.
Triangle

360𝑜 360𝑜
= = 𝟏𝟐𝟎𝒐
𝑛 3
Quadrilateral
(Square)

360𝑜 360𝑜
= = 𝟗𝟎𝒐
𝑛 4
Pentagon

360𝑜 360𝑜
= = 𝟕𝟐𝒐
𝑛 5

Let’s apply the concepts that you have learned in the given problems:
A. Find the measure of the missing angles. Show your process.
1. 2.

B. Find the value of the variables. Show your process.

1. 2.
Name: _____________________________________ Grade & Section: __________
A. Construct 1 regular polygon. Name its sides, angles, sum of its
interior angles.

B. Find the value of 𝒙 𝒂𝒏𝒅 𝒚. Show your process.

1. 2.

C. Solve the problems. Write the given, show your process, and write
the correct answer.
1. The sum of the interior angles of a polygon is 1800𝑜 . How many sides
does the polygon have?

2. The perimeter of an equilateral triangle is 27 𝑖𝑛. If each sides

measures 3𝑥 𝑖𝑛. Find the value of 𝑥.
Name: _____________________________________ Grade & Section: __________
Note: This assignment is optional. You can gain extra points if you answer
the questions correctly.

Refer to the figure below.

1. Find the value of the exterior angle ∠𝑨𝑬𝑭.

2. Construct circle D. Draw radius 𝑫𝑹

̅̅̅̅̅, diameter 𝑨𝑺
̅̅̅̅, chord 𝑷𝑺,
̅̅̅̅̅ then
measure the inscribed angles formed ∠𝑨𝑺𝑷.
 A polygon is a union of non-collinear segments, the sides, on a plane
that meet at their endpoints
 Regular polygon has congruent sides and congruent angles.
 A convex polygon is defined as a polygon with all its interior angles
less than 180°.
 The sum of an exterior angle and its adjacent interior angle is180
degrees.
 The sum (S) of the measures of the angles of a covex polygon with
𝑛 sides is (𝒏 − 𝟐)𝟏𝟖𝟎.
 A triangle has three sides and three angles.
 A quadrilateral has four sides and four angles.
 Circle is a set of all points that are the same distance from a fixed
point. This fixed point is called the center of the circle.
 radius – a segment joining the center of the circle and any point
on the circle.
 chord - a segment that connects any two points of a circle.
 diameter - a chord that passes through the center of a circle
 central angle - an angle whose vertex is on the circle’s center, and
whose sides intersect the circle at two points.
 Inscribed angle - angle formed in the interior of a circle when two
chords intersect on the circle.
 arc - a portion of a circle determined by a central angle.
 Diameter is the longest chord of a circle and it is twice the length of
a circle’s radius
 A circle is divided into 360𝑜 .
 “A circle is the reflection of eternity. It has no beginning and it has no
end - and if you put several circles over each other, then you get a
spiral.” Maynard James Keenan

Likewise, God is the Alpha and the Omega; the beginning and the
end. He is the eternity. He is the center of the universe.

As an Augustinian, who is the center of your life? Explain

_____________________________________________________________
___________________________________________________________________
_________________________________________________________

Using the graphic organizer below, show your learning progress:

Performance Standard:
The learner is able to collect and organize data systematically and
compute accurately measures of central tendency and variability
and apply these appropriately in data analysis and interpretation in
different fields.

Time frame: Weeks 27 to 28

Specific Objectives:
At the end of the lesson, the learners are expected to:
 pose real-life problems that can be solved by Statistics.
 formulate simple statistical instruments.
 gather statistical data.
 organize data in a frequency distribution table.
 use appropriate graphs to represent organized data: pie chart, bar
graph, line graph, histogram, and ogive.

About the Lesson:

This lesson focuses on real-life problems involving statistics; and
formulating, gathering, organizing, and representing data using different
kinds of graphs.

Answer the survey below. Put a check mark on the box provided.
You can check more than 1 box.

What is your favorite:

1. drink juice coffee soda others
2. snacks cookies burger sandwich others
3. dessert salad cake Ice cream others
4. subject Math English others
Science
5. sports basketball volleyball football others
 Questions:

1. What is the title of the survey? _________________________

2. How many participants should answer the survey to determine the
preferences of the students? ________________________

Statistics is a branch of mathematics

that deals with the collection, analysis,
interpretation, and presentation of data.

credits: https://bit.ly/3hasd3B

Common Terms in Statistics

 Population
- entire collection of observations such as people or objects being
considered. Example: Number of students in school; total
population in town or city, or country.

 Sample - small portion or part of the population. It refers to a

subgroup, subset, or representative of a population.
 Parameter – a numerical description of a population characteristic.
 Statistic – a numerical description of a sample characteristic.

 Data - collection of facts or a set of information or observations under

study .

 Qualitative variable – can be separated into different categories

that are distinguished by some nonnumerical characteristics.
1. Quantitative variable – consists of numbers representing counts or
measurements.Discrete data – the number of possible values is
either a finite number or a “countable” number. Example:
number of TV sets owned by a family, number of books in a
library.
2. Continuous – result from many possible infinite values that
correspond to some continuous scale. Example: amount of
rainfall, time spent on travel to school.
  Levels of Measurement
1. Nominal – characterized by data that consists of categories only.
Example: religion, civil status
2. Ordinal – involves data that may be arranged in some order
Example: performance, social classification
3. Interval - the distance between attributes does have meaning.
Example: temperature
4. Ratio – include the inherent zero starting point (where zero
indicates that none of the quantity is present)
Example: height, weight

Phoenix math for the 21st century learners 2nd edition & e-math 7 by Rex bookstore

Below are some of the examples of applications of statistics in real-life.

2.Quality 4.Emergency
1.Predictions Testing 3.Weather Preparedness
Forecasts

6.Political 7. Insurance
5. Predicting
Disease Campaign 8. Consumer
Goods

9. Financial
Market
10. Sports
Reference: https://bit.ly/31c0zgS
 Simple Statistical Measurements
A statistical instrument is any process that aim at describing a
phenomenon by using any instrument or device, however the results
may be used as a control tool.

Examples: questionnaire and surveys sampling

(https://bit.ly/2FGjgkJ)

Gathering, Organizing, and Representing Data

Gathering Data
- A way of collecting facts or information that are factual and
accurate.
Methods of data gathering:
1. Conduct a survey 3. Intervention/ Experiment
2. Observation 4. Interview/questionnaire

Shown below are the scores of 30 students who

took the 10-item quiz in Math.

1 10 9 8 8
10 3 8 2 10
8 10 3 9 7
5 7 9 2 6
6 2 4 10 8
9 8 6 5 7

Organizing Data
Organizing Data (quantitative)
- A way of organizing raw data in a systematic or tabular form.
 Scores Tally Frequency
1 I 1
2 III 3
3 II 2
4 I 1
5 II 2
6 III 3
7 III 3
8 IIIII-I 6
9 IIII 4
10 IIIII 5
Total 30

Representing Data
- A way of presenting a data using graphs:
a. Line d. ogive
b. Bar e. histogram
c. Pie/Circle

Line Graph Bar Graph Pie/Circle Graph

https://bit.ly/3262BP7 https://bit.ly/2FHrmcT https://bit.ly/3lbOLn4

Line graph - uses lines to Bar graph – used to Pie/Circle graph – helps in
connect individual data points understanding percent or
that display quantitative values emphasize
part of a whole
over a specified time interval comparison
 Histogram Ogive
https://bit.ly/31eKOG9 https://bit.ly/34hUcdR

Histogram – a representation of a frequency Ogive – a graph of a cumulative

distribution by means of rectangles whose distribution function or a cumulative
widths represent class intervals and whose frequency distribution.
areas are proportional to the corresponding
frequencies

Now, let’s apply what you have learned in the activity below.

A.Write Yes if the problem can be solved by statistics, and NO if otherwise.

Write your answer before the number.
1. Physician’s wants to examine the effectiveness of treatment through
intervention.
2. The teacher solves the grades of the students using a calculator.
3. The weather forecaster compares prior weather conditions with current
weather to forecast future weather conditions
4. The stock market also uses statistical computer models for stock analysis.
5. The vendor uses weighing scale to determine the weight of the goods.

Now, test yourself by answering the activity below. BE HONEST!

Name: _____________________________________ Grade & Section: __________
Problem: Mr. Gonzales wants to know the preferred sport/game
of his students in their PE class. He asked them to answer the
questionnaire below:

Survey on Preferred Sports/Game

Which of the following sport/game would you like to join? Choose
only one.
____Basketball _____Football ______ Badminton
____Volleyball _____Table Tennis

The table below shows the results of the survey.

Student 1 Basketball Student 6 Volleyball Student 11 Basketball
Student 2 Football Student 7 Basketball Student 12 Badminton
Student 3 Table Student 8 Badminton Student 13 Volleyball
Tennis
Student 4 Volleyball Student 9 Basketball Student 14 Table
Tennis
Student 5 Football Student 10 Football Student 15 Football

B.Organize the data using a frequency distribution table.

Frequency Distribution Table
Sport/Game Tally Frequency
Basketball
Volleyball
Football
Table Tennis
Badminton
Total
C.Represent the data using a Bar Graph

Questions:
1. How many students choose basketball?______
2. What is the least preferred sport/ game of the students? ________
3. What is the most preferred sport/game of the students? ________
4. How many students choose either football or volleyball? _______

Name: _____________________________________ Grade & Section: __________

Note: This assignment is optional. You can gain extra points if you answer
the questions correctly.
Write a 2 real-life problems/situations that can be solved by statistics.

____________________________________________________________
____________________________________________________________
____________________________________________________________
 Statistics is a branch of mathematics that deasl with the collection,
analysis, interpretation, and presentation of data.
 Statistics can be applied in: predictions, quality testing, weather
forecasts, emergency preparedness, predicting disease, political
campaign, insurance, consumer goods, financial market, and
sports
 A statistical instrument is any process that aim at describing a
phenomenon by using any instrument or device, however the
results may be used as a control tool.
 Gathering Data - a way of collecting facts or information that are
factual and accurate.
 Oragnizing Data (quantitative) - a way of organizing raw data in a
systematic or tabular form.
 Representing Data - a way of presenting a data using graphs:
 Line graph - uses lines to connect individual data points that
display quantitative values over a specified time interval
 Bar graph – used to emphasize comparison
 Pie/Circle graph – helps in understanding percent or part of a
whole
 Histogram – a representation of a frequency distribution
by means of rectangles whose widths represent class intervals
and whose areas are proportional to the corresponding
frequencies
 Ogive – a graph of a cumulative distribution function or a
cumulative frequency distribution.
 A Statisticians analyzes data and applies computational
techniques to solve problems. One of the characteristics of a
statistician is honest and truthful with the results. Veritas or truth is
one of the core values of University of San Augustine.

What do you think will happen if the statistician has favoritism or

prejudice with the results?

As an Augustinian, what is the importance of honesty or truth?

Explain.

________________________________________________________
________________________________________________________
________________________________________________________
_________________

Using the graphic organizer below, show your learning progress:

Time frame: Weeks 29 to 30
Specific Objectives:
At the end of the lesson, the learners are expected to:
 illustrate the measure of central tendency (mean, median, and
mode) of statistical data.
 calculate the measures of central tendency of ungrouped
 illustrate the measures of variability (range, average deviation,
variance, standard deviation) of a statistical data
 calculate the measures of variability of ungrouped
 use appropriate statistical measures in analyzing and interpreting
statistical data
 draw conclusions from graphic and tabular data and measures of
central tendency and variability

About the Lesson:

This lesson focuses on the concepts of measures of central tendency and
measures of variability ungrouped data; and solving measures of central
tendency and variability of the ungrouped data.

The students were given a 10-item quiz in math. Below are their scores:
6, 5, 9, 10, 2, 5, 7, 6, 9, 8, 5, 8, 2, 5, 9, 10, 3

Find the value of the following:

1. average = ________________
2. middle value (arrange in ascending order) = ________________
3. most frequent value (value that appear the most) = ______________
4. difference between the highest and the lowest value=____________

What idea can you infer about their scores?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
The method in finding for the average is the same as finding for the mean
of the data. In finding for the middle value after arranging the scores in
ascending order is median, and the value that appeares the most is the
mode.

Mean, median, and mode are called measures of central tendency.

Measures of Central Tendency Ungrouped Data

Measures of Central Tendency
- a single, central value that summarizes a set of numerical data. It
attempts to describe what is ‘typical’ in a set of data.
 Mean – average; sum of the data divided by the number of data.
𝒔𝒖𝒎 𝒐𝒇 𝒅𝒂𝒕𝒂 ∑𝒙
𝒎𝒆𝒂𝒏 (𝒙̅) = =
𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒅𝒂𝒕𝒂 𝒏
 Median – the middle number of the set of datawhen the data are
arranged in ascending or descending order.
𝒏 + 𝟏 𝒕𝒉
̃=(
𝒙 ) 𝒑𝒐𝒔𝒊𝒕𝒊𝒐𝒏 𝒐𝒇 𝒕𝒉𝒆 𝒏𝒖𝒎𝒃𝒆𝒓
𝟐
Note: If the number of data is even, find the average of the two
middle values.

 Mode – the number that occurs most frequently in the data (𝒙

̂)
a. Unimodal – 1 mode
b. Bimodal – 2 modes
c. Trimodal – 3 modes
d. Multimodal – 4 or more modes
e. No mode

1. Consider these scores in a 50-item exam: 38, 20, 46, 47, 36, 30, 40,
38, 25, 35, 30, 45, 43. Find the measures of central tendecy?
 1. Mean:
𝒔𝒖𝒎 𝒐𝒇 𝒅𝒂𝒕𝒂 ∑𝒙
𝒎𝒆𝒂𝒏 (𝒙
̅) = =
𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒅𝒂𝒕𝒂 𝒏
𝟑𝟖+𝟐𝟎+𝟒𝟔+𝟒𝟕+𝟑𝟔+𝟑𝟎+𝟒𝟎+𝟑𝟖+𝟐𝟓+𝟑𝟓+𝟑𝟎+𝟒𝟓+𝟒𝟑 𝟒𝟕𝟑
= = = 𝟑𝟔. 𝟑𝟖𝟒 ≈ 𝟑𝟔. 𝟑𝟖
𝟏𝟑 𝟏𝟑

2. Median:
𝒏 + 𝟏 𝒕𝒉
̃=(
𝒙 ) 𝒑𝒐𝒔𝒊𝒕𝒊𝒐𝒏 𝒐𝒇 𝒕𝒉𝒆 𝒏𝒖𝒎𝒃𝒆𝒓
𝟐
𝟏𝟑+𝟏 𝟏𝟒
=( 𝟐
)= 𝟐
= 𝟕𝒕𝒉 𝒑𝒐𝒔𝒊𝒕𝒊𝒐𝒏

𝟐𝟎, 𝟐𝟓, 𝟑𝟎, 𝟑𝟎, 𝟑𝟓, 𝟑𝟔, 𝟑𝟖, 𝟑𝟖, 𝟒𝟎, 𝟒𝟑, 𝟒𝟓, 𝟒𝟔, 𝟒𝟕

3. Mode: 30 and 38 (bimodal)

Measures of Variability (Ungrouped data)

Measures of Variability
- Measures of degree of spread of the values; measures of
dispersion or variation
 Range
- The difference betweeen the higest score (h.s.) and the
lowest score (l.s.)
𝑹𝒂𝒏𝒈𝒆 = 𝒉. 𝒔. −𝒍. 𝒔.

 Mean Deviation
- Use of all scores in a distribution.
∑|𝒙−𝒙
̅|
𝑴. 𝑫. = 𝒏 ,
where 𝒙 − 𝒔𝒄𝒐𝒓𝒆
̅ − 𝒎𝒆𝒂𝒏
𝒙
𝒏 − 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒅𝒂𝒕𝒂
  Variance and Standard Deviation
- Use to immediately compare the spread of different sets of
scores and enables to interpret the scores of the given
data.
 Variance (𝒔𝟐 )
- The quotient of the sum of the squared deviations from the
mean divided by 𝑛 − 1.
 Standard Deviation (𝒔)
- the square root of the variance.
∑(𝑥−𝑥̅ )2 ∑(𝑥−𝑥̅ )2
𝑠2 = and 𝑠=√
𝑛−1 𝑛−1
Note: The smaller the value of the standard deviation, the
lower or better the variability of the data.

Given the set of values: 20, 15, 18, 30, 25, 24. Find the measures of
variability: range, mean diaviation, variance, and standard deviation.

1. Range:
𝑹𝒂𝒏𝒈𝒆 = 𝒉. 𝒔. −𝒍. 𝒔. highest score= 30, lowest score= 15
= 𝟑𝟎 − 𝟏𝟓 = 𝟏𝟓

2. Mean Deviation:
Step 1: Find the mean of the data.
𝒙
20
15
18
30
25
24
∑ 𝑥 = 132
132
𝑥̅ = = 𝟐𝟐
6
Step 2: Subtract the mean from each score, and find the absolute value.
Then, find the sum.

𝒙 𝒙−𝒙 ̅ |𝒙 − 𝒙
̅|
20 20 − 22 = −2 |20 − 22| = 2
15 15 − 22 = −7 |15 − 22| = 7
18 18 − 22 = −4 |18 − 22| = 4
30 30 − 22 = 8 |30 − 22| = 8
25 25 − 22 = 3 |25 − 22| = 3
24 24 − 22 = 2 |24 − 22| = 2
∑|𝒙 − 𝒙
̅|
∑ 𝑥 = 132 𝑴. 𝑫. =
𝒏
132 𝟐+𝟕+𝟒+𝟖+𝟑+𝟐
𝑥̅ = = 𝟐𝟐 =
6 𝟔
𝟐𝟔
= 𝟔
= 𝟒. 𝟑𝟑𝟑 …

3. Variance
Find the quotient of the sum of the squared deviations from the mean
divided by 𝑛 − 1.
𝒙 𝒙−𝒙 ̅ (𝑥 − 𝑥̅ )2
20 20 − 22 = −2 (20 − 22)2 = 4
15 15 − 22 = −7 (15 − 22)2 = 49
18 18 − 22 = −4 (18 − 22)2 = 16
30 30 − 22 = 8 (30 − 22)2 = 64
25 25 − 22 = 3 (25 − 22)2 = 9
24 24 − 22 = 2 (24 − 22)2 = 4
∑ 𝑥 = 132 2
∑(𝑥 − 𝑥̅ )2
𝑠 =
𝑛−1
132 4 + 49 + 16 + 64 + 9 + 4
𝑥̅ = =
6 6−1
= 𝟐𝟐 146
= = 𝟐𝟗. 𝟐
5
 4. Standard Deviation
Find the square root of the variance.
146
The variance is 𝑠 2 = 5 = 𝟐𝟗. 𝟐

∑(𝑥 − 𝑥̅ )2
𝑠=√
𝑛−1

146
=√ = 𝟓. 𝟒𝟎
5
Now, let’s apply what you have learned in the activity below.

Problem Solving. Show your solution.

1. The prices of the face masks in 10 different stores are shown
below:
Php 250, Php 140, Php 300, Php 180, Php 200,
Php 140, Php 180, Php 200, Php 150, Php 200

Find the mean, median, mode.

2. James got a score of 83 out of 100 in math quarter exam. The

mean of the scores is 80. Meanwhile, he got a score of 87 out of
100 in science quarter exam where the mean score is 90. In
which exam did James do better?

Answer:

3. Find the measures of variability: range, mean deviation,

variance, and standard deviation.
90, 98, 80, 85, 87, 95, 99, 89, 70, 84
Name: _____________________________________ Grade & Section: __________

A. Answer the following problems. Show your solution.

1. The following sets of data show the number of customers of the
coffee shops
Coffee
shop 1 12 7 15 10 8 13 12 14 10
Cofee
shop 2 10 8 12 7 10 15 14 12 8

Questions:
a. What is the average for each set of data (mean)?
b. Arrange the value in ascending order, what is the middle value
(median)?
c. What is the most frequent number of customers of eaach coffee
shop(mode)?
d. Compare the avearge of the two coffee shops, what can you
conclude from the data?
Coffee Shop 1 Coffee Shop 2
Mean
Median
Mode

2. The data below show the scores of Miguel and Tristan in 10 quizzes.
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
Miguel 5 8 5 7 8 9 6 4 8 10
Tristan 4 6 7 9 10 4 8 5 10 4

a.Who performs better in the quiz? (Find the mean)

b. Who is more consistent with his scores? (Find the standard
deviation)
Name: _____________________________________ Grade & Section: __________
1. Create a data of set of 5 different values that has a mean of 10.

2. If a set of data has 10 positive and their opposites, what is their

mean? Explain your answer.

Measures of Central Tendecy

- a single, central value that summarizes a set of numerical data. It
attempts to describe what is ‘typical’ in a set of data.
 Mean – average; sum of the data divided by the number of data.
 Median – the middle number of the set of datawhen the data are
arranged in ascending or descending order.
Note: If the number of data is even, find the average of the two
middle values.
 Mode – the number that occurs most frequently in the data (𝒙 ̂)

Measures of Variability
- Measures of degree of spread of the values; measures of
dispersion or variation
 Range
- The difference betweeen the higest score (h.s.) and the lowest
score (l.s.)
  Mean Deviation
- Use of all scores in a distribution.
Variance and Standard Deviation
- Use to immediately compare the spread of different sets of scores
and enables to interpret the scores of the given data.
 Variance (𝒔𝟐 )
- The quotient of the sum of the squared deviations from the mean
divided by 𝑛 − 1.
 Standard Deviation (𝒔)
- the square root of the variance.
Note: The smaller the value of the standard deviation, the lower or
better the variability of the data.

Measures of variability give you descriptive statistics that

summarize your data. Variability is also referred to as spread,
scatter or dispersion.
One of the core values of University of San Augustine is unitas
or unity. That is emphasize in the teachings in school.
“The unity of divinity and humanity in the one person of Christ
is the spiritual source of unity between God and man and among
men. The word of God became man to be our Redeemer and
Saviour. ” – St Augustine of Hippo

Based on the passage above, what will you do in order to be

united with Christ? Give some examples.
________________________________________________________
________________________________________________________
________________________________________________________
_________________
Using the graphic organizer below, show your learning progress:
Time frame: Weeks 31 to 32
Specific Objectives:
At the end of the lesson, the learners are expected to:
 calculate the measures of central tendency of grouped data
 calculate the measures of variability of grouped data
 draw conclusions from graphic and tabular data and measures of
central tendency and variability

About the Lesson:

This lesson focuses on solving measures of central tendency and variability
of the grouped data; and drawing conclusions from the data.

Let’s test your skills regarding the concepts of measures of tendency

and variability.
10, 25, 23, 18, 30, 24
1. Find the mean, median, and mode

2. Calculate the range, mean deviation, standard deviation and

variance.

3. What can you conclude about the data?

 In the previous lesson, we discuss the measures of central tendency
and variability of the ungrouped data. Now, let us discuss the grouped
data.

Measures of Central Tendency (Grouped Data)

 Mean
∑ 𝒇𝒙𝒎
̅=
𝒙 ,
𝒏
where, 𝑥̅ − 𝑚𝑒𝑎𝑛
𝑓 − 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑥𝑚 − 𝑐𝑙𝑎𝑠𝑠 𝑚𝑎𝑟𝑘
∑ 𝑓𝑥𝑚 − 𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑖𝑒𝑠 𝑎𝑛𝑑 𝑐𝑙𝑎𝑠𝑠 𝑚𝑎𝑟𝑘𝑠
𝑛 − 𝑡𝑜𝑡𝑎𝑙 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦

 Median
𝒏
− 𝒄𝒇𝒃
̃ = 𝒙𝑳𝑩 + (𝟐
𝒙 )𝒊
𝒇𝒎

where, 𝑥̃ − 𝑚𝑒𝑑𝑖𝑎𝑛
𝑥𝐿𝐵 − 𝑙𝑜𝑤𝑒𝑟 𝑏𝑜𝑢𝑛𝑑𝑎𝑟𝑦 𝑙𝑖𝑚𝑖𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑚𝑒𝑑𝑖𝑎𝑛 𝑐𝑙𝑎𝑠𝑠
𝑛 − 𝑡𝑜𝑡𝑎𝑙 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑐𝑓𝑏 − 𝑐𝑢𝑚𝑚𝑢𝑙𝑎𝑡𝑖𝑣𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑏𝑒𝑓𝑜𝑟𝑒 𝑡ℎ𝑒 𝑚𝑒𝑑𝑖𝑎𝑛 𝑐𝑙𝑎𝑠𝑠
𝑓𝑚 − 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑜𝑓 𝑡ℎ𝑒 𝑚𝑒𝑑𝑖𝑎𝑛 𝑐𝑙𝑎𝑠𝑠
𝑖 − 𝑠𝑖𝑧𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑙𝑎𝑠𝑠 𝑖𝑛 𝑡𝑒𝑟𝑣𝑎𝑙

 Mode
∆𝟏
̂ = 𝒙𝑳𝑩 + (
𝒙 )𝒊
∆𝟏 + ∆𝟐
where, 𝑥𝐿𝐵 − 𝑙𝑜𝑤𝑒𝑟 𝑏𝑜𝑢𝑛𝑑𝑎𝑟𝑦 𝑜𝑓 𝑡ℎ𝑒 𝑚𝑜𝑑𝑎𝑙 𝑐𝑙𝑎𝑠𝑠
∆1 − 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑡ℎ𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑜𝑓
𝑡ℎ𝑒 𝑚𝑜𝑑𝑎𝑙 𝑐𝑙𝑎𝑠𝑠 𝑎𝑛𝑑 𝑡ℎ𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑜𝑓 𝑡
ℎ𝑒 𝑐𝑙𝑎𝑠𝑠 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙 𝑝𝑟𝑒𝑐𝑒𝑒𝑑𝑖𝑛𝑔 𝑖𝑡.
∆2 − 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑡ℎ𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑜𝑓
𝑡ℎ𝑒 𝑚𝑜𝑑𝑎𝑙 𝑐𝑙𝑎𝑠𝑠 𝑎𝑛𝑑 𝑡ℎ𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑜𝑓 𝑡
ℎ𝑒 𝑐𝑙𝑎𝑠𝑠 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙 𝑠𝑢𝑐𝑐𝑒𝑒𝑑𝑖𝑛𝑔 𝑖𝑡.
𝑖 − 𝑠𝑖𝑧𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑐𝑙𝑎𝑠𝑠 𝑖𝑛𝑡𝑒𝑟𝑣𝑎𝑙

The data below shows the daily customers of the convenience store.
80, 84, 79, 94, 63, 72, 78, 89 65, 71, 91,69, 50, 75, 58

Find the mean, median, mode of the grouped data.

 Mean
Step 1: Tally the data using a cumulative frequency table. Find the sum of
the frequency.
𝑪𝒍𝒂𝒔𝒔 𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍 𝑻𝒂𝒍𝒍𝒚 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 (𝒇)
50-59 II 2
60-69 III 3
70-79 IIIII 5
80-89 III 3
90-99 II 2
𝒊 = 𝟏𝟎 ∑𝑓 =2 + 3 + 5 + 3 + 2

∑ 𝑓 = 15

Step 2: Find the class mark (average of the lower interval and upper
interval)
𝑪𝒍𝒂𝒔𝒔 𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍 𝑻𝒂𝒍𝒍𝒚 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 (𝒇) 𝒙𝒎
50-59 II 2 50 + 59
= 54.5
2
60-69 III 3 60 + 69
= 64.5
2
70-79 IIIII 5 70 + 79
= 74.5
2
80-89 III 3 80 + 89
= 84.5
2
90-99 II 2 90 + 99
= 94.5
2
𝒊 = 𝟏𝟎 ∑ 𝑓 = 15

Step 3: Find the product of the frequency (𝑓) and the class mark (𝑥𝑚 ).
Then find the sum.
𝑪𝒍𝒂𝒔𝒔 𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍 𝑻𝒂𝒍𝒍𝒚 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 (𝒇) 𝒙𝒎 𝒇𝒙𝒎
50-59 II 2 54.5 (2)(54.5) = 109

60-69 III 3 64.5 (3)(64.5) = 193.5

70-79 IIIII 5 74.5 (5)(74.5) = 372.5

80-89 III 3 84.5 (3)(84.5) = 253.5

90-99 II 2 94.5 (2)(94.5) = 189

𝒊 = 𝟏𝟎 ∑ 𝒇𝒙𝒎 = 109
∑ 𝑓 = 15 + 193.5 + 372.5
+ 253.5 + 189

∑ 𝒇𝒙𝒎
= 1117.5
Step 4: Calculate the mean, using the formula.
𝑪𝒍𝒂𝒔𝒔 𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍 𝑻𝒂𝒍𝒍𝒚 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 (𝒇) 𝒙𝒎 𝒇𝒙𝒎
50-59 II 2 54.5 109
60-69 III 3 64.5 193.5
70-79 IIIII 5 74.5 372.5
80-89 III 3 84.5 253.5
90-99 II 2 94.5 189
𝒊 = 𝟏𝟎 ∑ 𝑓 = 15 ∑ 𝒇𝒙𝒎
= 1117.5

Given: 𝑛 = 15, ∑ 𝑓𝑥𝑚 − 1117.5,

∑ 𝒇𝒙𝒎 𝟏𝟏𝟏𝟕.𝟓 𝟏𝟒𝟗

̅=
𝒙 = = = 𝟕𝟒. 𝟓
𝒏 𝟏𝟓 𝟐

Median
𝑛
Step 1: Use to detemine the location of the middle frequency.
2
𝑛 15
= = 𝟕. 𝟓
2 2

Step 2: Find the commulative frequency before the median class.

10 is greater and nearest value to 7.5
Step 3: Calculate the median, using the formula.

Given: 𝑥𝐿𝐵 = 70 − 0.5 = 69.5, 𝑛 = 15, 𝑐𝑓𝑏 = 5 𝑓𝑚 = 5, 𝑖 = 10

𝒏
− 𝒄𝒇𝒃
̃ = 𝒙𝑳𝑩 + (𝟐
𝒙 )𝒊
𝒇𝒎
𝟏𝟓
−𝟓
= 𝟔𝟗. 𝟓 + ( 𝟐 𝟓 ) 𝟏𝟎
𝟕. 𝟓 − 𝟓
= 𝟔𝟗. 𝟓 + ( ) 𝟏𝟎
𝟓
𝟐. 𝟓
= 𝟔𝟗. 𝟓 + ( ) 𝟏𝟎 = 𝟕𝟒. 𝟓
𝟓

Mode
Step 1: The gouped mode is the midpoint of the class with highest
frequency.
5 is the highest frequency.

Given: 𝑥𝐿𝐵 = 70 − 0.5 = 69.5, 𝑖 = 10

∆𝟏 = 5 − 3 = 2
∆𝟐 = 5 − 3 = 2
∆𝟏
̂ = 𝒙𝑳𝑩 + (
𝒙 )𝒊
∆𝟏 + ∆𝟐
𝟐
= 𝟔𝟗. 𝟓 + (𝟐+𝟐) 𝟏𝟎
𝟐
= 𝟔𝟗. 𝟓 + ( ) 𝟏𝟎 = 𝟕𝟒. 𝟓
𝟒
 Measures of Variability (Grouped Data)
 Mean Deviation

∑ 𝒇|𝒙𝒎 −𝒙
̅|
𝑴. 𝑫. = ,
𝒏
where, 𝑥̅ − 𝑚𝑒𝑎𝑛
𝑓 − 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑥𝑚 − 𝑐𝑙𝑎𝑠𝑠 𝑚𝑎𝑟𝑘
∑ 𝑓 |𝒙𝒎 − 𝒙 ̅ | − 𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑖𝑒𝑠 𝑎𝑛𝑑 |𝑥𝑚 − 𝑥
̅|
𝑛 − 𝑡𝑜𝑡𝑎𝑙 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦

 Variance (𝒔𝟐 ) and Standard Devaition (𝒔)

𝟐 𝟐
𝒏 ∑ 𝒇 𝒙𝟐𝒎 −(∑ 𝒇𝒙𝒎 ) 𝒏 ∑ 𝒇 𝒙𝟐𝒎 −(∑ 𝒇𝒙𝒎 )
𝒔𝟐 = 𝒏(𝒏−𝟏)
and 𝒔=√ 𝒏(𝒏−𝟏)
where,
𝑓 − 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑥𝑚 − 𝑐𝑙𝑎𝑠𝑠 𝑚𝑎𝑟𝑘
𝑛 − 𝑡𝑜𝑡𝑎𝑙 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦

The data below shows the daily customers of the convenience store.
80, 84, 79, 94, 63, 72, 78, 89 65, 71, 91,69, 50, 75, 58

Find the mean deviation, standard deviation and variance.

Mean Deviation
Refer to the first example:
Step 1: The tally the data using a cumulative frequency table. Find the
sum of the frequency, the classmarks. And solve for the mean.
𝑪𝒍𝒂𝒔𝒔 𝑻𝒂𝒍𝒍𝒚 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 (𝒇) 𝒙𝒎 𝒇𝒙𝒎
𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍
50-59 II 2 54.5 109
60-69 III 3 64.5 193.5
70-79 IIIII 5 74.5 372.5
80-89 III 3 84.5 253.5
90-99 II 2 94.5 189
𝒊 = 𝟏𝟎 ∑ 𝑓 = 15 ∑ 𝒇𝒙 𝒎
= 1117.5
Given: 𝑛 = 15, ∑ 𝑓𝑥𝑚 − 1117.5,

∑ 𝒇𝒙𝒎 𝟏𝟏𝟏𝟕.𝟓 𝟏𝟒𝟗

̅=
𝒙 = = = 𝟕𝟒. 𝟓
𝒏 𝟏𝟓 𝟐

Step 2: Calculate |𝒙𝒎 − ̅

𝒙| .
𝑪𝒍𝒂𝒔𝒔 𝑻𝒂𝒍𝒍𝒚 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 𝒙𝒎 𝒇𝒙𝒎 |𝒙 𝒎 − 𝒙
̅|
𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍 (𝒇)
50-59 II 2 54.5 109 |54.5 − 74.5| = 20
60-69 III 3 64.5 193.5 |64.5 − 74.5| = 10
70-79 IIIII 5 74.5 372.5 |74.5 − 74.5| = 0
80-89 III 3 84.5 253.5 |84.5 − 74.5| = 10
90-99 II 2 94.5 189 |94.5 − 74.5| = 20
𝒊 = 𝟏𝟎 ∑ 𝑓 = 15 ∑ 𝒇𝒙𝒎
= 1117.5

Step 3: Calculate the product of the frequency and |𝒙𝒎 ̅|

−𝒙 or
𝒇|𝒙𝒎 − 𝒙
̅|
𝑪𝒍𝒂𝒔𝒔 𝑻𝒂𝒍𝒍𝒚 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 𝒙𝒎 𝒇𝒙𝒎 |𝒙𝒎 − 𝒙
̅| 𝒇| 𝒙 𝒎 − 𝒙
̅|
𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍 (𝒇)
50-59 II 2 54.5 109 20 (2)(20)
= 40
60-69 III 3 64.5 193.5 10 (3)(10)
= 30
70-79 IIIII 5 74.5 372.5 0 (5)(0) = 0
80-89 III 3 84.5 253.5 10 (3)(10)
= 30
90-99 II 2 94.5 189 20 (2)(20)
= 40
𝒊 = 𝟏𝟎 ∑ 𝑓 = 15 ∑ 𝒇𝒙𝒎 ∑ 𝒇| 𝒙 𝒎 − 𝒙
̅|
= 1117.5 = 140

Given: 𝒇 − 𝟏𝟓, ∑ 𝒇|𝒙𝒎 − 𝒙

̅| = 𝟏𝟒𝟎
∑ 𝒇|𝒙𝒎 − 𝒙
̅|
𝑴. 𝑫. =
𝒏
𝟏𝟒𝟎
= 𝟏𝟓 = 𝟗. 𝟑𝟑 …
 Variance
Step 1: The tally the data using a cumulative frequency table. Find the
sum of the frequency, the classmarks. And solve for the mean.

Follow the table of the mean deviation.

𝑪𝒍𝒂𝒔𝒔 𝑻𝒂𝒍𝒍𝒚 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 (𝒇) 𝒙𝒎 𝒇𝒙𝒎
𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍
50-59 II 2 54.5 109
60-69 III 3 64.5 193.5
70-79 IIIII 5 74.5 372.5
80-89 III 3 84.5 253.5
90-99 II 2 94.5 189
𝒊 = 𝟏𝟎 ∑ 𝑓 = 15 ∑ 𝒇𝒙𝒎
= 1117.5

𝟐
Step 2: Claculate the square of the classmarks𝒙𝒎 .
𝑪𝒍𝒂𝒔𝒔
𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍
𝑻𝒂𝒍𝒍𝒚 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚
(𝒇)
𝒙𝒎 𝒇𝒙𝒎
𝒙𝟐𝒎
50-59 II 2 54.5 109 (54.5)2
= 2970.25
60-69 III 3 64.5 193.5 (64.5)2
= 4160.25
70-79 IIIII 5 74.5 372.5 (74.5)2
= 5550.25
80-89 III 3 84.5 253.5 (84.5)2
= 7140.25
90-99 II 2 94.5 189 (94.5)2
= 8930.25
𝒊 = 𝟏𝟎 ∑ 𝑓 = 15 ∑ 𝒇𝒙𝒎
= 1117.5
 𝟐
Step 3: Calculate the product of the frequency and 𝒙𝒎 or 𝒇 𝒙𝟐𝒎 .
𝑪𝒍𝒂𝒔𝒔 𝑻𝒂𝒍𝒍𝒚 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚 𝒙𝒎 𝒇𝒙𝒎 𝟐 𝟐
𝑰𝒏𝒕𝒆𝒓𝒗𝒂𝒍 (𝒇)
𝒙 𝒎 𝒇 𝒙 𝒎
50-59 II 2 54.5 109 2970.25 (2)(2970.25)
= 5940.5
60-69 III 3 64.5 193.5 4160.25 (3)(4160.25)
= 12480.75
70-79 IIIII 5 74.5 372.5 5550.25 (5)(5550.25)
= 27751.25
80-89 III 3 84.5 253.5 7140.25 (3)(7140.25)
= 21420.75
90-99 II 2 94.5 189 8930.25 (2)(8930.25)
= 17860.5
𝒊 = 𝟏𝟎 𝟐
∑ 𝑓 = 15 ∑ 𝒇𝒙𝒎 ∑𝒇 𝒙 𝒎
= 1117.5 = 85453.75

Given: 𝒏 = 𝟏𝟓, ∑ 𝒇𝒙𝒎 = 1117.5, ∑ 𝒇 𝒙𝟐𝒎 = 85453.75

𝟐
𝟐 𝒏 ∑ 𝒇 𝒙𝟐𝒎 −(∑ 𝒇𝒙𝒎 )
𝒔 = 𝒏(𝒏−𝟏)
(𝟏𝟓)(𝟖𝟓𝟒𝟓𝟑.𝟕𝟓)−(𝟏𝟏𝟏𝟕.𝟓)𝟐
= 𝟏𝟓(𝟏𝟓−𝟏)
𝟏𝟐𝟖𝟏𝟖𝟎𝟔.𝟐𝟓−𝟏𝟐𝟒𝟖𝟖𝟎𝟔.𝟐𝟓 𝟑𝟑𝟎𝟎𝟎
= = = 𝟏𝟓𝟕. 𝟏𝟒𝟐𝟖𝟓𝟕𝟏 ≈ 𝟏𝟓𝟕. 𝟏𝟒
𝟏𝟓(𝟏𝟒) 𝟐𝟏𝟎

Standard Deviation
𝟐
√
𝒏 ∑ 𝒇 𝒙𝟐𝒎 − (∑ 𝒇𝒙𝒎 )
𝒔= = √𝟏𝟓𝟕. 𝟏𝟒𝟐𝟖𝟓𝟕𝟏 = 𝟏𝟐. 𝟓𝟑𝟓𝟔𝟔𝟑𝟒𝟏
𝒏(𝒏 − 𝟏)
≈ 𝟏𝟐. 𝟓𝟒
Now, let’s apply what you have learned in the activity below.

1. Complete the table below by finding the measures of tendency

(mean, median, and mode)
x f 𝒙𝒎 𝒇𝒙𝒎 < 𝒄𝒇𝒐𝒓 𝒄𝒇𝒃
10-14 2
15-19 4
20-24 6
25-29 3
30-34 5
𝑖 = ______

2. Complete the table below by finding the measures of variability

(mean deviation, variance, and standard deviation.)

x f 𝒙𝒎 𝒇𝒙𝒎 |𝒙 𝒎 − 𝒙
̅| 𝒇|𝒙𝒎 − 𝒙
̅| 2
𝑥𝑚 2
𝑓 𝑥𝑚
10-14 2
15-19 4
20-24 6
25-29 3
30-34 5
𝑖
= ______
Name: _____________________________________ Grade & Section: __________

Tally the data below using a frequency table. Then, find the mean,
median, mode, mean deviation, standard deviation, variance.
2, 7, 9, 11, 14, 8, 3, 6, 5, 4, 7, 8, 12, 10, 15
A.Complete the table below by finding the measures of tendency (mean,
median, and mode)

x f 𝒙𝒎 𝒇𝒙𝒎 < 𝒄𝒇𝒐𝒓 𝒄𝒇𝒃

1-3 2
4-6 4
7-9 6
10-12 3
13-15 5
𝑖 = ______

B. Complete the table below by finding the measures of variability (mean

deviation, variance, and standard deviation.)

x f 𝒙𝒎 𝒇𝒙𝒎 |𝒙 𝒎 − ̅
𝒙| 𝒇|𝒙𝒎 − 𝒙
̅| 2
𝑥𝑚 2
𝑓 𝑥𝑚
1-3
4-6
7-9
10-12
13-15
𝑖
= ______
Name: _____________________________________ Grade & Section: __________
Note: This assignment is optional. You can gain extra points if you answer
the questions correctly.

Give at least 10 scores, then find the mean, median, and mode, standard
deviation, variance. The data will be either grouped or ungrouped. Show
your complete process.

 Mean
∑ 𝒇𝒙𝒎
̅=
𝒙 ,
𝒏

 Median
𝒏
− 𝒄𝒇𝒃
̃ = 𝒙𝑳𝑩 + (𝟐
𝒙 )𝒊
𝒇𝒎

 Mode
∆𝟏
̂ = 𝒙𝑳𝑩 + (
𝒙 )𝒊
∆𝟏 + ∆𝟐
 Mean Deviation

∑ 𝒇|𝒙𝒎 −𝒙
̅|
𝑴. 𝑫. = ,
𝒏

 Variance (𝒔𝟐 )
𝟐
𝟐
𝒏 ∑ 𝒇 𝒙𝟐𝒎 − (∑ 𝒇𝒙𝒎 )
𝒔 =
𝒏(𝒏 − 𝟏)
 Standard Devaition (𝒔)
𝟐
𝒏 ∑ 𝒇 𝒙𝟐𝒎 − (∑ 𝒇𝒙𝒎)
𝒔=√
𝒏(𝒏 − 𝟏)

In solving bigger data, we need to group the values. There are

a lot of steps to follow, and it seems difficult.

When the task gets big and difficult we ask for help.

a. What is the advantage of working in a group rather than

alone? What is the disadvantage?

________________________________________________________
________________________________________________________
________________________________________________________
_________________
Patterns and Practicalities, page 412

Using the graphic organizer below, show your learning progress:

  DepEd Learning Materials – Math 7

Retrieved from: http://educationalprojams.weebly.com/lms-cgs-

and-tgs/grade-7-learners-materials-lm
 Nivera, G. (2014). Grade 7 mathematics: Patterns and
practicalities. Makati City: Don Bosco Press
 Licardo, E. & Ulpina, J. (2014). Math builders 7. Valenzuela
city: Mega-Jesta Prints, Inc.
 Villano, M. L., Mupas, L., Sy Tan, J. & Chua, S. (2017). Phoenix
math for the 21st century learners 7 2nd edition. Quezon City:
Phoenix Publishing house, Inc.
 Tuliao, A., Escasenas, R., Jimenez, E., de Gracia, M. M. &
Firmalino, S.B. (2017). Realistic math scaling greater heights 7.
Quezon City: Sibs Publishing House, Inc.
 Pascasio, A., Ponsones, R., Ocampo, S. & Tresvalles, R. (2017).
Math ideas and life applications 7. Quezon City: Abiva
Publishing House, Inc.
 Oronce, O. & Mendoza, M. (2019). E-math 7. Sampaloc
Manila: Rex bookstore

Prepared by:
Ms. Joriza G. Tabing