Statistics MS. ORDONIO

MODULE MATHEMATICS IN THE MODERN WORLD
CHAPTER 5: STATISTICS
Objectives:
a. Identify and differentiate Patterns in Nature.
b. Understand the Fibonacci Sequence.
c. Appreciate the beauty of Mathematics in terms of Patterns and Number in Nature and
in the World.
Lesson 1: Measures of Central Tendency

Many problems in statistics are concerned with averages. The most common
measures that attempt to locate the center of a set of data are: average or mean,
median and mode.
The mean is the part of the distribution around which the values balance.
Symbol for mean: X , read as “x bar”

The median provides the necessary information about the value of the middle position in
the distribution.
Symbol for median: X read as “x tilde”
The
mode is the score with the highest frequency.
ˆ
Symbol for mode: X read as “x hat”
The mean (commonly called the average) of a set of n numbers is the

sum of all numbers divided by n.
Definition:
The median is the middle number in a set of data when arranged in

decreasing order. When there are even numbers of elements, the median is the mean
of two middle number.
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The mode is the number that occurs most often in a set of data. A set of
data can have more than one mode. If all the numbers appear the
same number of times, there is no mode for that data set.
A. The Mean
The most widely used average, the arithmetic mean, is defined as the sum
of the observations divided by the number of observations.
Mean (Ungrouped data)
X = X i
N
Example:
A motorist records the time in it takes him to travel to work by car during
the peak hour traffic for a 10-day period. The times (to the nearest minute) are as
follows:
36,33,28,28,32,29,33,34,32,33
Find the mean time it took him to get to work during the two weeks (ten working
days).
Solution:
X = X i
N
=
= 31.8 minutes
Weighted Mean
If a set of data is in the form of a frequency distribution in which an

observation x occurs with frequency f, we may use the formula for the arithmetic
mean as:
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X = fX
N
Where: X = mean, f= frequency, X= score
 fX = sum of the products of frequency and score

N= total frequency
Example:
Suppose a particular math course is graded in the following manner:
Assignments 10%
Project 20%
Midterm Exams 30%
Final Exams 40%
100 %
Jason obtained marks of 85%in assignments, 74% in project, 76%

in midterm exams and 87% in his final examples. Find his weighted mean
mark for math course.
Solution:
X =  fX
N
=
85(10)+74(20)+76(30)+87(40)
100
= 80.9%
Mean (Grouped data)
Page 3
X =  fXm
N
Where: X = mean f = frequency
Xm = class mark (average of lower interval and upper interval)
 fX m = sum of the product of frequencies and class mark

N= total frequency
Example:
Shown below in Table are the sources of 50 junior students in an

achievement test. Calculate the mean score.
Class Interval Frequency
(f)
95-99 1
90-94 9
85-89 8
80-84 14
75-79 11
70-74 5
65-69 2
Solution:
Add two columns for the class mark ( Xm ) and fXm in the given table. Find
the summations of f and fXm.
Class Interval Frequency Xm fXm
(f)
95-99 1 97 97
90-94 9 92 828
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85-89 8 87 696
80-84 14 82 1148
75-79 11 77 847
70-74 5 72 360
65-69 2 67 134
 f = 50  fX m =
4110
Solve for the mean.
X =  fXm =
4110 = 82.2 N
50
B. The Median
The median is the value of the middle observation if the data are arranged
in the form of an array. Thus, the median is the value of an array which divides it
so that there an equal number of observations on either side of it. The median is
often used when describing an educational and sociological data, such as ages,
income, family size, etc.
If there is an odd number (n) of observations, then the median is the value
 n +1
of  2 th observation. If n is an even number, the median is usually
defined as the mean of the   n2 th and  n2+1th observation.

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Example 1:
In a certain clinic, the waiting time (in minutes) for 11 randomly

chosen out patients on a particular day are:
12,36,34,15,17,14,8,40,16,36,17
Find the median waiting time.
Solution:
Arrange the data in order of magnitude.

8,12,14,15,16,17,17,26,34,36,40
Since n =11, there are observations. Therefore:
 11 1 +
Median waiting time =  2 th observations
= 6th observations
= 17 minutes
Example 2:
A sample of 50 students was given an inventory test (based on a
possible score of 0-5). The result sore as follows:
Score 0 1 2 3 4 5
Frequency 5 9 12 16 6 2
Find the median score.
Solution:
Construct a cumulative frequency distribution.
Score Frequency` Cum. Frequency

0 5 5
1 9 14
2 12 26
3 16 42
4 6 48
5 2 50
 f = 50
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There are  f = 50observations. The median is the mean of the

25th and 26th observations. Since the data is already in an array form, it can
easily be seen that both 25th and 26th observations are 2. Hence, the
median score is 2.
The first step in the computation of the median of a grouped data is
 n
to determine the class interval which contains the    2 thscore. This
can be located under the column cf of the cumulative frequency
distribution.
 n
The class interval that contains the    2 thscore is called the
median class
of the distribution. To calculate the median, we use the formula:
Median (Grouped Data)

 N cf 

X = XLB + 2 −fm b i

 
Where:
X= median
XLB = the lower boundary or true lower limit of the median class
N = total frequency
cf = cumulative frequency before the median class
fm= frequency of the median class
i = size of the class interval
Example:
Calculate the median score of 50 junior students in an achievement test in
Math given in the table below.
Solution:
Achievement test Results in Math of 50 Junior Students
Class Interval Frequency (f)
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95-99 1
90-94 9
85-89 8
80-84 14
75-79 11
70-74 5
65-69 2
Add the entitles in the column for cf .

Class Interval Frequency (f) cf
95-99 1 50
90-94 9 49
85-89 8 40
80-84 14 32
75-79 11 18
70-74 5 7
65-69 2 2
N=50
N2 th score=  502 th score
= 25th score
The class interval that contains the 25th score is 80-84.
XLB = 79.5 cfb = 18

fm= 14
i=5
 N −cfb 
X = XLB + 2 fm i
Page 8
 
50 −18
X = 79.5+ 214 5

 
X = 79.5+2.5
X =82.2
This means that 50 percent of the students got scores below 82.
C. The Mode
The mode is defined as the observation which occurs the most often in a
set of data
This is the observation which has the largest frequency. It is frequently
used to determine those products which are in greatest demand.
Example:
Find the mode of the following scores:
14,17,17,17,18,18,19,20,21,21,23
Solution:
By inspection, the mode is 17 since it occurs 3 times in the distribution.
Note: A distribution can have one or more modes.
Example:
An ice cream parlor sells 6 flavors of ice cream The numbers for each type
sold on a particular day are shown below.
Flavors of Ice Frequency of

Cream sale
Cheese 16
Chocolate 12
Vanilla 22
Macapuno 26
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Strawberry 23
Fruit Salad 18
Determine the most popular flavor of ice cream for that day.
Solution:
The most popular flavor is that which is most frequently sold. The highest
frequency is 26. Hence, the modal (most popular) flavor for that day is macapuno.
In the computation of the mode given a frequency distribution, the first step is to
get the modal class. The modal class is that class interval with the highest
frequency. To compute for the mode, we use the formula:
Mode (Grouped data)
Xˆ = XLB + d1d+1d2 i


Where:
XLB = lower boundary of the modal class

d1 = difference of the frequency of the modal class and the
frequency preceding it. d2 = difference of the frequency of
the modal class and the
frequency succeeding it.
Example:
Find the mode for the following grouped frequency distribution.

Class Interval Frequency (f)
95-99 1
90-94 9
85-89 8
80-84 14
75-79 11
70-74 5
65-69 2
Solution:
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The modals class is the class interval 80-84 since it has the highest
frequency. Therefore,
XLB = 79.5 d2 =14−8 = 6
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d1 =14 11−= 3 i=5
Xˆ = XLB + d1d+1d2 i


Xˆ = 79.5+ 3+365

Xˆ = 79.5 1.67+
Xˆ =81.17
For more knowledge about Measures of Central Tendency, please check the
link provided;
http://onlinestatbook.com/2/summarizing_distributions/measures.html
https://study.com/academy/lesson/central-tendency-measures-definition examples.html
REMEMBER
• Mean is the most widely used average, the arithmetic mean, is

defined as the sum of the observations divided by the number of observations.
• Median is the value of the middle observation if the data are arranged in the form
of an array.
• Mode is defined as the observation which occurs the most often in
a set of data
ACTIVITY:
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Choose 10 of your classmates and ask them if how much money left in their pocket. In
your collected data, compute for the mean, median and mode.
Lesson 2: Measures of Dispersion
The measure of central tendency is not in itself sufficient to adequately describe a set
of data. In addition, a measure of dispersion (or spread) of data is also required. This
measure describes the extent to which individual observations vary above and below
the average. The need for a measure of dispersion is just as important as the average.
A measure of dispersion gives an indication of the reliability of the average value.
The most commonly measure of dispersion are: the range, the quartile deviation, the
mean deviation, the variance and the standard deviation.
A. The Range
The easiest and the simplest way to determine measure of dispersion is
the range. The range is simply defined as the difference of the highest score
(H.S) and the lowest score (L.S). It shows the extreme scores of a set of data.
When we talk of grouped data, the range can be calculated data by
subtracting the lower boundary (L.B) of the lowest class interval from the upper
boundary (U.B) of the highest class interval. That is,
R = H S. − =LSU B. −LB
Example 1:
a. The range of the set of scores in 12,14,14,16,16 is 16 12− or 4.
b. The range of the set of scores in 10,14,14,18,25 is 25 10− or 15.
Example 2:
Find the range of the frequency distribution below.

Class interval Frequency
38-39 1
36-37 3
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34-35 3
32-33 3
30-31 6
28-29 6
26-27 8
24-25 6
22-23 10
20-21 14
Solution:
Range U B LB= . − .
Range= 39.5 19.5−
Range= 20
B. The Quartile Deviation

An extension of the median is the concept of quartiles which divide the
data into four equal parts. Quartiles are often used with scores on aptitude test,
examinations, and other testing stations. When the data is divided into four equal
parts, the points of separation are:
• 1st quartile (Q1 ). There are 25% of the observations below Q1and 75% of
the observation above Q1.
• 2nd quartile (Q2 ) . There are 50% of the observations belowQ2 and 50% of
the observations above Q2. The second quartile is also the median.
• 3rd quartile (Q3 ). There are 75% of the observations below Q3 and 25% of
the observations above Q3.

th
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
If there are n observation in a set of data, then Q1can be identified as the 
n +1
4 
th
observation, and Q3 as the  3(n4+1) observation.

Example:
Mr. Basanez is interested in the amount of time it takes his bank tellers to
service customers. One particular morning, her records the service times for 15
customers. The times (to the nearest minute) are given below.
6,9,7,5,16,11,9,7,4,9,7,11,10,8,6
a. Find the median time
b. Find Q1and Q3 of the service times.
Solution:
The number of observations is n=15. Arrange the data in array
4,5,6,6 7,7,7,8 9,9,9,10 11,11,16
  
Q1 Q2 Q :123 th
th
 n +1
a. The median or Q2 =  2  observations 
= 8th observation
= 8 minutes
th
 n +1
b. The first quartile: Q1 =  4  observation

= 4 observation
th
= 6 minutes
3(n+1)th
c. The third quartile: Q3 = observation
4
= 12thobservation
= 10 minutes
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Q1 and Q3Grouped data
 N cf 
Q1 = XLB + 4 − b i 
 fq1 
 
Where: XLB = lower boundary of theQ1class

N = total frequency
cfb= cumulative frequency before the Q1class
fq1= frequency of the Q1class
 4
Q1 and Q3Grouped data  3 N cfb
i −
Q3 = XLB + f
 q3 
 
Where: XLB = lower boundary of theQ3class
N = total frequency
cfb= cumulative frequency before the Q3class
fq3 = frequency of the Q3class
Example: From the given frequency distribution table, compute for Q Q1, 2 and Q3.
Class interval f
28-32 3
23-27 8
18-22 15
13-17 12
8-12 5
3-7 2
Solution:
a. The first step is to add the entitles in the column for cf .
Class interval f cf
28-32 3 45
23-27 8 42
18-22 15 34
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13-17 12 19
8-12 5 7
3-7 2 2
b. Calculate for Q1:

N 45
Qclass1 = = =11.25 Class interval 13-17
4 4
XLB = 12.5
cfb= 7 fq1=
12
i =5
 4
 N −cfb i
Q1 = XLB + f
 q1 
 
Q1 =12.5+11.25 12−7 5
= 12.5+1.77
= 14.27
C. Calculate for Q2:

2N 90
Q class2 = = = 22.5 Class interval 18-22
4 4
XLB = 17.5
cfb= 19
fq1= 15
i =5
Q2 =17.5+ 22.515−19 5
= 17.5+1.17
= 18.67
Page 17
d. Calculate for Q3:

3N 135
Q class3 = = = 33.75 Class interval 18-22
4 4
XLB = 17.5
cfb= 19
fq1= 15
i =5
Q3 =17.5+ 33.75 1915− 5

= 17.5+4.92
= 22.42
Like the range, the quartile deviation is a measure of dispersion which is

determined by the distance between two particular observations. The first step is
to calculate the interquartile range.
The interquartile range or (I.R) is a more reliable measures of variability.
It is the difference of the 75th percentile or Q3 and the 25th percentile or Q1, hence
we can conclude that 50 percent of the distribution will be falling within the
interquartile range, 25 percent will be falling below Q1and 25 percent will be
above
Q3.
Interquartile Deviation
I R.= Q3 −Q1
The formula for finding the interquartile range shows the distance between
Q3 and Q1. The value obtained half of this distance is called the quartile deviation
or (Q.D) and the formula is given by:
Quartile Deviation
Q D.= Q3 −Q1
2
Example:
A farmer has his corn crop spread over 15 fields each of equal size. The
output (in cubic meters) for each of the fields is
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226,174,185,203,193,216,164,228,244,208,235,200,216,196,188
a. Find the range of the output.
b. Find the quartile deviation of the outputs.
Solution:
Arrange the data in an array:
164,174,185,188,193,196,200,202,208,216,,216,226,228,235,244 a.
The range of the output = 244 164− =80 cubic meters
b. The first quartile =4th observations
=188 cubic meters
The third quartile =12th observations
=226 cubic meters
The interquartile range = 226 1888−
=38 cubic meters
−
interquartile range 226 188
The quartile deviation = =
2 2
=
=19 cubic meters
C. The Mean Deviation
A measure of dispersion which takes into account each observation is the mean
deviation. This is more reliable than the range and the quartile deviation because
each makes use of only two values in the distribution, namely: the two most
extreme values in the range; and Q3 and Q1in the quartile deviation. The formulas
for the computation of the mean deviation will be shown.
Ungrouped Distribution Mean Deviation (M.D)
M D. = X − X
N
Where:
X = represents the scores of the distribution
X = is the mean
N = is the number of observations
The formula tells us that we have to follow the following steps:
1. Calculate the mean of the data.
2. Add a column for X − X .
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3. Subtract the mean of each score and record the differences.

4. Write down the absolute values of each of the differences.
5. Get the total of the score under the heading X − X .
6. Divide the sum obtained in Step 3 by N.
Example: Find the mean deviation of the following ungrouped distribution.

x 5 8 11
Solution:
a. Calculate the mean.
X =  X = 24 = 8
N 8
b. Add the column for X − X .
c.
X X−X
5 3
8 0
11 3
d.  X−X=6
e. M D. = =2
Grouped Frequency Distribution: Mean Deviation (M.D)
−X
M D. = f X − X or M D. = f Xm
N N
Example: Find the mean deviation of the following distribution.
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X f
20 5
18 3
16 7
14 15
12 12
10 8
N= 50
Solution:
 fX
a. Calculate the mean by using the formula X = . This means we
N
are going to add the entitles in the column for fX.
X f fX
20 5 100
18 3 54
16 7 112
14 15 210
12 12 144
10 8 80
X = fX
N N= 50
 fX = 700
=
= 14
Page 21
b. Add two columns for X − X

and f X − X .
X f X−X fX−X
20 5 6 30
18 3 4 12
16 7 2 14
14 15 0 0
12 12 2 24
10 8 4 32
=112
N= 50
 fX−X
c. Divide  f X − X by N.
M D.= = 2.24
D. The Variance and Standard Deviation

The variance and the standard deviation are the most commonly used
measures of variation of a set of data. The standard deviation allows us to
immediately compare the spread of different sets of score and enables us also to
interpret the scores of a given set of data. Like the mean deviation, the variance
and standard deviation are based on the deviation of the individual observations
about the arithmetic mean. Also, the more widely scattered the observations are
about the mean, the larger the value of the standard deviation.
The variance is defined as the quotient of the sum of the squared deviations
from the mean divided by N-1 while the standard deviation is the square root of
the variance. The formulas are given below
Variance (S2)and Standard Deviation (S)
Page 22
(X − X ) 2 (X X− ) 2
S2 = and S=
N −1 N−1
These are formulas use the mean deviation method and tell us to follow the
following steps:
1. Calculate the mean.
2. Get the difference of each score and the mean, then get the square of
this difference.
3. Get the sum of the squared deviations in Step 2.
(X − X ) (X X− )
2 2
4. Substitute in the formulas: S2 = and S=

N −1 N−1
Example: Find the variance and standard deviation of the following distribution:
X 5 8 11
Solution:
a. Calculate the mean: X =8
b. Add the column for (X − X )2and sum up the scores.

X
(X − X ) 2
5 9
8 0
11 9
(X − X) =18
2
c. Divide (X − X)2 by 2 since N − = − =1 31 2.\
Page 23
2
18 9 s ==
2
s= 9=3
The following are important points to remember regarding the calculations of the
standard deviation.
a. The standard deviation cannot be negative.

b. The standard deviation of a s et of data is zero if and only if the observations are
of equal value.
c. As a rough guide, the standard deviation should have a value which is equal to
approximately one-third of the range.
d. The standard deviation cannot be more than the range of the data.
e. If a constant k is added to each observation in a set of data, the standard
deviation of the new det of data has the same value as the standard deviation of
the original set of data.
This method of computing the variance and standard deviation is called the raw score
method. The formulas are given below.
Variance Standard Deviation
For Ungrouped Data
N
S2 =   X −( X )
2 2 S = N  X −( X )
2 2
N N( −1) N N( −1)
For Ungrouped Frequency Distribution
S2 = N fX −( 2
fX )2 S = N fX −( 2 fX )2
N N( −1) N N( −1)
For Grouped Frequency Distribution
Page 24

S2 = N fXm2 − ( )
fXm 2
 
S=N fXm2 − ( )
fX m 2
N N( −1) N N( −1)
Example: Find the variance and the standard deviation of the following
distribution.
X 5 8 11
Solution:
a. Get  X .
X
5
11
 X =24
b. Add a column for X 2 , square all the scores and get their sum.
X X2
5 25
8 64
11 121
 X =24 X 2
= 210
c. Substitute  X = 24=24 and  X 2 = 210 in the formula.
Page 25
S2 = N  X −( X )
2 2
N N( −1)
3(210)
S2 = −(24)2
3(3 1)−
S2 = 630−576
6
254
S= 6
S 2= 9
S= 9
S=3
For more knowledge about Measures of Dispersion, please

check the link provided;
https://study.com/academy/lesson/measures-of-dispersion-
definitionequations-examples.html
https://www.slideshare.net/BirinderSinghGulati/measures-of-dispersion-
REMEMBER
• The range is simply defined as the difference of the highest

(H.S) and the lowest score
(L.S ).
Page 26
A measure of dispersion which takes into account each

observation is the mean deviation.
•
• The standard deviation allows us to immediately compare the
spread of different sets of score and enables us also to interpret
the scores of a given set of data.
ACTIVITY:
Calculate the: a. range

b. quartile deviation
c. mean deviation
d. standard deviation
e. variance
for these data. 1,6,3,5,5,3,4,1,2,7,3,2,4
Lesson 3: Measures of Relative Position
A measure of position is a method by which the position that a particular data value has
within a given data set can be identified. As with other types of measures, there is more
than one approach to defining such a measure.
• Standard Score (z-score)
The standard score (often called the z-score) for a given data value x is the
number of standard deviations that x is above or below the mean of the data. The
Page 27
following formulas show how to calculate the z-score for a data value x in a population
and sample.
− x− x
population data z = x and sample data z =
 s
To compute a standard score, only the mean and standard deviation are
required. However, since both of those quantities do depend on every value in the data
set, a small change in one data value will change every z-score.
Example:
Scores on a history test have an average of 80 with a standard deviation

of 6. What is the z-score for a student who earned a 75 on the test?
−
x
Solut
ion:
z=
z
=
z=−0.833
Example:
The weight of chocolate bars from a particular chocolate factory has

a mean of 8 ounces with a standard deviation of .1 ounce. What is the
zscore corresponding to a weight of 8.17 ounces?
−
x
Page 28
Solution: z =

8.17 8
z
=
z=1.7
• Percentiles
A value x is called the pth percentile of a data set provided p% of the data
values are less than x.
Example:
In a recent year, the median annual salary for a physical therapist was
Php 74,480. If the 90th percentile for the annual salary of a physical therapist was
Php 105,900; find the percent of physical therapists whose annual salary was
a. More than Php 74,480

b. Less than Php 105,900
c. Between Php 74,480 and Php 105,900
Solution:
a. By definition, the median is the 50th percentile. Therefore, 50% of the physical
therapists earned more than Php 74,480 per year.
b. Because Php 105,900 is the 90th percentile, 90% of all physical therapists
earned less than Php 105,900.
c. From parts a and b,
90%-50% = 40%
40% of the physical therapists earned between Php 74,480 and Php 105,900.
Percentile for a Given Data Value
Given a set of data and a data value x.
number of data values less than x

Percentile of score x= 100
total number of data values
Example:
Page 29
On a reading examination given to 900 students. Benedict’s score of 602

was higher than the scores of 576 of the students who took the examination.
What is the percentile for Benedict’s score?
Solution:
number of data values less than 602

Percentile = 100
total number of data values
Percentile = 100
= 64
Therefore, Benedict’s score of 602 places him at the 64th percentile.
• Quartile
The three numbers Q Q1, 2, and Q3 that partitions a ranked data into four
equal groups are called quartiles.
- 1st quartile (Q1 ). There are 25% of the observations below Q1and 75%
of the observation above Q1.
- 2nd quartile (Q2 ) . There are 50% of the observations belowQ2 and 50%
of the observations above Q2. The second quartile is also the median.
- 3rd quartile (Q3 ). There are 75% of the observations below Q3 and 25%
of the observations above Q3.
The Median procedure for Finding Quartiles
1. Rank the data.

2. Find the median of the data. This is the second quartile Q2.
3. The first quartile Q1 is the median of the data values less than Q2. The
third quartile Q3 is the median of the data values greater thanQ2
Example:
The following table lists the calories per 100 milliliters of 25 popular
sodas. Find the quartiles for the data.
Calories per 100 milliliters of Selected sodas
Page 30
43 37 42 40 53 62 36 32 50 49
26 53 73 48 45 39 45 48 40 56
41 36 58 42 39
Solution:
Step 1: Rank the data as shown as the following table.
1) 26 2) 32 3) 36 4) 36 5) 37 6) 39 7) 39 8) 40 9) 40
10) 41 11) 42 12) 42 13) 43 14) 45 15) 45 16) 48 17) 48 18) 49
19) 50 20) 53 21) 53 22) 56 23) 58 24) 62 25) 73
Step 2: The median of these 25 data values has a rank of 13. Thus, the
median is 43. The second quartile Q2 is the median of the data, so Q2 = 43
.
Step 3: There are 12 data values less than the median and 12 data values
greater than the median. The first quartile is the median of the data values
less than the median. Thus, Q1is the mean of the data values with rank of
6 and 7.
Q1 = = 39
The third quartile is the median of the data values greater than the
median. Thus, Q3 is the mean of the data values with ranks of 19 and 20.
Q3 = = 51.5
• Box-and-Whisker Plot It is sometimes called as box-plot. It is often used to

provide a visual summary of a set of data. A box-and-whisker plot shows the
median, the first and the third quartiles, and the minimum and maximum values of
a data set.
Page 31
Construction of a Box-and-Whisker Plot
1. Draw a horizontal scale that extends from minimum data value the maximum
data value.
2. Above the scale, draw a rectangle (a box) with left side at Q1 and its right at
Q3.
3. Draw a vertical line segment across the rectangle at the median, Q2.
4. Draw a horizontal line segment, called a whisker, that extends from Q1 to the
minimum and another whisker that extends from Q3 to the maximum.
Example:
Construct a box plot for the following data:
12, 5, 22, 30, 7, 36, 14, 42, 15, 53, 25
Solution:
Step 1: Arrange the data in ascending order.

Step 2: Find the median, lower quartile and upper quartile
Median (middle
value) = 22
Lower quartile (middle value of the lower half) = 12
Upper quartile (middle value of the upper half) = 36
(If there is an even number of data items, then we need to get the average
of the middle numbers.)
Page 32
Step 3: Draw a number line that will include the smallest and the largest data.
Step 4: Draw three vertical lines at the lower quartile (12), median (22) and the
upper quartile (36), just above the number line.
Step 5: Join the lines for the lower quartile and the upper quartile to form a box.
Step 6: Draw a line from the smallest value (5) to the left side of the box and
draw a line from the right side of the box to the biggest value (53).
Page 33
For more knowledge about Measures of Relative Position,

please check the link provided;
https://stats.libretexts.org/Bookshelves/Introductory_Statistics/Book%3A_Int
roductory_Statistics_(Shafer_and_Zhang)/02%3A_Descriptive_Statistics/2.04%3A_Rel
ative_Position_of_Data https://www.slideshare.net/AbdulAleem95/measures-of-
relative-position
REMEMBER
• The percentile rank and

z-score of a measurement indicate its
relative position with regard to the other measurements in a data
set.
The three quartiles divide a data set into fourths.
•
• The five-number summary and its associated box plot
summarize the location and distribution of the data.
ACTIVITY:
a. Consider the data set
69 93 70 53 92 75 85 70 68 76 88 70 77 82 85 82 80 100 96 85
1. Find the percentile rank of 82.

2. Find the percentile rank of 68.
b. Find the z-score of each measurement in the following sample data set.
−5 6 2 −1 0
Page 34
Lesson 4: Normal Distribution

The normal distribution forms a bell-shaped curve that is symmetric
about a vertical line through the mean of the data. A graph of a normal distribution is
shown below:
Properties of Normal
Distribution
Every normal distribution has the following properties.
▪ The graph is symmetric about a vertical line through the mean of the distribution.
▪ The mean, median and mode are equal.
▪ The y-value of each point on the curve I the percent (expressed as a decimal) of
the data at the corresponding x-value.
▪ Areas under the curve that are symmetric about the mean are equal.
▪ The total area under the curve is 1.
Empirical Rule for a Normal Distribution
In a normal distribution, approximately
▪ 68% of the data lie within 1 standard

deviation of the mean.
▪ 95% of the data lie within 2 standard
deviations of the mean.
▪ 99.7% of the data is within 3 standard
deviations of the mean.
Example:
The weights of adorable, fluffy kittens are normally distributed with a
mean of 3.6 pounds and a standard deviation of 0.4 pounds.
Page 35
First, draw your Empirical curve with the 4 percentages! (Steps 1-3 are
completed below.)
What percent of adorable, fluffy kittens weigh between 2.8 and 4.8
pounds?
Step 4: We need to shade the region they are asking for.
Step 5: We need to add the percent in the shaded areas.
13.5% + 34% + 34% + 13.5% + 2.35% = 97.35%
What percent of adorable, fluffy kittens weigh less than 2.4 pounds?
Page 36
Step 4: We need to shade the region they are asking for.
Step 5: We need to add the percents in the shaded areas.
0.15%
• Standard Normal Distribution

A normal distribution with a mean of 0 (u=0) and a standard deviation of 1 (o=
1).
The standard normal distribution (graph below) is a mathematical-or

theoretical distribution that is frequently used by researchers to assess whether
the distributions of the variables they are studying approximately follow a normal
curve.
Every score in a normally distributed data set has an equivalent score in

the standard normal distribution. This means that the standard normal distribution
can be used to calculate the exact percentage of scores between any two points
on the normal curve.
Statisticians have worked out tables for the standard normal curve that
give the percentage of scores between any two points. In order to be able to use
this table, scores need to be converted into Z scores.
Page 37
For finding the area under the curve, the table is shown below:
Example:
Percent of Population Between 0 and 0.45
Page 38
Solution:
Start at the row for 0.4, and read along until

0.45: there is the value 0.1736
And 0.1736 is 17.36%
So 17.36% of the population are between 0

and 0.45 Standard Deviations from the
Mean.
Because the curve is symmetrical, the same table can be used for values
going either direction, so a negative 0.45 also has an area of 0.1736
Example:
Percent of Population Z Between -1 and 2
Solution:
From −1 to 0 is the same as from 0 to +1:
At the row for 1.0, first column 1.00, there is the

value 0.3413
From 0 to +2 is:
At the row for 2.0, first column 2.00, there is the

value 0.4772
Add the two to get the total between -1 and 2:
0.3413 + 0.4772 = 0.8185
And 0.8185 is 81.85%
So 81.85% of the population are between -1 and +2 Standard Deviations

from the Mean.
Linear Regression
Page 39
Linear regression finds the line that best fits the data points. There are actually a
number of different definitions of "best fit," and therefore a number of different methods
of linear regression that fit somewhat different lines. By far the most common is
"ordinary least-squares regression"; when someone just says "least-squares
regression" or "linear regression" or "regression," they mean ordinary least-squares
regression.
Naming the Variables.
There are many names for a regression’s dependent variable. It may be called
an outcome variable, criterion variable, endogenous variable, or regressand. The
independent variables can be called exogenous variables, predictor variables, or
regressors.
Three major uses for regression analysis are:

(1) determining the strength of
predictors (2) forecasting an effect, and
(3) trend forecasting.
First, the regression might be used to identify the strength of the effect that the
independent variable(s) have on a dependent variable
Second, it can be used to forecast effects or impact of changes. That is, the regression
analysis helps us to understand how much the dependent variable changes with a
change in one or more independent variables.
Third, regression analysis predicts trends and future values.
If the plot of n pairs of data (x , y) for an

experiment appear to indicate a "linear
relationship" between y and x, then the method of
least squares may be used to write a linear
relationship between x and y.
The least squares regression line is the line that
minimizes the sum of the squares
(d1 + 2 d + 3 d + 4d ) of the vertical deviation from
each data point to the line (see figure below as an
example of 4 points).
Page 40
Figure 1. Linear regression where the sum of vertical distances d1 + d2 + d3 + d4

between observed and predicted (line and its equation) values is minimized.
The least square regression line for the set of n data points is given by the equation of a
line in slope intercept form:
y = a x + b where
a and b are given by
Figure 2. Formulas for the constants a and b included in the linear regression
Example:
Consider the following set of points: {(-2 , -1) , (1 , 1) , (3 , 2)}

a) Find the least square regression line for the given data points.
b) Plot the given points and the regression line in the same rectangular system of axes.
Solution:
a) Let us organize the data in a table.
x y xy x2
-2 -1 2 4
1 1 1 1
3 2 6 9
Page 41
 =x 2  =y 2 xy = 9 x2 = 14
We now use the above formula to calculate a and b as follows
a = (n x yn x −  2
−(  xx y)2 ) / = ((((3)(9)3)(14) − −
(2) (2(2)2))) = 3823
b =  1n (y − a x) =  132 − 

3238(2) = 1 59
b) We now graph the regression line given by y = a x + b and the given
points.
Graph of linear regression in problem 1.
The Least-Squares Regression Line
The Least-Square Regression Line for a set of bivariate data is the line that
minimizes the sum of the squares of the vertical deviations from each data point to the
line.
Page 42
Imagine you have some points, and want to

have a line that best fits them like this:
We can place the line "by eye": try to

have the line as close as possible to all points,
and a similar number of points above and below the
line.
But for better accuracy let's see how to calculate the line using Least Squares
Regression.
The Line
Our aim is to calculate the values m (slope) and b (y-intercept) in the equation of a line :
y = mx + b
Where:
• y = how far up
• x = how far along
• m = Slope or Gradient (how steep the line is)
• b = the Y Intercept (where the line crosses the Y axis)
Steps
To find the line of best fit for N points:
Step 1: For each (x y, )point calculate x and xy2
Step 2: Sum all x y x and xy, , 2 , which gives us x, y, x and2 xy
Step 3: Calculate Slope m :
m =N (xy) −   x yN (x2) − (x)2
(N is the number of points.)
Page 43
Step 4: Calculate Intercept b :
b =y − m xN
Step 5: Assemble the equation of a line
y = mx + b
Example:
Sam found how many hours of sunshine vs how many ice creams were sold at
the shop from Monday to Friday:
"x" "y"
Hours of Ice Creams
Sunshine Sold
2 4
3 5
5 7
7 10
9 15
Let us find the best m (slope) and b (y-intercept) that suits that data
y = mx + b
Step 1: For each (x y, ), calculate x and xy2

x y x2 xy
2 4 4 8
3 5 9 15
5 7 25 35
7 10 49 70
9 15 81 135
Page 44
Step 2: Sum all x y x and xy, , 2 , which gives us x, y, x and2
xy
x y x2 Xy
2 4 4 8
3 5 9 15
5 7 25 35
7 10 49 70
9 15 81 135
Σx: 26 Σy: 41 Σx2: 168 Σxy: 263
Also N (number of data values) = 5
Step 3: Calculate Slope m:
m =N (xy) −   x yN (x ) − (x)
2 2
m 5 263 = x − 26 415 168 x x − 262
m=1 315 − 1066840 − 676

m= 249164
m= 1.5183...
Step 4: Calculate Intercept b:
b =y − m xN b=
41 − 1.5183 265x b=
0.3049...
Step 5: Assemble the equation of a line:
y = mx + b
y = 1.518 x + 0.305
Page 45
Let's see how it works out:

x y y = 1.518x + 0.305 error
2 4 3.34 −0.66
3 5 4.86 −0.14
5 7 7.89 0.89
7 10 10.93 0.93
9 15 13.97 −1.03
Here are the (x,y) points and the line y

= .1518x 0305 + . on a graph:
Sam hears the weather forecast which

says "we expect 8 hours of sun tomorrow", so
he uses the above equation to estimate that he
will sell
y = 1.518 8 x + 0.305 = 12.45 Ice Creams
Sam makes fresh waffle cone mixture for

14 ice creams just in case. Yum.
Linear Correlation
To determine the strength of a linear relationship between two variables,

statisticians use a statistics called the linear correlation coefficient, which is denoted by
the variable r and is defined as follow:
Linear Correlation Coefficient
For the n ordered pairs (x y x y1, 1),( 2, 2),(x y3, 3),...,(x yn, n) , the linear
correlation coefficient r is given by
r= n(xy)−(x)( y)
n(
Page 46
x )−(x)  n( y )−( y)

2 2 2 2
Properties of Linear Correlation Coefficient
1. The value of r lies between −1 and 1, inclusive.

2. The sign of r indicates the direction of the linear relationship between x and y:
1. If rr  0then y tends to decrease as x is increased.
2. If r  0then y tends to increase as x is increased.
3. The size of |r| indicates the strength of the linear relationship between x and y:
1. If |r| is near 1 (that is, if r is near either 1 or −1) then the linear
relationship between x and y is strong.
2. If |r| is near 0 (that is, if r is near 0 and of either sign) then the linear
relationship between x and y is weak.
Example:
Page 47
Calculate the linear correlation coefficient for the following data.
X = 4, 8 ,12, 16 and Y = 5, 10, 15, 20.

Solution:
Given variables are,
X = 4, 8 ,12, 16 and Y = 5, 10, 15, 20.
For finding the linear coefficient of these data, we need to first construct a
table for the required values.
According to the formula of linear correlation we have,

400
r xy() =
320  500
r xy( ) =
r xy( ) =
r xy(
) =1
Therefore, r xy() =1
For more knowledge about Normal Distribution please check the
link provided; https://statisticsbyjim.com/basics/normal-distribution/

https://study.com/academy/lesson/standard-normal-distribution-
definitionexample.html
Page 48
REMEMBER
•
The linear correlation coefficient measures the strength
and direction of the linear relationship between two
x and y.
The sign of the linear correlation coefficient indicates the
direction of the linear relationship between x and y.
• When r is near 1 or −1 the linear relationship is strong; when it is

near 0 the linear relationship is weak.
ACTIVITY:
Solve the following problem.
1. X is a normally distributed variable with mean μ = 30 and standard deviation σ

= 4. Find
a) P(x < 40)
b) P(x > 21)
c) P(30 < x < 35)
Page 49
https://www.abs.gov.au/websitedbs/a3121120.nsf/home/statistical+language+-
+measures+of+central+tendency
https://www.toppr.com/guides/busines s-
mathematics-and-statistics/measures-of-
centraltendency-and-dispersion/measure-of-dispersion/
https://stattrek.com/descriptiv e-statistics/measures-of-position.aspx
https://statisticsbyjim.com/basics/normal-distribution/
Page 50

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MODULE MATHEMATICS IN THE MODERN WORLD

Lesson 1: Measures of Central Tendency

Symbol for mean: X , read as “x bar”

The mean (commonly called the average) of a set of n numbers is the

The median is the middle number in a set of data when arranged in

Mean (Ungrouped data)

If a set of data is in the form of a frequency distribution in which an

Where: X = mean, f= frequency, X= score

 fX = sum of the products of frequency and score

Suppose a particular math course is graded in the following manner:

Midterm Exams 30%

Final Exams 40%

Jason obtained marks of 85%in assignments, 74% in project, 76%

Mean (Grouped data)

Where: X = mean f = frequency

Xm = class mark (average of lower interval and upper interval)

 fX m = sum of the product of frequencies and class mark

Shown below in Table are the sources of 50 junior students in an

Solve for the mean.

defined as the mean of the   n2 th and  n2+1th observation.

In a certain clinic, the waiting time (in minutes) for 11 randomly

Find the median waiting time.

Arrange the data in order of magnitude.

Find the median score.

Score Frequency` Cum. Frequency

There are  f = 50observations. The median is the mean of the

The first step in the computation of the median of a grouped data is

can be located under the column cf of the cumulative frequency

Median (Grouped Data)

Add the entitles in the column for cf .

Achievement test Results in Math of 50 Junior Students

N2 th score=  502 th score

The class interval that contains the 25th score is 80-84.

XLB = 79.5 cfb = 18

X = XLB + 2 fm i

X = 79.5+ 214 5

Note: A distribution can have one or more modes.

Flavors of Ice Frequency of

Mode (Grouped data)

Xˆ = XLB + d1d+1d2 i

XLB = lower boundary of the modal class

Achievement test Results in Math of 50 Junior Students

d1 =14 11−= 3 i=5

Xˆ = XLB + d1d+1d2 i

• Mean is the most widely used average, the arithmetic mean, is

Lesson 2: Measures of Dispersion

Find the range of the frequency distribution below.

B. The Quartile Deviation

the observation above Q1.

the observations above Q3.

observation, and Q3 as the  3(n4+1) observation.

Q1 and Q3Grouped data

Where: XLB = lower boundary of theQ1class

b. Calculate for Q1:

Q1 =12.5+11.25 12−7 5

C. Calculate for Q2:

Q2 =17.5+ 22.515−19 5

d. Calculate for Q3:

Q3 =17.5+ 33.75 1915− 5

Like the range, the quartile deviation is a measure of dispersion which is