Lesson 2

2
Measures of
Variability

What to
What to Know
Know
Let’s begin with interesting and exploratory activities that would lead to the basic
concepts of measures of variability. You will learn to interpret, draw conclusions and make
recommendations.

After these activities, the learners shall be able to answer the question, “How can I
make use of the representations and descriptions of a given set of data in real-life
situations?”.

The lesson on measures of variability will tell you how the values are scattered or
clustered about the typical value.

It is quite possible to have two sets of observations with the same mean or median that
differs in the amount of spread about the mean. Do the following activity.

A ctivity 1
WHICH TASTES BETTER?
A housewife surveyed canned ham for a special family affair.
She picked 5 cans each from two boxes packed by company A
and company B. Both boxes have l the same weight. Consider the
following weights in kilograms of the canned Ham packed by the two
companies (sample A and sample B).

Sample A: 0.97, 1.00, 0.94, 1.03, 1.11

Sample B: 1.06, 1.01. 0.88, 0.90, 1.14

Help the housewife choose the best sample by doing the following procedure.

ES TIO a. Arrange the weights in numerical order.

? b. Find the mean weight of each sample.

QU

NS

c. Analyze the spread of the weights of each sample from the mean.
d. Which sample has weights closer to the mean?
e. If you are to choose from these two samples, which would you
prefer? Why?
f. Was your choice affected by the weight or the taste? Explain.

465
 Measures other than the mean may provide additional information about the same data.
These are the measures of dispersion.

Measures of dispersion or variability refer to the spread of the values about the mean.
These are important quantities used by statisticians in evaluation. Smaller dispersion of scores
arising from the comparison often indicates more consistency and more reliability.

The most commonly used measures of dispersion are the range, the average deviation,
the standard deviation, and the variance.

What to
What to Process
Process

Here you will be provided with enabling activities that you have to go through to
validate your understanding on measures of variability after the activities in the What
to Know phase. These would answer the question “How can I make use of the
representations and descriptions of given set of data in real-life situations?”.

The Range

The range is the simplest measure of variability. It is the difference between the largest
value and the smallest value.

R=H–L

where R = Range, H = Highest value, L = Lowest value

Test scores of 10, 8, 9, 7, 5, and 3, will give us a range of 7 from 10 – 3 = 7.

Let us consider this situation.

The following are the daily wages of 8 factory workers of

two garment factories. Factory A and factory B. Find the range
of salaries in peso (Php).

Factory A: 400, 450, 520, 380, 482, 495, 575, 450.

Factory B: 450, 400, 450, 480, 450, 450, 400, 672

Workers of both factories have mean wage = 469

466
 Finding the range of wages: Range = Highest wage – Lowest wage

Range A = 575 – 380 = 195

Range B = 672 – 350 = 322

Comparing the two wages, you will note that wages of workers of factory B have a higher
range than wages of workers of factory A. These ranges tell us that the wages of workers of
factory B are more scattered than the wages of workers of factory A.

Look closely at wages of workers of factory B. You will see that except for 672 the
highest wage, the wages of the workers are more consistent than the wages in A. Without the
highest wage of 672 the range would be 80 from 480 – 400 = 80. Whereas, if you exclude the
highest wage 575 in A, the range would be 140 from 520 – 380 = 140.

Can you now say that the wages of workers of factory B are more scattered or variable
than the wages of workers of factory A?

The range tells us that it is not a stable measure of variability because its value can
fluctuate greatly even with a change in just a single value, either the highest or lowest.

A ctivity 2
WHO IS SMARTER?
1. The IQs of 5 members of 2 families A and B are:

Family A: 108, 112, 127, 118 and 113

Family B: 120, 110, 118, 120 and 110

a. Find the mean IQ of the two families.

b. Find the range of the IQ of both families.
c. Which of the two families has consistent IQ?

2. The range of each of the set of scores of the three students is as follows:

Ana H = 98, L = 92, R = 98 – 92 = 6

Josie H = 97, L = 90, R = 97 – 90 = 7
Lina H = 98, L = 89, R = 98 – 89 = 7

a. What have you observed about the range of the scores of the three students?
b. What does it tell you?

467
3. Consider the following sets of scores: Find the range and the median.

Set A Set B
3 3
4 7
5 7
6 7
8 8
9 8
10 8
12 9
15 15

A ctivity 3
TRY THIS!
A. Compute the range for each set of numbers.

1. {12, 13, 17, 22, 22, 23, 25, 26}

2. {12, 13, 14, 15, 16, 17, 18}
3. {12, 12, 13, 13, 13, 13, 13, 15, 19, 20, 20}
4. {7, 7, 8, 12, 14, 14, 14, 14, 15, 15}
5. {23, 25, 27, 27, 32, 32, 36, 38}

B. Solve the following:

1. If the range of the set of scores is 29 and the lowest score is 18, what is the
highest score?
2. If the range of the set of scores is 14, and the highest score is 31, what is the
lowest score?
3. The reaction times for a random sample of 9 subjects to a stimulant were recorded
as 2.5, 3.6, 3.1, 4.3, 2.9, 2.3, 2.6, 4.1 and 3.4 seconds. Calculate range.
4. Two students have the following grades in six math tests. Compute the mean and
the range. Tell something about the two sets of scores.

Pete Ricky
82 88
98 94
86 89
80 87
100 92
94 90

468
The Average Deviation

The dispersion of a set of data about the average of these data is the average deviation
or mean deviation.

To compute the average deviation of an ungrouped data, we use the formula:

∑|x-x|
A.D. =
N
where A.D. is the average deviation;
x is the individual score;
x is the mean; and
N is the number of scores.
|x-x| is the absolute value of the deviation from the mean.

Procedure in computing the average deviation:

1. Find the mean for all the cases.
2. Find the absolute difference between each score and the mean.
3. Find the sum of the difference and divide by N.

Example:
Find the average deviation of the following data: 12, 17, 13, 18, 18, 15, 14, 17, 11

1. Find the mean (x).

∑x 12 + 17 + 13 + 18 + 18 + 15 + 14 + 17 + 11
x = N = 9

135
x = 9 = 15

2. Find the absolute difference between each score and the mean.
|x-x| = |12 − 15| = 3
= |17 − 15| = 2
= |13 − 15| = 2
= |18 − 15| = 3
= |18 − 15| = 3
= |15 − 15| = 0
= |14 − 15| = 1
= |17 − 15| = 2
= |11 − 15| = 4

3. Find the sum of the absolute difference ∑|x-x|.
|x-x| = |12 − 15| = 3
= |17 − 15| = 2
= |13 − 15| = 2
= |18 − 15| = 3

469
 = |18 − 15| = 3
= |15 − 15| = 0
= |14 − 15| = 1
= |17 − 15| = 2
= |11 − 15| = 4
-------------------------------------------
∑|x-x| = 20

This can be represented in tabular form as shown below.

x x |x-x|
12 15 3
17 15 2
13 15 2
18 15 3
18 15 3
15 15 0
14 15 1
17 15 2
11 15 4
∑|x-x| = 20

4. Solve for the average deviation by dividing the result in step 3 by N.

∑|x-x| 20
A.D. = = = 2.22
N 9

A ctivity 4
TRY THIS!
Solve the average deviation of the following:

1. Science achievement test scores: 60, 75, 80, 85, 90, 95
2. The weights in kilogram of 10 students: 52, 55, 50, 55, 43, 45, 40, 48, 45, 47.
3. The diameter (in cm) of balls: 12, 13, 15, 15, 15, 16, 18.
4. Prices of books (in pesos): 85, 99, 99, 99, 105, 105, 120, 150, 200, 200.
5. Cholesterol level of middle-aged persons: 147, 154, 172, 195, 195, 209, 218, 241,
283, 336.

The average deviation gives a better approximation than the range. However, it does
not lend itself readily to mathematical treatment for deeper analysis.

Let us do another activity to discover another measure of dispersion, the standard

deviation.

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The Standard Deviation

A ctivity 5
WORKING IN PAIRS
Compute the standard deviation of the set of test scores: {39, 10,
24, 16, 19, 26, 29, 30, 5}.

a. Find the mean.

b. Find the deviation from the mean (x-x).
c. Square the deviations (x-x)2.
d. Add all the squared deviations. ∑(x-x)2
e. Tabulate the results obtained:

x x-x (x-x)2
5
10
16
19
24
26
29
30
39
∑(x-x)2

f. Compute the standard deviation (SD) using the formula

∑(x-x)2
SD =
N
g. Summarize the procedure in computing the standard deviation.

From the activity, you have learned how to compute for the standard deviation.

Like the average deviation, standard deviation differentiates sets of scores with equal
averages. But the advantage of standard deviation over mean deviation is that it has several
applications in inferential statistics

To compute for the standard deviation of an ungrouped data, we use the formula:

471

∑(x-x)2
SD =
N
Where SD is the standard deviation;
x is the individual score;
x is the mean; and
N is the number of scores.

In the next discussion, you will learn more about the importance of using the standard
deviation.

Let us consider this example.

Compare the standard deviation of the scores of the three students in their Mathematics
quizzes.

Student A 97, 92, 96, 95, 90

Student B 94, 94, 92, 94, 96
Students C 95, 94, 93, 96, 92

Solution:

Student A:

Step 1.
Compute the mean score.
∑x 92 + 92 + 96 + 95 + 90
x = N = 5 = 94

Step 2. Complete the table below.

x x-x (x-x)2
97 3 9
92 -2 4
96 2 4
95 1 1
90 4 16
∑(x-x)2 = 34

Step 3. Compute the standard deviation.

∑(x-x)2 34
SD = = = 6.8 = 26
N 5

472
Student B:

Step 1. Compute the mean score.

∑x 92 + 92 + 96 + 95 + 90
x = N = 5 = 94

Step 2. Complete the table below.

x x-x (x-x)2
94 0 0
94 0 0
92 -2 4
94 0 0
96 2 4
∑(x-x)2 = 8

Step 3. Compute the standard deviation.

∑(x-x)2 8
SD = = = 1.6 = 1.3
N 5
Student C:

Step 1. Compute the mean score.

∑x 95 + 94 + 93 + 96 + 92
x = N = 5 = 94

Step 2. Complete the table below.

x x-x (x-x)2
95 1 1
94 0 0
93 -1 1
96 2 4
92 -2 4
∑(x-x)2 = 10

Step 3. Compute the standard deviation.

∑(x-x)2 10
SD = = = 2 = 1.4
N 5

473
 The result of the computation of the standard deviation of the scores of the three students
can be summarized as:

SD (A) = 2.6
SD (B) = 1.3
SD (C) = 1.4

The standard deviation of the scores can be illustrated below by plotting the scores on
the number line.

Graphically, a standard deviation of 2.6 means most of the scores are within 2.6 units
from the mean. A Standard deviation of 1.3 and 1.4 suggest that most of the scores are within
1.3 and 1.4 units from the mean.

The scores of Student B is clustered closer to the mean. This shows that the score of
Student B is the most consistent among the three sets of scores.

The concept of standard deviation is especially valuable because it enables us to

compare data points from different sets of data. When two groups are compared, the group
having a smaller standard deviation is less varied.

474
A ctivity 6
WORKING IN PAIRS

A. Compute the standard deviation for each set of numbers.

1. (12, 13, 14, 15, 16, 17, 18)
2. (7, 7, 8, 12, 14, 14, 14, 14, 15, 15)
3. (12, 12, 13, 13, 13, 13, 13, 15, 19, 20, 20)
4. (12, 13, 17, 22, 22, 23, 25, 26)
5. (23, 25, 27, 27, 32, 32, 36, 38)

B. The reaction times for a random sample of nine subjects to a stimulant were recorded as
2.5, 3.6, 3.1, 4.3, 2.9, 2.3, 2.6, 4.1 and 3.4 seconds. Calculate the range and standard
deviation.

C. Suppose two classes achieved the following grades on a math test, find the range and
the standard deviation.

Class 1: 64, 70, 73, 77, 85, 90, 94

Class 2: 74, 75, 75, 76, 79, 80, 94
You may use a scientific calculator to solve for the standard deviation.

A ctivity 7
WORKING IN PAIRS

The grades of a student in nine quizzes: 78, 80, 80, 82, 85, 85, 85, 88, 90. Calculate for
the mean and standard deviation using a scientific calculator.

Procedure
Procedure

Press the following keys:

Shift Mode (Setup) 4 (Stat) 1 (ON)

Mode 3 (Stat) 1 (1-var)

475
 x f(x)
1
2 Is displayed. Input values of x.
3

78 = 80 = 82 = 85 = 88 = 90 =

1 = 2 = 1 = 3 = 1 = 1

x f(x)
1 78 1
2 80 2
3 82 1
The displayed output.
4 85 3
5 88 1
6 90 1

AC Shift 1(Stat) 4 (var) 2(x) =

Answer: Mean ≈ 83.67

AC Shift 1(Stat) 4 (var) 2(xσn) =

Answer: SD ≈ 3.74

In the next discussion, you will learn about another measure of variability.

The Variance
1
The variance (∂2) of a data is equal to N . The sum of their squares minus the square of
their mean. It is virtually the square of the standard deviation.

∑(x-x)2
∂2 =
N
where ∂2 is the variance;
N is the total number of observations;
x is the raw score; and
x is the mean of the data.
Variance is not only useful, it can be computed with ease and it can also be broken into
two or more component sums of squares that yield useful information.

476
A ctivity 8
ANSWER THE FOLLOWING.
The table shows the daily sales in peso of two sari-sari stores near a school.

Store A Store B
300 300
310 120
290 500
301 100
299 490
295 110
305 300
300 480

Compute for the Variance and interpret.

What to
What to Understand
Understand
You will be provided with activities that will allow you to reflect, revisit, revise and
rethink about a variety of experiences in life. Moreover, you will be able to express
your understanding on the concept of measures of variability that would engage you in
multidirectional self-assessment.

A ctivity 9
ANSWER THE FOLLOWING.
1. Find the range for each set of data.
a. scores on quizzes: 10, 9, 6, 6, 7, 8, 8, 8, 8, 9
b. Number of points per game: 16, 18, 10, 20, 15, 7, 16, 24
c. Number of VCR’s sold per week: 8, 10, 12, 13, 15, 7, 6, 14, 18, 20

2. Given the scores of two students in a series of test

Student A: 60, 55, 40, 48, 52, 36, 52, 50
Student B: 62, 48, 50, 46, 38, 48, 43, 39

a. Find the mean score of each student?

b. Compute the range.
c. Interpret the result.

477
3. The minimum distances (in feet) a batter has to hit the ball down the center of the field
to get a home run in 8 different stadiums is 410, 420, 406, 400, 440, 421, 402 and 425
ft. Compute for the standard deviation.

4. The scores received by Jean and Jack in ten math quizzes are as follows:
Jean: 4, 5, 3, 2, 2, 5, 5, 3, 5, 0
Jack: 5, 4, 4, 3, 3, 1, 4, 0, 5, 5

a. Compute for the standard deviation.

b. Which student had the better grade point average?
c. Which student has the most consistent score?

478
 Measures of
Lesson 4 Variability of
Grouped Data
What to
What to Know
Know
Start the lesson by assessing your knowledge of the different mathematics
concepts previously studied and your skills in performing mathematical operations. These
knowledge and skills may help you in understanding Measures of Variability of Grouped
Data. As you go through this lesson, think of the following important question: How are
the measures of variability of grouped data used in solving real-life problems and in
making decisions? To find out the answer, perform each activity. If you find any difficulty
in answering the exercises, seek the assistance of your teacher or peers or refer to the
modules you have gone over earlier.

A ctivity 1
LET’S TRY THIS!
Directions: Complete the frequency distribution table by finding the unknown values. Write
your complete solutions and answers on a piece of paper.

Scores of Grade 8 Avocado students in the

4th Periodic Test in Mathematics
Score Frequency Class
fX (X − x) (X − x)2 f(X − x)2
(f) Mark (X)
46 – 50 2
41 – 45 9
36 – 40 13
31 – 35 11
26 – 30 10
21 – 25 5
i= ∑f = ∑fX = ∑f(X − x)2 =

496
 ES TIO 1. How did you determine the unknown values in the frequency
distribution table?
?
QU

NS 2. What is the class size?

3. What is the ∑fX?
4. What is the value of the mean in the given distribution table?
5. What is the upper class boundary of the top interval? What about the
lower class boundary of the bottom interval?
6. What is the range?
7. What is the variance of the given distribution table?
8. How would you find the variance?
9. What is the standard deviation?
10. How would you solve for the standard deviation?

Were you able to complete the frequency distribution table? Were you able
to find the unknown values in the frequency distribution table? In the next activity,
you will calculate the range, variance and standard deviation of a given data set.

A ctivity 2
GO FOR IT…
Directions: The frequency distribution below shows the number of mistakes of 50 students
made in factoring 20 quadratic equations. Use the table to answer the questions
that follow. Write your complete solutions and answers in a piece of paper.

Number of Mistakes Made by 50 Students in

Factoring 20 Quadratic Equations

Number of Mistakes Frequency X

18 – 20 2
15 – 17 5
12 – 14 6
9 – 11 10
6–8 15
3–5 8
0–2 4

497
 ES TIO 1. What is the total frequency of the given data set?
2. Complete the frequency distribution table. What is ∑fX?
?
QU

NS 3. How would you find the mean of the given data set?
4. What is the mean of the set of data?
5. What is the upper class boundary of the top interval?
6. What is the lower class boundary of the bottom interval?
7. What is the range?
8. Find the variance and standard deviation of the set of data
9. How do the range, variance and standard deviation used in interpreting
the set of data?

What to
What to Process
Process
How did you find the previous activity? Were you able to find the unknown
measures/values? Are you ready to perform the next activity? Will you be able to find the
mean, range, variance and standard deviation of a set of data such as the grades, or test
scores? Before proceeding to these activities, read first some important notes on how to
calculate the range, variance and standard deviation of grouped data.

To find the range, variance and standard deviation of grouped data, take note of the
following:

1. Range of Grouped Data

The range is the simplest measure of variability. The range of a frequency

distribution is simply the difference between the upper class boundary of the top interval
and the lower class boundary of the bottom interval.
Range = Upper Class Boundary – Lower Class Boundary
of the Highest Interval of the Lowest Interval
Illustrative Example:
Solve for range:
Scores in Second Periodical Test of
I – Faith in Mathematics I
Scores Frequency
46 – 50 1
41 – 45 10
36 – 40 10
31 – 35 16
26 – 30 9
21 – 25 4

498
Solutions:
Upper Class Limit of the Highest Interval = 50
Upper Class Boundary of the Highest Interval = 50 + 0.5 = 50.5

Lower Class Limit of the Lowest Interval = 21
Lower Class Boundary of the Lowest Interval = 21 − 0.5 = 20.5

Range = Upper Class Boundary of the – Lower Class Boundary of the

Highest Interval Lowest Interval
Range = 50.5 – 20.5
Range = 30

Therefore, the range of the given data set is 30.

2. Variance of Grouped Data (σ2)

Variance is the average of the square deviation from the mean. For large quantities,
the variance is computed using frequency distribution with columns for the midpoint
value, the product of the frequency and midpoint value for each interval; the deviation
and its square; and the product of the frequency and the squared deviation.

To find variance of a grouped data, use the formula:

∑f(X − x)2
σ2 = ∑f − 1
where; f = class frequency
X = class mark
x = class mean
∑f = total number of frequency

In calculating the variance, do the following steps:

1. Prepare a frequency distribution with appropriate class intervals and write the
corresponding frequency ( f ).
2. Get the midpoint (X) of each class interval in column 2.
3. Multiply frequency ( f ) and midpoint (X) of each class interval to get fX.
4. Add fX of each interval to get ∑fX.

∑fX
5. Compute the mean using x = .
∑f
Calculate the deviation (X − x ) by subtracting the mean from each midpoint.
6.
Square the deviation of each interval to get (X − x )2.
7.
Multiply frequency ( f ) and (X − x )2. Find the sum of each product to get ∑fX(X − x)f.
8.
9.
Calculate the standard deviation using the formula
∑f(X − x)2
σ2 =
∑f − 1
499
Illustrative Example:
Find the variance of the given data set:

Scores in Second Periodical Test of

I – Faith in Mathematics I
Scores Frequency
46 – 50 1
41 – 45 10
36 – 40 10
31 – 35 16
26 – 30 9
21– 25 4

Solutions:
Frequency Class
Scores fX (X − x) (X − x)2 f (X − x)2
(f) Mark (X)
46 – 50 1 48 48 13.4 179.56 179.56
41 – 45 10 43 430 8.4 70.56 705.6
36 – 40 10 38 380 3.4 11.56 115.6
31 – 35 16 33 528 -1.6 2.56 40.96
26 – 30 9 28 252 -6.6 43.56 392.04
21 – 25 4 23 92 -11.6 134.56 538.24
i=5 ∑f = 50 ∑fX = 1,730 ∑f(X − x)2= 1,972

∑fX 1,730
Mean (x) = = 50 = 34.60
∑f

σ2 = ∑f(X − x)
2

∑f − 1
1,972
σ2 = 50 − 1

1,972
σ2 = 49 = 40.2448~40.24

Therefore, the variance(σ2) is 40.24.

500
3. Standard Deviation (s)

The standard deviation is considered the best indicator of the degree of dispersion
among the measures of variability because it represents an average variability of the
distribution. Given the set of data, the smaller the range, the smaller the standard
deviation, the less spread is the distribution.
To get the value of the standard deviation (s), just simply get the square root of the
variance (σ2):
s = √σ2

Illustrative Example:
Refer to the given previous example. Get the square root of the given value of variance:

s = √σ2
s = √40.24
s = 6.34

Therefore, the standard deviation of the Scores in Second

Periodical Test of I – Faith in Mathematics I is 6.34.

Were you able to learn different formulas in solving the range, variance, and
standard deviation of grouped data? In the next activity, try to apply those important
notes in getting the value of range, variance, and standard deviation of grouped
data.

A ctivity 3
LET’S APPLY IT…
Directions: Calculate the range, variance and standard deviation of the Weekly Allowance
of Students in Binago School of Fisheries. Write your complete solutions and
answers on a sheet of paper.

Weekly Allowance of Students

in Binago School of Fisheries
Weekly Allowance
Frequency
(in Pesos)
500-549 2
450-499 3
400-449 1
Range = ____________________________
Variance (σ2) = ________________________
350-399 3
Standard Deviation (s) = _________________
300-349 4
250-299 14
200-249 12
150-199 21
100-149 10

501

ES TIO
1. How did you find the range, variance and standard deviation?
?
QU

NS
2. What you can say about the value of range and variance?
3. What you can say about the standard deviation?
4. What have you learned and realized while doing the activity?

Were you able to solve the range, variance and standard deviation easily with
your seatmate? Were you able to apply the notes on how to calculate the range,
variance and standard deviation? Do the next activity by yourself.

A ctivity 4
CHALLENGE PART…
Directions: Calculate the range, variance and standard deviation of the given grouped
data.

Pledges for the Victims of Typhoon Pablo

Pledges in Pesos Frequency
9,000 – 9,999 4
8,000 – 8,999 12
7,000 – 7,999 13
6,000 – 6,999 15
5,000 – 5,999 19
4,000 – 4,999 30
3,000 – 3,999 21
2,000 – 2,999 41
1,000 – 1,999 31
0 – 999 14

ES TIO 1. What is the ∑fX?

?
2. What is the value of the mean in the given distribution table?
QU

NS

3. What is the upper class boundary of the top interval? What about the
lower class boundary of the bottom interval?
4. What is the range?
5. What is the variance of the given distribution table?
6. How would you find the variance?
7. What is the standard deviation?
8. How would you solve for the standard deviation?
9. What have you learned from the given activity?

502
What to
What to Understand
Understand
Reflect how you were able to develop a concept out of the activities you
have studied. The knowledge gained here will further help you understand and
answer the next activities. After doing the following activities, you should be
able to answer the following question: How are the measures of variability of
grouped data used in solving real-life problems and in making decisions?

A ctivity 5
LET’S CHECK YOUR UNDERSTANDING…
1. Below are the scores of 65 students in a Mathematics test
Score f X fX (X − x) (X − x)2 f (X − x)2
55 – 58 2
51 – 54 4
47 – 50 5
43 – 46 6
39 – 42 10
35 – 38 13
31 – 34 8
27 – 30 6
23 – 26 6
19 – 22 2
15 – 18 2
11 – 14 1

a. Complete the table by filling in the values of X (the class marks or midpoints),
(X − x), (X − x)2 and f(X − x)2. Explain how you arrived at your answer.
b. Find the range, variance and standard deviation of the set of data.
c. What you can say about the standard deviation?
d. Which measure is considered unreliable? Why?

2. Is the range the most appropriate measure of dispersion for grouped data? Why? How
about the variance? standard deviation? Explain your answer.
3. Is it always necessary to group a set of data when finding its range, variance and
standard deviation? Why?

503
 What new insights do you have about solving measures of variability of
grouped data? What do you realize after learning and doing different activities?

Now, you can extend your understanding by doing the tasks in the next
section.

What to
What to Transfer
Transfer

Demonstrate your understanding on measures of central tendency and measures

of variability through products that reflect meaningful and relevant problems/situations.

Create a scenario of the task in paragraph form incorporating GRASP: Goal, Role,
Audience, Situation, Product/Performance, Standards.

G: Make a criteria for a scholarship grant based on monthly family income

and scholastic performance.
R: Barangay Social Worker
A: Local NGO
S: An NGO in the locality will grant scholarship to qualified and deserving
scholars
P: Criteria
S: Justification, Accuracy of data, Clarity of Presentation

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SUMMARY/SYNTHESIS/GENERALIZATION:
This lesson was about measures of variability of grouped data. The lesson provided
you opportunities to describe on how to solve range, variance and standard deviation of the
given grouped data. Moreover, you were given the chance to apply the given important notes
on how to solve the range, variance and standard deviation of the given grouped data and to
demonstrate your understanding of the lesson by doing a practical task.

Glossary
Measure of Central Tendency - The score or value is where all the other values in a distribu-
tion tend to cluster.

Mean - The sum of measures x divided by the number n of measures in a variable. It is sym-
bolized as (read as x bar).

Median - The middle entry or term in a set of data arranged in numerical order (either increas-
ing or decreasing).

Mode - The measure or value which occurs most frequently in a set of data. It is the value with
the greatest frequency.

Measure of Dispersion – The measure of spread of a data about the average of these data.

Range - The simplest measure of variability. It is the difference between the largest value and
the smallest value.

Average Deviation or Mean Deviation - The dispersion of a set of data about the average
of these data.

Standard Deviation - The most important measure of dispersion. It differentiates sets of

scores with equal averages.
1
The variance (∂2) of a data is equal to the sum of their squares minus the square of their
N
mean. It is virtually the square of the standard deviation.

References:
Canonigo, A. (2012) Statistics, K – 12 Facilitators Guide
Math IV, Project EASE
Amsco_Integrated Algebra, Statistics
Javier, S. CASIO FX – 991ES PLUS Handbook
Pogoso, C., Montana, R, Introductory Statistics

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