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NLC MATH 7 Lesson 15 - MLUriarte

The document discusses calculating measures of central tendency for ungrouped data. It provides examples and definitions, and presents a lesson on using data about traffic volumes at two intersections to calculate the mode, median, and mean. The lesson includes practice questions and answers.

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jefferson gallego
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53 views22 pages

NLC MATH 7 Lesson 15 - MLUriarte

The document discusses calculating measures of central tendency for ungrouped data. It provides examples and definitions, and presents a lesson on using data about traffic volumes at two intersections to calculate the mode, median, and mean. The lesson includes practice questions and answers.

Uploaded by

jefferson gallego
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Mathematics 7 - Lesson 15

Calculating the Measures of


Central
Tendency of Ungrouped Data
MAREBEL L. URIARTE
Teacher II
Madrid NHS
Lesson Objective

Calculate the measures of central


tendency of ungrouped data.
Short Review

1. For the set of scores 0, 1, 2, 5, 6, 6, 8, find:

a.) the mean (the average score)

b.) the median (the middle score)

c.) the mode (the most common score)


Short Review

1. For the set of scores 0, 1, 2, 5, 6, 6, 8, find:

a.) the mean (the average score) = 4

b.) the median (the middle score) = 5

c.) the mode (the most common score) = 6


Short Review

2. For the set of scores 12, 11, 13, 10, 12, 11, find:

a.) the median

b.) the mode(s)


Short Review

2. For the set of scores 12, 11, 13, 10, 12, 11, find:

a.) the median =

b.) the mode(s) = 11.5

11 and 12
Lesson Purpose / Intention

In particular roles, people work with specific data that will assist
them to answer important questions for their communities.
Today we will use what we have learned in our study of statistics
about measures of central tendency to help us explore different
questions about traffic volume and flow in one such community.
Lesson Language Practice
 cumulative frequency
 data
 frequency
 frequency distribution
 mean
 median
 mode
 score
Definition of Terms:

 Cumulative Frequency
- is the total of a frequency and all
frequencies in a frequency distribution
until a certain defined class interval.
Definition of Terms:

 Data
- information, statistics number, facts,
figures, and records that usually to
calculate, analyze or plan something.
Definition of Terms:

 Frequency
- the number of occurrences of a data

 Frequency table
- a table that lists items and shows the number of
times the items occur.
Definition of Terms:
 Mean - is also known as the arithmetic mean/average is
the most commonly used measure of central position.

 Median - is the middle value in a set of data.

 Mode - is the measure or value which occurs most


frequently in a set of data.
Definition of Terms:

 Score
- a number that expresses accomplishment (as in a
game or test) or excellence (as in quality) either
absolutely in points gained or by comparison to a
standard.
Lesson Activity
Stem for Items 1 and 2

Sunny is investigating traffic volume and flow in her


hometown. At Intersection A she records the number of
cars passing the intersection each minute for 20 minutes.
She then arranges the data in increasing order of size:

0, 0, 1, 1, 2, 3, 3, 3, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6, 6, 7

At Intersection B, Sunny also records the number of


cars passing the intersection each minute for 20 minutes. She
then enters the data in a frequency distribution table:
Lesson Activity
Item 1 Questions

1. What is the mode number of cars passing Intersection A each minute?

2. (i) Calculate the median number of cars passing Intersection A each minute.
(ii) Calculate the mean number of cars passing Intersection A each minute.

3. Sunny also counts the number of cars passing Intersection A for each of the next 5 minutes
and records 4, 2, 4, 6 and 4 cars.
(i) What will be the new mode and median?
(ii) Without calculating the new mean score, explain why it will be higher than the mean
obtained in 2 (ii).
Lesson Activity
Item 1 Answers

1. What is the mode number of cars passing Intersection A each minute?


Mode = 3
(since this is the score with the highest frequency (5))

2. (i) Calculate the median number of cars passing


Intersection A each minute.
Median = 3.5
(the 10th and 11th scores, the two middle scores, are 3 and 4)
Lesson Activity
Item 1 Answers
2. (ii) Calculate the mean number of cars passing Intersection A each minute.
Mean = 3.6

3. Sunny also counts the number of cars passing Intersection A for each of the next 5 minutes and records 4, 2,
4, 6 and 4 cars.
(i) What will be the new mode and median?
= The new mode is 4. The new median is 4.
(ii) Without calculating the new mean score, explain why it will be higher than the mean obtained in 2 (ii).
= The new mean will be higher because the mean of the 5 additional scores is 4, which is higher
than the mean of the first 20 scores (3.6), found in 2(ii).
Lesson Activity
Item 2 Questions

1. Read from the table, find the mode number of cars passing Intersection B each minute.

2. Complete the f × 𝑥 column of the table and find the mean of the scores using the formula

3. Complete the Cumulative Frequency column of the table to find the median of the set of
scores.
Lesson Activity
Item 2 Answers
1. Read from the table, find the mode
number of cars passing Intersection B each
minute.
Mode = 5

2. Complete the f × 𝑥 column of the table


and find the mean of the scores.
Mean = 6

3. Complete the Cumulative Frequency


column of the table to find the median of
the set of scores.
Median = 6
Lesson Conclusion - Reflection
1. What do you think were the key mathematical concepts
addressed in this lesson?

2. Would you rate your level of understanding of the material


covered in this lesson as high, moderate, or low?

3. Has the lesson helped you gain further insight into aspects of the
material covered that represent strengths or represent
weaknesses?
Lesson Conclusion - Reflection

4. What would you describe as the main barriers, if any, to your


ongoing progress and achievement in relation to the topic area
addressed in this lesson?

5. What do you think would best assist your ongoing progress


and achievement in relation to the topic area?
“Math gives us hope that
every problem has a
solution.”

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