Semi-Detailed Lesson Plan in Mathematics in Modern World
Name of Teacher: Wendy Lyn H. Edradan Year Level: BEED I-2&1-3
Name of Mentor: Maria Ivora Lapore Date to Teach: March 17 and 19, 2025
Class Schedule: Monday (6:30 PM -8:30 PM)
Wednesday (6:30 PM- 8:30 PM)
I. Learning Objectives
At the end of the lesson, the BEED students should be able to:
a. Define key concepts such as range, variance, standard deviation,
quantiles, and z-score
b. Explain how measure of dispersion and relative position help describe
the spread and ranking of data in a data set
c. Calculate the standard deviation and quartile of a given data set
d. Compare and contrast different data sets using measures of dispersion
and relative position to determine data variability and distribution
II. Subject Matter
Topic: Data Management
Materials: PowerPoint Presentation, Marker, Bondpaper
Reference: Sirug, W.S. (2018). Mathematics in the Modern World: CHED curriculum
complaint
Duration: 2 hours
III. Methodology
A. Preliminary Activity
1. Opening Prayer
The teacher assigns a student to lead the prayer.
2. Greetings
The teacher will greet the students
3. Checking of Attendance
The teacher uses the class list to ensure everyone is present.
4. Motivation
Mystery, Mystery
Procedures:
1. The class will be divided into two groups.
2. Each group will be given a set of clues that they need to accomplish in order to
find the mystery word/phrase.
3. After 10 minutes, they will write their answer on a bondpaper and the teacher
will ask follow up questions related to the phrase given.
B. Lesson Proper
B1. Discussion
The teacher will start by introducing the topic for the day, which are Measures of
Dispersion and Measures of Relative Position. Before diving into the lesson, the
teacher will share the learning objectives for the day, which will serve as a guide
throughout the discussion.
Learning Objectives:
a. Define key concepts such as range, variance, standard deviation,
quantiles, and z-score
b. Explain how measure of dispersion and relative position help describe
the spread and ranking of data in a data set
c. Calculate the standard deviation and quartile of a given data set
d. Compare and contrast different data sets using measures of dispersion
and relative position to determine data variability and distribution
MEASURES OF DISPERSION
Dispersion is the difference between the actual value and average value. It is the extent
to which a distribution is stretched or squeezed. It represents the size of distribution of
values that are expected for a specific variable.
A. Range
The range is the difference of the highest value and the lowest value in the data
set. There are two advantages of the range: (i) it is easy to compute and (ii) it is
easy to understand. On the other hand, it also has two disadvantages, it can be
distorted by a single extreme value (or outlier) and only two values are used in
the calculation.
Example 1: The daily rates of a sample of eight employees at GMS Inc. are
P550, P420, P560, P500, P700, P670, P860, P480. Find the range.
Solution:
Step 1: Determine the highest value and lowest value in the data set.
Highest Value (HV) = P860 Lowest Value (LV)-P420
Step 2: Solve for the range.
Range= Highest Value (HV)-Lowest Value (LV)= P860-P420 - P440
The range in daily rate salary is P440.
B. Variance and Standard Deviation
A measure of the dispersion of a set of data points around their mean value.
One of the most widely used measures of dispersion is the standard deviation.
The more spread apart the data, the higher the deviation.
➢ Standard deviation is the average amount of variability in your data set. It
tells you, on average, how far each value lies from the mean. It is
calculated as the square root of variance. Standard Deviation is often
depicted by this symbol: σ.
➢ Variance is a statistical measurement of the spread between numbers in
a data set. It measures how far each number in the set is from the mean
(average), and thus from every other number in the set. It is a mathematical
expectation of the average squared deviations from the mean. Variance is
often depicted by this symbol: σ2.
Sample Variance and Sample Standard Deviation for Ungouped Data
2
∑(𝑥 − 𝑥)2 ∑(x − x)2
𝑠 = s=√
𝑛−1 n2− 1
(∑ 𝑥)
∑ 𝑥2 −
2
𝑠 = 𝑛
𝑛 − 1 2 (∑ x)2
√∑ x − n
s=
Where: n−1
𝑠 2 = sample variance
s = sample standard deviation
𝑥 = the value of any particular observation or measurement
𝑥 = sample mean
n = sample population
Example 2: The daily rates of a sample of eight employees at GMS Inc. are P550,
P420, P560, P500, P700, 670, P860, P480. Find the variance and standard deviation.
Solution:
Step 1: Compute the mean of the data set.
∑ 𝑥 550 + 420 + 560 + 500 + 700 + 70 + 860 + 480 4740
𝑥= = = = 592.50
𝑛 8 8
Step 2: Subtract the mean from each of the value in the data set.
𝑥 𝑥−𝑥
550 -42.5
420 172.5
560 -32.5
500 -92.5
700 107.5
670 77.5
860 267.5
480 -112.5
∑ 𝑥 = 4,740 ∑(𝑥 − 𝑥) = 0
Step 3: Square the 𝑥 − 𝑥 then get the sum.
𝑥 𝑥−𝑥 (𝑥 − 𝑥)2
550 -42.5 1,806.25
420 172.5 29,756.25
560 -32.5 1,056.25
500 -92.5 8,556.25
700 107.5 1,156.25
670 77.5 6,006.25
860 267.5 71,556.25
480 -112.5 12,656.25
∑ 𝑥 = 4,740 ∑(𝑥 − 𝑥) = 0 ∑(𝑥 − 𝑥)2 = 142,950
Step 4: Solve for variance and the standard deviation. We can also obtain the standard
deviation by simply extracting the square root of the variance.
∑(𝑥 − 𝑥)2 142,950 ∑(x − x)2 14,250
𝑠2 = = = 20,421.43 s=√ =√ = √20,421.43 = 142.90
𝑛−1 8−1 n−1 8−1
Hence, the variance is P20421.43 and the standard deviation is P142.90.
Alternative Solution: An alternative solution can be done using the other formulas
Step 1: Get the sum of the data set.
𝑥
550
420
560
500
700
670
860
480
∑ 𝑥 = 4,740
Step 2: Square the values of the data set and get the sum.
𝑥 𝑥2
550 302,500
420 176,400
560 313,600
500 250,000
700 490,000
670 448,900
860 739,600
480 230,400
∑ 𝑥 = 4,740 ∑ 𝑥 2 = 2,951,400
Step 3: Solve for the values of the variance and standard deviation.
(∑ 𝑥)2 (4,740)2
∑ 𝑥2 − 2,951,400 − 2,951,400 − 2,808,450
𝑠2 = 𝑛 = 8 = = 20,421.43
𝑛−1 8−1 7
∑ 2
2 − ( x) (4,740)2
√∑ x √2,951,400 − 2,951,400 − 2,808,450
s= n = 8 =√ = √20,421.43 = 142.90
n−1 8−1 7
Thus, the variance is P20421.43 and the standard deviation is P142.90.
Population Variance and Population Standard Deviation
∑(𝑥 − 𝜇)2 ∑(X − μ)2
𝜎2 = σ=√
𝑁 N
Where:
𝜎 2 = population variance
σ = population standard deviation
𝑥 = the value of any particular observation or measurement
𝜇 = population mean
N = population
Example 3: The monthly incomes of the five research directors of Recoletos schools
are: P55,000, P59,500, P62,500, P57,000, and P61,000. Find the variance and
standard deviation.
Solution:
Step 1: Compute the mean of the data set.
∑ x 55000 + 59500 + 62500 + 57000 + 61000 295000
μ= = = = 59000
N 5 5
Step 2: Subtract the population mean from each of the value in the data set.
𝑥 𝑥−𝜇
55,000 -4,000
59,500 500
62,500 3,500
57,000 -2,000
61,000 2,000
Step 3: Get the square of 𝑥 − 𝜇 then get the sum.
𝑥 𝑥−𝜇 (𝑥 − 𝜇)2
55,000 -4,000 16,000,000
59,500 500 250,000
62,500 3,500 12,250,000
57,000 -2,000 4,000,000
61,000 2,000 4,000,000
∑ 𝑥 = 295,000 ∑(𝑥 − 𝜇) = 0 ∑(𝑥 − 𝜇)2 = 36,500,000
Step 4: Solve for the population variance and population standard deviation.
∑(𝑥 − 𝜇)2 36,500,000 ∑(X − μ)2
𝜎2 = = = 730,000 σ=√ = √730,000 = 2,701.85
𝑁 5 N
Hence, the population variance is 730,000 and the population standard deviation
is 2,701.85.
MEASURES OF RELATIVE POSITION
When presenting or analyzing data set it is sometimes helpful to group subjects into
several equal groups. For example, to create four equal groups we need the values that
split the data such that 25% of the observations are in each group. The cut off points are
called quartiles, and there are three (3) of them (the middle one also being called the
median. Values such as quartiles can also be expressed as percentiles; for example, the
lowest quartile is also the 25th percentile and the median is the 50 percentile or the 5th
decile.
A. Quartiles
𝑘(𝑁 + 1)
𝑄𝑘 =
4
Where:
𝑄𝑘 = Quartile
𝑁 = Population
𝑘 = Quartile Location
Example 1: Find first, second, and third quartiles of the ages of 9 middle-management
employees of a certain company. The ages are 53, 45, 59, 48, 54, 46, 51, 58, and 55.
Solution:
Step 1: Arrange the data in order.
45, 46, 48, 51, 53, 54, 55, 58, 59
Step 2: Select the first, second, and third quartiles value using Formula above.
1(𝑁 + 1) 1(9 + 1) 10
𝑄1 = = = = 2.5
4 4 4
2(𝑁 + 1) 2(9 + 1) 2(10)
𝑄2 = = = =5
4 4 4
3(𝑁 + 1) 3(9 + 1) 3(10)
𝑄3 = = = = 7.5
4 4 4
Step 3: Identify the first, second, and third quartiles in the data set.
45, 46, 48, 51, 53, 54, 55, 58, 59
2.5th 5th 7.5th
Since the 2.5th falls between 46 and 48; and 7.5 th falls between 55 and 58, we
can determine the first and third quartiles of the data set by getting the average
of the two values.
55 + 58 113
46 + 48 94 𝑄3 = = = 56.5
𝑄1 = = = 47 2 2
2 2
Therefore, 𝑸𝟏 =47, 𝑸𝟐 =53, and 𝑸𝟑 =56.5
B. z-Score
z-score is to know the position of one observation relative to others in a set of data we
apply z-score. Let say, we want to know a score of a student of 42 compared to the scores
of the other students in the class based from a quiz on a total of 50 points. The mean and
the standard deviation of the scores can be used to compute a z-score, which will
measure the relative standing of a measurement in a data set.
A z-score measures the distance between an observation and the mean, measured in
units of standard deviation. The following formulas show how to compute the z-score for
a data value x in a population and in a sample.
x−μ (x − x)
z= (for population) z= (for sample)
σ s
Example 1: The monthly expenditures of a large group of households are normally
distributed with a mean of P48,700 and a standard deviation of P10,400. What is the z-
value of monthly expenditures of P59,400 and P38,300?
Solution:
Let μ=48,700
σ =10,400
Using the formula of z to determine z- values for the two x values (P59,400 and
P38,300) are computed as follow:
x − μ 59,400 − 48,700
For x= 59,400: z= = = 1.00
σ 10,400
For x= 38,300: x − μ 38,300 − 48,700
z= = = −1.00
σ 10,400
The z of 1.00 indicates that a monthly expenditure of P59,400 for households is one
standard deviation above the mean, and a z of -1.00 shows that a P38,300 monthly
expenditures is one standard deviation below the mean. Note that both household
monthly expenditures (P59,400 and P38,300) are the same distance (P10,400) from
the mean.
Example 2: A normal curve has a mean of 650 and a standard deviation of 40. An analyst
is interested in value of 575 and wants to find its equivalent z-score.
Solution:
Given: 𝑥 = 650 s = 40 x = 575
Substitute the given values into the z-score of -1.875.
(x − x) 575 − 650
z= = = −1.875
s 40
The value 575 has a z-score of -1.875.
C. Box-and-Whisker Plot
John Wilder Tukey (1915-2000) introduced the boxplot in the 1970's. A boxplot (or box-
and-whisker plot) is graph of a data set obtained by drawing a horizontal line from the
minimum data to first quartile (Q1), drawing a horizontal line to third quartile (Q) to the
maximum data value, and drawing a box whose vertical line passes through Qi and Qs
with a vertical line inside the box passing through the median or second quartile (Q2).
The boxplot will give the following information:
1. If the median is near the center of the box, the distribution is approximately symmetric.
2. If the median falls to the right of the center of the box, the distribution is negatively
skewed.
3. If the median falls to the left of the center of the box, the distribution is positively
skewed.
4. If the lines are about the same length, the distribution is approximately symmetric.
5. If the left line is larger than the right line, the distribution is negatively skewed.
6. If the right line is larger than the left line, the distribution is positively skewed.
Example 1: Construct a boxplot for the data set of the ages of 9 middle-management
employees of a certain company. The ages are 53, 45, 59, 48, 54, 46, 51, 58, and 55.
What can we say about the distribution of the data set?
Solution:
Step 1: Determine the 𝑄1 , Median, and 𝑄3 of the given data set.
Recall that 𝑄1 = 47, Median= 53, and 𝑄3 = 56.5
Step 2: Locate the lowest value, 𝑄1 , the median, 𝑄3 , and the highest value on the scale.
Step 3: Draw a box around and Q, draw a vertical line through the median, and connect
the 𝑄1 upper and lower values, as shown in the figure:
C. Valuing Process
The teacher will guide students and encourage students to connect mathematical
concepts with values like fairness, informed decision-making, and social
awareness.Students will share their thoughts through a short discussion or written
reflection.
The teacher will ask two questions that encourage deeper thinking and personal
reflection:
1. Why is it important to understand measures of dispersion and relative position
when analyzing real-world data, such as income distribution or student
performance? How can this knowledge help promote fairness and equity in
society?
2. In making decisions (e.g., choosing a school, evaluating product quality, or
assessing risks in investments), how can understanding variability and relative
position guide you in making better, more informed choices? Provide an example.
D. Evaluation
Follow the steps below to calculate the range, variance, standard deviation,
quartiles, and z-score for the given dataset (12, 18, 25, 30, 35, 40, 50). Show your
complete solution.
E. Assignment
Find the standard deviation, quartiles, and z-score of the following data sets . Show
your solution.
Two classes took a math test. Their scores are as follows:
Class A Scores: 50, 55, 60, 65, 70, 75, 80, 85
Class B Scores: 40, 50, 55, 60, 75, 90, 95, 100
Answer the following questions:
1. Compare and contrast the standard deviation of Class A and Class B.
Which class has more variability in scores?
2. Explain how the quartiles and z-scores can help in determining which
students performed above or below average.
Prepared by:
Wendy Lyn H. Edradan
Checked by:
Mrs. Maria Yvora Lapore
