Republic of the Philippines

MINDANAO STATE UNIVERSITY – SULU

Jolo, Sulu

CHAPTER I – PATTERNS AND NUMBERS IN NATURE AND THE WORLD

LEARNING OUTCOMES

At the end of this chapter, students should be able to:

1. Identify patterns in nature and regularities in the world
2. Articulate the importance of mathematics in one’s life
3. Express appreciation for mathematics as a human endeavor

WHAT IS MATHEMATICS?

“ We have developed a formal system of thought for reorganizing, classifying, and exploring
patterns called mathematics” ( stewart, P.1)

Most of us have a skewed relationship with math: we hate it for its drudgery or love it for its
consistency, but usually we don’t have a sense of the whole picture. In truth, MATHEMATICS IS
AN ART. It’s easy to lose sight of the elegance in the midst of technical details, especially when
aesthetics, motivation, and simplicity – the core values of mathematics – are absent from
typical math courses.

Mathematics is the art of patterns and connections embedded in nature in our environment.
There is an organized pattern to explain such phenomena and this is through Mathematics. It
explains not only regularities but also irregularities and complexities in the world. it simplifies
complex things by organizing patterns. It shows that there is a line that connects everyone to
one another and to nature.

We can use the following concept map in defining Mathematics.

Study of patterns

Art Mathematics Language

Is a/an …

Set of problem Process of

Solving tools thinking

WHAT IS MATHEMATICS FOR?

The proof of mathematics existence in nature and in our world implies that it is
significant to human. The following are only some of its importance:
 - Mathematics helps us unravel the puzzles of nature, organizes patterns and regularities
as well as irregularities, and enables us to make predictions. Mathematics also helps us
control weather and epidemics. It also provides tools for calculations, and provides new
questions to think about.

WHAT IS MATHEMATICS ABOUT?

The following concepts tell what mathematics is a about.

- Numbers, symbols, notations

- Operations, equations, and functions
- Processes and” thingification” ( The fact or process of turning something into a thing)
- Proof – A story rather than a sequence of statements.

HOW IS MATHEMATICS DONE?

Mathematics is done with curiosity, with a penchant for seeking patterns and
generalities, with the desire to know the truth, with trial and error, without fear of facing more
questions and problems to solve.

WHO USES MATHEMATICS?

Mathematicians ( pure and applied), scientists (natural and social), and generally,
everyone in this world uses mathematics. But different people use different math at different
times, for different purposes using different tools, with different attitudes.

WHY IS MATHEMATICS IMPORTANT TO KNOW / LEARN?

Everyone agrees that learning math can be difficult, but some people believe math is
important and some people believe math is not important ( Bianco, 2015). Math is important
for many reasons and few of these reasons are the following: Math puts order in disorder ,
Math makes us better persons, and Math makes a world a better place to live in.

We all know as children grow, they need to learn patience. Patience is precisely what
math teaches us. It also teaches us curiosity; for example, why is this rule used here? Why
would that number be negative? Why is that equation set up like that? These are questions
they will learn to ask if they are taught math. The parents’ job is to help their children grow up
to become good people who are patient and wise, who want to learn even more about
anything and everything. Their future depends on what they have learned and if they have
learned mathematics, then they will be able to do many different things – may be even
anything – when they are adults ( Bianco, 2015). Hence, Math helps us become better persons.

Math can help us understand better world around us. The concepts in math can help us
better understand physical phenomena. It gives us a way to understand patterns to quantify
relationships, and to predict the future. It helps us understand the world - and we use the
world to understand math. The world is interconnected. Everyday math shows these
connections and possibilities. Also, the perfection of math is math visible within living
structures in the world, but we can also use its accuracy and inherent wisdom to improve our
own lives.
Name: ____________________________________________ Score : _________________
Course and Year : ___________________________________ Date : __________________
Schedule : _________________________________________

EXERCI SE 1

ACTIVITY 1 :

Take a picture of a plant, a tree, a building, or an object in your surroundings and discuss how
mathematics is embedded in your chosen object.
ACTIVITY 2:

Write an essay discussing the following ideas: what new ideas in mathematics have you learned
or changed your previous beliefs about mathematics? What is most useful in mathematics for
humankind?
CHAPTER II – MATHEMATICAL LANGUAGE AND SYMBOLS

At the end of this chapter, the students should be able to:

1. Discuss the language, symbols, and conventions in mathematics.

2. Explain the nature of mathematics as a language.
3. Perform operations on mathematical expressions correctly.

“ THE LAWS OF NATURE ARE WRITTEN IN THE LANGUAGE OF MATHEMATICS”

- GALILEO GALILEI

Language is important to understand and express one’s ideas, feelings or opinion. Language
serves as the transmitter of information and knowledge. It helps to construct social identity.
Misunderstanding of one’s language leads to confusion and misconceptions.

Mathematics has its own language. It was designed so we can write about things (numbers,
sets, functions, etc.) and can do something ( add, subtract, multiply, divide, etc.) on those
things. And just like human languages, mathematics language consists of structural rules
governing the use of symbols representing mathematical objects.

DEFINITION OF LANGUAGE

LANGUAGE – is a systematic way of communicating with other people by the use of sounds or
conventional symbols. It is a system of words used in a particular discipline. It is also a system of
abstract codes which represent antecedent events and concepts and arranged in ordered
sequence to form words, with rules for combining these words into sequences or strings that
express thoughts, intentions, experiences, and feelings.

IMPORTANCE OF LANGUAGE

Language was invented to communicate ideas to others (to transmit information). To

understand the expressed ideas, to acquire knowledge or information and to construct social
identity.

The Language of Mathematics was designed so we can write about things such as numbers,
sets, functions, etc. and what we do with those things like perform operations such as addition,
subtraction, multiplication, and division.

COMPONENTS OF THE LANGUAGE OF MATHEMATICS

Some things associated with language are also associated with the language of mathematics.
These are the following:

1. Discreteness conveys that language consists of minimal units.

2. Grammar tells that language consists of rules and patterns to arranged units.
3. Productivity shows that language can create totally novel statements that could be
understood.
4. Displacement reveals that language can convey imaginary, distant, past, present,
and future statements.
 Name :_____________________________________________ Score :______________
Course and Year : ____________________________________ Date : ______________
Schedule : __________________________________________

EXERCISE 1

A. Using the given variable, translate the following to mathematical expressions

1. The sum of n and 8

2. M reduced by x

3. 12 subtracted from z

4. C increased by d

5. 20 more than twice f

6. The square of the sum of x and y

7. Twice the product of m and n

8. Six less than twice b

9. The sum of the squares of u and v

10. The product of x and y divided

CHAPTER III – PROBLEM SOLVING AND REASONING

LEARNING OUTCOMES

At the end of this chapter, students should be able to:

1. Define the terms and concepts in problem solving

2. Employ inductive and deductive reasoning in problem solving
3. Apply the different problem solving strategies in solving real life problems

Every day in our life, whether we’re a student, a parent, an ordinary person, a businessman,
or the president of a country, we always face so many problems that need solving. For example,
You want to buy your favorite pair of shoes but you don’t have enough money, or you want to
travel from one place to another by taking the shortest distance, if possible, whether the
problem is big or small, we all set objectives for ourselves, face hardships, and make every
effort to overcome them. But what you might not know is there’s an easy way to arrive over
and over again at effective and satisfying solutions. There is a common and essential way to
answering problems, and that is through PROBLEM SOLVING.

But why do we really need to learn problem solving? Problem solving , its benefits an d the
different strategies that can be used to solve problems. So to begin the discussion , let us first
define a problem.

WHAT IS A PROBLEM?

The word PROBLEM may have different meanings depending on context. In English a
problem is any question or matter involving doubt , uncertainty, or difficulty or a question
proposed for solution or discussion.

In mathematics, a problem is a statement requiring a solution, usually by means of a

mathematical operation/geometric construction.

Our focus here will be problems in mathematics. Say for instance the old mcdonald
problem:

“ Old MacDonald has 56 chickens and carabaos in the farm. All in all, there are 152 feet.
How many chickens and carabaos are in his farm?

WHAT IS PROBLEM SOLVING?

Prior to the detailed discussion of problem solving, it is important for us to understand first
these three (3) words “ METHOD ”, “ ANSWER “ and “ SOLUTION “. The word “ METHOD “
means the ways or techniques used to get an answer which will usually involve one or more
problem solving strategies. On the other hand, the word “ ANSWER “ means a number,
quantity or some other entity that the problem is asking for. Finally, the word “ SOLUTION “ is
the whole process of solving a problem, including the method of obtaining an answer and the
answer itself.

So, we can summarize the discussion above by this very simple equation which can be
applied in problem solving:

Method + Answer = Solution

Problem solving is about resolving problem. It is finding solutions and not just answer to
problems. It is a mathematical process where one uses his skills creatively in new situations.

Many mathematics skills were involved in problem solving

PROBLEM SOLVING – is a process – an ongoing activity in which we take what we know to

discover what we don’t know. It involves overcoming obstacles by generating hypo – theses,
testing those predictions, and arriving at satisfactory solutions.

Problem – solving involves three (3) basic functions:

1. Seeking information
2. Generating new knowledge
3. Making decisions
FOUR ( 4) STEPS IN PROBLEM SOLVING

1. UNDERSTAND THE PROBLEM

First, you have to understand the problem. Study the essential mathematical concepts
by considering the terminology and notation used in the problem. Rephrase the
problem in your own words, if needed, then write down specific examples of the
conditions given in the problem. Ask also yourself these questions:
a. What kind of a problem is it?
b. What is the unknown?
c. What information is given?
d. What do the terms mean?
e. Is there enough information or is more information needed?
f. What is or are the conditions in the problem? Is it possible to satisfy the
condition/s? is/are the condition/s sufficient to determine the unknown?

2. DEVISE A PLAN
First, find the link between the data and the unknown. You must start somewhere, so
try something. But if an immediate connection cannot be found, then it would be
necessary to consider more problems. You should obtain eventually a plan of the
solution. Think of ways on how you are going to attack the problem, that is, try using
strategies that could help you solve the problem.

3. CARRY OUT THE PLAN

As soon as you have an idea for the solution of the problem, write it down instantly then
carry out your plan of the solution. Just make sure that each step in the solution is
logically correct. However, if the plan does not seem to be working well, then start over
again and try another strategy. Remember , the secret here is to KEEP TRYING UNTIL
SOMETHING WORKS.

4. LOOK BACK
Once you have a potential solution, check to see if it works. Ask the following to
yourself:

1. Did you answer the question?

2. Is your result reasonable?

INDUCTIVE AND DEDUCTIVE REASONING

Inductive Reasoning – is a process that uses our knowledge in making a general inference
about unfamiliar occurrences based on observation and patterns. It is using specific examples
to make a general rule.

Examples

a. 5,50, 500, 5,000, _______

b. a, 6, c, 12, e, 18, _______\
COUNTEREXAMPLES

A counterexample is an example that contradicts the assumption and shows that a statement is
false.

Examples:

1. Every number that is a multiple of 10 is divisible by 4.

Solution:
First , we have to list some numbers that are multiples of 10.
100, 110, 120, 130, `140, 150, 160, 170, 180, 190, 200

Next , we check if all the numbers in the list are all divisible by 4

100 ÷ 4 = 25 120 ÷ 4 = 30

110 ÷ 4 = 27.5

Since the quotient of 110 and 4 is 27.5 , which is not exact, we say then that 110 is not divisible
by 4. With this example, we have shown that not all multiples of 10 are divisible by 4. So we call
110 as a counterexample.

2. All prime numbers are odd.

Solution:
First, we list some prime numbers. So we’ll have 2, 3, 5, 7, 11, etc. among the
given prime numbers, one of them is not odd. It is the even number 2. Now, 2 is
considered as counterexample because the statement “ All prime numbers are odd ” is
proven to be false.

DEDUCTIVE REASONING – Is the process by which conclusions are made based on

previously known facts or by employing general assumptions, procedures, or principles.
It is applying a general rule to specific examples.

Deductive reasoning is also the way of showing that certain statements follow logically
from agreed – upon assumptions and proven facts and there is a need to justify step
with a reason.
 Example:
Solve for x in the equation 3( x+ 4 ) −2x = 20, justify your answer.

Solution:

Statement Justification

3(x + 4) – 2x = 20 Given

3x + 12 – 2x = 20 Distributive property

3x – 2x + 12 = 20 Commutative Property

X + 12 = 20 Closure property

X = 20 – 12 Transposition

X=8 Closure property

PROBLEM SOLVING STRATEGIES

EXAMPLES:

1. MAGIC SQUARE PROBLEM ( Magic Square are square grids with a special arrangement
of numbers in them. These numbers are special because every row , column and
diagonal adds up to the same number.)

Arrange the numbers from 1 to 9 in a 3 x 3 magic square so that the sum of every row,
column and diagonal adds up to the same number.

Solution:

Step 1: UNDERSTANDING THE PROBLEM

Remember that we have the numbers 1 to 9 which are to be arranged in a
square subdivided into nine smaller squares, where each small square contains a
different number. Then we have to make sure that the sum of every row, column and
diagonal adds up to the same number.

Step 2: DEVISING A PLAN

Take note that for the square to be a magic square, we must first know what
the common sum is. Thus, our sub goal is to find that common sum. (Therefore, the
strategy that we will use here is identifying a sub goal strategy.)
 Step 3: CARRYING OUT THE PLAN

First, we find the common sum. Note that the sum of the nine numbers is 45.

1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 = 45

Notice also that 45 is 3 times the sum of one row or column.

8 6 1 8 1 6

5 5 3 5 7 3 5 7

4 2 9 4 9 2

Fig. a Fig. b Fig. c Fig. d

Step 4. LOOKING BACK

Now, we have to check if our answer is reasonable. To do this, we have to examine if

the sum of the numbers in each row, column, and diagonal adds up to 15. Hence we have,

ROW COLUMN DIAGONAL

8 + 1 + 6 = 15 8 + 3 + 4 = 15 8 + 5 + 2 = 15
3 + 5 + 7 = 15 1 + 5 + 9 = 15 4 + 5 + 6 = 15
4 + 9 + 2 = 15 6 + 7 + 2 = 15

Since all rows, columns, and diagonals sums up to 15, then this means that answer is
correct and reasonable.
EXERCISE 1
A. Use Inductive reasoning to guess the next three (3) terms in the given sequences.

1. 8, 11, 14, 17, 20, _____, _____, _____...

2. 105, 95, 85, 75, 65, _____, _____, _____...

3. 18, 20.5, 23, 25.5, 28, _____, _____, _____...

4. 32, 3.2, 0.32, 0.032, _____, _____, _____,…

5. 3, 8, −2, 3, −7, −2, −12, _____, ______, _____,..

6. 2, 5, 13, 26, 34, 57, _____, ______, _____,…

7. 8888, 4444, 2222, 1111, _____, ______, _____, …

CHAPTER IV – STATISTICS

At the end of this chapter, students should be able to:

1. Recall the different terms and basic concepts in Statistics

2. Compute and interpret the mean, median and mode of ungrouped data and grouped
data
3. Solve and interpret the different measures of position
4. Calculate and interpret the range, MAD, variance, and standard deviation of ungrouped
data and grouped data.

Review of the basic Concepts in Statistics

What is Statistics – Statistics is a field of mathematics that deals with the Collection,
Organization, Analysis, and interpretation of quantitative data.

When we say COLLECTION OF DATA we mean the process of gathering relevant information
from the population. When we talk about ORGANIZATION OF DATA we refer to the systematic
arrangement of data into tables, graphs, or charts so that logical and statistical conclusions can
easily be derived from the collected information. ANALYSIS OF DATA refers to the process of
deducing relevant information from the given data so that numerical description can be
formulated. INTERPRETATION OF DATA is all about deriving conclusion from the data that have
been analyzed. It also involves making predictions or forecasts about large groups based on
gathered data from small groups.

COLLECT Survey, test, interview, observe, experiment, register

ORGANIZE Tables, graphs, texts

ANALYZE Numerical analysis, (“most”, “how many percent”, “least”)

INTERPRET Give the meaning/implication of the findings, conclude

TWO FIELDS OF STATISTICS

Statistics may be subdivided into two fields: the Descriptive and the Inferential fields.

1. Descriptive Statistics consists of the collection, organization, summarization, and

presentation of data.
 Here, the statistician tries to describe a given situation

2. Inferential Statistics is another area of Statistics concerned with drawing

conclusions about large groups of data called the population based on selected
elements of that population, known as sample.
 Here, the statistician tries to make inferences from samples to population. This
area also makes use of the concept of probability.
M EASURES OF CENTRAL TENDENCY

What is a measure of central tendency?

A measure of central tendency or measure of central location is a summary measure that
describes a whole set of data with a single quantity that represents the middle or center of its
distribution the way in which a group of data that cluster around a central value. In short, this is
a measure that tells where the center of a data set is located.
The most commonly used measures of central tendency are the MEAN, MEDIAN, AND
MODE.

MEAN – The mean ( X ), also called as the “AVERAGE” or “ARITHMETIC AVERAGE”, is the most
commonly used measure of central tendency . it is said to be the most reliable measure of
central tendency and has the least probable error but does not supply information about
homogeneity of the distribution.

UNGROUPED DATA

a. SIMPLE MEAN
Getting the simple mean means that we are giving equal weight to each value in the
data set.
FORMULA;

𝑋 + 𝑋 + 𝑋 + ...+𝑋
X=
𝑁

Examples:

1. The ages of five contestants in a Statistics Quiz Bee are the following:
18, 17, 18, 19, and 18. Find their average age.

𝑋 = 18 + 17 + 18 + 19 + 18
Solution: Add all the values ( ages )
5
Then divide the sum by 5.
Then the mean age of the
contestants is 18.
X = 90/5
X = 18

2. Six employees are working as call center agents. Their salaries are as follows:
P23,500, P24300, P25800, P23900, P24100, and P24950. What is the average salary
of the employees?

Solution:

23500+24300+25800+23900+24100+24950
X=
6
X = 24425
Thus, the mean salary of the employees is P24,425. This implies that employees who are getting
salaries below P24,425 are not being paid enough while those who are getting salaries above
P24,425 are receiving more than the average salary.
b. WEIGHTED MEAN
Weighted mean is mean calculated by giving values in a data set more influence
according to some attribute of the data. It is an average in which each quantity to be
averaged is assigned a weight, and these weightings determine the relative importance
of each quantity on the average. Weightings are the equivalent of having that many like
items with the same value involved in the average.

∑ 𝑤𝑥
The formula for weighted mean WM = ∑𝑤
, where w is the weight of each value and x
is the matching value.

Example:

1. Xandra bought different fruits for new year. She bought 3 apples at P 10 each, 5
ponkans at P each, 3 pears at P 15 each, 4 pieces of chico at P 25 each. What is the
average price of each fruit that xandra bought?

Solution:
∑ 𝑤𝑥
WM = ∑𝑤

3 𝑥10 + 5 𝑥 5 + 3 𝑥 15 + 4 𝑥 25
WM =
3 + 5 + 3+ 4

30 +25 + 45 +100
WM =
15

WM = 13.33

Thus, the average price of each fruit bought by xandra is 13.33

MEDIAN
A median is defined as the middle value/ observation in an organized list of numbers
and falls in the middle most position of the whole data.

UNGROUPED DATA
The median value in an ungrouped data is determined by first arranging the
numbers in value order from lowest to highest or vice versa. If there is an odd
amount of numbers, the median value is the middle most number, with the same
amount of numbers below and above. If there is an even amount of numbers in the
list, the middle pair must be determined, added together and divided by two to find
the median value. The median can be used to determine an approximate average.

Examples:
1. A college professor at a certain university assigns Statistics practice problems to
be worked via the net. Students must use a secret code to access the problems
and the time of log-in-out are automatically recorded for the professor. At the
end of the week, the professor examines the amount of time each student spent
solving the assigned problems. Find the median. The data is provided below in
minutes.
15 28 25 48 22 43 39 44 43 49 34 22 33 27 25 22 30
 Solution:
a. First, arrange the data in ascending or descending order:
15 22 22 22 25 25 27 28 30 33 34 39 43 43 44 48 49

b. Next, divide the data set into two equal parts:

15 22 22 22 25 25 27 28 30 33 34 39 43 43 44 48 49

Since there is an odd number of values in the data, we take the middle most
number/value which is 30 as the median of the data set.

Therefore, the median of the given data in the problem is 30.

2. The speed of ten (10) stenographers in typing per minute are as follows:

Stenographer 1 2 3 4 5 6 7 8 9 10
Speed 121 110 120 119 112 121 118 115 107 115

Determine the median of the speed of the stenographers.

Solution:
a. First, arrange the data in ascending or descending order:
107 110 112 115 115 118 119 120 121 121

b. Next, divide the data set into two equal parts:

107 110 112 115 115 118 119 120 121 121

Since there is an even number of value in the data, we take the two middle most
Numbers/ values which are 115 and 118.

c. Get the average of the two values:

115 + 118 = 233
233 ÷ 2 = 116.5

MODE
The number/value /observation in a data set which appears the most number of times.
If no number in the list is repeated, then there is no mode for the list. However, it is also
possible to have more than one mode for the same distribution of data, ( bi- modal, tri – modal,
or multi-modal).

UNGROUPED DATA
To find the mode of an grouped data, find the frequency of each
number/value/observation in the given data set. Then, choose the number/value/observation
having the highest frequency as the mode.

MODE = number/value/observation with the highest frequency

Examples:
1. Find mode of the given data set: 15 28 25 48 22 43 39 44 43 49 34 22 33 27 25
22 30.
Solution:

First, arrange the data set in ascending or descending order.

15 22 22 22 25 25 27 28 30 33 34 39 43 4 3 44 48 49

Next, determine the number that appeared the most of times.

In the given data , the number that appeared the most of times is 22.

Thus, the mode of the data set is 22. The data set is said to be uni-modal.

2. The speed of ten (10) stenographers in typing per minute are as follows:

STENOGRAPHERS 1 2 3 4 5 6 7 8 9 10
SPEED 121 110 120 119 112 121 118 115 107 115

Find the mode of the data set.

Solution:
First, arrange the data set in ascending or descending order:
107 110 112 115 115 118 119 120 121 121

Next, determine the number that appeared the most number of times.
In the given data, the numbers that appeared the most number of times

Are 115 and 121.

MEAN GROUPED DATA

One method that can be used to find the mean of grouped data is the class mark or midpoint
method.
Class mark or Midpoint method
In this method, the class mark of each interval has to be known and then it will be
multiplied to the corresponding frequency of every class interval. The formula for the mean
using this method is
𝑋=∑ 𝑐𝑓𝑋
where cf = ith
𝑛
X = ith class mark

n = total number of observation.

Example:

1. Consider the frequency distribution below:

Cl cf
75 – 79 5
70 – 74 7
65 – 69 8
60 – 64 10
55 – 59 8
50 – 54 9
45 – 49 5

Determine the mean of distribution.

Solution:
First, get the midpoint or class mark of each class interval. Next, multiply the frequency
of each class to corresponding midpoint or class mark. Then, get the sum of the products. The
table is shown below:
Cl cf X cfX
75 – 79 5 77 385
70 – 74 7 72 504
65 – 69 8 67 536
60 – 64 10 62 620
55 – 59 8 57 399
50 – 54 9 52 468
45 – 49 4 47 188
n = 50 ∑ 𝑐𝑓𝑋 = 3100

From the values in the table above, we can now compute for the value of the mean by
substituting the computed n = 50 and ∑ 𝒄𝒇𝑿 = 𝟑𝟏𝟎𝟎 in the formula.
𝑋=∑ 𝑐𝑓𝑋 3100
= = 62 Thus the mean of the data is 62.
𝑛 50

2. the height of 40 grade 6 pupils in a certain grade school are presented in a frequency
distribution as shown below:

Height of a class of 40 students

Cl cf
48 – 52 4
53 – 57 7
58 – 62 7
63 – 67 8
68 – 72 6
73 – 77 6
78 – 82 2
N = 40
Determine the average height of the students using the midpoint method.
Solution:
First, get the midpoint or class mark of each interval. Next, multiply the frequency of each
class to the corresponding midpoint or class mark. Then get the sum of the products. The table
is shown below:

Height of class of 40 students

Cl cf X cfX
48 – 52 4 50 200
53 – 57 7 55 385
58 – 62 7 60 420
63 – 67 8 65 520
68 – 72 6 70 420
73 – 77 6 75 450
78 – 82 2 80 160
N = 40 ∑ 𝒄𝒇𝑿 = 𝟐𝟓𝟓𝟓

From the values above, we now compute for the value of the mean by substituting
the computed n Type equation here.= 40 and ∑ 𝑐𝑓𝑋 = 2555 in the formula.

𝑿=∑ 𝒄𝒇𝑿 𝟐𝟓𝟓𝟓

= = 63.88 Therefore, the mean height of the students is 63.88 cm
𝒏 𝟒𝟎

Median Grouped Data

The formula for the median for grouped data is as follows:

𝑁
− <𝐶𝐹𝑏
𝑋̃ = LBMC + [ 2 ]𝑖
cfMC

Where: LBMC = exact lower class boundary of the median class

<CFb = less than cumulative frequency below the median the class
i = class size
cfMC = frequency of the median mass
Steps:
a. Compute the <CF of the data
b. Determine the median class by computing the value of N/2
c. Locate the computed value for N/2 at the <CF column (must be within one of the of the
<CF). the interval corresponding to this <CF value is the median class.
d. Look at the <CF corresponding to the median class. Then get the <CF before the median
class.
e. Subtract the <CFb from N/2.
f. Divide the answer in step e by the frequency of the median class.
g. Multiply the answer in step f by the value of i. To determine the value of i , subtract the
lower limit from the upper limit in any of the class intervals then add 1.
h. Add the answer in step g to the exact lower limit (LB MC) of the median class. The answer
in this step is the median value of the data set.