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1 Module for Primary School Student Grade 6: Data Processing
Mr. Zain report the news using data, table, and graphs. Mr. Zain
will help us to study about data processing, how to collect and
how to present the data.
2 Module for Grade 6 Primary School Students: Data Processing
Data Processing
Learning Goals:
After studying this lesson, you are expected to be able to:
1. increase the awareness of students on the danger of
disasters in their daily lives.
2. help and facilitate students with the scientific and practical
knowledge about disaster risks (before, during, and after the
disasters) and related skills to reduce or minimize it.
3. increase students’ beliefs on the importance of mathematics,
science, and technology that will motivate them having good
attitudes toward mathematics, science, and technology.
4. increase the awareness of students to predict and anticipate
the earthquakes and tsunamis.
3 Module for Grade 6 Primary School Students: Data Processing
A. COLLECTING DATA
Standard Competence 1. Collecting and Managing Data
Basic Competence
1.1 Collecting and reading data Indicators: The student will be able to collecting and reading data from secondary or primary resources
1.2 Processing and presenting data in a table form
Indicators: The students will be able to sort the data and present data in tabular form (table)
1.3 Sort the data include to determine the maximum and minimum data Indicators: The students will able to determine minimum and maximum value of the data sets
4 Module for Grade 6 Primary School Students: Data Processing
Toya Chiba, a reporter for local newspaper Iwate Tokai Shimbun, is swept up by a
tsunami at Kamaishi port, Iwate prefecture during the March 11 earthquake and
tsunami. Chiba managed to survive the tsunami by grabbing a dangling rope and
climbing onto a coal heap around 8 meters high after being swept away for about 30
meters, Kyodo news reports. Photo taken on March 11, 2011 and released by
Kamaishi Port Office via Kyodo on April 14, 2011. (Reuters/Kamaishi Port Office via
Kyodo)
Now imagine that Mr. Zain is collecting data of the children who stay in a shelter
after earthquake and tsunami hit their homes. This cards show the names and
months of the birthdays of Ahmad and his friends.
5 Module for Grade 6 Primary School Students: Data Processing
Mr. Zain presented the data using a table like this:
NO NAMES MONTH OF BIRTHDAY
1 Ahmad May
2 Satya March
3 Ajeng June
4 Laras February
5 Adjie October
6 Gulang February
Name: Ajeng
Month of birthdays:
June
picture Name: Satya
Month of birthdays:
March
picture
Name: Adjie
Month of birthdays:
October
picture Name: Laras
Month of birthdays:
February
picture
Name: Gulang
Month of birthdays:
February
picture Name: Ahmad
Month of birthdays:
May
picture
6 Module for Grade 6 Primary School Students: Data Processing
From that table we can get information by answering this following question:
a. Gulang’s birthday is in the month of ______________
b. ________________ birthday is in the month of October.
c. Two children were born in the month of _______________
d. If all of them were born in the same year,
(i) Who is the youngest?
(ii) Who is the oldest?
(iii) Who are younger than Ajeng?
(iv) Who is older than Satya?
Presents data in a table make easier to read the information.
Two kinds persons came to the shelter and brought foods for the children. At the
dining area, Mr. Zain counted the numbers of each type of foods brought.
7 Module for Grade 6 Primary School Students: Data Processing
Bread
Chicken
Candy
Chocolate Noodles
Others
Mr. Zain added the tallies to find the number of the children under each type of
foods. Then he presented his data in a table like this:
NOTE: there are five children who got bread. Instead of marking five |||||, we use the
fifth tally to cross the others four tallies like this .This way of showing groups of
five tallies make it easy to total the tallies at the end.
Bread
Chicken
Candy
Chocolate
Noodles
Others
10 7 12 14 11 9
Use that table to answer this following question
a. What was the most popular food?
b. What was the least popular food?
c. How many children were at the dining area in the shelter?
d. How many more children got chocolate than candies?
8 Module for Grade 6 Primary School Students: Data Processing
What was the doctor done in the picture?
Yes, the doctor collected data of the children
The doctor checking the children’s health in earthquake shelter. He measure the
weight and present the data in this table
NO NAME WEIGHT
(KG)
1 Azizah 42
2 Bondan 40
3 Dhea 42
4 Dessy 43
5 Dhimaz 45
6 Daffa 45
9 Module for Grade 6 Primary School Students: Data Processing
7 Emmy 42
8 Febry 45
9 Marita 44
10 Dite 46
11 Rio 43
12 Renta 48
13 Galang 43
14 Tyas 47
15 Rofiana 49
16 Yuliana 44
17 Sandra 50
To read the data easier, Mr. Zain help the doctor to arrange the data from the
smallest number to the biggest number.
And the result is as we can see in this table:
NO NAME WEIGHT
(KG)
1 Bondan 40
2 Azizah 42
3 Dhea 42
4 Emmy 42
5 Dessy 43
6 Rio 43
7 Galang 43
8 Marita 44
9 Yuliana 44
10 Dhimaz 45
11 Daffa 45
12 Febry 45
10 Module for Grade 6 Primary School Students: Data Processing
13 Dite 46
14 Tyas 47
15 Renta 48
16 Rofiana 49
17 Sandra 50
From the arranged table, we can read the data easier. We can find the maximum
and the minimum data easier.
- The heaviest is _____________, the weight is ____________ kg
- The lightest is ______________, the weight is ___________ kg
The haviest data is called maximum data.
The lightest data is called minimum data.
You can collect data from the various sources, such as from:
- Body height
- Body weight
- Favourite food
- Favourite colour
- Favourite lesson
- Distance between your school and your home
LET’S PRACTICE
Work in groups
Collect data from the members of your group. (You can collect any kind of data).
Write down the result in the following table. Use tally to record the data. Then count
the tallies and complete the last column of the table. Then arrange the data from the
smallest data to the biggest data.
11 Module for Grade 6 Primary School Students: Data Processing
TITLE: ____________________________________________________________
NO CRITERIA TALLY NUMBER OF CHILDREN
The Criteria can be filled in with the interval of the measure of your activity.
For example: 20-22 Kg.
23-25 Kg. and so on. Or,
150-159 cm
160-169 cm and so on.
Study the table and write five questions about it.
The following are some helping words
- How many children
- The least
- The most
- Fewer than
- More than
- Altogether
12 Module for Grade 6 Primary School Students: Data Processing
B. PRESENTING DATA IN SOME TYPES OF CHART
1. BAR GRAPHS
When Tsunami hits Japan in 2011 some people were missing and death. This map
picture shows data of the victims. Read and study this picture. The Yellow numbers
shows how many people are missing.
Standard Competence 2. Solve problem related to the data
Basic competence
2.1 Presents data to the form of tables and pictograph and bar graph and pie chart. Indicators: The students will able to: a. Collecting data by counts up, measuring and recording data
with tally b. Presenting discrete and continous data in tables and
diagrams: pictograms, bar charts, pie charts and line graphs
13 Module for Grade 6 Primary School Students: Data Processing
From some of the data in the picture we can make this table:
No Place The number of Missing Person
1 Miyako 121
2 Yamada 211
3 Otsuchi 576
4 Kamaishi 198
5 Ofunato 107
6 Rikuzen 385
7 Kesennuma 383
And presents in this graphs
Graphs of Missing Persons
This graph is called Bar graphs.
0
100
200
300
400
500
600
700
Miyako Yamada Otsuchi Kamaishi Ofunato Rikuzen Kesennuma
The numbers of the missing persons
Place
14 Module for Grade 6 Primary School Students: Data Processing
This graph shows the numbers of the victims of the most fatal Japanese
earthquakes and tsunamis
Sources: http://www.coastal.jp/tsunami2011/
2302431000
800013000 15000 12000
6757 7273
27000
99000
5502
0
20000
40000
60000
80000
100000
120000
1293 1498 1586 1771 1792 1847 1855 1891 1896 1923 1995
The numbers of the victim
Year
15 Module for Grade 6 Primary School Students: Data Processing
Using data from the graph, complete the following table
NO YEAR THE NUMBERS OF VICTIM
1
2
3
4
5
6
7
8
9
10
11
Study the table and answer this following question:
a. How many victims in the year of 1995?
b. How many victims during all the earthquake hits altogether?
c. In what year did the earthquake take the most victims?
d. In what year did the earthquake take the least victims?
16 Module for Grade 6 Primary School Students: Data Processing
2. LINE GRAPHS
Seismograph
Indonesia is one of the country that often hits by earthquake and tsunami. They
using seismograph to scale the earthquake This table shows the earthquake that
hits during August 2012.
No Date Time Richter Scale
Place
1 30/08/2012 13:56:41 WIB 5.1 SR 73 km Timur Laut SERAM
BAGIANTIMUR-MALUKU
2 28/08/2012 22:51:04 WIB 5.7 SR 313 km Barat Daya KOTA-BANDA ACEH
3 27/08/2012 16:01:23 WIB 5.1 SR 33 km Barat Laut TOBA SAMOSIR-
SUMUT
4 26/08/2012 22:05:36 WIB 6.8 SR 115 km Barat Laut HALMAHERA BARAT-
MALUT
5 22/08/2012 17:59:52 WIB 5.2 SR 424 km Barat Daya BANTUL-DIY
6 21/08/2012 10:09:37 WIB 5.4 SR 73 km Barat Daya BENGKULU SELATAN
7 20/08/2012 18:18:21 WIB 5.7 SR 432 km Barat Daya KAB-ACEH JAYA
8 19/08/2012 08:57:02 WIB 5.1 SR 107 km Barat Daya KOTA-BANDA ACEH
9 18/08/2012 16:41:53 WIB 6.2 SR 27 km Barat Daya PARIGI MOUTONG-
SULTENG
10 14/08/2012 04:12:30 WIB 5.0 SR 443 km Barat Daya KAB-ACEH JAYA
11 10/08/2012 11:41:42 WIB 5.2 SR 67 km Barat Laut NIAS UTARA-SUMUT
12 09/08/2012 18:04:25 WIB 5.6 SR 61 km Tenggara LOMBOK TENGAH-NTB
17 Module for Grade 6 Primary School Students: Data Processing
13 05/08/2012 12:58:04 WIB 5.1 SR 112 km Timur Laut MALUKU TENGGARA
14 04/08/2012 09:00:27 WIB 5.1 SR 60 km Barat Daya PESISIR SELATAN-
SUMBAR
Sources: http://geospasial.bnpb.go.id/pantauanbencana/data/datagempa.php
From that data we can make the Line Graph of the day that tsunami hits and the
magnitude of the earthquake.
Using data from the graph, complete the following table
NO DATE RICHTER SCALE
1
2
3
4
5
4.5
5
5.5
6
6.5
7
04/0
8/20
1205
/08/
2012
06/0
8/20
1207
/08/
2012
08/0
8/20
1209
/08/
2012
10/0
8/20
1211
/08/
2012
12/0
8/20
1213
/08/
2012
14/0
8/20
1215
/08/
2012
16/0
8/20
1217
/08/
2012
18/0
8/20
1219
/08/
2012
20/0
8/20
1221
/08/
2012
22/0
8/20
1223
/08/
2012
24/0
8/20
1225
/08/
2012
26/0
8/20
1227
/08/
2012
28/0
8/20
1229
/08/
2012
30/0
8/20
12
Richter scale
Date
18 Module for Grade 6 Primary School Students: Data Processing
6
7
8
9
10
11
12
13
14
Study the table and answer this following question:
a. When did the biggest earthquake hit?
b. What was the biggest earthquake?
c. When did the lowest eartquake hit?
d. What was the lowest earthquake?
e. What can we learn from the data and the graph?
19 Module for Grade 6 Primary School Students: Data Processing
LET’S PRACTICE
Mr. Zain needs a help in his research, work in group to complete the column of the
table. You have to do data research in internet, magazines, or other resources.
Copy the table below on a piece of paper.
NO COUNTRY YEAR RICHTER SCALE
NUMBERS OF VICTIMS
EFFECT
1
2
3
4
5
6
7
Study the table and present the data in a bar and line graphs!
20 Module for Grade 6 Primary School Students: Data Processing
3. PICTOGRAPH
Mr. Zain collected data about the occupation of the earthquake victims in the shelter
by interviewing them. He presented the data in this chart
Pictograph also called picture chart, one picture usually represent a certain number
OCCUPATION OF THE EARTHQUAKE VICTIMS
NO OCCUPATION NUMBER OF THE EARTHQUAKE VICTIMS
1 Farmer
21 Module for Grade 6 Primary School Students: Data Processing
2 Civil servant
3 Teacher
4 Merchant
5 Fisherman
NOTE: represent 10 person
22 Module for Grade 6 Primary School Students: Data Processing
Based on the chart above, we can find that:
a. There are ______________ persons as farmer
b. There are ______________ persons as civil servant
c. There are ______________ persons as teacher
d. There are ______________ persons as merchant
e. There are ______________ persons as fisherman
f. The lowest numbers of occupation is ___________, __________ persons
g. The highest numbers of occupations is _____________, _____________
persons
h. There are ____________________ persons altogether.
LET’S PRACTICE
This data of favourite foods of the children in earthquake shelter
NO TYPES OF FOODS NUMBERS OF CHILDRENS
1 CANDY 15
2 CHOCOLATE 20
3 BREAD 14
4 NOODLES 17
5 NASI 9
6 CHICKEN 12
If represent 2 persons, present the data in pictograph.
23 Module for Grade 6 Primary School Students: Data Processing
4. PIE CHART
Our earth consists of 75% of water and 25% of land.
We can show this fact in this table
Earth 100%
Water 75%
Land 25%
We can also show this in a graph called a pie-chart
Watter75%
Land25%
The Earth
24 Module for Grade 6 Primary School Students: Data Processing
Based on Local newspaper (Yomiuri newspaper, 11 April 2011) Since 2005, local
governments in Kamaichi, Japan have invited experts in the field of disaster
management education to provide guidance to students, and one of the directives
given is “Tendenko”. This word is taken from the history of the Japanese experience
that repeatedly hit by tsunamis. Tendenko means "quickly climbed to higher ground
when the tsunami comes, do not think of others, including your family."
Desks and chairs remain covered with mud in a classroom at Okawa Elementary
School, devastated by the March 11 earthquake and tsunami in Ishinomaki, Miyagi
Prefecture, northern Japan on April 7, 2011. The main building is ripped open, with
trees jammed into second floor classrooms, and the gym and playground have been
reduced to muddied concrete foundations. (AP Photo/Vincent Yu)
When earthquake hit in 2011. Due to the school schedule is shorter at the end of
the semester, 80% of 184 in Kamaishi primary students go back earlier to their
home. The tsunami had destroyed so many schools, except those in the mountains,
but all students are reported safe. Meanwhile at Okawa Primary School, Ishinomaki,
Miyagi, of the 108 students, 75% of whom were killed and reported missing.
25 Module for Grade 6 Primary School Students: Data Processing
This pie-chart below shows the percentage of the victims were reported missing and
killed in Okawa Primary School, Ishinomaki, Miyagi.
Study that both pie-charts.
In your opinion, how to draw a pie chart?
What should be taken into account in drawing a pie chart?
What is the measure of the central angles of red and red sectors? Why?
Mr. Zein collected data about the childrens’ favorite pets before earthquake and
tsunami hits. Among 100 childrens, 25 children kept fishes as pets, 50 childrens
kept birds, and the rest kept cats. How Mr. Zein will present the data in a pie chart?
Explain.
The pie chart based on the data collected by Mr. Zein can be presented like this. Do
you agree? Write your reason?
Missing and Death75%
Survive25%
The Victims and Survivors
26 Module for Grade 6 Primary School Students: Data Processing
There are 180 childrens in a shelter, they are going to the temporary school. 45
childrens go to the temporary school on foot, 90 childrens go by school bus, and the
rest go by bicycle.
Draw a pie chart and explain how to draw that?
?25%
?25%
?50%
27 Module for Grade 6 Primary School Students: Data Processing
LET’S PRACTICE
Work in Group
1. By referring to the pie chart shown below, one children will pose a question
for the others to answer
2. Take turns doing this
3. Ask as many question as you can
This pie chart showns how a children spends his time during the 24 hours of a day
in an earthquake shelther
Example of the questions: How many hours does the children spend on study?,
What fraction of the day does he spends for sleeping?
Sleeping8 hours
Rest and Playing3 hours
shares with others1 hours
Study2 hours
helping to recover their home
Others
24 hours
28 Module for Grade 6 Primary School Students: Data Processing
5. More table and graph
1) Shinta and her friend make a fund raising event to help the children in
earthquake shelter.
the table shows the number of hundreds coins and five-hundreds coins
collected by five students during the first hour of fund raising event.
STUDENTS
HUNDREDS COIN FIVE-HUNDREDS COINS
TOTAL AMOUNT
NUMBERS OF COIN
COLLECTED
AMOUNT COLLECTED
(Rp)
NUMBERS OF COIN
COLLECTED
AMOUNT COLLECTED
(Rp)
Radjiv 20 2000 5 2500 4500
Clarisa 12 14
Azka 9 10
Nadya 15 5
Oppie 8 4
Total
Calculate the total amount that Radjiv collected
Radjiv collected a total of Rp _________________
Complete the table to find out how much the five students have collected
a. Who collected the most numbers of coins?
b. Who collected the most amount of money?
c. How much more did Clarisa collect than Nadya?
d. How much less did Oppie collect than Azka?
e. How much more must Radjiv collect to match the amount Nadya has
collected?
29 Module for Grade 6 Primary School Students: Data Processing
2) The graphs below show the number of eggs gave by Mr. Hasan and Mr.
Sugeng to the earthquake victims last week from Monday to Thursday.
Eggs gave by Mr. Hasan
Eggs gave by Mr. Sugeng
Study the graphs and answers the following questions
0
50
100
150
200
250
300
Monday Tuesday Wednesday Thrusday
0
50
100
150
200
250
Monday Tuesday Wednesday Thrusday
30 Module for Grade 6 Primary School Students: Data Processing
a. How many eggs did Mr. Hasan and Mr. Sugeng gave altogether on
Tuesday?
b. How many eggs did Mr. Hasan and Mr. Sugeng gave altogether from
Monday to Thursday?
c. On which days did Mr. Hasan gave more eggs than Mr. Sugeng?
d. On which days did Mr. Hasan gave more than 150 eggs?
e. On which days did Mr. Sugeng gave more than 180 eggs?
f. How many more eggs would Mr. Hasan have to gave on Tuesday in order to
match the number of eggs gave by Mr. Sugeng on the same day?
31 Module for Grade 6 Primary School Students: Data Processing
C. MEAN, MEDIAN, and MODE
Basic Competence
2.2 Determine the mean and mode of data sets Indicators: The students will able to: a. Explain the definition of mean, mode, median and
quartile of discrete data b. Calculate the mean, mode, median and quartile of
discrete data
32 Module for Grade 6 Primary School Students: Data Processing
1. UNDERSTANDING AVARAGE
Mr. Heru gave chocolate to 3 children in earthquake shelter. Ajeng got 4 chocolates,
Gulang got 9 chocolates, and Ahmad got 8 chocolates. If all the chocolates are
shared equally among the children, how many chocolates would each child get?
Explain your way?
Alternative Answer 1
Answer BEFORE SHARING
4 Chocolate
9 Chocolate
8 Chocolate
4+9+8 = 21
7 Chocolate
7 Chocolate
7 Chocolate
7+7+7= 21
33 Module for Grade 6 Primary School Students: Data Processing
Alternative Answer 2
Another way is by collecting all of the chocolates and share equally among the
children, so that:
The number of chocolates altogether = 4 + 9 + 8 = 21.
So, each child gets 7 chocolates. 7 is called average of 4, 9, and 8
Average also called mean or rate.
LET’S PRACTICE
1. Ikhsan shared 225 candies to 15 friends. How many candies will his friends
get if Ikhsan shared the candies equally?
2. Adinda bought 20 books at a book fund raising event. The average cost of 15
of the books was Rp11.500,00. The total cost of the other 5 books was
Rp40.500,00. Find the average cost of the 20 books.
3. The average volume of milk in jug A and jug B is 165 ml. Jug A contains 40
ml of milk more than jug B. Find the volume in each jug.
4. Anggar sold 4 times as many brownies as Aghie at a school bazaar for an
earthquake victims. Both of them sold an average of 285 brownies. How
many more brownies did Anggar sell than Aghie?
5. Mr. Hasan involves the children in earthquake shelter in games. Team A and
Team B each has an equal numbers of children in each team. The total
number of children in each team is less than 10. The average score of the
children in team A is 48 marks. The average score of the children in team B
is 62 marks. The total score of team B is 42 marks more than that of team A.
Find the number of children is each team!
34 Module for Grade 6 Primary School Students: Data Processing
2. MEDIAN and MODE
Can you show who is the children in the middle of the line?
How about if the numbers of the children is even?
Can you show who is the children in the midlle of the line?
35 Module for Grade 6 Primary School Students: Data Processing
The middle number or value when all values in a set of data are arranged in
ascending order is called median
This data shows the weight of childrens in an earthquake shelter in kilograms
34, 45, 32, 40, 44
Arrange the data from the smallest to the biggest
____, _____, _____, ____, ____
The median of the data is _____
If the numbers of the data is even, the median is average of the two middle values
is calculated.
This data shows the weight of childrens in an earthquake shelter in kilograms
34, 45, 32, 40, 44, 33
Arrange the data from the smallest to the biggest
____, _____, _____, ____, ____, _____
What the median of the data is _____. How to find that median? Explain?
36 Module for Grade 6 Primary School Students: Data Processing
Mr. Zain make a survey about favorite color. This table shows favorite colour of the
children in the shelter
NO COLOR THE NUMBERS OF
THE CHILDREN
1 RED 13
2 YELLOW 11
3 BLUE 9
4 GREY 8
5 GREEN 12
6 ORANGE 10
From that table we can find that:
a. The most favorite color is _______. How many children choose it?
________
b. The least favorite color is ______. How many children choose it? _________
The most commonly occurring value or class with the largest frequency is called
mode
So the mode of the data is ______
37 Module for Grade 6 Primary School Students: Data Processing
LET’S PRACTICE
1. Find the median and mode of the following data:
12, 30, 40, 15, 25, 16, 23, 19, 20, 18, 17, 15, 11, 10, 14, 15, 10, 15
2. Table of body weight
WEIGHT STUDENTS
35 8
36 13
37 17
38 6
39 4
40 2
Find the mean, median, and mode of that data.
38 Module for Grade 6 Primary School Students: Data Processing
LOOKING BACK ACTIVITIES
1. In shelter Mr. Hasan gave scores for team A.
Make a double bar graph for the following information:
Team A's Scores
SESSION 1: 99, 87, 90, 76, 100
SESSION 2: 100, 85, 100, 95, 90
Now, find the range, median, mode, and mean for each session.
2. Write a data set consisting of 10 numbers so that the difference between the
maximum and minimum data is twice the median. Show that your data set
satisfies the criteria.
PROJECT (work in group)
AWARNESS OF HAZARD AND DISASTER CAMPAIGN PROJECT
You are helping your society to more aware and prepare about hazard and disaster
that might be happened in your place.
39 Module for Grade 6 Primary School Students: Data Processing
Hazards such as floods, earthquakes, and tsunamis become disasters only when
society lacks the ability to cope with them. In other words, hazards are natural while
disasters are not.
In your group you need to plan your campaign, do research about hazard or
disaster that happened in your place, and find the valid data, present and process
the data.
You need to carry out a survey to find out how your society ready and prepare
about the hazard or disaster that might be happened, and how their knowledge
about it. Think what question you are going to ask the people you survey. Think how
many people you are going to try and ask (be realistic)
After survey and research you've now carried out your survey and research data
and you need to report back for your campaign. You need to collect your results
together and produce some graphs to show the information you've collected.
Choose which type of graph you want to use and think carefully about titles on the
graph and how you label the axes.
Make sure that you produce graphs that people can see easily and that people,
most importantly, can understand easily.
You can also make a campaign slogan
or make a booklet for your campaign.
Work out who is going to say what in
your campaign and ask your friends to
join your campaign. Remember you
need to tell the society how to enhance
the awareness of the disaster or
hazard that might be happened in your
place.
40 Module for Grade 6 Primary School Students: Data Processing
GLOSSARY
data: Information gathered by observing, counting or measuring (singular: datum).
data table: Represents and organizes data in a table format.
maximum: The largest or largest possible number or amount.
mean: A typical, or central, value for a set of numbers, often called the average. It is calculated
by finding the sum of all the numbers in the set and then dividing that sum by the number of
numbers. e.g. the mean of 5,4,7,8 is 24 divided by 4, or 6.
median: The middle value of a set of numbers when listed in order from least to greatest ( or
greatest to least). If there is an even number of data points, the median is the mean of the two
middle values. It is one way to determine the average number; e.g. , The median of the numbers
1 ,3,5,7, 8 is 5. The median of 1, 3, 5, 6, 8, 9 is 6.
mode: The value or values that occur most often in a set of data. It is one way to determine the
average number. In the numbers 3, 4, 4, 4, 5, 5, 6. the mode is 4.
minimum: The smallest or smallest possible number or amount.
range: All those values between and including the lowest and highest values in the data set; the
difference between the greatest and least values in a set of data.
41 Module for Grade 6 Primary School Students: Data Processing
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