Aroroy National High School

Aroroy, Masbate

Snake and Ladder

( Ungrouped Data)

By:

Gerry B. Dela Cruz Jr.

Nica Salivio

Mark Angelo D. Mallari

John Paul R. Delavin

John Paul T. Esparrago

Airah Lynn P. Balatucan

Glorica Dalupan

Vanessa Deontoy

Ronel Bohol

S.Y. 2018-2019

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Abstract

Mathematics is the science that deals with the logic of shape, quantity and arrangement.
Math is all around us, in everything we do. It is the building block for everything in our daily lives,
including mobile devices, architecture (ancient and modern), art, money, engineering, and even
games. In an effort to engage students in mathematics learning, many teachers use mathematical
games and activities. Games have been employed for drill and practice, warm-up activities and
rewards. The effectiveness of games as a pedagogical tool requires further examination if games
are to be employed for the teaching of mathematical concepts. Teachers introduce games to
students for a range of reasons, including that for an improved attitude towards mathematics
enjoyment, motivation and engagement, disguising of drill and practice, the development of social
skills and as a warm-up activity or reward. Furthermore, games involve higher-level thinking.
Engagement in play that has implicit, internalized rules that can be negotiated among the players
requires a higher level of cognitive, social and verbal functioning than following explicit, external
and immutable rules. However, the main pedagogical aim of using games in mathematics
classrooms are to develop students’ mathematical knowledge, and many teachers are doubtful
about the learning objectives achieved by students from playing games by themselves.

Grouped data are data formed by aggregating individual observations of a variable into
groups, so that a frequency distribution of these groups serves as a convenient means of
summarizing or analyzing the data. A frequency distribution is a table that list each data point and
its frequency Data is often described as ungrouped or grouped. Ungrouped data is data given as
individual data points. Grouped data is data given in intervals. When data is arranged in ascending
or descending order, it can be divided into various parts by different values such as quartiles,
deciles and percentiles. These values are collectively called quantities and are collectively called
quartiles and are the extensions of median formula which divides data into two equal parts. Since
the basic purpose of these partition values is to divide data into different parts therefore a
relationship exists between them. This relationship is given below and is elaborated with the help
of simple problem.

Traditional methods of calculation of quartiles for ungrouped data are based on

interpolation. In this article we focus on three methods of defining measures of this kind. Then we
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present hinges that divide data into four parts by a lower hinge, a median, and an upper hinge. A
hinge is “crudely, a quartile.” The preceding four techniques may yield different numerical
answers when applied to the same set of data. Two tests are proposed and are used to evaluate the
various methods for calculation of quartiles and hinges. Finally, an alternative method of
calculating quartiles is provided; it retains desirable characteristics of quartiles and combines them
with the advantages ascribed to hinges.
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Table of Contents

I. Introduction …………………………………………………………………………...1

a. Review of Related Literature ………………………………………………...1

b. Objectives ……………………………………………………………………..3

c. Significance of the Project ……………………………………………………4

d. Scope and Limitation …………………………………………………………4

II. Methodology ………………………………………………………………………….5

a. Materials ………………………………………………………………………5

b. Procedure ……………………………………………………………………..5

c. Testing on the Functionality of the Device and its Effectiveness …………6

III. Mechanics of the Game …………………………………………………………….6

IV. Results and Discussion ……………………………………………………………..6

V. Conclusion …………………………………………………………………………....6

VI. Recommendation …………………………………………………………………....6

VII. References …………………………………………………………………………..8

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I. INTRODUCTION

a. Review of Related Literature

A quartile is a type of quantile. The first quartile (Q1) is defined as the middle number
between the smallest number and the median of the data set. The second quartile (Q2) is the
median of the data. The third quartile (Q3) is the middle value between the median and the
highest value of the data set. In applications of statistics such as epidemiology, sociology and
finance, the quartiles of a ranked set of data values are the four subsets whose boundaries are the
three quartile points. Thus an individual item might be described as being "on the upper quartile"
a decile is any of the nine values that divide the sorted data into ten equal parts, so that each part
represents 1/10 of the sample or population. Quartile in descriptive statistics, the quartiles of a
set of values are the three points that divide the data set into four equal groups, each representing
a fourth of the population being sampled. A quartile is a type of quantile. In epidemiology,
sociology and finance, the quartiles of a population are the four subpopulations defined by
classifying individuals according to whether the value concerned falls into one of the four ranges
defined by the three values discussed above. Thus an individual item might be described as being
"in the upper quartile". Definitions first quartile (designated Q1) = lower quartile = splits lowest
25% of data = 25th percentile second quartile (designated Q2) = median = cuts data set in half =
50th percentile third quartile (designated Q3) = upper quartile = splits highest 25% of data, or
lowest 75% = 75th percentile. The difference between the upper and lower quartiles is called the
interquartile range.

A decile is one possible form of a quantile; others include the quartile and percentile.
Decile refers to one of ten equal groups which are divided a large group of values or statistics.
It is any one of the numbers or values in a series dividing the distribution of the individuals in
the series into ten groups of equal frequency. The deciles are the nine values of the variable that
divide an ordered data set into ten equal parts. The deciles determine the values for 10%, 20%...
and 90% of the data. D5 coincides with the median. The Decile function computes the specified
decile of the specified random variable or data set. The first parameter can be a data set
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(represented as an Array), a distribution, a random variable, or an algebraic expression involving

random variables. The second parameter d is a decile or list of deciles.

A percentile (or a centile) is a measure used in statistics indicating the value below which
a given percentage of observations in a group of observations falls. For example, the 20th
percentile is the value (or score) below which 20% of the observations may be found. The term
percentile and the related term percentile rank are often used in the reporting of scores from
norm-referenced tests. For example, if a score is at the 86th percentile, where 86 is the percentile
rank, it is equal to the value below which 86% of the observations may be found (carefully
contrast with in the 86th percentile, which means the score is at or below the value below which
86% of the observations may be found every score is in the 100th percentile). The 25th percentile
is also known as the first quartile (Q1), the 50th percentile as the median or second quartile (Q2),
and the 75th percentile as the third quartile (Q3). In general, percentiles and quartiles are specific
types of quantiles. There is no universally accepted definition of a percentile. Using the 65th
percentile as an example, the 65th percentile can be defined as the lowest score that is greater
than 65% of the scores. This is the way we defined it above and we will call this "Definition 1".
The 65th percentile can also be defined as the smallest score that is greater than or equal to 65%
of the scores. This we will call "Definition 2". Unfortunately, these two definitions can lead to
dramatically different results, especially when there is relatively little data. Moreover, neither of
these definitions is explicit about how to handle rounding. For instance, what score is required
to be higher than 65% of the scores when the total number of scores is 50? This is tricky because
65% of 50 is 32.5. How do we find the lowest number that is higher than 32.5 of the scores? A
third way to compute percentiles (presented below), is a weighted average of the percentiles
computed according to the first two definitions. This third definition handles rounding more
gracefully than the other two and has the advantage that it allows the median (discussed later) to
be defined conveniently as the 50th percentile.

The word data refers to information that is collected and recorded. It can be in form of
numbers, words, measurements and much more. There are two types of data and these are
qualitative data and quantitative data. The difference between the two types of data is that
quantitative data is used to describe numerical information. For instance, the measurement of
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temperature would fall under this kind of data. On the other hand, qualitative data is used to
describe information in words. After collecting data, it needs to be organized hence the need to
separate grouped data from ungrouped data. Both are useful forms of data but the difference
between them is that ungrouped data is raw data. This means that it has just been collected but
not sorted into any group or classes. On the other hand, grouped data is data that has been
organized into groups from the raw data.

Grouped data is the type of data which is classified into groups after collection. The raw
data is categorized into various groups and a table is created. The primary purpose of the table
is to show the data points occurring in each group. For instance, when a test is done, the results
are the data in this scenario and there are many ways to group this data. For example, the number
of students that scored above each 20 mark can be recorded. An ungrouped data, when
conducting any kind of experiment, you ២rst need to collect the data. Initially, this data will be
a list of numbers or other characteristics that will not be organized in any way. This is called raw
data, or ungrouped data because it has not been sorted into any groups or categories. For
example, imagine that you are teaching a statistics course and you want to analyze the test scores
of the students in the course. You would rest need to gather data on the scores of all the students
enrolled in the course. Most likely, this data would be ungrouped and not organized in anyway.
Ungrouped data which is also known as raw data is data that has not been placed in any group
or category after collection. Data is categorized in numbers or characteristics therefore, the data
which has not been put in any of the categories is ungrouped. For example, when conducting
census and you want to analyze how many women above the age of 45 are in a particular area,
you first need to know how many people reside in that area. The number of individuals residing
in that area is ungrouped data or raw information because nothing has been categorized.

b. Objectives

The main objective of this game is for the students to be able to define and differentiate
various measures of describing data, describe a given set of data using various measures,
interpret values that arises from computation and make the game more interesting so the
players/student wouldn’t be bored in answering the problem and have some fun with the game.
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c. Significance of the Project

This game aims to help and aid the following person\s:

 STUDENTS - to understand more about the ungrouped data of quartile, decile

and percentile and to familiarize about the formulas that are needed.
 TEACHERS – to be easier for them to teach his\her students about the lesson of
ungrouped data without too much efforts

d. Scope and Limitation

The purpose of this game is to make the students more interesting in solving problem
about the ungrouped data of quartile, decile and percentile. It also helps them to practice and
develop mental skills like concentration that will familiarize easily.

On the other hand, only quartile, decile and percentile are covered by this game and a
given problem.
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II. METHODOLOGY

This chapter discusses the methodology used in making of the game the materials used,
the procedure in the preparation of the game and the testing on the functionality of the game and
its effectiveness.

a. Materials

 Illustration Board
 Card Board
 Marker
 Scissors
 Colored Paper
 Glue
 Plastic Cover
 Colored Pen
 Tape
 Pencils

b. Procedure in the Preparation of the game.

1. Prepare the illustration board and cut it in half.

2. Trace the board using pencils and trace it again using the marker.

3. Make a problem about the ungrouped data of quartile, decile and percentile for the
game.

4. Using the color pen, color the details in the board.

5. Cut a piece of the card board and make a dice.

6. Cover the board with plastic cover.

7. Make a big box using the card board for the game board.
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c. Testing on the Functionality of the Game and its Effectiveness

The researcher tested the game, and by playing the game to know the outcome when
playing the game if it’s boring or not, and if the problems that were made for game is helpful or
not. The game indicates the ungrouped data of quartile, decile and percentile. The dice has
formula in it that is used to solve the given problem. The upper part of the board lies the given
problems that you need to solve. Just like the original snake and ladder this game has its original
mechanics you’ll race to the finish in order to win the game.

III. MECHANICS OF THE GAME

 It will have two or more players

 In starting the game, you need to do “rock, paper and scissors” to select who will first
roll the dice
 When the first player rolls the dice, he or she will solve a given problem on the upper
part of the board game you can see.
 If the player doesn’t know how to solve the problem, there is a formula written above
that will guide him or her to compute it in 3 minutes.
 If the first player doesn’t compute the particular problem in 3 minutes, he or she will give
the dice to the second player.
 When the second player, get the correct answer in 3 minutes, he or she can move
depending on what is the answer he or she get.
 If you are on a snake, you have to go down and if you are on a ladder, you have to go up
 You have to reach 100 in order to win the game
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IV. RESULTS AND DISCUSSION

The findings of this research indicate that the students in this experiment were able to
find the ungrouped data of quartile, decile and percentile easily. The interview with the students
will be the basis if this math game of ours is enjoyable and more interesting to find the ungrouped
data.

V. CONCLUSION

The students that was part of this research were able to find out the ungrouped data easily
and accurately and they have fun playing the game. This indicates that the style of this math
game is very effective to the students that they can understand easily about the ungrouped data.
Therefore the proponents conclude that this game is very useful to students who are experiencing
difficulties in solving the ungrouped data.

VI. RECOMMENDATION

The following recommendations are here by formulated for consideration to improve the
snake and ladder math version:

1. Since the game mainly focuses on the ungrouped data, others may include grouped
data.

2. Since the tentative materials for constructing the games not high-quality it is
recommended to use better quality materials.

3. The fact that the ungrouped data are main focuses on playing this game, it is
recommended to show the grouped data.

4. There’s a limitation for the players on playing this game, it is recommended to make
this game well known so it could help and benefit other students.
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VII. REFERENCES

Gooch, J. W. (2011). Quartile. In Encyclopedic Dictionary of Polymers (pp. 992–992). Springer

New York. https://doi.org/10.1007/978-1-4419-6247-8_15336

Loomis, D., Richardson, D. B., & Elliott, L. (2005). Poisson regression analysis of ungrouped
data. Occupational and Environmental Medicine, 62(5), 325–329.
https://doi.org/10.1136/oem.2004.017459

Centre, M. (2003). Variance and standard deviation (grouped data). Creative Commans, 2.
Retrieved from
http://www.lboro.ac.uk/media/wwwlboroacuk/content/mlsc/downloads/var_stand_devia
t_group.pdf

Knight, W. R. (1966). A Computer Method for Calculating Kendall’s Tau with Ungrouped Data.
Journal of the American Statistical Association, 61(314), 436–439.
https://doi.org/10.1080/01621459.1966.10480879

Barlevy, G., & Neal, D. (2012). Pay for percentile. American Economic Review, 102(5), 1805–
1831. https://doi.org/10.1257/aer.102.5.1805
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