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LESSON PLAN for "Decile of Grouped Data"

Method · February 2019

DOI: 10.13140/RG.2.2.12487.34728

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 DAILY School Dumaguete City High School Year Level GRADE 10
LESSON Pia Marie G. Sarasin; Craig Descriptive
Teacher Mathematics
PLAN N. Refugio, PhD title
Teaching Fourth Grading
February 11, 2019 Quarter
Dates Period

DAY OF THE WEEK Monday

SECTION & TIME
I. OBJECTIVES
A. Content Standards
B. Performance Standards
Orange (8:30-9:30)
Demonstrates understanding of key concepts of measures of position.
Is able to conduct systematically a mini-research applying the different statistical
method.

To illustrate the following measures of position: quartiles, deciles and percentiles.

(M10SP-IVa-1)

At the end of 1 hour period, the students should be able to:

C. Learning Competencies/
Objectives
(Write the LC Code for each)
 grouped data
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource ( LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
 
 Reviewing previous lesson
or presenting the new
lesson
 Illustrate the decile for grouped data
 Solve for the nth decile for grouped data
 Develop patience and perseverance in solving for the nth decile for
 Appreciate the importance of deciles in real life situations
The Deciles for Grouped Data
p. 252, Curriculum Guide for Mathematics Grade X
Mathematics Learner’s Module 10, Melvin M. Callanta, Allan M.
Canonigo, et al., REX Book Store, Inc. 2015, pp (388-389)
http://www.powtoon.com/youtube/
http://passyworldofmathematics.com/groupeddata
http://passyworldofmathematics.com/deciles.groupeddata
Visual aids, PowerPoint Presentation, worksheets, tarp papel, markers
 Prayer
 Checking of attendance
 Orientation of classroom rules
Review the concept of quartiles for grouped data
-quartiles are the score points which divide the distribution into four equal
parts. Twenty five percent of the distribution fall below the first quartile,
fifty percent fall below the second quartile, and seventy-five percent fall
below the third quartile.
For grouped data, the formula used in computing for the quartiles is
4
−

= +( )

where:
LB= lower boundary of theclass
N= total frequency
= cumulative frequency of the class before the
i= size of class interval
k= nth quartile, where n=1,2, and3.
Present objectives to be achieved at the end of the lesson:
 Establishing a purpose for
 Illustrate the decile for grouped data
the lesson
 Solve for the nth decile for grouped data
  Develop patience and perseverance in solving for the nth decile for
 grouped data
 Appreciate the importance of deciles in real life situations
Present a short video clip that shows the importance of statisctics and
 Presenting examples/ measures of position in real life situation. Tell the students that large
instances of the new lesson quantities of data can be much more easily viewed and manage if placed in
groups in a frequency table.
Deciles are those values that divide the total frequency into 10 equal parts.
These deciles are denoted as 1, 2 , 3, … , 9.

 1 is the score which has 10% of the scores below it and 90%

above it.
 2 is the score which has 20% of the scores below it and 80%

above it.
 3 is the score which has 30% of the scores below it and 70%

above it.
.
.
.
 9 is the score which has 90% of the scores below it and 10%

 Discussing the new above it.

concepts and practicing Deciles are often used in education and health related fields to indicate how
new skills #1 one individual compares with others in a group.

In computing for the deciles of grouped data, the formula used is:
−

10
= +( )

where:
LB= lower boundary of theclass
N= total frequency
= cumulative frequency of the class before the
i= size of class interval
k= nth decile, where n=1,2,3,4, 5, 6, 7, 8, and 9.

Example:
The data on the distance travelled by 150 participants in the fund raising
marathon “Takbo Para sa Kinabukasan 2018” is given by the following
table.
Distance (in km) Frequency (f)
19-21 12
16-18 17
13-15 26
10-12 32
7-9 29
4-6 18
1-3 16
1. Discussing the new
concepts and practicing
Compute for the second and fourth decile.
new skills #2
Solution:
 For 2,

Class Frequency (f) Lower Less Than

Interval Boundaries Cumulative
(LB) Frequencies
(<cf)
19-21 12 18.5 150
16-18 17 15.5 138
13-15 26 12.5 121
10-12 32 9.5 95
7-9 29 6.5 63
 4-6 18 3.5 34
1-3 16 0.5 16
i=3 N=150
class : =
2(150)
=
300
= 30

2
10 10 10

This means we need to find the class interval where the 30th score
is contained.
Note that the 17th-34th scores belong to the class interval: 4-6.
So, the 30th score is also within the class interval.
The 2 class is the class interval 4-6.

LB= 3.5
N= 150
= 16
=18
i=3
k=2

−
10
= +( )

30−16
2 =3.5+( )3

18

14
2 =3.5+( )3

18

2 = 3.5 + 2.33333334

2 = 5.83

Therefore, 20% of all the participants travelled less than or equal to

5.83 km.
 For 4,
4 class : 10 = 4(150)10 = 60010 = 60


This means we need to find the class interval where the 60th score
 is contained.
Note that the 35th-63rd scores belong to the class interval: 7-9.

So, the 60th score is also within the class interval.
The 4 class is the class interval 7-9.

LB= 6.5
N= 150
= 34
=29
i=3
k=4

−
10
= +( )

60−34
4 =6.5+( )3

29

26
4 =6.5+( )3

29

4 = 6.5 + 2.68965516
4 = 9.189 0 9.19

Therefore, 40% of all the participants travelled less than or equal to

9.19
 The frequency distribution presented below gives the ages of the members of the families in Barangay 143. Find for 3 6.

Ages Frequency (f)

63-69 3
56-62 11
49-55 18
42-48 20
35-41 22
28-34 18
21-27 13
14-20 8
7-13 2

Solution:
Class Interval Frequency (f) Lower Less Than
Boundaries Cumulative
(LB) Frequencies
(<cf)
63-69 3 62.5 115
56-62 11 55.5 112
49-55 18 48.5 101
42-48 20 41.5 83
35-41 22 34.5 63
28-34 18 27.5 41
21-27 13 20.5 23
14-20 8 13.5 10
7-13 2 6.5 2
i= 7 N= 115
For ,
3 class : 10 = 3(115)10 = 34510 = 34.5
2. Developing mastery
(Leads to Formative This means we need to find the class interval where the 34.5th
Assessment 3) score is contained.
Note that the 24th-41st scores belong to the class interval: 28-34.
So, the 34.5th score is also within the class interval.
The 3 class is the class interval 28-34.

LB= 27.5
N= 115
= 23
=18
i=7
k=3
= +(10− )

34.5 − 23
=27.5+( )7
3 18
11.5
3
=27.5+( 18 )7
3 = 27.5 + 4.47222223
3 = 31.97

Therefore, 30% of the members of the families in Barangay 143 has

an age is less than or equal to 31.97.
 For ,

class : =
3(115)
=
690
= 69

6
10 10 10

This means we need to find the class interval where the 69th score is
contained.
Note that the 64th-83rd scores belong to the class interval: 42-48. So,
the 69th score is also within the class interval.
The 6 class is the class interval 42-48.

LB= 41.5
N= 115
= 63
=23
i=7
k=6

−
10
= +( )

69−63
6 =41.5+( )7

23

6
6 =41.5+( )7

23

6 = 41.5 + 1.8260899

6 = 43.33

Therefore, 60% of the members of the families in Barangay 143 has

an age is less than or equal to 43.33.

-Present examples of real-life situations where the application of deciles for

3. Finding practical
grouped data is manifested.
applications of concepts
- ask the students how useful are deciles in dealing with real-life situations
and skills in daily living
like problem solving.
Let the students give a recap of today’s discussion.

Deciles are those values that divide the total frequency into 10 equal parts.
These deciles are denoted as 1, 2 , 3, … , 9.

In computing for the deciles of grouped data, the formula used is:
−

10
= +( )

where:
LB= lower boundary of theclass
4. Making generalizations N= total frequency
and abstractions about the = cumulative frequency of the class before the
lesson i= size of class interval
k= nth decile, where n=1,2,3,4, 5, 6, 7, 8, and 9.

 The students will be grouped into four. Their task is to complete the
given table and to solve for the nth decile.

Situation:

During 3 hours at hearthrow airport, 55 aircraft arrived late. The number of

minutes they were late is shown in the grouped frequency table below.
 Minutes late Frequency (f) Lower Less Than
boundaries Cumulative
(LB) Frequencies
(<cf)

50-59 2

40-49 4

30-39 5

20-29 7

10-19 10

0-9 27

i=10 N=55

 GROUP 1 will compute for the 1st decile.

 GROUP 2 will compute for the 5th decile.

 GROUP 3 will compute for the 8th decile.

 GROUP 4 will compute for the 9th decile.

Calculate the fifth and seventh deciles from the frequency distribution of
weights of 120 students as provided in the table below.

Weight (lb) Frequency (f) Lower Less Than

boundaries Cumulative
(LB) Frequencies
(<cf)

210-219 1 209.5 120

200-209 2 199.5 119

5. Evaluating learning 190-199 5 189.5 117

180-189 6 179.5 112

170-179 13 169.5 106

160-169 18 159.5 93

150-159 25 149.5 75

140-149 28 139.5 50
 130-139 17 129.5 22

120-129 4 119.5 5

110-119 1 109.5 1

i=10 N=120

Solution:
For ,

5 class : 10 = 5(120)10 = 60010 = 60

This means we need to find the class interval where the 60th score
is contained.
Note that the 51st -75th scores belong to the class interval: 150-159.
So, the 60th score is also within the class interval.
The 5 class is the class interval 150-159.

LB= 149.5
N= 120
= 50
=25
i=10
k=5
= +(10− )

60−50
5 = 149.5+( 25 )10
10
5= 149.5 + (25) 10
5 =149.5+4
5 = 153.5

Therefore, 50% of the students weigh less than or equal to 153.5

pounds.
For ,
7 class : 10 = 7(120)10 = 84010 = 84

This means we need to find the class interval where the 84th score
is contained.
Note that the 76th -93rd scores belong to the class interval: 160-169.
So, the 84th score is also within the class interval.
The 7 class is the class interval 160-169.

LB= 159.5
N= 120
= 75
=18
i=10
k=7
= +(10− )
 84−75
7 = 159.5 + ( ) 10

18

9
7 =159.5+( ) 10

18

7 =159.5+5

7 = 164.5

Therefore, 70% of the students weigh less than or equal to 164.5

pounds.

Assignment:
On a one whole sheet of paper, complete the given table and solve for the
second decile.

Calculate the 2nd decile of the mathematics test scores of 50 students.

6. Additional activities for Scores Frequency (f)
application or remediation 46-50 4
41-45 8
36-40 11
31-35 9
26-30 12
21-25 6

V. REMARKS

VI. REFLECTION

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