Math10 (DLP) Q4

TABLE OF CONTENTS
FOURTH GRADING PERIOD

MATHEMATICS GRADE 10
No. Title
1 Illustrating Measures of Position
2 Quartiles For Ungrouped Data ( A )
3 Quartiles For Ungrouped Data ( B )
4 Quartiles For Ungrouped Data ( C )
5 Quartiles For Ungrouped Data ( D )
6 Deciles For Ungrouped Data( A)
7 Deciles For Ungrouped Data ( B )
8 Percentiles For Ungrouped Data
9 Quartiles For Grouped Data ( A )
10 Quartiles For Grouped Data ( B )
11 Deciles For Grouped Data ( A )
12 Deciles For Grouped Data ( B )
13 Percentiles For Grouped Data (A )
14 Percentiles For Grouped Data ( B )
15 Percentile Rank (A)
16 Percentile Rank (B )
17 Measures of Position
18 Measures of Position (Problem Solving) A
19 Measures of Position (Problem Solving) B
20 Mini-Research
Mathematics Grade 10
Fourth Quarter
A C T I V I T Y No.1
Type of Activity : Drill
Activity Title : Illustrating Measures of Position
Learning Competency : Illustrates the measures of position. (M10SP-IVa-1)
Learning Target : a.)Recall the Concept of Median
b.) Illustrate the measures of position
Reference : Mathematics 10 Learner’s Module pp. 256 – 257
Let us review theconcept of median, which is needed in the studyof this module.
Example:
The midpoint between two numbersa and b on the real number
a+b .
line is
2
E Q1 F Q2 G
a+b
a b
2
Guide questions:
*Through the figure illustrated, how to determine Q1?
* How about Q2?
a+b
a+ 3 a+b
The coordinates of the midpoint ( Q 1 ) is 2 =
4
2
a+ b
+b a+3 b
The coordinates of the midpoint ( Q 2) is 2 =
4
2
In the given example, EG represents a distribution, one-half of it
lies below F and one half lies above it.
Hence, F represents the median. The median divides thedistributioninto two equal parts.
EXERCISES:
x+ y .
The midpoint between two numbers x and y on the real number line is
2
A Q 1B Q 2C
x+ y
x y
2
1) AC represents a distribution. What does point B represent in the distribution?
2) Find the coordinates of the midpoint ( Q 1) of AB in terms of x and y.
3) Find the coordinates of the midpoint (Q 2) of BC .

Fourth Quarter
Type of Activity : Think-Pair Share
Activity Title : Quartiles for Ungrouped Data
Learning Competency : Illustrate Quartiles (M10SP-IVa-1)
Learning Target : Illustrate Quartile for ungrouped data.
Reference : Mathematics 10 Learner’s Module pp. 364-365
The concept of quartiles is an extension of the median. The quartilesare the points that
divide the distribution into four equal parts.
This activity enables you to understand quartiles in a set ofungrouped data.
Activity: Watch This!

1) You are the fourth tallest student in a group of 10. If you are the 4th tallest students,
therefore 6 students are shorter than you. It also means that 60%of the students are shorter
than you. If you are the 8th tallest student in agroup of 10, how many percent of the students
are shorter than you?______
2) A group of students obtained the following scores in their statistics quiz:
8, 2, 5, 4, 8, 5, 7, 1, 3, 6, 9
First arrange the scores in ascending order:
1 , 2 , 3 , 4 , 5 , 5 , 6 , 7 , 8 , 8 , 9
Q1 Q2 Q3
Lower Middle Upper
Quartile quartile quartile
Middle Quartile is also the

____________ the____________
__________ ____________
Observe how the lower quartile ( Q 1), middle quartile ( Q 2 ),
upper quartile(Q 3) of the scores are obtained. Complete the statements below:
The first quartile 3 is obtained by _________________________________
(observe the position of 3 from 1 to 5)
The second quartile 5 is obtained by ________________________________
The third quartile 8 is obtained by _________________________________
3) The scores of 10 students in a Mathematics seatwork are:
7,4, 8,9,3,6,7,4,5,8
Arrange the scores in ascending order:
3 , 4 , 4 , 5 , 6 , 7 , 7 , 8 , 8 , 9
Q1 Q2 Q3
Lower 6+7 Upper
quartile =6.5 quartile
2
Discuss with your group mates:

a. your observations about the quartile b.)How each value was obtained?
c. your generalizations regarding your observation
Fourth Quarter
A C T I V I T Y No. 3
Type of Activity : Enrichment Acitivity
Learning Competency : Calculate the quartiles of ungrouped data (M10SP-IV-b-1)
Learning Target : Find the quartiles of ungrouped data
The quartiles are the score-points which divide a distribution into four equal parts.
Twenty-five percent (25%)of the distribution are below the first quartile, fifty percent (50%) are
below the second quartile, and seventy- five (75%) are below the third quartile. Q1 is called the
lower quartile and Q 3 is the upper quartile. Q 1 <Q 2 <Q 3 where Q 2 is the median. The difference
between Q3andQ1is the interquartile range.
Since the second quartile is equal to the median, the steps in finding the median are the
same as the steps in finding the Q 1 and Q 3 .
Q1 Q 2 Q3
a. 25% of the data has a value ≤ Q1

b. 50% of the data has a value ≤ Md or Q 2
c. 75% of the data has a value ≤ Q3
Example: 1) The owner of a coffee shop recorded the number of customers who came into his
cafe each hour in a day. The results were 14, 10, 12, 9, 17, 5, 8, 9, 14, 10, and 11. Find the lower
quartile and upper quartile of the data.
Solution:
 The ascending order of the data is 5,8, 9, 9, 10, 10, 11, 12, 14, 14, 17
 The least value in the data is 5 and the greatest value in the data is 17
 The middle value in the data is 10
 The lower quartile is the value that is between the middle value and the least value in
the data set.
 So, the lower quartile is 9
 The upper quartile is the value that is between the middle value and the greatest value
in the data set.
 So, the upper quartile is 14
9+14
 The average of the lower quartile and the upper quartile is = 11.5
2
EXERCISES:
1) The Mathematics Department Head conferred with each of the nine Mathematics teachers
for the following number of minutes: 15, 18, 20, 21, 22, 23, 24, 25 , 26. Find the lower quartile
and the upper quartile of the data.
Fourth Quarter
Activity Title : Quartiles For Ungrouped Data
Learning Competency : Calculates the quartiles of ungrouped data ( M10SP-IVb-1)
Learning Target : Find the quartiles of ungrouped data using Mendenhall and Sincich
Method
Concept Notes:
In this activity, apply your priorknowledge and skills involving quartiles by using
Mendenhall and Sincich Method.
Example: ( Using Mendenhall and Sincich Method )

Find the first quartile (Q 1 ¿and the third quartile (Q3), given the set of data:
1 , 3 , 7 , 7 , 16 , 21 , 27 , 30 , 31
Solution:
To find for Q 1, locate its position using the formula ¼( n + 1 ) and round off to the
nearest integer.
Position of Q 1 = ¼ ( n + 1 )
= ¼ ( 9 + 1)
= ¼ ( 10 )
= 2.5
The computed value 2.5 becomes 3 after rounding up. Thelower quartile value ( Q1) is the 3rd
data element , so Q 1 = 7.
Similarly :
Position of Q 3 = ¾ ( n + 1 )
= ¾( 9+1)
= ¾ ( 10 )
= 7.5
The computed value 7.5 becomes 7 after rounding down.
The upper quartile value ( Q 3 ) is the 7th data element, so Q 3 = 27. Using thismethod,
the upper quartile ( Q3) and lower quartile ( Q 1) values are always twoof the data elements.
EXERCISES:
1) Find the first quartile ( Q 1), second quartile ( Q 2 ), and the third quartile ( Q 3 ), given the
scores of 10 students in their Mathematics activity using Mendenhall and Sincich Method.
4 9 7 14 10 8 12 15 6 11
Fourth Quarter
Type of Activity : Collaborative Learning
Learning Competency : Calculate quartiles of ungrouped data ( M10SP-IVb-1)
Learning Target : Find the quartiles of ungrouped data using Interpolation Method
Interpolation is an estimation of a value within two known valuesin a sequence of

values. Using interpolation method sometimes ( but notalways ) produces the same results.
Example 1) Find the first quartile ( Q 1), and the third quartile ( Q 3), given the scores of 10
students in their Mathematics activity using Linear Interpolation.
1 27 16 7 31 7 30 3 21
Solution:
a) First arrange the scores in ascending order.
1 3 7 7 16 21 27 30 31
b) Second, locate the position of the score in the distribution.
Position of ( Q 1) = ¼ ( n + 1 )
=¼( 9+1)
= ¼ ( 10 )
= 2.5
c) Third, interpolate the value to obtain the 1st quartile.
Steps of interpolation:
Step 1 : Subtract the second data from third data. 7–3= 4
Step 2 : Multiply the result by the decimal part obtained in the
second step ( Position ofQ 1) 4 ( 0.5 ) = 2
Step 3 : Add the result in step 2 , to the second or smaller number.
3 + 2 = 5
Q
Therefore, the value of 1 = 5.
d) Locate the position of Q 3 in the distribution.
Position of Q 3 = ¾ ( n + 1 )
= ¾ (9 + 1 )
= ¾ ( 10 ) = 7. 5
Since the result is a decimal, interpolation is needed.
e) Interpolate the value to obtain the third quartile.
Steps of interpolation:
Step 1 : Subtract the 7th data from 8th data. 30 – 27 = 3
Step 2 : Multiply the result by the decimal part obtained in the third
step ( Position of Q 3). 3 ( 0.5 ) = 1.5
Step 3 : Add the result in step 2, ( 1.5 ), to the 7th or smaller number.
27 + 1.5 = 28.5
Therefore, the value of Q3 = 28.5
EXERCISES:
1) Find the first quartile ( Q 1), second quartile ( Q 2), and the third quartile
( Q3 ¿ ,given the scores of 10 students in their Mathematics activity using Linear
interpolation.
4 9 7 14 10 8 12 15 6 11
Fourth Quarter
Type of Activity : Experiential Learning
Activity Title : Deciles for Ungrouped Data
Learning Competency : Calculate deciles of ungrouped data ( M10SP-IVb-1)
Learning Target : Find the Deciles for ungrouped data
Concept Notes :
The deciles are the nine score points which divide a distribution into ten equal parts. They are
deciles and aredenoted as D1 , D2 , D3 , D4 ........., D9. They are computed in the
same way that the quartiles are calculated.
D1D2D3D4 D5D6D7D8 D9
Example 1:
Find the 3rd decile or D 3 of the following testscores of a random sample of ten
students:35 , 42 , 40 , 28 , 15 , 23 , 33 , 20 , 18 and 28
Solution:
First, arrange the scores in ascending order.
15 18 20 23 28 28 33 35 40 42
Steps to find a value on a data with n elements:
3
To find its D3 position, use the formula ( n + 1 ) and round off to the nearest integer.
10
3
Position of D3= ( 10 + 1 )
10
3
= ( 11 )
10
33
=
10
= 3.3 ≈ 3
D3 is the third element.
Therefore, D3 = 20
EXERCISES:
1) Mrs. Marasigan is a veterinarian. One morning, she asked her secretary torecord the
service time for 15 customers.The following are service times in minutes.
20 , 35 , 55 , 28 , 46 , 32 , 25 , 56 , 55 , 28 , 37 , 60 , 47 , 52 , 17
Find the value of the 2nd decile, 6th decile, and 8th decile.
Fourth Quarter
Activity Title : Deciles for Ungrouped Data
Learning Competency : Calculate deciles of ungrouped data ( M10SP-IVb-1)
Learning Target : Find the deciles for ungrouped data
Concept Notes :
This activity can establish continuity of or strengthen the knowledge and skills you have
learned about deciles.
Example : Given the following data , find the 4th decile and 7th decile:
40 , 47 , 45 , 33 , 20 , 28 , 38 , 25 , 23 , 34 , 36 and 42
Solution: 1) Arrange in ascending order :
20 , 23 , 25 , 28 , 33 , 34 , 36 , 38 , 40 , 42 , 45 , 47
2) Find D4
4
Position of D4 = (n+1)
10
4
= ( 12 + 1 )
10
4
= ( 13 )
10
52
= ; = 5.2
10
Since the result is a decimal number, interpolation is needed.

Step 1 : Subtract the 5th data from the 6th data. 34 – 33 = 1
Step 2 : Multiply the result by the decimal part obtained in the second step.
1 ( 0.2 ) = 0.2
Step 3 : Add the result in step 2 to the 5th or smaller number 33 + 0.2 = 33.2
Therefore, the value of D4 = 33. 2
3) Find D7
7
Position of D7 = ( 12 + 1 )
10
7
= ( 13 )
10
91
= ; = 9.1
10
Since the result is a decimal number, interpolation is needed.
Step 1 : Subtract the 9th data from the 10th data. 42 – 40 = 2
Step 2 : Multiply the result by the decimal part obtained in the
second step. 2 ( .1 ) = .2
Step 3: Add the result in step 2 to the 9th or smaller number 40 + 0.2 = 40.2
Therefore, the value of D7 = 40.2
EXERCISES: 1) Given 50 multiple- choice items in their final test in

Mathematics, the scores of 20 students are the following:
23 38 28 46 22 20 18 34 36 35
44 21 18 43 21 26 37 29 13 37
Find the value of the third decile (D3 ) and fifth decile ( D5) .
Fourth Quarter
Type of Activity : Inquiry-Guided Learning
Activity Title : Percentiles for Ungrouped Data
Learning Competency : Calculate a specified measure of position of a set of data. (M10SP-IVb-
1)
Learning Target : Find the percentiles for ungrouped data
Concept Notes:
The percentiles are the ninety –nine score points which divide a distribution into one
hundred equal parts, so that each part represents the data set. It is used to characterize values
according to the percentage below them. For example, the firstpercentile (P 1 ) separates the
lowest 1% from the other 99%, thesecond percentile ( P2 ) separates the lowest 2% from the
other98%, and so on.
Q1Q2Q3
P25P50 P75
P10P20P30 P40 P50 P60P70P80 P90

D1D2D3 D4 D5 D6 D7D8 D9
The percentiles determine the value for 1%, 2% , ......, and 99% of the data. P 30 or 30th
percentile of the data means 30% of the data have values less than or equal to P 30 .
The first decile is the 10th percentile (P10 ). It means 10% of the data is less
than or equal to the value of P10 or D1 , and so on.
Example: Find the 30th percentile or P30 the following test scores of a random
sample of ten students: 35 , 42 , 40 , 28 , 15 , 23 , 33 , 20 , 18 , and 28
Solution:
Arrange the scores from the lowest to the highest.
15, 18, 20, 23, 28, 28, 33, 35, 40, 42
Steps in finding percentile value on a data with n elements:
k (n+ 1)
To find its P30 position, use the formula and round off to the
100
nearest integer.
30(10+1)
Position of P30 =
100
30(11)
=
100
330
=
100
= 3.3 ≈ 3
P30 is the 3rd element. Therefore, P30 = 20 .
EXERCISES:
1) The scores of Miss World candidates from seven judges were recorded as
follows:
8.45 , 9.20 , 8.56 , 9.13 , 8.67 , 8.85 , and 9.17
a) Find the 60th percentile or P60 of the judges’ scores
b) What is the P35 of the judges’ scores ?
Fourth Quarter
Activity Title : Quartiles for Grouped Data
1)
Learning Target : Calculate Quartiles for grouped data
Before computing for the value of Q1 and Q3, it is important todetermine first the Q1 and the Q3 class
N
interval. The Q1 class is the class interval where the
[ ]
4
th score is contained, while the class interval
3N
that the
[ ]
4
th score is the Q3class.
In computing the quartiles of grouped data,the following formula is used:

kN
where : N =total frequency −cfb
LB = lower boundary of the Qk class Qk = LB + 4 i
i = size of class interval fqk
cfb= cumulative frequency of the class before the Qk class
k = nth quartile, where n = 1 , 2 , and 3
Example : Calculate the Q1, and Q2of the Mathematics test scores of 50 students.
Scores Frequency
46- 50 4
41- 45 8
36- 40 11
31- 35 9
26- 30 12
21 – 25 6
Solution:
46- 50 4 45.5 50
41 – 45 8 40.5 46
36 -40 11 35.5 38(28th- 38th score) Q3 class
31 – 35 9 30.5 27(19th-27th score)Q2 class
26 -30 12 25.5 18 (7th-18th score) Q1 class
21 – 25 6 20.5 6
N = 50
N 50 LB = 25.5 cfb = 6 i = 5
Q1 class: =
4 4 N = 50 fQ1 = 12
= 12.5
N
This means we need to find the class interval where
the 12.5th score is obtained. Note that the 7th – 18th
scores belong to the class interval : 26 – 30. So, the
12.5th score is also within the class interval. The Q 1
Q1= LB + 4
[ ]
−cfb
fQ 1
i
( 12.5−6
class
Therefore, is class
25% of theinterval 26 – 30.
12 )
Q1 = 25.5 + (5 )
Therefore, 25% of the students have a score less
than or equal to 28.21.
2N 3(50) LB = 30.5 , N = 50 , cfb = 18 , f Q2=9 , i = 5
Q 2= = = 25
4 4
This means we need to find the class interval where the 2N
−cfb
25th score is contained. Note that the 19th – 27th scores Q2 = LB + 4 i
belong to the class interval: 31- 35. So, the 25th score is fQ 2
also within the class interval. The Q2 class is the class
interval 31-35.
25−18
Q2=30.5 + 5
9
Q2 = 34.39
Therefore, 50% of the students have a score less than or equal to 34.39
EXERCISES: Calculate the Q1 and Q2 of the Mathematics test of 29 students.
Scores Frequency
65-69 3
60-64 8
55-59 5
50-54 7
45-49 4
40-44 2
Fourth Quarter
Activity Title : Quartiles for Grouped Data
1)
Learning Target : Calculate quartiles for grouped data
Concept Notes :
Recall that quartiles divide the distribution into four equal parts.
In computing the quartiles of grouped data, the following formula is used:
kN
Qk = LB +
[ ]
4
−cfb
fQk
where : N = total frequency
i
fQ1 =frequency of the Qk class

LB = lower boundary of the Qk class
i = size of class interval
cfb = cumulative frequency of the class before the Qk class
k = nth quartile, where n = 1 , 2 , and 3
Example: ( Using the same table of values in activity no. 9)
Calculate the Q3 of the Mathematics test scores of 50 students.
Class interval Frequency Lower Less than cumulative
Scores (f) Boundaries Frequency ( ¿ cf )
( LB )
46- 50 4 45.5 50
41 – 45 8 40.5 46
36 -40 11 35.5 38 (28th- 38th score) Q3
class
31 – 35 9 30.5 27 (19th-27th score)Q2
class
26 -30 12 25.5 18 (7th-18th score) Q1
class
21 – 25 6 20.5 6
3 N 3(50) LB = 35.5 , N = 50 , cfb = 27 , f Q3= 11, i = 5

Q3 class : =
4 4
150 This means we need to find the class
= interval
4
= 37.5 where the 37.5th score is contained. Note
3N that the 28th – 38th scores belong to the
Q3 = LB + 4
(−cfb
fQ 3
i
) class interval: 36 – 40. So, the 37.5th score
is also within the class interval. The Q3 class
is class interval 36 – 40.
Q3 =35.5 + ( 37.5−27
11 )
(5)
Q3 = 40.27
Therefore, 75% of the students have s score less than or equal to 40.27. The third
quartile 40.27 falls within the class boundaries of 36-40 which is ( 35.5 – 40.5)
EXERCISES : Calculate the Q3 of the Mathematics test scores of 30 students.
Scores Frequency
65-69 3
60-64 8
55-59 6
50-54 7
45-49 4
40-44 2
Fourth Quarter
Activity Title : Deciles for Grouped Data
1)
Learning Target : Deciles for Grouped Data
Concept Notes :
Deciles are those values of the distribution that divide the total frequency into 10 groups. The kth
decile denoted by Dkis computed as follows:
kN
Dk = LB +
[ ]
10
−cfb
fDk
i
where:
LB = lower boundary of the Dk class
N = total frquency
cfb = cumulative frequency before the D k class
fDk = frequency of the Dk class
i = size of class interval Example
k = nth decile where n = 1, 2, 3, 4, 5, 6, 7, 8 and 9
Example:
Calculate the 7th decile of the Mathematics test scores of 50 students.
Scores Frequency
46-50 4
41-45 8
36-40 11
31-35 9
26-30 12
21-25 6
Solution:
Class Interval Frequency Lower Boundaries Less than cumulative
Scores (f) ( LB ) Frequency
46-50 4 45.5 50
41-45 8 40.5 46
36-40 11 35.5 38(28th-38th score)D7 class
31-35 9 30.5 27cfb
26-30 12 25.5 18
21-25 6 20.5 6
N = 50 This means we need to find the class interval where the
7N 7(50) 350 35th score is contained. Note that the 28th -38th scores
D7 class : = = = 35
10 10 10 belong to the class interval : 36-40. So, the 35th score is
also within the class interval. The D7 class is the class
7N interval 36-40.
i
−cfb
D7 = LB + 10
f D7 Therefore, the 7th decile is equivalent to the 70th
percentile. Therefore, 70% of the students got a score
less than or equal to 39.14.
35−27
D7= 35.5 + 5
11
D7 = 39.14
EXERCISES:
Calculate for D1 and D2 of the Mathematics test scores of 30 students.
Scores Frequency
65-69 3
60-64 8
55-59 6
50-54 7
45-49 4
40-44 2
Fourth Quarter
Activity Title : Deciles for Grouped Data
1)
Learning Target : Calculate decile for grouped data
Concept Notes :
Recall that the kth decile denoted by Dk is computed as follows:
kN
where:
[ ]
Dk = LB + 10
−cf b
f Dk
LB = lower boundary of the Dk class

N = total frequency
cfb = cumulative frequency before the Dk class
fDk = frequency of the Dk class
k = nth decile where n = 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , and 9
Example:
Calculate the 5th decile of the Mathematics test scores of 50 students.
Class Interval Frequency Lower Boundaries Less than cumulative

Scores (f) (LB) Frequency
( ¿ cf )
48-50 4 45.5 50
41-45 8 40.5 46
36-40 11 35.5 38
31-35 9 30.5 27D5 class
26-30 12 25.5 18
21-25 6 20.5 6
N = 50
5N
D5 class :
5 N 5(50)
10
=
10
D5 = LB + 10
[ ]
−cf b
f D5
i
250 25−18
=
10
D5 = 30.5 + [9
(5) ]
= 25
D5 = 34.39
EXERCISES:
1) Calculate the D4 and D6 of the First Periodical Test Results in Mathematics
of 36 students.
Scores Frequency ( f )
85-89 3
80-84 9
75-79 6
70-74 8
65-69 7
60-64 3
Fourth Quarter
Activity Title : Percentiles for Grouped Data
1)
Learning Target : Calculate the percentile of grouped data
The percentile of grouped data is used to characterize values according to the percentage
below them. In finding percentiles of a grouped data is similar to that of finding quartiles and
deciles of a grouped data.
The kth percentile , denoted by Pk is computed as follows:
kN
Pk = LB +
[
100
−cf b
f Pk
where :
i ]
LB = lower boundary of the kth percentile class
N = total frequency
cfb = cumulative frequency before the percentile class
fPk = frequency of the percentile class
k = nth percentile where n = 1 , 2 , 3 , ...., 97 , 98 , and 99
Example 1 :
Calculate the 65th percentile and 32nd percentile of the Mathematics
test scores of 50 students.
Scores Frequency
46-50 4
41-45 8
36-40 11
31-35 9
26-30 12
21-25 6
Solution :
Class Interval Frequency Lower Less than Cumulative
( LB )
46-50 4 45.5 50
41-45 8 40.5 46
36-40 11 35.5 38( 28th-38th score)P65class
31- 35 9 30.5 27
26-30 12 25.5 18(7th- 18th score) Q1class
21 -25 6 20.5 6
N = 50
LB = 35.5 cfb = 27
N = 50fP65 = 11
65 N 65( 50) i = 65
P65 class: =
100 100
3250 This means we need to find the class interval where the 32.5th
=
100 score is contained.
=32.5 Note that the 28th – 38th scores belong to the class interval: 36
-40. So, the 32.5th score is also within the class interval. The P65
65 N class is class interval 36 - 40
[
P65 = LB + 100
−cf b
f P65
i ] Therefore, 65% of the students got a score less than or equal
to 38.
The 65th percentile , 38, falls within the boundaries of 36-40
which is 35.5-40.5.
32.5−27
P65 = 35.5 + [ 11 ](5)
P65 = 38
EXERCISES:
1) Calculate the 30th percentile of the Results of Final Examination in
Mathematics.
Scores Frequency
90-99 2
80-89 2
70-79 4
60-69 14
50-59 16
40-49 3
30-39 2
20-29 3
10-19 2
0-9 2
Fourth Quarter
Activity Title : Percentiles for Grouped Data
1)
Learning Target : Calculate the percentile of grouped data
Concept Notes :
Percentiles are often used to report values according to
the percentage below them. For example, the fifth percentile (P 5)
separates the lowest 5% from the top 95%; the twentieth percentile
( P20) separates the bottom 20% from the top 80% while the
seventy-fifth percentile (P75) separates the bottom 75% from the top
25%.
The kth percentile , denoted by Pk is computed as follows:
kN
where :
[
Pk = LB + 100
−cf b
f Pk
i ]
N = total frequency
cfb = cumulative frequency before the percentile class
fPk = frequency of the percentile class
k = nth percentile where n = 1 , 2 , 3 , ...., 97 , 98 , and 99
Example 1 :
Calculate the 32nd percentile of the Mathematics test scores of 50 students.

Class Interval Frequency Lower Less than Cumulative
( LB )
46-50 4 45.5 50
41-45 8 40.5 46
36-40 11 35.5 38
31- 35 9 30.5 27
26-30 12 25.5 18 (7th- 18th score)
21 -25 6 20.5 6
N = 50
This means we need to find the classinterval where the
32 N 32(50) 16th score is contained.
P32 class: =
100 100 Note that the 7th- 18th scores belong to the
1600 class interval : 26-30. So, the 16th score is also within
=
100 the class interval.
= 16 The P32 class is class interval 26-30.
32 N
[
P32 = LB + 100
−cf b
f P32
i ]
Therefore, 32% of the students got a score less than or equal
16−6
P32 = 25.5 + [ 12 ](5) to 29.67.The 32ndpercentile, 29.67 falls within the class
boundaries of 26-30 which is 25.5-30.5.
P32 = 29.67
EXERCISES:
1) Calculate the 50th percentile and 80th percentile of the Results

of FinalExamination in Mathematics.
Scores Frequency
90-99 2
80-89 2
70-79 4
60-69 14
50-59 16
40-49 3
30-39 2
20-29 3
10-19 2
0-9 2
Fourth Quarter
Activity Title : Percentile Rank
1)
Learning Target : Calculate percentile rank given a set of data
Concept Notes :
Percentile ranks are particularly useful in relating individual scores to their positions in the
entire group. A percentile rank is typically defined as the proportion of scores in a distribution
that a specific score is greater than or equal to.
The percentile rank denoted by PPR is computed as follows:
100 ( P−LB ) f P
PPR =
N
+ [ i ]
+c f b
where : PR = percentile rank, the answer will be a percentage
cfP = cumulative frequency of all the values below the critical value
P = raw score or value for which one wants to find a percentile rank
N = total frequency
i = size of the class interval
Example 1 : Find how many percent of the scores are greater than the
cumulative frequency of 38 in the previous table.
Solution:
Class Interval Frequency Lower Boundaries Less than Cumulative
Scores (f) ( LB ) Frequency ( ¿ cf )
46-50 4 45.5 50
41-45 8 40.5 46
36-40 11 35.5 38
31- 35 9 30.5 27
26-30 12 25.5 18
21 -25 6 20.5 6
N = 50
38 is within 36-40
( P−LB ) f P
LB = 35.5
P = 38
PPR = 100 +
N [i ]
+c f b
N = 50 100 ( 38−35.5 ) 11
fP = 11
cfP = 27
PPR = 50 + [ i5
+ 27 ]
PPR = 65
i = 5
Therefore, 65% of the scores are less than the cumulative frequency of 38 while,
35% of the scores are greater than the cumulative frequency of 38.
EXERCISES: Calculate the percentile rank of 115 and 155 for the ff. distribution.
Class Interval Frequency

151-160 8
141-150 12
131-140 6
121-130 10
111-120 7
101-110 11
91-100 13
81-90 9
71-80 4
Fourth Quarter
Type of Activity : Active Learning
Activity Title : Percentile Rank
Learning Competency : Interpret measures of position. ( M10SP-IVc-1)
Learning Target : Interpret measures of position using Percentile Rank of ungrouped data
Concepts:
The percentiles are the ninety-nine score points which divide the distribution into one
hundred equal part, so that each part represents the data set. It is used to characterize values
according to the percentage below them.
Example.
Find the 30th Percentile or P30 of the following test scores of a random sample of ten
students. ( 35, 42, 40, 28, 15, 23, 33, 20, 118, 28 )
Solution:
Arrange the score from lowest to highest
(15, 18, 20, 23, 28, 28, 33, 35, 40, 42 )
To find its P30 position use the formula k ( n + 1 ) / 100 and round off to the nearest integer.
Position of P30 = 30 ( 10 + 1 ) /100
= 30 ( 11 ) /100
= 3.3
rd
P30 is the 3 element, Therefore, P30 = 20
It means 30% of all the scores obtained is less than or equal to the score of 20.
Activity. Given a test in Calculus, the 75th percentile score is 15.
Questions. 1. What does it mean?

2. What is its measure of position in relation to the other data?
3. Interpret the result and justify.
Fourth Quarter
Activity Title : Measure of Position
Learning Competency : Interprets measures of position. ( M10SP-IVc-1)
Learning Target : Interpret different measures of position using grouped data
Percentile ranks are particularly useful in relating individual score to their positions in
the entire group. A percentile rank is typically defined as the proportion of scores in a
distribution that a specific score is greater than or equal to.
Example: Assume the role of a researcher who wanted to know the percentage of
Consultants who earn Php 5,400.00 or more per day.
Consultant Fees Number of Consultants Cumulative Frequency
( in Php)
6400 – 7599 24 120
5200 – 6399 36 96
4000 – 5199 19 60
2800 – 3999 26 41
1600 – 2799 15 15
100 ( P−LB ) f p
P PR=
N [ i
+cf p ]
100 ( P5400−5199.5 ) 36
P PR=
120 [ 1200
+60 ]
=55.01
Php 5,400.00 is within 5200 - 6399
LB = 5199.5 CfP = 60
N = 120 FP = 36
P = 5,400.00 i = 1200
Therefore, 55% of the consultants earn Php 5,400.00 or less per day and 45% of the consultants
earns Php 5,400.00 or more per day.
Activity:( Group work) Divide the class into five (5). Each group will be given a specified measure
of position to compute and interpret. Let the students present their work and explain
the process on how they arrive the answer.
a.)1st Quartile b.) 7th Decile c.) 35th Percentile d.) The percentile rank of 115 e.) The
percentile rank of 155. Use manila paper for the presentation.
1. Find the 1stquartile, 7thDecile, 35th Percentile ,The percentile rank of 115 ,The
percentile rank of 155 for the following distribution and interpret based on the
result.
Class Interval Frequency LB Cumulative Frequency

151 – 160 8
141 – 150 12
131 – 140 6
121 – 130 0
111 – 120 7
101 – 110 11
91 – 100 13
81 – 90 9
71 – 80 4
Fourth Quarter
Type of Activity : Problem-Based Learning
Activity Title : Problem Solving involving Measures of Position
Learning Competency : Solve problems involving measures of position. (M10SP-IVd-1)
Learning Target : Solve problems involving measures of position
Example
The National Career Assessment Examination (NCAE) given to Grade 9 students. The
score of the students is represented by their percentile ranks. Find how many percent of the
scores are greater than the cumulative frequency of 38 in the table below.
Solution:
Scores Frequency cf
46 – 50 6 50
41 – 45 8 46
36 – 40 11 38
31 – 35 9 27
26 – 30 12 18
21 – 25 6 6
38 is within 36 - 40
100 P−LB
P=
N
+ ( N ) f P +cf P LB = 35.5
P = 38 fp = 11 i =5
100 38−35.5
P=
50
+ ( 5 ) 11+27N = 50 Cfp = 27
Therefore, 35 % of the scores are less than the cumulative frequency of 38, while 65%
of the scores greater than the cumulative frequency of 38.
Activity: Am I Scholar?
Dennis and Christine scored 32 and 23 respectively in the National Career Assessment
Examination (NCAE). The determining factor for a college scholarship is that a student’s score
should be in the top 10% of the scores of his/her graduating class. The students in the
graduating class obtained the following scores in the NCAE.
NCAE Scores F LB Less than cf
39 – 41 6
36 – 38 7
33 – 35 9
30 – 32 13
27- 29 22
24 – 26 10
21 – 23 9
18 – 20 7
15 – 17 8
12 – 14 4
9 – 11 2
6–8 1
3–5 1
Questions:
1. What is the percentile rank of Dennis and Christine?
2. Based on their percentile and percentile ranks, will Dennis and Christine receive
scholarship? Explain your answer.
Fourth Quarter
Type of Activity : Problem-Based Learning
Activity Title : Problem Solving Involving Measures of Position
Learning Competency : Solve problems involving measures of position. (M10SP-IVe-1)
Learning Target : Solve problems involving measures of position.
Analysis of Data is done after all statistical information have been collected, organized
and presented as frequency distribution and the mean, the median and the mode are
computed.
Example: Two top car salesmen are vying for a supervisory position. To help resolve who
performed better, the sales manager made a table and compared their sales in the last 7
months.
Month Salesman 1 Salesman 2

1 8 10
2 12 12
3 6 12
4 8 11
5 6 8
6 38 12
7 6 12
Total 84 77
Byjust looking at the table, Salesman 1 seems to be the better salesman, since he sold a total of
84 cars as against salesman 2, who sold only 77 cars.
By computing the mean, Salesman 1 84/7 = 12

Salesman 2 77/7 = 11
Therefore, you would conclude that salesman 2 did better although his mean is less than that of
the salesman 1. Salesman 1 has a mean of 12,only because of his very high output for the 6 th
month which is 38 on the other hand, salesman 2 consistently sold 11 or 12 cars.
Exercise: A math professor administered the final exam to his 11 students. Below is the list of
their scores: 76, 51, 98, 25, 92, 86, 96, 91, 96, 89, 87.
1. Compute the mean, median and mode.

2. Which do you think is the better indicator of the class performance?
3. Which scores are more different from each other?
Fourth Quarter
Type of Activity : Explore-Produce

Activity Title : Conducting Mini-research
Learning Competency : a.) Formulates statistical mini-research ( M10SP-IV f- g-1)
b.)Use appropriate measures of position and other statistical methods
in
analyzing and interpreting research data. (M10SP-IVh-J-1)
Learning Target : Conduct statistical mini-research in the final examination in
mathematics
Concepts: Parts of a Mini-research
Part I. Identify Research Problem

 Unsatisfactory situation in need of solution or improvement
 Question needing answer
Part II. Rationale/ Introduction
 Introduces the general topic of interest
 Establishes the scenario
 Justifies the need to conduct the study
Part III. Content (body paragraph)
A. Review of the related Literature
 Identify who has tried to answer the question before by doing the following
 Summarize how each of the sources presents and deals with the subject
 Explain the relevancy of each source to your research question
 State what you learned from each of your sources
B. Significance of the Study
 Description who benefited and how
C. Scope and Limitation
 Indicates study coverage (respondents and environment)
D. Gathering and Interpretation of Data
E. Statistical Treatment (Measures of Position)
F. Conclusion
 State your conclusions regarding your topic you have reached from having
surveyed, interpreted, evaluated the literature
 State the implications of your conclusions
 State what might be the possible consequences of your conclusions
 State the social significance these implications and consequences might have.
G. Recommendation
Note: There is a need for English and Math Teachers Collaboration.

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TABLE OF CONTENTS

FOURTH GRADING PERIOD

2) Find the coordinates of the midpoint ( Q 1) of AB in terms of x and y.

3) Find the coordinates of the midpoint (Q 2) of BC .

Activity: Watch This!

Middle Quartile is also the

Discuss with your group mates:

a. 25% of the data has a value ≤ Q1

Example: ( Using Mendenhall and Sincich Method )

Interpolation is an estimation of a value within two known valuesin a sequence of

Steps to find a value on a data with n elements:

D3 is the third element.

Since the result is a decimal number, interpolation is needed.

EXERCISES: 1) Given 50 multiple- choice items in their final test in

P10P20P30 P40 P50 P60P70P80 P90

In computing the quartiles of grouped data,the following formula is used:

EXERCISES: Calculate the Q1 and Q2 of the Mathematics test of 29 students.

fQ1 =frequency of the Qk class

3 N 3(50) LB = 35.5 , N = 50 , cfb = 27 , f Q3= 11, i = 5

EXERCISES : Calculate the Q3 of the Mathematics test scores of 30 students.

LB = lower boundary of the Dk class

Class Interval Frequency Lower Boundaries Less than cumulative

The kth percentile , denoted by Pk is computed as follows:

Calculate the 32nd percentile of the Mathematics test scores of 50 students.

1) Calculate the 50th percentile and 80th percentile of the Results

Class Interval Frequency

Activity. Given a test in Calculus, the 75th percentile score is 15.

Questions. 1. What does it mean?

Class Interval Frequency LB Cumulative Frequency

Month Salesman 1 Salesman 2

By computing the mean, Salesman 1 84/7 = 12

1. Compute the mean, median and mode.

Type of Activity : Explore-Produce

Concepts: Parts of a Mini-research

Part I. Identify Research Problem

Note: There is a need for English and Math Teachers Collaboration.

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