10

Mathematics
Quarter 4 – Module 3
INTERPRETATION OF
QUARTILES, DECILES, &
PERCENTILES
Introductory Message
Welcome to the Mathematics 10 on INTERPRETATION OF QUARTILES, DECILES, &
PERCENTILES

This module is designed to provide you with opportunities for guided and
independent learning at your own pace and time. You will be able to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

Includes an activity that aims to check
what you already know about the lesson to
What I Know take.
(Pre-Test)

Gives you an idea of the skills or

What I Need to Know competencies you are expected to learn in
(Objectives) the module.

A brief drill or review to help you link the

What’s In current lesson with the previous one.
(Review/Springboard)
A new lesson will be introduced to you in
various ways; a story, a song, a poem, a
What’s New
(Presentation of the Lesson)
problem opener, an activity or a situation.

Provides a brief discussion of the lesson.

This aims to help you discover and
What is It
(Discussion) understand new concepts and skills.
Provides activities which will help you
What’s More transfer your new knowledge or skill into
(Application) real life situations or concerns.

What I Need To Remember Key points that you need to remember.

(Generalization)
Activities for independent practice to
What I Can Do solidify your understanding and skills of
(Enrichment Activities) the topic.

Task which aims to evaluate your level of

Assessment mastery in achieving the learning
(Post Test) competency.

Answers to the following:

Answer Key • What I Know
• What’s More
At the end of this module you will also find:
References This is the list of all sources used in developing
this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in this module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone. We
hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

About the Module

This module was designed and written with you in mind. It is here to help you master
the skills in solving problems involving INTERPRETATION OF QUARTILES, DECILES,
& PERCENTILES

The scope of this module permits it to be used in many different learning

situations. The language used in this module recognizes your diverse vocabulary
level. The lessons are arranged to follow the standard sequence of the course. But
the order in which you read them can be changed to correspond with the textbook
you are now using.

This module is divided into two lessons, namely:

Lesson 1 – INTERPRETATION OF QUARTILES, DECILES, and PERCENTILES

After going through this module, you are expected to:

1. recall quartiles, deciles, and percentiles;
2. calculate quartiles, deciles, and percentiles;
3. interpret the result of the computed quartiles, deciles and percentiles.
 What I Know (Pre-Test)
Instructions: Read each item carefully. Choose the letter of the correct
answer and write it on a separate answer sheet.

1. In the set of scores, 3, 6, 7, 9, 11, 15, 16, 20, 25, 26, 30, what is the
value of 𝑄3?
A. 7 C. 20
B. 15 D. 25

2. In a 60-item test, Kim got a score of 40 which is the 3rd quartile.

How will you interpret this information?
A. Kim got the highest score.
B. Kim’s score is higher than 25% of her classmates.
C. 75% of the class did not pass the exam.
D. 75% of her classmates got a score less than or equal to her score.

For items 3 – 10, refer to the given table.

Travel time of 40 students in going to school
Time to travel
to school (in frequency LB <cf
minutes)
1 – 10 8 0.5 8
11 – 20 4 10.5 12
21 – 30 12 20.5 24
31 - 40 9 30.5 33
41 - 50 7 40.5 40
3. Find the total frequency.
A. 10 C. 40
B. 30 D. 100

4. How many students whose travel time is less than or equal to 30 min.?
A. 12 C. 28
B. 24 D. 50

5. What is the frequency of 𝐷5 𝑐𝑙𝑎𝑠𝑠 ?

A. 4 C. 9
B. 8 D. 12

6. What is class interval of 𝑃40 𝑐𝑙𝑎𝑠𝑠 ?

A. 11 - 20 C. 31 - 40
B. 21 - 30 D. 41 – 50

7. What is the lower boundary of 3rd quartile class?

A. 10.5 C. 30.5
B. 20.5 D. 40.5
 8. If Kyla’s travel time is in the 40th percentile, how many minutes does it
take her to go to school?
A. 12 minutes C. 24 minutes
B. 20 minutes D. 30 minutes
9. If 𝑃60 = 31 𝑚𝑖𝑛𝑢𝑡𝑒𝑠, what does it imply?
A. 60% of the students’ travel time is less than or equal to 31 min
B. 40% of the students’ travel time is less than or equal to 31 min
C. 60% of the students’ travel time is longer than 31 min
D. 40% of the students’ travel time is longer than 31 min

10. How many students whose travel time is longer than 20 minutes?
A. 14 C. 32
B. 28 D. 40
For items 11 – 14, refer to the given information below.

The following are the Performance Task scores of eleven Grade 10 students:

4, 6, 18, 10, 11, 8, 9, 7, 14, 12, 13

11. Find the value of the median.

A. 8 C. 13
B. 10 D. 18

12. What is the value of the interquartile?

A. 6 C. 13
B. 7 D. 18

13. How many scores are greater than the value of 3rd quartile?
A. 2 C. 8
B. 3 D. 9

14. If the value of 7th decile is 12, what does it imply?

A. 70% of the data is greater than or equal to 12.
B. 30% of the data is less than or equal to 12.
C. 30% of the data is greater than or equal to 12.
D. 70% of the data is less than or equal to 12.

15. Amber receives a salary which is equivalent to the 7th decile. Should
she be pleased with her salary?

A. Yes, because most of the employees receive a salary more than or

equal than hers.
B. Yes, because most of the employees receive a salary less than or
equal than hers.
C. No, because the salary is not sufficient to her need.
D. No, because 50% of the employees are receiving the salary as hers.
Lesson INTERPRETATION OF
1 QUARTILES, DECILES, and
PERCENTILES
What I Need to Know
At the end of this lesson, you are expected to:
1. calculate quartiles, deciles, and percentiles;
2. interpret the results of computed quartiles, deciles, and percentiles.

What’s In
Warm up

Fill in the blanks to complete the properties of quartiles:

Other name for this Percentile Decile

QUARTILES
quartile equivalent equivalent
𝑄1

𝑄2

𝑄3

What’s New
If you and your friends are
arranged according to your
height.
What percentile are you?
How will you interpret the
data?

What Is It
What Is Data Interpretation?
Data interpretation refers to the implementation of processes
through which data is reviewed for the purpose of arriving at an
informed conclusion. The interpretation of data assigns a meaning to
the information analyzed and determines its signification and
implications.
 Why Data Interpretation Is Important?
The purpose of collection and interpretation is to acquire useful and
usable information and to make the most informed decisions
possible.

INTERPRETATION AND CALCULATION OF PERCENTILES

40%

𝑃40 𝑃50

40% of the data ≤ 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑃40

80%

𝑃80
80% of the data ≤ 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑃80

Example 1
Find the 40th percentile of the following test scores of 9 students.

25, 30, 32, 38, 40, 42, 44, 47, 48

𝑃40 =38

40(9+1) 400
Position of 𝑃40 = = =4
100 100

40% of the data are less 60% of the data are greater
than or equal to 38. than 38.

Example 2

In a group of 19 Grade Ten students, you and your

classmates are ranked according to your height. If you are the
60th percentile, how many students are taller than you, given
that no classmate is as tall as you?
 You

𝑃60

𝑘 (𝑛+1 ) 60 (19+1 )
𝑃𝑘 = 𝑃60 = = 12𝑡ℎ
100 100

Questions:

a. What percentage of the students are as tall as or shorter than you?

Answer: 60% of the students are as tall as or shorter than you.

b. What percentage of the students are as tall as or taller than you?

Answer: 40% of the students are as tall as or taller than you.

c. How many students are taller than you, given that no classmate is
as tall as you?
Answer: There are 7 students who are taller than you.

Example 3
In the National Career Assessment Examination (NCAE) result,
Patrick got a percentile rank of 90 in mental ability. What does the
percentile rank 90 mean?

Answer: It means that 90% of the class got a score less than or equal
to his score in Mental Ability.

INTERPRETATION AND CALCULATION OF DECILES

𝐷7
70% of the data ≤ 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝐷7

𝐷4
40% of the data ≤ 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝐷4
 Example 1
Melmar is an employee in a big company in Cebu City. His salary is
in the 8th decile. Should Melmar be glad about his salary or not?

Answer: 80% of the employees receive a salary that is less than or

equal to Melmar’s salary and only 20% of the employees
receive a salary greater than or equal to his salary.
Melmar should be happy with his salary.

Example 2
Gary, one of grade 11 students, took the PreCalculus Exam in
35 minutes and the time is in the 3rd decile of the allotted time.
What does it mean?

Answer: 30% of the students were able to finished the exam in less
than or equal to 35 minutes.

Example 3
Calculate the 7th decile of the Mathematics Test scores of 50 students.
Interpret the result.

Lower Less than

Scores f class Cumulative
boundaries Frequency
46 – 50 4 45.5 50
41 – 45 8 40.5 46
36 – 40 11 35.5 38 28th – 38th 𝐷7 Class
31 – 35 9 39.5 27
26 – 30 12 25.5 18
21 - 25 6 20,5 6

7𝑁 7(50) 35−27
𝐷7 𝑐𝑙𝑎𝑠𝑠 = = = 35th 𝐷7 = 35.5 + ( ) 5 = 39.14
10 10 11

Therefore, 70% of the students got a score less than or equal to 39.14.
 INTERPRETATION AND CALCULATIONS OF QUARTILES

25% of the data ≤ 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑄1

25%
𝑄1

50% 50% of the data ≤ 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑄2

𝑄2
.
75% of the data ≤ 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑄3
75%
𝑄3

Example 1

The 3rd quartile for the number of points earned in a 40-item test was 30.
Interpret the 3rd quartile in this situation.

Answer: 25% of the students got a score greater than 30.

Example 2

The final exam scores of 12 students are the following:

20 56 60 64 68 69 73 75 77 81 81 86

3rd 4th 6th 7th 9th 10th

20 56 60 64 68 69 73 75 77 81 81 86

𝑄1 = 61 𝑄2 = 71

Interpolate the values of 𝑄1 , 𝑄2 , 𝑎𝑛𝑑 𝑄3 and interpret the result.

 12+1
𝑄1 𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 = = 𝟑. 𝟐𝟓𝒕𝒉
4

𝑇ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑄1 = (64 − 60)(0.25) + 60 (3𝑟𝑑 𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛) = 𝟔𝟏

2(12+1)
𝑄2 𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 = = 𝟔. 𝟓th
4

𝑇ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑄2 = (73 − 69)(0.5) + 69 (6𝑡ℎ 𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛) = 71

3( 12+1)
𝑄3 𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 = = 𝟗. 𝟕𝟓𝒕𝒉
4

𝑇ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓 𝑄3 = (81 − 77)(0.75) + 77 (9𝑡ℎ 𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛 ) = 80

Interpretation of the results

20
20 56 60 64 68 69 73 75 77 81 81 86
25%

𝑄1 = 61

25% of the students scored 61 or below

20 56 60 64 68 69 73 75 77 81 81 86

50%
𝑄2 = 71

50% of the students scored above 71

20 56 60 64 68 69 73 75 77 81 81 86

75%
𝑄3 = 80

75% of the students scored 80 or below

 What I Need to Remember
Write your insight/learning about the lesson being studied.

_________________________________________
_________________________________________

What’s More
Activity 1. NOW IT’S YOUR TURN!

A. The following scores (out of 100) are from a particular Statistics Class

44 56 58 62 64 64 70 72 72 72
74 74 75 78 78 79 80 82 82 84
86 87 88 90 92 95 96 96 98 100

Use Mendenhall and Sincich Method

Find the 𝑄1 𝑎𝑛𝑑 𝑄3 and interpret the result.

B. The following data represents the heights (in inches) of 14 students:

65, 63, 68, 59, 74, 58, 68, 61, 64, 60, 69, 72, 55, 64

INTERVAL FREQUENCY
55 – 58
59 – 62
63 – 66
67 – 70
71 – 74

1. Complete the table

2. Which interval contains the median class?
3. Which interval contains the upper quartile class?
4. What percent of the students are shorter
than 5 ft and 7 inches?
5. Find the values of the 3 quartiles and interpret the result.
 Assessment (Post Test)
Instructions: Read each item carefully. Encircle the letter of the best answer.

For items 1 – 4, refer to the given information below.

The following are the Performance Task scores of eleven Grade 10 students:

4, 6, 18, 10, 11, 8, 9, 7, 14, 12, 13

1. Find the value of the median.

A. 8 C. 13
B. 10 D. 18

2. What is the value of the interquartile?

A. 6 C. 13
B. 7 D. 18

3. How many scores are greater than the value of 3 rd quartile?

A. 2 C. 8
B. 3 D. 9

4. If the value of 7th decile is 12, what does it imply?

A. 70% of the data is greater than or equal to 12.
B. 30% of the data is less than or equal to 12.
C. 30% of the data is greater than or equal to 12.
D. 70% of the data is less than or equal to 12.

5. Amber receives a salary which is equivalent to the 7th decile. Should

she be pleased with her salary?

A. Yes, because most of the employees receive a salary more than or

equal than hers.
B. Yes, because most of the employees receive a salary less than or
equal than hers.
C. No, because the salary is not sufficient to her need.
D. No, because 50% of the employees are receiving the salary as hers.

For items 6 – 13 refer to the given table.

Travel time of 40 students in going to school
Time to travel
to school (in frequency LB <cf
minutes)
1 – 10 8 0.5 8
11 – 20 4 10.5 12
21 – 30 12 20.5 24
31 - 40 9 30.5 33
41 - 50 7 40.5 40
6. Find the total frequency.
A. 10 C. 40
B. 30 D. 100

7. How many students whose travel time is less than or equal to 30 min.?
A. 12 C. 28
B. 24 D. 50

8. What is the frequency of 𝐷5 𝑐𝑙𝑎𝑠𝑠 ?

A. 4 C. 9
B. 8 D. 12

9. What is class interval of 𝑃40 𝑐𝑙𝑎𝑠𝑠 ?

A. 11 - 20 C. 31 - 40
B. 21 - 30 D. 41 – 50

10. What is the lower boundary of 3rd quartile class?

A. 10.5 C. 30.5
B. 20.5 D. 40.5

11. If Kyla’s travel time is in the 40th percentile, how many minutes does it
take her to go to school?
A. 12 minutes C. 24 minutes
B. 20 minutes D. 30 minutes
12. If 𝑃60 = 31 𝑚𝑖𝑛𝑢𝑡𝑒𝑠, what does it imply?
A. 60% of the students’ travel time is less than or equal to 31 min
B. 40% of the students’ travel time is less than or equal to 31 min
C. 60% of the students’ travel time is longer than 31 min
D. 40% of the students’ travel time is longer than 31 min

13. How many students whose travel time is longer than 20 minutes?
A. 14 C. 32
B. 28 D. 40

14. In the set of scores, 3, 6, 7, 9, 11, 15, 16, 20, 25, 26, 30, what is the
value of 𝑄3?
A. 7 C. 20
B. 15 D. 25

15. In a 60-item test, Kim got a score of 40 which is the 3 rd quartile.

How will you interpret this information?
A. Kim got the highest score.
B. Kim’s score is higher than 25% of her classmates.
C. 75% of the class did not pass the exam.
D. 75% of her classmates got a score less than or equal to her score.
Answer Key
ACTIVITY 1
A.
30+1
𝑄1 𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛 = = 7.75th = 8th
4
𝑄1 = 72

25% of the students got a score less than or equal to 72

3(30 + 1)
𝑄3 𝑝𝑜𝑠𝑖𝑡𝑖𝑜𝑛 = = 23.25𝑡ℎ = 23𝑟𝑑
4
𝑄3 = 88

75% of the students got a score less than or equal to 88

B.
1. Complete the table
INTERVAL FREQUENCY LB <cf
55 – 58 2 54.5 2
3 58.5 5 𝑄1 class
59 – 62
63 – 66 4 62.5 9 𝑄2 class

67 – 70 3 66.5 12 𝑄3 class
71 – 74 2 70.5 14

2(14)
2. 𝑄2 𝑐𝑙𝑎𝑠𝑠 = = 7𝑡ℎ
4

63 – 66 interval

3( 14)
3. 𝑄3 𝑐𝑙𝑎𝑠𝑠 = = 10.5𝑡ℎ
4
67 – 70 interval

4. 64%

5. 𝑄1 = 60.5
25% of the students’ height is less than or equal to 60.5 inches

𝑄2 = 64.5
50% of the students’ height is less than or equal to 64.5 inches

𝑄3 = 68.5
75% of the students’ height is less than or equal to 68.5 inches
References
Books
Callanta, Melvin M., Allan M. Canonigo, Arnaldo I. Chua, Jerry D. Cruz,
Mirla S. Esparrago, Elino S. Garcia, Aries N. Magnaye, Fernando B. Orines,
Rowena S. Perez, and Concepcion S. Ternida. 2015. Mathematics – Grade 10
Learners' Module. Pasig: REX Book Store.

Holliday, Berchie, Cuevas, Gilbert J.,McClure, Meslissa S.,Carter, John A.,

and Marks, Daniel 2006, Advanced Mathematical Concepts Precalculus with
Applications. The McGraw Hill Companies Inc.

Chua, Simon L., Villame, Rechilda P., Ho, Ju Se T., Sia, Lucy O., Fisico,
Misael Jose S. 21st Century Mathematics. Phoenix Publishing House Inc.

Chua, Simon L., Sy-Tan, Josephine L.,Ubarro, Arvie T., Cayetano, Ma.
Remedios R.SPC, Guerrero, Renato R. Soaring 21 st Century Mathematics.
Phoenix Publishing House Inc.
Websites

https://www.atakama-technologies.com/application-performance-and-
percentiles/
https://www.youtube.com/watch?v=GK7n_3EV3t4
https://www.youtube.com/watch?v=3peNvdCLIls&t=884s
https://www.statisticshowto.com/measures-of-position/

Congratulations!
You are now ready for the next module. Always remember the following:

1. Make sure every answer sheet has your

▪ Name
▪ Grade and Section
▪ Title of the Activity or Activity No.
2. Follow the date of submission of answer sheets as agreed with your
teacher.
3. Keep the modules with you and return them at the end of the school year
or whenever face-to-face interaction is permitted.