10

Mathematics
Quarter 4 – Module 4:
The Quartile for Grouped Data
Mathematics – Grade 10
Quarter 4 – Module 4: The Quartile for Grouped Data
First Edition, 2020

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Published by the Department of Education – Region XI

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Assistant Regional Director: Maria Ines C. Asuncion

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Reviewer: Melissa Keith A. Sarilla, Rosalito B. Pepito and Jay Vee C. Robigid
Layout Artist: Emery Aquino
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Office Address: Energy Park, Apokon, Tagum City, 8100
Telefax: (082) 291-1665; (082) 221-6147
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Mathematics
Quarter 4 – Module 4:
The Quartile for Grouped Data
Introductory Message

For the facilitator:

Welcome to the Mathematics 10 Self-Learning Module (SLM) on The Decile for

Ungrouped Data!

This learning resource is a self-contained, self-instructional, self-paced,

interactive learning materials for learning a specific topic or lesson. It actively
engages the learners into guided and independent learning activities on their own.
Furthermore, it aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning at home. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 10 Self-Learning Module (SLM) Module on The

Decile for Ungrouped Data!

This module was designed to provide you with fun and meaningful experiences
and opportunities for guided mastery of learning at your own pace and time. You will
be enabled to process the content of the learning resource while being an active
learner. This learning resource material is readily accessible for you to acquire better
self-study and practice independent and responsible learning.

The following are some reminders in using this module:

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.
Don’t forget to answer Let us Try before moving on to the other activities.
Read the instructions carefully before doing each task.
Observe honesty and integrity in doing the tasks and checking your
answers.
Finish the task at hand before proceeding to the next.
Return this module to your teacher/facilitator once you are done.

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!

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 Let Us Learn!

In this module, you will apply the key concept of measure of position
for grouped data particularly on quartile. It is here to help you use
mathematical ideas in solving real-life problems or in making conclusions
and decisions.

This module has only one lesson:

• Lesson 1: The Quartile for Grouped Data

After going through this module, you are expected to:

1. Illustrate the following measures of position: quartiles, deciles and

percentiles (M10SP-IVa-1)

2. Calculate a specified measure of position of a set of data

(M10SP-IVb-1)

3. Interpret measures of position..

(M10SP-IIIc-1)

4. Solve problems involving measures of position.

(M10SP-IVd-e-1)

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 Lesson
The Quartile for Grouped
1 Data

Let Us Try!

Let us find out how much you already know about the topic for today.
Solve for what is asked in each item and choose the answer among the
choices.

1. Quartiles divide the distribution into how many equal parts?

a. 2 c.10
b. 4 d. 100
2. If Q1 = 34.40, what percent of the students have scores 34.40 and
below?
a. 1% c. 10%
b. 4% d. 25%
For items 3-5, consider the scores of 50 Grade 10 learners in their
unit test.
Score Frequency

46-50 4

41-45 7

36-40 8

31-35 6

26-30 10

21-25 6

16-20 4

11-15 5

3. Which of the following scores where the lower quartile class is

located?
a. 21-25 c. 31-35
b. 26-30 d. 36-40

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 4. In solving for the upper quartile, what cumulative frequency should
be used?

a. 25 c. 39

b. 31 d. 46

5. Calculate the value of upper quartile.

a. 39.56 c. 41.56

b. 40.56 d. 42.56

Let Us Study

Quartiles are the score points which divide a distribution into four
equal parts.

25% of the data has a value < Q1 or Lower Quartile

50% of the data has a value < Q2 or Median
75% of the data has a value < Q3 or Upper Quartile

The following formulas are used in finding the quartiles of grouped data
• To locate the position of Qk class
kN
Position of Qk =
4
• To calculate the Quartile for Grouped Data

 kN 
 4 − cf b 
Qk = LB +  i
 f qk 
 
where:

LB = lower boundary of the Qk class

N = total frequency
cfb= cumulative frequency of the class before the Qk class
fqk = frequency of the Qk class
i = size of class interval
k = nth quartile, where n = 1, 2, and 3

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Below are the steps in solving problems involving quartile for grouped data:

Preliminaries: Complete the table by adding two columns for Lower

Boundary (LB) and Less Than Cumulative Frequency (<cf).

Step 1: Find the position of the quartile.

Step 2: Find the class interval where the Qk point is contained. Highlight
this in the table to illustrate the location of the Qk point.

Step 3: Identify the necessary values to be substituted in the formula.

Step 4: Solve for the value of the required quartile.

Step 5: State your conclusion or interpretation.

ILLUSTRATIVE EXAMPLE

Calculate the Q1, Q 2 and Q 3 of the Mathematics test scores of 20

students.

SCORES FREQUENCY

36-40 3

31-35 3

26-30 4

21-25 5

16-20 3

11-15 2

Preliminaries:

Before solving for the quartile for grouped data, you need first to
construct a Cumulative Frequency Table by adding two columns for Lower
Boundary (LB) and Less Than Cumulative Frequency (<cf).

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➢ Determine the Lower Boundary (LB)

SCORES FREQUENCY LOWER

( f) BOUNDARY
To solve for LB ,
(LB)
subtract 0.5 from the
smallest score per class
36-40 3 35.5 interval.
• The lowest score in
31-35 3 30.5 the first row is 11 so
11 - 0.5 = 10.5
26-30 4 25.5 • The lowest score in
the 2nd row is 16 so
21-25 5 20.5 16-0.5 = 15.5
• The lowest number in
the 3rd row is 21 so
16-20 3 15.5
21-0.5 = 20.5
• Same pattern for the
11-15 2 10.5 succeeding rows.

➢ Determine the Cumulative Frequency

LESS • Copy the frequency of

the first row which is 2
THAN
LOWER • To get the 2nd row, you
FREQUE CUMULA add the cumulative
BOUNDA
SCORES NCY TIVE frequency of the 1st row
RY
( f) FREQUE which is 2 and the
(LB) frequency of the 2nd row
NCY
which is 3 : 2 + 3 = 5
(<cf)
• To get the 3rd row, you
20 add the cumulative
36-40 3 35.5 frequency of the 2nd
row which is 5 and the
31-35 17 frequency of the 3rd
3 30.5
row which is 5: 5 + 5 =
10
26-30 4 25.5 14 • To get the 4th row,
you add the
21-25 5 20.5 10 cumulative frequency
of the 3rd row which
is 10 and the
16-20 3 15.5 5 frequency of the 4th
row which is 4: 10+
11-15 2 10.5 2 4 = 14
• Same pattern for the
succeeding rows.

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Solve for the value of Q1, Q 2 and Q 3

FIRST OR LOWER QUARTILE SOLUTION:

Step 1: Find the position of the lower quartile

Given: N = 20 ( total number of frequency or total number of students)

k = 1 ( First Quartile)

kN
Formula: Position of Qk =
4

Solution:
(1)(20)
Position of Q1 =
4

Position of Q1 = 5

This means that we need to find the class interval where the 5th point is
located.

Step 2. Find the class interval where the Q1 point is contained.

Highlight this in the table to illustrate the location of the Q1 point.

FREQUENCY LOWER LESS THAN

SCORES ( f) BOUNDARY CUMULATIVE
(LB) FREQUENCY
(<cf) Q1 class
is where
36-40 3 35.5 20 the 5th
point is
31-35 3 30.5 17 located.

26-30 4 25.5 14

21-25 5 20.5 10
( 3rd to 5th point)
16-20 3 (fQ1) 15.5 (LB) 5 Q1 class

11-15 2 10.5 2 (cfb) ( 1st to 2nd point)

- The 5th point belongs to the class interval 16-20

- Therefore, the Q1 Class is the class interval 16-20

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Step 3: Identify the necessary values to be substituted in the formula

 kN 
 4 − cf b 
Qk = LB +  i
 f qk 
 

• LB = 15.5
• kN/4 = 5
• cfb = 2
• fq 1 = 3
• i =5

Step 4: Solve for the value of the required quartile

 kN 
 4 − cf b 
Qk = LB +  i
 f qk 
 
• 5-2 = 3
• 3/3=1
5 − 2 
Q1 = 15.5 +  5 - - - - - - -- • 1x5=5
 3  • 5 + 15.5= 20.5

Q1 = 20.5

Step 5: State your conclusion or interpretation.

Q1 = 20.5

Therefore, 25% of the students have a score less than or equal to 20.5.

Other possible conclusions and interpretation:

• 25% of the students who took the test scored lower than 20.5.
• The score 20.5 is better than the other 25% of the students who
took the test.
• 75% of the students who took the test scored higher than 20.5.
• The score 20.5 is lower than the other 75% of the students who
took the test.

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SECOND QUARTILE SOLUTION:

Step 1: Find the position of the second quartile

Given:

N = 20 ( total number of frequency or total number of

students)
k = 2 ( Second Quartile)

kN
Formula: Position of Qk =
4
Solution:
( 2)(20)
Position of Q2 =
4

Position of Q2 = 10

This means that we need to find the class interval where the 10th point
is located.

Step 2: Find the class interval where the Q2 point is contained.

Highlight this in the table to illustrate the location of the Q2 point.

SCORES FREQUENCY LOWER LESS THAN

( f) BOUNDARY CUMULATIVE
(LB) FREQUENCY
(<cf)

36-40 3 35.5 20 Q2 class is

where the
31-35
3 30.5 17 10th point
is located.
26-30 4 25.5 14

20.5 (6th to 10th point)

21-25 5 (fQ2) 10
(LB) Q2 class

16-20 3 15.5 5 (cfb) ( 3rd to 5th point)

11-15 2 10.5 2 ( 1st to 2nd point)

The 10th point belongs to the class interval 21-25.

Therefore, the Q2 Class is the class interval 21-25.

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Step 3: Identify the necessary values to be substituted in the formula

 kN 
 4 − cf b 
Qk = LB +  i
 f qk 
 
• LB = 20.5
• kN/4 = 10
• cfb = 5
• fQ 2 = 5
• i =5

Step 4: Solve for the value of the required quartile.

 kN 
 4 − cf b 
Qk = LB +  i
 f q 
•
k

  10-5 = 5
• 5/5=1
• 1x5=5
10 − 5 
Q2 = 20.5 +  5 - - - - - - -- •
 5 
5 + 20.5= 25.5

Q2 = 25.5

Step 5: State your conclusion or interpretation.

Q2 = 25.5

Therefore, 50% of the students have a score less than or equal to 25.5.
Other possible conclusions and interpretation:

• 50% of the students who took the test scored lower than 25.5.
• The score 25.5 is better than the other 50% of the students who
took the test.

THIRD OR UPPER QUARTILE SOLUTION:

Step 1: Find the position of the upper quartile

Given: N = 20 ( total number of frequency or total number of students)

k= 3 ( Third Quartile)

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 kN
Formula: Position of Qk =
4
Solution:
(3)(20)
Position of Q3 =
4
Position of Q3 = 15

This means that we need to find the class interval where the 15th point
is located.

Step 2: Find the class interval where the Q3 point is contained.

Highlight this in the table to illustrate the location of the Q3 point.

SCORES FREQUENCY LOWER LESS THAN

( f) BOUNDARY CUMULATIVE Q3 class is
(LB) FREQUENCY where the
15th point is
(<cf)
located.

36-40 3 35.5 20
(15th to 17th point)
31-35 30.5 Q3 class
3 (fQ3) 17
(LB)

26-30 4 25.5 14(cfb) (11th to 14th point)

21-25 5 20.5 10 (6th to 10th point )

5
16-20 3 15.5 ( 3rd to 5th point)

11-15 2 10.5 2 ( 1st to 2nd point)

The 15th point belongs to the class interval 31-35.

Therefore, the Q3 Class is the class interval 31-35.

Step 3: Identify the necessary values to be substituted in the formula

 kN 
 4 − cf b 
Qk = LB +  i
 f qk 
 
• LB = 30.5
• kN/4 = 15
• cfb = 14
• fQ 3 = 3
• i =5

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Step 4: Solve for the value of the required quartile.

 kN 
 4 − cf b 
Qk = LB +  i
 f qk 
 

• 15-14 = 1
15 − 14 
Q3 = 30.5 +  5 - - - - - - --•
 3 
1 / 3 = 0.333
• 0.333 x 5 = 1.667
• 1.667 + 30.5= 32.167

Q3 = 32.17

Step 5: State your conclusion or interpretation.

Q3 = 32.17

Therefore, 75% of the students have a score less than or equal to 32.17

Other possible conclusions and interpretation:

• 75% of the students who took the test scored lower than 32.17.
• The score 32.17 is better than the other 75% of the students who
took the test.
• 25% of the students who took the test scored higher than 32.17.
• The score 32.17 is lower than the other 25% of the students who
took the test.

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 Let Us Practice

Below is the frequency table of the Daily Allowance of 30 Learners

A. Complete the lower boundary and less than cumulative frequency

column

CLASS FREQUENCY LOWER LESS THAN

INTERVAL ( f) BOUNDARY CUMULATIVE
(Amount in (LB) FREQUENCY
Peso) (<cf)

91-100 1 90.5 30

81-90 5 (3) 29

71-80 3 70.5 24

61-70 2 60.5 (5)

51-60 4 50.5 19

41-50 6 (2) (4)

31-40 5 (1) 9

21-30 4 20.5 4

B. Calculate the lower quartile using the given 5 steps.

1. Find the position of the lower quartile, Q1.

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2) In which class interval is the Q1 point contained? Highlight this in the
table to illustrate the position of Q1.

3) Identify the necessary values to be substituted in the formula.

4) Solve for the value of the lower quartile , Q1.

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5) State your conclusion or interpretation.

Let Us Practice More

I. Complete Me Activity

Below is a frequency table of data compiled on a group of Grade 10

Students’ score in Math Quarter Exam. Complete the lower boundary and
less than cumulative frequency column in the given table.

Less Than
Lower
Scores Frequency Cumulative
Boundary
Frequency

46-50 3 45.5

41-45 6 22

36-40 1 35.5

31-35 6 15

26-30 4 25.5

21-25 5

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 II. What is the Title Activity?

To find the title of this picture, find the value from the given data in
Activity 1 and find your answer in the code below. Each time the answer
appears, write the letter of the corresponding problem.

Find the value of the following:

A. i

C. N

E. f for Q1

H. LB for Q1

I. Scores where Q2 class is situated

N. LB for Q2

O. f for Q3

T. cfb of Q3?

V. Q1

W. Q3

42.79 5 27.06 22 31- 30.5 41- 16 25.5 4 43.42

35 45

6 25 4 5 30.5 26-
30

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 Let Us Remember

Remarkable! Now, let us gather what we have learned.

Below is the generalization/summary of the concepts involved in

this lesson. Fill in the missing word / letter / number.

1. Quartiles are the score points which divide a distribution into

__________ equal parts.

2. ________% of the data has a value < Q1 or Lower Quartile

3. 75% of the data has a value less than or equal to ______________.

4. The formula to locate the Qk class is _______________________.

5-10. The formula to calculate the Quartile for Grouped Data is

𝑘𝑁
−𝑐______
Qk = ______ + [ 4
]𝑖
_______

where:

LB = ___________ of the Qk class

N = total frequency
cfb= ______________________ of the class before the Qk class
fqk = frequency of the Qk class
i = size of ______________
k = nth quartile, where n = 1, 2, and 3

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 Let Us Assess

Answer the questions below. This serves as your evaluation.

For items 1-3, consider the Scores of Grade 10 students in their 40-
item quiz.

SCORES FREQUENCY

36-40 3

31-35 3

26-30 5

21-25 6

16-20 1

11-15 4

6-10 2

1-5 1

1. Which of the following scores where the lower quartile class is

located?
a. 1-5
b. 6-10
c. 11-15
d. 16-20

2. If you are solving the Quartile 2, what cumulative frequency

should be used?

a. 3
b. 7
c. 8
d. 14

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 3. Calculate the value of second quartile.

a. 14.56

b. 24.25

c. 29.56

d. 58.25

For items 4-5, consider the scores of 30 Grade 10 learners in their

summative test.

Score Frequency

46-50 2

41-45 1

36-40 7

31-35 4

26-30 6

21-25 5

16-20 2

11-15 3

4. Find the lower boundary to be used for third quartile.

a. 35.5

b. 36

c. 40.5

d. 41

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5. 75% of the Grade 10 learners have a score less than or equal to what
value?
a. 23

b. 29.67

c. 32.53

d. 37.29

Let Us Enhance

Answer the problems below. This serves as enrichment activity.

The following data represent the age distribution of confirmed COVID-

19 cases in the City of Hope.

Age Frequency

1-12 1

13-24 2

25-36 3

37-48 4

49-60 5

61-72 6

73-84 2

1. How many COVID-19 patients belong to lower quartile?

2. 50% of the COVID-19 patients in the City of Hope have an age less
than or equal to what value?
3. Calculate the upper quartile and interpret your result.

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 Let Us Reflect

In this lesson, you learned that quartiles are the score points
which divide a distribution into four equal parts. Twenty five percent (25%)
of the distribution fall below the first quartile or lower quartile, fifty percent
(50%) fall below the second quartile, and seventy five percent (75%) fall
below the third quartile or the upper quartile. More importantly, you were
given the opportunity to perform useful activities to further understand the
topic and solve related real-life problems.

20
 21
Let us Try Let us Practice
A.
6. b 1. 30.5 4. 15
7. d 2. 40.5 5. 21
8. a 3. 80.5
9. b B.
10. a 1. Position of Q1 = 7.5
2. The 7.5th point belongs to the class interval 31-40.
31-40.
Therefore, the Q1 Class is the class intervalLet us Practice
3. LB = 30.5
kN/4 = 7.5 1. b
cfb =4 2. c
fQ1 = 5 3. a
i = 10 4. d
4. Q1 = 37.5 5. h
5. Therefore, 25% of the learners have a daily allowance of
less than or equal to Php 37.50.
Let us Practice More
I. Complete Me Activity
Scores Frequency Lower Less Than
Boundary Cumulative
Frequency
46-50 3 45.5 25
41-45 6 40.5 22
36-40 1 35.5 16
31-35 6 30.5 15
26-30 4 25.5 9
21-25 5 20.5 5
II. What is the Title Activity?
W A V E I N T H E
42.79 5 27.06 4 22 31- 30.5 41- 16 25.5 4 43.42
35 45
O C E A N
6 25 4 5 30.5 26-30
Answer Key to Activities
 22
Let us Remember
1. four
2. 25
3. Q3 or Upper Quartile
𝑘𝑁
4. Qk =
4
5-10. Qk = LB +
where:
LB = lower boundary of the Qk class
N = total frequency
cfb= cumulative frequency of the class before the Qk
class
fqk = frequency of the Qk class
i = size of class interval
k = nth quartile, where n = 1, 2, and 3
Let us Assess
1. c
11. c
12. b
13. a
14. d
Let us Enhance
1. 6
2. 52.1
3. 65
 References

Book
Source: Melvin M. Callanta et.al., Mathematics - Grade 10 Learner’s Module
First Edition 2015 Pasig City: Department of Education, 2015, pages 385-387

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For inquiries or feedback, please write or call:

Department of Education – Region XI (DepEd- XI)

F. Torres St., Davao City

Telefax: (082) 291-1665; (082) 221-6147

Email Address: regionxi@deped.gov.ph * lrms.regionxi@deped.gov.ph

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