CONTENT STANDARD

 Demonstrates understanding of key concepts of measures of position

PERFORMANCE STANDARD
 Able to conduct systematically a mini-research applying the different statistical
method.
I.  OBJECTIVES
At the end of the lesson, students should be able to:
A.  Solve for quartiles of grouped data
B.Illustrate quartiles using real objects.
C. Participate actively in class activity
II.   SUBJECT MATTER
A.   Topic: QUARTILES FOR GROUPED DATA
B.   Reference:Mathematics learner’s module pp. 368-371
C.   Materials: Frequency distribution table
III.   LEARNING EXPERIENCES
A. DAILY ROUTINE ACTIVITIES
1. Prayer 
2. Greetings
3. Checking of Attendance
4. Checking of the cleanliness and orderliness of the classroom

B.  PRIMING
Last time, we discussed that “quart, quadri, quadru or quatern” means four.
Now, give me a word that have those words as suffixes and can be seen in real
life.
For example: Quarter can be seen in the clock. When an hour is divided by 4, it will equals to
15 minutes. That means the quarter in a clock is equal to 15 minutes

C. MOTIVATION
Assemble the puzzle containing the problem to get the task you need to do.

∑f
~
x=LBmc +
2
[
−¿ cf
fmc
i ] ~
If LBmc=19.5 ;< cf =14 x=22.23

∑ f =60 ; fmc=11;
¿ i=5
WHAT IS ~
x?
 D. ACTIVITY.
∑f
From the formula above, change into:
2
∑f 2∑ f 3∑ f
1. 2. 3. What new value did you
4 4 4
obtained?

E. ANALYSIS
1. What have you noticed about the formula?
2. What are you determining on the part of the formula you changed?
3. What does the denominator 2 and 4 implies?

V. ABSTRACTION

Measures of Position for Grouped data of Quartiles

•Grouped data

To put the data in a more condensed form, we make groups of suitable size, and
mention the frequency of each group. Such a table is called a grouped frequency
distribution table.

•Class interval

Each class is bounded by two figures which are called class limits the lower and
upper limits.

In finding the median, we first need to determine the median class. In the same
manner, the Q1 and the Q3 class must be determined first before computing for the value
n
of Q1 and Q3. The Q1 class is the class interval where ( )this contained, while the class
4
3 n th
interval that contains the ( ) score is the Q3 class
4

KN

[
Q K= LB+ 4
−Cfb
fQk
i ]
where: LB= lower boundary of the QK class.
N= total frequency
Cfb= cumulative frequency of the class before the Q K class
fQ1= frequency of the QK class
 K= nth quartile where n=1, 2 and 3

EXAMPLE Calculate the Q1, Q2 and Q3 of the mathematics test scores of 50 students.
Class Interval Frequency Lower Boundaries Cumulative
frequency
Score (f) (LB) 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

TO SOLVE FOR Q1
N 50
N= 50 QK = = =12.5 LB= 25.5 Cfb= 6 f Q 2= 12 i=5
4 4

1N
Q 1= LBQ1 +
[ 4
−Cfb
fQ 1 ]
i = 25.5 [
+
12.5−6
12 ]5= 28.21

TO SOLVE FOR Q2
2 N 2(50) f Q 2= 9
N= 50 QK = = =25 LB= 30.5 Cfb= 18 i=5
4 4

2N
Q 2= LBQ2 +
[ 4
−Cfb
fQ 1 ]
i = 25.5 [
+
30.5−18
9 ]
5 = 34.39

TO SOLVE FOR Q1
3 N 3(50) f Q 3= 11
N= 50 QK = = =37.5 LB= 35.5 Cfb= 27
4 4
i=5

3N
Q 3= LBQ3 +
[ 4
−Cfb
fQ 1 ]
i = 35.5 + [ 37.5−27
11 ]
5= 40.27

VI. APPLICATION
First Ten!
Calculate the Q1, Q2 and Q3 of the mathematics test scores of 50 students
Class Interval Frequency
Score (f)
 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

VII. ASSESSMENT
1. The following are the height of 40 men. Solve for Q1, Q2 and Q3.

HEIGHT 79-81 76-78 73-75 70-72 67-69

FREQUENCY 3 5 8 5 12

2. On arriving in Boracay beach in Cebu, a sample of 60 vacationers is asked about

their ages by the tourist Bureau. The sample of information is organized into the
following frequency distribution:
AGE 71-80 61-70 51-60 41-50 31-40 21-30
FREQUENCY 2 4 8 22 12 7

VIII. ASSIGNMENT
What is Decile?
How to solve for decile of ungrouped data? Give one solved problem.

VII. REMARKS
_____ of ____% the Grade 10-______ was not able to reach the mastery level of the
subject matter.

Prepared by:

RHADCA JOY F. SANTOS

Student-Teacher