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Math10 TG U4 PDF
Math10 TG U4 PDF
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PY
10
Mathematics
EP
ED
Teacher’s Guide
Unit 4
Department of Education
Republic of the Philippines
C
O
PY
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EP
E
D
Illustrator: Cyrell T. Navarro
Layout Artists: Aro R. Rara, Jose Quirovin Mabuti, and Ronwaldo Victor Ma.
A. Pagulayan
Management and Specialists: Jocelyn DR Andaya, Jose D. Tuguinayo Jr.,
Elizabeth G. Catao, Maribel S. Perez, and Nicanor M. San Gabriel Jr.
EP
E
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We hope that this Teacher’s Guide will provide the teachers with the
necessary guide and information to be able to teach the lessons in a more
creative, engaging, interactive, and effective manner.
Unit 4
Module 8: Measures of
Position ............................................................... 314
C
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Learning
Outcomes ..........................................................................
..................314
Planning for
Assessment ........................................................................
............315
Planning for Teaching-
Learning .........................................................................3
19
Pre-
Assessment ........................................................................
.........................319
Learning Goals and
Targets ...........................................................................
....320
Lesson 1: Measures of Position for Ungrouped
Data ...................................322
Activity
1 .................................................................................
.................322
Activity
2 .................................................................................
.................322
Activity
3 .................................................................................
.................323
Activity
4 .................................................................................
.................324
Activity
5 .................................................................................
.................326
Activity
6 .................................................................................
.................327
Activity
7 .................................................................................
.................327
Activity
8 .................................................................................
.................327
Activity
9 .................................................................................
.................328
Activity
10 ................................................................................
................330
Activity
11 ................................................................................
................330
Activity
12 ................................................................................
................332
Activity
13 ................................................................................
................332
Activity
14 ................................................................................
................333
Activity
15 ................................................................................
................334
Activity
16 ................................................................................
................334
Activity
17 ................................................................................
................334
EP
E
Activity
1 .................................................................................
.................336
Activity
2 .................................................................................
.................336
Activity
3 .................................................................................
.................346
Activity
4 .................................................................................
.................346
Activity
5 .................................................................................
.................346
Activity
6 .................................................................................
.................347
Activity
7 .................................................................................
.................348
Activity
8 .................................................................................
.................348
Activity
9 .................................................................................
.................349
Activity
10 ................................................................................
................351
Activity
11 ................................................................................
................351
Summary/Synthesis/Generalization ..................................................
.................352
Glossary of
Terms .............................................................................
......................353
Summative
Test ..............................................................................
.........................354
References and Website Links Used in This
Module ....................................359
PY
Performance Standard:
The learner is able to investigate thoroughly the mathematical relationship
in various situations, formulate real-life problems involving measures of
position and, solve them using a variety of strategies.
Unpacking of Standards for Understanding
Learning Competencies
Topic:
Measures of Position
EP
E
LESSONS:
Measures of Position
for Ungrouped
Data
Measures of Position
for Grouped Data
C
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Quarter:
Fourth Quarter
Subject:
Mathematics Grade
10
WRITER:
Jerry Dimla Cruz
Essential
Understanding:
Essential Question:
Transfer Goals:
Students will be able to recognize real-life problems
that can be represented using the concepts of
measures of position and apply these concepts in
making decisions based on the statistical solutions
obtained.
314
Assessment Map
PROCESS/SKILLS
UNDERSTANDING
Pre-test: Part I
Pre-test: Part I
Pre-test: Part I
Identifying and
defining
quantiles such
as quartiles,
deciles, and
percentiles
Solving the
indicated
quantiles
EP
E
PreAssessment/
Diagnostic
KNOWLEDGE
TYPE
C
O
PY
Pre-test:
Part II
Conduct a miniresearch on the
students’
performance
based on the
number of
minutes it took
them to reach
the finish line.
(Run- for- aCause activity)
D
Formative
PERFORMANCE
Determining the
prior knowledge
of the students
about quantiles
315
KNOWLEDGE
PROCESS/SKILLS
UNDERSTANDING
PERFORMANCE
Interpreting the
percentile of the
given data
EP
E
C
O
Solving for
quartiles of a set
of data
Finding the lower
and upper
quartiles
Computing the
deciles of a set of
data
Determining
quartiles and
deciles
Solving for the
percentiles of a
set of data
Solving for the
percentile of the
given data
Completing the
Cross Quantile
Puzzle
PY
Interpreting the
result of the
computed
quartile
Writing the
procedure in
finding the
position of the
given data
Solving for
quantile of a set
of data
Creating criteria
for judging the
cleanest
classroom
Solving for the
percentile of a
set of data
Solving for the
percentile of a
set of data using
calculator
316
KNOWLEDGE
PROCESS/SKILLS
UNDERSTANDING
PERFORMANCE
C
O
PY
Completing the
table by
identifying the
required data
such as lower
boundaries and
less than
cumulative
frequency
Completing the
1-4-3 chart by
answering the
questions
EP
E
Solving the
quantiles of the
given set of data
Writing a
reflection
journal
Conducting a
mini-research
study on
students’
performance in
the final
examination in
Mathematics
Constructing a
frequency
distribution of
grouped data
Interpret the
results of
computed
quantiles
Solving the
indicated
quantiles
Writing the final
definition of
quantiles
317
Post-test:
Part I
Identifying and
defining
quantiles such
as quartiles,
deciles, and
percentiles
PROCESS/SKILLS
UNDERSTANDING
Post-test:
Part I
Solving the
indicated
quantiles
Post-test:
Part I
Interpret the data
and the results
obtained in
solving the three
quantiles
PERFORMANCE
Post-test:
Part II
Conduct a miniresearch on the
students’
performance
based on the
number of
minutes to
reach the finish
line (Run- fora- Cause
activity)
Journal Writing
SelfAssessment
C
O
PY
Summative
KNOWLEDGE
EP
E
Knowledge
15%
How will I
assess?
Paper and
pencil Test
How will I
score?
Part I: Items 1,
3, 4, 8, 9, 20
Part I: Items 5,
6, 10, 11, 12,
13, 14, 15, 16,
17, 18, 19
318
All rights reserved. No part of this material may be reproduced or transmitted in
any form or by any means electronic or mechanical including photocopying – without
written permission from the DepEd Central Office. First Edition, 2015.
Understanding
30%
How will I
assess?
Part I: Items 2,
7,
Part II:
Mini-research
How will I
score?
1 point for every
correct response
Rubric for
explanation
Criteria:
Understanding of
Task
Completion of
Task
Communication
of Findings
Group Process
C
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Product/
Performance
30%
PY
Levels of
Assessment
EP
E
Objectives:
After the learners have gone through the key concepts contained in this
module, they are expected to:
1. illustrate the following measures of position: quartiles, deciles, and
percentiles;
2. calculate specified measure of position (e.g. 90th percentile) of a set of
data;
3. interpret measures of position;
4. solve problems involving measures of position;
5. conduct statistical mini-research; and
6. use appropriate measures of position and other statistical methods in
analyzing and interpreting research data.
319
Answer Key
Part I
1. B
4. D
2. A
5. A
3. B
6. C
10. C
11. B
12. B
13. D
14. C
PY
7. B
8. A
9. B
Part II
C
O
EP
E
Demonstrated
substantial
understanding
of the content,
processes, and
demands of the
task
Demonstrated
understanding
of the content
and task, even
though some
supporting
ideas or details
may have been
overlooked or
misunderstood
Standards
Understanding of
Task
320
2
Demonstrated
gaps in their
understanding
of the content
and task
1
Demonstrated
little
understanding
of the content
Accomplished
the task
Completed
most of the
task
Attempted to
accomplish
the task, but
with little or no
success
Communicated
their ideas and
findings
effectively,
raised
interesting and
provocative
questions, and
went beyond
what was
expected
Used available
time
productively
Communicated
their findings
effectively
Communicated
their ideas and
findings
Worked well
together most
of the time
Worked
together some
of the time
Everyone was
involved and
contributed to
the group
process and
product.
Members
usually listened
to each other
and used each
other’s ideas.
Not everyone
contributed
equal efforts to
the task.
EP
E
Group Process
Fully achieved
the purpose of
the task,
including
thoughtful,
insightful,
interpretations
and conjectures
C
O
Communication
of Findings
PY
Standards
1. Did you take the National Career Assessment Examination (NCAE) when
you were in Grade 9? If so, what was your score? Did you know your
rank?
2. Have you thought of comparing your academic performance with that of
your classmates?
3. Have you wondered what score you need for each subject area to qualify
for honors?
4. Whenever your teacher asks you to form a line according to your height,
what is your position in relation to your classmates?
5. Have you asked yourself why a certain examinee in any national
examination gets a higher rank than the other examinees? Some state
colleges and universities are offering scholarships for graduating students
who belong to the upper 5%, 10%, or even 25%. What does this mean to
you?
321
PY
C
O
After doing Activity 1, lead the students in reviewing first the concepts on
computing the measures of central tendency especially the median, which is one
of the skills needed in the study of this module.
Answer Key
EP
E
322
PY
Get set:
Go:
C
O
Students may write their own ideas on determining the position in the
given set of data.
EP
E
The teacher shall inform the students on what shall be done in learning
the entire module. There will be different activities which shall serve as their
guide as they learn, discover, and prove the key concepts on quantiles. Let the
students do the activity What’s the meaning of this? Make sure that they are
doing it correctly. Emphasize that they shall revisit the same table later on.
Write your initial definition on the different Measures of Position.
My Definition Table
Measures of Position
My Initial Definition
Quartile
Decile
Percentile
The students may give their own or initial definition of the different measures of
position.
323
PY
C
O
In this activity, you may ask students to form a group of 10 and let the group
fall in line according to their height. See to it that all students are
participating
actively. Ask them to answer the questions based on their activity. They must be
able to defend their answers using quartiles.
EP
E
Answer Key
1. It means that 2 or 20% of the students are shorter than you.
2. Middle quartile is also the median.
a. The first quartile, 3, is obtained by observing the position of 3 which
is in the middle of the numbers from 1 to 5.
b. The second quartile, 5, is obtained by observing the position of 5
which is in the middle of the numbers from 1 to 9.
c. The third quartile, 8, is obtained by observing the position of 8
which is in the middle of the numbers from 6 to 9.
3. Discuss with your group mates.
Discuss well with them their answers to the questions presented. Make
sure that they use the quartiles as reasons.
324
Q1
Q2
Q3
PY
Example 1:
The owner of a coffee shop recorded the number of customers who came
into his café 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.
EP
E
C
O
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
Example 2:
Find the average of the lower quartile and the upper quartile of the
following data.
Component
Quantity
Hard disk
290
Monitors
370
Keyboards
260
Mouse
180
Speakers
430
Solution:
The increasing order of the data is 180, 260, 290, 370, 430.
The least value of the data is 180 and the greatest value of the data is
430.
The middle value of the data is 290.
325
The lower quartile is the value that is between the least value and the
middle value.
So, the lower quartile is 260.
The upper quartile is the value that is between the greatest value and the
middle value.
So, the upper quartile is 370.
The average of the lower quartile and the upper quartile is equal to 315.
Example 3:
The lower quartile of a data set is the 8th data value. How many data
values are there in the data set?
=
=
=
32
31
EP
E
Another solution:
1
(n+1)
4
n+1
n
C
O
PY
Solution:
The lower quartile is the median data value of the lower half of the data
set.
So, there are 7 data values before and after the lower quartile.
So, the number of data values in the lower half is equal to 7 + 7 + 1.
The number of values in the data set is equal to lower half + upper half +
1.
The number of values in the lower and upper halves are equal.
Formula: 15 + 15 + 1 = 31.
So, the data set contains 31 data values.
Example 4:
In this example, the teacher shall discuss the method in finding the
value of a quartile formulated by Mendenhall and Sincich. In their text titled
Statistics for Engineering and the Sciences, Mendenhall and Sincich presented a
different method of finding quartile values.
Using this method, the upper quartile (Q3) and lower quartile (Q1) values are
always two of the data elements.
326
Activity 6: Find Me
PY
Answer key
Q1 = 5.75
Q2 = 8.5
Q3 = 11.25
C
O
In this activity, post the situation on the board, ask the questions
presented and guide the students as they give their answers based on their
computations.
EP
E
Answer Key
1. Q1 = 11.75; Q2 =13; Q3= 14.25
2. Q1 - 3 students; Q2 - 6 students; Q3 - 9 students
3. Guide the students to realize and understand the process of finding
quartiles.
This activity shall test the students’ ability to reason out and explain how
to compute the quartile of ungrouped data. The students must be able to give the
formula in solving the quartile of an ungrouped data.
Answer Key:
The lower quartile is 87.75 and the upper quartile is 98.
327
87 173 253
198 266
112
PY
17
32
35
44
48
86
C
O
253 265 266 277 284 289 290 313 477 491
EP
E
328
D1
D2
D3
D4
D5
D6
D7
D8
D9
Example 6:
PY
C
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Example 7:
1. Mrs. Labonete gave a test to her students in Statistics. The students
finished their test in 35 minutes. This time was the lower quartile of the
allotted time. What does this mean?
35
minutes
EP
E
Solution:
D2.5
This means that 25% of the learners finished the test in less than
35 minutes, while the remaining 75% finished the test in more than 35
minutes. Giving a low quartile or percentile would be considered good,
because the students finished the test earlier than the others who
answered their test in a longer time.
329
PY
C
O
In this activity, the teacher shall post the given ungrouped data and ask
the students to solve for the quartiles and deciles. This is to find out if the
students really understand the discussion about quartiles and deciles for
ungrouped data.
EP
E
The following are the test scores of 30 students in their 50 multiple choiceitem
test.
23
45
44
38
48
21
Answer Key
1. Q1 = 21.75
2. Q2 = 28.50
28
16
18
46
22
43
22
27
21
20
25
26
3. Q3 = 37
4. D2 = 21
18
29
37
34
31
29
36
30
13
35
25
37
5. D3 = 22.30
330
Q3
P75
PY
Q2
P50
C
O
Q1
P25
The
2%,…and
99%
P10 percentiles
P20
Pdetermine
P40 the value
P50 forP1%,
P70
P
P90 data.
30
60
80 of the
P30 or D
30th percentile
of
the
data
means
30%
of
the
data
have
value
less
or
D2
D3
D4
D5
D6
D7
D8
Dthan
1
9
equal to P30.
The 1st 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.
EP
E
Example 8:
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 , 18, 28.
Solution:
18
20
23
28
28
33
331
35
40
42
k n 1
100
30 10 1
100
30 11
PY
100
330
100
C
O
= 3.3
= 3.3 ≈ 3
Therefore, the value of the 30th percentile or P30 is 20.9. D3 is also the P30.
EP
E
Post the data and ask the questions presented. Students must be able to
answer the required percentile. Tell the students that the Activity “You’re My
World” make them realize and appreciate percentiles.
Answer Key
1. The 60th percentile of the judges’ scores is 9.07.
2. The 35th percentile of the judges’ scores is 8.65.
In this activity, the teacher shall guide students on how to interpret and
justify the result obtained on percentiles.
Answer Key
Students should answer correctly at least 15 items to pass the test.
Interpretation: It means 75% of all the scores obtained is less than or equal to
the score of 15.
332
1.
2.
3
2
4.
3.
6
C
O
PY
Answer Key
5.
6.
7.
8.
6
9.
3
2
8
EP
E
What to TRANSFER
This section of the module will test the students’ understanding of the
different measures of position by applying them to real-life situation. To
demonstrate and apply their knowledge, give them practical tasks specifically in
business and the social sciences.
On the next activity, lead the students in recalling the steps in finding the
position / location in a given set of data using the clouds on the next page
333
C
O
Determine the
position of the
specified quantile
using the
appropriate
formula.
Interpret the
result.
PY
Arrange the
data from
lowest to
highest.
EP
E
Answer Key
The third quartile is 7712.50.
Role:
Students by Section
Audience:
Product
Criteria
/performance:
334
Communication
of Findings
Group Process
Demonstrated
understanding
of the content
and task, even
though some
supporting
ideas or details
may have been
overlooked or
misunderstood
Accomplished
the task
Demonstrated
gaps in
understanding
of the content
and task
Fully achieved
the purpose of
the task,
including
thoughtful,
insightful,
interpretations,
and
conjectures
Communicated
their ideas and
findings
effectively,
raised
interesting and
provocative
questions, and
went beyond
what was
expected
Used all their
time
productively
1
Demonstrated
minimal
understanding
of the content
PY
Demonstrated
a substantial
understanding
of the content,
processes, and
demands of the
task
EP
E
Completion of
Task
C
O
Understanding of
Task
Completed
most of the
task
Attempted to
accomplish
the task, but
with little or no
success
Communicated
their findings
effectively
Communicated
their ideas and
findings
Worked
together some
of the time
They usually
listened to
each other and
used each
other’s ideas.
Not everyone
contributed
equal efforts to
the task.
Standards
Everyone was
involved and
contributed to
the group
process and
product.
335
Not everyone
contributed to
the group
effort.
C
O
PY
This activity will check if the students can still recall and really understand
the process in determining the specified measures of position for the ungrouped
data. The teacher will present the given set of data and let the students answer
the questions through drill.
c. None
Answer Key
a. 13 and 15
25
EP
E
To perform this activity, inform the students to bring a calculator to make sure
that everyone will participate.
Activity 2: 2.2 Calculate or Drill?
The teacher will post the set of data and the specified measure of position
to be computed. Let the students answer each question as fast as they could.
1. The 75th percentile is 8875.
2. The 15th percentile is 57.40.
336
PY
C
O
The steps in computing the median are similar to that of Q1 and Q3. 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
N
4
the value of Q1 and Q3. The Q1 class is the class interval where the
th score
3N
th score is the Q3
4
EP
E
kN
cf b
Qk LB 4
fQk
where:
i
LB = lower boundary of the Qk class
N = total frequency
cf b = cumulative frequency of the class before the Qk
class
f Q = frequency of the Qk class
1
337
46-50
41-45
36-40
11
31-35
26-30
12
21-25
Solution:
Less than
Cumulative
Frequency (<cf)
50
46
38
27
18
6
EP
E
C
O
Class
Frequency
Lower
Interval
(f)
Boundaries
Scores
(LB)
46-50
4
45.5
41-45
8
40.5
11
35.5
36-40
9
30.5
31-35
25.5
26-30
12
21-25
6
20.5
N = 50
PY
Scores
Q1
50
4
class
is
LB 25.5
N 50
cf b 6
fQ 12
2
5
N
4 cf b
Q1 LB
i
f
Q1
12.5 6
Q1 25.5
5
12
class
Q1 28.21
338
2N 2 50
=
4
4
100
4
N 50
cf b 18
fQ 9
2
i 5
= 25
The Q2 class is
C
O
2N
4 cf b
Q2 LB
i
f
Q2
25 18
Q2 30.5
5
9
PY
class interval
Q2 34.39
31–35.
Therefore, 50% of the students got a score less than or equal to 34.39.
The second quartile 34.39 falls within the class boundaries of 31-35 which is
30.5 – 35.5.
3N 3 50
=
4
4
150
=
4
EP
E
Q3 class:
fQ 11
= 37.5
LB 35.5
N 50
cf b 27
class interval
i 5
3N
4 cf b
Q3 LB
i
f
Q3
37.5 27
Q3 35.5
5
11
Q3 40.27
Therefore, 75% of the students got a 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.
339
PY
where:
Example 2:
C
O
EP
E
Scores
46-50
41-45
36-40
31-35
26-30
21-25
Solution:
Frequency
(f)
Lower
Boundaries
(LB)
46-50
45.5
Less than
Cumulative
frequency
(<cf)
50
41-45
40.5
46
36-40
11
35.5
38
31-35
30.5
27
26-30
12
25.5
18
21-25
20.5
D
Class Interval
Scores
(28th-38th score)
D7 class
N = 50
340
7N
cf b
D7 LB 10
f D7
= 35
This means we need to find the class
interval where the 35th score is contained.
Note that the 28th – 38th scores belong to
the class interval: 36 – 40. So, the 35th
score is also within the class interval.
The D7 class is class interval 36 – 40.
i
35 27
D7 35.5
5
11
D7 39.14
PY
D7 class :
C
O
The 7th decile is equivalent to the 70th percentile. Therefore, 70% of the
students got a score less than or equal to 39.14.The 7th decile 39.14 falls within
the class boundaries of 36-40 which is 35.5 – 40.5.
EP
E
kN
cf b
Qk LB 4
f Qk
i
and
kN
cf b
Dk LB 10
f Dk
i
341
kN
100 cf b
Pk LB
f Pk
where:
i
PY
Example 3:
C
O
Calculate the 65th percentile and 32nd percentile of the Mathematics test
scores of 50 students.
Frequency
4
8
11
9
12
6
EP
E
Scores
46-50
41-45
36-40
31-35
26-30
21-25
D
Solution:
Class Interval
Scores
46-50
41-45
36-40
31-35
26-30
21-25
Frequency
(f)
Lower
Boundaries
(LB)
4
8
11
9
12
6
N = 50
45.5
40.5
35.5
30.5
25.5
20.5
342
Less than
Cumulative
Frequency
(<cf)
50
46
38
27
18
6
(28th-38th score)
P65 class
(7th-18th score)
Q1 class
65N 65 50
class :
=
100
100
3250
=
100
LB 35.5
N 50
Cf b 27
f P 11
65
= 32.5
i 5
P65 38
C
O
65N
100 cf b
P65 LB
i
f P65
32.5 27
P65 35.5
5
11
PY
32N 32 50
=
100
100
1600
=
100
EP
E
P32 class :
= 16
P32 29.67
32N
100 cf b
P32 LB
i
f P32
16 6
P32 25.5
5
12
The
26 – 30.
P32
class
is
class
interval
Therefore, 32% of the students got a score less than or equal to 29.67.
The 32nd percentile, 29.67 falls within the class boundaries of 26-30 which is
25.5 – 30.5.
Discuss Percentile Rank.
343
C
O
PY
EP
E
critical value
P = raw score or value for which one wants to find a percentile rank
LB = lower boundary of the kth percentile class
N = total frequency
i = size of the class interval
Example 4:
Find how many percent of the scores are greater than the cumulative
frequency of 38 in the previous table.
Solution:
Scores
46-50
41-45
36-40
31-35
26-30
21-25
Frequency
4
8
11
9
12
6
N = 50
344
cf
50
46
38
27
18
6
cf P = 27
i =5
PY
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.
Example 5:
Consultant Fees
(in Php)
6400 – 7599
5200 – 6399
Number of
Consultants
24
Cumulative
Frequency
120
36
96
19
60
4000 – 5199
C
O
26
41
1600 – 2799
15
15
EP
E
2800 – 3999
f P = 36
i = 1200
After discussing the ways on how to compute for the quartiles, deciles,
and percentiles of grouped data, here is the activity for the students to work on.
345
D6
P15
P35
D8
D4
P70
Q1
Q2
D8
Q3
PY
Answer Key
The 3rd quartile is 40.29.
The 85th percentile is 42.43.
The teacher will present the frequency distribution for the number of
employees in 45 companies belonging to certain industry. Ask the students to
answer it individually.
EP
E
Present the frequency distribution. Divide the class into five. The students
will work as a group. Each group will be given a specified measure of position to
compute or an indicated percentile rank. Let the students present their work and
explain the process on how they arrived at the answer.
The percentile rank of 115 is 41.4th.
The percentile rank of 155 is 76.85th.
346
<cf
99
93
86
77
64
42
32
23
16
8
4
2
1
C
O
PY
F
6
7
9
13
22
10
9
7
8
4
2
1
1
EP
E
NCAE Scores
39 – 41
36 – 38
33 – 35
30 – 32
27 – 29
24 – 26
21 – 23
18 – 20
15 – 17
12 – 14
9 – 11
6–8
3–5
Answer Key
The lower boundary is obtained by subtracting 0.50 from the lower limit
of each given interval. It is called the true boundary.
The lower cumulative frequency can be obtained by adding the
frequencies starting from the frequency of the lowest interval.
The 3rd quartile is 31.87.
The 72nd percentile is 31.18.
The 8th deciles is 33.23.
The percentile rank of Dennis is 24th.
The percentile rank of Christine is 17th.
Dennis and Christine are not qualified for a college scholarship.
347
C
O
PY
1 – 4 – 3 List
One thing I really love about this topic:
1.
Four important reasons why I love this topic:
1.
2.
3.
4.
Three things I still need to understand about this topic:
1.
2.
3.
EP
E
What to TRANSFER
Now, that the students have already learned and identified the
measures of position and the process on how to compute and interpret them,
provide exercises/activities to check if they still have misconceptions about
measures of position.
348
PY
It is important that the rubric considers also the accuracy of the mathematical
computations and concepts that the students used.
The paper
demonstrates
that the group
fully
understands
and has
applied
concepts
learned in the
course.
Concepts are
integrated into
the writer’s
own insights.
The writer
provides
concluding
remarks that
show analysis
and synthesis
of ideas.
EP
E
INTEGRATION OF
KNOWLEDGE
DEVELOPING
BEGINNING
The paper
demonstrates
that the group,
to a certain
extent,
understands
and has
applied
concepts
learned in the
course.
The paper
does not
demonstrate
that the group
has fully
understood
and applied
concepts
learned in the
course.
C
O
PROFICIENT
The paper
demonstrates
that the group,
for the most
part,
understands
and has
applied
concepts
learned in the
course. Some
of the
conclusions,
however, are
not supported
in the body of
the paper.
CRITERIA
349
In-depth
discussion and
elaboration in
most sections
of the paper
Cursory
discussion in
all the sections
of the paper or
brief discussion
in only a few
sections
Ties together
information
from all
sources
Paper flows
from one issue
to the next
without the
need for
headings.
Group’s writing
demonstrates
an
understanding
of the
relationship
among
materials
obtained from
all sources.
Sometimes ties
together
information
from all
sources
Paper does not
flow,
disjointedness
is apparent.
Group’s writing
does not
demonstrate
an
understanding
of the
relationship
among
materials
obtained from
all sources.
No spelling
and/or
grammar
mistakes
Minimal
spelling and/or
grammar
mistakes
Noticeable
spelling and
grammar
mistakes
Unacceptable
number of
spelling and/or
grammar
mistakes
EP
E
SPELLING &
GRAMMAR
BEGINNING
The topic is
focused but
lacks direction.
The paper is
about a
specific topic
but the group
has not
established a
position.
COHESIVENESS
DEVELOPING
The topic is
focused
narrowly
enough for the
scope of this
assignment.
The research
study provides
direction for the
paper, either
by statement of
a position or
hypothesis.
In-depth
discussion and
elaboration in
all sections of
the paper
D
DEPTH OF
DISCUSSION
APPROACHING
PROFICIENT
PY
TOPIC
FOCUS
PROFICIENT
C
O
CRITERIA
350
g.
h.
i.
j.
60th percentile
85th percentile
percentile rank of 75
percentile rank of 82
PY
1st quartile
2nd quartile
3rd quartile
7th decile
4th decile
C
O
a.
b.
c.
d.
e.
EP
E
351
k
n 1
4
C
O
Position of Qk
PY
EP
E
k
Position of Dk
n 1
10
Percentile for Ungrouped Data
Position of Pk
100
n 1
Percentile Rank
fP
100 (P LB )
PPR
cf P
N
i
352
PY
Quantiles - measures of positions that divide a distribution into four, ten, and
hundred equal parts. Such measures of positions are quartiles, deciles, and
percentiles.
C
O
Quartiles - the score- points which divide a distribution into four groups.
Twentyfive percent (25%) of the distribution fall below the first quartile, fifty
percent
(50%) fall below the second quartile, and seventy-five percent (75%) fall below
the third quartile.
EP
E
At the end of this module, check how well the students learn and
understand the knowledge, skills, and concepts of measures of position.
The results of this assessment will be the evidences of students’ learning.
353
C. 3rd decile
D. 1st quartile
C. 2nd decile
D. 3rd quartile
C
O
PY
4. In the set of scores 14, 17, 10, 22, 19, 24, 8, 12, and 19, the median score
is _______.
A. 17
C. 16
B. 15
D. 13
EP
E
354
C
O
PY
10. In a 100-item test, the passing mark is the 3rd quartile. What does it
imply?
A. The students should answer at least 75 items correctly to pass the test.
B. The students should answer at least 50 items correctly to pass the test.
C. The students should answer at most 75 items correctly to pass the test.
D. The students should answer at most 50 items correctly to pass the test.
For items 11 to 14, consider the score distribution of 15 students given below:
72
81
87
79
79
82
82
79
77
74
80
74
73
83
86
EP
E
355
Frequency
Cumulative
Frequency
Cumulative
Percentage (%)
40-45
18
100.00
35-39
12
30-34
25-29
C
O
PY
Score
66.67
38.89
22.22
16. In solving for the 60th percentile, the lower boundary to use is ___.
A. 34
C. 39
B. 34.5
D. 39.5
EP
E
C. 36.5
D. 37.5
356
Fully achieved
the purpose of
the task,
including
thoughtful,
insightful,
interpretations,
and conjectures
Communicated
their ideas and
findings
effectively,
raised
interesting and
provocative
questions, and
went beyond
what was
expected
Used all their
time
productively
Everyone was
involved and
contributed to
the group
process and
product.
EP
E
Completion of
Task
Communication
of findings
Group Process
PY
Demonstrated
understanding
of the content
and task, even
though some
supporting
ideas or details
may have been
overlooked or
misunderstood
Accomplished
the task
Demonstrated
gaps in their
understanding
of the content
and task
C
O
Understanding
of Task
4
Demonstrated
substantial
understanding
of the content,
processes, and
demands of the
task
Demonstrated
little
understanding
of the content
Completed
most of the task
Attempted to
accomplish the
task, but with
little or no
success
Communicated
their findings
effectively
Communicated
their ideas and
findings
Worked well
together most of
the time
They usually
listened to each
other and used
each other’s
ideas.
Worked
together some
of the time
Not everyone
contributed
equal efforts to
the task.
Standards
357
6. A
7. B
8. B
9. A
10. A
11. D
12. A
13. A
14. C
15. C
16. B
17. A
18. D
19. C
20. D
PY
Part II
Performance task of the students may be assessed using the suggested rubrics.
Demonstrated
substantial
understanding
of the content,
processes, and
demands of the
task
Demonstrated
understanding
of the content
and task, even
though some
supporting
ideas or details
may have been
overlooked or
misunderstood
Accomplished
the task
Demonstrated
gaps in their
understanding
of the content
and task
Demonstrated
little
understanding
of the content
Completed
most of the
task
Attempted to
accomplish the
task, but with
little or no
success
Communicated
their findings
effectively
Communicated
their ideas and
findings
EP
E
Understanding of
Task
C
O
Standards
Completion of
Task
Communication of
findings
Fully achieved
the purpose of
the task,
including
thoughtful,
insightful,
interpretations
and
conjectures
Communicated
their ideas and
findings
effectively,
raised
interesting and
provocative
questions, and
went beyond
what was
expected.
358
Group Process
4
Used all their
time
productively
Everyone was
involved and
contributed to
the group
process and
product.
Worked well
together most
of the time
They usually
listened to each
other and used
each other’s
ideas.
Worked
together some
of the time
Not everyone
contributed
equal efforts to
the task.
PY
C
O
EP
E
Websites:
http://www.slideshare.net/maggiev/the-interpretation-of-quartiles-and-
percentilesjuly-2009
This site provides formula, examples, and exercises of Quartile, Percentile, and
Decile.
http://www.mathsisfun.com/data/quartiles.html
This site provides examples of Quartile.
www.mathsisfun.com/data/percentiles.html
This site provides examples and exercises of Percentile.
359
PY
http://books.google.com.ph//
International Business Research By Neelankavil
This provides exercise for business in calculator drill.
C
O
http://alstatr.blogspot.com/2013/06/quartiles-deciles-and-percentiles.html
This provides exercise for business in calculator drill.
http://answers.yahoo.com/question/index?qid=20100630123126AA7lZZa
This provides exercise for business in calculator drill.
EP
E
http://www.icoachmath.com/problems/problemslink.aspx
This site provides examples and exercises of quartile
360