MATHEMATICS 10 QUARTER 4 Week 6 – 7

NAME: ____________________________________ YR & SEC: _____________________

Competency: The learner is able to demonstrate understanding of key concepts of

measures of position and is able to conduct systematically a miniresearch applying the
different statistical methods. (M10SP-IVf-g-49)

To the Learners: Before starting, I want you to set aside other tasks that might
distract you while enjoying the lessons and activities. Read the instructions below to
successfully enjoy the objectives of this module. Make sure to have fun!

1. Study each part of the modules given to you carefully.

2. Take note of the formulas in each lesson.

3. Make sure to have your own scientific calculator and be familiar with its keys and function.
4. Let your facilitator/guardian assess your answers using the answer key card.
5. Analyze the posttest and apply what you have learned.

6. Enjoy studying!

Expectations

After going through this module, you should be able demonstrate understanding of key concepts
of the measures of position. Moreover, you should be able to formulate statistical miniresearch by
applying the following methods:

1. Identify the statistical method needed to interpret a particular data in a given set;
2. Solve for quantiles or percentile rank in a given data set.
3. Interpret data obtained from a given sample or population.

MATH 10 QUARTER 4 WEEK 6-7 P a g e 1 | 11

 Pre-test

Find out how much you already know about the module. After taking and checking this short
test, take note of the terms that you were not able to answer correctly and look for the right answer
as you go through this module.

1. Marco got a score of 55 which is equivalent to 70 th percentile in a mathematics test. Which

of the following is NOT true?
A. He scored above 70% of his classmates.
B. Thirty percent of the class got scores of 55 and above.
C. If the passing mark is the first quartile, he passed the test.
D. His score is below the 5th decile.

2. In a 70-item test, Jamie got a score of 50 which is the third quartile. This means that:
A. She got the highest score
B. Her score is higher that 25% of her classmates
C. She surpassed 75% of her classmates
D. Seventy-five percent of the class did not pass the test.

3. The first quartile of the ages of 250 grade 10 students is 16 years old. Which of the following
statements is true?
A. Most of the students are below 16 years old.
B. Seventy-five percent of the students are 16 years old and above.
C. Twenty-five percent of the students are 16 years old.
D. One hundred fifty students are younger than 16 years old.

4. In a 100-item test, the passing mark is 3rd quartile. What does it imply?
A. Students should answer at least 75 items correctly to pass the test.
B. Students should answer at least 50 items correctly to pass the test.
C. Students should answer at most 75 items correctly to pass the test.
D. Students should answer at most 50 items correctly to pass the test.

For item 5, refer to the table below.

Table A

Score Frequency Cumulative Frequency Cumulative Percentage

(%)
40-45 6 18 100.00
35-39 5 12 66.67
30-34 3 7 38.89
25-29 4 4 22.22

5. In solving for the 60th percentile, the lower boundary is _______.

A. 34 C. 39
B. 34.5 D. 39.5

MATH 10 QUARTER 4 WEEK 6-7 P a g e 2 | 11

 Looking Back to Your Lesson

From your previous lessons, you have learned the concept of measures of position in a given
ungrouped data. You have also learned how to solve for a particular position of a given data
following simple methods or steps. These steps include the Mendenhall and Sincich Method, and
the Linear Interpolation.
As a quick review, let us recall the following processes in identifying a particular quantile in a
given data set.

In Mendenhall and Sincich Method, we have learned that we can calculate for the position
of a given quantile through the following concepts.
𝒌 𝒌 𝒌
• We use 𝑸𝒌 = 𝟒 (𝒏 + 𝟏), 𝑫𝒌 = 𝟏𝟎 (𝒏 + 𝟏), or 𝑷𝒌 = 𝟏𝟎𝟎 (𝒏 + 𝟏) when identifying the position where
𝑞𝑢𝑎𝑟𝑡𝑖𝑙𝑒, 𝑑𝑒𝑐𝑖𝑙𝑒 𝑜𝑟 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑖𝑙𝑒 is located.
• After finding the value of either 𝑸𝒌 , 𝑫𝒌, 𝒐𝒓 𝑷𝒌, we round to the nearest integer.
• If the L falls halfway between two integers, round up. The Lth element is the lower quartile
value.
• If U falls halfway between two integers, round down. The Uth element is the upper quartile
value.

In Linear Interpolation, we have learned that this process is used when a decimal position
or a position halfway between two integers is obtained. We have also learned the following steps in
using Linear Interpolation as shown in the example below:
Example: Solve for 𝑸𝟑 of the given data 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.

3
Position of Q3 = 4 (𝑛 + 1)
3
= 4 (9 + 1)
3
= (10)
4
= 7.5
Since the result is a decimal number, interpolation is needed.

c. Third, interpolate the value to obtain the 3 rd quartile.

Steps in Interpolation:
Step 1: Subtract the 7th data from the 8th data.
30 − 27 = 3

Step 2: Multiply the result by the decimal part obtained in the third step (Position of Q3 ).
3(0.5) = 1.5

Step 3: Add the result in step 2, (1.5), to the 7 th or smaller number.

27 + 1.5 = 28.5

d. To interpret the data, we say that…

75% of the data is below 28.5
This means that the scores below 28.5 are included in the 75% of all the scores.
Above 28.5 are scores which belong to the remaining 25% of the data.

Reminder: These methods: Menden Hall and Sincich Method and Liner Interpolation Method,
sometimes (but not always) produce the same results.

MATH 10 QUARTER 4 WEEK 6-7 P a g e 3 | 11

 From the previous lessons also, you have learned the concept of measures of position in a
given grouped data which uses the following formulas:
𝒌𝑵 𝒌𝑵 𝒌𝑵
−𝒄𝒇𝒃 −𝒄𝒇𝒃 −𝒄𝒇𝒃
𝑸𝒌 = 𝑳𝑩 + ( 𝟒 𝒇 )𝒊 𝑫𝒌 = 𝑳𝑩 + ( 𝟏𝟎𝒇 )𝒊 𝑷𝒌 = 𝑳𝑩 + (𝟏𝟎𝟎𝒇 )𝒊
𝑸𝒌 𝑫𝒌 𝑷𝒌

where:
LB = lower boundary of a particular quantile class

N = total frequency
𝒄𝒇𝒃 = cumulative frequency of the class before the quantile class
𝒇(𝑸,𝑫,𝒐𝒓 𝑷)𝒌 = frequency of 𝑄𝑘 , 𝐷𝑘 , or 𝑃𝑘 class

𝒊 = size of class interval

𝒌 = nth quartile, where n = 1, 2, and 3

nth decile, where n = 1, 2, 3,… , 9
or nth percentile, where n = 1, 2, 3,… , 99

Introduction of the Topic

Lesson 1: Formulating a Mini Research Using Statistical Methods

Four– Step Statistical Process:
1. Plan (Ask a question): formulate a statistical question that can be answered with data. A
good deal of time should be given to this step as it is the most important step in the process.

2. Collect (Produce Data): design and implement a plan to collect appropriate data. Data can be
collected through numerous methods, such as observations, interviews, questionnaires,
databases, samplings or experimentation.

3. Process (Analyze the Data): organize and summarize the data by graphical or numerical
methods. Graph numerical data using histograms, dot plots, and/or box plots, and analyze
the strengths and weaknesses.

4. Discuss (Interpret the Results): interpret your finding from the analysis of the data, in the
context of the original problem. Give an interpretation of how the data answers your original
questions.
Note: These steps are needed to tell whether we have followed a correct statistical process or not.

Example 1:
Let us say that we are able to come up with a statistical question that requires us to
calculate for the 𝑸𝟏 , 𝑸𝟐 , and 𝑸𝟑 of the Mathematics score of 50 students. The question would be
“What is the 𝑸𝟏 , 𝑸𝟐 , and 𝑸𝟑 of the Mathematics score of 50 students?”

Scores Frequency
46-50 4
41-45 8
36-40 11
31-35 9
26-30 12
21-25 6

MATH 10 QUARTER 4 WEEK 6-7 P a g e 4 | 11

 The plan now is to look for 𝑸𝟏 , 𝑸𝟐 , and 𝑸𝟑. Next is collection of data. In this case, let us say
for example that the data shown in the table is the data collected from 50 students and this data
includes their scores in Mathematics Test. Now the thing that we have to do next is to analyze the
data. In this event we have come up with the idea of completing the table with the necessary
information needed to come up with a process or solution.

Solution:
𝑁 50 This means that we need to find the class
a. 𝑸𝟏class: =
4 4 interval where the 12.5th score is contained.
= 12.5
𝑁
Note that the 7th-18th scores belong to the
−𝑐𝑓𝑏
𝑄1 = 𝐿𝐵 + ( 4
)𝑖 interval: 26-30. So, the 12.5th score is also within
𝑓 𝑄1
the class interval.
12.5−6
𝑄1 = 25.5 + ( )5 The 𝑸𝟏class is class interval 26-30.
12

𝑄1 = 28.21 Therefore, 25% of the students have a score

less than 28.21.

b. 𝑸𝟐class:
2𝑁
=
2(50) This means that we need to find the class
4 4
100 interval where the 25th score is contained.
= 4
= 25 Note that the 19th-27th scores belong to the
2𝑁
−𝑐𝑓𝑏
interval: 31-35. So, the 25th score is also within the
𝑄2 = 𝐿𝐵 + ( 4 𝑓 )𝑖 class interval.
𝑄2

𝑄2 = 30.5 + (
25−18
)5 The 𝑸𝟐 class is class interval 31-35.
9
𝑄2 = 34.39 Therefore, 50% of the students have a score
less than 34.39.

3𝑁 3(50) This means that we need to find the class

c. 𝑸𝟑class: =
4 4 interval where the 37.5th score is contained.
150
= 4 Note that the 28th-38th scores belong to the
= 37.5 interval: 36-40. So, the 37.5th score is also within
3𝑁
−𝑐𝑓𝑏
𝑄3 = 𝐿𝐵 + ( 4 𝑓 )𝑖 the class interval.
𝑄3
37.5−27 The 𝑸𝟑 class is class interval 36-40.
𝑄3 = 35.5 + ( 11
)5
𝑄3 = 40.27 Therefore, 75% of the students have a score
less than 40.27.
The third quartile 40.27 falls within the class
boundaries of 36-40 which is 35.5 – 40.5.

In the example given above, the discussion part is where an interpretation of how the data
answers the original questions is given. This includes the conclusion at the end of the
interpretation where a percent of the population is particularly indicated less than or equal to a
particular obtained score.

MATH 10 QUARTER 4 WEEK 6-7 P a g e 5 | 11

Example 2:
Calculate the 7th decile of the Mathematics test scores of 50 students.

Solution:
7𝑁 7(50)
𝑫𝟕class: = This means we need to find the class interval
10 10
where the 35th score is contained.
350
=
10 Note that the 28th-38th scores belong to the
= 35 interval: 36-40. So, the 35th score is also within the
class interval.
7𝑁
−𝑐𝑓𝑏
𝑫𝟕 = 𝐿𝐵 + ( 10𝑓 )𝑖 The 𝑫𝟕 class is the class interval 36-40.
𝑫𝟕

35−27
The 7th decile is equivalent to the 70 th
𝑫𝟕 = 35.5 + ( )5 percentile. Therefore, 70% of the students have a
11
score less than 39.14.
𝑫𝟕 = 39.14

Example 3:
Solve for the 65th percentile of the Mathematics test scores of 50 students.

Solution:

𝑃65 class:
65𝑁
=
65(50) This means we need to find the class interval
100 100 where the 32.5th score is contained.
3250
= 100 Note that the 28th-38th scores belong to the
interval: 36-40. So, the 32.5th score is also within
= 32.5 the class interval.
65𝑁
−𝑐𝑓𝑏
𝑃65 = 𝐿𝐵 + ( 10𝑓 )𝑖 The 𝑷𝟔𝟓 class is the class interval 36-40.
𝑃65
Therefore, 65% of the students have a score
35−27
𝑃65 = 35.5 + ( )5 less than 38.
11

𝑃65 = 38

MATH 10 QUARTER 4 WEEK 6-7 P a g e 6 | 11

 Activities

Activity 1.1: That’s My Place

Daily Allowance of 60 Students

Class Interval f <cf

81-90 7 60
71-80 10 53
61-70 15 43
51-60 4 28
41-50 12 24
31-40 6 12
21-30 3 6
11-20 2 3
1-10 1 1

𝐷6 𝑃15 𝑃35 𝐷8 𝐷4 𝑃70 𝑄1 𝑄2 𝐷8 𝑄3

__ __ __ __ __ __ __ __ __ __
Given the frequency distribution, compute for each quantile and match it with
the letter code of its corresponding value to complete the phrase given above.

𝑄1 T 43
𝑄2 I 61.83
𝑄3 N 72.5
𝑃15 Y 35.5
𝑃35 L 48
𝑃70 A 69.83
𝐷6 M 65. 83
𝐷4 C 50.5
𝐷8 O 75.5
R 34

Activity 1.2: Guess Where I am!

The following is a distribution for the number of employees in 45 companies
belonging to a certain industry. Calculate the third quartile, 85 th percentile, and 4th decile of
the number of employees given the number of companies.

Number of Number of
Employees Companies
41-45 11
36-40 6
31-35 9
26-30 7
21-25 8
16-20 4

MATH 10 QUARTER 4 WEEK 6-7 P a g e 7 | 11

Activity 1.3: Am I a Scholar?
Yuri and Maesang scored 32 and 23, respectively in the Qualifying Test.
The determining factor for a scholarship is that a student’s score should be in the top 10% of
the scores of his/her class. The students in a particular class obtained the following scores
in the Qualifying Test.

Test f LB <cf
Scores
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

1. Complete the table by filling in the value of LB and <cf.

2. Find the 𝑄3 , 𝑃72 , and 𝐷8 of the set of data.

3. Who do you think has the greater chance of getting a scholarship? Yuri or Maesang?
Explain your answer.

Remember

1. In planning to conduct a mini-research, always keep the following steps in mind: plan, collect,
process, and discuss.
2. If the table of frequency is already given, make sure that the table is completely filled with the
column which includes the cumulative frequency below the quantile class and the lower
boundaries of each class.
3. In interpreting measures of position, it is very important that when solve problems using
measure of position we know which among the formulas that we have learned will be used.
4. More importantly, if you were given the chance to formulate and solve real-life problems, you
should be able to demonstrate your understanding of the lesson by doing some practical tasks.

Checking Your Understanding

Write a good definition of the different measures of position.
My Definition Table

Measures of Position My Definition

• Quartile
• Decile
• Percentile
• Process
• Making Conclusion

MATH 10 QUARTER 4 WEEK 6-7 P a g e 8 | 11

 Post-test

Choose the letter of the correct answer. Write the chosen letter on a separate sheet of paper.

1. Marco got a score of 55 which is equivalent to 70 th percentile in a mathematics test. Which

of the following is NOT true?
A. He scored above 70% of his classmates.
B. Thirty percent of the class got scores of 55 and above.
C. If the passing mark is the first quartile, he passed the test.
D. His score is below the 5th decile.

2. In a 70-item test, Jamie got a score of 50 which is the third quartile. This means that:
A. She got the highest score
B. Her score is higher that 25% of her classmates
C. She surpassed 75% of her classmates
D. Seventy-five percent of the class did not pass the test.

3. The first quartile of the ages of 250 grade 10 students is 16 years old. Which of the following
statements is true?
A. Most of the students are below 16 years old.
B. Seventy-five percent of the students are 16 years old and above.
C. Twenty-five percent of the students are 16 years old.
D. One hundred fifty students are younger than 16 years old.

4. In a 100-item test, the passing mark is 3rd quartile. What does it imply?
A. Students should answer at least 75 items correctly to pass the test.
B. Students should answer at least 50 items correctly to pass the test.
C. Students should answer at most 75 items correctly to pass the test.
D. Students should answer at most 50 items correctly to pass the test.

For item 5, refer to the table below.

Table A

Score Frequency Cumulative Frequency Cumulative Percentage

(%)
40-45 6 18 100.00
35-39 5 12 66.67
30-34 3 7 38.89
25-29 4 4 22.22

5. In solving for the 60th percentile, the lower boundary is _______.

A. 34 C. 39
B. 34.5 D. 39.5

MATH 10 QUARTER 4 WEEK 6-7 P a g e 9 | 11

 Additional Activities

Activity 1.4: Show Me the Proof!

Ask your classmates about their Science, English, and Mathematics grades. Gather all
the data from your classmates by listing. Then, construct a frequency distribution of a
grouped data. Interpret each result. (Use 𝒊 = 5)

Calculate the following:

a. 𝑄1
b. 𝑄2
c. 𝑄3
d. 𝐷7
e. 𝐷9
f. 𝑃60
g. 𝑃85
h. 𝑃42
i. 𝐷4

Activity 1.5: Based on Research

Conduct a mini-research on students’ performance in the previous quarterly
examination Mathematics. Apply the knowledge and skills you have learned in this lesson to
evaluate and interpret test results and to make/ formulate meaningful decisions based on
the results to resolve the difficulties of the students.

Reflection on Your Work

Write a reflection in your journal titled: “Measure of Position” using the format:
I. What are the things that I have learned and my thoughts about it?
II. What are the unforgettable experiences or activities from the lesson?
III. What are the things that I wanted to ask about the lesson?

MATH 10 QUARTER 4 WEEK 6-7 P a g e 10 | 11

References:
Callanta, M.M., Canonig, A.M., Chua, A.I., Cruz, J.D., Esparrago, M.S., Garcia,
E.S., Ternida C.S., Department of Education Mathematics 10 Learner’s Module
First Edition. Rex Book Store, 2015

Website link:
Roberts, Donna
4-Step Statistical Process | Mathbits, Teacher Resources
https://mathbitsnotebook.com/Algebra1/StatisticsData/ST4steps.html
This site provides the four steps statistical process shown in the first part of the lesson which serves
as a guideline in analyzing and accomplishing tasks.

MATH 10 QUARTER 4 WEEK 6-7 P a g e 11 | 11