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MATHEMATICS
Quarter 4 – Module 2
Calculating Measures of Position for
Grouped Data
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 4 – Module 2: Calculating Measures of Position for Grouped
Data
First Edition, 2020

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Published by the Department of Education

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Writers: James D. Rodriguez
Editor: Claudeth S. Mercado, Maricel T. Tropezado, Maria Fatima M. Emperado, Shiela P. Repe
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Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

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Mathematics
Quarter 4 – Module 2
Calculating Measures of Position
for Grouped Data
 I

LEARNING COMPETENCY:
• Calculate a specified measure of position (e.g. 90th
percentile) of a set of data.
(M10SP – IVb – 1)

OBJECTIVES:
K: Recall the different measures of position;
S: Calculate specified measure of position of a given set of
data;
A: Appreciate the importance of learning measures of
position.

Directions: Choose the letter of the correct answer. Write your answer in your
activity notebook.

1. Which of the following is NOT a measure of position?

A. range B. quartile C. decile D. percentile

2. The median score is also called the ______ .

A. 75th percentile B. 2nd quartile C. 3rd decile D. 1st quartile

3. The lower quartile is equal to _________ .

A. 2nd decile B. 3rd decile C. 25th percentile D. 50th percentile

4. Which of the following measures is different from the other three?

A. fifth decile B. median C. second quartile D. mean

5. In the set of scores: 14, 8, 12, 19, and 10, what is the value of 𝑄2 ?
A. 8 B. 12 C. 14 D. 19

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Lesson Calculating Measures of Position for Grouped
Data

Mom, I got a
score of 90th
percentile in my
NCAE result!

What does
it mean?

How are you going to determine the passing or failure cut-offs for
standardized exams?
In statistics, there are ways to figure out where a data point or set
falls. Once we know where a data set or model is, we can figure out
what to do with it.
If you have a 90th percentile score in an NCAE test, what does it
mean?

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 ’s In

Let us have a short drill on finding the measures of position of ungrouped data.
Instructions: Choose the correct answer from the numbers inside the parenthesis.

Given: Consider the scores of 11 students in their Mathematics activity.

5, 6, 9, 11, 15, 10, 14, 12, 7, 13, 9

Arrange the scores in ascending order:

5, 6, 7, 9, 9, 10, 11, 12, 13, 14, 15 n = 11

Questions:

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1. Given the formula, 𝑄1 = 4 (n + 1), what is the value of 𝑄1? (6, 7, 9, 10)

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2. Given the formula, 𝑄3 = 4 (n + 1), what is the value of 𝑄3 ? (11, 12, 13, 14)

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3. Given the formula, 𝐷5 = (n + 1), what is the value of 𝐷5 ? (7. 9. 10. 11)
10

25
4. Given the formula, 𝑃25 = 100 (n + 1), what is the value of 𝑃25? (5, 6, 7, 9)

75
5. Given the formula, 𝑃75 = 100 (n + 1), what is the value of 𝑃75? (9, 11, 13, 14.8)

’s New

Let us go back to the situation presented previously.

If you have a 90th percentile score in NCAE test, what does it mean?

Answer: If you got a 90th percentile score in your NCAE test, then you are at or
above 90% of all the test takers.

The next lesson will help you understand the measures of position for grouped data.

There are two (2) useful forms of data. These are:

1. Ungrouped Data - are raw data, meaning they have just been collected but not
sorted into any group or classes.

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 2. Grouped Data – are data that have been organized into groups from the raw
data, so that a frequency distribution of those groups serves as
a convenient means of summarizing or analyzing the data.

The following are the formulas in finding the measures of position for grouped data:

1. QUARTILE for GROUPED DATA

The quartiles are the score points which divide a distribution into four (4)
equal parts. The following formula is used in finding the quartiles of
grouped data.

𝑘𝑁
− 𝑐𝑓𝑏
4
𝑄𝑘 = LB + [ ]i
𝑓𝑄𝑘

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

2. DECILES for GROUPED DATA

The deciles are those values that divide the total frequency into 10 equal
parts. The kth decile denoted by 𝐷𝑘 is computed as follows:

𝑘𝑁
− 𝑐𝑓𝑏
10
𝐷𝑘 = LB + [ ]i
𝑓𝐷𝑘

where: LB = lower boundary of the 𝐷𝑘 class

N = total frequency
𝑐𝑓𝑏 = cumulative frequency of the class before the 𝐷𝑘 class
𝑓𝑄𝑘 = frequency of the 𝐷𝑘 class
i = size of class interval
k = nth decile, where n = 1, 2, 3, 4, 5, 6, 7, 8, and 9

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 3. PERCENTILE for GROUPED DATA
The percentile of grouped data is used to characterize values according to
the percentage below them. The kth percentile, denoted by 𝑃𝑘 is computed
as follows:

𝑘𝑁
− 𝑐𝑓𝑏
100
𝑃𝑘 = LB + [ ]i
𝑓𝑃𝑘

where: LB = lower boundary of the kth percentile class

N = total frequency
𝑐𝑓𝑏 = cumulative frequency before the percentile class
𝑓𝑄𝑘 = frequency of the percentile class
i = size of class interval
k = nth percentile, where n = 1, 2, 3, …, 97, 98, and 99

is It

When the data consist of a large number of scores, they are usually
presented in the form of a frequency distribution. Frequency tables are
used to show the information of grouped data.

Illustrative Example 1: Calculate the 𝑸𝟏 of the Mathematics scores of

50 students.
Scores Frequency
46-50 4
41-45 8
36-40 11
31-35 3
26-30 12
21-25 6
Solution:
STEP 1: Determine the Lower Boundaries (LB)

Class Interval Frequency Lower

Scores Boundaries (LB)
46-50 4 45.5
41-45 8 40.5 To solve for LB
36-40 11 35.5 subtract 0.5 to
31-35 3 30.5 the smallest
26-30 12 25.5 number per class
21 -25 6 20.5 interval.
1
21 – 0.5 = 20.5

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STEP 2: Determine the cumulative frequency (cf)

Class Lower Less than

Interval Frequency Boundaries cumulative
Scores (LB) frequency (<cf)
46-50 4 45.5 50 46 + 4
41-45 8 40.5 46 38 + 8
36-40 11 35.5 38 27 + 11
31-35 9 30.5 27 18 + 9
26-30 12 25.5 18 6 + 12
21-25 6 20.5 6 Copied from the frequency

N = 50 (total frequency/total no. of students)

STEP 3: Calculate the 𝑄1 class

Given: N = 50 and k = 1

𝑘𝑁 1(50) 50
𝑄1 = = = = 12.5 This means that we need to find
4 4 4
the class interval where 12.5th
score is contained.

STEP 4: Locate the class interval where the 𝑸𝟏 class is contained.

Class Lower Less than

Interval Frequency Boundaries cumulative
Scores (LB) frequency (<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 (7th to 18th score of 𝑄1 class)
21-25 6 20.5 6

𝒇 𝑸𝟏 LB 𝒄𝒇𝒃 The 𝑄1 class is class

interval 26 - 30.

STEP 5: Solve 𝑸𝟏 using the formula,

1𝑁
− 𝑐𝑓𝑏
4
𝑸𝟏 = LB + [ ]i
𝑓𝑄1

1(50)
−6
4
𝑄1 = 25.5 + [ ]5
12

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 12.5 − 6
𝑄1 = 25.5 + [ ]5
12

𝑄1 = 25.5 + [0.542] 5

𝑄1 = 25.5 + 2.71

𝑸𝟏 = 28.21

Therefore, 25% of the students have a score less than or equal to 28.21 .

Illustrative Example 2: Calculate the 6 th decile or 𝑫𝟔 of the

Mathematics scores of 50 students.
Scores Frequency
46-50 4
41-45 8
36-40 11
31-35 3
26-30 12
21-25 6

Solution:

Class Lower Less than

Interval Frequency Boundaries (LB) cumulative
Scores frequency (<cf)
46-50 4 45.5 50
41-45 8 40.5 46
36-40 11 35.5 38 (28th to 38th score)
31-35 9 30.5 27 𝐷6 class
26-30 12 25.5 18
21-25 6 20.5 6
N = 50 (total)
𝒇𝑫𝟔 LB 𝑐𝑓𝑏

Calculate the 𝑫𝟔 class: N = 50 and k = 6

6𝑁 6(50) 300
𝑫𝟔 class: = = = 30 This means, we need to find the
10 10 10
class interval where the 30th score
is contained.
Solve 𝐷6 using the formula,

6𝑁
− 𝑐𝑓𝑏
10
𝐷6 = LB + [ ]i
𝑓𝐷6

8
 6(50)
− 27
10
= 35.5 + [ ]5
11

30−27
= 35.5 + [ ]5
11

= 35.5 + [0.27] 5

= 35.5 + 1.35

𝑫𝟔 = 36.85 Therefore, 60% of the students have a

score less than or equal to 36.85 .
Illustrative Example 3: Calculate the 90 th percentile or 𝑷𝟗𝟎 of the
Mathematics scores of 50 students.

Scores Frequency
46-50 4
41-45 8
36-40 11
31-35 3
26-30 12
21-25 6

Solution:

Class Lower Less than

Interval Frequency Boundaries (LB) cumulative
Scores frequency (<cf)
46-50 4 45.5 50
41-45 8 40.5 46 (39th to 46th score)
36-40 11 35.5 38 𝑃90 class
31-35 9 30.5 27
26-30 12 25.5 18
21-25 6 20.5 6
N = 50
𝒇𝑷𝟗𝟎 LB 𝒄𝒇𝒃

Calculate the 𝑷𝟗𝟎 class: N = 50 and k = 90

90𝑁 90(50) 4,500

𝑷𝟗𝟎 class: = = = 45 This means, we need to
100 100 100
find the class interval
where the 45th score is
contained.

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Solve 𝑷𝟗𝟎 using the formula,

𝑘𝑁
− 𝑐𝑓𝑏
100
𝑃90 = LB + [ 𝑓𝑃90
]i

90(50)
− 38
100
𝑃90 = 40.5 + [ ]5
8

45−38
= 40.5 + [ ]5
8

= 40.5 + [ 0.875] 5

= 40.5 + 4.375
𝑷𝟗𝟎 = 44.875 Therefore, 90% of the students have a
score less than or equal to 44.875.

’s More

Instructions: Complete the table below by filling in the values of LB (lower

boundaries) and <cf (less than cumulative frequency).

Daily Allowance of 60 Students

Class Interval Frequency Lower Less than

(allowance) Boundaries (LB) cumulative
frequency (< 𝑐𝑓)
81-90 1
71-80 2
61-70 4
51-60 11
41-50 10
31-40 13
21-30 15
11-20 4

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 I Have Learned
Inst Instructions: Complete the chart below by writing what is being asked
regarding the different measures of position of grouped
data.

1 – 4 - 3 LIST
One thing I really enjoyed about this topic:
1.
Four important things I learned about this topic:
1.
2.
3.
4.
Three things I realized about this topic:
1.
2.
3.

I Can Do

Conducting a survey is one of the many applications of measures of position

for ungrouped and grouped data. Analyze the situation below and answer the
questions that follow (10 points).

A Grade 10 student conducted a survey in his section to determine the daily

allowance of his classmates. The data gathered from his 40 classmates’ daily
allowance (in pesos) are shown below.

11, 12, 15, 15, 16, 18, 18, 20, 20, 20,

22, 24, 25, 25, 25, 25, 26, 26, 28, 28,

30, 30, 30, 30, 30, 32, 34, 34, 35, 35,

38, 40, 40, 40, 44, 45, 45, 46, 48, 50

Instructions:

1. Organize the data into a cumulative frequency distribution with class interval (i)
of 5 as shown in the table below. Write your answer in a SHORT BONDPAPER.

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 2. Complete the table below by answering the data under class interval (daily
allowance), frequency (number of students), lower boundaries, and less than
cumulative frequency.

3. Calculate the approximate values of the following measures of position using

the grouped data:

a. Quartiles (select only 1 from 𝑄1 , 𝑄2 , 𝑄3 )

b. Deciles (select only 1 from 𝐷1 , 𝐷2 , 𝐷3 , . . . , 𝐷9 )
c. Percentile (select only 1 from 𝑃1 , 𝑃2 , 𝑃3 , . . . , 𝑃99 )

Class Interval Frequency Lower Less than

(daily allowance (no. of students) Boundaries (LB) cumulative
in pesos) frequency (< 𝑐𝑓)
. . . .
. . . .
. . . .
. . . .
. . . .
. . . .
16 - 20 6 15.5 10
4 10.5 4
11 - 15

Instructions: Write the letter of the correct answer. Write your answer in
your activity notebook.

1. How many percent corresponds 𝑃25 if you will interpret it?

A. 10% B. 25% C. 50% D. 75%

For items 2-3, refer to the table below:

Grades Frequency Lower boundaries Cumulative frequency

96 -100 3 95.5 40
91 - 95 4 90.5 37
86 - 90 5 85.5 33
81 - 85 11 80.5 28
76 - 80 10 75.5 17
71 - 75 4 70.5 7
66 - 70 3 65.5 3
N = 40

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2. Using the table, what is the value of the class interval i ?
A. 2 B. 3 C. 4 D. 5

3. Using the table, what is the lower boundary (LB) of 𝑄3 ?

A. 80.5 B. 85.5 C. 90.5 D. 95.5

For items 4-5, refer to the table below:

Score Frequency Lower boundary Cumulative frequency

40 – 45 6 39.5 18
35 – 39 5 34.5 12
30 – 34 3 29.5 7
25 - 29 4 24.5 4
N = 18

4. In solving for the 60th percentile, the lower boundary is ____.

A. 39.5 B. 34.5 C. 29.5 D. 24.5

5. What cumulative frequency should be used in solving for 𝐷6 ?

A. 4 B. 7 C. 12 D. 18

Instructions: Calculate the approximate values of the specified measures of

position. Write your answers in your activity notebook. Show
your solutions.

Grades of 40 students in Mathematics

Grades Frequency Lower boundaries Cumulative frequency

96 -100 3 95.5 40
91 - 95 4 90.5 37
86 - 90 5 85.5 33
81 - 85 11 80.5 28
76 - 80 10 75.5 17
71 - 75 4 70.5 7
66 - 70 3 65.5 3
N = 40

1. Calculate: 𝑄2

2. Calculate: 𝐷7

3. Calculate: 𝑃20

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 14
What I Can Do What I Have What’s More
Learned
Answers may vary Class Frequency Lower Cumulative
Answers may vary Interval boundary frequency
81-90 1 80.5 60
71-80 2 70.5 59
61-70 4 60.5 57
51-60 11 50.5 53
41-50 10 40.5 42
31-40 13 30.5 32
21-30 15 20.5 19
11-20 4 10.5 4
Additional Assessment What’s In What I Know
Activities
1. B 1. 7 1. A
1. 𝑸𝟐 = 81.86
2. D 2. 13 2. B
2. 𝑫𝟕 = 85.50
3. B 3. 10 3. C
3. 𝑷𝟐𝟎 = 76.0
4. B 4. 7 4. D
5. C 5. 13 5. B
References

Books:

Callanta, Melvin M., et.al. Mathematics 10 Learner’s Module. Rex Book Store Inc., 2015.

Callanta, Melvin M., et.al. Mathematics 10 Teacher’s Guide. Rex Book Store Inc., 2015.

Lim, Yvette F., et.al. Math for Engaged Learning. Sibs Publishing House, Inc., 2015.

Websites:

https://www.slideshare.net/chuckrymaunes5/measures-of-position-for-grouped-data-quartiles

http://www.differencebetween.net/language/words-language/difference-between-grouped-
data- and-ungrouped-data/

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net

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