Mathematics 10 LAS Q4

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Learning Activity Sheet in Mathematics

Grade 10
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
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2
TABLE OF CONTENTS
Competency Page
The learner… Number
Illustrates the following measures of position: quartiles, deciles and percentiles. 4
(M10SP-IVa-1)
Calculates a specified measure of position (e.g. 90th percentile) of a set of data. 11

(M10P-IVb-1)
Interprets measures of position. (M10SP-IVc-1 24
Solves problems involving measures of position. (M10SP-IVd-e-1), 33
Formulates statistical mini-research. (M10SP-IV-f-g-1) 48
Uses appropriate measures of position and other statistical methods in analyzing 56

and interpreting research data (M10SP-IVh-j-1).

3
MATHEMATICS 10
Name of Learner: _________________________________ Grade Level: __________
Section: _________________________________________ Date: ________________
LEARNING ACTIVITY SHEET

Measures of Position for Ungrouped Data
Background Information for Learners
Measures of position give us a way to see where a certain data point or value falls in a
sample or distribution. A measure can tell us whether a value is about the average, or it’s
unusually high or low. Measures of position are used for quantitative data that falls on some
numerical scale. Sometimes, measures can be applied to ordinal variables – those variables that
have an order, like first, second, or fiftieth.
This part of the module enables you to understand quantiles in a set of ungrouped data.
The understanding that you will gain in the following activities will help you understand
measures of position.
Learning Competency with code
The learner illustrates the following measures of position: quartiles, deciles and
percentiles. (M10SP-IVa-1)

4
Directions:
Below are concepts on measures of position with illustrative examples followed by

series of activities. Perform each of the activities given to document how well you have
mastered the competency. Your outputs are to be recorded.
Q1 Q2 Q3
P25
P75
Measures of Position (Quantiles)
D1 D2 D3 D4 D5
D6 Percentiles – are the ninety- D7
D8 nine score points which divide D9
Quartiles – are the score points a distribution into one
which divide a distribution into P10 hundred equal parts, so that
four equal parts. Twenty-five P20 each part represents the data
P30 set. It is denoted as P1, P2,
percent of the distribution are
P40 P3,…, P99. P50
below the first quartile, fifty
P60
percent are below the second P70
quartile, and seventy-five P80 Deciles – are the nine score
percent are below the third P90 points which divide a
quartile. Q1 is called the lower distribution into ten equal
quartile and Q3 is the upper parts and denoted as D1, D2,
quartile. D3, . . ., D9.

5
ACTIVITY 1: What’s My Point?
Directions: Refer to the illustration below for you to answer the questions. Write your answer
on the space provided before the number.
H
Step 1. Arrange the data in Step 1. Arrange the data in
T
ascending order. ascending order.
F
45,47,48,49,50,53,54,55,58 45,47,48,49,50,53,54,55,58
A I
Step 2. Calculate the position of

the lower quartile.
𝑘
Qk = (𝑛 + 1)
4 Step 2. Calculate the position of
1
Q1 = 4 (9 + 1) the eight decile.
1 𝑘
= 4 (10) Dk = (𝑛 + 1)
10
10 8
= 4 D8 = (9 + 1)
10
8 80
= 2.5 D8 = 10 (10) = 10 = 8
Since the answer has decimal
point, get the average of the 2nd
and 3rd element.
______1. At what point can we find the

second quartile?
______2. At what point can we find the 75th percentile?
______3. What is the nearest point for 8th decile?
______4. At what point can we find the first quartile?
______5. What is the nearest point for 1st decile?
Before we proceed to the second activity, we will discuss how to find the value of the
unknown quartile and decile for ungrouped data by applying the following steps.
Example 1:
The given data are weights (in kilograms) of 9 students: 49,50,45,48,53,47,55,54,58.

Find the first quartile (Q1) and eight decile (D8).
Steps in Finding Q1. Steps in Finding D8.

6
Y = Q1
E = Q2
P = Q3
A = D4
R = D7
ACTIVITY 2: One Step at a Time
What is the answer of the question: “It is considered to be our best weapon in life”?
Directions:
1. Find the indicated quartile and decile of the daily allowance of 15 randomly selected
Step 3. Locate the 2nd and 3rd

elements in the arranged data set, Step 3. Locate the 8th element in
get the sum and divide it by 2. the arranged data set.
45,47,48,49,50,53,54,55,58 45,47,48,49,50,53,54,55,58
47 + 48
= 47.5
2 Therefore, D8 = 55
Therefore, Q1 = 47.5
students in Grade 10 which are as

follows: 20, 25, 30, 35, 40, 50, 50, 60, 65, 70, 75, 80, 90, 100, 120
2. Each unknown quartile and decile corresponds to a unique letter as shown in the
box at the right.
3. Write the letter inside the box that matches the value below it in order to reveal the
answer of the question. The last letter is already given.
60

7
35
50
75
80 77.5
ACTIVITY 3: Match My Letter
What do we call the moral strength that tests your spirit to resist difficulty to do something?
Directions:
1. To answer the question, match the value in COLUMN B to its corresponding decile in
COLUMN A Write the letter of your answer on the space provided before teach
number.
2. Then put the letter on the blank that matches the decile above it to get the answer of the
question. Consider the height in centimeters of 15 randomly selected students:
(150,155,160,154,165,161,158,159,170,168,163,153,166,157,172)
COULMN A COLUMN B
___ 1. D5 E. 160
___ 2. D2 R. 167
___ 3. D8 A. 156
___ 4. D9 O. 154.5
___ 5. D4 G. 171
___ 6. D3 C. 165.5
___ 7. D7 U. 158.5
D7 D2 D4 D8 D3 D9 D5
___ ___ ___ ___ ___ ___ ___
Let’s have the second example to understand more about percentiles before we do the
last activity. The steps are also the same with how we computed quartiles and deciles, the only
difference is we round off the result to the nearest integer.
Example 2.
Find P57 and P88 given the ages of 20 members in an organization.

25,27,27,29,30,31,33,35,36,38,39,40,41,42, 43,44,45,48,49,50.
Solution for P57 Solution for P88

k k
Pk = 100 (n + 1) Pk = 100 (n + 1)
57 88
P57 = 100 (20 + 1) P88 = 100 (20 + 1)
57 88
P57 = (21) P88 = (21)
100 100
1197 1848
P57 = 100 P88 = 100
P57 = 11.97 or 12 P88 = 18.48 or 18

8
P57 is the 12th element. P88 is the 18th element.
Therefore, P57 is 40 Therefore, P88 is 48
ACTIVITY 4: Winner!
Directions:
1. Determine the indicated measures of position for the last two-digit number of 35
randomly selected houses in a barangay. 12, 18, 19, 22, 23, 25, 29, 30, 31, 32, 35,
36, 37, 39, 40, 44,45, 47, 49, 50, 55, 56, 58, 60, 61, 62, 65, 67, 70, 72, 75, 77, 78,
79, 80.
2. The answers are in the WINNER box. You just have to shade the whole box of your
answer with pencil or crayon to form the figure. That will be the determining factor
to become the WINNER.
Find the following: Q1 , Q3 , D2, D9 , P15, P33, P67, P84
W I N N E R
49 31 19 32 65 25
12 30 18 35 22 79
39 47 45 40 44 37
29.5 50 55 56 58 72
61 60 67 78 77.5 70
75 62 23 36 81 29
Closure
There are three measures of position:
• Quartiles – are three score points that divide a distribution into four equal parts
• Deciles – are the nine score points which divide a distribution into ten equal
parts
• Percentiles – are the ninety-nine score points which divide a distribution into
one hundred equal parts
To find the desired measure of position, we consider the following steps:

• arrange the data in ascending order,
• calculate the position using
𝑘
➢ Qk = 4 (𝑛 + 1) for quartiles

9
𝑘
➢ Dk = 10 (𝑛 + 1) for deciles
k
➢ Pk = 100 (n + 1) for percentiles
• locate the element in the arranged data set
Reflection
In this lesson, I have learned ______________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Callanta, M., et. al., Mathematics: Learner’s Module for Grade10. Pasig City: Rex
Book Store, Inc., 2015.
https://pixabay.com/users/geralt-9301/?utm_source=link
attribution&utm_medium=referral&utm_campaign=image&utm_content=997401
Answer Key
Activity 1. Activity 3.
1. F 1. E
2. A 2. O
3. I 3. R
4. T 4. G
5. H 5. U

10
6. A
7. C
COURAGE
Activity 2. Activity 4.
PRAYER
W I N N E R
49 31 19 32 65 25
12 30 18 35 22 79
39 47 45 40 44 37
29.5 50 55 56 58 72
61 60 67 78 77.5 70
75 62 23 36 81 29
Writer: Kathleen Joy G. Aban

Teacher I
Bagabag National High School
MATHEMATICS 10
Section: _________________________________________ Date: ________________

11
Measures of Position for Grouped Data
A calculation is a deliberate process that transforms one or more inputs into one or more
results. To calculate means to determine mathematically in the case of a number or amount, or
in a case of an abstract problem to deduce the answer using logic, reason or common sense.
In this lesson you will learn more about the measures of position for grouped data and
the process on calculating their values.
The learner calculates a specified measure of position (e.g. 90 th percentile) of a set of

data. (M10P-IVb-1)
We are done with the measures of position for ungrouped data. To introduce you how
to calculate the measures of position for grouped data, we need to identify first the lower
boundary of the frequency distribution table. See next page for the given example.
Example 1. The table below shows the scores of 20 students in a 30-item quiz in Mathematics.
Table 1. Scores of 20 students in Mathematics

12
Lower
Class Interval
Frequency (f) Boundary
lower limits or LL (C.I.)
(LB)
26-30 4 25.5
21-25 8 20.5
16-20 5 15.5
LB = lower limit minus 0.5
11-15 2 10.5
6 – 0.5 = 5.5, 11 – 0.5 =
6-10 1 5.5
10.5, 16 – 0.5 = 15.5, 21 – 0.5 =
20.5, 26 – 0.5 = 25.5
ACTIVITY 1: Boundaries
Directions: Complete the table below. Find the lower boundary of the data in Table 2.
Table 2. Number of apples received by the students
Lower
Class Interval
Frequency (f) Boundary
(C.I.)
(LB)
34-40 4
27-33 7
20-26 6
13-19 3
6-12 1
In order to compute the unknown measures of position, we also need the less than
cumulative frequency. Let’s use the previous example by adding another column.
Less than
Class Interval Frequency
cumulative
(C.I.) (f)
frequency (<cf)
20
26-30 4
+ 16
21-25 8
+ 8
16-20 5
+ 3
11-15 2
+
6-10 1 1
To fill the column for the less than cumulative frequency (<cf):
• copy the first frequency, that is the frequency of the class interval of 6-10 which is 1.
• add the result to next frequency, 1 + 2 = 3,
• add the sum (3) to the next frequency, 3+5=8,

13
• Just repeat the process up to the last frequency to get the less than cumulative frequency of
every class interval. 8+8=16, and 16+4=20.
Try activity 2, to test the extent of your understanding on how to compute for the <cf.
ACTIVITY 2: Apple of The Eye
Question: How many apples is left for Ms. Quorona?

Directions: Find the less than cumulative frequency of the distribution. Then, fill in the blanks
with the cumulative frequency/value that corresponds to the enclosed letter.
Less than
Class Interval Frequency
cumulative
(C.I.) (f)
frequency (<cf)
34-40 4 e
27-33 7 d
20-26 6 c
13-19 3 b
6-12 1 a
Ms. Quorona has (e)_____ apples. She gave (c)____ apples to her siblings and (a)_____
apple to her father Quaranto. Her friend, Jessie Q received (d)____ apples from his uncle
Sonnytoz and gave (b)____ apples to Ms. Quorona because he admires her very much.
Since we know already how to compute the lower boundary and less than cumulative
frequency, you are now ready to calculate quartiles, deciles, percentiles and percentile rank.
Let us focus first on quartiles. Consider the second example below. Refer to table 3.
Example 2. The table below shows the scores in a 50-item quiz of 60 students in
Mathematics.
Table 3. Scores of students in Mathematics

Class Lower Less the
Frequency
Interval Boundaries Cumulative
(f)
Scores (CI) (LB) Frequency (<cf)
46-50 5 45.5 60
41-45 7 40.5 55
36-40 8 35.5 48
31-35 15 30.5 40
26-30 9 25.5 25
21-25 10 20.5 16
16 - 20
6 15.5 6
LL-UL
interval or i = Upper limit (UL) – lower limit (LL) + 1

= 20 – 16 + 1
=5

14
𝑘𝑁
−𝑐𝑓𝑏
4
Formula in Computing the desired Quartile: 𝑄𝑘 = LB + ( )𝑖
𝑓𝑄𝑘
where: k = kth quartile, where k=1,2,3, and 4
𝑘𝑁
−𝑐𝑓𝑏
LB = lower boundary of the kth quartile𝑄𝑘 = LB + ( 4 𝑓 )𝑖
𝑄𝑘
N = total frequency
𝒇𝑸𝒌 = frequency of the quartile class
𝒄𝒇𝒃 = cumulative frequency before the quartile class
i = size of class interval
To solve for the first quartile (Q1):

𝑘𝑁
Step 1: Find the Q1 class using the formula 4
1(60)
= 15 4
This means we need to find the class interval where the 15 th score is contained.

Frequency
(f)
46-50 5 45.5 60 (56th - 60th score)
41-45 7 40.5 55 (48th - 55th score)
36-40 8 35.5 48 (41st - 48th score)
31-35 15 30.5 40 (26th - 40th score)
26-30 9 25.5 25 (17th - 25th score)
21-25 10 20.5 16 (7th - 16th score) Q1 class
16 – 20 (1st - 6th score)
6 15.5 6
LL-UL
Step 2: Identify the values to be used basing from the Q1 class.

k=1 𝑐𝑓𝑏 = 6 LB = 20.5 𝑓𝑄1 = 10 N = 60 𝑖=5
Step 3: Solve by substituting the values to the formula.

𝑘𝑁 (1)(60)
−𝑐𝑓𝑏 −6 15−6
𝑄𝑘 = LB + ( 4 𝑓 )𝑖 𝑄1 = 20.5 + ( 4
)5 𝑄1 = 20.5 + ( )5
𝑄𝑘 10 10
9
𝑄1 = 20.5 + ( ) 5 𝑄1 = 20.5 + 4.5
10
𝑄1 = 25
This means that 25% of the students got a score less than or equal to 25.
ACTIVITY 3. The Message
What is the message of your loved ones?

15
Directions:
1. Complete the table below by filling in the columns under lower boundary and less
than cumulative frequency;
2. Solve for the unknown quartiles to reveal the message of your love ones;
3. Each answer corresponds to a word. Your answer in number 1 is the first word,
number 2 is the second word and number 3 is the third word.
4. Choose the word that corresponds to your answer in the box and write it in the heart
shape. Refer to table 4.
Table 4. Earned points of 24 different network users

Class Interval Frequency Lower Boundary Less than cumulative
(C.I.) (f) (LB) frequency (<cf)
50-55 2
44-49 5
38-43 4
32-37 3
26-31 6
20-25 4
Find:
1. Q1
2. Q2
3. Q3
YOU = 44.7 ARE = 44 LOVE = 35.5 IMPORTANT = 26

EXTRAORDINARY = 30.6 WE = 27.5 SPECIAL = 40.5
Let’s move on to deciles. Refer to the frequency distribution in Table 3.

𝑘𝑁
−𝑐𝑓𝑏
10
Formula in Computing the desired Decile: 𝐷𝑘 = LB + ( )𝑖
𝑓𝐷𝑘
where: k = kth decile, where k=1,2,3,…,9

LB = lower boundary of the kth quartile
N = total frequency
𝒇𝑫𝒌 = frequency of the quartile class
I = size of class interval
Solve for the sixth decile (D6)

𝑘𝑁
Step 1: Find the D6 class using the formula 10
(6)(60)
10
360
10
= 36
This implies that we need to find the class interval where the 36th score is contained.

16
Frequency
(f)
46-50 5 45.5 60 (56th - 60th score)
41-45 7 40.5 55 (49th - 55th score)
36-40 8 35.5 48 (41st - 48th score)
31-35 15 30.5 40 (26th - 40th score) D6 class
26-30 9 25.5 25 (17Qth1 -class
25th score)
21-25 10 20.5 16 (7th - 16th score)
16 – 20 6 15.5 6 (1st - 6th score)
Step 2: Identify the values to be used basing from the D6 class.

K = 6 𝑐𝑓𝑏 = 25 LB = 30.5 𝑓𝐷6 = 15 N = 60 𝑖=5
Step 3: Solve by substituting the values to the formula.

𝑘𝑁 (6)(60)
−𝑐𝑓𝑏 −25 36−25
10 10
𝐷𝑘 = LB + ( )𝑖 𝐷6 = 30.5 + ( )5 𝐷6 = 30.5 + ( )5
𝑓𝐷𝑘 15 15
11
𝐷6 = 30.5 + ( ) 5 𝐷6 = 30.5 + 3.67
15
𝐷6 = 34.17
Therefore, 60% of the students got a score less than or equal to 34.17
ACTIVITY 4. My Last Step
What fruit did mother buy in the market?
Directions:
1. The table below is the frequency distribution of the price of different fruits and
vegetables sold in the market per piece.
2. Compute for the unknown deciles. Round-off your answers to the nearest whole
number. Add all your answers from numbers 1 – 4. The sum will be the number of
your steps. Just follow the steps in the next page and it will give you the answer to the
question above. Refer to table 5.
Table 5. The price of different fruits and vegetables in the market per piece.
Lower Less than
Class Interval
Frequency (f) Boundary Cumulative
(C.I.)
(LB) Frequency (<cf)
26-28 1 25.5 21
23-25 1 22.5 20
20-22 2 19.5 19
17-19 3 16.5 17
14-16 5 13.5 14
11-13 4 10.5 9
8-10 3 7.5 5
5-7 2 4.5 2

17
Compute: 1. D1 2. D3 3. D4 4. D7
Start
For the second to the last activity, we will be dealing with percentiles.
𝑘𝑁
−𝑐𝑓𝑏
Formula in Computing the desired Percentile: 𝑃𝑘 = LB + (100𝑓 )𝑖
𝑃𝑘
where: k = kth percentile, where k=1,2,3,…,99

LB = lower boundary of the kth quartile
N = total frequency
𝒇𝑷𝒌 = frequency of the quartile class
Solve for the eighty fifth percentile P85

𝑘𝑁
Step 1: Find the P85 class using the formula
100
(85)(60)
100
51000
= 51
100
This means we need to find the class interval where the 51st score is contained.

18
Frequency
(f)
46-50 5 45.5 60 (56th - 60th score)
41-45 7 40.5 55 (49th - 55th score) P85 class
36-40 8 35.5 48 (41st - 48th)
31-35 15 30.5 40 score)
(26 th
- 40th score)
26-30 9 25.5 25 (17th - 25tscore)
21-25 10 20.5 16 (7th - 16th score)
16 – 20 6 15.5 6 (1st - 6th score)
Step 2: Identify the given.
k = 85 𝑐𝑓𝑏 = 48 LB = 40.5 𝑓𝑃85 = 7 N = 60 𝑖=5
Step 3: Solve by substituting the given to the formula.

𝑘𝑁 (85)(60)
−𝑐𝑓𝑏 −48 51−48
100 100
𝑃𝑘 = LB + ( )𝑖 𝑃85 = 40.5 + ( )5 𝑃85 = 40.5 + ( )5
𝑓𝑃𝑘 7 7
3
𝑃85 = 40.5 + (7) 5 𝑃85 = 40.5 + 2.5
𝑃85 = 43
Therefore, 85% of the students got a score less than or equal to 43.
ACTIVITY 5. Who is the Gamer?
Who among the students consumed most of his free time playing mobile video
games?
Directions:
1. The frequency distribution below shows the amount of time spent in playing
mobile video games in a week by 30 randomly selected students.
2. Answer the unknown percentiles. Round-off your answers to the nearest whole
number.
3. Find the answer first of P82. The correct answer is either 82 for door A or 83 for
door B. If the correct answer is door A, find the value of P15. But if the correct
answer is door B, find the value of P21. Your answer could be door C, D, E or F.
Continue with the process until you obtain any of the values in the second to the
last row. The value obtained corresponds to the student who spent most of his
free time playing mobile video games. Refer to table 6 and the tree diagram
below.

19
Table 6. The amount of time of 30 randomly selected students spend playing mobile video
games in a week. (in minutes)
Lower Less than

Class Interval
(C.I.)
91-105 2 90.5 30
76-90 7 75.5 28
61-75 9 60.5 21
46-60 5 45.5 12
31-45 4 30.5 7
16-30 3 15.5 3
P82
82 83
A B
P15 P21
37 36 42 43
C D E F
P47 P99 P56 P78
63 64 104 103 68 69 81 80
G H I J K L M N
For the last activity, we have the percentile rank.
100 𝑃 (P−𝐿𝐵)𝑓
Formula in Computing the desired Percentile Rank: 𝑃𝑃𝑅 = 𝑁 [ + 𝑐𝑓𝑃 ]
𝑖
where: 𝒄𝒇𝑷 = cumulative frequency of all the values below the critical value
P = raw score or value for which one wants to find a percentile rank
PPR = percentile rank, the answer will be a percentage
LB = lower boundary of the class where the raw score belongs
N = total frequency
𝒇𝑷 = frequency of the class where the score belongs

20
Solve for the percentile rank of the score 47. Consider the frequency distribution below.

The class Frequency
where 47 is (f)
included. 46-50 5 45.5 60
41-45 7 40.5 55
36-40 8 35.5 48
31-35 15 30.5 40
26-30 9 25.5 25
21-25 10 20.5 16
16 – 20 6 15.5 6
Step 1: Identify the values basing from the table and the given score.
N = 60 P = 47 LB = 45.5 𝑓𝑝 = 5 𝑐𝑓𝑃 = 55 𝑖=5
Step 2: Solve by substituting the given to the formula.

100 (P−𝐿𝐵)𝑓𝑃
𝑃𝑃𝑅 = [ + 𝑐𝑓𝑃 ]
𝑁 𝑖
100 (47−45.5)5
𝑃𝑃𝑅 = [ + 55]
60 5
100
𝑃𝑃𝑅 = (1.5 + 55)
60
100
𝑃𝑃𝑅 = 60 (56.5)
𝑃𝑃𝑅 = 94.17%
Therefore, 94.17% of the students got a score of 47 or less and 5.83% of the students
got 47 or more in the Mathematics quiz
Activity 6: Yes! It’s final
Will Ronnie be able to get the scholarship?

Directions: Complete the table below and solve for the percentile rank of Ronnie to answer
the question above.
Ronnie scored 60 in the entrance exam in a university. To become a university scholar,

his percentile rank must be at least 85%. The following are the scores of 50 examinees.
Table 6. The scores of 50 examinees in a university

Lower Less than
Class Interval
(C.I.)
66-70 2
61-65 4
56-60 11
51-55 10
46-50 9
41-45 8
36-40 6

21
Closure
You have already learned and identified the measures of position and the process of
computing quartiles, deciles, percentiles for grouped data as well as percentile rank. Good
luck to the next lesson.
Quartile Percentile
𝑘𝑁 𝑘𝑁
− 𝑐𝑓𝑏 − 𝑐𝑓𝑏
𝑄𝑘 = LB + ( 4 )𝑖 𝑃𝑘 = LB + ( 100 )𝑖
𝑓𝑄𝑘 𝑓𝑃𝑘
Decile Percentile Rank
𝑘𝑁 100 (P − 𝐿𝐵)𝑓𝑃
− 𝑐𝑓𝑏 𝑃𝑃𝑅 = [ + 𝑐𝑓𝑃 ]
𝐷𝑘 = LB + ( 10 )𝑖 𝑁 𝑖
𝑓𝐷𝑘
Reflection
In this lesson, I have learned______________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References for learners

Callanta, M., et. al., Mathematics: Learner’s Module for Grade10. Pasig City: Rex
Book Store, Inc., 2015.
https://pixabay.com/?utm_source=linkattribution&utm_medium=referral&utm_camp
aign=image&utm_content=303922
https://www.needpix.com/photo/174355/pennon-flag-yellow-waving-pennant-banner-
freevector-graphics-free-pictures-free-photos

22
Answer Key
Activity 1. Boundaries
LB
33.5
26.5
19.5
12.5
5.5
Activity 2. Apple of the eye
e. 21
c. 10
a. 1
d. 17
b. 4
There are 14 apples left to Ms. Quorona
Activity 3. The message
LB <cf
49.5 24
43.5 22 WE LOVE YOU
37.5 17
31.5 13
25.5 10
19.5 4
Q1 = 27.5
Q2 = 35.5
Q3 = 44.7
Activity 4. My Last Step

1. D1=8
2. D3=11
3. D4=13
4. D7=17
Sum: 49 steps
The fruit that mother bought in the market is mango.
Activity 5. Who is the gamer?
P82=83-B
P21=43-F
P78=81-M
Student M spent most of his free time in playing mobile video games

23
Activity 6. Yes! It’s final
Lower Less than

Boundary Cumulative
65.5 50
60.5 48
55.5 44
50.5 33
45.5 23
40.5 14
35.5 6
𝑃𝑃𝑅 = 85.8%
Yes, he is qualified in the scholarship.

Teacher I

24
MATHEMATICS 10
Name of Learner: _________________________________ Grade Level: _________
Section: ________________________________________ Date: _______________

IS THAT YOUR INTERPRETATION?
This learning activity sheet is a self-learning and self-paced instrument that helps the
students acquire the concepts even without the physical presence of the teacher. It assists the
learners to easily understand and eventually master how to interpret the computed measures of
position.
Finding the lower boundary of class intervals, obtaining the less than cumulative
frequency, and solving the desired measures of position are still included in this activity sheet
since the competency needs these three concepts.
Learning Competency:
The learner interprets measures of position. (M10SP-IVc-1)
Directions
The following are concepts on how to interpret measures of position coupled with
illustrative examples and sets of activities. You need to answer each of the given activities to
assess how well you were able to acquire the intended competency. Your score in each activity
will be recorded.
How do I interpret this

measure of position that I
obtained?

25
ACTIVITY 1: Reminiscing the Past
Directions: Based from the given table, answer the Scores in Activities Frequency
questions that follow to complete the cross- 112 – 121 4
number puzzle. Take note that a decimal point 102 – 111 3
occupies 1 box in the puzzle. 92 – 101 11
82 – 91 4
72 – 81 9
1 2 3
62 – 71 4
4 52 – 61 6
42 – 51 3
5 6 32 – 41 1
7 ACROSS
1. What is the cumulative frequency below the class
interval 82 – 91?
4. What is the lower boundary of the interval 72 – 81?
8 9
7. What is the lower boundary of the class interval
102 – 111?
8. What is the lower boundary of the class interval 52 – 61?
DOWN
1. What is the cumulative frequency below the class interval 92 – 101?
2. What is the lower boundary of the lowest class interval.
3. How many students are there in all?
5. What is lower boundary of the class interval 82 – 91?
ACTIVITY 2: Throwback Thursday
It is the feeling that one experiences when hearing news about COVID – 19.
Directions: To answer the question:
1. Match the measures of position in COLUMN A to its

corresponding value in COLUMN B. Write the letter of your
answer on the space provided before each number.
2. Then put the letter on the blank above each corresponding number
to answer the question.
Consider the set of scores: 15, 23, 11, 8, 12, 15, 20, 17, 18, 25, 14

26
COLUMN A COLUMN B
____ 1. 𝐷6 A. 24
____ 2. 𝑄3 B. 22
____ 3. 𝑄1 D. 20
____ 4. 𝑃50 F. 17.5
____ 5. 𝑃88 I. 15
R. 12
_____ _____ _____ _____ _____ _____

5 1 3 5 4 2
How will I interpret the values that I have obtained in the

previous activity? I don’t know what to do with them.
We simply base it from the measure of position that we

want to consider.
Please do elaborate what you are saying by giving me

an example.
Let’s say, you computed 𝑄1 of the scores of students

and the value that you obtained is 14.5. This means
that 25% of the students got scores less than or equal
to 14.5 while 75% of the students got scores greater
than or equal to 14.5.
My grade in Math is 82 and it belongs to 𝐷4 , what

does this imply?
Now I know your grade in Math. It means that 40%

of our classmates got lower than or equal to 82 and
60% of them got higher than or equal to 82.
It’s your time to give your interpretation.

My age is 17 and it belongs to 𝑃83. What does it
mean?
It means that 83% of the students are younger or

have the same age as you and 17 % of them are older
or have the same age as you.

27
What are the two important things that we need to
consider when asked to interpret measures of position?
First is the measure of position and second is the

computed value. Bear in mind that the measures of
position will always be expressed in percent
You may also use the diagram below as your basis

when interpreting measures of position.
Since you don’t have questions about the topic, let’s

us then accomplish the activity below.
Q1 Q2 Q3
P25 P75
D1 D2 D3 D4 D5 D6 D7 D8 D9
P10 P20 P30 P40 P50 P60 P70 P80 P90
Source: Melvin M. Callanta, et. al., Mathematics – Grade 10 Learner’s Module (Pasig City: REX Book Store, Inc., 2015), 376
ACTIVITY 3: Let Me Interpret It!
How many days are needed for a person to undergo quarantine if he/she
travels to other provinces this time of pandemic?
1. Match the measures of position in COLUMN A to its

corresponding interpretation in COLUMN B. Write the letter of
your answer on the space provided before each number.
2. Then put the number on the blank above each corresponding
letter to answer the question.

28
COLUMN A COLUMN B
____ 1. 𝐷1 = 12 A. It means that 90% of the students got a score greater than or
____ 2. 𝑄2 = 22 equal to 12.
____ 3. 𝐷7 = 45.5 B. It implies that 90% of the students got a score less than or equal
____ 4. 𝑃30 = 14.5 to 48.
____ 5. 𝑃90 = 48 D. It implies that 70% of the students got a score less than or equal
to 14.5.
E. It means that 70% of the students got a score less than or equal
to 45.5.
R. It means that 50% of the students got a score less than or equal
to 22.
U. It implies that 30% of the students got a score less than or equal
to 14.5
_____ _____ – _____ _____

A U R A
ACTIVITY 4: The Other Way Around!

This phrase has been the battlecry of our government since the lockdown
started. The Senate and House of Representatives enacted this Republic
Act No. 11469 in congress.
a. Choose the measure of position inside the box that corresponds to
each statement or interpretation. Write the letter of your answer on
the space provided before each number.
b. Then put the letter on the blank above each corresponding number to
answer the question.
_____ 1. It indicates that 25% of the students obtained a grade less than or equal to 77.5.
_____ 2. This means that 60% of the students received a grade greater than or equal to 81.25.
_____ 3. This implies that 80% of the students got a grade greater than or equal to 77.
_____ 4. It means that 75% of the students received a grade greater than or equal to 77.5.
_____ 5. It denotes that 90% of the students got a grade less than or equal to 89.75.
_____ 6. This implies that 40% of the students got a grade less than or equal to 81.25.
_____ 7. It insinuates that 75% of the students received a grade less than or equal to 85.
_____ 8. The value suggests that 65% of the students obtained a grade less than or equal to
83.25.
_____ 9. It represents that 30% of the students got a grade greater than or equal to 84.05.
A. P40 B. D3 E. Q1 F. P35 H. D2
L. Q3 N. D7 O. P65 S. D9
_____ _____ _____ _____ _____ _____ _____ _____ _____

3 1 2 7 6 5 8 9 4

29
ACTIVITY 5: Come and Connect Me!
Directions: Connect with a straight line the measure of position in COLUMN B to its
corresponding value in COLUMN A. Connect again the measure of position in
COLUMN B to its corresponding interpretation in COLUMN C. Consider the table
below. Use a ruler to connect the points and form a line.
Table 2: Scores of students in a Quarterly Examination
Scores Frequency (f) Lower Boundary (LB) <cf

90 – 99 4 89.5 40
80 – 89 6 79.5 36
70 – 79 7 69.5 30
60 – 69 10 59.5 23
50 – 59 6 49.5 13
40 – 49 5 39.5 7
30 – 39 2 29.5 2
COLUMN A COLUMN B COLUMN C

The value indicates that 4% of the learners got
47.5 Q1
a score greater than or equal to 95.5.
The value implies that 15% of the learners
54.5 D6
obtained a score less than or equal to 47.5.
The value indicates that 25% of the learners
64.5 D8
got a score less than or equal to 64.5
The value indicates that 25% of the learners
70.93 P15
The value represents that 20% of the students
82.83 P96
obtained a score greater than or equal to 82.83
The value suggests that 40% of the learners
95.5
got a score gretaer than or equal to70.93.
Closure:
The two things that one needs to consider when

asked to interpret measures of position are:
1. the measure of position and
2. the computed value.
And take note that measures of position are
expressed in percent.

30
Reflection:
I have learned that __________________________

__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
References:
Callanta, M., et. al. Mathematics Learner’s Module for Grade10. Pasig City: Rex Book Store,
Inc., 2015
Writer: Florentino A. Aban Jr.

Teacher III
Illustrator: Lorenz Marie Deanne C. Aban

31
Answer Key
ACTIVITY 1: Reminiscing the Past

2 3 4
7 1 . 5
8 4 .
1 0 1 . 5
.
ACTIVITY 2: Throwback Thursday
5 1 . 5 __F__ 1. 𝐷6
0 __D__ 2. 𝑄3
__R__ 3. 𝑄1
__I__ 4. 𝑃50
__A__ 5. 𝑃88
__A__ __F__ __R__ __A__ __I__ __D__

5 1 3 5 4 2
ACTIVITY 3: Let Me Interpret It!
__A__ 1. 𝐷1 = 12
__R__ 2. 𝑄2 = 22
__E__ 3. 𝐷7 = 45.5
__U__ 4. 𝑃30 = 14.5
__B__ 5. 𝑃90 = 48
__1__ __4__ – __2__ __1__
A U R A
ACTIVITY 4: The Other Way Around!

1. E
2. A
3. H
4. E
5. S
6. A
7. L
8. O
9. N
__H__ __E__ __A__ __L__ __A__ __S__ __O__ __N__ __E__
3 1 2 7 6 5 8 9 4

32
ACTIVITY 5: Come and Connect Me!
COLUMN A COLUMN B COLUMN C

47.5 The value indicates that 4% of the learners got
Q1
a score greater than or equal to 95.5.
The value implies that 15% of the learners
54.5 D6
obtained a score less than or equal to 47.5.
D8 The value indicates that 25% of the learners
64.5
P15 The value indicates that 25% of the learners
70.93
The value represents that 20% of the students
82.83 P96
obtained a score greater than or equal to 82.83
The value suggests that 40% of the learners
95.5
got a score gretaer than or equal to70.93.

33
MATHEMATICS 10
Section: _________________________________________ Date: ________________

Problems on Measures of Position
One way to locate numerical data in a distribution that is useful in many applications
of statistics is through the use of fractiles or quantiles, commonly referred to as percentiles,
deciles and quartiles. The following descriptions are often heard or read:
“She graduated in the top 10% of her class.”

“He ranks among the top 2% of the grade 7 entrants.”
Sometimes, it is more interesting and more useful to know where an item of a set of
ranked data is located than the value itself. Percentiles, deciles or quartiles are used to locate
an item in a distribution.
Let us remember that:

• Percentiles are values that divide a set of observations into 100 equal parts.
These values are denoted by P1, P2, …, P99 such that 1% of the data falls below
P1, 2% falls below P2, …, and 99% falls below P99.
• Deciles are values that divide a set of observations into 10 equal parts. These
values are denoted by D1, D2, …, D9 such that 10% of the data falls below D1,
20% falls below D2, …, and 90% falls below D9.
• Quartiles are values that divide a set of observations into 4 equal parts. These
values are denoted by Q1, Q2, and Q3 such that 25% of the data falls below Q1,
50% falls below Q2, and 75% falls below Q3.
Learning Competency with Code:
The learner solves problems involving measures of position. (M10SP-IVd-e-1),

(Q4/Wk 4-5)
Directions
Have a nice day, learner! On this activity sheet, you will find examples of problems that
involve measures of position. The tasks that follow are designed for you. Wear a smile as you
solve these. If you encounter difficulty in doing any of the activities, feel free to approach your
teacher who is just a message/text away. You may start now! Have a bright day!

34
Activity 1: It’s a Matter of Choice!
Below are situations showing the application of percentile. Study how the problems are
solved, through Mendenhall and Sincich Method or Linear Interpolation Method, then answer
the problems that follow.
Example 1.
A grade 10 boy from Cagayan Valley joined a

national Mathematics competition, participated How will I solve
in by fifty (50) students from the entire this problem?
archipelago. His score was the ninety-sixth
percentile (P96) of the whole set of scores. What
was his rank in the contest?
Ahh…I can
apply
Mendenhall and
Sincich Method.
What then is
my final
answer?
Here’s how: (just a review)

• Determine the given data: ➢ 49 tells us that the
50 & 96 n = 50, k = 96 score of the boy was
𝒌(𝒏+𝟏)
• Use Pk = 𝟏𝟎𝟎 to find Pk the 49th score
position. (arranged from the
• Substitute these values in the lowest to the highest)
given equation, then simplify. ➢ Therefore, the grade
𝟗𝟔(𝟓𝟎+𝟏) 10 boy ranked
position of P96 = = 48.96
𝟏𝟎𝟎 number 2 in the
• 48.96 is rounded to 49 contest.
Example 2.
The test scores of twenty (20) grade 10 learners in a Probability quiz are the following: 26, 22,
15, 24, 21, 28, 19, 18, 24, 29, 14, 18, 25, 27, 24, 25, 16, 23, 21, 20. The teacher decided to pass
every learner who gets a percentile rank of 70 or higher. What is the lowest score in the test
results that gets a passing mark?

35
GIVEN
Step 1: arrange the data in
26, 22, 15, 24, Step 2: determine
increasing order
21, 28, 19, 18, the values of k and n
14, 15, 16, 18, 18, 19, 20, 21,
24, 29, 14, 18, k = 70
21, 22, 23, 24, 24, 24, 25, 26,
26, 27, 24, 25, n = 20
26, 27, 28, 29
16, 23, 21, 20
by Mendenhall and Sincich Method
Step 4: locate the Step 3: find P70 position
Therefore, 25 is 15th element from 70(20+1)
the lowest score Position of P70 = 100 = 14.7
the data arranged
that gets a (round to the nearest integer)
in increasing
passing mark. order: P70 = 25 14.7  15
ANSWER P70 is the 15th element.
The problem can also be solved by Linear Interpolation Method.
Step 1: arrange the data in 14, 15, 16, 18, 18, 19, 20, 21, 21, 22, 23, 24, 24,
increasing order 24, 25, 26, 26, 27, 28, 29
Step 2: determine the values of k k = 70
and n n = 20
Step 3: find P70 position 70(20+1)
Position of P70 = = 14.7
100
Step 4: interpolate (since the 14th element: 24
result in step 3 is decimal) 15th element: 25
a) get the difference between the 25 – 24 = 1
14th and the 15th elements
b) multiply the difference by the 1(0.7) = 0.7
decimal part obtained in step 3
0.7 + 24 = 24.7
c) add the result in (b) to the
smaller number (14th element)  P70 = 24.7
Answer: Since nobody got 24.7, then the lowest score that gets a passing mark is 25.
Exercises: It’s your turn now, dear learner. Use the applicable method, Mendenhall and
Sincich Method, or Linear Interpolation Method to solve the problems. Enjoy the task!
1. In a class of 40 students, the percentile rank of a girl was 90. About how many scored
above her?
• Which of the two (2) methods can you use? ________________________
Step 1: ______________________________________________________________
Step 2: ______________________________________________________________
Step 3: ______________________________________________________________
Step 4: ______________________________________________________________
______________________________________________________________
______________________________________________________________
Answer: _____________________________________________________________

36
2. The scores of fifteen (15) students in a Mathematics test are the following: 12, 8, 16,
10, 13, 18, 19, 11, 18, 19, 14, 9, 9, 20, 9. The percentile rank of a student is 60. Does
he/she pass the test if the passing score is 15?
Step 1: ______________________________________________________________
Step 2: ______________________________________________________________
Step 3: ______________________________________________________________
______________________________________________________________
Step 4: ______________________________________________________________
______________________________________________________________
Answer: _____________________________________________________________
Activity 2: Quartile or Decile?

You will find another problem below that shows how decile or quartile is applied.
Carefully study how the problem is solved using Mendenhall and Sincich Method, and
Linear Interpolation Method.
Example:
The scholarship committee of a certain civic organization decides to grant scholarship

packages to poor but deserving students of your class. Twenty (20) students are
qualified but only those with final grades equal to or higher than the fifth decile (D 5)
are chosen. The minimum grade requirement is 85, and your final grade is 92. The
grades of your other classmates are 93, 94, 87, 95, 94, 89, 85, 92, 90, 86, 97, 96, 93, 98,
91, 97, 98, 96, and 98. Are you one of the grantees?
Let us solve the problem together. Complete the process shown at the table by following the steps
shown in Activity 1. Some were already done for you. Always wear a smile!
Steps Mendenhall and Sincich Method Linear Interpolation Method
Step 1: ____________________________ ____________________________
____________________________ ____________________________
Step 2: k=5 k = ____
n = 20 n = ____
Step 3: 5(20+1) 5(20+1)
Position of D5 = = _______ Position of D5 = = _______
10 10
(round the answer to the nearest
integer) ______
Step 4: The 11th element is ______. 10th element:_______
 D5 = _____ 11th element: _______
____ – ____ = _____
____(0.5) = _____
 D5 = _____
Answer: Tick the correct answer and continue the corresponding sentence.
Yes, I am a grantee because _________________________________.
No, I am not a grantee because ______________________________.
I am not sure of my answer because __________________________
_______________________________________________________.

37
*** The given problem can also be solved using quartile. Since D5 = Q2, then the position
of Q2 can be solved by the formula:
𝟐(𝟐𝟎+𝟏)
Position of Q2 = 𝟒
Dear Learner,
Just a reminder:
• if the lower quartile (Q1) falls halfway between 2 integers,
round up, and
• if the upper quartile (Q3) falls halfway between 2 integers,
round down.
Exercises: Again, it’s time for you, dear learner, to show what you’ve got! You may use any
method. Smile…
1. On a Mathematical ability test, you obtained a score of 124. Eleven other students who
took the test had scores of 123, 108, 101, 125, 110, 102, 119, 127, 114, 118, and 129.
A score equal to or higher than the seventh decile (D7) gets additional 10 points. Will
you be able to get the additional points?
Step 1: ______________________________________________________________
Step 2: ______________________________________________________________
Step 3: ______________________________________________________________
______________________________________________________________
Step 4: ______________________________________________________________
______________________________________________________________
Answer: _____________________________________________________________
2. Thirteen (13) grade 10 boys joined the first batch to be screened for the Unit 6 basketball
team for the upcoming school sports fest. The following are the heights, in centimeters
(cm), of the boys: 172, 178, 167, 164, 168, 167, 180, 165, 170, 169, 168, 175, and 177.
A boy could be selected if his height is equal to or higher than the third quartile (Q3).
What height corresponds to Q3? How many boys are still needed to complete the team?
Step 1: ______________________________________________________________
Step 2: ______________________________________________________________
Step 3: ______________________________________________________________
______________________________________________________________
Step 4: ______________________________________________________________
______________________________________________________________
Answer: _____________________________________________________________
• If you have other methods of solving the problems, you may show your solutions
on another sheet of paper. Remember, there are many ways to kill a chicken…

38
Activity 3: Recall…Recall…Recall…
Let us find out if you can still recall the different steps in calculating a quantile value
from grouped data by answering the Cross Quantile Puzzle. In filling the boxes, disregard
decimal point and other symbols between numbers. (Example: 10.2 and 25-30 must be written
as 1 0 2 and 2 5 3 0 , respectively.) To answer the puzzle, refer to the given
frequency distribution table on the next page.
• Find the first quartile (Q1) value through the Cross Quantile Puzzle. Use your previous learning
(calculating a quantile value from grouped data) to do the task.
*Important:
𝒌𝒏
𝟒
− 𝒄𝒇𝒃
Qk = LB + ( )i
𝒇𝒄
Results of a 100-item
Mathematics Test Taken by 200
Students
Class Frequency Cumulative
(f) Frequency
(cf)
90-99 4 200
80-89 14 196
70-79 28 182
60-69 22 154
50-59 28 132
40-49 20 104
30-39 18 84
20-29 26 66
10-19 22 40
0-9 18 18
CROSS QUANTILE PUZZLE

1 2
Across
1. value of Q1 (nearest hundredth)
3. cumulative frequency (cf) of the Q1
6 5 class
4. Q1 class
4
5. class size (i) of the distribution
3
Down
1. value of n
𝒌𝒏
2. value of 𝟒
4. frequency (fc) of the Q1 class
5. lower boundary (LB) of Q1 class
6. cumulative frequency preceding Q1 class (cfb)

39
Activity 4: I WANNA TRY …
Below is the distribution of the scores in Mathematics achievement test obtained by

two hundred (200) incoming grade 11 STEM students, including you. The school Mathematics
department planned to give book allowance to anybody who scored higher than the 80 th
percentile. If your score was 133, is this higher or lower than P80 score? By how many points?
Are you qualified to be given book allowance?
Frequency Cumulative
Class (f) Frequency
(cf)
146-150 6 cf here must be equal to n
141-145 10
136-140 16
131-135 10
126-130 24
121-125 28
116-120 18
111-115 26
106-110 34
101-105 28
n=_____
Guide Questions:
1. What are given in the problem? Or simply determine the values of:
• n = _____
• k = _____
• quantile (choose from percentile, decile, or quartile): ____________
2. What do you need to answer in the problem? (In the given problem, there are 2 questions that
need to be answered.)
• ________________________________________________________________________
• ________________________________________________________________________
3. What formula or equation will you use to help you answer the questions?
4. Solve by using your formula. Before solving, make sure that you have completed the frequency
distribution table above.)
5. Answer the 2 questions now:

• ________________________________________________________________________
• ________________________________________________________________________

40
Activity 5: AM I JOINING?
Solve the problem below. This time you are not given guide questions to follow. Do
your best in answering the problem. (You may refer to activity 4.)
Mr. Juan Dela Cruz, an ICT teacher, gave his twenty five (25) grade 10 students a
computer ability test. He plans to conduct a free training-workshop on computer
applications to enhance the knowledge of his students. However, due to limited funds,
only the students with scores equal to or below the second quartile will join. What is the
highest possible score that may qualify a student to join the training? To solve this
problem, refer to the following distribution table: (Show the complete process on the
space provided below.)
Scores (f) Frequency
(cf)
60-64 1
55-59 2
50-54 3
45-49 4
40-44 5
35-39 4
30-34 3
25-29 2
20-24 1

41
Activity numbers 6 to 8 contain problems involving percentile rank. Sample problems
are given for you to be guided in solving.
Activity 6: Where Am I?
Example:
In a class of forty (40) grade 10 students, Juan ranks fourth (4 th). What is his
percentile rank?
Solution:
• Since Juan ranks 4th, then 36 students rank below him. [40 – 4 = 36]
36
o 40 = 0.9
• Therefore, Juan is at the 90th percentile, P90.
Exercises: Do the following…

1. Juana won second (2nd) place in a Mathematics contest participated in by fifty (50)
Math wizards in the division. What percentile rank corresponds to Juana’s place?
Solution:
2. In a class of thirty (30), Jane ranks sixth (6 th); while Janet ranks tenth (10th) in a class
of fifty (50). Who, between the two students, ranks better in her own class?
Solution:
Computation of Jane’s percentile rank Computation of Janet’s percentile rank
Answer:

42
Activity 7: Let us solve together, guys…
Example:
The daily allowances, in pesos, of twelve (12) students are 95, 105, 108, 135, 140,
90, 100, 120, 112, 138, 130, and 115. What is the percentile rank of 135? What does this
mean?
Solution: Supply the missing numbers.

• Arrange the data from the lowest to the highest.
o 90, 95, ____, 105, ____, 112, 115, 120, ____, 135, ____, ____
• Determine the number of values below 135.
o There are ___ values below 135.
• Divide it by the total number of values, and then change the answer to percent.
o = ____ or ____%
12
• Therefore, 135 is equivalent to the 75th percentile (P75).
• This means, 75% of the students have daily allowance lower than Php135.
Exercise: Simply follow the steps above…you may also do it in your own way…
The scores of ten (10) students, from a STEM class, in a 50-item General Mathematics
quiz are 39, 37, 46, 38, 35, 47, 45, 40, 41 and 43. What is the percentile rank of a student who
gets 90% of the test items correctly?
Solution: (use the space below)

43
Activity 8: Am I Qualified?
Let us refer to the frequency distribution table used in the Cross Quantile Puzzle given in
activity 3 to solve the problem below.
• What is the percentile rank of one of the test takers who got a score of 23?
100 (𝑃−𝐿𝐵)𝑓𝑝
PPR = [ +𝑐𝑓𝑝 ]
𝑁 𝑖
Results of a 100-item Mathematics PR percentile rank

Test Taken by 200 Students N total frequency
Class Frequency Cumulative P raw score (or percentile point)
(f) Frequency LB lower boundary of the kth
(cf) percentile class
90-99 4 200 fp frequency of the Pk class
80-89 14 196 i size of the class interval
70-79 28 182 cfp cumulative frequency of all the
60-69 22 154 values below the critical value
50-59 28 132
40-49 20 104
30-39 18 84
20-29 26 66
10-19 22 40
0-9 18 18
Solution:
• Determine the values of N, P, LB, fp, i, cfp N = 200 LB = 19.5 i = 10
P = 23 fp = 26 cfp = 40
• Substitute the values to the formula PPR 100 (𝑃−𝐿𝐵)𝑓𝑝
PPR = [ 𝑐𝑓𝑝 + ]
𝑁 𝑖
100 (23−19.5)26
PPR = 200 [ + 40]
10
(3.5)26
PPR = 0.5 [ + 40]
10
PPR = 0.5 [9.1+ 40]
PPR = 0.5(49.1) = 24.55  25
• Therefore, 23 has a percentile rank of 25 (P25).

44
Exercise:
The scholarship committee of a private organization conducted an Assessment

Examination to grade 10 students to serve as its basis in selecting scholars. For a student to be
qualified, his/her score must be at least 78. What percent of the examinees is included in the
list?
Complete the table before solving.

Results of Assessment Examination
of Grade 10 Students
Class (f) Frequency
(cf)
86-90 4 cf here must be equal
81-85 10 to n
76-80 12
71-75 11
66-70 20
61-65 18
56-60 8
51-55 20
46-50 14
41-45 8
n=_____
Always remember this: PPR = [ +𝑐𝑓𝑝 ]
𝑁 𝑖
Show your solution here:

45
Rubric for scoring
Level 1 (1 pt.) Level 2 (2 pts.)

Level 3 (3 pts.) Level 4 (4 pts.)
Amount of Learner shows Learner shows
Learner shows Learner
Work answer only. partial work
partial work completes the
(process) only.
(process) and process and
the final gives the final
answer. answer.
Understanding Learner shows Learner shows Learner shows Learner shows
no understanding limited partial thorough
of using understanding of understanding understanding
quantiles to solve using quantiles of using of using
real life problems to solve real life quantiles to quantiles to
involving problems solve real life solve real life
measures of involving problems problems
position measures of involving involving
position measures of measures of
position position
Closure
In solving a problem on Measures of Position, involving ungrouped/grouped data and

percentile rank, the following are important:
1. Identify the given data.

2. Determine what is to be solved in the problem.
3. Decide on what formula to use:
𝑘(𝑛+1)
• Pk = 100
𝑘(𝑛+1)
• Dk = for ungrouped data
10
𝑘(𝑛+1)
• Qk = 4
𝒌𝒏
− 𝒄𝒇𝒃
• Pk = LB + ( 𝟏𝟎𝟎
)i
𝒇𝒄
𝒌𝒏
− 𝒄𝒇𝒃
• Dk = LB + ( 𝟏𝟎
)i for grouped data
𝒇𝒄
𝒌𝒏
− 𝒄𝒇𝒃
• Qk = LB + ( 𝟒
)i
𝒇𝒄
• PPR = [ +𝑐𝑓𝑝 ] for percentile rank
𝑁 𝑖
4. Answer the question making use of the obtained value (in step 3).
5. Verify/Check your answers (by going back to the main problem).

46
Congratulations, dear learner! Finally, you have completed all the tasks on measures
of position…that’s really a very great accomplishment! Thank you for doing your best! Before
we move to the next lesson, kindly write what you have gained in this activity.
Reflection
In this activity, I learned that _____________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Callanta, M., et. al. Mathematics: Learner’s Module for Grade 10. Pasig City: Rex Book Store,
Inc., 2015.
Ryan, Merilyn, S.S.J., et. al. Advanced Mathematics: A Pre Calculus Approach. Englewood
Cliffs, New Jersey: Prentice Hall, Inc., 1993.
Sia, Lucy O., et. al. 21st Century Mathematics for Second Year. Quezon Avenue, Quezon City:
Phoenix Publishing House, Inc., 1995.
https://slideplayer.com
https://slideshare.net

47
Answer Key
Activity 1: It’s a Matter of Choice

1. 3 students scored above her.
2. Yes, the student passes the Math test.
Activity 2: Quartile or Decile?

1. Yes, I get additional points.
2. 175 cm; Six (6) more boys are needed to complete the team.
Activity 3: Recall…Recall…Recall…
Crossword
Across: Down:
1. 23.35 1. 200
3. 66 2. 50
4. 20-29 4. 26
5. 10 5. 19.5
6. 40
Activity 4: I Wanna Try…
1. n = 200, k = 80, percentile
2. Is 133 higher or lower than P80 score? By how many points? Am I qualified
to be given book allowance?
kn
− cfb
100
3. Pk = LB + ( )i
fc
4. 131.5
5. varied answers from students
Activity 5: Am I Joining?
Varied solutions from students
Q2 = 42
42 is the highest score a student should get to be qualified to join the training
Activity 6: Where am I?
Exercise 1. 96th percentile (P96)
Exercise 2. Jane and Janet have the same percentile rank – P80.
Activity 7: Let us Solve Together, Guys…

Exercise: Varied solutions from students
A student who gets 90% of the test items correctly is at the 70 th
percentile (P70).
Activity 8: Am I Qualified?
Exercise: Varied solutions from students
16% of the examinees are qualified to be scholars.
Prepared by:
Shiela Moana Marie I. Gonzales

Nueva Vizcaya General Comprehensive High School

48
MATHEMATICS 10
Section: _________________________________________ Date: ________________

MINI RESEARCH
Research is defined as the creation of new knowledge and/or the use of existing
knowledge in a new and creative way so as to generate new concepts, methodologies and
understandings. The purpose of research is really ongoing process of correcting and refining
hypotheses, which should lead to the acceptance of certain scientific truths. The research
component allows for a broader educational experience whereby students are able to explore
the effects of applying new thought processes through study and testing.
The learner formulates statistical mini-research. (M10SP-IV-f-g-1).
Activity 1. Search For Me
A. Search and loop words related to mini-research in the word hunt. Refer to letter B for the
clues.

49
R A M O D A T A A N A L Y S I S
P E E R S M O D E L M E A N N A
R M S R A P D A H M A E A A T D
I N T E R P R E T A T I O N R A
N A W C A S S Q I Q H H N O O T
C S Q O K R A W O E M C T V D A
I T S M L E C D L N Y O E E U C
P E A M G A T H E R C N E D C O
O R D E R T W U Q L O C N L T L
B R A N T H E Y I U N L S O I L
A F G D Y V P C M L E U D K O E
C V S A O D I S C U S S I O N C
K B A T N M L F Y N V I T B Z T
E L V I J I M R H T Y O Q I I I
D I M O L M Z T N R I N M O O
Q U E N N R T E W Q X V B O D N
B. Determine the statement best describes the word you have searched in letter A. Write your
answer on the space provided before each number
_______________1. It leads the reader from a general to specific research issue or problem
to your specific area of research. It puts your research question in
context by explaining the significance of the research being
conducted.
_______________2. It describes the significance of the findings in light of what was
already known about the research problem being investigated, and to
explain any new understanding or fresh insights about the problem
after you’ve taken the findings into consideration.
_______________3. It is the process of gathering and measuring information or variables
of interest, in an established systematic fashion that enables one to
answer stated research questions, test hypotheses, and evaluate
outcomes.
_______________4. It is the process of systematically applying statistical and/or logical
techniques to describe and illustrate, condense and recap, and
evaluate data.
_______________5. A research project that sets out to answer. It is an answerable inquiry
into a specific concern or issue.
_______________6. It refers to the task of drawing inferences from the collected facts after
an analytical and or experimental study.
_______________7. It is intended to help reader understand why the research should
matter after reading the paper. It is synthesis of key points.
_______________8. These are based on the results of the research and indicate the specific
measures or directions that can be taken.

50
C. The answers of letter B are the parts of mini-research. Arrange them in proper order from
1 to 8 as 1 being the first part, 2 being the second and so on.
___ Discussion
___ Introduction
___ Conclusion
___ Research Question
___ Recommendation
___ Data Collection
___ Interpretation
___ Data Analysis
Activity 2. Minie’s Research
Directions: Below is an example of analyzing results of study using mean and measures of
position. Study the given example and give what is asked.
Example: Minie is asked to study the results of the scores of her 20 classmates in their
summative test in Mathematics 10 using measures of position. Study the steps
followed by Minie to study the results.
Step 1. Minie constructed a table to represent the scores of her group mates.
Table 1.1 Scores of the students
67 69 70 82
62 68 73 77
69 65 65 65
61 60 74 65
83 78 81 61
Step 2. She organized the data in frequency distribution table.

Table 1.2. Frequency Distribution Table
(15th score)
Q3 class
Step 3. Minie Class Interval Tally f <cf LB

calculated 80-84 ||| 3 20 79.5
the mean, 75-79 || 2 17 74.5
third quartile 70-74 ||| 3 15 69.5
and 65-69 |||||-||| 8 12 64.5
percentile 60-64 |||| 4 4 59.5
rank of 75.
a. To get the mean or average, simply add the scores then divide it to the total number
of students who took the exam.
Σ𝑥 Σ𝑥 1,395
x̅ = , where Σ𝑥 is sum of 𝑥 and N is number of data. x̅ = = = 69.75
N N 20

51
𝑘𝑁
−𝑐𝑓𝑏
4
b. To solve for the third quartile, use the formula 𝑄𝑘 = LB + ( )𝑖
𝑓𝑄𝑘
𝑘𝑁
b.1. Find the Q3 class using the formula: 4
3(20)
Thus, = 15 (This means that you need to find the class interval
4
where the 15th score is contained.)
b.2. Identify the values to be used basing from the Q1 class.
k=3 𝑐𝑓𝑏 = 12 LB = 69.5 𝑓𝑄3 = 3 N = 20 𝑖=5
b.3. Calculate for the third quartile

(3)(20)
−12
4
𝑄3 = 69.5 + ( )5
3
15−12
𝑄3 = 69.5 + ( )5
3
3
𝑄3 = 69.5 + (3) 5
𝑄3 = 69.5 + 5
𝑄3 = 74.5 (This means, 75% of the students got a score
less than or equal to 74.5)
Step 4. Minie solved the percentile rank of the score 75 using the same frequency distribution table.
The class Class Interval f <cf LB

where 75 is 80-84 3 20 79.5
included. 75-79 2 17 74.5
70-74 3 15 69.5
65-69 8 12 64.5
60-64 4 4 59.5
a. Identify the values basing from the table and the given score.
N = 20 P = 75 LB = 74.5 𝑓𝑝 = 2 𝑐𝑓𝑃 = 15 𝑖=5
b. Solve by substituting the given to the formula.
100 (P−𝐿𝐵)𝑓𝑃
𝑃𝑃𝑅 = [ + 𝑐𝑓𝑃 ]
𝑁 𝑖
100 (75−74.5)5
𝑃𝑃𝑅 = [ + 15]
20 5
100
𝑃𝑃𝑅 = (0.5 + 15)
20
100
𝑃𝑃𝑅 = 20 (15.5)
𝑃𝑃𝑅 = 77.50% (This means, 77.50% of the students got a score of 75 or
less and 22.50% of the students got 75 or more in the
summative test.)
Step 5. Minie analyzed and interpreted the results of her study as follows:
a. The average score of the 20 students in summative test in Mathematics 10 is 69.75.

52
b. 75% of the students got a score less than or equal to 74.5
c. 77.50% of the students got a score of 75 or less and 22.50% of the students got 75 or
more in the summative test.
Try These!
1. The following data represent a distribution of daily allowance of the students.
Table 2.1 Daily allowance of the students

20 30 40 50 60
25 35 45 55 65
70 80 90 60 75
35 70 50 95 85
15 80 40 50 30
65 75 35 30 45
55 40 60 40 50
25 65 40 55 100
a. Organize the data in a frequency distribution table.
Table 2.2 Frequency Distribution Table

CI Tally F <cf LB
91-100
81-90
71-80
61-70
51-60
41-50
31-40
21-30
11-20

53
b. Calculate the mean, third quartile and percentile rank of 60.
Mean Q3 PR
Analysis and Interpretation:
Activity 3. My Mini-Research Work
Directions: Conduct a mini-research on the academic performance of your class in English,

Mathematics and Science during the first quarter of S.Y. 2020-2021 applying the
statistical tools you have learned.
Sample Title: The Academic Performance of Grade 10-Diamond Students in English,

Mathematics and Science During the First Quarter of School Year 2020-2021
I. Introduction
II. Research Questions (Refer to the given example)
1. What is the average grade of Grade 10-Diamond in the three subjects?
2. What subject do the students in Grade 10-Diamond class excel most?
3. In what subject the students in Grade 10-Diamond class struggle?
III. Data Analysis
Table 1.1 Raw data
Table 1.2 Frequency distribution table
Table 1.3 Computations and Solutions
IV. Interpretation of Data
Table 2.1 Comparison of Data
Table 2.2 Scale
V. Conclusion
Procedures:
a. Gather the first quarter grades in English, Mathematics and Science of your
classmates.

54
b. Create a frequency distribution table in each subject.
c. Compute for the mean, third quartile and percentile rank of 50.
d. Interpret the result.
e. For the conclusion, answer the research questions.
Reflection
In this lesson, I have learned______________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References for Learners:
https://pixabay.com/photos/research-letters-scrabble-words-3691930/
https://pixabay.com/photos/books-library-education-literature-768426/
Answer Key:
Activity 1.
A.
R A M O D A T A A N A L Y S I S
P E E R S M O D E L M E A N N A
R M S R A P D A H M A E A A T D
I N T E R P R E T A T I O N R A
N A W C A S S Q I Q H H N O O T
C S Q O K R A W O E M C T V D A
I T S M L E C D L N Y O E E U C
P E A M G A T H E R C N E D C O
O R D E R T W U Q L O C N L T L
B R A N T H E Y I U N L S O I L
A F G D Y V P C M L E U D K O E
C V S A O D I S C U S S I O N C
K B A T N M L F Y N V I T B Z T
E L V I J I M R H T Y O Q I I I
D I M O L M Z T N R I N M O O
Q U E N N R T E W Q X V B O D N

55
B.
1. Introduction 5. Research Question
2. Discussion 6. Interpretation
3. Data Collection 7. Conclusion
4. Data Analysis 8. Recommendation
C.
3 Discussion
1 Introduction
7 Conclusion
2 Research Question
8 Recommendation
4 Data Collection
6 Interpretation
5 Data Analysis
Activity 2.
a. Table 2.2 Frequency Distribution Table
CI Tally F <cf LB
91-100 || 2 40 90.5
81-90 || 2 38 80.5
71-80 |||| 4 36 70.5
61-70 ||||| 5 32 60.5
51-60 |||||-| 6 27 50.5
41-50 |||||-| 6 21 40.5
31-40 |||||-||| 8 15 30.5
21-30 ||||| 5 7 20.5
11-20 || 2 2 10.5
b. Calculate the mean, third quartile and percentile rank of 60.
Mean Q3 PR
Σ𝑥 𝑘𝑁 𝑃𝑃𝑅 =
100
[
(P−𝐿𝐵)𝑓𝑃
+ 𝑐𝑓𝑃 ]
x̅ = − 𝑐𝑓𝑏
𝑄𝑘 = LB + ( 4
𝑁 𝑖
N )𝑖
2,130 𝑓𝑄𝑘
= 100 (60−60.5)5
40 𝑃𝑃𝑅 = [ + 27]
(3)(40) 40 10
= 53.25 − 27 100
(0.25 + 27)
𝑄3 = 60.5 + ( 4 ) 10 𝑃𝑃𝑅 = 40
5 100
𝑃𝑃𝑅 = 40 (27.25)
30 − 27 𝑃𝑃𝑅 = 68.125%
𝑄3 = 60.5 + ( ) 10
5
3
𝑄3 = 60.5 ( ) 10
5
𝑄3 = 60.5 + 6 = 66.5
Activity 3.
Students’ answer may vary.

Teacher I

56
MATHEMATICS 10
Section: _________________________________________ Date: ________________

MEASURES OF POSITION
What do you do when you are lost? Can you use tools like compass and GPS to figure
out where you are and how to get where you are going? In statistics, there are ways to figure
out where a data point or set falls called measures of position. Once you know where a data
set is, you can figure out what to do with it.
Measures of position are statistical techniques that divide a set of data into equal groups.
These are used for quantitative data that falls on some numerical scale. Sometimes, measures
can be applied to ordinal variables – those variables that have an order like first, second, …,
fiftieth.
In this learning activity sheet, you will learn how to analyze, interpret and solve
problems involving measures of position such as Quartiles, Deciles and Percentiles. More
importantly, you will deal with real life problems on measures of position and learn how to
interpret the results.
The learner uses appropriate measures of position and other statistical methods in
analyzing and interpreting research data (M10SP-IVh-j-1).
Directions
The following are series of activities that will guide you in using appropriate measures
of position and other statistical methods in analyzing and interpreting research data. Perform
each activity and you will be rated through the given rubrics. You may search on the internet
if you encounter unfamiliar terminologies and concepts for better understanding. You may also
contact your teacher if necessary.
Activity 1: Hidden Mathematics
In the word hunt puzzle, look for mathematical terms

related to measures of position being described by the given
definitions. Write the term on the space provided corresponds
to the definition in each item.

57
Y R A D N U O B R E W O L
C B O E C L A S I C L A B
N L C C A L V E C A V D O
E A A I L E Q L L R A L U
U C E L S S V I E C L A N
Q U C E S D C T U L E T D
E Q U S R L N N L U N U R
R P E R C I N E T I L E Y
F A D E S I L C E P N U F
U C L S C U S R V Q D C R
Q U A R T I L E S R U E E
A L U U L L A P S C Q A Q
C P E R C N T I L E S L Y
1) _________________________ - The nine score points which divide a distribution into

ten equal parts.
2) _________________________ - The ninety-nine score points which divide a
distribution into one hundred equal parts.
3) _________________________ - The score points which divide a distribution into four
equal parts.
4) _________________________ - The lower value of a class for group frequency
distribution whose values has additional decimal
place more than the class limits and end with the digit
5.
5) _________________________ - The number of values in a specific class of frequency
distribution.
6) _________________________ - It is the distance between the class lower boundary and
the class upper boundary and it is denoted by i.
Activity 2: BEAT that COVID
Directions: Study the given examples then give what is asked.
Example:
In a 50-item test in Mathematics, the scores of 25 students are illustrated in the table of
distribution below. Find the values of the following measures of position and interpret the
results:

58
(1) Q1 (2) D5 (3) P85
(Class Interval) Frequency Cumulative

Test Scores (f) Frequency (cf)
46 – 50 1 25
41 – 45 4 24 P85
36 – 40 9 20 D5
31 – 35 3 11
26 – 30 3 8 Q1
21 – 25 3 5
16 – 20 2 2
i=5 N=25
Solutions: Note: In solving for QUARTILE CLASSES,

consider the following:
1) To find Q1; To solve for Q1 class, use 1N
4

To solve for Q2 class, use 2N
a. Solve for Q1 class by using the formula:
4
To solve for Q3 class, use 3N
Q1 class = 1N 4
4
Q1 class = 1(25)
4
 (substitute the given values in the given equation)
 This
th
Q1 class = 6.25 means we need to find the class interval where the 6.25
score is contained using the set of cumulative frequencies. Thus,
6.25th score can be found on the class interval (26 – 30) with
cumulative frequency of 8 where Q1 can also be found.
b. Solve for Q1 using the formula: Where: LB = lower boundary of Q1 class

N = total frequency
1N – cfb cfb = cumulative frequency of the
Q1 = LB + 4 . . i class below the Q1 class
FQ1 FQ1= frequency of the Q1 class
i = size of the class interval
N = 25
Cfb = 5
FQ1 = 3  (Identify the given)
i =5
LB = 25.5
 (Subtract 0.5 from the lower number in the class interval which
is 26. Thus, LB = 26 – 0.5 = 25.5)
6.25 – 5 5
Q1 = 25.5 +
3  (Substitute the given values to the given formula)
Q1 = 27.58
 (Simplify) Note: In interpreting result for
c. Interpret the result Quartiles, we use:
25% for Q1
Therefore, 25% of the students 50% for Q2
have scores less than or equal to 27.58  75% for Q3

59
2) Consider the following to solve for D5
Note: In solving for DECILE CLASSES, consider the following:
To solve for D1 class, use 1N To solve for D6 class, use 6N

10 10
10 10
10 10
10 10
To solve for D5 class, use 5N
10
a. Solve for D5 class by using the formula:

D5 class = 5N
10
D5 class = 5(25)
10
 This
th
D5 class = 12.5 means we need to find the class interval where the 12.5
score is contained using the set of cumulative frequencies.
Thus, 12.5th score can be found on the class interval (36 – 40)
with cumulative frequency of 20 where D5 can also be found.
b. Solve for D5 using the formula: Where: LB = lower boundary of D5 class

N = total frequency
D5 = LB + 10 . . i class below the D5 class
FD5 FD5 = frequency of the D5 class
N = 25
Cfb = 11
FD5 = 9  (Identify the given)
i =5
LB = 35.5
is 36. Thus, LB = 36 – 0.5 = 35.5)
D5 = 35.5 + 12.5 – 11 5
D5 = 35.67
 (Simplify)
c. Interpret the result Note: In interpreting result for Deciles, we use:
10% for D1 60% for D6
Therefore, 50% of the students have
scores less than or equal to 35.67
 20% for D2 70% for D7
30% for D3 80% for D8
40% for D4 90% for D9
50% for D5

60
3) Consider the following to solve for P85
Note: In solving for PERCENTILE CLASSES, consider the following:
To solve for P10 class, use 10N To solve for P60 class, use 60N
100 100
100 100
100 100
100 100
To solve for P50 class, use 50N
100
a. Solve for P85 class by using the formula:

P85 class = 85N
100
P85 class = 85(25)
100
 This
th
P85 class = 21.25 means we need to find the class interval where the 21.25
score is contained using the set of cumulative frequencies. Thus,
21.25th score can be found on the class interval (41 – 45) with
cumulative frequency of 24 where P85 can also be found.
b. Solve for P85 using the formula: Where: LB = lower boundary of P85 class
N = total frequency
P85 = LB + 100. . i class below the P85 class
FP85 FP85 = frequency of the P85 class
N = 25
Cfb = 20
FP85 = 4  (Identify the given)
i =5
LB = 40.5
is 41. Thus, LB = 41 – 0.5 = 40.5)
P85 = 40.5 + 21.25 – 20 5

P85 = 40.81
 (Simplify)
Note: In interpreting result for Percentiles, we use:
c. Interpret the result
10% for P10 64% for P 64
Therefore, 85% of the students have 20% for P20 72% for P 721
scores less than or equal to 40.81  30% for P 30 86% for P 86
40% for P 40 98% for P98
50% for P 50 and so on…

61
Try These! In City ABC there are 40 positive cases of COVID-19 as of May 20, 2020. The
table of distribution below shows the frequency of the ages of said patients.
Determine the ages of patients belongs to: A) Q1; B) D5; and D) P75.
Cumulative
Ages of COVID Patients frequency
frequency
80– 89 1 40
70 – 79 5 39
60 – 69 13 34
50 – 59 8 21
40 – 49 2 13
30 – 39 6 11
20 – 29 3 5
10 – 19 1 2
0–9 1 1
i= 10 N=40
A) Solve and interpret Q1 .
Solve for Q1 class Given Solve for Q1
Interpretation:
B) Solve and interpret D5 .
Solve for D5 class Given Solve for D5
Interpretation:

62
C) Solve and interpret P75 .
Solve for P75 class Given Solve for P75
Interpretation:
Activity 3: “AM I TALLER THAN MOST OF MY CLASSMATES?”
Directions: Study the given examples then give what is asked.
Example: (PERCENTILE RANK)
In a 60-item Quarterly Exam in Mathematics 10, Annie’s score is 43 points. The table
below shows the obtained scores of the class where Annie belongs. Interpret Annie’s score.
Students’ scores
(f) Frequency (cf)
56 – 60 1 50
51 – 55 1 49
46 – 50 2 48
41 – 45 3 46
36 – 40 6 43
31 – 35 11 37
26 – 30 15 26
21 – 25 6 11
16 – 20 3 5
11 – 15 2 2
i=5 N = 50
Solution:
a. To solve for the PR, use the formula: Where:
LB = lower boundary of the class of given score
N = total frequency
100 (P – LB) f + cfb
PPR = cfb = cumulative frequency of the class below
N i
.
the class of given score

f = frequency of the class of given score
P = the given score

63
b. Identify the given:
P = 43
 (43 is within 41 – 45)
N = 50
f =3
cfb = 43
i =5
LB = 40.5
c. Substitute the given values in the formula
100 (P – LB) f + cfb

PPR =
N . i
100 (43 –40.5 ) 3 + 43

PPR =
50 . 5
PPR = 89
d. Interpret the result

Therefore, 89% of the scores are less than Annie’s score while 11% are higher than hers.
Try These! Suppose the table below shows John’s and his classmates’ heights. What does it
mean if John’s height is 64 inches?
Cumulative
Students height in inches frequency
frequency
69 – 71 2 40
66 – 68 3 38
63 – 65 5 35
60 – 62 20 30
57 – 59 7 10
54 – 56 2 3
51 – 53 1 1
i=3 N = 40
Write your answer with complete solution in the box.



64
Activity # 4: “Why are oysters greedy?”
Directions: Find the answers to the following questions. Write the letter of your answer to the
corresponding box in order to reveal why oysters are greedy.
1. If your score in a 50 item test is 30 and 30 is the 3rd quartile, what does this mean?
A - you got the highest score
E - 75% of the class did not pass the test
S - you surpassed 75% of your classmates
D - your score is higher than 25% of your classmates
2. In a 40 – item test, the passing mark is the 3rd quartile. What does this imply?
O - one should answer at least 10 items correctly to pass
I - one should answer at least 20 items correctly to pass
H - one should answer at least 30 items correctly to pass
C - one should answer at least 40 items correctly to pass
3. Leigh got a score of 45 which is equivalent to a 75th percentile rank in a Mathematics
test. Which of the following is NOT true?
I - Her score is below the 5th decile
F - If the passing mark is the first quartile, she passed the test.
B - 25% of the class got scores of 45 and above
C - She scored above 75% of her classmates
4. The 1st quartile of the ages of grade 10 students is 16 years. Which of the following
statements is true?
C - most of the students are below 16 years old
H - 25% of the students are 16 years old
D - grade 10 students are younger than 16 years
E - 75% of the students are 16 years old and above
5. In a flag ceremony, students per class are arranged in ascending order of heights. If you
are the median, what does this mean?
E - you are the tallest among your classmates
L - you are taller than half of the class
O - you are the shortest among your classmates
I - cannot be determined
6. The median of a score distribution of 15 test takers is 79. This can be interpreted
as_____.
A - 7 test takers scored above 79
L - 7 test takers scored below 79
F - 7 test takers scored below 79 and 7 test takers scored above 79
K - 14 students scored below 79.

65
Oysters are greedy because they are
1 2 4 5 5 6 3 1 2
Rubric for scoring
1 2 3
Point Points Points
Activity 1 Just enclosed the Enclosed the term Enclosed and
term but wrong definition defined correctly
Activity 2 Tried but wrong Correct solution but Correct solution and
answer wrong answer correct answer
Activity 3 Tried but wrong Correct solution but Correct solution and
answer wrong answer correct answer
Activity 4 Wrong answer Correct answer
Closure
These activities are about measures of position such as quartiles, deciles and percentiles
wherein you were able to illustrate, calculate a specified measure of position of set of data,
interpret and solved problems. More importantly, you were given the chance to formulate to
formulate and solve real-life problems and demonstrate your understanding of the lesson by
doing practical tasks.
Reflection
In this activity, I learned that _____________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References for learners
Andres, Sherwin R. et. Al. Simplified Math for Grade 10

Callanta, Melvin M. Infinity Workbook in Mathematics for Grade 10
Philippines-Australia Science & Mathematics Education Project (PASMEP)
Sirug, Winston S. PhD. Basic Probability and Statistics
Callanta, M. et. al. Mathematics: Learners Module in Grade 10 Pasig City: Rex Bookstore,
Inc., 2015

66
Answer Key
Activity #1
1) DECILE
2) PERCENTILE
3) QUARTILE
4) LOWER BOUNDARY
5) FREQUENCY
6) CLASS INTERVAL
Activity #2
1) Q1 = 37.83
Therefore, 25% of the ages of positive COVID patients are younger than or the same
as 37.83 years old
2) D5 = 58.25
This means 50% of the ages of positive COVID patients are younger than or the same
as 58.25 years old
3) P85 = 69.5
This means 85% of the ages of positive COVID patients are younger than or the same
as 69.5 years old
Activity #3
PPR = 81.25  81
This means, 81% of John’s classmates are shorter than him while 19% are taller than him.
Activity #4
Oysters are greedy because they are
S H E L L F I S H
1 2 4 5 5 6 3 1 2
Prepared by:
ROSALY O. RIVERA
Teacher – III
Aritao National High School

67

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Learning Activity Sheet in Mathematics

Printed by DepEd Regional Office No. 02

Practice Personal Hygiene Protocols at all times

Calculates a specified measure of position (e.g. 90th percentile) of a set of data. 11

Interprets measures of position. (M10SP-IVc-1 24

Solves problems involving measures of position. (M10SP-IVd-e-1), 33

Formulates statistical mini-research. (M10SP-IV-f-g-1) 48

Uses appropriate measures of position and other statistical methods in analyzing 56

Practice Personal Hygiene Protocols at all times

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency with code

Practice Personal Hygiene Protocols at all times

Below are concepts on measures of position with illustrative examples followed by

Practice Personal Hygiene Protocols at all times

Step 2. Calculate the position of

______1. At what point can we find the

The given data are weights (in kilograms) of 9 students: 49,50,45,48,53,47,55,54,58.

Steps in Finding Q1. Steps in Finding D8.

Practice Personal Hygiene Protocols at all times

ACTIVITY 2: One Step at a Time

Step 3. Locate the 2nd and 3rd

students in Grade 10 which are as

Practice Personal Hygiene Protocols at all times

ACTIVITY 3: Match My Letter

Find P57 and P88 given the ages of 20 members in an organization.

Solution for P57 Solution for P88

Practice Personal Hygiene Protocols at all times

Find the following: Q1 , Q3 , D2, D9 , P15, P33, P67, P84

To find the desired measure of position, we consider the following steps:

Practice Personal Hygiene Protocols at all times

In this lesson, I have learned ______________________________________________

Practice Personal Hygiene Protocols at all times

Writer: Kathleen Joy G. Aban

LEARNING ACTIVITY SHEET

Practice Personal Hygiene Protocols at all times

Background Information for Learners

Learning Competency with code

The learner calculates a specified measure of position (e.g. 90 th percentile) of a set of

Table 1. Scores of 20 students in Mathematics

Practice Personal Hygiene Protocols at all times

Practice Personal Hygiene Protocols at all times

ACTIVITY 2: Apple of The Eye

Question: How many apples is left for Ms. Quorona?

Table 3. Scores of students in Mathematics

interval or i = Upper limit (UL) – lower limit (LL) + 1

Practice Personal Hygiene Protocols at all times

To solve for the first quartile (Q1):

Class Lower Less the

Step 2: Identify the values to be used basing from the Q1 class.

Step 3: Solve by substituting the values to the formula.

ACTIVITY 3. The Message

What is the message of your loved ones?

Practice Personal Hygiene Protocols at all times

Table 4. Earned points of 24 different network users

YOU = 44.7 ARE = 44 LOVE = 35.5 IMPORTANT = 26

Let’s move on to deciles. Refer to the frequency distribution in Table 3.

where: k = kth decile, where k=1,2,3,…,9

Solve for the sixth decile (D6)

___ _ _ _ _ ___

___ _ – _ ___

___ _ _ _ _ _ _ _ ___