Learning Area Grade Level Quarter Date I. Lesson Title Ii. Most Essential Learning Competencies (Melcs) Iii. Content/Core Content
Learning Area Grade Level Quarter Date I. Lesson Title Ii. Most Essential Learning Competencies (Melcs) Iii. Content/Core Content
W2
Mathematics
Quarter Fourth Date
I. LESSON TITLE FINDING MEASURES OF POSITION
II. MOST ESSENTIAL LEARNING The learner calculates a specified measure of position (e.g. 90 th
COMPETENCIES (MELCs) percentile) of a set of data. (M10SP-IVb-1)
III. CONTENT/CORE CONTENT Calculating a measure of position (grouped and ungrouped data)
IV. LEARNING PHASES AND LEARNING ACTIVITIES
A. Introduction (Time Frame: 20 minutes)
Learning Objectives: At the end of the lesson, you are able to:
a. identify the procedures in calculating measures of position of ungrouped and grouped data;
b. use the appropriate formula in finding measures of position of grouped data; and
c. appreciate the usefulness of measures of position in real life situations.
In Grade 7 Mathematics, you encountered finding median of a set of values. Let us review your knowledge and skills on it.
Study the text below.
In a 10-item Math quiz, 10 students got the following scores: 4, 8, 6, 3, 4, 5, 6, 7, 7, 10. Find the median of the scores.
These steps are somehow similar with finding the measures of position of ungrouped data. Study the lesson below.
B. Development (Time Frame: 80 minutes)
1. Quartiles – the score points which divide a distribution into four equal parts. (Figure 1)
a. First Quartile – the value where the twenty-five percent (25%) of the distribution
are below it. It is denoted by 𝑄1 . It is also called as the lower
quartile.
b. Second Quartile – the value where fifty percent (50%) or half of the distribution are
below it. It is denoted by 𝑄2 and also the median of the distribution.
c. Third Quartile – the value where seventy-five percent (75%) of the distribution are
below it. It is denoted by 𝑄3 . It is also called as the upper quartile.
Figure 1
IV. LEARNING PHASES AND LEARNING ACTIVITIES
Mendenhall and Sincich Method – a method that can be used in calculating quartiles.
Illustrative Example 1
Find 𝑄1 , 𝑄2 , and 𝑄3 of the following distribution: 3, 5, 2, 5, 4, 6, 8, 7, 4.
STEPS ILLUSTRATION
1. Arrange the values in the distribution in ascending order. 2, 3, 4, 4, 5, 5, 6, 7, 8
𝟏 𝑛=9
2. (a) Find the position of 𝑄1 by using (𝒏 + 𝟏) where n is the
𝟒
number of values. The resulting value must be rounded to 1 1 1
the nearest integer. However, if the resulting value falls Position of 𝑄1 = (𝑛 + 1) = (9 + 1) = (10) = 2.5. The
4 4 4
halfway between two integers, round it up. resulting value 2.5 becomes 3 after rounding up. Therefore,
in the distribution, the third value is 4 and that is 𝑄1
(b) Find the position of 𝑄2 by finding the median.
In the distribution, the middle value or the median is 5.
(c) Find the position of 𝑄3 by using
3
(𝑛 + 1) where n is the Hence, 𝑄2 = 5.
4
number of values. The resulting value must be rounded to 3 3 3
the nearest integer. However, if the resulting value falls Position of 𝑄3 = (𝑛 + 1) = (9 + 1) = (10) = 7.5. The
4 4 4
halfway between two integers, round it down. resulting value 7.5 becomes 7 after rounding down.
3. Look at the arranged distribution. Based on the given distribution,
2. Deciles – the nine score points which divide a distribution into ten equal parts. They are denoted as 𝐷1 , 𝐷2 , 𝐷3 , … , 𝐷9 . (Figure
2)
Figure 2
Finding deciles is similar to finding quartiles except to the formula being used in finding its positions.
Illustrative Example 2
Find the third decile (𝐷3 ) and the seventh decile (𝐷7 ) of the distribution: 3, 5, 2, 5, 4, 6, 8, 7, 4.
STEPS ILLUSTRATION
1. Arrange the values in the distribution in ascending order. 2, 3, 4, 4, 5, 5, 6, 7, 8
3 3
2. (a) In finding the position of the third decile (𝐷3 ), use (𝑛 + 1) where n is the (a) Position of 𝐷3 = (9 + 1) =
10 10
number of values. 3
(10) =3
7 10
(b) In finding the position of the seventh decile (𝐷7 ), use (𝑛 + 1) where n is the 𝐷3 is the 3rd data
10
number of values.
7
(b) Position of 𝐷7 = (9 + 1) =
10
Note: The fifth decile (𝐷5 ) is also the median of the distribution. 7
(10) =7
10
𝐷7 is the 7th data
IV. LEARNING PHASES AND LEARNING ACTIVITIES
3. Look at the distribution. Based on the distribution,
Third Decile (𝐷3 ): the value in the distribution that falls under the computed 𝐷3 = 4
position of 𝐷3 . 𝐷7 = 6
Seventh Decile (𝐷7 ): the value in the distribution that falls under the computed
position of 𝐷7
3. Percentiles – the ninety-nine score points which divide a distribution into one hundred equal parts.
Figure 3
It can be used to determine the values for 1%, 2%, …., and 99% of the distribution. 𝑃40 or 40th percentile of the distribution
means 40% of the distribution have values less than or equal to 𝑃40 .
Finding percentiles is similar to finding quartiles and deciles except to the formula being used in finding its positions.
Illustrative Example 3
STEPS ILLUSTRATION
1. Arrange the values in the distribution in ascending order. 2, 3, 4, 4, 5, 5, 6, 7, 8
2. In finding the position of the 30th percentile (𝑃30 )of the (a) Position of 𝑃30 =
30
(9 + 1) =
30
(10) = 3
30 100 100
distribution, use (𝑛 + 1) where n is the number of values. 𝑃30 is the 3rd data.
100
30th Percentile (𝑃30 ): the value in the distribution that falls 𝑃30 = 4
under the computed position of 𝑃30 .
*To get Lower Boundary (LB), subtract 0.5 from the lower limit.
*To get Less than Cumulative Frequency (<cf), add each frequency starting at the bottom.
For 𝑄1
STEPS ILLUSTRATION
1. Find the position of the 𝑄1 class. 𝑁 50
Position of the 𝑄1 class = = = 12.5.
4 4
2. Then, look for the class interval where 12.5th value belongs to 7th – 18th value.
12.5th value belongs. 6-10 is the 𝑄1 class.
3. LB is the lower boundary of the 𝑄1 class. 𝐿𝐵 = 5.5
4. 𝑐𝑓𝑏 is the less than cumulative 𝑐𝑓𝑏 = 6
frequency below the 𝑄1 class.
5. 𝑓𝑄1 is the frequency of the 𝑄1 class 𝑓𝑄1 = 12
6. 𝑖 is the size of class interval. Count the 𝑖=5
values from a class interval.
7. Substitute the values in the formula and 𝑘𝑁
− 𝑐𝑓𝑏
get the final answer. 𝑄1 = 𝐿𝐵 + ( 4 )𝑖
𝑓𝑄1
1(50)
−6
𝑄1 = 5.5 + ( 4 )5
12
12.5 − 6
𝑄1 = 5.5 + ( )5
12
6.5
𝑄1 = 5.5 + ( ) 5
12
6.5
𝑄1 = 5.5 + ( ) 5
12
𝑄1 ≈ 8.21
*≈ is the symbol used to denote
approximation. It is used in this example
since 𝑄1 is approximated.
For 𝑄2
STEPS ILLUSTRATION
1. Find the position of the 𝑄2 class. 𝑁 50
Position of the 𝑄2 class = = = 25.
2 2
2. Then, look for the class interval where 25th value belongs to 19th – 27th value.
25th value belongs. 11-15 is the 𝑄2 class.
3. LB is the lower boundary of the 𝑄2 class. 𝐿𝐵 = 10.5
4. 𝑐𝑓𝑏 is the less than cumulative 𝑐𝑓𝑏 = 18
frequency below the 𝑄2 class.
5. 𝑓𝑄2 is the frequency of the 𝑄2 class 𝑓𝑄2 = 9
6. 𝑖 is the size of class interval. Count the 𝑖=5
values from a class interval.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
7. Substitute the values in the formula and 𝑁
− 𝑐𝑓𝑏
get the final answer. 𝑄2 = 𝐿𝐵 + ( 2 )𝑖
𝑓𝑄2
50
− 18
𝑄2 = 10.5 + ( 2 )5
9
25 − 18
𝑄2 = 10.5 + ( )5
9
7
𝑄2 = 10.5 + ( ) 5
9
𝑄2 ≈ 14.39
For 𝑄3
STEPS ILLUSTRATION
1. Find the position of the 𝑄3 class. Position of the 𝑄3 class =
3𝑁
=
3(50)
= 37.5.
4 4
2. Then, look for the class interval where 37.5thvalue belongs to 28th
– 38th value.
37.5th value belongs. 16-20 is the 𝑄3 class.
3. LB is the lower boundary of the 𝑄3 class. 𝐿𝐵 = 15.5
4. 𝑐𝑓𝑏 is the less than cumulative 𝑐𝑓𝑏 = 27
frequency below the 𝑄3 class.
5. 𝑓𝑄3 is the frequency of the 𝑄3 class 𝑓𝑄3 = 11
6. 𝑖 is the size of class interval. Count the 𝑖=5
values from a class interval.
7. Substitute the values in the formula and 3𝑁
− 𝑐𝑓𝑏
get the final answer. 𝑄3 = 𝐿𝐵 + ( 4 )𝑖
𝑓𝑄3
3(50)
− 27
𝑄3 = 15.5 + ( 4 )5
11
37.5 − 27
𝑄3 = 15.5 + ( )5
11
10.5
𝑄3 = 15.5 + ( )5
11
𝑄3 ≈ 20.27
2. Deciles
. In computing the deciles of grouped data, use the formula below:
𝑘𝑁
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵 + ( 10 )𝑖
𝑓𝐷𝑘
where: LB=lower boundary of the 𝐷𝑘 class
N=total frequency
𝑐𝑓𝑏 =cumulative frequency of the class before the 𝐷𝑘 class
𝑓𝐷𝑘 =frequency of the 𝐷𝑘 class
𝑖=size of class interval
𝑘= nth decile, where n=1, 2, 3, 4, 5,6 ,7 8, 9
Illustrative Example 5
Calculate the 7th decile of the distribution in Illustrative Example 4.
Solution:
Class Frequency Lower Less than
Interval (f) Boundary Cumulative
(LB) Frequency
(<cf)
26-30 4 26-0.5=25.5 46+4=50
21-25 8 21-0.5=20.5 38+8=46
(28th-38th value) 𝐷7 class
16-20 11 16-0.5=15.5 27+11=38
11-15 9 11-0.5=10.5 18+9=27
6-10 12 6-0.5=5.5 6+12=18
1-5 6 1-0.5=0.5 6
N=50
IV. LEARNING PHASES AND LEARNING ACTIVITIES
STEPS ILLUSTRATION
1. Find the position of the 𝐷7 class. Position of the 𝐷7 class =
7𝑁
=
7(50)
= 35.
10 10
2. Then, look for the class interval where 35th value belongs to 28th – 38th value.
35th value belongs. 16-20 is the 𝑄3 class.
3. LB is the lower boundary of the 𝐷7 class. 𝐿𝐵 = 15.5
4. 𝑐𝑓𝑏 is the less than cumulative 𝑐𝑓𝑏 = 27
frequency below the 𝐷7 class.
5. 𝑓𝐷7 is the frequency of the 𝐷7 class 𝑓𝐷7 = 11
6. 𝑖 is the size of class interval. Count the 𝑖=5
values from a class interval.
7. Substitute the values in the formula and 7𝑁
− 𝑐𝑓𝑏
get the final answer. 𝐷7 = 𝐿𝐵 + ( 10 )𝑖
𝑓𝐷7
7(50)
− 27
𝐷7 = 15.5 + ( 10 )5
11
35 − 27
𝐷7 = 15.5 + ( )5
11
8
𝐷7 = 15.5 + ( ) 5
11
𝐷7 ≈ 19.14
3. Percentiles
In computing the percentiles of grouped data, use the formula below:
𝑘𝑁
− 𝑐𝑓𝑏
𝑃𝑘 = 𝐿𝐵 + (100 )𝑖
𝑓𝑃𝑘
where: LB=lower boundary of the 𝑃𝑘 class
N=total frequency
𝑐𝑓𝑏 =cumulative frequency of the class before the 𝑃𝑘 class
𝑓𝑃𝑘 =frequency of the 𝑃𝑘 class
𝑖=size of class interval
𝑘= nth percentile, where n=1, 2, 3, 4, 5,6 ,7 8, 9, …, 99
Illustrative Example 6
Calculate the 65th percentile of the distribution in Illustrative Example 4.
Solution:
Class Frequency Lower Less than
Interval (f) Boundary Cumulative
(LB) Frequency
(<cf)
26-30 4 26-0.5=25.5 46+4=50
21-25 8 21-0.5=20.5 38+8=46
(28th-38th value) 𝑃65 class
16-20 11 16-0.5=15.5 27+11=38
11-15 9 11-0.5=10.5 18+9=27
6-10 12 6-0.5=5.5 6+12=18
1-5 6 1-0.5=0.5 6
N=50
STEPS ILLUSTRATION
1. Find the position of the 𝑃65 class. Position of the 𝑃65 class =
65𝑁
=
65(50)
=
100 100
32.5.
2. Then, look for the class interval where 32.5th value belongs to 28th – 38th value.
32.5th value belongs. 16-20 is the 𝑄3 class.
3. LB is the lower boundary of the 𝑃65 class. 𝐿𝐵 = 15.5
4. 𝑐𝑓𝑏 is the less than cumulative 𝑐𝑓𝑏 = 27
frequency below the 𝑃65 class.
5. 𝑓𝑃65 is the frequency of the 𝑃65 class 𝑓𝑃65 = 11
IV. LEARNING PHASES AND LEARNING ACTIVITIES
6. 𝑖 is the size of class interval. Count the 𝑖=5
values from a class interval.
7. Substitute the values in the formula and 65𝑁
− 𝑐𝑓𝑏
get the final answer. 𝑃65 = 𝐿𝐵 + ( 100 )𝑖
𝑓𝑃65
65(50)
− 27
𝑃65 = 15.5 + ( 100 )5
11
32.5 − 27
𝑃65 = 15.5 + ( )5
11
5.5
𝑃65 = 15.5 + ( ) 5
11
𝑃65 = 18
C. Engagement (Time Frame: 30 minutes)
Learning Task 1
Solve the following problem.
The weights of the students in a class are the following: 69, 70, 75, 66, 83, 88, 66, 63, 61, 68, 73, 57, 52, 58, and 77. Calculate the
following:
1. 𝑄1 4. 𝑃45
2. 𝑄3 5. 𝑃80
3. 𝐷6
Learning Task 2
Given the frequency distribution, compute for the third quartile, fourth decile, and 65 th percentile.
Class Interval f <cf
81-90 7 60
71-80 10 53
61-70 15 43
51-60 4 28
41-50 12 24
31-40 6 12
21-30 3 6
11-20 2 3
1-10 1 1
D. Assimilation (Time Frame: 30 minutes)
Learning Task 3A
Consider the situation below and solve the following problem.
Mr. Mel Santiago is the sales manager of JERRY’S Bookstore. He has 40 sales staff members who visit college professors all over
the Philippines. Each Saturday morning, he requires his sales staff to send him a report. This report includes, among other
things, the number of professors visited during the previous week. Listed below, ordered from smallest to largest, are the
number of professors visited last week.
38 40 41 45 48 48 50 50 51 51 52 52 53 54 55 55 55 56 56 57 59 59 59 62 62 62 63 64 65 66 66 67 67 69 69 71
77 78 79 79
Determine the following:
a. 3rd quartile
b. 9th decile
c. 35th percentile
Learning Task 3B
The following is a distribution for the number of employees in 45 companies belonging to a certain industry. Calculate the
third quartile, 85th percentile, and 4th decile of the number of employees given the number of companies.
Number of Employees Number of Companies
41-45 11
36-40 6
31-35 9
26-30 7
21-25 8
16-20 4
IV. LEARNING PHASES AND LEARNING ACTIVITIES
V. ASSESSMENT (Time Frame: 30 minutes)