10

Mathematics
Quarter 4 – Module 6
(week 8 to week 9)
Appropriate Measures of Position
and Other Statistical Methods in
Analyzing and Interpreting
Research Data
About the Module
This module was designed and written with you in mind. It is here to help you
master the skills in using the appropriate measures of position and other statistical
methods in analyzing and interpreting research data.
The scope of this module permits it to be used in many different learning
situations. The language used recognizes your diverse vocabulary level as a
student. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

This module is divided into three lessons, namely:

Lesson 1 – Analyze and Interpret Measures of Position for Ungrouped Data
Lesson 2 – Analyze and Interpret Measures of Position for Grouped Data
Lesson 3 _ Use Appropriate Measures of Position In Solving a Problem

After going through this module, you are expected to:

1. demonstrate understanding of key concepts of measures of position;
2. solve problems involving measures of position; and
3. use appropriate measures of position and other statistical methods in
analyzing and interpreting research data.

ii
 What I Know (Pre-Test)
Instructions: Read each item carefully. Choose only the letter of the
correct answer and write it on a separate answer sheet.
1. The nine score points which divide a distribution into ten equal parts.
A. percentiles C. quartiles
B. deciles D. quantiles
2. The score points which divide the distribution into four equal parts.
A. percentiles C. quartiles
B. deciles D. quantiles
3. When a distribution is divided into hundred equal parts, each score point that
describes the distribution is called _______________.
A. percentiles C. quartiles
B. deciles D. quantiles
4. To compute for the kth quartile for ungrouped data, what formula is used? We
use the _______________ formula.
𝐾
A. 𝑄𝑘 = 𝑄3 -𝑄1 C. 𝑄𝑘 = (𝑛 + 1)
4
𝑘𝑁
𝐾 ( − 𝐶𝑓𝑏 )
B. 𝑄𝑘 = (𝑛 + 1) D. 𝑄𝑘 = LB + [ 4
]i
10 𝑓𝑄𝑘

5. In calculating the kth percentile for grouped data, what formula is used? We use
the _______________ formula.
𝑘𝑁
𝑘 ( − 𝐶𝑓𝑏 )
A. 𝑃𝑘 = (n + 1) C. 𝑃𝑘 = LB + [ 100
]
50 𝑓𝑃𝑘
𝑘 100 (𝑃 − 𝐿𝐵)𝑓𝑃
B. 𝑃𝑘 = 100
(n + 1) D. 𝑃𝑃𝑅 = 𝑁
[ 𝑖
+ 𝐶𝑓𝑝 ]
6. What measures of positions divide a distribution into four, ten, and hundred
equal parts?
A. percentiles C. quartiles
B. deciles D. quantiles

7. In a 70-item test, Melody got a score of 50 which is the third quartile. This
means that:
A. she got the highest score.
B. her score is higher than 25% of her classmates.
C. she surpassed 75% of her classmates.
D. seventy-five percent of the class did not pass the test.
8. Rochelle got a score of 55 which is equivalent to 70th percentile in a mathematics
test. Which of the following is NOT true?
A. She scored above 70% of her classmates.
B. Thirty percent of the class got scores of above 55.
C. If the passing mark is the first quartile, she passed the test.
D. Her score is below the 5th decile
9. In a 100-item test, the passing mark is the 3rd quartile. What does it imply?
A. The students should answer at least 75 items correctly to pass the test.
B. The students should answer at least 50 items correctly to pass the test.
C. The students should answer at most 75 items correctly to pass the test.
D. The students should answer at most 50 items correctly to pass the test.

1
10. The 1st quartile of the ages of 250 fourth year students is 16 years old. Which
of the following statements is true?
A. Most of the students are below 16 years old.
B. Seventy-five percent of the students are 16 years old and above.
C. Twenty-five percent of the students are 16 years old.
D. One hundred fifty students are younger than 16 years.
11. In a group of 55 examinees taking the 50-item test, Rachel obtained a score of
38. This implies that her score is _______________.
A. below the 50th percentile C. the 55th percentile
B. at the upper quartile D. below the 3rd decile
12. In solving for the kth decile for grouped data, we use the ______________
formula.
𝑘𝑁
𝐾 ( − 𝐶𝑓𝑏 )
A. 𝐷𝑘 = (𝑛 + 1) C. 𝐷𝑘 = LB + [ 100
]i
100 𝑓𝐷𝑘
𝑘𝑁
𝐾 ( −𝐶𝑓𝑏 )
B. 𝐷𝑘 = (𝑛 + 1) D. 𝐷𝑘 = LB + [ 10
]i
4 𝑓𝐷𝑘

13. The NAT scores of 15 students of Grade 10 – Star Section are as

follows:92,89,81,91,82,80,87,85,81,79,79,81,90,94,80. The computed quartile
are as follows 𝑄1 = 80 , 𝑄2 = 82, and 𝑄3 = 90. Which of the following statement is
not true?
A. 25% of the students scored equal to or below 80.
B. The median score is 82.
C. 50% of the takers scored 82 and below.
D. 75% of the takers scored 90 and above.
14. The following are the number of years of service of 20 public school
teachers:4,5,6,6,7,8,10,10,11,16,17,17,18,19,20,20,21,23,25,30. What is the
85th percentile?
A. 25.4
B. 24.4
C. 22.7
D. 21.7
15. John and his classmates Peter, Jacob and Zac took a college entrance exams.
Each of them got the percentile 85th, 77th, 90th and 50th respectively on one
subject. Which of the following statement is not true about Zac’s percentile for
the exam?
A. Zac scored above 50% of his classmates.
B. Zac got a score equivalent to the median of the scores of all the
examinees.
C. Zac got the lowest percentile among his classmates
D. Zac got the highest score among his four classmates

2
Lesson Analyze and Interpret
1 Measures of Position for
Monday
Ungrouped Data
What I Need to Know
At the end of this lesson, you are expected to:
• use appropriate measures of position and other statistical methods in
analyzing and interpreting research data.

What’s In
Have you asked yourself why a certain examinee in any national
examination gets higher rank than the other examinees? Some state colleges
and universities are offering scholarship programs for graduating students
who belong to the upper 5%, 10%, or even 25%. What does this mean to
you?

A measure of position determines the position of a single value in relation

to other values in a sample or a population data set.

3
 What’s New
Measures of Position for Ungrouped Data

Terms to Remember:

Quartiles – the values that divide a set of ordered observations in an

array into 4 equal parts.
Inter Quartile Range – is the difference between 𝑄3 and 𝑄1 (IQR = 𝑄3 - 𝑄1 )
Deciles – the values that divide a set of ordered observations in an array
into 10 equal parts.
Percentiles – the values that divide a set of ordered observations in an
array into 100 equal parts.
Quantiles – measures of position that divide a distribution into four, ten,
and hundred equal parts. Such measure of positions are quartiles,
and percentiles.
Linear Interpolation – is the process of finding a value between two
points on a line. Sometimes the quartile point will be between two
numbers. In order to get the exact value of the quartile, you need to
use interpolation.

What Is It
Quartile for Ungrouped Data

1
First quartile ( 4 ) also called the lower quartile

25% of the data has a value  𝑄1

1
Second quartile ( 2 ) also called median
50% of the data has a value  𝑥̅ = 𝑄2
3
Third quartile ( ) also called the upper quartile
4
75% of the data has a value  𝑄3

Example 1: Find the first quartile (𝑄1 ), given the scores of 9 students in their
Mathematics activity using Linear Interpolation. Interpret the results.
Scores of 9 students : 1, 3, 7, 7, 16, 27, 30, 3, 21
Step 1 : Arrange the scores in ascending order..
1, 3, 7, 7, 16, 21, 27, 30, 31
Step 2 : Locate the position of the score in the distribution.
1
Given: First quartile( 4 ) is 𝑄1 ,
n = 9 students
1
Position of 𝑄1 = ( n + 1 )
4
1
= 4
(9+1)

4
 1
= 4 ( 10 )
𝑄1 = 2.5th position
Since the result is a decimal number, interpolation is needed.
Step 3 : Interpolate(get the exact value of the quartile) the value to obtain
the 1st quartile
Table 1
Scores 1 3 7 7 16 21 27 30 31
Position first second third fourth fifth sixth seventh eighth ninth

2.5th position is between 3 and 7. Second position is 3 while in the third

position is 7. Use linear interpolation to get the exact position of 𝑄1 .

Subtract the 2nd data from the 3rd data

7–3=4
Multiply the result by the decimal part obtained in Step 2 ( position of
𝑄1 ) 2 is the integer part
2.5th position 0.5 is the decimal part
4( 0.5) = 2
2nd data
2.5 position is 3 + 2 = 5
th
Interpolated decimal part 7 – 3 = 4 , 4( 0.5 )= 2
Therefore the value of 𝑄1 = 5

Interpretations
a. The first quartile is less than or equal to 5.
b. 25% of the data has a value  𝑄1
c. 25% of the students got a score below or equal to 5.
d. 75% of the sores are above 𝑄1 .

The second quartile and third quartile is solved in the same manner. The
following are the formulas:
1
Position of second quartile 𝑄2 = 2 ( n + 1 )
3
Position of third quartile 𝑄3 = (n+1)
4

Decile for Ungrouped Data

Example 2 : Given are scores of 13 students who took the Statistics test.
Determine the third decile ( 𝐷3 ).
Scores : 12,15,10,8,5,9,4,9,3,10,8,5,7
Solution:
Arrange the data : 3,4,5,5,7,8,8,9,9,10,10,12,15
Table 2
Scores 3 4 5 5 7 8 8 9 9 10 10 12 15
Position 1st 2nd 3rd 4th 5th 6th 7th 8th 9nt 10th 11th 12th 13th
Given : k = 3 , n = 13
3 ( 13+1 ) 3 ( 14 ) 42
Compute 𝐷3 = 10
= 10 = 10 = 4.2

5
4.2th position is between 5 and 7. Fourth position is 5 while in the fifth
position is 7. Use linear interpolation to get the exact position of 𝐷3.

Subtract the 4th data from the 5th data

7–5=2
Multiply the result by the decimal part obtained in Step 2 ( position of
𝑄1 ) 4 is the integer part
4.2 position
nd 0.2 is the decimal part
2( 0.2) = 0.4
4th score

4.2th position is 5 + 0.4 = 5.4

Interpolated decimal part 7 – 5 = 2 , 2( 0.2 )= 0.4
Therefore the value of 𝐷3= 5.4

The third decile or 𝐷3 is less than or equal to 5.4 or 30% of the scores
has a value  𝐷3. Also, there are 30% of the students who got a score
below or equal to 5.4. What other interpretation can you give in this
example?

Percentile for Ungrouped Data

E
x
a
m
p
l
e

The following are the number of years of service of 20 public school

teachers : 2,3,4,5,6,7,8,10,11,16,17,17,18,19,20,21,23,24,27, 30.
Determine the 90th percentile and interpret.

No. of years of service : 2,3,4,5,6,7,8,10,11,16,17,17,18,19,20,21,23,

24, 27, 30
19th position
18 position
th

Given : k = 90 , n = 20
90 ( 20+1 ) 90 ( 21 ) 1890
Compute 𝑃90 = 100
= 100 = 100 = 18.9
= 24 + 0.9(27 – 24) = 24 + 2.7
𝑃90 = 26.7

90% of the teachers have been working for less than or equal to 26.7 years.
What other interpretation can you give in this example?

6
 What’s More
Activity No. 1
Using the same given in example number 1,
Table 3
Scores 1 3 7 7 16 21 27 30 31
Position first second third fourth fifth sixth seventh eighth ninth
1. determine the second quartile and interpret;
2. determine the third quartile and interpret.

Activity No. 2
Using the same given in example number 2,
Table 4
Scores 3 4 5 5 7 8 8 9 9 10 10 12 15
Position 1st 2nd 3rd 4th 5th 6th 7th 8th 9nt 10th 11th 12th 13th

1. determine 𝐷5 and interpret;

2. determine 𝐷9 and interpret.

Activity No. 3
The following are the number of years of service of 20 public
school teachers : 2,3,4,5,6,7,8,10,11,16,17,17,18,19,20,21,23,24,27, 30
(example number 3).
1. Determine 𝑃25 and interpret.
2. Determine 𝑃50 and interpret.

What I Need to Remember

Activity No. 4

Write in 3-5 sentences some valuable lesson/s learned from this topic.
_________________________________________________
_________________________________________________
_________________________________________________

7
 Try This!
Activity No. 5
Find word or words related to measures of position.

Lesson Analyze and Interpret

2 Measures of Position for
Tuesday
Grouped Data
What I Need to Know
At the end of this lesson, you are expected to:
• use appropriate measures of position and other statistical methods
in analyzing and interpreting research data.

8
 What’s In
In lesson 1, you have learned about measures of position for ungrouped data. In the
succeeding topic, measures of position in a grouped data will be discussed. Mastery of the
previous topic and its activities is a must. As you study the module, you may answer the
question: How are measures of position for grouped data used in real-life situations?

What’s New

Measure of Position for Grouped Data

Formulas:
In computing the quartiles of grouped data, the following formula is
used:
𝑘𝑁
( − 𝐶𝑓𝑏 )
𝑄𝑘 = LB + [ 4
𝑓𝑄𝑘
]i
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

In computing the deciles of grouped data, the following formula is

used:
𝑘𝑁
( −𝐶𝑓𝑏 )
𝐷𝑘 = LB + [ 10
𝑓𝐷𝑘
]i

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

9
 i = size of class interval
k = nth decile, where n = 1, 2, 3, 4, 5, 6, 7, 8, and 9

In computing the percentiles of grouped data, the following formula is

used:
𝑘𝑁
( − 𝐶𝑓𝑏 )
𝑃𝑘 = LB + [ 100
𝑓𝑃𝑘
]𝑖
where: LB = lower boundary of the kth percentile class
N = total frequency
𝐶𝑓𝑏 = cumulative frequency of the class before the percentile
class
𝑓𝑃𝑘 = frequency of the percentile class
i = size of class interval
k = nth percentile, where n = 1, 2, 3,…,97, 98, and 99
Percentile Rank
100 (𝑃 − 𝐿𝐵)𝑓𝑃
𝑃𝑃𝑅 = 𝑁 [ 𝑖
+ 𝐶𝑓𝑝 ]

where: PR = percentile rank, the answer will be a percentage

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
LB = lower boundary of the kth percentile class
N = total frequency
i = size of class interval

What Is It
Quartile for Grouped Data

Example 1: Calculate 𝑄3 of the Mathematics test scores of 50 students.

Table 5
Scores Frequency
46 - 50 4
41 - 45 8
36 - 40 11
31 - 35 9
26 - 30 12
21 - 25 6
𝑘𝑁
4
1(𝑁)
𝑄1 class = 4
2(𝑁)
𝑄2 class = 4
3(𝑁)
𝑄3 class = 4
Solution:
3(𝑁) 3(50)
𝑄3 class: 4 = 4
LB = 35.5
150
= 4
N = 50
= 37.5 𝐶𝑓𝑏 = 27
𝑓𝑄3 = 11
i =5

10
This means that you need to find the class interval where 37.5th score is contained.

Table 6
Class Interval Frequency Lower Less Than
Scores (f) Boundaries Cumulative
(LB) Frequency
(<cf)
46 - 50 4 45.5 50
41 - 45 8 40.5 46
36 – 40 11 35.5 38
Class interval 𝒇𝑸𝟑 LB (28th-38th 37.5 is
contained in
for 𝑸𝟑 (frequency for (lower score) 𝑸𝟑
this class
𝑸𝟑 ) boundary for class
interval
𝑸𝟑 )
31 - 35 9 30.5 27
𝑪𝒇𝒃
26 - 30 12 25.5 18
21 - 25 6 20.5 6
class interval N = 50
i is 21-25 5

Lower Boundary
Subtract 0.5 from the lower limit
21 – 25 upper limit
lower limit
21 - 0.5 = 20.5 LB (lower boundary)
𝑘𝑁
( − 𝐶𝑓𝑏 )
𝑄𝑘 = LB + [ 4
]i Refer to table 6 for more hints
𝑓𝑄𝑘
(37.5 − 27)
𝑄3 = 35.5 + [ 11 ]5
𝑄3 = 40.27
Note that the 28th – 38th scores belong to the class interval: 36 – 40. So the 37.5th
score is also within the class interval.

The 𝑄3 class is class interval 36 – 40.

Therefore, 75% of the students have a score less than or equal to 40.27. The third
quartile 40.27 falls within the class boundaries of 36 – 40 which is 35.5 – 40.5.

Decile for Grouped Data

Example 2: Calculate 7th decile of Mathematics test scores of 50 students.
Table 7
Scores Frequency
46 - 50 4
41 - 45 8
36 - 40 11
31 - 35 9
26 - 30 12
21 - 25 6
𝑘𝑁
10
1(𝑁)
𝐷1 class = 10

11
 2(𝑁)
𝐷2 class = 10
3(𝑁)
𝐷3 class = 10

9(𝑁)
𝐷9 class =
10

Solution:
7(50) 3(50)
𝐷7 class: 10
= 10
LB = 35.5
350
= 10
N = 50
= 35 𝐶𝑓𝑏 = 27
𝑓𝐷7 = 11
i =5
This means that you need to find the class interval where 35th score is contained.

Table 8
Class Interval Frequency Lower Less Than
Scores (f) Boundaries Cumulative
(LB) Frequency
(<cf)
46 - 50 4 45.5 50
41 - 45 8 40.5 46
36 – 40 11 35.5 38 35th score is
Class interval 𝒇𝑫𝟑 LB (28 -38th
th
contained in
for 𝑫𝟕 (frequency for (lower score) 𝑫𝟕 this class
𝑫𝟕 ) boundary for class interval
𝑫𝟕 )
31 – 35 9 30.5 27
𝑪𝒇𝒃
26 - 30 12 25.5 18
21 - 25 6 20.5 6
class interval N = 50
i is 21-25 5

𝑘𝑁
( −𝐶𝑓𝑏 )
𝐷𝑘 = LB + [ 10
𝑓𝐷𝑘
]i Refer to table 8 for more hints
7(50)
( − 27)
𝐷7 = 35.5 + [ 10
11
]5
(35 − 27)
𝐷7 = 35.5 + [ 11
]5
𝐷7 = 39.14

Note that the 28th – 38th scores belong to the class interval: 36 – 40. So the 35th
score is also within the class interval.

The 𝐷7 class is class interval 36 – 40.

Therefore, 7th decile is equivalent to the 70th percentile. Also, 70% of the students’
scores are at 39.14 or below.

12
Percentile for Grouped Data
Example 3: Calculate the 32nd percentile of Mathematics test scores of 50
students.
Table 9
Scores Frequency
46 - 50 4
41 - 45 8
36 - 40 11
31 - 35 9
26 - 30 12
21 - 25 6
𝑘𝑁
100
10(𝑁)
𝑃10 class = 100
20(𝑁)
𝑃20 class =
100
38(𝑁)
𝑃38 class = 100

95(𝑁)
𝑃95 class = 100

Solution:
32(50) 1600
𝑃32 class: 100
= 100
LB = 25.5
1600
= 10
N = 50
= 16 𝐶𝑓𝑏 = 6
𝑓𝑃32 = 12
i =5
This means that you need to find the class interval where 35th score is contained.

Table 10
Class Interval Frequency Lower Less Than
Scores (f) Boundaries Cumulative
(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
Class interval (frequency for LB (7th-18th 16th score is
contained in
for 𝑷𝟑𝟐 𝑷𝟑𝟐 ) (lower score) 𝑷𝟑𝟐
this class
boundary for class
interval
𝑷𝟑𝟐 )
21 - 25 6 20.5 6
class interval N = 50
i is 21-25 5
𝑘𝑁
( − 𝐶𝑓𝑏 )
𝑃𝑘 = LB + [ 100
𝑓𝑃𝑘
] 𝑖 Refer to table 8 for more hints
32(50)
( − 6)
𝑃32 = 25.5 + [ 100
]5
12

13
 (16 − 6)
𝑃32 = 25.5 + [ 12
]5
𝑃32 = 29.67

Note that the 7th – 18th scores belong to the class interval: 26 – 30. So the 16th
score is also within the class interval.

The 𝑃32 class is class interval 26 – 30.

Therefore, 32% of the students got a score less than or equal to 29.67

Percentile Rank
Example 4 : Assume that a researcher wanted to know the percentage of
consultants who made Php5, 400 or more per day.
Consultant Fee Number of Cumulative
(in Php) consultants Frequency
6400-7599 24 120
5200-6399 36 96
4000-5199 19 60
2800-3999 26 41
1600-2799 15 15
Php5, 400 is within 5200-6399
LB = 5199.5
P = 5,400
N = 120
𝑓𝑃 = 36
𝑐𝑓𝑃 = 60
i = 1200
100 (𝑃 − 𝐿𝐵)𝑓𝑃
𝑃𝑃𝑅 = [ + 𝐶𝑓𝑝 ]
𝑁 𝑖
100 (5400 − 5199.5)36
𝑃𝑃𝑅 = 120
[ 1200
60]+
𝑃𝑃𝑅 = 0.8333 (6.015 + 60)
𝑃𝑃𝑅 = 0.8333 (66.015)
𝑃𝑃𝑅 = 55.01

Round off the resulting value to the nearest whole number.

Therefore, 55% of consultants make Php5400.00 or less per day. Likewise, 45% of
consultants make more than Php5400.00 per day.

What’s More
Activity No. 6
Find the 1st quartile, 7th decile, 35th percentile, and percentile rank of 115
and 155 for the following distribution.

Table 11
Add the
Class Interval Frequency (f) frequencies < cf
starting from
the lowest
interval to get

14
 < cf
151-160 8 72+8 80 73rd – 80th score
141-150 12 60+12 72 61st – 72nd score
131-140 6 54+6 60 55th – 60th score
121-130 10 44+10 54 45th - 54th score
111-120 7 37+7 44 38th – 44th score
101-110 11 26+11 37 27th - 37th score
91-100 13 13+13 26 14th – 26th score
81-90 9 4+9 13 5th – 13th score
71-80 4 4 4 1st – 4th score
N = 80
Note: If you see tables with class intervals and frequencies, you are dealing
with grouped data.

What I Need to Remember

Activity No. 7
Write in 3-5 sentences some valuable lesson/s learned from this topic.
_________________________________________________
_________________________________________________
_________________________________________________

Problem Problem Solving Involving

Solving Measures of Position
What I Can Do
Activity No. 8
Dennis and Christine scored 32 and 23, respectively, on the National Career
Assessment Examination (NCAE). The determining factor for a scholarship is that
a student’s score should be in the top 10% of the scores of his/her graduating
class. The students in the graduating class obtained the following scores in the
NCAE.

Table 12
NCAE Score f LB < 𝑐𝑓
39-41 6
36-38 7
33-35 9
30-32 13
27-29 22
24-26 10
21-23 9
18-20 7
15-17 8

15
 12-14 4
9-11 2
6-8 1
3-5 1
N = 99
1. Complete the table by filling in the values of LB (lower boundaries) and < 𝑐𝑓
( less than cumulative frequency). Explain how you arrived at your answer.
2. Find the 3rd quartile, 72nd percentile, and the 8th decile of the set of data.
3. What is the percentile rank of Dennis and Christine?
4. Based on their percentile and percentile ranks, will Dennis and Christine
receive a scholarship? Explain your answer.

16
 Thursday Assessment

Assessment (Post Test)

Instructions: Read each item carefully. Encircle the letter of the best answer.
1. When a distribution is divided into hundred equal parts, each score point that
describes the distribution is called _______________.
A. percentiles C. quartiles
B. deciles D. quantiles
2. What score points divide the distribution into four equal parts?
A. percentiles C. quartiles
B. deciles D. quantiles
3. What measures of positions divide a distribution into four, ten, and hundred
equal parts?
A. percentiles C. quartiles
B. deciles D. quantiles
4. The nine score points which divide a distribution into ten equal parts.
A. percentiles C. quartiles
B. deciles D. quantiles
5. To compute for the kth quartile for ungrouped data, what formula is used? We
use the _______________ formula.
𝐾
A. 𝑄𝑘 = 𝑄3 -𝑄1 C. 𝑄𝑘 = (𝑛 + 1)
4
𝑘𝑁
𝐾 ( − 𝐶𝑓𝑏 )
B. 𝑄𝑘 = 10
(𝑛 + 1) D. 𝑄𝑘 = LB + [ 4
𝑓𝑄𝑘
]i

6. In calculating the kth percentile for grouped data, what formula is used? We use
the _______________ formula.
𝑘𝑁
𝑘 ( − 𝐶𝑓𝑏 )
A. 𝑃𝑘 = (n + 1) C. 𝑃𝑘 = LB + [ 100
]
50 𝑓𝑃𝑘
𝑘 100 (𝑃 − 𝐿𝐵)𝑓𝑃
B. 𝑃𝑘 = (n + 1) D. 𝑃𝑃𝑅 = [ + 𝐶𝑓𝑝 ]
100 𝑁 𝑖
7. In solving for the kth decile for grouped data, we use the ______________ formula.
𝑘𝑁
𝐾 ( − 𝐶𝑓𝑏 )
A. 𝐷𝑘 = 100
(𝑛 + 1) C. 𝐷𝑘 = LB + [ 100
𝑓𝐷𝑘
]i
𝑘𝑁
𝐾 ( −𝐶𝑓𝑏 )
B. 𝐷𝑘 = 4
(𝑛 + 1) D. 𝐷𝑘 = LB + [ 10
𝑓𝐷𝑘
]i
8. In a 70-item test, Melody got a score of 50 which is the third quartile. This
means that:
A. she got the highest score.
B. her score is higher than 25% of her classmates.
C. she surpassed 75% of her classmates.
D. seventy-five percent of the class did not pass the test.

9. In a group of 55 examinees taking the 50-item test, Rachel obtained a score of

38. This implies that her score is _______________.
A. below the 50th percentile C. the 55th percentile
B. at the upper quartile D. below the 3rd decile

17
10. The 1st quartile of the ages of 250 fourth year students is 16 years old. Which
of the following statements is true?
A. Most of the students are below 16 years old.
B. Seventy-five percent of the students are 16 years old and above.
C. Twenty-five percent of the students are 16 years old.
D. One hundred fifty students are younger than 16 years.
11. In a 100-item test, the passing mark is the 3rd quartile. What does it imply?
A. The students should answer at least 75 items correctly to pass the test.
B. The students should answer at least 50 items correctly to pass the test.
C. The students should answer at most 75 items correctly to pass the test.
D. The students should answer at most 50 items correctly to pass the test.
12. The following are the number of years of service of 20 public school
teachers:4,5,6,6,7,8,10,10,11,16,17,17,18,19,20,20,21,23,25,30. What is the
85th percentile?
A. 25.4
B. 24.4
C. 22.7
D. 21.7
13. Rochelle got a score of 55 which is equivalent to 70th percentile in a
mathematics test. Which of the following is NOT true?
A. She scored above 70% of her classmates.
B. Thirty percent of the class got scores of above 55.
C. If the passing mark is the first quartile, she passed the test.
D. Her score is below the 5th decile
14. The NAT scores of 15 students of Grade 10 – Star Section are as
follows:92,89,81,91,82,80,87,85,81,79,79,81,90,94,80. The computed quartile
are as follows 𝑄1 = 80 , 𝑄2 = 82, and 𝑄3 = 90. Which of the following statement is
NOT true?
A. 25% of the students scored equal to or below 80.
B. The median score is 82.
C. 50% of the takers scored 82 and below.
D. 75% of the takers scored 90 and above.
15. John and his classmates Peter, Jacob and Zac took a college entrance exams.
Each of them got the percentile 85th, 77th, 90th and 50th respectively on one
subject. Which of the following statement is not true about Zac’s percentile for
the exam?
A. Zac scored above 50% of his classmates.
B. Zac got a score equivalent to the median of the scores of all the
examinees.
C. Zac got the lowest percentile among his classmates
D. Zac got the highest score among his four classmates
.

18
 19
Activity 1 Activity 2
1. 𝑄2 =16, 50% of the 1. 𝐷5= 8, 50% of the students
students scored equal to scored above 8
or below 16 2. 𝐷9 = 13.8, 90% of the students
scored equal to or below 13.8.
2. 𝑄3 = 28.5, 75% of the
or 10% of the students scored
students scored equal to
more than 13.8
or below 28.5
less than 16.5 years
have been working for Activity 4
public school teachers Answer may vary
2. 𝑃50 = 16.5, 50% of the
than 6.25 years
been working for less
public school teachers have
1. 𝑃25 = 6.25, 25% of the
Activity 3
Activity 5 Activity 6
1st quartile = 95.88
7th decile = 133.83
35th percentile = 102.32
Percentile rank of 115 is
50.19th or 50th
Percentile rank of 155 is
94.5thth or 95th
Activity 7
Answer may vary
required.
Remember: This portion of the module contains all the answers. Your HONESTY is
Answer Key
References
Books
Melvin M. Callanta et.al., Mathematics Learner’s Module (Philippines : Pasig
City, 2015).
Hazel L. Arong, Workbook in Mathematics 10 (Philippines: Danao City, 2019).
Tom N. Chu, Mathematics for the 21st Century Learner 10 (Philippines:
Makati City,2015).
Websites
https://mathworld.wolfram.com/
https://www.math.uga.edu/sites/default/files/inline-files/10.pdf
https://thewordsearch.com/maker/?edit=2482973&key=D3MJLqjHht
Picture in lesson and lesson 2
Melvin M. Callanta et.al., Mathematics Learner’s Module (Philippines : Pasig
City, 2015).

Congratulations!
You are now ready for the next module. Always remember the following:

1. Make sure every answer sheet has your

▪ Name
▪ Grade and Section
▪ Title of the Activity or Activity No.
2. Follow the date of submission of answer sheets as agreed with your
teacher.
3. Keep the modules with you and return them at the end of the school year
or whenever face-to-face interaction is permitted.

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