School Grade Level Grade 10

Teacher Larny June T. Lugay Learning Area Mathematics

Time & Dates Quarter Fourth

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of measures of position.
Standards
The learner is able to conduct systematically a mini-research applying the different
B. Performance
statistical
Standards
Method.
The learner is expected to illustrate the following measures of position: quartiles,
deciles and percentiles.
C. Learning
(M10SP-IVa-1)
Competencies/
At the end of 1 hour period, the students should be able to:
Objectives
1. Illustrate the decile for grouped data
(Write the
2. Solve for the nth decile for grouped data
code for each
3. Develop patience and perseverance in solving for the nth decile for grouped
LC)
data
4. Appreciate the importance of deciles in real life situations
II. CONTENT Measures of Position of Grouped Data

A. Subject Matter
The Deciles for Grouped Data
III. LEARNING
RESOURCES
A. References
1. Teacher’s p. 252, Curriculum Guide for Mathematics Grade X
Guide Pages
2. Learner’s Mathematics Learner’s Module 10, Melvin M. Callanta, Allan M.
Material Canonigo, et al., REX Book Store, Inc. 2015, pp (388-389)
Pages
3. Textbook Mathematics 10 Learner’s Module
Pages
http://www.powtoon.com/youtube/
4. Additional http://passyworldofmathematics.com/groupeddata
Materials from http://passyworldofmathematics.com/deciles.groupeddata
LR Portal

B. Other Learning
Resources Visual aids, PowerPoint Presentation, worksheets, tarp papel, markers

IV. PROCEDURES Teacher’s Activity/ies Learner’s Expected

Response/s
A student leads the prayer
A. Reviewing  Call a student to lead the prayer
previous  Ask the class secretary to give the class The class secretary
lesson or attendance report reports the attendance.
presenting the
new lesson Review the concept of quartiles for grouped data.
Quartiles are the score points
Ask the students to define quartiles for grouped which divide the distribution
data. into four equal parts. Twenty
five percent of the distribution
fall below the first quartile,
fifty percent fall below the
second quartile, and seventy-
five percent fall below the
third quartile.
 ( )
kN
−c f b
4
Qk =LB+ i
Ask the students to give the formula used in f qk
computing for the quartiles for grouped data.
where:
LB= lower boundary of the 𝑄𝑘
class
N= total frequency
𝑐𝑓𝑏= cumulative frequency of
the class before the 𝑄𝑘 𝑐𝑙𝑎𝑠𝑠
i= size of class interval
k= nth quartile, where n=1,2,
and3

Ask the students to read the objectives to be The students read the
achieved at the end of the lesson: objectives alternately with the
 Illustrate the decile for grouped data boys first and the girls
 Solve for the nth decile for grouped data afterwards.
 Develop patience and perseverance in
solving for the nth decile for grouped data
 Appreciate the importance of deciles in real
B. Establishing a life situations
purpose for
Ask the students to reflect on the verse from the The students may share their
the lesson
book of Proverbs in the bible which states: ideas that centers to the
importance of fairness and
Proverbs 11:1 (NIV): "The Lord detests dishonest accuracy in measurements
scales, but accurate weights find favor with him." and dealings. In the context
of statistics, using
appropriate methods like
deciles ensures accuracy and
fairness in analyzing and
interpreting data, which
aligns with the principle of
honesty and integrity
emphasized in this verse.
C. Presenting Pose the question:
examples/
instances of the What would happen to the world without statistics?
new lesson
Probing questions:

1. Would we be able to know the results of an

election without statistics?
2. Would it be easier for us to search the
internet if there is no statistics?
3. Is it easier for us to decide on what to wear
without statistics?
D. Discussing new Deciles are those values that divide the total
concepts and frequency into 10 equal parts.
practicing new These deciles are denoted as 𝐷1,𝐷2 , 𝐷3, … ,𝐷9
skills #1 .
 𝐷1 is the score which has 10% of the
scores below it and 90% above it.
 𝐷2 is the score which has 20% of the
scores below it and 80% above it.
 𝐷3 is the score which has 30% of the
scores below it and 70% above it.
.
.
.
 𝐷9 is the score which has 90% of the
scores below it and 10% above it.

Deciles are often used in education and health

related fields to indicate how one individual
compares with others in a group.

In computing for the deciles of grouped data, the

formula used is:

( )
kN
−c f b
10
Dk = LB+ i
f qk
where:
LB= lower boundary of the 𝐷𝑘 class
N= total frequency
𝑐𝑓𝑏= cumulative frequency of the class before the
𝐷𝑘 𝑐𝑙𝑎𝑠𝑠
i= size of class interval
k= nth decile, where n=1,2,3,4, 5, 6, 7, 8, and 9.

If you compare the formula for decile (grouped) to

that of the formula for quartile (grouped), what is The only difference is the
 the only difference? denominator of kN. In quartile
for grouped data the
denominator is 4 while in
decile for grouped data it is
10.
E. Discussing new Example:
concepts and The data on the distance travelled by 150
practicing new participants in the fund raising
skills #2 marathon “Takbo Para sa Kinabukasan 2024” is
given by the following table:

Distance (km) Frequency (f)

19-21 12
16-18 17
13-15 26
10-12 32
7-9 29
4-6 18
1-3 16

Compute for the second and fourth quartile.

Solution:

Distance Frequency Lower Less than

(km) (f) Boundaries Cumulative
(LB) Frequency (<cf)
19-21 12 18.5 150
16-18 17 15.5 138
13-15 26 12.5 121
10-12 32 9.5 95
7-9 29 6.5 63
4-6 18 3.5 34
1-3 16 0.5 16
i=3 N = 150

kN 2( 150) 300
D2 class= = = =30
10 10 10

This means we need to find the class interval

where the 30th score is contained.
Note that the 17th-34th scores belong to the class
interval: 4-6. So, the 30th score is also within the
class interval.
The 𝐷2 class is the class interval 4-6.

LB= 3.5
N= 150
𝑐𝑓𝑏= 16
𝑓𝐷𝑘
=18
i=3
k=2

Substitute the values to the formula:

( )
kN
−c f b
10
Dk = LB+ i
f qk
 ( 30−16
D 2=3.5+
18 )
3

D =3.5+ ( )3
14
2
18
D2=3.5+ 2.33
D2=5.83

Therefore, 20% of all the participants travelled less

than or equal to 5.83 km. The student will follow the
same procedure and will
Now, this time in your notebook, work for the fourth have 9.19 as the value of the
decile. fourth decile.
F. Developing
mastery Conduct a paired activity “Opposites” by decoding.

Riddle: I’m tall when I’m young. I’m short Answer: CANDLE
when I’m old. What am I?

G. Finding Ask the students to read the story “Dividing Wealth”

practical
applications of 1. How does Maria and her team plan to 1. Maria and her team plan
concepts and analyze income distribution within their to analyze income
skills in daily nation? distribution within their
living 2. What patterns emerge as they break down nation by using deciles to
the income data into deciles? break down the income
3. What role does Ahmed play in the team's data into ten equal parts,
discussions about addressing income revealing different
inequality? segments of society's
4. How do Maria and her team intend to use financial standing.
their findings to influence policymaking? 2. Patterns of significant
5. What overarching theme does the story disparities between the
convey about the importance of highest and lowest deciles
understanding and addressing income emerge as they analyze
inequality? the income data,
highlighting widespread
income inequality.
3. Ahmed, a passionate
policymaker, plays a
pivotal role in the team's
discussions about
addressing income
inequality by advocating
for policies that uplift
those in the lower deciles
and bridge the gap
between different
segments of society.
4. Maria and her team intend
to use their findings to
influence policymaking by
presenting their analysis
to government officials,
aiming to advocate for
policies that promote
economic equality and
social justice.
5. The story conveys the
overarching theme of the
 importance of
understanding and
addressing income
inequality for creating a
fairer and more
prosperous society. It
emphasizes the role of
data-driven analysis and
policy advocacy in
shaping positive change.
Ask the students to tell them what they learn form
the lesson through guided questions:

1. What is decile for grouped data? 1. Decile for grouped data is

2. What are the steps in solving the decile for a statistical method used to
grouped data? divide a dataset into ten
3. What is the formula in finding the grouped equal parts, each containing
data? an equal proportion of the
4. The second quartile is equivalent to which data, when the data is
decile? grouped into intervals or
classes.

2. The steps in solving

deciles for grouped data
typically involve:
a. Organizing the data into a
frequency distribution table
H. Making with intervals or classes.
generalization b. Calculating the cumulative
and frequencies.
abstractions c. Determining the position of
about the each decile.
lesson d. Interpolating to find the
decile value within the
appropriate interval.

3. The formula for finding the

grouped data is typically
based on interpolation within
the interval containing the
decile position. It involves
calculating the decile value
based on the lower boundary
of the interval, cumulative
frequency, interval width, and
the position of the decile
within the interval.

4. The second quartile, also

known as the median, is
equivalent to the 5th decile.
Conduct a short online quiz.

I. Evaluating The link:

learning https://www.liveworksheets.com/w/en/math/206902
4

J. Additional Matching-type Activity: Real-life application:

activities for Decile for Grouped Data
application or
 remediation

V. REMARKS

VI.
REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use / discover
which I wish to
share with other
teachers?

Activity 1. Opposites!

Directions: Solve the following deciles to decode the riddle. Put the corresponding letter on
the respective decile below. Use the given hints as your reference on which letter
corresponds to your answer.

Riddle: I’m tall when I’m young. I’m short when I’m old. What am I?
 ____ ____ ____ ____ ____ ____
D7 D2 D4 D9 D6 D3

Class Interval Frequency Lower Less than Cumulative

Boundaries Frequency
110-115 3
104-109 3
98-103 5
92-97 12
86-91 5
80-85 2

Hints:
90.3 A
92.5 E
94 N
97 L
99.9 C
109.5 D

“Dividing Wealth”

In the heart of the bustling capital, Maria, a seasoned economist, and her team huddle around a
conference table strewn with charts and graphs. Their mission? To decode the intricacies of income
distribution within their nation and pave the way for more equitable policies.

With furrowed brows and cups of steaming coffee in hand, they delve into the labyrinth of data.
Maria, the team leader, suggests using deciles to dissect the income data into ten equal slices,
each revealing a different segment of society's financial standing.

As they crunch the numbers, patterns emerge. The highest deciles gleam with affluence, while the
lower ones languish in the shadows of financial hardship. It's a stark portrayal of inequality.

Ahmed, a passionate policymaker, leans forward, his eyes alight with determination. "We can't
ignore these disparities. We need policies that bridge the gap, offering opportunities to those in the
lower deciles."

Maria nods in agreement, her mind already spinning with ideas for reform. With their analysis
complete, they prepare to present their findings to the corridors of power, armed with data that
speaks volumes about the state of their nation's wealth distribution.

As they step out into the bustling streets, Maria and her team carry with them not just numbers on a
page, but the hopes of millions for a fairer, more prosperous future.

Real-life application: Decile for Grouped Data

Match each application of deciles with its corresponding description:

A. Market Research
B. Academic Performance Evaluation
C. Healthcare Analysis
D. Credit Risk Assessment
E. Employee Performance Evaluation

Descriptions:

1. Companies analyze customer spending patterns by segmenting their customer base into
deciles based on purchase behavior, allowing for tailored marketing strategies.
2. Educators evaluate academic performance within a school or educational institution by
dividing student test scores into deciles, identifying areas for improvement and targeting
resources to students who need additional support.
3. Healthcare providers analyze patient outcomes or healthcare spending by dividing patient
data into deciles based on factors such as age or disease severity, identifying high-risk
patient groups and allocating resources accordingly.
4. Lenders assess the creditworthiness of individuals or businesses by dividing credit score
data into deciles, informing decisions about extending credit based on the likelihood of
default.
5. Managers evaluate employee performance within organizations by dividing performance
metrics such as sales or productivity into deciles, identifying top performers and areas for
improvement relative to their peers.