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Mathematics

EP

ED

Learners Module
Unit 4

This book was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.

Department of Education
Republic of the Philippines

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.

Mathematics Grade 10
Learners Module
First Edition 2015

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Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking
permission to use these materials from their respective copyright owners. All means have
been exhausted in seeking permission to use these materials. The publisher and authors do
not represent nor claim ownership over them.
Only institution and companies which have entered an agreement with FILCOLS and
only within the agreed framework may copy this Learners Module. Those who have not
entered in an agreement with FILCOLS must, if they wish to copy, contact the publisher and
authors directly.
Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02)
439-2204, respectively.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD

Development Team of the Learners Module

Consultants: Soledad A. Ulep, PhD, Debbie Marie B. Verzosa, PhD, and

Rosemarievic Villena-Diaz, PhD

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Authors: Melvin M. Callanta, Allan M. Canonigo, Arnaldo I. Chua, Jerry D. Cruz,

Mirla S. Esparrago, Elino S. Garcia, Aries N. Magnaye, Fernando B. Orines,
Rowena S. Perez, and Concepcion S. Ternida
Editor: Maxima J. Acelajado, PhD

Reviewers: Maria Alva Q. Aberin, PhD, Maxima J. Acelajado, PhD, Carlene P.

Arceo, PhD, Rene R. Belecina, PhD, Dolores P. Borja, Agnes D. Garciano, Phd,
Ma. Corazon P. Loja, Roger T. Nocom, Rowena S. Requidan, and Jones A.
Tudlong, PhD

Illustrator: Cyrell T. Navarro

Layout Artists: Aro R. Rara and Ronwaldo Victor Ma. A. Pagulayan

Management and Specialists: Jocelyn DR Andaya, Jose D. Tuguinayo Jr.,
Elizabeth G. Catao, Maribel S. Perez, and Nicanor M. San Gabriel Jr.

Printed in the Philippines by REX Book Store

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address:
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.

Introduction
This material is written in support of the K to 12 Basic Education
Program to ensure attainment of standards expected of students.

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In the design of this Grade 10 materials, it underwent different

processes - development by writers composed of classroom teachers, school
heads, supervisors, specialists from the Department and other institutions;
validation by experts, academicians, and practitioners; revision; content
review and language editing by members of Quality Circle Reviewers; and
finalization with the guidance of the consultants.
There are eight (8) modules in this material.

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Module 1 Sequences
Module 2 Polynomials and Polynomial Equations
Module 3 Polynomial Functions
Module 4 Circles
Module 5 Plane Coordinate Geometry
Module 6 Permutations and Combinations
Module 7 Probability of Compound Events
Module 8 Measures of Position

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With the different activities provided in every module, may you find this
material engaging and challenging as it develops your critical-thinking and
problem-solving skills.

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.

Table of Contents
Unit 4
Module 8: Measures of Position ............................................................ 355
Lessons and Coverage ........................................................................ 357
Module Map ......................................................................................... 357
Pre-Assessment .................................................................................. 358
Learning Goals and Targets ................................................................ 361

Lesson 1: Measures of Position for Ungrouped Data ................................ 362

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Activity 1 .................................................................................... 362

Activity 2 .................................................................................... 363
Activity 3 .................................................................................... 363
Activity 4 .................................................................................... 364
Activity 5 .................................................................................... 369
Activity 6 .................................................................................... 371
Activity 7 .................................................................................... 371
Activity 8 .................................................................................... 372
Activity 9 .................................................................................... 372
Activity 10 .................................................................................. 375
Activity 11 .................................................................................. 375
Activity 12 .................................................................................. 377
Activity 13 .................................................................................. 378
Activity 14 .................................................................................. 378
Activity 15 .................................................................................. 379
Activity 16 .................................................................................. 379
Activity 17 .................................................................................. 380
Summary/Synthesis/Generalization ........................................................... 382

Lesson 2: Measures of Position for Grouped Data .................................... 383

Activity 1 .................................................................................... 383

Activity 2 .................................................................................... 384
Activity 3 .................................................................................... 394
Activity 4 .................................................................................... 395
Activity 5 .................................................................................... 396
Activity 6 .................................................................................... 396
Activity 7 .................................................................................... 397
Activity 8 .................................................................................... 398
Activity 9 .................................................................................... 398
Activity 10 .................................................................................. 401
Activity 11 .................................................................................. 401
Summary/Synthesis/Generalization ........................................................... 402
Glossary of Terms ...................................................................................... 403
References and Website Links Used in this Module ................................. 403

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.

I. INTRODUCTION
Look at the pictures shown below. Do you recognize them? Did you
take the National Career Assessment Examination (NCAE) when you
were in Grade 9? If so, what was your score? Did you know your rank?

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Have you thought of comparing your academic performance with

that of your classmates?
Have you wondered what score you need for each subject area to
qualify for honors?

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Whenever your teacher asks your class to form a line according to

your height, what is your position in relation to your classmates?

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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?

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In this module, you will study about the measures of position.

Remember to look for the answers to the following questions:
1. How would I know my position given the academic rank?
2. What are the ways to determine the measure of position in a set of
data?

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The basic purpose of all the measures of central tendency discussed

so far during your Grade 7 and Grade 8 classes was to gain more knowledge
and deeper understanding about the characteristics of a data set. Another
method to analyze a data set is by arranging all the observations in either
ascending or descending order of their magnitude. Then, this ordered set is
divided into two equal parts by applying the concept of median. However, to
have more knowledge about the data set, we may divide it into more parts of
equal sizes. The measures of central tendency which are used for dividing the
data into several equal parts are called partition values.

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We shall discuss data analysis by dividing it into four, ten,

and hundred parts of equal sizes and the corresponding partition values are
called quartiles, deciles, and percentiles. All these values can be determined
in the same way as the median. The only difference is in their location.
Quantiles can be applied when:
1. dealing with large amount of data, which includes the timely results for
standardized tests in schools, etc.
2. trying to discover the smallest as well as the largest values in a given
distribution.
3. examining financial fields for academic as well as statistical studies.

Quantiles are very useful because they help the government to find
how the income in a country is distributed, how much of the total income is
earned by low wage earning groups and by high wage earning groups. (If
both groups earn the same proportion of the income, then there is income
equality.)

356

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II. LESSONS AND COVERAGE

Lesson 1 Measures of Position for Ungrouped Data
Lesson 2 Measures of Position for Grouped Data

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In this lesson, you will learn to:

illustrate the following measures of position: quartiles,
deciles, and percentiles.
calculate specified measure of position (e.g., 90th percentile)
Lesson 1
of a set of data.
interpret measures of position.
solve problems involving measures of position.
Lesson 2
formulate statistical mini-research.
use appropriate measures of position and other statistical
methods in analyzing and interpreting research data.

Here is a simple map of the lessons in this entire module.

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Measures of Position

Ungrouped
Data

Quartile

Decile

Grouped
Data

Percentile

Quartile

Decile

Percentile

Solving Real-Life Problems

Study Tips
To do well in this particular topic, you need to remember and do the following:
1. Study each part of the module carefully.
2. Take note of all the formulas given in each lesson.
3. Have your own scientific calculator. Make sure you are familiar with the
keys and functions of your calculator.

357

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III. PRE-ASSESSMENT
Part I.
Find out how much you already know about this module. After taking and
checking this short test, take note of the items that you were not able to
answer correctly and look for the right answer as you go through this module.

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1. The median score is also the _____________.

A. 75th percentile
C. 3rd decile
B. 5th decile
D. 1st quartile

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2. When a distribution is divided into hundred equal parts, each score

point that describes the distribution is called a ___________.
A. percentile
C. quartile
B. decile
D. median
3. The lower quartile is equal to ______________.
A. 50th percentile
C. 2nd decile
B. 25th percentile
D. 3rd quartile

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4. 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 55 and above.
C. If the passing mark is the first quartile, she passed the test.
D. Her score is below the 5th decile.

5. In the set of scores: 14, 17, 10, 22, 19, 24, 8, 12, and 19, the median
score is _______.
A. 17
C. 15
B. 16
D. 13
6. 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.

358

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7. 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.

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8. 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.

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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

10. Consider the score distribution of 15 students given below:

83

72

87

79

82

77

80

73

86

81

79

82

79

74

74

The mean in the given score distribution of 15 students can also be

interpreted as ______.
A. seven students scored higher than 79.
B. seven students scored lower than 79.
C. seven students scored lower than 79 and seven students scored
higher than 79.
D. fourteen students scored lower than 79.

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For items 11 to 14, refer to table A below.

Score
40-45

Table A
Cumulative
Frequency
Frequency
6
18

Cumulative
Percentage (%)
100.00

12

66.67

30-34
25-29

3
4

7
4

38.89
22.22

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35-39

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11. In solving for the 60th percentile, the lower boundary is ___.
A. 34
C. 39
B. 34.5
D. 39.5

12. What cumulative frequency should be used in solving for the 35th
percentile?
A. 4
C. 12
B. 7
D. 18

C. 30.8
D. 35.6

14. The 50th percentile is _____.

A. 36.0
B. 37.0

C. 36.5
D. 37.5

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13. The 45th percentile is ________.

A. 33.4
B. 32.7

Part II.
Read and understand the situation below, then answer or perform what is
asked. (6 points)
Jefferson, your classmate, who is also an SK Chairman in Barangay
Cut-Cot, organized a Run for a Cause activity, titled FUN RUN. He informed
your school principal to motivate students to join the said FUN RUN.
Conduct a mini-research or a simple research study on the students
performance on the number of minutes it took them to reach the finish line.

360

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Teachers Rubric in Assessing Students Performance

(Group Task)
3

Demonstrated
substantial
understanding
of the content,
processes, and
demands of the
task

Demonstrated
understanding
of the content
and task, even
though some
supporting
ideas or details
may have been
overlooked or
misunderstood

Demonstrated
gaps in their
understanding
of the content
and task

Accomplished
the task

Completed
most of the task

Completion of
Task

Fully achieved
the purpose of
the task,
including
thoughtful,
insightful
interpretations,
and conjectures

Communicated
their findings
effectively

Communication
of findings

Communicated
their ideas and
findings
effectively,
raised
interesting and
provocative
questions, and
went beyond
what was
expected
Used all their
time
productively
Everyone was
involved and
contributed to
the group
process and
product.

Worked well
together most
of the time
They usually
listened to each
other and used
each others
ideas.

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Understanding
of Task

Group Process

1
Demonstrated
little
understanding
of the content

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Attempted to
accomplish the
task, but with
little or no
success

Communicated
their ideas and
findings

Did not finish

the research
study and/or
were not able
to communicate
ideas very well

Worked
together some
of the time
Not everyone
contributed
equal efforts to
the task.

Did not work

very
productively as
a group
Not everyone
contributed to
the group effort.

Standards

IV. LEARNING GOALS AND TARGETS

After going through this module, you should be able to demonstrate
understanding of key concepts of measures of position. Moreover, you
should be able to conduct systematically a mini-research by applying the
different statistical methods.

361

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PY

Let us start our study of this module by first reviewing the concept of
median, which is one of the concepts needed in the study of this module.
Discuss the answers to the questions below with a partner.

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Activity 1:

The midpoint between two numbers x and y on the real number line is
A

x y
2

x y
.
2

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1. Find the coordinates of the midpoint (Q1) of AB in terms of x and y.

A

Q1

x y
2

2. Find the coordinates of the midpoint (Q2) of BC in terms of x and y.

B

x y
2

Q2

3. In the given example, AC represents a distribution. What does point B

represent in the distribution?

362

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The median divides the distribution into two equal parts. It is a point in
the distribution where one-half of the distribution lies below it and one-half
above it. One-half of the distribution lies below B and one-half lies above it.
Hence, B represents the median.

Activity 2:

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Below is the RG2 worksheet which will determine your prior knowledge about
the topic.
Answer the main question: What are the ways to determine the position in a
set of data? Write your answer in the Ready part of the RG2 Worksheet.

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RG2 Worksheet

Ready :
Get set :

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Activity 3:

Go :

Write your initial definition of the different measures of position.

My Definition Table

Measures of Positions

Quartile

Decile

Percentile

My Initial Definition

363

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This part of the module enables you to understand quantiles in a set

of ungrouped data. The activities in this section will help you answer the
question, What are the ways to determine the measure of position in a
given set of data?

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The understanding that you will gain in doing these activities will
help you understand measures of position.
Activity 4:

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1. You are the fourth tallest student in a group of 10.

If you are the 4th tallest student, therefore 6 students are shorter than
you.

It also means that 60% of the students are shorter than you. If you
are the 8th tallest student in a group of 10, how many percent of the
students are shorter than you? _________________________________

2. A group of students obtained the following scores in their statistics

quiz:
8,2,5,4,8,5,7,1,3,6,9

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First, arrange the scores in ascending order:

1 , 2 , 3 , 4 , 5 , 5 , 6 , 7 , 8 , 8 , 9

Q1
Lower

Q3
Upper

Q2
Middle

quartile

quartile

quartile

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Middle Quartile is
also the_______

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Observe how the lower quartile (Q1), middle quartile (Q2), and
upper quartile (Q3) of the scores are obtained. Complete the
statements below:
The first quartile 3 is obtained by ____________________________.
(observe the position of 3 from 1 to 5)

The second quartile 5 is obtained by _________________________ .

(observe the position of 5 from 1 to 9)

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The third quartile 8 is obtained by ___________________________ .

(observe the position of 8 from 6 to 9).

3. The scores of 10 students in a Mathematics seatwork are:

7,4,8,9,3,6,7,4,5,8

Arrange the scores in ascending order:

3 , 4 , 4 , 5 , 6 , 7 ,

Q1
Lower

quartile

Q2

67
6.5
2

Q3
Upper

quartile

Discuss with your group mates:

a. your observations about the quartile.
b. how each value was obtained.
c. your generalizations regarding your observations.
365

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Let us take a closer look at the quartiles.

The Quartile for Ungrouped Data
The quartiles are the score points which divide a distribution into four
equal parts. Twenty-five percent (25%) of the distribution are below the first
quartile, fifty percent (50%) are below the second quartile, and seventy-five
percent (75%) are below the third quartile. Q1 is called the lower quartile and

Q 3 is the upper quartile. Q1 < Q 2 < Q 3 , where Q 2 is nothing but the median.
The difference between Q 3 andQ1 is the interquartile range.

Q1

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Since the second quartile is equal to the median, the steps in the
computation of median by identifying the median class is the same as the
steps in identifying the Q1 class and the Q3 class.

Q2

Q3

a. 25% of the data has a value Q1

b. 50% of the data has a value X or Q2
c. 75% of the data has a value Q3

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Example 1.

The owner of a coffee shop recorded the number of customers who

came into his caf each hour in a day. The results were 14, 10, 12, 9, 17, 5,
8, 9, 14, 10, and 11. Find the lower quartile and upper quartile of the data.

Solution:

In ascending order, the data are

5, 8, 9, 9, 10, 10, 11, 12, 14, 14, 17
The least value in the data is 5 and the greatest value in the
data is 17.
The middle value in the data is 10.
The lower quartile is the value that is between the middle value
and the least value in the data set.
So, the lower quartile is 9.
The upper quartile is the value that is between the middle value
and the greatest value in the data set.
So, the upper quartile is 14.
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Example 2.
data.

Find the average of the lower quartile and the upper quartile of the
Quantity
290
370
260
180
430

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Component
hard disk
monitors
keyboards
mouse
speakers
Solution:

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In increasing order, the data are 180, 260, 290, 370, 430.
The least value of the data is 180 and the greatest value of the
data is 430.
The middle value of the data is 290.
The lower quartile is the value that is between the least value
and the middle value.
So, the lower quartile is 260.
The upper quartile is the value that is between the greatest
value and the middle value.
So, the upper quartile is 370.
The average of the lower quartile and the higher quartile
is equal to 315.

Example 3.

The lower quartile of a data set is the 8th data value. How many
data values are there in the data set?

Solution:

The lower quartile is the median data value of the lower half of
the data set.
So, there are 7 data values before and after the lower quartile.
So, the number of data values in the lower half is equal to
7+7+1.
The number of values in the data set is equal to lower half +
upper half + 1.
The number of values in the lower and upper halves are equal.
Formula:
15+15+1=31
So, the data set contains 31 data values.
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Another solution:
1
(n + 1)
4
n+1
n

=
=

32
31

Example 4.

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Mendenhall and Sincich Method. Using Statistics for Engineering

and the Sciences, define a different method of finding quartile values. To
apply their method on a data set with n elements, first calculate:
1
Lower Quartile (L) = Position of Q1 n 1
4
and round to the nearest integer. If L falls halfway between two integers,
round up. The Lth element is the lower quartile value (Q1).
Next calculate:

3
n 1
4
and round to the nearest integer. If U falls halfway between two integers,
round down. The Uth element is the upper quartile value (Q3).

Upper Quartile (U) = Position of Q3

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So for our example data set:

{1, 3 , 7, 7, 16 , 21, 27, 30 , 31} and n = 9.

To find Q1, locate its position using the formula
to the nearest integer.

1
n 1 and round off
4

1
n 1
4
1
(9 + 1)
4
1
(10)
4
2.5

Position of Q1

368

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The computed value 2.5 becomes 3 after rounding up. The lower quartile
value (Q1) is the 3rd data element, so Q1 = 7. Similarly:

3
n 1
4
3

9 1
4
3
10
4
= 7.5

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Q3
Position of

The computed value 7.5 becomes 7 after rounding down. The upper quartile
value (Q3) is the 7th data element, so Q3 = 27.

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Using this method, the upper quartile (Q3) and lower quartile (Q1)
values are always two of the data elements.
Activity 5:

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Find the first quartile (Q1), second quartile (Q2), and the third quartile
(Q3), given the scores of 10 students in their Mathematics activity using
Mendenhall and Sincich Method.
4

14

10

12

15

11

Example 5.

Find the first quartile (Q1) and the third quartile (Q3), given the scores
of 10 students in their Mathematics activity using Linear Interpolation.
1

27

16

31

30

21

27

30

31

Solution:
a. First, arrange the scores in ascending order.
1

16

369

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b. Second, locate the position of the score in the distribution.

1
n 1
4
1
9 1
4
1
10
4
= 2.5

Position of Q1

Since the result is a decimal number, interpolation is needed.

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c. Third, interpolate the value to obtain the 1st quartile.

Steps of Interpolation

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Step 1: Subtract the 2nd data from the 3rd data.

73=4

Step 2: Multiply the result by the decimal part obtained in the second
step (Position of Q1).
4(0.5) = 2

Step 3: Add the result in step 2, to the 2nd or smaller number.

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3+2=5

Therefore, the value of Q1 = 5.

Solution:

a. First, arrange the scores in ascending order.

1

16

21

27

30

31

b. Second, locate the position of the score in the distribution.

3
n 1
4
3
9 1
4
3
10
4
= 7.5

Position of Q3

Since the result is a decimal number, interpolation is needed.

370

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c. Third, interpolate the value to obtain the 3rd quartile.

Steps of Interpolation
Step 1: Subtract the 7th data from the 8th data.
30 - 27 = 3

3(0.5) = 1.5

PY

Step 2: Multiply the result by the decimal part obtained in the third
step (Position of Q3).

Step 3: Add the result in step 2, (1.5), to the 7th or smaller number.
27 + 1.5 = 28.5

C
O

Therefore, the value of Q3 = 28.5

Activity 6:

Note: As we can see, these methods sometimes (but not always)

produce the same results.

EP
E

Find the first quartile (Q1), second quartile (Q2), and the third quartile
(Q3), given the scores of 10 students in their Mathematics activity using Linear
Interpolation.
4

14

10

12

15

11

Activity 7:

Albert has an assignment to ask at random 10 students in their school about

their ages. The data are given in the table below.
Name
Ana
Ira
Susan
Antonette
Gladys

Age
10
13
14
13
15

Name
Tony
Lito
Christian
Michael
Dennis

371

Age
11
14
13
15
12

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1. What is Q1, Q2, and Q3 of their ages?

2. How many students belong to Q1, Q2, and Q3 in terms of their ages?
3. Have you realized the process of finding quartiles while doing the
activity?

PY

Activity 8:

The data are listed here:

109

79

80

101

91

78

112

96

95

90

87

C
O

Aqua Running has been promoted as a method for cardiovascular

conditioning for the injured athlete as well as for others who desire a low
impact aerobic workout. A study reported in the Journal of Sports Medicine
investigated the relationship between exercise cadence and heart rate by
measuring the heart rates of 20 healthy volunteers at a cadence of 48 cycles
per minute (a cycle consisted of two steps).

94

98

94

92

96

98

107

81

96

EP
E

Find the lower and upper quartiles of the data.

Activity 9:

Consider the following nicotine levels of 40 smokers:

0

87 173 253

198 266

103 173 265

112

121 208 277 17 123 210 284

32 130 222 289 35 131 227 290 44 149

234 313 48 164 245 477 86 167 250 491
Find the lower and upper quartiles of the data.

372

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The Deciles for Ungrouped Data

The deciles are the nine score points which divide a distribution into
ten equal parts. They are deciles and are denoted as D1, D2, D3,, D9. They
are computed in the same way that the quartiles are calculated.

D2

D3

D4

D5

D6

D7

D8

D9

PY

D1
Example 6.

Find the 3rd decile or D3 of the following test scores of a random

sample of ten students:

C
O

35 , 42 , 40 , 28 , 15 , 23 , 33 , 20 , 18 and 28.
Solution:

First, arrange the scores in ascending order.

18

20

23

28

15

28

33

35

40

42

EP
E

Steps to find decile value on a data with n elements:

To find its D3 position, use the formula

nearest integer.

3
n 1 and round off to the
10

3
10 1
10
3

11
10
33

10
= 3.3 3

Position of D3

D3 is the 3rd element.

Therefore, D3 = 20.

373

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Example 7
1. Mrs. Labonete gave a test to her students in Statistics. The students
finished their test in 35 minutes. This time is the 2.5th decile of the
allotted time. What does this mean?

Explanation:

C
O

35
minutes

PY

D2.5

This means that 25% of the learners finished the test. A low
quartile considered good, because it means the students finished the
test in a short period of time.

EP
E

2. Anthony is a secretary in one big company in Metro Manila. His salary

is in the 7th decile. Should Anthony be glad about his salary or not?
Explain your answer.
Solution:

70% of the employees receive a salary that is less than or equal

to his salary and 30% of the employees receive a salary that is greater
than his salary. Anthony should be pleased with his salary.

374

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Activity 10:
Mrs. Marasigan is a veterinarian. One morning, she asked her secretary
to record the service time for 15 customers.
The following are service times in minutes.
20, 35, 55, 28, 46, 32, 25, 56, 55, 28, 37, 60, 47, 52, 17

C
O

PY

Find the value of the 2nd decile, 6th decile, and 8th decile.

EP
E

After studying several discussions, examples, and activities, it will be good

for you to look back and check if there are still aspects which you find confusing
and hard. You are now ready to answer questions like: How can the position of a
certain value in a given set of data be described and used in solving real-life
problems?

Activity 11:

Given 50 multiple-choice items in their final test in Mathematics, the

scores of 30 students are the following:

23
45
44

38
48
21

28
16
18

46
22
43

22
27
21

20
25
26

18
29
37

34
31
29

36
30
13

35
25
37

Calculate the following using the given data.

1. Q1
4. D2
2. Q2
5. D3
3. Q3

375

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The Percentile for Ungrouped Data

P10
D1

P20
D2

Q2
P50

P30
D3

P40
D4

Q3
P75

C
O

Q1
P25

PY

The percentiles are the ninety-nine score points which divide a

distribution into one hundred equal parts, so that each part represents the
data set. It is used to characterize values according to the percentage below
them. For example, the first percentile (P1) separates the lowest 1% from the
other 99%, the second percentile (P2) separates the lowest 2% from the other
98%, and so on.

P50
D5

P60
D6

P70
D7

P80
D8

P90
D9

EP
E

The percentiles determine the value for 1%, 2%,, and 99% of the
data. P30 or 30th percentile of the data means 30% of the data have values
less than or equal to P30.
The 1st decile is the 10th percentile (P10). It means 10% of the data is
less than or equal to the value of P10 or D1, and so on.

Example 8

Find the 30th percentile or P30 of the following test scores of a random
sample of ten students: 35, 42, 40, 28, 15, 23, 33, 20, 18, and 28.
Solution:
Arrange the scores from the lowest to the highest.
15

18

20

23

28

28

33

376

35

40

42

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Steps to find percentile value on a data with n elements:

To find its P30 position use the formula
nearest integer.
Position of P30

k n 1
100

and round off to the

30 10 1
100
30 11

C
O

PY

100
300

100
= 3.3
= 3.3 3

P30 is the 3rd element.

Therefore, P30 = 20.

Activity 12:

EP
E

The scores of Miss World candidates from seven judges were

recorded as follows:

8.45, 9.20, 8.56, 9.13, 8.67, 8.85, and 9.17.

1. Find the 60th percentile or P60 of the judges scores.

2. What is the P35 of the judges scores?

377

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Activity 13:
Given a test in Calculus, the 75th percentile score is 15.
What does it mean? What is its measure of position in relation to the other
data?

Activity 14:

PY

Interpret the result and justify.

Complete the Cross Quantile Puzzle by finding the specified measures of

position. Use linear interpolation. (In filling the boxes, disregard the decimal

Given:

Scores 5, 7, 12, 14, 15, 22, 25, 30, 36, 42, 53, 65
2

Across
2. D7
65 n 1
4.
100
90 n 1
8.
100
9.
P9

1 4 3

C
O

point. For example, 14.3 should be written as

EP
E

378

Down
1. Q2
90 n 1
3.
100
5. P40
6. P52
7. P54

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PY

This section of the module will test your understanding of the different
measures of position by applying it to real-life situations. To demonstrate and
apply your knowledge, you will be given a practical task specifically in the field of
business and social sciences.

Activity 15:

EP
E

Activity 16:

C
O

Write each step in finding the position / location in the given set of data using
the cloud below. Add or delete clouds, if necessary.

Time
(hours)
2
4
6
8
10
12

People
450
1500
2300
5700
6850
8000

A total of 8000 people visited a shopping

mall over 12 hours.

Estimate the third quartile (when 75% of the visitors had arrived).
Estimate the 40th percentile (when 40% of the visitors had arrived).

379

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Activity 17:

C
O

PY

Create a scenario of the task in paragraph form incorporating GRASPS.

Make your own criteria in choosing the Cleanest Classroom

Role:

Students by Section

Audience:

The School Administration and Supreme Student Government

Officers

Situation:

The SSG Officers will reward a certificate of recognition to those

who will rank 1st based on the given standards.

EP
E

Goal:

Product /Performance: Criteria

Standards:

Understanding of task, completion of task, communication of

findings, group process

380

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Teachers Rubric for Assessing Students Performance

(Group Task)
4

Understanding
of Task

Demonstrated
a substantial
understanding
of the content,
processes,
and demands
of the task

Demonstrated
gaps in their
understanding
of the content
and task

Demonstrated
minimal
understanding
of the content

Completion of
Task

Fully achieved
the purpose of
the task,
including
thoughtful,
insightful,
interpretations
and
conjectures
Communicated
their ideas and
findings
effectively,
raised
interesting and
provocative
questions, and
went beyond
what was
expected
Used all their
time
productively

Demonstrated
understanding
of the content
and task, even
though some
supporting
ideas or details
may have
been
overlooked or
misunderstood
Accomplished
the task

Group Process

C
O

Completed
most of the
task

Everyone was
involved and
contributed to
the group
process and
product.

Attempted to
accomplish the
task, but with
little or no
success

Communicated
their findings
effectively

Communicated
their ideas and
findings

Did not finish

the
investigation
and/or were
not able to
communicate
ideas very well

Worked well
together most
of the time

Worked
together some
of the time

They usually
listened to
each other and
used each
others ideas.

Not everyone
contributed
equal efforts to
the task.

Did not work

very
productively as
a group

EP
E

Communication
of findings

PY

Standards

381

Not everyone
contributed to
the group
effort.

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SUMMARY/SYNTHESIS/GENERALIZATION
This lesson was about measures of position for ungrouped data. The
lesson provided you with opportunities to illustrate and compute for quartiles,
deciles, and percentiles of ungrouped data. You were also given the
opportunity to formulate and solve real-life problems involving measures of
position.
You have learned the following:

k
4

n 1

Decile for Ungrouped Data

k
10

n 1

Position of Dk

C
O

Position of Qk

PY

Quartile for Ungrouped Data

Percentile for Ungrouped Data

n 1

EP
E

Position of Pk

100

382

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C
O

PY

To check your readiness for the next topic, review the previous lessons.
These will help you in the study of measure of position for grouped data. As you
study the module, you may answer the question: How are measures of position
for grouped data used in real-life situations? Do and accomplish the activities
with your partner.

Activity 1:

23

15

27

36

21

20

13

33

25

EP
E

34

The following are scores of ten students in their 40-item quiz.

1. What are the scores of the students which are less than or equal to
25% of the data?
______________________________________________________

2. What are the scores of the students which are less than or equal to
65% of the data?
______________________________________________________
3. What are the scores of the students which are less than or equal to 8%
of the data?
______________________________________________________

383

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Activity 2:
Use your scientific calculator to answer the following
questions. Do this activity as fast as you can.

1. The bank manager observes the bank deposits in one specific day are
as follows:
6500
1750
1600
1200

Find the 75th percentile.

1000
1100
11 000
13 500

8500
4500
12 500
1400

PY

5000
1200
1500
9500

C
O

1150
9000
750
7000

2. 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.

Compute the 15th percentile.

EP
E

3. Mr. Mel Santiago is the sales manager of JERRYS 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.
40
53
62
69

38
52
59
69

41
54
62
71

45
55
62
77

48
55
63
78

48
55
64
79

50
56
65
79

50
56
66

51
57
66

51
59
67

52
59
67

Determine the following.

a. 3rd quartile
b. 9th decile
c. 33rd percentile

384

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Did you find the previous activities easy? Were you able to answer
it? Are you now ready to get the measures of position in a grouped data?
To help you understand the next topic, notes with illustrative examples
are provided.

PY

The Quartile for Grouped Data

Recall that quartiles divide the distribution into four equal parts.

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

EP
E

used:

C
O

The steps in computing the median are similar to that of Q1 and Q3. In
finding the median, we first need to determine the median class. In the same
manner, the Q1 and the Q3 class must be determined first before computing
for the value of Q1 and Q3. The Q1 class is the class interval where the
N
3N
th score is contained, while the class interval that contains the
th
4
4
score is the Q3 class.

kN
4 cf b
Q
LB

k
fQk

where:

LB = lower boundary of the Qk class

N = total frequency
cf b = cumulative frequency of the class before the Qk
class
f Q1 = frequency of the Qk class
i = size of class interval
k = nth quartile, where n = 1, 2, and 3

385

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Example 1.
Calculate the Q1, Q2, and Q3 of the Mathematics test scores of 50 students.
Frequency
4
8
11
9
12
6

Solution:

Less than
Cumulative
Frequency (<cf)
50
46
38
27
18
6

C
O

Frequency
Lower
(f)
Boundaries
(LB)
4
45.5
8
40.5
11
35.5
9
30.5
12
25.5
6
20.5
N = 50

Q1 class:

(28th-38th score) Q3 class

(19th-27th score) Q2 class
(7th-18th score) Q1 class

EP
E

Class
Interval
Scores
46-50
41-45
36-40
31-35
26-30
21-25

PY

Scores
46-50
41-45
36-40
31-35
26-30
21-25

N 50

4
4
12.5

This means we need to find

the class interval where the 12.5th
score is contained.
Note that the 7th-18th scores
belong to the class interval: 26-30.
So, the 12.5th score is also within the
class interval.
The Q1 class is class interval
26-30.

LB 25.5
N 50
cf b 6
fQ 12
2

i 5

4 cf b
Q
LB

i
1
f
Q1

12.5 6
Q1 25.5

5
12

Q1 28.21

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

386

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Note that the 19th-27th scores

belong to the class interval: 31-35. So,
the 25th score is also within the class
interval.

N 50
cf b 18
fQ 9
2

i 5
2N

4 cf b
Q2 LB
i
f
Q2

25 18
Q2 30.5
5
9

Q2 34.39

C
O

The Q2 class is the class

interval 31-35.

LB 30.5

PY

2 50
2N

4
4
100

4
25
This means we need to find the
class interval where the 25th score is
contained.
Q2 class:

Therefore, 50% of the students have a score less than or equal to 34.39

EP
E

3N 3 50
Q3 class:

4
4
150

4
37.5

This means we need to find the

class interval where the 37.5th score is
contained.

Note that the 28th-38th scores

belong to the class interval: 36-40. So,
the 37.5th score is also within the
class interval.
36-40.

The Q3 class is class interval

LB 35.5
N 50
cf b 27
fQ 11
2

i 5

3N

4 cf b
Q3 LB
i
f Q3

37.5 27
Q3 35.5
5
11

Q3 40.27

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)

387

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The Deciles for Grouped Data

Deciles are those values that divide the total frequency into 10 equal
parts. The kth decile denoted by Dk is computed as follows:
kN
10 cf b
Dk LB
f Dk

LB = lower boundary of the Dk class

N = total frequency
cf b = cumulative frequency before the Dk class

PY

where:

C
O

f Dk = frequency of the Dk class

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

Calculate the 7th decile of the Mathematics test scores of 50 students.

Frequency

46-50

41-45

36-40

11

31-35

26-30

12

21-25

EP
E

Scores

388

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Solution:
Frequency
(f)

Lower
Boundaries
(LB)

46-50

45.5

Less than
Cumulative
Frequency
(<cf)
50

41-45

40.5

46

36-40

11

35.5

38

31-35

30.5

27

26-30

12

25.5

18

21-25

20.5

D7 class:

350
10
= 35

C
O

N = 50

7N
=
10

(28th-38th score)
D7 class

PY

Class Interval
Scores

EP
E

This means we need to find the

class interval where the 35th score is
contained.

7N

10 cf b
D7 LB
i
f D7

35 27
D7 35.5
5
11

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 the class

interval 36-40.

Therefore, the 7th decile is equivalent to the 70th percentile. Therefore,

70% of the students got a score less than or equal to 39.14.

389

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The Percentile for Grouped Data

The percentile of grouped data is used to characterize values according to
the percentage below them.
Early on, you have already learned that kth quartile denoted by Qk and
the kth deciles denoted by Dk are computed, respectively, as follows:

kN
10 cf b
Dk LB
f Dk

and

PY

kN
4 cf b
Qk LB
f Qk

Finding percentiles of a grouped data is similar to that of finding

quartiles and deciles of a grouped data.

C
O

The kth percentile, denoted by Pk, is computed as follows:

LB = lower boundary of the kth percentile class

N = total frequency
cf b = cumulative frequency before the percentile class
f P = frequency of the percentile class

EP
E

where:

kN
cf b

Pk LB 100
f Pk

i
k

= size of class interval

= nth percentile where n = 1, 2, 3,, 97, 98, and 99

Example 3.

Calculate the 65th percentile and 32nd percentile of the Mathematics

test scores of 50 students.
Scores
46-50
41-45
36-40
31-35
26-30
21-25

Frequency
4
8
11
9
12
6

390

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Solution:
Frequency
(f)

Lower
Boundaries
(LB)

46-50
41-45
36-40
31-35
26-30
21-25

4
8
11
9
12
6

45.5
40.5
35.5
30.5
25.5
20.5

65N
=
100

3250
100
= 32.5
=

(28th-38th score)
P65 class
(7th-18th score)
Q1 class

LB 35.5
N 50
Cf b 27
f P 11

C
O

P65 class :

Less than
Cumulative
Frequency
(<cf)
50
46
38
27
18
6

PY

Class Interval
Scores

This means we need to find the

class interval where the 32.5th score is
contained.

EP
E

Note that the 28th-38th scores

belong to the class interval: 36-40. So,
the 32.5th score is also within the
class interval.

i =5

65N

100 cf b
P65 LB
i
f P65

32.5 27
P65 35.5
5
11

P65 38

The P65 class is the class

interval 36-40.

65

Therefore, 65% of the students got a score less than or equal to 36-40.

391

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32N 32 50
=
100
100
1600
=
100
= 16

This means we need to find the

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

P32 29.67

C
O

26-30.

The P32 class is class interval

32N

100 cf b
P32 LB
i
f
P32

16 6
P32 25.5
5
12

PY

P32 class:

Therefore, 32% of the students got a score less than or equal to 29-67.
Percentile Rank

EP
E

Percentile ranks are particularly useful in relating individual scores to

their positions in the entire group. A percentile rank is typically defined as the
proportion of scores in a distribution that a specific score is greater than or
equal to. For instance, if you received a score of 95 on a mathematics test
and this score was greater than or equal to the scores of 88% of the students
taking the test, then your percentile rank would be 88.

An example is the National Career Assessment Examination (NCAE)

given to Grade 9 students. The scores of students are represented by their
percentile ranks.

where:

PPR

P LB f P

cf P
N
i

100

PR = percentile rank, the answer will be a percentage

cf P = 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 the class interval
392

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Example 4.
Find how many percent of the scores are greater than the cumulative
frequency of 38 in the previous table.
Solution:

PPR

PPR

cf P = 27
I =5

cf
50
46
38
27
18
6

(28th 38th score)

PY

38 is within 36-40
LB = 35.5
P = 38
N = 50
f P = 11

Frequency
4
8
11
9
12
6

P LB f P

cf P
N
i

100

C
O

Scores
46-50
41-45
36-40
31-35
26-30
21-25

100 38 35.5 27

27
50
5

PPR 65

EP
E

Therefore, 65% of the scores are less than the cumulative frequency of
38, while 35% of the scores are greater than the cumulative frequency of 38.
Example 5.

Assume that a researcher wanted to know the percentage of

consultants who made Php5,400 or more per day.
Consultant
Fees
(in Php)
6400 7599

Number of
Consultants

Cumulative
Frequency

24

120

5200 6399

36

96

4000 5199

19

60

2800 3999

26

41

1600 2799

15

15

393

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100 P LB f P

cf P
PPR
Php 5,400 is within 5200-6399
N
i

LB = 5199.5
N = 120

100 5400 5199.5 36

P = 5,400.00

60

PR
120
1200
cf = 60

fP
i

= 36
= 1200

PPR 55.01

Round off the resulting value to the nearest whole number.

Activity 3:

C
O

PY

Therefore, 55% of consultants make Php 5,400.00 or less per day and
45% of consultants make Php 5,400.00 or more per day.

Daily allowance of 60 students

f

<cf

Class Interval

60

71-80

10

53

61-70

15

43

51-60

28

41-50

12

24

31-40

12

21-30

11-20

1-10

EP
E

81-90

D6

P15

P35

D8

D4

P70

Q1

Q2

D8

Q3

____ ____ ____ ____ ____ ____ ____ ____ ____ ____

394

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Given the frequency distribution, compute for each quantile and match
it with the letter code of its corresponding value to complete the phrase in the
preceding page:
T. 43
I. 61.83
N. 72.5
Y. 35.5
L. 48
A. 69.83
M. 65.83
C. 50/5
O. 75.5
R. 34

C
O

Activity 4:

PY

Q1
Q2
Q3
P15
P35
P70
D6
D4
D8

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
Companies

41 45

11

36 40

31 35

26 30

21 25

16 20

EP
E

Number of
Employees

395

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Activity 5:
Find the 1st quartile, 7th decile, 35th percentile, and percentile rank of 115
and 155 for the following distribution.

PY

Frequency
8
12
6
10
7
11
13
9
4

C
O

Class Interval
151 160
141 150
131 140
121 130
111 120
101 110
91 100
81 90
71 80

EP
E

After having several discussions, examples, and activities, you need to have
a closer look once again if there are still aspects which you find confusing and
hard. You are now ready to answer questions like: How can the position of data
be described and used in solving real-life problems?

Activity 6:

Dennis and Christine scored 32 and 23, respectively, in the National

Career Assessment Examination (NCAE). The determining factor for a
college scholarship is that a students 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.
NCAE Scores
39 41
36 38
33 35
30 32
27 29

f
6
7
9
13
22

LB

396

<cf

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NCAE Scores
24 26
21 23
18 20
15 17
12 14
9 11
68
35

f
10
9
7
8
4
2
1
1

LB

<cf

PY

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
answers.

C
O

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?

EP
E

Activity 7:

4. Based on their percentile and percentile ranks, will Dennis and

Christine receive a scholarship? Explain your answer.

In this activity, you will be asked to complete the 1 4 3 chart. Write down
what is being asked regarding the different measures of position.

1 4 3 LIST
One thing I really love about this topic
1.
Four important reasons why I love this topic
1.
2.
3.
4.
Three things I still need to understand about this topic
1.
2.
3.

397

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You have already learned and identified the measures of position and the
process of computing and interpreting results. You will now take a closer look at
some aspects of the topic and check if you still have misconceptions about
measures of position.

Activity 8:

Activity 9:

Things Learned and Insights

Concept Map
Difficulties
Unforgettable Experiences / Activities

C
O

I.
II.
III.
IV.

PY

Write a reflection journal titled Measure of Position using the format:

EP
E

Conduct a mini-research on students performance in the final

examination in Mathematics. Apply the knowledge and skills you have
learned in this lesson to evaluate and interpret test results and to
make/formulate meaningful decisions based on the results to resolve the
difficulties of the students.

398

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Teachers Scoring Rubric in Assessing Students Performance

(Group Task)

The paper
demonstrated
that the
student, for the
most part,
understands
and has applied
concepts
learned in the
course. Some
of the
conclusions,
however, are
not supported
in the body of
the paper.

Developing

Beginning

The paper
demonstrated
that the
student, to a
certain extent,
understands
and has
applied
concepts
learned in the
course.

The paper did

not
demonstrate
that the
student has
fully
understood
and applied
concepts
learned in the
course.

PY

The paper
demonstrated
that the
student fully
understands
and has
applied
concepts
learned in the
course.
Concepts are
integrated into
the writers
own insights.
The writer
provides
concluding
remarks that
show analysis
and synthesis
of ideas.
The topic is
focused
narrowly
enough for the
scope of this
assignment.
The research
study provides
direction for
the paper,
either by
statement of a
position or
hypothesis.
In-depth
discussion is
evident in all

Approaching
Proficient

EP
E

INTEGRATION
OF
KNOWLEDGE

Proficient

C
O

Criteria

TOPIC
FOCUS

DEPTH OF
DISCUSSION

The topic is
focused but
lacks direction.
The paper is
about a specific
topic but the
writer has not
established a
position.

The topic is
too broad for
the scope of
this
assignment.

The topic is
not clearly
defined.

In-depth
discussion is
evident in most

The student
has omitted
pertinent

The paper
lacks in-depth
discussion as

399

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sections of the
paper

sections of the
paper

Developing

Beginning

content or
content runons
excessively.

evidenced by
cursory
discussion
(with limited
supporting
points) in all
sections of
the paper.
For the most
Sometimes
Does not tie
part, ties
ties together
together
together
information
information
information
from all
Paper does
from all sources sources
not have a
Paper flows
Paper did not good flow and
with only some flow appears to be
disjointedness. disjointedness created from
Student's
is apparent.
disparate
writing
Student's
issues.
demonstrates
writing does
Headings are
an
not
necessary to
understanding
demonstrate
link concepts.
of the
an
Writing does
relationship
understanding not
among
of the
demonstrate
materials
relationship
understanding
obtained from
among
of any
all sources.
materials
relationships.
obtained from
all sources.
Minimal spelling Noticeable
Unacceptable
and/or grammar spelling and
number of
mistakes
grammar
spelling
mistakes
and/or
grammar
mistakes

EP
E

Ties together
information
from all
sources
Paper flows
from one issue
to the next
without the
need for
headings.
COHESIVENESS Student's
writing
demonstrates
an
understanding
of the
relationship
among
materials
obtained from
all sources.
No spelling
and/or
grammar
SPELLING &
GRAMMAR
mistakes

Approaching
Proficient

PY

Proficient

C
O

Criteria

400

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Activity 10:
Ask your classmates about their Science, English, and Mathematics grades.
Gather all the data from your classmates by listing. Then, construct a
frequency distribution of a grouped data. (use i = 5).

C
O

PY

Calculate the following:

a. 1st quartile
b. 2nd quartile
c. 3rd quartile
d. 7th decile
e. 4th decile
f. 60th percentile
g. 85th percentile
h. percentile rank of 75
i. percentile rank of 82

Interpret each result.

______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________ .

EP
E

Activity 11:

Write a good definition of the different measures of position.

My Definition Table

Measures of Positions

Quartile

Decile

Percentile

401

My Definition

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SUMMARY/SYNTHESIS/GENERALIZATION
In this lesson, you were able to illustrate measures of position for
grouped data: quartiles, deciles, and percentiles, calculate a specified
measure of position (e.g., 90th percentile) of a set of data, interpret measures
of position, and solve problems involving measures of position. More
importantly, you were given the chance to formulate and solve real-life
problems, and demonstrate your understanding of the lesson by doing some
practical tasks.

PY

You have learned the following:

kN
cf b

Qk LB 4
fQk

Decile for Grouped Data

EP
E

kN
cf b

Dk LB 10
f Dk

C
O

Quartile for Grouped Data

Percentile for Grouped Data

kN
100 cf b
Pk LB
f Pk

Percentile Rank

PPR

P LB f P

cf P
N
i

100

402

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GLOSSARY OF TERMS
Deciles - the nine score points which divide a distribution into ten equal parts.
These deciles are denoted as D1, D2, D3, D9.
Percentiles - the ninety-nine score points which divide a distribution into one
1
hundred equal parts so that each part represents
of the data set. They
100
are used to characterize values according to the percentage below them.

PY

Quantiles - measures of positions that divide a distribution into four, ten, and
hundred equal parts. Such measures of positions are quartiles, deciles, and
percentiles.

C
O

Quartiles - the score points which divide a distribution into four equal parts.
Twenty-five percent (25%) of the distribution fall below the first quartile, fifty
percent (50%) fall below the second quartile, and seventy-five percent (75%)
fall below the third quartile.

References:

REFERENCES AND WEBSITE LINKS USED IN THIS MODULE

EP
E

De Guzman-Santos, R., De Guzman, T., Ungriano, A., Yabut, E. (2006).

Statistics. Manila, Philippines. Centro Escolar University Publishing
House.
Febre, Francisco Jr. (1987). Introduction to Staistics. Quezon City, Philippines.
Phoenix Publishing House, Inc.

Manansala, T. (2007). Statistics. Manila, Philippines. Jimcy Publishing House.

Mendenhall, W., Beaver, R., Beaver, B. (2006). Probability and Statistics.
Thomson Learning Asia.

Oronce, O., Mendoza, M. (2010). E-math IV. Quezon City, Philippines. Rex
Book Store, Inc.

403

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Website Links as References and Sources of Learning Activities:

http://www.slideshare.net/maggiev/the-interpretation-of-quartiles-andpercentiles-july-2009
This site provides formula, examples, and exercises of quartile, percentile,
and decile.
http://www.mathsisfun.com/data/quartiles.html
This site provides examples of quartile.

PY

www.mathsisfun.com/data/percentiles.html
This site provides examples and exercises of percentile.

www.harding.edu/sbreezeel/460%20files/statbook/chapter5.pdf
This site provides formula, examples, and exercises of percentile and
percentile ranks.

C
O

http://www.onlinemathlearning.com/quartile.html
This site provides problems for the cross-quantile problem.

https://www.google.com.ph
The following sites provide pictures that made the module more attractive and
interesting especially to students.

EP
E

http://books.google.com.ph//
International Business Research By Neelankavil
This provides exercise for business in calculator drill.
http://alstatr.blogspot.com/2013/06/quartiles-deciles-and-percentiles.html
This provides exercise for business in calculator drill.

http://answers.yahoo.com/question/index?qid=20100630123126AA7lZZa
This provides exercise for business in calculator drill.
http://www.icoachmath.com/problems/problemslink.aspx
This site provides examples and exercises of quartile.

404

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