Learning Area Mathematics Grade Level 10

W2 Quarter Fourth Date

I. LESSON TITLE FINDING MEASURES OF POSITION
II. MOST ESSENTIAL LEARNING The learner calculates a specified measure of position (e.g. 90 th
COMPETENCIES (MELCs) percentile) of a set of data. (M10SP-IVb-1)
III. CONTENT/CORE CONTENT Calculating a measure of position (grouped and ungrouped data)
IV. LEARNING PHASES AND LEARNING ACTIVITIES
A. Introduction (Time Frame: 20 minutes)

Learning Objectives: At the end of the lesson, you are able to:
a. identify the procedures in calculating measures of position of ungrouped and grouped data;
b. use the appropriate formula in finding measures of position of grouped data; and
c. appreciate the usefulness of measures of position in real life situations.

In Grade 7 Mathematics, you encountered finding median of a set of values. Let us review your knowledge and skills on it.
Study the text below.

In a 10-item Math quiz, 10 students got the following scores: 4, 8, 6, 3, 4, 5, 6, 7, 7, 10. Find the median of the scores.

Following are the steps in finding median:

STEPS ILLUSTRATION
1. Arrange the values in ascending order.
(Take note that you can also arrange it in 3, 4, 4, 5, 6, 6, 7, 7, 8,
10 descending order.)
2. (a) If the number of values is odd, find Since there are 10 values, 𝑛 = 2
10
=
2
5. the middle value. Then, that value is the Get the 5th and 6th values th
set of in e
median.
values. These are the middle values.

(b) If the number of values is even, find𝑛 In the problem above, the middle
values the two middle values by2 using . (n is the are both 6.
number of values.)
3. This step is applicable if the number of 6 + 6 12
values is even. 2 = 2= 6
Therefore, 6 is the median of the given set
Find the mean of the two middle values. of values.
The resulting value is the median.

These steps are somehow similar with finding the measures of position of ungrouped data. Study the lesson below.
B. Development (Time Frame: 80 minutes)

I. MEASURES OF POSITION FOR UNGROUPED DATA

1. Quartiles – the score points which divide a distribution into four equal parts. (Figure 1)
a. First Quartile – the value where the twenty-five percent (25%) of the distribution
are below it. It is denoted by 𝑄1. It is also called as the lower
quartile.
b. Second Quartile – the value where fifty percent (50%) or half of the distribution are
below it. It is denoted by 𝑄2 and also the median of the distribution.
c. Third Quartile – the value where seventy-five percent (75%) of the distribution are
below it. It is denoted by 𝑄3. It is also called as the upper quartile.

Figure 1
IV. LEARNING PHASES AND LEARNING ACTIVITIES
Mendenhall and Sincich Method – a method that can be used in calculating quartiles.
Illustrative Example 1
Find 𝑄1, 𝑄2, and 𝑄3 of the following distribution: 3, 5, 2, 5, 4, 6, 8, 7, 4.

STEPS ILLUSTRATION
1. Arrange the values in the distribution in ascending order. 2, 3, 4, 4, 5, 5, 6, 7, 8
2. (a) Find the position of 𝑄 by using 𝟏 (𝒏 + 𝟏) where n is the 𝑛= 9
1 𝟒
number of values. The resulting value must be rounded to 1 1 1
the nearest integer. However, if the resulting value falls Position of 𝑄1 = (𝑛 + 1) = (9 + 1) = (10) = 2.5. The
4 4 4
halfway between two integers, round it up. resulting value 2.5 becomes 3 after rounding up. Therefore,
in the distribution, the third value is 4 and that is 𝑄1
(b) Find the position of 𝑄2 by finding the median.
In the distribution, the middle value or the median is 5.
(c) Find the position of 𝑄 by using 3 (𝑛 + 1) where n is the Hence, 𝑄2 = 5.
3 4
number of values. The resulting value must be rounded to 3 3 3
the nearest integer. However, if the resulting value falls Position of 𝑄3 = (𝑛 + 1) = (9 + 1) = (10) = 7.5. The
4 4 4
halfway between two integers, round it down. resulting value 7.5 becomes 7 after rounding down.
3. Look at the arranged distribution. Based on the given distribution,

First Quartile or 𝑄1: the value that falls under the computed 𝑄1 = 4,
position of 𝑄1. 𝑄2 = 5, and
Second Quartile or 𝑄2: the value of the median 𝑄3 = 6.
Third Quartile or 𝑄3: the value that falls under the computed
position of 𝑄3.

2. Deciles – the nine score points which divide a distribution into ten equal parts. They are denoted as 𝐷1, 𝐷2, 𝐷3, … , 𝐷9.
(Figure 2)

Figure 2
Finding deciles is similar to finding quartiles except to the formula being used in finding its positions.

Illustrative Example 2
Find the third decile (𝐷3) and the seventh decile (𝐷7) of the distribution: 3, 5, 2, 5, 4, 6, 8, 7, 4.

STEPS ILLUSTRATION
1. Arrange the values in the distribution in ascending order. 2, 3, 4, 4, 5, 5, 6, 7, 8
3
2. (a) In finding the position of the third decile 3(𝐷 ), use 3 (𝑛 + 1) where n is the (a) Position of 𝐷 3
= (9 + 1 ) =
10 10
number of values. 3
(10) = 3
10
(b) In finding the position of the seventh decile 7(𝐷 ), use 7 (𝑛 + 1) where n is the
10 𝐷3 is the 3rd data
number of values. 7
(b) Position of 𝐷
7
= (9 + 1 ) =
10
Note: The fifth decile (𝐷5) is also the median of the distribution. 7
(10) = 7
10
𝐷7 is the 7th data
IV. LEARNING PHASES AND LEARNING ACTIVITIES
3. Look at the distribution. Based on the distribution,

Third Decile (𝐷3): the value in the distribution that falls under the computed 𝐷3 = 4
position of 𝐷3. 𝐷7 = 6

Seventh Decile (𝐷7): the value in the distribution that falls under the computed
position of 𝐷7

3. Percentiles – the ninety-nine score points which divide a distribution into one hundred equal parts.

Figure 3

It can be used to determine the values for 1%, 2%, …., and 99% of the distribution. 𝑃40 or 40th percentile of the distribution
means 40% of the distribution have values less than or equal to 𝑃40.

Finding percentiles is similar to finding quartiles and deciles except to the formula being used in finding its positions.

Illustrative Example 3

Find the 30th percentile (𝑃30) of the distribution : 3, 5, 2, 5, 4, 6, 8, 7, 4.

STEPS ILLUSTRATION
1. Arrange the values in the distribution in ascending order. 2, 3, 4, 4, 5, 5, 6, 7, 8
30 30
2. In finding the position of the 30th percentile (𝑃30)of the (a) Position of 𝑃
30= 100 (9 + 1) = (10)100 = 3
distribution, use 30 (𝑛 + 1) where n is the number of values. rd
100 𝑃30 is the 3 data.

Note: 50th percentile or 𝑃50 is also the median of the

distribution.
3. Look at the distribution. Based on the distribution,

30th Percentile (𝑃30): the value in the distribution that falls 𝑃30 = 4
under the computed position of 𝑃30.

II. MEASURES OF POSITION FOR GROUPED DATA

1. Quartiles
In computing the quartiles of grouped data, use the formula below:
𝑘𝑁
𝑄𝑘 = 𝐿𝐵 + ( 4 − 𝑐𝑓𝑏) 𝑖
𝑓𝑄𝑘

where: LB=lower boundary of the 𝑄𝑘 class

N=total frequency
𝑐𝑓𝑏=cumulative frequency of the class before the 𝑄𝑘 class
𝑓𝑄 =frequency of the 𝑄𝑘 class
𝑘
𝑖=size of class interval
𝑘= nth quartile, where n=1, 2, and 3
Illustrative Example 4
Calculate the 𝑄1, 𝑄2, and 𝑄3 of the distribution below.
Class Interval Frequency
26-30 4
21-25 8
16-20 11
11-15 9
6-10 12
1-5 6
IV. LEARNING PHASES AND LEARNING ACTIVITIES
Solution:
Class Frequency Lower Less than
Interval (f) Boundary Cumulative
(LB) Frequency
(<cf)
26-30 4 26-0.5=25.5 46+4=50
21-25 8 21-0.5=20.5 38+8=46
16-20 11 16-0.5=15.5 27+11=38 (28th-38th value) 𝑄3 class
11-15 9 11-0.5=10.5 18+9=27 (19th – 27th value) 𝑄2 class
6-10 12 6-0.5=5.5 6+12=18 (7th – 18th value) 𝑄1 class
1-5 6 1-0.5=0.5 6
N=50

*To get Lower Boundary (LB), subtract 0.5 from the lower limit.
*To get Less than Cumulative Frequency (<cf), add each frequency starting at the bottom.

For 𝑄1
STEPS ILLUSTRATION
𝑁 50
1. Find the position of the 𝑄1 class. Position of the 1𝑄 class = = = 12.5.
4 4
2. Then, look for the class interval where 12.5th value belongs to 7th – 18th value.
12.5th value belongs. 6-10 is the 𝑄1 class.
3. LB is the lower boundary of the 𝑄1 class. 𝐿𝐵 = 5.5
4. 𝑐𝑓𝑏 is the less than cumulative 𝑐𝑓𝑏 = 6
frequency below the 𝑄1 class.
5. 𝑓𝑄1is the frequency of the 𝑄1 class 𝑓𝑄1 = 12
6. 𝑖 is the size of class interval. Count the 𝑖=5
values from a class interval.
7. Substitute the values in the formula and 𝑘𝑁
get the final answer. 𝑄1 = 𝐿𝐵 + ( 4 − 𝑐𝑓𝑏) 𝑖
𝑓𝑄1
1(50)
𝑄1 = 5.5 + ( 4 − 6) 5
12
12.5 − 6
𝑄1 = 5.5 + ( )5
12
6.5
𝑄1 = 5.5 + ( )5
12
6.5
𝑄1 = 5.5 + ( )5
12
𝑄1 ≈ 8.21
*≈ is the symbol used to denote
approximation. It is used in this example
since 𝑄1 is approximated.

For 𝑄2
STEPS ILLUSTRATION
𝑁 50
1. Find the position of the 𝑄2 class. Position of the 2𝑄 class = = = 25.
2 2
2. Then, look for the class interval where 25th value belongs to 19th – 27th value.
25th value belongs. 11-15 is the 𝑄2 class.
3. LB is the lower boundary of the 𝑄2 class. 𝐿𝐵 = 10.5
4. 𝑐𝑓𝑏 is the less than cumulative 𝑐𝑓𝑏 = 18
frequency below the 𝑄2 class.
5. 𝑓𝑄2is the frequency of the 𝑄2 class 𝑓𝑄2 = 9
6. 𝑖 is the size of class interval. Count the 𝑖=5
values from a class interval.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
𝑁
7. Substitute the values in the formula and − 𝑐𝑓𝑏
get the final answer. 𝑄2 = 𝐿𝐵 + ( 2 ) 𝑖
𝑓𝑄2
50
𝑄2 = 10.5 + ( 2− 18) 5
9
25 − 18
𝑄2 = 10.5 + ( )5
9
7
𝑄2 = 10.5 + ( ) 5
9
𝑄2 ≈ 14.39
For 𝑄3
STEPS ILLUSTRATION
3𝑁 3(50)
1. Find the position of the 𝑄3 class. Position of the 3𝑄 class = = = 37.5.
4 4
2. Then, look for the class interval where 37.5th value belongs to 28th – 38th value.
37.5th value belongs. 16-20 is the 𝑄3 class.
3. LB is the lower boundary of the 𝑄3 class. 𝐿𝐵 = 15.5
4. 𝑐𝑓𝑏 is the less than cumulative 𝑐𝑓𝑏 = 27
frequency below the 𝑄3 class.
5. 𝑓𝑄3is the frequency of the 𝑄3 class 𝑓𝑄3 = 11
6. 𝑖 is the size of class interval. Count the 𝑖=5
values from a class interval.
7. Substitute the values in the formula and 3𝑁
get the final answer. 𝑄3 = 𝐿𝐵 + ( 4 − 𝑐𝑓𝑏) 𝑖
𝑓𝑄3
3(50)
𝑄3 = 15.5 + ( 4 − 27) 5
11
37.5 − 27
𝑄3 = 15.5 + ( )5
11
10.5
𝑄3 = 15.5 + ( )5
𝑄3 ≈ 20.2711

2. Deciles
. In computing the deciles of grouped data, use the formula below:
𝑘𝑁
𝐷𝑘 = 𝐿𝐵 + ( 10 − 𝑐𝑓𝑏) 𝑖
𝑓𝐷𝑘

where: LB=lower boundary of the 𝐷𝑘 class

N=total frequency
𝑐𝑓𝑏=cumulative frequency of the class before the 𝐷𝑘 class
𝑓𝐷 =frequency of the 𝐷𝑘 class
𝑘
𝑖=size of class interval
𝑘= nth decile, where n=1, 2, 3, 4, 5,6 ,7 8, 9
Illustrative Example 5
Calculate the 7th decile of the distribution in Illustrative Example 4.
Solution:
Class Frequency Lower Less than
Interval (f) Boundary Cumulative
(LB) Frequency
(<cf)
26-30 4 26-0.5=25.5 46+4=50
21-25 8 21-0.5=20.5 38+8=46
(28th-38th value) 𝐷7 class
16-20 11 16-0.5=15.5 27+11=38
11-15 9 11-0.5=10.5 18+9=27
6-10 12 6-0.5=5.5 6+12=18
1-5 6 1-0.5=0.5 6
N=50
IV. LEARNING PHASES AND LEARNING ACTIVITIES
STEPS ILLUSTRATION
7𝑁 7(50)
1. Find the position of the 𝐷7 class. Position of the 7𝐷 class = = = 35.
10 10
2. Then, look for the class interval where 35th value belongs to 28th – 38th value.
35th value belongs. 16-20 is the 𝑄3 class.
3. LB is the lower boundary of the 𝐷7 class. 𝐿𝐵 = 15.5
4. 𝑐𝑓𝑏 is the less than cumulative 𝑐𝑓𝑏 = 27
frequency below the 𝐷7 class.
5. 𝑓𝐷 7is the frequency of the 𝐷7 class 𝑓𝐷7 = 11
6. 𝑖 is the size of class interval. Count the 𝑖=5
values from a class interval.
7. Substitute the values in the formula and 7𝑁
get the final answer. 𝐷7 = 𝐿𝐵 + ( 10 − 𝑐𝑓𝑏) 𝑖
𝑓𝐷7
7(50)
𝐷7 = 15.5 + ( 10 − 27) 5
11
35 − 27
𝐷7 = 15.5 + ( )5
11
8
𝐷7 = 15.5 + ( ) 5
11
𝐷7 ≈ 19.14

3. Percentiles
In computing the percentiles of grouped data, use the formula below:
𝑘𝑁
− 𝑐𝑓𝑏
100
𝑃𝑘 = 𝐿𝐵 + ( ) 𝑖
𝑓𝑃𝑘

where: LB=lower boundary of the 𝑃𝑘 class

N=total frequency
𝑐𝑓𝑏=cumulative frequency of the class before the 𝑃𝑘 class
𝑓𝑃 =frequency of the 𝑃𝑘 class
𝑘
𝑖=size of class interval
𝑘= nth percentile, where n=1, 2, 3, 4, 5,6 ,7 8, 9, …, 99

Illustrative Example 6
Calculate the 65th percentile of the distribution in Illustrative Example 4.

Solution:
Class Frequency Lower Less than
Interval (f) Boundary Cumulative
(LB) Frequency
(<cf)
26-30 4 26-0.5=25.5 46+4=50
21-25 8 21-0.5=20.5 38+8=46 (28th-38th value) 𝑃65 class
16-20 11 16-0.5=15.5 27+11=38
11-15 9 11-0.5=10.5 18+9=27
6-10 12 6-0.5=5.5 6+12=18
1-5 6 1-0.5=0.5 6
N=50

STEPS ILLUSTRATION
65𝑁 65(50)
1. Find the position of the 𝑃65 class. Position of the 65
𝑃 class = = =
100 100
32.5.
2. Then, look for the class interval where 32.5th value belongs to 28th – 38th value.
32.5th value belongs. 16-20 is the 𝑄3 class.
3. LB is the lower boundary of the 𝑃65 class. 𝐿𝐵 = 15.5
4. 𝑐𝑓𝑏 is the less than cumulative 𝑐𝑓𝑏 = 27
frequency below the 𝑃65 class.
5. 𝑓𝑃65is the frequency of the 𝑃65 class 𝑓𝑃65 = 11
IV. LEARNING PHASES AND LEARNING ACTIVITIES
6. 𝑖 is the size of class interval. Count the 𝑖=5
values from a class interval.
7. Substitute the values in the formula and 65𝑁
get the final answer. 𝑃65 = 𝐿𝐵 + ( 100 − 𝑐𝑓𝑏) 𝑖
𝑓𝑃65
65(50)
𝑃65 = 15.5 + ( 100 − 27) 5
11
32.5 − 27
𝑃65 = 15.5 + ( )5
11
5.5
𝑃65 = 15.5 + ( ) 5
𝑃65 = 1811
C. Engagement (Time Frame: 30 minutes)
Learning Task 1
Solve the following problem.

The weights of the students in a class are the following: 69, 70, 75, 66, 83, 88, 66, 63, 61, 68, 73, 57, 52, 58, and 77. Calculate the
following:
1. 𝑄1 4. 𝑃45
2. 𝑄3 5. 𝑃80
3. 𝐷6

Learning Task 2
Given the frequency distribution, compute for the third quartile, fourth decile, and 65 th percentile.
Class Interval f <cf
81-90 7 60
71-80 10 53
61-70 15 43
51-60 4 28
41-50 12 24
31-40 6 12
21-30 3 6
11-20 2 3
1-10 1 1
D. Assimilation (Time Frame: 30 minutes)
Learning Task 3A
Consider the situation below and solve the following problem.
Mr. Mel Santiago is the sales manager of JERRY’S Bookstore. He has 40 sales staff members who visit college professors all over
the Philippines. Each Saturday morning, he requires his sales staff to send him a report. This report includes, among other
things, the number of professors visited during the previous week. Listed below, ordered from smallest to largest, are the
number of professors visited last week.
38 40 41 45 48 48 50 50 51 51 52 52 53 54 55 55 55 56 56 57 59 59 59 62 62 62 63 64 65 66 66 67 67 69 69 71
77 78 79 79
Determine the following:
a. 3rd quartile
b. 9th decile
c. 35th percentile
Learning Task 3B
The following is a distribution for the number of employees in 45 companies belonging to a certain industry. Calculate the
third quartile, 85th percentile, and 4th decile of the number of employees given the number of companies.
Number of Employees Number of Companies
41-45 11
36-40 6
31-35 9
26-30 7
21-25 8
16-20 4
IV. LEARNING PHASES AND LEARNING ACTIVITIES
V. ASSESSMENT (Time Frame: 30 minutes)

Solve the following problems.

1. Find 𝑄3, 𝐷8, and 𝑃60 of this set of data: 23, 42, 37, 26, 23, 38, 47, 29, 33, 38, 41, 36, 47, 29, 34.

2. Find 𝑄1, 𝐷4, and 𝑃20 of the data below.

Class Frequency
31-35 6
26-30 8
21-25 3
16-20 7
11-15 6
VI. REFLECTION (Time Frame: 5 minutes)
 Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
 - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Learning
LP Learning Task 2 LP LP Learning Task 3B LP Assessment LP
Task 1 Task 3A
Number 1 Third quartile a Third quartile Number 1
Number 2 Fourth decile b 85th percentile Number 2
Number 3 65th percentile c 4th decile
Number 4
Number 5

VII. REFERENCES Mathematics Learners Module Grade 10, p. 362-395

Prepared by: Rolito G. Asombra Checked by: MA. FILIPINA M. DRIO

LAILA R. MALOLES
HENRY P. CONTEMPLACION
MARIA CRISTINA O. ROSAS