TG - Mathematics 10 - Q4 PDF
TG - Mathematics 10 - Q4 PDF
TG - Mathematics 10 - Q4 PDF
PY
Mathematics
O
C
Teacher’s Guide
D
Unit 4
E
EP
Education at [email protected].
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
Teacher’s Guide
First Edition 2015
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.
PY
Only institutions and companies which have entered an agreement with FILCOLS
and only within the agreed framework may copy this Teacher’s Guide. Those who have not
entered in an agreement with FILCOLS must, if they wish to copy, contact the publishers and
authors directly.
Authors and publishers may email or contact FILCOLS at [email protected] or
(02) 439-2204, respectively.
O
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC C
Undersecretary: Dina S. Ocampo, PhD
Layout Artists: Aro R. Rara, Jose Quirovin Mabuti, 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.
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
PY
A. Learning Outcomes. Each module contains the content and
performance standards and the products and/ or performances
expected from the learners as a manifestation of their
understanding.
B. Planning for Assessment. The assessment map indicates the
O
type of assessment and categorized the objectives to be assessed
into knowledge, process/skills, understanding, and performance
C
C. Planning for Teaching-Learning. Each lesson has Learning
Goals and Targets, a Pre-Assessment, Activities with answers,
What to Know, What to Reflect on and Understand, What to
D
Transfer, and Summary / Synthesis / Generalization.
D. Summative Test. After each module, answers to the summative
test are provided to help the teachers evaluate how much the
E
clearly described.
F. References and Other Materials. This provides the teachers with
the list of reference materials used, both print and digital.
We hope that this Teacher’s Guide will provide the teachers with the
D
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
Curriculum Guide: Mathematics Grade 10
Unit 4
Module 8: Measures of Position ............................................................... 314
Learning Outcomes ............................................................................................314
Planning for Assessment ....................................................................................315
Planning for Teaching-Learning .........................................................................319
Pre-Assessment .................................................................................................319
Learning Goals and Targets ...............................................................................320
Lesson 1: Measures of Position for Ungrouped Data ...................................322
Activity 1 ..................................................................................................322
PY
Activity 2 ..................................................................................................322
Activity 3 ..................................................................................................323
Activity 4 ..................................................................................................324
Activity 5 ..................................................................................................326
Activity 6 ..................................................................................................327
Activity 7 ..................................................................................................327
O
Activity 8 ..................................................................................................327
Activity 9 ..................................................................................................328
Activity 10 ................................................................................................330
C
Activity 11 ................................................................................................330
Activity 12 ................................................................................................332
Activity 13 ................................................................................................332
Activity 14 ................................................................................................333
Activity 15 ................................................................................................334
D
Activity 16 ................................................................................................334
Activity 17 ................................................................................................334
Lesson 2: Measures of Position for Grouped Data ........................................336
E
Activity 1 ..................................................................................................336
Activity 2 ..................................................................................................336
EP
Activity 3 ..................................................................................................346
Activity 4 ..................................................................................................346
Activity 5 ..................................................................................................346
Activity 6 ..................................................................................................347
Activity 7 ..................................................................................................348
Activity 8 ..................................................................................................348
D
Activity 9 ..................................................................................................349
Activity 10 ................................................................................................351
Activity 11 ................................................................................................351
Summary/Synthesis/Generalization ...................................................................352
Glossary of Terms ...................................................................................................353
Summative Test .......................................................................................................354
References and Website Links Used in This Module ....................................359
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
PY
O
C
E D
EP
D
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.
Module 8: Measures of Position
A. Learning Outcomes
Content Standard:
The learner demonstrates understanding of key concepts of measures of
position.
Performance Standard:
The learner is able to investigate thoroughly the mathematical relationship
in various situations, formulate real-life problems involving measures of
position and, solve them using a variety of strategies.
PY
Unpacking of Standards for Understanding
Learning Competencies
Subject:
Mathematics Grade 1. Illustrate the following measures of position:
O
10 quartiles, deciles, percentiles.
2. Calculate specified measure of position (e.g. 90th
Quarter: percentile) of a set of data.
Fourth Quarter
C
3. Interpret measures of position.
4. Solve problems involving measures of position.
Topic: 5. Formulate statistical mini-research.
Measures of Position
D
6. Use appropriate measures of position and other
statistical methods in analyzing and interpreting
LESSONS: research data.
Measures of Position
E
Measures of Position
for Grouped Data Students will understand How can real-life
that there are real-life problems involving
WRITER: problems that involve quantiles be solved
Jerry Dimla Cruz quantiles, the statistical efficiently using statistical
D
Transfer Goals:
Students will be able to recognize real-life problems
that can be represented using the concepts of
measures of position and apply these concepts in
making decisions based on the statistical solutions
obtained.
314
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.
B. Planning for Assessment
Product/Performance
The following are products and performances that students are expected to come
up with in this module.
PY
5. Make a reflection journal about the concepts and applications of
measures of position learned
6. Complete the Cross Quantile Puzzle
7. Interpret the result of the computed quantiles
8. Conduct a statistical mini-research applying the concepts of measures of
O
position
Assessment Map
C
TYPE KNOWLEDGE PROCESS/SKILLS UNDERSTANDING PERFORMANCE
percentiles
Pre-test:
Part II
Conduct a mini-
research on the
D
students’
performance
based on the
number of
minutes it took
them to reach
the finish line.
(Run- for- a-
Cause activity)
Formative Determining the
prior knowledge
of the students
about quantiles
315
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.
TYPE KNOWLEDGE PROCESS/SKILLS UNDERSTANDING PERFORMANCE
PY
and upper
quartiles
Computing the
deciles of a set of
data
Determining
O
quartiles and
deciles
Solving for the
C
percentiles of a
set of data
Solving for the Interpreting the
percentile of the percentile of the
given data given data
D
Completing the
Cross Quantile
Puzzle
E
Writing the
procedure in
finding the
EP
position of the
given data
Solving for
quantile of a set
of data
D
Creating criteria
for judging the
cleanest
classroom
Solving for the
percentile of a
set of data
Solving for the
percentile of a
set of data using
calculator
316
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.
TYPE KNOWLEDGE PROCESS/SKILLS UNDERSTANDING PERFORMANCE
PY
required data quantiles
such as lower
boundaries and
less than
cumulative
frequency
O
Solving the
quantiles of the
C given set of data
Completing the
1-4-3 chart by
D
answering the
questions
E
Writing a
reflection
EP
journal
Conducting a
mini-research
study on
students’
performance in
D
the final
examination in
Mathematics
Constructing a Interpret the
frequency results of
distribution of computed
grouped data quantiles
Solving the
indicated
quantiles
Writing the final
definition of
quantiles
317
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.
TYPE KNOWLEDGE PROCESS/SKILLS UNDERSTANDING PERFORMANCE
PY
students’
performance
based on the
number of
minutes to
reach the finish
O
line (Run- for-
a- Cause
C activity)
Journal Writing
concepts of measures of
Knowledge position. Part I: Items 1, 1 point for every
15% 3, 4, 8, 9, 20 correct response
Identify and define quantiles
such as quartiles, deciles,
and percentiles
Solve for the measures of Part I: Items 5,
position: 6, 10, 11, 12,
Process/Skills 13, 14, 15, 16, 1 point for every
25% a. Quartiles correct response
b. Deciles 17, 18, 19
c. Percentiles
318
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.
Levels of How will I How will I
What will I assess?
Assessment assess? score?
Analyze and interpret the Part I: Items 2,
Understanding 1 point for every
result of the computed 7,
30% correct response
quantiles of a set of data
The learner is able to Part II: Rubric for
investigate thoroughly Mini-research explanation
mathematical relationships Criteria:
in various situations, Understanding of
Product/ formulate real-life problems Task
Performance involving measures of
Completion of
30% position, and solve them
Task
PY
using a variety of strategies.
Communication
of Findings
Group Process
O
C. Planning for Teaching-Learning
C
The module covers the key concepts on measures of position. Students
are given practical tasks to utilize their prior knowledge and skills in learning
measures of position in a deeper perspective. The students must always be
D
informed in advance the materials needed in performing activities given in the
module. They shall undergo a series and a variety of activities to process the
knowledge and skills learned and reflect to understand such concepts to
E
Objectives:
After the learners have gone through the key concepts contained in this
module, they are expected to:
D
319
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.
PRE-ASSESSMENT:
Answer Key
Part I
1. B 4. D 7. B 10. C 13. D
2. A 5. A 8. A 11. B 14. C
3. B 6. C 9. B 12. B
PY
Part II
Performance task of the students may be assessed using the
suggested rubric.
O
C
Students are expected to demonstrate understanding of the key concepts
of measures of position. They are also expected to investigate, analyze, and
solve problems involving measures of position through appropriate and
D
accurate representation and to justify the usefulness of quantiles in dealing
with real-life situations.
E
Standards 4 3 2 1
Demonstrated Demonstrated Demonstrated Demonstrated
substantial understanding gaps in their little
understanding of the content understanding understanding
D
320
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.
Standards 4 3 2 1
Fully achieved Accomplished Completed Attempted to
the purpose of the task most of the accomplish
the task, task the task, but
Completion of including with little or no
Task thoughtful, success
insightful,
interpretations
and conjectures
Communicated Communicated Communicated Did not finish
their ideas and their findings their ideas and the research
findings effectively findings study and/or
PY
effectively, were not able
raised to
Communication
of Findings
interesting and communicate
provocative ideas very well
questions, and
went beyond
O
what was
expected
Used available Worked well Worked Did not work
time
productively
C together most
of the time
together some
of the time
very
productively
as a group
Everyone was Members Not everyone
Group Process
D
involved and usually listened contributed Not everyone
contributed to to each other equal efforts to contributed to
the group and used each the task. the group
E
1. 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
D
rank?
2. Have you thought of comparing your academic performance with that of
your classmates?
3. Have you wondered what score you need for each subject area to qualify
for honors?
4. Whenever your teacher asks you to form a line according to your height,
what is your position in relation to your classmates?
5. Have you asked yourself why a certain examinee in any national
examination gets a higher rank than the other examinees? Some state
colleges and universities are offering scholarships for graduating students
who belong to the upper 5%, 10%, or even 25%. What does this mean to
you?
321
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.
What to KNOW
PY
Present the illustrations in Activity 1 and let the students answer the
questions presented. This entails guided discussion.
After doing Activity 1, lead the students in reviewing first the concepts on
computing the measures of central tendency especially the median, which is one
O
of the skills needed in the study of this module.
Answer Key
C
1. Q1 is the midpoint of A and B, therefore the distance from A to Q1 and from
Q1 to B are equal. Hence, the coordinates of Q1 can be determined by taking
half of the sum of the coordinates of A and B.
D
x 3y
4
E
x 3y
4
Prepare copies of the RG2 Worksheet. Give each student a copy of the
worksheet and let them be guided by the given directions. Let the students
answer it individually.
322
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.
Below is the RG2 worksheet which will determine your prior knowledge about the
main question of the topic.
Answer the main question: What are the ways to determine the position of a
score in the given set of data? Write your answer in the Ready part of the RG2
Worksheet.
RG2 Worksheet
Ready:
Get set:
PY
Go:
Students may write their own ideas on determining the position in the
given set of data.
O
C
The teacher shall inform the students on what shall be done in learning
the entire module. There will be different activities which shall serve as their
guide as they learn, discover, and prove the key concepts on quantiles. Let the
D
students do the activity What’s the meaning of this? Make sure that they are
doing it correctly. Emphasize that they shall revisit the same table later on.
E
My Definition Table
EP
Decile
Percentile
The students may give their own or initial definition of the different measures of
position.
323
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.
What to PROCESS
In this part of the module, the teacher will present and discuss the
activities and guide the students in accomplishing and answering the said
activities. These activities will lead the students to discover the process of
determining the measures of position of the given set of ungrouped data. After
accomplishing the activities, ask the question, “What are the ways to determine
the measures of position in the given set of data?” In this manner, the students to
form or establish the proper way of determining quartiles, deciles, and percentiles
for ungrouped data.
PY
In this activity, you may ask students to form a group of 10 and let the group
fall in line according to their height. See to it that all students are participating
actively. Ask them to answer the questions based on their activity. They must be
able to defend their answers using quartiles.
O
Answer Key
1. It means that 2 or 20% of the students are shorter than you.
2. Middle quartile is also the median.
C
a. The first quartile, 3, is obtained by observing the position of 3 which
is in the middle of the numbers from 1 to 5.
b. The second quartile, 5, is obtained by observing the position of 5
D
which is in the middle of the numbers from 1 to 9.
c. The third quartile, 8, is obtained by observing the position of 8
E
Discuss well with them their answers to the questions presented. Make
sure that they use the quartiles as reasons.
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 the median. The difference
between Q 3 and Q1 is the interquartile range.
324
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.
Since the second quartile is equal to the median, the steps in finding the
median are the same as the steps in finding the Q1 and the Q3.
Q1 Q2 Q3
a. 25% of the data has a value ≤ Q1
b. 50% of the data has a value ≤ Md or Q2
c. 75% of the data has a value ≤ Q3
Example 1:
PY
The owner of a coffee shop recorded the number of customers who came
into his café 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:
O
The ascending order of the data is 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.
C
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
D
greatest value in the data set.
So, the upper quartile is 14
E
Example 2:
Find the average of the lower quartile and the upper quartile of the
EP
following data.
Component Quantity
Hard disk 290
D
Monitors 370
Keyboards 260
Mouse 180
Speakers 430
Solution:
The increasing order of the data is 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.
325
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.
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 upper 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:
PY
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 +
O
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.
C
Another solution:
D
1
(n+1) = 8
4
n+1 = 32
E
n = 31
EP
Example 4:
In this example, the teacher shall discuss the method in finding the
value of a quartile formulated by Mendenhall and Sincich. In their text titled
Statistics for Engineering and the Sciences, Mendenhall and Sincich presented a
different method of finding quartile values.
D
Using this method, the upper quartile (Q3) and lower quartile (Q1) values are
always two of the data elements.
Answer key
Q1 = 6
Q2 = 8.5
Q3 = 11
326
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.
Discuss what interpolation is? Also, the teacher shall explain the steps to
follow in interpolation.
Activity 6: Find Me
Answer key
Q1 = 5.75
PY
Q2 = 8.5
Q3 = 11.25
O
In this activity, post the situation on the board, ask the questions
presented and guide the students as they give their answers based on their
computations.
C
Answer Key
1. Q1 = 11.75; Q2 =13; Q3= 14.25
D
2. Q1 - 3 students; Q2 - 6 students; Q3 - 9 students
3. Guide the students to realize and understand the process of finding
quartiles.
E
EP
This activity shall test the students’ ability to reason out and explain how
to compute the quartile of ungrouped data. The students must be able to give the
formula in solving the quartile of an ungrouped data.
D
Answer Key:
The lower quartile is 87.75 and the upper quartile is 98.
327
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.
ACTIVITY 9: Non-Smoking Area
PY
First, note that before we start our computations, we must sort the data -
computing percentiles for non-sorted data is the most common mistake so,
please avoid it. Here is the same data again, this time sorted:
0 1 1 3 17 32 35 44 48 86
O
87 103 112 121 123 130 131 149 164 167 C
173 173 198 208 210 222 227 234 245 250
253 265 266 277 284 289 290 313 477 491
D
Now we can do our calculations, where N = 40 (number of values in our
data set).
E
The deciles are nine score-points which divide a distribution into ten
groups. Deciles are denoted as D1, D2, D3,...,D9. They are computed in the same
way as the quartiles are calculated.
328
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.
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.
D1 D2 D3 D4 D5 D6 D7 D8 D9
Example 6:
Compare the values of deciles to that of quartiles.
Q1 = D2.5
PY
Q2 = D5
Q3 = D7.5
Example 7:
1. Mrs. Labonete gave a test to her students in Statistics. The students
O
finished their test in 35 minutes. This time was the lower quartile of the
allotted time. What does this mean? C
D2.5
D
35
Solution: minutes
E
EP
This means that 25% of the learners finished the test in less than
35 minutes, while the remaining 75% finished the test in more than 35
minutes. Giving a low quartile or percentile would be considered good,
because the students finished the test earlier than the others who
answered their test in a longer time.
D
Solution:
70% of the employees receive a salary 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.
329
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.
Activity 10: Time to Record!
Answer Key
The 2nd decile is 25.60. The 6th decile is 46.60. The 8th decile is 55.
PY
After having several discussions, examples, and activities, have a closer
look once again if there are still aspects which the students find hard and
confusing. Now, the students are ready to answer the question “How can the
position of data be described and used in solving real – life problems?”
O
Activity 11: Go, Investigate!
C
In this activity, the teacher shall post the given ungrouped data and ask
the students to solve for the quartiles and deciles. This is to find out if the
students really understand the discussion about quartiles and deciles for
ungrouped data.
D
The following are the test scores of 30 students in their 50 multiple choice-
item test.
E
23 38 28 46 22 20 18 34 36 35
45 48 16 22 27 25 29 31 30 25
EP
44 21 18 43 21 26 37 29 13 37
Answer Key
1. Q1 = 21.75 3. Q3 = 37 5. D3 = 22.30
D
2. Q2 = 28.50 4. D2 = 21
330
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.
The Percentiles for Ungrouped Data
Q1 Q2 Q3
PY
P25 P50 P75
O
The
P10 percentiles
P20 Pdetermine
30 P40 the value
P50 forP1%,
60 2%,…and
P70 99%
P 80 of the
P90 data.
30th percentile
P30 or D D2 of the
D3 data
D4means 30%
D5 of the
D6 data have
D7 value
D8 lessDthan or
1
equal to P30.
C 9
The 1st decile is the 10th percentile (P10). It means 10% of the data is less
D
than or equal to the value of P10 or D1, and so on.
Example 8:
E
Find the 30th percentile or P30 of the following test scores of a random
EP
Solution:
15 18 20 23 28 28 33 35 40 42
331
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.
Steps to find percentile values on a data with n elements:
k n 1
Find its P30 position using the formula and round off to the
100
nearest integer.
30 10 1
Position of P30
100
30 11
100
330
100
PY
= 3.3
= 3.3 ≈ 3
O
Therefore, P30 = 20.
Therefore, the value of the 30th percentile or P30 is 20.9. D3 is also the P30.
C
Activity 12: You’re My World!
D
Post the data and ask the questions presented. Students must be able to
answer the required percentile. Tell the students that the Activity “You’re My
World” make them realize and appreciate percentiles.
E
Answer Key
EP
In this activity, the teacher shall guide students on how to interpret and
justify the result obtained on percentiles.
Answer Key
Students should answer correctly at least 15 items to pass the test.
Interpretation: It means 75% of all the scores obtained is less than or equal to
the score of 15.
332
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.
Activity 14: Puzzled? Complete Me
The students are now ready to apply the quantiles formula (quartiles, deciles,
and percentiles) for ungrouped data.
Post the puzzle on the board and then roam around to check if they are
following the directions. Ask the questions presented. Students must be able to
apply the formulas of quantiles for ungrouped data.
Answer Key
PY
1. 2. 3.
2 3 6 6
4.
3 2 7 1
O
5 4
5. 6.
C 1 2
7. 8.
2 6 1 4
9.
5 3 4 2
D
1 8
E
EP
What to TRANSFER
This section of the module will test the students’ understanding of the
different measures of position by applying them to real-life situation. To
D
demonstrate and apply their knowledge, give them practical tasks specifically in
business and the social sciences.
On the next activity, lead the students in recalling the steps in finding the
position / location in a given set of data using the clouds on the next page
333
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.
Activity 15: Cloud Process
Answer Key
Interpolate if
Arrange the necessary.
data from
lowest to
highest.
Interpret the
Determine the result.
position of the
specified quantile
using the
PY
appropriate
formula.
O
Activity 16: Shopping Time! C
Tell a story or experience relating the picture to the personal experiences of
the students for them to appreciate the practical applications of quantiles.
D
Answer Key
The third quartile is 7712.50. The 40th percentile is 1660.
E
Explain clearly to the students the expected outcome/output and inform them
how they will be assessed.
334
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.
Standards: Understanding of task, completion of task, communication of
findings, group process
Standards 4 3 2 1
Demonstrated Demonstrated Demonstrated Demonstrated
a substantial understanding gaps in minimal
PY
understanding of the content understanding understanding
of the content, and task, even of the content of the content
Understanding of processes, and though some and task
Task demands of the supporting
task ideas or details
may have been
O
overlooked or
misunderstood
Fully achieved Accomplished Completed Attempted to
the purpose of
the task,
C the task most of the
task
accomplish
the task, but
including with little or no
Completion of
thoughtful, success
Task
D
insightful,
interpretations,
and
conjectures
E
went beyond
what was
expected
Used all their Worked well Worked Did not work
time together most together some very
productively of the time of the time productively
as a group
Everyone was They usually Not everyone
Group Process
involved and listened to contributed Not everyone
contributed to each other and equal efforts to contributed to
the group used each the task. the group
process and other’s ideas. effort.
product.
335
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.
Lesson 2: Measures of Position for Grouped Data
What to KNOW
To assess students’ readiness for the next topic, test them on the previous
knowledge that they acquired – determining measures of position for ungrouped
data. These concepts will help them in the study of Measures of Position for
Grouped Data. The teacher may say: As you study the module, you may answer
the question: “How the measures of position for grouped data are used in real-life
situations?”
This activity will check if the students can still recall and really understand
the process in determining the specified measures of position for the ungrouped
PY
data. The teacher will present the given set of data and let the students answer
the questions through drill.
O
The following are scores of ten students in their 40-item quiz.
34 23 15 27 36 21 20 13 33 25
C
Answer Key
a. 13 and 15 b. 13, 15, 20, 21, 23, and 25 c. None
D
To perform this activity, inform the students to bring a calculator to make sure
that everyone will participate.
E
The teacher will post the set of data and the specified measure of position
to be computed. Let the students answer each question as fast as they could.
D
336
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.
What to PROCESS
Did you find the previous activities easy? Were you able to answer them?
Are you now ready to get the measure of position in a grouped data? For you to
be familiar with the next topic, study the notes with illustrative examples provided.
PY
Recall that quartiles divide the distribution into four equal parts.
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
O
manner, the Q1 and the Q3 class must be determined first before computing for
N
the value of Q1 and Q3. The Q1 class is the class interval where the th score
4
C 3N
is contained, while the class interval that contains the th score is the Q3
4
D
class.
kN
cf b
EP
Qk LB 4 i
fQk
N = total frequency
cf b = cumulative frequency of the class before the Qk
class
f Q = frequency of the Qk class
1
337
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.
Example 1:
Scores Frequency
46-50 4
41-45 8
36-40 11
31-35 9
26-30 12
PY
21-25 6
Solution:
Class Frequency Lower Less than
O
Interval (f) Boundaries Cumulative
Scores (LB) Frequency (<cf)
46-50 4 45.5 50
41-45 8 40.5
C 46
36-40 11 35.5 38 (28th-38th score) Q3 class
31-35 9 30.5 27 (19th-27th score) Q2 class
D
26-30 12 25.5 18 (7th-18th score) Q1 class
21-25 6 20.5 6
N = 50
E
N 50
Q1 : LB 25.5
4 4
EP
N 50
cf b 6
This means we need to find
the class interval where the 12.5th
fQ 12
2
score is contained. 5
D
N
Note that the 7th–18th 4 cf b
scores belong to the class interval: Q1 LB i
f Q1
26 – 30. So, the 12.5th score is
also within the class interval.
12.5 6
Q1 25.5 5
12
The Q1 class is class
interval 26 – 30.
Q1 28.21
338
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.
Therefore, 25% of the students have a score less than or equal to 28.21.
The first quartile 28.21 falls within the class boundaries of 26-30 which is 25.5 –
30.5.
LB 30.5
2N 2 50 N 50
Q2 class: =
4 4 cf b 18
100
fQ 9
4 2
= 25 i 5
This means we need to find the 2N
class interval where the 25th score is 4 cf b
Q2 LB i
PY
contained.
f Q2
Note that the 19th – 27th scores
belong to the class interval: 31 – 35. So, 25 18
the 25th score is 33 which is also within Q2 30.5 5
9
O
the class interval.
Q2 34.39
The Q2 class is class interval
31–35.
C
Therefore, 50% of the students got a score less than or equal to 34.39.
The second quartile 34.39 falls within the class boundaries of 31-35 which is
30.5 – 35.5.
3N 3 50
D
Q3 class:
4
=
4 LB 35.5
N 50
E
150
= cf b 27
4
fQ 11
EP
= 37.5 2
Therefore, 75% of the students got 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.
339
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.
Discuss the Deciles of grouped data.
PY
N = total frequency
cf b = cumulative frequency before the Dk class
f Dk = frequency of the Dk class
i = size of class interval
O
k = nth decile where n = 1, 2, 3, 4, 5,
6, 7, 8, and 9
Example 2: C
Calculate the 7th decile of the Mathematics test scores of 50 students.
Scores Frequency
46-50 4
D
41-45 8
36-40 11
31-35 9
E
26-30 12
21-25 6
EP
Solution:
(LB) frequency
(<cf)
46-50 4 45.5 50
41-45 8 40.5 46
36-40 11 35.5 38 (28th-38th score)
31-35 9 30.5 27 D7 class
26-30 12 25.5 18
21-25 6 20.5 6
N = 50
340
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.
7N 7 50 7N
cf b
D7 class : =
10 10 D7 LB 10 i
f D7
350
=
10
35 27
= 35 D7 35.5 5
This means we need to find the class
11
interval where the 35th score is contained.
D7 39.14
Note that the 28th – 38th scores belong to
the class interval: 36 – 40. So, the 35th
PY
score is also within the class interval.
The 7th decile is equivalent to the 70th percentile. Therefore, 70% of the
O
students got a score less than or equal to 39.14.The 7th decile 39.14 falls within
the class boundaries of 36-40 which is 35.5 – 40.5.
C
Discuss the Percentiles of grouped data.
D
The Percentiles of Grouped Data
Early on, you have already learned that kth quartile denoted by Qk and the
EP
kN kN
cf b cf b
Qk LB 4 i and Dk LB 10 i
f Qk f Dk
D
341
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.
The kth percentile, denoted by Pk, is computed as follows:
kN
100 cf b
Pk LB i
f Pk
where:
LB = lower boundary of the kth percentile class.
N = total frequency
cfb = cumulative frequency before the percentile class
f Pk = frequency of the percentile class
PY
i
= size of class interval
k = nth percentile where n = 1, 2, 3,…, 97, 98 and 99
Example 3:
O
Calculate the 65th percentile and 32nd percentile of the Mathematics test
scores of 50 students.
C
Scores Frequency
46-50 4
D
41-45 8
36-40 11
E
31-35 9
26-30 12
21-25 6
EP
Solution:
Less than
Lower
D
342
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.
65N 65 50 LB 35.5
P65 class : =
100 100 N 50
3250 Cf b 27
=
100 f P 11
65
= 32.5
i 5
This means we need to find the
65N
100 cf b
class interval where the 32.5th score is
contained. P65 LB i
f P65
Note that the 28th – 38th scores
PY
belong to the class interval: 36 – 40. So,
32.5 27
the 32.5th score is also within the class P65 35.5 5
interval. 11
O
36 – 40
Therefore, 65% of the students got a score less than or equal to 38.
C
The 65th percentile, 38, falls within the class boundaries of 36-40 which is
35.5 – 40.5.
32N 32 50
D
32N
100 cf b
P32 class : =
100 100
P32 LB i
1600 f P32
E
=
100
16 6
EP
= 16
P32 25.5 5
This means we need to find the class 12
interval where the 16th score is contained.
P32 29.67
Note that the 7th – 18th scores
D
Therefore, 32% of the students got a score less than or equal to 29.67.
The 32nd percentile, 29.67 falls within the class boundaries of 26-30 which is
25.5 – 30.5.
343
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.
Percentile Rank
PY
O
where: PR = percentile rank, the answer will be a percentage
cf P = cumulative frequency of all the values below the
critical value
C
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
D
i = size of the class interval
E
Example 4:
EP
Find how many percent of the scores are greater than the cumulative
frequency of 38 in the previous table.
Solution:
D
Scores Frequency cf
46-50 4 50
41-45 8 46
36-40 11 38 (28th– 38th score)
31-35 9 27
26-30 12 18
21-25 6 6
N = 50
344
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.
38 is within 36 – 40
LB = 35.5
P = 38
N = 50
f P = 11
cf P = 27
i =5
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.
PY
Example 5:
O
Consultant Fees Number of Cumulative
(in Php) Consultants Frequency
6400 – 7599 24 120
5200 – 6399
C 36 96
4000 – 5199 19 60
D
2800 – 3999 26 41
1600 – 2799 15 15
E
LB = 5199.5
N = 120
P = 5,400.00
cf P = 60
f P = 36
D
i = 1200
Therefore, 55% of the consultants earn Php 5,400.00 or less per day and
45% of the consultants earn Php 5,400.00 or more per day.
After discussing the ways on how to compute for the quartiles, deciles,
and percentiles of grouped data, here is the activity for the students to work on.
345
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.
Activity 3: That’s My Place
PY
The teacher will present the frequency distribution for the number of
employees in 45 companies belonging to certain industry. Ask the students to
answer it individually.
O
Answer Key
The 3rd quartile is 40.29. The 4th decile is 29.79.
The 85th percentile is 42.43.
C
Activity 5: Look at Me!
D
Present the frequency distribution. Divide the class into five. The students
will work as a group. Each group will be given a specified measure of position to
E
compute or an indicated percentile rank. Let the students present their work and
explain the process on how they arrived at the answer.
EP
346
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.
Activity 6: Am I a Scholar?
PY
39 – 41 6 38.5 99
36 – 38 7 35.5 93
33 – 35 9 32.5 86
30 – 32 13 29.5 77
O
27 – 29 22 26.5 64
24 – 26 10
C 23.5 42
21 – 23 9 20.5 32
18 – 20 7 17.5 23
15 – 17 8 14.5 16
D
12 – 14 4 11.5 8
9 – 11 2 8.5 4
6–8 1 5.5 2
E
3–5 1 2.5 1
EP
Answer Key
The lower boundary is obtained by subtracting 0.50 from the lower limit
of each given interval. It is called the true boundary.
D
347
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.
Activity 7: 1 – 4 – 3 List
Prepare copies of the Worksheet entitled “1-4-3 List.” Make this activity
“as an individual output.” Give each student a copy of the worksheet and let them
be guided by the given directions.
In this activity, you will be asked to complete the 1 – 4 – 3 chart. Write down what
is being asked for 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:
PY
1.
2.
3.
4.
Three things I still need to understand about this topic:
O
1.
2. C
3.
Now, that the students have already learned and identified the
measures of position and the process on how to compute and interpret them,
EP
348
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.
Activity 9: Based on Research
It is important that the rubric considers also the accuracy of the mathematical
computations and concepts that the students used.
PY
Rubric in Assessing Students’ Performance (Group Task)
APPROACHING
CRITERIA PROFICIENT DEVELOPING BEGINNING
PROFICIENT
O
The paper The paper The paper The paper
demonstrates demonstrates demonstrates does not
that the group that the group, that the group, demonstrate
fully
understands
C for the most
part,
to a certain
extent,
that the group
has fully
and has understands understands understood
applied and has and has and applied
D
concepts applied applied concepts
learned in the concepts concepts learned in the
course. learned in the learned in the course.
E
INTEGRATION OF
KNOWLEDGE
own insights. however, are
The writer not supported
provides in the body of
concluding the paper.
remarks that
show analysis
D
and synthesis
of ideas.
349
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.
APPROACHING
CRITERIA PROFICIENT DEVELOPING BEGINNING
PROFICIENT
The topic is The topic is The topic is too The topic is not
focused focused but broad for the clearly defined.
narrowly lacks direction. scope of this
enough for the The paper is assignment.
scope of this about a
assignment. specific topic
TOPIC
FOCUS
The research but the group
study provides has not
direction for the established a
paper, either position.
by statement of
a position or
PY
hypothesis.
In-depth In-depth The group has Cursory
discussion and discussion and omitted discussion in
elaboration in elaboration in pertinent all the sections
DEPTH OF all sections of most sections content or of the paper or
DISCUSSION the paper of the paper content run- brief discussion
O
ons in only a few
C excessively. sections
Ties together For the most Sometimes ties Does not tie
information part, ties together together
from all together information information
sources information from all Paper does not
D
Paper flows from all sources flow and
from one issue sources Paper does not appears to be
to the next Paper flows flow, created from
E
350
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.
Activity 10: Show Me the Proof!
This activity will show the proof that the students really understand the
lessons presented and tackled in this module. Explain clearly the instructions
needed to perform this activity well. The students’ output will be the proof or
evidence of what they learned in this module.
Let the students ask their classmates about their Science, English, and
Mathematics grades and gather all the data from their classmates by listing.
Then, let them construct a frequency distribution of a grouped data. (use i = 5).
Calculate the following:
PY
b. 2nd quartile h. 85th percentile
c. 3rd quartile i. percentile rank of 75
d. 7th decile j. percentile rank of 82
e. 4th decile
O
Interpret each result.
351
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.
Summary/Synthesis/Generalization:
PY
k kN
Position of Qk
4
n 1 10 cf b
Dk LB i
f Dk
Position of Dk
k
n 1
C kN
100 cf b
10 Pk LB i
f Pk
E D
N i
kN
4 cf b
Qk LB i
fQk
352
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.
Glossary of Terms
Deciles - the nine score-points which divide a distribution into ten groups. These
deciles are denoted as D1, D2, D3,…,D9.
Percentiles - the ninety-nine score points which divide a distribution into one
1
hundred groups so that each group represents of the data set. They are
100
used to characterize values according to the percentage of values below them.
Quantiles - measures of positions that divide a distribution into four, ten, and
PY
hundred equal parts. Such measures of positions are quartiles, deciles, and
percentiles.
Quartiles - the score- points which divide a distribution into four groups. Twenty-
O
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.
C
At the end of this module, check how well the students learn and
understand the knowledge, skills, and concepts of measures of position.
The results of this assessment will be the evidences of students’ learning.
E D
EP
D
353
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.
SUMMATIVE TEST
Choose the letter of your answer to each item.
PY
C. If the passing mark is the first quartile, she passed the test.
D. Her score is below the 5th decile.
O
B. 25th percentile D. 3rd quartile
C
4. In the set of scores 14, 17, 10, 22, 19, 24, 8, 12, and 19, the median score
is _______.
A. 17 C. 16
B. 15 D. 13
D
A. 75 C. 10
B. 90 D. 25
7. The 1st quartile of the ages of 250 fourth year students is 16 years.
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.
354
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.
8. Mel’s score in a 75-item test was the median score.
What is his percentile rank?
A. 35th C. 25th
B. 50th D. 75th
9. 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
10. In a 100-item test, the passing mark is the 3rd quartile. What does it
PY
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.
O
For items 11 to 14, consider the score distribution of 15 students given below:
83 72 87
C 79 82 77 80 73
86 81 79 82 79 74 74
D
11. The median score is _______________.
A. 80 C. 73
E
B. 82 D. 79
EP
B. 85 D. 83
14. The median in the score distribution for items 11 to 14 can also be
interpreted as _______.
A. seven students scored above 79.
B. seven students scored below 79.
C. seven students scored below and seven students scored above 79.
D. fourteen students scored below 79.
355
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.
15. In a group of 55 examinees taking the 50-item test, Rachel obtained a
score of 38 and 38 scores were above her. This implies that her score is
______________.
A. the 38th percentile C. the 55th percentile
B. at the upper quartile D. below the 4th decile
Table A
Cumulative Cumulative
Score Frequency
PY
Frequency Percentage (%)
40-45 6 18 100.00
35-39 5 12 66.67
30-34 3 7 38.89
O
25-29 4 4 22.22
A. 34 C. 39
C
16. In solving for the 60th percentile, the lower boundary to use is ___.
B. 34.5 D. 39.5
D
17. What cumulative frequency should be used in solving for the
35th percentile?
E
A. 4 C. 12
B. 7 D. 18
EP
356
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.
Part II.
Read and understand the situation below, then answer or perform what are
asked.
Jefferson, your classmate, who is also an SK Chairman in Barangay
Cut-Cot, organized a Run-for-a-Cause activity, entitled 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 based on the number of minutes it took them to reach the finish line.
Rubric in Assessing Students’ Performance (Group Task)
Standards 4 3 2 1
PY
Demonstrated Demonstrated Demonstrated Demonstrated
substantial understanding gaps in their little
understanding of the content understanding understanding
of the content, and task, even of the content of the content
Understanding processes, and though some and task
of Task demands of the supporting
O
task ideas or details
may have been
C overlooked or
misunderstood
Fully achieved Accomplished Completed Attempted to
the purpose of the task most of the task accomplish the
the task, task, but with
Completion of including little or no
D
Task thoughtful, success
insightful,
interpretations,
E
and conjectures
Communicated Communicated Communicated Did not finish
their ideas and their findings their ideas and the research
EP
went beyond
what was
expected
Used all their Worked well Worked Did not work
time together most of together some very
productively the time of the time productively as
Everyone was They usually Not everyone a group
Group Process involved and listened to each contributed Not everyone
contributed to other and used equal efforts to contributed to
the group each other’s the task. the group effort.
process and ideas.
product.
357
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.
SUMMATIVE TEST
Answer Key
Part I
1. B 6. A 11. D 16. B
2. D 7. B 12. A 17. A
3. B 8. B 13. A 18. D
4. A 9. A 14. C 19. C
5. C 10. A 15. C 20. D
Part II
Performance task of the students may be assessed using the suggested rubrics.
PY
Rubric in Assessing Students’ Performance (Group Task)
Standards 4 3 2 1
O
Demonstrated Demonstrated Demonstrated Demonstrated
substantial understanding gaps in their little
understanding of the content understanding understanding
Understanding of
of the content,
processes, and
C
and task, even
though some
of the content
and task
of the content
including little or no
Completion of thoughtful, success
Task insightful,
interpretations
and
conjectures
D
358
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.
Standards 4 3 2 1
Used all their Worked well Worked Did not work
time together most together some very
productively of the time of the time productively as
Everyone was They usually Not everyone a group
Group Process involved and listened to each contributed Not everyone
contributed to other and used equal efforts to contributed to
the group each other’s the task. the group
process and ideas. effort.
product.
PY
References:
O
Statistics. Philippines: Centro Escolar University Publishing House.
Oronce, O., Mendoza, M. (2010). E-Math IV. Quezon City, Philippines: Rex Book
EP
Store, Inc.
Websites:
D
http://www.slideshare.net/maggiev/the-interpretation-of-quartiles-and-percentiles-
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.
www.mathsisfun.com/data/percentiles.html
This site provides examples and exercises of Percentile.
359
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.
www.harding.edu/sbreezeel/460%20files/statbook/chapter5.pdf
This site provides formula, examples, and exercises of Percentile and Percentile
Ranks.
http://www.onlinemathlearning.com/quartile.html
This site provides problem for the crossquantile problem.
https://www.google.com.ph
The following sites provide pictures that made the module more attractive and
interesting especially to students.
http://books.google.com.ph//
International Business Research By Neelankavil
PY
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.
O
http://answers.yahoo.com/question/index?qid=20100630123126AA7lZZa
This provides exercise for business in calculator drill.
C
http://www.icoachmath.com/problems/problemslink.aspx
This site provides examples and exercises of quartile
E D
EP
D
360
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.