10

MATHEMATICS
Quarter 4 – Module 4
Solving Problems Involving Measures
of Position

NegOr_Q4_Mathematics10_Module4_v2
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 4 – Module 4: Solving Problems Involving Measures of Position
Second Edition, 2021

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NegOr_Q4_Mathematics10_Module4_v2
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

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learning. Answer keys are provided for each activity and test. We trust that you will be
honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

i NegOr_Q4_Mathematics10_Module4_v2
 I

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.

The module is intended for you to solve problems involving measures of position.

PRE – TEST
Activity 1. Find out how much you already know about the topics in this module.
Choose the letter that you think best answers the question. Please answer all the
items.

1.Mel got a score of 55 which is equivalent to 70th percentile in a Mathematics test. Which
of the following is NOT true?
A. His score is below the 5th decile.
B. 30% of the class got scores of 55 and above.
C. He scored above 70% of her classmates.
D. If the passing mark is the first quartile, he passed the test.

2. Jenny scored at the 99th percentile on a test. How should we interpret this information?
A. Jenny scored better than 99% of people who took this test.
B. Jenny scored worse than 99% people who took this test.
C. Jenny got 99% of the questions on the test right.
D. Jenny got 99% of questions on the test wrong.

3. The following table shows the price of 80 new vehicles sold last month at Toyota (in $
thousand) is given below. What is the 3rd quartile?

Selling Price Frequency Cumulative Frequency

33 – 34 2 80
30 – 32 4 78
27 – 29 8 74
24 – 26 18 66
21 – 23 17 48
18 – 20 23 31
15 – 17 8 8
N = 80

A. 25.5 B. 26. 5 C. 25 D. 24. 50

1 NegOr_Q4_Mathematics10_Module4_v2
4. Mrs. Reyes, a mathematics teacher, gave a quiz to her Grade 10 advisory
class. She used the table below to calculate the 7 th decile.

Lower Boundary Cumulative

Class interval f
(LB) Frequency
28 – 32 2 27.5 30
23 – 27 5 22.5 28
18 – 22 15 17.5 23
13 – 17 5 12.5 8
8 – 12 3 7.5 3

A. 21.83 B. 16. 6 C. 12 D. 25

5. 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

2 NegOr_Q4_Mathematics10_Module4_v2
 Lesson Solving Problems Involving Measures of
Position

https://www.thoughtco.com/what-is-a- https://thestatsninja.com/2019/07/16/how-to-be-the-
percentile-3126238 life-of-the-party-part-2-measures-of-position/

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 pass or qualify for
honors?

The different measures of position are used for these. You will learn more on the
measures of position and its application in solving real – life problem as you go along with the
discussions and activities of this module.

3 NegOr_Q4_Mathematics10_Module4_v2
 ’s In

Recall the different measures of position that you have learned and answer the activity below.

Activity 1: Match Us!

Match column A with its corresponding answer in column B. Write the letter of the correct
answer.

A B
𝒌𝑵
1. The score points which divide a distribution into four 𝟒
− 𝒄𝒇𝒃
equal parts A. 𝑸𝒌 = 𝑳𝑩 + ( )𝒊
𝒇𝑸𝒌

2. Score points used to characterize values according B. Solve for the Qk class
to the percentage below them

3. The formula on how to obtained the quartiles C. Solve for the Dk class

4. First step in finding for the nth or kth decile D. Percentile rank

5. The formula on how to obtained the deciles E. Percentiles

𝒌𝑵
6. The score points which divide a distribution into ten – 𝒄𝒇𝒃
equal parts F. 𝑫𝒌 = 𝑳𝑩 + ( 𝟏𝟎𝒇 )𝒊
𝑫𝒌

7. The formula on how to obtained the percentiles G. Subtract 0.5 from the lowest
score of each interval
8. Obtaining the lower boundaries (LB) H. Deciles
𝒌𝑵
9. Proportion of scores in a distribution that a specific – 𝒄𝒇𝒃
score is greater than or equal to I. 𝑷𝒌 = 𝑳𝑩 + (𝟏𝟎𝟎𝒇 )𝒊
𝑷𝒌

10. First step in finding for the nth or kth quartile J. Quartiles

4 NegOr_Q4_Mathematics10_Module4_v2
 ’s New

The above activity helps you recall your knowledge on the different measures
of position; quartiles, deciles and percentiles. These concepts and processes are used
in solving word problems or real – life problems involving measures of position.

How to solve word problems?

To solve word problems involving measures of position, the following are to be followed:

a. Read and understand the problem carefully.

b. Identify the given and the data being asked in the problem.

c. Identify the measure of position to be used; the quartile, decile and percentile.

d. Identify the formula to be used.

The following are the formula for the different measures of position:
𝒌𝑵
− 𝒄𝒇𝒃
𝟒
QUARTILE 𝑸𝒌 = 𝑳𝑩 + ( )𝒊
𝒇𝑸𝒌

𝒌𝑵
– 𝒄𝒇𝒃
𝟏𝟎
DECILE 𝑫𝒌 = 𝑳𝑩 + ( )𝒊
𝒇𝑫 𝒌

𝒌𝑵
– 𝒄𝒇𝒃
𝟏𝟎𝟎
PERCENTILE 𝑷𝒌 = 𝑳𝑩 + ( )𝒊
𝒇𝑷 𝒌

where:

LB = lower boundary of the kth percentile, (decile or quartile) class

N = total frequency
cfb = cumulative frequency before the percentile, (decile or quartile)
class
𝑓𝑃𝑘 = frequency of the percentile class
𝑓𝐷𝑘 = frequency of the decile class
𝑓𝑄𝑘 = frequency of the quartile class

i = size of the class interval

k = nth percentile, (nth quartile or nth decile)

5 NegOr_Q4_Mathematics10_Module4_v2
 is It

Measures of position give us a way to see where a certain data point or

value falls in a sample or distribution. A measure can tell us whether a value is
about the average, or whether it’s unusually high or low.

These measures of position are used to interpret data and some solve real –
life problems.

Example 1 (QUARTILE):
A sample of college students was asked how much they spent daily on a
cellphone load (to the nearest peso). The data gathered are presented in the table
below, then solve for the second quartile (Q2).

Monthly Cell Phone Plan Number of Students

Cost (Ᵽ)
50 – 59 4
40 – 49 11
30 – 39 21
20 – 29 16
10 – 19 8
Solution:
a. Complete the Frequency Distribution Table (FDT)
Class Interval Frequency Lower Less than
[Daily Cell [(f) Number Boundaries Cumulative
Phone Load of students] (LB) Frequency
Cost ( Ᵽ) (<cf)
50 – 59 4 49.5 60
40 – 49 11 39.5 56
30 – 39 21 29.5 45
20 – 29 16 19.5 24
10 – 19 8 9.5 8
i = 10 N = 60
b. Solve for the Q2 class.
2𝑁 2(60) 120
Q2 class = 4 = 4 = 4 = 30

Find the class interval where the 30th score is contained. The
25th – 45th scores belong to the class interval: 30 – 39. So, the
30th score is also within the class interval. The Q2 class is class
interval 30 – 39.

c. Identify the data needed in the formula.

LB = 29.5 cfb = 24 i = 10
N = 60 𝑓𝑄2 = 21

6 NegOr_Q4_Mathematics10_Module4_v2
 d. Solve for the Q2.
2𝑁
− 𝑐𝑓𝑏
𝑄2 = 𝐿𝐵 + ( 4 𝑓 )𝑖
𝑄2
30−24
𝑄2 = 29.5 + ( ) 10
21
6
𝑄2 = 29.5 + (21) 10
𝑄2 = 29.5 + (0.286)10
𝑄2 = 29.5 + 2.86
𝑄2 = 32.36
e. Give the conclusion.
Therefore, 50% of the students spent less than or equal to
Ᵽ 32. 36 daily for their cellphone load.

Example 2 (DECILE):

A certain group of individuals conducted a research about women having

multiple – delivery births in 2002. The following data represent the age distribution of
a sample of 70 women having multiple – delivery births in 2002. Calculate D2.
Age Number
40 – 44 3
35 – 39 17
30 – 34 28
25 – 29 16
20 – 24 5
15 – 19 1
Solution:
a. Complete the Frequency Distribution Table (FDT)

Age Number LB <cf

40 – 44 3 39.5 70
35 – 39 17 34.5 67
30 – 34 28 29.5 50
25 – 29 16 24.5 22
20 – 24 5 19.5 6
15 – 19 1 14.5 1
i=5 N = 70

b. Solve for the D2 class.

2𝑁 2(70) 140
D2 class = = = = 14
10 10 10

Find the class interval where the 14th score is contained.

The 7th – 22nd scores belong to the class interval: 25 – 29. So,
the 14th score is also within the class interval. The D2 class is
the class interval 25 – 29.

7 NegOr_Q4_Mathematics10_Module4_v2
 c. Identify the data needed in the formula.
LB = 24.5 cfb = 6 i=5
N = 70 𝑓𝐷2 = 16
d. Solve for the D2.
2𝑁
− 𝑐𝑓𝑏
10
𝐷2 = 𝐿𝐵 + ( )𝑖
𝑓𝐷2
14−6
𝐷2 = 24.5 + ( )5
16
8
𝐷2 = 24.5 + (16) 5
𝐷2 = 24.5 + (0.5)5
𝐷2 = 24.5 + 2.5
𝐷2 = 27

e. Give the conclusion.

Therefore, 20% of the women having multiple – delivery
births have age less than or equal to 27.

Example 3 (PERCENTILE):

A researcher conducted a study on the daily wages of workers in a certain

province. The table below shows the result (the daily wages of 40 workers). What is
the 35% of the distribution?

Daily Wages (₱) Number of Workers

426 – 450 3
401 – 425 12
376 – 400 9
351 – 375 8
326 – 350 5
301 – 325 3

Solution:
a. Complete the Frequency Distribution Table (FDT)
Daily Wages Number of LB <cf
(₱) Workers
426 – 450 3 425.5 40
401 – 425 12 400.5 37
376 – 400 9 375.5 25
351 – 375 8 350.5 16
326 – 350 5 325.5 8
301 – 325 3 300.5 3
i = 25 N = 40

b. Solve for the P35 class.

35𝑁 35(40) 1400
P35 class = = = = 14
100 100 100

Find the class interval where the 14th score is contained.

8 NegOr_Q4_Mathematics10_Module4_v2
 The 9th – 16th scores belong to the class interval: 351–375. So,
the 14th score is also within the class interval. The P35 class is
the class interval 351 – 375.

c. Identify the data needed in the formula.

LB = 350.5 cfb = 8 i = 25
N = 40 𝑓𝑃35 = 8
d. Solve for the P35.
35𝑁
− 𝑐𝑓𝑏
100
𝑃35 = 𝐿𝐵 + ( )𝑖
𝑓𝑃35
14−8
𝑃35 = 350.5 + ( ) 25
8
6
𝑃35 = 350.5 + (8) 25
𝑃35 = 350.5 + (0.75)25
𝑃35 = 350.5 + 18.75
𝑃35 = 369.25

e. Give the conclusion.

Therefore, 35% of the workers or at most 14 of the workers are
earning less than ₱369.25 and at most 65% or 26 of the workers are
earning more than ₱369.25.

Example 4 (PERCENTILE RANK):

A researcher wanted to know the percentage of consultants who made

Php5,400 or more per day.

Consultant Fees Number of Cumulative

(in Php) Consultants Frequency
6400 – 7599 24 120
5200 – 6399 36 96
4000 – 5199 19 60
2800 – 3999 26 41
1600 – 2799 15 15
Solution:
a. Complete the Frequency Distribution Table by filling up the column
for the lower boundaries.
Consultant Number of Cumulative Lower
Fees Consultants Frequency Boundaries
(in Php)
6400 – 7599 24 120 6399.5
5200 – 6399 36 96 5 199.5
4000 – 5199 19 60 3, 999.5
2800 – 3999 26 41 2, 799.5
1600 – 2799 15 15 1,599.5
Php 5,400 is within 5200 – 6399.

9 NegOr_Q4_Mathematics10_Module4_v2
 b. Identify the data needed in the formula.
LB = 5 199.5 cfP = 60 P = 5, 400.00
N = 120 𝑓𝑃 = 36 i = 1200

c. Solve for the percentile rank.

100 (𝑃−𝐿𝐵)𝑓𝑃
𝑃𝑃𝑅 = 𝑁 [ + 𝑐𝑓𝑃 ]
𝑖

100 (5,400−5199.5)36
𝑃𝑃𝑅 = 120 [ + 60 ]
1200

100 (200.5)36
𝑃𝑃𝑅 = 120 [ + 60 ]
1200

100 7,218
𝑃𝑃𝑅 = 120 [ 1200 + 60 ]

100
𝑃𝑃𝑅 = 120 [6.015 + 60 ]

100
𝑃𝑃𝑅 = 120 [66.015 ] 𝑃𝑃𝑅 = 55. 01

(Round off the resulting value to the nearest whole number.)

d. Give the conclusion
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.

’s More

In this activity, you will solve a real – life problem using the different
measures of position; the quartile, decile and percentile.

ACTIVITY: Guess Where I Am!

Answer the problem.

A research was conducted to know the number of hours worked each week (on average)
for a sample of 100 community college students. The following table shows the
distribution from the data gathered by the researchers. Use the data to know the number
of hours spent by the 75% of the college students. (Note: 75% means P75 = Q3)
Complete the frequency distribution table and show your complete
solution.

10 NegOr_Q4_Mathematics10_Module4_v2
 Hours Worked per Week Number of Students
40 – 49 5
30 – 39 18
20 – 29 39
10 – 19 14
0–9 24
i = ______ N = _______

I Have Learned

ACTIVITY: Am I a Scholar?
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 student’s score should be in the top 10% of the scores of his/her graduating
class. The students in the graduating class obtained the following scores in the
NCAE.

NCAE Scores f LB <cf

39 – 41 6
36 – 38 7
33 – 35 9
30 – 32 13
27 – 29 22
24 – 26 10
21 – 23 9
18 – 20 7
15 – 17 8
12 – 14 4
9 – 11 2
6–8 1
3–5 1
i = ______ N = ___________

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.

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?

11 NegOr_Q4_Mathematics10_Module4_v2
 I Can Do
After having several discussions, examples and activities on solving word
problems involving measures of position, you are now ready to do the next activity.
ACTIVITY: Learn & Apply!
Answer the following:
1. Are measures of position helpful in our daily lives? Explain. (5 points)

2. Cite two (2) examples of real – life applications of the different measures of
position. (5 points)

Answer the following problems. Show your solution.

1. The following data represents the age distribution of a sample of 100 people covered by
health insurance (private and government). The sample was taken in 2003. Use the data in
the distribution below to solve for the 25% (Q1), 60% (D6) and 90% (P90) of the
distribution.
Age Number
55 – 64 20
45 – 54 28
35 – 44 29
25 – 34 23

2. There are 30 students from a certain secondary school who took an examination. One of
these students is Daisy whose score is 36. Given the tabulated score of the students below,
determine the percentile rank of Daisy.
Score f
50 – 54 1
45 – 49 2
40 – 44 4
35 – 39 3
30 – 34 8
25 – 29 7
20 – 24 2
15 – 19 3

12 NegOr_Q4_Mathematics10_Module4_v2
ACTIVITY: Complete & Solve!
Mrs. Santos gives a multiple-choice item in their final test in Mathematics. The scores
of the students are presented in the table below. Calculate for the 45th percentile.
Score Frequency Cumulative Frequency
40 – 45 6 18
35 – 39 5 12
30 – 34 3 7
25 – 29 4 4

13 NegOr_Q4_Mathematics10_Module4_v2
 NegOr_Q4_Mathematics10_Module4_v2 14
What I Have Learned
NCAE Scores f LB <cf
39 – 41 6 38.5 99
36 – 38 7 35.5 93
33 – 35 9 32.5 86
30 – 32 13 29.5 77
27 – 29 22 26.5 64
24 – 26 10 23.5 42
21 – 23 9 20.5 32
18 – 20 7 17.5 23
15 – 17 8 14.5 16
12 – 14 4 11.5 8
9 – 11 2 8.5 4
6–8 1 5.5 2
3–5 1 2.5 1
1. The lower boundaries are obtained by subtracting 0.5 from the lower limit of each given
interval. It is called the true boundary.
The lower cumulative frequency (<cf) can be obtained by adding the frequencies starting from
the frequency of the lowest interval.
equal to 28 hours each week (on average).
Therefore, 75% of the 100 community college students worked less than or
P75 = 28.49
N = 100 i = 10
24 -0.5 24 0–9
38 9.5 14 10 – 19
77 19.5 39 20 – 29
95 29.5 18 30 – 39
100 39.5 5 40 – 49
Students per Week
<cf LB Number of Hours Worked
What’s More
What is It What’s New What’s In What I Know
1. J 7. I 1. A
2. E 8. G 2. C
3. A 9. D 3. A
4. C 10. B 4. A
5. F 5. C
6. H
NegOr_Q4_Mathematics10_Module4_v2 15
Additional Activities
Score Frequency Cumulative LB
Frequency
40 – 45 6 18 39.5
35 – 39 5 12 34.5
30 – 34 3 7 29.5
25 – 29 4 4 24.5
P45 = 35.6
Assessment
1.
Age Number LB <cf
55 – 64 20 54.5 100
45 – 54 28 44.5 80
35 – 44 29 34.5 52
25 – 34 23 24.5 23
i = 10 N = 100
Q1 = 35.19 -- Therefore, 25% of the 100 people covered by health insurance has age less than
or equal to 35 years old.
D6 = 47.36 -- Therefore, 60% of the 100 people covered by health insurance has age less than
or equal to 47 years old.
P90 = 59.5 -- Therefore, 90% of the 100 people covered by health insurance has age less than
or equal to 60 years old.
2.
Score f LB <cf
50 – 54 1 49.5 30
45 – 49 2 44.5 29
40 – 44 4 39.5 27
35 – 39 3 34.5 23
30 – 34 8 29.5 20
25 – 29 7 24.5 12
20 – 24 2 19.5 5
15 – 19 3 14.5 3
PPR = 69.67
Therefore, 69.67% or 70% of the students obtained scores below 36.
What Can I Do? What I Have Learned
1. Yes. Continuation …
Answers may vary.
2. The 3rd quartile is 31.87.
2. Answers may vary. The 72nd percentile is 31.18.
The 8th decile is 33.23.
3. The percentile rank of Dennis is 24th.
The percentile rank of Christine is
17th.
References
Books:
Callanta, Melvin M, et.al. 2015. Mathematics 10 Learner's Module. Pasig City: Rex Book
Store, Inc.
Callanta, Melvin, et al. 2015. Mathematics 10 Teacher's Guide. Pasig City: Rex Book Store,
Inc.
Websites:
Foard, Anna. 2019. How to be the Life of the Party: Measures of Position. July 16. Accessed
December 14, 2021. https://thestatsninja.com/2019/07/16/how-to-be-the-life-of-the-
party-part-2-measures-of-position/.
Stephanie. 2019. Measures of Position. August 26. Accessed December 14, 2021.
https://www.statisticshowto.com/measures-of-position/.
Taylor, Courtney. 2019. Definition of a Percentile in Statistics and How to Calculate It.
January 29. Accessed December 14, 2021. https://www.thoughtco.com/what-is-a-
percentile-3126238.

16 NegOr_Q4_Mathematics10_Module4_v2
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net

17 NegOr_Q4_Mathematics10_Module4_v2