Name: Jay Ward Q.

Argabes Class EDUC 107 – EDM2A,

Schedule: TTh 9:00-10:30 A.M.
Year & Bachelor of Secondary
Course: Education major in
Mathematics – 2nd Year

MATHEMATICS 10 – 4TH QUARTER

1. Illustrates the following measures of position: quartiles, deciles

and percentiles.

UNGROUPED DATA
Quartile

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 Q3 is the upper quartile.
Q1<Q2<Q3, where Q2 is the median.

a. 25% of the data has a value ≤ Q1

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

Formula:

Position of, = ( )

Wherein,

k= nth partition

n = number of cases

a. First, arrange the scores in ascending order.

b. Second, locate the position of the score in the distribution. If the result is a decimal
number, interpolation is needed.

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

Steps of Interpolation

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

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

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

Decile

The deciles are the nine score points which divide a distribution into ten equal
parts. They are deciles and are denoted as , They are computed in
the same way that the quartiles are calculated. The computed value will be rounded
off to the nearest integer.

- 10% lies below it and 90% lies above it.

- 20% lies below it and 80% lies above it.

– 30% lies below it and 70% lies above it.

- 40% lies below it and 60% lies above it.

- 50% lies below it and 50% lies above it.

– 60% lies below it and 40% lies above it.

– 70% lies below it and 30% lies above it.

– 80% lies below it and 20% lies above it.

– 90% lies below it and 10% lies above it.

Formula:

Position of, = ( )

Wherein,

k = unit partition

n = number of cases
Percentile

The percentiles are the ninety-nine score points which divide a distribution
into one hundred equal parts, so that each part represents each data set. It is used
to characterize values according to the percentage below them.

The percentiles determine the value for 1%, 2%, …, 99% of the data. or
th
the 30 percentile of the data means 30% of the data values less than or equal to .

Formula:

Position of, = ( )

Wherein,

k = unit partition

n = number of cases

GROUPED DATA

Quartile

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

Formula:

Position of, ( )

Wherein,

LB = lower boundary of the class

N = total frequency

< = cumulative frequency of the class before the class

= frequency of the class

i = size of class interval

k = nth quartile, where

n = 1, 2, and 3
Decile

Decile is the way/technique of dividing the distribution into 10 equal parts. The
following formula is being used in computing for the decile of grouped data.

Formula:

Position of, ( )

Wherein,

LB = lower boundary of the class

N = total frequency

< = cumulative frequency of the class before the class

= frequency of the class

i = size of class interval

k = nth decile, where

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

Percentile

In computing the percentiles of grouped data, the following formula is used:

Formula:

Position of, ( )

Wherein,

LB = lower boundary of the class

N = total frequency

< = cumulative frequency of the class before the class

= frequency of the class

i = size of class interval

k = nth percentile, where

n = 1, 2, 3…..99
 2. Calculates a specified measure of position (e.g., 90th percentile) of a
set of data.

QUARTILE OF UNGROUPED DATA

Find , , and 3 of the following distribution: 3, 5, 2, 5, 4, 6, 8, 7, 4.
STEPS ILLUSTRATION
1. Arrange the values in the distribution in 2, 3, 4, 4, 5, 5, 6, 7, 8
ascending order.
2. 𝑛=9
(a) Find the position of 1 by using
( + ) where n is the number of values. Position of 1 = (𝑛 + 1) = (9 + 1) = (10) =
The resulting value must be rounded to 2.5. The resulting value 2.5 becomes 3 after
the nearest integer. However, if the rounding up. Therefore, in the distribution,
resulting value falls halfway between two the third value is 4 and that is 1
integers, round it up.

(b) Find the position of 2 by finding the In the distribution, the middle value or the
median. median is 5. Hence, 2 = 5.

(c) Find the position of 3 by using Position of 3 = (𝑛 + 1) = (9 + 1) = (10) =

(𝑛 + 1) where n is the number of values. 7.5. The resulting value 7.5 becomes 7 after
The resulting value must be rounded to rounding down.
the nearest integer. However, if the
resulting value falls halfway between two
integers, round it down.
3. Look at the arranged distribution. Based on the given distribution,

First Quartile or 1: the value that falls 1 = 4,

under the computed position of 1.

Second Quartile or 2: the value of the 2 = 5, and

median

Third Quartile or 3: the value that falls 3 = 6.

under the computed position of 3.

DECILE OF UNGROUPED DATA

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 2, 3, 4, 4, 5, 5, 6, 7, 8
ascending order.
2. (a) In finding the position of the third (a) Position of 𝐷3 = (9 + 1) = (10) = 3 𝐷3 is
decile (𝐷3), use (𝑛 + 1) where n is the the 3rd data
number of values.
(b) In finding the position of the seventh (b) Position of 𝐷7 = (9 + 1) = (10) = 7 𝐷7 is
decile (𝐷7), use (𝑛 + 1) where n is the the 7th data
number of values.

Note: The fifth decile (𝐷5) is also the

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

Third Decile (𝐷3): the value in the 𝐷3 = 4

distribution that falls under the computed
position of 𝐷3.

Seventh Decile (𝐷7): the value in the 𝐷7 = 6

distribution that falls under the computed
position of 𝐷7

PERCENTILE OF UNGROUPED DATA

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

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 𝑃30 = 4

distribution that falls under the computed
position of 𝑃30.

QUARTILE OF GROUPED DATA

Calculate the 1, 2, and 3 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
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

1. Find the position of the Q1 class.

 Position of the Q1 class = = = 12.5.

2. Then, look for the class interval where 12.5th value belongs.
 12.5th value belongs to 7th – 8th value.
 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 frequency below the Q1 class.

 cfb = 6

5. is the frequency of the Q1 class.

 = 12

6. 𝑖 is the size of class interval. Count the values from a class interval.
 𝑖=5

7. Substitute the values in the formula and get the final answer.

 ( )
( )

 ( )
 ( )
  ( )

 is the symbol used to denote approximation. It is used in this example
since Q1 is approximated.

For Q2

1. Find the position of the Q2 class.

 Position of the Q2 class = = = 25.

2. Then, look for the class interval where 25th value belongs.
 25th value belongs to 19th – 27th value.
 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 frequency below the Q2 class.

 cfb = 18

5. is the frequency of the Q2 class.

 =9

6. 𝑖 is the size of class interval. Count the values from a class interval.
 𝑖=5

7. Substitute the values in the formula and get the final answer.

 ( )

 ( )
 ( )
 ( )

For Q3

1. Find the position of the Q3 class.

( )
 Position of the Q3 class = = = 37.5.

2. Then, look for the class interval where 37.5th value belongs.
 37.5th value belongs to 28th – 38th value.
 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 frequency below the Q3 class.

 cfb = 27

5. is the frequency of the Q3 class.

 = 11

6. 𝑖 is the size of class interval. Count the values from a class interval.
 𝑖=5

7. Substitute the values in the formula and get the final answer.

 ( )
( )

 ( )
 ( )
 ( )

 DECILE FOR GROUPED DATA

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
16-20 11 16-0.5=15.5 27+11=38 (28th – 38th value) D7 class
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

1. Find the position of the D7 class.

( )
 Position of the D7 class = = = 35.

2. Then, look for the class interval where 35th value belongs.
 35th value belongs to 28th – 38th value.
 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 frequency below the Q3 class.

 cfb = 27

5. is the frequency of the Q3 class.

 = 11

6. 𝑖 is the size of class interval. Count the values from a class interval.
 𝑖=5

7. Substitute the values in the formula and get the final answer.

 ( )
( )

 ( )
 ( )
  ( )


PERCENTILE OF GROUPED DATA

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
16-20 11 16-0.5=15.5 27+11=38 (28th – 38th value) P65 class
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

1. Find the position of the P65 class.

( )
 Position of the P65 class = = = 32.5.

2. Then, look for the class interval where 32.5th value belongs.
 32.5th value belongs to 28th – 38th value.
 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 frequency below the Q3 class.

 cfb = 27

5. is the frequency of the Q3 class.

 = 11

6. 𝑖 is the size of class interval. Count the values from a class interval.
 𝑖=5
7. Substitute the values in the formula and get the final answer.

 ( )
( )

 ( )
 ( )
 ( )


3. Interprets measures of position.

QUARTILES
 25% of the distribution has a value less than or equal to the first quartile ( 1).
 50% or one-half of the distribution has a value less than or equal to the
second quartile ( 2).
 75% of the distribution has a value less than or equal to the third quartile ( 3).

DECILES
 10% of the distribution has a value less than or equal to the first decile (𝐷1).
 20% of the distribution has a value less than or equal to the second decile
(𝐷2).
 30% of the distribution has a value less than or equal to the third decile (𝐷3).
 NOTE: The connection between deciles and percentiles is that the first decile
𝐷1 is the 10th percentile; the second decile is the 20th percentile; the third
decile is the 30th percentile, and so on.
PERCENTILES
 1% of the distribution has a value less than or equal to the first percentile (𝑃1).
 2% of the distribution has a value less than or equal to the second percentile
(𝑃2).
 3% of the distribution has a value less than or equal to the third percentile
(𝑃3).
 NOTE: The percentile position is also the percentage of the values in a
distribution less than or equal to that particular percentile.
 4. Solves problems involving measures of positions.

Coconut oil is one of the benefits of coconut tree to human lives. It contains
natural saturated fats that increase good cholesterol levels in human bodies. In TLE
we learned about these saturated and unsaturated fats. One of the factories
manufacturing the product is Tropicana Food Products, Inc. (TFPI) which was
founded in 1975 at the heart of “Coconut City” – San Pablo City, Laguna. TFPI has
been the manufacturer of coconut products such as pioneering Virgin Coconut Oil
(VCO) production in 1985. It has been a major supplier of many VCO brands both
locally and internationally. Supposed it has 50 employees with the age data shown
below:

AGE FREQUENCY
51-55 3
46-50 7
41-45 12
36-40 8
31-35 9
26-30 11

Solution:

Answering the guide questions in solving the word problem.

Age Frequency Lower Less than
(f) Boundary Cumulative
(LB) Frequency
(<cf)
51-55 3 51-0.5=50.5 47+3=50
46-50 7 46-0.5=45.5 40+7=47
41-45 12 41-0.5=40.5 28+12=40 (29th – 40th value) P60 class
36-40 8 36-0.5=35.5 20+8=28
31-35 9 31-0.5=30.5 11+9=20
26-30 11 26-0.5=25.5 11
N = 50

1. Find the position of the P60 class.

( )
 Position of the P60 class = = = 30.

2. Then, look for the class interval where 30th value belongs.
 30th value belongs to 29th – 40th value.
 41-45 is the P60 class.
 3. LB is the lower boundary of the P60 class.
 LB = 40.5

4. cfb is the less than cumulative frequency below the P60 class.
 cfb = 28

5. is the frequency of the P60 class.

 = 12

6. 𝑖 is the size of class interval. Count the values from a class interval.
 𝑖=5

7. Substitute the values in the formula and get the final answer.

 ( )
( )

 ( )
 ( )
 ( )

Interpretation: 60% of the employees of Tropicana Food Products, Inc. have ages of
less than or equal to 41.33.

5. Formulates statistical mini-research.

Mini- research Title:

The Performance of Students in Mathematics of Grade 10 MDL Students in San
Jose National High School of 3rd Quarter S.Y. 2020-2021

I. Background of Study:
For some reason, Mathematics is one of the unloved subjects. Many
students have low grades and lack interest in the subjects. Thus, teachers
need to know who among the students are experiencing difficulties with and
make an intervention that will help them to overcome these.
II. Statement of the Problem:
This mini-research will help the researcher determine the performance
of Grade 10 MDL Section L Students in Mathematics at San Jose National
High School for the 3rd quarter of S.Y. 2020-2021.

III. Significance of the Study:

The research can be able to identify those students who need help and
intervention on the subject. This will reveal if the students in MDL class are
struggling with mathematics or not.

IV. Methodology:
A. Research Design
This is quantitative research. Documentary analysis and purposive
sampling was used in conducting this mini-research.

B. Participants/ Respondents
Grade 10 MDL Students Section L at San Jose NHS.

C. Data Gathering (This is most important part of statistics; data should

be collected accurately and convenient to use.)
The data were taken from the teacher’s class record.

D. Statistical Treatment :

Mean = Average

Percentile: P15

Percentile Rank

The first thing you should do is to create a frequency table.

A frequency table is a table that list items and shows the number of times the items
occur. We represent the frequency by the English alphabet “f”

Then, we have now the final table.

Class Interval f LB <cf Xm fXm
94 – 97 4 93.5 45 95.5 382
90 – 93 5 89.5 41 91.5 457.5
86 – 89 10 85.6 36 87.5 875
82 – 85 9 81.5 26 83.5 751.5
78 – 81 9 77.5 17 79.5 715.5
74 – 77 5 73.5 8 75.5 377.5
70 – 73 3 69.5 3 71.5 214.5
i=4 N = 45 ∑ = 3, 791.5
Computation:
( )
Mean =

= 84. 26%

Percentile: P15

( )

( )
( )

( )

( )

Therefore, 15% of the N has grade of ≤ 75

Percentile Rank

Using Percentile Rank, we are going to determine how many students got the grade
below 80. Thus, we are going to get the Percentile Rank of 79 which is between 78-81
class intervals; it is in the 3rd class.

( )
PR = [ ][ + cfp]
( )
PR = [ ][ + 8]
 PR = [ ][ + 8]

PR = ( )( + 8)

PR = ( ) (11 )

PR = 25.25

PR 25
Therefore 25% of the class got the grade of ≤ 79.

V. Results and Findings (Evaluation)

The class has an average of 84.26% or 84%.
5% of the MDL Class Section L has a grade of which is equal or less
than 75.
85% of the MDL Class Section L has a grade of which is equal or
greater than 75.
25% of the MDL Class Section L has a grade of which is equal or less
than 79.
75% of the MDL Class Section L has a grade of which is equal or
greater than 79.

VI. Conclusion and Recommendation

Based on the results, the MDL Class Section L got a high mastery level
of performance for the third quarter in Mathematics. There are only a few
students who will be given an intervention.
The Math Teachers of MDL Grade 10 section L, must prepare
intervention materials for that 25% of the class who failed to reach above 75%
of the grade.

VII. References
Here, you list down the books, journals, links, etc. that helps you in conducting
this mini-research.

To summarize, let us consider the following Five Steps in conducting

statistical mini-research:

STEP 1 - State the problem, concern, or issues you need to solve (You can
formulate hypothesis.)
 STEP 2 - Design the Research (You can make the outline to have a meaningful
result.) STEP 3- Gather data (You can gather from records, websites, survey
checklist/questionnaire, and interview)

STEP 4 - Use Statistical Treatment (You can apply formulas you learned in
Statistics.)

STEP 5 - Formulate conclusions and recommendation (This answers the

hypothesis.)

After doing the steps you can now write the final draft of your Mini- research.

6. Uses appropriate measures of position and other statistical

methods in analyzing and interpreting research data.

Let us recall the 5 STEPS again in conducting statistical mini-research.

STEP 1- State the problem, concern, or issues you need to solve.

STEP 2- Design the Research
STEP 3- Gather data
STEP 4- Use Statistical Treatment
STEP 5- Formulate conclusion and recommendation.

In conducting mini-research, analyzing and interpreting data is very important.

Analyzing data is the heart of the research; it transforms the data gathered into
meaningful information. On the other hand, interpreting data is reviewing data, such
as taking data analysis, assigning some meaning, and using them to arrive at a
relevant conclusion. We can do this by using appropriate measures of position and
other statistical methods. A researcher does this under STEP 4 and STEP 5 in
conducting statistical mini-research.

You learned that the measures of position reveal to you the location of the
score corresponding to a bunch of information. You learned that quartiles, deciles,
and percentiles are otherwise called quantiles.

Quantiles refer to measures of position that divide a distribution into four, ten,
and hundred equal parts.

Quartiles are a powerful method to figure out where the information fall. You
can undoubtedly recognize differences, the focuses that are unreasonably high or
low. Deciles are used more often in real life than in the classroom. For example, a
researcher uses deciles to report drought data. Then again, percentiles are standard
measures of position. There are the ideal approaches to communicate measures of
position for the enormous arrangements of information. For example, numerous
public appraisals, such as BMI, NAT, and NCAE scores, utilize percentiles to pass
on where explicit scores fall and maybe effectively interpret them.
References:
Mathematics Learners Module Grade 10, p. 362-367

Mathematics Learners Module Grade 10, p. 362-395

Mathematics Learner’s Module Grade 10, pages 396-400

https://statistics.laerd.com/statistical-guides/measures-central-tendency-mean-mode-
median.php

https://statisticsbyjim.com/basics/variability-range-interquartile-variance-standard-
deviation/

Mathematics Learner’s Module Grade 10, pages 396-400

E-Math (Work text in Mathematics) pages 300-310

Bernabe, Julieta G., Jose-Dilao, Soledad and Orines, Fernando B. Advanced

Algebra, Trigonometry and Statistics(Revised Edition).SD Publications,
Inc.2009.pages 276-282.