Math10 LAS Q4

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Learning Activity Sheet in Mathematics

Grade 10
Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY

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2 Protocols at all times

Practice Personal Hygiene
Printed by DepEd Regional Office No. 02
Regional Center, Carig Sur, Tuguegarao City
TABLE OF CONTENTS
Competency Page
The learner… Number
Illustrates the following measures of position: quartiles, deciles and percentiles. 4
(M10SP-IVa-1)
Calculates a specified measure of position (e.g. 90th percentile) of a set of data. 11 (M10P-
IVb-1)
Interprets measures of position. (M10SP-IVc-1 24
Solves problems involving measures of position. (M10SP-IVd-e-1), 33
Formulates statistical mini-research. (M10SP-IV-f-g-1) 48
Uses appropriate measures of position and other statistical methods in analyzing 56

and interpreting research data (M10SP-IVh-j-1).

MATHEMATICS 10
Name of Learner: _________________________________ Grade Level: __________ Section:

_________________________________________ Date: ________________
LEARNING ACTIVITY SHEET

Measures of Position for Ungrouped Data
Background Information for Learners
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 it’s unusually high or low.
Measures of position are used for quantitative data that falls on some numerical scale. Sometimes,
measures can be applied to ordinal variables – those variables that have an order, like first, second, or
fiftieth.
This part of the module enables you to understand quantiles in a set of ungrouped data.
The understanding that you will gain in the following activities will help you understand
measures of position.
Learning Competency with code
The learner illustrates the following measures of position: quartiles, deciles and percentiles.
(M10SP-IVa-1)
Directions:
Below are concepts on measures of position with illustrative examples followed by series of
activities. Perform each of the activities given to document how well you have mastered the
competency. Your outputs are to be recorded.
Q1 Q2 Q3
P25
P75
Measures of Position (Quantiles)

D1 D2 D3 D4 D5
D6 Percentiles – are the ninety - D7
D8 nine score points which divide D9
Quartiles – are the score points a distribution into one
which divide a distribution into P10 hundred equal parts, so that
four equal parts. Twenty -five P20 each part represents the data
P30 set. It is denoted as P1, P2,
percent of the distribution are
P40 P3,…, P99. P50
below the first quartile, fifty
P60
percent are below the second P70
quartile, and seventy-five P80 Deciles – are the nine score
percent are below the third P90 points which divide a
quartile. Q 1 is called the lower distribution into ten equal
quartile and Q 3 is the uppe r parts and denoted as D1, D2,
quartile. D3, . . ., D9.
ACTIVITY 1: What’s My Point?

Directions: Refer to the illustration below for you to answer the questions. Write your answer on the
space provided before the number.
H
Step 1. Arrange the data in Step 1. Arrange the data in T ascending order.
ascending order. F
45,47,48,49,50,53,54,55,58 45,47,48,49,50,53,54,55,58
A I
Step 2. Calculate the position of the lower

quartile.
Qk = 𝑘 (𝑛 + 1)
4 Q1 = 1 (9 + 1) 4 Step 2. Calculate theposition of
1
= (10) the eight decile.
𝑘
Dk = (𝑛 + 1)
10
5 Protocols
Practice Personal Hygiene D8 = (9at+all
8
1) times 10
8 80
D8 = (10) = 10 = 8
10
4
10
= 4
= 2.5
Since the answer has decimal point, get the average of the 2nd and 3rd element.
______1. At what point can we find the second quartile?

______2. At what point can we find the 75th percentile?
______3. What is the nearest point for 8th decile?
______4. At what point can we find the first quartile? ______5.
What is the nearest point for 1st decile?
Before we proceed to the second activity, we will discuss how to find the value of the unknown
quartile and decile for ungrouped data by applying the following steps.
Example 1:
The given data are weights (in kilograms) of 9 students: 49,50,45,48,53,47,55,54,58. Find the
first quartile (Q1) and eight decile (D8).
Steps in Finding Q1. Steps in Finding D8.
Y = Q1
E = Q2
P = Q3
A = D4
R = D7
ACTIVITY 2: One Step at a Time
What is the answer of the question: “It is considered to be our best weapon in life”?
60
Directions:
1. Find the indicated quartile and decile of the daily allowance of 15 randomly selected
Step 3. Locate the 2nd and 3rd elements in the arranged data set, Step 3. Locate the 8th
element in get the sum and divide it by 2. the arranged data set.
45,47,48,49,50,53,54,55,58 45,47,48,49,50,53,54,55,58
47 + 48
= 47.5
Therefore, D8 = 55
Therefore, Q1 = 47.5
2
students in Grade 10 which are as
follows: 20, 25, 30, 35, 40, 50, 50, 60, 65, 70, 75, 80, 90, 100, 120
2. Each unknown quartile and decile corresponds to a unique letter as shown in the box at
the right.
3. Write the letter inside the box that matches the value below it in order to reveal the
answer of the question. The last letter is already given.
35
50
75
80
ACTIVITY 3: Match My Letter
What do we call the moral strength that tests your spirit to resist difficulty to do something?
Directions:
1. To answer the question, match the value in COLUMN B to its corresponding decile in
COLUMN A Write the letter of your answer on the space provided before teach number.
2. Then put the letter on the blank that matches the decile above it to get the answer of the
question. Consider the height in centimeters of 15 randomly selected students:
(150,155,160,154,165,161,158,159,170,168,163,153,166,157,172)
COULMN A COLUMN B
___ 1. D5 E. 160
___ 2. D2 R. 167
___ 3. D8 A. 156
___ 4. D9 O. 154.5
___ 5. D4 G. 171
___ 6. D3 C. 165.5
___ 7. D7 U. 158.5
D7 D2 D4 D8 D3 D9 D5
___ ___ ___ ___ ___ ___ ___
Let’s have the second example to understand more about percentiles before we do the last
activity. The steps are also the same with how we computed quartiles and deciles, the only difference
is we round off the result to the nearest integer.
Example 2.
Find P57 and P88 given the ages of 20 members in an organization.

25,27,27,29,30,31,33,35,36,38,39,40,41,42, 43,44,45,48,49,50.
Pk = k (n + 1)
100 P57 = 57 (20 +
Solution for P57 1)

100 P57 = P88 = 18.48 or 18
57 (21) 100 P57 = P57 is the 12th element.
1197 100 Therefore, P57 is 40
P57 = 11.97 or 12
Solution for P88
Pk = k (n + 1) ACTIVITY 4: Winner!
100 P88 = 88 (20 + 1)
Directions:
100 P88 = 88 (21) 100 P88 =
P88 is the 18th element. Therefore, P88 is 48
1848 100
1. Determine the indicated measures of position for the last two-digit number of 35 randomly
selected houses in a barangay. 12, 18, 19, 22, 23, 25, 29, 30, 31, 32, 35, 36, 37, 39, 40,
44,45, 47, 49, 50, 55, 56, 58, 60, 61, 62, 65, 67, 70, 72, 75, 77, 78, 79, 80.
2. The answers are in the WINNER box. You just have to shade the whole box of your answer
with pencil or crayon to form the figure. That will be the determining factor to become the
WINNER.
Find the following: Q1 , Q3 , D2, D9 , P15, P33, P67, P84
W I N N E R
49 31 19 32 65 25
12 30 18 35 22 79
39 47 45 40 44 37
29.5 50 55 56 58 72
61 60 67 78 77.5 70
75 62 23 36 81 29
Closure
There are three measures of position:

• Quartiles – are three score points that divide a distribution into four equal parts
• Deciles – are the nine score points which divide a distribution into ten equal parts
• Percentiles – are the ninety-nine score points which divide a distribution into one
hundred equal parts
To find the desired measure of position, we consider the following steps:

• arrange the data in ascending order,
• calculate the position using ➢ Qk = 𝑘
(𝑛 + 1) for quartiles
4
➢ Dk = 𝑘 (𝑛 + 1) for deciles
10
➢ Pk = k (n + 1) for percentiles
100
• locate the element in the arranged data set

Reflection
In this lesson, I have learned ______________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Callanta, M., et. al., Mathematics: Learner’s Module for Grade10. Pasig City: Rex Book Store,
Inc., 2015.
https://pixabay.com/users/geralt-9301/?utm_source=link
attribution&utm_medium=referral&utm_campaign=image&utm_content=997401
Answer Key
Activity 1. Activity 3.
1. F 1. E
2. A 2. O
3. I 3. R
4. T 4. G
5. H 5. U
6. A
7. C
COURAGE
Activity 2. Activity 4.
PRAYER
W I N N E R
49 31 19 32 65 25
12 30 18 35 22 79
39 47 45 40 44 37
29.5 50 55 56 58 72
61 60 67 78 77.5 70
75 62 23 36 81 29

Writer: Kathleen Joy G. Aban
Teacher I
Bagabag National High School
MATHEMATICS 10

_________________________________________ Date: ________________

Measures of Position for Grouped Data
A calculation is a deliberate process that transforms one or more inputs into one or more
results. To calculate means to determine mathematically in the case of a number or amount, or in a
case of an abstract problem to deduce the answer using logic, reason or common sense.
In this lesson you will learn more about the measures of position for grouped data and the
process on calculating their values.

0
The learner calculates a specified measure of position (e.g. 90th percentile) of a set of data. (M10P-IVb-1)
We are done with the measures of position for ungrouped data. To introduce you how to calculate the
measures of position for grouped data, we need to identify first the lower boundary of the frequency
distribution table. See next page for the given example.
Example 1. The table below shows the scores of 20 students in a 30-item quiz in Mathematics.
Table 1. Scores of 20 students in Mathematics
20.5, 26 – 0.5 = 25.5
ACTIVITY 1: Boundaries
Directions: Complete the table below. Find the lower boundary of the data in Table 2.
Table 2. Number of apples received by the students
Lower
Class Interval Boundary
Frequency (f)
(C.I.) (LB)
34-40 4
27-33 7
20-26 6
13-19 3
6-12 1
In order to compute the unknown measures of position, we also need the less than cumulative
frequency. Let’s use the previous example by adding another column.

1
To fill the column for the less than cumulative frequency (<cf):
• copy the first frequency, that is the frequency of the class interval of 6-10 which is 1.
• add the result to next frequency, 1 + 2 = 3,
• add the sum (3) to the next frequency, 3+5=8,
• Just repeat the process up to the last frequency to get the less than cumulative frequency of
every class interval. 8+8=16, and 16+4=20.
Try activity 2, to test the extent of your understanding on how to compute for the <cf.
ACTIVITY 2: Apple of The Eye
Question: How many apples is left for Ms. Quorona?

Directions: Find the less than cumulative frequency of the distribution. Then, fill in the blanks with the
cumulative frequency/value that corresponds to the enclosed letter.
Less than
Class Interval Frequency cumulative
(C.I.) (f) frequency (<cf)
34-40 4 e
27-33 7 d
20-26 6 c
13-19 3 b
6-12 1 a
Ms. Quorona has (e)_____ apples. She gave (c)____ apples to her siblings and (a)_____ apple to
her father Quaranto. Her friend, Jessie Q received (d)____ apples from his uncle Sonnytoz and gave
(b)____ apples to Ms. Quorona because he admires her very much.
Since we know already how to compute the lower boundary and less than cumulative frequency, you
are now ready to calculate quartiles, deciles, percentiles and percentile rank. Let us focus first on
quartiles. Consider the second example below. Refer to table 3.
Example 2. The table below shows the scores in a 50-item quiz of 60 students in Mathematics.
Table 3. Scores of students in Mathematics

Class Lower Less the
Interval Frequency Boundaries Cumulative
Scores (CI) (f) (LB) Frequency (<cf)
46-50 5 45.5 60
41-45 7 40.5 55
36-40 8 35.5 48
31-35 15 30.5 40
26-30 9 25.5 25
21-25 10 20.5 16
16 - 20
LL-UL 6 15.5 6
interval or i = Upper limit (UL) – lower limit (LL) + 1

= 20 – 16 + 1
=5
𝑘𝑁
−𝑐𝑓𝑏
Formula in Computing the desired Quartile: 𝑄𝑘 = LB + ( 4
𝑓𝑄𝑘 ) 𝑖
where: k = kth quartile, where k=1,2,3, and 4

𝑘𝑁
−𝑐𝑓𝑏
LB = lower boundary of the kth quartile𝑄𝑘 = LB + ( 𝑓𝑄𝑘 )𝑖
4

2
N = total frequency
𝒇𝑸𝒌 = frequency of the quartile class
𝒄𝒇𝒃 = cumulative frequency before the quartile class
i = size of class interval
To solve for the first quartile (Q1):
𝑘𝑁
Step 1: Find the Q1 class using the formula
4
= 15
This means we need to find the class interval where the 15th score is contained.
Step 2: Identify the values to be used basing from the Q1 class.

k=1 𝑐𝑓𝑏 = 6 LB = 20.5 𝑓𝑄1 = 10 N = 60 𝑖=5
Step 3: Solve by substituting the values to the formula.

𝑘𝑁4 −𝑐𝑓𝑏 (1)4(60)−6
𝑄𝑘 = LB + ( 𝑓𝑄𝑘 ) 𝑖 𝑄1 = 20.5 + ( 10 )5 𝑄1 = 20.5 + ( )5

9
𝑄1 = 20.5 + ( 10 )5 𝑄1 = 20.5 + 4.5
𝑄1 = 25
This means that 25% of the students got a score less than or equal to 25.
ACTIVITY 3. The Message
What is the message of your loved ones?
Directions:
1. Complete the table below by filling in the columns under lower boundary and less than
cumulative frequency;
2. Solve for the unknown quartiles to reveal the message of your love ones;
3. Each answer corresponds to a word. Your answer in number 1 is the first word, number 2
is the second word and number 3 is the third word.
4. Choose the word that corresponds to your answer in the box and write it in the heart
shape. Refer to table 4.
Table 4. Earned points of 24 different network users

3
Let’s move on to deciles. Refer to the frequency distribution in Table 3.
𝑘𝑁
−𝑐𝑓𝑏
Formula in Computing the desired Decile: 𝐷𝑘 = LB + (10𝑓𝐷𝑘 ) 𝑖
where: k = kth decile, where k=1,2,3,…,9

LB = lower boundary of the kth quartile
N = total frequency
𝒇𝑫𝒌 = frequency of the quartile class
I = size of class interval
Solve for the sixth decile (D6)
𝑘𝑁
Step 1: Find the D6 class using the formula
10
(6)(60)
= 36
This implies that we need to find the class interval where the 36th score is contained.

4
Step 2: Identify the values to be used basing from the D6 class.
K=6 𝑐𝑓𝑏 = 25 LB = 30.5 𝑓𝐷6 = 15 N = 60 𝑖=5

10
Step 3: Solve by substituting the values to the formula. −𝑐𝑓𝑏
𝑘𝑁 (6)(60) 10 −25
𝐷𝑘 = LB + ( 𝑓𝐷𝑘 )
𝑖 𝐷6 = 30.5 + ( 15 )5 𝐷6 = 30.5 + ()5
11
15
𝐷6 = 30.5 + ( )5 𝐷6 = 30.5 + 3.67
𝐷6 = 34.17
Therefore, 60% of the students got a score less than or equal to 34.17
ACTIVITY 4. My Last Step
What fruit did mother buy in the market?
Directions:
1. The table below is the frequency distribution of the price of different fruits and vegetables sold
in the market per piece.
2. Compute for the unknown deciles. Round-off your answers to the nearest whole number. Add
all your answers from numbers 1 – 4. The sum will be the number of your steps. Just follow
the steps in the next page and it will give you the answer to the question above. Refer to table
5.
Table 5. The price of different fruits and vegetables in the market per piece.
Lower Less than
Class Interval Boundary Cumulative
Frequency (f)
(C.I.) (LB) Frequency (<cf)
26-28 1 25.5 21
23-25 1 22.5 20
20-22 2 19.5 19
17-19 3 16.5 17
14-16 5 13.5 14
11-13 4 10.5 9
8-10 3 7.5 5
5-7 2 4.5 2
Compute: 1. D1 2. D3 3. D4 4. D7
Start

5
For the second to the last activity, we will be dealing with percentiles.
𝑘𝑁
−𝑐𝑓𝑏
Formula in Computing the desired Percentile: 𝑃𝑘 = LB + (100𝑓𝑃𝑘 )𝑖
where: k = kth percentile, where k=1,2,3,…,99

LB = lower boundary of the kth quartile
N = total frequency
𝒇𝑷𝒌 = frequency of the quartile class
Solve for the eighty fifth percentile P85
𝑘𝑁
Step 1: Find the P85 class using the formula
100
(85)(60)
= 51
This means we need to find the class interval where the 51st score is contained.
Step 2: Identify the given.
(85 )(60 )
𝑘𝑁−𝑐𝑓𝑏 −48
100
7
)5
𝑃𝑘 = LB + (100𝑓𝑃𝑘 )𝑖 𝑃85 = 40.5 + ( 𝑃85 = 40.5 + ( )5
𝑃85 = 40.5 + ( ) 5 𝑃85 = 40.5 + 2.5

𝑃85 = 43
Therefore, 85% of the students got a score less than or equal to 43.
k = 85 𝑐𝑓𝑏 = 48 LB = 40.5 𝑓𝑃85 = 7 N = 60 𝑖=5
Step 3: Solve by substituting the given to the formula.
ACTIVITY 5. Who is the Gamer?
Who among the students consumed most of his free time playing
mobile video games?
Directions:
1. The frequency distribution below shows the amount of time spent in playing mobile video
games in a week by 30 randomly selected students.
2. Answer the unknown percentiles. Round-off your answers to the nearest whole number.
3. Find the answer first of P82. The correct answer is either 82 for door A or 83 for door B. If
the correct answer is door A, find the value of P 15. But if the correct answer is door B, find
the value of P21. Your answer could be door C, D, E or F. Continue with the process until
you obtain any of the values in the second to the last row. The value obtained corresponds
to the student who spent most of his free time playing mobile video games. Refer to table 6
and the tree diagram below.

6
Table 6. The amount of time of 30 randomly selected students spend playing mobile video games in a
week. (in minutes)
Lower Less than

Frequency (f)
91-105 2 90.5 30
76-90 7 75.5 28
61-75 9 60.5 21
46-60 5 45.5 12
31-45 4 30.5 7
16-30 3 15.5 3
P82
82 83
A B
P15 P21
37 36 42 43
C D E F
P47 P99 P56 P78
63 64 104 103 68 69 81 80
G H I J K L M N
For the last activity, we have the percentile rank.
Formula in Computing the desired Percentile Rank: 𝑃𝑃𝑅 = 100

𝑁 [ (P−𝐿𝐵 )𝑓𝑃
𝑖 + 𝑐𝑓𝑃]
where: 𝒄𝒇𝑷 = cumulative frequency of all the values below the critical value
P = raw score or value for which one wants to find a percentile rank
PPR = percentile rank, the answer will be a percentage
LB = lower boundary of the class where the raw score belongs
N = total frequency
𝒇𝑷 = frequency of the class where the score belongs
Solve for the percentile rank of the score 47. Consider the frequency distribution below.
Class Lower Less the

The class where Interval Frequency Boundaries Cumulative 47
is Scores (CI) (f) (LB) Frequency (<cf)
included.
46-50 5 45.5 60
41-45 7 40.5 55
36-40 8 35.5 48
31-35
Practice Personal 15 30.5
1 Protocols
Hygiene 40
at all times
7 26-30 9 25.5 25
21-25 10 20.5 16
16 – 20 6 15.5 6
Step 1: Identify the values basing from the table and the given score.
N = 60 P = 47 LB = 45.5 𝑓𝑝 = 5 𝑐𝑓𝑃 = 55 𝑖=5
Step 2: Solve by substituting the given to the formula.

100 (P−𝐿𝐵)𝑓
𝑃𝑃𝑅 = [
𝑁 𝑖
𝑃 + 𝑐𝑓𝑃]
100 (47 −45.5)5

𝑃𝑃𝑅 =+ 55]
60
[ 5
100
𝑃𝑃𝑅 =(1.5 + 55)
𝑃𝑃𝑅 = (56.5)
𝑃𝑃𝑅 = 94.17%
Therefore, 94.17% of the students got a score of 47 or less and 5.83% of the students got 47 or
more in the Mathematics quiz
Activity 6: Yes! It’s final
Will Ronnie be able to get the scholarship?
Directions: Complete the table below and solve for the percentile rank of Ronnie to answer the question
above.
Ronnie scored 60 in the entrance exam in a university. To become a university scholar, his
percentile rank must be at least 85%. The following are the scores of 50 examinees.
Table 6. The scores of 50 examinees in a university

Lower Less than
Frequency (f)
66-70 2
61-65 4
56-60 11
51-55 10
46-50 9
41-45 8
36-40 6
Closure
You have already learned and identified the measures of position and the process of computing
quartiles, deciles, percentiles for grouped data as well as percentile rank. Good luck to the next lesson.
Quartile Percentile
𝑘𝑁 𝑘𝑁
𝑄𝑘 = LB + (
4
− 𝑐𝑓𝑏) 𝑖 𝑃𝑘 = LB + (100 − 𝑐𝑓𝑏)𝑖
𝑓𝑄𝑘 𝑓𝑃𝑘
Decile Percentile Rank
𝑘𝑁 100 (P − 𝐿𝐵)𝑓𝑃
𝑃𝑃𝑅 = [ + 𝑐𝑓𝑃]
𝐷𝑘 = LB + (10 − 𝑐𝑓𝑏)𝑖 𝑁 𝑖
𝑓𝐷𝑘
Reflection
In this lesson, I have learned______________________________________________
___________________________________________________________________________

8
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References for learners

Callanta, M., et. al., Mathematics: Learner’s Module for Grade10. Pasig City: Rex Book Store,
Inc., 2015.
https://pixabay.com/?utm_source=linkattribution&utm_medium=referral&utm_camp
aign=image&utm_content=303922
https://www.needpix.com/photo/174355/pennon-flag-yellow-waving-pennant-
bannerfreevector-graphics-free-pictures-free-photos
Answer Key
Activity 1. Boundaries
LB
33.5
26.5
19.5
12.5
5.5
Activity 2. Apple of the eye
e. 21
c. 10
a. 1
d. 17
b. 4
There are 14 apples left to Ms. Quorona
Activity 3. The message
LB <cf
49.5 24
43.5 22 WE LOVE YOU
37.5 17
31.5 13
25.5 10
19.5 4

9
Q1 = 27.5
Q2 = 35.5
Q3 = 44.7
Activity 4. My Last Step

1. D1=8
2. D3=11
3. D4=13
4. D7=17
Sum: 49 steps
The fruit that mother bought in the market is mango.
Activity 5. Who is the gamer?
P82=83-B
P21=43-F
P78=81-M
Student M spent most of his free time in playing mobile video games
Activity 6. Yes! It’s final
Lower Less than

Boundary Cumulative
(LB) Frequency (<cf)
65.5 50
60.5 48
55.5 44
50.5 33
45.5 23
40.5 14
35.5 6
𝑃𝑃𝑅 = 85.8%
Yes, he is qualified in the scholarship.
Writer: Kathleen Joy G. Aban Teacher I


0
MATHEMATICS 10
Name of Learner: _________________________________ Grade Level: _________ Section:

________________________________________ Date: _______________

IS THAT YOUR INTERPRETATION?
This learning activity sheet is a self-learning and self-paced instrument that helps the students
acquire the concepts even without the physical presence of the teacher. It assists the learners to easily
understand and eventually master how to interpret the computed measures of position.
Finding the lower boundary of class intervals, obtaining the less than cumulative frequency,
and solving the desired measures of position are still included in this activity sheet since the
competency needs these three concepts.
Learning Competency:
The learner interprets measures of position. (M10SP-IVc-1)
Directions
The following are concepts on how to interpret measures of position coupled with illustrative
examples and sets of activities. You need to answer each of the given activities to assess how well you
were able to acquire the intended competency. Your score in each activity will be recorded.
How do I interpret this

measure of position that I
obtained?
ACTIVITY 1: Reminiscing the Past
Directions: Based from the given table, answer the questions

Scores in Activities Frequency
that follow to complete the crossnumber puzzle. Take
note that a decimal point occupies 1 box in the puzzle. 112 – 121 4
102 – 111 3
92 – 101 11
1 2 3 82 – 91 4
72 – 81 9
4
62 – 71 4
5 6 52 – 61 6
42 – 51 3
7 32 – 41 1

81 9
ACROSS
1. What is the cumulative frequency below the class interval 82 – 91?
4. What is the lower boundary of the interval 72 – 81?
7. What is the lower boundary of the class interval 102 – 111?
8. What is the lower boundary of the class interval 52 – 61?
DOWN
2. What is the lower boundary of the lowest class interval.
3. How many students are there in all?
5. What is lower boundary of the class interval 82 – 91?
ACTIVITY 2: Throwback Thursday
It is the feeling that one experiences when hearing news about COVID – 19.
Directions: To answer the question:
1. Match the measures of position in COLUMN A to its corresponding value in

COLUMN B. Write the letter of your answer on the space provided before
each number.
2. Then put the letter on the blank above each corresponding number to answer
the question.
Consider the set of scores: 15, 23, 11, 8, 12, 15, 20, 17, 18, 25, 14
COLUMN A COLUMN B
____ 1. 𝐷6 A. 24
____ 2. 𝑄3 B. 22
____ 3. 𝑄1 D. 20
____ 4. 𝑃50 F. 17.5
____ 5. 𝑃88 I. 15
R. 12
_____ _____ _____ _____ _____ _____

5 1 3 5 4 2

2
How will I interpret the values that I have obtained in the
previous activity? I don’t know what to do with them.
We simply base it from the measure of position that we

want to consider.
Please do elaborate what you are saying by giving me

an example.
Let’s say, you computed 𝑄1 of the scores of students

and the value that you obtained is 14.5. This means
that 25% of the students got scores less than or equal
to 14.5 while 75% of the students got scores greater
than or equal to 14.5.
My grade in Math is 82 and it belongs to 𝐷4 , what

does this imply?
Now I know your grade in Math. It means that 40%

of our classmates got lower than or equal to 82 and
60% of them got higher than or equal to 82.
It’s your time to give your interpretation.

My age is 17 and it belongs to 𝑃83 . What does it
mean?
It means that 83% of the students are younger or

have the same age as you and 17 % of them are older
or have the same age as you.
What are the two important things that we need to

consider when asked to interpret measures of position?
First is the measure of position and second is the

computed value. Bear in mind that the measures of
position will always be expressed in percent
You may also use the diagram below as your basis

when interpreting measures of position.
Since you don’t have questions about the topic, let’s

us then accomplish the activity below.

3
Source: Melvin M. Callanta, et. al., Mathematics – Grade 10 Learner’s Module (Pasig City: REX
Book Store, Inc., 2015), 376
ACTIVITY 3: Let Me Interpret It!
How many days are needed for a person to undergo quarantine if he/she
travels to other provinces this time of pandemic?
1. Match the measures of position in COLUMN A to its corresponding

interpretation in COLUMN B. Write the letter of your answer on the
space provided before each number.
2. Then put the number on the blank above each corresponding letter to
answer the question.
COLUMN A COLUMN B
____ 1. 𝐷1 = 12 A. It means that 90% of the students got a score greater than or
____ 2. 𝑄2 = 22 equal to 12.
____ 3. 𝐷7 = 45.5 B. It implies that 90% of the students got a score less than or equal
____ 4. 𝑃30 = 14.5 to 48.
____ 5. 𝑃90 = 48 D. It implies that 70% of the students got a score less than or equal
to 14.5.
E. It means that 70% of the students got a score less than or equal
to 45.5.
R. It means that 50% of the students got a score less than or equal to
22.
U. It implies that 30% of the students got a score less than or equal to
14.5
_____ _____ – _____ _____

A U R A
ACTIVITY 4: The Other Way Around!

4
This phrase has been the battlecry of our government since the lockdown started. The Senate and
House of Act No. 11469 in congress. Representatives enacted this Republic

a. Choose the measure of position inside the box that corresponds to each statement or
interpretation. Write the letter of your answer on the space provided before each number.
b. Then put the letter on the blank above each corresponding number to answer the question.
_____ 1.
It indicates that 25% of the students obtained a grade less than or equal to 77.5.
_____ 2.
This means that 60% of the students received a grade greater than or equal to 81.25.
_____ 3.
This implies that 80% of the students got a grade greater than or equal to 77.
_____ 4.
It means that 75% of the students received a grade greater than or equal to 77.5.
_____ 5.
It denotes that 90% of the students got a grade less than or equal to 89.75.
_____ 6.
This implies that 40% of the students got a grade less than or equal to 81.25.
_____ 7.
It insinuates that 75% of the students received a grade less than or equal to 85.
_____ 8.
The value suggests that 65% of the students obtained a grade less than or equal to
83.25.
_____ 9. It represents that 30% of the students got a grade greater than or equal to 84.05.
A. P40 B. D3 E. Q1 F. P35 H. D2
L. Q3 N. D7 O. P65 S. D9
_____ _____ _____ _____ _____ _____ _____ _____ _____

3 1 2 7 6 5 8 9 4
ACTIVITY 5: Come and Connect Me!
Directions: Connect with a straight line the measure of position in COLUMN B to its corresponding
value in COLUMN A. Connect again the measure of position in COLUMN B to its
corresponding interpretation in COLUMN C. Consider the table below. Use a ruler to
connect the points and form a line.
Table 2: Scores of students in a Quarterly Examination
Scores Frequency (f) Lower Boundary (LB) <cf

90 – 99 4 89.5 40
80 – 89 6 79.5 36
70 – 79 7 69.5 30
60 – 69 10 59.5 23
50 – 59 6 49.5 13
40 – 49 5 39.5 7
30 – 39 2 29.5 2
COLUMN A COLUMN B COLUMN C
The value indicates that 4% of the learners got

47.5 Q1
a score greater than or equal to 95.5.
The value implies that 15% of the learners
54.5 D6
obtained a score less than or equal to 47.5.
The value indicates that 25% of the learners
64.5 D8
got a score less than or equal to 64.5
The value indicates that 25% of the learners
70.93 P15

5
The value represents that 20% of the students
82.83 P96
obtained a score greater than or equal to 82.83
The value suggests that 40% of the learners
95.5
got a score gretaer than or equal to70.93.
Closure:
The two things that one needs to consider when

asked to interpret measures
position
of are:
1. the measure of position and
2. the computed value.
And take note that measures of position are
expressed in percent.
Reflection:
I have learned that __________________________ __________________________________________

__________________________________________
__________________________________________
__________________________________________
__________________________________________
_________________________________________ _
__________________________________________
__________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
References:
Callanta, M., et. al. Mathematics Learner’s Module for Grade10. Pasig City: Rex Book Store, Inc., 2015
Writer: Florentino A. Aban Jr.

Teacher III
Illustrator: Lorenz Marie Deanne C. Aban

6
Answer Key
ACTIVITY 1: Reminiscing the Past
2 3 4
7 1 . 5
8 4 .
1 0 1 . 5
5 1 . 5
ACTIVITY 2: Throwback Thursday

__F__ 1. 𝐷6
__D__ 2. 𝑄3
__R__ 3. 𝑄1
__I__ 4. 𝑃50
__A__ 5. 𝑃88
__A__ __F__ __R__ __A__ __I__ __D__

5 1 3 5 4 2
ACTIVITY 3: Let Me Interpret It!
__A__ 1. 𝐷1 = 12
__R__ 2. 𝑄2 = 22
__E__ 3. 𝐷7 = 45.5
__U__ 4. 𝑃30 = 14.5
__B__ 5. 𝑃90 = 48
__1__ __4__ – __2__ __1__
A U R A
ACTIVITY 4: The Other Way Around!
1. E
2. A
3. H
4. E
5. S
6. A

7
7. L
8. O
9. N
__H__ __E__ __A__ __L__ __A__ __S__ __O__ __N__ __E__
3 1 2 7 6 5 8 9 4
ACTIVITY 5: Come and Connect Me!
COLUMN A COLUMN B COLUMN C

47.5 The value indicates that 4% of the learners got
Q1
a score greater than or equal to 95.5.
The value implies that 15% of the learners
54.5 D6
obtained a score less than or equal to 47.5.
D8 The value indicates that 25% of the learners
64.5
P15 The value indicates that 25% of the learners
70.93 got a score less than or equal to 54.5
The value represents that 20% of the students
82.83 P96
obtained a score greater than or equal to 82.83
The value suggests that 40% of the learners
95.5
got a score gretaer than or equal to70.93.
MATHEMATICS 10

_________________________________________ Date: ________________

8
Problems on Measures of Position
One way to locate numerical data in a distribution that is useful in many applications of
statistics is through the use of fractiles or quantiles, commonly referred to as percentiles, deciles and
quartiles. The following descriptions are often heard or read:
“She graduated in the top 10% of her class.”

“He ranks among the top 2% of the grade 7 entrants.”
Sometimes, it is more interesting and more useful to know where an item of a set of ranked
data is located than the value itself. Percentiles, deciles or quartiles are used to locate an item in a
distribution.
Let us remember that:

• Percentiles are values that divide a set of observations into 100 equal parts. These values
are denoted by P1, P2, …, P99 such that 1% of the data falls below
P1, 2% falls below P2, …, and 99% falls below P99.
• Deciles are values that divide a set of observations into 10 equal parts. These values are
denoted by D1, D2, …, D9 such that 10% of the data falls below D1,
20% falls below D2, …, and 90% falls below D9.
• Quartiles are values that divide a set of observations into 4 equal parts. These values are
denoted by Q1, Q2, and Q3 such that 25% of the data falls below Q1,
50% falls below Q2, and 75% falls below Q3.
Learning Competency with Code:
The learner solves problems involving measures of position. (M10SP-IVd-e-1), (Q4/Wk 4-5)
Directions
Have a nice day, learner! On this activity sheet, you will find examples of problems that involve
measures of position. The tasks that follow are designed for you. Wear a smile as you solve these. If
you encounter difficulty in doing any of the activities, feel free to approach your teacher who is just a
message/text away. You may start now! Have a bright day!
Activity 1: It’s a Matter of Choice!
Below are situations showing the application of percentile. Study how the problems are solved,
through Mendenhall and Sincich Method or Linear Interpolation Method, then answer the problems
that follow.
Example 1.

9
Example 2.
The test scores of twenty (20) grade 10 learners in a Probability quiz are the following: 26, 22, 15, 24,
21, 28, 19, 18, 24, 29, 14, 18, 25, 27, 24, 25, 16, 23, 21, 20. The teacher decided to pass every
learner who gets a percentile rank of 70 or higher. What is the lowest score in the test results that
gets a passing mark?
Step 1: arrange the data in

increasing order Step 2: determine the
GIVEN
14, 15, 16, 18, 18, 19, 20, 21, values of k and n k =
21, 22, 23, 24, 24, 24, 25, 26, 70 n = 20
26, 22, 15, 24,
21, 28, 19, 18, 26, 27, 28, 29
24, 29, 14, 18,
26, 27, 24, 25, 16, 23, 21, 20
by Mendenhall and Sincich Method
Therefore, 25 is the lowest Step 4: locate Step

the 3: find P70 position
score that gets a passing mark.
15th element from the of P70 = 70
Position (20+1)
=
ANSWER
data arranged 14.7
in
increasing order: 100
= 25 (round to the nearest integer)
14.7  15
P70 is the 15th element.
0
The problem can also be solved by Linear Interpolation Method.
Step 1: arrange the data in 14, 15, 16, 18, 18, 19, 20, 21, 21, 22, 23, 24, 24,
increasing order 24, 25, 26, 26, 27, 28, 29
Step 2: determine the values of k and k = 70 n
n = 20
Step 3: find P70 position Position of P70 = 70 (20+1)
= 14.7
100
Step 4: interpolate (since the result 14th element: 24
in step 3 is decimal) 15th element: 25
a) get the difference between the 25 – 24 = 1
14th and the 15th elements
b) multiply the difference by the 1(0.7) = 0.7
decimal part obtained in step 3
0.7 + 24 = 24.7
c) add the result in (b) to the smaller
 P70 = 24.7
number (14th element)
Answer: Since nobody got 24.7, then the lowest score that gets a passing mark is 25.
Exercises: It’s your turn now, dear learner. Use the applicable method, Mendenhall and Sincich Method,
or Linear Interpolation Method to solve the problems. Enjoy the task!
1. In a class of 40 students, the percentile rank of a girl was 90. About how many scored above
her?
• Which of the two (2) methods can you use? ________________________
Step 1: ______________________________________________________________
Step 2: ______________________________________________________________
Step 3: ______________________________________________________________
Step 4: ______________________________________________________________
______________________________________________________________
______________________________________________________________
Answer: _____________________________________________________________
2. The scores of fifteen (15) students in a Mathematics test are the following: 12, 8, 16, 10, 13,
18, 19, 11, 18, 19, 14, 9, 9, 20, 9. The percentile rank of a student is 60. Does he/she pass
the test if the passing score is 15?
Step 1: ______________________________________________________________
Step 2: ______________________________________________________________
Step 3: ______________________________________________________________
______________________________________________________________
Step 4: ______________________________________________________________
______________________________________________________________
Answer: _____________________________________________________________
Activity 2: Quartile or Decile?
You will find another problem below that shows how decile or quartile is applied. Carefully
study how the problem is solved using Mendenhall and Sincich Method, and Linear Interpolation
Method.
Example:
The scholarship committee of a certain civic organization decides to grant scholarship

packages to poor but deserving students of your class. Twenty (20) students are qualified
but only those with final grades equal to or higher than the fifth decile (D 5) are chosen.
The minimum grade requirement is 85, and your final grade is 92. The grades of your other
classmates ar e 93, 94, 87, 95, 94, 89, 85, 92, 90, 86, 97, 96, 93, 98, 91 , 97, 98, 96, and 98.
Are you one of the grantees?

1
Let us solve the problem together. Complete the process shown at the table by following the steps
shown in Activity 1. Some were already done for you. Always wear a smile!
Steps Mendenhall and Sincich Method Linear Interpolation Method
Step 1: ____________________________ ____________________________
____________________________ ____________________________
Step 2: k=5 k = ____ n = 20 n = ____
Step 3: Position of D5 = 5(20+1) = _______ Position of D5 = 5(20+1) = _______
10 10
(round the answer to the nearest integer) ______
Step 4: The 11th element is ______. 10th element:_______
 D5 = _____ 11th element: _______
____ – ____ = _____
____(0.5) = _____
 D5 = _____
Answer: Tick the correct answer and continue the corresponding sentence.
Yes, I am a grantee because _________________________________.
No, I am not a grantee because ______________________________. I am not
sure of my answer because __________________________
_______________________________________________________.
*** The given problem can also be solved using quartile. Since D 5 = Q2, then the position of Q2 can
be solved by the formula:
Position of Q2 = 𝟐(𝟐𝟎+𝟏)
𝟒
Dear Learner,
Just a reminder:
• if the lower quartile (Q1) falls halfway between 2 integers,
round up, and
• if the upper quartile (Q3) falls halfway between 2 integers, round down.
Exercises: Again, it’s time for you, dear learner, to show what you’ve got! You may use any method.
Smile…
1. On a Mathematical ability test, you obtained a score of 124. Eleven other students who took
the test had scores of 123, 108, 101, 125, 110, 102, 119, 127, 114, 118, and 129. A score
equal to or higher than the seventh decile (D7) gets additional 10 points. Will you be able to
get the additional points?
Step 1: ______________________________________________________________
Step 2: ______________________________________________________________
Step 3: ______________________________________________________________
______________________________________________________________
Step 4: ______________________________________________________________
______________________________________________________________
Answer: _____________________________________________________________
2. Thirteen (13) grade 10 boys joined the first batch to be screened for the Unit 6 basketball
team for the upcoming school sports fest. The following are the heights, in centimeters (cm),
of the boys: 172, 178, 167, 164, 168, 167, 180, 165, 170, 169, 168, 175, and 177. A boy
could be selected if his height is equal to or higher than the third quartile (Q3). What height
corresponds to Q3? How many boys are still needed to complete the team?
Step 1: ______________________________________________________________
Step 2: ______________________________________________________________

2
Step 3: ______________________________________________________________
______________________________________________________________
Step 4: ______________________________________________________________
______________________________________________________________
Answer: _____________________________________________________________
• If you have other methods of solving the problems, you may show your solutions on another
sheet of paper. Remember, there are many ways to kill a chicken…
Activity 3: Recall…Recall…Recall…
Let us find out if you can still recall the different steps in calculating a quantile value from grouped
data by answering the Cross Quantile Puzzle. In filling the boxes, disregard decimal point and other
symbols between numbers. (Example: 10.2 and 25-30 must be written
as and 102 253 0 , respectively.) To answer the puzzle, refer to the
given frequency distribution table on the next page.
• Find the first quartile (Q1) value through the Cross Quantile Puzzle. Use your previous
learning (calculating a quantile value from grouped data) to do the task.
*Important:
𝒌𝒏
𝟒
− 𝒄𝒇𝒃)i
Qk = LB + (
𝒇𝒄
Results of a 100-item
Mathematics Test Taken by 200
Students
Class Frequency Cumulative

(f) Frequency
(cf)
90-99 4 200
80-89 14 196
70-79 28 182
60-69 22 154
50-59 28 132
40-49 20 104
30-39 18 84
20-29 26 66
10-19 22 40
0-9 18 18
CROSS QUANTILE PUZZLE
Ac 1 2 ross
1. value of Q1 (nearest hundredth) 3.
cumulative frequency (cf) of the Q1 class
4.
6 5 Q1 class

3
5.
class size (i) of the distribution
Down
1.
value of n
𝒌𝒏
2.
value of 𝟒
4. frequency (fc) of the Q1 class

5. lower boundary (LB) of Q1 class
6. cumulative frequency preceding Q1 class (cfb)
Activity 4: I WANNA TRY …
Below is the distribution of the scores in Mathematics achievement test obtained by two
hundred (200) incoming grade 11 STEM students, including you. The school Mathematics
department planned to give book allowance to anybody who scored higher than the 80 th percentile. If
your score was 133, is this higher or lower than P 80 score? By how many points? Are you qualified to
be given book allowance?
Frequency Cumulative cf here must be equal to n

Class (f) Frequency
(cf)
146-150 6
141-145 10
136-140 16
131-135 10
126-130 24
121-125 28
116-120 18
111-115 26
106-110 34
101-105 28
n=_____
Guide Questions:
1. What are given in the problem? Or simply determine the values of:
• n = _____
• k = _____
• quantile (choose from percentile, decile, or quartile): ____________
2. What do you need to answer in the problem? (In the given problem, there are 2 questions that
need to be answered.)
• ________________________________________________________________________
•
________________________________________________________________________ 3. What
formula or equation will you use to help you answer the questions?
4. Solve by using your formula. Before solving, make sure that you have completed the frequency
distribution table above.)

4
5. Answer the 2 questions now:
• ________________________________________________________________________
• ________________________________________________________________________
Activity 5: AM I JOINING?
Solve the problem below. This time you are not given guide questions to follow. Do your best in
answering the problem. (You may refer to activity 4.)
Mr. Juan Dela Cruz, an ICT teacher, gave his twenty five (25) grade 10 students a computer
ability test. He plans to conduct a free training-workshop on computer applications to enhance
the knowledge of his students. However, due to limited funds, only the students with scores
equal to or below the second quartile will join. What is the highest possible score that may qualify
a student to join the training? To solve this problem, refer to the following distribution table:
(Show the complete process on the space provided below.)
Frequency Cumulative
Scores (f) Frequency
(cf)
60-64 1
55-59 2
50-54 3
45-49 4
40-44 5
35-39 4
30-34 3
25-29 2
20-24 1
Activity numbers 6 to 8 contain problems involving percentile rank. Sample problems are given
for you to be guided in solving.
Activity 6: Where Am I?
Example:

5
In a class of forty (40) grade 10 students, Juan ranks fourth (4th). What is his percentile rank?
Solution:
• Since Juan ranks 4th, then 36 students rank below him. [40 – 4 = 36] o 36
= 0.9
40
• Therefore, Juan is at the 90th percentile, P90.
Exercises: Do the following…

1. Juana won second (2nd) place in a Mathematics contest participated in by fifty (50) Math
wizards in the division. What percentile rank corresponds to Juana’s place?
Solution:
2. In a class of thirty (30), Jane ranks sixth (6 th); while Janet ranks tenth (10th) in a class of fifty
(50). Who, between the two students, ranks better in her own class?
Solution:
Computation of Jane’s percentile rank Computation of Janet’s percentile rank
Answer:
Activity 7: Let us solve together, guys…
Example:
The daily allowances, in pesos, of twelve (12) students are 95, 105, 108, 135, 140,
90, 100, 120, 112, 138, 130, and 115. What is the percentile rank of 135? What does this mean?
Solution: Supply the missing numbers.

• Arrange the data from the lowest to the highest. o 90, 95, ____, 105, ____, 112, 115,
120, ____, 135, ____, ____
• Determine the number of values below 135.
o There are ___ values below 135.
• Divide it by the total number of values, and then change the answer to percent.
o = ____ or ____%
12
• Therefore, 135 is equivalent to the 75th percentile (P75).
• This means, 75% of the students have daily allowance lower than Php135.

6
Exercise: Simply follow the steps above…you may also do it in your own way…
The scores of ten (10) students, from a STEM class, in a 50-item General Mathematics quiz
are 39, 37, 46, 38, 35, 47, 45, 40, 41 and 43. What is the percentile rank of a student who gets 90%
of the test items correctly?
Solution: (use the space below)
Activity 8: Am I Qualified?
Let us refer to the frequency distribution table used in the Cross Quantile Puzzle given in activity 3
to solve the problem below.
• What is the percentile rank of one of the test takers who got a score of 23?
• Substitute the values to the formula PPR
100 (𝑃−𝐿𝐵)𝑓𝑝
PPR =𝑁[ 𝑖 +𝑐𝑓𝑝]
Results of a 100-item Mathematics PR percentile rank

Test Taken by 200 Students N total frequency P raw score (or
percentile point)
Class Frequency Cumulative
(f) Frequency LB lower boundary of the kth percentile
class
(cf)
fp frequency of the Pk class
90-99 4 200 i size of the class interval
80-89 14 196 cfp cumulative frequency of all the
values below the critical value
70-79 28 182
60-69 22 154
50-59 28 132
40-49 20 104
30-39 18 84
20-29 26 66
10-19 22 40
0-9 18 18
Solution:

7
PPR = 100𝑁 [(𝑃−𝐿𝐵𝑖)𝑓𝑝 +𝑐𝑓𝑝] PPR =
100
[(23−19.5)26 + 40]
200
PPR = 0.5 [ + 40]

PPR = 0.5 [9.1+ 40]
PPR = 0.5(49.1) = 24.55  25
• Therefore, 23 has a percentile rank of 25 (P25).
Exercise:
The scholarship committee of a private organization conducted an Assessment Examination to

grade 10 students to serve as its basis in selecting scholars. For a student to be qualified, his/her score
must be at least 78. What percent of the examinees is included in the list?
𝑁 𝑖
Show your solution here:

8
Rubric for scoring
Level 1 (1 pt.) Level 2 (2 pts.) Level 3 (3 pts.) Level 4 (4 pts.)

Amount of Work Learner shows Learner shows Learner shows Learner completes
answer only. partial work partial work the process and
(process) only. (process) and the gives the final
final answer. answer.
Understanding Learner shows no Learner shows Learner shows Learner shows

understanding of limited partial thorough
using quantiles to understanding of understanding of understanding of
solve real life using quantiles to using quantiles to using quantiles to
problems solve real life solve real life solve real life
involving measures problems involving problems problems
of position measures of involving involving
position measures of measures of
position position
Closure
In solving a problem on Measures of Position, involving ungrouped/grouped data and percentile

rank, the following are important:
1. Identify the given data.

2. Determine what is to be solved in the problem.
3. Decide on what formula to use:
𝑘 (𝑛 +1 )
• Pk = 100
𝑘 (𝑛 +1 )
• Dk = for ungrouped data
10
𝑘 (𝑛 +1 )
• Qk =
4
𝒌𝒏
− 𝒄𝒇𝒃
𝟏𝟎𝟎
• Pk = LB + ( )i
𝒇𝒄
𝒌𝒏
− 𝒄𝒇𝒃
𝟏𝟎
• Dk = LB + ( )i for grouped data
𝒇𝒄
𝒌𝒏
− 𝒄𝒇𝒃
• Qk = LB + ( 𝟒 )i
𝒇𝒄
100 (𝑃 −𝐿𝐵 )𝑓𝑝
• PPR = [ +𝑐𝑓𝑝 ] for percentile rank
𝑁 𝑖
4. Answer the question making use of the obtained value (in step 3).
5. Verify/Check your answers (by going back to the main problem).
Congratulations, dear learner! Finally, you have completed all the tasks on measures of
position…that’s really a very great accomplishment! Thank you for doing your best! Before we move to the
next lesson, kindly write what you have gained in this activity.
Reflection

9
In this activity, I learned that _____________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Callanta, M., et. al. Mathematics: Learner’s Module for Grade 10. Pasig City: Rex Book Store, Inc.,
2015.
Ryan, Merilyn, S.S.J., et. al. Advanced Mathematics: A Pre Calculus Approach. Englewood Cliffs, New
Jersey: Prentice Hall, Inc., 1993.
Sia, Lucy O., et. al. 21st Century Mathematics for Second Year. Quezon Avenue, Quezon City: Phoenix
Publishing House, Inc., 1995.
https://slideplayer.com
https://slideshare.net
Answer Key
Activity 1: It’s a Matter of Choice

1. 3 students scored above her.
2. Yes, the student passes the Math test.
Activity 2: Quartile or Decile?

1. Yes, I get additional points.
2. 175 cm; Six (6) more boys are needed to complete the team.
Activity 3: Recall…Recall…Recall…
Crossword
Across: Down:
1. 23.35 1. 200
3. 66 2. 50
4. 20-29 4. 26
5. 10 5. 19.5
6. 40

0
Activity 4: I Wanna Try…
1. n = 200, k = 80, percentile
2. Is 133 higher or lower than P 80 score? By how many points? Am I qualified to be
given book allowance?
kn
− cfb
3. Pk = LB + (100 )i
fc
4. 131.5
5. varied answers from students
Activity 5: Am I Joining?
Varied solutions from students
Q2 = 42
42 is the highest score a student should get to be qualified to join the training
Activity 6: Where am I?
Exercise 1. 96th percentile (P96)
Exercise 2. Jane and Janet have the same percentile rank – P80.
Activity 7: Let us Solve Together, Guys…

Exercise: Varied solutions from students
A student who gets 90% of the test items correctly is at the 70 th percentile
(P70).
Activity 8: Am I Qualified?
Exercise: Varied solutions from students
16% of the examinees are qualified to be scholars.
Prepared by:
Shiela Moana Marie I. Gonzales

Nueva Vizcaya General Comprehensive High School
MATHEMATICS 10

_________________________________________ Date: ________________

MINI RESEARCH
Research is defined as the creation of new knowledge and/or the use of existing knowledge in a
new and creative way so as to generate new concepts, methodologies and understandings. The purpose
of research is really ongoing process of correcting and refining hypotheses, which should lead to the
acceptance of certain scientific truths. The research component allows for a broader educational
experience whereby students are able to explore the effects of applying new thought processes through
study and testing.

1
The learner formulates statistical mini-research. (M10SP-IV-f-g-1).
Activity 1. Search For Me
A. Search and loop words related to mini-research in the word hunt. Refer to letter B for the clues.
R A M O D A T A A N A L Y S I S
P E E R S M O D E L M E A N N A
R M S R A P D A H M A E A A T D
I N T E R P R E T A T I O N R A
N A W C A S S Q I Q H H N O O T
C S Q O K R A W O E M C T V D A
I T S M L E C D L N Y O E E U C
P E A M G A T H E R C N E D C O
O R D E R T W U Q L O C N L T L
B R A N T H E Y I U N L S O I L
A F G D Y V P C M L E U D K O E
C V S A O D I S C U S S I O N C
K B A T N M L F Y N V I T B Z T
E L V I J I M R H T Y O Q I I I
D I M O L M Z T N R I N M O O
Q U E N N R T E W Q X V B O D N
B. Determine the statement best describes the word you have searched in letter A. Write your answer
on the space provided before each number

2
_______________1. It leads the reader from a general to specific research issue or problem to your
specific area of research. It puts your research question in context by
explaining the significance of the research being conducted.
_______________2. It describes the significance of the findings in light of what was already known
about the research problem being investigated, and to explain any new
understanding or fresh insights about the problem after you’ve taken the
findings into consideration.
_______________3. It is the process of gathering and measuring information or variables of interest,
in an established systematic fashion that enables one to answer stated
research questions, test hypotheses, and evaluate outcomes.
_______________4. It is the process of systematically applying statistical and/or logical techniques to
describe and illustrate, condense and recap, and evaluate data.
_______________5. A research project that sets out to answer. It is an answerable inquiry into a
specific concern or issue.
_______________6. It refers to the task of drawing inferences from the collected facts after an
analytical and or experimental study.
_______________7. It is intended to help reader understand why the research should matter after
reading the paper. It is synthesis of key points.
_______________8. These are based on the results of the research and indicate the specific measures
or directions that can be taken.
C. The answers of letter B are the parts of mini-research. Arrange them in proper order from 1 to 8 as 1
being the first part, 2 being the second and so on.
___ Discussion
___ Introduction
___ Conclusion
___ Research Question
___ Recommendation
___ Data Collection
___ Interpretation
___ Data Analysis
Activity 2. Minie’s Research
Directions: Below is an example of analyzing results of study using mean and measures of position.
Study the given example and give what is asked.
Example: Minie is asked to study the results of the scores of her 20 classmates in their summative test
in Mathematics 10 using measures of position. Study the steps followed by Minie to study
the results.
Step 1. Minie constructed a table to represent the scores of her group mates. Table 1.1
Scores of the students
67 69 70 82
62 68 73 77
69 65 65 65
61 60 74 65
83 78 81 61
Step 2. She organized the data in frequency distribution table. Table 1.2.
Frequency Distribution Table
(15th score)
Q3 class
Step 3. Minie Class Interval Tally f <cf LB

calculated the
mean, 80-84 ||| 3 20 79.5
75-79 || 2 17 74.5
70-74 ||| 3 15 69.5
65-69 |||||-||| 8 12 64.5
Practice
60-64 Personal
|||| 4 4Protocols
Hygiene at all
4 times 59.5
3
third quartile and percentile rank of 75.
a. To get the mean or average, simply add the scores then divide it to the total number of
students who took the exam. x̅ = Σ 𝑥, where Σ𝑥 is sum of 𝑥 and N is number of data. x̅ = Σ𝑥
=
1,395
= 69.75
N N 20

4
𝑘𝑁
−𝑐𝑓𝑏
b. To solve for the third quartile, use the formula 𝑄𝑘 = LB + ( 4
𝑄𝑘 )𝑖
𝑓
b.1. Find the Q3 class using the formula: 𝑘𝑁

4
Thus, = 15 (This means that you need to find the class interval where
the 15th score is contained.)
b.2. Identify the values to be used basing from the Q1 class.

k=3 𝑐𝑓𝑏 = 12 LB = 69.5 𝑓𝑄3 = 3 N = 20 𝑖=5
b.3. Calculate for the third quartile

(3)(20)−12
𝑄3 = 69.5 + ( 4
3 )5
𝑄3 = 69.5 + ( )5
𝑄3 = 69.5 + ( ) 5
𝑄3 = 69.5 + 5
𝑄3 = 74.5 (This means, 75% of the students got a score
less than or equal to 74.5)
Step 4. Minie solved the percentile rank of the score 75 using the same frequency distribution table.
Class Interval f <cf LB

80-84 3 20 79.5
75-79 2 17 74.5
70-74 3 15 69.5
65-69 8 12 64.5
60-64 4 4 59.5
The class where 75 is
included.
a. Identify the values basing from the table and the given score.
N = 20 P = 75 LB = 74.5 𝑓𝑝 = 2 𝑐𝑓𝑃 = 15 𝑖=5
b. Solve by substituting the given to the formula.
100 (P−𝐿𝐵)𝑓
[
𝑃
𝑃𝑃𝑅 = + 𝑐𝑓𝑃]
𝑁 𝑖
100 (75 −74.5)5
𝑃𝑃𝑅 =+ 15]
20
[ 5
100
𝑃𝑃𝑅 =(0.5 + 15)
𝑃𝑃𝑅 = (15.5)
𝑃𝑃𝑅 = 77.50% (This means, 77.50% of the students got a score of 75 or
less and 22.50% of the students got 75 or more in the
Practice Personal Hygiene Protocols at all times
45
summative test.)
Step 5. Minie analyzed and interpreted the results of her study as follows:
a. The average score of the 20 students in summative test in Mathematics 10 is 69.75.

b. 75% of the students got a score less than or equal to 74.5
c. 77.50% of the students got a score of 75 or less and 22.50% of the students got 75 or more in the
summative test.
Try These!
1. The following data represent a distribution of daily allowance of the students.
Table 2.1 Daily allowance of the students

20 30 40 50 60
25 35 45 55 65
70 80 90 60 75
35 70 50 95 85
15 80 40 50 30
65 75 35 30 45
55 40 60 40 50
25 65 40 55 100
a. Organize the data in a frequency distribution table.
Table 2.2 Frequency Distribution Table

CI Tally F <cf LB
91-100
81-90
71-80
61-70
51-60
41-50
31-40
21-30
11-20

4
6
b. Calculate the mean, third quartile and percentile rank of 60.
Mean Q3 PR
Analysis and Interpretation:
Activity 3. My Mini-Research Work
Directions: Conduct a mini-research on the academic performance of your class in English,

Mathematics and Science during the first quarter of S.Y. 2020-2021 applying the
statistical tools you have learned.
Sample Title: The Academic Performance of Grade 10-Diamond Students in English,

Mathematics and Science During the First Quarter of School Year 2020-2021
I. Introduction
II. Research Questions (Refer to the given example)
1. What is the average grade of Grade 10-Diamond in the three subjects?
2. What subject do the students in Grade 10-Diamond class excel most?
3. In what subject the students in Grade 10-Diamond class struggle?
III. Data Analysis Table 1.1 Raw data
Table 1.2 Frequency distribution table
Table 1.3 Computations and Solutions
IV. Interpretation of Data Table 2.1 Comparison of Data
Table 2.2 Scale
V. Conclusion
Procedures:
a. Gather the first quarter grades in English, Mathematics and Science of your classmates.
b. Create a frequency distribution table in each subject.
c. Compute for the mean, third quartile and percentile rank of 50.
d. Interpret the result.
e. For the conclusion, answer the research questions.

4
7
Reflection
In this lesson, I have learned______________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References for Learners:
https://pixabay.com/photos/research-letters-scrabble-words-3691930/
https://pixabay.com/photos/books-library-education-literature-768426/
Answer Key:
B.
1. Introduction 5. Research Question
2. Discussion 6. Interpretation
3. Data Collection 7. Conclusion
4. Data Analysis 8. Recommendation
C.
3 Discussion
1 Introduction
7 Conclusion

4
8
2 Research Question
8 Recommendation
4 Data Collection
6 Interpretation
5 Data Analysis
Activity 2.
a. Table 2.2 Frequency Distribution Table
CI Tally F <cf LB
91-100 || 2 40 90.5
81-90 || 2 38 80.5
71-80 |||| 4 36 70.5
61-70 ||||| 5 32 60.5
51-60 |||||-| 6 27 50.5
41-50 |||||-| 6 21 40.5
31-40 |||||-||| 8 15 30.5
21-30 ||||| 5 7 20.5
11-20 || 2 2 10.5
b. Calculate the mean, third quartile and percentile rank of 60.
Mean Q3 PR
Σ𝑥 𝑘𝑁 100 (
x̅ = 4 − 𝑐𝑓𝑏 𝑃𝑃𝑅 = 𝑁 [ P−𝐿𝐵𝑖 )𝑓𝑃 +
N 𝑐𝑓𝑃]
𝑄𝑘 = LB + (
𝑖
)
𝑓𝑄𝑘
= 𝑃𝑃𝑅 = 10040 [ + 27]
(3)(40)
= 53.25 𝑄3 = 60.5 + ( 4 − 27) 10 𝑃𝑃𝑅 = 100 (0.25

+ 27)
5(27.25)
𝑃𝑃𝑅 =
𝑄3 = 60.5 + () 10 𝑃𝑃𝑅 = 68.125%
𝑄3 = 60.5 ( ) 10
𝑄3 = 60.5 + 6= 66.5
Activity 3.
Students’ answer may vary.
Writer: Kathleen Joy G. Aban

Teacher I
MATHEMATICS 10

_________________________________________ Date: ________________

4
9
LEARNING ACTIVITY SHEET MEASURES OF POSITION
What do you do when you are lost? Can you use tools like compass and GPS to figure out where you
are and how to get where you are going? In statistics, there are ways to figure out where a data point
or set falls called measures of position. Once you know where a data set is, you can figure out what
to do with it.
Measures of position are statistical techniques that divide a set of data into equal groups.
These are used for quantitative data that falls on some numerical scale. Sometimes, measures can be
applied to ordinal variables – those variables that have an order like first, second, …, fiftieth.
In this learning activity sheet, you will learn how to analyze, interpret and solve problems
involving measures of position such as Quartiles, Deciles and Percentiles. More importantly, you will
deal with real life problems on measures of position and learn how to interpret the results.
The learner uses appropriate measures of position and other statistical methods in analyzing
and interpreting research data (M10SP-IVh-j-1).
Directions
The following are series of activities that will guide you in using appropriate measures of
position and other statistical methods in analyzing and interpreting research data. Perform each
activity and you will be rated through the given rubrics. You may search on the internet if you
encounter unfamiliar terminologies and concepts for better understanding. You may also contact your
teacher if necessary.
Activity 1: Hidden Mathematics
In the word hunt puzzle, look for mathematical terms

related to measures of position being described by the given
definitions. Write the term on the space provided corresponds
to the definition in each item.
Y R A D N U O B R E W O L
C B O E C L A S I C L A B
N L C C A L V E C A V D O
E A A I L E Q L L R A L U
U C E L S S V I E C L A N
Q U C E S D C T U L E T D
E Q U S R L N N L U N U R
R P E R C I N E T I L E Y

5
0
F A D E S I L C E P N U F
U C L S C U S R V Q D C R
Q U A R T I L E S R U E E
A L U U L L A P S C Q A Q
C P E R C N T I L E S L Y
1) _________________________ - The nine score points which divide a distribution into ten equal
parts.
2) _________________________ - The ninety-nine score points which divide a distribution into one
hundred equal parts.
3) _________________________ - The score points which divide a distribution into four equal parts.
4) _________________________ - The lower value of a class for group frequency distribution whose
values has additional decimal place more than the class limits and end with the digit 5.
5) _________________________ - The number of values in a specific class of frequency distribution.
6) _________________________ - It is the distance between the class lower boundary and the class
upper boundary and it is denoted by i.
Activity 2: BEAT that COVID
Directions: Study the given examples then give what is asked.
Example:
In a 50-item test in Mathematics, the scores of 25 students are illustrated in the table of distribution
below. Find the values of the following measures of position and interpret the results:
(1) Q1 (2) D5 (3) P85
Note: In solving for QUARTILE CLASSES,

consider the following:
To solve for Q1 class, use 1N
4
4
4
Solutions:
1) To find Q1;

5
1
a. Solve for Q1 class by using the formula:
Q1 class = 1N
4
Q1 class = 1(25)4  (substitute the given values in the given equation)
This means we need to find the class interval where the 6.25score is
contained using the set of cumulative frequencies. Thus, th
6.25th score can be found on the class interval (26 – 30) with
cumulative frequency of 8 where Q1 can also be found.
Q1 class = 6.25 
b. Solve for Q1 using the formula: Where: LB = lower boundary of Q1 class

N = total frequency
1N – cfb cfb = cumulative frequency of the
Q1 = LB +. 4 . i class below the Q1 class
FQ1 FQ1= frequency of the Q1 class i =
size of the class interval
N = 25
Cfb1 = 5  (Identify the given)
FQ = 3
i =5
LB = 25.5  (Subtract 0.5 from the lower number in the class interval which is 26. Thus,
LB = 26 – 0.5 = 25.5)
6.25 – 5
Q1 = 25.5 + 5 (Substitute the given values to the given formula)
3
Note: In interpreting result for

Quartiles, we use:
25% for Q1
50% for Q2
75% for Q3
Q1 = 27.58  (Simplify)
c. Interpret the result
Therefore, 25% of the students

have scores less than or equal to 27.58 
2) Consider the following to solve for D5
Note: In solving for DECILE CLASSES, consider the following:
To solve for D1 class, use 1N To solve for D6 class, use 6N

10 10

5
2
10 10
10 10
10 10
To solve for D5 class, use 5N
10
a. Solve for D5 class by using the formula:
D5 class = 5N 10
D5 class = 5(25)10  (substitute the given values in the given equation)
This means we need to find the class interval where the 12.5 th score
is contained using the set of cumulative frequencies. Thus, 12.5 th
score can be found on the class interval (36 – 40) with cumulative
frequency of 20 where D5 can also be found.
D 5 class = 12.5 
b. Solve for D5 using the formula: Where: LB = lower boundary of D5 class

N = total frequency
D5 = LB + . 10 . i class below the D5 class
FD5 FD5 = frequency of the D5 class i =
N = 25
Cfb5 = 11  (Identify the given)
FD = 9
i =5
LB = 36 – 0.5 = 35.5)
12.5 – 11
D5 = 35.5 + 5 (Substitute the given values to the given formula)
9
D5 = 35.67  (Simplify)
Note: In interpreting result for Deciles, we use:
10% for D1 60% for D6
20% for D2 70% for D7

30% for D3 80% for D8
40% for D4 90% for D9
50% for D5

5
3
Therefore, 50% of the students have 
scores less than or equal to 35.67
3) Consider the following to solve for P85

Note: In solving for PERCENTILE CLASSES, consider the following:
To solve for P10 class, use 10N To solve for P60 class, use 60N
100 100
100 100
100 100
100 100
To solve for P50 class, use 50N
100
a. Solve for P85 class by using the formula:
P85 class = 85N

100
P 85 class = 85(25)100  (substitute the given values in the given equation)
This means we need to find the class interval where the 21.25 th score
is contained using the set of cumulative frequencies. Thus, 21.25 th
score can be found on the class interval (41 – 45) with cumulative
frequency of 24 where P85 can also be found.
P 85 class = 21.25 
b. Solve for P85 using the formula: Where: LB = lower boundary of P85 class
N = total frequency
P85 = LB + . 100 . i class below the P85 class
FP85 FP85 = frequency of the P85 class i =
N = 25
Cfb = 20  (Identify the given)
FP85 = 4
i =5
LB = 41 – 0.5 = 40.5)
21.25 – 20
P85 = 40.5 + 5 (Substitute the given values to the given formula)
4

5
4
P85 = 40.81  (Simplify)
Note: In interpreting result for Percentiles, we use:
10% for P10 64% for P 64

20% for P20 72% for P 721
30% for P 30 86% for P 86

40% for P 40 98% for P98
50% for P 50 and so on…
Therefore, 85% of the students have scores less than or equal to 40.81  Try These! In City
ABC there are 40 positive cases of COVID-19 as of May 20, 2020. The table of distribution
below shows the frequency of the ages of said patients. Determine the ages of patients belongs
to: A) Q1; B) D5; and D) P75.
Cumulative frequency
Ages of COVID Patients frequency
80– 89 1 40
70 – 79 5 39
60 – 69 13 34
50 – 59 8 21
40 – 49 2 13
30 – 39 6 11
20 – 29 3 5
10 – 19 1 2
0–9 1 1
i= 10 N=40
A) Solve and interpret Q1 .
Solve for Q1 class Given Solve for Q1
Interpretation:
B) Solve and interpret D5 .
Solve for D5 class Given Solve for D5

5
5
Interpretation:
C) Solve and interpret P75 .
Solve for P75 class Given Solve for P75
Interpretation:
Activity 3: “AM I TALLER THAN MOST OF MY CLASSMATES?”
Directions: Study the given examples then give what is asked.
Example: (PERCENTILE RANK)
In a 60-item Quarterly Exam in Mathematics 10, Annie’s score is 43 points. The table below
shows the obtained scores of the class where Annie belongs. Interpret Annie’s score.
Frequency Cumulative Frequency
Students’ scores (f) (cf)
56 – 60 1 50
51 – 55 1 49
46 – 50 2 48
41 – 45 3 46
36 – 40 6 43
31 – 35 11 37
26 – 30 15 26
21 – 25 6 11
16 – 20 3 5
11 – 15 2 2
i=5 N = 50
Solution:

5
6
LB = lower boundary of the class of given score
N = total frequency
a. To solve for the PR, use the formula:
cfb = cumulative frequency of the class below the
class of given score
f = frequency of the class of given score
i = size of the class interval
P PR = 100 N . P = the given score
b
(P – LB) f + cf
i Where:
b. Identify the given:  (43 is within 41 – 45)
P = 43 N=
50 f =
3 cfb =
43
i =5
LB = 40.5
c. Substitute the given values in the formula
100
P PR = N . (P – LB) fi + cfb
PPR = 100 50 . (43 – 40.5 )5 3 + 43
PPR = 89
d. Interpret the result

Therefore, 89% of the scores are less than Annie’s score while 11% are higher than hers.
Try These! Suppose the table below shows John’s and his classmates’ heights. What does it mean if
John’s height is 64 inches?
Cumulative frequency
Students height in inches frequency
69 – 71 2 40
66 – 68 3 38
63 – 65 5 35
60 – 62 20 30
57 – 59 7 10
54 – 56 2 3
51 – 53 1 1
i=3 N = 40
Write your answer with complete solution in the box.

5
7

Activity # 4: “Why are oysters greedy?”
Directions: Find the answers to the following questions. Write the letter of your answer to the
corresponding box in order to reveal why oysters are greedy.
1. If your score in a 50 item test is 30 and 30 is the 3rd quartile, what does this mean?
A - you got the highest score
E - 75% of the class did not pass the test
S - you surpassed 75% of your classmates
D - your score is higher than 25% of your classmates
2. In a 40 – item test, the passing mark is the 3rd quartile. What does this imply?
O - one should answer at least 10 items correctly to pass
I - one should answer at least 20 items correctly to pass
H - one should answer at least 30 items correctly to pass
C - one should answer at least 40 items correctly to pass
3. Leigh got a score of 45 which is equivalent to a 75 th percentile rank in a Mathematics test.
Which of the following is NOT true?
I - Her score is below the 5th decile
F - If the passing mark is the first quartile, she passed the test.
A - 25% of the class got scores of 45 and above
B - She scored above 75% of her classmates
4. The 1st quartile of the ages of grade 10 students is 16 years. Which of the following statements
is true?
C - most of the students are below 16 years old
H - 25% of the students are 16 years old
A - grade 10 students are younger than 16 years
B - 75% of the students are 16 years old and above
5. In a flag ceremony, students per class are arranged in ascending order of heights. If you are
the median, what does this mean? E - you are the tallest among your classmates
L - you are taller than half of the class

5
8
O - you are the shortest among your classmates I -
cannot be determined
6. The median of a score distribution of 15 test takers is 79. This can be interpreted as_____.
A - 7 test takers scored above 79
L - 7 test takers scored below 79
A- 7 test takers scored below 79 and 7 test takers scored above 79 K - 14 students scored
below 79.
Oysters are greedy because they are
1 2 4 5 5 6 3 1 2
Rubric for scoring
1 2 3
Point Points Points
Activity 1 Just enclosed the term Enclosed the term but Enclosed and defined
wrong definition correctly
Activity 2 Tried but wrong Correct solution but Correct solution and
answer wrong answer correct answer
Activity 3 Tried but wrong Correct solution but Correct solution and
answer wrong answer correct answer
Activity 4 Wrong answer Correct answer
Closure
These activities are about measures of position such as quartiles, deciles and percentiles
wherein you were able to illustrate, calculate a specified measure of position of set of data, interpret
and solved problems. More importantly, you were given the chance to formulate to formulate and solve
real-life problems and demonstrate your understanding of the lesson by doing practical tasks.
Reflection
In this activity, I learned that _____________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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References for learners
Andres, Sherwin R. et. Al. Simplified Math for Grade 10

Callanta, Melvin M. Infinity Workbook in Mathematics for Grade 10
Philippines-Australia Science & Mathematics Education Project (PASMEP)
Sirug, Winston S. PhD. Basic Probability and Statistics
Callanta, M. et. al. Mathematics: Learners Module in Grade 10 Pasig City: Rex Bookstore, Inc., 2015
Answer Key

5
9
Activity #1
1) DECILE
2) PERCENTILE
3) QUARTILE
4) LOWER BOUNDARY
5) FREQUENCY
6) CLASS INTERVAL
Activity #2
1) Q1 = 37.83
Therefore, 25% of the ages of positive COVID patients are younger than or the same as 37.83
years old
2) D5 = 58.25
This means 50% of the ages of positive COVID patients are younger than or the same as 58.25
years old
3) P85 = 69.5
This means 85% of the ages of positive COVID patients are younger than or the same as 69.5
years old
Activity #3
PPR = 81.25  81
This means, 81% of John’s classmates are shorter than him while 19% are taller than him.
Activity #4
Oysters are greedy because they are
S H E L L F I S H
1 2 4 5 5 6 3 1 2
Prepared by:
ROSALY O. RIVERA
Teacher – III
Aritao National High School

6
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Learning Activity Sheet in Mathematics

REGION II – CAGAYAN VALLEY

2 Protocols at all times

Regional Center, Carig Sur, Tuguegarao City

Interprets measures of position. (M10SP-IVc-1 24

Solves problems involving measures of position. (M10SP-IVd-e-1), 33

Formulates statistical mini-research. (M10SP-IV-f-g-1) 48

Uses appropriate measures of position and other statistical methods in analyzing 56

3 Protocols at all times

Name of Learner: _________________________________ Grade Level: __________ Section:

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency with code

4 Protocols at all times

ACTIVITY 1: What’s My Point?

Step 2. Calculate the position of the lower

______1. At what point can we find the second quartile?

Steps in Finding Q1. Steps in Finding D8.

ACTIVITY 2: One Step at a Time

ACTIVITY 3: Match My Letter

Find P57 and P88 given the ages of 20 members in an organization.

7 Protocols at all times

Find the following: Q1 , Q3 , D2, D9 , P15, P33, P67, P84

There are three measures of position:

To find the desired measure of position, we consider the following steps:

8 Protocols at all times

In this lesson, I have learned ______________________________________________

9 Protocols at all times

Name of Learner: _________________________________ Grade Level: __________ Section:

LEARNING ACTIVITY SHEET

Background Information for Learners

Learning Competency with code

1 Protocols at all times

Table 1. Scores of 20 students in Mathematics

20.5, 26 – 0.5 = 25.5

1 Protocols at all times

ACTIVITY 2: Apple of The Eye

Question: How many apples is left for Ms. Quorona?

Table 3. Scores of students in Mathematics

interval or i = Upper limit (UL) – lower limit (LL) + 1

where: k = kth quartile, where k=1,2,3, and 4

1 Protocols at all times

To solve for the first quartile (Q1):

Step 2: Identify the values to be used basing from the Q1 class.

Step 3: Solve by substituting the values to the formula.

𝑄𝑘 = LB + ( 𝑓𝑄𝑘 ) 𝑖 𝑄1 = 20.5 + ( 10 )5 𝑄1 = 20.5 + ( )5

ACTIVITY 3. The Message

What is the message of your loved ones?

Table 4. Earned points of 24 different network users

1 Protocols at all times

where: k = kth decile, where k=1,2,3,…,9

Solve for the sixth decile (D6)

1 Protocols at all times

K=6 𝑐𝑓𝑏 = 25 LB = 30.5 𝑓𝐷6 = 15 N = 60 𝑖=5

ACTIVITY 4. My Last Step

What fruit did mother buy in the market?

1 Protocols at all times

where: k = kth percentile, where k=1,2,3,…,99

Solve for the eighty fifth percentile P85

Name of Learner: _______________________ Grade Level: Section:

Name of Learner: _______________________ Grade Level: Section:

Name of Learner: _________________________ Grade Level: _ Section:

___ _ _ _ _ ___

___ _ – _ ___

___ _ _ _ _ _ _ _ ___

I have learned that ________________