Republic of the Philippines

Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

GRADE 10 MATHEMATICS
QUARTER 4, WEEK 1
Module Number: 1

QUANTILES FOR UNGROUPED DATA

Learning Competency

LEARNING COMPETENCY AND CODE

• Illustrates the following measures of position: Quartiles, Deciles and
Percentiles (M10SP-IVa-1)
• Calculates a specified measure of position of a set of data. (M10SP-IVb-1)
• Interprets measures of position (M10SP-IVc-1)
• Solves problems involving measures of position. (M10SP-IVd-e-1)

1
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Introduction

It is remarkable that in every navigation and travel that we do in our lives, we

always use tools like compass and any Global Position System (GPS) to avoid being
lost or to figure out our location, or being precise of our destination or location. In
Statistics, we figure out where a data point falls in a given data set through the
measures of position.

The basic purpose of all the measures of central tendency discussed so far
during your Grade 7 and Grade 8 classes was to gain more knowledge and deeper
understanding about the characteristics of a data set. Another method to analyze a data
set is by arranging all the observations in either ascending or descending order of their
magnitude. Then, this ordered set is divided into two equal parts by applying the
concept of median. However, to have more knowledge about the data set, we may
divide it into more parts of equal sizes. The measures of central tendency which are
used for dividing the data into several equal parts are called partition values or
Quantiles.

We shall discuss data analysis by dividing it into four, ten, and hundred parts of
equal sizes and the corresponding partition values are called Quartiles, Deciles, and
Percentiles. All these values can be determined in the same way as the median. The
only difference is in their location. Quantiles can be applied when:

• dealing with large amount of data, which includes the timely results for
standardized tests in schools, etc.
• trying to discover the smallest as well as the largest values in a given distribution.
• examining financial fields for academic as well as statistical studies.

Quantiles are very useful because they help the government to find how the
income in a country is distributed, how much of the total income is earned by low wage
earning groups and by high wage earning groups. (If both groups earn the same
proportion of the income, then there is income equality.)

Here is a simple map of the sub-topics in this entire lesson.

http://divineandmath.blogspot.com/2017/

In this module, we are going to focus on Quantiles for Ungrouped Data.

2
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Hi! Welcome to the Last Quarter of

your Mathematics 10 Journey. I will be
your guide as you continue your
venture on Statistics and Probability.

What I need to know

In this lesson, you will learn to:

▪ Illustrate the following measure of position: Quantiles for Ungrouped Data
▪ Calculate a specified Quantile of a set of data.
▪ Interpret calculated Quantile.
▪ Solve real-life problems involving Quantiles.

What I Know

Find out how much you already know about this module. After taking and
checking this short test, take note of the items that you were not able to answer
correctly and look for the right answer as you go through this module. If you get perfect
on this, you may not answer all the exercises, but if you get one (1) or more wrong
answers, then you will continue answering up to the last part. Okay?

Encircle the letter that corresponds to your answer in the following test items.

1. The median score is also the _____________.

A. 3rd decile B. 5th decile C. 1st quartile D.75th percentile
2. When a distribution is divided into hundred equal parts, each score point that
describes the distribution is called a ___________.
A. percentile B. decile C. quartile D. median
3. When a distribution is divided into ten equal parts, each score point that describes the
distribution is called a ___________.
A. percentile B. decile C. quartile D. median
4. When a distribution is divided into four equal parts, each score point that describes
the distribution is called a ___________.
A. percentile B. decile C. quartile D. median
5. How many percent corresponds to P25 if you will interpret it?
A. 10% B. 50 % C. 25% D. 60%
6. How many percent corresponds to Q3 if you will interpret it?
A. 25% B. 75% C. 50% D. 90%
7. The lower quartile is equal to ______________.
A. 50th percentile B. 25th percentile C. 2nd decile D. 3rd quartile
8. In the set of scores: 14, 17, 10, 22, 19, 24, 8, 12, and 19, the median score is ___.
A. 17 B. 16 C. 15 D. 13

3
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

9. Rochelle got a score of 55 which is equivalent to 70th percentile in a mathematics

test. Which of the following is NOT true?
A. She scored above 70% of her classmates.
B. Thirty percent of the class got scores of 55 and above.
C. If the passing mark is the first quartile, she passed the test.
D. Her score is below the 5th decile.
10. In a 70-item test, Melody got a score of 50 which is the 3rd quartile. This means
that:
A. she got the highest score.
B. her score is higher than 25% of her classmates.
C. she surpassed 75% of her classmates.
D. seventy-five percent of the class did not pass the test.
11. The 1st quartile of the ages of 250 fourth year students is 16 years old. Which of
the following statements is true?
A. Most of the students are below 16 years old.
B. Seventy-five percent of the students are 16 years old and above.
C. Twenty-five percent of the students are 16 years old.
D. One hundred fifty students are younger than 16 years.
12. In a 100-item test, the passing mark is the 3rd quartile. What does it imply?
A. The students should answer at least 75 items correctly to pass the test.
B. The students should answer at least 50 items correctly to pass the test.
C. The students should answer at most 75 items correctly to pass the test.
D. The students should answer at most 50 items correctly to pass the test.
13. In a group of 55 examinees taking the 50-item test, Rachel obtained a score of
38. This implies that her score is ______________.
A. below the 50th percentile C. the 55th percentile
B. at the upper quartile D. below the 3rd decile
14. The mean in the given the score distribution of 15 students, {83 72 87 79 82
77 80 73 86 81 79 82 79 74 74} can also be interpreted as ____________.
A. Seven students scored higher than 79.
B. Seven students scored lower than 79.
C. Fourteen students scored lower than 79.
D. Seven students scored lower than 79 and seven students scored higher
than 79.
15. Jenny scored at the 99th percentile on a test. How should we interpret this
information?
A. Jenny scored better than 99% of people who took this test
B. Jenny scored worse than 99% of people who took this test
C. Jenny got 99% of the questions on the test right
D. Jenny got 99% of questions on the test wrong

4
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

What’s In?
Let us start our study of this
module by first reviewing the
concept of median, which is one
of the concepts needed in the
study of this module.

Find Your Center

𝑥+𝑦
The midpoint between two numbers x and y on the real number line is:
2
x y

2 5
𝑥+𝑦 2+5 7
midpoint = 2 = 2 = 2 = 𝟑. 𝟓

1. Find the coordinates of the midpoint (Q 1) of AB in terms of x and y.

A Q1 B C
⚫
𝑥+𝑦
x y
Solution: 2

2. Find the coordinates of the midpoint (Q1) of BC in terms of x and y.

A B Q2 C
⚫
𝑥+𝑦
Solution: y
2

⚫
3. In the given example, AC represents a distribution. What does point B
represent in the distribution?

The median divides the distribution into two equal parts. It is a point in the
distribution where one-half of the distribution lies below it and one-half above it. One-
half of the distribution lies below B and one-half lies above it. Hence, B represents the
median.

5
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

What’s New?

This part of the module enables you to understand quantiles in a set of

ungrouped data. The understanding that you will gain in doing these activities will help
you understand measures of position.

Watch This!
1. You are the fourth tallest student in a group of 10. If you are the 4 th tallest student,
therefore 6 students are shorter than you.

It also means that 60% of the students are shorter than you. If you are the 8 th
tallest student in a group of 10, how many percent of the students are shorter than you?
__________

2. A group of students obtained the following scores in their statistics quiz:

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

First, arrange the scores in ascending (increasing) order:

Observe how the lower quartile (Q1), middle quartile (Q2), and upper quartile (Q3) of the
scores are obtained. Complete the statements below:

The first quartile 3 is obtained by ________________________________________.

(observe the position of 3 from 1 to 5)

The second quartile 5 is obtained by _____________________________________.

(observe the position of 5 from 1 to 9)

6
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

The third quartile 8 is obtained by _______________________________________.

(observe the position of 8 from 6 to 9).

3. The scores of 10 students in a Mathematics seatwork are:

7,4,8,9,3,6,7,4,5,8

Arrange the scores in ascending order:

In a paragraph, discuss your observations about the quartile, how each value was
obtained and your generalizations regarding your observations.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

What Is It
How did you find the preliminary
activities? I’m sure you did well!
As you go on with this module,
you will be able to answer these
questions:

• What is an Ungrouped Data?

• How do we illustrate the measures of position of an Ungrouped Data?
• What are the ways to determine and/or calculate a specified measure of position
in a given set of an ungrouped data?
• How do we interpret the measure of position?

Mini-Lesson

What is an Ungrouped Data?

An ungrouped data is a set of data which has not been classified or has not
been subdivided in the form of groups. This type of data is totally the raw data.
Ungrouped data is just in the form of number list. It is the data collected in original form.
We can say that ungrouped data is an array of numbers.

In dealing with an ungrouped data set, the first thing that we need to do is to
arrange the elements in ascending order and take note of the number of elements
which we will denote as n.
7
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

ILLUSTRATING THE QUARTILES FOR UNGROUPED DATA

The quartiles are three values 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.

This means that,

• 25% of the data has a value that is less than or equal to the Q 1 value
• 50% of the data has a value that is less than or equal to the Median or the Q2 value
• 50% of all the data lies between Q1 & Q2
• 75% of the data has a value that is less than or equal to the Q 3 value

Remember:

If a measurement falls to the right of the Upper Quartile of a set of data, then we
know that it is in the top 25% of the data.
• We also know that it is better than at least 75% of the data.
If a measurement falls to the left of the Lower Quartile of a set of data, then we know
that it is in the bottom 25% of the data
• We also know that it is worse than at least 75% of the
data.
The Q2 value is greater
than the Q1 value but We say that, Q1< Q2< Q3, where Q2 is nothing but the Median.
less than the Q3 value. When we say Median, it is the middle value when the
number of scores is odd or the average of the two middle values
when the number of scores in the distribution is even.
https://www.dreamstime.com/illustration/students-thought-bubble.html

The difference between Q3 and Q1 is the Interquartile Range. Since the second
quartile is equal to the median, the steps in the computation of median by identifying the
median class is the same as the steps in identifying the Q 1 class and the Q3 class.

.
Let’s have a walk-
through on the activity
you had earlier.

1. The elements of the given data

were arranged in ascending order.
The number of elements (n) was noted. n = 11 (odd)

8
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY
2. With an odd number of elements, it is easy to locate the middle value or the
Median (Q2).
3. With the array of numbers arranged in increasing order, counting from 1 to 11 will
give you 6 as the middle position. The value or the number sitting on the 6th
position is the value of your Q2 which is 5.
4. This means that, the values of 50% of the data is less than or equal to 5.
5. Counting the number of elements to the left and to the right of Q 2 shows that
there are 5 positions on both sides. First to fifth Positions on the left of Q 2 and
seventh to eleventh position to its right.
6. Remember that Q1 is always less than Q2; therefore, Q1 is located at the left of
Q2. On the other hand, Q3 is always greater than Q2; therefore, Q3 is always at
the right of Q2.
7. To locate Q1, check the middle value from the first to the fifth position. This value
sits on the third position. So, Q1 is 3.
8. This means that, the values of 25% of the data is less than or equal to 3.
9. To locate Q3, check the middle value from the seventh to the eleventh position.
This value sits on the ninth position. So, Q 3 is 8.
10. This means that, the values of 75% of the data is less than or equal to 8.

That was fun and easy right?

Now, how about we try it on a
real-life scenario?

Sample Problem:

The owner of a coffee shop recorded the number of customers who came into his café
each hour in a day. The results were 14, 10, 12, 9, 17, 5, 8, 9, 14, 10, and 11. Find the
lower quartile and upper quartile of the data.

• Arrange the data in ascending order: 5, 8, 9, 9, 10, 10, 11, 12, 14, 14, 17
• The least value in the data is 5 and the greatest value in the data is 17.
• Number of elements (n) is 11 (odd)
• The middle value (Q2) in the data is 10 which is on the 6th position.
Interpretation: This means that, 50% or ½ of the 11 hours that the coffee shop
is open, have less than or equal to 10 customers coming in each hour.
• The lower quartile (Q1) is the value that is between the middle value (10) and
the least value (5) in the data set. So, the lower quartile is 9.
Interpretation: This means that, 25% or ¼ of the 11 hours that the coffee shop
is open, have less than or equal to 9 customers coming in each hour.
• The upper quartile (Q3) is the value that is between the middle value and the
greatest value in the data set. So, the upper quartile is 14.
Interpretation: This means that, 75% or ¾ of the 11 hours that the coffee shop
is open, have less than or equal to 14 customers coming in each hour.
9
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Try This!

Find the average of the lower quartile and the upper quartile
of the data.

This time, you will learn to locate the

Lower and Upper Quartiles when their
positions are of no exact values. To do
so, you are going to compute for their
positions first.

Mendenhall and Sincich Method

Mendenhall and Sincich, in their text _Statistics for Engineering and the
Sciences_, define a different method of finding quartile values. To apply their method on
a data set with n elements, first calculate:

𝒌
Position of Qk = 𝟒 (𝒏 + 𝟏) Where: k = kth Quartile (can be 1, 2 or 3)
n = number of elements or given scores
***Quartiles divide the distribution into 4 equal parts

𝟏
Lower Quartile (L) = Position of Q1 = (𝒏 + 𝟏) and round to the nearest integer. If L
𝟒
falls halfway between two integers, round up. The Lth element is the lower quartile value
(Q1).

𝟑
Next calculate: Upper Quartile (U) = Position of Q3 = 𝟒 (𝒏 + 𝟏) and round to the
nearest integer. If U falls halfway between two integers, round down. The Uth element is
the upper quartile value (Q3).

So for our example data set: {1, 3, 7, 7, 16, 21, 27, 30, 31} and n = 9.

10
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY
Applying the first method that we have used, the above illustration shows that we do not
have exact values for Q1 and Q3 since both of their positions fall in between elements.
This calls for another approach, the Mendenhall and Sincich Method.

𝟏
To find Q1, locate its position using the formula 𝟒 (𝒏 + 𝟏) and round off to the nearest
integer.
1
Position of Q1 = 4 (𝑛 + 1)
1 The computed Q1 position value, 2.5 becomes
= 4 (9 + 1)
3 after rounding up. The lower quartile value
1
= (10) (Q1) is the 3rd data element, so Q1 = 7.
4
Position of Q1 = 𝟐. 𝟓

Similarly:
3
Position of Q3 = (𝑛 + 1)
4
3
= 4 (9 + 1) The computed Q3 position value, 7.5 becomes
3
= 4 (10) 7 after rounding down. The upper quartile
Position of Q3 = 𝟕. 𝟓 value (Q3) is the 7th data element, so Q3 = 27.

Using the Mendenhall and Sincich Method, the upper quartile (Q3) and lower
quartile (Q1) values are always two of the given data elements.

Find Me 1
Find the first quartile (Q1), second quartile (Q2), and the third quartile (Q3), given
the scores {4, 9, 7, 14, 10, 8, 12, 15, 6, 11} of 10 students in their Mathematics activity
using Mendenhall and Sincich Method:

Show your solutions here:

11
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Using the same data, we are going to use

another approach called the Linear
Interpolation and see if it will yield the
same results with the previous method
that we used.

So for our sample data set: {1, 3, 7, 7, 16, 21, 27, 30, 31} and n = 9.

Applying the first method that we have used, the above illustration shows that we
do not have exact values for Q1 and Q3 since both of their positions fall in between two
elements.
This time, we solve first for the positions of our lower (Q1) and upper (Q3)
quartiles and then, instead of rounding off values, we will be using Linear
Interpolation.

Interpolation is an estimation of a value within two known values in a sequence

of values. Using interpolation method sometimes (but not always) produces the same
results.

To find Q1, locate its position using To find Q3, locate its position using
𝟏 𝟑
the formula: (𝒏 + 𝟏 ). the formula: (𝒏 + 𝟏).
𝟒 𝟒
1 3
Position of Q1 = 4 (𝑛 + 1) Position of Q3 = 4 (𝑛 + 1)
1 3
= 4 (9 + 1) = 4 (9 + 1)
1 3
= 4 (10) = 4 (10)
Position of Q1 = 𝟐. 𝟓 Position of Q3 = 𝟕. 𝟓

Since the computed Q1 position value 2.5, is Since the computed Q3 position value 7.5, is
a decimal number, interpolation is needed. a decimal number, interpolation is needed.

Steps of Interpolation Steps of Interpolation

* Q1 lies between the 2nd data from the 3rd * Q3 lies between the 7th data from the 8th
data data
Step 1. Subtract the smaller number or the Step 1. Subtract the smaller number or the
2nd data from the bigger number or the 3 rd 7th data from the bigger number or the 8th
data: 7–3=4 data: 30 – 27 = 3
Step 2. Multiply the result of step 1 by the Step 2. Multiply the result of step 1 by the
decimal part obtained in the computed decimal part obtained in the computed
Position of Q1: 4(0.5) = 2 Position of Q3: 3(0.5) = 1.5
Step 3. Add the result in step 2, to the 2 nd Step 3. Add the result in step 2, to the 7 th
or smaller number: 3+2=5 or smaller number: 27 + 1.5 = 28.5
Therefore, the value of Q1 = 5. Therefore, the value of Q3 = 28.5.

As stated above, these methods sometimes (but not always) produce the same
results.
12
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

We have learned three ways in locating /

calculating Quartiles for grouped data. We
will be using these methods as we go on
with this module.
Before we proceed, accomplish first the
given task below. I know you can do this!

Find Me 2

This time, find the first quartile (Q1), second quartile (Q2), and the third quartile
(Q3), given the scores {4, 9, 7, 14, 10, 8, 12, 15, 6, 11} of 10 students in their
Mathematics activity using Linear Interpolation.
Do not forget to provide your interpretation of the computed values.

Write your answers here:

Solving for Q2 & Q3 using Mendenhall & Sincich Method and Linear Interpolation,
with the same data set, what have you observed with the results of the “Find Me 1 & 2”
activities?

13
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Good Job! I’m sure you did great with

the above activity!
Are you now ready to learn another
type of measure of position for
Ungrouped Data? Ok then, Let’s get
started!

The Deciles for Ungrouped Data

The deciles are the nine score points which divide a distribution into ten
equal parts. They are deciles and are denoted as D1, D2, D3,…, D9. They are
computed in the same way that the quartiles are calculated.

𝒌 Where: k = kth Decile (can be 1, 2, 3, 4, 5, 6, 7, 8, 9 or 10)

Position of Dk = 𝟏𝟎 (𝒏 + 𝟏)
n = number of elements or given scores
***Deciles divide the distribution into 10 equal parts

Example 1: Find the 3rd Decile or D3 and the 7th Decile or D7 of the following test scores of a
random sample of ten students: 35 , 42 , 40 , 28 , 15 , 23 , 33 , 20 , 18 and 28 .

• First, arrange the scores in ascending order.

15 18 20 23 28 28 33 35 40 42

𝒌
• To find the position of D3, use the formula (𝒏 + 𝟏) and round off to the nearest
𝟏𝟎
integer.
Use: k = 3 since we are looking for the 3rd decile or D3
n = 10 since there are 10 given scores
10 = constant since Deciles divide the distribution into 10 equal parts
3
Position of D3 = 10 (𝑛 + 1)
3
= (10 + 1) The computed D3 position value, 3.3 becomes
10
3 3 after rounding off. The 3rd decile or D3 value
= 10 (11)
is the 3rd data element, so D3 = 20.
Position of D3 = 𝟑. 𝟑  3
Thirty percent (30%) of the students’ scores are less than or equal to 20.

𝒌
To find the position of D7, use the formula (𝒏 + 𝟏) and round off to the nearest integer.
𝟏𝟎

Use: k = 7 since we are looking for the 7th Decile or D7

n = 10 since there are 10 given scores
***Deciles 7 divide the distribution into 10 equal parts
Position of D7 = (𝑛 + 1)
10
7 The computed D7 position value, 7.7 becomes
= 10 (10 + 1) 8 after rounding off. The 7th decile or D7 value is
7
= 10 (11) the 8th data element, so D7 = 35.
Position of D7 = 𝟕. 𝟕  8
Seventy percent (70%) of the students’ scores are less than or equal to 35.

14
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY
Example 2: Mrs. Garcia gave a test to her students in Mathematics. The students
finished their test in 35 minutes. This time is the 2.5th decile of the allotted time. What
does this mean?

2.5th Decile
https://www.shutterstock.com/image-vector/vector-illustration-
35 minutes
students-taking-exam-class-269454146
*Notice that 2.5th Decile (D2.5) is equal to the 1st Quartile (Q1).
Explanation:

This means that, 25% of the learners finished the test in less than or equal to 35
minutes. Seventy-five percent (75%) of the learners finished the exam in more than 35
minutes. A low quartile considered good, because it means the students finished the
test in a short period of time.

Example 3: Belinda is a secretary in one of the big companies in Cebu City. Her salary
is in the 7.5th decile. Should Belinda be glad about her salary or not? Explain your
answer.

Illustration:

7.5th Decile
Belinda’s salary
Explanation:
*Notice that 7.5th Decile (D7.5) is equal to the 3rd Quartile (Q3).

Seventy-five percent (75%) of the employees receive a salary that is less than
or equal to her salary and 25% of the employees receive a salary that is greater than
her salary. Belinda should be pleased with her salary.

Time to Record

Mrs. Marasigan is a veterinarian. One morning, she asked her secretary to record the
service time for 15 customers. Find the value of the 2nd decile, 6th decile, and 8th decile
if these are the recorded service times in minutes:
20, 35, 55, 28, 46, 32, 25, 56, 55, 28, 37, 60, 47, 52, 17

15
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

So far, you have already learned that Quartiles

are the 3 values which divide that data into 4
equal parts and Deciles are the 9 values which
divide that data into 10 equal parts. This time,
you will learn about the Quantile that divides the
data into 100 equal parts, the Percentiles.

The Percentile for Ungrouped Data

The percentiles are the ninety-nine score points which divide a distribution into one
1
hundred equal parts, so that each part represents the data set. It is used to characterize
100
values according to the percentage below them. For example, the first percentile (P1)
separates the lowest 1% from the other 99%, the second percentile (P2) separates the lowest
2% from the other 98%, and so on.

The percentiles determine the value for 1%, 2%,…, and 99% of the data. P30 or 30th
percentile of the data means 30% of the data have values less than or equal to P 30.

The 1st decile is the 10th percentile (P10). It means 10% of the data is less than or
equal to the value of P10 or D1, and so on.

Example: Find the 30th percentile or P30 of the following test scores of a random sample of ten
students: 35, 42, 40, 28, 15, 23, 33, 20, 18, and 28.

To solve, arrange first the scores from the lowest to the highest (ascending order).

Illustration:

15 18 20 23 28 28 33 35 40 42

𝒌
• To find the position of P30, use the formula (𝒏 + 𝟏) and round off to the nearest
𝟏𝟎𝟎
integer.
Use: k = 30 since we are looking for the 30th percentile or P30
n = 10 since there are 10 given scores
*** Percentiles divide the distribution into 100 equal parts
30
Position of P30 = (𝑛 + 1)
100
30
= 100 (10 + 1) The computed P30 position value, 3.3 becomes
30 3 after rounding off. The 30th percentile or P30
= 100 (11)
value is the 3rd data element, so P30 = 20.
Position of P30 = 𝟑. 𝟑  3
Thirty percent (30%) of the students’ scores are less than or equal to 20.
16
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY
You’re My World

The scores of Miss World candidates from seven judges were recorded as follows:
8.45, 9.20, 8.56, 9.13, 8.67, 8.85, and 9.17.
1. Find the 60th percentile or P60 of the judges’ scores.
2. What is the P35 of the judges’ scores?
Write your answers here:

Percentiles are generally used with large sets of data so that dividing it up to
100 equal parts seems realistic.

P84
Suppose a test mark is calculated to be at the 84th percentile,
• Then we know that 84% of the people who took the test got the same mark or
less than the test mark.
• We know that 16% of the people who took the test scored higher than the test
mark.
Sometimes,
✓ Low percentile = Good
✓ High percentile = Good, It depends on the context…

Example: A learner is given a test back. He got a mark of 33. Is this a good or a bad
mark?
• Not sure.
✓ If out of 35, it is a good mark.
 If out of 100, it is a bad mark.
Suppose we know this mark is at the 98th percentile. Is this mark good or bad?
✓ It means that the learner did better than 98% of the rest of the learners.
Suppose we know this mark is at the 3rd percentile. Is this mark good or bad?
 This means that the learner did better than 3% of the rest of the learners.
In an exam, you want a mark that is better than the majority of your classmates ---so
you want a high percentile. e.g. You want 90% of your classmates to get a mark that is
less than or equal to yours.

17
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

You have already learned about the

What’s More measures of position for ungrouped data:
Quartiles, Deciles and Percentiles.
Go Investigate! You have also learned how to illustrate,
locate/compute and interpret these
measures of position. Now, let’s put this
Given 50 multiple-choice items in their final new knowledge into action!
test in Mathematics, the scores of 30
students are the following:
23 38 28 46 22 20 18 34 36 35 45 48 16 22 27
25 29 31 30 25 44 21 18 43 21 26 37 29 13 37

Calculate the following using the given data.

1. Q1 4. D2 7. P25
2. Q2 5. D3 8. P30
3. Q3 6. D7.5 9. P75
Write your solutions here:

Status Check

Given a test in Calculus, the 75th percentile score is 15.

What does it mean? What is its measure of position in relation to the other data?
Interpret the result and justify.

Write your answers here:

18
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

So far, so good! Now, it’s time for us

to check how much you have
understood the Quantiles for
Ungrouped Data. Way to go!

What I Have Learned

What is the meaning of this?

Write your own definition of the different measures of position.

Cloud Process

Write each step in finding the position / location in the given set of data using the cloud
below. Add or delete clouds, if necessary.

What I Have Valued

What have you gained in this lesson of Measures of Position? Is it applicable in your
home (say in making a budget for food, medicine, travel or even savings)?
Cite a personal experience or situation wherein calculating quartiles would be relevant
or significant (like the amount of meat consumed per week for 3 months of quarantine
due to this pandemic in terms of kilograms or amount of money spent and/or saved, the
age of people in the barangay or purok) provide or make up your own data set and
solve for the Quantiles you have specified.
Write your answers here or use a separate sheet if needed:

19
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

This section of the module will test your

understanding of the different measures of
What I Can Do position by applying it to real-life situations. To
demonstrate and apply your knowledge, you
will be given a practical task specifically in the
Aqua Running field of business and social sciences.

Aqua Running has been promoted as a method for cardiovascular conditioning

for the injured athlete as well as for others who desire a low impact aerobic workout. A
study reported in the Journal of Sports Medicine investigated the relationship between
exercise cadence and heart rate by measuring the heart rates of 20 healthy volunteers
at a cadence of 48 cycles per minute (a cycle consisted of two steps). Find the lower
and upper quartiles of the data.
The data are listed here:
87 109 79 80 96 95 90 92 96 98 101 91 78 112 94 98 94 107 81 96
Write your answer here:

Shopping Time!

A total of 8000 people visited a shopping mall over 12 hours.

 Estimate the third quartile (when 75% of the visitors had arrived).
 Estimate the 40th percentile (when 40% of the visitors had arrived).

Write your answers here:

Let’s evaluate how much

you have learned. Try this!
Be sure to get 14 out of 15.
Good Luck!

20
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Post-Assessment

Encircle the letter of your answer.

1. The median score is also the

A. 75th percentile B. 5th decile C. 3rd decile D. 1st quartile

2. The lower quartile is equal to

A. 50th percentile B. 25th percentile C. 2nd decile D. 3rd quartile

3. In the set of scores 14, 17, 10, 22, 19, 24, 8, 12, and 19, the median score is ___.
A. 17 B. 15 C. 16 D. 13

4. In a 70-item test, Melody got a score of 50 which is the third quartile. This means
that:
A. She got the highest score.
B. Her score is higher than 25 of his classmates.
C. She surpassed 75% of his classmates.
D. Seventy-five percent of the class did not pass the test.

5. The 1st quartile of the ages of 250 fourth year students is 16 years. Which of the
following statements is true?
A. Most of the students are below 16 years old.
B. Seventy-five percent of the students are 16 years old and above.
C. Twenty-five percent of the students are 16 years old.
D. One hundred fifty students are younger than 16 years.

6. When a distribution is divided into hundred equal parts, each score point that
describes the distribution is called a ___________.
A. percentile B. decile C. quartile D. median

7. In a 100-item test, the passing mark is the 3rd quartile. What does it imply?
A. The students should answer at least 75 items correctly to pass the test.
B. The students should answer at least 50 items correctly to pass the test.
C. The students should answer at most 75 items correctly to pass the test.
D. The students should answer at most 50 items correctly to pass the test.

For items 8-11, Using Linear Interpolation, calculate the first quartile, third quartile, 4th
decile and 7th decile in the following data: 2, 3, 4, 5, 11, 11, 13, 15

8. What is the first quartile of the data above?

A.2.5 B.3 C.3.25 D.4

9. What is the computed value of the third quartile?

A. 5 B. 11 C. 12.5 D.14

10. Which of the following number above is the fourth decile?

A.4 B. 4.6 C.5 D. 5.5

11. What is the value of the seventh decile?

A.10 B. 11 C. 11.6 D.13

21
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY
For items 12 to 15, consider the score distribution of 15 students given below:

83 72 87 79 82 77 80 73 86 81 79 82 79 74 74

12. The median score is _______________.

A. 80 B. 82 C. 73 D. 79

13. The lower quartile is ________________.

A. 74 B. 72 C. 86 D. 79

14. The value of the 2nd decile is ____.

A. 74 B. 85 C. 72 D. 83

15. The median in the score distribution for items 11 to 14 can also be interpreted as
_______.
A. Seven students scored above 79.
B. Seven students scored below 79.
C. Seven students scored below and seven students scored above 79.
D. Fourteen students scored below 79. I’m sure you did well on your Post-Test.
Good Job!
This time, no solutions needed. You are
just going to evaluate familiar situations
using your new-gained knowledge on the
Additional Activities Measures of Position. Have fun!

Is it a Good Time?

1. A runner was able to finish the race in 5.2 minutes which is at the 20th
percentile. Was this a good amount of time to finish the race? Explain your
answer.
Write your answer here:

2. A cyclist was able to finish the race in 1 hour and 12 minutes which is at the
90th percentile. Was this a good amount of time to finish the race? Explain your
answer.
Write your answer here:

3. You went to a Bayad Center to pay some bills. Your waiting time is 32 minutes
which falls on the Upper Quartile (Q3). Was this a good amount of time to spend
waiting in a Bayad Center? Explain your answer.
Write your answer here:

22
 Republic of the Philippines
Department of Education
Region VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TOLEDO CITY

Congratulations!
You have reached the end of this
module.
At the right, is a quick summary
of what we have discussed. =)
See you in the next module!

References

Mathematics 10 Learner's Module, pages 355-382.

Mathematics 10 Teacher's Guide, pages 314-335.

https://www.slideshare.net/maggiev/the-interpretation-of-quartiles-and-percentiles-july-2009

Images:

https://www.istockphoto.com/dk/illustrations/teacher-thought-
bubble?mediatype=illustration&page=2&phrase=teacher%20though
t%20bubble&sort=mostpopular

https://www.dreamstime.com/illustration/students-thought-
bubble.html

https://ya-webdesign.com/explore/finger-pointing-down-png/

https://www.shutterstock.com/image-vector/vector-illustration-
students-taking-exam-class-269454146

https://webstockreview.net/explore/clouds-clipart-jpeg/

http://divineandmath.blogspot.com/2017/

23
 24
Teacher – III Master Teacher – I
MA. FELMA M. VELEZ ELISA A. GARCIA and
Prepared by:
Activity 4: Find Me 1
(Mendenhall and Sincich Method)
 In ascending order: 4, 6, 7, 8, 9, 10, 11, 12, 14, 15
 n is 10 (even), we do not have an exact position and
value of Q2 so we solve.
2
Position of Q2 = (𝑛 + 1)
4
2 Activity 1: Find your Center
= (10 + 1)
4
2
= (11) 1. Q1 is the midpoint of A and B, therefore the
4
distance from A to Q1 and from Q1 to B are equal.
Position of Q2 = 5.5 (between the 5th & 6th elements:
Hence, the coordinates of Q1 can be determined by
9 and 10) 𝟑𝒙+𝒚
taking half of the sum of the A and B. Answer:
𝟒
9+10
Solving for the value of Q2 or the median = =
2
19
= 𝟗. 𝟓
2 Solution:
1
2. Q2 is the midpoint of B and C and its coordinates
Position of Q1 = (𝑛 + 1) can be determined by taking half of the sum of the
4
1 𝒙+𝟑𝒚
= (10 + 1) coordinates of B and C. Answer:
4 𝟒
1
= (11)
4
Position of Q1 = 𝟐. 𝟕𝟓 round up to 3
Solution:
So, Q1 is 7 (the 3rd element).
3
3. In the given example, AC represents a distribution,
Position of Q3 = (𝑛 + 1) one-half of it lies below B and one-half lies above it.
4
3 Answer: B represents the median.
= (10 + 1)
4
3
= (11) Activity 2: Watch This!
4
Position of Q3 = 𝟖. 𝟐𝟓 round down to 8 1. It means that 2 or 20% of the students are shorter
So, Q3 is 12 (the 8th element). than you.
2. Middle quartile is also the median.
a. The first quartile, 3, is obtained by observing the
Activity 5: Find Me 2 (Linear Interpolation) position of 3 which is in the middle of the numbers
from 1 to 5.
From the Position computations for Q1 & Q3: b. The second quartile, 5, is obtained by observing
Position of Q1 = 𝟐. 𝟕𝟓 (between the 2nd & 3rd the position of 5 which is in the middle of the
elements: 6 and 7) numbers from 1 to 9.
Subtract the smaller value from the bigger value: 7 − c. The third quartile, 8, is obtained by observing
the position of 8 which is in the middle of the
6=1
numbers from 6 to 9.
Multiply the decimal part of the computed position
with the computed difference: 1(0.75) = 0.75 Activity 3: Try This
To get the Q1 value, Add the above product to the  In increasing order, the data are 180, 260, 290, 370,
smaller value (2nd element): 430.
Q1 = 6 + 0.75 = 6.75, So Q1 𝐢𝐬 𝟔. 𝟕𝟓  The least value of the data is 180 and the greatest
value of the data is 430.
Position of Q3 = 𝟖. 𝟐𝟓 (between the 8th & 9th  The middle value of the data is 290.
elements: 12 and 14)  The lower quartile is the value that is between the
Subtract the smaller value from the bigger value: least value and the middle value.
14 − 12 = 2  So, the lower quartile is 260.
Multiply the decimal part of the computed position  The upper quartile is the value that is between the
with the computed difference: 2(0.25) = 0.5 greatest value and the middle value.
To get the Q3 value, Add the above product to the  So, the upper quartile is 370.
smaller value (8th element):  The average of the lower quartile and the higher
quartile is equal to 315.
Q3 = 12 + 0.5 = 12.5, So Q3 𝐢𝐬 𝟏𝟐. 𝟓
ANSWER KEY
SCHOOLS DIVISION OF TOLEDO CITY
Region VII – CENTRAL VISAYAS
Department of Education
Republic of the Philippines