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MATH-10-Q4-WK3-LAS2

The document is a lesson plan for Grade 10 Math focusing on interpreting measures of position, specifically quartiles, deciles, and percentiles. It provides formulas for calculating deciles using grouped data and includes a detailed example of finding the 2nd and 4th deciles from a set of student test scores. An activity is also included for students to compute the 6th and 9th deciles using the same data set.

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8 views1 page

MATH-10-Q4-WK3-LAS2

The document is a lesson plan for Grade 10 Math focusing on interpreting measures of position, specifically quartiles, deciles, and percentiles. It provides formulas for calculating deciles using grouped data and includes a detailed example of finding the 2nd and 4th deciles from a set of student test scores. An activity is also included for students to compute the 6th and 9th deciles using the same data set.

Uploaded by

cidric.chsouthcotabato
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: Grade & Section: Score:

School: Teacher: Subject: Math 10


LAS Writer: CARLITO B. DIONEDAS, JR. Content Editor: EMETERIO J. FLORESCA, JR.
Lesson Topic: Interpreting measures of position: Quartiles, Deciles and Percentiles. (Quarter 4 Wk. 3 LAS 2)
Learning Targets: Calculate measures of position (grouped data). (M10SP-IVc-1.2)
Reference(s): Callanta, Melvin M. et. al, 2015. Mathematics Grade 10 Learner’s Module. 1st ed. Pasig City: REX
Book Store Inc., pp.388-389.
CONTENT
Recall that deciles are those values that is divided into 10 equal parts. The kth decile denoted by Dk is computed as
follows
Where: LB = lower boundary of the Dk class
N = total frequency
𝑘𝑁
− 𝑐𝑓𝑏 cfb = cumulative frequency of the class before the Dk class
𝐷𝑘 = 𝐿𝐵 + ( 10 )𝑖
𝑓𝐷𝑘 𝑓𝐷𝑘 = frequency of the Dk class
i = size of the class interval
k = nth decile, where n = 1, 2, 3, 4, 5, 6, 7, 8 or, 9
EXAMPLE:
Find the value of D2 and D4 of the Mathematics test scores of 40 students.
SOLUTION
Lower Less than
Scores Frequency Scores Frequency Boundaries Cumulative
(LB) Frequency (<cf)
46 – 50 3 46 – 50 3 45.5 40
41 – 45 7 41 – 45 7 40.5 37
36 – 40 9 36 – 40 9 35.5 30
31 – 35 7 31 – 35 7 30.5 21
26 – 30 10 26 – 30 10 25.5 14
21 – 25 4 21 – 25 4 20.5 4
N= 40
D2 class:
2𝑁
=
2(40)
=
80
=8 LB = 25.5 𝑘𝑁
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵 + ( 10
10 10 10
N = 40 )𝑖
This means we need to find the class 𝑓𝐷𝑘
cfb = 4
interval where the 8th score is contained.
𝑓𝐷2 = 10 8−4
Note that the 5th – 14th scores belong to 𝐷2 = 25.5 + ( )5
the class interval: 26 – 30. i=5 10
4
So the 8th score is also within the class 𝐷2 = 25.5 + ( ) 5
10
interval 26 – 30. 𝐷2 = 25.5 + 2
𝐷2 = 27.5
Therefore, the 2nd decile is also the 20th
percentile. Hence, 20% of the students
have score less than or equal 27.5.

D4 class:
4𝑁
=
4(40)
=
160
= 16 LB = 30.5 𝑘𝑁
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵 + ( 10
10 10 10
N = 40 )𝑖
This means we need to find the class 𝑓𝐷𝑘
cfb = 14
interval where the 16th score is contained.
𝑓𝐷4 = 7 16 − 14
Note that the 15th – 21st scores belong to 𝐷4 = 30.5 + ( )5
the class interval: 31 – 35. i=5 7
2
So the 16th score is also within the class 𝐷4 = 30.5 + ( ) 5
7
interval 31 – 35. 𝐷4 = 30.5 + 1.4
𝐷4 = 31.9
Therefore, 40% of the students have
score less than or equal to 31.9.

ACTIVITY

Using the same table above, compute the 6 th and 9th deciles.

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