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3 4th Quarter Math 10

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Basti Nathan Sequig
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36 views

3 4th Quarter Math 10

Uploaded by

Basti Nathan Sequig
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MEASURES

POSITION
OF IN
GROUPED
JOY V. DATA
Teacher
Diaz I
1 Lesson Objectives
Identify the steps or procedures in calculating
measures of position of grouped data.

2 Uses the appropriate formula in finding or


calculating measures of position of grouped data

3 Appreciate the importance of measures of


position in real life situations.
Measures of
Position
in
Grouped Data
Quartiles Where:
N = number of observation or
total frequency

In computing the i = class size or size of class


interval
quartiles of grouped LB = lower boundary of the class
data, use the that contains Qk
formula: cfb = the cumulative frequency of
the lower class (that which
precedes the class containing Qk)
fc = the frequency of the class
where Qk is located.
k = nth quartile where n = 1, 2
and 3
Example 1
An airline has the following record of delayed flights in
November 2014. Calculate the 𝑄1, and 𝑄3 of the
distribution below.

Class Interval Frequency


26-30 4
21-25 8
16-20 11
11-15 9
6-10 12
1-5 6
Example 1
Class f Lower Boundary Cumulative
Interval Frequency
26-30 4 26 - .5 = 25.5 50 47th – 50th Value

21-25 8 21 - .5 = 20.5 46 39th – 46th Value


16-20 11 16 - .5 = 15.5 38 28th – 38th Value
11-15 9 11 - .5 = 10.5 27 19th – 27th Value

6-10 12 6 - .5 = 5.5 18 7th – 18th Value

1-5 6 1 - .5 = .5 6 1st – 6th Value

N = 50
Example 1: For Q1)
STEPS ILLUSTRATION

1. Find the Position of the Q1 class =


position of the Q1
class.

2. Then, look for


the class interval 12.5th value belongs to
where 12.5th value 7th – 18th value. 6-10 is
belongs. the Q1 class.

3. LB is the lower
boundary of the Q1 LB = 5.5
class.
4. cfb is the less
than cumulative
cfb = 6
frequency below the
Q1 class.
Example 1: For Q1)
STEPS ILLUSTRATION

5. fc is the
frequency of the fc = 12
Q1 class

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

7. Substitute the
values in the *≈ is the symbol used to
formula and get the denote
final answer. approximation. It is used in
this example since Q1 is
approximated.
Example 1: For Q3)
STEPS ILLUSTRATION

1. Find the Position of the Q1 class =


position of the Q3
class.

2. Then, look for


37.5th value belongs to
the class interval
28th – 38th value. 16-20
where 37.5 value
is the Q3 class.
belongs.

3. LB is the lower
boundary of the Q3 LB = 15.5
class.
4. cfb is the less
than cumulative
cfb = 27
frequency below the
Q3 class.
Example 1: For Q3)
STEPS ILLUSTRATION

5. fc is the
frequency of the fc = 11
Q3 class

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

7. Substitute the
values in the
formula and get the
final answer.
Deciles Where:
N = number of observation or
total frequency

In computing the i = class size or size of class


interval
deciles of grouped LB = lower boundary of the class
data, use the that contains Dk
formula: cfb = the cumulative frequency of
the lower class (that which
precedes the class containing Dk)
fc = the frequency of the class
where Dk is located.
k = nth quartile where n = 1, 2,
3…, 9.
Example 2
A survey was conducted among 40 people to find out the number of
times each of them eats in a fast food or restaurant in a week.
Complete the table and calculate the 2nd Decile or D2.

Number of Times a Person f LB cf


Eats Out in a Week
0-2 15 -0.5 15
3-5 9 2.5 24
6-8 6 5.5 30
9-11 4 8.5 34
11.5 37
12-14 3
15-17 2 14.5 39
17.5 40
18-20 1
N =40
Example 1: For D2)
STEPS ILLUSTRATION
Position of the D2 class =
1. Find the
position of the D2
class.

2. Then, look for


the class interval 8th value belongs to 1st –
where 8th value 15th value. 0-2 is the D2
belongs. class.

3. LB is the lower
boundary of the D2 LB = -0.5
class.
4. cfb is the less
than cumulative
cfb = 0
frequency below the
D2 class.
Example 1: For D2)
STEPS ILLUSTRATION

5. fc is the
frequency of the fc = 15
D2 class

6. i is the size of
class interval.
Count the values i=3
from a class
interval.

7. Substitute the
values in the
formula and get the
final answer.
Percentiles Where:
N = number of observation or
total frequency

In computing the i = class size or size of class


interval
percentiles of LB = lower boundary of the class
grouped data, use that contains Pk
the formula: cfb = the cumulative frequency of
the lower class (that which
precedes the class containing Pk)
fc = the frequency of the class
where Pk is located.
k = nth quartile where n = 1, 2,
3…, 99.
Example 3
A survey was conducted among 40 people to find out the number of
times each of them eats in a fast food or restaurant in a week.
Complete the table and calculate the 88th Percentile or P88.

Number of Times a Person f LB cf


Eats Out in a Week
0-2 15 -0.5 15
3-5 9 2.5 24
6-8 6 5.5 30
9-11 4 8.5 34
12-14 3 11.5 37
15-17 2 14.5 39
18-20 1 17.5 40
N =40
Example 3: For P88)
STEPS ILLUSTRATION
Position of the P88 class =
1. Find the
position of the P88
class.

2. Then, look for


the class interval 35.2th value belongs to
where 35.2th value 35th – 37th value. 12- 14
belongs. is the P88 class.

3. LB is the lower
boundary of the P88 LB = 11.5
class.
4. cfb is the less
than cumulative
cfb = 34
frequency below the
D2 class.
Example 3: For P88)
STEPS ILLUSTRATION

5. fc is the
frequency of the fc = 3
P88 class

6. i is the size of
class interval.
Count the values i=3
from a class
interval.

7. Substitute the
values in the
formula and get the
final answer.
My Real - Life Application
Brielle created a frequency table for their score in a Math
Quiz. These scores are: 4, 8, 10, 22, 12, 17, 18, 20, 9, 6,
21, 24, 30, 26, 15. What two things did she do wrong?
Score f cf

1-5 1 0
6-10 4 5
11-15 2 7
16-20 3 10
21-25 3 13
26-30 2 15
N= 6
Let Us Reflect!
1. Why must the cumulative frequency of the
highest score be equal to the total
frequency?

2. Why must the sum of all frequencies be


equal to the total number of observations?
THANK YOU

FOR
LISTENING!

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