10

Mathematics
Quarter 4 – Module :
Week 5 – Week 8

Department of Education • Republic of the Philippines

Math – Grade 10
Alternative Delivery Mode
Quarter 4 – Module: Week 5 – Week 8
First Edition, 2020

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Published by the Department of Education

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Undersecretary:
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Development Team of the Module

Authors: Helen M. Tan, Noel V. Potenciano, Famela D. Torio, Maria Salome D. Duque,
Sakina M. Arindig, Phoebe B. Padua, April Mhey S. Azucena, Brinda A. Allada,
Charissa F. Fabrero, Nelissa B. Monserrat.
Editor: Gina L. Aguitez
Reviewers: Helen M. Tan
Illustrator: Emaruth A. Estabillo
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 10

Mathematics
Quarter 4 – Module :
Week 5 – Week 8

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].

We value your feedback and recommendations.

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

(This gives an instruction to the facilitator to orient the learners and support the
parents, elder sibling etc. of the learners on how to use the module. Furthermore, this
also instructs the facilitator to remind the learners to use separate sheets in answering
the pre-test, self-check exercises, and post-test.)

For the learner:

(This communicates directly to the learners and hence, must be interactive. This
contains instructions on how to use the module. The structure and the procedure of
working through the module are explained here. This also gives an overview of the
content of the module. If standard symbols are used to represent some parts of the
module such as the objectives, input, practice task and the like they are defined and
explained in this portion.)
 What I Need to Know

CONTENT STANDARDS: The learner demonstrates understanding of key concepts

of the measures of position.

PERFORMANCE STANDARDS: The learner is able to calculate and interpret a

specified measure of position of a set of grouped data.

The module is divided into four lessons, namely:

• Lesson 1 – Quartiles for Grouped Data
• Lesson 2 – Deciles for Grouped Data
• Lesson 3 – Percentiles for Grouped Data
• Lesson 4 – Percentile Rank for Grouped Data

After going through this module, you are expected to:

• Illustrates quartiles as a measure of position.
• Computes and interprets quartiles for grouped data and apply the concept in
problem solving.
• Illustrates deciles as a measure of position.
• Computes and interprets deciles for grouped data and apply the concept in
problem solving.
• Illustrates percentiles as a measure of position.
• Computes and interprets percentiles for grouped data and apply the concept
in problem solving.
• Illustrates percentile rank for grouped data.
• Computes and interprets percentiles ranks for grouped data and apply the
concept in problem solving.
 Week 5- Day 1- 2

Lesson 1 Quartiles for Grouped Data

What I Need To Know

Multiple Choice: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.
1. The 1st quartile of the ages of 250 Grade 10 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 below 16 years old and above.
C. Twenty-five percent of the students are below 16 years old.
D. One hundred fifty students are younger than 16 years.
2. 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 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.
(3 – 5) Given the distribution of scores of the 40 students in the First Quarter
Self-Assessment Test in Math 10.

Class Interval Frequency(f) Cf

50 - 54 3
45 - 49 9
40 - 44 10
35 – 39 9
30 – 34 5
25 – 29 4
N =?
3. What is the value of Q3?
A. 46.74 B. 48.92 C. 45.61 D. 49.34
4. What is the value of the lower quartile?
A. 35.06 B. 37.24 C. 38.56 D. 36.64
5. What cumulative frequency must be used to solve for Q2?
A. 28 B. 18 C. 37 D. 9

What’s In
Quartile as a Measure of Position
Quartiles are the values which divide the whole distribution into four equal
parts. There are three quartiles namely Q1, Q2 and Q3. The first quartile, denoted
by Q1, is the median of the lower half of the data set. This means that about 25% of
the numbers in the data in the data set lie below Q1 and above Q1. The third quartile,
denoted by Q3, is the median of the upper half of the data set. This means that about
75% of the numbers in the data set lie below Q3 and above Q3.
 What’s New

Quartiles for Grouped Data

The steps in computing the median are similar to that of Q1 and Q3. In finding
the median, we need first to determine the median class. In the same manner, the
Q1 and the Q3 class must be determined first before computing for the value of Q1
𝑁
and Q3. The Q1 class is the class interval where the ( )th score is contained, while
4
3𝑁
the class interval that contains the ( )th score is the Q3 class.
4
In computing the quartiles for grouped data, the following formula is used:
𝑘𝑁
−𝑐𝑓𝑏
𝑄𝑘 = LB + ( 4 )𝑖
𝑓𝑄𝑘
where: LB = lower boundary of the of the 𝑄𝑘 class
N = total frequency
𝑐𝑓𝑏 = cumulative frequency of the class before the 𝑄𝑘 class
𝑓𝑄𝑘 = frequency of the 𝑄𝑘 class
i = size of the class interval
k = 1, 2, 3
Example 1: Calculate Q1, Q2 and Q3 of the Mathematics test scores of 50 students.

Scores Frequency
50-54 4
45-49 8
40-44 11
35-39 9
30-34 12
25-29 6

Solution: Complete the table:

Class Interval Frequency (f) Cf
(Scores)
50 - 54 4 46+4→ 50
45 - 49 8 38+8→ 46
40 - 44 11 27+11→ 38 Q3 class
35 - 39 9 18+9→ 27 Q2 class
30 - 34 12 6+12→ 18 Q1 class
25 - 29 6 6
N = 50
Q1 class: 50/4 = 12.5 Q2 class: 50/2 = 25 Q3 class: 3(50)/4 = 37.5
12.5−6 25−18 37.5−27
𝑸𝟏 = 29.5 + ( )5 𝑸𝟐 = 34.5 + ( )5 𝑸𝟑 = 39.5 + ( )5
12 9 11
6.5 7 10.5
= 29.5 +( )5 = 34.5 + ( )5 = 39.5 + ( )5
12 9 11
= 29.5 + 2.71 = 34.5 + 3.89 = 39.5 + 4.77
𝑸𝟏 = 32.21 𝑸𝟐 = 38.39 𝑸𝟐 = 44.27
Interpretations:
Q1 = 32.21: 25% of the students have a score less than or equal to 32.21.
Q2 = 38.39: 50% of the students have a score less than or equal to 38.39
Q3 = 44.27: 75% of the students have a score less than or equal to 44.27
 What Is It
Activity 1: Compute Q1, Q2 and Q3 then interpret the results:
1. Consider the distribution of in an Entrance Examination:

Class Interval (Scores) Frequency (f) Cf

100 – 109 9
99 – 99 12
80 – 89 25
70 – 79 15
60 – 69 13
50 – 59 6

2. Consider the distribution of the daily allowance (in Php) of some selected
students.

Class Interval (in Php) Frequency(f) Cf

200 – 224 5
175 – 199 6
150 – 174 8
125 – 149 12
100 – 124 10
75 – 99 8
50 – 74 6

3. Given the distribution of the daily study time (in minutes) of some selected
Grade 10 students.

Class Interval (in min) Frequency(f) Cf

117 – 125 2
108 - 116 3
99 – 107 5
90 – 98 6
81 – 89 8
72 – 80 10
63 – 71 6
54 – 62 5
45 – 53 5
36 – 44 3
27 – 35 2
 Assessment
Multiple Choice: Choose the letter of the correct answer. Write the chosen letter
on a separate sheet of paper.
(For nos. 1-5). Consider the distribution of scores in a 60-item Science test of some
selected students in a certain public school in Las Piñas.

Class Interval Frequency(f) Cf

(Scores)
56 – 59 5
52 – 55 6
48 – 51 8
44 – 47 11
40 – 43 10
36 – 39 6
32 – 35 4
1. What is the Q3 class?
A. 44 – 47 B. 48 – 51 C. 52 – 55 D. 40 – 43
2. What is the Q1 class?
A. 36 – 39 B. 44 – 47 C. 40 – 43 D. 32 – 35
3. Find the value of Q1.
A. 41.5 B. 39.7 C. 42.6 D. 40.5
4. Find the value of Q3.
A. 51.56 B. 47.45 C. 50.75 D. 52.85
5. What cumulative frequency should be used in solving for Q2?
A. 31 B. 20 C. 39 D. 10

Week 5- Day 3 – 4:

What I Need To Know

Multiple Choice: Choose the letter of the correct answer. Write the chosen letter
on a separate sheet of paper.
(For numbers 1 – 5). Using this frequency table, answer the questions that follow:

Class Interval Frequency(f) Cf

72 – 77 6
66 – 71 8
60 – 65 11
54 – 59 10
48 – 53 9
42 – 47 6

1. What cumulative frequency will be used to solve for Q 3?

A. 25 B. 44 C. 36 D. 15
2. In solving for Q1, the lower boundary is:
A. 41.5 B. 47.5 C.53.5 D.59.5
3. What is the value of Q2?
A.59.5 B. 54.6 C. 57.9 D. 61.4
4. What is the interquartile range?
A. 15.18 B. 13.9 C. 12.9 D. 14.8
5. What is the quartile deviation?
A. 8.6 B. 7.4 C. 8.6 D. 9.2

What’s In

Quartiles
Quartiles tell us about the spread of a data set by breaking the
data set into quarters, just like the median breaks it in half. This
means that when we calculate the quartiles, we take the sum of the
two scores around each quartile and then half them. A quartile divides
the data into three points- a lower quartile, median, and upper
quartile – to form four groups of the data set.
Quartiles are used to calculate the interquartile range, which is
the measure of variability around the median.

What’s New

The interquartile range describes the middle 50% of values when ordered
from lowest to highest. To find the interquartile range (IQR), first find the
median (middle value) of the upper and the lower half of the data. These
values are Q1 and Q3. The IQR is the difference between Q3 and Q1.
Interquartile Range (IQR) = Q3 – Q1
The quartile deviation or semi-interquartile range is one-half the difference
between the third and the first quartile.
𝑄3− 𝑄1
Quartile Deviation (QD) =
2
Example: Consider the distribution of scores of the students in Math.
Find: a) Q1 b) Q3 c) IR, d) QD
Class Interval Frequency(f) Cf
88 – 96 9 65
80 – 87 10 56 Q3 class
72 – 79 15 46
64 – 71 13 31
56 – 63 9 18 Q1 class
48 – 55 9 9
Q1 class: 65/4 = 16.25 Q3 class: 3(65)/4 = 48.75
16.25−9 48.75−46
𝑸𝟏 = 55.5 + ( )8 𝑸𝟑 = 79.5 + ( )8
9 10
7.25 2.75
= 55.5 + ( ) 8 = 79.5 + ( ) 8
9 10
= 55.5 + 6.44 = 79.5 + 2.2
𝑸𝟏 = 61.94 𝑸𝟑 = 81.70
 Interquartile Range (IR) = Q3 – Q1 = 81.70 – 61.94 = 19.76
Quartile Deviation (QD) = 19.76/2 = 9.88

What Is It
In each of the following, Find: Q1, Q3, IR and QD.
1. Given the distribution of scores obtained by the students in the First Quarter
Self-Assessment Test in Math.

Class Interval Frequency(f) Cf

48 – 51 7
44 – 47 9
40 – 43 12
36 – 39 15
32 – 35 13
28 – 31 11
24 – 27 8

2. Consider the distribution of weights (in lbs.) of some selected students in a

MAPEH class of Mr. Sanchez.
Class Interval Frequency (f) Cf
102 – 107 6
96 – 101 7
90 – 95 8
81 – 89 12
72 – 80 10
66 – 71 9
60 – 65 8
54 – 59 5

3. Consider the distribution of the weekly wages (Php) received by the factory
workers in one of the electronics companies in Las Piñas.

Class Interval Frequency(f) Cf

2400 – 2599 7
2200 – 2399 7
2000 – 2199 8
1800 – 1999 11
1600 – 1799 15
1400 – 1599 13
1200 – 1399 11
1000 – 1199 10
800 – 999 8
4. Given the distribution of the IQ scores of some selected college students in one of
the state colleges in Manila.
Class Interval Frequency(f) Cf
120 – 124 5
116 – 119 6
112 -115 7
108 – 111 9
104 – 107 9
100 – 103 7
96 – 99 6
92 – 95 6

Assessment
For numbers 1-5: From the given distribution of the scores obtained by
students in the Science quiz. Answer the following:

Class Interval Frequency(f) Cf

54 – 56 8
51 – 53 9
48 – 50 10
45 – 47 11
42 – 44 9
39 - 41 8

1. What is the Q3 class?

A. 54 – 56 B. 48 – 50 C. 51 - 53 D.45 – 47
2. What cumulative frequency will be used for Q 2?
A. 34 B. 17 C. 28 D.8
3. What is the value of Q1?
A. 43.42 B. 49.26 C. 52.54 D. 50.76
4. Find the interquartile range.
A. 10.12 B. 9.26 C. 7.62 D. 8.16
5. What is the quartile deviation?
A. 5.12 B. 6.22 C. 4.08 D. 4.96
Week 6 - Day 1- 2
Lesson 2 Deciles for Grouped Data

What I Need To
Know

Complete the table below.

Class F LB <cf
30-34 5
25-29 11
20-24 13
15-19 6
10-14 10
i=5 N =45
a. Were you able to recall how to complete each column?
b. What does LB stand for?
c. How did you complete the column under <cf?
The table you have done above plays a very important role in the next
lesson. The same table will be used in finding the measures of position for
grouped data.

What’s In

If the frequency of scores is 30 or more, it is recommended to group the data.

Since the measure of position is similar with solving for the median, the
formula to be used in solving for quartiles, deciles and percentiles will be
based on the formula used in solving for the median for grouped data.
1
𝑁−< 𝑐𝑓
𝑥̃ = 𝑙𝑏𝑚𝑐 + [2 ]𝑖
𝑓𝑚𝑐

We have already learned that the median of a distribution is the same as its
Q2, D5 and P50 so to compute for the quartile, decile and percentile, we also
need a frequency table like what we are using in solving for the median.
 What’s New

Deciles
The formula in finding the kth decile of a distribution is
𝑘
𝑁−< 𝑐𝑓
𝐷𝑘 = 𝑙𝑏𝐷𝑘 + [10 ]𝑖
𝑓𝐷𝑘
Where: Dk = kth Decile (k=1,2,3, …8, 9)
Lbdk = lower boundary of the kth decile class
N = total number of frequencies
<cf = cumulative frequency before the kth decile class
Fdk = frequency of the kth decile class
i = class size

Let the table be scores of 45 students in a long test in Math.

Solve for (a) D1 and (b) D6.
Class F LB cf
30-34 5 29.5 45
25-29 11 24.5 40
20-24 13 19.5 29 D6
15-19 6 14.5 16
10-14 10 9.5 10 D1 First Decile
i=5 N = 45 Class
Answer:
(a) Locate the first decile class.
𝑘 1
Position of the first decile class = 10 (𝑛) = 10 (45) = 4.5
From our cf column, we can say that 4.5th score can be found at cf=10 which
contains the 1st to 10th score. This implies that our first decile class is 10-14.
Also, <cf = 0 since there is no cf before 10, fd1 = 10 and lbd1=9.5
𝑘
𝑁−<𝑐𝑓
10
𝐷𝑘 = 𝑙𝑏𝐷𝑘 + [ ]𝑖
𝑓𝐷𝑘

Substitute the given to the formula.

1
(45)−0
10
𝐷1 = 9.5 + [ ] 5=11.75
10

D1 = 11.75; It means that 10% of the students got a score less than or equal to
11.75.
It also means that 90% of the students got a score which is greater than 11.75.
(b) Locate the sixth decile class.
𝑘 6
Position of the sixth decile class = 10 (𝑛) = 10 (45) = 27
From our cf column, we can say that 27th score can be found at cf=29
because the class contains the 17th to 29th score. Thus, our sixth decile
class is at 20-24. From there, we can get <cf=16, fd6 = 13, lbd6=19.5
 𝑘
𝑁−<𝑐𝑓
10
𝐷𝑘 = 𝑙𝑏𝐷𝑘 + [ ]𝑖
𝑓𝐷𝑘

Substitute the given to the formula

6
(45)−16
10
𝐷6 = 19.5 + [ ] 5= 23.73
13

D6 = 23.73; 60% of the students who took the long test in math have a score
less than or equal to 23.73.
It also means that 40% of the students got a score greater than 23.73.

What Is It

1. Complete the table below and answer the questions that follow.

General Average of 60 Grade 10 students

Class F LB CF
94-100 9
88-93 19
82-87 12
76-81 13
70-75 7
i=6 N=60
a. Solve for D1, D3, D5, D7
b. How many students have a score below D1? D3? D5? D7?
Follow-up questions:
a. Given the same distribution, is it possible to say that some quartiles
and deciles have the same value? Give examples of equal quartile and
decile?
b. If there are two set of scores, is it ALWAYS that the second quartile of
the first set of data is equal to the 50th decile of the second data? Why or
why not?
 Assessment

(1 – 5). Given the distribution of the entrance examination scores of some

selected students at a certain university. Use this table below to answer the
following:
Class Interval Frequency(f) Cf LB
90 – 94 7
85 – 89 9
80 – 84 12
75 – 79 15
70 – 74 11
65 – 69 9
60 – 69 7

1. What is the D7 class?

A.85 – 89 B.75 – 79 C. 80 – 84 D.70 – 74
2. What is the lower boundary used to solve for D4?
A. 79.5 B. 74.5 C.84.5 D. 69.5
3. What cumulative frequency will be used to solve for D 8?
A.42 B. 63 C. 42 D. 54
4. What is the value of D3?
A.71.77 B.69.39 C.72.38 D. 68.67
5. What is the value of D6?
A.76.35 B.77.5 C. 78.8 D. 79.2

Week 6- Day 3 – 4;

What I Need To Know

Determine where the following statements are True or False for all situations. Write your
answer on the space provided.
_______ 1. Deciles divide the distribution in 10 equal parts.
________2. Given Data set A and data set B, the fifth decile of each data set are always equal.
________3. If a score is the third decile, it means that it is equal or higher to the 3% of the
data set.
________4. Given Data set A, the fifth decile of Data set A is equal to the mid-quartile of the
same data set.
________5. If the 7th decile of a data is 87, it means the 70% of the scores in the distribution
is equal to less than 87.
 What’s In

In this lesson, we will use decile in interpreting the data in each problem.
Before doing so, let us review the formula of deciles.
Deciles
The formula in finding the kth decile of a distribution is
𝑘
𝑁−< 𝑐𝑓
𝐷𝑘 = 𝑙𝑏𝐷𝑘 + [10 ]𝑖
𝑓𝐷𝑘

Where: Dk = kth Decile (k=1,2,3, …8, 9)

Lbdk = lower boundary of the kth decile class
N = total number of frequencies
<cf = cumulative frequency before the kth decile class
Fdk = frequency of the kth decile class
i = class size

What’s New

100 students are given a 50-item assessment in Mathematics 10 to determine who

will be qualified to apply for club membership. The results of the assessment are shown
in the table below. If the passing score of the assessment is the seventh decile, what must
be the score of a student in order to qualify? How many students are expected to join?
Scores F LB cf
46-50 19 45.5 100
41-45 18 40.5 81
36-40 12 35.5 63
31-35 17 30.5 51
26-30 14 25.5 34
21-25 15 20.5 20
16-20 3 15.5 5
11-15 2 10.5 2
i=5 N =100
Answer:
(a) Locate the seventh decile class.
𝑘 7
Position of the first decile class = 10 (𝑛) = 10 (100) = 70
From our cf column, we can say that 70th score can be found at cf=81 which contains the
64th to 81st score. This implies that our 7th decile class is 41-45. Also, <cf = 63.
𝑘
𝑁−<𝑐𝑓
𝐷𝑘 = 𝑙𝑏𝐷𝑘 + [10 𝑓 ]𝑖
𝐷𝑘

Substitute the given to the formula.

7
(100)−63
𝐷7 = 40.5 + [10 ] 5= 42.44
18

D7 = 42.44; It means that students who want to qualify for the mathematics
club should have a score that is greater than or equal to 42.44.
It also means that 70% of the students got a score which is less than or equal
to 42.44 which also means that the remaining 30% qualifies for the club. Since
there are 100 students, the club is expecting at least 30% to join the club. 30%
of 100 is equal to 30 students., whose scores are greater than or equal to 42.44.

What is it

Solve the unknown quantities in the following problems:

1. A certain Non-Government Organization would like to help the bottom
20% of the workers in Barangay Santol. They ask the Barangay Office to
provide a data of workers and their salary but instead, they were given a
grouped data showing a salary bracket and the number of workers in each
bracket.
a. What decile should they compute in order to have an idea about how
much salary divides the distribution to lower 20% and upper 80%?
b. What is the value of the decile that you answer in (a)?
Refer to the table.

Salary F LB cf
25000-29999 8 24999.5
20000-24999 12 19999.5
15000-19999 10 14999.5
10000-14999 15 9999.5
5000-9999 13 4999.5
0 - 4999 7 -0.5

II. Refer to the table below.

A state university accepts the upper 30% of their entrance exam test takers.
a. What decile should they compute to divide the distribution into its
upper 30% and its lower 70%?
b. What is the value of the decile given in problem (a)?
 c. Due to the pandemic, the state university has decided to make the
passing mark as the upper 40%, what decile number should they
compute?
d. What is the value of the decile given in problem (c)?

Scores F LB cf
46-50 2
41-45 18
36-40 17
31-35 12
26-30 15
21-25 3
16-20 19
11-15 14

Assessment

(1 – 5). Consider the distribution of scores of some selected Grade 10 students in

the First Quarter Self-Assessment test in Science. Use the given table to answer the
following questions:

Class Interval Frequency(f) Cf

48 – 51 6
44 – 47 8
40 – 43 12
36 – 39 14
32 – 35 11
28 – 31 9
24 – 27 5

1. What is the D5 class?

A.44 – 47 B. 32 – 35 C.40 – 43 D. 36 – 39
2. What is the lower boundary used to solve for D 2?
A.31.5 B.35.5 C. 27.5 D.39.5
3. What cumulative frequency will be used to solve for D 9?
A.51 B.39 C.59 D.25
4. What is the value of the 4th decile?
A.36.47 B.35.79 C.37.93 D. 40.23
5. What is the value of the 8th decile?
A.46 B.48.2 C.44 D.49.6
 Week 7- Day 1- 2
Lesson 3 Percentiles for Grouped Data

What I Need To Know

Multiple Choice: Choose the best answer. 1. Which of the following

statistics always corresponds to the 75th percentile in a distribution?
a. Mean c. Median
b. First Quartile d Third Quartile
2. Which of the following statements about the percentile is NOT true?
a. It divides a set of observations into 100 equal parts.
b. It is frequently used to report results in national standardized tests like
NAT.
c. It is equal to the mode in bell-shaped, symmetrical distributions
d. Each percentile is referred to by the percentage with which it splits the
data.
3. The quartiles, median, deciles and percentiles are measure of central
tendency classified as:
a. Paired average c. Deviation averages
b Positioned averages d. Central averages
4. According to percentiles, the median to be measured must lie in ___________.
a 50th c. 80th
b. 75th d. 100th
5. The percentile and moment system are two groups of:
a. skewness measures c. quartile measures
b central tendency measures d. percentile measures

What’s In
Recall the concepts in solving the median, quartile and decile of a group data. The
steps in computing the percentiles are like quartile and decile.
Finding percentiles of a grouped data is like that of finding quartiles and deciles of
kN
− Cfb
a grouped data. The kth percentile, denoted by Pk = LB + (
100 )i
f
where:
LB – lower bound N – Total frequency
f – Frequency of percentile class Cfb - Cumulative frequency before percentile class
i – Size of class interval k – nth percentile (ie. 1,2,3,…,99)
 What’s New
Percentiles

Percentiles are a measure of the relative standing of observation within a data.

Percentiles divide a set of observations into 100 equal parts, and percentile scores
are frequently used to report results from national standardized tests such as NAT,
GAT, etc.
Process in Calculating Percentile
Given data:
Calculate the 60th
percentile of the Class Frequency Lower Less Than
Mathematics test scores of 20 Interval (f) Boundaries Cumulative
students. Score (LB) Frequency (Cf<)
Solution: 50 – 59 2 49.5 20
1. Find the percentile class using 40 – 49 5 39.5 18
the formula
kN
= 60(20)/100 = 12, 30 – 39 f=7 LB = 29.5 13
100 20 – 29 4 19.5 Cf< = 6
thus 12 belong to 13 in Cf<. 10 – 19 2 9.5 2
Total 20

2. Look for the data to be used, LB = 29.5, N = 20, k = 60, Cf< = 6, f = 7, I = 20-
10=10
𝑘𝑁
−𝑐𝑓𝑏
3. Substitute from the formula: 𝑃𝑘 = LB + (100 )𝑖
𝑓𝑃𝑘
(60)(20)
−6
100
→ 𝑃60 = 29.5 + ( ) 10
7
12 − 6
P60 = 29.5 + ( )10 → P60 = 29.5 + (0.86)10 → P60 = 38.1
7
4. Generalization: Therefore, 60% of the students got a score less than or equal to
38.1.

What is it

Activity 1: The following is a distribution of the salaries of the 30 employees AJTS

Tutorial Center.

Class Interval Frequency (f) Lower Boundaries Less Than

Score (LB) Cumulative
Frequency (Cf<)
17000 – 18999 2
15000 – 16999 4
13000 – 14999 6
11000 – 12999 7
9000 -10999 5
7000 -8999 3
5000 -6999 3
Total 30
Complete the table and calculate the following:
a. 40th percentile b. 82nd percentile c. 12th percentile
d. P60 e. P24 f. P90
Guide Questions:
1. Did you find the previous activities easy? Were you able to answer it?
2. Are you now ready to get the measures of position in a grouped data?
3. What insights did you gain from this activity?

Assessment
(1 – 5) Consider the distribution of scores obtained by some selected players in the
basketball league:
Class Interval Frequency(f) Cf
54 – 56 5
51 – 53 8
48 – 50 9
45 – 47 10
42 – 44 8
39 – 41 6
36 – 38 4
1. What is the P56 class?
A. 45 – 47 B. 48 – 50 C. 42 – 44 D. 39 – 41
2. What cumulative frequency will be used to solve for P68?

A.37 B.28 C. 18 D. 45
3. What is the lower boundary to be used in solving P35?
A. 44.5 B. 47.5 C. 50.5 D. 41.5
4. What is the value of the 72 percentile?
nd

A. 52.46 B. 50.17 C. 49.84 D.48.36

5. What is the value of P84? A. 49.68 B. 52.38 C. 53.22 D. 48.96

Week 7- Day 3 – 4:

What I Need To Know

Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. The University of the Philippine require applicants to take the UPCAT.
Suppose that 1000 students take the test, and one of the applicants found
out that his/her mark of 83 (out of 100) was the 92nd percentile. This
means:
A. At least 92% of the UPCAT takers got 83 or better.
B. At least 180 UPCAT takers got 83 or better.
C. At least 180 UPCAT takers got 92 or better.
D. At least 18% of the UPCAT takers got 92 or worse.
 2. Angeline discovers that her grade on a recent test was the 84th percentile. If
100 students took the test, then approximately how many students received
a higher grade than he did?
A. 100 C. 36
B. 84 D. 16
3. If a student is ranked eight out of ten in a competition, what is the student's
percentile rank?
A. 0.8 C. 0.2
B. 80 D. 20
4. In a litter of nine kittens, the only orange kitten weighs more than three in
the litter, and less than the other remaining five. What is the percentile of
the orange kitten's weight in comparison to the litter?
A. 22% C. 44%
B. 33% D. 55%
5. 100-item test, Gelo got a score of 75 which is the 75th percentile. This means
that:
A. he got the highest score.
B. his score is higher than 25% of her classmates.
C. he surpassed 75% of her classmates.
D. seventy-five percent of the class did not pass the test.

What’s In

The percentile of grouped data is used to characterize values according to

the percentage below them. Finding percentiles of a grouped data is similar to that
of finding quartiles and deciles of a grouped data.
Percentiles are a measure of the relative standing of observation within a
data. They divide a set of distribution into 100 equal parts.
𝑘𝑁
−𝑐𝑓𝑏
𝑃𝑘 = LB + (100 )𝑖
𝑓𝑃𝑘
Note that the 50th percentile is the median by definition is half of the values in the
data are smaller than the median and half of the values are larger than the median.
Similarly, 25th and 75th percentiles are the lower(Q1) and the upper (Q3) quartiles.
 What’s New
Example: Given the distribution of the weekly allowance received by some selected
Grade10 students in a certain high school. Use this frequency table to answer the
following:

Class Interval (Php) Frequency(f) Cf

1200 – 1299 3 55
1100 – 1199 7 52P86
1000 – 1099 8 45
900 – 999 12 37P46
800 – 899 10 25
700 – 799 9 15
600 – 699 6 6
N = 55

a) Compute and interpret P86.

0.86(55) = 47.3; so the P86 class is 1100 – 1199
N = 55 i = 100, LB = 1099.5, cf b = 45, fP86 = 7
47.3−45
𝑃86 = 1099.5 + ( ) 100 = P1,132.36
7
Interpretation: 86% of the students have received a weekly allowance of less than
or equal to P1,132.36
b) Compute and interpret the 46th percentile.
0.46(55) = 25.3; so the P46 class is 900 – 999
N = 55 i = 100, LB = 899.5, cf b = 25, fP46 = 12
25.3−25
𝑃46 = 899.5 + ( ) 100 = P902
12
Interpretation: 86% of the students have received a weekly allowance of less than
or equal to P902.

What is it

Solve the following problems:

1. Ninety people were asked to give the number of hours they exercise in a week.
The results of the survey are as follows:

Class Interval (hrs) Frequency(f) Cf

35 – 39 8
30 – 34 10
25 – 29 9
20 – 24 20
15 – 19 26
10 – 14 17

Compute and interpret the following:

a) P60 c) P48 e) 77th percentile
b) P85 d) 36th percentile
2. Eighty employees were asked to give the salary they received for a period of 15
days. The results of the survey are as follows:
Class Interval (Php) Frequency(f) Cf
10000 - 10999 10
9000 – 9999 12
8000 – 8999 18
7000 – 7999 16
6000 – 6999 13
5000 – 5999 11
Compute and interpret the following:
a) P43 c) P79 e) 92nd percentile
b) P67 d) 65 percentile
th

Assessment

(1 – 5) Given the distribution of the IQ scores of some selected

college students in a certain university as a result of the recently
conducted psychological exam. The results are as follows:
Answer the following questions:
Class Interval Frequency(f) Cf
120 – 123 8
114 – 119 11
108 – 113 13
102 – 107 12
96 – 101 9
90 – 95 7

1. What is the lower boundary to solve for P78?

A. 113.5 B. 107.5 C. 101.5 D. 114.5

2. What cumulative frequency will be used to solve for P 38?

A. 41 B. 7 C. 16 D. 51
3. What is the size of the class interval?
A. 3 B.4 C.5 D. 6
4. What is the value of P83?
A. 120.2 B.118.3 C. 119.4 D. 121.6
5. What is the value of the 73 percentile?
rd

A.109.81 B. 112.63 C. 115.03 D. 114.7

 Week 8- Day 1- 2

Lesson 4 Percentile Rank for Grouped Data

What I Need To Know

Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

Score Frequency Cumulative

Frequency
40 – 45 6 18
35 – 39 5 12
30 – 34 3 7
25 - 29 4 4

1. In solving for the 60th percentile, the lower boundary is ____________.

A. 34 B. 34.5 C. 39 D. 39.5
2. What cumulative frequency should be used in solving for the 35 th percentile?
A. 4 B. 7 C. 12 D. 18
3. The 45 percentile is ______.
th

A. 33.4 B. 32.7 C. 30.8

D. 35.6
4. The 50th percentile is ______.
A. 36 B. 37 C. 36.5 D. 37.5
5. The 75th percentile is ______.
A. 37.25 B. 38.5 C. 40.75 D. 42. 85

What’s In

PERCENTILE RANK

Percentile ranks are particularly useful in relating individual scores to their

positions in the entire group. A PERCENTILE RANK is defined as the proportion of
scores in a distribution that a specific score is greater than or equal to. For
instance, if you received a score of 95 on a mathematics test and this score was
greater than or equal to the scores of 88% of the students taking the test, then your
percentile rank would be 88.
An example is the National Career Assessment Examination (NCAE)
given to the grade 9 students. The scores of students are represented by their
percentile ranks.

In solving the Percentile Rank, use the formula:

𝟏𝟎𝟎 (𝑷−𝑳𝑩)𝒇𝒑
PR = [ + 𝒄𝒇𝒑 ]
𝑵 𝒊
where:
PR = Percentile rank, the answer will be a percentage
𝑐𝑓𝑝 = cumulative frequency before the class containing P (the critical value)
P = raw score or value for which one wants to find the percentile rank
LB = lower boundary of the class containing P
𝑓𝑝 = frequency of the class containing P
N = total frequency
i = size of the class interval

What is it
Examples:

1. Find how many percent of the scores are less than or equal to 38 using the table below.

Scores Frequency (f) Cumulative Frequency (cf)

46 - 50 4 50
41 - 45 8 46
36 - 40 11 38
31 - 35 9 27
26 - 30 12 18
21 - 25 6 6

Score 38 is within 36-40;

Recalling your previous lesson, Using the formula,
100 (𝑃−𝐿𝐵)𝑓𝑝
LB = 35.5 PR = [ + 𝑐𝑓𝑝 ]
𝑁 𝑖
P = 38
100 (38−35.5)11
N = 50 = [ + 27]
50 5
𝒇𝒑 = 11
𝒄𝒇𝒑 = 27 = 2(32.5)
i=5 PR = 65 (must be in percentage)

Therefore, 65% of the scores are less than or equal to 38.

2. Using the same table, determine the percentile rank of score 43.
Score 43 is within 41 - 45;
Using the formula,
100 (𝑃−𝐿𝐵)𝑓𝑝
LB = 40.5 PR = [ + 𝑐𝑓𝑝 ]
𝑁 𝑖
P = 43
100 (43−40.5)8
N = 50 = [ + 38 ]
50 5
𝒇𝒑 = 8
𝒄𝒇𝒑 = 38 = 2(42)
i=5 PR = 84 (must be in percentage)
Therefore, the percentile rank of score 43 is 84.
 Assessment
Multiple Choice: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.

Class Interval Frequency (f) Lower Class Cumulative

Boundary (LB) Frequency (cf)
180 – 199 23 179.5 400
160 – 179 25 159.5 377
140 – 159 39 139.5 352
120 – 139 65 119.5 313
100 – 119 82 99.5 248
80 – 99 51 79.5 166
60 – 79 48 59.5 115
40 - 59 67 39.5 67
N = 400

1. Find the percentile rank of 48.

A. 5 B. 6 C. 7 D. 8
2. Find the percentile rank of 65.
A. 15 B. 18 C. 20 D. 23

3. Find the percentile rank of 120.

A. 50 B. 62 C. 71 D. 80
4. Find the percentile rank of 132.
A. 72 B. 75 C. 80 D. 85
5. Find the percentile rank of 190.
A. 85 B. 90 C. 93 D. 97

Week 8 - Day 3 – 4:

What I Need To Know

Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
Use the table below to answer the questions that follow. Round off your final answers to the
nearest whole number.

Achievement Test Scores Frequency (f) Cumulative Frequency (cf)

in Math
35 - 37 4 120
32 – 34 9 116
29 – 31 11 107
26 – 28 20 96
23 – 25 18 76
20 - 22 15 58
17 - 19 11 43
14 - 16 12 32
11 - 13 10 20
8 - 10 7 10
5-7 3 3
N = 120
1. What is the percentile rank of score 12?
A. 10 B. 13 C. 15 D. 17
2. Determine the percentile rank of score 18.
A. 21 B. 27 C. 31 D. 37
3. What is the percentile of score 30?
A. 70 B. 75 C. 80 D. 85
4. If Maria’s score is 32 and Laura’s score is 30, will they be qualified in a
scholarship given only to the students in top 10% of the Achievement result?
Justify your answer.
5. What is the percentile rank of the score of 35?
A. 89 B. 94 C. 88 D. 97

What’s In

Percentile ranks help in clarifying the interpretation of scores on

standardized tests. In the case of test theory, the interpretation of the percentile
rank of a raw score is as the percentage of examinees in the norm group. Also,
these examinees scored below or the score of the interest.
Percentile ranks are certainly not an equal-interval scale. Most noteworthy,
the difference between any two scores is not the same between any other two
scores whose percentile ranks difference is the same. Consider an example, 50-25=
25 is certainly not the same as 60-35=25. This is due to the bell-shaped curve of
the distribution. Also, some percentile ranks happen to be closer to some than
others. For example, percentile rank 30 is certainly closer on the bell curve to 40
than to 20.

What’s New

EXAMPLE 1: Assume that a researcher wanted to know the percentage of consultants who
made Php5, 400 or more per day.

Consultant Fees (in Php) Number of Consultants Cumulative Frequency

6400 -7599 24 120
5200 - 6399 36 96
4000 – 5199 19 60
2800 – 3999 26 41
1600 - 2799 15 15

Php 5, 400 is within 5200 – 6399

𝟏𝟎𝟎 (𝑷−𝑳𝑩)𝒇𝒑
LB = 5199.5 PR = [ + 𝒄𝒇𝒑 ]
𝑵 𝒊
N = 120
𝟏𝟎𝟎 (𝟓,𝟒𝟎𝟎−𝟓𝟏𝟗𝟗.𝟓)𝟑𝟔
P = 5, 400.00 = [ + 60]
𝟏𝟐𝟎 𝟏𝟐𝟎𝟎

Cfp = 60 PR = 55.01 ≈ 55.

fp = 36
i = 1200
Round off the resulting value to the nearest whole number.
Therefore, 55% of the consultants make Php 5, 400. 00 or less per day and 45% of
consultants make Php 5, 400. 00 or more per day.

EXAMPLE 2: Dennis and Christine scored 32 and 23, respectively, in the National Career
Assessment Examination (NCAE). The determining factor for a college scholarship is that a
student’s score should be in the top 10% of the scores of his/her graduating class. The
students in the graduating class obtained the following scores in the NCAE.

NCAE SCORES f LB <cf

39 – 41 6 38.5 99
36 – 38 7 35.5 93
33 – 35 9 32.5 86
30 – 32 13 29.5 77
27 – 29 22 26.5 64
24 – 26 10 23.5 42
21 – 23 9 20.5 32
18 – 20 7 17.5 23
15 – 17 8 14.5 16
12 – 14 4 11.5 8
9 – 11 2 8.5 4
6–8 1 5.5 2
3-5 1 2.5 1
N = 99

For Dennis:

32 is within 30 - 32
𝟏𝟎𝟎 (𝑷−𝑳𝑩)𝒇𝒑
LB = 29.5 PR = [ + 𝒄𝒇𝒑 ]
𝑵 𝒊
N = 99
𝟏𝟎𝟎 (𝟑𝟐−𝟐𝟗.𝟓)𝟏𝟑
P = 32 = [ + 64]
𝟗𝟗 𝟑

Cfp = 64 PR = 75.59 ≈ 76 (Top 24)

fp = 13
i=3

For Christine:

23 is within 21 - 23
𝟏𝟎𝟎 (𝑷−𝑳𝑩)𝒇𝒑
LB = 20.5 PR = [ + 𝒄𝒇𝒑 ]
𝑵 𝒊
N = 99
𝟏𝟎𝟎 (𝟐𝟑−𝟐𝟎.𝟓)𝟗
P = 23 = [ + 23]
𝟗𝟗 𝟑

Cfp = 23 PR = 30.81 ≈ 31 (Top 69)

fp = 9
i=3

In order to qualify for the scholarship, they must get a percentile rank of ≥ 90. The
percentile rank of Dennis is 76% while that of Christine is only 31. Since the two did not
reach the percentile rank 90, neither of them is qualified for the college scholarship.
 What is it

Activity: Use the table below to answer the questions that follow.

Senior HS Entrance Frequency Lower Boundary Cumulative

Test Scores Frequency
55 – 59 4
50 – 54 11
45 – 49 19
40 – 44 23
35 – 39 20
30 – 34 18
25 - 29 15
20 - 24 10
N = 120
Find the percentile rank of the following scores.
a. 23
b. 31
c. 46
d. 52
e. 57

Assessment
Multiple Choice: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.

Complete the table first.

AAV Senior HS Frequency Lower Boundary Cumulative
Entrance Test Frequency
Scores
55 – 59 4
50 – 54 11
45 – 49 19
40 – 44 23
35 – 39 20
30 – 34 18
25 - 29 15
20 - 24 10
N = 120

1. If Ana’s score is 35, what is her percentile rank?

A. 56 B. 45 C. 38 D. 35

2. If Samuel’s score is 32, what value of cfp must be used?

A. 10 B. 25 C. 43 D. 63

3. Determine the percentile rank of Reign’s score which is 51.

A. 90 B. 85 C. 80 D. 75
4. To be accepted in AAV Senior High School, one needs to be at the upper half of the Grade
10 class. Who among the three will be accepted?
A. Ana B. Samuel C. Reign D. None of them

5. Which of the following scores will be accepted in AAV Senior High School?
A. 37 and below B. 37 and above C. 38 and above D. 39 and above

REFERENCES:

Bluman, Allan G. (2014) Elementary Statistics: A Step by Step Approach,

Mc Graw Hill International Edition, 9th ed. New York.

Callanta, Melvin M., et. al. (2015) Mathematics Learner’s Module, Deped -IMCS, Rex
Bookstore, Inc., Pasig City.

https://www.statisticshowto.com/probability

https://www.easycalculation.com/statistics/percentile-rank-examples.php

https://www.google.com/search?q=percentile+rank+formula&oq=perc&aqs=chrom
e.2.69i59l3j69i57j0l6.7002j1j15&sourceid=chrome&ie=UTF-8