Localized and Contextualized

Learning Activities for Assessment in

Grade 10 Mathematics

4 Quarter
th

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Mathematics – Grade 10
Fourth Quarter
Learning Activities for Assessment
February 2017

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Prepared by: Department of Education- Division of Cavite
Schools Division Superintendent: Cherrylou D. De Mesa
Assistant Schools Division Superintendent: Editha M. Atendido, Ed. D.
OIC- Assistant Schools Division Superintendent: Alias A. Alicaya, Ed. D.
Chief- Curriculum Implementation Division: Elpidia D. Bergado, Ed. D.

Development Team of the Learning Activities for Assessment

Consultant: Eduarda M. Zapanta, Ed. D.
Education Program Supervisor in Mathematics

Writers: Joland M. Sereño, Angel M. Esteron, Natalia Bayas and Sheryl B. Costelo

Reviewers: Mary Jane T. Luna, Beverly B. Gloria, and Agnes de Sagun

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Module 8: Measures of Position
Lesson 1: Measures of Position for Ungrouped Data
Learning Competency 45: Illustrates the following measures of positions:
Quartiles, Deciles and Percentiles
I - OBJECTIVES
a. Illustrate the different measures of positions for ungrouped data.
b. Calculate the different measures of position such as quartile, decile and
percentile.
c. Interpret and apply the different measures of position in real life situations.

Things to
Remember

Quartiles are points that divide a distribution into four equal parts.

Deciles are points that divide a distribution into 10 equal parts.

Percentiles are points that divide a distribution into 100 equal parts.

Solve each problem with your partner.

1. In Rowena’s Buco Tart, the owner is interested to know the
amount of time it takes his salesladies to assist their costumer.
On a particular day, he asked his store manager to record the
service times for 15 costumers. The times are given below (to
the nearest minute.)
16, 19, 17, 15, 25, 20, 19, 17, 14, 19, 20, 19, 18, 16, 17
a. Find the lower and the upper quartile of the service times.
b. Find the value of D5? What does it mean?

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Solution:
First arrange the numbers from lowest to highest.
___________________________________________

Find the position of the lower quartile using

Where: N = ________
Q1= __________ position
Q1= ___________

Find the position of the upper quartile using

Where: N = ________
Q3 = __________ position
Q3 = __________
Therefore, ________________________________
2. The following are the scores of Gabriel in his 7 quizzes in
Mathematics 10.
87, 88, 89, 87, 95, 86, 94
a. Find Q2. What does it imply?
b. Find P75. What does it imply?
Solution:
First arrange the numbers from lowest to highest.
___________________________________________

Find the position of the lower quartile using

Where: N = ________
Q2= __________ position
Q2= ___________
Therefore, _________________________________

Find the position of the 75th percentile using

Where: N = ________
P75 = __________ position
P75 = ___________
Therefore, ____________________________________

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 Solve each problem and show the complete solution.
1. The ten souvenir shops located at Picnic Groove in Tagaytay
City have the following daily sales, Php7200, Php7600,
Php6900, Php8200, Php7200, Php9200, Php7800, Php8700,
Php9800, and Php8000.
a. What is P75 and what does it imply?
b. What is D50 and what does it imply?

2. In the class of 68, Rafael got a percentile rank of 82 in the

Mock NCAE in Tagaytay City Science High School.
a. What does this percentile rank imply?
b. How many students ranked below Rafael?

Let’s Do More!

Answer the following.

1. The ages of 15 guests at a certain party held at RSM
Tagaytay are 22, 24, 31, 28, 7, 14, 18, 33, 27, 26, 19,
24, 27, 12, and 27. What are the values of the upper and
the lower quartiles and what do they mean?

2. The qualifying exam for Science Class at TCSNHS is in

terms of percentile rank. If the passing mark is 45, what does
it imply? If the numbers of students who took the exam was
56, how many students passed the test ?

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1. The prices of a souvenir T-shirt in Tagaytay from 10 souvenir
shops located at Sky Ranch are as follows: Php250, Php100,
Php180, Php110, Php200, Php250, Php170, Php200, Php210
and Php300. What is the value of the 50th percentile and what
does it mean?

2. Fifteen individuals were asked how many children were

sponsored by them in the “Adopt a student program in TCSNHS,
wherein they will give Php100 per week per child. The
individuals responded that they sponsored 4, 3, 7, 2, 3, 7, 1,
3, 2, 2, 3, 2, 4, 5, and 2.
a. Determine the 5th decile and what does it imply?
b. Find the value of the upper decile and give the meaning of
this.

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Module 8: Measures of Position
Lesson 2: Measures of Position for Grouped Data
Learning Competency 46: Calculates a specified measure of position of a
set of data.
Learning Competency 47: Interprets measures of position.

I - OBJECTIVES
a. Determine the position of data using Mendenhall method or by
interpolation in quartiles.
b. Interpret the measures of position.
c. Appreciate measures of position in solving real life problems.

Things to
Remember

The Quartile for Grouped Data

In computing the quartiles of grouped data, the following formula is used:

Formula:

Qk = LB + * +

where:
LB = lower boundary 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 class interval
k = nth quartile, where n = 1, 2, and 3

The Decile for Grouped Data

In computing the deciles of grouped data, the following formula is used:

Formula:

Dk = LB + * +

where:
LB = lower boundary of the Dk class
N = total frequency
<cfb = cumulative frequency of the class before the Dk class
fDk= frequency of the Dk class

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i = size of class interval
k = nth decile, where n = 1, 2, 3…..9

The Percentile for Grouped Data

In computing the percentiles of grouped data, the following formula is used:

Formula:

Pk = LB + * +

where:
LB = lower boundary of the Pk class
N = total frequency
<cfb = cumulative frequency of the class before the Pk class
fPk= frequency of the Pk class
i = size of class interval
k = nth percentile, where n = 1, 2, 3…..99

Mrs. Mojica conducted a Scrabble competition with 10 participants. Calculate

the following:
a. Find the 2nd quartile
b. Find the 5th decile
c. Find the 30th percentile

Scores Frequency
31-35 1
26-30 2
21-25 3
16-20 2
11-15 2

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 Zumba is regarded as a good stress reliever and fat-burning dance and
fitness exercise. It provides a workout for the whole body and builds up good
cardiovascular respiratory system. A study was conducted in Cavite State University
to determine the average exercise intensity and energy expenditure during a 40-
minute Zumba class. A sample of twenty students showed the following energy
expenditure (in Kcal) throughout the session:
Energy Expenditure (in Frequency
Kcal)
250- 299 2
200- 249 8
150- 199 6
100- 149 4

a. Find the Q1 and Q3

b. Find the D4 and D9
c. Find the P40 and P60

Let’s Do More!

Alden has an assignment to ask at random 10 students in their school about

their grades in Mathematics in the Third Quarter. The data are listed in the table
below.
Grades Frequency
95-99 3
90-94 2
85-89 1
80-84 1
75-79 3

a. Find Q1 and Q3.

b. Find D3 and D8.
c. Find P50 and P70

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 “Nagmahal, Nasaktan, Nagsayaw” is a reality talent search in Showtime in
ABS-CBN. One of the contestants of the said program is Arra San Agustin who is a
Caviteña. In order to express our support, an FB page was developed for Princess.
The table below shows the number of likes of Princess in Facebook for ten days:

Likes (in thousands) Frequency

31-35 2
26-30 1
21-25 4
16-20 2
11-15 1

a. Find the seventh quartile of the distribution.

b. Find the second decile of the distribution.
c. Find the 60th percentile of the distribution.

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Module 8: Measures of Position
Learning Competency 48: Solves Problems Involving Measures of Position

OBJECTIVES
1. compute the specified measure of position
2. use percentile rank in relating individual scores to their positions in
the entire group
3. solve problems involving measures of position

Things to
Remember
The most common measures of position are percentiles, quartiles,
deciles and standard scores (aka, z –scores).
1. Quantiles ►one of the class of values of a variate that divides the total frequency
of a sample or population into a given number of equal proportions.
Examples □ Percentile □ Decile □ Quartile
2. Quantiles ►the 100-quantiles are called percentiles
►the 10-quantiles are called deciles
►the 4-quantiles are called quartiles
3. Percentiles►the kth percentile is a scale value for a data series equal to the p/100
quantile ►the 25th percentile is the first quartile ►the 50th percentile is the
median.
4. Deciles ►represents 1/10 of the total population ►The 1 st decile cuts off the
lowest 10% of data ►the 9th decile cuts off the lowest 90% of data
5. Quartiles ►the quartiles divide the distribution into four equal parts □ called
fourths □ total of 100% is broken into four equal parts: 25%, 50%, 75%, 100%
►lower quartile Q1 is the 25th percentile, ►median quartile Q2 is the 50th percentile
and the upper quartile Q3 is the 75th percentile.

The given frequency distribution below is the scores in Mathematics 10 quiz of

Grade 10 students of Gen. E. Aguinaldo National High School. Find Q 3, D4,
and P90 .

1. What is the number of cases, n ?

2. Complete the third column by completing
the cumulative frequency
a) To solve Q3 :
Q3 Class: = = ___ Determine the
number of students that comprise
the Q3 class

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 L = ___ The exact lower boundary
f = ___ The frequency of the Q3 class
cfb = ___ The cumulative frequency before the Q 3 class
i = ___ The size of the class interval

Q3 ( ) Formula to solve Q3

Q3 Substitute the values to the formula

Q3 34.5 + _______ Simplify
Q3 = _____ The value of Q3

b) To solve D4 :
D4 Class: = = ___ Determine the number of students that
comprise the D4 class
L = ___ The exact lower boundary
f = ___ The frequency of the D4 class
cfb = ___ The cumulative frequency before the D4 class
i = ___ The size of the class interval

D4 ( ) Formula to solve D4

D4 Substitute the values to the formula

D4 28.5 + ________ Simplify
D4 = _____ The value of D4

c) To solve P90:
P90 Class: = = ___ Determine the number of students that
comprise the P90 class
L = ___ The exact lower boundary
f = ___ The frequency of the P90 class
cfb = ___ The cumulative frequency before the P 90 class
i = ___ The size of the class interval

P90 ( ) Formula to solve P90

P90 Substitute the values to the formula

P90 34.5 + ________ Simplify
P90 = _____ The value of P90

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 The Grade 10 students’ grades for the third grading period are shown in the
frequency distribution below. If your grade is 87. 93, do you belong to the upper 25%
of the Grade 10 students? Show your solution.

Class Interval f <cf

96-100 17
91-95 35
86-90 46
81-85 54
76-80 42
71-75 21
66-70 5

Let’s Do More!

Mr. Angel M. Esteron gave a short quiz about measures of position to his students.
This is the frequency distribution based from the scores of the Grade 10 –
Perseverance.

Class Interval f <cf

46-50 7
41-45 5
36-40 6
31-35 5
26-30 12
21-25 6
16-20 3
11-15 2
6-10 2
1-5 2

1. Find D6, P20, P40, D7, P80, Q1, Q2, D9 and Q3

2. Which among the measures of position in # 1 take the lowest value? and
the highest value?
3. Arrange D6, P20, P40, D7, P80, Q1, Q2, D9 and Q3 in ascending order.

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Find the 1st quartile, 7th decile and 45th percentile of the following frequency
distribution:

Class Interval f <cf

81-90 5
71-80 3
61-70 7
51-60 9
41-50 9
31-40 5
21-30 9
11-20 2
1-10 1

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Module 8: Measures of Position
Learning Competency 49: Formulates Statistical Mini-Research.
Learning Competency 50: Uses appropriate measures of position and other
statistical methods in analyzing and interpreting research data.

I - OBJECTIVES
a) write a statistical mini-research
b) apply the skills in different measures of position in writing statistical
mini-reseach
c) appreciate the finished statistical mini-research

Things to
Remember

Suggested Parts of a Mini-research

I. Background of the Study
II. Statement of the problem:
III. Significance of the Study:
IV. Methodology:
V. Evaluation:
VI. Conclusion and Recommendation:
VII. Bibliography

Mr. Angel M. Esteron instructs the students to visit the school clinic to
get the records of height of Grade 10 students. The students are divided into
five groups so that each group can make a mini-research.
The following are the parts of an Action Research but you may just skip
some parts since you are only required to do a mini-research.

I. Background of the Study

II. Statement of the problem:
Objectives:
Hypothesis:
III. Significance of the Study:
IV. Scope and Delimitation:
V. Research Paradigm
VI. Methodology:
A. Research Design
B. Respondents
C. Sampling Procedure
D. Instrument
E. Operationalization of Variables
Statistics: t-test for Independent Samples

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 F. Data Collection Procedure
G. Statistical Treatments
VII. Evaluation:
VIII. Conclusion and Recommendation:
IX. Bibliography

In making your statistical mini-research, just use the following parts:

I. Background of the Study
 Tell something about your topic.
 Copy an article related to your topic ( mention the writer)
II. Statement of the problem:
 Write your objectives why you want to conduct a mini-
research
III. Significance of the Study:
 Discuss the importance of your mini-research
IV. Methodology:
 Presentation of Data
 Statistical Treatments (Explain what measures of position
you will use to analyze your findings)
V. Evaluation:
 State your findings related to your objectives
VI. Conclusion and Recommendation:
 Write what you have discovered from your findings
 List down at least three recommendations that would be
beneficial to the readers
VI. Bibliography
 List down the reference books you used that help you to
finish your mini-research


Make a mini-research on the topic, “Ages of Grade 10 Students”.

15 15 16 17 15 16

17 15 15 16 17 16

15 16 16 15 17 16

16 16 15 17 16 16

16 15 16 17 18 19

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 Let’s Do More!

Divide the class into groups with five members. Let them make a mini-
research on the topic of their choice. Tell them to select the measures of
position they will be going to use in the conduct of their mini-research. Explain
the Rubric that will be used in assessing/ evaluating their output.

Answer the following:

1. What are the suggested parts of a mini-research?
2. What are the measures of position that can be useful in writing
your mini-research?
3. List down the rubric that will serve as your guide in writing you mini-
research.

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