Republic of the Philippines

Department of Education
West Tabacal Region National High School

School West Tabacal Region National High School Grade Level 10

Pre-service Teacher Myra G. Talosig Learning Area Mathematics
Date of Teaching April 18-21, 2022 Quarter 4

I. Objectives
At the end of this lesson, the Grade-10 students should be able to successfully:
a. illustrate the following measures of position: quartiles, deciles and percentiles;
b. calculate a specified measure of position (e.g. 90th percentile) of a set of data;
c. interpret measures of position; and
d. solve problems involving measures of position.

II. Subject Matter

A. Topic: Measures of Position for Ungrouped Data
B. References: Learner’s Material–Mathematics 10, Quarter 4, Module 1 (Lesson 1)
C. Content Standard: The learner demonstrates understanding of key concepts of
measures of position.
D. Performance Standard: The learner is able to conduct systematically a mini-
research applying the different statistical methods.
E. MELC:
 The learner is able to illustrate the following measures of position:
quartiles, deciles and percentiles. (M10SP-IVa-1)
 The learner is able to calculate a specified measure of position (e.g. 90 th
percentile) of a set of data. (M10SP-IVb-1)
F. Materials: Laptop (Powepoint Presentation), activity sheet, calculator
G. Values Integration: Critical thinking, ability in solving a problem, cooperation

III. Procedure

A. Preliminaries
Teacher’s Activity Student’s Activity
1. Routine

a. Prayer and Greetings

Let us pray first. : (The students pray.)

Good morning class! : Good morning ma’am!

b. Attendance and Classroom Management

Before you take your seats, make sure : (The students follow.)
that your chairs are properly aligned and pick
up those unnecessary things under them.
 Attendance officer, who is absent today? : None ma’am.

Okay, it feels great that there’s no absent

today.

2. Review

Before we proceed to our new lesson, what was our : (The students raise their hands.)
lesson last meeting?

Yes, _____? : Last meeting we discussed about permutation,

ma’am.

Precisely!

Who can give some methods in determining the : (The students raise their hands.)
possible ways of an event?

Yes, _____? : Tree diagram, Factorial method, Fundamental

Counting Principle (FCP), and Permutation
Notation, ma’am.

Very good!

It feels great that you remember our past lesson. So, I

think you are now ready to our next lesson.

Are you ready to listen class? : Yes ma’am.

3. Motivation

Now, let’s have an activity. Are you familiar to the

game “Four Pics 1 Word”? I will present 4 related
pictures in 1 presentation then think of a word that
best describe the pictures. Just raise your right hand to
answer. Student who will get the correct answer will
be given additional 5 points.

Are the instructions clear? : Yes ma’am.

Let’s start!
 Answer:
(The teacher calls students to answer the problems.) M E A S U R E S

Answer:
(The teacher calls students to answer the problems.) P O S I T I O N

The students who got additional 5 points are _______

and _______. Congratulations to the both of you!

Did you find the activity easy or difficult? : It was easy, ma’am.

It seems you enjoyed the activity. And from the task

you have I know you have now an idea on what is our
topic today.
B. Lesson Proper
1. Presentation of the Lesson

As you can see, I asked you to determine the word that

best suit or describe the presented pictures. The
activity you have done has something to do with our
lesson today.

2. Discussion of the Lesson

Again, what are the words you found a while back? : (The students raise their hands.)

Yes, _____? : The words are measures and position, ma’am.

Exactly!

So our topic today is all about “Measures of Position”.

Measures of position consists two types: the

ungrouped and grouped data. But for today’s lesson
we will focus on Measures of Position for Quartiles,
Deciles and Percentiles of Ungrouped Data.

The measures of position are quantities which locate

values in a data set. It also indicates the location of a
certain computed value from a distribution. The most
common measures of position are quartiles, deciles
and percentiles which are also known as quantiles or
fractiles.

After defining measures of position, what is your idea : ( The students raise their hands.)
about ungrouped data?

Yes, _____? : Ma’am I think ungrouped data are scattered

data.

Very good!

Ungrouped data is also called raw data and are data

which are not yet sorted into any group or categories.
Also, it is the data that has not been organized or
arranged into frequency distribution.

Moving forward, let’s have the first measures of

position which is quartiles.

What is your understanding about the word quartiles? : (The students raise their hands)
It comes from what word?

Yes, _____? : It comes from the word quart, ma’am.

Good idea!

Quartiles came from the word quart. Quartiles are the

values that divide a rank-ordered data set into 4 equal
parts. It is denoted as Q1, Q2, Q3 and Q4.

Quartiles can be represented by this diagram:

Lowest Highest
Q1 Q2 Q3

 First Quartile (Q1) is a value such that at most

¼ or 25% of the data are lower than Q 1, and at
most ¾ or 75% are greater than Q 1. It is also
called lower quartile. Q1 can be determined as
n+1
the th observation.
4
 Second Quartile (Q2) is a value such that at
most ½ or 50% of the data are lower than Q 2,
and at most ½ or 50% of the data are greater
than Q2. It is also known as the median or
middle quartile. Q2 can be determined as the
n+1
th observation.
2
 Third Quartile (Q3) is a value such that at most
 ¾ or 75% of the data are lower than Q 3, and at
most ¼ or 25% of the data is greater than Q3. It
is also called upper quartile. Q 3 can be
3(n+1)
determined as the th observation.
4

The difference between the upper quartile (Q3) and the

lower quartile (Q1) in a set is called interquartile range.
The formula in finding the interquartile range or IR is:
IR = Q3 - Q1.

Let’s have an example for us to understand the

measures of position of quartiles for ungrouped data.

The scores of the students of Grade 10 - St. Mary in

Statistics quiz are 9, 7, 3, 4, 7, 5, 3, 4, 8, 9, and 2. Find
the Q1, Q2, Q3 and the interquartile range.

Okay, the first thing to do is to arrange the data to

ascending order. : (The students raise their hands.)

By the way, what is an ascending order? : Ma’am it is the arrangement of data from
smallest to largest.
Yes, _____?

Very good! : (The students raise their hands.)

Who can arrange the given data from the problem? : 2, 3, 3, 4, 4, 5, 7, 7, 8, 9, 9 ma’am.

Yes, _____?

You got it right! : (The students raise their hands.)

So the lowest score is 2 and the highest score is 9. : It is 11, ma’am.

Then, what is the value of n or the sample size?

Yes, _____?

Very good!

Now, let’s determine the lower quartile (Q1),

n+1
th observation
4
11+1
th observation
4
12
th observation
4
3rd observation
So, the lower quartile (Q1) is the score in the 3rd
observation which is 3. This means that 25% of the : (The students raise their hands.)
students scored lower than or equal to 3.

How about the middle quartile (Q2)? What is the value n+1
: th observation
of the middle quartile? 2
11+1
th observation
Yes, _____? 2
12
th observation
2
6th observation which is 5.

Precisely!

So, middle quartile (Q2) is the scored at the 6 th

observation which is 5. Therefore 50% of the students
scored lower than or equal to 5.
: (The students raise their hands.)
Let’s move to the upper quartile (Q 3), what is the
student’s score in the upper quartile?
3(n+1)
Yes, _____? : th observation
4
3(11+1)
th observation
4
3(12)
th observation
4
36
th observation
4
Great job! 9th observation which is 8.

Hence, 75% of the students scored lower than or equal

to 8.

How about the value of interquartile range?

Yes, _____? : (The students raise their hands.)

Exactly! : IR = Q3 – Q1
IR = 8 – 3 = 5
This means that the range of the middle 50% of the
students’ scores is 5.

Next example: The ages of the member of the

committee-in-charge for Math Education Society are
58, 63, 29, 33, 37, 55, 40, 52, and 49. Find the Q1, Q2,
Q3 and the interquartile range.

For the first step, who can arrange the given data in an
ascending order?
: (The students raise their hands.)
Yes, _____?

Very good! : 29, 33, 37, 40, 49, 52, 55, 58, 63

How about the value of n?

Yes, _____? : (The students raise their hands.)

Perfect! : 9, ma’am.

For the first quartile (Q1),

n+1
th observation
4
9+1
th observation
4
10
th observation
4
2.5th observation

Since the observation is not a whole number, then how

can we determine the value of observation in the 2.5th? : (The students raise their hands.)

Yes, _____? : By getting the mean of the 2 nd and 3rd

33+37
observation ma’am which is =35 .
2
Great idea!

Therefore, the first quartile is 35. This means that 25%

of the members’ ages are lower than or equal to 35.

How about for the second quartile (Q2)?

: (The students raise their hands.)
Yes, _____?
n+1
: th observation
2
9+1
th observation
2
10
th observation
Precisely! 2
5th observation which is 49
Hence, the second quartile or middle quartile is the 5 th
observation which is 49. This means that 50% of the
members’ age are lower than or equal to 49.

And how about the upper quartile or third quartile?

Yes, _____? : (The students raise their hands.)

 3(n+1)
: th observation
4
3(9+1)
th observation
4
3(10)
th observation
4
30
th observation
4
7.5th observation
You got it right!
7.5th observation is equal to the mean of the 7th
55+58
So, 7.5th observation is 56.5. This means that 75% of and 8th observation hence, =56.5.
2
the members’ age is lower than or equal to 56.5.

Then, what is the interquartile range value?

Yes, _____?

: (The students raise their hands.)

Good job!
: IR = Q3 – Q1
This means that the range of the middle 50% of the
IR = 56.5 – 35 = 21.5
members’ age is 21.5.

Have you ever encountered linear interpolation?

Okay so linear interpolation is the simplest method of

finding a value between two points. It is given by:
Lower Value + [decimal part(Higher Value – Lower
: None ma’am.
Value)]

Let us apply linear interpolation for Q1 and Q3 in the

previous example.
Q1 = 2nd observation + 0.5[3rd – 2nd]
= 33 + 0.5 [37 – 33]
= 33 + 0.5 (4)
= 33 + 2
Q1 = 35
Q3 = 7th observation + 0.5[8th – 7th]
= 55 + 0.5 [58 – 55]
= 55 + 0.5 (3)
= 55 + 1.5
Q3 = 56.5

Do you understand the first measures of position and

the process of linear interpolation?

Okay, let’s proceed to the second measures of

position, the deciles.
Deciles are the values that divide a rank-ordered data : Yes ma’am.
set into 10 equal parts. It is denoted as D 1, D2, … D9.
Hence, 10% of the observation fall below D1, 20% fall
below D2, … 90% of the observation fall below D9.

Deciles can be represented by this diagram:

Lowest Highest
D1 D2 D3 D4 D5 D6 D7 D8 D9

k (n+ 1)
The location of Dk can be determined as the th
10
value of observation, where k is the desired decile and
n is the sample size.

Let’s have this problem:

Find the 3rd decile or D3 of the following heights in
centimeters of a random sample of ten students: 165,
172, 170, 158, 145, 153, 163, 150, 148 and 158.

So, what we should do first?

Yes, _____?

Precisely!

Who can arrange the given data in an ascending order? : (The students raise their hands.)

Yes, _____? : Arrange the data in ascending order, ma’am.

Very good!

Then, let’s find the position of D3 using the formula : (The students raise their hands.)
k (n+ 1)
th. : 145, 148, 150, 153, 158, 158, 163, 165, 170,
10
172
First, what is the sample size or n?

Yes, _____?

And how about the value of k?

: (The students raise their hands.)
You got it right!
: 10, ma’am.

So, D3 = [ 10 ]
k ( n+1 ) th : 3, ma’am.

= [
3 ( 10+1 ) th
10 ]
 = [ ]
3 ( 11 ) th
10
33 th
=( )
10
= (3.3)th value of observation

Since the result is a decimal number, then let’s apply

the linear interpolation.

Who wants to solve the value of observation using the

linear interpolation? : (The students raise their hands.)

Yes, _____?
: D3 = 3rd observation + 0.3 [4th – 3rd]
= 150 + 0.3 [153 – 150]
= 150 + 0.3 (3)
= 150 + 0.9
= 150. 9
Exactly!

This means that 30% of the students’ heights were at

or below 150.9 cm.

Using the same problem, find D5 or the 5th deciles.

: (The students raise their hands.)
Yes, _____?
: D5 = [ ]
k ( n+1 ) th
10

= [ ]
5 ( 10+1 ) th
10

= [ ]
5 ( 11 ) th
10
Again, the result is decimal number. Then solve for 55
= ( )th
the exact value of D5 using the result of value of 10
observation through linear interpolation. = (5.5)th value of observation

Yes, _____? : (The students raise their hands.)

: D5 = 5th observation + 0.5 [6th – 5th]

Very good! = 158 + 0.5 [158 – 158]
= 158 + 0.5 (0)
Therefore, the 50% of the students’ heights were at or = 158
below 158.5 cm.

Can you follow?

And for the last measures of position which is the

percentiles.
: Yes ma’am.
Percentiles are the values that divide a rank-ordered
data set into 100 equal parts. It is denoted as P1, P2, …
P9 such that 1%of the observation fall below P 1, 2% of
the observation fall below P2, … 99% of the
observations fall below P99.

Percentiles can be represented by this diagram:

…
Lowest Highest

P1 P2 P3 P4 P5 P95 P96 P97 P98 P99

k (n+ 1)
The location of Pk can be determined as the th
100
value of observation, where k is the desired percentile
and n is the sample size.

Let’s have this example for the percentile: find the

42nd percentile or P42 of the following weights in
kilograms of a random sample of then students: 65,
72, 70, 58, 45, 53, 63, 50, 48 and 58.

First, arrange the students’ weights in ascending order.

Who wants to give the arrangement of the data?

Yes, _____?
: (The students raise their hands)
Correct!
: 45, 48, 50, 53, 58, 58, 63, 65, 70, 72
Now, let’s find what is asked in the problem.

Who can determine the value of n and k?

Yes, _____?
: (The students raise their hands.)
Exactly!
: n = 10 and k=42, ma’am.
Since the value of k and n has been determined. Now,
let’s solve for the position of P42.
P42 = [
k ( n+1 ) th
100 ]
= [
42 ( 10+1 ) th
100 ]
= [
42 ( 11 ) th
100 ]
462 th
=( )
100
= (4.62)th value of observation
As you can notice, the result is a decimal number. : (The students raise their hands.)
Then what we are going to do?

Yes, _____? : Use the linear interpolation ma’am to get the

value of P42.

Precisely!

Who can show me the process in getting the value of : (The students raise their hands.)
P42 using linear interpolation?

Yes, _____? : P42 = 4th observation + 0.62 (5th – 4th)

= 53 + 0.62 (58 – 53)
= 53 + 0.62 (5)
= 53 + 3.1
P42 = 56.1

Great job!

So P42 = 56.1, this means that 42% of the students’

weights were at or below 56.1 kg.

Moving forward, let’s have the percentile rank.

What is your understanding about percentile rank? : (The students raise their hands.)

Yes, _____? : I think it is the rank in percentage, ma’am.

Good idea!

Percentile rank is the percentage of scores that shall be

equal to, or it could be below a given score. Percentile,
like percentage that falls within the range of 0 to 100.

To compute or calculate percentile rank for score, let’s

use this formula:
Rank =
Number of scores below∨equal¿ desired score ¿ (100 %)
Total number of scores

And to compute the score of nth percentile, use this

formula:

Percentile
Score = n( )
100

Let’s apply the percentile rank formula by this

problem: Anthony has scored 94 in the math
examination conducted for 12 students. The scores of
the entire group including Anthony are {76, 56, 56,
98, 94, 85, 93, 95, 83, 72, 64, 90}. What is the
percentile rank of Anthony?

Step 1: Identify the given. : ( The students raise their hands.)

What is Anthony’s score? How about the value of n? : Anthony’s score is 94

n = 12
Yes, _____?

Exactly!

Step 2: Arrange the data set in ascending order. : (The students raise their hands.)

Who can illustrate step 2? Or give the order of the data

set. : 56, 56, 64, 72, 76, 83, 85, 90, 93, 94, 95, 98

Yes, _____?

Very good!

Step 3: Find the percentile rank. : (The students raise their hands.)

Again, what is the formula to calculate percentile rank

for score? :Rank=
Number of scores below∨equal¿ desired score
Yes, _____? Total numb

Correct!

Rank =
Number of scores below∨equal¿ desired score ¿ (100 %)
Total number of scores
9 900
Rank = (100 % ) = = 75%
12 12

Therefore, the percentile rank of Anthony’s score fall

under P75.

Next example, find the score of 30 th percentile of the

following test scores in statistics, ordered by rank.
Rank 1 2 3 4 5 6 7 8 9 10
Scores 75 79 8 82 87 88 89 90 95 100
0
: (The students raise their hands.)
Step 1: Identify the given.

From the given problem, what are the given that can is : Percentile = 30 and n = 10, ma’am.
needed in the formula?
Yes, _____?

You got it right!

Step 2: Find what rank is at the 30 th percentile. To find

what rank is at the 30th percentile. We will be using the : (The students raise their hands.)
formula to calculate score of nth percentile.
Percentile
: Score = n( )
So, what formula we will be using? 100

Yes, _____?

Exactly!

Percentile
Then, Score = n( )
100
30 300
= 10( )=
100 100
Score = 3rd observation : (The students raise their hands.)

Step 3: Find the sore that corresponds to the 3rd rank.

: Ma’am, the score in the 3rd rank is 80.
From the given data set, what score is corresponds to
the 3rd rank?

Yes, _____?

Good idea!

Therefore, 3rd rank is at the 30th percentile and the

score corresponds to the rank is 80.

Now, let’s discussed the relationship of quartiles,

deciles and percentiles.

Lowest Highest
Q1 Q2 Q3
Lowest Highest
D1 D2 D3 D4 D5 D6 D7 D8 D9
…
Lowest Highest

P1 P2 P3 P4 P5 P95 P96 P97 P98 P99

Q1 = P25 D1 = P10
Q2 = P50 D2 = P20
Q3 = P75 D5 = P50
Q2 = D5 = P50
Always, remember that quartiles are divided into four : Yes ma’am.
equal parts, deciles are divided into 10 equal parts and
percentiles are divided into 100 equal parts. : (Answers may vary.)

Did everyone understand the lesson?

Do you have any questions or clarifications regarding

the discussion?

I hope you understand and you’ve learned from the

discussion today.

3. Application

Let’s have an activity. Identify what is asked. Show : Yes ma’am.

your complete solutions and interpret the results. Use
the back of your activity sheet for your answers. : (The students start to do the activity.)

Are the instructions clear class?

Then, you may start!

Activity: Let’s Solve and Interpret!

1. For the following data of heights collected from Mr.
Santos’ students, find the 3rd decile and 95th percentile.
90 87 88 83 89 91 87 92 89 98
93 96 100 102 96 98 99 98 100 102
101 102 103 104 105 106 107 102 95 99

2. Using the grades of Grade 10 students in their 100-

item test in math below, verify that D5=P50=Q2=Md
90 77 88 83 89 81 77 92 79 98
83 86 80 82 76 78 89 88 90 82

3. The scores in a Math 10 quiz are as follows:

9 9 9 4 5 10
8 7 6 12 18 14
7 7 7 13 18 5
a. find the score that corresponds to 35th percentile?
b. What is the percentile rank of the student who got a : (The students pass their papers.)
score of 13?
c. Find the score that corresponds to the 3rd quartile

Ballpen’s up! Pass your papers forward!

4. Generalization : Measures of position.

Let’s sum up the things that we have discussed. : Quantiles or fractiles.
1. It refers to the quantities which locate values in a
data set. What is it? : 4 equal parts.
2. Quartiles, deciles and percentiles are the most
common measures of position, then this are also called : Deciles.
____?
3. How many equal parts do quartiles should be : Percentiles .
divided?
4. What measures of position is denoted as D1, D2, … : Lower Value + [decimal part(Higher Value –
D9? Lower Value)]
5. What measures of position that divided the array : Rank =
into 100 equal parts? Number of scores below∨equal¿ desired score
6. What is the formula of linear interpolation? Total numb
Percentile
: Score = n( )
7. How to calculate percentile rank for score? 100

8. How to determine score for nth percentile?

IV. Evaluation

Let’s see how much you learned from the previous discussion. Analyze and solve the given problem.

Activity: Let’s Analyze Quantitatively!

Compare the answers in Column A and Column B.

Write: A, if the answer in column A is greater than in B.

B, if the answer in column B is greater than A.
C, if the answers are equal.
D, if the answers cannot be determined.

A B
23 19 22 16 17 _____ 1. Q3 21 19 18 24 16
88 90 75 60 81 _____ 2. D4 91 75 62 80 87
45 65 75 65 65 _____ 3. P50 48 65 65 80 65
10 13 8 5 1 _____ 4. D2 1 4 9 8 10
11 12 10 8 9 _____ 5. P38 12 15 3 11 5

V. Agreement

For your assignment, make an advance reading on

the “Measures of Position for Grouped Data”.

Reflection:
A. No. of Learners who earned 80% in the evaluation Section A: ____ of learners who earned 80%
above
Section B: ____ of learners who earned 80%
above
Section C: ____ of learners who earned 80%
above
Section D: ____ of learners who earned 80%
above
B. No. of learners who require additional activities for Section A: ____ of learners who require
remediation who scored below 80% additional activities for remediation
Section B: ____ of learners who require
additional activities for remediation
Section C: ____ of learners who require
additional activities for remediation
Section D: ____ of learners who require
additional activities for remediation

C. Did the remedial lesson work? No. of learners who ____ Yes ____ No
have caught up with the lesson Section A: ____ of learners who caught up the
lesson
Section B: ____ of learners who caught up the
lesson
Section C: ____ of learners who caught up the
lesson
Section D: ____ of learners who caught up the
lesson

D. No. of learners who continue to require remediation Section A: ____ of learners who continue to
require remediation
Section B: ____ of learners who continue to
require remediation
Section C: ____ of learners who continue to
require remediation
Section D: ____ of learners who continue to
require remediation
E. Which of my teaching strategies worked well? Strategies used that work well:
Why did those work? ____ Group Collaboration
____ Answering activities/exercises
____ Discovery Method
____ Lecture Method
____ Experiment

Why?
____ Complete IM’s
____ Availability of Materials
____ Student’s eagerness to learn
____ Group member’s cooperation in doing the
task

F. What difficulties did I encounter which my

principal of supervision can help me solve?

G. What innovation or localized materials did I

used/discover which I wish to share with other
teachers?

Remarks:
Prepared by: Checked by:
______________________ ______________________
Myra G. Talosig Mrs. May Belle B. Gaspar