HIGH SCHOOL DEPARTMENT

LEARNING ACTIVITY SHEETS

MATHEMATICS 10 – Quarter 4

Name:________________________________ Grade/Section: ___________

Learning Activity Sheet No. 1 Topic: Measures of Position and Formulation

of Statistical Research
Learning Competencies and Code:
1. Illustrates the following measures of position: quartiles, deciles and percentiles.
M10SP – IVa – 1
2. Calculates a specified measures of position. M10SP– IVb – 1
3. Interprets measures of position. M10SP– IVc – 1
4. Solves problems involving measures of position. M10SP– IVd-e – 1
5. Formulates statistical mini-research. M10SP-IVf-g-1
6. Appropriate measures of position and other statistical methods in analysing and
interpreting research data. M10SP-IVh-1

A. Background Information:
We often talk about the top 25% or top 10% or even top 1% of something. When we are
segmenting data into percentages we commonly are talking about quartiles, deciles and
percentiles. Quartiles divide the data into four parts; deciles divide the data into 10 parts;
percentiles divide the data into 100 parts. Let’s take a look at how these different types of
divisions are used.

Quartiles

The quartiles of a data set divide the data into four equal parts, with one-fourth of the data
values in each part. The second quartile position is the median of the data set, which divides the
data set in half. To find the median position of the data set, divide the total number of data
values (n) by 2. If there are an even number of data values, the median is the value that is the
average of the value in the position and the + 1 position. (If there are an odd number of data
values, the median is the value in the position.) For example, if the data set has 20 values, then
the median is the average of the data values in the = 10th and + 1 = 10 + 1 = 11th position. For
example, in the data set with 20 values, the median is the average of 9 and 11, which is 10.

Quartiles are often used as a measure of spread of the data in what is called the interquartile
range (IQR). The IQR is simply the difference between the third quartile and first quartile. While
on its own the IQR is not a very useful measure, it can be useful when comparing the spread of
two different data sets that measure the same phenomenon.

Deciles and Percentiles

Deciles and percentiles are usually applied to large data sets. Deciles divide a data set into ten
equal parts. One example of the use of deciles is in school awards or rankings. Students in the
top 10% — or highest decile – may be given an honor cord or some other recognition. If there
are 578 students in a graduating class, the top 10%, or 58 students, may be given the award. At
the opposite end of the scale, students who score in the bottom 10% or 20% on a standardized
test may be given extra assistance to help boost their scores.

Percentiles divide the data set into groupings of 1%. Standardized tests often report percentile
scores. These scores help compare students’ performances to that of their peers (often across
a state or country). The meaning of a percentile score is often misunderstood. A percentile
score in this situation reflects the percentage of students who scored at or above that particular
group of students. For example, students who receive a percentile ranking of 87 on a particular
test received scores that were equal to or higher than 87% of students who took the test. For
those who do not understand these scores, they often mistake them for the score the student
received on the test.

Growth charts are another common example of an application of percentiles. To help doctors
and parents determine if a child is developing normally, his or her measurements are compared
to others in the same sex and age groups. The figure below shows a growth chart (from the My
Growth Charts website) that gives the percentiles for height and weight for boys ages 0 to 5
years. A two-year-old boy who is 33 inches long, for example, is in the 12th percentile, meaning
he is taller than or the same height as only 12% of all boys of his age. However, he weighs 31
pounds, putting him in the 89th percentile, making him heavier than or as heavy as 89% of his
peers.

A.1 QUARTILES
Calculating Quartiles for Ungrouped Data
Formula
1
Lower Quartile (Q1) = n
4
2
Middle Quartile (Q2) = n
4
3
Upper Quartile (Q3 )= n
4
Interquartile Range = Q3 – Q1

Example : Mr. O Javier, a bank manager, is interested in the amount of time it takes his
teller to service depositors. On a particular morning, he asked his secretary to record
the service time for 15 customers. The data set is given below (in the nearest minutes):
6,9,7,5,15,10,9,7,4,9,10,9,8,6,7
Find the lower and upper quartiles and the median of the service times.

Rank the data set from highest to 4,5,6,6,7,7,7,8,9,9,9,9,10,10,15

lowest
Find n by counting the number of n = 15
data
Solve for Q1 using the formula 1
Q1 = (15) = 3.75 or 4
stated above. 4
Since the answer for Q1 is
3.75, round it up to the next integer, thus Q1 = 6 minutes
which is 4. Therefore the 1st
quartile is the 4th value
Solve for Q2 using the formula 2
(Q2) = (15)= 7.5
stated above. 4
Since the answer for Q2 is 7.5,
round it up to the next integer, which Thus Q2 =8 minutes
is 8. Therefore the 2nd quartile is
the 8th value
Solve for Q2 using the formula 3
(Q3 )= (15)= 11.25
stated above. 4
Since the answer for Q3 is 11.25,
round it up to the next integer, which Thus Q3 =9
is 12. Therefore the 3rd quartile is
the 12th value
Solve for IQR Q3-Q1 = 9-6 =
IQR = 3

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DECILES
Deciles are the nine values of a variable which divides its distribution into ten parts with equal
frequencies. For this, it is very important to arrange the set of data in ascending order. As there
are nine deciles, let us denote each of them as D1, D2, D3, D4, D5, D6, D7, D8, D9.

Calculating Deciles for Ungrouped Data

To calculate deciles for ungrouped data, first order all observation according to the magnitude of
the values, then use the formula for mth decile
k
Dk = 10 ∙ n
Example 1. The following are the ages of 15 Grade 10 students who will attend the moving up
ceremony: 15,16,15,14,16,14,16,16,17,17,16,16,16,17,15. Find D9
D2
Explanation Solution
Arrange the data in ascending order 14,14,15,15,15,16,16,16,16,16,16,16,17,17,17

Use the formula 9

Substitute k to 9 since it is the 9th decile D9 = 10
∙ 15
and 15 to k since there are 15 students
Simplify D9 = ( .9 ¿(15) = 13.5
Round up 13.5 to the next integer, which is D9 = 17
14. Therefore, the 9th decile is the 14th value
Thus, there are 90% of the data set below 17 and 10% above it.

PERCENTILES
These divides the data set into one hundred equal parts. There are 99% percentiles, These
are P1, P2, P3, P1, P1,
PR
PPR = ∙n where PR is called the percentile rank
100

Example: Determine the lowest 80% in the distribution of mathematics ratings in a grade 10
class: 27 34 43 49 50 54 59 63 65
80
P80 = ∙9 = 7.2 Round up 7.2 to the nearest integer, which is 8. Thus, P80 is the 8th value.
100
And from the given data, the 8th value is 63. Thus 63 divides the distribution into 2 parts, the
lowest 80% from the highest 20%.

Quartiles, Deciles and Percentiles for Grouped Data

The formula for calculating Q1,

and Q3
3n

Q1 = lb +
n
4
−c f b
i Q3 = lb + 4
−c f b
f q3
i
f q1

where:
lb – lower class boundary of the quartile

c f b =Cumulative frequency before the quartile class

f q1 = frequency od the Q1 class
n = total frequency
i = class width or class size
 The Formula for Deciles
n
k∙ −cfb
Dk = Lb + 10
f decile class
∙i

where:
lb – lower class boundary of the quartile
c f b =Cumulative frequency before the decile class
f decile class = frequency of the decile class
n = total frequency
i = class width or class size

The Formula for Percentiles

n
PR ∙ −cfb
DPR = Lb + 100
f percentile class
∙i

where:
lb – lower class boundary of the quartile
c f b =Cumulative frequency before the decile class
f decile class = frequency of the decile class
n = total frequency
i = class width or class size

Example
The frequency distribution below shows the summative Mathematics Test results of 40
students
Scores Frequency Cumulative Frequency (<cf)
30 – 34 6 6
35 – 39 7 13
40 – 44 8 21
45 – 49 9 30
50 – 54 5 35
55 – 59 5 40
n = 50

Determine the following: Q1, Q3, D8, P95

We will solve first the lower quartile or Q1, by finding the values which we should substitute to
the formula
Explanation Solution
n n 40
−¿ Determine the Q1 class in the = 4 = 10
4 4
frequency table, Locate where 10 scores fall
under <cf column, this will determine the
quartile class, so, Q1falls within 35-39.
c f b - Determine the value of the cumulative c f b =6
frequency before the Q1 class
7 is the Cumulative frequency before the
interval 70 – 74
f q1−¿ Determine the frequency of the Q1 f q1 = 7
class
 Determine the lower class boundary of the Q1
class lb = 34.5
The Q1 class is 35-39, so, (34 +35)÷ 2
i - Determine the class width (i)
35,36,37,38,39 i=5
Substitute the values obtained to the formula n
Q1 = lb + 4
−c f b
f q1
I
10−6
Q1 =34.5 + 7
∙ 5
= 34.5 + 2.86
= 37.36

The lower quartile or Q1 of the distribution is 37.36. This means that 25% of the students
have scores less than or equal to 37.36 and 75% of the students have scores greater than 37.36

We will solve now the upper quartile or Q3, by finding the values which we should substitute to
the formula
Explanation Solution
3n 3 n (40)
−¿ Determine the Q3 class in the =3 = 33
4 4 4
frequency table. , Locate where 10 scores fall
under <cf column, this will determine the
quartile class, so, Q3falls within 45-49.
c f b - Determine the value of the cumulative c f b =21
frequency before the Q3 class
21 is the Cumulative frequency before
the interval 45 – 49
f q3−¿ Determine the frequency of the Q3 f q3 = 9
class
Determine the lower class boundary of the Q3
class lb = 44.5
The Q3 class is 45 – 89, so, (44 +45)÷ 2
i - Determine the class width (i)
45,46,47,48,49 i=5
Substitute the values obtained to the formula 3n
Q3 = lb + 4
−c f b
f q3
I
30−21
Q3 =44.5 + 9 5
= 44.5 + 5
= 49.5

The upper quartile or Q3 of the distribution is49.5. This means that 75% of the students have
scores less than or equal to 49.50 and 25% of the students have score greater 49.50

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We will solve now D8, by finding the values which we should substitute to the formula
Explanation Solution
 n n ( 40)
k∙ −¿ Determine D8 class in the k∙ = 8 = 32
10 10 10
frequency table. , Locate where 32 scores fall
under <cf column, this will determine the
quartile class, so, D8 falls within 50-54.

c f b - Determine the value of the cumulative c f b =30

frequency before the D8 class
30 is the Cumulative frequency before
the interval 50 – 54
f decile class −¿Determine the frequency of D8 f decile class =5
class
Determine the lower class boundary of the D8
class lb = 49.5
The D8 class is 50 – 54, so, (49 +50)÷ 2
i - Determine the class width (i)
50,51,52,53,54 i=5
Substitute the values obtained to the formula n
k∙ −cfb
Dk = Lb + 10
∙i
f decile class
32−30
Dk =49.5 + 5
5

= 49.5 + 2
= 51.5

D8 of the distribution is 51.5. This means that 80% of the students have scores less than or
equal to 51.50 and 20% of the students have scores more than 51.50

We will solve now P95, by finding the values which we should substitute to the formula
Explanation Solution
n n ( 40)
PR ∙ −¿ Determine P95 class in the PR ∙ = 95 = 38
100 100 100
frequency table. , Locate where 38 scores fall
under <cf column, this will determine the
quartile class, so, P95 falls within 55-59.

c f b - Determine the value of the cumulative c f b =35

frequency before the P95 class
35 is the Cumulative frequency before
the interval 55 – 59
f perncentile class −¿Determine the frequency of P95 f perncentile class =5
class
Determine the lower class boundary of the P95
class lb = 54.5
The P95 class is 55 – 59, so, (54 +55)÷ 2
i - Determine the class width (i)
55,56,57,58,59 i=5
Substitute the values obtained to the formula n
PR ∙ −cfb
PPR = Lb + 100
∙i
f percentile class
38−35
P95 =54.5 + 5
5

= 54.5 + 3
= 57.5
P95 of the distribution is 51.5. This means that 95% of the students have scores less than or equal to
57.50 and 5% of the students got scores above 57.5
Topic # 2: FORMULATION OF STATISTICAL RESEARCH

A. Background Information:
Statistical mini research is the output of data gathered through questionnaire, interview,
observation, and experimentation from an identified set of samples. This is useful in the field of
business, education, politics, psychology, and others. Careful analysis of statistical data is
required when you conduct a statistical research. The outcome of this analysis is used for the
establishment of conclusion and recommendation of the study. In some cases, a statistical mini
research can forecast numerical information.
Steps in formulating a Statistical Mini research
1. State the problem
It is important that you set the limitations of your research. These limitations will be
explicitly stated in the problem. Having a more specific problem can make your statistical mini
research easier.
The following are some factors that you can consider when stating the problem of your
research.
1. Set the topic that you want to research. This topic should be something that interest
you. It should also be timely or trending so that it would reach a wider
audience.
2. Identify if your research would be descriptive or inferential. Descriptive statistics
refers to the collection , presentation, characterization, and summarization of data
through numerical descriptions. Inferential statistics needs to have a conclusion about a
large body of data through a subset or sample set.
3. Know where you can possibly source your data for this research. At this point, you
may consider setting limitations for your research.
4. State the hypothesis. Hypothesis is a proposed explanation or answer to the problem
stated based on the limited data gathered at the beginning of the research. Make sure
that your hypothesis is a set of sensible and sound assumptions.

2. Design the Research

The design is the blueprint of your statistical mini research. It provides the procedures
on how will you go about with your research. The research design explains the data collection
method and the statistical analysis plan in order to come up with a reliable result and
conclusion.

3. Gather the data

Data gathering is one of the most challenging part of the research. Some data are
readily available from school records or government websites while others can be obtained
through surveys, questionnaires, interviews, or observation. There are many ways and
techniques that you can use when you gather data. This is dependent on your research topic.

4. Analyze the data

Data analysis is the heart of your research work. This is where all the data that you have
gathered will be transformed into meaningful information. Statistics offer different techniques to
analyse a given data. For example, if you are venturing in descriptive statistics, you may use
the measures of central tendencies. But if you would like to compare one data from another,
variance or standard deviation may be helpful.

5. Summary, conclusions and recommendations

Last but definitely not the least, you have to organize the finding of your data to be presented to
your target audience. You can use statistical tables and graphs to better summarize and
present your conclusion. Check if your solution is similar with the hypothesis. Generate
recommendations and suggestions for future researchers.

Example: Below is an example of an Statistical Mini Research

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When starting a statistical mini research, ask the following questions to help you state the
problem:

Questions Possible Answers

Impact of Facebook usage to the Academic
1. What do you want to Know? Performance
2. Who are the target respondents? Grade 9 students of San Agustin Institute of
Technology
3. How are the participants selected? Randomly selected
4. What is the time frame of your research? AY 2020 – 2021

Hypothesis of your research

Problem: What is the impact of Social Networking Sites (SNS) usage to the academic
performance of randomly selected grade 9 students of San Agustin
Institute of Technology? AY 2021– 2022

Null Hypothesis: Social Networking Sites (SNS) usage contributes negatively to academic
performance

Alternative Hypothesis: Social Networking Sites (SNS) usage contributes positively to academic
performance

Research Design:

1. Conduct a survey among the randomly selected Grade 9 students of San Agustin
Institute of Technology High School for AY 2020 – 2021. This survey should be able
to ask the following:

 Number of social networking sites (SNS) accounts.

 Most visited SNS
 Hours spent in the most visited SNS per week
 Purpose of the usage of SNS
 Does the usage of SNS enhance their learning skills
 Does it contribute to their academic activities?

2. From the school records, find the average GPA of the respondents involved in the
study. Correlate it with the hours they spend in the most visited SNS per week.

3. Plot your results in a line graph. Identify whether or not there is a positive and
negative correlation between the use of SNS and their GPA.

Formulate your conclusion and recommendations.

Topic #3: APPROPRIATE STATISTICAL METHOD TO INTERPRET

RESEARCH DATA

A. Background Information:
It is important to identify the statistical method as you formulate the design of
your research. To ensure accurate interpretation of the data that you have gathered, you
should know how to determine the appropriate statistical method for your research.
Some of the most common statistical method used in researches are the
measures of central tendency and measures of variability.

A. MEASURES OF CENTRAL TENDENCY are statistical methods used to identify the center of
the distribution of the given set of data. It is known as a typical data.

Mean, median and mode are commonly used to locate the center distribution of a given set of
data
Mean ( x ) – refers to the average of the data
Median (~ x ) – is the point in the distribution that divides the data into two equal parts
Mode ( ^x ) – is the data or score in the distribution that appeared the most.
 HSD- FO - 003
Examples:

1. UNGROUPED DATA

Teresa got the following grades for the third grading period. Find the mean, median and
mode.
90 , 87 , 94, 88, 85, 90

Mean ( x ) =
∑ x = 90 , 87 , 94 , 88 , 85 , 90 = 89
n 6

88+90
Median (~
x ) = 85, 87, 88, 90, 90, 94 = = 89
2

Mode ( ^x ) = 85, 87, 88, 90, 90, 94 = 90

2. GROUPED DATA

1. Calculate Mean, Median, Mode from the following grouped data

Class Frequency
2-4 3
4-6 4
6-8 2
8 - 10 1

Solution:
Class Frequency (f) Mid value (x) f⋅x cf
(1) (2) (3) (4)=(2)×(3) (6)

2-4 3  3   3
 9 
 7
4-6 4  5   20 

 14   9 
6-8 2  7 

 9   10 
8-10 1  9 

--- --- --- --- ---

-- n=10 -- ∑f⋅x=52 --

Mean  = ∑fxn
52
= 10
=5.2

To find Median Class

n
= value of ( )th observation
2
10
= value of ( )th observation
2
= value of 5th observation

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From the column of cumulative frequency cf, we find that the 5th observation lies in the class 4-
6.
∴ The median class is 4-6.
Now,
∴L=lower boundary point of median class =4
∴n=Total frequency =10
∴cf=Cumulative frequency of the class preceding the median class =3
∴f=Frequency of the median class =4
∴c=class length of median class =2

n
−cf
Median M=L+ 2 ∙c
f

5−3
=4+ ⋅2
4
2
=4+ ⋅2
4
=4+1
=5

To find Mode Class

Here, maximum frequency is 4.

∴ The mode class is 4-6.

∴L=lower boundary point of mode class =4

∴f1= frequency of the mode class =4

∴f0= frequency of the preceding class =3

∴f2= frequency of the succedding class =2

∴c= class length of mode class =2

f 1−f 0
Z=L+( f1-f02⋅f1-f0-f2)⋅c
2. f 1−f 0−f 3

4−3
= 4+ ∙2
2.4−3−2

1
= 4+( )⋅2
3

= 4+0.6667

=4.6667

B. MEASURES OF VARIABILITY – describes the spread of the distribution and is used to

measure he position of a given data in relevance to the mean. In statistics, we keep the
variation small. A small variation signifies a good spread of data in the study.

The following are the most common measures of variability

  Range – the difference between the maximum and the minimum scores
 Interquartile range – he difference between the lower and upper quartiles
 Variance – the average squared deviation from the mean population
 Standard deviation – is a single value that shows variation about the mean.

Example 1. Given the data below, compute for the variance and standard deviation
80, 78, 85 , 87, 90

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Solve for the mean

80 ,78 , 85 , 87 , 90
x= = 84
5

Grades (x) x-x (x - x )2

80 80 – 84 = - 4 16
78 78– 84 = - 6 36
85 85– 84 = 1 1
87 87– 84 = 3 9
90 90– 84 = 6 36
n=5 ∑ ¿¿
The formula used to compute for the variance is
2
x =∑ ¿ ¿
Where s is the standard of deviation
n is the number of observations
x is the mean of the data set
Substituting the values
2 98
x= = 19.6
5

The formula used to compute for the standard deviation of ungrouped data is

s¿ √∑ ¿ ¿ ¿ ¿ or the square root of variation.

Therefore, the variance s = √ 19.6 ≈ 4.43

Prepared by:
ROSEMARIE V. CADELIÑA, LPT
Subject Teacher/Academic Coordinator
Reviewed and recommended by: Approved by:

ROQUEZA L. ABITONA, LPT GART R. SOLATORIO, PhD

Subject Moderator Principal
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HIGH SCHOOL DEPARTMENT

LEARNING ACTIVITY #1
MATHEMATICS 10

Name: ___________________________________Grade & Section: _________________

A. Describe the following words briefly:

1. Quartiles

2. Deciles

3. Percentiles

4. Second quartiles

5. IQR

B. Find the indicated measures of each item below:

1. Arrange each set of observations in ascending order and determine the lower and upper
quartiles.

Given: Scores of students in a mathematics test 82, 75, 92 , 96, 78 , 82 , 77 , 88,

90, 95, 85, 86

Q1 = __________________ Q3 = ___________________

SOLUTION HERE:

2. Arrange each set of observations in ascending order and determine the

indicated decile..

75,78,73,71,59,64,74,56,61,71,59,64,75,78,73,74,56,61

D2 = ________________ D7= ___________________

SOLUTION HERE:
 HSD- FO - 003

C. Solve the following problem and interpret the result.

1. Every month, George collects old newspapers from the 30- houses in his community. The
data for the collection last month is summarized in the table below.

Weighs of the newspapers No. of Houses (frequency

collected per house (in kg)
18 – 20 3
15 – 17 4
12 – 14 9
9 – 11 7
6–8 6
3–5 1

Determine the following:

a. Q3 b. D4 c. D8

SOLUTION HERE:
2. Mrs. Ocampo consolidated the First Quarter Test Result in Mathematics Grade 10. The table
below shows the result
Scores Frequency

46 – 50 7
41 – 45 8
36 – 40 12
31 – 35 5
26 – 30 6
21 – 25 9
16 – 20 3

Calculate the 62nd percentile and the 25th percentile

SOLUTION HERE:

Name & Parent’s Signature: ________________________ Date: _____________

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 HIGH SCHOOL DEPARTMENT
LEARNING ACTIVITY #1
MATHEMATICS 10

Name: ___________________________________Grade & Section: _________________

General Instruction: show your solutions for each problem below. Use the solution paper
provided.

1. Given the following data, compute for the mean, median and mode.
12 17 18 2 19
20 15 22 16 8
20 23 11 25 9

2. Determine the range, IQR and the standard deviation of the following data
17, 21, 20, 24, 28, 40

3. The age of the 100 employees in Company A is listed in the frequency table below. Complete
the table and then find the mean, median and mode.

Age No. of Mid value(x)

Employees (f) f∙x cf
51 – 60 5
41 – 50 15
31 – 40 25
21 - 30 40

4. Find out which of the two publishing houses has more variable number of days / duration in
completing an elementary series for Araling Panlipunan by computing he variance and the
standard deviation
Grade Publisher A Publisher B
1 20 days 40 days
2 30 days 45 days
3 25 days 40 days
4 40 days 35 days
5 35 days 50 days
6 30 days 45 days

Name & Parent’s Signature: ________________________ Date: _____________

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SOLUTION PAPER FOR ACTIVITY # 2

Name: ________________________________ Grade & Section: _____________

 HIGH SCHOOL DEPARTMENT
PERFORMANCE TASK
MATHEMATICS 10

GENERAL INSTRUCTION:
You may have a groupm of 5-6 members. Submit your output in a long bond paper
placed in a clear folder.

Following the steps in formulating a mini research, develop a mini research of any of the
topics below or develop a topic that interest you most.(CHOOSE ONLY ONE TOPIC)

 What is the demographic profile of the parents of the junior high school students
in terms of age, gender, educational attainment, civil status, and profession?
 How much time do students devote in studying? Do students develop study
habits?
 Why are millennials always online?
 What are the sports that millennials will usually play?
 What is the health profile of the students of the 21st century?

NOTE: I WILL BE SENDING THROUGH OUR GC THE TEMPLATE FOR THE COVER PAGE