Learning Area Grade Level 10

W4
Mathematics
Quarter Fourth Date
I. LESSON TITLE PROBLEMS INVOLVING MEASURES OF POSITION
II. MOST ESSENTIAL LEARNING The learner solves problems involving measures of position. (M10SP-IVd-e-1)
COMPETENCIES (MELCs)
III. CONTENT/CORE CONTENT Solving problems involving measures of position
IV. LEARNING PHASES AND LEARNING ACTIVITIES
A. Introduction (Time Frame: 10 minutes)
Learning Objectives: At the end of the lesson, you are able to:
a. analyze problems involving measures of position;
b. use the appropriate procedure in solving problems involving measures of position
and
c. appreciates the importance of measures of position in real life situations.
In solving a word problem, it is important to analyze it carefully to easily identify the proper solution.
Considering problems involving measures of position, the following questions should be answered correctly to come up with
the right answer:
1. What is the data being presented in the problem? Is it ungrouped or grouped data?
2. What measure of position is being asked? Is it quartile? decile? percentile?
3. What is the procedure to perform and the formula to use?
B. Development (Time Frame: 80 minutes)
Try to study the illustrative examples below.
Illustrative Example 1
San Pablo City is well-known to its delicacies made of coconut. One of them is the buko pie. According to Mang Carlos, an
online seller of buko pie, his sales has increased due to the demand of online services due to pandemic. The following data is
the number of buko pie boxes being sold for the past ten days: 35, 42, 37, 47, 38, 38, 43, 46, 35, 32. Find 𝑄3 .

Solution:
Answering the guide questions above,
a) The data is ungrouped.
b) The measure of position being asked is 𝑄3 .
STEPS ILLUSTRATION
1. Arrange the values in the distribution in ascending 32, 35, 35, 37, 38, 38, 42, 43, 46, 47
order.
3
2. Find the position of 𝑄3 by using (𝑛 + 1) where n is the 𝑛 = 10
4 3 3 3
number of values. The resulting value must be rounded Position of 𝑄3 = (𝑛 + 1) = (10 + 1) = (11) = 8.25. The
4 4 4
to the nearest integer. However, if the resulting value falls resulting value 8.25 becomes 8 after rounding it off to the
halfway between two integers, round it down. nearest integer. Hence 𝑄3 is the 8th value.
3. Look at the arranged distribution. Based on the given distribution,
Third Quartile or 𝑄3 : the value that falls under the 𝑄3 = 43.
computed position of 𝑄3 .
Therefore, it can be said that 75% of the number of buko pie boxes being sold for the past ten days is less than or equal to 43.

Illustrative Example 2
Coconut oil is one of the benefits of coconut tree to human lives. It contains natural saturated fats that increase good
cholesterol levels in human bodies. In TLE we learned about these saturated and unsaturated fats. One of the factories
manufacturing the product is Tropicana Food Products, Inc. (TFPI) which was founded in 1975 at the heart of “Coconut City”
– San Pablo City, Laguna. TFPI has been the manufacturer of coconut products such as pioneering Virgin Coconut Oil (VCO)
production in 1985. It has been a major supplier of many VCO brands both locally and internationally. Supposed it has 50
employees with the age data shown below:

Age Frequency
51-55 3
46-50 7
41-45 12
36-40 8
31-35 9
26-30 11
Find 𝑃60 .
IV. LEARNING PHASES AND LEARNING ACTIVITIES
Solution:
Answering the guide questions in solving the word problem.

a) The data is grouped.

b) The problem is asking for 𝑃60 .
c) Formula:
𝑘𝑁
− 𝑐𝑓𝑏
𝑃𝑘 = 𝐿𝐵 + (100 )𝑖
𝑓𝑃𝑘
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, 4, 5,6 ,7 8, 9, …, 99

Age Frequency Lower Less than

(f) Boundary Cumulative
(LB) Frequency
(<cf)
51-55 3 51-0.5=50.5 47+3=50
46-50 7 46-0.5=45.5 40+7=47
(29th-40th value) 𝑃60 class
41-45 12 41-0.5=40.5 28+12=40
36-40 8 36-0.5=35.5 20+8=28
31-35 9 31-0.5=30.5 11+9=20
26-30 11 26-0.5=25.5 11
N=50

STEPS ILLUSTRATION
1. Find the position of the 𝑃60 class. Position of the 𝑃60 class =
60𝑁
=
60(50)
= 30.
100 100

2. Then, look for the class interval where 30th value belongs. 30th value belongs to 29th – 40th value.
41-45 is the 𝑃60 class.
3. LB is the lower boundary of the 𝑃60 class. 𝐿𝐵 = 40.5
4. 𝑐𝑓𝑏 is the less than cumulative frequency below the 𝑃60 class. 𝑐𝑓𝑏 = 28
5. 𝑓𝑃65 is the frequency of the 𝑃60 class 𝑓𝑃60 = 12
6. 𝑖 is the size of class interval. Count the values from a class interval. 𝑖=5
7. Substitute the values in the formula and get the final answer. 60𝑁
− 𝑐𝑓𝑏
𝑃60 = 𝐿𝐵 + ( 100 )𝑖
𝑓𝑃60
60(50)
− 28
𝑃60 = 40.5 + ( 100 )5
12
30 − 28
𝑃60 = 40.5 + ( )5
12
2
𝑃60 = 40.5 + ( ) 5
12
𝑃60 ≈ 41.33

Interpretation: 60% of the employees of Tropicana Food Products, Inc. have ages of less than or equal to 41.33.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
C. Engagement (Time Frame: 40 minutes)
Learning Task 1
Solve the following problem.

Mrs. Marasigan is a veterinarian. The Veterinarian is VET, in short, a person who is qualified to treat sick or injured animals such
as cats or dogs. Beterinaryo in Filipino, manggagamot ng hayop na may karamdaman o sakit. The average salary for a
Veterinarian in our country per year is ₱ 286,802. One morning, Vet Marasigan asked her secretary to record the service time
she rendered for 15 customers.

The following are service times in minutes: 20, 35, 55, 28, 46, 32, 25, 56, 55, 28, 37, 60, 47, 52, 17.

Find the values of 𝑄1 , 𝐷7 , and 𝑃30 . Interpret each measure of position.

Learning Task 2
Grade 10 students are required to take the National Career Assessment Examination (NCAE). It helps students to identify
which strands they should take in Senior High School and courses in college. The students in the moving-up class 10-Hera of
San Jose National High School obtained the following scores in the NCAE.
Class Interval F
46-50 4
41-45 5
36-40 7
31-35 11
26-30 13
Find the 3rd quartile, the 62nd percentile, and the 8th decile of the set of data. Interpret each measure of position.
D. Assimilation (Time Frame: 40 minutes)
Learning Task 3A
Consider the situation below and solve the following problem.
Teacher Marites conducted a pretest in Mathematics for the First Quarter to 10 students of her advisory section. The following
is the result of the test: 23 38 28 46 22 20 18 34 36 35.

Determine and interpret the following:

a. 3rd quartile
b. 6th decile
c. 55th percentile

Learning Task 3B
As part of the mini-research paper in Mathematics of Grade 10-Demeter, they conducted a survey on the number of minutes
the students of Grade 10-Hermes spend in studying their lessons at home. The result of the survey is as follows:
Number of Number of
Minutes Students
101-115 15
86-100 5
71-85 9
56-70 10
41-55 6
26-40 5
Find and interpret the following:
a. first quartile
b. third decile
c. 90th percentile
IV. LEARNING PHASES AND LEARNING ACTIVITIES
V. ASSESSMENT (Time Frame: 30 minutes)

Solve the following problems.

1. San Jose National High School – Mathematics Department conducted a quiz bee with selected Grade 10 students as
participants. This was part of the Festival of Talents for the Second Grading Period. The twenty contestants had the following
scores: 24, 37, 25, 25, 39, 42, 28, 25, 31, 37, 32, 45, 33, 21, 30, 43, 42, 46, 33, 40. Find 𝑄3 , 𝐷2 , and 𝑃40 . Interpret each measure.

2. Baekhyun conducted a survey on the daily allowances of his classmates as part of his requirement in Mathematics 10. The
survey result is shown below:
Allowance Frequency
71-80 8
61-70 6
51-60 9
41-50 13
31-40 4

Find 𝑄1 , 𝐷9 , and 𝑃80 . Interpret each measure.

VI. REFLECTION (Time Frame: 5 minutes)
• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning LP Learning LP Learning LP Learning LP Assessment LP
Task 1 Task 2 Task 3A Task 3B
𝑄1 𝑄3 a a Number 1
𝐷7 𝑃62 b b Number 2
𝑃30 𝐷8 c c

VII. REFERENCES Mathematics Learners Module Grade 10, p. 362-395

Prepared by: Rolito G. Asombra Checked by: MA. FILIPINA M. DRIO

MARIA LAILA R. MALOLES
CRISTINA O. HENRY P. CONTEMPLACION
ROSAS