Mathematics Quarter 4 – Module 34 Measures of Position of Class Interval Frequency (f) Lower Class Less Than

Grouped Data Boundary Cumulative

(LCB) Frequency (<
This module was designed and written with you in mind. It is here 𝒄𝒇 )
to help you understand the measures of position of grouped data. 36-40 2 35.5 60
The scope of this module permits it to be used in many different 31-35 7 30.5 58
learning situations. The lessons are arranged to follow the 26-30 6 25.5 51
standard sequence of the course but the pacing in which you 21-25 12 20.5 45
read the contents and answer the exercises in this module will 16-20 15 15.5 32
depend on your ability. 11-15 10 10.5 17
6-10 4 5.5 7
After going through this module, you are expected to be able to
1-5 3 0.5 3
demonstrate understanding of key concepts of measures of
1. How may Grade 10 students were asked to recall our Philippine
position. Specifically, you should be able to: National Heroes? A) 13 B) 15 C) 30 D) 60
1) calculate a specified measure of position (quartile, decile, 2. What is the size of the class interval?
percentile) A) 3 B) 4 C) 5 D) 6
3. What is the 𝑄3 of the distribution?
of grouped data.
A) 20.5 B) 25.5 C) 30.5 D) 35.5
2) interpret measures of position; and
4. Which of the following is the 𝐷4 class?
3) solve problems involving measures of position of grouped
A) 1-5 B) 6-10 C) 11-15 D) 16-20
data.
5. What is the less than cumulative frequency (<cf) of the class interval
What I Know containing
Directions: Read and answer each item carefully. Write the letter the 𝑄1?
of the correct answer on your answer sheet. For numbers 1 to 9, A) 3 B) 7 C) 17 D) 32
refer to the table below. 6. What is the 𝑄1 of the distribution?
A) 14.5 B) 16.5 C) 17.5 D) 18.5
For numbers 1 to 9, refer to the table below. A group of Grade 10 7. What does it mean if 𝑄2 is 19.83?
students were asked to write down all the Philippine National A) 50% of the students were able to recall 20 heroes.
B) 19 students were able to recall 50% of the heroes.
Heroes that they know in 5 minutes. The following distribution
C) 50% of the students were able to recall more than 20 heroes.
contains the number of heroes they were able to recall in 5 D) 50% of the students were able to recall less than or equal to 20
minutes. The Class Intervals contain the numbers of heroes the heroes.
8. What is 𝑃65 of the distribution?
students were able to recall. The Frequency is the number of A) 22 B) 22.5 C) 23.19 D) 23.21
students. 9. What does it mean if 𝑃75 is 25.5?
A) 75% of the students were able to recall 26 heroes.
B) 75% of the students were able to recall more than 26 heroes.
C) 75% of the students were able to recall less than or equal to 26
heroes.
D) None of the above.
Lesson Calculates a Were you able to find the correct answers in the previous activity? Did
you find it easy? If you had a hard time answering it, probably

1 specified
measure of
because there are many data values in the ungrouped data.There are
only 30 values in the data set. What if there will be hundreds, or even
thousands of data values? Hence, to facilitate in finding the required
measures of position, we need to group this set of data and present
position of a them through a frequency distribution table.

set of data The frequency distribution table is a tabular presentation of

quantitative data grouped into numerical intervals called classes or
class intervals together with the number of observations in each class
What’s In called the frequency.

Let us have a review on how to find the measures of position for It is a simple and effective method of organizing and
ungrouped data. Do the following activity. presenting numerical data so that one can grasp an over-all picture of
the data set.
Activity 1
Do you have a Facebook account? Have you ever wondered how The Frequency Distribution Table, FDT, can have as many as eight
many will respond to your cover photo after uploading it? columns or more, but we will be using four columns in this module,
specifically for the measures of position: Class Interval (CI),
A group of students is curious on how many will react to their cover Frequency (f), Lower Class Boundary (LCB), and the Less Than
photos after uploading. So, they changed their Facebook cover Cumulative Frequency (<cf).
photo simultaneously. After exactly 5 minutes, they recorded the Class Interval Frequency (f) Lower Class Less Than
number of reactions. Listed below are the number of reactions Boundary Cumulative
each student received. (LCB) Frequency
(<cf)
29 18 12 28 50 31 29 40 37 40
Before we learn how to solve for the measures of position of grouped
21 22 21 24 20 14 34 30 38 35 data, we first need to learn how to construct a frequency distribution
table. We will use the problem that we had in Activity 1 as example.
26 28 48 16 18 31 15 22 27 37
Example. The following data are the numbers of reactions received by
the students on their Facebook cover photo. Make a grouped
frequency distribution table.
Based on the number of reactions received by each student shown
above, 29 18 12 28 50 31 29 40 37 40
determine the following:
21 22 21 24 20 14 34 30 38 35
a. 𝑄1 26 28 48 16 18 31 15 22 27 37
b. 𝐷6
To construct a frequency distribution table, follow the following steps
c. 𝑃30
Step 1. Determine the range. Range is the difference between Step 5. Fill in the frequency of each class interval. The
the highest and the lowest values in the set of data. frequency is the number of observations within the class
Range = Highest Value – Lowest Value interval. We do this by counting the number of
Range = 50 – 12 observations in the class interval from the given data set.
Range = 38

Step 2. Decide the approximate number of classes in which

the data are to be grouped. The ideal number of classes is
from 5 to 20. You may also use the following formula to
determine the number of classes, K.
K = √𝑁
Where: N is the total number of observations. Step 6. Complete the lower-class boundary of each class
Hence, interval. The lower-class boundary is found by subtracting
K = √𝑁 0.5 units from the lower-class integral limit.
K = √30
K ≈ 5.48 ≈ 5 round off to the nearest integer

Step 3. Solve for the class width, i, by dividing the range by

the number of classes and round it to the nearest odd integer.
𝑖 = 𝑅𝑎𝑛𝑔e
K
𝑖 = 38 Step 7. Fill in the column for less than cumulative
5 frequency. The cumulative frequency means summing up
i ≈ 7.6 ≈ 7 round to the nearest odd integer. (This will assure that the consecutive frequencies.
the class marks or midpoints are integers rather than mixed
numbers)

Step 4. Start making the frequency distribution table by

completing the first column (class interval). Since 12 is the
lowest value, it will be the first lower integral limit. To get the
first upper limit, add (i – 1) to the first lower limit.

I hope that you were able to understand how to create a

frequency distribution table.

Now, your turn!

Activity 2. Example 1. Consider our frequency distribution on the number of
Facebook reactions of cover photos of different students, calculate
Twenty people were nominated to do the push-up challenge. To 𝑄1, 𝑄2, and 𝑄3.
do this, they must record the number of push-ups they can do
every day for twenty-five days. Below is the list of the number of
push-ups they were able to do on the first day.
5 9 0 30 25 15 19 17 18 18
10 15 18 12 18 1 5 3 3 26
Make a Grouped Frequency Distribution Table for this data set.
Write your answer on a 1 whole sheet of pad paper.

What is It
Solution: Before we can answer the problem, we first need to
This part of the module discusses how to solve for the measures of complete the frequency distribution table:
position (quartile, decile, and percentile) of grouped data.

The Quartiles for Grouped Data Quartiles divide the

distribution into four equal parts.
To find 𝑄1, 𝑄2, and 𝑄3, we first need to determine the 𝑄1, 𝑄2, and
𝑄3 classes, respectively.
The 𝑄1 class is the class interval where the ( 𝑁 4 ) 𝑡ℎ data is
contained.
The 𝑄2 class is the class interval where ( 2𝑁 4 ) 𝑡ℎ data is
contained. Calculate 𝑄1. 1. Determine the 𝑄1 class. It is the class interval that
The 𝑄3 class is the class interval where ( 3𝑁 4 ) 𝑡ℎ data is contains the ( 𝑁 4 ) 𝑡ℎ data.
contained.
Once the 𝑄1, 𝑄2, and 𝑄3 classes are determined, compute for 𝑄1,
𝑄2, and 𝑄3. The following formula is used.

This means that 𝑄1 is at the 7.5th position. Thus, we need to find

the class interval where the 7.5th data is contained using the less
than cumulative frequency (< 𝑐𝑓) column.
The 7.5th data is contained between the 7th and the 12th data.
B) Calculate 𝑄2.
1. Determine the 𝑄2 class. It is the class interval that contains the ( 2𝑁
4 ) 𝑡ℎ data.

This means that 𝑄2 is at the 15th position. Thus, we need to find the
class interval where the 15th data is contained using the less than
cumulative frequency (< 𝑐𝑓) column. The 15th data is contained
between the 13th and 21st data.
 Therefore, 𝑄3 belongs to the class interval 33-39.
2. Compute 𝑄3 using the formula:

Therefore, 50% of the group of students have less than or equal to

27.83 reactions.
C) Calculate 𝑄3.
1. Determine the 𝑄3 class. It is the class interval that contains the
( 3𝑁 4 ) 𝑡ℎ data.

This means that 𝑄3 is at the 22.5th position. Thus, we need to find

the class interval where the 22.5th data is contained using the less
than cumulative frequency (< 𝑐𝑓) column.
The 22.5th data is contained between the 22nd and the 26th data.
 a. Calculate 𝐷6.
1. Determine the 𝐷6 class. It is the class interval that
contains the ( 6𝑁 10) 𝑡ℎ data.

Example 1. Consider our frequency distribution on the number of

Facebook reactions of cover photos of different students, calculate
𝐷6.
 Solution: Before we can answer the problem, we need first to
complete the frequency distribution table:

The Percentiles for Grouped Data

Percentiles divide the distribution into one hundred equal parts.
To find the percentiles, we first need to determine the percentile
classes. T
he 𝑃𝑘 class is the class interval where the ( 𝑘𝑁 //100) 𝑡ℎ data is A) Calculate 𝑃30.
contained. Next, in computing for 𝑃𝑘 the following formula is used
1. Determine the 𝑃30 class. It is the class interval that contains the
( 30𝑁 100) 𝑡ℎ data.

This means that 𝑃30 is at the 9th position. Thus, we need to find the
class interval where the 9th data is contained using the less than
cumulative frequency (< 𝑐𝑓) column.
Example 1. Consider our frequency distribution on the number of
Facebook reactions of cover photos of different students, calculate
𝑃30.
 Activity 3.
Construct a Grouped Frequency Distribution for each data set.
A) Below is the data set on the number of push-ups performed by a
group of
students on the first day of the Push-Up Challenge from the “What’s
New” section
of this module.
5 9 0 30 25 15 19 17 18 18
10 15 18 12 18 5 1 3 3 26
Calculate the following: 𝑄2, 𝐷6, 𝑃95. Then, make a conclusion for each
result.

B) Below is a set of data on the Annual Income (in thousands) per

family in the
different regions of the Philippines.
460 354 287 265 334 384
257 235 266 308 227 228
250 268 242 243 161
Calculate the following: 𝑄3, 𝐷9
, 𝑃95. Then make a conclusion for each result.
Therefore, 30% of the group of students have less than or equal to
22 reactions.

Let’s check your understanding of the lesson. In case you do not

know what to do, just go over the discussions in the “What is It”
section of this module.