Mathematics 10

Fourth Quarter
Week 1 – Week 7
I. Objectives
Week 1
A. Content Standards
The learner demonstrates understanding of key concepts, uses and importance of Statistics, data
collection/gathering and the different forms of data representation, measures of central tendency,
measures of variability, and probability.
B. Performance Standards
The learner is able to collect and organize data systematically and compute accurately measures of
central tendency and variability and apply these appropriately in data analysis and interpretation in
different fields.
C. Learning Competencies
The learner
1. poses problems that can be solved using statistics.
2. formulates simple statistical instruments.
D. Objectives
At the end of the lesson, the learners should be able to:
1. define statistics;
2. explain the basic concepts, uses and importance of statistics;
3. identify problems that can be solved using statistics; and
4. formulate simple statistical instruments.
II. Content: Introduction to Statistics
History of Statistics
Statistics is as old as man’s societal existence. As a discipline, it began when man began to count and
measure all that are countable and measurable.
Historically, statistics dated back to the ancient Egyptians and Chinese who used charts and tables to
keep state records. Around 2000 B.C., the Chou Dynasty extensively recorded its revenue collection and
expenditure. Thus, in ancient days, state-istics, was the place to find information on taxes, soldiers, crop yields,
and athletic endeavors. It helped governments investigate how many farms are taxable and how many means
are ripe for military training. Among many other, it determined birth and mortality rates.
The man who first begun the study of statistics is John Graunt (1620-1674) when he published his
book, Natural and Political Observations upon the Bills of Mortality. He, along with William Petty, developed
early human statistical and census methods that later provided a framework for modern demography. He is
credited with producing the first life table, giving probabilities of survival to each age. He is also considered as
one of the first experts in epidemiology, since his famous book was concerned mostly with public health
statistics.
Definition of Statistics

Statistics is a branch of Mathematics that deals with the scientific collection, organization, presentation,
analysis, and interpretation of numerical data in order to obtain useful and meaningful information.

 collection of data - refers to the process of obtaining information

 organization and presentation of data - refers to the ascertaining manner of presenting the data into
tables, graphs or charts.
 analysis of data - refers to the extracting relevant information from the given data from which
numerical description can be formulated.
 interpretation of data - refers to the task of drawing conclusions from the analyzed data.
Statisticians contribute to scientific enquiry by applying their knowledge to the design of surveys and
experiments; the collection, processing, and analysis of data; and the interpretation of the results.
Functions or Uses of Statistics
Statistics helps in...
a. providing a better understanding and exact description of a phenomenon of nature.
b. proper and efficient planning of a statistical inquiry in any field of study.
c. collecting an appropriate quantitative data.
d. presenting complex data in a suitable tabular and graphic form for an easy and clear comprehension of the
data.
e. drawing valid inferences, along with a measure of their reliability about the population parameters from the
sample data.
Examples of activities in which Statistics is involved:
a. census of population
b. registration of election voters
c. 46% of people polled trust the present government, while 14% doubt the government capacity, and the rest
abstained
d. A school's drop-out rate has decreased by 2%
e. 88% of people questioned feel that it is better to exercise at least twice a week.
Two Branches of Statistics
1. DESCRIPTIVE STATISTICS - A statistical method concerned with the collection, organization,
summarization, and presentation of data. For example, a chart or graph.
Example: The NSO conducts surveys to determine the average age, income, and other characteristics of the
Filipino people.
2.INFERENTIAL STATISTICS - A statistical method concerned with the analysis of a sample data leading to
prediction, inferences, interpretation, decision or conclusion about the entire population.
Examples: (a) It only took 2 years for Facebook to reach a market audience of 50 million. Therefore, Facebook
is very influential; (b) A teacher determines if the mean score of the students in her class in Mathematics test is
significantly related to their scores in a Science test.
A variable is a characteristic or attribute that can assume different values.
Data are the values (measurements or observations) that the variables can assume.
Variables whose values are determined by chance are called random variables.
Two Kinds of Variables:
1. NUMERICAL OR QUANTITATIVE VARIABLE - These are quantities that can be counted with your bare
hands, can be measured with the use of some measuring devices or can be calculated with the use of
mathematical formula. Examples: age, weight, height
2.CATEGORICAL OR QUALITATIVE VARIABLE - These are non-measurable characteristics that cannot
assume a numerical value but can be classified into two or more categories. Examples: gender, religion,
attitude.
Two Kinds of Quantitative Variables:
DISCRETE VARIABLE – it is a count data.
Example: It represents the number of customers in a boutique.
CONTINUOUS VARIABLE – it is a measured data.
Example: It represents the average height of basketball players.
POPULATION VS SAMPLE
In both qualitative and quantitative research, studies are conducted on a selected population. In many cases
only portion of the total population is selected to study. The selected portion is called a sample.
POPULATION - the totality of all the elements or persons for which one has interest at a particular time; a
group that includes all the cases (individuals, objects, or groups) in which the researcher is interested.
Examples: the faculty members of AECMIS, the athletes of UST, Facebook users worldwide
SAMPLE - a subset of the population chosen to represent the population in a statistical analysis;
a small part or portion of a population that represents their characteristics or traits.
Examples: selected students from grade 7, selected employees in a company, monthly budget of 10 families
SAMPLING - refers to the method or process of selecting the members of sample from a population
into the sample.
Some of the Importance of Statistics in Daily Life
1. Weather Forecasts
Do you watch the weather forecast sometime during the day? How do you use that information? Have you ever
heard the forecaster talk about weather models? These computer models are built using statistics that
compare prior weather conditions with current weather to predict future weather.
2. Emergency Preparedness
What happens if the forecast indicates that a hurricane is imminent or that tornadoes are likely to occur?
Emergency management agency moves into high gear to be ready to rescue people. Emergency teams rely on
statistics to tell them when danger may occur.
3. Predicting Disease
Lots of times on the news reports, statistics about a disease are reported. If the reporter simply reports the
number of people who either have the disease or who have died from it, it's an interesting fact but it might not
mean much to your life. But when statistics become involved, you have a better idea of how that disease may
affect you.
4. Medical Studies
Scientists must show a statistically valid rate of effectiveness before any drug can be prescribed. Statistics are
behind every medical study you hear about.
5. Genetics
Many people are afflicted with diseases that come from their genetic make-up and these diseases can
potentially be passed on to their children. Statistics are critical in determining the chances of a new baby being
affected by the disease.
6. Political Campaign
Whenever there's an election, the news organizations consult their models when they try to predict who the
winner is. Candidates consult voter polls to determine where and how they campaign. Statistics play a part in
who your elected government officials will be.
7. Insurance
You know that in order to drive your car you are required by law to have car insurance. If you have a mortgage
on your house, you must have it insured as well. The rate that an insurance company charges you is based
upon statistics from all drivers or homeowners in your area.
8. Consumer Goods
Wal-Mart, a worldwide leading retailer, keeps track of everything they sell and use statistics to calculate what
to ship to each store and when.
9. Quality Testing
Companies make thousands of products every day and each company must make sure that a good quality
item is sold. But a company can't test each and every item that they ship to you, the consumer. So the
company uses statistics to test just a few, called a sample, of what they make. If the sample passes quality
tests, then the company assumes that all the items made in the group, called a batch, are good.
10. Stock Market
Another topic that you hear a lot about in the news is the stock market. Stock analysts also use statistical
computer models to forecast what is happening in the economy.
Statistics concepts can easily be applied to real life. Besides this, statistics can be utilized for managing daily
routines so that you can work efficiently.
Activity Card

Direction: Classify each variable as QUALITATIVE or QUANTITATIVE.

___________1. Gender
___________2. Age
___________3. Marital Status
___________4. Occupation
___________5. Major
___________6. Grade Point Average
___________7. Phone Number
___________8. SSS Number
___________9. Street Number
___________10. Gross Annual Income
___________11. Number of Years of Education
___________12. Number of Hours Children watch television
___________13. Housing Cost
___________14. Number of participants over age 65
___________15. Unemployment Rate

Performance Task 1

Collect data (basic information) using interview among the 2 important persons in your life, you can do your
interview using chat, text message and phone call minimum of 10 questions.
 I. Content Standards Week 2
The learner demonstrates understanding of key concepts of measures of
position.
A. Performance Standards
The learner is able to conduct systematically a mini-research applying the different statistical
methods.
B. Learning Competencies
The learner illustrates the following measures of position: quartiles, deciles, and percentiles
(M10SP-IVa-1)
C. Objectives
Illustrates the following measures of position: quartiles, deciles and percentiles
D. Content: Statistics and Probability
 The Quartiles are the score points which divide a distribution into four equal parts. Each set of scores
has three quartiles. These values can be denoted by Q1, Q2, and Q3
 The lower half of a data set of all values that are to the left of the median value when the data has
been put into increasing order.
 The upper half of a data set of all values that are to the right of the median value when the data has
been put into increasing order.
 The first quartile denoted by Q1 is the median of the lower half of the data set. This means that about
25% of the numbers is the data set lie below the Q1 and about 75% lie above Q1
 The second quartile denoted by Q2, is the median of the data that separates the lower and upper
quartile (50%)
 The third quartile denoted by Q3 is the median of the upper half of the data set. This means that about
75% of the numbers is the data set lie below the Q3 and about 25% lie above Q3.
 The difference between the upper and lower quartiles is called the Interquartile range.
IQR = Q3 – Q1.
Since the second quartile is equal to the median, the steps in the computation of median by identifying the
median class is the same as the steps in identifying the Q1 class and the Q3 class.

Q1 Q2 Q3
Lower half Upper half
a. 25% of the data has a value ≤ Q1
b. 50% of the data has a value ≤ Q2
c. 75% of the data has a value ≤ Q3
Example 1. The owner of a coffee shop recorded the number of customers who came into his café each hour
in a day. The results were 14, 10, 12, 9, 17, 5, 8, 9, 14, 10, and 11. Find the lower quartile, upper quartile and
IQR of the data.
Solution: In ascending order, the data are 5, 8, 9, 9, 10, 10, 11, 12, 14, 14, 17

5, 8, 9, 9, 10, 10, 11, 12, 14, 14, 17

Lower half Upper half

 The least value in the data is 5 and the greatest value in the data is 17.
 The middle value in the data is 10.
 The lower quartile is the value that is between the middle value and the least value in the data set.
 So, the lower quartile is 9.
 The upper quartile is the value that is between the middle value and the greatest value in the data set.
 So, the upper quartile is 14.
 The IQR = 14 – 9 = 3

Example 2: Find the first and third quartiles of the data set {3, 7, 8, 5, 12, 14, 21, 13, 18}.
First, we write data in increasing order: 3, 5, 7, 8, 12, 13, 14, 18, 21.

The median is 12. Therefore, the lower half of the data is: {3, 5, 7, 8}.
The first quartile, Q1, is the median of {3, 5, 7, 8}.
Since there is an even number of values, we need the mean of the middle two values to find the first quartile:
 .
Similarly, the upper half of the data is: {13, 14, 18, 21}, so .
Example 3
Component Quantity
hard disk 290
Monitors 370
Keyboards 260
Mouse 180
Speakers 430

a. Arrange the data in increasing order. {180, 260, 290, 370, 430}
b. What is the least value of the data? (180)
c. What is the greatest value of the data? (430)
d. What is the middle value or the Q2? (290)
e. What is the lower quartile or the Q1? (260)
f. What is the upper quartile or the Q3? (370)
The deciles are the nine score points which divide a distribution into ten equal parts. They
are deciles and are denoted as D1, D2, D3,…, D9. To find the decile, first order the data from least
to greatest. Then, divide the data by 10. This indicates the number of observed values within
each decile.

D1 D2 D3 D4 D5 D6 D7 D8 D9

K
To find the value of decile position, use the formula DK = ( N +1 ) and round off to the nearest integer.
10
Find the 3rd decile or D3 and 7th decile or D7 of the following test scores of a random sample of ten students:
35 , 42 , 40 , 28 , 15 , 23 , 33 , 20 , 18 and 28.
Solution:
3rd Decile 7th Decile
First, arrange the scores in ascending order. First, arrange the scores in ascending order.
15 18 20 23 28 28 33 15 18 20 23 28 28 33
35 40 42 35 40 42

Steps to find decile value on a data with n Steps to find decile value on a data with n
elements: Position of D3 elements: Position of D3
To find its D3 position, use the formula. To find its D3 position, use the formula.
K K
DK = ( N +1 ) and round off to the nearest integer. DK = ( N +1 ) and round off to the nearest
10 10
3 integer.
Position of D3 = ( 10+1 ) 7
10 Position of D7 = ( 10+1 )
3 10
D3 = ( 11) 7
10 D7 = ( 11)
33 10
D3 = 77
10 D7 =
D3 = 3.3 or 3 10
D7 = 7.7 or 8
D3 is the 3rd element. Therefore, D3 = 20
D7 is the 7th element. Therefore, D7 = 35
The percentiles are the ninety-nine score points which divide a distribution into one hundred equal parts, so
that each part represents the data set. It is used to characterize values according to the percentage below
them. For example, the first percentile (P1) separates the lowest 1% from the other 99%, the second percentile
(P2) separates the lowest 2% from the other 98%, and so on.
Find the 30th Percentile or P30 and 70th percentile or P70 of the following test scores of a random
sample of ten students:
35 , 42 , 40 , 28 , 15 , 23 , 33 , 20 , 18 and 28.
Solution:

30 Percentile 70 Percentile
First, arrange the scores in ascending order. First, arrange the scores in ascending order.
15 18 20 23 28 28 33 15 18 20 23 28 28 33
35 40 42 35 40 42

Steps to find decile value on a data with n Steps to find decile value on a data with n
elements: Position of P30. elements: Position of P70.
To find its P30 position, use the formula. To find its P70 position, use the formula.
P K P K
k= (N +1) k= (N +1)
100 100

and round off to the nearest integer. and round off to the nearest integer.
P 30
Position of 30= 100 (10 +1) P
Position of 70=
70
100
(10 +1)

30 70
P30 = ( 11 ) P70 = ( 11 )
100 100
330 770
P30 = P70=
100 100
P30 = 3.3 or 3 P70 = 7.7 or 8

P30 is the 3rd element. Therefore, P30 = 20 P70 is the 8th element. Therefore, P70 = 35

Activity Card

Given 50 multiple-choice items in their final test in Mathematics, the scores of 20 students are the following:
23 38 28 46 22 20 18 34 36 35
45 48 16 22 27 25 29 31 30 25

Find value of the following.

1. Q1 4. D6
2. Q2 5. P70
3. D3

I. Content Standards
The learner demonstrates understanding of key concepts of measures of
position.
Week 3
A. Performance Standards
The learner is able to conduct systematically a mini-research applying the different statistical methods.
B. Learning Competencies
Calculates a specified measure of position (e.g. 90th percentile) of a set of data.
C. Objectives
At the end of the lesson, the learners should be able to:
1. Give the differences among quartile, decile, and percentile
2. Calculate a specified measure of position of a set of ungrouped data.
3. Calculate a specified measure of position of a set of grouped data.
D. Content: Measures of Position for Ungrouped and Grouped Data
Measures of Position for Ungrouped Data
The Quartile for Ungrouped Data
The quartiles are the score points which divide a distribution into four equal parts. Twenty-five percent
(25%) of the distribution are below the first quartile, fifty percent (50%) are below the second quartile, and
seventy-five percent (75%) are below the third quartile. Q1 is called the lower quartile and Q3 is the upper
quartile. Q1 < Q2 < Q3, where Q2 is nothing but the median. The difference between Q3 and Q1, is the
interquartile range.
Since the second quartile is equal to the median, the steps in the second computation of median by identifying
the median class is the same as the steps in identifying the Q1 class and the Q3 class.
 a. 25% of the data has a value ≤ Q1
b. 50% of the data has a value ≤ X or Q2.
c. 75% of the data has a value ≤ Q3
Example 1.
The owner of a coffee shop recorded the number of customers who came into his café each hour in a day. The
results were 14, 10, 12, 9, 17, 5, 8, 9, 14, 10, and 11. Find the lower quartile and upper quartile of the data.
Solution:
 In ascending order, the data are 5, 8, 9, 9, 10, 10, 11, 12, 14, 14, 17
 The least value in the data is 5 and the greatest value in the data is 17. The middle value in the data is
10.
 The lower quartile is the value that is between the middle value and the least value in the data set. So,
the lower quartile is 9.
 The upper quartile is the value that is between the middle value and the greatest value in the data set.
So, the upper quartile is 14.
Example 2.
Find the average of the lower quartile and the upper quartile of the data.
Component Quantity
hard disk 290
monitors 370
keyboards 260
mouse 180
speakers 430

Solution:
 In increasing order, the data are 180, 260, 290, 370, 430.
 The least value of the data is 180 and the greatest value of the data is 430.
 The middle value of the data is 290.
 The lower quartile is the value that is between the least value and middle value. So, the lower quartile is
260.
 The upper quartile is the value that is between the greatest value and middle value. So, the upper
quartile is 370.The average of the lower quartile and higher quartile is equal to 315.
Mendenhall and Sincich Method. Using Statistics for Engineering and the Sciences, define different method
of finding quartile values. To apply their method on a data set with n elements, first calculate:
1
Lower Quartile (L) = Position of Q1 = (n + 1) and round to the nearest integer. If L falls halfway between two
4
integers, round up. The Lth element is the lower quartile value (Q1).
3
Next calculate:Upper Quartile (U) = Position of Q 3 = (n + 1) and round to the nearest integer. If U falls
4
halfway between two integers, round down. The Uth element is the upper quartile value (Q3).
So for our example data set:
{1, 3, 7, 7, 16, 21, 27, 30, 31} and n = 9.
1
To find Q1, locate its position using the formula (n + 1) and round off to the nearest integer.
4
1
Position of Q1 = (n + 1)
4
1
= (9 + 1)
4
1
= (10)
4
= 2.5
The computed value 2.5 becomes 3 after rounding up. The lower quartile value (Q 1) is the 3rd data element so
Q1 = 7. Similarly:
 3
Position of Q3 = (n + 1)
4
3
= (9 + 1)
4
3
= (10)
4
= 7.5
The computed value 7.5 becomes 7 after rounding down. The upper quartile value (Q 3) is the 7th data element,
so Q3 = 27.
Example 3
Find the first quartile (Q1) and the third quartile (Q3), given the scores of 10 students in their Mathematics
activity using Linear Interpolation.
1 27 16 7 31 7 30 3 21

Solution:
a. First, arrange the scores in ascending order.1 3 7 7 16 21 27 30 31

b. Second, locate the position of the score in the distribution.

1
Position of Q1 = (n + 1)
4
1
= (9 + 1)
4
1
= (10)
4
= 2.5
Since the result is a decimal number, interpolation is needed.
c. Third, interpolate the value to obtain the 1st quartile.
Steps of Interpolation
Step 1: Subtract the 2nd data from the 3rd data. (7 – 3 = 4)
Step 2: Multiply the result by the decimal part obtained in the second step (Position of Q1).
4 (0.5) = 2

Step 3: Add the result in step 2, to the 2nd or smaller number. (3 + 2 = 5)

Therefore, the value of Q1 = 5.
The Deciles for Ungrouped Data
The deciles are the nine score points which divide a distribution into ten equal parts. They are deciles and are
denoted as D1, D2, D3, …, D9. They are computed in the same way that the quartiles are calculated.

Example
Find the 3rd decile or D3 of the following test scores of a random sample of ten students:
35, 42, 40, 28, 15, 23, 33, 20, 18 and 28.
Solution:
First, arrange the scores in ascending order.
15 18 20 23 28 28 33 35 40 42
Steps to find decile value on a data with n elements:
3
To find its D3 position, use the formula (n + 1):
10
3
Position of D3 = (10 + 1)
10
3
= (11)
10
 33
= = 3.33
10
Steps of Interpolation
Step 1: Subtract the 4th data from the 3rd data. (23 – 20 = 3)
Step 2: Multiply the result by the decimal part obtained in the second step
(Position of Q3) 3 (0.3) = 0.9
Step 3: Add the result in step 2, to the 2nd or smaller number.
20 + 0.9 = 20.9 Therefore, the value of D3 = 20.9
The Percentile for Ungrouped Data
The percentiles are the ninety-nine score points which divided a distribution into one hundred equal
parts, so that each part represents the data set. It is used to characterize values according to the
percentage below them. For example, the first percentile (P 1) separates the lowest 1% from the other
99%, the second percentile (P2) separates the lowest 2% from the other 98%, and so on.

The percentiles determine the value for 1%, 2%, … , and 99% of the data. P30 or 30th percentile of the
data means 30% of the data have values less than or equal to P30.
The 1st decile is the 10th percentile (P10). It means 10% of the data is less than or equal to the value of
P10 or D1, and so on.
Example
Find the 30th percentile or P30 of the following test scores of a random sample of ten students: 35, 42,
40, 28, 15, 23, 33, 20, 18, and 28.
Solution: Arrange the scores from the lowest to the highest
15 18 20 23 28 28 33 35 40 42
Steps to find percentile value on a data with n elements:
k
To find its P30 position, use the formula (n + 1) :
100
30
Position of P30 = (10 + 1)
100
30
= (11)
100
330
= = 3.33
10
Steps of Interpolation
Step 1: Subtract the 4th data from the 3rd data. (23 – 20 = 3)
Step 2: Multiply the result by the decimal part obtained in the second step (Position of P30).
3 (0.3) = 0.9
Step 3: Add the result in step 2, to the 2nd or smaller number.
20 + 0.9 = 20.9, Therefore, the value of D3 = 20.9
Measures of Position for Grouped Data
The Quartiles for Grouped Data
Recall that quartiles divide the distribution into four equal parts.

The steps in computing the median are similar to that of Q1 and Q3. In finding the median, we
first need to determine the median class. In the same manner, the Q1 and the Q3 class must be
determined first before computing for the value of Q1 and Q3. The Q1 class is the class interval where
N 3N
the (4) th
score is contained, while the class interval that contains the (4) th
score is the Q3 class.In
computing the quartiles of grouped data, the following formula is used:

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 the class interval

k = nth quartile, where n = 1, 2, and 3.

Example 1.

Calculate the Q1, Q2, and Q3 of the Mathematics test scores of 50 students.

Solution:

i=5

N 50
Q1 class : =
4 4

= 12. 5

This means we need to find the class

interval where the 12.5th score is contained.
Note that the 7th – 18th scores belong
to the class interval: 26 – 30. So, the 12.5th
score is also within the class interval.
The Q1 class is class interval 26 – 30.
 2 N 2(50)
Q2 class: =
4 4

100
= 4

= 25

This means we need to find the class

interval where the 25th score is contained.
Note that the 19th – 27th scores belong
to the class interval: 31 – 35. So, the 25th
score is also within the class interval.
The Q2 class is class interval 31 – 35.

3 N 3(50)
Q3 class : =
4 4

150
= 4

= 37.5

This means we need to find the class

interval where the 37.5th score is contained.
Note that the 28th – 38th scores belong
to the class interval: 36 – 40. So, the 37th
score is also within the class interval.
The Q3 class is class interval 36 – 40.
The Deciles for Grouped Data

Deciles are those values that divided the total frequency into 10 equal parts. The kth decile denoted by Dk is
computed as follows:

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
i = size of the class interval
k = nth decile, where n = 1, 2, 3, 4, 5, 6, 7, 8, and 9.
Example 2.

Calculate the 7th decile of the Mathematics test scores of 50 students.

Solution:
 7 N 7(50) 350
D7 class : = = = 35
10 10 10

This means we need to find the class

interval where the 35th score is contained.
Note that the 28th – 38th scores belong
to the class interval: 36 – 40. So, the 35th
score is also within the class interval.
The D7 class is class interval 36 – 40.
The Percentiles for Grouped DataThe percentile of grouped data is used to characterize values according to
the percentage below them.Early on, you have already learned that kth quartile denoted by Qk and the kth
deciles denoted by Dk are computed, respectively, as follows:

Finding percentiles of a grouped data is similar to that of finding quartiles and deciles of a grouped data.The k th
percentile, denoted by Pk is computed as follows:

where: LB = lower boundary of the kth percentile class

N = total frequency
cfb = cumulative frequency of the class before the percentile class
fDk = frequency of the percentile class
i = size of the class interval
k = nth percentile, where n = 1, 2, 3, … ,97, 98, and 99.
Example 3.
Calculate the 65th percentile and the 32nd percentile of the Mathematics test scores of 50
students.

Solution:
 65 N 65(50)
P65 class : =
100 100

3250
= 100

= 32.5

This means we need to find the class

interval where the 32.5th score is contained.
Note that the 28th – 38th scores belong
to the class interval: 36 – 40. So, the 32.5th
score is also within the class interval.
The P65 class is class interval 36 – 40.
32 N 32(50)
P32 class : =
100 100

1600
= 100 = 16

This means we need to find the class

interval where the 16th score is contained.
Note that the 7th – 18th scores belong
to the class interval: 26 – 30. So, the 16th
score is also within the class interval.
The P32 class is class interval 26 – 30.

Activity Card

That’s My Place
Daily allowance of 60 students

Class Interval f <cf

81 – 90 7 60

71 – 80 10 53

61 – 70 15 43

51 – 60 4 28

41 – 50 12 24

31 – 40 6 12

21 – 30 3 6

11 – 20 2 3

1 – 10 1 1
 Given the frequency distribution, compute for each quantile and match it with the letter code of its
corresponding value to complete the phrase in the preceding page:

Q1 T. 43
Q2 I. 61.83
Q3 N. 72.5
P15 Y. 35.5
P35 L. 48
P70 A. 69.83
D6 M. 65.83
D4 C. 50/5
D8 O. 75.5
R. 34

Performance Task 2
Write each step in finding the position / location in the given set of data sing the cloud below. Add or delete
clouds if necessary.

I. Content Standards
The learner demonstrates understanding of key concepts of measures of
position.
Week 4
A. Performance Standards
The learner is able to conduct systematically a mini-research applying the different statistical methods.
B. Learning Competencies
 Interprets measures of position. (M10SP-IVc-1)
C. Objectives
At the end of the lesson, the learners should be able to:
1. Interpret the measures of position.
2. Calculate and interpret the specified measure of position of ungrouped data.
3. Calculate and interpret the specified measure of position of grouped data.
D. Content: Measures of Position
Often, statisticians describe the position of a value or particular information relative to the position of other
values in a set of observation. Measures of position are statistical values that divide a set of data into equal
groups. The most common measures of position are quartiles, deciles, and percentiles.
Quartiles are values that divide a set of data into four equal parts. There are three quartiles, denoted by Q 1,
Q2, and Q3:
1 3
First Quartile (Q1) – This separates the or 25% of the values from the upper or 75% of the values. If there
4 4
are N values, 25% of N ≤ Q1 ≤ 75% of N.
1
Second Quartile (Q2) – It is also known as median. This separates the bottom or 50% of the values from
2
1
the upper or 50% of the values. If there are N values, 50% of N ≤ Q2 ≤ 50% of N.
2
3 1
Third Quartile (Q3) – This separates the bottom or 75% of the values from the upper or 25% of the
4 4
values. If there are N values, 75% of N ≤ Q3 ≤ 25% of N.
Deciles are values that divide a set of data into ten equal parts. There are nine deciles, denoted by D 1, D2, D3,
…, D9.

10 % of the values falls below D1 60 % of the values falls below D6

20 % of the values falls below D2 70 % of the values falls below D7
30 % of the values falls below D3 80 % of the values falls below D8
40 % of the values falls below D4 90 % of the values falls below D9
50 % of the values falls below D5
Percentiles are values that divide a set of data into 100 equal parts. These values are denoted by P1, P2, P3,
P4, …, P99.
1% of the data fall under P1
2% of the data fall under P2
3% of the data fall under P3

97% of the data fall under P97

98% of the data fall under P98
99% of the data fall under P99
Examples:
Interpret the measures of position of the given statement.
The 1st quartile of the ages of 250 fourth year students is 16 years old.
Since 1st quartile separates the below 25% from the upper 75% of the values and Q1 is 16 years old, then we
can say that,
25% of the students are 16 yrs. old and below.
There are remaining 75% of the students (100% - 25% = 75%), how old are they?
Again, in solving for the measures of position, the data should be arranged in ascending order. With 25% of the
students are 16 yrs. old and below, we can also conclude that the 75% of the students are 16 yrs. old and
above.
Possible Answer (any of the following):
 25% of the students are 16 yrs. old and below.
 75% of the students are 16 yrs. old and above.
 25% of the students are 16 yrs. old and below, while 75% of them are 16 yrs. old and above.
In a group of 200 examinees taking 50-item test,
the 6th decile of their scores is 27.
Since 6th decile means 60% of the data fall below of it and 40% of the data are above of it, then we can say
that,
60% of the examinees scored less than or equal to 27.
How about the remaining 40% (100 – 60 = 40) of the examinees?
Correct! We can also say that the 40% of the examinees scored greater than or equal to 27.
Possible Answer (any of the following):
 60% of the examinees scored less than or equal to 27.
 40% of the examinees scored greater than or equal to 27.
 60% of the examinees scored less than or equal to 27, and 40% of them scored greater than or equal
to 27.
38 is the 85th percentile.
Since 85th percentile means 85% of the data fall below of it and 15% of the data are above of it, then …
Possible Answer (any of the following):
 85% of the examinees scored less than or equal to 38.
 15% of the examinees scored greater than or equal to 38.
 85% of the examinees scored less than or equal to 38, and 15% of them scored greater than or equal
to 38.
Rachel’s grade in Math serves as the median in her class.
Since median is also the 2nd quartile or it can also be the 5th decile and the 50th percentile, then …
Possible Answer (any of the following):
 50% of the students got grades lower or equal to Rachel in Math.
 50% of the students got grades higher or equal to Rachel in Math.
 50% of the students got grades lower or equal to Rachel, and the other 50% got grades higher or equal
to her in Math
Let us now learn on how to interpret measures of position of ungrouped data.
Interpreting Quartile of Ungrouped Data
Example 1. Calculate and interpret Q3 from the following data.
3 , 13 , 11 , 11 , 5 , 4 , 2
Solution:
Step 1: Arrange the given data into Ascending Order, we get:
2 , 3 , 4 , 5 , 11 , 11 , 13
Hence n = 7 and i = 3
3 . ( n+1 )
Step 2: Substitute the given into formula of Q 3= to solve for nth value of the observation.
4

[ ]
th
3 . ( n+1 )
Q 3= value of the observation
4

[ ]
th
3 . ( 7+1 )
Q 3= value of the observation
4

[ ]
th
3.8
Q 3= value of the observation
4

[ ]
th
24
Q 3= value of the observation
4
th
Q3=6 value of the observation
Step 3: Get the value of 6th value of the given data 2 , 3 , 4 , 5 , 11 , 11 , 13.
6th value is equal to 11, so Q3 = 11.
Step 4: Interpret the result of Q3.
Since the Q3 = 11, then then we can conclude that (any of the following):
 75% of the scores are less than or equal to 11 and 25% of the scores are greater than or equal to 11.
 75% of the scores are less than or equal to 11.
 25% of the scores are greater than or equal to 11.
QUARTILES OF GROUPED DATA
The formula for quartiles of grouped data is given below.
kN
Quartile class: Q k =
4

[ ]
kN
−cf b
4
Qk =lbqc + i
f qc
Where: k = nth quartile (1 for Q1, 2 for Q2, 3 for Q3, 4 for Q4)
lbqc = lower boundary of the quartile class
N = sum of the frequencies
cfb = cumulative frequency of the lower class next to the quartile class
fqc = frequency of the quartile class
i = class interval
DECILES OF GROUPED DATA
The formula for deciles of grouped data is given below.
kN
Decile class: D k =
10

[ ]
kN
−cf b
10
Dk =lbdc + i
f dc
Where: k = nth decile (1 for D1, 2 for D2, 3 for D3, …, 9 for D9)
 lbdc = lower boundary of the decile class
N = sum of the frequencies
cfb = cumulative frequency of the lower class next to the decile class
fdc = frequency of the decile class
i = class interval
PERCENTILES OF GROUPED DATA
The formula for percentiles of grouped data is given below.
kN
Percentile class: Pk =
100

[ ]
kN
−cf b
100
Pk =lb pc + i
f pc
Where: k = nth percentile (1 for P1, 2 for P2, 3 for P3, …, 99 for P9)
lbdc = lower boundary of the decile class
N = sum of the frequencies
cfb = cumulative frequency of the lower class next to the percentile class
fpc = frequency of the percentile class
i = class interval
Example 1.
The table below shows the scores of 50 students in Mathematics.
Test Scores of Fifty Students in Mathematics
Scores Frequency
46 – 50 4
41 – 45 8
36 – 40 11
31 – 35 9
26 – 30 12
21 – 25 6
1. Copy the table and make columns for lower class boundaries (lb) and for the less than
cumulative property (cf)
2. Solve the following specified measures of position and interpret these values:
a.) Q1 b.) D7
SOLUTION
1. Copy the table and make columns for lower class boundaries (lb) and for the less than cumulative
property (cf)
Lower Less than
Scores Frequency Boundaries Cumulative
(lb) frequency (cf)
46 – 50 4 45.5 50
41 – 45 8 40.5 46
36 – 40 11 35.5 38
31 – 35 9 30.5 27
26 – 30 12 25.5 18
21 – 25 6 20.5 6
i=5 N = 50
2. Solve the following specified measures of position and interpret these values:
a.) Q1
STEP 1. Solve for the first quartile (Q1) class, then mark it in the frequency distribution table.
kN 1(50)
Q 1= =
4 4
50
¿ =12.5 th
4
 We need to find the class interval where 12.5th score is contained.
 Looking at the cumulative frequency (cf), 7th – 18th scores belong to the class
interval: 26 – 30. So, the 12.5th score is also within the class interval.
 Q1 class is the class interval 26 – 30.
Scores Frequency Lower Less than
Boundaries Cumulative
 (lb) frequency (cf)
46 – 50 4 45.5 50
41 – 45 8 40.5 46
36 – 40 11 35.5 38
31 – 35 9 30.5 27
26 – 30 12 25.5 18 Q1 class
21 – 25 6 20.5 6
i=5 N = 50
STEP 2. Identify the values of the variables (k, lbqc, N, cfb, fqc, and i ) then substitute them
in the formula for finding the quartiles of the grouped data and solve.
k=1 lbqc = 25.5 N = 50 cfb = 6 fqc = 12 i=5

[ ]
kN
−cf b
4
Q1=lb qc + i
f qc

[ ]
1 ( 50 )
–6
4
¿ 25.5+ 5
12
Q1=28.21
STEP 3. Interpret the value.
Since the Q1 = 28.21, then we can conclude that (any of the following):
 25% of the students scored less than or equal to 28.21.
 75% of the students scored greater than or equal to 28.21.
 25% of the students got scores less than or equal to 28.21, while the
75% of the students scored greater than or equal to 28.21.

b.) D7
STEP 1. Solve for the seventh decile (D7) class, then mark it in the frequency distribution
table.
kN 7 (50)
D 7= =
10 10
350
¿ =35 th
10
 We need to find the class interval where 35th score is contained.
 Looking at the cumulative frequency (cf), 28th – 38th scores belong to the class
interval: 36 – 40. So, the 35th score is also within the class interval.
 D7 class is the class interval 36 – 40.
Lower Less than
Scores Frequency Boundaries Cumulative
(lb) frequency (cf)
46 – 50 4 45.5 50
41 – 45 8 40.5 46
D7 class
36 – 40 11 35.5 38
31 – 35 9 30.5 27
26 – 30 12 25.5 18
21 – 25 6 20.5 6
i=5 N = 50
STEP 2. Identify the values of the variables k, lbdc, N, cfb, fdc, and i ) then substitute them in
the formula for finding the deciles of the grouped data and solve.
k=7 lbdc = 35.5 N = 50 cfb = 27 fdc = 11 i=5

[ ]
kN
−cf b
10
D7=lb dc + i
f dc

[ ]
7 ( 50 )
– 27
10
¿ 35.5+ 5
11
D7=39.14
STEP 3. Interpret the value.
 Since the D7 = 39.14, then we can conclude that (any of the following):
 70% of the students got scores less than or equal to 39.14.
 30% of the students scored greater than or equal to 39.14.
 70% of the students scored less than or equal to 39.14, and the 30% of
the students got scores greater than or equal to 39.14.
PERCENTILE RANK
Percentile ranks are particularly useful in relating individual scores to their positions in the entire group. A
percentile rank is typically defined as the proportion of scores in a distribution that a specific score is greater
than or equal to.
For instance, if you received a score of 95 on a mathematics test and this score was greater than or equal to
the scores of 88% of the students taking the test, then your percentile rank would be 88. Another example is
the National Career Assessment Examination (NCAE) given to Grade 9 students. The scores of students are
represented by their percentile ranks.
Here’s how to compute the percentile rank,

P PR=
N [
100 ( P−lb ) f p
i
+cf b ]
Where: PR = percentile rank, the answer will be a percentage.
Cfb = cumulative frequency of all the values below the critical value.
P = raw score or value for which one wants to find a percentile rank.
lb = lower boundary of the kth percentile class
N = total frequency
i = class interval
Example 1.
Find how many percent of the scores are greater than the cumulative frequency of 38 in the
given table.
Test Scores of Fifty Students in Mathematics
Scores Frequency
46 – 50 4
41 – 45 8
36 – 40 11
31 – 35 9
26 – 30 12
21 – 25 6
SOLUTION:
STEP 1. Complete frequency distribution table by getting the class interval (i ), sum of the
frequencies (N), getting the lower boundaries (lb) and the less than cumulative
frequency (cf).
Lower Less than
Scores Frequency Boundaries Cumulative
(lb) frequency (cf)
46 – 50 4 45.5 50
41 – 45 8 40.5 46
36 – 40 11 35.5 38 (28th – 38th score)
31 – 35 9 30.5 27
26 – 30 12 25.5 18
21 – 25 6 20.5 6
i=5 N = 50
 Looking at the scores, 38 is within 36 – 40.
 Then, 36 – 40 is the percentile class.
STEP 2. Identify the values of the variables (N, P, lb, fp, cfb, and i ) then substitute them in
the formula for finding the percentile rank and solve.
N = 50 P = 38 lb = 35.5 fp = 11 cfb = 27 i=5

P PR=
N [
100 ( P−lb ) f p
i
+cf b ]
¿
50 [
100 ( 38−35.5 ) 11
5
+27 ]
¿ 65
 38 is the 65th percentile.
STEP 3. Interpret the answer.
Therefore, 65% of the scores are less than the cumulative frequency of 38,
while 35% of the scores are greater than the cumulative frequency of 38
 Activity Card

Find the 1st quartile, 7th decile, 35th percentile, and percentile rank of 115 and 155 for the following
distribution.
Class Interval Frequency Lower Boundary < cumulative frequency
151 – 160 8
141 – 150 12
131 – 140 6
121 – 130 10
111 – 120 7
101 – 110 11
91 – 100 13
81 – 90 9
71 - 80 4

Performance Task 3

1 – 4 – 3 LIST
In this task, you will be asked to complete the 1 – 4 – 3 charts. Write down what is being asked regarding
the different measures of position.

1 – 4 – 3 LIST
One thing I really love about this topic. (Quartile, Decile and Percentile)
1.
Four important reasons why I love the topic. (Quartile, Decile and Percentile)
1.
2.
3.
4.
Three things I still need to understand about the topic. (Quartile, Decile and Percentile)
1.
2.
3.
 I. Objectives
A. Content Standards
The learner demonstrates understanding of key concepts, uses and importance of
Week 5
Statistics, data collection/gathering and the different forms of data representation, measures of central
tendency, measures of variability, and probability.
B. Performance Standards
The learner is able to collect and organize data systematically and compute accurately measures of central
tendency and variability and apply these appropriately in data analysis and interpretation in different fields.
C. Learning Competencies
The Learner
1. Illustrates the measures of central tendency (mean, median and mode) of a statistical data. M7SP-IVf-1
2. Calculates the measures of central tendency of grouped and ungrouped data. M7SP-IVf-g-1
D. Objectives
At the end of the lesson, the learners should be able to:
1. Identify the different measures of central tendency.
2. Calculate the mean, median and mode of ungrouped data.
3. Calculate the mean, median and mode of grouped data.
II. Content: Measures of Central Tendency (Ungrouped and Grouped Data)
Representing a set of data through graphs is often not precise as statistical reference. They provide
limited information about the properties of the sample or population. Numerical descriptive measures will
allow us to make more specific quantitative statements concerning a set of data.
Among such measures are the measures of central tendency, which are normally referred to as
“averages” and belong to the general classifications of measures of location.
A measure of central tendency is a numerical descriptive measure which locates the center of the
distribution. It is a single, central value that summarizes a set of numerical data.
Three of the most commonly used measures of central tendency are the mean, the median, and the
mode.
Mean, Median, and Mode of Ungrouped Data
1. Mean – is the score obtained if all the scores are “evened out”. It is affected by extreme values. It is the
sum of the data divided by the number of data.
2. Median – is the middle value of the set of data, provided that the data are arranged in an array. An
array is an arrangement of values in decreasing or increasing order. The median is not affected by
extreme values because its position in an ordered list stays the same.
3. Mode – is the number which occurred most frequently in the data. It is useful if the interest is to know
the most common value.
Example 1: The scores of 10 students in Mr. Padilla’s class are 64, 59, 63, 60, 65, 66, 66, 66, 61, 70.
Find the following: a. mean b. median c. mode
Solution:
a. For ungrouped data, the mean has the following formula.

=
∑x
n
Where: = mean
∑ x = sum of the measurements or values
n = total number of measurements or values

64+59+ 63+60+65+66 +66+66+ 61+ 70

=
10

= 64 or Mean=64

b. To find the median of ungrouped data, we first arrange the values or measurements in an array
(either increasing or decreasing order), and then get the middle value.
Array: 59, 60, 61, 63, 64, 65, 66, 66, 66, 70
We can get the middle value after arranging the data in an array. Since the number of scores is
even (10), there are two middlemost scores; namely 64 and 65. To get the median, we get the mean of
the two middlemost scores. Thus, the median is
 64 +65
Md= = 64.5
2
c. The mode is the number which occurred most frequently. Since three students got a score of 66,
then 66 is the modal score.
Example 2: The picture card numbers of different countries which Sam has collected are 96, 98, 98, 105,
36, 87, 95, 93, and 105. Find the mean, median, and the mode.
Solution:
96+98+ 98+105+36+ 87+95+ 93+105
a. =
9

= 90.33 or Mean=90.33

b. Arrange the data in array: 36, 87, 93,95, 96, 98, 98, 105, 105
Since the number of scores is odd (9), there is only one middlemost score. Hence the median is 96.
Md=96
c. There are two numbers which occurred most frequently, 98 and 105. Then, the modes are 98 and
105. Hence, the given set of data is bimodal.
Mo=98∧105
Mean, Median, and Mode of Grouped Data
The grouped data are data which have been arranged in a frequency distribution table. To compute for the
measures of central tendency of grouped data, we use the following formulas:
a. MEAN:

¿
∑ fx m
n
Where:
X = measurement or score
f = frequency
x m = class mark
n = total frequency
b. MEDIAN:

( )
n
−¿ cf
2
Md=x LB + i
fm
Where:
x LB = lower class boundary of the median class
n = total frequency
¿ cf = less than cumulative frequency above the median class
i = size of the class interval
f m = frequency of the median class
c. MODE:

Mo=x LB +
( d1
)
d 1 +d 2
i

Where:
x LB - lower class boundary of the modal class
d 1 - difference between the frequency in the modal class and the frequency
in
the preceding class interval
d 2 - difference between the frequency in the modal class and the frequency
in
the succeeding class interval
i - size of the class interval
Example 1: Below is a frequency distribution of scores of 30 students in Mathematics.
Compute for the mean, median, and the mode.

Class Interval Frequency (f) Class Mark ( x m ¿ fx m Cumulative frequency (

¿ cf ¿
 6 – 10 1 8 8 1
11 – 15 1 13 13 2
16 – 20 2 18 36 4
21 – 25 2 23 46 6
26 – 30 3 28 84 9
31 – 35 6 33 198 15
36 – 40 7 38 266 22
41 – 45 4 43 172 26
46 – 50 2 48 96 28
51 – 55 1 53 53 29
56 – 60 1 58 58 30
i=5 n=30 ∑ fxm =1 030
a. MEAN ¿
∑ fx m
n

1030
¿
30

¿ 34.33

b. MEDIAN

( )
n
−¿ cf
2
Md=x LB + i
fm

n
Since =15, the class interval 31 – 35 is the median class because it contains one-half of the total
2
frequency in the ¿ cf column.
Class Interval Frequency (f) Class Mark ( x m ¿ fx m Cumulative frequency (
¿ cf ¿
6 – 10 1 8 8 1
11 – 15 1 13 13 2
16 – 20 2 18 36 4
21 – 25 2 23 46 6
26 – 30 3 28 84 9
31 – 35 6 33 198 15 Middle class
36 – 40 7 38 266 22
41 – 45 4 43 172 26
46 – 50 2 48 96 28
51 – 55 1 53 53 29
56 – 60 1 58 58 30

Notice that the lower class boundary of the median class is 30.5, the frequency of the median
class is 6 and the less than cumulative frequency (¿ cf ¿ above the median class is 9. Substituting the
values in the formula, we have:
Md=30.5+ ( 15−9
6 )
5

Md=30.5+( )5
6
6
Md=30.5+5
Md=35.5
c. MODE

Mo=x LB +
( d1
)
d 1 +d 2
i

Notice that the class intervals arranged from lowest to highest. The modal class is the class
interval 36 – 40 because it has the highest frequency.
 Class Interval Frequency (f) Class Mark ( x m ¿ fx m Cumulative frequency (
¿ cf ¿
6 – 10 1 8 8 1
11 – 15 1 13 13 2
16 – 20 2 18 36 4
21 – 25 2 23 46 6
26 – 30 3 28 84 9
31 – 35 6 33 198 15
36 – 40 7 38 266 22 Modal class
41 – 45 4 43 172 26
46 – 50 2 48 96 28
51 – 55 1 53 53 29
56 – 60 1 58 58 30

The lower-class boundary of the modal class is 35.5, the frequency above (preceding) the
modal class is 6, and the frequency below (succeeding) the modal class is 4. Substituting these
values in the formula, we have:
Mo=35.5+
( 7−6
(7−6)+(7−4 ))5

Mo=35.5+ ( 1+31 )5 , Mo=35.5+( 14 )5

Mo=35.5+1.25 , Mo=36.75
Activity Card

A. Choose the letter of the correct answer.

1. Which measure of central tendency is generally used in determining the size of the most in
demand shoes?
A. mean B. median C. mode D. range
2. What is the mean of the scores 8, 7, 9, 9, and 10?
A. 10 B. 9 C. 8.6 D. 4.3
3. The median score in the set 27, 10, 18, 13, 14, 30, 15, 23, 9 is _______.
A. 13 B. 14 C. 15 D. 18
4. The Statistics that divides a set of scores in two equal numbers of score is _____.
A. mean B. median C. mode D. range
5. What measures of central tendency is obtained if all the scores are “evened out”?
A. mean B. median C. mode D. range
6. What statistical measure is being used to determine the consistency of the data?
A. Mean B. Median C. Mode D. Standard deviation
For numbers 7 – 10: A number of students in eleven Grade 7 sections are 43, 45, 44, 49, 45, 42,
43,
45, 44, 41, and 43.
7. What is the sum of all the values?
A. 481 B. 482 C. 483 D. 484
8. What is the average class size in the Grade 7?
A. 44 B. 43 C. 42 D. 41
9. Determine the median.
A. 41 B. 42 C. 43 D. 44
10. The mode of the given data is/are __________.
A. 41 & 42 B. 42 & 44 C. 43 & 45 D. 45 & 49
B. Compute for the mean, median, and mode of the given set of data. The sets of data show the height (in
centimeters) of two groups of boys playing basketball.
1. 76 ,72 , 69 , 63 ,78 , 56 , 72 ,65
Mean = ______ Median = ______ Mode = ______
 2. 10, 7, 7, 4, 5, 6, 4
Mean = ______ Median = ______ Mode = ______

3. 135, 136, 140, 150, 134, 129, 126, 130

Mean = ______ Median = ______ Mode = ______

I. Objectives
A. Content Standards Week 6 - 7
The learner demonstrates understanding of key concepts of measures
of position.
B. Performance Standards
The learner is able to conduct systematically a mini-research applying the different statistical
methods.
C. Learning Competencies
The learner formulates statistical mini-research. M10SP-IVf-g-1
D. Objectives
1. Organize data for the mini-research
2. Conduct mini-research study on students’ performance in the Summative Test
3. Demonstrate confidence in applying the measure of position in the mini-research
II. Content: Statistics and Probability (Conducting Mini – Research)
Research
- an investigation undertaken to discover new facts or to get additional information (Webster)
- its main purpose is to find information in order to verify or expand your existing knowledge on a
certain topic or subject (Villamarzo, 2003)
- an expanded essay that presents your own interpretation or evaluation or argument in order to
establish facts and reach conclusion.
- A pursuit of trust with the help of study, observation, comparison and experiment, the search for
knowledge through objective and systematic method of finding solutions to a problem. Kothari
(2006).
Examples:
1. A scientist reads many case studies to support an idea about a scientific principle.
2. A lawyer researches and reads about many cases and uses them to support their own case.
3. A history student writing about the West Philippine Sea might published as an article
4. Interviewing veterans to develop and/or confirm a viewpoint and support it with evidence.
Importance of Research (Shaleen Singh, 2010)
1. Gives us a light to inquire about the right information.
2. Develops and attitude to not believe everything easily available and go on one track.
3. Sharpens the brain and gives it a judicious vision to look.
4. Leads us to the ultimate philosophy of all the subjects and builds a graphic vision of life.
5. Empowers us with knowledge and efficient learning of new things.
6. Helps us in understanding various issues of life in a larger manner.
 7. Evolves us to mark out the thin line between truth and lie.
8. Opens news vistas of opportunity before us to pick and choose.
9. Makes good habits of reading, analysing, thinking, and learning.
The Mini Research Paper aids you in understanding how you perform and to resolve the difficulties in your studies.
You are given the freedom to choose what Measures of Position to use for the research.
Parts of Mini – Research
1. Problem 6. Results
2. Title 7. Conclusions
3. Purpose 8. Recommendation
4. Importance
5. Population and Sample
PARTS OF MINI - RESEARCH
1. Problem
• Focus of research: one sentence only
• Looking for – something wrong – something that needs close attention – new methods (old do
not work)
• It must be narrow and focused enough to be interesting, yet broad enough to find adequate
information.
• Make sure you know what your final project should look like
• After writing the problem, elaborate on problem
- how it relates to important topics (health, environment, governance…)
- give dramatic and concrete illustrations
Example:
What is the Mathematics Performance of Junior High Students of Telabastagan Integrated School in
this New Normal?
2. Title
- Fewest possible words that adequately indicate the contents of the paper
- The title must have…
 Major variable
 Who are the respondents?
 Research locale
Effective titles in academic research papers have several characteristics.
 Indicate accurately the subject and scope of the study.
 Avoid using abbreviations.
 Use words that create a positive impression and stimulate reader interest.
 Use current nomenclature from the field of study.
 Identify key variables, both dependent and independent.
 May reveal how the paper will be organized.
 Suggest a relationship between variables which supports the major hypothesis.
 Is limited to 10 to 15 substantive words.
 Do not include "study of," "analysis of" or similar constructions.
 Titles are usually in the form of a phrase, but can also be in the form of a question.
 Use correct grammar and capitalization with all first words and last words capitalized, including the
first word of a subtitle. All nouns, pronouns, verbs, adjectives, and adverbs that appear between the
first and last words of the title are also capitalized.
  In academic papers, rarely is a title followed by an exclamation mark. However, a title or subtitle can
be in the form of a question.

3. Purpose
• A single statement or paragraph that explains what you intend to do
• It is a statement of "why" the study is being conducted, or the goal of the study. The goal of a
study might be to identify or describe a concept or to explain or predict a situation or solution to a
situation that indicates the type of study to be conducted (Beckingham, 1974).
Example:
The mini – research aims to know the Mathematics Performance of the Junior High Students of
Telabastagan Integrated School in the New Normal.

4. Importance
 highlight how your research will be beneficial to the development
Example:
The result of this mini – research will greatly help school administrators, teachers, and parents to
think of ways on how to improve the performances of students in Mathematics in the New Normal.
5. POPULATION
 Defined as a group of people, animals, places, things, or ideas.
6. SAMPLE
 Subgroup of the population

SAMPLING TECHNIQUES
• Define the population
• Draw a representative sample from the population
• Study the sample
• Infer your results from the sample back to the population
• Population description: precise/concise single statement
Before the collection of data, it is necessary to determine the sample size especially when there is large
population. To compute the sample size, the Slovin’s Formula will be used:

A researcher wants to know the Mathematics Performance of Junior High Students of Telabastagan
Integrated School in the New Normal which has 385 students. Calculate the sample size.
Solution:
N
n= 2
1+ N e
385
n= 2
1+ ( 385 ) ( 0.05 )
 385
n=
1+ ( 385 ) (0.0025)
385
n=
1+(0.9625)
385
n=
1.9625
n = 196.18
n = 197 respondents
SAMPLING TECHNIQUES
1. RANDOM SAMPLING
- In this method, all members of the population have equal chances of being included in the study.
- Easy to use, but not when the population is thousand or more.

A. Lottery or Fishbowl Techniques

Most common and easiest method of random sampling. The names of the respondents are written on a
piece of paper which will be rolled and placed in a jar. The respondents who will be included in the study
will be those names that are picked at random.
B. Table of Random Numbers
These tables show set of random digits which are arranged in group.
DIRECT SELECTION METHOD
How to use the method:
1. Make a list of the students and give them corresponding serial numbers from 01 to 25.
2. Pick a line number and a column.
3. Read downward and record the next digits
4. Repeat step 2. Ignore repeated numbers and the numbers greater than 25.
5. If the column has been exhausted, proceed to the next.
6. Select the n individuals.
C. REMAINDER METHOD - Used whenever the direct selection method cannot be applied.
How to use the method:
1.the number taken from the Table of random numbers is subtracted from the upper limit within which this
number falls, the remainder is the sample.
2. SYSTEMATIC SAMPLING
A. Stratified Random Sampling
- Applied when the population is divided into different strata or classes wherein each class must be
represented in the study.
RESULTS, DISCUSSION, and CONCLUSION
RESULTS
• Obtained results from the survey/ interview conducted
• Narrative summary of data
• Graphic tables and figures
• What did you find out?
• Use tables, charts, graphs, and words to focus your readers attention on the most important trends
or conclusions.
• Present results in orderly sequence (of Methods)
• If tables/figures summarize data, construct before writing
• Interpret information in tables/figures
• Present the facts: avoid discussion of results
 • Use statistical tests to support general statements.
• Should stand out on its own
– Nothing but results
– All results you intend discuss
• Figures and Tables
• Readable without text
• Text reinforces important aspects of table and figure
• One or two rows of data: write one or two sentences instead
• Past tense
• Emphasize answer(s) to your question(s)
• Exclude results that are not relevant
• Supervisor looking for your ability to discriminate/interpret
Activity Card
Complete the table below. (16 points)
Parts of a Mini - Research Definition
1.
2.
3.
4.
5.
6.
7.
8.
Give 5 importance of Research in Education. (5 points)
1.
2.
3.
4.
5.

Performance Task 4
Write an essay consist of 7 – 10 sentences, “Why is it important to study Mathematics?”