Beruflich Dokumente
Kultur Dokumente
Noted by:
Approved By:
LAURO S. FONTANIL
Adviser
University of the Philippines – Los Baños
Section: Tarlac
Date: 09 March 2018
Time: 8:45 – 9:35 (50 minutes)
Content Standard: The learner demonstrates understanding of key concepts of measures of position.
Performance Standard: The learner is able to investigate thoroughly the mathematical relationship in
various situations, formulate real-life problems involving measures of position and, solve them using a
variety of strategies.
I. OBJECTIVES
At the end of the lesson, the students must be able to:
1. illustrate quartiles of grouped data;
2. calculate specified values of quartiles of a set of grouped data;
3. interpret quartiles of grouped data; and,
4. solve real-life problems involving quartiles of grouped data.
C. Materials:
Activity Sheets
Charts
Laptop
LCD Projector
PowerPoint Presentation
B. Review/ Priming
Median of Grouped Data
𝑁
− 𝑐𝑓𝑏
𝑀𝑒𝑑𝑖𝑎𝑛 = 𝐿𝐵 + ( 2 )𝑖
𝑓𝑄
Instruction: The teacher will present the formula for solving median of grouped data. The
students will individually solve for the median of grouped data by using the formula
above mentioned and with the teacher’s guidance.
The coach of the running team timed 21 runners in the sprint race in seconds. Calculate
for the median.
Seconds Frequency Lower Less than Cumulative
Boundaries Frequency (<cf)
51-55 2 50.5 2
56-60 7 55.5 9
61-65 8 60.5 17
66-70 4 65.5 21
N=21
𝑁
− 𝑐𝑓𝑏
𝑀𝑒𝑑𝑖𝑎𝑛 = 𝐿𝐵 + ( 2 )𝑖
𝑓𝑄
21
−9
= 60.5 + ( 2 8 ) 5
= 61.44
C. Motivation
Group Activity on Quartile
Instructions:
1. Form four groups.
2. Each group will be given 1 minute to answer the activity.
3. The first group to finish will present their answer.
D. Activity
Group Activity on Frequency Distribution Table
Instructions:
1. Form four groups.
2. Each group will be given 10 minutes to answer the activity.
3. The first group to finish will present their answer.
4. Rubric of Group Activity
Due to the frequent power interruptions, a survey was made on the average monthly
Kilowatt-hours consumption of households. These are the average monthly Kilowatt-hours of
32 households in Barangay Batong Malake.
Complete the Frequency Distribution Table by solving for the lower boundaries and less than
cumulative frequency. After solving for the lower boundaries and less than cumulative
frequency, for groups 1 and 2 calculate for Q1 and for groups 3 and 4 calculate for Q3.
The teacher will first demonstrate how to solve for Q2.
130-151 4
152-173 1
Q2 class:
2𝑁
=
2(32)
=
64
= 16 LB= 63.5
4 4 4
N=32
This means we need to find the class interval where the
𝑐𝑓𝑏 = 15
16th score is contained.
𝑓𝑄2= 7
Note that the 16th –22nd scores belong to the class
interval: 64-85. So, the 16th score is also within the class i=22
interval.
2𝑁
The Q2 class is class interval 64-85. − 𝑐𝑓𝑏
𝑄2 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 50% of the households have an average 𝑓𝑄2
Kilowatt-hours less than or equal 66.25.
16 − 15
𝑄2 = 63.5 + ( ) 22
7
𝑄2 = 66.64
interval: 42-63. So, the 8th score is also within the class i=22
interval.
The Q1 class is class interval 42-63. 𝑁
− 𝑐𝑓𝑏
𝑄1 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 25% of the households have an average 𝑓𝑄1
Kilowatt-hours less than or equal to 44.25
8−7
𝑄1 = 41.5 + ( ) 22
8
𝑄1 = 44.25
Q3 class:
3𝑁
=
3(32)
=
96
= 24 LB= 85.5
4 4 4
N=32
This means we need to find the class interval where the
𝑐𝑓𝑏 = 22
24th score is contained.
𝑓𝑄3= 7
Note that the 23rd –26th scores belong to the class
interval: 86-107. So, the 24th score is also within the class i=22
interval.
3𝑁
The Q3 class is class interval 86-107. − 𝑐𝑓𝑏
𝑄3 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 75% of the households have an average 𝑓𝑄2
Kilowatt-hours less than or equal 91.79.
24 − 22
𝑄3 = 85.5 + ( ) 22
7
𝑄3 = 91.79
IV. ANALYSIS
1. How were you able to compute for the lower boundaries?
2. How were you able to compute for the less than cumulative frequency?
3. How were you able to use the frequency distribution table be to solve for quartiles of
grouped data?
4. How were you able to solve for Q1?
5. How were you able to solve for Q3?
6. What were you able to notice with the steps in solving for median of grouped data and
steps in solving for Q2?
V. ABSTRACTION
The Quartile for Grouped Data
The steps in computing the median are similar to that 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
𝑁 3𝑁
where 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:
𝑘𝑁
− 𝑐𝑓𝑏
𝑄𝑘 = 𝐿𝐵 + ( 4 )𝑖
𝑓𝑄𝑘
Example: The school surveyed 50 Grade 10 girls to find out how tall each one is in centimeters.
Calculate the Q1 Q2, and Q3 of the height in centimeters of 50 Grade 10 girls.
Q1 class:
𝑁
=
50
= 12.5 LB= 154.5
4 4
N=50
This means we need to find the class interval where the
𝑐𝑓𝑏 = 9
12.5th score is contained.
𝑓𝑄1 = 15
Note that the 10th-24th scores belong to the class
interval: 155-159. So, the 12.5th score is also within the i=5
class interval.
The Q1 class is class interval 155-159. 𝑁
− 𝑐𝑓𝑏
𝑄1 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 25% of the Grade 10 girls have a height less than 𝑓𝑄1
or equal to 155.67 cm.
12.5 − 9
𝑄1 = 154.5 + ( )5
15
𝑄1 = 155.67
Q2 class:
2𝑁
=
2(50)
=
100
= 25 LB= 159.5
4 4 4
N=50
This means we need to find the class interval where the
𝑐𝑓𝑏 = 24
25th score is contained.
𝑓𝑄2 = 12
Note that the 25th –36th scores belong to the class
interval: 160-164. So, the 25th score is also within the class i=5
interval.
2𝑁
The Q2 class is class interval 160-164. − 𝑐𝑓𝑏
𝑄2 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 50% of the Grade 10 girls have a height less than 𝑓𝑄2
or equal to 159.92 cm.
25 − 24
𝑄2 = 159.5 + ( )5
12
𝑄2 = 159.92
Q3 class:
3𝑁
=
3(50)
=
150
= 37.5 LB= 164.5
4 4 4
N=50
This means we need to find the class interval where the
𝑐𝑓𝑏 = 36
37.5th score is contained.
𝑓𝑄3= 8
Note that the 37th- 44th scores belong to the class
interval: 165-169. So, the 37.5th score is also within the i=5
class interval.
3𝑁
The Q3 class is class interval 165-169. − 𝑐𝑓𝑏
𝑄3 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 75% of the Grade 10 girls have a height less than 𝑓𝑄2
or equal to 165.43 cm.
37.5 − 36
𝑄3 = 164.5 + ( )5
8
𝑄3 = 165.43
VI. APPLICATION
Instruction: On a 1 whole sheet of pad paper, the students will answer the following
individually for 10 minutes.
According to recent studies, the Philippines is the world’s top social media user. A survey on
time spent on social media (in hours) was made on 50 Filipinos. Calculate the Q1 , Q2, and Q3
of the time spent on social media (in hours) of 50 Filipinos.
5-8 9
9-12 18
13-16 11
17-20 5
21-24 4
Solution:
Q1 class:
𝑁
=
50
= 12.5 LB= 8.5
4 4
N=50
This means we need to find the class interval where the
𝑐𝑓𝑏 = 4
12.5th score is contained.
𝑓𝑄1= 9
Note that the 5th –13th scores belong to the class
interval: 5-8. So, the 12.5th score is also within the class i=4
interval.
The Q1 class is class interval 5-8. 𝑁
− 𝑐𝑓𝑏
𝑄1 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 25% of the Filipinos spend less than or equal to 𝑓𝑄1
8.28 hours on social media.
12.5 − 4
𝑄1 = 4.5 + ( )4
9
𝑄1 = 8.28
Q2 class:
2𝑁
=
2(50)
=
100
= 25 LB= 20.5
4 4 4
N=50
This means we need to find the class interval where the
𝑐𝑓𝑏 = 13
25th score is contained.
𝑓𝑄2 = 18
Note that the 14th –31st scores belong to the class
interval: 9-12. So, the 25th score is also within the class i=4
interval.
2𝑁
The Q2 class is class interval 9-12. − 𝑐𝑓𝑏
𝑄2 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 50% of the Filipinos spend less than or equal to 𝑓𝑄2
Q3 class:
3𝑁
=
3(50)
=
150
= 37.5 LB= 12.5
4 4 4
N=50
This means we need to find the class interval where the
𝑐𝑓𝑏 = 31
37.5th score is contained.
𝑓𝑄3 = 11
Note that the 32nd -42nd scores belong to the class
interval: 13-16. So, the 37.5th score is also within the class i=4
interval.
3𝑁
The Q3 class is class interval 13-16. − 𝑐𝑓𝑏
𝑄3 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 75% of the Filipinos spend less than or equal to 𝑓𝑄2
14.86 hours on social media.
37.5 − 31
𝑄3 = 12.5 + ( )4
11
𝑄3 = 14.86
VII. GENERALIZATION
VIII. ASSIGNMENT
Due to the rising number of late students, the school decided to survey the time to travel to
school of 50 students. Calculate the Q1 , Q2, and Q3 of the time to travel to school of 50
students.
Time to travel to school Frequency
(in minutes)
1-10 8
11-20 14
21-30 12
31-40 9
41-50 7
Solution:
11-20 14 10.5 22
21-30 12 20.5 34
31-40 9 30.5 43
41-50 7 40.5 50
N=50
Q1 class:
𝑁
=
50
= 12.5 LB= 10.5
4 4
N=50
This means we need to find the class interval where the
𝑐𝑓𝑏 = 8
12.5th score is contained.
𝑓𝑄1 = 14
Note that the 9th –22nd scores belong to the class
interval: 11-20. So, the 12.5th score is also within the class i=10
interval.
The Q1 class is class interval 11-20. 𝑁
− 𝑐𝑓𝑏
𝑄1 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 25% of the students have a travel time to school 𝑓𝑄1
less than or equal to 13.71.
12.5 − 8
𝑄1 = 10.5 + ( ) 10
14
𝑄1 = 13.71
Q2 class:
2𝑁
=
2(50)
=
100
= 25 LB= 20.5
4 4 4
N=50
This means we need to find the class interval where the
𝑐𝑓𝑏 = 22
25th score is contained.
𝑓𝑄2 = 34
Note that the 23rd –34th scores belong to the class
interval: 21-30. So, the 25th score is also within the class i=10
interval.
2𝑁
The Q2 class is class interval 21-30. − 𝑐𝑓𝑏
𝑄2 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 50% of the students have a travel time to school 𝑓𝑄2
less than or equal to 21.38.
25 − 22
𝑄2 = 20.5 + ( ) 10
34
𝑄2 = 21.38
Q3 class:
3𝑁
=
3(50)
=
150
= 37.5 LB= 30.5
4 4 4
N=50
This means we need to find the class interval where the
𝑐𝑓𝑏 = 34
37.5th score is contained.
𝑓𝑄3 = 43
Note that the 35th –43rd scores belong to the class
interval: 31-40. So, the 37.5th score is also within the class i=10
interval.
The Q3 class is class interval 31-40.
37.5 − 34
𝑄3 = 30.5 + ( ) 10
43
𝑄3 = 31.31
Standards 4 3 2 1
Completion of All parts of the All parts of Some parts of Few to no parts of the
Task problem were the problem the problem problem were
completed neatly were were completed completed
and correctly completed
Oral Presentation Oral presentation Oral Oral Oral presentation is
is exceptionally presentation presentation unclear and impossible
clear, fully is generally lacks clarity. to follow. It is full of
supported with clear and There were few misconceptions.
concepts and some misconceptions. Volume often too soft
principles of accounts are Volume is soft to be heard by the
deciles, and easy supported to be heard by audience
to follow. Volume with concepts the audience
is loud to be heard and
by the audience principles of
deciles.
Volume is
loud enough
to be heard
by the
audience
Accuracy Each step of the One step of Several steps of Entire activity was
problem was the problem the problem incorrect
completed and was incorrect contained errors
correct
Steps Each step was Most steps Few steps were None of the steps were
completed were completed completed/ no work
thoroughly with completed thoroughly with was shown
work shown thoroughly work shown
with work
show
Duration The presentation The The The presentation below
was within the presentation presentation or above time duration
time duration exceeded 3 exceeded 5
minutes of minutes of the
the time time duration
duration
Score Descriptors
5 The solution is complete and correct. The answer is correct.
4 The solution is not complete, but the answer is correct.
3 The solution is complete, but the answer is not correct.
2 The solution is not correct, and the answer is not correct.
1 There is no solution, answers only.
0 No attempt was made to answer the problem.