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LESSON PLAN for "Decile of Grouped Data"

Method · February 2019

DOI: 10.13140/RG.2.2.12487.34728

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 DAILY School Dumaguete City High School Year Level GRADE 10
LESSON Pia Marie G. Sarasin; Craig Descriptive
Teacher Mathematics
PLAN N. Refugio, PhD title
Teaching Fourth Grading
February 11, 2019 Quarter
Dates Period

DAY OF THE WEEK Monday

Orange (8:30-9:30)
SECTION & TIME
I. OBJECTIVES
A. Content Standards Demonstrates understanding of key concepts of measures of position.
Is able to conduct systematically a mini-research applying the different statistical
B. Performance Standards method.

To illustrate the following measures of position: quartiles, deciles and percentiles.

(M10SP-IVa-1)

At the end of 1 hour period, the students should be able to:

C. Learning Competencies/
Objectives  Illustrate the decile for grouped data
(Write the LC Code for each)  Solve for the nth decile for grouped data
 Develop patience and perseverance in solving for the nth decile for
grouped data
 Appreciate the importance of deciles in real life situations
II. CONTENT The Deciles for Grouped Data
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages p. 252, Curriculum Guide for Mathematics Grade X
Mathematics Learner’s Module 10, Melvin M. Callanta, Allan M.
2. Learner’s Materials pages
Canonigo, et al., REX Book Store, Inc. 2015, pp (388-389)
3. Textbook pages
http://www.powtoon.com/youtube/
4. Additional Materials from
http://passyworldofmathematics.com/groupeddata
Learning Resource ( LR)
http://passyworldofmathematics.com/deciles.groupeddata
Portal
B. Other Learning Resources Visual aids, PowerPoint Presentation, worksheets, tarp papel, markers
IV. PROCEDURES
 Prayer
 Checking of attendance
 Orientation of classroom rules
 Review the concept of quartiles for grouped data
-quartiles are the score points which divide the distribution into four equal
parts. Twenty five percent of the distribution fall below the first quartile,
fifty percent fall below the second quartile, and seventy-five percent fall
below the third quartile.
For grouped data, the formula used in computing for the quartiles is
 Reviewing previous lesson
or presenting the new 𝑘𝑁
lesson − 𝑐𝑓𝑏
𝑄𝑘 = 𝐿𝐵 + ( 4 )𝑖
𝑓𝑄𝑘
where:
LB= lower boundary of the 𝑄𝑘 class
N= total frequency
𝑐𝑓𝑏 = cumulative frequency of the class before the 𝑄𝑘 𝑐𝑙𝑎𝑠𝑠
i= size of class interval
k= nth quartile, where n=1,2, and3.
Present objectives to be achieved at the end of the lesson:
 Establishing a purpose for
 Illustrate the decile for grouped data
the lesson
 Solve for the nth decile for grouped data
  Develop patience and perseverance in solving for the nth decile for
grouped data
 Appreciate the importance of deciles in real life situations
Present a short video clip that shows the importance of statisctics and
 Presenting examples/ measures of position in real life situation. Tell the students that large
instances of the new lesson quantities of data can be much more easily viewed and manage if placed in
groups in a frequency table.
Deciles are those values that divide the total frequency into 10 equal parts.
These deciles are denoted as 𝐷1 , 𝐷2 , 𝐷3 , … , 𝐷9 .
 𝐷1 is the score which has 10% of the scores below it and 90%
above it.
 𝐷2 is the score which has 20% of the scores below it and 80%
above it.
 𝐷3 is the score which has 30% of the scores below it and 70%
above it.
.
.
.
 𝐷9 is the score which has 90% of the scores below it and 10%
 Discussing the new above it.
concepts and practicing Deciles are often used in education and health related fields to indicate how
new skills #1 one individual compares with others in a group.

In computing for the deciles of grouped data, the formula used is:
𝑘𝑁
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵 + ( 10 )𝑖
𝑓𝐷𝑘
where:
LB= lower boundary of the 𝐷𝑘 class
N= total frequency
𝑐𝑓𝑏 = cumulative frequency of the class before the 𝐷𝑘 𝑐𝑙𝑎𝑠𝑠
i= size of class interval
k= nth decile, where n=1,2,3,4, 5, 6, 7, 8, and 9.

Example:
The data on the distance travelled by 150 participants in the fund raising
marathon “Takbo Para sa Kinabukasan 2018” is given by the following
table.
Distance (in km) Frequency (f)
19-21 12
16-18 17
13-15 26
10-12 32
7-9 29
4-6 18
1-3 16
1. Discussing the new
concepts and practicing
Compute for the second and fourth decile.
new skills #2
Solution:
 For 𝐷2 ,
Class Frequency (f) Lower Less Than
Interval Boundaries Cumulative
(LB) Frequencies
(<cf)
19-21 12 18.5 150
16-18 17 15.5 138
13-15 26 12.5 121
10-12 32 9.5 95
7-9 29 6.5 63
 4-6 18 3.5 34
1-3 16 0.5 16
i=3 N=150
𝑘𝑁 2(150) 300
𝐷2 class : = = = 30
10 10 10

This means we need to find the class interval where the 30th score is
contained.
Note that the 17th-34th scores belong to the class interval: 4-6. So,
the 30th score is also within the class interval.
The 𝐷2 class is the class interval 4-6.

LB= 3.5
N= 150
𝑐𝑓𝑏 = 16
𝑓𝐷𝑘 =18
i=3
k=2

𝑘𝑁
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵 + ( 10 )𝑖
𝑓𝐷𝑘
30 − 16
𝐷2 = 3.5 + ( )3
18
14
𝐷2 = 3.5 + ( ) 3
18
𝐷2 = 3.5 + 2.33333334
𝐷2 = 5.83
Therefore, 20% of all the participants travelled less than or equal to
5.83 km.

 For 𝐷4 ,

𝑘𝑁 4(150) 600
𝐷4 class : = = = 60
10 10 10

This means we need to find the class interval where the 60th score is
contained.
Note that the 35th-63rd scores belong to the class interval: 7-9. So,
the 60th score is also within the class interval.
The 𝐷4 class is the class interval 7-9.

LB= 6.5
N= 150
𝑐𝑓𝑏 = 34
𝑓𝐷𝑘 =29
i=3
k=4

𝑘𝑁
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵 + ( 10 )𝑖
𝑓𝐷𝑘
60 − 34
𝐷4 = 6.5 + ( )3
29
26
𝐷4 = 6.5 + ( ) 3
29
𝐷4 = 6.5 + 2.68965516
𝐷4 = 9.189 0𝑟 9.19

Therefore, 40% of all the participants travelled less than or equal to

9.19
 The frequency distribution presented below gives the ages of the members
of the families in Barangay 143. Find for 𝐷3 𝑎𝑛𝑑 𝐷6 .
Ages Frequency (f)
63-69 3
56-62 11
49-55 18
42-48 20
35-41 22
28-34 18
21-27 13
14-20 8
7-13 2

Solution:
Class Interval Frequency (f) Lower Less Than
Boundaries Cumulative
(LB) Frequencies
(<cf)
63-69 3 62.5 115
56-62 11 55.5 112
49-55 18 48.5 101
42-48 20 41.5 83
35-41 22 34.5 63
28-34 18 27.5 41
21-27 13 20.5 23
14-20 8 13.5 10
7-13 2 6.5 2
i= 7 N= 115
2. Developing mastery
(Leads to Formative For 𝑫𝟑 ,
Assessment 3) 𝑘𝑁 3(115) 345
𝐷3 class : 10 = 10 = 10 = 34.5

This means we need to find the class interval where the 34.5th score
is contained.
Note that the 24th-41st scores belong to the class interval: 28-34. So,
the 34.5th score is also within the class interval.
The 𝐷3 class is the class interval 28-34.

LB= 27.5
N= 115
𝑐𝑓𝑏 = 23
𝑓𝐷𝑘 =18
i=7
k=3

𝑘𝑁
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵 + ( 10 )𝑖
𝑓𝐷𝑘
34.5 − 23
𝐷3 = 27.5 + ( )7
18
11.5
𝐷3 = 27.5 + ( )7
18
𝐷3 = 27.5 + 4.47222223
𝐷3 = 31.97

Therefore, 30% of the members of the families in Barangay 143 has

an age is less than or equal to 31.97.
 For 𝑫𝟔 ,
𝑘𝑁 3(115) 690
𝐷6 class : 10 = 10 = 10 = 69

This means we need to find the class interval where the 69th score is
contained.
Note that the 64th-83rd scores belong to the class interval: 42-48. So,
the 69th score is also within the class interval.
The 𝐷6 class is the class interval 42-48.

LB= 41.5
N= 115
𝑐𝑓𝑏 = 63
𝑓𝐷𝑘 =23
i=7
k=6

𝑘𝑁
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵 + ( 10 )𝑖
𝑓𝐷𝑘
69 − 63
𝐷6 = 41.5 + ( )7
23
6
𝐷6 = 41.5 + ( ) 7
23
𝐷6 = 41.5 + 1.8260899
𝐷6 = 43.33

Therefore, 60% of the members of the families in Barangay 143 has

an age is less than or equal to 43.33.

-Present examples of real-life situations where the application of deciles for

3. Finding practical
grouped data is manifested.
applications of concepts
- ask the students how useful are deciles in dealing with real-life situations
and skills in daily living
like problem solving.
Let the students give a recap of today’s discussion.

Deciles are those values that divide the total frequency into 10 equal parts.
These deciles are denoted as 𝐷1 , 𝐷2 , 𝐷3 , … , 𝐷9 .

In computing for the deciles of grouped data, the formula used is:
𝑘𝑁
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵 + ( 10 )𝑖
𝑓𝐷𝑘
where:
LB= lower boundary of the 𝐷𝑘 class
4. Making generalizations N= total frequency
and abstractions about the 𝑐𝑓𝑏 = cumulative frequency of the class before the 𝐷𝑘 𝑐𝑙𝑎𝑠𝑠
lesson i= size of class interval
k= nth decile, where n=1,2,3,4, 5, 6, 7, 8, and 9.

 The students will be grouped into four. Their task is to complete the
given table and to solve for the nth decile.

Situation:

During 3 hours at hearthrow airport, 55 aircraft arrived late. The number of

minutes they were late is shown in the grouped frequency table below.
 Minutes late Frequency (f) Lower Less Than
boundaries Cumulative
(LB) Frequencies
(<cf)

50-59 2

40-49 4

30-39 5

20-29 7

10-19 10

0-9 27

i=10 N=55

 GROUP 1 will compute for the 1st decile.

 GROUP 2 will compute for the 5th decile.

 GROUP 3 will compute for the 8th decile.

 GROUP 4 will compute for the 9th decile.

Calculate the fifth and seventh deciles from the frequency distribution of
weights of 120 students as provided in the table below.

Weight (lb) Frequency (f) Lower Less Than

boundaries Cumulative
(LB) Frequencies
(<cf)

210-219 1 209.5 120

200-209 2 199.5 119

5. Evaluating learning 190-199 5 189.5 117

180-189 6 179.5 112

170-179 13 169.5 106

160-169 18 159.5 93

150-159 25 149.5 75

140-149 28 139.5 50
 130-139 17 129.5 22

120-129 4 119.5 5

110-119 1 109.5 1

i=10 N=120

Solution:
For 𝑫𝟓 ,
𝑘𝑁 5(120) 600
𝐷5 class : 10 = 10 = 10 = 60

This means we need to find the class interval where the 60th score is
contained.
Note that the 51st -75th scores belong to the class interval: 150-159.
So, the 60th score is also within the class interval.
The 𝐷5 class is the class interval 150-159.

LB= 149.5
N= 120
𝑐𝑓𝑏 = 50
𝑓𝐷𝑘 =25
i=10
k=5

𝑘𝑁
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵 + ( 10 )𝑖
𝑓𝐷𝑘
60 − 50
𝐷5 = 149.5 + ( ) 10
25
10
𝐷5 = 149.5 + ( ) 10
25
𝐷5 = 149.5 + 4
𝐷5 = 153.5

Therefore, 50% of the students weigh less than or equal to 153.5

pounds.

For 𝑫𝟕 ,
𝑘𝑁 7(120) 840
𝐷7 class : 10 = 10 = 10 = 84

This means we need to find the class interval where the 84th score is
contained.
Note that the 76th -93rd scores belong to the class interval: 160-169.
So, the 84th score is also within the class interval.
The 𝐷7 class is the class interval 160-169.

LB= 159.5
N= 120
𝑐𝑓𝑏 = 75
𝑓𝐷𝑘 =18
i=10
k=7

𝑘𝑁
− 𝑐𝑓𝑏
𝐷𝑘 = 𝐿𝐵 + ( 10 )𝑖
𝑓𝐷𝑘
 84 − 75
𝐷7 = 159.5 + ( ) 10
18
9
𝐷7 = 159.5 + ( ) 10
18
𝐷7 = 159.5 + 5
𝐷7 = 164.5

Therefore, 70% of the students weigh less than or equal to 164.5

pounds.

Assignment:
On a one whole sheet of paper, complete the given table and solve for the
second decile.

Calculate the 2nd decile of the mathematics test scores of 50 students.

6. Additional activities for Scores Frequency (f)
application or remediation 46-50 4
41-45 8
36-40 11
31-35 9
26-30 12
21-25 6

V. REMARKS

VI. REFLECTION

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