SCHOOL OF TEACHER EDUCATION

General Luna Road, Baguio City Philippines 2600

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Detailed Learning Plan (DLP)

Mathematics 10
School Year 2017-2018
February 19, 2018

I. Objectives:
A. Content Standard:
 The learner demonstrates understanding of key concepts of measures of position.
B. Performance Standard:
 The learner is able to conduct systematically a mini-research applying the different
statistical methods.
C. Learning Competencies:
 The learner illustrates the following measures of position: quartiles, deciles and percentiles.
(M10SP-IVa-1)
 The learner calculates a specified measure of position of a set of data. (M10SP-IVb-1)
 The learner interprets measures of position. (M10SP-IVc-1)
 The learner solves problems involving measures of position. (M10SP-IVd-e-1)
D. Specific Objectives:
 Define terms related to Statistics.
 Define and differentiate the different measures of position.
 Solve and find the 𝑘 𝑡ℎ quartile, decile and percentile, median and interquartile range of an
ungrouped data.

II. Content: Measures of Position – Ungrouped Data

III. References:
A. Teacher’s Guide pages – pp. 314 – 359
B. Learner’s Materials pages – pp. 354 – 404
C. Other References:
a. Next Century Mathematics 10, Orines, F.B., et.al, pp. 387 – 408
b. E-MATH IV, Oronce, O., Mendoza, M., pp. 431 – 450

IV. Learning Resources:

 Power Point Presentation on Measures of Position – Ungrouped Data

V. Procedures:
A. Before the Lesson
a. Routine – describe/enumerate
Check the attendance and cleanliness of the room.
Give general instructions and reminders.

b. Recall/Motivation/Checking of assignment
Strategy: Art of Questioning, Inductive Method
Steps:
1. Start by presenting terms related to Statistics i.e., Statistics, Measures of
Central Tendency, Measures of Variability and Measures of Position.
2. Let the students define the terms presented as a recall in their Grade 7 and
8 Mathematics.
 c. Processing/Linking to the new lesson
Based form their own definitions, present a larger “picture” of statistics.

Give the general definitions of the terms presented and other terms related to each
of the Descriptive Statistics.
Present a KWL chart and let them accomplish to assess their knowledge on
Statistics and on Measures of position.

B. During the Lesson

a. Introduction of the new lesson
Strategy: Guided Discovery / Exposition
Steps:
1. Form four (4) groups and let them form a straight line in the classroom.
2. Let them arrange themselves in ascending order according to the following:
height, age, weight, size of foot, grade in math, length of hair and birth
month.
3. Let the students take note of the order accordingly.
4. From the activity, ask the students on what are they actually looking/finding
at in general?

b. Discussion of major concepts

Strategy: Deductive Method
Steps:
1. Introduce the overview of measures of position.

2. Define terms related to measures of position; quantiles/fractiles, quartiles,

deciles, percentiles, Interquartile Range, median
a. Quantiles/Fractiles - measures of positions that divide a distribution
into four, ten, and hundred equal parts i.e., quartiles, deciles and
percentiles.
b. Quartiles – are the three score points which divide a distribution into
four equal parts.
c. Deciles – are the nine score points which divide a distribution into
ten equal parts.
d. Percentiles – are the ninety-nine score points which divide a
distribution into one hundred equal parts.
3. Present an illustration which shows the different measures of position.

4. Introduce the formula in finding the kth quartile, decile and percentile, and
Interquartile range of an ungrouped data i.e.,
𝒌(𝒏+𝟏)
a. 𝑸𝒌 = 𝟒
𝒌(𝒏+𝟏)
b. 𝑫𝒌 = 𝟏𝟎
𝒌(𝒏+𝟏)
c. 𝑷𝒌 = 𝟏𝟎𝟎
d. 𝑰𝑹 = 𝑸𝟑 − 𝑸𝟏
5. Using the Third Grading Grade in Math of 15 students, present how to find
the measures of position indicated above.
 77, 80, 71, 75, 73, 88, 85, 77, 78, 79, 76, 83, 77, 77, 73

a. Let them arrange the data in ascending order.

b. Let them find the mean, mode and median.
c. Let them find the Lower Quartile, Upper Quartile, Interquartile Range,
D7, and P15.
6. Present the steps in Linear Interpolation to find the 𝑘 𝑡ℎ score of the indicated
measures of position. Let some students do it on the board while the others
are doing on their seat.
a. 𝒙𝒊.𝒋 = 𝒙𝒊 + (𝒊. 𝒋 − 𝒊)(𝒙𝒊+𝟏 − 𝒙𝒊 ) → 𝑳𝒊𝒏𝒆𝒂𝒓 𝑰𝒏𝒕𝒆𝒓𝒑𝒐𝒍𝒂𝒕𝒊𝒐𝒏

C. After the Lesson

a. Checking of Facets of Understanding (FU)
Explain
1. Let the students explain the difference of the different measures of position.
Interpret
1. Let the students interpret and explain the result of the findings in finding a
specific measure of position.
Apply
1. Let the students answer some items in finding the indicated measures of
position using their third grading grade in Mathematics.
Perspective
Empathy
Self-knowledge

b. Generalization/Summary
Strategy: Art of Questioning
Steps:
1. Ask at most three (3) students for their generalization of the lesson and/or
summary and general feedback from the lesson for the day.
2. Provide a general summary of the lesson for the day.

VI. Assignment (Optional)

 In a 1 whole sheet of pad paper, let the students answer the following:
Find the indicated measures of position, use linear interpolation if necessary.

77, 80, 71, 75, 73, 88, 85, 77, 78, 79, 76, 83, 77, 77, 73, 89

a. 43rd Percentile
b. Lower Quartile
c. Upper Quartile
d. Interquartile Range
e. 9th Decile
f. Mean
g. Mode
h. Median

VII. Remarks: Proceed to the next lesson.

VIII. Reflection:

Based from the results of the formative assessments given, the learners understood the lesson,
therefore there is no need to reteach the lesson and or give any remediation. The strategies undertaken
are effective because the students were engaged and actively participated during the teaching-learning
process. Some disturbances had occurred like unnecessary noise during the group activity but then it was
settled smoothly when the lesson proceeds. Some students were not participating during the group activity
which causes their group to lose points and cause some noise. During the introduction part, the students
had a difficulty in defining the terms related to Statistics even they had already encountered the terms
during their Grade 7 and 8 Mathematics. Overall the teaching-learning process was conducted in an
organized manner and I can say that the lesson was well-taught.

Prepared by: Noted by:

EFREN B. CABOTAGE PRUDENCIO W. ESTEBAN

Student Teacher Mathematics Teacher III