Republic of the Philippines

Department of Education
Region XI
Division of Davao del Norte
CARMEN NATIONAL HIGH SCHOOL
Ising, Carmen, Davao del Norte

LESSON PLAN
IN
MATHEMATICS 10
Quarter : 4th Time:8:15 A.M. -9:15 A.M.
Yr. & Section: Grade 10- Galilei Date: March 1, 2019

Module 8: MEASURES OF POSITION

Content Standard: The learner demonstrates understanding of key concepts of measures of
position.
Performance Standards: 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.
Competency: Illustrates measures of position; (M10SP-lVa-1)
Calculate specified measure of position of a set of data(M10SP-lVb-1)
Interpret measures of position (M10SP-lVc-1)
Pre-requisite lesson: Measures of Central Tendency

LEARNING OBJECTIVES:
At the end of the lesson, the students are expected to:
1. Define and compute the quartiles, deciles and percentiles of a given data set;
2. Interpret measures of position in real life situations; and
3. Develop creativity, cooperative skills and accuracy through activity.

I. SUBJECT MATTER:
Topic: Measures of Position for Ungrouped Data
Pre-requisite Skills: Solving the mean and median of given data set
References: -Grade 10-Math Teaching Guide pages 322- 344
-Grade 10-Math Learners’ Material pages 364-382
Downloaded ppt slides and illustrations
http://www.stat.rutgers.edu/~mxie/stat211/ftp/lect2-4.ppt.
https://www.anderson5.net/cms/lib/SC01001931/Centricity/Domain/2137/
Day%201%20-%20Measures%20of%20Position%20-%20Quartiles%20-
%20Percentiles%20-%20ZScores BoxPlots%202.6.ppt.
(Indicator 8: selects, develops, organizes, and uses appropriate teaching and learning resources,
including ICT to address learning goals)
Materials: activity sheets, netbook, projector
Values Integration: Cooperation, Accuracy
Method: Differentiation strategy (process, content, product)
*Using Multiple Differentiation Strategies = Activities That Are
More Interesting & Engaging
Process: Address types of learning modalities
-Kinesthetic, Visual, Auditory
Content: Complexity of thinking skills required
Product: Different ways to show understanding based on ability
and learning profile.
II. PROCEDURE:
A. Preliminary Activities
 Prayer
 Checking of Attendance
 Classroom Management
B. Review
Teacher will reiterate that to have more knowledge about the data set, we may
divide it into more parts of equal sizes.
We shall discuss data analysis by dividing it into four, ten, and hundred parts
of equal sizes and will ask the students what are the corresponding partition values
Students will answer: quartiles, deciles, and percentiles.
(Indicator 1: Applies knowledge of content within curriculum teaching area)
C. Lesson Proper
 Developmental Activities
1. Diagnostic Test
Find out how much the students already know about this lesson.
(After taking and checking this short test, let them take note of the items that they were
not able to answer correctly and look for the right answer as they go through this lesson.)
Expected Minutes: 2-3

Teacher Does Students Does

Pre-Test/Diagnostic Test for Module 8

Lesson 1: Measures of Position for Students will be given 15 seconds to
Ungrouped Data answer each question. Then after all the
1.The median score is also the ____. items are answered, it will be
A. 75th percentile C. 3rd decile immediately checked. And getting the
B. 5th decile D. 1st quartile frequency of error will be done after.
2. When a distribution is divided into
hundred equal parts, each score point that
describes the distribution is called a ___.
A. percentile C. quartile
B. decile D. median
3.Jhon’s score in a 75-item test was the
median score. What is his percentile rank?
A. 35th C. 25th
B. 50th D. 75th
4. In a Math test, Mark got a score of 50
which is the third quartile. This means that:
A. he got the highest score
B. his score is higher than 25% of his
classmates
C. he surpassed 75% of his classmates
D. seventy-five percent of the class did not
pass the test.
5. In the set of scores: 14, 17, 10, 22, 19,
24, 8, 12, and 19, the first quartile is ____.
A. 17 C. 14
B. 12 D. 13
 6. The median in the given score
distribution of 9 students above can also
be interpreted as ______.
A. four students scored higher than 19.
B. five students scored lower than 17.
C. four students scored lower than 17 and
four students scored higher than 17.
D. eight students scored lower than 24.

(for table of specifications and answer key

please refer to the attached TOS)

2. Motivation
Expected Minutes: 5
Providing information, Modeling, Checking for understanding
Teacher Does Students Does
Student Activity

Students will be guessing and

answering the hidden words based on
the given related pictures.

(Indicator 2: Use a range of teaching

strategies that enhance learner
achievement in literacy and numeracy
skills.)

FOR

U R

H ND ED
3. Activity:
Expected Minutes: 20-25
Teacher Does Students Does

 Since students are of various What the students are doing:

interests and skills, and most of
them are versatile they possess two
or more of these skills , thus the
class will be group into three (3),
moreover, random counting of 1 to 3
will be employed.
 Each group will be given 10 minutes
to prepare and 3-5 minutes to
present/perform.
“Creating MULTIPLE PATHWAYS to
Reach ONE Goal”
Tasks:
Red Task Card: Present the situation given
through a Talk Show/Game Show.
Green Task Card: Present the situation
given through Field Reporting.
Orange Task Card: Present the situation
given through Jazz Chants or a Song.
 Students are working in groups to
discover and find out the answers
to the given situation.
 Students are also practicing for
the task given with the allotted
time.
(Indicator 2: Use a range of teaching
strategies that enhance learner
achievement in literacy and numeracy
skills.)
(Indicator 6:Uses differentiated,
developmentally appropriate learning
experiences to address learners’
gender, needs, strengths, interests and
experiences .)

(see attached activity sheet at the end) (Indicator 1: Applies knowledge of

content across curriculum teaching
 Teacher is walking around to each area)
group assessing their progress.
 Teacher will make sure students are
on task and participating.
.
(Indicator 4: Manages classroom
structure to engage learners, individually or
in groups. In meaningful exploration,
discovery and hands-on activities within a
range of physical learning environments.)

Presentation (3-5 mins)  The group will present their

performance.

Scoring for each group:

(See attached rubric for the activity at
the last page)
4. Analysis:
Teacher Does Students Does
The teacher will ask questions depending Expected Student Answers
on the task given to the groups.
Students will answer depending on
Possible Questions: the question.

 What were the data you need to

gather? (Indicator 3: Applied range of teaching
 What were the measures of position strategies to develop critical and creative
that were asked/required? thinking as well as other higher-order
 What are the Q2, D5, P50 of the given thinking skills.)
data? How about the other values?
 How many students belong to Q2,
and other partition values in terms of
their height, weight and number of
family members?
 Have you realized the process of
finding different measures of position
while doing the activity?
 What are the steps involved to get the
quartiles, deciles and percentiles of a
given data set?
 Are there the same answers for some
quantiles/measures of position?
 How useful are measures of position
in dealing with real-life situations?
 Are there problems you have
encountered while answering the
problem or doing the task?
 How would you use this in making
wise decisions?
(develop students critical thinking , as
well as other HOTS)

(Teacher is listening to students’ ideas.

Calling on different students to give their
opinions.)

5. Abstraction:

Teacher Does Students Does

The Measures of Position for
Ungrouped Data Expected Answers:
Steps:
1. Arrange the data in increasing
order.
 Quartiles 2. Identify what is the partition value
required, and use the ff. formula
The quartiles are the score–points Use the ff. formula
which divide a distribution into four 𝑘
𝑄𝑘 = (𝑛 + 1)
equal parts. 4
𝑘
𝐷𝑘 = (𝑛 + 1)
Deciles 10

The quartiles are the nine score–points 𝑘

𝑃𝑘 = (𝑛 + 1)
which divide a distribution into four 100
equal parts. where,
Percentiles k= kth quartile, decile or percentile value
The quartiles are the ninety-nine score– n= the number of data values.
points which divide a distribution into
one hundred equal parts.

Lastly, call student to state the processes

involved and the formula for finding the
measures of position of a given data set.

(Teacher will summarize his/her approach

to help students grasp the concept or pull
everything together.

(Indicator 7:Plans, manages and

implements developmentally sequenced
teaching and learning processes to meet
curriculum requirements and varied
teaching contents.)

6. Application:

With the same groupings:

A quiz bee will be done with 3 members at a The class will do the given task.
time.
(Teacher should remind the students to
Questions will be asked, the first group to listen carefully to the questions, and will not
get the correct answer will be given cheat nor disrupt other members of the
additional 5 pts per correct answer. same or different group)

QUIZ BEE QUESTIONS: (Indicator 5: Manages learner behavior

1) The following are scores of ten constructively by applying positive and non-
students in their 40-item quiz. violent discipline to ensure learning-focused
environments.)
34 23 15 27 36 21
20 13 33 25
 a. What are the scores of the students
which are less than or equal to 25% of
the data? ______________________
b. What are the scores of the students
which are less than or equal to 65% of
the data? ______________________
c. What are the scores of the students
which are less than or equal to 8% of
the data? _____________________
2) John took a college admission test in
Ateneo de Davao University. His
score belongs to the 8th decile.
Should John be pleased about his
score? Why or why not?

3) Mrs. Labonete gave a test to her

students in Statistics. The
students finished their test in 35
minutes. This time is the 2.5th decile
of the allotted time. What does this
mean?

4) Anthony is a secretary in one big

company in Metro Manila. His salary
is in the 7th. Should he be glad
about his salary or not? Explain your
answer.

III. EVALUATION:

(Independent practice; Assessment)

Post Test/Summative Test for Module 8
Lesson 1: Measures of Position for Ungrouped Data
1. The lower quartile is equal to ________.

A. 50th percentile C. 2nd decile

B. 25th percentile D. 3rd quartile

2. When a distribution is divided into ten equal parts, each score point that describes the distribution
is called a ___________.

A. percentile C. quartile
B. decile D. median

3. Louie’s score in a 50-item test was the third quartile score. What is his percentile rank?

A. 35th C. 25th
B. 50th D. 75th

4. The 1st quartile of the ages of 250 grade 10 students is 16 years old. Which of the following
statements is true?
 A. most of the students are below 16 years old
B. seventy-five percent of the students are 16 years old and above
C. twenty-five percent of the students are 16 years old
D. one hundred fifty students are younger than 16 years.

5. For the data set below, which value is in the 75th percentile?

{1, 3, 3, 4, 6, 7, 7, 7, 8, 9, 9, 10, 12, 15, 16, 17, 17}

A. 10 C. 15
B. 12 D. 16

6. The 50th percentile in the given score distribution of 17 students above can also be interpreted as
______.
A. eight students scored lower than 8 and eight students scored higher than
8.
B. seven students scored lower than 8.
C. eight students scored higher than 9
D. eight students scored lower than 8.

IV. AGREEMENT:

Activity Notebook: Time to Record

Mrs. Marasigan is a veterinarian. One morning, she asked her secretary to record the service time
for 15 customers.

The following are service times in minutes.

20, 35, 55, 28, 46, 32, 25, 56, 55, 28, 37, 60, 47, 52, 17

Find the 1st quartile, 6th decile, and 85th percentile

Prepared by:

KHRISTABEL R. BENITO
Teacher III

Clinically Supervised by:

DR. MARILYN L. ESMALLA

Master Teacher II