DAILY LESSON LOG OF M10SP-IVh-j-1 (Week Ten-Day Two)

School Grade Level Grade 10

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Fourth
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment Strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards 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.
Learning Competency:
Uses appropriate measures of position and other statistical methods in
analysing and interpreting research data.(M10SP-IVh-j-1)
Learning Objectives:
C. Learning Competencies/ 1. Define range, standard deviation and variance;
Objectives 2. Calculate range, standard deviation and variance of the data;
3. Use measures of dispersion of the data in analysing and interpreting
research data; and
4. Demonstrate appreciation in measures of dispersion of the data in
analysing and interpreting research data.
II. CONTENT Statistics and Probability (Measures of Dispersion )
III. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References https://www.youtube.com/watch?v=pFGcMIL2NVo
How to Calculate Standard Deviation
1. Teacher’s Guide Pages 322-351
2. Learner’s Materials Pages 362-401
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students
will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer
from formative assessment activities. Sustain learning systematically by providing pupils/students with
IV. PROCEDURES multiple ways to learn new things, practice the learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
The teacher asks:
1. What is “Measures of Variation”?
2. Define range, standard deviation and variance.
A. Review previous lesson 2. How to calculate range, standard deviation and variance?
or presenting the new
lesson Measures of Variation- a measure of variation is a single value that is used
to describe the spread of the distribution

Range – is the difference between the largest and the smallest score in a
 distribution of scores.

Standard Deviation- quantifies how diverse the values the data set are
and is useful in determining how different the numbers are from each
other.

To calculate standard deviation of an ungrouped data, use the formula:

∑𝑑 2
S=√ where, s = standard devation
𝑛
2
∑𝑑 = sum of squared deviations
n = number of items
d = deviation from the mean ( x – x )

To find the standard deviation of an grouped data, use the formula:

∑𝑓𝑑 2
s=√ where, s = standard devation
𝑛
or f= frequency
∑𝑓𝑑 2
s = √ 𝑛−1 ∑𝑓𝑑2 = sum of of the product of the
frequency
and squared deviation
n = number of items

Think about this:

When can we use the n-1 as the denominator in the standard deviation
instead of n?
n-1 will be use when using sample data
n will be use when using population data
Note:
Population- is the entire pool from which a statistical sample is drawn or
totality of the set of information
sample- representation of the population or part of the population

Variance- is the square of the standard deviation.

- Shows variation about the mean.

The teacher lets the students realize that knowing the steps in computing standard
B. Establishing a purpose deviation are important skills needed to understand the concepts of using appropriate
for the lesson measures of position and other statistical methods in analysing and interpreting
research data.
The Teacher allows the students to answer orally;
Give the Range of the set of data;
C. Presenting examples/
1. 3,7,7,19 range: 19-3 = 16
instances of the new
2. 1,2,4,6,20 range: 20-1 = 19
lesson
3. 10,20,30,50 range: 50-10 = 40
 The Teacher continues… I want us to watch the video and answer the
question after watching:
https://www.youtube.com/watch?v=pFGcMIL2NVo

1. Who was the first to use Standard Deviation?

D. Discussing new Standard Deviation was first used by statistician Karl Pearson in 1893.
concepts and practicing 2. What are the steps in computing Standard Deviation?
new skills #1 Step1 : collect the data to create the data set
Step 2 : calculate the average or mean of the data set
Step 3: subtract the mean from the each data and square the differences
Step 4: find the mean of the differences
Step 5: take the square root of the mean of the differences to find the standard
deviation
The Teacher presents the data:
1. Find the standard deviation of the set of data: 3,7,7,19.
Answer:
Step 1: 3,7,7,19
Step 2: (3+7+7+19)/4 = 36/4 = 9
Step 3:
3 -9 = 62 =36
7 -9 = 22 = 4
E. Discussing new
7 -9 = 22 = 4
concepts and practicing
new skills #2 19 -9 = 102 = 100
Step 4:
(36 +4+4+100)/4 = 144/4 =36
Step 5 :
√36 = 6
So, standard deviation is 6.

2. What is the variance of the set of data: 3,7,7,19.

Answer : 36
The Teacher discusses the situation below:
To know if the customers have the same level of satisfaction, we use measures of
dispersion such as the range,standard deviation and variance.

Refer to the table in example 1:

Are the ratings given by the customers on the restaurant’s quality of service
homogenous or varied?

F. Developing mastery
(leads to formative Ratings f x-x (x – x)2 f(x – x)2
assessment 3) 1 5 1.98 3.9204 3.9204
2 8 0.98 0.9604 1.9208
3 20 0.02 0.0004 0.0012
4 17 1.02 1.0404 4.1616
TOTAL 50 10.004

10.004 10.004
s=√ =√ 49 = 0.45
𝑛−1
 The ratings given by the customers on the restaturant’s quality of service
differ by 0.45. A large standard deviation means that the ratings vary greatly.
In case, the standard deviation is small, which suggests that the customers’
levels of satisfaction with the restaurants service are more or less the same.
G. Finding practical
applications of concepts
and skills in daily living
You were given the opportunity to formulate and solve real-life
problems involving range, standard deviation and variance.

. Range – is the difference between the largest and the smallest score in a
distribution of scores.

Standard deviation of an ungrouped data, use the formula:

∑𝑑 2
S=√ 𝑛
where, s = standard devation
2
∑𝑑 = sum of squared deviations
n = number of items
d = deviation from the mean ( x – x )
H. Making generalizations
and abstractions about Standard deviation of an grouped data, use the formula:
the lesson ∑𝑓𝑑 2
s=√ 𝑛
where, s = standard devation
or f= frequency
∑𝑓𝑑 2
s = √ 𝑛−1 ∑𝑓𝑑2 = sum of of the product of the
frequency
and squared deviation
n = number of items
n-1 will be use when using sample data
n will be use when using population data

Variance- is the square of the standard deviation.

The Teacher allows the students to answer the following in pair.

1 . Give the range, mean, standard deviation and variance of the set of data:
3,6,9,12,15
range = 12 , s = s2 =
x x x-x (x – x)2
3 9 -6 36
6 9 -3 9
I. Evaluating Learning
9 9 0 0
12 9 3 9
15 9 6 36
∑(𝒙 − 𝒙)𝟐 = 𝟗𝟎

∑(𝒙−𝒙)𝟐 𝟗𝟎
√ =√ =√18 = 3√2 = 4.24
5 5
 2. Supply the missing data on the distribution table.
x f d fd fd2
50 2 3 6 36
45 4 2 8 64
40 3 1 3 9
35 6 0 0 0
30 3 -1 -3 9
25 3 -2 -6 36
20 1 -3 -1 1
n= 22 ∑𝑓𝑑 = 7 ∑𝑓𝑑 2 = 155

∑𝑓𝑑 2 155
s=√ 𝑛
= √ 22 =√7.0454 = 2.6543 variance or s2 = 7.0454

Interpret the result:

________________________________________________________________
________________________________________________________________
________________________________________________________________

Try this:
J. Additional activities or Determine if customers’ levels of satisfaction on the quality of food and value for
remediation money are homogeneous or not.
Answer varies:
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI. REFLECTION What else needs to be done to help the pupils/students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers

Prepared by:
RHEA N. PEDROZA
Math Teacher, Tabok NHS