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

School Grade Level Grade 10

Teacher Learning Area Mathematics
Teaching Date and
Quarter Fourth
Time
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
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative 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 The learner is able to conduct systematically a mini-research applying the different
Standards statistical methods.
Learning Competency: Uses appropriate measures of position and other statistical
methods in analysing and interpreting research data.(M10SP-IVh-j-1)
C. Learning Learning Objectives:
Competencies/ 1. Determine the mean, median and mode (averages) for grouped data;
Objectives 2. Calculate mean, median and mode averages for grouped data; and
3. Demonstrate appreciation in mean, median and mode averages for grouped data in
analysing and interpreting research data.
II. CONTENT Statistics and Probability (Averages)
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References http://passyworldofmathematics.com/mean-median-mode-for-grouped-data/

1. Teacher’s Guide
2. Learner’s
Materials
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
IV. PROCEDURES formative assessment activities. Sustain learning systematically by providing pupils/students with 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.
A survey was conducted at a Cafe which sells food and coffees.
The reason for the survey was that they were having trouble keeping up with the
demand for Cappuccino coffees during peak periods.
A. Review previous The Barista suggested that they get a bigger machine to cope with the high
lesson or demand.
presenting the A bigger machine is very expensive to buy, and so the owner had a two day survey
new lesson done to find out how many Cappuccinos were being made per hour in the Cafe.
From the survey results, they would be able to do some Graphs and Statistics, and
better understand the current problem situation.

B. Establishing a Gathering and Analysing Statistical Data is a key part of Business and Marketing,
 purpose for the and provides a mathematical picture of current situations and future initiatives. In
lesson this lesson we look at finding the Mean, Median, and Mode Averages for Grouped
Data containing Class Intervals.
If you do not have any previous knowledge of Mean, Median, and Mode, then we
suggest you do our previous lesson on this at the following link:
http://passyworldofmathematics.com/averages-mean-median-mode/
If you do not have any previous knowledge of Grouped Data, then we suggest you
C. Presenting
do our previous lesson on this at the following link:
examples/
http://passyworldofmathematics.com/grouped-data-histograms/
instances of the
new lesson One final thing to note before starting this lesson is that in Australia, we refer to
subgroups of data as “Intervals” or “Class Intervals” or “Classes”; whereas some
other countries call these groups “Bins”.
So whenever we say “Interval”, we mean the same thing as a “Bin”.

D. Discussing new
concepts and
practicing new
skills #1 The Histogram shows an even spread of data, indicating that sometimes the Coffee
Shop is very busy, while other times they are making less than eight cappuccinos
per hour.
We now want to find the Average Number of Cappuccinos made every hour.
There are three types of Averages: the Mean, the Median, and the Mode.
In this lesson we calculate all three of these averages for the coffee shop example.
Finding the Range
The “Range” is the easiest Statistic to determine for Grouped Data.We simply take
the end of the Highest Interval, and subtract the Beginning of the first Interval.
Range = Maximium – Minimum.

For our Coffee Statistics, the Highest Group is 16-19, so our High Value
“Maximum” is 19.

The Lowest Group is 0-3, so the Low Value “Minimum” is zero.

 Range = Maximium – Minimum = 19 – 0 = 19
The Range can also be stated as “0 to 19″

The Modal Class

The “Mode” is what happens most of the time, or on most occasions. The “Mode”
is the simplest Grouped Average to find. It can be read straight from the Frequency
Table, or straight from the Graph.

Sometimes we have more than one Group which is the most popular. In these
situations, we can have a two modes or a “Bimodal” situation, or three modes
which is called “Trimodal”.

E. Discussing new The Median Class

concepts and
practicing new Finding the Median Class involves some working out steps to be applied to our
skills #2 original Frequency Table. There are three Main Steps: 1) Finding the half-way
midpoint in the Frequency values; 2) Adding a third column to our
Frequency Table where we calculate “Cumulative Frequency” values 3) Locating
the half-way point in the Cumulative Frequency Column, and then seeing which
Class Interval lines up with this half-way point. How we do each of these steps is
as follows.

There are two ways to find the half-way midpoint in the Frequency values.

We can either write out the numbers from 1 to the Total frequency value and manually
find the middle; or we can use a simple math formula to find this value.

Rather than writing out

a long list of numbers, It
is much easier to use the
formula:

Middle = Total
Frequency + 1 and then
divide by 2.

Once we have the half-

way point, the next step
is to do “Cumulative
Addition” of the
Frequencies. Here is
how we apply “Cumulative Addition” to Finding the Median Class.

Here is the complete working out for the Median Class, which turns out to be the Interval
group “8-11″.
 MEAN Average = Total of (Freq x Midpt) / Total
Frequency

F. Developing
mastery (leads to
formative
assessment 3)

G. Finding practical
applications of
concepts and skills
in daily living
Coffee Shop Conclusion
The Histogram Graph shows that around one quarter of the time the Cafe is very
H. Making busy making Cappuccinos, but the other one quarter of the time they are not very
generalizations busy at all.
and abstractions
about the lesson
The calculated Averages, (Mean Median and Mode), indicate that on average they
are making 8 to 11 Cappuccinos per hour, which along with their other coffee
 offerings should be manageable.

There does not seem to be enough demand overall for Cappuccinos to justify
buying a bigger coffee machine at this stage.
The Teacher gives the problem below:
The following table shows the frequency distribution of the number of hours spent
per week texting messages on a cell phone by 60 grade 10 students at a local high
school.

I. Evaluating
Learning

a. Calculate the mean number of hours per week spent by each student
texting messages on a cell phone. Mean 10 so 5 to less than 10
b. What is the mode? Mode is 15 so 10 to less than 15hrs (per week)
c. What conclusion can you give?
Since the mean is 10 so it states that the average number of hours per
week the student texting messages is 5 to less than 10 hrs and the mode is
15 then most of the students spent 10 to less than 15 hours per week the
students texting messages on a cell phone.

J. Additional
activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What
VI. REFLECTION 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