School: SAN ISIDRO INTEGRATED SCHOOL
Teacher: Ma. Cecilia M. Marin
Observation Date: February 18, 2020
Semi-Detailed Lesson Plan in Mathematics Grade 10
I. OBJECTIVES (Layunin)
A. Content Standard
(Pamantayang Pangnilalaman)
B. Performance Standard
(Pamantayan sa Pagganap)
C. Learning Competencies
(Pamantayan sa Pagkatuto)
D. Objectives
(Mga Layunin)
II.CONTENT (Nilalaman)
III.LEARNING RESOURCES
(Kagamitang Panturo)
A. References (Sanggunian)
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
Learning Resource (LR) portal
B. Other Learning
Resources
(Iba pang Kagamitang Pnturo)
IV.PROCEDURES (Pamamaraan)
A. Reviewing previous lesson
or presenting the new
lesson
(Balik-aral sa nakaraang aralin
at/o pagsisimula ng bagong
aralin)
Indicator 1 Applies knowledge of content within and
across curriculum teaching areas
B. Establishing a purpose for
the lesson
(Paghahabi sa layunin ng
aralin)
Indicator 1 Applies knowledge of content within and
across curriculum teaching areas.
Indicator 2 Use a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.
Indicator 9 Designs, selects, organizes and uses
diagnostic, formative, and summative assessment
consistent with curriculum requirements.
Grade Level: 10
Learning Area: Mathematics
Quarter: 4th Observation: 1 2 3 4
(Scheduled Classroom Observation)
The learners demonstrate understanding of key concepts of measures of
position.
The learner is able to conduct systematically a mini-research applying the
different statistical method.
Calculates a specified measure of position (e.g. 90th percentile) of a set of data.
(M10SP-IVb-1)
Interprets measures of position. (M10SP-IVc-1)
1. Calculate a specified decile for grouped data.
2. Interpret the computed decile for grouped data.
3. Develop patience and perseverance in solving for the decile for grouped
data.
4. Appreciate the importance of decile in real life situations.
DECILES FOR GROUPED DATA
106
385-387
Next Century Mathematics , 422-428
Mathematics for Grade 10 A Spiral Approach , 192-197
 Slide Deck (PPT Presentation)
Introduction
 Ask the students to have a recapitulation on what was discussed yesterday.
 Tell the students that for this day, we will continue discussing about deciles
of grouped data.
 As a review on deciles of grouped data, let the students watch a video clip
about deciles of grouped data.
 After watching the video clip, ask volunteer students to summarize the
information derived from the video clip presented. (5 smileys credited to
recitation)
 Ask the students why is it necessary to group the data?
 Iterate the steps in finding the decilesq of grouped data.
GROUPED DATA
1. Prepare the distribution table.
2. Determine the deciles class.
3. Solve for the value of deciles.
4. Interpret the result
 Ask the students how to find the Dk class. Let them explain
𝑘𝑁
𝐷𝑘 𝑐𝑙𝑎𝑠𝑠 =
10
  What does the Dk class show?
Recall the formula in finding the value of quartiles.
𝒌𝑵
−< 𝒄𝒇𝒃
𝐷𝑘 = 𝑳𝑩 + ቌ 𝟏𝟎 ቍ𝑖
𝒇𝑫𝒌

Where: LB = lower boundary of the 𝐷𝑘 class

N = total frequency
𝑐𝑓𝑏 = cumulative frequency of the class before
the 𝐷𝑘 class
𝑓𝑄𝑘 = frequency of the 𝐷𝑘 class
i = size of the class interval
k = nth decile, where k = 1, 2, 3, 4, 5, 6, 7, 8, & 9

 At random, select a group to present their output regarding construction of

C. Presenting frequency distribution table.
examples/instances of the  Briefly, ask a representative of the group to discuss their output. (5 smileys
new lesson
(Pag-uugnay ng mga
credited to recitation)
halimbawa sa bagong aralin)

Indicator 1 Applies knowledge of content within and

across curriculum teaching areas

Indicator 9 Designs, selects, organizes and uses

diagnostic, formative, and summative assessment
consistent with curriculum requirements.

 Using the presented output, call three students to find the values of D2, D5
D. Discussing new concepts and D8
and practicing new skills #1
(Pagtalakay ng bagong Class f LB <cf
konsepto at paglalahad ng Interv
bagong kasanayan #1) al
Indicator 2 Use a range of teaching strategies that
enhance learner achievement in literacy and 48 - 54 5 47.5 40 D8 class
numeracy skills.
41 – 47 6 40.5 35
Indicator 3. Applies a range of teaching strategies to
develop critical and creative thinking, as well as other
higher-order thinking skills
34 – 40 4 33.5 29 D5 class
D2 class
Indicator 4. Manages classroom structure to engage 27 – 33 10 26.5 25
learners, individually or in groups, in meaningful
exploration,discoveryandhands-onactivities within a
range of physical learning environments
20 – 26 11 19.5 15

Indicator 5 Manage learner behavior constructively by 13 – 19 4 12.5 4

applying positive and non-violent discipline to ensure
learning focused environments. N = 40
Indicator 6 Use differentiated, developmentally 𝑘𝑁
appropriate learning experiences to address learners’ − 𝑐𝑓𝑏
gender, needs, strengths, interests and experiences  Solutions 𝐷2 = 𝐿𝐵 + [ 4 ]𝑖
Find D2 𝑓𝑄1
Indicator 9 Designs, selects, organizes and uses
𝒌𝑵 𝟐(𝟒𝟎)
diagnostic, formative, and summative assessment 1. D2 class = 𝐷2 𝑐𝑙𝑎𝑠𝑠 = 𝟏𝟎
= 𝟏𝟎
=8 8− 4
consistent with curriculum requirements.
2. LB = 19.5 = 19.5 + [ ]7
11
3. CFb = 4
4. Fqc = 11 𝑫𝟐 = 𝟐𝟐. 𝟎𝟓
5. i = 7
6. D2 = 22.05

Interpretation: This means that 20% the voluntary contributions of 40 Grade 10

– Hera students for the Mt. Taal evacueess have scores less than or equal to
𝑘𝑁
22.05. − 𝑐𝑓𝑏
Find D5 𝐃𝟓 = 𝐿𝐵 + [ 4 ]𝑖
𝒌𝑵 𝟓(𝟒𝟎)
𝑓𝑄2
1. D5 class = 𝐷5 𝑐𝑙𝑎𝑠𝑠 = = = 20
𝟏𝟎 𝟏𝟎
2. LB = 26.5
3. CFb = 15 20 − 15
4. Fqc = 10 = 26.5 + [ ]7
10
5. i=7
𝑫𝟓 = 𝟑𝟎
6. D5 = 30
 Interpretation: This means that 50% of the voluntary contributions of 40 Grade
10 – Hera students for the Mt. Taal evacuees have scores less than or equal to
30.
𝑘𝑁
− 𝑐𝑓𝑏
8Find D 𝐷8 = 𝐿𝐵 + [ 4 ]𝑖
𝒌𝑵 𝟖(𝟒𝟎)
𝑓𝑄3
1. D8 class = 𝐷8 𝑐𝑙𝑎𝑠𝑠 = = = 32
𝟏𝟎 𝟏𝟎
2. LB = 40.5
3. CFb = 29 32 − 29
= 40.5 + [ ]7
4. Fqc = 6 6
5. i=7 𝑫𝟖 = 𝟒𝟒
6. D8 = 44

Interpretation: This means that 80% of the voluntary contributions of 40 Grade

10 – Hera students for the Mt. Taal evacueeshave scores less than or equal to
44.

E. Developing mastery (Leads Group Activity

to Formative assessment)  Request the students to go to their respective groups. (The class has
(Paglinang sa kabihasnan)
three groups)
Indicator 1 Applies knowledge of content within and  Each group will be playing “Jeopardy”
across curriculum teaching areas
Jeopardy is the registered trademark owned by Jeopardy Productions for a
Indicator 2 Use a range of teaching strategies that popular U.S. television game show where contestants are shown answers and
enhance learner achievement in literacy and
numeracy skills. must then ask the correct question.
Indicator 3. Applies a range of teaching strategies to
develop critical and creative thinking, as well as other Origin of jeopardy
higher-order thinking skills Middle English jeuparti from Old French jeu parti, literally , a divided game, game
Indicator 4. Manages classroom structure to engage with even chances from Medieval Latin jocus partitus, an even chance,
learners, individually or in groups, in meaningful alternative from Classical Latin jocus, a game, joke + past participle of partire, to
exploration,discoveryandhands-onactivities within a
range of physical learning environments divide: see part. However, the term came to be used more generally in the
"risk" or "danger" sense that it has today.
Indicator 5 Manage learner behavior constructively by
applying positive and non-violent discipline to ensure
learning focused environments. INSTRUCTION
Indicator 6 Use differentiated, developmentally  Each group is given a copy of frequency distribution table. From the
appropriate learning experiences to address learners’ given FDT, questions are derived.
gender, needs, strengths, interests and experiences.
 Each group will choose a box with corresponding questions and points
Indicator 9 Designs, selects, organizes and uses
diagnostic, formative, and summative assessment
consistent with curriculum requirements.

F. Finding practical applications Reflect:

of concepts and skills in daily When the task gets big and difficult, we ask for help. What are the advantages
living of working in a group rather than alone?
(Paglalapat ng aralin sa pang-
araw-araw na buhay)
What are its disadvantages?
Indicator 1 Applies knowledge of content within and
across curriculum teaching areas.

F. Making generalizations and CLOUD PROCESS

abstractions about the
lesson Fill in the clouds with the steps to be followed in finding deciles for grouped
(Paglalahat ng aralin)
data.
Indicator 9 Designs, selects, organizes and uses
diagnostic, formative, and summative assessment
consistent with curriculum requirements. Prepare the Determine the
distribution decile class.
table.

Interpret the
result. Solve the value
of the decile.
 I. Direction: Complete the table then read each item carefully. Choose the letter
G. Evaluating learning that most appropriate for each of the given question.
(Pagtataya ng aralin)

Indicator 9 Designs, selects, organizes and uses The frequency distribution below shows the daily allowance of 60 students
diagnostic, formative, and summative assessment Class f Cf LB
consistent with curriculum requirements.
Interval
81-90 7 60 80.5
71-80 10 53 70.5
61-70 15 43 60.5
51-60 4 28 50.5
41-50 12 24 40.5
31-40 6 12 30.5
21-30 3 6 20.5
11-20 2 3 10.5
1-10 1 1 0.5

1. The total number of frequencies is ____.

a. 50 b. 60 c. 52 d. 4
2. The D7 class is _____.
a. 15 b. 30 c. 42 d. 60
3. Which class interval the D5 included?
a. 51-60 b. 61-70 c. 71-80 d. 81-90
4. In solving for the D3, the lower boundary is ___.
a. 10.5 b. 20.5 c. 30.5 d. 40.5
5. What cumulative frequency (cfb)should be used in solving for the D6?
a. 12 b. 24 c. 28 d. 43
6. The frequency of D7 class is ____.
a. 4 b. 7 c. 10 d. 15
7. The class interval is ____.
a. 5 b. 4 c. 6 d. 10
8. The decile 3 is ________.
a. 45.5 b. 50.5 c. 62 d. 71.5
9-10. Interpret the result computed on number 8.
This means that 30% of the allowance of the students are less than or equal
to 45.5.

Prepared by: (Inihanda ni) Noted: (Binigyan Pansin ni)

MA. CECILIA M. MARIN NANCY C. TAYAG

Name and Signature of Teacher Name and Signature of Observer
(Pangalan at Lagda ng Guro) (Pangalan at Lagda ng Nagmasid)