GRADE 10 School Grade Level 10

Teacher Learning Area MATHEMATICS

DAILY LESSON LOG
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of measures of position.
2. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
3. Learning Illustrate quartile as a Illustrate quartile as a Illustrate quartile as a Illustrate quartile as a
Competencies measure of position. measure of position. measure of position. measure of position.
(M10SP-Ia-1) (M10SP-Ia-1) (M10SP-Ia-1) (M10SP-Ia-1)
Compute quartile of
Objectives: Objectives: ungrouped data; (M10SP- Compute quartile of
a. Define Statistics and a. Identify some uses and Ib-1) ungrouped data;
Objectives some basic statistical importance of statistics in Interpret quartile of (M10SP-Ib-1)
terms. life. ungrouped data; (M10SP-
b. Differentiate descriptive b. Show the use and Ic-1) Interpret quartile of
from inferential statistics. importance of statistics in ungrouped data;
c. Identify population, life through differentiated Objectives: (M10SP-Ic-1)
sample and variable from activities. a. Illustrate quartile
the given data. Solve problems
as a measure of position.
d. Show the use and involving quartile of
b. Compute quartile ungrouped data.
importance of statistics in of ungrouped data.
real life through (M10SP-Id-e-1)
c. Interpret quartile of
differentiated instruction.
ungrouped data.
d. Practice accuracy a. Illustrate
and mental alertness in quartile as a
computing quartile value. measure of
position.
b. Compute
 quartile of
ungrouped
data.
c. Interpret
quartile of
ungrouped
data.
d. Practice
accuracy and
mental
alertness in
computing
quartile value.

Measures of Positions: Measures of

Introduction to Uses and Importance of
II. CONTENT Quartile of Ungrouped Positions: Quartile
Statistics Statistics
Data of Ungrouped Data
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 322-328 pp. 322-328
2. Learner’s pp. 364-372
pp. 364-372
Materials
3. Textbook Elementary Statistics Elementary Statistics
text/workbook by Carmela text/workbook by
O. Zamora- Reyes, Carmela O. Zamora-
Lorelei B. Ladao-Saren, Reyes, Lorelei B. Ladao-
pp. 1-2, 7-12, 65, 67, 69- Saren, pp. 1-2, 7-12, 65,
70, 73-74 67, 69-70, 73-74
4. Additional PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint
Materials from Laptop Laptop Laptop Presentation
Learning Downloaded Video from Downloaded Video from Manila Paper and Marker Laptop
 Resources (LR) You Tube
portal Manila Paper and Marker
Show-Me-Board
Chalk and Eraser
B. Other Learning https://www.youtube.com/
Resources watch?v=MXaJ7sa7q-8
http://www.mathworksheet
scenter.com/mathtips/stats
areimportant.html
https://familyfeudhelper.w
ordpress.com/category/ga
me-questions/
https://hobbylark.com/part
y-games/family-feud-quiz-
free-questions-and-answers
IV. PROCEDURES
A. Reviewing previous “Survey Says…”
lesson or presenting the (GAME)
new lesson -Group students into 5
-Give each a show-me-
board, chalk and eraser
-Survey questions will be
asked, students will have
to guess the top answer
to the survey.
1. Name something
parents tell their kids not
to waste.
2. Name something
people like to do when
listening to music
3. Name something
people buy to show they
You Tube Activity Sheets Manila Paper and
Used papers Marker
Activity Sheets
https://www.youtube.com/ https://www.academia.edu
watch?v=_VebHaYXw9k /23840588/A_Brief_Lesson
_Plan_for_demo
http://www.mathworkshee
tscenter.com/mathtips/stat
sareimportant.html
Cabbage Ball (Review) Divide the class in five Drill: Find the median
-In used papers, write groups. of the following sets
some questions about the of data:
previous topic. Have each group act out 1. 5 5 5
-Crumpled papers to form the logic problem: 2. 1 100 1000
a cabbage ball. 3. 27 19 22
-While the music is Five students are 30
playing pass on the standing in line. Loida is 4. 14 23 18
cabbage ball. not the last. Tonette is 25 30
-When the music stops, directly ahead of Angie.
whoever is holding the Jay-jay has a girl directly
cabbage ball will peel off in front of him and directly
a piece of paper and behind him. Jezlyn is not
answer the question last. Jay-jay is
written on it. somewhere ahead of
-The game continues until Angie. Name the
the last question was students in order from
answered. first to last.
 are successful The group to answer the
4. Name an article of problem correctly earns
clothing you can’t wash in 10 points.
the washing machine
5. Name a recreational
activity traditionally done
in hot weather
B. Establishing a purpose What is a survey? Why do we need study Let the class categorize Direction:Arrange
for the lesson Why do we conduct statistics? the arranged students the following
survey? What is the use of it in based from the participants in the
What do these gathered our life? characteristic that the “Karakol” using their
data tell us? teacher will instruct them height in cm in
How do we relate this to ascending order.
math?
Did you know that we
were using statistics?
Now what is statistics?

Alyanna: 152
Cardo: 157
Mia: 172
Tristan: 162
Supremo:165
Georgia: 150
Rome: 167
Emma 170

How can we use

quartile of ungrouped
 data
in solving real-life
problems?

C. Presenting Watch a video about Watch a video about use Discussion on the Example 1.Find the
examples/Instances of the statistics and importance of definition of measures of lower quartile and the
new lesson https://www.youtube.com/ statistics in real life. position and quartile. upper quartile of the
watch?v=MXaJ7sa7q-8 https://www.youtube.com/ Measures of Position set of heights of our
List as many terms as watch?v=_VebHaYXw9k - are techniques that participants in the
possible that were divide a set of data into “Karakol”
mentioned in the video equal groups Solution:
and their definitions. - the different measures  Arrange
of positions are quartile, scores in
decile and percentile ascending
order
Quartile 150 152
- are the three values of 157 162
the variable that divide 165 167
an ordered data 168 170
set into four equal parts 172
Presentation on how to  The least
compute quartile value of value of the
an ungrouped data using data is 150
Linear Interpolation. and the
greatest value
of the data is
172.
 The middle
 value of the
data is 165.
 The lower
quartile is the
value that is
between the
least value and
the middle
value. So, the
lower quartile
is from 152 to
162.
 The upper
quartile is the
value that is
between the
greatest value
and the middle
value. So, the
upper quartile
is from 167 to
170

Example 2. Find Q1,

Q2, and Q3 of the
given distribution
using Linear
Interpolation.
Solution:
a. First, arrange the
scores in ascending
order.
150 152
157 162
165 167
 168 170
172
b. Second, locate the
position of the score
in the distribution.
1
Position of Q1 = (n +
4
1)
1
= (9 +
4
1)
1
= (10)
4
= 2.5
Since the result is a
decimal number,
interpolation is
needed.
c. Third, interpolate
the value to obtain
the 1st quartile.

Steps of
Interpolation
Step 1: Subtract the
2nd data from the 3rd
data.
157 – 152 = 5
Step 2: Multiply the
result by the decimal
part obtained in the
second step (Position
of Q1).
5(0.5) = 2.5
Step 3: Add the result
in step 2, to the 2nd or
smaller number.
152 + 2.5 =
154.5
Therefore, the value
of Q1 = 154.5

To get Q3
Solution:
a. First, arrange the
scores in ascending
order.
150 152
157 162
165 167
168 170
172
b. Second, locate the
position of the score
in the distribution.

3
Position of Q3 = (n +
4
1)
3
= (9 +
4
1)
3
= (10)
4
= 7.5
Since the result is a
decimal number,
interpolation is
needed.
c. Third, interpolate
 the value to obtain
the 3rd quartile.

Steps of
Interpolation
Step 1: Subtract the
7th data from the 8th
data. 170 - 168 = 2
Step 2: Multiply the
result by the decimal
part obtained in the
third step (Position of
Q3).
2(0.5) = 1
Step 3: Add the result
in step 2, (1), to the
7th or smaller number.
168 + 1 = 169
Therefore, the value
of Q3 = 169

D. Discussing new Group Activity Enumerate some uses Mrs. Cottingham held a Find the first quartile
concepts and practicing -Group students in five. and importance of Scrabble competition (Q1), second quartile
new skills # 1 -Through lottery method, statistics in real life. among selected students (Q2), and the third
assign a statistical term to in Grade 10 Soriano. The quartile
be defined by each group. following are the scores (Q3), given the
Statistical Terms: of the participants after scores of 10 students
VARIABLES the event: in their Mathematics
DESCRIPTIVE 24 23 27 activity using Linear
STATISTICS 28 33 35 Interpolation.
INFERENTIAL 29 32 36 Interpret the result.
STATISTICS 38
POPULATION Find the following then 4 9 7 14
SAMPLE interpret the results: 10
 1. lower quartile 8 12 15 6
2. second quartile 11
3. upper quartile
E. Discussing new Group Presentation In Example 1:
concepts and practicing Follow up discussion 1. What is
new skills # 2 Differentiate descriptive quartile?
statistics from inferential 2. How can you
statistics. find the lower
Determine the population, quartile of the
sample and variable from distribution?
the given data. 3. How can you
find the upper
quartile of the
distribution?
4. What methods
can we use to
find the
quartile of a
distribution?
5. How do we
interpret the
computed
quartile in a
given
distribution?
6. If the height of
the participant
belongs to the
lower quartile,
where will you
position
him/her in the
Karakol?
7. How can we
solve problems
 involving
quartile?

In example 2:
1. How can we
find quartile
using Linear
Interpolation?
2. What are the
steps in finding
quartile using
Linear
interpolation
method?
3. How do we
interpret the
computed
quartile in a
given
distribution?
F. Developing mastery Find the first quartile
(leads to Formative (Q1), second quartile
Assessment 3) (Q2), and the third
quartile
(Q3), given the
scores of 10 students
in their Mathematics
activity using Linear
Interpolation.
4 9 7 14 10
8 12 15 6
11
G. Finding practical Enumerate importance Divide the class in 5 Give different activities StarStruck is a reality
application of concepts and uses of statistics groups. for different group of talent search in GMA
and skills in daily living Divide the class in 5 Aside from the learners to adhere 7. One of the
groups. enumerated uses and Differentiated Instruction. contestants of the
Aside from the importance of statistics, (see attachment) said program is Arra
enumerated uses and what do you think, as a San Agustin who is a
importance of statistics, student of statistics, is the Caviteña. In order to
what do you think, as a use or importance of express our support,
student of statistics, is the statistics in your life? an FB page was
use or importance of Group 1 developed for
statistics in your life? - Show the Princess. The
Group 1 importance or use following are the
- Show the of statistics in life number of likes of
importance or use through a song/rap Princessin Facebook
of statistics in life Group 2 for ten days:
through a song/rap - Show the 15000 12000
Group 2 importance or use 10000 9000
- Show the of statistics in life 12500 11000
importance or use through short 13000 14000
of statistics in life skit/commercial 13500 15500
through short Group 3 Given this, let’s
skit/commercial - Show the compute for the lower
Group 3 importance or use (Q1) and upper(Q2)
- Show the of statistics in life quartiles of the data
importance or use through hugot using Linear
of statistics in life lines/poem Interpolation.
through hugot Group 4
lines/poem - Show the
Group 4 importance or use
- Show the of statistics in life
importance or use through news
of statistics in life report
through news Group 5
report Show the importance or
Group 5 use of statistics in life
Show the importance or through an interview
use of statistics in life
through an interview
H. Making generalizations STATISTICS – collection Some uses and The Quartile for The Quartile for
and abstractions about the and interpretation of data; importance of Statistics Ungrouped Data Ungrouped Data
lesson use to measure and 1. Surveys are designed The quartiles are The quartiles
analyze variability to collect early returns on the score points which are the score points
VARIABLES- is a election day to forecast divide a distribution into which divide a
characteristic of interest the outcome of an four equal parts. distribution into four
measurable on each and election Twenty-five percent equal parts. Twenty-
every individual in the 2. Consumers are (25%) of the distribution five percent (25%) of
universe samples to provide are below the first the distribution are
-what we measure to information for predicting quartile, fifty percent below the first
each individual product preference (50%) are below the quartile, fifty percent
DESCRIPTIVE 3. The research physician second quartile, and (50%) are below the
STATISTICS – deals with conducts experiments to seventy-five percent second quartile, and
the method of organizing, determine the effect of (75%) are below the third seventy-five percent
summarizing and various drugs and quartile. Q1is called the (75%) are below the
presenting a mass of data controlled environmental lower quartile and Q3is third quartile. Q1is
so as to yield meaningful conditions on humans in the upper quartile. called the lower
information order to infer the Q1<Q2<Q3, where Q2is quartile and Q3is the
INFERENTIAL appropriate method of the median. upper quartile.
STATISTICS – taking a treatment of a particular a. 25% of the data has a Q1<Q2<Q3, where
sample and analyzing the disease. value ≤ Q1 Q2is the median.
sample to make judgment 4. Weather Forecasts. Do b. 50% of the data has a a. 25% of the data
or claims about a you watch the weather value ≤ X or Q2 has a value ≤ Q1
population. forecast sometime during c. 75% of the data has a b. 50% of the data
POPULATION – total the day? How do you use value ≤ Q3 has a value ≤ X or Q2
amount of things that information? Have Formula: c. 75% of the data
- Set of all you ever heard the k has a value ≤ Q3
Position of Qk= ( n+1)
individuals under forecaster talk about 4 Formula:
study weather models? These wherein k = Position of Qk=
SAMPLE – refers to a computer models are built th
n partition
small part of the using statistics that n= number of
population that is used for compare prior weather cases wherein k =
th
study conditions with current a. First, arrange the n partition
weather to predict future scores in ascending n= number of
weather. order. cases

I. Evaluating learning A. Identify the word/s
refer to the following:
1. It refers to a small part
of the population that is
used for study.
2. It refers to a decisions.
characteristic of interest
5. Emergency b. Second, locate the
Preparedness. What position of the score in
happens if the forecast the distribution.
indicates that a hurricane If the result is a decimal
is imminent or that number, interpolation is
tornadoes are likely to needed.
occur? Emergency
management agencies c. Third, interpolate the
move into high gear to be value to obtain the 1st
ready to rescue people. quartile.
Emergency teams rely on
statistics to tell them Steps of Interpolation
when danger may occur. Step 1: Subtract the 2nd
data from the 3rd data.
Step 2: Multiply the result
by the decimal part
obtained in the second
step (Position of Q1).
Step 3: Add the result in
step 2, to the 2nd or
smaller number.
5 points Solve for Q1, Q2 and Q3.
Interpret your answer.
Reflect on your life; The following data
identify how statistics give the accumulated
help you in making sound number of hours spent by
16 students of Grade 10
Lara in doing their
a. First, arrange the
scores in ascending
order.
b. Second, locate the
position of the score
in the distribution.
If the result is a
decimal number,
interpolation is
needed.
c. Third, interpolate
the value to obtain
the 1st quartile.
Steps of
Interpolation
Step 1: Subtract the
2nd data from the 3rd
data.
Step 2: Multiply the
result by the decimal
part obtained in the
second step (Position
of Q1).
Step 3: Add the result
in step 2, to the 2nd or
smaller number.
Zumba is regarded as
a good stress reliever
and fat-burning dance
and fitness exercise.It
provides a workout
for the whole body
and builds up good
measurable on each and assignments and projects cardiovascular
every individual in the last week: respiratory system. A
universe. St No St N study was conducted
3. It refers to the ud . ud o. in Cavite State
collection and en of en of University to
interpretation of data; use t H t H determine the
to measure and analyze ou o average exercise
variability. rs u intensity and energy
4. It refers to the set of all rs expenditure during a
individuals under study. 40-minute Zumba
5. It refers to taking a A 7 I 1 class. A sample of
sample and analyzing the 8 twenty students
sample to make judgment showed the following
or claims about a B 9 J 1 energy expenditure
population. 5 (in Kcal) throughout
B. Identify the population C 7 K 9 the session:
and variable from the 350 280
given data. D 10 L 8 300 290
1. A group of students 400 360
E 12 M 3
taking Statistics 270 330
conducted a study on the F 5 N 1 295 260
effect of boy-girl 3 310 305
relationship to the 365 370
academic performance of G 11 O 8 390 320
the students. H 11 P 9 340 350
2. From all students 275 420
registered this semester, Find the lower and
the Mathematics upper quartiles of the
Department would like to data using Linear
know how many students Interpolation.
like mathematics.
3. Information will be
collected to new voters
from 2020 election to
identify their opinion
 regarding politics in the
Philippines.
J. Additional activities for  What are the  What are the A. Observe around your
application or remediation different measures different measures community. A. Observe around
of position? of position? your community.
 Define each.  Define each. Make a problem Make a problem
involving quartiles based involving quartiles
from what you have based from what you
observed. Solve your have observed. Solve
own problem. your own problem.

B. Answer the following B. Answer the

questions? following questions?
1. What is decile? 1. What is decile?
2. How to solve for the 2. How to solve for
decile of ungrouped the decile of
data? ungrouped data?

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
 Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of measures of position.
2. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Why didStandards
these work?
3. Learning
F. What difficulties did I Illustrate decile as a Illustrate decile as a Illustrate percentile as a Illustrate percentile as
Competencies
encounter which my measure of position; measure of position; measure of position. a measure of position.
principal or supervisor can (M10SP-Ia-1) (M10SP-Ia-1) (M10SP-Ia-1) (M10SP-Ia-1)
help me solve?
G. What innovation or Compute decile of Compute decile of Compute percentile of Compute percentile of
Objectives
localized materials did I ungrouped data; ungrouped data; ungrouped data; ungrouped data;
use/discover which I wish (M10SP-Ib-1) (M10SP-Ib-1)
(M10SP-Ib-1)
to share with other (M10SP-Ib-1)
teachers? Interpret decile of Interpret percentile of Interpret percentile of
Interpret decile of ungrouped data; ungrouped data;
ungrouped data;
ungrouped data; (M10SP-Ic-1) (M10SP-Ic-1)
(M10SP-Ic-1)
(M10SP-Ic-1) Solve problems Solve problems
Solve problems
involving percentile of involving percentile of
involving decile of
Solve problems involving ungrouped data. ungrouped data.
ungrouped data.
decile of ungrouped data. (M10SP-Id-e-1) (M10SP-Id-e-1)
(M10SP-Id-e-1)
(M10SP-Id-e-1)

a. illustrate decile
a. illustrate decile as a
as a measure of
measure of position;
position;
b. compute decile of
b. compute decile a. Illustrate
ungrouped data;
of ungrouped percentile as a a. Illustrate
c. interpret decile of
data; measure of percentile as a
ungrouped data;
c. interpret decile position. measure of
GRADE 10 School
d. and solve problems Grade Level 10
of ungrouped Teacher b. Compute position.
involving decile of Learning Area MATHEMATICS
DAILY LESSON LOG data; Dates and Time percentile of b. Compute
Teaching ungrouped data Quarter FOURTH
d. and solve ungrouped data. percentile of
problems c. Interpret ungrouped data.
involving decile percentile of c. Interpret
of ungrouped ungrouped data. percentile of
data d. Practice accuracy ungrouped data.
and mental d. Practice
alertness in accuracy and
 GRADE 10 School Grade Level 10
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
4. Content Standards The learner demonstrates understanding of key concepts of measures of position.
5. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
6. Learning Solves problems involving 1.Illustrate quartile as Illustrate decile as a 1.Illustrate decile as a
Competencies measures of positions a measure of position measure of position for measure of position for
(M10SP-IVd-e-1) for grouped data; grouped data. (M10SP- grouped data; (M10SP-
(M10SP-IVa-1) IV-a-1) IVa-1)

2. Compute quartile for a. Illustrate decile for 2. Compute decile for

Objectives a. Differentiate grouped data.
grouped data; grouped data; (M10SP-
grouped from b. Differentiate decile
ungrouped data; (M10SP-IVb-1) IVb-1)
from quartile.
b. Complete the c. Complete the
3. Interpret quartile for 3. Interpret decile for
needed information frequency distribution
in the FDT; grouped data; grouped data; (M10SP-
(M10SP-IVc-1) table. IVc-1)
c. Interpret the data
d. Interpret the FDT.
in the FDT
4. Solve problems 4. Solve problems
involving quartiles for involving decile for
grouped data. grouped data. (M10SP-
(M10SP-IVd-e-1) IVd-e-1)

a. Determine the a. Solve problems

position of data using involving decile of
Mendenhall method or grouped data
by interpolation in
quartiles
b. Solve problems b. Interpret the decile
involving quartile of score for grouped data.
grouped data
c. Interpret and c. Value accumulated
appreciate measures knowledge as means
of position in solving of new understanding.
real life problems.
 Measures of Position Quartile for Grouped Decile for Grouped Decile for Grouped
II. CONTENT for Grouped Data Data Data Data
III. LEARNING
RESOURCES
C. References
5. Teacher’s Guide 340 – 341 340 – 341
6. Learner’s 385-386 385-387 388 – 389 388 – 389
Materials
7. Textbook
8. Additional PowerPoint Presentation Power point Power point Presentation Powerpoint Presentation,
Materials from Laptop Presentation Laptop laptop, activity sheets
Learning Manila Paper and Marker Laptop Manila Paper and
Resources (LR) Activity Sheets Manila Paper and Marker
portal Marker Activity Sheets
Activity Sheets
D. Other Learning https://en.wikipedia.org/wiki/
Resources Frequency_distribution
IV. PROCEDURES
A. Reviewing previous Direction: SHARADES Recapitulation of the
lesson or presenting the Direction: Arrange the Complete the table by lesson. (Cabbage Ball)
new lesson following words to supplying the class Each group will have two
determine the words that size (i), number of (2) words to be guessed. - How to locate the
you will encounter as we cases (N), lower For the first round, 2 decile class?
discussed our topic for boundaries (LB) and minutes is the allotted - What does cfb
today. less than cumulative time, and 1 minute is mean?
frequencies (<cf) allotted for the second - What does fDk
1. FEUNCYEQR Class Frequen round. mean?
2. BUDRESIANO Interval cy - How to calculate
3. GOPDEUR 20-24 4 the decile score of
4. DTAA 15-19 1 grouped data?
5. RNEGA 10-14 2 - If the D4 score is
6. ITRALVEN 5-9 3 39.14, what does
7. CMLTVEIAUU i=_______ N=____ it mean?
 __
B. Establishing a purpose Observe the table below Recall that quartiles Based on the listed
for the lesson and compare it to the divide the distribution words that you have
ungrouped data. into four equal parts. guessed during the first
Scores Freque The steps in activity, construct a
ncy computing the median sentence that will simply
46-50 4 are similar to that Q1 define a decile.
41-45 8 and Q3. In finding the
36-40 11 median, we first need
31-35 9 to determine the
26-30 12 median class. In the
21-25 6 same manner, the Q1
and Q3class must be
determined first before
computing for the
value of Q1 and Q3.
The Q1 class is the
class interval where
N th
the score is
4
contained, while the
class interval that
3 N th
contains the
4
score is the Q3 class.
C. Presenting One way to avoid Given the data in Complete the table.  Complete the
examples/Instances of the dispersion of numbers is our previous activity, table given and
new lesson to group the scores into find Q 1 of the Research Club is find the D6 and
class intervals. distribution? conducting a mini D9 class.
Solution: research regarding the
Frequency a) Determine the i, N, age of some grade ten
distribution is a table LB, <cf of the students. The table
that displays the distribution below shows you the
SCORES F LB <C
frequency of various number of students with F
outcomes in a sample. Class (f) LB <cf their corresponding age. 41-45 11
Interv Age F 36 - 40 6
al 22-23 2
51-60 5 50.5 31 20-21 6 31 – 35 9
41-50 6 40.5 26 18-19 15 26 – 30 7
31-40 7 30.5 20 16-17 28
21 - 25 8
21-30 10 20.5 13 14-15 34
11-20 3 10.5 3 16 - 20 4
i=10 N= Extend the table by
31 determining the LB and
<cf.
a) Find Q1 class
Position of Q1
kN 1(31)
class = = =
4 4
7.75
This means we
need to find a class
interval where the
7.75th score is
contained.
Note that the 4th to
13th scores belong to
the 21-30 class
interval, thus 7.75 also
contained therein.
b) Compute for Q1
Qk = LB+
kN

[ 4
−¿ c f
f Qk
b

i]
Q1 =
 7.75−3
20.5+ [ 10 ]10

Q1 =
20.5 + 4.75
Q1 =
25.25
Therefore, 25% of the
vendors have sales
less than or equal to
25.25.
D. Discussing new ANALYSIS: kN
LB+( −¿ cf )
concepts and practicing 1. What are the 10
Dk = ×i
new skills # 1 steps in finding f Dk
the quartile of
grouped data? Compare the given
2. How do we formula to the formula
interpret the used in computing for
computed the quartile.
quartile?
What are the needed
data to complete the
formula?
E. Discussing new Mrs.Mojica conducted Using the given table
concepts and practicing a Scrabble competition regarding the age of
new skills # 2 with 10 participants. some grade ten
Find the 1st, 2nd and 3rd students, please
quartile compute for the
following:
Scores Frequen
cy (a) D2
31-35 1 (b) D5
26-30 2
 21-25 3
16-20 2
11-15 2

F. Developing mastery Shown below in the table Zumba is Interpret the computed
(leads to Formative are the scores of 60 regarded as a good value of D2 and D5.
Assessment 3) students in the 30-point stress reliever and fat-
Math quiz. Complete the burning dance and
table. fitness exercise. It
provides a workout for
S F LB <C the whole body and
F builds up good
28-29 1 cardiovascular
26-27 3
24-25 3
respiratory system. A
22-23 3 study was conducted
20-21 6 in Cavite State
18-19 6 University to determine
16-17 8 the average exercise
14-15 6
12-13 10 intensity and energy
10-11 14 expenditure during a
40-minute Zumba
class. A sample of
twenty students
showed the following
energy expenditure (in
Kcal) throughout the
session:
Energy
Expenditure f
(in Kcal)
250- 299 2
 200- 249 8
150- 199 6
100- 149 4

Find the Q1 and Q3.

Interpret the result

G. Finding practical Grades Frequency GROUP ACTIVITY

application of concepts 95-99 3 Dennis and Christine
and skills in daily living 90-94 2 scored 32 and 23, Divide the class into 5
85-89 1 respectively, in the groups. Give each group
80-84 1 National Career problem to solve.
75-79 3 Assessment
Alden has an Examination (NCAE). The table below shows
assignment to ask at The determining factor the distribution of the
for a college scholarship daily rates of 80 factory
random 10 students in
is that a student’s score workers from different
their school about their should be in the top 10% companies.
grades in Mathematics of the scores of his/her
in the Third Quarter. graduating class. The Daily Rate No of
The data are listed in students in the Workers
the table below. graduating class P70 – P79 28
obtained the following P60 – P69 14
scores in the NCAE. P50 – P59 12
P40 – P49 8
Find Q1 and Q3, then NCAE f P30 – P39 11
interpret the result. Scores P20 – P29 7
39-41 6 N = 80
36-38 7
33-35 9 Group 1 Solve for D3
30-32 13 Group 2 Solve for D6
27-29 22 Group 3 Solve for D7
24-26 10 Group 4 Solve for D4
21-23 9 Group 5 Solve for D9
 18-20 7
15-17 8
12-14 4
9-11 2
6-8 1
3-5 1

1. Complete the table by

filling in the values of LB
(lower boundaries) and
<cf (less than cumulative
frequency). Explain how
you arrived at your
answers.

2. Find the 7th decile of

the set of data.

3. Interpret your result.

H. Making generalizations In statistics, a frequency The Quartile The Decile for Grouped The Decile of Grouped
and abstractions about the distribution is a table for Grouped Data Data Data
lesson that displays the In computing the
frequency of various quartiles of grouped Decile is the Decile is the
outcomes in data, the following way/technique of dividing way/technique of dividing
a sample. Each entry in formula is used: the distribution into 10 the distribution into 10
the table contains equal parts. equal parts.
the frequency or count of Formula:
the occurrences of values The following formula is The following formula is
within a particular group kN being used in computing being used in computing
or interval, and in this
way,
summarizes
the table
where:
[
Qk = LB+ 4
−¿ c f
f Qk
b

i] for the decile of grouped

data.
for the decile of grouped
data.

the distribution of values
in the sample LB = lower boundary of
the Qk class
 N = total frequency kN kN
LB+( −¿ cf ) LB+( −¿ cf )
<cfb = cumulative 10 10
Dk = ×i Dk = ×i
frequency of the class f Dk f Dk
before the Qkclass
fQk= frequency of the
Qk class
i = size of class interval
k = nth quartile, where
n = 1, 2, and 3
I. Evaluating learning The table below shows “Nagmahal, A survey was conducted A survey was conducted
the number of customers Nasaktan, Nagsayaw” for 100 grade ten for 100 grade ten
who went on the coffee is a reality talent students about their students about their
shop for the last 2 search in Showtime in grades for the third grades for the third
months. ABS-CBN. One of the grading period. The table grading period. The table
Complete the needed contestants of the said below shows you. below shows you.
information in this FDT. program is Arra San
# F LB <CF Agustin who is a Age F Age F
days
49-60 25
Caviteña. In order to 96-100 2 96-100 2
37-48 15 express our support, 91-95 14 91-95 14
25-36 30 an FB page was 86-90 18 86-90 18
13-24 10 developed for
1-12 20
81-85 33 81-85 33
Princess. The table 76-80 17 76-80 17
below shows the 70-75 16 70-75 16
number of likes of Compute for the Compute for the
Princess in Facebook following and interpret following and interpret
for ten days: the computed value: the computed value:
Likes (in Frequen
thousand cy (a) D3 (a) D4
s) (b) D7 (b) 6
31-35 2
26-30 1
21-25 4
16-20 2
11-15 1

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
Find the second
quartile of the
distribution, then
interpret the result
Conduct a mini- Using the table given on Study about the
research on student’s your quiz, solve for D8 percentile for grouped
performance in the 3rd and interpret. data.
periodical examination
in Mathematics 10. Study about the
Apply the knowledge percentile for grouped
and skills you have data.
learned in this lesson
to evaluate and
interpret test results
and to make/formulate
meaningful decisions
based on the results to
resolve the difficulties
that you have
encountered in the
subject.
have caught up with the
lesson
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?

GRADE 10 School Grade Level 10

Teacher Learning Area MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time Quarter FOURTH
 Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
7. Content Standards The learner demonstrates understanding of key concepts of measures of position.
8. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
9. Learning 1.Illustrate percentile as a Solve problems involving The learner formulates The learner formulates
Competencies measure of position for quartile, decile and statistical mini- statistical mini-
grouped data; (M10SP- percentile for grouped research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
IVa-1) data. (M10SP-IVd-e-1)

2. Compute percentile for a. Solve problems a. Define research. a. Differentiate

Objectives
grouped data; (M10SP-
IVb-1)
3. Interpret percentile for
grouped data; (M10SP-
IVc-1)
4. Solve problems
involving percentile for
grouped data. (M10SP-
IVd-e-1)
involving percentile of b. Enumerate the parts quantitative from
grouped data of a research report. qualitative research
c. Value accumulated b. Value the
knowledge as means importance of research
b. Interpret and
of new understanding. in research in life.
appreciate measures of
position in solving real
life problems.

a. Illustrate percentile
as measure of position
for grouped data.

b. Solve problems
involving percentile of
grouped data

c. Interpret percentile
 score for grouped data

d. Value accumulated
knowledge as means of
new understanding.

MEASURES OF QUANTITATIVE AND

PERCENTILE FOR RESEARCH AND ITS
II. CONTENT POSITION FOR QUALITATIVE
GROUPED DATA PARTS
GROUPED DATA RESEARCH
III. LEARNING
RESOURCES
E. References
9. Teacher’s Guide 341-343 394-402
10. Learner’s 390-392 392- 400
Materials
11. Textbook
12. Additional Powerpoint Presentation, Powerpoint Presentation, Powerpoint Powerpoint
Materials from laptop, activity sheets laptop, activity sheets Presentation, laptop, Presentation, laptop,
Learning activity sheets, ball, activity sheets
Resources (LR) pictures, music
portal
F. Other Learning LCTG https://kupdf.com/downl
Resources oad/lesson-plan-in-
https://kupdf.com/downl practical-research-
oad/lesson-plan-in- 1_59f1a04ae2b6f5562e
practical-research- e809bb_pdf
1_59f1a04ae2b6f5562e
e809bb_pdf

https://www.youtube.co
m/watch?
v=yt6XXDF7xaQ

https://www.youtube.co
 m/watch?
v=IO4wAzxdL2M

IV. PROCEDURES
A. Reviewing previous Recapitulation of the ONE WORD Review of the previous
lesson or presenting the lesson: lesson
new lesson - Words will be
Given the test scores of flushed on the
50 students in monitor.
Mathematics, calculate - Students will have
the first quartile and 7th to give one word
decile. that for them best
describes the
Scores Frequency given word.
46-50 4
41-45 8
MATH
36-40 11 HIGH SCHOOL
31-35 9 STATISTICS
26-30 12 QUARTILE
PERCENTILE
21-25 6 DECILE
TEACHER IN
MATH

B. Establishing a purpose Look at the pictures What’s the meaning Activity – A Picture ACTIVITY
for the lesson shown below. of this? that Paints a
Thousand Words Group Activity –Critique
- -Divide the class into Me if You Can
five groups Directions: The teacher
-After discussing all the will flash set of pictures Directions: Divide the
measures of position, one at a time. While the class into several
write a good definition first picture is shown, groups. Give each
of the different the teacher will play a group two samples of
measures of position music and pass a ball research report to read
 Do you recognize them? then present it through to the students. As the and evaluate. Use the
a SONG. music stops, the one given checklist to
-Did you take the National holding the ball will evaluate the two
Career Assessment form a question or samples.
Examination (NCAE) problem about the
when you were in Grade given picture. The
9? If so, what was your procedure is repeated
score? until the last picture.

-Did you know your rank?

-Have you thought of

comparing your academic
performance with that of
your classmates?

C. Presenting The following is a ANALYSIS ANALYSIS

examples/Instances of the Mrs. Mojica conducted a distribution for the
new lesson Scrabble competition with number of employees in Questions for Ask the following
10 participants. 45 companies belonging Processing: questions:
to a certain industry.
Scores Frequency Calculate the third 1. How will you find the 1. What are your
31-35 1 quartile, 85th percentile, answers or solutions to important observations
and 4th decile of the the questions or about the two research
26-30 2
number of employees problems you have samples?
21-25 3 given the number of formulated? 2. Which of the two
16-20 2 companies. aims to test the
11-15 2 2. Is research hypothesis and look for
applicable in these cause and effect? What
situations? about to explore?

-Using your prior 3. Do you have any 3. Which of the two is

knowledge on how to idea about the methods subjective? Is
solve for Quartile and of research that we can objective? Why?
 Decile of grouped data, use in these situations?
how would you locate 4. What is the data
the position of the collection technique
percentile scores? used in sample 1? In
sample 2?

5. Which is analyzed
statistically? Which is
not?

6. In terms of outcome,
which has the
measurable results?

7. Based on your
evaluation, which do
you think is a qualitative
research? Which is a
quantitative research?
Why?
D. Discussing new ABSTRACTION ABSTRACTION
concepts and practicing GROUP ACTIVITY
new skills # 1 Ask the students: 1.Discuss the
-Divide the group in five. “What does quantitative and
RESEARCH mean to qualitative research
-Using your prior you?”
knowledge on how to
solve for the quartile and Watch a video to know
decile of grouped data, more about what
solve for the 60th research mean.
percentile score given the
data below.

-Each group may ask

questions on how the
 other groups obtained
their answers.

Mrs. Mojica conducted a

Scrabble competition with
10 participants.

Scores Frequency
31-35 1
26-30 2
21-25 3
16-20 2
11-15 2

E. Discussing new 1. What is percentile? GROUP ACTIVITY: Activity – Chart It On

concepts and practicing 2. How would you locate
new skills # 2 the percentile class of Group students into 5. Directions: Complete
grouped data? Have students arrange the chart with needed
3. What is the formula for the parts of research information on the
solving the percentile of paper in order. distinguishable
grouped data? characteristics of
quantitative and
qualitative research.

Ask the following

questions:
1. What makes
quantitative research
different from
qualitative research?

2. Is it possible for
 these methods of
research to be utilized
in one study alone?

3. Which of the two is

important? Why?

4. In what
aspect/situation of your
life can you apply
quantitative research?
Qualitative research?
F. Developing mastery Dennis and Christine Enumerate and discuss
(leads to Formative scored 32 and 23, the parts of research
Assessment 3) respectively, in the report.
National Career
Assessment Examination
(NCAE). The determining
factor for a college
scholarship is that a
student’s score should be
in the top 10% of the
scores of his/her
graduating class. The
students in the graduating
class obtained the
following scores in the
NCAE.

NCAE F
Scores
39-41 6
36-38 7
33-35 9
 30-32 13
27-29 22
24-26 10
21-23 9
18-20 7
15-17 8
12-14 4
9-11 2
6-8 1
3-5 1

1. Complete the table by

filling in the values of LB
(lower boundaries) and
<cf (less than cumulative
frequency). Explain how
you arrived at your
answers.

2. Find the 72nd

percentile of the set of
data.

3. Interpret your result.

G. Finding practical GROUP ACTIVITY APPLICATION
application of concepts
and skills in daily living 1. Ask your classmates Group Activity –
about their Science, Qualitative vs
English, and Quantitative Sorting
Mathematics grades. Activity

2. Gather all the data Directions: Decide

from your classmates by whether the following
listing. topics or research
 questions is qualitative
3. Then, construct a or quantitative. Sort and
frequency distribution of paste them on the chart
a grouped data. (use i = provided.
5).
How do the fishermen
4. Calculate the of Rosario, Cavite view
following: “trawling” method of
a. 1st quartile fishing?
b. 7th decile
c. 75th percentile High School
Students: Then and
5. Interpret each result Now

- Group How do the students

Presentation feel about K to 12
curriculum?

What percentage of
student-participants of
the study is taking the
TVL strand?

What is the degree of

satisfaction of students
taking the different SHS
tracks?

The Why and How of

ICT Use

QUANTI QUALITA
TATIVE TIVE
H. Making generalizations The Percentile of MEASURES OF Close the session by Close the session by
and abstractions about the Grouped Data POSITION FFOR summarizing the summarizing the
lesson GROUPED DATA concept on the concept on the
In computing the definition of research difference between
percentiles of grouped QUARTILE and parts of a research qualitative and
data, the following report. quantitative research.
formula is used: kN

Formula:
Qk = LB+ 4

where:
[
−¿ c f
f Qk
i
b

]
kN

[
Pk = LB+ 100
−¿ c f
f Pk
b

i ] LB = lower boundary of
the Qk class
N = total frequency
<cfb = cumulative
where: frequency of the class
LB = lower boundary of before the Qkclass
the Pk class fQk= frequency of the Qk
N = total frequency class
<cfb = cumulative i = size of class interval
frequency of the class k = nth quartile, where n =
before the Pkclass 1, 2, and 3
fPk= frequency of the Pk
class DECILE
i= size of class interval
kN
k = nth percentile, where LB+( −¿ cf )
n = 1, 2, 3…..99 10
Dk = ×i
f Dk

where:
LB = lower boundary of
the Dk class
N = total frequency
<cfb = cumulative
 frequency of the class
before the Dk class
FDk= frequency of the Dk
class
i = size of class interval
k = nth decile, where n = 1,
2, 3, 4, 5, 6, 7, 8, 9

PERCENTILE

kN

[
Pk = LB+ 100
−¿ c f
f Pk
i
b

]
where:
LB = lower boundary of
the Pk class
N = total frequency
<cfb = cumulative
frequency of the class
before the Pk class
FPk= frequency of the Pk
class
i = size of class interval
k = nth percentile, where n
= 1, 2, 3, 4, 5, 6, 7, 8, 9...99
I. Evaluating learning “Nagmahal, 1-4-3 LIST Determine whether the
Nasaktan, Nagsayaw” is following statements tell
a reality talent search in In this activity, you will be about qualitative
Showtime in ABS-CBN. asked to complete the 1 – research or quantitative
One of the contestants of 4 – 3 chart. Write down research.
the said program is Arra what is being asked
San Agustin who is a regarding the different 1. In quantitative
Caviteña. In order to measures of position. research, data are
express our support, an analyzed through

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
FB page was developed (1) One thing I really love descriptive and/or
for Princess. The table about this topic inferential statistics.
below shows the number _________________
of likes of Princess in 2. Qualitative research
Facebook for ten days: (4) Four important is often subjective.
reasons why I love this
Likes (in Freque topic 3. Quantitative studies
thousan ncy ________________ are conducted in
ds) ________________ small/limited scope.
31-35 2 ________________
26-30 1 ________________ 4. Qualitative research
21-25 4 is exploratory in nature.
16-20 2 (3) Three things I still
11-15 1 need to understand about 5. Qualitative research
this topic designs aim at an in
________________ depth understanding of
Find the P60 of the _______________ human behavior.
distribution, then interpret _______________
the result
Answer Activity 3: That’s Study for the long quiz on Name the types of
My Place on page 394, Monday research.
Search one example
Mathematics Learners’
title of qualitative
Module
research and one
1. P25
example of quantitative
2. P65
research
3. 85
Then interpret the result
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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?
 GRADE 10 School Grade Level 10
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
10. Content Standards The learner demonstrates understanding of key concepts of measures of position.
11. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
12. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
The learner uses The learner uses
appropriate measures of appropriate measures of The learner uses The learner uses
Objectives position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
analyzing and analyzing and statistical methods in statistical methods in
interpreting research interpreting research analyzing and analyzing and
data. data. interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.
M10SP-IVh-j-1 M10SP-IVh-j-1

a. Identify the a. Identify an initial a. Check and analyze a. Present research

characteristics of a good research topic that might the initial research topic/title
research topic. be too broad or too topic/tile b. Explain and defend
b. Create a research narrow. b. Edit and improve research topic/tile
topic. b. Locate and retrieve research topic/tile
c. Value accumulated preliminary information
 knowledge as means of on research topic.
new understanding

Workshop (Formulating Checking and Editing

Research Topic Presentation of
II. CONTENT Research Topic/Title) of Research
Research Topic/Title
Topic/Title
III. LEARNING
RESOURCES
G. References
13. Teacher’s Guide
14. Learner’s
Materials
15. Textbook
16. Additional Powerpoint Presentation,
Materials from laptop, activity sheets
Learning
Resources (LR)
portal
H. Other Learning http://eloquentscience.co Library http://eloquentscience.c
Resources m/2009/08/excerpt- Google om/2009/08/excerpt-
chapter-3-writing-an- chapter-3-writing-an-
effective-title/ effective-title/
IV. PROCEDURES
A. Reviewing previous Review of the previous GAME
lesson or presenting the lesson (PINOY HENYO) Sharing of experiences Give guidelines on the
new lesson regarding the library presentation of output.
1. For this activity, you activity yesterday.
are going to be paired
up.

2. Once paired, two

images will be handed to
each person.
3. The images will be
covered with post-it
notes.

4. Without looking at your

image, you will tape the
paper image just below
your neck (on top of your
chest).

5. Once your image is

taped on to your chest
carefully, remove the
post-it note that is
covering the image, but
make sure the image is
still taped to you.
Remember you cannot
see your own image;
however, you will be able
to see your partner’s
image.

6. Explain that each pair

will get a broad category
(cancer, alcoholism,
mental health, or weight
issues). Explain that the
two images for each pair
should be put together to
create one narrow topic.
Begin to ask your partner
questions about the
image that is taped to
your chest. You can ask
anything you want. “Am I
a person?” “Am I a
symbol?” etc. Your
partner will answer your
questions in any manner
to help you guess your
image. Both of you can
take turns asking
questions going back and
forth until you both guess
the correct image.

7. If your partner guesses

the correct image, have
your partner take it off so
that both of you can view
the image.

8. Your partner may still

not know his or her
image, so have that
partner keep on asking
questions until you get
the correct image.

9. Once you both have

guessed the correct
image, notice that a topic
can be formed from your
particular category. For
example, from the
images we took a broad
category such as mental
health and narrowed it to
postpartum depression.
 10. Explain that each
person had half of the
narrowed topic and by
putting the two images
together it formed a
narrow topic.

11. Once all pairs are

done, debrief the activity
by asking each student to
sum up his or her
experience in a few
sentences.
B. Establishing a purpose ACTIVITY ANALYSIS:
for the lesson Checking and editing of Presentation of
Group Activity Was it hard to guess the research topic/title will outputs will be done
image? What is easy to be done per group of per group.
Direction: Divide the guess the image? Did researchers.
class into 5 groups. you find ways to ask
The teacher will flash questions to narrow a
topic one at a time. category into a topic?
Have each group
identify if the given
topic is researchable or
not.

C. Presenting ANALYSIS ACTIVITY:

examples/Instances of the
new lesson Ask the following Venue: Library/ Computer
questions: Laboratory

1. What are your 1. Start with your

observations about the textbook.
researchable topics and
not researchable topics?
2. Explore the library
2. When are topics using books, journals,
researchable? and on-line databases.

3. What do you think 3. Use keyword searches

make up a good to find articles on the
research topic? topic/subject. Use specific
databases related to your
topic. (e.g., If you are
writing about health, use
a health database to start
and see how many
articles come up in your
search results.)

4. Search the web

carefully. The most
credible sites belong to
universities (.edu), the
government (.gov), and
well-known organizations
(.org).

5. Contact a librarian who

can provide guidance
during your search if you
still need help with how to
use databases or how to
locate journal articles.
D. Discussing new ABSTRACTION
concepts and practicing
new skills # 1 Discuss how to identify a
research topic

E. Discussing new “Q and A”

concepts and practicing
new skills # 2 Complete the statement
below:

“I believe, ladies and

gentlemen that a good
research topic/title is
____________. And I
thank you!”

F. Developing mastery Discussion the

(leads to Formative characteristics of a good
Assessment 3) research topic.

G. Finding practical
application of concepts Research Project
and skills in daily living Proposal

Fill out this worksheet

and turn it in.

1. I would like to
research the following
topic:
__________________
 __________________
__________________
__________________
2. I am interested in this
topic because:
__________________
__________________
__________________
______

3. List at least three

specific resources that
you have found that
may be useful to your
research. One of
these sources may be
a website:
1. ____________
__________________
2. ____________
__________________
_______
3. ____________
__________________
_______
4. Based on my
preliminary research, I
have chosen to focus
on the following
aspect of my topic:

__________________
__________________
__________________
_________

5. I have chosen this

focus because:
__________________
__________________
__________________
______

Your answer to the

following question will
constitute your argument.
Your argument may
change as you do more
research on and think
more deeply about your
topic.

6. How is your topic

 interesting or
important? Are there
unresolved questions
relating to your topic?
How might you
approach these
questions?
__________________
__________________
_______________

(The exercise was

adapted from a
worksheet designed by
Professor Elizabeth Korn
for students enrolled in
ENG 101C/105C.)

H. Making generalizations Close the session by

and abstractions about the summarizing the concept
lesson on how to formulate a
research topic/problem.

I. Evaluating learning

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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?

GRADE 10 School Grade Level 10

Teacher Learning Area MATHEMATICS
 DAILY LESSON LOG Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
13. Content Standards The learner demonstrates understanding of key concepts of measures of position.
14. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
15. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
The learner uses The learner uses
appropriate measures of appropriate measures of The learner uses The learner uses
Objectives position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
analyzing and analyzing and statistical methods in statistical methods in
interpreting research interpreting research analyzing and analyzing and
data. data. interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.
M10SP-IVh-j-1 M10SP-IVh-j-1

a. Define research a. Identify initial research a. Check and analyze a. Present research
problem questions that might be the initial research questions
b. Formulate research too broad or too narrow. questions. b. Explain and defend
problem. b. Locate and retrieve b. Edit and improve research questions
c. Value accumulated preliminary information research questions
knowledge as means of on research topic.
new understanding

Workshop (Writing Checking and Editing Presentation of the

II. CONTENT Writing Research Statement of the of Statement of the Statement of the
Problem problem) problem problem
III. LEARNING
RESOURCES
I. References
17. Teacher’s Guide
18. Learner’s
Materials
19. Textbook
20. Additional Powerpoint Presentation,
Materials from laptop, activity sheets
Learning
Resources (LR)
portal
J. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the Sharing of experiences
new lesson in writing the statement
of the problem.

B. Establishing a purpose ACTIVITY ACTIVITY:

for the lesson Checking and editing of Presentation of
Group Activity Venue: Library/ Computer research topic/title will outputs will be done
Laboratory be done per group of per group.
Direction: Divide the researchers.
class into 5 groups. 1. Start with your
The teacher will flash textbook.
topic one at a time.
Have each group 2. Explore the library
identify if the given using books, journals,
topic is researchable or and on-line databases.
not.
3. Use keyword searches
 to find articles on the
topic/subject. Use specific
databases related to your
topic. (e.g., If you are
writing about health, use
a health database to start
and see how many
articles come up in your
search results.)

4. Search the web

carefully. The most
credible sites belong to
universities (.edu), the
government (.gov), and
well-known organizations
(.org).

5. Contact a librarian who

can provide guidance
during your search if you
still need help with how to
use databases or how to
locate journal articles.

C. Presenting ANALYSIS
examples/Instances of the
new lesson Ask the following
questions:

1. What are your

observations about the
researchable topics and
not researchable topics?
 2. When are topics
researchable?

3. What do you think

make up a good
research topic?
D. Discussing new ABSTRACTION
concepts and practicing
new skills # 1 Discuss how to identify a
research topic/problem

E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)

G. Finding practical APPLICATION

application of concepts
and skills in daily living Group Activity –
Choosing a Research
Topic

Directions: Divide the

class into groups of five.
Have each group
accomplish the
worksheet to come up
with a research topic.
Research Question
Worksheet

1. What topic, problem,

or issue are you
interested in? Do some
background research to
find out more about it.

2. What specific part of

the topic are you
Interested in? Break
down topic and group
ideas in clusters (use
reverse). Pick one
cluster or part of one.

3. List a few possible

questions about your
specific topic area.
Ask: What? Who?
When? Where? Why?
How?

4. Choose one to be
your main research
question. Why or How
questions are best.

5. Make your question

as clear and specific as
possible. Specify who,
what, where, when you
are talking about. Clarify
any vague words.

H. Making generalizations
and abstractions about the
lesson
6. State your working
thesis. The working
thesis should summarize
the answer to your main
research question, and
will likely change after
you do some research.
Close the session by
summarizing the concept
on how to formulate a
research topic/problem.

I. Evaluating learning

J. Additional activities for

application or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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?

GRADE 10 School Grade Level 10

Teacher Learning Area MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time Quarter FOURTH
 Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
16. Content Standards The learner demonstrates understanding of key concepts of measures of position.
17. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
18. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
The learner uses The learner uses
appropriate measures of appropriate measures of The learner uses The learner uses
Objectives position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
analyzing and analyzing and statistical methods in statistical methods in
interpreting research interpreting research analyzing and analyzing and
data. data. interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.
M10SP-IVh-j-1 M10SP-IVh-j-1
a. Differentiate a. Identify the difference
population from sample. between primary and a. Create a tool in a. Check and analyze
b. Identify and secondary data collecting data for their the tool in data
describe the different b. Collect or gather research collection
sampling techniques. statistical data b. Edit and improve the
c. Value accumulated c. apply the different tool for data collection
knowledge as means of methods of collecting
new understanding. data

II. CONTENT Checking and Editing

Collection of Data Methods of Collecting Construction of Tool
of Tool for Data
(Sampling Techniques) Data for Data Collection
Collection
III. LEARNING
RESOURCES
K. References
21. Teacher’s Guide
22. Learner’s
Materials
23. Textbook e-math (Advanced
Algebra and
Trigonometry), pp.370-
371, 374-375
Elementary Statistics by
Carmela Zamora-Reyes,
pp. 27-34
24. Additional Powerpoint Presentation, Powerpoint Presentation,
Materials from laptop, activity sheets laptop, activity sheets
Learning
Resources (LR)
portal
L. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the “The boat is sinking” Conduct a mini-survey on Research Day Sharing of experiences
new lesson Activity the track and strands to regarding the library
be taken by grade ten activity yesterday.
- All the students in ____ students.
the class must
participate
- Students will have
to group
themselves
according to the
classification to be
given by the
 teacher.
- Example, “The
boat is sinking,
group yourselves
according to your
birth month”

B. Establishing a purpose
for the lesson WORD DEVELOPMENT ACTIVITY

-Group students into 5. Group students into 5.

-Give each group show
me board, chalk and Have each group identify
eraser. possible ways of
- Jumbled letter-word will collecting data
be flashed
-Each group will Present outputs in the
rearrange the letters to most creative way.
form the correct words.
-The group who earns the
most number of points
wins.

1. ELMPSA
2. ATPLOPONULI
3. DANROM
4. DFIETRSATI
5. CVOENICENCEN
6. LTCEURS

C. Presenting
examples/Instances of the A mathematics ACTIVITY (JIGSAW
new lesson teacher plans to choose PUZZLE)
four students from the
math club to be in 1. Divide students into 5-
publicity photo. Using the or 6-person jigsaw
different sampling groups.
techniques, how would 2. Appoint one student
the teacher choose the from each group as the
four students? leader.
3. Divide the day’s lesson
SOLUTION: into 5-6 segments.
1. The math teacher 4. Assign each student to
could put the learn one segment.
names of all the 5. Give students time to
students in a box, read over their segment
pick the names at least twice and
without looking. become familiar with it.
(Random 6. Form temporary
Sampling) “expert groups” by having
2. The math teacher one student from each
could choose the 4 jigsaw group join other
students in the students assigned to the
fourth row. same segment.
(Convenience 7. Bring the students
Sampling) back into their jigsaw
3. The teacher could groups.
mix the names of 8. Ask each student to
the boys and present her or his
choose two from segment to the group.
the group. The 9. Float from group to
teacher does the group, observing the
same for the girls. process.
(Stratified
Random
Sampling)
4. The math teacher
could choose a
group of four
students in back
 corner. (Cluster
Sampling)
5. The math teacher
could choose
every third student,
beginning in front
row and count
from right to left.
(Systematic
Sampling)

D. Discussing new
concepts and practicing What are the different
new skills # 1 Identify which type of methods of collecting
sampling is used. data?
1. A psychologist
selects 12 boys What are the advantages
and 12 girls from and disadvantages of
each of 4 Science each method?
classes.
2. A biologist surveys When each method can
all students from be used best?
each of 15
randomly selected
classes.
3. Smart selects
every 100th cell
phone from the
assembly line and
conduct a
thorough test of
quality.
E. Discussing new THINK-PAIR-SHARE
concepts and practicing
new skills # 2 Mr. Calong, a g10
 adviser at
Rosario National
High School,
needs to choose
2 boys and 2 girls
from his class to
participate in the
cotillion for the
Junior’s Prom.
Using the
sampling
techniques, how
would Mr. Calong
choose the
students?
F. Developing mastery Identify the type of
(leads to Formative sampling used in the
Assessment 3) following statements.
1. An engineer
selects every 50th
cell phone from
the assembly line
for careful testing
and analysis.
2. A reporter writes
the name of each
senator on a
separate card,
shuffles the
cards, and then
draws five
names.
3. The principal of
RNHS surveys all
students from
 each of 12
randomly
selected classes.
4. A researcher
interviews
students who are
leaving the
school canteen.
5. A grade 10
teacher at RNHS
interviews all G10
students in each
of 4 randomly
selected sections
in grade 10.

G. Finding practical
application of concepts Identify the sampling
and skills in daily living technique your group will
use for your research
paper. Why the specific
sampling technique is to
be used.
Discuss in class your
work.
Identify the best method
in collecting data for your
group’s research topic.
Be ready to present and
explain your answer in
class

H. Making generalizations Statistics is a branch METHODS OF

and abstractions about the of mathematics that deals COLLECTING DATA
lesson with the collection,
organization, 1. Questionnaire/Survey
presentation, analysis,
and interpretation of data. 2. Interview
Statistics involves
much more than simply 3. Observation
drawing graphs and
computing averages. The 4. Experimental Approach
commonly used terms
afre population and 5. Ethnographies, Oral
sample. History, and Case
Studies.
Population is the
complete collection of all 6. Documents and
elements to be studied. records

Sample is a subcollection
of elements drawn from a
population

Sampling Techniques
1. In a random
sampling, each
member of the
population has an
equally likely
chance of being
selected. The
members of the
sample are chosen
independently of
each other.
2. A convenience
sampling is a
sampling
technique where
sample is chosen
so that it is easy
for the researcher.
3. In a stratified
 sampling, the
population is
divided into
subgroups, so that
each population
member is in only
one subgroup. In
here, individuals
are chosen
randomly from
each subgroup.
4. A cluster
sampling is a
sampling
technique that
consists of items in
a group such as a
neighbourhood or
a household. The
group may be
chosen at random.
5. A systematic
sample is
obtained using an
ordered list of the
population, then
selecting members
systematically from
the list.
I. Evaluating learning Identify the type of
sampling technique used:
1. A mathematics teacher
selects 18 boys and 18
girls from each of four
classes.

J. Additional activities for
application or remediation
2. A researcher
interviews every 45th
patients in the list of
Divine Grace Medical
Center in-patients
3. A student interviews
school principals and
classroom teachers about
the implementation of K-
12 Curriculum.
4. Ms. Angon wants to
give away 3 movie
tickets. In order to avoid
bias, she wrote the name
of each of her students in
a paper and placed it in a
hat. To determine the 3
winners, she picked 3
rolled papers from the
hat.
5. To research consumer
recognition of Swerte Ko
noodles, the researcher
conducts a survey of
2000 consumers in the
Philippines by
interviewing typical class
C and D consumers
coming out of the
supermarket.
Read 3 sample research
papers on-line, identify
the sample techniques
used.
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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?
 GRADE 10 School Grade Level 10
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
19. Content Standards The learner demonstrates understanding of key concepts of measures of position.
20. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
21. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
The learner uses The learner uses
 appropriate measures of appropriate measures of The learner uses The learner uses
Objectives position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
analyzing and analyzing and statistical methods in statistical methods in
interpreting research interpreting research analyzing and analyzing and
data. data. interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.
M10SP-IVh-j-1 M10SP-IVh-j-1
a. Identify parts of the a. Identify parts of the pie
bar graph. chart. 1. Present the data in
b. Read and interpret b. Read and interpret a. Edit and improve the a visual
data presented in a bar data presented in a pie presentation of data. representation (e.g.
graph. chart. bar graph or pie
c. Construct a bar graph. c. Construct a pie chart. chart).
d. Appreciate the d. Appreciate the
importance of having an importance of having an
organized data. organized data.

II. CONTENT Presentation of Data Presentation of Data

Using Bar graph Using Pie chart Checking and Editing Presentation of Data
III. LEARNING
RESOURCES
M. References
25. Teacher’s Guide Teacher’s Guide pp. Teacher’s Guide pp.
Synergy for Success in Synergy for Success in
Mathematics 7, pp. 438 – Mathematics 7, pp. 438 –
446; 446;
26. Learner’s Math 7 Learner’s Math 7 Learner’s
Materials Modules pp. 249 - 255; Modules pp. 249 - 255;
27. Textbook e-math (Advanced e-math (Advanced
Algebra and Algebra and
Trigonometry), pp.370- Trigonometry), pp.370-
371, 374-375 371, 374-375
Elementary Statistics by Elementary Statistics by
 Carmela Zamora-Reyes,
pp. 27-34
28. Additional Powerpoint Presentation,
Materials from laptop, activity sheets
Learning
Resources (LR)
portal
N. Other Learning www.education.com
Resources http://www.mathworkshee
ts4kids.com/
IV. PROCEDURES
A. Reviewing previous “What’s Your Brand”
lesson or presenting the
new lesson Make a survey regarding
the brand of mobile
phone each member of
the group has, the reason
for having it, the reason
for choosing the particular
brand, and the number of
cellular phones each has.
Present the data
gathered in tabular form.
Column 1: Brand Name
Column 2: Reason for
having a mobile phone
Column 3: Reason for
choosing the particular
brand
Column 4: Quantity
B. Establishing a purpose Study the graph and
for the lesson answer the questions that
follow.
Carmela Zamora-Reyes,
pp. 27-34
Powerpoint Presentation,
laptop, activity sheets
www.education.com
http://www.mathworkshee
ts4kids.com/
“Can I Have Your Lunch”
Research Day
1. Ask your students to
give an example of a time
when they had to collect
and use data.
2. Let students collect
data by asking their
classmates what they
brought for lunch or are
planning to have for
lunch.
3. Write this on the board
in categories.
Group Work
a. Display the lunch count
data on the board.
 b. Ask each group to set
Literacy Rate up a picture graph, or a
100% visual representation of
90% data with pictures, and a
80% bar graph, or a visual
70%
representation of data
with rectangles that
60%
represent numbers, on
50%
the board.
40%

30%

20%

10%

0%
1900-1995 1996-2000 2001-2005 2006-2010

Male Female

1. What information is
given by the bar graph
(also called the
histogram) above?
2. In which year was the
simple literacy rate for
females the lowest?
highest?
3. In which year was the
simple literacy rate for
males the lowest?
highest?
4. Without knowing the
quantity each data
represent, is it easy to
compare the simple
literacy rates of males
and females?
 5. What kind of data can
be presented using a bar
graph?
6. Express the data
shown in the graph in
table form.

C. Presenting Carla made a survey on

examples/Instances of the the number of the books
new lesson read by her friends during
the year. She organized
the data in a table. What
information does the table
show?

1. What information is
given by the pie chart or
Name Number of circle graph?
Books Read 2. What is the top cause
Mark 7
of stress for Filipinos?
Kyla 5
Robin 10 least?
Anne 7 3. A whole circle is
equivalent to how many
Steps: percent?
1. Find the greatest 4. Without knowing the
number in the data. percentage for each
2. Make a scale from 0 to cause of stress, is it easy
the greatest number. to identify the top cause
3. Label the horizontal of stress for Filipinos?
and vertical axes. 5. What kind of data can
4. Draw a bar to be presented using a pie
represent each data. graph?
5. Write a title for the 6. Express the data
graph. shown in the chart/graph
 in table form.

D. Discussing new Analysis

concepts and practicing Number of Books Read 1. How did you find the
new skills # 1 activity? How can
Anne organized data be
Robin presented?
Kyla 2. How do you choose
the appropriate graph for
Mark organized data?
0 2 4 6 8 10 12 3. How do you construct
the appropriate graph for
No. of books organized data?

1. What is being
compared in the graph?
2. Who read the same
number of books?
3. Who read most? And
less number of books?
E. Discussing new
concepts and practicing Pet Ownership
new skills # 2

Dogs
5% 4% Cats
6% Fish
55% Rabbit
30%
Rodents

It represents the
 percentage of people who
own various pets. As you
can see, the ‘dog
ownership’ slice is by far
the largest, which means
that most people
represented in this chart
own a dog as opposed to
a cat, fish, or other
animal.

F. Developing mastery
(leads to Formative
Assessment 3)

G. Finding practical Construct a bar graph for In a survey of programs

application of concepts each situation below. watched on Sunday
and skills in daily living a. The number of males evenings from 7:00 to
and females in your class 9:00 pm, the following
b. The allowance you data were obtained:
receive every month.
Program No. of
c. The activities you do in
Televiewers
a day (sleeping, 1. Present the data using
Rated K 12
preparing before going to pie chart.
KMJS 15
school, staying in school, 2. Interpret the result.
PBA 43
helping at home,
Games
studying/ doing
Action 4 assignments at home,
Movie watching TV)
PGTH. Making generalizations
16 Statistics is a branch of Statistics is a branch of
and abstractions about the mathematics that deals mathematics that deals
lesson with the collection, with the collection,
organization, organization,
presentation, analysis, presentation, analysis,

I. Evaluating learning
J. Additional activities for
application or remediation
and interpretation of data.
* Bar graphs are used to
show changes over time
or to compare items.
* Bar graphs can also be
used to show time series
data when the number of
time intervals is small.
* If all values are positive
integers, the scale should
generally use 0 as a
baseline. In the event that
values include both
positive and negative
integers, 0 should be the
midpoint of the scale.
* Scale ranges should be
standardized and not vary
between graphs, when
possible.
Make a survey of the food
preferences of the
members of your family
according to fruits and
vegetables produced in
your locality.
For data presentation use
bar graph.
a. Define and describe
pie chart.
b. Give a sample chart.
and interpretation of data.
*A pie chart displays
data, information, and
statistics in an easy-to-
read ‘pie-slice’ format
with varying slices sizes
telling how much of one
data element exists. The
bigger the slice, the more
of that particular data was
gathered.
*Circle graph (or pie
chart) represents data
using sectors of a circle;
best used when showing
relationship of a specific
data to the whole
Make a survey about the
favorite TV shows of
Grade 10 students.
For data presentation use
pie chart.
Follow up:
Read 3 sample research
papers on-line and
identify the presentation
 techniques used.

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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?
 GRADE 10 School Grade Level 10
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
22. Content Standards The learner demonstrates understanding of key concepts of measures of position.
23. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
24. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
The learner uses The learner uses
appropriate measures of appropriate measures of The learner uses The learner uses
Objectives position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
analyzing and analyzing and statistical methods in statistical methods in
interpreting research interpreting research analyzing and analyzing and
data. data. interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.
M10SP-IVh-j-1 M10SP-IVh-j-1
a. Identify parts of the a. Identify parts of the pie
bar graph. chart. 2. Present the data in
b. Read and interpret b. Read and interpret a. Edit and improve the a visual
data presented in a bar data presented in a pie presentation of data. representation (e.g.
graph. chart. bar graph or pie
c. Construct a bar graph. c. Construct a pie chart. chart).
d. Appreciate the d. Appreciate the
 importance of having an importance of having an
organized data. organized data.

II. CONTENT Presentation of Data Presentation of Data

Using Bar graph Using Pie chart Checking and Editing Presentation of Data
III. LEARNING
RESOURCES
O. References
29. Teacher’s Guide Teacher’s Guide pp. Teacher’s Guide pp.
Synergy for Success in Synergy for Success in
Mathematics 7, pp. 438 – Mathematics 7, pp. 438 –
446; 446;
30. Learner’s Math 7 Learner’s Math 7 Learner’s
Materials Modules pp. 249 - 255; Modules pp. 249 - 255;
31. Textbook e-math (Advanced e-math (Advanced
Algebra and Algebra and
Trigonometry), pp.370- Trigonometry), pp.370-
371, 374-375 371, 374-375
Elementary Statistics by Elementary Statistics by
Carmela Zamora-Reyes, Carmela Zamora-Reyes,
pp. 27-34 pp. 27-34
32. Additional Powerpoint Presentation, Powerpoint Presentation,
Materials from laptop, activity sheets laptop, activity sheets
Learning
Resources (LR)
portal
P. Other Learning www.education.com www.education.com
Resources http://www.mathworkshee http://www.mathworkshee
ts4kids.com/ ts4kids.com/
IV. PROCEDURES
A. Reviewing previous “What’s Your Brand” “Can I Have Your Lunch”
lesson or presenting the Research Day
new lesson Make a survey regarding 1. Ask your students to
 the brand of mobile
phone each member of
the group has, the reason
for having it, the reason
for choosing the particular
brand, and the number of
cellular phones each has.
Present the data
gathered in tabular form.
Column 1: Brand Name
Column 2: Reason for
having a mobile phone
Column 3: Reason for
choosing the particular
brand
Column 4: Quantity
B. Establishing a purpose Study the graph and
for the lesson answer the questions that
follow.
give an example of a time
when they had to collect
and use data.
2. Let students collect
data by asking their
classmates what they
brought for lunch or are
planning to have for
lunch.
3. Write this on the board
in categories.
Group Work
a. Display the lunch count
data on the board.
b. Ask each group to set
up a picture graph, or a
visual representation of
data with pictures, and a
bar graph, or a visual
representation of data
with rectangles that
represent numbers, on
the board.
 Literacy Rate
100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
1900-1995 1996-2000 2001-2005 2006-2010

Male Female

1. What information is
given by the bar graph
(also called the
histogram) above?
2. In which year was the
simple literacy rate for
females the lowest?
highest?
3. In which year was the
simple literacy rate for
males the lowest?
highest?
4. Without knowing the
quantity each data
represent, is it easy to
compare the simple
literacy rates of males
and females?
 5. What kind of data can
be presented using a bar
graph?
6. Express the data
shown in the graph in
table form.

C. Presenting Carla made a survey on

examples/Instances of the the number of the books
new lesson read by her friends during
the year. She organized
the data in a table. What
information does the table
show?

1. What information is
given by the pie chart or
Name Number of circle graph?
Books Read 2. What is the top cause
Mark 7
of stress for Filipinos?
Kyla 5
Robin 10 least?
Anne 7 3. A whole circle is
equivalent to how many
Steps: percent?
1. Find the greatest 4. Without knowing the
number in the data. percentage for each
2. Make a scale from 0 to cause of stress, is it easy
the greatest number. to identify the top cause
3. Label the horizontal of stress for Filipinos?
and vertical axes. 5. What kind of data can
4. Draw a bar to be presented using a pie
represent each data. graph?
5. Write a title for the 6. Express the data
graph. shown in the chart/graph
 in table form.

D. Discussing new Analysis

concepts and practicing Number of Books Read 1. How did you find the
new skills # 1 activity? How can
Anne organized data be
Robin presented?
Kyla 2. How do you choose
the appropriate graph for
Mark organized data?
0 2 4 6 8 10 12 3. How do you construct
the appropriate graph for
No. of books organized data?

1. What is being
compared in the graph?
2. Who read the same
number of books?
3. Who read most? And
less number of books?
E. Discussing new
concepts and practicing Pet Ownership
new skills # 2

Dogs
5% 4% Cats
6% Fish
55% Rabbit
30%
Rodents

It represents the
 percentage of people who
own various pets. As you
can see, the ‘dog
ownership’ slice is by far
the largest, which means
that most people
represented in this chart
own a dog as opposed to
a cat, fish, or other
animal.

F. Developing mastery
(leads to Formative
Assessment 3)

G. Finding practical Construct a bar graph for In a survey of programs

application of concepts each situation below. watched on Sunday
and skills in daily living a. The number of males evenings from 7:00 to
and females in your class 9:00 pm, the following
b. The allowance you data were obtained:
receive every month.
Program No. of
c. The activities you do in
Televiewers
a day (sleeping, 1. Present the data using
Rated K 12
preparing before going to pie chart.
KMJS 15
school, staying in school, 2. Interpret the result.
PBA 43
helping at home,
Games
studying/ doing
Action 4 assignments at home,
Movie watching TV)
PGTH. Making generalizations
16 Statistics is a branch of Statistics is a branch of
and abstractions about the mathematics that deals mathematics that deals
lesson with the collection, with the collection,
organization, organization,
presentation, analysis, presentation, analysis,

I. Evaluating learning
J. Additional activities for
application or remediation
and interpretation of data.
* Bar graphs are used to
show changes over time
or to compare items.
* Bar graphs can also be
used to show time series
data when the number of
time intervals is small.
* If all values are positive
integers, the scale should
generally use 0 as a
baseline. In the event that
values include both
positive and negative
integers, 0 should be the
midpoint of the scale.
* Scale ranges should be
standardized and not vary
between graphs, when
possible.
Make a survey of the food
preferences of the
members of your family
according to fruits and
vegetables produced in
your locality.
For data presentation use
bar graph.
a. Define and describe
pie chart.
b. Give a sample chart.
and interpretation of data.
*A pie chart displays
data, information, and
statistics in an easy-to-
read ‘pie-slice’ format
with varying slices sizes
telling how much of one
data element exists. The
bigger the slice, the more
of that particular data was
gathered.
*Circle graph (or pie
chart) represents data
using sectors of a circle;
best used when showing
relationship of a specific
data to the whole
Make a survey about the
favorite TV shows of
Grade 10 students.
For data presentation use
pie chart.
Follow up:
Read 3 sample research
papers on-line and
identify the presentation
 techniques used.

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
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?
 GRADE 10 School Grade Level 10
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
25. Content Standards The learner demonstrates understanding of key concepts of measures of position.
26. Performance Standards The learner is able to conduct systematically a mini-research applying the different statistical methods.
27. Learning Competencies The learner formulates statistical mini-research. M10SP-IVf-g-1

The learner uses appropriate measures of position and other statistical methods in analyzing and
interpreting research data.
M10SP-IVh-j-1
Objectives

RESEARCH DEFENSE
II. CONTENT
III. LEARNING RESOURCES
Q. References
33. Teacher’s Guide
34. Learner’s Materials
35. Textbook
36. Additional Materials from Powerpoint Presentation, laptop, activity sheets
Learning Resources (LR)
portal
R. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1

E. Discussing new concepts and

practicing new skills # 2

F. Developing mastery (leads to

Formative Assessment 3)

G. Finding practical application of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson

I. Evaluating learning

J. Additional activities for application

or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80%

in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
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?