TAMBULIG NHS

Teacher
LOWER TIPARAK ANNEX
FOURTH QUARTER
Teaching January 31, 2019
GRADES 1 to 12 Dates and G10 VIRGO
Time Thursday (11:00 AM – 12:00 NN)
DAILY LESSON LOG
(S.Y. 2018 - 2019) Learning
Grade Level TEN (10) Area MATH
THURSDAY (Morning Session, Last Period)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
I. OBJECTIVES procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy
in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learner demonstrates understanding of key concepts of measures of position.

B. Performance The learner is able to conduct systematically a mini research applying the different
Standards statistical methods.

The learner illustrates the following measures of position: quartiles, deciles and
C. Learning percentiles. (M10SP-IVa-1)
Competencies The learner calculates a specified measure of position (e.g. 90th percentile) of a set
of data. (M10SP-IVb-1)

1. Illustrate the deciles for ungrouped data

Objectives 2. Calculate the specified decile of a given set of data
3. Solve problems involving deciles for ungrouped data

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
II. CONTENT
The Deciles for Ungrouped Data
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and
III. LEARNING in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
RESOURCES Hands-on learning promotes concept development.
A. References                
1. Teacher's Guide pages Math 10 Teaching Guide, pp. 328 - 330
2. Learner's Materials
pages
Mathematics Learner’s Module Grade 10, pp. 373 - 375
3. Textbook pages Mathematics Learner’s Module Grade 10, pp. 373 - 375
4. Additional Materials
from Learning laptop (powerpoint presentation), television set, speakers, worksheets, scientific calculator,
Resource (LR) portal graphic organizer (audio strips), pop sheets

B. Other Learning
Math Open Reference
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or
presenting the new lesson MINUTE TO WIN IT (Quartiles Edition)
 
In this activity, the groups will pick a [ The learners listen as the mechanics
representative to do the game. The game is of the game is presented. ]
composed of four rounds where the participants
will do the given task within one minute. The
player who finished the game last will be
eliminated. The game continues until a single
player will be declared as the last player
standing. Good luck!

ANSWER KEY:
 1. Arrange the following set of data in 1. 27, 28, 29, 35
increasing order: 42, 45, 45, 47
28, 29, 35, 45, 69, 27, 45, 52, 47, 47, 55, 42 47, 52, 55, 69
2. Solve for the lower quartile (Q1) of the 2. Q1 = 17
given set of data: 3. Q3 = 26
23, 17, 14, 25, 30, 19, 24, 28 4. IRQ = 12
B. Establishing a purpose for
3. Solve for the lower quartile (Q3) of the
the lesson

The teacher relates the quartiles as the first The learners are expected to give
measure of position. The teacher then presents their full attention and participation by
  the second measure of position – the deciles. doing the follow-up activities.

C. Presenting examples /
instances of the new lesson
THE DECILES FOR UNGROUPED
DATA
 
The deciles are the nine score points which divide a distribution into ten
equal parts. Deciles are denoted as D1, D2, D3, D4, D5, D6, D7, D8, and D9. Deciles are
computed the same way the quartiles are calculated.

D. Discussing new concepts and

Practicing new skills #1
1. Arrange in increasing order:
15, 18, 20, 23, 28, 28, 33, 35, 40, 42

Find the 3rd decile or D3 of the 2. To find the D3 position, use the
following test scores of a random sample of 3
formula (n+1) and round
10 students: 10
off to nearest integer.
35, 42, 40, 28, 15, 3 3 33
D3 = (10+1) = (11) = = 3.3 ≈ 3
23, 33, 20, 18, 28 10 10 10
D3 is the 3rd element.
Therefore, D3 = 20.

Solutions:

1 11
Using the same set of data: D1 = (11) = = 1.1 ≈ 1 → 15
10 10
15, 18, 20, 23, 28,
2 22
28, 33, 35, 40, 42 D2 =
10
(11) =
10
= 2.2 ≈ 2 → 18

4 44
Solve for: D4 = (11) = = 4.4 ≈ 4 → 23
E. Discussing new concepts 10 10
and practicing new skills #2
D1, D2, D4, D5, 5 55
D5 = (11) = = 5.5 ≈ 6 → 28
D6, D7, D8, and D9. 10 10
6 66
D6 = (11) = = 6.6 ≈ 7 → 33
( Eight students will be asked to 10 10
volunteer, to answer the questions 7 77
D7 = (11) = = 7.7 ≈ 8 → 35
given. ) 10 10
8 88
D8 = (11) = = 8.8 ≈ 9 → 40
10 10
9 99
D9 = (11) = = 9.9 ≈ 10 → 42
10 10
 F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical
applications 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
MINUTE TO WIN IT (Deciles Edition)
This activity is composed of four [ The learners listen as the mechanics
rounds. In each round, the groups need to of the game is presented. ]
answer the given question within one-minute.
When the time is up, the group shows their
answer written on the clean sheet provided.
Each round gives 5 points to those groups who
answered the question correctly.
1. Identify the 4th decile in the given set of ANSWER KEY:
data:
28, 29, 35, 37, 42, 45, 47, 55 1. 37
2. Solve for the 7th decile of the given set 2. 25
of data: 3. 22
23, 17, 14, 25, 30, 19, 24, 28 4. 105
3. Solve for the median of the given set of
data:
22, 18, 13, 26, 29, 20, 23
4. Solve for the sum of the D1 and D9 of
the given set of data:
42, 48, 53, 56, 59, 60, 63
ASK:
Is Mathematics and the concept of deciles [The learners answer the question.]
significant to our lives?
ASK:
[The learners answer the question.
How do we solve problems involving deciles for
Answers may vary.]
ungrouped data?
Mr. Redford is a bean farmer. One day, he ANSWER KEY:
counted the number of string beans that
sprouted in his 15 plots. For Little Red Riding in Tandem:
These are the bean sprouts per plots.  D2 = 25
 D6 = 47
17, 20, 35, 28, 28, 32, 25,  D8 = 55
37, 46, 47, 55, 55, 52, 56, 60 For Green Green Grass at School:
 D3 = 28
For Little Red Riding in Tandem:  D5 = 37
 Find the value of D2, D6, and D8.  D9 = 56
For Green Green Grass at School: For Sung Sung Blue Berry Cheese
 Find the value of D3, D5, and D9. Cake:
For Sung Sung Blue Berry Cheese Cake:  D1 = 20
 Find the value of D1, D4, and D7.  D4 = 32
 D7 = 52
ASSIGNMENT:
During MAPEH class, Teacher Clarvy Joy recorded the number of push ups her 10
students can do in one minute: 25, 32, 30, 18, 15, 13, 23, 10, 8, & 18
Solve for the values of all the deciles.
Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
 
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson  

D. No. of learners who continue

to require remediation
 
E. Which of my teaching
strategies worked well? Why did
these work?  
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?  
G. What innovation or localized
materials did I use / discover
which I wish to share with other
teachers?  

Prepared by: Inspected by:

REYGIE L. FABRIGA ELLEN L. SOBRETODO

Math 10 Teacher School Head