School: LOCTUGAN INTEGRATED SCHOOL Grade Level: 7

Teacher: MS. MARIEL C. PASTOLERO Learning Area: MATHEMATICS

Quarter: 1st
I. OBJECTIVES
Demonstrates understanding of key concepts of sets and the real number
A. Content Standards
system.
is able to formulate challenging situations involving sets and real numbers
B.Performance Standards
and solve these in a variety of strategies.
describes well-defined sets, subsets, universal sets, and the null set and cardinality
C.Learning Competencies/
of sets.
Objectives M7NS-Ia-1
II. CONTENT SETS
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Manual Pages
3. Textbook pages Callanta, M. et al., (2015), Mathematics Learners Module, pp. 369-372
4. Additional Materials from
Learning Resources (LR) Portal
B. Other Learning Resources Internet
IV. PROCEDURES
INSTRUCTIONAL PROCEDURE
A. Reviewing previous lesson Preparotory Activities
or presenting the new lesson 1. Drill

The teacher will divide the class into two groups. Each group will be given a
B. Establishing a new
materials for the activity wherein they need to puzzle the given pictures. The
purpose for the lesson
group that will finish first will be the winner.

C. Presenting examples/
instances of the new lesson Quartile is dividing the sets of observation into four equal parts.

Example #1: The Governor of Capiz wants to promote the province by

making the list of top tourist spots in Capiz. His office conducts a survey to
people. But he wants to divide it into four equal parts based on the survey
conducted by his office. The data was given below:
Tourist Spot People who voted based on
survey
Olotayan Island 95
Suhot Spring 80
Panay Church 76
Ayagao Beach 58
Baybay beach 99
Hinulogan Falls 20
Mantalinga Island 40
Palina Greenbelt Ecopark 29
Kipot Cave 19
Moro Tower 76
Culajao Mangrove Eco Park 12
Tucad Reef 44
Hortus Botanicos 61
Cadimahan River Tour 10
Sacred Heart of Jesus 97
 Step 1: Arrange the data from lowest to highest
10, 12, 19, 20, 29, 40, 44, 58, 61, 76, 76, 80, 95, 97, 99

Step 2: Determine the position of quartile using the appropriate formula

Q1 = 1 (n + 1) Q2 = 2(n + 1) Q3 = 3 (n + 1)
4 4 4
= 1 (15+ 1) = 2 (15 + 1) = 3 (15 + 1)
4 4 4
=4 = 8 = 12

Step 3: Find the value of quartile

Q1 = 20 Q2 = 58 Q3 = 80

“Pair and Share Emoji Card”

Look for a pair in solving the emoji card using the given mechanics of the
activity. (Mechanics of the activity will be given). Each pair should help each
other in solving the given problem.

E M O J I Card

D. Discussing new concepts

and practicing new skills #1
Problem 1: Grade 10 students went to the canteen and they bought snacks
for each of them having the following given prices to pay
respectively. They want to group themselves into four equal
parts so that they may fall in line on different snack counters.
The data was given below:

Names Prices
Princess 20
Mike 5
Mea 40
Lucky 6
Allen 15
Karen 10
Joyce 35
Hannah 7
Jethel 30
Gian 8
MJ 22

E. Discussing new concepts Big Brother wants to group his housemates into four equal parts based on
and practicing new skills #2 their age. But he cannot. The data is given below:

Name of Housemates Age

 Jelay 17
Yamyam 25
Lie 15
Andre 21
Kaori 18
Mitch 29
Wakim 19
Abi 20
Fumiya 23
Karina 16
Mark 34

Solution:
15, 16, 17, 18, 19, 20, 21, 23, 25, 29, 34

Q1 = 1 (n + 1) Q2 = 2(n + 1) Q3 = 3 (n + 1)
4 4 4
= 1 (11+ 1) = 2 (11 + 1) = 3 (11 + 1)
4 4 4
=3 = 6 = 9

Q1 = 17 Q2 = 20 Q3 = 25
The teacher will divide the class into two groups. Let each group solve for
the quartile for ungrouped data and report it to the class.

F. Developing mastery
(Leads to Formative
Assessment)
Group 1:
Mrs. Reyes the adviser of Grade 10 has given an assessment test to her
students. The scores are 30, 25, 14, 23, 13, 19, 20, 50, 47, 26, 49. She
wants to group her student scores into four equal parts.
Group 2:

From 2008 to 2018, the height of Sarah were 120, 157, 160, 137, 200, 235,
140, 153, 155, 134 and 189. Solve the value of three quartiles of the data.

“Budgeting My Daily Allowance”

G. Finding practical Each students will be given materials for the activity. They are going to list
applications of concepts and their possible top 8 daily expenses with corresponding allotted amount for
skills in daily living the whole day. Using the knowledge in solving quartile for ungrouped data
they will divide the given amount using an illustration.

How do we solve for quartile for ungrouped data?

To solve for the quartile for ungrouped data:

H. Making generalizations and
abstraction about the lesson
Step 1: Arrange the data from lowest to highest
Step 2: Determine the position of quartile using the appropriate formula
Step 3: Find the value of quartile
What is the formula used to solve for the quartile for ungrouped data?
Position of Qk = k (n + 1)
4
 The number of games won by DepEd Volleyball Team each month from the
I. Evaluating learning month of June to the month of April are 2, 5, 9, 10, 7, 15, 12, 18, 14, 6 and
11. Solve the value of first, second and third quartiles.

The following data are obtained by 19 students in a test; solve the value of
first, second and third quartiles.

J. Additional activities for 53 74 82 42 39

application or remediation 20 61 81 68 58
28 67 54 93 70
30 55 36 37

V. REMARKS

VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for remediation.
3. Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
7. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

REZZY ANNE R. DELA CRZ

Demonstrator