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g10 DLL Fourth-Quarter
g10 DLL Fourth-Quarter
Alyanna: 152
Cardo: 157
Mia: 172
Tristan: 162
Supremo:165
Georgia: 150
Rome: 167
Emma 170
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
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
5. Emergency b. Second, locate the a. First, arrange the
Preparedness. What position of the score in scores in ascending
happens if the forecast the distribution. order.
indicates that a hurricane If the result is a decimal b. Second, locate the
is imminent or that number, interpolation is position of the score
tornadoes are likely to needed. in the distribution.
occur? Emergency If the result is a
management agencies c. Third, interpolate the decimal number,
move into high gear to be value to obtain the 1st interpolation is
ready to rescue people. quartile. needed.
Emergency teams rely on
statistics to tell them Steps of Interpolation c. Third, interpolate
when danger may occur. Step 1: Subtract the 2nd the value to obtain
data from the 3rd data. the 1st quartile.
Step 2: Multiply the result
by the decimal part Steps of
obtained in the second Interpolation
step (Position of Q1). Step 1: Subtract the
Step 3: Add the result in 2nd data from the 3rd
step 2, to the 2nd or data.
smaller number. 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.
I. Evaluating learning A. Identify the word/s 5 points Solve for Q1, Q2 and Q3. Zumba is regarded as
refer to the following: Interpret your answer. a good stress reliever
1. It refers to a small part Reflect on your life; The following data and fat-burning dance
of the population that is identify how statistics give the accumulated and fitness exercise.It
used for study. help you in making sound number of hours spent by provides a workout
2. It refers to a decisions. 16 students of Grade 10 for the whole body
characteristic of interest Lara in doing their 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.
V. REMARKS
VI. REFLECTION
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
[ 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
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
Find the second
quartile of the
distribution, then
interpret the result
J. Additional activities for Conduct a mini- Using the table given on Study about the
application or remediation 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.
V. REMARKS
VI. REFLECTION
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.
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.
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.
Scores Frequency
31-35 1
26-30 2
21-25 3
16-20 2
11-15 2
2. Is it possible for
these methods of
research to be utilized
in one study alone?
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
What percentage of
student-participants of
the study is taking the
TVL strand?
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
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
J. Additional activities for Answer Activity 3: That’s Study for the long quiz on Name the types of
application or remediation 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
V. REMARKS
VI. REFLECTION
G. Finding practical
application of concepts Research Project
and skills in daily living Proposal
1. I would like to
research the following
topic:
__________________
__________________
__________________
__________________
2. I am interested in this
topic because:
__________________
__________________
__________________
______
__________________
__________________
__________________
_________
I. Evaluating learning
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
C. Presenting ANALYSIS
examples/Instances of the
new lesson Ask the following
questions:
E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
4. Choose one to be
your main research
question. Why or How
questions are best.
I. Evaluating learning
VI. REFLECTION
B. Establishing a purpose
for the lesson WORD DEVELOPMENT ACTIVITY
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 Identify the best method
and skills in daily living technique your group will in collecting data for your
use for your research group’s research topic.
paper. Why the specific
sampling technique is to Be ready to present and
be used. explain your answer in
class
Discuss in class your
work.
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.
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.
J. Additional activities for
application or remediation Read 3 sample research
papers on-line, identify
the sample techniques
used.
V. REMARKS
VI. REFLECTION
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.
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.
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)
I. Evaluating learning Make a survey of the food Make a survey about the
preferences of the favorite TV shows of
members of your family Grade 10 students.
according to fruits and For data presentation use
vegetables produced in pie chart.
your locality.
For data presentation use
bar graph.
V. REMARKS
VI. REFLECTION
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.
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.
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)
I. Evaluating learning Make a survey of the food Make a survey about the
preferences of the favorite TV shows of
members of your family Grade 10 students.
according to fruits and For data presentation use
vegetables produced in pie chart.
your locality.
For data presentation use
bar graph.
V. REMARKS
VI. REFLECTION
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
I. Evaluating learning
VI. REFLECTION