DLP No.

2 Quarter 4 Week 2 Day 1

The learner is able to conduct systematically a mini research
Performance Standard:
applying the different statistical methods.
The learner is able to demonstrates understanding of key concepts of
Content Standard:
measures of position
The learner is able to illustrate the following measures of position:
Learning Competency:
quartiles, deciles and percentiles.
Learning Code: M10SP-IVb-1
At the end of the 60-minute session, learner with 85% competency
level is able to calculates a specified measure of position (e.g. 90
Learning Objectives:
thpercentile) of a set of data (Ungrouped Data):
 quartiles
Learning Resources: Learner’s Module and Teaching Guide
Instructional Process
Teacher Activity Student Activity
Preliminary Activities (2 mins)
 Prayer
One of the students leads.
 Greetings
 Checking of Attendance
Introductory Activity (5 mins) Possible Responses:
Ask the following questions: Yes
 Do you know the result of your No
NCAE? Not Yet
 Do you know your rank?
 Why do you think some universities In order to know student’s career inclination.
and colleges require your NCAE
result?
Activity (10 mins) Possible Illustrations
Play “The boat is sinking”
 Groups students into 4, 10 and 100 (if 1st 2nd 3rd 4th
possible)
 Ask them to identify each group.
 Ask them to name each group. 1 2 3 4 5 6 7 8
 Ask for the position of each group. 10 10 10 10 10 10 10 10
9 10
10 10
Analysis (10 mins)  L I C E D E
 Group students into 3  R A T U L I Q E
 Give each group a word with  L I T E R E P N E C
scrambled letters
 Assemble the word Initial Definition varies:
 Ask them for their initial definition  A group of 10
of the word  Division of 4
 A part of 100

Abstraction (15 mins)

 Provide students with a set of scores 8,2,5,4,8,5,7,1,3,6,9
in Mathematics.
 Ask them to arrange in ascending
order 1 , 2 , 3, 4 , 5 , 5 , 6 , 7 , 8 , 8 , 9
 Ask them to name the position of
the bold and underlined numbers. Q1 Q2 Q3
Lower Middle Upper
Quartile Quartile Quartile
  Let them observe how the lower
quartile (Q1), middle quartile
(Q2), and upper quartile (Q3) of
the scores are obtained.
Answer key
Complete the statements below:
 The first quartile 3 is obtained
by____________________________.
(observe the position of 3 from 1 to 5)
 The second quartile 5 is obtained
by_________________________ .
(observe the position of 5 from 1 to 9)
 The third quartile 8 is obtained
by___________________________ .
(observe the position of 8 from 6 to 9).

 In increasing order, the data are 180,

260, 290, 370, 430.
 The least value of the data is 180 and
 Given a worksheet to be done by group the greatest value of the data is 430.
 Students are asked to draw one rolled  The middle value of the data is 290.
paper.  The lower quartile is the value that is
Find the average of the lower quartile between the least valueand the middle
and the upper quartile of the data. value.
 So, the lower quartile is 260.
 The upper quartile is the value that
Component Quantity is between the greatest value and the
hard disk 290 middle value.
monitors 370  So, the upper quartile is 370.
keyboards 260  The average of the lower quartile
mouse 180 and the higher quartile is equal to 315.
speakers 430
Application (15 mins) Sample Data:
 Instruct students to ask at ramdom 10 of Name Age Name Age
his classmates about their age. Glenn 16 Sarah 15
Complete the table using the data Odette 15 Agnes 16
gathered. Cristina 16 Dhalia 14
John 17 Adonis 15
Rodel 15 Carmen 14
Answer key 1. What is Q1, Q2, and Q3 of their ages?
1. Q1= 14.75; Q2 =15; Q3= 16.25
2. Q1 - 2 students; Q2 - 5 students; Q3 - 8 students 2. How many students belong to Q1, Q2,
3. Guide the students to realize and understand the and Q3 in terms of their ages?
process of finding quartiles. 3. Have you realized the process of finding
quartiles while doing the activity?

Evaluation:
A survey conducted on students’ FB usage in a
Find the lower and upper quartiles of the data. day. Consider the data as average minutes a
day.

87 109 79 80 96 95 90 92 96 98
101 91 78 112 94 98 94 107 81 96
Answer key
The lower quartile is 87.75 and the upper
quartile is 98.
Reflection:

A. No. of learners achieve 80%: _______

B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? _______
D. No. of learners who have caught up the lessons: ________
E. No. of learners who continue to require remediation: ________
F. Which of my teaching strategies worked well? Why did this work? _________
G. What difficulties did I encounter which my principal or supervisor help me solve? _________
H. What innovation or localized materials did I used/discover
I. which I wish to share with another teacher? ________
DLP No. 2 Quarter 4 Week 2 Day 2
Performance The learner is able to conduct systematically a mini research applying the
Standard: different statistical methods.
The learner is able to demonstrates understanding of key concepts of
Content Standard:
measures of position
Learning The learner is able to illustrate the following measures of position: quartiles,
Competency: deciles and percentiles.
Learning Code: M10SP-IVb-1
At the end of the 60-minute session, learner with 85% competency level is
Learning able to calculates a specified measure of position (e.g. 90
Objectives: thpercentile) of a set of data (Ungrouped Data):
 decile
Learning Learner’s Module and Teaching Guide
Resources:
Instructional Process
Teacher Activity Student Activity
Preliminary Activities (2 mins)
 Prayer
One of the students leads.
 Greetings
 Checking of Attendance
Review:
Students are ask to collect 100 chips and group them into
Recall the concept of quartile 10 with 10 chips each.

QUARTILES

D1, D2, D3, D4, D5, D6, D7, D8, D9

divides ranked data into ten equal
parts

Explaination:

The deciles are nine score-points

which divide a distribution into ten
groups. Deciles are denoted as D1,
D2, D3...,D9. They are computed
in the same way as the quartiles are
calculated.

Activity: Students in groups are provided with Manila Paper and

To further enhance knowledge,
students practice what they have
learned about deciles.
Teacher divide students into four
groups. Encouraged those who haven’t
answered yet to participate in this
group activity.
Marker. Arrange the test score in ascending order:
35 , 42 , 40 , 28 , 15 , 23 , 33 , 20 , 18 and 28.
Find the 3rd decile or D 3 of the following test
scores of a random sample of ten students.
Each group has to right down the steps on finding the
3rd decile of the scores.
 Solution:

First, arrange the scores in ascending order. 15 18 20 23 28 28 33 35 40 42

Steps to find decile value on a data with n elements: To find its D 3 position, use the
formula
3
(n+1) and round off to the nearest integer.
10

3
Position of D 3= (10+1 ¿
10
3
¿ (11)
10
33
¿
10
= 3.3 ≈ 3

Analysis:

After having several discussions, Students responses vary. Possible answers:

examples, and activities, have a closer
look once again if there are still 1. Set of data grouped into 10 equal parts
aspects which the students find hard 2. Use to present data set
and confusing. Now, the students are
ready to answer the question “How
can the position of data be described
and used in solving real – life
problems?”
Application: Students choose partner and answer the question:

Choose your partner and then answer

the problem in a whole sheet of paper.
Mrs. Marasigan is a veterinarian. One morning, she
asked her secretary to record the service time for 15
customers. The following are service times in minutes.
20, 35, 55, 28, 46, 32, 25, 56, 55, 28, 37, 60, 47, 52, 17

Find the value of the 2nd decile, 6th decile, and 8th
decile.

Answer Key:

The 2nd decile is 25.60. The 6th decile is 46.60. The 8th decile is 55.
Abstraction:
Students Response:
As a recap, the deciles are the score
points which divide a distribution into Ten equal parts
how many
parts?

1. 25% of the data has a value ≤ D3.

1. 25% of the data has a value of what?
2. 50% of the data has a value ≤ D5.
2. 50% of the data has a value of what?
3. 75% of the data has a value ≤ D8.
3. 75% of the data has a value of what?
4. Lower Decile
4. D3 is called what?
5. Middle or Median
5. D5 is called what?
6. Upper Decile
6. D8 is called what?

Evaluation:

The following are the scores of 11 students in an algebra quiz (arranged in ascending order): 12,
15, 16, 17, 19, 23, 25, 30, 31, 32, and 33. Find the value of D2, and D5.

Solution:

There are 11 score, so n=11. The scores are already arranged in order.

k
Use the formula for the Deciles. D k = (n+1)th
10
2
D 2= (11+1)th
10
D 2=2.4 th
The value of D2 lies between the 2nd and the 3rd scores. Using the simple
interpolation for a more accurate value of D2.

Since the value of D 2 can be found between the second and the third score, it is
a value between 15 and 16. Add the smaller number (which is 15) to the
product of the decimal part of the computed D2(which is 0.4) and the
difference of the two scores (16-15).

D2=15+ 0.4 ( 16−15 )

D 2=15.4
Therefore D 2=15.4 . This means that 20% of the scores are less than
15.4

5
D 5= (11+1)th
10
D 5=6 th
Reflection:

A. No. of learners achieve 80%: _______

B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? _______
D. No. of learners who have caught up the lessons: ________
E. No. of learners who continue to require remediation: ________
F. Which of my teaching strategies worked well? Why did this work? _________
G. What difficulties did I encounter which my principal or supervisor help me solve? _________
H. What innovation or localized materials did I used/discover
I. which I wish to share with another teacher? ________
DLP No. 2 Quarter 4 Week 2 Day 3
Performance The learner is able to conduct systematically a mini research applying the
Standard: different statistical methods.
The learner is able to demonstrate understanding of key concepts of
Content Standard:
measures of position
Learning The learner is able to illustrate the following measures of position: quartiles,
Competency: deciles and percentiles.
Learning Code: M10SP-IVb-1
At the end of the 60-minute session, learner with 85% competency level is
Learning able to calculates a specified measure of position (e.g. 90
Objectives: thpercentile) of a set of data (Ungrouped Data):
 Percentile
Learning Learner’s Module and Teaching Guide
Resources:
Instructional Process
Teacher Activity Student Activity
Preliminary Activities (2 mins)
 Prayer
One of the students leads.
 Greetings
 Checking of Attendance
Review:

Recall the concept of percentile. Students are ask to gather their grades in
Mathematics grade 9. Sample of 10 students.
Percentile
1. 85 6. 86
 Values of the variable that divide a 2. 83 7. 87
ranked set into 100 subsets. 3. 90 8. 81
4. 80 9. 79
5. 86 10. 78
What can you say about your grades?
Students’annwers vary.

Answer Key:

A Percentile” is in everyday use, but there is no universal definition for it. The most
common definition of a percentile is a number where a certain percentage of scores fall
below that number.
 Activity:

Group students into 5. Provide manila

paper. Assigned each group what data to be
collected.

Group 1 – height
Group 2 – Weight
Group 3 – age
Group 4 – savings
Group 5 – load

Write the output in the Manila paper and

answer the following:

1. Arrange data in order

2. Find Percentile 25
3. Find Percentile 50
4. Find Percentile 75
5. Make a comprehensive analysis and
conclusion on the results.

Application:
Students answer the activity bellow
Students are asked to get one-half
crosswise and let them answer this activity. A total of 10,000 people visited the shopping
mall over 12 hours
a) Estimate the 30th percentile (when 30% of the
Time (hours) People
visitors had arrived). 0 0
2 350
b) Estimate what percentile of visitors had 4 1100
6 2400
arrived after 11 hours.
8 6500
10 8850
12 10,000
Solution:

First draw a line graph of the data: plot the points and join them with a smooth
curve:

a) The 30th percentile occurs when the visits reach 3,000.

Draw a line horizontally across from 3,000 until you hit the curve, then draw a
line vertically downwards to read off the time on the horizontal axis:

So, the 30th percentile occurs after about 6.5 hours.

 b) To estimate the percentile of visits after 11 hours: draw a line vertically up
from 11 until you hit the curve, then draw a line horizontally across to read off
the population on the vertical axis:

So the visits at 11 hours were about 9,500, which is the 95th percentile.

 Analysis:
Percentile Formula
Post questions to students.
k (n+1)
How is Percentile computed? Pk =
100

P=Percentile
Solution: k =term
n=no . of data
Arrange the scores from lowest to highest.

15 18 20 23 28 28 33 35 40 42
Example:
Steps to find percentile values on a data with
Find the 30th percentile or P30 of the
nelements:
following test scores of a random sample of ten
students: 35 , 42 , 40 , 28 , 15 , 23 , 33 , 20 , 18,
Find its P30 position using the formula
28.
30(n+1)
P30= and round off to the nearest
100
integer.

30(10+1)
Position of P30=
100
30(11)
P30=
100
330
¿
100
¿ 3.3 ≈ 3

Abstraction: Students’ responses

As a recap, the percentiles are the score points → each of the 100 equal groups into which a
which divide a distribution into how many
parts? population can be divided according to the

distribution of values of a particular variable.

The 25th percentile is also called the

first quartile.
→ each of the 99 intermediate values of a
The 50th percentile is generally the median.
random variable that divide a frequency
The 75th percentile is also called the
distribution into 100 groups.
third quartile.
The difference between the third and first

quartiles is the interquartile range.

Evaluation:

Table 1. 20 Quiz Scores. Compute the 25th and the 85th percentiles.
Score Rank
4 1
4 2
5 3
5 4 Answer key
5 5 P25=5
5 6 P55=9.85
6 7
6 8
6 9
7 10
7 11
7 12
8 13
8 14
9 15
9 16
9 17
10 18
10 19
10 20

Reflection:

A. No. of learners achieve 80%: _______

B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? _______
D. No. of learners who have caught up the lessons: ________
E. No. of learners who continue to require remediation: ________
F. Which of my teaching strategies worked well? Why did this work? _________
G. What difficulties did I encounter which my principal or supervisor help me solve? _________
H. What innovation or localized materials did I used/discover
I. which I wish to share with another teacher? ________