SCHOOL Mapaya National GRADE LEVEL Ten (10)

High School
TEACHER Mr. Clark Owen J. LEARNING Mathematics 10
Cabuhat AREA
GRADES 1 TO 12 TEACHING February 7, 2020 QUARTER FOURTH
DAILY LESSON
LOG
DATE & 8:30-9:30
TIME X-Gold
A Detailed Lesson Plan in Mathematics 10
Content Standard The learner demonstrates understanding of key
concepts of measures of position.
Performance Standard The learner is able to conduct systematically a
mini-research applying the different statistical
methods.
Learning Competency The learner interprets measures of position.
(M10SP-IVc-1)
Content Measures of Position: Quartiles of Ungrouped
Data
References
Learning Materials  Mathematics Learner’s Module Grade X.
pp. 364.
 Grade 10-Teacher’s Guide Pages- Page
323-334
 www.academia.edu
II-Procedure
A. Reviewing Previous Lesson
Class, we will be having an activity entitled
“Celebrity Bluff.” Our three special guests will
give their statement/answer. Only one of them is
telling the truth.
This will be a group game. This will be the group
1, 2, 3 and 4. There are squares in the screen. Each
group will play according to what square they
pick. Each correct answer is equivalent to 3 points.
If the group got answer incorrectly, the 3 points
will be divided into the 3 groups. With that, the 3
groups will receive 1 point each.

Are the instructions clear?

Yes, Sir.
After choosing a square, you will choose your
bluffer. You will based your answer on your
bluffer if he tells the fact or if he is bluffing you.
Then, I will read first the statement and you will
wait for my signal to answer. Each question has 5
seconds timer.

The group who will earn the highest point for this
activity will receive 5 points, followed by 3 points,
2 points and 1 point for the last group got the least
score. At the end of our lesson, we will sum up all
your scores and the highest earning point will
receive a corresponding prizes and consolation
prize for the rest.

Just answer me fact or bluff.

Are you ready?

Let’s start now. Please choose your square. Yes, Sir!

Fact: Coco

Fact: Vice

Fact: Catriona

Fact: Vice
Good job, class. It seems that you really Vice: Catriona
understood what we discussed yesterday. Since the
group 3 got the highest score, they will receive 5
points. Group 2 will receive 3 points, and 2 for
group 1. Congratulations, group 3. Keep up the
good work.

B. Establishing purpose for the lesson

Class, whenever your teacher asks you to form a

line according to your height, what is your
position in relation to your classmates?
Yes, Anthony?
In line of boys, I am at the middle, Sir.
Thank you, Anthony. Good job.

How about in the line of girls?

Yes, Beryl?
I am at the last line, Sir.
Thank you, Beryl. Nice.

Class, I have here a picture.

Here is the scenario: You are the fourth tallest

student in a group of 10 students. If you are the 4 th
tallest student, therefore, how many students are
shorter than you?
Yes, Nikka?

Very good, Nikka. 6, Sir.

Class, it also means that 60% of the students are

shorter than you. In Anthony’s case, he is at the
middle. Meaning, 50% of students are shorter than
Anthony and 50% of students are taller than
Anthony.

How about, if you are the 8th tallest student in a

group of 10, how many percent of the students are
shorter than you?
Yes, Asia?

Well done, Asia. Thank you.

80%, Sir!

C. Presenting examples/instances of new

lesson
Class, we will have another activity. Same group
same position. This activity is entitled “What’s
your Arm Span.” I will give every group a
measuring tape and an envelope. In your envelope
there is a task. You only have 5 minutes to do your
task.
Prepare representative/s from your group to
explain to the class your output. The group who
will finish first will receive 5 points, followed by 3
points, and 2 points and 1 point for the last group.
I need one representative to get your materials
here in front.

Class, are you ready?

Yes, Sir.
You may now start,

Task:
1. Measure the 9 arm span of your group
member.
2. Arrange the collected data in your answer
board.
3. The number that you have arranged in
ascending order will be your tool to answer
the questions.
4. Answer the following questions and
write your answer in your answer board.

Data: _________________________

1. I am the middle value in the data. What

am I? ________________

2. I am the value that is between the middle

value and the greatest value. What am I?
________________

3. I am the value that is between the middle

value and the least value. What am I?
________________
Since group 2 finish first, choose a representative
to please explain your work here in front.
Since the group 2 finish first they will receive 5
points, congratulations. For group 3 will receive 3
points, and 2 points for group 1. Let us give group
2 a round of applause.

Class, what you done earlier has something to do

with our topic for today.
D. Discussing new concepts and practicing
new lesson #1
Your activity has connection with our topic today
which is all about quartile. Last meeting we define
quartile, let us go back with its definition.
Quartiles deal with dividing a set of data into
four equal parts. But that doesn’t mean that
each part is our quartile. We count the number
of quartile based on the number of score point
or simply the number of cuts.

a. 25% of the data has a value ≤ Q1

b. 50% of the data has a value ≤ X or Q2
c. 75% of the data has a value ≤ Q3

Class, for further understanding.

The first quartile (Q1) also called the lower
quartile, is the number below which lies the
25% of the bottom data.

The second quartile (Q2), the median, it

divides the range in the middle and has 50% of
the data below it.

The third quartile (Q3) also called the upper

quartile, has 75% of the data below it and the
top 25 percent of the data above it.

k
Qk = 4 (n+1)
k= number of quartile
n= number of data

For further understanding, let us solve each

quartile and interpret the data by using this
example.
A group of students obtained the following
scores in their statistics quiz:
9, 2, 5, 7, 4, 5, 6,
Find the first, second and third quartiles from
the following set of numbers.
What do you think our first step?
Yes, Jeza?
Absolutely, very good Jeza. Will you please
arrange the data from least to greatest? Arrange the data from least to greatest, Sir!

Amazing, Jeza!
What is our n? 2, 4, 5, 5, 6, 7, 9
Yes, Jorina?

Correct, Jorina.
Now, let us solve the first quartile 7, Sir.
Q 1 1 8
1= ( 7 +1) = ( 8) = =2 nd
4 4 4

Therefore the first quartile is 4, because 4 is the 2 nd

element in the data set. If we are going to interpret
this, 25% of scores are lower than 4.

Now, who wants to solve for the second quartile?

Third quartile?
Yes, Leme for second quartile and Ney for third
quartile.

Please explain your work Leme and interpret the Q2= 2 (7 +1)= 2 ( 8)= 16 =4 th
4 4 4
data.

Very Good, Leme.

(Leme will explain her work)

How about Ney, please explain your work Q 3 3 24 ; Q3= 7

3= ( 7+1) = ( 8 ) = =6 th
4 4 4
interpret the data.

Well done, Ney.

(Ney will explain her work)
Now, using your data in our previous activity
“What’s your Arm Span,” each group will solve
Q1, Q2 and Q3. Then choose a representative to
explain your work here in front.

Very good, class. It seems that you are really

listening in our discussion for today. Clap your
hands for them.
(Students, will clap their hands)
E. Discussing new concepts and practicing
new lesson #2
Now, let us try this another example.
Find the first, second and third quartiles given
the following set of numbers.
3, 13, 16, 15, 11, 10, 11, 20, 8, 9, 25, 19
Let us arrange the data in ascending order
Who want to arrange the data?
Yes, Ruther?

Let us count our data. 3, 8, 9, 10, 11, 13, 15, 15, 16, 20, 20, 25
Our n=12
Now, let us solve the first quartile.
Q 1 1 13
1= ( 12+1 ) = ( 13 ) = =3.25
4 4 4

What do you observe with our answer?

Yes, Eunice?
We have a decimal number, Sir.
Good observation, Eunice. Thank you.

Unlike with our previous examples, our answer

has a decimal point. Thus, in this case, we are
going to use the steps of interpolation.
Steps of Interpolation
Step1: Subtract the first data from the second
data.
Step2: Multiply the result by the decimal part
obtained.
Step3: Add the result in step 2 to the smaller
number. class, we are talking about position.
Remember
So, 3.25 is between the third and fourth element.
Our third element is 9 and fourth element is 10. So
we have;
Step 1: 10-9= 1
Next, we are going to multiply the result of our
step 1 to the decimal point.
Step 2: 1(.25)= 0.25
Lastly, add the result to the smaller number. Thus,
Step 3: 9+.25= 9.25 is our first quartile
Now class, if we are going to interpret the data, 25
% of the scores are below 9.25.

Well then, let us now compute the position of the

upper quartile.
Who wants to it the board?
Yes, Richmon?

Richmon, please explain your work here in front

and interpret our data.
Q 3 3 26
3= ( 12+1 ) = ( 13 )= =9.75
4 4 4
Excellent, Richmon.

Well then, let us have first 5. Again, fall in line

properly. (Richmon, will explain his work)

This is your data.

Find the first quartile (Q1), and the third
quartile (Q3), given the scores of 10 students in
their Mathematics activity.

4 9 7 14 10 8 12 15 6 11
 (Students will fall in line)
Q 1 1 11
1= ( 10 +1) = ( 11 ) = =2.75
4 4 4
7-6=1
1(0.5)= 0.5
Who wants to show their solution on the board?
6+0.5= 6.5 as 1st quartile.
Yes, Sheila for first quartile, and Noemi for third
Q 3 3 33
quartile. 3= ( 10+1 ) = ( 11 ) = =8.25
4 4 4
Sheila, will you please explain your work. 14-12=2
2(0.25)= 0.5
Amazing, Sheila. You may now take your seat, 12+0.5= 12.5 as 3rd quartile.
thank you.
How about, Noemi, please explain your work here (Students will solve on the board)
in front. (Sheila, will explain her work.)

You got it, Noemi. Thank you for your

cooperation. You may now take your seat.

Class, are there any question regarding to our topic

for today? (Noemi, will explain her work.)

If none, let us move on with our activity for today.

None, Sir.
F. Developing Mastery
I will give each group an answer board and a task.
Prepare representative/s from your group to share
your output.

Are you ready?

Yes, Sir.
I need one representative to get their materials
here in front.
Activity
Task: Ask at least 7 members of the group about
their weight. Arrange your data in ascending order
and answer the following questions.

Activity
Task: Ask at least 7 members of the group about the
age of their mother. Arrange your data in
ascending order and answer the following
questions.
Activity
Task: Ask at least 7 members of the group about
their 3rd grading math grade. Arrange your data in
ascending order and answer the following
questions.
Activity
Task: Ask at least 7 members of the group about
their daily allowance. Arrange your data in
ascending order and answer the following
questions.
 Questions:

DATA: _______________________

1. What is the Q1 in your data? What is the

interpretation of your data based on your Q1?
_______________________________

2. What is the Q2 in your data? What does it

mean?___________________________

3. What is the Q3 in your data? What does it

mean? ___________________________
Since you are all done, post your work on the
board.

Representative/s, please share to the class your

output and your task.
(Each representative of the group will explain
Excellent, class. Give yourself a round of their output)
applause. Please pass your output to me. This will
serve as your activity for today.
G. Finding practical application of concepts
and skills in daily living
Class, your task a while ago are application of
quartiles in real life situation. Now, let us have
another application of quartile using this table.

Okay, let us first arrange the data in ascending

order. Who wants to arrange the data on the
board?
Yes, Renan? 41, 42, 43, 45, 47, 48, 50, 52, 53

Great job, Renan.

Now, I need two students to show their solution on
the board.
Who wants to solve the Q1? Q 1 1 10
1= ( 9+1) = ( 10 ) = =2.5
Yes, Ashlee? 4 4 4
43-42=1
1(0.5)= 0.5
42+0.5= 42.5 as 1st quartile.
Please explain your work, Ashlee. (Ashlee will explain his work)

Amazing, Ashlee. Well done.

How about the third quartile? Q 3 3 10
3= ( 9+1) = ( 10 ) = =7.5
Yes, Mark? 4 4 4
52-50=2
2(0.5)= 1
50+1= 51 as 3rd quartile.

Mark, please explain your work. (Mark, will explain his work)

Well done class, it really seems that you really

understood our topic for today. Give yourself a
round of applause.
H. Making generalizations and abstractions
about the lesson
Based on our previous discussion and activities
done, now, who can give again the definition of
quartiles?
Yes, Arianne?
The quartiles of a ranked set of data values are
the three score points that divide the data set
into four equal groups, Sir.
Very well said, Arianne. It seems that you are
really listening with our discussion.

How about its formula?

Yes, Jovert?
k
Qk = ( n+1)
4
k= number of quartile
Excellent! Jovert. n= number of data

But before we calculate the specified measure of

position, what is the first thing that we must do?
Yes, Lyka.
Arrange the given data from least to greatest or
in ascending order, Sir!
Great job, Lyka.

Now, what are the steps for interpolation?

Yes, Vill?
First, subtract the first data from the second
data. Then, multiply the result by the decimal
part obtained. Lastly, add the product of step 2
to the smaller number.
Good job, Vill. Well said.
Before we proceed to our quiz, are there any
questions?
None, Sir.
I. Evaluating Learning
Class, please get a ½ sheet crosswise and answer
this questions. This will be served as your first
quiz for your Fourth quarter.
1. The rate of an article changed in ten
consecutive months. Its rate each month
was 15, 16, 13, 11, 8, 18, 14, 3, 4, 5, 9. Find
the lower, middle quartile in the data set
and interpret the data.
2. Compute for the middle quartile and
interpret. 2, 3, 9, 10, 11, 12, 15, 17, 6, 7, 8,
 J. Additional activities for application or
remediation
Class, copy your assignment. Write it in a one
one-half crosswise and show your solutions.
1. Component Quantity
hard disk 290
monitors 370
keyboards 260
mouse 180
speakers 430
Find the second quartile and interpret the data.

That’s all for today. Goodbye, class!

Prepared by:
CLARK OWEN J. CABUHAT
Teacher I

Noted by:
EMMA B. GANSIT
Head Teacher I