SCHOOL San Vicente GRADE Ten (10)

National High LEVEL

School –Yapang
Annex
TEACHER Mary Joy D. Dapito LEARNING Mathematics 10
AREA
TEACHING QUARTER FOURTH
DATE &
TIME
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)
I. Content Measures of Position: Quartiles of Ungrouped
Data
II. Learning Resources
1. Learning Materials pages  Mathematics Learner’s Module Grade X.
pp. 364.
 Grade 10-Teacher’s Guide Pages- Page
323-334
2. Additional Learning Resources Slide Deck Presentation
B. Other Learning Resources Quartiles of Ungrouped Data
https://www.academia.edu/quartiles-of-
ungrouped-data.html
II-Procedure
A. Reviewing Previous Lesson

Last meeting we have discussed about Probability

of Union. Again class what is union?

That’s right! And what is the formula in finding

the union without intersection?

How about if the union has intersection

Very good class! It seems that you really

understood our last lesson.
B. Establishing purpose for the lesson

Class, for today, we will be having another topic

but before that let me ask you this question: After
getting the results of a test in a certain subject,
have you ever wondered about your rank in the
class based on the results?
(Student’s answers may vary)
How about knowing how many of your classmates
you have outdone because of your score? Or
thinking if you have more classmates who have
surpassed your score? Are you not curious about
your position in class in terms of scores you
obtained? (Student’s answers may vary)
Class every time you are always on the top of your
classmates when it comes to academic or any other
thing please be reminded that we should always
humble ourselves no matter what your rank is
. (ESPIntegration)

HUMBLE YOURSELVES IN THE SIGHT OF THE LORD.

-JAMES 4:10

Class in our topic for today we will be able to

understand measures of location other than the
median which we consider as the positional
average. There are other measures of position that
we must know about its use and interpretation and
these are the quartiles, deciles and percentiles but
for today we will be focusing on quartiles.
C. Presenting Examples and Instances of the
New Lesson.

Class, I have here a picture.

Here is the scenario: Beatrice is the ninth tallest

student in a group of 11 students. If Beatrice is the
9th tallest student, therefore, how many students
are shorter than Beatrice? There are eight students shorter than Beatrice
Yes, Novy? ma’am!

Very good, Novy.

Class, it also means that 75% of the students are

shorter than Beatrice. In Rowelyn’s case, she is at
the middle. Meaning, 50% of students are shorter
than Rowelyn and 50% of students are taller than
her.

How about, if you are the 3rd tallest student in a

group of 11, how many students are shorter than There are 2 students shorter than Hanna ma’am.
you?
Yes, Lealyn?

Very good class! Class this is an example of our

topic for today measures of position which is
quartile. As you can see in the picture, Hanna,
Rowelyn and Beatrice actually divides the group
of 11 students into 4 equal parts. In this case,
Hanna, Rowelyn, and Beatrice is the quartile.
Based on the example ma’am, I think quartiles
Now based on the given example how are you divide a rank-ordered data into four equal parts.
going to define quartiles? (Literacy)

Very good!
D. Discussing new concepts and practicing
new lesson #1

To better understand quartiles, I have here the

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
A group of therecorded
of students data above theit.number of curl
ups they made during k their PE subjects as
Qk = 4 (n+1)
follows: (The teacher will ask the students why
k=
is itnumber of quartile
important to do the curl up and what part of
n= number of data
the body is being exercised when doing a curl
up.you
For PE to
Integration.)
understand how to solve for quartile, let
9, 2, 5,and
us solve each quartile 7, 4,interpret
5, 6 the data by
Findthis
using theexample.
first, second and third quartiles from
the following set of numbers.
 Arrange the data from least to greatest, Ma’am!
What do you think is our first step?
Yes, Milcky?
2, 4, 5, 5, 6, 7, 9
Absolutely, very good Milcky. Will you please
arrange the data from least to greatest?

Amazing, Milcky!
7, Ma’am.
What is our n?
Yes, Limson?

Correct, Limson.
Now, let us solve the first quartile using the
formula
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. Q 2 2 16
2= ( 7 +1) = ( 8) = =4 th
4 4 4
Now, who wants to solve for the second quartile?
Third quartile?
Yes, Arje for the second quartile and Hanna for (Arje will explain his work)
the third quartile.
Q 3 3 24 ; Q3= 7
3= ( 7+1) = ( 8) = =6 th
4 4 4

Please explain your work Arje and interpret the

data.
(Hanna will explain her work)
Very Good, Arje.

How about Hanna, please explain your work

interpret the data.

Well done, Hanna.

E. Discussing new concepts and practicing
new lesson #2

Now, let us try this another example. Find the first,

second and third quartile of the given data below:
 0.3,0.3,0.5,0.5,1.0,1.3, 1.5, 2.0, 2.6, 3.0, 3.1, 3.3

(Science Integration)
Let us arrange the data in ascending order
Who wants to arrange the data?
Yes, Carla? We have a decimal number, Ma’am.

Let us count our data.

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, Yasent?

Good observation, Yasent. 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.
Remember class, we are talking about position.
So, 3.25 is between the third and fourth element.
Our third element is 0.5 and fourth element is 0.6.
So we have;
Step 1: 0.6-0.5= 0.1
Next, we are going to multiply the result of our
step 1 to the decimal point.
Step 2: 0.1(.25)= 0.025 Q 2 2 26
2= ( 12+ 1) = ( 13 ) = =6.5
4 4 4
Lastly, add the result to the smaller number. Thus,
Step 3: 0.5+0.025= 0.525 is our first 1.5 - 1.3= 0.2
quartile 0.2(0.5)= 0.1
1.3+0.1= 1.4 as 2nd quartile.
Now class, if we are going to interpret the data, 25
% of the monthly average tropical cyclone (Dionex will explain his work)
frequency in the PAR is 0.525.

Now, who wants to solve for the second quartile?

Yes, Dionex? Q 3 3 39
3= ( 12+1) = ( 13 )= =9.75
4 4 4
3.0 – 2.6 = 0.4
0.4(0.75)= 0.3
3.0+0.3= 3.3 as 3rd quartile.
Explain your work Dionex and interpret the data.
Well then, let us now compute the position of the (Diana, will explain her work)
upper quartile. Who wants to solve it the board?
Yes, Diana?

Diana, please explain your work here in front and

interpret our data. 43-42=1
1(0.5)= 0.5
42+0.5= 42.5 as 1st quartile.

Excellent, Diana.

Are there any question regarding our topic for

today?

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

F. Developing Mastery
I will group you into 5 each group will be given an
answer board and a task. Prepare representative/s
from your group to share your output.

I need one representative to get their materials

here in front.
Activity
Task: Ask all members of the group about their weight.
Arrange your data in ascending order and answer the
following questions.
Activity
Task: Ask all members of the group about the age of
their mother. Arrange your data in ascending order and
answer the following questions.

Activity
Task: Ask all members of the group about their 3rd
grading math grade. Arrange your data in ascending
order and answer the following questions.
Activity
Task: Ask all members of the group about their waist
line. 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.

Excellent, class. Give yourself a round of

applause. Please pass your output to me. This will
(Each representative of the group will explain
serve as your activity for today.
their output)
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.

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, Edralyn.

Now, I need two students to show their solution on

the board.
Who wants to solve the Q1?
Q 1 1 10
Yes, Ciara? 1= ( 9+1) = ( 10 ) = =2.5
4 4 4
43-42=1
1(0.5)= 0.5
42+0.5= 42.5 as 1st quartile.

Please explain your work, Ciara. (Ciara will explain her work)

Amazing, Ciara. Well done.

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

(Mark, will explain his work)

Mark, please explain your 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.

(In this part, the teacher will use roulette wheel

using ICT in choosing who will answer the
question)
Based on our previous discussion and activities
done, now, who can give again the definition of
quartiles? The quartiles of a ranked set of data values are
Yes, Kathleen? the three score points that divide the data set
into four equal groups, Ma’am.

Very well said, Kathleen. It seems that you are

really listening with our discussion.

How about its formula?

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

But before we calculate the specified measure of

position, what is the first thing that we must do?
Arrange the given data from least to greatest or
Yes, Ronalyn.
in ascending order, Ma’am!

Correct Ronalyn.

Now, what are the steps for interpolation? First, subtract the first data from the second
Yes, Verjane? data. Then, multiply the result by the decimal
part obtained. Lastly, add the product of step 2
to the smaller number.

Good job, Verjane. Well said.

Before we proceed to our quiz, are there any None, Ma’am.
questions?
I. Evaluating Learning
For your quiz, I will be sending a google form link
in our group chat.

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, 9, 17, 23, 24,
19, 22, 22 and 23.
3. 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

J. Additional
Component activities forQuantity
application or
remediationhard disk 290
Class, copy your
monitors assignment. Write
370it in a one
one-half crosswise and show your solutions.
keyboards 260
1.
mouse 180
speakers 430
Find the second quartile and interpret the data.
That’s all for today. Goodbye, class!
IV. Remarks

V. Reflection
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for
remediation who scored below 80%
A. Did the remedial lesson works?
No. of learners who have caught up with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why
did these work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use which
I wish to share with other teachers

Prepared by: Noted by:

MARY JOY D. DAPITO FELIX C. BAUTISTA JR.
Teacher I Head Teacher I