GRADE 8 School Nueva Vida High School Grade Level GRADE 10

DAILY Teacher JESSEL P. PALERMO Learning Area MATHEMATICS

LESSON
Teaching Dates FOURTH
PLAN APRIL 18, 2022 Quarter
and Time QUARTER
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Find the percentile of ungrouped data
Objectives (Write the LC
code for each)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
II. CONTENT
PERCENTILE OF UNGROUPED DATA
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Mathematics Learner’s Module 10
3. Textbook pages Pages 376-378
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

Motivation: (Scenario)
Claud took a 50 item test in mathematics subject. And as his teacher
check the exams, Claud’s score is in the 85th percentile. What does it
A. Reviewing Previous lesson
or presenting the new
mean to be in the 85th percentile? Should Claud feel happy about it or
lesson. should Claud feel sad? I hope you can help Claud.

Presentation:
Introduce the objective for the lesson which is to:
-Find the percentiles of ungrouped data

B. Establishing a purpose for

the lesson. Today, we are going to discuss percentile of ungrouped data.

C. Presenting examples/
instances of the new lesson.
Pose the following questions:
 What is your idea when you hear the word percentile?
  What word did it come from?

The word percentile comes from the word “percent’’ or “per centum”, it
means one one-hundred part :1/100.

 What is your understanding of the phrase “ungrouped data”?

These are the data that are not yet classified, categorized or arranged
into groups or frequency distribution.

Discussion:
The percentiles are the ninety-nine score points which divide a
D. Discussing new concepts
and practicing new skills #1.
distribution into one hundred equal parts, so that each part represents a
data set.
It is used to characterized values according to the percentage below
them.
P1

1% 99%

The first percentile (P1) separates the lowest 1% from the other
99%
P2

2% 98%
The second percentile (P2) separates the lowest 2% from the
other 98%, and so on.

Q1 Q2 Q3
P25 P50 P75
 25% of the data has a value ≤ P25. P25 has also the same value
with Q1
 50% of the data has a value ≤ P50. P25 has also the same value
with Q2 also called median. When we say median, it is the
middle value when the number is odd or the average two
middle values when the number of items in the distribution
is even.
 75% of the data has a value ≤ P75. P25 has also the same value
with Q3
 P10 P20 P30 P40 P50 P60 P70 P80 P90
D1 D2 D3 D4 D5 D6 D7 D8 D9

The percentiles determine the value for 1%, 2%,…, and 99% of the
data. P30 or 30th percentile of the data means 30% of the data have
values less than or equal to P30.
The first decile is the 10th percentile (P10). It means 10% of the data is
less than or equal to the value of P10 or D1, and so on.

Find the 30th percentile or P30 of the following test scores of a random
sample of ten students: 35,42,40,28,15,23,33,20,18, and 28.

Solution:

 Arrange the scores from the lowest to the highest.

15 18 20 23 28 28 33 35 40 42

Steps to find percentile value on a data with n elements:

k (n+1)
To find its P30 position use the formula and round off to the
100
nearest integer.
30 (10+1 )
D. Discussing new concepts Position of P30=
and practicing new skills #2. 100
30 (11 )
=
100
330
=
100
= 3.3

Since the result is a decimal number, interpolation is needed.

Step 1. Subtract the 3rd data from the 4th data.

23-20=3
Step 2. Multiply the result by the decimal part obtained in the process.
3(0.3) =0.9
Step 3. Add the result in step 2, (0.9), to the 3 rd or smaller number.
20+0.9=20.9
Therefore, the value of P30=20.9

F. Developing mastery (Leads
to formative Assessment 3)
Now, let’s go back to Claud’s problem about his score in mathematics
test. He’s score is in the 85th percentile or P85. What does it mean when
Claud’s score is in the 85th percentile? Should Claud feel happy? Or
sad?
Answer: It means that he scored better than 85% of the students in the
exam. Which means he should be happy because it’s a good news for
him.

Let us answer the activity below:

Activity: You’re My World

The scores of Miss World candidates from seven judges were
recorded as follows:

8.45 9.20 8.56 9.13 8.67 8.85 9.17

G. Finding practical
applications of concepts and
skills in daily living. Guide Questions:
1. Find the 60th percentile or P60 of the judges’ scores.
2. What is the P35 of the judges’ score?

Answer key:
1. The 60th percentile of the judges’ score is 9.07.
2. The 35th percentile of the judges’ score is 8.65.

As a recap,
 Percentiles are the ninety-nine score points which divides a
distribution into how many parts?
Answer: One hundred equal parts

 25% of the data has a value of what?

Answer: 25% of the data has a value of ≤ P25 and has the same
H. Making generalizations and
abstractions about the
value with Q1.
lesson.
 50% of the data has a value of what?
Answer: 50% of the data has a value of ≤ P50 and also called as
the median of the data and has the same value with Q 2.
 75% of the data has a value of what?
Answer: 75% of the data has a value of ≤ P75 and has the same
value with Q3.

I. Evaluating learning.
The following are scores of 10 students chosen randomly:
25,32,30,48,12,23,35,20,19, and 27.

Find the following:

 1. 10th percentile
2. 25th percentile
3. 33rd percentile
4. 72nd percentile
5. 80th percentile

Answer Key:
1. 12.7
2. 19.75
3. 21.89
4. 31.84
5. 34.4

J. Additional activities for

application or remediation.
Activity 14: Status Check
Given a test in Calculus, the 75th percentile score is 15.
What does it mean? What is its measure of position in relation to the
other data?

Answer Key:
Students should answer correctly at least 15 items to pass the
test.
Interpretation: t means 75% of the scores obtained is less than or equal
to the score of 15.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other?

Prepared by: Checked:

 JESSEL P. PALERMO NELLIE L. OMISOL
Subject Teacher Master Teacher I/Rater

Observed by:

ERMILO P. DOMINGO
Principal I

GRADE 8 School Nueva Vida High School Grade Level GRADE 10

DAILY Teacher JESSEL P. PALERMO Learning Area MATHEMATICS
LESSON Teaching Dates
PLAN FEBRUARY 9, 2022 Quarter THIRD QUARTER
and Time

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II. CONTENT
III. LEARNING
RESOURCES
The learner demonstrates understanding of key concepts of
combinations and probability.
The learner is able to use precise counting technique and probability
in formulating conclusions and making decisions.
The learner illustrates the permutation of object. 10SP-IIIa-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
content can be tackled in a week or two.
PERMUTATION
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.

A. References
1. Teacher’s Guide pages Learning Materials in Mathematics 10, MELC
 2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. 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.
SLM, LAS
These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
MINUTE-TO-WIN-IT
GAME: Lock-Unlock
Number of groups: 5 groups
Materials: 5 Locks with combination lock in it
Time: 1 minute
Instructions: Each group will be given 4 random numbers and using
the 4 numbers, they need to form as many combinations from the
number as possible. And one of the numbers would be the right
number that opens the lock. The group who unlocks the lock first by
trying all the possible combinations wins the game.
Presentation:
1. Illustrate the permutations of the distinct objects,
2. Use the formula for finding the permutation of n objects taken r at a
time;
2. Solve problems involving permutations
Give this Scenario:
You were riding on a bus with 2 of your friends and there were 3
vacant seats in a row.
Question:
In how many ways can you arranged yourself?
Call out volunteers to be in front
For example, Mikaela, Jason and Arc were on the bus, and these are
the vacant seats. So one possible arrangement is that
Mikaela is beside Jason and Arc, or we can represent it in symbols. So
one possible arrangement is MJA.
Who can give me another arrangement?
Possible answers:

D. Discussing new concepts
and practicing new skills #1.
Another possible arrangement is Mikaela, Arc and Jason.
Another possible arrangement is Arc, Jason and Mikaela.
Arc, Mikaela and Jason is a possible arrangement.
Jason, Mikaela and Arc is also a possible arrangement.
Another possible arrangement is Jason, Arc and Mikaela.
Let’s list down the possible arrangements.
MJA AMJ
MAJ JMA
AJM JAM
There are six possible arrangements for three people sitting on 3 seats on a
bus.
How about if there were 8 people in a bus?
Do we have to list all the possible?
Do you think it will take us a lot of time?
Instead of listing all the possible arrangement of an object, mathematics
has an easy way of solving problems, which is concerned with
arrangements.
And that is by Permutation
“Permutation refers to any one of all possible arrangements of the
elements of the given set.”
For instance, given a set of distinct objects, we can arrange them in
one of several ways. Like what we did with the possible sitting
arrangements of Mikaela, Arc and Jason. The listed arrangement are
the permutations of the distinct objects.
“Rule no. 1: The number of permutations of n distinct objects
arranged at the same time is given by n!”
We apply the Fundamental Counting Principle (FCP) and multiply: So,
n! = n(n-1) (n-2)(n-3) … 3.2.1. Say for example, 5•4•3•2•1=5! and
we read this as “Five factorial”. So 5! = 120.
In our example a while ago, how many distinct objects do we have?
Ans. 3
Remember class that the object that we are talking about is the
subject that is being permuted. It may be an animal, a person, a
letter, or any other things.
Going back to our example, we have three objects, so to find the
 possible permutations, we will have 3! .

3! = 3•2•1
=6

3! Is equal to six.
Is it the same to our answer a while ago?

So instead of listing all the possible permutations of an object, we can

use n! in order to find on how many ways can we arranged n objects.

Now let’s proceed to rule no. 2.

“Rule no. 2: The number of possible objects taken r at a time is given

by
nPr =𝑛!(𝑛−𝑟)!

For example, we have 5 passengers and there were only 3 vacant

E. Discussing new concepts seats. In how many ways can we arranged the 5 passengers?
and practicing new skills #2.

Rule no.2 can answer this question. This means that we will take 5
passengers 3 at a time or 5P3.
Substituting to the formula, we have,

5P3 = 5! (5−3)! = 120 2 = 60

So there are 60 possible arrangements of taking 5 passengers 3 at a

time.

Activity: Solve the following problem and write your answer below.
1. In how many ways can 4 people arrange themselves in a row
for picture taking? Try to solve this problem by yourselves.
Ans. 4! = 4•3•2•1 =24
2. In a school club, there are 5 possible choices for the president,
F. Developing mastery (Leads a secretary, a treasurer, and an auditor. Assuming that each of
to formative Assessment 3) them are qualified for any of these positions, in how many
ways can the 4 officers be elected?
Ans. nPr = 𝑛! /(𝑛−𝑟)!
5P4= 5! / (5−4)!
= 120/1
= 120
  Understanding permutations can help one in the science of breaking
or creating codes (also called cryptography)
 Using permutations, a phone company can determine the number of
G. Finding practical unique telephone numbers it can issue based on the number format
applications of concepts and it wants to use.
skills in daily living.
 If the lottery rules say you can win if you pick four digits that match
(e.g., 1111, 9999, or 5555), you can work out your odds for winning
by using a permutation calculation.
 Selecting of outfits ( Play a Video)
 Using car plate numbers

“Permutation refers to any one of all possible arrangements of the

elements of the given set.”

H. Making generalizations and “Rule no. 1: The number of permutations of n distinct objects
abstractions about the arranged at the same time is given by n!”
lesson.

“Rule no. 2: The number of possible objects taken r at a time is given

by
nPr =𝑛!(𝑛−𝑟)!

A. Direction: Read the question carefully. Choose and write the letter
only of the correct answer on the space before the number.
____1. Which of the following situations or activates involved
permutations?
a. Matching shirts and pants
b. Forming different triangles out of 15 points
c. Assigning telephone number to subscribers
d. Forming a committee from the members of a club
____2. What do you call the product of a positive integer n and all
I. Evaluating learning. positive integers less than it?
a. Power of n b. multiples of n c. n – factors d. n factorials
____3. What is P (8,5)?
a. 56 b. 336 c. 1400 d. 6720
____4. What is n if P (n,4) = 5040?
a. 12 b. 10 c. 9 d. 8
_____5. In a town fiesta singing competition with 12 contestants, in
how many ways can the organizer arrange the first three singers?
a. 132 B. 990 C. 1320 D. 1716

J. Additional activities for

application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other?

Prepared by: Checked:

JESSEL P. PALERMO NELLIE L. OMISOL

Subject Teacher Master Teacher I/Rater

Observed by:

ERMILO P. DOMINGO
Principal I