School Bucto National High Grade Level GRADE 10

School
Teacher Lotis R. Bantolinao Learning Area MATH 10
DAILY LESSON Teaching July 7, 2022 Quarter FOURTH
LOG Dates and
Time

I. OBJECTIVES
A. Content Demonstrates understanding of key concepts of measures
Standards of position.
B. Performance Is able to conduct systematically a mini-research applying
Standards the different statistical methods.
C. Learning Calculate a specified measure of position of a set of data
Competencies/ .M10SO-IVb-1
Objectives Subtask:
(KNOWLEDGE): 1. Determine the decile of an ungrouped
data
(SKILLS): 2. Solve decile value of an ungrouped data
(ATTITUDE): 3. Appreciate the concept of measures of
position in real life
II. CONTENT Measures of Position for Ungrouped Data
III. LEARNING
PROCESS
A. References
1. Teacher’s Pages 364-370
Guide pages
2. Learner’s Pages 328
Materials pages
3. Textbook
pages
4. Additional http://www.powtoon.com/youtube/
Materials for http://passyworldofmathematics.com/groupeddata
Learning http://passyworldofmathematics.com/deciles.ungroupeddata
Resources (LR)
portal
B. Other Learning Visual aids, Power Point Presentation, worksheets, tarp papel and markers
Resources
IV. PROCEDURES Annotation
A. Reviewing KRA 2-Objective 5
previous lesson  Prayer Established safe and
secure learning
or presenting the  Checking of attendance environments to enhance
new lesson.  Orientation of classroom rules learning through the
 ALWAYS FOLLOW THE HEALTH PROTOCOLS consistent implementation
 ALWAYS REMEMBER THE GOLDEN RULE
( Do not do unto others, what you do not want to do unto you)
of policies, guidelines and
 ALWAYS ENJOY WHILE DOING AND LEARN TO LOVE THE ACTIVITIES procedures
 Carpe Diem ! The teacher included
Health Protocols in the
Review Class Home Rules.
Objective 8- Design , adapt
Actvity 1: Name Me and implement teaching
Pick your answer here . Central Tendency, Mean, strategies that responsive
Median,Mode, with disabilities, giftedness,
 Quartiles and talents.
1. It is the average of the data set.
2. It is the middle term of the data
3. It refers to the most frequent occurring One of the strategies
value in the data to adapt teaching
4. It is a single value that attempts to students with special
needs are : discuss and
describe a set
establish behavioural
5. These are the score points which divide
expectations. Describe
the distribution into four equal part how students are
expected to behave
during the lesson by
presenting rules in the
class to be ready in
upcoming new lesson ;
and

review the previous

topics to conduct
effective lesson

(https://
www.positiveaction.n
et/blog/teaching-
special-education-
strategies , date
retrieved : July 28,
2022)

B. Establishing a a. Present the objectives of the lesson.

purpose for the
lesson.
 Activity 2 - 4PICS1Word KRA 1-Objective 2
Used research-based
knowledge and principles
of teaching and learning to
enhance professional
practice.
The teacher used
“Picture Analysis” to lead
the learners to the topic
they will discuss. A picture
C. Presenting was presented to the
learners with a question
examples/ they will be asked to
instances of the answer. According to
new lesson. Macie Hall (2013) the use
of images in the classroom
is a pedagogical
MREAUSE PISTOION UQALE IDEVID strategy aimed at
engaging students who
ENT ARTS have grown up in a media-
rich environment.
Digital technology has
 What are the words that you have
 encountered in the activity? made images more readily
 What do you feel with that activity? available and easier to
incorporate into teaching
 Do these words connected to each other? and learning materials.
Images can be an effective
way of presenting
abstract concepts or
groups of data. Instructors
have reported that their
use of images in the
classroom has led to
increased student
interactivity and
discussion. . Teaching
with images can also
help develop students’
visual literacy skills,
which contributes to
their
overall critical thinking
skills and lifelong
learning.
(https://ii.library.jhu.ed
u/2013/04/19/teaching-
with-images/, date
retrieved: June 29,
2022)

Activity 3 You have a place in here!

Individual :
Let the 10 students form a line .Then, arrange themselves according to their height in ascending order. Answer the
D. Discussing new following :
concepts and Fill in the blank to complete the sentence.
I am in the ___ ( nth ) position. There is/ are _____ student/s who is taller than me and ______ students who
practicing new is/are shorter than me.
skills #1.
Group :
Group 1 : I am the fourth tallest in a group of 10. Therefore ____(number) students are shorter than me . It also
means that _____% (percentage)of the students are shorter than me.

Group 2 : I am the seventh tallest in a group of 10. Therefore, ____(number) students are taller than me . It also means that
_____% (percentage)of the students are taller than me.

Group 3 : If you are the 8th tallest in a group, how many students are shorter than you? What percent of the students are shorter
than you? How many students are taller than you? What percent of the students are taller than you?

 Ask the following : KRA -1 Objective 4

Supposed you were asked to calculate the large Used effective verbal
quantities of data, how will you calculate the data and non-verbal
into ten equal parts? classroom
If you can partition it into ten equal parts, how communication
can you identify the middle position? strategies to support
learner understanding,
And how can you identify the 2 nd, 3rd …9th
participation,
position of your data?
engagement and
 How can the position of data be described and achievement
used in solving life problems?
The teacher applied
 Discuss the following : the "Modeling"
instructional strategy.
The DECILES are nine score-points that divide a distribution intoDuring the instruction,
ten equal parts.
Deciles are denoted as D1, D2, D3…, D9
The word decile was first known used on 1882, it comes
from the Latin word decem ten- it means more at Ten.
 she used students to be
modelled in identifying
the position of each
student in group.

With "Modeling", the

teacher engages
students by showing
them how to identify
the position of the given
data while discussing
the position of each
student . This provides
students with both a
visual and verbal
example of what they
will be expected to do.
https://louisville.edu/ed
ucation/abri/primarylev
Steps :
el/modeling/elementary
1. Arrange the data into ascending order
2. Find the nth position of D1, D2 …… D9 using the
formula.
Remember : When the quotient is not a whole
number for D1 to D4, Round up to the nearest integer.
When the quotient is not a whole number for D5 to D9,
Round down to the nearest integer.

3. Find the value in the given data of the nth position.

𝐷1 is the score which has 10% of the scores below it and
90% above it.
𝐷2 is the score which has 20% of the scores below it and
80% above it.
𝐷3 is the score which has 30% of the scores below it and
70% above it.

.
.
.
𝐷9 is the score which has 90% of the scores below it and
10% above it.

E. Discussing Challenge !
new concepts Calculate the third, 6th and eight deciles from the weights Objective 8- Design , adapt
and practicing of 15 students of Grade 10 Love of Bucto NHS from SF8 as and implement teaching
new skills #2. provided below : strategies that responsive
with disabilities, giftedness,

62kg, 59kg, 60kg, 56kg, 57kg, 50 kg , 51kg , 48kg, 50kg,

44kg, 53kg, 55kg, , 61kg, 63kg, 65kg
 and talents.

This can be used in all

grade levels , and have
proven to be effective
Group 1 will compute the 3rd decile, learning tools for gifted
Group 2 will compute the 6th decile children and students with
Group 3 will compute the 8th decile. special needs.

Problem/ Step 1 Step 2 Step 3 Interpretation

Task Arrange (Use the Find the
the data formula. value in
into Show the the given
ascending solution) data of
order the nth
position.

KRA 1- Objective 4
Used effective verbal
and non-verbal classroom
communication strategies
Fill in the graphic organizer in the column 1,2,and 3. to support learner
understanding,
participation, engagement
and achievement
As the teachers used
the graphic organizer
during the instruction,
learners can integrate
both text and visuals.
Using graphic organizer
can be extremely useful
for both teachers and
students as they will make
lessons more engaging as
well as easily
comprehensible.

https://creately.com/
blog/diagrams/types-of-
graphic-organizers/

F. Developing Interpret you answer based to the result from the prior
Mastery activity . Fill in the graphic organizer : (4th column)
(Leads to Group 1 will compute the 3rd decile .
FormativeAssess There are _____ students belong to D3 or 3 rd decile. It
ment) means that, 30 % of students weigh less than or equal
to _____.
Group 2 will compute the 6th decile
There are _____ students belong to D6 or 6th decile.
It means that, 60 % of students weigh less than or equal
to _____.
Group 3 will compute the 8th decile
There are _____ students belong to D8 or 8th decile.
It means that, 80 % of the students weigh less than or
equal to _____
 G. Finding  In relation to our topic, how can we use the KRA 1- Objective 1
practical method of finding the deciles in real life setting?
applications of We can use the method of finding the decile Applied knowledge of
concepts and when we divide something in ten equal parts. Like content within and
skills in daily to budget our allowance for ten days, then we are across curriculum
living. going to divide the money/allowance equally into teaching areas
ten.
The teacher
Decile are often used in education, health
integrated the topic in
related, and in conducting an experiment to
the field of Science ,
indicate how one individual compares with others
MAPEH
in a group.
( Health-related )
For example, comparing the data from ten groups
of plants .A biologist, for example, might simply record
and in ESP .
the mean height of these ten sets of plants and other
distinct characteristics of each plant. .

Do you believe that your current status in life/or

position can hinder to achieve your goals in life?
Why? KRA 2- Objective 7
( Self- determination is the key to achieve your Maintained learning
goals in life) environments that nurture
 Do you agree that whatever your position or status and inspire learners to
participate, cooperate and
in life, we are equal in the eyes God?(EQUITY AND
collaborate learning.
RESPECT) The teacher inspired
There is EQUITY in God’s love…no matter what status or students to learn to love
position you are…Every human is entitled of his RESPECT. the topic by presenting
good values related to the
topic.

H. Making a. How are we going to determine the decile of ungrouped KRA 1- Objective 2
The teacher also used
generalizations data?
open-ended questions to
and abstractions (Emphasize the variables used in the formula in finding the the students to encourage
about the lesson. Deciles for Unrgouped data) them the
Present the formula use of thinking skills,
communication, and
eliciting more information.
Macho, Joseph
(2011) stated that open-
ended questioning is a
form of authentic
assessment and
allows students to use
higher-order thinking skills
through a variety of
content areas.

I. Evaluating By individual :
Learning 1. Calculate the 2 nd decile of the Mathematics
percentage score of 10 students during the enrichment
class.
 85, 73, 74, 78, 79, 79, 81, 86, 93, 97
2. Fill in the blank with appropriate word/s to make the
sentence correct. There are _____ students belong to D2
or 2nd decile. It means that, 20 % of students who got
the percentage score of less than or equal to _____.

J. Additional
activities for Answer the Activity 5- in Mathematics Grade 10 LAS Week
application or 7 page 9
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
who scored below
80%.
C. Do the remedial
lessons work? No.
of learners who
have caught up
with 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 teachers?

Prepared by:

LOTIS R. BANTOLINAO/Subject Teacher

Submitted to :

LOTA B. BAUTISTA/Principal I