Detailed Lesson Plan

In
Teaching Mathematics
Grade 10
(Feb. 24, 2023)

Submitted by:
Dulce F. Moso
Student Teacher

Submitted to:
Mr. Al Betantos
Cooperating Teacher

Straight Teaching
 Detailed Lesson Plan in Mathematics

Grade 10

I. Learning Outcomes :

At the end of sixty (60) minutes, with the use of paper and pencil, 85% of the students
are expected to:
A. calculate a specified quartiles of a set of data;
B. show willingness to work together in harmony to achieve common goals: and
C. illustrates the following measures of position: quartiles (M10SP-IVa-1)
II. Subject Matter: Quartiles
References: Orines,Fernando B. & Mercado, Jesus P.(2016). Next Century
Mathematics 10.Quezon City: Phoenix Publishing House, Inc. 927 Quezon
Ave.,Quezon City.
III. Instructional Materials: Power point presentation, visuals.
IV. Learning Procedure

Teacher’s Activity Students Activity

A. Preliminary Activity Good morning ma’am.

Good morning, class!

Before we start, let’s bow our heads and let us

pray. In the name of the Father and of the Son
and of the Holy Spirit. Amen.
Amen!
Amen!
Good po ma’am.
How are you today? Fine po ma’am.
That’s good to hear.
Now, let’s check the attendance.
Is anyone absent today?
No ma’am.
Before we get down to our topic, let us first be
reminded of our classroom rules.
Give respect to the teacher Give respect to the teacher
Raise your hand Raise your hand
Observe silence Observe silence
Use positive language Use positive language
Proper Posture Proper Posture

Now, are you ready to know our topic for Yes ma’am!
today?

B. Motivation (Valuing)

Before we proceed to our discussion this

morning, let's first have an activity. This activity
is a by-pair, and I want you to prepare a 1/8 sheet
of paper. The mechanics of this activity are very
simple: I will flash some data, and I want you to
determine the median based on the given data.
After that, you have to write the answer on the
paper, and remember, class, that this is a race.
Take note: I will only collect the first five to
submit the 1/8.

Are you now ready class? Yes ma’am.

Okay let’s start.

1. 85, 90, 75, 80, 65, 70

The median is 77.5 ma’am.
What is our median class? Your time starts now.

2. 52, 63, 55, 70, 63

Your time starts now. The median is 63 ma’am.

3. 98, 85, 84, 83, 96, 93, 84

The median is 85 ma’am.
What is our median class? Your time starts now.

4. 18, 15, 20, 19, 17, 16

The median is 17.5 ma’am.
What is the median class?

Okay let’s give a hand to yourselves for (students will clap their hands)
participating in our activity. Especially to those
who are able to answer quickly.
How was the activity class? Did you have fun? Yes ma’am, it was engaging

In answering the activity class, did you Yes ma’am.

collaborate with your partner? We are able to cooperate with each other
ma’am.

Very good! So basically in doing a group or by

pair activity, you should be able to build
teamwork.
Teams are more effective when all members
Why is it important to have those kind of values participate in solving isosceles triangle. Shared
class? Or why do we need to practice
the responsibility to collaborative work and
participation, collaboration especially in a group
activity? value the opinions and contributions of
individual team members.

So therefore, the median is? The median is the middle point of a data set
ma’am.

And if ever the given data set is even class?

What are we going to do? To find the median of a data set with an even
number of values is, we have to find the two
middle terms of the data set and add the two
numbers and divided by 2.
C. Presentation

Therefore, median is all about dividing the data

into two. And since you’re all done discussing
median. Then, we will proceed to the next topic,
which will be about dividing into four, or what
we called "quartiles. But before that, let us first
know what Measure of Position is.

D. Discussion
Measures of Position

Measures of Position tell where a specific data Measures of Position tell where a specific data
value falls within the data set or its relative value falls within the data set or its relative
position in comparison with other data values.
position in comparison with other data values.

Okay, so what this means class for example, is

that, say you are the 3rd youngest child among 6
siblings, In terms of relative position, this would
mean that you have 2 siblings that are younger
than you and 3 siblings older than you.

So that is Measure of Position. But how about

the word quartile class? What is your
understanding about the word quartile? It comes Quart ma’am!
from what word?

Very good! What do you mean by the word Four ma’am!

“quart”

Okay, so when we say Quartile, kindly read it

class.

Quartile
A statistical term that describes a division of
observations into four defined intervals based on
the values of the data and how they compare to
the entire set of observations.
A statistical term that describes a division of
observations into four defined intervals based
on the values of the data and how they compare
to the entire set of observations.

There are three quartiles, denoted by 𝑄1 , 𝑄2 , 𝑄3

Q1 is called the lower quartile or the first quartile

and it is the 25% value of the data. The Q3 is the
upper quartile or the third quartile, which is the
75% value of the data and Q1<Q2<Q3, where
Q2 is nothing but the median. When we say
median it is the middle value when the number
of items is odd or the average of the two middle
values when the number of items in the
distribution is even.

And for the Q2, always remember class that Q2

is the median of our data.
First we have to arrange the data from
How do we get the median again class? First we
ascending order ma’am.
have to?

Yes! When we say ascending, means to arrange

numbers in increasing order, that is, from
smallest to largest.
The quartiles are the score points or data which
divide a distribution into four equal parts.

And when we say data, there are two types of

data that we can use in solving the 3 quartiles.

We have;
1. Ungrouped Data
2. Grouped Data

And so, we will discuss first on the quartiles of

Ungrouped data

Ungrouped Data
Ungrouped data are those data which are not
yet organized or arranged into Frequency Ungrouped data are those data which are not
Distribution. yet organized or arranged into Frequency
Distribution.
So to get the value of the 3 quartiles of the
ungrouped data, we will be using a formula.

But before that, let’s illustrate this one.

Let’s say that I have here a 7 data, namely;

Q2
1, 2, 3, 4, 5, 6, 7
Based on the given, what is our median class?
1, 2, 3, 4, 5, 6, 7
So therefore, 4 is our median or what we called
the Q2. Since our Q2 is our median.

And for our Q1, Q1 is the ¼ term of our median,

or in other term, Q1 is the ¼ of our ½ or median. Q1 Q2 Q3

So what is our Q1 class?

And our Q3 class? 1, 2, 3, 4, 5, 6, 7

Let’s have another illustration, but this time let’s

have a 9 data.
Q2
1, 2, 3, 4, 5, 6, 7, 8, 9

So what will be our median class or the Q2? 1, 2, 3, 4, 5, 6, 7, 8, 9

Our Q2 is 5 ma’am.
How about our Q1 class? Our Q1 ma’am is between nos. 2 and 3
ma’am since the lower quartile is even. So our
Q1 is in between 2 and 3, same goes to Q3
Yes, very good! So we can illustrate this one as, ma’am, still in between 7 and 8
Q1 Q2 Q3

1, 2, 3, 4, 5, 6, 7, 8, 9

How about if our data is even class, just like this

one, how do we identify the Q2, also the Q1 and
Q3.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

What will be our Q2 class or the median? Since the data is even ma’am, we will be
adding the 5th and 6th numbers and divided it
into 2, just like the rule in getting the median
Okay, very good. In getting the Q2, since the ma’am.
data is even and the middle numbers that are
present are numbers 5 and 6, we will be adding
5 and 6 and we will divide it into two to get the
average. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

So, what will be our median class or Q2?

5.5
( Q2 )
The Q2 or median is 5.5 ma’am.

How about our Q1 and Q3 class? The Q1 ma’am is in between numbers 2 and 3
ma’am

Okay, how about the others? Do you agree class Yes ma’am.
that the Q1 is in between 2 and 3?

How about the Q3? It’s in between the numbers 8 and 9 ma’am.

Okay, so we can illustrate that one as ;

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

5.5
Q1 (Q2) Q3
So, in that idea class or concept, what do you I think our formula for Q2 ma’am is we will
think will be our formula in getting the quartiles divide the given data into two.
of the ungrouped data?

How about for our Q1 and Q3 class? Based on The Q1 and Q2 is we will divide it by four
the illustration and from the word quartile, it ma’am.
means 4 right. So what do you think?

Very good class.

So, those are the ways of determining the

quartiles 1, 2, and 3, but we can also use these
formulas to get the values of Q1, Q2, and Q3.

To get the values of our quartiles we first

rearrange the data from smallest to largest
then we use these formulas:

𝑛+1
𝑄1 = ( ) 𝑡ℎ 𝑡𝑒𝑟𝑚
4
𝑛+1
𝑄2 = ( ) 𝑡ℎ 𝑡𝑒𝑟𝑚
2
3(𝑛 + 1)
𝑄3 = [ ] 𝑡ℎ 𝑡𝑒𝑟𝑚
4
Where; n = number of data.

You can use this formula class to get the

quartiles okay and for easy solving. Let us
now try and see how to get the values of our
Quartiles with an example.

Example 1:

Find the 𝑄1 , 𝑄2 , 𝑄3 for the following sets of Find the 𝑄1 , 𝑄2 , 𝑄3 for the following sets of
score of 11 students: score of 11 students:
30,12,10,16,18,24,29,27,22,14,15 30,12,10,16,18,24,29,27,22,14,15
Arrange the following data class,
10,12,14,15,16,18,22,24,27,29,30
𝑛+1 11 + 1
𝑄1 = ( )=( ) = 3𝑟𝑑 𝑠𝑐𝑜𝑟𝑒
4 4
𝑛+1 11 + 1
𝑄2 = ( )=( ) = 6𝑡ℎ 𝑠𝑐𝑜𝑟𝑒 14
2 2
3(𝑛 + 1) 3(7 + 1) 18
𝑄3 = [ ]=[ ] = 9𝑡ℎ 𝑠𝑐𝑜𝑟𝑒
4 4
27
Do you have questions/clarification class?
Let’s have another example. None ma’am!

Example 2:

Find the 𝑄1 , 𝑄2 , 𝑎𝑛𝑑 𝑄3 of the following sets of Find the 𝑄1 , 𝑄2 , 𝑎𝑛𝑑 𝑄3 of the following sets
data: of data:
33, 18, 24, 11, 59, 47, 61, 72
33, 18, 24, 11, 59, 47, 61, 72
Given the data, what is the first thing we need to
do? First we have to arrange the data in ascending
Okay, we have to arrange the data in ascending form ma’am.
form.
11, 18, 24, 33, 47, 59, 61, 72 11, 18, 24, 33, 47, 59, 61, 72

Now we will find the 𝑄1 , 𝑄2 , 𝑎𝑛𝑑 𝑄3 .

𝑛+1 8+1
𝑄1 = ( )=( ) = 2.25𝑡ℎ
4 4

If you encountered this one class that the answer

is not an integer all you have do is to;

𝑄1 = 2𝑛𝑑 + .25 (3𝑟𝑑 − 2𝑛𝑑)

𝑄1 = 18 + .25 (24 − 18)

What is the answer class?

𝑸𝟏 = 𝟏𝟗. 𝟓 𝑸𝟏 = 𝟏𝟗. 𝟓

Now let’s proceed to 𝑸𝟐

𝑛+1 8+1
𝑄2 = ( )=( ) = 4.5𝑡ℎ
2 2

Same process class, since our Q2 is in

between 4th and 5th data or, between 33 and
47.

𝑄2 = 4𝑡ℎ + .5 (5𝑡ℎ − 4𝑡ℎ) 𝑄3 = 6𝑡ℎ + .75 (7𝑡ℎ − 6𝑡ℎ)

𝑄2 = 33 + .5 (47 − 33) 𝑄3 = 59 + .75 (61 − 59)
𝑸𝟐 = 𝟒𝟎 𝑸𝟑 = 𝟔𝟎. 𝟓
And for the Q3 class, same process. Anyone who
can try to solve on the board.

3(𝑛 + 1) 3(8 + 1)
𝑄3 = [ ]=[ ] = 6.75𝑡ℎ
4 4
𝑄3 = 6𝑡ℎ + .75 (7𝑡ℎ − 6𝑡ℎ)
𝑄3 = 59 + .75 (61 − 59)
𝑸𝟑 = 𝟔𝟎. 𝟓

Okay do you have any questions or clarifications None ma’am.

of Ungroup Data class?

And since we’re done with Ungroup data, let’s

proceed to the Group Data.

In group data we will be using a Frequency

distribution table.

Are you familiar with the Frequency

Distribution Class? Yes ma’am

This frequency distribution table is easier to

make inferences out of collected data if these are
organized and presented in a frequency
distribution table.

But before that, again what is our formula of our

median?

That is the formula for the median, and since we

are talking about quartiles, our formula for
quartiles in grouped data is derived from the
median formula.

We will just use the same formula, but this time

we will add some element.
What have you observed in the formula class?
How is it different from the median?
The formula is the same as the formula of
median ma'am, but there are elements like r
that are added ma'am, and instead of number
2, it is now replaced by number 4 ma’am.

The only difference between the formula for

the median and grouped data, ma'am, is only
the r, which now indicates which quartile we
are solving, and instead of number 2, it is now
Okay, very good. Just like what I’ve said, our 4 ma’am since we are pertaining to quartiles.
formula is derived from the median formula, and
since it is quartiles that we are talking about, and
quartile means 4, we will be replacing 2 with 4.
And for the letter r there, you are correct, r
pertains to which quartile we are opting to solve.

Let’s have an example.

Example 1:

Calculate the 𝑄1 , 𝑄2 , 𝑎𝑛𝑑 𝑄3 of the scores of 50 Calculate the 𝑄 , 𝑄 , 𝑎𝑛𝑑 𝑄 of the scores of
1 2 3
students in mathematics in a 40-item test.
50 students in mathematics in a 40-item test.
The first thing we have to do, since the class
interval and frequency is given, we will now get
the values of the LB or lower boundary.

So when we say lower boundary, or boundary, it

is the interval between the class intervals.

And I know it was already discussed to you

class. So what are the values of the lower
boundary class?

How about the values of cf or cumulative

frequency?

Now that we have already fill in the data. So we

will now solve for the Q1, Q2 and Q3. So first
we will solve for the Q1.

For Q1:

To solve for Q1 first is, we have to get the value

𝑟∑𝑓
of 𝑄1 = 4 . To do that, we just have to
substitute the values of r which is 1 since we will
be solving for the Q1. Next is the summation of
frequency which is 50 and then divided by 4.

𝑟 ∑ 𝑓 1(50)
𝑄1 =
4
=
4
= 12.5
Now that we have the value already, we will
determine the other remaining values.
Since 12.5 is in between of 3 and 15, so our first
quarter or Q1 will be in this class interval.

Then the value of our LB,cf and 𝑓𝑞𝑐 are;

𝑙𝑏𝑞𝑐 = 15.5
𝑐𝑓 = 3
𝑓𝑞𝑐 = 12
∑ 𝑓=50
𝑖=5

Substitute the following:

𝑟∑𝑓 𝑏𝑞𝑐 = 15.5

𝑙𝑏𝑞𝑐 + [ − 𝑐𝑓] 𝑖 𝑐𝑓 = 3
4
𝑓𝑞𝑐 𝑓𝑞𝑐 = 12
∑ 𝑓=50
𝑖=5

𝑟∑𝑓
𝑙𝑏𝑞𝑐 + [ − 𝑐𝑓] 𝑖
4
𝑓𝑞𝑐

12.5 − 3
𝑄1 = 15.5 + [ ]5
12
So therefore, 25% of the students have score less
than or equal to 19.5 or basically 20. 𝑸𝟏 = 𝟏𝟗. 𝟒𝟓 𝒐𝒓 𝟏𝟗. 𝟓
So to get the quartile classes, which are the Q1,
Q2, and Q3 in grouped data, it has the same
concept just like how we identify the median
class.

But take note class, we just really have to fill in

the missing values of our Frequency Distribution
Table. So that we can be able to get the values of
Q1, Q2, and Q3.

Do you have question or clarification class?

None ma’am.
If none, we will now proceed to the Q2. Same
process class but for the value of r, it will now
become 2 since we’re solving now for Q2, same
goes with Q3.

For Q2:

𝑟 ∑ 𝑓 2(50)
4
=
4
= 25 25

What are the values of the following class?

𝑙𝑏𝑞𝑐 =
𝑙𝑏𝑞𝑐 = 25.5
𝑐𝑓 =
𝑐𝑓 = 23
𝑓𝑞𝑐 =
𝑓𝑞𝑐 = 15
∑ 𝑓=
∑ 𝑓=50
𝑖=
𝑖=5
 𝑟∑𝑓 𝑟∑𝑓
𝑄2 = 𝑙𝑏𝑞𝑐 + [ − 𝑐𝑓] 𝑖 𝑄2 = 𝑙𝑏𝑞𝑐 + [ − 𝑐𝑓] 𝑖
4 4
𝑓𝑞𝑐 𝑓𝑞𝑐

25 − 23
𝑄2 = 25.5 + [ ]5
15

𝑸𝟐 = 𝟐𝟔. 𝟐 𝒐𝒓 𝟐𝟔

Now let’s proceed to the last quartile which is

the Q3. Same process class.

For Q3:

𝑟 ∑ 𝑓 3(50)
= =? 37.5 37.5
4 4

What are the values of the following class?

𝑙𝑏𝑞𝑐 =
𝑐𝑓 = 𝑙𝑏𝑞𝑐 = 25.5
𝑓𝑞𝑐 = 𝑐𝑓 = 23
∑ 𝑓= 𝑓𝑞𝑐 = 15
𝑖= ∑ 𝑓=50
𝑖=5
Substitute the following class.

𝑟∑𝑓 𝑟∑𝑓
𝑄3 = 𝑙𝑏𝑞𝑐 + [ − 𝑐𝑓] 𝑖 𝑄3 = 𝑙𝑏𝑞𝑐 + [ − 𝑐𝑓] 𝑖
4 4
𝑓𝑞𝑐 𝑓𝑞𝑐
 37.5 − 23
𝑄3 = 25.5 + [ ]5
15

𝑸𝟑 = 𝟑𝟎. 𝟑 or 30

Do you have any clarifications class in terms of None so far ma’am.

grouped data?

E. Generalization

Again class what is out topic? Our topic is about Quartiles of Grouped and
Ungroup data ma’am.
What are the quartiles class?

𝑄1 , 𝑄2 , 𝑄3
How about the grouped data, how will you solve First we will find the value of 𝑟 ∑ 𝑓 so that we
4
for the values.
can be able to determine the 1 quartile 2nd
st

quartile and the 3rd quartile. Then the rest will

follow ma’am
What is the difference between Ungrouped and
Grouped date class? Ungrouped data are those data which are not
yet organized or arranged into Frequency
Distribution ma’am while in group data we
Okay very good! will be using a Frequency distribution table.
Also, the scores or data has an interval ma’am.

F. Application

Okay, since you don’t have any questions or

clarifications anymore, let’s have a quiz.

Direction: Answer the following in a 1 whole

sheet of paper.

I. Group Data ( use the frequency

distribution table and show your
solutions)
 Calculate the Q1, Q2 and Q3 of the scores of 44
students in Chemistry Test.

G. Evaluation (½ crosswise)

1. Based on your own understanding, I

want you to write at least 3-4 sentences
on what's the difference between
grouped and ungrouped data.
2. What are the things you find difficult in
our discussion?

V. ASSIGNMENT :
Direction: Advance reading for the next topic.

Submitted by:

Dulce F. Moso
Student Teacher

Approved by:

Mr. Al Betantos
Cooperating Teacher