Daily Lesson Plan in Mathematics 10

Fourth Quarter

DLP No. 1 Quarter 4 Week 1 Day 1

Performance The learner is able to conduct systematically a mini research applying the
Standard: different statistical methods.
The learner is able to demonstrates understanding of key concepts of
Content Standard:
measures of position
Learning The learner is able to illustrate the following measures of position:
Competency: quartiles, deciles and percentiles.
Learning Code: M10SP-IVa-1
At the end of the 60-minute session, learner with 85% competency level
Learning Objectives: is able to illustrate the following measures of position (Ungrouped Data):
 Quartiles
Learning Resources: Learner’s Module and Teaching Guide
Instructional Process
Teacher’s Activity Student’s Activity
Preliminary Activities (2 mins)
 Prayer
One of the students leads.
 Greetings
 Checking of Attendance
Review Previous Lessons

Let us start our study of this module by first Discuss the answers to the questions below with a
reviewing the concept of median, which is partner.
one of the concepts needed in the study of
this module.
The midpoint between two numbers x and y on the
x+ y
The median divides the distribution into two real number line is
.
2
equal parts. It is a point in the distribution
where one-half of the distribution lies below
it and one-half above it. One-half of the
distribution lies below B and one-half lies
above it. Hence, B represents the median. x+ y
x y
2

1. Find the coordinates of the midpoint (Q1) of

ABin terms of x and y.

x+ y
x
2

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Daily Lesson Plan in Mathematics 10
 Answer key: 2. Find the coordinates of the midpoint (Q2) of
BCin terms of x andy.
1. Q1 is the midpoint of A and B,
therefore the distance from A to Q1
and from Q1 to B are equal. Hence,
the coordinates of Q1 can be

3. In the given example, AC represents a

distribution. What does point B represent in
the distribution?

Present the new lesson and let the students

illustrate the following concepts:
For example, you might want to describe a typical
Quartile, Decile and Percentile The mark for a 'good' or 'weak' student.
mean and median both describe the 'center'
of a distribution. This is usually what you
want to summarizes about a set of marks,
but occasionally a different part of the
distribution is of more interest.

Activity 1:
Illustrative Example 1:
Instruction:

 Put the list of numbers in order Quartiles are the values that divide a list of
 Then cut the list into four equal numbers into quarters:
parts
 The Quartiles are at the "cuts"

5, 7, 4, 4, 6, 2, 8

Put them in order: 2, 4, 4, 5, 6, 7, 8

And the result is:

Quartile 1 (Q1) = 4
Quartile 2 (Q2), which is also

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Daily Lesson Plan in Mathematics 10
the Median, = 5
Quartile 3 (Q3) = 7

Activity 2: Illustrative Example 2:

You "cut" is between two numbers ... the Quartile is
the average of the two numbers. The numbers are
In this case Quartile 2 is half way between 5 already in order
and 6:
Q2 = (5+6)/2 = 5.5 Example: 1, 3, 3, 4, 5, 6, 6, 7, 8, 8

Analysis: Below is the RG2 worksheet which will determine

your prior knowledge about the main question of the
RG2 Worksheet topic. Answer the main question:
Prepare copies of the RG2 Worksheet. Give
each student a copy of the worksheet and What are the ways to determine the position of
let them be guided by the given a score in the given set of data?
directions. Let the students answer it
individually. Write your answer in the Ready part of the RG2
Worksheet.
RG2 Worksheet
Ready:
Students may write their own ideas on Get Set:
determining the position in the given set of Go:
data.
Write your initial definition of the different
What’s the Meaning of This? measures of position.

The teacher shall inform the students on Measure of Position My Initial Definition
what shall be done in learning the entire  Quartile
module. There will be different activities  Upper Quartile
which shall serve as their guide as they  Lower Quartile
learn, discover, and prove the key concepts  Median
on quantiles. Let the students do the activity
What’s the meaning of this?Make sure that
they are doing it correctly. Emphasize that
they shall revisit the same table later on.

Abstraction: To formally start the discussion about measures

of position, ask the following questions:
In this part of the module, the will
present and discuss the activities and 1. Did you take the National Career Assessment
guide the students in accomplishing and Examination (NCAE) when you were in Grade
answering the said activities. These 9? If so, what was your score? Did you
activities will lead the students to know your rank?
discover the process of determining the
measures of position of illustrating quartile. 2. Have you thought of comparing your academic
In this manner, the students are able to form performance with that of your classmates?
or establish the proper way of illustrating
quartiles for ungrouped data. 3. Have you wondered what score you need for
each subject area to qualify for honors?

4. Whenever your teacher asks you to form a line

according to your height, what is your position

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Daily Lesson Plan in Mathematics 10
 in relation to your classmates?

5. Have you asked yourself why a certain

examinee in any national examination gets a
higher rank than the other examinees? Some
state colleges and universities are offering
scholarships for graduating students who belong
to the upper 5%, 10%, or even 25%. What does
this mean to you?
Application:
Possible Output:
Students are grouped into four. Ask
them to collect score from their 3rd Quarter Student Score
Examination. Let Them asnwer the A 35
following items: B 22
C 18
1. Arrange score into array. D 32
2. Find the sum of the lower quartile E 26
3. Find the sum of the upper quartile. F 19
4. How do you rank in the 3rd Quarter G 36
examination? H 20
Evaluation:

1. The number of games won by a famous basketball team each year from the year 1991 to
the year 2000 are 20, 25, 20, 45, 35, 50, 35, 45, 30 and 35. Find the difference of the lower
quartile and the upper quartile of the data set.

2. The rate of an article changed in six consecutive months. Its rate each month was 16, 13,
11, 8, 18, 3. Find the lower and the middle quartile in the data set.

3. The owner of a super market recorded the number of customers who came into his store
each hour in a day. The results were 11, 7, 9, 6, 14, 2, 5, 6, 11, 7 and 8. Find the lower
quartile and upper quartile from the data.

4. Find the lower quartile of the data set. 8, 4, 17, 32, 34, 14, 29, 23 and 21.

5. Find the average of the lower, the middle and the upper quartiles of the data.
15, 18, 23, 12, 10, 0, 6, 7, 22 and 12

Answer key with solution.

1. B. The increasing order of the data is 20, 20, 25, 30, 35, 35, 35, 45, 45 and 50. So, the least
value of the data set is 20, the greatest value of the data set is 50 and the middle value of the
data set is (35+35) / 2 = 35. So, the lower quartile of the data set is the median of the lower
half and is 25. So, the upper quartile of the data set is the median of the upper half and is 45.
So, difference between the lower quartile and the upper quartile is 45 - 25 = 20.

2. A. The increasing order of the data is 3, 8, 11, 13, 16, 18. The least value of the data set is 3,
greatest value is 18 and the middle value is (11+13) / 2 = 12. The lower quartile in the data
set is the value between the middle and the least value. So, lower quartile is 8. So, the lower
quartile is 8 and the middle quartile is 12.

3. A. The ascending order of the data is 2, 5, 6, 6, 7, 7, 8, 9, 11, 11, 14. The least value in the
data is 2 and the greatest value in the data is 14. The middle value in the data is 7. The lower
quartile is the value that is in between the middle value and the least value in the data set. So,
lower quartile is 6. The upper quartile is the value that is in between the middle value and
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DailyisLesson
greatest value in the data set. So, upper quartile 11. Plan in Mathematics 10
 Answer key with solution.

4. C. The data set in the ascending order is 4, 8, 14, 17, 21, 23, 29, 32 and 34. The lower quartile
is the middle value in the lower half of the data set. So, the lower quartile of the data is the
mean value of 8 and 14. = 8 + 142 [Formula for the mean.] = 22 / 2. [Add the numbers in the
numerator.] = 11 [Divide.] So, the lower quartile of the data set is 11.

5. A. The data values in the ascending order are 0, 6, 7, 10, 12, 12, 15, 18, 22 and 23. Middle
quartile is the median of the entire data values. So, middle quartile of the data = 12+12 / 2.
[As there are 10 values, middle quartile is the average of 5 th and 6th values.] = 12 [Divide.]
Lower quartile is 7 and the upper quartile is 18. [Middle value of lower half is the 3 rd value
and that of upper half is 8 th value.] Average of all the quartiles = 12+7+18 / 3. [Average
= sum of values] = 373[Add numbers in the numerator.] = 12.333. [Divide.] So, average of all
the quartiles is 12.333

Reflection:

A. No. of learners achieve 80%: _______

B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? _______
D. No. of learners who have caught up the lessons: ________
E. No. of learners who continue to require remediation: ________
F. Which of my teaching strategies worked well? Why did this work? _________
G. What difficulties did I encounter which my principal or supervisor help me solve? _________
H. What innovation or localized materials did I used/discover
I. which I wish to share with another teacher? ________

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Daily Lesson Plan in Mathematics 10
DLP No. 2 Quarter 4 Week 1 Day 2
The learner is able to conduct systematically a mini research applying
Performance Standard:
the different statistical methods.
The learner is able to demonstrates understanding of key concepts of
Content Standard:
measures of position
The learner is able to illustrate the following measures of position:
Learning Competency:
quartiles, deciles and percentiles.
Learning Code: M10SP-IVa-1
At the end of the 60-minute session, learner with 85% competency
level is able to illustrate the following measures of position
Learning Objectives:
(Ungrouped Data):
 Decile
Learning Resources: Learner’s Module and Teaching Guide
Instructional Process
Teacher’s Activity Student’s Activity
Preliminary Activities (2 mins)
 Prayer
One of the students leads.
 Greetings
 Checking of Attendance

Preliminary Activity: Teacher shows a Illustrations: Students describe the graph base on
graph which illustrate Measures of Position: their prior knowledge on Quartile.
Decile
Deciles
Deciles for the distribution and for
individual students

The term 'decile' is used in two different

contexts. It is confusing that the same word
is used in both ways, so be careful! When
applied to a distribution (a large group of
marks), there are nine deciles, each of The nine deciles split the students into 10 groups
which is a mark. A student whose mark is of 60. The first decile is 17.5 so the weakest tenth
below the first decile is said to be in decile of the students in the class had a mark below this.
1. Similarly, a student whose marks is This decile therefore summarizes the performance
between the first and second deciles is in of the weakest students. Students with marks
decile 2, ... and a student whose marks is below 17.5 are said to be in decile 1. Those with
above the ninth decile is in decile 10. When marks between 17.5 and 26.5 are in decile 2, and
applied to individual students, the term so on, up to students with marks higher than 54.5
'decile' is therefore a number between 1 who are in decile 10.

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Daily Lesson Plan in Mathematics 10
and 10.

Activity: Illustrative Activity

Teacher present an illustration and describe

the graph.

The Deciles for Ungrouped Data

The deciles are the nine score points which divide

a distribution into ten equal parts. They are deciles
and are denoted as D1, D2, D3…, D9. . They are
computed in the same way that the quartiles are
calculated.

Teacher group students with 10 members

and form a straight line.

 Ask students to identify the

position of the student with the
pointing arrow.
 Ask student to justify their answers.
Analysis:
Illustration:
Teacher Pose questions to students:
Students describe deciles base on the illustration
a) How does Deciles different to below and compare Deciles to Quartiles.
Quartiles?
b) How do you compare Deciles to
Quartiles in terms of its Midpoints?

Answer key:
Find the 3rd decile or D3 of the following test
scores of a random sample of ten students:
Compare the values of deciles to that of
35 , 42 , 40 , 28 , 15 , 23 , 33 , 20 , 18 and 28.
quartiles.

Q1 = D2.5

Abstraction: Illustration: Use the graph to find the Measures of

Position: Decile. Each bar represents the position
From the illustration, how to find
Measures of Position: Deciles?

a) D3
b) D5
c) D7

Answer key:
a) D3 = 0.30
b) D5 = 0.15 11 | P a g e
c) D7 = 0.10 Daily Lesson Plan in Mathematics 10
Application: Illustration: Observe the pictures and answer the
question asked by your teacher.
Teacher Provides a real-life situation.

Mrs. Reyes gave a test to her students in

Statistics. The students finished their test in
35 minutes. This time was the lower
quartile of the allotted time. What does this
mean?

Call random student to answer. Their

answers maybe differ.

Answer key:
This means that 25% of the learners
finished the test in less than 35 minutes,
while the remaining 75% finished the test
in more than 35 minutes. Giving a low
quartile or percentile would be considered
good, because the students finished the test
earlier than the others who answered their
EVALUATION:
test in a longer time.

1. Given the series 3,5, 7, 4 6,2 and 9. Calculate the 2nd and 4th decile.
2. The twelve donors donated the following amount in a charity fund: 500, 850, 925, 800,
600, 750, 650, 625, 800, 400, 725 and 550. Find D4, D7 and D9.
3. Given scores in a 40-item test: 21, 20, 18, 38, 25, 15, 20, 22, 18, and 40. Find D 3, D6 and
D8.
4. Given the series 10, 7, 7, 1, 6, 5 and 9. Calculate the 3rd and 5th decile.
5. Students’ scores in a 30-item test: 21, 20, 18, 28, 25, 15, 20, 22, 18, and 20. Find D 4, and
D8

Answer key:

1. D2 =, D4 =
2. D4 =, D7 = D9 =

Reflection:

A. No. of learners achieve 80%: _______

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Daily Lesson Plan in Mathematics 10
 B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? _______
D. No. of learners who have caught up the lessons: ________
E. No. of learners who continue to require remediation: ________
F. Which of my teaching strategies worked well? Why did this work? _________
G. What difficulties did I encounter which my principal or supervisor help me solve? _________
H. What innovation or localized materials did I used/discover
I. which I wish to share with another teacher? ________

DLP No. 3 Quarter 4 Week 1 Day 3

The learner is able to conduct systematically a mini research
Performance Standard:
applying the different statistical methods.
The learner is able to demonstrates understanding of key concepts
Content Standard:
of measures of position
The learner is able to illustrate the following measures of
Learning Competency:
position: quartiles, deciles and percentiles.
Learning Code: M10SP-IVa-1
At the end of the 60-minute session, learner with 85%
competency level is able to illustrate the following measures of
Learning Objectives:
position (Ungrouped Data):
 Percentile
Learning Resources: Learner’s Module and Teaching Guide
Instructional Process
Teacher’s Activity Student’s Activity
Preliminary Activities (5 mins)
 Prayer
One of the students leads.
 Greetings
 Checking of Attendance
Activity: PROCEDURE:
1) Arrange the scores in INCREASING or
The students will be grouped with five (5) DECREASING order
members each. Tell them to follow the 2) Identify the lowest score and highest
directions and do it as fast as they can. score
A group of students obtained the following
scores in their Statistics quiz: Students are asked to find the percentage of
their respective scores out of 10-item Statistics
8,2,5,4,8,5,7,1,3,6,9 quiz.

Possibles answers are:

1. 30%
2. 40%
3. 75%
4. 80%
5. 90%

Abstraction:

Teacher’s ask questions on the concept of Students’ Possible Answer:

percentage and percentile.
1. Percent

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Daily Lesson Plan in Mathematics 10
 2. Both have 100 multiplier
Teacher appreciate the answers and further 3. Set of data divided into 100
illustrate percentile. 4. Rank

Answer key:

The percentile are the ninety-nine score points which divide a distribution into
1
one-hundred equal parts, so that each represents of the data set. It is used to
100
characterize values according to the percentage below them.
Analysis: Possible answers:
Percentile is compared with quartile.
Then, teacher ask students to describe the
illustration

Application:
Students are asked to answer the questions
Ask students to describe the graph which related to the graph:
represents weight and age.
1. A 9-month old weighs 21 pounds.
How does he compare to other 9-
month olds?

2. A 24-month old weighs 32 pounds.

How does he compare to other 24-
month olds?

3. If Billy is 30-months old and is at

the 10th percentile, what does he
weigh?

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Daily Lesson Plan in Mathematics 10
Evaluation:
Answer key:
The graph shows the number of people in the Mall in every succeeding hours.
1. 50th percentile
2. 95th percentile

Describe the Graph of percentile by answering the following questions:

1. How many people are in the Mall at 12hours?

2. What is the time when the number of people is at 5,000?
3. What is percentile of the people in 6hours?
4. What can you say about the graph?

Reflection:

A. No. of learners achieve 80%: _______

B. No. of learners who require additional activities for remediation: ______

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Daily Lesson Plan in Mathematics 10
C. Did the remedial lessons work? _______
D. No. of learners who have caught up the lessons: ________
E. No. of learners who continue to require remediation: ________
F. Which of my teaching strategies worked well? Why did this work? _________
G. What difficulties did I encounter which my principal or supervisor help me solve? _________
H. What innovation or localized materials did I used/discover
I. which I wish to share with another teacher? ________

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Daily Lesson Plan in Mathematics 10