.

School BAUNGON N.H.S. Grade Level Grade 10

GRADES 1-12 Teacher MARIA FE M. GALARPE Learning Area Mathematics
DAILY LESSON LOG MTWThF 8:30-9:10, 9:10-9:55, 10:15-11:00, 11:00-11:45,
Teaching Date and Time 1:50-2:50, 2:50-3:30 Quarter Fourth
April 8-12, 2024
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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
I. OBJECTIVES may be done for 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
The learner demonstrates understanding of key concepts of measures of position.
Standards
B. Performance The learner is able to The learner is able to The learner is able to The learner is able to The learner is able to use
Standards conduct systematically a conduct systematically a conduct systematically a conduct systematically a conduct systematically a
mini research applying the mini research applying the mini research applying the mini research applying the mini-research applying the
different statistical different statistical different statistical different statistical different statistical
methods. methods. methods. methods. methods.
Learning competency: Learning competency: Learning competency: Learning competency: Learning Competency:
Calculates a specified Calculates a specified Calculates a specified Calculates a specified Interprets measures of
measure of position (e.g. measure of position (e.g. measure of position (e.g. measure of position (e.g. position. (M10SP-IVc-1)
90th percentile) of a set of 90th percentile) of a set of 90th percentile) of a set of 90th percentile) of a set of Learning Objectives:
data ( M10SP –IVb-1) data ( M10SP –IVb-1) data ( M10SP –IVb-1) data ( M10SP –IVb-1) 1. Recall the definition of
Learning Objectives: Learning Objectives: Learning Objectives: Learning Objectives: quartiles as measures
C. Learning
1. Recall the different 1. Recall the different 1. Recall the different 1. Recall the different of position;
Competencies/
measures of position measures of position measures of position measures of position 2. Interpret the computed
Objectives
2. Calculate specified 2. Calculate specified 2. Calculate specified 2. Calculate specified measures of position
measure of position of a measure of position of a percentile of a given set of measures of position of a from a given set of data;
given set of data given set of data data given set of data and
3. Appreciate the 3. Appreciate the 3. Appreciate the 3. Appreciate the Exhibit critical and analytical
importance of learning importance of learning importance of learning importance of learning thinking skills in solving
measures of position. measures of position. measures of position. measures of position. word problems.
II. CONTENT Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability INTERPRETING MEASURES
OF POSITION: QUARTILES
III. LEARNING
Teacher’s guide, learner’s module, activity sheets for dependent learning, worksheets for independent learning, reference books
RESOURCES
A. References
1. Teacher’s
Pages 314 - 352 Pages 314 - 352 Pages 314 - 352 Pages 314 - 352
Guide
2. Learner’s
Pages 355 - 402 Pages 355 - 402 Pages 355 - 402 Pages 355 - 402 (include page 374)
Materials
Grade 10 Mathematicsby
3. Textbook
Gladys C. Nivera, Ph. D.
pages
pages 398-402
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 pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new things, practice the
IV. PROCEDURES 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.
Let the students recall on The teacher presents the The teachers lets the 1. What are quartiles?
the steps in finding the following activity and lets students recall the different 2. How do you solve for
formulas used in solving the quartiles of an
measures of position of ungrouped data?
ungrouped data. 3. What percentage of
your data falls:
A. Review previous 4.
lesson or
presenting the
new lesson the students analyze the
description

quartile of ungrouped data

using the method below:
B. Establishing a The teacher lets the The teacher lets the The teacher lets the The teacher lets the I. The teacher presents the
purpose for the students understands that students understands that students understands that students understands that following quote to the
lesson measures of position is a measures of position is a measures of position is a measures of position is a students and will solicit their
number that tells where number that tells where number that tells where the number that tells where ideas and reaction:
the score stands relative the score stands relative score stands relative to the the score stands relative
to the others in a set of to the others in a set of others in a set of data. to the others in a set of
data. data. data.
 The teachers allow varied
answers from the students

II. The definition asks the

students about quartiles and
what have they learned
about it.
Quartiles are the score
points which divide a
distribution into four equal
parts. Twenty-five percent
(25%) of the distribution fall
below the first quartile, fifty
percent (50%) fall below the
second quartile, and
seventy-five percent (75%)
fall below the third quartile.

The teacher lets the The teacher discusses the The teacher lets the student Let the students study and The teacher presents the
students answer the idea of percentile and the answer the given activity: understand the example following scenario to the
following by pair: steps in solving the on page 391-392 students:
percentile of grouped 
Scenario 1:
Ana says the mathematics
test is so difficult. There
were 200 test takers
including her. Her score is
C. Presenting
15 out of 20. Her score
examples/
data. belonged to the 1st quartile.
instances of the

new lesson
Question: Would you agree
with Ana that the test is
difficult?
 (The teacher allows
varied responses and
does not give YET the
answer)


 Let the students answer The teacher discusses the  Percentile Rank Guide question for analysis:
the given activity: answer to this given 5. What percentage of
sample problem test did Ana answered
correctly? If the
passing was 75%,
would she have
passed the test?
(Ans. 75%, yes)
6. If the passing was
D. Discussing new 75%, about what
concepts and percentage of test
practicing new takers passed the
skills #1 test? About what
percentage of the test
 takers failed the test?
 (75% passed the test)
7. Did the majority of
the class pass or fail?
Majority passed
8. Was the test easy or
difficult? Easy

E. Discussing new The teachers lets the The teacher lets the The teacher lets the The teacher asks the
concepts and student answer the students study and students analyze the given students to fill in the table:
practicing new questions that follow the understand the given example
skills #2 given situation orally. example and solution on GROUP WORK:
page386 of the learner’s
module.
Percentage of
the population
QUARTILE
falling below the
quartile

First Quartile
Second Quartile
Third Quartile

KEY:

QUARTILE Percentage of
the population
falling below the
quartile
 First Quartile 25%
Second Quartile 50%
Third Quartile 75%
The teachers lets the Let the students answer Scenario: Your best friend,
students answer the who is a 15 year-old grade
10 student, believe that she
is generally young for her
grade level. Upon gathering
of data, it has been found
out that the first quartile is
following activity to 16 years old.
enhance understanding Questions:
about the topic. 1. Would you agree with
your best friend? (Yes)
2. What percentage of the
students have ages 16 and
F. Developing below? (25%)
mastery (leads the following by group 3. What percentage of the
to formative students have ages 16 and
assessment above? (75%)

In the given data set, find

the 1st quartile.
75 60 50 45 78 80 85
90 98 99 56 64

Key:
60

G. Finding practical The teacher will give

applications of another scenario to the
concepts and students:
skills in daily You go off at 5:00 pm
living from school. You notice
that most of your
classmates are online after
 class. You conduct a survey
on the number of hours you
and your classmates spend
on the internet after class.
You computed for the
second quartile and got a
value of 2 hours. What can
you conclude based from
the computed quartile?

Key:
Answers may vary. Teachers
must evaluate students
responses and use probing
questions to arrive at the
following conclusions:
9. 50 % of the students
spend less than 2
hours in the internet
after class.
10. 50% of the students
spend more than 2
hours in the internet
after class
The mean of the data on
the usage of internet of
students after class is
2hours.
H. Making The teacher summarizes The teacher summarizes The teacher summarizes The teacher summarizes Guide questions:
generalizations mathematical skills or mathematical skills or mathematical skills or mathematical skills or 11. What
and abstractions methods used to identify methods used to identify methods used to identify methods used to identify percentag
about the lesson measures of position measures of position. The measures of position. The measures of position. The e of the
through questions like: students were able to students were able to students were able to population
1. What are the methods interpret measures of interpret measures of interpret measures of fall under
used in finding for the position of a set of data position of a set of data and position of a set of data first
measures of position? and solve problems solve problems involving it. and solve problems quartile?
2. Are the methods the involving it. involving it. Second
same with the different Quartile
measures of position 2? Third
solved? Quartile?
3. Can you identify the use 12. Which
of these measures of quartile
position? does
Key: majority of
 Varied answers from the the data
students fall under?

Key:
1. 25%, 50% and 75%
2. Third Quartile
The teacher lets the Let the students answer 1. Your school’s population
students answer activity the activity: significantly increases every
11, page 375 year. Your mother tells you
that your school is one of
the big schools in Mandaue.
You asked your teacher and
she tells you that the
school’s population belongs
to the 3rd quartile as
compared to all other
schools in the city.

Questions:
1. Would you agree with
your mother? (yes)
2. What percentage of the
I. Evaluating
schools in Mandaue has
Learning
lesser population as
compared to your school?
(75%)
2. What percentage of the
schools in Mandaue has
greater population as
compared to your school?
(25%)

J. Additional
activities or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done to help the pupils/students learn? Identify what
 help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson 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: Checked by: Approved by:

MARIA FE M. GALARPE REAH B. RUITA NANETTE D. SORIANO, PhD

MATH Teacher Grade 10 Curriculum Chairperson School Principal