Grades School SAN GUILLERMO NATIONAL HIGH Grade Level 10
1 to 12 SCHOOL
Teacher SHEILA MARIE M. GARCIA Learning Area MATHEMATICS
DAILY LESSON Teaching Dates and Time APRIL 18-22, 2022 Quarter 4th Quarter – Week 1
PLAN GRADE 10 SSC 3:30- 4:30 PM
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
At the end of the lesson the students should be able to:
1. illustrate the following measures of position: quartiles, deciles, and percentiles;
2. calculate the specified measure of position of a set of data and
3. interpret measures of position.
The learner:
A. Content - demonstrate the understanding and key concepts of measures of position.
Standards
The learner:
B. Performance - is able to conduct systematically a mini-research applying the different statistical methods
Standards
C. Learning M10SPIVa-1 M10SPIVa-1 M10SPIVa-1 M10SPIVa-1 M10SPIVa-1
Competencies/
Objectives - illustrate the following - illustrate the following - illustrate the - illustrate - illustrate the
Write the LC code for measures of position: measures of position: following the following
each quartiles, deciles and quartiles, deciles and measures of following measures of
percentiles. percentiles. position: measures position:
quartiles, deciles of position: quartiles,
and percentiles. quartiles, deciles and
deciles and percentiles.
percentiles.
II. CONTENT Statistics
III. LEARNING
RESOURCES
A. References K-to 12 MELCS
1. Teacher’s Guide Page 320-332
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Math Antics
Resources Slideshare
IV. PROCEDURES
A. Reviewing Solving Problems involving Probability
previous lesson or
presenting the new
lesson Example 1:
The following information was
gathered from the Grade 10 Marcos
students who were asked about their
work time schedule task.
30 students worked in the morning
(M)
18 students worked in the afternoon
(A)
5 students worked in the morning
and afternoon
2 students do not work in the
morning and afternoon
Determine the following probabilities:
1. P (M)
2. P (A)
3. P(MuA)
Solution:
Using the venn diagram
B. Establishing a How important are positions and
purpose for the ranking to you?
lesson
C. Presenting Have you ever thought of comparing
examples/instances your academic performance rank
of the new lesson with that of your classmates? Do you
belong to the upper 10% of your
class?
What is your position among the
siblings in your family? 1st?2nd?3rd?
Were you able to take the National
Career Assessment Examination
(NCAE) when you were in Grade 9?
If yes what was your score and rank?
D. Discussing new The situation above show measures
concepts and of position. They are important tools
practicing new skills in Statistics that are vital in real life.
#1 They tell us where a particular data
value fills in the distribution
compared to the data as a whole.
The commonly used descriptive
measures of position called fractiles.
A given data set can be divided into
four, ten, and hundred parts sizes
and the corresponding measures of
position are called quartiles,
deciles and percentiles.
E. Discussing 1. QUARTILES
new concepts and
practicing new skills A quartile divides a sorted data set
#2 into 4 equal parts, so that each part
represents ¼ or 25% of the data set.
They are following: first quartile,
second quartile and third quartile.
They are denoted by Q 1, Q2 and Q 3
respectively.
2. DECILE
Deciles are the nine scire points
which divide a distribution into ten
equal parts. They are the following:
first decile, second decile, third decile
and so on and are denoted by D 1,
D 2, D 3,…… D 9
3.PERCENTILE
Percentiles are the ninety-nine score
points which divide a distribution into
one hundred equal part represents
the data set. The first percentile,
second percentile, and so on up to
ninety-ninth percentile are denoted
by P1, P2, P3,…… P99
Example 1:
The scores of seven (7) randomly
selected students in a 10-item
Mathematics Quiz are as follows:
3 4 5 7 8 9 10
Q1 Q2 Q3
Questions:
a. What is the lower quartile?
b. Determine the second quartile
c. What is the upper quartile?
d. Calculate the interquartile
range.
Solutions:
a. Q 1 = 4. The lower quartile is
4.
This means that 25% of the students
scored less than or equal to 4 in the
10-item Math Quiz.
b. Q 2 = 7. The second quartile is
7.
This implies that 50% of the students
scored less than or equal to 7.
c. Q 3 = 9. The upper quartile is
9.
This means that 75% of the students
scored less than or equal to 9. We
can also say that 25% of the
students scored greater than or
equal to 9 in the 10-item Math Quiz.
d. The interquartile range is the
difference between the upper
and lower quartile.
9-4 =5. Therefore, the interquartile
range is 5.
Example 2
The amounts of profit (in Pesos) of
nineteen (19) young entrepreneurs in
their School Bazaar Day in the
morning are shown below.
23, 24, 27, 30, 32, 32, 32, 33, 36,
36, 42, 45, 51, 54, 55, 55, 56, 57, 60
Questions:
a. What is the 1st decile?
b. Find the 8th decile.
c. What is the middle number?
d. How many entrepreneurs are
above the 6th decile?
Solutions:
a. D1 = 24. The first decile is
24.
This means that 10% of the
entrepreneurs earned below or equal
to ₱24 in their Bazaar Day.
b. D8 = 55. The first decile is
55.
This implies that 80% of the
entrepreneurs earned below or equal
to ₱55 in their Bazaar Day. 20%
earned above or equal to ₱55.
c. The middle number is the 5 th
decile. The 5th deciles is 36.
This means that 50% of the
entrepreneurs earned below or equal
to ₱55 in their Bazaar Day.
d. D6 = 45. The 6th decile is 45.
The numbers above or greater than
45 are 51, 54, 55, 56, 57 and 60.
Hence, there are 7 entrepreneurs
above the 6th decile.
Example 3
The data below are the distances
travelled (in kilometers) by fifteen
(15) participants in a certain fund-
raising marathon.
5 6 6 7 8 9 10 11 12
13 14 15 16 17 17
P25 D5
P75
Questions:
a. What is the 25th percentile?
b. Determine the 5th decile.
c. What is the 75th percentile?
d. Find the 50th percentile.
Solutions:
a. P25 = 7. The 25th percentile is
7.
This denotes that 25 % of the
participants travelled less than or
equal to 7 kilometers. On the other
hand, we can also say that 75% of
the participants travelled more than
or equal to 7km.
b. D5 = 11. The 5th decile is 11.
This implies that 50% of the
participants travelled less than or
equal to 11 kilometers.
c . P75 = 15. The 50th percentile is 15.
This means that 75% of the
participants travelled less than or
equal to 15 kilometers.
d . P 50 = 11. The 50th percentile is
11.
The 50th percentile is the same
as the 5th decile, 2nd quartile or
median.
F. Developing Activity 1: Please see attached activity
mastery (leads to Directions: Identify the term being sheet.
Formative described, Write your answers on a
Assessment 3) sheet of paper.
1. These are values that divide a
set of data in four equal
parts.
2. These refer to score points
which divide a distribution
into one hundred equal parts.
3. These are the nine values
which divide a distribution
into ten equal parts.
4. This refers to a point that
divide a distribution into two
equal parts. It is equal to Q2,
P50, and D5
5. It is the term used to describe
the difference between the
upper and lower quartile in a
set of data.
Activity 2:
Directions:
Study the illustration below and
supply the missing fractile to make
the statement correct. Write your
answers on a separate sheet of
paper.
1. Q 2 = P50 = ________
2. Q 1 = ________
3. P75 = _______
4. P10 = _______
5. D9 = _______
G. Finding practical
applications of
concepts and skills in
daily living
1. Making
generalizations and “Have you tried counting your troubles and joys? Which do you have more of?”
abstractions about
the lesson
2. Evaluating
learning
3. 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 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:
SHEILA MARIE M. GARCIA, MAED
Teacher II
Checked by:
MARICEL GATDULA
Head Teacher III- Mathematics
JOSEPHINE L. RAGUINI PhD
Principal III
