Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III – Central Luzon
SCHOOLS DIVISION OF SAN JOSE DEL MONTE CITY
SAPANG PALAY NATIONAL HIGH SCHOOL
City of San Jose Del Monte, Bulacan
Semi-Detailed Lesson Plan in Mathematics 10
Measures of Position (The Percentiles for Grouped Data)
Date: _____________ Grade and Section: _______________
Time: _____________ Mode of Observation: Lecture Demo
Content Standards:
The learner demonstrates understanding of key concepts of measures of position.
Performance Standards:
The learner is able to conduct systematically mini research applying the different statistical
methods.
Target Learning Competency:
The learner illustrates the following measure of position: quartile for grouped data.
Code: M10SP-IVa-1
I. Objectives
At the end of the lesson, learners should be able to:
a. Solve for given percentile of grouped data by conducting mini research inside the classroom and
accurately computing the percentile.
b. Interpret the meaning of those percentiles within the context of the given research question.
c. Value the importance of computing percentiles to gain insights and make informed decisions.
II. Subject Matter
Topic: Measures of Position
Sub-topic: The Percentiles for Grouped Data
References: Learner’s Module in Mathematics 10 pages 385 - 388
Materials: Sortnumbers App, Tarpapel (group hand-outs), chalk and board, individual hand-outs
Teaching Strategies: 5 E’s,
III. Procedures
A. Preliminary Activities
Greetings
Prayer
Attendance (during practice exercise).
B. Motivation
Today, we’re going to become real-life researchers right here in our classroom. We’ll be
collecting data, organizing it, and using a powerful tool called percentiles to see what it
really tells us. Think of it like being a detective, but instead of solving mystery, we’re
unlocking the secrets of data! Are you ready to discover the power of statistics and see how
it can help us understand our world better? (Engage)
Here are the things that you must do as researchers:
1. Choose your questions/category (They have already given their category).
2. Collect your data (They are done with data gathering phase).
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3. Organize your data (They will arrange their data in ascending order using the SortNumbers App, an
app that is available in Play store).
4. Calculate those percentiles (Analysis phase).
5. Uncover the story (interpretation and valuing phase).
The students were grouped into three, and they were given category to ask their classmates
about. Grouped 1 focused on their scores from recently completed fourth summative exam
in Math, Group 2 on their classmates’ daily allowance, and Group 3 on their height in
centimeters, each group will collect data from their classmates, with total number of 30
students (N = 30). These data will be used to create frequency distribution table, compute
specific percentile values, and interpret them. (Explore)
Group 1: Scores in Fourth Group 2: Daily allowance Group 3: Height in cm Solve for
Summative Test in Math Solve for P50 P75
Solve for P25
Francisco Fontillo Abong
Caoile Laxamana Berces
Alferez Pabalan Olalia
Burayag Balbalosa Inakay
Carreon Espiritu Baal
Abutin Visbal Veral
Gabion Bertulfo Gallardo
Nabidas Valencia Ferrera
Cruz Nungay Villanueva
Dayap Morales Rotairo
C. Lesson Proper (Explain)
All groups will be given 10 minutes to arrange their data, create the frequency distribution
table, solve for the requested percentile, and interpretation of the results.
Remember: Percentiles for Grouped Data – divides the distribution into ten equal parts.
( )
kN
−cf b
100
Pk =LB+ i
f Pk
Where:
LB = lower boundary of Pk class
kN
(percentile class)
100
cf b= cumulative frequency of the class before Pk
f Pk = frequency of the Pk class
i = class interval size
Steps In Solving Percentiles (After creating frequency distribution table)
1. Calculate the percentile class.
2. Locate the percentile class.
3. Solve for the value of the given percentile.
4. Interpret the result.
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Each group will be given 3 minutes each to present and explain their work. This is where the
teacher can clarify common misconceptions and errors.
These should be the content of their presentation.
For Group 1:
The table below shows the result of a 40-item Fourth Summative test in Mathematics of 30
students of 10-Tourmaline. Calculate the P25
The result of a 40-item test in Mathematics of 30 students of 10-Tourmaline
Class Interval Frequency Lower Boundaries Less than Cumulative Frequency
Score (f) (LB) (<cf)
Lower class limits are always located at the left side of the class interval. To find the
lower boundary we subtract 0.5 to each lower-class limit. What is the importance of lower
boundaries? It helps us to bridge the gaps that exist between class limits, providing more
accurate representation of the data’s distribution.
For less than cumulative frequency, the first cumulative frequency is the same as the
first frequency. For each subsequent row, add the current frequency to the previous cumulative
frequency. What is the importance of this? It tells us how many data points are smaller than
that value.
Steps In Solving Percentiles (After creating frequency distribution table)
1. Calculate the percentile class.
2. Locate the percentile class.
3. Solve for the value of the given percentile.
4. Interpret the result.
Find P25
Step 1: Solve for P25 class.
kN
P25 class = 100
( )( )
= 100
=
Step 2: Locate the class interval where the _______ score lies.
Cfb
FP25 LB
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Step 3: Find the value of P25
( )
kN
−cf b
100
P25=LB+ i Given:
fP k
LB = ____
P25=¿ ¿ kN
= _____
100
cf b = ____
P25=¿ ¿ ) f Pk = _____
i = _____
P25=¿ ¿ )
P25=¿ ¿
P25=¿ ¿
Step 4: Interpretation
Therefore, 25% of the students have a score less than or equal to ________.
(Tell them that P25=Q1)
For Group 2:
The table below shows the daily allowance of 30 students of 10-Tourmaline. Calculate the
P50.
The tally of daily allowances of 30 students of 10-Tourmaline
Class Interval Frequency Lower Boundaries Less than Cumulative Frequency
Score (f) (LB) (<cf)
Steps In Solving Percentiles (After creating frequency distribution table)
1. Calculate the percentile class.
2. Locate the percentile class.
3. Solve for the value of the given percentile.
4. Interpret the result.
Find P50
Step 1: Solve for P50 class.
kN
P50 class = 100
( )( )
= 100
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=
Step 2: Locate the class interval where the _______ lies.
Cfb
FP50
Step 3: Find the value of P50 LB
( )
kN
−cf b
100
P50=LB+ i Given:
fP k
LB = ____
P50=¿ ¿ kN
= _____
100
cf b = ____
P50=¿ ¿ ) f Pk = _____
i = _____
P50=¿ ¿ )
P50=¿ ¿
P50=¿ ¿
Step 4: Interpretation
Therefore, 50% of the students’ daily allowance is less than or equal to ________.
(Tell them that P50=Q2=D 5)
For Group 3:
The table below shows the height in cm of 30 students of 10-Tourmaline. Calculate the P75.
The tally of heights of 30 students of 10-Tourmaline
Class Interval Frequency Lower Boundaries Less than Cumulative Frequency
Score (f) (LB) (<cf)
Steps In Solving Percentiles (After creating frequency distribution table)
1. Calculate the percentile class.
2. Locate the percentile class.
3. Solve for the value of the given percentile.
4. Interpret the result.
Find P75
Step 1: Solve for P75 class.
kN
P75 class = 100
( )( )
= 100
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=
Step 2: Locate the class interval where the _______ lies.
Cfb
FP75
Step 3: Find the value of P75 LB
( )
kN
−cf b
100
P75=LB+ i Given:
fP k
LB = ____
kN
= _____
100
P75=¿ ¿
cf b = ____
f Pk = _____
P75=¿ ¿ ) i = _____
P75=¿ ¿ )
P75=¿ ¿
P75=¿ ¿
Step 4: Interpretation
Therefore, 75% of the students’ height is less than or equal to ________.
(Tell them that P75=Q3)
D. Practice Exercises (See attachment)
E. Application (See attachment) Elaborate
F. Generalization
1. What are the steps in computing the percentiles?
2. What are the importances of computing percentiles in making informed decisions?
IV. Evaluation: Complete the following distribution that shows the amount of time 50 randomly students
spend in playing online mobile games daily. Evaluate
Amount of time the 50 students spend in playing online mobile games daily
Less than cumulative
Number of Minutes Frequency (f) Lower Boundaries (LB)
frequency (<cf)
151-180 2 ______________ ____________
121-150 6 120.5 48
91-120 15 _____________ _____________
61-90 18 60.5 27
31-60 7 _____________ _____________
1-30 2 0.5 2
Find P44
Step 1: Solve for P83 class.
kN
P44 class = 100 Given:
k = ____
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N =____
( )( )
= 100
()
= 100
= _______
Step 2: Locate the class interval where the ______ lies.
_______ _____ ______
_____
Cfb
FP83 LB
Step 3: Find the value of P44
( )
kN
−cf b
100
P44 =LB+ i Given:
fPk
LB = ____
kN
= _____
P44 =¿ ¿ 100
cf b = ____
f Pk = _____
P44 =¿ ¿) i = _____
P44 =¿ ¿)
P44 =¿ ¿
P44 =¿ ¿
Step 4: Interpretation: Therefore, 44% of the students spent time playing online mobile games is less
than or equal to _______.
V. Assignment
Refer to the frequency distribution table in evaluation part and calculate P23
Prepared by: Checked and Observed by:
Evangeline V. Gelicame Victor O. Gamba
Teacher I Master Teacher I
Bryan M. Manile
Head Teacher III
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