School Opol National Secondary Grade Level 10

Technical School
MY DAILY LESSON PLAN Learning Math
Teacher JOHN ROSEVIL B. SALAAN
Area
Teaching Dates and Quarter Fourth
Time
May 25, 2023
DAY: THURSDAY
GRADE & SECTION:
TIME: 2:00 – 3:00 p.m. ROOM: TEAKWOOD
Grade 10 Teakwood
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures
I. OBJECTIVES  must be followed and if needed additional lessons exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using formative assessment strategies. Valuing objectives supports the learning of content
and competencies and enables children to find significance and joy in learning the lessons. Weekly objectives shall be derived from
the curriculum guides.
The learner demonstrates understanding of key concepts of measures of
A. Content Standards
position.
B. Performance Standards The learner is able to conduct systematically mini research applying the
different statistical methods.
Learning Objectives:
1. Recall the different measures of position
C. Learning
Competencies/Objectives 2. Calculate specified percentile of a given set of data
3. Appreciate the importance of learning measures of position.

Learning competency: Calculates a specified measure of position (e.g. 90th

  Write the LC code for each
percentile) of a set of data (M10SP –IVb-1)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG. The content can be
tackled in a week or two.

II. CONTENT MEASURES OF POSITION GROUPED DATA

(QUARTILE)
List the materials to be used on different days. Valid sources of materials sustain children’s interest in the lesson and in learning.
III. LEARNING RESOURCES Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development
0. References
1. Teacher’s Guide K to 12 Grade 10 Curriculum Guide, Probability and Statistics, MELC, Module 1,
Quarter 4.
2. Learner’s Materials Printed Math 10 Module
3. Textbook Mathematics Learners’ Material, pages 56-65
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Powerpoint presentation, LAS
C. Routinary Activities Prayer, Attendance
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by the demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate time allotment for
each step.

Elicit (5 minutes) The teacher lets the students recall the different formulas used in solving measures of
position of ungrouped data.

What’s the recipe?

k
Quartile Qk = ( n+ 1 )
4
 k
Decile Dk=
10
( n+1 )

k
Percentile Pk =
100
( n+1 )

Process question:
1. What does k stands for?
2. What does n stands for?
3. What are the differences in quartile, decile, and percentile?
Engagement (5 minutes) Activity 2: Do you have sharp memory?

The following are scores of ten students in their 40-item quiz.

34 23 15 27 36 21 20 13 33 25.

1. What are the scores of the students which are less than or equal
to 25% of the data?

2. What are the scores of the students which are less than or equal
to 65% of the data?

3. What are the scores of the students which are less than or equal
to 8% of the data?

Were you able to get the measures of position? What do you

think is the importance of the measures of position? How
would you deal if the data scores/ values are in big numbers?
Exploration (10 minutes)

The Quartile of Grouped data

- Recall that, Quartiles are three values that split sorted data
into four parts, each with an equal number of observations.
Quartiles are a type of quantile. First quartile: Also known as
Q1, or the lower quartile. Second quartile: Also known as Q2,
or the median. Third quartile: Also known as Q3, or the upper
quartile.

( )
kN
−Cf b
Position of Qk =LB+
4
f Qk
ⅈ

LB – Lower Boundary

N – Total frequency

c f b - Cumulative frequency before Qk class

f Q - frequency of Qk class
k

i – size of class interval

k – nth quartile, where n stands for 1, 2, or 3.

LB - The lower-class boundary is found by subtracting 0.5 units

from the lower-class limit.

<cf - The Less than cumulative frequency distribution is

obtained by adding successively the frequencies of all the
previous classes along with the class against which it is written.

Example 1.
1. Calculate the Q1, Q2 and Q3 of the Mathematics test scores of
50 students.

Scores Frequency LB < cf

46-50 4 45.5 50
 41-45 8 40.5 46

36-40 11 35.5 38

31-35 9 30.5 27

26-30 12 25.5 18

21-25 6 20.5 6

Explanation (25 minutes) Activity 5: Look at me!

Present the frequency distribution. Group the class into 3. The students will
work as a group. Each group will be given a specified measure of positions to
compute. Let the students present their work and explain the process on how
they arrived at the answer.

Group 1: Quartile 1
Group 2: Quartile 2
Group 3: Quartile 3

Find the Quartile 1, Quartile 2, and Quartile 3 for the following

distribution.
Scores Frequency LB < cf
151-160 8
141-150 12
131-140 6
121-130 10
111-120 7
101-110 11
91-100 13
81-90 9
71-80 4

Rubric for Math Learning Stations Activity

Category Excellent (4) Good (3) Satisfactory (2) Needs Work (1)
Accuracy 90-100% of the Almost all Most (75-84%) More than 75%
steps and (85-89%) of of the steps of the steps and
solutions have the steps and and solutions solutions have
no solutions have mathematical
mathematical have no mathematical errors
errors mathematical errors
errors
Explanation Explanations Explanation is The explanation The explanation
are detailed clear is difficult to is difficult to
and clear understand but understand and
includes critical is missing
components several
components
 Cooperation All members of One member Two members Three or more
the group did not did not members
contributed cooperate cooperate refused to
ideas, and actively cooperate, or
resources for participate to
the success of do the task
the activity given.
Use of Time The student Students use Students use Students do not
uses their time most of their some of their use their time
to work time to time to work to work
productively working productively productively
and efficiently productively and efficiently and efficiently.
and efficiently students are
frequently off
task.
Elaboration (2 minutes) Ask the following questions to the learners:
1. How do we solve for Quartiles of grouped data?
2. How do we use the quartile class to solve for the value of
quartiles?
Evaluation (10 minutes) Activity 6: Am I a scholar?

Scores Frequency Lower Boundary < Cf

39-41 6

36-38 7

33-35 9

30-32 13

27-29 22

Direction: Complete the table below and find the Quartile 3 of the scores.

Extend /Assignment (3 minutes) Let’s Do It!!!

With your assigned group

Goal- challenge problem

Determine the Quartiles of the Allowance of your classmates per day.
Role or Responsibility
To measure the Quartiles of the daily allowance of your classmates.
Audience
Classmates
Situation or Scenario
Interview your classmates and ask them for their daily allowances.
Measure the positions of the allowance of your classmates’ using quartiles and
 make a table of it.
Product or Performance
Make a table and measure the quartiles of the daily allowance of your
classmates.
Standards- expectations
Able to solve for the Quartile 1, Quartile 2, and Quartile 3.

Category 4 3 2 1

Word The word problem The word problem The word problem The word problem
problem is written in clear is written in clear is written in clear is not written in
language. It is language. It is language. It is not clear language. It is
appropriate for the appropriate for the appropriate for the not appropriate for
lesson. lesson with minor lesson. the lesson.
flaws.

Solution Solution is correct Solution is correct; Solution is Solution is

and all however, some incorrect; however, incorrect and the
representations are representations are the student showed student didn’t show
shown. not shown. some of the representation.
representation.

Content Student evidently The student The student Student does not
understands the understands some understands a little understand the
Mathematical of the Mathematical of the Mathematical
concepts. concepts. Mathematical concepts.
concepts.

Score

V. REMARKS
Reflect on your teaching and assess yourself as a teacher.  Think about your student's progress this week. What works? What else
VI.REFLECTION needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.
0. No. of learners who earned
80% on the formative assessment
B. No of learners who require
additional activities for
remediation
Did the remedial lessons work?
C. No. of learners who 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?

ASSESSMENT PLAN
DAY INTENDED LEARNING ASSESSMENT PURPOSE AND ASSESSMENT
OUTCOME TASK./ INTENDED TOOL
ACTIVITY LEARNING
TARGET
DAY Describe numbers Formative Assessment/ Differentiate Quartiles, Face to Face
Deciles, and Percentile
1 Recall the formula of measures of Drill works formula. Individual Activity
position of ungrouped data.
Oral Recitation on
formulas

DAY Recall the use of formula of measures Seatwork Write the formula of Individual Task
of position of ungrouped data. Quartiles.
1 Give formula of Seatwork where
Quartiles of ungrouped Identify the Decile and students are asked to
data. percentile. answer some questions
in their seats.
Give the deciles of
ungrouped data.

Give the percentile of

ungrouped data.

DAY Measures of Position Discussion Define the Measures of Discourse in the class
Position of Grouped
1 data.
Use the formula of Quartile of Solve for Quartiles of
Grouped data Scores.

DAY Determine the Quartiles of Grouped Group seatwork Solve for Quartile of Each group are task
data. Grouped data with certain quartiles
1 of the same table and
will solve for the
measures of position.
Each group is to
Explain their answers
in front of their
classmates.

Explanation of
Answers in the class is
by group

AUTHENTIC ASSESSMENT
Topic MEASURES OF POSITION GROUPED DATA
(QUARTILE)
Essential Calculates a specified measure of position (e.g. 90th percentile) of a set
Knowledge and of data.
Skills
Time Frame 1 day
Student Instructions Goal- challenge problem
Determine the Quartiles of the Allowance of your classmates per
day.
Role or Responsibility
To measure the Quartiles of the daily allowance of your
classmates.
Audience
Classmates
Situation or Scenario
Interview your classmates and ask them for their daily
 allowances. Measure the positions of the allowance of your classmates’
using quartiles and make a table of it.
Product or Performance
Make a table and measure the quartiles of the daily allowance of
your classmates.
Standards- expectations
Able to solve for the Quartile 1, Quartile 2, and Quartile 3.

Assessment Category 4 3 2 1
Instrument
Word The word problem The word problem is The word problem The word problem is
problem is written in clear written in clear is written in clear not written in clear
language. It is language. It is language. It is not language. It is not
appropriate for the appropriate for the appropriate for the appropriate for the
lesson. lesson with minor lesson. lesson.
flaws.

Solution Solution is correct Solution is correct; Solution is Solution is incorrect

and all however, some incorrect; however, and the student
representations are representations are the student showed didn’t show
shown. not shown. some of the representation.
representation.

Content Student evidently The student The student Student does not
understands the understands some of understands a little understand the
Mathematical the Mathematical of the Mathematical Mathematical
concepts. concepts. concepts. concepts.

Score

CHECKED BY:
PREPARED BY:
CARMELYN L. DANGCAL
JOHN ROSEVIL B. SALAAN Head Teacher I-Math Dept.
TEACHER I

CHECKED BY: APPROVED BY:

CIELO S. LANZADERAS MELENDE B. CATID, Ph.D.
Master Teacher I-Math Dept. SECONDARY SCHOOL PRINCIPAL III