DAILY LESSON LOG OF M10SP-IVa-1 (Week One-Day One)

School BANATE NATIONAL HIGH SCHOOL Grade Level Grade 10

Teacher JESSA LOU C. MOSQUEDA Learning Area Mathematics
Teaching Date and Time Quarter Fourth
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 may be done for
I. OBJECTIVES 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 Standards The learner demonstrates understanding of key concepts of measures of position.
B. Performance Standards The learner is able to investigate thoroughly the mathematical relationship in various
situations, formulate real-life problems involving measures of position and, solve them using a
variety of strategies.
Learning Competency: Illustrates the measures of position (M10AL-IVa-1)
Learning Objectives:
C. Learning Competencies/
1. Illustrate the measures of position (Quartiles)
Objectives
2. Identify the score of lower, middle and upper quartile
3. Display cooperation in the group activity
II. CONTENT Measures of Positions (Quartiles)
III. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 323-326
2. Learner’s Materials Pages 362-367
3. Textbook pages Grade 10 Mathematicsby Gladys C. Nivera, Ph. D. 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
IV. PROCEDURES things, practice the 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.

A. Review previous lesson or The teacher lets the students observe the pictures below.
presenting the new lesson

Look at the pictures shown above. Do you recognize them? Did you take teh NCAE ( National
Career Assessment Examination when you were in Grade 9? If so, what was your score? Did you
know your rank?
Have you thought of comparing your academic performance with that of your classmates?
Have you wondered what score you need for each subject area to qualify for honors?
Whenever your teacher asks your class to form a line according to your height, what is your
position in relation to your classmates?
Have you asked yourself why a certain examinee in any national examination gets higher
rank than the other examinees? Some state colleges and universities are offering scholarship
 programs for graduating students who belong to the upper 5%, 10%, or even 25%. What does
this mean to you?

Varied answers drawn from the students

B. Establishing a purpose for The students realizes the importance and usefulness of the concept of the measures of position
the lesson in dealing real- life situations.
 The teacher unlocks the following terminologies.
1. Deciles 2. Percentiles 3. Quantiles 4. Quartiles

Answer Key
1. Deciles - the nine score-points which divide a distribution into ten groups. These deciles are
denoted as D1, D2, D3,…,D9.
2. Percentiles - the ninety-nine score points which divide a distribution into one hundred groups
C. Presenting examples/
so that each group represents 1 100 of the data set. They are used to characterize values
instances of the new lesson
according to the percentage of values below them.
3. Quantiles - measures of positions that divide a distribution into four, ten, and hundred equal
parts. Such measures of positions are quartiles, deciles, and percentiles.
4. Quartiles - the score- points which divide a distribution into four groups. 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.

D. Discussing new concepts  Lets the students do the following activity.

and practicing new skills #1
ACTIVITY 4: Watch This!
In this activity, ask students to form a group of 10 and let the group fall in line according to
their height. See to it that all students are participating actively. Ask them to answer the
questions based on their activity. They must be able to defend their answers using quartiles.

Answer Key
1. It means that 2 or 20% of the students are shorter than you.
2. Middle quartile is also the median. a. The first quartile, 3, is obtained by observing the
 position of 3 which is in the middle of the numbers from 1 to 5. b. The second quartile, 5, is
obtained by observing the position of 5 which is in the middle of the numbers from 1 to 9. c. The
third quartile, 8, is obtained by observing the position of 8 which is in the middle of the numbers
from 6 to 9.
E. Discussing new concepts
and practicing new skills #2
The students will answer the following with a partner.
Answer the following.
1. The scores of 10 students in a Mathematics seatwork are:
7,4,8,9,3,6,7,4,5,8
a. What score illustrates the lower quartile?
b. What score illustrates the middle quartile?
c. What score illustrates the middle quartile?
d. How did you get your answers?

F. Developing mastery (leads Answer key

to formative assessment

a. 4 b. 6.5 c. 8
e. First, arrange the given scores. Then locate the position whether
lower, middle and upper quartile. Find the equivalent score of the located position.
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the lesson to come up with the following:
Quartiles

H. Making generalizations and

abstractions about the
lesson

The teacher lets the students answer individually the formative assessment.
Identify the waiting time that illustrates the following position.
1. Q1
2. Q2
3. Q3
The list shows the waiting time (in minutes) of a customer before his or her call is
answered.
I. Evaluating Learning 5 8 3 1 2 9 4 10 15 12
4 12 11 8 7 6 12 14 15 6

Answer Key
1,2,3,4,4 ,5,6,6,7,8, 8, 9,10,11,12, 12, 12,14,15,15
1. 4.5 mins
2. 8 mins
3. 12 mins
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION

Prepared by: Checked by:

DURON -
JESSA LOU C. MOSQUEDA CLEOFE S. FLORENO
CAPAPAS -
MATH TEACHER MASTER TEACHER I TAPDASAN -
DALIGDIG -
SUERTE -