DETAILED LESSON PLAN IN MATHEMATICS 10 QUARTER 4

Topic Illustrating Measures of Position: Quartiles

I. Objective
A. Content The learner demonstrates understanding of key concepts of measures of
Standards position.
B. Performance The learner is able to conduct systematically a mini-research applying the
Standards different statistical methods.
C. Most Essential Illustrates the following measures of position: quartiles, deciles and percentiles.
Learning (M10SP-IVa-1)
Competencies

Illustrates the measures of central tendency (mean, median, and mode) of a

statistical data. (M7SP-IVf-1)

Nailalarawan ang pagkakakilanlang heograpikal ng Pilipinas: (b) Heograpiyang

Pantao (populasyon, agrikultura, at industriya) (Grade 4)

Sub-objectives:
At the end of the lesson, the learners must be able to:
1. illustrate quartiles;
2. evaluate the value of the 1st, 2nd, and 3rd quartile; and
3. appreciate the importance of quartiles by stating applications in real-life
situations.
II. Content 4th Quarter: Module 1 – Measures of Position (Quartiles)
III. Learning
Resources
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Quarter 4 – Module 33: Measures of Position of Ungrouped Data
Materials Pages
3. Textbook pages Mathematics Learner’s Module pp. 362-372
B. Other Learning
Visual Aids, Laptop, Television, Worksheets
Resources
IV. Procedures
DAILY ROUTINE
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
1. Prayer

Everyone, please stand. Carla, kindly lead the prayer.

Okay, ma’am. Let us pray.
(Prayer) Amen.
 2. Greetings

Thank you, Carla. Good afternoon, Darwin. Good afternoon, Ma’am

Garcia.

(The students will pick up

the pieces of paper and
Before we begin, please arrange your chairs and pick up the pieces of trash.)
paper or trash. Thank you.

(The students will now take

their seats.)

Okay class, you may now take your seats.

This is duly noted, ma’am.

3. Attendance

Group leaders, here are the index cards. Distribute them among your
members. Everyone, once you have yours, please write the date today
for your attendance. I will collect those again before the end of our
session. Leaders, please write the date today and the word ‘absent’ on
the index cards of your group’s absentees.

ENGAGE (5 minutes)
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
To begin, let us have a recap of our previous lesson by having a Think, Ma’am, it was about the
Pair, and Share activity, but first, for 1 stick, what was our previous measures of central
topic about? Yes, Aljur? tendency.

Very good, Aljur, that is correct. Our previous topic was about measures
of central tendency and our activity will involve that lesson. The reason
why we are going to use laptops today is because our activity will be
done in Kahoot!.

Since this is a pair and share activity, please choose a partner among
your seatmates or classmates close to your seat to minimize the noise.
Also, you need to create a nickname for your pair which has a maximum This is noted, ma’am. (in
of 15 letters. We are going to use that later in the game. I will give you a chorus)
minute to decide.

(A minute has passed.)

Does everyone have a pair?

Yes, ma’am. (in chorus)

That is good. Let us proceed. First, make sure that your laptops are
connected to the internet. Then, proceed to Microsoft Edge or Google
Chrome and type kahoot.com. Click “Join Game” or “Play” as soon as
you access it.

Can you follow?

Very good. I will generate the code now. The PIN that you need to input Yes, ma’am. (in chorus)
is 123 4567. Then proceed to put the nicknames you created a while
ago. I will give you a minute to join.

Now that you are all in the game, let me explain the mechanics briefly.
Our activity consists of 5 questions and each question can only be
answered from 10 to 30 seconds, depending on the difficulty of the
question. Pay close attention to the presentation so you won’t miss it. is
that clear?

Yes, ma’am. (in chorus)

Do you have any questions?

If you are ready, let us now begin. For the first question, “I appear the
most in a given set.” Is it the measures of central tendency, mean,
median, or mode? None, ma’am. (in chorus)

Very good, class. A lot of the pairs got the correct answer. Let’s proceed
to the next one. “I am also referred to as average.” Is it the measures of
(The students will pick their
central tendency, mean, median, or mode?
answers.)

Great job, everyone. Let’s have the next question. “I am the middle
value in a set of data arranged in numerical order.” Is it the measures of
central tendency, mean, median, or mode? (The students will pick their
 answers.)

Very good. It seems like you were able to remember a lot from our
previous discussion. Next question. “What is the mode of the data set?
70, 75, 83, 85, 88, 90, 90, 90, 95, 96” Is it 70, 90, 83, or 95?
(The students will pick their
answers.)

Excellent, class. You did great. For our final question, “What is the
median of the data set? 70, 75, 83, 85, 88, 90, 90, 90, 95, 96” Is it 88,
89, 90, or 91?

(The students will pick their

answers.)
Great job, everyone. You all did excellent in our activity.
Congratulations to the top 3 on the podium. Let’s give them a round of
applause.

(The students will pick their

The top 3 on the podium will receive 5, 4, and 3 sticks in the recitation, answers.)
respectively. The other students who participated will still receive 2
sticks each in the recitation. Is that clear?

(The students will clap their

hands.)
Since we are done using the laptops, please shut down your laptops and
put them in the middle of the table so it won’t fall off.

Yes, ma’am. (in chorus)

EXPLORE (5 minutes)
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Let us now take a look at these pictures. For 2 sticks, what do you think
do the pictures indicate? Do the pictures have connections? Does it tell a
story?
Yes, Miggy?

Very good, Miggy. Aside from the honor students, what else can you
observe? Yes, Carla?
Ma’am, the picture indicates
that the students in the
classroom may be honor
students and that they are
awarded.

Excellent, Carla, that is correct. These honor students have a ranking

based on their grades. Let’s have another example. Knowing the
population of each province in the Philippines is a way to be aware on
our country’s geographical identity. In our next example, I will show Ma’am, they have a top 1, 2,
you the top 10 most populated provinces in the Philippines last 2020. and 3.

Rank Province Population

1 Metro Manila 13,484,462
2 Cebu 5,151,274
3 Cavite 4,344,829
4 Bulacan 3,708,890
5 Laguna 3,382,193
6 Rizal 3,330,143
7 Negros Occidental 3,223,955
8 Pangasinan 3,163,190
9 Batangas 2,908,494
10 Pampanga 2,900,637

Which among the provinces got the highest population? Yes, Marvin?

Very good, Marvin. One stick for you. Now, which among the
provinces got the lowest population based on the table? Yes, Cristel?

Very good, Cristel. One stick for you. For the next one, which among Ma’am, Metro Manila is the
the provinces have populations ranked in the middle? Yes, Jerome? most populated.
 That is correct, Jerome. Aside from the highest and the lowest, there are
still other ways to interpret, represent, or compare the data that we have
Ma’am, it’s Pampanga
gathered or observed using their rankings or positions.

This concept can be related to our topic for today which is about
measures of position, wherein we will be focusing only on one which is
about quartiles. To proceed, the objectives of our lesson would be to
illustrate, evaluate, and appreciate quartiles by stating real-life situations Ma’am, it’s Laguna and
of their applications. Rizal.

EXPLAIN (20 minutes)

TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Let us first define the measures of position and in what aspect of our life The measures of position
do we use them. Who would like to read? Yes, Andrei? tell where a score stands
relative to the others in a set
of data. These are the
measures that tell whether a
value is average, or whether
its unusually high or low.

Quartiles are the 3 score

points that divide a
distribution into four equal
Thank you, Andrei. In our lesson for today, we will talk about the parts.
positions of the scores or data in a data set to compare to the other data
in the set. There are three measures of position namely quartiles, deciles,
and percentiles. However, we are only going to focus on quartiles on
ungrouped data today. Let us define quartiles. For one stick, who would
like to read? Yes, Joenie Fei?

Thank you, Joenie Fei. This illustration shows you the three score points
and the four equal parts of the distribution.
The data to the left of the first quartile are lower than the first quartile.
In other words, 25 % of the distribution is lower than the first quartile.
Next, we can also say that 50% of the distribution is lower than the 2 nd
quartile while 75% of the distribution is lower than the 3rd quartile.

There is also what we called interquartile range which is the

difference between the 3rd quartile and the 1st quartile.

The quartiles are also called the following. For one stick, who would The first quartile is also
like to read the first one? Yes, Rianne? called the lower quartile.

Thank you, Rianne. For the next one, let me call on Izabelle. The second quartile is also
called the median.

Yes, ma’am. (in chorus)

Thank you, Izabelle. As you can see, the 2 nd quartile is located in the
middle. From your Grade 7 Math on the measures of central tendency,
and the introduction to our topic today, we have learned that the value
located in the middle of a data set is called a median. Is that clear?

For the last one, Shiela.

The third quartile is also the
upper quartile.

Thank you, Shiela. Now, to find the position of the values, we will use
the Mendenhall and Sincich Method and linear interpolation.

Let us start with the Mendenhall and Sincich method. To apply this
method on a data set with n elements, first calculate the lower quartile
with the formula
1
Lower Quartile ( L )=Position of Q1= ( n+1 )
4
and round up to the nearest integer. Next, calculate the upper quartile
with the formula
 3
Upper Quartile ( U )=Position of Q3 = (n+1)
4
and round down to the nearest integer.

Let’s have an example:

Using the data set, find the 1st and the 3rd quartile.
1 ,3 ,7 , 7 , 16 , 21 ,27 , 30 , 31
The first step is to make sure that the data are arranged in increasing
order. Are the numbers arranged from smallest to largest?
Yes, ma’am. (in chorus)

Very good. How many numbers do we have in the data set?

There are 9, ma’am. (in

chorus)
Therefore, n=9. We are asked to find the first and the third quartile but
let us start with finding the first quartile. The formula to be used is
Ma’am, it’s 2.5.
1
Lower Quartile ( L )=Position of Q1= ( n+1 ) .
4
1
Now, we have L= (9+1) and 9+1 is equal to 10. Please get your
4
1
calculators and put ( 10 ) . What is the answer? Yes, Joffer?
4

That is correct. One stick for you. Since we are looking for the lower
quartile, we have to round up. What will be the position of the first
quartile after rounding up? Yes, Minchy?
Ma’am, it will become 3.

Very good, Minchy, that’s one stick. Therefore, the first quartile is the
third data from the number set. Now, what is the third data? Yes, Gian?

Ma’am, it’s 7.
That is correct. Is this example clear?

Yes, ma’am. (in chorus)

Let us now find the third quartile. The formula that we will use is
3
Upper Quartile ( U )=Position of Q3 = ( n+1 ) .
4
Who would like to try on the board? Yes, Drix?
(The student will write the
answer on the board.)
Can you please explain how you came up with the answer?

(The student will explain

their answer.)
Very good, Drix. Since we are looking for the 3rd quartile, we need to
use the formula for finding the upper quartile and if the answer has a
decimal, we must round down to the nearest integer.

Therefore, the third quartile is the 7th data from the data set. The third
quartile is equal to 27. Is this clear?

Yes, ma’am. (in chorus)

Let us now proceed to the method of linear interpolation. You only have
to remember these letters.

F I D S

F – Formula
I – In between
D – Decimal part
S – Smaller number

From our previous examples, we dealt with rounding up and rounding

down because the answer we got has a decimal part. When using linear
interpolation, we will get the exact value of the quartile that we are
looking for. Now, how to apply the initials.

Let us have our example a while ago.

Using the data set, find the 1st and the 3rd quartile by linear interpolation.
1 ,3 ,7 , 7 , 16 , 21 ,27 , 30 , 31

First, we have to know what quartile we are looking for. Next, we have
to check if the data are arranged in increasing order. If not yet, we have
to arrange it. Then, we can start with the FIDS.

The first step is using the formula, we have to use to appropriate

formula to find the position of the quartile. If the answer has a decimal
part, we must proceed to the next step. From the example, the answer is
2.5.

For the “in between” step, we have to find the two numbers in the
number line where the decimal number can be seen. Our number is 2.5,
therefore, it can be seen between numbers 2 and 3. Then, we must find
the 2nd and the 3rd number on the data set and find their difference. What
are those numbers and what is their difference? Yes, Benjamin?

Ma’am, the numbers are 3

Very good, Benjamin. You have 1 stick. Now, we must write 4 on the and 7 and their difference is
next line so that we don’t forget it. For the next step, the decimal part. 4.
What we need to do here is to take the decimal part of the number. What
is the decimal part of 2.5? Yes, Jan?

That’s correct, that’s 1 stick for you. We need to write this beside 4 and
now we have to multiply it. What is the answer everyone?

Ma’am, it’s 0.5.

Very good, class. Let’s write 2 on the next line then proceed to the last
step. For the next step, “smaller number”, we must go back to the “in
between” step and look for the smaller between the two numbers. The
smaller between them is 3 so we need to add 3 to 2 that we wrote
previously. Therefore, the value of the first quartile using linear
interpolation is 5. Is there any question?
Ma’am, it’s 2. (in chorus)

Now, who would like to try finding the 3 rd quartile using linear
interpolation on the board? Yes, Angelo Galicia?

None, ma’am. (in chorus)

Thank you so much, Angelo. Can you please explain your answer to us?

Very good, Angelo, that’s 2 sticks for you. Do you have any questions?

(The student will write the

Now, to finalize our topic, let us read the list of some of the real-life solution and answer on the
applications of quartiles for one stick each. Who would like to go first? board.)
Yes, Trixie?

(The student will explain

Thank you, Trixie. Next, Kert. their answer.)

None, ma’am. (in chorus)

Okay, next. Tan, please read.

 Ranking exam scores in
schools
Thank you, next, Diane?

Salary distribution in
Finally, Gerone?
companies

Very good, everyone.

Housing prices

Election results

Customer satisfaction
ratings
ELABORATE (15 minutes)
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
To further elaborate our lesson, let us have a group activity. Now the
activities are varied and are game-based. The activities include
crossword puzzles, bingo, solving a puzzle, and a scavenger hunt. The
group leaders will draw a paper from the box to get the activity to be
assigned to their groups.

Okay Group 1, what is the activity assigned to you? Please also read the
instructions.
Ma’am, our activity is
solving a crossword puzzle.
Puzzled? Complete Me. The title is “Puzzled?
Complete Me.” The
instruction states, “Complete
the Cross Quartile Puzzle by
finding what is asked in
each item. Numbers 3 and 5
are done for you. Use linear
interpolation. In filling the
boxes, disregard the decimal
point. For example, 14.3
should be written
Across: individually in the boxes as
1 4 3. Write your complete
1. Given the data set: 136, 119, 150, 125, 140
solutions on the paper
Find the third quartile. (145) provided.”
2. Given the data set: 136, 119, 150, 125, 140
Find the median. (136)
6. Given the scores: 30, 32, 33, 33, 34, 35
Find the upper quartile. (34.25)
Down:
3. Given the scores: 5, 7, 12, 14, 15, 22, 25, 30, 36, 42, 53, 65
Find the 2nd quartile. (23.5)
4. Given the scores: 5, 7, 12, 14, 15, 22, 25, 30, 36, 42, 53, 65
Find the 3rd quartile. (40.5)
5. Given the data set: 4, 9, 7, 14, 10, 8, 12, 15, 6, 11
Find the first quartile. (6.75)

Ma’am, our activity is

entitled “Identify Me!”. The
Thank you, Group 1. How about Group 2?
instruction states, “In
Identify Me!, you must
follow the steps indicated in
Identify Me! each number to find the
different quartile values.
Write your answers on the
space provided.”

Ma’am, our activity is

entitled “Solve Me Then
Thank you, Group 2. How about Group 3? Build Me”. The instruction
states, “The group needs to
find 4 puzzles pieces to
Solve Me Then Build Me complete the puzzle. The
puzzle pieces to choose
from have numbers in front
on the white cover. The
group must solve the
problems using linear
interpolation from the
questionnaire then find the
puzzle pieces with the
correct answer. The puzzle
pieces that have the answers
will then be built and solved
to create an image. You
must also write the solution
and answers to the paper
provided as a part of the
activity.”
Questions:
1. Given the data set: 136, 119, 150, 125, 140
Find the third quartile. (145)
2. Given the data set: 136, 119, 150, 125, 140
Find the median. (136)
3. Given the data set: 4, 9, 7, 14, 10, 8, 12, 15, 6, 11
Find the first quartile. (6.75)
4. Given the scores: 30, 32, 33, 33, 34, 35
Find the upper quartile. (34.25)

Ma’am, our activity is

entitled “The Quartile
Thank you, Group 3. Finally, Group 4.
Scavenger Hunt”. The
instruction states, “The
group must find five things
The Quartile Scavenger Hunt inside the classroom and list
them down on the board
given. Get their weight
using the weighing scale
provided and list them
down. After that, using
linear interpolation, the
students must get the 1st, 2nd,
and the 3rd quartile of the
data the group collected.
You must write the solution
and answers to the paper
provided as a part of the
activity.”

Very good, everyone. All of the instructions provided on the paper will
be done exactly as its states. Moreover, your work will be presented in
front of the class. You will share the results of your activity and the
events that you experienced while doing the activity. Your work will be
graded using this rubric:

The students are able

to provide all the
Accuracy correct solution and 10
answers on the output
and solution sheets.
The output submitted
is complete in terms
of the description and
Completeness 5
instruction of the
assigned varied
activity.
 The students are able
to present their
outputs clearly and
Presentation are able to provide 5
their experiences on
conducting the
activity.
The students show
Cooperation cooperation during 5
the activity.
TOTAL: 25

To sum it up, for 3 sticks, can anyone state their takeaways and
elaborate your learnings from our session? Yes, Carla?

Ma’am, so today, we talked

about measure of position,
particularly, illustrating
quartiles. This divides the
distribution into 4 equal
parts. We also have the
formula in getting the
quartiles.

Very good, Carla. Another one? Yes, Raizabelle?

Ma’am, we also used linear
interpolation in getting the
exact value of the quartiles.
We also enumerate real-life
applications of quartiles.

Excellent, Raizabelle. That’s 3 sticks for you.

EVALUATE (10 minutes)

TEACHER’S ACTIVITY STUDENT’S ACTIVITY
To evaluate your learning, here is a short assessment. Write your name,
grade and section, and the date today. Please read and answer the
following carefully. Encircle the letter of the correct answer.

1. Which of the following illustrates a measure of position equivalent

to 2nd quartile?
a.

b.
 c.

d.

2. Lita got a score of 50 which is the third quartile. This means that:
a. She got the highest score.
b. Her score is higher than 25% of her classmates.
c. She surpassed 75% of her classmates.
d. Seventy-five percent of the class did not pass.

3. The lower quartile is equal to _____________.

a. 1st quartile
b. 2nd quartile
c. 3rd quartile
d. Median

4. The upper quartile is equal to _____________.

a. Median
b. 1st quartile
c. 2nd quartile
d. 3rd quartile

5. Which of the following DOES NOT illustrate measures of position?

A. Score and rank in the National Career Assessment Examination
(NCAE).
B. Scholarship programs for graduating students of the upper
25%.
C. Forming a line according to the height of the students
D. Arranging students to their birth month

Prepared by:

GARCIA, JULLIE FAITH H.