DAILY LESSON LOG OF M10SP-IVh-j-1 (Week Ten-Day Four)

School Grade Level Grade 10

Teacher 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 developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES 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 conduct systematically a mini-research applying the different
statistical methods.
Learning Competency: Uses appropriate measures of position and other
statistical methods in analysing and interpreting research data.(M10SP-IVh-j-1)
C. Learning Competencies/ Learning Objectives:
Objectives 1. Calculate quartile of a set of grouped data;
2. Use quartile of grouped data in analysing and interpreting research data; and
3. Demonstrate appreciation in using quartile of grouped data in analysing and
interpreting research data.
II. CONTENT Statistics and Probability (Analysis and Interpretation of Data)
III. LEARNING RESOURCES Teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
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
IV. PROCEDURES multiple ways to learn new 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.
The Teacher says:
A. Review previous lesson Analysis of Data is done after statistical treatment was done to a collected,
or presenting the new organized and presented set of data.
lesson A researcher may draw conclusions from results of the statistical treatment
especially the mean, mode and the measures of variability.
The teacher lets the students realize that knowing the steps in computing measures
B. Establishing a purpose of position for ungrouped data are important skills needed to understand the
for the lesson concepts of using appropriate measures of position and other statistical methods in
analysing and interpreting research data.
The Teacher presents the example below:
C. Presenting examples/ Example 1: Two contestants in a beauty contest garnered the following scores from 7
instances of the new judges.
lesson
 Judge Contestant 1 Contestant 2
1 97 96
2 96 99
3 98 96
4 95 90
5 96 96
6 97 95
7 90 93

Computing the mean:

Contestant 1: 95.57
Contestant 2: 95 This means that contestant 1 is better than contestant 2.

The Teacher show another way of solving:

Arranging the scores:

Contestant 1: 98 97 97 96 96 95 90
Contestant 2: 99 96 96 96 95 93 90

Using the median, one can conclude that the contestants had the same
D. Discussing new performance.
concepts and practicing Contestant 1 Contestant 2
new skills #1
Mean 95.57 95
Median 96 96
Mode 96.5 96

The most appropriate measures to make conclusions in the given set of data
are the mean and mode. Thus, contestant 1 is better than contestant 2.

The Teacher continues discussing:

Example 2. In a college entrance examination, the mean score of 6,000
students was 85 with a standard deviation of 10. The scores follow a normal
curve.
E. Discussing new 1. About how many students got scores between 90 to 100?
concepts and practicing 1 851 students
new skills #2 2.How many students have a score below 80?
1 851 students
3. How many students got score below 74?
814 students

The Teacher gives more example:

Example 3. A Teacher is comparing the mathematical performance of
freshman students from three schools. The mean and standard deviation are
F. Developing mastery given below.
(leads to formative 1 2 3
assessment 3) Mean 47.6 48.5 46.9
SD 3.46 3.54 2.7
1. Which school has the best mathematical performance?
School 2
 2. Which scores one more different from each other?
School 1 and 2
3. Which schools has freshman students who are easier to teach?
School 3

G. Finding practical
applications of concepts
and skills in daily living
Analysis of Data is done after statistical treatment was done to a collected,
H. Making generalizations
organized and presented set of data.
and abstractions about
the lesson
A researcher may draw conclusions from results of the statistical treatment
especially the mean, mode and the measures of variability.
The Teacher instructs the students to answer the problem by pair.
An English language professor administered the prelim examination to his 15 students
and here are the scores:
78, 75,86,87,68,89,91,95,86,92,78,77,76,85,90
Find the mean, median mode and standard deviation.
How would you interpret the results?
I. Evaluating Learning
Answer:
Mean- 83.53
median -86
mode -78,86
standard deviation-7.79

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI. REFLECTION What else needs to be done to help the pupils/students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson 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:
RHEA N. PEDROZA
Math Teacher, Tabok NHS