SCHOOL CAROSUCAN NORTE NATIONAL HIGH SCHOOL
LEARNING GRADE
MATHEMATICS 10
AREA LEVEL
DETAILED
LESSON TEACHING March 31, 2025 (Monday)
QUARTER FOURTH
PLAN DATE & TIME 9:30 – 10:15 – (Freire)
10:15 – 11:00 – (Gardner)
OBJECTIVES
At the end of the session, the learners:
A. Content Standards The learner is able to demonstrates understanding of key concepts of
measures of position.
B. Performance The learner is able to conduct systematically a mini research applying the
Standards different statistical methods.
C. MELC Learning Competency:
Illustrates the following measures of position: quartiles,
deciles and percentiles (M10SP-IVa-1)
D. Learning At the end of the lesson, the learners will be able to:
Objectives a. identify the procedures in calculating measures of position of
percentiles for grouped data;
b. use the appropriate formula in finding measures of position of
percentiles for grouped data; and
c. appreciate the usefulness of measures of position of percentiles in real
life situations
E. Values Integration Perseverance in Problem Solving, determination in the mastery of concepts,
and appreciate working with group
CONTENT/ Percentile for Grouped Data
SUBJECT MATTER
LEARNING
RESOURCES
A. References Learners’ Module, Teachers’ Guide, Curriculum Guide of Math 10
1. Teacher’s
Pages 322-334
Guide
2. Learner’s
Pages 1-9
Module
3. Textbook
B. Other Learning
Resources
C. Materials Laptop, Power Point Presentation, Visual Aids, and Marker
PROCEDURES
Teacher’s Activity Student’s Activity
A. Preliminary Activities
Good morning class! Good morning ma’am!
Prayer
Okay, before we start our class, may I
ask that everyone to stand and lets
pray. (student 1 will lead the prayer)
Amen
Before you take your seats, please
pick up some pieces of paper under
your chair.
Thank you class!
Checking of Attendance None ma’am
Who is absent today class?
Okay, very good!
We are doing great ma’am
So how are you today class?
That’s good to hear!
Classroom Rules
We have here a simple classroom (students will always keep on their
rules to have a smooth and productive mind our classroom rules)
learning
J- Join in and be kind
O- Own your actions
L- Listen and learn
L- Lead by example
Y- You’ve got this
Yes ma’am
Did you get our simple rules?
ELICIT
Before we start to our new lesson let
us have first a review regarding our
previous lesson about measure of
position for Decile of grouped data
Decile are the nine score points
What is Decile? Yes Jerick? which divide a distribution into ten
equal parts ma’am
Ok very good Jerick!
How about the formula in finding the
Decile for grouped data? kN
−cf b
10
D k = LB+( )i
fD k
Where:
LB= Lower Boundary of the
Pk class
k = nth decile
N= total frequency
Cfb= cumulative frequency of
the class before the Dk class
f Dk = frequency of the Dk
class
i= size of class interval
Vey well said! Well then it seems that
you already understand the measure
of position for grouped data (Decile)
so let us continue with our new
ENGAGE lesson.
To begin with our new lesson, let us
have a simple activity
I want you to play this game by
group, group okay?
The name of this game is called
“Unscramble the Words”
Mechanics:
Who wants to read our mechanics? Form small groups or play
Yes Samuel individually
You will be given a set of
jumbled words related to
today’s lesson
You task is to unscramble
each word and write down
the correct term
Once you have all the correct
words, raise your hand or
submit your answers
After everyone is done, we
will discuss each word and its
meaning related to Measures
of Position for Grouped Data
Bonus Challenge: the first group to
complete all words correctly get a
small reward!
Yes ma’am
Is the instructions clear class?
Yes ma’am
Are you ready?
Now let the game begin
Ok if you are ready here’s the Jumble
words
Unscramble the Words
1. YFREQCUNEC
2. SNLTEPEREIC
3. ILATREVNI
4. UMCLIEVATU
5. BNUOADRY
Hint:
1. It is the number of times a data
value appears in a data set
2. It is the values that divide a dataset
into100 equal parts
3. It is a range value used to group
data in a frequency distribution table
4. It is the running total frequencies,
showing how many values are at or
below certain class interval
5. It is the exact values that separate
class intervals, often used when
calculating percentiles
Very good, thank you class, you may
EXPLORE now take your seat
Ma’am we enjoyed arranging the
How did you find our activity? letters to form the words correctly
Thank you!
So, what did you notice about our Ma’am it involved numbers and
activity? arranging letters to form meaningful
words
What do you mean when we say Ma’am Organizing Data means
organizing data? arranging information in a way that’s
easy to understand, find, and use
Ma’am analyzing data means looking
How about analyzing data? at information to find patterns,
trends, and insights to help make
better decisions or understand
something better
Correct!
Did you still remember our past topic Yes ma’am
before?
So again what is the difference of Ma’am ungrouped data presents
Ungrouped and Grouped Data? individual values, while grouped data
organizes those values into
categories or intervals
Thank you!
Okay, so let us explore Percentiles for
Grouped Data
Before we start who wants to read our
EXPLAIN learning objectives today?
At the end of the lesson, the learners
Yes, Jaliyah will be able to:
a. identify the procedures in
calculating measures of
position of percentiles for
grouped data;
b. use the appropriate formula
in finding measures of
position of percentiles for
grouped data; and
c. appreciate the usefulness of
measures of position of
percentiles in real life
situations
Thank you Jaliyah
Now let’s proceed to our lesson for
today which is all about Measure of
Position for Grouped Data Grouped Data refers to the data that
(Percentiles) are already, grouped or organized.
Similar to the case in solving
measures of position in ungrouped
data. Formula only differs in
denominator.
Percentiles are those values that
divides the total frequency into 100
equal parts.
Always remember this, class. Quartile
is always 4, decile is 10, and
percentile is 100
Here is the formula in solving for
Deciles of grouped data,
kN
−cf b
100
Pk =LB+( )i
fP k
Where:
LB= Lower Boundary of the
Pk class
k = nth percentiles
N= total frequency
Cfb= cumulative frequency of
the class before the Pk class
f Pk = frequency of the Pk class
i= size of class interval
Example 1
Calculate the 45th percentile of the
mathematics test scores of 50 students
Scores Frequency
46-50 3
41-45 9
36-40 12
31-35 8
26-30 11
21-25 7
Step 1: Determine the lower
boundaries
Class Lower
Interval Frequency Boundaries
Scores
46-50 3 45.5
41-45 9 40.5
36-40 12 35.5
31-35 8 30.5
26-30 11 25.5
21-25 7 20.5
To solve for the lower boundary, we
have to subtract 0.5 to the lower limit
of each class interval scores.
Step 2: Compute the less than
cumulative frequency
Class less than
Interval Frequency Lower cumulative
Scores Boundaries frequency
46-50 3 45.5 50
41-45 9 40.5 47
36-40 12 35.5 38
31-35 8 30.5 26
26-30 11 25.5 18
21-25 7 20.5 7
First, is to copy the frequency in the
last class interval which is 7. Next is
to add the frequency of the fifth class
interval which is 11. So, 7 plus 11 is
18. And so on
Remember the first cumulative
frequency is the same value of the
total number of frequency
The first cumulative frequency is 50.
N is 50, it is the same as the first
What is our N? Is it the same value as
cumulative frequency ma’am
the last cumulative frequency?
Step 3: Calculate the P45 class
kN 45(50)
P45 class: =
100 10
2250
=
100
=22.5
This means we need to find the class
interval where the 22.5th score
contained.
Note that 19th-26th scores belong to
the class interval: 31-35. So, the 22.5th
score is also within the class interval
The P45 class is within the class
interval 31-35
Class less than
Interval Frequency Lower cumulative
Scores Boundaries frequency
46-50 3 45.5 50
41-45 9 40.5 47
36-40 12 35.5 38
31-35 8 30.5 26
26-30 11 25.5 18
21-25 7 20.5 7
Yes ma’am
Did you understand class?
Let’s have another example
Example 2
Calculate the 25th percentile of the
mathematics test scores of 50 students
Scores Frequency
46-50 3
41-45 9
36-40 12
31-35 8
26-30 11
21-25 7
Step 1: Determine the lower
boundaries
Class Lower
Interval Frequency Boundaries
Scores
46-50 3 45.5
41-45 9 40.5
36-40 12 35.5
31-35 8 30.5
26-30 11 25.5
21-25 7 20.5
To solve for the lower boundary, we
have to subtract 0.5 to the lower limit
of each class interval scores.
Step 2: Compute the less than
cumulative frequency
Class less than
Interval Frequency Lower cumulative
Scores Boundaries frequency
46-50 3 45.5 50
41-45 9 40.5 47
36-40 12 35.5 38
31-35 8 30.5 26
26-30 11 25.5 18
21-25 7 20.5 7
First, is to copy the frequency in the
last class interval which is 7. Next is
to add the frequency of the fifth class
interval which is 11. So, 7 plus 11 is
18. And so on
Remember the first cumulative
frequency is the same value of the
total number of frequency
The first cumulative frequency is 50.
What is our N? Is it the same value as N is 50, it is the same as the first
the last cumulative frequency? cumulative frequency ma’am
Step 3: Calculate the P45 class
kN 25 (50)
P45 class: =
100 10
1250
=
100
=12.5
This means we need to find the class
interval where the 12.5th score
contained.
Note that 8h-18th scores belong to the
class interval: 26-30. So, the 12.5 th
score is also within the class interval
The P45 class is within the class
interval 31-35
Class less than
Interval Frequency Lower cumulative
Scores Boundaries frequency
46-50 3 45.5 50
41-45 9 40.5 47
36-40 12 35.5 38
31-35 8 30.5 26
26-30 11 25.5 18
21-25 7 20.5 7
LB= 25.5
Cfb= 7
FP25= 11
N= 50
i= 5
kN
−c f b
100
P25=LB+( )i
f p 25
12.5−7
P25=25.5+( )5
11
5.5
P25=25.5+( )5
11
P25=25.5+(O .5)5
P25=25.5+2.5
P25=28
Yes ma’am
And that’s the end of our lesson today
None ma’am
Did you understand, class?
ELABORATE Is there any questions?
If none let’s have a group activity
Group Activity: More Heads are
Better than one
Instruction:
With the same group as
before solve the following
problem
Assign two group member to None ma’am
explain you answer in front
(each group will start answering their
Any clarifications regarding to our assigned task)
activity, class?
Okay if that’s the case, let us start
now
Activity:
Anna collects plastic bottles every
month from the 50 houses in
Barangay Carosucan Norte. The data
for the collection last month is
summarized in the table below.
Calculate the 15th percentile, 50th
percentile and 75th percentile.
Class Frequency Lower Less than
Interval Boundaries Cumulative
Frequency
18-20 8
15-17 12
12-14 7
9-11 10 (answer may vary)
6-8 4 (answer may vary)
3-5 9 (answer may vary)
i=3 N = 50
Group 1: 15th Percentile
Group 2: 50th Percentile
Group 3: 75th Percentile (answer may vary)
Generalization:
Guide Question:
1. How can you relate Percentile in
real life situation class?
So class I think you fully understand
our lesson today so I want all of you
to bring out a 1 whole sheet of paper
and answer this activity
EVALUATE Instruction: On a 1 whole sheet of paper, answer the following:
1. Due to COVID 19 pandemic, virtual schooling happened. A survey
asked 30 students how much time spent on learning activities (in hour)
in the access to computers and the internet.
TTime spent on learning activities Frequency (f)
(hrs)
1-3 5
4-6 8
7-9 9
10-12 6
13-15 2
Find the following deciles:
1. P20
2. P87
3. P69
EXTEND ASSIGNMENT:
Instruction: Answer the following:
1.The table shows the distribution of the number of hours worked each
week (on average) for a sample of 100 community JHS students.
Hours worked per Frequency (f)
week
0-9 24
10-19 14
20-29 36
30-39 18
40-49 8
Find the following deciles:
1. P18
2. P34
3. P66
REMARKS
REFLECTION
A. No. of learners who ____of learners who earned above 80%
earned 80% on the
evaluation
B. No, of learners who ____of learners who require additional activities for remediation
require additional
activities or
remediation
C. Did the remedial ___ yes ___ no
lesson work? No. of ______ of learners caught up the lesson
learners who have
caught up the lesson
D. No. of learner who _____of learners who continue the require remediation
continue the require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal can
help me solve?
G. What innovation or
localized
materials/did I use?
I discover which I
wish to share with
other teachers?
Prepared by: Checked by:
Diana Elizabeth C. Ventura Nerisa A. Goromeo
Practice Teacher Cooperating Teacher
Approved by: Noted by:
Susan T. Ceraos Roberto P. Resuello Jr.
Head Teacher III Principal III
