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DLP Lesson 2

This detailed lesson plan for Mathematics 10 focuses on teaching measures of position, specifically deciles and quartiles, to students. The plan includes objectives, subject matter, and a structured procedure for classroom activities, including prayer, greetings, and a review of previous lessons. It outlines the teaching methods and materials needed, along with examples and exercises to engage students in calculating and interpreting measures of position from ungrouped data.
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0% found this document useful (0 votes)
8 views20 pages

DLP Lesson 2

This detailed lesson plan for Mathematics 10 focuses on teaching measures of position, specifically deciles and quartiles, to students. The plan includes objectives, subject matter, and a structured procedure for classroom activities, including prayer, greetings, and a review of previous lessons. It outlines the teaching methods and materials needed, along with examples and exercises to engage students in calculating and interpreting measures of position from ungrouped data.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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A DETAILED LESSON PLAN IN MATHEMATICS 10

Subject: MATHEMA
Teacher: PATRICIA ANN R. RUBIO
10
School: MUNOZ NATIONAL HIGH SCHOLL- ANNEX Quarter: 4
Section:10- DE
Time Allotment
OCAMPO/ 10- DEL Date and Time: Feb.
mins.
ROSARIO
Content Standard The learners demonstrate understanding of key concep
measures of position.
Performance Standard The learners are able to conduct systematically a mini- res
applying the different statistical methods.
Learning The learners calculate a specified measure of position (e.g
Competencies perecentile of a set of data. M10SP-lVb-1
I. OBJECTIVES
1. Illustrates the following measures of position: Deciles.
2. Calculate specified measures of position of a set of data.
3. Interpret measures of position.(Deciles)
II. SUBJECT MATTER
Content: Measures of Position: Deciles of Ungrouped Data
Resources: Self-Learning Module
Materials: Laptop, TV, PowerPoint Presentation, visual aids, chalk and blackboard.
III. PROCEDURES
Teacher’s Activity Student’s Activity
A. Routinary Activities

Prayer

Before we start our discussion for today,


may I request everyone to please stand for a
short prayer to thank God for His provisions
and to ask Him for His guidance?
1

School Address: Brgy. Rizal, Science City of Muñoz,


Nueva Ecija
School ID: 322801
1

Contact Number: 0966-385-4558


_____, will you please lead the prayer? (Students will stand.)

Greetings (A student will lead a prayer.)

Good morning, class!

Classroom Management Good morning, Ma’am.

Before you take your seat, kindly pick up


the trashes you see, put it inside your bag for
the mean time and arrange your chairs
properly.

Checking of Attendance

Ms./Mr. Secretary, may I know if there are


any absentees for this day?

(The Secretary will stand and tell who t


absentees are for the day, if there’s an
Okay, let’s proceed.

B. Review

Now, as a short recap from our previous


lesson, which is about “The Measures of
Position and the Quartile of Ungrouped
data.”

Anyone?

(Students will raise their hands.)


2

Yes, _____?
School Address: Brgy. Rizal, Science City of Muñoz,
Nueva Ecija
School ID: 322801
2

Contact Number: 0966-385-4558


Measures of Central Tendency is an
measure indicating the center of a set

Very good! Measures of Central Tendency


also referred to as measures of centre or
central location. It is a summary measure
that attempts to describe a whole set of data
with a single value that represents the
middle or center of its distribution.

Since we already define what Measure of


Central Tendency is, who can give me at
least one (1) of the three (3) kinds of
averages? (Students will raise their hands.)

Yes, _____? Expected Answers:


Mean, Median, or Mode

Mean is also known as the? Average of the data set

While Median is the? Middle value in the set of data when it


arranged in ascending order.

And lastly, the mode is the ? Most frequent on the set of data.

Very good, class!

C. Motivation

Since you already mastered our previous


lesson. So, let us start our new lesson for
3

today with an activity entitled “GUES THE


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Nueva Ecija
School ID: 322801
3

Contact Number: 0966-385-4558


WORD”.
Yes, Ma’am!
Are you familiar with this game, right?

But, I have here the mechanics that we need


to follow.

School Address: Brgy. Rizal, Science City of Muñoz,


Nueva Ecija
School ID: 322801
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Contact Number: 0966-385-4558


5

School Address: Brgy. Rizal, Science City of Muñoz,


Nueva Ecija
School ID: 322801
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Contact Number: 0966-385-4558


6

School Address: Brgy. Rizal, Science City of Muñoz,


Nueva Ecija
School ID: 322801
6

Contact Number: 0966-385-4558


Questions:  We use the power of teamwork an
 What do you think the connection of the collaboration so that we can answer a
words we found in our activity? as we can, Ma’am.
 What values and methods did you
employ to come up with your answers?

D. LESSON PROPER

Now, let us proceed in our today’s lesson


which is all about The Measures of Position for
ungrouped data.
Yes, Ma’am.
Are you familiar with these terms? No, Ma’am.
“MEASURE” and “POSITION”

So, when we say Measure,


MEASURE
It is a standard unit used to express the
size, amount, or degree of something.

And position,

POSITION
A Position is all about arranging a particular
position that he/she belong.
7

School Address: Brgy. Rizal, Science City of Muñoz,


Nueva Ecija
School ID: 322801
7

Contact Number: 0966-385-4558


MEASURES OF POSITION
So, Measures of Position is defined as;
 a measure by which the position of data is
determined through its value.
We are going to locate the position or the
rank in a given score or given data.
 It can be applied to ordinal variables.
When we say ordinal variables, it involves
ranking, orders, and places.

In the measures of central tendency, we are


used the partition values which is we
dividing the data into several or two equal
parts. Now, in the Measure of Position we will
discuss data analysis by dividing it into four,
ten, and hundred equal parts. And this
partition values are called QUARTILES,
DECILES, AND PERCENTILES.

In computing the Measures of Position of


ungrouped data, we are using three (3)
methods, General Method, Linear Yes, Ma’am!
Interpolation, and Mendenhall and Sincich
Method.

Did you get it, class?

So, let’s move on the Quartile for Ungrouped


Data.

QUARTILE
8

Quartiles are the score points which is


School Address: Brgy. Rizal, Science City of Muñoz,
Nueva Ecija
School ID: 322801
8

Contact Number: 0966-385-4558


divide a distribution into four equal parts.

Twenty- five percent (25%) of the


distribution are below the first quartile, Fifty
percent (50%) are below the second quartile,
and seventy-five percent (75%) are below
the third quartile.

Q1 is called the lower quartile∧Q3 is theupper


quartile . And Q 2 is the Median.
Q1 <Q2 <Q3
The difference between Q 3 and Q 1 is the
interquartile range.

Since the second quartile is equal to the


median, the steps in the computation of
median by identifying the median class is
the same as the steps in identifying the Q 1
class and the Q 3class.

 25% of the data has a value ≤ Q 1


 50% of the data has a value ≤ Q 2∨Median
 75% of the data has a value ≤ Q 3

Let’s have some examples using the General


Method.

1. The owner of a coffee shop recorded the


9

number of customers who came into his cafe’ STEP 1: Arrange the scores in asce
School Address: Brgy. Rizal, Science City of Muñoz,
Nueva Ecija
School ID: 322801
9

Contact Number: 0966-385-4558


each hour in day. The results were 14, 10, 12, order:
9, 17, 5, 8, 9, 14, 10, and 11. Find the lower 5, 8, 9, 9, 10, 10, 11, 12, 14, 14, 17
quartile and upper quartile of th data. The least value in the data is 5 an
greatest value in the data is 17.
So, how are we going to find the lower and
upper quartile?
We have here a few steps, so step 1, STEP 2: Identify the middle score or va
_____, will you please read? the data:
Since the data we have is 11, so or m
value is the 6th.
5, 8, 9, 9, 10, 10, 11, 12, 14, 14
So, the middle value is 10.
Step 2,
Yes, _____ will you please read the step 2?

Note that if the scores are odd, there is only


one middle value. And when the scores are
even, there are two middle value.

STEP 3: Find the lower and upper quartiles.


The lower quartile is the value that is between
the middle value and the least value.
5, 8, 9, 9, 10, 10, 11, 12, 14, 14, 17
The lower quartile is 9.

The upper quartile is the value that is between


1
0

the middle value and the greatest value in the


School Address: Brgy. Rizal, Science City of Muñoz,
Nueva Ecija
10

School ID: 322801


Contact Number: 0966-385-4558
data set. Yes, Ma’am!
5, 8, 9, 9, 10, 10, 11, 12, 14, 14, 17
So, the upper quartile is 14.

Find the interquartile range:


IQR = Q 3 - Q 1
IQR = 14 - 9
IQR = 5
(Students will raise their hands)
Did you get it, class?
11, 13, 14, 15, 15, 16, 19, 19, 20
2. Consider the set of scores in a quiz in The median or the Q 2 is 15.
Math 10 of Section Rizal: 11, 13, 14, 15, 15,
16, 19, 19, 20. Find Q 1, Q 2, Q 3.

Who wants to try find the Q 2or the Median,


on the board?

Yes, ______?

(Students will raised their hands)

Okay, let’s check his/her answer. Since the


scores are already in ascending order and the
total number of scores is 9, so the middle 11, 13, 14, 15, 15, 16, 19, 19, 20

value or the Q 2 is the 5th score, which is 15. 13+14 27


Q 1= = =13.5
2 2
Very good,_______!
The lower quartile or the Q 1 is 13.5
We already have the middle value, then who
wants to try to fine the Q 1or the lower quartile.
11, 13, 14, 15, 15, 16, 19, 19, 20
19+19 38
Q 1= = =19
1
1

Anyone? 2 2
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Nueva Ecija
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School ID: 322801


Contact Number: 0966-385-4558
The upper quartile or the Q 3 is 19
Yes,________?

And __________, for the upper quartile or the


Q3

Okay, let’s check their answer, for Q 1, since


we have two scores between the middle value
and the least score, we are going to add the
two scores and divided it into two which is
13+14 27
= =13.5 is the lower quartile.
2 2 (Students will raise their hands)

And for the Q 3, same with the Q 1 we also IQR = Q 3 - Q 1


have two scores between the middle value IQR = 19 - 13.5
and the greatest score, we are going to add IQR = 5.5
the two scores and divide it into two, which is;
19+19 38
= =19
2 2 Yes, Ma’am!
So, our Q 3is 19.

Then, what is our Interquartile Range?

Yes,_______? on the board.


1
2

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Nueva Ecija
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School ID: 322801


Contact Number: 0966-385-4558
Very good!

So, did you get it class?

Now, let us move on to solving quartiles using


Linear Interpolation Method.

Formula for quartile:


1
 Q 1= (n+1)
4
2
 Q 2= (n+1)
4
3
 Q 3= (n+1)
4

Let’s have an example solving using Linear


interpolation;
1. Find the first quartile, and third quartile
using linear interpolation. Given the scoresof 9
students in their Activity in Math. 1, 27, 16, 7,
30, 3, 21.

Quartile 1;

Same as the step on the General method,


STEP 1: Arrange the scores in ascending order.
1, 3, 7, 7, 16, 21, 27, 30, 31
STEP 2: Locate the position of the score in the
distribution.
1
Position of Q 1= ( n+1 )
4
1
3

School Address: Brgy. Rizal, Science City of Muñoz,


Nueva Ecija
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School ID: 322801


Contact Number: 0966-385-4558
1
¿ ( 9+1 )
4
¿ 2.5
STEP 3: Since the result is decimal number,
proceed to linear interpolation.

Yes, Ma’am!
STEP 4: Find the difference between the two
values where in Q 1 is situated.
1, 3, 7, 7, 16, 21, 27, 30, 31
Q1 is between 3 and 7, therefore 7-3=4. (Student’s will raise their hands)

STEP 5. Multiply the result in STEP 4 by the


decimal part obtained in STEP 2. STEP 1: 1, 3, 7, 7, 16, 21, 27, 30, 31
=4(0.5) 3
Step 2: Position of Q 3= ( n+ 1 )
=2 4
3
¿ ( 9+1 )
4
STEP 6: Add the result in STEP 5 tothe second
3
smaller number in Step 4; ¿ ( 10 )
4
=2+3
¿ 7.5
=5
STEP 3: Since the result is decimal num
Therefore, Q 1= 5.
proceed to linear interpolation.
Did you get it, class? STEP 4: 16-7= 9
STEP 5: (9)(0.5)= 4.5
Who wants to solve for the Q 3 ? STEP 6: 4.5+7= 11.5
Therefore, Q 3 = 11.5.
Anyone?

Yes,_____?
1
4

School Address: Brgy. Rizal, Science City of Muñoz,


Nueva Ecija
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School ID: 322801


Contact Number: 0966-385-4558
Correct! Very good!

Now, let us move to the Last method which is


Mendenhall and Sincich Method.
Yes, Ma’am!
Example;
1. Calculate the first quartile ¿ ¿ ) and the third
quartile (Q 3), given the scores off 9 students in
their math activity using Mendenhall and Solve for Q3;
Sincich Method. STEP 1: 1, 4, 7, 8, 9, 10, 12, 13, 15
1, 10, 7, 8, 12, 15, 4, 9, 13 3
STEP 2: Q 3= ( n+ 1 )
Solve for Q1; 4

STEP 1: 1, 4, 7, 8, 9, 10, 12, 13, 15 3


¿ ( 9+1 )
4
1
STEP 2: Q 1= ( n+1 ) ¿ 7.5 or 8 [round up]
4
th
1 The 8 score, which is 13.
¿ ( 9+1 )
4 Therefore , Q 3 = 13
¿ 2.5 or 3 [round up]
The 3rd score, which is 7.
Therefore , Q 1 = 7
1
5

Class, did you get it?


School Address: Brgy. Rizal, Science City of Muñoz,
Nueva Ecija
15

School ID: 322801


Contact Number: 0966-385-4558
Now, who wants to solve for Q 3 on the board?

Yes,_______?

(Student’s answer may vary)

Correct! Very good,______! (Student’s answer may vary)

INTEGRATION IN VALUES EDUCATION:

Class, todaay, we have tacled about the


measures of position, but before we end this
tpoic, let me ask you this question: After
getting the results of a test in a certain
subject, have you ever wondered about your
rank in the class based on the results?

How about knowing how many of your


classmates you have outdone because of
your score? Or thinking if you have more
classmates who have surpassed your score?
Are you not curious about your position in
class in terms of scores you obtained?
It is a measure by which the position of d
Class every time when you are always on the determined through its value.
1
6

top of your classmates when it comes to


School Address: Brgy. Rizal, Science City of Muñoz,
Nueva Ecija
16

School ID: 322801


Contact Number: 0966-385-4558
academic or any other thing, please be
reminded that we should always humble Arrange the scores in ascending orde
ourselves no matter what your rank is.

HUMBLE YOURSELVES IN THE SIGHT OF THE


LORD. - James 4:10

E. GENERALIZATION

So class, do you have any clarifications?

Okay, if you already have no questions, can


you give me your takeaways about our
lesson today?
1. What is Measure of Position?

2. How are we going to solve for the


quartile? What is the very first step?

Okay class, very good!

F. APLLICATION
Now, as an application. Using the same
grouping we formed earlier, let us have
another activity, which is “Quiz Bee”. Each
group will have a blank paper. And listen
carefully to my Instructions.

INSTRUCTIONS:
I have here questions to be asked.
1
7

1. You are going to write your answer on


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School ID: 322801


Contact Number: 0966-385-4558
that blank paper that I gave you.
2. I will give you 2 minutes to answer a
question,and each group will raised
their paper and show their answer.
3. The group/ groups who get the correct
answer will be given an additional 2
points on their quiz.
QUESTIONS:
1. The following are scores of nine students in
their 40- item quiz.
34, 23, 15, 27, 36, 21, 20, 13, 33
a. What are the scores of the students which
are less than or equal to 25% of the data?
________________
b. Solve for the upper quartile using the linear
interpolation method. ________________
c. Solve for the lower quartile using
Mendenhall ang Sincich
Method.________________

G. EVALUATION
Direction: Answer the following quesstions, SHOW YOUR SOLUTION. (1
whole sheet of paper. Individual)

 Mrs. Villfuerte is a veterinarian. One morning, she asked her secretary


1
8

to record the service time for 15 customers


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Nueva Ecija
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School ID: 322801


Contact Number: 0966-385-4558
The following are service times in minutes.
20, 35, 55, 28, 46, 32, 25, 56, 55, 28, 37, 60, 47, 52, 17
Find the Lower and upper quartile using all the methods we tacled.

H. ASSIGNMENT/ EXTENDED ACTIVITY

I. Copy the question and answer, write only the letter of your answer
before the number.
1. The Lower quartile is equal to______.
A. 50th percentile
B. 25th percentile
C. 2nd decile
D. 3rd quartile

2. It is a distribution that is divided into 4 equl parts.


A. Percentile
B. Decile
C. Quartile
D. Median

3. The 1st quartile of the ages of 250 grade 10 students is 16 years old.
Which of the following statements is true?
A. Most of the students are below 16 years old
B. Seventy- five percent of the students are 16 years old and above.
C. Twenty- five percent of the students are 16 years old.
D. One hhundred fifty students are younger than 16 years old.

II. Copy and Answer, show your solutions.

Find Q 1, Q 2, and Q 3 for the data set 10, 2, 9, 15, 23, 30, 8, 17, 25, 28 Using
general, linear interpulation and Mendenhll and Sincich Method. And try to
1
9

interpret your answers.


School Address: Brgy. Rizal, Science City of Muñoz,
Nueva Ecija
19

School ID: 322801


Contact Number: 0966-385-4558
Prepared by:

PATRICIA ANN R. RUBIO


Teaching Intern

Checked by:

MARISOL C. PASCUA
Cooperating Teacher

2
0

School Address: Brgy. Rizal, Science City of Muñoz,


Nueva Ecija
20

School ID: 322801


Contact Number: 0966-385-4558

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