GRADES SCHOOL: FORTUNE HIGH SCHOOL GRADE TEN (10)

LEVEL:
7 TO 10 TEACHER: RODRIGUEZ PATRICK LEARNING MATHEMATICS
DAILY AREA:
TEACHING Feb. 11,2020 QUARTER: FOURTH
LESSON PLAN DATES & TIME: 7:00-8:00/ 8:00-9:00 / QUARTER
9:00-10:00 / 10:20 – 11:20

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of linear inequalities in
Standards: two variables, and linear functions.
B. Performance The learner is able to formulate real-life problems involving linear inequalities in
Standards: two variables, and linear functions.
C. Learning At the end of the lesson, students are expected to:
Competencies/ a. illustrate the quartiles for ungrouped data
Objectives: b. calculate the first quartile, second quartile and third quartile of a set of data
c. appreciate the values of patience and perseverance in developing the skill

II. CONTENT Measures of Position: The Quartiles for Ungrouped Data

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Text book Pages
4. Additional
Materials from
Learning
resources(LR)Port
al
B. Other Learning
Resources

IV PROCEDURES

ISLA: What did you call if the score points divided a distribution into four
equal parts?

Checking of attendance
Routine Activity
Checking of the cleanliness of the room

If I have a 1 hundred pesos what is the median of my money?

If I get the ¼ of my 1hundred and I will buy food how much do I get in my
pocket?
After I less the ¼ of my money, how much I left in my pocket?
DRILL: Use game as an activity
to engage, connect and assess
learner’s prior knowledge to
determine their readiness to the
present lesson. Give analysis right
after performing the said activity.
What is the formula of the following

Mean

Median

Mode
REVIEW: The teacher will ask 3
to 5 relevant questions leading to
the topics to be discussed.
MOTIVATION: Is the teacher’s
priming that will hook and engage
students interest to focus by giving
essential and relevant situations to
activate the prior knowledge
leading to the presentation of new
lesson.
________ _______

POSITION MEASURE

Lesson proper

Measure of position tell where a specific data value falls within the data set
or its relative position in comparison with other data values. The most
common measures of position are quartiles, deciles, and percentiles.

LESSON PROPER: Teacher’s What is quartile?

input or abstraction to deliver and
present the concepts of the lesson Quartiles are the score points which divide a distribution into four equal
in a systematic manner. Provoke
thinking of pupils/students by
parts.
asking relevant questions to
gauge students understanding of
the lesson/s.

25% of the data has a value ≤ Q1

50% of the data has a value ≤ Q2

75% of the data has a value ≤ Q3

Inside the Q1 to Q3 is what we called inter quartile range.

Q1 is called the lower quartile or the first quartile and Q3 is the upper quartile or the third
quartile. Where Q2 is nothing but median it is the middle value when the number of items
is odd or average of the two middle values when the number of items in the distribution is
even.

We have the so called Mendenhall and Sincich Method.

It is a method of finding the quartile value of a given set of data. First, we have to calculate
the position of the Lower Quartile or the first quartile. We will use this formula.
Q1= ¼ (n+1), Q2= ½ (n+1), Q3= ¾ (n+1) where n represents the total number of elements
or terms.

Example.(odd ) 2,3,1,4,6,8,10,10,12,3,4
n = 11
position of Q2
Arrange ascending order. (n+1) x .50 = 6
1,2,3,3,4,4,6,8,10,10,12
Q1. 0.25(11+1) = ¼ (12) = 3 @ 3RD position therefore Q1 = 3
Q3. 0.75(11+1) = ¾ (12) = 9 @ 9th position therefore Q3 = 10
IQR=6

Example.(even) 1,2,3,3,4,5,6,6,7,8,8,9
 Find the median, lower quartile, upper quartile, interquartile range

12, 5, 22, 30, 7, 36, 14, 42, 15, 53, 25, 65

PRACTICE EXERCISES:
The teacher will provide practice
exercises that will be answered by
the learners in pairs or in groups.

What is Q1, Q2 AND Q3?

Lower quartile = Q1

Second Quartile = Q2

Upper Quartile = Q3
GENERALIZATON: The teacher
will give question/s to draw out or What did you call to the data inside of Q1 and Q3?
elicit from the learners what is
expected to generalize about
concepts and or demonstrate Inter quartile.
steps in solving problems.

Find the quartiles of the data set:

{1, 3, 4, 5, 5, 6, 9, 14, 21}

{6, 3, 4, 9, 6, 2, 7, 7, 8, 4, 10}

{12,24,31,11,17,21,15,19,45}
APPLICATION: The teacher will
give questions an application to
ensure that the lesson/s were
understood and skills were being
acquired. Ask real life situations if
possible to develop appreciation
of students.

Find the Q1,Q2,Q3 and IQR

1.{7,14,26,25,29,35,43,46,54,}
2.{31,24,5,6,18,21,34,35,37,11,9}
3.{56,84,35,12,16,45,79,54,32,11,10,9,8,2,13}
QUIZ: The teacher will give a pen
paper test to verify and ensure
students’ mastery of the lesson.

Following are the number of defective items produced in a month by a

machine for last 24 months.
45,30,36,26,16,21,33,40,32,14,10,29,23,39,17,11,18,34,19,24,21,35,42,37 find
the Q1,Q2,Q3 and IQR.

ASSIGNMENT: The teacher will

give 1 or 2 easy, 1 or 2 average, and
1 difficult activities to be done at
home to strengthen the students
assessment.
1. How many students didn’t find difficulties in answering their lesson?
2. How many students find the lesson interesting, engaging, and enjoyable?
3. What is lacking in the lesson (Prior knowledge, skills needed, or interest to listen and
pay attention)?
4. How many students were trying to cope up, despite of some difficulties
encountered in the delivery of the lesson?
5. How many students were mastered the lesson despite of limited resources
REFLECTION: The teacher need facilitated the teaching and learning process?
to reflect what went well and what
 went wrong to improve teacher’s 6. How many students finished their work on time, and how many of them did not
and students’ performance. finish their work on time? Why?
7. No. of learners who earned 80% in the evaluation.
8. No. of Learners who earned 80% above.
No. of learners who need additional activities and require for remediation.

What went well?

What do I need to improve my teaching performance and students’ performance?

Prepared by: RODRIGUEZ, PATRICK

STUDENT MATH TEACHER

Ms. Ofalyn Orlino

Checked Cooperating Teacher

Mrs. Fe Anghag
Cooperating Teacher