School PANLUAN HAGAN MANGYAN HIGH Grade Level 10

SCHOOL
Teacher REYNANTE G. RAMIREZ Learning Area MATHEMATICS
Teaching Date MAY 24, 2022 Quarter 4
Time --- Section --

LESSON STUDY/LESSON PLAN

I. OBJECTIVES
A. Content Standards
B. Performance Standards
 The learner demonstrates understanding of key concepts of measures of
position.
 The learner is able to conduct systematically a mini-research applying
the different statistical methods.

C. Learning Competencies  Calculates a specified measure of position (e.g. 90th percentile) of a set
of data.

D. Objectives At the end of the lesson, the student should be able to:
 Use appropriate measures of position like percentile in analyzing and
interpreting research data.
 Familiarize with the formula for percentile and each symbol.
 Compute kth percentiles of grouped data using the formula.
 Interpret the result/answers of the given situation.
II. CONTENT MEASURES OF POSITION
A. Topic The Percentiles for Grouped Data ( M10SP–IVB-1 )
B. Subject Integration ESP; MAPEH (ARTS-THEATRE)
III. LEARNING
RESOURCES
A. References  E-Math Worktext in Mathematics, by Orlado A. Orence & Marilyn O.
Mendoza, pp.227-335.

B. Materials PowerPoint Presentation, Chalk, Video Presentation, Scientific Calculator or

Phone Calculator, Flashcards.
C. Value Focus Cooperation, Unity and Critical Thinking
IV. PROCEDURES
Daily Routine  Prayer
 Greetings (MAHIYA HAKAYABI)
 Classroom Management
 Checking of Attendance
 Checking of Assignment
 REMINDER: To strengthen the implementation of the health protocols in the
new normal environment, please follow the following regulations to protect
each other from the disease COVID-19 and to prevent it from spreading:
1. Always wear your facemask properly
2. Avoid scratching your eyes with your hands
3. Wash and sanitize your hands
4. Maintain physical distancing of 1-2 feet apart from others
ELICIT  Review: Before we proceed to our discussion, let’s find out how well
A. Reviewing previous lesson you learned from our previous discussion.
or presenting the new lesson I have here some flashcards and you’re going to tell me class what the
symbols I’m about to show means.

LB Lower boundary of the Dk class

N Total frequency
 Cfb Cumulative frequency before the D k
class

Fdk Frequency of the Dk class

I
Size of class interval

k Nth decile n= 1, 2, 3, 4, 5, 6, 7, 8, and

9

Motivation
Before we proceed to our
lesson, let’s have a game
first, would you like a
game, class? Yes sir!
Who among you class are familiar
in wordles?
Okay, let’s have an
example.

START Starting over again

AGAIN
1ST CHANCE
____?____ A second chance

3RD CHANCE

1 + CHANCE One more chance

 IMAGE

That thing called tadhana

BREAK PLAYLIST

Breakup playlist

ENGAGE Questions to ponder:

B. Establishing a purpose of Now my question is, what are the similarities of the pictures I have
the lesson shown, are they all what?

What kind of movies?

Another question, what is the most painful thing you can possibly
get when you are in love?

And when you experience heartache the one who give you comfort
mostly are your friends especially group of friends, right? During
our sorrow our group of friends was always there for us no matter
 what happen.
Through movie or watching movies sometimes we tend to feel what the
characters are feeling especially when we’re on the same page of the
characters. That’s why it is advisable to have time with yourself or with other
companion/s.
(Subject Integration – MAPEH – ARTS)
Some other question:
How many percent can you give when you fell in love? Are you a
kind of person that when you fall in love give 100% to the person
whom you love?

C. Presenting examples /
instances of the new lesson
And that group of friends, the percentage of love, has a connection to our topic
today, from the word percentage and group. Because our topic for today is all
about the Percentile for Grouped data.
Presentation of learning objectives
In order to be guided here is our learning target in this afternoons’ discussion.
 Use appropriate measures of position like percentile in analyzing and
interpreting research data.
 Familiarize with the formula for percentile and each symbol.
 Compute kth percentiles of grouped data using the formula.
 Interpret the result/answers of the given situation.

Activity Proper
I have her some mini
envelope consist of puzzle, (students will assemble the puzzle)
now try to assemble it, the
first three who made it
correctly will be the leader of
each three group.
(students will count 1-3)
Then the rest count 1-3. All
who are number 1, please
join together same with the (students will go to their respective
other number and that will be group)
your group and I will give
you a leader from this three
who assemble the puzzle.

I’m going to give each group

a table, consist of class
interval score and a
frequency only.

Activity 1 C.I.S F LB <CF

Class Frequency
interval 48-50 5 47.5 35
scores 45-47 9 44.5 30
48-50 5 42-44 3 41.5 21
45-47 9 39-41 7 38.5 18
42-44 3 36-38 6 35.5 11
39-41 7 33-35 5 32.5 5
36-38 6 (They will solve for the nth
33-35 5 percentile they draw and explain
their works)

Activity 2
C.I.S F LB <CF
Class Frequency
 interval 41-50 2 40.5 30
scores 31-40 6 30.5 28
41-50 2 21-30 12 20.5 22
31-40 6 11-20 7 10.5 10
21-30 12 1-10 3 .5 3
11-20 7 (they will also solve for the nth
1-10 3 percentile they draw and explain
their works)

Activity 3 C.I.S F LB <CF

Class Frequency
interval 37-40 7 36.5 25
scores 33-36 7 32.5 18
37-40 7 29-32 6 28.5 11
33-36 7 25-28 3 24.5 5
29-32 6 21-24 2 20.5 2
25-28 3 (they will also solve for the nth
21-24 2 percentile they draw and explain
their works)

Analysis Sir we found it easy, since we a

a. How did you find the background in solving position for
activity? grouped of data.

The other components of percentiles

b. What are the others aside from the class interval and
components in solving frequency are the lower boundaries,
percentile? less than cumulative frequency and
interval.

In getting the lower boundary you

c. What are the process of must add the two class interval score
getting the lower for each row and subtract it to the
boundary of each class? interval then divide it to two.
How about the less than The other way is by deducting the
cumulative frequency? lower case by .5

In solving percentiles sir, we used

d. How did you relate the idea that we learned in deciles on
quartiles and deciles in how to get the lower boundaries of
solving for percentiles? each class interval score, by finding
the less than cumulative frequency.
We relate if on deciles in a way that
it’s the same process the only thing
that it makes it different is the
process of finding the class.

e. Why do you think that in It is because we’re talking about

solving percentiles the percentile that’s why we must divide
denominator should be it to 100 since percentile refers to the
100? distribution into ten equal parts.

f. Compare to decile From the formula of deciles

formula, how did you kN
−cfb
come up with the formula D k = LB + 10 (i) , we can get
for percentile? fDk
the formula for percentiles by
g. What is the formula in replacing 10 by 100, because as we
solving kth percentile? all know that a percentile are the
ninety-nine score points which
 divide a distribution into one
hundred equal parts unlike to deciles
who have distribute only into 10
equal parts.

 Presentation of the lesson

The teacher will present the topic by means of redirecting the previous
activity use in motivation to present the lesson.

EXPLORE / EXPLAIN  Discussion

Discussing new concepts and The percentile of grouped data is used to characterize values according
practicing new skills to the percentage below them. Finding percentiles of a grouped data is
similar to that of family quartiles and deciles of a grouped data.

The kth percentile, denoted by Pk is computed using this formula:

kN
−cfb
PK = LB + 10 (i)
Developing mastery (leads to fDk
Formative Assessment) (Showing also some video clips or video tutorial to add more information. )
(Maximizing ICT)

ELABORATE
Generalization For two quantities, x and y, an increase in x causes an increase in y as well.
Similarly, a decrease in x causes a decrease in y.
Application “Before we go dive in our main activity let’s have a PICTIONARY first, so I
need 2 volunteer for each group earlier and we will be having a Pictionary
games.
First word to be visualized is PERCENTILE
Second word is GROUPED

Now using this table, find out what is the secret message by solving the
corresponding item in the blank.
Class Frequency
interval
scores
36-40 10
31-35 9
26-30 8
21-25 4
16-20 4

After solving look for the correspond letter of your answer to complete
the secret message.

___1. LB of 26-30
___2. LB of 16-20
___3. The interval
___4. N
___5. P40 class
___6. If 25 is the class of percentile what will be the cfb?
___7. Base on number 6, what will be the frequency, if 25 is the class
of percentile?
___8. P40

Choices:
 H. 15.5 X. 8
I. 7 U. 29.25
A. 5 N. 35
T. 25.5 Y. 16
O.9 K. 14
Our activity will be graded according to this rubric:

Rubric
Overall Presentation 10
Accuracy 5
Justification 5
TOTAL 20 Points
I’m only giving you 10 minutes to do this activity.

ANSWERS
1. 25.5 __T__
2. 15.5 __H__
3. 5 __A__
4. 35 __N__
5. 14 __K__
6. 16 __Y__
7. 9 __O__
8. 29.25 __U__

Since we’re talking about percentile, as I said earlier. How many percent can
Valuing you give when you fell in love? Are you a kind of person that when you fall in
love give 100% to the person whom you love?

EVALUATE Get ¼ sheet of paper and kindly answer the following.

Evaluate learning
Directions: Read each questions carefully, then choose the letter of the correct
answer.
Panuto: Basan ka bawat sa sadit intaw. Filiyan ka letra at arungan sagot.

Class frequency
interval
scores
33-35 4
30-32 9
27-29 7
24-26 12
21-23 2
18-20 6
Look/solve for the following:
1. LB of 27-29
2. LB of 33-35
3. Total frequency
4. Interval
5. P75

ANSWERS:
 ( 27+29 )−3 56−3 53
1. = = = 26.5
2 2 2
( 33+35 )−3 68−3 65
2. = = = 32.5
2 2 2
3. 40
4. 3
75 N 75(40)
5. P75 class = = = 30
100 100
30−cfb
P75 = LB + (i)
fDk
30−27
P75 = 29.5 + (3)
9
P75 = 29.5 + 1
P75 = 30.5

EXTEND
Additional activities for
application or remediation
 Agreement
Provide real life examples of PERCENTILES. ( Fanun kuno mga
example ka PERCENTILES.)
 AYO BAWAT FAT AWATON
Falagan mukinda nukawat table, graph ngata’y mathematical
equations ka akfalag quantities at bawat sadik relation.

Prepared by: Observed by:

REYNANTE G. RAMIREZ JONNY C. TEJOSO
Mathematics Teacher School Head