DOMINGO LACSON NATIONAL HIGH SCHOOL

MATHEMATICS DEPARTMENT
LESSON PLAN IN MATHEMATICS 10
SY 2021-2022
May 25, 2022

LC: solve problems involving measures of position.

I. OBJECTIVE :
At the end of the lesson the student should be able to:
solve quartiles for grouped data and interpret the result

II. CONTENT :
A. Topic : Quartiles for Grouped Data
B. Concept :

C. Reference : Math 10 Learner’s Module p. 385-387; Math10_TG p.337-339, TV Monitor

D. Materials : bond paper, Manila Paper, permanent marker, white board pen, laptop, meter stick.
E. Value Focus : Learn to respect one’s capability
III. PROCEDURE :
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY Annotations
A. Pre-Activity KRA 1.
1. Prayer Objective 1 Applied knowledge
2. Checking of Attendance “No absent, sir” of content within and across
Who is absent today? curriculum teaching areas
3. Review Presented and communicated
In the given data find the lower the concepts with clarity,
quartile and the upper quartile using Q1 = 12.5 processed learner’s ideas
the interpolation method: 5, 7, 12, 14, Q3 = 40.5 systematically and employed
15, 22, 25, 30, 36, 42, 53, 65 strategies that are appropriately
4. Motivation effective in facilitating learner’s
(Video Presentation: The Gender (The students watch the video) understanding of the concept
ROLE) Etc.
What was the video all about? Gender equality
What was the lesson of the video? We have to respect one’s capability, Objective 2
whether one is a boy or a girl. This activity is integrated in
lesson plan because according
to (Hall, 2013), While teaching
with images has been at the
core of disciplines like art
history for decades, all courses
5. Presentation can benefit from the use of
Today we will study the Quartiles for visual materials in class lectures,
Grouped Data. assignments, exercises, and
Our objective for today’s lesson is to resources. Images can be an
solve the quartiles for grouped data and effective way of presenting
interpret the result abstract concepts or groups of
data. Instructors have reported
B. Activity Proper that their use of images in the
Primer: classroom has led to increased
(Video presentation) The students watch the video and student interactivity and
Let the students take down notes while take down notes. discussion. Teaching with
watching the video images can also help develop
What are the steps in finding the 1. Gather data students’ visual literacy skills,
quartiles for grouped data? 2. Prepare the Frequency which contributes to their
Distribution Table overall critical thinking skills and
3. Complete the Table lifelong learning.
4. Compute for the specified Reference:
Quartile using the formula https://ii.library.jhu.edu/2013/0
5. Interpret the result 4/19/teaching-with-images/

Activity II: KRA 3

Complete the frequency distribution The students perform the activity: Objective 9
table Designed, adapted and
implemented teaching
strategies that are responsive to
learners with disabilities,
giftedness and talents.
This indicator provide students
opportunities to work on a
challenging tasks to complete
within allotted instructional
time.
C. ANALYSIS: KRA 1.
Let us now find the quartiles using this Objective 3
formula: Displayed proficient use of
Mother Tongue, Filipino and
English to facilitate teaching and
learning.
N = 50 I let the students watch first the
In finding for the first quartile (Q 1): video in this link
i=5
What is the total frequency? https://web.facebook.com/
12.5
What is the size of the class interval? watch/?v=205445904197875
What is the position of the Q1 class? In performing the activity,
LB = 25.5
What is the lower boundary of the Q 1 I Encouraged students to do the
class? activity in their comfortable way
cfb = 18
What is the cumulative frequency before using their own dialect/Mother
fQ1 = 9
the Q1 class? Tongue so they will enjoyed the
What is the frequency of the Q1 class? game.
Q1 = 28.21
What is the score that belongs to the first
quartile (Q1)? This indicator, also displayed
N = 50
In finding for the middle quartile (Q2): KRA 2 Objective 6 and Objective
i=5
What is the total frequency? 7.
25
What is the size of the class interval? The rubric here is presented to
What is the position of the Q2class? promote fairness, respect etc.
LB = 30.5
What is the middle boundary of the Q 2
class? This task promoted
cfb = 6
What is the cumulative frequency before differentiated instructions and
fQ2 = 12
the Q2 class? students’ collaboration.
What is the frequency of the Q2class?
Q2 = 34.39
What is the score that belongs to the first
quartile (Q2)? KRA 1.
N = 50
In finding for the upper quartile (Q 3): Objective 4
i=5
What is the total frequency? Used effective verbal and non –
What is the size of the class interval? 3 N 3(50)
Q3 class: = = 37.5 verbal classroom
What is the position of the Q3class? 4 4
LB = 35.5 communication strategies to
What is the lower boundary of the Q3? support learner’s
What is the cumulative frequency before cfb = 27
fQ3 = 11 understanding, participation,
the Q3class? engagement, and achievement.
What is the frequency of the Q3class?
What is the score that belongs to the first Q3 = 40.27
I ensured students participation
quartile (Q3)?
 and give affirmation on the
D. ABSTRACTION: responses of students with
The first quartile is found at the score positive comments and a
28.21, what does it mean? 25% of the students have a score genuine praises
less than or equal to 28.21
The middle quartile is found at the score
34.39, what does it mean? 50% of the students have a score KRA 3: Obj. 9
less than or equal to 34.39 One of my student has a
The middle quartile is also the _____? Median disability of recognizing letters
The upper quartile is found at the score 75% of the students have a score and skeletal problem. I sees to it
40.27, what does it mean? less than or equal to 40.27 that she can cope with the
activity that I assigned to her. I
E. APPLICATION gave her enough time to
The following is a distribution of LGBTs in respond to my questions and
45 cities in the country. Calculate the activities. I gave her a separate
third quartile. activity.
Number of LGBT Number of Cities Q3 = 40.29
41 – 45 11 KRA 3 Obj. 10
36 – 40 6 During the activity I reminded
31 – 35 9 my class to behave properly
26 – 30 7 towards their classmate who
21 – 25 8 came from Manara. Since, He
16 – 20 4 belongs to minority group, I tell
the class to respect once
identity. When I discuss I
translated it to Cebuano
because he cannot understand
well in Hiligaynon.

I explained to the students how

important is probability in our
lives by giving a concrete
application or example that
somehow they can apply in real
life situation.
IV. EVALUATION :
The following is a distribution of LGBTs in 45 cities in the country. Calculate the third quartile.
Calculate the lower quartile and interpret the result

Number of LGBT Number of Cities

41 – 45 11
36 – 40 6
31 – 35 9
26 – 30 7
21 – 25 8
16 – 20 4
V. ASSIGNMENT :
The following is the individual scores of 40 students in math at its corresponding frequency distribution table.
Calculate the quartiles in ungrouped and in grouped data. Compare the results.
16 17 17 18 19 20 20 20 21 21 22 22 23 23 24 24 24 25 25 25 26 26 27 27 28 28 29 29 30 30 30 30 30 31 31
31 32 32 33 34
Scores frequency
36 – 40 0
31 – 35 7
26 – 30 13
21 – 25 12
16 – 20 8
Prepared by:

OLIVER T. ABABA
Teacher III
Observed by:
 JERIAN S. OBAS
MT2 Mathematics Department

PART TIME ALLOTMENT

I. Prayer 5 mins.
II. Review 5 mins.
III. Motivation & Presentation 3 mins.
IV. Activity 1 7 mins.
V. Activity 2 5 mins.
VI. Analysis 10 mins.
VII. Abstraction 5 mins.
VIII. Application 10 mins.
IX. Evaluation 5 mins.
TOTAL 55 mins