GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

1. Content Standards The learner demonstrates understanding of key concepts of measures of position.

2. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards

3. Learning Illustrate quartile as a Illustrate quartile as a Illustrate quartile as a Illustrate quartile as a

Competencies measure of position. measure of position. measure of position. measure of position.
(M10SP-Ia-1) (M10SP-Ia-1) (M10SP-Ia-1) (M10SP-Ia-1)
Objectives: Compute quartile of
Objectives: a. Identify some uses and ungrouped data;
a. Define Statistics and importance of statistics in (M10SP-Ib-1) Compute quartile of
some basic statistical life. ungrouped data;
terms. Interpret quartile of
b. Show the use and ungrouped data; (M10SP-Ib-1)
Objectives b. Differentiate descriptive importance of statistics in (M10SP-Ic-1)
life through differentiated
from inferential statistics.
activities.
Interpret quartile of
Objectives:
ungrouped data;
a. Illustrate quartile
as a measure of position.
c. Identify population,
sample and variable from
the given data.
d. Show the use and
importance of statistics in
real life through
differentiated instruction.
b. Compute quartile (M10SP-Ic-1)
of ungrouped data.
c. Interpret quartile of
ungrouped data. Solve problems
d. Practice accuracy involving quartile of
and mental alertness in ungrouped data.
computing quartile value. (M10SP-Id-e-1)

a. Illustrate
quartile as a
measure of
position.

b. Compute
quartile of
ungrouped
data.

c. Interpret
quartile of
ungrouped
data.

d. Practice
accuracy and
mental
alertness in
computing
 quartile value.

Measures of Positions: Measures of

Uses and Importance of
Introduction to Statistics Quartile of Ungrouped Positions: Quartile of
Statistics
Data Ungrouped Data

A. References

1. Teacher’s Guide pp. 322-328 pp. 322-328

2. Learner’s pp. 364-372
Materials pp. 364-372

3. Textbook Elementary Statistics Elementary Statistics

text/workbook by Carmela text/workbook by Carmela
O. Zamora- Reyes, Lorelei O. Zamora- Reyes, Lorelei
B. Ladao-Saren, pp. 1-2, B. Ladao-Saren, pp. 1-2,
7-12, 65, 67, 69-70, 73-74 7-12, 65, 67, 69-70, 73-74

4. Additional PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint

Materials from Presentation
Laptop Laptop Laptop
Learning
Laptop
Resources (LR) Downloaded Video from Downloaded Video from Manila Paper and Marker
portal You Tube You Tube Manila Paper and
Activity Sheets Marker
Manila Paper and Marker Used papers
Activity Sheets
Show-Me-Board

Chalk and Eraser

 B. Other Learning https://www.youtube.com/
Resources watch?v=MXaJ7sa7q-8
http://www.mathworksheet
scenter.com/mathtips/stat
sareimportant.html
https://familyfeudhelper.wo
rdpress.com/category/gam
e-questions/
https://hobbylark.com/part
y-games/family-feud-quiz-fr
ee-questions-and-answers
A. Reviewing previous “Survey Says…” Cabbage Ball (Review)
lesson or presenting the (GAME)
new lesson
-Group students into 5
-Give each a Have each group act out
show-me-board, chalk and
eraser
-Survey questions will be
asked, students will have
to guess the top answer to
the survey.
https://www.youtube.com/ https://www.academia.edu
watch?v=_VebHaYXw9k /23840588/A_Brief_Lesson
_Plan_for_demo
http://www.mathworksheet
scenter.com/mathtips/stat
sareimportant.html
Divide the class in five Drill: Find the median
groups. of the following sets
-In used papers, write
of data:
some questions about the
previous topic. 1. 5 5 5
-Crumpled papers to form the logic problem: 2. 1 100 1000
a cabbage ball.
3. 27 19 22
-While the music is 30
playing pass on the Five students are
standing in line. Loida is 4. 14 23 18
cabbage ball.
not the last. Tonette is 25 30
directly ahead of Angie.
Jay-jay has a girl directly
in front of him and directly
behind him. Jezlyn is not
last. Jay-jay is somewhere
ahead of Angie. Name the
 1. Name something -When the music stops, students in order from
parents tell their kids not whoever is holding the first to last.
to waste. cabbage ball will peel off
a piece of paper and The group to answer the
2. Name something answer problem correctly earns
the question
people like to do when written on it. 10 points.
listening to music
-The game continues until
3. Name something the last question was
people buy to show they answered.
are successful

4. Name an article of
clothing you can’t wash in
the washing machine

5. Name a recreational
activity traditionally done
in hot weather

B. Establishing a purpose What is a survey?
for the lesson
Why do we conduct
survey?
What do these gathered
data tell us?
Why do we need study Let the class categorize
statistics? the arranged students
based from the
What is the use of it in our characteristic that the
life? teacher will instruct them
Direction:Arrange the
following participants
in the “Karakol” using
their height in cm in
ascending order.

How do we relate this to

math?

Did you know that we

were using statistics?
Now what is statistics?

Alyanna: 152

Cardo: 157

Mia: 172

Tristan: 162

Supremo:165

Georgia: 150

Rome: 167

Emma 170

How can we use

quartile of ungrouped
data
 in solving real-life
problems?

C. Presenting Watch a video about Watch a video about useDiscussion on the Example 1.Find the
examples/Instances of the statistics and importance of definition of measures of lower quartile and the
new lesson statistics in real life.
position and quartile. upper quartile of the
https://www.youtube.com
set of heights of our
/watch?v=MXaJ7sa7q-8 https://www.youtube.com Measures of Position
participants in the
/watch?v=_VebHaYXw9k
List as many terms as - are techniques that “Karakol”
possible that were divide a set of data into
Solution:
mentioned in the video equal groups
and their definitions. • Arrange scores
- the different measures
in ascending
of positions are quartile,
order
decile and percentile
150 152
157 162
Quartile 165 167
168 170
- are the three values of 172
the variable that divide
an ordered data • The least value
set into four equal parts of the data is
150 and the
Presentation on how to
greatest value
compute quartile value of
of the data is
an ungrouped data using
172.
Linear Interpolation.
• The middle
value of the
data is 165.

• The lower
quartile is the
value that is
between the
least value and
the middle
value. So, the
lower quartile
is from 152 to
162.

• The upper
quartile is the
value that is
between the
greatest value
 and the middle
value. So, the
upper quartile
is from 167 to
170

Example 2. Find Q1,

Q2, and Q3 of the
given distribution
using Linear
Interpolation.

a. First, arrange the

scores in ascending
order.

150 152
157 162
165 167
168 170
172

b. Second, locate the

position of the score
in the distribution.

Position of Q1 = 14(n
+ 1)
 = 14(9 +
1)

=14(10)

= 2.5

Since the result is a

decimal number,
interpolation is
needed.
c. Third, interpolate
the value to obtain the
1st quartile.

Steps of Interpolation

Step 1: Subtract the

2nd data from the 3rd
data.

157 – 152 = 5

Step 2: Multiply the

result by the decimal
part obtained in the
second step (Position
of 1).

5(0.5) = 2.5
Step 3: Add the result
in , to the 2nd or
smaller number.

152 + 2.5 =
154.5

Therefore, the value of

1 = 154.5

To get Q3

a. First, arrange the

scores in ascending
order.

150 152
157 162
165 167
168 170
172

b. Second, locate the

position of the score
in the distribution.
Position of Q3 = 34(n
+ 1)

= 34(9 +
1)

=34(10)

= 7.5

Since the result is a

decimal number,
interpolation is
needed.

c. Third, interpolate
the value to obtain the
3rd quartile.

Steps of Interpolation

Step 1: Subtract the

7th data from the 8th
data. 170 - 168 = 2

Step 2: Multiply the

result by the decimal
part obtained in the
third step (Position of
3).
 2(0.5) = 1

Step 3: Add the result

in , (1), to the 7th
or smaller number.
168 + 1 = 169

Therefore, the value of

3 = 169

D. Discussing new concepts Group Activity Enumerate some uses Mrs. Cottingham held a
and practicing new skills # and importance of Scrabble competition Find the first quartile
-Group students in five. statistics in real life.
1 among selected students ( 1), second quartile
-Through lottery method, in Grade 10 Soriano. The ( 2), and the third
assign a statistical term to following are the scores quartile
be defined by each group. of the participants after
( 3), given the scores
the event:
Statistical Terms: of 10 students in their
24 23 27 Mathematics activity
VARIABLES 28 33 35 using Linear
29 32 36
DESCRIPTIVE STATISTICS Interpolation. Interpret
38
the result.
INFERENTIAL STATISTICS
Find the following then
POPULATION interpret the results:
4 9 7 14
SAMPLE 1. lower quartile
10
2. second quartile
 3. upper quartile 8 12 15 6
11

E. Discussing new concepts In Example 1:

and practicing new skills #
1. What is
2
quartile?

2. How can you

find the lower
quartile of the
Group Presentation distribution?

Follow up discussion 3. How can you

find the upper
Differentiate descriptive quartile of the
statistics from inferential distribution?
statistics.
4. What methods
Determine the population, can we use to
sample and variable from
find the
the given data.
quartile of a
distribution?

5. How do we
interpret the
computed
quartile in a
given
 distribution?

6. If the height of
the participant
belongs to the
lower quartile,
where will you
position
him/her in the
Karakol?

7. How can we
solve problems
involving
quartile?

In example 2:

1. How can we
find quartile
using Linear
Interpolation?

2. What are the

steps in finding
quartile using
Linear
interpolation
method?

3. How do we
 interpret the
computed
quartile in a
given
distribution?

F. Developing mastery Find the first quartile

(leads to Formative ( 1), second quartile
Assessment 3) ( 2), and the third
quartile
( 3), given the scores
of 10 students in their
Mathematics activity
using Linear
Interpolation.
4 9 7 14 10
8 12 15 6 11
G. Finding practical Enumerate importance
application of concepts and uses of statistics
and skills in daily living
Divide the class in 5
groups.
Aside from the
enumerated uses and
importance of statistics,
what do you think, as a
student of statistics, is the
use or importance of
statistics in your life?
Group 1
- Show the
importance or use
of statistics in life
through a song/rap
Group 2
- Show the
importance or use
of statistics in life
through short
skit/commercial
Group 3
- Show the
importance or use
Divide the class in 5 Give different activities StarStruck is a reality
groups. for different group of talent search in GMA
learners to adhere 7. One of the
Aside from the Differentiated Instruction. contestants of the
enumerated uses and (
said program is Arra
importance of statistics,
San Agustin who is a
what do you think, as a
Caviteña. In order to
student of statistics, is the
express our support,
use or importance of an FB page was
statistics in your life?
developed for
Group 1 Princess. The
following are the
- Show the number of likes of
importance or use Princessin Facebook
of statistics in life for ten days:
through a song/rap
15000 12000
Group 2 10000 9000
12500 11000
- Show the
13000 14000
importance or use
13500 15500
of statistics in life
through short Given this, let’s
skit/commercial compute for the lower
(Q1) and upper(Q2)
Group 3
quartiles of the data
using Linear
Interpolation.
 of statistics in life - Show the
through hugot importance or use
lines/poem of statistics in life
through hugot
Group 4 lines/poem
- Show the Group 4
importance or use
of statistics in life - Show the
through news importance or use
report of statistics in life
through news
Group 5 report
Show the importance or Group 5
use of statistics in life
through an interview Show the importance or
use of statistics in life
through an interview
H. Making generalizations STATISTICS – collection Some uses and The Quartile for The Quartile for
and abstractions about the and interpretation of data; importance of Statistics Ungrouped Data Ungrouped Data
lesson use to measure and
1. Surveys are designed to The quartiles are The quartiles
analyze variability
collect early returns on the score points which are the score points
VARIABLES- is a election day to forecast divide a distribution into which divide a
characteristic of interest the outcome of an four equal parts. distribution into four
measurable on each and election Twenty-five percent (25%) equal parts.
every individual in the of the distribution are Twenty-five percent
universe 2. Consumers are below the first quartile, (25%) of the
samples to provide fifty percent (50%) are distribution are below
-what we measure to each information for predicting below the second quartile, the first quartile, fifty
individual product preference and seventy-five percent percent (50%) are
DESCRIPTIVE STATISTICS
– deals with the method
of organizing,
summarizing and
presenting a mass of data
so as to yield meaningful
information
INFERENTIAL STATISTICS
– taking a sample and
analyzing the sample to
make judgment or claims
about a population.
POPULATION – total
amount of things
- Set of all
individuals under
study
SAMPLE – refers to a
small part of the
population that is used for
study
3. The research physician (75%) are below the thirdbelow the second
conducts experiments to quartile. Q1is called thequartile, and
determine the effect of lower quartile and Q3is the
seventy-five percent
various drugs and upper quartile. Q1<Q2<Q3,(75%) are below the
controlled environmental where Q2is the median. third quartile. Q1is
conditions on humans in called the lower
a. 25% of the data has a quartile and Q is the
order to infer the 3
value ≤ 1
appropriate method of upper quartile.
treatment of a particular
b. 50% of the data has a Q1<Q2<Q3, where Q2is
disease. value ≤ X or 2 the median.
4. Weather Forecasts. Do c. 75% of the data has a a. 25% of the data has
you watch the weather value ≤ 3 a value ≤ 1
forecast sometime during
Formula: b. 50% of the data has
the day? How do you use
a value ≤ X or 2
that information? Have
Position of Qk=k4(n+1)
you ever heard the c. 75% of the data has
forecaster talk about wherein k = a value ≤ 3
weather models? These nthpartition
computer models are built Formula:
using statistics that n= number of
Position of Qk=
compare prior weather cases
conditions with current
a. First, arrange the
weather to predict future
scores in ascending order. wherein k =
weather.
nthpartition
b. Second, locate the
5. Emergency
Preparedness. What position of the score in n= number of
happens if the forecast the distribution. cases
indicates that a hurricane
is imminent or that If the result is a decimal a. First, arrange the
tornadoes are likely to number, interpolation is scores in ascending
occur? Emergency needed. order.
management agencies
move into high gear to be c. Third, interpolate the b. Second, locate the
ready to rescue people. value to obtain the 1st position of the score
Emergency teams rely on quartile. in the distribution.
statistics to tell them
when danger may occur. If the result is a
Steps of Interpolation decimal number,
interpolation is
Step 1: Subtract the 2nd needed.
data from the 3rd data.
c. Third, interpolate
Step 2: Multiply the result the value to obtain the
1 st quartile.
by the decimal part
obtained in the second
step (Position of 1). Steps of Interpolation
Step 3: Add the result in Step 1: Subtract the
, to the 2nd or
2nd data from the 3rd
smaller number.
data.

Step 2: Multiply the

result by the decimal
part obtained in the
second step (Position
of 1).

Step 3: Add the result

in , to the 2nd or
smaller number.
I. Evaluating learning A. Identify the word/s refer 5 points Solve for Q1, Q2 and Q3. Zumba is regarded as
to the following: Interpret your answer. a good stress reliever
and fat-burning dance
1. It refers to a small part The following data and fitness exercise.It
of the population that is Reflect on your life; give the accumulated
identify how statistics provides a workout
used for study. number of hours spent by
help you in making sound for the whole body
16 students of Grade 10
2. It refers to a decisions. and builds up good
Lara in doing their
characteristic of interest cardiovascular
assignments and projects respiratory system. A
measurable on each and last week:
every individual in the study was conducted
universe. in Cavite State
St N St N
University to
ud o. ud o.
3. It refers to the determine the
en of en of
collection and t H t H average exercise
interpretation of data; use ou o intensity and energy
to measure and analyze rs ur expenditure during a
variability. s 40-minute Zumba
A 7 I 1 class. A sample of
4. It refers to the set of all
8 twenty students
individuals under study.
showed the following
B 9 J 1
5. It refers to taking a energy expenditure (in
5
sample and analyzing the Kcal) throughout the
C 7 K 9 session:
sample to make judgment
or claims about a D 10 L 8
350 280
population.
E 12 M 3 300 290
B. Identify the population F 5 N 1 400 360
and variable from the 3 270 330
given data. 295 260
G 11 O 8
1. A group of students 310 305
 taking Statistics H 11 P 9 365 370
conducted a study on the 390 320
effect of boy-girl 340 350
relationship to the 275 420
academic performance of
Find the lower and
the students.
upper quartiles of the
2. From all students data using Linear
registered this semester, Interpolation.
the Mathematics
Department would like to
know how many students
like mathematics.

3. Information will be
collected to new voters
from 2020 election to
identify their opinion
regarding politics in the
Philippines.

J. Additional activities for What are the What are the A. Observe around your
application or remediation different measures different measures community. A. Observe around
of position? of position? your community.
Make a problem involving Make a problem
Define each. Define each. quartiles based from what involving quartiles
you have observed. Solve based from what you
your own problem. have observed. Solve
your own problem.
B. Answer the following
questions? B. Answer the
1. What is decile? following questions?
2. How to solve for the 1. What is decile?
 decile of ungrouped data? 2. How to solve for
the decile of
ungrouped data?

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other teachers?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

4. Content The learner demonstrates understanding of key concepts of measures of position.
Standards

5. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards

6. Learning Illustrate decile as Illustrate decile as a Illustrate percentile as a measure of Illustrate percentile
Competencies a measure of measure of position; position. (M10SP-Ia-1) as a measure of
position; (M10SP-Ia-1) position.
(M10SP-Ia-1) (M10SP-Ia-1)
Compute decile of
Compute percentile of ungrouped data;
Compute decile of ungrouped data;
(M10SP-Ib-1)
ungrouped data;
(M10SP-Ib-1) Compute
(M10SP-Ib-1)
Objectives percentile of
Interpret decile of Interpret decile of ungrouped data;
ungrouped data; Interpret percentile of ungrouped data;
ungrouped data; (M10SP-Ic-1) (M10SP-Ib-1)
(M10SP-Ic-1) (M10SP-Ic-1)
Solve problems Solve problems
involving decile of Solve problems involving percentile of Interpret percentile
involving decile of of ungrouped data;
ungrouped data. ungrouped data. ungrouped data. (M10SP-Id-e-1)
(M10SP-Ic-1)
(M10SP-Id-e-1) (M10SP-Id-e-1)

Solve problems
involving percentile
a. illustrate of ungrouped data.
decile as a (M10SP-Id-e-1)
measure of
 position; a. illustrate decile
as a measure of
b. compute a. Illustrate percentile as a measure of
position;
decile of position.
ungrouped b. compute decile
b. Compute percentile of ungrouped
data; of ungrouped
data.
data;
c. interpret
c. Interpret percentile of ungrouped
decile of c. interpret decile
data.
ungrouped of ungrouped
data; data; d. Practice accuracy and mental
alertness in computing percentile
d. and solve d. and solve
value. a. Illustrate
problems problems
percentile
involving involving decile
as a
decile of of ungrouped
measure of
ungrouped data
position.
data
b. Compute
percentile of
ungrouped
data.

c. Interpret
percentile of
ungrouped
data.

d. Practice
accuracy
and mental
alertness in
 computing
percentile
value.

Measures of Measures of
Measures of Positions: Positions:
Measures of Positions: Decile of Ungrouped
Positions: Decile Percentile of Percentile of
Data
of Ungrouped Data Ungrouped Data Ungrouped Data

C. References

5. Teacher’s 331 – 334 331 – 334

Guide pp. 328 -330 pp. 328 -330

6. Learner’s 376 – 379 376 – 379

Materials pp. 373-375 pp. 373-375

7. Textbook

8. Additional PowerPoint PowerPoint Presentation PowerPoint PowerPoint

Materials Presentation Presentation Presentation
Laptop
from
Laptop Laptop Laptop
Learning Manila Paper and Marker
Resources Manila Paper and Manila Paper and Manila Paper and
(LR) portal Marker Activity Sheets Marker Marker

Activity Sheets Activity Sheets Activity Sheets

 D. Other Learning http://mba-lectures.
Resources http://mba-lectures.c
com/statistics/des
om/statistics/descrip
criptive-statistics/2
tive-statistics/258/rel
http://itfeature.com/statistics/the-deciles-are-t 58/relationship-bet
ationship-between-qu
he-values-nine-in-numbers-of-the-variable ween-quartiles-deci
artiles-deciles-and-per
les-and-percentiles.
centiles.html
html

A. Reviewing previous Review Activity 2: Study and Review Drill

lesson or presenting “4 pics 1 word “ Explain The ten souvenir
(Integrative 1. Define decile? shops located at
the new lesson
approach) Direction: Study and Picnic Groove in
2. How to calculate then interpret the Tagaytay City have
answer the
value of decile of ungrouped data? following situations the following daily
Measurement and then explain sales, Php7200,
3. Compare quartile from decile. Php7600, Php6900,
your answer.
Php8200,
Php7200, Php9200,
Php7800,
1. In a 100-item test, Php8700, Php9800,
the passing mark is and Php8000.
What is P75 and
the 3rd quartile.
what does it imply?
What does it imply?

2. In a 70-item test,
Joshua got a score
Positio of 50 which is the
third quartile. What
 does it mean?

3. Kerry is a
secretary in one big
company in Metro
Manila. His salary is
Divide
in the 7th decile.
Should Kerry be glad
about his salary or
not?

Ten

Equal
Parts

COMPLETE ME

Using some words

you have unlocked
from the previous
activity, complete
the sentence by
 putting the
appropriate word
from the blank.

Divide, ten, decile,

nine

Quartile is the 3
scores which
divide the data into
4 equal parts.

______ is _____
score which _____
the data into ____
equal parts.

B. Establishing a COMPLETE ME Group Work If quartile is the 3 The first decile is

purpose for the lesson scores which divide the 10th percentile
Using some words (P10)
the data into a
you have unlocked Q2=D5=P50 =
Alden has an hundred equal parts,
from the previous Median
assignment to ask at What do you call the
activity, complete
random 10 students in scores which divide
the sentence by
their school about their the data into a
putting the
grades in Mathematics hundred equal parts?
appropriate word
from the blank. in the First Quarter. The
data are given in the
Divide, ten, decile, table below:
nine
Quartile is the 3 Name Gr Name Grad
ad e
e
scores which
Amor 85 Marimar 75
divide the data into
4 equal parts. Inna 78 Lea 90

Angel 81 Clark 88
o
______ is _____
Eduar 85 Sergio 90
score which _____ do

the data into ____ Claudi 79 Jack 87

a
equal parts.
Find the value and
interpret the following:

1. D1

2. D3

3. D5

4. D7

5. D8
C. Presenting AlingMarie is a fish Using interpolation,
examples/Instances of vendor in Salinas the method which is
the new lesson market. She sells same with
The Deciles for Ungrouped Data Percentile for
tinapa and daing, calculating quartile Ungrouped Data
her sales in the and decile, find the Percentile are
The deciles are the nine score points which
first 10 days in this 30th percentile of the ninety-nine
divide a distribution into ten equal parts. They
year are listed the following test score points which
are deciles and are denoted as 1, 2, 3,… 9.
below. Her average scores of a random divide a
They are computed in the same way that the distribution into
sale per day lies on sample of 10
quartiles are calculated. The computed value one hundred equal
the 4th decile. students.
will be rounded off to the nearest integer. parts
360 520 300 It is characterize
1 –10% lies below it and 90% lies above it. values according
440 460 2 –20% lies below it and 80% lies above it. Edward – 12 to percentage.
540 560 3 –30% lies below it and 70% lies above it.
580 620 4–40% lies below it and 60% lies above it. Jhondel – 9 Position of P1
200 5–50% lies below it and 50% lies above it. =1/100
6–60% lies below it and 40% lies above it. Lance – 11 (n+1)
a. Find the 4th 7–70% lies below it and 30% lies above it.
decile 8–80% lies below it and 20% lies above it. Rean – 14
9–90% lies below it and 10% lies above it.
Rammick – 13
Formula: Position ofDk=k10(n+1)
1. First, Jonelyn – 11
arrange Wherein
Marynell – 11
the
scores in k = unit partition
Mickaela – 12
ascendin n= number of cases
g order. Jerose – 9

200 300 360 Giolie – 11

440 460
540 520
 560 580 How about P70?
600

2. Second
find its 2 position,
use the formula
and round off to
the nearest integer.

Position
ofDk=k10(n+1)th

Wherein

k = unit
partition

n= number
of cases

Position of D4 =
410(n + 1)th

=
410(10 + 1)th

=410(11)th

= 4.4th

The computed
value is with
decimal which is
4.4so we need to
do linear
interpolation.

3.Interpolati
ng/ locating the
exact position of
the score.

Step 1: subtract
the 4th data from
the 5th data

460 — 440 =
20

Step 2: multiply the

result by the
decimal part
obtained in the
second step
(position of 2nd
decile)

.4(20) = 8
 Step 3: add the
result in step 2 by
the 3rd or smaller
number/value

440+8 =
448

Value of 4th decile

= 448

Interpreting
the result

AlingMarie should
be happy with her
sale because 60%
of her sale is above
the average sale

D. Discussing new The scores of Ms. These are

concepts and Universe candidates following test
practicing new skills # from seven judges scores of a random
1 were recorded as sample of ten
follows: students: 35 42
40 28 15 23 33
20 18 28. Find the
30 th percentile or
8. 45, 9. 20, 8. 56, 9.
13, 8. 67, 8. 85, and P30
9. 17.
 Find the 60th Solution:
percentile or P60 of
15 18 20 23 28
the judges’ scores.
28 33 35 40 42
What is the P35 of Position of P30
the judges’ scores?
= 30/100 (n+1)

= 30/100 (10+1)

= 3/10 (11)

= 3.3

=3

P30 = 20

E. Discussing new Aling Nena sells Mr. Darwin take

concepts and in a sample score of
practicing new skills # the town plaza. 15 students in all
2 The following are the sections he
the number of handle the
Find the 3rd decile or 3 of the following test
pieces of following are came
scores of a random sample of ten students:
Aling Nena from their score in
sold for ten days: unit test: 30, 24, 26,
12, 11, 24, 30, 15,
35 , 42 , 40 , 28 , 15 , 23 , 33 , 20 , 18 and 28.
30, 18, 20, 17, 21,
35 25 50 20 25, and 22.
40
Find 10th Percentile
45 30 35 40 (P10), 60th
 30 percentile (P60)
and 80th percentile
(P80)
Find the 3rd decile.

Find the 7th decile

Solution:

11, 12, 15, 17, 18,

20, 21, 22, 24, 24,
25,26, 30, 30, 30.

Position of P10=
10/100 (n+1)

=10/100
(15+1)

= 1/10 (16)

= 16/10

= 1.6

=2

P10= 12
 Position of P80

= 80/100 (n+1)

= 80/100 (15+1)

= 4/5 (16)

= 64/5

= 12.8

= 13

P80=30

F. Developing mastery Evaluate the Mary Ann collected

(leads to Formative following percentile the heights of a
Analysis:
Assessment 3) using the data random sample of
How did you find
gathered about the 30 students. The
and interpret the
result of last quarter’s exam following heights
Analysis: scores of some
a. third decile are in centimeters.
How did you find and interpret the result of the
b. seventh decile? selected students.
third decile? Find P30, P50, and
P70

17 16 21 90, 91, 91, 92, 95,

20 24 96, 96, 97, 98, 98,
98, 99, 99, 100, 100,
18 22 21
101, 101, 102, 103,
25 30
105, 87, 105, 87,
 106, 88 , 107, 89,
107, 89 and 112.
• P70

• P75

P80
G. Finding practical Group activity A total of 5000
application of people visited
concepts and skills in The height of (Collaborative approach) Robinson’s Place
grade 10 students General Trias over Mr. Darwin
daily living Teacher will sort the class into three groups, 12 hours.
was recorded in conducted a 60
and each group has specific task to do.
their physical items test in his
Time (hrs.) Peopl
education class.
2 500 lesson measures
150 170 165 4 1000 of ungrouped data
155 158 6 1300 (quartile, decile,
Situation: 8 2500 percentile). A
163
10 3600 random sample of
168 174 The municipality of Rosario Cavite conducted 12 5000 15 students got the
178 180 a survey to check the health of the youth by following scores
th
surveying boys with age ranging from 16-18 Estimate the 40 17, 52, 47, 60, 37,
years old. Because based on last year’s survey percentile (when
28, 55, 56, 25, 32,
the malnutrition in Rosario was _____ so the 40% of the visitor’s
Find the value then 46, 28, 55, 35, 35,
local government invited a nutritionist to had arrived)
interpret the result and 20
conduct a seminar on how they are going to
of the following:
prevent malnutrition. Find P30, P60, and
1. D3 P80.

2. D8
Task 1: the normal weight of a 16 year old boy
3. D9 is 134 pounds/60.78 kg 10 students were
interviewed and their weight was recorded. If
mike weight’s lies on the third decile. Is his
weight normal, above or below normal?

100 110 112 120

134

136 145 150

162

Task 2: each group will be given 5 minutes to

work out their task after giving the allotted
time each will be given 3 minutes for the
execution of their work.

Team boy abunda

Make a talk-show tackling the malnutrition and

interview a nutritionist and a mother. Give
resolutions and advices.

Team Marian rivera

Make a role playing showing the common

 cause of malnutrition in our country. And give
a resolution.

Team Sarah Geronimo

Assume that you are the nutritionist make a

jingle encouraging students to eat healthy
foods and how are they going to avoid
malnutrition (you can sing and dance)

H. Making The Deciles for Ungrouped Data The Percentile for The Percentile for
generalizations and Ungrouped Data Ungrouped Data
abstractions about the The deciles are the nine score points which
divide a distribution into ten equal parts. They The percentiles are The percentiles are
lesson
are deciles and are denoted as 1, 2, 3,… 9. the ninety-nine the ninety-nine
score points which score points which
They are computed in the same way that the
divide a distribution divide a
quartiles are calculated. The computed value into one hundred distribution into
will be rounded off to the nearest integer. equal parts, so that one hundred equal
each part represents parts, so that each
The Deciles for 1 –10% lies below it and 90% lies above it. each data set. It is part represents
Ungrouped Data 2 –20% lies below it and 80% lies above it. used to characterize each data set. It is
3 –30% lies below it and 70% lies above it. values according to used to
4–40% lies below it and 60% lies above it. the percentage characterize values
5–50% lies below it and 50% lies above it. below them. according to the
6–60% lies below it and 40% lies above it. percentage below
7–70% lies below it and 30% lies above it. The percentiles them.
8–80% lies below it and 20% lies above it. determine the value
9–90% lies below it and 10% lies above it. for 1%, 2%, …, 99% of The percentiles
the data. determine the
Formula: Position of Dk=k10(n+1) P30 or the 30th value for 1%, 2%, …,
99% of the data.
The deciles are the Wherein percentile of the P30 or the 30th
nine score points data means 30% of percentile of the
k = unit partition the data have values data means 30% of
which divide a
less than or equal to the data have
distribution into ten n= number of cases P30. values less than or
equal parts. They
equal to P30.
are deciles and are
denoted as 1, 2,
3,… 9. They are
computed in the
same way that the
quartiles are
calculated. The
computed value
will be rounded off
to the nearest
integer.

1 –10% lies
below it and 90%
lies above it.
2 –20% lies
below it and 80%
lies above it.
3 –30% lies
below it and 70%
lies above it.
4–40% lies
below it and 60%
lies above it.
5–50% lies
below it and 50%
lies above it.
6–60% lies
below it and 40%
lies above it.
7–70% lies
below it and 30%
lies above it.
8–80% lies
below it and 20%
lies above it.
9–90% lies
below it and 10%
lies above it.

Formula:
Position of
Dk=k10(n+1)

Wherein

k = unit
partition

n= number
of cases
I. Evaluating learning Joan has an Find the sixty fifth
assignment to ask percentileP65, forty
Ariel has an at random 10 of her fourth
assignment to classmates about percentileP44 and
ask at random their grades in Math.
10 students in the ninety second
The data are given
their school percentileP92,
on the table below.
about their given the weight of
grades in 15 students in a
Mathematics in Given 50 multiple-choice items in their final class
the First test in Mathematics, the scores of 30 students Students Grades
are the following:
Quarter. The 1 89
data are given 23 38 28 46 22 20 18 34 36 35 45 48 16 22 27 John – 70 Dominic – 8
in the table 25 29 31 30 25 44 21 18 43 21 26 37 29 13 37 2 76 Mark – 45 Francis – 40
below:
Find & interpret 3 75 Joseph – 52 Aliyah – 38

Marie – 58 Augustine –
the result of 4 88
Nam Gr Name Gra
Luke – 55 Anthony – 3
e a de
d
1. D1 5 75
e Joshua – 43 Jessie – 65

Amor 7 Marima 82 2. D6 6 72 Gloria – 62 Jude - 44

8 r

7 84 Angelica - 75
Inna 8 Lea 90 3. D9
0

Ange 8 Clark 88 8 80
lo 1

Edua 8 Sergio 83 9 75
rdo 5

Clau 7 Jack 87 10 81
dia 5
 Evaluate:

Find & interpret P30

the result of P50

1. D3 If the passing mark
2. D5 is
P50, how many got
3. D7 the passing grade?

J. Additional activities Preparatory Question: What will happen to the Answer Activity 12: Study:
for application or Cut article/clipping position of a score in a distribution if you You’re My World, p.
Measures of
remediation in newspaper that divide it into 100 equal parts? 377.
position for
involves measure
Mathematics grouped data
of position. Try to
Learners’ Module (quartile)
get the 2nd decile
and 8thdecile of the
given data. Prepare
for a short
presentation of
your output in
class.
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

E. Which of my
teaching strategies
worked well? Why did
these work?

F. What difficulties did

I encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
 GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

7. Content The learner demonstrates understanding of key concepts of measures of position.

Standards

8. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards

9. Learning Solves problems 1.Illustrate quartile

Illustrate decile as a 1.Illustrate decile as a measure of position
Competencies involving measures of as a measure of measure of position for grouped data; (M10SP-IVa-1)
positions position for for grouped data.
(M10SP-IVd-e-1) grouped data; (M10SP-IV-a-1) 2. Compute decile for grouped data;
(M10SP-IVb-1)
(M10SP-IVa-1)
a. Illustrate decile for
3. Interpret decile for grouped data;
2. Compute quartile grouped data.
for grouped data; b. Differentiate decile (M10SP-IVc-1)
(M10SP-IVb-1) from quartile.
c. Complete the 4. Solve problems involving decile for
Objectives frequency grouped data. (M10SP-IVd-e-1)
a. Differentiate
distribution table.
grouped from
d. Interpret the FDT.
ungrouped
 data; 3. Interpret quartile a. Solve problems involving decile of
for grouped data; grouped data
b. Complete the (M10SP-IVc-1)
needed
information in 4. Solve problems
b. Interpret the decile score for grouped
the FDT; involving quartiles
data.
for grouped data.
c. Interpret the (M10SP-IVd-e-1)
data in the
FDT a. Determine the c. Value accumulated knowledge as
position of data means of new understanding.
using Mendenhall
method or by
interpolation in
quartiles

b. Solve problems
involving quartile of
grouped data

c. Interpret and
appreciate
measures of
position in solving
real life problems.

Measures of Position Quartile for Decile for Grouped

Decile for Grouped Data
for Grouped Data Grouped Data Data
 E. References

9. Teacher’s 340 – 341 340 – 341

Guide

10. Learner’s 385-386 385-387 388 – 389 388 – 389

Materials

11. Textbook

12. Additional PowerPoint Power point Power point Powerpoint Presentation, laptop, activity
Materials Presentation Presentation Presentation sheets
from Laptop Laptop
Laptop Manila Paper and Manila Paper and
Learning
Marker Marker
Resources Manila Paper and Activity Sheets Activity Sheets
(LR) portal Marker

Activity Sheets

F. Other Learning https://en.wikipedia.org

Resources /wiki/Frequency_distrib
ution

A. Reviewing previous Direction: SHARADES Recapitulation of the lesson. (Cabbage

lesson or presenting Complete the table Ball)
Direction: Arrange the by supplying the
the new lesson
following words to class size (i),
determine the words number of cases Each group will have
(N), lower two (2) words to be
that you will
 encounter as we boundaries (LB) guessed. For the first - How to locate the decile class?
discussed our topic and less than round, 2 minutes is
cumulative - What does cfb mean?
for today. the allotted time, and
frequencies (<cf) 1 minute is allotted - What does fDk mean?
Class Frequ
Interval cy for the second round.
- How to calculate the decile score of
1. FEUNCYEQR 20-24 4
15-19 1 grouped data?
2. BUDRESIANO 10-14 2
- If the D4 score is 39.14, what does it
5-9 3
3. GOPDEUR i=_______ N=____ mean?

4. DTAA

5. RNEGA

6. ITRALVEN

7. CMLTVEIAUU

B. Establishing a Observe the table Recall that Based on the listed

purpose for the lesson below and compare it quartiles divide the words that you have
to the ungrouped data. distribution into guessed during the
four equal parts. first activity,
Scores Frequen construct a sentence
cy The steps in that will simply
computing the
46-50 4 define a decile.
median are similar
to that Q1 and Q3.
41-45 8 In finding the
median, we first
36-40 11 need to determine
the median class.
31-35 9 In the same
manner, the Q1 and
 26-30 12 Q3class must be
determined first
21-25 6 before computing
for the value of Q1
and Q3. The Q1
class is the class
interval where the
N4thscore is
contained, while
the class interval
that contains the
3N4th score is the
Q3 class.
C. Presenting Given the data Complete the table. Complete the
examples/Instances of One way to avoid in our previous table given
the new lesson dispersion of activity, find Q1 of and find the
numbers is to group the distribution? Research Club is D6 and D9
the scores into class conducting a mini class.
intervals. research regarding
a) Determine the the age of some
i, N, LB, <cf of grade ten students.
the The table below
Frequency
distribution shows you the
distribution is a table
number of students
that displays the SCORES F LB <
with their F
frequency of various 41-45 11
outcomes in a sample.Class (f) LB <c corresponding age.
nterv 36 - 40 6
Age F
al 31 – 35 9
22-23 2
1-60 5 50.5 31 26 – 30 7
20-21 6 21 - 25 8
1-50 6 40.5 26 18-19 15 16 - 20 4

1-40 7 30.5 20 16-17 28

1-30 10 20.5 13 14-15 34

1-20 3 10.5 3

=10 N= Extend the table by

31 determining the LB
and <cf.

a) Find Q1 class

Position of Q1
class = kN4 =
1(31)4 = 7.75

This means we
need to find a class
interval where the 7.
75th score is
contained.

Note that the

4th to 13th scores
belong to the 21-30
class interval, thus
7.75 also
contained therein.

b)Com
 pute for Q1

Qk = LB+ kN4
-<cfbfQki

Q1 =
20.5+ 7.75-31010

Q1 =
20.5 + 4.75

Q1 =
25.25

Therefore, 25% of
the vendors have
sales less than or
equal to 25.25.

D. Discussing new ANALYSIS: Dk=LB+(kN10-<cf)fD

concepts and k× i
1. What are the
practicing new skills #
steps in Compare the given
1
finding the formula to the
quartile of formula used in
grouped computing for the
data? quartile.

2. How do we What are the needed

data to complete the
 interpret the formula?
computed
quartile?

E. Discussing new Mrs.Mojica Using the given table

concepts and conducted a regarding the age of
practicing new skills # Scrabble some grade ten
students, please
2 competition with
compute for the
10 participants. following:
Find the 1st, 2nd and
3rd quartile (a) D2
(b) D5

Scores Freque
cy

31-35 1

26-30 2

21-25 3

16-20 2

11-15 2
F. Developing mastery Shown below in the Zumba is Interpret the
(leads to Formative table are the scores regarded as a good computed value of
Assessment 3) of 60 students in the stress reliever and D2 and D5.
30-point Math quiz. fat-burning dance
Complete the table. and fitness
exercise. It
provides a workout
S F LB <C for the whole body
F and builds up good
cardiovascular
28-29 1
respiratory system.
26-27 3 A study was
conducted in
24-25 3
Cavite State
22-23 3 University to
20-21 6 determine the
average exercise
18-19 6
intensity and
16-17 8 energy expenditure
during a 40-minute
14-15 6
Zumba class. A
12-13 10 sample of twenty
10-11 14
students showed
the following
energy expenditure
(in Kcal)
throughout the
session:
 Energy
Expenditure
f
(in Kcal)

250- 299 2

200- 249 8

150- 199 6

100- 149 4

Find the Q1 and Q3.

Interpret the result

G. Finding practical Alden has GROUP ACTIVITY

application of an assignment to
concepts and skills in ask at random 10 Dennis and
daily living students in their Christine scored 32 Divide the class into
school about their and 23, respectively, 5 groups. Give each
in the National
Grades Frequenc group problem to
Career Assessment
95-99 3 solve.
Examination (NCAE).
The determining
90-94 2 factor for a college
scholarship is that a The table below
85-89 1
student’s score shows the
80-84 1 should be in the top distribution of the
10% of the scores of daily rates of 80
75-79 3 his/her graduating factory workers from
grades in class. The students different companies.
Mathematics in the in the graduating
Third Quarter. The class obtained the
data are listed in following scores in Daily Rate No of
the table below. the NCAE. Worker

P70 – P79 28
NCAE f P60 – P69 14
Scores
Find Q1 and Q3, then
P50 – P59 12
interpret the result. 39-41 6
P40 – P49 8
36-38 7
P30 – P39 11
33-35 9
P20 – P29 7
30-32 13
N = 80
27-29 22

24-26 10
Group 1 Solve for
21-23 9 D3
18-20 7 Group 2 Solve for
D6
15-17 8
Group 3 Solve for
12-14 4
D7
9-11 2
Group 4 Solve for
6-8 1 D4
 3-5 1 Group 5 Solve for
D9

1. Complete the table

by filling in the
values of LB (lower
boundaries) and <cf
(less than cumulative
frequency). Explain
how you arrived at
your answers.

2. Find the 7th decile

of the set of data.

3. Interpret your
result.

H. Making In statistics, The Quartile The Decile for The Decile of Grouped Data
generalizations and a frequency for Grouped Data Grouped Data
abstractions about the distribution is a table Decile is the way/technique of dividing the
that displays the In computing the Decile is the distribution into 10 equal parts.
lesson
frequency of various quartiles of way/technique of
outcomes in a sample. grouped data, the dividing the The following formula is being used in
Each entry in the distribution into 10 computing for the decile of grouped data.
following formula
table contains equal parts.
the frequency or is used: Dk=LB+(kN10-<cf)fDk× i
count of the The following
occurrences of values formula is being
 within a particular Formula: used in computing
group or interval, and for the decile of
in this way, the table grouped data.
summarizes
the distribution of Qk = LB+ kN4 Dk=LB+(kN10-<cf)fD
values in the sample -<cfbfQki k× i

where:

= lower
boundary of the k
class

= total frequency

<cfb = cumulative
frequency of the
class before the
kclass

fQk= frequency of
the k class

= size of class
interval

= nth quartile,
where = 1, 2, and
3
I. Evaluating learning The table below “Nagmahal, A survey was A survey was
shows the number of Nasaktan, conducted for 100 conducted for 100
customers who went Nagsayaw” is a grade ten students grade ten students
on the coffee shop for reality talent search about their grades about their grades
the last 2 months. in Showtime in ABS- for the third grading for the third grading
CBN. One of the period. The table period. The table
Complete the needed contestants of the below shows you. below shows you.
information in this said program is
FDT. Arra San Agustin
# F LB <C who is a Caviteña. Age F Age F
days In order to express
49-60 25 our support, an FB 96-100 2 96-100 2
page was
37-48 15 91-95 14 91-95 14
developed for
25-36 30 Princess. The table 86-90 18 86-90 18
below shows the
13-24 10
number of likes of 81-85 33 81-85 33
1-12 20 Princess in
76-80 17 76-80 17
Facebook for ten
days: 70-75 16 70-75 16
Likes (in Freque Compute for the Compute for the
thousands cy following and following and
) interpret the interpret the
computed value: computed value:
31-35 2

26-30 1
(a) D3 (a) D4
21-25 4

16-20 2 (b) D7 (b) 6

11-15 1
 Find the second
quartile of the
distribution, then
interpret the result
J. Additional activities Conduct a Using the table given Study about the percentile for grouped
for application or mini-research on on your quiz, solve data.
remediation student’s for D8 and interpret.
performance in the
3rd periodical Study about the
examination in percentile for
Mathematics 10. grouped data.
Apply the
knowledge and
skills you have
learned in this
lesson to evaluate
and interpret test
results and to
make/formulate
meaningful
decisions based on
the results to
resolve the
difficulties that you
have encountered
in the subject.

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

E. Which of my
teaching strategies
worked well? Why did
these work?

F. What difficulties did

I encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
 GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

10. Content The learner demonstrates understanding of key concepts of measures of position.
Standards

11. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
12. Learning 1.Illustrate percentile Solve problems The learner The learner formulates statistical
Competencies as a measure of involving quartile, formulates mini-research. M10SP-IVf-g-1
position for grouped decile and percentile statistical
data; (M10SP-IVa-1) for grouped data. mini-research.
(M10SP-IVd-e-1) M10SP-IVf-g-1 a. Differentiate quantitative from
2. Compute percentile
qualitative research
for grouped data; a. Solve problems
(M10SP-IVb-1) involving percentile b. Value the importance of research in
a. Define research.
of grouped data research in life.
3. Interpret percentile
Objectives for grouped data; b. Enumerate the
parts of a research
(M10SP-IVc-1)
b. Interpret and report.
4. Solve problems appreciate
c. Value
involving percentile measures of
for grouped data. position in solving accumulated
knowledge as
(M10SP-IVd-e-1) real life problems.
means of new
a. Illustrate understanding.
percentile as
measure of position
for grouped data.

b. Solve problems
involving percentile
of grouped data

c. Interpret
percentile score for
 grouped data

d. Value
accumulated
knowledge as
means of new
understanding.

MEASURES OF
PERCENTILE FOR RESEARCH AND ITS QUANTITATIVE AND QUALITATIVE
POSITION FOR
GROUPED DATA PARTS RESEARCH
GROUPED DATA

G. References

13. Teacher’s 341-343 394-402

Guide

14. Learner’s 390-392 392- 400

Materials

15. Textbook

16. Additional Powerpoint Powerpoint Powerpoint Powerpoint Presentation, laptop, activity

Materials Presentation, laptop, Presentation, laptop, Presentation, laptop, sheets
from activity sheets activity sheets activity sheets, ball,
pictures, music
Learning
Resources
(LR) portal
 H. Other Learning LCTG https://kupdf.com/download/lesson-pla
Resources n-in-practical-research-1_59f1a04ae2b6f
5562ee809bb_pdf
https://kupdf.com/
download/lesson-pl
an-in-practical-resea
rch-1_59f1a04ae2b
6f5562ee809bb_pdf

https://www.youtub
e.com/watch?v=yt6
XXDF7xaQ

https://www.youtub
e.com/watch?v=IO4
wAzxdL2M

A. Reviewing previous Recapitulation of the ONE WORD Review of the

lesson or presenting lesson: previous lesson
the new lesson
- Words will be
Given the test scores flushed on the
of 50 students in monitor.
Mathematics,
- Students will
 calculate the first have to give
quartile and 7th decile. one word that
for them best
describes the
Scores Frequency given word.

46-50 4

41-45 8
MATH
36-40 11
HIGH SCHOOL
31-35 9
STATISTICS
26-30 12
QUARTILE
21-25 6
PERCENTILE

DECILE
TEACHER IN
MATH

B. Establishing a Look at the pictures What’s the meaning Activity – A Picture ACTIVITY
purpose for the lesson shown below. of this? that Paints a
Thousand Words Group Activity –Critique Me if You Can

Directions: Divide the class into several

-Divide the class groups. Give each group two samples of
into five groups Directions: The research report to read and evaluate. Use
teacher will flash the given checklist to evaluate the two
-After discussing all set of pictures one samples.
 the measures of at a time. While the
-Do you recognize position, write a first picture is
them? good definition of shown, the teacher
the different will play a music
-Did you take the
National Career measures of and pass a ball to
Assessment position then the students. As the
Examination (NCAE) present it through a music stops, the
when you were in SONG. one holding the ball
Grade 9? If so, what will form a question
was your score? or problem about
the given picture.
-Did you know your
rank? The procedure is
repeated until the
-Have you thought of last picture.
comparing your
academic
performance with that
of your classmates?

C. Presenting The following is a ANALYSIS

examples/Instances of distribution for the
the new lesson Mrs. Mojica number of
conducted a Scrabble employees in 45 Ask the following
competition with 10 companies questions:
participants. belonging to a
certain industry.
Calculate the third
1. What are your
Scores Frequency quartile, 85th
important
percentile, and 4th
31-35 1 observations about
decile of the number
26-30 2 of employees given the two research
the number of samples?
21-25 3 companies.
2. Which of the two
16-20 2 aims to test the
hypothesis and look
11-15 2
for cause and effect?
What about to
explore?

-Using your prior

knowledge on how 3. Which of the two
to solve for Quartile is subjective? Is
and Decile of objective? Why?
grouped data, how
would you locate the
position of the 4. What is the data
percentile scores? collection technique
used in sample 1?
In sample 2?

5. Which is analyzed
statistically? Which
is not?

6. In terms of
outcome, which has
 the measurable
results?

7. Based on your
evaluation, which do
you think is a
qualitative research?
Which is a
quantitative
research? Why?

D. Discussing new ABSTRACTION

concepts and
practicing new skills # GROUP ACTIVITY
1.Discuss the
1 quantitative and
qualitative research
-Divide the group in
five.

-Using your prior

knowledge on how to
solve for the quartile
and decile of grouped
data, solve for the
60th percentile score
given the data below.
 -Each group may ask
questions on how the
other groups obtained
their answers.

Mrs. Mojica
conducted a Scrabble
competition with 10
participants.

Scores Frequency

31-35 1

26-30 2

21-25 3

16-20 2

11-15 2

E. Discussing new 1. What is percentile? GROUP ACTIVITY: Activity – Chart It On

concepts and
practicing new skills # Group students into
5.
2 Directions: Complete the chart with
Have students
2. How would you arrange the parts of needed information on the
locate the percentile research paper in distinguishable characteristics of
class of grouped data? order. quantitative and qualitative research.

3. What is the formula

for solving the
Ask the following questions:
percentile of grouped
data? 1. What makes quantitative research
different from qualitative research?

2. Is it possible for these methods of

research to be utilized in one study alone?

3. Which of the two is important? Why?

4. In what aspect/situation of your life

can you apply quantitative research?
Qualitative research?
F. Developing mastery Dennis and Christine
(leads to Formative scored 32 and 23,
Assessment 3) respectively, in the
National Career
Assessment
Examination (NCAE).
The determining
factor for a college
scholarship is that a
student’s score
should be in the top
10% of the scores of
his/her graduating
class. The students in
the graduating class
obtained the
following scores in
the NCAE.

NCAE F
Scores

39-41 6

36-38 7

33-35 9

30-32 13
 27-29 22

24-26 10

21-23 9

18-20 7

15-17 8

12-14 4

9-11 2

6-8 1

3-5 1

1. Complete the table

by filling in the values
of LB (lower
boundaries) and <cf
(less than cumulative
frequency). Explain
how you arrived at
your answers.

2. Find the 72nd

percentile of the set
of data.
 3. Interpret your result.

G. Finding practical GROUP ACTIVITY APPLICATION

application of
concepts and skills in
daily living 1. Ask your Group Activity –
classmates about Qualitative vs
their Science, English, Quantitative Sorting
and Mathematics Activity
grades.

Directions: Decide
2. Gather all the data whether the
from your following topics or
classmates by listing. research questions
is qualitative or
quantitative. Sort
3. Then, construct a and paste them on
frequency the chart provided.
distribution of a
grouped data. (use i
= 5). · How do the
fishermen of
Rosario, Cavite view
4. Calculate the “trawling” method
following: of fishing?

a. 1st quartile

b. 7th decile · High School

Students: Then and
c. 75th percentile Now

5. Interpret each · How do the

result students feel about
K to 12 curriculum?

- Group
Presentation · What
percentage of
student-participants
of the study is
taking the TVL
 strand?

· What is the
degree of
satisfaction of
students taking the
different SHS tracks?

· The Why and

How of ICT Use

QUANTIT QUALITA
ATIVE TIVE

H. Making The Percentile of MEASURES OF Close the session Close the session by summarizing the
generalizations and Grouped Data POSITION FFOR by summarizing the concept on the difference between
abstractions about the GROUPED DATA concept on the qualitative and quantitative research.
definition of
lesson
research and parts
In computing the of a research report.
percentiles of QUARTILE
grouped data, the
following formula is
used:
Qk = LB+ kN4 -<cfbfQki

where:
Formula:
= lower boundary
of the k class

Pk = LB+ kN100 = total frequency

-<cfbfPki
<cfb = cumulative
frequency of the class
before the kclass
where:
fQk= frequency of the
= lower boundary k class
of the k class
= size of class
= total frequency interval
<cfb = cumulative = nth quartile, where
frequency of the class = 1, 2, and 3
before the kclass

fPk= frequency of the

DECILE
k class

= size of class
interval Dk=LB+(kN10-<cf)fDk

= nth percentile, × i
where = 1, 2, 3…..99
where:

= lower boundary
of the k class

= total frequency

<cfb = cumulative
frequency of the class
before the k class

FDk= frequency of the

k class

= size of class
interval

= nth decile, where =

1, 2, 3, 4, 5, 6, 7, 8, 9

PERCENTILE

Pk = LB+ kN100
-<cfbfPki

where:
 = lower boundary
of the k class

= total frequency

<cfb = cumulative
frequency of the class
before the k class

FPk= frequency of the

k class

= size of class
interval

= nth percentile, where

= 1, 2, 3, 4, 5, 6, 7, 8, 9...
99

I. Evaluating learning “Nagmahal, 1-4-3 LIST Determine whether

Nasaktan, Nagsayaw” the following
is a reality talent statements tell
search in Showtime in In this activity, you will about qualitative
ABS-CBN. One of the be asked to complete research or
contestants of the the 1 – 4 – 3 chart. quantitative
said program is Arra Write down what is research.
San Agustin who is a being asked regarding
Caviteña. In order to the different
express our support, measures of position. 1. In quantitative
an FB page was research, data are
developed for analyzed through
Princess. The table descriptive and/or
(1) One thing I really
below shows the
number of likes of love about this topic inferential statistics.
Princess in Facebook
_________________
for ten days:
2. Qualitative
research is often
(4) Four important
Likes (in Frequen subjective.
reasons why I love
thousand cy
this topic
s)
________________ 3. Quantitative
31-35 2
studies are
________________ conducted in
26-30 1
________________ small/limited scope.
21-25 4
________________
16-20 2
4. Qualitative
11-15 1 research is
(3) Three things I still exploratory in
need to understand nature.
about this topic

Find the P60 of the ________________

5. Qualitative
distribution, then
_______________ research designs
interpret the result
aim at an in depth
_______________
understanding of
human behavior.
J. Additional activities Answer Activity 3: Study for the long Name the types of
for application or That’s My Place on quiz on Monday research.
remediation page 394,
Mathematics
Learners’ Module
Search one example title of qualitative
1. P25 research and one example of
quantitative research
2. P65

3. 85

Then interpret the

result

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lessons work? No. of
learners who have
caught up with the
lesson

E. Which of my
teaching strategies
worked well? Why did
these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
 GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

13. Content Standards The learner demonstrates understanding of key concepts of measures of position.

14. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards

15. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical statistical
M10SP-IVf-g-1 M10SP-IVf-g-1 mini-research. mini-research.
M10SP-IVf-g-1 M10SP-IVf-g-1

The learner uses The learner uses

appropriate measures of appropriate measures of The learner uses The learner uses
position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
Objectives analyzing and interpreting analyzing and interpreting statistical methods in statistical methods in
research data. research data. analyzing and analyzing and
 M10SP-IVh-j-1
a. Identify the
characteristics of a good
research topic.
b. Create a research topic.
c. Value accumulated
knowledge as means of
new understanding
Research Topic
I. References
17. Teacher’s Guide
18. Learner’s
Materials
19. Textbook
20. Additional Powerpoint Presentation,
Materials from laptop, activity sheets
M10SP-IVh-j-1 interpreting research interpreting research
data. data.
M10SP-IVh-j-1 M10SP-IVh-j-1
a. Identify an initial
research topic that might a. Check and analyze a. Present research
be too broad or too the initial research topic/title
narrow. topic/tile
b. Explain and defend
b. Locate and retrieve b. Edit and improve research topic/tile
preliminary information research topic/tile
on research topic.
Workshop (Formulating
Checking and Editing of Presentation of
Research Topic/Title)
Research Topic/Title Research Topic/Title
 Learning
Resources (LR)
portal

J. Other Learning http://eloquentscience.co Library http://eloquentscience.

Resources m/2009/08/excerpt-chapt com/2009/08/excerpt-c
Google
er-3-writing-an-effective-tit hapter-3-writing-an-effe
le/ ctive-title/

A. Reviewing previous Review of the previous GAME

lesson or presenting the lesson
(PINOY HENYO) Sharing of experiences Give guidelines on the
new lesson
regarding the library presentation of output.
activity yesterday.
1. For this activity, you are
going to be paired up.

2. Once paired, two

images will be handed to
each person.

3. The images will be

covered with post-it notes.

4. Without looking at your

image, you will tape the
paper image just below
your neck (on top of your
chest).

5. Once your image is

taped on to your chest
carefully, remove the post-
it note that is covering the
image, but make sure the
image is still taped to you.
Remember you cannot
see your own image;
however, you will be able
to see your partner’s
image.

6. Explain that each pair

will get a broad category
(cancer, alcoholism,
mental health, or weight
issues). Explain that the
two images for each pair
should be put together to
create one narrow topic.
Begin to ask your partner
questions about the
image that is taped to
your chest. You can ask
anything you want. “Am I
a person?” “Am I a symbol?
” etc. Your partner will
answer your questions in
any manner to help you
guess your image. Both of
you can take turns asking
questions going back and
forth until you both guess
the correct image.

7. If your partner guesses

the correct image, have
your partner take it off so
that both of you can view
the image.

8. Your partner may still

not know his or her image,
so have that partner keep
on asking questions until
you get the correct image.

9. Once you both have

guessed the correct
 image, notice that a topic
can be formed from your
particular category. For
example, from the images
we took a broad category
such as mental health
and narrowed it to
postpartum depression.

10. Explain that each

person had half of the
narrowed topic and by
putting the two images
together it formed a
narrow topic.

11. Once all pairs are

done, debrief the activity
by asking each student to
sum up his or her
experience in a few
sentences.

B. Establishing a purpose ACTIVITY ANALYSIS:

for the lesson Checking and editing of
research topic/title will Presentation of
be done per group of outputs will be done
Group Activity Was it hard to guess the researchers. per group.
image? What is easy to
 guess the image? Did you
find ways to ask
Direction: Divide the questions to narrow a
class into 5 groups. The category into a topic?
teacher will flash topic
one at a time. Have
each group identify if
the given topic is
researchable or not.

C. Presenting ANALYSIS ACTIVITY:

examples/Instances of the
new lesson
Ask the following Venue: Library/ Computer
questions: Laboratory

1. What are your 1. Start with your textbook.

observations about the
researchable topics and
not researchable topics? 2. Explore the library using
books, journals, and
on-line databases.
2. When are topics
researchable?
3. Use keyword searches
to find articles on the
3. What do you think topic/subject. Use
make up a good research specific databases related
topic? to your topic. (e.g., If you
are writing about health,
use a health database to
start and see how many
articles come up in your
search results.)

4. Search the web

carefully. The most
credible sites belong to
universities (.edu), the
government (.gov), and
well-known organizations
(.org).

5. Contact a librarian who

can provide guidance
during your search if you
still need help with how to
use databases or how to
locate journal articles.
D. Discussing new concepts ABSTRACTION
and practicing new skills #
1
Discuss how to identify a
research topic

E. Discussing new concepts “Q and A”

and practicing new skills #
2 Complete the statement
below:

“I believe, ladies and

gentlemen that a good
research topic/title is
____________. And I thank
you!”

F. Developing mastery Discussion the

(leads to Formative characteristics of a good
Assessment 3) research topic.

G. Finding practical
application of concepts Research Project
and skills in daily living Proposal

Fill out this worksheet and

turn it in.

1. I would like to research

 the following topic:

______________________
______________________
______________________
______
2. I am interested in this
topic because:
______________________
______________________
________________

3. List at least three

resources that
you have found that
may be useful to your
research. of these
sources may be a
website:
1. ____________
__________________
2. ____________
______________________
___
3. ____________
______________________
 ___

4. Based on my
preliminary research, I
have chosen to focus
on the following
aspect of my topic:

______________________
______________________
___________________

5. I have chosen this

focus because:
______________________
______________________
________________

Your answer to the

following question will
constitute your argument.
Your argument may
change as you do more
research on and think
more deeply about your
topic.

6. How is your topic

interesting or
 important? Are there
unresolved questions
relating to your topic?
How might you
approach these
questions?
______________________
______________________
_______

H. Making generalizations Close the session by

and abstractions about the summarizing the concept
lesson on how to formulate a
research topic/problem.

I. Evaluating learning

J. Additional activities for

application or remediation
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other teachers?
 GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

16. Content Standards The learner demonstrates understanding of key concepts of measures of position.

17. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards

18. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical statistical
M10SP-IVf-g-1 M10SP-IVf-g-1 mini-research. mini-research.
M10SP-IVf-g-1 M10SP-IVf-g-1

The learner uses The learner uses

appropriate measures of appropriate measures of The learner uses The learner uses
position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
analyzing and interpreting analyzing and interpreting statistical methods in statistical methods in
 Objectives research data. research data. analyzing and analyzing and
interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.

M10SP-IVh-j-1 M10SP-IVh-j-1

a. Define research a. Identify initial research a. Check and analyze a. Present research
problem questions that might be the initial research questions
too broad or too narrow.
b. Formulate research questions.
b. Explain and defend
problem. b. Locate and retrieve b. Edit and improve research questions
preliminary information
c. Value accumulated research questions
on research topic.
knowledge as means of
new understanding

Workshop (Writing Checking and Editing of Presentation of the

Writing Research Problem Statement of the problem) Statement of the Statement of the
problem problem

K. References

21. Teacher’s Guide

22. Learner’s
Materials

23. Textbook
 24. Additional Powerpoint Presentation,
Materials from laptop, activity sheets
Learning
Resources (LR)
portal

L. Other Learning
Resources

A. Reviewing previous
lesson or presenting the
Sharing of experiences
new lesson
in writing the statement
of the problem.

B. Establishing a purpose ACTIVITY ACTIVITY:

for the lesson Checking and editing of
research topic/title will Presentation of
be done per group of outputs will be done
Group Activity Venue: Library/ Computer researchers. per group.
Laboratory

1. Start with your textbook.

2. Explore the library using

books, journals, and
Direction: Divide the on-line databases.
class into 5 groups. The
teacher will flash topic
one at a time. Have 3. Use keyword searches
each group identify if to find articles on the
the given topic is topic/subject. Use
researchable or not. specific databases related
to your topic. (e.g., If you
are writing about health,
use a health database to
start and see how many
articles come up in your
search results.)

4. Search the web

carefully. The most
credible sites belong to
universities (.edu), the
government (.gov), and
well-known organizations
(.org).

5. Contact a librarian who

can provide guidance
during your search if you
still need help with how to
use databases or how to
 locate journal articles.

C. Presenting ANALYSIS
examples/Instances of the
new lesson
Ask the following
questions:

1. What are your

observations about the
researchable topics and
not researchable topics?

2. When are topics

researchable?

3. What do you think

make up a good research
topic?
D. Discussing new concepts ABSTRACTION
and practicing new skills #
1
Discuss how to identify a
research topic/problem

E. Discussing new concepts

and practicing new skills #
2

F. Developing mastery
(leads to Formative
Assessment 3)

G. Finding practical APPLICATION

application of concepts
and skills in daily living
Group Activity –
Choosing a Research
Topic

Directions: Divide the

class into groups of five.
Have each group
accomplish the
worksheet to come up
with a research topic.
Research Question
Worksheet

1. What topic, problem, or

issue are you interested
in? Do some background
research to find out more
about it.

2. What specific part of

the topic are you

Interested in? Break

down topic and group
ideas in clusters (use
reverse). Pick one cluster
or part of one.

3. List a few possible

questions about your
specific topic area.

Ask: What? Who? When?

Where? Why? How?
4. Choose one to be your
main research question.
Why or How questions
are best.

5. Make your question as

clear and specific as
possible. Specify who,
what, where, when you
are talking about. Clarify
any vague words.

6. State your working

thesis. The working
thesis should summarize
the answer to your main
research question, and
will likely change after
you do some research.
H. Making generalizations Close the session by
and abstractions about the summarizing the concept
lesson on how to formulate a
research topic/problem.

I. Evaluating learning

J. Additional activities for

application or remediation

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other teachers?

GRADE 10 School Grade Level 10

 DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

19. Content Standards The learner demonstrates understanding of key concepts of measures of position.

20. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards

21. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical statistical
M10SP-IVf-g-1 M10SP-IVf-g-1 mini-research. mini-research.
M10SP-IVf-g-1 M10SP-IVf-g-1

The learner uses The learner uses

appropriate measures of appropriate measures of The learner uses The learner uses
position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
Objectives analyzing and interpreting analyzing and interpreting statistical methods in statistical methods in
research data. research data. analyzing and analyzing and
interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.

M10SP-IVh-j-1 M10SP-IVh-j-1
a. Identify the difference
between primary and
 a. Differentiate secondary data a. Create a tool in a. Check and analyze
population from sample. collecting data for their the tool in data
b. Collect or gather research collection
b. Identify and statistical data
describe the different b. Edit and improve the
c. apply the different
sampling techniques. tool for data collection
methods of collecting
c. Value accumulated data
knowledge as means of
new understanding.

Collection of Data Methods of Collecting Construction of Tool for Checking and Editing of
(Sampling Techniques) Data Data Collection Tool for Data Collection

M. References

25. Teacher’s Guide

26. Learner’s
Materials

27. Textbook e-math (Advanced

Algebra and
Trigonometry),
pp.370-371, 374-375
 Elementary Statistics by
Carmela Zamora-Reyes,
pp. 27-34

28. Additional Powerpoint Presentation, Powerpoint Presentation,

Materials from laptop, activity sheets laptop, activity sheets
Learning
Resources (LR)
portal

N. Other Learning
Resources

A. Reviewing previous
lesson or presenting the
“The boat is sinking” Conduct a mini-survey on Research Day Sharing of experiences
new lesson
Activity the track and strands to regarding the library
be taken by grade ten ____ activity yesterday.
students.
- All the students in
the class must
participate
 - Students will have
to group
themselves
according to the
classification to be
given by the
teacher.

- Example, “The boat

is sinking, group
yourselves
according to your
birth month”

B. Establishing a purpose
for the lesson
WORD DEVELOPMENT ACTIVITY

-Group students into 5. Group students into 5.

-Give each group show me

board, chalk and eraser.
Have each group identify
- Jumbled letter-word will possible ways of
be flashed collecting data

-Each group will rearrange

the letters to form the
correct words.
 -The group who earns the Present outputs in the
most number of points most creative way.
wins.

1. ELMPSA

2. ATPLOPONULI

3. DANROM

4. DFIETRSATI

5. CVOENICENCEN

6. LTCEURS

C. Presenting
examples/Instances of the
A mathematics ACTIVITY (JIGSAW
new lesson
teacher plans to choose PUZZLE)
four students from the
math club to be in
publicity photo. Using the 1. Divide students into 5-
different sampling or 6-person jigsaw groups.
techniques, how would
the teacher choose the 2. Appoint one student
four students? from each group as the
leader.

3. Divide the day’s lesson

SOLUTION: into 5-6 segments.

1. The math teacher 4. Assign each student to

could put the learn one segment.
names of all the
5. Give students time to
students in a box,
read over their segment at
pick the names
least twice and become
without looking.
familiar with it.
(Random
Sampling) 6. Form temporary “expert
groups” by having one
2. The math teacher
student from each jigsaw
could choose the 4
group join other students
students in the
fourth row. assigned to the same
segment.
(Convenience
Sampling) 7. Bring the students back
into their jigsaw groups.
3. The teacher could
mix the names of 8. Ask each student to
the boys and present her or his
choose two from segment to the group.
the group. The
teacher does the 9. Float from group to
same for the girls. group, observing the
(Stratified Random process.
Sampling)

4. The math teacher

could choose a
group of four
students in back
 corner. (Cluster
Sampling)

5. The math teacher

could choose every
third student,
beginning in front
row and count from
right to left.
(Systematic
Sampling)

D. Discussing new concepts

and practicing new skills # What are the different
1 methods of collecting
data?
Identify which type of
sampling is used. What are the advantages
and disadvantages of
1. A psychologist each method?
selects 12 boys
and 12 girls from When each method can
each of 4 Science be used best?
classes.

2. A biologist surveys
all students from
each of 15
randomly selected
classes.
 3. Smart selects every
100th cell phone
from the assembly
line and conduct a
thorough test of
quality.

E. Discussing new concepts THINK-PAIR-SHARE

and practicing new skills #
2
Mr. Calong, a g10
adviser at Rosario
National High
School, needs to
choose 2 boys
and 2 girls from
his class to
participate in the
cotillion for the
Junior’s Prom.
Using the
sampling
techniques, how
would Mr. Calong
choose the
students?

F. Developing mastery Identify the type of

(leads to Formative sampling used in the
Assessment 3) following statements.
1.An engineer selects
every 50th cell
phone from the
assembly line for
careful testing
and analysis.

2.A reporter writes

the name of each
senator on a
separate card,
shuffles the cards,
and then draws
five names.

3.The principal of
RNHS surveys all
students from
each of 12
randomly
selected classes.

4.A researcher
interviews
students who are
leaving the school
canteen.

5.A grade 10 teacher

at RNHS
interviews all G10
students in each
 of 4 randomly
selected sections
in grade 10.

G. Finding practical
application of concepts
Identify the sampling Identify the best method
and skills in daily living
technique your group will in collecting data for your
use for your research group’s research topic.
paper. Why the specific
sampling technique is to
be used. Be ready to present and
explain your answer in
class
Discuss in class your work.

H. Making generalizations Statistics is a branch METHODS OF

and abstractions about the of mathematics that deals COLLECTING DATA
lesson with the collection,
1. Questionnaire/Survey
organization, presentation,
analysis, and 2. Interview
interpretation of data.
3. Observation
Statistics involves
much more than simply 4. Experimental Approach
drawing graphs and
5. Ethnographies, Oral
computing averages. The History, and Case Studies.
commonly used terms
afre population and 6. Documents and records
sample.

Sampling Techniques

1. In a random
sampling, each
member of the
population has an
equally likely
chance of being
selected. The
members of the
sample are chosen
independently of
each other.
2. A convenience
sampling is a
sampling
technique where
sample is chosen
so that it is easy for
the researcher.

3. In a stratified
sampling, the
population is
divided into
subgroups, so that
each population
member is in only
one subgroup. In
here, individuals
are chosen
randomly from
each subgroup.

4. A cluster sampling
is a sampling
technique that
consists of items in
a group such as a
neighbourhood or a
household. The
group may be
chosen at random.
 5. A systematic
sample is obtained
using an ordered
list of the
population, then
selecting members
systematically
from the list.

I. Evaluating learning Identify the type of

sampling technique used:

1. A mathematics teacher
selects 18 boys and 18
girls from each of four
classes.

2. A researcher interviews
every 45th patients in the
list of Divine Grace
Medical Center in-patients

3. A student interviews
school principals and
classroom teachers about
the implementation of
K-12 Curriculum.

4. Ms. Angon wants to

give away 3 movie tickets.
In order to avoid bias, she
wrote the name of each of
 her students in a paper
and placed it in a hat. To
determine the 3 winners,
she picked 3 rolled papers
from the hat.

5. To research consumer
recognition of Swerte Ko
noodles, the researcher
conducts a survey of 2000
consumers in the
Philippines by
interviewing typical class
C and D consumers
coming out of the
supermarket.

J. Additional activities for

application or remediation Read 3 sample research
papers on-line, identify the
sample techniques used.

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other teachers?
 GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

28. Content Standards The learner demonstrates understanding of key concepts of measures of position.

29. Performance Standards The learner is able to conduct systematically a mini-research applying the different statistical methods.

30. Learning Competencies The learner formulates statistical mini-research. M10SP-IVf-g-1

The learner uses appropriate measures of position and other statistical methods in analyzing and
interpreting research data.

M10SP-IVh-j-1
 Objectives

RESEARCH DEFENSE

S. References

37. Teacher’s Guide

38. Learner’s Materials

39. Textbook

40. Additional Materials from Powerpoint Presentation, laptop, activity sheets

Learning Resources (LR)
portal

T. Other Learning Resources

A. Reviewing previous lesson or

presenting the new lesson

B. Establishing a purpose for the

lesson

C. Presenting examples/Instances of
the new lesson
D. Discussing new concepts and
practicing new skills # 1

E. Discussing new concepts and

practicing new skills # 2

F. Developing mastery (leads to

Formative Assessment 3)

G. Finding practical application of

concepts and skills in daily living

H. Making generalizations and

abstractions about the lesson

I. Evaluating learning

J. Additional activities for application

or remediation
A. No. of learners who earned 80% in
the evaluation

B. No. of learners who require

additional activities for remediation
who scored below 80%

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

E. Which of my teaching strategies

worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?