DETAILED LESSON PLAN FOR GRADE 10

I. A. Content Standard
The learner demonstrates understanding of key concepts of measures of
position
B. Performance Standards
The learner is able to conduct systematically a mini-research applying the
different statistical methods.
C. Objectives
At the end of the lesson, the learners are expected to:
a. illustrate measures of position for grouped data (quartiles);
b. calculate a specified measure of position for grouped data (quartiles);
c. interpret measures of position for grouped data (quartiles); and,
d. show teamwork and cooperation through active participation in group
activities.
Code: (M10SP-IVc-1)

II. SUBJECT MATTER

a. Topic: Measures of Position for Grouped Data
Sub-topic: Quartiles
b. References: Mathematics Learner’s Module p. 385-387
https://www.youtube.com/watch?v=wKDS7MEb9pg
c. Materials: PowerPoint Presentation, Manila Paper, White board marker and
Chalk board.
Strategy: Cooperative Learning and Exploratory
Values Integration: Cooperation and Collaboration
III. PROCEDURE
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Routinary Activities
 Greetings

Good morning, class! Good morning, ma’am.

How are you today? We are all good, ma’am.

 Prayer
Please everybody standup and let us pray. Lead
the prayer Mr. Stephen Dear Heavenly Father, thank you for the
hundredfold blessings, help us to multiply love
and respect, divide our God given talents, add
happiness and ideas to others, and subtract the
wrongdoings and grudges in our hearts.
In Jesus Name, Amen.
Good afternoon!
Good afternoon, ma’am.
Before you take your seat, kindly pick up
those litters around you and arrange your
chairs properly.

 Checking of attendance

Class secretary, kindly mark your classmates who Yes, ma’am.

are absent today.
B. Review of the Past Lesson

Before we proceed to our lesson for this day, let us

have a short recap about our discussion yesterday.

Missly, can you tell me what was our last topic? Our last topic was Measures of Position for
Ungrouped data, ma’am.

Very good. How do you define Measures of
Position?
How many measures of position do we have?
Kindly enumerate them, Giovanni.
That is right!
Measures of Position determines the position of
a single value in relation to other values in a
sample data, ma’am.
Three, ma’am.
The, Quartile, Deciles and Percentiles, ma’am.

C. Motivation

Let’s play a game called “4 pics 1 word”

1. 1. Measure

MESUAR
2. 2. Position
 POTIOSIN
3. 3. Group

GUORP
4. 4. Data

DAAT

What do you think is our topic for today? Measures of Position for Grouped Data,
ma’am.
That is right!

Today, you are expected to illustrate, calculate and

interpret measures of position for grouped data
(quartiles).
D. Lesson Proper
Our lesson for today is Measures of Position for
grouped data.

What is measures of Position again, John? A measure of position determines the position
of a single value in relation to other values in a
sample or a population data set
Very good! How about grouped data, Stephanie?
Grouped data are the data which are arranged
into a frequency distribution. The number of
Data is greater than 30.
Alright, this means when the number of elements
is too large, it is best to compute the measure of
position using the frequency table. Do you
understand? Yes, ma’am.

From our previous lesson, we already tackled the

3 common of measures of position, right? Yes, ma’am.

Will you enumerate them, Xian? The 3 common Measures of Position are the
quartiles, deciles and percentiles, ma’am.
That is right. Thank you, Xian. Now, what is
Quartile? Quartiles are those values that divide the total
frequency into four equal parts, ma’am.
Thank you, Xian. The kth quartile denoted by Q k
is computed as follows:

[ ]
k (N )
−Cfb
4
Qk =LB+ i
f Qk
Where:
LB = Lower Boundary
N = total frequency
Cfb = cumulative frequency of the class before the
Q k class
f Qk = Frequency of the Qk class
i = size of class interval
k = nth quartile, where n = 1, 2 and 3.

Let’s have an example here.

Calculate the Q1, Q2, and Q 3 of the Mathematics
test scores of 50 students.
Scores Frequency
41 – 45 14
36 – 40 8
31 – 35 11
26 – 30 12
21 – 25 5
The first thing we’re going to do is to complete
the frequency table. So, to complete the table we
need to find the lower boundary and the The lower boundary is the lower endpoint that
cumulative frequency. determines the class interval

What is lower boundary, again?

Very good! Thank you. So now let us solve the

lower boundary.
The lower-class intervals are 41, 36, 31, 26,
 and 21, ma’am.
To find the Lower Boundary, we need to identify
first our lower-class interval. Based on the Class
interval scores, what are the lower class, Kyle?

Yes, that is right. Very good, Kyle. Now that we

know the Lower-class intervals, we can subtract
each one by 0.5 to get the lower boundary.
Class Frequency Lower
Interval (f) Boundary
Scores
41 – 45 14 40.5
36 – 40 8 35.5
31 – 35 11 30.5 (The learners are listening).
26 – 30 12 25.5
21 – 25 5 20.5

Next is the cumulative frequency. The cumulative

frequency is calculated by adding each frequency
from a frequency distribution table to the sum of
its predecessors. The last value will always be
equal to the total for all observations.

Class Frequency Lower Less than

Interval (f) boundary Cumulativ
Score (LB) e
Frequency
(<Cfb)
41 – 45 14 40.5 50 (The learners are listening).
36 – 40 8 35.5 36
31 – 35 11 30.5 28
26 – 30 12 25.5 17
21 – 25 5 20.5 5

Now that the frequency table is completed, we can

now solve for Quartiles 1, 2 and 3.
50, ma’am.
To find where the quartiles are located, we need to
find first its class. So, we will use the formula
k(N )
Qk class=
4
k (N )
Qk class=
4

What is the value of N, Janel?

Very good. Now, let’s substitute:

1(50)
Q1 class=
4
 Yes, ma’am.
Q1 class=12.5 th

This means we need to find the class interval

where the 12.5th score is contained. To find this,
using the <cf, get the highest nearest value of
12.5.
The lower boundary is 25.5, ma’am.
The highest nearest value of 12.5 is 17. The
Q1 class is class interval 26-30. Do you
understand, class? The frequency is 12, ma’am.
Class F LB <Cf
interval
26-30 12 25.5 17

Based on the Q1 class what is the lower boundary,

Kyle?

Very good! What about the frequency, Stephen?

That is right! The cumulative frequency of the
class before Q1 class is 5.

Now that we already know the values needed, let’s

solve for Q 1 .

[ ]
k(N )
−cf b
4
Qk =LB+ i
f Qk

Q3=25.5+ [ 12.5−5
12
5 ] k(N )
Qk class=
4
Q 1=25.5+
[ ] 7.5
12
5
Q2 class=
2(50)
4
Q1=25.5+3.13 100
Q2 class=
4
Q1=28.63 Q2 class=25

Therefore, 25% of the students have a score less The highest nearest value of 25 is 28. This
than or equal to 28.63. means that the Q 2 class is class interval 31-35.

Now using the same formula and step, find the 2nd Class F LB <Cf
Quartile, Kontezza. Interval
31 – 35 11 30.5 28
 [ ]
k(N )
−cf b
4
Qk =LB+ i
f Qk

Q 2=30.5+
[ 25−17
11
5
]
Q2=30.5+
[ ] 8
11
5

Q2=30.5+3.64

Q2=34.14

Therefore, 50% of the students have a score

less than or equal to 34.14.

k(N )
Qk class=
4
3(50)
Q3 class=
4
Very good! Thank you, Kontezza. 150
Q3 class=
Now solve for third quartile, Joshua. 4
Q3 class=37.5

The highest nearest value of 37.5 is 50. This

means that the Q3 class is class interval 41 – 50.

Class f LB <Cf
Interval
41-45 14 40.5 50

[ ]
k(N )
−cf b
4
Qk =LB+ i
f Qk

Q 3=40.5+
[ 37.5−36
14
5
]
Q3=40.5+
[ ] 1.5
14
5

Q3=40.5+0.54

Q3=41.04
 Therefore, 75% of the students have a score
less than or equal to 41.04.

Very good, Joshua!

E. Application
Now, I will group you into 3. Count 1 to 3. (The learners grouped their self into 3.)

Go to your respective groups.

Instructions:
Complete the frequency table and answer what is
asked. Assign a secretary to write your answers
and 2 representatives to report. (Each group answers the given task).

Now, present your answers on the board, Group 1. Group 1 presents their answer.
Calculate the first quartile of the Mathematics
test scores of 60 students.
Class Frequency Lower Less
Interva boundary cumulative
l frequency
66 – 75 18 65.5 60
56 – 65 11 55.5 42
46 – 55 9 45.5 33
36 – 45 12 35.5 22
26 – 35 10 25.5 10
k(N )
Qk class=
4
1(60)
Q1 class=
4
60
Q1 class=
4
Q1 class=15

The highest nearest value of 15 is 22. This

means that the Q1 class is class interval 36 – 45.

[ ]
k(N )
−cf b
4
Q1=LB+ i
f Qk

Q1=35.5+
[ ]
15−10
12
10

Q 1=35.5+
[ ]
5
12
10
 Q1=35.5+ 4.17
Good job, group 1! Alright, let’s give them a
mommy Dionysia clap. Q1=39.67

Therefore, 25% of the students have a score

Now, present your answer, Group 2. less than or equal to 39.67.

1, 2, 3!
1, 2, 3!
Very good! Very good!

Group 2 presents their answer.

The following is the distribution of daily
allowance of 60 students. Calculate the 2nd
quartile.
Class Frequency Lower Less
Interva boundary cumulative
l frequency
81 – 90 7 80.5 60
71 – 80 25 70.5 53
61 – 70 16 60.5 28
51 – 60 9 50.5 12
41 – 50 3 40.5 3

k(N )
Qk class=
4
2(60)
Q2 class=
4
120
Q2 class=
4
Q2 class=30

The highest nearest value of 30 is 53. This

means that the Q 2 class is class interval 71 – 80.

Q
[ ]
k (N)
−cf b
4
2=¿ LB+ i¿
f Qk

Q
2=¿70.5 + [ 30−28
25 ]
10 ¿

Very good, Group 2! Let’s give them a coca cola Q

clap. 2=¿70.5 + [ ] 2
25
10 ¿

Q2=¿70.5 +0.8 ¿
Now, it’s your time to shine, Group 3!
 Q2=¿71.3 ¿

Therefore, 50% of the students have a daily

allowance less than or equal to 71.3

1, 2, 3!
1, 2, 3!
Sexy!

The Group 3 presents their answer.

Calculate the third quartile of the National
Career Assessment Examination (NCAE) score
of 50 students.
NCAE frequenc Lower Less
Scores y Boundary cumulative
frequency
42 – 45 8 41.5 50
37 – 41 10 36.5 42
33 – 36 13 32.5 32
b
29 – 32 11 28.5 19
25 – 28 8 24.5 8

k(N )
Qk class=
4
3(50)
Q3 class=
4
150
Q3 class=
4
Q3 class=37.5

The highest nearest value of 37.5 is 42. This

means that the Q3 class is class interval 37 – 41.

[ ]
k(N )
−cf b
4
Qk =LB+ i
f Qk
Excellent, Group 3. Let’s give them a Darna clap.

Q3=36.5+ [ 37.5−32
10
4 ]
Q 1=36.5+
[ ] 5.5
10
4

Q1=36.5+2.2

Q1=38.7
 Therefore, 75% of the students have a score
less than or equal to 38.7.

1, 2, 3!
1, 2, 3!
DARNA!
F. Generalization
What have you learned in our lesson today? l learned how to interpret measures of
positions.
Very good!

Can you give something that you find interesting
in our lesson?
Wow, what a nice realization.
Ma'am, I find our lesson/discussion very
interesting. It made me realized that solving
quartiles is connected in our day to day life.
There are steps you need to follow to be
organized and systematic just like in life there
are rules and norms to be followed to become a
holistic individual.

Do you have any questions or clarification? None ma’am.

Do you understand the lesson, class? Yes, ma’am.

IV. EVALUATION
Activity 1: Guess Where I am!
Direction: Complete the frequency distribution and calculate the first quartile.

The following is a distribution for the number of employees in 45 companies

belonging to a certain industry.

Class Interval Frequency Lower Less than Cumulative

(f) boundary (LB) frequency (<Cf)
41 – 45 11 40.5
36 – 40 6 34
31 – 35 9 28
26 – 30 7 25.5
21 – 25 8 12
16 – 20 4 15.5

V. ASSIGNMENT

Calculate the 3rd and 2nd Quartile of the mathematics test scores of 45 students.
 Scores Frequency
40 – 42 3
37 – 39 17
34 – 36 10
31 – 33 9
28 – 30 6

Prepared by:

JAMAICA ROSE A. BALBIN

Practice Teacher
Checked by:

JUNELYN S. MAGARU
Cooperating Teacher

Reviewed by:

RODEL L. TACCAD
Master Teacher II/Math Coordinator

MARILOU N. RAPANUT
Head Teacher III
Noted:

PETER A. BATARAO
Principal III