SULTAN SINANGGAYAN Grade

School TEN
INTEGRATED SCHOOL Level

HONEY JEAN F. Learning

Teacher MATHEMATICS
SUPITER Area

Teaching
Grades 1 to 12 MAY 22, 2023 (10:40-
Dates & Quarter FOURTH
DAILY LESSON 11:40 am)
Time
PLAN

A. Content Standards The learner demonstrates understanding of key concepts of

measures of position.
B. Performance Standards The learner is is able to conduct systematically a mini-
research applying the different statistical methods.
C. Learning Illustrates the following measures of position: quartiles, deciles
Competencies / and percentiles. M10SP-IVa-1
Objectives (Write the LC
code for each)

At the end of the one-hour period (60-minute period), the student

should be able to:
I.OBJECTIVES a. determine the quartiles of an ungrouped data;
b. identify quartile value of an ungrouped data; and
c. appreciate the concept of measures of position in real life
situation.
II. CONTENT Measures of Position on Quartiles

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learners Materials Mathematics Learner’s Module, pp. 364-370
Pages
3. Textbooks Pages Dimasuay, Lynie et.al (2016)
4. Additional Materials
from Learning Resources
(LR) portal
B. Other Learning Resources Laptop, SMART TV , visual aids, chalk/chalkboard
C. Values Integration Cooperation
IV. PROCEDURES

A. Reviewing previous lesson The teacher will ask the students about the previous
or presenting the new lesson topics.

The teacher will group the students into three and let them
B. Establishing purpose for understand the concepts of measures of position on quartiles
the lesson through a game called “4 pics 1 word”.
 Measures of Positions on Quartiles

Measure is a standard unit used to express the size,

amount, or degree of something.

Position is all about arranging a particular position that

he/she belong.

Quartile is the score points which divide a distribution

into four equal parts.

Q1 Q2 Q3
Lower Middle Upper
Quartile Quartile Quartile

We have 3 quartiles, the lower quartile Q1, middle quartile

C. Presenting or median Q2, and the upper quartile Q3.
examples/instances of the
new lesson The difference between Q3 and Q1 IS the interquartile range.

25% of the data has value ≤ Q1.

50% of the data has a value ≤ Q2
75% of the data has a value of ≤ Q3.
Example:

The scores of 7 students in a Mathematics seatwork are: 7,

4, 3, 6, 7, 4, 8. Find Q1, Q2, and Q3.

1st step is arranging the data into

ascending order: 3, 4, 4, 6, 7, 7, 8

3 4 4 6 7 7 8

Q1 Q2 Q3

D. Discussing new concepts The age of 11 students are the following. Find Q1, Q2, and Q3.
and practicing new skills # 1 9, 13, 10, 9, 11, 12, 16, 14, 17, 15, 14

E. Discussing new concepts

and practicing skills # 2

F. Developing mastery Using the same group, I want you to choose one
representative each group to pick one envelop from me.
(Leads to Formative
 Each envelop has a task to do.

Inside these envelopes there are problems for you to solve,

and also it has a way on how you present your work in
front. Like rapping, singing and others.

You have 2-3 minutes to present your work, and will be

graded according to this criteria

Content 20%

Creativity 10%

Presentation 15%

Cooperation 5%

Total 50%

Now, you start discussing with your groupmates.

Assessment 3)
You will present by:
1. RAP
2. SINGING
3.
Group 1: You are going to know what is the quartiles of the
scores in your mathematics class of your 5 friends
including yours. The scores are 8,11,3, 10, 6, 8,5. Find the
Q1, Q2, and Q3.

Group 2: You have a big problem in your assignment

about getting the quartiles of given distribution. Now, find
a way that you can get the values of the quartiles of the
ages of malnourished children in SSIS. 16,11, 9, 10,15, 12,
15, 13, 16, 9, 7.

Group 3: You want to know how to easily solve a problem

on quartile. So, you invite a celebrity to give you tips on
how to solve quartiles given a sample problem. Find the
quartiles of the scores of 7 students in mathematics
remedial class 5, 7, 8 ,10,5,6,10.

G. Finding practical
applications of concepts and 9 students will fall in line, we arrange them in ascending
skills in daily living order, from shortest to tallest.

H. Making generalizations 1. In your own understanding, what is quartiles?

and abstractions about the 2. How can we apply quartiles in a real life situations?
lesson

Get ½ lengthwise and answer these following questions

1. Find the lower quartile and upper quartile of the data.

The number of days taken by each of 11 emplo\
32 39 27 23 42 35 42 29 46 37
I. Evaluating learning 42
2.Find the quartiles of the problem. A group of students of
SSIS obtained the following scores in their Statistics quiz:
8 5 4 5 7 3 6

J. Additional activities for Research and study in advance about Measures of

application or remediation Positions on Deciles.

Prepared by:

HONEY JEAN F. SUPITER

Teacher II

Checked and Reviewed:

MOPEDA A. KABILAN
MT-I/Elementary Department Head

REXY JOY N. DELGADO

T-II/ Secondary Department Head

Noted:

KADAPI P. MONSIANG
Head Teacher - I
1/4

and
4/16

2/3
3/2
16/24

and

8/12
6/8

and

3/4
6/10

and
9/10
n 49

- = -

9 63
2 n

- = -

5 30
n 9

- = -
17
4 n

- = -

7 41
n 5

- = -

8 20
3:9=9:27
7:1=5:3
15:5=5:15
8:2=4:1
 6:20=12:40

Name: __________________________________ Grade & Section: __________________

Identify which of the following ratios show proportion. Write YES or NO on the blank.

a. 3:4=12:16 _______

b. 3:2= 6:4 _______

c. 4:5= 13:15 _______

d. 6:36= 1:6_______
 d. 9:2= 72:16 _______

Name: __________________________________ Grade & Section: __________________

Identify which of the following ratios show proportion. Write YES or NO on the blank.

a. 3:4=12:16 _______

b. 3:2= 6:4 _______

c. 4:5= 13:15 _______

d. 6:36= 1:6_______

d. 9:2= 72:16 _______

Group Activity

Mechanics:

a. Choose a leader.
b. Choose a secretary.
c. Choose a reporter.
d. Read and solve the given problem within 5 minutes. Write your
answer on manila paper.

Group 1 Problem
A bag of N & N sweets contains just yellow and orange sweets. For every 2 yellow sweets,
there are 6 orange sweets. Complete the table below, then answer the questions that
follow.

Yellow 4 6

Orange 6 12

Total 24 40
Sweets

a. What is the ratio of orange to yellow sweets?

b. If you have 8 yellow sweets, how many orange sweets will you have?

c. There are 32 sweets in the medium sized bag. How many will be yellow?

d. In the extra-large bag there are 40 sweets. How many are orange?

e. You look in the sweet and count out 16 yellow sweets. How many sweets are in the
bowl?

Group Activity

Mechanics:

a. Choose a leader.
b. Choose a secretary.
c. Choose a reporter.
d. Read and solve the given problem within 5 minutes. Write your
answer on manila paper

Group 2 Problem

Fill in each blank to complete the sentence based on the given proportion,

16:28= 4:7

a. The first term is _____

 b. The second term is ____

c. The third term is ____

d. The fourth term is ____

e. We call the first and fourth term as ____

f. We call the second and third term as ____

g. If the product of the 1st and 4th term is equal to the product of the 2nd and 3rd
term, they are _____.

Group Activity

Mechanics:

a. Choose a leader.
b. Choose a secretary.
c. Choose a reporter.
d. Read and solve the given problem within 5 minutes. Write your
answer on manila paper.

Group 3 Problem
Cassandra uses 3 kilos of sampaloc to make 24 dozens of sampaloc candy. What is the
ratio of the number of sampaloc candy to the number of sampaloc used?

The answer of the following question will be written in the manila paper.

a) What is asked?
b) What facts are given?
c) What is the needed operation?
d) Write the equation
e) What is the answer?
extremes

2:7=8:28
 Compound
Interest:
 
A=P(1+r) t