School: CBSUA- Laboratory Grade 10

High School Level:

Teacher: Jhosua Leo T. Learning Mathematics

Andaya Area:

GRADE 10 DAILY Teaching March 28, 2023 Quarter: 4

Date and @9:45- 11:45 AM
LESSON PLAN
Time:

I. OBJECTIVES

A. Content The learner demonstrates understanding of key concepts of

Standards measures of position.

B. Performance The learner is able to conduct systematically a mini-research

Standards applying different statistical methods.

C. Learning The learners are able to:

Competencies a. Illustrate the following measures of position: quartiles, deciles
and percentiles. (M10SP-IVa-1)
b. Calculate a specified measure of position (e.g. 90th
percentile) of a set of data. (M10SP-IVb-1)
c. Interpret measures of position. (M10SP-IVc-1)

D. Specific The learners are able to:

Learning a. Find the range of the distribution;
Objectives b. Calculate the class width of a distribution;
c. Construct a frequency distribution table; and
d. Realize the importance of intervals in real-life.

II. CONTENT CONSTRUCTING FREQUENCY DISTRIBUTION TABLE

III. LEARNING
RESOURCES

A. References

1. Teacher’s Math World 10 Enhanced Teacher’s Manual (2015), pp. 159- 171
Manual (Authors: Cristobal, et. al)

2. Learner’s Mathematics 10 Learning Packet for Quarter 3, SY 2022-2023,

Material Pages (Author: Jhosua Leo T. Andaya)

3. Textbook pages Math Ed 112: Advanced Statistical Methods, page 15 (Author:

Maria Azucena B. Lubrica, PhD and Professor VI of Benguet State
University)

4. Additional
Materials from
Learning
Resource Portal

B. Other Learning Instructional Video on Constructing Frequency Distribution Table

Resources https://drive.google.com/file/d/16dhO9tKyBLO-
p8uYflnHF1QTGcqjnqzW/view?usp=share_link
(Instructional video by Prof. Nick W. Sibaen of Benguet State
University)
IV. PROCEDURES

A. Preliminaries 1. Greetings.
2. Prayer.
Group 2 leads the prayer.
3. Remind the class rules.

B. Reviewing the 1. Present the result of the Third Grading Examination, and the
previous lesson students’ performance for the third quarter.
or presenting
the new lesson 2. Calculator Drill

Use your scientific calculator to answer the following questions. Do

this activity as fast as you can. The first group who gets the correct
answer gets a stub. Each group must collect stubs for those with
highest accumulated stubs at the end of April will receive a prize.

a. The bank manager observes the bank deposits in one specific

day are as follows:
750 1000 1100 1200 1200 1400 1500 1600
1750 4500 5000 6500 7000 8500 9000 9500
11 000 11 500 12 500 13 500

Find the 75th percentile.

Answer:
75
Position of P75 = (𝑛 + 1)
100
75
= (20 + 1)
100
3
= (21)
4
= 15.75

Interpolation: 15th = 9000; 16th = 9500

9500 – 9000 = 500
500 (0.75) = 375
9000 + 375 = 9375

Therefore, P75 = 9375.

b. The weights of the students in a class are the following: 69, 70,
75, 66, 43, 48, 56, 53, 51, 48, 63, 57, 42, 38, and 55.
Compute the 8th decile.

38, 42, 43, 48, 48, 51, 53, 55, 56, 57, 63, 66, 69, 70, 75
n = 15
8
Position of D8 = (𝑛 + 1)
10
8
= (15 + 1)
10
4
= (16)
5
= 12.8

Interpolation: 12th = 66, 13th = 69

69 – 66 = 3
3 (0.8) = 2.4
66 + 2.4 = 68.4

Therefore, D8 = 68.4

c. Mr. and Mrs. Lopez own a wide rice field where their neighbors
used to work. During the harvest day, they called for 40 people to
harvest the palay which will be put into large can containers. Mrs.
Lopez lists how many cans were filled with palay for every person.
 Listed below, arranged in ascending order, the number of cans filled
with palay.
38 40 41 45 48 48 50 50 51
51 52 52 53 54 55 55 55 56
56 57 59 59 59 62 62 62 63
64 65 66 66 67 67 69 69 71
77 78 79 79

Determine the 3rd quartile.

Answer: 0.75 (41) = 30.75

The third quartile is equal to 66.

Determine the 9th decile.

Answer: 0.9 (41) = 36.9

77-71 = 6; 6 (0.9) = 5.4; 71 + 5.4 = 76.4
The 9th decile is equal to 76.4.

C. Establishing a To be able to solve for the measures of position for grouped data,
purpose for the one must possess the skill and knowledge in creating a frequency
lesson distribution table. Step-by-step process will be given for students to
follow.

D. Presenting Ask:
examples/ 1. Have you tried computing your Body Mass Index? What have you
Instances of the noticed with the numbers when you try to locate where your BMI is
new lesson at?
(Yes/No. There is a specific range to know if you are normal,
underweight, overweight or obese.)

2. Who have been to Robinson’s Mall or SM? What have you noticed
with the prices of some commodities? Have you read some price
tags saying Price starts at Php 150.00 or Php 200.00?
(Students raise their hands. Some prices have definite range, and
not the actual price. Yes/No.)

These concepts on ranges and intervals are based on the lesson

Frequency Distribution Table.

E. Discussing new Present the Frequency Distribution Table (FDT)

concepts and
practicing new A frequency distribution is a tabular presentation of numerical or non-
skills numerical data grouped into non-overlapping intervals or called
classes together with the number of observations in each class.

To construct a Frequency Distribution Table or FDT:

1. The range of the set of elements must be determined first. The
range is the difference of the highest and lowest value of the
distribution.

2. Get the square root of the number of elements n in the set.

3. Divide the range by the square root of n, and rounded off to the
nearest odd number. This will be the class width or the interval
between classes.

4. Starting with the lowermost class, the lowest value will be the first
lower limit. Add the class width to make it the second lower limit, and
so on. The first upper limit will be one less than the second lower
limit, and the other limits follow. You may now start making a table.
The classes comprise the first column.

5. Count the values fitting in those classes and this will be the
 frequency. The sum of all frequencies of each class must be equal
to the number of elements n. The frequency comprises the second
column.

6. The third column of the FDT is for the True Lower Class Boundary.
It is the true limit of each class. Here, the upper limit of the first class
is equal to the lower limit of the next class, and so on. The True
Lower class Boundary is 0.5 less than the limit.

7. The fourth column is for the Less Than Cumulative Frequency. It

is the sum of each two succeeding class starting from the lowermost
class. The lowermost class is the class comprising the lowest values
in the distribution.

F. Developing Let the students watch an instructional video on constructing

mastery (leads to Frequency Distribution Table.
Formative
Assessment 3) https://drive.google.com/file/d/16dhO9tKyBLO-
p8uYflnHF1QTGcqjnqzW/view?usp=share_link

G. Making The range and the square root of the number of elements are
generalizations needed in order to find for the class width of each class to be able to
and abstractions make the FDT. The FDT summarizes the whole data given into a
about the lesson form of table labeled for faster and easier comprehension. This is
useful when solving the measures of position for grouped data,
measures of central tendency, measures of variability, and other
statistical processes.

H. Finding practical Frequency Distribution Table is very much applicable in almost all
applications of aspects of life. In education, business, government, etc., this is
concepts and skills observed. Even in the mere sorting of things like pens, papers, and
in daily living the beloved utensils of your mother, FDT is applied.

I. Evaluating Follow the steps to be able to create an FDT of the problem.

Learning
Mr. and Mrs. Lopez own a wide rice field where their neighbors used
to work. During the harvest day, they called for 40 people to harvest
the palay which will be put into large can containers. Mrs. Lopez lists
how many cans were filled with palay for every person. Listed below,
arranged in ascending order, the number of cans filled with palay.

38 40 41 45 48 48 50 50 51
51 52 52 53 54 55 55 55 56
56 57 59 59 59 62 62 62 63
64 65 66 66 67 67 69 69 71
77 78 79 79

1. Find the range:

The lowest value is 38, and the highest value is 79.
To find the range, the lowest value will be subtracted from the
highest value.
79 – 38 = 41
Thus, the range is 41.

2. There are 40 values corresponding to the number of cans each

person filled with palay. So, it will also be the number of elements n.
Now that n is identified, get its square root.
√40 ≈ 6.32

3. Next is to divide the range by the square root of n.

 41
≈ 6.49
6.32
We calculated an approximation of 6.49. however, it says here
we must round it off to the nearest odd number. 6.49 is between the
odd numbers 5 and 7. However, it is closer to 7.
Thus, the class width is 7.

4. To find all the classes of our FDT, we need to start from the lowest
value which is 38. This will be the lower limit of the first class. The
lower limit of the second class is 38 plus our answer in step 3 which
is 7, and is equal to 45. The lower limit of the third class is 45 + 7 =
52, and so on. For the upper limit of the first class, just subtract one
from the lower limit of the second class which is 45, so it will be 44.
The upper limit of the second class is 52 – 1 = 51, and so on. Thus,
in the FDT:
CLASS
38 – 44
45 – 51
52 – 58
59 – 65
66 – 72
73 – 79

There are cases where the first class is located at the lowermost
part of the FDT, which is also acceptable. However, we stick to this
format.

5. The frequency of each class can be tallied first or directly input to

the table.
CLASS FREQUENCY
38 – 44 3
45 – 51 7
52 – 58 10
59 – 65 9
66 – 72 7
73 – 79 4
TOTAL 40

6. The True Lower Class Boundary or Lower Class Boundary (LCB)

is just 0.5 less than the lower limit of each class.
CLASS FREQUENCY LCB
38 – 44 3 37.5
45 – 51 7 44.5
52 – 58 10 51.5
59 – 65 9 58.5
66 – 72 7 65.5
73 – 79 4 72.5
TOTAL 40

7. The Less than Cumulative Frequency or ˂cf is done by adding the

frequencies of two succeeding classes starting from the first class
(the class with the lowest value in the distribution) until the
cumulative sum reaches the total number of frequencies on the last
 class.
CLASS FREQUENCY LCB ˂cf
38 – 44 3 37.5 3
45 – 51 7 44.5 10
52 – 58 10 51.5 20
59 – 65 9 58.5 29
66 – 72 7 65.5 36
73 – 79 4 72.5 40
TOTAL 40

J. Additional Create a FDT of the problem.

activities for
application or The bank manager observes the bank deposits in one specific day
remediation are as follows:

750 1000 1100 1200 1200 1400 1500 1600

1750 4500 5000 6500 7000 8500 9000 9500
11 000 11 500 12 500 13 500

V. REMARKS

Prepared by:

JHOSUA LEO T. ANDAYA

BSU Intern

Checked by:

GLENN E. REDECILLA
Cooperating Teacher