A DETAILED LESSON PLAN IN

MATHEMATICS 10
MEASURE OF POSITION: THE QUARTILES
FOR UNGROUPED DATA

Date: __________________

I. Objectives
Content Standard: The learner demonstrates understanding of key concepts of measures of
position
Performance Standard: The learner is able to conduct systematically a mini-research
applying the different statistical methods.
Competency: Calculates a specified measure of position of set of data M10SP-IVb-1
During the session, the students should be able to:
 identify quartiles for ungrouped data as measures of position;
 solve problems involving quartiles for ungrouped data.
II. Subject Matter
a. Topic: Measures of Position for Ungrouped Data
b. Sub-topic: The Quartiles for Ungrouped Data
c. Reference: Mathematics 10 Learner’s Module First Edition 2015
Published by Department of Education pp. 362-372
d. Materials: visual aids, PowerPoint , card boards and board
III. Procedure

Teacher’s Activity Students’ Activity

A. Teaching Strategy
1. Prayer
Everybody please stand up. _______ In the name of the Father, and of the
will you please lead the prayer. Son, and of the Holy Spirit….Amen.

2. Greetings
Good morning class! Good morning Ma’am, good morning
I’m inspired to see you too. classmates, we’re inspired to see you.
3. Checking of Cleanliness
Before we start please arrange your (The students will arrange their chairs
chairs and pick up the pieces of papers. and pick up the pieces of papers)
4. Checking of Attendance
Ms. Secretary is there any absent There is no absent ma’am
today?
That’s great! I’m glad to hear that
there is no absent today.
Very good!
Give yourself 5 claps. (The students will clap)
B. Review of the Previous Lesson
Before we proceed to our next topic we
will have a short review.

What was our topic last time? Our topic last time was all about
Probability of Simple Events
That’s right!
Probability is the chance that something
What is probability? will happen.
That’s correct! The formula in getting the probability of
What is the formula we will use in solving simple events is
the probability of simple events? P(E) =
That’s right! number of ways the event can occur
number of possible outcomes
Example:
1. If I roll a die. What is the probability to
obtain 4?

The probability of a die rolled once to

obtain 4 is 1/6 or 16.67%.

That’s correct! The probability of a die to get an odd

number is 3/6 = 1/2 or 50%.

2. What is the probability to get an odd G-O-O-D-J-O-B GOOD JOB GOOD JOB!
number?

That’s superb!

Let’s give them a GOOD JOB clap.

C. Motivation
Before we go to our next topic let’s have
first an activities.
Yes ma’am!
Are you familiar with “4 pics 1 word?”
I have here 2 sets of pictures. Identify the
words decoded from the pictures.
The words decoded from the pictures
were Measure of Position.

(The students will clap)

Very Good! Let’s give them a Fireworks

clap. (Students are listening)

I have here another activity entitled:

“Find My Place”
Observe the 5 pieces of card boards in
front. Arrange them based on the instruction
to be given later. Decode the
hidden word afterwards.
Raise your hand if you think you can
arrange the card boards according to the
instruction. Read the hidden word and
answer the question that follows. Answer Yes ma’am!
as fast as you can. For those who will get Yes ma’am!
the correct answer shall be given a prize.
Did you understand?
Are you ready? (Students are analysing)

Here is the instruction: Five card boards

are standing in front red, green, yellow,
black and blue. Red is not the last and The arrangement of the card boards must
ahead to blue. Green is not ahead to be red, blue, black, yellow and green.
yellow. Black has a girl directly in front of
him. And directly behind him. Blue is not
last. Black is somewhat ahead of yellow.
 The word at the back of the card boards
was “QUARTILES”.

That’s great!

Then flip the card boards and read the

hidden word.

(Students will clap)

That’s great! Let us give them a rain clap
and here is your prize.

Based on the activity, can you guess

what our lesson today?
Good answer! Let’s give him/her a
GOOD JOB clap.
To divide a 1kl of lanzones into 4 equal
D. Activity parts it should be 1/4 kilo each.
I have here 1kl of lanzones. How can you
divide it into 4 equal parts?

That’s right!

It will be divided into 4 equal parts.

The boundary between the first part and

second part of the lanzones must be a 1st
inter-quartile mark, the boundary
between the second part and the third
part must be the 2nd inter-quartile mark
and the boundary between the third and
Where are the inter-quartile marks?
fourth part must be 3rd inter-quartile
mark.

That’s great!
E. Analysis
During the session, the students
Before we proceed to our discussion let’s
should be able to:
have first know our objectives.
dentify quartiles for
ungrouped data as
 measures of position;
These are our objectives.  solve problems involving
Let us have a deeper understanding quartiles for ungrouped
about quartiles. data; and
 work cooperatively as a
Group

Quartile is a statistical measure of

What is quartile? position.
Quartiles divide a rank-ordered data set
Very good! into four equal parts.

Ungrouped data is the type of data that is

totally a raw data.
What is ungrouped data?
That’s right! Array is an ordered arrangement of
numbers or other items of information in
What is array? rows and columns.

That’s correct!

In quartiles, we have first quartile (Q1),

second quartile (Q2), third quartile (Q3)
and inter-quartile range (IQR).
What is first quartile?
That’s right!
What is second quartile?
Very good!
What is third quartile?
That’s correct!
What is inter-quartile range?
Very good!
First quartile (Q1) is the left side of the
data set or 25% of distribution.
The second quartile (Q2) is the median of
the data or 50% of distribution.
Third quartile (Q3) is the right side of the
data or 75% of distribution.
The inter-quartile range is the difference
between third quartile and first quartile.
IQR= (Q3)- (Q1)

Now, let us have an example to

understand the quartiles.
1. A teacher recorded the Mathematics
grades of top 6 students in Grade 10
Rizal. Their scores are 99, 91, 95, 95, 97,
and 93. Using mathematics grades, find
the median, lower and upper quartiles, 91, 93, 95, 95, 97, 99
and inter-quartile range.
First, arrange the data in ascending The median is 95+95 /2 = 95
order
Find the median The median of lower halves 91, 93, 95 is
Very good! 93. The median of the upper halves 95,
Find the median of lower and upper 97, 99 is 97.
halves. The Q1=93, Q2=95, and Q3=97
That’s correct!
Define your quartiles
That’s right! The inter-quartile range is 97-93=4
Define Inter-quartile range.
Very good!

2. A store in Rizal produced handicrafts in 7

consecutive months, the number of
handicrafts made from the first up to the last
month were 12, 15, 10, 8, 17, 19 and 22
respectively. Find the median, lower and upper
quartiles, and inter-quartile range using the
number of
handicrafts produced per month.
Arrange the scores in ascending order.
In this problem, what will we do first? 8, 10, 12, 15, 17, 19, 22
Very good! The median is 15.
Find the median

That’s right! The median of lower halves 8, 10, and

Find the median of lower and upper 12, is 10. The median of the upper halves
halves. 17, 19, and 22 is 19.
Define your quartiles The Q1=10, Q2=15, and Q3=19
That’s good! The inter-quartile range is 19-10=9
Define Inter-quartile range
Very good!

The easiest way to get the median, lower

and upper quartiles and inter-quartile
range is to follow the given steps.
F. Abstraction
Now, what have you learned in quartiles as
measure of position? I have learned to locate a position of an
object through measure of position.
How do you find the topic? Is it hard or
easy to understand? Measure of position is exciting,
it is easy to understand Quartiles can be
How can you apply quartiles in real life applied in real life situation through dividing a
situation? group or data into 4 equal parts, such as
mathematics scores, ages of the group of
G. Application students and etc.
Group yourselves into three and go to
your respective group. When you are
done, choose a representative to explain
your answer here in front.

Answer the following questions.

1. There are 8 baskets of “santols”. The
eight baskets contain 12, 13, 15, 15, 17, The first quartile (Q1) is 14.
19, 21 and 22. Using the number of The median or second quartile (Q2) is 16.
santols in each basket, find the median, The third quartile (Q3) is 20.
lower quartile, upper quartile and inter The inter-quartile range (IQR) is 20-14=6
quartile range.
That’s right! Let’s give them an
alligator clap. (The students will clap)
2. The Tanay Hane Festival was
held last November, six brassbands were hired
for the said event, The first band has 36
members, the second band has 39
members, the third band has 45 members, the
fourth band has 47 members, the fifth band The first quartile (Q1) is 39
has 57 members, and the last band has 53 The median or second quartile (Q2) is 46
members. Using the number of The third quartile (Q3) is 53
members in a band, look for the first quartile, The inter-quartile range (IQR) is 53-39
second quartile, third quartile and inter- IQR=14
quartile range.

That’s correct! Let us give them a

Good Job clap. (The students will clap)

3. A fruit vendor displays sweet bunches of

lanzones on her stall. The first bunch has 6 Q1=5
lanzones, the second bunch has 8 lanzones, Q2=6
the third bunch has 10 lanzones, Q3=9
the fourth bunch has 12 lanzones, and the last IQR=9-5 =4
bunch has 14 lanzones. Find the first quartile,
second quartile, third quartile and
inter-quartile range using the number of
lanzones on each bunch.
That’s superb! Let us give them a
Mommy Dionisia Clap! The students will clap)
Do you have questions? Any suggestion or
clarification? None ma’am
Is that clear? Yes Ma’am!

H. Evaluation
Get ½ sheet of paper and solve the given
problems.
PART I. Identify the following
1. Statistical measure of position.
2. The difference between third quartile and
quartile.
PART II. Analyze and solve the given
problems.
a. A wood carver is buying new set of
carving tools. The first box he saw has 6 tools,
the second box has 3 tools, the third box has
6 tools, the fourth box has 13 tools, the fifth
box has 6 tools, the sixth box has 7 tools, the
seventh box has 4 tools, and the last box has
11 pieces of carving tools.
Identify the median, first quartile, third
quartile and inter-quartile range using
the number of carving tools on each box.

You only have 5 minutes in answering

these questions.
Let us check your work.
Please pass your paper forward.
I. Assignment
Get your notebook and copy your
assignment.
 Answer the following questions.
A. Find the median, upper and lower
quartiles and inter-quartile range of the height
in cm of the handicrafts
produced by the wood carvers per
month. 153, 146, 158, 163, 149, 152, 167
B. Have an advance reading about “Measure
of Position: The Deciles for
Ungrouped Data”
Let’s check if we attain our objectives
During the session, the students should
be able to:
 identify quartiles for ungrouped data as
measures of position;
 solve problems involving ungrouped data;
and
 value the importance of quartiles for
ungrouped data

Good bye class! Good bye Ma’am Good bye classmates

thank you for teaching us today. God
Bless You!
Rubrics for Problem Solving

Aspects 4- Excellent 3-Good 2-Poor 1-Needs

Improvement
Understandin Demonstrated of Demonstrated Demonstrated Demonstrated
g of task substantial understanding gaps in minimal
understanding of content and the understanding of understanding of
content, task, even the content and the content.
processes and though some task.
demands of task. supporting
ideas or details
may have been
overlooked or
misunderstood.
Completion of Fully achieved Accomplish the Completed most Attempted to
task the purpose of task of the task accomplish the
task including task, but with
thoughtful, little or no
insightful, success.
interpretations
and conjectures.
Group Use all their time Work well Worked together Did not work
Process productively. together of the time. very productively
Everyone was most of the time. Not everyone as a group.
involve and They usually contributed equal Not everyone
contribute the listen effort to the contributed to
group process to each other task. the group effort.
and product and
use much other’s
ideas.
IV. REFLECTION:

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

B. No. of learners who require additional activities for remediation
C. Did the remedial lesson work? No. of leaners who have caught up in the lesson:
D. No. of learners who continue to require remediation:
E. Which of my teaching strategies worked well? Why did this work?

Prepared by:

APRIL MAE E. RODRIGUEZ

T-III
 A Semi-Detailed Lesson Plan in Mathematics 10
Date: _____________________

I. LEARNING OBJECTIVES
Content Standard: The learner demonstrates understanding of key concepts of measures of position
Performance Standard: The learner is able to conduct systematically a mini-research applying the
different statistical methods.
Competency: Calculates a specified measure of position of set of data M10SP-IVb-1

At the end of the lesson, the students will be able to:

Knowledge: identify percentiles for grouped data and its key concepts;
Skill: solve the value of the specific percentile for grouped data; and
Attitude: develop patience and perseverance in finding the percentiles for grouped data.

II. SUBJECT MATTER

A. Topic: Percentiles for Grouped Data
B. References: Mathematics Learner’s Module for Grade 10 Pages 390-392
C. Materials: Cartolina, Permanent Marker, Paper Envelops, Chalk and Chalkboard. D.
Strategies/Methods Used: Discovery Method, and Student-Centered Approach
E. Values Integration: Patience, Perseverance, Collaboration, and Hardworking

III. LEARNING STRATEGIES

Teacher’s Activity Learner’s Activity Teacher’s Notes

A. Preparation
1. Daily Routine
a. Prayer
b. Energizer
c. Review
Let the students recall the
formula in getting the Call student to answer.
value of nth quartile and decile
for grouped data.

B. Motivation
Activity: 4Pics1Word
1.

Call students to answer.

Expected answers:
MEASURE

2.

Call students to answer.

POSITION

3.

DIVIDE

Call students to answer.

4.
ONE-HUNDRED

Call students to answer.

5.
EQUAL

Call students to answer.

6.

PARTS

Call students to answer.

C. Presentation Measure of position that divides a

Let the students create a sentence distribution into 100 equal parts.
or phrase using all the words they
have formed.

Percentiles
By applying the previous
learning, let the student guess the
topic for the day.

D. Lesson Proper

Post the formula.

LB=lower boundary of the Pk

class
fPk = frequency of the Pk class
i = size of class interval
k = nth percentile, where n=1, 2,
 3, …, 97, 98, and 99

Example #1
Calculate the 65th and 32nd
percentile of the Mathematics Post the data.
test scores of 50 students.
Students sitting in the chair
where the strip is placed
should be the one to paste it to
the right place in the table.

Call students to answer and

explain their work.

Let the students complete the

table by pasting the strips of
papers found under the
armchairs.

E. Enrichment
Activity:
Students will be given another
envelop which contains the data
distribution found below. Each
should be asked to find:

Post the data.

Ask students to present and

explain their answer to the
board.

F. Generalization

Calculate the 10th , 70th, and 94th percentile of the following grouped data.
V. ASSIGNMENT
Calculate the 15th , 21st, 32nd, 39th, 48th, 56th, 60th, 75th, 87th, and 94th percentile of the following
grouped data.

V. REFLECTION:

F. No. of learners who earned 80% in the evaluation:

G. No. of learners who require additional activities for remediation
H. Did the remedial lesson work? No. of leaners who have caught up in the lesson:
I. No. of learners who continue to require remediation:
J. Which of my teaching strategies worked well? Why did this work?

Prepared by:

APRIL MAE E. RODRIGUEZ

T-III