GRADE 10 School Siocon National Science HS Grade Level 10

DAILY LESSON PLAN Learning

Teacher/Presenter JUDITO G. BALNAJA MATHEMATICS
Area
Teaching Dates and
WEEK 5, Day 1 - 2 Quarter FOURTH
Time

I. OBJECTIVES
A. Content
The learners demonstrate an understanding of key concepts of measures of position.
Standards
B. Performance
The learners shall be able to conduct systematically a mini-research applying the different statistical methods.
Standards
C. Learning Learning Competency: Solve problems involving measures of position for Ungrouped Data. (M10SP- IVd-e-1)
Competencies Learning Objectives:
1. Analyze problems involving measures of position for Ungrouped data;
2. Use the appropriate procedure in solving problems involving measures of position; and
D. Objectives 3. Appreciates the importance of measures of position in solving real life problems.

SOLVING PROBLEMS INVOLVING MEASURES OF POSITION

II. CONTENT
III. LEARNING
Teacher’s guide and learner’s module
RESOURCES
C. References
1. Teacher’s Guide pp. 322 - 334
2. Learner’s Material pp. 362 - 382
3. Textbook
Video presentation https://www.youtube.com/watch?v=VbIX7SEjBHQ
4. Additional Materials https://www.youtube.com/watch?v=y5iAygQLVeg
https://www.youtube.com/watch?v=IKPBGDG-ILw
D. Other Learning Q4 Self – Learning Module 1
Resources
IV.PROCEDURES Mode of Delivery (Station-Rotational Model)

Teacher- Led
Offline Station (Manipulatives/Worksheets) Online Station
Station
A. Reviewing previous ELICIT
lesson or presenting The teacher reviews the previous lesson by
the new lesson letting the learners answer the matching type
activity below: Group students into small
groups of 5 members.
GROUP TASK 1: MATCH ME!
Instruction: Match Column A with their
corresponding formula in Column B.

COLUMN A COLUMN B
___1. Q1 k
A. (n+1)
10
___2. Pk k
B. (n+1)
100
___3. D3 1
C. (n+1)
4
___4. Qk 3
D. (n+1)
10
___5. Dk k
E. (n+1)
4

Answer Key:
1. C 4. E
2. B 5. A
3. D
B. Establishing a The teacher will explain the importance
purpose for the of learning in how to calculate
lesson measures of position using the
different formula and let the students
realize that in solving problems, they
need to analyze carefully to easily
identify the proper solution.
C. Presenting ENGAGE: ACTIVITY:
examples/ instances The teacher will present an activity and The weight of the students in the class are
of the new lesson. lets students answer with the guided the following: 69, 70, 75, 66, 83, 88, 66, 63,
questions. 61, 68, 73, 57, 52, 58, and 77. Compute the
1.What is the data being presented in Q1 and Q3.
the problem? Is it ungrouped or
grouped data?
2.What measures of position being
asked? Is it quartile? decile? or
percentile?
3.What is the procedure to perform and
the formula to use?
Possible Response:
a. The data is ungrouped
b. The measure of position being
asked is Q1 and Q3.

D. Discussing new EXPLORE:

concepts and
practicing new skills # (Mendenhall and Sincich Method)
1
E. Discussing new The teacher will now present another GROUP TASK 2: TIME TO RECORD! Learn how to find
concepts and type of problem which involve the Mrs. Marasigan is a veterinarian. One measures of position for
practicing new skills # decile and percentile for ungrouped morning, Ungrouped data through:
2. data. She asked her secretary to record the service https://
time for 15 customers. www.youtube.com/watch?
The following are service time in minutes. v=VbIX7SEjBHQ
20, 35, 55, 28, 46, 32, 25, 56, 55, 28, 37, 60, https://
47, 52, 17 www.youtube.com/watch?
Find the value of the 3rd decile and 60th v=y5iAygQLVeg
percentile. https://
www.youtube.com/watch?
STEPS to find the kth Decile ILLUSTRATION
1. Arrange the values in the 17, 20, 25, 28, 28, 32, 35, 37, 46, 47, 52, 55, 55, 56, 60
distribution in ascending order.
 v=IKPBGDG-ILw

Guide Question:
1. How do you find the
measures of position for
ungrouped data? Explain
the process through
examples.

F. Developing mastery EXPLAIN:

(leads to Formative) Think, Pair and Share: Each student is given either an answer or a problem on a cardboard that was prepared by
the teacher and let them find out their pair by sharing either their solution/answer that will match with the specified
problem given. Let the students explain how they were able to find their respective pairs. (Note: The teacher may
prepare at least 10 pairs if not all students can possibly participate the activity.)

G. Finding practical ELABORATE:

application of PROPEL
concepts and skills in The teacher calls one student to read a real-life situation as an application of solving problems involving measures of
daily living. position.

Problem 1: Mrs. Labonete gave a test to her students in Statistics. The students finished their test in 35 minutes.
This time is the 2.5th decile of the allotted time. What does this mean?
Explanation:
This means that 25% of the learners finished the test. A low quartile considered good, because it
means students finished the test in a short period of time.

Problem 2: Anthony is a secretary in one big company in Metro Manila. His salary is in the 7 th decile. Should Anthony
be glad about his salary or not?
Explanation:
70% of the employees receive a salary that is less than or equal to his salary and 30% of the
employees receive a salary that is greater than his salary. Anthony should be pleased with his salary.
H. Making To summarize the lesson, the teacher will ask the following questions to randomly called students.
generalizations and 1. What are the measures of position for ungrouped data?
abstraction 2. When are we going to consider that the data is ungrouped data?
3. What is the different formula for measures of position used for ungrouped data?
4. Why is it important to acquire skills needed to solve problems involving measures of position in real life
situation?

I. Evaluating learning EVALUATE:

Assessment: Solve the given problem. (Choose only the letter of the correct answer)
The Siocon National Science High School -Mathematics Department conducted a Math quiz bowl with selected
Grade 10 students as participants. This was of festival of talents for the third grading period. The Twenty contestants
had the following scores: 24, 37 25, 29, 42, 25, 28, 31, 37, 32, 45, 33, 30, 21, 30, 43, 42, 46, 40, 33.
1. What is the value of the First Quartile?
a. 28 b. 37 c. 40 d. 42
2. Which of the following is TRUE about Q1?
a. 25% of the data has a value ≥ Q1 c. 25% of the data has a value ≤ Q1
b. 75% of the data has a value ≤ Q1 d. 70% of the data has a value ≤ Q1
3. Find the value of Third Decile?
 a. 28 b. 29 c. 30 d. 31
4. Which of the following is TRUE about D3?
a. 75% of the data has a value ≤ Q3 c. 75% of the data has a value ≥ Q1
b. 75% of the data has a value ≥ Q3 d. 25% of the data has a value ≥ Q1
5. What is the value of the 70th Percentile?
a. 32 b. 33 c. 37 d. 40
Answer Key:
1. A 2. C 3. B 4. A 5. D
(The teacher may use online apps like kahoot.it or classpoint app depending on the availability of internet connection
in the area.)
J. Additional activities EXTEND:
for application or Agreement:
remediation 1. Conduct a mini-research on students’ age in your school. Select randomly 20 students in your school. 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.

V. REMARKS
VI. REFLECTION

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?

Prepared by:

JUDITO G. BALNAJA
Teacher III – Siocon NSHS

Checked by:
ARLENE T. ORDENIZA PACIANO E. RECABO GERWIL R. DESCALLAR JOEVARD GERALDEZ JOSEPHINE ROMERO
Master Teacher II Head Teacher Principal II Master Teacher II Principal

Approved:

JALDERITA A. DUBLICO
Education Program Specialist, Mathematics
RUBRICS
Criteria 5 points
Correctness Work is entirely correct or has
only minor flaws, such as
rounding errors or other minor
errors that do not undermine
the integrity of the solution.
Clearness Solution is easy to understand,
and the flow is easy to follow.
Justifications are provided
where appropriate
Complete and concise Solution is complete and
concise.
4 points
`Work is somewhat correct but
has flaws that compromise the
overall integrity of the work.
It is possible to understand the
solution but with more effort
than one would like.
Justifications are somewhat
lacking.
Solution is mostly complete (at
least 75%) and reasonably
3 point
Work is significantly incorrect,
or work is mostly correct but
based on a significant
misunderstanding of the
problem.
Solution is hard to understand.
The argument presented is
disjointed. Justifications are
significantly lacking.
Solution is less than 75%
complete. Solution is not
concise. especially concise.