GRADE 12 School SILAGO NVHS Grade Level 12

DAILY LESSON LOG Teacher SHERRA MAE A. BAGOOD Learning Area CREATIVE NON -
FICTION
Teaching Dates and Time 12 - Topax (10:30 – 11: 30) Quarter 1st Sem
12 – Amethyst (4:00 – 5:00) Midterm
August 22 – 25, 2022

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner understands the literary conventions that govern the different genres. (e.g, narrative, convention
Standards of fiction, etc.)
2. Performance The learner clearly and coherently uses a chosen element conventionally identified with a genre for a written
Standards output.
3. Learning Analyze the theme and Analyze the theme and Analyze the theme and Analyze the theme
Competencies techniques used in a techniques used in a techniques used in a and techniques used
particular text. particular text. particular text. in a particular text.
(HUMSS_CNF11/12 – Ib – (HUMSS_CNF11/12 – Ib (HUMSS_CNF11/12 – Ib (HUMSS_CNF11/12
d – 4) – d – 4) – d – 4) – Ib – d – 4)

Objectives Objectives: Objectives: Objectives: Objectives:

a. Define Creative Non –
Fiction and its types.
b. Identify the techniques
used in writing creative non
– fiction, and
c. Write an analysis of the
techniques used in a
creative non – fiction text.

Introduction to Creative
II. CONTENT Non - Fiction
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook
4. Additional PowerPoint Presentation PowerPoint Presentation PowerPoint
PowerPoint Presentation
Materials from Laptop Laptop Presentation
Laptop
Learning Downloaded Video from Manila Paper and Marker Laptop
Downloaded Video from
Resources You Tube Activity Sheets Manila Paper and
You Tube
(LR) portal Used papers Marker
Chalk and Eraser
Activity Sheets
B. Other Learning https://www.youtube.com/
Resources watch?v=t8GQFx1yT58
https://www.youtube.com/
watch?v=Nxfd8_sV--Q
IV. PROCEDURES
A. Reviewing previous Activity 1: Read Me!
lesson or presenting the Analyze Me! Answer Me!
new lesson Directions: Read and
analyze the “direct
statements” below. Identify
the style or
technique used through the
underlined and italicized
portions, phrases or words.
Choose your answer on the
pool of words provided.
Write your answer in the box
at
the right side.
1. “The flower that I
cherished for six
summers, the flower- so
lovely and fragrant is just
a dream now. I woke up
one day and everything is
a question as to why the
flower went away.
2. “I cried a river when my
favorite cat died. Muning
is my favorite pet. We
spent four years together
and I can’t imagine life
without her.”
3. “Being in love is like
heaven. It is a feeling that
is incomparable among
other feelings or
emotions. To be in love is
like a rainbow, full of
colors, full of joy!”
4. “She looked at me with
wonder and amazement. I
know deep down in her
minds she wants to ask
me if I truly did the things.
I know in her heart that
she might not believe
everything I said. Well,
she needs to because this
is the new version of me.”
5. “She has a long shiny
black hair with chinky
eyes and an aquiline
nose. Her eyelashes are
 long and curly like that of
Cleopatra. Her pouting
lips are small, pinkish in
color and it seems
inviting. Her body is like
that of Angel Locsin and
her smile makes my heart
so delighted like the
angelic smile of Marian
Rivera.”
6. “Sheila, see? Sally sells
seashells by the
seashore! She
7. “The silence is deafening
me. His looks blind me.
He does not even say any
single word. I know he
figured out everything. His
fully zipped mouth is so
loud that it may explode
anytime. I feel different. I
feel terrified.”

Choose your answer in the

box.

B. Establishing a Activity 2: Read Me!

purpose for the lesson Analyze Me! Answer Me!
Directions: Read and
 analyze the “direct
statements” below. Identify
the one-word idea or
message (subject or topic)
of the statements by
choosing your answer on
the pool of words provided.
Write your answer in the box
at the right side.
1. “We struggled a lot like a
stray dog, with no
permanent home, no
refuge. We have no food
to eat, not even a single
penny. We drink water
from the muddy lake,
tastes like a rusting iron.”
2. “I have fought the good
fight, I have finished the
race, I have kept the faith.
Now there is in store for
me the crown of
righteousness, which the
Lord, the righteous Judge,
will award to me on that
day.”
3. “I have no choice but to
save the child though I
know my life will be at
risk. I just feel it’s my duty
to help those who are in
need. I never regret I
broke my arm, at least a
life was saved and God
used me as His
 instrument.”
4. “I don’t feel like to be her
friend. She’s a highlander.
She looks like my old
shoes, out of the trend. I
couldn’t imagine her style
of clothing still exist this
era. Oh my gosh! Is
everything fine? Is the
world okay?”
5. “I think good things will
come to those who
patiently wait. I also look
into the beauty of each
human being regardless
of their culture, status and
backgrounds. Lastly, I
believe that everyone can
change when they see
inspiration whether it’s
spiritual, physical, moral
or emotional.”
6. “In the fell clutch of
circumstances, I have not
winced nor cried aloud.
Under the bludgeonings
of chance, my head is
bloody but unbowed.
Beyond this place of
wrath and tears, looms
but the horror of the
shade. And yet, the
menace of the years,
finds and shall find me
unafraid.”
 7. “Lord, please cleanse
away my soul. I know that
I sin oftentimes and that I
am a human with many
inequities. I know that I
sometimes commit sin
against your will.
Sometimes I cannot
control and tell myself to
do the right thing. I ask for
your forgiveness and
hope to remind me
always of my promise.”
Choose your answer in the
box.

C. Presenting What are the differences of

examples/Instances of fiction and non – fiction?
the new lesson What is creative non –
fiction?
What are the two literary
devices?
What are the differences of
literary techniques and
theme?
D. Discussing new https://www.youtube.com/
concepts and practicing watch?v=t8GQFx1yT58
new skills # 1

E. Discussing new Group Presentation

concepts and practicing Follow up discussion
new skills # 2 Differentiate descriptive
statistics from inferential
statistics.
Determine the population,
sample and variable from
the given data.
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical Enumerate importance and
application of concepts uses of statistics
and skills in daily living Divide the class in 5 groups.
Aside from the enumerated
uses and importance of
statistics, what do you think,
as a student of statistics, is
the use or importance of
statistics in your life?
Group 1
- Show the importance
or use of statistics in
life through a
song/rap
Group 2
- Show the importance
or use of statistics in
 life through short
skit/commercial
Group 3
- Show the importance
or use of statistics in
life through hugot
lines/poem
Group 4
- Show the importance
or use of statistics in
life through news
report
Group 5
Show the importance or use
of statistics in life through an
interview
H. Making STATISTICS – collection
generalizations and and interpretation of data;
abstractions about the use to measure and analyze
lesson variability
VARIABLES- is a
characteristic of interest
measurable on each and
every individual in the
universe
-what we measure to each
individual
DESCRIPTIVE
STATISTICS – deals with
the method of organizing,
summarizing and presenting
a mass of data so as to yield
meaningful information
INFERENTIAL STATISTICS
– taking a sample and
 analyzing the sample to
make judgment or claims
about a population.
POPULATION – total
amount of things
- Set of all individuals
under study
SAMPLE – refers to a small
part of the population that is
used for study

I. Evaluating learning A. Identify the word/s refer

to the following:
1. It refers to a small part of
the population that is used
for study.
2. It refers to a characteristic
of interest measurable on
each and every individual in
the universe.
3. It refers to the collection
and interpretation of data;
use to measure and analyze
variability.
4. It refers to the set of all
individuals under study.
5. It refers to taking a
sample and analyzing the
sample to make judgment or
claims about a population.
B. Identify the population
and variable from the given
data.
1. A group of students
taking Statistics conducted a
 study on the effect of boy-
girl relationship to the
academic performance of
the students.
2. From all students
registered this semester, the
Mathematics Department
would like to know how
many students like
mathematics.
3. Information will be
collected to new voters from
2020 election to identify
their opinion regarding
politics in the Philippines.
J. Additional activities for  What are the different 
application or measures of
remediation position?
 Define each.
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?

GRADE 10 School SILAGO NATIONAL VOCATIONAL Grade Level 10

DAILY LESSON LOG HIGH SCHOOL
Teacher SHERRA MAE A. BAGOOD Learning Area MATHEMATICS
Teaching Dates and Time Quarter FOURTH
 Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of measures of position.
Standards
2. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
3. Learning Illustrate decile as a measure
Competencies of position; (M10SP-Ia-1)
Compute decile of ungrouped
data; (M10SP-Ib-1)
Objectives
Interpret decile of ungrouped
data; (M10SP-Ic-1)
Solve problems involving
decile of ungrouped data.
(M10SP-Id-e-1)
a. illustrate decile as a
measure of position;
b. compute decile of
ungrouped data;
c. interpret decile of
ungrouped data;
d. and solve problems
involving decile of
ungrouped data
Illustrate decile as a
measure of position;
(M10SP-Ia-1)
Compute decile of
ungrouped data;(M10SP-Ib-
1)
Interpret decile of
ungrouped data; (M10SP-
Ic-1)
Solve problems involving
decile of ungrouped data.
(M10SP-Id-e-1)
a. illustrate decile as a
measure of position;
b. compute decile of
ungrouped data;
c. interpret decile of
ungrouped data;
d. and solve problems
involving decile of
ungrouped data
Illustrate percentile as a
measure of position.
(M10SP-Ia-1)
Compute percentile of
ungrouped data; (M10SP-
Ib-1)
Interpret percentile of
ungrouped data; (M10SP-
Ic-1)
Solve problems involving
percentile of ungrouped
data. (M10SP-Id-e-1)
a. Illustrate percentile as
a measure of position.
b. Compute percentile of
ungrouped data.
c. Interpret percentile of
ungrouped data.
d. Practice accuracy and
mental alertness in
computing percentile
value.
Illustrate percentile as
a measure of position.
(M10SP-Ia-1)
Compute percentile of
ungrouped data;
(M10SP-Ib-1)
Interpret percentile of
ungrouped data;
(M10SP-Ic-1)
Solve problems
involving percentile of
ungrouped data.
(M10SP-Id-e-1)
a. Illustrate percentile
as a measure of
position.
b. Compute percentile
of ungrouped data.
c. Interpret percentile
of ungrouped data.
d. Practice accuracy
and mental
alertness in
computing
percentile value.

Measures of Positions: Measures of

Measures of Positions: Measures of Positions:
II. CONTENT Percentile of Ungrouped Positions: Percentile
Decile of Ungrouped Data Decile of Ungrouped Data
Data of Ungrouped Data
III. LEARNING
 GRADE 10 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FOURTH
 Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
4. Content Standards The learner demonstrates understanding of key concepts of measures of position.
5. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
6. Learning Solves problems involving 1.Illustrate quartile as Illustrate decile as a 1.Illustrate decile as a
Competencies measures of positions a measure of position measure of position for measure of position for
(M10SP-IVd-e-1) for grouped data; grouped data. (M10SP- grouped data; (M10SP-
(M10SP-IVa-1) IV-a-1) IVa-1)

2. Compute quartile for a. Illustrate decile for 2. Compute decile for

Objectives a. Differentiate grouped data.
grouped data; grouped data; (M10SP-
grouped from b. Differentiate decile
ungrouped data; (M10SP-IVb-1) IVb-1)
from quartile.
b. Complete the c. Complete the
3. Interpret quartile for 3. Interpret decile for
needed information frequency distribution
in the FDT; grouped data; grouped data; (M10SP-
(M10SP-IVc-1) table. IVc-1)
c. Interpret the data
d. Interpret the FDT.
in the FDT
4. Solve problems 4. Solve problems
involving quartiles for involving decile for
grouped data. grouped data. (M10SP-
(M10SP-IVd-e-1) IVd-e-1)

a. Determine the a. Solve problems

position of data using involving decile of
Mendenhall method or grouped data
by interpolation in
quartiles
b. Solve problems b. Interpret the decile
involving quartile of score for grouped data.
grouped data
c. Interpret and c. Value accumulated
 appreciate measures knowledge as means
of position in solving of new understanding.
real life problems.

Measures of Position Quartile for Grouped Decile for Grouped Decile for Grouped
II. CONTENT for Grouped Data Data Data Data
III. LEARNING
RESOURCES
C. References
5. Teacher’s Guide 340 – 341 340 – 341
6. Learner’s 385-386 385-387 388 – 389 388 – 389
Materials
7. Textbook
8. Additional PowerPoint Presentation Power point Power point Presentation Powerpoint Presentation,
Materials from Laptop Presentation Laptop laptop, activity sheets
Learning Manila Paper and Marker Laptop Manila Paper and
Resources (LR) Activity Sheets Manila Paper and Marker
portal Marker Activity Sheets
Activity Sheets
D. Other Learning https://en.wikipedia.org/
Resources wiki/Frequency_distribution
IV. PROCEDURES
A. Reviewing previous Direction: SHARADES Recapitulation of the
lesson or presenting the Direction: Arrange the Complete the table by lesson. (Cabbage Ball)
new lesson following words to supplying the class Each group will have two
determine the words that size (i), number of (2) words to be guessed. - How to locate the
you will encounter as we cases (N), lower For the first round, 2 decile class?
discussed our topic for boundaries (LB) and minutes is the allotted - What does cfb
today. less than cumulative time, and 1 minute is mean?
frequencies (<cf) allotted for the second - What does fDk
1. FEUNCYEQR Class Frequen round. mean?
2. BUDRESIANO Interval cy - How to calculate
3. GOPDEUR 20-24 4 the decile score of
4. DTAA 15-19 1 grouped data?
 5. RNEGA 10-14 2 - If the D4 score is
6. ITRALVEN 5-9 3 39.14, what does
7. CMLTVEIAUU i=_______ N=____ it mean?
__
B. Establishing a purpose Observe the table below Recall that quartiles Based on the listed
for the lesson and compare it to the divide the distribution words that you have
ungrouped data. into four equal parts. guessed during the first
Scores Freque The steps in activity, construct a
ncy computing the median sentence that will simply
46-50 4 are similar to that Q1 define a decile.
41-45 8 and Q3. In finding the
36-40 11 median, we first need
31-35 9 to determine the
26-30 12 median class. In the
21-25 6 same manner, the Q1
and Q3class must be
determined first before
computing for the
value of Q1 and Q3.
The Q1 class is the
class interval where
N th
the score is
4
contained, while the
class interval that
3 N th
contains the
4
score is the Q3 class.
C. Presenting One way to avoid Given the data in Complete the table.  Complete the
examples/Instances of the dispersion of numbers is our previous activity, table given and
new lesson to group the scores into find Q1 of the Research Club is find the D6 and
class intervals. distribution? conducting a mini D9 class.
Solution: research regarding the
Frequency a) Determine the i, N, age of some grade ten
distribution is a table LB, <cf of the students. The table
that displays the distribution below shows you the SCORES F LB <C
F
frequency of various number of students with
41-45 11
outcomes in a sample. Class (f) LB <cf their corresponding age.
Interv Age F 36 - 40 6
al 22-23 2 31 – 35 9
51-60 5 50.5 31 20-21 6
41-50 6 40.5 26 18-19 15 26 – 30 7
31-40 7 30.5 20 16-17 28 21 - 25 8
21-30 10 20.5 13 14-15 34
16 - 20 4
11-20 3 10.5 3
i=10 N= Extend the table by
31 determining the LB and
<cf.
a) Find Q1 class
Position of Q1
kN 1(31)
class = = =
4 4
7.75
This means we
need to find a class
interval where the
7.75th score is
contained.
Note that the 4th to
13th scores belong to
the 21-30 class
interval, thus 7.75 also
contained therein.
b) Compute for Q1
Qk = LB+

[ ]
kN
−¿ c f
4 b

i
f Qk
 Q1 =
20.5+ [ 7.75−3
10 ]10

Q1 =
20.5 + 4.75
Q1 =
25.25
Therefore, 25% of the
vendors have sales
less than or equal to
25.25.
D. Discussing new ANALYSIS: kN
LB+( −¿ cf )
concepts and practicing 1. What are the 10
new skills # 1 steps in finding Dk = ×i
f Dk
the quartile of
grouped data? Compare the given
2. How do we formula to the formula
interpret the used in computing for
computed the quartile.
quartile?
What are the needed
data to complete the
formula?
E. Discussing new Mrs.Mojica conducted Using the given table
concepts and practicing a Scrabble competition regarding the age of
new skills # 2 with 10 participants. some grade ten
Find the 1st, 2nd and 3rd students, please
quartile compute for the
following:
Scores Frequen
cy (a) D2
31-35 1 (b) D5
 26-30 2
21-25 3
16-20 2
11-15 2

F. Developing mastery Shown below in the table Zumba is Interpret the computed
(leads to Formative are the scores of 60 regarded as a good value of D2 and D5.
Assessment 3) students in the 30-point stress reliever and fat-
Math quiz. Complete the burning dance and
table. fitness exercise. It
provides a workout for
S F LB <C the whole body and
F builds up good
28-29 1 cardiovascular
26-27 3
24-25 3
respiratory system. A
22-23 3 study was conducted
20-21 6 in Cavite State
18-19 6 University to determine
16-17 8 the average exercise
14-15 6
12-13 10 intensity and energy
10-11 14 expenditure during a
40-minute Zumba
class. A sample of
twenty students
showed the following
energy expenditure (in
Kcal) throughout the
session:
Energy
Expenditure f
(in Kcal)
 250- 299 2
200- 249 8
150- 199 6
100- 149 4

Find the Q1 and Q3.

Interpret the result

G. Finding practical Grades Frequency GROUP ACTIVITY

application of concepts 95-99 3 Dennis and Christine
and skills in daily living 90-94 2 scored 32 and 23, Divide the class into 5
85-89 1 respectively, in the groups. Give each group
80-84 1 National Career problem to solve.
75-79 3 Assessment
Alden has an Examination (NCAE). The table below shows
assignment to ask at The determining factor the distribution of the
for a college scholarship daily rates of 80 factory
random 10 students in
is that a student’s score workers from different
their school about their should be in the top 10% companies.
grades in Mathematics of the scores of his/her
in the Third Quarter. graduating class. The Daily Rate No of
The data are listed in students in the Workers
the table below. graduating class P70 – P79 28
obtained the following P60 – P69 14
scores in the NCAE. P50 – P59 12
P40 – P49 8
NCAE f P30 – P39 11
Scores P20 – P29 7
Find Q1 and Q3, then 39-41 6 N = 80
interpret the result. 36-38 7
33-35 9 Group 1 Solve for D3
30-32 13 Group 2 Solve for D6
27-29 22 Group 3 Solve for D7
24-26 10 Group 4 Solve for D4
 21-23 9 Group 5 Solve for D9
18-20 7
15-17 8
12-14 4
9-11 2
6-8 1
3-5 1

1. Complete the table by

filling in the values of LB
(lower boundaries) and
<cf (less than cumulative
frequency). Explain how
you arrived at your
answers.

2. Find the 7th decile of

the set of data.

3. Interpret your result.

H. Making generalizations In statistics, a frequency The Quartile The Decile for Grouped The Decile of Grouped
and abstractions about the distribution is a table for Grouped Data Data Data
lesson that displays the In computing the
frequency of various quartiles of grouped Decile is the Decile is the
outcomes in data, the following way/technique of dividing way/technique of dividing
a sample. Each entry in formula is used: the distribution into 10 the distribution into 10
the table contains equal parts. equal parts.
the frequency or count of Formula:
the occurrences of values The following formula is The following formula is

[ ]
within a particular group kN being used in computing being used in computing
or interval, and in this −¿ c f for the decile of grouped for the decile of grouped
Qk = LB+ 4 b

way, the table i data. data.

f
Qk
summarizes
the distribution of values where:
LB = lower boundary of
 in the sample the Qk class kN kN
LB+( −¿ cf ) LB+( −¿ cf )
N = total frequency 10 10
<cfb = cumulative Dk = ×i Dk = ×i
f Dk f Dk
frequency of the class
before the Qkclass
fQk= frequency of the
Qk class
i = size of class interval
k = nth quartile, where
n = 1, 2, and 3
I. Evaluating learning The table below shows “Nagmahal, A survey was conducted A survey was conducted
the number of customers Nasaktan, Nagsayaw” for 100 grade ten for 100 grade ten
who went on the coffee is a reality talent students about their students about their
shop for the last 2 search in Showtime in grades for the third grades for the third
months. ABS-CBN. One of the grading period. The table grading period. The table
Complete the needed contestants of the said below shows you. below shows you.
information in this FDT. program is Arra San
# F LB <CF Agustin who is a Age F Age F
days
49-60 25
Caviteña. In order to 96-100 2 96-100 2
37-48 15 express our support, 91-95 14 91-95 14
25-36 30 an FB page was 86-90 18 86-90 18
13-24 10 developed for
1-12 20
81-85 33 81-85 33
Princess. The table 76-80 17 76-80 17
below shows the 70-75 16 70-75 16
number of likes of Compute for the Compute for the
Princess in Facebook following and interpret following and interpret
for ten days: the computed value: the computed value:
Likes (in Frequen
thousand cy (a) D3 (a) D4
s) (b) D7 (b) 6
31-35 2
26-30 1
21-25 4
16-20 2

J. Additional activities for
application or remediation
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
11-15 1
Find the second
quartile of the
distribution, then
interpret the result
Conduct a mini- Using the table given on Study about the
research on student’s your quiz, solve for D8 percentile for grouped
performance in the 3rd and interpret. data.
periodical examination
in Mathematics 10. Study about the
Apply the knowledge percentile for grouped
and skills you have data.
learned in this lesson
to evaluate and
interpret test results
and to make/formulate
meaningful decisions
based on the results to
resolve the difficulties
that you have
encountered in the
subject.
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?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS
 Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
7. Content Standards The learner demonstrates understanding of key concepts of measures of position.
8. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
9. Learning 1.Illustrate percentile as a Solve problems involving The learner formulates The learner formulates
Competencies measure of position for quartile, decile and statistical mini- statistical mini-
grouped data; (M10SP- percentile for grouped research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
IVa-1) data. (M10SP-IVd-e-1)

2. Compute percentile for a. Solve problems a. Define research. a. Differentiate

Objectives
grouped data; (M10SP-
IVb-1)
3. Interpret percentile for
grouped data; (M10SP-
IVc-1)
4. Solve problems
involving percentile for
grouped data. (M10SP-
IVd-e-1)
involving percentile of b. Enumerate the parts quantitative from
grouped data of a research report. qualitative research
c. Value accumulated b. Value the
knowledge as means importance of research
b. Interpret and
of new understanding. in research in life.
appreciate measures of
position in solving real
life problems.

a. Illustrate percentile
as measure of position
for grouped data.

b. Solve problems
involving percentile of
grouped data
 c. Interpret percentile
score for grouped data

d. Value accumulated
knowledge as means of
new understanding.

MEASURES OF QUANTITATIVE AND

PERCENTILE FOR RESEARCH AND ITS
II. CONTENT POSITION FOR QUALITATIVE
GROUPED DATA PARTS
GROUPED DATA RESEARCH
III. LEARNING
RESOURCES
E. References
9. Teacher’s Guide 341-343 394-402
10. Learner’s 390-392 392- 400
Materials
11. Textbook
12. Additional Powerpoint Presentation, Powerpoint Presentation, Powerpoint Powerpoint
Materials from laptop, activity sheets laptop, activity sheets Presentation, laptop, Presentation, laptop,
Learning activity sheets, ball, activity sheets
Resources (LR) pictures, music
portal
F. Other Learning LCTG https://kupdf.com/
Resources download/lesson-plan-
https://kupdf.com/ in-practical-research-
download/lesson-plan- 1_59f1a04ae2b6f5562e
in-practical-research- e809bb_pdf
1_59f1a04ae2b6f5562e
e809bb_pdf

https://
www.youtube.com/
watch?
 v=yt6XXDF7xaQ

https://
www.youtube.com/
watch?
v=IO4wAzxdL2M

IV. PROCEDURES
A. Reviewing previous Recapitulation of the ONE WORD Review of the previous
lesson or presenting the lesson: lesson
new lesson - Words will be
Given the test scores of flushed on the
50 students in monitor.
Mathematics, calculate - Students will have
the first quartile and 7th to give one word
decile. that for them best
describes the
Scores Frequency given word.
46-50 4
41-45 8
MATH
36-40 11 HIGH SCHOOL
31-35 9 STATISTICS
26-30 12 QUARTILE
PERCENTILE
21-25 6 DECILE
TEACHER IN
MATH
B. Establishing a purpose Look at the pictures What’s the meaning Activity – A Picture ACTIVITY
for the lesson shown below. of this? that Paints a
Thousand Words Group Activity –Critique
- -Divide the class into Me if You Can
five groups Directions: The teacher
-After discussing all the will flash set of pictures Directions: Divide the
measures of position, one at a time. While the class into several
write a good definition first picture is shown, groups. Give each
of the different the teacher will play a group two samples of
measures of position music and pass a ball research report to read
Do you recognize them? then present it through to the students. As the and evaluate. Use the
a SONG. music stops, the one given checklist to
-Did you take the National holding the ball will evaluate the two
Career Assessment form a question or samples.
Examination (NCAE) problem about the
when you were in Grade given picture. The
9? If so, what was your procedure is repeated
score? until the last picture.

-Did you know your rank?

-Have you thought of

comparing your academic
performance with that of
your classmates?

C. Presenting The following is a ANALYSIS ANALYSIS

examples/Instances of the Mrs. Mojica conducted a distribution for the
new lesson Scrabble competition with number of employees in Questions for Ask the following
10 participants. 45 companies belonging Processing: questions:
to a certain industry.
Scores Frequency Calculate the third 1. How will you find the 1. What are your
31-35 1 quartile, 85th percentile, answers or solutions to important observations
and 4th decile of the the questions or about the two research
 26-30 2 number of employees problems you have samples?
21-25 3 given the number of formulated? 2. Which of the two
companies. aims to test the
16-20 2
2. Is research hypothesis and look for
11-15 2 applicable in these cause and effect? What
situations? about to explore?

-Using your prior 3. Do you have any 3. Which of the two is

knowledge on how to idea about the methods subjective? Is
solve for Quartile and of research that we can objective? Why?
Decile of grouped data, use in these situations?
how would you locate 4. What is the data
the position of the collection technique
percentile scores? used in sample 1? In
sample 2?

5. Which is analyzed
statistically? Which is
not?

6. In terms of outcome,
which has the
measurable results?

7. Based on your
evaluation, which do
you think is a
qualitative research?
Which is a quantitative
research? Why?
D. Discussing new ABSTRACTION ABSTRACTION
concepts and practicing GROUP ACTIVITY
new skills # 1 Ask the students: 1.Discuss the
-Divide the group in five. “What does quantitative and
RESEARCH mean to qualitative research
 -Using your prior you?”
knowledge on how to
solve for the quartile and Watch a video to know
decile of grouped data, more about what
solve for the 60th research mean.
percentile score given the
data below.

-Each group may ask

questions on how the
other groups obtained
their answers.

Mrs. Mojica conducted a

Scrabble competition with
10 participants.

Scores Frequency
31-35 1
26-30 2
21-25 3
16-20 2
11-15 2

E. Discussing new 1. What is percentile? GROUP ACTIVITY: Activity – Chart It On

concepts and practicing 2. How would you locate
new skills # 2 the percentile class of Group students into 5. Directions: Complete
grouped data? Have students arrange the chart with needed
3. What is the formula for the parts of research information on the
solving the percentile of paper in order. distinguishable
grouped data? characteristics of
quantitative and
 qualitative research.

Ask the following

questions:
1. What makes
quantitative research
different from
qualitative research?

2. Is it possible for
these methods of
research to be utilized
in one study alone?

3. Which of the two is

important? Why?

4. In what
aspect/situation of your
life can you apply
quantitative research?
Qualitative research?
F. Developing mastery Dennis and Christine Enumerate and discuss
(leads to Formative scored 32 and 23, the parts of research
Assessment 3) respectively, in the report.
National Career
Assessment Examination
(NCAE). The determining
factor for a college
scholarship is that a
student’s score should be
in the top 10% of the
scores of his/her
graduating class. The
students in the graduating
 class obtained the
following scores in the
NCAE.

NCAE F
Scores
39-41 6
36-38 7
33-35 9
30-32 13
27-29 22
24-26 10
21-23 9
18-20 7
15-17 8
12-14 4
9-11 2
6-8 1
3-5 1

1. Complete the table by

filling in the values of LB
(lower boundaries) and
<cf (less than cumulative
frequency). Explain how
you arrived at your
answers.

2. Find the 72nd

percentile of the set of
data.

3. Interpret your result.

G. Finding practical GROUP ACTIVITY APPLICATION
application of concepts
and skills in daily living 1. Ask your classmates Group Activity –
about their Science, Qualitative vs
English, and Quantitative Sorting
Mathematics grades. Activity

2. Gather all the data Directions: Decide

from your classmates by whether the following
listing. topics or research
questions is qualitative
3. Then, construct a or quantitative. Sort
frequency distribution of and paste them on the
a grouped data. (use i = chart provided.
5).
How do the fishermen
4. Calculate the of Rosario, Cavite view
following: “trawling” method of
a. 1st quartile fishing?
b. 7th decile
c. 75th percentile High School
Students: Then and
5. Interpret each result Now

- Group How do the students

Presentation feel about K to 12
curriculum?

What percentage of
student-participants of
the study is taking the
TVL strand?

What is the degree of

satisfaction of students
taking the different SHS
 tracks?

The Why and How of

ICT Use

QUANTI QUALITA
TATIVE TIVE

H. Making generalizations The Percentile of MEASURES OF Close the session by Close the session by
and abstractions about the Grouped Data POSITION FFOR summarizing the summarizing the
lesson GROUPED DATA concept on the concept on the
In computing the definition of research difference between
percentiles of grouped QUARTILE and parts of a research qualitative and
data, the following report. quantitative research.

[ ]
formula is used: kN
−¿ c f
Qk = LB+ 4 b

Formula: i
f Qk

[ ]
where:
kN
−¿ c f LB = lower boundary of
Pk = LB+ 100 b

the Qk class
i
f Pk N = total frequency
<cfb = cumulative
where: frequency of the class
LB = lower boundary of before the Qkclass
the Pk class fQk= frequency of the Qk
N = total frequency class
<cfb = cumulative i = size of class interval
frequency of the class k = nth quartile, where n =
before the Pkclass 1, 2, and 3
fPk= frequency of the Pk
class DECILE
i= size of class interval
k = nth percentile, where kN
LB+( −¿ cf )
n = 1, 2, 3…..99 10
Dk = ×i
f Dk

where:
LB = lower boundary of
the Dk class
N = total frequency
<cfb = cumulative
frequency of the class
before the Dk class
FDk= frequency of the Dk
class
i = size of class interval
k = nth decile, where n = 1,
2, 3, 4, 5, 6, 7, 8, 9

PERCENTILE

[ ]
kN
−¿ c f
Pk = LB+ 100 b

i
f Pk

where:
LB = lower boundary of
the Pk class
N = total frequency
<cfb = cumulative
frequency of the class
before the Pk class
FPk= frequency of the Pk
class
i = size of class interval
k = nth percentile, where n

I. Evaluating learning
J. Additional activities for
application or remediation
= 1, 2, 3, 4, 5, 6, 7, 8, 9...99
“Nagmahal, 1-4-3 LIST Determine whether the
Nasaktan, Nagsayaw” is following statements
a reality talent search in In this activity, you will be tell about qualitative
Showtime in ABS-CBN. asked to complete the 1 – research or quantitative
One of the contestants of 4 – 3 chart. Write down research.
the said program is Arra what is being asked
San Agustin who is a regarding the different 1. In quantitative
Caviteña. In order to measures of position. research, data are
express our support, an analyzed through
FB page was developed (1) One thing I really love descriptive and/or
for Princess. The table about this topic inferential statistics.
below shows the number _________________
of likes of Princess in 2. Qualitative research
Facebook for ten days: (4) Four important is often subjective.
reasons why I love this
Likes (in Freque topic 3. Quantitative studies
thousan ncy ________________ are conducted in
ds) ________________ small/limited scope.
31-35 2 ________________
26-30 1 ________________ 4. Qualitative research
21-25 4 is exploratory in nature.
16-20 2 (3) Three things I still
11-15 1 need to understand about 5. Qualitative research
this topic designs aim at an in
________________ depth understanding of
Find the P60 of the _______________ human behavior.
distribution, then interpret _______________
the result
Answer Activity 3: That’s Study for the long quiz on Name the types of Search one example
My Place on page 394, Monday research. title of qualitative
Mathematics Learners’ research and one
Module example of quantitative
1. P25 research
 2. P65
3. 85
Then interpret the result
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?
 GRADE 10 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
10. Content Standards The learner demonstrates understanding of key concepts of measures of position.
11. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
12. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
The learner uses The learner uses
appropriate measures of appropriate measures of The learner uses The learner uses
Objectives position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
 analyzing and analyzing and statistical methods in statistical methods in
interpreting research interpreting research analyzing and analyzing and
data. data. interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.
M10SP-IVh-j-1 M10SP-IVh-j-1

a. Identify the a. Identify an initial a. Check and analyze a. Present research

characteristics of a good
research topic.
b. Create a research
topic.
c. Value accumulated
knowledge as means of
new understanding
research topic that might the initial research topic/title
be too broad or too topic/tile b. Explain and defend
narrow. b. Edit and improve research topic/tile
b. Locate and retrieve research topic/tile
preliminary information
on research topic.

Workshop (Formulating Checking and Editing

Research Topic Presentation of
II. CONTENT Research Topic/Title) of Research
Research Topic/Title
Topic/Title
III. LEARNING
RESOURCES
G. References
13. Teacher’s Guide
14. Learner’s
Materials
15. Textbook
16. Additional Powerpoint Presentation,
Materials from laptop, activity sheets
Learning
Resources (LR)
portal
H. Other Learning http:// Library http://
Resources eloquentscience.com/ Google eloquentscience.com/
2009/08/excerpt-chapter- 2009/08/excerpt-
3-writing-an-effective-title/ chapter-3-writing-an-
 effective-title/
IV. PROCEDURES
A. Reviewing previous Review of the previous GAME
lesson or presenting the lesson (PINOY HENYO) Sharing of experiences Give guidelines on the
new lesson regarding the library presentation of output.
1. For this activity, you activity yesterday.
are going to be paired
up.

2. Once paired, two

images will be handed to
each person.

3. The images will be

covered with post-it
notes.

4. Without looking at your

image, you will tape the
paper image just below
your neck (on top of your
chest).

5. Once your image is

taped on to your chest
carefully, remove the
post-it note that is
covering the image, but
make sure the image is
still taped to you.
Remember you cannot
see your own image;
however, you will be able
to see your partner’s
image.
6. Explain that each pair
will get a broad category
(cancer, alcoholism,
mental health, or weight
issues). Explain that the
two images for each pair
should be put together to
create one narrow topic.
Begin to ask your partner
questions about the
image that is taped to
your chest. You can ask
anything you want. “Am I
a person?” “Am I a
symbol?” etc. Your
partner will answer your
questions in any manner
to help you guess your
image. Both of you can
take turns asking
questions going back and
forth until you both guess
the correct image.

7. If your partner guesses

the correct image, have
your partner take it off so
that both of you can view
the image.

8. Your partner may still

not know his or her
image, so have that
partner keep on asking
 questions until you get
the correct image.

9. Once you both have

guessed the correct
image, notice that a topic
can be formed from your
particular category. For
example, from the
images we took a broad
category such as mental
health and narrowed it to
postpartum depression.

10. Explain that each

person had half of the
narrowed topic and by
putting the two images
together it formed a
narrow topic.

11. Once all pairs are

done, debrief the activity
by asking each student to
sum up his or her
experience in a few
sentences.
B. Establishing a purpose ACTIVITY ANALYSIS:
for the lesson Checking and editing of Presentation of
Group Activity Was it hard to guess the research topic/title will outputs will be done
image? What is easy to be done per group of per group.
Direction: Divide the guess the image? Did researchers.
class into 5 groups. you find ways to ask
The teacher will flash questions to narrow a
topic one at a time. category into a topic?
 Have each group
identify if the given
topic is researchable or
not.

C. Presenting ANALYSIS ACTIVITY:

examples/Instances of the
new lesson Ask the following Venue: Library/ Computer
questions: Laboratory

1. What are your 1. Start with your

observations about the textbook.
researchable topics and
not researchable topics? 2. Explore the library
using books, journals,
2. When are topics and on-line databases.
researchable?
3. Use keyword searches
3. What do you think to find articles on the
make up a good topic/subject. Use specific
research topic? databases related to your
topic. (e.g., If you are
writing about health, use
a health database to start
and see how many
articles come up in your
search results.)

4. Search the web

carefully. The most
credible sites belong to
universities (.edu), the
government (.gov), and
well-known organizations
(.org).
 5. Contact a librarian who
can provide guidance
during your search if you
still need help with how to
use databases or how to
locate journal articles.

D. Discussing new ABSTRACTION

concepts and practicing
new skills # 1 Discuss how to identify a
research topic

E. Discussing new “Q and A”

concepts and practicing
new skills # 2 Complete the statement
below:

“I believe, ladies and

gentlemen that a good
research topic/title is
____________. And I
thank you!”

F. Developing mastery Discussion the

(leads to Formative characteristics of a good
Assessment 3) research topic.

G. Finding practical
application of concepts Research Project
and skills in daily living Proposal

Fill out this worksheet

and turn it in.

1. I would like to
research the following
topic:
__________________
__________________
__________________
__________________
2. I am interested in this
topic because:
__________________
__________________
__________________
______

3. List at least three

specific resources that
you have found that
may be useful to your
research. One of
these sources may be
a website:
1. ____________
__________________
2. ____________
 __________________
_______
3. ____________
__________________
_______

4. Based on my
preliminary research, I
have chosen to focus
on the following
aspect of my topic:

__________________
__________________
__________________
_________

5. I have chosen this

focus because:
__________________
__________________
__________________
______

Your answer to the

following question will
constitute your argument.
Your argument may
change as you do more
research on and think
more deeply about your
topic.

6. How is your topic

interesting or
important? Are there
unresolved questions
relating to your topic?
How might you
approach these
questions?
__________________
__________________
_______________

(The exercise was

adapted from a
worksheet designed by
Professor Elizabeth Korn
for students enrolled in
ENG 101C/105C.)
H. Making generalizations Close the session by
and abstractions about the summarizing the concept
lesson on how to formulate a
research topic/problem.

I. Evaluating learning

J. Additional activities for

application or remediation
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?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
13. Content Standards The learner demonstrates understanding of key concepts of measures of position.
14. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
15. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
The learner uses The learner uses
appropriate measures of appropriate measures of The learner uses The learner uses
Objectives position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
analyzing and analyzing and statistical methods in statistical methods in
interpreting research interpreting research analyzing and analyzing and
 data. data. interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.
M10SP-IVh-j-1 M10SP-IVh-j-1

a. Define research a. Identify initial research a. Check and analyze a. Present research
problem questions that might be the initial research questions
b. Formulate research too broad or too narrow. questions. b. Explain and defend
problem. b. Locate and retrieve b. Edit and improve research questions
c. Value accumulated preliminary information research questions
knowledge as means of on research topic.
new understanding

Workshop (Writing
Checking and Editing Presentation of the
II. CONTENT Writing Research Statement of the
of Statement of the Statement of the
Problem problem)
problem problem
III. LEARNING
RESOURCES
I. References
17. Teacher’s Guide
18. Learner’s
Materials
19. Textbook
20. Additional Powerpoint Presentation,
Materials from laptop, activity sheets
Learning
Resources (LR)
portal
J. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the Sharing of experiences
new lesson in writing the statement
 of the problem.

B. Establishing a purpose ACTIVITY ACTIVITY:

for the lesson Checking and editing of Presentation of
Group Activity Venue: Library/ Computer research topic/title will outputs will be done
Laboratory be done per group of per group.
Direction: Divide the researchers.
class into 5 groups. 1. Start with your
The teacher will flash textbook.
topic one at a time.
Have each group 2. Explore the library
identify if the given using books, journals,
topic is researchable or and on-line databases.
not.
3. Use keyword searches
to find articles on the
topic/subject. Use specific
databases related to your
topic. (e.g., If you are
writing about health, use
a health database to start
and see how many
articles come up in your
search results.)

4. Search the web

carefully. The most
credible sites belong to
universities (.edu), the
government (.gov), and
well-known organizations
(.org).

5. Contact a librarian who

can provide guidance
 during your search if you
still need help with how to
use databases or how to
locate journal articles.

C. Presenting ANALYSIS
examples/Instances of the
new lesson Ask the following
questions:

1. What are your

observations about the
researchable topics and
not researchable topics?

2. When are topics

researchable?

3. What do you think

make up a good
research topic?
D. Discussing new ABSTRACTION
concepts and practicing
new skills # 1 Discuss how to identify a
research topic/problem

E. Discussing new
concepts and practicing
new skills # 2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical APPLICATION
application of concepts
and skills in daily living Group Activity –
Choosing a Research
Topic

Directions: Divide the

class into groups of five.
Have each group
accomplish the
worksheet to come up
with a research topic.

Research Question
Worksheet

1. What topic, problem,

or issue are you
interested in? Do some
background research to
find out more about it.

2. What specific part of

the topic are you
Interested in? Break
down topic and group
ideas in clusters (use
reverse). Pick one
cluster or part of one.

3. List a few possible

questions about your
specific topic area.
Ask: What? Who?

H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
When? Where? Why?
How?
4. Choose one to be
your main research
question. Why or How
questions are best.
5. Make your question
as clear and specific as
possible. Specify who,
what, where, when you
are talking about. Clarify
any vague words.
6. State your working
thesis. The working
thesis should summarize
the answer to your main
research question, and
will likely change after
you do some research.
Close the session by
summarizing the concept
on how to formulate a
research topic/problem.
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?
 GRADE 10 School Grade Level 10
DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
16. Content Standards The learner demonstrates understanding of key concepts of measures of position.
17. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
18. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
The learner uses The learner uses
appropriate measures of appropriate measures of The learner uses The learner uses
Objectives position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
analyzing and analyzing and statistical methods in statistical methods in
interpreting research interpreting research analyzing and analyzing and
data. data. interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.
 M10SP-IVh-j-1 M10SP-IVh-j-1
a. Differentiate a. Identify the difference
population from sample. between primary and a. Create a tool in a. Check and analyze
b. Identify and secondary data collecting data for their the tool in data
describe the different b. Collect or gather research collection
sampling techniques. statistical data b. Edit and improve the
c. Value accumulated c. apply the different tool for data collection
knowledge as means of methods of collecting
new understanding. data

II. CONTENT Checking and Editing

Collection of Data Methods of Collecting Construction of Tool
of Tool for Data
(Sampling Techniques) Data for Data Collection
Collection
III. LEARNING
RESOURCES
K. References
21. Teacher’s Guide
22. Learner’s
Materials
23. Textbook e-math (Advanced
Algebra and
Trigonometry), pp.370-
371, 374-375
Elementary Statistics by
Carmela Zamora-Reyes,
pp. 27-34
24. Additional Powerpoint Presentation, Powerpoint Presentation,
Materials from laptop, activity sheets laptop, activity sheets
Learning
Resources (LR)
portal
L. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
“The boat is sinking” Conduct a mini-survey on Research Day Sharing of experiences
Activity the track and strands to regarding the library
be taken by grade ten activity yesterday.
- All the students in ____ students.
the class must
participate
- Students will have
to group
themselves
according to the
classification to be
given by the
teacher.
- Example, “The
boat is sinking,
group yourselves
according to your
birth month”

B. Establishing a purpose
for the lesson WORD DEVELOPMENT ACTIVITY

-Group students into 5. Group students into 5.

-Give each group show
me board, chalk and Have each group identify
eraser. possible ways of
- Jumbled letter-word will collecting data
be flashed
-Each group will Present outputs in the
rearrange the letters to most creative way.
form the correct words.
-The group who earns the
most number of points
 wins.

1. ELMPSA
2. ATPLOPONULI
3. DANROM
4. DFIETRSATI
5. CVOENICENCEN
6. LTCEURS

C. Presenting
examples/Instances of the A mathematics ACTIVITY (JIGSAW
new lesson teacher plans to choose PUZZLE)
four students from the
math club to be in 1. Divide students into 5-
publicity photo. Using the or 6-person jigsaw
different sampling groups.
techniques, how would 2. Appoint one student
the teacher choose the from each group as the
four students? leader.
3. Divide the day’s lesson
SOLUTION: into 5-6 segments.
1. The math teacher 4. Assign each student to
could put the learn one segment.
names of all the 5. Give students time to
students in a box, read over their segment
pick the names at least twice and
without looking. become familiar with it.
(Random 6. Form temporary
Sampling) “expert groups” by having
2. The math teacher one student from each
could choose the 4 jigsaw group join other
students in the students assigned to the
fourth row. same segment.
(Convenience 7. Bring the students
Sampling) back into their jigsaw
 3. The teacher could groups.
mix the names of 8. Ask each student to
the boys and present her or his
choose two from segment to the group.
the group. The 9. Float from group to
teacher does the group, observing the
same for the girls. process.
(Stratified
Random
Sampling)
4. The math teacher
could choose a
group of four
students in back
corner. (Cluster
Sampling)
5. The math teacher
could choose
every third student,
beginning in front
row and count
from right to left.
(Systematic
Sampling)

D. Discussing new
concepts and practicing What are the different
new skills # 1 Identify which type of methods of collecting
sampling is used. data?
1. A psychologist
selects 12 boys What are the advantages
and 12 girls from and disadvantages of
each of 4 Science each method?
classes.
2. A biologist surveys When each method can
 all students from be used best?
each of 15
randomly selected
classes.
3. Smart selects
every 100th cell
phone from the
assembly line and
conduct a
thorough test of
quality.
E. Discussing new THINK-PAIR-SHARE
concepts and practicing
new skills # 2 Mr. Calong, a g10
adviser at
Rosario National
High School,
needs to choose
2 boys and 2 girls
from his class to
participate in the
cotillion for the
Junior’s Prom.
Using the
sampling
techniques, how
would Mr. Calong
choose the
students?
F. Developing mastery Identify the type of
(leads to Formative sampling used in the
Assessment 3) following statements.
1. An engineer
selects every 50th
cell phone from
 the assembly line
for careful testing
and analysis.
2. A reporter writes
the name of each
senator on a
separate card,
shuffles the
cards, and then
draws five
names.
3. The principal of
RNHS surveys all
students from
each of 12
randomly
selected classes.
4. A researcher
interviews
students who are
leaving the
school canteen.
5. A grade 10
teacher at RNHS
interviews all G10
students in each
of 4 randomly
selected sections
in grade 10.

G. Finding practical
application of concepts Identify the sampling Identify the best method
and skills in daily living technique your group will in collecting data for your
use for your research group’s research topic.
 paper. Why the specific
sampling technique is to Be ready to present and
be used. explain your answer in
class
Discuss in class your
work.

H. Making generalizations Statistics is a branch METHODS OF

and abstractions about the of mathematics that deals COLLECTING DATA
lesson with the collection,
organization, 1. Questionnaire/Survey
presentation, analysis,
and interpretation of data. 2. Interview
Statistics involves
much more than simply 3. Observation
drawing graphs and
computing averages. The 4. Experimental Approach
commonly used terms
afre population and 5. Ethnographies, Oral
sample. History, and Case
Studies.
Population is the
complete collection of all 6. Documents and
elements to be studied. records

Sample is a subcollection
of elements drawn from a
population

Sampling Techniques
1. In a random
sampling, each
member of the
population has an
equally likely
 chance of being
selected. The
members of the
sample are chosen
independently of
each other.
2. A convenience
sampling is a
sampling
technique where
sample is chosen
so that it is easy
for the researcher.
3. In a stratified
sampling, the
population is
divided into
subgroups, so that
each population
member is in only
one subgroup. In
here, individuals
are chosen
randomly from
each subgroup.
4. A cluster
sampling is a
sampling
technique that
consists of items in
a group such as a
neighbourhood or
a household. The
group may be
chosen at random.
 5. A systematic
sample is
obtained using an
ordered list of the
population, then
selecting members
systematically from
the list.
I. Evaluating learning Identify the type of
sampling technique used:
1. A mathematics teacher
selects 18 boys and 18
girls from each of four
classes.
2. A researcher
interviews every 45th
patients in the list of
Divine Grace Medical
Center in-patients
3. A student interviews
school principals and
classroom teachers about
the implementation of K-
12 Curriculum.
4. Ms. Angon wants to
give away 3 movie
tickets. In order to avoid
bias, she wrote the name
of each of her students in
a paper and placed it in a
hat. To determine the 3
winners, she picked 3
rolled papers from the
hat.
5. To research consumer

J. Additional activities for
application or remediation
recognition of Swerte Ko
noodles, the researcher
conducts a survey of
2000 consumers in the
Philippines by
interviewing typical class
C and D consumers
coming out of the
supermarket.
Read 3 sample research
papers on-line, identify
the sample techniques
used.

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?

GRADE 10 School Grade Level 10

 DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
19. Content Standards The learner demonstrates understanding of key concepts of measures of position.
20. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
21. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
The learner uses The learner uses
appropriate measures of appropriate measures of The learner uses The learner uses
Objectives position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
analyzing and analyzing and statistical methods in statistical methods in
interpreting research interpreting research analyzing and analyzing and
data. data. interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.
M10SP-IVh-j-1 M10SP-IVh-j-1
a. Identify parts of the a. Identify parts of the pie
bar graph. chart. 1. Present the data in
b. Read and interpret b. Read and interpret a. Edit and improve the a visual
data presented in a bar data presented in a pie presentation of data. representation (e.g.
graph. chart. bar graph or pie
c. Construct a bar graph. c. Construct a pie chart. chart).
d. Appreciate the d. Appreciate the
importance of having an importance of having an
organized data. organized data.
II. CONTENT Presentation of Data Presentation of Data
Using Bar graph Using Pie chart Checking and Editing Presentation of Data
III. LEARNING
RESOURCES
M. References
25. Teacher’s Guide Teacher’s Guide pp. Teacher’s Guide pp.
Synergy for Success in Synergy for Success in
Mathematics 7, pp. 438 – Mathematics 7, pp. 438 –
446; 446;
26. Learner’s Math 7 Learner’s Math 7 Learner’s
Materials Modules pp. 249 - 255; Modules pp. 249 - 255;
27. Textbook e-math (Advanced e-math (Advanced
Algebra and Algebra and
Trigonometry), pp.370- Trigonometry), pp.370-
371, 374-375 371, 374-375
Elementary Statistics by Elementary Statistics by
Carmela Zamora-Reyes, Carmela Zamora-Reyes,
pp. 27-34 pp. 27-34
28. Additional Powerpoint Presentation, Powerpoint Presentation,
Materials from laptop, activity sheets laptop, activity sheets
Learning
Resources (LR)
portal
N. Other Learning www.education.com www.education.com
Resources http:// http://
www.mathworksheets4ki www.mathworksheets4ki
ds.com/ ds.com/
IV. PROCEDURES
A. Reviewing previous “What’s Your Brand” “Can I Have Your Lunch”
lesson or presenting the Research Day
new lesson Make a survey regarding 1. Ask your students to
the brand of mobile give an example of a time
phone each member of when they had to collect
the group has, the reason and use data.
 for having it, the reason 2. Let students collect
for choosing the particular data by asking their
brand, and the number of classmates what they
cellular phones each has. brought for lunch or are
Present the data planning to have for
gathered in tabular form. lunch.
Column 1: Brand Name 3. Write this on the board
Column 2: Reason for in categories.
having a mobile phone
Column 3: Reason for
choosing the particular
brand
Column 4: Quantity

B. Establishing a purpose Study the graph and Group Work

for the lesson answer the questions that
follow. a. Display the lunch count
data on the board.
b. Ask each group to set
Literacy Rate up a picture graph, or a
100% visual representation of
90% data with pictures, and a
80% bar graph, or a visual
70%
representation of data
with rectangles that
60%
represent numbers, on
50%
the board.
40%

30%

20%

10%

0%
1900-1995 1996-2000 2001-2005 2006-2010

Male Female
 1. What information is
given by the bar graph
(also called the
histogram) above?
2. In which year was the
simple literacy rate for
females the lowest?
highest?
3. In which year was the
simple literacy rate for
males the lowest?
highest?
4. Without knowing the
quantity each data
represent, is it easy to
compare the simple
literacy rates of males
and females?
5. What kind of data can
be presented using a bar
graph?
6. Express the data
shown in the graph in
table form.

C. Presenting Carla made a survey on

examples/Instances of the the number of the books
new lesson read by her friends during
the year. She organized
the data in a table. What
information does the table
show?

1. What information is
given by the pie chart or
 Name Number of circle graph?
Books Read 2. What is the top cause
Mark 7
of stress for Filipinos?
Kyla 5
Robin 10 least?
Anne 7 3. A whole circle is
equivalent to how many
Steps: percent?
1. Find the greatest 4. Without knowing the
number in the data. percentage for each
2. Make a scale from 0 to cause of stress, is it easy
the greatest number. to identify the top cause
3. Label the horizontal of stress for Filipinos?
and vertical axes. 5. What kind of data can
4. Draw a bar to be presented using a pie
represent each data. graph?
5. Write a title for the 6. Express the data
graph. shown in the chart/graph
in table form.
D. Discussing new Analysis
concepts and practicing Number of Books 1. How did you find the
new skills # 1 Read activity? How can
Anne organized data be
Robin presented?
Kyla 2. How do you choose
the appropriate graph for
Mark organized data?
0 2 4 6 8 10 12 3. How do you construct
the appropriate graph for
No. of books
organized data?

1. What is being
compared in the graph?
2. Who read the same
number of books?
3. Who read most? And
 less number of books?
E. Discussing new
concepts and practicing Pet Ownership
new skills # 2
5 Dogs
6 %4%
% Cats
Fish
Rabbit
30% 55% Rodents

It represents the
percentage of people who
own various pets. As you
can see, the ‘dog
ownership’ slice is by far
the largest, which means
that most people
represented in this chart
own a dog as opposed to
a cat, fish, or other
animal.

F. Developing mastery
(leads to Formative
Assessment 3)

G. Finding practical Construct a bar graph for In a survey of programs

application of concepts each situation below. watched on Sunday
and skills in daily living a. The number of males evenings from 7:00 to
and females in your class 9:00 pm, the following
 b. The allowance you
receive every month.
c. The activities you do in
a day (sleeping,
preparing before going to
school, staying in school,
helping at home,
studying/ doing
assignments at home,
watching TV)
H. Making generalizations Statistics is a branch of
and abstractions about the mathematics that deals
lesson with the collection,
organization,
presentation, analysis,
and interpretation of data.
* Bar graphs are used to
show changes over time
or to compare items.
* Bar graphs can also be
used to show time series
data when the number of
time intervals is small.
* If all values are positive
integers, the scale should
generally use 0 as a
baseline. In the event that
data were obtained:
Program No. of
Televiewers
Rated K 12
KMJS 15
PBA 43
Games
Action 4
Movie
PGT 16
1. Present the data using
pie chart.
2. Interpret the result.
Statistics is a branch of
mathematics that deals
with the collection,
organization,
presentation, analysis,
and interpretation of data.
*A pie chart displays
data, information, and
statistics in an easy-to-
read ‘pie-slice’ format
with varying slices sizes
telling how much of one
data element exists. The
bigger the slice, the more
of that particular data was
gathered.
*Circle graph (or pie

I. Evaluating learning
J. Additional activities for
application or remediation
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%
values include both chart) represents data
positive and negative using sectors of a circle;
integers, 0 should be the best used when showing
midpoint of the scale. relationship of a specific
* Scale ranges should be data to the whole
standardized and not vary
between graphs, when
possible.
Make a survey of the food Make a survey about the
preferences of the favorite TV shows of
members of your family Grade 10 students.
according to fruits and For data presentation use
vegetables produced in pie chart.
your locality.
For data presentation use
bar graph.
a. Define and describe Follow up:
pie chart. Read 3 sample research
b. Give a sample chart. papers on-line and
identify the presentation
techniques used.
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?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
 22. Content Standards The learner demonstrates understanding of key concepts of measures of position.
23. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
24. Learning The learner formulates The learner formulates The learner formulates The learner formulates
Competencies statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
The learner uses The learner uses
appropriate measures of appropriate measures of The learner uses The learner uses
Objectives position and other position and other appropriate measures appropriate measures
statistical methods in statistical methods in of position and other of position and other
analyzing and analyzing and statistical methods in statistical methods in
interpreting research interpreting research analyzing and analyzing and
data. data. interpreting research interpreting research
M10SP-IVh-j-1 M10SP-IVh-j-1 data. data.
M10SP-IVh-j-1 M10SP-IVh-j-1
a. Identify parts of the a. Identify parts of the pie
bar graph. chart. 2. Present the data in
b. Read and interpret b. Read and interpret a. Edit and improve the a visual
data presented in a bar data presented in a pie presentation of data. representation (e.g.
graph. chart. bar graph or pie
c. Construct a bar graph. c. Construct a pie chart. chart).
d. Appreciate the d. Appreciate the
importance of having an importance of having an
organized data. organized data.

II. CONTENT Presentation of Data Presentation of Data

Using Bar graph Using Pie chart Checking and Editing Presentation of Data
III. LEARNING
RESOURCES
O. References
29. Teacher’s Guide Teacher’s Guide pp. Teacher’s Guide pp.
Synergy for Success in Synergy for Success in
Mathematics 7, pp. 438 – Mathematics 7, pp. 438 –
 446;
30. Learner’s Math 7 Learner’s
Materials Modules pp. 249 - 255;
31. Textbook e-math (Advanced
Algebra and
Trigonometry), pp.370-
371, 374-375
Elementary Statistics by
Carmela Zamora-Reyes,
pp. 27-34
32. Additional Powerpoint Presentation,
Materials from laptop, activity sheets
Learning
Resources (LR)
portal
P. Other Learning www.education.com
Resources http://
www.mathworksheets4ki
ds.com/
IV. PROCEDURES
A. Reviewing previous “What’s Your Brand”
lesson or presenting the
new lesson Make a survey regarding
the brand of mobile
phone each member of
the group has, the reason
for having it, the reason
for choosing the particular
brand, and the number of
cellular phones each has.
Present the data
gathered in tabular form.
Column 1: Brand Name
Column 2: Reason for
having a mobile phone
446;
Math 7 Learner’s
Modules pp. 249 - 255;
e-math (Advanced
Algebra and
Trigonometry), pp.370-
371, 374-375
Elementary Statistics by
Carmela Zamora-Reyes,
pp. 27-34
Powerpoint Presentation,
laptop, activity sheets
www.education.com
http://
www.mathworksheets4ki
ds.com/
“Can I Have Your Lunch”
Research Day
1. Ask your students to
give an example of a time
when they had to collect
and use data.
2. Let students collect
data by asking their
classmates what they
brought for lunch or are
planning to have for
lunch.
3. Write this on the board
in categories.
 Column 3: Reason for
choosing the particular
brand
Column 4: Quantity

B. Establishing a purpose Study the graph and Group Work

for the lesson answer the questions that
follow. a. Display the lunch count
data on the board.
b. Ask each group to set
Literacy Rate up a picture graph, or a
100% visual representation of
90% data with pictures, and a
80% bar graph, or a visual
70%
representation of data
with rectangles that
60%
represent numbers, on
50%
the board.
40%

30%

20%

10%

0%
1900-1995 1996-2000 2001-2005 2006-2010

Male Female

1. What information is
given by the bar graph
(also called the
histogram) above?
2. In which year was the
simple literacy rate for
females the lowest?
highest?
3. In which year was the
 simple literacy rate for
males the lowest?
highest?
4. Without knowing the
quantity each data
represent, is it easy to
compare the simple
literacy rates of males
and females?
5. What kind of data can
be presented using a bar
graph?
6. Express the data
shown in the graph in
table form.

C. Presenting Carla made a survey on

examples/Instances of the the number of the books
new lesson read by her friends during
the year. She organized
the data in a table. What
information does the table
show?

1. What information is
given by the pie chart or
Name Number of circle graph?
Books Read 2. What is the top cause
Mark 7
of stress for Filipinos?
Kyla 5
Robin 10 least?
Anne 7 3. A whole circle is
equivalent to how many
Steps: percent?
1. Find the greatest 4. Without knowing the
percentage for each
 number in the data. cause of stress, is it easy
2. Make a scale from 0 to
to identify the top cause
the greatest number. of stress for Filipinos?
3. Label the horizontal5. What kind of data can
and vertical axes. be presented using a pie
4. Draw a bar to graph?
represent each data. 6. Express the data
5. Write a title for the
shown in the chart/graph
graph. in table form.
D. Discussing new Analysis
concepts and practicing Number of Books 1. How did you find the
new skills # 1 Read activity? How can
Anne organized data be
Robin presented?
Kyla 2. How do you choose
the appropriate graph for
Mark organized data?
0 2 4 6 8 10 12 3. How do you construct
the appropriate graph for
No. of books
organized data?

1. What is being
compared in the graph?
2. Who read the same
number of books?
3. Who read most? And
less number of books?
E. Discussing new
concepts and practicing Pet Ownership
new skills # 2
5 Dogs
6 %4%
% Cats
Fish
Rabbit
30% 55% Rodents

It represents the
percentage of people who
own various pets. As you
can see, the ‘dog
ownership’ slice is by far
the largest, which means
that most people
represented in this chart
own a dog as opposed to
a cat, fish, or other
animal.

F. Developing mastery
(leads to Formative
Assessment 3)

G. Finding practical Construct a bar graph for In a survey of programs

application of concepts each situation below. watched on Sunday
and skills in daily living a. The number of males evenings from 7:00 to
and females in your class 9:00 pm, the following
b. The allowance you data were obtained:
 receive every month.
c. The activities you do in
a day (sleeping,
preparing before going to
school, staying in school,
helping at home,
studying/ doing
assignments at home,
watching TV)
H. Making generalizations Statistics is a branch of
and abstractions about the mathematics that deals
lesson with the collection,
organization,
presentation, analysis,
and interpretation of data.
* Bar graphs are used to
show changes over time
or to compare items.
* Bar graphs can also be
used to show time series
data when the number of
time intervals is small.
* If all values are positive
integers, the scale should
generally use 0 as a
baseline. In the event that
values include both
Program No. of
Televiewers
Rated K 12
KMJS 15
PBA 43
Games
Action 4
Movie
PGT 16
1. Present the data using
pie chart.
2. Interpret the result.
Statistics is a branch of
mathematics that deals
with the collection,
organization,
presentation, analysis,
and interpretation of data.
*A pie chart displays
data, information, and
statistics in an easy-to-
read ‘pie-slice’ format
with varying slices sizes
telling how much of one
data element exists. The
bigger the slice, the more
of that particular data was
gathered.
*Circle graph (or pie
chart) represents data

I. Evaluating learning
J. Additional activities for
application or remediation
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
positive and negative using sectors of a circle;
integers, 0 should be the best used when showing
midpoint of the scale. relationship of a specific
* Scale ranges should be data to the whole
standardized and not vary
between graphs, when
possible.
Make a survey of the food Make a survey about the
preferences of the favorite TV shows of
members of your family Grade 10 students.
according to fruits and For data presentation use
vegetables produced in pie chart.
your locality.
For data presentation use
bar graph.
a. Define and describe Follow up:
pie chart. Read 3 sample research
b. Give a sample chart. papers on-line and
identify the presentation
techniques used.
 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?

GRADE 10 School Grade Level 10

DAILY LESSON LOG Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FOURTH

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
25. Content Standards The learner demonstrates understanding of key concepts of measures of position.
 26. Performance Standards The learner is able to conduct systematically a mini-research applying the different statistical methods.
27. Learning Competencies The learner formulates statistical mini-research. M10SP-IVf-g-1

The learner uses appropriate measures of position and other statistical methods in analyzing and
interpreting research data.
M10SP-IVh-j-1
Objectives

RESEARCH DEFENSE
II. CONTENT
III. LEARNING RESOURCES
Q. References
33. Teacher’s Guide
34. Learner’s Materials
35. Textbook
36. Additional Materials from Powerpoint Presentation, laptop, activity sheets
Learning Resources (LR)
portal
R. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2

F. Developing mastery (leads to

Formative Assessment 3)

G. Finding practical application of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson

I. Evaluating learning

J. Additional activities for application

or remediation
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?