Semi-Detailed Lesson Plan

Mathematics 10

I. LEARNING Objectives:
OBJECTIVES At the end of the lesson, the students should be able to:

 Define deciles of ungrouped data.

 Compute, locate, and interpret deciles ( D₁, D₂, D₃, D4, D5, D6,
D7, D8, and D9 ) in a given dataset.


II. SUBJECT Topic: The Deciles for Ungrouped Data

MATTER Book: Math 10 Book
References: DepEd Math 10 Module, Online Math Resources, Math 10
Book
Materials used: Laptop, TV, Powerpoint Presentation, Greenboard,
Chalks, and Printed Materials
Strategies used: Socrates Method, Demonstration, Lecture, Inductive
Discussion

III. PROCEDURE  Introductory Activities

 Prayer
A. PRELIMINARY
 Greetings
ACTIVITIES
 Checking of Attendance
 Recalling/Reviewing previous topic

B. MOTIVATION  ACTIVITY
Activity:
 ANALYSIS
 What did you observe in this activity?

 ABSTRACTION
The Deciles for Ungrouped Data
The deciles are values which divide a list of ordered numbers into ten
equal parts. There are nine deciles which are denoted as D₁, D₂, D₃,
D4, D5, D6, D7, D8, and D9.
 One decile (D₁) is equivalent to ten percentile (P10). It means
10 % of the data is less than or equal to the value of P10 or D₁,
and so on.

Formula: Position of Dk =
k
 (n+1)
10
Where: k = 1, 2, 3, 4, 5, 6, 7, 8, 9
n = is the number of elements in a given data

Example 1: Mr. Ling is an English Teacher. He is interested in the

reading speed of his students. The following are the numbers of words
his students can read in 1 minute.
50 , 25 ,23 ,30 , 42 , 20 ,13 ,16 , 16 , 10 ,12 , 11, 11, 11,19
Find the seventh decile (D7)
1. First, arrange the data in ascending order
10 , 11,11 ,11 ,12 , 13 ,16 , 16 , 19 , 20 ,23 , 25 , 30 , 42 ,50

2. Locate the position of D7 using the formula D k ¿

k
(n+1) and
10
round up to the nearest integer. Since there are 15 values in the
data set, then n=15 and we are looking for D 7, then k =7

Position of Dk =
k
(n+1)
10

Position of D7 =
7
(15+1)
10

Position of D7 =
7
(16)
10

Position of D7 =
112
10
Position of D7 = 11.2 or 11 after rounding up to the
nearest integer
This means that the location or position of D7 is at the 11th
element of the dataset.
10 , 11,11 ,11 ,12 , 13 ,16 , 16 , 19 , 20 ,23 , 25 , 30 , 42 ,50
So, D7 = 23
Example 2: The following are the Math test scores of a random sample
of ten students of Grade 10 Rizal:
35 , 42 , 40 , 28 , 15 ,23 , 33 , 20 ,18 , 28
Find the third decile (D3)
1. First, arrange the data in ascending order
15 , 18 ,20 , 23 , 28 , 28 ,33 , 35 , 40 , 42

2. Locate the position of D3 using the formula D k ¿

k
(n+1) and
10
round up to the nearest integer. Since there are 10 values in the
data set, then n=10 and we are looking for D 3, then k =3

Position of Dk =
k
(n+1)
10

Position of D3 =
3
(10+1)
10

Position of D3 =
3
(11)
10

Position of D3 =
33
10
Position of D3 = 3.3 or 3 after rounding up to the nearest
integer
This means that the location or position of D3 is at the 3 rd
element of the dataset.
15 , 18 ,20 , 23 , 28 , 28 ,33 , 35 , 40 , 42
So, D3 = 20

 APPLICATION
Group Activity: “Once You Pick Me, You Need To Answer me”
Instructions: The class will be divided into 2 groups. Each group will
choose representative to pick a piece of crumpled paper which one
question is being written. The questions will be answer based on the
dataset presented in the powerpoint.

 What is D5
  What is D6

The solutions should be written clearly on the board. The first group to
correctly compute and present their deciles wins the challenge and will
receive 20 points. And the remaining group will still receive 15 points for
participation.
IV. ASSESSMENT  INDIVIDUAL QUIZ
Directions: In a 1 half sheet of paper, solve, locate, and interpret the
following deciles of ungrouped data.
 The following are the total number of student’s push ups in their
PE performance:
47 ,74 ,19 , 23 , 38 ,12 , 25 , 30 ,17 , 34 ,53 , 14 , 23
 Find the 5 th decile
 Find the 8 th decile

V. AGREEMENT  ASSIGNMENT
Instructions: Do an advance reading on Percentiles for Ungrouped Data

Prepared and Checked and

Demonstrated by: Observed by:
Joan B. Camporedondo Mr. Brigidino P. Cloma
Pre-service Teacher Cooperating Teacher
 Semi-Detailed Lesson Plan
Mathematics 10

I. LEARNING Objectives:
OBJECTIVES At the end of the lesson, the students should be able to:

 Define percentiles of ungrouped data.

 Compute, locate, and interpret deciles (P₁, P₂,...,P99) in a given
dataset.

II. SUBJECT Topic: The Percentiles for Ungrouped Data

MATTER Book: Math 10 Book
References: DepEd Math 10 Module, Online Math Resources, Math 10
Book
Materials used: Laptop, TV, Powerpoint Presentation, Greenboard,
Chalks, and Printed Materials
Strategies used: Socrates Method, Demonstration, Lecture, Inductive
Discussion

III. PROCEDURE  Introductory Activities

 Prayer
B. PRELIMINARY
 Greetings
ACTIVITIES
 Checking of Attendance
 Recalling/Reviewing previous topic

B. MOTIVATION  ACTIVITY
Activity: Time To Record
Instructions: Ask six students randomly “how many hours they slept last
night?”. As each student answers, they should stand up. Once all six
students have responded, instruct them to arrange themselves in
ascending order based on their sleep hours, from the shortest to the
longest sleep duration.
Guide the class in identifying the quartiles:
 Q₁ (First Quartile): The value between the 1st and 2nd
student.
 Q₂ (Median): The value between the 3rd and 4th student.
 Q₃ (Third Quartile): The value between the 4th and 5th
student.

 ANALYSIS
1. What did you notice about your data? Who had the shortest and
longest sleep duration?
2. What do Q₁, Q₂, and Q₃ represent in your dataset?
3. If a student slept less than Q₁, what does that mean in terms of
sleep patterns?
4. Why is understanding quartiles important when analyzing data?

1. ABSTRACTION
The Percentiles for Ungrouped Data
The percentiles are values which divide a list of ordered numbers into
one hundred equal parts. There are ninety-nine deciles which are
denoted as P₁, P₂, P₃,...,P99.
 Ten percentile (P10) is equivalent to one decile (D₁). It means
10 % of the data is less than or equal to the value of P10 or D₁,
and so on.

Formula: Position of Pk =
k
 (n+1)
100
Where: k = 1 , 2, 3 , ... ,99
n = is the number of elements in a given data

Example: Using the data below are ages of COVID 19 Patient of a

certain District in Davao City.
 50 5 9 14 14 77 42 26
31 10 20 26 15 19 40 45

Find the 70 th percentile (P70)

3. First, arrange the data in ascending order
5 , 9 , 10 ,14 ,14 ,15 , 19 , 20 ,26 ,26 , 31 , 40 , 42 , 45 , 50 ,77

4. Locate the position of P70 using the formula Pk ¿

k
(n+1) and
100
round up to the nearest integer. Since there are 16 values in the
data set, then n=16 and we are looking for P 70, then k =70

Position of Pk =
k
(n+1)
100

Position of P70 =
70
(16+1)
100

Position of P7 0=
70
(17)
100

Position of P70 =
1190
100
Position of P7 0= 11.9 or 12 after rounding up to the
nearest integer
This means that the location or position of P70 is at the 12 th
element of the dataset.
5 , 9 , 10 ,14 ,14 ,15 , 19 , 20 ,26 ,26 , 31 , 40 , 42 , 45 , 50 ,77
So, P70 = 40
Therefore, 70 % of COVID 19 Patient is older or equal to 40 years
old.

Using the same dataset above.

Find the 10th percentile (P10)

1. First, arrange the data in ascending order

5 , 9 , 10 ,14 ,14 ,15 , 19 , 20 ,26 ,26 , 31 , 40 , 42 , 45 , 50 ,77

2. Locate the position of P70 using the formula Pk ¿

k
(n+1) and
100
round up to the nearest integer. Since there are 16 values in the
 data set, then n=16 and we are looking for P 10, then k =10

Position of Pk =
k
(n+1)
100

Position of P10 =
10
(16+1)
100

Position of P1 0=
10
(17)
100

Position of P10 =
170
100
Position of P1 0= 1.7 or 2 after rounding up to the nearest
integer
This means that the location or position of P10 is at the 2 nd
element of the dataset.
5 , 9 , 10 ,14 ,14 ,15 , 19 , 20 ,26 ,26 , 31 , 40 , 42 , 45 , 50 ,77
So, P10 = 9
Therefore, 10 % of COVID 19 Patient is younger or equal to 9
years old.

 APPLICATION
Group Activity: “Once You Pick Me, You Need To Answer me”
Instructions: The class will be divided into 2 groups. Each group will
choose representative to pick a piece of crumpled paper which one
question is being written. The questions will be answer based on the
dataset presented in the powerpoint.

 What is D5
 What is D6

The solutions should be written clearly on the board. The first group to
correctly compute and present their deciles wins the challenge and will
receive 20 points. And the remaining group will still receive 15 points for
participation.
IV. ASSESSMENT  INDIVIDUAL QUIZ
Directions: In a 1 half sheet of paper, solve, locate, and interpret the
 following percentiles of ungrouped data.
 The following are the total number of student’s push ups in their
PE performance:
47 ,74 ,19 , 23 , 38 ,12 , 25 , 30 ,17 , 34 ,53 , 14 , 23
 Find the 5 th decile
 Find the 8 th decile

V. AGREEMENT  ASSIGNMENT
Instructions: Do an advance reading on Quartiles for Grouped Data

Prepared and Checked and

Demonstrated by: Observed by:
Joan B. Camporedondo Mr. Brigidino P. Cloma
Pre-service Teacher Cooperating Teacher

Semi-Detailed Lesson Plan

Mathematics 10

I. LEARNING Objectives:
OBJECTIVES
At the end of the lesson, the students should be able to:
 Recall the three measures of positions.
 Differentiate the relationships between the three measures of
position.
 Interpret problems involving measures of position using
equivalent percentage.
II. SUBJECT Topic: Interpreting Measures of Position Using Equivalent
MATTER Percentage
Book: Math 10 Book
References: DepEd Math 10 Module, Online Math Resources, Math
10 Book
Materials used: Laptop, TV, Powerpoint Presentation, Greenboard,
 Chalks, and Printed Materials
Strategies used: Socrates Method, Demonstration, Lecture,
Inductive Discussion

III. PROCEDURE  Introductory Activities

 Prayer
A. PRELIMINARY
 Greetings
ACTIVITIES
 Checking of Attendance
 Recalling/Reviewing previous topic

B. MOTIVATION  ACTIVITY
Activity: “How many percent is your height?”
Instructions: The teacher will ask 8 students to stand up infront of
the class. They will arrange theirselves according to their height
(from shortest to tallest)

Imagine that you are the second tallest among your 8 classmates.
What does it imply?
Guide Questions:
1. How many are shorter than you?
2. How many percent is shorter than you?
3. How many are taller than you?
4. How many percent is taller than you?
 ANALYSIS
The teacher will proceed to analysis questions based on the activity.
1. What have you observed in the activity?
2. How does knowing your position in a group help in
understanding equivalent percentages?
3. Explain how this concept can be applied in real-life situations,
such as ranking in competitions, determining class standings,
 or setting qualification criteria.
 ABSTRACTION

Percentile
 Percentile indicates the location of a score in a set of
observations.
 The set of observations are divided into 100 equal parts.
 P1, P2, P3,..., and P99
Quartiles
 The set of observations are divided into 4 equal parts.
 Q1, Q2, and Q3
Deciles
 The set of observations are divided into 10 equal parts.
 D1, D2, D3,..., and D9

Examples:
1. Ages of children in the community.
3 4 4 5 6 6 7 8 9 10 11
Q1 Q2 Q3

Interpretation:
25% of the children in the community are 4 years old or
younger.
50% of the children in the community are 6 years old or
younger.
75% of the children in the community are 9 years old or
younger.
2. In a 50-item test, your score belongs to the third quartile.
What does this mean?
Interpretation:
This means that you got 75% correct answers in 50-item test
 and 25% of them are wrong.

3. Ms. Kim is a secretary in one big company in Davao City. Her

salary is in 7th decile. Should Kim be glad about her salary or
not?
Interpretation:
70% of the employees receive a salary that is less than or
equal to her salary and only 30% of the employees receive a
salary that is greater than her salary. Therefore, Ms. Kim
should be happy with her salary.

4. In a 60-item test, Jenni’s score belongs to the third decile.

What does this mean?
Interpretation:
This means that Jenni got 30% correct answers in the 60-
item test and 70% of them are wrong.

5. A baby’s weight at birth is recorded as 3.2 kg, which is at the

6th decile based on a hospital’s growth chart. What does this
mean?
Interpretation:
This means that the baby’s weight is greater than 60% of
other newborns in the hospital’s records.

6. A runner completes a 5-kilometer race and is placed in the

first quartile of all participants. What does this tell us about
the runner’s performance?

Interpretation:
This means that the runner is faster than 25% of participants
but slower than 75%.

 APPLICATION
Group Activity: “Interpret the Scenario”
Instructions: The class will be divided into 4 groups. Each group
will receive one real-life scenario that involve three measures of
 position. Each group will just need to analyze and interpret the
problem using its equivalent percentage. Answers will be written in
a ¼ sheet of paper. The group with the most accurate and well-
explained answers will receive 20 points. And the remaining groups
will still receive 15 points below for participation.
 Scenario 1: Maria took a math exam and scored in the
80 th percentile . What does it mean?
 Scenario 2: Mark finished in the 1 st quartile in a marathon
race. What does it mean?
 Scenario 3: A baby’s weight is in the 7 th decile. What does it
mean?
 Scenario 4: A company ranks its employees based on
productivity, and Ana is in the 9 th decile. What does it mean?

IV. ASSESSMENT  INDIVIDUAL QUIZ

Directions: In a 1 half sheet of paper, analyze and interpret the
following measures of position using equivalent percentage.

teacher’s evaluation score falls in Q₃. What does it mean?

1. A school principal assesses teacher performance and finds that a

2. A shipment of rice bags is classified at P9₅ based on quality

testing. What does it mean?

3. A customer satisfaction survey ranks a restaurant's service at D₈.

What does it mean?

V. AGREEMENT  ASSIGNMENT
Instructions: Do an advance reading on interpreting measures of
position using percentile rank of ungrouped data.

Prepared and Checked and

Demonstrated by: Observed by:
Joan B. Camporedondo Mr. Brigidino P. Cloma
Pre-service Teacher Cooperating Teacher
 Semi-Detailed Lesson Plan
Mathematics 10

I. LEARNING Objectives:
OBJECTIVES
At the end of the lesson, the students should be able to:
 Recall the three measures of positions.
 Differentiate the relationships between the three measures of
position.
 Interpret problems involving measures of position using
equivalent percentage.
II. SUBJECT Topic: Interpreting Measures of Position Using Equivalent
MATTER Percentage
Book: Math 10 Book
References: DepEd Math 10 Module, Online Math Resources, Math
10 Book
Materials used: Laptop, TV, Powerpoint Presentation, Greenboard,
Chalks, and Printed Materials
Strategies used: Socrates Method, Demonstration, Lecture,
Inductive Discussion

III. PROCEDURE  Introductory Activities

 Prayer
B. PRELIMINARY
 Greetings
ACTIVITIES
 Checking of Attendance
  Recalling/Reviewing previous topic

B. MOTIVATION  ACTIVITY
Activity: “How many percent is your height?”
Instructions: The teacher will ask 8 students to stand up infront of
the class. They will arrange theirselves according to their height
(from shortest to tallest)

Imagine that you are the second tallest among your 8 classmates.
What does it imply?
Guide Questions:
1. How many are shorter than you?
2. How many percent is shorter than you?
3. How many are taller than you?
4. How many percent is taller than you?
 ANALYSIS
The teacher will proceed to analysis questions based on the activity.
1. What have you observed in the activity?
2. How does knowing your position in a group help in
understanding equivalent percentages?
3. Explain how this concept can be applied in real-life situations,
such as ranking in competitions, determining class standings,
or setting qualification criteria.
 ABSTRACTION
Percentile
 Percentile indicates the location of a score in a set of
observations.
 The set of observations are divided into 100 equal parts.
 P1, P2, P3,..., and P99
Quartiles
 The set of observations are divided into 4 equal parts.
 Q1, Q2, and Q3
Deciles
 The set of observations are divided into 10 equal parts.
 D1, D2, D3,..., and D9

Examples:
1. Ages of children in the community.
3 4 4 5 6 6 7 8 9 10 11
Q1 Q2 Q3

Interpretation:
25% of the children in the community are 4 years old or
younger.
50% of the children in the community are 6 years old or
younger.
75% of the children in the community are 9 years old or
younger.
2. In a 50-item test, your score belongs to the third quartile.
What
does this mean?
Interpretation:
This means that you got 75% correct answers in 50-item test
and 25% of them are wrong.

3. Ms. Kim is a secretary in one big company in Davao City.

Her
salary is in 7 th decile. Should Kim be glad about her salary or
not?
 Interpretation:
70% of the employees receive a salary that is less than or
equal to her salary and only 30% of the employees receive a
salary that is greater than her salary. Therefore, Ms. Kim
should be happy with her salary.

4. In a 60-item test, Jenni’s score belongs to the third decile.

What
does this mean?
Interpretation:
This means that Jenni got 30% correct answers in the 60-
item test and 70% of them are wrong.

5. A baby’s weight at birth is recorded as 3.2 kg, which is at the

6th
decile based on a hospital’s growth chart. What does this
mean?
Interpretation:
This means that the baby’s weight is greater than 60% of
other newborns in the hospital’s records.

6. A runner completes a 5-kilometer race and is placed in the

first
quartile of all participants. What does this tell us about the
runner’s
performance?

Interpretation:
This means that the runner is faster than 25% of participants
but slower than 75%.

 APPLICATION
Group Activity: “Interpret the Scenario”
Instructions: The class will be divided into 4 groups. Each group
 will receive one real-life scenario that involve three measures of
position. Each group will just need to analyze and interpret the
problem using its equivalent percentage. Answers will be written in
a ¼ sheet of paper. The group with the most accurate and well-
explained answers will receive 20 points. And the remaining groups
will still receive 15 points below for participation.
 Scenario 1: Maria took a math exam and scored in the
80 th percentile . What does it mean?
 Scenario 2: Mark finished in the 1 st quartile in a marathon
race. What does it mean?
 Scenario 3: A baby’s weight is in the 7 th decile. What does it
mean?
 Scenario 4: A company ranks its employees based on
productivity, and Ana is in the 9 th decile. What does it mean?

IV. ASSESSMENT  INDIVIDUAL QUIZ

Directions: In a 1 half sheet of paper, analyze and interpret the
following measures of position using equivalent percentage.

teacher’s evaluation score falls in Q₃. What does it mean?

1. A school principal assesses teacher performance and finds that a

2. A shipment of rice bags is classified at P9₅ based on quality

testing. What does it mean?

3. A customer satisfaction survey ranks a restaurant's service at D₈.

What does it mean?

V. AGREEMENT  ASSIGNMENT
Instructions: Do an advance reading on interpreting measures of
position using percentile rank ungrouped data

Prepared and Checked and

Demonstrated by: Observed by:
Joan B. Camporedondo Mr. Brigidino P. Cloma
Pre-service Teacher Cooperating Teacher
 Semi-Detailed Lesson Plan
Mathematics 10

I. LEARNING Objectives:
OBJECTIVES
At the end of the lesson, the students should be able to:
 Define what is percentile rank.
 Solve problems involving measures of position using percentile
rank of ungrouped data.
 Interpret problems involving measures of position using percentile
rank of ungrouped data.
II. SUBJECT Topic: Interpreting Measures of Position Using Percentile Rank of
MATTER Ungrouped Data
Book: Math 10 Book
References: DepEd Math 10 Module, Online Math Resources, Math 10
Book
Materials used: Laptop, TV, Powerpoint Presentation, Greenboard,
Chalks, and Printed Materials
Strategies used: Socrates Method, Demonstration, Lecture, Inductive
Discussion

III.  Introductory Activities

PROCEDURE  Prayer
 Greetings
C. PRELIMINA
 Checking of Attendance
RY
 Recalling/Reviewing previous topic
ACTIVITIES

B. MOTIVATION  ACTIVITY
Activity: “Rank Yourself”
Instructions: The teacher will ask students 10 students to answer this
question, “How many hours do you spend on social media daily?”. Once
they have provided their answers, the teacher will instruct them to arrange
themselves in a straight line from the lowest to the highest number of
hours.

Guide questions:
1. If you are the third student who spend highest hours on social media
daily, what rank are you?
2. If you spend on social media at 90 percent, what rank are you?
3. If your rank is at 70th percentile, what rank are you?
 ANALYSIS
The teacher will proceed to analysis questions based on the activity.
1. What have you observed in the activity?
2. If a new student joins the group and reports a higher or lower screen
time than yours, how do you think it will affect your percentile rank?
Explain your reasoning.
3. Aside from social media usage, in what other real-life situations can
percentile rank be applied? How does understanding percentile rank help
in making decisions or comparisons?

 ABSTRACTION
Percentile Rank
 It describes the percentage of people in the comparison group
who scored below a particular score.
 It is a usual term mainly used in statistics which arrived from
percentile.
 It is arrived based on the total number of ranks and the number of
ranks below and above percentile.

To identify the Percentile Rank (PR) of score of x , out N where x is

included.
 Formula: PRx = [ ]¿ )
( M + ( 0.5 )( R ) )
 Y

Where,
M =number of ranks below x
R=number of ranks equals x
Y =total number of ranks

Example 1: The scores of 15 students in a Mathematics quiz. How will

you interpret if Andrew’s score is 17 ?
8 27 15 18 23 14 25 23 12 10 17 21 14 17 16

Solutions:
Step 1: Arrange the scores in ascending order, then rank
S 8 10 12 14 14 15 16 17 17 18 21 23 23 25 27
R 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Step 2: Find the given
x=17 M =7 R=2 Y =15

[ ]¿ )
Step 3: Substitute each value to the formula

PRx =
( M + ( 0.5 )( R ) )

[ ]¿ )
Y

PR17 =
(7+ ( 0.5 ) ( 2 ))

[ ]¿ )
15

PR17 =
(7+1)

[ 15 ]¿ )
15

PR17 =
(8)

PR17 = [ ]
(800)
15

PR17 = 53.33 or 53%

This means that 53 % of the students got a score of less
than or equal to Andreww’s score.
Example 2: The height of 25 boys in the class are as follows. How many
percent are taller than Michael, if he is 166 cm tall?
172 183 167 158 167 177 175 171 164 162 152 16 173 168 170
5

170 169 166 167 169 168 155 165 171 153

Solutions:
Step 1: Arrange the heights in ascending order, then rank.
152 153 155 158 162 164 165 165 166 167
167 167 168 168 169 169 170 170 171 171
171 172 175 177 183

Step 2: Find the given

x=166 cm M =8 R=1 Y =25

[ ]¿ )
Step 3: Substitute each value to the formula

PRx =
(M + ( 0.5 )( R ) )

[ ]¿ )
Y

PR166 =
(8+ ( 0.5 ) ( 1 ))

[ ]¿ )
25

PR166 =
(8+ 0.5)

[ ]¿ )
25

PR166 =
(8.5)

[ ]
25

PR166 =
(850)
25

PR16 = 34%
This means that 66 % of the class are taller than michael.
 APPLICATION
Instructions: The class will be divided into 4 groups. Each group will
receive same scenario but different task. Each group will need to analyze,
solve and interpret the problem using percentile rank. Answers will be
written in a 1 whole sheet of paper. The group with the most accurate
answer will receive 20 points. And the remaining groups will still receive
 15 points below for participation.
 A company tracks the monthly sales (in units sold) of its 10 sales
agents as follows:

Sales Agent Units Sold Each group will determine the percentile
Marie 120 rank and interpret the result if:

John
1. Agent Elma (135 units sold )
150
Elma
2. Agent Jonathan (160 units sold )
135
Dianne
3. Agent Levie (170 units sold )
180
Agent Mae Ann (200 units sold )
Jonathan
4.
160
Bennie 175
Mae ann 200
Rose 155
Levie 170
Max 140
IV.  INDIVIDUAL QUIZ
ASSESSMENT Directions: In a 1 whole sheet of paper, solve, analyze and interpret the
following problems using percentile rank of ungrouped data.
 A group of 10 people are tested on their running speed, with
results (in seconds): 15, 12, 22, 18, 20, 19, 25, 28, 30, 35.
1. What does it mean if Leo’s running speed is 20 seconds?
2. What does it mean if Leni’s running speed is 28 seconds?

V. AGREEMENT  ASSIGNMENT
Instructions: Do an advance reading on interpreting measures of
position using percentile rank of grouped data

Prepared and Checked and

Demonstrated by: Observed by:
Joan B. Camporedondo Mr. Brigidino P. Cloma
Pre-service Teacher Cooperating Teacher
 Semi-Detailed Lesson Plan
Mathematics 10

I. LEARNING Objectives:
OBJECTIVES At the end of the lesson, the students should be able to:
 Recall what is percentile rank.
 Solve problems involving measures of position using percentile
rank of grouped data.
 Interpret problems involving measures of position using percentile
rank of grouped data.
II. SUBJECT Topic: The Deciles for Grouped Data
MATTER Book: Math 10 Book
References: DepEd Math 10 Module, Online Math Resources, Math 10
Book
Materials used: Laptop, TV, Powerpoint Presentation, Greenboard,
Chalks, and Printed Materials
Strategies used: Socrates Method, Demonstration, Lecture, Inductive
Discussion

III. PROCEDURE  Introductory Activities

 Prayer
D. PRELIMINARY
ACTIVITIES  Greetings
 Checking of Attendance
 Recalling/Reviewing previous topic

B. MOTIVATION  ACTIVITY
Activity: “Household Ranking: Where Do You Stand?”
Instructions: In this activity, students will explore the concept of
percentile rank using the number of household members. To begin, the
teacher will ask 10 students to answer the question, “How many
members are there in your household?” Once everyone has responded,
they will arrange themselves in a line from the smallest to the largest
number of household members. After forming the line, each student will
identify their position in the group and estimate their percentile rank
based on their placement.

 ANALYSIS
The teacher will proceed to analysis questions based on the activity.
1. If you were positioned in the lower percentile, what does it say about
your household size compared to others?
2. How would the percentile rank change if more students had larger or
smaller households?
3. Can percentile rank be used in other real-life situations? Give an
example.
 ABSTRACTION
Percentile Rank
 It describes the percentage of people in the comparison group
who scored below a particular score.
 It is a usual term mainly used in statistics which arrived from
percentile.
 It is arrived based on the total number of ranks and the number of
ranks below and above percentile.

 Formula: PRp = N
100
[ ( P−LB
i
)f
+cf ]
b
 Where,
PR=¿ percentile rank, the answer will be a percentage
cf b¿ cumulative frequency below the critical value
P=¿raw score or value for which one wants to find the
percentile rank
LB=¿lower boundary of the kth percentile class
N=¿total frequency
i=¿ class size

Example 1: Aurora and Jacob scored 47 and 43 respectively in an

entrance examination of a certain university. The determining factor for a
senior high scholarship in the university is a student’s score should be in
the top 10% of scores of the examinees. Will they receive a scholarship?

The scores of 80 examinees in an entrance test.

SCORES f ¿ cf
50−54 2 80
45−49 12 78
40−44 10 66
35−39 18 56
30−34 16 38
25−29 10 22
20−24 9 12
15−19 2 3
10−14 1 1
i=5 N=80

Percentile Rank of Aurora

Step 1: Copy the formula
 PRp = N
100
[ ( P−LB
i
)f
+cf ] b

Step 2: Find the given

N=80 P=47 LB=44.5 f =12
i=5 cf b ¿ 66

[ ( P−LB +cf ]
Step 3: Substitute each value to the formula

. PRp = N
100 )f
b

[ ( 47−44.5 + 66]
i

PR47 = 80
100 ) 12

[ ( 2.55) 12 +66]
5

PR47 = 80
100

PR47 = 80
100
[ 305 + 66]
PR47 = ( 1.25 ) ( 6 +66 )
PR47 = ( 1.25 ) ( 72 )
PR47 = 90%
Since the percentile rank of Aurora is 90 % , therefore she
will receive the scholarship.

Percentile Rank of Jacob

[ ( P−LB +cf ]
Step 1: Copy the formula

PRp = N
100 )f
b
i
Step 2: Find the given
N=80 P=43 LB=39.5 f =10
i=5 cf b ¿ 56

[ ( P−LB +cf ]
Step 3: Substitute each value to the formula

. PRp = N
100 )f
b
i
 PR43 = 80
100
[ ( 43−39.5 ) 10
+56 ]

[ ( 3.55) 10 +56]
5

PR43 = 80
100

PR43 = 80
100
[ 355 +56 ]
PR43 = ( 1.25 ) ( 7 +56 )
PR43 = ( 1.25 ) ( 63 )
PR43 = 78.75%
Since the percentile rank of Jacob is 78.75 % and did not
reach the upper 10%, therefore he will not receive the
scholarship.

 APPLICATION
Instructions: The class will be divided into two groups
 In a school’s selection process for the Math Olympiad team,
students must be in the top 15 % of scores to qualify. Daniel and
Sophia scored 85 and 78, respectively, on the qualifying test. Will
they be qualified for the Math Olympiad team?

Score Frequency Each group will determine the percentile

90 – 99 10 rank of grouped data and interpret the
80 – 89 25 result.
70 – 79 40  Group 1 will solve and interpret
60 – 69 30 Daniel’s score
50 – 59 10  Group 2 will solve and interpret
40 – 49 5
Sophia’s score


IV. ASSESSMENT  INDIVIDUAL QUIZ

Directions: In a 1 half sheet of paper, solve, analyze and interpret the
following problems using percentile rank of grouped data
 A school is selecting students for a leadership training program.
To qualify, students must belong to the top 25% of their class
 based on their height and Leo as 175 cm is one of the tallest
students who wanted to be selected. Do you think Leo will be
qualified?
Score Frequency
170 – 179 10
160 – 169 25
150 – 159 40
140 – 149 30
V. AGREEMENT  ASSIGNMENT
Instructions: Do an advance reading on our next topic.

Prepared and Checked and

Demonstrated by: Observed by:
Joan B. Camporedondo Mr. Brigidino P. Cloma
Pre-service Teacher Cooperating Teacher

Semi-Detailed Lesson Plan

Mathematics 10

I. LEARNING Objectives:
OBJECTIVES
At the end of the summative test, the students should be able to:
 Apply the concepts of measures of position in solving
problems.
 Interpret measures of position in both ungrouped and
grouped data correctly.
 Analyze and answer test questions with accuracy and
understanding.
II. SUBJECT Topic: Summative Test on Measures of Position
MATTER Book: Math 10 Book
 References: DepEd Math 10 Module, Online Math Resources, Math
10 Book
Materials used: Test papers, answer sheets, index card and
calculator
III. PROCEDURE  Introductory Activities
 Prayer
E. PRELIMINARY
 Greetings
ACTIVITIES
 Checking of Attendance

B. REVIEW Measures of Position

 measure by which the position of a data is determined
through its value
Ungrouped Data Grouped Data
Quartiles: it divides distribution

(
into 4 equal parts. kN
Formula: Qk = LB +
−cfb
Position of Qk =
k 4


)i
4 fQk
( n+1 )
Interquartile range: difference
between upper and lower quartile.
Deciles: it divides distribution into
10 equal parts.
kN
Formula: Dk = LB + ( 10
−cfb

Position of Dk =
k fDk
)i

10
(n+1)

Percentiles: it divides distribution

(
into 100 equal parts. kN
Formula: Pk = LB +
−cfb
Position of Pk =
k 100
(n+1)

)i
100 fPk

Percentile Rank: It describes the

percentage of people in the
 N [
comparison group who scored
Formula: PRp =
100
below a particular score.

=[ ]¿ )
( M + ( 0.5 )( R ) )
PRx

]
Y
( P−LB ) f
+cf b
i

IV. TEST PROPER The teacher will:

 Distribute the summative test to students.
 Give clear instructions on answering the test.
 Ensure a quiet testing environment.

The teacher will:

 Instruct students to review their answers before submission.
 Collect the test papers for checking.

IV. ASSESSMENT The summative test consists of fill in the blanks, problem-solving,
and interpretation questions covering all the topics.
I. FILL IN THE BLANK
Directions: Read the following statements carefully. Write your answer on
the space provided.

1. If quartiles divides the distribution into 4 equal parts, _____ divides

the distribution into 10 equal parts.

2. ______ describes the percentage of people in the comparison

group who scored below a particular score.

3. ______ give us a way to see where a certain data point of value

falls in a sample or distribution.

4. In Mendenhall and Sincich Method, if U falls halfway between two

integers, _______.

5. ______ is the difference between the upper and lower quartile.

II. PROBLEM SOLVING

Directions: Solve and interpret the following measures of position for

 grouped and ungrouped data.

 Ages of the SSG Officers of Magnaga NHS:

14 , 15 , 17 , 16 ,18 , 15 , 15 ,16 ,18 , 15 ,16 ,14

Find the Q1
2. Find the D4
1.

Find the P95

4. Find the PR15
3.

 The table below shows the grades of 45 students in 10

Mathematics:

Grades frequency
97−99 2
94−96 6
91−93 9
88−90 5
85−87 10
82−84 10
79−81 1
76−78 2

1. Find the Q3
2. Find the D8
3. Find the P70

V. AGREEMENT  ASSIGNMENT
Instructions: Do an advance reading on interpreting measures of
position using percentile rank of ungrouped data.

Prepared and Checked and

Demonstrated by: Observed by:
Joan B. Camporedondo Mr. Brigidino P. Cloma
Pre-service Teacher Cooperating Teacher