Detailed Lesson Plan

Teacher: Grade and Section

̃a
Kristine Bu𝒏
Learning Area: Quarter: Week: Date:
Mathematics 10 4th May 9, 2024

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of concept of measure of position, basic
combinational concept and probability.
B. Performance Standards The learner is able to conduct systematical a mini-research applying the different
statistical methods.
C. Learning Competences / Objectives At the end of the lesson, the student should be able to:M10SP-Iva-1

1. Define the quartiles of ungrouped data;

2. Solve for the lower quartiles, median and upper of a given data; and
3. Relate the concept of measure of position of quartile for ungroup data in real-life
situations.

II. CONTENT
Subject matter / Lesson Measure of position Quartile of Ungrouped Data
III. LEARNING MATERIALS
A. References
1. Teacher’s Guide Pages
2. Learner’s Guide Pages Module Mathematics 10
3. Textbook Pages/SLM
4. Additional Materials From LR
B. Other Learning Resources Instructional Material, Laptop

IV. PROCEDURES Teacher’s Activity Student’s Activity

A. Reviewing previous
lesson or presenting Preliminary Activities
new lesson
A. Daily routine
Prayer “The students will pray together
with the teacher”
Good morning Class! “Good morning ma’am”

(Kindly check your area if there are pieces of

papers)

B. Checking Attendance
Is someone absent for today “None ma’am”

C. Classroom Rules
First I want to remind you about the classroom rules.
Please Read.
1. Be respectful
2. Participate Actively
3. Ask Questions when things are not clear
4. Speak respectfully an avoid using offensive language.

Indicator 7: Manage student behavior constructively by applying

positive and non-violent discipline to ensure learning focus
environments

Let’s have a review of the previous lesson.

Do you still remember what we had discussed yesterday? “Yes ma’am”

Okay what is it all about? “Decile of Grouped data”

Very good!

What do you have learned in Decile for Grouped data? “Answer may be varied”

Excellent class, it seems that you already know about it.

Now, Let’s have an activity.

Are you ready Class?

Activity 1. The Boat is Sinking

Mechanics
1.The teacher will start the game with the words “The Boat
is Sinking”
2.The students will divide the group equally base on
whatever number the teacher tell them
3. Students who weren’t able to join a group is eliminated.

B. Establishing a Activity 2. Answer me!

purpose for the lesson Answer
1. What did you notice on our activity earlier? 1. (answer may be varied)
2. Last topic on Deciles, we divide the data into 10 equal 2. into 4 equal parts
parts, today we will discuss the Quartiles. Where do you
think we will divide the data to?
 What is our topic for today? QUARTILES

Alright, very good class.

Now let’s proceed please read our objectives for today.

At the end of the lesson, student should be able to:

1. Define the quartiles for ungrouped data;

2. Solve for the lower quartiles, median and upper of a given
data; and
3. Relate the concept of measure of position of quartile for
ungroup data in real-life situations.

Objective 1. Define the quartiles for ungrouped data.

C. Presenting
examples/Instances There are 3 measures of position the Quartile, Decile and
of the new lesson the Percentile.

We already discuss the Decile so let’s proceed to Quartile.

Very well said!

The Quartile for Ungrouped Data

- Quartiles are values that divide a set of data The 𝑄1 or lower quartile, 𝑄2 or
into four equal parts. Each set of data has three median, 𝑄3 or upper quartile.
quartiles. What are they?

Very good! Now, to locate the position of the quartiles, we

used the formula

𝑘
𝑄𝑘 = (𝑛 + 1)
4
Where;
k - `nth Quartiles (1, 2, 3)
n - the number of values in the set of data.

Objective 1. Define the quartiles for ungrouped data.

Objective 2. Solve for the lower quartiles, median and
upper of a given data.

D. Discussing new Formula to be used:

concepts and 𝑘
𝑄𝑘 =(𝑛 + 1)
practicing new skills 4
#1 And we have steps in solving it.
Steps to solve the quartile of the given data.
1. Arrange the data in ascending order or from the lowest
value to the highest value.
2. Find the N or the total number of elements presented in
the data.
3. Find the 𝑄1 , 𝑄2 and 𝑄3 of the given data

Objective 2. Solve for the lower quartiles, median and

upper of a given data.

I have here an example to understand it precisely;

𝒌
Formula: Position of 𝑸𝒌 = (𝒏 + 𝟏)
𝟒
Example. Find the 𝑄1 of the following set of data.
10 2 13 12 12 6 5
Sol’n
- Arrange the score in ascending order
2 5 6 10 12 12 13
- Find the N or the total number of elements presented in
the data.
n=7
- Find the 𝑄1 , 𝑄2 and 𝑄3 of the given data

To finds its 𝑄1 position, use the formula

𝒌
𝑸𝒌 = (𝒏 + 𝟏)
𝟒
and round off to the nearest integer.
𝑘
Position of 𝑄1 = (𝑛 + 1)
4

𝟕+𝟏
=𝟏
𝟒
8
=
4
=2
 𝑸𝟏 is the 2nd element.
Therefore, 𝑸𝟏 = 5

Understand? “Yes ma’am”

Any question or clarification? “none ma’am”

E. Discussing new Activity 3. Just the two of us!

concepts and Find a partner that help you to solve and analyze the
practicing new skills given problem.
#2
I have a lots of problem in a bowl then each partner get (Answer may be varied)
one problem and answer it in 5 minutes.

1. Rearrange and find N of the given data.

2. Find the Position of Quartiles.
3. Interpret the answer.

Objective 2. Solve for the lower quartiles, median and

upper of a given data.

Indicator 1: Apply knowledge of content within and

across curriculum teaching areas
Indicator 2: Apply a range of teaching strategies to
develop critical and creative thinking, as well as other
higher-order thinking skills.

F. Developing mastery Activity 4: Entertain Me!

I`ll group you into 4 group, I want you to choose one
representative each group to pick one envelop from
me. Each envelop has a task to do. Inside these
envelopes there are problems for you to solve, and
also it has a way on how you present your work in front.
(Students response)
Like acting, singing and others. In other words you
present your work in a creative way given in the
envelop. You have 2-3 minutes. to present your work,
and will be graded according to this criteria:
Content 35%
Creativity 20%
Presentation 25%
Cooperation 20%
Total 100%
Now, you start discussing with your groupmates.
You will present by:
1. TALK(in English)
2. RAP
3. ACT
4. SING

Average Learners:
You are going to know, what is the quartiles of the
scores in your mathematics class of your 5 friends
including yours. The scores are 3, 5, 6, 8, 8,10. Find the
Q1, Q2, and Q3. (TALK in English)

Average Learners:
You have a big problem in your assignment about
getting the quartiles of given distribution. Now, find a
way that you can get the values of the quartiles of the
ages of malnourished children in DQLNHS.
7, 9, 9, 10, 11, 12, 13, 15, 15, 16, 16. Find the Q1, Q2, and
Q3. (RAP)

For students with Logical/Mathematical Intelligence/

Advance Learners:
You want to know how to easily solve a problem on
quartile. So, you invite a celebrity to give you tips on
how to solve quartiles given a sample problem. Find
the quartiles of the scores of 7 students in mathematics
remedial class. 5, 5, 6, 7, 8 ,9, 10 (ACT)

For Verbal-Linguistic Intelligence/Logical/

Mathematical Intelligence
You are in a Broadway and you are going to have a
conversation on how did you solve for quartiles. Explain
to the audience how you solved the problem. Get the
quartiles for the numbers won by a famous basketball
team in the year 2000 to the year 2005 are 20, 20, 25,
45, 50 (SING)

Objective 1 Define the quartiles of ungrouped data

 Objective 2. Solve for the lower quartiles, median and
upper of a given data.
Objective 3. Relate the concept of measure of position
of quartile for ungroup data in real-life situations.

Indicator 1: Apply knowledge of content within and

across curriculum teaching areas
Indicator 2: Apply a range of teaching strategies to
develop critical and creative thinking, as well as other
higher-order thinking skills.
Indicator 3: Select, developed, organized and used
appropriate teaching and learning resources,
including ICT, to address learning goals.
Indicator 5: Use strategies for providing timely,
accurate and constructive feedback to improve
learning performance.
Indicator 6: Apply a range of successful strategies that
maintain learning environments that motivate learners
to work productively by assuming responsibility for their
own learning.
Indicator 8: Use differentiated, developmentally
appropriate learning experiences to address learners’
gender, needs, strength, interests and experiences.
Indicator 9: Plan, manage and implement
developmentally sequenced teaching and learning
process to meet curriculum requirements and varied
teaching contexts.

G. Finding practical
applications of  Can we relate the concept of quartile in real-life? Yes
concepts and skills in
daily living  In what way do you think the concept of quartiles (answer may be varied)
may be related to real-life?

Objective 3. Relate the concept of measure of position

of quartile for ungroup data in real-life situations.

H. Making Answer
generalizations and  What is quartiles? are values that divide a set of
abstraction about the data into four equal parts
lesson
 What are the steps we need to do to get the 1. Arrange the data in ascending
Position of Quartiles? order or from the lowest value to
the highest value.
2. Find the N or the total number
Objective 1 Define the quartiles of ungrouped data of elements presented in the
Objective 2. Solve for the lower quartiles, median and data.
upper of a given data. 3. Find the 𝑄1 , 𝑄2 and 𝑄3 of the
Indicator 2: Apply a range of teaching strategies to given data
develop critical and creative thinking, as well as other
higher-order thinking skills.

I. Evaluating Learning Quiz

Get ½ lengthwise and answer these following questions

1. Find the lower quartile and upper quartile of the data. The
number of days taken by each of 11 employees to finish a
job were 32 39 27 23 42 35 42 29 46 37 42.

2. Explain in 3-4 sentence the importance of the Measure of

Position of Quartiles in real-life?

Objective 2. Solve for the lower quartiles, median and

upper of a given data.
Objective 3. Relate the concept of measure of
position of quartile for ungroup data in real-life
situations.

Indicator 4: Design, select, organize, and use

diagnostic, formative and summative assessment
strategies consistent with curriculum requirements

J. Additional activities ASSIGNMENT:

for application or Study about the Percentile Ungroup Data.
remediation
a. REMARKS

b. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who required
additional activities for
remediation
C. Did lesson work? No. of
 learners who caught up w/ the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Noted by:

̃a
Kristine Bu𝒏 Sir Sandro Dalida
Student Teacher Cooperating Teacher