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Other Measures of Location

This lesson plan is for a statistics and probability class in Grade 11. The objective is for students to be able to calculate measures of location other than the mean, and interpret these measures. The lesson will cover measures of location such as maximum, minimum, percentiles, deciles and quartiles. Examples using test score data from 150 Grade 11 students will be analyzed to find the highest, lowest, median and mean scores. Students will then learn the formal definitions of these measures of location and see examples using tables of data on test scores and weekly food allowance amounts.

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maribeth
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96 views4 pages

Other Measures of Location

This lesson plan is for a statistics and probability class in Grade 11. The objective is for students to be able to calculate measures of location other than the mean, and interpret these measures. The lesson will cover measures of location such as maximum, minimum, percentiles, deciles and quartiles. Examples using test score data from 150 Grade 11 students will be analyzed to find the highest, lowest, median and mean scores. Students will then learn the formal definitions of these measures of location and see examples using tables of data on test scores and weekly food allowance amounts.

Uploaded by

maribeth
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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4AS

LESSON PLAN IN
STATISTICS AND PROBABILILTY
January 27, 2019 7:30-8:50 AM 8:50-10:10AM
GRADE 11 HUMSS & SMAW

Content Standard: The learner demonstrates understanding of key concepts of random variables
and probability distributions.
Performance Standard: The learner is able to apply an appropriate random variable for a given
real-life problem (such as in decision making and games of chance).
Learning Competency: solves problems involving mean and variance of probability distributions.
M11/12SP-IIIb-4
I. OBJECTIVE
At the end of the lesson, the students must be able to
• Calculate measures of location other than the measure of central tendency, and
• Provide a sound interpretation of these summary measures.

II. SUBJECT MATTER


A. Topic: Measures of Location: Maximum, Minimum, Percentiles, Deciles and Quatiles
B. References: “Deciding Which Measure of Center to Use”
http://www.sharemylesson.com/teachingresource/
deciding-which-measure-of-center-to-use-50013703/
Albert, J. R. G. (2008). Basic Statistics for the Tertiary Level (ed. Roberto Padua,
WelfredoPatungan, Nelia Marquez), published by Rex Bookstore.
Handbook of Statistics 1 (1st and 2nd Edition), Authored by the Faculty of the Institute
of
Statistics, UP Los Baños, College Laguna 4031
Moore, D.S. (2007). The Basic Practice of Statistics, Fourth Edition W.H. Freeman and
Company.
Workbooks in Statistics 1 (From 1st to 13th Edition), Authored by the Faculty of the
Institute
of Statistics, UP Los Baños, College Laguna 40318
C. Materials: TV , Android Phone with Screen Mirroring, Activity Sheet, PPT
D. Strategies: 4 A’s, Small Group Work, Reporting

III. PROCEDURE
A. Preliminary Activities
● Prayer
● Checking of Attendance and giving of reminders
● Checking of Assignments
B. Motivation/Review
Activity
To motivate the students, present the following distribution of scores in a 50-item long test
150 Grade 11 students of a nearby Senior High School and ask them to respond to some
questions.
ANALYSIS
1. What is the highest score? Lowest score?
Answer: Highest score is 50 while the lowest is 10.
2. What is the most frequent score?
Answer: Most frequent score is 38 which is the score of 28 students.
3. What is the median score?
Answer: The median score is 33 which implies that 50% of the students or around 75
students have score at most 33.
4. What is the average or mean score?
Answer: On the average, the students got 32.04667 or 32 (rounded off) out of 50
items correctly.

C. Lesson Proper

ABSTRACTION
We formally define the maximum as a measure of location that pinpoints the highest value
in the data distribution while the minimum locates the lowest value. There are other
measures of location that are becoming common because of its constant use in reporting
rank in distribution of scores as the percentile rank in college entrance examination. These
measures are referred to as percentiles, deciles, and quartiles.
To illustrate we use the data on long test scores of 150 Grade 11 students of nearby Senior
High School. An additional column on less than cumulative frequency was included to
facilitate the computation.

Analysis:
1. How did you find the activity?
2. Were you able to recall how the equations are solved?
3. Were you able to find the correct answer? Why or why not?

ANALYSIS
1. What is the score where at most 75% of the 150 students scored less or equal to it?
2. Do you think the long test is easy since 75 students have scores at most 33 out of 50?
3. Do you need to be alarmed when 10% of the class got a score of at most 20 out of 50?.
Application

a. Determine the weekly food allowance where 60% of the students have at most.
b. What percentage of the students have a weekly food allowance that is at most 170
pesos?
c. If the business woman wanted to have at least 50% of the students could afford to eat in
her restaurant, what should be the minimum total cost of the meals that the student could
have in a week?

IV. EVALUATION
Activity Sheet to be answered by group.

Prepared:

MARIBETH C. BABA
Teacher II

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