School: Quezon-Aramaywan National High School Grade Level: Grade 10

Teacher: Glayzel P. Tabi Learning Area: Mathematics

Teaching Dates and Time: Quarter/Week: Quarter IV/week
1
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of measures of
DETAILED LESSON PLAN IN MATHEMATICS
position.
B. Performance Standard The learner is able to investigate thoroughly the mathematical relationship
in various situations, formulate real-life problems involving measures of
position and, solve them using a variety of strategies.

C. Learning Learning Competency: Illustrates the measures of position (M10AL-IVa-

Competency/objectives 1)
Learning objectives:
At the end of the lesson the students should be able to;
1. Illustrate the measures of position (Quartiles)
2. Identify the score of lower, middle and upper quartile
3. Appreciate the importance of quartiles in daily living

II. CONTENT MEASURES OF POSITIONS (QUARTILES)

III. Learning Resources
A. REFERENCES
1. teacher’s guide, learner’s module,
2. Grade 10 Mathematicsby Gladys C. Nivera, Ph. D. pages 398-402
3.
4.
B. Other Learning Resources
III. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preparatory Activity Prayer
Please stand everyone for our prayer. (Everyone will stand and Jeric will
Abegail please lead the prayer. lead the prayer)
Greetings
Good morning class
Good morning, ma’am it is nice to
Before you take your seat, see you today.
please pick up the garbage under
your chair, and arrange your chairs (The learners will pick up the
properly. garbage under their chair, and
arrange their chairs properly.)
You may now take your
seat.
Checking of attendance
Say your first name if I call your last
name. Is that clear class?
Yes ma’am
Classroom agreement
In our class today, we have
classroom agreement that we need (The learners will read the
to follow. Everybody please read. classroom agreement)

Do you have questions or

 clarifications? None Ma’am

Food for thought (All girls will read the quote.)

For us to be inspired today, let us
understand what is this quote all
about. All girls please read.

From the statement, can you give me

an idea or explanation that it
emphasizes? (students’ possible answer)

Yes Chesa? It says that life has pattern it

depends on how you follow that
line in life by how you work for
your life.
You have a great idea. Give Chesa a
nice clap.

Arlyn’s answer is correct. Many

aspects of life , from the natural
world to human behavior , exhibit
predictable patterns. This (class will perform nice clap to
predictability stems underlying Arlyn)
principles, systems, and forces that
govern how things operate.

Do you understand class?

Yes Ma’am

B. Reviewing the previous lesson Before we proceed what was your

or presenting the new lesson last topic all about. Our previous topic is all about
combinations and permutations.

what is the difference of

combinations and permutations? permutations: Order matters
(arrangements).
Combinations: Order doesn't matter
(selections).

Do you have questions or

clarification about your previous
topic? None Ma’am

C. Establishing the purpose of

the lesson Observe the pictures that I will
present. (the students will observe the
 pictures)

(students’ possible answer)

Questions:

What do you observe in the pictures? An ascending order of objects.

A quarter of a pizza.

You have a great ideas. We will

figure out what those pictures all
about to our proper discussion.

D. Presenting examples/instances Before we proceed to our discussion

the new lesson today. Pair with your classmates to (students’ possible answer)
answer the following problem. You
have 3 minutes to do this activity.

Give the definition of these words: 1. Deciles - the nine score-points which
PERCENTILE divide a distribution into ten groups. These
deciles are denoted as D1, D2, D3,…,D9.
QUARTILE 2. Percentiles - the ninety-nine score
DECILE points which divide a distribution into one
QUANTILES hundred groups so that each group
represents 1 100 of the data set. They are
used to characterize values according to
the percentage of values below them.
3. Quantiles - measures of positions that
divide a distribution into four, ten, and
hundred equal parts. Such measures of
positions are quartiles, deciles, and
percentiles.
4. Quartiles - the score- points which
divide a distribution into four groups.
Twenty five percent (25%) of the
distribution fall below the first quartile,
fifty percent (50%) fall below the second
quartile, and seventy-five percent (75%)
fall below the third quartile.
For that, lets get further for these
words, because our lesson for today
is all about Measures of position
(Decile) all boys please read our
objectives.

At the end of the lesson the students At the end of the lesson the students
should be able to; should be able to;
1. Illustrate the measures of position
(Quartiles) 1. Illustrate the measures of
2. Identify the score of lower, position (Quartiles)
middle and upper quartile 2. Identify the score of lower,
3. Appreciate the importance of middle and upper quartile
quartiles in daily living 3. Appreciate the importance of
quartiles in daily living
E. Discussing new concepts and Quartiles are points that divide the
practicing new skills #1 ranked data into four equal parts.
Each set of data has three quartiles.

L- lowest score

Q2- second quartile or middle

Q1- first quartile or lower quartile

quartile
Q3- third quartile or upper
quartile
H- highest quartile

1. First quartile (Q1) is the

value in the data set such
that 25% of the data points
are less than this value and
75% of the data set is greater
than this value.

2. Second quartile(Q2) is the

value in the data set such
that 50% of the data points
are less than this value and
50% of the data set are
greater than this value.

3. Third quartile (Q3) is the

value such that 75% of the
values are less than this
value and 25% of the values
are greater than this value.
4. Interquartile range is the
difference between the upper
quartile (Q3) and the lower
quartile (Q1) in a set of data.

The Quartile for Ungrouped Data

Illustrative examples:
Example 1. A group of students
obtained the following scores in their
statistics quiz: 8 , 2 , 5 ,4 , 8 , 5 , 7 , 1
,3,6,9

Observe how the lower quartile (Q1),

middle quartile (Q2), and upper
quartile (Q3) of the scores are
obtained.
Complete the statements below:
➢The first quartile 3 is obtained by
observing the position of 3 which is
in the middle of the numbers from 1
to 5. (observe the position of 3 from
F. Discussing new concepts and For you to better understand the
practicing new skills #2 quartile points try to solve the
following problem.
Problem: Problem:
The owner of a coffee shop recorded The owner of a coffee shop
the number of customers who came recorded the number of customers
into his café each hour in a day. The who came into his café each hour in
results were 14, 10, 12, 9, 17, 5, 8, 9, a day. The results were 14, 10, 12,
14, 10, and 11. 9, 17, 5, 8, 9, 14, 10, and 11.
a. Find the lower quartile and upper a. Find the lower quartile and upper
quartile of the data. quartile of the data.
b. How many customers are below b. How many customers are below
1? are above Q3 in terms of each 1? are above Q3 in terms of each
hour in a day? hour in a day?
c. Which hour of the day has less
customers? has more customers?
(students’ possible answer)

Do have questions or clarifications?

None Ma’am

G. Developing Mastery (the teacher will group the students

into two groups)

ACTIVITY 1: FIND MY ACTIVITY 1: FIND MY

QUARTILE QUARTTILE

Direction: Choose a partner and answer Direction: Choose a partner and

the following. answer the following.
1. The scores of 10 students in a 1. The scores of 10 students in a
Mathematics seatwork are: Mathematics seatwork are:
7,4,8,9,3,6,7,4,5,8 7,4,8,9,3,6,7,4,5,8
a. What score illustrates the lower quartile? a. What score illustrates the lower quartile?
b. What score illustrates the middle quartile? b. What score illustrates the middle
c. What score illustrates the middle quartile?
quartile? c. What score illustrates the middle
d. How did you get your answers? quartile?
d. How did you get your answers?

(students’ possible answer)

a. 4 b. 6.5 c. 8
e. First, arrange the given scores.
Then locate the position whether
lower, middle and upper quartile.
Find the equivalent score of the
located position
Do you have questions or
clarifications? None Ma’am.
Very good and good job everyone it
seems you really understand the
 compound events , lets proceed.

H. Finding practical application (the teacher will ask students what is

of the concepts and skills in daily the importance of finding quartile in
living real life application) (students’ possible answer)

Help us understand and interpret

data in a more nuanced way,
What do do you think is the leading to better decisions in many
importance of finding quartile in aspects of daily life.
daily living?
Helps interpret how data is spread
out (e.g., house prices, commute
times).

(Answer of the students may be

different from each other)
Very good you have a great idea.
Good job everyone.
I. Making generalization and (The teacher will randomly select
abstraction about the lesson students to answer the question by
picking their name) (students’ possible answer)

Questions:  Q1 (First Quartile): The value

1. What is quartile? that separates the lowest 25% of the
data from the rest.
 Q2 (Second Quartile): This is
the median, the middle value. It
separates the lowest 50% from the
highest 50%.
 Q3 (Third Quartile): The value
that separates the highest 25% of
the data from the rest.

2. What is interquartile range? The IQR is like finding the range of

the "main body" of your data,
ignoring any unusually high or low
values that might skew the overall
picture.

3. Explain how can we get the lowest

quartile(Q1), middle quartile (Q2),
and highest quartile (Q3).
1. Arrange the Data

First, you need to arrange your data in

ascending order (from smallest to largest). This
is a crucial first step for finding any quartile.

2. Find the Median (Q2)

 Odd number of data points: If you

have an odd number of values, the
median is simply the middle value.
 Even number of data points: If you
have an even number of values, the
median is the average of the two
middle values.

3. Find Q1 (Lower Quartile)

  Look at the lower half of your data
(the half of the data below the
median).
 Find the median of this lower half.
That value is Q1.

4. Find Q3 (Upper Quartile)

 Look at the upper half of your data

(the half of the data above the
Do you have other questions or median).
clarifications?  Find the median of this upper half.
That value is Q3.
It seems you really get the normal
distribution lets have a short quiz.

None Ma’am
J. Evaluating learning EVALAUTION
Direction: In ½ sheet of paper, write Direction: In ½ sheet of paper,
the correct answer from the given write the correct answer from the
questions. You have 10 minutes to do given questions. You have 10
your short quiz. minutes to do your short quiz.

Problem: Identify the waiting time (students’ possible answer)

that illustrates the following position.
1. Q1 1,2,3,4,4 ,5,6,6,7,8, 8, 9,10,11,12,
2. Q2 12, 12,14,15,15
3. Q3 1. 4.5 mins
The list shows the waiting time (in 2. 8 mins
minutes) of a customer before his or 3. 12 mins
her call is answered.
5 8 3 1 2 9 4
10 15 12 4 12 11 8 7
6 12 14 15 6

K. Additional Activities For your assignment advance study

about the Deciles.

Good bye class

Good bye ma’am. Thank you for
teaching us.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
B. No. of Learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. My teaching strategies
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:

GLAYZEL P. TABI
Student Teacher
Noted:

ANDREW E. SELGA
Cooperating Teacher