NOTRE DAME OF MASIAG, INC.

Purok Pag-asa, Masiag, Bagumbayan, Sultan Kudarat

Government Recognition (R-XII) No. SK 405761-040, s. 2021
DepEd ID: 405761 ESC ID: 1201693
TIN: 000-578-187 (Non VAT)

S.Y. 2022-2023

UNIT LEARNING PLAN

SUBJECT: MATHEMATICS QUARTER: 4
GRADE LEVEL: 10 TOPIC: MEASURE OF POSITIONS/QUARTILE

EXPLORE
Introduction
Life has a lot of uncertainties. Oftentimes, our decisions in life are done under
conditions of uncertainty. These are probabilities of life.

This lesson is about Measures of position/ Quartile of grouped data.

Consider this question: How can practical problems involving quartile of grouped
data be formulated and solved?

Map of Conceptual Change: Before – After

Answer the question below in the ‘My Answer Before Discussion” column.

My Answer
Essential Question
Before Discussion After Discussion

How can practical

problems involving
quartile of grouped data
be formulated and
solved?

LEARNING
FIRM-UP (ACQUISITION)
COMPETENCIES
LC 1: Activity 1 (Do you have a sharp memory?)
Illustrate measures of Instruction: Answer the problems below. (Measure of Position for grouped data)
position: Quartile
Learning Target:
The following scores of 10 students in their 40-item quiz.
I can illustrate the
34 23 15 27 36 21 20 13 33 25
quartile of grouped
data.
1. What are the scores of students which are less than 25% of the data.
2. What are the scores of the students which are less than 65% of the data.

Activity 2. What is the meaning of this?

 My definition tables

Measures of Position My Initial Definition

Quartile
Frequency
Cumulative frequency

Formative Assessment
Multiple Choice: Read and understand the questions below. Encircle the letter of the
correct answer.

a.

1.

LEARNING
DEEPEN (MAKE MEANING)
COMPETENCIES
Activity 8 (What are the Chances?)
C-E-R with Guided Generalization

Instruction: Answer the given situations below. Use the process questions provided
and be guided with the prompt to arrive at a generalization.
ESSENTIAL
SITUATION 1 SITUATION 2 SITUATION 3
QUESTION
 How can practical You are the fourth The scores of Miss Aqua running has
problems tallest student in a world candidates been promoted as a
involving group of 10. If you from seven judges method for
measures of are the 4th tallest were recorded as cardiovascular
student, therefore 6 follows: 8.45, 9.20, conditioning for the
positions be
students are shorter 8.56, 9.13, 8.67, injured athlete as
formulated and
than you. 8.85, and 9.17 well as for others
solved? who desire a low
It also means that
impact aerobic
60% of the students
Find the 60th workout. A study
are shorter than you.
percentile of the reported in the
If you are the 8th
judges score. What journal of sports
tallest student in a
is the 35 percentile medicine
group of 10, how any
of the judges score? investigated the
percent of the
relationship between
students are shorter
exercise cadence and
than you?
heart rate by
measuring the heart
rates of 20 healthy
volunteers at a
cadence of 48 cycles
per minute.
The rates are listed
here 87 109 79 80
96 95 90 92 96 98
101 91 78 112 94
98 94 107 81 96

Find the lower and

the upper quartiles
of the data.

ANSWER: ANSWER: ANSWER:

SUPPORTING SUPPORTING SUPPORTING

TEXTS: TEXTS: TEXTS:

REASON: REASON: REASON:

Common Ideas in Reasons:

Enduring Understanding/Generalization: Students will understand that practical

problems involving measures of position can be formulated and solved using the concepts
of quartile, decile and percentile.

Process Questions:
Situation 1
Will you be proud that you are the 4th tallest student in a group of 10?
What details in the problem and in your solving solution supports your answer?
How can you say that solving solution supports your answer?

Situation 2
Will you satisfy for the result?
What details in problem and in your solving solution supports your answer?
How can you say that solving solution supports your answer?

Situation 3
Which quartile must he start with?
What details in the problem and your solving solution supports your answer?
How can you say that solving solution supports your answer?

SITUA- Marilou is a teacher in one of the private school in Metro Manila. Her
TION: salary is in the 9th decile.

QUES-
Should Marilou be proud of her salary or not?
TION
YOUR
CLAIM:
EVI-
DENCES:
1.
2.
3.

REASO-
NING:
 Map of Conceptual Change: Before – After
Instructions: Answer the question below in the ‘My Answer After Discussion”
column.
My Answer
Essential Question
Before Discussion After Discussion
How can practical
problems involving
quartile be formulated
and solved?

LEARNING
COMPETENCY TRANSFER

Transfer Goal: Students on their own and in the long run will be able to conduct
systematically mini research applying the different statistical methods.

PERFORMANCE TASK

The Notre Dame of Masiag, Inc. “SSG OFFICERS” wants their school community to be
educated about cleanliness and beautification. They asked the principal to convince the
school community to practice proper waste disposal, maintain clean and green
environment. The principal must present and discuss this matter during the school
assembly in order to share the information. The presentation must follow these standards:
use of mathematical concepts, accuracy, organization and delivery.

Consider yourself as the principal mentioned above. You are tasked to make an
educational presentation on how to make a criterion for choosing the Cleanest Classroom.
Remember to adhere to the standards.

GOAL: Make a criterion in choosing the Cleanest Classroom

ROLE: Students by section.

 AUDIENCE: The school Administration and the Supreme student Government

SITUATION: The SSG Officers will reward a certificate of recognition to those who will
rank 1st based on the given standards.
PRODUCT: Performance, criteria
STANDARDS: Understanding of task, completion of task, communication of findings,
group process.

PERFORMANCE TASK RUBRIC

CRITERIA EXEMPLARY (4) PROFECIENT (3) DEVELOPING (2) BEGINNING (1)

It shows in-depth It shows It shows some It shows no

understanding of the understanding of understanding of the understanding of the
required required mathematical required problem, perhaps only
mathematical knowledge. The mathematical re-copying the given
USE OF knowledge in solution addresses all knowledge. The data. The solution
MATHEMATICAL probability. The of the mathematical solution addresses addresses none of the
CONCEPTS solution completely components presented some of the mathematical
addresses all in the task. mathematical components required to
mathematical components presented solve the task.
components in the task.
presented in the task.

All the steps and All the steps and Some steps and Computations consists
solutions have no solutions have no solutions have some of a lot of errors.
ACCURACY mathematical errors mathematical errors. errors.
with detailed
explanations.

It uses an It uses a complete It uses an It has no particular

appropriate and strategy for solving the inappropriate strategy strategy for solving the
complete strategy for problem. Uses creative or application of problem. It does not
ORGANIZATION solving the problem. diagrams and/or strategy is unclear. show use of diagrams
Uses clear and tables. There is limited use nor tables.
effective diagrams or misuse of diagrams
and/or tables. and/or tables.

There is a clear and There is a clear There is an There is no explanation

effective explanation explanation and incomplete of the solution. The
of the solution. All appropriate use of explanation; it is not explanation cannot be
steps are included so accurate mathematical clearly represented. understood or is
the audience does representation. There There is some use of unrelated to the task.
not have to infer is effective use of appropriate There is no use or
how the task was mathematical mathematical inappropriate use of
completed. terminology. representation and mathematical
DELIVERY Mathematical terminology to the representation and
representation is task. terminology to the task.
actively used as a
means of
communicating
ideas, and precise
and appropriate
mathematical
terminology.
Activity 10 (Reflection Journal)

Instructions: In this lesson, you learned concepts which helped you accomplished the
different tasks successfully. This time, kindly answer this activity which would show
how important this lesson is in your day- to- day activities.

In this lesson, I learned about

I can use these concepts

These are very important because

I understand that

I can use the concepts of measures of positions in my day-to-day activities by

Let us now reflect on your performance task. Answer the following questions.

How did you find the performance task? How did the task help you see the
real-world use of the topic?

Activity 11 (Self-Evaluation)
Instructions: Complete the self-evaluation table. Assess yourself on how you feel
about the learning targets throughout this unit. Color the box that reflects your
response.

I can

I can illustrate the

following measure
of position:
 quartiles, deciles
and percentiles.

I can calculate a
specified measure
of position of a
set of data.

I can Interprets
Measure of
position

I can solve
problems
involving
measures of
position

Integration
Reflect about it. Use past experiences in explaining the quotation
The essence of mathematics is not to make simple things complicated, but to make
complicated things simple. – Stan Gudder

Prepared by: Checked:

ROSALIE E. CARMELO MARVELYN GRACE LETIGIO

Subject Teacher Subject Coordinator

Checked: Noted:

JOY C. LOBIANO DANILO B. MONTOY, MAEM

Academic Coordinator Principal