GRADE 10 OLOTAYANINTEGRATED GRADE

SCHOOL: 10
DAILYLESSON SCHOOL LEVEL:
PLAN LEARNING
TEACHER: MARIEL C. PASTOLERO Mathematics
AREA:
TEACHIN
G DATES QUARTER Quarter
& TIME:

I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of key concepts of measures of position.

B. Performance Standards 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 Competencies/ Learning Competency: Illustrates the measures of position(M10AL-IVa-1)
Objectives: Learning Objectives:
1. Illustrate the measures of position (Quartiles)
2. Identify the score of lower, middle and upper quartile
3. Display cooperation in the group activity
II. CONTENT
Measures of Positions (Quartiles)

III. LEARNING RESOURCES

IV. PROCEDURES
A. Reviewing Previous Lesson or The teacher lets the students observe the pictures below.
Presenting New Lesson

Look at the pictures shown above. Do you recognize them? Did you take teh NCAE
( National Career Assessment Examination when you were in Grade 9? If so, what
was your score? Did you know your rank?
Have you thought of comparing your academic performance with that of your
classmates?
Have you wondered what score you need for each subject area to qualify for
honors?
Whenever your teacher asks your class to form a line according to your height,
what is your position in relation to your classmates?
Have you asked yourself why a certain examinee in any national examination
gets higher rank than the other examinees? Some state colleges and universities
 are offering scholarship programs for graduating students who belong to the
upper 5%, 10%, or even 25%. What does this mean to you?

Varied answers drawn from the students

B. Establishing a Purpose for the The students realizes the importance and usefulness of the concept of the
Lesson measures of position in dealing real- life situations.
C. Presenting Examples/ Instances  The teacher unlocks the following terminologies.
of the Lesson 1. Deciles 2. Percentiles 3. Quantiles 4. Quartiles

Answer Key
1. Deciles - the nine score-points which divide a distribution into ten groups. These
deciles are denoted as D1, D2, D3,…,D9.
2. Percentiles - the ninety-nine score points which divide a distribution into one
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.

D. Discussing New Concepts and  Lets the students do the following activity.
Practicing New Skills #1
ACTIVITY 4: Watch This!
In this activity, ask students to form a group of 10 and let the group fall in line
according to their height. See to it that all students are participating actively. Ask
them to answer the questions based on their activity. They must be able to defend
their answers using quartiles.

Answer Key
1. It means that 2 or 20% of the students are shorter than you.
2. Middle quartile is also the median. a. The first quartile, 3, is obtained by
observing the position of 3 which is in the middle of the numbers from 1 to 5. b.
The second quartile, 5, is obtained by observing the position of 5 which is in the
middle of the numbers from 1 to 9. c. The third quartile, 8, is obtained by
observing the position of 8 which is in the middle of the numbers from 6 to 9.
 E. Discussing New Concepts and
Practicing New Skills #2

F. Developing Mastery The students will answer the following with a partner.
(Leads to Formative Answer the following.
Assessment) 1. The scores of 10 students in a Mathematics seatwork are:
7,4,8,9,3,6,7,4,5,8
a. What score illustrates the lower quartile?
b. What score illustrates the middle quartile?
c. What score illustrates the middle quartile?
d. How did you get your answers?

Answer key

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.
G. Finding Practical Application of
Concepts and Skills in Daily
Living
H. Making Generalization and The teacher summarizes the lesson to come up with the following:
Abstractions about the Lesson Quartiles

I. Evaluating Learning The teacher lets the students answer individually the formative assessment.
Identify the waiting time that illustrates the following position.
1. Q1
2. Q2
3. Q3
The list shows the waiting time (in minutes) of a customer before his or her
call is answered.
5 8 3 1 2 9 4 10 15 12
4 12 11 8 7 6 12 14 15 6

Answer Key
1,2,3,4,4 ,5,6,6,7,8, 8, 9,10,11,12, 12, 12,14,15,15
1. 4.5 mins
2. 8 mins
3. 12 mins
J. Additional Activities for
Application or Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who required
additional activities for
remediation
C. Did the remedial lessons
work?
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies work well? Why did
this work?
F. What difficulties did I
 encounter which my principal
or supervisors can help me
solve?
G. What innovation or localized
materials did I used/ discover
which I wish to share with
other teachers?

Prepared by:

MARIEL C. PASTOLERO
Teacher I

Noted by:

AGNES E. ALIMONSURIN
Head Teacher I