Republic of the Philippines

Department of Education
Region VI-Western Visayas
DIVISION OF ESCALANTE CITY
MABINI NATIONAL HIGH SCHOOL
Escalante City, Negros Occidental, Philippines

DAILY LESSON PLAN

Name of Teacher : RHOANNE CLIFF T. SALES School Year : 2022-2023
Learning Area : MATHEMATICS Grade Level : 10
Teaching Date : May 16-17, 2023 Time :7:30 A.M – 4:00 P.M. Day/ taught : 2 Days

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of Key concepts of
measures of position.
B. Performance Standards The learner is able to conduct systematically a mini-research
applying the different statistical methods.
C. Learning Competencies Calculate a specified measure of position (e.g 90th percentile) of
with LC Code a set of data (M10SP-Ivb-1)
II. CONTENT Constructing Frequency Distribution Table
III. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages
2. Learner’s Material Pages Mathematics Learning Materials 10, Q3 – Module 29
3. Textbook Pages Mathematics Learner’s Module, p.g. 362-373
4. Additional Materials from Dep-Ed TV
LR Portal
B. Other Learning Resources SLM’s activity sheets/worksheet
IV. PROCEDURES
A. Review previous lesson or Ask the students to recall their knowledge in constructing
presenting the new lesson frequency distribution table in their Grade 7 days.
B. Establishing a purpose for the Let the students construct their own table.
lesson
C. Presenting Presenting the topic, Learning Competency, Group activity
examples/instances for the
new lesson

D. Discussing new concepts and Frequency Distribution Table

practicing new skills no. 1 Is a collection of observations produced by sorting them into
classes and showing their frequency (or numbers) of
occurrences in each class.

Three basic types of frequency distribution table: Categorical,

Ungrouped, Grouped.

Categorical
is used for data that can be placed in specific categories, such as
nominal- or ordinal-level data. For example, data such as
political affiliation, religious affiliation, or major field of study
would use categorical frequency distributions.
 Ungrouped
Ungrouped data is the data you first gather from an experiment
or study. The data is raw — that is, it's not sorted into
categories, classified, or otherwise grouped. An ungrouped set
of data is basically a list of numbers.

Grouped data
is data that is grouped together in different categories.

E. Discussing new concepts and The following are the scores obtained by 40 students of Grade
practicing new skills no. 2 10- Cuties in a 100-item Mathematics exam.

58 56 45 63 64

70 62 66 40 61
66 47 76 61 75
53 55 84 52 46
54 82 57 42 64
48 41 60 92 65
49 50 75 65 65
44 98 76 51 59

I. Arrange the Data

II. Determine the Range

Range = Highest score – lowest score

= 98 – 40
= 58

III. Compute the Number of Classes

Sturge Rule
A rule for determining the desirable number of groups into
which a distribution of observations should be classified; the
number of groups or classes is 1+ 3.322 log N, where N is the
number of observations.

K = 1 + 3.322 log N
K = 1 + 3.322 log 40
K = 6.322 ≈ 7 ( Round up )
K=7

IV. Find the class width.

Range
Class width =
Number of Classes
R
=
K
58
=
7
= 8.286 ≈ 9 (Round up)

V. Select a starting point, either the lower score or lower-class

limits. add the class width to the starting point to get the
second lower class limit. then enter the upper-class limit.

Class Limits

40 - 48 Starting Point

49 - 57
58 – 66
67 – 75
76 – 84
85 – 93
94 - 102

VI. Find the boundaries by subtracting 0.5 from each lower class
limit and adding 0.5 from each upper class limit.

VII. Tally the Frequency of each class

 VIII. Determine the Class Mark for each interval.

Lower limit +Upper Limit

X m=
2

40+ 48
X m= = 44
2
49+57
X m= = 53
2
58+ 66
X m= = 62
2
67+75
X m= =71
2
76 +84
X m= =80
2
85+93
X m= = 89
2
94+102
X m= = 98
2

IX. Determine the Cumulative Frequency.

F. Developing mastery (Leads to Guide Questions:

formative assessment)
How did we construct our Frequency Distribution Table?
What was the first thing that we did?
What was the Second thing that we did?
What was the Third thing that we did?
What was the Fourth thing that we did?
 What was the Fifth thing that we did?
What was the Sixth thing that we did?
What was the Seventh thing that we did?
What was the Eight thing that we did?
What was the Last thing that we did?
G. Finding practical applications Guide Question: What is the use of Frequency Distribution table
of concepts and skills in daily in real life?
living (real life situation)
The use of Frequency Distribution table in real life is the
visualization of gathered data.

H. Making generalizations and Guide the students to generalize the concepts learned.
abstractions about the lesson

I. Evaluating learning Directions: Construct your own Frequency distribution table

with the given data.

The ages of the occupants of the house were as follows:

15 2 8 10 38 41
4 16 20 6 19 3
21 30 10 5 47 12
49 11 6 23 29 1
5 9 15 45 31 22

J. Additional Activities for Have and advance study in solving for Quartiles of Grouped
application for remediation Data.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why
did these 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.