DAILY LESSON LOG OF M10SP-III-j-1

School Matanos NHS Grade Level Grade 10

Teacher GRACE L. RODILLA Learning Area Mathematics
Teaching Date and Time May 22, 2023 (7:45am- Quarter Fourth
8:45am)
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum ANNOTATIONS/
standards. To meet the objectives, necessary procedures must be followed and REMARKS
if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using
Formative Assessment Strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards The learner demonstrates understanding of key concepts of
measures of position.
B. Performance Standard The learner is able to conduct systematically a mini-
research applying the different statistical methods.
C. Learning Learning Competency: interprets measures of position.
Competencies/Objectives (M10SP-IVc-1)
Learning Objectives:
a. recall the three measures of position. (Knowledge)
b. determine the percentile rank of a given score.
(Knowledge)
c. interpret carefully the result of measures of position.
(Skill)
c. appreciate the importance of interpreting measures
of position. (Attitude)
II. CONTENT Interprets Measure of Position
III. LEARNING Quarter 4 Module 3 Self- Learning Modules (Interprets
RESOURCES Measure of Position)
A. Reference
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities
appropriately so that pupils/students will learn well. Always be guided by
demonstration of learning by the pupils/students which you can infer from
formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning,
question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
- Prayer
-Checking of Attendance
-Greetings

A. Review previous DRILL

lesson or presenting the - The teacher will ask the learner to arrange the
new lesson following jumbled letters to form a word.

PERCENTILE (ERITPEELCN)
QUARTILE (UIELARQIT)
 DECILE (IEELCD)
- Ask the learner to define the word formed in the
activity. The teacher will allow the students to
define each term using their own understanding on
the previous lesson.

- The teacher will ask the students the following

questions:
1. What are their experiences during lockdown?
2. What they did during pandemic?
3. Who are the heroes during pandemic time?
- The teacher will give emphasis on the importance
of the work of front liners during pandemic. The teacher
will give awareness to the students on the work of doctors,
nurses, health officers and other front liners.

- The teacher will flash pictures related to the safety

health protocols and let the learners interpret or give
meaning in each picture flashed.

B. Activity

-The teacher will ask the learners to make a “tagline”

 that will ensure safe and secure learning environment.

Motivation:
-Ask the learners on their respective height
measurements in centimeter. And let them work
collaboratively to arrange their height measurement from
shortest to tallest.

-The teacher will now ask the following guide

questions:
1. How many are shorter than you?
-The teacher will emphasize that there is nothing wrong
being short than others. The teacher will discuss that one
factor of being short is through genetic. And being short is
one character of an indigent people. The teacher will give
importance on being proud as an indigent people. This will
help to address the inferiority problem of indigent learners.
The teacher will also emphasize to give respect and care to
all indigent people and even to non-indigent people.

C. Analysis 2. How many percent is shorter than you?

- The teacher will ask the learners how they got the
percentage.

3. How many are taller than you?

4. How many percent is taller than you?
-The teacher will discuss on interpreting measures of
position as the result on the above activities.
D. Abstraction
-Quantiles are useful tool in statistics. We use them to
summarize a group of numbers.
- The result of measures of position can be interpreted
using their equivalent percentage.
 -A percentile rank describes the percentage of people in
the comparison group who scored below a particular score.
- Formula in getting the percentile rank of ungrouped data

-Formula in getting the percentile rank of grouped data

-As a result, on their activity in arranging their heights

E. Application from shortest to tallest. Let them get on how many percent
are shorter and taller than him/her.

Direction: Interpret the following statements considering

the type of measures of position being used.

1. In a class of 50 students, your weight belongs to the

lower quartile.
Interpretation:
_____________________________________

F. Evaluation 2. Among the 1000 COVID 19 patients, Ana belongs to

Decile 8 who has a chance of recovery.
What does it mean?
__________________________________

3. In the checkpoint, Ben’s temperature is 36.2 which is at

the 79th percentile.
This implies that:
______________________________________

4. Mary’s salary was in the 78th percentile.

What does this mean?
 _________________________________
Should she be pleased with the result?
__________________
Why?
_______________________________________________
_

G. Assignment Direction: Given the following situations, below are the

interpretation statement. Put a check on the TRUE box if
the statement is the right interpretation of the given
situation and FALSE if it is not.

V. REMARKS
 VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.
Think about your student’s progress. What works? What
else needs to be done to help the pupils/students learn?
Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who
earned 80% of 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 works?
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:
GRACE L. RODILLA Checked by:
Teacher I AMALIA M. ASUR
Master Teacher I