DAILY LESSON LOG OF M10SP-IVh-j-1 (Week Seven-Day Three-Four)

School BANATE NHS Grade Level Grade 10

Teacher JESSA LOU C. MOSQUEDA Learning Area Mathematics
Teaching Date and Time Quarter Fourth
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
I. OBJECTIVES 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 Standards The learner is able to conduct systematically a mini-research applying the different statistical
methods.
Learning Competency: Uses appropriate measures of position and other statistical methods
in analysing and interpreting research data.(M10SP-IVh-j-1)
C. Learning Competencies/ Learning Objectives:
Objectives 1. Determine the mean, median and mode (averages) for grouped data;
2. Calculate mean, median and mode averages for grouped data; and
3. Demonstrate appreciation in mean, median and mode averages for grouped data in analysing
and interpreting research data.
II. CONTENT Statistics and Probability (Averages)
III. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References http://passyworldofmathematics.com/mean-median-mode-for-grouped-data/

1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
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
IV. PROCEDURES 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.
A survey was conducted at a Cafe which sells food and coffees.
The reason for the survey was that they were having trouble keeping up with the demand
for Cappuccino coffees during peak periods.
The Barista suggested that they get a bigger machine to cope with the high demand.
A. Review previous lesson or
presenting the new lesson
A bigger machine is very expensive to buy, and so the owner had a two day survey done
to find out how many Cappuccinos were being made per hour in the Cafe.
From the survey results, they would be able to do some Graphs and Statistics, and better
understand the current problem situation.

Gathering and Analysing Statistical Data is a key part of Business and Marketing, and
B. Establishing a purpose for provides a mathematical picture of current situations and future initiatives. In this lesson
the lesson we look at finding the Mean, Median, and Mode Averages for Grouped Data containing
Class Intervals.
C. Presenting examples/ If you do not have any previous knowledge of Mean, Median, and Mode, then we suggest
instances of the new lesson you do our previous lesson on this at the following link:
http://passyworldofmathematics.com/averages-mean-median-mode/
If you do not have any previous knowledge of Grouped Data, then we suggest you do our
previous lesson on this at the following link:
http://passyworldofmathematics.com/grouped-data-histograms/
One final thing to note before starting this lesson is that in Australia, we refer to
subgroups of data as “Intervals” or “Class Intervals” or “Classes”; whereas some other
 countries call these groups “Bins”.
So whenever we say “Interval”, we mean the same thing as a “Bin”.

D. Discussing new concepts

and practicing new skills #1

The Histogram shows an even spread of data, indicating that sometimes the Coffee
Shop is very busy, while other times they are making less than eight cappuccinos per
hour.
We now want to find the Average Number of Cappuccinos made every hour.
There are three types of Averages: the Mean, the Median, and the Mode.
In this lesson we calculate all three of these averages for the coffee shop example.
Finding the Range
The “Range” is the easiest Statistic to determine for Grouped Data.We simply take the
end of the Highest Interval, and subtract the Beginning of the first Interval. Range =
Maximium – Minimum.

For our Coffee Statistics, the Highest Group is 16-19, so our High Value “Maximum” is 19.

The Lowest Group is 0-3, so the Low Value “Minimum” is zero.

Range = Maximium – Minimum = 19 – 0 = 19

The Range can also be stated as “0 to 19″

The Modal Class

The “Mode” is what happens most of the time, or on most occasions. The “Mode” is the
simplest Grouped Average to find. It can be read straight from the Frequency Table, or
straight from the Graph.
 Sometimes we have more than one Group which is the most popular. In these situations,
we can have a two modes or a “Bimodal” situation, or three modes which is called
“Trimodal”.

The Median Class

Finding the Median Class involves some working out steps to be applied to our original
Frequency Table. There are three Main Steps: 1) Finding the half-way midpoint in the
Frequency values; 2) Adding a third column to our Frequency Table where we
E. Discussing new concepts calculate “Cumulative Frequency” values 3) Locating the half-way point in the Cumulative
and practicing new skills #2 Frequency Column, and then seeing which Class Interval lines up with this half-way point.
How we do each of these steps is as follows.

There are two ways to find the half-way midpoint in the Frequency values.
We can either write out the numbers from 1 to the Total frequency value and manually find the
middle; or we can use a simple math formula to find this value.

Rather than
writing out a
long list of
numbers, It is
much easier
to use the
formula:

Middle = Total Frequency + 1

and then divide by 2.

Once we have the half-way

point, the next step is to do
“Cumulative Addition” of the
Frequencies. Here is how we
apply “Cumulative Addition”
to Finding the Median Class.

Here is the
complete
working
out for the
Median
Class,
which
turns out
to be the
Interval group “8-11″.
 MEAN Average = Total of (Freq x Midpt) / Total Frequency

F. Developing mastery (leads

to formative assessment 3)

G. Finding practical
applications of concepts
and skills in daily living
Coffee Shop Conclusion
The Histogram Graph shows that around one quarter of the time the Cafe is very busy
making Cappuccinos, but the other one quarter of the time they are not very busy at all.
H. Making generalizations and
The calculated Averages, (Mean Median and Mode), indicate that on average they are
abstractions about the
lesson
making 8 to 11 Cappuccinos per hour, which along with their other coffee offerings should
be manageable.
There does not seem to be enough demand overall for Cappuccinos to justify buying a
bigger coffee machine at this stage.
The Teacher gives the problem below:
The following table shows the frequency distribution of the number of hours spent per
week texting messages on a cell phone by 60 grade 10 students at a local high school.
I. Evaluating Learning
 a. Calculate the mean number of hours per week spent by each student texting
messages on a cell phone. Mean 10 so 5 to less than 10
b. What is the mode? Mode is 15 so 10 to less than 15hrs (per week)
c. What conclusion can you give?
Since the mean is 10 so it states that the average number of hours per week the
student texting messages is 5 to less than 10 hrs and the mode is 15 then most of
the students spent 10 to less than 15 hours per week the students texting
messages on a cell phone.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else
VI. REFLECTION 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%
Prepared by: Checked by:
DURON -
JESSA LOU C. MOSQUEDA CLEOFE S. FLORENO
CAPAPAS -
MATH TEACHER MASTER TEACHER I TAPDASAN -
DALIGDIG -
SUERTE -