DOMINGO LACSON NATIONAL HIGH SCHOOL

MATHEMATICS DEPARTMENT
LESSON PLAN IN MATHEMATICS 10
SY 2021-2022
May 25, 2022

LC: solve problems involving measures of position.

I. OBJECTIVE :
At the end of the lesson the student should be able to:
solve quartiles for grouped data and interpret the result

II. CONTENT :
A. Topic : Quartiles for Grouped Data
B. Concept :

C. Reference : Math 10 Learner’s Module p. 385-387; Math10_TG p.337-339, TV Monitor

D. Materials : bond paper, Manila Paper, permanent marker, white board pen, laptop, meter stick.
E. Value Focus : Learn to respect one’s capability
III. PROCEDURE :
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY Annotations
A. Pre-Activity KRA 1.
1. Prayer Objective 1 Applied knowledge
2. Checking of Attendance “No absent, sir” of content within and across
Who is absent today? curriculum teaching areas
3. Review Presented and communicated
In the given data find the lower the concepts with clarity,
quartile and the upper quartile using Q1 = 12.5 processed learner’s ideas
the interpolation method: 5, 7, 12, 14, Q3 = 40.5 systematically, and employed
15, 22, 25, 30, 36, 42, 53, 65 strategies that are appropriately
4. Motivation effective in facilitating the
(Video Presentation: The Gender (The students watch the video) learner’s understanding of the
ROLE) concept Etc.
What was the video all about? Gender equality
What was the lesson of the video? We must respect one’s capability, Objective 2
whether a boy or a girl. This activity is integrated into
the lesson plan because
according to (Hall, 2013). While
5. Presentation teaching with images has been
Today we will study the Quartiles for at the core of disciplines like art
Grouped Data. history for decades, all courses
Our objective for today’s lesson is to can benefit from the use of
solve the quartiles for grouped data and visual materials in class lectures,
interpret the result assignments, exercises, and
Post the formula of Quartile for Grouped resources. Images can be an
Data. effective way of presenting
Define each variable abstract concepts or groups of
data. Instructors have reported
 that using images in the
classroom has increased student
interactivity and discussion.
Teaching with images can also
help develop students’ visual
literacy skills, which contributes
to their overall critical thinking
skills and lifelong learning.
Reference:
https://ii.library.jhu.edu/2013/0
B. Activity Proper 4/19/teaching-with-images/
Primer:
(Video presentation)
Let the students take down notes while The students watch the video and KRA 3
watching the video take down notes. Objective 9
What are the steps in finding the Designed, adapted, and
quartiles for grouped data? 1. Gather data implemented teaching
2. Prepare the Frequency strategies that are responsive to
Distribution Table learners with disabilities,
3. Complete the Table giftedness, and talents.
4. Compute for the specified This indicator provides students
Quartile using the formula with opportunities to work on
5. Interpret the result challenging tasks to complete
within the allotted instructional
Activity II: time.
Complete the frequency distribution KRA 1.
table The students perform the activity: Objective 3
Displayed proficient use of
Mother Tongue, Filipino and
English to facilitate teaching and
learning.
I let the students watch first the
video in this link
https://web.facebook.com/
watch/?v=205445904197875
In performing the activity,
C. ANALYSIS: I Encouraged students to do the
Let us now find the quartiles using this activity in their comfortable way
formula: using their own dialect/Mother
Tongue so they will enjoyed the
game.

In finding for the first quartile (Q1): This indicator, also displayed
What is the total frequency? N = 50 KRA 2 Objective 6 and Objective
What is the size of the class interval? i=5 7.
What is the position of the Q1 class? 12.5 The rubric here is presented to
What is the lower boundary of the Q 1 promote fairness, respect etc.
class? LB = 25.5
What is the cumulative frequency before This task promoted
the Q1 class? cfb = 18 differentiated instructions and
What is the frequency of the Q1 class? fQ1 = 9 students’ collaboration.
What is the score that belongs to the first
quartile (Q1)? Q1 = 28.21
In finding for the middle quartile (Q2): KRA 1.
What is the total frequency? N = 50 Objective 4
What is the size of the class interval? i=5 Used effective verbal and non –
What is the position of the Q2class? 25 verbal classroom
What is the middle boundary of the Q2 communication strategies to
class? LB = 30.5 support learner’s
What is the cumulative frequency before understanding, participation,
the Q2 class? cfb = 6 engagement, and achievement.
What is the frequency of the Q2class? fQ2 = 12
What is the score that belongs to the first I ensured students participation
quartile (Q2)? Q2 = 34.39 and give affirmation on the
 In finding for the upper quartile (Q3): responses of students with
What is the total frequency? N = 50 positive comments and a
What is the size of the class interval? i=5 genuine praises
What is the position of the Q3class? 3 N 3(50)
What is the lower boundary of the Q3? Q3 class: = = 37.5
4 4
What is the cumulative frequency before LB = 35.5 KRA 3: Obj. 9
the Q3class? cfb = 27 One of my student has a
What is the frequency of the Q3class? fQ3 = 11 disability of recognizing letters
What is the score that belongs to the first and skeletal problem. I sees to it
quartile (Q3)? Q3 = 40.27 that she can cope with the
activity that I assigned to her. I
D. ABSTRACTION: gave her enough time to
The first quartile is found at the score respond to my questions and
28.21, what does it mean? activities. I gave her a separate
25% of the students have a score activity.
The middle quartile is found at the score less than or equal to 28.21
34.39, what does it mean? KRA 3 Obj. 10
50% of the students have a score During the activity I reminded
The middle quartile is also the _____? my class to behave properly
less than or equal to 34.39
The upper quartile is found at the score towards their classmate who
Median
40.27, what does it mean? came from Manara. Since, He
75% of the students have a score
belongs to minority group, I tell
less than or equal to 40.27
E. APPLICATION the class to respect once
The following is a distribution of LGBTs in identity. When I discuss I
45 cities in the country. Calculate the translated it to Cebuano
third quartile. because he cannot understand
Number of LGBT Number of Cities well in Hiligaynon.
41 – 45 11
Q3 = 40.29
36 – 40 6 I explained to the students how
31 – 35 9 important is probability in our
26 – 30 7 lives by giving a concrete
21 – 25 8 application or example that
16 – 20 4 somehow they can apply in real
life situation.
IV. EVALUATION :
The following is a distribution of LGBTs in 45 cities in the country. Calculate the third quartile.
Calculate the lower quartile and interpret the result

Number of LGBT Number of Cities

41 – 45 11
36 – 40 6
31 – 35 9
26 – 30 7
21 – 25 8
16 – 20 4
V. ASSIGNMENT :
The following is the individual scores of 40 students in math at its corresponding frequency distribution table.
Calculate the quartiles in ungrouped and in grouped data. Compare the results.
16 17 17 18 19 20 20 20 21 21 22 22 23 23 24 24 24 25 25 25 26 26 27 27 28 28 29 29 30 30 30 30 30 31 31
31 32 32 33 34
Scores frequency
36 – 40 0
31 – 35 7
26 – 30 13
21 – 25 12
16 – 20 8
Prepared by:

OLIVER T. ABABA
Teacher III
Observed by:

JERIAN S. OBAS
 MT2 Mathematics Department

PART TIME ALLOTMENT

I. Prayer 5 mins.
II. Review 5 mins.
III. Motivation & Presentation 3 mins.
IV. Activity 1 7 mins.
V. Activity 2 5 mins.
VI. Analysis 10 mins.
VII. Abstraction 5 mins.
VIII. Application 10 mins.
IX. Evaluation 5 mins.
TOTAL 55 mins