Scribd
Upload
116 views4 pages

DLL COT 4

Uploaded by

Criselda Campos Andador
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
116 views4 pages

DLL COT 4

Uploaded by

Criselda Campos Andador
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Daily Lesson Log Grade

School: BIGNAY NATIONAL HIGH SCHOOL 10


Level:
Learning
Teacher: CRISELDA C. ANDADOR MATHEMATICS
Area:
Date &
MAY 7, 2024( 10:15-11:15) Quarter: Q4
Time:

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of measures of position.
B. Performance The learner is is able to conduct systematically a mini-research applying the different statistical
Standards methods.
C. Learning Illustrates the following measures of position: quartiles, deciles and percentiles.
Competencies/
Objectives
LC Codes M10SP-IVa-1

Sub-Task a. determine the quartiles of an ungrouped data;


b. identify quartile value of an ungrouped data; and
c. appreciate the concept of measures of position in real life situation.
II. CONTENT Measures of Position on Quartiles

III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
pages
2. Learner's Materials Mathematics Learner’s Module, pp. 364-370
pages
3. Textbook pages
4. Additional
Materials from
Laptop, SMART TV , visual aids, chalk/chalkboard
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Engage
lesson or presenting Let the students understand the concepts of measures of position on quartiles through a game
the new lesson called “Picto word”.
B. Establishing a
purpose for the lesson
C. Presenting examples/
instances of the new
lesson
Measures of Positions on Quartiles

Measure is a standard unit used to express the size, amount, or degree of something.

Position is all about arranging a particular position that he/she belong.

Quartile is the score points which divide a distribution into four equal parts.

25% 50% 75% 100%

Q1 Q2 Q3

Lower Middle Upper


Quartile Quartile Quartile

We have 3 quartiles, the lower quartile Q1, middle quartile or median Q2, and the upper quartile Q3.
The difference between Q3 and Q1 IS the interquartile range.
25% of the data has value ≤ Q1.
50% of the data has a value ≤ Q2
75% of the data has a value of ≤ Q3.

Example:

The scores of 7 students in a Mathematics seatwork are: 7, 4, 3, 6, 7, 4, 8. Find Q1, Q2, and Q3.

1st step is arranging the data into


ascending order: 3, 4, 4, 6, 7, 7, 8

3 4 4 6 7 7 8

Q1 Q2 Q3

D. Discussing new Explore


concepts and
practicing new skills The age of 11 students are the following. Find Q1, Q2, and Q3.
#1 9, 13, 10, 9, 11, 12, 16, 14, 17, 15, 14. I will use cards in this activity for the students to arrange and
sort the data by themselves.
E. Discussing new
concepts and Step 1: Arrange the Data in Ascending Order
practicing new skills First, arrange the ages in ascending order:
#2 9,9,10,11,12,13,14,14,15,16,179, 9, 10, 11, 12, 13, 14, 14, 15, 16, 179,9,10,11,12,13,14,14,15,16,17
Step 2: Find the Median (Q2)
The median Q2 is the middle value of the data set.
 Since there are 11 data points (an odd number), the median is the 6th value in the ordered
list.
 Q2=13
Step 3: Find the First Quartile (Q1)
The first quartile Q1 is the median of the lower half of the data set (excluding Q2):
 Lower half of the data (excluding the median): 9,9,10,11,12
 The median of these 5 values is the 3rd value in the lower half.
 Q1=10
Step 4: Find the Third Quartile (Q3)
The third quartile Q3 is the median of the upper half of the data set (excluding Q2):
 Upper half of the data (excluding the median): 14,14,15,16,17
 The median of these 5 values is the 3rd value in the upper half.
 Q3=15

F. Developing mastery Explain


(leads to Formative Using the same group, I want you to choose one representative each group to pick one envelop
Assessment 3) from me. Each envelop has a task to do.
Inside these envelopes there are problems for you to solve, and also it has a way on how you
present your work in front. Like rapping, singing and others.
You have 2-3 minutes to present your work, and will be graded according to this criteria

Content 20%

Creativity 10%

Presentation 15%

Cooperation 5%

Total 50%

Now, you start discussing with your groupmates.


You will present by:
1. RAP
2. SINGING
3. others
Group 1: In your community, students from different socio-economic backgrounds
participated in a free after-school math program. The scores of 7 students, who come from
various socio-economic backgrounds, are 8, 11, 3, 10, 6, 8, 5. Find Q1, Q2, and Q3, and
discuss how the socio-economic context might influence their performance.

Group 2: SSIS is working on a nutrition program for malnourished children from low-income
families. The ages of the children are 16, 11, 9, 10, 15, 12, 15, 13, 16, 9, 7. Calculate Q1,
Q2, and Q3, and consider how the socio-economic status of these families might
contribute to the issue of malnutrition.

Group 3: A popular local celebrity who advocates for education and speaks multiple Filipino
languages is visiting your school. The scores of 7 students in a mathematics remedial class
are 5, 7, 8, 10, 5, 6, 10. Find the quartiles and discuss how the celebrity's background and
advocacy for education in local languages could inspire more effective learning strategies
in diverse linguistic communities."

G. Finding practical Elaborate


applications of Problem:
concepts and skills in Determine which school sports team should receive additional funding based on the
daily living distribution of players' ages or performance statistics.
H. Making How would the interpretation of data change if the quartiles shift significantly?
generalizations and
abstractions about
the lesson
I. Evaluating Learning Evaluate
Get ½ lengthwise and answer these following questions
1. Find the lower quartile and upper quartile of the data. The number of days taken by each of 11
employees.
32 39 27 23 42 35 42 29 46 37 42
2.Find the quartiles of the problem. A group of students of SSIS obtained the following scores in
their Statistics quiz:
8 5 4 5 7 3 6
J. Additional activities Elaborate
for application or Prepare for a debate: Are quartiles a better measure of data dispersion than range?
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 50% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons 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?

Prepared by:

CRISELDA C. ANDADOR
Teacher II

You might also like