Math 10 4th Quarter DLL

G10 DLL Fourth- Quarter
Secondary Education (University of Antique)
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GRADE 10 School Grade Level 10
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time Quarter FOURTH
Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of measures of position.
2. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
3. Learning Competencies Illustrate quartile as a Illustrate quartile as a Illustrate quartile as a Illustrate quartile as a
measure of position. measure of position. measure of position. measure of position.
(M10SP-Ia-1) (M10SP-Ia-1) (M10SP-Ia-1) (M10SP-Ia-1)
Compute quartile of
Objectives: ungrouped data; (M10SP-
Objectives: Compute quartile of
a. Identify some uses and Ib-1)
Objectives a. Define Statistics and ungrouped data;
importance of statistics in Interpret quartile of
some basic statistical life. ungrouped data; (M10SP- (M10SP-Ib-1)
terms.
b. Show the use and Ic-1)
b. Differentiate descriptive Interpret quartile of
importance of statistics in
from inferential statistics. ungrouped data;
life through differentiated Objectives:
c. Identify population, activities. a. Illustrate quartile as (M10SP-Ic-1)
sample and variable from a measure of position.
the given data. b. Compute quartile of Solve problems
d. Show the use and ungrouped data. involving quartile of
importance of statistics in c. Interpret quartile of ungrouped data.
real life through ungrouped data. (M10SP-Id-e-1)
differentiated instruction. d. Practice accuracy
and mental alertness in
computing quartile value. a. Illustrate
quartile as a

measure of
position.
b. Compute
quartile of
ungrouped
data.
c. Interpret
quartile of
ungrouped
data.
d. Practice
accuracy and
mental
alertness in
computing
quartile value.
Measures of Positions: Measures of

Introduction to Uses and Importance of
II. CONTENT Quartile of Ungrouped Positions: Quartile
Statistics Statistics
Data of Ungrouped Data
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 322-328 pp. 322-328
2. Learner’s pp. 364-372
pp. 364-372
Materials
3. Textbook Elementary Statistics Elementary Statistics
text/workbook by text/workbook by
Carmela O. Zamora- Carmela O. Zamora-

Reyes, Lorelei B. Ladao- Reyes, Lorelei B. Ladao-
Saren, pp. 1-2, 7-12, 65, Saren, pp. 1-2, 7-12, 65,
67, 69-70, 73-74 67, 69-70, 73-74
4. Additional PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint
Materials from Laptop Laptop Laptop Presentation
Learning Resources Downloaded Video from Downloaded Video from Manila Paper and Marker Laptop
(LR) portal You Tube Manila Paper and
You Tube Activity Sheets
Used papers Marker
Manila Paper and Marker Activity Sheets
Show-Me-Board
Chalk and Eraser
B. Other Learning https://www.youtube.com/ https://www.youtube.com/ https://www.academia.edu
Resources watch?v=MXaJ7sa7q-8 watch?v=_VebHaYXw9k /23840588/A_Brief_Lesson
http://www.mathworksheet _Plan_for_demo
scenter.com/mathtips/stats http://www.mathworksheet
areimportant.html scenter.com/mathtips/stats
https://familyfeudhelper.wo areimportant.html
rdpress.com/category/game
-questions/
https://hobbylark.com/part
y-games/family-feud-quiz-
free-questions-and-answers
IV. PROCEDURES
A. Reviewing previous “Survey Says…” Cabbage Ball (Review) Divide the class in five Drill: Find the median
lesson or presenting the new (GAME) -In used papers, write some groups. of the following sets of
lesson -Group students into 5 questions about the previous data:
-Give each a show-me- topic.
Have each group act out the 1. 5 5 5
board, chalk and eraser -Crumpled papers to form a
-Survey questions will be cabbage ball. logic problem: 2. 1 100 1000
asked, students will have to -While the music is playing 3. 27 19 22
guess the top answer to the pass on the cabbage ball. Five students are standing in 30
survey. -When the music stops, line. Loida is not the last. 4. 14 23 18
whoever is holding the Tonette is 25 30
1. Name something

parents tell their kids not to cabbage ball will peel off a directly ahead of Angie.
waste. piece of paper and answer Jay-jay has a girl directly in
2. Name something the question written on it. front of him and directly
people like to do when -The game continues until
behind him. Jezlyn is not
listening to music the last question was
3. Name something answered. last. Jay-jay is
people buy to show they are somewhere ahead of Angie.
successful Name the students in order
4. Name an article of from first to last.
clothing you can’t wash in The group to answer the
the washing machine problem correctly earns 10
5. Name a recreational points.
activity traditionally done in
hot weather
B. Establishing a purpose for What is a survey? Why Why do we need study Let the class categorize the Direction:Arrange the
the lesson do we conduct survey? statistics? arranged students based following participants
What do these gathered data What is the use of it in our from the in the “Karakol” using
tell us? life? characteristic that the their height in cm in
How do we relate this to teacher will instruct them ascending order.
math?
Did you know that we
were using statistics?
Now what is statistics?
Alyanna: 152
Cardo: 157
Mia: 172
Tristan: 162

Supremo:165
Georgia: 150
Rome: 167
Emma 170
How can we use

quartile of ungrouped
data
in solving real-life
problems?
C. Presenting Watch a video about Watch a video about use Discussion on the definition Example 1.Find the
examples/Instances of the new statistics and importance of statistics of measures of position and lower quartile and the
lesson https://www.youtube.com/ in real life. quartile. upper quartile of the set
watch?v=MXaJ7sa7q-8 List https://www.youtube.com/ Measures of Position
of heights of our
as many terms as possible watch?v=_VebHaYXw9k - are techniques that
that were mentioned in the divide a set of data into participants in the
video and their definitions. equal groups “Karakol”
- the different measures of Solution:
positions are quartile, decile • Arrange
and percentile scores in
ascending
Quartile
order
- are the three values of
the variable that divide 150 152
an ordered data 157 162
set into four equal parts 165 167
Presentation on how to 168 170

compute quartile value of an 172
ungrouped data using • The least
Linear Interpolation. value of the
data is 150 and
the
greatest value of
the data is 172.
• The middle
value of the data
is 165.
• The lower
quartile is the
value that is
between the
least value and
the middle
value. So, the
lower quartile is
from 152 to 162.
• The upper
quartile is the
value that is
between the
greatest value
and the middle
value. So, the
upper quartile
is from 167 to

170
Example 2. Find Q1, Q2,

and Q3 of the given
distribution
using Linear
Interpolation.
Solution:
a. First, arrange the
scores in ascending
order.
150 152
157 162
165 167
168 170
172
b. Second, locate the
position of the score in
the distribution.
Position of Q1 = (n +
1)
= (9 +
1)
=(10)
= 2.5
Since the result is a
decimal number,
interpolation is needed.
c. Third, interpolate the
value to obtain

the 1st quartile.
Steps of
Interpolation
Step 1: Subtract the 2nd
data from the 3rd data.
157 – 152 = 5
Step 2: Multiply the
result by the decimal
part obtained in the
second step (Position of
Q1).
5(0.5) = 2.5
Step 3: Add the result
in step 2, to the 2nd or
smaller number.
152 + 2.5 =
154.5
Therefore, the value of
Q1 = 154.5
To get Q3
Solution:
a. First, arrange the
scores in ascending
order.
150 152
157 162
165 167
168 170

172
position of the score in
the distribution.
Position of Q3 = (n + 1)
= (9 +
1)
=(10)
= 7.5
Since the result is a
decimal number,
interpolation is
needed.
c. Third, interpolate
the value to obtain the
3rd quartile.
Steps of
Interpolation
Step 1: Subtract the 7th
data from the 8th data.
170 - 168 = 2
result by the decimal
third step (Position of
Q3).
2(0.5) = 1

in step 2, (1), to the 7th
or smaller number. 168
+ 1 = 169
Therefore, the value of
Q3 = 169
D. Discussing new concepts Group Activity Enumerate some uses and Mrs. Cottingham held a Find the first quartile
and practicing new skills # 1 -Group students in five. importance of statistics in Scrabble competition (Q1), second quartile
-Through lottery method, real life. among selected students in (Q2), and the third
assign a statistical term to be Grade 10 Soriano. The quartile
following are the scores of (Q3), given the scores
defined by each group. the participants after the of 10 students in their
Statistical Terms: event: Mathematics activity
VARIABLES 24 23 27 using Linear
DESCRIPTIVE 28 33 35 Interpolation.
STATISTICS 29 32 36 Interpret the result.
INFERENTIAL 38
Find the following then 4 9 7 14
STATISTICS POPULATION
interpret the results: 10
SAMPLE 1. lower quartile 8 12 15 6
2. second quartile 11
3. upper quartile
E. Discussing new concepts Group Presentation Follow In Example 1:
and practicing new skills # 2 up discussion Differentiate 1. What is
descriptive quartile?
2. How can you
statistics from inferential
find the lower
statistics. quartile of the
Determine the population, distribution?
sample and variable from 3. How can you
the given data. find the upper
quartile of the

distribution?
4. What methods
can we use to
find the
quartile of a
distribution?
5. How do we
interpret the
computed
quartile in a
given
distribution?
6. If the height of
the participant
belongs to the
lower quartile,
where will you
position him/her
in the Karakol?
7. How can we
solve problems
involving
quartile?
In example 2:
1. How can we
find quartile
using Linear
Interpolation?
2. What are the
steps in finding
quartile using
Linear

interpolation
method?
3. How do we
interpret the
computed
quartile in a
given
distribution?
F. Developing mastery (leads Find the first quartile
to Formative Assessment 3) (Q1), second quartile
(Q2), and the third
quartile
(Q3), given the scores
of 10 students in their
Mathematics activity
using Linear
Interpolation.
4 9 7 14
10 8 12 15
6 11
G. Finding practical Enumerate importance and Divide the class in 5 Give different activities for StarStruck is a reality
application of concepts and uses of statistics Divide the groups. different group of learners talent search in GMA
skills in daily living class in 5 groups. Aside from the enumerated to adhere Differentiated 7. One of the
Aside from the enumerated Instruction. (see contestants of the said
uses and importance of
uses and importance of attachment) program is Arra San
statistics, what do you think, statistics, what do you think, Agustin who is a
as a student of statistics, is as a student of statistics, is Caviteña. In order to
the use or importance of the use or importance of express our support, an
statistics in your life? statistics in your life? FB page was
Group 1 Group 1 developed for Princess.
- Show the - Show the The following are the
importance or use number of likes of
importance or use
of statistics in life Princessin Facebook
of statistics in life for ten days:

through a song/rap through a song/rap 15000 12000
Group 2 Group 2 10000 9000
- Show the - Show the 12500 11000
importance or use 13000 14000
importance or use
of statistics in life 13500 15500
through short of statistics in life Given this, let’s compute
skit/commercial through short for the lower (Q1) and
Group 3 skit/commercial upper(Q2) quartiles of
- Show the Group 3 the data using Linear
importance or use - Show the Interpolation.
of statistics in life importance or use
through hugot
of statistics in life
lines/poem
Group 4 through hugot
- Show the lines/poem
importance or use Group 4
of statistics in life - Show the
through news importance or use
report of statistics in life
Group 5
through news
Show the importance or use
of statistics in life through report
an interview Group 5
Show the importance or use
of statistics in life through
an interview
H. Making generalizations STATISTICS – collection Some uses and importance The Quartile for The Quartile for
and abstractions about the and interpretation of data; of Statistics Ungrouped Data Ungrouped Data
lesson use to measure and analyze 1. Surveys are designed to The quartiles are the The quartiles are
variability VARIABLES- is collect early returns on score points which divide a the score points which
a election day to forecast the distribution into four equal divide a distribution
characteristic of interest outcome of an election parts. Twenty-fivepercent into four equal
measurable on each and 2. Consumers are (25%) of the distribution parts. Twenty-
every individual in the five percent (25%) of

universe samples to provide are below the first quartile, the distribution are
-what we measure to information for predicting fifty percent (50%) are below the first quartile,
each individual product preference below the second quartile, fifty percent (50%) are
DESCRIPTIVE 3. The research physician and seventy-five percent below the second
STATISTICS – deals with conducts experiments to (75%) are below the third quartile, and seventy-
the method of organizing, determine the effect of quartile. Q1is called the five percent (75%) are
summarizing and presenting various drugs and controlled lower quartile and Q3is the below the third quartile.
a mass of data so as to yield environmental conditions on upper quartile. Q1<Q2<Q3, Q1is called the lower
meaningful information humans in order to infer the where Q2is the median. quartile and Q3is the
INFERENTIAL appropriate method of a. 25% of the data has a upper quartile.
STATISTICS – taking a treatment of a particular value ≤ Q1 Q1<Q2<Q3, where Q2is
sample and analyzing the disease. b. 50% of the data has a the median.
sample to make judgment or 4. Weather Forecasts. Do value ≤ X or Q2 a. 25% of the data
claims about a population. you watch the weather c. 75% of the data has a has a value ≤ Q1
POPULATION – total forecast sometime during value ≤ Q3 b. 50% of the data
amount of things the day? How do you use Formula: has a value ≤ X or Q2
- Set of all that information? Have you Position of Qk= c. 75% of the data
individuals under ever heard the forecaster wherein k = has a value ≤ Q3
th
study talk about weather models? n partition Formula:
SAMPLE – refers to a small These computer models are n= number of Position of Qk=
part of the population that is built using statistics that cases
used for study compare prior weather a. First, arrange the
conditions with current scores in ascending order. wherein k =
th
weather to predict future b. Second, locate the n partition
weather. position of the score in the n= number of
5. Emergency distribution. cases
Preparedness. What If the result is a decimal a. First, arrange the
happens if the forecast scores in ascending
indicates that a hurricane order.

is imminent or that number, interpolation is position of the score
tornadoes are likely to needed. in the distribution.
occur? Emergency If the result is a
management agencies move c. Third, interpolate decimal number,
into high gear to be ready to the value to obtain the interpolation is
rescue people. Emergency 1st quartile. needed.
teams rely on statistics to
tell them when danger may c. Third, interpolate
Steps of Interpolation
occur. the value to obtain the
Step 1: Subtract the 2nd data
1st quartile.
from the 3rd data.
Step 2: Multiply the result
Steps of
by the decimal part
Interpolation
obtained in the second step
Step 1: Subtract the 2nd
(Position of Q1).
data from the 3rd data.
Step 3: Add the result in
step 2, to the 2nd or smaller
number. result by the decimal
second step (Position of
Q1).
in step 2, to the 2nd or
smaller number.
I. Evaluating learning A. Identify the word/s 5 points Solve for Q1, Q2 and Q3. Zumba is regarded as a
refer to the following: Interpret your answer. good stress reliever and
1. It refers to a small part of Reflect on your life; identify The following data fat- burning dance and
the population that is used how statistics help you in fitness exercise.It
give the accumulated number
for study. making sound decisions. provides a workout
2. It refers to a of hours spent by 16 students for the whole body and
characteristic of interest of Grade 10 builds up good
measurable on each and Lara in doing their

every individual in the assignments and projects last cardiovascular
universe. week: respiratory system. A
3. It refers to the study was conducted in
collection and St No St N Cavite State
interpretation of data; use to ud . ud o. University to
measure and analyze en of en of determine the
variability. t H t H average exercise
4. It refers to the set of all ou o intensity and energy
individuals under study. rs u expenditure during a
5. It refers to taking a rs 40-minute Zumba class.
sample and analyzing the A 7 I 1 A sample of twenty
sample to make judgment or 8 students
claims about a population. showed the following
B. Identify the population B 9 J 1 energy expenditure (in
and variable from the given 5 Kcal) throughout the
data. C 7 K 9 session:
1. A group of students 350 280
taking Statistics D 10 L 8 300 290
conducted a study on the E 12 M 3 400 360
effect of boy-girl 270 330
relationship to the academic F 5 N 1 295 260
performance of the students. 3 310 305
2. From all students G 11 O 8 365 370
registered this semester, the 390 320
Mathematics H 11 P 9 340 350
Department would like to 275 420
know how many students Find the lower and
like mathematics. upper quartiles of the
3. Information will be data using Linear
collected to new voters from Interpolation.
2020 election to identify
their opinion regarding
politics in the

Philippines.
J. Additional activities for ▶ What are the ▶ What are the A. Observe around your
application or remediation different measures different measures community. A. Observe around
of position? of position? your community. Make
▶ Define each. ▶ Define each. Make a problem a problem involving
involving quartiles based quartiles based from
from what you have what you have
observed. Solve your own observed. Solve your
problem. own problem.
B. Answer the following B. Answer the

questions? following questions?
1. What is decile? 1. What is decile?
2. How to solve for the 2. How to solve for
decile of ungrouped data? the decile of
ungrouped 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 lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well? Why
did these work?

I. OBJECTIVES
F. WhaSt
tdaifnfidcaurltdiess did I
enc3o. unLt ear rwnhinicgh Illustrate decile as a Illustrate decile as a Illustrate percentile as a Illustrate percentile as a
my principaCloomr measure of position; measure of position; measure of position. measure of position.
pseutpeenrcviiessor can help (M10SP-Ia-1) (M10SP-Ia-1) (M10SP-Ia-1) (M10SP-Ia-1)
me solve? Compute decile of Compute decile of
G. What innovation or
ungrouped data; ungrouped data; Compute percentile of Compute percentile of
localized materials did I
use/disOcobvjecrtiwvehisch (M10SP-Ib-1) (M10SP-Ib-1) ungrouped data; ungrouped data;
I wish to share with other Interpret decile of Interpret decile of (M10SP-Ib-1) (M10SP-Ib-1)
teachers? ungrouped data; ungrouped data;
(M10SP-Ic-1) (M10SP-Ic-1) Interpret percentile of Interpret percentile of
Solve problems Solve problems involving ungrouped data; ungrouped data;
(M10SP-Ic-1) (M10SP-Ic-1)
involving decile of decile of ungrouped data.
ungrouped data. (M10SP-Id-e-1) Solve problems Solve problems
(M10SP-Id-e-1) involving percentile of involving percentile of
ungrouped data. ungrouped data.
a. illustrate decile as a
(M10SP-Id-e-1) (M10SP-Id-e-1)
a. illustrate decile measure of position;
as a measure of b. compute decile of
position; ungrouped data;
b. compute decile c. interpret decile of
of ungrouped ungrouped data;
data; d. and solve problems
c. interpret decile involving decile of a. Illustrate
GRADE 10 of ungrouped School ungrouped data percentilGerasdea a. 1I0llustrate
Level
DAILY LESSON LOG measureLeofarning Area
data; Teacher
MpAeTrcHeEnMtileATaIsCaS
Teaching Dates and Time o ngrou
d. and solve
f data
problems
involving decile
u
position.Quarter FmOeUaRsTuHre of position.
b. Compute percentile of ungrouped b. Compute percentile of ungrouped

data. data.
c. Interpret percentile of c. Interpret

ungrouped data. percentile of

I. OBJECTIVES
5. Performance Standards The learner is able to conduct systematically a mini-research applying the different statistical methods.
6. Learning Competencies Solves problems 1.Illustrate quartile as Illustrate decile as a 1.Illustrate decile as a
involving measures of a measure of position measure of position for measure of position for
positions (M10SP-IVd-e- for grouped data; grouped data. (M10SP- IV- grouped data; (M10SP-
1) (M10SP-IVa-1) a-1) IVa-1)
2. Compute quartile for a. Illustrate decile for 2. Compute decile for

Objectives grouped data.
grouped data; grouped data; (M10SP-
(M10SP-IVb-1) b. Differentiate decile IVb-1)
a. Differentiate grouped from quartile.
from 3. Interpret quartile for c. Complete the 3. Interpret decile for
ungrouped data; grouped data; frequency distribution grouped data; (M10SP-
b. Complete the (M10SP-IVc-1) table. IVc-1)
needed d. Interpret the FDT.
4. Solve problems 4. Solve problems
information in the
involving quartiles for involving decile for
FDT;
grouped data. grouped data. (M10SP-
c. Interpret the data in (M10SP-IVd-e-1) IVd-e-1)
the FDT
a. Determine the a. Solve problems
position of data using involving decile of
Mendenhall method or grouped data
by interpolation in
quartiles
b. Solve problems b. Interpret the decile
involving quartile of score for grouped data.
grouped data
c. Interpret and appreciate c. Value accumulated
measures knowledge as means

of position in solving of new understanding.
real life problems.
Measures of Position Quartile for Grouped Decile for Grouped Decile for Grouped
II. CONTENT for Grouped Data Data Data Data
III. LEARNING
RESOURCES
C. References
5. Teacher’s Guide 340 – 341 340 – 341
6. Learner’s 385-386 385-387 388 – 389 388 – 389
Materials
7. Textbook
8. Additional PowerPoint Presentation Power point Power point Presentation Powerpoint Presentation,
Materials from Laptop Presentation Laptop Laptop laptop, activity sheets
Learning Resources Manila Paper and Marker Manila Paper and Manila Paper and
(LR) portal Activity Sheets Marker Marker
Activity Sheets Activity Sheets
D. Other Learning https://en.wikipedia.org/wiki/

Resources Frequency_distribution
IV. PROCEDURES
A. Reviewing previous Direction: SHARADES Recapitulation of the
lesson or presenting the new Direction: Arrange the Complete the table by lesson. (Cabbage Ball)
lesson following words to supplying the class size Each group will have two
determine the words that (i), number of cases (N), (2) words to be guessed. - How to locate the
you will encounter as we lower boundaries (LB) For the first round, 2 decile class?
discussed our topic for and less than cumulative minutes is the allotted time, - What does cfb
today. frequencies (<cf) and 1 minute is allotted mean?
for the second - What does fDk
1. FEUNCYEQR Class Frequen round. mean?
2. BUDRESIANO Interval cy - How to calculate
3. GOPDEUR 20-24 4 the decile score of
4. DTAA 15-19 1 grouped data?
5. RNEGA 10-14 2 - If the D4 score is

6. ITRALVEN 5-9 3 39.14, what does it
7. CMLTVEIAUU i= N= mean?
B. Establishing a purpose for Observe the table below and Recall that quartiles Based on the listed words
the lesson compare it to the ungrouped divide the distribution into that you have guessed
data. four equal parts. during the first activity,
construct a sentence that
Scores Freque The steps in
will simply define a decile.
ncy computing the median
46-50 4 are similar to that Q1 and
41-45 8 Q3. In finding the
36-40 11 median, we first need to
31-35 9 determine the median
26-30 12 class. In the same
21-25 6 manner, the Q1 and
Q3class must be
determined first before
computing for the value
of Q1 and Q3. The Q1
class is the class interval
where the
th
score is
contained, while the class
interval that contains the
th
score is the Q3 class.
C. Presenting One way to avoid Given the data in Complete the table. Complete the
examples/Instances of the new dispersion of numbers is to our previous activity, table given and find
lesson group the scores into class find Q1 of the Research Club is the D6 and D9
intervals. distribution? conducting a mini research class.
Frequency Solution: regarding the age of some
distribution is a table that a) Determine the i, N, grade ten students. The
displays the frequency of LB, <cf of the table
various distribution below shows you the

number of students with SCORES F LB <C
F
Class (f) LB <cf their corresponding age.
41-45 11
Interv Age F
al 22-23 2 36 - 40 6
51-60 5 50.5 31 20-21 6 31 – 35 9
41-50 6 40.5 26 18-19 15
26 – 30 7
31-40 7 30.5 20 16-17 28
21-30 10 20.5 13 14-15 34 21 - 25 8
11-20 3 10.5 3 16 - 20 4
i=10 N= Extend the table by
31
determining the LB and
<cf.
a) Find Q1 class
Position of Q1
class = = = 7.75
outcomes in a sample. This means we
need to find a class
interval where the
7.75th score is
contained.
Note that the 4th to
13th scores belong to
the 21-30 class
interval, thus 7.75 also
contained therein.
b) Compute for Q1
Qk = LB+
Q1 =
20.5+

Q1 =
20.5 + 4.75
Q1 =
25.25
Therefore, 25% of the
vendors have sales
less than or equal to
25.25.
D. Discussing new concepts ANALYSIS:
and practicing new skills # 1 1. What are the
steps in finding Compare the given formula
the quartile of to the formula used in
grouped data? computing for the quartile.
2. How do we
interpret the What are the needed data to
computed complete the formula?
quartile?
E. Discussing new Mrs.Mojica conducted Using the given table

concepts and practicing new a Scrabble competition regarding the age of some
skills # 2 with 10 participants. grade ten students, please
Find the 1st, 2nd and 3rd compute for the following:
quartile
Scores Frequen (a)

cy (b)
31-35 1
26-30 2
21-25 3
16-20 2
11-15 2

F. Developing mastery (leads Shown below in the table Zumba Interpret the computed
to Formative Assessment 3) are the scores of 60 students is regarded as a good value of and .
in the 30-point Math quiz. stress reliever and fat-
Complete the table. burning dance and
fitness exercise. It
provides a workout for
S F LB <C the whole body and
F builds up good
28-29 1
26-27 3 cardiovascular respiratory
24-25 3 system. A study was
22-23 3
20-21 6
conducted inCavite
18-19 6 State University
16-17 8
14-15 6 to determine the average
12-13 10 exercise intensity and
10-11 14
energy expenditure
during a 40-
minute Zumba class.
A sample of
twenty students
showed the following
energy expenditure (in
Kcal) throughout the
session:
Energy
Expenditure f
(in Kcal)
250- 299 2

200- 249 8
150- 199 6
100- 149 4
Find the Q1 and Q3.

Interpret the result
G. Finding practical Grades Frequency GROUP ACTIVITY

application of concepts 95-99 3 Dennis and Christine
and skills in daily living 90-94 2 scored 32 and 23, Divide the class into 5
85-89 1
respectively, in the groups. Give each group
80-84 1
National Career problem to solve.
75-79 3
Alden has an Assessment Examination
(NCAE). The determining The table below shows the
assignment to ask at
factor for a college distribution of the daily
random 10 students in
scholarship is that a rates of 80 factory workers
their school about their
student’s score should be from different companies.
grades in Mathematics
in the Third Quarter. in the top 10% of the
The data are listed in the scores of his/her
graduating class. The Daily Rate No of
table below.
students in the graduating Workers
class obtained the P70 – P79 28
P60 – P69 14
Find Q1 and Q3, then following scores in the
P50 – P59 12
interpret the result. NCAE. P40 – P49 8
P30 – P39 11
NCAE f P20 – P29 7
Scores N = 80
39-41 6
36-38 7
Group 1 Solve for D3
33-35 9
30-32 13 Group 2 Solve for D6

18-20 7
15-17 8
12-14 4
9-11 2
6-8 1
3-5 1
1. Complete the table by

filling in the values of LB
(lower boundaries) and
<cf (less than cumulative
frequency). Explain how
you arrived at your answers.
2. Find the 7th decile of

the set of data.
3. Interpret your result.
H. Making generalizations In statistics, a frequency The Quartile The Decile for Grouped The Decile of Grouped
and abstractions about the distribution is a table that for Grouped Data Data Data
lesson displays the frequency of In computing the
various outcomes in Decile is the Decile is the
quartiles of grouped data,
a sample. Each entry in the way/technique of dividing way/technique of dividing
table contains the the following formula is the distribution into 10 the distribution into 10
frequency or count of the used: equal parts. equal parts.
occurrences of values within
a particular group or Formula: The following formula is The following formula is
interval, and in this being used in computing being used in computing
for the decile of grouped for the decile of grouped

way, the table Qk = LB+ data. data.
summarizes where:
the distribution of values LB = lower boundary
in the sample
of the Qk class
N = total frequency
<cfb = cumulative
frequency of the class
before the Qkclass
fQk= frequency of the
Qk class
i = size of class interval
k = nth quartile, where
n = 1, 2, and 3
I. Evaluating learning The table below shows the “Nagmahal, A survey was conducted A survey was conducted
number of customers who Nasaktan, Nagsayaw” is for 100 grade ten students for 100 grade ten students
went on the coffee shop for a reality talent about their grades for the about their grades for the
the last 2 months. search in Showtime in third grading period. The third grading period. The
Complete the needed ABS-CBN. One of the table below shows you. table below shows you.
information in this FDT. contestants of the said
program is Arra San
# F LB <CF Agustin who is a Age F Age F
days 96-100 2 96-100 2
49-60 25 Caviteña. In order to
37-48 15 91-95 14 91-95 14
express our support,
25-36 30 86-90 18 86-90 18
13-24 10 an FB page was 81-85 33 81-85 33
1-12 20
developed for 76-80 17 76-80 17
Princess. The table 70-75 16 70-75 16
below shows the Compute for the following Compute for the following
number of likes of and interpret the computed and interpret the computed
Princess in Facebook value: value:
for ten days:

Likes (in Frequen
thousand cy (a) (a)
s) (b) (b)
31-35 2
26-30 1
21-25 4
16-20 2
11-15 1
Find the second quartile

of the distribution, then
interpret the result
J. Additional activities for Conduct a mini- Using the table given on Study about the percentile
application or remediation research on student’s your quiz, solve for and for grouped data.
performance in the 3rd interpret.
periodical examination in
Mathematics 10. Study about the percentile
Apply the knowledge for grouped data.
and skills you have
learned in this lesson to
evaluate and interpret
test results and to
make/formulate
meaningful decisions
based on the results to
resolve the difficulties
that you have
encountered in the
subject.
V. REMARKS
VI. REFLECTION


below 80%
lesson
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
use/discover which I wish to
share with other
teachers?


I. OBJECTIVES
Standards
9. Learning Competencies 1. Illustrate percentile as a Solve problems involving The learner formulates The learner formulates
measure of position for quartile, decile and statistical mini- research. statistical mini- research.
grouped data; (M10SP- percentile for grouped M10SP-IVf- g-1 M10SP-IVf- g-1
IVa-1) data. (M10SP-IVd-e-1)
a. Solve problems a. Define research. a. Differentiate
2. Compute percentile for b. Enumerate the parts quantitative from
Objectives grouped data; (M10SP- involving percentile of
of a research report. qualitative research
IVb-1) grouped data c. Value accumulated b. Value the importance
3. Interpret percentile for knowledge as means of of research in research in
grouped data; (M10SP- b. Interpret and new understanding. life.
IVc-1) appreciate measures of
position in solving real
4. Solve problems
life problems.
involving percentile for
grouped data. (M10SP-
IVd-e-1)
a. Illustrate percentile
as measure of position for
grouped data.

b. Solve problems
involving percentile of
grouped data
c. Interpret percentile
score for grouped data
d. Value accumulated
knowledge as means of
new understanding.
MEASURES OF QUANTITATIVE AND
PERCENTILE FOR RESEARCH AND ITS
II. CONTENT POSITION FOR QUALITATIVE
GROUPED DATA PARTS
GROUPED DATA RESEARCH
III. LEARNING
RESOURCES
E. References
9. Teacher’s Guide 341-343 394-402
10. Learner’s 390-392 392- 400
Materials
11. Textbook
12. Additional Powerpoint Presentation, Powerpoint Presentation, Powerpoint Presentation, Powerpoint Presentation,
Materials from laptop, activity sheets laptop, activity sheets laptop, activity laptop,
Learning Resources sheets, ball, activity sheets
(LR) portal pictures, music
F. Other Learning LCTG https://kupdf.com/downl

Resources oad/lesson-plan-in-
https://kupdf.com/downl practical-research-
oad/lesson-plan-in- 1_59f1a04ae2b6f5562e
practical-research- e809bb_pdf
1_59f1a04ae2b6f5562e
e809bb_pdf

https://www.youtube.co
m/watch?
v=yt6XXDF7xaQ
https://www.youtube.co
m/watch?
v=IO4wAzxdL2M
IV. PROCEDURES
A. Reviewing previous Recapitulation of the lesson: ONE WORD Review of the previous
lesson or presenting the new lesson
lesson Given the test scores of 50 - Words will be
flushed on the
students in Mathematics,
monitor.
calculate the first quartile - Students will have
and 7th decile. to give one word
that for them best
describes the given
word.
Scores Frequency
46-50 4 MATH
41-45 8 HIGH SCHOOL
36-40 11 STATISTICS
31-35 9 QUARTILE
PERCENTILE
26-30 12
DECILE
21-25 6 TEACHER IN
MATH

B. Establishing a purpose for Look at the pictures shown What’s the meaning Activity – A Picture ACTIVITY
the lesson below. of this? that Paints a
Thousand Words Group Activity –Critique
- -Divide the class into Me if You Can
five groups Directions: The teacher
-After discussing all the will flash set of pictures Directions: Divide the
measures of position, one at a time. While the class into several groups.
write a good definition of first picture is shown, the Give each group two
the different measures of teacher will play a music samples of research report
position then present it and pass a ball to the to read and evaluate. Use
Do you recognize them? through a SONG. students. As the music the given checklist to
stops, the one holding the evaluate the two samples.
-Did you take the National ball will form a question
Career Assessment or problem about the
Examination (NCAE) when given picture. The
you were in Grade 9? If so, procedure is repeated
what was your score? until the last picture.
-Did you know your rank?
-Have you thought of

comparing your academic
performance with that of
your classmates?
C. Presenting The following is a ANALYSIS ANALYSIS

examples/Instances of the new Mrs. Mojica conducted a distribution for the number
lesson Scrabble competition with 10 of employees in 45 Questions for Processing: Ask the following
companies belonging to a questions:
participants.
certain industry. 1. How will you find the
Calculate the third answers or solutions to 1. What are your important
Scores Frequency quartile, 85th percentile, the questions or observations about the two
and 4th decile of the research

31-35 1 number of employees given problems you have samples?
26-30 2 the number of companies. formulated? 2. Which of the two aims
21-25 3 to test the hypothesis and
2. Is research look for cause and effect?
16-20 2 applicable in these What about to explore?
11-15 2 situations?
3. Which of the two is
3. Do you have any idea subjective? Is
-Using your prior about the methods of objective? Why?
research that we can use
knowledge on how to
in these situations? 4. What is the data
solve for Quartile and collection technique
Decile of grouped data, used in sample 1? In
how would you locate the sample 2?
position of the percentile
scores? 5. Which is analyzed
statistically? Which is
not?
6. In terms of outcome,
which has the
measurable results?
7. Based on your
evaluation, which do
you think is a qualitative
research? Which is a
quantitative research?
Why?
D. Discussing new concepts ABSTRACTION ABSTRACTION
and practicing new skills # 1 GROUP ACTIVITY
Ask the students: “What 1.Discuss the
does RESEARCH mean quantitative and
-Divide the group in five. qualitative research
to

you?”
-Using your prior
knowledge on how to solve Watch a video to know
more about what research
for the quartile and decile of
mean.
grouped data, solve for the
60th percentile score given
the data below.
-Each group may ask

questions on how the
other groups obtained
their answers.
Mrs. Mojica conducted a

Scrabble competition with 10
participants.
Scores Frequency
31-35 1
26-30 2
21-25 3
16-20 2
11-15 2
E. Discussing new concepts 1. What is percentile? GROUP ACTIVITY: Activity – Chart It On

and practicing new skills # 2 2. How would you locate
the percentile class of Group students into 5. Directions: Complete the
grouped data? Have students arrange chart with needed

3. What is the formula for the parts of research paper information on the
solving the percentile of in order. distinguishable
grouped data? characteristics of
quantitative and qualitative
research.
Ask the following

questions:
1. What makes
quantitative research
different from
qualitative research?
2. Is it possible for
these methods of
research to be utilized
in one study alone?
3. Which of the two is

important? Why?
4. In what
aspect/situation of your
life can you apply
quantitative research?
Qualitative research?
F. Developing mastery (leads Dennis and Christine Enumerate and discuss the
to Formative Assessment 3) scored 32 and 23, parts of research report.
respectively, in the National
Career Assessment
Examination (NCAE). The
determining factor for a
college
scholarship is that a

student’s score should be in
the top 10% of the scores of
his/her graduating class. The
students in the graduating
class obtained the following
scores in the NCAE.
NCAE F
Scores
39-41 6
36-38 7
33-35 9
30-32 13
27-29 22
24-26 10
21-23 9
18-20 7
15-17 8
12-14 4
9-11 2
6-8 1
3-5 1
1. Complete the table by
filling in the values of LB
(lower boundaries) and
<cf (less than cumulative
frequency). Explain how you
arrived at your
answers.

2. Find the 72nd
percentile of the set of
data.
3. Interpret your result.

G. Finding practical GROUP ACTIVITY APPLICATION
application of concepts and
skills in daily living 1. Ask your classmates Group Activity –
about their Science,
Qualitative vs Quantitative
English, and
Mathematics grades. Sorting Activity
2. Gather all the data from Directions: Decide

your classmates by listing. whether the following
topics or research
3. Then, construct a questions is qualitative
frequency distribution of
or quantitative. Sort and
a grouped data. (use i =
5). paste them on the chart
provided.
4. Calculate the
following: How do the fishermen
a. 1st quartile of Rosario, Cavite view
b. 7th decile “trawling” method of
c. 75th percentile
fishing?
5. Interpret each result
High School Students:
- Group Then and Now
Presentation

How do the students feel
about K to 12 curriculum?
What percentage of
student-participants of
the study is taking the
TVL strand?
What is the degree of

satisfaction of students
taking the different SHS
tracks?
The Why and How of

ICT Use
QUANTIT QUALITA
ATIVE TIVE
H. Making generalizations The Percentile of MEASURES OF Close the session by Close the session by
and abstractions about the Grouped Data POSITION FFOR summarizing the summarizing the
lesson GROUPED DATA concept on the definition concept onthe
In computing the percentiles of research and parts of a difference between
of grouped data, the QUARTILE research report. qualitative and
following formula is used: quantitative research.
Qk = LB+
Formula: where:
LB = lower boundary of the
Qk class

Pk = LB+ N = total frequency
<cfb = cumulative frequency
where: of the class before the
LB = lower boundary of the Qkclass
Pk class fQk= frequency of the Qk
N = total frequency class
<cfb = cumulative frequency i = size of class interval k
of the class before the = nth quartile, where n = 1,
Pkclass 2, and 3
fPk= frequency of the Pk
class DECILE
i= size of class interval
k = nth percentile, where
n = 1, 2, 3…..99
where:
Dk class
N = total frequency
of the class before the Dk
class
FDk= frequency of the Dk
class
i = size of class interval k
= nth decile, where n = 1, 2,
3, 4, 5, 6, 7, 8, 9
PERCENTILE Pk
= LB+
where:
Pk class
N = total frequency

of the class before the Pk
class
FPk= frequency of the Pk
class
i = size of class interval
k = nth percentile, where n
= 1, 2, 3, 4, 5, 6, 7, 8, 9...99
I. Evaluating learning “Nagmahal, 1-4-3 LIST Determine whether the
Nasaktan, Nagsayaw” is a following statements tell
reality talent search in In this activity, you will be about qualitative research
asked to complete the 1 – 4 or quantitative research.
Showtime in ABS-CBN.
– 3 chart. Write down what
One of the contestants of the is being asked regarding the 1. In quantitative
said program is Arra San different measures of research, data are
Agustin who is a position. analyzed through
Caviteña. In order to descriptive and/or
express our support, an FB (1) One thing I really love inferential statistics.
page was developed for about this topic
2. Qualitative research
Princess. The table below
is often subjective.
shows the number of likes (4) Four important reasons
of Princess in Facebook why I love this topic 3. Quantitative studies
for ten days: are conducted in
small/limited scope.
Likes (in Freque
thousan ncy 4. Qualitative research is
ds) exploratory in nature.
31-35 2 (3) Three things I still need
26-30 1 to understand about this 5. Qualitative research
21-25 4 topic designs aim at an in
16-20 2 depth understanding of
11-15 1 human behavior.

Find the P60 of the
distribution, then interpret
the result
J. Additional activities for Answer Activity 3: That’s Study for the long quiz on Name the types of
application or remediation My Place on page 394, Monday research.
Search one example title
Mathematics Learners’
of qualitative research
Module
and one example of
1. P25
quantitative research
2. P65
3. 85
Then interpret the result
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% in the
evaluation
below 80%
have caught
up with the lesson
Why did these work?
encounter which my
help me solve?

share with other teachers?


I. OBJECTIVES

Standards
12. Learning Competencies The learner formulates The learner formulates The learner formulates The learner formulates
statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
The learner uses The learner uses
appropriate measures of appropriate measures of The learner uses The learner uses
Objectives position and other position and other appropriate measures of appropriate measures of
statistical methods in statistical methods in position and other position and other
analyzing and interpreting analyzing and interpreting statistical methods in statistical methods in
research data. research data. analyzing and analyzing and
M10SP-IVh-j-1 M10SP-IVh-j-1 interpreting research data. interpreting research data.
M10SP-IVh-j-1 M10SP-IVh-j-1
a. Identify the a. Identify an initial a. Check and analyze a. Present research

characteristics of a good research topic that might the initial research topic/title
research topic. be too broad or too narrow. topic/tile b. Explain and defend
b. Create a research b. Locate and retrieve b. Edit and improve research topic/tile
topic. preliminary information research topic/tile
c. Value accumulated on research topic.
knowledge as means of
new understanding
Workshop (Formulating Checking and Editing

Research Topic Presentation of
II. CONTENT Research Topic/Title) of Research
Research Topic/Title
Topic/Title
III. LEARNING
RESOURCES
G. References
13. Teacher’s Guide
14. Learner’s
Materials

15. Textbook
16. Additional Powerpoint Presentation,
Materials from laptop, activity sheets
Learning Resources
(LR) portal
H. Other Learning http://eloquentscience.co Library http://eloquentscience.c

Resources m/2009/08/excerpt- Google om/2009/08/excerpt-
chapter-3-writing-an- chapter-3-writing-an-
effective-title/ effective-title/
IV. PROCEDURES
A. Reviewing previous Review of the previous GAME
lesson or presenting the new lesson (PINOY HENYO) Sharing of experiences Give guidelines on the
lesson regarding the library presentation of output.
1. For this activity, you activity yesterday.
are going to be paired
up.
2. Once paired, two images

will be handed to each
person.
3. The images will be

covered with post-it notes.
4. Without looking at your

image, you will tape the
paper image just below your
neck (on top of your chest).
5. Once your image is

taped on to your chest
carefully, remove the

post-it note that is covering
the image, but make sure
the image is still taped to
you.
Remember you cannot see
your own image; however,
you will be able to see your
partner’s image.
6. Explain that each pair

will get a broad category
(cancer, alcoholism, mental
health, or weight issues).
Explain that the two images
for each pair should be put
together to create one
narrow topic. Begin to ask
your partner questions
about the image that is
taped to your chest. You
can ask anything you want.
“Am I a person?” “Am I a
symbol?” etc. Your partner
will answer your questions
in any manner to help you
guess your image. Both of
you can take turns asking
questions going back and
forth until you both guess
the correct image.
7. If your partner guesses

the correct image, have your
partner take it off so that
both of you can view the
image.
8. Your partner may still

not know his or her
image, so have that
partner keep on asking
questions until you get
the correct image.
9. Once you both have

guessed the correct image,
notice that a topic can be
formed from your
particular category. For
example, from the images
we took a broad category
such as mental health and
narrowed it to postpartum
depression.
10. Explain that each

person had half of the
narrowed topic and by
putting the two images
together it formed a
narrow topic.
11. Once all pairs are done,

debrief the activity by
asking each student to sum
up his or her experience in a
few

sentences.
B. Establishing a purpose for ACTIVITY ANALYSIS:
the lesson Checking and editing of Presentation of
Group Activity Was it hard to guess the research topic/title will be outputs will be done
image? What is easy to done per group of per group.
Direction: Divide the guess the image? Did you researchers.
class into 5 groups. The find ways to ask questions
teacher will flash topic to narrow a category into a
one at a time. topic?
Have each group identify
if the given topic is
researchable or not.
C. Presenting ANALYSIS ACTIVITY:

examples/Instances of the new
lesson Ask the following questions: Venue: Library/ Computer
Laboratory
1. What are your
observations about the 1. Start with your
researchable topics and not textbook.
researchable topics?
2. Explore the library
2. When are topics using books, journals, and
researchable? on-line databases.
3. What do you think 3. Use keyword searches to

make up a good find articles on the
research topic? topic/subject. Use specific
databases related to your
topic. (e.g., If you are
writing about health, use a
health database to start and
see how many articles come
up in your

search results.)
4. Search the web

carefully. The most credible
sites belong to universities
(.edu), the government
(.gov), and well-known
organizations (.org).
5. Contact a librarian who

can provide guidance during
your search if you still need
help with how to use
databases or how to locate
journal articles.
D. Discussing new concepts ABSTRACTION

and practicing new skills # 1
Discuss how to identify a
research topic
E. Discussing new concepts “Q and A”

Complete the statement
below:
“I believe, ladies and

gentlemen that a good
research topic/title is
. And I
thank you!”

F. Developing mastery (leads Discussion the characteristics
to Formative Assessment 3) of a good research topic.
G. Finding practical
application of concepts and Research Project
skills in daily living Proposal
Fill out this worksheet and

turn it in.
1. I would like to research

the following topic:
2. I am interested in this
topic because:
3. List at least three

specific resources that
you have found that may
be useful to your
research. One of these
sources may be a
website:
1.
2.
3.
4. Based on my
preliminary research, I
have chosen to focus on
the following aspect of
my topic:
5. I have chosen this

focus because:
Your answer to the

following question will
constitute your argument.
Your argument may change
as you do more research on
and think more deeply about
your topic.
6. How is your topic

interesting or important?
Are there unresolved
questions relating to
your topic? How might
you approach these
questions?
(The exercise was

adapted from a
worksheet designed by

Professor Elizabeth Korn
for students enrolled in
ENG 101C/105C.)
H. Making generalizations Close the session by

and abstractions about the summarizing the concept on
lesson how to formulate a research
topic/problem.
I. Evaluating learning
J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% in the
evaluation
below 80%
have caught
up with the lesson
Why did these work?

encounter which my
help me solve?
share with other
teachers?


I. OBJECTIVES
Standards
statistical mini-research. statistical mini-research. statistical mini- research. statistical mini- research.
M10SP-IVf-g-1 M10SP-IVf-g-1 M10SP-IVf- M10SP-IVf-
g-1 g-1
The learner uses appropriate The learner uses appropriate
measures of position and measures of position and The learner uses The learner uses
Objectives other other appropriate measures appropriate measures

statistical methods in statistical methods in of position and other of position and other
a. Define research a. Identify initial research a. Check and analyze a. Present research
problem questions that might be too the initial research questions
b. Formulate research broad or too narrow. questions. b. Explain and defend
problem. b. Locate and retrieve b. Edit and improve research questions
c. Value accumulated preliminary information research questions
knowledge as means of on research topic.
new understanding
Workshop
Checking and Editing Presentation of the
II. CONTENT Writing Research (Writing Statement
of Statement of the Statement of the
Problem of the problem)
problem problem
III. LEARNING
RESOURCES
I. References
18. Learner’s
Materials
19. Textbook
20. Additional Powerpoint Presentation,
Materials from laptop, activity sheets
Learning
Resources (LR)
portal
J. Other Learning
Resources
IV. PROCEDURES

A. Reviewing previous
lesson or presenting the new Sharing of experiences in
lesson writing the statement of
the problem.
B. Establishing a purpose for ACTIVITY ACTIVITY:

the lesson Checking and editing of Presentation of
Group Activity Venue: Library/ Computer research topic/title will be outputs will be done
Laboratory done per group of per group.
Direction: Divide the researchers.
class into 5 groups. The 1. Start with your
teacher will flash topic textbook.
one at a time.
Have each group identify 2. Explore the library
if the given topic is using books, journals, and
researchable or not. on-line databases.
3. Use keyword searches to

find articles on the
topic/subject. Use specific
databases related to your
topic. (e.g., If you are
writing about health, use a
health database to start and
see how many articles come
up in your search results.)
4. Search the web carefully.

The most credible sites
belong to universities (.edu),
the government (.gov), and
well-known organizations
(.org).

5. Contact a librarian who
can provide guidance during
your search if you still need
help with how to use
databases or how to locate
journal articles.
C. Presenting ANALYSIS
examples/Instances of the new
lesson Ask the following questions:
1. What are your

observations about the
researchable topics and not
researchable topics?
2. When are topics

researchable?
3. What do you think

make up a good
research topic?
D. Discussing new concepts ABSTRACTION

Discuss how to identify a
research topic/problem
E. Discussing new concepts


F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical APPLICATION

application of concepts and
skills in daily living Group Activity – Choosing
a Research Topic
Directions: Divide the

class into groups of five.
Have each group
accomplish the worksheet
to come up with a research
topic.
Research Question
Worksheet
1. What topic, problem,

or issue are you interested
in? Do some background
research to find out more
about it.
2. What specific part of

the topic are you
Interested in? Break
down topic and group
ideas in clusters (use
reverse). Pick one cluster
or part of one.

3. List a few possible
questions about your
specific topic area. Ask:
What? Who? When?
Where? Why? How?
4. Choose one to be
your main research
question. Why or How
questions are best.
5. Make your question as

clear and specific as
possible. Specify who,
what, where, when you are
talking about. Clarify any
vague words.
6. State your working

thesis. The working thesis
should summarize the
answer to your main
research question, and will
likely change after you do
some research.
H. Making generalizations Close the session by

and abstractions about the summarizing the concept on
lesson how to formulate a research
topic/problem.


application or remediation
V. REMARKS
VI. REFLECTION


below 80%
lesson
Why did these work?
encounter which my
help me solve?
share with other
teachers?


I. OBJECTIVES
Standards
g-1 g-1
The learner uses appropriate The learner uses appropriate
measures of position and measures of position and The learner uses The learner uses
Objectives other statistical methods in other statistical methods in appropriate measures of appropriate measures of
analyzing and analyzing and position and other position and other
statistical methods in statistical methods in

interpreting research data. interpreting research data. analyzing and analyzing and
a. Differentiate a. Identify the difference

population from sample. between primary and a. Create a tool in a. Check and analyze
b. Identify and secondary data collecting data for their the tool in data
describe the different b. Collect or gather research collection
sampling techniques. statistical data b. Edit and improve the
c. Value accumulated c. apply the different tool for data collection
knowledge as means of methods of collecting
new understanding. data
II. CONTENT Checking and Editing

Collection of Data Methods of Collecting Construction of Tool of Tool for Data
(Sampling Techniques) Data for Data Collection Collection
III. LEARNING
RESOURCES
K. References
22. Learner’s
Materials
23. Textbook e-math (Advanced
Algebra and
Trigonometry), pp.370-
371, 374-375
Elementary Statistics by
Carmela Zamora-Reyes,
pp. 27-34
24. Additional Powerpoint Presentation, Powerpoint Presentation,
Materials from laptop, activity sheets laptop, activity sheets
Learning
Resources (LR)

portal
L. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new “The boat is sinking” Conduct a mini-survey on Research Day Sharing of experiences
lesson Activity the track and strands to be regarding the library
taken by grade ten activity yesterday.
- All the students in students.
the class must
participate
- Students will have
to group themselves
according to the
classification to be
given by the
teacher.
- Example, “The
boat is sinking,
group yourselves
according to your
birth month”
B. Establishing a purpose for

the lesson WORD DEVELOPMENT ACTIVITY
-Group students into 5. Group students into 5.

-Give each group show me
board, chalk and eraser. Have each group identify
- Jumbled letter-word will possible ways of collecting
be flashed data
-Each group will
Present outputs in the

rearrange the letters to most creative way.
form the correct words.
-The group who earns the
most number of points wins.
1. ELMPSA
2. ATPLOPONULI
3. DANROM
4. DFIETRSATI
5. CVOENICENCEN
6. LTCEURS
C. Presenting
examples/Instances of the new A mathematics teacher ACTIVITY (JIGSAW
lesson plans to choose four PUZZLE)
students from the math club
to be in publicity photo. 1. Divide students into 5-
Using the different or 6-person jigsaw groups.
sampling techniques, how 2. Appoint one student
would the teacher choose from each group as the
the four students? leader.
3. Divide the day’s lesson
SOLUTION: into 5-6 segments.
1. The math teacher 4. Assign each student to
could put the learn one segment.
names of all the 5. Give students time to
students in a box, read over their segment at
pick the names least twice and become
without looking. familiar with it.
(Random 6. Form temporary “expert
Sampling) groups” by having one
2. The math teacher student from each jigsaw
could choose the 4 group join other

students in the students assigned to the
fourth row. same segment.
(Convenience 7. Bring the students
Sampling) back into their jigsaw
3. The teacher could groups.
mix the names of 8. Ask each student to
the boys and present her or his
choose two from segment to the group.
the group. The 9. Float from group to
teacher does the group, observing the
same for the girls. process.
(Stratified
Random
Sampling)
4. The math teacher
could choose a
group of four
students in back
corner. (Cluster
Sampling)
5. The math teacher
could choose every
third student,
beginning in front
row and count from
right to left.
(Systematic
Sampling)
D. Discussing new concepts

and practicing new skills # 1 What are the different
Identify which type of methods of collecting
sampling is used. data?
1. A psychologist
selects 12 boys What are the advantages

and 12 girls from and disadvantages of each
each of 4 Science method?
classes.
2. A biologist surveys When each method can be
all students from used best?
each of 15 randomly
selected classes.
3. Smart selects every
100th cell phone
from the assembly
line and conduct a
thorough test of
quality.
E. Discussing new concepts THINK-PAIR-SHARE

Mr. Calong, a g10
adviser at Rosario
National High
School, needs to
choose 2 boys and
2 girls from his
class to participate
in the cotillion for
the Junior’s Prom.
Using the sampling
techniques, how
would Mr. Calong
choose the
students?
F. Developing mastery (leads Identify the type of

to Formative sampling used in the

Assessment 3) following statements.
1. An engineer
selects every 50th
cell phone from
the assembly line
for careful testing
and analysis.
2. A reporter writes
the name of each
senator on a
separate card,
shuffles the cards,
and then draws
five names.
3. The principal of
RNHS surveys all
students from each
of 12 randomly
selected classes.
4. A researcher
interviews students
who are leaving
the school
canteen.
5. A grade 10 teacher
at RNHS
interviews all G10
students in each of
4 randomly
selected sections in
grade 10.

G. Finding practical
application of concepts and Identify the sampling Identify the best method in
skills in daily living technique your group will collecting data for your
use for your research paper. group’s research topic.
Why the specific sampling
technique is to be used. Be ready to present and
explain your answer in class
Discuss in class your work.
H. Making generalizations Statistics is a branch of METHODS OF

and abstractions about the mathematics that deals with COLLECTING DATA
lesson the collection,
organization, presentation, 1. Questionnaire/Survey
analysis, and
interpretation of data. 2. Interview
Statistics involves
much more than simply 3. Observation
drawing graphs and
computing averages. The 4. Experimental Approach
commonly used terms afre
population and sample. 5. Ethnographies, Oral
History, and Case
Population is the Studies.
complete collection of all
elements to be studied. 6. Documents and
records
Sample is a subcollection
of elements drawn from a
population
Sampling Techniques
1. In a random

sampling, each
member of the
population has an
equally likely
chance of being
selected. The
members of the
sample are chosen
independently of
each other.
2. A convenience
sampling is a
sampling technique
where sample is
chosen so that it is
easy for the
researcher.
3. In a stratified
sampling, the
population is
divided into
subgroups, so that
each population
member is in only
one subgroup. In
here, individuals are
chosen
randomly from each
subgroup.
4. A cluster
sampling is a
sampling technique
that
consists of items in a
group such as a

neighbourhood or a
household. The
group may be chosen
at random.
5. A systematic
sample is
obtained using an
ordered list of the
population, then
selecting members
systematically from
the list.
I. Evaluating learning Identify the type of
sampling technique used:
1. A mathematics teacher
selects 18 boys and 18 girls
from each of four classes.
2. A researcher interviews
every 45th patients in the list
of Divine Grace Medical
Center in- patients
3. A student interviews
school principals and
classroom teachers about
the implementation of K- 12
Curriculum.
4. Ms. Angon wants to give
away 3 movie tickets. In
order to avoid bias, she
wrote the name of each of
her students in a paper and
placed it in a hat. To
determine the 3

winners, she picked 3
rolled papers from the
hat.
5. To research consumer
recognition of Swerte Ko
noodles, the researcher
conducts a survey of 2000
consumers in the
Philippines by interviewing
typical class C and D
consumers coming out of
the supermarket.

application or remediation Read 3 sample research
papers on-line, identify the
sample techniques used.
V. REMARKS
VI. REFLECTION


below 80%
lesson

strategies worked well? Why
did these work?
encounter which my
help me solve?
share with other
teachers?


I. OBJECTIVES
statistical mini-research. statistical mini-research. statistical mini- statistical mini-
M10SP-IVf-g-1 M10SP-IVf-g-1 research. M10SP-IVf- research. M10SP-IVf-
g-1 g-1
M10SP-IVh-j-1 M10SP-IVh-j-1 interpreting research data. interpreting research
M10SP-IVh-j-1 data.
M10SP-IVh-j-1
a. Identify parts of the a. Identify parts of the pie
bar graph. chart. 1. Present the data in a
b. Read and interpret b. Read and interpret a. Edit and improve the visual representation
data presented in a bar data presented in a pie presentation of data. (e.g. bar graph or pie
graph. chart. chart).
c. Construct a bar graph. c. Construct a pie chart.
d. Appreciate the d. Appreciate the
importance of having an importance of having an
organized data. organized data.

II. CONTENT Presentation of Data Presentation of Data
Using Bar graph Using Pie chart Checking and Editing Presentation of Data
III. LEARNING
RESOURCES
M. References
25. Teacher’s Guide Teacher’s Guide pp. Teacher’s Guide pp. Synergy
Synergy for Success in for Success in Mathematics
Mathematics 7, pp. 438 – 7, pp. 438 –
446; 446;
26. Learner’s Math 7 Learner’s Math 7 Learner’s
Materials Modules pp. 249 - 255; Modules pp. 249 - 255;
27. Textbook e-math (Advanced e-math (Advanced
Algebra and Algebra and
Trigonometry), pp.370- Trigonometry), pp.370-
371, 374-375 371, 374-375
Elementary Statistics by Elementary Statistics by
Carmela Zamora-Reyes, Carmela Zamora-Reyes,
pp. 27-34 pp. 27-34
Learning Resources
(LR) portal
N. Other Learning www.education.com www.education.com

Resources http://www.mathworkshee http://www.mathworkshee
ts4kids.com/ ts4kids.com/
IV. PROCEDURES
A. Reviewing previous “What’s Your Brand” “Can I Have Your Lunch”
lesson or presenting the new Research Day
lesson Make a survey regarding 1. Ask your students to give
the brand of mobile phone an example of a time when
each member of they had to collect

the group has, the reason for and use data.
having it, the reason for 2. Let students collect
choosing the particular data by asking their
brand, and the number of classmates what they
cellular phones each has. brought for lunch or are
Present the data gathered in planning to have for
tabular form. Column 1: lunch.
Brand Name Column 2: 3. Write this on the board
Reason for having a mobile in categories.
phone Column 3: Reason
for choosing the particular
brand
Column 4: Quantity
B. Establishing a purpose for Study the graph and answer Group Work
the lesson the questions that follow.
a. Display the lunch count
data on the board.
b. Ask each group to set
up a picture graph, or a
visual representation of
data with pictures, and a
bar graph, or a visual
representation of data with
rectangles that represent
numbers, on the board.

Literacy Rate
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1900 -1995 1996 -2000 2001 -2005 2006 -2010
Male Female
1. What information is
given by the bar graph
(also called the
histogram) above?
2. In which year was the
simple literacy rate for
females the lowest?
highest?
males the lowest? highest?
4. Without knowing the
quantity each data
represent, is it easy to
compare the simple
literacy rates of males
and females?

5. What kind of data can
be presented using a bar
graph?
6. Express the data
shown in the graph in
table form.
C. Presenting Carla made a survey on the

examples/Instances of the new number of the books read by
lesson her friends during the year.
She organized the data in a
table. What information
does the table show?
given by the pie chart or
circle graph?
Name
2. What is the top cause
Number of
Books Read of stress for Filipinos?
Mark 7 least?
Kyla 5 3. A whole circle is
Robin 10 equivalent to how many
Anne 7
percent?
Steps: 4. Without knowing the
1. Find the greatest percentage for each cause
number in the data. of stress, is it easy to
2. Make a scale from 0 to identify the top cause of
the greatest number. stress for Filipinos?
3. Label the horizontal
be presented using a pie
and vertical axes. graph?
4. Draw a bar to 6. Express the data shown
represent each data. in the chart/graph in table
form.

5. Write a title for the graph.
D. Discussing new Number of Books Read Analysis

concepts and practicing Anne 1. How did you find the
new skills # 1 activity? How can
Robin organized data be
Kyla presented?
2. How do you choose the
Mark appropriate graph for
organized data?
0 2 4 6 8 10
3. How do you construct
No. of books the appropriate graph for
organized data?
1. What is being
compared in the graph?
2. Who read the same
number of books?
3. Who read most? And
less number of books?
E. Discussing new
concepts and practicing Pet Ownership
new skills # 2
Dogs
Cats
5.00% 4.00% Fish
6.00%
55.00% Rabbit
30.00%
Rodents
It represents the

percentage of people who
own various pets. As you
can see, the ‘dog
ownership’ slice is by far
the largest, which means
that most people
represented in this chart
own a dog as opposed to a
cat, fish, or other animal.
F. Developing mastery (leads

to Formative Assessment 3)
G. Finding practical Construct a bar graph for In a survey of programs

application of concepts each situation below. watched on Sunday
and skills in daily living a. The number of males evenings from 7:00 to 9:00
and females in your class pm, the following data were
b. The allowance you obtained:
Program receive every month.
No. of
c. The activities you do in a
Televiewers
Rated K day (sleeping, preparing 1. Present the data using
12
KMJS before going to school, pie chart.
15
PBA staying in school, helping 2. Interpret the result.
43
Games at home, studying/ doing
Action assignments at home,
4
Movie watching TV)
PGT 1 6
H. Making g e neralizations Statistics is a branch of Statistics is a branch of
and abstractions about the mathematics that deals with mathematics that deals with
lesson the collection, organization, the collection, organization,
presentation, analysis,

and interpretation of data. and interpretation of data.
* Bar graphs are used to *A pie chart displays data,

show changes over time or
information, and statistics in
to compare items.
* Bar graphs can also be an easy-to-read ‘pie- slice’
used to show time series format with varying slices
data when the number of sizes telling how much of
time intervals is small. one data element exists.
* If all values are positive The bigger the slice, the
integers, the scale should more of that particular data
generally use 0 as a
was gathered.
baseline. In the event that
values include both positive *Circle graph (or pie chart)
and negative integers, 0 represents data using
should be the midpoint of sectors of a circle; best used
the scale. when showing relationship
* Scale ranges should be of a specific data to the
standardized and not vary whole
between graphs, when
possible.
I. Evaluating learning Make a survey of the food Make a survey about the
preferences of the members favorite TV shows of Grade
of your family according to 10 students.
fruits and vegetables For data presentation use pie
produced in your locality. chart.
For data presentation use bar
graph.
J. Additional activities for a. Define and describe Follow up:

application or remediation pie chart. Read 3 sample research
b. Give a sample chart. papers on-line and
identify the presentation

techniques used.
V. REMARKS
VI. REFLECTION


below 80%
lesson
Why did these work?
encounter which my
help me solve?
share with other
teachers?


I. OBJECTIVES
Standards
g-1 g-1
M10SP-IVh-j-1 M10SP-IVh-j-1 interpreting research data. interpreting research
M10SP-IVh-j-1 data.
M10SP-IVh-j-1
a. Identify parts of the a. Identify parts of the pie
bar graph. chart. 2. Present the data in a
b. Read and interpret b. Read and interpret a. Edit and improve the visual representation
data presented in a bar data presented in a pie presentation of data. (e.g. bar graph or pie
graph. chart. chart).
c. Construct a bar graph. c. Construct a pie chart.
d. Appreciate the d. Appreciate the

importance of having an importance of having an
organized data. organized data.
II. CONTENT Presentation of Data Presentation of Data

Using Bar graph Using Pie chart Checking and Editing Presentation of Data
III. LEARNING
RESOURCES
O. References
29. Teacher’s Guide Teacher’s Guide pp. Teacher’s Guide pp. Synergy
Synergy for Success in for Success in Mathematics
Mathematics 7, pp. 438 – 7, pp. 438 –
446; 446;
30. Learner’s Math 7 Learner’s Math 7 Learner’s
Materials Modules pp. 249 - 255; Modules pp. 249 - 255;
31. Textbook e-math (Advanced e-math (Advanced
Algebra and Algebra and
Trigonometry), pp.370- Trigonometry), pp.370-
371, 374-375 371, 374-375
Elementary Statistics by Elementary Statistics by
Carmela Zamora-Reyes, Carmela Zamora-Reyes,
pp. 27-34 pp. 27-34
Learning Resources
(LR) portal
P. Other Learning www.education.com www.education.com

Resources http://www.mathworkshee http://www.mathworkshee
ts4kids.com/ ts4kids.com/
IV. PROCEDURES
A. Reviewing previous “What’s Your Brand” “Can I Have Your Lunch”
lesson or presenting the new Research Day
lesson Make a survey regarding 1. Ask your students to

the brand of mobile phone give an example of a time
each member of the group when they had to collect and
has, the reason for having it, use data.
the reason for choosing the 2. Let students collect
particular brand, and the data by asking their
number of cellular phones classmates what they
each has. Present the data brought for lunch or are
gathered in tabular form. planning to have for
Column 1: Brand Name lunch.
Column 2: Reason for 3. Write this on the board
having a mobile phone in categories.
Column 3: Reason for
choosing the particular
brand
Column 4: Quantity
B. Establishing a purpose for Study the graph and answer Group Work
the lesson the questions that follow.
a. Display the lunch count
data on the board.
b. Ask each group to set
up a picture graph, or a
visual representation of
data with pictures, and a
bar graph, or a visual
representation of data with
rectangles that represent
numbers, on the board.

Literacy Rate
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1900 -1995 1996 -2000 2001 -2005 2006 -2010
Male Female
given by the bar graph
(also called the
histogram) above?
females the lowest?
highest?
males the lowest? highest?
4. Without knowing the
quantity each data
represent, is it easy to
compare the simple
literacy rates of males
and females?

be presented using a bar
graph?
6. Express the data
shown in the graph in
table form.
C. Presenting Carla made a survey on the

examples/Instances of the new number of the books read by
lesson her friends during the year.
She organized the data in a
table. What information
does the table show?
given by the pie chart or
circle graph?
Name
2. What is the top cause
Number of
Books Read of stress for Filipinos?
Mark 7 least?
Kyla 5 3. A whole circle is
Robin 10 equivalent to how many
Anne 7
percent?
Steps: 4. Without knowing the
1. Find the greatest percentage for each cause
number in the data. of stress, is it easy to
2. Make a scale from 0 to identify the top cause of
the greatest number. stress for Filipinos?
3. Label the horizontal
be presented using a pie
and vertical axes. graph?
4. Draw a bar to 6. Express the data shown
represent each data. in the chart/graph in table
form.

5. Write a title for the graph.
D. Discussing new Number of Books Read Analysis

concepts and practicing Anne 1. How did you find the
new skills # 1 activity? How can
Robin organized data be
Kyla presented?
2. How do you choose the
Mark appropriate graph for
organized data?
0 2 4 6 8 10
3. How do you construct
No. of books the appropriate graph for
organized data?
1. What is being
compared in the graph?
2. Who read the same
number of books?
3. Who read most? And
less number of books?
E. Discussing new
concepts and practicing Pet Ownership
new skills # 2
Dogs
Cats
5.00% 4.00% Fish
6.00%
55.00% Rabbit
30.00%
Rodents
It represents the

percentage of people who
own various pets. As you
can see, the ‘dog
ownership’ slice is by far
the largest, which means
that most people
represented in this chart
own a dog as opposed to a
cat, fish, or other animal.
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical Construct a bar graph for In a survey of programs

application of concepts each situation below. watched on Sunday
and skills in daily living a. The number of males evenings from 7:00 to 9:00
and females in your class pm, the following data were
b. The allowance you obtained:
Program receive every month.
No. of
c. The activities you do in a
Televiewers
Rated K day (sleeping, preparing 1. Present the data using
12
KMJS before going to school, pie chart.
15
PBA staying in school, helping 2. Interpret the result.
43
Games at home, studying/ doing
Action assignments at home,
4
Movie watching TV)
PGT 1 6
H. Making g e neralizations Statistics is a branch of Statistics is a branch of
and abstractions about the mathematics that deals with mathematics that deals with
lesson the collection, organization, the collection, organization,

and interpretation of data. and interpretation of data.
* Bar graphs are used to *A pie chart displays data,

show changes over time or
information, and statistics in
to compare items.
* Bar graphs can also be an easy-to-read ‘pie- slice’
used to show time series format with varying slices
data when the number of sizes telling how much of
time intervals is small. one data element exists.
* If all values are positive The bigger the slice, the
integers, the scale should more of that particular data
generally use 0 as a
was gathered.
baseline. In the event that
values include both positive *Circle graph (or pie chart)
and negative integers, 0 represents data using
should be the midpoint of sectors of a circle; best used
the scale. when showing relationship
* Scale ranges should be of a specific data to the
standardized and not vary whole
between graphs, when
possible.
I. Evaluating learning Make a survey of the food Make a survey about the
preferences of the members favorite TV shows of Grade
of your family according to 10 students.
fruits and vegetables For data presentation use pie
produced in your locality. chart.
For data presentation use bar
graph.
J. Additional activities for a. Define and describe Follow up:

application or remediation pie chart. Read 3 sample research
b. Give a sample chart. papers on-line and
identify the presentation

techniques used.
V. REMARKS
VI. REFLECTION


below 80%
lesson
Why did these work?
encounter which my
help me solve?
share with other
teachers?


I. OBJECTIVES
27. Learning Competencies The learner formulates statistical mini-research. M10SP-IVf-g-1
The learner uses appropriate measures of position and other statistical methods in analyzing and interpreting research
data.
M10SP-IVh-j-1
Objectives
II. CONTENT RESEARCH DEFENSE

III. LEARNING RESOURCES
Q. References
34. Learner’s Materials
35. Textbook
36. Additional Materials from Powerpoint Presentation, laptop, activity sheets
Learning Resources (LR)
portal
R. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or

presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and

practicing new skills # 2
F. Developing mastery (leads to

Formative Assessment 3)
G. Finding practical application of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
J. Additional activities for application

or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in

the evaluation
additional activities for remediation who
scored below 80%
C. Did the remedial lessons work?
No. of learners who have caught up with
the lesson
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?


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G10 DLL Fourth- Quarter

Secondary Education (University of Antique)

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Session 1 Session 2 Session 3 Session 4

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Measures of Positions: Measures of

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How can we use

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Downloaded by Jonard Dagohoy ([email protected])

Example 2. Find Q1, Q2,

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Downloaded by Jonard Dagohoy ([email protected])

Downloaded by Jonard Dagohoy ([email protected])

Downloaded by Jonard Dagohoy ([email protected])

Downloaded by Jonard Dagohoy ([email protected])

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Downloaded by Jonard Dagohoy ([email protected])

Downloaded by Jonard Dagohoy ([email protected])

Downloaded by Jonard Dagohoy ([email protected])

B. Answer the following B. Answer the

A. No. of learners who

B. No. of learners who require

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b. Compute percentile of ungrouped b. Compute percentile of ungrouped

c. Interpret percentile of c. Interpret

Session 1 Session 2 Session 3 Session 4

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2. Compute quartile for a. Illustrate decile for 2. Compute decile for

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D. Other Learning https://en.wikipedia.org/wiki/

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Downloaded by Jonard Dagohoy ([email protected])

E. Discussing new Mrs.Mojica conducted Using the given table

Scores Frequen (a)

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Find the Q1 and Q3.

G. Finding practical Grades Frequency GROUP ACTIVITY

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1. Complete the table by

2. Find the 7th decile of

3. Interpret your result.

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Find the second quartile

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B. No. of learners who require

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Session 1 Session 2 Session 3 Session 4

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F. Other Learning LCTG https://kupdf.com/downl

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Downloaded by Jonard Dagohoy ([email protected])

-Did you know your rank?