A Detailed 4A’s Lesson Plan in Mathematics 10

Date: January 18, 2017

Learning Area: Mathematics Grade X
Quarter: Fourth Quarter
Content: Statistics and Probability
Content Standards: The learner demonstrates understanding of key concepts of measures of
position.
Performance Standards: The learner is able to conduct systematically a mini-research applying
the different statistical methods.
Learning Competencies: The learner…
1. calculates a specified measure of position (e.g. 9th deciles) of a set of data
2. solves problems involving measures of position.
3. interprets measures of position.
Codes: 1M10SP-IVb-1, M10SP-IVd-e-1 M10SP-IVc-1

I. Objectives
At the end of the lesson, the students should be able to:
A. define deciles from a given activity
B. calculate deciles of a set data
C. solve problems involving measures of position
D. interpret measures of position.
E. appreciate the value of deciles in real life
II. Subject Matter
A. Topic: Quantile
B. Subtopic: Deciles
C. References: Gabasa, Michelle G. 2013. Elementary Statistics
Callanta, M. & Canonigo, A.,et all. (2005) Mathematics-Grade 10
Learner's Module 1st ed. REX Book-Store, Inc.
www.purplemath.com
D. Materials: Calculator, laptop, monitor, projector, cartolina, coloring materials, marker,
customize worksheets paper, scissor, cardboard, and PowerPoint presentation
E. Subjects Integrated: English, Values and Research
F. Values Integrated: Cooperativeness, thoughtfulness and patience
III. Teaching Procedure
Teacher’s Activity Students’ Activity
A. Preliminary Activities
1. Prayer
Before we start, somebody kindly lead
the prayer.
(Students will pray.)
Good morning class, class!
Good morning, Ma’am!
Before you take your seats, kindly
pick up the pieces of papers under your chairs
and arrange your chairs as well.
Okay, you may now take your seats.
(Students will sit.)
2. Checking of Attendance
Are there any absentees today?
 None, Ma’am!
Very good! Keep it up!
3. Checking of Assignments
Class, did you bring the materials I
asked you to bring yesterday?
Yes, Ma’am!
Okay, for now just keep those
materials. Later, we are going to use those for
our activity.

B. Drill
Before we proceed to our discussion
today, let us have first a short activity. I will
give you shapes with different colors.
(The teacher will distribute the
shapes.)
Those who are holding blue shapes
will stay at the right side, those who are
holding red shapes will stay at the left side and
those who are holding violet and yellow
shapes will stay at the back.
In this activity we will see who will be
the ultimate math survivor. All you need to do
is to perform the indicated operation. I will
give each group a cardboard where they will
write their answer. If your group got the
correct answer, your group will have the
chance to answer the next question but if your
answer is wrong, then your group will be out
of the game. The group who will survive will
be declared as winner.
Are you ready?
Yes, Ma’am!
Okay let us start.

16 + 35 =
51

46 – 17 =
29

11 + (-7) =
4

-8 – 14 =
-22
-6 + 30 =
24
C. Review
Before we proceed with our lesson, let
us first recall your knowledge regarding
Median through an activity entitled “Call My
Bluff”. Same group will do. I will give
different questions about median. All you
have to do is to identify who is telling the
truth, Soo or Sooty. Your job is to say who is
telling the truth by raising one of the pictures
of the characters that I will give. The group
who will answer it correctly will receive a
point. The group who will accumulate the
highest number of points will be the winner of
this activity.
Are the instructions clear to you,
class?
Yes, Ma’am!
Let us start!

(The teacher will post the question.)

(The students will determine who is telling

the truth.)
 (The students will determine who is telling
the truth.)

D. Motivation
For that, I have here a game. I know
that all of you are familiar with this game.
This is called as “4 Pics, 1 Word". Same group
will do. I will give each group a card board
and a pen. All you have to do is to identify the
word that represents the pictures and write it
on the card board. I will give you 15 seconds
to guess the word. Wait for my signal before
you raise your card. The group who will
accumulate the highest number of points will
be the winner of this activity.
Are the instructions clear to you, class?
Yes, Ma’am!
Okay, let us start!
(The teacher will distribute the materials.)

The first set of pictures would be

Middle
 Next is

Linear

Next is
Steps

Next is Data

Next is

Formula

Next is

Decimal
 Method

Next is

Congratulations class, job! So to our winner,

let us give them a barangay clap.

All of you did a great job. You are

going to encounter all these words as we go Yes, Ma’am!
along with our topic for today.

E. Lesson Proper (Students will bring out their materials)

1. Activity
Now, it is time to bring out your
materials. Hold the rectangle figure. Out of
that figure, divide it into ten equal parts and
cut it using your scissors.
9 cuts, Ma’am.

Students’ possible answer

Now, how many cuts did you make to
have 10 equal parts?

Yes?
These two cut parts is 20%, ma’am.

Awesome! Now, get 2 cut parts. How

many percent is that part? Yes? These five cut parts is 50%, ma’am.
 That is also correct. How about the 5 Based on the given activity, I have
cut parts? Yes? observed that the representation is in set of
tens.
Excellent?
Based on that activity, what have you
observed?
Yes?
Fingers and toes are in a set of tens.

Very good!
Now, do you know any other
representation of sets in tens? Yes?

Very good! Decile, Ma’am!

Given that the sets of tens has
something to do with our topic for today and
also it is part of measures of position, what do
you think is our topic?
Yes? Decile is nine cuts which divides the whole
into 10 equal parts.

Excellent!
That is decile for ungroup data. Base
on that activity who wants to give initial
definition of deciles? Yes?

The deciles are the nine score points which

Thank you for that initial definition. divide a distribution into ten equal parts.
Okay, from that initial definition let us make
it more concrete. Let us replace the word cuts
by score points and whole by distribution.
Now, who wants to give a concrete definition
of deciles? Yes?

That is correct!
(The teacher will post the definition on
the board)

The deciles are the nine score

points which divide a distribution into ten
equal parts. Decile comes from the latin
word Decem means ten. It is denoted as
D1 , D2 , D3 , D4 …, D9. They are
computed in the same way that the
quartiles are calculated.

D1 D2 D3 D4 D5 D6 D7 D8 D9
2. Analysis
In finding the deciles, we need to
follow the formula:
 𝑘
Dk = (𝑛 + 1).
10

Let us have an example.

Find the 3rd decile or D3 of the
following scores? Of a random sample
of ten students:
35, 42, 40, 28, 15, 20, 23, 33, 18 and 28.

Solution:
First, arrange the scores in ascending
order.
15, 18, 20, 23, 28, 28, 33, 35, 40, 42
n = 10
Steps to find decile value on a data
with n elements:
To find its D3 position, use the formula
𝑘
(𝑛 + 1) n= 10.
10
3
D3 =10 (10 + 1)
3
= (11)
10
33
=
10
= 3. 33 rd
Since the value of D3 lies between the
3 and 4th terms or data interpolation is
rd

needed.
Steps of Interpolation
1. Subtract the 3rd data from the 4th data.
23 − 20 = 3
2. Multiply the result by the decimal part
obtained in the second step (position
of D3)
3 (.33) = .99
3. Add the result in step 2, to the 2nd or D3 means 30% of the data, and the 30% is
smaller number. 20.99
20 + .99 = 20.99
The D3 = 20.99
Base on the activity we did a while ago None, Ma’am.
what do you think D3 stands for?
Yes?

Very good! that is correct. 4

D4 position, use the formula 10 (10 + 1)
Do you have any question? 4
D4 =10 (10 + 1)
Alright. On the board solve for 4th, 5th 4
= (11)
deciles and 70% of the data. Anyone? 10

Yes? 44
=
10
= 4.4th
 Steps of Interpolation
Since the value of D3 lies between the 4th
and 5th terms or data interpolation is needed.
1. Subtract the 4th data from the 5th
data.
28 − 23 = 5
2. Multiply the result by the decimal
part obtained in the second step
(position of D4)
5 (.4) = 2
3. Add the result in step 2, to the 2nd or
smaller number.
23 + 2 = 25
The D4 = 25
5
D5 position, use the formula (10 + 1)
10
5
D5 =10 (10 + 1)
5
= (11)
10

55
=
10
= 5.5th
Steps of Interpolation
Since the value of D3 lies between the 5th
and 6th terms or data interpolation is needed.
1. Subtract the 5th data from the 6th
data.
28 − 28 = 0
2. Multiply the result by the
decimal part obtained in the
second step (position of D5)
0 (.33) = 0
3. Add the result in step 2, to the
2nd or smaller number.
28 + 0 = 28
The D5 = 28
7
D7 position, use the formula 10 (10 + 1)
7
D7 =10 (10 + 1)
7
= (11)
10
77
=
10
= 7. 77th
Steps of Interpolation
Since the value of D3 lies between the 7th
and 8th terms or data interpolation is needed.
1. Subtract the 7th data from the 8th
data.
35 − 33 = 2
2. Multiply the result by the decimal
part obtained in the second step
(position of D7)
2 (.77) = 1.54
 3. Add the result in step 2, to the 2nd or
smaller number.
33 + 1.54 = 34.54
The D7 = 34.54
The 70% of the data is 34.54

(Clap, clap, clap…)

That is very good!

Let us give them five claps.

3. Abstraction
Now, I want two representatives to
arrange the clouds according on how your
classmates solved the problems a while ago.
You can delete or add another clouds if
necessary. You can also add words to the
clouds if you think you need to.

Arrange the data

from lowest to
highest.

Interpolate if
necessary.

Arrange the data

Determine the position of from lowest to
the specified quantile highest.
using the appropriate
formula.

Determine the position of

the specified quantile
using the appropriate
formula.

Interpolate if
necessary.
 Deciles can be used by statisticians in
Very good! finding the measure of a certain position.
Now that you have arranged the steps
for solving value of deciles of distribution,
what do you think is the application of deciles Deciles can also be used in finding the
in our daily lives. Yes? position of your score respective to the
scores of your 9 classmates.

Very good!
Another? Yes?

Very good!

4. Application
Now, let us have a group game
entitled “Time To Record”. At count of ten
everyone should be on their group and form
circle. Leader, please get the materials needed
for our game. I will post a problem on the
board and you’re going to find the value of the
deciles that I will show to you. Two points None, ma’am.
every correct answer. Be sure that everyone
participates because you only have sixty
seconds to answer the each question. If
you’re group is done answering just wait to
my signal to raise your card. Is that clear?

Mrs. Labrador is a veterinarian.

One morning, she asked her secretary to
record the service time for 15 costumers.
The following are service times in
minutes.
20, 35, 55, 28, 46, 32, 25, 56, 55, 28, 37,
60, 47, 52 and 17

Calculate the following using the given data.

1. D2 Students’ possible answers
2. D6 1. 25.60
3. D4 2. 46.6
4. D5 3. 33.2
5. D1 4. 37
6. D3 5. 18.8
6. 27.4
2
D2 position, use the formula 10 (15 + 1)
2
D2 =15 (15 + 1)
2
= (16)
10
32
=
10
 = 3.2th
Steps of Interpolation
Since the value of D2 lies between the
3rd and 4th terms or data interpolation is
needed.
1. Subtract the 3rd data from the 4th
data.
28 − 25 = 3
2. Multiply the result by the decimal
part obtained in the second step
(position of D3)
3 (.2) = .6
3. Add the result in step 2, to the 2nd or
smaller number.
25 + .6 = 25.6
The D2 = 25.6
The 20% is 25.6
6
D6 position, use the formula 10 (15 + 1)
6
D6 =10 (15 + 1)
6
= (16)
10
96
=
10
= 9.6th
Steps of Interpolation
Since the value of D6 lies between the
9th and 10th terms or data interpolation is
needed.
1. Subtract the 7th data from the 8th
data.
47 − 46 = 1
2. Multiply the result by the decimal
part obtained in the second step
(position of D8)
1(.6) = .6
3. Add the result in step 2, to the 2nd or
smaller number.
46 + .6 = 46.6
The D6 =46.6
4
D4 position, use the formula 10 (15 + 1)
4
D4 =10 (15 + 1)
4
= (16)
10
64
=
10
= 6.4th
Steps of Interpolation
Since the value of D4 lies between the
6th and 7th terms or data interpolation is
needed.
1. Subtract the 6th data from the 7th
data.
 35 − 32 = 3
2. Multiply the result by the decimal
part obtained in the second step
(position of D4)
3(.4) = 1.2
3. Add the result in step 2, to the 2nd or
smaller number.
32 + 1.2 = 33.2
The 40% of the data is 33.2
5
D5 position, use the formula 10 (15 + 1)
5
D5 =10 (15 + 1)
5
= (16)
10
80
=
10
= 8th
D5=37
1
D1 position, use the formula 10 (15 + 1)
1
D7 =10 (15 + 1)
1
= (16)
10
16
=
10
= 1.6th
Steps of Interpolation
Since the value of D1 lies between the
1st and 2nd terms or data interpolation is
needed.
1. Subtract the 1st data from the 2nd
data.
20 − 17 = 3
2. Multiply the result by the decimal
part obtained in the second step
(position of D1)
3(.6) = 1.8
3. Add the result in step 2, to the 2nd or
smaller number.
17 + 1.8 = 18.8
The D1 =18.8
3
D3 position, use the formula 10 (15 + 1)
3
D3 =10 (15 + 1)
3
= (16)
10
48
=
10
= 4.8th
Steps of Interpolation
Since the value of D3 lies between the
3rd and 4th terms or data interpolation is
needed.
 1. Subtract the 3rd data from the 4th
data.
28 − 25 = 3
2. Multiply the result by the decimal
part obtained in the second step
(position of D3)
3(.8) = 2.4
3. Add the result in step 2, to the 2nd or
smaller number.
25 + 2.4 = 27.4
The D3 =27.4

(Clap, clap, clap…)

And to the winning group. Let us give

them 10 claps.

IV. Evaluation
To test how you understand the lesson
for today let us have pair quiz. Get one-half
crosswise and answer the following quietly.
You can used your calculator this time.
Calculate the following using the given data.

28 21 18 22 30
16 24 23 17 25
25 20 26 19 25
13 15 27 18 15
Students’ possible answer
1. D2 Data in ascending order. 13, 15, 15, 16,
2. Find the 60% of the data. 17, 18, 18, 19, 20, 21, 22, 23, 24, 25, 25, 25,
3. D8 26, 27, 28, 30
𝑘
4. Find the 40% of the data. D5 position, use the formula 10 (20 + 1)
2
1. D2 =10 (20 + 1)
2
= (21)
10
42
=
10
= 4.2
Steps of Interpolation

1. Subtract the 4th data from the 5th

data.
17 − 16 = 1
2. Multiply the result by the decimal
part obtained in the second step
(position of D2)
1 (.2) = .2
 3. Add the result in step 2, to the 2nd or
smaller number.
18 + .2 = 18.2
The D2 = 18.2
6
2. D6 =10 (20 + 1)
6
= (21)
10
126
=
10
= 12.6
Steps of Interpolation
1. Subtract the 12th data from the 13th
data.
24 − 23 = 1
2. Multiply the result by the decimal
part obtained in the second step
(position of D6)
1 (.6) = .6
3. Add the result in step 2, to the 2nd or
smaller number.
23 + .6 = 23.6
The 60% of the data is 23.6
8
3. D8 =10 (20 + 1)
8
= (21)
10
168
=
10
= 16.8
Steps of Interpolation

1. Subtract the 16th data from the 17th

data.
26 − 25 = 1
2. Multiply the result by the decimal
part obtained in the second step
(position of D8)
1 (.8) = .8
3. Add the result in step 2, to the 2nd or
smaller number.
26 + .8 = 26.8
The D8 = 26.8
𝑘
D4 position, use the formula 10 (20 + 1)
4
4. D4 =10 (20 + 1)
4
= (16)
10
84
=
10
= 8.4
Steps of Interpolation

1. Subtract the 8th data from the 9th

data.
 20 − 19 = 1
2. Multiply the result by the
decimal part obtained in the
second step (position of D4)
1 (.4) = .4
3. Add the result in step 2, to the
2nd or smaller number.
19 + .4 = 19.4
The 40% of the data is 19.4

V. Assignment:
Answer the following:
1. Mrs. Labonete gave a test to her
students in Statistics. The students
finished their test the in 35 minutes.
This time is the 2.5th decile of the
allotted time. What does it mean?
2. Anthony is a secretary in one big
company in Metro Manila. His salary
is in the 7th decile. Should Anthony be
glad about his salary or not? Explain
your answer.
Prepared by:
Rina E. Galay
BSAEd – FT Practice Teacher