GRADE 1 School Ma nuel G.

Araullo Grade Level 10

TO 12 High School
DAILY Teacher Emmanuel T. Abaigar Learning Mathematics
LESSON Area
LOG Teaching March 5, 2019 Quarter Fourth
Date and 10 - Plato
Time 3:20 – 4:15

Lesson Plan No.:

1. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of measures
of position.
B. Performance The learner is able to conduct systematically a mini-research
Standards applying the different statistical methods.
C. Learning At the end of the lesson, 80% of the students, with 80% level of
Competencies/ proficiency, should be a ble to:
Objectives a. define and illustrate the quartiles;
Write the LC code for each b. identify the different divisions of the quartiles;
c. calculate the quartile and interquartile of ungrouped
data; and
d. interpret the quartile of the data.
Topic: Probability and Statistics
1. CONTENT Sub- topic: Measures of Position (Quartiles of Ungrouped Data: Case
1 and Case 2 only)
2. LEARNING
RESOURCES
A. References e-math Grade10; Marilyn O. Mendoza; pp 418-420
Unfurling Mathematics; John Paolo A. Fernandez; pp 356-358
Basic Statistics; Rogelio M. Hernandez; pp 39-41
www.math.org.com
B. Materials laptop and projector, manila paper, prepared activities, cartolina, cut
outs, marker and board
Preparation
3. PROCEDURES a. prayer / greetings
b. checking of attendance
A. Reviewing previous Drills: Human Median
lesson or presenting Problem: Given are the scores of 7 students in their math quiz.
the new lesson 5, 7, 3, 4, 6, 2, 8
a. Arrange the scores in ascending order.
b. Find the median of the scores.
c. Find the median of lower half and median of the
upper half.
Guide Questions:
a. How did you find the median of the data / scores?
b. In what position can you find the median of the lower
and upper half?

Celebrity Bluff

Mechanics:
1. Tell whether the statement is a FACT or a BLUFF.
2. Each group is only given 10 seconds to answer the problem.
 3. After 10 seconds, boards must be raised.
4. The group who gets the highest score will be declared as
winner.
Practice:
If the population of Sta. Cruz Manila is approximately 118, 000 as of
2015, then 75% of the population is 88,500. (Fact)

Game Proper:
1. A cake is worth Php200.00 and it is divided into four equal parts,
3/4 of the cake is worth Php150.00. (Fact)
2. April, May, and June are the months in the third quarter of a
year. (Bluff: second)
3. If ¼ of the 20 computers are defective then only 15 computers can
be sold. (Fact)
4. There are 52 students in Grade 10-Plato. If they will be divided
into four groups, then there will be 14 members in each group.
(Bluff: 13 Members in each group)
5. In a given time, 3:00 o’clock is the 1st quarter and the 3rd quarter
is 9:00 o’clock. (Fact)

Guide Question:
 What is common to problem numbers 1 and 3?
Measures of Position
B. Establishing a - are different techniques that divide a set of data
purpose and into equal groups
Presentation of the - To determine the measures of position, the data
lesson must be sorted or arranged from lowest to
highest.

Activity 2: WHAT’S YOUR LABEL?

Mechanics:
1. Divide the meter stick into four equal parts.
2. Then, label each part by its percentage equivalent.

0cm 10cm 20cm 30cm 40cm 50cm 60cm 70cm 80cm 90cm 100cm

25% 25% 25% 25%

Quartile
- points that divide a distribution into four equal
parts

- each part is equal to a quarter of the data.

Quartiles are calculated only after the data have
been sorted.

- values are said to be sorted if they are arranged

in ascending order.

0cm 10cm 20cm 30cm 40cm 50cm 60cm 70cm 80cm 90cm 100cm
 1st Quartile (Q1)
- There are 25% of the observations below Q1, and
75% above Q1.
- Sometimes called the lower quartile.

2ndQuartile (Q2)
- There are 50% of the observations above and
below the Q2.
- Sometimes called the median quartile.

3rd Quartile (Q3)

- There are 75% of the observations below Q3, and
25% above Q3.
- Sometimes called the upper quartile.

Interquartile Range (IQR)

- The interquartile range is another range used as
a measure of the spread. The difference between
upper and lower quartiles (Q3–Q1), which is called
the interquartile range, also indicates the
dispersion of a data set.
C. Discussing new Ungrouped Data
concepts and - data is the data you first gather from an
practicing new skills experiment or study. The data is raw — that is,
it’s not sorted into categories, classified, or
otherwise grouped.

Quartiles of Ungrouped Data

 - the quartiles for ungrouped data can be
calculated by dividing the set of data into four
equal sub-groups.
- In solving for the quartiles, there are four cases
to consider.

Let “n” be the number of values in the set of data

1
Case 1: n is odd and  n  1 is also odd.
2
Then
 n  1
th
1
Q1 = 4(n+1)th or quantity
4

 n  1 quantity
th
1
Q2 = 2(n+1)th or 1
Case 2: n is odd and 2  n  1 is also even.
2
Case 3: n is even and n is thdivisible by 4
3 3(n  1)
Q3 =4: (n+1)
Case th orand n is not
n is even quantity
divisible by 4
4 4

Example/Activity 1 (Case 1): Find Q1, Q2, and Q3 for the following
scores of 11 students.
30, 12, 10, 16, 18, 24, 29, 27, 22, 14, 15
Analysis:

N 1
 n  1 Case 1
2
11 (odd) 5 ( odd)

Directions: The students will be divided into groups of 5. Then

each group will be asked to accomplish the activity or example 1
using Example – Conclusion Map Method.

Solutions:
Find Q1
1
Formula: Q1 = 4(n+1)
n = 11
1
Q1 = 4(n+1)
 1
Q1 = (11+1)
4
1
Q1 = (12)
4
12
Q1 = 4
Q1 = 3 or 3rd score;

Thus, the 3rd score is 14 then Q1 = 14.

This means that 25% of the students scored lower than or equal to 14.

Find Q2
1
Formula: Q2 = 2(n+1)
n = 11
1
Q2 = 2(n+1)
1
Q2 = 2(11+1)
1
Q2 = (12)
2
Q2 = 6 or 6th score

Thus, the 6th score is 18 then Q1 = 18.

This means that 50% of the students scored lower than or equal to 18.
Find Q3
3
Formula: Q3 = (n+1)
4
n = 11
3
Q3 = 4(n+1)
3
Q3 = 4(11+1)
3
Q3 = (12)
4
Q3 = 9 or 9th score

Thus, the 9th score is 27 then Q1 = 27.

This means that 75% of the students scored lower than or equal to 27.

Example 2 (Case 1): Find Q1, Q2 and Q3 for the following scores of
7 students.
12, 9, 15, 14, 18, 11, 7
Analysis:
N 1
 n  1 Case 1
2
7 (odd) 3 ( odd)

Solution:
Arrange the scores in ascending order.
7, 9, 11, 12, 14, 15, 18

Find Q1
1
Formula : Q1 = (n+1)
4
n=7
1
Q1 = (n+1)
4
 1
Q1 = (7+1)
4
1
Q1 = (8)
4
8
Q1 =
4
Q1 = 2 (2nd score)
The second score is 9, therefore Q1 = 9
This means that 25% of the students scored less than or equal to 9.

Find Q2
1
Formula: Q2 = 2(n+1)
n=7
1
Q2 = 2(n+1)
1
Q2 = 2(7+1)
1
Q2 = 2(8)
8
Q2 = 2 or 4 (4th score)
The 4th score is 12, therefore Q2 = 12
This means that 50% of the students scored less than or equal to 12.

Find Q3
3
Formula :Q3 = (n+1)
4
n=7
3
Q3 = (n+1)
4
3
Q3 = (7+1)
4
3
Q3 = (8)
4
24
Q3 = or 6 (6th score)
4
The 6th score is 15, therefore Q3 = 15
This means that 75% of the students scored less than or equal to 15.
1
Case 2: If n is odd and  n  1 is even
2
Formula:
th th
1 1 1 1
Q1 = mean of   n  1   and   n  1   quantity
4 2 4 2

1
Q2 = 2(n+1)th quantity

th th
3 1 3 1
Q3 = mean of   n  1   and   n  1   quantity
4 2 4 2

Example 3 (Case 2):

Find Q1, Q2 and Q3 for the following set of scores of 9 students

27, 30, 20, 14, 17, 21, 26, 23, 16

Solutions:
N 1
 n  1 Case 2
2
9 (odd) 4 (even)
Arrange the scores in ascending order. Then number them
consecutively from 1 to 9.

Find Q1
th th
1 1 1 1
Formula : Q1 = mean of   n  1   and   n  1  
4 2 4 2
th
1 1
 4  n  1  2 
th
1 1
=  10   
4 2

th
1
10   
1
=
4 2
= 2 or 2nd score

Thus, the 2nd score is 16.

and

th
1 1
 4  9  1 
2 

th
1 1
=   9  1  
4 2
th
1 1
=  10   
4 2

= 3 or 3rd score

Thus the 3rd score is 17

16  17
Therefore, Q1   16.5
2
Find Q2

1 n 1
Q2  (n  1)or
2 2
9 1
Q2   5 or 5th score
2
Thus, the 5th score is 21.

Find Q3

26  27
th
3 1
Q3 = mean of   n  1   and Q3   26.5
4 2 2
Solution:

th
3 1
 4  n  1  2 

th
3
 9  1  
1
=
4 2
th
3 1
=  10   
4 2
th
15 1 
=   
 2 2
= 7 or 7th score

Thus, the 7th score is 26.

th
3 1
 4  n  1  2 
th
3
 9  1  
1
=
4 2
th
3 1
=  10   
4 2
th
15 1 
=  
 2 2
= 8 or 8th score
Thus, the 8th score is 27
26  27
Therefore, Q3   26.5
2
Shortcut Method:
Find Q1, Q2 and Q3 for the following set of scores of 9 students

27, 30, 20, 14, 17, 21, 26, 23, 16

Step 1: Arrange the scores in ascending order.

Step 2: Find Q2 or the median score
Step 3: Get the median of the lower and upper quartile.

Solution:
Step 1: 14, 16, 17, 20, 21, 23, 26, 27, 30
1 n 1
Step 2: Q2  (n  1)or
2 2
9 1
Q2   5 or 5th Score. Thus, the 5th score is 21
2
Step 3: by counting the median of Q1 is the mean of the 2nd and 3rd
16  17
Scores. Therefore, Q1   16.5
2
And
26  27
Q3   26.5
2
Example 4 (Case 2):
 Find Q1, Q2, Q3 from the scores of 13 students in their Math quiz

7, 8, 10 ,15, 11, 16, 20, 5, 14, 18, 13, 3, 12

Solutions:
N 1
 n  1 Case 2
2
13 (odd) 6 (even)

Find Q1
th th
1 1 1 1
Formula : Q1 = mean of   n  1   and   n  1  
4 2 4 2
Q1 = 7.5 (the solution will be written in the board)

Find Q2

1
Formula : Q2 = 2(n+1)th quantity
Q2 = 12 (the solution will be written in the board)

Find Q3
th th
3 1 3 1
Formula : Q3 = mean of   n  1   and   n  1  
4 2 4 2
Q3 = 15.5 (the solution will be written in the board)

D. Developing mastery Problem: Consider the scores of 11 students of Grade 10 in the 50 –

(Leads to Formative item second periodic test in Math.
Assessment 3)
15, 11, 21, 20, 25, 24, 31, 30, 26, 32, 34

Find Q1, Q2 and Q3

Solution:
Arrange the scores in ascending order.
11, 15, 20, 21, 24, 25, 26, 30, 31, 32, 34,

a. Find Q1
1
Formula: Q1 = 4(n+1)
n = 11
1
Q1 = 4(n+1)
1
Q1 = 4(11+1)
1
Q1 = 4(12)
12
Q1 = 4 or 3 (3rd score)
The 3rd score is 20, therefore Q1 = 20.
This means that the 25% of the students scored less than or equal to
14.

b. Find Q2
1
Formula: Q2 = 2(n+1)
n = 11
1
Q2 = 2(n+1)
 1
Q2 = (11+1)
2
1
Q2 = (12)
2
12
Q2 = 2
or 6
(6th score)
The 6th score is 25, therefore Q2 = 25
This means that 50% of the students scored less than or equal to 25.

c. Find Q3
3
Formula: Q3 = 4(n+1)
n = 11
3
Q3 = 4(n+1)
3
Q3 = 4(11+1)
3
Q3 = 4(12)
36
Q3 = 4
or 9 (9th score)
The 9th score is 31, therefore Q3 = 31.
This means that the 75% of the students scored less than or equal to
31.

a. Finding
practical
applications of
concepts and
skills in daily
living

b. Making Give your observations on the pictures below.

generalizations
and
abstractions
about the
lesson

Moral Lesson: If the world can only share or divide our resources
equally, then everyone would be happy and contented.
E. Evaluating learning Directions: Read, analyze and answer each problem below.
1. Seven (7) students have taken their test in Filipino. The scores of
their test were listed randomly

43, 26, 14, 29, 34, 21, 40

Find
a. Q1 b. Q2 c. Q3

2. Thirteen (13) students have taken their 50-item test in

Mathematics. The scores were listed randomly
 27, 35, 41, 22, 31, 37, 18, 15, 34, 45, 39, 20
Find
a. Q1 b. Q2 c. Q3
F. Additional activities
for application or
remediation
G. REMARKS

H. REFLECTION

SECTION

Mencius

Pericles
Hobbes

Plato
Locke
S

A. No. of learners who

earned at least 80% 38 40 39 41 43
in the evaluation
B. No of learners who
require additional
4 2 2 3 3
activities for
remediation

Prepared by: Checked by:

Jayson L. Santelices Maita. G. Camilon

Student Teacher Head, Mathematics Dept.