Lesson Plan in Measures of Position and Exploratory Data Analysis

Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Office of the Vice President for Branches & Satellite Campuses
BANSUD ORIENTAL MINDORO BRANCH
SEMA 30173 – PRINCIPLES AND STRATEGIES IN TEACHING

MATHEMATICS
Detailed Lesson Plan in Elementary Statistics and Probability
Date: January 18, 2023
Grade Level: Second Year
Section: BSEDMT BS 2-1
Time: 7:30 – 10:30 AM
I. OBJECTIVES
At the end of the lesson, the learners should be able to;
a. identify the position of a data value using various measures of positions,
b. apply the formula in solving the measures of position and exploratory data
analysis in grouped data,
c. interpret the measure of position using Z-score normal distribution,
d. solve the problems involving measures of positions using percentiles,

quartiles, deciles and z-scores for grouped data
e. solve the values of the five-number summary and demonstrate the

construction of a boxplot.
II. SUBJECT MATTER
A. Topic: Measures of Position and Exploratory Data Analysis in Grouped

Data
B. References: Introduction to Elementary Statistics 1st Edition by Jayson M.

Dañas, MAEd and Cyril Anne R. Lumberio, CPA.,pp. 108-131; Google
https://slideplayer.com/amp/10292605; and YouTube
https://youtu.be/jcyyZ1dPF7E, https://you.be/wKDS7MEb9pg,
https://youtu.be/Km9S1ux1sTw, https://youtu.be/zHcQPKP6NpM.
Lambot St., Poblacion, Bansud, Oriental, Mindoro

Direct line: (043) 738-6561 | Cell phone: 0910-788-6089
Website: www.pup.edu.ph E-mail: [email protected]
THE COUNTRY’S 1st POLYTECHNICU

C. Materials: marker, board eraser, visual aids, projector and laptop
D. Values Integration: Participation and Understanding
E. Strategies: Discussion Method, Solving Method, Collaborative Approach,

Brainstorming, and Board Work Recitation
F. Skills: Critical Thinking and Mathematical Skills
III. PROCEDURE
Teacher’s Activity Student’s Activity
1. Preparatory Activities
a. Prayer/Greetings
Before we start our formal discussion,

let us bow our head and feel the presence of
our lord and may I call on Ms. Mirano to kindly
lead the prayer.
“In the name of the Father, and of the Son,

and of the Holy Spirit, Amen. Dear God, thank
you for this day for giving us a new life and
new strength. Give us knowledge to
understand our lesson for today. Guide and
protect us for any harm or danger. All of these,
we as through Christ our lord, Amen.”
Okay, Good morning class! Good morning, Sir!
b. Classroom Management


Before you take your seats, kindly

arrange your chairs properly, pick up those
pieces of papers and plastics around and
under your chairs and lastly, keep all your
things which are not related in my subject.
You may now take your seats.
Thank you, Sir.
c. Checking of Attendance
Is there any absentees today? (Checking

the monitor’s notebook)
That’s good to hear!
None, Sir.
d. Checking of Assignment
Okay class, do we have an

assignment today?
None, Sir
e. Review of the past lesson
Okay, before we start our lesson, let’s

have a short review of what we have
discussed last time. What was our topic last
meeting? Yes, Mr. Falculan.
The topic that already discussed last meeting is
all about “The Measures of Central Tendency
and Measures of Variation in Grouped Data”.


Okay, Very Good!
Again, what are the types of measures

of central tendency? Yes, Mr. Castromero.
There are 3 types of measures of central

tendency; the mean, the median and the
mode.
That’s correct!
What are the types of Measures of

Variation? Yes, Ms. Relox.
There are 5 types of measures of variation;

the range, the quartile deviation, the average
deviation, the standard deviation and the
variance.
Definitely!
Is there any question about our last

topic?
None, Sir.
f. Motivation
I will group you into 2 groups. Count-

off 1-2. Group 1, occupy the first row and
group 2 occupy the second row.
I want you to play this game. The

mechanics are very easy, I have here a
jumbled letters and you are going to do is


to arrange these letters to be able to form

words which serve as your answer and
those words are related to our topic for
today.
The group who will get the correct

answer will be given 1 point. The group has
the higher points will get a price.
Are you ready class?
Yes, Sir.
(I will start the game)
P E R C E N T I L E
D E C I L E
Q U A R T I L E
Z S C O R E S
B O X P L O T
For the winners, claim your prices

here.
Okay, what words did you encounter
from the activity?
The words are Position, Percentile, Decile,

Quartile, and Z-scores
Those words are connected to each

other because it is part of our lesson this
morning.


2. Developmental Activities
a. Presentation
As you can notice with our game,

those words are related and connected to
each other. The percentile, decile, quartile
and the z-scores are under the Measures of
Position. Also, we can use these measures
of position in analyzing and interpreting the
various data.
b. Discussion
At this juncture, we are going to

discuss about “Measures of Position and
Exploratory Data Analysis.” First, we are
going to discuss about the measures of
position. Let’s define what is measures of
position. Please read Mr. Calapatia
A measure of position determines the

position of a single value in relation to other
values in a sample or a population data set.
Measures of position can also show how
values from different distributions or
measurement scales compare.
Okay, Thank you.
We have different types of measures of

position such as percentile, decile, quartile,
and the Z-scores. Let us define first the
decile. Read its definition, Mr. Maraña. Decile is a measure that divides the
distribution of the distribution into ten equal
parts. The data set has nine deciles which
are represented by D1, D2, D3, D4, D5, D6, D7,
D8, and D9.


.Where D is the number that divides the

bottom of the data from the top 90 and so on.
This is the formula for deciles:
( )
N
K −F K
10
D K =L+ i
fk
Where;
DK –the decile from 1, 2, 3,….9
L - lower boundary of the Dk class.
FK - cumulative frequency of the class
before the Dk class.
fK - frequency of the Dk class.
K - decile being asked.
i - size of class interval.
N - total of frequency
10 – constant divisor
By computing the values of the deciles, we

can use these formulas;
( )
N
1 −F1
10
D 1=L+ i
f1
( )
N
2 −F2
10
D 2=L+ i
f2
( )
N
3 −F 3
10
D 3=L+ i
f3
( )
N
4 −F 4
10
D4 =L+ i
f4
( )
N
5 −F 5
10
D 5=L+ i
f5
( )
N
6 −F 6
10
D6=L+ i
f6


( )
N
7 −F 7
10
D7=L+ i
f7
( )
N
8 −F 8
10
D8=L+ i
f8
( )
N
9 −F 9
10
D9=L+ i
f9
To be able to understand of how to

solve the decile for grouped data. Let’s have
our example.
Ex.
Calculate the D3, D6, and D8 of the scores of
50 learners in Mathematics in a 40-item Test.
By calculating the D3, D6, and D8, we need to

follow the steps below;
Step 1: Get the value of size of class interval

(i) and the total frequency (N).
i = 40 - 36 + 1 = 5
N = 3+9+15+8+12+3 = 50
Step 2: Fill up the table by completing the

values of Lower Boundary (L) and the Less
than cumulative frequency (˂CF)
Class Frequenc Lower

Interval y Boundary (˂CF)
(CI) (f) (L)
36-40 3 f8 35.5 50
31-35 9 30.5 47 F8
26-30 15 f6 25.5 38


21-25 8 20.5 23 F6
16-20 12 f3 15.5 15
11-15 3 10.5 3 F3
Step 3: Start the computation by getting the

N
values of 3 , L, F3, and f3.
10
L = 15.5
N ( 50 )
3 =3 F3 = 3
10 10
N 150
3 = f3 = 12
10 10
N
3 =15 N = 50
10
i=5
Step 4: Calculate the values of decile.
For third decile.
( )
N
3 −F 3
10
D 3=L+ i
f3
= 15.5 + ( 15−3
12 )
5
= 15.5 + ( ) 5
12
12
= 15.5 + 5
No, Sir.
D3 = 20.5
Class, did you follow the steps?
That’s Okay, for you to understand on

how to solve the values of deciles, let’s
compute the 6th decile.


Calculate the 6th decile.

L = 25.5
N (50 )
6 =6 F6 = 23
10 10
N 300
6 = f6 = 15
10 10
N
6 =30 N = 50
10
i=5
( )
N
6 −F 6
10
D 6=L+ i
f6
= 25.5 + ( 30−23
15 )
5
= 25.5 + ( ) 5
7
15
= 25.5 + 2.33
D 6 = 27.83
Class, did you understand on how to Yes, Sir.

calculate the 6th decile?
Okay, now let us solve the 8th decile.

Calculate the 8th decile.
L = 30.5
N ( 50 )
8 =8 F8 = 38
10 10
N 400
8 = f8 = 9
10 10
N
8 =40 N = 50
10
i=5


( )
N
8 −F 8
10
D 8=L+ i
f8
= 30.5 + ( 40−38
9 )
5
= 30.5 + ( ) 5
2
9 Yes, Sir.
= 30.5 + 1.11
D8 = 31.61
Class, did you understand on how to

calculate the deciles?
Okay, now let us discuss the quartiles.

Let us know the definition of the quartiles.
Kindly read the definition, Ms. Mirano.
Quartiles is a measure that divides the

distribution into four equal parts. The values
of the quartiles are denoted by Q1 for the first
quartile, Q2 for second quartile, and Q3 for
the third quartile.
Thank you, Ms. Mirano.
This is the formula for quartiles.
( )
N
K −F K
4
Q K =L+ i
fk
Where;
QK - the quartile from 1, 2, and 3.
L - lower boundary of the Qk class.
before the Qk class.
fK - frequency of the Qk class.
K - quartile being asked.



N - total of frequency.
4 - constant divisor.
By computing the values of the quartiles, we
can use these formulas;
( )
N
1 −F 1
4
Q1=L+ i
f1
( )
N
2 −F2
4
Q2=L+ i
f2
( )
N
3 −F 3
4
Q3=L+ i
f3

solve the quartile for grouped data. Let’s
have our example.
Ex.
Calculate the Q1, Q2, and Q3 of the scores of
50 learners in Mathematics in a 40-item Test.
By calculating the Q 1, Q2, and Q3, we

need to follow the steps below;

i = 40 - 36 +1 = 5
N = 3+9+15+8+12+3 = 50


(CI) (f) (L)


36-40 3 35.5 50
31-35 9 30.5 47
26-30 15 f2, f3 25.5 38
21-25 8 20.5 23 F2,
F3
16-20 12 f1 15.5 15
11-15 3 10.5 3 F1

N
values of 1 , L, F1, and f1.
4
L = 15.5
N 50
1 =1 F1 = 3
4 4
N 50
1 = f1 = 12
4 4
N
1 =12.5 N = 50
4
i=5
Step 4: Calculate the values of quartiles.
( )
N
1 −F 1
4
Q1=L+ i
f1
= 15.5 + ( 12.5−3
12 )
5
= 15.5 + (
12 )
9.5
5
= 15.5 + 3.95
Q 1 = 19.45
Class, did you follow the steps? Yes, Sir.


Okay, now let’s compute the 2nd quartile.
Calculate the 2nd quartile.

L = 25.5
N 50
2 =2 x F2 = 23
4 4
N 100
2 = f2 = 15
4 4
N
2 =25 N = 50
4
i=5
( )
N
2 −F2
4
Q2=L+ i
f2
= 25.5 + ( 25−23
15 )
5
= 25.5 + ( ) 5
2
15
= 25.5 + 0.66
Yes, Sir.
Q 2 = 26.16
Class did you understand on how to

solve the second quartile?
Okay, we have second quartile. Now,

let’s compute the 3rd quartile.
Calculate the 3rd quartile.

L = 25.5
N 50
3 =3 F3 = 23
4 4
N 150
3 = f3 = 15
4 4
N
3 =37.5 N = 50
4


i=5
( )
N
3 −F 3
4
Q3=L+ i
f3
= 25.5 + ( 37.5−23
15 )
5
= 25.5 + (
15 )
14.5
5
= 25.5 + 4.83
Q 3 = 30.33
Okay class, we have already computed Yes, Sir.

the first, second and third quartile. Did you
understand on how to compute the quartiles?
Percentile is a measure that divides the

Now, let’s move on to percentile. Kindly distribution into 100 equal parts. A set of
read the definition. Ms. Relox. data has 99 percentiles which are denoted
by P1, P2, P3, P4….P99.
Okay, thank you Ms. Relox.
This is the formula for percentiles.
( )
N
K −F K
100
P K =L+ i
fk
Where;
PK – the percentile from 10, 20, 30,....90.
L - lower boundary of the Pk class.

before the Pk class.
fK - frequency of the Qk class.


K - percentile being asked.

N - total of frequency.
100 - constant divisor.
By computing the values of the percentiles,
we can use these formulas;
( )
N
10 −F10
100
P10=L+ i
f 10
( )
N
20 −F20
100
P20=L+ i
f 20
( )
N
30 −F30
100
P30=L+ i
f 30
( )
N
40 −F 40
100
P40=L+ i
f 40
( )
N
50 −F50
100
P50=L+ i
f 50
( )
N
60 −F60
100
P60=L+ i
f 60
( )
N
70 −F70
100
P70=L+ i
f 70
( )
N
80 −F 80
100
P80=L+ i
f 80
( )
N
90 −F 90
100
P90 =L+ i
f 90

solve the percentile for grouped data. Let’s
have our example.


Ex.
Calculate the P20, P60, and P80 of the
scores of 50 learners in Mathematics in a 40-
item Test. By calculating the P20, P60, and P80
we need to follow the steps below;

i = 40 - 36 + 1 = 5
N = 3+9+15+8+12+3 = 50


(CI) (f) (L)
36-40 3 fP80 35.5 50
31-35 9 3 47
.5 FP80
26-30 15 fP60 25.5 38
21-25 8 20.5 23
FP60
16-20 12 fP20 15.5 15
11-15 3 10.5 3 FP20

N
values of20 , L, F20, and f20.
100
L = 15.5
N (50)
20 =20 F20 = 3
100 100
N 1000
20 = f20 = 12
100 100
N
20 =10 N = 50
100
i=5

Step 4: Calculate the values of percentile.
( )
N
20 −F20
100
P20 =L+ i
f 20
= 15.5 + ( 10−3
12 )
5
= 15.5 + ( ) 5
7
12
= 15.5 + 2.91
P 20 = 18.41
Calculate the 60th percentile.
L = 25.5
N ( 50)
60 =60 F60 = 23
100 100
N 3000
60 = f60 = 15
100 100
N
60 =30 N = 50
100
i=5
( )
N
60 −F60
100
P60 =L+ i
f 60
= 25.5 + ( 30−23
15 )
5
= 25.5 + ( ) 5
7
15
= 25.5 + 2.33
P 60 = 27.83
Calculate the 80th percentile.


L = 30.5
N (50)
80 =80 F80 = 38
100 100
N 4000
80 = f80 = 9
100 100
N
80 =40 N = 50
100
i=5


( )
N
80 −F 80
100
P80 =L+ i
f 80
= 30.5 + ( 40−38
9 )
5
= 30.5 + ( ) 5
2
9
= 30.5 + 1.11
P 80 = 31.61
Okay, class did you understand on how Yes, Sir.

to solve the percentiles?
Okay, that’s good.
Our next topic is the Z-score. Kindly Z-score indicates how much a given value
read the definition. Ms. Mirano. differs from the standard deviation. The Z-
score is the number of standard deviations a
given data point lies above or below mean.
Standard deviation is essentially reflection of
the amount of variability within a given data
set.
Thank you Ms. Mirano.
So, we can compute the value of the Z-score

by using this formula.


To be able understand on how to solve

the Z-score, let’s have an example.
Examples;
1. Two equivalent tests are given to

similar group; the tests are designed
with different scales. Test 1 has the
mean of 100 and standard deviation
is 15 while Test II has the standard
deviation of 5 and has the mean of
40. Between the two tests, which is
better: a score of 145 on test 1 or a
score of 60 in Test II?
TEST I
X =¿ 145
μ = 100
S = 15
x −μ
Z=
S
145−100
Z=
15
45
Z=
15
Z=3
TEST II
X =¿ 60
μ = 40
S=5
x −μ
Z=
S
60−40
Z=
5

20
Z=
5
Z=4
Now that we already get the value of

the Z-scores. We can compare the following
data by using the Z-score Normal
Distribution.
Z-score Normal Distribution
The computed value of the Z-score in

the Test I is 3 while the value of Z-score in
Test II is 4. As we can notice in the normal
distribution, the data implies that the Test I is
better than Test II.
Therefore, Using Z-scores we learned

where each test falls within its distribution
and how they are compared. Did you
understand class on how to compare the


data using the Z-score Distribution?
Yes, Sir.
Okay, that’s good.
So now let’s have another example.
2. Tricia got 141 in English and 112 in

statistics. If the scores in English
averaged 148 with standard deviation
of 3.2 while the average score of
Statistics is 113 with a standard deviation of

4.3, in what subject did Tricia get a higher
grade?
ENGLISH
X =¿ 141
μ = 148
S = 3.2
141−148
Z=
3.2


−7
Z=
3.2
Z=−2.19
STATISTICS
X =¿ 112
μ = 113
S = 4.3
x −μ
Z=
S
112−113
Z=
4.3
−1
Z=
4.3
Z=−0.23
Now that we already get the value of the

Z-scores. We can compare the following
data by using the Z-score Normal
Distribution.
Z-score Normal Distribution
The computed value of the Z-score in

English is -2.19 while the computed value of
Z-score in Statistics is -0.23. As we can
notice in the normal distribution, the data
implies that Tricia got a higher grade in
Statistics than English subject.
Therefore, Using Z-scores we learned


where each test falls within its distribution

and how they are compared. Did you
understand class?
Yes, Sir.
Okay now, let’s move on to our last

topic. Let’s discuss about the Exploratory
Data Analysis.
In statistics, exploratory data analysis

(EDA) is an approach of analysing data sets
to summarize their main characteristics,
often using statistical graphics and other
data visualization methods.
Exploratory data analysis has been
promoted by John Tukey since 1970 to
encourage statisticians to explore data, and
possibly formulate hypothesis that could lead
to new data collection and experiments.
In EDA, the we can summarize the
quantitative data through the use of boxplot.
FIVE-NUMBER SUMMARY
The five-number summary of a distribution

consists of the smallest observation, the first
quartile, the median, the third quartile, and
the largest observation.


The Five-number Summary.
1. Minimum
2. Q1 (First Quartile)
3. M (Median)
4. Q3 (Third Quartile)
5. Maximum
After getting the values of the minimum,
Q1, median, Q3 and the maximum, we can now
form a boxplot.
THE BOXPLOT
Steps in making the Boxplot;

Step 1: Find the minimum.
Step 2: Find the first quartile and third quartile.
Step 3: Find Median.
Step 4: Find the maximum.
Step 5: Draw the scale for the data on the x-
axis.
Step 6: Locate the Minimum, Q1, Median, Q3,
and the maximum on the scale.
Step 7: After locating the values, draw a box
around the Q1 and Q3, draw a vertical line
through the median and connect the upper
value and the lower value to the box.


Example
Locate the following values and make a
boxplot.
Minimum 5
Q1 10.5
Median 15
Q3 20.30
Maximum 25
Answer
Earlier, we already get the values of

Q1, Q2 and Q3 by using the table below. Now,
let’s make a five-number summary and make
a box plot for it.
(CI) (f) (LB)
36-40 3 35.5 50
31-35 9 30.5 47
26-30 15 f2, f3 25.5 38
21-25 8 20.5 23 F2,
F3
16-20 12 f1 15.5 15
11-15 3 10.5 3 F1


Q1 = 19.45
Q3 = 30.33
Median =?
Minimum =?
Maximum =?
Our minimum is 11, and our maximum is

40. Now, let’s calculate the value of median.
Formula for median
( )
N
−F
Median 2
¿ L+ i
f
Calculate the median.

L = 25.5
N 50
= F2 = 23
2 2
N
=25 f2 = 15
2
N = 50
i=5
( )
N
−F
Median 2
¿ L+ i
f
= 25.5 + ( 25−23
15 )
5
= 25.5 + ( ) 5
2
15
= 25.5 + 0.66
Median = 26.16
Now that we already get the values of

minimum, first quartile, median, third quartile,
and the maximum. May I request Mr.

Castromero to make a Boxplot?
Okay, Very Good Mr. Castromero.
Class did you now understand on how to

make a boxplot by using the Five-number
Summary?
Yes, Sir.
Okay, that’s good
c. Generalization
Now, tell me honestly, did you really

understand our lesson for today?
Yes, Sir.
Is there any question or clarification?
None, Sir.
If then, I will be the one who will ask you
some questions.
What are the types of measures of
positions?
Deciles, percentiles, quartiles and the Z-

scores.
How about the distribution consists of

five important values?
The five-number summary.

In five-number summary, there are five
important values that we need to get to be

able to make a boxplot, what are those five
values?
The minimum, the first quartile, the median,
the third quartile and the maximum.
You make me smile again, class. It

seems like you really understand our
lesson for this day. With that, give
yourselves an extended clap.
c. Application
GROUP ACTIVITY
I will group you into three groups. Group

1 will be the first row, Group 2 will be the
second row and group 3 is at the back.
I have here the activity and what you are
going to do is to compute the values of five-
number summary and after that, you are
going to make a boxplot then the first group
who will finish answering the activity will get
additional points. Group 1 and Group 2, are
you ready?
Yes, Sir
Okay, you may start.
ACTIVITY
Get the values of five-number summary
and construct a boxplot. Solve for Q1,

median, and Q3.
Five-number summary
1. Minimum = 0
2. First Quartile?
3. Median?
4. Third Quartile?
5. Maximum = 94
Solve for Q1
( )
N
1 −F 1
4
Q1=L+ i
f1
L = 40.5
F1 = 20
f1 = 21
N = 150
i=6
N
1 =37.5
4
Answer:
( )
N
1 −F 1
4
Q1=L+ i
f1
= 40.5 + ( 37.5−20
21 )
6
= 40.5 + (
12 )
17.5
6
= 40.5 + 5
Solve for Median Q 1 = 45.5
( )
N
−F
Median 2 i
¿ L+
f
L = 52.5


F = 56
f = 29
N = 150
i=6
N
=75
2
Answer:
( )
N
−F
2
Median=L+ i
f
= 52.5 + ( 75−56
29 )
6
= 52.5 + ( ) 6
19
29
= 52.5 + 3.93
Solve for Q3 Median = 56.43
( )
N
3 −F 3
4
Q3=L+ i
f3
L = 64.5
F3 = 108
f3 = 15
N = 150


i=6
3
N=112.5
4
Answer:
( )
N
3 −F 3
4
Q3=L+ i
f3
= 64.5 + ( 112.5−108
15 )6
= 64.5 + (
15 )
4.5
6
Construct a boxplot. = 64.5 + 1.8

Q 3 = 66.3


IV. EVALUATION
Directions: Answer the following

assessment.
A. Solve the following

a). D7
b). P90
B. Solve for the five-number summary

and construct a boxplot.
a). Minimum
b). Q1
c). Median
d). Q3
e). Maximum
Areas of
land f L ˂CF
60-63 7 59.5 60
56-59 4 55.5 53
52-55 6 51.5 49
48-51 8 47.5 43
44-47 6 43.5 35
40-43 6 39.5 29
36-39 6 35.5 23
32-35 7 31.5 17
28-31 5 27.5 10
24-27 5 23.5 5
Key to Correction:
A.
a). D7 = 51


b). P90 = 60.07
B.
a). Minimum = 24
b). Q1 = 34.35
c). Median = 44.16
d). Q3 = 52.83
e). Maximum = 63
BOXPLOT
V. Assignment
Directions: Answer the following in your

Mathematics notebook.
1. The following is a cumulative frequency

distribution table of the scores of 67 students
in a 100-item Mathematics test, showing the
classes and its corresponding frequency.
Find the following:

a. Second Decile
b. Forth Decile
c. Sixth Decile
d. Eighth Decile


e. First Quartile
f. Second Quartile
g. Third Quartile
h. Twentieth Percentile
i. Fortieth Percentile
j. Eightieth Percentile
Score f <CF
98-99 9 67
96-97 9 58
94-95 13 49
92-93 13 36
90-91 15 23
88-89 6 8
86-87 2 2
TOTAL N = 67
2. What is probability and sample space? (5

points)
Reference: Introduction to Elementary

Statistics 1st Edition by Jayson M. Dañas,
MAEd, and Cyril Anne R. Lumberio, CPA.,pp.
108-131; Google
https://slideplayer.com/amp/10292605;and
YouTube https://youtu.be/jcyyZ1dPF7E,
https://you.be/wKDS7MEb9pg,
https://youtu.be/Km9S1ux1sTw,
https://youtu.be/zHcQPKP6NpM.


Prepared by:
DUEÑAS, MARK ANTHONY G,

Student Teacher
Noted by:
PROF. DINA GRACE T. MAGNAYE

Cooperating Teacher


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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

SEMA 30173 – PRINCIPLES AND STRATEGIES IN TEACHING

Detailed Lesson Plan in Elementary Statistics and Probability

Date: January 18, 2023

Grade Level: Second Year

Section: BSEDMT BS 2-1

Time: 7:30 – 10:30 AM

At the end of the lesson, the learners should be able to;

a. identify the position of a data value using various measures of positions,

c. interpret the measure of position using Z-score normal distribution,

d. solve the problems involving measures of positions using percentiles,

e. solve the values of the five-number summary and demonstrate the

II. SUBJECT MATTER

A. Topic: Measures of Position and Exploratory Data Analysis in Grouped

B. References: Introduction to Elementary Statistics 1st Edition by Jayson M.

Lambot St., Poblacion, Bansud, Oriental, Mindoro

THE COUNTRY’S 1st POLYTECHNICU

C. Materials: marker, board eraser, visual aids, projector and laptop

D. Values Integration: Participation and Understanding

E. Strategies: Discussion Method, Solving Method, Collaborative Approach,

F. Skills: Critical Thinking and Mathematical Skills

Teacher’s Activity Student’s Activity

Before we start our formal discussion,

“In the name of the Father, and of the Son,

Okay, Good morning class! Good morning, Sir!

Lambot St., Poblacion, Bansud, Oriental, Mindoro

THE COUNTRY’S 1st POLYTECHNICU

Before you take your seats, kindly

Thank you, Sir.

Is there any absentees today? (Checking

Okay class, do we have an

e. Review of the past lesson

Okay, before we start our lesson, let’s

Lambot St., Poblacion, Bansud, Oriental, Mindoro

THE COUNTRY’S 1st POLYTECHNICU

Okay, Very Good!

Again, what are the types of measures

There are 3 types of measures of central

What are the types of Measures of

There are 5 types of measures of variation;

Is there any question about our last

I will group you into 2 groups. Count-

I want you to play this game. The

Lambot St., Poblacion, Bansud, Oriental, Mindoro

THE COUNTRY’S 1st POLYTECHNICU

to arrange these letters to be able to form

The group who will get the correct

Are you ready class?

For the winners, claim your prices

The words are Position, Percentile, Decile,

Those words are connected to each

Lambot St., Poblacion, Bansud, Oriental, Mindoro

THE COUNTRY’S 1st POLYTECHNICU

As you can notice with our game,

At this juncture, we are going to

A measure of position determines the

Okay, Thank you.

We have different types of measures of