STO.

CRISTO
School Grade Level 10
INTEGRATED SCHOOL
Learning
Teacher MATHEMATICS
Area
LESSON PLAN Teaching Dates
Quarter 4TH QUARTER
and Time

I. OBJECTIVES
The learner demonstrates understanding of key concepts of
a. Content Standards
measures of position.
The learner is able to conduct systematically a mini-research
b. Performance Standards
applying the different statistical methods.
c. Learning Solves problems involving measures of position.
Competencies/Objectives

MEASURES OF POSITION: QUARTILES, DECILES, AND

II. CONTENT
PERCENTILES

LEARNING RESOURCES
A. References
a. Teacher’s Guide pages
b. Learner’s Materials pages Math Matters (pages 338-350)
c. Additional Materials from
Learning Resource portal
B. Other Learning Resources Pictures, powerpoint presentation, and book

III. PROCEDURES TEACHER’S ACTIVITY STUDENTS ACTIVITY

Before
a. Reviewing previous
lesson or presenting the
new lesson

we
proceed 1. MEASURE

to our 2. POSITION
3. QUARTILES
4. DECILES
new 5. PERCENTILES

lesson, “It was all about measures of

positions.”

let’s “Quartiles, deciles, and

have first percentiles.”

a quick The quartiles are values which

divide a list of ordered numbers
into four equal parts. There are
review. denoted as 𝑄1, 𝑄2,and 𝑄3.
three quartiles which are

Who can Deciles are values that divide

the data set into ten equal parts.

denoted as 𝐷1, 𝐷2, 𝐷3,…, 𝐷9.

There are nine deciles which are
recall
Percentiles, on the other hand,
divide the data set into one
hundred equal parts. There are

about denoted as 𝑃1, 𝑃2, 𝑃3,…, 𝑃99.

ninety-nine percentiles which are

the
lesson we
discussed
last
meeting?
Before
we
proceed
to our
new
lesson,
let’s
have first
a quick
review.
Who can
recall
about
the
lesson we
discussed
last
meeting?
Before
we
proceed
to our
new
lesson,
let’s
have first
a quick
review.
Who can
recall
about
the
lesson we
discussed
last
meeting?
Before we proceed to our
new lesson, let’s play a
game. This game is called
JAMBLARRANGE.
 You are to guess the correct
word given the jumbled letters.

1. ASUREME
2. TOISIPNO
3. SELITRAUQ
4. SLIDECE
5. IREPTENCELS

Who can recall now about the

lesson we discussed last
meeting?

What are the measures of

position?

Differentiate the three.

b. Establishing a purpose Game: Arrange Me!

for the lesson
The class is divided into
groups. Teacher will give
condition and each group are
going to follow the instruction.
They are to arrange
themselves according to the
given condition. For example,
condition: arrange according
to height from shortest to
tallest and students are to
arrange themselves. First
group to get the correct
arrangement will receive a
point and the group who have
the highest points wins the
game.

Here are the possible

conditions:
1. Height
2. Weight
3. Shoe size
4. Hair
5. Length of arms
c. Presenting What is a measure of
examples/instances of the position?
new lesson Measure of position is a
measure by which the position of
a data is determined through its
value.

There are three measures of

position: quartiles, deciles,
and percentiles.

We are done with the

definition of these measures of
positions. Now let’s try to
solve problems involving these
three.

First, the Quartiles in

Ungrouped Data

If the data are arranged in

quartile, 𝑄2, is the median of

ascending order, the second

the data set. This means that

data set lie below 𝑄2.

50% of the numbers in the

The first quartile, 𝑄1 is the

median of the lower half of the
data set. This means that 25%

lie below 𝑄1.

of the numbers in the data set

The third quartile, 𝑄3 is the

median of the upper half of the
data set. This means that 75%

lie below 𝑄3.

of the numbers in the data set

Example:
A. Averina, a shoe store Solution:
owner, wanted to compare the 1. Arrange the numbers of pairs
different brands of shoes. The of shoes in ascending order.
table below shows her record 5, 8, 9, 10, 11, 14, 15, 17, 18,
of the number of pairs of 19, 21
shoes
2. Identify the median of the
brands in one week. Find 𝑄1,
bought from each of the

𝑄2.
number of pairs of shoes. This is
𝑄2, 𝑄3.
5, 8, 9, 10, 11, 14, 15, 17, 18, 19, 21

∴ Q2=14

3. Identify the lower half of the

number of pairs of shoes.
 𝐿 = 𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝑄1 = (n+1)
1
4
4. Identify the median of the

of shoes. This is 𝑄1.

lower half of the number of pairs

∴ Q1=9

5. Identify the upper half of the

number of pairs of shoes.

6. Identify the median of the

of shoes. This is 𝑄3.

upper half of the number of pairs

U = 𝑃𝑜𝑠𝑖𝑡𝑖𝑜𝑛 𝑜𝑓 𝑄3 = (n+1)
3
4
∴ Q1=18

d. Discussing new concepts The Deciles for Ungrouped

and practicing new skills Data
#1

ascending order, 𝐷1 would

If the data are arranged in

below it. 𝐷2 would mean that

mean that 10% of the data lie

20% of the data lie below it.

Deciles are computed in the

same way as the quartiles.
First, we arrange the data in
ascending order. Next, locate
the position of the deciles in
the data set. To do this, we
use the following formula:
i
Position of Di= ( n+ 1 )
10
and round UP to the nearest
integer.

Example:
Solution:
A. Mr. Ling is an English
teacher. He is interested in the
1. Arrange the numbers of words
reading speed of his students. read by the students in one
The following are the numbers minute in ascending order.
of words his students can read 10, 11, 11, 11, 12, 13, 16, 16,
in one minute. 19, 20, 23, 25,30,42, 50

2. Locate the position of 𝐷7using

the formula 𝐷7=𝑖/10(𝑛+1) and
50, 25, 23,30,42, 20, 13,
16,16, 10, 12, 11, 11,11, 19
round up to the nearest integer.

data set, then 𝑛=15 and we are

Find the seventh decile. Since there are 15 values in the

looking for 𝐷7, then 𝑖=7.

i 7
Position of Di= ( n+ 1 )= ( 5+1 )
10 10
7 112
¿ ( 16 ) = =11.2
10 10
The computed value 11.2 becomes 12
after rounding up to the nearest integer.

3. 3. Find the 12th value in the data set.

∴ D7=25

The Percentiles for Ungrouped

Data

Percentiles, on the other hand,

divide the data set into one
hundred equal parts. There are

denoted as 𝑃1, 𝑃2, 𝑃3,…, 𝑃99.

ninety-nine percentiles which are

i Solution:
Position of Pi= ( n+ 1 )
100
1. Arrange the values from the
least endangered to the most
Example:
endangered
A. The table below shows the
using their given numbers.
list of the most endangered
2,500, 1,000, 800, 562, 380,
animals on earth.
350, 340, 300, 300, 140, 84, 70,
68, 50, 10

Locate the position of 𝑃70 using

1
the formula P70 = ( n+1 ) and
100
round
UP to the nearest integer.

i 70 70
Position of Pi= ( n+ 1 )= ( 15+1 )=
100 100 10
Find the 70th percentile of the ¿ 11.2
 numbers of endangered
animals The computed value 11.2
becomes 12 after rounding up to
the nearest integer.

3. Find the 12th value in the data

set from the left.

This means that the Tooth-Billed

Pigeon is more critically
endangered compared to 70% of
the group of endangered
animals.
e. Discussing new concepts What if there will be
and practicing new skills hundreds, or even thousands
#2 of data values? Hence, to
facilitate in finding the
required measures of
position, we need to group
this set of data and present
them through a frequency
distribution table.
The frequency distribution
table is a tabular
presentation of quantitative
data grouped into numerical
intervals called classes or
class intervals together with
the number of observations in
each class called the
frequency.

The Frequency Distribution

Table, FDT, can have as
many as eight columns
or more, but we will be using
four columns in this lesson,
specifically for the measures
of position: Class Interval
(CI), Frequency (f), Lower
Class Boundary (LCB), and
the Less Than Cumulative
Frequency (<cf).

The following data are the

numbers of reactions
received by the students on
their Facebook cover photo.
Make a grouped frequency
distribution table.
29 18 12 28 50 31 29 40 37
40 21 22 21 24 20 14 34 30
38 35 26 28 48 16 18 31 15
22 27 37
To construct a frequency
distribution table, follow the
following steps.
Step 1. Determine the range.
Range = Highest Value –
Lowest Value
Range = 50 – 12
Range = 38

Step 2. Decide the

approximate number of
classes in which the data are
to be grouped.

K = √N
K = √30 ≈ 5.48 ≈ 5

Step 3. Solve for the class

width, i,

𝑖= 𝑖= 5 ≈ 7.6 ≈ 7
Range 38
K

The Quartiles for Grouped

Data
Quartiles divide the
distribution into four equal

To find 𝑄1, 𝑄2, and 𝑄3, we

parts.

first need to determine the 𝑄1,

𝑄2, and 𝑄3 classes,

The 𝑄1 class is the class

respectively.

N
interval where the ( ¿th data
is contained. The 𝑄2 class is
4

2N
the class interval where (
)tℎ data is contained. The 𝑄3
4

class is the class interval

) 𝑡ℎ data is
3N
where (
4
contained.

Formula:

Solution:

Before we can answer the

Example 1. Consider our problem, we first need to
frequency distribution on the complete the frequency
number of Facebook reactions distribution table:
students, calculate 𝑄1, 𝑄2,
of cover photos of different

and 𝑄3.

A) Calculate 𝑄1.
N 30
Location of Q1 class : =
4 4

This means that 𝑄1 is at the

¿ 7. 5

7.5th position.

2. Compute 𝑄1 using the

formula:

a) identify the given:

b) solve for 𝑄1.

[ ]
kN
−¿ cf b
4
Qk =LB+ i
fQ k

[ ]
1 (30 )
−6
4 Q =20.25
Q1=18.5+ 7 1
6

Therefore, 25% of the group of

students have less than or equal
to 20.25 reactions.

B) Calculate 𝑄2.
2 N 2(30)
Location of Q2 class : =
4 4
¿ 15

a. solve for 𝑄2.

 [ ]
kN
−¿ cf b
4
Qk =LB+ i
fQ k

[ ]
2 ( 30 )
−12
4 Q =27.8 3
Q2=25.5+ 7 2
9

Therefore, 50% of the group of

students have less than or equal
to 27.83 reactions.

E. Calculate 𝑄3.

3 N 3(30)
Location of Q3 class : =
4 4
¿ 22.5

2. Compute 𝑄3 using the

formula:

[ ]
kN
−¿ cf b
4
Qk =LB+ i
fQ k

[ ]
3 ( 30 )
−21
4 Q =34.6
Q3=32.5+ 7 3
5

Therefore, 75% of the group of

students have less than or equal
to 34.6 reactions.

The Deciles for Grouped

Data

Deciles divide the distribution

into ten equal parts.

Solution:

Before we can answer the

Example 1. Consider our
problem, we need first to
frequency distribution on the
complete the
number of Facebook reactions
frequency distribution table:
students, calculate 𝐷6.
of cover photos of different
 A) Calculate 𝐷6.
1. Determine the 𝐷6 class.
6 N 6 (30)
Location of D6 class : =
10 10

This means that 𝐷6 is at the

¿ 18

18th position.

2. Compute D6 formula:

[ ]
kN
−¿ cf b
10
Dk = LB+ i
fD k

[ ]
6 ( 30 )
−12
10 D =30.17
D6=25.5+ 7 6
9

Therefore, 60% of the group of

students have less than or equal
to 30.17 reactions.

The Percentiles for Grouped

Data
Percentiles divide the
distribution into one hundred
equal parts.

To find the percentiles, we first

need to determine the

The 𝑃𝑘 class is the class

percentile classes.

( )
th
kN
interval where the data
100
is contained.

Solution:

Before we can answer the

problem, we need first to
complete the frequency
distribution table:
Example 1. Consider our
frequency distribution on the
 number of Facebook reactions

students, calculate 𝑃30.

of cover photos of different

A) Calculate 𝑃30.
1. Determine the 𝑃30 class.

30 N 30 ( 30 )
Location of P30 class : =¿
100 100
¿9

This means that 𝑃30 is at the

9th position.

2. Compute 𝑃30 using the

formula:

[ ]
kN
−¿ cf b
100
Pk =LB+ i
fP k

[ ]
30 ( 30 )
−6
100 P =22
P30=25.5+ 7 30
6

Therefore, 30% of the group of

students have less than or equal
to 22 reactions.
f. Developing mastery GROUP ACTIVITY
(leads to Formative
Assessment 3) GROUP ACTIVITY
1. The class is divided into 4
groups.
2. Each group will select a
representative to choose a
task card from their teacher.
3. The class are instructed to
remember the group activity
rules using the acronym Group Activity Rules
GROUP.
Give thoughtful feedback
Refrain unnecessary
movements and things.
On task all the time
Use soft voices
Participate actively

4. The group have to finish the

task will be given to them
based on the card chosen.
5. After it, they have to report
the task given to them.
g. Finding practical 1. What have you realized
applications of concepts after doing the activity?
and skills in daily living 2. How did you find the
 answer to the problem?
3. What learning did you
discover in doing this such
activity?

As a
h. Making generalization and
abstractions about the
lesson

recap,
our Yes sir!

lesson
this “When we
morning get our
is all grades sir.
about?” We can
“It is use it
really when
important we get
for us to the
know or position of
to study our
the grades
measure like the
of highest
position score and
class…” the lowest
“Does score.”
“When we
measures get our
of grades sir.
position We can
exist in use it
real life?”
when
“Okay! we get
How can the
we apply position of
it or our
where grades
can you like the
find it highest
in the score and
real the lowest
world? score.”
“When we get our grades sir.

Any
We can use it when we get the
position of our grades like the
highest score and the lowest

idea?...
score.”

Yes
Janice?
As a
recap,
our
lesson
this
morning
is all
about?”
“It is
really
important
for us to
know or
to study
the
measure
of
position
class…”
“Does
measures
of
position
exist in
real life?”
“Okay!
How can
we apply
it or
where
can you
find it
in the
real
world?
Any
idea?...
Yes
Janice?
As a recap, our lesson this
morning is all about?”

“It is really important for us to

know or to study the measure
of position class…” “

Does measures of position

exist in real life?”

“Okay! How can we apply it or

where can youfind it in the
real world? Any idea?..

“Nice
idea
 Janice!
It is for
us to
be able
to
determin
e what
subject
we need
to give
focus
to have a
higher-
grade
“Nice idea. It is for us to
be able to determine what
subject we need to give focus
to have a higher-grade.
i. Evaluating learning ACTIVITY

I. Below is a table containing

the Annual Expenditure per
family in the different regions
of the Philippines.

A. Calculate the following.

II. Construct a Grouped

Frequency Distribution for
each data set.
 A) Below is the data set on
the number of push-ups
performed by a group of
students on the first day of the
Push-Up Challenge.

Calculate the following: 𝑄2,

𝐷6, 𝑃95. Then, make a
conclusion for each result.
j. Additional activities for Have an advance reading
application or remediation about statistical mini-research.

IV. REMARKS

V. REFLECTION
a. Number of learners who earned
80% in the evaluation
b. Number of learners who require
additional activities for
remediation
c. Did the remedial lessons work?
Number of learners who have
caught up with the lesson
d. Number of learners who
continue to require remediation
e. Which of my teaching strategies
worked well? Why did this work?
f. What difficulties did I encounter
which my principal or supervisor
can help me solve?
g. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by:

Teacher