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4as Lesson Plan For Class Observation

The document outlines a daily lesson plan for a Grade 10 mathematics class focusing on measures of position, including quartiles, deciles, and percentiles. It includes objectives, learning resources, procedures for activities, and evaluation methods to assess students' understanding. The lesson emphasizes practical applications and encourages students to reflect on their learning and its relevance to real-life situations.

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RemelizaA.Mariñas
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43 views3 pages

4as Lesson Plan For Class Observation

The document outlines a daily lesson plan for a Grade 10 mathematics class focusing on measures of position, including quartiles, deciles, and percentiles. It includes objectives, learning resources, procedures for activities, and evaluation methods to assess students' understanding. The lesson emphasizes practical applications and encourages students to reflect on their learning and its relevance to real-life situations.

Uploaded by

RemelizaA.Mariñas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Grade 10 School: DR. VIVENCIO B.

VILLAMAYOR Grade Level Ten


INTEGRATED SCHOOL
DAILY LESSON Teacher: REMELIZA M. TOLENTINO Learning Area Mathemati
LOG cs
Date & March 5, 2025 (9:50-10:35) Quarter 4
Time:

I. Objectives
A. Content The learner demonstrates understanding of key concepts of measures of
Standards position .
B. Performance The learner is able to conduct systematically a mini-research applying the
Standards different statistical methods.

C. MELCS/ MELC: The learner calculates a specified measure of position (e.g. 90th
Objectives percentile) of a set of data
Learning Objectives:
The students shall be able to
1. understand the relationship of the frequency distribution table with the
calculation of measure of position.
2. calculate the specified measure of position
3. value oneself regardless of position in the society

II. Content Calculating Quartiles, Deciles and Percentiles of a Set of Data


III. Learning Resources
A. References
1. Teacher’s 319-335
Guide
pages
2. Module/ 355-382
Textbook
pages
B. Other Learning Chalk and board, PowerPoint Presentation, “Complete the Table Challenge”
Resources Chart, Marker
IV. Procedures
A. Activity COLA
“Complete the Table Challenge”
The class will be divided into small teams. Each team will have a frequency
distribution table, but with missing cumulative frequency, lower boundary,
total observation count, and class width.
The first group to complete the table correctly will win.
They also have to explain how they were able to complete the table.

Explain that familiarizing oneself with the frequency distribution table will
help in calculating measure of position in a grouped data set.

B. Analysis Say “Let us use your completed table in figuring out how to calculate Q1, D8
and P70 of this grouped set of data. Here is the formula in calculating
measures of position in a grouped data set (show the formula) and help me
substitute the necessary values into these.

COMA
After substituting the values, let selected students compute. After computing,
let the students explain their work.
HOTS
Questions:
Analysis
1. What patterns do you notice when substituting values from the frequency
distribution table into the formula for quartiles, deciles, and percentiles? How
do these patterns help in your calculations?
(Similar structure of formulas, helps in efficient substitution of values)
2. How does position of D8 compare to P70?
(D8 indicates 80% of the data falls below it, while P70 indicates 70% of the
data falls below it, meaning D8 has higher value in the distribution.)
*We can change this question to “Which will have higher value in the
distribution, P70 or D8? Why?”
Evaluation
3. Suppose you calculated D8 and got a lower value than Q1. Is this possible?
Justify your answer. (not possible, D8 will always be greater than Q1)
Creation
4. Since we just have a table right here, without a situation. What real-life
situation can you create for the presented frequency distribution table? (May
suggest hours of screentime of students.)
POSITIVE USE OF ICT: Remind students of being responsible with their
screentime

C. Abstraction Ask students to give their general mathematical concept. If it is difficult for
students to construct their own statement, the teacher can provide a starting
phrase like: “To calculate the measure of position in a data set, I should …”

D. Application Practice
PSA, COLA
ISA (Health and Fitness, Science)
Say “Let us now practice calculating measures of position using the formula
you have learned.” Work with your seatmates, in pairs or in threes to
calculate the following:
Read the problem:
A Physical Education (PE) teacher conducted a study on the number of steps
taken by 40 students in a 30-minute exercise session. The recorded steps
were organized into the following frequency distribution table.

Group Practice: Determine Q1


Individual Practice: Determine D4 and P25

Students who got the answers first will show their work on the board.

ICT
Each student who got the answer will key into the PowerPoint presentation
the final answer. The answer shall appear directly on the screen.

Part 2 (Real-Life Application)


CT
Discussion of the results of the calculation of measures of position in the
survey on Health and Fitness.
1. Based on the findings, how would you assess the students’ physical activity
levels if the
ideal number of steps per day for teens is 7000-7999?
2. What recommendations can you give to those who participated in the
survey to improve
fitness in school?
E. Evaluation Present this problem:
The table shows the weekly allowance in pesos of a certain number of
students. Calculate the first quartile.

Pointing system for a total of 5 points in Evaluation:


**1 point for the correct substitution of values into the formula
**3 points for the computation process if everything is correct
2 points for the computation process if there are some mistakes
1 point for the computation process if it is somehow related to the correct
one, but is poorly done or presented
**1 point for the final answer.

F. Closure ICE, COMA


Let the students reflect on this quotation and share their thoughts:
In life, just like in statistics, your position is not the only thing that matters—
it’s how you interpret it and use it to grow.

Prepared by: Checked by: Noted by:

Remeliza M. Tolentino Claudeth A. Cruz Marco L. Lianza


Teacher, Mathematics 10 Head, Mathematics Department Principal II, DVBVIS

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