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Lesson plan Math 10

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DEPARTMENT OF EDUCATION

Region V

Division of Camarines Sur

LA PURISIMA NATIONAL HIGH SCHOOL

Nabua, Camarines Sur

(Monday, March 13, 2017, Grade 10 – EAGLE, 8:30 – 9:30 A.M.)

I. LEARNING OBJECTIVES

At the end of the session, the learners should be able to:

A. Arrange the given data into ascending order.

B. Find the Q1, Q2, and Q3 of the given data.

C. Cite the importance of studying quartiles in real – life situation.

A. Topic: Quartiles for Ungrouped Data

B. References:

Callanta, Melvin M. et al., Mathematics Learners Module for Grade 10,

pages 364 – 371.

Esller, Beda H. et al., Basic Statistics, pages 55 – 57.

http://www.mathsisfun.com/data/quartiles.html

C. Materials: manila paper, cartolina, pentel pen, colored paper (traffic light

cups), activity sheets, improvised train

D. Skills to be developed: critical thinking, brainstorming, analysis

E. Mathematical Concept:

When the given data is odd number, get the middle value or used the

𝑛+1

formula 2 .

When the given data is even number, get the sum of the two middle

values divided by two.

F. Values to be Integrated: active participation, cooperation and teamwork

G. Methodology/Teaching Strategy: 7Es (Elicit, Engage, Explore, Explain,

Elaborate, Evaluate, Extend) , Carousel Feedback

III. PROCEDURE

Time

Teacher’s Activity Students Activity Im’s used

Frame

10 A. Preliminary Activities

mins. 1. Greetings

Good morning class! Good morning ma’am!

2. Opening Prayer

Please stand for a prayer.

(Teacher will call a student (Student will lead the prayer.)

to lead the prayer.)

3. Classroom Management

Before you take your seats,

kindly pick – up the pieces

of papers and plastics that

you may see on the floor,

and then arrange your

chairs properly. (Students will follow.)

4. Checking of Attendance

Class secretary, who are

absent today? (Class secretary will give the names

of the student who are absent.)

Thank you!

5. Checking of Assignment

Last meeting, I told you to

study all about the

measures of position of

ungrouped data, right?

Yes, ma’am.

Let see if you really study

the measures of position of

ungrouped data.

6. Objectives

Before we start with our Cartolina,

lesson, let me first give to powerpoint

you, our learning objectives. presentation

Please read.

(Teacher will call a student

to read the learning Learning Objectives:

objectives.) A. Arrange the given data into

ascending order.

B. Find the Q1, Q2, and Q3 of the

given data.

C. Cite the importance of

studying quartiles in real –

life situation.

Thank You!

Can we attain our learning

objectives? Yes, ma’am.

7. Unlocking of Difficulties

Now, I want you to be Cartolina,

familiar with the terms that powerpoint

I will show to you. We will presentation,

do this through an activity, pentel pen

entitled “Fill me and You

will See..”

missing letters on each item

below.

the missing letters for

number 1, 2, 3, 4, and 5.

Anyone?

Since nobody volunteer, I

will call you to fill – in the

missing letters.

(Teacher will call a 5

student to fill – in the

missing letters.)

1. The middle value in a set

of data.

_E_I_N

2. The value of the variable

below which 25% of the

cases lie.

L_WE_ Q_AR_IL_

3. The value of the variable

below which 50% of the

cases lie.

_ID_LE QUA_T_L_

4. The value of the variable

below which 75% of the

cases lie.

UP_E_ _UA_T_LE

5. The score points which

divide a distribution into

four equal parts.

Q_A_T_L_ Unlocking Terms:

data.

Lower Quartile – The value of the

variable below which 25% of the

cases lie.

Middle Quartile – The value of the

variable below which 50% of the

cases lie.

Upper Quartile – The value of the

variable below which 75% of the

cases lie.

Quartile – The score points which

divide a distribution into four equal

Please read the meaning of the parts.

following words in chorus.

(Students will read the unlocking

Thank You! terms.)

numbers

I need 5 students to stand in (Colored

front of the class. paper)

the remaining class.)

(Students who will volunteer will

When my questions are stand in front of the class.)

answerable by ‘yes’ you will

‘stand up’ and when it is ‘no’

you will ‘sit down’.

(person A, B, C, D, E)

Is person B the ‘median’ from A

to E? No. (Students will sit down.)

to E? Yes. (Students will stand up.)

that person C is the ‘median’

from A to E? Because he/she is the one who are in

the middle among the rest.

Very well said.

and they will hold the six

different numbers to those

volunteer students.)

5, 8, 4, 9, 7, 10

are holding, what will you do to

find the median? We need to arrange them from

lowest to highest. Then, the median

will be equal to the sum of the two

middle numbers divided by two.

Precisely! Now, what is the

value of the median from those

six numbers? Expected answer:

7.5

Very good!

Thank you! You can take your (Volunteer students will now go

seats now. back to their seats.)

us on our discussion about

quartile.

5 mins. ENGAGE

Powerpoint

Class, I will give you a short presentation,

story. So, listen carefully. (Students will listen.) Improvised

train

Awra has a project in Statistics:

The estimated population of

Brgy. La Purisima. He went

from Zone 1 to Zone 7 to gather

the estimated population and

place it on the train. But Awra

has a problem, the train will not

move if he will not find the

upper, middle, and lower

quartile.

quartile for him to travel back

going to his home?

Purisima

Zone Estimated

Population

1 56

2 54

3 65

4 67

5 50

6 78

7 49

Awra.

EXPLORE

(Pre – Activity)

15 Let’s have a group activity. This Activity

mins. activity will support us to help sheets,

Awra on his project. pentel pen,

colored

I will divide the class into 4 paper

groups. (traffic light

Every group must have a; cups),

- Leader manila

- Presenter paper,

- Secretary scientific

- Timekeeper calculator

- Problem solver

- Research runner

All the materials and activity

sheet are inside the brown

envelope.

I will give you this Traffic Light

Cups where;

- Green Cup (Go) – means

you know how to perform

the task.

- Yellow (wait for a while) –

means you know something

but you need assistance.

- Red Cup (stop) – means you

don’t know how to perform

the task, thus you really

need assistance.

After you finish the given

activity, you will post your

output in your designated area.

Then, you will do the Carousel

feedback.

Procedure of Carousel

feedback:

1. Teams stand in front of

their assigned projects. The

presenter of the team will

stay on their assigned

projects to present it on the

other groups.

2. Teams will rotate clockwise

to the next project.

3. For a specified time (1 min.

to present and 1 min.

feedback), team discuss

their reactions to the other

teams project in the

comment box.

4. Students are encouraged to

include positive comments.

5. Teacher will call time. The

teams will rotate, observe,

discuss, and give feedback

on next project.

6. Teams continue until each

team rotate back to its own

project. Teams review the

feedback they received from

other teams.

presenter will now discuss

their output in the whole class.

Is that clear?

Yes, Ma’am.

Remember: You will be graded

based on the rubric that is

given in the activity sheet.

5 minutes. Are you ready?

Time starts now. Yes, ma’am.

(Activity Proper)

(Teacher will facilitate the Group Activity

activity.) Direction: Arrange the given data in

ascending order. Then, find the Q1,

Q2, and Q3 of the given data.

Group 1:

14, 1, 10, 17, 5, 11, 8, 13, 4, 9, 12

Group 2:

9, 7, 24, 20, 18, 2, 6, 3, 4, 13, 5, 23

Group 3:

17, 21, 6, 18, 11, 9, 10, 14, 5

Group 4:

7, 16, 15, 4, 9, 5, 3, 27 , 9, 19

1. The first quartile ___ is

obtained by _______________.

2. The second quartile ___ is

obtained by _______________.

3. The third quartile ___ is

obtained by _______________.

(Post Activity)

Okay! You may now post your

output on your designated area.

Feedback, where teams will

rotate from project to leave

feedback for other teams.

(Students will do the Carousel

Feedback)

Expected answer:

Group 1:

1, 4, 5, 8, 9, 10, 11, 12, 13, 14, 17

Q1 – 5

Q2 – 10

Q3 – 13

Group 2:

2, 3, 4, 5, 6, 7, 9, 13, 18, 20, 23, 24

Q1 – 4.5

Q2 – 8

Q3 – 19

Group 3:

5, 6, 9, 10, 11, 14, 17, 18, 21

Q1 – 7.5

Q2 – 11

Q3 – 17.5

Group 4:

3, 4, 5, 7, 9, 9, 15, 16, 19, 27

Q1 – 5

Q2 – 9

Q3 – 16

given statement.)

mins. (The presenter will now discuss

their work in the whole class.)

(The teacher will evaluate and

rate the activity of each group

based on the criteria)

How did you find the activity

class? (Students answers vary.)

you do first before you find the

Q1, Q2, and Q3 of the given data? We arrange first the given data in

Very good. ascending order.

ascending order? Can we get

the Quartile? Why? No, ma’am.

Because, by definition Q1 < Q2 < Q3.

If we didn’t arrange the given data,

we will come up a wrong answer.

Precisely! So you need to

arrange the given data into

ascending order.

position of the Q1, Q2, and Q3 in

the given data/value? We used the concept of getting the

value of median, when the given data

is odd number, you will just get the

middle value or you will used the

𝑛+1

formula 2 and when the given data

is even number you will get the sum

of the two middle values divided by

two.

Very well said.

Pass..)

Let us reflect…

following statement in 2 mins.

A. I learned that …

B. I noticed that …

C. The importance of studying this

topic in real – life situation is/

are …

(Students answer may vary.)

Who can help Awra on his

project? Anyone?

Expected answer:

49, 50, 54, 56, 65, 67, 78

Q1 – 50

Q2 – 56

Q3 – 67

Perfect! So, Awra can travel now going

back to his home. He is really thankful

for the ideas that you shared to him.

Everyone, say goodbye now to Awra.

Do you have any questions? Goodbye Awra!!!

Clarifications?

None Ma’am.

Arrange the given data in ascending order, then find the Q1, Q2, Q3. (5 pts. each)

35, 42, 40, 28, 15, 23, 33, 20, 18, 28

V. EXTEND (2mins.)

Reference: Callanta, Melvin M. et al., Mathematics Learners Module for

Grade 10, page 371.

2. Study about the Mendenhall and Sincich Method.

Reference: Callanta, Melvin M. et al., Mathematics Learners Module for

Grade 10, page 368 – 372.

Prepared by:

Student Teacher, CBSUA

Checked by:

JESEBEL L. MAGLAPID

Cooperating Teacher, LPNHS

Noted by:

SALVE S. LOMEDA

Mathematics Coordinator, LPNHS

Approved by:

ROSALIND D. BERSABE

Principal 1, LPNHS

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