Final Demo Lesson Plan

Republic of the Philippines ● DEPARTMENT OF EDUCATION
Region IV A – CALABARZON ● Division of Laguna ● District of Los Baños

LOS BAÑOS NATIONAL HIGH SCHOOL – Batong Malake
SEMI-DETAILED LESSON PLAN FOR

DEMONSTRATION TEACHING
The Quartile for Grouped Data
(Grade 10 Mathematics)
Prepared by: Reviewed by:
LANCE MARION R. DELA CRUZ MARISTELLE P. BANASIHAN

Student Teacher Cooperating Teacher
University of the Philippines – Los Baños Los Baños National High School
Noted by:
MONA S. DE GUIA ESTHER R. ARAO

Master Teacher I Master Teacher I
Los Baños National High School Los Baños National High School
LIGAYA D. LAPITAN DOLORES M. RICAMORA

Master Teacher II Head Teacher III – Mathematics Department
Los Baños National High School Los Baños National High School
Approved By:
LAURO S. FONTANIL
Adviser
University of the Philippines – Los Baños
“Excellence and Commitment for a Purpose”

Pearl St., Umali Subd., Batong Malake, Los Baños, Laguna, Philippines 4030
Telefax: (049) 536 - 1286
Page 1 of 13
FINAL DEMONSTARTION TEACHING

IN GRADE 10 (QUARTER IV)
Section: Tarlac
Date: 09 March 2018
Time: 8:45 – 9:35 (50 minutes)
Content Standard: The learner demonstrates understanding of key concepts of measures of position.
Performance Standard: The learner is able to investigate thoroughly the mathematical relationship in
various situations, formulate real-life problems involving measures of position and, solve them using a
variety of strategies.
I. OBJECTIVES
At the end of the lesson, the students must be able to:
1. illustrate quartiles of grouped data;
2. calculate specified values of quartiles of a set of grouped data;
3. interpret quartiles of grouped data; and,
4. solve real-life problems involving quartiles of grouped data.
II. SUBJECT MATTER

A. Title: The Quartile for Grouped Data
B. References:
Department of Education (2015). Mathematics – Grade 10 Learner’s Module
(First ed.) Philippines: REX Book Store, Inc.
Department of Education (2015). Mathematics – Grade Teacher’s Guide (First ed.)
Philippines: REX Book Store, Inc.
Lecture 2- Grouped Data Calculation. (n.d.). Retrieved February 24, 2018, from
http://people.umass.edu/biep540w/pdf/Grouped%20Data%20Calculation.pdf
MBA Lectures. (2010, June 25). Quartiles, Deciles, and Percentiles (Grouped Data).
Retrieved from Educating People for Tomorrow: http://mba-
lectures.com/statistics/descriptive-statistics/603/relationship-between-quartiles-deciles-
and-percentiles-grouped-data.html
Mean, Median and Mode from Grouped Frequencies. (2017). Retrieved from Math is
Fun: https://www.mathsisfun.com/data/frequency-grouped-mean-median-mode.html
C. Materials:
Activity Sheets
Charts
Laptop
LCD Projector
PowerPoint Presentation
III. LEARNING EXPERIENCES

A. Daily Routine Activities
1. Greetings
2. Checking of Attendance

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B. Review/ Priming
Median of Grouped Data
𝑁
− 𝑐𝑓𝑏
𝑀𝑒𝑑𝑖𝑎𝑛 = 𝐿𝐵 + ( 2 )𝑖
𝑓𝑄
where: LB = lower boundary of the median class

N = total frequency
cfb = cumulative frequency of the class before the median class
fQ = frequency of the median class
i = size of class interval
Instruction: The teacher will present the formula for solving median of grouped data. The
students will individually solve for the median of grouped data by using the formula
above mentioned and with the teacher’s guidance.
The coach of the running team timed 21 runners in the sprint race in seconds. Calculate
for the median.
Seconds Frequency Lower Less than Cumulative
Boundaries Frequency (<cf)
51-55 2 50.5 2
56-60 7 55.5 9
61-65 8 60.5 17
66-70 4 65.5 21
N=21
𝑁
− 𝑐𝑓𝑏
𝑀𝑒𝑑𝑖𝑎𝑛 = 𝐿𝐵 + ( 2 )𝑖
𝑓𝑄
21
−9
= 60.5 + ( 2 8 ) 5
= 61.44
C. Motivation
Group Activity on Quartile
Instructions:
1. Form four groups.
2. Each group will be given 1 minute to answer the activity.
3. The first group to finish will present their answer.

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Answer: Quartile Answer: Grouped
Answer: Median Answer: Interval
D. Activity
Group Activity on Frequency Distribution Table
Instructions:
1. Form four groups.
2. Each group will be given 10 minutes to answer the activity.
3. The first group to finish will present their answer.
4. Rubric of Group Activity
Due to the frequent power interruptions, a survey was made on the average monthly
Kilowatt-hours consumption of households. These are the average monthly Kilowatt-hours of
32 households in Barangay Batong Malake.
Complete the Frequency Distribution Table by solving for the lower boundaries and less than
cumulative frequency. After solving for the lower boundaries and less than cumulative
frequency, for groups 1 and 2 calculate for Q1 and for groups 3 and 4 calculate for Q3.
The teacher will first demonstrate how to solve for Q2.
Class Interval Frequency Lower Less than Cumulative

Scores (f) Boundaries (LB) Frequency (<cf)
20-41 7
42-63 8
64-85 7
86-107 4
108-129 1

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130-151 4
152-173 1
Solution: Frequency Distribution Table

20-41 7 19.5 7
42-63 8 41.5 15
64-85 7 63.5 22
86-107 4 85.5 26
108-129 1 107.5 27
130-151 4 129.5 31
152-173 1 151.5 32
N=32
Example:
Q2 class:
2𝑁
=
2(32)
=
64
= 16 LB= 63.5
4 4 4
N=32
This means we need to find the class interval where the
𝑐𝑓𝑏 = 15
16th score is contained.
𝑓𝑄2= 7
Note that the 16th –22nd scores belong to the class
interval: 64-85. So, the 16th score is also within the class i=22
interval.
2𝑁
The Q2 class is class interval 64-85. − 𝑐𝑓𝑏
𝑄2 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 50% of the households have an average 𝑓𝑄2
Kilowatt-hours less than or equal 66.25.
16 − 15
𝑄2 = 63.5 + ( ) 22
7
𝑄2 = 66.64
Solution: Solving for Q1 and Q3

𝑁 32 LB= 41.5
Q1 class: = =8
4 4
N=32
𝑐𝑓𝑏 = 7
Note that the 8th –15th scores belong to the class 𝑓𝑄1 = 8
interval.
The Q1 class is class interval 42-63. 𝑁
− 𝑐𝑓𝑏
𝑄1 = 𝐿𝐵 + ( 4 )𝑖
Kilowatt-hours less than or equal to 44.25

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8−7
𝑄1 = 41.5 + ( ) 22
8
𝑄1 = 44.25
Q3 class:
3𝑁
=
3(32)
=
96
= 24 LB= 85.5
4 4 4
N=32
𝑐𝑓𝑏 = 22
𝑓𝑄3= 7
Note that the 23rd –26th scores belong to the class
interval.
3𝑁
𝑄3 = 𝐿𝐵 + ( 4 )𝑖
Kilowatt-hours less than or equal 91.79.
24 − 22
𝑄3 = 85.5 + ( ) 22
7
𝑄3 = 91.79
IV. ANALYSIS
1. How were you able to compute for the lower boundaries?
2. How were you able to compute for the less than cumulative frequency?
3. How were you able to use the frequency distribution table be to solve for quartiles of
grouped data?
4. How were you able to solve for Q1?
5. How were you able to solve for Q3?
6. What were you able to notice with the steps in solving for median of grouped data and
steps in solving for Q2?
V. ABSTRACTION
The Quartile for Grouped Data
The steps in computing the median are similar to that Q1 and Q3. In finding the median, we
first need to determine the median class. In the same manner, the Q1 and the Q3 class must be
determined first before computing for the value of Q1 and Q3. The Q1 class is the class interval
𝑁 3𝑁
where the ( 4 ) 𝑡ℎ score is contained, while the class interval that contains the ( 4 ) 𝑡ℎ score is
the Q3 class.
In computing the quartiles of grouped data, the following formula is used:
𝑘𝑁
− 𝑐𝑓𝑏
𝑄𝑘 = 𝐿𝐵 + ( 4 )𝑖
𝑓𝑄𝑘

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where: LB = lower boundary of the 𝑄𝑘 class

N = total frequency
cfb = cumulative frequency of the class before the 𝑄𝑘 class
fQ1 = frequency of the 𝑄𝑘 class
i = size of class interval
k = nth quartile, where n= 1,2, and 3
Example: The school surveyed 50 Grade 10 girls to find out how tall each one is in centimeters.
Calculate the Q1 Q2, and Q3 of the height in centimeters of 50 Grade 10 girls.
Height (in cm) Frequency

150-154 9
155-159 15
160-164 12
165-169 8
170-174 4
175-179 2
Solution:
150-154 9 149.5 9
155-159 15 154.5 24
160-164 12 159.5 36
165-169 8 164.5 44
170-174 4 169.5 48
175-179 2 174.5 50
N=50
Q1 class:
𝑁
=
50
= 12.5 LB= 154.5
4 4
N=50
𝑐𝑓𝑏 = 9
12.5th score is contained.
𝑓𝑄1 = 15
Note that the 10th-24th scores belong to the class
interval: 155-159. So, the 12.5th score is also within the i=5
class interval.
− 𝑐𝑓𝑏
𝑄1 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 25% of the Grade 10 girls have a height less than 𝑓𝑄1
or equal to 155.67 cm.

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12.5 − 9
𝑄1 = 154.5 + ( )5
15
𝑄1 = 155.67
Q2 class:
2𝑁
=
2(50)
=
100
= 25 LB= 159.5
4 4 4
N=50
𝑐𝑓𝑏 = 24
𝑓𝑄2 = 12
Note that the 25th –36th scores belong to the class
interval.
2𝑁
𝑄2 = 𝐿𝐵 + ( 4 )𝑖
25 − 24
𝑄2 = 159.5 + ( )5
12
𝑄2 = 159.92
Q3 class:
3𝑁
=
3(50)
=
150
= 37.5 LB= 164.5
4 4 4
N=50
𝑐𝑓𝑏 = 36
𝑓𝑄3= 8
Note that the 37th- 44th scores belong to the class
interval: 165-169. So, the 37.5th score is also within the i=5
class interval.
3𝑁
𝑄3 = 𝐿𝐵 + ( 4 )𝑖
37.5 − 36
𝑄3 = 164.5 + ( )5
8
𝑄3 = 165.43
VI. APPLICATION
Instruction: On a 1 whole sheet of pad paper, the students will answer the following
individually for 10 minutes.
According to recent studies, the Philippines is the world’s top social media user. A survey on
time spent on social media (in hours) was made on 50 Filipinos. Calculate the Q1 , Q2, and Q3
of the time spent on social media (in hours) of 50 Filipinos.
Time spent on social Frequency

media (in hours)
1-4 4

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5-8 9
9-12 18
13-16 11
17-20 5
21-24 4
Solution:

1-4 4 0.5 4
5-8 9 4.5 13
9-12 18 8.5 31
13-16 11 12.5 42
17-20 5 16.5 47
21-24 3 20.5 50
N=50
Q1 class:
𝑁
=
50
= 12.5 LB= 8.5
4 4
N=50
𝑐𝑓𝑏 = 4
𝑓𝑄1= 9
Note that the 5th –13th scores belong to the class
interval: 5-8. So, the 12.5th score is also within the class i=4
interval.
− 𝑐𝑓𝑏
𝑄1 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 25% of the Filipinos spend less than or equal to 𝑓𝑄1
8.28 hours on social media.
12.5 − 4
𝑄1 = 4.5 + ( )4
9
𝑄1 = 8.28
Q2 class:
2𝑁
=
2(50)
=
100
= 25 LB= 20.5
4 4 4
N=50
𝑐𝑓𝑏 = 13
𝑓𝑄2 = 18
Note that the 14th –31st scores belong to the class
interval.
2𝑁
𝑄2 = 𝐿𝐵 + ( 4 )𝑖

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11.17 hours on social media. 25 − 13

𝑄2 = 8.5 + ( )4
18
𝑄2 = 11.17
Q3 class:
3𝑁
=
3(50)
=
150
= 37.5 LB= 12.5
4 4 4
N=50
𝑐𝑓𝑏 = 31
𝑓𝑄3 = 11
Note that the 32nd -42nd scores belong to the class
interval.
3𝑁
𝑄3 = 𝐿𝐵 + ( 4 )𝑖
14.86 hours on social media.
37.5 − 31
𝑄3 = 12.5 + ( )4
11
𝑄3 = 14.86
VII. GENERALIZATION
Quartile for Grouped Data

𝑘𝑁
− 𝑐𝑓𝑏
𝑄𝑘 = 𝐿𝐵 + ( 4 )𝑖
𝑓𝑄𝑘
VIII. ASSIGNMENT
Due to the rising number of late students, the school decided to survey the time to travel to
school of 50 students. Calculate the Q1 , Q2, and Q3 of the time to travel to school of 50
students.
Time to travel to school Frequency
(in minutes)
1-10 8
11-20 14
21-30 12
31-40 9
41-50 7
Solution:
Time to travel to Frequency Lower Boundaries Less than Cumulative

school (LB) Frequency (<cf)
1-10 8 0.50 8

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11-20 14 10.5 22
21-30 12 20.5 34
31-40 9 30.5 43
41-50 7 40.5 50
N=50
Q1 class:
𝑁
=
50
= 12.5 LB= 10.5
4 4
N=50
𝑐𝑓𝑏 = 8
𝑓𝑄1 = 14
Note that the 9th –22nd scores belong to the class
interval.
− 𝑐𝑓𝑏
𝑄1 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 25% of the students have a travel time to school 𝑓𝑄1
less than or equal to 13.71.
12.5 − 8
𝑄1 = 10.5 + ( ) 10
14
𝑄1 = 13.71
Q2 class:
2𝑁
=
2(50)
=
100
= 25 LB= 20.5
4 4 4
N=50
𝑐𝑓𝑏 = 22
𝑓𝑄2 = 34
Note that the 23rd –34th scores belong to the class
interval.
2𝑁
𝑄2 = 𝐿𝐵 + ( 4 )𝑖
Therefore, 50% of the students have a travel time to school 𝑓𝑄2
less than or equal to 21.38.
25 − 22
𝑄2 = 20.5 + ( ) 10
34
𝑄2 = 21.38
Q3 class:
3𝑁
=
3(50)
=
150
= 37.5 LB= 30.5
4 4 4
N=50
𝑐𝑓𝑏 = 34
𝑓𝑄3 = 43
Note that the 35th –43rd scores belong to the class
interval.
The Q3 class is class interval 31-40.

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Therefore, 75% of the students have a travel time to school 3𝑁

− 𝑐𝑓𝑏
less than or equal to 31.31. 𝑄3 = 𝐿𝐵 + ( 4 )𝑖
𝑓𝑄2
37.5 − 34
𝑄3 = 30.5 + ( ) 10
43
𝑄3 = 31.31
Rubric for Group Activity
Standards 4 3 2 1
Completion of All parts of the All parts of Some parts of Few to no parts of the
Task problem were the problem the problem problem were
completed neatly were were completed completed
and correctly completed
Oral Presentation Oral presentation Oral Oral Oral presentation is
is exceptionally presentation presentation unclear and impossible
clear, fully is generally lacks clarity. to follow. It is full of
supported with clear and There were few misconceptions.
concepts and some misconceptions. Volume often too soft
principles of accounts are Volume is soft to be heard by the
deciles, and easy supported to be heard by audience
to follow. Volume with concepts the audience
is loud to be heard and
by the audience principles of
deciles.
Volume is
loud enough
to be heard
by the
audience
Accuracy Each step of the One step of Several steps of Entire activity was
problem was the problem the problem incorrect
completed and was incorrect contained errors
correct
Steps Each step was Most steps Few steps were None of the steps were
completed were completed completed/ no work
thoroughly with completed thoroughly with was shown
work shown thoroughly work shown
with work
show
Duration The presentation The The The presentation below
was within the presentation presentation or above time duration
time duration exceeded 3 exceeded 5
minutes of minutes of the
the time time duration
duration

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Rubric for Problem Solving
Score Descriptors
5 The solution is complete and correct. The answer is correct.
4 The solution is not complete, but the answer is correct.
3 The solution is complete, but the answer is not correct.
2 The solution is not correct, and the answer is not correct.
1 There is no solution, answers only.
0 No attempt was made to answer the problem.

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Republic of the Philippines ● DEPARTMENT OF EDUCATION

Region IV A – CALABARZON ● Division of Laguna ● District of Los Baños

SEMI-DETAILED LESSON PLAN FOR

Prepared by: Reviewed by:

LANCE MARION R. DELA CRUZ MARISTELLE P. BANASIHAN

MONA S. DE GUIA ESTHER R. ARAO

LIGAYA D. LAPITAN DOLORES M. RICAMORA

“Excellence and Commitment for a Purpose”

FINAL DEMONSTARTION TEACHING

II. SUBJECT MATTER

III. LEARNING EXPERIENCES

“Excellence and Commitment for a Purpose”

where: LB = lower boundary of the median class

“Excellence and Commitment for a Purpose”

Answer: Quartile Answer: Grouped

Answer: Median Answer: Interval

Class Interval Frequency Lower Less than Cumulative

“Excellence and Commitment for a Purpose”

Solution: Frequency Distribution Table

Class Interval Frequency Lower Less than Cumulative

Solution: Solving for Q1 and Q3

“Excellence and Commitment for a Purpose”

“Excellence and Commitment for a Purpose”

where: LB = lower boundary of the 𝑄𝑘 class

Height (in cm) Frequency

“Excellence and Commitment for a Purpose”

Time spent on social Frequency

“Excellence and Commitment for a Purpose”

Class Interval Frequency Lower Less than Cumulative

“Excellence and Commitment for a Purpose”

11.17 hours on social media. 25 − 13

Quartile for Grouped Data

Time to travel to Frequency Lower Boundaries Less than Cumulative

“Excellence and Commitment for a Purpose”

“Excellence and Commitment for a Purpose”

Therefore, 75% of the students have a travel time to school 3𝑁

Rubric for Group Activity

“Excellence and Commitment for a Purpose”

Rubric for Problem Solving

“Excellence and Commitment for a Purpose”

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