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 SEMI-DETAILED LESSON PLAN FOR DEMONSTRATION DEMONSTRATION TEACHING The Quartile for Grouped Data (Grade 10 Mathematics) Mathematics)

Prepared Prepared by:

Reviewed by:

LANCE MARION R. DELA CRUZ Student Teacher University of the Philippines – Los Baños

MARISTELLE P. BANASIHAN Cooperating Teacher Los Baños National High School

Noted by:

MONA S. DE GUIA Master Teacher I Los Baños National High School

ESTHER R. ARAO Master Teacher I Los Baños National High School

LIGAYA D. LAPITAN Master Teacher II Los Baños National High School

DOLORES M. RICAMORA Head Teacher III – Mathematics Department Los Baños National High School

Approved By:

LAURO S. FONTANIL 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: Telefax: (049) 536 - 1286 Page 1 of 13


LOS BAÑOS NATIONAL HIGH SCHOOL – Batong Malake FINAL DEMONSTARTION TEACHING IN GRADE 10 (QUARTER IV) Section: Tarlac 09 March 2018 Date: 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:

II.

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.

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://mbalectures.com/statistics/descriptive-statistics/603/relationship-between-quartiles-decilesand-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

“Excellence and Commitment for a Purpose” Pearl St., Umali Subd., Batong Malake, Los Baños, Laguna, Philippines 4030 Telefax: (049) 536 - 1286 Page 2 of 13


LOS BAÑOS NATIONAL HIGH SCHOOL – Batong Malake B. Review/ Priming

    +2   Median of Grouped Data

where: LB = lower boundary of the median class N = total frequency cf b = cumulative frequency of the class before the median class f Q = 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 (
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

    +2    −   5 = 60.5 + = 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.




Answer: Quartile

Answer: Grouped

Answer: Median

Answer: Interval

D. Activity

Group Activity on Frequency Distribution Table 1. 2. 3. 4.

Instructions: Form four groups. Each group will be given 10 minutes to answer the activity. The first group to finish will present their answer. Rubric of Group Activity

Due to the frequent power interruptions, a survey was mad e on the average monthly Kilowatt-hours consumption of households. These are the average monthly K ilowatt-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


Scores

(f)

Boundaries (LB)

Frequency (
20-41

7

42-63

8

64-85

7

86-107

4

108-129

1



LOS BAÑOS NATIONAL HIGH SCHOOL – Batong Malake 130-151

4

152-173

1

Solution: Frequency Distribution Table Class Interval

Frequency

Lower


Scores

(f)

Boundaries (LB)

Frequency (
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:

      16

This means we need to find the class interval where the 16th score is contained. Note that the 16th –22nd scores belong to the class interval: 64-85. So, the 16th score is also within the class interval. The Q2 class is class interval 64-85. Therefore, 50% of the households have an average Kilowatt-hours less than or equal 66.25.

LB= 63.5 N=32

   715 = 2    + 4     63.5 +(1615 )22 7   66.64 i=22

Solution: Solving for Q1 and Q3 Q1 class:

    8

This means we need to find the class interval where the 8th score is contained. Note that the 8th –15th scores belong to the class interval: 42-63. So, the 8th score is also within the class interval. The Q1 class is class interval 42-63. Therefore, 25% of the households have an average Kilowatt-hours less than or equal to 44.25

LB= 41.5 N=32

   7 =    4    +   8

i=22




  41.5 +(878)22   44.25

Q3 class:

      24

LB= 85.5 N=32

   722 = 3  4    +     85.5 +(2422 )22 7   91.79

This means we need to find the class interval where the 24th score is contained. Note that the 23rd –26th scores belong to the class

i=22

interval: 86-107. So, the 24th score is also within the class interval. The Q3 class is class interval 86-107. Therefore, 75% of the households have an average Kilowatt-hours less than or equal 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 Q 2?

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 where the

  ℎ

score is contained, while the class interval that contains the

the Q3 class.

 ℎ

score is

In computing the quartiles of grouped data, the following formula is used:

  4    +  



LOS BAÑOS NATIONAL HIGH SCHOOL – Batong Malake where: LB = lower boundary of the N = total frequency



class

cf b = cumulative frequency of the class before the f Q1 = frequency of the



class



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: Class Interval

Frequency

Lower


Scores

(f)

Boundaries (LB)

Frequency (
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

Q1 class:

    12.5

N=50

This means we need to find the class interval where the 12.5th score is contained. Note that the 10th-24th scores belong to the class interval: 155-159. So, the 12.5th score is also within the class interval. The Q1 class is class interval 155-159. Therefore, 25% of the Grade 10 girls have a height less than or equal to 155.67 cm.

LB= 154.5 N=50

   159 =    4    +   i=5




  154.5 +(12.1559)5   155.67

Q2 class:

      25

LB= 159.5 N=50

  1224 = 2    + 4     159.5 +(2524 )5 12   159.92

This means we need to find the class interval where the 25th score is contained. Note that the 25th –36th scores belong to the class

i=5

interval: 160-164. So, the 25th score is also within the class interval. The Q2 class is class interval 160-164. Therefore, 50% of the Grade 10 girls have a height less than or equal to 159.92 cm.

Q3 class:

      37.5

LB= 164.5 N=50

This means we need to find the class interval where the 37.5th score is contained. Note that the 37th- 44th scores belong to the class

i=5

interval: 165-169. So, the 37.5th score is also within the class interval. The Q3 class is class interval 165-169. Therefore, 75% of the Grade 10 girls have a height less than or equal to 165.43 cm.

VI.

   836 = 3    + 4     164.5 +(37.5836)5   165.43

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 media (in hours) 1-4

Frequency

4




9

9-12

18

13-16

11

17-20

5

21-24

4

Solution: Class Interval

Frequency

Lower


Scores

(f)

Boundaries (LB)

Frequency (
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

Q1 class:

    12.5

N=50

This means we need to find the class interval where the 12.5th score is contained. Note that the 5th –13th scores belong to the class interval: 5-8. So, the 12.5th score is also within the class interval. The Q1 class is class interval 5-8. Therefore, 25% of the Filipinos spend less than or equal to 8.28 hours on social media.

Q2 class:

      25

This means we need to find the class interval where the 25th score is contained. Note that the 14th –31st scores belong to the class interval: 9-12. So, the 25th score is also within the class interval. The Q2 class is class interval 9-12. Therefore, 50% of the Filipinos spend less than or equal to

LB= 8.5 N=50

  94 =    4    +     4.5 +(12.954)4   8.28 i=4

LB= 20.5 N=50

  1813 = 2    + 4   i=4




  8.5 +(2513 )4 18   11.17

11.17 hours on social media.

Q3 class:

      37.5

LB= 12.5

This means we need to find the class interval where the 37.5th score is contained. Note that the 32nd -42nd scores belong to the class interval: 13-16. So, the 37.5th score is also within the class interval. The Q3 class is class interval 13-16. Therefore, 75% of the Filipinos spend less than or equal to 14.86 hours on social media.

VII.

N=50

  1131 = 3    + 4     12.5 +(37.11531)4   14.86 i=4

GENERALIZATION

Quartile for Grouped Data

  4    +   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 school

Frequency

Lower Boundaries (LB)

Less than Cumulative Frequency (
1-10

8

0.50

8




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:

    12.5

This means we need to find the class interval where the 12.5th score is contained. Note that the 9th –22nd scores belong to the class interval: 11-20. So, the 12.5th score is also within the class interval. The Q1 class is class interval 11-20. Therefore, 25% of the students have a travel time to school less than or equal to 13.71.

Q2 class:

      25

This means we need to find the class interval where the 25th score is contained. Note that the 23rd –34th scores belong to the class interval: 21-30. So, the 25th score is also within the class interval. The Q2 class is class interval 21-30. Therefore, 50% of the students have a travel time to school less than or equal to 21.38.

Q3 class:

      37.5

This means we need to find the class interval where the 37.5th score is contained. Note that the 35th –43rd scores belong to the class interval: 31-40. So, the 37.5th score is also within the class

LB= 10.5 N=50

   148 =    4    +     10.5 +(12.1458)10   13.71 i=10

LB= 20.5 N=50

  3422 = 2  4    +     20.5 +(2522 )10 34   21.38 i=10

LB= 30.5 N=50

  4334 = i=10

interval. The Q3 class is class interval 31-40.



LOS BAÑOS NATIONAL HIGH SCHOOL – Batong Malake Therefore, 75% of the students have a travel time to school less than or equal to 31.31.

3  4    +     30.5 +(37.43534)10   31.31

Rubric for Group Activity Standards Completion of Task

Oral Presentation

Accuracy

Steps

Duration

4

3

All parts of the All parts of problem were the problem completed neatly were and correctly completed Oral presentation Oral is exceptionally presentation clear, fully is generally supported with clear and concepts and some principles of accounts are deciles, and easy supported to follow. Volume with concepts is loud to be heard and by the audience principles of deciles. Volume is loud enough to be heard by the audience Each step of the One step of problem was the problem completed and was incorrect correct Each step was Most steps completed were thoroughly with completed work shown thoroughly with work show The presentation The was within the presentation time duration exceeded 3 minutes of the time duration

2

1

Some parts of Few to no parts of the the problem problem were were completed completed Oral presentation lacks clarity. There were few misconceptions. Volume is soft to be heard by the audience

Oral presentation is unclear and impossible to follow. It is full of misconceptions. Volume often too soft to be heard by the audience

Several steps of Entire activity was the problem incorrect contained errors Few steps were None of the steps were completed completed/ no work thoroughly with was shown work shown

The presentation exceeded 5 minutes of the time duration

The presentation below or above time duration



LOS BAÑOS NATIONAL HIGH SCHOOL – Batong Malake 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.


Final Demo Lesson Plan

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