Daily Lesson Plan in Mathematics 10

Fourth Quarter
DLP No. Quarter 4 Week 7 Day 1-4
The learner is able to conduct systematically a mini research applying
Performance Standard:
the different statistical methods.
The learner is able to demonstrates understanding of key concepts of
Content Standard:
measures of position
The learner is able to calculates a specified measure of position (e.g.
Learning Competency:
90th percentile) of a set of data.
Learning Code: M10SP-IVf-g-1
At the end of the 60-minute session, learner with 85% competency
Learning Objectives: level is able to solve problems involving measures of position.
Percentile Rank
Learning Resources: Learner’s Module and Teaching Guide
Instructional Process
Teacher Activity Student Activity
Preliminary Activities (2 mins)
 Prayer
One of the students leads.
 Greetings
 Checking of Attendance
Preliminary Activities (10mins) An example is the National Career
Assessment Examination (NCAE) given to
Percentile Rank Grade 9 students. The scores of students are
Percentile ranks are particularly useful in represented by their percentile ranks.
relating individual scores to their positions
in the entire group. A percentile rank is
typically defined as the proportion of scores
in a distribution that a specific score is where:
greater than or equal to. For instance, if you PR= percentile rank, the answer will be a
received a score of 95 on a mathematics test percentage
and this score was greater than or equal to cfP= cumulative frequency of all the values
the scores of 88% of the students taking the below thecritical value
test, then your percentile rank would be 88. P = raw score or value for which one wants to
find a percentile rank
LB= lower boundary of the kthpercentile class
N = total frequency
i = size of the class interval

Abstraction (15 mins)

Find how many percent of the scores are greater

38 is within 36-40
LB = 35.5 100 (P−LB) f b
P = 38 P PR= +⌊ +cf p ⌋
n i
N=50
fp = 11
100 (38−35.5)27
cfp = 27 P PR= +⌊ +27 ⌋
i=5 50 5

Therefore, 65% of the scores are less than the P PR=65

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Daily Lesson Plan in Mathematics 10
cumulative frequency of 38, while 35% of the
scores are greater than the cumulative frequency
of 38.
DLP No. Quarter 4 Week 8 Day
The learner is able to conduct systematically a mini research applying
Performance Standard:
the different statistical methods.
The learner is able to demonstrates understanding of key concepts of
Content Standard:
measures of position
The learner is able to use appropriate measures of position
Learning Competency: and other statistical methods in analyzing and interpreting research
data.
Learning Code: M10SP-IVh-j-1
At the end of the 60-minute session, learner with 85% competency
Learning Objectives: level is able to conduct systematically a miniresearch applying the
different statistical methods.
Learning Resources: Learner’s Module and Teaching Guide
Instructional Process
Teacher Activity Student Activity
Preliminary Activities (2 mins)
 Prayer
One of the students leads.
 Greetings
 Checking of Attendance
Activity 1 In this activity, you will be asked to complete
the 1 – 4 – 3 chart. what is being asked
Prepare copies of the Worksheet entitled “1-4- regarding the different measures of position.
3 List.”Make this activity “as an individual
1 – 4 – 3 LIST
output.” Give each student a copy of the One thing I love this topic
1. _____________________________
worksheet and let them be guided by the given
directions. In this activity, you will be asked to Four important reasons why I love this topic
1. _____________________________
complete the 1 – 4 –3 chart. Write down what
2. _____________________________
is being asked for regarding the different 3. _____________________________
4. _____________________________
measures of position.
Three things I still need to understand about this
topic
1. _____________________________
2. _____________________________
3. _____________________________

Abstraction: Reflection Journal

You have already learned and identified the Write a reflection journal titled “Measure of
measures of position and the process of Position” using the format:
computing and interpreting results. You will I. Things Learned and Insights
II. Concept Map
now take a closer look at some aspects of the
III. Difficulties
topic and check if you still have misconceptions IV. Unforgettable Experiences / Activities
about measures of position.

Aplication: Based on Research

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Daily Lesson Plan in Mathematics 10
Conduct a mini-research study on students’ It is important that the rubric considers also the
performance in their final examination in accuracy of the mathematic al
Mathematics. Apply the knowledge and skills computations and concepts that the students
you have learned in this particular lesson to used.
evaluate and interpret test results and to
make/formulate meaningful decisions based on
the results to resolve the students’ difficulties.

Performance task of the students may be

Rubric in Assessing Students’ Performance(Group Task)

Approaching
Criteria Proficient Developing Beginning
Proficient
The paper The paper The paper The paper did
demonstrated demonstrated demonstrated not
that the that the that the demonstrate
student fully student, for the student, to a that the
understands most part, certain extent, student has
and has understands understands fully
applied and has applied and has understood
concepts concepts applied and applied
learned in the learned in the concepts concepts
INTEGRATION
course. course. Some learned in the learned in the
OF
Concepts are of the course. course.
KNOWLEDGE
integrated into conclusions,
30%
the writer’s however, are
own insights. not supported
The writer in the body of
provides the paper.
concluding
remarks that
show analysis
and synthesis
of ideas.
The topic is The topic is The topic is too The topic is not
focused narrowly focused but lacks broad for the clearly defined.
enough for the direction. The scope of this
scope of this paper is about a assignment.
assignment. specific topic but
TOPIC FOCUS The research the writer has not
30% study provides established a
direction for position.
the paper, either
by statement of a
position or
hypothesis.
DEPTH OF In-depth In-depth The student The paper
DISCUSSION discussion is discussion is has omitted lacks in-depth
15% evident in all evident in most pertinent content discussion as

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Daily Lesson Plan in Mathematics 10
 sections of the sections of the or content runons evidenced by
paper paper excessively. cursory
discussion
(with limited
supporting
points) in all
sections of
the paper.
Ties together For the most Sometimes Does not tie
information part, ties ties together together
from all sources together information information
Paper flows information from all Paper does
from one issue from all sources sources not have a
to the next Paper flows Paper did not good flow and
without the with only some flow - appears to be
need for disjointedness. disjointedness created from
COHESIVENES
headings. Student's is apparent. disparate
S
Student's writing Student's issues. Headings
15%
writing demonstrates writing does are necessary to
demonstrates an not demonstrate link concepts.
an understanding understanding an understanding Writing does
of the of the of the not demonstrate
relationship relationship relationship understanding
among materials among materials among materials of any
obtained from obtained from obtained from relationships.
all sources. all sources. all sources.
No spelling Minimal spelling Noticeable Unacceptable
SPELLING & and/or grammar and/or grammar spelling and number of
GRAMMAR mistakes mistakes grammar spelling and/or
10% mistakes grammar
mistakes

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Daily Lesson Plan in Mathematics 10