GRADE 10 School Manicani National High School Grade Level Grade 10
DAILY LESSON Teacher Jufil A. Hombria Learning Area Mathematics
LOG
Teaching Dates and Time February 23-27, 2026 | 8:30 AM - 9:30 AM Quarter 4th Quarter
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of measures of position.
2. Performance The learner is able to conduct systematically a mini-research applying the different statistical methods.
Standards
3. Learning The learner illustrates the following measures of position: quartiles, deciles and percentiles. (M10SP-IVa-1)
Competencies
The learner calculates a specified measure of position (e.g. 90th percentile) of a set of data. (M10SP-IVb-1)
Objectives Define and explain the Illustrate the concept of Illustrate the concept of Calculate quartiles and Calculate percentiles for
concept of measures of deciles for ungrouped data. percentiles for ungrouped deciles for given ungrouped given ungrouped data.
position. Illustrate the Differentiate deciles from data. Relate percentiles to data. Apply appropriate Solve problems involving all
concept of quartiles for quartiles. Show respect for quartiles and deciles. formulas for computation, measures of position
ungrouped data. Appreciate diversity by recognizing that Reflect on social including interpolation for (quartiles, deciles,
fairness and equity in data points represent real responsibility by fractional positions. Practice percentiles) and interpret
distributing resources by people with varied discussing how integrity and honesty in their meaning. Demonstrate
relating quartiles to equal circumstances (Makatao; understanding data showing complete, accurate excellence and commitment
sharing among community Pagpapahalaga sa Kapwa). rankings can guide fair solutions (Makadiyos; to peacebuilding by using
members (Maka-tao). and peaceful decision- Katapatan). data analysis to propose
making in communities evidence-based solutions to
(Makabansa). community challenges
(Maka-kalikasan;
Pagmamahal sa
Kapayapaan).
II. CONTENT Measures of Position: Measures of Position: Measures of Position: Calculation of Quartiles Calculation of Percentiles
Quartiles of Ungrouped Deciles of Ungrouped Percentiles of and Deciles for for Ungrouped Data;
Data Data Ungrouped Data Ungrouped Data Comprehensive Practice
on Measures of Position
III. LEARNING
RESOURCES
A. References Grade 10 Mathematics Grade 10 Mathematics Grade 10 Mathematics Grade 10 Mathematics Grade 10 Mathematics
Learner's Module (LM), Learner's Module (LM), Learner's Module (LM), Learner's Module (LM), Learner's Module (LM),
Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability
textbooks, DepEd textbooks, DepEd textbooks, DepEd textbooks, DepEd textbooks, DepEd
Curriculum Guide for Math Curriculum Guide for Math Curriculum Guide for Math Curriculum Guide for Math Curriculum Guide for Math
10 10 10 10 10
B. Other Learning Whiteboard, markers, Whiteboard, markers, Whiteboard, markers, Whiteboard, markers, Whiteboard, markers,
Resources / projector, laptop, example projector, laptop, example projector, laptop, example projector, laptop, projector, laptop,
Materials ungrouped datasets ungrouped datasets, ungrouped datasets, calculators, activity sheets calculators, comprehensive
calculator (optional for calculator with varied ungrouped problem sets
interpolation) datasets
IV. PROCEDURES
A. Reviewing Recall previous topics on Review the concept of Review the concepts of Quick recap on the Review the calculation
previous lesson measures of central quartiles and how to find quartiles and deciles, illustration of quartiles and procedures for quartiles and
or presenting tendency (mean, median, them for ungrouped data. focusing on their deciles, emphasizing the deciles, especially linear
the new lesson mode) and their limitations respective division of data. process of ordering data interpolation.
in describing data and finding positions.
distribution. Open the class
with a brief reflection: “How
does knowing where we
stand help us be fair to one
another?” (Peace Education
– Self-awareness and
Empathy).
B. Establishing a Introduce the need for Introduce deciles as another Introduce percentiles as Shift from merely illustrating Ensure students can
purpose for the measures of position to measure of position that the most refined measure to accurately calculating accurately calculate all
lesson provide a more detailed divides data into more of position, allowing for specific measures of measures of position and
understanding of where a specific segments, useful very specific rankings position, which is crucial for understand their
data point stands relative to for finer analysis than within a dataset. data analysis. interrelationships and
others in a dataset. Connect quartiles. practical interpretations.
to DepEd’s core value of
Maka-tao: “Data can reveal
inequality – and once we
see it, we have the
responsibility to act justly.”
(Peace Education – Social
Justice)
C. Presenting Present a peace-themed Show how dividing a data Discuss common uses of Work through a complete Work through a complex
examples/ dataset: “Number of set into four parts (quartiles) percentiles: (1) Child example of calculating Q1, example involving
instances of the volunteer hours rendered by differs from dividing it into nutrition data – “A child in Q2, Q3, D3, and D7 for a calculating P10, P50, and
lesson 12 students during a ten parts (deciles). the 5th weight-for-age moderately sized dataset, P90 for a dataset, including
Brigada Eskwela community percentile may need better showing detailed steps for scenarios that require
outreach.” Ask students to nutrition support. How sorting and interpolation. careful interpolation.
identify the middle value does ensuring children’s
(median) and lead to health contribute to a
dividing the data into more peaceful, productive
quarters. Discuss: “What nation?” (DepEd value:
does Q1 tell us about Makatao; Peace
participation? How can we Education – Human
encourage those in the Rights). (2) Standardized
lower quartile to engage test scores – “Scoring in
more?” (Peace Education – the 90th percentile means
Active Participation; DepEd you performed better than
Value: Pagmamahal sa 90% of test-takers. Does a
Kapwa) high percentile rank mean
we stop helping those
below us? Discuss as a
class.”
D. Discussing new Define measures of Define deciles (D1, D2, ..., Define percentiles (P1, Review the method for Review the formula for the
concepts and position. Introduce quartiles D9) as values that divide an P2, ..., P99) as values that calculating quartiles, position of the k-th
practicing new (Q1, Q2, Q3) as values that ordered dataset into ten divide an ordered dataset particularly focusing on how percentile: Pk = k(n+1)/100.
skills #1 divide a dataset into four equal parts, each into one hundred equal to handle situations where Emphasize the importance
equal parts. Explain that Q2 representing 10% of the parts, each representing the position is a fractional of meticulous calculation
is the median. data. 1% of the data. Explain number (e.g., 2.5th position and correct application of
the relationships: Q1=P25, requires interpolation interpolation techniques for
Q2=P50, Q3=P75; between the 2nd and 3rd fractional positions.
D1=P10, D2=P20, etc. values). Emphasize the
formula for position: Qk =
k(n+1)/4.
E. Discussing new Explain the step-by-step Explain the step-by-step Explain the step-by-step Review the method for Discuss the practical
concepts and process of illustrating process of illustrating process of illustrating calculating deciles, using interpretation of calculated
practicing new quartiles for ungrouped deciles for ungrouped data: percentiles for ungrouped the formula for position: Dk measures of position.
skills #2 data: 1) Arrange the data in 1) Arrange the data in data: 1) Arrange the data = k(n+1)/10. Provide Provide a comparison of
ascending order. 2) Locate ascending order. 2) Use the in ascending order. 2) Use multiple examples of how quartiles, deciles, and
the median (Q2). 3) Locate formula for the position of the formula for the position interpolation when the percentiles describe data
Q1 as the median of the the k-th decile: Position = of the k-th percentile: calculated position is not an distribution and when each
lower half of the data. 4) (k(n+1))/10. 3) Locate the Position = (k(n+1))/100. 3) integer. measure is most
Locate Q3 as the median of value at the computed Locate the value at the appropriate.
the upper half of the data. position (interpolate if computed position
necessary for fractional (interpolate if necessary
positions). for fractional positions).
F. Developing Provide various ungrouped Provide practice problems Individual practice: Pair activity: Students Group problem-solving:
mastery datasets (both even and where students illustrate Students illustrate and calculate various quartiles Students tackle mixed
(Leads to Formative odd number of and identify specific deciles identify various percentiles and deciles from different problems that require
Assessment 3) observations) for students (e.g., D3, D5, D8) for (e.g., P15, P50, P90) for datasets, practicing both calculating various Qs, Ds,
to practice identifying and various ungrouped different ungrouped integer and fractional and Ps for different
illustrating Q1, Q2, and Q3. datasets. datasets. position calculations, and datasets. Encourage peer
cross-check their answers teaching and discussion.
with peers.
G. Finding Discuss real-world Discuss applications of Analyze a dataset of Solve peace-contextualized Analyze a larger dataset
practical scenarios where quartiles deciles in real contexts: (1) “Conflict Resolution Skill word problems: (1) “A (e.g., monthly rainfall,
applications of are used: (1) Analyzing Income deciles – “If a Assessment scores” of community peace survey company profits, student
concepts and academic performance to country’s income students in 5 sections. collected data from 16 exam scores) and calculate
skills in daily identify students in Q1 who distribution shows that the Have students find the barangays on number of different measures of
living need additional support – bottom D1 earns far less percentile rank for a reported conflicts resolved position to describe its
connecting to DepEd’s than D10, what does this specific score. Discuss: peacefully each month. distribution and draw
inclusive education agenda mean for peace and social “Students below P25 may Calculate Q1, Q3, D4, and conclusions. For example,
and Maka-tao values. (2) stability?” Connect to UN need more guidance on D9. Which barangays are in find the score below which
Present scenario: “A Sustainable Development peaceful conflict the lower quartile? What 75% of students fall (P75).
barangay distributed relief Goal 10 (Reduced resolution. What school- interventions might help?”
goods to 20 families. Their Inequalities) and DepEd based programs can be (2) “A scholarship program
weekly food budget (in value of Makabansa. (2) proposed?” Reinforce targets students whose
pesos) is listed below. Find Pose a scenario: “Survey DepEd value of family income falls below
Q1, Q2, and Q3. Which scores from 30 students on Pagmamahal sa D4. If the dataset
families are most a ‘Peace Attitude Scale’ are Kapayapaan and Maka- represents monthly incomes
vulnerable? What peaceful, given below. Find D3 and tao by encouraging in a municipality, calculate
community-based solutions D8. What do these deciles empathy for peers who D4 and identify who
can you suggest?” reveal about the class’s struggle. qualifies.” Reinforce DepEd
Emphasize: Math helps us overall disposition toward value of Katarungan
see inequality; values drive peaceful conflict (Justice) and Pagkakaisa
us to address it. resolution?” (Unity).
H. Making Summarize that quartiles Summarize that deciles Summarize that Summarize the precise Conduct a comprehensive
generalizations divide data into four equal provide a more granular percentiles offer the most steps for calculating review of all measures of
and parts, with each part view of data distribution detailed way to describe quartiles and deciles for position for ungrouped data,
abstractions representing 25% of the compared to quartiles, the position of a data ungrouped data, stressing including their definitions,
about the data, and are useful for dividing the data into ten point, dividing data into the importance of ordering formulas, calculation steps,
lesson understanding data spread. equal segments. 100 parts, and how they the data and the method of and practical applications in
relate to quartiles and linear interpolation. understanding and
deciles. describing data
distributions.
H. Evaluating Given a set of 10 Given an ungrouped Given a set of 20 Calculate Q1, Q3, D4, and Comprehensive quiz: Given
learning ungrouped scores, illustrate dataset of 15 numbers, ungrouped weights, D9 for a given set of 12 a set of 18 ungrouped data
and identify the first, illustrate and identify D4 illustrate and identify P20 ungrouped numbers. Show points, calculate Q3, D6,
second, and third quartiles. and D7. and P75. Interpret what all steps, including and P80. Interpret the
these percentiles mean. interpolation. meaning of each calculated
value in context.
I. Additional Provide additional guided Re-explain the formula for Focus on correctly Provide focused practice on Individualized coaching for
activities for practice for students decile position and work applying the position the interpolation method. specific calculation or
application or struggling with ordering data through more examples formula for percentiles and Offer simpler datasets interpretation challenges.
remediation and correctly identifying the involving both integer and practicing interpolation where interpolation is Provide targeted practice
medians of the sub-groups. fractional positions, when the position is not an clearly demonstrated and problems focusing on areas
emphasizing proper integer. practiced step-by-step. of weakness for each
interpretation. student.
V. REMARKS
VI. REFLECTION
1. No. of learners
who earned
80% on the
formative
assessment
2. No. of learners
who require
additional
activities for
remediation.
3. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
4. No. of learners
who continue
to require
remediation
5. Which of my
teaching
strategies
worked well?
Why did these
work?
6. What
difficulties did I
encounter
which my
principal or
supervisor can
help me
solve?
7. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?