Lesson Plan

(Mathematics 10)

I. Objectives.
At the end of the lesson, the students are expected to:
a. solve problems involving quartiles; and
b. discuss the importance of measurement in real-life.
II. Subject matter: The Quartile for Ungrouped Data (Mendenhall and Sincich Methods)
Reference: Grade 10 Mathematics SLM
Skills: solving and illustrating
Values: importance of measurement
Materials: laptop, visual material, ppt, marker/chalk, cartolina/manila paper, calculator
III. Procedure: Developmental Method

Teacher’s Activity Student’s Activity

A. Preparation
a. Review
(prayer)
(greetings)
(checking of attendance)
(collecting of assignments)

Before we proceed to our new lesson for

today, let’s have first a review about our
lesson last meeting. What did we discuss
the last meeting? Yes Ms. Mabaso? Last meeting ma’am, we discussed the
probability of the union of two events or
more events.
That is right.

Can someone draw a Venn diagram on the

board showing the two events?

Very good.
Can someone draw a Venn diagram on the
board showing the two events?

Fantastic!

Question:
Suppose that in your class of 30 students, 8
students are in band, 15 students play a
sport, and 5 students are both in band and
play a sport. Let A be the event that a
student is in band and let B be the event
that a student plays a sport.

Who can show the illustration and solve

this on the board? Yes Mr. Aquit?
 Therefore, the probability of the union of
band and sports is 3/5.
Do you have any questions or clarifications
regarding our previous topic?
None’ ma’am
Since none, I believed that all of you have
dully understood our previous lesson.

b. Motivation
Class this time let us have an activity. Are
familiar with 4 pics 1 word? I will be
flashing 4 pictures on the screen and then
you will try to analyze the picture and
guess the hidden word/s. Are you now
ready class? Yes ma’am

Word: MEASURES

Word: POSITON

Class what are the words did you formed

out? Yes Ms. Vasaylaje? Measures and position ma’am.

Very good. Class, do you know that given

a set of data we can measure its position?
No ma’am.
Do you know about measures of position?
 No ma’ am.

Do you know how measure the position of

the quartiles? No ma’am.

B. Presentation
So class, be with me this morning because
we are going to discuss and learn the
quartile for ungrouped data.

Everybody read!
The Quartile for Ungrouped Data
a. Statement of the aim
Class, listen to me attentively because at
the end of our lesson you are all expected
to achieve the following objectives.

Everybody read!
a. solve problems involving quartiles;
and
b. discuss the importance of
measurement in real-life.

C. Developmental Proper
Class, I have here the definition of
quartiles. Quartiles are a form of percentiles. It
Everybody read! split the distribution into four.
Class, the quartiles are the score points that
divide a distribution into four equal parts.
Twenty-five percent (25%) of the
distribution are below the first quartile,
fifty percent (50%) are below the second
quartile, and seventy-five percent (75%)
are below the third quartile. Class
remember, that Q1 is called the lower
quartile and Q3 is the upper quartile. Q1 <
Q2 < Q3 , where Q2 is nothing but the
median. The difference between Q3 and
Q1 is the interquartile range. Yes ma’am.
Do you get it class?

So class, since the second quartile is equal

to the median, the steps in the computation
of median by identifying the median class
is the same as the steps in identifying the
Q1 class and the Q3 class.
Yes ma’am.
Do you understand class?

Let’s have an example.

Example 1.
The owner of a coffee shop recorded the
number of customers who came into his
café each hour in a day. The results were
14, 10, 12, 9, 17, 5, 8, 9, 14, 10, and 11.
Find the lower quartile and upper quartile
of the data.

Class, the first thing we do is we have to

arrange the data in ascending order.
5, 8, 9, 9, 10, 10, 11, 12, 14, 14, 17

As you have observed class, the least value

in the data is 5 and the greatest value in the
data is 17.

Next class is we have to find the middle

value. The middle value in the data is 10.

The next step we will do class is to find the

lower quartile which is the value that is
between the middle value and the least
value in the data set. So, So, the lower
quartile is 9.

So since we already have our lower

quartile we will now find the upper
quartile. Class, the upper quartile is the
value that is between the middle value and
the greatest value in the data set. So, the
upper quartile is 14.
Therefore, the lower quartile is 9 and the
upper quartile is 14.

Do you get it class?

Yes ma’am.
Example 2:
Find the average of the lower quartile and
the upper quartile of the data.

Solution:
In ascending order, the data are 180, 260,
290, 370, 430.
• The least value of the data is 180 and the
greatest value of the data is 430.
• The middle value of the data is 290.
• The lower quartile is the value that is
between the least value and the middle
value.
• So, the lower quartile is 260.
• The upper quartile is the value that is
between the greatest value and the middle
value.
• So, the upper quartile is 370.
• The average of the lower quartile and the
higher quartile is equal to 315.

Do you get understand class?

Yes ma’am.

Class, there is also another way of solving

for the quartile and we call it a Mendenhall
and Sincich Method .
Are you ready class?
Yes ma’am
Mendenhall and Sincich Method
To apply their method on a data set with n
elements, for the Q1 we use the formula:
Lower Quartile (L) = Position of Q1 =
1/4(n+1) then round to the nearest integer.
If L falls halfway between two integers,
round up, then the Lth element is now the
lower quartile value(Q1).

Let’s have an example.

Example:
For the data set {1, 3 , 7, 7, 16 , 21,
27, 30 , 31} and n = 9, find Q1.

Solution:
To find Q1, locate its position using the
formula Q1 = 1/4(n+1)

1
Position of Q 1= ( n+1)
4

1
¿ (9+1)
4
1
¿ (10)
4
¿ 2.5

The computed value 2.5 becomes 3 after

rounding up, we rounded up because it
falls halfway between two integers. So the
lower quartile value (Q1) now is the 3rd
data element.
The 3rd data element is {1, 3 , 7, 7, 16 , 21,
27, 30 , 31},

Therefore the Q1 = 7.

Do you get it class?

Yes ma’am.
Let’s try another example. I will call
students randomly as we do this problem
together.

Example:
Using the same set of data; {1, 3 ,
7, 7, 16 , 21, 27, 30 , 31} and n = 9, find
Q3.

Class, similarly in Upper quartile(Q3), we

use the formula

Upper Quartile (U) = Position of Q3=

3/4(n+1)

then round to the nearest integer. If U falls

halfway between two integers, round
down. The Uth element is the upper
quartile value (Q3).
 Solution:
3
Position of Q 3= (n+1)
4

3
¿ (9+1)
4
3
¿ (10)
4
¿ 7.5

The computed value 7.5 becomes 7 after

rounding down. We rounded it down
because it falls halfway between two
integers. The upper quartile value (Q3)
is the 7th data element.

The 7th element is {1, 3 , 7, 7, 16 , 21,

27, 30 , 31}

Therefore, the Q3 = 27.

Do you get it class?

Yes ma’am.

Alright class, this time let’s have a group

activity for you to be able to work with
others. I will divide you into 3 groups. (Students do as told)
Lets’ count 1 -3.
Directions: With your group, solve for
quartiles. You will be given 3 minutes to
do the tasked.

Problem: The given data set are the

following.

1 3 10 17 26 31 37 40 51 Expected Output:

Solution:
(a). Solve the Q1using Mendenhall and 1
(a) Position of Q 1= ( n+1)
4
Sincich of the given data.

1
¿ (9+1)
4
1
¿ (10)
4
¿ 2.5
1 3 10 17 26 31 37 40 51

Q1= 10

2
( b ) Position of Q 2= (n+1)
(b). Solve the Q2 using Mendenhall and 4

Sincich of the given data.

2
¿ (9+1)
4
2
¿ (10)
4
¿5
1 3 10 17 26 31 37 40 51
 Q2= 26

(c). Solve the Q3 using Mendenhall and

Sincich of the given data. 3
( c ) Position of Q3= (n+ 1)
4

3
¿ (9+1)
4
3
¿ (10)
4
¿ 7.5
1 3 10 17 26 31 37 40 51
Q3= 37

Values Integration

Class a while ago we measure the position

of quartiles. Class do you think having the
knowledge on how to measure is important
in our life? Yes Ms. Maglangit?
Yes ma’am.

So how is it important to know how to

measure? Yes Mabaso? It is important to know how to measure
because we can use it in our everyday
life. For example, it helps to manufacture
medicine and perform scientific
experiments.
Very good. Another idea? Yes Mr. Aquit?
 In kitchen we use the concept of
measurement. We measure the
ingredients needed for the recipe.

Bravo. Another, yes Mr. Dula? Measurement is important in our daily

life for us to know the exact value of
something and to get the exact quantity
of things that is required. It helps us to
keep an update of each and every thing
including our health factors like blood
pressure, pulse rate and other.

Class, measurements play an important

role in daily life because they are useful to
do basic tasks, such as taking a child's
temperature with a thermometer, making
time estimations, measuring out medicine,
and finding weights, areas, and volumes of
different materials or substances. For
examples, people use measurements in
simple home task like cooking where one
may need to use a weighing scale or read
the temperature of an oven when baking
foods.
Class, in life we need also to measure our
actions it if it is good or bad. Do what is
best measures because it will also make
your life happy. A good measurement is
synonymous with a happy life. Yes ma’am.
Is that clear to you, class?
Evaluation
Direction: Read the given situation and
answer the questions that follow.

Mrs. Marasigan is a veterinarian.

One morning, she asked her secretary to
record the service time for 15 customers.
The following are service times in minutes. Upper Quartile:
20, 35, 55, 28, 46, 32, 25, 56, 55,
28, 37, 60, 47, 52, 17
3
Position of Q 3= (n+1)
4

(1) Using the Mendenhall and Sincich

3
Method, find the upper quartile ¿ (15+ 1)
4
3
¿ (16)
4
¿ 12
17 20 25 28 28 32 35 37 46 47 52 55 55
56 60

Assignment
Calculate the Q1 and the Q3, given the
scores of 9 students in their mathematics
activity using Mendenhall and Sincich
Method.

1 10 7 8 12 15 4 9 13