Desired Results

UNIT 5: Counting Techniques and Probability

CONTENT STANDARD

The learner demonstrates understanding of the key concepts of combinatorics and probability, and
formulates and solves problems involving these concepts in different discipline through appropriate and
accurate representations.

PERFORMANCE STANDARD

The learner is able to formulate and find solutions to challenging situations involving counting techniques
and probability and other related terms in different disciplines through appropriate and accurate
representations.

TRANSFER

Students will be able to independently use their learning to …

T1 Apply knowledge and skills of counting techniques and probability in formulating conclusions and
making decisions at home, in school, and in community, and solve routine and none routine problems.
MEANING

Understandings (U) ESSENTIAL QUESTION/S

U1 The concepts of combinatorics and probability EQ1 How important are combinatorics and
are used in formulating conclusions and making probability.
decisions.

U2. Combinatorics and probability can be used in

solving real life problems

ACQUISITION

Knowledge (K) Skills (S)

Students will know … Students will be skilled at:

1. Permutation 1. Reviewing and applying the Fundamental

Principle of Counting.
2. Illustrating the permutation of objects.
2. Combination 3. Deriving the formula of the number of
permutation of n object taken r at a time
3. Probability of Events 4. Solving problems involving permutations.
5. Illustrating the combination of objects.
6. Deriving the formula for the number of
combination of n object taken r at a time.
7. Solving problems involving permutation
and combinations.
8. Illustrating events, union, and intersection
of events.
9. Illustrating and finding the probability of a
union of two events; and
10. Solving problems involving probability

Assessment Evidence
PERFORMANCE TASK

Engaging Scenario:

Anti- gambling advocates fight gambling addiction by considering moral issues of gambling,
and other problems related to gambling as possible areas for convincing people to do away with gambling
habits.

As a mathematician-member of an association of anti-gambling advocates, you will be assign

to do the following task.

1. Goal. Your task is to prepare a convincing power point presentations on why there are more losers than
winners in gambling and explain this in a parents forum.

2. Role. You are a mathematician invited to speak before a parents forum to convince their parents to join
in the campaign against gambling.

3. Audience. The target audience is composed of parents in a community school where gambling is
rampant.

4. Situation. You are to convince the parent that in gambling, there are more loser than winners by
making them understand the mathematical computation of determining the winner in gambling.

5. Product/Performance. A convincing power point presentation showing a computation of probability of

winning in gambling games such as cara y cruz, poker games, roulette, lotto etc. should be presented to
the class.

RUBRICS

Rubrics for the Performance Task and Other Evidence of Learning

Rubrics for the Performance Task
The problem that you formulated and your presentation will be evaluated by a select
group of people using the following holistic rubrics.

For the written report:

Descriptive Rating Criteria Numerical Ratings

Advance The Powerpoint presentation is

completely, accurately, and
logically presented including the 4
facts, concepts and computation
involving combinatorics and
probability.

Proficient The Powerpint presentatrion is

generally accurate and the
presentation reflects
understanding of combinatorics
3
and probability. Minor
inaccuracies do not affect the
overall results.

Developing The Powerpoint presentation is

generally accurate but the
presentation lacks application of
combinatorics and probability. 2
Minor inaccuracies affect parts of
the presentation.

Beginning The Powerpoint presentation 1

contains major inaccuracies and
significant errors throughout.

For the oral report:

 Criteria Descriptive Rating Numerical Ratings

Oral report is exceptionally Exceptional

clear, thorough, fully supported
with theories and principles of 4
combinatorics and probability,
and easy to follow.

Oral report is clear and reflective Proficient

of students’ personalized ideas,
and some accounts are supported 3
by mathematical principles and
theories.

Oral report is reflective of some Average

of what is learned; lacks clarity
and accounts have limited 2
support.

Oral report is unclear and Needs Improvements

impossible to follow; superficial
and more descriptive that 1
analytical.

Formative Assessment
 Probing question
 Seatwork
 Small Group activity
 Peer Assessment
 Math Journals
 Classroom Discussion
 Exit Slips
Summative Assessment

 Teacher made test on sequence and series incorporate some of the question in the 1st unit test to
encourage the students the practice solving the exercises and problems at the end of the unit.
 Learning Plan
Pre- Assessment

Administer a Pre-Assessment or Diagnostic Test

Learning Activities

1st – 2nd Meetings

A. Administer a diagnostic test to determine the mastery level of students in working with combinatorics
and probability. Conduct a review lesson on the prerequisite topics for combinatorics and probability to
facilitate understanding of succeeding lessons.

B. Pose the essential question, “How important are combinatorics and probability?” Get initial students’
response. Then, introduce the performance task in detail. Explain the rubrics to be used in evaluating the
product and performance.

C. Ask the question, “Do you know how to count?” as a springboard to the discussion of the day’s lesson.
See how students will react to the question. Then, post the learning competencies on page 334 on the
board and tell them to always refer to this as their target. Ask them to form a group of three students and
challenge them to answer these problems on counting:

1. Toss a coin 10 times and record the results. How many times did the “head” turn up?

2. A grade 10 students is choosing between Academic Track or Technology Vocational Livelihood (TVL)
Track as a course in Senior High School. If she/he enrolls in academic Tracks, she/he is choosing among
HE, or ICT as her/his strand. How many ways can a track and a strand be chosen?

3. The different arrangements of the colors red, white, blue, and yellow are to use to form signal flaglets.
How may signal flaglets can be formed? Call on volunteers to discuss the solutions. Use this activity to
check on their previous knowledge of the Fundamental Principle of Counting. To check their
understanding, tell the class to answer orally the Mental Math of Exercise 5.1 on page 339.

D. For additional illustrative examples, discuss Examples 1-4 on page 334-337. Distribution the in
Written Math A-B of Exercise 5.1 on pages 339 and 340 to the previously formed groups of three. Tell
them to answer and present the solution to these problems. Provide Written Math 11 – 15 of Exercise 5.1
on pages 340 and 341 as a quiz and the rest of the exercises as homework. For fast learners, provide the
Math Challenge problems on page 342 as enrichment exercises.

3rd – 10th Meetings

A. Start the class discussion with a puzzle: “What is the only number word in the English language with
its letters appearing in alphabetical order?” FORTY
B. Hook students’ interest with the following form-a-word activity called Word Parade:

Write each of the letters of the word PERMUTATION on the board. Instruct the class to write as many 3
– letters words with or without meaning in the English dictionary. Give them 2 minutes to write their
answers. Then, tell them to cross out their answers with the same words formed by a classmate. Give a
point to a word that has not been crossed out.

Then, tell the class to look for the dictionary meaning of the word Permutation. Then, challenge them to
answer the following permutation problems:

1. How many arrangements of the letters of the word MATH can be formed?

2. How many arrangements of the letters of the word MATH can be formed if two of the letters are taken
at a time?

3. How many arrangements of the letters of the word MATH can be formed if three of the letters are
taken at a time?

Use different techniques in counting the permutations of these problems, including the use of tree
diagram, table, listing, and the Fundamental Principle of Counting. Ask them what the most convenient
method for them to use is.

C. Show a video on Ways to Arrange Colors and Ways to Pick Officers

(www.khanacademy.org/math/precalculus/prob_comb/combinatorics_precalc/v/permutations-and-
combinations). Ask the students to write a journal on what they learned about the video.

D. Emphasize the meaning of permutation. Introduce the notations used for permutation. Then, discuss
Examples 1-2 on pages 343 and 344, emphasizing on the convenience of the FPC in solving these kinds
of problems.

E. Introduce and illustrate Factorial Notation. Tell the class that this notation is important in the
succeeding lessons. Use Example 3 on pages 345 and 346 to show how factorial notations are evaluated.

F. Discuss the definition of permutation using factorial notation. Use Example 4 on pages 347 and 348 to
illustrate the definition. Then, check on their understanding using Mental Math 1-10 of Exercise 5.2 on
page 356. Firm up this skill through Written Exercise A 1-10, on page 356. Ask the class to work
individually.

G. Pose again the essential questions; then, tell the class that permutations can solve many problems in
Mathematics. Discuss Examples 5-7 on pages 348 and 349. Let them practice what they have learned
about permutation. Tell them to solve problems in Written Math 11-15 of Exercise 5.2 on pages 356 and
357. Give the rest of the problem set as homework.

H. Tell the class that problems on permutations are stated differently. Emphasize that there are problems
on permutations with repetition and there are problems on permutation without repetition. Use Example 8
on pages 349 and 350 to points out what is meant by permutation with repetition. Challenge them to solve
the problem using the previously learned method and principle. Then, post on the board the formula in
finding permutation of n things not all different. Ask the class to solve individually Written Math B 23-28
on pages 358.

I. Present another type of permutation – circular permutation. Discuss this thoroughly. Use the
illustrations on pages 351 and 352 to differentiate this from other types of permutation problem. Then,
present Example 10 on page 353. Ask the class to discuss with their seatmate Written Math B 29-30 of
Exercise 5.2 on page 358. Provide the rest of the problems as homework. For fast learners, give them
Math Challenge problems as extra exercise.

11th-25th Meetings

A. Ask the class to give a situation where the word combination is used. Give these as examples:

“I order Value Meal 1. It is a combination of a burger, fries, and a drink.”

“The combination of the padlock fo my cabinet is 1-2-3-4.”

Encourage them to give their own experiences with the word combination. Process each student’s
response. Then, write the letters F, B, and O on the board. Ask the following questions:

1. How many arrangements of the letters can be formed if two letters are taken at a time? If three letters
are taken at a time?

2. How many combinations of the letters can be formed if two letters are taken at a time? If three letters
are taken at a time?

3. Compare3 and contrast permutation and combination. Use illustrative examples on pages 360 – 362.

Then, post on the board the learning competencies on pages 359. Encourage the class to have them as
their personal goal for this particular lesson.

B. Discuss with the class the derivation of the formula for finding the combination of n objects taken r at
a time. Make them at ease in working with this definition by asking them to work with a partner in
solving Written Math A 1-10 of Exercise 5.2 on page 369. Then, discuss Example 1 on page 363. Then,
check their understanding of the working definition by asking them to answer Mental Math A – B of
Exercise 5.3 on page 369.

C. Post again the essential questions. Then give example of how combinations are used in solving real-
life problems. Use Example 4 on pages 365 and 366. Tell the students to look for another partner and
work together in solving Written Math B 11 – 15 of Exercise 5.3 ON PAGE 370. Provide Written Math B
16-17 of Exercise 5.3 on page 370 as seatwork.

D. Discuss and use Example 5 on pages 366 and 367 to introduce combination of n objects taken one or
more at a time. Show its proof. Then use Example 6 on page 368 to illustrate this type of combination.
Ask the class to solve Written Math B 22 – 24 of Exercise 5.3 on page 371. Provide the rest of the
exercise as homework and the Math Challenge problems on page 371 as enrichment exercise.
 26th-30th Meetings

Events and Their Operations

A. Briefly recall what is meant by sample space. Use the tree diagram of tossing two coins to determine
its sample space. Then, differentiate simple event and compound event.

B. Use a Venn diagram to illustrate mutually exclusive events. Use Example 1 on page 373. Firm up their
understanding of mutually exclusive events by asking them to answer orally Mental Math B – C of
Exercise 5.4 on page 383. Encourage the class to give their own example. Then, tell the class to
individually work on Written Math A of Exercise 5.4 on page 384.

C. Post these Venn diagram on the board.

Then, ask them to do the following.

1. Shade the universal set with yellow color.

2. Shade the union of sets A and B with blue color.

3. Shade the union of sets C and B with green color.

4. If the universal set is U = {1, 2, 3, 4, 5, 6, 7, 8,} , A = {1, 3, 5, 7} and B = {2, 4, 6, 8} , draw a Venn
diagram to show the union of A and B.

5. If the universal set is U = {1, 2, 3, 4, 5, 6, 7, 8,} , A = {1, 3, 5} and B = {7, 8} , draw a Venn diagram to
show the union of A and B.

6. If the universal set is U = {a, b, c, d, e, f, g} , A= {a, b, c, d} and B = {c, d, e, f, g} draw a Venn

diagram to show the union of A and B.

7. Which of the two diagrams has an intersection? Shade the intersection with red color.

8. Draw a Venn diagram with an intersection of two sets.

9. Draw a Venn diagram without an intersection of three sets.

10. If the universal set is U = {1, 2, 3, 4, 5, 6, 7, 8, 9} , A = {1, 2, 3, 4, 5} and B = {3, 4, 5, 6, 7, 8, 9} ,

draw a Venn diagram to show the intersection of A and B.

D. Associate the idea of sets to an event. Tell the class that events, too, can be combined. Use Example 6-
7 on pages 376 and 377 to illustrate the union and intersection of two events. Ask the class to answer
orally Mental Math A and D of Exercise 5.4 on page 383.

E. Let them class explore cardinality of a set. Use Example 8-13 on pages 377-381. Then, provide the
class a seatwork. Ask them to work in pairs in solving Written Math B5-6 and C 11-12 of Exercise 5.4 on
pages 384-385. Give the rest of the exercise as homework. Post the Math Challenge on page 386 o0n the
board. Ask the class to work with a partner in solving these problems.
 31st-32nd Meetings

Probability of Compounds events

A. Provide the class an exploratory activity. Tell them to give words synonymous to the word probable.
Let them use the word in a sentence and tell them to give its meaning. Post the target learning
competencies on page 387.

B. Form groups of 4 students and let each group performance the activities in the worksheet on
experiment probability.

Worksheet on Experiment Probability

I. Toss a coin 10 times. What turns up, head or tail? Record the results in the table below.

Toss 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
Result

Answer the following questions:

1. Based on the experiment, which is more likely to turn up, head or tail?

2. What do you think will turn up in the next toss?

3. What is the basis of your choice?

II. Roll a number cube 10 times. What turns up 1, 2, 3, 4, 5, or 6? Record the results in the table below.

Roll 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
Result
Answer the following questions:

1. Based on the experiment, which is more likely to turn up, the number 1, 2, 3, 4, 5, or 6?

2. What do you think will turn up in the next roll?

3. What is the basis of your choice?

III. Probability measures how likely it is that an event occurs. In an experimental probability, data are
collected through experimentation. To compute for the experimental probability, simply get the ratio of
the number of times an event occurs to the total number of experiment.

Answer the following questions:

1. In the experimental tossing of a coin ten times, what is the probability of turning up head? Denote this
as P(head).

2. In the experimental tossing of a coin ten times, what is the probability of turning up head? Denote this
as P(tail).
3. In the experimental rolling of a number cube ten times, what is the probability of turning up an even
number? Denote this a P(even).

4. In the experimental rolling of a number cube ten times, what is the probability of turning up an odd
number? Denote this a P(odd).

5. In the experimental rolling of a number cube ten times, what is the probability of turning up a number
less than 4? Denote this as P(n<).

IV. The personnel of a quality control department of a manufacturing company checked 250 USB, and
found 40 defective USB. What is the experimental probability that a USB is defective?

C. Form groups of 4 students and let each group performed the activities in the worksheet on theoretical
probability.

Worksheet on Theoretical Probability

I. If all possible outcomes in an event are equally likely to occur, a theoretical probabilitry of the event
can be calculated using the formula:

number of favorable outcomes n (f)

P (event E) = _______________________________

Number of possible outcomes n(p)

1. Without actually tossing a coin (E):

a. What are the equally likely possible outcomes?

b. How many outcomes are possible? n(E)

c. How many possible ways can a head turn up? n (f)

d. What is the probability that in tossing a coin, a head turns up? P (E)

2. Without actually rolling a number cube (E):

a. What are the equally likely possible outcomes?

b. How many outcomes are possible? n(E)

c. How many possible ways can an odd number turn up? n(f)

d. What is the probability that in tossing a number cube, an odd number turns up? P(E)

e. Find the probability that an even number turns up.

f. Find the probability that a number less than 4 turns up.

g. Find the probability that a prime number turns up.

3. In rolling a pair of dice,

A. What are the equally likely possible outcomes?

b. How many outcomes are possible? n(E)

c. How many possible ways can a sum of 10 turn up? n(f)

d. What is the probability that in rolling a pair of dice, a number is greater that the other turns up?
P(E)

e. Find the probability that a sum of 20 turns up.

f. Find the probability that a sum less than n8 turns up.

g. Find the probability that an odd – even pair turns up.

h. Find the probability that an even – even pair turns up.

i. Find the probability that a prime – composite number turns up.

j. Find the probability that a prime – prime turns up.

D. Firm up the students’ gained knowledge on probability of an event. Discuss Examples 1-2 on pages
387 and 388. Tell the class to answer orally Mental Math A-E of Exercise 5.5 on page 403 and 404.

E. Bring the students’ attention to the two events of the previous example – getting a head and getting a
tail – in tossing a coin. Let the class describe these events. Ask: “What is the sum of the probabilities of
the two events?” Then, post on the board The Probability of the Complement of an Event. Use Example 3
on page 389 as additional illustrative example.

F. Ask: “What is the complement of the event “success”.” Relate this idea to the concept of odds of an
event. Give this dictionary meaning of odds: (noun); the possibility that something will happen; the
chance that one thing will happen instead of a different thing. Then post on the board the description of
Odds of an Event. Use Example 4-5 on page 389 – 391 to illustrate the concept of odds of an event.

G. Describe what mutually exclusive events are. Use a Venn diagram to illustrate this. Enumerate
examples of mutually own examples. Ask them to determine the probability of mutually exclusive events
based on the Venn diagram. Present Examples 6 – 8 on pages 392 – 394.

H. Describe what inclusive events are. Use a Venn diagram to illustrate events. Enumerate examples of
inclusive events. Then ask the class to list down their own examples. Ask them to determine the
probability of inclusive events based on the Venn diagram. Present Examples 10 – 13 on pages 396 – 399.

I. Describe what conditional probability is. Use a Venn diagram to illustrate this and present the notation
to be used for conditional probability. Present Examples 14-15 on pages 399 and 400.

J. Tell the class that if there are independent events, there are also dependent events. Describe what
dependent events are. Enumerate examples of dependent events. Then, ask the class to list down their
own examples. From the formula in finding the conditional probability, derive the formula in finding the
probability of dependent events. Use Example 16 on pages 401 and 402 to illustrate this.

K. Stress the differences in the types of events. Then tell the class to work in groups of three in working
on the complete solutions for the odd numbered problems in Written Math of Exercise 5.5 on page 401 –
406. Reserve the other items for summative evaluation and homework. For fast learners, tell them to
answer Math Challenge A – C on page 406.

33rd – 35th Meetings

A. Clarify for the last time with the class the performance task assigned to them. Discuss in detail the
evaluation process and the rubrics to be used in rating their performance task. In order to facilitate the
presentation of the output, group the class into 5 students. Ask each group to have the presentation done
simultaneously. The presentation that will get the highest rating from their peers will be chosen for
presentation before the entire class.

L. Provide the summative test. Use the 5th Unit Test (Refer to TRCD) as part of the test. Then, give the
problem in For Mathitinik as incentive/extra point in the summative test if answered correctly.

M. If time permits, continue providing opportunity for students to experience Mathematics by asking
them to do discuss among themselves the Extra Math – Geometric Probability (Refer to TRCD). Then,
call on volunteers to present their solutions for Extra Exercises (Refer to TRCD).
 Desired Results
UNIT 6: Measure of Position

CONTENT STANDARD

The learner demonstrates understanding of the key concepts of measure of position.

PERFORMANCE STANDARD

The learner is able to conduct systematically a mini-research applying the different statistical methods.

TRANSFER GOAL(s)

Students will be able to independently use their learning to …

T1 Apply knowledge and skills of measures of position in formulating conclusions and making decisions
at home, in school and in the community and solve routine and none routines.
MEANING

Understandings (U) ESSENTIAL QUESTION/S (EQ)

U1 The concepts of measures of position are used
in formulating conclusions and making decisions.
U2. Measures of position can be used in solving
real life problems.
Students will keep considering the following
questions,
EQ1 How important are measures of position.

AQUISITION

Knowledge(K) Skills(S)
Students will know… Students will be skilled at…

K1. Quartiles S1. Illustrating the following measures of position

K2. Deciles quartiles, deciles, and percentiles.
K3. Percentiles S2. Calculating a specified measure of position.
S3. Interpreting measures of position.
S4. Solving problems involving measure of
position.
S5. Conducting statistical mini-research ; and
S6. Using appropriate measures of position and
other statistical methods in analyzing and
interpreting research data.
 Assessment Evidence
PERFORMANCE TASK

Engaging Scenario
Research is important in progress and development. It is a tool used to expand
knowledge, make projection, and discover new concepts and ideas in different fields such as medicine,
education, economics, sciences, etc., which may lead to breakthrough in human development.
As a researcher-member of a team of 5, commissioned to conduct a study on the common school
problems of students, you will be assigned to do the following task:
1. Goal. Your task is to prepare a mini-research on a specific school problem oh students.
2. Role. You are a member of a research team invited to present the problems or concerns of students and
to convince the group of stakeholders to do appropriate actions in solving the presented student concern.
3. Audience. The target audience is composed of stakeholders of the community school where problem
occurs.
4. Situation. You are to present the findings of the research and convince the stakeholders to adopt the
suggested solution to students’ problems.
5. Product/Performance. A mini-research on a student problem that will apply different statistical methods
with findings, recommendations, and suggestions to the stakeholders.

RUBRICS

The mini-research will be evaluated by a select group using the following rubric:
Numerical Rating Criteria Descriptive Rating

The mini-research is completely,

accurately and logically
4 presented including the facts, Advanced
concepts and computation
involving different statistical
methods.

The mini-research is accurate and

the presentation reflects
3 understanding of different Proficient
statistical methods. Minor
inaccuracies do not affect the
overall results.
 The mini-research is generally
accurate but the presentation
2 lacks application of different Developing
statistical methods. Minor
inaccuracies affect parts of the
presentation.

1 The mini-research contains major Beginning

inaccuracies and significant
errors throughout.

Numerical Rating Criteria Descriptive Rating

Oral report is exceptionally clear,

thorough, fully supported with
4 theories and principles of Exceptional
combinatorics and probability,
and easy to follow.

Oral report is clear and reflective

of students’ personalized ideas,
3 and some accounts are supported Proficient
by mathematical principles and
theories.

Oral report is reflective of some

of what is learned; lacks clarity
2 and accounts have limited Average
support.

Oral report is unclear and

impossible to follow; superficial,
1 and more descriptive than Needs improvement
analytical.

Formative Assessment

 Probing question

 Seatwork

 Small Group activity

 Peer Assessment
  Math Journals

 Classroom Discussion

 Exit Slips

Summative Assessment

 Teacher made test on sequence and series incorporate some of the question in the 1st unit test to
encourage the students the practice solving the exercises and problems at the end of the unit.

Learning Plan
Pre-Assessment

Administer a Pre-Assessment or Diagnostic Test.

Learning Activities

Unit 6 Measures of Position

1st-5th Meetings

A. Administer a diagnostic test to determine the mastery level of students in working with measures of
position. Conduct a review lesson on the topics measures of central tendency and measures of spread to
facilitate understanding of succeeding lessons.

B. Pose the essential question “How important are measures of position?” Get initial student’s response.
Then, introduce the performance task in details. Explain the rubrics to be used in evaluating the product
and performance.

C. In front of the class, get a piece of paper, fold it twice horizontally, and ask: “How many equal parts,
are produced?” Repeat the procedure with five folds. Tell the class that the procedure is precisely one of
the purposes of measures of position.

D. Introduce the word quartile. Then, show the illustration below. Suppose a set of data whose quantity N
is given. If these N quantities are sorted – arranged from highest to lowest, quartiles 1, 2 and 3 can be
determined. The quartile values are located in the arrow position.
Ask the class to described Q1, Q2 and Q3 based on the illustration. Ask them to write inequalities to show
the mathematical relations of the sorted values.

E. Discuss quartiles of ungrouped data and the different cases that may occur depending on the value of
n. Then, discuss Examples 1-4 on pages 411-421.

F. To check their understanding’ tell the class answer orally the Mental Math A-B of Exercise 6.1 on page
429. Then, distribute the items in Written Math A 1-5 of Exercise 6.1 on page 430 to different groups of
three. Tell them to answer and present the solution to these items. Provide Written Math A 6-10 of
Exercise 6.1 on page 30 as quiz or homework.

G. Recall how frequency distribution is constructed and discuss its important features.

H. Present the formula in finding the quartile of grouped data. Explain the meaning of every variable in
the formula. Then use Example 5 on pages 422-424. Emphasize the meaning of the computed value. Use
example 6 on pages 425-427 to practice the students in the use of calculator. To answer the essential
question, “How important are the measures of position?” present example 7 on pages 427 and 428 and
discuss other applications of quartiles.

I. To check their understanding, tell the class to answer orally the Mental Math C of Exercise 6.1 on page
429. Then, distribute the items in Written Math B 11-12 of Exercise 6.1 on page 430 to groups of three as
seatwork exercises. Tell them to answer and present the solution to these items. Provide Written Math B
13 of Exercise 6.1 on page 431 as a quiz, and Written Math B 14-15 as homework. For fast learners, tell
them to work individually to solve Math Challenge on page 432 for extra incentives.

6th-10th Meetings

A. Start the class discussion with a question: “How many possible deciles are there in a given set of
data?” Let them described each decile value. Present Example 1 on page 433 to illustrate how deciles for
ungrouped data are computed.

B. To check their understanding, tell the class to answer independently the Written Math A 1-3 of
Exercise 6.2 on page 445.

C. Post on the board the formula for finding the decile of grouped data. Let the students explain each
variable. Use the quartile formula as basis of their analogy. Then, use Example 2-3 on pages 435-438 to
illustrate this. Emphasize the interpretation of the computed values.

D. Then, tell the class to work in pairs in solving Written Math C 7-10 of Exercise 6.2 on page 445 as
seatwork exercises. Tell them to answer and present the solution to these items. Provide Written Math D
11-14 of Exercise 6.2 on page 446 as a quiz.

E. Ask: “How many possible percentiles are there in a given set of data?” Let them described some values
of percentile values. Let them give their own examples to illustrate how percentiles for ungrouped data
are computed.

F. To check their understanding, tell the class to answer the Mental Math of Exercise 6.2 on pages 443
and 444.
G. Post on the board the formula for finding the percentile of grouped data. Let the students explain each
variable. Use the decile formula as basis of their analogy. Then, use Example 4 on pages 439 to illustrate
this. Emphasize the interpretation of the computed values.

H. Then, tell the class to work I pairs in solving Written Math E 16-18 of Exercise 6.2 on page 446 as
seatwork exercises. Tell them to answer and present the solution to these items. Provide Written Math F
19-21 of Exercise 6.2 on page 447 as a quiz.

I. For fast learners, tell them to work individually to solve Math Challenge on page 47 for extra
incentives.

J. As way to summarize the discussion, show a video on how to find quartile, decile, and percentile:
www.youtube.com/watch?v=IjO7rxxBBs , www.youtube.com/watch?v=pvfqfDRtKJY ,
www.youtube.com/watch?v=B9CyBnMn5h0.

11th-15th Meetings

A. Clarify the last time with the class the performance task assigned to them. Discuss in detail the
evaluation process and the rubric to be used in rating their performance task. In order to facilitate the
presentation of the output, group the class into 5 students. Ask each group to have the presentation done
simultaneously. The presentation that will get the highest rating from the peers will be chosen for
presentation before the entire class.

A. Provide the summative test. Use the 6th Unit Test (Refer to TRCD) as part of the test. Then, give the
problem in For Mathitinik (Refer to TRCD) as incentive/extra point in the summative test if answered
correctly.

B. If time permits, continue providing opportunity for students to experience Mathematics by asking them
to do and discuss among themselves the Extra Math – Box Plot (Refer to TRCD). Then, call on
volunteers to present their solution for Extra Exercises (Refer to TRCD).