School Taguig National High School Grade Level 7

Teacher Rowena Mae B. Fanuncio Learning Area Mathematics

Dates and Time February 10, 2020; 2:00 – 3:00 Quarter Fourth Quarter

I. OBJECTIVES
A. Content Standards The learner demonstrate understanding of key concept
uses and importance of Statistics, data
collection/gathering and the different forms of data
representation, measures of central tendency,
measures of variability, and probability.

B. Performance Standards The learner is able to collect and organize data

systematically and compute accurately measures of
central tendency and variability and apply these
appropriately in data analysis and interpretation in
different fields.

C. Learning Competencies/Objectives (Write A. The learner calculates the measures of central

the LC code for each) tendency of grouped data. (M7SP-IVf-g-1)

Objectives:
1. Enumerate the steps in calculating the mean.
2. Solve for the mean of grouped data.
3. Participate actively in group activity

II. CONTENT Measures of Central Tendency of Grouped Data

(Mean)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Teacher’s Guide pp. 305 – 307
2. Learner’s Material pages Learner’s Material Module 5 pp.245-247
3. Textbook pages Mathematics for Grade 7 (Spiral) pp. 232 - 235
4. Additional Materials from Learning https://www.slideshare.net/derechohernan/mean-for-
Resource (LR) portal grouped-data
B. Other Learning Resources / Materials PowerPoint, projector, laptop, manila paper, marker
IV. PROCEDURES
A. Daily Routine
1. Prayer
Requesting everyone to please stand, and let
us pray. Alliah will lead the prayer. (The students will pray)

2. Greetings
Good Afternoon Faith! Good morning Ma’am Fanuncio, Good morning
Ma’am Pamintuan.
3. Classroom Management
Please pick up the litters under your chair (The students will pick up the pieces of litter.)
before we start our lesson.

4. Checking of Attendance
Now, let’s check your attendance, Alliah will (The student will report the attendance.)
report the attendance.

B. Reviewing previous lesson or presenting

the new lesson
Before we proceed to our next topic, let’s have a
short review on finding the mean of ungrouped data.

Determine the mean of the following.

a. 2, 4, 1, 4, 6 2+4 +1+4 +6
x́= = 3.4
5
b. 77, 80, 90, 65, 77, 89, 80 77+80+ 90+65+77+89+ 90
x́= =¿79.71
7
c. 50. 50. 51. 58. 60 50+50+51+58+60
x́= =¿ 53.8
5

C. Establishing a purpose for the lesson /

Presenting examples/instances of the new
lesson
We’ve done already discussing about the calculation
of the mean of ungrouped data.

Today, we’re going to discuss the mean of grouped

data.

So be with me this afternoon class, as I discuss to

you about “Measures of Central Tendency (Grouped
Data) Mean”

Everybody read! “Measures of Central Tendency of Grouped Data -

Mean“

D. Discussing new concepts and practicing

new skills #1
Grouped Data - are the data or scores that are
arranged in a frequency distribution.

Mean - also known as the arithmetic mean, is the

most commonly used measure of central tendency. It
is used to describe a set of data where the measures
cluster or concentrate at a point.

The formula in calculating the mean is

x́=
∑ f xm
N
Where
x́ = mean
f = frequency
x m = classmark
N = sum of frequency

Let’s have an illustrative example.

Calculate the mean of the Mid-year Scores of
Students in Mathematics.

Score Frequency (f)

16 - 20 2
21 - 25 7
26 - 30 14
31 - 35 8
36 - 40 8
41 - 45 1
Since in the given grouped data, the class interval
and the frequency are already given. So to get its
mean, we have to obtain the things in the formula.
We will add two columns for the classmark and
product of classmark and frequency.

Solution.
1. Find the midpoint or classmark ( x m ¿ of each
¿+UL
class interval. x m=
2
2. Multiply the frequency and the corresponding
class mark. ( fx m ¿
3. Find the sum of the results in step 2. ( Ʃf xm ¿
4. Find the sum of the frequency. (N ¿
5. Solve the mean using the formula. Score Frequency (f) classmar f xm
∑ f xm k (xm ¿
x́= 16 - 20 2 18 36
N
21 - 25 7 23 161
26 - 30 14 28 392
31 - 35 8 33 264
36 - 40 8 38 304
41 - 45 1 43 43
N = 40 ∑ x m=¿
f
1.200
Since, we have already obtain all the necessary
information to calculate the mean. We can now
solve the mean.
x́=
∑ f xm
N

1200
x́=
40

x́=30 is the mean of the given grouped data.

E. Discussing new concepts and practicing

new skills #2
From the frequency distribution, based on the
formula, what are the things that we need to have to
calculate the mean? We have to obtain the class mark of each class
interval.

What else aside from the classmark? We also need to get the product of the frequency and
the class mark.

What do we have to do with the product of the

frequencies and the classmarks? We have to get the sum of the product of the
frequencies and the classmarks.

What will we do the sum of the product of

classmark and frequency to finally get the mean of
the given grouped data? We will divide the sum of the product of classmark
and frequency by the sum of frequency (N).

Very Good!

F. Developing mastery

Group Activity. Each group will be given an

activity. A Manila paper and a marker will be used
in doing the activity. You will be given 10 minutes
to solve the given problem. After 10 minutes, post
your output on the board and present your work.

Group 1.
A sample of car owners was asked how old they
were when they got their first car. The results were
then reported in a frequency distribution. Calculate
the mean.
Age Frequency
 16 - 20 10
21 - 25 18
26 - 30 12
31 - 35 8
36 - 40 2

Group 2.
A survey of athletes asked how many hours they
train per week. The results were then reported in a
frequency distribution. Calculate the mean.
Hours Frequency
1-3 12
4-6 15
7-9 20
10 - 12 14
13 - 15 9

Group 3.
You grew fifty baby carrots using special soil. You
dig them up and measure their lengths. Calculate the
mean length of baby carrots.
Length (mm) Frequency
150 - 154 5
155 - 159 2
160 - 164 6
165 - 169 8
170 - 174 9
175 - 179 11
180 - 184 6
185 - 189 3

Group 4.
The numbers of words in each of the first eighty
sentences of a book were counted. The results are
recorded in groups as follows:
No. of words Frequency
1-5 2
6 - 10 5
11 - 15 11
16 - 20 23
21 - 25 21
26 - 30 13
31 - 35 5

Group 5.
The following data represent the age distribution of
a sample of 70 women having multiple-delivery
births in 2002.
Age Number
15 - 19 1
20 - 24 5
25 - 29 16
30 - 34 28
35 - 39 17
40 - 44 3
 
G. Finding practical applications of concepts
and skills in daily living.
A while ago, we have discussed about the Mean of
grouped data, as one of the measures of central
tendencies.

We can associate the word central to center. A

center value of the data.

In connection to our lives class, who is the center of

your lives?

Who is would like to answer? The center of my life is my family because they are
the ones who are always at my side in times of
happiness and sadness.

The center of my life is God because He is the source

of everything I need in this world.

H. Making generalizations and abstractions

about the lesson

As we all know that the mean is one of the measures

of central tendency, it simply means that it is a
single value which can represent the whole quality
of the given data.

How are we going to find the mean of grouped data? To find the mean of grouped data, first, we have to
make a column for classmark and for the product of
frequency and classmark. Next is, apply the steps in
calculating the mean of grouped data.

1. Find the midpoint or classmark ( x m ¿ of each class

¿+UL
interval. x m=
2
2. Multiply the frequency and the corresponding
class mark. ( fx m ¿
3. Find the sum of the results in step 2. ( Ʃf xm ¿
4. Find the sum of the frequency. (N ¿
5. Divide the sum of the product of classmark and
frequency by the sum of frequency (N).

I. Evaluating Learning

The distribution of the hourly rates of 70 professors

from different schools who attended a convention is
indicated below. Calculate the mean.

Hourly Rate No. of Professors Hourly No. of Classmarks fXm

20 - 28 12 Rate Professors (xm)
29 - 37 18 20 - 28 12 24 288
38 - 45 11 29 - 37 18 33 594
46 - 54 9 38 - 45 11 42 462
55 - 63 8 46 - 54 9 50 450
64 - 72 6 55 - 63 8 59 472
73 - 81 3 64 - 72 6 68 408
82 - 90 3 73 - 81 3 77 231
82 - 90 3 86 258
N = 70 ƩfXm = 3163

Ʃf X m 3163
x́= = =45.19
N 70
 J. Additional activities for application or
remediation

The following table represents the distribution of the

annual number of days over 100 degrees Fahrenheit
for Dallas-Fort Worth for a sample of 80 years from
1905 to 2004.
Days Above 100 Number of Years
Degrees
0-9 25
10 - 19 33
20 - 29 14
30 - 39 5
40 - 49 2
50 - 59 1
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who caught up with the lesson
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?