LESSON PLAN IN MATH GRADE 4 (4th Quarter)

I. OBJECTIVES:
Identify the parts of a vertical bar graph.
Interpret data presented in a vertical bar graph.
Appreciate the Philippines’ local products.

II. SUBJECT MATTER:

Topic: Interpreting Data Presented in Vertical Bar Graph
Integration: Entrepreneurship, EPP4IE0a-1
M4SP-IVg-3.4
Reference: K to 12 Grade 4 Curriculum, LM Math Grade 4, pages 246 to 249
Materials: tarpapel of vertical bar graphs, pentel pen, index card, activity sheet, picture
Value Focus: Live out the core value “MAKABANSA” through patronizing their own
products.
III. PROCEDURE:
A. Preliminary Activities:
a) Drill:​ Have a drill on skip counting by 2s, 5s, and 10s

By 2s By 5s By 10s

2 5 10

b) Review:​ Have a review on interpreting data presented in a pictograph.

 Ask: 1) What is the title of the graph?
2) What are being compared?
3) What is the legend? Who made the least number of baskets?
4) What is the total number of baskets made by Mr. Jalandoni and Mr. Pido?
5) How many baskets were made by Mr. Diaz and Mr. Elisa?
c) Motivation:
1. Show a picture to the class and ask:
2. Do you know the girl on the picture?
3. What competition did she join last time?
4. Did she win? Do you think winning in a competition like “Technolympics”
could help your place become famous?
5. Why? If you were in Kishalee’s shoes, would you be happy because of your
achievement?
6. What are you going to do so that someday your place will be well known for
your good achievements?
(Background information: Kishalee Bitache won third place in the Technolympic-Fish
processing and preservation held at Victorias City, Negros Occidental last January 30,
2016. Her entry was an original recipe with a name “Fish Malungganisa”)
B. Developmental Activities
1. Activity: ​Reading and Comprehension ​(Answering WH questions)
a. Divide the class into four groups.
b. Distribute the storyline written in an index card with questions that would be answered.
c. Distribute also the manila papers and the pentel pen.
d. Tell the class that they would read the story line and answer the questions that follow. The answers
would be written in the provided manila papers, and an assigned reporter/s will present their
output.
e. Remind the class about the rules in doing group activities.
f. Present also the rubrics for giving points for their presentation. (Please see the attached rubrics in
rating group work/class presentation.)

Ask:

1. What is the story all about?

2. What is the majority of the livelihood in Sitio Bagumbayan?
3. How many ibos were sold by each woman?
4. What is the total number of ibos sold in a day?
5. Are you proud that the native delicacies from your place are famous in the streets of La Carlota
City? Why?
2. Analysis:
Using some of the data in the storyline, present to the class an example of vertical bar graph with
parts and guide the pupils on how the graph is being interpreted.

Explain to the pupils the parts of a vertical bar graph. Start by asking:
1. How many parts does a vertical bar graph have?
2. What are those parts?  What is being shown on the vertical axis of the graph? Horizontal axis
of the graph?
3. Looking at the bar graph, can you interpret the data presented? How? (Guide the pupils in
interpreting the additional information in the graph through giving up follow up question such
as: What is the title of the graph? How many vendors do we have in our graph? How many
pieces of ibos were sold by each vendor? Who got the most/least/ equal number of sold ibos?)
4. End the analysis by asking: Why is it important to have an accurate data?

3. Abstraction:
Guide the pupils to give the following generalization by asking:
1. What is a vertical bar graph?
2. What are the parts of a vertical bar graph?
3. Why it is called a vertical bar graph?
4. What is being compared in a vertical bar graph?

4. Application:
1. Group the pupils into four.
2. Give the activity sheets about vertical bar graph interpretation to each group.
3. Ask the group to work together in interpreting the data.
4. Give them enough time to do the task.
5. After they have finished, the leader of each group will display their output on the board and
discuss its answer. (Graph for the said activity is presented below)
Group 1

1) What is the title of the graph?

2) What is being compared in the given graph?
3) What pet has the least/ most/ same number of kids?
4) How much more are the kids of the cat than the snake?
5) What is the total number of kids of the pet animals?

Group 2

1) What is the title of the graph?

2) What are the colors of the cars in the graph?
3) Which car has the most/least/same number of colors?
 4) How much more white cars do we have than blue cars?
5) What is the total number of cars in the graph?

After the said presentation, ask the class: How did you feel doing the activity? Do you have
the same interpretation? Why? Why not?

Group 3
Create a bar graph out of the following data.
Number of Books Read in the Library in a day
Books in the library
Filipino - 15
Literature - 25
English Grammar - 23
Panitikan - 48
Economics - 28
What book was read most in a day?
How much more Panitikan book read than Economics book?
Group 4
Some tourists travel by train, airplane or boat during the summer.
Create a bar graph that shows number of tourists used each type of travel.
Train - 1078
Bus - 2789
Airplane - 978
Boat - 1789
What type of travel do most tourist use?
Why do you think it is used as type of travel by most of the tourist?
Do you think tourism industry improved commerce in the Philippines?
What are the benefits can tourism industry give to the people of a particular place?

IV. EVALUATION:
Multiple choice. Study the vertical bar graph below then choose the letter of the correct answer.

On the following day, the vendors compared the number of latik they sold. The data
presented in the graph shows the number of products sold by each vendor.

1. What is the title of the graph?

a.) Latik b.) Latik sold c.) Number of latik sold per vendor d.) latik sold per Vendor
 2. What is the total number of latik sold?
a.) 175 b.) 180 c.) 185 d.) 179
3. What is the difference of number of latik sold by Mrs. Pajaro and Mrs. Catin?
a.) 10 b.)15 c.) 20 d.) 25
4. Who has the same number of latik sold?
a.) Mrs. Forsuelo and Mrs. Teruel
b.) Mrs. Pajaro and Nanay Vercing
c.) Mrs. Pajaro and Mrs. Forsuelo
d.) Mrs. Teruel and Mrs. Catin
5. How much more latik did Mrs Teruel sold than Mrs. Catin?
a.) 5 b.) 10 c.) 15 d.) 20

V. ASSIGNMENT:
Interpret the data by answering the questions that follow. Write your answer in your Math
Notebook.

​Last month, Caiñaman Elementary School celebrated the scouting month. Many participated on the
said event because of the much-awaited campfire in which everyone enjoyed a lot. Below is the data that
shows the number of registrants by grade level.

1) What is the title of the graph?

2) What is found on the horizontal axis? In the vertical axis?
3) Which grade level has the least number of registered boy scouts?
4) Which grade level has the greatest number of registered boy scouts?
5) What is the total number of registered Boys scouts of Caiñaman Elementary School?
RUBRICS FOR PERFORMANCE TASK 
(Group Work/Presentation)