School MALPITIC INTEGRATED HIGH SCHOOL Teaching Dates May 15, 2023

Teacher CARMINA A. CUNANAN Week 3

Subject MATHEMATICS 7 Quarter 4

DETAILED LESSON PLAN IN MATHEMATICS 7

Learning Competencies:
1. gathers statistical data. (M7SP-IVb-1)
2. organizes data in frequency distribution table. (M7SP-IVc-1)

I. Objectives:
1. collect or gather statistical data and
2. organize the ungrouped data in frequency distribution table according to some statistical considerations.

II. Content:
a. Topics:
Collecting and Organizing Data

Learning Resources
Reference
Mathematics 7 Learner’s Material pp. 130 – 133

Objective 2: Researched-Based
Constructivist Learning Theory of Jean Piaget
Constructivism is an important learning theory that educators use to help their students learn. It is also based on the idea that people actively construct or make their
own knowledge, and that reality is determined by your experience as a learner. I used this learning theory where the student will give their own definition of the circle
based on the activity.

Scaffolding Theory of Lev Vygotsky

Instructional scaffolding, also known as "Vygotsky scaffolding" or just "scaffolding," is a teaching method that helps students learn more by working with a teacher or
a more advanced student to achieve their learning goals. This theory can be a very effective teaching method for mathematics. Think of scaffolding as a ladder. You
have a lot of support at the bottom, but as you climb higher and higher you get less support. When introducing a new concept, you need to provide a lot of support to
your students. As they build an understanding, they require less and less help from you. This image of a ladder shows the different steps in scaffolding:

III. Procedure:
A. Review of Previous lesson or Presenting of New Lesson
(Indicator 3, 4, 5, 6,7, and 8
3- displayed proficient use of Mother Tongue, Filipino, and English to facilitate teaching and learning
4- used effective verbal and non-verbal classroom communication strategies to support learner understanding, participation,
engagement, and achievement
5- established safe and secure learning environments to enhance learning through the consistent implementation of policies,
guidelines, and procedures
6- maintained learning environments that promote fairness, respect, and care to encourage learning
7-maintained learning environments that nurture and inspire learners to participate, cooperate, and collaborate in continued
learning

Good day! How was your weekend?

Did you enjoy your previous lesson?
Before we proceed to our new lesson, let me remind you our classroom rules.

Classroom Rules
 Be ready to learn.
 Listen and follow instructions.
 Raise your hand to speak.
 Be respectful of others.
 Always do your best.
 Believe in yourself.
 Work hard and have fun!

Are you ready to learn new lesson today?

But before that let us refresh what you have learned on your previous lesson.

Activity 1: Read each question carefully and choose the letter of the correct answer.
A. Statistics D. Interpretation of data
B. Analysis of data E. Organization of data
C. Collection of data Q4-Wk2 page 1
1. What do you call the branch of Mathematics that deals with the collection, organization, presentation, analysis, and interpretation of
data.
Very good! It is Statistics.
How about this one?

2. It is the process of obtaining information.

What do you call that process? Where we are gathering or collecting information from our respondents.
Very good! It is collection of data.

3. Ascertaining manner of presenting the data into tables, graphs, or charts.

Sometimes, we use table and graphs when do this one. What do you call that class?
Nice one! It is Organization of data.
So, we use those tables or graphs to organize data.

Why do we need to organize our data?

4. Extracting relevant information from the given data from which numerical description can be formulated.
Perfect! It is Analysis of data.

Why do we need to analyze our data?

5. Task of drawing conclusions from the analyzed data.

Your right! It is Interpretation of data.

Very good class!

Tap your shoulder and congratulate yourself because you were able to recall your previous lessons.

B. Establishing a Purpose for the Lesson

(Indicator 1 –Across learning Curriculum)
ABM_BM11PAD-IIi-10 – Week 9 - Analyze and interpret the data presented in a graph/table.
Activity 2: ANALYZE ME!
Let us analyze the two given presentations of data below.

CITY OF SANFERNANDO, PAMPANGA

COVID-19 UPDATE
As of June 3, 2021, twenty-two new active cases
of Covid 19 were recorded in the City of San
Fernando Pampanga but there were also forty-
three recovered cases but unfortunately there
was one death. Now, the total number of cases is
five hundred eight.

Questions:

What is the two presentations all about?

Very good! It is all about the Covid-19 cases in the City of San Fernando last June 3, 2021.

How many are the active cases that time?

Yes, they are 508.

How about the new recoveries that time?

Okay, they are 43.

Now, which of the two presentations will give you the data needed easily?
Is it one presented in tabular form or the one in the paragraph form?

Yes, you are correct! The tabular form, but why?

Q4-Wk2 page 2
 Okay! Because the tabular form is systematically arranged, and the data arranged in rows or columns for ready reference for
information. You don’t need to read all the paragraph just to understand and get information about it.
(Indicator 1 - Across learning Curriculum)
Aralin Panlipunan (Kontemporaryong Isyu ) – Nalalaman ang mga napapanahong isyu o problema.

So, today’s lesson is all about the Collecting and Organizing Data.
At the end of the lesson, you are expected to:

1. collect or gather statistical data and

2. organize the ungrouped data in frequency distribution table according to some statistical considerations.

C. Presenting Examples/Instances of the Lesson

Indicator 1 (Within Learning Curriculum)
M7SP-IVa-2 – Week 1 - poses real-life problems that can be solved by Statistics
Collection of data – refers to the process of obtaining information.

We have different methods in collecting data.

1. Interview – direct method of gathering data because this requires a face-to-face inquiry with the respondent. The
interview method is done when a person solicits information from another person. The person gathering the data is
called the interviewer while, the person supplying the data is the interviewee.
For example, getting feedback from students about the implementation of a new school policy.
* Ask the students to give real-life examples.

2. Questionnaire survey - indirect method of gathering data because this makes use of written questions to be
answered by the respondent.
For example, a method of collecting data by sending out set of questions to the respondents.
* Ask the students to give real-life examples.

3. Observation - makes use of the different human senses in gathering information. The data are gathered either
individually or collectively. The person who gathers the data is called investigator while, the person being observed is
called the subject.
For example, watching a football game during school intramurals.
* Ask the students to give real-life examples.

4. Registration or Census – it requires the enactment of law to take effect because it needs the participation of a large, if
not the entire population.
For example, reporting the number of 4Ps recipients enrolled in a certain junior high school.
* Ask the students to give real-life examples.

5. Experimentation - usually conducted in laboratories where specimens are subjected to some aspects of control to
find out cause and effect relationships.
For example, testing the effects of a new drug to treat patients of various ages and dosages.
* Ask the students to give real-life examples.

(Indicator 3, 4, 5, 6, 7 and 8)
(The teacher will encourage the students to participate and will give feedback that will motivate them to answer)

Activity 3: Let us study each situation and determine what method will be used to collect the needed data.

1. The G7-Aristotle students of a certain JHS were asked to get the responses of at least three (3) persons in their locality
concerning their opinion regarding blended learning.
- Interview
2. A Botany Teacher instructed his students to determine the number of days needed for mongo seeds to
sprout. The students recorded their data on a sheet of paper and submitted to their teacher a few days
after.
- Experimentation
3. A Mathematics Teacher is preparing the BEIS of her advisory class. The teacher used the Enrolment Form
of each of her students to gather the data needed to complete her BEIS.
- Registration

4. An intelligence officer is tasked to conduct surveillance to a person suspected to be involved on illegal

activities.
- Observation

Q4-Wk2 page 3
 Do you have any questions?

D. Discussing New Concepts

(The teacher will encourage the students to participate and will give feedback that will motivate them to answer)
Indicator 1 (Within Learning Curriculum)
M4SP - IVg -2.4 (Week 5 Lesson in Grade 4) - organizes data in tabular form.

Now, after collecting of data. Let us organize our data by creating a frequency distribution table. But before that, let us
be familiarized with these terms.

Frequency Distribution Table for Ungrouped Data

Table – is a systematic arrangement of data usually arranged in rows or columns for ready reference of information. It has a title and appropriate
headings for the columns and rows.
Frequency Distribution – is a table that lists each data point and its frequency. Data is often described as ungrouped or grouped.
Ungrouped data – is data given as individual data points. It is also called raw data.
Grouped data – is data given in intervals and has been organized into groups into frequency distribution.

How to construct a frequency distribution table for ungrouped data?

* The teacher will collect data from the students.

Activity 4: Frequency Distribution Table

Question: What is your 2nd Quarter grade in Mathematics 7?
Expected answers: Based on their card.
92 91 83 82 82 92 93 86 88 87 85 82 85 83 82

Now, based on these data. Let us create a frequency distribution table for ungrouped data by following these steps.

STEP 1. Set the values of data, which are called scores, in the column starting from the lowest value to the highest or vice versa.

Frequency Distribution Table for Ungrouped Data

Scores Tally Frequency
93
92
91
88
87
86
85
83
82

STEP 2: Create the second column with the frequency of each data occurrence.

Frequency Distribution Table for Ungrouped Data

Scores Tally Frequency
93 I
92 II
91 I
88 I
87 I
86 I
85 II
83 II
82 IIII

STEP 3: Create the third column where the frequency of each score will be inserted.

Frequency Distribution Table for Ungrouped Data

Scores Tally Frequency
93 I 1
92 II 2
91 I 1
88 I 1
87 I 1
86 I 1
Q4-Wk2 page 4
 85 II 2
83 II 3
82 IIII 4
N = 16

E. Continuation of the Discussion of New Concepts

(Indicator 3, 4, 5, 6, 7 and 8)
(Objective 2) Constructivist Learning Theory of Jean Piaget
Constructivism is an important learning theory that educators use to help their students learn. It is also based on the idea that people
actively construct or make their own knowledge, and that reality is determined by your experience as a learner. I used this learning theory
where the student will give their own definition of the circle based on the activity.

Activity 5
Construct a frequency distribution table for the week 5 evaluations scores of 20 students in grade 7 Aristotle last 3 rd Quarter.

12 13 14 14 15 9 15 11 10 17
16 18 16 18 15 12 13 15 14 16

STEP 1. Set the values of data, which are called scores, in the column starting from the lowest value to the highest or vice versa.

Frequency Distribution Table

Scores Tally Frequency
9
10
11
12
13
14
15
16
17
18

STEP 2: Create the second column with the frequency of each data occurrence.

Frequency Distribution Table

Scores Tally Frequency
9 I
10 I
11 I
12 II
13 II
14 III
15 IIII
16 III
17 I
18 II

STEP 3: Create the third column where the frequency of each score will be inserted.

Frequency Distribution Table

Scores Tally Frequency
9 I 1
10 I 1
11 I 1
12 II 2
13 II 2
14 III 3
15 IIII 4
16 III 3
17 I 1
18 II 2
N = 20
Q4-Wk2 page 5
 Do you have any questions?

F. Developing Mastery
Indicator 1 (Across Learning Curriculum)
CS_RS11- IVd-f-1 - Week 5 to 6 - collects data through observation and interviews.
ABM_BM11PAD-IIi-9 – Week 8 -Draw the graph/table to present the data

Group Activity
 The class will form 2 groups.
First Group – They will collect data using Statistical Instruments – SURVEY
* Weekly Allowance of their members.
Second Group – They will collect data through ROLLING A PAIR OF DICE.
* Their data will be the sum of die when they roll it.

 After collecting of data, create a frequency distribution table and will present it.

G. Finding Practical Applications of Concepts and Skills in Daily Living

Barangay elections in the Philippines.

Source:https://en.wikipedia.org/wiki/Barangay_elections

Sample tally of COVID-19 cases per barangay in City of San Fernando Pampanga as of June 4, 2021.

Source: https://www.facebook.com/173358099514484/posts/1711282609055351

H. Making Generalization and Abstractions about the Lesson

Collection of data – refers to the process of obtaining information.

We have different methods in collecting data.

1. Interview – direct method of gathering data because this requires a face-to-face inquiry with the respondent. The interview
method is done when a person solicits information from another person. The person gathering the data is called the
interviewer while, the person supplying the data is the interviewee.
2. Questionnaire - indirect method of gathering data because this makes use of written questions to be answered by the
respondent.
3. Observation - makes use of the different human senses in gathering information. The data are gathered either individually
or collectively. The person who gathers the data is called investigator while, the person being observed is called the subject.
4. Registration or Census - – it requires the enactment of law to take effect because it needs the participation of a large, if not
the entire population.
5. Experimentation - usually conducted in laboratories where specimens are subjected to some aspects of control to find out
cause and effect relationships.

Frequency Distribution Table for Ungrouped Data

Table – is a systematic arrangement of data usually arranged in rows or columns for ready reference of information. It has a
title and appropriate headings for the columns and rows.
Q4-Wk2 page 6
 Frequency Distribution – is a table that lists each data point and its frequency. Data is often described as ungrouped or
grouped.
Ungrouped data – is data given as individual data points. It is also called raw data.
Grouped data – is data given in intervals and has been organized into groups into frequency distribution.

Steps in constructing a frequency distribution table for ungrouped data. First, set the values of data, which are called scores,
in the column starting from the lowest value to the highest or vice 20 versa. Second, create the second column with the
frequency of each data occurrence. And lastly, create the third column where the frequency of each score will be inserted.

I. Evaluating Learning
Indicator 1 (Across Learning Curriculum)
ABM_BM11PAD-IIi-9 – Week 8 -Draw the graph/table to present the data

Indicator 1 (Within Learning Curriculum)

M4SP - IVg -2.4 (Week 5 Lesson in Grade 4) - organizes data in tabular form.

FREQUENCY DISTRIBUTION TABLE FOR UNGROUPED DATA

Answer the following by completing the table below.

The following are the numbers of members in Boy Scout of the Philippines per sections at Del Rosario Integrated School.

Lemon – 4 Gumamela – 7 Mahogany – 2 St. Matthew- 11 Aristotle - 3

Apple – 3 Camia – 5 Molave – 2 Emerald – 5 Zeus - 5
Love – 2 Rosal – 2 Silver – 10 Diamond – 1 Poseidon - 5
Hope – 2 Daisy – 6 Gold – 5 Sapphire – 4 Banana - 0
Joy – 3 Narra – 4 St. John- 4 Plato – 6 Cherry - 0

4 7 2 11 3
3 5 2 5 5
2 2 10 1 5
2 6 5 4 0
3 4 4 6 0

Number of Members Tally Frequency

N = _________

J. Additional activities for application or remediation

(Karagdagang gawain para sa takdang aralin at remediation)

Indicator 1 (Within Learning Curriculum)

M4SP - IVg -2.4 (Week 5 Lesson in Grade 4) - organizes data in tabular form.

FREQUENCY DISTRIBUTION TABLE FOR UNGROUPED DATA

Complete the frequency distribution table for ungrouped data.

The following are the ages of the Senior Scouts at Del Rosario Integrated School.

13 13 13 14 14 13 12 12 13 14
14 13 14 14 14 14 14 14 15 13

Q4-Wk2 page 7
 Age Tally Frequency

N = _______

Prepared by: Noted:

CARMINA A. CUNANAN MARLENE P. TULABUT, EdD

Name and Signature of Teacher Name and Signature of Observer

What do we need to do in order to lessen the number of data related with covid-19?

Nakagagawa ng mga wastong kilos at gawi sa pangangalaga ng sariling kalusugan at kaligtasan.

EsP3PKP- Ie – 18

Nasusuri ang mga kontemporaryong isyu ng lipunan tungo sa pagtugon sa mga hamon ng malaya at maunlad na
bansa . AP6TDK-IVe-f-6

Q4-Wk2 page 8