REVISED COLLABORATIVE LESSON PLAN IN MATHEMATICS 7

GRADES SCHOOL: DON YNOCENCIO A. DEL GRADE LEVEL: 7

1 TO 12 ROSARIO NATIONAL HIGH
DAILY SCHOOL
LESSON TEACHER: Maria Lyn F. Comintan LEARNING AREA: MATHEMATICS
LOG TEACHING July 26,2018 QUARTER: 1st QUARTER
DATES & 10:00-11:00 AM
TIME:
I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of key concepts of sets and the real
number system.
B. Performance Standards: The learner is able to formulate challenging situations involving sets and real
numbers and solve these in a variety of strategies.

C. Learning Competencies/ M7NS-If-1

Objectives: Performs operations on rational numbers.
(Subtracting dissimilar fractions)
II. CONTENT Numbers and Number Sense
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 64 – 66
Pages
2. Learner’s Materials 45 – 50
Pages
3. Text book Pages
4. Additional Materials
from Learning
Resources(LR)Portal
B. Other Learning Smart in Math 7, Math App (Fraction Calculator)
Resources pp. 92 – 94
IV PROCEDURES
A. Reviewing Previous Change dissimilar fractions into similar fractions.
Lesson or Presenting
New Lesson 4 2 4 5 3 6
1. 5 - 3 = 2. 3 - 7
= 3. 2 - 7 =

B. Establishing a Purpose Jolie bought 2 kilos of dried fish in the market. When she arrived home, she gave
for the Lesson 3
4
of dried fish to her sister. How many kilo of dried fish will be left to Jolie?

 Students will read and analyze the problem above and let them explain
and answer the problem.

Questions:
 What operation should we use?
 Based from the given problem, what kind of fraction are we going to
solve?
 What are dissimilar fractions?
C. Presenting Subtracting fractions with different denominators.
Examples/Instances of Solve the fractions from the given problem above.
the lesson
3
1. 2 - =
4

 How are we going to subtract fractions with different denominator?

 What are the things that we should do?
a. Find the Lowest Common Denominator (LCD) of the fractions.
b. Rewrite the fractions into similar fractions.
c. Subtract the numerators of the fractions.
d. Simplify the fraction (if needed).
 Perform the subtraction.

Show a video with examples on how to subtract fractions with different

denominators using another method (butterfly method).
  Based from the video presented, how does dissimilar fractions
subtracted?
 What do you think is the method or another way of subtracting fractions
with different denominators?
How about solving the given problem above using the second method?
D. Discussing New Exercises:
Concepts and Students Board Work.
Practicing New Skills#1 Subtract the following fractions with different denominators.

Given:
4 3 13 7 8 6 5
1. 7 - 8 = 2. 4
-3= 3. 3
-5+6=
E. Discussing New Group Activity
Concepts and Subtract the following fractions with different denominators.
Practicing New Skills#2
Given:

7 3 4 3 7 2 5 3 1 3
1. 9 - 5 = 2. 7 - 8 = 3. 3 + 4 - 6 4. 4 + 6 - 4
F. Developing Mastery Subtract the following fractions with different denominators.
(Leads To Formative
Assessment 3) Given:

4 2 4 5 3 6
1. 5 - 3 = 2. 3 - = 3. 2 - 7 =
7

Note: Students will solve the given fraction based on the method given to them.

G. Finding Practical  The teacher will ask the students to give situations in real life that illustrates
Application of Concepts equation of subtracting fractions with different denominator?
and Skills in Daily Living  Students will be given a real life problem to solve involving Subtracting
dissimilar fractions.
Activity.
Mang Tony had 5 kilos of Tilapia. If he sold 1 ½ kilos to his first customer and
another ¾ kilo to his second customer. How many kilos of Tilapia will be left to
Mang Tony?

H. Making Generalization  What are dissimilar fractions?

and Abstractions about the  How do we subtract fractions with different denominators?
lesson  What are the two methods in subtracting fractions with different
denominators? Discuss each method.

I. Evaluating Learning Find the difference of the following fractions.

4 5 12 7 13 7
1. 7 - 9
2. 5
-3 3. -3
4

Note: Let the students check their answers using the MathApp (Fraction
Calculator) after the evaluation.
J. Additional Activities for Change the following mixed numbers to improper fractions.
Application or Remediation 3 5 3
1. 2 2. 37 3. 54
4

Prepared by:

Math 7 Teachers

Jasmin A. Cartujano- TNHS

Sandee A. Rosero -DUMOLOG NHS
Resty D. Delfin -CULASI NHS
Ana Chin Basa - IAVIS
Rumila Kayte B. Gonzales – DYDR NHS
Maria Lyn F. Comintan – DYDR NHS – Demonstrator

Noted by:
MRS. RHODA DELCANO
EPS- I in Mathematics
Division of Roxas City
DEMONSTRATION TEACHING PHOTOS
July 26, 2018
 School Tanque National High School Grade Level Grade 7

Teacher Jasmin A. Cartujano Learning Mathematics –

Area Measurements

Teaching August 22, 2018 Quarter Second Quarter

Date
GRADES 7

DAILY LESSON LOG

I. OBJECTIVES

A. Content Standards: The learner demonstrates understanding of key concepts of measurement.

B. Performance The learner is able to formulate real-life problems involving measurements and solve
Standards: these using a variety of strategies.

C. Learning Competencies/ The learner converts measurements from one unit to another in both Metric and
Objectives: English systems. ( M7ME-IIb-1)

a. Converts length measurements from English system to Metric system..

II. CONTENT Measurement

III. LEARNING
RESOURCES

A. References

5. Teacher’s Guide Pages

6. Learner’s Materials
pp. 95-96
Pages
7. Text book Pages e-Math K to 12 Edition pp. 87-89

8. Additional Materials
from Learning
resources(LR)Portal
B. Other Learning Prepared work sheets, PowerPoint presentation, math app
Resources

IV PROCEDURES

H. Reviewing Previous Activating Prior Knowledge

Lesson or Presenting
New Lesson Ask the students to describe the process involved when they converted
measurements from one unit to another unit such as:

a. from meter to centimeter

b. from millimeter to hectometer

I. Establishing a Purpose Answer the following questions:

for the Lesson
1. Leonora is a Filipina girl who stands 1.7 meters tall, would she be considered tall or
short? How about Teresa, who is also a Filipino whose height is 5 feet and 7 inches.
Would she be considered tall or short?
 2. Which particular unit of height are you more familiar with?

3. Who is taller between the two Filipina girls, Leonora or Teresa?

J. Presenting 1. Have the students measure a book using the unit inch and then have them
Examples/Instances of measure the same book using the unit cm.
the Lesson 2. Present to the class some common conversion factors for length.
English System to Metric System

1 inch = 2.54 cm
3.3 feet = 1m
1 mi = 1.6 km

3. Demonstrate how to convert units of length using dimensional analysis.

a. Convert 20 inches to cm
b. Convert 16.5 ft. to m

K. Discussing New Convert the following measures of length as indicated.

Concepts and Practicing
New Skills#1 1. 5.61 ft. to m
2. 5 ft 7 inches to m

L. Developing Mastery GROUP WORK ACTIVITY

(Leads to Formative
Assessment) Divide the class into 10 groups and provide each group a worksheet.

Directions:

Convert the following measures of length as indicated. Write the word or group of
words corresponding to each question on the space above the possible answers in the
grid that follows. Round off your answer to the nearest tenths.

Problem Box

THE CONVERT INTO IN ORDER TO YOU HAVE

NEGATIVES POSITIVES GAIN THE TO KNOW
MOST, HOW TO

3.5 in to cm 1.7 in to cm
15 ft. to m. 60 in. to cm.
23 mi. to km.

Answer Box
 8.9 4.3 36.8 4.5 152.4

 Have the students describe the process of converting length measurements

assigned to them.
 Ask the students to discuss/say something about the quotation.
M. Finding Practical Solve the problem below:
Application of Concepts
and Skills in Daily Living
Gina wants to fence her square garden, which has a side of 20 feet, with two rows of
barb wire. The store sold barb wire by the meter at P12.00. How much money will
Gina need to buy the barb wire she needs?

H. Making Generalization How do you convert measures of length from English system to Metric system or vice
and Abstractions about versa?
the lesson

To convert measures of length from English system to Metric system , the following
steps should be observed:

1. Start with the given.

I. Evaluating Learning
2. Find the right unit fraction.
 The desired unit must appear in the numerator and the unit to be eliminated
must appear in the denominator.
3. Multiply what is given by the unit fraction.
Convert the following measures of length as indicated.

1. 46.2 ft to m
2. 2.25 mi to km
J. Additional activities for Charise needs 5.5 yards of yellow cloth to make a dress. How many meters of yellow
application or remediation cloth is needed by Charise?

Prepared by:

Math 7 Teachers

Jasmin A. Cartujano - TANQUE NHS - Demonstrator

Sandee A. Rosero - DUMOLOG NHS
Resty D. Delfin - CULASI NHS
Ana Chin Basa - IAVIS
Rumila Kayte B. Gonzales- DYDR NHS
Maria Lyn F. Comintan – DYDR NHS

Noted:

MRS. RHODA DELCANO

EPS-I Mathematics
Division of Roxas City
 REVISED DETAILED MATHEMATICS LESSON PLAN
GRADE QUARTER/ DATE PAGE No.

LEVEL DOMAIN
7 2ND Sept. 25, 2018

I. OBJECTIVES Find the solution of an equation involving one variable by

algebraic procedure using addition property of equality.

A. CONTENT STANDARD The learner demonstrates of key concepts of algebraic

expression, the properties of real number as applied in
linear equations and inequalities in one variable.

B. PERFORMANCE STANDARDS The Learner is able to model situations using oral, written,
graphical and algebraic method in solving problems involving
algebraic expressions, linear equation and inequalities in one
variable.

C. LEARNING COMPETENCIES/ The learner solves linear equation or inequality in one

OJECTIVES variable involving absolute value by (a) graphing and (b)
algebraic method. (M7AL-Iii-j-1)

II. CONTENT Solving Linear Equation Algebraically

III. LEARNING RESOURCES

A.REFERENCES

1.Teacher’s Guide pages

2. Learner’s Guide pages pp. 160-165

3. Textbook page Elementary Algebra pp. 130-132

4. Addition materials from

Learning Resources (LR) Portal

B. Other Learning Resources Laptop/ LED TV

IV. PROCEDURES

A. Reviewing Previous Lesson or Find the sum:

Presenting the new Lesson
a. (-28) + (-4)

b. 9 + (-16)

c. (-2) + 12

d. 8 + 6

 What is the additive inverse of (-8)

 How about the additive inverse of ¼?
 What is the result when you add the number to its
additive inverse of the number?
B. Establishing a purpose for the Lesson Show a video.

 What can you say about the video presented? Is

there something that you have noticed on the video
presented?

C. Presenting Examples/ Instances of the Solving Linear Equation in One Variable using APE.
new Lesson

Example:

1. x + 4= 14

2. a – 2= 21

3. x – 5= -3

4. 7= x - 10

5. 7= x + 12

6. d + 14= -4

D. Discussing new concepts and practicing What if the equation has variable term on both sides?
new skills # 1
Solve:

1. 4x = 3x + 4

2. 7x - 5= 6x

3. 2 + 7x= 3+6x

4. 8x – 4 =7x

5. 5x + 3= -8+ 4x

E. Discussing new concepts and practicing

new skills # 2
 F. Developing Mastery Solve the following linear equation using APE. Then check
(Leads to Formative Assessment) your solution.

1. x + 9= 4

2. 15= a + 8

3. -7 + x= -6

4. 10x – 4= 9x + 7

G. Finding practical applications of 1. The water level fell 12.5 ft. from a high tide to a low
concepts and skills in daily living tide. The water level at the pier was 9.25 ft. at low tide.
Find the water level at the pier at high tide.

H. Making Generalizations and Steps in Solving Linear Equation

abstractions about the lesson
1. Write the original equation

2. Apply the APE. Add the same number to both sides of

the equal sign.

3. Simplify.

4. Check the proposed solution in original equation.

I. Evaluating Learning Solve the following linear equations using APE and check
your solution.

a. x-5= -3

b. 7 + x= 12

c. x + 4= -5

d. 7x= 6x + 5

e. 9x – 10= 8x

J. Additional activities or the application Write an equation for each sentence. Then solve the
or remediation equation using APE.

1. The sum of a number and 30 is -1

2. Twenty five is forty more than a number.

3. The difference between a number and 24 is -34.

Prepared by:

SANDEE A. ROSERO
Grade 7- Mathematics Teacher
Dumolog NHS

Jasmin Cartujano
Tanque NHS
 Resty Delfin
Culasi NHS

Ana Chin Basa

IAVIS

Rumila Kate Gonzalez

DYDRNHS

Maria Lyn Comintan

DYDRNHS

Noted by:

Rhodalyn Delcano
EPS in Mathematics
DEMONSTRATION TEACHING PHOTOS
September 25, 2018
 COLLABORATIVE LESSON PLAN IN MATHEMATICS 7

GRADES SCHOOL: CULASI NATIONAL HIGH GRADE LEVEL: 7

1 TO 12 SCHOOL
DAILY TEACHER: RESTY D. DELFIN LEARNING AREA: MATHEMATICS
LESSON TEACHING November 21 ,2018 QUARTER: 3rd QUARTER
LOG DATES & 1:30-2:30 AM
TIME:
I. OBJECTIVE
A. Content Standards: Demonstrates understanding of key concepts of geometry of shapes and sizes
and geometric relationships.
B. Performance Standards: Is able to create models of plane figure and formulate and solve accurately
authentic problems involving sides and angles of a polygon.

C. Learning Competencies/ 1.) To derive relationships among angles formed by a parallel lines cut by a
Objectives: transversal lines using measurement and by inductive reasoning.
2.) To solve real life situations among angles formed by a parallel lines cut
by a transversal lines.
M7GE-IIIC-1)

II. CONTENT GEOMETRY

III. LEARNING
RESOURCES
A. References
9. Teacher’s Guide pp.
Pages
10. Learner’s Materials pp. 205-207
Pages
11. Text book Pages Geometry III by Soledad Jose Dilao pp. 73-80
12. Additional Materials Ppt. laptop, T.V. set
from Learning
Resources(LR)Portal
B. Other Learning Grade 8 Learners Materials
Resources
IV PROCEDURES
N. Reviewing Previous >What are parallel lines? A transversal lines?
Lesson or Presenting >Name it! A recall. Students will identify the angle pairs according to its
New Lesson placement. Refer figure below.

O. Establishing a Purpose >Supposing if one of the angles in the figure is 30˚ (degree). What are the
for the Lesson measures of the seven (7) remaining angles?
>Present lessons objectives

P. Presenting Group Activity: Let’s Investigates.

Examples/Instances of Group class in 3. Let them derive relationship if parallel was cut by a
the Lesson transversal by measuring angles using protractor. Each group will report
their findings.
Q. Discussing New
Concepts and
Practicing New Skills#1
R. Discussing New
Concepts and
Practicing New Skills#2
S. Developing Mastery
(Leads To Formative
Assessment 3)
T. Finding Practical
Application of Concepts
and Skills in Daily Living
H. Making Generalization
and Abstractions about the
lesson
Illustrative Example: Derive the relationship when two parallel lines cut by a
transversal line. If measure of angle 1= 115˚. Find the 7 remaining angles?
Group Activity:
Divide the class into 4. Find the indicated parts. Let them derive the relationship
of two parallel lines cut by a transversal.. Let them report their output.
P 133˚
D
75˚
104˚
H
Group I
Group Activity: ( the same grouping). Determine the 7 remaining angles when
two lines were cut by a transversal line.
A game! The group who can give the correct answer will earn points.
80.5˚
Problem
A zip line is a very strong cable between two points with a pulley attached to it.
This could be used as a means of transportation. The zip line in the figure goes
from a 20-foot tall tower to a 15-foot tower 150 meters apart in a slightly inclined
ground as shown in the sketch. (Note: Tension of the rope is excluded.)
1.) What kind of angles are angle A and angle M ? What about angle H and angle
T?
2.) Find the measure of angle A and angle M.
COMPLETE THE SENTENCE:
When a parallel lines was cut by a transversal lines,
1.) corresponding angles are supplementary.
2.) all the alternate interior angles are congruent.
3.) all the alternate exterior angles are congruent.
4.) angles on the same side of the interior supplementary.
5.) angles on the same side of the exterior supplementary.
I. Evaluating Learning >Find the 7 remaining angles when a parallel lines was cut by a transversal

135˚

1 48˚

J. Additional Activities for

Application or Remediation

Prepared by:

Math 7 Teachers

Jasmin A. Cartujano- TNHS

Sandee A. Rosero -DUMOLOG NHS
Resty D. Delfin -CULASI NHS
Ana Chin Basa - IAVIS
Rumila Kayte B. Gonzales – DYDR NHS
Maria Lyn F. Comintan – DYDR NHS
Joy Kimberly D. Paglinawan- Dumolog NHS

Noted by:

MRS. RHODALYN DELCANO

EPS- I in Mathematics
Division of Roxas City
DEMONSTRATION TEACHING PHOTOS
November 21, 2018
 COLLABORATIVE LESSON PLAN IN MATHEMATICS 7
School: INZO ARNALDO VILLAGE INTEGRATED SCHOOL Grade Level: 7

Teacher: MS. ANA CHIN B. BASA Learning Area: MATHEMATICS

Teaching Dates and Time: January 16, 2019 Quarter: 4th

2:00 – 3:00 PM

I. OBJECTIVES

Demonstrates understanding of key concepts, uses and importance of

Statistics, data collection/gathering and the different forms of data
A. Content Standards
representation, measures of central tendency, measures of variability, and
probability.

Is able to collect and organize data systematically and compute accurately

B.Performance Standards measures of central tendency and variability and apply these appropriately in
data analysis and interpretation in different fields.

M7SP-IVd-e-1

Uses appropriate graphs to represent organized data: pie chart, bar graph,
C.Learning Competencies/
line graph, histogram, and ogive.
Objectives
1. Construct pie chart.
2. Calculate the angle and the percentage for each class.
3. Identify whether the given data can be organized/presented using the pie
chart.
II. CONTENT Statistics and Probability

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Manual Pages pp. 235-244

Phoenix Publishing House pp. 435-444

3. Textbook pages
Soaring 21st Century Mathematics Grade 7 pp. 436 – 437

4. Additional Materials from

Learning Resources (LR) Portal

B. Other Learning Resources Internet

IV. PROCEDURES

A. Reviewing previous lesson The teacher will ask questions about their previous topic about the different
or presenting the new lesson kinds of graph.

The teacher will divide the class into two groups. The students will play a game
B. Establishing a new called “Word Hunt”. The students need to encircle the given words inside the
purpose for the lesson envelope. The group to get the most number of correct words will be the
winner.

A pie chart is a circle in which the data in different classes are represented as
C. Presenting examples/ sectors of the circle. The angle at the center of each sector is proportional to
instances of the new lesson the frequency of the class that it represents. The pie chart is useful when
representing the relative size of a part to the whole.
Formula in getting the:
𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
A) Angle = 𝑇𝑜𝑡𝑎𝑙 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
x 360
𝐹𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
B) Percentage =𝑇𝑜𝑡𝑎𝑙 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 x 100

Example #1: The following table records the type of 180 vehicles passing a
certain spot at the national highway.

Types of Private car Bus Taxi Truck

vehicles

Frequency 75 40 35 30

Construct Pie Chart:

 Draw a perfect circle.

 Locate the center and make a line.
 Solve the angle and percentage of each class,
 Plot and indicate each class.

Solution: Calculate the angle and percentage for each class.

Types of Frequency Angle Percentage

vehicles

Private car 75 75/ 180 x 360° = 75/ 180 x 100

150° = 42%

Bus 40 40/ 180 x 360° = 40/ 180 x 100

80° = 22%

Taxi 35 35/ 180 x 360° = 35/ 180 x 100

70° = 19%

Truck 30 30/ 180 x 360° = 30/ 180 x 100

60° = 17%

Then we need to construct a pie chart using the data given according to
their angle and percentage.

Private Car
42%

Bus
Truck
22%
17%

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
Taxi
19%
%
Identify whether the given data can be organized/ presented using pie chart.
1. The daily temperature for Roxas City, Capiz for five days in degree
Fahrenheit.
2. In a school, there are 200 students in Grade 1, 350 in Grade 2, 150 in
Grade 3 and 400 in Grade 4. The total number of students are 1100.
3. The weight of the boxer Manny Pacquiao changed every end of the
month.
4. Ana asked her mother to buy 3 kilos of flour, 5 kilos of sugar, 4 kilos
of salt and 6 kilos of oil in the market that reach 18 kilos all.
Group Activity. “Ice Cream Flavor Preference”
The class will be divided into 3 groups. Within the group, they will have a
survey about their favorite ice cream flavor. Each member will only choose one
(1) flavor among the choices: Chocolate, Mango, Fruit Salad, and Cookies and
Cream. At the end of the survey, they will make a frequency table and organize
or present the data using a pie chart.
The Grade 7-Rizal class composed of 50 students go to canteen to buy their
favorite flavor of shake.
Solution: Calculate the angle and percentage for each class.
Flavors of shake Frequency Angle Percentage
Mango 20 20/50 x 360° = 144° 20/50 x 100
=40%
Pandan 10 10/50 x 360° = 72° 10/50 x 100 =
20%
Buko 5 5/50 x 360° = 36° 5/50 x 100 =
10%
 Chocolate 15 15/50 x 360° = 108° 15/50 x 100 =
30%

The teacher will divide the class into two groups.

Direction: Construct a pie chart using the given data below. (Solve for the
angle and percentage)
F. Developing mastery
(Leads to Formative Types of goods sold in a saundry shop
Assessment)
Goods Flour Sugar Salt Oil

Mass 50 35 65 30

Individual Activity. “My Daily Routine”

G. Finding practical Each student will be given materials for the activity. They are going to list their
applications of concepts and usual daily activities or routines for the whole day. Using a pie chart, they will
skills in daily living organize or present the data. (An example will be provided.)

Let the students formulate their own generalizations and abstraction about the
lesson.

1. How do we construct pie chart?

H. Making generalizations
2. What is the formula to calculate the angle and percentage for each class?
and abstraction about the lesson
3. How can we identify whether the given data can be presented or
organized using pie chart?

The following are tourists from different countries who visited Bohol Island in
a particular month. The total number of tourists for that month was 1800.
There are 600 persons coming from Japan, 500 from China, 400 from Korea
and 300 from Taiwan. Construct a pie chart and calculate the angle and
percentage for each.

Different Countries Frequency Angle Percentage

I. Evaluating learning
Japan 600

China 500

Korea 400

Taiwan 300
 Direction: Construct a pie chart using the given data below.

The table shows the game console in the first 4 months in a shop.

Months Frequency
J. Additional activities for
January 60
application or remediation
February 70

March 80

April 90

Prepared by:

MATHEMATICS 7 TEACHERS:
Mrs. Sandee A. Rosero - DNHS
Mrs. Jasmin A. Cartujano – TNHS
Mr. Resty D. Delfin – CNHS
Ms. Maria Lyn F. Comintan - DYDRNHS
Ms. Rumila Kayte B. Gonzales – DYDRNHS
Ms. Joy Kimberly D. Paglinawan – DNHS
Ms. Ana Chin B. Basa – IAVIS

Demonstrator:

Ms. Ana Chin B. Basa

Grade 7 – Mathematics Teacher
Inzo Arnaldo Village Integrated School

Noted by:

Mrs. Rhodalyn Delcano

EPS I – Mathematics
Division of Roxas City
DEMONSTRATION TEACHING PHOTOS
January 16, 2019
 GRADES SCHOOL: DON YNOCENCIO A. DEL GRADE LEVEL: 7
1 TO 12 ROSARIO NATIONAL HIGH
DAILY SCHOOL
LESSON TEACHER: Rumila Kayte B. Gonzales LEARNING AREA: MATHEMATICS
LOG
TEACHING February 27, 2018 QUARTER: 4TH QUARTER
DATES &
TIME:

I. OBJECTIVES
A. Content Standards: demonstrates understanding of key concepts, uses and importance of statistics,
data collection/gathering and the different forms of data presentation, measures
of central tendency, measures of variability, and probability.

B. Performance Standards:
C. Learning Competencies/
Objectives:
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.
Calculates the measures of central tendency of grouped data.
M7SP-IVf-g-1

Specific Objective: Calculates the median of grouped data

II. CONTENT MEDIAN OF GROUPED DATA

III. LEARNING
RESOURCES
A. References
13. Teacher’s Guide
Pages
14. Learner’s Materials
Pages
15. Text book Pages
16. Additional Materials
from Learning
Resources(LR)Portal
B. Other Learning Math World 7
Resources www.youtube.com (song)
IV PROCEDURES
U. Reviewing Previous A song will be played
Lesson or Presenting Based on the lyrics of the song:
New Lesson  What is mean, median, mode and range?
 What do we do to solve for the mean, median and mode?

V. Establishing a Purpose
for the Lesson COUNT ME IN!

Find the frequency of the given intervals using these numbers and complete
the table below.

18 19 20 29 20 21 28 29 21

29 20 22 25 26 27 26 27 25

22 23 21 22 25 24 31 27 30
 Interval Tally Frequency Cumulative Frequency
18-20
21-23
24-26
27-29
30-32

W. Presenting Median – the middle number in a list of numbers arranged either highest to
Examples/Instances of lowest or vice-versa.
the Lesson
Step 1: Arrange the interval in ascending or descending order.
Step 2: Compute the cumulative frequency of all the classes and n/2.

𝑛 27
= = 13.5
2 2
Step 3: Locate the median class

Interval Frequency Cumulative

Frequency
18-20 5 5
21-23 7 12
24-26 6 18
27-29 7 25
30-32 2 27
n = ∑ 𝑓 = 27

Step 4: Calculate with the formula

𝑛
−𝑐𝑓𝑏
Median = Lm + C( 2 𝑓 )
𝑚

 Lm is the lower class boundary of the group containing the median

 n is the total number of frequency
 cfb is the cumulative frequency of groups before the median class
 fm is the frequency of the median group
 c is the group width

Lm = 24 – 0.5 = 23.5
n = 27
cfb = 12
fm = 6
c = (26-24) + 1 = 3
(Upper Limit – Lower Limit) + 1
27
−12
2
Median = 23.5 + 3 ( 6 )
Median = 23.5 + 0.75= 24.25
X. Discussing New
Concepts and Solve for the median by following the steps given.
Practicing New Skills#1 Step 1: Arrange the interval in ascending or descending order.
Step 2: Compute the cumulative frequency of all the classes and n/2.
Step 3: Locate the median class
Step 4: Calculate with the formula

Interval Frequency Cumulative

Frequency
83-87 6
78-82 10
93-97 5
88-92 12
98-102 7
n = ∑ 𝑓 = 40

Interval Frequency Cumulative

Frequency
78-82 10 10
83-87 6 16
88-92 12 28
93-97 5 33
98-102 7 40
n = ∑ 𝑓 = 40
𝑛
−𝑐𝑓𝑏
Median = Lm + C( 2 )
𝑓𝑚
𝑛 40
= = 20
2 2

Lm = 88 – 0.5 = 87.5
n = 40
cfb = 16
fm = 12
c = 92 – 88 + 1 = 5
(Upper Limit – Lower Limit) + 1
40
−16
Median = 87.5 + 5( 2 12 )

= 87. 5 + 1.67
= 89.17

Y. Discussing New Arrange the class limits in decreasing order

Concepts and
Practicing New Skills#2 Class Limits Frequency Cumulative Frequency
13-15 9 43
10-12 8 34
7-9 6 26
4-6 11 20
1-3 9 9
n = ∑ 𝑓 = 43
𝑛
−𝑐𝑓𝑏
Median = Lm + C( 2 𝑓 )
𝑚

𝑛 43
2
= 2
= 21.5

Lm = 7 – 0.5 = 6.5
n = 43
 cfb = 20
fm = 6
c = (9-7) + 1 = 3
(Upper Limit – Lower Limit) + 1
𝑛
−𝑐𝑓𝑏
2
Median = Lm + C( 𝑓𝑚
)
43
−20
= 6.5 + 3 ( 2 6 )

= 6.5 + 0.75
= 7.25

Z. Developing Mastery Let each group solve for the Median and report it to the class
(Leads To Formative Group 1:
Assessment 3)
Class Limits Frequency Cumulative
Frequency
78-82 10
83-87 6
88-92 12
93-97 5
98-102 7

Group 2
Class Limits Frequency Cumulative
Frequency
12-14 5
15-17 5
18-20 10
21-23 7
24-26 3

Group 3

Class Limits Frequency Cumulative

Frequency
27-30 4
31-34 4
35-38 7
39-42 10

AA.Finding Practical Given the table below, solve for the median:
Application of Concepts
and Skills in Daily Living Number of families and the interval of their daily expenses.
Daily Expenses Number of Families Cumulative
Frequency
1-100 10
101-200 12
201-300 7
301-400 6

BB.Making Generalization How do we solve for the median?

and Abstractions about To solve for the median:
the lesson Step 1: Arrange the interval in ascending or descending order.
Step 2: Compute the cumulative frequency of all the classes and n/2.
Step 3: Locate the median class
Step 4: Calculate with the formula
 What is the formula used to solve for the median?
𝑛
−𝑐𝑓𝑏
Median = Lm + C( 2 𝑓 )
𝑚

Class Limits Frequency Cumulative

CC. Evaluating Learning Frequency
21-23 5
24-26 5
18-20 10
12-14 7
15-17 3

Class Limits Frequency Cumulative

DD. Activities for Frequency
Application or 12-14 5
Remediation 24-26 5
15-17 10
21-23 8
18-20 3

V. REMARKS

VI. REFLECTION
1. No.of learners who earned 80%
on the formative assessment

2. No.of learners who require

additional activities for
remediation.
3. Did the remedial lessons work?
No.of learners who have caught
up with the lesson.
4. No.of learners who continue to
require remediation
5. Which of my teaching strategies
worked well? Why did these
work?
6. What difficulties did I encounter
which my principal or supervisor
can help me solve?
7. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by:

Math 7 Teachers

Jasmin A. Cartujano- TNHS

Sandee A. Rosero -DUMOLOG NHS
Resty D. Delfin -CULASI NHS
Ana Chin Basa - IAVIS
Maria Lyn F. Comintan – DYDR NHS
Joy Kimberly Paglinawan – DUMOLOG NHS
Rumila Kayte B. Gonzales – DYDR NHS –
Demonstrator
Noted by:

MRS. RHODA DELCANO

EPS- I in Mathematics
Division of Roxas City
DEMONSTRATION TEACHING PHOTOS
February 27, 2019