A Detailed Lesson Plan

in
Mathematics 7
(Mean of Grouped Data)

Submitted
by
Marissel A. Lim
February 20, 2017
I. Objectives:
At the end of the lesson, the students should be able to:
A. state the formula in finding the mean of grouped data;
B. appreciate the importance of mean in real world situation; and
C. find the mean of grouped data.

A. Content Standard
The learner demonstrates understanding of key concepts, 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 Standard
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.

Learning Competency:
The learner calculates the measures of central tendency of ungrouped and grouped data.

Code: M7SP-IVf-g-1

II. Subject Matter

A. Topic: Averages: Mean, Median and Mode

B. Sub-topic: Mean of Grouped Data
B. Reference: Learner’s Module in Mathematics 7 pp. (245-247) by
Elizabeth R. Aseron et.al
Moving Ahead with Mathematics II pp. (251-253) by
Elizabeth A. Torreliza et. al
Dynamic Math II pp. (255-256) by Priscila C. De Sagun et.al
Making Connections in Mathematics IV pp. 357-360 by
Generoso G. Obaña et. al
C. Materials: Visual aids and LCD projector
D. Values Integrated: Fairness, equity, honesty, accuracy and cooperation

III. Procedure:

Teacher’s Activity Students’ Activity

A. Preliminary Activity:
1. Prayer
Before we start, let’s ask the guidance of
our Lord.
In the name of the Father, and of the Son,
and of the Holy Spirit. Amen.
God Holy Spirit.
All for love of Thee.
In the name of the father, and of the Son,
and of the Holy Spirit. Amen.
Good morning class!
Good morning Ma’am.
2. Checking of Attendance
Are there any absentees?
None, Ma’am.
Very good! You got a perfect
attendance.

3. Checking of Assignment
Last time I gave you an assignment,
right?
Yes, Ma’am.
Bring out your assignment and pass them
forward. I’ll be the one to check them.

4. Review
Before we proceed to our new lesson, let
us recall our last topic.

I have here a box which contains papers

with questions. All you have to do is pass the
box while the music plays then stop when the
music stops. The one holding the box will pick
one question then he/she will answer it.
Is the instruction clear?
Yes, Ma’am.
Okay let us start the fun. (Music plays.)
(The music stops.)
Now, Ana please read the question.
What is the formula for mean of ungrouped
data?
The formula is, mean is equal to summation
of x all over N; where x is the sum of the
scores and N is the number of the scores.
∑x
x̄ = N
Very good, Ana. (The music continues.)
(The music stops.)
Yes, Franklin.
How will you find the median of a given set
of data?
To find the median arrange the scores either
increasing or decreasing then get the middle
number, but when the number of scores is
even, get the average of the two middle
numbers in the given set.
Bravo, Franklin. (The music continues.)
(The music stops.)
Yes, Angeli.
How will you find the mode of ungrouped
data?
To find the mode, get the number which
occurs most frequently in a set of numbers.
You’re right, Angeli. Now, I know that
you really understand our previous lesson.
Let’s proceed to our new lesson.

B. Setting Up Activity:
1. Motivation
Class do you want to play a game?
Yes, Ma’am.
Okay! This game is entitled “Sum me up
so you can form me”. This game is good for 5
minutes. I will group you into three. The first
three rows in my left will be the group 1, the
first three rows in my right will be the group 2,
and the rest will be the group 3. You will be
given a paper which contains numbers to be
added then match the sum with its
corresponding letter at the right side. The
answer will be written in the illustration board.
The first group who can form the missing word
will receive a prize later.
Is the instruction clear?
Yes, Ma’am.
Once I give my go signal, you may start.
Here are the papers and the illustration
board. This is for the group 1, group 2, and
group 3.
You may start now.
(All groups will start.)

1. 60+40+20 A 130
2. 112+60+28
D 140
3. 58+42+30
4. 40+30+10 E 200
5. 100+35+15 F 190
6. 90+60+40
G 100
7. 50+45+5
8. 30+20+5 M 120
9. 90+40+20 N 80
10. 120+50+10
11. 50+15+10 O 150
12. 90+70+40 P 75
13. 60+50+30 R 55
14. 80+40+20
15. 80+40+10 T 160
16. 100+40+20 U 180
17. 60+40+30
1 2 3 4

5 6

7 8 9 10 11 12 13

14 15 16 17

Okay, it seems that group 2 formed the

word first. Bravo group 2!

Class kindly read the word that you

formed.
MEAN OF GROUPED DATA.
 Perfect.

C. Presentation of the lesson:

In our previous activity, we encounter the
word “mean of grouped data”.
When we say group, it is a number of
people or things that are together or in the
same place.
Now, I want you to watch and listen
carefully to a video.
(The video will be played.)
(The students will watch the video.)
Based on the video and our previous
game, what is our lesson for today?
Our topic for today is all about the mean of
grouped data.
Correct!

D. Presentation of Instructional Objectives:

Altogether, please read the objectives.
At the end of the lesson, the students should
be able to:
A. state the formula in finding the mean of
grouped data;
B. appreciate the importance of mean in
real world situation; and
C. find the mean of grouped data.
At the end of the lesson, the students should
be able to:
A. state the formula in finding the mean of
grouped data;
B. appreciate the importance of mean in
real world situation; and
C. find the mean of grouped data.
Those objectives will serve as our target
to be attained at the end of the lesson.

E. Lesson Proper:
1. Discussion:
We can’t use the formula for mean of
ungrouped data if the number of scores is at
least 30, instead use the formula for mean of
grouped data which is:
∑ fx
x̄ = N
Where x̄ = mean
∑ = summation
f = frequency
x = class mark/ midpoint
N = total number of data

Using the frequency distribution complete

the table by adding the class mark/midpoint
column and fx column, then get the total of the
fx column.
 N = 30 Classes Frequency Midpoint Product
∑ fx= f x fx
45-49 1
Let us answer 40-44 2
first the class mark/ 35-39 1
midpoint (x) column. 30-34 2
Let’s start from the 25-29 5
bottom. 20-24 10
Any idea how to 15-19 5
find the midpoint of 5- 10-14 2
9? 5-9 2

Yes, Gayle.

That’s right. Class let me share the other

way how to find the midpoint.
Ma’am.
Instead of adding 9 to 5, subtract 5 from 9
then divide the difference by 2. The quotient
Add 9 to 5, then divide the sum by 2.
will be added to the lower limit which is 5.
So, 9+5=14/2= 7
So, 9-5=4/2=2
5+2= 7
Did you get it class?

Who wants to solve for the midpoint of

the remaining classes? I need 8 volunteers to
come here in front and solve on the board.

Okay, let us check your answers. The

Yes, Ma’am.
midpoint of 10-14 is 12, correct; for 15-19 is
17, also correct; for 20-24 is 22, check; for 25-
29 is 27, that’s right; for 30-34 is 32, very
good; for 35-39 is 37, check also; for 40-44 is
(8 students will solve on the board.)
42, correct; and lastly for 45-49 is 47, correct.
Excellent students! Let us give them 3
claps.

Now, let us answer fx column. Look at

the table, just multiply the frequency by the
midpoint.
For 5-9, we have 2 multiplied by 7is 14.
Who wants to solve for the rest? I need
(The students will clap.)
another 8 volunteers.

Let us check your answers. The product

for 10-14 is 24, correct; for 15-19 is 85, also
correct; for 20-24 is 220, check; for 25-29 is
135, that’s right; for 30-34 is 64, very good; for
35-39 is 37, check also; for 40-44 is 84,
(8 students will solve on the board.)
correct; and lastly for 45-49 is 47, correct.
Bravo students! Let us give them 3 claps.
 N = 30 Classes Frequency Midpoint Product
∑ fx= f x fx
Now that we 45-49 1 47 47
40-44 2 (The
42 students 84
will clap.)
have completed the
table, let us find the 35-39 1 37 37
summation of fx or the 30-34 2 32 64
sum of the product of 25-29 5 27 135
frequency and 20-24 10 22 220
midpoint. 15-19 5 17 85
What is the total? 10-14 2 12 24
5-9 2 7 14
Yes, Lucky.

N = 30 Classes Frequency Midpoint Product

∑ fx= f x fx
710 45-49 1 47 47
That’s correct! 40-44 2 42 84
Next is finding the 35-39 1 37 37
mean, use the formula; 30-34 2 32 64
∑ fx 25-29 5 27 135
x̄ = N Ma’am.
. 20-24 10 22 220
Let’s substitute 15-19 5 17 85
The sum is 710.
the given: 10-14 2 12 24
x̄ = 710 5-9 2 7 14
30
x̄ = 23. 6
How do you read this class?

That’s correct!
Mean class is where the computed mean
belongs. So, what is the mean class?

Yes, Rainier.

Very good! Do you have questions?

Okay, if there is no question let us have an

exercise. You will answer it by group. Your
previous group will do. Answer will be written
on a cartolina. I need one volunteer from each
group to discuss their work in front.
Is everything clear?

1. Consider the given frequency distribution of Twenty-three and six tenths.

test score in Algebra below, complete the table
then find the mean.
Classes Frequency (f ) x fx
Ma’am.

The mean class is from 20 to 24.

None, Ma’am.
 45-49 3 47
40-44 5 42
35-39 10 37
30-34 10 32 Yes, Ma’am.
25-29 10 27
20-24 5 22
15-19 5 17
10-14 2 12

N = 50 ∑ fx=
Are you done?

Okay, post your work on the board.

(The class will start to answer.)

Yes, Ma’am.

(All group will post their work on the board,

and group 1 will start to report until group 3.)
Classes frequency (f ) x fx
45-49 3 47 141
40-44 5 42 210
35-39 10 37 370
30-34 10 32 320
25-29 10 27 270
20-24 5 22 110
15-19 5 17 85
10-14 2 12 24
Okay, all groups got the correct answer. N = 50
So the mean is equal to thirty-one and eight
tenths. What is the mean class?
∑ fx=1590
∑ fx
Very good! x̄ = N
1590
Is there any question?
= 50
2. Generalization: x̄ = 31.8
Let us sum up your lesson for today.
How will you get the midpoint for each
classes?
The mean class is from 30 to 34.
Yes, Jhoy.

Fantastic! What is the other way? None, Ma’am.

Yes, Hezel.

Ma’am.
Bravo, Hezel. How about in finding the
fx column, what will we do? Add the lower limit to upper limit then
 divide the sum by 2.
Yes, Arman.
Ma’am.

Very good! Then how will you get the Subtract the lower limit from the upper limit
summation of f of x? then divide the difference by 2. Lastly, add the
quotient to the lower limit.
Yes, Lorein.

Correct. What is the formula in finding Ma’am.

the mean of grouped data?
Multiply the frequency by the midpoint or
Yes, James. class mark.

Awesome! I’m glad that you really listen Ma’am.

to our discussion.
Add the fx column.
3. Application:
Now, let us apply our lesson in real life
situation. Give one example/situation that Ma’am.
mean is involve.

Yes, Marben.
∑ fx
x̄ = N

Correct! What else?

Yes, Alfred.

You are right. Another one? Ma’am.

Yes, Trisha. We can apply mean by finding the

performance of the class.
That is right. All your answers are correct.
Class, indeed you are all excellent! Ma’am.
4. Values Integration: It can also be used in solving for family
Okay, let me give you a situation. monthly income.
Your barangay was being hit by a typhoon.
Stocks are limited due to the delay of the Ma’am.
delivery of food and other necessities coming
from other barangays. There are 15 households It can be used in finding weekly expenses.
in your barangay. Aguinaldo, Rizal, Aquino,
Luna and Mabini, each has 4 family members.
Del Pilar, De Jesus, Bonifacio, and Alonzo,
each has 5 family members. Roxas,
Magsaysay, and Macapagal, each has 6 family
members. Garcia, Arroyo, and Estrada, each
has 4 family members.
There are 2,100 packs of relief goods that
will be given to your community. What will be
the average number of packs each person will
receive?
To answer the problem, first find the total
population in your barangay. What is it?
 Yes, Franklin.

That is right! Then what will we do next?

Yes, James.

Correct! Who wants to solve on the board?

Ma’am.
Yes, Shelby.
The total population is 70.

Awesome! So how many packs does each Ma’am.

person should receive?
Divide the number of packs of relief goods
Yes, Rex. by the total population.

Ma’am.
Correct! Can you infer any values in our
previous activity? 2100
= 30
70
Yes, Jessica.

You are right! What else? Ma’am.

Yes, Rex. There are 30 packs of relief goods for every

person in the barangay.

Fantastic! During your group activity or in

the discussion, what values did you perform? Ma’am.

Yes, Lara. We have to be fair all the time. Especially

during crisis, we have to be just and equal.

Amazing! I am happy that you have learned Ma’am.

a lot of values for today’s lesson.
We should extend help to those who is in
5. Evaluation: need.

1. Below is a table showing the frequency

distribution of 30 students who took the Ma’am.
entrance test in Rizal National High School.
Complete the table and find the mean and the The students answer varies: cooperation,
mean class. accuracy and honesty.

Classes Frequency (f ) x fx
90-94 2
85-89 5 N = 30
80-84 10
75-79 2
70-74 5
65-69 0
60-64 6
 Answer Key:
N = 30 ∑fx = 2325
Classes Frequency (f ) x fx Mean:
90-94 2 92 184 ∑ fx
85-89 5 87 435 x̄ = N
80-84 10 82 820
75-79 2 77 154
70-74 5 72 360 2,325
65-69 0 67 0 = 30
60-64 6 62 372 = 77.5

Mean class = 75-79

F. Assignment:
Fill in the table and solve for the mean.
1. The following distribution of the scores which 500 students obtained in an achievement
test in Mathematics 7 is given below:

Classes Frequency (f) Class Mark (x) fx

85-99 32
70-84 115
55-69 147
40-54 92
25-39 70
10-24 44
N = 500