Mathematics 5

LESSON 19
QUARTER 4 WEEK 7 DAY 1

I.OBJECTIVES
A .Content Standards
B .Performance Standards
The learner demonstrates understanding of line
graphs and experimental probability..
The learner is able to create and interpret
representations of data (tables and line graphs)
and apply experimental probability in
mathematical problems and real-life situations.

The learner organizes data in tabular form and

presents them in a line graph.
C. Learning Competencies
M5SP-IVg-2.5
or Objectives
II. CONTENT Organizing data in tabular form and presents
them in a line graph.

III. LEARNING
RESOURCES
A.References
Curriculum Guide page 141
1. Teacher’s Guide pages Lesson Guide in Elementary Mathematics 5.
Pp. 125-128
2. Learner’s Materials pages
21st MATletes 5 pp. 337-344
3. Textbook pages

4Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Graphs, tables, charts
Resources

IV. PROCEDURES

185
 Have the pupils answer the questions below
using the graph of temperature readings in a
day on the left.
0
C
40
35

Temperature
30
25
A. Reviewing previous 20
15
lesson or presenting the 10
new lesson 5

5:00 8:00 11:00 1:00

What was the lowest temperature? The

highest?

At what time of the day the temperature was

coolest? warmest?

Show samples of constructed line graphs.

B. Establishing a purpose
for the lesson
Ask the pupils to observe the sample line
graphs. If you are going to construct a line
graph, how will you do it? What are the things to
be considered in constructing these line
graphs?
Today we are going to collect data and organize
them in a line graph.

186
C. Presenting examples / Present the table with data.
instances of the new lesson Carlo’s Weight for 6 Months
Month Weight in kilograms
May 32
June 36
July 35
August 36
September 38
October 40

1. What data is shown in the table? If you are

D. Discussing new concepts
and practicing new skills #1
going to construct a graph for the given data in
the table, what kind of graph is it?
2.In what Month did Carlo weigh the heaviest?
The lightest?

Construct a survey among your classmates

find out their favorite subjects. Construct a line
E. Discussing new concepts
graph using the data gathered
and practicing new skills #2

F. Developing Mastery AVERAGE

(Leads to Formative Give task cards with data table to be presented
Assessment) in line graph by each group.
Give enough time for them to work on their
task. Once finished, the assign member will
post their work on the board and discuss their
answer.

187
 Month Temperature
March 32.3° C
April 31° C
May 30.8° C
June 31.8° C
July 32° C
August 31.2° C
September 32.5° C
Task Cards
GROUP I

GROUP 2
Amount of Rainfall in Basco, Batanes

Month in Centimeters
January 25
February 15
March 10
April 25
May 50
June 35
July 40
August 45
GROUP 3

Grade 5 Pupils’ Favorite Subjects

Subject Number of Pupils
Math 43
English 40
Filipino 50
Science 48
Araling 30
Panlipunan
ESP 42
EPP 46
MAPEH 44

ADVANCE
GROUP 1

188
 Scores of the winning team in a recent
barangay palaro

Game Number Score

1 40
2 30
3 20
4 15
5 35
6 30
7 25
8 45

GROUP 2
Organize the following information in a line
graph.

A construction company building in Legazpi City

has this number of workers.

Morning Shift 50
Afternoon Shift 35
Night Shift 25
Foreman 5

GROUP 3
Refer to the data below and make a line graph
out of it.

School Contest
Game Contestant
Sipa 8
Yoyo 10
Table Tennis 5
Tennis 3
Some tourists visited these places.
Construct a line graph of the following data.
G. Finding practical Tourist Spots
application of concepts and Scenic Spot Tourist
CAGSAWA 20
skills in daily
Boracay 25
Living Mayon Hots Pring 10
Baguio 20
Subic 15

189
H. Making generalizations How do you organize data in tabular form and
and abstractions about the presents them in a line graph?

lesson
Organize the following data in table and present
it in a line graph.

Favorite Ink colors of 20 pupils

I. Evaluating learning BLUE BLUE BLACK BLACK BLACK

RED BLUE BLACK RED BLACK
RED BLUE BLACK BLACK RED
RED RED BLACK BLUE BLACK

Construct a survey among your classmates

J. Additional activities for find out their favorite colors. Construct a line
application or remediation graph using the data gathered.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on this
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work?
No. of learners who have
caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?

190
F. What difficulties did I
encounter which my
principal or supervisor help
me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other teacher?

191
 Mathematics 5
LESSON 17
QUARTER 4 WEEK 7 DAY 2

I.OBJECTIVES
The learner demonstrates understanding of line graphs
A .Content Standards and experimental probability..
The learner is able to create and interpret
B .Performance Standards representations of data (tables and line graphs) and
apply experimental probability in mathematical
problems and real-life situations.

The learner interprets data presented in different kinds

of line graphs (single to double-line graph).
C. Learning Competencies
M5SP-IVh-3.5
or Objectives
II. CONTENT Interpreting data presented in different kinds of line
graphs (single to double-line graph).

III. LEARNING
RESOURCES
A.References
Lesson Guide in Elementary Mathematics 5. Pp. 125-
1. Teacher’s Guide pages
128

2. Learner’s Materials pages

3. Textbook pages 21st MATletes 5 pp. 341-344

4Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Graphs-pie, line and bar graph
Resources

IV. PROCEDURES

192
 Each group will use the grid board to plot several points
on the graph.

At the signal “Go”, they will start plotting. The first group
to finish will win the game. Let the first group describe
the figure they form based on the points they plotted on
the graph.

(1, 20)

(3, 40)

(4, 60)
A. Reviewing previous
(5, 120)
lesson or presenting the
new lesson (7, 120)

(7, 60)

(4, 60)

160
140
120
100
y-axis 80
60
40
20
0
1 2 3 4 5 6 7 8 9 10
x-axis

Is it important to get good grades in school?

B. Establishing a purpose
What will you do in order to attain it?
for the lesson
Present this line graph through visual materials.
C. Presenting examples /
Angela’s Grade in Math
instances of the new lesson
86
84
82
80
1st 2nd 3rd 4th
Quarter Quarter Quarter Quarter

193
 At what quarter did Angela get the highest grade in
Math?
D. Discussing new concepts
What is the lowest grade she got?
and practicing new skills #1
Why do you think Angela got low grade on the second
quarter?
Based on the graph presented, how are the data
presented?
E. Discussing new concepts
and practicing new skills #2

F. Developing Mastery ADVANCE

(Leads to Formative Study the line graph then answer the question below.
Assessment) GROUP 1
Baskets made During Practice
78
76
74
72
NO. OF
SHOOTS 70
Marco
68
Mike
66
64
1 2 3 4 5

SESSIONS

How many baskets did each one make during the third
session?
Who made more baskets on the fourth session?
What is their average number of baskets during the five-day
session of practice?
How many baskets did each one make all throughout the
session?
Who is more successful in making a basket?

194
GROUP 2

Angelo and Angel’s Journey in Going to School

300

250

200

Distance 150
in (m)
100

50

0
20 40 60 80 100 120

Time (sec.)

What is the distance covered by Angela in 60 seconds? 80

seconds?
What is the difference in the distance they covered at 100
seconds and 120 seconds?
What is Angelo’s speed at 40 seconds? Angel’s speed?

GROUP 3
Make a line graph through the given data
Room/D Mond Tuesd Wednesd Thursd Frida Saturd
ay ay ay ay ay y ay
o o
29.5 25.8
Room 1 29.8oC 19.0oC 22.7oC 23.1oC
C C
18.5o 24.5o
Room 2 19.5oC 20.3oC 24.1oC 25.5oC
C C

195
 AVERAGE
GROUP I
Study the given data make a line graph out of this
given

Patie Mond Tuesd Wednesd Thursd Frida Saturd

nt ay ay ay ay y ay
39.5o 37.8o
Vic 39.8oC 39.0oC 38.7oC 37.1oC
C C

GROUP 2
Make a table out of this given data

GROUP 3
Interpret the line graph answer the following questions

Total Attendance of third and fourth graders

196
 78
76
74
72
NO.OF
students 70 Grade -3
Grade -4
68
66
64
1
Mon. 2
Tues. 3
Wed. 4
Thurs. 5Friday

days

How many students are present inMonday?

What is the difference between the attendance of the third
and fourth graders in Tuesday?
What is their average of the attendance of the grade 3?
Grade 4?

Average Daily Sales at Aling

900 Eva's Store
800
700
G. Finding practical
600
Pesos

application of concepts and 500

skills in daily 400

Living 300
200
100
Mon Tues Wed Thurs Fri Sat Sun

1. What is the title of the graph?

2. How much was the sale on Wednesday?
3. On what day was the highest sale?
4. What is the stores average sale for the week?
5. How much was the total sale?

197
 What are the parts of a line graph? Why is it useful?
How do we interpret data presented on a line graph?
 A line graph has a title, information on the x-axis
H. Making generalizations (horizontal axis) and information on the y- axis
(vertical axis).
and abstractions about the  Changes in the data presented are easily seen
lesson on a line graph.
 To read and interpret the data presented in a
line graph, we usually compare the data in terms
of size and amount.

Study the line graph showing Mrs. Cruz monthly sales,

then answer the questions below.

MRS. CRUZ MONTHLY SALES

I. Evaluating learning

Answer the following:

1. In what month did Mrs. Cruz has the
biggest sales?
2. In what month did she has the lowest
sales?
3. How much did she earn each month?

198
J. Additional activities for
application or remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on this
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work?
No. of learners who have
caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?

199
F. What difficulties did I
encounter which my
principal or supervisor help
me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other teacher?

200
 Mathematics 5
LESSON 21
QUARTER 4 WEEK 7 DAY 3
I. OBJECTIVES
A. Content The learner demonstrates understanding of the graphs and
experimental probability
Standards
B. Performance The learner is able to create and interpret representations of
data (tables and line graphs) and apply experimental
Standards probability in mathematical problems and real-life situations
C. Learning The learner solves routine problems using data
Competencies presented in a line graph
M5SP-IVh-4.5a
or Objectives
II. CONTENT Solving Routine Problems Using Data Presented
in a Line Graph
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Curriculum Guide in Mathematics 5 page 141
pages Lesson Guide in Elementary Mathematics 5, pages 421-
426 (2010)
2. Learners
Materials pages
3. Textbook pages
4. Additional
materials from
Learning
Resource (LR)
Portal
B. Other Learning Line graph, tables
Resources
IV. PROCEDURE

201
A. Review previous Conduct a review on reading and interpreting data on a line
graph.
lesson or
presenting the
new lesson

What is the graph about?

What data is found on the horizontal axis? How about on
the vertical axis?
On what week did he get the highest score in Math?
On what week were his scores the same?

B. Establishing a Is it important to keep track of your performance in

purpose for the school?
lesson What do you do to maintain your good performance in
school?
C. Presenting Present a line graph to the class.
examples/instanc
es of the new
lesson

Based on Andrea’s performance during the !st Quarter, in

which subject did she performs well?
How about she subjects where she got the same grades?

202
 What was Andrea’s average grade during the 1st Quarter?

D. Discussing new How can we solve the problem?

concepts and ( Call volunteer pupils to solve for the answer.)
practicing new Note: If no one wants to volunteer for the answer, the
skills #1 teacher should present the expected answer and explain to
the class how to get the average, just like what was being
done when determining the honor pupils in the class.

Answer to the word problem may similar to this:

( 88 + 86 + 84 + 88 + 90 + 92 + 89 + 87 ) = 704 = 88
8
E. Discussing new Provide another line graph with questions to be answered.
concepts and
practicing new
skills #2

What was the income of Mr. & Mrs. Cruz for the first four
consecutive months?
a. What is asked?
b. What facts are given?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?

F. Developing Mastery
a. Group Activity
 Setting the standards in group activity.
( Note: Materials should be ready before the activity. )
Divide the class into 3 groups. Provide them with the
materials to be used in the activity.

AVERAGE

Group 1
Luisa, BJ, Carl and Ella are classmates at New Country
Homes Elementary School. They are all in Grade 5. They live
near the school. They just walk going to school.

203
 What is the total distance walked by the four grade 5 pupils?
a. What is asked?
b. What facts are given?
c. What operation will be use?
d. What is the number sentence?
e. What is the complete answer?

Group 2
Use the data on the graph to solve the problem.

What was the total number of kilograms of fruits sold for

the day?

Group 3

204
 The graph presents Lea’s grades in different learning areas
for the 2nd quarters.

What was Lea’s average grade?

a. What is asked?
b. What are the given facts?
c. What is the operation to be used?
d. What is the number sentence?
e. What is the complete answer?

ADVANCE

Group 1

Use the data in the line graph to answer the questions

below.

205
 1.) What is the total number of customer at the first three
months?
a. What is asked?
b. What are the given facts?
c. What operation will be use?
d. What is the number sentence?
e. What is the complete answer?
2.) What was the average number of customer from
March to May
a. What is asked?
b. What are the given facts?
c. What operation will be use?
d. What is the number sentence?
e. What is the complete answer?

Group 2

Use the data in the line graph below to answer the

question.

206
 What is the average number of immigrants for the last
four years?

Group 3

Use the data in the line graph to answer the questions

below.

1.) What is the total consumption from January to June?

2.) If the cost of electricity consumption per kilowatt is
Php 15.00, how much would Romeo pay for the month
of May?

b. Group Reporting

Each group will report their output in front of the class.

207
 Ask: How did you find the activity?
How did you solve the problem?
Did you work cooperatively in your group?

G. Finding practical Use the data in the line graph to answer the questions
applications of below.
concepts and
skills in daily
living

If you combine Luisa’s and Carl’s distance from the school

and compare it against the combined distance walked by
Andrei and Ehra, which combined distance is farther from the
school?

H. Making How do we solve routine problems using data presented in

generalizations a line graph?
and abstractions
about the lesson Routine problems are problems that follow standard
procedure in solving.

To solve routine problems using the data presented in a

line graph, we use the four-step in solving word problems
 Understand
 What does the problem ask for?
 What are the given data?
 What is the word clue?
 Plan
 What operation is/are to be used?
 What is the mathematical sentence?
 Solve
 Show how the solution is done using the
operation
 Check
 Check if the answer is correct
 State the final answer

208
 I. Evaluating Use the data on the graph to solve the problems.
learning

What was the average harvest of Palay?

a. What is asked?
b. What are the given data?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?

J. Additional Use the graph below to answer the question.

activities for
application or
remediation

1. What was the increase in William’s height from one-

year old up to six-year old?

V. REMARKS

VI. REFLECTION

209
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have
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?

210
 Mathematics 5
LESSON 21
Quarter 4 Week 7 Day 4

V. OBJECTIVES
D. Content The learner demonstrates understanding of the graphs
and
Standards
experimental probability
E. Performance The learner is able to create and interpret representations
of data (tables and line graphs) and apply experimental
Standards
probability in mathematical problems and real-life
situations
F. Learning The learner solves non-routine problems using data
presented in a line graph
Competencies or
M5SP-IVh-4.5b
Objectives

VI. CONTENT Solving Non-Routine Problems Using Data Presented

in a Line Graph
VII. LEARNING
RESOURCES
C. References
5. Teacher’s Guide K to 12 Curriculum Guide in Mathematics 5 page 141
Lesson Guide in Elem. Math 5, pages 412-426
pages
6. Learners Materials
pages
7. Textbook pages Soaring 21st Century Mathematics pages 453-457
8. Additional
materials from
Learning Resource
(LR) Portal
D. Other Learning
Resources
VIII. PROCEDURE
A. Review previous Review/Drill in solving routine problems using the data
presented in a line graph.
lesson or
(Pupils will use their show-me-board.)
presenting the new (Teacher will present a line graph.)
lesson

211
 What was the total sales in a week?

B. Establishing a purpose Ask:

for the lesson How many times in a month do you visit your doctor?
What are usually done by your doctor during your visit
or check up?
Why do you think your doctor check your height and
weight?

C. Presenting Present a line graph to the class.

examples/instances of the
new lesson

How tall was Edda when she was 6 years old?

How old was Edda when she was 100 cm tall?
What was the difference between Edda’s height when
she was 3 years old and 8 years old?
What do you think made Edda taller than other
children of her age? What kind of food does she eat?

212
D. Discussing new How did we get the difference between Edda’s height
concepts and practicing when she was 3 years old and 8 years old?
new skills #1 Can we give the answer without following the standard
procedure in solving?

E. Discussing new Provide another line graph with questions to be

concepts and practicing answered.
new skills #2

Based on the data presented in the line graph, answer

the following questions:
1. In what two months was the number of tree
planting volunteers has an increase of 10?
2. What is the total number of tree planting
volunteers for the month of June and September?

F. Developing mastery c. Group Activity

( Note: Materials should be ready before the
activity. )
Divide the class into 3 groups. Provide them
with the materials to be used in the activity (manila paper,
pentel pen/marker and the activity to be done).

What are the standards that we need to follow

In doing group activity?

AVERAGE

Group 1
The graph shows Aminah’s grades in different learning
areas for the 3rd quarter.

213
  Based on Aminah’s performance, in which
subject did she perform well?
 In which subject did she need improvement?

Group 2
Liza, Roman, Ted and Nonoy are classmates at
Bagong Pag-asa Elementary School. They are in Grade
5. They live near the school. They just walk going to
school.

Use the data in the line graph to solve the following

problems.
1. How much farther does Liza walk than Nonoy?
2. How much farther does Ted walk than Roman?
3. How much farther does Nonoy walk than Roman?

214
 Group 3
The line graph below shows the weight of a Hamster
weighed every day for 10 day. Study the graph and
answer the questions below.

1. What is the increase in weight of the Hamster

between Day 2 and 3? Day 5 and 7?
2. Between which two days did the Hamster grow
most?
What was its increase in weight between these
two days?

ADVANCE

Group 1
The graph shows Monina’s weight in kilograms for 8
months. Study the graph and answer the following
questions.

215
 1. What was the range of the recorded gains in weight
between June and July?
2. In what month did Monina lose weight? By how
many kilograms?

Group 2
The graph shows the number of boys in Grade Five
classes. Look at the graph and answer the questions.

1. If there are 35 children in Class Aguinaldo, how

many girls are there in that class?
2. If there are 22 girls in Class Quirino, how many
children are there in that class?

Group 3

216
  In what part of the game is Zake more capable
of playing? Why?

d. Group Reporting
Each group will report their output in front of the class.

e. Processing the activities

Say: Let us look at your work.
Ask: How did you find the answer for each
questions/problems given to your group? Can these
questions/problems be answered without following the
standard procedures in solving?

G. Finding practical Use the data in the line graph to answer the questions
applications of concepts below.
and skills in daily living

217
  If Janine broke 15 shells, how many shells are
in good condition?

H. Making generalizations How do we solve non-routine problems using data

and abstractions about presented in a line graph?
the lesson
Non-Routine problems are problems that can be
solved even without following the steps or procedures.

To solve non-routine problems using the data

presented in a line graph, we can use mental computation
and data analysis.

I. Evaluating learning Use the data in the line graph below to answer the
questions.

1. What is the score of the fifth placer?

2. Who is the second to the last place?
3. Who is 20 points higher than contestant E?
4. What is the difference between the scores of the
first placer and the second placer?
5. How many points higher is the winner than the last
placer?

J. Additional activities for

application or remediation

218
 Would the number of immigrants increase or decrease
for year 7? Why do you say so?

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have 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?

219
 Mathematics 5
LESSON 21
QUARTER 4 WEEK 7 DAY 5

I. OBJECTIVES
A. Content The learner demonstrates understanding of the graphs and
experimental probability
Standards
B. Performance The learner is able to create and interpret representations
of data (tables and line graphs) and apply experimental
Standards probability in mathematical problems and real-life situations
C. Learning The learner solves routine and non-routine problems using
data presented in a line graph
Competencies or M5SP-IVh-4.5c
Objectives
II. CONTENT Solving Routine and Non-Routine Problems Using Data
Presented in a Line Graph
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Curriculum Guide in Mathematics 5, page 141
pages
2. Learners
Materials pages
3. Textbook pages
4. Additional
materials from
Learning Resource
(LR) Portal
B. Other Learning Jumbled words, letter cards, die, rubik’s cube
Resources
IV. PROCEDURE
A.Review previous Conduct review on the parts of a line graph.
(Teacher will prepare jumbled words of the parts of a
lesson or presenting graph.)
the new lesson Divide the class into 4 groups. Each group will be given
jumbled words of the parts of a line graph. The first team to
write the correct words will be declared as the winner.
LITTE NOLATHIROZ IXAS

220
 LASITREV SIXA EBALL

SELAC

B. Establishing a Are you aware of your family’s monthly electric bills?

purpose for the lesson Do you know how much your family pay for your electric
consumption?
Is it important to keep track of your monthly bills for
electricity? Why?
What should your family do to save electricity?
C. Presenting Present a line graph to the class.
examples/instances of
the new lesson

Ask:
In what month did De Leon’s family get the highest
electric bill?
Why do you think De Leon’s family got the highest
electric bill during the months of April and May?
What could be the possible or other ways to do, to
lessen the electric consumption during these months?
What is the total electric bills of De Leon’s family for the
first six months?

D. Discussing new ( Call volunteer pupils to solve for the answer.)

concepts and
practicing new skills Answer to the word problem may similar to this:
#1 ( 1 500 + 2 000 + 3 000 + 3 500 + 3 500 + 3 250) = 16 750

E. Discussing new Provide another line graph with questions to be

concepts and answered.
practicing new skills
#2

221
 Use the data in the line graph to answer the following
questions.
1. In what quarter did RJ get the highest grade?
2. What is the average grade of RJ in Math?
F. Developing f. Group Activity
mastery  Setting the standards in group activity.
( Note: Materials should be ready before the activity. )
Divide the class into 3 groups. Provide them with the
materials to be used in the activity.

AVERAGE
Group 1

Use the data in the line graph to answer the following

questions.
1. How much more was his sale in November than in
July?
2. What was the total sale for the first three
consecutive months?

222
 Group 2

Use the data in the line graph to answer the following

questions.
1. What was the difference between the highest and
the lowest sale?
2. What is the total sale from July to December?

Group 3

Use the data in the line graph to answer the following

questions.
1. What was the difference between the month of
December and September?
2. What was the average sale for six months?

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ADVANCE

Group 1

Use the data in the line graph to answer the questions.

1. What was the increase in the number of foreigners
from year 4 to year 5?
2. What is the total number of foreigners starting year
1 to year 5?

Group 2

Use the data in the line graph to answer the questions.

1. How many foreigners are there during the fifth year
than during the first year?
2. What is the average number of foreigners for the
last three years?

Group 3

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 Use the data in the line graph to answer the questions.
1. What was the difference between year 3 and year
5?
2. What is the average number of foreigners from year
1 to year 5?

g. Group Reporting

Each group will report their output in front of the class.

Ask: How did you find the activity?
How did you solve the problem?
Did you work cooperatively in your group?

G. Finding practical Use the data in the line graph to answer the questions
applications of below.
concepts and skills in
daily living

What is the most popular soda drinks among adults?

Why?

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H. Making How do we solve routine and non – routine problems
generalizations and using data presented in a line graph?
abstractions about the
lesson To solve routine problems using the data presented in a
line graph, we use the four-step in solving word problems
 Understand
 What does the problem ask for?
 What are the given data?
 What is the word clue?
 Plan
 What operation is/are to be used?
 What is the mathematical sentence?
 Solve
 Show how the solution is done using the
operation
 Check
 Check if the answer is correct
 State the final answer

To solve non-routine problems using the data presented

in a line graph, we can use mental computation and data
analysis.

I. Evaluating learning
Use the data in the line graph below to answer the
questions.

1. What sport is the favorite of the grade six pupils?

2. What is the difference between the number of pupils
who like soccer and volleyball?
3. What is the difference between the least favorite
sports and the most favorite sports of the grade six
pupils?
4. What is the total number of pupils who preferred the
least and the most favorite sports?
5. What is the total number of pupils who preferred the
four sports?

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J. Additional activities
for application or
remediation

1. What is the most popular ice cream flavor among

the grade five pupils?
2. How many grade five pupils like chocolate and
vanilla flavor of ice cream?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have
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?

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