KURIOS CHRISTIAN COLLEGES FOUNDATION

MATHEMATICS 7
CURRICULUM MAP

FIRST QUARTER

NUMBER and NUMBER SENSE

CONTENT PERFORMANCE LEARNING

CONTENT TRANSFER GOALS METHODOLOGY ASSESSMENT
STANDARDS STANDARDS COMPETENCIES
The learners The learners should be The learners The learners will:  Part 1 Lesson Development  Complete the table
BASIC IDEA OF demonstrate an able to: (The learners will be able to read and (The learners will be able to complete the
SETS understanding of:  Illustrates the union  create a newspaper understand the discussion about Introduction table by determining whether the given
 formulate and intersection of which shows of Sets.) set is well-defined, not well-defined or
 key concepts of challenging sets and the illustrations and  Activity null set.)
sets and the real situations involving difference of two applications of real (The learners will be able to answer and  Fill in the Blanks
number system. sets and real sets numbers in everyday understand the given written activity.) (The learners will be able to fill in the
. numbers and solve o Illustrates and living aligned with the  Part 2 Lesson Development blanks by determining the elements and
these in a variety of describes the school’s vision (The learners will be able to read and cardinality of the given sets. They will also
strategies. union of two sets.  the newspaper layout understand the discussion about Union and be able to make a Venn diagram of the
o Illustrates the must be authentic and Intersection of Sets.) given sets.)
difference of two creatively done. The  Activity  Making Venn Diagram
sets content must show (The learners will be able to answer and (The learners will be able to make a Venn
o Illustrate the application of real understand the given written activity.) diagram from the given data on the table
complement of a numbers in everyday  Part 3 Lesson Development then determine the elements of what is/are
set. living. (The learners will be able to read and being asked.)
 Uses Venn Diagram understand the discussion about Complement  Problem Solving
to represent sets, of a Set.) (The learners will be able to illustrate the
subsets and the set  Activity given problem using Venn diagram, then
operations (The learners will be able to answer and answer the given questions.)
 Solves problems understand the given written activity.)
involving sets  Part 4 Lesson Development  Performance Task
(The learners will be able to read and (The learners will be able to create a
understand the discussion about Problems newspaper which shows the uses of real
Involving Set.) numbers in real life situation, aligned with
 Activity the school’s vision.)
(The learners will be able to answer and
understand the given written activity.)
 The learners  Part 1 Lesson Development  Fill in the Blanks
OPERATIONS (The learners will be able to read and o (The learners will be able to fill in the
ON INTEGERS understand the discussion about Absolute blanks by finding the absolute value of the
 represents the Value of a Number.) given equations.)
 Activities o (The learners will be able to fill in the
absolute value of a
(The learners will be able to answer and blanks by performing the operations and
number on a number
understand the given written activities.) simplifying the given absolute value
line as the distance equations.)
of a number from 0.  Part 2 Lesson Development
 Follow the Rules
 performs addition (The learners will be able to read and
(The learners will be able to use the rules for
and subtraction of understand the discussion about Fundamental adding, subtracting, multiplying and dividing
integers using model Operations on Integers.) integers to find the sum, difference, product
or chips.  Activities
and quotient of the given equations.)
 performs (The learners will be able to answer and  Complete the table
multiplication and understand the given written activities.) (The learners will be able to complete the
division of integers.  Part 3 Lesson Development table by identifying which property of real
 illustrates the (The learners will be able to read and number justifies each statement.)
different properties understand the discussion about Properties of  Fill in the Blanks
of operations on the the Operations on Integers.) (The learners will be able to fill in the
set of integers.  Activities blanks by rewriting the following equations
 expresses rational (The learners will be able to answer and using the given property.)
numbers from understand the given written activities.)  Completion
fraction form to  Part 4 Lesson Development (The learners will be able to complete the
(The learners will be able to read and given division equation. Tell whether the
decimal form and
understand the discussion about Forms of quotient is terminating or repeating
vice versa.
Rational Numbers.) decimal.)
 performs operations
 Activities
 Conversion
on rational numbers. (The learners will be able to change each of
o performs operation (The learners will be able to answer and
the following decimals into a fraction in
involving rational understand the given written activities.)
lowest term, and vice versa.)
numbers.  Part 5 Lesson Development
 Performing Operations
o solve problems (The learners will be able to read and (The learners will be able to solve the given
involving rational understand the discussion about Operations on equations by performing the indicated
numbers. Real Numbers.) operations and express the answer in
 Activities simplest form.)
(The learners will be able to answer and  Complete the Square
understand the given written activities.) (The learners will be able to complete the
square that has the same total of 100 in
every row, horizontal and vertical)
 Problem Solving
(The learners will be able to solve the
problem systematically.)
CONTENT PERFORMANCE LEARNING TRANSFER
CONTENT METHODOLOGY ASSESSMENT
STANDARDS STANDARDS COMPETENCIES GOALS
 The learners
SQUARE
ROOTS  describes principal roots and
tells whether they are rational
or irrational
 determines between what two
integers the square root of a
number is.
 estimate the square root of a
whole number to the nearest
tenth.
The learners
SIGNIFICANT
DIGITS AND  write numbers in scientific
THE notation and vice versa.
SCIENTIFIC o identify the significant figures
NOTATION in a given number.
o write the scientific notation of
very big number and very
small number and vice versa.
o describe number in scientific
notation.
 illustrate the different subsets
REAL NUMBERS of real numbers.
REFERENCES
Interactive Mathematics Grade 7
Spiral Mathematics for Growth Mindset 7
SECOND QUARTER
MEASUREMENT
 Lesson Development
(The learners will be able to read and
understand the discussion about Principal
Roots and Irrational Numbers.)
 Activities
(The learners will be able to answer and
understand the given written activities.)
 Part 1: Lesson Development
(The learners will be able to read and
understand the discussion about Significant
Digits.)
 Activities
(The learners will be able to answer and
understand the given written activities.)
 Part 2: Lesson Development
(The learners will be able to read and
understand the discussion about Scientific
Notation.)
 Activities
(The learners will be able to answer and
understand the given written activities.)
 Lesson Development
(The learners will be able to read and
understand the discussion about Subsets of
Real Numbers.)
 Activities
(The learners will be able to answer and
understand the given written activity.)
PEAC MATH7 Q1
DepEd LCTG Q1
 Classification
(The learners will be able to classify
whether the given expression is rational or
irrational.)
 Fill in the Blanks
(The learners will be able to fill in the
blanks by finding the two integers between
which the given square root lies.)
 Fill in the Blanks
(The learners will be able to determine the
number of significant digits in the
following measurements.)
 Performing Operations
(The learners will be able to perform the
indicated operations and write its significant
digits.)
 Conversion
((The learners will be able to change the
following numbers in standard form to
scientific notation and vice versa.)
 Problem Solving
(The learners will be able to solve the
problem systematically.)
 Multiple Choice
(The learners will be able to select the
examples of the subsets of real numbers, given
the sets of numbers.)
 Complete the Chart
(The learners will be able to complete the
details in the hierarchy chart of the Set of
Real Numbers.)
 CONTENT PERFORMANCE LEARNING
CONTENT
STANDARDS STANDARDS COMPETENCIES
The learners The learners should The learners will:
MEASUREMENT demonstrate an be able to:
understanding of:  approximate the
 formulate real - measures of quantities
 the key concepts life problems particularly length,
of measurement. involving weight/ mass, volume,
measurements time, angle and
and solve these temperature and rate.
using a variety of  convert measurements
strategies. from one unit to
another in both Metric
and English systems.
 convert measurement
from one unit to
another using metric
system and English
system.
 solve problems
involving conversion
of units of
measurement.
TRANSFER GOALS METHODOLOGY ASSESSMENT
The learners will:  Part 1 Lesson Development  Identification
(The learners will be able to read and understand the (The learners will be
 createa floor plan of a discussion about Development of Measurement.) able to identify whether
dream room for a teenager  Activity the unit of measure is
o there should be a space (The learners will be able to answer and understand the given expressed in standard
for learning corner, written activity.) form or not.)
sport area, game area,  Part 2 Lesson Development  Conversion
comfort room, tables, (The learners will be able to read and understand the (The learners will be
cabinets, and bed. discussion about Measuring Length.) able to convert the
o the layout must be  Activities given to the indicated
spacious and child (The learners will be able to answer and understand the given units.)
friendly. written activities.)  Problem Solving
o there should be a  Part 3 Lesson Development (The learners will be able
measurement for each (The learners will be able to read and understand the to solve the problem
area written in algebraic discussion about Measuring Weight/Mass and Volume.) systematically.)
expression form.  Activities  Measuring
(The learners will be able to answer and understand the given (The learners will be
written activities.) able to use your
 Part 4 Lesson Development protractor to find the
(The learners will be able to read and understand the measure of each angle.)
discussion about Conversion of Unit of Volume.)  Illustration
 Activities (The learners will be
(The learners will be able to answer and understand the given able to illustrate the
written activities.) given using protractor.)
 Part 5 Lesson Development
(The learners will be able to read and understand the
discussion about Measuring Angles, Time and Temperature.)
 Activities
(The learners will be able to answer and understand the given
written activities.)

PATTERNS AND ALGEBRA

CONTENT PERFORMANC LEARNING TRANSFER

CONTENT METHODOLOGY ASSESSMENT
STANDARDS E STANDARDS COMPETENCIES GOALS
 The learners The learners The learners will: The learners will:  Part 1 Lesson Development  Translation
ALGEBRAIC demonstrate an should be able to: (The learners will be able to read and (The learners will be able to translate each
EXPRESSIONS understanding of:  translate English phrases to  create a floor plan of understand the discussion about Verbal algebraic expression to English phrase.)
 model situations mathematical phrases and a dream room for a Phrases and Mathematical Phrases.)  Matching Type
 key concepts of using oral, vice versa. teenager  Activities (The learners will be able to match each
algebraic written,  differentiate between o there should be a (The learners will be able to answer and verbal phrase to its mathematical phrase
expressions, the graphical, and constants and variables in a space for understand the given written activities.) under.)
properties of real algebraic given algebraic expression. learning corner,  Part 2 Lesson Development  Complete the Table
numbers as methods in  evaluate algebraic sport area, game (The learners will be able to read and (The learners will be able to complete the
applied in linear solving problems expressions for given values area, comfort understand the discussion about Basic table by identifying the basic concept of
equations, and involving of the variables. room, tables, Concepts of Algebra.) algebra in each term.)
inequalities in algebraic  interpret the meaning of an cabinets, and  Activities  Evaluation
one variable. expressions, where n is a positive integer. bed. (The learners will be able to answer and (The learners will be able to evaluate each
linear equations,  derive the laws of exponent. o the layout must understand the given written activities.) expression if a = –1, b = 2, c = 3, and d =
and inequalities o identify the different law be spacious and  Part 3 Lesson Development 0.)
in one variable. of exponents. child friendly. (The learners will be able to read and  Matching Type
 classify algebraic expressions o there should be a understand the discussion about Evaluation (The learners will be able to simplify each
which are polynomials measurement for of Algebraic Expressions.) exponential expression in Column A then
according to degree and each area written  Activities find their answers in Column B.)
number of terms. in algebraic (The learners will be able to answer and  Classification
 add and subtract polynomials expression form. understand the given written activities.) (The learners will be able to classify
 multiply polynomials  Part 4 Lesson Development which of the following functions are
 divide polynomials (The learners will be able to read and polynomials.)
understand the discussion about Laws of  Complete the Table
Exponent.) (The learners will be able to complete the
 Activities table by classifying polynomials
(The learners will be able to answer and according to degree and number of terms.)
understand the given written activities.)  Perform the Operation
 Part 5 Lesson Development (The learners will be able to find the
(The learners will be able to read and product of the given set of equations.)
understand the discussion about  Problem Solving
Polynomials.) (The learners will be able to solve the
 Activities problem systematically.)
(The learners will be able to answer and
understand the given written activities.)

 Part 6 Lesson Development

(The learners will be able to read and
understand the discussion about Addition
and Subtraction of Polynomials.)
 Activities
(The learners will be able to answer and
understand the given written activities.)
 Part 7 Lesson Development
(The learners will be able to read and
understand the discussion about
Multiplication of Polynomials.)
 Activities

 use models and algebraic
SPECIAL methods to find the:
PRODUCTS a) product of two
binomials;
b) product of the sum and
difference of two
terms;
c) square of a binomial;
d) cube of a binomial;
e) product of a binomial
and a trinomial.
f) product of sum and
difference of two
binomials.
 differentiate between
EQUATIONS AND algebraic expressions and
INEQUALITIES equations
 translate English sentences
to mathematical sentences
and vice versa
 illustrate linear equation
and inequality in one
variable
 find the solution of linear
equation or inequality in
one variable
 solve problems involving
equations and inequalities
in one variable
(The learners will be able to answer and
understand the given written activities.)
 Part 8 Lesson Development
(The learners will be able to read and
understand the discussion about Division of
Polynomials.)
 Activities
(The learners will be able to answer and
understand the given written activities.)
 Lesson Development
(The learners will be able to read and
understand the discussion about Special
Products.
o Product of Two Binomials
o Product of the Sum and Difference of Two
Terms
o Square of a Binomial
o Cube of a Binomial
o Product of a Binomial and a Trinomial)
 Activities
(The learners will be able to answer and
understand the given written activities.)
 Part 1 Lesson Development
(The learners will be able to read and
understand the discussion about Basic
Concepts n Equations.)
 Activities
(The learners will be able to answer and
understand the given written activities.)
 Part 2 Lesson Development
(The learners will be able to read and
understand the discussion about Translating
English Sentences to Mathematical Sentences
and Vice Versa.)
 Activities
(The learners will be able to answer and
understand the given written activities.)
 Part 3 Lesson Development
(The learners will be able to read and
understand the discussion about Solution of
Linear Equation and Inequality in One
Variable.)
 Solving
(The learners will be able to find the
product of the given binomials using
FOIL Method and Algebra tiles.)
 Solving
(The learners will be able to find the
product of the given equations from the
set of topics.)
 Matching Type
(The learners will be able to match the
polynomials with its corresponding
product pattern.)
Classification
(The learners will be able to read
each expression carefully then
underline the expression once if it is
mathematical phrase and twice if it
is a mathematical sentence.)
Complete the Table
(The learners will be able to complete
the table by classifying if the given
mathematical sentence is an equation
or inequality.)
 Translation
(The learners will be able to translate
the given verbal expressions into
mathematical sentences. They will use
x to represent the unknown.)
Classification
(The learners will be able to read
each expression carefully then write
I LOVE if the following
mathematical expression is a linear

Interactive Mathematics Grade 7
Spiral Mathematics for Growth Mindset 7
 Activities
(The learners will be able to answer and
understand the given written activities.)
 Part 4 Lesson Development
(The learners will be able to read and
understand the discussion about Solving Linear
Equations and Inequalities in One Variable
Algebraically.)
 Activities
(The learners will be able to answer and
understand the given written activities.)
 Part 5 Lesson Development
(The learners will be able to read and
understand the discussion about Solving Word
Problems Using Equations and Inequalities in
One Variable.)
 Activities
(The learners will be able to answer and
understand the given written activities.)
REFERENCES
PEAC MATH7 Q2
DepEd LCTG Q2
equation/ inequality in one variable
and MATH if otherwise.)
 Complete the Table
(The learners will be able to complete
the table by using
{–4, –3, –2, –1, 0, 1, 2, 3, 4} as their
replacement set to find the solution of
the given equations.)
 Identification
(The learners will be able to identify
the property shown in each sentence.)
 Solving
(The learners will be able to solve for
the given equations and inequalities.)
 Problem Solving
(The learners will be able to solve the
problem systematically.)

THIRD QUARTER

GEOMETRY

CONTENT PERFORMANCE LEARNING

CONTENT TRANSFER GOALS METHODOLOGY ASSESSMENT
STANDARDS STANDARDS COMPETENCIES
The learners The learners should The learners The learners will: Lesson Development  Representation
BASIC demonstrate an be able to: (The learners will be able to read (The learners will be able to identify whether
GEOMETRIC understanding of: and understand the discussion the following description represent a (O)
CONCEPTS  create their own about Atoms and its subatomic point, (L) line/portion of a line, or (P)
 key concepts of  represents point, line and tessellate artistically particles.) plane/portion of a plane.)
geometry of shapes o the tessellate must  Activities Identification
 create models of plane using concrete and 

and sizes, and plane figures and pictorial models. include the (The learners will be able to do (The learner will be able to use the figure to
geometric formulate and solve following: and understand the given identify what is being asked.)
relationships. accurately authentic  Basic Geometric activities)
problems involving Concept
sides and angles of  illustrates subsets of a line.  Polygon Lesson Development  True or False
a polygon.  Circles (The learners will be able to read
SUBSETS OF A (The learners will be able to determine
o the tessellate must be and understand the discussion
LINE whether the statements were correct or not by
done in a long bond about Subsets of a Line.) using the diagram.)
paper and have it a  Activity
title. (The learners will be able to do
o the tessellate must be and understand the given activity.)
  classifies the different kinds
ANGLE AND ITS of angles.
KINDS
 derives relationships of
ANGLE PAIRS geometric figures using
measurements and by
inductive reasoning;
supplementary angles,
complementary angles,
congruent angles, vertical
angles, adjacent angles,
linear pairs, perpendicular
lines, and parallel lines
 derives relationships among
PARALLEL LINES angles formed by parallel
AND lines cut by a transversal
TRANSVERSAL using measurement and by
inductive reasoning.
 illustrates polygons: (a)
POLYGONS convexity; (b) angles; and
(c) sides.
 derives inductively the
EXTERIOR AND relationship of exterior and
INTERIOR OF A interior angles of a convex
POLYGON polygon.
done unique and  Lesson Development
artistically (The learners will be able to read
 the output must include and understand the discussion
the numbers of about Angle and its kinds.)
geometric figures they  Activities
used. (The learners will be able to do
 choose 1 polygon used and understand the given
and solve for its sides activities)
and angles.
 Lesson Development
(The learners will be able to read
and understand the discussion
about Angle and its kinds.)
 Activities
(The learners will be able to do
and understand the given
activities)
Lesson Development
(The learners will be able to read
and understand the discussion
about Parallel Lines and
Transversal.)
 Activities
(The learners will be able to do
and understand the given
activities
Lesson Development
(The learners will be able to read
and understand the discussion
about Polygons.)
 Activities
(The learners will be able to do
and understand the given
activities
Lesson Development
(The learners will be able to read
and understand the discussion
about Exterior and Interior of a
Polygon.)
 Activities
(The learners will be able to do
and understand the given
 Illustration
(The learners will be able to name what is
being asked based on the illustration.)
 Complete the Table
(The learners will be able to give the
measure of each of the given angle based on
the illustration, then identify the kinds of
angles according to measure.)
 Measurement
(The measure of an angle is given. The
learners will be able to give the measure of
its complement and supplement angle
measure.)
 Identification
(The learner will be able to use the figure to
identify each pair of angles as adjacent
angles or a linear pair.)
 Identification
(The learner will be able to use the figure to
identify what is being asked.)
 Angle Map Representation
(The learner will be able to use the given a
map where Hallway 1 is parallel to Hallway 2
and stairs is the transversal. In the illustration,
the angles are represented by the rooms.)
 Determine the Polygon
(The learner will be able to determine
whether the following are polygons or not.
And if it is polygon, determine whether it is
convex or concave.)
 Cut Outs
(The learner will be able to cut out pictures
showing polygons in real life. They will also
name each according to the number of sides.)
 Find the measure
o The learner will be able to find the sum of
the measure of each interior angles of
each item.
o The learner will be able to find the
measure of each angle of the regular
polygon.
o The learner will be able to find the
 activities measure of each exterior angle of the
given polygon.
 illustrates a circle and the Lesson Development  Name the Parts
CIRCLE AND ITS terms related to it: (The learners will be able to read (The learner will be able to name the parts of
PARTS radius, diameter chord, and understand the discussion the circle.)
center, arc, chord, central about Circle and its part.)  Tessellate
and angle, and inscribed angle.  Activities (The learner will be able to count the
(The learners will be able to do numbers of radius and diameters of the
LINE SEGMENTS and understand the given circles in the given tessellate. They will also
RELATED TO activities color it artistically.)
CIRCLES AND  Identification
ARC OF (The learner will be able to use the figure to
CIRCLES identify what is being asked.)
 solves problems involving Lesson Development  Problem Solving
SOLVING sides and angles of a (The learners will be able to read (The learners will be able to illustrate and solve
PROBLEMS polygon. and understand the discussion the problem systematically.)
INVOLVING about Solving Problems Involving
SIDES AND Sides and Angles of a Polygon.)
ANGLES OF A  Activity

POLYGON (The learners will be able to do

and understand the given
activity.)

REFERENCES

Interactive Mathematics Grade 7

Spiral Mathematics for Growth Mindset 7
DepEd LCTG Q3
 FOURTH QUARTER

STATISTICS AND PROBABILITY

CONTENT PERFORMANCE TRANSFER

CONTENT LEARNING COMPETENCIES METHODOLOGY ASSESSMENT
STANDARDS STANDARDS GOALS
The learners The learners should The learners The learners will: Lesson Development  Decision Making
INTRODUCTION TO demonstrate an be able to: (The learners will be able to read (The learners will be able to decide if
STATISTICS understanding of: and understand the discussion about the decision made was a product of
 collect the data of Statistics, its importance, and real- statistics or not.)
and  key concepts, uses  pose problems that can be solved the Covid – 19 life problems.)  Identification
and importance of Active Cases in  Activities (The learner will be able to identify the
 collect and using Statistics.
PROBLEMS Statistics, data organize data o identify problems that can be the Municipality (The learners will be able to do and population and sample in the following
INVOLVING collection/gatherin systematically and solved using statistics. of Magallanes on understand the given activities) problem.)
STATISTICS g and the different compute accurately o determine problems involving September 27,
forms of data measures of central statistics in a real-life situation. 2021, wherein
representation, tendency and they will also:
measures of variability and o construct a bar
central tendency, apply these  formulate simple statistical graph Lesson Development  Matching Type
FORMULATING measures of appropriately in instruments. o have an (The learners will be able to read (The learners will be able to match the
SIMPLE variability, and data analysis and interpretation and understand the discussion about methods of gathering data to its
STATISTICAL probability. interpretation in and conclusion, Statistical Instrument.) description.)
INSTRUMENT o have their own  Activities Identification
different fields. 
title (The learners will be able to do and (The learner will be able to determine
understand the given activities the best method to use in collecting
data for the given situations.)
 gather statistical data.  Lesson Development  True or False
COLLECTING/ o identify the method of gathering (The learners will be able to read (The learner will be able to determine
GATHERING statistical data. and understand the discussion about whether the statement is true or false.)
STATISTICAL o determine the importance of Collecting/Gathering Statistical  Determine the data
DATA gathering statistical data in a real- Data.) (The learner will be able to determine
life situation.  Activity each picture whether it is primary or
(The learners will be able to do and secondary data.)
understand the given activities)  Identification
(The learner will be able to identify
which method is appropriate in the
given statistical study.)

 organize data in a frequency Lesson Development  Constructing Table

ORGANIZING distribution table. (The learners will be able to (The learner will be able to construct a
DATA FREQUENCY o grouped and read and understand the frequency distribution on the given data.)
TABLE o ungrouped data. discussion about Organizing
Data Frequency Table.)
 Activities
(The learners will be able to do
and understand the given
activities
  use appropriate graphs to represent
TYPES OF organized data: pie chart, bar graph,
STATISTICAL line graph, histogram, and ogive.
GRAPHS o identify and understand the sigma
notation.
o use the summation notation in
expressing the sum of a given
numbers
 illustrate the measures of central
FINDING THE tendency (mean, median, and
MEAN, MEDIAN mode) of a statistical data.
AND MODE
Lesson Development
(The learners will be able to
read and understand the
discussion about Subsets of a
Line.)
 Activities
(The learners will be able to do
and understand the given
activities
Lesson Development
(The learners will be able to
read and understand the
discussion about Mean, Median,
and Mode.)
 Activities
(The learners will be able to do
and understand the given
activities
 Complete the Table
(The table shows the survey on how a
person spent his/her day. In this lesson, the
learner will be able to fill up the table, and
then make a pie chart/circle graph.)
 Constructing Graph
(The table shows the 2015 Census of
Population in the Municipality of
Magallanes, Cavite. In this lesson, the
learner will be able to construct a bar graph
for the following data. All male will
construct a vertical bar graph, and all
female will construct a horizontal bar
graph.)
 Graph Interpretation
(The learner will be able to interpret the
given line graph as they answer the given
set of questions.)
 Computation
(The learner will be able to find the mean,
median and mode of the given set of data.)

 Computation
CALCULATING  calculate the measures of central tendency of  Lesson Development (The learner will be able to find
THE MEASURES ungrouped and grouped data. (The learners will be able to read and the mean, median and mode of
OF CENTRAL understand the discussion about Measures of the given set of data.)
TENDENCY OF Central Tendency of Ungrouped and  Problem Solving
UNGROUPED Grouped Data.) (The learner will be able to
AND GROUPED  Activities solve for the mean, median, and
DATA (The learners will be able to do and mode, grouped and ungrouped,
understand the given activities on the given set of problems.)
 illustrate the measures of variability (range,  Lesson Development  Computation
ILLUSTRATING average deviation, variance, standard deviation) of (The learners will be able to read and (The learner will be able to find
MEASURES OF a statistical data. understand the discussion about Measures of the range, variance, and
VARIABILITY o calculate the measures of variability of grouped Variability.) standard deviation of the given
and ungrouped data.  Activities set of data.)
o determine the measures of variability in (The learners will be able to do and  Complete the table with
ungrouped and grouped data. understand the given activities Problem Solving
o calculate the measures of variability in (The learner will be able to
ungrouped and grouped data. complete the table and find
o solve problems involving measures of what is asked of the given
 variability in grouped and ungrouped data grouped data, on the given set
of problems.)
 use appropriate statistical measures in analyzing Lesson Development  Graph Construction and
ORGANIZING and interpreting statistical data. (The learners will be able to read and Interpretation
AND understand the discussion of the different (The learner will be able to
PRESENTING graphs that can be used to organize data) construct and interpret different
DATA  Activities graph based on the given data
 (The learners will be able to do and by answering the given
understand the given activities questions.)

 draw conclusions from graphic and tabular data Lesson Development  Graph Interpretation
GRAPHIC AND and measures of central tendency and variability. (The learners will be able to draw (The learner will be able to
TABULAR DATA conclusions from graphic and tabular data, interpret the given data by
OF MEASURES and measures of central tendency and answering the given questions.)
OF CENTRAL variability.)
TENDENCY AND  Activities

VARIABILITY  (The learners will be able to do and

understand the given activities

REFERENCES
Interactive Mathematics Grade 7 Mathematics–Grade 7 Learner’s Material, Quarter 4
Spiral Mathematics for Growth Mindset 7 DepEd LCTG Q4 Electronic Sources