GRADE 1 to 12 School LUCSUHIN INTEGRATED SCHOOL Grade Level SEVEN

DAILY LESSON LOG
Teaching Dates and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
Teacher MRS. ILUMINADA S. MAGSINO Learning Area MATHEMATICS
May 30, 2022 (7:30 – 8:30) Quarter FOURTH Quarter
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,
Learner is able to collect and organize data systematically and compute accurately
measures of central tendency and variability an apply these appropriately in data analysis
and interpretation in different fields.
The learner uses appropriate graphs to represent organized data: bar graph, pie graph
and line graph (M7SP-IVd-1)
STATISTICS

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages pp. 290 - 302
2. Learner’s Material pp. 235 - 240
pages
3. Textbook pages
4. Additional Materials LeaP (Week 4)
from Learning
Resource (LR) portal
5. Other Learning tarpapel, envelope, pentel, glue, tape, scissors, powerpoint presentation
Resources
B. Integration ENGLISH – Spelling
PE – Freeze Dance
TLE – Budgeting
FILIPINO – Tagalog Classical Literatures
SCIENCE - Temperature
C. Values Integrated
IV. PROCEDURE
A. Reviewing previous lesson or 1. Review
presenting the new lesson
Direction: Arrange the jumbled letters to form correct word with the help of clues under
each puzzle. Spell the correct word.

1.
E A G R N
- the difference between the highest and lowest scores

2.
Y A T L L
- represented by sticks in a frequency distribution

3.
E U R C F Q N Y
- number of times an observation on particular values appear in a data set

4.
L A S S C M K R A
- it is the middle score in a class interval

5.
E N Y E U R Q C F S T N I I O D R U T I B
- a table that shows the frequencies for the categories, values of counting or class

2. Drill: “Tarp It”

GENERAL DIRECTIONS:
 Listen to your teacher’s complete instructions before doing the activity.
  You will be group into 2 using HAT App and will receive 1 envelope for each
group.
 You only have 5 minutes to do the activity.
 Always follow health and safety protocols.

DIRECTION: Complete the puzzle by putting the pieces together using glue and support
by tape. Make sure that writings on the tarp are properly connected.
  Are you familiar with these pictures?
 Based on the pictures generated, what do you think is our topic for today?

B. Establishing a purpose for the lesson “Find My Partner”

DIRECTIONS:
 Take a bondpaper inside the envelope and paste it on the board under the
graph it refers to. (NOTE: You’re not allowed to choose, just take one right
away)
 Let’s have fun doing this activity through Freeze Dance. While you’re dancing,
you’re going to pass the envelope. When you hear the word “freeze” whoever
holding the envelope will answer.
Inside the envelope are the following:
  Do you agree with your classmates’ answer? Defend your answer.
+ “Observe, Think and Create”
C. Presenting examples/instances
of the new lesson MATERIALS NEEDED:
 Bondpapers
 Pentel pen
 Tape
 Materials to design your work

DIRECTIONS:
 Once again, go to your respective group and form a circle.
 Group mechanics
3 2 1
TEAM All members 2 or more 1 member do
COLLABORATION contribute equally members do not contribute
not contribute
QUALITY Work was easy to Work was Work was
read and organized and very
understand, easy to read. disorganized
organized and and hard to
creative. read.
CONTENT All terms have the All terms have Incomplete
ACCCURACY right definition/ the definition/ definition/
description description, description of
but some are terms or has
incorrect. incorrect
answer

D. Discussing new concepts and
practicing new skills #1
 You have 10 minutes to do the activity. Wait for your teacher’s signal before you
start.
 Using charts or details posted on the board, create a definition for each word
below. Write your answer on a sheet of paper using pentel pen.
- BAR GRAPH
- LINE GRAPH
- PIE GRAPH
Present the lesson through this activity:
 Find out which group will be the first to present using the NO HANDS app.
 Call the members of the group to present their works.
 Give their corresponding score for team and collaboration. Then explain to them
that I will give their score in content accuracy after my discussion. To know if
their work is right or wrong.
 Do the same with the second presenter
- Are you ready to know if the definition you have given is correct?
Let’s start with the word graph. Again, what is our definition of a graph based on the
previous activity?
Graph
- is a pictorial representation of statistical data
- some of the common graphs in representing organized data are pie graph, bar graph and
line graph
- is used to represent a set of data to make it easier to understand and easily interpret
statistical information
What is pie graph?
Pie Graph
- is a circular diagram that shows the proportion of each category
- each proportion is usually labeled by either percent or a fraction
- slices are known as sectors
Now, let's see if it’s really easier to understand and interpret statistical information using it.
Using the pie graph in your previous activity, answer the following:
1. Which tagalog classical literature has the greatest proportion chosen by the students?
2. What tagalog classical literature has the least percentage?
3. How much greater in proportion is Florante at Laura than El Filibusterismo?
What is bar graph?
Bar Graph
- representation that uses bars or rectangles that show the frequency of each category
- uses parallel bars, either horizontal or vertical and the gaps between bars are spaced
equally
Using the bar graph in your previous activity, answer the following:
1. What is the total number of grade 8 vaccinated students?
2. How many grade 7 female students are already vaccinated?
3. When all vaccinated secondary female and male students are combined, how many
are they in total?
What is line graph?
Line Graph
- used in presenting data that indicate trends over a period of time
- made up of two scales, the vertical and the horizontal scales. On the vertical scale is
found the quantity, while on the horizontal scale is found the time
Using the bar graph in your previous activity, answer the following:
1. What time did Bricks experience the highest temperature?
2. Who was recorded to have the lowest temperature at 8:30am?
3. What was Ralph's recorded body temperature at 11:15 am?
Question: Do you agree that it is easier to interpret statistical information when using a
graph?
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment
3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
“Best Graph”
GENERAL DIRECTION:
- Go to your respective group and form a circle
- You only have 5 minutes to do the activity.
- Always follow health and safety protocols.
DIRECTION: Each of the following is the title for a graph. On a sheet of paper, indicate
whether a bar graph, line graph, or pie graph would best represent the data. Justify your
answer.
EXAMPLE: FAVORITE KPOP GROUP OF TEENAGERS
ANSWER: BAR GRAPH
JUSTIFICATION: NO PERIOD OF TIME SPECIFIED AS WELL AS PERCENTAGE
1. Project Cost Breakdown Percentage of Han’s Gallery
2. Population of Region XII from 2000 to 2020
3. Favorite Drink of a Junior High School Students
4. Income of ABC Company Over the Years
DIRECTION: Given the situation, answer the questions based on the pie chart.
Situation: Thirdee tracked the time he spent on homework per subject for one week.
a. Which subject did Thirdee took the longest to accomplish his homework?
b. What percentage of time did Thirdee spend on English and Health homework?
c. Which combination of subjects was more time consuming for Thirdee, is it the
combination of History and Physics or the combination of Biology and Art?
d. Which subject did Thirdee took the shortest to accomplish his homework?
DIRECTION: Give situations in your life where you could use graphing to make your data
or information more organized. (use wheel of names)
EXAMPLES:
 I used it to organize my monthly budget.
 Thirdee used it to organize his time for his homework.
VALUING: We used a graph in presenting data so that our data will be organized. In
making decisions in our life, is it important to organize your thoughts and your plans?
Why?
To summarize our lesson for today, answer the following:
1. What are some of the different ways of presenting data?
2. Describe the information that can be obtained from a data presented using Bar
Graph, Pie Graph, and Line Graph.
Direction: On a sheet of paper, write the letter that corresponds to your best answer.
*For numbers 1 – 2 refer your answer to the following graph.
 1. Which sport got 40 votes?
A. soccer B. volleyball C. basketball D. softball
2. Which sport was liked most?
A. soccer B. volleyball C. basketball D. softball

*For numbers 3 – 4 refer your answer to the following graph.

3. Based on the pie chart, what is the most abundant gas in the atmosphere?
A. Oxygen B. Carbon Dioxide C. Nitrogen D. Argon 4
4. What is the percentage of all other gases?
A. 78% B. 21% C. 1% D. 0.00011%
5. Melinda would like to know if there is an increasing trend in the number of her “suki” or
customers in her new business for the past 2 weeks. Which of the following should she
use to look at how her business is going?
A. Bar graph B. Line Graph C. Pie Chart D. Histogram
J. Additional activities for On a sheet of paper, create a data based on your daily allowance, organize and present it
application or remediation using the graph. Find appropriate graph for that data.

Result of Evaluation:

5- 2-
4- 1-
3- 0-

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 APPROACH: ____ Constructivism
Strategies used that work well:
worked well? Why did these work?
___ Thinking Skills – Recall, Model Familiarize, Decide (RMFD Activity)
___ Activity Based - Act, Analyze, Aply (3A’s Activity)
___Direct Instruction -Tell, Guide Act (The TGA Activity)

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?
Noted:
MA. VERONICA C. ROXAS
Principal I
APPROACH:____Collaborative Approach
___ Outline Collaboration - Creative, Provide, Form, Monitor (CPFM Activity)
___Jigsaw Method (Think, Discuss, Act, Reflect)
___Think,Pair,Share (Decide,Describe,Model,Monitor)
___ Scaffolding Knowledge Integration – Activity, Analysis, Abstraction, Application (4 A’s Activity)
___Integrative Process Approach (Process/Activity)
___Peer Teaching (Assign and Design,Facilitate,Assess)
APPROACH:____ Integrative Approach
___Content Based Instruction CBI – Activity, Analysis, Abstraction, Application (4A’s Activity)
___Thematic Teaching &Learning Design – Apply, Analyze, Conceptualie, Experience (AACE Activity)
APPROACH:_____Inquiry-Based Approach
___Cyclic Inquiry Model and the Practical Inquiry Model – Ask, Investigate, Create, Discuss, Reflect (AICDR
Activity)
___ Deliberate, Conceived, Act, Perceive (DCAP Activity)
___Knowledge Buiding Community Model – Experience, Inform, Build, Understand (EYBU Activity)
___Experiment
APPROACH:_____Reflective Approach
___Self Evaluation and Self Reflection – Think, Talk, Read, Ask (TTRA Actity)
OTHER STRATEGIES
___ Games
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
The lesson have successfully delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
___ Bullying among pupils
___ Pupil’s behavior/attitude
___ Colorful IM’s
___ Unavailable Technology Equipment (AVR/LCD)
___ Science/Computer/Internet Lab
___ Additional clerical works
___ None
Planned Innovations:
__Contextualized/Localized and Indigenized IM’s
__ Localized Videos
__ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ local poetical composition
Prepared by:
JENNY R. MEŇA
Teacher