Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF TANJAY CITY
Tanjay City

Localization and Contextualization

of Learning Competencies
in Mathematics 7

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COMPETENCIES
FIRST QUARTER
1. Describes well-defined sets, subsets,
universal sets, and the null set and
cardinality of sets.
2. Illustrates the union and intersection
of sets and the difference of two sets.
3. Uses Venn Diagrams to represent
sets, subsets, and set operations.
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
M7NS-Ia-1 In the development of the lesson (dependent
learning) ,application (independent learning)
assessment (formative test or summative test),
the following material can be used in the
formulation of activities and/or problems:
a. cell phones,
b. charger, and
c. headphones.
M7NS-Ia-2 In the development of the lesson (dependent
learning) ,application (independent learning)
assessment (formative test or summative test),
the following material can be used in the
formulation of activities and/or problems:
a. tagaktak, a.
b. masareal, and
c. bibingka.
M7NS-Ib-1 In the development of the lesson (dependent
learning) ,application (independent learning)
assessment (formative test or summative test),
the following material can be used in the
formulation of activities and/or problems:
a. Fish Balls and
b. Tempura.
HOW
(Tell how and/or what part of the lesson
may be contextualized)
With the use of the materials, the teacher
can formulate a springboard.
1. How many has a cell phone?
2. What other accessories are included in
buying it?
3. What term is used to make these
materials functional?
With the use of the materials , the teacher
can formulate question.
1. Which of the following is not a delicacy
in Mandaue?
A. bibingka C. tagaktak
B. masareal D. torta
With the use of the materials, the teacher
can formulate a springboard.
1. A group of 25 high school students
were asked whether they like either
fish balls or tempura. Fifteen of these
students like fish balls and twelve like
tempura.
a. How many like fish balls?
b. How many like tempura?
c. How many like both fish balls and
tempura?
d. Show the Venn diagram.
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COMPETENCIES
4. Solves problems involving sets.
5. Represents the absolute value of a
number on a number line as the
distance of a number from 0.
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
M7NS-Ib-2 In the development of the lesson (dependent
learning) ,application (independent learning)
assessment (formative test or summative test),
the following material can be used in the
formulation of activities and/or problems:
a. tagaktak,
b. masareal, and
c. bibingka.
M7NS-Ic-1 In the development of the lesson (dependent
learning) ,application (independent learning)
assessment (formative test or summative test),
the following material can be used in the
formulation of activities and/or problems:
a. Map of Mandaue City,
b. picture of a Jeepney,
c. list of barangays of Mandaue
City(Jagobiao,Basak, Canduman,
Paknaan, Ibabao,Centro,and Tribunal),
d. Yarn thread, and
e. Push pins.
HOW
(Tell how and/or what part of the lesson
may be contextualized)
With the use of the materials ,the teacher
can formulate problem/s like this:
1. A group of 50 students bought the
different delicacies. Out of 50 students,
24 bought tagaktak, 18 bought
masareal, 20 bought bibingka; 12
bought tagaktak and masareal; 15
bought masareal and bibingka; 11
bought tagaktak and bibingka and 10
bought the three delicacies.
a. How many of the students bought
tagaktak?
b. How many of the students bought
masareal?
c. How many of the students bought
bibingka?
d. How many did not bought any of
the delicacies?
With the use of the materials ,the teacher
can formulate problem/s like this:
1. Suppose the jeepney stops from Centro
to Jagobiao were on a straight line and
were 100 meters apart from each
other.
a. How far would Jagobiao be from
Tribunal?
b. What if Ervin took a jeepney from
Jagobiao and got off at his last
destination? How far would he have
travelled?
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c. Suppose both Ervin and Carlos
rode the jeepney at Alang-alang

COMPETENCIES
Continuation (5). . .
6. Performs fundamental operations on
integers.
7. Illustrates the different properties of
operations on the set of integers.
8. Expresses rational numbers from
fraction form to decimal form and
vice versa.
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
M7NS-Ic-d- In the development of the lesson (dependent
1 learning) ,application (independent learning)
assessment (formative test or summative test),
the following material can be used in the
formulation of activities and/or problems:
a. two sets of candies to represent
negative and positive numbers,
b. empty grocery packs to portray a
vendor and a vendee, and
c. deposit and withdrawal slip to portray
bank transactions .
M7NS-Id-2 In the development of the lesson (dependent
learning) ,application (independent learning)
assessment (formative test or summative test),
the following material can be used in the
formulation of activities and/or problems:
a. tamarind seeds,
b. pebbles,
c. “silhig”,
d. feather duster,
e. doormat, and
f. pictures for Pictionary.
M7NS-Ie-1 In the development of the lesson (dependent
learning) ,application (independent learning)
assessment (formative test or summative test),
the following material can be used in the
formulation of activities and/or problems such
as pizza.
HOW
(Tell how and/or what part of the lesson
may be contextualized)
and the former got off in Centro
while the latter in Basak. How far
would each have travelled from the
starting point to their destinations?
With the use of the materials ,the teacher
can formulate problem/s like this:
1. A vendor gained P100.00 on the first
day; lost P48.00 on the second day, and
gained P69.00 on the third day. How
much profit did the vendor gain in 3
days?
* Candies are used to visualize the
negative and positive numbers.
With the use of the materials, the teacher
can help the students to illustrate the
different properties of integers.
Pictionary game (Show and Tell) using
pictures of group of objects or persons to
illustrate CPA. Silhig, feather duster and
doormat can illustrate APA. Tamarind seeds
and pebbles can illustrate Distributive
Property.
With the use of the material , the teacher
can formulate problem like this
1. A pizza was divided into eight equal
parts. Jam took three parts while Neil
took 2 more parts than Jam while Gina
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took only one part. What part of the
Pizza was eaten by Neil? What is the
 HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (8). . . decimal representation of the part that
he was eaten?

9. Arranges rational numbers on a M7NS-Ie-2

number line.

10. Performs operations on rational
numbers.
11. Describes principal roots and tells
whether they are rational or
irrational.
12. Determines between what two
integers the square root of a
number is.
13. Estimates the square root of a
whole number to the nearest
hundredth.
14. Plots irrational numbers (up to
square roots) on a number line.***
M7NS-If-1 In the development of the lesson (dependent With the use of the material, the teacher
learning) ,application (independent learning) can formulate problem like this.
assessment (formative test or summative test),
the following material can be used in the 1. Mama Linda bought a pack of Bibingka
formulation of activities and/or problems such for her family. Each pack of Bibingka
as bibingka. has 3 pieces and she needs to share
with her 3 children and her husband.
What part of Bibingka is eaten?
M7NS-Ig-1
M7NS-Ig-2
M7NS-Ig-3
M7NS-Ig-4

15. Illustrates the different subsets of
real numbers.
M7NS-Ih-1 In the development of the lesson (dependent
learning) ,application (independent learning)
assessment (formative test or summative test),
the following material can be used in the
formulation of activities and/or problems:
a. books in a shelf,
b. money P200 bill, and
With the use of the material, the teacher
can formulate problem like this.
1. Determine what numbers /set of
numbers will represent the following
situations.
a. Finding out how many books are

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c. round plate. there in a shelf.
b. Corresponds to no more books

COMPETENCIES
Continuation (15). . .
16. Arranges real numbers in increasing
or decreasing order.
17. Writes numbers in scientific
notation and vice versa.
18. Represents real-life situations which
involve real numbers.
19. Solves problems involving real
numbers.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
inside the shelf.
c. Describing the temperature in the
North pole.
d. Representing the amount of
money
each member gets when 200 peso
bill prize is divided among three
members.
e. Finding the ratio of the
circumference to the diameter of a
round plate, denoted π (read as”
pi)
M7NS-Ih-2
M7NS-Ii-1
M7NS-Ii-2 In the development of the lesson (dependent With the use of the materials, the teacher
learning) ,application (independent learning) can formulate problem like this.
assessment (formative test or summative test),
the following material can be used in the 1. A piece of Masareal was divided into
formulation of activities and/or problems: eight equal parts. Jam took three parts
a. Tagaktak, while Neil took 2 more parts than Jam
b. Masareal, and while Gina took only one part. How
c. bibingka. many parts of the Masareal was eaten
by Neil?
M7NS-Ij-1 In the development of the lesson (dependent With the use of the materials ,the teacher
learning) ,application (independent learning) can formulate problem like this:
assessment (formative test or summative test), 1. Joeyneil, a teacher in Labogon National
the following material can be used in the High School, is requested by his
formulation of activities and/or problems: principal to buy 3 Silhig in Paknaan. He
a. “Silhig”, is given 100 pesos for the Silhig
b. feather duster, including his fare. If the cost of each
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c. doormat, silhig is 24 pesos, how much money will
d. bibingka , be left?

COMPETENCIES
Continuation (19) . . .
SECOND QUARTER
20. Illustrates what it means to
measure.
21. Describes the development of
measurement from the primitive to
the present international system of
units.
22. Approximates the measures of
quantities particularly length ,
weight/mass, volume, time, angle
and temperature and rate.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
e. tagaktak, and
f. masareal
M7ME-IIa-1 In the development of the lesson (dependent
learning) ,application (independent learning)
assessment (formative test or summative test),
the following material can be used in the
formulation of activities and/or problems:
a. ruler or meter stick,
b. cylinder,
c. thermometer,
d. weighing scale, and
e. protractor.
M7ME-IIa-2 .
M7ME-IIa-3 In the development of the lesson (dependent The teacher may formulate the activity/
learning), application (independent learning) problem in this manner:
and assessments (formative and summative 1. Find the length and the width of your
tests), any of the following materials can be notebook in inches. (Illustrate length)
used in the formulation of activities and/ 2. Find the weight of your group mates
problems: using the weighing scale.
a. ruler and notebook 3. How much water in a cylindrical tin can
b. weighing scale with a radius of 5 cm and a height of
c. tin can 25cm if it is only a quarter full?
(Illustrate volume)
4. A jeepney travels from Mandaue City
Hall at 11:30am and its estimated time
of arrival in SM City Cebu is at 1230hrs.
The distance from city hall to SM is
3km. What time (standard time) is the
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jeepney supposed to arrive at SM City
Cebu?

COMPETENCIES
23. Converts measurements from one
unit to another in both Metric and
English systems.
24. Solves problems involving
conversion of units of
measurement.
25. Translates English sentences to
mathematical sentences and vice
versa.
26. Interprets the meaning of where is
a positive integer. n a n
27. Differentiates between constants
and variables in a given algebraic
expression
28. Evaluates algebraic expressions for
given values of the variables.
HOW
CODE (Tell how and/or what part of the lesson may
be localized)
M7ME-IIb-1 In the development of the lesson (dependent
learning), application (independent learning)
and assessments (formative and summative
tests), any of the following materials can be
used in the formulation of activities and/
problems:
a. Ruler
b. orange( fruit), and
c. teacher’s table.
a.
M7ME-Iib-2 In the development of the lesson (dependent
learning), the students should be engaged in
independent learning (application) and
assessment (formative & summative test). The
following materials can be used in the
formulation of the activity like blackboard,
coconut midrib and meter stick.
M7AL-IIc-1
M7AL-IIc-2
M7AL-IIc-3
M7AL-IIc-4 In the development of the lesson (dependent
learning), application (independent learning)
and assessments (formative and summative
tests), the material can be used in the
formulation of activities and/ problems using
triangle.
HOW
(Tell how and/or what part of the lesson
may be contextualized)
The teacher may formulate the activity/
problem in the following question in this
manner:
1. With the use of ruler, Jean measures
the length of the teacher’s table in
their classroom, using inches (convert
in to cm).
2. Mrs. Garcia bought 3 kgs of oranges in
the supermarket. What is the mass of
the oranges in grams?
The teacher may formulate the activity/
problem in the following question in this
manner:
1. With the use of meter stick, Mary
measures the length of the blackboard
of their classroom. Find the perimeter
of the blackboard in meters.
2. Ben brought a coconut midrib and gets
the measurement of it using inches.
Convert the result to cm.
The teacher may formulate the
activity/problem in the following question in
this manner:
1. Find the area of a triangle which has
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15cm base and a height which is two
more than the base.

COMPETENCIES
29. Classifies algebraic expressions
which are polynomials according to
degree and number of terms.
30. Adds and subtracts polynomials.
31. Derives the laws of exponent.
32. Multiplies and divides polynomials.
33. Uses models and algebraic
methods to find the: (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.***
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
M7AL-IId-1
M7AL-IId-2 In the development of the lesson (dependent The teacher may formulate the
learning), application (independent learning) activity/problem in the following question in
and assessments (formative and summative this manner:
tests), the material can be used in the 1. If the length of the box in terms of x is
formulation of activities and/ problems using 2x2 +x+6 and its width is x +9. What is
box. the perimeter of this box?
M7AL-IId-e-
1
M7AL-IIe-2 In the development of the lesson (dependent The teacher may formulate the
learning), application (independent learning) activity/problem in this manner:
and assessments (formative and summative 1. A rectangular swimming pool is twice
tests), any of the following materials can be as long as it is wide. A small concrete
used in the formulation of activities and/ walkway surrounds the pool. The
problems using: walkway is a constant 2 feet wide and
a. swimming pool and has an area of 196 square feet. Find the
b. chocolate cake dimensions of the pool.
2. The average price of a box of chocolate
cake is 2X+24 and each box contains 6
slices. If X= 3, How much is each slice
of chocolate cake cost?
M7AL-IIe-g-1 In the development of the lesson (dependent The teacher may formulate the
learning), application (independent learning) activity/problem in the following question in
and assessments (formative and summative this manner:
tests), any of the following materials can be 1. Elvie gave a squared mirror to his
used in the formulation of activities and/ friend which side x+5. Find the area
problems using mirror. of the mirror she gave?
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COMPETENCIES
34. Solves problems involving algebraic
expressions.
35. Differentiates between algebraic
expressions and equations.
36. Translates English sentences to
mathematical sentences and vice
versa.
37. Differentiates between equations
and inequalities
38. Illustrates linear equation and
inequality in one variable.
39. Finds the solution of linear
equation or inequality in one
variable.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
M7AL-IIg-2 In the development of the lesson (dependent The teacher may formulate the activity/
learning), application (independent learning) problem in this manner:
and assessments (formative and summative 1. If the length of the rectangular jewelry
tests), any of the following materials can be box in terms of x is 5x 2 +3x+6 and its
used in the formulation of activities and/ width is 7x +9. What is the perimeter of
problems: this box?
a. rectangular jewelry box, 2. The average price of a box of cassava
b. tarpaulin, cake is 2X+24 and each box contains 6
c. lion tiger boxes, slices. If X= 3, How much is each slice
d. cassava cake, and of cassava cake cost?
e. plates and bowls. 3. Mary is going to order several plates
(25.00each) and bowls (15.00each) for
his new kitchen. Write an algebraic
expression to find the total cost if Mary
buys x plates and y bowls.
M7AL-IIh-1
M7AL-IIh-2 In the development of the lesson (dependent The teacher may formulate the activity/
learning), application (independent learning) problem in the following question in this
and assessments (formative and summative manner:
tests), any of the following materials can be 1. The length of a quadrangle is four times
used in the formulation of activities and/ its width, and its width is 10m.
problems: 2. Bob is 3 years older than Alice.
a. laptop, 3. The difference of Alice and Bob's age is
b. quadrangle, and sixteen.
c. student’s age.
M7AL-IIh-3
M7AL-IIh-4
M7AL-IIi-1 In the development of the lesson (dependent The teacher may formulate the activity/
learning), application (independent learning) problem in the following question in this
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and assessments (formative and summative manner:
tests), any of the following materials can be

COMPETENCIES
Continuation (39) . . .
40. Solves linear equation or inequality
in one variable involving absolute
value by: (a) graphing; and (b)
algebraic methods.
41. Solves problems involving
equations and inequalities in one
variable.
THIRD QUARTER
42. Represents point, line and plane
using concrete and pictorial
models.
43. Illustrates subsets of a line.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
used in the formulation of activities and/ 1. Mrs. Faith bought a cake and divided it
problems: into two parts such that one part is 10
a. laptop, more than the other. If the two parts
b. quadrangle, and are in the ratio 5:3, find the number
c. Cake and the two parts.
M7AL-IIi-j-1
M7AL-IIj-2
M7GE-IIIa-1 In the development of the lesson (dependent
learning), application (independent learning)
and assessments (formative and summative
tests), any of the following materials can be
used in the formulation of activities:
a. Let the students find/identify the things
inside the classroom which may
represent point, line and plane.
M7GE-IIIa-2 In the development of the lesson (dependent
learning), application (independent learning)
and assessments (formative and summative
tests), any of the following materials can be
used in the formulation of activities:
a. Arrow
b. Rope
c. Fire wood
d. Electric wire
e. Flashlight beam
f. Computer cord
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g. Anchor
 HOW HOW
COMPETENCIES CODE (Tell how and/ what part of the lesson may be (Tell how and/ what part of the lesson may
localized) be contextualized)
44. Classifies the different kinds of M7GE-IIIa-3 In the development of the lesson (dependent The teacher may formulate the
angles. learning), application (independent learning) activity/problem in this manner:
and assessments (formative and summative 1. Use the hands of the wall clock to
tests), the materials can be used by the teacher represent the kinds of angles given the
in the formulation of activities and problems: specific time.
Example:
a. 3:00 – (to illustrate right angle)
b. 2:00- (to illustrate acute angle)
c. 9:10- (to illustrate obtuse angle)

45. Derives relationships of geometric M7GE-IIIb-1 In the development of the lesson (dependent The teacher may formulate the
figures using measurements and by learning), application (independent learning) activity/problem in this manner:
inductive reasoning; supplementary and assessments (formative and summative
angles, complementary angles, tests), any of the following materials can be
congruent angles, vertical angles, used in the formulation of activities and
adjacent angles, linear pairs, problems:
perpendicular lines, and parallel a. Coconut midribs QUESTIONS:
lines.*** b. Barbecue Sticks 1. What is the relationship of the two
c. Drinking Straws
angles? (linear pair)
d. Pick-up Sticks
e. Popsicle Sticks 2. If measures , what is ?
f. Non-sharp edge pair of scissors 3. What is the relationship of the
measurements of the two angles?

46. Derives relationships among angles M7GE-IIIc-1 In the development of the lesson (dependent The teacher may formulate the
formed by parallel lines cut by a learning), application (independent learning) activity/problem in this manner:
transversal using measurement and and assessments (formative and summative 1
by inductive reasoning. tests), any of the following materials can be 3 4

used in the formulation of activities and 5 6

problems: 7 8

a. Coconut midribs

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b. Barbecue Sticks
 HOW HOW
COMPETENCIES CODE (Tell how and/ what part of the lesson may be (Tell how and/ what part of the lesson may
localized) be contextualized)
Continuation (46) . . . c. Drinking Straws QUESTIONS:
d. Pick-up Sticks 1. Identify the interior angles.
e. Popsicle Sticks 2. Identify the alternate interior angles.
3. What is the measure of ?
47. Uses a compass and straightedge to M7GE-IIId-
bisect line segments and angles and e-1
construct perpendiculars and
parallels.
48. Illustrates polygons: (a) convexity; M7GE-IIIe-2 In the development of the lesson (dependent
(b) angles; and (c) sides. learning), application (independent learning)
and assessments (formative and summative
tests), the material can be used by the teacher
in the formulation of activities and problems:
a. Matchsticks
b. Coconut midribs
c. Barbecue Sticks
d. Drinking Straws
e. Pick-up Sticks
f. Popsicle Sticks
49. Derives inductively the relationship M7GE-IIIf-1 In the development of the lesson (dependent The teacher may formulate the
of exterior and interior angles of a learning), application (independent learning) activity/problem in this manner:
convex polygon. and assessments (formative and summative 1. Henry is eating a tagaktak. What is the
tests), the materials can be used by the teacher sum of the interior angles of the
in the formulation of activities and problems: tagaktak?
a. Signage 2. What is the measure of the interior
b. Road Signs angle of a hexagonal shelled-jewelry
c. “Tagaktak” box?
d. Hexagonal Shelled-Jewelry box 3. What is the sum of the exterior angle of
e. Star Lantern a STOP sign?
4. If the sum of the interior angles of a
signage is , how many sides are there?
5. How many sides are there in a star

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lantern?

COMPETENCIES
50. Illustrates a circle and the terms M7GE-IIIg-1
related to it: radius, diameter
chord, center, arc, chord, central
angle, and inscribed angle.
51. Constructs triangles, squares, M7GE-IIIh-i-
rectangles, regular pentagons, and
regular hexagons.
52. Solves problems involving sides and M7GE-IIIj-1
angles of a polygon.
HOW HOW
CODE (Tell how and/ what part of the lesson may be (Tell how and/ what part of the lesson may
localized) be contextualized)
In the development of the lesson (dependent
learning), application (independent learning)
and assessments (formative and summative
tests), the materials can be used by the teacher
in the formulation of activities and problems:
a. “Bibingka” and
b. Paper plates
In the development of the lesson (dependent
1 learning), application (independent learning)
and assessments (formative and summative
tests), the material can be used by the teacher
in the formulation of activities and problems:
a. Matchsticks
b. Coconut midribs
c. Barbecue Sticks
d. Drinking Straws
e. Pick-up Sticks
f. Popsicle Sticks
In the development of the lesson (dependent The teacher may formulate the
learning), application (independent learning) activity/problem in this manner:
and assessments (formative and summative 1. Henry is eating tagaktak. What is the
tests), the materials can be used by the teacher sum of the interior angles of the
in the formulation of activities and problems: tagaktak?
a. Signage 2. How many sides are there in a
b. Road Signs hexagonal shelled-jewelry box?
c. “Tagaktak” 3. What is the sum of the exterior angle of
d. Hexagonal Shelled-Jewelry box a STOP sign?
e. Star lantern 4. If the sum of the interior angles of a
signage is , how many sides are there?
5. How many sides are there in a star
lantern?
Page1
 HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
FOURTH QUARTER

53. Explains the importance of
Statistics.
54. Poses problems that can be solved
using Statistics.
55. Formulates simple statistical
instruments.
M7SP-IVa-1 In the development of the lesson (dependent
learning), application(independent learning)
and assessments(formative and summative
tests), the following concepts / data may be
utilized:
a. ages of the students
b. student’s arm span
c. student’s height
M7SP-IVa-2 In the development of the lesson (dependent
learning), application(independent learning)
and assessments(formative and summative
tests), the following materials may be utilized:
Pictures of:
a. stack of books
b. cabinet filled with varied shirts
c. grocery store
d. different teams (sports fest setting)
M7SP-IVa-3 In the development of the lesson (dependent
learning), application (independent learning)
and assessments(formative and summative
tests), the following materials may be utilized:
Samples of statistical instruments:
a. Questionnaire
b. Survey Sampling
c. Interview Questions
The teacher may formulate the
activity/problem in this manner:
(For age)*
1. Write your age on the board.
2. Split into groups of 5 members.
3. Sort out the raw data and present it in a
way you think would be a good
presentation.
4. After 10 minutes, present your output.
* Teacher may use the other data
(student’s arm span or student’s
height).
The teacher may formulate the
activity/problem in this manner:
1. From the pictures posted on the board,
students are asked to create problems
which can be solved using Statistics.
The teacher may formulate the activity/
problem in this manner:
1. In a group of five, create one statistical
instrument (Questionnaire /Survey
Sampling/ Interview Questions) which
may result to any of the following:
a. Most subscribed cellular network
b. Most watched TV network
c. Favorite celebrity love team
d. May Forever?

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e. Most played sports/online games

COMPETENCIES
Continuation (55) . . .
56. Gathers statistical data.
57. Organizes data in a frequency
distribution table.
58. Uses appropriate graphs to
represent organized data: pie chart,
bar graph, line graph, histogram,
and ogive.***
HOW HOW
CODE (Tell how and/ what part of the lesson may be (Tell how and/ what part of the lesson may
localized) be contextualized)
f. Number of students who have
FACEBOOK accounts
M7SP-IVb-1 In the development of the lesson (dependent The teacher may formulate the
learning), application(independent learning) activity/problem in this manner:
and assessments(formative and summative
tests), the following materials may be utilized: Instructions:
Statistical Instruments created from the 1. Administer the statistical instrument.
previous activity: 2. There should only be 30 respondents
a. Most subscribed cellular network for each group. Duplication of
b. Most watched TV network respondents is not allowed.
c. Favorite celebrity love team 3. Gather the data.
d. May Forever? 4. Create a summary of the data gathered.
e. Most played sports/online games 5.
f. Number of students who have 6.
FACEBOOK accounts 7.
M7SP-IVc-1 In the development of the lesson (dependent The teacher may formulate the
learning), application(independent learning) activity/problem in this manner:
and assessments(formative and summative
tests), the following materials may be utilized: Instructions:
Data gathered from the previous activity 1. Each group is tasked to sort and
(Gathering Statistical Data) organize the data gathered using
a. Most subscribed cellular network frequency table.
b. Most watched TV network 2. Write your frequency distribution table
c. Favorite celebrity love team on a short bond paper.
d. May Forever? 3. Compile the following as your output:
e. Most played sports/online games a. Sample questionnaire
f. No. of students who have FACEBOOK b. Summary of data gathered
accounts. c. Frequency Distribution Table.
M7SP-IVd- In the development of the lesson (dependent The teacher may formulate the
e-1 learning), application(independent learning) activity/problem in this manner:
and assessments(formative and summative
tests), the following materials may be utilized: Instructions:
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Data gathered from the previous activity 1. Use the output from the previous
(Gathering Statistical Data): activity (Frequency Distribution Table)

COMPETENCIES
Continuation (58) . . .
59. Illustrates the measures of central
tendency (mean, median, and
mode) of a statistical data.
60. Calculates the measures of central
tendency of ungrouped and
grouped data.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
a. Most subscribed cellular network 2. Present the data using the appropriate
b. Most watched TV network graph (pie chart, bar graph, line graph
c. Favorite celebrity love team or histogram)
d. May Forever? 3. Use graphing paper for the output.
e. Most played sports/online games 4. Show creativity and neatness on your
f. No. of students who have FACEBOOK work.
accounts.
M7SP-IVf-1 In the development of the lesson (dependent The teacher may formulate the
learning), application(independent learning) activity/problem in this manner:
and assessments(formative and summative
tests), the following data may be utilized: From the data given (students’ score),
answer the following questions:
1. What score is typical to the group of
students? Why?
2. What score frequently appears?
The set of data* shows a score of 35 students 3. What score appears to be in the
in their periodical test. middle?
4. How many students fall below this
*Teacher may use the other data (ages of the score?
students, student’s arm span or height).
M7SP-IVf-g- In the development of the lesson (dependent The teacher may formulate the
1 learning), application(independent learning) activity/problem in this manner:
and assessments(formative and summative
tests), the following data may be utilized: 1. From the data* given (scores of 35
students), do the following:
a. Compute for the mean.
b. What information can you get from
these two values?
The set of data shows a score of 35 students in
their periodical test.
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COMPETENCIES
61. Illustrates the measures of
variability (range, average
deviation, variance, standard
deviation) of a statistical data.
62. Calculates the measures of
variability of grouped and
ungrouped data.
63. Uses appropriate statistical
measures in analyzing and
interpreting statistical data.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
M7SP-IVh-1 In the development of the lesson (dependent The teacher may formulate the
learning), application(independent learning) activity/problem in this manner:
and assessments(formative and summative
tests), the following data may be utilized: Instructions:
1. Help the housewife choose the best
A housewife surveyed canned ham for a special sample by doing the following
family affair. She picked 5 cans each from two procedure.
boxes packed by company A and company B. a. Arrange the weights in numerical
Both boxes have the same weight. Consider the order.
following weights in kilograms of the canned b. Find the mean weight of each
ham packed by the two companies (sample A sample.
and sample B). c. Analyze the spread of the weights of
Sample A: 0.97, 1.00, 0.94, 1.03, 1.11 each sample from the mean.
Sample B: 1.06, 1.01. 0.88, 0.90, 1.14 d. Which sample has weights closer to
the mean?
e. If you were to choose from these
two samples, which would you
prefer? Why?
M7SP-IVh-i- In the development of the lesson (dependent The teacher may formulate the
1 learning), application(independent learning) activity/problem in this manner:
and assessments(formative and summative
tests), the following data may be utilized: 1. Suppose two classes achieved the
following grades in a Mathematics test,
Grades in Mathematics test: find the range and the standard
Class 1: 64, 70, 73, 77, 85, 90, 94 deviation.
Class 2: 74, 75, 75, 76, 79, 80, 94
M7SP-IVj-1 In the development of the lesson (dependent The teacher may formulate the
learning), application(independent learning) activity/problem in this manner:
and assessments(formative and summative 1.
tests), the following materials may be utilized: 1. A storeowner kept a tally of the sizes of
a. T-shirt T-shirts purchased in her store. Which
b. Colors measure of central tendency should the
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c. Income of the barangay storeowner use to describe the average
size suit sold?

COMPETENCIES
Continuation . . .
64. Draws conclusions from graphic and
tabular data and measures of
central tendency and variability.
HOW HOW
CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
2. A tally was made of the number of
times each color of crayon was used by
a kindergarten class. Which measure of
central tendency should the teacher
use to determine which color is the
favorite color of her class?
M7SP-IVj-2 In the development of the lesson (dependent The teacher may formulate the
learning), application(independent learning) activity/problem in this manner:
and assessments(formative and summative
tests), the following materials may be utilized: (For receipt)
a. Receipt 1. Daria bought 3 colors of T-shirts from a
b. Trees department store. She paid an average
of PhP 74.00 per shirt. The receipt is
shown below where part of it was torn.
a. How much did she pay for each
white shirt?
b. How much did she pay in all? How
did you determine this?
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 HOW HOW
COMPETENCIES CODE (Tell how and/or what part of the lesson may (Tell how and/or what part of the lesson
be localized) may be contextualized)
Continuation (64) . . . (For Trees)
2.

a.
b.
c.
a. How do the number of Durian and
Rambutan trees compare?
b. What is the most common fruit
tree?
c. What fraction of the fruit trees is
Santol?
PREPARED BY:

Victoria S. Caspi – MCCNHS-Night

Jaime M. Cabucos – MCCNHS
Cherry-Ann O. Bucog – Jagobiao National High School
Joeyneil F. Demape – DGLLOMNHS(Night)
Gaye Maureen Bajo – Subangdaku Technical Vocational School
Cheryl P. Comiros – Cabancalan National High School
Gina V. Dela Cruz – Tipolo National High School
Lea L. Preglo – Maguikay National High School

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Mark Vincent O. Sosas – Maguikay National High School
 Jenelyn Y. Montellano – Tabok National High School
Ma. Climarene P. Maranga – Labogon National High School
Ann A. Astillero – Tingub National High School

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