2021 JHS INSET Template for Modular/Online Learning

Subject: Mathematics Grade Level: 7

Unit Topic: Measures of Variability Quarter: 4

UNIT STANDARDS AND COMPETENCIES

The students on their own

and in the long run will be able to Criteria For Scholarship Grant

apply data analysis and interpretation

in coming up with criteria/ guidelines

that will serve as basis for

recommendations. The learner is able to collect and organize data

systematically and compute accurately measures of variability and apply these

appropriately in data analysis and interpretation in different fields.

The learner illustrates the measure of variability (range, average deviation,

variance, standard deviation) of a statistical data.

The learner calculates the measures of variability of

grouped and ungrouped data.

EQ: How can data analysis and interpretation

in different fields be determined?

EU: The students will understand that the key concepts of

measures of variability determines data analysis and interpretation in different fields.

The learners demonstrate understanding of key concepts,

uses, and importance of Statistics, data collection/ gathering

and the different forms of data representation, measures of central

tendency, measures of variability, and probability.

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 UNIT LEARNING PLAN

EXPLORE

This unit is about Measures of Variability. The measures that determine the spread
of the data are called measures of variation or measures of dispersion, which
includes range, average deviation, variance, and standard deviation.
Consider this question : How can data analysis and interpretation in different fields be
determined?

Map of Conceptual Change:

(Supply the first 2 columns of the KWl Chart.)

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 LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
LC1 The learner Activity 1 (Measures of Variability - Answer Me!)
illustrates the
Instructions: Click the link and answer the questions that flash on the video.
measures of
variability (range,
average deviation,
Variance, Standard Activity
Deviation) of a
statistical data.
1. The measures of central tendency tell the central point around at which
values in a distribution assemble. However, another statistical measure can also
be done to determine the similarity or difference of the data; that is the
measure of variability. To illustrate, calculate the mean, median and mode of
the following pairs of data:

1. Compare the mean median and mode for each data set.

2. What did you observe about the three measures of central tendency?

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 Explanation:

From the activity, you can see that two data sets, A and B may have the
same mean, median and mode but of different arrangement or spread of values.
Since this is the case, it is important to measure the degree of spread of the values
about the central value. The measures of spread are commonly termed as measure
of dispersion or measure of variability. In grade 7, four measures of variability will
be discussed; range, average deviation, standard deviation and variance.

Set A of case 1 is less varied than Set B since the numbers 10 and 14 of set A
are near 12 than the numbers 4 and 20 of set B.

In case 2, the numbers 10 and 90 in set A are far from 50 than the numbers
45 and 55 in set B; therefore set B is less dispersed that set A.

In case 3, set A is less dispersed than set B.

EXERCISES:

1. Define measure of variability.

2. By inspection, which of the two sets of data below is highly dispersed?

X. 5, 7, 9, 10

Y. 5, 5, 5, 20

Clickable Links : https://edpuzzle.com/media/60c10d4ffa6ea04172e12876

Screenshot of Online Resource:

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 LC2 The learner Activity 2 (Range of Grouped Data)
calculates the
Instructions: To find the range for grouped data, just get the difference between
measures of
the upper boundary of the highest class and the lower boundary of the lowest class
variability of grouped
interval.
and ungrouped data.

Learning Targets:
EXAMPLE:
I can calculate the
range of grouped data.

Score f Class boundaries

45-49 2 44.5-49.5
40-44 6 39.5-44.5
35-39 11 34.5-39.5
30-34 10 29.5-34.5
25-29 12 24.5-29.5
20-24 5 19.5-24.5
15-19 4 14.5-19.5

Range= 49.5-14.5
= 35

EXERCISE:

Find the range of the following distribution

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 x f

30-34 4

25-29 5

20-24 6

15-19 2

10-14 3

N=20

Clickable Links:
https://quizizz.com/admin/reports/6100183f44a540001fc52187/players
Screenshot of Online Resource:

Scaffold for TRANSFER 1

Activity 3 - (Average Deviation of Grouped Data)
Instructions: Calculate the average deviation of the following frequency distribution

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 Note: disregard the negative sign in column 5 since it has the absolute value sign
I can calculate the
average deviation of
grouped data.

EXERCISE:

Calculate the average deviation of the following frequency distribution.

x f

30-34 4

25-29 5

20-24 6

15-19 2

10-14 3

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 N=20

Clickable Links :
https://quizizz.com/admin/reports/6100183f44a540001fc52187/players
Screenshot of Online Resource:

Scaffold for TRANSFER 2

Activity 4 (Variance and Standard Deviation of Grouped Data)
Instructions:
1. Calculate the variance and standard deviation of the example above using the
raw score method formula.

2. Calculate the standard deviation of the following frequency distribution in two

ways.

Standard deviation is the square root of a variance. Thus;

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 This time, we used the deviation method in finding the variance and SD.

EXERCISE

1. Calculate the variance and standard deviation of the example

above using the raw score method formula.

2. Calculate the standard deviation of the following frequency

distribution in two ways.

x f

30-34 4

25-29 5

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 20-24 6

I can calculate the

variance and standard 15-19 2
deviation of grouped
data.
10-14 3

N=20

Clickable Links : https://edpuzzle.com/media/60c10d4ffa6ea04172e12876

Screenshot of Online Resource:

Self-assessment: Paper and Pen Test

Instructions: Compute the standard deviation of grouped data.

Interactive Quiz1 (Time Bomb Activity)

Instructions: Join the game using the code given.
Link : https://play.kahoot.it/v2/lobby?quizId=106ffb19-c3a5-4317-a079-
4b3e7aef4473

Screenshot:

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 LEARNING DEEPEN (MAKE MEANING)
COMPETENCY

LC 4: The learner
draws conclusions
Instructions: Answer the following using the C-E-R format.
from graphic and
tabular data and GUIDED GENERALIZATION TABLE
measures of central
Essential Text 1 Text 2 Text 3
tendency and
Question
variability. Jenny took 8 Mr. Ramos
The following are quizzes with 40 recorded the scores
How can data the heights(in points each and of his students in
analysis and meters) of 8 obtained the their recent
interpretation in following scores: mathematics exam.
different fields be
students in a
class. Compute 36, 38, 31, 40, 29, Below are the
determined?
the range, mean 33, 40, and 31. grades of his 30
absolute Compute the students. Compute
deviation, and mean deviation, the variance and
standard standard the standard
deviation: 1.8, deviation of the deviation of their
1.3, 1.6, 1.1, 1.8, scores. grades.
1.5, 1.9 and 1.9. scores frequency
(no. of stud.)

1-20 2
21-40 4
41-60 10
61-80 9
81-100 5
total 30

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 Answer: Answer: Answer:

Supporting Texts: Supporting Texts: Supporting Texts:

Reason: Reason: Reason:

Common Ideas in Reasons:

Enduring Understanding/Generalization:

determines data analysis and interpretation in different

fields.

C-E-R Questions:
1. How can range, mean absolute deviation, variance and standard deviation help
us understand the data given?
2. What part in your solution supports your answer?
3. Why do you say that solving a solution supports your answer?
4. EQ:
Prompt for Generalization:
1. How are these three situations related?
2. What are the common concepts you can see in all the problems?
3. What general statement can you make about the pattern?

ASYNCHRONOUS ONLINE LEARNING MATERIALS

Text 1:
Link: https://app.wizer.me/editor/lrkbod0R4Ec6
Screenshot of Online Resource:

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 Holistic Rubric for Guided Generalization:

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 Scaffold for Transfer 3:
Activity 1 (Analyzing and Interpreting Statistical Data (from Pie Chart)

Map of Conceptual Change (Complete the 3 columns of the KWL chart.)

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 Learning Competency TRANSFER

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 PERFORMANCE Transfer Goal: The students on their own and in the long run will be able to
STANDARD: apply data analysis and interpretation in coming up with criteria/ guidelines

that will serve as the basis for recommendations.

The learner shall be

able to collect and Performance Task
organize data
systematically and 1. One Product
compute accurately 2. Differentiated Products:
measures of central
tendency and To help dedicated students to pursue their education and due to high tuition
variability and apply fees, an NGO in the locality will grant scholarships to qualified and deserving
these appropriately in scholars. As a Barangay Social Worker, Statistician, you are tasked by the
data analysis and local NGO to make a criteria based on monthly family income and scholastic
interpretation in performance. This will serve as the basis for recommendations for the
different fields. scholarship grant. It will be evaluated based on mathematical computation,
analysis, interpretation and authenticity of the data.
3. Modality-based Products
4. Integrated Subjects (REG only)
Use of Web 2.0 App for Output (Ex. InShot, etc)

Analytic Rubric:

Self-Assessment:

Value Integration:

Values Integration: (Community Personalist, Community Supportive,

Generosity/Service, Friendship/Belonging)

1. How did you find the task?

_____________________________________

____________________________________________

____________________________________________

2. How can you use the skills you learned in your daily life?

_____________________________________

____________________________________________

____________________________________________

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 3. How do you use measures of variability to solve your

real-life problems?

_____________________________________

____________________________________________

____________________________________________

CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

Pre-Assessment
(Conduct a Pre- Explore Firm-Up Firm-Up Deepen
Test)
(Discussion) (Activity 1 and 2) (Activity 3 and 4)

WEEK 2

MON TUE WED THU FRI

Performance Task Performance Task Performance Task Performance Task Unit Assessment

TABLE OF SPECIFICATIONS
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 QUARTERLY ASSESSMENT

Grade/Subject: ____________________________
Topic Objectives/Learning Competencies No. of No. of Levels of Performance % of
Days/ Items Items
Hours
Remem- Under- Analy- Applying Evalua- Creating
bering standing zing ting

Measures of 1. Illustrates the measures 5 7 2,3,4,5 6 1,7 70

Variability of variability (range,
average, variance,
standard deviation)

2. Calculates the measures 2 3 8,9,10 30

of variability of grouped
and ungrouped data

TOTAL 7 10 4 1 3 2 100

UNIT ASSESSMENT
1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:

KNOW SHOW
Direction: (Blended: Modules or Link)(Online: CK- Direction:
12)
Find the range, the mean deviation, and the standard
deviation of the following scores: 18, 20, 22, 11, 17,
Show different measures of describing variability.
18, 21, 19, 20
Solve for mean deviation and standard
deviation of the data on the table.
Decide which measures of variability to use in
analyzing and interpreting a given set of data. Score Frequency
96-100 2
91-95 5
86-90 8
81-85 9
76-80 10
71-75 8
66-70 7
61-65 1

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 Give a conclusion about the given graph.
Interpret a given graph using measures of variability.
Recognize and use the appropriate measures of Solve the Math Challenge in the modules or Link and
variability to a given set of data or situation. Online Quiz

FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

KNOW-SHOW 1. The learning target or competency is stated.
“Students are able to illustrate the measures of
variability of statistical data and calculate the
measures of variability of grouped and
ungrouped data.”
2. A table with 2 columns is provided with the
left for KNOW and the right for SHOW.
3. Instructions are given to students in each
column on how to answer KNOW and
SHOW. KNOW: Here is what I know about
the competency. (The KNOW column may be
answered or left blank.)
SHOW: I can show what I know about the
competency by…
4. A minimum number of answers under each
column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM:

QUESTION:

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 YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidences support your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE
An article or problem is given to the student to read
and analyze.
Question(s) related to the Make Meaning competency
are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that student can use to
begin his or her answer.

4. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

NAME______________ GRADE __________ SUBJECT:

DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the
third article, write your answer in the given table.
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are
NOT allowed to ask help from your classmates, parents, guardians, relatives or any other adult. Before
submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and
support your answer with quotations or statements from the chosen article.
ANSWER:
Article no. ______ about the _________________ is the best because…
 
 
 
 

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS The Make Meaning competency is stated.

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 Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
Directions ask the student to determine which
selection is the best in line with the Make Meaning-
type of learning competency. Student is also asked to
support answer by citing important parts of the
selection.
Directions also contain permission to the student to
use references and the Internet. Directions also clearly
state persons or materials the student is not allowed to
consult.
The length and readability of the selections are
developmentally appropriate. As much as possible, the
selections are contextualized in the Philippine setting.
6. A table is given for students to discuss their
choice. A prompt on how to begin the answer
may or may not be found.
7. Students have to do C-E-R in their answer. They
make a claim on which is the best. They have to
give Evidence citing texts and Reason to justify
their choice.

5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):

PERFORMANCE STANDARD:

SITUATION:

An NGO in the locality will grant scholarships to those qualified and deserving individuals.

GOAL:

To make a criteria/guidelines for a scholarship grant based on monthly family income and scholastic
performance.

ROLE:

Barangay Social Worker, Statistician

PRODUCT CHOICES:

Criteria, Data
AUDIENCE:

Local NGO

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 STANDARDS:

Correctness of Mathematical Computations, Authenticity, Analysis and Interpretation of data

PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. The PRODUCT is aligned with the
Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.

6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)

CRITERIA1 4 3 2 1
OUTSTANDING SATISFACTOR DEVELOPING BEGINNING RATING
Y

Analysis The criteria show The criteria show The criteria The criteria
a logical and a detailed show some did not show
detailed examination of detailed a detailed
examination of the data. Key examination of examination
the data. All key aspects were the data. Some of the data.
aspects were identified and key aspects were
identified, evaluated. identified.
related, and
rigorously
evaluated.
The meaning of The meaning of The meaning of The meaning
the data is the data is the data is of the data is
Interpretation
accurately provided and provided and not accurately
provided and there are correct there are some provided and
there are correct inferences made. correct there are no

1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
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 inferences and inferences made. correct
predictions made. inferences
made.
Mathematical The mathematical The Some Most of the
Computation computations mathematical mathematical mathematical
s used as basis for computations computations computations
the criteria used as basis for used as a basis used as basis
making are the criteria for the criteria for the
significant and making are making are criteria
correct in all correct in all correct in some making are
details. details. details. not correct in
all details.
Authenticity The criteria The criteria Some parts of Most parts of
exhibit ingenuity. exhibit ingenuity. the criteria the criteria do
The analysis and The analysis and exhibit not exhibit
interpretation of interpretation of ingenuity. Some ingenuity.
the data is the data is parts of the
distinct, unique distinct. analysis and
and relevant to interpretation of
the topic. the data are
distinct.
TOTAL:

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