A Detailed Lesson Plan in Mathematics 7

GRADE School RIZAL COMPREHENSIVE NATIONAL HIGH Grade

Grade 7
7 SCHOOL Level
DAILY Teacher Learning
HONEYLET B. PANGANIBAN MATHEMATICS
LESSON Area
PLAN Date MAY 08, 2023 Quarter FOURTH

I. OBJECTIVES
The learner demonstrates understanding of key concepts, uses and importance of
1. Content
Statistics, data collection/gathering and the different forms of data representation,
Standards
measures of central tendency, measures of variability and probability
The learner is able to collect and organized data systematically and compute
2. Performance
accurately measures of central tendency and variability and apply these
Standards
appropriately in data analysis and interpretation in different fields
The learner gathers statistical data. (M7SP-IVb-1)
3. Learning
The learners are expected to:
Competencies/
a. define data and its types;
Objectives
b. identify different types of data;
c. differentiate the different types of data.

II. CONTENT GATHERING STATISTICAL DATA

(TYPES OF DATA)
III. LEARNING
RESOURCES
A. References

1. Teacher’s
Mathematics 7 Teachers Guide: pages 290-292
Guide
2. Learner’s
Mathematics Learner’s Material Grade 7: pages 239-240
Materials
3. Textbook
4. Additional
Materials from
Learning Mathematics Quarter 4 - Module 2
Resource (LR)
portal
B. Other Learning
Flat Screen TV, PowerPoint Presentation, Laptop, Chalk and Blackboard
Resources
IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Reviewing Do you still remember the different data
previous that we have been discussed last week? Yes, ma’am.
lesson or
presenting the What are those, can you give one
new lesson (5 Sailiya? Discrete Data ma’am.
minutes)
Very Good, what else? Continuous data ma’am.

That’s right, how about the other one? Categorical data ma’am.

Very Good!
It seems that you still remember the
different data that we have been used.

Those data will be again our lesson for

today, and for you to understand it more.

But before we proceed to our discussion,

let us have a game first. This game was
entitled “Guess Me!”.

I will group you into 5 groups. (students will count 1-5)

Class, please proceed to your respective

group. (students will proceed to their respective
group)

For you to further understand our game,

please read the mechanics.
All you need to do is guess if it is discrete,
continuous or categorical through the
given emojis. Remember that happy is
for discrete, sad is for continuous and
crying emoji is for categorical.
Mechanics of the Game
1. Each group will be given 3 different
emojis. Sad emoji is for discrete data,
happy emoji is for continuous data and
crying emoji is for categorical data.
2. Afterwards every group should guess if
it is discrete, continuous or categorical
through the emojis that has been given.
3. After guessing, raise the emoji
depending on what data is given.

Is that clear to you class? Yes ma’am.

The first to raise their correct answer will

be given a point. The group who will gain
a highest point will be given 20 points, 2nd
is 18 points, 3rd 15 points and 4th 12
points and last is 10 points.

Are you ready class? Yes ma’am.

Let’s start.

1. Daily Temperature. Continuous

2. Distance from home to school. Continuous
3. Number of books in a shelf. Discrete
4. Gender of the baby. Categorical
5. Total number of rolling a die. Discrete
6. Eye color of your seatmate. Categorical
7. Nationality. Categorical
8. Red signifies love. Categorical
9. The area of a square. Continuous
 10. Favorite color. Categorical
11. Number of people live in your house. Discrete
12. Height in cm. Continuous
13. Number of CD’s sold by an artist. Discrete
14. Time taken to run 100 m. Continuous
15. Number of your notebooks. Discrete
16. Yellow means happiness. Categorical
17. Number of chairs in a room. Discrete
18. Length of your foot. Continuous
19. Civil Status. Categorical
20. Color of your bag. Categorical

Did you enjoy the game class? Yes ma’am.

Nice, class it seems that some of you got

the correct answer but there are some
groups that are very fast t raise the
emojis therefore the point will be given to
them. Still congratulations to all you.

B. Establishing a But before we start, kindly read the most

purpose for the essential learning competency. Yes,
lesson (1 Mitzielyn. Most Essential Learning Competency
minute)
The learner gathers statistical data.
(M7SP-IVb-1)
Thank you, Mitzielyn, for reading the
MELC. Kindly read our objectives today.
Yes, Mikail. The learners are expected to:
a. define data and its types;
b. identify different types of data;
c. differentiate the different types of data.
Thank you, Mikail, for reading the
objectives.

C. Presenting Our topic for today is all about the

examples/ different type of data.
instances of
the But let us define first what is data?
lesson (4 Please read Mactom. Data-is a collection of facts such as
minutes) numbers, words, measurements,
observations or anything that suggest
information.
Thank you, Mactom. Data is the
information collected in the context of a
situation that we want to study. In short it
is a collection of facts or information.

Our game earlier are examples of data,

right? Yes ma’am.
 We have been discussed last meeting
that we have two different types of data.
What are those data class? Numerical data and Categorical Data
ma’am.

Very Good! And for you to further

understand their difference let us take a
look at their definitions. Please read, Joy. Type of Data

Qualitative data (Categorical)- this data is

a non-numerical.

Example: Eye color (black, brown, blue)

Gender (male, female)
Thank you, Joy. It can’t be expressed as
a number and can’t be measured. It
consists of words, pictures and symbols
not numbers.

How about the other one, please read

Calvin. Quantitative data (Numerical)- this is a
numerical data.

Two types of Quantitative Data

Discrete- it can be countable

Example: Number of cellphones owned by

a family.

Continuous- it can be placed on a

measurement scale.

Example: Weight, Speed, Temperature

and Angle Measure
Discrete data take on numerical values
and can be countable while continuous
data are not fixed, it has an infinite
number of possible values and it can be
change over time.

Is it clear to you class? Yes ma’am.

Okay, Very Good!

D. Discussing Take a look at the differences and other

new concepts examples of two type of data.
and practicing
new skills (10
minutes)
As you observe the definition and
examples, what do you think is the
difference between the two types of
data? Qualitative data consists only of words
while quantitative data expresses in a
numerical form.
Nice observation class. As you can see
the possible values in qualitative data are
express in words and in quantitative data
is in number form.

Let’s have an example.

Religion, what are the possible religions

that you are familiar with? Iglesia ni Cristo, Catholic, Born again

As you can see the possible religions are

express in word, right? Yes ma’am.

How about in quantitative data? Who can

give an example? Height of a person.

What kind of data is the height of person?

Is it discrete or continuous? Continuous ma’am.

Very good, let’s say that the height of a

person is 152, 158, 160 this are
represented in number form.

How about discrete data, who can give

an example? Number of students in the class.

Very good, let us say that there are 34

students here the possible value is also
represented in numerical form therefore
they are Quantitative data.

Did you understand the differences of

qualitative and quantitative data? Yes ma’am.

Very good class.

E. Developing Let us try to test your knowledge and
mastery understanding regarding our topic.
(Leads to
Formative I will group you again into 4. Count off… (1, 2, 3, 4,….)
Assessment Please proceed to your respective
3) (10
group. All you need to do is to guess if it
minutes)
is qualitative or quantitative.
I have here a cardboard you right your
answer here and raise once you are
done. When I said raise your answer, all
of you should raise it whether you finish
answering or not.
Are you ready class? Yes ma’am.

Let us start.
1. Height of a certain building. Quantitative data.
2. Name of the baby. Qualitative data.
3. Number of cellphones in grade 7 room. Quantitative data.
4. Mary’s religion is Roman Catholic. Qualitative data.
5. Body Temperature. Quantitative data.
6. The baby weighs 20 pounds. Quantitative data.
7. My friend is very happy. Qualitative data.
8. The sky is greyish-blue. Qualitative data.
9. Joe is 6-footer. Quantitative data.
10. Five students had blue backpacks,
ten students had red backpacks, and
three students had green backpacks. Qualitative data.
11. Mr. Lee ran 63 km last week. Quantitative data.
12. Luisa’s hair is reddish-blonde. Qualitative data.
13. Kenny wrote down the length of a
triangle. Quantitative data.
14. Diana has $100. Quantitative data.
15.Mrs. Smith gave a test on which the
maximum possible score was 100. The
actual score students received were 92,
87, 86, 85, 72, 70 and 65. Quantitative data.

Good job class, it seems that you

already know the difference between the
two types of data.

F. Finding Now you will apply what you have

practical learned about the types of data.
applications
of concepts Who among you can give real life
and skills in examples of qualitative and quantitative
daily living data? (student answer may vary)
(4 minutes)
Very Good, what else? (student answer may vary)
 That’s right class quantitative and
qualitative data provides an in-depth
understanding of the ways people come
to understand, act and manage their day-
to-day situations in particular settings.

To put it simply, quantitative research

uses numbers to help us
understand “what” is happening (as well
as “why” and “how” it is happening).
Qualitative research uses words and
images to help us understand more
about “why” and “how” something is
happening (and, sometimes “what” is
happening).

G. Making SUM IT UP
generalizations
and We have learned about different type of
abstractions data, who among you still remember
about the what are those? Ma’am qualitative and quantitative data.
lesson (2
minutes) Very Good!

Can you please give an example of

Qualitative data? Gender ma’am.

Very good, what else? Color ma’am.

Very good, how about the two kinds of

quantitative data, which is discrete and
continuous data?

Who among you can give an example of

discrete data? Number of children in a family ma’am.

Very good, how about continuous data? Weight ma’am.

Very good, class I commend you all for

being participative in our discussion.

H. Evaluating I believe this is high time to further test

learning (10 your understanding.
minutes)

1. QL 8. QNT
2. QNT 9. QL
3. QNT 10. QNT
4. QNT
5. QNT
6. QL
7. QL
 J. Additional Do advanced reading about the different types of variables.
activities for
application
or
remediation
(5 minutes)
V. REMARKS
VI. REFLECTION
a. No. of learners _____ of learners who earned 80% above
who earned 80%
on the formative
assessment
b. No. of learners _____ of learners who require additional activities for remediation
who require
additional
activities for
remediation.
c. Did the remedial _____Yes _____No
lessons work? _____ of learners who caught up the lesson
No. of learners
who have caught
up with the
lesson.
d. No. of learners _____ of learners who continue to require remediation
who continue to
require
remediation
e. Which of my Strategies used work well:
teaching Why:
strategies worked
well? Why did
this work?
f. What difficulties _____Bullying among pupils
did I encounter _____Pupil’s behavior/attitude
which my _____Colorful IMs
principal or _____Unavailable Technology Equipment (AVR/LCD)
supervisor can _____Science/Computer/Internet Lab
help me solve? _____Additional Clerical works
g. What innovation _____ of learners who earned 80% above
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by:

HONEYLET B. PANGANIBAN
Pre-service Mathematics Teacher

Checked and evaluated by:

REYMEYLYN J. CASTILLO
Cooperating Teacher