MATHEMATICS 5

4TH Quarter
Week 6

LEARNING ACTIVITY SHEET

Division of Surigao del Sur
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 Competency/ies: Organizes data in tabular form and presents them in line
graph. (M5SP – IVg-2.5)
Interprets data presented in different kinds of line graphs
(single to double – line graph) (M5SP – IVh – 3.5)

Objectives: At the end of the week, you shall have

• interpreted data in tabular form and presented in the line graph
• constructed single and double line graph.
• valued accuracy in plotting data

Learner’s Tasks

Lesson Overview
Line Graph has a vertical line called the x-axis which
contains the first variable in the collected data. As we go through
the y-axis, increasing values must be presented. It may represent
almost any type of numerical data such as pesos, score, number of
people, temperature, grades, etc. The horizontal line called the x-axis
in the line graph contains the second variable that relates to the first
variable in the collected data. As we go to the right in the x-axis,
increasing values must be presented.

Constructing a Line Graph

In constructing a line graph, we follow these steps:

1. Draw the x and y-axis.

2. Use the data from the table to label the axes.
3. Plot the points that correspond to each variable in the
table.
4. Connect the points with a line segment.
5. Put a title on the graph.

Example 1: Using a Single-Line Graph

Faith’s group surveyed 40 learners on their favorite color for their
report. Here are the results.

red blue green yellow pink red blue

blue yellow blue yellow green red yellow
yellow yellow blue red green pink blue
yellow green pink red blue yellow pink
green red pink blue red Yellow
blue green blue green red pink
Organizing Data in a Tabular Form

Favorite Colors
Color Tallies Frequency
Red //// /// 8
Blue //// //// 10
Green //// // 7
Yellow //// //// 9
Pink //// / 6

After organizing the data in a tabular form. This can be presented

in a Line Graph.

Steps in Presenting Data in a Line Graph

1. Draw the x and y-axis.
2. Use the data from the table to label the axes.
3. Plot the points that correspond to each variable inthe table.
4. Connect the points with a line segment.
5. Put a title on the graph.

SURVEY ON THE LEARNERS' FAVORITE COLOR

1
0 9
8
7
6
FREQUENCY

RED BLUE GREEN YELLOW PINK

COLOR

Interpreting a Line Graph

In a line graph, a line that goes up means an increase in
value, while a line that goes down from itsprevious point means
a decrease in value.
 Interpret the above line graph using the following questions:
1. What is the title of the graph? (Survey on the Learners’ Favorite Color)
2. How many learners choose red as their favorite color?
blue? green? yellow? pink?
Red – 8 Blue – 10 Green – 7
Yellow – 9 Pink - 6
3. What color is the most favorite? (Blue)
4. What color is the least favorite? (Pink)
5. How many learners participated in the survey? (40)
Example 2: Using a Double-Line Graph

Xed John and Kevin recorded their monthly seedlings

planted in tabular form and presented through a line graph.
Study the table below:

Tabular Form

John and Kevin’s Monthly Seedlings Planted

Month Xed John Kevin
June 10 15
July 15 10
August 25 20
September 12 15
October 20 18
November 8 10
December 11 10
January 10 12

Double-Line Graph

1. What is the title of the graph?

 • Monthly Record of Planted Seedlings

2. What does the scale in the y-axis represents?

• Number of Seedlings Planted

3. In which month/s did Xed John plant more seedlings than

Kevin?
• July, August, October and December

4. In which month did Kevin plant more than Xed John?

• June, September, November & January

5. What is the difference between their plants on October?

•2

6. Who has fewer plants between the two pupils?

• Kevin has less plants than Xed Johnl based on the
record presented in the graph.

Activity 1:

Direction: Using the double-line graph below, interpret the data by

answering the questions that follow. Choose the letter of the correct
answer.

Legend: Eden – Blue line Kristine – Red line

1. How many coins were collected by both Eden and Kristine in 2011?
A. 1 400
B. 1 600
C. 1 800
D. 2 000
 2. What is the difference in coins collected between Eden and Kristine
during the year 2015?
A. 800
B. 600
C. 400
D. 200
3. During the year 2016, how many coins were collected?
A. 200
B. 600
C. 800
D. 1000
4. In the year of 2010 and 2011 how many coins were collected between
both kids.
A. 2,800
B. 2,600
C. 2,300
D. 2, 200
5. What year did Kristine and Eden collect more coins?
A. 2010
B. 2011
C. 2013
D. 2015

Activity 2: Read and analyze the data below. Construct a double-line graph. Do it on a
separate sheet of paper.

Activity 3: Direction: Organize the given data in a tabular form. Then,

present it in a line graph.

The scores of 30 pupils in a Math Exam are the following:

25 28 30 35 25 28 39 25 30 28
39 39 39 25 30 25 39 28 28 35
30 25 39 25 28 35 39 35 39 28
A. Tabular Form

Scores Tallies Frequency

B. Line Graph
 Formative Test
Direction: Use the graph below and answer the questions that follow.
Write the letter of the correct answer.

1. What is the title of the graph?

A. Sales on the Raffle Ticket C. Number of Unsold Tickets
B. Number of Tickets sold D. Partially Sold Raffle Ticket

2. How many tickets were sold in the first week?

A. 2,000 B. 2,500 C. 3,000 D. 3,500

3. Which week had the least number of tickets sold?

A. First B. Third C. Fourth D. Sixth

4. How many more tickets were sold in the second week than in the first
week?
A. 500 B. 800 C. 1,000 D. 1,500

5. Which week had the most number of tickets sold?

A. First B. Third C. Fourth D. Sixth
 Answer Key

Acitivity 1

1. A
2. D
3. C
4. B
5. B

Activity 2 Activity 3
(Answers may vary) (Answers may vary)

References

Acuña, Adoracion M. et.Al. Mathematics in Daily Living:VibalPublishing House,

Inc., 1990

Coronel, Carmelita C. et. Al. Mathematics for a Better Life: SDPublications, Inc.,
2010

Guerra, Eugenia V. et.Al. Growing Up with Math: FNB Educational, Inc., 2006

Placer,Donnel P. et.Al. 21st Century Mathletes: Vibal Group, Inc.,201

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