Republic of the Philippines

Department of Education
Region X
DETAILED LESSON PLAN IN MATHEMATICS-7
Grade
School VII
Grade-7 Level
DLP Teacher
Learning
MATHEMATICS
Area
Teaching Week 1
` Quarter 4th Day 1
Date
I.OBJECTIVE
S

A. Contents The learner demonstrates understanding of key concepts, uses and importance of
Standards Statistics, data collection/gathering and the different forms of data
representation, measures of central tendency, measures of variability, and
probability.

The learner is able to collect and organize data systematically and compute
accurately measures of central tendency and variability and apply these
B. Performance
Standards appropriately in data analysis and interpretation in different fields.

C. Learning The learner can explain the importance of Statistics.

Competencies M7SP-IVa-1
At the end of 60 minutes, the learners are expected to define and explain the
D. Objectives importance of statistics in a real-world setting.

Subject Matter: Intro to Statistics

Integration:
II-CONTENT Values : cooperation
Science: Problem solving
Strategies: Drill and cooperative learning, 7Es

III. Leaning
Resources
A. References
1.Teacher’s Guide pp. 293
pages
2.Learner’s pp.238
material pages
3. Textbooks
pages

4. Additional
Material from
learning None
Resources (LR)
portal
B. Other Activity sheets and slide presentation
Learning

1
 Materials
IV.
PROCEDURES
Preliminary  Prayer
activities  Checking of attendance
 Setting the mode of the classroom
Teacher’s Activity Student’s Activity
A. Elicit
Teacher conducts review on:
Primitive measurement (fathom). Students give different
Ask students about the primitive way of measurements. answers

1. Measurement concepts, length measurements,

measurement units.
(Let the students’ measure things on their desks
with or without measuring device and ask which is
accurate and practical.)
smaller units is for
2. How to measure lengths using present measuring smaller things and
devices. bigger units is for
Teacher lets the students identify which measuring bigger or long
devices are practical to use in different lengths distanced place or
things

(Group activity)
B. B. Engage Students will measure different objects using Each group will
appropriate unit of measurement. They will list all the do the sharing of
measurements they gathered and share it to the class. their output.

Collaborative work:
C. Explore
Instructions:
1. Group the students into 5 members. Each
group must have a leader and a secretary
which is the recorder.
2. Measure the arm span (fathom) using tape
measure: Stretch out both arms and
measure the length from the tip of a middle
finger to the tip of the other middle.

2
 3. Compare the fathom of each member.
Student A to B, A to C, A to D, B to C.
List pairs that have the same or equal
fathom. Measure the fathom of the
members using measuring tape. And
record the result.

PAIRED A&B A&C B&C AVERAGE

MEMBER (X) (Y) (Z) (X+Y+Z) /
3
FATHOM
in
centimeters
(cm)

GROUP ACTIVITY (Differentiated Learning Instruction)

Group tasks: Students perform the
Group leaders must present their activity in any activity given to them
form.
1.Yell and dance (compose a yell and dance of the
groups output one minute only)
2.News casting (deliver the groups output in news
casting form)
3.Interview method (present the output in like a talk
show)
4.Drama (present the output in a scene from
“kadenang ginto” )

D.Explain Based on the activities that you had, what is the

importance of statistics in our day to day activities? Students give different
answers
Statistics is collection, organization, presentation,
analysis and interpretation of data.

Statistics are the sets of mathematical equations that

we used to analyze the things. It keeps us informed
about, what is happening in the world around us.
Statistics are important because today we live in the
information world and much of this information's are
determined mathematically by Statistics.

Statistics are greatly used in different fields such as:

-weather forecasting
-emergency preparedness
-predicting diseases
-medical studies

3
 -genetics
-political campaign
-insurance
-stock market and many more…

Group activity: (5 minutes)

(The class will be grouped into five or six groups)
E. Elaborate Each group will present a situation where statistics is Students will do the
applied. presentation
(Work by pair)
F.Evaluate
Students write in a ½ sheet of paper at least two real- Students do the activity
life situations where statistics was applied.

G. Extend At home, write an essay on the importance of statistics

in politics.
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
lesson work?
No. of learners who
have caught up the
lesson
D. No. of learners
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
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?

4
 Republic of the Philippines
Department of Education
Region X
DETAILED LESSON PLAN IN MATHEMATICS-7
Grade
School VII
Grade-7 Level
Learning
DLP Teacher
Area
MATHEMATICS
Teaching Week 1
` Quarter 4th Day 2
Date
I.OBJECTIVES

A. Contents Standards The 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, and probability.

The learner is able to collect and organize data systematically

B. Performance Standards
C. Learning Competencies
D. Objectives
II-CONTENT
and compute accurately measures of central tendency and
variability and apply these appropriately in data analysis and
interpretation in different fields.
The learner poses problems that can be solved using Statistics
M7SP-Iva-2
At the end of 60 minutes, the learners are expected to:
a. Students distinguish between statistical questions and
those that are not statistical
b. pose real-life problems that can be solved statistically.
Subject Matter: Posing Problems that can be solved using
Statistics
Integration:
Values Education: The value of patience, accuracy and
cooperation
Strategies: Drill and cooperative learning, 7Es

III. Leaning Resources

A. References
1.Teacher’s Guide pages pp.
2.Learner’s material pages pp.
3. Textbooks pages N.A
4. Additional Material from
learning Resources (LR) portal None
Activity sheets and slide presentation
B. Other Learning Materials
www.math is fun.com
IV. PROCEDURES
 Prayer
Preliminary activities
 Checking of attendance
 Setting the mode of the classroom

5
 Teacher’s Activity Student’s Activity
D. Elicit Activity 1.( Group
activity)
In a strip of paper, each Students will give varied answers
group will write five words
that illustrates the
importance of learning
statistics and its application
in a real-world situation.
Identify the statements
E. Engage below that are statistical
questions. Questions 1,2 and 3 are not
1. What is your name? statistical questions while
2. How old I am? questions 4, 5 and 6 are statistical
3. What did Mara eat questions.
for lunch?
4. How many of the
50 grade-7 students
loved mathematics
subject?
5. What do 7th grade
students prefer to
eat?
6. How old are the
grade-7 students in
this classroom?

F. Explore Activity 2. Possible statistical questions:

Read the selection below
and pose at least five
statistical questions.
Mia knew her resting heart
rate was 80 beats per
minute. She
asked her teacher if she
could collect the heart rates
of the other students in her
class. With the teacher’s
help, the other 7th graders
in her class found their
heart rates and reported
them to Mia. The following
numbers are the resting
heart rates (in beats per
minute) for the 22 other
students in Mia’s class.
1. What was the heart rate for
the student with the lowest
heart rate?
(81)
2. What was the heart rate for the
student with the highest heart rate?
(90)
3. How many students had a heart
rate greater than 86 bpm?
(5)
4. What fraction of students had a
heart rate less than 82 bpm?
(1)
5. What heart rate occurred most
often? (83)

89 87 85 84 90 79 83 85 86
88 84 81 88 85 83 83 86 82
83 86 82 84

6
G. Explain A statistical question is one
that can be answered by
collecting data that vary. A
statistical question is a
question that should have
different answers.

How to recognize a
statistical question?
• A question is not a
statistical question if it has
an exact answer. For
example "How old are
you?"
• A question is a statistical
question if the answer is a
percent, range, or an
average.
We use two types of data to
answer statistical
questions: numerical data
and categorical data. If
you recorded the ages of
25 baseball cards, we
would have numerical data.
Each value in a numerical
data set is a number. If we
recorded the team of the
featured player for each of
25 baseball cards, you
would have categorical
data.
Activity 3. (Group activity)
Let us have a contest.
E. Elaborate Based on the definition of a
categorical and numerical Students will give varied answers
data, pose at least three
categorical questions and 3
numerical questions.
The first group to finish
will post their answer on
the board and number their
output accordingly (eg.
1,2 , etc…)

1. For each of the

following, determine Students write their answers
F.Evaluate whether the question is a
statistical question or not..
a. How many letters are in 1. a . not
my last name?
b. How many letters are in

7
the last names of the b.statistical
students in my 7th-grade c.statistical
class? d. statistical
c. What are the colors of e.statistical
the shoes worn by students f.statistical
in my school? g.statistical
d. What is the maximum
number of feet that roller
coasters drop during a ride?
e. What are the heart rates
of students in a 7th-grade
class?
f. How many hours of sleep
per night do 7th graders
usually get when they have
school the next day?
g. How many miles per
gallon do compact cars
get?

2. Identify each of the 2.a.N

following data sets as b.N
categorical (C) or c.C
numerical (N). d.N
a. Arm spans of 12 sixth e.N
graders
b. Number of languages
spoken by each of 20
adults
c. Favorite sport of each
person in a group of 20
adults
d. Number of pets for each
of 40 third graders
e. Number of hours a week
spent reading a book for a
group of middle school
students a. What are the brands of the
cellphones that you have at
3. Rewrite each of the home?
following questions as a b. How many sisters does
statistical question. each classmate have?
How much money did the 7th
a. Do you have cellphones grade classes earn?
at home?
b. Do my classmates have
sisters?

c. Did the 7th grade students

earn money?

8
 G. Extend At home, write at least
one-real life problem.
From your own problem,
pose at least five statistical
questions.
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 lesson work?
No. of learners who have caught up
the lesson
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

worked well? Why did these work?
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?

Republic of the Philippines

9
 Department of Education
Region X
DETAILED LESSON PLAN IN MATHEMATICS-7
Grade
School VII
Grade-7 Level
Learning
DLP Teacher
Area
MATHEMATICS
Teaching Week 1
` Quarter 4th Day 3
Date
I.OBJECTIVES

A. Contents Standards The learner demonstrates understanding of key concepts, uses

B. Performance Standards
C. Learning Competencies
D. Objectives
II-CONTENT
and importance of Statistics, data collection/gathering and the
different forms of data representation, measures of central
tendency, measures of variability, and probability.
The learner is able to collect and organize data systematically
and compute accurately measures of central tendency and
variability and apply these appropriately in data analysis and
interpretation in different fields.
The learner poses problems that can be solved using Statistics
M7SP-Iva-2
At the end of 60 minutes, the learners are expected to:
c. Students distinguish between statistical questions and
those that are not statistical
d. pose real-life problems that can be solved statistically.
Subject Matter: Posing Problems that can be solved using
Statistics
Integration:
Values Education: The value of patience, accuracy and
cooperation
Strategies: Drill and cooperative learning

III. Leaning Resources

A. References
1.Teacher’s Guide pages pp.
2.Learner’s material pages pp.
3. Textbooks pages N.A
4. Additional Material from
learning Resources (LR) portal None
Activity sheets and slide presentation
B. Other Learning Materials www.math is fun.com

IV. PROCEDURES
 Prayer
Preliminary activities
 Checking of attendance
 Setting the mode of the classroom
Teacher’s Activity Student’s Activity

10
 A.Elicit Activity 1.( Group activity)
In a strip of paper, each
group will write five words Students will give varied
that illustrates the importance answers
of learning statistics and its
application in a real-world
situation.
Identify the statements below
B.Engage that are statistical questions.
1. What is your name? Questions 1,2 and 3 are not
2. How old I am? statistical questions while
3. What did Mara eat for questions 4, 5 and 6 are
lunch? statistical questions.
4. How many of the 50
grade-7 students
loved mathematics
subject?
5. What do 7th grade
students prefer to eat?
6. How old are the
grade-7 students in
this classroom?

C.Explore Activity 2. Possible statistical questions:

Read the selection below
and pose at least five
statistical questions.
Mia knew her resting heart
rate was 80 beats per minute.
She
asked her teacher if she could
collect the heart rates of the
other students in her class.
With the teacher’s help, the
other sixth graders in her
class found their heart rates
and reported them to Mia.
The following numbers are
the resting
heart rates (in beats per
minute) for the 22 other
students in Mia’s class.
89 87 85 84 90 79 83 85 86
88 84 81 88 85 83 83 86 82
83 86 82 84
1. What was the heart rate
for the student with the
lowest heart rate?
(81)
2. What was the heart rate for
the student with the highest
heart rate?
(90)
3. How many students had a
heart rate greater than 86 bpm?
(5)
4. What fraction of students had
a heart rate less than 82 bpm?
(1)
5. What heart rate occurred
most often? (83)

D. Explain A statistical question is one

that can be answered by
collecting data that vary. A
statistical question is a
question that should have

11
 different answers.
How to recognize a statistical
question?
• A question is not a
statistical question if it has an
exact answer. For example
"How old are you?"
• A question is a statistical
question if the answer is a
percent, range, or an average.
We use two types of data to
answer statistical questions:
numerical data and
categorical data. If you
recorded the ages of 25
baseball cards, we would
have numerical data. Each
value in a numerical data set
is a number. If we recorded
the team of the featured
player for each of 25 baseball
cards, you would have
categorical data.
Activity 3. (Group activity)
Let us have a contest.
E. Elaborate Based on the definition of a
categorical and numerical Students will give varied
data, pose at least three answers
categorical questions and 3
numerical questions.
The first group to finish will
post their answer on the
board and number their
output accordingly (eg. 1,2 ,
etc…)

F.Evaluate 1. For each of the following,

determine whether the
question is a statistical
question. Give a reason for
your answer.
a. How many letters are in
my last name? 1. a not
b. How many letters are in
the last names of the students
in my sixth-grade class? b.statistical
c. What are the colors of the c.statistical
shoes worn by students in my d. statistical
school? e.statistical
d. What is the maximum f.statistical
number of feet that roller g.statistical
coasters drop during a ride?

12
e. What are the heart rates of
students in a sixth-grade
class?
f. How many hours of sleep
per night do sixth graders
usually get when they have
school the next day?
g. How many miles per
gallon do compact cars get?

2. Identify each of the 2.a.N

following data sets as b.N
categorical (C) or numerical c.C
(N). Explain your answer. d.N
a. Arm spans of 12 sixth e.N
graders
b. Number of languages
spoken by each of 20 adults
c. Favorite sport of each
person in a group of 20
adults
d. Number of pets for each of
40 third graders
e. Number of hours a week
spent reading a book for a
group of middle school
students

3. Rewrite each of the

following questions as a
statistical question.
a. Do you have cellphones at
home?
b. Do my classmates have
sisters?

c. Did the 7th grade students

earn money?

c. What are the brands of

the cellphones that you
have at home?

13
 d. How many sisters does
each classmate have?
e. How much money did
the 7th grade classes
earn?

G. Extend At home, write at least one-

real life problem. From your
own problem, pose at least
five statistical questions.
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 lesson work?
No. of learners who have caught up the
lesson
D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

worked well? Why did these work?
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?

Republic of the Philippines

Department of Education
Region X
DETAILED LESSON PLAN IN MATHEMATICS-7

Grade-7 School Grade Level VII

Teacher Learning Area MATHEMATICS

14
 DLP Teaching
` Quarter 4th
Week 1
Date Day 4
I.OBJECTIVES

A. Contents Standards The 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, and probability.

The learner is able to collect and organize data systematically and compute
accurately measures of central tendency and variability and apply these
B. Performance
Standards appropriately in data analysis and interpretation in different fields.

C. Learning The learner formulates simple statistical instruments

Competencies M7SP-IV-a-3
At the end of 60 minutes, the learners are expected to formulate simple
D.Objectives statistical instruments

Subject Matter: Formulating Simple Statistical Instruments

Integration:
II-CONTENT Values : cooperation
Science: Problem solving
Strategies: Drill and cooperative learning

III. Leaning Resources

A. References
1.Teacher’s Guide pp.
pages
2.Learner’s material pp.
pages
3. Textbooks pages

4. Additional Material
from learning None
Resources (LR) portal
Activity sheets and slide presentation
B. Other Learning
Materials www.math is fun.com

IV. PROCEDURES
Preliminary  Prayer
activities  Checking of attendance
 Setting the mode of the classroom
Teacher’s Activity Student’s Activity
A.Elicit What is a statistical Question? A statistical question is one that can be
answered by collecting data that vary.
When do we say that a question is not
statistical? A question is not a statistical question if it
has an exact answer. For example "How

15
 old are you?"

E. B. Engage Activity 1. Possible answers of the students:

Ages of Grade 7-Aquino Male
Students at Rizal National High
School
11 12 12 14 13 15 15 12
13 13 14 13 12 13 14 12
By looking at the data, what statistical
questions can you formulate?
1.How many male students are age 12?
11?13?14?15?
2. What is the average age of the male
students?
3. If all students age 15 are not included,
what is the average age of the students?

Jose will ask the following questions:

F. Explore Activity 2. 1. How old are you?
As a class president, Jose wants to 2. When is your birthday?
make a profile of her classmates. 3. Where do you live?
What are the possible questions that 4. How many are you in the family?
he should ask in order to make a 5. What is the source of income of
profile of her classmates? your family?

D.Explain A statistical instrument is any process

that aim at describing a phenomena
by using any instrument or device, Students listen to the teacher and ask
however the results may be used as a questions if there are things to be
control tool. clarified.

Most commonly used statistical

instrument is the use of
questionnaires in order to obtain the
data that you desire.
A survey is also another statistical
instrument that can be used in
gathering data.
Activity 3.(Group activity)
Mrs. Santos wants to celebrate her
E. Elaborate birthday with her Grade-7 students Students will give different possible
but she could not decide what foods outcome of the survey.
should she prepare on her birthday.
She decided to make a survey among
her students. If she had 30 students in
all, what could be the possible
outcome of her survey?

F.Evaluate Activity 4. Work in a group of three. Possible questions that the students may
ask to their teacher.

Make a simple profile of your 1. What is your complete name?

teacher(in any subjects). Prepare at
least five questions that you will be
asking them.
2. How old are you?
3. When is your birthday?
4. What is your educational
qualification.
5. When are you hired as a Deped

16
 teacher?

G. Extend At home, make a simple profile of

your mother and father by asking
them the same question that you
used (except for the date of hiring
as a DepEd teacher).

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 lesson
work?
No. of learners who have
caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
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?

Republic of the Philippines

Department of Education
Region X
DETAILED LESSON PLAN IN MATHEMATICS-7
School Grade Level VII

17
 Grade-7 Teacher Learning Area MATHEMATICS
DLP Teaching
` Quarter 4th
Week 1
Date Day 5
I.OBJECTIVES

A. Contents The learner demonstrates understanding of key concepts, uses and

Standards importance of Statistics, data collection/gathering and the different forms
of data representation, measures of central tendency, measures of
variability, and probability.

The learner is able to collect and organize data systematically and compute
accurately measures of central tendency and variability and apply these
B. Performance
Standards appropriately in data analysis and interpretation in different fields.

C. Learning The learner formulates simple statistical instruments

Competencies M7SP-IV-a-3
At the end of 60 minutes, the learners are expected to formulate simple
D.Objectives statistical instruments

Subject Matter: Formulating Simple Statistical Instruments

Integration:
II-CONTENT Values : cooperation
Science: Problem solving
Strategies: Drill and cooperative learning

III. Leaning
Resources
A. References
1.Teacher’s Guide pp.
pages
2.Learner’s material pp.
pages
3. Textbooks pages

4. Additional
Material from
None
learning Resources
(LR) portal
B. Other
Learning Activity sheets and slide presentation
Materials
IV.
PROCEDURES
Preliminary  Prayer
activities  Checking of attendance
 Setting the mode of the classroom
Teacher’s Activity Student’s Activity
A.Elicit What is a statistical Question? A statistical question is one that can be
answered by collecting data that vary.
When do we say that a question is not
statistical? A question is not a statistical question if it

18
 has an exact answer. For example "How
old are you?"

G. B. Engage Activity 1. Possible answers of the students:

Ages of Grade 7-Aquino Male
Students at Rizal National High
School
1.How many male students are age 12?
11 12 12 14 13 15 15 12 11?13?14?15?
13 13 14 13 12 13 14 12 2. What is the average age of the male
students?
By looking at the data, what statistical 3. If all students age 15 are not included,
questions can you formulate? what is the average age of the students?

Jose will ask the following questions:

C.Explore Activity 2. 1.How old are you?
As a class president, Jose wants to 3. When is your birthday?
make a profile of her classmates. 4. Where do you live?
What are the possible questions that 5. How many are you in the
he should ask in order to make a family?
profile of her classmates? 6. What is the source of income
of your family?

D.Explain A statistical instrument is any process

that aim at describing a phenomena
by using any instrument or device, Students listen to the teacher and ask
however the results may be used as a questions if there are things to be
control tool. clarified.

Most commonly used statistical

instrument is the use of
questionnaires in order to obtain the
data that you desire.
A survey is also another statistical
instrument that can be used in
gathering data.
Activity 3.(Group activity)
Mrs. Santos wants to celebrate her
E. Elaborate birthday with her Grade-7 students but Students will give different possible
she could not decide what foods outcome of the survey.
should she prepare on her birthday.
She decided to make a survey among
her students. If she had 30 students in
all, what could be the possible
outcome of her survey?

Possible questions that the students may

F.Evaluate Activity 4. Work in a group of three.
Make a simple profile of your
teacher(in any subjects). Prepare at
least five questions that you will be
asking them.
ask to their teacher.
1. What is your complete name?
2. How old are you?
3. When is your birthday?
4. What is your educational
qualification.
5. When are you hired as a Deped

19
 teacher?

G. Extend At home, make a simple profile of

your mother and father by asking
them the same question that you
used (except for the date of hiring
as a DepEd teacher).

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
lesson work?
No. of learners who
have caught up the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
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?

20