Grade Level 7 Quarter/Week No.

3rd/9th Week
nd
Semester 2 Semester Region VIII
Learning Area Mathematics Teaching Date: November 3, 2023
I. OBJECTIVES
The learner demonstrates understanding the key concepts of mode of an
A. Content Standard
ungrouped data.
The learner….
 Is able to formulate an organized plan to handle real life situations.
 Is able to communicate mathematical thinking with coherence and clarity in
B. Performance formulating, investigating, analyzing, and solving real-life problems involving
Standard mode of an ungrouped data using appropriate and accurate representations.

The learner computes for the mode of an ungrouped data.

C. Learning At the end of lesson, all students will be able to achieve 85% of proficiency in;
Competencies/  Defining mode of an ungrouped data;
Objectives Write  Calculating the mode of an ungrouped data; and
the LC code for  Applying the concepts of finding the mode of an ungrouped data to real-life
each situations.

II. Content Mode Of Ungrouped Data

III. Learning Resources
A. References
1. Teacher’s Guide
Mathematics 7 Teacher’s Guide pages 78-80
pages
2. Learner’s Mathematics 7 Learner’s Material pages 80-82
Materials pages
3. Textbook pages Mathematics 7 SLMQ3 Module 3
4. Additional Materials Elementary Statistics 7 pp. 56-58
from Learning
Resource (LR) portal Grade 7 LCTG by DepEd Cavite Mathematics 2016
https://www.youtube.com/watch?v=YEHUBsqdGpI
B. Other Learning
PowerPoint, Projector, Printed picture, Worksheets, Markers, Carton and etc.
Resources
IV. Procedure
Preliminary Activities
 Prayer
 Checking of attendance
 Classroom Rules
ELICIT

Activity 1
(Most Frequent Color)

Direction: Find the most frequently occurring color.

A. Reviewing previous
lesson or presenting the new
lesson
 What is the most frequently occurring fruit?

Guide Question:
 What do we call the beliefs that you mentioned based on the
pictures and the video clip?
 Which of those beliefs do you believe or practice?
 Why do you think these beliefs exist and still believed by Filipinos?
 Do you think these beliefs/ practices can affect our daily lives? How?

The teacher will explain that these beliefs are called superstitious beliefs, which are
irrational or unfounded beliefs that something will bring good or bad luck, or that something
will cause a certain outcome.
The teacher will also explain that in this lesson, they will learn how to use a tool called a
truth table to check if two statements are equivalent or not. A truth table is a table that
shows all the possible combinations of truth values for the variables and expressions
involved in a statement

ENGAGE

Activity 2
(Babae or Lalaki)

Direction: Identify which ones are equivalent and which ones are not.

Statement 1:
B. Establishing a purpose
 If you study hard, you will pass the exam.
for the lesson
 If you do not pass the exam, you did not study hard.
Statement 2:
 All cats are mammals.
 All mammals are cats.
Statement 3:
 She is either a teacher or a lawyer.
 She is not both a teacher and a lawyer.

EXPLORE
C. Presenting  Present the title and learning objectives.
examples
/instances of the new
lesson. EXPLAIN

D. Mode of Ungrouped Data

E. Discussing new
concepts and practicing new
Ungrouped Data – data that has not been placed in any categories and no
skills #1.
aggregation/summarization has taken place. Also called raw data.
F. Discussing new Mode - is the number that appears the most in the data. You can either have
concepts and practicing new
no mode, or have multiple modes depending on your data.
skills #2.

Steps to Calculate Mode

G. Developing
mastery (leads to
Formative Assessment 3)
1. Find the set of observations.
2. Determine the frequency distribution. That means checking how many times
each observation occurs.
3. Obtain the value that occurs the highest number of times, i.e., find the value
which has the maximum frequency.
4. The value we get from the above step is the mode.
 For ~𝒑 ˄ 𝒒

Since the truth values of the given statements are the same,
then ~(𝒑 𝗏 ~ 𝒒) ≡ ~𝒑 ˄ 𝒒.

Activity 3
(Match and Reason)

The teacher will divide the students into pairs or small groups and give them a set of
logical operator cards, each with a different symbol and meaning.

Card 1
∧ (𝒂𝒏𝒅): The statement is true only if both parts are true.
Card 2
∨ (𝒐𝒓): The statement is true if at least one part is true.
Card 3
→ (𝒊𝒎𝒑𝒍𝒊𝒆𝒔): The statement is true if the first part implies the second part.
Card 4
↔ (𝒊𝒇 𝒂𝒏𝒅 𝒐𝒏𝒍𝒚 𝒊𝒇): The statement is true if both parts imply each other.
Card 5
⌝ (𝒏𝒐𝒕): The statement is true if the original statement is false.

The teacher will ask the students to use the cards to create new statements that are
equivalent, and write them down on another piece of paper.

Activity 4
(Puzzle)

In this Activity, you will have a scenario with some clues and some
statements that are either true or false. You will also have some cards with
statements that are logically equivalent to the clues using De Morgan’s law.

You are a detective who is investigating a crime scene. There are four
suspects: Alice, Bob, Charlie, and David. You have the following clues:

Statements:
 If Alice is guilty, then Bob is innocent.
 Either Charlie or David is guilty, but not both.
 Alice and Charlie are not both innocent.

The cards that are logically equivalent to the clues using De Morgan’s law are:
 ~𝐴𝑙𝑖𝑐𝑒 → ~𝐵𝑜𝑏
 𝐶ℎ𝑎𝑟𝑙𝑖𝑒 ∨ 𝐷𝑎𝑣𝑖𝑑
 ~𝐴𝑙𝑖𝑐𝑒 ∧ ~𝐶ℎ𝑎𝑟𝑙𝑖𝑒

The goal of the puzzle is to use the clues and the cards to determine who is
guilty and who is innocent. You can use truth tables to verify the statement

ELABORATE
Activity 5
(The Usual Score)
Instructions: Find the mode of the given data set. Consider this situation, A student recorded
his scores on weekly math quizzes that were marked out of possible ten points, his scores are
as follows.

H. Finding practical Week (1st to 10th) Score

applications of
1st Week 8
concepts and skills in
2nd Week 5
daily
living 3rd Week 9
4th Week 10
5th Week 10
6th Week 8
7th Week 7
8th Week 6
9th Week 8
10th Week 9
Most Frequent Score (Mode)
 Guide Questions:
I. Making
 What is Mode of a data set?
generalization
 How do we calculate the mode of a set of data?
and abstractions about the
 Give examples of applications of mode to real life situations.
lesson.

EVALUATE
Direction: Find the mode on the given data. The data below show the score of 31
students in the 2012 Division Achievement Test (DAT). Analyze the given data and
answer the follow-up questions.

J. Evaluating learning

1. Which score frequently appears and how many students fail below that
score?
2. Find the mode of the given data.
3. Describe the data in terms of its mode.
Answers Key:
 It is not true that, I passed the test or I completed the course.
 I did not buy a new jeep or I did not move to Salcedo.
 It is not true that, she visited Guiuan or She visited Boronggan.
K. Additional activities EXTEND
for application or remediation Direction: Find the mode of the given problems.

1. Find the mode of the following marks (out of 10) obtained by 20 students: 4, 6,
5, 9, 3, 2, 7, 7, 6, 5, 4, 9, 10, 10, 3, 4, 7, 6, 9, 9

2. Find the mode for the following data set.

41, 39, 48, 52, 46, 62, 54, 40, 96, 52, 98, 40, 42, 52, 60

3. Find the mode of 3, 6, 9, 16, 27, 37, 48, 56, 62, 74, 80, 1, 89, 90

V. Remarks
VI. Reflection
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with 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?

Prepared by: Mike Uriel D.

Navarro
Checked by: Ma. Gracelda Odon

Approved by:
Noted by: