Republic of the Philippines

Department of Education
Region IV-A CALABRZON
DIVISION OF QUEZON
MATANDANG SABANG NATIONAL HIGH SCHOOL

Lesson Plan in Mathematics 10

Quarter IV – Week 6

MELC: Uses appropriate graphs to represent organized data: pie chart, bar graph, line graph, histogram,
and ogive.

I. Objectives
At the end of the lesson, the students are expected to:
A. Interpret data presented in the bar graph.
B. Construct a bar graph using data.
C. Appreciate the importance of cooperating in organizing the data.

II. Subject Matter

Topic: BAR GRAPH
Materials: PowerPoint Presentation and Printed Materials
References: SLM (Self Learning Module)

III. Procedures
Class Routines
A. Prayer
B. Checking the Attendance
C. Classroom Management

Motivation
The teacher will ask the students on what will they choose to buy first if they win 1 million pesos in a
lottery. In order to record the student’s response, the teacher will send a link to cast their vote individually.
Example:

1 million peso Challenge

Business

Gadgets (Phones, laptop etc.)

Car

House and Lot

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

After the activity, the teacher will asks the following questions:
a. Which got the highest vote?
b. Which got the least vote?

Note:
The integration of ICT can be seen in this part.

A. Activity
 The teacher will group the students into two. The students will do the “Bottle Challenge”. Each member
will do the bottle challenge, once the bottle stand they will post a famous people in the philippines according
to its category. The group who posted more pictures will be the winner.

Group 1: National Heroes

Group 2: Philippine President

Note: The integration of AP can be seen in this part.

B. Analysis

After the activity, teacher will ask the following question:

1. How many Philippine presidents did you collected?
2. How many National Heroes did you collected?
3. Who got the greatest number of famous people collected?
4. Do you have an idea what is our topic today?

C. Abstraction

BAR GRAPH
- It is like a histogram except that its bar are separated. This uses parallel bars, either
horizontal or vertical, to represent counts for several categories.
- It is a graphical representation of information. It uses bars that extend to
different heights to depict value.

Example:

The students will use the bar graph to answer the following questions:

a. How many students’ favorite sports is soccer?

b. Which sport is least liked by students?
c. How many more students like football than hockey?
d. Which sport seems to be most popular among the students?
e. What is the difference in the number of students between the
most liked and least liked sports?

D. Application

The teacher will group the class into three. Each member of the group will ask the
leader one by one on what they want and favorite sports. The leader will tally each and identify the
total. After that, make a bar graph and answer the given questions. Ask one or two members of the
group to present their output.
E. Note: The integration of MAPEH can be seen in this part.
RUBRICS:
IV. Evaluation

V.
Assignment
The graph below shows the average monthly income of a construction supply store in the year 2015.
 a. Which month has the highest income?
b. Which month has the lowest income?
c. What is the income of the store in November and January?
d. What is the difference between the income of the store from August to
September?
e. What is the total income of the store from August to November?

Prepared by:

JAYCEL A. TARGA

Teacher I

Noted:

SILVER A. BANDOL
Head Teacher I