Name of School: Dela Paz National High School Grade Level: VII

Teacher: ERICA T. NUZA Learning Area: Mathematics

Teaching Date:
April 8 – April 12, 2024 Quarter: FOURTH QUARTER
1:20-2:20 7 HONESTY
2:20-3:20 7 LOYALTY
1 Day Modular
Teaching Time: 3:40-4:40 7 INTEGRITY No. Of Days:
2 Days F2F
4:40-5:40 7 PATIENCE
5:40-6:40 7 HUMILITY
WEEKLY LEARNING PLAN DAILY LESSON LOG
for
MODULAR DISTANCE LEARNING
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY
(Modular Distance Learning) (Modular Distance Learning) (Modular Distance Learning) (Face to Face) (Face to Face)
Objectives must be met over the week and connected to the curriculum standards. To meet
the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and
I. OBJECTIVES: I. OBJECTIVES competencies. These are assessed using Formative Assessment strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and
joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
Gathers statistical data ( M7SP- HOLIDAY HOLIDAY The learner demonstrates understanding of key concepts, uses and importance of
IVb-3) A. Content Standards Statistics, data collection/gathering and the different forms of data presentation,
Learning Objective measures of central tendency, measures of variability, and probability.
1. Organizes data in a frequency
distribution table:

ungrouped data

2. Organizes data in a frequency

distribution table:
B. 4. Performance Standards
grouped data

3. Arrange facts properly or

information gathered. The learner is able to collect and organize data systematically and compute
accurately measures of central tendency and variability and apply these
4. Organizes data in a frequency appropriately in data analysis and interpretation in different fields.
distribution table.

C. Learning Competencies/ Gathers statistical data ( M7SP-IVb-3) Gathers statistical data ( M7SP-IVb-3)
Objectives. Write LC code Learning Objectives: Learning Objectives:
for each 1. Arrange facts properly or 1. Arrange facts properly or
information gathered. information gathered.
2. Illustrate how to organize 2. Illustrate how to organize
data. data.
3. Gather data through 3. Gather data through
questionnaire questionnaire
 4. Write questions that will be Write questions that will be used in
used in gathering data. gathering data.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to
II. CONTENT/ LESSON: PATTERNS & ALGEBRA II. CONTENT/ LESSON teach in the CG, the content can be tackled in a week or two.
Statistics & Probability
List the materials to be used in different days. Varied sources of materials sustain children's
III. LEARNING RESOURCES: III. LEARNING RESOURCES interest in the lesson and in the learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References: A. References
i. Teacher’s Guide Pages LeaP Week 3 p. 1 – 5 i. Teacher’s Guide Pages Pages 286-289
ii. Learner’s Material Pages LeaP Week 3 p. 1 – 5 ii. Learner’s Material Pages Pages 233-234
iii. Textbook Pages iii. Textbook Pages
vi. Additional Materials from iv. Additional Materials from
Learning Resources Learning Resources
B. List of Learning
B. List of Learning Resources
Resources for PPT presentation, videos, smart phones, internet access (G7
for Development and Laptop, TV, HDMI, Chalk, board and other instructional materials.
Development and DIGIMATH FB Closed Group), PC/CP & GC
Engagement Activities
Engagement Activities
These steps should be done across the week. Spread out the activities appropriately so that
the students will learn well. Always be guided by demonstration of learning by the students
which you can infer from formative assessment activities. Sustain learning systematically by
III. HOME-BASED ACTIVITIES: IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question
their learning process, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Preliminary Activities: A. Reviewing previous lesson The teacher recalls the previous The teacher recalls the previous
Good day! For today, you will learn another way to organize data in a table. But this time you or presenting the new lesson lesson by asking questions. lesson by asking questions.
do not need to list all the What is an frequency? What is an frequency?
individual values but you only count the number of times the data appear in a data set. What is an frequency distribution? What is an frequency distribution?
Consider the tally sheets and board below and answer the questions that follow. What is class interval? What is class interval?
Possible responses: Possible responses:
Tally Sheet for a Class Election Observation is a method that makes Observation is a method that
use of the different human senses. makes use of the different human
The different ways of observation in senses.
statistics is by measuring and The different ways of observation
counting. in statistics is by measuring and
Answer: counting.
Frequency is the number of times Answer:
an observation or a particular Frequency is the number of
value appears in a data set. times an observation or a
particular value appears in a
Do you still recall how the votes are counted during class elections? A frequency distribution is a table data set.
that shows the frequencies for the
categories, values of a counting A frequency distribution is a
variable or class table that shows the frequencies
Interval. for the categories, values of a
Tally Board for the National Election In the table above, the class counting variable or class
interval is 16 – 20. Its class size is Interval.
5 because there are 5 values that In the table above, the class
the interval may contain, interval is 16 – 20. Its class size
 specifically 16, 17, 18, 19 and 20. is 5 because there are 5 values
that the interval may contain,
Class interval has a limit specifically 16, 17, 18, 19 and
It is important, during elections that the data or the count of votes are presented to the viewers A lower limit and an upper limit. 20.
in a way that they
can easily observe the status of the election results. Using a tally sheet or tally board is a way Class interval has a limit
to organize the counting of A lower limit and an upper limit.
votes.

WHAT IS FREQUENCY?
Frequency is the number of times an observation or a particular value appears in a data set.
WHAT IS FREQUENCY DISTRIBUTION?
A frequency distribution is a table that shows the frequencies for the categories, values of a
counting variable or class
intervals.

Let us consider the following portion of the table.

CLASS INTERVAL
In the table above, the class interval is 16 – 20. Its class size is 5 because there are 5 values
that the interval may contain,
specifically 16, 17, 18, 19 and 20.
The class interval has class limits; the lower class limit and the upper class limit. In this case,
lower class limit = 16
upper class limit = 20.
If the observation has fractional measurements such as height and weight, the following class
boundaries will avoid the
gaps between class intervals. For class interval 16 – 20, the class boundaries are
lower class boundary = 15.5 (subtract 0.5 from 16)
upper class boundary = 20.5 (add 0.5 to 20)
Each class interval has a class mark. It is the middle value that may serve as the
representative of the interval. In this case,
class mark = 18 (since 18 is the middle score from 16 to 20)
To summarize,

FREQUENCY COLUMN
Under the frequency column is the number of “sticks”. The “slash” serves as the fifth count so
that counting will be easier
( IIII is equivalent to 5). Values or numbers are written in this column.
B. Discussion/Examples: B. Establishing a purpose for The teacher lets the students realize The teacher lets the students
Let us examine an example of a complete frequency distribution. the lesson that obtaining information through realize that obtaining information
 asking questions is an important skill through asking questions is an
needed to understand the concept of important skill needed to
gathering statistical data. understand the concept of
gathering statistical data.
TRY THIS! The teacher divides the class into two The teacher divides the class into
Answer the following. for activity 1: two for activity 1:
1. How many class intervals are there? 1. First group will ask them 1. First group will ask them
2. What is the lowest class interval? highest class interval?
how to identify the lower limit . how to identify the lower limit .
3. What is the class size?
2. Second group will ask to 2. Second group will ask to
4. Which score interval has the highest frequency? lowest
frequency? identify the upper limit of a given identify the upper limit of a given
example.. example..
C. Presenting examples/
Test Scores of 20 students in a 40-item Math quiz. instances for the new lesson
SCORES Tally Frequency
36 – 40 I 1
31 – 35 IIII 5
26 – 30 IIII - IIII 9
21 – 25 III 3
16 – 20 II 2

1. Complete the table below for the class interval 21 – 25

The teacher discusses with the
students the process of arriving at
the answer of each exercise in
Activity 1. Furthermore, he/she asks
the students about the process they
use in organizing data in a frequency
distribution table.
D. Discussing new concepts
and practicing new skills #1
The teacher discusses with the
students the process of arriving
at the answer of each exercise in
Activity 1. Furthermore, he/she
asks the students about the
process they use in organizing
data in a frequency distribution table.

HOW TO CONSTRUCT A FREQUENCY DISTRIBUTION

EXAMPLE 1:
Jessica is a “Plantita”, she surveyed twenty households in their barangay and found out the
number of varieties of
plants they own. The results are 3, 0, 1, 4, 4, 1, 2, 0, 2, 2, 0, 2, 0, 1, 3, 1, 2, 1, 1, 3
To organize the given data, construct a frequency distribution, simply follow the steps.
E. Discussing new concepts The teacher will give another The teacher will give another
and practicing new skills #2 example to students example to students
The teacher will give a 5 item The teacher will give a 5 item
F. Developing mastery (Leads
question to students question to students
to Formative Assessment 3)
G. Finding practical applications Problem: A local community
of concepts and skills in daily garden is considering implementing
living a composting program to reduce
waste and improve soil health. As a
member of the garden committee,
you've been tasked with gathering
statistical data to determine the
potential impact of composting on
waste reduction and soil quality
improvement. Your objective is to
design a survey and collect data
from garden members to assess
their current waste disposal habits,
their willingness to participate in
composting, and their perceptions
of the benefits of composting for
soil health. Additionally, you need
to collect data on the current state
of soil quality in the garden. How
will you gather statistical data
effectively to inform the decision-
making process regarding the
implementation of a composting
program? How will you relate this
data to the concept of good
stewardship, emphasizing the
importance of environmental
responsibility and sustainability in
managing community resources
like the garden?
The teacher summarizes the the The teacher summarizes the the
ways to organize data in a frequency ways to organize data in a
table. frequency table.
C. Evaluation: Quiz: Quiz:
Day 1 The teacher lets the students answer The teacher lets the students
Learning Task 1 individually the formative answer individually the formative
assessment. assessment.

I. Evaluating learning

- -

J. Additional activities for

application for remediation

D.Remarks:
E. REFLECTION V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student's
progress this week. What works? What else needs to be done to help the students
VI. REFLECTION learn? Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% in

the evaluation
B. No. of learners who required
additional activities for remediation
who scored below 80%
 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 works?
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:
Checked by: Noted by:

ERICA T. NUZA RACHELLE DLR. CASIPLE MRS. MARICEL A. CRUZ

Mathematics 7 Teacher Chairperson, Mathematics Principal II