GRADES 1 TO School Grade Level

12 Dela Paz National High School VII

DAILY LESSON Teacher MARK A. SOLIVA Learning Area MATHEMATICS
LOG April 1 – April 5, 2024
Teaching Dates and 5:50 – 6:50 7 FIDELITY
Time 7:50 – 8:50 7 COMPASSION Quarter FOURTH QUARTER
9:10 – 10:10 7 FORTITUDE
11:10 – 12:10 7 DILIGENCE

I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning Competencies/
Objectives
D. Most Essential Learning
Competency (MELC)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
DAY 1 Monday DAY 2 Tuesday DAY 3 Wednesday DAY 4 Thursday DAY 5 Friday
LEARNING MODALITY LEARNINGMODALITY LEARNING MODALITY LEARNING MODALITY LEARNING MODALITY
(FACE TO FACE) (FACE TO FACE) (FACE TO FACE) (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 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.
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
appropriately in data analysis and interpretation in different fields.
Explains the importance of Poses problems that can be Formulates simple Formulates simple
Statistics. (M7SP-IVa-1) solved using Statistics. (M7SP- statistical instruments.
IVa-2)
statistical instruments.
(M7SP-IVa-3) Holiday (Antipolo (M7SP-IVa-3)
Cityhood)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Importance of Statistics Importance of Statistics Statistics and Probability Statistics and Probability
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
Teacher’s guide, learner’s teacher’s guide, learner’s Teacher’s guide, learner’s Teacher’s guide, learner’s module
material, , reference books, material, module
Math G7 TG Pages 282-285 Math G7 TG Pages 282-285 Math G7 TG Pages 282-285 Math G7 TG Pages 282-285
These steps should be done across the week. Spread out the activities appropriately so that 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 providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
The teacher lets the students The teacher conducts a short The teacher asks the The teacher asks the students;
 watch a short video clip on
what Statistics is.
lesson or presenting the
new lesson
The teacher lets the students
realize importance of Statistics
B. Establishing a purpose
for the lesson in the lives of humankind.
C. Presenting examples/ The teacher poses the following
instances for the new questions related to the video:
lesson
1. What is the video all about?
2. What are the areas of
Statistics?
Solicit answers from the students
Possible Answers
1. The video talks about the
definition of Statistics, the areas
of focus and how to use the
technology wisely.
2. The areas are Sampling
Methods, Descriptive Statistics
and Inferential Statistics
recap on what transpired
last meeting.
Questions like “What did
each group portrayed last
meeting?” is asked.
The teacher lets the students
realize the different
applications of Statistics in the
lives of humankind
The teacher says:
In our daily activities, we
encounter a lot of sorting and
organizing objects, data, or
things like what you just did
last meeting. These are just
few of the activities of doing
Statistics
students; “Why Statistics
are important in our life?”
The teacher lets the students
to formulate simple statistical
instruments
The teacher assigns a sample
of statistical instruments like
questionnaire, survey
sampling and interview
questions to each group. He or
she asks opinion from each
group of what they’ve
understood about the
statistical instrument assigned
to them.
“What are the simple
statistical instruments?”
Answer:
1.) questionnaire
2.) survey sampling
3.) interview
The teacher enables the students
to produce and present simple
statistical instruments.
The teacher divides the class with
3 – 4 members and presents the
simple student questionnaire
about his/her favorite subject/s.
He or She asks students to give
their observations.
D. Discussing new The teacher discusses with the
concepts and practicing students the definition of
new skills #1 Statistics and its importance:
Statistics definition:
Statistics is the study of the
collection, organization,
analysis, and interpretation of
data. It deals with all aspects of
this, including the planning of
data collection in terms of the
design of surveys and
experiments.
Functions or Uses of Statistics
A. Statistics helps in providing
a better understanding and
exact description of a
phenomenon of nature.
B. Statistics helps in proper and
efficient planning of a statistical
inquiry in any field of study.
C. Statistics helps in collecting
an appropriate quantitative
data.
D. Statistics helps in presenting
complex data in a suitable
tabular and graphic form for an
easy and clear comprehension
The teacher asks:
“What are other
activities which you
think Statistics in 1.) QUESTIONNAIRE is a
involved?” research
Solicit answers from the
students
Possible Answers:
Activities like surveying
the favorite subject of all
Grade 7 students in
Tabok National High
School, identifying the
average age of grade 10
students in Grade 10
Sympathetic, and the like
The teacher gives additional The teacher with the students
information to the ideas given share their observations
by the students including regarding the sample above.
examples.
instrument
consisting of a series of
questions (or other types of
prompts) for the purpose of
gathering information from
respondents. The
questionnaire was invented
by the Statistical Society of
London in 1838.
2.) SURVEY - is defined as a
research method used for
collecting data from a pre-
defined group of respondents
to gain information and
insights on various topics of
interest. Surveys have a
variety of purposes and can be
carried out in many ways
depending on the
methodology chosen and the
objectives to be achieved.
3.) INTERVIEW - is a
conversation where questions
are asked and answers are
given.
 of the data.

E. Statistics helps in drawing

valid inferences, along with a
measure of their reliability
about the population
parameters from the sample
data.

Note: Teacher must expound

every importance mentioned
above

E. Discussing new Working in groups, the teacher Other examples would be:
concepts and practicing lets the students create a short •
new skills #2 role play on the importance of trust the present
Statistics in different fields: government, while 14%
doubt the government
capacity, and the rest
abstained
Group 1& 4. Statistics in school •
has decreased by 2%.
Group 2 & 5. Statistics in the
•
market
feel that it is better to
 Group 3 & 6. Statistics in the
government

Mechanics:

1. Each group is only given 15

minutes to create a short
presentation. After the time
given, presentation follows.

2. Every group must assign a

member who will explain the
presentation.

3. The entire presentation is exercise at least twice a

graded using the rubrics below week.
Teacher tells the students
Criteria 5 3 1
that these are basic
Content The The The examples of statistics we
importanc importanc importanc
e of e of e of see every day, and asks
them whether they really
statistics is Statistics Statistics
clearly is not is not
portrayed clearly
portrayed
portrayed
understand what these
mean. Remind them that
Creativity The The The
students students students with the study of statistics,
these 'facts' that we hear
demonstra make use did not
te creative of minimal use any
way of
presenting
props to
aid their
props at
all. every day can hopefully
like make
use of
presentati
on become a clearer
varied
resources
as their
props.

Stage Students Students Students

Presence show show conversati
clarity in clarity in on is
their their unclear
conversati conversati and shows
on and on but less no
shows coordinati coordinati
coordinati on with on with
on with the rest of the rest of
the rest of the the
the members members
members

Total

F. Developing mastery The teacher groups the The teacher lets the students In a group of five, create one
(Leads to Formative answer the following: statistical instrument
 students into 4 for a
short game.
Presentation of output
Mechanics:
1. Each group is given 2
minutes to list as many
questions or problems
that can be solved
using Statistics.
2. After the given time,
each group is gathered
using the formation
below:
Assessment 3)
3. Group 1 starts to give one
problem followed by group 2,
then group 3, then group 4,
the back to group one.
4. The group who gives an
incorrect answer is no longer
part of the game.
5. The last group standing is
declared the winner.
G. Finding practical
applications of concepts
and skills in daily living
(Questionnaire, Survey Sampling/
Interview Questions) which may
result to any of the following:
a. Most subscribed cellular
network
b. Most watched TV
network
c. Favorite celebrity love
team
d. May Forever?
e. Most played
The students supply the data sports/online games
asked:
1.) What are the simple
statistical instruments?
2.) Think of one topic for
example, you want to know
the most played sports of
Grade VII – Faith. Then,
determine the appropriate
statistical instrument in order
to gather the data.
Possible Answer:
1.) questionnaire, survey, and
interview
2.) answers may vary
Activity Title: Ethical Data
Collection and Analysis
Introduction:
 Begin by discussing the
importance of good

H. Making The teacher summarizes the
generalizations and mathematical skills or
abstractions about the principles by asking:
stewardship in data
collection and analysis.
 Explain the ethical
considerations involved
in collecting and
analyzing data, such as
privacy, consent, and
transparency.
 Emphasize the role of
statistics in informing
decisions and solving
real-world problems,
highlighting the need for
responsible use of data.
Group discussion:
 Divide the students
into small groups and
provide them with a
scenario or case study
involving data
collection and analysis.
 Encourage each group
to discuss the ethical
considerations
relevant to the scenario
and brainstorm ideas
for formulating simple
statistics instruments
while integrating
principles of good
stewardship.
 Facilitate group
discussions by asking
questions such as:
1. What are the potential
ethical issues involved in
collecting and analyzing data in
this scenario?
2. How can we ensure that data
collection respects the privacy
and consent of participants?
3. What steps can we take to
promote transparency and
accountability in our data
analysis?
.
The teacher summarizes The teacher asks the Scenario 1 (Group 1 and
the mathematical skills or following questions to 3) :School lunch preferences
principles by asking: Scenario 2 (Group 2 and 4):
the students:
 1. What is Statistics?
2. Cite a scenario where in
Statistics is used.
Answers shall be drawn from
the students.
Possible response:
lesson 1. Statistics is the study of the
collection, organization,
analysis, and interpretation of
data. It deals with all aspects of
this, including the planning of
data collection in terms of the
design of surveys and
experiments.
2. Responses may vary. The
teacher makes sure that the
scenario given by the students
surely demonstrates the use of
Statistics.
Individually, the students
answer the formative
assessment
A. Sequencing. Write 1-4 before
each blank to arrange the whole
process of Statistics
I. Evaluating learning
_____ Analysis of Data
_____ Collection of Data
_____ Interpretation of Data
_____ Organization of Data
B. Give one situation where
statistics is used.
1. What is Statistics?
2. Cite problems wherein
Statistics is used.
Answers shall be drawn
from the students. 1.)
Possible response:
1. Statistics is the study of
the collection, organization,
analysis, and interpretation
of data. It deals with all
aspects of this, including
the planning of data
collection in terms of the
design of surveys and
experiments.
2. Responses may vary. The
teacher makes sure that the
problems given by the
students surely
demonstrates the
application of Statistics.
Individually, the students
answer the formative
assessment
Draw a happy face () if the
problems can be solved using
statistics and a sad face () if
it can’t.
_____1. What is the average
Grade of Mary in the first
How do you find
your task?
2.) What are the
simple statistical
instruments?
Possible Response:
1.) Answers may vary
2.) Questionnaire, Survey
sampling, and Interview
Questions
With the same group, the
teacher lets the students
present the following in
creative way like role playing,
newscasting, etc. Each group
is given only 10 minutes to
conceptualize and practice
their performance.
1.) scenario using
questionnaire
2.) scenario using survey
3.) scenario using interview
Academic Support Needs
Assessment
Activity: Formulating Simple
Statistics Instruments
Instruct each group to
formulate a simple statistics
instrument (e.g., survey,
questionnaire) based on the
scenario provided.
Encourage students to
consider the ethical principles
discussed earlier and
incorporate them into their
instrument design.
Remind students to focus on
clarity, simplicity, and
relevance in formulating their
instruments.
Provide guidance and support
as needed while students
work on developing their
instruments.
Presentation and Reflection:
Ask each group to present their
statistics instrument to the class,
explaining the rationale behind
their design choices and how they
integrated principles of good
stewardship.
Facilitate a brief discussion
following each presentation,
allowing students to provide
feedback and ask questions.
Conclude the activity with a
 Answer Key: quarter? reflection session, asking
A. 3 Analysis of Data students to share their thoughts
1 Collection of Data _____ 2. How many planets are on the importance of ethical data
4 Interpretation of Data there in the Solar System? collection and analysis in
2 Organization of Data statistics.
_____ 3. What percent of the
B. Answers may vary. The grade 7 students knows how
teacher will take charge in
to read?
assessing the answers of the Answer Key:
students.
_____ 4. Where do you live?

_____ 5. What is the leading

brand of infant milk? POINTS The answer key will vary based
on the scenario provided to the
Content & 25
students and the statistics
Accuracy
instruments they formulate.
Reliability 20
Answer Key However, the key elements to
& Creativity
look for in the instruments
Overall 5 include:
1. 
Impact
2.  TOTAL 50
Clear and concise questions that
respect the privacy and consent
3.  of participants.

4.  Transparent methodology and

data analysis procedures.
5. 
Consideration of potential biases
and limitations in the data
collection process.
Ethical considerations such as
confidentiality, anonymity, and
voluntary participation.
J. Additional activities for
application or
remediation
V. REMARKS
VI.REFLECTION
LANGHAYA TAYTAY SAN MATEO TERESA TOTAL LANGHAYA TAYTAY SAN MATEO TERESA TOTAL LANGHAYA TAYTAY SAN MATEO TERESA TOTAL LANGHAYA TAYTAY SAN MATEO TERESA TOTAL LANGHAYA TAYTAY SAN MATEO TERESA TOTAL

A. No. of learners who earned

80% in the evaluation.

B. No. of learners who require LANGHAYA TAYTAY SAN MATEO TERESA TOTAL LANGHAYA TAYTAY SAN MATEO TERESA TOTAL LANGHAYA TAYTAY SAN MATEO TERESA TOTAL LANGHAYA TAYTAY SAN MATEO TERESA TOTAL LANGHAYA TAYTAY SAN MATEO TERESA TOTAL

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 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?
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: ______________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
___ Prepared PPT
___ Others: _______________________
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: _____________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
___ Prepared PPT
___ Others: _______________________
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: _____________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
___ Prepared PPT
___ Others: _______________________
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: ______________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
___ Prepared PPT
___ Others: _______________________
___ Problem Solving
___ Games
___ Deductive Learning
___ Research
___ Group work
___ Experimental Learning
___ Video Clips
___ Puzzle
___Interactive Learning
___ Inductive Learning
___ Brainstorming
___ Others: ______________________
___ Low Performing School
___ Classroom Condition
___ Classroom Management
___ Student Participation
___ Availability of Materials
___ Model / Mock – up
___ Pictures
___ SIM
___ Prepared PPT
___ Others: _______________________

Prepared by:
Checked by: Noted by:

MARK A. SOLIVA RACHELLE DLR. CASIPLE MRS. MARICEL A. CRUZ

Mathematics 7 Teacher Chairperson, Mathematics Principal II