GSC SPED Integrated
School
Teacher
DAILY
LESSON PLAN
Teaching Dates
and Time
=
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
i. Reviewing previous lesson or
presenting the new lesson
Grade Level Grade 7
School
HANNA M. DIADEL Learning Area MATHEMATICS 7
April 8, 2024
Monday
Quarter 4th Quarter
07:45 - 8:45 AM
10:00 – 12:00 PM
1:00 – 2:00 PM
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.
Most Essential Learning Competencies
 The learner uses appropriate graphs to represent organized data: pie
chart, bar graph, line graph, histogram, and ogive. (M7SP-IVd-e-1)
Specific Objectives
At the end of the lesson, the learners should be able to:
 enumerate the steps in constructing Frequency Distribution Table
 organize data using Frequency Distribution Table
 explain the importance of Frequency Distribution Table in analyzing the
data gathered
Statistics and Probability
Most Essential Learning Competencies (MELC)
LAS Mathematics 7 ,Quarter 4, week 3 released for SY 2020 - 2021
Grade 7 Book - Statistics page 446-475
Math 7 Curriculum Guide
LAS Quarter 4, Week 2
Laptop, Power point presentation, digital website, lecture videos etc.
PRELIMINARIES
 Review of Class Rules and Checking of Surrounding
 Prayer
 Greetings
 Checking of Attendance
Activity 1: Raise your Flag!
Group Game (5 groups)
Time Frame: 5 minutes
Direction: I will read to you a situation and all you have to do is identify the
method of data collection being used. But here’s the twist! Instead of just saying
the method of data collection, you will just raise a flag. The group who have
highest score will get 20 pts, next group is 18pts, 15pts, 12pts and 10pts.
(The teacher demonstrate the instruction)
BLUE flag for Interview Method
RED flag for Questionnaire Method
YELLOW flag for Observation Method
VIOLET flag for Experiment Method
 1. Salaries of 5 members of an association. QUESTIONNAIRE
2. Mannerism of applicants during interviews. OBSERVATION
3. Preferred social network sites 7,000 students. QUESTIONNAIRE
4. Challenges encountered by a students with a part-time job. INTERVIEW
5. Effectivity of new medicine. EXPERIMENT

Specific Objectives
At the end of the lesson, the learners should be able to:
ii. Establishing a purpose for the  enumerate the steps in constructing Frequency Distribution Table
lesson  organize data using Frequency Distribution Table
 explain the importance of Frequency Distribution Table in analyzing the
data gathered

DRILL 1: Know Me Well!

Time Frame: 5
minutes

Aldrin has a part-time

job at the Body Fit Gym. His boss wants to know the ages of the teenagers in
the center’s taekwondo class. Aldrin records the ages of everyone in the class.
iii. Presenting examples/instances Below are the ages of the teenagers.
of the new lesson

A. How many teenagers are attending the taekwondo class? 18

B. What is the age of the oldest member of the taekwondo class? 19
C. What is the age of the youngest member of the taekwondo class? 13
D. How many teenagers belong to ages 13 to 15? 7
E. How many students have an age greater than 15? 11

Frequency is the number of times an observation or a particular value appears

in a data set. 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 and upper class limit = 20. For class interval
16 – 20, the class boundaries are lower class boundary = 15.5 (subtract 0.5
from 16) and upper class boundary = 20.5 (add 0.5 to 20). Each class interval
iv. Discussing new concepts and
practicing new skills # 1 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,

TALLY COLUMN
The Tally column is the record of “sticks” that gives you the frequency or the
number of values that fall into class interval 16 – 20.

FREQUENCY COLUMN
Under the frequency column is the number of “sticks”. The “slash” serves as the
fifth count so that counting will be easier ( is equivalent to 5). Values or
numbers are written in this column.

DRILL 2: Complete Me!

 Answer the following.
1. How many class intervals are there? 5
2. What is the lowest class interval? highest
class interval? 16-20 and 36-40
3. What is the class size? 5
4. Which score interval has the highest frequency? lowest
frequency? 31-35 and 26-30

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.

STEP 1: Create a table with 3 columns. Label each

column as: Number of varieties of plants (Title of the
categories), Tally and Frequency.
STEP 2: Write the categories of the result gathered in
the first column (number of varieties of plants).
STEP 3: Tally the numbers in each category based on
the data gathered in the survey.
STEP 4: Count the sticks in the tally column and write
the frequency in the third column.
STEP 5: Finalize the table. Make sure to write a title.

The example above is specifically called frequency distribution for ungrouped

data.

v. Discussing new concepts and EXAMPLE 2: Consider the following data set.
practicing new skills #2

The following is the procedure on how to construct the frequency distribution:

STEP 1: Find H – Highest score and L – Lowest score.

H= 96
L = 76
STEP 2: Compute for the RANGE, the difference between the highest and
lowest scores.
Let R = H – L = 96 – 76 = 20
STEP 3: If we intend to set the number of class intervals to be 4, then compute
for the class size using the formula below.

STEP 4. Form the table. Complete the list of class intervals.

NOTE: The lowest class interval should have
an upper limit that is divisible by class size.
Since the lowest score is 76 in the data set,
you may set the lowest class interval to be 76-
80.

STEP 5. Start to complete the TALLY column by marking sticks

where the score falls. You may start at the top
left then across or downward. Let us start with
78. If downwards, the next score is 83 then
continue with this pattern until you record the
last score which is 76.
 STEP 6. Lastly, record the total number of sticks per class interval
in the frequency column.

You may replace class interval with

GRADES as the heading of the first
column in relation to the data set. Again,
make sure to write a title.

This is a frequency distribution for grouped data.

Activity 2: What am I?
Time Frame: 5 minutes

DIRECTION:
A family sports fest with the Theme: “Pamilyang
Pilipino: One-for-all, All-for-one” was held in San
Pablo City IHS. Based on the registration records, the
frequency distribution of the ages of the participants
vi. Developing mastery (leads to was constructed.
Formative Assessment)
Answer the following:
1. In which age bracket does the most number of
participants fall? 37-39
2. What age bracket(s) has no participants? 43-45 and 19-21
3. How many participants whose age fall between 31 to 33 years old? 5
4. What is the possible age of the youngest participant? 13
5. What is the total number of participants? 44

Activity 3: Construct It to Know It!

Time Frame: 10 minutes

DIRECTION:

A floating fish hatchery in Sampaloc Lake, one of the

seven lakes in San Pablo City produced 8 baskets of
tilapia daily. For 5 days, the weights of the baskets
(in kg) of tilapia were recorded as shown below.
vii. Finding Practical Applications of
concepts and skills in daily living
Construct a frequency distribution based on the table
above. Let the intended number of class intervals be equal to 5.

CLASS INTERVAL TALLY FREQUENCY

21-25 IIII-III 8
16-20 IIII-IIII-IIII 14
11-15 IIII-IIII-IIII-I 16
5-10 II 2

viii. Generalization & Abstractions Quick Review!

about the lessons  Frequency is the number of times an observation or a particular
value appears in a data set.
 Frequency distribution is a table that shows the frequencies for
the categories, values of a counting variable or class intervals.
Class Interval
 Class Limits
 Class Boundaries
 Class Size
 Class Mark
 Tally column is the record of “sticks” that gives you the
frequency.
  Frequency column is the number of “sticks”
 5 Steps on Constructing Frequency Distribution Table for Ungrouped
Data
 6 Steps on Constructing Frequency Distribution Table for Grouped Data
 Range = Highest Score – Lowest Score

Valuing:
Can anyone tell me the importance of this lesson in real life-situations? Kindly
cite an example.

ACTIVITY 4: Try to Tell!

Time Frame: 10 minutes

DIRECTION: Encircle the letter that corresponds to the best answer.

The frequency distribution at the right is based

on the records of a public hospital. The data
set was the number of patients admitted on a
weekly basis for the past 6 months.
ix. Evaluating learning
1. In what class interval does the most number
(highest frequency) of admitted patients in a week fall?
A. 66 – 70 B. 61 – 65 C. 63 D. 9
2. What is the recorded lowest possible number of admitted patients in a week?
A. 46 – 50 B. 1 C. 45 D. 47
3. What is the class mark of class interval 56 – 60?
A. 55.5 B. 56 C. 58 D. 5
4. If the hospital admitted 54 patients, in what class interval will it fall?
A. 46 – 50 B. 51 – 55 C. 56 – 60 D. 54
5. How many weeks were recorded based on the table?
A. 5 B. 9 C. 24 D. 70
ASSIGNMENT:
Direction: Conduct a survey to find out the allowance of the Grade 7 students
received each day from their parents and write their answers inside the box. The
number of respondents is 20 students.
2. Additional activities for
application or remediation a. Construct a frequency table for the data.
b. What is the least amount of allowance received by a student?
c. What is the largest amount of allowance received by a student?
d. How many students received Php 30.00 a day?
e. What is the frequency of Php 10.00?

V. 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 this 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:

HANNA M. DIADEL
Pre-Service Teacher

Checked and Approved by:

ELENA P. RIOS, MT-1

Cooperating Teacher