Grades 7 to 10 School CABITAN NATIONAL HIGH SCHOOL Grade Level Grade 8

DAILY LESSON PLAN

Teacher JOEL M. LUPANGO Learning Area MATHEMATICS
Teaching Date Week 1 QUARTER
First
Teaching Time 7:30 AM-8:30 AM, 8:30-9:30, 9:30-10:30, 1:00-
2:00, 3:00-4:00

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards  The learners demonstrate an 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.
B. Performance Standards Learners shall be able to:
o 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.
C. Learning Explain the Formulate simple Gather statistical data. Use appropriate graphs
Competencies/Objectives importance of statistical M7SP-Ivb_1 to represent organized
Write the LC code for statistics instruments. Organize data in a data: pie chart, bar
each M7SP-Iva_1 M7SP-Iva_3 frequency distribution graph, line graph
Poses problems that table. histogram and ogive.
can be solved using M7SP-Ivc_1
statistics. M7SP-Ivd_e_3
M7SP-Iva_2
N II. SUBJECT MATTER
A. Topic INTRODUCTION TO INTRODUCTION TO INTRODUCTION TO INTRODUCTION TO
STATISTICS STATISTICS STATISTICS STATISTICS
B. Reference MATHEMATICS 7 MATHEMATICS 7 MATHEMATICS 7 MATHEMATICS 7
LEARNERS MODULE LEARNERS MODULE LEARNERS MODULE LEARNERS MODULE
C. Teacher’s Guide/Manual TG Page ______ TG Page _____ TG Page __ TG Page __
Pages
D. Learner’s LM page 237-238 Lm page ____ Lm page ____ Lm page 239-242
Material/Textbook Pages
E. Materials Chalk and Chalk and Chalk and Chalkboard, Chalk and Chalkboard,
Chalkboard, Visual Chalkboard, Visual Visual aids. Textbook, Visual aids. Textbook,
aids. Textbook, aids. Textbook, Pictures of graphs. Pictures of graphs.
Measuring tape. Measuring tape.
F. Other Learning
Resources & Learning
 Portals
III. PROCEDURES
ENGAGE Have you heard the From the previous From the previous Present pictures of
 Describe how the teacher will word statistics? If lesson you already lesson, you are able to different graphs.
capture students’ interest. yes, What is the know what is present data in an Let the students
 What kind of questions should the meaning of it? statistics and the organized manner. observe the different
students ask themselves after the
engagement? This day we will Find importance of it. This day we will gather characteristics of each
out the meaning of For this day, Do you statistical data and we graph or charts.
statistics and the know that are will organize them in a Question.
importance of it. different statistical frequency distribution 1. Do the graphs or
instruments? table. charts present an
What are those information?
instrument?
EXPLORE Refer to page 237. Minds-on Activity. Group the students 1. What information
 Describe what hands-on/minds-on Let’s find out first the Given the T-shirt sizes into 3 and let them can we get from each
activities students will be doing. meaning of statistics of 45 students, measure their own of the above charts or
 List “big idea” conceptual by doing an activity. 1.How can you height in centimeter graphs?
questions the teacher will use to
encourage and/or focus students’ 1. Measuring arm present this data that and Organize their data 2. Do they present the
exploration span and write your if someone looks to it, accordingly. same information?
measures he/she can easily 3. Describe each of the
individually on the breaks down what is charts or graphs. What
board. the meaning of it. do you think are some
uses of the charts or
graphs?
EXPLAIN Guide Questions. Let the students Output presentation. After describing each of
 Student explanations should 1. What do numbers present their ideas on Let the students the charts or graphs,
precede introduction of terms or on the board how to present the present their output to The teacher will discuss
explanations by the teacher. What represent? data in an organized the class. the different uses of
questions or techniques will the
teacher use to help students 2. Can we get clear manner. Guide questions. the graphs and charts.
connect their exploration to the and precise Guide question. 1. What information
concept under examination? information 1. How did you can we get based from
 List higher order thinking
questions which teachers will use
immediately as we present your data? your presentation?
to solicit student explanations and look at these Why? 2. How did you
help them to justify their numbers? organize your data?
explanations. 3. How can we make
these numbers
meaningful for
anyone who does
not know about the
description of these
numbers?
ELABORATE Let the students . Presenting the If you were the one to Given the different
  Describe how students will generalize their statistical in an organize the data, how data gathered, what
develop a more sophisticated
knowledge about organized manner will will you arrange the must be the proper
understanding of the concept.
 What vocabulary will be statistics by be more meaningful data? Why? graph or chart to
introduced and how will it connect answering the guide for anyone who does present the data?
to students’ observations? questions. not know the 1. the shoe sizes of30
 How is this knowledge applied in
our daily lives?
1. What are some of description of this boys.
the few activities numbers. 2. the motorcycle sales
that you did in the from January to
previous activity? December of
2. What is statistics? Motortrade.
EVALUATE 1. Give some Give an example of Individual activity. Give an example of
 How will students demonstrate example of activities statistical event that 1. Given the scores of statistical data and
that they have achieved the which you think can be organized in a 40 students. present it in a proper
lesson objective? statistics is involved. meaningful manner. a. arrange the data in graph or chart.
 This should be embedded
throughout the lesson as well as 2. List down some increasing order.
at the end of the lesson problems or b. arrange the data in
questions that can decreasing order.
be answered using
statistics.
V.ADDITIONAL ACTIVITIES FOR APPLICATION OR REMEDIATION/ ASSIGNMENT
Make a survey in List down some ways List down 5 examples Make a survey on your
your community or on how to gather of presenting data in classmates to gather
in your school to find statistical data. statistics graphically. statistical data and
out how far students present it by proper
travel to come to chart or graph.
school. Make the
best estimate using
kilometers. Ask at
least 40 students and
present your data
using different
methods.
NOTES

Prepared by: Checked by:

JOEL M. LUPANGO REMEZA T. TROGO

Teacher I PRINCIPAL I
Grades 7 to 10 School CABITAN NATIONAL HIGH SCHOOL Grade Level Grade 7
DAILY LESSON PLAN
 Teacher JOEL M. LUPANGO Learning Area MATHEMATICS
Teaching Date Week 2 QUARTER
FOURTH
Teaching Time 7:30 AM-8:30 AM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
D. Content Standards  The learners demonstrate an 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.
E. Performance Standards Learners shall be able to:
o 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.
F. Learning Use appropriate Use appropriate Illustrates the Calculate the measures
Competencies/Objectives graphs to represent graphs to represent measures of central of central tendency of
Write the LC code for organized data: pie organized data: pie tendency (mean, ungrouped data.
each chart, bar graph, line chart, bar graph, line median, and mode)
graph histogram and graph histogram and Of a statistical data. M7SP-Ivf_g_1
ogive. (continuation) ogive. (continuation)
(Organizing and M7SP-Ivf_1
M7SP-Ivd_e_3 presenting data using
frequency table and
histogram)
M7SP-Ivd_e_3

II. SUBJECT MATTER

G. Topic INTRODUCTION TO INTRODUCTION TO INTRODUCTION TO INTRODUCTION TO
STATISTICS STATISTICS STATISTICS STATISTICS

H. Reference MATHEMATICS 7 MATHEMATICS 7 MATHEMATICS 7 MATHEMATICS 7

LEARNERS MODULE LEARNERS MODULE LEARNERS MODULE LEARNERS MODULE
I. Teacher’s Guide/Manual TG Page ______ TG Page _____ TG Page __ TG Page __
Pages
J. Learner’s LM page 242-243 Lm page 245-248 Lm page 249-251 Lm page 239-242
Material/Textbook Pages
K. Materials Chalk and Chalk and Chalk and Chalkboard, Chalk and Chalkboard,
Chalkboard, Visual Chalkboard, Visual Visual aids. Textbook, Visual aids. Textbook,
 aids. Textbook, aids. Textbook, Pictures of graphs.
Activity sheets

L. Other Learning
Resources & Learning
Portals
III. PROCEDURES
ENGAGE 1. Can you Preliminary From the previous Did you hear the word
 Describe how the teacher will enumerate the questions. lesson, we sort or central Tendency?
capture students’ interest. different types of We have different present data by If yes ,Can you define
 What kind of questions should the graphs or charts that types of charts or different charts or the word central
students ask themselves after the
engagement? you learned from the graphs, Can you tell graphs, Another way of tendency?
previous lesson? what the describing gathered To find out what is a
2. What are those? characteristics of data is using the mean, central tendency lets
Their characteristics? Histogram is? When median and mode. have an activity.
do we used What are these tool?
histogram?
EXPLORE Group the students Minds-on Activity. The teacher will Group the students
 Describe what hands-on/minds-on into 3, The teacher will present the score of 35 into 5.
activities students will be doing. Group activity, present the list of students in their Activity.
 List “big idea” conceptual 1. Refer to page 243. shoe sizes of 35 boys. periodical test. 1. Make a survey on
questions the teacher will use to
encourage and/or focus students’ Exercise 5, Organize Guide questions. Guide question. your group mates to
exploration and present the 1. What information 1. What score is typical find their current age.
following data using can you get from the to the group of 2. List down the data in
an appropriate chart list? students? Why? an organized manner.
or graph. 2. What does the list 2. What scores 3. Find the arithmetic
G1 – activity a tell us? frequently appear? mean of your data.
G2 – activity b 3. The list does not 3. What scores appear
G3 – activity c. tell us anything. So to be in the middle?
what do we do with How many students fall
the list? below this score?
EXPLAIN Output presentation. Let the students Let the students Let the students find
 Student explanations should Let the present their ideas on describe or explain to the mean for the given
precede introduction of terms or representative from about the question the class their ideas data and explain to the
explanations by the teacher. What each group to raised. about the given class how he/she found
questions or techniques will the
teacher use to help students present and discuss The will discuss on statistical data, the answer.
connect their exploration to the their output to the how to make a The teacher will discuss The teacher will discuss
concept under examination? class. frequency table and a what a mean, median, what the central
 List higher order thinking
questions which teachers will use
histogram. or mode is. tendency is.
to solicit student explanations and
help them to justify their
explanations.
 ELABORATE Guide questions: . Let the students make Let the students find Individual Activity.
 Describe how students will 1. Why did you the frequency table the mean, median and Give an example of
develop a more sophisticated choose that and histogram of the mode of the given event that provides
understanding of the concept. particular graph or given data earlier. statistical data. statistical data and find
 What vocabulary will be
introduced and how will it connect chart to present your . the central tendency of
to students’ observations? data? it.
 How is this knowledge applied in 2. Why not choose
our daily lives?
pie/histogram/line/
or bar graph?
EVALUATE Individual activity: Individual activity. Individual activity. 1. How did you find the
 How will students demonstrate Refer to page 242. Refer to page 246 Please refer to page central tendency of a
that they have achieved the Activity 3, Activity 3, Given the 249-250, Activity. certain data?
lesson objective? Organize the set of data, construct
 This should be embedded
throughout the lesson as well as following data and a frequency table and 2. When do we use
at the end of the lesson present using the a frequency central tendency?
appropriate graph or histogram using Why?
chart in presenting intervals of width 5.
your data.
V.ADDITIONAL ACTIVITIES FOR APPLICATION OR REMEDIATION/ ASSIGNMENT
Go to your school Please refer to page Answer, Make a survey on your
EMIS office and ask 248. Construct a 1. The National classmates of their
permission from the suitable frequency Housing Authority score from the third
personnel at the table and a frequency publishes data on quarter examination in
principal’s office to histogram. Use resale prices of houses Mathematics subject
guide you where the intervals of width 6. in Metro Manila, and find the central
graphs or charts of 14 15 30 19 10 18 Which of mean, tendency of your data.
the performance 26 30 10 15 15 28 median and mode is
indicators of the 10 30 34 40 20 43 more appropriate to
school for the past 2 20 30 10 22 36 36 use? Explain your
years. answer.
NOTES

Prepared by: Checked by:

JOEL M. LUPANGO REMEZA T. TROGO

Teacher I PRINCIPAL I