ALEJANDRO DELOS REYES INTEGRATED SCHOOL

CAGAY, MASBATE CITY

Teacher Observed: JULIE ANN F. ABAYON Observer: ERA E. DEOCARIZA

Position: Teacher I Position: Principal I
Subject & Grade Mathematics 7 Initial:
level taught:
Quarter: Four (4) Date: July 06, 2021

Grade 7 DAILY LESSON PLAN

I. OBJECTIVE
A. Content Standards The learner demonstrates understanding of key concepts, uses and importance of
Statistics, data collection/gathering and the different forms of data representation.
B. Performance The learner is able to collect and organize data systematically.
Standards
C.Learning Competencies The learner uses appropriate graphs to represent organized data: pie chart, bar graph, line
or Objectives graph, histogram, and ogive.
 At the end of the session, at least 80% or 34 out of 42 students shall attain 75% or
above mastery level in representing organized data using bar graph.
D. Code M7SP- IV-d-e-1
II. CONTENT Representing Organized Data using Bar Graph
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp. 296-297
2. Learner’s Guide Pages pp. 241
3. SLM Pages/LAS LAS #4, Week #4
4. Prototype and
Contextualized DLP
pp. 52-54
5. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning PowerPoint Presentation, laptop, monitor, candies, chalkboard
Resources Twinkle, Twinkle Little Star video from https://youtu.be/oZMqg-2JQJQ
https://www.mathsisfun.com/data/bar-graphs.html
https://covid19stats.ph/stats/by-location/masbate
IV. PROCEDURES
ELICIT Motivation: To start off the day, we will sing. This is in the tune of Twinkle, Twinkle Little
A. Reviewing previous Star. While you are singing, candy will be distributed. You must choose the flavor you like
lesson or presenting the most.
new lesson. Data, Data
(In Tune of Twinkle, Twinkle Little Star)

Data, Data what are you?

We COLLECT you, oh it’s true.
ANALYZE you that’s my plan.
INTERPRET to understand.
Data, Data what are you?
I’ll PRESENT you right on cue.

 In Statistics we always talk about data. What is data?

(Data is a collection of facts, such as numbers, words, measurements, observations or just descriptions of things.)
 From our song, what do we do to data?
(Collect, Analyze, Interpret and Present)
 Now what is Statistics?
(The study of the collection, organization, analysis, interpretation and presentation of data.)
 Do we need to use Statistics to know the most liked flavor of candy in your class?
(Yes.)
 How will you collect and organize the data?
(The students will raise their hands if their flavor is called, tally the results and make a table.)
ENGAGE
B. Establishing the  Can you see immediately which flavor of candy are most liked, & which are least liked?
purpose for the lesson  In this case, what flavor of candy will you sell more if you are on small business?
*Integration of lesson  Does the table show the relative sizes of data?
across curriculum, TLE  How can we present our data so that we can show relative sizes of things at a glance?
(Business)  Have you ever made or constructed a bar graph?
 Do you have any idea on how to construct a bar graph only using a table presented?
EXPLORE Imagine you just did a survey of your friends to find which kind of movie they liked best:
C. Presenting examples/
instances of the new
lesson.

We can show that on a bar graph like this:

Type of Movie
It is a really good way to show relative sizes: we can see which types of movie are most
liked, and which are least liked, at a glance.
We can use bar graphs to show the relative sizes of many things, such as what type of car
people have, how many customers a shop has on different days and so on.

Bar Graph (also called Bar Chart)

 It is a graphical display of data using bars of different heights.
 It is used for making direct visual comparison of data with spaces between bars.
 It should have (a) title, (b) labels on both the vertical and horizontal axes, and (c)
heading for each vertical and horizontal axes.
 It can be presented as horizontal or vertical bars.

Vertical Bar Graph has bars which extends from bottom to top.

Steps in Constructing a Vertical Bar Graph

1. Decide on a title for your graph.

2. Draw the vertical and horizontal axes.
3. Label the vertical and horizontal axes.
4. Write the category in the horizontal axis.
5. Write the frequency in the vertical axis.
6. Draw a bar to show the total for each category.

Horizontal Bar Graph has bars which extends from left to right.

Steps in Constructing a Horizontal Bar Graph

1. Decide on a title for your graph.

2. Draw the vertical and horizontal axes.
3. Label the vertical and horizontal axes.
4. Write the category in the vertical axis.
5. Write the frequency in the horizontal axis.
6. Draw a bar to show the total for each category.

Construct a bar graph using the table of the chosen flavor of candy by the class.
D. Discussing new The first month’s operation expenses of ADRIS MOOE are shown in the table below.
concepts and practicing Amount (Php)
new skills. Categories
Salaries 30 000.00
School and Office 60 000.00
Supplies
Services 20 000.00
Printing 10 000.00
Questions:
1. Based from the data above, which category has the highest expenses?
2. Which category has the lowest expenses?
3. What is the other way of representing the data above?
4. What are the two quantities involved in the problem?
5. In what part of the bar graph are these two quantities can be written?
6. What scale can be used to represent the data?
7. What are the important labels that should be included in the graph?

Questions:
1. Based from the bar graph, which category has the highest expenses?
2. Which category has the lowest expenses?
3. How much is allotted for Services?
4. What is the importance of representing data through bar graph?

EXPLAIN & ELABORATE Group Activity: Divide the class into 4 groups. Select a leader and secretary. Each group
E. Developing Mastery will construct a bar graph representing their favorite sport (G1), birth month (G2), favorite
(Leads to Formative subject (G3), and cellphone brand (G4). All information must be present in the bar graph.
Assessment) Select one representative to present it to the class.

Rubrics for Group Performance in Math

F. Finding practical
Reflection: (Journal Writing)
application of concepts
We use a graph in presenting data so that our data will be organized.
and skills in daily living.
In making decisions in life, is it important to organize your thoughts and your plans? Why?
How can you use bar graph to be a role model inside your family?
G. Making generalization
and abstraction about the  How did you find the activity class?
lesson. (It is enjoyable. It is interesting)
 What did your groupmates do for you to finish your activity well?
(We help and cooperate with each other.)
 What are the parts of a bar graph?
(Title, label and heading for the vertical axis and horizontal axis)
  In constructing a bar graph, what are the steps that we have to follow?

EVALUATE  Make a bar graph of your 3rd quarter grades in 8 subjects.

H. Evaluating Learning  As a student, how does bar graph help you to be organized in your school
activities?

*The Learning Activity Sheet No. 4 will be given to students who missed classes due to
health issues, affected by pandemic or armed conflict so that they can cope up with the
lesson at home.
EXTEND Construct a bar graph using the data given in the table below.
I. Additional activities for
application or remediation.

Source: https://covid19stats.ph/stats/by-location/masbate

V. REMARKS

VI. REFLECTION
_____ of 42 students or ____ out of 42 gained
A. No. of learners who earned 80% on the formative assessment. 75% or more mastery level.
_____ or ____ out of 42 students require
B. No. of learners who require additional activities for remediation. additional activities for remediation.
C. Did the remedial lessons work? No. of learners who have caught up with the Yes. _____ out of ____ learners have caught up
lesson. 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 can share with
other teacher?

Prepared by:

JULIE ANN F. ABAYON

Teacher I

Checked by:

ERA E. DEOCARIZA
Pricipal I