UBD Lesson Plan Grade 7 Mathematics

Subject: Mathematics
Quarter: Fourth Quarter
Topic: Define and Explain the Importance of Statistics
Teacher: Elrica F. Rendon
Stage 1- Desired Results
CONTENT STANDARD PERFORANCE STANDARD
The learner demonstrates understanding The learner is able to collect and
of the key concepts, uses and importance organize data systematically and
of Statistics, data collection/gathering and compute accurately measures of central
different forms of data representation, tendency and variability and apply these
measures of central tendency, measures appropriately in data analysis and
of variability, and probability interpretation in different fields.
ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS
Student will understand that How can systematically collected and
systematically collected and organized organized data on tabular and graphical
data on tabular and graphical representation be accurately computed
representation be accurately computed and analyzed to develop appropriate
and analyzed by applying measures of interpretation and sound conclusions.
central tendency and variability
Transfer Goal:
Students on their own and the long run will systematically collect, organize, and
compute through the measures of central tendency and variability through tabular and
graphical representations to realize the importance of Statistics in daily life and to
formulate appropriate interpretation and sound conclusions.
KNOWLEDGE SKILLS
THE STUDENTS WILL BE ABLE TO THE STUDENTS WILL BE ABLE TO:
KNOW:
 the definition and explanation of the  define and explain the importance
importance of Statistics. of Statistics.
 gathering statistical data.  gather statistical data.
 organizing data in a frequency table  organize data in a frequency
table.
 Stage 2- Assessment Evidence
Performance Task Evidence of the Level of Other Evidence
Understanding
According to Learners should be 1. Individual
Rappler.com (2023), the able to demonstrate • Arrange Me
Socoteco I currently understanding by covering
changes the highest rate of the six (6) facets of 2. Oral recitations
16 pesos per kilowatt- hour understanding: •Explaining the
among electric utilities in the importance of
SOCCSKSARGEN Region. Explanation: statistics indifferent
With this, the King’s College Explain the measures of fields.
of Marbel, Inc. (KCMI) central tendency and
Mathematics Teachers variability for grouped 3. Activities:
gives a by group data: mean, median, • Group Activity:
performance task to the mode and standard Find My Meaning
junior high school. Each deviation. • Review: Define
group will gather from 50 and explain
households their electric Interpretation: statistics and
consumption (in kWh) Interpret the measures of importance of
during the previous month. central tendency and statistics.
Record these in a frequency variability in real-life
distribution table. Compute problems. 4. Summative
the mean, median mode Assessment
and standard deviation from Application:
the table. Prepare a written Apply the measures of 5. Rubrics
output based on the results. central tendency and
Your written output will be variability in solving real-
evaluated according to the life problems.
following criteria: Accuracy,
Mechanics, Creativity and Perspective:
Mathematical Develop a positive
Justification. perspective on the
importance of statistics in
different fields whatever
problems life may
encounter.

Empathy:
Show empathy by
describing the difficulties
one can experience in
daily life knowing that not
all problems can be easily
solved.

Self-Knowledge:
Show realization of one’s
capability in solving
problems systematically
and accurately.
 Scoring Rubrics

Criteria 4 3 2 1 Rating
Accuracy All facts cited Most facts Few of the The facts
are accurate cited are facts cited are cited are
and properly accurate and accurate and not
verified. properly properly accurate
Computations verified. verified. and not
are accurate. Computations Computations properly
are accurate are fairly verified.
accurate. Computations
are not
accurate.
Mechanics Grammar and Grammar and Grammar and Grammar
coherence of coherence of coherence of and
ideas are ideas are very ideas are coherence
outstanding. satisfactory. satisfactory. of ideas are
poor.
Creativity The overall The overall The overall The overall
impact of the impact of the impact of the impact of
presentation presentation is presentation the
is highly impressive is fair and the presentation is
impressive and use of poor
and the use of the use of technology is and the use
technology is technology is evident. of
highly commendable. technology
commendable. is non-
existent
Mathematical Justification is Justification is Justification is Justification
Justification logically clear, logically clear not so clear. is
convincing and Some ideas ambiguous.
and convincingly are not Only few
professionally delivered. connected to concepts
delivered. The Appropriate each other. on statistics
concepts concepts Not all are applied.
learned on learned on concepts
statistics are statistics are learned on
applied and applied. statistics are
previously applied.
learned
concepts are
connected to
the new ones.
 Stage 3: Learning Plan

Procedure Teacher’s Activity Learner’s Activity

A. Administrativ
e Routine

 Prayer Say: Might I request everyone to please

stand
and let us put ourselves in the presence of
God. Let us pray. (The students will stand
and pray)
Say: Our most gracious and heavenly
Father, Lord, we praise and glorify your
Name. Thank
you for Your unending blessings You
showered upon us and thank you for
bringing us here safe and sound. Lord,
please forgive us from our sin as we forgive
those people who sins
against us. Please give us heavenly wisdom,
knowledge and understanding so that we
can understand our lesson for today. Guide
and protect us by your mercy blood. These
all we ask and pray in the mighty name of Amen!
Jesus, Amen!
 Greetings Good morning, Ma’am.
Say: Good morning, class. You may take (The student will take a
your seat. seat)

We’re good, Ma’am.

Say: How are you today class?

Say: That’s good to hear. I hope your good

mood will continue all throughout our lesson
today.
 Introduction
of Teacher Say: I am Miss Elrica F. Rendon or you can
call me Teacher Ren. I am a fourth-year
college student, taking up an education
course leading to the degree of Bachelor of
Secondary
Education, major in Mathematics. I will be
 your teacher for this lesson.
 Checking of
Attendance Say: Okay class, I will check your
attendance based on your seat plan. I hope
you are in your proper seat. (The teacher
will check the
attendance using the seat plan.) 1. Listen to the
teacher when
 Introduction Say: Very good class. Everyone is present. he/she speaks.
of
2. Raise your hand
Classroom Say: While we are here inside the
before speaking
Rules classroom, I am expecting you to observe
our classroom rules. or leaving your
(The teacher will post the Classroom Rules) seat.
3. Treat others with
respect at all
times.
1. Listen to the teacher when
4. Listen and follow
he/she speaks.
directions.
2. Raise your hand before
5. Be prepared
speaking or leaving your seat.
every day and
3. Treat others with respect at all
participate
times.
actively.
4. Listen and follow directions.
5. Be prepared every day and
participate actively.
Classroom Rules

None, Ma’am.

B. Explore

Say: Everyone, please read our classroom

rules.

Say: Are there any clarifications or

 suggestions in our classroom rules? (The students will shout “I
am Ready!”)
Say: I hope our classroom rules are clear to
you, class.

 Presentation Say: Class, today, we will be engaging with

of EU and varied activities that you will enjoy. I hope
EQ that you will actively participate so that you
will understand the concepts of Statistics
and its importance that will help you solve
real-life problems and in conducting research
studies. Today, we will learn together what
is statistics and its importance in different
fields.

Say: If you are now ready to learn please

shout “I am Ready!”

Say: Seems everyone is now ready.

Say: Class, as you go through our lesson, (The students will read the
here is the Essential Question for you to Essential Question)
answer.
(The teacher will post the Essential
Question)

Essential Questions:
How can systematically
collected and organized data on
tabular and graphical
representation be accurately
computed and analyzed to None, Ma’am.
develop appropriate
interpretation and sound
conclusions.
(the students will start
answering)
Say: I am requesting everybody to please
read. (the students will pass
their paper)
Say: Okay, Thank you.
(students answer may
Say: Now, let us have an activity. This is an vary)
 individual activity. All you need to do is to
answer the essential question. Write it down
in a ¼ sheet of paper. I will only give you 5
minutes to do the task.

Say: Is there any questions or clarifications?

Say: Okay, if none you may start answering.

 Presentation (AFTER 5 MINUTES)

of
Objectives Say: Time is up. Please, pass your papers
forward.

Say: Anyone in the class who wants to

share their answer?

Say: Okay, let’s see at the end of this

quarter if your answers are correct.
(the students will read the
(The teacher will post the learning Learning Target)
Target)

Say: Today we will have an interesting

discussion. I hope everyone will listen and
participate actively in the task that will be
given. I’m requesting everyone to please
read our learning targets for today.
(the students shout “I am
Learning Targets Ready!”)
At the end of the lesson,
I can;
 Define what is Statistics;
 and explains the
important of Statistics.
Say: Thank you, class. Today you are
expected to define and explain statistics and
importance of statistics.

Say: If everyone is ready with our new

lesson shout “I am ready!
 Presentation
of
Performance Say: Now, I’m going to present to you your
Task performance task. Your performance task
will be done by group and it will be past at
the end of the Fourth Quarter.

According to Rappler.com
(2023), the Socoteco I currently
changes the highest rate of 16
pesos per kilowatt- hour among
electric utilities in the
SOCCSKSARGEN Region.
With this, the King’s College of
Marbel, Inc. (KCMI)
Mathematics Teachers gives a
by group performance task to
the junior high school. Each
group will gather from 50
households their electric
consumption (in kWh) during
the previous month. Record
these in a frequency distribution
table. Compute the mean,
median mode and standard
deviation from the table.
Prepare a written output based
on the results. Your written
output will be evaluated
according to the following
criteria: Accuracy, Mechanics,
Creativity and Mathematical
Justification. (The students will start
counting)

Say: For our groupings we will count on 5.

Start counting from the right side.

Say: Your performance task will be

evaluated using the rubrics.
(The teacher will give a copy of the rubrics
to each group)
 None, Ma’am.
Say: Do you have any questions or
clarification regarding to your performance
task?

Say: Okay, I hope that’s clear to everyone.

 Getting the
Prior Say: Okay class, at this moment before we Yes, Ma’am.
knowledge will proceed to our lesson, we will have our
first activity entitled “Arrange Me!” Do you (Student counting and go
have any idea about this class? to their assign group)

Say: Okay. That’s good. It is a by group

activity. Before we start, please count on 6.
And then go to your group silently and form
a circle.

Say: I had prepared a scrambled. And then

you have to arrange the letters in each item
to form words related to statistics.

Activity 1- Arrange Me
Direction: Arrange the letters in each item to
form words related to statistics. 1. SPLAME
2. OCLCEOLTIN
3. LPPONUOAIT
4. ADAT
5. ITARONNIAGZON
6. TERPSNEIOATN
7. SIAALNSY
8. ANTERIREPTONIT None, Ma’am.

Say: Are there any questions or (Students arrange the

clarifications regarding our activity? letters)

Say: Okay, if none let’s begin.

(After the Drill)

Yes, Ma’am.
Say: Now, let us check your answers if it is
correct. If you want to answer, just raise (students raise their
your hand. Are you ready class? hands)

Say: For number 1, is a process of gathering

 information from all the relevant sources to
find a solution to the research problem.
Collection, teacher.
Say: Yes please.
(the teacher will call the group of the
student who volunteered)

Say: Very good.

Say: Next number. (students raise their

(and so on….) hands)

Say: Class, what do you think is the

connection of those words in our lesson for
today?

Say: Yes please. Those words are related to

(the teacher will call the name of the Statistics.
student who volunteered)

Say: Very good, class. As we go along with

our lesson for today you will better
understand the connection of those words in
our topic.
(students return to their
Say: And now, please go back to your proper seats)
proper seat.
(student stand up and
Say: Who has an idea of what is Statistics? share his/her ideas)
C. Firm-Up
Say: That’s a great idea. Thank you. (The
teacher will flash the definition of Statistics.)
Say: All girls, please read the definition of

Statistics is a branch of Mathematics

that deals with the collection, (all girls read the
organization, presentation, analysis definition)
and interpretation of data.
statistics.
Say: Thank you, girls, now did you already
Yes, Ma’am.
know what is statistics?

Say: Very good, students. And also in

statistics, we commonly use the terms
population and sample. All boys, please read
the definition of population and sample.
(teacher flash the definition of population
and sample)

Population- is a complete collection of

all elements (scores, people, …) to be
studied.
Sample- is a subcollection of elements
(all boys read the
drawn from a population. definition)

Say: Thank you, boys and now did you Yes, Ma’am.
already know the difference between the
population and sample?

Say: Very good, now to further your

understandings about the statistics,
everyone please read the important terms
and its definition about statistics.
(teacher flash the important terms and its
definition
  Collection- is a process of gathering
information from all the relevant
sources to find a solution to the
research problem.
 Organization- is the way to arrange (students read the
the raw data in an understandable important terms and its
order. definition about statistics)
 Presentation- refers to the
organization of data into tables,
graphs or charts, so that logical and
statistical conclusions can be derived
from the collected measurements.
 Interpretation- is the process of
reviewing data and arriving at relevant
conclusions using various analytical
research methods.
 Analysis- is the process of
systematically applying statistical
and/or logical techniques to describe
and illustrate, condense and recap,
and evaluate data.

Say: Thank you, class. Remember the

important terms of statistics which are
collection, organization, presentation,
interpretation and analysis. Do you have any
None, Ma’am.
questions or clarification about the important
terms and its definition about statistics?

Say: Now, let us proceed to the types of

samples. Everyone please read the different
types of samples.
(the teacher flash the types of
samples)

(students read the

different types of samples)
 Types of Samples
1. Random samples- each member of
the population has an equally likely
chance of being selected. The
members of the sample are chosen
independently of each other.
2. Convenience sample- is a sample that
is chosen so that it will be easy for
the researcher.
3. Stratified random sample- the
population is divided into subgroups,
so that each population member is in
only one subgroup. In here,
individuals are chosen randomly from
each subgroup.
4. Cluster sample- is a sample that
consists of items in a group such as a
neighborhood or a household. The
group may be chosen at random.
5. Systematic sample- is obtained using
an ordered list of the population, thus
selecting members systematically
from the list.

Say: Is there any question or clarification None, Ma’am.

regarding to the different types of samples?

Say: Very good students, now let us

proceed to the types of data set. Do you (students raise their hand)
have any idea about the two types of data
set?
(student answer)
Say: Yes please.
(teacher call the students who volunteered)

Say: Thank you for sharing your ideas.

(the teacher flash the two types of data set
and its definition)
 Say: Everyone please read. (Students read)
The two types of data set
are:
Quantitative data consist of
numbers representing counts or
measurement.
Qualitative data can be
separated into different
categories that are
distinguished by some non-
numeric characteristics.

None, Ma’am.
Say: Is there any question or clarification
about the two types of data set?

Say: Very good, class. Just remember that Yes, Ma’am.

quantitative data consist of numbers while
qualitative is non-numerical. Understood?

 Practice Say: Very good, now we will have our next

activity by pair. Choose your partner and get
¼ sheet of paper. I have a different (Student select their
situation here; all you have to do is to partner)
determine what types of samples is used.
Now chose your partner and you have 5 Yes, Ma’am.
minutes to answer.

Say: Are you ready? (students start answering)

Say: Let’s start our activity.

See Attachment A
After 5 minutes… (students raise their
hands)
Say: Now, let us check your answer. Who
can answer situation number 1? Random sample, Ma’am.

Say: Yes, please.

(teacher call the students who volunteered)

Say: Very good! Next?...

 Say: Job well done, class. I believe that you
already understand our topic. Yes, Ma’am.
 Seatwork
Say: Now, we will proceed for the next
activity. Are you ready?

Say: For your next activity it is an individual,

please get ½ sheet of paper. Read the
direction carefully.

A. Direction: Classify the following as

qualitative (categorical) or
quantitative (numerical). Write if it is
qualitative or quantitative only.
1. Gender
2. Age
3. Marital status
4. Occupation
5. Major
6. Grade point average
7. Phone number
8. SSS number
9. Gross annual income
10. Housing cost

B. Direction: Identify the following and

write the correct answer.
______1. It is a branch of Mathematics that
deals with the collection, organization,
presentation, analysis and interpretation of
data.
______2. It is a subcollection of elements
drawn from a population.
______3. It is the way to arrange the raw
data in an understandable order.
______4. It is the process of systematically
applying statistical and/or logical techniques
to describe and illustrate, condense and
recap, and evaluate data.
______5. It is a complete collection of all
elements (scores, people, …) to be studied.
______6. It is the way to arrange the raw
data in an understandable order.
 ______7. A type of samples that each
member of the population has an equally
likely chance of being selected. The
members of the sample are chosen
independently of each other.
______8. Sample that is chosen so that it
will be easy for the researcher.
______9. Types of data set consist of
numbers representing counts or
measurement.
_____10. Types of data set can be
separated into different categories that are
distinguished by some nonnumeric
characteristics.
Yes, Ma’am.
Say: Is it clear to you class?
Say: If you have some any questions or
clarification, you can freely ask me.
(students start answering)
Say: Your seatwork must be done in 15
minutes and your time starts now.
(the teacher will roam around to check
students’ work)
After 15 minutes
Say: Time is up, please pass your paper
forward on the count of 5. 1….2….3….4….5.

 Summary and Say: Job well done, class. The results of

Closure your seatwork will be given next meeting.
Say: This time, we will summarize our Our lesson for today is
discussion today. Class, what was our lesson about Statistics.
about today?
Say: What is Statistics? Statistics is a branch of
Mathematics that deals
with the collection,
organization, presentation,
analysis and interpretation
of data.

Say: Very good! What are the different The different types of
 types of samples? samples are random,
convenience, stratified
random, cluster and
systematic samples.

Say: Very good! What are the two types of The two types of data set
data set? are qualitative and
quantitative data.

Say: Correct, and lastly what is the Quantitative data consist of

difference of qualitative and quantitative numbers while qualitative
data? is non-numerical.

(students clap their hands)

Say: Job well done students, give

yourselves five claps.

Say: Now to end our class, we will have our

last activity named “Snow balls”. In ¼ sheet
of paper write down what you have learned
today and crumple it, I will give a signal then
throw it away. I’ll give you 1 minutes to do
it.
(students throw their
After 1 minute… crumpled paper)

Say: In the count of three, throw your (students will read what is
crumpled paper away. 1…2…3! written on the crumpled
paper)
Say: Listen class, pick-up the nearest paper
and read it aloud.
 Revisiting the
Learning Say: Thank you, class for your active
Targets participation. Yes, Ma’am.

Say: Class, let us check if we attain our

learning targets for today. We’re you able to
define what is statistics? Statistics is a branch of
Mathematics that deals
Say: Then, what is statistics? with the collection,
organization, presentation,
analysis and interpretation
of data.
 (students explain the
importance of statistics)
Say: Very good, next can you explain the
importance of statistics?

 Dismissal Say: Awesome. Now give yourself a

fireworks clap.

Say: Might I request everyone to please

stand. Class, thank you for your active
participation and I have a great day with you
and I hope you too. Good day and thank
you, class.

Attachment A
Mathematics teacher plans to choose four students from the math club to be in a
publicity and how could the teacher choose the four students?

Situation 1
The Math teacher could put the names of all the students in a box, mix the
names without looking.
Situation 2
The Math teacher could choose the four students in the fourth row.
Situation 3
The teacher could mix the names of the boys and choose two from the group.
The teacher does the same for the girls.
Situation 4
The Math teacher could choose a group of four students in the corner of last
row.