Grade

SCHOOL BU POLANGUI 1
Level

James Ian R. Gernale

DAILY LESSON TEACHER Quarter 3
Nicole Anrey Reynera
PLAN
SUBJECT
MATHEMATICS
DATE

WEEK

I. OBJECTIVES

A. Content Standards The learners should have knowledge and understanding of data
collection and sampling techniques, and the presentation of
data in appropriate tables and graphs.

B. Performance Standards The learners should be able to represent and interpret data in
different types of graphs. (DP)

C. Learning Competencies/ The learners should be able to use appropriate graphs to

Objectives represent organized data: pie graph, bar graph, line graph, and
stem-and-leaf plot.

Objectives:

At the end of the discussion,85% of the students are expected

to:

1. Differentiate types of graphs: pie graph, bar graph, line

graph, and stem-and-leaf plot.
2. Construct the different types of graphs.
3. Select and use appropriate types for different data sets.

II. CONTENT Presentation of Data in Appropriate Tables and Graphs

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages

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 4. Additional Materials from
Learning Resources (LR) portal

B. Other Learning Resources Visual aids, marker, white board, task cards, graphing paper,
manila

paper, test paper

IV. PROCEDURES

Teachers Activity Pupils

Activity

A. Reviewing previous lesson or Good afternoon class! Good afternoon, teacher, good
presenting the new lesson. afternoon classmates!
How are you today, class?

We’re fine and happy,

That’s good to hear, before sir/ma’am!
we start our lesson today
let’s have prayer first.
Everyone, please stand and
start our day with a prayer. (All students will stand, and one
student will lead the prayer)

In the name of the father and of

Before you take your seat,
the
please arrange your chairs
first and pick up the pieces of son and of the holy
dirt. spirit….AMEN.

Monitor, are there any

absences for today?

Very good! I’m glad that all

(Students will pick up pieces of
of you are present for today’s
papers and arrange their chairs)
lesson.

We have here our classroom

rules, please read everyone.
None, teacher.

Thank you, class.

Alright, let’s start with a fun

question! I’m going to ask a

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 few quick questions, and I
want everyone to raise their
hands for the answer that fits
them best.

What’s your favorite snack?

Cookies, Chips, or Fruit?

Assume that we have four

seasons here in our country,
what would be your favorite GRAPHS
season? Summer, Fall,
Winter, or Spring? G – Give Respect

R – Raise Your Hand

How many hours do you
study per day? A – Act Responsibly

Great, now that we have P – Participate Actively

some data, let’s think about
H – Help Each Other
how we can display this
information to make it easy S – Stay on Task
understand.
If we wanted to show how
many people like each snack,
which type of graph do you
think would work best? Yeheyyy!

Now, count one to three and

group yourselves according
to your number.
I want you to have a quick
brainstorm on what
appropriate graph should be
used to represent your
assigned questions and why.

Nice choices! As you can

see, different types of graphs (Students raise their hands in
can help us display data in each snack)
unique ways, and that’s what
we’ll learn about today!

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 (Students raise their hands in
each season)

(A student raises his/her hand)

(The students group themselves

and work on their assigned task)

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 (Each group share their graph
choice and reasoning)

B. Establishing a purpose for the So, our topic for today is all Objectives:
lesson about “Presentation of Data
in Appropriate Tables and At the end of the
Graphs.” discussion,85% of the students
are expected to:
Here’s our objective that
we should attain at the end 1. Differentiate types of
of our lesson. Please read graphs: pie graph, bar
everyone. graph, line graph, and
stem-and-leaf plot.
2. Construct the different
types of graphs.
3. Select and use appropriate
types for different data
sets.
Thank you, class!

Graphs are everywhere. We

see them in news reports,
weather updates, sports
stats, and even in social
media! Today, we’re going
to learn how to use four
types of graphs—pie
graphs, bar graphs, line
graphs, and stem-and-leaf
plots—to make data clearer.

C. Presenting examples/ Let’s start by looking at It looks like a pizza! Each slice
instances of new lesson examples of each type of is a different size.
graph. First, here’s a pie
graph. What do you notice
about this type of graph?

Yes! A pie graph shows

parts of a whole, with each
slice representing a
category’s proportion. Now
here’s a bar graph. How is
it different from a pie
graph?
It has bars instead of slices, and
each bar represents a category.
Correct! Bar graphs

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 compare quantities across
categories. Now, look at
this line graph. What does it
show?

It has points connected by a

That’s right! Line graphs line. It looks like it shows
are perfect for showing something changing over time.
trends over time. And
finally, here’s a stem-and-
leaf plot. This one might be
new for you. It shows data
in a way that keeps each
number visible, which can
be helpful for organizing
numbers.

D. Discussing new concepts and Now that we’ve seen the

practicing new skills #1 graphs, let’s talk about how
each one is created. First,
let’s imagine we surveyed
your favorite fruits. For a
pie graph, we’d calculate
what percentage of the
whole class each fruit
represents and use that to
make slices.

Who would like to try to

graph on the board?

(Teacher hands out a simple

dataset to the students)
(Students raises their hands)

For a bar graph, we’d

simply create bars with
heights matching the
number of students who
like each fruit.

Who would like to try to

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 graph on the board?

(Teacher hands out a simple

dataset to the students)

(Students raises their hands)

E. Discussing new concepts and For a line graph, we’d need

practicing new skills #2 data that changes over time,
like temperatures each day.

Who would like to try to

graph on the board? (Students raises their hands)

(Teacher hands out a simple

dataset to the students)

For the stem-and-leaf plot

put the data in order from
smallest to largest. Separate
each data point into a stem
and a leaf. The stem is the
digits before the last digit,
and the leaf is the last
digit. In a vertical column,
list all the stems, including
those without data. Next to
the corresponding stem,
write the leaves in order
from smallest to largest

Who would like to try to

graph on the board?

(Teacher hands out a simple

dataset to the students)

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 Very good, everyone! Since
you already mastered
constructing tables and
graphs, let’s have an (Students raises their hands)
activity.

F. Developing mastery (Leads to Let’s form 4 groups. Count (The students group themselves)
Formative Assessment 3) 1 to 4.

I have different data sets,

and I want you to construct Yes, teacher!
a graph that is appropriate
for the data set that is given
to you. Understood?

(Students work with their group

and present their work)

G. Finding practical applications Good job, everyone! You

of concepts and skills in daily are now capable of
living selecting and using
appropriate tables and
graphs for different data
set.

Now, where do you think

you might use these skills
in real life?
In science class, we track data
for experiments!

In sports, we could use graphs

to see who scores the most
points.
Absolutely! Graphs are
used in so many fields,

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 from science to sports to
even managing money.
Knowing how to read and
create graphs will help you
in so many ways.

H. Making generalization and So, to sum it up, we’ve When you want to show parts of
abstractions about lesson learned that each graph type a whole!
has a specific use. Who can
tell me when you’d use a
pie graph.

Right! And how about a

line graph?
To show trends over time.

How about bar graphs?

Bar graphs compare quantities

across categories.
How about stem-and-leaf
plot? When do you use it?
It shows data in a way that
keeps each number visible,
which can be helpful for
organizing numbers.

Perfect. Remember,
choosing the right graph
type makes it easier for
people to understand your
data.

I. Evaluating Learning For your assessment, get

one whole sheet of paper.

Part 1: Differentiating
Types of Graphs

Instructions: Choose the

correct answer for each

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 question. (1 point each)

1. Which type of graph is

best for showing parts of a
whole?

A. Bar Graph

B. Pie Graph

C. Line Graph

D. Stem-and-Leaf Plot

2. A graph that connects

data points to show trends
over time is called:

A. Bar Graph

B. Pie Graph

C. Line Graph

D. Stem-and-Leaf Plot

3. Which graph type is best

suited for displaying the
frequency of individual
data values while retaining
the original numbers?

A. Bar Graph

B. Pie Graph

C. Line Graph

D. Stem-and-Leaf Plot

4. In which type of graph

do bars represent categories
that can be compared
against each other?

A. Bar Graph

B. Pie Graph

C. Line Graph

D. Stem-and-Leaf Plot

5. Which type of graph

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 would you choose to
represent changes in
temperature over a week?

A. Bar Graph

B. Pie Graph

C. Line Graph

D. Stem-and-Leaf Plot

Part 2: Constructing
Different Types of Graphs

Instructions: Construct the

appropriate type of graph
based on the data provided.
(2 points each)

6-8. Here is a data set of

student preferences for
extracurricular activities:

Sports: 10 students

Music: 8 students

Art: 6 students

Drama: 4 students

Construct each of the

following graphs to
represent this data:

- (6) A Pie Graph

- (7) A Bar Graph

- (8) A Stem-and-Leaf
Plot (Hint: Use student
counts as numbers)

For number 9: A Line

Graph

Data Set: Daily

Temperature Over a
Week

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 Temperature
Day
(°C)

Monday 20

Tuesday 22

Wednesday 25

Thursday 24

Friday 26

Saturday 28

Sunday 27

Part 3: Selecting and Using

Appropriate Types for
Different Data Sets

Instructions: Answer the

following questions to
show your understanding of
choosing the appropriate
graph for different data
scenarios. (2 points each)

10. A survey was

conducted to find out the
preferred vacation months
of 100 people. Which graph
type would be best to show
the popularity of each
month as a percentage of
total responses, and why?

11. A student tracked the

number of hours they
studied each day over the
past two weeks. Which type
of graph would best display
this information, and why?

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 12. A small business wants
to display sales data
comparing four product
categories (Electronics,
Books, Clothing, and Home
Goods) for the last month.
Which graph type would be
the most suitable for
showing the differences in
sales across categories, and
why?

13. Given a data set of test

scores for 20 students,
which graph type would
allow you to see the
distribution of scores while
keeping each individual
score visible?

14. The local weather

station wants to show daily
temperatures over a month
to see the trend in weather
changes. Which graph type
should they use, and why?

15. A teacher wants to

show the proportion of time
students spend on different
classroom activities (e.g.,
reading, writing, group
work, and discussions).
Which graph type would be
the most effective, and
why?

Answer Key

Part 1

1. B

2. C

3. D

4. A

5. C

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 Part 2

Be Guided by this Rubric:

Part 3

10. Pie Graph – Reasoning

(Answers may vary)

11. Line Graph –

Reasoning (Answers may
vary)

12. Bar Graph – Reasoning

(Answers may vary)

13. Stem-and-Leaf Plot –

Reasoning (Answers may
vary)

14. Line Graph –

Reasoning (Answers may
vary)

15. Pie Graph – Reasoning

(Answers may vary)

J. Additional activities for For your assignment

application or remediation

Instructions:

1. Choose a Topic and

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 Collect Data

- Collect data on a topic

of your choice.

2. Choose a Graph Type

- Based on the data you

collected, decide which
type of graph best
represents it.

3. Create the Graph

- Draw your graph on

paper or use graphing
software.

- Label all parts clearly

(axes, categories, title, etc.).

- Make sure your graph is

neat and easy to
understand.

4. Answer Questions

(Write your answers on a

separate sheet)

- Why did you choose this

type of graph for your data?

- What patterns or trends

do you see in your graph?

- How would this data be

useful in real life?

Grading Criteria:

-Data Collection (5 points):

Data is clear and relevant.

- Correct Graph Type (5

points): Chose the
appropriate graph type.

- Graph Clarity and

Neatness (5 points): Graph
is neat, labeled, and easy to

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 understand.

- Explanation (5 points):
Answers to questions show
thought and understanding.

V. REMARKS

VI. REFLECTION

A. No. Of learners who earned

80% in the evaluation

B. No. Of learners who require

additional activities for
remediation who scored below
80%

C. Did remedial lesson 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 to share with other
teachers?

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