7

IMPLEMENTATI
ON OF THE
MATATAG K TO
10 CURRICULUM

Lesson Exemplar

for Mathematics
Quarter 3Lesson 1 1
Lesson 2
Lesson Exemplar for Mathematics Grade 7
Quarter 3: Lesson
2 (Week 2) SY
2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year
20242025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction,
distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal
actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and
obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor
claim ownership over them.

Development Team
Writer:
• Rener D. Daya (University of Mindanao)

Validator:
• Clemente M. Aguinaldo Jr. (Philippine Normal University – North Luzon)

Management Team
Philippine Normal University
Research Institute for Teacher Quality SiMERR
National Research Centre
 Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or
call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at
[email protected].
MATHEMATICS / QUARTER 3 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of …

Standards 1. data collection and sampling techniques, and the presentation of data in appropriate tables and graphs.
2. interpretation of statistical graphs.

B. Performance By the end of the lesson, the learners are able to …

Standards • collect data and organize data in a frequency distribution table. (DP)
• represent and interpret data in different types of graphs. (DP)

C. Learning By the end of the lesson, the learners …

Competencies Organize statistical data in a frequency distribution table.
and Objectives 1. Correctly identify and describe a frequency distribution table.
2. Correctly organize data using a frequency distribution table.
Use appropriate graphs to represent organized data: pie graph, bar graph, line graph,
histogram and stem-and-leaf plot.
1. Correctly use different graphs for their specific purpose.
2. Properly create a graph based on the given data.
Interpret statistical graphs.

D. Content • Frequency Distribution Table

• Graphical Representation of Data
• Interpretation of Statistical Graph

E. Integration Market Research

• Presentation and interpretation of graphs

II. LEARNING RESOURCES

Byju’s The Learning App. Types of Graphs. Retrieved December 2023 from https://byjus.com/maths/types-of-graphs/
Dummies. (2016). The Basics of Pie Chart. Retrieved 19 December 2023 from ummies.com/article/academics-the-arts/math/pre
algebra/thebasics-of-pie-charts-168778/
Hoyland, S. Study.com (2023). Frequency Distribution in Statistics: Table and Examples. Retrieved 20 December 2023 from
https://study.com/learn/lesson/frequency -distribution-table.html
Nivera, G. C. (2018). Grade Mathematics: Patterns and Practicalities (pp. 435-436). Don Bosco Press.
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 Pierce, R. Math is Fun. (2022). Frequency Distribution. Retrieved 20 December 2023 from
https://www.mathsisfun.com/data/frequency distribution.html
Pierce, Rod. "Data Graphs (Bar, Line, Dot, Pie, Histogram)" Math Is Fun. Ed. Rod Pierce. 20 Dec 2023. 20 Dec 2023
http://www.mathsisfun.com/data/data -graph.php
StatisticsHowTo.com. (2023). Frequency Distribution Table: Examples, How to Make One Retrieved 19 December 2023 from
https://www.statisticshowto.com/probability -and-statistics/descriptive-statistics/frequency-distribution-table/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 The teacher will introduce

Knowledge 1. Short Review the lesson by giving the
Let the students do the activity below. learner a short recall on
A. Answer the following: percentages.
1. What is 20% of 570?
For short review B, the
2. What is 25% of 800
teacher may employ group
3. What is 15% of 5% of 100
work to engage learners in
an interactive approach to
B. Solve the following word problems.
activate prior knowledge.
1. Mr. Andres receives ₱25,000 in salary per month. If he saves 10% of it,
how much does he save per month?
2. Among 320 students in a batch, 10% did not attend their batch party. How
many students did not attend?
3. In a garden, there are 6,900 flowers, 40% of which are yellow. Find the
number of yellow flowers.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose In this part, the teacher will

Lesson Purpose Share this survey example with the learner to elaborate on the purpose of the introduce the lesson and
lesson. discuss its importance to the
“Do you feel motivated to present gifts during special events? If so, do you daily life of the learner.
expect to receive anything in return? Do you think giving is preferable to
receiving at special events?”
Suppose that in a survey on gift giving, 71% of the respondents polled said
that it is "better to give" gifts, while 29% said it is "better to receive." This survey
shows that statistics has become a helpful tool in many aspects of our lives, such
as in medicine, psychology, education, sociology, and other academic areas, to
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 discover ways to improve human lives.

2. Unlocking Content Area Vocabulary

A statistical table is used to organize data and to display it graphically. The
frequency distribution table is a statistical table that deals with the
frequency or number of occurrences of a given variable for a specific
experimental unit.

C. Developing and SUB-TOPIC 1: Frequency Distribution Table

Deepening 1. Explicitation In this sub-topic, the
Understanding Suppose you are keeping track of how much money you have saved each week. teacher can use the work
You are able to save for the last three years or 156 weeks. What do you think is example as an individual or
the best method to organize these numbers? group activity and as
To answer the question, you are going to study one of the ways of data formative assessment to let
collecting and arrangement. This is known as a frequency distribution table. learners participate in an
In this lesson, you will learn how to organize and describe data in a frequency interactive discussion.
distribution table correctly.
• Statistical Table is used to organize the data and can also help us display
the data graphically. Along with the discussion,
the teacher may also use
• The frequency distribution table is a sort of statistical table that deals
the activity sheet as a
with the frequency or number of occurrences of a given variable for a
formative assessment.
specific experimental unit.

The parts of a simple frequency distribution table are as follows:

This lesson proper can also
be repeated in sub-topic 2.

The teacher may also add

more activities for further
elaboration of the lesson as
the need arises.
● The category column refers to the things being considered.
● The frequency is the number of times each category appears on the data
set.
● The relative frequency is the part of measurements compared to the whole
sample. To get the relative frequency, divide the frequency of each fruit by
the total frequency. Remember that the sum of all relative frequencies must
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 be equal to 1.
● The percentage represents the measurement's portion to the overall
sample, expressed in hundreds (%). Likewise, the sum of the percentages
must be equal to 100%.

Example:
Frequenc Relative Percentag
Vegetables
y Frequency e
Eggplant 5 0.20 20%
Carrot 4 0.16 16%
Cabbage 3 0.12 12%
Zucchini 6 0.24 24%
Green Peas 4 0.16 16%
Bell Pepper 3 0.12 12%
Total 25 1.00 100%

2. Worked Example
After a survey, Gina gathered data about the fruit preferences of some Grade 7
students. The result is presented in the table below.
Orange Apple Banana Orange Mango
Mango Orange Orange Banana Apple
Apple Banana Apple Orange Orange

a. How many of each fruit are there in the data gathered?

b. Create a frequency distribution table of the data gathered.

Solution:
Step 1. Start by transforming the raw data (ungrouped data) into grouped data
by considering the frequency per fruit.
Step 2. Determine the categories.
Based on the raw data, the fruit categories are apple, orange, banana, and
mango.
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Step 3. Count the frequency per fruit.
The frequency of oranges is 6, apples is 4, mangoes is 2, and bananas is 3. The
total frequency is 15, which is the sum of all these frequencies.

Fruit Frequency Relative Percentage

Frequency
Orange 6
Apple 4
Mango 2
Banana 3
Total 15

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 Step 4. Compute for the relative frequency.
To get the relative frequency of each category, we divide each frequency by 15.
The formula is given by:
𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
𝑅𝑒𝑙𝑎𝑡𝑖𝑣𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑐𝑎𝑡𝑒𝑔𝑜𝑟𝑦 = 𝑡𝑜𝑡𝑎𝑙
𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦.

For oranges:
𝑅𝑒𝑙𝑎𝑡𝑖𝑣𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑂𝑟𝑎𝑛𝑔𝑒 = For
apples:
𝑅𝑒𝑙𝑎𝑡𝑖𝑣𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑎𝑝𝑝𝑙𝑒 =
For mangoes:
𝑅𝑒𝑙𝑎𝑡𝑖𝑣𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑚𝑎𝑛𝑔𝑜 = For
bananas:
𝑅𝑒𝑙𝑎𝑡𝑖𝑣𝑒 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑏𝑎𝑛𝑎𝑛𝑎 =
Fruit Frequency Relative Percentag
Frequency e
Orange 6 0.40
Apple 4 0.27
Mango 2 0.13
Banana 3 0.20
Total 15 1.00
Step 5. Compute for the percentage.
Compute the percentage by multiplying the relative frequency by 100 or just
simply
move the decimal point two decimal places to the right. If time permits, the teacher
3. Fruit Frequency Relative Percentag can give the item found on
the Formative Assessment
Frequency e
under Homework, Item 3.a
Orange 6 0.40 40% as a drill exercise.
Apple 4 0.27 27% Otherwise, this item can be
given as an assignment.
Mango 2 0.13 13%
Banana 3 0.20 20%
Total 15 1.00 100% Day 2 may start with a
6
DAY 2 discussion of the
Lesson Activity assignment and a quick
A. Using the examples above, answer what is being asked in each item. review of yesterday’s
1. Complete the frequency distribution table below. lesson.

7
 Category Frequency Relative Percentag Then Worksheet Number 1
Frequency e can be used as an activity to
master the lesson.
Male 45
Female 37 Discussion of answers in
Worksheet Number 1 is
Total 82
expected to be done in Day
2.
2. Create a frequency distribution table with the given data below:
Red Orange Yellow Blue Red
Violet Yellow Orange Blue Green
Green Yellow Blue Orange Blue
Blue Violet Violet Green Red

B. Group Task: To be done in groups. (15 pts per item)

Directions: Read and analyze the following word problems, then answer the
questions that follow. Be guided by the rubric below.
Criteria Points Accumulated Points
Accuracy of Solution 7
Proper use of statistical data and
3
symbols
Total 15

1) Donna conducted a survey about the preferred Student Government

presidents of Grade 7 students from a school. Among the 140 respondents,
15% preferred Lloyd, 20% for Emily, 15% for Anne, 15% for Patricia, 30%
for Emmanuel, and the rest for Keith. Help Dona create a frequency
distribution table of the data.
2) In a survey for the Outstanding Faculty of the Year, 60 students voted for
Ms.
Luz, 25 students voted for Mr. Henry, and 35 students voted for Ms. Lina.
a. What is the total number of students who participated in the survey?
b. What is the percentage of students who voted for
i. Ms. Luz;
ii. Mr. Henry; and

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 iii. Ms. Lina?
c. Create a frequency distribution for the problem.
3) The Supreme Student Government (SSG) conducted a survey about those
students who wanted to join the Senior High School Promenade in
February. They gathered the following data: 40 will attend, 25 will not
attend, and the rest are still undecided.

a. If there are 135 Senior High School Students, how many are still
undecided?
b. What is the percentage of students who will:
i. attend?
ii. will not attend? iii. not decided?

c. Create a frequency distribution table for the problem.

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 Day 3 may start with a
DAY 3 recap of the lessons in Day
SUB-TOPIC 2: Pie Graph 1 and Day 2.
1. Explicitation
For better visualization of data, graphs can be used for illustration. Pie graph or
pie chart is an example of data presentation to illustrate the frequency
distribution. A pie graph is a circular graph that shows how the categories are
distributed. It shows the division of a whole into its parts. It is used to convey
information on different categories, like business, sciences, and education.
To draw a pie graph, assign one sector of a circle to each category. The angle of
each sector should be proportional to the relative frequency in that category.
Since one full circle has 360°, we can find the angle for each category by
multiplying the relative frequency by 360°. Below are examples of pie graphs.

The teacher may show

some pie graphs from
news clips found on the
net.

Figure 1 Figure 2

• In Figure 1, the chart shows the distribution of different kinds of fruits.

• In Figure 2, the breakdown of the 24-hour schedule of a person is shown.

2. Worked Example
Consider the data below. Suppose you have conducted a survey of your friends
to find what kind of movie they like and listed down all the responses using the
frequency distribution table as shown below.

10
 Favorite Type of Movie

Actio Comedy Drama Romance SciFi

n
5 4 6 4 1
Create a pie chart to represent the data.
1) Put your data into a table (like above), then add up all the values to get a
total:
Favorite Type of
Movie
Action Comedy Drama Romance SciFi Total
5 4 6 4 1 20
2) Divide each value by the total and multiply by 100 to get the percent.
Favorite Type of
Movie
Action Comedy Drama Romance SciFi Total
5 4 6 4 1 20
25% 20% 30% 20% 5% 100%
3) To find out how many degrees for each sector or “pie slice”, multiply each
ratio of different movies.
Favorite Type of
Movie Alternatively, the teacher
Action Comedy Drama Romance SciFi Total may introduce graphing
using Excel.
5 4 6 4 1 20
25% 20% 30% 20% 5% 100% Step 1. Input your data into
Favorite Type of Movie
× 360𝑜 × 360𝑜 × 360𝑜 × 360𝑜 × 360𝑜
EXCEL.
3600
900 720 1080 720 18 0 Step 2. Click Insert from the
menu bar, click Chart
4) Draw a circle and create
followed by Pie. Choose from
sectors “pie slice” using a
the options.
protractor based on the
obtained angle measures. Action Comedy Drama Romance SciFi Step 3. Adjust your labels
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 and legends, if desired.

3. Lesson Activity
Perform the following activities following the steps from the examples and be
guided by the rubric.

Criteria Points Accumulated Points

Accuracy of Solution 7
Correct Distribution of Data in percent 5
Proper use of mathematical symbol 2
Correct interpretation and final answer 6
Total 20

A survey was conducted on 50 Grade 7 learners to determine what is their

favorite fruit. The results were gathered and organized using a Frequency
Distribution Table, as shown below. Complete the table and create a pie graph
out of it.

Grade 7 Favorite
Fruits
Mango Guava Apple Banana Grape Total
15 14 6 6 9

D. Making 1. Learners’ Takeaways KWL – Activity

Generalizations PENTOWRITE: This activity will be answered individually to monitor each learner The teacher in this part will
about their understanding of the lesson. let the learner fill in the KWL
chart to identify their
What I Know What I’m Learning My New Learnings
takeaways of the lesson.

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 2. Reflection on Learning
The teacher may use essay
1. Why do we need to use a pie chart in presenting a set of data?
writing to share the learners’
2. When do we choose a pie chart to present the data?
experiences.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating DAY 4
Learning 1. Formative Assessment
1. Complete the frequency distribution table below:
Category Frequency Relative Frequency Percentag
e
Male 26
Female 31
Total 57

2. Fifty Grade 7 learners were asked about their favorite destination in the
Philippines every summer vacation. The table shows the result. Construct a
pie chart out of the given data and explain each part of the pie chart based
on the distribution of the data.
Destination Number of Students
El Nido 8
Boracay 5
Baguio 14
Bohol 11
Cebu 12

2. Homework (Optional)
The data below is the result of the voting during the Grade 7 parents' meeting on
the agreement of the asynchronous class.
Responses Frequency Relative Frequency Percentag

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 e
Strongly Agree 10
Agree 8
Disagree 9
Strongly 8
Disagree
Total 35

a. Complete the frequency distribution above to determine the relative

frequency and percentage of each category.
b. Construct a pie chart to represent and explain the data graphically.

B. Teacher’s Note observations on The teacher may take note

Remarks any of the following Effective Practices Problems Encountered of some observations related
areas: to the effective practices and
problems encountered after
strategies explored utilizing the different
strategies, materials used,
learner engagement, and
other related stuff.

Teachers may also suggest

materials used
ways to improve the
different activities
explored/lesson exemplar.

learner engagement/
interaction
others

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C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection • principles behind the teaching lesson conducted/facilitated
What principles and beliefs informed my is essential and necessary
lesson? Why did I teach the lesson the way I to improve practice. You
did? may also consider this as an
n? input for the LAC/Collab
• students sessions.
What roles did my students play in my
lesson?
What did my students learn? How did they
lear

• ways forward
What could I have done differently?
What can I explore in the next lesson?

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