DAILY LESSON LOG OF M7SP-IVh-1 (Week Seven-Day 1)

School Grade Level Grade 7

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Fourth
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
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, measures of central tendency, measures of variability, and
probability.
B. Performance Standards The learner is able to 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.
Learning Competency: Calculates the measures of variability of grouped and
ungrouped data. (M7SP-IVh-1)
Learning Objectives:
C. Learning Competencies/ 1. Define terms related to measures of variability.
Objectives 2. Calculates the measures of variability (range and mean deviation) of
ungrouped data.
3. Demonstrate appreciation on the importance of the measures of
variability.
II. CONTENT Measures of Variability
III. LEARNING RESOURCES Grade 8 Teacher’s Guide and Learner’s Module
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 507 – 521
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES providing pupils/students with multiple ways to learn new things, practice the learning, question
their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Review previous lesson or Letting the students answer the exercise.
presenting the new lesson Which taste is better?
1. A housewife surveyed canned ham for a special family affair. She picked 5
cans each from two boxes packed by a company A and company B. Both boxes
have the same weights in kilograms of the canned ham packed by two
companies (sample A and sample B).
Sample A: 0.97, 1.00, 0.94, 1.03, 1.11
Sample B: 1.06, 1.01, 0.88, 0.90, 1.14
Help the housewife choose the best sample by doing the following procedure:
a. Arrange the weight in numerical order.
b. Find the mean weight of each sample.
c. Analyze the spread of the weights of each sample from the mean.
 d. Which sample has weights closer to the mean?
e. If you were to choose from these two samples, which would you prefer?
Possible answer from the students:
a. Sample A : 0.94, 0.97, 1.00, 1.03, 1.11
Sample B: 0.88, 0.90, 1.01, 1.06, 1.14
b. Sample A: mean 1.01
Sample B: mean 0.998
c. Sample A’s mean weight is closer to the given weights than that of sample B.
d. Sample A
e. Sample A
B. Establishing a purpose for The teacher lets the students realize that there is a need to test the spread of
the lesson data other than the measures of central tendency.
Let the students answer the problem:
1. The following are the daily wages of 8 factory workers of garments of two
garments factories, factory A and factory B. Find the difference of highest salary
C. Presenting examples/ with the lowest salary in each factory:
instances of the new Factory A: 400, 450, 520, 380, 482, 495, 575, 450
lesson Factory B: 450, 400, 450, 480, 450, 450, 400, 672
Answers:
Factory A – 193
Factory B – 272
The teacher then explain to the students that getting the difference of two data
is also getting the Range of the data where:
Range is the difference of the largest value and the smallest value.
It is also the simplest measure of variability.
Do the activity by pair:
D. Discussing new concepts Find the range of the given:
and practicing new skills 1. 3, 8, 16, 12, 4, 5, 7, 15
#1 2. 25, 32,9,18, 12, 30, 28, 22
3. 8.5, 6.2, 12,4.2, 14, 9.1,15.3
Answers:
1. 13
2. 23
3. 11.1
E. Discussing new concepts The teacher introduces another measure of variability and define.
and practicing new skills The Mean Deviation – a measure of dispersion, computed by taking the
#2 arithmetic mean of the absolute values of the differences between observed
values of a variable and the variable’s mean.
To compute the Mean Deviation of an ungrouped data, we use the formula:
∑|x−x|
M.D. =
N
Where:
M.D. is the mean deviation
x is the individual score
x is the mean; and
N is the number of scores.
|x−x| is the absolute value of the deviation from the mean
Procedure:
1. Find the mean for all the cases.
2. Find the absolute difference between each score and the mean.
3. Find the sum of the differences and divide it by N.
 4.Solve for the mean deviation by dividing the result in step 3 by N.

Example:
1. Find the mean deviation of the following data: 12, 17, 13, 18, 18, 15, 14,17, 11
Step 1. Find the mean ( x ).
∑ x 12+ 17+13+18+18+15+ 14+17+11 135
x = = = = 15
N 9 9

Step 2. Find the absolute difference between each score and the mean.
|x−x| = |12−15|=3
= |17−15|=2
= |13−15|=2
= |18−15|=3
= |18−15|=3
= |15−15|=0
= |14−15|=1
= |17−15|=2
= |11−15|=4
Step 3. . Find the sum of the differences and divide it by N.
∑ |x−x| = |12−15|=3
= |17−15|=2
= |13−15|=2
= |18−15|=3
= |18−15|=3
= |15−15|=0
= |14−15|=1
= |17−15|=2
= |11−15|=4
_________________________
∑|x−x| = 20

4.Solve for the mean deviation by dividing the result in step 3 by N.

∑|x−x| 20
M.D. = = = 2.22
N 9

F. Developing mastery (leads Working in pairs, the teacher lets the students perform the following activity.
to formative assessment Calculate the mean deviation of the scores in Mathematics Third Quarter Test of
3) 5 students: 34, 21, 16, 38, 36. (Show your step by step process)
Answer :
Step 1. Find the mean ( x ).
∑ x 34+21+16+ 38+36 145
x = = = = 29
N 5 5

Step 2. Find the absolute difference between each score and the mean.
|x−x| = |34−29|=5
= |21−29|=8
 = |16−29|=13
= |38−29|=9
= |36−29|=7

Step 3. . Find the sum of the differences and divide it by N.

∑ |x−x| = |34−29|=5
= |21−29|=8
= |16−29|=13
= |38−29|=9
= |36−29|=7
_________________________
∑|x−x| = 42

4.Solve for the mean deviation by dividing the result in step 3 by N.

∑|x−x| 42
M.D. = = = 8.4
N 5

G. Finding practical
applications of concepts
and skills in daily living
The teacher reiterates that mean deviation gives a better approximation than
H. Making generalizations
the range. The range is not suitable measure for variability because its value can
and abstractions about
fluctuate greatly even with a change in just a single value, either the highest or
the lesson
the lowest.
I. Evaluating Learning The teacher will ask the students to calculate the range and the mean
deviation.
1. The weights in kilograms of 10 students: 52, 55, 50, 55, 43, 45, 40, 48, 45, 47.

Answers:
1. Range: 55 – 40 = 15
Mean Deviation:
Step 1. Find the mean ( x ).
∑ x 52+ 55+50+55+ 43+45+ 40+ 48+45+ 47 480
x = = = = 48
N 10 10

Step 2. Find the absolute difference between each score and the mean.
|x−x| = |52−48|=4
= |55−48|=7
= |50−48|=2
= |55−48|=7
= |43−48|=5
=|45−48|=3
= |40−48|=8
= |48−48|=0
= |45−48|=3
= |47−48|=1

Step 3. . Find the sum of the differences and divide it by N.

 ∑ |x−x| = |52−48|=4
= |55−48|=7
= |50−48|=2
= |55−48|=7
= |43−48|=5
=|45−48|=3
= |40−48|=8
= |48−48|=0
= |45−48|=3
= |47−48|=1
_________________________
∑|x−x| = 40

4.Solve for the mean deviation by dividing the result in step 3 by N.

∑|x−x| 40
M.D. = = =4
N 10

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the 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 Localization and Contextualization) F. Developing mastery (leads to formative
materials did I use/ discover
assessment 3)
which I wish to share with other
teachers