DAILY LEARNING MAP

Mathematics 7
A.Y. 2024-2025
Content Standard The learners should have knowledge and understanding of the interpretation of statistical graphs.
Performance Standard By the end of the quarter, the learners are able to represent and interpret data in different types of graphs.
Quarter and Week No.: Quarter 3 Week 24 Teacher: Jenrick Kyle P. Badua, Frances
Dates: Feb3-7 Ann Acenas
Days 1st Meeting 2nd Meeting 3rd Meeting 4th meeting 5th meeting
Learning Outcomes At the end of the lesson, the students can: At the end of the lesson, students should be able to: ASSESSMENT FOR
a. identify frequencies of grouped data; a. Identify and differentiate various types of charts (bar graph, LEARNING
b. create a table of grouped data; and line graph, pie chart, and pictograph).
c. reflect on the nature of organizing b. Interpret data from different types of charts.
c. Construct charts based on given data sets.
d. Discuss the importance of selecting appropriate charts for
data presentation.
Topic/s Grouped Data Presenting Data in Different Types of Charts
Resources Pierce, Rod. (02 Jan 2024). "Grouped Frequency Pierce, Rod. (02 Feb 2024). "Grouped Frequency Distribution".
Distribution". Math Is Fun. Retrieved 27 Jan 2025 from Math Is Fun. Retrieved 27 Jan 2025 from
https://www.mathsisfun.com/data/frequency-distribution- https://www.mathsisfun.com/data/frequency-distribution-
grouped.html grouped.html
Teaching strategies Group Discussion Group Discussion
Discovery Learning Discovery Learning
Board Work Board Work
1. Engage: A. Preparation
o Present a relatable scenario: 1. Warm-Up Activity:
Procedure “Imagine you conducted a survey in class Show a simple chart (bar graph, line graph, or pie chart) on
about how many hours your classmates the board and ask:
study each day. If everyone gave different o What information can you get from this chart?
answers, how can we summarize this o How is the information organized?
information to make it easier to 2. Motivation:
 understand?” Show a funny meme or image that involves
2. Set Expectations: misinterpretation of data and briefly discuss why it’s
o "Today, we’ll learn how to organize large essential to present data correctly.
raw data sets into manageable groups
using a frequency distribution table." B. Presentation
3. Motivate: 1. Discussion (Use Slides or Board)
o Share a real-world application, like how o Bar Graph: Used to compare quantities; example:
grouped data is used in surveys, research, number of books read by students.
or business trends. o Line Graph: Shows trends over time; example:
B. Lesson Development temperature changes over a week.
1. Define Grouped and Ungrouped Data o Pie Chart: Represents parts of a whole; example:
 Ungrouped Data: Raw data that has not been favorite types of school lunch.
organized (e.g., a list of test scores: 85, 90, 75, o Pictograph: Uses pictures to represent data;
80...). example: student attendance over a week.
 Grouped Data: Data that is organized into 2. Comparison Table: Create a quick table on the board
intervals or classes for easier analysis (e.g., test showing when to use each type of chart.
scores grouped into ranges: 70–79, 80–89, 90– 3. Example Chart Analysis:
99). o Show sample charts and guide students in
2. Components of a Frequency Distribution Table interpreting them by asking questions (e.g., "What
 Class Interval: Groups or ranges of data (e.g., 1– was the highest value?" "What trend do you see?")
10, 11–20).
 Frequency: The number of data points that fall
within each class interval.
 Class Boundaries: The upper and lower limits of
each interval.
3. Steps to Create a Frequency Distribution Table
Example Problem: Organize the following raw data into
grouped data.
Raw Data:
12, 15, 14, 20, 22, 25, 18, 17, 16, 19, 21, 24, 23, 15, 17,
20
Steps:
 Determine the range: (Highest Value – Lowest
 Value).
 Choose the number of intervals (usually 5–10).
 Determine the class width: Range ÷ Number of
Intervals (round up).
 Set up intervals, making sure they don’t overlap.
 Tally the data points within each interval to
calculate frequency.
4. Example Table
Use the above data to construct this table:
Class Interval Tally Frequency
12–15
16–19
20–23
24–27
Guide students through each step.
Valuing Why do you think people use organizers or tables of data? How does presentation deliver information effectively?
Assessment/ 40, 42, 44, 50, 51, 53, 45, 46, 49, 55, 57, 52, 54, 48, 47, Group Activity:
Application 56 o Divide the class into groups of 4-5 students.
Task: Construct a frequency distribution table with 5 o Provide each group with a data set (e.g., survey
intervals. results on favorite school subjects or number of
rainy days per month).
o Assign each group a specific chart type to create
(bar graph, line graph, pie chart, or pictograph).
o Students create their charts on graphing paper and
use colors to make them visually appealing.
Presentation:
o Each group presents their chart to the class and
explains the data they visualized.
o Encourage the class to ask questions and provide
feedback.

Assignment Create a group data of all of your items base on color. Create a chart of your group data of all your items base on color
for bar graph, age for line graph, category for pie graph, and
 amount for your pictorgraph.
Remarks
NOTE:
Prepared by: Noted by:

JENRICK KYLE P. BADUA CRISANTO S. MAGAOAY, Ph.D.

FRANCES ANN ACENAS