Republic of the Philippines

f
Department of Education
Region VII, Central Visayas
D

y
DEPA R T M EN T O F ED U C A T IO N DIVISION OF CEBU CITY, NORTH DISTRICT I
PIT-OS NATIONAL HIGH SCHOOL
Pit-os, Cebu City
A Detailed Lesson PlanTel.
in No. (032) 410-6738
Inquiries Investigation and Immersion

Date: January 30, Learning Area: Probability and Grade Level: 11 Quarter: 3rd Duration: 1 hour
2025 Statistics
Learning  illustrate the nature of bivariate data (M11/12SP-IVg-2);
Competencies  determine the variables involved in the given bivariate data.
 construct a scatter plot (M11/12SP-IVg-3);
Key Concepts/
Understanding to be
developed  Univariate Data - is a data that has one variable.

Example:
If you are collecting data on the heights of students in a class, the variable is "height,"
and the data would be considered univariate.
 Bivariate Data – is a data that has two variables.

 Scatterplot - a type of data display that shows the relationship between two numerical
variables. Each member of the data set gets plotted as a point whose x-y coordinates
relates to its values for the two variables.

Why some cities are healthier than others

This scatter plot from The Atlantic Cities (2012) plots a city's "Metro Health Index" (a
factor measuring the share of people who smoke or are obese) as it correlates to the
city's median income. Note that the plot does not prove causation between income and
health in this instance—just that the two are related.

 Correlation example based on the research study “A factor measuring the share of people
who smoke or are obese” by C. ARDEN MILLER, MD et.al., September-October 1994, Vol.
109, No. 5 659 (Integration to research)

I. OBJECTIVES At the end of this lesson, 75% of the students will be able to:
 Knowledge – describe the nature of bivariate data;
 Skill – determine the variables involved in the given bivariate data based on the
real life scenarios;
 Attitude – Demonstrate cooperation in group task;
 Values – Show eagerness in participating and answering the given activities.
Makatao/Makabansa

II.CONTENT Illustrating the Nature of Bivariate Data

Learning Resources Curriculum Guide; Probability and Statistics, Quarter 2 Module 7 – Lesson I; Power Point
Presentation, activity sheets
 Republic of the Philippines
f
Department of Education
Region VII, Central Visayas
D

y
DEPA R T M EN T O F ED U C A T IO N DIVISION OF CEBU CITY, NORTH DISTRICT I
PIT-OS NATIONAL HIGH SCHOOL
Pit-os, Cebu City
Method 4A’s Tel. No. (032) 410-6738
Strategy Cooperative Learning/Research-based Instructional Strategy/Peer learning
III.PROCEDURES
A. Priming Activities 1. Preliminary activities CO Indicator #1
(5mins) - Prayer Apply knowledge
- Checking of attendance of content within
and across
- Setting positive classroom
curriculum
teaching areas.
Quick Poll: Ask students, “What is the purpose of going to
school?” Acknowledge their responses by calling their name. (3 mins) Subject
Integration:
Personal
Developmental Activity – (2 minutes) Development,
• Motivational Activity: “Hot Potato” General
The teacher will prepare flashcards with mathematical Mathematics
equations on fundamental operations. The teacher will also
prepare a crumpled paper that will serve as the “Hot Potato”. NCO Indicator #
Since the potato is supposedly hot, the learners will pass it to 13. Comply with &
their seatmates while singing “Humpty Dumpty”. When the implement school
song ends, the learner who touched the “Hot Potato” last will policies &
answer the mathematical equations on the flashcard shown. procedures
consistently to
5x7= 8+9= 21 - 6 = foster harmonious
relationships with
8x4= 24 – 11 = learners, parents, &
other stakeholders
(PPST 6.4 2).
Establish and
reinforce classroom
rules aligned with
school policies, such
as attendance
checking, dress code
compliance (e.g., no
earrings for boys,
proper uniform), and
punctuality.
B1. Activity/Strategy ACTIVITY 1 – (5 minutes) CO Indicator #1
(5 minutes) • The learners will be given an activity sheet individually Apply knowledge
and they will identify the variable from each situation. of content within
• Instruction: Identify the variables involved in the and across
following situations. After identifying the variables they curriculum
will explain how they will collect the data. Present their teaching areas.
data in the class by showing the graph using Subject
scatterplot. Integration:
Situation Variable/
s Research
Example: height
CO Indicator #2.
Luffy measured the height of his 10 classmates
and determined their average
Use research-
height. based knowledge
and principles of
1. Zorro surveyed his cousins’ teaching and
shoe sizes and weight. learning to enhance
2. Nami conducted a survey to determine the professional
number of household members practice (PPST
in their barangay.
Indicator 1.2.2)
3. Sanji interviewed 10 talents. - The
common issue
students about their daily money
among students is
allowance and weight.
poor eyesight. Print
physical copies of
• The teacher will then answer the activity with the the images (three
learners. copies for each
 Republic of the Philippines
f
Department of Education
Region VII, Central Visayas
D

y
DEPA R T M EN T O F ED U C A T IO N DIVISION OF CEBU CITY, NORTH DISTRICT I
PIT-OS NATIONAL HIGH SCHOOL
Pit-os, Cebu City
Tel. No. (032) 410-6738 group) to ensure
that all students
ACTIVITY 2 – (7 minutes)
can analyze the
• The teacher will divide the class into four groups. They pictures
will be given charts that they need to complete for 5 effectively.
minutes.
Instruction: Complete the table by identifying the variable CO Indicator #5.
and the number of variables involved in the situation. Use effective verbal
Show the graph of the given data using MS Excel. and non-verbal
classroom
Group 1 & 2 communication
Situation Variable/s No. of strategies to
Variables support learner
1. Mr. Gonzales will donate understanding,
face masks to the people in participation,
his barangay. He asked a
engagement and
health worker to survey the
number of family members achievement. - By
using real life scenarios
living in each house on examples.
his barangay.
2. To properly compensate CO Indicator #6.
an employee, the Maintain supportive
administrative aid records learning
the number of hours their environments that
employees are working and
nurture and inspire
their respective take home
pay. learners to
3. A school nurse finds out the participate,
number of hours of sleep of cooperate and
20 students and their weight collaborate in
continued learning. -
in kilograms By giving group
activity, this will
Group 3&4 ensure
cooperation among
Situation Variable No. of learners.
/s Variabl es
1. A Grade 7 student
interviewed 10 teachers about
their number of years in
service.
2. A HUMMS student surveyed
Grade 8 students on the
number of hours spent in
using Facebook.
3. A School guard recorded the
number of students late and there
corresponding Grade level

Rubrics

B2. Analysis
(20minutes) ANALYSIS – (14 minutes)
The learners will now present their outputs on the previous
 Republic of the Philippines
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Department of Education
Region VII, Central Visayas
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DEPA R T M EN T O F ED U C A T IO N DIVISION OF CEBU CITY, NORTH DISTRICT I
PIT-OS NATIONAL HIGH SCHOOL
Pit-os, Cebu City
activity. Tel. No. (032) 410-6738

• The teacher will ask a series of questions to the learners Indicator 5

that will lead them to the main topic of the session. The teacher ensures
From the activity, that instructions for
1. Are there situations that involve only one variable? Or the activity are
two variables? thoroughly explained
2. Do you think there are situations that could involve more learners will be able to
than two variables? understand them
3. If the situation involves two variables, is it necessary for the correctly.
variables to be related? The teacher also
 The teacher will then present series of pictures and let employs the LAW of
the learners identify them EXERCISE in which
instructions are
repeated a couple of
times to ensure learners
will remember them

Indicator 1
Applied knowledge of
The teacher will then have another series of questions. content within and
1. What have you observed on the across curriculum
prefixes of the identified pictures? teaching areas.
(unicorn, unicycle, bicycle, binoculars)
2. What does the prefix uni- mean? In this lesson, the
3. What does the prefix bi- mean? teacher incorporated
knowledge and
awareness of the
students of sampling
History.
Subject integration:
(History Integration)

B3. Abstraction • The teacher will show a video to the learners about illustrating the nature of
(5 minutes) bivariate data.
• The teacher will present the graph of a scatterplot using MS Excel.
• The teacher will then put emphasis on the difference between univariate and
bivariate data.
 Republic of the Philippines
f
Department of Education
Region VII, Central Visayas
D

y
DEPA R T M EN T O F ED U C A T IO N DIVISION OF CEBU CITY, NORTH DISTRICT I
PIT-OS NATIONAL HIGH SCHOOL
Pit-os, Cebu City
B4. Application • Tel. No.
The teacher will give more(032) 410-6738 and let the learners
situations
(15 minutes) identify the variables, number of variables, and the type
of data involved. (to be written in a ¼ size yellow paper)
1. World Health Organization (WHO) summarized the
number of COVID-19 recoveries around the world.
2. In Bayugan City public market, a consumer observed that the
fewer the supply of vegetables is, the higher the price it gets.
3. A researcher observed the number of minutes it takes for
students to answer a worded problem in Math and the
number of hours they spend in studying the subject for
grading period.

IV. Assessment After the Lessond

(5 minutes) Students will answer the given scenario in a 1 whole sheet of paper:
1. Instruction: Choose the letter of the correct answer and write it on the
space provided for.
1. What do you call a set of data that involves 2 variables?
a. Univariate c. trivariate
b. Bivariate d. multivariate
2. Which of the following situations involve bivariate type of data?
a. Joan recorded the daily allowance of her 50 classmates.
b. Asta’s weight Kassandra recorded the number of minutes 25
gym enthusiasts spend doing their work-out routines.
c. Zoe estimated that the average number of students with internet
connection in a class of 50 students is 17.
d. Cedrick surveys the purchasing power and the number of hours
spent for overtime work of 50 employees of a certain company.
3. In a Zumba class, an instructor recorded the number of minutes spent by
the 15 participants and the number of calories they burned within the month.
 Republic of the Philippines
f
Department of Education
Region VII, Central Visayas
D

y
DEPA R T M EN T O F ED U C A T IO N DIVISION OF CEBU CITY, NORTH DISTRICT I
PIT-OS NATIONAL HIGH SCHOOL
Pit-os, Cebu City
Tel.presented
What are the variables No. (032) 410-6738
in the situation above?
a.
number of minutes spent and the burned calories
b.
number of sessions attended and the burned calories
c.
burned calories and number of days spent in the session
d.
number of minutes spent and number of days present during the
class
4. A health enthusiast finds out that the volume of water intake of an
individual has an inverse effect on the accumulation of fats in his body. Does the
situation presented involve bivariate data?
a. No, because there are four variables involved.
b.Yes, because there are two variables involved.
c. No, because there are three variables involved.
d. No, because there is only one variable involved.
5. Determine the variables involved in the situation below:
“Asta’s goal for the summer vacation is to have a healthy and fit body. He
recorded the number of minutes he spends daily in doing abdominal exercises
and his weight for 30 days. He found out that the longer he does abdominal
exercise, the more weight he loses.”
a. Number of hours spent and weight
b. Number of days spent and weight
c. Number of minutes doing abdominal exercise and weight
d. Number of minutes doing abdominal exercise and weight loss
V. Assignment Collect a variables with regards to the application of Univariate and NCO Indicator
(1 minute) Bivariate data. Present your data in a scatterplot graph interpret the #2. Use research
result based knowledge
& principles of
teaching &
learning to
enhance
professional
practice. - By
Data collection
and
interpretation of
data.

Concluding Activity “Data is the new oil. It’s valuable, but if unrefined it
(1 minute) cannot really be used.” - Clive Humby”

Prepared by:

ROSE MARIE R. PAQUINGAN

Subject Teacher

Noted by:

ROSALIE L. OHAYAS, EdD

MT 1