MATATAG LESSON EXEMPLAR
MATHEMATICS QUARTER 3 GRADE 7 DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
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 By the end of the quarter, the learners are able to collect data and organize data in a frequency distribution table.
C. Learning Competencies The learners should be able to organize statistical data in a frequency distribution table.
D. Objectives The learners should be able to organize the frequency table representing the possible occurred in the statistical data.
E. Content Frequency Distribution Table
F. Instructional Design Principles of ID Aspects of ID Facets of Learning
Framework (IDF) Features Inclusive Context Engage
Ideational Connection Explore
Integrative Collaboration Experience
Innovative Creativity Empathize
G. sd21st Century Skills Information, Media, and Technology Skills Learning and Innovation Skills
Visual Literacy Creativity
Information Literacy Openness
Media Literacy Critical thinking
Technology Literacy Problem Solving
Digital Literacy Reflective Thinking
Communication Skills Life and Career Skills
Teamwork Informed Decision Making
Collaboration Adaptive Leadership
Interpersonal Skills Intercultural Understanding
Intrapersonal Skills Self-discipline
Interactive Communication Future Orientation
Non-verbal Communication Resilience and Adversity Management
Communicating in Diverse Environment
II. LEARNING RESOURCES
A. References Math counts (Pages 198-201)
B. Other Learning Resources
III. TEACHING AND LEARNING PROCEDURES NOTES TO TEACHER
A. Activating Prior Knowledge Short Review
(Minds and Moods) Ask the students to answer the following questions. The teacher may use the
MATATAG LESSON EXEMPLAR
MATHEMATICS QUARTER 3 GRADE 7 DAY 4
1. What is a frequency distribution table? strategies in selecting the
2. What are the parts of frequency distribution table? student to recite.
Feedback Hot Potato: Use a small item (like
“Based on the answers from the review, how many of you are able to recall the a soft ball) and have students
previous lesson. pass it around while music
plays. When the music stops, the
student with the item has to
answer a question or recite. This
makes recitation feel like a fun
game.
Reflective Thinking - Let them
assess how well they remember
the frequency distribution.
Non-Verbal Communication
B. Establishing Lesson Purpose Lesson Purpose
(Aims) Flip a coin 20 times. Tally the results, then count the tally to write down how many The teacher needs to provide the
times it turned up a head and how many times it turned up a tail. following materials:
Coins, pen and paper
Outcome Tally Total
Head Divide the class into groups.
Tail Guide the students in performing
the activity.
Guide questions:
1. How many times did you get a head? ● Go around to check that
2. How many times did you get a tail?
3. Does tallying the results make it easier to record them? the students are on task.
● Check that they are
flipping a single coin.
● Observe how they tally the
results and give feedback
as needed.
MATATAG LESSON EXEMPLAR
MATHEMATICS QUARTER 3 GRADE 7 DAY 4
● Call on a couple of
students to write their
table on the board.
(Visual Literacy)
C. Developing and Deepening SUB-TOPIC 1: Frequency Distribution
Understanding
(Tasks and Taught) Explicitation Guide the students to
Steps in organizing a frequency table for ungrouped data. understand how to organize the
1. Set up a table using three columns. frequency table for ungrouped
2. Read each item in the raw data and mark a stroke (or tally) in the tally column data.
in the same raw as its class.
Note: Mark every 5th tally with a cross-tally line “ IIII “ to make the counting
easier.
3. Write down the frequency of each class by counting its corresponding tally
marks.
4. Find the sum of all the frequencies.
Worked Example
Example 1: Coach Kim asked his players to do as many push-ups as they could in
one minute and recorded the results. The scores of the 12 players are listed below: 11
Employ interactive discussion
22, 23, 20, 25, 29, 22, 25, 29, 30, 25, 30, 22
Solution:
Score Tally Frequency
20 I 1
22 III 3
23 I 1
25 III 3
29 II 2
30 II 2
MATATAG LESSON EXEMPLAR
MATHEMATICS QUARTER 3 GRADE 7 DAY 4
Example 2: Marge drew 3 playing cards, one at a time, form a standard deck, and
counted the number of times a face card was drawn. She organized her results in the
following frequency distribution table.
Outcome Tally Frequency
Jack III 3
Queen II 2
King IIII 4
Guide Question:
1. How many times did Marge draw a number card?
Solution: Based on the table, Marge drew a face card 3 + 2 + 4 times, or 9 times. This
means that 21 of the cards drawn were cards. ‘
Example 3: Randomly picked students were each asked how many pets they own.
Below is a frequency distribution table showing their responses.
Outcome Frequency
0 3
1 6
2 7
3 3
4 1
Guide Question:
1. How many students have 1 or 2 pets?
2. How many students in all were asked?
Solution:
1. To get the total of students with 1 or 2 pets, add the frequency of the responses for
1 and 2. There are 6 + 7 or 13 students with 1 or 2 pets.
2. To get the total number of students asked, get the total of all frequencies. This will
MATATAG LESSON EXEMPLAR
MATHEMATICS QUARTER 3 GRADE 7 DAY 4
give you the total of all responses.
Number of students asked = 3 + 6 + 7 + 3 + 1 = 20
Worked Example
Lesson Activity
This activity allows students to engage in teamwork while learning to organize data.
1) Divide students into small groups. 2)
Each group conducts a survey within the class about what their favorite is among the
colors of the rainbow. Suggested Rubric
- Clarity of frequency table - 5
3) Groups organize the responses into a frequency distribution table for their pts.
responses on the cartolina or manila paper. - Collaboration within the group
- 5 pts.
Assessment Questions: What is the most common response in the frequency table? - Presentation – 5pts
Cooperative Learning
D. Making Generalizations Learners’ Takeaways
(Abstraction)
1. What challenges did you face while organizing the data?
2. How did this activity help you understand frequency tables?
Reflection on Learning Reflective Thinking
Share with the whole class the answer to the following questions:
1. Which activity is easy? How so?
2. Which activity is difficult? How so?
MATATAG LESSON EXEMPLAR
MATHEMATICS QUARTER 3 GRADE 7 DAY 4
3. What skill should you possess to accomplish all the tasks correctly and
completely?
IV. EVALUATING LEARNING FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating Learning Formative Assessment
(Test) The following list shows the areas in Luzon. Organize a frequency table from the
respective regions. Answers:
1. Region III
2. Region IV- B, V and CAR
Region Tally Frequency
Region I
Region II
Region III
Region IV- A
Region IV- B
Region V
NCR
CAR
1. What region is the most frequency response?
2. What region is/are the least frequency response?
Homework (Optional)
MATATAG LESSON EXEMPLAR
MATHEMATICS QUARTER 3 GRADE 7 DAY 4
B. Teacher’s Remarks Observations Effective Practices
(Annotations)
C. Teacher’s Reflections Reflection Prompts
(Gains) A. Principles behind the teaching
1. What principles and beliefs informed my lesson?
2. Why did I teach the lesson the way I did?
B. Students
1. What roles did my students play in my lesson?
2. What did my students learn? How did they learn?
C. Ways Forward
1. What could I have done differently?
2. What can I explore in the next lesson?
Prepared by: Checked by: Reviewed by: Noted by:
CHERRY-ANNE B. LAGGUI MA JASMIN D. MARCELO LANIE B. SALAMANES IGNACIO L. SON JR.
Teacher II Master Teacher I Master Teacher II, TIC Math Dept. Principal IV
