8 LESSON PLAN IN MATHEMATICS 7

GRADE LEVEL QUARTER DATE PAGE NO.

January 28, 2019

7:40 – 8:40 Emerald Fourth
(Monday)

I. OBJECTIVES
The learner demonstrates the key understanding of key concepts, uses and
importance of statistics, data collection/gathering and the different forms of
A. Content Standards
data representation, measures of central tendency, measures of variability,
and probability.
The learner is able to collect and organize data systematically and compute
B. Performance
accurately measures of central tendency and variability and apply these
Standards
appropriately in data analysis and interpretation in different fields.
C. Learning Organizes data in a frequency distribution table. M7SP-IVc-1
Competencies
II. CONTENT Organizing Data in Frequency Table
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials pages 241 – 242
B. Other Learning
Visual aids
Resources
IV. PROCEDURES (7E’s)
Drill/Review:
 Review the previous by asking the definition of the following:
o Statistics
o Data
o Data collection
o Two types of data
o Methods in gathering data
Motivation
BABY BOOM!
Do you know in what month most babies are born? Let’s do a mini survey in
your class. Gather the birth months of everyone in the class and organize the
A. Elicit
data in the table.

1. In which month were most students in the class born?

2. In which month were the least number of students in the class born?
3. What can you infer from data?
B. Engage Presentation of the Lesson
 Relate the motivation to the lesson.
”Data that you gathered in conducting research or investigation
can be presented in systematic way. It can be organized by using
Frequency Distribution Table (FDT).”
 Present the lesson objective.
“At the end of this discussion, we will know how to organize data
in frequency distribution table.”
 Give a brief discussion on the definition of frequency distribution table
and the steps in organizing data in frequency distribution table.
Frequency distribution Table is a systematic way of presenting data
using a table. The data are group into different intervals or number of
classes assigned by the researcher. Usually, the ideal number of classes
is from 5 to 20 only.
Steps in Organizing Data in Frequency Distribution Table
1. Choose the number of classes of the distribution.
2. Get the range or the difference between the highest and the lowest
values.
3. Solve the class width or class size by dividing the range by the
number of classes or intervals.
 4. Decide the starting point. Use the lowest score as the starting point
if the class size is even. If the class size is odd, use the multiple of the
class size, which is less than or equal to the lowest score, as the
starting point or the first lower limit.
5. Determine the next lower limit by adding the class size.
6. The upper limit of the first interval is determined by subtracting
one from the second lower value. Repeat the process to complete the
intervals.
7. The lower class limit is the lowest value within the interval, whereas
the upper class limit is the lower class limit and 14 is the upper class
limit. 8. Get the tally of each score.
9. Determine the corresponding number in each tally. The number of
times the value appears in the distribution is called the frequency.
Group the students into two. Each group will construct frequency
distribution table given the following.
Group 1
Mrs. Angon a Mathematics Teacher in Rosario National High School give a
long quiz to her students. Given the set of scores of 60 students in a 50 item
test, construct a frequency distribution table.
34 28 43 21 12 50 26 33 18 28 15 42 33 21 18 17 46 10 13 38
C. Explore 29 30 43 50 23 28 14 31 20 17 23 31 38 32 43 12 18 10 25 19
33 26 24 43 45 30 18 11 23 21 40 48 23 26 34 12 19 24 25 29
Group 2
One of the Companies in EPZA are producing batteries. Thirty AA batteries
were tested to determine how long they would last. The results, to the nearest
minute, were recorded as follows:
423, 369, 387, 411, 393, 394, 371, 377, 389, 409, 392, 408, 431, 401, 363,
391, 405, 382, 400, 381, 399, 415, 428, 422, 396, 372, 410, 419, 386, 39
After the group activity, the students will be ask of the following questions:
a. How did you find the activity?
D. Explain b. What is the importance of frequency distribution table?
c. Based on the given activity, how can we construct a frequency
distribution?
Elaboration
 Give further elaboration and explanation on the part where there are
confusions.
Application
Complete the table below given the following data:
34 28 43 21 12 50 26 33 18 28 15 42 33 21 18 17 46 10 13 38 29 30 43
50 23 28 14 31 20 17 23 31 38 32 43 12 18 10 25 19 33 26 24 43 45 30 18
11 23 21 40 48 23 26 34 12 19 24 25 29
Class Interval Tally Frequency
50 – 54
45 – 49
40 – 44
35 – 39
30 – 34
25 - 29
20 – 24
E. Elaborate 15 – 19
10 – 14
Generalization
Frequency distribution Table is a systematic way of presenting data using a
table.
Steps in Constructing a Frequency Distribution Table
1. Choose the number of classes of the distribution.
2. Get the range or the difference between the highest and the lowest values.
3. Solve the class width or class size by dividing the range by the number of
classes or intervals.
4. Use the lowest score as the starting point if the class size is even. If the
class size is odd, use the multiple of the class size, which is less than or
equal to the lowest score, as the starting point or the first lower limit.
5. Determine the next lower limit by adding the class size.
6. The upper limit of the first interval is determined by subtracting one from
the second lower value. Repeat the process to complete the intervals.
7. The lower class limit is the lowest value within the interval.
8. Get the tally of each score.
 The following are test scores of Section 1. Construct a suitable frequency
table. Use intervals of width 6.
F. Evaluate
14 15 30 19 10 18 26 30 10 15 15 28 10 30 34 40 20 43 20 30
10 22 36 36
1. The following data indicates the scores of 30 students who took the
qualifying examination for mathematics challenge. Construct a frequency
table.
G. Extend 35, 60, 45, 56, 54, 20, 65, 80, 70, 34, 32 90, 95, 70, 24, 11, 70, 65, 70, 45,
32, 70 45, 55, 76, 77, 16, 92, 88, 86, 78, 54, 19
2. Study: Congruent Angles and Vertical Angles Learners Material for Grade 7
pp. 203 - 204
V. REMARKS The lesson was not carried out.
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. No. of learners who continue to require remediation
D. Which of my teaching strategies worked well? Why did these
work?
E. What difficulties I encounter which my principal or supervisor
can help me solve?

Prepared by:

ARIEL B. PORE
Teacher 1