p

4
Mathematics
Quarter 4 - Module 7:
Drawing Inferences

Department of Education Republic of the Philippines

Mathematics – Grade 4
Alternative Delivery Mode
Quarter 4- Module 7: Drawing Inferences
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency
or office wherein the work is created shall be necessary for exploitation of such work for
profit. Such agency or office may, among other things, impose as a condition the payment
of royalties.
Borrowed materials (i.e., stories, songs, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education – Division of Valencia City
Schools Division Superintendent: Rebonfamil R. Baguio

Development Team of the Module

Authors: Flora C. Villahermosa

Editor: Cyrene Mae F. Tunog, T-1

Reviewers: Margie M. Bayagna, PSDS

Joy L. Rosalita
Mary Ann L. Flor
Enriqueta S. Libante

Illustrator: Jordan L. Subalan

Layout Artists: John Rimmon I. Taquiso
Israel C. Adrigado
Management Team:
Chairperson: Rebonfamil R. Baguio
Schools Division Superintendent
Co-Chairperson: Eugene I Macahis, Jr.
Asst. Schools Division Superintendent

Members: Jayvy C. Vegafria

Lorelie V. Gamutan, EPS – Mathematics
Analisa C. Unabia, EPS – LRMS
Joan Sirica V. Camposo, Librarian II
Israel C. Adrigado, PDO II

Printed in the Philippines by:

Department of Education - Division of Valencia City
Office Address: Lapu-lapu Street, Poblacion, Valencia City 8709
Telefax: (088) 828-4615
Website: deped-valencia.org

1
 4
Mathematics
Quarter 4 - Module 7:
Drawing Inferences

This instructional material was collaboratively developed

and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of education at
[email protected].

We value your feedback and recommendations.

Department of Education Republic of the Philippines

2
What This Module is About

In this particular module, you will be learning about double bar

graphs. You will draw inferences based on a bar graph given to you.
Bar graph is a graph with bars of different lengths to show
information. You will also learn that it has title, labels, and legend.
Here are the tips to follow for you as you learn:
1. Read and understand instruction.
2. Do only what is instructed.
3. Ask your parent or teacher if something is unclear.
4. Do not be afraid to try for in trying you will learn.
5. Enjoy what you do.

What I Need to Know

Today, you will learn how to draw inferences based on data

presented in a double-bar graph. Before doing so, try to recall and
define some of the following terms:

Inference
Bar graph
Double-bar graph
Data
After learning this module, you can:

1. Draw inferences based on data presented in a double

graph.

How to Learn from this Module

For you to achieve the objectives cited above, you are to do the
following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and
exercises diligently.
• Answer all the given tests and exercises.

3
 What I Know

To check you understanding of the past lessons, check on the

graph below and answer the questions that follow:

Math Scores of Grade 4 Pupils

No. of pupils

Scores
1.What is the graph all about?
1. What items are being compared?
2. From the graph, determine how many pupils in the class got
85?
3. How many pupils got 80 and 90 altogether?
4. How many pupils got 95?
5. What is the name of this graph?
6. What is the graph all about?

4
 z

Lesson
Drawing Inferences
1
Trends can be seen with data presented in a graph. These data
are collected from interviews, surveys and the like.

Graphs are picture or diagram representation of data. The points

on the graph often represent the relationship between two or more
things.

Observing the trend of the graph can help in forming inferences

on what is likely to happen and in making wise decisions. Inference is
an intelligent guess.
What’s New

Andrei's Ratings in Math and Science

Fourth
Periodic Test

Third

Second

First

70 75 80 85 90 95 100
Science
Rating Legend:
Legend:
Math

Above is an example of a double bar graph. A double bar graph

is a graph that compares two data groups. Double bar graphs help us
to compare or present more than one kind of information, situations, or
events instead of just one by using bars.

5
 To draw inference from the above double bar graph, you may
need to answer the following questions.
1. What was Andrei’s rating in Math during the first periodic test?
2. How much higher was Andrei’s rating in Math than in Science
in the second periodic test?
3. During the third periodic, which subject got a higher rating?
4. What observation can you make or say about Andrei’s periodic
tests in Math and in Science?
5. What is likely to happen to Andrei’s fourth periodic test in
Math?

What is It

Making inferences from a double bar graph needs understanding

of the contents of the graph. You will learn that graphs must be clearly
labeled and titled so that information is presented concisely and
visually.

Interpreting graphs can help you become aware of the features of

a graph that can lead to understanding and making sense of the data
displayed. Graph comprehension includes reading and interpreting the
data.

It is also important to understand, plan, solve and look back in

drawing inference from a graph.

The following steps to interpret the graph might help you:

1. Read the title.

2. Read and understand the labels.
3. Make a deep analysis of the data presented.
4. Use the data in the graph to answer questions as a way of
interpretation.
5. Understand the story behind the data presented in the graph

6
 What’s More

Interpret the double bar graph by answering the following

questions.

1. What is the title of the graph?

2. What data are being compared in the graph?
3. Who likes to play basketball more?
4. How many grade 3 pupils like to play baseball?
5. How many more pupils in grade 4 likes to play soccer than grade
3?

What I Have Learned

✓ Graphs are pictures or diagram representations of data. The

points on the graph often represent the relationship between two
or more things.
✓ A double bar graph is a graph that compares two data groups.
Double bar graphs help us to compare or present more than one
kind of information, situations, or events instead of just one by
using bars.
✓ Interpreting graphs can help you become aware of the features of
a graph that can lead to understanding and making sense of the
data displayed.
✓ The following steps to interpret the graph might help you:

➢ Read the title.

➢ Read and understand the labels.
➢ Make a deep analysis of the data presented.
➢ Use the data in the graph to answer questions as a
way of interpretation.

7
 ➢ Understand the story behind the data presented in the
graph.

What I Can Do

As an output for this lesson, make a bar graph of the results of 5

quizzes in your favorite subject. Make some inferences about the data
as reflected on your grades. Place it in your portfolio.
z

Lesson
Recording Outcomes in
2 an Experiment
An experiment is a task or activity that is done where results are
observed and recorded such as what scientist do in the laboratory. But
experiment can be simply done too. It can be done in the house.

The results in the experiment are called outcomes.

Outcomes in an experiment should be recorded to validate the

results.

What’s New

This time, consider a regular dice like this one.

How many outcomes are possible if you roll this dice? What are
these outcomes?

In this experiment, there are 6 outcomes. The outcomes are

getting a face with 1, 2, 3, 4, 5, or 6 dots.

What is It

Recording of outcome is important in an experiment because it

helps you verify whether your result is consistent or not.

8
 Below are some other simple experiments. Identify the possible
outcomes that can be observed. Record your data on the table below.

Experiment Expected Outcome

1. Choosing a vowel from the English
alphabet.
2. Selecting a primary color in the color
wheel
3. Getting a prime number from 1 to 10
4. Obtaining a multiple of 5 from 1 to 50

What’s More

Prepare 10 strips of paper and number them from 1 to 10 as

shown in the illustration below.

Record the possible outcomes in each of the simple experiment

below. List it in the table provided.

Experiment Number of possible Expected

outcomes Outcome
1. Getting an even number
2. Obtaining an odd number
3. Getting a number less
than 5
4. Getting a number more
than 5
5. Selecting a prime number

What I Have Learned

✓ An experiment is a task or an activity that is done where results

are observed and recorded such as what scientist do in the
laboratory. It produces computable results (example:. throwing

9
 two dice, dealing cards, measuring heights of people, throwing
coins)
✓ The results in the experiment are called outcomes. (example: the
numbers shown on the two dice)
✓ Sample space is the set of all possible outcomes from an
experiment (e.g. the set of all vowels, set of consonants)
✓ Recording of outcome is important in an experiment because it
help you verify whether your result is consistent or not.

What I Can Do

Make colored cards as shown.

Put the colored cards into a plastic box. Shake the box very well.

Picked any card and record how many times you pick the color
until no cards are left in the box.

Record your observations in the table below.

Color of Cards Number of Times Picked

Yellow
Blue
Red
Green
Blue and Yellow
Blue and Red
Red and Green
Yellow and Green
Yellow, Blue and Red
Yellow, Blue, Red, and Green
z

Lesson Expressing the Outcome in

3 Words, Symbol, and Tables

10
 Outcomes in a simple experiment can be expressed in words or
in symbols enclosed in braces. These outcomes can easily be identified
when written in a table. Outcomes can also be expressed in phrases or
using graphs.

How can you express outcomes in a simple experiment? You can

think of it as the probability determined from the results of an
experiment. It is what actually happens instead of what you were
expecting to happen.

What’s New

Direction:
Get 1-peso coin. Toss the coin and record the number of times
that the expected outcome appears. Complete the table below.

Number of Tosses Number of Times Number of Times

Head Appeared Tails Appeared
5
10
15
20
25

A. What have you observed to the outcomes as you increased the

number of times you toss the coin?
B. Compare the number of heads appeared to the number of tails
appeared, based on the table.

What is It

Study the table

John Mark wants to find out the possible outcomes of tossing a

coin twice. He tossed a coin twice and listed down all the possible
outcomes. The results are in the following table.

11
 Possible Outcomes Possible Outcomes Possible Outcomes on
on the First Toss on the Second Toss tossing a coin twice
Head Head, Head
Head Tail Head, Tail
Head Tail, Head
Tail Tail Tail, Tail
The possible outcomes are, Head (H) and Tail (T), which can be
written in symbol as {H, T}

Therefore, the outcomes of tossing a coin twice which are {(head,

head), (head, tail), (tail, head), (tail, tail) can also be expressed as {HH,
HT, TH, TT}.

What’s More

Let’s try another example:

Roll a pair of dice. Complete the table below and express the
outcomes in symbols. The first one is done for you.

Possible outcome Possible outcome Possible outcomes

in following the in rolling the on rolling a pair of
First die Second die dice
1 1,2,3,4,5,6, (1,1) (1,2) (1,3) (1,4)
(1,5) (1,6)
2
3
4
5
6

1. Why are there 6 possible outcomes when you roll the first die?
2. What can you say about the outcomes when a pair of die is
rolled?

What I Have Learned

Study the situation below.

12
 Luiz and Kevin are both fond of watching “Wheel of Fortune”.
They decided to make their own spinner by putting letters as illustrated
on the right. Each of them spun the wheel once and recorded their
combined outcome.

Consider the first outcome to be the letter that was spun by

Luiz and the second by Kevin. Answer the following questions.
Number one is done for you.

1. If Luiz’ outcome happens to be a vowel, what are the possible

outcomes that they have together?
{ ( A,A), (A,B), (A,C), (A,D) }
2. If Luiz’ outcome is a consonant and Kevin’s outcome is a vowel,
what are their combined outcomes?______________________.
3. If Kevin’s outcome is consonant, what are their combined
outcomes?_________________________________________.
4. If both of them spin a consonant, what are their combined
outcomes?_________________________________________.
5. If only one of them spin a consonant, what are their possible
outcomes together?__________________________________

What I Can Do

Do the activity below.

You are having a hard time deciding on what to pair among your
four sets of shirts with your three sets of shorts. Identify your possible
pairs of shirts and shorts from the given illustrations.

13
 Green
White Blue Red

black gray brown

There are 12 possible pairs of shirts and shorts from the given
illustration:
1. ________ 4. _______ 7. _______ 10. ________
2. ________ 5. _______ 8. _______ 11. ________
3. ________ 6. _______ 9. _______ 12. ________
4.

Post Assessment

A. Direction:

Look at the graph on the favorite ice cream flavors of grade 3

pupils between male and female. Draw inference from this graph by
answering the following questions:
Pupils Favorite Ice Cream Flavor
No. of Pupils

Male Female

14
 1. What is the title of the graph?
2. How many male pupils likes vanilla ice cream?
3. How many female pupils likes strawberry ice cream?
4. Who loves chocolate flavor ice cream best?
5. How many more female pupils likes lemon ice cream than male
pupils?

Game Scores

Game Scores of Grade 3 and Grade 4 Team

Answer the following questions. Use the graph as your reference.

1. What is the graph all about?

2. Which team played better?
3. What is the score of Grade 3 team in game 3?
4. What is the score of Grade 4 team in game 5?
5. In what game did the two teams tied their score?
6. Why do you say that the grade 4 is a better player?

B. Study the letter cards. Refer to the cards below to answer the
questions that follow.

A B L M Q R E F
What are the outcomes of picking a card containing:

1. a vowel? _________________________
2. a consonant? _________________________
3. a letter between N and S? _________________________

15
 4. a letter from the word MATHEMATICS? ___________________
5. a letter from the word PHILIPPINES? ___________________
6. a letter between A and F? ____________________________
7. consonants and vowels? ____________________________
8. a letter from the word ADD? ____________________________
9. a letter from the word LOVE? _______________________
10. a letter from the word GRADE? ___________________

C. Direction: l. Look at the numbers inside the jar, then write the
outcomes on the table below. Number 1 is done for you.

Condition Outcomes

5, 25
1. Factors of 25
2. Multiples of 3
3. Odd numbers
4. Prime numbers
5. Numbers more than 10
6. Even numbers
7. Composite numbers
8. Numbers less than 15
9. Getting a number divisible by 2
10. Multiples of 2

16
 Post Assessment
1. 5, 25 17
2. 9, 12, 15
3. 3, 5, 7, 9, 11, 13, 15, 25
4. 3 ,5, 7, 11, 13
5. 11, 12, 13, 15, 25
6. 8, 10, 12
7. 8, 10, 12, 15, 25
8. 3, 7, 8, 10, 12, 13
9. 8, 10, 12
10. 8, 10, 12
What I have learned
What I can do
1. (A,A) (A,B) (A,C) (A,D)
1. (WT,BS) 7. (RT,GS)
2. (B,A) (C,A) (D,A)
2. (BT,BS) 8. (GT,GS)
3. (A,B) (A,C) (A,D) (B,B) (B,C) (B,D)
3. (RT,BS) 9. (WT,YS)
(C,B) (C,C) (C,D) (D,B) (D,C) (D,D)
4. (GT,BS) 10. (BT,YS) 4. (B,B) (B,C) (B,D) (C,B) (C,C) (C,D) (D,B)
5. (WT,GS) 11. (RT,YS) (D,C) (D,D)
6. (BT,GS) 12. (GT,YS) 5. (A,B) (A,C) (A,D) (B,A) (C,A) (D,A)
Lesson 1 What’s More What I Can Do
What’s New
1. 85 1. Grade 3 and 4 1.
Boy’s Favorite Sport
2. 5 2. Different sports of
Grade 3 and 4 boys
3. Math 3. Grade 4
4. Increasing 4. 20
5. it will increase to 100 5. 5
Lesson 2
What Is It What’s More What I Can Do
1. 5(A,E,I,O,U) 1. 5(2,4,6,8,10) 1. 3
2. 3 (red, yellow, blue) 2. 5(1,3,5,7,9) 2. 2
3. 4 (2,3,5,7) 3. 4(1,2,3,4) 3. 1
4. 10(5,10,15,20,25,30,35,40,45,50) 4. 5(6,7,8,9,10) 4. 2
5. 4(2,3,5,7) 5. 5
6. 4(1,2,4,8) 6. 3
7. 3(3,6,9) 7. 3
8. 2(4,8) 8. 5
9. 1(10) 9. 6
10. 10. 8
9(1,2,3,4,5,6,7,8,9)
Answer Key
References:

1. Chingcuaco, O. G (2019). Soaring High with MATHEMATICS.

Saint Matthews Publishing.
2. Domingo, A. C and Apistar, E. M (2015). Sibs Publishing House,
Inc.
3. https://www.google.com/search?q=double+bar+graph+grade+4
&hl=en&tbm=isch&source=iu&ictx=1&fir=2wjK54ZsgykVqM%25
2CpRvI379g0LcDEM%252C_&vet=1&usg=AI4_-
kQOSzCwUtOpjpgg_3GUWbvZepoZKA&sa=X&ved=2ahUKEwi
m7czB1p7qAhXKc94KHc6MBFwQ9QEwC3oECAkQNw&biw=1
366&bih=657#imgrc=m1YFAV_lYC2gnM
4. https://www.pinterest.ph/pin/263108803203534293/
5. https://www.studyladder.com/games/activity/counting-on-a-
number-line-1-10--29127
6. https://gilkalai.files.wordpress.com/2017/09/dice.png
7. https://commons.wikimedia.org/wiki/File:Philippines_New_Gener
ation_1_peso_coin_reverse.png

For inquiries and feedback, please write or call:

Department of Education – Division of Valencia City

Lapu - Lapu Street, Poblacion, Valencia City 8709

Telefax: (088) 828 - 4615

18