7

Quarter 31
Lesson Exemplar Lesson

for Mathematics 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 3: Lesson 1 (Week 1)
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

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Development Team
Writer:
• Edrian D. Saraos, EdD (Mariano Marcos State University)
Validator(s):
• Clemente M. Aguinaldo, Jr. (Philippine Normal University – North Luzon)
• Douglas A. Salazar, PhD (Mindanao State University-Iligan Institute of
Technology)

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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MATHEMATICS / QUARTER 3 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of data collection and sampling techniques.
Standards

B. Performance
By the end of the lesson, the learners are able to collect data and apply knowledge in sampling techniques. (DP)
Standards

C. Learning By the end of the quarter, the learners investigate different data collection and sampling techniques.
Competencies 1. determine the importance of data collection.
and Objectives 2. explain the data collection process.
3. demonstrate knowledge of sampling.
4. investigate different data collection and sampling techniques.
5. apply knowledge in data collection and sampling techniques in practical life settings.

D. Content Data Collection

• Types of Data
Sampling Techniques
• Types of Sampling

E. Integration Market Research

● understanding customer needs
● estimating market size and potential
● identifying trends and opportunities
● determining pricing strategies
● analyzing strengths and weaknesses

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II. LEARNING RESOURCES

● Pierce, R. Math is Fun. (2022). Sampling. Retrieved 20 December 2023 from https://www.mathsisfun.com/data/sampling.html
● StatisticsHowTo.com. (2023). Sampling in Statistics: Different Sampling Methods, Types & Error. Retrieved 19 December 2023 from
https://www.statisticshowto.com/probability-and-statistics/sampling-in-statistics/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Review The following are the

Knowledge Review the concept of Sets. Initially and partially emphasize the connection connections of Sets and Data
between Sets and Data Collection. Collection.

1. Defining Data Sets:

Connection: In data collection,
each piece of information
gathered forms a data point,
and collectively, they constitute
a data set.
2. Types of Sets in Data:
Connection: In data collection,
a sample may represent a finite
set of observations and the
entire population may be
considered an infinite set.
3. Sampling as Subsets:
Connection: In sampling, the
data collected represents a
subset of the entire population,
and the process involves
selecting a representative
portion for analysis.

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B. Establishing 1. Lesson Purpose For the warm-up activity, ask
Lesson Purpose the learners to volunteer. The
Warm-up Activity. teacher may call more or less
than 10 learners to participate,
Title: “Knowing Me, Knowing You” depending on the learner’s
interest.
Ask 10 learners from the class to supply the needed information in the table
below. The table will be posted on the blackboard. The teacher may use other
variables like Age, Daily
Student Name Gender Favorite Food Weight (kg) Allowance, Favorite Movie,
Juan Male Adobo 30 Number of Members in the
Pedro Male Tinola 35 Family, Favorite Subject,
Maria Female Spaghetti 25 Religion, etc.
Magdalena Female Ice Cream 28
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From this activity, after accomplishing the table, the teacher will now introduce
the concept of data collection.

Define the term "data" as information, facts, or numbers collected for analysis.
Write the definition on the board.

Engage students in a brief discussion about why data is important. Encourage

them to share their thoughts on how data influences decision-making and its
significance in our day-to-day encounters.

For more understanding, let the learners give more examples of data.

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2. Unlocking Content Area Vocabulary

Statistics is a branch that deals with collecting, organizing, and interpreting

data to address a certain phenomenon.

Example: Marketing strategists use statistics to see the current market trend
and devise solutions on how companies could sell more of their products.

Population is the set of all possible cases from which data are collected.

Example: A study regarding the average height of students in a school requires

the set of all students studying in that school as its population.

A sample is a subset of the population under study.

Example: A study regarding the average height of students in a school may

focus only on the sample set of students in a single grade level studying in
that school.

Variables are characteristics that vary over time from subject to subject.

Example: Consider a study regarding the influence of social media on

students' preferences in choosing a student leader. In this study, a researcher
may include the number of social media accounts per sample student as one
of the variables. The researcher can also choose the gender of the sample
student as another variable.

A qualitative variable is a type of variable that focuses on the quality or

characteristics of each experimental unit.

Example: civil status, gender, color, favorite movie

A quantitative variable is a type of variable that measures a numerical quantity
on each experimental unit.

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 Example: age, height, weight, daily allowance

Data Collection Sampling Techniques

Data Sample
Survey Population
Interview Simple
Questionnaire Systematic
Experiment Stratified
Case Study

C. Developing and SUB-TOPIC 1: TYPES OF DATA Commented [MR1]: Distinguish each activity in this part
Deepening 1. Explicitation by writing ‘Activity No.’
Understanding Commented [ES2R1]: Done sir. Activity 1 is the Scavenger
Begin the discussion by going back to the previous output on the activity Hunt
“Knowing Me, Knowing You”.
Commented [ES3R1]: Activity 2: DATA COLLECTION
SIMULATION
Introduce the terms "qualitative data" and "quantitative data".
Define qualitative data as descriptive information that cannot be measured
Commented [ES4R1]: Activity 3: Identifying the type of
numerically and quantitative data as numerical information with measurable sampling employed.
units.
Examples:
Qualitative: Favorite colors, types of fruits, feelings
Quantitative: Ages, temperatures, number of siblings

Discuss each example, asking students to identify whether it is qualitative or

quantitative.

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 2. Worked Example Answer for Worked Example
For each scenario or statement below, identify whether the data provided is 1. L (Qualitative)
qualitative (L) or quantitative (N). 2. N (Quantitative)
1. Identifying the color of each car in the parking lot. 3. L (Qualitative)
2. Determining the number of students in each class. 4. N (Quantitative)
3. Rating a movie as “excellent”, “good”, or “poor”. 5. L (Qualitative)
4. Measuring the temperature in degrees Celsius. 6. N (Quantitative)
5. Describing the taste of different ice cream flavors. 7. L (Qualitative)
6. Counting the total pages in a book. 8. N (Quantitative)
7. Categorizing books based on their genres. 9. L (Qualitative)
8. Recording the time it takes to complete a race. 10. N (Quantitative)
9. Identifying the types of animals in a zoo.
10. Noting the sizes of shoes in a store.
3. Lesson Activity
Activity 1: Scavenger Hunt
Instruct students to explore the classroom or school environment individually or
in small groups.

Each student/group should find at least three examples of qualitative data and
three examples of quantitative data. Examples can include anything from
classroom posters (qualitative) to counting the number of chairs in the room
(quantitative).

Once students have collected their examples, have them write each example on a
sticky note or index card.

Ask students to place their examples on the board under the appropriate category
(qualitative or quantitative).

Encourage discussion among students as they categorize their findings, ensuring

they understand the distinction between the two types of data.

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SUB-TOPIC 2: METHODS OF DATA COLLECTION

1. Explicitation

Begin the lesson by sharing with the learners the importance of data collection,
specifically in research projects.

Enumerate and discuss the different methods of collecting data.

a. Surveys and Questionnaires:

Description: Surveys involve asking individuals a set of predetermined questions,
often in written form, to gather information about their opinions, behaviors, or
characteristics.
Application: Used in social sciences, market research, and public opinion polls
Advantages: Cost-effective, can reach a large audience, standardized format
Challenges: Response bias, limited depth of information

b. Interviews:
Description: Interviews involve direct interaction between a researcher and a
participant, where questions are asked and responses are recorded.
Application: Common in qualitative research, case studies, and in-depth
investigations
Advantages: Allows for in-depth exploration, flexibility in questioning, and
clarification of responses
Challenges: Time-consuming, potential for interviewer bias
c. Observations:
Description: Researchers directly observe and record behavior, events, or
phenomena without direct interaction with the participants.
Application: Used in naturalistic studies, ethnography, and behavioral research
Advantages: Provides firsthand information and minimizes response bias
Challenges: Observer bias, limited insight into underlying motivations

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 d. Experiments:
Description: Researchers manipulate variables to observe the effect on the
outcome. Controlled conditions help establish cause-and-effect relationships.
Application: Common in natural sciences, psychology, and medicine
Advantages: Allows for causal inference, high internal validity
Challenges: Artificial settings may limit generalizability, ethical concerns

e. Case Studies:
Description: In-depth examination of a single case or a small number of cases to
gain insights into complex phenomena.
Application: Common in psychology, medicine, and social sciences
Advantages: Rich, detailed information, suitable for complex or unique cases
Challenges: Limited generalizability, potential for researcher bias

2. Worked Example Answer Key:

1. Experiment
Instructions: For each scenario provided, identify the most suitable data collection 2. Interview
method to be used. 3. Questionnaire/Survey
Scenario 1: Researchers want to investigate the impact of a new teaching method 4. Observation
on student learning outcomes in a specific subject. They manipulate the teaching
5. Experiment
approach and compare the results with a control group.
Scenario 2: A researcher is interested in exploring the experiences and
perceptions of individuals who have successfully overcome a specific phobia. The
focus is on obtaining in-depth, qualitative insights into their personal journeys.
Scenario 3: An organization is conducting a market research study to
understand consumer preferences for a new product. They distribute a set of
standardized questions to a large sample of potential customers.
Scenario 4: A social scientist is investigating the communication patterns within
a specific community. The researcher spends extended periods in the community,
silently monitoring interactions, and taking field notes.
Scenario 5: Scientists are conducting a study to test the effectiveness of a new
drug in treating a medical condition. Participants are randomly assigned to either
the treatment group or the control group, and the outcomes are measured.

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 3. Lesson Activity

Activity 2: Data Collection Simulation

Step 1. Simulation Station Set-up

Set up five different stations in the classroom, each representing one data
collection method.
Station 1 (Interview): Create a scenario where students role-play as interviewers
and interviewees discussing a specific topic.
Station 2 (Questionnaire/Survey): Provide a sample questionnaire for students to
fill out, simulating a survey scenario.
Station 3 (Observation): Set up a scene or activity for students to observe and
record data.
Station 4 (Experiment): Design a simple experiment that students can conduct
and measure outcomes.
Station 5 (Case Study): Provide a case study for analysis and discussion.

Step 2. Rotation and Data Collection Encourage students to take

Divide the class into small groups and assign each group to a starting station. notes, record their experiences,
Each group spends a designated time (e.g., 5-7 minutes) at each station, actively and collect data as they move
participating in or observing the simulated data collection method. through each station.

Step 3. Reflection and Discussion Facilitate a class discussion on

After completing the rotations, reconvene as a class. the advantages and limitations
Have each group share their experiences at each station, discussing the of each data collection method.
challenges faced, observations made, and any insights gained. Discuss the importance of
choosing the suitable method
Step 4. Group Presentation based on research objectives.
As an extension, assign each group one data collection method.
Ask them to prepare a short presentation on their assigned method, highlighting
its characteristics, suitable scenarios, and potential challenges.
Groups present their findings to the class, fostering peer-to-peer learning.

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SUB-TOPIC 3: SAMPLING TECHNIQUES
1. Explicitation

Begin with a brief discussion on the challenges of collecting data from an entire
population.
Ask students if they think it's practical to survey or collect data from everyone in
the class. Encourage the learners to participate.
Define sampling as the process of selecting a subset of individuals or elements
from a larger population for study.

Discuss the advantages of sampling, such as cost-effectiveness and time

efficiency.
Introduce three common sampling techniques: simple random sampling, stratified
sampling, and systematic sampling.
Briefly explain each technique:
Simple Random Sampling: Every individual in the population has an equal
chance of being selected.
Stratified Sampling: Dividing the population into subgroups (strata) and then
randomly sampling from each subgroup.
Systematic Sampling: Selecting every nth individual from the population after a
random start.
2. Worked Examples
Example of Simple Random Sampling: Conducting a Classroom Survey
Scenario: Imagine you are a teacher, and you want to conduct a survey to
understand the opinions of students in your school regarding a new extracurricular
activity. The total student population in the school is 500.

Steps in Simple Random Sampling:

1. Identify the Population: In this case, the population is all the students in
the school, totaling 500.

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 2. Assign a Number to Each Individual: Assign a unique number to each
student in the school. For simplicity, let's number them from 1 to 500.
3. Determine the Sample Size: Decide on the sample size you want for your
survey. Let's say you want a sample size of 50 students.
4. Use a Random Selection Method: To randomly select the sample, you can
use various methods. One simple way is to use a random number
generator or draw names from a hat. For the sake of illustration, let's use a
random number generator.
Generate 50 random numbers between 1 and 500. These 50 numbers
represent the students who will be part of your survey. Examples of
random numbers can be 27, 142, 305, 48, 219, ..., 498.
5. Select the Chosen Individuals: Identify the students corresponding to the
randomly generated numbers. In our example, students with the numbers
27, 142, 305, 48, 219, ..., 498 are part of the selected sample.
6. Invite the Selected Individuals to Participate: Reach out to the selected
students and invite them to participate in your survey on the new
extracurricular activity.

Example of Stratified Sampling: Assessing Academic Performance in a

School
Scenario: Suppose you are a researcher interested in understanding students'
academic performance in a junior high school. The school has a total population of
800 students, and you want to ensure that your sample is representative across
different grade levels (Grade 7, Grade 8, Grade 9, and Grade 10).
Steps in Stratified Sampling:
1. Identify the Population: The population, in this case, is all the students in
the high school, totaling 800.

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 2. Define Strata: Divide the population into strata based on the
characteristics of interest. In this example, the strata are the different
grade levels: Grade 7, Grade 8, Grade 9, and Grade 10.
3. Determine the Sample Size: Decide on the overall sample size you want and
the proportion of the sample from each stratum. Let's say you want a total
sample size of 100 students, to represent each grade level proportionally.
Sample size allocation:
Grade 7: 25 students
Grade 8: 25 students
Grade 9: 25 students
Grade 10: 25 students

4. Randomly Select Within Strata: Use random sampling within each stratum
to select the specified number of students. You can use methods like
random number generators or a random sampling technique.
For example, if you are using a random number generator, generate 25
random numbers for each grade level.
5. Select the Chosen Individuals: Identify the students corresponding to the
randomly generated numbers within each stratum. These students make
up your final sample.
Example of Systematic Sampling: Surveying Customers in a Shopping Mall

Scenario: Imagine you are conducting a survey to gather feedback from customers
in a busy shopping mall. The mall has a total population of 500 customers, and you
want to systematically survey a representative sample.
Steps in Systematic Sampling:
1) Identify the Population: The population is all the customers present in the
shopping mall during a specified time, totaling 500 individuals.
2) Determine the Sample Size: Decide on the overall sample size you want.
Let's say you want to survey 50 customers.

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 3) Calculate the Sampling Interval (k): Determine the sampling interval (k) by
dividing the total population by the desired sample size.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 500
k= = = 10
𝑆𝑎𝑚𝑝𝑙𝑒 𝑆𝑖𝑧𝑒 50

In this case, every 10th customer will be surveyed.

4) Random Start: Choose a random starting point within the first k

individuals. For example, randomly select the 3rd customer as your
starting point.
5) Select the Chosen Individuals: Survey every 10th customer from the
randomly chosen starting point until you reach the desired sample size.
Starting from the 3rd customer, survey the 13th, 23rd, 33rd, and so on
until you've surveyed 50 customers.
3. Lesson Activity

Activity 3: Identifying the type of sampling employed.

Instructions: For each scenario provided, choose the appropriate sampling Answer for Lesson Activity
technique to be employed. 1) Stratified Sampling
2) Systematic Sampling
Scenario 1: 3) Simple Random
You are conducting a survey to understand the preferences of students in a large
Sampling
university. To ensure representation from each academic department, you decide
4) Stratified Sampling
to sample 20 students from each department.
Scenario 2: 5) Simple Random
In a city park, you want to survey visitors to gather feedback on park facilities. To Sampling
make the survey process efficient, you decide to survey every 10th visitor who
enters the park.
Scenario 3:
You are conducting a study on the reading habits of students in a high school. To
ensure a diverse sample, you randomly select 30 students from the entire school
population.

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 Scenario 4:
You want to understand the opinions of employees in a large company about a
new workplace policy. The company has three main departments, and you decide
to sample 15 employees from each department.
Scenario 5:
In a music festival, you want to survey attendees about their favorite music
genres. To capture a random cross-section of the crowd, you decide to randomly
select individuals throughout the day without any specific pattern.

D. Making Learners’ Takeaways

Generalizations
On Data Collection:
“Collecting data is like gathering puzzle pieces. Each piece, no matter how small,
helps us see the bigger picture. It's not just about numbers; it's about creating a
story that makes sense.”
On Sampling Techniques:
“Sampling is like tasting a spoonful from a well-stirred soup; when done right, that
small bite represents the rich flavor of the whole. Choose your spoonful wisely, and
your understanding of the entire dish will be both accurate and satisfying.”

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Formative Assessment Answers:

Learning A. Classify the following examples into qualitative or quantitative data. Discuss A.
your reasoning within the group. 1. N (Quantitative)
1. Determining the heights of students in a class. 2. L (Qualitative)
2. Classifying fruits as "tropical" or "temperate". 3. N (Quantitative)
3. Counting the number of flowers in a garden. 4. L (Qualitative)
4. Describing the texture of different fabrics. 5. N (Quantitative)
5. Measuring the weight of bags in a grocery store. 6. L (Qualitative)
6. Categorizing books based on their authors. 7. N (Quantitative)

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 7. Rating a restaurant's service on a scale of 1 to 5. 8. L (Qualitative)
8. Identifying the types of clouds in the sky. 9. N (Quantitative)
9. Giving the ages of family members in a household. 10. L (Qualitative)
10. Describing the mood of a piece of music.
B.
B. Match Column A with the most appropriate method of collecting data in
1. Case Study
Column B.
2. Experiment
Column A Column B 3. Interview
1. It involves gathering detailed information about a a. Observation 4. Questionnaire
particular individual, group, or phenomenon through b. Interview 5. Observation
a comprehensive and in-depth examination. c. Case Study
2. It is employed when researchers systematically d. Experiment C.
manipulate one or more variables to observe the effect e. Questionnair 1. True
on another variable. e 2. False
3. A method that involves the systematic gathering of 3. True
information through direct interaction with 4. False
participants, allowing for a personalized and in-depth 5. False
exploration of their experiences and perspectives. 6. False
4. It is a structured set of questions designed to gather 7. False
information from a large number of respondents, 8. True
often used for statistical analysis. 9. True
5. The most appropriate method if researchers want to 10. False
collect data by watching and recording behaviors or
events as they naturally occur without interference.

C. True or False. Write True if the statement is correct. Otherwise, write False.
_______ 1. Simple random sampling ensures that every individual in the population
has an equal chance of being selected.
_______ 2. Systematic sampling involves dividing the population into subgroups and
then randomly selecting individuals from each subgroup.

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 _______ 3. In stratified sampling, the population is first divided into strata, and
then individuals are randomly selected from each stratum.
_______ 4. Simple random sampling is advantageous when there is a need to
guarantee representation from different subgroups or strata within the population.
_______ 5. Systematic sampling assures that every individual in the population is
equally likely to be included in the sample.
_______ 6. In stratified sampling, the goal is to have each individual in the
population included in the sample at least once.
_______ 7. Simple random sampling is more efficient than systematic sampling
when the population is already ordered in a systematic way.
_______ 8. Systematic sampling involves selecting individuals at regular intervals
from a randomly chosen starting point.
_______ 9. Stratified sampling is often used when significant differences exist
between subgroups within the population.
_______ 10. Simple random sampling is the most complex and time-consuming of
the three sampling techniques mentioned.

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

C. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ principles behind the teaching

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 What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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