School BIGNAY NATIONAL HIGH SCHOOL Grade Level Grade 7
Teacher CRISELDA C. ANDADOR Learning Area Mathematics
Teaching Date and MAY 23, 2023
Quarter Fourth
Time 7:40AM-10:20AM
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts, uses and importance of Statistics,
data collection/gathering and the different forms of data representation, measures of central
tendency, measures of variability, and probability.
B. Performance Standards The learner is able to collect and organize data systematically and compute accurately
measures of central tendency and variability and apply these appropriately in data analysis
and interpretation in different fields.
Organizes data in a frequency distribution table.
(M7SP-IVc-1)
C. Learning Competencies/
1. Know and understand the different terms and parts of a frequency distribution table.
Objectives
2. Organize data in a frequency distribution table.
3. Create a frequency distribution table.
II. CONTENT Statistics and Probability
III. LEARNING RESOURCES teacher’s guide, learner’s module, reference books, illustrations,
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Global Mathematics Book pages 235-240
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources Global Mathematics
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well. Always be
guided by demonstration of learning by the pupils/ students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Review the basic terminologies used in a frequency distribution table and its parts.
Recall the 4 steps in constructing FDT of ungrouped data.
1. Range
A. Review previous lesson or 2. Class Interval
presenting the new lesson 3. Tally
4. Frequency
5. Class Width
The student will play “Organizing Themselves.” The teacher should prepare categories
wherein the teacher will draw from it one after another. The students will then
group/organize their own group according to the category drawn. The class may have 3
groups. It depends upon the number of students present during the day. The first group to
B. Establishing a purpose for
have 3 points will be the winner.
the lesson
Example: a. Fall in line according to height.
b. Arrange yourself according to your birth date from Jan.to Dec.
c. Lists your scores during the 3rd Periodical Test and arrange it from larger value to
lower value. Use 5 as your class interval.
C. Presenting examples/ The teacher assigned the blank frequency distribution table. Using the result of their 3rd
instances of the new lesson Quarter Periodical Test, each group will gather the data and write it on their paper.
Step 1: Determine the range, R.
Class Interval Tally Class frequency
(f)
56-60 I 1
51-55 I 1
46-50 II 2
41-45 IIII 4
36-40 IIIII-II 7
31-35 IIIII-I 6
26-30 III 3
21-25 II 2
16-20 II 2
11-15 I I
6-10 I I
The teacher discusses with the students the process of arriving at the answer in Activity C.
Furthermore about the mathematical skills and principles they used in making frequency
D. Discussing new concepts
distribution table. Grouped Frequency Distribution Table. Using scores in their 3rd Quarter
and practicing new skills #1
Test data, apply the following steps in constructing a grouped frequency distribution table.
Class Class Classmark Upper Lower class Upper class Lower
Interval frequency class limit boundary class
(f) limit boundary
56-60 1
51-55 1
46-50 2
41-45 4
36-40 7
E. Discussing new concepts 31-35 6
and practicing new skills #2 26-30 3
21-25 2
16-20 2
11-15 I
6-10 I
F. Developing mastery (leads Using the same table, the teacher lets the students answer the following questions:
to formative assessment 3)
1. What is the total number of students who took the test?
2. Which class interval has the highest frequency?
3. What is the class mark of the 3rd class interval?
G. Finding practical
applications of concepts .
and skills in daily living
H. Making generalizations and The teacher summarizes the mathematical skills and principles used in making a frequency
abstractions about the distribution and asks questions like;
lesson 1. How did you get the answers of the unknown values?
2. How did you compute for the class mark
3. How did you determine the lower and upper class boundaries?
Possible responses:
The teacher lets the students answer individually the formative assessment.
Math test scores of 30 students
Class Class Class Limit Class Class
interval Frequency Upper Lower Boundaries Mark
3–8 1
9 – 14 7
15 -20 8
21 – 26 4
27 - 32 10
I. Evaluating Learning
Answer Key:
Class Class Class Limit Class Class
interval Frequency Upper Lower Boundaries Mark
3–8 1 3 8 2.5 and 8.5 5.5
9 – 14 7 9 14 8.5 and 14.5 11.5
15 -20 8 15 20 14.5 and 20.5 17.5
21 – 26 4 21 26 20.5 and 26.5 23.5
27 - 32 10 27 32 26.5 and 32.5 29.5
J. Additional activities or remediation
6. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What
7. REFLECTION else needs to be done to help the pupils/students learn? Identify what help your instructional supervisors can provide
for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% of the
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/ discover which I wish to share
with other teachers
