A Detailed Lesson Plan

In Mathematics

I. OBJECTIVES
At the end of the class discussion, the students are expected to:
1. illustrate the measure of central tendency(mean, median, and mode);
2. participate actively during class discussion; and
3. calculates the measure of central tendency of ungrouped data.

II. SUBJECT MATTER

Topics: Measures of Central Tendency of Ungrouped Data (Mean, Median and Mode)
References: Grade 7 K-12 Math Curriculum Guide pp.84-85;
Grade 7 Math Teacher’s Guide pp. 311;
https://math.tutorvista.com/statistics/ungrouped-data
http://www.riosalado.edu/lessons/Mod05_MeanMedianMode.shtml
Materials: A mock-up of a dice, Candies, Worksheets, Hand-outs, Visual Aids
Values: Participation, Teamwork and Accuracy
Time Frame: 1 hour

III. TEACHING STRATEGIES

Strategies: Inquiry based-teaching, cooperative learning, group activity, individual quiz

IV. METHOD: 4A’s

V. PROCEDURE

Teacher’s Activity Student’s Activity

A. Daily Routine

“Please stand for a prayer. Any volunteer One student will raise his/her hand to lead
who wants to lead the prayer?” the prayer.

“Our Father…..”

“Good morning class!” “Good morning Ms. Bahalla!”

“Before you take your seats, please pick The students will pick up some pieces of
up some pieces of paper or garbages garbages and take their seats.
under your chairs.”

B. Review

“Before we proceed to our topic for today, “Ma’am?”

let us review our past lessons in
Statistics? What is statistics?” “Statistics is a branch of mathematics which
Deals with organization, calculation and
interpretation of numerical data.
“Very good!”
“Thank you Mr. .”

“Do you have any questions class “None so far, ma’am!”

regarding with our previous topics?”
C. Motivation

The teacher will divide the class into three

groups.

“I will divide the class into three groups. The 5 representatives in each group will
Each group will select 5 representatives go to the center and form a three lines.
and form a line.”

“What you are going to do is that, every

representative will go to the front a roll
a dice together with the other group. We
are going to tally all your scores every
round of rolling the dice. The group with
the highest number of dice in five rolls will
get 5 happy cards from me. Each happy
card is equivalent to a prize. You have to
keep your happy cards throughout our
discussions because after the lesson, I am
going to give you the prize.”

“Good luck class!” The first participant in every group will

roll their dice together. And so on with
the second, third, fourth and fifth.
“ The group with the highest score is
Group ___!”

“Let’s give them a congratulations clap!”

D. Activity

From the data being collected in the 1st

activity/motivation, it will be used to the
next activity.
In the same group, the teacher will give
them a worksheet to complete the task.

“Let us proceed to our next activity, in

the same group, you will be given a work-
sheet to complete the task. You are going
to use the number of dice you have
collected. That will be your data in order
for you to answer or complete the task.”

“Go to your group now. You will be given

5 minutes to complete this task.”

The teacher will give the worksheet by

group.

“Good luck! Start answering now.”

After 5 minutes, the students will return

to their proper seats and the representa-
tive in every group will tape their output
in the board.
E. Analysis

The teacher will pose questions based

on their activity.

“Class, what have you observed in our “Ma’am?”

activities, from Group 1?”
“How did you get your answer?

“Yes, Ms ? “I think ma’am, we have gathered our data

first in the 1st activity where each group
roll a dice 5 times and we get our answer
through adding all the number of dice
And divide to the number of rolls.”

“Great observation!”

“How about the group 2?” “Ma’am?”

“Yes, Mr. ? “ We get the middle value by arranging

first the number.”
“Very good observations!”

“How about group 3, can you share to us “Our task ma’am is to find the number
how did you came up with your answer.” occurs frequently.”

“Very good. Thank you!”

“ Let me share to you a song that will

Lead to our topic for today.”

“ Are you excited to hear the song?” “ Yes, Ma’am!”

The teacher will demonstrate first the

song twice before the students will
take their turn to sing.

The song is based from the tone of

Brush3x, the theme song of the toothpaste
advertisement in television.

The teacher will post the copy of the song

on the board.

“Add and divide for the mean,

The middle is the median,
Mode is the one that appears the most
Measure of Central Tendency.”

The students will take their turn to sing. “Add and divide for the mean,
The middle is the median,
Mode is the one that appears the most.
Measure of Central Tendency”
“Thank you class, a clap for everybody!”

“Think of our activity and the song class,

Do you see any relation?” “Yes, ma’am!”

“What is it?” “It’s the way we get our answers.”

“ What do you think is our topic for today?” “ It’s Measure of Central Tendency.”

“Very good!”

“Which of the group do you think repre- “The first group ma’am!”
sents the mean?

“How about the median?” “The second one, ma’am!”

“So what do you think is the name for “ It is the mode ma’am.”
Group 3.”

“Very good class!”

F. Abstraction

“You are all correct class. Our topic for

today is all about Measure of Central
Tendency.”

“There are three commonly used measures

Of Central Tendency.
1. Mean
2. Median
3. Mode

“Based on your activity class, what is “Mean is simply the sum of the data
The definition of the mean?” divided by the number of values.”

“Very good!”

“Mean as often called average is the value

that represents all the values in the data.
It can be found by finding the sum of the
given values and divide by the total num-
ber of values. ”

The formula is:

Mean=
∑ of the values
the number of values

“How about the median?” “The median is the middle value of the set
of data.”

“Very good!”
 “The median is the middle value of the “How about if there are even numbers
data set when the data set is ordered least data in the set?
to greatest or greatest to least.”

“There are basic steps in finding the median,

1. Arrange the scores orderly.
2. Determine the middle most score in
a distribution if n is odd number
and get the average of the two middle
most score if n is even number.”

“How about the mode?” “ Mode is the value that appears frequently.”

“Mode is defined the value that most

frequently occurs in the given data.
It is the value that having the highest
frequency.”

Mode=Value with highest frequency

It is classified by
1. Unimodal- consists of one mode only
2. Bimodal- consists two modes
3. Trimodal- consists of three modes
4. Multimodal- consists of four or more
modes.”

G. Application
The teacher will select 5 students
randomly and ask their age.

Below are the ages of 5 selected Grade

Students
Example only:
14 13 14 15 16

Find:
1. Mean
2. Median
3. Mode
“Anyone who wants to try this on the board.” “Ma’am!”
One student will try the mean on the board.
1. Mean= 14+13+14+15+16
5
= 72
5
= 14.4
Another student will try the median.
2. Median=14
Arrange: 13 14 14 15 16
The other one will answer the mode
3. Mode=14 Unimodal
“Let us check!”
“You all got correct! Each of you will receive
a happy card. Congrats!"
“Do you have any questions?” “None so far, ma’am”
“Did you understand the mean, median and “Yes, ma’am!”
mode?”
VI. EVALUATION
In a whole piece of paper, calculate the mean, median and mode of each data.

1. Count the number of candies by color in the bag and complete the table below before
getting the mean, median and mode.

Color of candies # of candies

Blue
Yellow
Green
Red

2. Below are the mathematics grades of 15 Grade 7 students in the last quarter:
78 98 76 89 89
87 75 72 91 90
84 84 85 88 87

VII. ASSIGNMENT
By group, each group will be given different strategies to show their understanding in the
mean, median and mode. They will be given a scenario that will serve as their basis in
doing their assigned task. This will be presented next meeting.

“Your younger sibling or cousins ask you what mean, median and mode are. How would
you describe these terms in a way that it is simple enough for them to understand?”
Group 1: Math Jingle
Group 2: Role Playing
Group 3: Game Show

Rubrics:
Content/Presentation and relevance to the topic – 50%
Mastery – 25%
Teamwork - 10%
Props and Costumes - 10%
Audience Impact - 5%
Total 100%

Prepared by:

ESMYLA R. BAHALLA
Mathematics Teacher

Checked by:

MA. MEDY A. CASTROMAYOR

ANHS Teacher In-charge
Each group will be assigned to
answer the given picture.
 Group 1.
Ans. Average

Group 2.
Middle

Group 3.
Most

“Today, we will be having a group activity.”

The class will be divided into four groups, The students will do their activity.

each group will be given an activity sheets

where the instructions and the problems
are being given.

After doing the activity by group, they will write

their output in the paper provided by the
teacher and tack it on the board.

The teacher will give the rubrics as basis

for scoring their output/activity.
Criteria 3 4 5
Accuracy
Neatness/
Clearness
Teamwork

Total 12 16 20

For Group 1,
1. Select atleast 5 members in the group.
2. Measure by centimeters the armspan of the
selected members.
3. Add all the measurements of armspans and
divide it by the number of armspans.
4. Write your output/answer in the paper provided
and tack it on the board.

For Group 2,

1. Select atleast 5 members in the group.

2. Measure by centimeters the waistline of the
selected members.
3. Write down all the measurements and
arrange it in increasing/decreasing order.
4. Get the middle value.
5. Write you output/answer in the paper provided
And tack it on the board.

For Group 3,

1. Select atleast 5 members in the group.

2. Measure by centimeters the shoe size of the
selected members.
3. Get the measurement/value that appears most
often.
4. Write your output/answer in the paper provided
And tack it on the board.

H. Analysis
The teacher with the students will answer their
output/activity through open discussions.

“Now we are going to check your output and

understanding in our activity.”
Group 1
Measurements of the amspan of
The selected 5 members
Student 1:

“Any representative from Group 1, who can “Ma’am!”

share his/ her observation on the task being
assigned to them?”

“Yes, Ms. ? “We measure the armspan of

our selected groupmates,
and after
measuring, we get sum of all the
data and divide it by the number
of values/measurments.”

“Thank you, Ms. !”

Group 2
Measurements of the waistline of
the selected members
 “How about group 2?” “Ma’am!”

“Yes, Mr. ?” “We gather all the measurements

from our selected groupmates. we
arranged the values in increasing order
and we get the middle value.

“Very good, Mr. !”

Group 3,
Measurements of shoe sizes

“Let’s hear some of the observations “Ma’am!”

in Group 3?”

“Yes, Mr. ?” “We measure the shoe sizes of

our groupmates and we get the
value that appears the most.”

“Thank you, Mr.______!”