JESSA ANGELIE B.

PULLAN

MATHEMATICS 7 04-14-2024
I. OBJECTIVES At the end of 60-minute period, the students are expected to:
a. use appropriate graphs to represent organized ungrouped data: pie chart,
bar graph, line graph; and
b. use appropriate graphs to represent organized grouped data: histogram
A Content Standard 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 The learner is able to collect and organize data systematically and compute
Standard accurately measures of central tendency and variability and apply these
appropriately in data analysis and interpretation in different fields.
C Learning The learner is able to uses appropriate graphs to represent organized data: pie
Competency chart, bar graph, line graph, histogram, and ogive. M7SP-IVd-e-1
II. CONTENT PRESENTATION OF DATA (GRAPHS)
III LEARNING
. RESOURCES
A References Mathematics – Grade 7 Alternative Delivery Mode Quarter 4 – Module 3:
Presentation of Data First Edition, 2020
1 Teacher’s Guide
Pages
2 Learner’s Guide
Pages
3 Textbook Pages Pages 5-15
4 Additional Materials
from Learning
Resources
B Other Learning visual aids, chalk, and chalkboard
Resources
IV PROCEDURES TEACHER’S ACTIVITY STUDENT’S
ACTIVITY
Preliminary The teacher will conduct the following
Activities preparation activities before the actual class:

A. CLASSROOM MANAGEMENT

Look at your area class, if you see any mess,

clean it up. Kindly pick up pieces under your (the students do what the
chairs and throw it in your garbage bin. teacher asks)

B. PRAYER

Settle down and let us pray. Please be here in

 front, Renier. (Renier leads the prayer)

C. GREETINGS
(the students greet back
Good morning, class!
the teacher)

Before you take your sit, arrange your chairs (the students arrange the
properly. chairs properly)

Okay, you may now take your seats and sit (the students sit properly)
properly.

For our classroom rules, I only

have four and these are the
following:
1. Listen and follow instructions (the students listen
carefully to
carefully.
2. Respect your teacher and your the teacher)
classmates.
3. Raise your right hand when you
want to answer the question
without saying “Ma’am”.
4. You can only talk when you are
permitted to do so. (the student answers the
question)
Am I clear, class? Do you
understand?

D. CHECKING OF ATTENDANCE

Who is absent today?

A ELICIT
Reviewing Previous As a sort of review, can someone (one student raises
Lesson recall our previous lesson? his/her
hand)
What was it all about?
(one student raises
Okay thank you! his/her
hand)
Again, our previous topic was all about
frequency distribution table.
 Any clarifications?

(the student answers the

question)

B ENGAGE
Establishing a Are you ready to learn something (the students answer the
purpose of the new new? question)
lesson

Okay, but before that let us first have

an activity.
(the students answer the
Are you ready? question)

Okay, let’s do the “PLEASE DON’T STOP

THE MUSIC”. You need to sit when there is no
music played and you need to dance if there is
music played.

Understood?
The teacher will let the students guess the given
pictures.

(students answers may

vary)

Okay, thank you class.

C Presenting Based on our activity, who among you (one student raises
Examples/Instances here can guess our topic for today? his/her
of the new lesson hand)

Anyone?
(one student raises
his/her
hand)
Yes, Ynnah.
(the student answers the
Okay, very good! question)

In this period, we are going to discuss another

topic. But before that let us first read our
objectives.
Altogether:
At the end of 60-minute period, the students will
be able to:
a. use appropriate graphs to represent organized
ungrouped data: pie chart, bar graph, line
graph; and
b. use appropriate graphs to represent organized
grouped data: histogram and ogive.

The teacher read again the objectives for the

clarification of the class.

This morning, we are going to know more about

the different graphs on how to present, organize
and interpret data.

GRAPHICAL REPRESENTATION OF
DATA
When data are presented as graph, they are easily
interpreted, and compared. As a consequence,
data become more interesting to the readers.

FOR UNGROUPED DATA

Data in an ungrouped frequency distribution can
be presented graphically to give a better picture
of the distribution. Some forms of graphs for
ungrouped frequency distribution are pie chart,
bar graph and line graph.
PIE CHART
A pie graph or pie chart is another visual
representation of data. It is used to show how all
the parts of something are related to the whole. It
is represented by a circle
divided into slices or sectors of various sizes that
show each part’s relationship to
the whole and to other parts of the circle.

BAR
GRAPH
A bar graph uses rectangles (or bars) of uniform
width to represent data, particularly the nominal
or categorical type of data. The height of the
rectangle denotes the frequency of the variable.
There are two types of bar graph: the vertical bar
graph, which is sometimes called a column chart,
and the horizontal bar graph. A vertical bar
graph is used to show the changes on the
numerical value of a variable over a period of
time.

LINE GRAPH
A line graph is used to represent changes in data
over a period of time. Data like changes in
temperature, income, population, and the like
can be represented by a line graph. Data are
represented by points and are joined by line
segments. A line graph may be curved, broken,
or straight.

FOR GROUPED DATA

Some forms of graphs for grouped frequency
distribution are the Histogram and Ogive.

HISTOGRAM
A Histogram is a bar graph that shows the
frequency of data that occur within a certain
interval. In a histogram, the bars are always
vertical, the width of each bar is based upon the
size of the interval it represents, and there are no
 gaps between adjacent bars. Histograms have no
gaps because their bases cover a continuous
range of possible values.

D Discussing new EXPLORE

concepts and Our topic for today is all about knowing the
practicing new various graphs that can help us on how to present
skills #1 and interpret data. Now, let us know first the use
appropriate graphs to represent organized
ungrouped data: pie chart, bar graph, line graph.

Example 1: (PIE GRAPH)

Construct a pie chart for the data given below.
Favorite Type of Movie

Types of Movie Number of votes

Science Fiction 1
Comedy 6
Action 4
Drama 5
Romance 4
Total 20

Solution:
First, divide each value by the total and multiply
by 100 to get a percent.

Now multiply each part (or percent) by 360° to

figure out the degrees each sector in the pie
graph.
Use compass to draw the circle and a protractor
to draw the “pie slices” or sectors.
Label each sector of the circle and give the graph
a title.

Example
1: (BAR GRAPH)
Teacher Rina conducted a survey on her
advisory class, Grade 7 – Agoncillo, about their
mode of transportation in going to school. The
results are shown in the table below.
Mode of Frequency
Transportation
Bicycle 3
Motorcycle 12
Tricycle 15
Car 5

Solution:

Example 1: (LINE GRAPH)

Hayesha wanted to join in a 100-meter dash
contest in his school. To track her performance
whether she is improving or not, her mother
recorded her running time from Monday to
Sunday as shown in the table below. Create a
line graph on Hayesha training.
 Days of weeks Time/seconds
Monday 17
Tuesday 16
Wednesday 17
Thursday 16
Friday 16
Saturday 15
Sunday 14

Solution:
We use horizontal axis for the days and vertical
axis for time in seconds.

Hayesha’s Training
On

which day is the fastest running time of

Hayesha?
Solution: Sunday is the fastest running time of
Hayesha.

E Discussing new Next, let us know the use appropriate graphs to

concepts and represent organized grouped data: histogram and
practicing new ogive.
skills #2
Example: (HISTOGRAM)
Use the graph below to answer the questions
below.

a. Which age group has the most number of

 people?
b. Which age group has the least number of
people?
c. How many people are in the age group 11 –
20?
d. How many people are there in the age group 0
– 20?
d. How many people are older than 30?

Solution:
a. 21-30 b. 1-10 c. 25 d. 40 e.25
F EXPLAIN
Developing Now, I want you to create a graph based on
Mastery based on given data. With your groups,
collaborate each other to answer the given
question.

Group 1: Create a pie chart or pie graph on the Answer:

following data shown below. Show your
solution.

Group 2: Create a bar graph on the following

data shown below. Show your
solution.

Group 3: Create a line graph on the given data

 below.

Group 4: Refer your answer to the graph

shown below.

a. How many students got marks in 0-25?

10
b. How many students got more than 50 marks?
120
c. Which marks range has the least students?
d. How many students got 75 or lesser marks?
0-25
e. How many students got marks between 51 and
100
75?

70
Do you understand?

Yes, Miss
G Finding practical
applications of
concepts and skills
in daily living
Making The teacher will asks the students a series of
H generalizations and questions about the lesson through fill in the
abstractions about blanks.
the lesson Directions: Identify the given question. Answer:

_______1. Also known as cumulative Ogive

frequency graph or cumulative frequency curve.
_______2. A type of graph which uses
rectangles or bars of uniform width to represent Bar graph
data particularly nominal or
 categorical type of data.
_______3. A graph which is used to represent
changes in data over a period of time
_______4. A graph used to show how all Line graph
parts of something are related to the whole.
_______5. A graph whose bars have no gaps
because their bases cover a continuous range of Pie graph
possible values.
Histogram

I Evaluation The teacher lets the students answer individually

the formative assessment.
Direction: In your 1 whole sheet of paper,
answer the given data.

Test I: Use appropriate graphs to represent Answer:

organized ungrouped data: pie chart/ pie graph,
bar graph, line graph.

a. Which Day 1
day had the fewest bags recycled? Day 2
b. Which day had the greatest number of bags
recycled? Decreases

c. From Day 2 to Day 3 did the number of bags 10

recycled increases or Day 4
decreases?
Day 3
d. How many bags were recycled on Day 5?
e. Were more bags recycled on Day 4 or Day 5?
Answer:
f. Were fewer bags recycled on Day 3 or Day 4?

Test II. Use appropriate graphs to represent

organized
grouped
data: histogram June
and ogive. April 10, 2024
35,000
 5,000

a. Which month has the highest income? 80,000

b. Which month has the lowest income?
c. What is the income of the store in November
and January?
d. What is the difference between the income of
the store from August to
September?
e. What is the total income of the store from
August to November?

J Additional EXTEND
Activities for Don’t forget to study our lesson for today.
application or
remediation Am I clear? (Yes, Miss)

V REMARKS

VI REFLECTION
A No. of students who
earned 80% in the
evaluation
B Number of learners
who require
additional activities
for remediation who
scored below 80%

C Did the remedial

lesson work?
Number of learners
who have caught up
with the lesson.
D Number of learners
continue the require
remediation
E Which of my
teaching strategies
 worked well? Why
did this work?
F What difficulties did
I encounter which
my principal or
superior can help me
solve?
G What innovation or
localized materials
did I use or
discover?

Prepared by: Checked And observed by:

JESSA ANGELIE B. MARILOU M. MAPA

PULLAN Critic Teacher