School: DON ANTONIO JAYME MEM.

HS Grade Level: 7
DAILY LESSON LOG Teacher: ALMA C. HIMBAS Learning Area: Math
Teaching Dates & Time: JANUARY 6-10, 2025 Quarter: 3rd Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objective
A. Content 1. data collection and 1. data collection and 1. data collection and 1. data collection and Collaborative Activity
Standards sampling sampling sampling sampling
techniques, and the techniques, and the techniques, and the techniques, and the
presentation of data in presentation of data in presentation of data in presentation of data in
appropriate tables and appropriate tables and appropriate tables and appropriate tables and
graphs. graphs. graphs. graphs.
2. interpretation of 2. interpretation of 2. interpretation of 2. interpretation of
statistical statistical statistical statistical
graphs graphs graphs graphs

B. Performance By the end of the By the end of the By the end of the quarter, By the end of the
Standards quarter, the learners are quarter, the learners the learners are able to … quarter, the learners
able to … are able to … • collect data, and are able to …
• collect data, and • collect data, and organize data in a • collect data, and
organize data in a organize data in a frequency distribution organize data in a
frequency distribution frequency distribution table. (DP) frequency distribution
table. (DP) table. (DP) • represent and interpret table. (DP)
• represent and interpret • represent and data in different types of • represent and
data in different types of interpret data in graphs. (DP) interpret data in
graphs. (DP) different types of • compare and order different types of
• compare and order graphs. (DP) integers, including through graphs. (DP)
integers, including • compare and order the use of the number line. • compare and order
through the use of the integers, including (NA) integers, including
number line. (NA) through the use of the • perform the four through the use of the
• perform the four number line. (NA) operations with integers. number line. (NA)
operations with integers. • perform the four (NA) • perform the four
(NA) operations with • simplify numerical operations with
• simplify numerical integers. (NA) expressions involving integers. (NA)
expressions involving • simplify numerical integers. (NA) • simplify numerical
integers. (NA) expressions involving • identify the absolute expressions involving
• identify the absolute integers. (NA) value of an integer. (NA) integers. (NA)
value of an integer. (NA) • identify the absolute • identify the absolute
 value of an integer. value of an integer.
(NA) (NA)

C. Learning . investigate different . investigate different organize statistical data in organize statistical data
Competencies data collection and data collection and a frequency distribution in a frequency
sampling techniques. sampling techniques. table. distribution table.

Content · Data collection The lesson will cover · Frequency distribution The lesson will cover
methods: the exploration of tables the process of
various methods used · Frequency, relative organizing raw
 Surveys to collect data and the frequency, and cumulative statistical data into a
 Interviews different sampling frequency frequency distribution
 Observations techniques that can be · Interpretation of table. It will include the
employed to obtain a frequency distribution steps for creating
· Sampling techniques: representative sample tables classes (intervals),
from a population. It will determining class limits
 Random sampling include the advantages, (upper and lower), and
 Stratified disadvantages, and calculating the
sampling appropriate use cases frequency of each
 Cluster sampling for each technique. class. The importance
of such organization for
data analysis and
interpretation will also
be discussed.
III. LEARNING
RESOURCES
A. References
Pages 86-95 Statistics TG pp. 256- Pages 96-105 Statistics TG pp. 261-
260 265
Pages 101-110 Statistics LM pp. 251- Pages 111-120 Statistics LM pp. 256-
255 260
"Statistics and Research Statistics for High "Statistics and Probability" Statistics LM pp. 256-
Methods" by Author School pp. 286-290 by Author Name, Pages 260
Name, Pages 141-155 156-170
· Worksheets on data Worksheets on data · Worksheets on Worksheets on
collection and sampling collection and sampling constructing frequency frequency distribution
techniques techniques, case distribution tables tables, data sets for
· Case studies or studies on sampling · Sample datasets for practice
 scenarios involving data methods practice
collection and sampling

Other Learning · Online articles and Sampling technique · Online tutorials and Statistical software or
Resources videos explaining data videos, real-life videos on frequency tools for creating
collection methods and examples of data distribution tables frequency distribution
sampling techniques collection in action · Online quizzes and tables, real-life data
· Online quizzes and exercises on constructing sets
interactive activities on frequency distribution
data collection and tables
sampling

IV. TEACHING AND

LEARNING
PROCEDURES

Activating Prior · Activity: Quick review Begin with a review of · Activity: Quick review Begin with a review of
Knowledge of basic concepts of data the basic concepts of of basic concepts of data the basic concepts of
and statistics. data collection and the and statistics. statistics, including the
· Discussion: Ask importance of sampling · Discussion: Ask definition of data and
students to recall what in statistical studies. students to recall how the importance of
they know about data Discuss briefly the data can be represented organizing data for
and its importance in types of data and analyzed. analysis.
research. (qualitative and Discuss briefly the
quantitative) and their types of data
sources. (qualitative and
quantitative) and the
need for data
organization.

Lesson · Introduction: Explain Explain that today's · Introduction: Explain Explain that today's
Purpose/Intention the importance of lesson will focus on the the importance of lesson will focus on
choosing appropriate investigation of different organizing data into organizing statistical
data collection and data collection methods frequency distribution data in a frequency
sampling techniques in and sampling tables to summarize and distribution table, which
research and decision- techniques, which are analyze large datasets. is a fundamental step in
making. crucial for conducting · Objectives: Clearly data analysis.
· Objectives: Clearly reliable research. state the objectives of
 state the objectives of today's lesson.
today's lesson.

Lesson Language Examples of Data Show examples of Examples of Frequency Show examples of raw
Practice Collection Methods: different data collection Distribution Tables: statistical data and the
techniques (e.g., corresponding
 Define and observation in a  Define what a frequency distribution
provide examples naturalistic setting, frequency tables.
of surveys, conducting a survey, distribution table is Discuss the
interviews, and performing an interview, and its components components of a
observations. and carrying out an (class intervals, frequency distribution
 Discuss when experiment). frequencies, table, such as classes,
each method is Use case studies to relative class limits, and
most appropriate illustrate various frequencies, frequencies.
and effective. sampling techniques cumulative
(e.g., random sampling frequencies).
in a population study,  Provide simple
stratified sampling in examples of raw
market research, and data and how it can
convenience sampling be organized into a
in a university survey). frequency
distribution table.

Reading the Key Data Collection Guide students through Constructing Frequency Guide students through
Idea/Stem Methods: the process of selecting Distribution Tables: the process of creating
an appropriate data classes for a frequency
 Explain the steps collection method  Explain step-by- distribution table,
involved in each based on the research step how to including determining
data collection question and context. organize raw data the number of classes
method. Practice exercises into a frequency and the class width.
 Provide examples where students match distribution table. Practice exercises
and non- research scenarios with  Discuss choosing where students create
examples for the most suitable data appropriate class classes for given data
each method. collection technique. intervals and sets.
calculating
frequencies.
Developing Group Activity: Provide students with Group Activity: Provide students with
Understanding of the hypothetical research raw data sets and ask
Key Idea/Stem  Divide students projects and ask them  Divide students into them to organize the
into small groups to design a data small groups and data into frequency
and provide collection plan, provide a dataset. distribution tables.
scenarios where including the choice of  Have each group Facilitate group work
they must choose data collection method construct a where students can
the most and sampling frequency discuss their tables and
appropriate data technique. distribution table correct any
collection method Facilitate group work and present their misconceptions.
and sampling where students can findings to the
technique. discuss their plans and class.
 Have each group receive feedback from
present their their peers.
rationale and
discuss their
choices.

Deepening Real-World Examples: Provide students with Real-World Examples: Discuss real-life
Understanding of the hypothetical research applications of
Key Idea/Stem  Provide examples projects and ask them  Provide examples frequency distribution
of how different to design a data of how frequency tables, such as in
data collection collection plan, distribution tables market research, quality
methods and including the choice of are used in fields control, and public
sampling data collection method such as health statistics.
techniques are and sampling demographics, Have students find
used in various technique. economics, and examples of frequency
fields (e.g., Facilitate group work health sciences. distribution tables in
marketing where students can  Assign a project newspapers, online
research, public discuss their plans and where students articles, or scientific
health surveys). receive feedback from collect data and journals.
 Assign a project their peers. create their own
where students frequency
design a survey distribution table.
or sampling plan
for a specific
 research
question.

Making Summary: Summarize the key Summary: Discuss real-life

Generalizations and points of the lesson, applications of
Abstractions  Summarize the emphasizing the  Summarize the key frequency distribution
key concepts importance of choosing concepts covered tables, such as in
covered in the the right data collection in the lesson, market research, quality
lesson, and sampling emphasizing the control, and public
emphasizing the techniques for the importance of health statistics.
importance of validity and reliability of frequency Have students find
selecting research findings. distribution tables in examples of frequency
appropriate data Discuss how these organizing and distribution tables in
collection and techniques are analyzing data. newspapers, online
sampling fundamental to the field articles, or scientific
techniques. of statistics and data journals.
analysis.

Evaluating Learning Answer the following Answer the following Answer the following Answer the following
questions: questions: questions: questions:

1. Which of the following Which of the following What is the purpose of a Which of the following
is NOT a random is an example of non- frequency distribution is used to represent the
sampling technique? probability sampling? table in statistics? upper limit of an interval
A. Simple random A) Simple random A) To list all individual in a frequency
sampling sampling data points distribution table?
B. Convenience B) Systematic sampling B) To summarize and A) The smallest value in
sampling C) Convenience organize data into groups the interval
C. Systematic sampling sampling or intervals B) The largest value in
D. Stratified sampling D) Stratified sampling C) To calculate the mean the interval
Answer: B Answer: C of the data set C) The midpoint of the
D) To display data using a interval
2. In a study, every 10th What is the advantage bar graph D) The range of the
person entering a store of using purposive Answer: B interval
is selected for sampling? Answer: B
participation. This is an A) It ensures every In a frequency distribution
example of: member of the table, what are intervals or In a frequency
A. Convenience population has an equal classes? distribution table, what
sampling chance of being A) Individual data points does the term "relative
B. Cluster sampling selected B) Groupings that contain frequency" refer to?
C. Systematic sampling B) It allows researchers a range of data values A) The total number of
D. Quota sampling to gather a diverse C) Summaries of central data points
Answer: C range of opinions and tendencies B) The frequency of
perspectives D) Percentages of the each interval divided by
3. Which sampling C) It is quick and easy total data set the total number of
technique divides the to implement Answer: B observations
population into D) It guarantees a C) The cumulative
homogeneous groups representative sample If a data set consists of frequency of each
and then randomly of the population ages ranging from 20 to interval
selects individuals from Answer: B 60, and intervals of 10 D) The average value of
each group? years are used, how many the data set
A. Simple random In systematic sampling, intervals would the Answer: B
sampling how are participants frequency distribution
B. Systematic sampling selected? table have? If a frequency
C. Stratified sampling A) Randomly from a list A) 4 distribution table has
D. Cluster sampling or population B) 5 intervals of 0-4, 5-9, 10-
Answer: C B) According to a C) 6 14, what interval does
specific pattern or D) 3 the value 8 belong to?
4. A researcher selects interval Answer: B A) 0-4
participants based on C) Based on their B) 5-9
their availability and availability and What is the sum of all C) 10-14
willingness to willingness to frequencies (counts) in a D) None of the above
participate. This is an participate frequency distribution Answer: B
example of: D) By dividing the table?
A. Convenience population into strata A) The total number of Which measure of
sampling and randomly selecting data points central tendency can be
B. Snowball sampling from each B) The mean of the data calculated directly from
C. Quota sampling Answer: B set a frequency distribution
D. Stratified sampling C) The median of the data table?
Answer: A Which sampling set A) Mean
technique involves D) The sample size or B) Median
5. What is a dividing the population total number of C) Mode
disadvantage of into mutually exclusive observations D) Range
convenience sampling? groups and then Answer: D Answer: C
A. It is time-consuming randomly selecting
B. It ensures participants from each In a frequency distribution If a frequency
representative samples group? table, what does the distribution table has
C. It can lead to biased A) Convenience cumulative frequency intervals of 10, 20, 30,
results sampling represent? and 40, and the interval
D. It requires specialized B) Purposive sampling A) The total number of 20-30 has a frequency
training C) Stratified sampling data points of 15, what is the
Answer: C D) Snowball sampling B) The sum of all cumulative frequency
Answer: C frequencies up to a certain for the interval 20-30?
6. Which sampling class A) 10
technique involves A researcher wants to C) The mean of the data B) 15
selecting individuals who
study the opinions of set C) 25
are easy to reach or students in a university. D) The range of the data D) 40
readily available? They stand outside a set Answer: C
A. Stratified sampling classroom and survey Answer: B
B. Quota sampling the students who pass What is the purpose of
C. Convenience by. What sampling Which of the following is using class boundaries
sampling technique is being an advantage of using a in a frequency
D. Snowball sampling used? grouped frequency distribution table?
Answer: C A) Systematic sampling distribution table? A) To create equal-
B) Cluster sampling A) It shows each individual sized intervals
7. A researcher divides C) Convenience data point B) To identify outliers
the population into sampling B) It provides a detailed C) To simplify
groups and then selects D) Snowball sampling view of outliers calculations and ensure
whole groups at random. Answer: C C) It simplifies large data no data points are
This is known as: sets for easier analysis omitted
A. Simple random Which of the following D) It is easier to create D) To calculate the
sampling is a disadvantage of than a histogram standard deviation of
B. Stratified sampling convenience sampling? Answer: C the data set
C. Cluster sampling A) It provides a Answer: C
D. Systematic sampling representative sample If a frequency distribution
Answer: C of the population table has intervals of 5, If a frequency
B) It can lead to biased 10, 15, 20, and 25, which distribution table has
8. What is the primary results interval would include the intervals of 5, 10, 15,
advantage of stratified C) It requires a large value 17? and 20, and the interval
sampling? amount of time and A) 5 10-15 has a frequency
A. It is easy to resources B) 10 of 20, what is the
implement D) It ensures every C) 15 relative frequency for
B. It ensures member of the D) 20 the interval 10-15?
representation of all population has an equal Answer: C A) 0.2
subgroups chance of being B) 0.25
C. It requires a small selected What is the midpoint of an C) 0.4
sample size Answer: B interval in a frequency D) 0.5
D. It minimizes selection distribution table? Answer: B
bias Cluster sampling is A) The average of the
Answer: B particularly useful smallest and largest Which of the following
when: values in the interval should be included in
9. Which sampling A) The population is B) The most frequent the cumulative
technique relies on geographically value in the interval frequency column of a
existing networks or dispersed C) The range of the frequency distribution
referrals from initial B) The researcher interval table?
participants to recruit wants to ensure every D) The difference between A) The total number of
additional participants? member of the the upper and lower limits data points
A. Snowball sampling population has an equal of the interval B) The frequencies of
B. Systematic sampling chance of being Answer: A each interval summed
C. Cluster sampling selected sequentially
D. Quota sampling C) The population is If a data set includes the C) The range of the
Answer: A small and easily values {2, 4, 6, 8, 10} and data set
accessible is organized into intervals D) The standard
10. A researcher wants D) The researcher [0-4), [4-8), [8-12), what is deviation of the data set
to ensure equal wants to gather the frequency of the Answer: B
representation of opinions from a diverse interval [4-8)? If a frequency
different age groups in a range of perspectives A) 1 distribution table has
study. Which sampling Answer: A B) 2 intervals of 0-5, 6-10,
technique would be most C) 3 and 11-15, and the
appropriate? Which sampling D) 4 interval 6-10 has a
A. Simple random technique involves Answer: B frequency of 25, what is
sampling selecting participants the midpoint of the
B. Stratified sampling based on their unique Which of the following interval 6-10?
C. Convenience characteristics or should not be included in A) 3
sampling qualities relevant to the a frequency distribution B) 6
D. Cluster sampling study? table? C) 8
Answer: B A) Simple random A) Intervals or classes D) 10
sampling B) Cumulative frequencies Answer: C
B) Purposive sampling C) Individual data points
C) Stratified sampling D) Frequencies (counts) Which of the following
D) Quota sampling for each interval is a disadvantage of
Answer: B Answer: C using a frequency
distribution table?
 Quota sampling differs A) It does not show the
from stratified sampling distribution of data
in that: B) It cannot be used to
A) Quota sampling calculate measures of
involves randomly central tendency
selecting participants C) It can be difficult to
from each stratum interpret without
B) Stratified sampling additional visual aids
ensures proportional D) It requires advanced
representation from statistical knowledge to
each group create
C) Quota sampling Answer: C
ensures every member
of the population has an
equal chance of being
selected
D) Stratified sampling
involves selecting
participants based on
specific quotas set by
the researcher
Answer: D

Which sampling
technique relies on
existing relationships
and networks to recruit
additional participants?
A) Convenience
sampling
B) Snowball sampling
C) Cluster sampling
D) Systematic sampling
Answer: B
Additional Activities · Extra Practice: For students who need For students who need
for Application or additional practice, · Extra Practice: additional practice,
Remediation (if  Provide additional provide more scenarios provide more data sets
applicable) worksheets or where they can practice  Provide additional for them to organize
online resources choosing the correct datasets and into frequency
 data collection and distribution tables.
for students who sampling techniques. exercises for For advanced students,
need more For advanced students, students who need assign projects that
practice with data assign projects that more practice with involve collecting their
collection and involve designing and constructing and own data and creating
sampling conducting a small- interpreting frequency distribution
techniques. scale study using one frequency tables to analyze and
of the discussed data distribution tables. interpret the data.
· Peer Review: collection methods and
sampling techniques. · Peer Review:
 Have students
review and  Have students
provide feedback review and provide
on each other's feedback on each
survey designs or other's frequency
sampling plans. distribution tables.

· Interactive Online · Interactive Online

Resources: Resources:

 Direct students to  Direct students to

online resources online resources
and simulations and tools for further
for further practice and
practice and reinforcement of
reinforcement of frequency
data collection distribution tables.
and sampling
techniques.

I. REFLECTION
A. No. of learners
earned 80%in the
evaluation.
B. No. of learners
who required
 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 learner 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 used/discover which
I wish to share with
other teachers?

Prepared by:
Checked by:
ALMA C. HIMBAS
Teacher III SAHLEE B. TORCUATOR
School Principal I