Republic of the Philippines

DEPARTMENT OF EDUCATION
Regional Office No. VIII
Division of Northern Samar
Catarman IV District
CAWAYAN INTEGRATED SCHOOL (Secondary)
Brgy. Cawayan, Catarman, Northern Samar
School ID: 500236
DETAILED LESSON PLAAN IN MATHEMATICS 7

Week 6 Learning Area Mathematics Grade Level 7

Quarter 4th quarter Date May 9, 2023

I. LESSON TITLE Histogram

II. MOST ESSENTIAL LEARNING COMPETENCIES Use appropriate graphs to represent organized data: pie chart, bar graph, line
(MELCs) graph, histogram, and ogive
III. CONTENTSTANDARDS 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, validity, and probability.
PERFROMANCE STANDARDS 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.
LESSON OBJECTIVES At the end of the lesson, students are expected to:
a. define histogram;
b. create and analyzed histogram graph to represent organized data:
and
c. appreciate the importance of using appropriate graphs in presenting
information.
INSTRUCTIONAL MATERIALS References:
 Mathematics Quarter 4- Module 3
 https://l.facebook.com/l.php?u=https%3A%2F%2Fyoutube.com
%2Fwatch%3Fv%3DHM6D4v3LDAQ%26feature%3Dshare%26fbclid
%3DIwAR2SUfgXr9OBXs1WsOx1glD-QAdo9rRoMKpnH-pu-
WYnRvsWBtW3vERxvUk&h=AT0izWGctNTXmc5rUWBaQ4p9xTEj90m
7NIHp5nfXBHedkR9CZJMXYogkubZ-
YA4WRYOs0bG62h_wGuE8iOzIVE3_woF5pnCdHZuXlIkm6tEToi6Qkfk
wXOjMwvQ4UvNjP6Zx1w
 https://l.facebook.com/l.php?u=https%3A%2F
%2Fwww.cuemath.com%2Fdata%2Fhistograms%2F%3Ffbclid
%3DIwAR2diKI5Jyc1PnzKqxsSFQaBV9CgApZbbMbDk8bOLiK3dXioPb-
cTbDfnD0&h=AT0izWGctNTXmc5rUWBaQ4p9xTEj90m7NIHp5nfXBHe
dkR9CZJMXYogkubZ-
YA4WRYOs0bG62h_wGuE8iOzIVE3_woF5pnCdHZuXlIkm6tEToi6Qkfk
wXOjMwvQ4UvNjP6Zx1w

Materials: PowerPoint Presentation

IV. LEARNING Learning Activities
PHASES
PRELIMINARIES Teachers’ activity Students’ activity
a. Daily Routines The teacher will assist student’s daily routing before starting the lesson
discussions.
1. Prayer
2. Greetings
3. Checking of Attendance
4. Checking of student’s proper grooming

B. Development The teacher will assess student’s prior knowledge about the last topic
ELICIT discussed by answering and checking the assignment of the students.

ENGAGE The teacher will ask the students if they are familiar with the given picture.

Histogram
 Bar graph

EXPLORE
The teacher will provide another activity that will measure the student’s
background knowledge about the new lesson. The teacher will flash a
picture on the monitor and the students will analyze and will answer the
questions afterward.

Direction: analyze the organized data below

a. which age group has the most number in people? 1. 21-30

b. which age group has the least number in people? 2. 1-10
c. how many people are in the age group of 11-20? 3. 25
d. how many people are in the age group of 0-20? 4. 40
e. how many people are older than 30? 5. 25
Mechanics: the class will be divided into 4 and will answer the same
questions. they will choose 1 representative to explain their answers on the
board.

EXPLAIN The Students will present their work in front. The teacher will recognize
student’s participation. After the presentation students will answer the
following questions.

Guide questions: (answer may vary)

1. What did you observe on the graph?
2. Are you familiar with that graph?
3. what do you think is the difference between histogram and bar
graph based on their construction/illustration?

ELABORATE Lesson Content

Histogram- is a graphical representation of data using bars of different

lengths without space, it is somewhat similar to bar graph but a histogram
are group according to ranges. the height of each bar indicates how many
fall for each range. horizontal axis of a histogram is where the intervals are
placed
How do we construct a Histogram?
1. Draw a vertical axis and a horizontal axis.
2. P lace the intervals on the horizontal axis and the frequency of the
vertical axis.
3. Draw a bar from each interval. the height of the bar represents the
frequency for each interval.
4. Give the title of the graph.

Example:
Scores of 40 students of grade 7 understanding in a mathematics exam are
the following:
27,36,9,20,48,31,26,16,40,29,30,41,20,17,22,12,19,42,38,25,16,23,25,19,4
3,27,28,44,28,30,34,25,19,26,36,46,42,50,32,17.
Direction: Construct a histogram and interpret. using 6 classes
Step 1. Arrange the scores in ascending order.
Step 2. calculate the range.
HS-LS= 50-9=41
STEP3. : CLASS SIZE or classes =6
Step 4. divide the range by the class size to identify the class interval
Class width= range/classes REPRESENTED BY i
I=41/6=6.833
Step 5 construct a frequency distribution table and tally
SCORES tally Frequency (f)
44-50 4
37-43 6
30-36 7
23-29 11
16-22 10
9-15 2
I=7 N=40

Constructing HISTOGRAM
1. Draw a vertical axis and a horizontal axis.

2. Place the intervals on the horizontal axis and the frequency of the
vertical axis.

3. Draw a bar from each interval.

 Interpretation: 1. the scores of the students that has a higher frequency are
in the class of 23-39.
EVALUATION

Direction: Draw a histogram using the given data.

EXTEND

Students will have another activity.

Direction: differentiate the three types of graph that are cited below in
your own understanding.
1. Pie chart
2. Bar graph
3. Line graph
REFLECTION
4. histogram

No. of learners who

earned 80% in the
evaluation
No. of learners who
require additional
activities for remediation
who scored below 80%
Did the remedial class
work? No. of learners
who have caught up with
the lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?
What innovation or
 localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by:

CUANICO, JOHN LLOYD A. ANALENE ENGO ORAY

Practice-Teacher Cooperating Teacher

Noted by:

TERESITA C. MARINO
Principal I