2021 INSET

for Jhs teachers

“Teaching and assessing the k-12 standards across
the different learning modalities”
Unit Topic: Measures of Variability
Grade Level: Grade 7

Prepared by : GROUP 1
Jasper Bagkus Alvin Abella Mary Jane
Abella
Amie Baliwan Junarie Andrino Estherlyn
Ablao
Reiza Leica Aragon Myrtle Kate Baquiran

Sheila Lou Ambrocio Myla Rose Acoba

Mary Grace Ardaniel Jeffrey Akilit Richard
Bartolo
Jennifer Bayao Alma Agustin Joel
UNIT STANDARDS and
COMPETENCIES
DIAGRAM

(OUTPUT 1)
 UNIT STANDARDS and COMPETENCIES DIAGRAM

The learner on their own and in the long

run will be able to apply measures of
central tendency and variability in solving  Project Proposal
real life situations as a tool in decision The learner is able to collect and organize
making and sound recommendations.
data systematically and compute accurately
measures of central tendency and variability
and apply these appropriately in data
analysis and interpretation in different fields.
EQ: How can data analysis and
interpretation in different fields be
1. illustrates the measures of variability facilitated?
(range, average deviation, variance,
standard deviation) of a statistical data Measures of EU: Students will understand that
the appropriate use of measures of
2. calculates the measures of variability
of grouped and ungrouped data. Variability
The learner demonstrates understanding key
understanding, uses and importance of
variability facilities data analysis and
interpretation in different fields.
Statistics, data collection/gathering and the
different forms of data representation,
measures of central tendency, measures of
variability, and probability.
 SAMPLE DIARY
CURRICULUM
MAP

(OUTPUT 2)
 SAMPLE DIARY CURRICULUM MAP
PEAC INSET 2021
SUBJECT: Mathematics QUARTER: Fourth Quarter
GRADE LEVEL: 7 TOPIC: Measures of Variability
        PRIORITIZED        

Quarter/ UNIT TOPIC: CONTENT PERFORMANCE COMPETENCIES OR   ACTIVITIES   INSTITUTION

CONTENT STANDARD STANDARD SKILLS/ AMT     AL CORE
Month LEARNING GOALS ASSESSMENT RESOURCES VALUES
OFFLINE ONLINE

Fourth Statistics: The learner The learner is able ACQUISITION

Quarter Measures of demonstrates to collect and illustrates the measures Illustrating Teacher-made Legends of Learning: Text book and Critical
Variation understanding organize data of variability (range, worksheets Data Measure of Online Decision
key systematically average deviation, Variability Online Resources Making and
understanding, and compute variance, standard   Game Accuracy
uses and accurately deviation) of a statistical
importance of measures of data  
Statistics, data central tendency  
collection/gather and variability Link:
ing and the and apply these https://www.legend
different forms of appropriately in soflearning.com/lea
data data analysis and rning-objectives/dat
a-measure-of-center
representation, interpretation in -and-variability-mat
measures of different fields. h-games/
central  
tendency,  
measures of
variability, and
probability. calculates the measures Problem Solving Activity: Challenge Online games and Text book and Charism and
  of variability of grouped Envelopes activities found on Online Consciousness
and ungrouped data. the learning Resources
  management system
such as GEnyo, MS
Teams,
Frontlearners,
Schoology, etc.
         PRIORITIZED        

Quarter/ UNIT CONT PERFORMANCE COMPETENCIES OR SKILLS/ AMT   ACTIVITIES   INSTITUTION

TOPIC: ENT STANDARD LEARNING GOALS     AL CORE
Month CONTE STAN ASSESSMENT RESOURCES VALUES
NT DARD OFFLINE ONLINE

MAKING-MEANING
draws conclusions from Differentiated Writing Jigsaw Puzzles Text book Creativity,
graphic and tabular data Instruction Conclusions in Breakout and Honesty,
and measures of central Rooms during Online Collabora
tendency and variability Synchronous Resource tion
  class s
 

generalizes the importance Guided Problem Discussion Text book Critical

of using the appropriate Generalization Analysis Forum/Blogs and Decision
statistical measures in Online Making
solving measures of central   Resource and
variability   s Accuracy

TRANSFER
Makes Performance Task Scaffold for Project Exercises Text book Critical
suggestions/recommendatio Transfer with the use of and Decision
ns based on the results of teacher-made Online Making
statistical analysis and online games Resource and
interpretation generated by the s Logical
LMS Reasonin
g

 
2021 JHS INSET Template
for
Modular/Online Learning
(OUTPUT 3)
 UNIT STANDARDS AND COMPETENCIES DIAGRAM
Subject : Mathematics Grade Level: 7
Unit Topic: Measures of Variation Quarter: 4 th Quarter

The learner on their own and in the long run

will be able to apply measures of central
tendency and variability in solving real life
situations as a tool in decision making and Project Proposal
sound recommendations.
 

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.
 

1. illustrates the measures of variability (range,

Students will understand that the
average deviation, variance, standard
deviation) of a statistical data appropriate use of measures of variability
2. calculates the measures of variability of facilities data analysis and interpretation in
grouped and ungrouped data different fields.
   
The learner demonstrates understanding key
understanding, uses and importance of Statistics,
data collection/gathering and the different forms of
data representation, measures of central tendency,
measures of variability, and probability.
 LEARNING PLAN
EXPLORE
  This unit is about Measures of Variation or Dispersion
Consider this question How can illustrate the measures of variability of statistical data?
Map of Conceptual Change:
LEARNING COMPETENCY FIRM-UP (ACQUISITION)
LC1 illustrates the measures of Activity 1 (EXPLORE ME!)
variability (range, average deviation,
Instructions: (The students will refer to the illustration below and answer the following)
variance, standard deviation) of a
statistical data. Find the deviation of the following ungrouped frequency distributions.
Learning Targets: a. x 10 12 12 14

X 2 3 4 5 6 7 8
I can illustrate the mean deviation. b. f 17 12 19 28 19 9 2
I can illustrate the standard
deviation Clickable Links : (website URL)
Screenshot of Online Resource: (to make sure that students are on the right page)
 
Activity 2 (ANSWER ME!)
Instructions: Find the standard deviation of the scores in each of the groups shown below.
GROUP A 22 23 24 25 26 27 28
GROUP B 10 15 20 25 30 35 40
 
Clickable Links : (website URL)
Screenshot of Online Resource: (to make sure that students are on the right page)
LEARNING COMPETENCY FIRM-UP (ACQUISITION)
LC2 calculates the Activity 3 (TRY IT!)
measures of variability of
Instructions: Find the mean deviation of the following ungrouped frequency
grouped and ungrouped
distributions.
data.
a.   X 20 22 22 34
  b.   X 3 4 5 6 7 8 9
Learning Targets: F 8 6 9 14 8 4 1
 
I can calculate the
Clickable Links : (website URL)
measures of variability of
grouped data. Screenshot of Online Resource: (to make sure that students are on the right page)

I can calculate the  

measures of variability of Scaffold for TRANSFER 1
ungrouped data.
Activity 4 (COMPUTE ME!)
 
Instructions: Solve the following
Situation: Midterm exam scores for a small advanced neuroanatomy class are
provided below. Scores represent percent of items marked correct on the
exam.
87 99 75 87
94 75 35 88
87 93

Find the Standard Deviation and Variance for the above data.
LEARNING FIRM-UP (ACQUISITION)
COMPETENCY
LC2 calculates the Screenshot of Online Resource: (to make sure that students are on the right page) 
measures of
 Screenshot of Online Resource:
variability of grouped
and ungrouped data.
 
Learning Targets:
I can calculate the
measures of
variability of grouped
data.
I can calculate the
measures of
variability of
ungrouped data.
 
LEARNING FIRM-UP (ACQUISITION)
COMPETENCY
LC2 calculates the Activity 5 (IDENTIFY ME!)
measures of Instructions: Find the following.
variability of
grouped and Question:
ungrouped data. 1. For the set of values 20,21, 18, 14, 9, 12, 25, find the following:
  a. Mean
b. Deviations from the mean
Learning Targets: c. Variance
I can calculate the d. Standard deviation
measures of  
variability of Clickable Links : (website URL)
grouped data.
Screenshot of Online Resource: (to make sure that students are on the right
I can calculate the page) 
measures of
variability of Screenshot of Online Resource: (to make sure that students are on the right
ungrouped data. page) 

   
LEARNING FIRM-UP (ACQUISITION)
COMPETENCY
Scaffold for TRANSFER 2
C2 calculates the
Activity 6 (SOLVE ME!)
measures of
 
variability of Instructions: Solve the following and find what is ask.
grouped and Question:
ungrouped data.  
A high school teacher at a small private school assigns trigonometry practice problems to be worked
 
via the net. Students must use a password to access the problems and the time of log-in and log-off
Learning Targets: are automatically recorded for the teacher. At the end of the week, the teacher examines the amount
of time each student spent working the assigned problems. The data is provided below in minutes.
I can calculate the
 
measures of 15 28 25 48
variability of 22 43 49 34
grouped data. 22 33 27 25
22 20 39
I can calculate the
 
measures of Find the Range, Standard Deviation, and Variance for the above data
variability of  
ungrouped data. Clickable Links: https://www.scribbr.com/statistics/variability/
 
LEARNING FIRM-UP (ACQUISITION)
COMPETENCY

Screenshot of Online Resource: (to make sure that students are on the right
C2 calculates the
page) 
measures of
variability of  Screenshot of Online Resource:
grouped and
ungrouped data.
 
Learning Targets:
I can calculate the
measures of
variability of
grouped data.
I can calculate the
measures of
variability of
ungrouped data.
LEARNING FIRM-UP (ACQUISITION)
COMPETENCY
C2 calculates the
measures of
variability of
grouped and
ungrouped data.
 
Learning Targets:
I can calculate the
measures of
variability of
grouped data.
I can calculate the
measures of
variability of
ungrouped data.
LEARNING FIRM-UP (ACQUISITION)
COMPETENCY

C2 calculates the
measures of
variability of
grouped and
ungrouped data.
 
Learning Targets:
I can calculate the
measures of
variability of
grouped data.
I can calculate the
measures of
variability of
ungrouped data.
LEARNING FIRM-UP (ACQUISITION)
COMPETENCY
SELF-ASSESSMENT:
C2 calculates the Instructions:
Question:
measures of
Describe how to compute the standard deviation.
variability of
grouped and INTERACTIVE QUIZ1
ungrouped data.
  Instructions: The class will be grouped into 5. They will be tasked to
answer the questions below. Show your solution.
Learning Targets:
I can calculate Question:
the measures of
variability of The mean salary of the employees in ABC Company is P22,300.00 with a
grouped data. standard deviation of P2,500.00. The company announces a flat raise of
P1,000.00 for each employee during the following year. Find the mean
I can calculate
and the standard deviation of the new salaries.
the measures of Link :
variability of Screenshot:
ungrouped data.
LEARNING FIRM-UP (ACQUISITION)
COMPETENCY

C2 calculates the INTERACTIVE QUIZ2

measures of
Instructions: The class will be grouped into 5. They will be tasked to
variability of
answer the questions below. Show your solution.
grouped and
ungrouped data. Question:
 
After grading an examination, Mr. Parabola announced to the class that
Learning Targets:
the mean score was 68 with standard deviation of 12 points. However, a
I can calculate student brought to the teacher’s attention that one of the questions on
the measures of the examination was incorrect and impossible to solve. As a result, Mr.
variability of Parabola agreed to add 10 points to each student’s score. Explain how
grouped data. you will find the mean, the variance, and the standard deviation of the
new set of scores.
I can calculate
the measures of Link :
variability of Screenshot:
ungrouped data.
LEARNING COMPETENCY DEEPEN (MAKE MEANING)
LEARNING FIRM-UP (ACQUISITION)
COMPETENCY
Scaffold for Transfer 3:
 
The following data represents the age distribution of a sample of 100 people covered by health
insurance (private or government). The sample was taken in 2003.

Age Number

25 - 34 23

35 - 44 29

45 - 54 28

55 - 64 20

Find the variance and standard deviation.

 TABLE OF SPECIFICATIONS
QUARTERLY ASSESSMENT
Grade/Subject: 7-Mathematics
Topic Objectives/ No. of No. of Levels of Performance % of
Learning Days/ Items Items
Competenci Hours Remem- Under- Analy- Applying Evalua- Creating  
es bering standing zing ting

Illustrates
the
measures of
variability
(range,
Measures
average
of 1 3 1-3           10%
deviation,
Variation
variance,
standard
deviation) of
a statistical
data
Calculates
the
measures of
  variability of 3 9   4-7 8-12       30%
grouped and
Topic Objectives/ No. of No. of Levels of Performance % of
Learning Days/ Items Items
Competenc Hours Remem- Under- Analy-zing Applyin Evalua- Creating  
ies bering standing g ting

Uses
appropriate
statistical
measures in
  analyzing 2 6   13-15 16-18       20%
and
interpreting
statistical
data

Draws
conclusions
from
graphic and
tabular data
  and 2 6   19-20 21-24       20%
measures of
central
tendency
and
Topic Objective No. of No. of Levels of Performance % of
s/ Days/ Items Items
Learning Hours
Remem- Under- Analy- Applyi Evalua- Creating  
Competen
bering standing zing ng ting
cies

Generalize
s the
importanc
e of using
the
appropriat
  e 2 6   25-28 29-30       20%
statistical
measures
in solving
measures
of
variability
 6A. PERFORMANCE TASK (1 PRODUCT)
PERFORMANCE STANDARD:
SITUATION: the level of performance in Mathematics this pandemic is decreasing
GOAL: to determine the school’s level of performance in Mathematics this new normal (SY 2020-2021)

ROLE: a Math Teacher

PRODUCT: project proposal (strategic mechanism)

AUDIENCE: Mathematics Department
STANDARDS: content (mathematical justification), technicalities and over-all impact

GRASPS NARRATIVE:
The Math Discipline Department of CAR High School (CARHS) wants to determine the school’s level of
performance in Mathematics from Grades 7 to 10 this new normal (SY 2020-2021). Due to the drastic
impact of COVID19 pandemic, the school believes that the level of performance in Mathematics is
decreasing. As a Math Teacher, you want to improve the performance for the next school year. You
are to conduct an analysis and propose a strategic mechanism to cope with the Mathematical
takebacks of the school. Your intervention will be presented to the Math Department and will be
evaluated based on content (mathematical justification), technicalities and over-all impact.
 6B. PERFORMANCE TASK (DIFFERENTIATED
PERFORMANCE STANDARD:
PRODUCTS):
SITUATION: the level of performance in Mathematics this pandemic is decreasing
GOAL: to determine the school’s level of performance in Mathematics this new normal (SY 2020-2021)
ROLES: a Math Teacher, graphic designer, campaign promoter
PRODUCT CHOICES: project proposal (strategic mechanism), infographic design, promotional video
AUDIENCE: Mathematics Department
STANDARDS: content (mathematical justification), technicalities and over-all impact
GRASPS NARRATIVE:
The Math Discipline Department of CAR High School (CARHS) wants to determine the school’s level of
performance in Mathematics from Grades 7 to 10 this new normal (SY 2020-2021). Due to the drastic
impact of COVID19 pandemic, the school believes that the level of performance in Mathematics is
decreasing. As a Math Teacher, you want to improve the performance for the next school year. You are to
conduct an analysis and propose a strategic mechanism to cope with the Mathematical takebacks of the
school. Your intervention will be presented to the Math Department and will be evaluated based on content
(mathematical justification), technicalities and over-all impact.
 6C: PERFORMANCE TASK (MODALITY-BASED
PERFORMANCE STANDARD:
PRODUCTS):
SITUATION: the level of performance in Mathematics this pandemic is decreasing
GOAL: to determine the school’s level of performance in Mathematics this new normal (SY 2020-2021)
ROLES: a Math Teacher, graphic designer, campaign promoter
PRODUCT CHOICES: project proposal (strategic mechanism)(written), infographic design(blended),
promotional video(online)
AUDIENCE: Mathematics Department
STANDARDS: content (mathematical justification), technicalities and over-all impact
GRASPS NARRATIVE:
The Math Discipline Department of CAR High School (CARHS) wants to determine the school’s level of
performance in Mathematics from Grades 7 to 10 this new normal (SY 2020-2021). Due to the drastic
impact of COVID19 pandemic, the school believes that the level of performance in Mathematics is
decreasing. As a Math Teacher, you want to improve the performance for the next school year. You are to
conduct an analysis and propose a strategic mechanism to cope with the Mathematical takebacks of the
school. Your intervention that includes an infographic design and promotional video will be presented to
the Math Department and will be evaluated based on content (mathematical justification), technicalities
and over-all impact.
 6D. PERFORMANCE TASK (1 PRODUCT INTEGRATED
FROM72 SUBJECTS 4th QUARTER ____ PERFORMANCE STANDARD
GRADE LEVEL:
SUBJECT: Mathematics

SUBJECT 1: Mathematics 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.

SUBJECT 2: Computer The learner is able to create designs in banner,

poster flyers and brochure for them to identify the
difference between the three layouts.

  COMMON THEME IN SUBJECT STANDARDS:

Modelling
  COMMON OUTPUT : Project Proposal
PERFORMANCE STANDARD:
SITUATION: the level of performance in Mathematics this pandemic is decreasing
GOAL: to determine the school’s level of performance in Mathematics this new normal (SY 2020-2021)
ROLES: a Math Teacher, graphic designer
PRODUCT(integrated with the other subject): project proposal (strategic mechanism) with infographic
design

AUDIENCE: Mathematics Department

STANDARDS: content (mathematical justification), technicalities and over-all impact
GRASPS NARRATIVE:
The Math Discipline Department of CAR High School (CARHS) wants to determine the school’s level of
performance in Mathematics from Grades 7 to 10 this new normal (SY 2020-2021). Due to the drastic
impact of COVID19 pandemic, the school believes that the level of performance in Mathematics is
decreasing. As a Math Teacher, you want to improve the performance for the next school year. You are to
conduct an analysis and propose a strategic mechanism to cope with the Mathematical takebacks of the
school. Your intervention that includes an infographic design will be presented to the Math Department
and will be evaluated based on content (mathematical justification), technicalities and over-all impact.
7. PERFORMANCE TASK ANALYTIC RUBRIC:
(applies to nos. 6A-D)
 UNIT PERFORMANCE TASK TEMPLATE (DESIGN THINKING)

SUBJECT: Mathematics GRADE LEVEL: 7

UNIT TOPIC: Statistics: Measures of Variability
 
CONTENT STANDARD: The learner demonstrates understanding key understanding, uses and
importance of Statistics, data collection/gathering and the different forms of data representation,
measures of central tendency, measures of variability, and probability.
 

PERFORMANCE STANDARD: 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.
 

TRANSFER GOAL: The learner on their own and in the long run will be able to apply measures of central
tendency and variability in solving real life situations as a tool in decision making and sound
recommendations.
 DESIGN QUESTION TO IMPLEMENTATION IN SCAFFOLD/
THINKING STEPS ANSWER PERFORMANCE TASK
EMPATHIZE What data from research The Math teachers conducted an analysis and
: Conduct research in order to shows proposed a strategic mechanism to cope with
understand user needs specific needs? the Mathematical takebacks of the school.

DEFINE: Articulate the problem What are the barriers to Limited resources and materials
carefully. meeting the needs?
IDEATE: Generate a range of ideas What can be designed to The teachers combined the ideas taken from
quickly. address the barriers? the analysis and from the materials present at
hand.
PROTOTYPE What can be produced to Proposal and an infographic design showing
: Model and build representations model the design? the data gathered and possible interventions to
of the best ideas. the problem
TEST: Evaluate prototypes and How useful The model is presented to the audience and
then refine them is the model? How does it target users and employed suggestions and
work? Problems in making possible alterations on the proposal and
it work?
infographic design.
 
PUBLISH: Share findings with a How will results of using The product might be in the form of a
wider audience. design be disseminated promotional video or the soft copy of the
ed?
infographic design to be uploaded in the
Format?
school’s official page.