Bersalote (SWM)

BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL
Bayugan City
Daily Lesson Plan in Mathematics 7 with Integration of Solid Waste

Management
Teacher: John Patrick P. Bersalote Date: January 29,

2019
Level: Grade 7 Quarter: Fourth
I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of the key concepts in

organization and presentation of data.
B. Performance Standard: The learner is able to organize data systematically, present a

frequency table and make a histogram.
C. Learning Competency: The learner is able to organize data in a frequency distribution

table and present a corresponding histogram.
II. CONTENT: Organizing and Presenting Data Using Frequency Table and Histogram
III. LEARNING RESOURCES
A. References:
1. Teacher’s Guide Pages: pp. 303-307
2. Learner’s Material Pages: pp. 245-248
3. Textbook Pages
4. Additional Material from LR Portal: N/A
B. Other Learning Resources: Nivera, G. (2014). Grade 7 Mathematics: Patterns

and Practicalities. Antonio Arnaiz cor. Chino
Roces Avenues, Makati City: Salesiana Books
by Don Bosco Press, Inc.
Orines, F. (2012). The New Grade 7 New Century
Mathematics. 927 Quezon Ave., Quezon
City: Phoenix Publishing House, Inc.
IV. PROCEDURES
A. Reviewing Previous Lesson or Presenting the New Lesson
Let the learners discuss about the following raw data presented on the board.
The following is a list of average absences of 35 students.
7544654 8554356 5363285 6674745 4425564
B. Establishing a Purpose for the Lesson
Let the learners explore how they would present the data for better understanding.
(Let them make a table.)
Absences Frequency
1-3 2
3-5 12
5-7 16
7-9 5
C. Presenting Examples/ Instances of the New Lesson
Present another statistical data. Here, learners will make another table using
intervals to group data.
The following is a data showing the number of siblings each students have in Section
_________.
5321782 1436552 7315246 3253844 6251331
D. Discussing New Concepts and Practicing New Skills #1
# of Siblings Tally Frequency

1-3 IIIII-IIIII-I 11
3-5 IIIII-IIIII-II 12
5-7 IIIII-III 8
7-9 IIII 4
Total 35
We construct a table with three columns as shown. The number of siblings may be
grouped as follows: 1-3, 3-5, 5-7, and 7-9. Then we refer to our list and go down each
column and make a mark for each figure or number in the tally table. For boundary sizes, we
can use the rule that we include the lower bound in the interval but not the upper bound.
The first count is 11 (for having a number of siblings of 1 and 2), so we put eleven strokes.
The next count is 12 (for or having a number of siblings of 3 and 4), so we put 12 strokes,
and so on.
E. Discussing New Concepts and Practicing New Skills #2

.
From a given frequency table, let the learners construct a histogram. A histogram is
"a representation of a frequency distribution by means of rectangles whose widths
represent class intervals and whose areas are proportional to the corresponding
frequencies."
Histogram of Students # of
Absences
20
Frequency
10
0
1 to 3 3 to 5 5 to 7 7 to 9
Absences
F. Developing Mastery
Let the learners make a frequency table with the frequency histogram.
The following data are about tons of garbage collected within a week.
Biodegradable - 4 11 7 3 9 8 Non-Biodegradable - 5 1 3 10 2 6
Hazardous Waste - 14 11 9 12 7 8 Recyclable - 13 9 5 2 10 2
G. Finding Practical Applications of Concepts and Skills in Daily Living
The following data are about tons of garbage collected within a week.
Biodegradable - 4 11 7 3 9 8 Non-Biodegradable - 5 1 3 10 2 6
Hazardous Waste - 14 11 9 12 7 8 Recyclable - 13 9 5 2 10 2
Based on the data, give your thoughts on which type of garbage had the most
numbers and how do we reduce these profound numbers of garbage?
(Let the learners decide the rubrics of the activity)

Rubric: Content - 10
Accuracy - 10
Neatness - _5
25 points
H. Making Generalizations and Abstractions About the Lesson
Let the students give their opinions about how to group data to make a frequency
table and frequency histogram.
I. Evaluating Learning
The following are test scores of Section 1. Construct a suitable frequency table and a
frequency histogram. Use intervals of width 6.
14 15 30 19 10 18 26 30 10 15 15 28 10 30 34 40 20 43 20 30 10 22
36 36
J. Additional Activities for Application or Remediation
Make their own frequency table about their expenses every day with the
corresponding frequency histogram.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners 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 use/discover which I wish to share with
other teachers?

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BAYUGAN NATIONAL COMPREHENSIVE HIGH SCHOOL

Daily Lesson Plan in Mathematics 7 with Integration of Solid Waste

Teacher: John Patrick P. Bersalote Date: January 29,

A. Content Standard: The learner demonstrates understanding of the key concepts in

B. Performance Standard: The learner is able to organize data systematically, present a

C. Learning Competency: The learner is able to organize data in a frequency distribution

III. LEARNING RESOURCES

B. Other Learning Resources: Nivera, G. (2014). Grade 7 Mathematics: Patterns

A. Reviewing Previous Lesson or Presenting the New Lesson

C. Presenting Examples/ Instances of the New Lesson

D. Discussing New Concepts and Practicing New Skills #1

# of Siblings Tally Frequency

E. Discussing New Concepts and Practicing New Skills #2

Hazardous Waste - 14 11 9 12 7 8 Recyclable - 13 9 5 2 10 2

G. Finding Practical Applications of Concepts and Skills in Daily Living

Hazardous Waste - 14 11 9 12 7 8 Recyclable - 13 9 5 2 10 2

(Let the learners decide the rubrics of the activity)

H. Making Generalizations and Abstractions About the Lesson

J. Additional Activities for Application or Remediation

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

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