Learning Area MATHEMATICS Grade Level FIVE

W6 Quarter FOURTH Date

I. LESSON TITLE Presentation and Interpretation of Data in a Line Graph with Problem Solving
II. MOST ESSENTIAL LEARNING Organizes data in tabular form and presents them in a line graph. M5SP-IVg-
COMPETENCIES (MELCs) 2.5
Interprets data presented in different kinds of line graphs (single to double-line
graph). M5SP-IVh-3.5
Solves routine and non-routine problems using data presented in a line graph.
M5SP-IVh-4.5
Draws inferences based on data presented in a line graph. M5SP-IVh-5.5
III. CONTENT/CORE CONTENT Organizing data in tabular form, presenting and interpreting them in a line
graph and solving routine and non-routine problems using data presented in a
line graph,
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: Day 1)
Data gathered and organized can be presented in tabular form. For a clearer representation, it can be
presented in a graph. One of these is the line graph. The line graph has a vertical line called y-axis which
contains the first variable in the collected data. As we go up through the y-axis, increasing values must be
presented. It may represent almost any type of numerical data such as pesos, scores, number of people,
temperature, grades, etc. On the other hand, the horizontal line called x-axis in the line graph contains the
second variable that relates to the first variable in the collected data. As we go to the right in the x-axis, time
periods or names of things being compared are enumerated.
Let us try to solve the following examples.
Example 1: Carine recorded her daily expenses in school for a week. She spent 25 pesos on Monday, 30 pesos on
Tuesday, 10 pesos on Wednesday, 60 pesos on Thursday and 35 pesos on Friday. Let us organize the data in a
tabular form and present them in a line graph. Fill up the table with the correct data

Carine’s Daily Expenses in School

Day Expenses (in Peso)
Monday Php 25.00
Tuesday Php 30.00
Wednesday Php 10.00
Thursday Php 60.00
Friday Php 35.00

Procedure in constructing a Line Graph:

Carine's Daily Expenses in School
1. Draw the lines for the x-axis and y-
y
axis. 70
2. Label the x-axis with the days 60
following the proper order from
AMOUNT (IN PESO)

50
Monday to Friday.
40
3. For the expenses, with 10 as an
30
interval, label the y-axis from 0 to 70
increasing order as you go up. 20
4. Plot the points that correspond to 10
the day and expenses. 0 x
5. Connect the points by a line
segment.
6. Put a title for the graph.
DAYS
Meanwhile, Carine’s sister, Carla also had recorded her daily expenses and you will see it on the table below.
Carine and Carla’s Daily Expenses in School
DAY Carine Carla
Monday 25 20
Tuesday 30 25
Wednesday 10 15
Thursday 60 50
Friday 35 30

Example 2: Draw a line graph for the given data above.

Procedure: We will just copy the graph from example 1, and plot the points that correspond to Carla’s daily
expenses and draw a new line segment (preferably in another color) through it. In addition, there must be a
legend as to which line segment belongs to Carine and Carla for proper identification.
Carine and carla's Daily Expenses in School
70
Amount (in Peso)

60
50
40
30
20
10
0
Monday Tuesday Wednesday Thursday Friday
DAYS

Carine Carla

A line graph is a visual comparison of how two variables, shown on the x and y axes, are related or varies with
each other. It is useful in displaying data or information that changes continuously overtime. The points on a line
graph are connected by a line.
Five parts of the line graph must be present for the graph to be complete.
a. Title
b. Scale
c. Labels
d. Points
e. Line
Example 3: Below is an example of a line graph. Study its parts and answer some of the questions below.

Gatid Elementary School K-3 Enrolment 2019

200
Enrolment

150
100
50
0
Kindergarten Grade 1 Grade 2 Grade 3
Grade Level

1. What is the title of the line graph?

-Gatid Elementary School K-3 Enrolment 2019
2. What information is placed along the vertical axis? On the horizontal axis?
-vertical axis (Enrolment) and horizontal axis (grade level)
3. What grade level has the largest enrolment in 2019? Least?
-largest enrolment ( Kindergarten and Grade 3), -least ( Grade 2)
4. How many is the combined enrolment of Kindergarten and Grade 3? ( Add the enrolment of
Kindergarten and Grade 3), 400 enrollees
IV. LEARNING PHASES AND LEARNING ACTIVITIES
Example 4: Let us go back and compare Carine and Carla’s graph of expenses in school by referring to the
graph below and let us answer the questions that follow: Carine and carla's Daily Expenses in
Questions: School
1. What is the title of the graph?
-Carine and Carla’s Daily Expenses in 70

Amount (in Peso)

School 60
50
2. What does the scale in the y-axis 40
represents? 30
-It represents the amount of their daily 20
expenses. 10
0
3. In which day/s were Carla’s expenses
Monday Tuesday Wednesday Thursday Friday
greater than Carine’s?
-Wednesday DAYS
4. What is the difference between their
expenses on Friday? Carine Carla
-Php 5.00

D. Development (Time Frame: Day 2)

Learning Task No.1: Use the graph at the right to answer the
questions below.

1. What is the title of the graph?

2. What does the scale in y-axis represents?
3. What is the height of Plant A and Plant B at day 2?
4. Which plant shows great increase in height? Why?
5. What happen to the plant near the window?

E. Engagement (Time Frame: Day 3)

Learning Task No. 2 :
Grade 5-Aries of Gatid Elementary School held their class elections last Monday. For the position of secretary,
Scarlett, Gelanie, and Karin were nominated. In their class of 30 pupils, they gained the number of votes: Scarlett-
9, Gelanie-5, Karin-14. Organize the data in the table and answer the questions that follow.

Number of votes for secretary in Grade 5-Aries

Nominees No. of Votes

A. Answer the following questions.

1. How many grade five pupils voted for the election of secretary in Grade 5-Aries?
2. What is the total number of votes gained by Gelanie and Karin?
3. What is the difference in the number of Karin’s and Scarlett’s votes?
4. If there is a total of 30 pupils in grade V-Aries, how many pupils did not vote?
5. If all the students were present last Monday, who do you think will win the election for secretary?

B. Present the votes of the nominees using line graph. (Use the rubric below in giving scores for the graph.)
Ratings Description Ratings Description
5 The graph has complete parts. 2 The graph has 3 missing parts.
4 The graph has 1 missing part presented. 1 The graph has 4 missing parts.
3 The graph has 2 missing parts presented. 0 The learner did not draw a graph.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
A. Assimilation (Time Frame: Day 4)
Learning Task No.3: Study the table then answer the questions
that follow.

A. What is the difference in height of seedlings at day 5

as compared to day 2?
1. What is asked?
2. What facts are needed to solve the problem?
3. What operation will you use?
4. What is the number sentence?
5. What is the complete answer?
B. In what day is the growth of the seedlings, in terms of height, heighest? lowest?
Highest : _________________ Lowest: ____________________
V. ASSESSMENT (Time Frame: Day 5)
Mildred has an inventory for her daily sales of ice candy. Monday-300 pesos, Tuesday- 250 pesos, Wednesday-
150 pesos, Thursday-250 pesos and Friday-500 pesos.
A. Using this inventory data, help Mildred organize them in a tabular form.
Mildred’s Daily Sales of Ice Candy
Day Amount (in peso)

B. Use the data in the table to construct a line graph. (Use the rubric below in giving scores for the graph.)
Ratings Description Ratings Description
5 The graph has complete parts. 2 The graph has 3 missing parts.
4 The graph has 1 missing part presented. 1 The graph has 4 missing parts.
3 The graph has 2 missing parts presented. 0 The learner did not draw a graph.
C. Answer the following questions.
1. What day Mildred has the lowest sale?
2. What days she has same amount of sales?
3. What is Mildred’s total sales from Monday to Friday?

VI. REFLECTION (Time Frame: Day 5)

• Communicate your personal assessment as indicated in the Learner’s Assessment Card.

Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best describes your experience in working on each given task. Draw it
in the column for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target
content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to
do/perform this task.

Learning Task LP Learning Task LP Learning Task LP Learning Task LP

Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8
VII. REFERENCES 21st Century Mathletes; Page No. 337-343 ; Vibal Group, Inc.
Grade 5 Mathematics Learner's Material
Pivot 4A Budget of Work (BOW) in Mathematics, DepEd Calabarzon, Curriculum and Learning
Management Division
K to 12 Mathematics Curriculum Guide May 2016
Prepared by: Checked by: ANNA LIZA T. CRUZ
MILLIEN B. ALCANTARA LOREDEL C. GECALAO
Gatid ES, Santa Cruz District, SDO Laguna MIRZA J. LINGA
EVELYN E. SOLOMON