Annex 1c to DepEd Order No. 42 , s.

2016

GRADE 1 to 12 School Grade Level Seven

DAILY LESSON LOG Teacher Learning Area Mathematics
Teaching Dates and Quarter Fourth-Week 3
Time

MONDAY DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary
procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard 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, measures of variability, and probability.
B. Performance The learner is able to collect and organize data systematically and compute accurately measures of central tendency and
Standard variability and apply these appropriately in data analysis and interpretation in different fields.
C. Learning 57. Organizes data in a 57. Organizes data in a 57. Organizes data in a
Competency/ frequency frequency frequency
Objectives distribution table distribution table distribution table
M7SP - IVc – 1 M7SP - IVc – 1 57. Organizes data in a frequency M7SP - IVc – 1
57.1 Organizes 57.2 Define the distribution table
ungrouped data in terminologies in M7SP - IVc – 1
frequency table. frequency table 57.3Constructs frequency
of grouped data. distribution table of grouped
data.

II. CONTENT Frequency Terminologies in Frequency Distribution Table of Organizing Data in a

Distribution Table of Frequency Grouped Data Frequency
Ungrouped Data Distribution Table of Distribution Table
Grouped Data
LEARNING
RESOURCES
References

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Annex 1c to DepEd Order No. 42 , s. 2016

1. Teacher’s 249-250
Guide pages
2. Learner’s 245-246
Materials
pages
3. Textbook Understanding Understanding Mathematics pp. Understanding
pages Mathematics pp. 491-493 Mathematics pp. 491-
491-492 493
Additional Materials
from Learning
Resource (LR)portal
A. Other Learning LAS No. 7 LAS No.9 LAS No.10
Resource Mathematics for the Mathematics for the 21st Century
21 Century Learner
st
Learner by. Geruela, et.al. pp.
by. Geruela, et.al. pp. 316-317
316-317
III. PROCED These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always
URES be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.

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Annex 1c to DepEd Order No. 42 , s. 2016

A. Reviewing What is a frequency What have you learned about the What are the steps
previous lesson or distribution table? previous discussion? in constructing
presenting the new frequency
lesson distribution table of
grouped data?

What can you say

about the two
pictures?

B. Establishing a What’s the next step Boardwork: The frequency table shows the
purpose for the after collecting data? Arrange the jumbled scores in a Filipino composition
lesson letters in each obtained by Grade 7 Bayani
tagboard. Class.

1.

Find the class interval and the

frequency of the second class.
2. Find the upper class limit and
the lower class limit of the
third class

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Annex 1c to DepEd Order No. 42 , s. 2016

3. Find the class mark of the

fourth class.
4. Find the upper class boundary
and the lower class boundary
of the sixth class.

C. Presenting The following are the From the activity that you had,
examples/Instance scores of 30 students fill in the frequency distribution
s of the new lesson in a 10-item Math table by following the steps
quiz: provided in each group.
1 3 4 4 1
4 5 6 8 7
5 1 2 1 2
7 5 8 6 6
9 10 10 10 10
2 9 9 2 3
TASK:
1. Count the number
of times a score
occurs.

D. Discussing new 1. How do you call the 1.What are the Procedure in constructing Wrap-up activity
concepts and number of different frequency distribution table:
practicing new occurrences of a terminologies will 1. Get the difference between
skills # 1 data value? be used in the highest score and the
2. What is a frequency constructing lowest score
table? frequency 2. Decide the number of
distribution table of classes. (since you are still
grouped data?
grade 7, the teacher will
2.How does each
decide)
terminology
obtained? 3. Determine the class interval
(i). Class interval is the size of
the class and is computed by
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Annex 1c to DepEd Order No. 42 , s. 2016

Highest Score−Lowest Score

i=
desired number of Classess
(round off the result to
whole number)
4. Determine the classes
starting with the lowest
class. Then add the class
interval and so on..
5. Complete the classes by
writing a range of values
from adding continuously
the lowest score by the class
interval as shown in step 5
below.
6. Determine the class
frequency (f) for each class
by counting the tally.

E. Discussing new What are the steps

concepts and in organizing
practicing new ungrouped data in a
skills # 2 frequency
distribution table?
F. Developing By pair: Match the terms in Construct a frequency
mastery Create a frequency box A with the correct distribution table of the
distribution table of definitions in box B. following data that shows the
the given data. shoe sizes of 35 students.

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Annex 1c to DepEd Order No. 42 , s. 2016

G. Finding practical Why is there a need to

application of segregate garbage?
concepts and skills
in daily living.
H. Making How to organize Enumerate the What are the steps in
generalizations ungrouped data in a terminologies used in constructing frequency
and abstractions frequency distribution a frequency distribution table?
about the lesson table? distribution table.
. 1.
2.
3.

I. Evaluating Using the survey on Describe each Construct a frequency By group:

learning the Daily Allowance terminology. distribution table of the Construct a frequency
of 20 students in 1. Class limits following data. distribution table with
Grade 7 Gumamela, 2. Class boundary six classes for the
organize data using 3. Class intervals CLASS INTERVAL f scores of the students
frequency distribution 4. Range 20-25 4
table: 5. Tally 25-30 2
6. Frequency 30-35 5

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Annex 1c to DepEd Order No. 42 , s. 2016

7. Class mark 35-40 3 of 7- Rizal on a

40-45 3 Mathematics test.
45-50 3
N=20

J. Additional
activities for
application or
remediation
REMARKS
IV. REFLEC Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
TION What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you
so when you meet them, you can ask them relevant questions.

A. No. of learners
who earned 80%
in the evaluation
No. of learners who
require additional
activities for
remediation who
scored below 80%
B. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
No. of learners who
continue to require
remediation

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Annex 1c to DepEd Order No. 42 , s. 2016

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

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