LESSON PLAN IN MATHEMATICS

PRE-SERVICE GRADE QUARTER/DOMAIN DATE & TIME

TEACHER LEVEL
JAME JOY F. 7 THIRD QUARTER May 11, 2023
CONSING &
MICHELLE MIEL

I. OBJECTIVES
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
Standard and compute accurately measures of central tendency and
variability and apply these appropriately in data analysis and
interpretation in different fields.
C. Learning At the end of the discussion, the students are expected to:
Objectives Identify the angles formed by parallel lines cut by a transversal;
2. Determine the relationship between pairs of angles formed
by parallel lines cut by a
transversal using measurement and by inductive reasoning
Identify the angles formed by parallel lines cut by a transversal;
2. Determine the relationship between pairs of angles formed
by parallel lines cut by a
transversal using measurement and by inductive reasoning
Identify the angles formed by parallel lines cut by a transversal;
2. Determine the relationship between pairs of angles formed
by parallel lines cut by a
transversal using measurement and by inductive reasoning
Identify the angles formed by parallel lines cut by a transversal;
2. Determine the relationship between pairs of angles formed
by parallel lines cut by a
transversal using measurement and by inductive reasoning
 Use appropriate graphs to represent organized
ungrouped data: pie chart, bar graph, line graph; and
 Use appropriate graphs to represent organized grouped
data: histogram and ogive.
II. SUBJECT MATTER
A. Topics Pie Chart, Line Graph, Bar Graph, Histogram and Ogive
B. References  Alternative Delivery Mode (ADM) – Mathematics 7 -
Quarter 4 Module 3
 Most Essential Learning Competencies (MELC)
C. Materials PowerPoint Presentation, laptop, & TV
D. Integration Technology
E. Values Integration  Determination
III. PROCEDURES PRELIMINARIES
Preparatory Activities PRAYER
(The teacher will instruct the students to stand for the prayer)

GREETINGS
(The teacher will send her greetings to the class)

CLEANING
(The teacher will instruct the students to pick up some pieces
of trash or garbage and arrange the chairs properly)

CHECKING OF ATTENDANCE
(The teacher will check the attendance by collecting the names
of absent)
 CHECKING OF ASSIGNMENT
(The teacher will let the students check their assignments and
provide the correct answer)
Development Activities REVIEW
(The teacher will conduct a review for the previous topic about
statistics)
 What was our last topic?
 What are the steps in constructing frequency
distribution table for grouped data?
For the entire third quarter, we have discussed topics
about geometry, particularly the different geometrical
concepts that are very significant not only in the field of
mathematics but also in real-life scenarios.of angles
are shown based on the
measuremen
Motivation (The teacher will show a video presentation on the application
of statistics in the real-world which motivate students to learn
in the discussion)
Activity 4 PICS 1 WORD

Direction: Your task is to identify the four pictures and link it

into one word.

Analysis (The teacher will ask the students)

 How were you able to guess the word?
 What strategies did you use in identifying the word
described in the pictures?

Abstraction Pie Chart, Line Graph, Bar Graph, Histogram and Ogive
(The teacher will start the discussion by showing the lesson
through a PowerPoint Presentation)

When data are presented as graph, they are easily interpreted,

and compared. As a consequence, data become more
interesting to the readers.

FOR UNGROUPED DATA

Data in an ungrouped frequency distribution can be
presented graphically to give a better picture of the distribution.
Some forms of graphs for ungrouped frequency distribution are
pie chart, bar graph and line graph.

PIE CHART
A pie graph or pie chart is another visual representation of
data. It is used to show how all the parts of something are
related to the whole. It is represented by a circle divided into
slices or sectors of various sizes that show each part’s
relationship to the whole and to other parts of the circle.
Example:
Construct a pie chart for the data given below.
Favorite Type of Movie

Solution:
First, divide each value by the total and multiply by 100 to get a
percent.

Now multiply each part (or percent) by 360° to figure out the
degrees each sector in the pie graph.

Use compass to draw the circle and a protractor to draw the

“pie slices” or sectors. Label each sector of the circle and give
the graph a title.

BAR GRAPH
A bar graph uses rectangles (or bars) of uniform width to
represent data, particularly the nominal or categorical type of
data. The height of the rectangle denotes the frequency of the
variable. There are two types of bar graph: the vertical bar
graph, which is sometimes called a column chart, and the
horizontal bar graph. A vertical bar graph is used to show the
changes on the numerical value of a variable over a period of
time.
*Take Note: A bar graph can be simple or multiple. A simple
bar graph represents only one unit. A multiple bar graph
represents different units on the same diagram for comparison
purposes.

Example:
Create a simple bar graph on the data about Pet Popularity
shown below.

Solution:
Step 1: Decide on a title for your graph.
Step 2: Draw vertical axis (y – axis) and horizontal axis (x –
axis).

Step 3: Label the horizontal axis (Type of Pet).

Step 4: Write the type of pets where the bars will be drawn.
Step 5: Label the vertical axis (Number of Pets).
Step 6: Decide on scale. Consider the least and the greatest
number shown on the data.
Step 7: Draw a bar to show the total for each item.

LINE GRAPH
A line graph is used to represent changes in data over a
period of time. Data like changes in temperature, income,
population, and the like can be represented by a line graph.
Data are represented by points and are joined by line
segments. A line graph may be curved, broken, or straight.
Example:
Amber wanted to join in a 100-meter dash contest in his
school. To track her performance whether she is improving or
not, her mother recorded her running time from Monday to
Sunday as shown in the table below. Create a line graph on
amber’s training.

Solution:
We use horizontal axis for the days and vertical axis for time in
seconds.

On which day is the fastest running time of Amber?

Solution: Sunday is the fastest running time of Amber.

FOR GROUPED DATA

Some forms of graphs for grouped frequency distribution are
the Histogram and Ogive.

HISTOGRAM
A histogram is a bar graph that shows the frequency of data
that occur within a certain interval. In a histogram, the bars are
always vertical, the width of each bar is based upon the size of
the interval it represents, and there are no gaps between
adjacent bars. Histograms have no gaps because their bases
cover a continuous range of possible values.
Example:
Use the graph below to answer the questions below.

1. Which age group has the greatest number of people?

2. Which age group has the least number of people?
3. How many people are in the age group 11 – 20?
4. How many people are there in the age group 0 – 20?
5. How many people are older than 30?
Solution:
1. 21 – 30 4. 40
2. 1 – 10 5. 25
3. 25

OGIVE
The ogive (also called the cumulative frequency graph or
cumulative frequency curve) is a graph plotted from a
cumulative frequency table. The following example show how
to draw a cumulative frequency curve for grouped data.
Example:
Draw a cumulative frequency graph for the frequency table
below.

Solution:
We need to add class with 0 frequency before the first class
 and then find the upper-class boundary for each class interval.

And then plot the cumulative frequency against the upper-class

boundary of each interval and join the point with the smooth
curve.

Application Direction: Answer the following questions based on the given

graphical representation of each data.

1. Justin tracked the time he spent on homework per subject

during one week. Answer the questions based on the pie
chart below.

a. Which subject did Justin took the longest to accomplish his

homework? (Biology)
b. What percentage of time did Justin spend on English and
Health homework? (15% + 10% = 25%)
c. If Justin spent 100 minutes on homework, how many
minutes were spent on English? (
15
15 % of 100= •100=15 minutes)
100

2. Refer your answer to the graph shown below.

a. How many students got marks in 0-25? (10)

b. How many students got more than 50 marks? (120)
c. Which marks range has the least students? (0 – 25)
d. How many students got marks between 51 and 75? (70)

Generalization (The teacher will summarize the lesson by asking students

some questions related to the topic.)
 What are the three graphs used to present the data
for the ungrouped frequency distribution to give a
better picture of the distribution?
What are the three graphs used to present the data for an
ungrouped frequency distribution to give a better picture of the
distribution? As a general rule, learning how to solve
problems involving the side and angle of polygons is very significant
not only in the field of mathematics but also in real-life scenarios, as
we also encounter problems in everyday life, and it taught us that
for every problem we encountered, there would always be a
solution.being applie
n our real world class, how are circles
being applied
complementary angles
are two angles w
 IV. EVALUATION
Direction: Answer the following questions based on the given graphical representation of each
data.

Use the bar graph to answer each question.

1. Which movie receives exactly 5 votes? (Ice Age)

2. Which movie receives the fewest votes? (Cars)
3. What is the combined number of people who voted for Up and Brave? (16)
4. How many more votes did Spy Kids receive than Brave? (2)
5. What was the total number of votes of all movie title? (30)
V. ASSIGNMENT
Direction: Answer the following questions based on the given graphical representation of each
data.

The graph below shows the amount of popcorn sold at a theater.

Use the graph to answer the following questions:

1. Which day had the most popcorn sold? (Tuesday)
2. From Thursday to Friday did the amount of popcorn sold increases or decreases?
(Increases)
3. Were fewer buckets sold on Tuesday or on Thursday? (Thursday)
4. What is the difference in the number of buckets sold on Wednesday and the number sold
on Friday? (50)
5. What is the total number of buckets sold? (2050)

Prepared and submitted by:

JAME JOY F. CONSING & MICHELLE MIEL

Pre-Service Teacher Observed and checked by:

LOLITA D. CRUCIO
Cooperating Teacher