School: Yapang National High School Grade Level 7

Teacher: Mary Joy D. Dapito Learning Area Mathematics

Teaching Dates and

Quarter 4th
Time

A Detailed Lesson Plan in Mathematics VII

I. Objectives

A. Content Standard

 The learner demonstrates understanding of the key concepts of the different measures of tendency, variability of a given data, fundamental principles of
counting and simple probability.
B. 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.

C. Learning Competency

At the end of the lesson, the students should be able to:

a. define the mode of the given set of ungrouped data,

b. solve problems involving mode of ungrouped data,
c. value the importance and concept of mode of ungrouped data through real- life problem solving.

II.Content

Mode of Ungrouped Data

 I. III LEARNING RESOURCES

A. References:

1. Teacher’s Guide

2. Learner’s Materials Pages :

Grade VII Mathematics Learners Material pp: 491-506

3. Textbook Pages: Websites :

http://www.ncbi.nln.nih.gov/pmc/articles/PMC3127352/

https://www.slideshare.net/mschie/measures-of-central-tendency-11435231

http://www.math-salamanders.com/mode-and-range-worksheets.html#ModeSheets

B. Other Learning Materials:

Activity sheet, PowerPoint presentation, laptop, marker, cartolina, cardboard.

IV. Teaching Strategies

A. Preliminary Activities
1.Prayer
Let us all stand and pray.
Jenny, kindly lead the prayer.
(The students will stand. Jenny will lead the prayer.)

Good afternoon, class! Good afternoon, ma’am.

Before you take your seat please pick up all the pieces of papers under your chairs
and arrange your chairs properly.
(The students will pick up all the pieces of papers under their chairs and arrange
their chairs properly.)

You may now take your seats. (The students will sit.)

2. Checking of Attendance
Are there any absentees today? None, ma’am.

B. Establishing a purpose for the lesson

Let us get started with our lesson today but before that, I need someone to go here
in front to write his/her grades during the first grading period.
Any volunteer?
Yes, Maureen!
(Maureen will write her grades in first grading period.)
Thank you, Maureen.

This time, I need someone who will arrange the grades of Maureen in ascending
order. Anyone?
Yes, Geline!
(Geline will arrange the grades of Maureen in ascending order.)
Very good!
Kindly encircle the middle grade of Maureen on the board.
Yes, Lyka?
(Lyka will encircle the middle grades of Maureen.)

Correct! How about the general average of Maureen on first grading period?
Yes, Chenna?
93.5 ma’am.
Now, based on the arrangement of Maureen’s grades, what grade is frequently
occurring?
Yes, Mara?

90, ma’am.
Correct, Chenna! Our activity is in connection with our topic for today.

C. Presenting examples/instances of new lesson.

Let us have an activity. This activity is entitled “Where do I Stand?” I will flash
circles on the screen with a corresponding number on each circle.Riddles will be
flashed on the screen. Write your answer on the show board provided. The group
who will raise their board first will have a corresponding point. The group with the
highest score will be the winner. Are instructions clear class?
Yes, ma’am.
One representative from each
group kindly get your materials
here in front. (One representative per group will get their materials.)

Let us start.

I am the arranged numbers in

ascending order. What am I?

I am the middle value in the data.

What am I?

I am the average of the data. What am I?

7,7,8,8,9,9,10,10,10, 11,11,ma’am.
I am the number that appears most. What am I?
9, ma’am.
Very good, class!
Since group 2 got the highest score, they are our winner for this activity. Let us give 9.09, ma’am.
them wonderful clap.
10, ma’am.
D. Discussing new concept and practicing new lesson no.1

Today, we are going to have one of the measures of central tendency which is
Mode.
Based on your activity “Where do I stand” the last riddle asks for the mode of the
data and 10 is the mode. Therefore, who can define mode?
Yes, Limor? (The students will clap.)

Very good, Limor!

Kindly read the definition of mode on the slide.

It is the most frequently occurring in the data.

The Mode
The mode is the observed value that occurs most frequently. It is denoted by x
(x-caret or hat)
Based on our previous activity on Maureen’s grades, which do you think is the To find the mode for a set of data:
example of mode? 1. Select the number that appears most often in the set.
Yes, Clark? 2. If two or more number appears most often the same time, then each of
these is a mode and
Very good, Clark! 3. If every measure appears the same number of times, then the set of data
has no mode.
Let us have another activity involving this concept. This activity is entitled “Hit me
baby, One more fly!” This is another group activity. We will have two groups,
group 1 will be on my left side and group 2 will be on my right side.

Directions:
• Each group will assign a member to represent the group in every round. The example of mode is the most frequent grade among Maureen’s grades.
• Sets of data will be flashed on the screen. The representative has to find the
mode.
• The answer in every question/statement can be found in the flies which are
posted on the board.
• The member who can hit (using the flyswatter provided) the fly with the
correct answer first will earn a point.
• The group with the highest points earned will be the winner.

Are the instructions clear class?

Let us start.

1. {10,12,9,10,13,11,10}
2. {5,6,5,7,5,3,2,3,4,3,7,1,7}
3. {5,8,7,9,6,8,5}
4. {0,1,1,2,2,3,3,4,5,5,7}
5. {7,10,8,5,9,6,4}
Yes, ma’am.

Very good class! It seems that you really mastered finding the mode.

E. Discussing new concepts and practicing new skills no.2

1.10
Based on our activity what have you observed class? 2. 3,5, and 7
Yes, Carmela? 3. 8 and 5
 4. 1,2,3,and 5
5. No mode
Nice observation, Carmela! Mode can be one, more than one or no mode.
Everyone kindly read.

Unimodal- having one mode.

Bimodal- having two modes.
Trimodal- having three modes.
Polymodal- having more than three modes. Based on our examples ma’am, there can be more than one mode or no mode.
No mode- having no mode at all.

Thank you class. Let us have another activity entitled “Stop that Box!” In this (The students will read)
activity, I have box with questions inside. You will pass the box to your seatmate
and when I stop the music, the one who has the box will get a question and answer
it. Are you ready?

Let us start.

1. {12,14,15,14,14,}

2. {7,3,4,2,0,2,3,4,7}

3. {17,15,18,16,14}
Yes, ma’am.
4. {1,1,2,2,3,3,4,5,5}

5. {20,20,21,22,23,22} Unimodal

6. {5,6,7,8,5,6,7,3,5,6,7,2} Trimodal

Very good, class! You really understood our lesson. No mode

F. Developing Mastery Polymodal

Now that you have understood our lesson, let us have a seatwork which will be Bimodal
done by pair. What you have to do is to find the mode and identify what type of
mode in the set of data. Trimodal

1. On a cold winter day in January, the temperature of 7 cities in Philippines is

recorded in Celsius. What is the mode of these temperatures?
24,30,29,30,30,31,27,

2. During the Taal volcano eruption, the PHIVOLCS recorded the harmonic tremor
in seconds. What is the mode of these tremor?
97, 180, 72,150, 97, 72

3. The number of points scored in a series of sepak takraw is listed below.

14,13,15,20,9,11,16. What is the mode?

G. Finding practical application of concepts and skills in daily living.

What do you think is the connection of mode in our lives?
Yes, Rommel?
Answers:
1. Mode= 30, unimodal
Nice, Rommel! And Who is the center of your life? 2. Mode= 72 and 97, bimodal
3. Mode= no mode
That’s Correct! Another idea? Yes, Carmela?
Very good! How about God, did you also make Him as the center of your life?

Why did you make God as the center of your life? For me ma’am, it serves as the center of our lives in any aspect.
Yes, Ligaya!
The center of my life is my family.
The center of my life is my mother.
Exactly! So, class, whoever is the center of our life we should not forget God
because He is the source of everything. Whatever decision or thing we will make,
Yes, ma’am!
we should not forget God because without Him we are nothing.

Can you give me another connection of mode in our life? I always make God as the center of my life because I know ma’am with god
Yes, Remedios!
nothing is impossible.

Awesome, Remedios!

H. Making Generalization
Mode serves as a measurement in our lives on how we value everything that
Let us have a recap. Again, what is mode? happens to us. Mode is also important for us to determine what frequently occurs
Yes, Daisy? in something like scores, size of shirts, weight, etc.

Excellent, Daisy! What can you say about the mode?

Yes, Jezeile?

Very good, Jezeile! How do you call the mode if it only has one mode?
Yes, Lloyd?
Mode is the observed value that appears frequently.
Correct! How about if it has two modes?
Yes, Geline?
Mode can be no mode or more than one mode, ma’am.
Correct! How about if it has three modes?
Yes, Aljon?

Correct! How about if it has more than three modes? Unimodal, ma’am.
Yes, Ella?
Bimodal, ma’am.
Correct! How about the data without mode?
Yes, Camille?
Trimodal, ma’am.
Very good, Class! You really understood our lesson today.

I. Evaluating Learning
Polymodal, ma’am.
Since you mastered now our lesson let us have a short quiz. Write your answer on ½
crosswise.
No mode, ma’am.
1. Measure of central tendency is generally used in determining the size of the
most saleable shoes in a department store?
a. mean c. mode
b. median d. range
 2. For the set of data consisting of 8,8,9,10,10 which statement is true?
a. The data is unimodal
b. The data is bimodal
c. The data has no mode
d. The data is polymodal

3. Nine parents of Yapang National High School gave contributions in pesos

100,200,100,300,300,200,200,150,100, and 100 for a door price. What is the
mode contribution?
a. Php 100 only
b. Php 175, 200 and 300
c. Php 150 and 100
d. Php 200, 100 and 300

J. Additional activities for application or remediation

Now class, copy your assignment then pass it next meeting.

Directions: Find the mode/modes of each of the following sets of data. 1. C

2. B
1. 29,34,37,22,15,38,40 3. A
2. 5,6,7,7,9,9,9,10,14,16,20
3. 82,61,93,56,34,57,92,53,57
4. 26,32,12,18,11,12,15,18,21
5. The scores of 20 students in a Biology quiz are as follows; 25, 33, 35, 45,
34, 26, 29, 35, 38, 40, 45, 38, 28, 29, 25, 39,32,37,47,45.

Are there questions class?

If none, let’s call it a day. Goodbye class!

(Students will copy their assignment.)

None, ma’am.

Goodbye, ma’am.
IV. REMARKS
V. 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?