Learning Area Mathematics Grade Level 7

W8 Quarter 4th Quarter Date

I. LESSON TITLE Analyzing, Interpreting, and Drawing Conclusions from Graphics and Tabular
Presentations
II. MOST ESSENTIAL LEARNING The learner…
COMPETENCIES (MELCs) 1. Uses appropriate statistical measures in analyzing and interpreting statistical
data (M7SP-IVj-1)
2. Draws conclusions from graphic and tabular data and measures of central
tendency and variability (M7SP-IVj-2)
III. CONTENT/CORE CONTENT Analyzing and Interpreting Statistical Data Drawing Conclusions from Graphics and
Tabular data and Measures of Central Tendency and Variability
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 15 minutes)
Good day! After learning how to calculate the measures of central tendency and variability, you will now analyze and
interpret the statistical data.
Solve the puzzle by providing the words defined in each number.
1 2

ACROSS:
1. ________________ deviation of a set of scores is calculated by computing the mean and then the specific distance
between each score and that mean without regard to whether the score is above or below the mean.
3. ________________ deviation is a measure of variation of the set of data in terms of the amounts by which the individual
values differ from their mean.
4. ________________ is generally considered the best measure of central tendency and the most frequently used one.
5. ________________ is the middle value in the set of data arranged in increasing or decreasing order.
2. Range 4. Mode

DOWN:
Down:
1. Average 3. Standard 4. Mean 5. Median
2. _______________ is the difference between the highest and lowest values. Across:
4. _______________ is the most frequently occurring number or score in a data set. Key:

D. Development (Time Frame: 110 minutes)

Lesson 1
Analyzing and Interpreting Statistical Data
When to use Measures of Central Tendency
One of the most important and useful numerical descriptive measures are the Measures of Central Tendency.
Measures of Central Tendency are numerical descriptive measures used to describe the center of a given set of data. Three
common measures of central tendency are: the mean, the median, and the mode.
The mean is the most reliable. It is used when the data are of interval or ratio scale. The median is generally used when
the data are of ordinal scale. The mode is commonly used when the data are of nominal level.

Examples:
1. Due to the pandemic, many students had difficulties in studying on their own. Yvonne, a consistent honor student, wants to
find out if her grades still meet the mark this year. She got 87 in Filipino, 92 in English, 92 in Mathematics, 88 in Science, 90 in
Araling Panlipunan, 94 in Edukasyon sa Pagpapakatao, 90 in Technology and Livelihood Education, and 87 in MAPEH. Is she
qualified for honors? Why do you say so?
To find out if Yvonne is still an honor student, we can use the mean, solving for the mean, we get 90. Since honor students
must have an average of 90 and above, Yvonne is still With Honors.

2. Obina Family drove through 7 cities on their summer vacation. Gasoline prices varied from city to city. The price of the
gasoline are as follows: ₱48, ₱55, ₱50, ₱52, ₱47, ₱53, ₱49. They want to know the middle price of their gasoline.
 To find the middle price of the gasoline, they can use the median. To determine the median of the given set, arrange the
data values from lowest to highest (increasing order). The value that divides the distribution in half is the median. In this case,
the median price of gasoline is 50.

₱47, ₱48, ₱49, ₱50, ₱52, ₱53, ₱55

Since, 50 is the middle value when we arrange from lowest to highest, therefore ₱50 is the median price of the
gasoline.

3. The manager of a video shop wants to know the most common number of blank tapes he sold in his shop. So, he recorded
the number of blank tapes sold per day in 2 weeks. What do you think should he use to find the most common number of
blank tapes he sold in 2 weeks?
132, 121, 119, 116, 130, 121, 131, 117, 119, 135, 121, 129, 119, 134
To find the most common number of blank tapes he sold, he will get the mode of the given data. The mode is
119, because it appears three times in the given data. Since 119, appearing three times it is the most common blank tape
the manager sold in his shop.

When to use Measures of Variability

Measures of Variability are the measures of the average distance of each observation from the center of the
distribution. The goal for variability is to obtain a measure of how spread out the scores are in distribution. The range is the
difference between the highest and lowest values. The average deviation is the average value by which any value in a set of
data or distribution differs from the mean. Variance is the average of the squared deviation from the mean. Standard deviation
determines the location of every value in the set of data related to the mean, and it is the most important and most applied
measure of variability. Standard deviation is also used to compare two sets of data.

Examples:
1. A marathon race was completed by 5 participants. 3.7 hours, 6.3 hours 2.9 hours, 4.1 hours, and 7.3 hours are the recorded
time of the participants. The organizer wants to know the difference between the first and the last to finish.
To find the difference, we use the range. It is the difference between the highest and lowest value in a data set. In
this example, the range is 4.4 hours. The winner of the race is faster by 4.4 hours from the last to finish.

2. Jeff and James measured the height of the dogs (in millimeters). The height is: 600 mm, 470 mm, 170 mm, 430 mm, and 300
mm. If they want to know the average dog’s height from the mean, they can use average deviation, because average
deviation is telling us how far, on average, all values are from the middle. The average deviation is 127.2 mm.
This average deviation indicates that the heights of the dogs are 127.2 mm far from the mean which is 394 mm. You
can also infer that the heights of the dogs are scattered because the average deviation is too high.

3. Two groups of students competed for the championship. The First Group scored 70, 95, 60, 80 and 100 while the Second
Group scored 82, 80, 83, 81 and 79. Which group performed better together?
We can use the variance. From the given, the variance of the first group is 280 square units while the second group is
2.5 square units. Using the variance as a measure of variability for the sets of scores, the first group showed more variability
in performance. Note that the higher the variance, the more variable or far apart the values are from each other. So that
means, the second group has closer scores than the first. Thus, they performed better together.

4. Chris wants to know how consistent his bowling scores have been during the past seasons. What measures of variability would
provide the most appropriate answer to his questions?
The most appropriate is standard deviation because it uses all data points in its calculation, it is the best measure of
variability for Chris to calculate. Also, the standard deviation is used to compare sets of data.

Lesson 2
Drawing Conclusions from Graphic and Tabular Data and Measures of Central Tendency and Variability

How to make conclusions from graphs?

1. Look carefully at any horizontal or vertical scale that is given.
2. Consider each graph or chart separately, do not compare them unless you are sure that they have the same scales.
3. If it is not easy to interpret the graph or chart, try reading off some values.
To draw conclusions from evidence, look closely at the data or evidence presented and consider carefully how the
evidence was obtained, for example, how an experiment or study was conducted. The data and other evidence, along with
the question-and-answer choices, lead you to the conclusion.
Examples:

1. What data does each graph above show?

The graph above shows the Olympic winning times in the 400-m hurdles.

2. What is the advantage of each graph?

Line graphs can give a quick analysis of data. You can quickly tell the range, as well as if there are any gaps or clusters.
This also means that it can easily observe changes over a certain period. Bar graphs on the other hand, summarize a
large amount of data in a visual, easily interpreted.

3. What is the disadvantage of each graph?

The disadvantages are, in plotting too many lines over a graph makes it cluttered and confusing to read. Bar graphs
require additional written or verbal explanation; can be easily manipulated to give false impressions.

4. Which graph would you choose in each case?

Based on the given examples it is easier to identify trends using a bar graph and it is easier to identify the relationship
in data.

5. Based on the given graph, who among them won the most?
By just looking at the graph, women won the most.

Each graph below shows the consumption of water in a household.

1. What are the strengths of each graph?

The strength of bar graphs is easy to understand, widely used, and can show changes over the dependent variable.
While in a pie chart, it is simple and easy to understand.

2. What are the limitations of each graph?

It is hard to identify the difference between two bars with similar-looking heights. Sometimes a bar graph requires
additional information for readers to fully understand it. For the pie chart, too many pieces of data are used and it
becomes less effective.

3. Based on the given graph, which has the highest consumption?

29% of the water used in the shower and based on the graphs it has the highest consumption.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
Other Examples
 Frequency Distribution Table of the Scores of 20 Learners in the Achievement Test
Class Interval f <cf >cf Questions:
1.) What interval contains the median?
86 – 92 1 20 1 There are a total of 20 scores. The median is the middle value (n ÷ 2= 20÷2=10th
79 – 85 1 19 2 score). By the cumulative frequencies (cf), the sixth interval contains the 8th,
9th, 10th, 11th and 12th scores. Therefore, the interval 58-64 contains the median.
72 – 78 4 18 6
2.) Suppose the passing score is 51, how many students failed in the Achievement
65 – 71 2 14 8 Test?
Under the <cf column “less than cf”, the number of students who failed in the
58 – 64 5 12 13
test is the number you can see right below the row of the class interval 51-57.
51 – 57 2 7 15 That value is 5.

44 – 50 2 5 17 3.) How many students passed in the Achievement Test?

The number of students who passed the test can be found in the >cf column,
37 – 43 1 3 18
“greater than cf”, which is in the row of the class interval 51-57. That value is
30 – 36 1 2 19 15.

23 – 29 1 1 20

 Shidel and Rodley have the following scores, means and standard deviations in their Math Tests:
Learners Scores Mean Standard Deviation
Shidel 87 92 89 85 90 84 95 𝑥̅ ≈ 88.86 𝑠 ≈ 3.89
Leydel 86 98 90 99 70 80 99 𝑥̅ ≈ 88.86 𝑠 ≈ 11.05
Who is more consistent in her performance?
The two have the same mean score of 88.86. But to determine who is more consistent in her performance, we
should use the standard deviations of the two sets of scores. A standard deviation of 3.89 means most of the scores are
found within 3.89 units of each side of the mean. Also, a standard deviation of 11.05 means most of the scores are
found within 11.05 units of each side of the mean.
Since Shidel’s scores have a lower standard deviation than Leydel’s scores, this means the scores of Shidel are
closer to the mean compared with Leydel’s scores. Therefore, Shidel is more consistent in her performance than Leydel.
E. Engagement (Time Frame: 85 minutes)
Learning Task 1
Use the bar graph below to answer the questions that follow.

1. How many students ride their bicycle to school?

2. How many more students take the jeepney to school than
take the car?
3. How many students ride in a car to school?
4. How many students take the tricycle and walk to school
combined?
5. How do most of the students get to school?

Learning Task 2
Below is the circle graph. Give at least 5 sentences as possible regarding the values displayed in the graph.

1. ________________________________________

2. ________________________________________

3. ________________________________________

4. ________________________________________

5. ________________________________________
IV. LEARNING PHASES AND LEARNING ACTIVITIES
A. Assimilation (Time Frame: 10 minutes)

Fill in the blanks.

Complete the following statements.
1. ___________are numerical descriptive measures used to describe the center of a given set of data.
2. ___________ is used when the data are of interval or ratio scale
3. ___________ is used when the data are of nominal level.
4. ___________ is the average value by which any value in a set of data or distribution differs from the mean.
5. ___________ is the average of the squared deviation from the mean.

V. ASSESSMENT (Time Frame: 15 minutes)

Read each item carefully. Write the CAPITAL LETTER that corresponds to your answer.
1. Daniel celebrated his birthday. His family and friends give him money to buy his favorite toys. What is he going to use to
know how many toys he can buy with his money?
A. Mean B. Standard Deviation C. Range D. Median
2. A class of 40 students took a math test. Mr. Sanchez, their teacher, wants to know whether most students are performing at
the same level. Which should he use?
A. Standard Deviation B. Average Deviation C. Range D. Median
3. Mr. Bico is studying his sales record to decide what type of slippers he should reorder from the supplier. Suppose you were
Mr. Bico, which should you use?
A. Mean B. Median C. Mode D. Range
4. Which measure of central tendency should a businessman use when buying items for his store?
A. Mean B. Median C. Mode D. Range
5. The daily sales of a vendor for one week are: ₱527, ₱507, ₱510, ₱640, ₱630, ₱570, and ₱700. He wants to know what his
average sale for one week. Which should he use?
A. Mean B. Median C. Mode D. Range

VI. REFLECTION (Time Frame: 5 minutes)

 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
Number 1 Number 2 Number 3

VII. REFERENCES References for learners

https://www.youtube.com/watch?v=yNvN7-H8UnM
Mathematics 7 Learner’s Material Department of Education pages 252 - 256
Growing Up with Math pages. 358 - 364

Prepared by: Anna Cristine A. Peralta Checked by: MA. FILIPINA M. DRIO
Division of San Pablo City LAILA R. MALOLES
HENRY P. CONTEMPLACION
LODETH CATHERINE L. PUERTOLLANO