I.

CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learners should have knowledge & understanding of the data collection and sampling techniques and the presentation of data in appropriate
tables and graphs.
B. Performance By the end of the quarter, the learners are able to represent and interpret data in different types of graphs.
Standards
C. Learning The learners use appropriate graphs to represent organized data: pie graph, bar graph, line graph and stem-and-leaf plot.
Competencies & 1. Differentiate the uses pie graph, bar graph and line graph
Objectives 2. Distinguish which type of graph is appropriate to use in a given scenario
3. Use appropriate graphs to represent organized data
D. Content Bar Graph, Line Graph, Pie Graph, Data Organization & Presentation
E. Integration Values Education (helping family tasks, Divorce), Science (Plant growth, Temperature), AP (Destinations in Bicol region), Music (70’s singers)
II. LEARNING RESOURCES
 https://www.k5learning.com/worksheets/math/data-graphing
 menti.com
 quizizz.com
 Alternative Delivery Mode. Mathematics 7 – Quarter 4 – Module 3: Lesson 1. Pie Chart, Line Graph & Bar Graph

III. TEACHING AND LEARNING PROCEDURE

Targeted IDF Notes to Teachers
component/ 21st
Century Skill
A. Activating WHAT AM I? The teacher may ask the
Prior The teacher will show series of pictures. Students’ task is to guess the word related to the students to think of words
Knowledge pictures. associated with pie, bar, line
Engage (e.g. circle, portion, rectangle,
straight, curve, etc.)
P I E
(ENGAGE) If the students cannot guess
the word, give hints like first
letter of the word.

B A R
 L I N E

B. Establishing LET’S EXPLORE! The teacher may strategize in

Lesson Group the students into three. Each group will perform the given task and a group grouping the students. It could
Purpose representative will present it afterwards. be by students’ interest. For
Integrative group 1 – students who are
Group 1 Task: business-minded. Group 2 are
Ideational
soon to be scientists/
(EXPLORE & Marina, a Grade 7 student helps her mother in selling juice every Saturday for their Engage environmentalists. Group 3 are
EXPLAIN) family’s extra income. The table below shows their sales for the day. students who love to travel.
Explore
Color the corresponding juice flavor according to the data presented in the table. Empathize
Connection
Task Questions: During the checking of group
Context answers, highlight the
integrations included. Group 1
Collaboration
– ask them if they are like
Marina who are helping their
parents or emphasize that
some of their classmates work
Visual Literacy hard to attend school just like
Marina.
Interpersonal Skill
Teamwork For Group 2 – partly discuss
what plants need in order to
grow. For Group 3 task, ask
them if they had visited the
Group 2 Task: destinations in Bicol Region.
Tell them also to be proud &
Arlene is conducting a Science experiment on plant growth if a plant is given enough support local before travelling
sunlight, water and nutrients. The table below summarizes the plant growth in 5 weeks. somewhere else.
Use a point to locate the week and the corresponding height of the plant. Then
connect the points. First point is provided for you as example.
 Task Questions:

Closely monitor students in

Group 2 if they are plotting
points correctly since plotting
points in Cartesian Plane is not
yet discussed in this period.

Group 3 Task:

Task Questions:
1. Which destination has the highest votes?
2. Which destination is least preferred?
3. If the students are going to visit two destinations, which would it be?
4. What did you consider in placing the labels in each portion?
 Key Terms:
Bar Graph
Line Graph
Pie Graph

For Group 1, after coloring the corresponding number of juices sold, the figure formed is called
Bar graph.
For Group 2, after plotting and connecting the points to show the relationship of time and
length of the plant, the figure formed is called a Line graph.
For Group 3, after correctly placing the labels to the portions of the circle, the illustration
formed is Pie graph/chart.

C. Developing & Graphical Presentation of Data While discussing this part, use
Deepening When data are presented as graph, they are easily interpreted, and compared. the students’ output in the
Understanding previous group activity to
deepen their understanding. Do
not directly tell the students the
(ELABORATE) name and descriptions of the
three graphs. Solicit answers
from the students as you help
them develop concepts.
 The teacher must know the
level of the students to decide
whether converting percentage
to decimal and fraction to
percentage must be included in
the Review part of the lesson.
Questions to Ponder:
A. Bar Graph
1. How many glasses of grape juice was sold?
2. If you are to replace a flavor, which could it be? Why?
B. Line Graph
1. Can you see a pattern? By how long does the plant grow in every week?
2. Do line graphs always have an increasing trend? Why/Why not?
C. Pie Graph
1. How do we compute for the actual number of responses if the percentages are given?
2. How do we compute for the percentage if the number of responses is given?

“Is everything clear? Are there any questions?”

Throw questions to the students if they do not have clarifications before proceeding to the next
activity.

LITTLE RESEARCHERS

By group, conduct an interview (among your classmates) /research (Weather app) to gather Technology Literacy
the assigned data. Tally the result then encode it in MS Excel. Decide which type of graph will Visual Literacy
you use to present your data gathered. A group representative will present your output. Digital Literacy In this lesson, the students
Creativity must be in the school’s ICT
Interpersonal Skill room or remind them to bring
 Favorite 70’s singer
Interactive laptop (atleast 3) prior to this
 Opinion on allowing Divorce in the country (express in %) Communication session.
 7 – Day Temperature forecast in Naga City (July 1 – 7, 2024, in °C) Teamwork
Problem-solving
Openness

Survey sheet:
D. Making To monitor if the students can generalize the concepts, let the students have their gadget and The students must be
Generalizations visit menti.com and enter the code 24567256 connected to the internet. If the
gadgets are limited, allow them
(EVALUATE) to work in groups or pairs.
A. Distinguish which type of graph is appropriate to use in a given scenario.
Provide hotspot, if necessary,
1. Weekly sales in peso so that students can connect to
2. Quarterly performance of students your device.

3. Monthly expenses or budget allocation

Digital Literacy
4. Sex (M/F) of students in a class
5. Speed of a car over a 10-hour travel

B. Give associated words that you learned about

1. Bar graph
2. Line graph
3. Pie graph

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT & TEACHER’S REFLECTION

Targeted IDF Notes to Teachers
component/ 21st
Century Skill
A. Evaluating The students must be
Learning connected to the internet. If the
Students will work individually gadgets are limited, allow them
to work in groups or pairs.
and will compete with their
Engage Provide hotspot, if necessary, so
(EVALUATE/ classmates using the platform Experience that students can connect to
E-LEARNING) your device.
Quizizz. It is a very interactive,
Visual Literacy
time-pressured online quiz that
Digital Literacy
instantly show students’ Critical Thinking
standing/points earned for every Intrapersonal Skill
question.

B. Teacher’s Note observations on any of the Effective Practices Problems Encountered

 Remark following areas:
Strategies explored

Materials used

Learner engagement/

Interaction

Others

C. Teacher’s Reflection guide or prompt can be on:

Reflection  Principles behind the teaching
What principles & beliefs informed my lesson?
Why did I teach the lesson the way I did?
 Students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
 Ways forward
What could I have done differently?
What can I explore next lesson?

Prepared by: ALBERT Q. JIMENEZ, T-III Noted/Observed by: DARCY GUY Y. MAÑEBO, EPS-Math
Institution: San Francisco National High School Institution: SDO Camarines Norte

Corroborated with:

MAGNOLIA B. DE MESA JONATHAN C. RASCO EDITHA E. GOLPO

School Principal II School Principal II Head Teacher II
Camarines Norte SHS Bagong Silang I High School Gumaus National High School

JOVEN V. GUTIERREZ NEMIA A. VIOLA

School Principal II Head Teacher III
D.Q. Liwag NHS Moreno Integrated School