7

Quarter
Lesson 1 3
1
Lesson Exemplar Lesson

for Mathematics 3

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 3: Lesson 3 (Week 3)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writer:
• Rener D. Daya (University of Mindanao)

Validator:
• Clemente M. Aguinaldo Jr. (Philippine Normal University – North Luzon)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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MATHEMATICS / QUARTER 3 / GRADE LEVEL 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of …

Standards 1. data collection and sampling techniques, and the presentation of data in appropriate tables and graphs.
2. interpretation of statistical graphs.

B. Performance By the end of the lesson, the learners are able to …

Standards ● collect data, and organize data in a frequency distribution table. (DP)
● represent and interpret data in different types of graphs. (DP)

C. Learning By the end of the lesson, the learners …

Competencies Use appropriate graphs to represent organized data: pie graph, bar graph, line graph, histogram
and Objectives and stem-and-leaf plot.
1. Correctly use different graphs for their specific purpose.
2. Properly create a graph based on the given data.
Interpret statistical graphs.

D. Content • Frequency Distribution Table

• Graphical Representation of Data
• Interpretation of Statistical Graph

E. Integration Market Research

• Presentation and interpretation of graphs

II. LEARNING RESOURCES

HMH. (2023). Guiding Student Research with KWL Chart Template. Retrieved 19 December 2023 from https://www.hmhco.com/blog/free-kwl-
chart-graphic-organizer-template
Pierce, R. Math is Fun. (2022). Frequency Distribution. Retrieved 20 December 2023 from https://www.mathsisfun.com/data/frequency-
distribution.html
Pierce, Rod. "Data Graphs (Bar, Line, Dot, Pie, Histogram)" Math Is Fun. Ed. Rod Pierce. 20 Dec 2023. 20 Dec 2023
http://www.mathsisfun.com/data/data-graph.php
Dummies. (2016). The Basics of Pie Chart. Retrieved 19 December 2023 from https://www.dummies.com/article/academics-the-arts/math/pre-
algebra/the-basics-of-pie-charts-168778/

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StatisticsHowTo.com. (2023). Frequency Distribution Table: Examples, How to Make One Retrieved 19 December 2023 from
https://www.statisticshowto.com/probability-and-statistics/descriptive-statistics/frequency-distribution-table/
Hoyland, S. Study.com (2023). Frequency Distribution in Statistics: Table and Examples. Retrieved 20 December 2023 from
https://study.com/learn/lesson/frequency-distribution-table.html
CUEMATH (2024, December 20). Line Graph. https://www.cuemath.com/data/line-graphs/
K5Learning (2024, December 20). Reading Graphs: Plots, Charts, and Graphs. https://www.k5learning.com/free-math-worksheets/fourth-
grade-4/data-graphing/reading-graphs

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 DAY 1 Time Frame

Knowledge 1. Short Review 15-minute short review
Let this short activity be answered by the learners. Below are the results of a 20-minute discussion
50-item test of Grade 7 class in English. Construct a frequency distribution. 20-minute lesson activity,
feedback Q&A.
38, 45, 48, 13, 35, 46, 21, 18, 19, 32, 33, 31, 33, 19, 30
The teacher may introduce the
33, 39, 46, 48, 47, 18, 24, 44, 48, 37, 32, 21, 24, 25, 28 lesson by giving the learners a
short review on the first day of
this lesson. This activity can be
answered by pair or individual.
After giving activities to the
2. Feedback (Optional)
learners, the teacher should
give feedback to connect the
subject matter.

B. Establishing 1. Lesson Purpose In this part, the teacher will

Lesson Purpose Guide Questions: establish the lesson's purpose
1. Why do we need to use graphs in presenting a set of data? by discussing its importance to
2. How do we choose the best type of graph suited to present a set of data? the daily lives of the learners.
Let them explain the basic
2. Unlocking Content Area Vocabulary concepts, uses, and importance
Statistical Graphs or Charts are visual representations of statistical data. These of graphs using the guide
graphs are utilized to illustrate a data set, making it simpler to understand and questions.
interpret the information.

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C. Developing and SUB-TOPIC 1: Bar Graph
Deepening 1. Explicitation In this sub-topic, the teacher
Understanding Bar Graph is a data presentation tool that uses bars with different heights can use the worked example as
and lengths. To create a bar graph, plot the frequencies against the categories. an individual or group activity
Below is an example of a bar graph showing the favorite fruit of Grade 7 students. and as formative assessment to
let the learners participate in
an interactive discussion.

Along the discussion, the

teacher may also use the
activity worksheets on the
second day of the lesson as a
formative assessment.

This lesson proper can also be

repeated in sub-topic 2.

2. Worked Example The teacher may also add more

Mrs. Ignacio wanted to present his weekly sales in an easier way for her boss. activities for further elaboration
The frequency distribution table is presented below. If her boss wanted her to of the lesson, as the need
present it using a bar graph, what would her graph look like? arises.

Color Pen Frequency (in pcs) Relative Frequency Percentage

Black Pen 50 0.34 34%
Blue Pen 60 0.40 40%
Red Pen 20 0.13 13%
Green Pen 20 0.13 13%
Total 150 1.00 100%

Solution: Based on the given table, we can conclude that each category is best
described by its frequencies. Remember that in a bar graph, the height or length
of the bar represents how frequently a specific category was seen. The height of
each bar represents the equivalent frequency for each category. Hence, to
communicate this data to her boss, we can create a bar graph to help
her comprehend better color pen sales. The bar graph shows which color
pen sells the most and which sells the least. Moreover, a bar graph can show the
difference in sales between each color pen. To create a bar graph, plot the
frequency against the categories, as illustrated in the graph below.

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After discussing the example, Activity 2 in the worksheet can be given to the
students as a drill.

3. Lesson Activity
Activity 1: Juice Store Sales!
1. A store of fruit juice recorded the number of glasses sold in a day. Create a
bar graph and answer the following questions.
Fruit Juice Lemon Orange Apple Grape

Number of
Glasses

Questions:
1. What juice sold the most?
2. What juice sold the least?
3. How many glasses of apple juice were sold?
4. How many more glasses of grape juice were sold than lemon juice?
5. How many glasses of orange and apple juice together were sold?
6. How many glasses were sold in all?

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DAY 2 Before proceeding to Day 2, a
SUB-TOPIC 2: Line Graph short review of the previous
1. Explicitation activity can be done.
The line graph makes use of lines
and dots to show a potential future DAY 2 Time Frame
pattern or trend. Plotting the time 10-minute short review sub -
(horizontal) against the observed topic 1
phenomenon (vertical) and then 20-minute discussion
connecting the two with lines is the way 20-minute lesson activity,
to create a line graph. Future events feedback Q&A
might then be predicted using this
pattern. A line graph works well for
presenting time series. The graph on
the right is an example of a line graph.

2. Worked Example
Mr. Dela Cruz's manager wanted to know (and see more easily) whether their Let the students present their
banana sales had increased or decreased. Determine if sales increased or answer in the class.
decreased for seven months using the data provided below.

Month June July August September October November December

Sales (kg) 11 12 15 16 10 21 10

Solution: The provided data is an example

of a time-dependent series. Remember
that a line graph uses dots and lines to
reveal a pattern or trend that may
continue in the future. This means that
line graphs are best suited to time series.
The line graph may simply show us the
sales trends over a certain time period. It
also allows us to forecast sales for the next
few months. To create a line graph, plot
the time (horizontal) against the observed
phenomena (vertical) and connect the two
with lines. This pattern might then be
utilized to forecast upcoming events.

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3. Lesson Activity
Activity 2: Create a line graph out of the data below:
Month August September October November December January
Attendance 31 28 33 35 25 29

SUB-TOPIC 3: Stem and Leaf Plot

1. Explicitation
Stem and Leaf Plot is a unique table in which each data value is divided into a
"stem" (the first digit or digits) and a "leaf" (typically the last digit).

2. Worked Example
Given the data below, make a stem and leaf plot out of it.
12, 13, 15, 20, 21, 22, 22, 24, 24, 31, 32, 40
• The "stem" values are listed first, followed by the "leaf" values, which are
arranged right (or left) of the stem values.
• The "stem" is used to group the results, and each "leaf" displays the individual
scores for each group.
Stem Leaf
1 235
2 012244
3 12
4 0

3. Lesson Activity
Activity 3: Bong got his friends to do a long jump and got the following results:
2.5, 2.6, 2.6, 2.7, 2.8 3.1, 3.5, 3.6, 4.3, 5.1
a. Create a stem and leaf plot.
b. Explain the distribution of the stem and leaf plot.
DAY 3 Time Frame
DAY 3 5-minute short review from sub-
SUB-TOPIC 3: Interpretation of Statistical Graphs topic2
1. Explicitation 20-minute discussion
Statistical Graph is one of the most significant components of data presentation 20-minute lesson activity,
and analysis to expose structure and trends. Moreover, statistical graphs enable feedback Q&A
data to be displayed in various visual formats. In this lesson, students will learn 10-minute generalization
to recognize the key elements of a statistical graph and how to interpret the data Use the graphic organizer to
presented within it. elaborate the topic.

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Major Components of a Statistical Graph Teacher’s Key Points:
Major Components of a
Statistical Graph
• Graph Title - The first
component of a graph which
tells what the graph is about.
• Graph Axis Label – The
second component of a graph
that the x-axis,
• which goes left to right
horizontally, and the y-axis,
which goes up and down
vertically.
• Graph Units - The third
Graphical Interpretation component of a graph in
The graph above displays the number of days each type of weather occurred which are the units presented
in a month. To better understand what the graph means, we first need to locate on the two axes.
the units on the two-axis labels. Then, look at the bars that represent each unit. • Graph Data – The fourth
The height of the bars shows the number of days each type of weather occurred component of a graph that
in the month. In the graph, rainy days have the highest number with 10 days, can be presented in many
and cloudy days have the lowest with 3 days. different forms, such as bars,
dot, lines, or other
representations.
2. Worked Example
A. Teacher Anna constructed a bar graph to
show the number of days of each weather in
the month of September as shown below.

1. How many days were sunny? Answer: 5 days

2. How many days were rainy? Answer: 10 days
3. How many fewer windy days were there than rainy days? Answer: 5 days

Interpretation: The graph above shows that there were 5 days of sunny days, 10
days of rainy days, and 5 windy days which were fewer than rainy days. There
were 3 cloudy days which has the shortest number of days.

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B. A machine salesman wants to present the
monthly sales of their company during the
marketing review of their company. He
constructed a line graph as shown below but he
was a little bit confused when analyzing the data.
Help the salesman interpret the graphical data by
answering the questions below.

1. Which month has the lowest number of machines sold?

Answer: May
2. What is the highest number of machines sold?
Answer: 50
3. Which months have the same number of machines sold?
Answer: January and June

Interpretation: The graph above shows the number of machines sold over six
months. Based on the graph, the month of May has the lowest number of
machines sold. Moreover, within these six months, the highest number of
machines sold is 50, occurring in the months of January and June.

3. Lesson Activity
Activity 4: Let the learners answer the following
activities.
1. Eight teams joined a quiz competition. Their Use the graphic organizer to
final scores are shown below. Study the elaborate the topic.
graph, answer the questions, and write a
short interpretation. Answer Key:
Question Answer a. Team H
a. Which team won the contest? b. 50 points
b. How many points did Team F score? c. 40 points
c. How many more points did Team D get than Team G? d. Team C and Team F
e. 30 points
d. Which teams scored equally?
f. 6 teams
e. What is the difference in the amount of points Team E
g. 100 teams
scored and the amount Team H scored?
f. How many teams scored fewer than 100 points?
g. What are the average points of the top 3 highest teams?
Interpretation:
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2. A bookshop made a line graph of the number of
books it sold each week during a certain period.
Based on the information provided in the line graph
below, answer the questions below and write a
short interpretation of the graph. Answer Key:
1. 8
2. 120
3. 2 & 3
Questions Answer
a. Which week has the lowest number of books sold?
b. What is the highest number of books sold?
c. Which weeks have the same number of books sold?
Interpretation:

D. Making 1. Learners’ Takeaways Towards the end of the lesson,

Generalizations Fill-Me-In. the graphic organizer will allow
To answer the following questions, let the learner fill in the graphic organizer the learners to identify and
below. show their takeaways through
1. Why do we need to use graphs in presenting a set of data? conceptual and applications.
2. How do we choose the best type of graph suited to present a set of data?
The teacher, in this part, will
instruct learners to write what
they have learned from different
sub-topics.

In the part of “Key to explain,”

the learner uses bullets of ideas
for them to be able to answer
the guide questions.
2. Reflection on Learning
Know-Learn-Understand
Using the graphic organizer, let the learner fill
up the necessary information. Use the picture for the learners
to write their reflections about
the lesson.

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 DAY 4 Time Frame

Learning 1. Formative Assessment 35-minute short review
Answer the activity below as indicated. 10-minute checking and
1. Bayani’s boss wanted to know if the sales of their fruits were in a month. rationalization of answers
The data is presented below. Help Bayani to present the fruit sales easily to
his boss.
Fruit Sales Mango Orange Grapes Guava Apple
(kg) 12 14 16 10 18
a. Construct a bar graph based on the data above.
b. Write a short interpretation of the data based on the constructed bar
graph.

2. The data below describes the progress of the reading ability (rating of 1-10)
of the Grade 2 students at an elementary school from June to December.
Month Level of Reading Ability
June 2
July 3
August 4
September 6
October 8
December 10
a. Construct a line graph based on the data.
b. Write a short interpretation of the data based on the constructed line
graph.

3. Gina has been collecting anime cards.

Sometimes, when she bought a new packet,
she found cards that she had already
collected. She created a table to show the
number of repeated cards in the packs she
opened.

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Questions Answer
a. How many times has a card been repeated twice in
the opened packs?
b. How many times are there no repeated cards?
c. What is the number of repeats with the same
frequency?
d. What is the least number of times that a card has
been repeated?
Interpretation:

2. Homework (Optional)
Choose the word/value from the box below that suits the description of each The teacher may add homework
item. Write your answer in the space provided. for students to master the
lesson.

____________ 1. This uses the height or length of the bar to show how frequently a
specific category was identified.
____________ 2. It refers to a circular graph that represents how the categories are
distributed.
____________ 3. This uses dots and lines to discern a pattern or trend that could
continue.
____________ 4. This resembles a bar graph and shows how often measurements
fall in a particular class or subinterval.
____________ 5. This is the total of all the interior angles in a pie chart.
____________ 6. This is the total relative frequency in each set of data.
____________ 7. This is the total percentage in each set of data.

B. Teacher’s Note observations on any of The teacher may take note of

Effective Practices Problems Encountered
Remarks the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used

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learner engagement/ engagement, and other related
interaction stuff.

others Teachers may also suggest

ways to improve the different
activities explored/lesson
exemplar.

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

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
• students the LAC/Collab sessions.
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 in the next lesson?

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