GRADES 1 to 12 School Mainit High School Grade Level Grade 7

DAILY LESSON LOG Teacher Jumari S. Sapio Learning Area Mathemathics

Teaching Dates and Time Quarter 4

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
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.
A. Content Standards

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.
B. Performance Standards

The learner:
C. Learning Competencies/ Objectives
uses appropriate graphs to represent organized data: pie chart, bar graph, line graph, histogram, and ogive.

II. CONTENT Graphing Data using various graphs

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource Portal

B. Other learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or Activity (5 minutes) Activity (5 minutes) Activity (5 minutes) Activity (5 minutes)

presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts and
practicing new skills #1
E. Developing Mastery
(Leads to Formative
Assessment 3)
F. Finding practical applications
The facilitator will group
them into 2-3 groups and will
give them instruments to
gather data and let them
organize it.
The teacher will ask series of
questions emphasizing the
purpose of illustrating the data
in order to grasp the
implications well
Motivation (10 minutes)
The facilitator will ask the
learners to make a circle out of
an art papers and let them fold
it accordingly: 1/2, 1/4, etc.
The facilitator will discussed
about how to transform a data
into a pie graph
In a 1/4 sheet paper the
learners will get the
percentage the frequency and
make a pie chart out of it
The teacher will ask series of
The facilitator will group
them into 2-3 groups and will
give them a rounded snack and
let them try to slice it in
accordance to a given
percentage frequency data
The teacher will ask series of
questions emphasizing the
purpose of making another
graph illustrations that is
easier to make and explain.
Motivation (10 minutes)
“Grouped Yourself”
The facilitator will play
grouped yourself with a twist
their will be descriptions
(height, hair, age). This will be
played by 2-3 groups.
The facilitator will discussed
about how to transform a data
into a bar graph
In a 1/4 sheet paper the
learners will get the frequency
coming from a raw data and
make a bar graph out of it
The teacher will ask series of
The facilitator will give each
student a coupon bond and try
to illustrate a given data into a
bar graph.
The teacher will ask series of
questions emphasizing the
purpose of illustrating grouped
data in order to grasp the
implications well
Motivation (10 minutes)
The facilitator will be
grouped in 2-3 groups and will
try to classify the data
according to classes by
patching the cutouts into a
display chart.
The facilitator will discussed
about how to transform a data
into a histogram
In a 1/4 sheet paper the
learners will make classes and
determine the frequency per
classes and make a histogram
out of it.
The teacher will ask series of
In groups of 2-3 the teacher
will provide them a manila
paper and let the students
make a histogram out of a
grouped data given and report
it to the class
The teacher will ask series of
questions emphasizing the
purpose of reporting and
interpreting the data.
Motivation (10 minutes)
The facilitator will give a pre
test on different graphs to
assess the learning of the
learners throughout the week
The facilitator will discussed
about how to interpret a graph
In a 1/4 sheet paper the
learners will composed their
interpretations on various
graph posted on the board by
the facilitator.
The teacher will ask series of
 of concepts and skill sin daily questions guiding the learners questions guiding the learners questions guiding the learners questions guiding the learners
living the practical applications of the practical applications of the practical applications of the practical applications of
the lessons in their daily lives the lessons in their daily lives the lessons in their daily lives the lessons in their daily lives

G. Making generalizations and
abstractions about the
lesson
“In making a pie chart/graph,
percentage frequency is the
prerequisite”
“In making a bar graph
frequency is the prerequisite”
“In constructing a histogram a
series of steps are needed
1. Make Classes
2. Identify the frequency per
classes
3. Construct the histogram”
“ in interpreting a graph, we
should be able to know the
purpose of organizing their
data”

H. Evaluating learning The teacher will give them The teacher will give them The teacher will give them The teacher will give them
worksheets in order to gauge worksheets in order to gauge worksheets in order to gauge worksheets in order to gauge
what they have learn for what they have learn for what they have learn for what they have learn for
today. today. today. today.

I. Additional activities for Advanced reading on how to Advanced reading on how to Advanced reading on how to
application or remediation make a bar graph make a histogram interpret a graph

V. REMARKS

VI. 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 lesson 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?