DETAILED LESSON PLAN in MATHEMATICS 7
4 A’s Approach (Activity, Analysis, Abstraction, Application)
By: JOY G. REGALADO
Sta. Irene National High School, Division of Agusan del Sur, Caraga Region
I. OBJECTIVES:
At the end of the lesson, the students are expected to:
1. define frequency and frequency distribution table;
2. enumerate the steps in constructing frequency distribution table;
3. arrange data using frequency distribution table; and
4. appreciate the importance of organizing data in real-life situation.
II. SUBJECT MATTER: Frequency Distribution
Competency:
Organizes data in a frequency distribution table, M7SP-IVc-1
References:
Advanced Algebra, Trigonometry and Statistics IV. 2003. pp. 273-275,
Advanced Algebra, Trigonometry and Statistics IV. 2009. pp. 241-243
https://www.statology.org/ungrouped-frequency-distribution/
https://teleskola.mt/wp-content/uploads/2020/10/Frequency-Tables-andBar-Charts-Worksheet-Pack.pdf
Materials:
Laptop, power-point presentation, Canva video presentation, speaker,
printed materials for the activity, marker, chalk and eraser.
III. PROCEDURE:
Teacher’s Activity
Students Activity
1. Preparatory Activities
1. Setting up the room
2. Prayer
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Kindly stand for a prayer.
(Students follows the instruction)
(The teacher leads the prayer)
3. Greetings
Good Morning Class!
Good Morning, Ma’am!
You may now take your seats.
4. Checking of attendance
Class monitor, kindly send me the list of attendance
for today
Are you excited to learn new things today?
Yes Ma’am!
But before we start, please be reminded of our class
rules.
(Students will read the class rules)
Now everybody read our class rules.
Can I expect that from you, class?
Yes, Ma’am!
Alright!
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B. Drill/ Review
Instructions: I will read to you a situation and all you
have to do is identify the method of data collection
being used. But here’s the twist! Instead of just saying
the method of data collection, you will just raise a flag.
(The teacher demonstrate the instruction)
BLUE flag for Conducting Written Survey
RED flag for Conducting Online Survey
YELLOW flag for Observing the outcome of events
VIOLET flag for Taking measurements in experiments
PEACH flag for Reading statistical publication
Did you get the instruction, class?
Yes, Ma’am!
Teacher Joy wants to measure the height of the students
in her advisory class. She collects the data in the
following manner:
1. Check the height of each student in the class
1. Reading Publication
registry.
2. Ask the students to raise their hands if their
2. Observing outcome
heights fall in a certain measurement (5ft, 6ft,
3. Conducting written survey
7ft & so on).
4. Conducting online survey
5. Taking measurement in experiment.
3. Make a form and ask the students to write their
name and height, and return the form to the
teacher.
4. Make a survey online and ask the students to
fill-in the information needed.
5. The teacher measures the height of every
student in the class.
Very good class! It seems that you really understood
our previous topic.
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C. Motivation
Who among you here knows Peter Pan?
Me, ma’am!
Have you seen the movie Peter Pan?
Yes, ma’am.
Let us meet Peter Pan and the tinker-talent fairy; Tinker
Bell!
Let’s read the story
Peter Pan and Tinker Bell spent their never-ending
childhood having an adventure on the mythical island
of Neverland.
They were on their way to the island when Captain
Hook and his crew came, and took Tinker Bell.
Oh no…
In order to save Tinker Bell from Captain Hook, Peter
Pan must finish every quest. There are three quests that
need to be done. In every quest, there is a
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corresponding activity and gold coins to be earned. The
gold coins will be given to the group who answered the
activity correctly.
Will you help Peter Pan save Tinker Bell?
Sure, ma’am!
Alright, let’s go!
Quest No. 1
To finish the first quest, we need to do the activity
entitled <Fill Me Up=.
Directions: The class will be divided into 4 groups.
Each group will be given 2 seconds to guess a single
letter in the alphabet. You will be gaining gold coins
equivalent to the score you have earned.
Bonus round:
a. You can guess the word even if the guessing is
not yet complete. Just say <GRAB= and wave
the blue flag.
b. A group can steal the chance to guess the word
if the prediction is wrong. Just say <STEAL=
and wave the red flag.
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STEAL
GRAB
I have here a treasure chest that will contain the gold
coins you will earn each activity.
1. Distribution
2. Ungrouped
3. Frequency
4. Tally
5. Table
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S,
T, U, V, W, X, Y, Z
I am glad that you have been able to finish the first
quest. Along with our discussion, we will be meeting
those words and be acquainted with their functions.
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D. Developmental Activities
1. ACTIVITY
Now, from the words that we have discovered earlier,
(Students may vary the answer)
what do you think is our next topic?
Our next topic is about, Frequency Distribution.
What comes in your mind when you heard the word
(Students may vary the answer)
Frequency?
Frequency means, how often something occurs
(Students may vary the answer)
How about Frequency Distribution.
Frequency distribution refers to the values and their
frequencies (how often each value occurs).
Example 1:
Justin enrolled in a swimming class. Suppose you are to
DAYS
TALLY
FREQUENCY
make a frequency distribution table of Justin’s
Monday
II
2
swimming schedule.
Tuesday
I
1
Wednesday
I
1
Below is Justin’s schedule:

Monday at 8AM – 9AM
Thursday
I
1

Monday at 6PM – 7PM
Friday
I
1

Tuesday at 8AM – 10AM
Saturday
III
3

Wednesday 9AM – 10AM
Sunday
I
1

Thursday at 8AM – 9AM
TOTAL NUMBER OF

Friday at 9AM – 10AM
JUSTIN’S SWIMMING

Saturday at 10AM – 11AM

Saturday at 1PM – 3PM

Saturday at 6PM – 7PM

Sunday at 3PM – 5PM
CLASS SESSION
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10
2. ANALYSIS
Example 2:
Jane is fond of playing games with dice. She throws the
dice and notes the observations each time.
These are her observations:
4, 6, 1, 2, 2, 5, 6, 6, 5, 4, 2, 3.
Outcome
Tally
Frequency
To know the exact number of times she got each digit
1
I
1
(1, 2, 3, 4, 5, 6) as the outcome, she classifies them into
2
III
3
categories.
3
I
1
4
II
2
5
II
2
6
III
3
Outcome
Tally
Frequency
TOTAL
TOTAL
Quest No. 2
Now let’s proceed to Quest No. 2. This activity will be
called <Create Me a Table=
Directions: Using the table, each group will make a
frequency distribution of ungrouped data and choose
one (1) representative to do the assigned task. Do the
work for 1 minute each group.
You will be rewarded after completing your assigned
task.
Is my instruction clear?
Yes, ma’am
Problem 1:
Lorence’s score in English 5 items quiz for 20 quizzes
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12
for the whole month of July.
Lorence’s scores:
2, 3, 1, 1, 4, 5, 2, 2, 0, 2,
3, 5, 5, 5, 5, 4, 1, 5, 2, 3
SCORE
TALLY
FREQUENCY
Group 1 representative arrange the scores from lowest
0
I
1
to highest in first column.
1
III
3
Group 2 representative tally the scores in second
2
IIII
5
column.
3
III
3
Group 3 representative find the frequency of each data.
4
II
2
Group 4 representative, answer the following
5
IIII I
6
questions:
TOTAL
20
1. How often score 0 occurs? How about 1, 2, 3, 4
and 5?
1. Score 0 occurs once, score 1 occurs
2. What score commonly occurs?
thrice, score 2 occur five times, score 3
occurs thrice, score 4 occurs twice and
score 5 occur 6 times.
2. Score 5 commonly occurs
Great job! You have been able to finish Quest No. 2
and with that, you will receive 10 gold coins each
group.
4. APPLICATION
Quest No. 3: <TreaSurvey=
Now for our third quest, suppose you are going conduct
a survey of student’s birth month, weight, height and
number of siblings.
Direction: With the same group, assign a secretary and
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presenter. The group secretaries will go around and ask
10 students of their birth month, weight, height and
number of siblings. After the survey, create a frequency
distribution table and the assigned presenter will
present it to the class. In presenting your group, prepare
3 seconds yell for you to be recognized.
Group 1
Survey of student’s birth month.
Group 2
Survey of student’s weights
Group 3
Survey of student’s heights.
Group 4
Survey of student’s number of
siblings.
Guide questions:
1. What birth month commonly occurs?
2. How many students have the same weight?
3. How many students have the same height?
4. How many students have the same number of
siblings?
Yes, ma’am.
Do you understand the instruction, class?
Great job! You have finished Quest No. 3 and for that,
you will earn another 10 gold coins.
Thank you for saving Tinker Bell. Let us clap our
hands.
3. ABSTRACTION
Now from the activity that we had
(Asking students of the following questions)
1. Frequency means how often something
1. What is frequency?
occurs
2. What is frequency distribution?
2. Frequency distribution refers to the
3. How are we going to construct frequency
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distribution table?
values and their frequencies (how
often each value occurs).
3. Categorize the data, tally and count the
frequency.
Steps in making frequency distribution
table:
a. Write the categories in one column
b. Tally the numbers in each category
(use the Roman Numerals)
c. count the frequency
Valuing:
- Can anyone tell me the importance of this
lesson in real life-situations? Kindly cite an
(Students answers may vary)
example.
IV. EVALUATION
Answer this in 2 minutes.
The Grade-12 students are asked to conduct a survey in
their research subject which they will ask 15
households in Brgy. Sta. Irene Prosperidad Agusan del
Sur on how many pets they have in their home. The
results are as follows:
1, 1, 1, 1, 2, 2, 2, 3, 3, 4, 5, 5, 6, 7, 8
Number of
Pets
1
2
3
4
5
6
7
8
I will be collecting the papers after two minutes.
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Tally
IIII
III
II
I
II
I
I
I
TOTAL
Frequency
4
3
2
1
2
1
1
1
15
V. ASSIGNMENT
Direction: Make a frequency distributuion table.
Grade-7 Diamond Set A has a total number of 20
students who undergo a survey of their favorite subject.
Here’s the result:
Math
Math English Science Filipino
MAPEH English Filipino
TLE MAPEH
Math
Filipino
English
TLE
Aral-Pan
English Filipino TLE MAPEH Math
SUBJECT
TALLY
FREQUENCY
TOTAL
Prepared by:
JOY G. REGALADO
Student Intern
Checked by:
MRS. VENA MARIE A. ESCUADRA, LPT
Cooperating Teacher
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