8
English
Quarter 2 – Module 1:
Tables, Graphs, and Maps
English – Grade 8
Quarter 2 – Module 2: Tables, Graphs, and Maps
First Edition, 2020
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ownership over them.
Published by the Department of Education
Development Team of the Module
Writer: Donna Kristin H. Vilchez
Editors:
Reviewers: Maria Cecilia M. Calamba, Divilyn M. Rodriguez
Illustrator:
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena, CESO V
Jinky B. Firman, OIC-ASDS
Marilyn V. Deduyo, OIC-ASDS
Alma C. Cifra, EdD
May Ann M. Jumuad, PhD
Aris B. Juanillo, PhD
Printed in the Philippines by Davao City Division Learning Resources Management
Development System (LRMDS)
Department of Education – Davao City Division, Region XI
Office Address: Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur
Telefax: (082) 224-3274, (082) 222-1672
E-mail Address: davao.city@deped.gov.ph
8
English
Quarter 2 – Module 2:
Tables, Graphs, and Maps
Introductory Message
For the facilitator:
Welcome to the English Grade 8 Alternative Delivery Mode (ADM)
module on Tables, Graphs, and Maps.
The activities in this module are arranged sequentially to help the
learners understand the topic and develop the desired skill or learning
competency.
As a facilitator, you are expected to orient the learners on how to use
this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning.
Remind the learner that if there are things, he/she doesn’t
understand, he/she must not hesitate to call for your help and assistance.
For the learner:
Welcome to the English Grade 8 Alternative Delivery Mode (ADM)
module on Tables, Graphs, and Maps.
The activities in this module are arranged sequentially to help you
understand the topic and develop the desired skill or learning competency.
As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module. If there are things you do not understand, do not hesitate to
call your facilitator / teacher for assistance.
The following are some reminders in using this module:
1. Use the module with care. Use a separate sheet of paper in
answering the exercises.
2. Do not forget to answer Let us Try before moving on to the other
activities in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
through with it.
We hope that you will find meaningful learning as you go through the
different activities in this module.
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Let Us Learn
Great day to you dear learner! In this module you will learn the examples
and usage of tables, graphs, and maps in expository texts.
You may be able to use tables, graphs, and maps in oral conversations and
even in written outputs. May you find significant learning experiences and joy from
this module. Let us start the fun and learning now.
After going through this module, you are expected to:
1. identify types of graphs (Pie graph, Bar graph, Line graph);
2. interpret tables, graphs and maps associated with expository texts; and
3. plot graphs based upon important features described in expository text.
Let Us Try
Directions: Study the charts carefully. Write the letter of the correct
answer on the blank space before the number.
Scenario 1: Here is how I spent my 24 hours. The hours spent in every activity
had equivalent percent illustrated in pie chart. You can match the table and the pie
chart to find out how I managed my time.
The Past 24 Hours
Sleeping
Eating (3 meals)
Taking a shower
Getting dressed
Traveling to school
Attending school classes
Reading books and magazines
Doing the household chores
Total
8
2.5
0.5
0.5
2.5
5
1.5
3.5
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THE PAST 24 HOURS
Doing the
household chores
15%
Sleeping
33%
Reading books and
magazines
6%
Attending school
classes
21%
Eating
11%
Traveling to school
10%
Taking a shower
2%
Getting dressed
2%
__________1. What activity did I spend on the most other than sleeping?
a. eating
b. traveling to school
c. attending school class
d. reading books and magazines
__________2. How many percent of my time was spent in going to school?
a. 2 percent
b. 6 percent
c. 10 percent
d. 15 percent
__________3. How many percent higher is doing the household chores than reading
books and magazines?
a. 5% higher
b. 6% higher
c. 9% higher
d. 15% higher
__________4. Based on the table, what is the difference in hours between traveling
to school and reading books and magazines?
a. 1 hour
b. 2 hours
c. 3 hours
d. half an hour
__________5. Which conclusion is correct about the given graph?
a. Taking a shower got the least percent of time spent.
b. Eating three meals would mean 21 percent of the time spent.
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c. 8 hours of sleep in the table is equivalent to 33 percent in pie
graph.
d. Higher hours in the table match the lower percent in the pie
chart.
Scenario 2: I recently took long tests in English, Math, Science, and Filipino
subjects. Here is the graph presenting the results of my test.
__________6. From the graph, what subject had the highest score?
a. English
b. Math
c. Science
d. Filipino
__________7. Which subject had the lowest score?
a. English
b. Math
c. Science
d. Filipino
__________8. Based on the graph, what subjects have more than the passing score
of 30?
a. All the subjects
b. Science and Filipino
c. English, Math, and Science
d. Math, Science, and Filipino
__________9. Which sentence best describes the graph?
a. The scores are increasing.
b. The scores are decreasing.
c. English subject is difficult.
d. Science subject is not easy.
__________10. Which sentence is true about the score in Science?
a. Score in Science is less than the score in Math.
b. Score in Science is more than the score in English.
c. Score in Science is 5 points lower than the score in Math.
d. Score in Science is 5 points higher than the score in Filipino.
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Let Us Study
Activity 1. Fun Pair
Directions: Match column A with B. Write the letter of the correct answer on the
space provided before the number.
Column A
Column B
___1.
a. This is used to display
rectangular bars to show
large value.
___2.
b. This is used to display
unequal parts of a whole.
___3.
c. This is used to display
information in rows and
columns.
___4.
d. This is used to display
physical features of an
area of land and sea.
___5.
e. This is used to display
continuous data.
Did you get the correct match? If you have troubles looking for the correct
match, study the pictures again.
Activity 2. Feature Card
Let us go to the next level of understanding figures and data presented in the
cards. Graphical presentation can be easy to understand if you know the process in
summarizing large information into a smaller package of information.
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Directions: Look closely at each card. Study the cards and answer the questions.
1. What is the table all about? _________________________________________
2. What information is presented in:
a. column 1? ____________________
b. column 2? ____________________
c. column 3? ____________________
3.
4.
What age group has the highest percentage in population? ________
What age group has the lowest percentage in population? _________
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5. What do you find in this information map? List three features of the map.
a. _________________________
b. _________________________
c. _________________________
6. When do we use a map such as this? _____________________________________
Did you get everything right? You may check the key to correction for the right
answers.
Tables, graphs and maps are useful ways to visually illustrate information,
facts, figures, and data. They summarize a large amount of information into a
smaller package of information that is easier to interpret. The following are the
common types of graphs which can be used for easy understanding of facts.
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Bar chart or bar graph shows
comparisons among the groups
or data. The level of each data
element is represented by the
length of the bar. Bars in the
graph can be horizontal or
vertical columns.
A pie chart is illustrated in circle. It
is divided into sections, with each
section representing a different
categories or groups. Each size of
the section reflects the percentage of
the total area of the pie.
A line graph plots series of related
values which show how data values
change.
A map is as a graphic representation of a portion of a land or sea surface. It
enables a person to locate a particular place. Maps are made so you can visualize
the man-made and the natural features of a place. A map has legend that contains
symbols used to illustrate objects. Also, colors can used to distinguish roads and
rivers as well as other features of land and sea areas. Observe and study the
sample map below.
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There are several simple skills required when using these graphical
representations but generally no matter what they look like, the process or method
of understanding them is the same. Study the sample graph below and learn the
steps in interpreting the graph. Sample question and possible answers are
presented for further understanding.
title
legends
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Steps for interpreting tables and graphs:
Step 1: Getting Started
Observe the title or headings, and legends to determine the context of the data.
Q: What is the topic being examined?
A: It is obviouly about age group of indigenous peoples.
Step 2: WHAT do the numbers mean?
Understand what all the numbers represent. Look for the largest and smallest
values in one or more categories of the data.
Q: What is the percentage of idigenous peoples ages 15-64?
A: Ages 15-64 obtained 55.83 percent.
Indigenous peoples with ages 15-64 have the highest percentage or number based
on the graph.
Step 3: HOW do they differ?
Look at the differences in the values or numbers of the data. Compare the
categories such as numbers in ages 15-64 and numbers in ages 66.
Q: For how many percent higher is the number of idegenous peoples ages 15-64 to
the number of ages 0-14?
A: It is 14.37 percent higher.
Step 4: WHERE are the differences?
Use information from Step 3 to help you make comparisons across two or more
categories.
Q: Compare the numbers and percentages for ages 15-64 and ages 0-14. What do
you notice?
A: The indigenous peoples with ages 15-64 have higher percentage or are more in
number compared to other ages.
Step 5: WHY do they change?
Why are there differences? Look for reasons for the relationships in the data that
you have found. Think about sudden or unexpected changes in the numbers.
Q: Look at the graph where there are more people. What do you think the reason
for the difference in numbers?
A: Indigenous peoples who are considered young adults and under middle age are
dominant in numbers.
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Let Us Practice
Activity 3 All about Graphs
Directions: Read the text about indigenous peoples and examine each graph that
follows. Write descriptions and answer more questions about each item.
Indigenous peoples refer to a group of homogenous societies identified by selfascription and ascription by others, who have continuously lived as organized
community on communally bounded and defined territory, and who have, under
claims of ownership since time immemorial, occupied, possessed and utilized such
as territories, sharing common bonds of language, customs, traditions and other
distinctive cultural traits, or who have, through resistance to political, social and
cultural inroads of colonization, non-indigenous religions and cultures, became
historically differentiated from the majority of Filipinos. IPs likewise include peoples
who are regarded as indigenous on account of their descent from the populations
which inhabited the country, at the time of conquest or colonization, or at the time
of inroads of non-indigenous religions and cultures, or the establishment of present
state boundaries, who retain some or all of their own social, economic, cultural and
political institutions, but who may have been displaced from their traditional
domains or who may have resettled outside their ancestral domains (Republic Act
No. 8371).
The graphs below show details of population and educational background of
Indigenous peoples in the Philippines.
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Source: NSO, 2000 Census of Population and Housing
1. What type of graph is presented? _______________
2. What is the graph all about? ___________________
3. What group has the biggest population size? _______________
4. What group has the smallest population size? _______________
5. Describe the population of the Indigenous Peoples based on the graph
presented.
__________________________________________________________________________
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Highest Grade Completed
Indigenous Peoples by Highest Grade
Completed:Philippines, 2000
No Grade Completed
2.04
Elementary
45.43
18.79
Post Secondary
1.76
6.87
Academic Degree Holder
1.98
0.46
4.17
Not Reported
0
5
10
15
20
25
30
35
40
45
50
Percent
Indigenous People by Highest Grade Completed:Philippines, 2000
Source: NSO, 2000 Census of Population and Housing
6. What type of graph is presented? _______________
7. What is the graph all about? _______________
8. What grade has the highest percentage? _______________
9. What grade has the lowest percentage? _______________
10. What message does the graph imply? ___________________________________
Let Us Practice More
Activity 4. More Tables and Maps
Directions: Read the expository text on Indigenous Peoples. Answer series
of questions for comprehension check.
The estimated total number of Indigenous Peoples (IPs) was 6.3 million
persons, comprising more than eight percent of the total household population of
the country as revealed in the 2000 Census of Population and Housing. IPs in the
Philippines were distributed by region.
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At least 17 percent of the population were considered IPs in the following
regions: Autonomous Region in Muslim Mindanao (ARMM) with 56.41 percent of
the household population in the region; Cordillera Administrative Region (CAR)
with 54.68 percent; Region XII (Central Mindanao) with 32.64 percent; Region II
(Cagayan Valley) with 23.53 percent; and Region XI (Southern Mindanao) with 16.9
percent. In the other regions combined, only a total of 2.88 percent of the total
household population were IPs (Philippine Statistics Authority, 2000).
Table 1. Indigenous Peoples and Total Household Population in Top 5 Regions with
Ips: Philippines 2000
Region
Total Household
Population
Indigenous
Peoples
Population
Percent to
HH
Population
Percent to
Total IP
Population
Philippines
76, 332, 470
6, 270, 362
8.21
100.00
ARMM
2, 410, 845
1, 360, 053
56.41
21.69
Region XI
5, 181, 299
875, 749
16.90
13.97
Region XII
2, 591, 472
845, 782
32.64
13.49
CAR
1, 360,611
743,983
54.68
11.87
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Region II
2, 809, 520
661, 112
23.53
10.54
Other Regions
61, 978, 723
1, 783, 683
2.88
28.45
Source: NSO, 2000 Census of Population and Housing
Comprehension Check
1. What region has the highest number of IP population based on the data?
____________
2. What is the value of 56.41 percent in the total household population of
ARMM region as reflected in the table? ___________
3. How many IPs are presented in Central Mindanao based on the map?
__________
4. Based on the map, what are the Muslim IPs in Central Mindanao?
a. __________________
b. _________________
c. _______________
Let Us Remember
Activity 5. My Check List
Directions: Check () the YES box if the statement is true. Then leave the box
blank if it is not true.
YES
1. Tables and maps help me visualize or make pictures in
my mind.
2. Understanding topics and texts becomes easy with
illustrations.
3. I can easily extract important information presented in
tables, maps, and graphs.
4. I can read levels of data in bar graphs.
5. It is easy for me to compare groups or data through
lines in a graph.
6. Columns used in tables help me find specific data like
numbers and percentage.
7. I can easily spot the differences in percentage or
numbers with pie graphs.
8. Colors used in a map help identify locations and road
conditions.
9. I can enumerate the uses of map.
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10. Legends in maps help me find location or places I
have never been to.
Let Us Assess
Activity 6. Sketch a Graph
Directions: Read a short expository text below. Fill the pie charts with numbers
and proper labels based on the details of the text.
According to the Philippine Statistics Authority (2016) the Department of
Education reported percentage of the total enrollees in Region XI. For the school
years 2014-2015 and 2015-2016 fewer girls enrolled in elementary level than boys.
About 48% of the total elementary enrollees in the school year were girls while 52%
were boys. However, a greater number of high school enrollees were girls than boys.
Of the total number of high school enrollees in the school year 2015-2016, about
51% were girls while only 49% were boys.
Enrolled in Elementary
Enrolled in High School
Let Us Enhance
Test I.
Directions: Read the short text and understand the graphs used to represent
important information. Write the letter of the correct answer on the space provided
before the number.
Ana is a grade 8, IP student from Southern Mindanao. Her family belongs to
a rich indigenous culture of B’laan tribe who dwells in the province of Kiblawan,
Davao del Sur. She is a very active and energetic girl who loves to play around with
friends. Look closely at the map of her place and study the graphs about her
performance in school and how she manages her daily activities.
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For items 1- 3.
Source: https://www.mapsofworld.com/philippines/provinces/davao-del-sur.html
__________1. What municipality is very near to Kiblawan?
a. Sulop
b. Bansalan
c. Magsanay
d. Santa Cruz
__________2. How are province capital and boundaries being represented in the
map?
a.
b.
c.
d.
through lines
through colors
using map legend
using compass rose
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__________3. Which sentence is true about the map of Davao del Sur?
a. The line portion of the map represents the land surface.
b. Legend in the map gives information on province capital.
c. Lines in the map do not represent anything about the surface.
d. The scale of the map does not necessarily show distance of places.
For items 4-7.
_________4. How many tests did Ana take?
_________5.
a.
b.
c.
d.
1
2
3
4
In the graph shown, what was Ana’s score in Test 1?
a. 38
b. 40
c. 25
d. 45
_________6. Which test did Ana get the highest score?
a. Test 1
b. Test 2
c. Test 3
d. Test 4
_________ 7. Which statement is true about Ana’s performance or scores in the test?
a. Ana’s score in Test 4 was perfect.
b. Ana’s scores did not reach the passing rate.
c. Ana’s score in Test 3 rapidly dropped to 15 points.
d. Ana’s score in Test 1 was very low compared to test 2.
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For items 8-10.
________ 8.
What activity does Ana spend most of her time?
a.
b.
c.
d.
_________9.
Outing
Sports
Studying
Household Chores
How many hours longer does Ana spend in sports than studying?
a.
b.
c.
d.
3
5
4
2
hours
hours
hours
hours
________10. Which statement is true about Ana’s behavior based on her daily
activities?
a.
b.
c.
d.
Ana
Ana
Ana
Ana
avoids household chores.
gives priority to sports.
does not like to study at all.
likes to socialize with friends.
Test II.
Directions: Fill in the table that will best represent the scenario given. Write a title
of your table on the blank space.
If you were Ana, how would you manage your time in doing the 4 activities
(studying, sports, outing, and household chores)?
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Let Us Reflect
Directions: Make a survey about teenagers’ leisure activities while staying
at home. Draw a simple graph reflecting the results of your survey. You
May use bar graph or line graph for your illustration. Follow the simple
steps and the rubric as your guide.
Step1. Interview at least 50 teenagers (classmates) as your respondents. Let each
respondent choose one (1) leisure activity that he/she often does. Follow the list of
leisure activities given in step 2.
Step 2. Record the number of responses for each leisure activity. For example:




playing online games – got 20 responses
reading books/e-book – got 10 responses
watching television – got 15 responses
playing sports – got 5 responses
Step 3. Create a simple graph that reflects the number of responses. The sample
graph below is your guide.
Teenagers' Leisure Activities
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20
Number of Responses
20
15
15
10
10
5
5
0
Playing online games
Reading books/E-book
Watching television
Playing sports
Indicators of Leisure
Rubric for Teenagers’ Leisure Activities
Title and
Labels
Excellent
Very Good
Good
Needs
Improvement
(15 points)
The graph has title
and accurate labels
or indicators of
leisure that give
useful information
and add
meaningful
appearance of the
graph
(14 points)
The graph
has title, but
1 necessary
label or
indicator of
leisure is
missing.
(13 points)
The graph has
title, but 2
necessary labels
or indicators of
leisure are
missing.
(11 points)
The graph has
title, but labels
or indicators of
leisure are
incorrect.
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Presentation
of
Information/
data
(15 points)
The graph presents
clear information
that is neat and
without erasures.
Scale and
Axis labels
(10 points)
The scale is clear.
Indicators of leisure
and numeric value
in the axis are
accurate which in a
way enhances our
understanding of
the data.
(14 points)
The graph
presents
clear
information
but with 1
erasure.
(9 points)
The scale is
clear but
there is 1
lacking
numeric
value in the
axis.
TOTAL
40 points
21
(13 points)
The graph
presents
information that
lack clarity with
2 erasures.
(8 points)
The scale is
clear but lacks 2
or more numeric
value in the axis.
(11 points)
The graph
presents vague
or confusing
information
with more than
2 erasures.
(6 points)
The scale is not
clear and
numeric value
in the axis is
incorrect.
Answer key to Activities
Let Us Try
1. c
2. c
3. c
4. a
5. c
6. d
7. a
8. b
9. a
10. b
Let Us Study
Activity 1. FUN PAIR
1.
2.
3.
4.
5.
B
A
D
E
C
Activity 2. FEATURE CARD
1.
2.
3.
4.
5.
6.
Number of image samples from Indigenous Peoples
Column 1 – group, Column 2 – site; Column 3 – number of images
Age group 15-64
Age group 65+
A. line
b. names of places
c. names of seas
Answers may vary
Let Us Practice
Activity 3. ALL ABOUT GRAPHS
1. Pie graph
2. Top Ten Indigenous Peoples
3. Maranao
4. Yakan
5. Answers may vary
6. Bar graph
7. Indigenous Peoples by highest grade completed
8. Elementary
9. Post baccalaureate
10. Answers may vary
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Let Us Practice More
Activity 4: MORE TABLES AND MAPS.
1.
2.
3.
4.
ARMM
2,410,845
12 IPs
a. Maguindanao
b. Maranao
c. Iranon
Let Us Remember
Activity 5: WHAT I HAVE LEARNED. Answers may vary.
Let Us Assess
Activity 6. SKETCH A GRAPH.
ENROLLED IN
ELEMENTARY
boys
52%
ENROLLED IN
HIGH SCHOOL
girls
48%
girls
51%
Let Us Enhance
Test I.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A
C
B
D
A
D
C
A
D
D
Test II. Answers may vary
23
boy
s
49%
References
Annesley, Thomas M. "Bars and pies make better desserts than figures." Clinical
chemistry 56, no. 9 (2010): 1394-1400.
Demayo, C., M. Torres, P. Olvis, and N. Manlegro. "Face shape differences in
selected indigenous peoples' groups in Mindanao Philippine." The Internet
Journal of Biological Anthropology 4, no. 1 (2010).
Encyclopaedia Britannica, inc. The New Encyclopaedia Britannica. Vol. 31.,
https://www.britannica.com/place/Philippines
Kemp, Marian, and Barry Kissane. "A five step framework for interpreting tables
and graphs in their contexts." 2010.
Maps of World, “Davao del Sur Province Map.” Last modified 2013-14,
https://www.mapsofworld.com/philippines/provinces/davao-del-sur.html
Philippine Statistics Authority, “Men and Women in Davao Region 2016 Statistical
Handbook.” Last modified September 2017,
http://rsso11.psa.gov.ph/sites/default/files/attachments/2016%20WAM%20Han
dbook%20Davao%20Region_0.pdf
Model System Knowledge Translation Center, “Effective Use of Bar Charts.” Last
modified 2000,
https://msktc.org/sites/default/files/Charts_Tool_Bar_508c.pdf
Philippine Statistics Authority, “Special Release Indigenous Peoples.” Last modified
June 2000, https://psa.gov.ph/content/sr-086-indigenous-people.
Slutsky, David J. "The effective use of graphs." Journal of wrist surgery 3, no. 2
(2014): 67.
Act, I. P. R. A. "Republic Act No. 8371 Congress of the Philippines." Manila, Republic
of the Philippines (1997).
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For inquiries or feedback, please write or call:
Department of Education – Davao City Division
Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur
Telefax: (082) 224-3274, (082) 222-1672
E-mail Address: davao.city@deped.gov.ph
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