Republic of the Philippines
Department of Education
Region IX, Zamboanga Peninsula
DIVISION OF ZAMBOANGA SIBUGAY
Field Office of Siay
F.V. DACANAY MEMORIAL ELEMENTARY SCHOOL
Bataan, Siay, Zamboanga Sibugay
Detailed Lesson Plan in Mathematics 5
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Value Focus
II. CONTENT
The learners demonstrate understanding of line graphs and
experimental probability.
The learners are able to create and interpret representations of
data (tables and line graphs) and apply experimental probability
in mathematical problems and real-life situations.
At the end of the lesson, the learners should be able to:
a. present tabular data in a single line graph. M5SP-IVg-2.5
b. craft an accurate single line graph.
c. appreciate the importance of using line graphs to present data
clearly and effectively.


Recognize the relevance of line graphs in daily life
Develop confidence
Presenting Tabular Data in a Single Line Graph
III. LEARNING RESOURCE
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/ SIM
IV. PROCEDURE
MELC, K to 12 Curriculum Guide
LM Mathematics 5 pages 417-421
ADM Modules
DLP Gr. 5 Module 58: Reading and interpreting data presented in a line
graph
https://youtu.be/VloEiK4Ihj8?si=MQe73EsAE3aq4GY6
https://youtu.be/ueGD83S0Q_o?si=YjliUmOj8IPyDOMB
https://www.k5learning.com/blog/double-line-graph-worksheets
PowerPoint Presentation
Cut-outs
tarpaper
paper graph
Pictures
interactive games
cartolina
Activity
Preliminary Activities:
incentives
pen
A. Prayer
B. Checking of Attendance
C. Quick Kamustahan
a. Setting of Standards:
A. Reviewing previous
lesson or presenting
the new lesson
(Introductory Activity)
L = Listen attentively/actively to your teacher.
I = Interact respectfully with classmates and the teacher.
N = Never interrupt others while they are speaking.
E = Engage in the discussion by raising your hand and waiting
to be called upon.
Remember: Learn to be in LINE so that we will have a
productive and respectful class discussion.
b. Review:
Application of Interactive Game: Q&A
Before we proceed to our new lesson, let’s see if you still
remember the lesson that we discussed last meeting.
Directions: Below is the table for the favorite pets of Grade 5
pupils. Based on the collected data, answer the following
questions.
Favorite Pets of Grade 5 Pupils
Pets
Frequency
12
3
7
13
1.What pet is the favorite of MOST pupils?
2. How many like cat as a pet?
3. What is the difference between the number of pupils who like
fish and those who like dogs?
4. What pet is LEAST favorite of the pupils?
5. How many pupils like bird and fish?
Seems that you still remember the lesson that we had before.
Congratulations!
Note: Do the Very Good Clap!
(Experiential Learning & Multisensory Approach)
With the teacher’s guidance, the learners will sing together the
ABC song while imitating the movements and dance.
https://youtu.be/VloEiK4Ihj8?si=MQe73EsAE3aq4GY6
A. Establishing a purpose
for
the
lesson
(Motivation)
Ask:
1. How to write letters?
On the board, allow learner to write letter L, A, and E.
2. What kind of LINES do we use to write letters?
That’s right! even letters used LINES (straight and curve) to
illustrate itself.
3. How does knowing alphabet help us in everyday life?
Absolutely!
Now, I want you to analyze and arrange these jumbled letters
to unlock the words we might encounter from the lesson.
(HULA SALITA GAME)
1. E-N-I-L=___________
2. H-P-A-R-G=________
3.A-T-A-D=___________
4. E-Z-I-N-A-G-R-O=
_________________
5. A-T-B-L-E=_________
6. S-U-R-V-Y-E=_______
Let’s read the words correctly.
line
graph
data
organize
table
survey
Very good!
At the end of the lesson, learners should be able to present
tabular data in a single line graph.
B.
(Reading with Comprehension)
To go further, lets read this situation.
-The teacher will read the situation. Then, allow pupils to reread
it.
The Sari-sari Store Survey
C. Presenting
examples/instances of
the new lesson
(Demonstration
/
Modeling)
Reynante’s teacher in EPP
asked the class to determine the
number of sari-sari stores in five
barangays of their municipality as
part of a community project. The
class was divided into small groups,
each assigned to a different
barangay. Reynante and his group
eagerly set off with notebooks in
hand, visiting every corner of their assigned barangay,
counting the stores, and speaking with residents to ensure
they didn’t miss any. They carefully recorded their findings,
comparing notes at the end of the day. The project was
not only a chance for Reynante to learn about local
businesses but also an opportunity to understand how
these small stores play an important role in daily life within
the community.
The table below shows their observation:
Number of Sari-sari Stores per Barangay
Barangay
Bataan
Poblacion
Kimos
Labasan
Coloran
Sari-sari Stores
8
10
3
7
5
1. What did Reynante’s teacher ask the class to do?
2. How did Reynante and his group count the sari-sari
stores?
3. How many sari-sari stores were recorded in all?
4. What did Reynante learn from the project?
Discussion:
Line graph is used to display data that shows change
over time as series of data points connected by a
straight-line segment. It uses y-axis as horizontal scale and
x-axis as vertical scale.
Presenting Data in a Single Line Graph
To present the data using a single line graph, below are
the steps.
a. Create a horizontal and vertical scale with tick marks.
y
D. Discussing
new
concepts
and
practicing new skills #1
(Analysis)
x
b.Label the tick marks and label the scale.
y
x
Bataan
Poblacion Kimos
BARANGAYS
Labasan
Coloran
c.Plot each data value, then, connect it.
y
x
Bataan
Poblacion Kimos
Labasan
Coloran
BARANGAYS
d. Give it a title.
Number of Sari-sari Stores per Barangay
y
x
Bataan
Poblacion Kimos
Labasan
Coloran
BARANGAYS
Let us analyze the situation below.
Mrs. Jamina, the adviser of Grade 5 Amethyst class,
recorded the pupils’ attendance during the Araw ng Siay
Live Concert for four days. She makes the record as
follows; Day 1- 20 pupils, Day 2- 15 pupils, Day 3-20 pupils,
and Day 4- 25 pupils.
(Allow the pupils to fill in the missing data to complete the table.)
b. Discussing
new
concepts and practicing
new skills #2
(Analysis)
Grade 5 pupils’ attendance during Araw ng Siay Live
Concert
Days
Number of Pupils
Day 1
Day 2
Day 3
Day 4
Draw a line graph that represents the record of the
Grade 5 Pupils Attendance during Araw ng Siay and
answer the following questions. Follow the four steps of
presenting data in a single line graph.
(Let the pupils do the line graph.)
Grade 5 Pupils’ Attendance during Araw ng Siay Live Concert
y
Number of Pupils
40
30
20
10
0
Day 1
Day 2
Days
Day 3
Day 4
x
1. How many pupils were there on day 3?
2. What day has the LEAST number of pupils attended the Araw
ng Siay Live Concert?
3. What day has the MOST number of pupils attended the Araw
ng Siay Live Concert?
4. What is the difference of the number of pupils attended the
live concert between day 2 and day 3?
Excellent!
Now, keep in mind that Line graph is important because it helps
us easily and clearly see the changes in the data. It is easy to
understand the data using line graph.
At this moment, let’s have a group activity. Be reminded of the
following things before doing the activity.
“Treat people with respect and love if you want to be respected
and be love”
F. Developing mastery
(Leads
to
Formative
Assessment )
To get high scores, take note of the criteria given.
All groups were given 5 minutes to do the task. Then, present a
yell when group activity is done.
Group Pahiga:
Direction:Organize the data in a tabular form.
Karina recorded her daily expenses in school
for a week. She spent on Monday- 25 pesos, on Tuesday30 pesos, Wednesday- 10 pesos, on Thursday- 50
pesos, and Friday is 20 pesos.
Group Patayo:
Direction: Present the data below in a line graph.
Fruits Commonly Bought at the Market
Fruits
Mango
Watermelon
Lemon
Star Apple
Orange
Frequency
10
5
15
20
10
Title:
Group Patagilid:
Direction:Analyze the line graph and answer the
following questions.
1.) What is the record all about?__________________
2.) During what day has the greatest number of packs of
cookies were sold? ____________________
3) During what day has the least number of packs of
Cookies were sold? ____________________
4. How many cookies were sold on Tuesday? ________
5. How many packs of cookies were sold in all? ______
(The learners were given the time to present their output.)
Afterwards, the teacher will ask,
• Do you like our activity?
• Is our group activity easy?
• Why it became so easy?
(Discovery-based Approach with the use of Interactive game)
-Let the pupils get the hidden paper (with tabular data
and a blank graph)under their table.
-Organize the tabular data in a single line graph, then
we will answer the question with Fact or Bluff.
Harvested Fish
G.
Finding
practical
applications of concepts and
skills in daily living (Application)
Ask:
1.How can we use this graph to decide the best time for
fishing and harvesting?
Remember the Facts!
Line graph is used to display data that shows change
over time as series of data points connected by a
H. Making generalizations and straight-line segment. It uses y-axis as horizontal scale and
abstractions about the lesson x-axis as vertical scale.
(Generalization)
Steps in Presenting collected data in a single line graph,
a. create a horizontal and vertical scale with tick marks.
b. label the tick marks and label the scale.
c. plot each data value then connect it.
d. give it a title.
Direction: Draw a line graph from the given data. (5
points)
I. Evaluating learning
(Evaluation)
Direction: Draw a line graph from the given data.
J. Additional activities
application or remediation
(Assignment)
A group of students decided to collect data about the
number of plastic bottles recycled by their classmates
for during a school cleanup drive. Here are the results they
recorded:
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
at least 80% on the formative
assessment
B. No. of learners who require
additional
activities
for
remediation
C. Did the remedial lessons
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
teacher?
Class 1 recycled 45 bottles.
Class 2 recycled 60 bottles.
Class 3 recycled 50 bottles.
Class 4 recycled 75 bottles.
Class 5 recycled 40 bottles.
Index of Mastery
Annotations: In this lesson, the teacher fosters an engaging and inclusive learning experience by
integrating interactive games, collaboration, discovery and inquiry-based approach, music, and
literacy to teach pupils how to present data in a line graph. The lesson begins with a dynamic game
where all pupils, including those with special needs, actively collect and organize data, making
learning exciting and interactive. A discovery-based approach allows pupils to explore patterns in
data, while guided inquiry encourages them to ask questions, analyze trends, and draw conclusions
independently. To enhance engagement, music is incorporated through a lively song or rhythmic
chant about graphing concepts, reinforcing key ideas in a fun and memorable way. Literacy skills are
developed as pupils explain their graphs through oral presentations, fostering confidence in
mathematical communication while ensuring that every learner, regardless of ability, is fully involved in
the learning process.
Prepared by:
JAMINA M. PASCULADO
Subject/Demo Teacher
Checked by:
O T. DIONIO
Master Teacher II
Noted by:
NENITA M. BARRIENTOS, EdD
School Principal III