This detailed lesson plan is for a 7th grade mathematics class on statistics. The objectives are for students to collect and organize raw data, distinguish between statistical and non-statistical questions, classify questions, and understand the importance of statistics. The lesson includes measuring students' arm spans to collect raw data, organizing the data, defining statistics, discussing examples of statistical questions, and an activity to classify questions. Students will apply their learning by conducting a survey to answer a statistical question.

1. DETAILED LESSON PLAN
Mathematics 7
TEJADA, JAYBIE C.
I. Objectives
At the end of the lesson, the students can:
a. Collect or gather raw data and organize the data according to some systematic
consideration;
b. Distinguish between statistical questions and not statistical question;
c. Classify statistical question and not statistical question; and
d. Value the importance of understanding statistics, connecting it to daily lives’
activities.
II. Learning Content
A. Topic: Introduction to Statistics
B. References: Grade 7 K-12 Teacher’s Guide and Learner’s Material, pg. 290-293
C. Materials: Visual aids, Laptop, power point presentation, TV
D. Skills: 1. Collecting or gathering statistical data and organize the data in a frequency
table.
2. Explaining the basic concepts, uses and importance of Statistics
3. Posing questions and problems that may be answered using Statistics.
III. Procedure
Teacher’s Activity Students’ Response
A. ROUTINARY ACTIVITIES
1. Prayer
“Requesting everyone to please rise for a
prayer. _________ kindly lead the
prayer.”
2. Greetings
“Good Morning class?”
“How are you today?”
“That’s great. Before you take your
seats, let us first do some energizer in order
for you to have no energy gap as what the
advertisement on Milo had said. Do you
know the energizer “Ang Siopao?”
“Okay let’s do it altogether. Just follow
my actions.”
3. Classroom Management
“Before you sit down, kindly pick up
pieces of papers and trashes, and arrange
you chairs properly.”
“Before we start our class today, let me
remind you with our class rules which to be
followed along our Math class.”
4. Checking of Attendance
“Are there absentees for today?”
“Okay. I want the leaders from each
group to check their members and
“In the name of the Father, and of the Son,
and of the Holy Spirit, Amen . . .”
“Good Morning, Ma’am Tejada.”
“We’re fine and great, Ma’am.”
“None, Ma’am.”
(Students followed the actions.)
(Students followed the instruction.)
 Listen when somebody is talking.
 Raise your right hand if you want to
answer.
 Work cooperatively and
harmoniously.
“Yes, Ma’am.”

2. write the absentees on a ¼ sheet of
paper.
5. Passing of Assignment
“Is there an assignment given on you
last meeting?”
“Okay please pass your papers forward
without standing and without making any
noise.”
6. Review
“Before we proceed to our new
lesson, do you still remember what we had
discussed yesterday?
“That’s great. Let’s check if you really
still remember it by doing an activity. Do you
want that?”
“Great! Now we’ll be playing Wheel of
Fortune. In this activity, I will be asking you
questions about our previous lesson.
Whoever the person that corresponds to the
number pointed by the wheel of fortune will
be the one to answer my questions. Are you
ready?”
“Very good. So now, let’s get the ball
rolling.”
~ Questioning follows.
“You really had listened to our
previous lesson and it deserves an Aling
Dionesia clap.”
“Do you have questions regarding our
previous lesson?”
“Yes, Ma’am.”
(Students followed the instruction.)
“Yes, Ma’am.”
“Yes, Ma’am.”
“Yes, Ma’am.”
(Aling Dionesia Clap)
“None, Ma’am.”
B. MOTIVATION
“In order for you to have a glimpse of
our lesson today, do you want another
activity?”
“Good! This time, I will be grouping
you into 6. You have your group already,
right? You will be with the same group. At
the count of 5 you have to be in your group
and make a circle. 1, 2, 3, 4, 5.”
“You will be with group starting now
until the end of our class.”
“As you can see I have here an
envelope containing letters. Each letter
corresponds to an answer. Each group is
given the task to complete the missing boxes
shown by answering numbers 1-10. The
answers will be chosen on the letters with
the corresponding answer. Whoever group
who formed the word first and correctly will
be given the points. Am I clear?”
“You just have to paste this letters
according to the box or number where you
“Yes, Ma’am.”
“Yes, Ma’am.”

3. have your answer. Whenever you are done,
just do a yell or the sound of your group and
post your output on the board. You are only
given 5 minutes to do the activity.
Understood?”
“Ready na, ready na?”
“You can start now.”
 Answering and giving of points
follows.
“Yes, Ma’am.”
“Aha! Aha!”
~ Questions:
1. 30 + 20
2. 45 - 20
3. 23
4. √9
5. 𝑎0
6. ǀ-11ǀ
7. 1 km = _______m
8.
9. (2,348)(0)
10.
C. LESSON PROPER
 Introduction to the Lesson
“Now based on the activity that we
had a while ago, do have now an idea on
what will our lesson be today?”
“What do you think will our lesson
be today? Yes, ____.”
“Excellent. That’s it. We will explore
now on Statistics. About its definition, uses,
as well as its application to real-life. But
before that, let us first know the objectives
that everyone must attain at the end of the
lesson. Everyone, kindly read.”
~ Reading of objectives.
 Discussion
“Looking at what I have here, this is a
tape measure. I want to ask six (8) persons to
volunteer and come here in front. This time,
we will be measuring your arm span, that is
you stretch out both arms and we’ll measure
“Yes, Ma’am.”
“Ma’am, I think our lesson for today will be
about Statistics.”
At the end of the lesson, the students can:
a. Collect or gather raw data and
organize the data according to some
systematic consideration;
b. Distinguish between statistical
questions and not statistical question;
c. Classify statistical question and not
statistical question; and
d. Value the importance of
understanding statistics, connecting it
to daily lives’ activities.
S – 50 I – 1 C - 0
T – 25 S – 11 S - ray
A – 8 T - 1000
T – 3 I – triangle

4. the length from the tip of a middle finger to
the tip of the other middle finger. 7 of you
will be measured while the last one will be
the one to assist me and write the results.”
~ Measuring . . .
“We have now this following results.
~ Possible data depends.
“What do you think these numbers
represent?”
“Correct. These numbers are called the
RAW DATA. Raw data are data which are not
yet sorted or arranged according to some
criteria or some systematic consideration.
“Can we get clear and precise
information immediately as we look at these
numbers?”
“Why do you think so?”
“How can we make these numbers
meaningful for anyone who does not know
about the description of these numbers? In
order for other people to know what these
numbers mean, we need to sort them and
arrange from highest to lowest or from
lowest to highest. When they see it already in
an arranged form, then people can conclude
what these numbers mean. Am I right?”
“Okay, who wants to arrange these
numbers from highest to lowest? Yes,
_____.”
“Now looking at it, is it now easy for
us to think what these numbers mean? It
could mean a lot of things right?”
“In our daily activities, a lot of sorting
and organizing objects, data, or things like
what you just did. These are just few of the
activities of doing Statistics.
“What do we mean by Statistics?”
“When we say STATISTICS that
pertains to the science of collection, analysis,
and presentation of data. Statisticians,
contribute to scientific inquiry by applying
their knowledge to the design of surveys and
experiments; the collection, processing, and
analysis of data; and the interpretation of the
results.”
“There are a lot of examples of
activities wherein Statistics is involved. We
could identify it whether it’s a Statistical
question or not.”
~ Showing of a statistical question and not
statistical question.
(Volunteers do the instruction.)
“Ma’am, these represent the measures of the
arm span of 7 students in this class.”
“No, Ma’am.”
(Answers vary)
“Yes, Ma’am.”
(The student arranged the numbers)
“Yes, Ma’am.”
(Answers vary)
(Students listen attentively.)
 Questions:
 What time do most people eat their
lunches?
 What time did you eat your lunch?

5. “What have you observed on the
following questions?”
“What about the way the questions
are asked?”
“Excellent observation. Indeed, on
the first question, different answers could be
formulated while on the second one, exact
answer will be answered.”
“A statistical question has answers
that will probably vary. Usually, a statistical
question will ask a population of multiple
people, event or things. A statistical question
is a question that should have different
answers.”
 Giving of examples and thorough
discussion of statistical questions.
“Opposite to this is not a statistical
question. Once it has an exact answer and
that if it ask one person for one answer, then
that is not a statistical question.”
 Giving of examples and differentiation
of statistical and not statistical
questions.
“Ma’am, it’s a question about people eating
lunch.”
“Ma’am, on the first question, its general.
We could answer a lot of ideas to it while on
the second question, it’s like asking one
person, and its answer would be one.”
(Students listens attentively in the
discussion.)
D. GENERALIZATION
“Have you learned a lot with the
discussion today?”
“Really, Cow group? How about the
Monkey group? Snake? Wolf? Bird? Cat?
“Who can say something about what
you had learned?”
“Very good. Group mates of (name of
student), you do your group sound.
“Now, how would you distinguish
between statistical or not statistical
questions?”
“You got it right. You indeed listened
to the discussion. Now, do you find statistics
helpful to us?”
“Why do you think so?”
“You really had listened to our
discussion. Let’s give ourselves a Digong
Clap.”
“Do you questions, clarifications or
additions with regards to our lesson for
today?”
“Yes, Ma’am.”
(Each group do their group sound.)
“Ma’am, this morning, I had learned about
Statistics. Statistics is the science of
collection, analysis, and presentation of
data.”
“Ma’am, a question is statistical if it could be
answered differently and is answered by
multiple. It’s not statistical if it has an exact
answer.”
“Yes, Ma’am.”
(Answers vary)
(Digong Clap)
“None, Ma’am.”

6. E. APPLICATION
“Do you want another activity?”
“At this juncture, I will group you
again. You will still be with your group. We
will be playing a game called “Sort Me Out”. I
have here cut out strips of different
questions. These are either statistical or not
statistical. Each group is given the task to sort
or classify this questions to either it’s
statistical or not. You see this manila paper
with a T-chart? The questions you think is
statistical will be paste on the column for
statistical questions, and those questions
which you classified to be not statistical will
be paste on its particular column. I will give
you a hint to get a high group score. You just
have to analyze it thoroughly and must work
together with your group mates. You are only
given 5 minutes to do the activity. Do you get
me?”
“For the scoring of this activity, we
will be following this criteria.
“After sorting, you immediately do
your group sound to be recognize and post
your output on the board. Am I clear?”
“You can start now.”
~ Presentation of Outputs and giving of
scores.
“Yes, Ma’am.”
CRITERIA FOR SCORING:
 Unity and Cooperation – 10 pts.
 Correctness – 5 points each item
“Yes, Ma’am.”
IV. Evaluation
Choose the letter of the correct answer.
1. It is the science of collection, organization, analysis, and presentation of data.
a. Raw data b. Statistics c. Questions d. Survey
2. Data which are not yet sorted or arranged according to some criteria or some systematic
consideration.
a. Raw data b. Statistics c. Questions d. Survey
3. The following are TRUE about statistical questions EXCEPT _______________.
a. SQ has answers that will probably vary.
b. SQ will ask a multiple of people.
c. SQ has an exact answer.
d. SQ is just the same with NSQ.
4. Which of the following is NOT a statistical question?
a. What time do most people eat their lunches?
b. What time did you get up this morning?
c. What time did the students in this class get up this morning?
d. What do 7th graders prefer to eat for snacks?
5. In order to understand raw data, it should be ______________.

7. a. Arranged from highest to lowest or vice versa.
b. Reduced fractionally.
c. Rounded to the hundreds place.
d. Remain untouched.
V. Assignment/ Agreement
(Group Activity) Make a survey on the given statistical question:
“What do Grade 7 students of Guipos National High School prefer to eat for snacks during
recess time?”