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A Detailed Lesson Plan in Mathematics for Grade 7
(Executed Lesson Plan)
Name of Student Teacher:Eusefa M. Sostines
! "#$E%T&ES
At the end of the 60-minute lesson, the students shall be able to:
• identify the dierence between primary and secondary data
• collect or !ather statistical data and
• apply the dierent methods of collectin! data.
! S'#$E%T MATTE
A. T"P%: "ollection of #ata
B. MATEALS: $aptop, %ro&ector, %ower point %resentation, 'oo(,
%aper, 'oard, "hal(
C. EEEN%ES:Mathematics )rade * $earners Materials by #epEd
! P"%ED'E
TEA%*E+S A%T&T, ST'DENTS- A%T&T,
A. Preparatory Activities
1. Routine Activities
"lass, let us all stand and pray.
%rayer leader, please lead the
prayer.
)ood mornin!, "lass+
he students will pray.
)ood mornin!, Ma/am+
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'efore we start our discussion
please pic( up the pieces of paper
under your chair then arran!e your
chairs silently. And also please (eep
all the thin!s unrelated in oursub&ect.
ho are absent for today1 %lease
loo( at your seatmate.
2. Motivation
'efore we start our discussion, letus 2rst tal( about the
communication life of people.
3f we/re !oin! to compare our
communication life before and
now, we can say that our present
communication life is more
ad4ancement than before, it
because of many dierent forms of
technolo!ies madein our new
!eneration that ma(es the life of
the people became easy to
communicate with their family and
friends.
And cellphone is one of the
technolo!ies made for the present
communication life of the people
which can brin! anywhere they
want.
$i(e in your case class, 3/ am sure
that most of you ha4e a cellphone
ri!ht1
the students will pic( up
the pieces of paper and
arran!e their chairs silently
5one, ma/am.
es ma/am.
raisin! of hands. . .
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ime/s up+
7( class,!o bac( to your proper
place and please settle down.
5ow, who amon! you can describe
about the thin!s that you did in the
2rst acti4ity1
7(, face your classmates and state
your answer.
9ery !ood+
5ow in the acti4ity how will you
represent the (ind of sim card use,
number of times they load, and the
person they contact usually1
hat/s ri!ht+
7r in other words we can call it as
the data that you need to (now
students will !o bac( to
their proper place and they
will settle down
raisin! of hands. . .
Ma/am in our 2rst acti4ity
we collaborate with our
classmates by as(in! what
(ind of sim card they use,
followed by as(in! them of
how many times they load
their sim in a month, and
lastly by as(in! them who
amon! the person they
contact usually.
Ma/am they ser4ed as the
information that we
!athered from our
classmates.
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about.
3s that clear1
5e8t, how will you represent your
classmate as part of the acti4ity1
E8actly+
our classmates or all of you ser4ed
as the source of information that
you !athered.
3s that clear1
And lastly, how will you represent
yoursel4es as part of the acti4ity1
ow did you say that all of you
ser4ed as a collector of the acti4ity1
hat/s ri!ht+
3n the statistics based from the
acti4ity, you can call yourself as the
researchers who !athered or collect
data from any sources.
3s thatclear1
7(, based from your acti4ity, what
do you thin( is our topic for today1
B. Exploration and Discovery
es ma/am.
Ma/am they ser4ed as the
source of information that
we !athered in the acti4ity.
es ma/am.
Ma/am each of us ser4ed as
the collector of the acti4ity.
Ma/am because in the
acti4ity our tas( is to collect
or !ather information from
our classmates.
es ma/am.
Ma/am !atherin! data.
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hat/s ri!ht+
And in other words we can also call
our topic for today as collection of
data.
So what is your e8pectation about
this topic1
7(, !ood e8pectation.
5ow let us start discussin! about
collection of data by de2nin! the
word collection and the word data.
$et us 2rst de2ne the word
collection.
"ollection is the act or process of
!ettin! thin!s from dierent places
and brin!in! them to!ether.
So it is the literal meanin! of
collection.
5ow, how will you de2ne collection
in Statistics1
hat/s ri!ht+
5e8t, let us de2ne the word data.
Ma/am we will learn how to
!ather data in most
appropriate way.
Ma/am collection is the
process of !atherin! data
from dierent sources and
analy;es them to!ether.
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#ata can be information, statistics,
numbers, facts, 2!ures, and records
that used usually to calculate,
analy;e, or plan somethin!.
5ow, after we de2ne collection and
data then what do we mean by data
collection1 Anyone1
es1
hat/s ri!ht+
So data collection is the process of
preparin! and !atherin!
information and it is systematic
!atherin! of data for a particular
purpose from 4arious sources,
which has been systematically
obser4ed, recorded, or!ani;ed.
3n short, we can say that data
collection is a term used to describe
a process of preparin! and
collectin! data.
3s that clear1
#ata !athered may be classi2ed as
primary or secondary.
5ow, based from the pictures what
raisin! of hands. . .
Ma/am data collection
refers to the process of
collectin! some important
information.
es ma/am.
Ma/am based from my
understandin! on that
picture, 3 can say that
primary data is information
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do you thin( is the meanin! of
primary data1
hat do you mean with an
interaction with the sources1
9ery !ood+
ow about on the secondary data1
hat do we mean by this data1
3f we !athered data not from the
primary sources, then what do we
called to the sources of the
secondary data1
hat/s ri!ht+
5ow, li(e what you said before, the
de2nition of primary data is
information !athered directly from
the source or we called this data as
2rst-hand or ori!inal sources.
hile secondary data is information
!athered from the secondary
that we !athered with an
interaction with the
sources.
Ma/am it means that when
we !athered data we !etthe information directly
from the source.
Ma/am in contrast with the
primary data, secondary
data is the information that
we !athered not e8actly
from the primary sources.
Ma/am maybe we called
that as secondary sources.
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sources, such as boo(s, &ournals,
ma!a;ines, or thesis of other
researchers.
5ow, why do you thin( that boo(s,
&ournals, ma!a;ines, or thesis ofother researchers are considered as
secondary sources1
9ery !ood+
5ow, can you !i4e some e8amples
of primary data1
9ery !ood+ ow about e8amples of
secondary data1
9ery !ood class+
"an you now distin!uish the
dierence between primary and
secondary data1
7(, who amon! now can say the
dierence between these two data1
7(, state your answer and face
your classmates.
Ma/am because when we
!athered data with the use
of boo(s, &ournals,
ma!a;ines, or thesis ofother
researchersinformation
from these sources are not
directly came from the
primary source.
students will !i4e some
e8amples of primary data
students will !i4e some
e8amples of secondary
data
es ma/am.
raisin! of hands. . .
Ma/am primary data is the
information !athered
directly from the source,
while secondary data is the
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9ery !ood+
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data then we need to (now some
important ways on how to collect
data.
herefore our discussion will also
tac(le about dierent methods of!atherin! data.
3nter4iew
7bser4ation
E8perimentation
>uestionnaire
?e!istration or "ensus
3nter4iew, obser4ation,
e8perimentation, and =uestionnaire
are the methods of !atherin! data
which can be used to !ather
primary data.
hile re!istration or census is the
method amon! the !i4en 24e
methods of !atherin! data that can
be used to !ather secondary data.
'efore we discuss each of the
methods, 3 want you to watch 2rst
the 4ideo that 3 found that can help
you to understand each of the
!i4en methods.
the teacher will play some 4ideo
students will watch the
4ideo
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After playin! the 4ideo.
5ow what methods did you see on
the 4ideo1
3n what part of the 4ideo is the
inter4iew method1
hat/s ri!ht+
ow about the part where there is
an obser4ation method1
'ut how did you say that there is an
obser4ation method in that 4ideo1
9ery !ood+
ow about the method of
e8perimentation1 hat part of the
4ideo did you see this method1
Ma/am inter4iew,
obser4ation, and
e8perimentation.
Ma/am the part where thereis two students who
inter4iew other students
about the importance of
trash can.
Ma/am same with the 4ideo
where the inter4iew method
use.
Ma/am because before they
do the inter4iew, they do
the obser4ation 2rst to
(now how the students of
their school !i4e attention
to the importance of
cleanliness in their
surroundin!s.
Ma/am e8perimentation
method is the part of the
4ideo when the two
students throw some trash
on the @oor to test how
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ow did you say that they use an
e8perimentation method1
7(, 4ery !ood obser4ation.
And what (ind of data ha4e you
seen on the 4ideo1
hy is it primary data1
9ery !ood+
5ow, let/s de2ne each of the
methods of !atherin! data.
irst is the inter4iew method.
3nter4iew method is a direct
method of !atherin! data because
the data was came directly from the
source.
And since it is directly from the
primary source, then this method is
a face-to-face in=uiry with the
respondent.
students of the school pay
attention to the cleanliness
of their surroundin!s.
Ma/am because of usin!
tools to come up with thedata that they need to
analy;e.
Ma/am it is primary data.
Ma/am because the data
was !athered directly from
the sources.
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$i(e what you ha4e watched from
the 4ideo, two students !athered
data about the importance of the
trash can inside their campus by
directly as(in! some of the
students of their school.
"an you now !i4e another e8ample
of !atherin! data with the use of
inter4iew method1
9ery !ood class+
5ow, do you ha4e any =uestions
about inter4iew method1
7(, ne8t is the obser4ation method.
his method ma(es use of the
dierent human senses in !atherin!
information.
5ow class based from the 4ideo and
your answer before,which of the
human senses use to !athered data
as obser4ation method1
hy the sense of si!ht1
students will !i4e e8ample
5one ma/am.
Ma/am the sense of si!ht.
Ma/am because they
obser4e the beha4ior of the
students re!ardin! the
cleanliness of their school
surroundin! by loo(in! at
the reactions of each
students toward the trash
that they use to test the
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hat/s ri!ht+
'ut aside from the sense of si!ht,
we can also use other dierenthuman senses to this method it
depends only on the data needs to
!ather by the researcher.
7ther e8ample for this method is an
astronomer loo(in! at the ni!ht s(y
and recordin! data re!ardin!
mo4ement and bri!htness of the
ob&ects he sees, a botanist
recordin! daily data on plant
!rowth after loo(in! and measurin!
each day, and a doctor watchin! a
patient/s reaction to medication.
5ow who amon! you can !i4e
another e8ample of !atherin! data
for the obser4ation method1
9ery !ood class+
5ow, do you ha4e any =uestions
about obser4ation method1
5ow, we proceed to the
e8perimentation method.
his method is usually conducted in
laboratories where specimens are
students response.
students will !i4e e8ample
5one ma/am.
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sub&ected to someaspects of control
to 2nd out cause and eect
relationships.
rom the 4ideo you are ri!ht to say
that from the 2rst part of the!atherin! data we can also say that
they also use the e8perimentation
method because li(e a scientist who
uses dierent scienti2c tools in the
laboratories can also do outside the
laboratory or anywhere with the
use of any materials that can help
researchers to analy;e the data
that they need to !athered.
5ow, who amon! you can also !i4e
some e8amples of !atherin! data
with the use of e8perimentation
method1
9ery !ood class+
5ow do you ha4e any =uestions
about e8perimentation method1
5e8t, we proceed to the method of
=uestionnaire.
'efore we !o to the de2nition of
this method, 3 wantyou todisco4er
the meanin! of this method 2rst by
loo(in! at these pictures.
students will !i4e
e8amples
5one ma/am.
students will obser4e the
!i4en pictures
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5ow, based from the pictures, what
can you say about the
=uestionnaire method1
hat/s ri!ht+
'ut if we/re !oin! to compare this
method to the inter4iew method,
then what can you say about the
dierences and similarity of these
methods1
And what is the similarity of these
two methods1
9ery !ood+
5ow, =uestionnaire method is
referred to as the indirect method
of !atherin! data because this
ma(es use of written =uestions to
be answered by the respondent.
Ma/am the data will be
!athered by lettin! the
respondents to supply
information in the !i4en
=uestionnaire.
Ma/am the only dierence
between the two methods
is the way they !athered
data because in inter4iew
method a researcher
!athered data directly from
the person they use as the
source of information, while
the =uestionnaire method
use some =uestions written
on the paper which not
directly !athered from the
source.
Ma/am the similarity is that
the information that we can
!athered with the use of
these methods is a primary
data which came directly
from the primary source.
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or e8ample is that the !o4ernment
wants to (now if people are
pleased with how the !o4ernment
is bein! run, so they hand out
=uestionnaires to the public as(in!if they are happy and, if not, how to
impro4e.
or this e8ample we can say that
the data to be !athered is about
the satisfaction of the community
from the !o4ernment ser4ices.
5ow, who amon! you can !i4e
another e8ample of !atherin! data
with the use of =uestionnaire
method1
9ery !ood class+
5ow do you ha4e any =uestions
about =uestionnaire method1
7(, for the last method.
e also ha4e the re!istration or
census method.
$i(e in =uestionnaire method, 3 will
also let you disco4er the meanin!
of this method by also loo(in! at
the !i4en pictures.
students will !i4e another
e8ample
5one ma/am.
students will obser4e the
!i4en pictures
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5ow based from the !i4en pictures,
what can you say about
re!istration or census method1
ow did you say so1
9ery !ood+
5ow this method re=uires the
enactment of law to ta(e eect
because it needs the participation
of a lar!e, if not the entire,
population.
or e8ample, Educational
"haracteristics,
5umber of $i4e 'irths by eena!e
Mother in the %hilippines within
B000-B0C0, 5umber of re!istered
deaths, and B0C0 ?esident
%opulation of Dnited States.
ho amon! you now can !i4e
another e8ample of !atherin! data
Ma/am the data that can be
!athered by this method is
not directly from the
source.
Ma/am because from theword census, 3 conclude
that the data !athered by
the researcher co4ers the
entire record of one
country, therefore it means
that the data needs can
only !athered with the use
of some records made by
the other sources from the
dierent ocials ofone
society.
students will !i4e e8ample
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with the use of re!istration or
census method1
9ery !ood class+
5ow, do you ha4e any =uestions
about re!istration or census
method1
So do you understand about the
dierent methods of !atherin!
data1
7(, 4ery !ood class+
C. Generalization
5ow, let/s ha4e some recap about
the terms that was discussed a
while a!o.
hat do we mean by data
collection1
hat are the classi2cations of
data1
hat is the dierence between
primary and secondary data1
5one ma/am.
es ma/am.
Ma/am data collection is theprocess of !atherin!
information from dierent
sources.
Ma/am primary and
secondary data.
Ma/am primary data
information !athered
directly from the source,
while secondary data
information !athered
indirectly from the source.
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And what are the dierent methods
of !atherin! data1
hat types of data can we collect
by usin! these methods1
9ery !ood+ 5ow do you ha4e any
=uestions about collection of data1
D. Evaluation
5ow, for your ne8t acti4ity, 3 want
you to collect data outside the
classroom.
or this acti4ity, you/re !oin! to
!ather information with the
application of our lesson from the
school sta it maybe from the
school 4endor, security !uard,
nurse, librarian, or house(eepin!.
3 will !i4e you ten minutes to
Ma/am inter4iew,
obser4ation,
e8perimentation,=uestionnaire, and
re!istration or census.
Ma/am we can collect
primary data by the use of
inter4iew, obser4ation,
e8perimentation, and
=uestionnaire methods, and
secondary data is the
information that we can
collect from the re!istration
or census method.
5one ma/am.
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!athered data and after ten
minutes you/re !oin! bac( inside
the classroom with at least three
respondents so you may use your
watches to time your acti4ity, and
you will do this acti4ity by partner,
so you may choose your own
partner to !athered data.
5ow, please fall in line with your
partner and before you start 3 will
2rst !i4e you an acti4ity sheet.
the teacher will distribute acti4ity
sheets
7(, in doin! your acti4ity please
maintain your discipline, no one
could ma(e unnecessary noise, is
that clear1
7(, you may now start.
the teacher will facilitate the
acti4ity
After ten minutes.
7(, class time/s up.
5ow pass your output, and please
!o bac( to your classroom and sit
on your proper place, then we will
tal( about your assi!ment.
E. Assignent !Revie" a#out
es ma/am.
students will start doin!
the acti4ity
students will pass their
output and they will !o
bac( to their classroom
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Angles$
5ow for your assi!nment 3 want
you to ma(e a sur4ey in your
community or in school to 2nd out
how far students tra4el to come to
school. Ma(e the best estimate
usin! (ilometers, as( at least F0
students.
ou will do this assi!nment by
!roup, so now count one to 24e for
you to ha4e a !roupmates.
ou may di4ide the number of
respondents so that each of the
members of the !roups will ha4e a
tas( for your assi!nment.
And put your assi!nment on a short
bond paper, then you will pass it as
a !roup.
3s that clear1
5ow before we end our class, do
you ha4e any =uestions or
clari2cation re!ardin! your
assi!nment1
7(, that/s all for today. han( you
and !ood day.
es ma/am.
5one ma/am.
)ood day ma/am and than(
you 4ery much.
%omment:
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%hec/ed 01: Mrs. Elsa %. #i;on
%oo2eratin3 Teacher