A DETAILED LESSON PLAN
IN MATHEMATICS
I. OBJECTIVES
At the end of the lesson, the students should be able to;
A. Identify the different types of line graphs
B. Construct a line graph using the given data
C. Read and Interpret data presented using the two types of line graph
II. SUBJECT MATTER: Organizing Data in Tabular Form (Line Graph)
Reference:
Skills: Computing and Problem Solving
III. PROCEDURE
A. Preliminary Activity
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Title; Prayer before Class
Dear God,
thank you for looking after our school.
Thank you that you love each and every one of us
here.
Help us to learn, play and share together.
It’s incredible that you are there every second of the
day,
everywhere,
all the time,
beside each of us.
Amen.
2. Greetings
Good morning class
3. Checking of attendance The students response must be the following:
Group 1 Leader is there any absent in your group? 1. STATISTICS
2. PIE GRAPH
3. LINE GRAPH
Very good group 1 4. DOUBLE BAR GRAPH
5. PROBABILITY
In group 2 leader?
Very good group 2 No Ma’am
And in group 3?
Very good class!
All of you give yourself a 5 claps
b. Motivation
Okay class, let have first a short activity before our
lesson.
Let the students play with JUMBLED WORDS.
Yes Ma'am
The students are group into 4, the group who
correctly arranged the jumbled words, First will get 1
point.
The jumbled words will be handed over to students.
The students will post their answer on the board.
The winner of the game will receive a token. Yes Ma’am.
JUMBLED WORDS
1. TSATISTICS
2. EIP GARHP Yes, Ma’am.
3. NELI PGAHR
4. DUOLBE RAB PHGRA
5. BILITYPROBA
Line graph
Do you know that those words will help you with our
lesson today?
Those words that you see on the board will enlighten
you in our lesson for today. Some words will help you
and some will guide you through the process.
B. Presentation
So be with me this morning class, as I discuss to you
the Statistics and Probability
Everybody Ready?
Pie Graph Ma'am
a. Statement of the aim
Class listen carefully because after my discussion you
will be asked to
Solved routine and non routine problem solving
graphs and you will performed experimental
probability
Am I understood Class?
C.Discussion
Class, are you familiar with this pictures?
Double Bar Graph Ma’am
What is the name
of this picture
class?
Very Good class!
Line graphs show you how numbers have changed
over time. They are used when you have data that are
connected, and to show trends, for example, average
night-time temperature in each month of the year.
While in this picture class what is this?
Good job!
Pie graph to show you
how a whole is divided
into different parts. You
might, for example, want
to show how a budget
had been spent on different items in a particular year.
This class what is
this? Yes Ma’am
Very Good class!
A double-bar graph
compares two items,
such as the number of
boys and the number of girls in each grade at your
school. The bars may be drawn either vertically or
horizontally. Labels on the vertical and horizontal Okay Ma’am.
axes tell you what the bars represent. A key tells you
what items are being compared.
So class I will show you on how to solve a Routine
and Non Routine problems using a Pie Graph
Are you ready to learn class?
Before that I will discuss first that the routine problem
solving concerns solving problems that are useful for
daily living (in the present or in the future), non-
routine problem solving concerns that only indirectly.
Example of Routine Problem
*Money allocated to facemask
Class we have steps on how to solve this problem in
our
30,000.00
30% facemask
st
1 Step
25% face shield
UNDERSTAND
20% alcohol
What is asked?
15% gloves
10% PPE
What are given facts?
Good job class! So lets go on to our
2nd Step
PLAN
What strategy should we use to solve the problem?
*To solved the problem, get the percentage.
What us the formula on how to find the percentage?
P= R × B
What is the number sentence?
P = 0.30 x P 30,000 = N
3rd Step Class
SOLVE
P= R × B
= 0.30 x P 30,000
P= P9000.00
Therefore the allocated amount for facemask is
P9000.00
4th Step
This is the one way if your answer is check
Yes Ma'am
Go back to your computation check if all given values
are properly substituted to the formula. Also check
the flow of the computation.
Class did you easily follow our steps and discussions?
Okay! Very good! So lets go on to the
Non Routine Problem
Analyze the Problem
Chocolate - 40%
The total angle measure of a circle is 360⁰
= 0.4 × 360⁰
= 144⁰
Therefore the angle measure of the part for chocolate
as shown in the pie graph is 144 degrees.
Is it clear now class?
Yes Ma'am
Good job class!
There are two approaches to study probability:
Experimental Probability
Theoretical Probability
Class do you know what is Experimental probability?
No Ma'am
It is a probability that is determined on the basis of a
series of experiments. A random experiment is done
and is repeated many times to determine their
likelihood and each repetition is known as a trial. The
experiment is conducted to find the chance of an
event to occur or not to occur.
While the Theoretical Probability class it is used to
find the probability of an event. Theoretical
probability does not require any experiments to
conduct. Instead of that, we should know about the
situation to find the probability of an event occurring.
Mathematically, the theoretical probability is
described as the number of favorable outcomes
divided by the number of possible outcomes.
I will give you some example of Experimental
Probability
Example 1: The following table shows the recording of
the outcomes on throwing a 6-sided die 100 times.
Outcome Frequency
1 14
2 18
3 24
4 17
5 13
6 14
Example 2: The following set of data shows the
number of messages that Mike received recently from
6 of his friends. 4, 3, 2, 1, 6, 8. Based on this, find the
probability that Mike will receive less than 2 messages
next time.
Solution:
Mike has received less than 2 messages from 2 of his
friends out of 6.
Therefore, P(<2) = 2/6 = 1/3
I will also show you the example of Theoretical
Probability
Two number cubes are thrown. What is the
theoretical probability of rolling a number greater
than 8?
First, let’s think about the different combinations that
you can possibly roll on the number cubes. If you roll
a 1 and a 2 for instance, you get a sum of 3. Look at the
table below to show all of the combinations.
The total
number of
outcomes is
36.
Next, the favorable outcomes are shaded in yellow in
the table above.
# favorable outcomes =10
Then, find the ratio of favorable outcomes to total
outcomes.
P(event)P(>8)==# of favorable outcomes: total # of
outcomes10:36
Then, simplify the ratio.
P(>8)P(>8)==10:365:18
The answer is 5:18.
The theoretical probability of rolling a sum greater
than 8 when rolling two number cubes is 5:18.
Calculate each example of theoretical probability.
Do you have any questions or clarification?
Very good class I hope that you can follow our lesson
Okay, Let’s proceed to your activity!
D. Application
Students are grouped into three.
Each group will be given problem set.
Each student should participate in this activity.
Teacher will assign a leader. Leader will assign her
member. Someone will solve the given problem
interpret and explain the results in front of the class.
ACTIVITY None Ma'am
Direction: I will show some pictures of a routine and
non routine problem all you need to do is to solve this
problem.
Are you ready?
Yes Ma’am.
Okay very good class!
Group 1
V. Evaluation
Bring you pencil and paper I will give you some The sector for sea lilies and feather stars is the smallest, s
problem that you will need to solve and calculate good group includes the fewest number of species.
luck class!
1. What is the probability of tossing a number
cube and having it come up a two or a three?
Group 2
Red: 8
Blue: 24
Green: 24
Yellow: 8
Group 3
90kg of tomatoes
2. What is the probability of tossing a number
cube and having it come up even?
First, find the total number of outcomes
Outcomes: 1, 2, 3, 4, 5, and 6
Total outcomes: 6
Next, find the number of favorable outcomes.
Favorable outcomes:
Getting a 2 or a 3=2 favorable outcomes
Then, find the ratio of favorable outcomes to total outcom
P(event)P(2 or 3)P(2 or 3)===# of favorable outcomes: to
of outcomes2:61:3
The answer is 1:3.
The theoretical probability of rolling a 2 or a 3 on a numb
cube is 1:3.
First, find the total number of outcomes
Outcomes: 1, 2, 3, 4, 5, and 6
3. You asked your 3 friends Shakshi, Shreya
and Ravi to toss a fair coin 15 times each in
Total outcomes: 6
a row and the outcome of this experiment is
given as below:
Next, find the number of favorable outcomes.
Coin No.
No. of.
Tossed of.
Heads
By: Tails Favorable outcomes:
Shakshi 6 9
Getting an even number==2,4,63 favorable outcomes
Shreya 7 8
Ravi 8 7
Then, find the ratio of favorable outcomes to total outcom
Calculate the probability of occurrence of heads and
tails.
P(event)P(event #)P(event #)===# of favorable outcomes
total # of outcomes3:61:2
The answer is 1:2.
The theoretical probability of rolling an even number on a
number cube is 1:2.
Solution: The experimental probability for the occurrenc
heads and tails in this experiment can be calculated as:
Experimental Probability of Occurrence of heads = Num
of times head occurs/Number of times coin is tossed.
Okay good job class you all get the right answer!
Experimental Probability of Occurrence of tails = Numbe
times tails occurs/Number of times coin is tossed.
Experime Experime
No. No. ntal ntal
Coin
of. of. Probabilit Probabilit
Tosse
VI. Assignment Hea Tail y for the y for the
d By:
ds s occurrenc occurrenc
e of Head e of Tail
Cite at least 5 examples of each routine and non
Shaks
routine problem wrote your answer to the sheet of 6 9 6/15 = 0.4 9/15 = 0.6
hi
paper and pass it tomorrow
Shrey 7/15 = 8/15 =
7 8
a 0.47 0.53
8/15 = 7/15 =
Ravi 8 7
0.53 0.47
We observe that if the number of tosses of the coin
increases then the probability of occurrence of heads o
also approaches to 0.5.
PREPARED BY:
Prince Aira Bell Jamon
Missy Ubaldo
Rojie Ortiguerro
