8
Lesson Exemplar Quarter
1
Lesson
for Mathematics 1
Lesson Exemplar for Mathematics Grade 8
Quarter 1: Lesson 1 (Week 1)
SY 2025-2026
This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction,
distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and
disciplinary measures.
Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain
permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over
them.
Development Team
Writer:
Argiel L. Agapay (Liliw National High School)
Validators:
Roldan S. Cardona (Philippine Normal University – North Luzon)
PNU – RITQ Development Team
Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre
Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [Link]@[Link].
MATHEMATICS / QUARTER 1 / GRADE 8
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
The learners should have knowledge and understanding of measures of central tendency of ungrouped data.
Standards
B. Performance By the end of the quarter, the learners are able to determine measures of central tendency of ungrouped data and
Standards use the measures to draw conclusions.
C. Learning Learning Competencies
Competencies
1. The learners determine measures of the central tendency of ungrouped data.
and Objectives
2. The learners draw conclusions from statistical data using the measures of central tendency.
Learning Objectives
By the end of the lesson, the learners are expected to:
1. define measures of the central tendency of ungrouped data;
2. compute the mean, median and mode of ungrouped data; and
3. generate insights from statistical data using measures of central tendency.
D. Content Measures of Central Tendency of Ungrouped Data
E. Integration None
II. LEARNING RESOURCES
Admin. (2022, September 13). How to calculate measures of central tendency and dispersion - Formulas, examples. BYJUS.
1
[Link]
Libretexts. (2023, December 12). 8.1: Measures of Central Tendency and Dispersion (Ungrouped data). Mathematics LibreTexts.
[Link]
8.01%3A_Measures_of_the_Central_Tendency_and_Dispersion_(Ungrouped_Data)
MindaNews. (2023, April 30). Davao City posts highest heat index in Mindanao on April 29 and 30. MindaNews.
[Link]
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating DAY 1 This activity is intended to recall
Prior the type of data (i.e.
1. Short Review
Knowledge quantitative and qualitative
Activity 1: Do You Remember? data). At the end of the activity,
you may ask the learners the
Let the learners identify whether the following data is quantitative or difference between qualitative
qualitative. and quantitative data.
1. general average
2. civil status Answer Key:
3. annual income 1. quantitative
4. years in school 2. qualitative
5. educational attainment 3. quantitative
6. skin color 4. quantitative
7. age 5. qualitative
8. number of children 6. qualitative
2
9. weight 7. quantitative
[Link] class 8. quantitative
9. quantitative
[Link]
2. Feedback (Optional)
B. Establishing 1. Lesson Purpose
Lesson
Activity 2: Meet Me in the Middle Activity 2 is intended to give the
Purpose
learners an idea on the process
Analyze the two number lines below and answer the questions that follow.
of finding the mean. You may
also add other questions if
necessary.
Answer Key:
1. 5
2. 5.5
3. By finding what is half-way
Guide Questions: between the indicated
1. What is the middle value of the indicated numbers in the number line numbers.
on the left?
2. What is the middle value of the indicated numbers in the number line
on the right?
3. How were you able to find the answer for each given number line?
2. Unlocking Content Vocabulary
3
Measures of Central Tendency are a single value that attempts to
describe a set of data by identifying the central position within that set
of data. As such, measures of central tendency are sometimes called
measures of central location.
Mean is the sum of the data values divided by the number of values.
This is also referred to as the arithmetic mean. The mean is the balance
point of a distribution.
Median is the number that falls in the middle position once the data
has been organized from smallest to largest or largest to smallest.
Mode is the value that appears most frequently in the set of data.
C. Developing DAYS 2-3
and Deepening
1. Explicitation
Understanding
a. In finding the mean of ungrouped data, we find the sum of values (x)
divided by the number of values in the data set represented by N. We
use the formula:
❑
∑
❑
❑x
x=
N
where : x=mean
❑
∑
❑
❑ x=∑ of values
N=number of values
Note: The symbol Σ (sigma) is a Greek letter used to indicate summation.
b. In finding the median of ungrouped data, we arranged the values of the
4
data set in either increasing or decreasing order and find the middle
score. If there are two middle values, we add those and divide it by 2 or
x1 + x 2
where x 1∧x 2 are the two middle values.
2
c. In finding the mode, select the value that appears most often in the data
set. If two or more values appear the same number of times, then each
of the values is a mode. However, if all scores appear the same number
of times, then the set of data has no mode.
2. Worked Example
Example 1: The shoe sizes of the members of the basketball team Liliw
Lakers are 7, 9, 11, 8, 8, 8, 7, 8, 9, 10, 8. Compute for the measures of
central tendencies.
Solution:
7+9+11+8+8+ 8+7+8+ 9+10+8 In the solution for each
a. mean x= example, emphasize to the
11
learners the following:
93
¿ =8.4545 … or approximately 8.45 N for the mean is the
11 number of values in the
Hence, the average shoe size of the members of the basketball team data set
is 8.45. For the median, the learner
may opt to arrange the data
in decreasing order and
b. median they will still get the same
solution.
By rearranging the values in increasing order: For the mode, if there are
two, the data set is bimodal.
7, 7, 8, 8, 8, 8, 8, 9, 9, 10, 11
If there are more than two,
since the middle value is the median, then the median is 8. it is multimodal. However, if
5
all of the values occur the
same number of times, then
c. mode
the data set has no mode.
Since 8 is the most repeated value in the data set, then the mode is
8 i.e. the most occurring shoe size of the player is 8.
You may add more examples if
needed.
Example 2: Teacher Abigail recorded the number of spelling errors made by
her 8 students during the test, 6, 5, 4, 6, 2, 0, 5, 1. Compute for the
measures of central tendencies.
Solution:
6+5+ 4+6 +2+0+5+1 93
a. mean x= = =3.63
8 11
Hence, the average number of spelling errors is 3.63.
b. median
Let’s try rearranging the values in decreasing order:
6, 6, 5, 4, 5, 0, 1, 2
since there are two middle values, we add them and divide it by two
4+ 5
=4.5 , then the median is 4.5.
2
c. mode
Since 5 and 6 occur the same number of times in the data set, then
the mode is both 5 and 6. The data set is bimodal. Most students
commit 5 or 6 spelling errors.
Example 3: Six members of the class list the number of brothers and sisters
they have. These six numbers, in ascending order are 2, 0, 0, 4, 2, and 4.
6
Compute for the measures of central tendencies.
Solution:
2+0+0+ 4+ 2+ 4 12
a. mean x= = =2
6 6
Hence, the average number of brothers and sisters is 2.
b. median
By rearranging the values in increasing order:
0, 0, 2, 2, 4, 4
since there are two middle values, we add them and divide it by two
2+ 2
=2 , then the median is 2.
2
c. mode
Since all values occur the same number of times, then the data set
has no mode.
Example 4: The weights in kilograms of the runners in the annual district
level marathon are the following:
90.7, 89.5, 93.4, 92.1, 82.6, 92.5, 94.4, 89.5, 86.7, 90.4, 94.4, 97.1, 89.5
Find the mean, median and mode.
Solution:
7
a. mean
90.7+ 89.5+93.4+ 92.1+82.6+92.5+ 94.4+ 89.5+86.7+ 90.4+97.1+ 89.5
x=
13
11 8 2 .8
¿ =90.98
13
Hence, the average weight of runners is 90.98 kg.
b. median
By rearranging the values in increasing order:
82.6, 86.7, 89.5, 89.5, 89.5, 90.4, 90.7, 92.1, 92.5, 93.4, 94.4, 94.4,
97.1
since the middle value is the median, the median is 90.7.
c. mode
Since 89.5 is the most repeated value in the data set, then the mode
is 89.5 i.e. the most occurring weight of the runners is 94.4 kg. Provide enough time for the
learners to accomplish this
activity.
3. Lesson Activity You may adjust the indicated
time in the worksheet for this
Activity 3: Try This!
activity if necessary.
Instruction: Let the learners find the measures of central tendencies.
1. The number of incorrect answers on a true-or-false test of your 15
classmates were recorded by your teachers as follows:
Answer Key:
2, 1, 3, 0, 1, 3, 6, 0, 3, 3, 5, 2, 1, 4 and 2.
8
Find the 1. a. 2.4; b. 2; c. 3
a. mean 2. a. 5.91; b. 5; c. 4, 7
b. median 3. a. 3.2; b. 3.1; c. none
c. mode 4. a. 64; b. 62; c. none
5. 2, 2, 3, 5, 8
2. The number of building permits issued by your municipality last month
were 4, 7, 0, 11, 4, 1, 15, 3, 5, 8, and 7.
Find the
a. mean
b. median
c. mode
3. An experiment was conducted for a random sample of 9 subjects. A
stimulant was applied to each subject and the recorded reaction time
are 2.5, 3.6, 3.1, 4.3, 2.9, 2.3, 2.6, 4.1 and 3.4 seconds.
Find the
a. mean
b. median
c. mode
4. The scores of 9 students in a 100-item test are 67, 70, 49, 95, 40, 97,
62, 54, and 42.
Find the
9
a. mean
b. median
c. mode
5. A set of data consists of five numbers. The mode is 2. The median is 3.
The mean is 4. The difference between the largest and smallest number
is 6. What are the five numbers?
D. Making DAY 4 The activity is intended to
Generalization determine what the learners
1. Learners’ Takeaways and Reflection on Learning
s have learned as well as to give
Activity 4: Closing the Loop!
feedback to their experiences
Instruction: Let the learners answer the following questions.
during the lesson. Allot enough
1. What are the key concepts of our lesson? time to listen and process the
responses of your learners.
2. Which part of the lesson is the easiest for you? Why?
3. Which part of the lesson is the hardest for you? Why?
You may also add questions if
4. How are we as a class today? needed.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating 1. Formative Assessment
Learning
Activity 5: Let’s Solve It! Answer Key:
Instruction: Let the learners analyze and answer the question that follows. 1. mean = 39.5 ℃
median = 41 ℃
10
According to PAG-ASA, last April 30, 2023, the heat index recorded in mode = 41 ℃
their 14 monitoring stations are the following:
2. The mean implies that the
Station Heat Index (Celsius) average heat index in the
14 stations of PAG-ASA is
Aparri, Cagayan 41
39.5 ℃ while median heat
Baguio, Benguet 28 index is 41 ℃ . Also, the
mode shows that majority of
Baler, Aurora 42 the 14 stations of PAG-ASA
Basco, Batanes 34 recorded the 41 ℃ heat
index.
Borongan, Eastern Samar 38
Butuan City, Agusan Del Norte 41
Calapan, Orriental Mindoro 40
Catarman, Northern Samar 44
Clark Airport, Pampanga 43
Coron, Palawan 36
Cubi Pt., Subic Bay Olongapo City 41
Daet, Camarines Norte 40
Dagupan City, Pangasinan 44
Davao City, Davao Del Sur 41
Source: [Link]
29-and-30/#[Link]=0
Questions:
1. Based on the table, what is the mean, median and mode heat index?
2. What does each measure of central tendency imply?
11
2. Homework (Optional)
B. Teacher’s Note observations on any The teacher may take note of
Effective Practices Problems Encountered
Remarks of the following areas:
some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used materials used, learner
engagement, and other related
stuff.
learner engagement/
interaction
Teachers may also suggest
others ways to improve the different
activities explored/lesson
exemplar.
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection
principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for the
LAC/Collab sessions.
students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
12
ways forward
What could I have done differently?
What can I explore in the next lesson?
13
