7

Learners Material
Module 5
This instructional material was collaboratively
developed and reviewed by educators from public and
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teachers and other education stakeholders to email their
feedback, comments, and recommendations to the
Department of Education at action@deped.gov.ph.
We value your feedback and recommendations.

Department of Education
Republic of the Philippines

Mathematics Grade 7
Learners Material
First Edition, 2013
ISBN: 978-971-9990-60-4
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
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Every effort has been exerted to locate and seek permission to use these materials from
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ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.
Assistant Secretary: Elena R. Ruiz, Ph.D.
Development Team of the Learners Material
Consultant: Ian June L. Garces, Ph.D.
Authors: Elizabeth R. Aseron, Angelo D. Armas, Allan M. Canonigo,
Ms. Jasmin T. Dullete, Flordeliza F. Francisco, Ph.D., Ian June L. Garces,
Ph.D., Eugenia V. Guerra, Phoebe V. Guerra, Almira D. Lacsina, Rhett
Anthony C. Latonio, Lambert G. Quesada, Ma. Christy R. Reyes, Rechilda P.
Villame, Debbie Marie B. Verzosa, Ph.D., and Catherine P. Vistro-Yu, Ph.D.
Editor: Catherine P. Vistro-Yu, Ph.D.
Reviewers: Melvin M. Callanta, Sonia Javier, and Corazon Lomibao

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Table of Contents
Statistics
Lesson 37:
Lesson 38:
Lesson 39:
Lesson 40:
Lesson 41:

Introduction to Statistics .
Organizing and Presenting Data ...
Organizing and Presenting Data Using Frequency
Table and Histogram ...
Averages: Mean, Median, and Mode
Analyzing, Interpreting, and Drawing Conclusions
from Graphics and Tabular Presentations ...

233
235
241
245
248

Lesson 37: Introduction to Statistics

Prerequisite Concepts: Measurement concepts, length measurements, measurement units
About the Lesson:
This is an introductory lesson to basic concepts, uses, and importance of Statistics.
The first lesson allows you to experience systematic gathering and organizing data. This
makes use of your knowledge of arranging numbers according to some considerations, like
arranging numbers in descending or ascending order.
Objective:
In this lesson, you are expected to:
1. Collect or gather statistical data and organize the data in a frequency table according
to some systematic consideration;
2. Explain the basic concepts, uses and importance of Statistics; and
3. Pose questions and problems that may be answered using Statistics.
Lesson Proper:
I. Activity
Measuring the arm span: Stretch out both
arms and measure the length from the tip of
a middle finger to the tip of the other middle
finger.

http://www.gnbco.com/bow_length.php

Do you think students in this class have different arm spans? How many in this class have
the same arm spans? What is the most common measure of arm spans? To answer these
questions, you will to do the following:
Instructions:
1. Using a tape measure or a meter stick, measure your individual arm span. Use the
centimeter (cm) unit of length. Round off measures to the nearest cm.
2. On the board, write your measures individually.

Questions:
1. What do these numbers represent?

2. Can we get clear and precise information immediately as we look at these numbers?
3. How can we make these numbers meaningful for anyone who does not know about
the description of these numbers?
II. Activity
Based on the previous activity, after listing all your measures on the board, group yourselves
in to groups of 5 to 8 members. Sort out the raw data and present it in a way you think would
be a good presentation. After 10 to 15 minutes, present your output.
III. Questions/Points to Ponder
1. In our daily activities, we encounter 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.
a. What are some of the few activities that you did in the previous activity?
b. What is Statistics?
2. Give some examples of activities which you think Statistics is involved.
3. List down some problems or questions that can be answered using Statistics.
IV. Exercises
Make a survey in your community or in school to find out how far students travel to
come to school. Make the best estimate using kilometers. Ask at least 40 students and
present your data using different methods.
V. Summary
In this lesson, you discussed different ways of presenting data in an organized
manner. You were also introduced to a new area of mathematics called Statistics. You
discussed the different activities involved in learning Statistics.

Lesson 38: Organizing and Presenting Data

Prerequisite Concepts: Ratio and proportion, measurement concepts
About the Lesson:
This lesson allows you to explore different ways of organizing and presenting data
such as using tables, graphs or charts. Presenting data using graphs or charts such as
frequency histogram, bar graphs, line graphs and pie charts or circle graphs will be studied.
This will help you realize when to use such kind of graph and what information each of these
types can provide.
Objective:
In this lesson, you are expected to:
1. Organize data in a frequency table
2. Use appropriate graphs to represent data.
Lesson Proper:
I. Activity
Consider the following charts and graphs and answer the questions that follow:
800

Population of Students in 2011

700
600
500
400

2010

300

2011

200
100

Grade 10; 24%

Grade 7; 47%

2012
Grade 9; 12%

Grade 8; 18%

90
80
70
60
50
40
30
20
10
0

English
Mathematics

1. What information can we get from each of the above charts or graphs? Discuss each
chart or graph.
2. Do they present the same information?
2. Describe each of the charts/graphs. What do you think are some uses of each of the
charts or graphs?
II. Discussion
A histogram is a graphical representation showing a visual impression of the
distribution of data. A histogram consists of tabular frequencies, shown as
adjacent rectangles, erected over intervals. The height of a rectangle is also equal to the
frequency.

http://www.mathsisfun.com/data/histograms.html

A pie chart is a circle divided into sectors proportional to the frequencies. It shows
how a part of something relates to the whole. It is important to define what the whole
represents.

http://hwachongilp.wikispaces.com/6.+How+to+interpret+pie+charts+

A bar graph is like a histogram except that its bars are separated. This uses parallel
bars, either horizontal or vertical, to represent counts for several categories. One bar is
used for each category with the length of the bar representing the count for that one
category.

http://www.k12.hi.us/~gkolbeck/website/grade2.html

A line graph shows trends in data clearly. This displays data which are collected
over a period of time to show how the data change at regular intervals.

10

http://hwachongilp.wikispaces.com/7.+How+to+interpret+line+graphs

III. Activity
1. Organize the following data and present using appropriate graph or chart. Explain why
you are using such graph/chart in presenting your data.

a. The data below shows the population [in thousands] of a certain city.
Year
Population
in thousand

197
5

198
0

198
5

199
0

199
5

200
0

200
5

201
0

65

78

80

81

82

86

90

120

b. The following data indicates the scores of 30 students who took the qualifying
examination for mathematics challenge.
35, 60, 45, 56, 54, 20, 65, 80, 70, 34, 32
90, 95, 70, 24, 11, 70, 65, 70, 45, 32, 70
45, 55, 76, 77, 16, 92, 88, 86, 78, 54, 19
2. What is your story?
Work individually. After 10 minutes, share your answer to the person
next to you.

11

The bar chart below does not have a title and other important information is
missing:

Use your imagination and knowledge of charts to help make sense of the
above chart. Think of a suitable title that explains what the bar chart is all about.
Provide all the needed information and labels to complete the graph.
IV. Questions to Ponder
1. What are some of the different ways of presenting data?
2. Describe the information that can be obtained from a data presented using
Bar Graph, Pie Chart, Line Graph, and Histogram
V. Exercises
1. Organize and present the following data using an appropriate chart or graph:
a. An informal survey of 130 youth voters shows their top pick for senator:
Loren Legarda 68
Chiz Escudero 31
Bam Aquino 13
Risa Baraquel 10
Sonny Angara 8
b. Mr. Palanca recorded his weight every end of the month in the year 2012.
January 31 175 lbs
July 31 163 lbs
February 29 176 lbs
August 31 165 lbs
March 31 169 lbs
September 30 161 lbs
April 30 169 lbs
October 31 158 lbs
May 31 170 lbs
November 30 155 lbs
June 30 165 lbs
December 31 153 lbs

12

c. Mrs. Bernardo tallied the Second Quarter Math grades of all 200 Grade 7
students in Laras school as follows:
96 100
23 students
90 95
45 students
86 89
55 students
81 85
30 students
78 80
26 students
75 77
10 students
70 75
11 students
2. Go to your school EMIS (Educational Management Information System) office and
ask permission from the personnel at the principals office to guide you where the
graphs/charts of the Performance Indicators of the school for the past 2 school
years.
a. What are the performance indicators that you see?
b. What information can be obtained from the charts or graphs?
c. What is the significance of those charts or graphs?
d. Why is it important to put the data in graphs or in charts?
VI. Summary
In this lesson, you learned about the different ways of organizing and presenting
data. These are histograms, pie charts, bar graphs and line graphs. You also learned
which type of chart or graph suits a particular type of data to present.

13

Lesson 39: Organizing and Presenting Data Using Frequency Table and
Histogram
Prerequisite Concepts: Sorting and Presenting Data
About the Lesson:
This lesson focuses on the use of frequency tables and histograms as a way of
organizing and presenting data.
Objective:
In this lesson, you are expected to:
1. Sort and organize data using frequency table
2. Present data using a histogram.
Lesson Proper:
I. Activity
The following is a list of shoe sizes of 35 boys.
7
5
4
4
6
5
8
5
5
4
3
5
5
3
6
3
2
8
6
6
7
4
7
4
4
4
2
5
5
6

4
6
5
5
4

a. What information can you get from the above list?

b. What does the list tell us?
c. The list above does not tell us anything. So what do we do with the list?
II. Discussion
1. The Frequency Table
We construct a table with three columns as shown. The shoe sizes may be grouped as
follows: 1 - 3, 3 - 5, 5 - 7, and 7 - 9. Then we refer to our list and go down each column
and make a mark for each figure or number in the tally table. For boundary sizes, we can
use the rule that we include the lower bound in the interval but not the upper bound. The
first count is 2 (for sizes 1 and 2), so we put two strokes. The next count is 12 (for sizes
3 and 4), so we put 12 strokes, and so on.
Shoe Size
1-3
3-5
5-7
7-9

Tally
||
|||| |||| ||
|||| |||| |||| |
||||
Total:

Frequency
2
12
16
5
35

After tallying, we count the tally marks in each row and put the number in the last
column. This is now called the frequency table.

14

2. The Frequency Histogram

From the frequency table, we are going to construct a histogram. A histogram is "a
representation of a frequency distribution by means of rectangles whose widths
represent class intervals and whose areas are proportional to the corresponding
frequencies."

Histogram of Boys' Shoe Sizes

20
15
Frequency Count 10
5
0

1-3

3-5

5-7

7-9

Shoe Sizes

a. What does the height of each of the rectangles tell us?

The height of each rectangle corresponds to the frequency of the shoe sizes
within an interval.
b. What is the total area of all the rectangles?
The total area of the rectangles is equal to 35
c. What does the total area tell us?
The total area of the rectangles is the total frequency.

III. Activity
Given the set of data, construct a frequency table and a frequency histogram using
intervals of width 5.
34
45
37
29
20
36
20
20
34
45
40
40
34
45
40
30
30
20
29
36
The lowest data value is 20 so we can use 6 intervals of width 5: 20 25,
30 35, 35 40, 40 45, and 45 50.
Interval
Frequency
20 25
4
25 30
2
30 35
5
35 40
3
40 45
3
45 50
3
Total
20

15

25 30,

And here is the corresponding frequency histogram made by Excel:

6
5
4
3
Frequency 2
1
0

Intervals

Can you come up with a different set of intervals and frequency count? Suppose you
used 4 or 5 intervals only? How will the histogram differ?
IV. Questions/Points to Ponder
The frequency of a particular data value is the number of times the data value occurs.
What is a frequency table?
A frequency table is a table that lists numerical data that have been grouped in intervals
and the frequency of occurrence of the data.
How do you construct a frequency table?
A frequency table is constructed by arranging collected data values in ascending order of
magnitude with their corresponding frequencies. The data values are then grouped in
intervals (e.g. 0 - 5, 5 - 10). Following a rule for boundary values, frequency counts are
noted for each interval.
We use the following steps to construct a frequency table:
Step 1: Construct a table with three columns. In the first column, write down all of the data
values grouped in intervals.
Step 2: To complete the second column, go through the list of data values and place one
tally mark at the appropriate place in the second column for every data value in the interval
following a specified rule for counting boundary values. When the fifth tally is reached for a
mark, draw a horizontal line through the first four tally marks as shown for 6 in the above
frequency table. We continue this process until all data values in the list are tallied.
Step 3: Count the number of tally marks for each interval and write the count in the third
column.

16

What is a frequency histogram?

A histogram is a vertical bar graph of a frequency distribution of data values grouped into
intervals.
How do you construct a frequency histogram?
Step 1: Place the data intervals along the horizontal axis.
Step 2: Mark the frequency numbers on the vertical axis.
Step 3: Draw rectangles for each interval. The height of the rectangle is the frequency count
for that interval.
V. Exercises
The following are test scores of Section 1. Construct a suitable frequency table and a
frequency histogram. Use intervals of width 6.
14
26
10
20

15
30
30
30

30
10
34
10

19
15
40
22

10
15
20
36

18
28
43
36

VI. Summary
You learned how to construct frequency tables and a frequency histogram. A
frequency table is a table that lists items and uses tally marks to record and show the
number of times data values occur. A histogram is a vertical bar graph of a frequency
distribution of data values grouped into intervals.

17

Lesson 40: Averages: Mean, Median, and Mode

Prerequisite Concepts: Sorting and Presenting Data
About the Lesson:
This is a lesson on computing for the values of Mean, Median, and Mode given a set
of data. You will also describe data using the mean, median, and mode. Problem solving
involving Mean, Median, and Mode is also included in this lesson.
Objective:
In this lesson, you are expected to:
1. Find the mean, median, and mode of a statistical data.
2. Solve problems involving mean, median, and mode.
3. Describe the data using information from the mean, median, and mode.
Lesson Proper:
I. Activity
The set of data shows a score of 35 students in their periodical test.

34
21
19
21
19

35
20
17
20
17

40
19
18
18
29

40
34
15
17
45

48
45
16
10
50

21
21
20
45
48

9
20
28
48
25

1. What score is typical to the group of students? Why?

2. What score frequently appears?
3. What score appears to be in the middle? How many students fall below this
score?
II. Discussion
1. The mean is commonly referred to as the average of all values. To compute for the
mean, add all the scores and divide the sum by the number of scores. It is the
easiest average to compute.
2. The most frequent score/s in the given set of data is called the mode. It is also an
average score. A data set may have two modes (and hence the data set is called
bimodal).
3. The median is also an average score. It is the middle score in the list after the
scores are arranged in decreasing or increasing order. How do you get the median
for an even number of scores in a set of data? What about for an odd number of
scores?
III. Activity

18

1. The following sets of data show the height [in centimeters] of two groups of boys
playing basketball.
Group A:
Group B:

135, 136, 140, 150, 134, 129, 126, 130

167, 136, 119, 136, 160, 178, 126, 140

a. Compute for the mean.

b. What information can you get from these two values?

2. The following sets of data show the weekly income [in peso] of ten selected
households living in two different barangays in the town of Kananga.
Brgy. Kawayan:
Brgy. Montealegre:

150, 1500, 1700, 1800, 3000, 2100, 1700, 1500, 1750,

1200
1000, 1200, 1200, 1150, 1800, 1800, 1800, 2000,
1470, 8000

a. Compute for the mean and the median for each Barangay.
b. What information can we get from these values?
c. Why do you think the median is more appropriate than the mean?
IV. Questions/Points to Ponder
The mean is the score obtained if all the scores are evened out. For example, 5
boys have the following ages: 14, 12, 12, 15, and 12. If the ages are evened out (2
from 15 distributed to each of the 12 and 1 from 14 added to the other 12) then all 5
ages become 13. Thus, the mean age is 13. The mean is affected by extreme
values.
The median is the middle score in the ordered list of the values. For example, in the
case of the ages of the five boys, the ages may be arranged as: 15, 14, 12, 12, and
12. Hence, the median is 12, lower than the mean. The median is not affected by
extreme values because its position in an ordered list stays the same.
The mode is the most common value. In the example, the mode is the age with the
highest frequency count among the 5 boys and that is 12. The mode is useful if the
interest is to know the most common value. For example, a company has give-away
items for teens. To determine if the items are age-appropriate, the company might
simply ask for the most common age in the group.

19

V. Exercises
1. Below are the mathematics grades of 30 Grade 7 students in the last quarter:
78
87
84
96
83

98
75
84
95
82

76
72
85
96
85

89
91
88
96
92

89
90
87
76
91

83
79
95
80
90

Compute for the mean, median and mode.

2. Mario took four examinations in a science class. His scores are 48, 65, 78, and 79.
Which measure is more appropriate to use in order to determine how well Mario is
performing in science?
3. The National Housing Authority publishes data on resale prices of houses in Metro
Manila. Which of mean, median and mode is more appropriate to use? Explain your
answer.
4. Solve the following problems:
a. The median for 10, 9, y, 12, and 6 is y. Find possible values of y, given that
the values are whole numbers.
b. The mean of fifteen numbers is 30 and the mean of ten numbers is 25. What
is the mean of all the twenty-five numbers?
c. Given the set of numbers N = {7, 9, 10, 14, 8, 16, 13}. When a number x is
added to the set, the new mean is 12. Calculate the value of x.
VI. Summary
In this lesson, you learned about the three different averages of a set of numerical
data: Mean, Median and Mode. The mean is the most commonly known average and is
obtained by adding all the values and dividing the sum by the number of values. The median
is the middle value in the ordered list of all values. The median is not affected by extreme
values, unlike the mean. If there is an odd number of data values, the median is the middle
value in the ordered list. If there is an even number of data values, the median is the mean
of the two middle values in the ordered list. The mode is the value with the highest
frequency count. It is useful in certain situations that simply ask for the most common value.

20

Lesson 41: Analyzing, Interpreting, and Drawing Conclusions from Graphics

and Tabular Presentations
Prerequisite Concepts: Organizing data using charts, tables and graphs; Mean, Median
and Mode
About the Lesson:
This lesson serves as a consolidation and practice of what you learned in the
previous lessons. The problems will give you the opportunity to work in groups and discuss
different solutions. You will also learn to justify your answers using data.
Objective:
In this lesson, you are expected to analyze, interpret accurately and draw
conclusions from graphics and tabular presentations of statistical data.
Lesson Proper:
I. Activity
Solve the following problems in groups or in pairs.
1. Daria bought 3 colors of T-shirts from a department store. She paid an average of
PhP 74.00 per shirt. The receipt is shown below where part of it was torn.
2.

a. How much did she pay for each white shirt?

b. How much did she pay in all? How did you determine this?

21

3. Samuel brought ten sachets of chocolate candies. He checked the sachets and
found that they contain 12, 15, 16, 10, 15, 14, 12, 16, 15, and 12 candies.
a. According to the data, what is the mean number of candies per sachet?

AVERAGE CONTENT: 14
b. The above information is written on each pack of candies. Why do you think
this number is different from the answer to (a)?
4. The Municipal Agriculturist of Kananga made a survey of fruit trees available in the
orchard. He made a chart that shows the distribution of types of fruit trees planted.

No. of Fruit Trees

Santol; 10%
Jackfruit; 10%
Rambuttan; 40%

Durian; 20%

Mangosteen; 20%

a.
b.
c.
d.

How do the number of Durian and Rambutan trees compare?

What is the most common fruit tree?
What fraction of the fruit trees is Santol?
If there are 150 fruit trees altogether, how many are Mangosteen trees?

II. Activity

22

1. Mrs. Amodia, the School Librarian prepared a bar chart that shows the number of
students who borrowed magazines in the library last week.
No. of Magazines Borrowed
30
25
20
15
10
5
0
Monday

Tuesday

Wednesday

Thursday

Friday

a. How many magazines were borrowed on Friday? How many students

borrowed magazines on this day?
b. What is the mean number of magazines borrowed per day last week? How
many students borrowed magazines in all of the five days?
c. On what day had the most number of students borrow magazines?
d. How many students borrowed magazines on Tuesday?
2. The pie chart below shows the memberships of the different clubs in Ormoc City
National High School.

23

Club Membership

a. What is the ratio of the number of students who are members of the
Computer Club to that of the members of the Glee Club?
b. What percentage of the students are members of the Drama Club?
c. If there are a total 240 students, how many are members of the Mathematics
Club?
III. Questions/Points to Ponder
By analyzing data from graphs, charts and tables carefully, you could derive
important information that lead to well-justified answers or conclusions. Hence it is important
for students what each type of data presentation emphasizes. Combine with that the
understanding of the measures mean, median and mode and the information gets richer.
This is the most important part of this lesson.
IV. Exercise
1. From the local newspaper, cut out at least two different charts or graphs and write
questions that will help your classmates interpret the graph or chart. Write down
some implications that are important to you or to the community.
2. Study the pie chart below that shows the kinds of books owned by a local library:

a. What type of book does the library have the most number of compared to any
other type in its collection?
b. If there are 850 books in the collection, how many books are there of each type?
What is the average number of books per type?
c. How many more Science Fiction books should be added to the collection
in order to match the Comedy Book collection? What percentage of the
collection is each type when this happens?

24

3. USD to PHP Exchange Rates: (US Dollar to Philippine Peso) Charts and historical
data
Last 10 working days

a.

On what day was the peso strongest against the US dollar?

b. On what days did the peso appreciate against the US dollar?
c. Can you explain the scale on the vertical axis?
d. What is the average peso-dollar exchange rate from Dec 24 to Jan 9?

V. Summary
In this lesson, you learned to interpret information gathered from tables, charts and
graphs. You also learned to analyze data by obtaining the measures mean, median and
mode.

25