7

Quarter
Lesson 1 3
1
Lesson Exemplar Lesson

for Mathematics 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 3: Lesson 1 (Week 1)
SY 2024-2025

This material is intended exclusively for the use of teachers in the 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
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Writer:
• Edrian D. Saraos (Mariano Marcos State University)

Validator:
• Clemente M. Aguinaldo Jr. (Philippine Normal University – North Luzon)

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Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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MATHEMATICS / QUARTER 3 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content
The learners should have knowledge and understanding of data collection and sampling techniques.
Standards

B. Performance
By the end of the quarter, the learners are able to collect data and apply knowledge in sampling techniques. (DP)
Standards

C. Learning The learners investigate different data collection and sampling techniques.
Competencies 1. understand the importance of data collection.
and Objectives 2. explain the data collection process.
3. demonstrate knowledge of sampling.
4. investigate different data collection and sampling techniques.
5. apply knowledge in data collection and sampling techniques in practical life settings.

D. Content Data Collection

• Types of Data
Sampling Technique
• Types of Sampling

E. Integration Market Research

• understanding customer needs
• estimating market size and potential
• identifying trends and opportunities
• determining pricing strategies
• analyzing strengths and weaknesses

II. LEARNING RESOURCES

Pierce, R. (2022). Sampling. Math is Fun. Retrieved 20 December 2023 from https://www.mathsisfun.com/data/sampling.html
StatisticsHowTo.com. (2023). Sampling in Statistics: Different Sampling Methods, Types & Error. Retrieved 19 December 2023 from
https://www.statisticshowto.com/probability-and-statistics/sampling-in-statistics

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1

Knowledge 1. Short Review Emphasize the connections of
Review the concept of sets. Give emphasis on the connection between Sets and Sets and Data Collection.
Data Collection such as:
1. Defining Data Sets:
Connection: In data collection, each piece of information gathered forms a
data point, and collectively, they constitute a data set.
2. Types of Sets in Data:
Connection: In data collection, a sample may represent a finite set of
observations and the entire population may be considered an infinite set.
3. Sampling as Subsets:
Connection: In sampling, the data collected represents a subset of the entire
population, and the process involves selecting a representative portion for
analysis.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose For the warm-up activity, ask

Lesson Purpose Warm-up Activity. “Knowing Me, Knowing You” the learners to volunteer. The
Ask 10 learners from the class to supply the needed information in the table teacher may call more or less
below. The table will be posted on the blackboard. than 10 learners to participate,
Student Name Gender Favorite Food Weight (kg) depending on the learner’s
Juan Male Adobo 30 interest.
Pedro Male Tinola 35
Maria Female Spaghetti 25 The teacher may use other
Magdalena Female Ice Cream 28 variables like Age, Daily
5 Allowance, Favorite Movie,
6 Number of Members in the
7 Family, Favorite Subject,
8 Religion, etc.
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From this activity, after
accomplishing the table, the
Define the term "data" as information, facts, or numbers collected for analysis.
teacher will now introduce the
Engage students in a brief discussion about why data is important. Encourage
concept of data collection.

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 them to share their thoughts on how data influences decision-making and its
significance in our day-to-day encounters. For more understanding, let the
learners give more examples of data.

2. Unlocking Content Area Vocabulary

1. Statistics is a branch of mathematics that deals with collecting, organizing,
and interpreting data to address a certain phenomenon.
Example: Marketing strategists use statistics to see the current market trend
and devise solutions on how companies could sell more of their products.
2. Population is the set of all possible cases from which data are collected.
Example: A study regarding the average height of students in a school requires
the set of all students studying in that school as its population.
3. Sample is a subset of the population under study.
Example: A study regarding the average height of students in a school may
focus only on the sample set of students in a single grade level studying in
that school.
4. Variables are characteristics that vary over time from subject to subject.
Example: Consider a study regarding the influence of social media on students'
preferences in choosing a student leader. In this study, a researcher may
include the number of social media accounts per sample student as one of the
variables. The researcher can also choose the gender of the sample student
as another variable.
5. Qualitative Variable is a type of variable that focuses on the quality or
characteristics of each experimental unit.
Example: Civil Status, Gender, Color, Favorite Movie
6. Quantitative Variable is a type of variable that measures a numerical
quantity on each experimental unit.
Example: Age, Height, Weight, Daily Allowance
7. Data Collection is the process of gathering data such as surveys, interviews,
etc.
8. Sampling is the process of selecting subset of the population.

C. Developing and SUB-TOPIC 1: TYPES OF DATA

Deepening 1. Explicitation
Understanding Begin the discussion by going back to the previous output on the activity
“Knowing Me, Knowing You”. Introduce the terms "qualitative data" and
"quantitative data". Define qualitative data as descriptive information that cannot

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 be measured numerically and quantitative data as numerical information with
measurable units.
Examples:
Qualitative: Favorite colors, types of fruits, feelings
Quantitative: Ages, temperatures, number of siblings
Discuss each example, asking students to identify whether it is qualitative or
quantitative.

2. Worked Example
For each scenario or statement below, identify whether the data provided is
qualitative (L) or quantitative (N).
1. Identifying the color of each car in the parking lot. Answer for Worked Example:
2. Determining the number of students in each class. 1. L (Qualitative)
3. Rating a movie as “excellent”, “good”, or “poor”. 2. N (Quantitative)
4. Measuring the temperature in degrees Celsius. 3. L (Qualitative)
5. Describing the taste of different ice cream flavors. 4. N (Quantitative)
6. Counting the total pages in a book. 5. L (Qualitative)
7. Categorizing books based on their genres. 6. N (Quantitative)
8. Recording the time it takes to complete a race. 7. L (Qualitative)
9. Identifying the types of animals in a zoo. 8. N (Quantitative)
10. Noting the sizes of shoes in a store. 9. L (Qualitative)
10. N (Quantitative)
3. Lesson Activity
Scavenger Hunt
Instruct students to explore the classroom or school environment individually
or in small groups. Each student/group should find at least three examples of
qualitative data and three examples of quantitative data. Examples can include
anything from classroom posters (qualitative) to counting the number of chairs in
the room (quantitative). Once students have collected their examples, have them
write each example on a sticky note or index card. Ask students to place their
examples on the board under the appropriate category (qualitative or
quantitative). Encourage discussion among students as they categorize their
findings, ensuring they understand the distinction between the two types of data.

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DAY 2
SUB-TOPIC 2: METHODS OF DATA COLLECTION
1. Explicitation
Begin the lesson by sharing with the learners the importance of data
collection, specifically in research projects. Enumerate and discuss the different
methods of collecting data.
a. Surveys and Questionnaires:
Description: Surveys involve asking individuals a set of predetermined
questions, often in written form, to gather information about their opinions,
behaviors, or characteristics.
Application: Used in social sciences, market research, and public opinion
polls
Advantages: Cost-effective, can reach a large audience, standardized format
Challenges: Response bias, limited depth of information
b. Interviews:
Description: Interviews involve direct interaction between a researcher and a
participant, where questions are asked and responses are recorded.
Application: Common in qualitative research, case studies, and in-depth
investigations
Advantages: Allows for in-depth exploration, flexibility in questioning, and
clarification of responses
Challenges: Time-consuming, potential for interviewer bias
c. Observations:
Description: Researchers directly observe and record behavior, events, or
phenomena without direct interaction with the participants.
Application: Used in naturalistic studies, ethnography, and behavioral
research
Advantages: Provides firsthand information and minimizes response bias
Challenges: Observer bias, limited insight into underlying motivations
d. Experiments:
Description: Researchers manipulate variables to observe the effect on the
outcome. Controlled conditions help establish cause-and-effect relationships.
Application: Common in natural sciences, psychology, and medicine
Advantages: Allows for causal inference, high internal validity
Challenges: Artificial settings may limit generalizability, ethical concerns
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 e. Case Studies:
Description: In-depth examination of a single case or a small number of cases
to gain insights into complex phenomena.
Application: Common in psychology, medicine, and social sciences
Advantages: Rich, detailed information, suitable for complex or unique cases
Challenges: Limited generalizability, potential for researcher bias

2. Worked Example
Instructions: For each scenario provided, identify the most suitable data Answer for Worked Example:
collection method to be used. 1. Experiment
Scenario 1: Researchers want to investigate the impact of a new teaching 2. Interview
method on student learning outcomes in a specific subject. They manipulate the 3. Questionnaire/Survey
teaching approach and compare the results with a control group. 4. Observation
Scenario 2: A researcher is interested in exploring the experiences and 5. Experiment
perceptions of individuals who have successfully overcome a specific phobia. The
focus is on obtaining in-depth, qualitative insights into their personal journeys.
Scenario 3: An organization is conducting a market research study to
understand consumer preferences for a new product. They distribute a set of
standardized questions to a large sample of potential customers.
Scenario 4: A social scientist is investigating the communication patterns
within a specific community. The researcher spends extended periods in the
community, silently monitoring interactions and taking field notes.
Scenario 5: Scientists are conducting a study to test the effectiveness of a new
drug in treating a medical condition. Participants are randomly assigned to either
the treatment group or the control group, and the outcomes are measured.

3. Lesson Activity
DATA COLLECTION SIMULATION
Step 1. Simulation Station Set-up
Set up five different stations in the classroom, each representing one data
collection method.
For example:
• Station 1 (Interview): Create a scenario where students role-play as
interviewers and interviewees discussing a specific topic.
• Station 2 (Questionnaire/Survey): Provide a sample questionnaire for
students to fill out, simulating a survey scenario.

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 • Station 3 (Observation): Set up a scene or activity for students to observe and
record data.
• Station 4 (Experiment): Design a simple experiment that students can
conduct and measure outcomes.
• Station 5 (Case Study): Provide a case study for analysis and discussion.
Step 2. Rotation and Data Collection
• Divide the class into small groups and assign each group to a starting
station.
• Each group spends a designated time (e.g., 5-7 minutes) at each station,
actively participating in or observing the simulated data collection method.
• Encourage students to take notes, record their experiences, and collect data
as they move through each station.
Step 3. Reflection and Discussion
• After completing the rotations, reconvene as a class.
• Have each group share their experiences at each station, discussing the
challenges faced, observations made, and any insights gained.
• Facilitate a class discussion on the advantages and limitations of each data
collection method.
• Discuss the importance of choosing the suitable method based on research
objectives.
Step 4. Group Presentation
• As an extension, assign each group one data collection method.
• Ask them to prepare a short presentation on their assigned method,
highlighting its characteristics, suitable scenarios, and potential challenges.
• Groups present their findings to the class, fostering peer-to-peer learning.

DAY 3
SUB-TOPIC 3: SAMPLING TECHNIQUES
1. Explicitation
Begin with a brief discussion on the challenges of collecting data from an entire
population. Ask students if they think it's practical to survey or collect data from
everyone in the class. Encourage the learners to participate. Define sampling as
the process of selecting a subset of individuals or elements from a larger
population for study. Discuss the advantages of sampling, such as cost-
effectiveness and time efficiency. Introduce three common sampling techniques:
simple random sampling, stratified sampling, and systematic sampling.

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 Briefly explain each technique:
a. Simple Random Sampling: Every individual in the population has an equal
chance of being selected.
b. Stratified Sampling: Dividing the population into subgroups (strata) and
then randomly sampling from each subgroup.
c. Systematic Sampling: Selecting every nth individual from the population
after a random start.

2. Worked Example
Example of Simple Random Sampling: Conducting a Classroom Survey
Scenario: Imagine you are a teacher, and you want to conduct a survey to
understand the opinions of students in your school regarding a new
extracurricular activity. The total student population in the school is 500.

Steps in Simple Random Sampling:

1) Identify the Population:
In this case, the population is all the students in the school, totaling 500.
2) Assign a Number to Each Individual:
Assign a unique number to each student in the school. For simplicity, let's
number them from 1 to 500.
3) Determine the Sample Size:
Decide on the sample size you want for your survey. Let's say you want a
sample size of 50 students.
4) Use a Random Selection Method:
To randomly select the sample, you can use various methods. One simple way
is to use a random number generator or draw names from a hat. For the sake
of illustration, let's use a random number generator. Generate 50 random
numbers between 1 and 500. These 50 numbers represent the students who
will be part of your survey. Examples of random numbers can be 27, 142, 305,
48, 219, ..., 498.
5) Select the Chosen Individuals:
Identify the students corresponding to the randomly generated numbers. In
our example, students with the numbers 27, 142, 305, 48, 219, ..., 498 are
part of the selected sample.
6) Invite the Selected Individuals to Participate:
Reach out to the selected students and invite them to participate in your
survey on the new extracurricular activity.

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Example of Stratified Sampling: Assessing Academic Performance in a School
Scenario: Suppose you are a researcher interested in understanding students'
academic performance in a junior high school. The school has a total population
of 800 students, and you want to ensure that your sample is representative across
different grade levels (Grade 7, Grade 8, Grade 9, and Grade 10).

Steps in Stratified Sampling:

1) Identify the Population:
The population, in this case, is all the students in the high school, totaling
800.
2) Define Strata:
Divide the population into strata based on the characteristics of interest. In
this example, the strata are the different grade levels: Grade 7, Grade 8, Grade
9, and Grade 10.
3) Determine the Sample Size:
Decide on the overall sample size you want and the proportion of the sample
from each stratum. Let's say you want a total sample size of 100 students,
with the goal of representing each grade level proportionally.
Sample size allocation:
Grade 7: 25 students
Grade 8: 25 students
Grade 9: 25 students
Grade 10: 25 students

4) Randomly Select Within Strata:

Use random sampling within each stratum to select the specified number of
students. You can use methods like random number generators or a random
sampling technique. For example, if you are using a random number
generator, generate 25 random numbers for each grade level.
5) Select the Chosen Individuals:
Identify the students corresponding to the randomly generated numbers
within each stratum. These students make up your final sample.

Example of Systematic Sampling: Surveying Customers in a Shopping Mall

Scenario: Imagine you are conducting a survey to gather feedback from customers
in a busy shopping mall. The mall has a total population of 500 customers, and
you want to systematically survey a representative sample.

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 Steps in Systematic Sampling:
1) Identify the Population:
The population is all the customers present in the shopping mall during a
specified time, totaling 500 individuals.
2) Determine the Sample Size:
Decide on the overall sample size you want. Let's say you want to survey 50
customers.
3) Calculate the Sampling Interval (k):
Determine the sampling interval (k) by dividing the total population by the
desired sample size.
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 500
k= = = 10
𝑆𝑎𝑚𝑝𝑙𝑒 𝑆𝑖𝑧𝑒 50
In this case, every 10th customer will be surveyed.
4) Random Start:
Choose a random starting point within the first k individuals. For example,
randomly select the 3rd customer as your starting point.
5) Select the Chosen Individuals:
Survey every 10th customer from the randomly chosen starting point until you
reach the desired sample size. Starting from the 3rd customer, survey the
13th, 23rd, 33rd, and so on until you've surveyed 50 customers

3. Lesson Activity Answer for Lesson Activity:

Instructions: For each scenario provided, choose the appropriate sampling 1. Stratified Sampling
technique to be employed. 2. Systematic Sampling
Scenario 1: You are conducting a survey to understand the preferences of 3. Simple Random Sampling
students in a large university. To ensure representation from each academic 4. Stratified Sampling
department, you decide to sample 20 students from each department. 5. Simple Random Sampling
Scenario 2: In a city park, you want to survey visitors to gather feedback on park
facilities. To make the survey process efficient, you decide to survey every 10th
visitor who enters the park.
Scenario 3: You are conducting a study on the reading habits of students in a
high school. To ensure a diverse sample, you randomly select 30 students from
the entire school population.
Scenario 4: You want to understand the opinions of employees in a large
company about a new workplace policy. The company has three main
departments, and you decide to sample 15 employees from each department.

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 Scenario 5: In a music festival, you want to survey attendees about their favorite
music genres. To capture a random cross-section of the crowd, you decide to
randomly select individuals throughout the day without any specific pattern.

D. Making 1. Learners’ Takeaways

Generalizations Guide the students to make generalization about data collection and sampling
techniques and how it may relate to real life.
A. On Data Collection: “Collecting data is like gathering puzzle pieces. Each
piece, no matter how small, helps us see the bigger picture. It's not just
about numbers; it's about creating a story that makes sense.”
B. On Sampling Techniques: “Sampling is like tasting a spoonful from a well-
stirred soup; when done right, that small bite represents the rich flavor of
the whole. Choose your spoonful wisely, and your understanding of the
entire dish will be both accurate and satisfying.”

2. Learners’ Reflection
Are there any challenges or misconceptions you encountered while studying the
lesson? If there are, what are those?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 Answers:

Learning 1. Formative Assessment A.
A. Classify the following examples into qualitative or quantitative data. Discuss 1. N (Quantitative)
your reasoning within the group. 2. L (Qualitative)
1. Determining the heights of students in a class. 3. N (Quantitative)
2. Classifying fruits as "tropical" or "temperate". 4. L (Qualitative)
3. Counting the number of flowers in a garden. 5. N (Quantitative)
4. Describing the texture of different fabrics. 6. L (Qualitative)
5. Measuring the weight of bags in a grocery store. 7. N (Quantitative)
6. Categorizing books based on their authors. 8. L (Qualitative)
7. Rating a restaurant's service on a scale of 1 to 5. 9. N (Quantitative)
8. Identifying the types of clouds in the sky. 10. L (Qualitative)
9. Giving the ages of family members in a household.
10. Describing the mood of a piece of music.

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B. True or False. Write True if the statement is correct. Otherwise, write False. B.
1. Simple random sampling ensures that every individual in the population 1. True
has an equal chance of being selected. 2. False
2. Systematic sampling involves dividing the population into subgroups and 3. True
then randomly selecting individuals from each subgroup. 4. False
3. In stratified sampling, the population is first divided into strata, and then 5. False
individuals are randomly selected from each stratum. 6. False
4. Simple random sampling is advantageous when there is a need to guarantee 7. False
representation from different subgroups or strata within the population. 8. True
5. Systematic sampling assures that every individual in the population is 9. True
equally likely to be included in the sample. 10. False
6. In stratified sampling, the goal is to have each individual in the population
included in the sample at least once.
7. Simple random sampling is more efficient than systematic sampling when
the population is already ordered in a systematic way.
8. Systematic sampling involves selecting individuals at regular intervals from
a randomly chosen starting point.
9. Stratified sampling is often used when significant differences exist between
subgroups within the population.
10. Simple random sampling is the most complex and time-consuming of the
three sampling techniques mentioned.

C. Match Column A with the most appropriate method of collecting data in Column
B.
Column A Column B C.
1. It involves gathering detailed information about a a. Observation 1. Case Study
particular individual, group, or phenomenon through a 2. Experiment
comprehensive and in-depth examination. b. Interview 3. Interview
2. It is employed when researchers systematically 4. Questionnaire
manipulate one or more variables to observe the effect c. Case Study 5. Observation
on another variable.
3. A method that involves the systematic gathering of d. Experiment
information through direct interaction with
participants, allowing for a personalized and in-depth e. Questionnaire
exploration of their experiences and perspectives.

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 4. It is a structured set of questions designed to gather
information from a large number of respondents, often
used for statistical analysis.
5. The most appropriate method if researchers want to
collect data by watching and recording behaviors or
events as they naturally occur without interference.

2. Homework (Optional)
The teacher may give Learning Activity Sheet 2 to the learners.

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
ways to improve the different
others
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
▪ students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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