CURRICULUM MAP

MATHEMATICS 7
S.Y. 2023-2024

Grading
Period/Them Quarter 4: STATISTICS AND PROBABILITY
e
Content The learner demonstrates understanding of key concepts, uses and importance of Statistics, data collection/gathering and the
Standard different forms of data representation, measures of central tendency, measures of variability, and probability.
Performance The learners shall be able to collect and organize data systematically and compute accurately measures of central tendency and
Standard variability and apply these appropriately in data analysis and interpretation in different fields.
G- To know which is more effective when students are having math classes distance learning or face-to-face.
R- Researcher
Performance A- School Administrators
Task S- With the advancement of technology, we are now capable of conducting classes in the comfort of our homes. You wanted to know if
students prefer online classes or face-to-face classes.
P- Presentation
S- Evaluated based on accuracy, clarity, organization, and delivery.
Formation
The learners will become proactive in addressing problems in real-life situation. (Competent, Compassionate and Community-Oriented)
Standard
ENDURING
LEARNING INTEGRATI
CONTENT/ UNDERSTANDING ASSESSME RESOUR
MELCS/CODE COMPETEN ACTIVITIES ON
TOPIC AND ESSENTIAL NT CE
CIES
QUESTION
1.Statistics Explains the Acquisition: Formative: A1: Modeling: Subject: Quipper
and importance of Gathers and Multiple The teacher will instruct the learners - Science
Statistical Statistics (M7SP- organizes Choice to choose between the given choices - English Textbook
Data IVa-1) data using Matching and call a representative to count the s
the Type responses of the learners. Instruct the Values/ My Desk
Poses problems frequency Short learners to get the corresponding Virtues: Learning
that can be distribution Answer percentages of the responses in each Competent, Reimagin
solved using table. Response category. Compassiona ed- Grade
Statistics (M7SP- te, and 7
IVa-2) Summative A2: Guided Practice: Community- Mathemat
: The teacher will divide the class into oriented ics-RBS
Gathers statistical Problem- four groups and give each group a Pg.14-23
data (M7SP-IVb- Solving survey question. Ask each group to
1) count the number of responses within
the group, create a table showing the
 number of responses in each category,
and compute its percentage.

A3: Guided Practice:

The teacher will present a video
presentation that discusses how to
organize data using a frequency
distribution table. Encourage learners
to share their insights and takeaways
from the video. And after, the teacher
will ask follow-up questions.
Link:
https://www.youtube.com/watch?
v=MMkViiobnvY

A4: Independent Practice

Organizes data in The learners will apply what they
a frequency learned about gathering statistical
distribution table data and organizing frequency
(M7SP-IVc-1) distribution tables by conducting a
survey to find out the allowance the
Uses appropriate learners receive each day from their
graphs to parents and write their answers inside
represent the box.
organized data: Uses Formative: A1: Modeling: Quipper
pie chart, bar appropriate Multiple The teacher will present on the board
graph, line graph, graphs to Choice a bar graph that summarizes the Textbook
histogram, and represent Identification responses of fifty students regarding s
ogive (M7SP- organized Matching their favorite subject and ask the My Desk
IVd-e1) data: pie Type learners to observe it. Afterward, the Learning
chart, bar teacher will ask questions. Reimagin
graph, line Summative ed- Grade
graph, : A2: Guided Practice: 7
histogram, Problem- The teacher will divide the class into Mathemat
and ogive. Solving groups of five members each and ics-RBS
instruct each group to assign the Pg.14-23
following roles to each member:
leader, secretary, spokesperson, and
reporter. Then, they will write down all
the concepts and examples they can
relate to graphs used in statistics,
organize them using any concept map,
and share their output with the class.

A3: Guided Practice:

The teacher will group the students
 into four and instruct each group to
create a table similar to the given
table. They will write their names
beside their birthday month on the
table and answer the guide questions.

A4: Independent Practice:

The learner will answer the questions
based on the given graphical
representation of each data point.
Make EU: Formative: A1: Modeling: Quipper
meaning: The learners will Multiple The teacher will post pictures on the
Explains the understand that Choice board and instruct the learners to Textbook
importance statistics help us Oral guess the hidden word. They will s
of Statistics. navigate the rearrange the jumbled letters to form My Desk
information world Summative the correct word, and they may use Learning
we live in and : the given pictures as clues to guess Reimagin
make sense of the Essay the correct word. ed- Grade
data that shapes 7
our understanding A2: Guided Practice: Mathemat
of the world. The teacher will divide the class into ics-RBS
EQ: groups of three members each and Pg.4-14
What is the instruct each group to measure their
significance of arm span, height, and weight.
statistics in Afterward, the teacher will ask follow-
everyday life? up questions.

A3: Guided Practice:

The teacher will present a video
presentation that explains the
importance of statistics. Encourage
learners to share their insights and
takeaways from the video.
Link: https://www.youtube.com/watch?
v=HUThHJ6E3rY

A4: Independent Practice:

The learners will think of a scenario in
real-life situations where they apply
the concepts of statistics.
Transfer . Performance Scaffold 1: Quipper
Poses Task The teacher will group the learners
problems into four, and each group will create Textbook
that can be five statistical questions that can be s
solved using answered by collecting data from out- My Desk
Statistics. of-school youths. Learning
 Reimagin
Scaffold 2: ed- Grade
Based on Scaffold 1, the learners will 7
use the statistical questions they Mathemat
formulated to survey at least twenty ics-RBS
out-of-school youths. Pg.4-14
2.Measures Illustrates the Acquisition: Formative: A1: Modeling: Subject: Quipper
of Central measures of Illustrates Multiple The teacher will prepare some random - Science
Tendency central tendency the Choice facts that contain data on the mean, - English Textbook
(mean, median, measures of Fill in the median, or mode of a population and s
and
and mode) of a central blank use the layman’s terms “average” for Values/ My Desk
Variation statistical data tendency mean, “middle” for median, and “most Virtues: Learning
(M7SP-IVf-1) and Summative frequent” for mode. Call all the Competent, Reimagin
measures of : random learners and ask them a Compassiona ed- Grade
Calculates the variability. Supply Type question about random facts. te, and 7
measures of Community- Mathemat
central tendency A2: Guided Practice: Oriented ics-RBS
of ungrouped and The teacher will divide the class into Pg.3-8, 4-
grouped data five groups and instruct each group to 13
(M7SP-IVf-g1) list down the birth date of each
member and ask them to make a
Illustrates the frequency table with a range of five.
measures of Afterward, they will present their
variability (range, frequency table in front of the class.
average
deviation, A3: Guided Practice:
variance, The teacher will post the activity
standard template on the board and instruct
deviation) of a each group to decode the mystery
statistical data word by simplifying the given
(M7SP-IVh-1) expressions and writing the
corresponding letter in the answers
Calculates the that follow.
measures of
variability of A4: Independent Practice:
grouped and The learners will answer the given
ungrouped data situations by identifying the measure
(M7SP-IVh-i1) of central tendency (mean, median, or
mode) that would provide the best
Uses appropriate description of the average score.
statistical Make EU: Formative: A1: Modeling: Quipper
measures in meaning: The learners will Multiple The teacher will present a video
analyzing and Analyze and understand that Choice presentation that explains the use of Textbook
interpreting interpret statistical Fill in the appropriate statistical measures in s
statistical data statistical measures such as blank analyzing and interpreting statistical My Desk
(M7SP-IVj-1) data using measures of data. Encourage learners to share their Learning
appropriate central tendency Summative insights and takeaways from the video. Reimagin
statistical and measures of : Link: https://www.youtube.com/watch? ed- Grade
measures. variability are used Identification v=RRvTcBYZWtw 7
to analyze and Mathemat
interpret the set of A2: Guided Practice: ics-RBS
data, and the data The teacher will present a situation Pg.13-26
itself is the only and let the learners explore it. They
factor that will help the housewife choose the best
determines the sample by following the given
appropriate procedures.
statistical
measures to be A3: Guided Practice:
utilized in data The learners will interview or survey on
interpretation. any one of the given topics. They will
organize their data in a frequency
distribution table and determine the
EQ: appropriate statistical measures to be
How do you used in analyzing and interpreting the
determine the data.
appropriate
statistical A4: Independent Practice:
measures to be The learners will apply their learning to
used in interpreting a real-life situation by exploring the
statistical data? given table showing the sales of a
school canteen for one week. They will
determine the appropriate statistical
measures to help the canteen
manager address his concerns.
Transfer: Performance Scaffold 1: Quipper
Calculates Task Start by discussing how to calculate
the the measures of central tendency. Textbook
measures of Provide an example first, and then let s
central the learners try answering the word My Desk
tendency problems on the board. Learning
and Reimagin
measures of Scaffold 2: ed- Grade
variability of Start by discussing how to calculate 7
ungrouped the measures of variation. Provide an Mathemat
and grouped example first, and then let the learners ics-RBS
data. try answering the word problems on Pg.8-15,
the board. 13-26

Scaffold 3:
The learners will create a video
presentation that will explain the
relevance of the measures of central
 tendency and variations in real-life
situations.

RUBRICS
OUTSTANDING SATISFACTORY NEEDS IMPROVEMENT BELOW EXPECTATION
CRITERIA
(4) (3) (2) (1)
The data and computations are The data and computations The data and computations The data and computations
Accuracy
accurate and have no errors. have minimal errors. have evident errors. are not correct.
The presentation or report is The presentation slides, but The presentation or report
The whole presentation or report is
Clarity simple, with minimal unclear do not deliver the report has unclear parts and is not
simple and comprehensive
parts. . properly. presented well.
The graph has complete parts, The graph has incomplete The graph has incorrect
The graph has complete parts, and
Organization but not all questions are parts, and the questions are parts, and the questions are
each question is answered clearly.
answered clearly. not answered clearly. not answered clearly.
The presenters have
The presenters are prepared The presenters do not have
The presenters are prepared with incomplete information in the
with presentation slides, but presentation slides and do
Delivery presentation slides and deliver the presentation slides, and do
do not deliver the report not deliver the report
report with diction. not deliver the report
properly. properly.
properly.

Prepared by: Checked by: Checked & Approved by:

JAME JOY F. CONSING, LPT RECAJANE M. MALINAO, LPT VANESA T. GUILLENA, LPT SR.
ANA MARIE L. JAMORA, MSM, Ph.D. CAR
Subject Teacher Asst. JHS Academic Coordinator JHS & SHS Academic Coordinator
Directress /Principal