Training on the Revised K to 10 Curriculum

RUSSEL M. ELGINCOLIN, ERNESTO M.

Name SAMSON JR., PAUL Q. LESACA, LOUIS Worksheet No. 4.2A
ROBERT C. SISON
Position Learning Area MATHEMATICS 8
School Session No. 4.2

LESSON PLAN in MATHEMATICS 8 – QUARTER 2

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate knowledge and understanding of measures

Standards of central tendency of ungrouped data.

B. Performance By the end of the quarter, the learners are able to determine
Standards measures of central tendency of ungrouped data and use the
measures to draw conclusions.

C. Learning The learners determine measures of central tendency of ungrouped

Competencies data.
and Objectives
At the end of the lesson, the learners will be able to:
a. define mean, median, and mode;
b. compute for the mean, median, and mode of ungrouped
data; and
c. solve problems involving measures of central tendency of
ungrouped data.

D. Content Measures of Central Tendency of Ungrouped Data

E. Integration Health Education

II. LEARNING RESOURCES

Previous Report Card, Matching Card Game/Worksheet, Counters, PhET Simulations,

Mentimeter, Slide Deck Presentation

III. TEACHING AND LEARNING PROCEDURE

A. Activating Prior DAY 1

Knowledge 1. Short Review
Activity 1: Revisiting my Previous Academic Performance
Prior to the class, return their previous school year’s report card
(Grade 7) to the learners. Allow learners to revisit their previous
year’s academic performance.
Ask the learners the following questions:
 Did you perform well last school year? Why or why not?
 What can you do better to improve this school year?
 Take a look at your Final Grade. How did your class adviser

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 get this rating/grade?
2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose Activity 2: Arrange Yourselves!
Divide the class into four groups. The teacher will ask the
learners to arrange themselves according to a specific category or
feature in ascending order (least to greatest) or descending order
(greatest to least). The group who will arrange themselves
correctly in the fastest time earns 4 points, followed by the next
group with 3 points, and so on. After four rounds, the group with
the most points win.
Category 1: Height
Category 2: Weight
Category 3: Age
Category 4: Waistline

The purpose of this lesson is to help students understand and

apply the concepts of mean, median, and mode as ways to
describe and analyze data. Students will learn how to find each
measure of central tendency and when it is most appropriate to
use each one in real-life situations.

2. Unlocking Content Vocabulary

Introduce the following terms to the learners:
 Central Tendency: A statistical measure that identifies a
single value as representative of a dataset. It describes
where data tends to cluster, commonly using the mean,
median, or mode.
 Ungrouped Data: Raw data presented in its original form,
without being organized into categories or intervals. Each
individual observation is recorded separately.
 Mean: The arithmetic average of a set of numbers,
calculated by summing all values and dividing by the total
number of observations.
 Median: The middle value in an ordered dataset. If the
number of observations is even, the median is found by
averaging the two central values.
 Mode: The most frequently occurring value in a dataset. A
set can have one mode (unimodal), more than one mode
(bimodal or multimodal), or no mode if all values appear
with equal frequency.

C. Developing and SUB-TOPIC 1: The Central Tendency and Ungrouped Data

Deepening 1. Explicitation
Understanding From the given group arrangement, who among your classmates
are found at the middle?

Tell the learners: Your classmate found at the middle of the

arrangement represents the value of a central tendency.
Ask the learners: What do you think is the value of a central
tendency?

Emphasize to the learners that the topic for the day will be
focusing on measures of central tendency and ungrouped data.

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 Provide the definitions to the learners through an unlocking
matching activity.
Use the gamified version of the activity, through the Educaplay
application. If internet connectivity is not available, use a printed
version of the task.

Introduce the concept of ungrouped data to the learners.

Ask the learners: How can we consider whether a data is
ungrouped or not?

2. Worked Example
Present the following situations to when to utilize mean, median,
or mode. Then, ask the subsequent guide questions to the
learners.

Mean: A community health educator collects weight data from

participants. Calculating the mean weight gives the overall
average of the group—which is useful for understanding general
trends.
Median: During a wellness screening, a program measures
waistline sizes among community members. The median
waistline is chosen to represent the typical measurement
because it isn’t affected by a few unusually large waist sizes.
Mode: In a health survey, several participants report the same
waistline measurement. This recurring value becomes the mode.
It highlights the most common waistline size in the community.

Guide Questions:
1. How does the use of mean, median, and mode differ in the
situations?
2. How might knowing the average weight help you plan a
health program?

3. Lesson Activity
Activity 3: Distinguishing Measure of Central Tendency
Using Plickers, the teacher may facilitate a formative assessment
to determine whether the learners can distinguish if a given
scenario will utilize mean, median, or mode. If not, learners may
write their answers on their notebooks.
1. A school nurse recorded the daily temperatures of 30

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 students during a week. One student had an unusually high
fever of 41°C, while the others had temperatures between
36°C and 38°C. She wants to report a value that represents
the typical body temperature of the students.
2. A health teacher asks students to track how many glasses of
water they drink each day for a week. Most students report
drinking 8 glasses, and this number appears more often than
others. The teacher wants to report the most frequently
consumed number of glasses.
3. A local clinic is reviewing patients' blood pressure readings to
assess the general health trend in the community. There are
no extreme values in the data. They want to report the
average blood pressure of their patients.
4. A physical education teacher wants to identify the midpoint
heart rate from a list of students' heart rates after exercise.
Some students had very high or very low values.
5. A nutritionist surveys the number of times students eat fruits
per week. The results show that "3 times a week" appears
more than any other response. She wants to know the most
common frequency of fruit consumption.

DAY 2
SUB-TOPIC 2: Calculating the Mean
1. Explicitation
Activity 4: Complete Me!
Begin the session by recalling the three measures of central
tendency. Work on by completing a graphic organizer of which
key words are missing.

2. Worked Example
Activity 5: What’s Fair?
Present the following scenario to the learners.
"Five friends decided to track how many glasses of water they
drank yesterday to see who drinks the healthiest. Their numbers
were: 9, 12, 5, 6, and 8 glasses. They wonder: What’s a fair
number that represents how much they drink as a group?"

Ask learners:
 What does it mean to find a fair or typical number for this
group?
 Will you redistribute the glasses, so each person has the same
amount? Use the counters provided by your teacher.
 What will be the “fair number”?
 How will you relate your answer to the values of 5, 7, 4, 6,
and 8 glasses even without rearranging them?
 Will you describe a formula you followed?

After inferring the key formula for the mean, present the
following word problems to the learners.

Problem 1: Ideal Sleeping Time

A student recorded the number of hours they slept over five days:
6, 7, 8, 5, and 6 hours. What is the average number of hours he
slept?

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 Step 1: Add all the numbers: 6+7+8+5+6=32
Step 2: Count the number of values: n=5
Step 3: Divide the sum by the number of values: 32 ÷ 5 = 6.4
Conclusion:
The student’s average sleep duration over 5 days is 6.4 hours.

Problem 2: Steps Walked

To commit to a healthy lifestyle, Louis targeted to do brisk
walking every day.
Here is the number of steps walked per day for a week:
4,000; 5,500; 6,000; 5,000; 7,000; 5,500; 6,500
What is the mean number of steps he walked for a week?
Step 1: Add all the numbers:
4000 + 5500 + 6000 + 5000 + 7000 + 5500 + 6500 = 39,500
Step 2: Count the number of data points: n = 7
Step 3: Divide the sum by the number of values: 39,500 ÷ 7
= 5,642.86 (rounded to 2 decimal places)
Conclusion:
The mean number of steps walked per day is approximately
5,642.86 steps.

After presenting some examples, say to the learners:

“Now that you know how to compute the mean manually, let’s use
an interactive simulation to visualize how the mean changes when
we add or move values around.”

Activity 6: “Playing with Data” using Gizmo Simulation

PhET Simulation to Use: Gizmos “Mean, Median, and Mode”

Steps:
1. Launch the simulation: Each student or pair of students
opens the "Mean, Median, and Mode" simulation.
2. Manipulate the Data Set: Students drag data points along a
number line and observe how the mean changes.
3. Explore:
o Add high or low values (outliers) and observe how the
mean shifts.
o Keep total number of points constant but change
individual values.
o Reset and create a new data set. Record them using the
table below.
New
New Data
New
Data (Insert
Data
Set 1 very
Set
Data NEW (Multi- NEW large NEW
MEAN (Add 1
Set MEAN ply 2 MEAN or MEAN
to
to very
each
each small
value)
value) num-
ber)

4. Guide Questions:

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 o What significant changes have you observed with the
mean when you added 1 to each value? Multiplied 2 to
each value?
o What happens to the mean when you add a very large
number or very small number to the data set?

Generalize learner’s observations through a valid mathematical

statement.

3. Lesson Activity
Activity 7: Solve Me!
Solve for the following word problems completely. Do this
with a learning pair.
1. Liza monitored her calorie intake for lunch each day: 520,
450, 500, 480, 510. What is her average calorie intake for
lunch over the five days?
2. Collect the height of the 10 of your classmates. Calculate
their mean height (in centimeters or meters).
3. A nurse recorded a patient’s body temperature during a
health check: 36.8°C, 37.1°C, 36.7°C, 36.9°C, and 37.0°C.
What is the mean body temperature recorded?

DAY 3
SUB-TOPIC 3: Finding the Median

1. Explicitation
Activity 8: How Far Did They Kick?
Say to your learners: Imagine you and your friends are playing a
fun game of kicking a ball around. Everyone kicks the ball a
different number of times. Some kick a lot, some just a few times.
To understand the ‘typical’ number of kicks per person, let us do
a simulation.
Visit this website: https://phet.colorado.edu/sims/html/center-
and-variability/latest/center-and-variability_all.html

 Open the PhET “Center and Variability” simulation on each

student’s device, or on the teacher’s device.
 Show students how to add data points by clicking on the
“Kick 1” button to generate a random distance on a number
line.
 Generate 5 kicks, and ask the learners to predict the median
based on the game.
 Now, on the top pane, ask learners to drag points to order
them on the number cards.

Guide Questions:
 How do you arrange the distances of the kicks from
shortest to longest on the number line?
 Which distance is right in the middle when all the
distances are lined up? Why is this distance important?

2. Worked Example
Discuss the following examples interactively to the learners.
Problem 1: During a physical education class, five students each
kicked a soccer ball, and their kick distances (in meters) were

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 recorded as follows:
12, 15, 9, 20, and 14 meters.
What is the median distance kicked by the students?

Step 1: Arrange the data in ascending order

9, 12, 14, 15, 20

n+1
Step 2: Use the rule to find the position of the median
2
Count the number of data values: n = 5

Apply the formula:

5+1 6
= =3
2 2
So, the median is the value at the 3rd position.

Step 3: Identify the value at the 3rd position

In the ordered list:
9, 12, 14, 15, 20
The 3rd number is 14. Hence, the median distance kicked by
the students is 14 meters.

Problem 2: During a fitness class, six students measured their

resting heart rates (in beats per minute) after a deep breathing
exercise. Their recorded heart rates were:
72, 68, 75, 70, 74, and 71 beats per minute.
What is the median resting heart rate?

Step 1: Arrange the data in ascending order

68, 70, 71, 72, 74, 75

n+1
Step 2: Use the rule to find the position of the median
2
n=6
Apply the formula:
6+1 7
= = 3.5
2 2
This means that the median is the 3.5th value.
The median lies between the 3rd and 4th values.

Step 3: Identify the 3rd and 4th values

3rd value = 71
4th value = 72

Step 4: Compute the average of the two middle values

71+72 143
= = 71.5
2 2
The median resting heart rate is 71.5 beats per minute.

3. Lesson Activity
Activity 9: Monitoring our Pulse Rate
Explain the following procedures to the learners.
 Measure your own resting pulse rate by placing two fingers on
your wrist or neck.

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 o Count the number of beats in 60 seconds (or for 30
seconds and multiply by 2).
o Record your pulse rate in beats per minute (bpm).
 Share your pulse rate with your group.
 Gather 6–10 pulse rate values from your classmates.
 Arrange the collected data in ascending order.
 Find the median pulse rate.

SUB-TOPIC 4: Determining the Mode

1. Explicitation
Activity 10: My Baon During Recess!
Ask the learners: "When you and your classmates bring snacks
to school, what food do you see most often?"
Explain that mode refers to the value or item that occurs most
frequently in a data set — just like the most popular snack is the
one that appears the most. It’s useful when identifying trends or
common behaviors in health and lifestyle.

To make this concrete, show a simple live word cloud using tools
like Mentimeter. Emphasize that the word that appears biggest
(appears most often) represents the mode.

If the use of Mentimeter is not possible, the teacher may ask the
learners to write their responses on the board, then ask them to
count the most frequent response.

Ask: What is the mode in the different types of baon you bring
during recess?

2. Worked Example
Activity 11: The Most Frequent Pulse
Here are the pulse rates (in bpm) of 12 students after light
jogging:
80, 82, 84, 80, 78, 82, 82, 80, 85, 83, 82, 80
 Your Task:
o List the data in order from least to greatest.
o Count how many times each number appears.
o Identify the mode — the number(s) that occur most often.
 Challenge Questions:
o Is there more than one mode?
o What does the mode tell you about the group’s most typical
pulse rate after exercise?

3. Lesson Activity
Activity 12: Determine the Mode!
From the given situations, calculate the mode.
1. After a group of students did a 5-minute stretch, their
breathing rates (breaths per minute) were recorded as:
18, 20, 19, 18, 22, 18, 21, 20, 19, 18
2. A fitness tracker recorded the number of steps taken by 12
students during a morning walk:
2500, 3000, 3000, 3200, 2800, 3000, 2700, 3200, 3000,
2800, 2700, 3000
3. During a health class activity, students measured their heart
rates after jumping jacks. The results (in bpm) were:

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 85, 88, 90, 85, 85, 90, 92, 88, 85, 90

D. Making DAY 4
Generalizations 1. Learners’ Takeaways
Assign the learners to complete the exit ticket for the topics with
the following prompts.
1. How would you explain the difference between mean,
median, and mode in your own words?
2. Why is it important to know which measure of central
tendency to use in different situations?
3. How can knowing the mean, median, and mode help us
understand health-related data better?

2. Reflection on Learning
Ask the learners to reflect on the following questions. Have them
their answers on their notebooks.
1. What strategies did you use to decide whether to find the
mean, median, or mode in each problem?
2. Which measure of central tendency did you find easiest to
calculate, and why?
3. How will you apply what you learned about mean, median,
and mode outside of this lesson?

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

A. Evaluating 1. Formative Assessment

Learning A. Choose whether the situation calls for the mean, median,
or mode.
1. You want to find the average number of hours students
sleep per night.
2. A health teacher is looking for the middle value of pulse
rates in a set of ordered data.
3. A nurse wants to know the most common body
temperature among patients.
4. A class records the number of steps each student takes.
Which measure helps find the typical amount?
5. A researcher is looking at recovery days and wants to
remove the effect of extreme values.
6. A teacher is identifying the most frequent number of
push-ups completed by students.

B. Calculate the given measure of central tendency.

1. Find the mean of the calorie intake (in kcal): 1800, 2000,
2100, 1900, 2200
2. Find the median of resting heart rates (in bpm): 74, 70,
72, 76, 68
3. Find the mode of the number of water bottles consumed:
3, 4, 3, 2, 3, 4
4. Find the mean temperature (°C): 36.6, 36.7, 36.8, 36.7,
36.9
5. Find the median of the pulse rates: 80, 75, 78, 82, 77, 76
6. Find the mode in the number of minutes spent jogging:
30, 40, 30, 35, 45, 30

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 C. Solve for the following problems completely.
1. A student measured her daily pulse rate after walking for
five days. The results were: 82, 85, 83, 80, 85. What is
the mean and median pulse rate? Which measure is
higher?
2. A physical education teacher recorded the number of sit-
ups done by students in one minute:
12, 15, 14, 13, 50
The teacher wants to report a summary that reflects the
typical performance of the class. Which measure of
central tendency (mean, median, or mode) would best
represent the data? Explain your choice, then solve for
this measure.
3. Group A and Group B measured their heart rates after
walking.
Group A's heart rates (in bpm): 78, 80, 82, 80, 78
Group B's heart rates (in bpm): 90, 88, 92, 90, 88
Which group had a higher mode? Which among the
groups have unimodal or bimodal data? Why?

2. Homework (Optional)
Record the number of steps you take each day using a mobile
phone pedometer app, smartwatch, or manual count.

Using the data you collected:

1. Find the mean number of steps you took over the 7 days.
2. Find the median number of steps.
3. Determine the mode, if there is any.
4. Create a bar graph showing the number of steps per day (can
be drawn or made digitally).

Answer the following on a separate sheet.

1. Which day were you most active?
2. Which measure (mean, median, or mode) do you think best
represents your activity level? Why?
3. How does this data help you reflect on your daily physical
activity?

B. Teacher’s Note observations on

Remarks Effective Problems
any of the following
Practices Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

Others

C. Teacher’s Reflection guide or prompt can be on:

Reflection
● principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

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 ● students
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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