School: BAYUGAN NATIONAL COMPREHENSIVE HS Grade Level: 7

Student-Teacher: JOHN PATRICK P. BERSALOTE Learning Area: MATHEMATICS

Date: FEBRUARY 27, 2019 Quarter: IV
Section: GRADE 7 SPJ Division: BAYUGAN CITY
OBJECTIVES
The learner demonstrates understanding of key concepts of
A. Content Standard:
measures of variability, specifically standard deviation.
The learner is able to compute accurately the standard deviation
B. Performance Standard: and apply appropriately in data analysis and interpretation in
different fields.
The learner is able to draw conclusion based on the standard of
C. Learning Competency:
deviation of a statistical data.
I. CONTENT: Standard Deviation of a Sample
II. LEARNING RESOURCES
A. References:
1. Teacher’s Guide
Pages:
2. Learner’s Material
Pages:
3. Textbook Pages
4. Additional Material
from LR Portal:

Nivera, G. (2014). Grade 7 Mathematics: Patterns and

B. Other Learning Resources:
Practicalities. Antonio Arnaiz cor. Chino Roces Avenues,
Makati City: Salesiana Books by Don Bosco Press, Inc.
Jones, J. (2016, September 22). How to Calculate Standard
Deviation. https://www.youtube.com/watch?v=WVx3MYd-
Q9w

III. PROCEDURES
A. Reviewing Previous
Lesson
A.1. Preliminaries

 Greetings Greet the students to let them know your presence.

 Prayer A student will lead a prayer.

 Attendance Order the class monitor to check the attendance of the class.
Checking

 Reading of the Before proceeding to the discussion, present an ATTITUDE &

house rules SCORING CHART. Given that the class is group into four, the
corresponding performance of the group will be checked by the
teacher. A smiley face will be given to groups that are very
cooperative and are not very noisy to disturb others, equivalent to
2 additional points. On the other hand, a sad face will be given to
those groups that have little to no cooperative work done,
equivalent to minus 1 point. Each question throughout the class
discussion had equivalent points for the group that got a correct
answer. Also, every time that someone wants to answer, they must
raise their hand and wait for the teacher to acknowledgment
them.
 Review the previous discussion about measures of central
tendency.
What are the three main measures of central tendency?
(Call 3 students to answer and give 1 point to the group of each
student.)

 Mean
 Median
 Mode

How do we find the mean?

(Call a student from a group to answer and give 2 points if his/her
answer is correct.)

We can find the mean or the average by adding all the data points
divided by the number of data points.

How do we find the median?

(Call a student from a group to answer and give 2 points if his/her
answer is correct.)

It is the middle value in distribution when the values are arranged

in ascending or descending order.

What is the mode of a data?

(Call a student from a group to answer and give 2 points if his/her
answer is correct.)

It is the most frequent occurring data point.

Praise the class given that they can still remember the previous
lesson.

Recall the purpose of central tendency and explain that measure of

central tendency (also referred to as measures of centre or central
location) aims to describe a whole set of data with a single value
that represents the middle or centre of its distribution.

B. Presenting Examples/
Instances of the New Lesson Present a table, let them give the title of the table or set of raw
data?
(Give 3 points to the group that got a correct answer.)

Scores of
Scores of Girls
Boys
Frederick 70 Grace 82
Russel 95 Irish 80
Murphy 60 Abegail 83
The title is? Scores of 5 Boys and 5 Girls in
Jerome 80 Sherry 81
Mathematics
Tom 100 Kristine 79
Mean: 81 Mean: 81
Praise the group that got a correct answer.
(Slate boards will be given with a white board marker.)

Let them find the mean of the scores of boys and the scores of
girls. Give 1 minute to answer. Let them use slate board to write
their answer and raise it after the given time limit. (Groups that got
the correct answer will be given 2 points.)

Praise those that got a correct answer.

In their group, let them plot the scores on the lines present on a
manila paper. The group that will finish first will be given 4 points,
the second group will be given 3 point, the third group will be
given 2 points and the last group will be given 1 point. Let them
tack their plotted scores on the board so that it can be checked.
This activity is equivalent to 5 points.

Scores of Boys

Scores of Girls

Ask about the difference between the plotted scores? (Give 2

points to the group.)

The scores of boys are father apart while the scores of girls are
closer to each other.

Praise the group’s good observation.

Talk about the mean score. Since central tendency such as the
mean is used to describe a whole set of data with a single value
that represents the middle or centre of its distribution. In the data
set, can we conclude that all students passed the mathematics
exam given that the mean score is 81? Let them support their
answer?
(Give 5 points to the group who got the correct answer.)

Praise the group that got a correct answer.

Explain. So, aside from finding the central tendency in which

statistician used to describe a data set. Statisticians also use to
describe a data through the amount of variability.

In this data set, what do you think the variability is?

(Give 3 points to the group that got a correct answer and 1 point
for those that try.)

The variability of the data is by how spread the data is.

A measure of variability is what we call standard deviation.

In this lesson you will learn what standard deviation is and how to
calculate it.

Show a short video to discuss what standard deviation is.

(Insert Video)
 As shown in the video, what are the steps in finding the standard
Data Point
deviation? (Call one group at a time to give one step and give 1
Mean x - mean ( x – mean 2
(x) point.)¿
60 81 -21 441
70 81 -11 121 1. Calculate the mean. (x bar)
80 81 -1 1 2. Subtract the mean from each data point. (data point – mean)
95 81 14 196 3. Square each difference.
100 81 19 361 ( (data point – mean ¿2 )
∑( x – 4.
meanCalculate
¿ = the mean of the squared differences.
2
1120
5. Take the square root of the mean.

We have five steps to find the standard deviation. Also, here is the
formula in finding the standard deviation.

Formula:

-1
Where :
δ is standard deviation.
∑ is the sum of each instance
x is the data point
x bar is the mean
n is the number of data points

C. Discussing New Concepts

and Practicing New Skills #1 Discuss how to find the standard deviation of the scores of boys
using the table shown on the video while following the steps.

What are the data points for the scores of boys?

(Students can answer in chorus.)

We already calculated the mean score which is 81.

The next step is to find the difference.

Then the square of the difference.

The mean of the square difference.

x – mean¿2
1120
¿ = =224
∑¿ 5
¿

And the last step is taking the square root of the mean of the
square difference.

δ = √ 224 = 14.9666295471 or ≈ 14.97

So, we had the standard deviation of the scores of the boys which
is 14.97.

Did you understand the steps to solve for the standard deviation?
 Now with their group, let them find the standard deviation for the
scores of girls. Give you 4 minutes to solve for the answer. After
the time limit, let them raise their slate boards with their
corresponding answer. (Groups with the correct answer will be
given 5 points.)
Data
Point (x)
Mean x - mean ( x – mean ¿2
79 81 -2 4
80 81 -1 1
81 81 0 0
82 81 1 1 x – mean¿2
¿ = 10 =2
83 81 2 4
∑¿ 5
∑( x – mean ¿2 = ¿
10

The standard deviation for the scores of girls is?

δ = √ 2 = 1.4142135624 or ≈ 1.41

Now compare the results. Base on the standard deviation of the

two scores, did we get significant results that we can differ the
dispersion of the data based by gender? Why?
(Give 5 points to the group that got a correct answer and 3 point to
those who tried.)

Given that the standard deviation of the scores of boys is bigger

than the scores of girls. We can describe the score of boys to be
farther apart from each other or farther from the mean while for
the scores of girls, their scores are much closer to mean.

Praise the class.

D. Discussing New Concepts

and Practicing New Skills #2 Ask about the laptops you require them to bring.

Let them turn on the laptops and open Microsoft Excel.

(Discuss how to calculate standard deviation using excel with the

scores of boys as an example.)

Did you follow the steps to find the standard deviation on excel?
Can you do it on your own?

Let them find the standard deviation for the score of girls using
Excel. Give 5 minutes to do the task. Check the groups’ progress
using the program. (This activity is equivalent to 5 points.)

Did you get the same standard deviation like our previous result?

Praise the class.

E. Developing Mastery
Now, give the data gathered from a survey conducted to students
of BNCHS. The data were the students’ perspective on the
programs implemented to the school. (Child-friendly, Barkada
Kontra Druga (BKD), Solid Waste Management and Disaster Risk
Reduction) Using Likert Scale, 1 means they strongly disagree, 2

F. Finding Practical
Applications of Concepts and
Skills in Daily Living
G. Making Generalizations
and Abstractions About the
Lesson
means they disagree, 3 means they are undecided, 4 means they
agree and 5 means they strongly agree. They responded based on
the given statements.
1. The school strictly implement the program.
2. The school thoroughly informed the students about the
program.
3. The school support or encourage the students to
participate on the program.
4. The school is/are having intervention/s for students about
the program.
5. The objective of the program is achieved and had great
result/s.
6. Student/s is/are satisfied with the program.
Each group had differentiated data depending on the program they
are assigned. Using excel let them find the mean and the standard
deviation of the data on each statement. Give 5 minutes to answer.
Let them present their findings on class.
(Equivalent to 12 points.)
Based on their findings from the previous activity. Let them draw
conclusion/s about the standard deviation on each statement. Give
3 minutes to think and 2 minutes to present it to the class. Note:
Only one representative.
Criteria:
Accuracy of the Findings (Previous activity) - 12 points
Content of the conclusion - 8 points
Correct Judgment of the Findings - 10 points
30 points
Ask about what was the lesson this morning all about.
(Give 2 points.)
Our lesson is all about finding standard deviation.
Praise the student who answered.
Ask about what does standard deviation it measure.
(Give 3 points.)
It measures the variability or how dispersed or scattered the data
points of a data set.
Praise the student who answered.
Ask somebody to give their thoughts about the use and
importance of finding the variability such as the standard deviation
of a given data?
(Give 5 points.)
It is very useful and important to know the variability, because just
like the example for the scores of boys. Finding the mean which
represent the center of a set doesn’t mean it is accurate to say all
the boys pass the exam. There are variations like how large their
scores intervals are. By finding the variation, we can set our
boundaries to make a general conclusion.
 (Tally the final group scores.)

H. Evaluating Learning
Problem Solving
Sheila is a student running for valedictorian in her class. These are
all her grades for the last quarter; 93 in Filipino, 92 in AP, y in
Mathematics, 93 in ESP, 94 in Science and 94 in English. Her total
average grade for the last quarter is 93.

Find Sheila’s grade in Mathematics. Find the sample standard

deviation of the data and draw a conclusion based on the results.
Time limit 5 minutes.

I. Assignment
For their assignment, let them research other practical use of
finding the variability in real-life. Let them present their findings on
the next class discussion. Write it on a one whole sheet of paper.

IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
.

Prepared by:

JOHN PATRICK P. BERSALOTE

Practice Teacher
Noted by:

EMMANUEL S. SAGA
Cooperating Teacher