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Subject: Mathematics
Semester: 2
Period: 6
Week: 35
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 3
Date: Week 35
Lesson Duration: 45 minutes
Week & Period: Week 35, Period 6
Topic: Data Handling
Sub-topic: Interpreting Graphs and Application
Learning Objectives
By the end of the lesson, students should be able to:
• Read and analyze data from charts and graphs
• Extract and interpret information from bar, line, and pie charts
• Use graphs to find mode, mean, and median
Previous Knowledge
Students already know how to construct graphs and tables.
Instructional Materials
Mathematics textbook for Grade 3, graph papers, charts, rulers
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher shows a bar graph of “Students’ Favorite Sports” and asks: “Which sport is most popular? Which is least popular?”
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
To interpret a graph:
• Read the title – tells what the graph is about.
• Look at labels – shows categories and numbers.
• Compare heights or lengths of bars or lines.
• Extract data to answer questions.
Example: A pie chart shows food preference. If 10 students like rice, 15 like beans, and 5 like bread, the mode is beans (highest frequency).
Learners’ Activities (Expanded):
Learners work in groups to analyze sample graphs. They answer questions like: “How many more students prefer football than basketball?” Learners explain trends in line graphs.
Assessment Checks:
Teacher asks:
• What does the highest bar show?
• Which value is the mode in the data?
Notes (Expanded & Detailed):
Graphs are used to compare data and find patterns. They help us make decisions, such as identifying the most common preference. Mean, median, and mode are important tools for interpreting data.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher revises how to interpret graphs and use data to find mean, median, and mode.
Evaluation Method (Expanded):
Exit slip/quiz: Answer two questions based on a given bar graph.
Assignment (Expanded):
Interpret the line graph of “School Attendance over 5 Days” in the textbook.
Follow-up Activity:
Learners create a graph of weekly family expenses and discuss in class.
Differentiation / Inclusive Strategies
Learners who struggle will be given guided questions. Advanced learners interpret two different types of graphs.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low