MATH 6

*CONSTRUCT A PIE GRAPH

*INTERPRET THE DATA IN
PIE GRAPH
 As a teacher you must
ensure that, the leaner
A. Content
demonstrates understanding
Standards of pie graphs and
experimental probability.
 As a teacher you must ensure
that, the leaner is able to create
and interpret representation of
B. Performance
data ( tables and pie graph) and
Standards apply in experimental
probability in mathematical
problems and real life situations
 * Construct the pie graph
based on the given set of
C. Learning data ( M6SP-IV-3-6)
Competencies / * Interpret the data
Objectives presented to a pie graph
( M6SP-IVF-3.6)
 ESP – Practice the value of
proper waste segregation

D. Integration
AP –Transportation use in the
(Knowledge of community
content within and Arts – Proper use of lines in
across curriculum
equal dividing of fraction.
teaching areas)
ICT - Using power point
presentation
II. CONTENT Pie graph
 * MELCs Quar ter 4 Week 4
A. References

• K-12 curriculum guide Math 6 page 126-

1. Teacher ’s Guide pages
131

2.Learner ’s Materi al
pages
*21st Centur y Mathletes 6 page 324-331

3.Textbook pages Pages 324-331

 Realistic Math 6 pp374
4.Additional Materials
Making a pie Graph
from Learning
Resource LR portal

Char t, pictures, power-point presentation,

activity cards, protractor, pens ruler,
5. Other Learning compass, chocolate, Video.
Resources
 1.)Drill ( Clock Re lay) Setting the rule s.

Tell W hat f raction made for the following time

us ing a clock and tell what degre es o f angle
me as ure d for a fraction us ing a pro tractor.

1. 6:00 o’clock

Drill
2. 3:00 o clock

3. 9:00 o’clock

4. 12:00 o clock
 1. Review the previous lesson

A. Reviewing Let us have a game (Eat what you get)

Write each percent as a fraction in

previous lesson
simplest form.
or presenting
the new lesson 25% 75%

ENGAGEMENT 35%
50%

10%
 2. Motivation

- Integrative Approach

B. Establishing a
purpose for the
lesson
 Look at the picture. What is in the picture?

(CLI )What kind of transpor tation use to

K R A 1 : C o n t e n t Kn o w l e d g e a n d travel in San Jose? What other mode of
Pe d a g o g y O b j e c t i v e 1 :
transpor tation use to travel anywhere? Did
Indicator #1
Apply knowledge of content and you know about bake shop? What mode of
across curriculum teaching transpor tation use in San Pedro? Who
areas
among you that your father is a driver? Are
. Va l u e s I n t e g r a t i o n - T h e v a l u e you proud of it?
o f d i s c i p l i n e t o o u r s e l f, h e l p
our environment clean and
Have you experience that when you are
being proud of you work. riding one of the passengers throw her /his
rubbish? What did you do?

Proper throwing of rubbish when you are

riding is showing being discipline to our
self.
 The table shows the diff erent mode of
transportation in Antique. Analyze the

.AP- Common transportation use

data.
in our environment
CLI Integration-Local
During the pandemic the diff erent
t r a n s p o r t a t i o n u s e i n l o c a l i t y. transportation use to travel. To buy
food and daily needs. The following
transportation in our community was
36 tricycle, 28 jeepneys, 14 private
car rent buy government, 12
motorcycle and 10 bikes.
 Mode of Frequency Percentage Degrees
Transportation of angle

Tricycle 36 -- --
Jeep 28 -- ---
Mode of Private Car 14 -- ---

Transportation Motorcycle 12 -- ---

bike 10 -- ---
Total ------ 100% 3600

What is the total of the different transportation

used in Antique? There are 100 transportation
use in antique.
 Let us show how to get the
C. Presenting percentage.
examples Solve
/instances of the There are 100 transportations used in
new lesson San Jose. To get percentage of every
transportation use, divide each
number of transportations to the total
EXPLORATION number of transportation and multiply
the quotients to 100%
KR A 3 : C ur r ic ulum a nd
Pla nning Obj ec ti ve 7
Indi c ato r # 3
S ele c t, d eve lo p, o rg a ni ze
and use a pp r o pr i ate
te ac hing and l ea rni ng
re so urc es , inc lud ing ICT 1.)36/100 = 0. 36 x 100 % = 3 6 % Tric yc le
to ad d re ss l ea rni ng g o a ls .
ICT Inte gra t io n- fl a s hing
the pi c tur es usi ng po wer
po i nt pr e sent a ti o n

2.)28/ 100 = 0. 28 x 100% = 28% J ee p

3.)14/100 = 0.14 x 100% = 14%

4.)12 /100= 0.12 x 100% = 12%

5.)10/ 100= 0.10 x 100% = 10%
To find the The total measures of a circle is 360
angle.
angle
measure for 1.)36%/ 100 = 0.36 x 360 = 129. 60

2.)28%/100 = 0.28 x 360 = 100.80

each
3.)14%/100 = 0.14 x 360 = 50. 40
transportatio 4.)25%/100=0.12 x 360= 43.20

n.
5.)10%/100 =0.10 x 360= 360
 Transportation use

36

Draw a pie graph according to each

a n g l e o f d e g r e e s i n d i ff e r e n t
t r a n s p o r t a t i o n u s i n g a p r o t r a c t o r.
43.2
129.6
KRA 1 : Content Knowledge and
Pedagogy Objective 1:
Indicator #1
Apply knowledge of content and
across curriculum teaching areas 50.4
Art Integration. Use circle in
drawing for representation of data.

100.8

Tricycle Jeep Private car Motorcycle Bike

 1. Group Tas k ( Diff erenti ated Instructi on ) us ing of Multi pl e
1. Group Task (Differentiated
intelligence
Instruction ) using of Multiple
a . Setti ng of Sta nda rd
intelligence
b. Group into three. Ea ch group wi ll be given acti vity ca rds.

KRA 2 : Diversity of Learners and P roblem.

Assessment and Reporting , Objective 5 , Ma rk s ur vey in ba ra ngay Sa n Pedro who a re vaccinated
Indicator #2
with diff erent va cci ne. For the Si novac 80 people, Fizer 30
Plan and deliver teaching strategies that
are responsive to the special educational
people, sputnik 44 peopl e, Sinopharm 16 people, a nd
needs of learners in difficult Moderna 10 people.
circumstances , including geographic
G roup 1. Find the percenta ge of each given data .
isolation, chronic illness, displacement
due to armed conflict , urban resettlement Acti vity ca rd; Used
or disasters , child abuse and child labor
Sample of data x 100 = percenta ge
practices
Tota l number of data
 Brand of Frequency Percentage Degrees of
Vaccine No. people angle
vaccinated

Sinovac 80 -- --
Group 1. Find the percentage
of each given data. Fizer 30 -- ---
Activity card; Use
sputnik 44 -- ---
Sample of data x 100 = percent
To t a l n u m b e r o f d a t a
Sinopharm 16 -- ---
Moderna 10 -- ---
Total 180 100% 3600
 Change percentage to decimal form and multi ply to total
degrees angle 360.

Brand of Frequency Percentage Degrees of

Group 2. Find the Vaccine No. people angle
vaccinated
angle measure of the
following vaccine
Sinovac 80 -- --
according to each Fizer 30 -- ---
percentage. Sputnik 44 -- ---
Sinopharm 16 -- ---
Moderna 10 -- ---
Total 180 100% 3600
Group 3. Make a pie
graph using the data
presented in degrees
angle for the following
vaccine. Use a compass
and a protractor in
making a pie graph.
 Constructi vism Approach ( Apply Hots in this part)

a.)Allow them to post their work on the board

D. Discussing new b.)Let them present their answers

c.)The teacher will process their output.

concepts and
Follow up questi ons
practicing new 1.)What vaccines are used for vaccinati on in San Pedro?

skills.#1 2.)Why we need to be vaccinated

EXPLANATION 3.)How did you get the percentage of the data?

4.)How did you get the angle measure of the given

data?

5.)How did you make the pie graph? What are the tools
used to make a pie graph?
 (Mind Game) The fi rst one to get the correct answer will win
the game

E. Discussing new concepts and Find the degrees angle of the acti ve ca ses in ever y munic ipa lity

practicing new skills #2.

KRA 2 : Diversity of Learners and

Assessment and Reporting , Objective 5 ,
Indicator #2
Plan and deliver teaching strategies that
are responsive to the special educational
needs of learners in difficult circumstances
, including geographic isolation, chronic
illness, displacement due to armed
conflict , urban resettlement or disasters ,
child abuse and child labor practices.
60
24
12
36
8
10
 1440
580

Put your answer to

290 860
the indicated cases

190 240
Watch Time

Get ready to learn

another way to get the
angle measure and draw
a pie graph
https://www.youtube.co
m/watch?
v=p_nPxTRuLxo
 Group Acti vity (Test the Accuracy)
The fi rst group can do it fi rst and explain will their
work, will win the game.
F. Developing Mastery
(leads to Formative
Interpret the data
Assessment 3)
ELABORATION There are 120 pupils in the Grade 6 class. For the

KRA 2 : Diversity of Learners and School Year 2019 the principal gathers the data
Assessment and Reporting , Objective 5 , about percentage of pupils do hand washing in
Indicator #2
Plan and deliver teaching strategies that are every quarter to avoid corona virus. Here are the
responsive to the special educational needs data
of learners in difficult circumstances ,
including geographic isolation, chronic
illness, displacement due to armed conflict ,
urban resettlement or disasters , child abuse
and child labor practices.
 1. ) H o w m a ny p u p i l s i n t h e cl a s s ? ___ _____

2. ) H o w m a ny p u p i l s d o h a n d wa s h i n g i n t h e fi rst q u a r te r ?
_________

3. ) H o w m a ny p u p i l s d o h a n d wa s h i n g i n a s e c o n d q u a r te r ?
_________

4. ) H o w m a ny p u p i l s d o h a n d wa s h i n g i n t h i rd q u a r te r?
Questions: _______

5. ) H o w m a ny p u p i l s d o h a n d wa s h i n g i n fo u r t h q u a r te r?
_____

6. ) W h i ch q u a r te r h a s m a ny p u p i l s p a r ti ci p ate d i n h a n d
wa s h i n g ? __ ____

7. ) W h i ch q u a r te r h a s a l o we st p e rc e nta ge o f p u p i l s d o h a n d
wa s h i n g ? ____ ____ _
 Mang Jose has income of Php. 16,000.00 for a month.
He budgeted this money, 50% for food, 30% for
G. Finding practical educati on, 15% for clothing and 5 % for allowances.
application of concepts and Write 5 interrogati ve sentence about this problem.
skills in daily living
1.
KRA 1 : Content Knowledge and 2.
Pedagogy Objective 1: Indicator #1
Apply knowledge of content and 3.
across curriculum teaching areas
•English Integration : Construct an 4.
interrogative questions based on the
problem.
5.
•ESP : Proper budgeting of money
In what way we can use pie graph representati on in
our daily living? How this pie graph can help worker in
any offi ces?
 How to get the angle measure
of each data?
H. Making
Generalizations and
How to make a pie graph?
Abstraction about
the Lesson. What are the steps in making a
pie graph?
 Test I. Make a pie graph base on the data presented.

Favorite vegetables Grade 6 Pupils

I. Evaluating
Learning Favorite No. of Percent Angle
vegetables Pupils Measure
EVALUATION
Carrots 30 40% ---
Potatoes 15 20% ---
Corn 25 33% ---
Broccoli 5 7% ---
 1.)How many pupils prefer to eat carrots and Broccoli?
___________________
2.)If we combined the lowest and the highest
percentage how many pupils prefer on this data?
Test II Interpret the ___________________
data using a pie 3.)Which among the vegetables was the second to the
graph favorite of the pupils? ___________________
4.)Which preference has 5 % gap to the highest
preference vegetables? ______________________
5.)How many pupils need from the lowest preference to
get the highest preference vegetables?
_________________
 Interpret the data.
J. Additional
activities for Mr. Palma asked 50 Grade 6 pupils if
they used the internet during weekends
application for and how many hours they spend in using
remediation it. The pie graph below shows the
results.
Number of Hours Spent Using Internet During
Weekends

10%

20% 40%

30%

4-6 hours 0-3 hours 7-9 hours 0-3 hours

 1.)How many pupils use the internet for 0-3
hours during weekends?________________

2.)How may pupils use the internet for at least

7 hours? ______________
Questions:
3.)How many pupils use the Internet for no
more than 6 hours?_______________

4.)How many percent did they use for 0 to 6

hours? _______________