EFFECTIVE COMMUNICATION

Quarter 3 - Lesson 2 - Interpreting Data and Presenting Information Effectively

Learning Area: EFFECTIVE COMMUNICATION
Grade Level: 11
Semester: 2nd
Quarter: 3rd
Lesson: 2

I. ACADEMIC STANDARDS AND COMPETENCIES

A. Content Standard

You will demonstrate effective communication in academic and training contexts through spoken, written, and multimodal forms; you will understand that interaction patterns in academic and training contexts are formal, structured, and discipline-specific, and that intellectual integrity, honest and respectful critique, and inclusive language foster meaningful academic and training engagement.

B. Performance Standard

You will produce spoken, written, and multimodal academic and technical texts for specific purposes and audiences, such as, but not limited to, articles, research reports, public speaking presentations, reviews, and podcasts; prepare note cards and reference lists in support of these texts; convert these texts into presentation formats aided by non-verbal signals and multimedia tools or resources; and give and use feedback on the content, structure and language of communication to improve performance.

C. Communicative Event/s

Presenting Research Findings or Investigative Reports

D. Learning Competencies
  • You will interpret data represented in multimodal forms (e.g., charts, tables, figures).
  • You will follow procedures, instructions, or processes in spoken, written, or multimodal forms to successfully achieve outcomes.
  • You will condense spoken, written, or multimodal texts into diagrams, charts, outline, summary, synopsis, or paraphrase.
  • You will review your readiness to participate in academic and technical communication, identifying strengths and areas for growth.

III. CONTENT

Interpreting Data and Presenting Information Effectively

LESSON OBJECTIVES

By the end of this lesson, you will be able to:

Master the skills of data interpretation and effective presentation

Objective 1: analyze the effectiveness of different multimodal forms;

Objective 2: transform text into multimodal forms (tables, graphs, charts);

Objective 3: interpret and present data effectively using multimodal forms; and

Objective 4: reflect on your strengths and areas for growth in academic communication.

IV. PROCEDURES: Activating Prior Learning

My Instructions to You

Activity 1: Visualize It! Transforming Text into Data Displays

  1. To get us started, I'll ask you: Have you tried presenting information before an audience? Did you use tables and graphs during the presentation? Why did you use tables and graphs?
  2. I want you to know that in this lesson, you will learn how to present information using tables and graphs.
  3. First, I'll present a copy of the text: *"Physical activity trends show slight improvement for boys, none for girls,"* which you can access through this WHO link. Option: I may share the link with you so that you can access the text. Then I'll ask you to scan for at least 3 important pieces of information.
  4. Then, I'll show you the infographic below, which is the non-linear presentation of the text that you have just read.
  5. We'll process the activity by discussing the following questions:
    • a. Which form is best for showing numbers for easy comparisons?
    • b. The text and the chart contained the same information. In what way does each format help you understand the data?
  6. I'll lead you to the idea that charts and figures are not just math tools; they are communication tools.

Examples & Resources I'll Provide

Text Example:

"Physical activity trends show slight improvement for boys, none for girls"

Source: WHO Study on Adolescent Physical Activity

Discussion Questions We'll Explore:

  • Which form is best for showing numbers for easy comparisons?
  • How does each format (text vs. chart) help you understand the data?
📊 Non-Linear Presentation / Infographic

Line Graph showing U.S. teens' social media usage over time (2015-2024), based on Pew Research Center data.

Key Concept You'll Learn:

Charts and figures are not just math tools; they are communication tools that help make complex information understandable.

IV. PROCEDURES: Instituting New Knowledge

My Instructions

Activity 2: Reading a Chart

  1. Presenting Examples

    I'll display on screen the text below about "Factors Why Teenagers Skip Meals".

  2. I'll show you the table that displays survey results from 50 teenagers.
  3. I'll ask you the following questions:
    • What is the table all about?
    • Who is the target audience or population of the data?
    • What insights can you get from the table?
    • Is the result of the data true to your experience?
  4. I'll show you how this same information can be presented as:
    • Bar graph
    • Pie chart
  5. I'll explain when to use each in communication contexts (e.g., pie charts for proportions, bar graphs for comparisons, tables for detail).

Examples & Visuals I'll Show

"Factors Why Teenagers Skip Meals"

Teenagers often skip meals for different reasons that reflect their lifestyle and daily challenges. Some are too busy with schoolwork or have limited time due to packed schedules, while others avoid eating because of dieting or weight concerns.

Reason for Skipping Meals Number of Teenagers Percentage
Lack of Time 18 30%
Busy with schoolwork 12 24%
Dieting/Weight Concerns 8 16%
No Appetite 7 14%
Financial Constraints 5 10%

Visualization Options I'll Demonstrate:

Lack of Time
Schoolwork
Dieting
Percentage

Bar Graph Representation

Discussing New Concept

Key Concepts I'll Teach You

Tables, charts, diagrams, and figures are tools used to present information and data in a clear and organized way.

  • Tables: Arrange details in rows and columns to show exact information and comparisons.
  • Charts: Display data visually (bar, line, pie charts) making patterns and trends easier to recognize.
  • Diagrams: Illustrate relationships, processes, or parts of a whole through shapes, symbols, and labels.

I'll show you that interpreting data means going beyond "reading numbers" and instead making sense of what the data shows.

Visual Examples I'll Show You

Table Example

Row/Column
Data Cells
Headers

Structured data organization

Chart Example

Visual data comparison

When to Use Each Format (My Guidance):

  • Tables: For detailed comparisons and exact values
  • Bar Graphs: For comparing categories
  • Line Graphs: For showing trends over time
  • Pie Charts: For showing proportions/percentages

Steps in Interpreting Data

Interpretation Steps I'll Teach You

  1. Read the title and labels first
    • Ask yourself: What is this chart/graph/table about?
      Look at titles, axis labels, legends, or categories.
  2. Identify the type of data representation
    • Is it a bar graph, pie chart, table, or line graph?
      Knowing the type helps understand how information is organized.
  3. Look for trends and patterns
    • Ask: What increases, decreases, or stays the same?
  4. Compare groups or categories
    • Identify similarities and differences.

Examples & Applications I'll Share

  1. Focus on significant numbers or proportions
    • Highlight the highest, lowest, or average values.
      Example: "80% of students exercise less than 3 times a week."
  2. Draw a conclusion or insight
    • Go beyond stating facts; explain the meaning or implication.
      Example: "Since most students report high stress levels, schools may need more mental health support programs."
  3. Relate it to a real-life context
    • Connect findings to your experiences.
      Example: "This survey reflects how our own class uses TikTok more than Facebook."

Practice Exercise I'll Guide You Through:

Look at a chart about social media usage. Apply these 7 steps to interpret what the data means for teenagers today.

Developing Mastery

Activity 3: Making Meaning with Data

  1. I'll divide the class into four groups.
  2. I'll give each group one of the texts below:

Group 1: Sources of Stress among Grade 11 Students

In a recent survey of 30 Grade 11 students, schoolwork and exams emerged as the leading source of stress, with 12 respondents mentioning academic demands as their top concern. Social media pressure was reported by 6 students, while 5 pointed to family-related issues. About 3 said they were most affected by peer pressure, and 2 indicated financial difficulties. Another 2 students mentioned other stressors or did not give a specific answer.

Group 2: Physical Activity Habits of Grade 11 Students

When asked how many days per week they engage in physical activity, 10 Grade 11 students admitted they did not exercise at all. Eight said they were active only once or twice a week, while 6 reported exercising three to four times weekly. Four respondents claimed they engaged in physical activities five to six days a week, and only 2 students said they exercised every day.

Group 3: Favorite School Subject

A survey of 30 Grade 11 students revealed that English was the most popular subject, chosen by 14 respondents. Mathematics came second with 10 students, while 7 identified Science as their favorite. Physical Education and Health was selected by 6, and only 3 chose Filipino as their top subject.

Group 4: Weekend Activities of Grade 11 Students

In terms of weekend routines, 11 Grade 11 students said they preferred sleeping or resting. Another 10 spent their weekends playing online games, while 8 chose to go out with friends. About 7 students liked watching Netflix or television, and 6 mentioned family bonding as their main weekend activity.

Developing Mastery: Next Steps

  1. I'll ask you to organize the data into a table first.
  2. Then, you must present it in a chart/graph (pie chart, bar graph, etc.).
  3. Finally, you should write a short interpretation of 2—3 sentences. I'll remind you of the steps in interpreting data.
  4. I'll call representatives from each group to present their output.
  5. We'll process the activity by discussing these questions:
    • What changes did you make to improve the dataset?
    • How does your chart/graph make the information clearer?
    • What difficulty did you encounter in converting survey texts into multimodal forms?

Finding Practical Application

Activity 4: Data in Daily Life

1. I'll provide you with the text below:

"Hobbies and Interests of Young Adults"

In today's society, teenagers and young adults engage in a wide variety of hobbies and interests that reflect both traditional pastimes and the influence of modern technology. With the rise of digital platforms, many spend their free time on activities such as online gaming, social media, and streaming movies or series. At the same time, others continue to enjoy reading, sports, music, and creative arts as a way to express themselves and build social connections. These hobbies not only provide relaxation and enjoyment but also shape their skills, identities, and relationships in an increasingly fast-paced and connected world.

A study was conducted on 50 young adults, and the table below shows their hobbies and interests.

Hobbies/Interests Number of Students %
Playing Online Games 15 30%
Watching Movies/Series 10 20%
Sports/Exercise 8 16%
Reading Book/Comics 7 14%
Music (listening/singing/playing instruments) 6 12%
Arts and Crafts (drawing, painting, crafts) 4 8%

2. I'll give you clear, step-by-step directions.

My Step-by-Step Directions for You:

  1. Step 1: Identify the main trends or patterns.
  2. Step 2: Summarize the data in a chart or diagram.
  3. Step 3: Write a 2–3 sentence interpretation of the data.

3. I'll mill around the room to provide feedback and guidance.

4. I'll have you share your outputs with a partner for peer feedback.

Making Generalization

Activity 5: Rules to Remember

  1. I'll divide the class into small groups of five (5) members each.
  2. I'll ask each group to come up with three to five (3–5) rules or guidelines for effective data presentation and interpretation based on what you have learned (e.g., "Always label your chart," "Choose the right graph for the data," "Avoid misleading scales").
  3. I'll have each group write their rules on manila paper or prepare a slide, then present them to the class.
  4. As a class, we'll decide on the top five (5) rules and write them on the board.

Evaluating Learning

Activity 6: Survey in Action

  1. I'll group you according to your interests (e.g., music lovers, dance enthusiasts, etc.). In small groups, I'll have you create a three-question mini-survey about a topic related to your interests. For example, you might ask about your classmates' preferred music genres.
  2. I'll ask each group to gather quick responses from 15-20 classmates during class.
  3. I'll instruct you to tally the results and present the data visually using a bar graph, pie chart, or table.
  4. I'll have you write a 2–3 sentence interpretation of the results.
  5. I'll inform you that your presentation will be graded based on the rubric found in Appendix 1.
  6. We'll process the activity by discussing the following questions:
    • What did you learn while gathering and presenting your own data?
    • Was it difficult to organize the information? Why or why not?

Additional Activity

Activity 7: Creating Charts and Tables

  1. I'll organize you into groups of four to five (4-5) members.
  2. I'll ask each group to find a short article or survey result (e.g., an excerpt about students' study habits, smartphone usage, or favorite school subjects). I'll encourage you to use reliable local or national data.
  3. I'll give the following instructions:
    • Step 1: Extract key data from the text.
    • Step 2: Present the data in two different multimodal forms (a table and a chart or diagram).
    • Step 3: Write a short interpretation (3–4 sentences) of the data.
    • Step 4: Present your output to the class.
  4. After the presentations, I'll ask: Which form was most effective in conveying the message, and why?