Daily Lesson Log Learning Area:
Statistics and Probability 11
Learning The learner illustrates (a) null hypothesis, (b) alternative hypothesis, (c) level of significance, (d)
Competency/ies: rejection region; and (e) types of errors in hypothesis testing.
(Taken from the Curriculum
Guide)
Key Key concepts on null and alternative hypotheses
Concepts/Understandings
to be Developed
SESSION 1
Date Feb. 10, 2020
I. OBJECTIVES a. Determine the rejection
region, the critical value and the
level of significance of a graph
b. Solve for the critical value and
locate rejection region and
determine the level of
significance
A. Content Standard The learner demonstrates
understanding of key concepts of
tests of hypotheses on the
population mean and population
proportion.
B. Performance Standard The learner is able to perform
appropriate tests of hypotheses
involving the population mean and
population proportion to make
inferences in real-life problems in
different disciplines
C. Learning Competencies Illustrate Null and Alternative
/Objectives Hypothesis, critical value, rejection
region, level of significance, and
types of error in hypotheses testing.
Grade Level:
Fourth Quarter
SESSION 2
Feb 11. , 2020
a. Solve the critical value to
test significance
The learner demonstrates
understanding of key concepts of
tests of hypotheses on the
population mean and population
proportion.
The learner is able to perform
appropriate tests of hypotheses
involving the population mean
and population proportion to
make inferences in real-life
problems in different disciplines
Illustrate Null and Alternative
Hypothesis, critical value,
rejection region, level of
significance, and types of error in
hypotheses testing.
Quarter:
1 hour
SESSION 3
Feb. 12 , 2020
a. identifies the parameter to be tested
given a real-life problem
b. formulates the appropriate null and
alternative hypotheses on a population
mean.
c. identifies the appropriate form of the
test-statistic when: (a) the population
variance is assumed to be known (b) the
population variance is assumed to be
unknown;
The learner demonstrates
understanding of key concepts of
tests of hypotheses on the
population mean and population
proportion.
The learner is able to perform
appropriate tests of hypotheses
involving the population mean and
population proportion to make
inferences in real-life problems in
different disciplines
Identifies the parameter to be tested
given a real-life problem
Formulates the appropriate null and
alternative hypotheses on a
population mean.
Duration:
Code:
M11/12SP-IVa-3,
M11/12SP-IVb 1-2
SESSION 4
Feb. 13 - 14, 2020
a. Present the assigned task.
b. Collaboration must be visible
The learner demonstrates
understanding of key concepts of
tests of hypotheses on the
population mean and population
proportion.
The learner is able to perform
appropriate tests of hypotheses
involving the population mean and
population proportion to make
inferences in real-life problems in
different disciplines
Identifies the parameter to be
tested given a real-life problem
Formulates the appropriate null
and alternative hypotheses on a
population mean.
 Identifies the appropriate form of Identifies the appropriate form of
the test-statistic when: (a) the the test-statistic when: (a) the
population variance is assumed to be population variance is assumed to
known (b) the population variance be known (b) the population
is assumed to be unknown; variance is assumed to be
unknown;
II. CONTENT Test of Hypothesis Test of Hypothesis Test of Hypothesis Test of Hypothesis
III. LEARNING
RESOURCES
a. REFERNCES NEXT CENTURY MATHEMATICS NEXT CENTURY MATHEMATICS NEXT CENTURY MATHEMATICS NEXT CENTURY MATHEMATICS
PHOENIX, Chapter 5.1pp 7-9 PHOENIX, Chapter 5.1pp 7-9 PHOENIX, Chapter 5.1pp 10 -20 PHOENIX, Chapter 5.1pp 10 -20

b. Materials Need Manila paper, bond paper, chalk

IV. PROCEDURE
A. Introductory 1. Recall the definition of critical Let the students review for the Check assignment : What are the Students will be given time to
Activity value, rejection region, and previous lesson steps in hypotheses testing? prepare for their presentation to
level of significance be finalized.
B. Activity Problem : Different problems will be given to be
/Establishing a What is the critical value when the solved using the lessons that were
test is two – tailed, level of previously discussed.
purpose for the significance is 0.05, the variance is PRESENTATION PROPER
lesson known and n= 35. Solve the problem step by step and
identify the test statistic that is
The teacher will discuss the steps in appropriate for the given problem
solving for the critical value. ( The t-
critical value table and z table will be
used as reference )
C. Analysis One problem will be given and let Let the student analyze the problem Students will be asked different
different students solve the different and let them decide the appropriate questions to check their
steps. test statistic to be used. The result understanding in their
based on the illustration that can be presentation
drawn should be analyzed.
D. Abstraction Let a student wrap the steps in Ask a student to summarize the step
solving the problem and show it in of the in hypotheses testing.
front of the class. Determine when to accept
hypotheses.
E. Application Find the critical value for the test of The class will be divided into 4
significance. groups and each will be given a
problem to solve the next day.
F. Assessment Math Smash, 5.1# 11-15, p.9 Presentation Rubrics :
G. Assignment What are the procedure in
hypotheses testing?
V. REMARKS