DAILY School PARANG NATIONAL HIGH SCHOOL Grade Level 11

LESSON LOG Teacher ROBERT B. UMANDAL Learning Area Statistics and Probability
Teaching Dates and Time Jan. 13, 2020–2:00-3:00 Quarter 2nd

I. OBJECTIVES

A. Content Standards The learner's demonstrate an understanding of test hypotheses on the population mean and population
proportion.
B. Performance Standards The learner is able to perform appropriate tests of hypotheses involving the population proportion to make
inferences in real-life problems in different disciplines.
C. Learning Competencies / Objectives
Write the LC code for each Calculates the probabilities of committing a Type I and Type II error. M11/12sp-IVa-2

II. CONTENT Test of Hypothesis

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages Teaching Manual “Statistics and Probability” by Rene R. belecina, Elisa S. Bacay, Efren B. Mateo, pp 226-232

4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES

A. Reviewing yesterday’s lesson or Presenting the new lesson Review and Recall the following concepts involving the following: Hypothesis testing: Null, alternative, level of significance, rejection
region and types of error in hypothesis testing.
Ask: Who can illustrate/define the following term:
 Null hypothesis
 Alternative hypothesis
 Level of significance
 Rejection region
 DAILY School PARANG NATIONAL HIGH SCHOOL Grade Level 11
LESSON LOG Teacher ROBERT B. UMANDAL Learning Area Statistics and Probability
Teaching Dates and Time Jan. 13, 2020–2:00-3:00 Quarter 2nd

 Types of error in hypothesis testing

Again, What are the different types of error in hypothesis testing?
B. Establishing a purpose for the lesson Ask: When do you think mistakes do people make in hypothesis testing?
Say: In hypothesis testing we offend make a mistakes, to further know when lets have the first activity…
Motivate them to learn the new lesson. Encourage them to ask questions about the new topic. This will
help establish a reason for learning the new lessons.
Activity 1
Direction: Read the following statements and identify the errors and discuss the situations with your classmates.
C.Presenting examples/ instances of the new lesson 1. Bryan thinks that he is a six-footer. His actual height is 156 cm.
2. On a moonlit night, a young man declares that there are two moons.
Provide examples of the new lesson. Show what the instances of the content and competencies. This is 3. Mark says “I am virtuous!” in the next moment, he find himself in jail.
where the concepts are clarified. 4. Thousands of years ago, Ptolemy declared that the earth is flat.
5. On a beachfront, a signage reads, “no littering of plastic wrappers, empty bottles, and cans.” A few yards away,
environmentalists are picking up the rubbish left behind by picnic lovers.”
D.Discussing new concepts and practicing new skills #1 Activity 2
(Leads to Formative Assessment 1) SAY: Direction: Read the notes about error and study the entries I the decision table.
Discuss the concepts. Prepare good questions for this. Listen to the answers of learners to gauge if
they understood your presentation lesson. If not, then reteach. If they have understood,then proceed SAY: In hypothesis testing, we make decisions about the null hypothesis. Of course, there are risks when we make decisions. When we
to deepening the lesson. conduct a hypothesis test, there are four possible outcomes the following decision grid shoes these four outcomes. Again, note that the
decision is focused on the null hypothesis.
E. Discussingnew conceptsandpracticingnew skills#2 Four possible outcomes in Decision-Making
(Leads to Formative Assessment2) Decisions about the H0
Deepen the lesson with new ways to apply the learning. Pair, group and teamwork might be a good way Reject Do not Reject H0 (Accept H0)
to help learners discuss the lesson among themselves. They can present their work to the class and this H0 is true Type I error Correct Decision
Reality
serves as the teachers’ way of assessing if the concepts are solidifying and if their skills are developing. H0 is false Correct Decision Type II error
F. Developing Mastery Say: If the null hypothesis is true and accepted, or if it is false and rejected, the decision is correct. If the null hypothesis is true and
(Leads to Formative Assessment) rejected, the decision is incorrect and this is a Type I error. If the null hypothesis is false and accepted, the decision is incorrect and this is
a Type II error.
Say: Study the following examples carefully and the notes that follows and discuss for better understanding of hypothesis testing.
1. Maria insists that she is 30 years old when, in fact, she is 32 years old. What error is Marry committing?
G. Finding Practical applications of concepts Solution: Mary is rejecting the truth. She is committing a Type I error.
2. Stephen says that he is not bald. His hairlines jest receding. Is he committing an error? if so, what type of error?
Solution: Yes. A receding hairline indicates balding. This is a Type I error. Stepen action may be to find remedial measures to
stop falling hair.
H. Making generalizations and abstractions about the lesson ASK: Now class do you have any questions regarding when to commit error in hypothesis testing?
What are the probabilities of committing an error?
I. Evaluating Learning
 DAILY School PARANG NATIONAL HIGH SCHOOL Grade Level 11
LESSON LOG Teacher ROBERT B. UMANDAL Learning Area Statistics and Probability
Teaching Dates and Time Jan. 13, 2020–2:00-3:00 Quarter 2nd

Direction: The learner should be able to calculate and identify the probabilities of committing an error in hypothesis testing.
Monkey – Eating Eagle Hunt
A man plans to go hunting the Philippine monkey-eating eagle believing that it is a proof of his mettle. What type of error is this?

Say: Hunting the Philippine eagle is prohibited by law. Thus, it is not good sport. It is a Type II error. since hunting the Philippine monkey-
eating eagle is against the law, the man may find himself in jail if he goes out of his way hunting endangered species.

Say: The probability of committing a Type I error is denoted by Greek letter a (alpha) while the probability if committing a type II error is
denoted by b(beta).
J. Additional activities for application or recomendation

V. REFLECTION

A. No.oflearnerswho earned80%onthe formative assessment

B. No.oflearnerswho requireadditionalactivities forremediation.

C. Didtheremediallessons work? No.oflearnerswho havecaughtupwiththe lesson.

D. No.oflearnerswho continuetorequire remediation

E. Whichofmyteaching strategiesworkedwell?Why didthesework?

F. WhatdifficultiesdidI encounterwhichmy principalorsupervisorcan helpmesolve?

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by: Checked by: Noted by:

ROBERT B. UMANDAL VALENTINA L. CASTRO DANILO L. LEUTERIO

 DAILY School PARANG NATIONAL HIGH SCHOOL Grade Level 11
LESSON LOG Teacher ROBERT B. UMANDAL Learning Area Statistics and Probability
Teaching Dates and Time Jan. 13, 2020–2:00-3:00 Quarter 2nd

Teacher I Head Teacher III Principal III