Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
DLP No.: Learning Area: Statistics and Grade Level: 11 Quarter: 4 Duration:
Probability 1 hr
Learning The learner computes for the test-statistic value Code:
Competency/ies: (population mean). M11/12SP-IVd-1
(Taken from the Curriculum
Guide)
Key Concepts / Compute for the test-statistic value (population mean)
Understandings to be
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 1. Objectives
2015)
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, Identify the appropriate test
condition of The learner can recall information and retrieve relevant recognize, duplicate, list,
knowing knowledge from long-term memory memorize, repeat, describe, statistic to be used in the
something reproduce given problem.
with familiarity
gained through
Understanding interpret, exemplify,
The learner can construct meaning from oral, written classify, summarize, infer,
experience or compare, explain,
association and graphic messages
paraphrase, discuss
Skills Applying execute, implement, demonstrate, Compute for the test-
The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity procedure in familiar situations or in a new way illustrate, convert, discover statistic value (population
acquired mean).
through Analyzing differentiate, distinguish, compare,
deliberate, The learner can distinguish between parts and contrast, organize, outline,
systematic, and determine how they relate to one another, and to attribute, deconstruct
sustained the overall structure and purpose
effort to coordinate, measure, detect,
smoothly and
Evaluating
The learner can make judgments and justify defend, judge, argue, debate,
adaptively describe, critique, appraise,
carryout decisions
evaluate
complex generate, hypothesize, plan,
activities or the Creating
The learner can put elements together to form a design, develop, produce,
ability, coming construct, formulate, assemble,
from one's functional whole, create a new product or point of
view devise
knowledge,
practice,
aptitude, etc.,
to do
something
Attitude Categories: List of Attitudes:
Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected Self-esteem, Self-
feelings or attention confidence, Wellness,
emotional Behavioral Verbs: ask, choose, describe, erect, follow, give, Respect, Honesty, Personal
areas. hold, identify, locate, name, point to, reply, select, sit, Study, use discipline, Perseverance,
A settled way Sincerity, Patience, Critical
of thinking or
2. Responding to Phenomena - Active participation on the part of
thinking, Open-mindedness, Solve the problems
the learners. Attends and reacts to a particular phenomenon.
feeling about Learning outcomes may emphasize compliance in responding, Interest, Courteous, with patience in
someone or Obedience, Hope, Charity,
something,
willingness to respond, or satisfaction in responding
Fortitude, Resiliency,
computing for the
(motivation).
typically one
Behavioral Verbs: aid, answer, assist, comply, conform, Positive vision, Acceptance, test-statistic value.
that is reflected Determined, Independent ,
discuss, greet, help, label, perform, practice, present, read, recite,
in a person’s Gratitude, Tolerant,
report, select, tell, write
behavior Cautious, Decisive, Self-
3. Valuing - Attaches to a particular object, phenomenon, or Control, Calmness,
behavior. This ranges from simple acceptance to the more Responsibility,
complex state of commitment. Valuing is based on the Accountability,
internalization of a set of specified values, while clues to these Industriousness, Industry,
values are expressed in the learner's overt behavior and are Cooperation, Optimism,
often identifiable. Satisfaction, Persistent,
Behavioral Verbs: work, complete, demonstrate, differentiate, Cheerful, Reliable, Gentle,
explain, follow, form, initiate, invite, join, justify, propose, read, Appreciation of one’s
report, select, share, study culture, Globalism,
4. Organization - Organizes values into priorities by contrasting Compassion, Work Ethics,
different values, resolving conflicts between them, and creating Creativity, Entrepreneurial
a unique value system. The emphasis is on comparing, relating, Spirit, Financial Literacy,
and synthesizing values. Global, Solidarity, Making a
Behavioral Verbs: adhere, alter, arrange, combine, compare, stand for the good,
complete, defend, explain, formulate, generalize, identify, Voluntariness of human act,
integrate, modify, order, organize, prepare, relate, synthesize Appreciation of one’s
5. Internalizing values - (Characterization): Has a value system that rights, Inclusiveness,
 controls their behavior. The behavior is pervasive, consistent, Thoughtful, Seriousness,
predictable, and most importantly, characteristic of the learner. Generous, Happiness,
Instructional objectives are concerned with the student's general Modest, Authority,
patterns of adjustment (personal, social, emotional). Hardworking, Realistic,
Behavioral Verbs: act, discriminate, display, influence, listen, Flexible, Considerate,
modify, perform, practice, propose, qualify, question, revise, Sympathetic, Frankness
serve, solve, verify
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to 1. Maka-Diyos
principles or hear, selected attention Love of God, Faith, Trusting, Spirituality,
standards of Behavioral Verbs: ask, choose, describe, erect, Inner Peace, Love of truth, Kindness,
behavior; one's follow, give, hold, identify, locate, name, point to, Humble
judgment of reply, select, sit, Study, use
what is 2. Responding to Phenomena - Active participation
important in on the part of the learners. Attends and reacts to a
life. particular phenomenon. Learning outcomes may 2. Maka-tao
Go beyond emphasize compliance in responding, willingness to Concern for Others, Respect for human
learner’s life on respond, or satisfaction in responding (motivation). rights, Gender equality, Family Solidarity,
earth, include Behavioral Verbs: aid, answer, assist, comply, Generosity, Helping, Oneness Work harmoniously
more than
wealth and
conform, discuss, greet, help, label, perform, with gender
practice, present, read, recite, report, select, tell,
fame, and write equality in
would affect 3. Valuing - Attaches to a particular object, computing for the
the eternal phenomenon, or behavior. This ranges from simple
destiny of acceptance to the more complex state of
test-statistic with
millions. commitment. Valuing is based on the internalization groupmates.
(Intentionally of a set of specified values, while clues to these
add value to values are expressed in the learner's overt behavior
people and are often identifiable.
everyday.)
Behavioral Verbs: work, complete,
demonstrate, differentiate, explain, follow, form, 3. Makakalikasan
initiate, invite, join, justify, propose, read, report, Care of the environment, Disaster Risk
select, share, study Management, Protection of the
4. Organization - Organizes values into priorities by Environment, Responsible Consumerism,
contrasting different values, resolving conflicts Cleanliness, Orderliness, Saving the
between them, and creating a unique value system. ecosystem, Environmental sustainability
The emphasis is on comparing, relating, and 4. Makabansa
synthesizing values. Peace and order, Heroism and
Behavioral Verbs: adhere, alter, arrange, Appreciation of Heroes, National Unity,
combine, compare, complete, defend, explain, Civic Consciousness, Social responsibility,
formulate, generalize, identify, integrate, modify, Harmony, Patriotism, Productivity
order, organize, prepare, relate, synthesize
5. Internalizing values - (Characterization): Has a
value system that controls their behavior. The
behavior is pervasive, consistent, predictable, and
most importantly, characteristic of the learner.
Instructional objectives are concerned with the
student's general patterns of adjustment (personal,
social, emotional).
Behavioral Verbs: act, discriminate, display,
influence, listen, modify, perform, practice,
propose, qualify, question, revise, serve, solve,
verify
2. Content Test of Hypotheses on the Population Mean
3. Learning Resources MELCs, Statistics and Probability Quarter 4-Module 6, Slide Presentation,
Calculator, Video
4. Procedures
4.1 Introductory Activity ( 5 minutes). Curriculum Activity 1 t-Test vs z-Test
This part introduces the lesson content. Contextualizatio
Although at times optional, it is usually
n
included to serve as a warm-up activity to give
the learners zest for the incoming lesson and an Localization:
idea about what it to follow. One principle in Consider/include
learning is that learning occurs when it is here the appropriate
conducted in a pleasurable and comfortable Local Heritage
atmosphere. Themes:
A. Annual Rites,
Festivals, and
Rituals
(Historical/Religio
us Festivals, Local
Cultural Festivals,
Local Answer:
Delicacies/Produc
ts Festivals,
1. Z-test
Rituals, Wedding 2. Z-test
Ritual, Palihi 3. T-test
4.2 Activity/Strategy ( 10 minutes). This Ritual, Burial Activity 2 Do It Now!
is an interactive strategy to elicit learner’s prior Ritual, Work with a Partner
learning experience. It serves as a springboard B Literary Directions: Read and analyze the given problem. Supply the data being asked
for new learning. It illustrates the principle that Anthologies Written for on the items that follow.
learning starts where the learners are. Carefully In Local Language 1. Effects of drug on the nervous system have been the subject of significant
structured activities such as individual or group
reflective exercises, group discussion, self-or
group assessment, dyadic or triadic
interactions, puzzles, simulations or role-play,
cybernetics exercise, gallery walk and the like
may be created. Clear instructions should be
considered in this part of the lesson.
4.3 Analysis ( 5 minutes). Essential
questions are included to serve as a guide for
the teacher in clarifying key understandings
about the topic at hand. Critical points are
organized to structure the discussions allowing
the learners to maximize interactions and
sharing of ideas and opinions about expected
issues. Affective questions are included to elicit
the feelings of the learners about the activity or
the topic. The last questions or points taken
should lead the learners to understand the new
concepts or skills that are to be presented in
the next part of the lesson.
4.4 Abstraction ( 15 minutes). This
outlines the key concepts, important skills that
should be enhanced, and the proper attitude
that should be emphasized. This is organized as
a lecturette that summarizes the learning
emphasized from the activity, analysis and new
inputs in this part of the lesson.
(BALITAW, BALAK, research. A neurologist wants to test the effect of a drug by injecting 100 rats
Folktales/ Short with a unit dose of the drug, subjecting each rat to stimulus, and recording
Stories, Local Heroes its response time. It has been found out that the mean is x=̅ 1.05 with
C. Historical Events, standard deviation of s=0.5. The mean response time of a rat not to respond
Enduring Values, is 1.2 seconds. She wishes to test whether the mean response time for drug-
Indigenous injected rats differs from 1.2 seconds. Assume that the population is normal
Materials, using α = 0.05.
Indigenous Cultural a. null and alternative hypotheses: _________________
Communities/Indige b. test of hypothesis: __________________
nous People, c. level of significance: _________________
Indigenous Games d. population standard deviation: ________
D. Topography, e. sample standard deviation: ___________
Flora/ Fauna (Falls, f. number or sample: __________________
g. test statistic: _______________________
Mountains, River, Answer:
Cave, Trees, Flower, a. H0 : µ = 1.2 Ha : µ ≠ 1.2
Fauna b. Two-tailed test
E. Food & Local c. α = 0.05
products d. none
G. Role Model e. s = 0.5
Family f. n = 100
g. z-test
Answer the following questions based on the given problem above:
1. What is a drug?
In English, the noun “drug” is thought to originate from Old
French (France) “drogue”, possibly deriving from “droge” from
Middle Dutch (Germany) meaning “dry”, referring to medicinal
plants preserved as dry matter in barrels. - English Dictinary App
A drug is any substance (other than food) that is used to prevent,
diagnose, treat, or relieve symptoms of a disease or abnormal
condition. – Cancer.gov
2. What do you think are the effects of drug to our brain?
Drugs are substances that change a person’s mental or physical
state. They can affect the way your brain works, how you feel and
behave, your understanding and your senses. This makes them
unpredictable and dangerous, especially for young people. –
Australian Governement Department of Health
3. What process do the drugs we are using to cure our illnesses have
undergone before they are made available in the pharmacies?
Drugs which are used to cure illnesses have undergone clinical
trials, test and research.
4. In the situation, what did the neurologist want to test?
The neurologist wanted to test the effect of a drug by injecting
100 rats with a unit dose of the drug, subjecting each rat to
stimulus, and recording its response time.
5. In hypothesis testing, what would be the next step after choosing
the appropriate test statistic?
Computing the test statistic
One of the steps in hypothesis testing is the computation of test statistic.
Remember that test statistic is the value calculated from a sample data
which is needed whether you reject the null hypothesis or not.
There are two specific test statistics used for hypothesis testing concerning
means: z-test and t-test.
If the sample size is large, where 𝑛 ≥ 30 and the population standard
deviation (𝜎) is known, use z-test.
In finding the z-value, use the formula below:
where: 𝑥̅ = sample mean
𝜇 = population mean
𝑛 = sample size
𝜎 = population standard deviation
On the other hand, t- test is used when 𝑛 < 30, the population is normal or
nearly normal, and sample standard deviation (𝑠) is known.
The formula for the t- value is:
where: 𝑥̅ = sample mean
𝜇 = population mean
𝑛 = sample
𝑠 = sample standard deviation
The degrees of freedom is 𝑛−1 or 𝑑𝑓=𝑛−1.
Activity 3 Let’s Try
Let us compute the test statistic in the previous Activity 2 Do It Now.
The sample is 𝑛 = 100, thus the test statistic to be used is z-test.
Using the formula for z-test,
we will substitute the needed values.
𝑥̅ = sample mean = 1.05
𝜇 = population mean = 1.2
𝑛 = sample size = 100
𝜎 = population standard deviation = 0.5

Let’s Try #2
Blood glucose levels for obese teenagers have a mean of 120. A researcher
thinks that a diet high in raw cornstarch will have a positive or negative effect
on blood glucose levels. A sample of 25 patients who have tried the raw
cornstarch diet has a mean glucose level of 135 with a standard deviation of
38. Test the hypothesis at 𝛼 = 0.10 that the raw cornstarch had an effect.

Answer the following questions before proceeding to the computation.

 What is blood glucose level?
The blood glucose level is the amount of glucose in the blood.
Glucose is a sugar that comes from the foods we eat, and it’s also
formed and stored inside the body. It’s the main source of energy
for the cells of our body, and it’s carried to each cell through the
bloodstream. - Kidshealth.org
 What is meant by obese teenagers?
Obesity is when a teen has too much body fat. -
NationwideChildren.org
A teen who is overweight has a BMI between the 85 th and 95th
percentile for age and gender. He or she is obese if the BMI is
greater than the 95th percentile for age and gender. –
StanfordChildrens.org
 What is raw cornstarch? How is it related to blood glucose levels?
Cornstarch is a popular ingredient used to thicken soups, stews,
sauces, and desserts. It is high in calories and carbs but it lacks
important nutrients like protein, fiber, vitamins, and minerals. For
this reason, cornstarch may lead to spikes in your blood sugar
levels. -Healthline.com

Computing for test statistic:

The sample is 𝑛 = 25, thus the test statistic to be used is t-test.
Using the formula for t-test,

We will substitue the needed values

𝑥̅ = sample mean = 135
𝜇 = population mean = 120
𝑛 = sample = 25
𝑠 = sample standard deviation = 38
4.5 Application ( 10 minutes). This part is Activity 4 What I Can Do, page 14
structured to ensure the commitment of the Group Work
learners to do something to apply their new The Corona!
learning in their own environment. Directions: Determine the test statistic to be used, then find its computed
value.
The Coronavirus Disease (COVID-19) is an infectious disease caused by a new
strain of coronavirus. The World Health Organization (WHO) claims that the
incubation period of the virus in the infected person has a mean of 5.1 days.
The doctors in the Philippines conducted a research and they found out that
incubation period of the virus in human body is 6.03 days with a standard
deviation of 3.32. The samples were 46 COVID patients. Is there enough
evidence to conclude that the incubation period of the virus is 5.1 days as
stated, at 𝛼=0.01?

Answer:

4.6 Assessment ( 10 minutes). For the

Teacher to: a) Assess whether learning
objectives have been met for a specified
duration, b) Remediate and/or enrich with
appropriate strategies as needed, and c)
Evaluate whether learning intentions and
success criteria have been met. (Reminder:
Formative Assessment may be given before,
during, or after the lesson). Choose any from
the Assessment Methods below:
Assessment Method Possible
Activities
A. Observation Investigation, Role
(Formal and informal observations of learners’ Play, Oral
performance or behaviors are recorded, based Presentation,
on assessment criteria) Dance, Musical
Performance, Skill
Demonstration,
Group Activity (e.g.
Choral Reading),
Debate, Motor &
Psychomotor
Games, Simulation
Activities, Science
Experiment
B. Talking to Learners / Hands-on Math
Activities, Written
Conferencing Work and Essay,
(Teachers talk to and question learners about
Picture Analysis,
their learning to gain insights on their
Comic Strip, Panel
understanding and to progress and clarify their
Discussion,
thinking)
Interview, Think-
Pair-Share, Reading
C. Analysis of Learners’ Worksheets for all
subjects, Essay,
Products Concept
(Teachers judge the quality of products
Maps/Graphic
produced by learners according to agreed
Organizer, Project,
criteria)
Model, Artwork,
Multi-media
Presentation,
Product made in
technical-vocational
subjects
D. Tests Skill Performance Individual Quiz
(Teachers set tests or quizzes to determine Test, Open-Ended
learners’ ability to demonstrate mastery of a Question, Answer Assessment page 15 – 16 in module 6.
skill or knowledge of content) Practicum, Pen and
Paper Test, Pre and
Post Test,
Diagnostic Test,
Oral Test, Quiz
4.7 Assignment ( 3 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson
The maximum heart rate of a person at the age of 20 is 200 beats per
minute. Conduct a survey with your neighbors whose age is between 15-20.
Collect a data of 10 samples on their heart rate, then compute its value for 𝛼
= 0. 01?
Answers may vary.
 What is heart rate? How to measure it?
A heart rate is the number of times your heart beats in the span
of a minute. It is calculated in beats per minute (bpm).
Source: byjus.com
  Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity ( 2 minutes). Watch this short video:

This is usually a brief but affective closing activity such as a strong Life without Mathematics
quotation, a short song, an anecdote, parable or a letter that inspires
the learners to do something to practice their new learning.
Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of
re-teaching or lack of time, transfer of lesson to the following day, in cases of class suspension, etc.

Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions. Indicate below whichever is/are
appropriate.
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my learning
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by:

Name: ALTHEA B. CURATO School: GUIBUANGAN NATIONAL HIGH SCHOOL

Position/Designation: T2 (SHS) Division: CEBU PROVINCE
Contact Number: Email address:

Checked:

School Head

Date: ______________