Learning Area Statistics and Probability

Modality Face-to-Face Learning

School TAYTAY SENIOR HIGH Grade Level 11
SCHOOL
Teacher Mr. Marquis Cane A. Loria Learning Area Statistics and Probability
Teaching Date June 20, 2023 Quarter Fourth
Time 10:50AM – 12:20PM No. of Days

I. OBJECTIVES 1. Understand the concept of correlation and its importance in statistical analysis.
2. Learn about Pearson's r correlation coefficient and its properties.
3. Interpret the strength and direction of Pearson's r correlation coefficient.
4. Apply Pearson's r correlation coefficient to real-world scenarios.
A. Content Standards
The learner demonstrates understanding of key concepts of correlation and regression analyses.
B. Performance
The learner can perform correlation and regression analyses on real-life problems in different
Standards
disciplines.
C. Learning
The learner...
Competencies or
1. calculates the Pearson’s sample correlation coefficient.
Objectives
2. solves problems involving correlation analysis.
D. Most Essential
Learning
Competencies The learner...
(MELC) 1. calculates the Pearson’s sample correlation coefficient.
(If available, write 2. solves problems involving correlation analysis.
the indicated
MELC)
E. Enabling
Competencies The learner…
(If available, write 1. calculates the mean and the variance of a discrete random variable.
the attached 2. solves problems involving mean and variance of probability distributions.
enabling 3. illustrates the nature of bivariate data.
competencies)
II. CONTENT
Pearson’s Correlation Coefficient
III. LEARNING
Statistics and Probability Quarter 4 – Module 18: Calculating the Pearson’s Sample Correlation
RESOURCES
Coefficient
A. References Statistics and Probability Quarter 4 – Module 18: Calculating the Pearson’s Sample Correlation
Coefficient
a. Teacher’s Guide
Pages

b. Learner’s Material
Pages

c. Textbook Pages

d. Additional https://www.youtube.com/watch?v=2SCg8Kuh0tE
Materials from
Learning Resources https://www.youtube.com/watch?v=11c9cs6WpJU

https://www.youtube.com/watch?v=k7IctLRiZmo

https://drive.google.com/drive/folders/1ulWuwL37v0uN3b26bLAcoSedG-IEkZD7

B. List of Learning
Resources for
 Development and
Engagement
Activities
IV. PROCEDURES
1. Priming
Teacher’s Activity Students’ Activity

“Good morning class.” “Good morning, Sir Loria. We’re proud to be

Rizaleños. Mabuhay!”

“Before we proceed to our discussion for today, let us “Yes, Sir.”

have a short game. The game is called ‘Four Pics One
Word’. Are you familiar with that game?”

Okay, Class I will post the pictures on “Yes, Sir!”

the board then I will call several
students to guess the words.

Are you ready class?

“Okay, class I will post the pictures on the screen then I
will call a student who’s raising their hand to guess the
word. I will give points on your index card to those who
can give the correct words. Are you ready class?”

Students will raise their hands to be called

and to answer each set of pictures.
Activity 1: 4 Pics 1 Word
(The teacher will present the pictures on the screen.)
1. Mean

2. Data
 3. Relationships

“Very Good!”

The teacher used Game-Based Learning Strategy to

motivate the students into critical thinking.
2. Activity Learning Experience

“From our previous lesson, we discussed bivariate data “Yes Sir.”

and scatter plot. I asked you to choose a bivariate data
for your groups to analyze using the scatter plot method.
Is that right?”

“Again, what is bivariate data?” “Data that involve two variables are called
bivariate data.”

“How do we analyze bivariate data?”

“The statistical procedure used to
determine and describe the relationship
between two variables is called correlation
analysis.”
We may use 8 different tools in analyzing
bivariate data; one of these is the scatter
plot. Other tools are correlation coefficient,
chi square test, regression analysis and
ANOVA.

“Why do we need to analyze bivariate data?” Possible explanations:

1. To identify relationships.
2. To make predictions.
3. To validate data.
4. To assist in decision-making.
5. To quantify association of two
variables.
 “Excellent answers!”

“From the task I gave you, did you compute for the “Yes Sir.”
mean?”

(Representatives from each group will

“Alright, each group will present their bivariate data. You stand up to explain their bivariate data,
will write on the board the mean value and construct the write the computed mean and construct
scatter plot on the board too. One will explain the the scatter plot.)
bivariate data. Another one will write the computed mean
and another one will construct their Scatter plot. Draw
just small enough.”

The teacher used sequential learning where the current

topic is related to the previous topic. The teacher also
utilized constructivism.

3. Analysis
Linking-To-The-Next-MELC

“Now, each group will interpret the scatter plot based on (Each group will interpret the scatter plot
its form, trend and variation – the shape, direction and that they had constructed)
strength of correlation. Group 1 please start.”

After every group had given their interpretations, the

teacher will flash a question on the powerpoint:

“How would you quantify the correlation analysis of a Using Pearson’s R Correlation Coefficient
scatter plot?”

4. Abstraction
The Pearson’s sample correlation coefficient (also known as Pearson r ), denoted by r, is a test
statistic that measures the strength of the linear relationship between two variables. To find r, the
following formula is used:

Where:
n = the number of pairs of scores
(ΣXY) = the sum of the products of paired scores
(ΣX) = the sum of x scores
(ΣY) = the sum of y scores
(Σ(X^2)) = the sum of squared x scores
(Σ(Y^2)) = the sum of squared y scores
The correlation coefficient (r) is a number between -1 and 1 that describes both the strength and the
direction of correlation. In symbol, we write -1 ≤ r ≤ 1.

Illustrative Example:
Teachers of Pag-asa National High School instilled among their students the value of time
management and excellence in everything they do. The table below shows the time in hours spent in
studying (X) by six Grade 11 students and their scores in a test (Y). Solve for the Pearson’s sample
correlation coefficient r.

X 1 2 3 4 5 6
Y 5 10 10 15 25 30

Calculators and Cellphone calculators are allowed to address the need in the learning goal.

For the Formative Assessment:

Using their index cards for a fishbowl recitation…

First a student will construct the scatter plot.

Second another student will compute for the mean of X.
Third, another will compute for the mean of Y.

The teacher will construct a table for the pearson’s r computation technique.

And several students will follow the table in order to solve the pearson’s r correlation coefficient.

The computed pearson’s r will then be interpreted by the students using this table below:
 Finally, the teacher will ask “What is the interpretation of the peason’s r and how would you compare
it to your analysis of the scatter plot?”

5. Application Performance Task: (Asynchronous)

Same Group as before.

Direction: Survey your 10 classmates about their Height and Weight from HOPE1. Create a table
for the data obtained from the survey and solve for Pearson’s sample correlation coefficient r
between their Height and Weight..

Names Height Weight

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Calculators and Cellphone calculators are allowed to address the need in the learning goal.

In your own understanding, answer the following items. Print your answers on a separate sheet of
paper. Show your solution. 5 points each item.

1. Compute for the mean values of the bivariate data.

2. Compute for the pearson’s r correlation coefficient.
3. Write a short interpretation based on the computations.
Use this table as the guide for pearson’s r:
 4. Write a short essay explaining the connection between Mathematics subject and Science
subject.

To be presented next meeting.

Strategy use: Collaborative Learning / Constructivism ( Vygotsky: creativity arises from any human
activity that produces something new.) Writing an argumentative essay involves Higher Order
Thinking Skills (HOTS). The teacher also used a topic across curriculum to apply the knowledge of
Pearson’s R.
V. EVALUATION
For the Summative Assessment, Quiz 10 items. Multiple choice.

Calculators and Cellphone calculators are allowed to address the need in the learning goal.

VI. REFLECTION
Directions: Reflect the learning that you gained after taking up the lesson by completing the given
statements below. Do this on your activity notebook or yellow paper. Do not write anything on this
module.

What were your thoughts or ideas about the topic before taking up the lesson?
I thought that __________________________________________________

What new or additional ideas have you had after taking up this lesson?
I learned that (write as many as you can)
_____________________________________________________________.

How are you going to apply your learning from this lesson?
I will apply __________________________________________________.

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Submitted by:

MARQUIS CANE A. LORIA

Special Science Teacher III / Ratee

Checked by:

ANABELLA A. FIDELINO JENNIFER MARANGI

Master Teacher / Rater Master Teacher / Rater

Noted by
TERESITA I. CRUZ, PhD
School Head / Principal II