Republic of the Philippines

Department of Education
MIMAROPA Region
Schools Division of Palawan
BALABAC NATIONAL HIGH SCHOOL
Poblacion 6, Balabac, Palawan

DETAILED LESSON PLAN IN STATISTICS AND PROBABILTY

Grade 11 Math

I. OBJECTIVES

A. Content standard
The learner demonstrates understanding of key concepts of correlation and regression
analyses.

B. Performance standard
The learner is able to perform correlation and regression analyses on real-life problems in
different disciplines.

C. Learning Competencies/ Objectives

At the end of the lesson, the learners should be able to:
⚫ calculate the Pearson’s sample correlation
coefficient (M11/12SP-IVh-2);
⚫ solve problems involving correlation analysis (M11/12SP-IVh-3).

II. CONTENT
Statistics and Probability: Pearson Product-Moment Correlation

LEARNING RESOURCES
References

 Statistics and probability by Rene R. Belecina, Elisa S. Baccay and Efren B.

Mateo. First editon pages 293-301.
 Self-Learning Module (SLM)

Instructional Materials:
 Power point
 Video clip/ Video Lesson
 Calculator

Strategies: Deductive and Inductive Approach

Integration: English, Research and Enterpreneur

III. PROCEDURE (Lesson Development)

(Indicator 1.applies knowledge of content wthin and across curriculum teaching areas)
Teacher’s Activity Learner’s Activity

Page 1 of 7
A. Routinary Activity
-Prayer
-Greetings
-Checking of Attendance

B. Reviewing Previous Lesson or Presenting New Lesson

(Review the last topic”Correlation Analysis.)

Activity # 1: JUMBLED WORDS!

1. EXCLE answer:
2. ORATLCUACL 1. EXCEL
3. EUMCOPTR 2. CALCULATOR
4. YPHSSHPTEI 3. COMPUTER
5. ORLTOCREAIN 4. HYPOTHESIS
5. CORRELATION
(Indicator 3: Manages classroom structure to engage learners,
(Indicator 2: Applies a range of teaching
individually or in groups, in meaningful exploration, discovery and
strategies to develop critical and creative
hands-on activities within a range of physical and learning
thinking, as well as other higher-order thinking
environments.)
skills)
(Indicator 4: Manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning-focused
environments.) Learners state the answer on activity 1
(Indicator 1:Applies knowledge of content
Do you know those words will help you with our lesson within and across curriculum teaching areas)
today?

Those words will enlighten you in our lesson for today.

Some words will help you and some will guide you through
the process.

C. Establishing a Purpose for the Lesson

In research, since Covid-19 is continuously spreading
around the world, we need to study the connection between
human mobility and the spread of viral infection. Specially,
we aimed to investigate whether there was correlation
between mobility trends and the spread of covid-19 virus.
(Indicator 2: Applies a range of teaching strategies to develop critical
and creative thinking, as well as other higher order thinking skills.)

D. Presenting Examples/Instances of the Lesson

Activity # 2: Solve Me!
A. Age and Weight of Children!
A sample of 6 children was selected; data about their age in
years and weight in kilograms were recorded as shown in
the following table. It is required to find if there is a
relationship between age and weight. Then, interpret the
result.
(Indicator 3: Manages classroom structure to
engage learners, individually or in groups, in
meaningful exploration, discovery and hands-
on activities within a range of physical and
learning environments.)

Child Age X Weight Y

1 7 12
2 6 8
3 8 12
4 5 10
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 5 6 11
6 9 13

B. Mathematics and Physics Scores

Below are the data of Mathematics and Physics scores of 5
students at Mabuhay High Shool.
Student Math Physics
1 55 66
2 93 89
3 89 94
4 60 52
5 90 84

E. Discussing New Concepts and Practicing New

Skills#1
Pearson Correlation Coefficient
The most common coefficient of correlation is known as
the Pearson product-moment correlation coefficient, or
Pearson’s r. It is a measure of the linear correlation
(dependence) between two variables X and Y, giving a
value between +1 and −1. It was developed by Karl Pearson
from a related idea introduced by Francis Galton in the
1880s.
When conducting a statistical test between two variables, it
is a good idea to conduct a Pearson correlation coefficient
value to determine just how strong that relationship is
between the two variables. If the coefficient value is in the
negative range, then that means the relationship between the
variables is negatively correlated, or as one value increases,
the other decreases. If the value is in the positive range,
then that means the relationship between the variables is
positively correlated, or both values increase or decrease
together.

To determine the strength of the computed r:

If 0.00 no association or correlation
If 0.01 to ±0.20 very low correlation
If ±0.21 to ±0.40 moderately low correlation
If ±0.41 to ±0.70 moderately high correlation
If ±0.71 to ±0.90 high correlation
If ±0.91 to ±0.99 very high or strong correlation
If r = ±1 perfect correlation

Solve sample problem on pearson’s product moment

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correlation coefficient.
(Indicator 1.applies knowledge of content within and across curriculum
teaching areas)

(Indicator 2: Applies a range of teaching strategies to develop critical

and creative thinking, as well as other higher order thinking skills.)

F. Discussing New Concepts and Practicing New

Skills#2
Correlation Coefficient Software
Most spreadsheet editors such as Excel, Google sheets and
OpenOffice can compute correlations for you. The
illustration below shows an example:
Using the Excel, click on an empty cell where you want the
correlation coefficient to be entered. Then enter the
following formula.

Activity 2: Reporting Output

=PEARSON(array1, array2)
(students will say game na game
Simply replace ‘array‘ with the range of cells containing
na if they done or ready for report their
the first variable and replace ‘array2‘ with the range of
work.)
cells containing the second variable.

For the example above, the Pearson correlation coefficient

Possible Outputs:
(r) is 0. 76.
(Indicator 1.applies knowledge of content within and across curriculum
teaching areas)
(Indicator 2: Applies a range of teaching strategies to develop critical
and creative thinking, as well as other higher order thinking skills.)
G. Developing Mastery (Leads To Formative
Assessment )
Activity # 2: SOLVE ME!
A. Age and Weight of Children!
A sample of 6 children was selected; data about their age in
years and weight in kilograms were recorded as shown in
the following table. It is required to find if there is a
relationship between age and weight. Then, interpret the
result.
Group 1
Group 2
PERFORMANCE TASK(see
attached rubrics)
(Indicator 3: Manages classroom structure to
engage learners, individually or in groups, in
meaningful exploration, discovery and hands-
on activities within a range of physical and
learning environments.)
Indicator 5: develops and applies effective
strategies in the planning and management of
developmentally sequenced teaching and
learning process to meet curriculum
requirements and varied teaching contexts.)
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 Child Age X Weight Y
1 7 12
2 6 8
3 8 12
4 5 10
5 6 11
6 9 13

B. Mathematics and Physics Scores

Below are the data of Mathematics and Physics scores of 5
students at Mabuhay High Shool. we could use a Person’s correlation to
Student Math Physics understand whether there is an
1 55 66 association between exam performance
2 93 89 and time spent revising.
3 89 94
4 60 52 You could also use a person’s
5 90 84 correlation to understand whether there
is an association between depression
and length of unemployment.
H. Finding Practical Application of Concepts and Skills
in Daily Living We can use pearson’s correlation to
study the connection between human
(Students will cite any real-life situation that applies the mobility and the spread of covid-19
significant of Pearson Product-Moment Correlation.) infection.

(This topic is apply in the field of research Researcd and And the pearson’s correlation could use
integrated in their Practical Research 1 subject.) in business, example a owner of small
Indicator 5: develops and applies effective strategies in the planning business were to record and keep great
and management of developmentally sequenced teaching and learning data of his business, he would be able to
process to meet curriculum requirements and varied teaching contexts.) calculate and track the cause and effect
or the correlation coefficient of many
aspects in his business.
I. Making Generalization and Abstractions about the
lesson

Based on this lesson, answer the following questions: 1. Pearson product-moment

1. What is Pearson correlation coefficient? correlation coefficient, or
2. What is the formula for computing r? Pearson’s r is a measure of the
3. What are the indicators for determining the strength and linear correlation (dependence)
direction of correlation? between two variables X and Y,
(Indicator 1.applies knowledge of content within and across curriculum giving a value between +1 and
teaching areas)
−1.
(Indicator 2: Applies a range of teaching strategies to develop critical
and creative thinking, as well as other higher order thinking skills.)

J. Evaluating Learning
In a clean sheet of paper students will answer some data to
evaluate their learning.

Find the value of Pearson coefficient r. Give your

conclusion about the variables of the studies. 2. The formula for computing r is.
1. The diameter of the longest lichens growing on 3. The direction of correlation is
gravestones were measured. Data gathered show the indicated by the sign of r while
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 following: its strength is indicated by the
Age of 9 18 20 31 44 52 53 61 63 63 absolute value of the computed
gravestone X value.
(years)
Diameter of 2 3 4 20 22 41 35 22 28 32 Indicator 5: develops and applies effective
strategies in the planning and management of
lichen developmentally sequenced teaching and
learning process to meet curriculum
2. In a biology experiment a number of cultures were requirements and varied teaching contexts.)
grown in the laboratory. The numbers of bacteria, in
millions, and their ages, in days, are given below.
Age X 1 2 3 4 5 6 7 8
(days)
No. of 34 106 135 181 192 231 268 300
bacteria Y

(Indicator 5: develops and applies effective strategies in the planning

and management of developmentally sequenced teaching and learning
process to meet curriculum requirements and varied teaching contexts.)

K. Additional Activities for Application or Remediation

Students will do the assign task at home.

Compute and interpret r for the following data given.

1.

X 1 3 6 10 12
Y 5 13 25 41 49
2.

X 1 3 5 7 9
Y 44 34 24 14 4
3.

X 1 3 6 9 11
Y 12 28 37 28 12 (
I
ndicator 5: develops and applies effective strategies in the planning
and management of developmentally sequenced teaching and learning
process to meet curriculum requirements and varied teaching contexts.)

IV- REMARKS

V – REFLECTION

No. of learners who earned 80% in the evaluation. ________

No. of learners who required additional activities for remediation. __________
No. of learners who continue to require remediation. _________
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 Comments and Suggestions:

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Prepared by:

ANNA MAY J. UNGKAY

Senior High School Teacher I

Checked by:

MA. FLOR B. PUNGYAN

MT-I

Observed by:

IVAN P. ABAN
Principal I

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