DAILY LESSON LOG OF M11/12SP-IVg-3 (Week Seven-Day Three)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new
Grade Level Grade 11
Learning Area Statistics & Probability
Quarter Fourth
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of correlation and
regression analyses.
The learner is able to perform correlation and regression analyses on
real-life problems in different disciplines.
Learning Competency:
Constructs a scatter plot. (M11/12SP-IVg-3)
Learning Objectives:
1. Plot the points in a scatter diagram.
2. Demonstrate self-reliance and cooperation in performing one's task.
ENRICHMENT: Correlation and Regression Analyses
 Belecina, RR. et.al. Statistics and Probability First Edition. 2016 Rex Bookstore,
Inc. Sampaloc, Manila
 Tomakin, FY. Probability and Statistics. 2009 Phoenix Publishing House, Inc.
Quezon City
 Mercado, JP & Orines, FB. Next Century Mathematics: Statistics and Probability.
2016 Phoenix Publishing House, Inc. Quezon City
 http://www.mathisfun.com/data/standard-normal-distribution.html (Retrieved:
November 19, 2016)
 http://www.psychstat.missouristate.edu/introbook/sbk11.htm (Retrieved:
November 19, 2016)
 http://www.stattrek.com (Retrieved: February 20, 2017)
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Present a line graph that shows relationship between two variables (time and ___)
Relationship of two variables can also be presented through graphs.
Divide the class into 6 groups. Give each group tabulated data on bivarate data.
Their task is to present the data using any type of graph (line, bar, etc.)
Present the concept of scatter plot.
 concepts and practicing
new skills #1
E. Discussing new Using the same tabulated data in the 1 st activity, ask students to determine the
concepts and practicing scatter plot of their assigned bivariate data.
new skills #2
Provide another example that shows that Age (X) and Blood Pressure (Y).
Age (X) Blood Pressure (Y)
43 128
48 120
F. Developing mastery
56 135
(leads to formative
61 143
assessment 3)
67 141
70 152

Let students graph the table in the Cartesian Plane.

G. Finding practical
From the NCAE results gathered by the students, ask students to determine the
applications of concepts
scatter plot of this bivariare data and plot the points in a scatter diagram.
and skills in daily living
H. Making generalizations Ask students, “Why is it important to illustrate the nature of bivariate data?”
and abstractions about (ER: To check if the two variables are linked or has a significant relationship to each
the lesson other.)
Show to the students data of ice cream sales and temperature
Temperature (oC) vs Ice Cream Sales
14.2 2150
16.4 3250
11.9 1850
15.2 3320
18.5 4060
I. Evaluating Learning 22.1 5220
19.4 4120
25.1 6140
23.4 5440
22.6 4450

Guide students in plotting the points in a graph (recall Cartesian Coordinate

System)
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
 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:
HAZEL MAE C. ABAY, M.Ed.
MCCNHS SHS Teacher