DLL-Week6-SP11_4QT

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
DIVISION OF LIPA CITY
PINAGKAWITAN INTEGRATED NATIONAL HIGH SCHOOL
PINAGKAWITAN, LIPA CITY
School PINAGKAWITAN INTEGRATED NATIONAL HIGH SCHOOL Grade Level 11
Grade 1 to 12
Daily Lesson Log Teacher MA. BERNALIZA R. BATHAN Learning Area STATISTICS AND PROBABILITY
Teaching Dates WEEK 6 (MAY 06 – 10, 2024) Quarter FOURTH
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of tests of hypotheses on the population mean and population proportion.
B. Performance Standards The learner is able to perform appropriate tests of hypotheses involving the population mean and population proportion to make inferences in real-
life problems in different disciplines.
C. Learning Competencies/ Learning Competencies: Learning Competency: Learning Competencies: Learning Competencies:
Objectives 1. Draws conclusion about the 1. Solves problems involving test 1. Illustrates the nature of Not applicable for this day.
population proportion based of hypothesis on the bivariate data.
on the test-statistic value and population proportion.
the rejection region.
Learning Objectives: Learning Objectives:

Learning Objectives: Learning Objectives:
1. Recall on how to solve 1. Formulates the appropriate 1. Defines bivariate data. 1. Compare and contrast the book
problems involving test null and alternative 2. Compares relationship of with other works, viewpoints, or
statistic value of population hypotheses on a population bivariate data. experiences.
proportion. proportion. 3. Plots bivariate data in Cartesian 2. Reflect on personal reactions,
2. Use traditional and p-value 2. Computes for the test-statistic plane connections, and insights
method in making value (population proportion). 4. Exercise open-mindedness in sparked by the book.
conclusions. 3. Solves problems involving test discussing the concept at hand
of hypothesis on the with partner.
population proportion.
4. Draws conclusion about the
population proportion based
on the test-statistic value and
the rejection region.
II. CONTENTS Computes for the test-statistic value of population proportion Correlation and Regression CATCH-UP FRIDAY
Analyses
FACE TO FACE FACE TO FACE FACE TO FACE FACE TO FACE
DAY 1 DAY 2 DAY 3 DAY 4
HE11 DAZA HE11 DAZA HE 11- GIEGHER HE 11- GIEGHER
(Monday 6:00 - 6:50 am) (Tuesday 6:00 - 6:50 am) (Wednesday 9:00-9:50am) (Friday 6:00-6:50am)
Address: Pinagkawitan, Lipa City

Telephone No.: (043) 781-2913; (043)404-1750
Email Address: pinagkawitan_nhs@yahoo.com
HE 11-GIEGHER HE11-C ICT11 -LOVELACE

ICT11 LOVELACE (Tuesday 9:00-9:50am) (Wednesday 11:30-12:20am) (Friday 6:50-7:40 am)
(Monday 6:50 - 7:40 am) DAY 3 HE11 DAZA HE11-C
HE 11-C HE11 DAZA (Thursday 6:00 - 6:50 am) (Friday 8:10-9:00 am)
(Monday 9:00-9:50) (Wednesday 6:00-6:50 am) ICT11 LOVELACE
HE11 GIEGHER ICT11 LOVELACE (Thursday 6:50-7:40 am)
(Monday 9:50-10:40) (Wednesday 6:50-7:40 am) HE11-C
(Thursday 11:30-12:20am)
III. LEARNING
RESOURCE
A. Reference
1. Teacher’s Guide
2. Learners’
Learners’ module and textbook Learners module and textbook Learners module and textbook
Materials
3. Textbook Statistics and Probability First Statistics and Probability First Statistics and Probability First
Edition (Belecina, RR), Probability Edition (Belecina, RR), Probability Edition (Belecina, RR), Probability
& Statistics (Tomakin, FY) & Statistics (Tomakin, FY) & Statistics (Tomakin, FY)
4. Additional Books, Novel
Materials from LR
portals
B. Other reference Mercado, et.al, NEXT CENTURY Reston, et.al, SEEING THE Mercado, et.al, NEXT CENTURY
materials Mathematics STATISTICS AND WORLD THROUGH STATISTICS Mathematics STATISTICS AND
PROBABILITY, Phoenix AND PROBABILITY, Soline PROBABILITY, Phoenix Publishing
Publishing House, Inc. 2016 Publishing Company, Inc. 2017 House, Inc. 2016
IV. PROCEDURES
A. Reviewing previous Recall Recall the steps in conducting a Recall about proportion and
lesson or presenting *Computes for the test statistic hypothesis test. variation. (Direct Proportion,
new lesson value 1. Determine the null and Inverse Proportion, etc.)
alternative hypothesis.
2. Construct the analysis plan by
determining level of
significance, critical values
rejection/non-rejection
regions.
3. Determine the appropriate test

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statistic.
4. Interpret results then write
down the conclusion
B.Establishing a The teacher will give a review The teacher lets the students Allow students realize the use of
purpose for the about computing test statistic realize the importance of the bivariate data analysis to compare
lesson value. remembering the steps in relationship of two variables (eg.
conducting a hypothesis test. Grades and study habits)
C.Presenting Grouping activity Group Activity Pair Activity
examples/ *Students are group into 4. Conduct a hypothesis test in the Ask the following questions: (Write
instances of the new Instructions: problem below, using the steps students’ statements on the board.)
lesson 1. Assign a leader, a secretary presented earlier. 1. Do you think there is a link
and a reporter in a group. It is believed that in the coming between the size of an engine
2. Leaders see to it that each election, 65% of the voters in the and the fuel efficiency of a
member of the group should province of Pampanga will vote for particular car? (Expected
participate. the administration candidate for Response: Engine size
3. Answer the following governor. Suppose 713 out of the influences fuel efficiency.)
questions. 1,150 randomly selected voters 2. Why is fuel efficiency important?
indicate that they would vote for (ER: Larger engines use more
Directions: Complete the table the administration candidate. At fuel.)
given the problem. 0.10 level of significance, find out (ER: The bigger the engine size
whether the percentage of voters the more fuel is needed.)
Problem: Using the 0.05 level of for the administration candidate is 3. Would fuel efficiency influence
significance run a z-test given the different from 65%. your choice of car?
following (ER: The engine size does not
n= 74; have a big influence on the of
p=574; P0=10% fuel a car uses.)
Use both traditional method and

the p-value method
D.Discussing new A. How did you compute the Students present their group Say: Today, our focus is bivariate
concept and probabilities? answers on the board. Each group data analysis.
practicing new skills B. What challenges did you meet will be given time to
#1 as you answer the problem discuss/explain their answers to Ask students their thoughts on the
assigned to your group? the class. question below.
(Teacher will provide questions What is the difference between

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for further understanding of the univariate, bivariate, and

topic.) multivariate data?
(ER: Univarite means whe one

measurement is made on each
observation; Bivariate means where
exactly two measurements are
made on each observation;
Multivariate means if more than
one measurement is made on each
observation).
E. Discussing new What do you think are the use of P Conduct a hypothesis test in the The purpose of bivariate data
concept and value? problem below, using P-value. analysis is to explain and explore
practicing new skills the concept of relationship between
#2 A. It is believed that in the coming two variables, whether there exists
election, 65% of the voters in an association and the strength of
the province of Pampanga will this association, or whether there
vote for the administration are differences between two
candidate for governor. variables and the significance of
Suppose 713 out of the 1,150 these differences.
randomly selected voters
indicate that they would vote
for the administration
candidate. At 0.10 level of
significance, find out whether
the percentage of voters for the
administration candidate is
different from 65%.
F. Developing mastery Problem: Using the 0.05 level of Pair Activity Distribute the RED cards and
significance run a z-test given the Allow the students to conduct a GREEN cards. Students raises their
following hypothesis test in the problem GREEN cards if they think the pair
n= 524; p=0.52; P0=10% below using any of the two of variables are related and RED
Use both traditional method and methods presented. cards if they think the pair of

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the p-value method Before the Mayweather vs

Pacquiao’s Fight of the Century,
75% of the people in Manila said variables are NOT related to each to
that they preferred boxing over other.
basketball. After the fight, out of
the 150 randomly chosen people in Ask a follow-up question on their
Manila, 105 said they preferred reasons. Call random students to
boxing over basketball. Does this give his/her answer.
indicate that people in Manila are 1. Ice cream sales and
losing interest in boxing? Use temperature (ER: YES)
0.05level of significance. 2. Color of the car and daily
allowance (ER: NO)
Students present their answers 3. The amount of hours your
on the board. Selected student work and the amount of
will be given time to money you earn (ER: YES)
discuss/explain their answers to 4. Hair color and grades (ER: NO)
the class. 5. Record race and cholesterol
level (ER: YES)
(Teacher will provide questions for
further understanding of the topic.)
G.Finding practical Can you site some real-life The students will be asked to Using the table below list down the
applications of scenario where P-value is conduct a hypothesis test in the practical application of Correlation
concepts and skills applicable? problem below using the two and Regression Analyses.
in daily living methods presented.
A school administrator claims
that less than 50% of the students
of the school are dissatisfied by
the community cafeteria service.
Test this claim by using sample
data obtained from a survey of
500 students of the school where
54% indicated their satisfaction of
the community cafeteria service.
Use a= 0.05
Solution
1. the parameter of interest Is the

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population proportion
2. H : p=po
o
H : p≠ .10
1
3. n= _____, the central limit

theorem applies.
4. a= .05
Two tailed or one-tailed?
__________
5. compute for z statistic
________
Therefore, the observed
probability value is 0.5-.3186=
0.1814
Since the test is two tailed, the p-
value is multiplied by 2
So the p-value =.01814x2= .3628
6. __________
7. compare the computed value
_______
8. what is the interpretation of the
result? _______
H.Making Sample proportion- Null Summarize the steps in Ask students their thoughts on the
generalization and hypothesized proportion hypothesis testing and the question below.
abstractions Standard deviation of sample concept of p-value. Why is there a need to study the
proportion. relationship between two variables
In symbol: like the one we had earlier (Fuel
Consumption & Car Engine)?
(varied answers)
The teacher will discuss on how to
obtained the value of q0 using the
formula q0=1-p0
 The teacher will discuss on
how to determine the problem
as one tail or two tail.
 The will on how to solve for

Telephone No.: (043) 781-2913; (043)404-1750
the p-value
 The teacher will emphasize
the rule for rejecting or not
the null hypothesis.
 The teacher will teach the
students on how to interpret
the resulting value of P
I. Evaluating learning Directions: Use the traditional Allow the students to answer Tell whether the following bivariate
method and p-value method in the worksheets attached. They data is RELATED or NOT RELATED
solving the problem on population may also use p-value in to each other.
proportion. determining/verifying hypothesis. 1. Price vs number of shirts sold
Problem: A school administrator 2. Number of tickets sold vs total
claims that less than 50% of the revenue
students of the school are 3. Price of a bag vs number of bags
dissatisfied by the community sold
cafeteria service. Test claim by 4. Skin color vs grades
using sample data obtained from a 5. Color of make-up vs sleeping
survey of 500 students of the hours
school where 54% indicated their
dissatisfaction of the community
cafeteria service. Use = 0.05
J. Additional activities Assignment:
for application or Let the students gather data on
remediation their classmates scores in Math
and English of their NCAE Results
in Grade 10. From the NCAE
results, ask students to tabulate
the data gathered.
V. REMARKS See attachment for CATCH-UP
FRIDAY
VI. REFLECTION HE 11 DAZA (33) HE 11 GIEGHER (33) HE 11 MARIOT (31) ICT 11 LOVELACE (38)
A. No of learners who
earned 80% on the
formative

Telephone No.: (043) 781-2913; (043)404-1750
assessment
B. No. of Learners
who require
additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learner who
continue to require
remediation
E. Which of my
teaching strategies
work 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: Reviewed and checked by:
MA. BERNALIZA R. BATHAN JAY-AR Z. GUTIERREZ

Teacher II OIC-Assistant School Principal II
Head Teacher III

Telephone No.: (043) 781-2913; (043)404-1750

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Republic of the Philippines

Learning Objectives: Learning Objectives:

Address: Pinagkawitan, Lipa City

HE 11-GIEGHER HE11-C ICT11 -LOVELACE

Address: Pinagkawitan, Lipa City

Use both traditional method and

Address: Pinagkawitan, Lipa City

for further understanding of the univariate, bivariate, and

(ER: Univarite means whe one

Address: Pinagkawitan, Lipa City

the p-value method Before the Mayweather vs

Address: Pinagkawitan, Lipa City

3. n= _____, the central limit

Address: Pinagkawitan, Lipa City

Address: Pinagkawitan, Lipa City

Prepared by: Reviewed and checked by:

MA. BERNALIZA R. BATHAN JAY-AR Z. GUTIERREZ

Address: Pinagkawitan, Lipa City

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