1. DAILY LESSON LOG
School St. Vincent of Quebiawan Integrated School Grade Level 11
Teacher Angelica H. Paras Learning Area Statistics and Probability
Teaching Dates and Time Mon 9:50-10:45, Thur 8:45-9:40/ 11:40-12:35, Fri 11:40-12:35 Quarter Fourth
Day 1
February 17, 2020 (Monday)
Day 2
February 20, 2020 (Thursday)
Day3
February 21, 2020 (Friday)
I. OBJECTIVES
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 delivered from the curriculum guide.
A. Content Standards 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/
Objectives
Write LC Code for each
The learner illustrates:
(a) null hypothesis
(b) alternative hypothesis
(c) level of significance
(d) rejection region; and
(e) types of errors in hypothesis testing
M11/12SP-IVa-1
The learner…
calculates the probabilities of committing a Type I and Type II error.
M11/12SP-IVa-2
identifies the parameter to be tested given a real-life problem.
M11/12SP-IVa-3
formulates the appropriate null and alternative hypotheses on a population mean.
M11/12SP-IVb-1
identifies the appropriate form of the test-statistic when:
(a) the population variance is assumed to be known
(b) the population variance is assumed to be unknown; and
(c) the Central Limit Theorem is to be used.
M11/12SP-IVb-2
identifies the appropriate rejection region for a given level of significance when:
(a) the population variance is assumed to be known
(b) the population variance is assumed to be unknown; and
(c) the Central Limit Theorem is to be used.
M11/12SP-IVc-1
computes for the test-statistic value (population mean).
M11/12SP-IVd-1
draws conclusion about the population mean based on the test-statistic value and the
rejection region.
M11/12SP-IVd-2
The learner solves problems involving test
of hypothesis on the population mean.
M11/12SP-IVe-1
II. CONTENT
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the GC, the content can be tackled in a week or two.
TEST OF HYPOTHESIS TEST OF HYPOTHESIS TEST OF HYPOTHESIS
III. LEARNING RESOURCES
List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-
on learning promotes concept development.
A. References
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2. 1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages pp. 74-77 pp. 74-77 pp. 74-77
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their experiences and previous knowledge. Indicate
the time allotment for each step.
A. Reviewing previous lesson
or presenting the new lesson
A DUCKS STORY - INTRODUCING THE IDEA
OF TESTING (STATISTICAL) HYPOTHESES
This is a short story that will introduce the
learners to the ideas of hypothesis testing.
The research question :
ARE FEMALE MALLARDS ATTRACTED
TO THE COLOR GREEN?
A student is taking a biology class that
studies animal behavior and is assigned
the following research:
In a certain species (mallards), male ducks
have green heads and females are a plain
color. Probably the purpose of the green
coloring of the male heads is to attract the
females. The question is: are female ducks
also attracted to the green color in food, for
example in bread?
Review of the previous lesson. Review of the previous lesson.
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3. B. Establishing a purpose for
the lesson
Explain to the learners that the student can
answer the question in the duck story through
hypothesis testing. Enumerate to the learners
the expectations to them after the discussion.
The teacher explains the learning objectives for today.
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
The teacher will discuss the following to the
learners by giving examples:
(a) null hypothesis
(b) alternative hypothesis
(c) level of significance
(d) rejection region; and
(e) types of errors in hypothesis testing
The teacher will discuss the following:
a. steps in hypothesis testing
b. t-test
c. z-test
d. how to compute for the t-value and z-value
e. which appropriate test will be used
through giving examples…
The teacher will give examples on how to
solve problems involving hypothesis
testing of population mean.
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to Formative Assessment)
10 Second-Drill
The learners will be given 10 seconds to answer
the given questions by the teacher.
The mean weight of the baggage carried into an airplane by individual passengers at
Manila Domestic Airport is 20.4 kilograms. A statistician takes a random sample of 110
passengers and obtains a sample mean weight of 17.2 kilograms with a standard
deviation of 5.4 kilograms.
Test the claim at � = 0.01 level of significance.
a.What is the null and alternate hypothesis?
b.What is the chosen level of significance?
c.What appropriate hypothesis testing must be used?
d.What is/are the critical region/s to be considered?
e.Conclusion?
A manufacturer claims that the average life
of the batteries it manufactures for use for
specified electronic games is 150 hours. It
is known that the standard deviation on the
life of this type of battery is 10 hours. A
customer wishes to find out if the
manufacturer’s claim is really true.
Accordingly, he tested 100 of the
electronic games using this battery and
found out that the mean life is 155 hours.
Test the hypothesis by using a level of
significance 0.05.
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4. G. Finding practical
applications of concepts and
skills in daily living
The class will be divided into 4 groups. Learners
will be tasked to give examples or situations in
which hypothesis testing can be used.
An economist claims that the mean family
income of a certain populated area in
Cavite at most is ₱20,250 a year. Test the
claim at 0.05 level of significance. Grade
11 students were tasked to take a sample
of 50 families, obtaining a mean of
₱18,397 with a standard deviation of
₱4910. What should be the Grade 11
students’ conclusion?
H. Making generalizations and
abstractions about the lesson
Ask volunteers to share their learnings from the
discussion.
Ask volunteers to share their learnings from the discussion.
Let the learners accomplish the Exit Slip.
I. Evaluating learning
The learners will be evaluated through the
formative assessment.
The learners will be evaluated through the formative assessment.
The learners will be evaluated through the
formative assessment.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
Reflect on your teaching and assess yourself as teacher. Think about your students’ 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.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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5. 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 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?
Checked by: ____________________________________________
Date: __________________________________________________
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COMMENTS/SUGGESTIONS:
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