Denunciar

Compartir

•0 recomendaciones•84 vistas

•0 recomendaciones•84 vistas

Denunciar

Compartir

Descargar para leer sin conexión

LESSON LOG

- 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 Page 1 of 5 This study source was downloaded by 100000824573114 from CourseHero.com on 04-20-2022 19:43:46 GMT -05:00
- 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. Page 2 of 5 This study source was downloaded by 100000824573114 from CourseHero.com on 04-20-2022 19:43:46 GMT -05:00
- 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. Page 3 of 5 This study source was downloaded by 100000824573114 from CourseHero.com on 04-20-2022 19:43:46 GMT -05:00
- 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 Page 4 of 5 This study source was downloaded by 100000824573114 from CourseHero.com on 04-20-2022 19:43:46 GMT -05:00
- 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: __________________________________________________ Page 5 of 5 COMMENTS/SUGGESTIONS: This study source was downloaded by 100000824573114 from CourseHero.com on 04-20-2022 19:43:46 GMT -05:00 Powered by TCPDF (www.tcpdf.org)