DAILY LESSON LOG OF M11/12SP-IVc-1 (Week Three-Day One)

School Grade Level Grade 11

Teacher Learning Area Statistics and Probability
Teaching Date and
Quarter Second
Time
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
I. OBJECTIVES 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.
A. Content Standards The learner demonstrates understanding of key concepts of tests of hypotheses on the
population mean and population proportion
B. Performance The learner is able to perform appropriate tests of hypotheses involving the population
Standards mean and population proportion to make inferences in real-life problems in different
disciplines.
Learning Competency: 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
C. Learning be used. (M11/12SP-IVc-1)
Competencies/ Learning Objectives:
Objectives 1. Recall the concept of formulating null and alternative hypotheses
2. Find the rejection regions when the population variance is known and the Central
Limit Theorem is to be used
3. Display appreciation on the systematic process on testing hypothesis
II. CONTENT TESTS OF HYPOTHESIS
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 Lim, Y. F., et.al. Statistics and Probability. Quezon City: Sibs Publishing House, Inc., 2016.
Resources Chapter 5 pp. 8-25
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
IV. PROCEDURES 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.
A. Review previous The teacher reviews the previous lesson by letting the learners identify the appropriate
lesson or test-statistic to be used in the situation below:
presenting the
new lesson “Cherry Mobile has developed a new cellphone model. The engineering department
(5 minutes) claims that its battery lasts for 4 days. In order to test this claim, the company selects a
random sample of 100 new cellphones so that this sample has a mean battery life of
2.5 days with a standard deviation of 1 day. Test the engineering department’s claim
that the new cellphone’s battery life runs with an average of 4 days. Use a 0.01 level of
significance.”
 Expected Response: Z-test

B. Establishing a The teacher lets the learners realize that identifying the regions of rejection for a given
purpose for the level of significance is an important step in testing a hypothesis.
lesson
(3 minutes)
The teacher lets the learners work in pairs. With the same problem given previously, the
teacher lets the learners formulate the null and alternative hypothesis and the level of
significance used.

“Cherry Mobile has developed a new cellphone model. The engineering department
C. Presenting claims that its battery lasts for 4 days. In order to test this claim, the company selects a
examples/ random sample of 100 new cellphones so that this sample has a mean battery life of
instances of the 2.5 days with a standard deviation of 1 day. Test the engineering department’s claim
new lesson that the new cellphone’s battery life runs with an average of 4 days. Use a 0.01 level of
(5 minutes) significance.”

Then teacher asks, “What do we do next? What is the next step in the Hypothesis-
testing process?”

Answers from learners may vary

D. Discussing new The teacher lets the learners explain their formulated hypotheses. The teacher then
concepts and discussion the definitions of a critical value, critical region (or rejection region).
practicing new
skills #1
(15 minutes)
E. Discussing new The teacher discusses corresponding critical values from the z table using the common
concepts and levels of significance.
practicing new
skills #2
(5 minutes)
F. Developing With the same partner, the teacher lets the learners state the null and alternative
mastery (leads to hypotheses, identify the level of significance, and identify the critical value of the
formative problem and where the region of rejection is.
assessment 3)
(10 minutes) “Cherry Mobile has developed a new cellphone model. The engineering department
claims that its battery lasts for 4 days. In order to test this claim, the company selects a
random sample of 100 new cellphones so that this sample has a mean battery life of
2.5 days with a standard deviation of 1 day. Test the engineering department’s claim
that the new cellphone’s battery life runs with an average of 4 days. Use a 0.01 level of
significance.”

Expected Response:
1. H0: μ = 4 and H1: μ ≠ 4
2. Level of significance: α = 0.01
3. Since the alternative hypothesis is ≠, we perform the two-tailed test. For the level of
significance α = 0.01, we obtain two critical values of z α = ±2.575
G. Finding practical
applications of
concepts and skills
in daily living
The teacher summarizes the how to identify the critical values and the appropriate
critical region for a given level of significance when the population variance is assumed
to be known by expounding the table below:

Level of significance α One-tailed Test Two-tailed Test

Left (<) Right (>)
0.10 z α =−1.28 z α =+1.28 z α =± 1.645
0.05 z α =−1.645 z α =+1.645 z α =± 1.96
0.01 z α =−2.33 z α =+2.33 z α =± 2.575

H. Making
generalizations
and abstractions
about the lesson
(5 minutes)
 The teacher lets the learners identify the critical value and region of rejection of the
problem, individually.

“A random sample of 12 babies born in a charity ward of Eversley Hospital was taken
their weights (in kg) recorded as follows.

2.3 2.4 2.4 2.5 2.6 2.5 2.8 2.4 2.7

2.3 2.2 3.0

Assuming that this sample came from a normal population, investigate the claim that
the mean weight is greater than 2.5 kg. The population standard deviation is 0.2 kg. Use
the level of significance α = 0.05.”

Answer:
I. Evaluating
1. H0: μ = 2.5 and H1: μ >2.5
Learning
2. Level of significance α = 0.05
(12 minutes)
3. Since the alternative hypothesis is of type >, we perform the right tailed test. For the
level of significance, the critical value is z α =+2.33

J. Additional
activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI. REFLECTION What else needs to be done to help the pupils/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% 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 Contextualization was used on the sample problems.
localized materials did I
use/ discover which I
wish to share with other
teachers

Prepared by:
GIN RYAN D. TORREFIEL
Special Science Teacher 1