DAILY LESSON PLAN School Grade Level
Teacher Learning Area STATISTICS AND
PROBABILITY
Teaching Dates Quarter
and Time
I. OBJECTIVES Objectives must be met over a 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.
A. Content The learner demonstrates understanding of key concepts of tests of hypotheses on the
Standards 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 Learning Competency: Identifies the appropriate rejection region for a given level of
Competencies/ Objectives significance when: (a) the population variance is assumed to be known (b) the
Write the LC code for each population variance is assumed to be unknown; and (c) the Central Limit Theorem is to
be used. (M11/12SP-IVc-1)
Learning 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
List all materials to be used in different days. Varied sources 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
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages N/A
4. Additional Materials from N/A
Learning Resource (LR)
portal
B. Other Learning Resources Lim, Y. F., et.al. Statistics and Probability. Quezon City: Sibs Publishing House, Inc., 2016.
Chapter 5 pp. 8-25
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, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time
allotment.
A. Reviewing Preliminary Activities: (5 minutes)
previous lesson or presenting the Daily Routine
new lesson Greetings
Checking of Attendance
B. Establishing a purpose for the
lesson The teacher lets the learners realize that identifying the regions of rejection for a given
level of significance is an important step in testing a hypothesis
C. Presenting examples/instances
of the new lesson 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
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.”
Then teacher asks, “What do we do next? What is the next step in the Hypothesis-
testing process?”
D. Discussing new concepts and
practicing new skills #1 The teacher lets the learners explain their formulated hypotheses. The teacher then
discussion the definitions of a critical value, critical region (or rejection region).
E. Discussing new concepts and
practicing new skills #2 The teacher discusses corresponding critical values from the z table using the common
levels of significance.
F. Developing mastery (leads to With the same partner, the teacher lets the learners state the null and alternative
Formative Assessment hypotheses, identify the level of significance, and identify the critical value of the
problem and where the region of rejection is.
“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 zα = ±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
H. Generalizing and abstractions to be known by expounding the table below:
about the lesson
Level of One-tailed Test Two-tailed
significance α Left (<) Right (>) Test
0.10 z =−1.28 z =+ 1.28 z =± 1.645
α α α
0.05 z =−1.645 z =+ 1.645 z =± 1.96
α α α
0.01 z =−2.33 z =+ 2.33 z =± 2.575
α α α
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.
Evaluating Learning 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:
1. H0: μ = 2.5 and H1: μ >2.5
2. Level of significance α = 0.05
3. Since the alternative hypothesis is of type >, we perform the right tailed test.
For the level of significance, the critical value is zα =+ 2.33
A. Additional
activities for application or
remediation
V. REMARKS
VI. REFLECTION Requires teachers to reflect on and assess their effectiveness (Reflect on your teaching
and assess yourself as a teacher. Think about your students' progress this week. What
works? What else can
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
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?
