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School SAN BARTOLOME HIGH SCHOOL

DAILY LESSON LOG Teacher ROSSANO C. DAVID
Teaching Date FEB. 19 - 23, 2018

MONDAY TUESDAY WEDNESDAY

I. OBJECTIVES

A. Content Standard

B. Performance Standard

Learning Competencies /
C.
Objectives

II. CONTENT

III. LEARNING RESOURCES

A. References
1 . Teacher's Guide pages
2 . Learner's Material pages
3 . Textbook pages
Additional Materials from
4.
Learning Resources portal

B. Other Learning Resources www.virtualnerd.com www.virtualnerd.com www.virtualnerd.com

IV. PROCEDURES
Present the different tools to the Present the learners about the analysis
Present the different tools for the data
Reviewing previous lesson learners use for analysis on the data on the data obtained from the
A.
or presenting the new lesson
analysis on the chosen scientific
obtained from the investigation in the investigation in the research
problem…
research problem……. problem…….
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Reviewing previous lesson
A.
or presenting the new lesson
Establishing a purpose for
B.
the lesson
Presenting examples /
C.
instances of the new lesson
Discussing new concepts
D.
and practicing new skills # 1
Discussing new concepts
E.
and practicing new skills # 2
Developing mastery (leads
F.
fo Formative Assessment)
Finding practical application
G. of concepts and skills in
daily living
Making generalizations and
H. abstractions about the
lesson
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Present the different tools to the Present the learners about the analysis
Present the different tools for the data
learners use for analysis on the data on the data obtained from the
analysis on the chosen scientific
obtained from the investigation in the investigation in the research
problem…
research problem……. problem…….
To be able to analyze the data gathered
Applying data analysis through the use of Applying data analysis through the use of
through the use of appropriate statistical
appropriate statistical tools. appropriate statistical tools.
tools.
The use of Two tailed tests, correlation
For example, for H1: μ1 −μ2 >d 0, For example, suppose that we wish to
tests, analysis of variance, multiple
reject H1: μ1 −μ2 = d0 when test the hypothesis H0: μ1 −μ2 = d0, H1:
analysis of variance, and regression
t>tα,n1+n2−2. μ1 −μ2 = d0,
analysis….
Discuss to the learners about the
Discuss the Two tailed tests and when σ1 and σ2 are known. For a analysis on the data obtained from the
correlation tests… specific alternative, say μ1 −μ2 = d0 + δ, investigation in the research
problem…….
Discuss to the learners about the Discuss to the learners about the
Discuss the analysis of variance, multiple
analysis on the data obtained from the analysis on the data obtained from the
analysis of variance and regression
investigation in the research investigation in the research
analysis..
problem……. problem…….
The Learners were given the review on The Learners were able to develop their Discuss to the learners about the
the different statistical tools discussed mastery in calculating and computing analysis on the data obtained from the
regarding their scientific research appropriate null and alternative investigation in the research
problem… hypothesis on their research problem… problem…….
The Learners were able to demonstrate The Learners were able to demonstrate The Learners were able to demonstrate
on how to differentiate between on how to differentiate between on how to differentiate between
questions that could be and those that questions that could be and those that questions that could be and those that
could not answered using Statistics,,,and could not answered using Statistics,,,and could not answered using Statistics,,,and
how to use Statistics in decision- how to use Statistics in decision- how to use Statistics in decision-
making……. making……. making…….
Topics such as hypothesis testing,
In the following case study, the concept important application of the Central
estimation, quality control, and many
of hypothesis testing leads to a formal Page LimitTheorem is the determination of
others make use2 of the Central Limit
objective reasonable values of the pop mean μ.
Theorem.

Making generalizations and
H. abstractions about the
lesson
I. Evaluating learning
Additional activities for
J.
application or remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned
A.
80% in the evaluation
No. of learners requiring
additional activities for
B.
remediation who scored
below 80%
Did the remedial lessons
work? No. of learners who
C.
have caught up with the
lesson
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Topics such as hypothesis testing,
In the following case study, the concept important application of the Central
estimation, quality control, and many
of hypothesis testing leads to a formal LimitTheorem is the determination of
others make use of the Central Limit
objective reasonable values of the pop mean μ.
Theorem.
The Learners were given the seatwork The Learners were given the seatwork The Learners were given the seatwork
regarding the use of solving problems regarding the use of solving problems regarding the formulation of the
involving test of hypothesis on the involving test of hypothesis on the appropriate null and alternative
population mean. population mean. hypotheses on a population proportion.
n/a n/a n/a
The Learners were able to The Learners were able to The Learners were able to
demonstrate the skills in solving demonstrate the skills in solving demonstrate the skills in solving
statistical problems and probabilities statistical problems and probabilities statistical problems and probabilities
Harnessing the analytic abilities of my learners is proven to be very effective. Those learners who thought that they couldn’t write their masterpieces were proven
writers within my students
Most of the learners who are about 47 were Most of the learners who are about 47 were Most of the learners who are about 47 were
able to get 80% above. able to get 80% above. able to get 80% above.
N/A N/A N/A
Most of the learners who are about 27 were Most of the learners who are about 27 were Most of the learners who are about 27 were
able to catch up with the lesson… able to catch up with the lesson… able to catch up with the lesson…
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Did the remedial lessons

work? No. of learners who Most of the learners who are about 27 were Most of the learners who are about 27 were Most of the learners who are about 27 were
C.
have caught up with the able to catch up with the lesson… able to catch up with the lesson… able to catch up with the lesson…
lesson

No. of learners who continue

D. N/A N/A N/A
require remediation

Which of my teaching Intermediate Instruction, Direct Instruction Intermediate Instruction, Direct Instruction Intermediate Instruction, Direct Instruction
E. strategies worked well? and Indirect Instruction and,, Experience and Indirect Instruction and,, Experience and Indirect Instruction and,, Experience
Why did these work? based Instruction… based Instruction… based Instruction…

What difficulties did I

encounter which my
F. N/A N/A N/A
principal or supervisor can
help me solve?

What innovations or
localized materials dis I www.depedlps.blogspot.com www.depedlps.blogspot.com www.depedlps.blogspot.com
G.
use/discover which I wish to www.virtualnerd.com www.study.com www.virtualnerd.com www.study.com www.virtualnerd.com www.study.com
share with other teachers?

Prepeared by:
ROSSANO C. DAVID
Subject Teacher

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Grade Level Grade 12

Learning Area RESEARCH PROJECT
Grading Period

THURSDAY FRIDAY

www.virtualnerd.com www.virtualnerd.com

The Learners were able to compute the

Present the correlation test as an
data set given from the previous lesson
appropriate statistical tools to the
regarding Central Limit Theorem on the
learners….
given data set..
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The Learners were able to compute the
Present the correlation test as an
data set given from the previous lesson
appropriate statistical tools to the
regarding Central Limit Theorem on the
learners….
given data set..

the application of testing hypothesis the application of testing hypothesis

For example, suppose that we wish to For example, for H1: μ1 −μ2 >d 0,
test the hypothesis H0: μ1 −μ2 = d0, H1: reject H1: μ1 −μ2 = d0 when
μ1 −μ2 = d0, t>tα,n1+n2−2.

Tests concerning two means represent a Tests concerning two means represent a
set of very important analytical tools for set of very important analytical tools for
the scientist or engineer. the scientist or engineer.

n/a n/a

The Learners were able to apply their and finally the Learners were able to
skills in analyzing of the following given answer the questions that they would
data set from population through the develop their skills in analyzing the given
seatworks given to them.. data set from the population..

The Learners had the understanding and The Learners had the understanding and
the mastery of applying the skills in the mastery of applying the skills in
statistics and probabilities in making statistics and probabilities in making
decisions in their daily living… decisions in their daily living…

The Central Limit Theorem can be easily It turns out that the Central Limit
extended to the two-sample, two- Theorem sheds even more light on how Page 6
population case. and why this approximation works.
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The Central Limit Theorem can be easily It turns out that the Central Limit
extended to the two-sample, two- Theorem sheds even more light on how
population case. and why this approximation works.

The Learners were given the homework

The Learners were given the seatwork
about the identification of the appropriate
regarding the formulation of the
rejection region for a given level of
appropriate null and alternative
significance when the Central Limit
hypotheses on a population proportion.
Theorem is to be used.

n/a n/a

The Learners were able to compute The Learners with their mastery in
and calculate the measure of location calculating the measure of locations
and Central Limit Theorem and measure of the Central Tendency

y couldn’t write their masterpieces were proven wrong; I believe I have brought out the thesis
nts

Most of the learners who are about 47 were Most of the learners who are about 47 were
able to get 80% above. able to get 80% above.

N/A N/A

Most of the learners who are about 27 were Most of the learners who are about 27 were
able to catch up with the lesson… able to catch up with the lesson…
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Most of the learners who are about 27 were Most of the learners who are about 27 were
able to catch up with the lesson… able to catch up with the lesson…

N/A

Intermediate Instruction, Direct Instruction Intermediate Instruction, Direct Instruction

and Indirect Instruction and,,, Experience and Indirect Instruction and Experience
based Instruction… based Instruction…

N/A N/A

www.depedlps.blogspot.com
www.depedlps.blogspot.com
www.virtualnerd.com
www.virtualnerd.com www.study.com
www.study.com

Noted by:
HELEN R. BUENO
Principal I

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