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School SAN BARTOLOME HIGH SCHOOL Grade Level Grade 12

DAILY LESSON LOG Teacher ROSSANO C. DAVID Learning Area RESEARCH PROJECT
Teaching Date FEB. 19 - 23, 2018 Grading Period

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 www.virtualnerd.com www.virtualnerd.com

IV. PROCEDURES
Present the different tools to the learners Present the learners about the analysis The Learners were able to compute the
Present the different tools for the data Present the correlation test as an
Reviewing previous lesson or use for analysis on the data obtained on the data obtained from the data set given from the previous lesson
A. analysis on the chosen scientific appropriate statistical tools to the
presenting the new lesson from the investigation in the research investigation in the research regarding Central Limit Theorem on the
problem… learners….
problem……. problem……. given data set..

To be able to analyze the data gathered

Establishing a purpose for Applying data analysis through the use of Applying data analysis through the use of
B. through the use of appropriate statistical the application of testing hypothesis the application of testing hypothesis
the lesson appropriate statistical tools. appropriate statistical tools.
tools.

The use of Two tailed tests, correlation

Presenting examples /
C.
instances of the new lesson
tests, analysis of variance, multiple
analysis of variance, and regression
analysis….
For example, suppose that we wish to For example, suppose that we wish to
For example, for H1: μ1 −μ2 >d 0, reject For example, for H1: μ1 −μ2 >d 0, reject
test the hypothesis H0: μ1 −μ2 = d0, H1: test the hypothesis H0: μ1 −μ2 = d0, H1:
H1: μ1 −μ2 = d0 when t>tα,n1+n2−2. H1: μ1 −μ2 = d0 when t>tα,n1+n2−2.
μ1 −μ2 = d0, μ1 −μ2 = d0,

Discuss to the learners about the

Discussing new concepts
D.
and practicing new skills # 1
Discuss the Two tailed tests and
correlation tests…
when σ1 and σ2 are known. For a
specific alternative, say μ1 −μ2 = d0 + δ,
Tests concerning two means represent a Tests concerning two means represent a
analysis on the data obtained from the
set of very important analytical tools for set of very important analytical tools for
investigation in the research
the scientist or engineer. the scientist or engineer.
problem…….

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Discussing new concepts
E.
and practicing new skills # 2
Developing mastery (leads fo
F.
Formative Assessment)
Finding practical application on how to differentiate between questions on how to differentiate between questions on how to differentiate between questions
G. of concepts and skills in daily that could be and those that could not
living
answered using Statistics,,,and how to answered using Statistics,,,and how to answered using Statistics,,,and how to
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%
Discuss the analysis of variance, multiple
analysis of variance and regression
analysis..
The Learners were given the review on
the different statistical tools discussed
regarding their scientific research
problem…
The Learners were able to demonstrate
that could be and those that could not
use Statistics in decision-making…….
In the following case study, the concept
of hypothesis testing leads to a formal
objective
The Learners were given the seatwork
regarding the use of solving problems
involving test of hypothesis on the
population mean.
n/a
The Learners were able to
demonstrate the skills in solving
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 wrong; I believe I have brought out the thesis
Most of the learners who are about 47 were
able to get 80% above.
N/A
Discuss to the learners about the
analysis on the data obtained from the
investigation in the research
problem…….
The Learners were able to develop their
mastery in calculating and computing
appropriate null and alternative
hypothesis on their research problem…
The Learners were able to demonstrate
that could be and those that could not
use Statistics in decision-making…….
Topics such as hypothesis testing,
estimation, quality control, and many
others make use of the Central Limit
Theorem.
The Learners were given the seatwork
regarding the use of solving problems
involving test of hypothesis on the
population mean.
n/a
The Learners were able to
demonstrate the skills in solving
statistical problems and probabilities
Most of the learners who are about 47 were
able to get 80% above.
N/A
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Discuss to the learners about the
analysis on the data obtained from the
investigation in the research
problem…….
Discuss to the learners about the
analysis on the data obtained from the
investigation in the research
problem…….
The Learners were able to demonstrate
use Statistics in decision-making…….
important application of the Central
LimitTheorem is the determination of
reasonable values of the pop mean μ.
The Learners were given the seatwork
regarding the formulation of the
appropriate null and alternative
hypotheses on a population proportion.
n/a
The Learners were able to The Learners were able to compute
demonstrate the skills in solving and calculate the measure of location calculating the measure of locations
statistical problems and probabilities
writers within my students
Most of the learners who are about 47 were
able to get 80% above.
N/A
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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
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 with their mastery in
and Central Limit Theorem and measure of the Central Tendency
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

Did the remedial lessons
work? No. of learners who
C.
have caught up with the
lesson
No. of learners who continue
D.
require remediation
Which of my teaching
E. strategies worked well? Why
did these work?
What difficulties did I
encounter which my principal
F.
or supervisor can help me
solve?
What innovations or localized
materials dis I use/discover
G.
which I wish to share with
other teachers?
Prepeared by:
ROSSANO C. DAVID
Subject Teacher
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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 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… able to catch up with the lesson… able to catch up with the lesson…
N/A N/A N/A N/A
Intermediate Instruction, Direct Instruction Intermediate Instruction, Direct Instruction Intermediate Instruction, Direct Instruction Intermediate Instruction, Direct Instruction Intermediate Instruction, Direct Instruction
and Indirect Instruction and,, Experience and Indirect Instruction and,, Experience and Indirect Instruction and,, Experience and Indirect Instruction and,,, Experience and Indirect Instruction and Experience
based Instruction… based Instruction… based Instruction… based Instruction… based Instruction…
N/A N/A N/A N/A N/A
www.depedlps.blogspot.com
www.depedlps.blogspot.com www.depedlps.blogspot.com www.depedlps.blogspot.com www.depedlps.blogspot.com
www.virtualnerd.com
www.virtualnerd.com www.study.com www.virtualnerd.com www.study.com www.virtualnerd.com www.study.com www.virtualnerd.com www.study.com
www.study.com
Noted by:
HELEN R. BUENO
Principal I
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