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EDTECH BLOG CORNER: WHERE EDUCATION IS JUST A CLICK AWAY! THIS SITE WAS CREATED
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS IN EDTECH 835 EDUCATIONAL
TECHNOLOGY SUMMER - SCHOOL YEAR 2017-18 AUTHORS: JAIME EMPALMADO ULTRA JR.,
LALAINE C. MCQUIAN, AND DEODATUS GETALADO SAGADAL

EDTECH BLOG CORNER

Where education is just a click away!
ASSURE MODEL LESSON PLAN IN STATISTICS AND
PROBABILITY

  ASSURE MODEL LESSON PLAN

DEODATUS G. SAGADAL

Subject:                 STATISTICS AND PROBABILITY

Lesson:                  Pearson’s Product-Moment Correlation Coefficient

Grade:                   11 to 12

Duration:              Two hours

ANALYZE LEARNER
General Characteristics. Class comprises of 25 students; 10 boys and 15 girls.
Students’ age ranges from 16-17. Majority of the students know how to use scientific
calculators, can read and know the basics of using a computer, SPSS, and Microsoft
Excel program. They also enjoy learning STATISTICS and majority of the class
maintains an average above within this subject area.

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          Students have varying degree of learning styles and backgrounds. Some of them
have difficulty maintaining focus during class. Lessons will be designed to
accommodate the students’ attention span and also to facilitate their individualized
preferred needs.

Content Standards. The learner demonstrates understanding of key concepts of

correlation and regression analyses.

Performance Standard. The learner is able to perform correlation and regression

analyses on real-life problems in different disciplines.

Learning Competencies.

1. Calculates the sample correlation coefficient.

2. Solves problems involving correlation analysis.

Previous Knowledge. Students are familiar with the basic concepts of determining
relationship of bi-variate variables through a scatter-plot; however they are not yet able
to describe and measure the degree of relationship between two variables using
statistical formula.

STATE OBJECTIVES

At the end of the lesson, students will be able to:

 calculate r or the PPMCC (Pearson’s Product- Moment Correlation Coefficient);

 interpret the computed correlation coefficient r in terms of strength and direction;
 apply and solve real-life problems involving correlation analysis

SELECT METHODS, MEDIA & MATERIALS

This lesson will use discussions, question and answer, and problem solving, along with
technological tools such as calculators, computers, LCD monitors, SPSS, Microsoft
Excel, Google Drive, and Google Chrome applications to teach students about PPMCC
(Pearson’s Product-Moment Correlation Coefficient) and how to use it in determining
relationship between two variables.

Microsoft Excel (Add-in Analysis Tool Pack). It will be used to support the lesson, by
providing students with tools depicting the description and measurement of relationship
between two variables.

SPSS (Statistical Package for the Social Scientist). This application will be used to
support the lesson, by providing students with accurate and speedy statistical analysis
of data.

PowerPoint Application. This will be used to present to students the lectures,

exercises, sample problems, and problem solving in PPMCC.

Google Drive. This will be used for communication purposes of the class. Assignments/
reports/outputs can be submitted online through this application.

LCD Monitor. Teacher will use LCD monitor to allow students to see the PowerPoint
presentations of lectures, problem exercises and story problems.

Speakers. These will serve to project audio in order to allow students to hear clearly the
contents of the story problems.

Computer with internet access. This will be used to gain access to websites for
information.

Smartphones/Tablets. This will be used to install and access SSPS and Microsoft
Excel programs in order to allow students to conduct real time participation in problem
solving.

Google Chrome. It is an internet browser which will be used by students to explore the
internet and access statistics websites.

The teaching strategy that will be used are guided discovery and demonstration
method. The teacher will create and prepare all materials in PowerPoint format. All
materials will be created using real life situations in order to engage students. It includes
texts, pictures, audio and videos.

          The environment will be prepared by setting up the LCD monitor at the center of
the room and positioned at appropriate height so that each student can see.

          The teacher will prepare the students by first giving them a broad overview of the
day’s statistics lesson. A rationale as to why we are learning to solve statistics
problems, and its relation to real life problems. The teacher will achieve to increase
student motivation by telling students that they might know the temperature just by
counting bird’s chirps.

          Then teacher will provide the learning experience. He will begin the lesson with a
large group demonstration of how to solve a correlation problem and follow up with
problem solving and discussion. Both will use the laptop or computer, PowerPoint,
SPSS, Excel, and the LCD monitor.

          Student will explore and discover the content required for activities such as
assignments using computer with internet access to statistics websites through internet
browser Google Chrome.

          During seat-work, the teacher will supervise and move around the classroom
providing assistance to groups that require further explanation. The LCD monitor will
also be used to provide further explanation to groups experiencing difficulties.

UTILIZE MEDIA AND MATERIALS

Introduction

Teachers will inform students that the lessons topic will be ‘Pearson’s Product-Moment
Correlation Coefficient’. Teachers will then ask students what is correlation, in order to
stimulate their previous knowledge and get students thinking about correlation
coefficient.

          The first slide of the PowerPoint will be shown on the screen with PPMCC
formula on it. “What does the symbol ‘r’ stand for in the formula?”. “What do you think
about the ‘bar’ over the x and y mean?” The students should be familiar with this
symbols. They should note that Pearson’s formula can be used for determining the
relationship between any two variables.

          Then the teacher will tell the students about a selection which will be played in the
LCD monitor. The selection will be played two times to allow the students to take notes.
They will be allowed to use cameras. Before proceeding, the teacher will ask the
students to group themselves into six-member team.

       Then the teacher will present the selection about an article in Garden Gate
magazine entitled “Count Cricket Chirps to Gauge Temperature.”

          An article in Garden Gate magazine caught my eye: “Count Cricket Chirps to
Gauge Temperature.” According to the article, all you have to do is find a cricket, count
the number of times it chirps in 15 seconds, add 40, and voilà! You’ve just estimated
the temperature in Fahrenheit. The National Weather Service Forecast Office even puts
out its own “Cricket Chirp Converter.” You enter the number of cricket chirps recorded
in 15 seconds, and the converter gives you the estimated temperature in four different
units, including Fahrenheit and Celsius. A fair amount of research does support the
claim that frequency of cricket chirps is related to temperature. For the purpose of
illustration, I’ve taken only a subset of some of the data (see Table 18-1).

REQUIRE LEARNER PARTICIPATION

STEP 1. Following the introduction teacher will switch off the LCD monitor and allow the
students to discuss by themselves about what they have observed. Each group will
present their observations to the class including its possible relationship to the
supposed topic. During the activity, each student participate in group discussions to
justify their answers to their classmates.

          After each group presented their observations, the teacher reinforce the learning
by modeling the students in solving correlation problems.

          The lesson provides practice and feedback as students decide how to solve each
new problem using Microsoft Excel or SPSS and discuss how the problem was solved.

STEP 2. After discussions and series of problem solving activities, the teacher will ask
students to define PPMCC, what formula is used, what are its uses and applications
and the range of values of correlation coefficient. If students are unable to do so with
85% accuracy, the section of the PowerPoint presentation pertaining to this, will be
shown again. However, if students are successfully able to perform this task, teacher
will proceed to step 3.

STEP 3. Teacher will again turn on the LCD monitor, now displaying how to compute
correlation coefficient between two variables. At the end of this, the LCD monitor will be
turned off and teacher will model to students an example of solving such problem.

          After the demonstration, students will be given seatwork. Problem will be flashed
through the LCD monitor and let the students solve on their own. Each student will write
his/her solution and answer on a graphing paper and will be given 10 minutes to solve
the problem.

STEP 4. While students work, teacher will move about the classroom, monitoring
student’s progress in order to see if they are on the right track. If students are unable to
solve problems accurately, teacher will provide assistance where necessary.
STEP 5. After students have developed a fairly good understanding of how to compute
correlation coefficient between two variables and to interpret the computed r, students
will then be asked to share at least one example of their own, in which determining
relationship between two variables can be applied to a real-life scenario.

STEP 6. Next, students will be told that they will be engaging in an interactive
PowerPoint activity. They will be placed into groups of three and will be required to work
together to solve correlation problems. Once the group has agreed on an answer they
will select their response from the options on the PowerPoint and they will be shown
whether or not their answer was correct.

EVALUATE AND REVISE

To evaluate the objectives, students will be given written assessment. The teacher will
give problem to be solved individually in a specified time duration. Students will be given
feedback on their problem solving skills in order to improve.

Problem. A group of research student wants to determine whether there is correlation

between the number of theft cases (x) and the number of vandalism cases (y) incurred
in their school. Data for one school year show the following:

          The effectiveness of implementation of the methods and media will be determined

by several techniques. The teacher will observe students as they participate in problem
solving and discussion. He will be watching to see if student’s problem solving skills
improve as they participate. The teacher will also listen for student’s comments about
learning to solve correlation problems.

          After implementing the lesson, the teacher will write notes about what to revise for
the next lesson.

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