Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
RIZAL NATIONAL HIGH SCHOOL
RIZAL, SANTIAGO CITY

WEEKLY LEARNING PLAN

Quarter: Quarter 4 Grade Level: 11
Week: Week 4 (May 16 – 20, 2022) Learning Area: Statistics and Probability
MELC identifies the appropriate form of the test-statistic
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 be used.
M11/12SP-IVb-2

Day Objectives Topic/s Classroom-Based Activities Home-Based Activities

1–5 1. Define the statistical “Identifying Appropriate  Start the class with a W.A.T.C.H. prayer valuing Let the students read, analyze, and
concepts related to Test Statistics Involving honesty and punctuality at all times. Let the understand the topic on “Identifying
test concerning Population Mean” students lead the prayer. Then, assign a learner Appropriate Test Statistics
means; to give a Bible Verse that could inspire learners Involving Population Mean” by
to do their learning tasks (Project of SHS MTAP providing or giving them their
2. identify the CLUB). Quarter 4 – Module 4.
appropriate form of
test statistics when: (a)  Give the classroom rules to the learners. The Learning Task 1.
the population Do’s and the Don’ts’s. Let the students answer “What I
variance is assumed to Know” on page 7 of their module.

Gonzaga Street, Rizal, Santiago City

Mobile No.: 09175551614 (GLOBE)
E-mail: 300578@deped.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
RIZAL NATIONAL HIGH SCHOOL
RIZAL, SANTIAGO CITY

be known; (b) the A. Recall/Review:

population variance is Review of the previous lesson using Socratic Method of Learning Task 2:
assumed to be inquiry with the following processing guide questions. Let the learners answer What’s
unknown; and (c) the  What is our previous lesson? New on page 11 of their module.
Central Limit Theorem  How many variables is involved when
is to be used; and conducting the pearson product moment
correlation? Learning Task 3:
3. apply the concepts  Who is the proponent of the Pearson r? For mastery, let them answer
of test statistic on real-  What is the formula used in calculating the “What’s More” from pages 16 – 18
life problems. pearson r coefficient? of their module.

 Say: Hypothesis Testing is a method of testing Learning Task 4:

a claim or hypothesis about a parameter in a Assessment:
population given a data sample. In this method, Let them answer the assessment
we test the hypothesis by determining the part of their module from pages 20
likelihood that sample statistic could be selected - 22 of their module. Also, “What I
and if the hypotheses regarding the population have Learned” on page 19 of their
parameter were true. The process of hypothesis module.
testing involves setting up two contrasting
hypotheses: the null and alternative hypothesis. Performance Task.
One selects a random sample, computes
summary statistics using appropriate statistics, Make a comic strip on how
and then assess the likelihood that the sample to determine the
data support the alternative hypothesis. appropriate tool when the
variance is known,

Gonzaga Street, Rizal, Santiago City

Mobile No.: 09175551614 (GLOBE)
E-mail: 300578@deped.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
RIZAL NATIONAL HIGH SCHOOL
RIZAL, SANTIAGO CITY

B. Activity: variance is unknown, and

Activity 1: Is it a Zee or a Tee? when Central Limit
 In this activity the teacher will give statements Theorem is used. Your
where in the learners will identify if the given work will be graded using
statement tells whether a characteristic of a the following criteria.
standard normal distribution or a t-distribution.
Clear Understanding of
Follow up Questions:
1. From our first activity, how did you differentiate Mathematical Concepts –
the statements describing standard normal 30 %
distribution from those involving t-distribution? Organization and Accuracy
2. Were you able them to answer easily? If not, of solutions – 30 %
which item/s did you find difficult to answer? Clear understanding of
3. Were you able to differentiate the statements Vocabulary – 10 %
characterizing normal distribution from those Accuracy of Analysis – 20
describing t-distribution? %
Presentation – 10 %
Activity 2: Find me!
 In this activity, the teacher will provide problems Total: 100 %
where in learners will determine/ find the mean,
the sample size, the population/sample
standard deviation.

Guide Questions:
 How did you find the activity?

Gonzaga Street, Rizal, Santiago City

Mobile No.: 09175551614 (GLOBE)
E-mail: 300578@deped.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
RIZAL NATIONAL HIGH SCHOOL
RIZAL, SANTIAGO CITY

 What mathematical concepts did you apply in

answering the activity?
 Were you able to determine the needed data for
each problem?
 Which value of notation/s seemed too difficult to
identify on the given problems?
 Have you observed the differences of notations
in the items? Is the value of s same as σ ? If
not, how do they differ?
 What do you think is the relationship of these
notations on determining test statistic in
hypothesis testing?

C. Abstraction
The Teacher will conduct a collaborative discussion
to learners about the topic of “Identifying Appropriate
Test Statistics Involving Population Mean”. Also, the
teacher will give illustrative examples for the learners
to have mastery of the lesson.

D. Application
For Mastery, present the following activities:

Activity 3: Mark my Numbers!

Gonzaga Street, Rizal, Santiago City

Mobile No.: 09175551614 (GLOBE)
E-mail: 300578@deped.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
RIZAL NATIONAL HIGH SCHOOL
RIZAL, SANTIAGO CITY

 In this activity, the teacher will lend the learners

worksheets for them to answer. In each
problem of their worksheet, learners will be
underlining the population standard
deviation/sample standard deviation, and circle
the number of samples.

Activity 4: Check it Out!

 Learners will be reading and analyzing
problems. Then, on the given table they are
going Identifying Appropriate Test Statistics
Involving Population Mean to put a check on the
columns of the criteria that correspond to the
given problem.

Activity 5: Which is Which?

 In this activity, learners will identify the
appropriate test statistic to be used in each
problem.

E. Evaluation

 A 20-item quiz will be given to the learners

which will be given by their teacher.
F. Additional/Enrichment Activities

Gonzaga Street, Rizal, Santiago City

Mobile No.: 09175551614 (GLOBE)
E-mail: 300578@deped.gov.ph
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF SANTIAGO CITY
RIZAL NATIONAL HIGH SCHOOL
RIZAL, SANTIAGO CITY

Performance Task 1:
Make a comic strip on how to determine the
appropriate tool when the variance is known,
variance is unknown, and when Central Limit
Theorem is used. Your work will be graded
using the following criteria.

Clear Understanding of Mathematical Concepts

– 30 %
Organization and Accuracy
of solutions – 30 %
Clear understanding of Vocabulary – 10 %
Accuracy of Analysis – 20 %
Presentation – 10 %
Total: 100 %

Prepared by: Checked by: Approved:

KRISHELE ROSE G. MADAMBA JESPER D. BAYAUA LIBERTY C. DELA CRUZ AUDITA W. CAMBOD, EdD
Teacher II SHS Coordinator Head Teacher III Principal IV

Gonzaga Street, Rizal, Santiago City

Mobile No.: 09175551614 (GLOBE)
E-mail: 300578@deped.gov.ph