DAILY LESSON LOG OF M11SP-IVb-1 (Week Seven-Day 3)

School Grade Level Grade 11

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Fourth
Objectives must be met over the 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
I. OBJECTIVES 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 Standards The learner demonstrates understanding of key concepts of tests of hypotheses
on the 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.
Learning Competency: 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; (c) the Central Limit is to be used (M11/12SP – IVb –
2)
Learning Objectives:
C. Learning
1. Recall the symbols for population variance/standard deviation and sample
Competencies/
variance/standard deviation
Objectives
2. Identify 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; (c) the Central Limit is to be use
3. Demonstrate appreciation of finding out whether certain claims are true or
not
II.CONTENT Hypothesis Testing
III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES providing pupils/students with multiple ways to learn new things, practice the 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 for each step.
A. Review previous lesson Ask students to write the null and alternative hypothesis of the given situations
or presenting the new below.
lesson (5 min)
1. A fitness club claims that their routines can elevate heart rates of up to 200
bpm on the average. A critic says that this is an overestimate of the actual
average.
2. A certain group claims that the allowance of grade 11 students is Php 25.00
in average. Teachers believe that this is not true.
 Answer Key
1. H0: μ = 200 and H1: μ <200
2. H0: μ = 25 and H1: μ ≠ 25

B. Establishing a purpose Say, “This lesson will help one decide what test statistic to use to test the
for the lesson (1 min) claim/hypothesis.”
The teacher presents this example

A random sample of 12 babies born in Eversly Hospital was taken their weights
(in kg) recorded as follows.

2.3 2.4 2.4 2.5 2.6 2.5 2.8 2.4 2.7

C. Presenting examples/ 2.3 2.2 3.0
instances of the new
lesson (5 min) 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
Ask the students the test statistic that they are going to use.

Correct Answer
z-test
D. Discussing new The teacher discusses how to identify what test statistic to use to test the claim.
concepts and practicing
new skills #1 (5 min)
E. Discussing new
concepts and practicing
new skills #2
Ask students to create a flow chart that shows the process of choosing the right
statistic to use.

Sample

F. Developing mastery
(leads to formative
assessment 3) (15 min)

G. Finding practical Contextualization and Localization

applications of
concepts and skills in Think-Pair-Share.
daily living (10 min) In pairs, ask the students to list down 5 possible means in real life that they
would like to test.

Possible Answers
1. average grades of student athletes
2. average no. of students who graduated senior high school who got employed
3. average no. drop outs
4. average time students spend on Facebook in a day
 5. students’ average hours of sleep
The teacher summarizes how to identify what test statistic they are going to use
to test for means using the following questions:

1. What test statistic are you going to use when the

a. population standard deviation is known
b. population standard deviation is unknown but large samples, n≥30
c. small samples, n<30

z- Test for a Mean μ (σ Known or Large Sample Size n≥30)

The z-test for a mean is a statistical test for a population mean. The z test
can be used when the population is normal and σ is known for any
population when the sample size n≥30. The test statistic is the sample
x−μ0 σ
mean x and the standardized test is z = , where σ x = .
σx √n
s
When σ is unknown but n≥30, we use the approximation σ x = .
H. Making generalizations √n
and abstractions about
the lesson (9 min) Note: The Central Limit Theorem allows you to use the standard normal
distribution to approximate the distribution of sample means provided
that n≥30.

t- test for a Mean μ (σ Unknown and Small Sample Size n<30)

The t-test for a mean is a statistical test for a population mean which is
used when the population is normal or approximately normal, σ is
unknown, or for any population when that sample size n<30. The test
statistic is the sample mean x and the formula for the t-test is:

x−μ0
t=
s
√n
The sample standard deviation is s and the degrees of freedom is df = n –
1.

I. Evaluating Learning (10 Identify what appropriate form of statistic should be used in the following
min) situations.
1. The ABC Company 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.
2. A sports trainer wants to know whether the true average time of his
athletes who do 100-meter sprint is 98 seconds. He recorder 18 trials of
his team and found that the average time is 98.2 seconds with a standard
deviation of 0.4 second.
3. The high school sports coordinator is asked if soccer players are doing as
well academically as the other student athletes. From the previous study,
 the GPA for student athletes is 3.10. After the intervention to help
improve GPA of student athletes, the sports coordinator randomly
samples 20 soccer players and finds that the average GPA of the sample is
3.18 with a sample standard deviation of 0.54.

Answer key:
1. z – test
2. t - test
3. t - test
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson 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 Contextualization and Localization is done in Finding Practical Applications.
materials did I use/ discover
which I wish to share with
other teachers

Prepared by:
LEONORA L. HIMPISO
Teacher III