DAILY LESSON LOG OF 11/12SP-IV-e-3 (Week Five-Day Three)

School Grade Level Grade 11

Teacher Learning Area Statistics and Probability
Teaching Date and Time Quarter Third
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
OBJECTIVES knowledge and competencies. These are 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.
Content Standards The learner demonstrates understanding of key concepts of tests of hypotheses on the population
proportion.
Performance Standards The learner is able to perform appropriate tests of hypotheses involving the population proportion to
make inferences in real life problems in different discipline.
Learning Competency: identifies the appropriate form of the test statistic when the Central Limit
Theorem is to be used. (M11/12SP-IV-e-3)
Learning Objectives:
Learning Competencies/
1. Recall Central Limit Theorem
Objectives
2. identifies the appropriate form of the test statistic when the Central Limit Theorem is to be used
3. demonstrate self confidence in explaining the answers

CONTENT Test of Hypothesis

LEARNING RESOURCES teacher’s guide, learner’s module,
References
Teacher’s Guide
Learner’s Materials
Textbook pages Pp.42-48
Additional Materials
from Learning Resource
(LR) portal
Other Learning Mercado, et.al, NEXT CENTURY Mathematics STATISTICS AND PROBABILITY, Phoenix Publishing
Resources House, Inc. 2016
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.
PROCEDURES Sustain learning systematically by 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.
Recall: The Central Limit Theorem states that if the sample size is sufficiently large, then the mean of
the random sample from a population has a sampling distribution that is approximately normal, even
Review previous lesson when the original population is not normally distributed. This means that regardless of the shape of
or presenting the new the original distribution, the sampling distribution of the mean approaches a normal distribution as
lesson long as the sample size is large enough. The mean of the sampling distribution of means is equal to the
mean population. The SD of the sampling distribution is equal to the standard deviation of the
population divided by the square toot of the sample size.
Recall the following z score formula:
X−¿ μ
Z= ¿
θ
If the sample means are normally distributed, then the formula to be
X−μ x
converted to Z= . But then, according to the Central Limit Theorem μ x= μ and
θx
Establishing a purpose
X−μ
for the lesson θ
θx = if the sample size is sufficiently large. Hence , z = σ . If n is sufficiently
√n
√n
X−μ
large, and is unknown, the formula becomes z = s
θ
√n

To Presenting Discuss the following examples:

examples/ instances of Example 1: It is believed that in the coming election, 65% of the voters in the province of Pampanga
the new lesson will vote for the administration candidate for governor. Suppose 713 out of the 1 150 randomly
selected voters indicate that they would vote for the administration candidate. At 0.10 level of
 significance, find out whether the percentage of voters for the administration candidate is different
from 65%

Example 2: A research conducted on a certain company last year showed that 25% of the employees
would rather drink coffee rather than soft drinks during break time. The company has recently
decided to give free coffee drink during break time. In the new research conducted this year,
Discussing new
out of the 125 randomly sampled employees 28% said that they would rather drink coffee than
concepts and practicing
soft drinks. At 0.05 level of significance, is there sufficient evidence to suggest that the coffee
new skills #1
drinkers have increased since the company has decided to give free coffee during break time?

Example 3:Before the Mayweather vs Pacquiao’s Fight of the Century, 75% of the people in Manila
Discussing new said that they preferred boxing over basketball. After the fight, out of the 150 randomly chosen people
concepts and practicing in Manila, 105 said they preferred boxing over basketball. Does this indicate that people in Manila are
new skills #2 losing interest in boxing? Use 0.05 level of significance.

. Ask them to answer this on their own.

Formulate the null and alternative hypothesis of the given problem.

1.) The principal of a certain high school claims that 85% of all the students is in favor of the new
school uniform. A Statistics teacher asked his students to verify the claim. Suppose that 451
out of the 550 randomly selected students indicated that they are in favor of the new school
Developing mastery
uniform. At 0.05 level of confidence, is there enough evidence to conclude that the
(leads to formative
percentage of students who are in favor of the new uniform is different from 85%?
assessment 3)
2.) It is claimed that last year, 65% of the people believed that there was an improvement in the
country’s economy. Suppose this year, only 270 out of the 450 people randomly selected
believe that there is an improvement in the country’s economy. Does this indicate that there
is a decrease in the number of people who believe that there is an improvement in the
country’s economy? Use 0.05 significance level.

Finding practical
applications of concepts
and skills in daily living
Ask the student when to use these formulae?
X−μ
z= σ
√n
Making generalizations
and abstractions about
the lesson X−μ
z= s
√n

A researcher claims that 75% of college students would rather spend their extra money for mobile
phone loads than cigarettes. Another researcher would like to verify this claim. She randomly
selected 400 college students. Two hundred ninety-six of these 400 student said that they would
Evaluating Learning
rather spend their extra money on mobile phone loads than cigarettes. At 0.05 level of
confidence, is there enough evidence to conclude that the percentage of students who would
rather spend their extra money for mobile phone loads than cigarettes is different from 75%?
Additional activities or
remediation
REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to
REFLECTION be done to help the pupils/students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
No. of learners who earned
80% of the evaluation
No. of learners who require
additional activities for
remediation who scored below
80%
Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers