Grade Level: Grade 11 Strand: TVL & HUMMS

8:30 -9:30 A.M./ E.I.M.

No. of
Time/Section: 10:45 – 11:45 A.M./ PIAGET 60 Minutes
Minutes:
1:00 -2:00 P.M./ COOKERY
Learning Area: Statistics and Probability Date:

FIRST GRADING EXAMINATION FOR THE SECOND SEMESTER

OF
SCHOOL YEAR 2019-2020

Prepared by:

GUARDALUPE T. RAMIREZ
Subject Teacher
Checked and approved by:

FLUELLEN L. COS, Ph. D.

Principal III
Grade Level: Grade 11 Strand: TVL & HUMMS
8:30 -9:30 A.M./ E.I.M.
No. of
Time/Section: 10:45 – 11:45 A.M./ PIAGET 60 Minutes
Minutes:
1:00 -2:00 P.M./ COOKERY
Learning Area: Statistics and Probability Date:

Content Standard:
The learner demonstrates understanding of key concepts of tests of hypotheses on
the population mean and population proportion.
Performance Standard:
The learner is able to perform appropriate tests of hypotheses involving the
population mean and the population proportion to make inferences in real-life problems in
different disciplines.
Learning Competency:
The learner illustrates: (a) null hypothesis (b) alternative hypothesis (c) level of
significance (d) rejection region and (e) types of errors in hypothesis testing. (M11/12SP-
IVa-1)

I. LEARNING OBJECTIVES
In this lesson, the students can:
 Define statistical hypothesis;
 Distinguish null from alternative hypothesis;
 Formulate statistical hypothesis;
 Identify the level of significance, rejection, and types of errors in hypothesis testing;
 Appreciate the significance of the topic in research studies.

II. SUBJECT MATTER

Topic: Understanding Hypothesis Testing
Reference: Statistics and Probability (Rex) pages 216-225
Materials: Chalk and chalkboard visual aids Manila papers
Markers Stripped papers Cabbage paper

III. LEARNING PROCEDURE

A. Priming Activities (5 minutes)
i. Prayer
ii. Checking of Attendance
iii. Review/ Motivation

B. Presentation (1 minute)
Learning objectives will be posted and let students read it aloud.

C. Lesson Proper
ACTIVITY 1: (Monday- 20 minutes)
The students will be given an activity “Cabbage Relay”.
ACTIVITY 2: (Monday- 20 minutes)
The students will be given group activity which each group will formulate hypotheses to
some given observations.
ACTIVITY 3: (Monday- 20 minutes)
The students will be given a group activity which enables them to identify the level of
significance, rejection, and types of errors in a sample hypothesis testing.
ACTIVITY 4: (Monday- 20 minutes)
The students will be given a group activity in which they are task to test the given
hypothesis.

ANALYSIS (15 minutes)

The following questions will be asked to students:
 Do you enjoy the activity? Why?
 Was it easy or difficult? Why or why not?
 How do you manage your group?
 What are the things you learned after you successfully did your outputs?
 What do you think we’re going to discuss today?
 Do you have prior knowledge about hypothesis?
 What is hypothesis?
 Why we make hypothesis?
 How important is it?
 Where and when it is usually applied?
 Why we need to understand carefully more about hypothesis?
 What is hypothesis testing?
 How do you test the hypothesis?
 What are the two types of hypothesis?
 How do you formulate hypothesis?
 What can you say about rejecting and accepting hypothesis?
 What is the implication of rejecting or accepting hypothesis?
 How can you identify the level of significance of hypothesis testing?
 What are the types of errors in hypothesis testing?
 Do you have prior knowledge in sketches of directional and non-directional tests of
hypothesis?
 Who can illustrate the sketch?

ABSTRACTION (12 minutes)

Discussion on the following important terms and concepts:
 Definitions of hypothesis
 Hypothesis testing
 Types of hypothesis
 Implication of accepting and rejecting hypothesis
 Formulating hypothesis for a given observation
 Application of hypothesis testing
 Level of significance of hypothesis testing
 Direct and non-direct test

APPLICATION (7 minutes)
Ask students to explain the usefulness of hypothesis formulation and testing in wise
decision making in their reflection journal.

REFLECTION:
What went well:
 most students were able to understand the topics that have been discussed
 the noise has been minimized
What went wrong:
 few students did not come to school after the exam
What should be done:
 check attendance regularly

Prepared by:

GUARDALUPE T. RAMIREZ
Subject Teacher
Checked and approved by:

FLUELLEN L. COS, Ph. D.

Principal IV
Grade Level: Grade 11 Strand: TVL & HUMMS
8:30 -9:30 A.M./ E.I.M.
No. of
Time/Section: 10:45 – 11:45 A.M./ PIAGET 60 Minutes
Minutes:
1:00 -2:00 P.M./ COOKERY
Learning Area: Statistics and Probability Date:

Content Standard:
The learner demonstrates understanding of key concepts of sampling and sampling
distributions of the sample mean.
Performance Standard:
The learner is able to apply suitable sampling and sampling distributions of the
sample mean to solve real-life problems in different disciplines.
Learning Competency:
The learner defines the sampling distribution of the sample mean for normal
population when the variance is known and unknown (M11/12SP-IIIe-1); illustrates the
Central Limit Theorem (M11/12SP-IIIe-2); defines the sampling distribution of the sample
mean using the Central Limit Theorem (M11/12SP-IIIe-3); and solves problems involving
sampling distributions of the sample mean (M11/12SP-IIIe-f-1).

I. LEARNING OBJECTIVES
In this lesson, the students can:
 Describe the sampling distribution of the sample means by computing its means and
variance;
 Describe Central Limit Theorem; and
 Solve realistic problem examples involving sampling distributions of the sample
mean.
 Appreciate the importance of the topic in real-life setting.

II. SUBJECT MATTER

Topic: Sampling Distribution of the Sample Means, Central Limit Theorem
Reference: Statistics and Probability (Rex) pages 101-109
Materials: Chalk and chalkboard visual aids Manila papers
Markers Stripped papers

III. LEARNING PROCEDURE

A. Priming Activities
i. Prayer
ii. Checking of Attendance
iii. Review/ Motivation

B. Presentation
Learning objectives will be posted and let students read it aloud.

C. Lesson Proper
ACTIVITY 1: (Monday- 20 minutes)
The students will be grouped. They will solve problems to find the mean and variance of
the sampling distribution of sample means. Then presentation of outputs will be done.
ACTIVITY 2: (Tuesday- 20 minutes)
The students will be grouped. They will construct the sampling distribution of sample
means. Then presentation of outputs will be done.
ACTIVITY 3: (Wednesday- 20 minutes)
The students will be grouped. They will construct the histogram for the sampling
distribution of sample means. Then presentation of outputs will be done.
ACTIVITY 4: (Thursday- 20 minutes)
The students will be grouped. They will solve realistic problem examples involving
sampling distributions of the sample mean. Then presentation of outputs will be done.

ANALYSIS
The following questions will be asked to students:
 Do you enjoy the activity? Why?
 Did you find the activity easy or difficult? What made it easy or difficult?
 Within your group, how did you work the activity? Was it effective or not?
 By the way, what was your task in the activity?
 Can you define the Mean? What is the formula to find Mean?
 Can you define the Variance? What is the formula to find Variance?
 What is Sampling Distribution of Sample Mean? How did you construct it? What are
your steps?
 Can you recall what is histogram?
 How did you construct the histogram for the sampling distribution of sample
means?
 Do you have steps in solving sampling distributions of the sample mean?
 What are those steps?
 What made you correct/wrong in the activity?

ABSTRACTION
Discussion on the following important terms and concepts:
 Steps Constructing frequency distribution of the sample means
 Definition of sampling distribution of sample means
 Definition of sampling error
 Construction of histogram of the sampling distribution of the means
 Definition of the Central Limit Theorem
 Steps in solving problems involving sampling distribution of the sample means

APPLICATION
Let the students discuss and give their ideas on appreciating the importance of the topic in
real-life setting.

Prepared by:

GUARDALUPE T. RAMIREZ
Subject Teacher
Checked and approved by:

FLUELLEN L. COS, Ph. D.

Principal III