A DETAILED LESSON PLAN

IN MATHEMATICS

I. OBJECTIVES
At the end of the lesson, the students should be able to;
A. Interpreted data and drawn references in different kinds of graph
B. Solved routine and non routine problem solving graphs
C. Described and performed experimental probability

II. SUBJECT MATTER: Statistics and Probability

A. Reference: https://www.skillsyouneed.com/num/graphs-charts.html
https://byjus.com/maths/experimental-probability/
B. Skills: Computing and Problem Solving

III. MATERIALS: PowerPoints Presentation, Laptop

IV. PROCEDURE
A. Developmental Method

Teacher’s Activity Student’s Activity

A. Preparation

1. Greetings

2. Attendance

3. Arrangement of Chairs

a. Review

Class yesterday we discussed about hypothesis

testing, right?
Yes, Ma’am
So, let me ask you this question: “What is the
difference between a Null and Alternative
Hypothesis?” The null hypothesis suggests that there
is no significant difference or
relationship between the compared
entities while Alternative hypothesis is
the negation of the null hypothesis. It
simply suggests that there is a
Okay, Very Good. significant difference or relationship
between the compared entities.

Null hypothesis is denoted by Ho while

What else?
Alternative Hypothesis is denoted by H1

The null and alternative hypotheses are

How about the construction of the null and alternative constructed in a way that when we
hypothesis? reject the null hypothesis, there is no
other possibility other than to accept
the alternative hypothesis. With this,
the hypothesis proposed by researchers
which is usually in favor of the
alternative hypothesis has been
supported.

1. State the hypotheses

2. formulate an analysis plan

3. Analyze sample data: Alpha level, p-

value, Computed value and tabular
value

4. Interpret Results
Lastly, how about the 4 basic steps in testing a
hypothesis?

Example:

A random sample of 100 suspected leptospirosis

patients in Pangasinan last year shows that the
symptoms exhibit within 72 hours. Does the project
that the symptoms would exhibit earlier than the
common 80 hours with a standard deviation of 16 H0: μ= 80 hours
hours? Test the hypothesis at α= 0.05 level of H1: μ< 80 hours
significance.

What are the hypotheses?

72−80
How about the z computed value? Kindly show your z=
16
solution on the board?
√100
z=|−5|
Kindly recite your decision? Decision: Since the absolute value of the
computed z- value = 5 is greater than
the absolute value of the critical value of
z= 1.64 then we reject the null
hypothesis and accept the alternative
hypothesis. This means that the
symptoms of leptospirosis exhibits in
less than 80 hours.

None Ma’am.

Very Good Class, Any question about hypothesis

testing?

b. Motivation

Okay class, let have first a short activity before our

lesson.

Let the students play with JUMBLED WORDS.

The students are group into 4, the group who

correctly arranged the jumbled words, First will get 1
point.

The jumbled words will be handed over to students.

The students will post their answer on the board.

The winner of the game will receive a token.

JUMBLED WORDS The students response must be the
following:
1. TSATISTICS
1. STATISTICS
2. EIP GARHP
2. PIE GRAPH
3. NELI PGAHR
3. LINE GRAPH
4. DUOLBE RAB PHGRA
4. DOUBLE BAR GRAPH
5. BILITYPROBA
5. PROBABILITY

Do you know that those words will help you with our
lesson today?

No Ma’am

Those words that you see on the board will enlighten

you in our lesson for today. Some words will help you
and some will guide you through the process.

B. Presentation

So be with me this morning class, as I discuss to you

the Statistics and Probability

Everybody Ready?

a. Statement of the aim

Class listen carefully because after my discussion Yes Ma'am

you will be asked to

Solved routine and non routine problem solving

graphs and you will performed experimental
probability

Am I understood Class?

C. Developmental Proper

Class, are you

familiar with this Yes Ma’am.
pictures?
What is the name of this picture class?

Yes, Ma’am.

Very Good class!

Line graphs show you how numbers have changed Line graph
over time. They are used when you have data that are
connected, and to show trends, for example, average
night-time temperature in each month of the year.

While in this picture class what is this?

Good job!

Pie graph to show you

how a whole is divided
into different parts. You
might, for example,
want to show how a
budget had been spent on different items in a
particular year.
Pie Graph Ma'am

This class what is

this?

Very Good class!

A double-bar graph
compares two items,
such as the number
of boys and the number of girls in each grade at your
school. The bars may be drawn either vertically or
horizontally. Labels on the vertical and horizontal
axes tell you what the bars represent. A key tells you
what items are being compared.

So class I will show you on how to solve a Routine

and Non Routine problems using a Pie Graph
Double Bar Graph Ma’am

Are you ready to learn class?

Before that I will discuss first that the routine
problem solving concerns solving problems that are
useful for daily living (in the present or in the future),
non-routine problem solving concerns that only
indirectly.

Example of Routine Problem

Class we have steps on how to solve this problem in

our

1st Step

UNDERSTAND Yes Ma’am

What is asked?

What are given facts?

Okay Ma’am.

Good job class! So lets go on to our

2nd Step

PLAN

What strategy should we use to solve the problem?

*To solved the problem, get the percentage.

What us the formula on how to find the percentage?

P= R × B

What is the number sentence?

P = 0.30 x P 30,000 = N

*Money allocated to facemask

3rd Step Class

SOLVE 30,000.00

30% facemask

P= R × B 25% face shield

= 0.30 x P 30,000 20% alcohol

P= P9000.00 15% gloves

10% PPE

Therefore the allocated amount for facemask is

P9000.00

4th Step

This is the one way if your answer is check

Go back to your computation check if all given values

are properly substituted to the formula. Also check
the flow of the computation.

Class did you easily follow our steps and discussions?

Okay! Very good! So lets go on to the

Non Routine Problem

Analyze the Problem

Chocolate - 40%

The total angle measure of a circle is 360⁰

= 0.4 × 360⁰

= 144⁰

Therefore the angle measure of the part for chocolate

as shown in the pie graph is 144 degrees.

Is it clear now class?

Good job class!

Yes Ma'am
There are two approaches to study probability:

Experimental Probability

Theoretical Probability

Class do you know what is Experimental probability?

It is a probability that is determined on the basis of a

series of experiments. A random experiment is done
and is repeated many times to determine their
likelihood and each repetition is known as a trial. The
experiment is conducted to find the chance of an
event to occur or not to occur.

While the Theoretical Probability class it is used to

find the probability of an event. Theoretical
probability does not require any experiments to
conduct. Instead of that, we should know about the
situation to find the probability of an event occurring.
Mathematically, the theoretical probability is
described as the number of favorable outcomes
divided by the number of possible outcomes.

I will give you some example of Experimental

Probability

Example 1: The following table shows the recording

of the outcomes on throwing a 6-sided die 100 times.

Outcome Frequency
Yes Ma'am
1 14

2 18

3 24

4 17

5 13

6 14

Example 2: The following set of data shows the

number of messages that Mike received recently
from 6 of his friends. 4, 3, 2, 1, 6, 8. Based on this, find No Ma'am
the probability that Mike will receive less than 2
messages next time.

Solution:

Mike has received less than 2 messages from 2 of his

friends out of 6.

Therefore, P(<2) = 2/6 = 1/3

I will also show you the example of Theoretical

Probability
Two number cubes are thrown. What is the
theoretical probability of rolling a number greater
than 8?

First, let’s think about the different combinations that

you can possibly roll on the number cubes. If you roll
a 1 and a 2 for instance, you get a sum of 3. Look at
the table below to show all of the combinations.

The total
number of
outcomes
is 36.

Next, the favorable outcomes are shaded in yellow in

the table above.

# favorable outcomes =10

Then, find the ratio of favorable outcomes to total

outcomes.

P(event)P(>8)==# of favorable outcomes: total # of

outcomes10:36

Then, simplify the ratio.

P(>8)P(>8)==10:365:18

The answer is 5:18.

The theoretical probability of rolling a sum greater

than 8 when rolling two number cubes is 5:18.

Calculate each example of theoretical probability.

Do you have any questions or clarification?

Very good class I hope that you can follow our lesson

Okay, Let’s proceed to your activity!

D. Application

Students are grouped into three.

Each group will be given problem set.

Each student should participate in this activity.

Teacher will assign a leader. Leader will assign her

member. Someone will solve the given problem
interpret and explain the results in front of the class.

ACTIVITY

Direction: I will show some pictures of a routine and

non routine problem all you need to do is to solve
this problem.

Are you ready?

Okay very good class!

None Ma'am
Yes Ma’am.

Group 1

The sector for sea lilies and feather stars

is the smallest, so this group includes the
fewest number of species.

Group 2

Red: 8

Blue: 24

Green: 24

Yellow: 8

Group 3

90kg of tomatoes
V. Evaluation

Bring you pencil and paper I will give you some

problem that you will need to solve and calculate
good luck class!

1. What is the probability of tossing a number

cube and having it come up a two or a three?

First, find the total number of outcomes

Outcomes: 1, 2, 3, 4, 5, and 6

Total outcomes: 6

Next, find the number of favorable

outcomes.

Favorable outcomes:

Getting a 2 or a 3=2 favorable outcomes

Then, find the ratio of favorable

outcomes to total outcomes.

P(event)P(2 or 3)P(2 or 3)===# of

favorable outcomes: total # of
outcomes2:61:3

The answer is 1:3.

The theoretical probability of rolling a 2

or a 3 on a number cube is 1:3.
2. What is the probability of tossing a number First, find the total number of outcomes
cube and having it come up even?

Outcomes: 1, 2, 3, 4, 5, and 6

Total outcomes: 6

Next, find the number of favorable

outcomes.

Favorable outcomes:

Getting an even number==2,4,63

favorable outcomes

Then, find the ratio of favorable

outcomes to total outcomes.

P(event)P(event #)P(event #)===# of

favorable outcomes: total # of
outcomes3:61:2

The answer is 1:2.

The theoretical probability of rolling an

even number on a number cube is 1:2.
 3. You asked your 3 friends Shakshi, Shreya
and Ravi to toss a fair coin 15 times each in
a row and the outcome of this experiment is
given as below:

Coin No.
No. of.
Tossed of.
Heads
By: Tails

Shakshi 6 9

Shreya 7 8

Ravi 8 7
Calculate the probability of occurrence of heads
and tails.

Solution: The experimental probability

for the occurrence of heads and tails in
this experiment can be calculated as:

Experimental Probability of Occurrence

of heads = Number of times head
occurs/Number of times coin is tossed.

Experimental Probability of Occurrence

of tails = Number of times tails
occurs/Number of times coin is tossed.

Experime
No. No. ntal
Coin
of. of. Probabilit Probabilit
Tosse
Hea Tail y for the
d By:
ds s occurrenc occurrenc
e of Head

Shaks
6 9 6/15 = 0.4
hi

Shrey 7/15 =
7 8
a 0.47

8/15 =
Ravi 8 7
0.53
 

We observe that if the number of

tosses of the coin increases then the
probability of occurrence of heads or
 tails also approaches to 0.5.

Okay good job class you all get the right answer!

VI. Assignment

Cite at least 5 examples of each routine and non

routine problem wrote your answer to the sheet of
paper and pass it tomorrow

PREPARED BY:

Prince Aira Bell Jamon

Missy Ubaldo
Rojie Ortiguerro