SCHOOL ESPANA NATIONAL HIGH SCHOOL GRADE LEVEL GRADE 11

GRADES 1 TO 12
TEACHER JOHN DENVER R. DE LA CRUZ LEARNING AREA Statistics and Probability
DAILY LESSON LOG
TEACHING DATES AND TIME WEEK 7 QUARTER Fourth Quarter

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I.OBJECTIVES Objectives must be M11/12SP-IVe-4met 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 assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and
enable us 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.

C.Learning solves problems involving test of illustrates the nature of bivariate constructs a scatter plot describes shape (form), trend
Competencies/Objectives hypothesis on the population data (direction), and variation
Write the LC Code for each proportion (M11/12SP-IVg-3)
(strength) based on a scatter
(M11/12SP-IVf-g-1) (M11/12SP-IVg-2)
plot

(M11/12SP-IVg-4)

II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
week or two.
Problems Involving Test of Nature of Bivariate Data Constructing a Scatter Plot Properties of Scatter Plot
Hypothesis on Population
Portion
III.LEARNING RESOURCES List the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there
is a mix of concrete and manipulative materials as well as paper- based materials. Hands- on learning promotes concept development.
A.References
1.Teacher’s Guides/Pages pp. 139-141 pp. 146 pp. 151-151 pp. 152-154

2.Learner’s Materials Pages pp. 139-145 pp. 146-148 pp. 151-152 pp. 152-155

3.Textbook Pages Elementary Statistics Picturing Elementary Statistics Picturing Elementary Statistics Picturing Elementary Statistics
the World by Larson and farber the World by Larson and farber the World by Larson and Picturing the World by Larson
pp. 139-145 farber and farber
 pp. 146-150 pp. 151-152 pp. 152-155

4.Additional Materials from

Learning Resources (LR) portal
B.Other Learning Resources https://stats.libretexts.org/ https://study.com/learn/lesson/ https://asq.org/quality- https://byjus.com/maths/
Courses/Las_Positas_College/ bivariative-data-analysis- resources/scatter-diagram scatter-plot/#:~:text=Scatter
Math_40%3A_Statistics_and_Pro examples.html %20plots%20are%20the
bability/ %20graphs,plotted%20on
08%3A_Hypothesis_Testing_with %20the%20Y%2Daxis.
_One_Sample/
8.04%3A_Hypothesis_Test_Exam
ples_for_Proportions

IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice 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.Reviewing previous lesson or Ask the learners to define the Ask the learners to define the Ask the learners about the Ask the learners about the
presenting the new lesson test of hypothesis. bivariate data. scatter plot. previous lesson.

B.Establishing a purpose for the Ask the students to identify the Ask the students to identify the Ask the students to draw a Ask the students the
lesson population portion. bivariate data in the quantitative scatter plot. relevance of scatter plots in
data. statistics.

C.Presenting examples/instances Provide a problem which Provide bivariate data. Provide data with the scatter Provide a scatter plot.
of the new lesson includes the test of hypothesis of plot.
the population portion.
D.Discussing new concepts and Discuss the steps in solving the Discuss the nature of bivariate Discuss the steps in Discuss the shape (form),
practicing new skills #1 problem which includes the test data. constructing scatter plot. trend (direction), and
of hypothesis of the population variation (strength) of the
portion. data based on the scatter
plot.

E.Discussing new concepts and

practicing new skills #2
F.Developing mastery The learners will identify steps in The learners will enumerate the The learners will identify steps The learners will identify the
(Leads to formative assessment) the problem which includes the nature of bivariate data. in constructing scatter plots. shape (form), trend
test of hypothesis of the (direction), and variation
population portion. (strength) of the data based
on the scatter plot.

G.Finding practical/applications of Ask the learners to identify the Ask the learners to identify the Ask the learners to identify Ask the learners to identify
concepts and skills in daily living techniques in problem which nature of bivariate data. the techniques in creating the shape (form), trend
includes the test of hypothesis of scatter plots. (direction), and variation
the population portion. (strength) of the data based
on the scatter plot.

H. Making generalizations and The learners will solve the The learners will give an example The learners will create The learners will identify the
abstractions about the lesson problem which includes the test of bivariate data. appropriate scatter plots. shape (form), trend
of hypothesis of the population (direction), and variation
portion. (strength) of the data based
on the scatter plot.

I.Evaluating Learning The learners will answer a

problem set provided by the
instructor in relation to the
lesson.
J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students, progress this week. What works? What else
needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask relevant questions.
A.No. of learners who earned 80%
of the formative assessment
B.No. of learners who require
additional activities to
remediation
C.Did the remedial lessons 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
material did I use/discover which
I wish to share with other
teachers?

Submitted by: JOHN DENVER R. DE LA CRUZ

Teacher I

Submitted to: Edmund A. Bautista

Head Teacher IV