DAILY LESSON LOG OF M11/12SP-IVf-2 (Week Six-Day two)

School MCCNHS Grade Level Grade 11

Teacher FELBIRT L. ATILLO Learning Area STATISTICS & PROBABILITY
Teaching Date and Time Quarter FOUR
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 draws conclusion about the
population proportion based on the test-statistic value and the rejection region
B. Performance The learner is able to draws conclusion about the population proportion based on
Standards the test-statistic value and the rejection region
Learning Competency: Generates patterns (M11/12SP-IVf-2)
Learning Objectives:
1. Recall on how to solve problems involving test statistic value of
C. Learning
population proportion;
Competencies/
2. Determine if the problem is consider as one-tail or two- tail,
Objectives
Use traditional and p-value method in making conclusions; and
3. Show accuracy in stating the decision rule for rejecting or not rejecting
the null hypothesis.
II. CONTENT computes for the test-statistic value of population proportion
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
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 providing
IV. PROCEDURES 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 Recall
lesson or presenting *Computes for the test statistic value
the new lesson Drill:
Determine whether the statement is True or False. If false, modify the
statement to make it true.
1. Percentage can be expressed as proportions.
2. A proportion is obtained when frequency of desired events is
multiplied by the sum of events.
3. If n= 25, the Central Limit Theorem applies.
μ
4. If the confidence level is 95%, then is 0.025
2
x
5. When X= 124 and n = 260, then = 0.48
n
6. The p-value of z = 2 is 0.4772
 7. The p-value of z ≤- 2 is 0.0228
8. When H0 is rejected, it means that a significant difference does not
exist.
9. When the evidence is not enough, do not reject the null
hypothesis.
10. When the evidence is sufficient to reject the null hypothesis, a
significant difference exists.
B. Establishing a The teacher will give a pre-test to recall some important terms in drawing
purpose for the conclusions.
lesson
C. Presenting * Groping activity
examples/ instances *Students are group into 4.
of the new lesson Instructions:
1. Assign a leader, a secretary and a reporter in a group.
2. Leaders see to it that each member of the group should
participate.
3. Answer the following questions.
Directions: Complete the table given the problem.
Problem: Using the 0.05 level of significance run a z-test given the
following
5
n= 74; ^p= ; P0=10 %
74
Use both traditional method and the p-value method
Steps Solutions
1. Describe the The parameter of interest is the
Population parameter population proportion of p.
of interest
2. Formulate the H0: p=p0
hypothesis: The null H0:p=.=0.10
hypothesis and the H1:p≠ 0.10
alternative
hypothesis: That is,
state a null
hypothesis
3. Check the
assumptions. ________________________________
Is the sample size
large enough for the
Central Limit
Theorem (CLT) to
apply?
4. Choose a significance α = 0.05
level size for α . Make
α small when the
consequences of
rejecting a true H0 is _____________________________
serve
*Is the test two tailed
or one tailed?
5. Select the z- statistic
appropriate test
 statistic. ___________________________
Compute the z
statistic
6. State the decision In traditional method, α =0.05, reject if
rule for rejecting or H0 if the computed z value ≤ -1.96 or if
not rejecting the null the computed value is ≥ 1.96
hypothesis. Do not reject H0 if the computed z-
value >-1.96 or if the computed value is
< 1.96.
In the p-value method, reject H0 if the
computed probability value is ≤ 0.05.
Do not reject ( or accept ) H0 if the
computed probability value > 0.05
D. Discussing new The teacher will illustrate the steps in solving probability value.
concepts and
practicing new skills
#1
A. How did you compute the probabilities?
E. Discussing new
B. What challenges did you meet as you answer the problem
concepts and
practicing new skills
assigned to your group?
#2 C. What do you think are the use of P value?

Determine whether the statement is True or False. If false, modify the

statement to make it true.
1. Percentage can be expressed as proportions.
2. A proportion is obtained when frequency of desired events is
multiplied by the sum of events.
3. If n= 25, the Central Limit Theorem applies.
μ
4. If the confidence level is 95%, then is 0.025
2
D. Developing mastery
x
(leads to formative 5. When X= 124 and n = 260, then = 0.48
assessment 3) n
6. The p-value of z = 2 is 0.4772
7. The p-value of z ≤- 2 is 0.0228
8. When H0 is rejected, it means that a significant difference does not
exist.
9. When the evidence is not enough, do not reject the null
hypothesis.
When the evidence is sufficient to reject the null hypothesis, a significant
difference exists.
E. Finding practical
applications of
concepts and skills in
daily living
F. Making * The teacher will discuss on how to solve for test statistic vale.
generalizations and The test statistic value can be solve using this formula:
abstractions about
the lesson Sample proportion- Null hypothesized proportion
Standard deviation of sample proportion.
 ^
^
P−P 0

√
In symbol: z= p0 q0
n
 The teacher will discuss on how to obtained the value of q0 using
the formula q0=1-p0
 The teacher will discuss on how to determine the problem as one
tail or two tail.
 The will on how to solve for the p-value
 The teacher will emphasize the rule for rejecting or not the null
hypothesis.

Directions: Use the traditional method and p-value method in solving the
problem on population proportion.
Problem: Mr Sy. Assert that fewer that 5% of the bulbs that he sells are
G. Evaluating Learning defective. Suppose 300 bulbs are randomly selected, each are tested and
10 defective bulbs are found. Does this provide sufficient evidence for Mr.
Sy to conclude that the fraction of defective bulbs is less than 0.05? Use α
= 0.01 and the p-value approach.
H. 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 materials did I
use/ discover which I wish
to share with other
teachers

Prepared by: Checked by:

MARK ANTHONY BELL R. BACANG MAY JANE D. DELIZO,

MAEd
Special Science Teacher I Master Teacher II