Republic of the Philippines

Department of Education

Schools Division Office of Camarines Norte

Daet North District

THE RIPPLE OF HOPE SKILLS AND TECHNOLOGY INSTITUTE, INC.

Symar Bldg. Vinzons Avenue, Daet, Camarines Norte

Sec. Reg. No. CN 201701232

School ID No. 4088869

SY: 2024-2025

LESSON PLAN MATRIX

NAME OF FACULTY: SORIA, BOLOCON, ALARCON GRADE LEVEL: 11

SUBJECT: STATISTICS AND PROBABILITY DATE:

TIME ALLOTMENT: 1 HOUR QUARTER: 4

Teaching
Day Objectives Topic Concept Reference Skills Evaluation Assignment
Strategies
 Cognitive: Lecture &
Illustrates the Discussion: Use real-
Analyzing: Students
concepts of Null life examples to Quiz: Identify the
1. Null will explain and
Hypothesis, illustrate hypotheses. null and alternative
Hypothesis analyze the concept
Alternative Show step-by-step hypotheses for a
(H₀) of hypothesis
Hypothesis, and process of formulating given problem.
testing.
Level of null and alternative
Significance. hypotheses.

DepEd Read pages on

Affective: Curriculum Hypothesis Testing
Hypothesis Demonstration:
Appreciate the Guide, (textbook). Prepare for
Monday Testing Identifying: Show the difference Group Activity:
significance of 2. Alternative Statistics & next class: define and
Introduction Students will identify between the null and Discuss the
hypothesis Hypothesis Probability differentiate types of
Textbook null and alternative alternative hypotheses significance level in hypotheses.
testing in (H₁)
hypotheses. using a sample a given situation.
decision
dataset.
making.

Psychomotor:
Apply the
knowledge of 3. Level of
hypotheses in Significance
determining (α)
population
parameters.
Tuesday Cognitive: Rejection DepEd Complete practice
Illustrates the Region & Curriculum Evaluating: Interactive Lecture: problems on Type I
Group Quiz: Graph
Rejection Errors Guide, Evaluate the Use visual aids and and Type II errors.
1. Rejection the rejection region
Region and its Statistics & consequences of graphs to explain Prepare for the next
Region for a given
relationship with Probability errors in hypothesis rejection region and lesson on probability
hypothesis test.
Type I and Type Textbook testing. errors. calculations.
II errors.
Affective: 2. Type I Graphing: Draw and Demonstration: Class Discussion:
Understand Error label rejection Show how errors Consequences of
how errors regions. occur using sample committing Type I
affect decision- problems and graphs. and Type II errors.
making in
hypothesis
testing.
 Psychomotor:
Demonstrate
how to draw 3. Type II
rejection Error
regions on a
graph.

Cognitive:
Lecture and
Calculates the 1. Type I Applying: Calculate Worksheet: Solve
Problem-Solving:
probabilities of Error probabilities of Type at least 3 problems
Walk through
committing Probability I and Type II errors on Type I and Type
problems involving the
Type I and Type (α) in real-life scenarios. II error probabilities.
calculation of α and β.
II errors.
DepEd Review concepts of
Affective: Calculating Curriculum Type I and Type II
Value the Type I & Guide, errors for Thursday’s
Wednesday 2. Type II Calculating: Guided Practice: Group Activity:
importance of Type II Statistics & class. Complete
Error Perform calculations Have students Discuss how error
calculating error Errors Probability remaining calculations
Probability using formulas for calculate probabilities rates impact
probabilities in Textbook on error probabilities.
(β) error probabilities. in small groups. hypothesis testing.
hypothesis
testing.
Psychomotor:
Perform
calculations of
Type I and Type
II errors for
given problems.
Thursday Cognitive: Identifying DepEd Formative Read examples of
Identifies the Parameters Curriculum Identifying: Identify Lecture: Introduce Assessment: real-life hypothesis
parameter to be to Test 1. Population Guide, parameters to be real-life problems and Identify the testing scenarios.
tested given a Mean (μ) Statistics & tested from real- identify the parameter parameter to test for Prepare to formulate
real-life Probability world problems. being tested. given sample null and alternative
problem. Textbook problems. hypotheses for
Affective: 2. Sample Formulating: Guided Practice: Exit Ticket: Write tomorrow’s class.
Appreciate the Mean (x̄ ) Formulate the null Have students identify down one example
application of hypothesis for population parameters of a real-life situation
hypothesis population in various scenarios. where hypothesis
testing in real- parameters. testing is used.
life decision
making.
 Psychomotor:
Identify the
appropriate
population
parameter in a
given scenario.

Cognitive:
Problem-Solving
Formulates the Formulating: Formative
Activity: Provide a
appropriate Null Formulate null and Assessment:
1. Population scenario, and students
and Alternative alternative Submit written
Mean (μ) will formulate null and
Hypotheses on hypotheses for hypotheses for two
alternative
a population population means. different scenarios.
hypotheses.
mean.
Affective:
DepEd
Show the Study for upcoming
Formulating Curriculum Exit Ticket: Share
relevance of Applying: Use real- Group Work: Discuss quiz on hypothesis
Null & 2. Null Guide, one real-life
Friday hypothesis life scenarios to hypotheses testing. Prepare for
Alternative Hypothesis Statistics & application where
formulation in practice hypothesis formulation for real-life case study
Hypotheses (H₀) Probability hypothesis testing is
research and formulation. different problems. discussion next week.
Textbook used.
decision
making.
Psychomotor:
Practice
formulating null 3. Alternative
and alternative Hypothesis
hypotheses (H₁)
based on real-
life data.
 Republic of the Philippines
Department of Education
Schools Division Office of Camarines Norte
Daet North District
THE RIPPLE OF HOPE SKILLS AND TECHNOLOGY INSTITUTE, INC.
Symar Bldg. Vinzons Avenue, Daet, Camarines Norte
Sec. Reg. No. CN 201701232
School ID No. 4088869
SY: 2024-2025

LESSON PLAN MATRIX

NAME OF FACULTY: SORIA, BOLOCON, ALARCON GRADE 11

LEVEL:
SUBJECT: STATISTICS AND PROBABILITY DATE:
TIME ALLOTMENT: 1 HOUR QUARTER: 4

Prepared By; Reviewed By; Checked By; Approved By;

MARK FRANCIS P. SORIA CARMENCITA C. PEÑA HAYDEE A. OBIAS GLORIA P. MORALES

Head Teacher Assistant Principal School Principal
IVY JEAN O. BOLOCON

ANGELA F. ALARCON
Faculty

Teaching
Day Objectives Topic Concept Reference Skills Evaluation Assignment
Strategies
Day 1 1. Define the Introduction Parameters Curriculum Understanding: Lecture/ Short Quiz: A Assignment:
 Discussion:
Teacher introduces
the concept of brief quiz on
statistical identifying the
parameters. Use basic
parameters real-life examples to parameters of
Read Section 2
used in Define key demonstrate how population
in Statistics on Parameters in
statistical statistical terms. these parameters mean,
the Textbook.
analysis. apply to common population
situations (e.g., proportion, and
average heights, standard
proportions of deviation.
success in a
population).
Cognitive:
Identify the Population
Identifying:
meaning of Mean (μ), Class Write a 1-page
Guide, Recognize and
population to Population Visual Aids: Use Participation: reflection on how
Teacher's describe
mean, Parameters Proportion charts and examples Assess statistical
(Monday) Manual, common
population in Statistical (p), Standard on the whiteboard to participation in parameters are
DepEd parameters used
proportion, Analysis Deviation (σ), clarify concepts. group used in real-life
Resources in statistical
standard and Variance discussions. problems.
analysis.
deviation, and (σ²).
variance.
Affective:
Appreciate the
Group Discussion:
importance of
Students discuss
understanding
examples of
the parameters
parameters in
used in
smaller groups.
statistical
analysis.
Psychomotor:
Actively
engage in a
class
discussion on
identifying
 parameters in
sample data.
Interactive Lecture:
Teacher presents
Analyzing: several real-life
Case Study
2. Identify the Identify the scenarios (e.g., test
Exercise:
parameter to parameter scores, population
Identify
be tested in a needed to test health, election
parameters for
real-life hypotheses in results) and guides
at least 3 real-
problem. different real-life students in
life scenarios.
problems. identifying the
correct parameter for
hypothesis testing. Assignment:
Choose a real-life
Cognitive: Case Studies: scenario (e.g.,
Real-Life Curriculum Classwork:
Analyze given Identifying Students work in company sales
Problems Guide, Applying: Apply Students
real-life Parameters small groups, using performance) and
Day 2 and the DepEd- concepts to explain their
problems and to Test in provided scenarios identify the
(Wednesday) Identification Approved determine choice of
identify the Real-Life to identify the parameter that
of Statistical parameters in parameter and
parameters Problems appropriate needs to be
Parameters Textbooks various contexts. justify their
that need to be parameter for tested. Write a 2-
reasoning.
tested. testing. paragraph
explanation.
Affective:
Show curiosity
in solving real-
life statistical
problems.
Psychomotor:
Work with
peers to
identify
parameters in
examples.
 Guided Practice:
Teacher provides a
set of diverse
Peer Review:
Evaluating: examples with
Students will
3. Identify the Evaluate the multiple parameters.
check each
parameter to accuracy of Students work
other’s
be tested in a chosen individually or in
answers and
real-life parameters for pairs to select the
provide
problem. hypothesis correct parameter.
constructive
testing. Afterward, the
feedback.
teacher explains the
rationale for each
correct answer. Assignment:
Choosing Analyze a set of 5
Refining the DepEd
the Right real-life problems
Identification Statistical Group Work:
Day 3 Parameter Class (from the textbook
Cognitive: of Tools, Students collaborate
(Friday) for Discussion: or other sources)
Refine the Parameters Teacher’s Justifying: in groups to identify
Hypothesis Evaluate and identify the
ability to select for Testing Manual Justify the choice parameters for
Testing student parameters to be
parameters of parameter for different real-life
understanding tested.
from a set of each given problems and
based on the
multiple real- problem. explain why their
clarity of their
life problems. choice is most
explanations.
appropriate.

Affective:
Demonstrate
interest in
understanding
the significance
of choosing the
correct
parameter.
 Psychomotor:
Present
findings
through group
reports and
discussions.
4. Formulate Teacher-Led
the Explanation:
Formulating:
appropriate Teacher explains
Formulate null
null and how to write null (H₀)
and alternative
alternative and alternative (H₁)
hypotheses
hypotheses hypotheses for
based on real-life
on a population mean
problems.
population based on the context
mean. of a given problem. Class
Activity:
Demonstration: Create 3 sets Assignment:
Cognitive: Formulating Teacher
Null of null and Select a real-life
Formulate Null and DepEd demonstrates
Hypothesis Communicating: alternative problem and
hypotheses for Alternative Statistical several examples
Day 4 (H₀), Explain the hypotheses for formulate the null
a given Hypotheses Textbook, and works through
(Monday) Alternative reasoning behind different real- and alternative
population for a Curriculum the steps of
Hypothesis the hypothesis life situations hypotheses for
mean based on Population Guide formulating
(H₁) formulation. (e.g., test testing the
problem Mean hypotheses for scores, population mean.
statements. different types of product quality,
problems. income levels).
Affective:
Appreciate the
importance of
hypothesis
formulation in
scientific and
social
research.
 Psychomotor:
Practice writing
hypotheses
based on
sample
problems.

5. Review all
Final
learned
Assessment:
concepts and
Review Session: A quiz or
ensure
Synthesizing: Teacher reviews all written test on
correct
Synthesize all topics covered in the identifying
understandin
learning from the week, focusing on parameters,
g of
week and apply it how to identify formulating null
identifying
to more complex parameters and and alternative
parameters,
problems. formulate hypotheses,
hypothesis Assignment:
hypotheses. and solving
formulation, Complete a
real-life
and real-life worksheet with
problems.
application. Teacher's multiple real-life
Reviewing
Review and Manual, scenarios,
Parameters,
Day 5 Practice on Curriculum identifying the
Null and
(Friday) Hypothesis Guide, parameter and
Alternative
Testing Worksheet formulating the
Hypotheses Class
Cognitive: s correct null and
Participation: alternative
Reassess the Group Activity:
Reflecting: Assessment of hypotheses for
ability to Students work in
Reflect on how student each situation.
identify groups to practice
hypothesis engagement
parameters creating hypotheses
testing is used in and
and formulate for given problems.
real-life understanding
hypotheses in Each group presents
applications. through group
real-life its work to the class.
activities and
contexts.
presentations.

Affective:
 Reflect on the
importance of
hypothesis
testing and
how it applies
to daily
decision-
making.
Psychomotor:
Review and
consolidate
learning by
practicing
hypothesis
testing.

Prepared By; Reviewed By; Checked By; Approved By;

MARK FRANCIS P. SORIA CARMENCITA C. PEÑA HAYDEE A. OBIAS GLORIA P. MORALES

Head Teacher Assistant Principal School Principal
IVY JEAN O. BOLOCON

ANGELA F. ALARCON
Faculty