School MANDAUE CITY COMPREHENSIVE Grade Level Grade 11

NATIONAL HIGH SCHOOL

Teacher Recyl Mae L. Javagat Learning Area Mathematics

Teaching Date and Time Quarter 4th

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 assessed using Formative Assessment Strategies.
I. OBJECTIVES 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.

 Content Standards The learner demonstrates understanding of key concepts of correlation and
regression analyses.
 Performance The learner is able to perform correlation and regression analyses on real-life problems in
Standards different disciplines.

Learning Competency: interprets the calculated slope and y-intercept of the

regression line (M11/12SP-IVi-4)

Learning Objectives:
 Learning
Competencies/ 1. Describe the slope and y-intercept of the regression line
Objectives
2. Calculate the slope and y-intercept of the regression line

3. Interpret the slope and y-intercept of the regression line

II. CONTENT Slope and y-intercept of regression line

III. LEARNING Learner’s material, teacher’s guide

RESOURCES
A. References

1. Teacher’s Guide pp. 412-433

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 pupils/students with multiple ways to learn new
IV. PROCEDURES 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.
  The teacher reviews the topic on calculating slope and y-intercept

How do I find the slope and y-intercept of y=x+6?

m = slope
b = y-intercept

 Review previous y = mx + b
lesson or presenting y = 1x + 6
the new lesson
With this, we can clearly see that this equation have the slope = 1 and y-intercept =
6.
From the activity above, determine the trend of the slope (m)
Therefore, the slope is 1 and the y intercept is 6 (trend is increasing)

 Establishing a The teacher explains the students that the topic on calculating slope and y-
purpose for the intercept of regression line is relevant to understand how to interpret it.
lesson
 Presenting More Examples:
examples/ instances
of the new lesson
1. A study was done to investigate the relationship between the age in
years of a young person x and the time y in minutes at which the child
can run one mile. Data from children between the ages of 8 and 15
was collected. The equation of the regression line was found to be

y = 17 - 0.5x

Interpret the slope and y-intercept.

Solution: The slope is -0.5. What this mean is that for every increase
of 1 in x there is a decrease of 0.5 in y. In the context of the question, we can
say that on average, as a child ages one year their time to run a mile goes
down by 30 seconds (half a minute).

The y-intercept is 17, which means that when x is 0, y is 17. For this question,
the y-intercept is not relevant, since 0 year old children cannot run one mile.

2. A biologist wants to study the relationship between the number of

trees x per acre and the number of birds y per acre. She came up with
the equation of the regression line

y = 5 + 4.2x

Solution: The slope is 4.2. This means that for every additional tree,
 you can expect an average of 4.2 additional birds per acre. The y-intercept 5
has meaning in this case. We can say that the average number of birds per
acre in an area with no trees is 5.

The class will be divided into four groups and answer the given problem.
Charlie’s Cone Company Sam’s Sweet Cones
Cones Price Cones Price
20 4.19 16 3.99
40 7.99 34 6.89
50 9.99 50 9.49
 Discussing new 100 17.29 100 17.78
concepts and 200 30.99
practicing new skills 200 31.99
#1
Task: Now, Mr. Lito is better informed on the number of cones he needs based on
the temperature, he needs some help determining which cone company to use for
supplies. Help Mr. Lito generate a least squares regression equation for its data and
interpret the information given in the equation. Decide which company is better
based on the interpretation.

 Discussing new
concepts and
practicing new skills
#2
 Developing mastery
(leads to formative
assessment 3)
 Finding practical
applications of
concepts and
skills in daily
living
The teacher summarizes the ff.:

A regression line is simply a single line that best fits the data (in terms of having the
smallest overall distance from the line to the points). Statisticians call this technique
for finding the best-fitting line a simple linear regression analysis using the least
 Making
squares method.
generalizations and
abstractions about
the lesson The easiest way to understand and interpret slope and intercept in linear models is
to first understand the slope-intercept formula: y = mx + b. M is the slope or the
consistent change between x and y, and b is the y-intercept. Often, the y-intercept
represents the starting point of the equation.
 The students will answer by pair.

1. Reinforced concrete buildings have steel frames. One of the main factors affecting
the durability of these buildings is carbonation of the concrete (caused by a chemical
reaction that changes the pH of the concrete) which then corrodes the steel
reinforcing the building. Data is collected on specimens of the core taken from such
buildings, where the depth of the carbonation, in mm, called d, and the strength of
the concrete, in Mpa, called s, are measured. It is found that the model is s d = −⋅
24.5 2.8

ANSWER:
Interpretation of the slope: If the depth of the carbonation increases by 1 mm, then
the model predicts that the strength of the concrete will decrease by approximately
2.8 Mpa.
Interpretation of the intercept: If the depth of the carbonation is 0, then the model
 Evaluating Learning predicts that the strength of the concrete is approximately 24.5 Mpa.

2. When cigarettes are burned, one by-product in the smoke is carbon monoxide.
Data is collected to determine whether the carbon monoxide emission can be
predicted by the nicotine level of the cigarette. It is determined that the relationship
is approximately linear when we predict carbon monoxide, C, from the nicotine
level, N. Both variables are measured in milligrams. The formula for the model is C N
=+ ⋅ 3.0 10.3

ANSWER:
Interpret the slope: If the amount of nicotine goes up by 1 mg, then we predict the
amount of carbon monoxide in the smoke will increase by 10.3 mg.
Interpret the intercept: If the amount of nicotine is zero, then we predict that the
amount of carbon monoxide in the smoke will be about 3.0 mg

 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 instructional supervisors can provide
VI. REFLECTION 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

Checked by:
FE E. MAGALE, Ph. D
SCHOOL HEAD