GRADES 1 to 12 Grade Level 11

School President Diosdado Macapagal High School

DAILY LESSON LOG Learning Area Statistics and Probability
Teacher Ms. Lory Mae C. Alcosaba Quarter II
11- Aquamarine 11 – Garnet
May 1-5, 2023 May 1-5, 2023 QUARTER 4 – WEEK 1
Teaching Date and Time Monday/Thursday – 3:50-4:50 Tuesday – 1:30-2:30, 2:50-3:50
Tuesday – 12:30-1:30 Wednesday – 3:50-4:50
Friday – 2:50-3:50 Thursday – 2:50-3:50

Day 1 Day 2 Day 3 Day 4

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
I. OBJECTIVES content knowledge and competencies. These are 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 lesson. Weekly
objectives shall be derived from the curriculum guide.
A. Content Standards
B. Performance Standards
C. Learning Competencies / Objectives
Write the LC code for each
Diagnostic Examination for
II. CONTENT HOLIDAY – LABOR DAY Null and Alternative Hypothesis Types of Errors in Hypothesis Testing
Fourth Quarter
List the materials to be used in 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
III. LEARNING RESOURCES promotes concept development.
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 the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
IV. PROCEDURES learning systematically by providing students with multiple ways to learn new things, practice their 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.
Introduction of 4th quarter topics. Before we learn about statistical Before we talk about errors in hypothesis
hypotheses, let us watch a short animation testing, let us have a short activity using an
entitled “Love in The Time of Advertising.” interactive applet.
A. Reviewing the previous lesson or (Click the link to access the applet.)
presenting the new lesson “Coin Toss.” Shodor. Retrieved 21 August
2019 from https://bit.ly/1coqayZ

●
B. Establishing a purpose for the lesson Administer diagnostic exam. Guide Questions: ● Is the coin fair?
What was the story about? ● What are the null and alternative
How did the woman respond to the hypotheses for this problem?
advertisements on the billboard? Using the applet, toss the coin for 20 times,
Give examples of current advertisements 100 times, and 1 000 times. Then, check the

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 and their claims. ratio for each number of tosses.
Do you think these claims are true? ● Do you reject or not reject the null
Have you tested these claims before? hypothesis?
Should you believe everything these ads
are saying? Why?
Hypothesis Testing - a statistical method Type I Error
of using sample data to determine the an error in hypothesis testing that occurs
probability that a given hypothesis when a true null hypothesis is rejected
about the population is true Example:
Let’s say a medical researcher has the
Steps in Hypothesis Testing: following hypotheses about the population
a. Formulate the null and alternative mean number μ of patients in an
hypotheses.
emergency room daily.
b. Determine the level of significance.
c. Calculate the test statistic and identify
the rejection region. H 0 : The mean number of patients in the
d. Make a decision. emergency room daily is 74.
e. Draw a conclusion. H A : The mean number of patients in the
Statistical Hypothesis - a statement about emergency room daily is not 74.
a population parameter
Suppose the null hypothesis is true. That is,
Example: The daily mean number of the population mean number of patients in
patients in an emergency room is 74. the emergency room daily is really 74. A
type I error will occur if the medical
Null Hypothesis researcher concludes that the mean number
the hypothesis that is assumed to be true. of patients is not 74, thus rejecting the true
C. Presenting examples/ instances of the null hypothesis.
It uses a relation symbol with a statement
new lesson
of equality, such as ≥ , ≤, and ¿ , and is
denoted by H 0.
Example:
The average life expectancy μ1 of females
is the same as the average life expectancy
μ2 of males. ( H 0 : μ1=μ2)
Alternative Hypothesis
the hypothesis that is contrary to the null
hypothesis. It uses a relation symbol with
no statement of equality, such as ¿ ,< ,
and ≠ , and is denoted by H A.
Example:
The average life expectancy μ1 of females
is different from the average life
expectancy μ2 of males. ( H A : μ1 ≠ μ 2)
D. Discussing new concepts and Directional Test of Hypothesis or One- Type II Error

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 tailed Test an error in hypothesis testing that occurs
a type of hypothesis test that makes use of when a false null hypothesis is not rejected
only one side or tail of the distribution. It Example:
can either be a right-tailed or left-tailed Let’s say a medical researcher has the
test. following hypotheses about the population
Right-tailed Test mean number μ of patients in an
a type of directional test of hypothesis or
emergency room daily.
one-tailed test that is used when an
assertion is made that the parameter falls
within the positive end of the distribution. H 0 : The mean number of patients in the
In a right-tailed test, the alternative emergency room daily is 74.
practicing new skills #1 hypothesis uses comparatives such as
greater than, higher than, better than, H A : The mean number of patients in the
superior to, exceeds, above, increased,
etc. emergency room daily is not 74.
Example:
Suppose the null hypothesis is not true; that
H 0 :The mean number of hours students is, the mean number of patients in the
spend studying after school is at most 2.5 emergency room daily is not 74. A type II
hours. ( H 0 : μ ≤2.5 ) error will occur if the medical researcher
concludes that the mean number of patients
H A : The mean number of hours students is 74, thus not rejecting the false null
spend studying after school is greater than hypothesis.
2.5 hours. ( H A : μ>2.5 )
E. Discussing new concepts and Example 1:
Left-tailed Test Consider the following hypotheses.
practicing new skills #2 a type of directional test of hypothesis or
one-tailed test that is used when an
assertion is made that the parameter falls H O : μ=200 H A : μ ≠ 200
within the negative end of the distribution.
In a left-tailed test, the alternative When will a type I error and a type II error
hypothesis uses comparatives such as occur?
less than, smaller than, inferior to, lower Solution:
than, below, decreased, etc. A type I error occurs if we reject H O when it
Example:
is true. Hence, a type I error occurs when
H 0 :The mean number of hours students the population mean is 200 but the
spend studying after school is at least 2.5 researcher concludes that it is not 200.
hours. ( H 0 : μ ≥2.5 )
A type II error occurs if we do not reject HO
H A : The mean number of hours students when it is false. Hence, a type II error occurs
spend studying after school is less than when the population mean is not 200 but the
2.5 hours. ( H A : μ<2.5 ) researcher concludes that it is 200.
Non-directional Test of Hypothesis
or Two-tailed Test Example 2: A researcher wants to test
a type of hypothesis test that makes use of whether there is a difference between the
two opposite sides or tails of the mean frequency of exercise between teens
distribution. It is used when no assertion is and adults. When will a type I error and a
made on whether the parameter falls type II error occur?
Solution:

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 within the positive or negative end of the A type I error occurs if we reject H O when it
distribution. In a two-tailed test, the
alternative hypothesis uses comparatives is true. Hence, a type I error occurs when
such as not equal to, different from, not there is no difference between the frequency
the same as, etc. of exercise of teens and adults but it is
Example: concluded that there is a difference.
H 0 :The mean number of hours students A type II error occurs if we do not reject HO
spend studying after school is equal to 2.5
when it is false. Hence, a type II error occurs
hours. ( H 0 : μ=2.5 ) when there is a difference between the
H A : The mean number of hours students frequency of exercise of teens and adults
but it is concluded that there is no
spend studying after school is not 2.5 difference.
hours. ( H A : μ ≠ 2.5)
Individual Practice:
Level of Significance 1. Researcher A claims that an
the probability of rejecting the null average professional typist has a
hypothesis in favor of the alternative mean typing speed of 75 words
hypothesis when it is really true, denoted per minute. Researcher B wants
by α to test whether this claim is true.
When will a type I and a type II error occur?
2. A department head wants to test
In hypothesis testing, the researcher the claim that the daily average
decides what level of significance to use at water intake of each employee is
the beginning of the test. Conventional greater than 1.3 liters. When will a
significance levels such as 0.05 and 0.01 type I error and a type II error
are frequently used in hypothesis testing occur?
F. Developing mastery because of the desire to maintain a low
(Leads to Formative Assessment 3) probability of rejecting the null hypothesis
when it is actually true.
Example:
A significance level of α =0.05 means
that there is a 5% chance of rejecting a
true null hypothesis. In other words, we are
95% confident that a right decision is
made.
Rejection Region
the set of values in which the null
hypothesis is rejected

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Checking of diagnostic test. Individual Practice: A researcher wants to know if there is a
1. Researcher A claims that an difference between
average professional typist has the mean number of math anxiety cases for
a mean typing speed of 75 females and

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 words per minute. Researcher B males. What are the possible errors that the
wants to test whether this claim researcher may
is true. State the null and commit in testing his hypothesis?
alternative hypotheses.
2. A teacher wants to test the claim
that female students have less
absences compared to male
students. State the null and
alternative hypotheses.
J. Additional activities for application or
remediation
V. REMARKS HOLIDAY – LABOR DAY Administration of Pre-Test Examination
Reflect on your teaching and asses 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
VI. REFLECTION when you meet them, you can ask them relevant questions.
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation who
scored below 80%
Did the remedial lesson work? No. of learners who have caught up
with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did this work?
What difficulties did I encounter which my principal or supervisor can
help me solve?
What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Recorded by:

LORY MAE C. ALCOSABA BRIGITTE G. GAGARIN NARIZA JANE B. TAMUNDONG

Subject Teacher Mathematics Coordinator Academic Head

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