School: CUENCA SENIOR HIGH SCHOOL Grade Level: 11

GRADES 1 to 12 Teacher: IVY-JANE N. UMANDAP Learning Area: STATISTICS AND PROBABILITY

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 17-21 Quarter: 4TH QUARTER

SESSION 1 SESSION 2 SESSION 3 SESSION 4

TVL 1104 6:30-7:15 (M) TVL 1104 6:30-7:15 (TUE) TVL 1104 6:30-7:15 (W) TVL 1104 6:30-7:15 (THURS)
HUMSS 1105 7:15-8:00(M) HUMSS 1105 7:15-8:00(TUE) HUMSS 1105 7:15-8:00(W) HUMSS 1101 9:45-10:30 (THURS)
HUMSS 1103 8:00-8:45 (M) HUMSS 1103 8:00-8:45 (TUE) HUMSS1102- 9:00-9:45 (W) HUMSS 1105 6:30-7:15 (Fri)
HUMSS 1104 9:00 – 9:45 (M) HUMSS 1101 9:45-10:30 (TUE) HUMSS 1101 9:45-10:30 (W) HUMSS 1103 7:15-8:00(Fri)
HUMSS 1101 9:45-10:30 (M) HUMSS 1104 8:00-8:45(WED) HUMSS 1104 8:00-8:45 (THURS) HUMSS 1104 8:00-8:45 (Fri)
HUMSS 1102 9:00-9:45 (TUE) HUMSS 1102 9:00 – 9:45 (W) HUMSS 1103 7:15-8:00 (THURS) HUMSS 1102 9:00 – 9:45 (Fri)

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding The learner demonstrates The learner demonstrates The learner demonstrates
of key concepts of estimation of understanding of key concepts of understanding of key concepts of understanding of key concepts of
population mean and population estimation of population mean and estimation of population mean estimation of population mean and
proportion. population proportion. and population proportion. population proportion.
B. Performance Standards The learner is able to estimate the The learner is able to estimate the The learner is able to estimate The learner is able to estimate the
population mean and population population mean and population the population mean and population mean and population
proportion to make sound inferences in proportion to make sound inferences in population proportion to make proportion to make sound inferences in
real-life problems in different disciplines. real-life problems in different disciplines. sound inferences in real-life real-life problems in different
problems in different disciplines. disciplines.
C. Learning Competencies 1. Define the null hypothesis, 1. Illustrate the rejection region. 1. Illustrate the rejection Identify the parameter to be tested
alternative hypothesis, and 2. Differentiate between Type I region. given a real-life problem. (M11/12SP-
significance level. and Type II errors. 2. Differentiate between
Iva-3
2. Analyze and identify the 3. Show the consequences of Type I and Type II errors.
significance level. committing errors. 3. Show the consequences 1. Recognize parameters (e,g..,
3. Determine if the test is one- of committing errors. mean, proportion, standard
tailed or two-tailed. (M11/12SP-IVa-1) deviation in various scenarios.
(M11/12SP-IVa-1)
(M11/12SP-IVa-1) 2. Differentiate parameters from
sample statistics.
3. Translate parameters into
symbolic form.

Write the LC code for each

II. CONTENT Null and Alternative Hypothesis Rejection Region, Type of Errors Rejection Region, Type of Identifying Parameters for Testing
Significant level, test: one-tailed or Errors Continuation
(Subject Matter) two-tailed (Continuation)
III. Learning Resources
A.References K-12 MELCS- With CG Codes K-12 MELCS- With CG Codes K-12 MELCS- With CG Codes K-12 MELCS- With CG Codes
M11/12SP-IVa-1 M11/12SP-IVa-1 M11/12SP-IVa-1 M11/12SP-IVa-3
1.Teacher’s Guide Pages
2.Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from Learning
Resources (LR) Portal)
B.Other Learning Resources SLM Quarter 4 Module 1 – Test of SLM Quarter 4 Module 1 – Test of SLM Quarter 4 Module 1 – Test of SLM Quarter 4 Module 2 – Identifying
Hypothesis Hypothesis Hypothesis Parameters for testing in Given Real-
life Problems.
IV.PROCEDURES
A.Review Previous Lessons Review: Recap the concepts of null hypothesis, Recall the concepts of the parts Activity 1
Key concepts (null hypothesis, alternative hypothesis, and significance of rejection region, and the
alternative hypothesis, significance level from the previous session. difference between type I and
Choose the best answer and write the
level). type ii errors. letter of your choice on a separate
sheet of
paper.
1. The ____________ in a set of data is
the sum of the values divided by the
total
number of values.
a. mean c. variance
b. range d. standard deviation
2. The ____________ is the middle
value of a data set when it is arranged
from
smallest to largest.
a. mean c. variance
b. median d. standard deviation
3. The ________ is the item of data
that appears most frequently in a set
of data.
a. mean c. median
b. mode d. standard deviation
4. The measurement that shows how
data are spread above and below the
mean
is the _____.
a. mean c. variance
b. range d. standard deviation
5. Mean, median, and mode are
examples of measures of _____.
a. variation c. statistics
b. data sets d. central tendency
B. Establishing purpose for the Lesson the purpose of the lesson is to introduce Understanding how to identify when to Understanding the consequences This lesson aims to teach you how to
the concept of hypothesis testing and reject or fail to reject the null hypothesis of errors in hypothesis testing is
explain its importance in making and knowing the implications of errors in vital for making informed
identify and define key parameters
statistical decisions. To engage the decision making are crucial for accurate decisions. This lesson will (e.g., mean, proportion) for hypothesis
students, the lesson will highlight the statistical inference. This session aims to illustrate how Type I and Type II testing in real-life scenarios. Building
role of null and alternative hypotheses in clarify these concepts. errors can affect outcomes in
hypothesis testing. various scenarios.
on your prior knowledge of hypothesis
testing you will focus on the critical
first step of pinpointing the population
parameter to be tested.
C. Presenting examples /instances of the new Example: A school claims that the Use diagrams or sketches to show how Use diagrams or sketches to show Activity 2: Grouping!
average test score of its students is the rejection region looks for different how the rejection region looks for
lessons above the national average. We'll use types of tests (one-tailed vs. two-tailed). different types of tests (one-tailed
Group the following symbols into two.
this scenario to discuss hypothesis vs. two-tailed), focusing on Place the first group inside Box A and
formulation. potential errors. the second group in Box B.

D. Discussing new concepts and practicing Null Hypothesis (H₀): The average score Activity: Draw the rejection region for a Answer the following Questions:
is equal to or less than the national Draw the rejection region for a given test where the alternative
new skills #1. average. scenario (e.g., test for mean battery life hypothesis is "greater than" with
1. What are the symbols that you
 Alternative Hypothesis (H₁): The with a known population standard a significance level of 0.05. placed in Box A? Box B?
average score is greater than the deviation). Discuss the implications of 2. How did you categorize each symbol
Discuss what the rejection region committing a Type I or Type II
national average.
represents in terms of hypothesis error in this context (e.g., in a
or notation?
 Significance Level (α): Commonly set 3. What mathematical principle did
testing. quality control process).
at 0.05 or 5%, meaning there's a 5% you consider in answering the activity?
risk of rejecting the null hypothesis
4. Which symbols seemed to be
when it's actually true.
familiar to you and which are not?
Activity: Students will practice defining
H₀ and H₁ for given scenarios and discuss
why the choice of significance level
matters.
E. Discussing new concepts & practicing and How to decide on the significance level Define Type I Error (rejecting a true Define Type I Error (rejecting a Parameters in statistics are important
based on the context of the test. null hypothesis) and Type II Error (failing true null hypothesis) and Type II
concern to new skills #2 One-tailed vs. Two-tailed Tests: to reject a false null hypothesis). Error (failing to reject a false null
component of any statistical analysis.
 One-tailed if we are only interested Use practical examples to illustrate each hypothesis). In simple words, a parameter is any
in whether the parameter is higher type of error in context (e.g., medical Use practical examples to numerical quantity that characterizes a
testing for a disease). illustrate each type of error in
or lower than a threshold.
context (e.g., medical testing for
given population or some of its
 Two-tailed if we are interested in aspects. This means the parameter
a disease):
whether the parameter differs from Type I Error: Diagnosing a healthy tells us something about
the threshold in any direction. person with a disease (false the whole population.
positive).
Activity: Students will analyze different Type II Error: Missing the However, the numerical measure that
scenarios to determine if a one-tailed or diagnosis of a disease in an ill is calculated from the sample is called
two-tailed test is appropriate. person (false negative). statistic. Statistic is a known number
and a variable that depends on the
portion of the population.
A parameter denotes the true value
that would be obtained if a census
rather than a
sample was undertaken.
Examples of parameters are the
measures of central tendency. These
tell us how the data behave on an
average basis. For example, mean,
median, and mode are measures of
central tendency that give us an idea
about where the data concentrate.
 Meanwhile, standard deviation tells us
how the data are spread from the
central tendency, i.e. whether the
distribution is wide or narrow. Such
parameters are often very useful in
analysis.
In the normal distribution, there are
two parameters that can characterize a
distribution - the mean and standard
deviation. By varying these two
parameters,
you can get different kinds of normal
distribution.
F.Developing Mastery (Leads to Formative Exercise: Students will be given various Exercise: Given a scenario, predict the Identifying Parameter to be Tested
hypothesis testing scenarios where they Sketch the rejection region for a test consequences of committing a
Assesment 3 must: where the alternative hypothesis is Type I or Type II error (e.g., in
Illustrative Examples:
1. Define the null and alternative "greater than" with a significance level drug testing, approving an 1. The average height of adult Filipinos
hypotheses. of 0.05. ineffective drug or rejecting an 20 years and older is 163 cm for males.
Given a scenario, predict the effective one).
2. Choose an appropriate significance
consequences of committing a Type I or
Parameter: the average height of adult
level. Filipinos 20 years and older
Type II error (e.g., in a quality control
process). In hypothesis testing, the parameter
Decide whether the test should be one-

𝛍 = 𝟏𝟔𝟑 where 𝛍 is the symbol for

tailed or two-tailed, justifying their will be translated into symbols such as
choice.
mean/average and 163 is the value
that
pertains to the average height.
2. A Grade 11 researcher reported that
the average allowance of Senior High
School students is ₱100. A sample of
40 students has mean allowance of

At 𝛼 = 0.01 test, it was claimed that

₱120.

the students had allowance of ₱ 100.

The
standard deviation of the population is
₱50.
Parameters: the average allowance of

or 𝝁 = ₱𝟏𝟎0.
Senior High School students is ₱100

G. Finding Practical Applications of concepts Application Task: Students will think of a Discuss real-life applications where Explore how these errors could List down five (5) different real-life
real-life scenario where hypothesis these errors could have significant have significant impacts in legal
and skills in daily living testing could be applied, e.g., testing if a impacts (e.g., in legal decisions, medical decisions, medical diagnoses, or
situations where hypothesis testing
new teaching method improves test diagnoses, or product testing). product testing. Discuss how can be done.
scores. They will then: public policy might be influenced Identify the parameter to be tested in
1. Formulate hypotheses. by these errors.
each situation.
 2. Suggest a significance level. 1. ______________________________
2. _____________________________
Decide on the type of test.
3. _____________________________
4. _____________________________
5. _____________________________
H. Making Generalizations & Abstractions How does correctly defining hypotheses How does understanding rejection How does understanding rejection 1. What is a parameter?
impact the process of proving or regions and error types help in making regions and error types help in
about the lessons disproving a research claim? more reliable decisions in hypothesis making more reliable decisions in 2. What are the two
How can the choice of significance level testing? hypothesis testing?
influence the outcomes of a research Discuss the balance between commonly used
study? Type I and Type II errors and how parameters? What are
What are the implications of choosing a this balance affects the reliability
one-tailed test versus a two-tailed test in of conclusions drawn from data. their symbols or notations?
hypothesis testing?
3. What are the other
notations used as
parameters?
4. To identify the parameter
to be tested in a
claim/hypothesis, what are
the concepts to consider?

I.Evaluating Learning What I have Learned: True or False Identification Determine the given situational Determine the parameter to be tested
1. The Null Hypothesis suggests that 1. Question: Identify the type of error: statements if it is type 1 error,
there is no significant effect or type 2 error or correct decision.
in each situation by writing your
A researcher rejects the null
relationship in the data. hypothesis when it is actually true. 1. Situational Statement: A answer on a
2. The Alternative Hypothesis claims
2. Question: Identify the term: The researcher tests whether a separate sheet of paper. Translate it
that there is a significant effect or
relationship in the data. range of values for which the null new drug improves health. into symbols.
hypothesis will be rejected in a The null hypothesis is that 1. According to DOLE, registered
3. A Significance Level of 0.05 means
hypothesis test. the drug has no effect. The
there is a 5% chance of making a nurses in government earned an
Type II error. 3. Question: Identify the type of error: researcher rejects the null
hypothesis with a p-value of
average monthly salary of ₱9,700. For
4. If the p-value is less than the A researcher fails to reject the null
significance level, you should reject 0.03, but the drug actually that same year, a survey was
hypothesis when it is actually false.
the null hypothesis.
4. Question: Identify the term: The has no effect. conducted on 41 registered nurses to
5. A Two-tailed Test tests for 2. Situational Statement: A determine if the mean salary is higher
differences in both directions probability of making a Type I error,
(positive and negative). commonly set at 0.05 or 0.01. company tests if a new than the previous
6. A One-tailed Test can only detect advertising campaign survey. The sample average was
differences in one direction (either 5.Question: Identify the type of test: A increases sales. The null
₱10,000 with a sample standard
positive or negative). hypothesis test where the rejection hypothesis is that there is no
7. The Null Hypothesis is usually region is only on one side of the effect. The researcher fails to deviation of
written as an equality statement, distribution. reject the null hypothesis ₱2,500.
such as "no difference" or "no when the p-value is 0.07, but 2.Records of the Department of Health
effect."
8. The Alternative Hypothesis is often
in reality, the campaign did (DOH) revealed that 14.7% of the
written as an inequality, such as increase sales. country's Filipino smokers have
"greater than" or "less than." 3. Situational Statement: A maintained their habit of smoking.
9. A One-tailed Test is used when the clinical trial tests if a new
researcher has a specific direction of drug works better than a
interest (e.g., a positive or negative placebo. The null hypothesis
effect).
 10.The Significance Level determines the is that the drug has no effect.
risk of incorrectly rejecting the null The researcher fails to reject
hypothesis, also known as the Type I the null hypothesis with a p-
error.
value of 0.04, but the drug
actually has no effect.
4. Situational Statement: A
researcher is testing whether
a new teaching method
improves student
performance. The null
hypothesis is that the
method has no effect. The
researcher rejects the null
hypothesis with a p-value of
0.01, but in reality, the
method has no effect.
5. Situational Statement: A
scientist tests whether a new
vaccine reduces the risk of
infection. The null hypothesis
is that the vaccine has no
effect. The researcher rejects
the null hypothesis with a p-
value of 0.03, and the
vaccine does reduce the risk.

J. Additional activities for application or Homework: Research a case study where Review common scenarios for Type I Review common scenarios for Directions: Determine the parameter
hypothesis testing was used in a real- and Type II errors in different contexts, Type I and Type II errors in
remediation world scenario and write a brief report on encouraging students to think about different contexts, encouraging
to be tested in the given problems
how it was applied. how these errors could be managed or students to think about how these below.
minimize. errors could be managed or 1. An electric lamps manufacturer is
minimize.
testing a new method of producing
lamps that will be considered
acceptable in a normal population with
an average life
of 2,600 hours and a standard
deviation equal to 350. A sample of 80
lamps produced by this method has an
average life of 2,630 hours. Can the
hypothesis of validity for the new
manufacturing process be accepted
with a risk equal to or less than 5%?
2. A car dealer claims that the average
price of Honda Vios is at least
₱662,000.00. A client suspected that
the claim is incorrect and found out
that random sample of 15 similar
vehicles has the mean price of
 ₱640,000.00 and standard deviation of

to reject the dealer’s claim at 𝛼 =

₱24,000.00. Is there enough evidence

0.05?
V.REMARKS
VI. Reflection
A.No. of learners who earned 80% in the
evaluation
B. No. of learners who requires additional
acts.for remediation who scored below 80%
C. Did the remedial lessons work? No. of
learners who caught up with the lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did this work?
F. What difficulties did I encounter which my
principal/supervisor can help me solve?
G. What innovations or localized materials did
I used/discover which I wish to share with
other teachers?

Prepared by: Checked by: Noted by:

IVY-JANE N. UMANDAP MARITES H. LALOGO BLADEMER O MANALO, EdD NALAINE M. QUITAIN

Teacher I Master Teacher I Assistant Principal II Principal II