UNIVERSITY OF THE IMMACULATE CONCEPTION

Basic Education Department

Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: November 7, 2016 Week No. 1
Unit Topic: Random Variables and Probability Distribution Quarter No. 3 Lesson No. 1

Transfer Goal: In the long run, the students on their own will be Able to apply an appropriate random variable for
a given real-life problem (such as in decision making and information management) and Show
love for assiduous learning and research, pursue high achievement standard, and update
knowledge and skills in process of life-long learning.

Essential Understanding: The students will demonstrate understanding on illustrating random variables.

Essential Question: How do you define random variable?

I. PRELIMIARIES:

Review: What is a sample space? Element?

Focus: Exploring Random Variables

Motivation: The teacher will let the students to answer the entry card.

APK: If three coins are tossed, what numbers can be assigned for the frequency of heads that will
occur? If three cards are drawn from a deck, what number can be assigned for the frequency of
face cards that will occur?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know to classify random variables as discrete or continuous;

Students will be able to find the possible values of random variable .

Activities: Use pages 2-6 for lesson discussion

B. Broadening of Concept:
 How do you define random variable?
 How do you find the values of random variable?
 How will you differentiate discrete to continuous random variable?

C. INTEGRATION:
1. Ignacian Core/Related Values : How did you choose your decisions in life?
2. Social Orientation : What makes you decide to choose this strand? (STEM, ABM, GAS, etc.)
3. Lesson Across Discipline : Why you need to choose your respondents randomly in research?
4. Biblical Reflection : Ecclesiastes 9:11 “I have seen something else under the sun: The race is
not to the swift or the battle to the strong, nor does food come to the wise or
wealth to the brilliant or favor to the learned; but time and chance happen to
them all.”
III. EVALUATION/ASSESSMENT:
 Answer Exercises 1-4 pages 7-8

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Research about constructing probability distributions

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: November 9, 2016 Week No. 1
Unit Topic: Random Variables and Probability Distribution Quarter No. 3 Lesson No. 2

Transfer Goal: In the long run, the students on their own will be Able to apply an appropriate random variable for
a given real-life problem (such as in decision making and information management) and Show
love for assiduous learning and research, pursue high achievement standard, and update
knowledge and skills in process of life-long learning.

Essential Understanding: The students will demonstrate understanding on illustrating random variables.

Essential Question: How do you define random variable?

I. PRELIMIARIES:

Review: What is a sample space? Element?

Focus: Exploring Random Variables

Motivation: The teacher will let the students to answer the entry card.

APK: If three coins are tossed, what numbers can be assigned for the frequency of heads that will
occur? If three cards are drawn from a deck, what number can be assigned for the frequency of
face cards that will occur?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know to classify random variables as discrete or continuous;

Students will be able to find the possible values of random variable .

Activities: Use pages 2-6 for lesson discussion

B. Broadening of Concept:
 How do you define random variable?
 How do you find the values of random variable?
 How will you differentiate discrete to continuous random variable?

C. INTEGRATION:
1. Ignacian Core/Related Values : How did you choose your decisions in life?
2. Social Orientation : What makes you decide to choose this strand? (STEM, ABM, GAS, etc.)
3. Lesson Across Discipline : Why you need to choose your respondents randomly in research?
4. Biblical Reflection : Ecclesiastes 9:11 “I have seen something else under the sun: The race is
not to the swift or the battle to the strong, nor does food come to the wise or
wealth to the brilliant or favor to the learned; but time and chance happen to
them all.”
III. EVALUATION/ASSESSMENT:
 Answer Exercises 1-4 pages 7-8

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Research about constructing probability distributions

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: November 14, 2016 Week No. 2
Unit Topic: Random Variables and Probability Distribution Quarter No. 3 Lesson No. 3

Transfer Goal: In the long run, the students on their own will be Able to apply an appropriate random variable for
a given real-life problem (such as in decision making and information management) and Show
love for assiduous learning and research, pursue high achievement standard, and update
knowledge and skills in process of life-long learning.

Essential Understanding: The students will demonstrate understanding on constructing probability distributions.

Essential Question: How will create a probability distribution of a random variable?

I. PRELIMIARIES:

Review: How do you find the values of a random variable?

Focus: Constructing Probability Distributions

Motivation: The teacher will let the students to answer the entry card. Pages 9-10
APK:

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the properties of discrete random variable;

Students will be able to compute probabilities corresponding to a given random variable and construct the
probability mass function and its corresponding histogram of discrete random variable.

Activities: Use pages 9-15 for lesson discussion

Answer Exercises A, B, C and D pages 16-18

B. Broadening of Concept:
 What do you notice about the probability of the random variable?
 What is the sum of the probabilities of each random variable?
 How do you make the histogram for a probability distribution?

C. INTEGRATION:

1. Ignacian Core/Related Values : How did you choose your decisions in life?
2. Social Orientation : What makes you decide to choose this strand? (STEM, ABM, GAS, etc.)
3. Lesson Across Discipline : Social science
4. Biblical Reflection : Ecclesiastes 9:11 “I have seen something else under the sun: The race is
not to the swift or the battle to the strong, nor does food come to the wise or
wealth to the brilliant or favor to the learned; but time and chance happen to
them all.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 1-4 pages 7-8

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________
V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Extension page 20

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: November 16, 2016 Week No. 2
Unit Topic: Random Variables and Probability Distribution Quarter No. 3 Lesson No.4

Transfer Goal: In the long run, the students on their own will be Able to apply an appropriate random variable for
a given real-life problem (such as in decision making and information management) and Show
love for assiduous learning and research, pursue high achievement standard, and update
knowledge and skills in process of life-long learning.

Essential Understanding: The students will demonstrate understanding on computing mean of random variable.

Essential Question: Why we need to get the mean of discrete random variable?

I. PRELIMIARIES:

Review: How to find the mean of grouped and ungrouped data?

Focus: Computing the Mean of a Discrete Probability Distribution

Motivation: The teacher will let the students to answer the entry card. Pages 21-22
APK: Create a conclusion how to find the mean.

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know to interpret and calculate the mean of a discrete random variable;
Students will be able to interpret and solve problems involving mean of discrete probability distribution.

Activities: Use pages 21-26 for lesson discussion

B. Broadening of Concept:
 What does the mean of a probability distribution tell us?
 why is it that the values of a discrete random variable expressed in whole numbers but the mean of its
probability distribution are most of the time expressed in decimal numbers?

C. INTEGRATION:
1. Ignacian Core/Related Values : How mean/average help you to have courage in decision making?
2. Social Orientation : What will you do if your mean grade in Math is 75?
3. Lesson Across Discipline : Why mean important in conducting research?
4. Biblical Reflection : John 14:1 “Do not let your hearts be troubled. Trust God; trust also in me.”
III. EVALUATION/ASSESSMENT:
Answer Exercise C number 2 page 29.

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Extension page 29-30

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: November 21 & 23, 2016 Week No. 3
Unit Topic: Random Variables and Probability Distribution Quarter No. 3 Lesson No. 5

Transfer Goal: In the long run, the students on their own will be Able to apply an appropriate random variable for
a given real-life problem (such as in decision making and information management) and Show
love for assiduous learning and research, pursue high achievement standard, and update
knowledge and skills in process of life-long learning.

Essential Understanding: The students will demonstrate understanding on computing variance of random variable.

Essential Question: Why we need to get the variance and standard deviation of discrete random variable?

I. PRELIMIARIES:

Review: How to find the mean of discrete random variable?

Focus: Computing the Variance of a Discrete Probability Distribution

Motivation: The teacher will let the students to answer the entry card. Pages 31-32
APK: Create a conclusion how to find the variance.

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know to interpret and calculate the variance of a discrete random variable;
Students will be able to solve problems involving variance of discrete probability distribution.
 Activities: Use pages 31-40 for lesson discussion

B. Broadening of Concept:
 What are the steps in computing the variance and standard deviation of a probability distribution of a random
variable?
 What does the variance and standard deviation of a probability distribution tell us? How do you interpret the
variance and standard deviation of a probability distribution?
 Which formula is easier to use in finding the variance and standard deviation of a probability distribution?

C. INTEGRATION:
1. Ignacian Core/Related Values : How mean and variance helps you to have courage in decision making?
2. Social Orientation : How is your relationship with your parents?
3. Lesson Across Discipline : Why variance and standard deviation important in conducting research?
4. Biblical Reflection : Matthew 14:27 But Jesus immediately said to them: “Take courage! It is I.
Don’t be afraid.”
III. EVALUATION/ASSESSMENT:
Answer Exercise C number 3 page 43.

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Extension page 43 number 1

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: November 28 & 30, 2016 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. 3 Lesson No. 6

Transfer Goal: In the long run, the students on their own will be Able to apply an appropriate random variable for
a given real-life problem (such as in decision making and information management) and Show
love for assiduous learning and research, pursue high achievement standard, and update
knowledge and skills in process of life-long learning.

Essential Understanding: The students will demonstrate understanding on computing variance of random variable.

Essential Question: Why we need to get the variance and standard deviation of discrete random variable?

I. PRELIMIARIES:

Review: How to find the mean of discrete random variable?

Focus: Computing the Variance of a Discrete Probability Distribution

Motivation: The teacher will let the students to answer the entry card. Pages 31-32
APK: Create a conclusion how to find the variance.

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know to interpret and calculate the variance of a discrete random variable;
Students will be able to solve problems involving variance of discrete probability distribution.

Activities: Use pages 31-40 for lesson discussion

B. Broadening of Concept:
 What are the steps in computing the variance and standard deviation of a probability distribution of a random
variable?
 What does the variance and standard deviation of a probability distribution tell us? How do you interpret the
variance and standard deviation of a probability distribution?
 Which formula is easier to use in finding the variance and standard deviation of a probability distribution?

C. INTEGRATION:
1. Ignacian Core/Related Values : How mean and variance helps you to have courage in decision making?
2. Social Orientation : How is your relationship with your parents?
3. Lesson Across Discipline : Why variance and standard deviation important in conducting research?
4. Biblical Reflection : Matthew 14:27 But Jesus immediately said to them: “Take courage! It is I.
Don’t be afraid.”
III. EVALUATION/ASSESSMENT:
Answer Exercise C number 3 page 43.

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________
V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Extension page 43 number 1

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: December 5 & 7, 2016 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. 3 Lesson No.

Transfer Goal: In the long run, the students on their own will accurately formulate and solve real-life problems in
different disciplines involving normal distribution and able to uphold Christian values without
regards for personal gains and gives honest praise and appreciation for the good done by others.

Essential Understanding: The students will demonstrate understanding about normal curve distribution.

Essential Question: How important is the normal curve distribution in inferential statistics?

I. PRELIMIARIES:

Review: How to create a histogram of probability distribution?

Focus: Understanding the Normal curve distribution and Z-score

Motivation: The teacher will let the students to answer the entry card. Page 50
APK: The teacher will let the students to answer activity1 page 51.

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the concept of the normal curve distribution and z-score;
Students will be able to sketch the graph of a normal distribution, convert random variable to standard normal
variable and vice-versa and solve problems involving random and normal variables.

Activities: Use pages 50-64 for lesson discussion

B. Broadening of Concept:
 How will you describe normal distribution?
 Why would a large sample set of data be favorable for making decisions?
 What is the importance of z-score?

C. INTEGRATION:
1. Ignacian Core/Related Values : How do you think normal curve distribution help you in making decisions?
2. Social Orientation : How is your relationship with your family, classmates and teachers?
3. Lesson Across Discipline : State the importance of normal curve in research
4. Biblical Reflection : 1 Corinthians 16:13 “Be on your guard; stand firm in the faith; be men of
courage; be strong.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 1-10 pages 59-60 and exercise C page 65.

IV. SUMMARY/ACTION:
 Complete the phrase
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________
V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Extension page 66 number 1-3

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: December 12 & 14, 2017 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. 3 Lesson No.

Transfer Goal: In the long run, the students on their own will accurately formulate and solve real-life problems in
different disciplines involving normal distribution and able to uphold Christian values without
regards for personal gains and gives honest praise and appreciation for the good done by others.

Essential Understanding: The students will demonstrate understanding in determining probabilities.

Essential Question: How important determining the probabilities?

I. PRELIMIARIES:

Review: What are the properties of normal curve distribution?

Focus: Identifying Regions of areas under the Normal Curve and determining Probabilities

Motivation: The teacher will let the students to answer the entry card. Page 67 and page 74
APK: How will you determine the area under normal curve?.

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know to identify the regions of the areas under normal curve and;
Students will be able to find probabilities for the standard normal random variable z.

Activities: Use pages 67-81 for lesson discussion

B. Broadening of Concept:
 Explain the usefulness of the z-value in making sense of numerical data.
 Explain how you would determine the probability of belonging to the top 5% of a class. Illustrate it with a
normal curve graph

C. INTEGRATION:
1. Ignacian Core/Related Values : How do you think probabilities give courage in making decisions?
2. Social Orientation : School
3. Lesson Across Discipline : State the use of probability in science
4. Biblical Reflection : 1 Corinthians 16:13 “Be on your guard; stand firm in the faith; be men of
courage; be strong.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 1-10 pages 81-82

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________
V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Study in advance locating percentiles.

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: January 3 & 5, 2017 Week No. 3
Unit Topic: Random Variables and Probability Distribution Quarter No. 3 Lesson No.

Transfer Goal: In the long run, the students on their own will accurately formulate and solve real-life problems in
different disciplines involving normal distribution and able to uphold Christian values without
regards for personal gains and gives honest praise and appreciation for the good done by others.

Essential Understanding: The students will demonstrate understanding in determining probabilities.

Essential Question: How important determining the probabilities?

I. PRELIMIARIES:

Review: What are the properties of normal curve distribution?

Focus: Locating Percentiles under Normal curve

Motivation: The teacher will let the students to answer the entry card. Page 83
APK: Getting Ready page 83

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will be able to find z-scores when probabilities are given and locate percentiles under the normal curve.

Activities: Use pages 83-87 for lesson discussion

B. Broadening of Concept:
 Many of the continuous variables that occur in real life are approximately normally distributed. How do
you think this helps in studying real-life variables?
 Is the normal curve a versatile mathematical concept?

C. INTEGRATION:
1. Ignacian Core/Related Values : How do you think probabilities give courage in making decisions?
2. Social Orientation : School
3. Lesson Across Discipline : State the use of probability in science
4. Biblical Reflection : Proverbs 11:2 “when pride comes, then comes disgrace, but when humility
comes wisdom.”
III. EVALUATION/ASSESSMENT:
Answer Exercises pages 88

IV. SUMMARY/ACTION:
 Complete the phrase
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________
V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Study in advance sampling distribution

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: January 9, 2017 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. Lesson No.

Transfer Goal: In the long run, the students on their own will be able to apply suitable sampling and sampling
distribution of the sample mean to solve real-life problems in different discipline and show
consistency in performing tasks systematically and competently and practices industry and
diligence to avoid undue dependence on others.

Essential Understanding: The students will demonstrate understanding in sampling and sampling distribution.

Essential Question: How important is the sampling and sampling distribution in inferential statistics?

I. PRELIMIARIES:

Review: How to create probability distribution?

Focus: Sampling distribution of sample means

Motivation: The teacher will let the students to answer the entry card. Page 101-102
APK: What are the ways to determine the average height of Grade 11 students?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the concept of sampling distribution of sample means;

Students will be able to construct sampling distribution of sample means.

Activities: Use pages 101-106 for lesson discussion

B. Broadening of Concept:
 What are the steps in constructing the sampling distribution of the sample means?

C. INTEGRATION:
1. Ignacian Core/Related Values : Humility, Charity
2. Social Orientation : Family , community
3. Lesson Across Discipline : Research
4. Biblical Reflection : Matthew 6:3 “But when you give to the needy, do not let your left hand know
what you right hand is doing.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 2 pages 107-108

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________
V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Extension page 109

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: January 11, 2017 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. Lesson No.

Transfer Goal: In the long run, the students on their own will be able to apply suitable sampling and sampling
distribution of the sample mean to solve real-life problems in different discipline and show
consistency in performing tasks systematically and competently and practices industry and
diligence to avoid undue dependence on others.

Essential Understanding: The students will demonstrate understanding in sampling and sampling distribution.

Essential Question: How important is the sampling and sampling distribution in inferential statistics?

I. PRELIMIARIES:

Review: How will you find the mean of probability distribution?

Focus: Finding the mean and variance of the Sampling distribution of sample means

Motivation: The teacher will let the students to answer the entry card. Page 110-111
APK:

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will be able to find the mean and variance of the sampling distribution of the sample means .

Activities: Use pages 110-121 for lesson discussion

B. Broadening of Concept:
 What are the steps in finding the mean and variance of the sampling distribution of the sample means?

C. INTEGRATION:
1. Ignacian Core/Related Values : Humility, Charity
2. Social Orientation : Family , community
3. Lesson Across Discipline : Research
4. Biblical Reflection : Matthew 6:3 “But when you give to the needy, do not let your left hand know
what you right hand is doing.”
III. EVALUATION/ASSESSMENT:
Answer Exercises D pages 123-124

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________
V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Extension page 125

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: January 16 & 18, 2017 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. Lesson No.

Transfer Goal: In the long run, the students on their own will be able to estimate the population mean and population
proportion to make sound inferences in real-life problems and show consistency in performing tasks systematically and
competently and practices industry and diligence to avoid undue dependence on others.

Essential Understanding: The students will demonstrate understanding in computing the point estimate of a
population.

Essential Question: How important is estimation in real life situation?

I. PRELIMIARIES:

Review: What is parameter? What is statistics?

Focus: Computing the Point estimate of a population mean

Motivation: The teacher will let the students to answer the entry card. Pages 139-140
APK: What is estimate?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the concept of estimation;

Students will be able to find the point estimates of population means.

Activities: Use pages 139-149 for lesson discussion

 There are three measures of central location: mean, median and mode. Which of these is the most stable? Why?

B. Broadening of Concept:
 Numbers provide efficient descriptions. What is their advantage over verbal descriptions?
 In this lesson, you are taught how to make estimates of quantities with knowledge of committing possible
errors in doing so. How do you see this concept being applied in real life as a decision maker? Do you think it
is important for you to do calculations first before making an action when facing a situation? Why?

C. INTEGRATION:
1. Ignacian Core/Related Values : Humility, Charity
2. Social Orientation : Family , community
3. Lesson Across Discipline : Research
4. Biblical Reflection : Luke 14:28-29 “Suppose one of you wants to build a tower. Will he not first
sit down and estimate the cost to see if he has enough money to complete it?
For if he lays the foundation and is not able to finish it, everyone who sees it
will ridicule him,”
III. EVALUATION/ASSESSMENT:
Answer Exercises B 1 and 2 pages 150

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________
V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Extension page 152

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: January 23 & 25, 2017 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. Lesson No.

Transfer Goal: In the long run, the students on their own will be able to estimate the population mean and population
proportion to make sound inferences in real-life problems and show consistency in performing tasks systematically and
competently and practices industry and diligence to avoid undue dependence on others.

Essential Understanding: The students will demonstrate understanding in computing confidence interval estimate
for the population mean.

Essential Question: How important is estimation in real life situation?

I. PRELIMIARIES:

Review: How to find the point estimate of population mean?

Focus: Understanding confidence interval estimate for the population mean

Motivation: The teacher will let the students to answer the entry card. Pages 153-154
APK: What is point estimate?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the confidence level and confidence interval;

Students will be able to compute confidence interval estimates.

Activities: Use pages 153-165 for lesson discussion

B. Broadening of Concept:
 In real life, confidence statements are important. They influence decisions to be made. Cite a situation or
instances (e.g., statements about weather conditions) that require a high degree of confidence statement from
the people who make official announcements.

C. INTEGRATION:
1. Ignacian Core/Related Values : Humility, Charity
2. Social Orientation : Family , community
3. Lesson Across Discipline : Research
4. Biblical Reflection : Ephesians 3:12 “In him and through faith in him we may approach God with
freedom and confidence.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 9 page 166

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________
V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Study in advance confidence intervals for the population mean when 𝜎 is unknown.

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: February 1, 2017 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. Lesson No.

Transfer Goal: In the long run, the students on their own will be able to estimate the population mean and population
proportion to make sound inferences in real-life problems and show consistency in performing tasks systematically and
competently and practices industry and diligence to avoid undue dependence on others.

Essential Understanding: The students will demonstrate understanding in computing confidence interval estimate
for the population mean when 𝜎 is unknown.

Essential Question: How important is estimation in real life situation?

I. PRELIMIARIES:

Review: How to find the interval estimate of population mean when 𝜎 is known?

Focus: Confidence interval estimate for the population mean when 𝜎 is unknown

Motivation: The teacher will let the students to answer the entry card. Page 167
APK:

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the appropriate distribution when the population 𝜎 is unknown;
Students will be able to compute confidence interval estimates when the population 𝜎 is unknown.

Activities: Use pages 167-175 for lesson discussion

B. Broadening of Concept:
 In real life, confidence statements are important. They influence decisions to be made. Cite a situation or
instances (e.g., statements about weather conditions) that require a high degree of confidence statement from
the people who make official announcements.

C. INTEGRATION:
1. Ignacian Core/Related Values : Humility, Charity
2. Social Orientation : Family , community
3. Lesson Across Discipline : Research
4. Biblical Reflection : Ephesians 3:12 “In him and through faith in him we may approach God with
freedom and confidence.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 5 and 6 page 176

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer exercise 3 a to e page 176.

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: February 6 & 8, 2017 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. 4 Lesson No.

Transfer Goal: In the long run, the students on their own will be able to estimate the population mean and population
proportion to make sound inferences in real-life problems and show consistency in performing tasks systematically and
competently and practices industry and diligence to avoid undue dependence on others.

Essential Understanding: The students will demonstrate understanding in computing confidence interval estimate
for the population mean when 𝜎 is unknown.

Essential Question: How important is estimation in real life situation?

I. PRELIMIARIES:

Review: How to find the interval estimate of population mean when 𝜎 is known?

Focus: Confidence interval estimate for the population mean when 𝜎 is unknown

Motivation: The teacher will let the students to answer the entry card. Page 167
APK:

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the appropriate distribution when the population 𝜎 is unknown;
Students will be able to compute confidence interval estimates when the population 𝜎 is unknown.

Activities: Use pages 167-175 for lesson discussion

B. Broadening of Concept:
 In real life, confidence statements are important. They influence decisions to be made. Cite a situation or
instances (e.g., statements about weather conditions) that require a high degree of confidence statement from
the people who make official announcements.

C. INTEGRATION:
1. Ignacian Core/Related Values : Humility, Charity
2. Social Orientation : Family , community
3. Lesson Across Discipline : Research
4. Biblical Reflection : Ephesians 3:12 “In him and through faith in him we may approach God with
freedom and confidence.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 5 and 6 page 176

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________
V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer exercise 3 a to e page 176.

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: February 13, 2017 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. 4 Lesson No.

Transfer Goal: In the long run, the students on their own will be able to estimate the population mean and population
proportion to make sound inferences in real-life problems and show consistency in performing tasks systematically and
competently and practices industry and diligence to avoid undue dependence on others.

Essential Understanding: The students will demonstrate understanding in computing the point estimate for the
Population proportion.

Essential Question: How important is estimation of proportion in real life situation?

I. PRELIMIARIES:

Review: What is interval estimate?

Focus: Computing the Point estimate of a population proportion

Motivation: The teacher will let the students to answer the entry card. Pages 178
APK: What is proportion?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the concept of estimation of population proportion;

Students will be able to compute the point estimator of a population proportion p.

Activities: Use pages 178-184 for lesson discussion

B. Broadening of Concept:
 The language of proportions is used by a people who describe particular events of interest. For example, if
you are interested to go out on a picnic, you may want to check the weather situation before packing your
needs. What specific information would you need before making a decision?
 How useful are proportions in the reports of survey results?
 Can you make sense out of poll surveys?
 What do you feel or think when you listen to a poll survey results?

C. INTEGRATION:
1. Ignacian Core/Related Values : Humility, Charity
2. Social Orientation : Family , community
3. Lesson Across Discipline : Research
4. Biblical Reflection : Deuteronomy 16:17 “Each of you must bring gift in proportion to the way the
Lord your God has blessed you.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 2 a and b pages 184

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Exercises page 185

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: February 15, 2017 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. 4 Lesson No.

Transfer Goal: In the long run, the students on their own will be able to estimate the population mean and population
proportion to make sound inferences in real-life problems and show consistency in performing tasks systematically and
competently and practices industry and diligence to avoid undue dependence on others.

Essential Understanding: The students will demonstrate understanding in computing the interval estimate for the
Population proportion.

Essential Question: How important is estimation of proportion in real life situation?

I. PRELIMIARIES:

Review: What is interval estimate?

Focus: Computing the Interval estimate of a population proportion

Motivation: The teacher will let the students to answer the entry card. Pages 186
APK:

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the appropriate form of the confidence interval estimator for the population proportion;
Students will be able to compute the interval estimator of a population proportion p.

Activities: Use pages 186-190 for lesson discussion

B. Broadening of Concept:
 How useful are proportions in the reports of survey results?
 Can you make sense out of poll surveys?
 What do you feel or think when you listen to a poll survey results?
 Are results of poll surveys important in real life

C. INTEGRATION:
1. Ignacian Core/Related Values :
2. Social Orientation
3. Lesson Across Discipline
4. Biblical Reflection
Humility, Charity
: Family , community
: Research
: Deuteronomy 16:17 “Each of you must bring gift in proportion to the way the
Lord your God has blessed you.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 5 pages 191

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________
V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Study in advance interpreting interval estimate of a population proportion.

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: February 20, 2017 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. 4 Lesson No.

Transfer Goal: In the long run, the students on their own will be able to estimate the population mean and population
proportion to make sound inferences in real-life problems and show consistency in performing tasks systematically and
competently and practices industry and diligence to avoid undue dependence on others.

Essential Understanding: The students will demonstrate understanding in computing the interval estimate for the
Population proportion.

Essential Question: How important is estimation of proportion in real life situation?

I. PRELIMIARIES:

Review: What is interval estimate?

Focus: Interpreting the Interval estimate of a population proportion

Motivation: The teacher will let the students to answer the entry card. Pages 193
APK:

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know to interpret results of interval estimates of a population proportion;

Students will be able to compute the interval estimator of a population proportion p.

Activities: Use pages 193-197 for lesson discussion

B. Broadening of Concept:
 Activity Answer Mathematical journal page 198

C. INTEGRATION:
1. Ignacian Core/Related Values :
2. Social Orientation
3. Lesson Across Discipline
4. Biblical Reflection
Humility, Charity
: Family , community
: Research
: Deuteronomy 16:17 “Each of you must bring gift in proportion to the way the
Lord your God has blessed you.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 6 and 7 pages 198

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Study in advance Confidence level and sample size.

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: February 22, 2017 Week No.
Unit Topic: Random Variables and Probability Distribution Quarter No. Lesson No.

Transfer Goal: In the long run, the students on their own will be able to estimate the population mean and population
proportion to make sound inferences in real-life problems and show consistency in performing tasks systematically and
competently and practices industry and diligence to avoid undue dependence on others.

Essential Understanding: The students will demonstrate understanding in confidence level and sample size.

Essential Question: How important to determine the sample size?

I. PRELIMIARIES:

Review: What is confidence level?

Focus: Interpreting the Interval estimate of a population proportion

Motivation: The teacher will let the students to answer the entry card. Pages 200
APK: What is sample size?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the relation of confidence interval to sample size;

Students will be able to determine the sample size based on selected confidence level.

Activities: Use pages 200-206 for lesson discussion

B. Broadening of Concept:
 What have you observe to the sample size as the confidence level become bigger?
 What are the practical reasons for learning how to use the formula in determining sample size?

C. INTEGRATION:
1. Ignacian Core/Related Values :
2. Social Orientation
3. Lesson Across Discipline
4. Biblical Reflection
Self-reliance
: Family , community
: Research
: Deuteronomy 16:17 “Each of you must bring gift in proportion to the way the
Lord your God has blessed you.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 6 and 7 pages 207

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Extension page 208.

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: February 27, 2017 Week No.
Unit Topic: Conducting Hypothesis Testing Quarter No. 4 Lesson No.

Transfer Goal: In the long run, the students on their own will be able to perform appropriate test of hypotheses
involving the population mean and population proportion to make inferences in real-life problems
in different disciplines.

Essential Understanding: The students will demonstrate understanding on the idea behind hypothesis testing.

Essential Question: What do you think are the important things to consider first in judging a situation?

I. PRELIMIARIES:

Review: In the earlier lessons, you learned about the mean and the standard deviation as description of a
set of numerical data. You have also learned about the importance of random sampling as well as
the properties of normal curve and how to compute the proportions of areas under it. (The
teacher will give an entry card to be answered by the students orally)

Focus: Understanding Hypothesis Testing

Motivation: ACTIVITY: TRANSPORTATION MODE

Task: Collect information from your classmates about their mode of transportation in going to
school.
How many students participated in the survey? How do you know?
What can you conclude about the mode of transportation in going to school for all students?
APK: Suppose your school principal wants to know how the students go to school so that the matter will
be brought to the attention of the local parent-teacher association for action and to the community
officials for policy formulation. How will he decide? What evidence does the principal need in
order to be credible?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the idea behind hypothesis testing;

Students will be able to formulate statistical hypothesis, determine whether a hypothesis test is non-directional or
directional, determine whether left-tailed or right-tailed, and sketch the graph of a mathematical model for testing
hypothesis.

Activities: Use pages 216-224 for lesson discussion

Answer Activity 2: Formulating Hypotheses

B. Broadening of Concept:
 The students will answer task3 page 222.

C. INTEGRATION:
1. Ignacian Core/Related Values : How will you show integrity in judging a situation?
2. Social Orientation : What are the factors that affect your decisions in your daily life?
3. Lesson Across Discipline : In research, what are the factors you need to consider in collecting data?
4. Biblical Reflection : Leviticus 19:35 “Do not use dishonest standards when measuring length,
weight or quantity.”
III. EVALUATION/ASSESSMENT:
Answer Exercises page 224-225.

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 What are the four outcomes if when we make decisions about the null hypothesis?

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: March 1, 2017 Week No.
Unit Topic: Conducting Hypothesis Testing Quarter No. 4 Lesson No.

Transfer Goal: In the long run, the students on their own will be able to perform appropriate test of hypotheses
involving the population mean and population proportion to make inferences in real-life problems
in different disciplines.

Essential Understanding: The students will demonstrate understanding on the idea behind hypothesis testing.

Essential Question: In what probability values will you associate when you make decisions in real life?

I. PRELIMIARIES:

Review: (The teacher will give an entry card to be answered by the students orally)

Focus: Exploring more elements of Hypothesis Testing

Motivation: ACTIVITY: What mistakes do people make? Page 227

APK: What are the errors in each statement?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the types of error;

Students will be able to locate critical values under normal curve, determine critical values for hypothesis testing
and make decision about the null hypothesis.

Activities: Use pages 226-232 for lesson discussion

B. Broadening of Concept:
 What makes the normal curve a suitable model for decision –making?

C. INTEGRATION:
1. Ignacian Core/Related Values
2. Social Orientation
3. Lesson Across Discipline
4. Biblical Reflection
: How will you show integrity in judging a situation?
: What are the factors that affect your decisions in your daily life?
: In research, what are the factors you need to consider in collecting data?
: Leviticus 19:35 “Do not use dishonest standards when measuring length,
weight or quantity.”
III. EVALUATION/ASSESSMENT:
Answer Exercises page 232.

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Research about conducting hypothesis test using traditional method.

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: March 6 & 9 , 2017 Week No.
Unit Topic: Conducting Hypothesis Testing Quarter No. 4 Lesson No.

Transfer Goal: In the long run, the students on their own will be able to perform appropriate test of hypotheses
involving the population mean and population proportion to make inferences in real-life problems
in different disciplines.

Essential Understanding: The students will demonstrate understanding on conducting hypothesis testing using
traditional method.

Essential Question: Is hypothesis testing an efficient way of solving problems? Explain your answer

I. PRELIMIARIES:

Review: What are the two error in hypothesis testing?

Focus: Conducting Hypothesis Testing using the Traditional method

Motivation: The teacher will let the students to answer entry card pages 233-234

APK: What do you call the percentage or probability use in research?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the underlying procedures in hypothesis testing;

Students will be able to conduct a statistical test using the traditional method.

Activities: Use pages 233-243 for lesson discussion

B. Broadening of Concept:
 Ask EU

C. INTEGRATION:
1. Ignacian Core/Related Values : Self-reliance
2. Social Orientation : Family, school, society
3. Lesson Across Discipline : Research
4. Biblical Reflection : Deuteronomy 31:6 “Be strong and courageous. Do not be afraid or terrified
because of them, for the Lord you God goes with you; he will never leave you
nor forsake you.”
III. EVALUATION/ASSESSMENT:
Answer Exercises E page 244.

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Exercise G page 245

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: March 13 & 15, 2017 Week No.
Unit Topic: Conducting Hypothesis Testing Quarter No. 4 Lesson No.

Transfer Goal: In the long run, the students on their own will be able to perform appropriate test of hypotheses
involving the population mean and population proportion to make inferences in real-life problems
in different disciplines.

Essential Understanding: The students will demonstrate understanding on conducting hypothesis testing using
traditional method.

Essential Question: Is hypothesis testing an efficient way of solving problems? Explain your answer

I. PRELIMIARIES:

Review: What are the two errors in hypothesis testing?

Focus: Conducting Small-Sample Tests about a population 𝜇

Motivation: The teacher will let the students to answer entry card pages 246

APK: When you will use z-test? T-test?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the appropriate method to apply when conducting tests with small samples;
Students will be able to conduct a statistical test using the traditional method.

Activities: Use pages 246-253 for lesson discussion

B. Broadening of Concept:
 Why appropriate methods should be applied in statistical procedures?

C. INTEGRATION:
1. Ignacian Core/Related Values
2. Social Orientation
3. Lesson Across Discipline
4. Biblical Reflection
: Self-reliance
: Family, school, society
: Research
: Deuteronomy 31:6 “Be strong and courageous. Do not be afraid or terrified
because of them, for the Lord you God goes with you; he will never leave you
nor forsake you.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 4 page 253.

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Exercise 7 page 254

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

_________________________________________________________________________________________________
_________________________________________________________________________________________________
 UNIVERSITY OF THE IMMACULATE CONCEPTION
Basic Education Department
Senior High School Unit
Bajada, Davao City

LEARNING PLAN

Subject Area: STATISTICS AND PROBABILITY Date: March 20 & 22, 2017 Week No.
Unit Topic: Conducting Hypothesis Testing Quarter No. 4 Lesson No.

Transfer Goal: In the long run, the students on their own will be able to perform appropriate test of hypotheses
involving the population mean and population proportion to make inferences in real-life problems
in different disciplines.

Essential Understanding: The students will demonstrate understanding on conducting hypothesis testing using
The probability value approach.

Essential Question: Is hypothesis testing an efficient way of solving problems? Explain your answer

I. PRELIMIARIES:

Review: What are the steps in hypothesis testing using traditional method?

Focus: Conducting Significance tests using the probability value approach

Motivation: The teacher will let the students to answer entry card pages 255

APK: What are the commonly use probability in conducting research?

II. LESSON DEVEOPMENT:

A. Presentation of Concept:

Students will know the difference between probability approach and traditional approach;
Students will be able to conduct significance test using the probability value method.

Activities: Use pages 255-266 for lesson discussion

B. Broadening of Concept:
 What are the advantages and disadvantages of using p-value approach?

C. INTEGRATION:
1. Ignacian Core/Related Values
2. Social Orientation
3. Lesson Across Discipline
4. Biblical Reflection
: Self-reliance
: Family, school, society
: Research
: Deuteronomy 31:6 “Be strong and courageous. Do not be afraid or terrified
because of them, for the Lord you God goes with you; he will never leave you
nor forsake you.”
III. EVALUATION/ASSESSMENT:
Answer Exercises 3 and 4 page 267.

IV. SUMMARY/ACTION:
 Complete the phrase.
Today, I learned ____________________________
I realized ____________________________
I need to ____________________________

V. PURPOSIVE ASSIGNEMENT/ENRICHMENT:
 Answer Exercises page 267

References: STATISTICS AND PROBABILITY

Instructional Materials/Visual Aids: ppt, bible app

Prepared by: Checked by:

Alenjun B. Mensis Ms. Lilibeth R. Lozada

Academic Coordinator
Jonavi L. Luyong

Regina Ramirez

Junna Mae C. Ebol

Subject Teacher

Remarks on the Status of Implementation

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