Republic of the Philippines

Department of Education
REGION VIII-EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE
TABANGO NATIONAL HIGH SCHOOL
TABANGO, LEYTE

DAILY LESSON PLAN

Grade Level &
Teacher Lovely Jean R. Ignacio ABM 11 - Newton
Section
Statistics and
Teaching Date March 13, 2025 Learning Area
Probability
Teaching Time 3:00 – 4:00 P.M. Quarter Fourth Quarter

I. OBJECTIVES
A. Content The learner demonstrates an understanding of key concepts of tests of
Standards hypotheses on the population mean and population proportion.
B. Performance The learner performs appropriate tests of hypotheses involving the
Standards population mean and population proportion to make inferences in real-
life problems in different disciplines.
C. Learning The learners formulate the appropriate null and alternative hypotheses
Competencies on a population mean. M11/12SP-IVb-1
D. Learning At the end of this lesson, learners should be able to:
Objectives 1. Identify the notation to be used in formulating hypotheses; and
2. Formulate null and alternative hypotheses.
KBI Cooperation and Collaboration in Group Activities
II. SUBJECT MATTER
A. Topic Formulating Hypothesis
B. Reference/s Statistics and Probability Teachers Guide (Belecina, Baccay, Mateo) by
Rex Bookstore pp. 67-70
Statistics and Probability Textbook (Belecina, Baccay, Mateo) by Rex
Bookstore pp. 216-232
Statistics and Probability for Senior High School, Quarter 4 Module 1.
C. Learning
SLM, PowerPoint Presentation, Chalkboard, Television
Materials
ANNOTATIONS
III. PROCEDURES (HOTS-Approach,
SOLO)
A. Preliminary 1. Prayer
Activities - The teacher will ask someone to lead the
prayer.
2. Keeping the Room in Order
- Good morning, everyone!
- Class, before you take your seats, please see
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 those pieces of papers and plastics under your
chairs, pick those up and arrange your chairs
properly in 1, 2, 3, …, 10.
3. Checking Attendance
- Are there any absent today?
- How many percent are present?
4. How did you get the percentage? Show your
answer on the board.
B. Reviewing Activity 1: UnScramble and Define Me!
or (The students are grouped into 3 groups, and
presenting each group will be given a piece of paper with
the new jumbled letters. The first group to provide the
lesson correct word/s and its definition it will receive a
reward.)
Unscramble the jumbled letters to form an
appropriate word/s and define it in your own
words. (Multi-structural)
a. MAPRATERE
b. PANTUILOOP ANEM
c. POTHESISHY
d. ULNL THEISHYPOS
A e. NATETIVALRE HOTISHYESP
C. Establishing C Activity 2: Match Me!
a purpose T Directions: Match the phrases in Column A with
for the I the symbols in Column B. To complete the
lesson V activity, stand up and move your body according
I to the corresponding moves assigned to each
T letter. (Unistructural)
Y A – move your hips forward
B – move your hips backward
C – move your hips to the left
D – move your hips to the right
E – bend your head forward
F – turn your head
f Column B
1. is higher than A. ≠
2. is decreased or B. ¿
reduced from C. ≥
3. is exactly the D. ¿
same as E. ¿
4. is not the same F. ≤
5. is greater than
or equal to
D. Presenting Activity 3: No More, No Less!
Examples/ Directions: Which of the given
Instances of equality/inequality expressions describes each
the new situation? Select the best answer and write the
lesson letter of your choice on a separate sheet of paper.
(Unistructural)
This is a group activity. The class will be divided
into three groups. The group with the highest
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 score will receive 10 points, the group with the
second highest score will receive 7 points, and
the group with the lowest score will receive 4
points.

1. The survey shows that the number of students

(n) who have parents with a house of their
own is less than 20.
a. n< 20
b. n> 20
c. n ≤ 20
d. n ≥ 20
2. Mother gives me at most P200 allowance (n)
in a week.
a. n ≥ 20 0
b. n ≤ 20 0
c. n> 200
d. n< 200
3. Larry is an industrious appliance salesman.
His average sales (n) in a week is at least
P10,000.
a. n<10,000
b. n>10,000
c. n ≤ 10,000
d. n ≥ 10,000
4. A son’s savings (n) is greater than P1,500.
a. n=1,500
b. n ≠ 1,500
c. n>1,500
d. n ≥ 1,500
5. Marco’s salary (n) is equal to P20,000.
a. n=20,000
b. n ≠ 20,000
c. n ≤ 20,000
d. n< 20,000

E. Discussing Guide Questions:

new
Concepts A 1. How did you find the previous activity? Was it
and N easy or difficult? (Multi-structural)
practicing A 2. What principles were previously learned that
new skills L you apply in the activity? (Unistructural)
Y 3. Were you able to determine the correct
S expression that corresponds to each situation?
I Elaborate. (Relational)
S 4. Do you think you will apply these activities in
formulating null and alternative hypotheses?
(Relational)
F. Developing To state the null and alternative hypotheses
Mastery correctly:
(leads to 1. Identify the parameter in a given problem.
Formative 2. Identify the claim into mathematical
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Assessment) symbols/ notations.
3. Translate the claim into mathematical
symbols/ notations.

Formulating Hypothesis Guide Words

Consider the following examples.

A Example 1. A group of Grade 11 students
B struggles with solving math problems. Their
S average score on a diagnostic test before
T receiving tutoring was 65 out of 100. To help
R them improve, the school implemented extra
A tutoring sessions for a month. After the program,
C a sample of 50 students took a post-test, and
T their average score increased to 72 out of 100
I with some variations. The teacher wants to
O determine if the extra tutoring significantly
N improved students’ math performance at a 95%
confidence level. What parameter should these
students consider proving this claim? State the
null hypothesis and alternative hypothesis.
(Multi-structural)
Answers:
Parameter of interest: the average math test
score after the tutoring program.
Null Hypothesis: The tutoring program did not
improve students’ math performance.
H 0 : μ1=65

Alternative Hypothesis: The tutoring program

significantly improved students’ math
performance.
H 1 : μ 1> 65
Example 2. A social worker wants to test (at 0.05
level of significance) wether the average body
mass index (BMI) of the pupils under feeding
program is different from 18.2 kg. (Multi-
structural)
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 Answers:
Parameter of interest: The average BMI of the
pupils under feeding program.
Null Hypothesis: The average BMI of the pupils
under feeding program is not different from 18.2.
H 0 : μ1=18.2

Alternative Hypothesis: The average BMI of the

pupils under feeding program is different from
18.2.
H 1 : μ 1 ≠ 18.2
Example 3. A DTI representative wants to test at
A 99% confidence level whether the average
B content of SODA X is less than 330 ml as
S indicated in the label.
T (Multi-structural)
R Answers:
A
C Parameter of interest: The average content of
T Soda X.
I Null Hypothesis: The average content of soda x is
O greater than or equal to 330 ml.
N H 0 : μ1 ≥ 330

Alternative Hypothesis: The average content of

Soda X is less than 330 ml.
H 1 : μ 1< 330
*During the discussion encourage the learners to
ask questions or any clarifications. The teacher
ensures that the medium of instruction is merged
with the learners’ mother tongue for them to
understand better.
G. Finding A Activity 3: Hypothesis Challenge – Relating
Practical P Math to Our Talents
applications P
of concepts L Directions: In this activity, you will work in
and skills in I groups based on your talents. Form a group with
daily living C classmates who share the same passion, whether
A in singing, dancing, visual arts (drawing, painting,
T etc.), writing/journalism, acting/performing, or
I athletics/sports. Once in your group, the teacher
O will assign a real-life scenario related to your

mean (𝜇) as the parameter of interest in your

N talent area. Your task is to identify the population

hypothesis (𝐻₀) and alternative hypothesis (𝐻a)

scenario. Then, as a group, formulate the null

in both words and symbolic form. To present your

answers clearly, each group will be provided with

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 manila paper and permanent markers to write
their responses. After completing your work,
prepare a short presentation where you will
explain your hypotheses and how hypothesis
formulation applies to real-life situations in your
chosen field.

GROUP SCENARIOS
1. Athletes/ Sports Enthusiasts Scenario:
The school basketball team wants to know if
practicing free throws daily increases their
shooting accuracy. Based on past records, the
average free-throw percentage of players who do
not practice daily is 65%.

2. Singers Scenario: Choir members believe

that vocal warm-ups improve their ability to hit
high notes. The average score on a high-note
accuracy test without warm-ups is 72%.

3. Dancers
Scenario: A dance club is investigating
whether stretching before practice reduces
injuries. The average number of injuries per
month without stretching is 4 injuries per
20 dancers.

4. Artists (Drawing, Painting, etc.)

Scenario: An art teacher wants to know if
attending weekly art workshops improves
students’ painting scores. The average rating
of paintings before attending workshops is 78
out of 100 (𝜇 = 78).
Parameter of Interest: Population mean
painting score (𝜇).

 𝐻₀: 𝜇 = 78 → (The mean painting score

Hypotheses:

 𝐻𝐴: 𝜇 > 78 → (The mean painting score

remains at 78, even with workshops.)

improves with workshops.)

5. Writers/Journalists
Scenario: A group of student writers wants
to determine if reading news daily improves
writing scores. The average writing exam
score without regular news reading is 75% (𝜇
= 75).
Parameter of Interest: Population mean
writing exam score (𝜇).

 𝐻₀: 𝜇 = 75 → (The mean writing exam

Hypotheses:

score remains at 75% even with daily news

reading.)

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  𝐻𝐴: 𝜇 > 75 → (The mean writing exam
score improves with daily news reading.)
6. Actors/Performers Scenario: Drama club
members believe that practicing
improvisation exercises enhances their acting
scores. The average acting performance
score before implementing improvisation
exercises is 80 out of 100 (𝜇 = 80).
Parameter of Interest: Population mean
acting performance score (𝜇).

 𝐻₀: 𝜇 = 80 → (The mean acting

Hypotheses:

performance score remains at 80, even

 𝐻𝐴: 𝜇 > 80 → (The mean acting

with improvisation exercises.)

performance score improves with

improvisation exercises.)

Answers:
1. Parameter of Interest: Population mean
free-throw percentage (𝜇).

𝐻₀: 𝜇 = 65 → (The mean free-throw

Hypotheses:

percentage remains at 65% even with daily

𝐻𝐴: 𝜇 > 65 → (The mean free-throw

practice.)

percentage increases with daily practice.)

2. Parameter of Interest: Population mean
high-note accuracy (𝜇).

𝐻₀: 𝜇 = 72 → (The mean high-note

Hypotheses:

accuracy remains at 72% even with vocal

𝐻𝐴: 𝜇 > 72 → (The mean high-note

warm-ups.)

accuracy improves with vocal warm-ups.)

3. Parameter of Interest: Population mean
number of injuries (𝜇).

 𝐻₀: 𝜇 = 4 → (The mean number of injuries

Hypotheses:

remains at 4 per month even with

 𝐻𝐴: 𝜇 < 4 → (The mean number of injuries

stretching.)

decreases with stretching.)

H. Making A The teacher will ask the following questions to the

generalizatio B students:
ns and S 1. What are the steps in formulating a
abstractions T hypothesis? (Unistructural)
about the R
lesson 2. What challenges did you encounter while
A
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 C
completing your activities? How did you
T
overcome them? (Relational)
I
O
N The teacher will clarify things if there is a need,
especially in areas where the students have faced
challenges.
I. Evaluating Directions: Identify the parameter to be tested
learning and state the null and alternative hypothesis in
words and in symbolic form. Write your answers
on a half-crosswise sheet of paper. (Multi-
A structural)
P
1. The social record claims that the mean
P
score in Math of the incoming Grade 11
L
students is 81. The teacher wishes to find
I
out if the claim is true. She tests if there is
C
significant difference between the batch
A
mean score and the mean score of students
T
in her class.
I
J. Additional O Cite five (5) research questions used in real life
activities for N and formulate your null and alternative
application hypotheses. (Relational)
or
Example: Is it true that turmeric can prevent
remediation
viruses?
H o : Drinking turmeric cannot prevent viruses.
H a : Drinking turmeric can prevent viruses.
4. REMARKS
5. REFLECTION
A. No. of students
who earned 80%
in the formative
assessment
B. No of students
require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who had caught
up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies work
well? Why did
this work?
F. What difficulties
did I encounter
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 which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Levels of SOLO Description

Taxonomy
Prestructural The answer is irrelevant to the text read.
Unistructural The answer is in one place in the text. You can look for key words used in the
question. Only one relevant/correct answer is needed.
Multistructural The answer may be found in more than one place in the text. There is a need to
put the information together. More than one relevant/correct answer is needed.
Relational The answer may not be entirely found in the text. You need to think about what
you already know, what the author tells you, and how it fits together.
Extended The answer may not be found in the text at all. You need to use your own ideas
Abstract and experiences to help you answer the question.

Prepared by: Checked by:

LOVELY JEAN R. IGNACIO LEAH S. RUBILLOS

Teacher II/ Subject Teacher MT I/ Math Dept. Head

Concurred by: Approved:

OLIVER M. ELLIOT ANTONIO B. DACATIMBANG JR.

SHS Campus Coordinator Secondary School Principal III

Process Observers:

LEAH S. RUBILLOS SHERVIN P. AYSON

MT I/ Math Dept. Head MT I/ MAPEH Dept. Head

Date Observed: _______________________

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