4 A’s PROCEDURE:

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School Malaybalay City National Science Grade Level Grade 11

High School
Teacher Ruffael H. De La Victoria Learning Area Statistics and
Probability
Time & Dates Quarter 4th

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of correlation and
regression analyses.
B. Performance The learner is able to perform correlation and regression analyses on real-life
Standards problems in different disciplines.
C. Learning The learner solves problems involving correlation analysis.
Competencies /
Objectives. M11/12SP-IVh-3
Write the LC code for
each
II. CONTENT Correlation and Regression Analyses
III. LEARNING
RESOURCES
A. References Probability and Statistics Book
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages 197-204
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Probability and Statistics for Senior High School. Mathematics Department.
Resources Xavier University 2016
V. PROCEDURES
Introductory Activity (10 A. Prayer
minutes). This part B. Checking of Attendance
introduces the lesson C. Review/Recall Question: Group the class into 4 groups. Then
content. Although at answer the question.
times optional, it is Smoking has been proven to be related to all lung diseases and
usually included to serve hypertension. On a separate experiment to verify this claim, a
as a warm-up activity to group of researchers chose a random sample of smokers and
nonsmokers. Each member of the sample was asked his / her
give the learners zest for
age and if he / she is a smoker. The systolic blood pressure of
the incoming lesson and
each member of the sample was also taken.
an idea about what it to
follow. One principle in entry no. ( Age )x ( Blood pressure )y
learning is that learning 1 60 160
occurs when it is 2 80 140
conducted in a
3 67 140
pleasurable and
comfortable 4 80 130
atmosphere. 5 60 200
6 77 210
7 86 190
8 76 190
9 62 120
10 67 160
11 58 160
12 78 120
13 78 100
14 71 150
15 58 150
16 66 160

C.1 Compute the correlation coefficient between the two variables.

Activity/Strategy (15 Collaborative Approach
minutes). This is an The same group that we have earlier. Each have different problems. Each
interactive strategy to group will be given 2 minutes to present to the class about their answers.
elicit learner’s prior Group 1: The time x in years that an employee spent at a company and the
learning experience. It employee’s hourly pay, y, for 5 employees are listed in the table below.
serves as a springboard Calculate and interpret the correlation coefficient r.
for new learning. It
illustrates the principle
that learning starts
where the learners are.
Carefully structured
activities such as
individual or group
reflective exercises,
group discussion, self-or
group assessment,
dyadic or triadic
interactions, puzzles,
simulations or role-play, Group 2: The sales manager of certain company wants to determine whether
cybernetics exercise, there is a linear relationship between the number of sales calls and the
gallery walk and the like number of copier machines sold in a month. The manager selected a random
may be created. Clear sample of 10 sales representative and determined the number of sales calls
instructions should be each sales representative made last month and the number of copier
machines sold. Compute the correlation coefficient r and interpret.
considered in this part of
the lesson. Sales Representative No. of sales calls No. of copiers sold
(X) (Y)
1 9 3
 2 25 6
3 15 4
4 20 6
5 7 3
6 10 4
7 17 4
8 20 5
9 13 3
10 30 7

Group 3: The yield of a particular crop on a farm is thought to depend

principally on the amount of rainfall in the growing season. The values of the
yield Y, in tons per acre, and the rainfall X, in centimeters, for seven
successive years are given in the table below. Calculate the correlation
coefficient and interpret your result.

Rainfall (cm) Yield (tonnes per

acre)
12.3 6.25
13.7 8.02
14.5 8.42
11.2 5.27
13.2 7.21
14.1 8.71
12.0 5.68

Group 4: The table below shows the number of absences, x, in a Calculus

course and the final exam grade, y, for 7 students. Find the correlation
coefficient and interpret your result.

Analysis (5 minutes). What have you observed about the result?

Essential questions are Let the leader of the Group give their analysis of the result.
included to serve as a
guide for the teacher in
clarifying key
understandings about
the topic at hand. Critical
points are organized to
structure the discussions
allowing the learners to
maximize interactions
and sharing of ideas and
opinions about expected
issues. Affective
questions are included to
elicit the feelings of the
learners about the
activity or the topic. The
last questions or points
taken should lead the
learners to understand
the new concepts or
skills that are to be
presented in the next
part of the lesson.
Abstraction (10 This lesson focuses on understanding the type of relationship that exists
minutes). This outlines between two quantitative variables and on determining whether the
the key concepts, relationship is significant or not. Several problems involve two quantitative
variables and one may be interested if a linear relationship exists between
important skills that these two quantitative variables. This type of statistical investigation is called
should be enhanced, and Correlation Analysis.
the proper attitude that
should be emphasized. The following are practical problems wherein correlation analysis
This is organized as a applicable:
lecturette that 1. Are IQ scores related to scores in Math?
2. Does profit increase when capital increases?
summarizes the learning
3. Is sodium intake associated with the rise or fall of blood pressure?
emphasized from the
activity, analysis and Correlation Analysis is a statistical method that attempts to measure the
new inputs in this part of strength of the linear relationship between two random variables by means of
the lesson. a single value called correlation coefficient. We use the symbol r to represent
sample correlation coefficient and ρ “rho” to represent population
correlation coefficient.

Correlation Coefficient r Interpretation

(positive or negative)
0.00 to 0.19 No correlation
0.20 to 0.39 Weak correlation
0.40 to 0.59 Moderate correlation
0.60 to 0.79 Strong correlation
0.80 to 0.99 Very Strong to perfect correlation
Application (10 minutes). Individual Activity
This part is structured to A group of researcher students wants to determine whether there is a
ensure the commitment correlation between the number of the theft cases X and the number of
vandalism cases Y incurred in their school Data for one school year show the
of the learners to do following:
something to apply their
new learning in their Month X (number of theft Y (number of
own environment. cases) vandalism cases)
June 6 3
July 15 6
August 30 15
September 12 5
October 20 15
November 9 7
December 2 0
 January 10 21
February 11 4
March 28 12

a. Compute and interpret r.

b. What conclusion can be derived from the study?

Assessment (10 minutes).

For the Teacher to: Compute and interpret the r. Possible Activities
a) Assess whether The following are the heights of a father Individual Activity
and his eldest son, in inches:
learning objectives have Height of the Height of the Son
been met for a specified Father (X) (Y)
duration, 71 71
b) Remediate and/or 69 69
enrich with appropriate 67 69
68 65
strategies as needed, and 68 66
c) Evaluate whether 66 63
learning intentions and 70 68
success criteria have 72 70
been met. 65 60
60 58
(Reminder: Formative
Assessment may be
given before, during, or
after the lesson).
Choose any from the
Assessment Methods
below.
Assignment/Agreement
(____ minutes). Fill-in
below any of the four
purposes
 Reinforcing /
strengthening the
day’s lesson
 Enriching /
inspiring the day’s
lesson
 Enhancing /
improving the
day’s lesson
 Preparing for the new
lesson
V. REMARKS Lack of time
Indicate special cases Give more time to the student to solve problems.
including but not limited
to continuation of lesson
plan to the following day
in case of re-teaching or
lack of time, transfer of
lesson to the following
day, in cases of class
suspension, etc.
VI. REFLECTION Present some videos which lead to the student in solving correlation into
Reflect on your teaching real-life situation. Also videos on how to analyze the correlation oefficient.
and assess yourself as a
teacher. Think about
your student’s progress.
What works? What else
needs to be done to help
the students learn?
Identify what help your
instructional supervisors
can provide for you so
when you meet them,
you can ask them
relevant questions.
Indicate below
whichever is/are
appropriate.
A. No. of learners who
earned 80% on the
formative assessment.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?