School of Teacher Education

Teacher Melissa P. Manon-og Grade Level 11

Teaching Date Learning Area Statistics and Probability
Teaching Time Quarter 4

I. Learning Objectives At the end of the lesson, the students are

expected to:

a. determine the value Pearson Product

Moment Correlation Coefficient (r);
b. calculate the Pearson Product
Moment Correlation Coefficient using
the formula; and
c. solve real -life problem involving
correlation analysis.
A. Content Standards The learner demonstrates understanding of
key concepts of correlation and regression
analyses.

B. Performance Standards The learner is able to perform correlation and

regression analyses on real-life problems in
different disciplines.

C. Most Essential Learning The learner will be able to calculate the

Competencies (MELC) Pearson’s sample correlation coefficient;and
solve problems involving correlation
analysis.M11/12SP-IVh-2, M11/12SP-IVh-3.

[Link] Pearson Product Moment Correlation

Coefficient (r)
[Link] Resources

a. Teacher’s Guide Pages

b. Learner’s Material Pages Statistics and Probability-SLM Quarter 4

[Link] Pages Chapter 6, Pages 12-24

d. Materials Books, Computer, Calculator, PPT, Pentel

Pen, Cartolina
IV. Procedure Developmental Method
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A. Preparatory Activities
1. Prayer

Class, kindly stand for the opening prayer. (The students will all stand)

May I call on John Lloyd to lead the prayer. (Sign of the cross)

God our father we praise and adore you for

everything in this world. Forgive us for the sins
that we have done. We give you thanks Oh God
almighty for all the blessings you have given us
most especially for the blessing of life.
Thank you for guiding us all through out our life.
Oh god, we ask for your guidance in everything
we are going to do. Give us hope and strength
to overcome every struggle we will face. Give us
the knowledge we need for our discussion
today. We pray this in Jesus name, Amen.
2. Greetings

Good Morning Class and Peace be with Good Morning Ma’am Melissa and Peace be
you. with you.

3. Cleaning

Before you take your sit kindly pick up the Students do us told
pieces of paper or candy wrapper under
your chair and if none you may now take
your sit.
None,ma'am.
4. Checking of Attendance

Monitor, is there any absent for today? Yes,ma'am.

Very good, maintain that perfect

Attendance.

5. Review

Class yesterday we discussed about

hypothesis testing, right? Yes, Ma’am

So, let me ask you this question: “What is

the difference between a Null and
Alternative Hypothesis?” The null hypothesis suggests that there is no
significant difference or relationship between the
compared entities while Alternative hypothesis is
the negation of the null hypothesis. It simply
suggests that there is a significant difference or
relationship between the compared entities.

Okay, Very Good.

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What else? Null hypothesis is denoted by Ho while
Alternative Hypothesis is denoted by H1

How about the construction of the null and

alternative hypothesis? The null and alternative hypotheses are
constructed in a way that when we reject the null
hypothesis, there is no other possibility other
than to accept the alternative hypothesis. With
this, the hypothesis proposed by researchers
which is usually in favor of the alternative
hypothesis has been supported.

Lastly, how about the 4 basic steps in

testing a hypothesis? 1. State the hypotheses
2. formulate an analysis plan
3. Analyze sample data: Alpha level, p- value,
Computed value and tabular value
4. Interpret Results

With that being said, is there any question None Ma’am.

about hypothesis testing?

If none, kindly answer this example before Yes Ma’am.

we proceed to our today’s lesson?

Example: A random sample of 100

suspected leptospirosis patients in
Pangasinan last year shows that the
symptoms exhibit within 72 hours. Does the
project that the symptoms would exhibit
earlier than the common 80 hours with a
standard deviation of 16 hours?

Test the hypothesis at α= 0.05 level of H0: μ= 80 hours

significance. What are the hypotheses? H1: μ< 80 hours

How about the z computed value?

Kindly show your solution on the board? x−μ
z=
σ
√n
80−72
z=
16
√100
8
z=
16
10

8
z=
1.6
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Kindly recite your decision?
z=5

Decision: Since the absolute value of the

computed z- value = 5 is greater than the
absolute value of the critical value of z= 1.64
then we reject the null hypothesis and accept
Very Good!Class. the alternative hypothesis. This means that the
symptoms of leptospirosis exhibits in less than
Are there any question about hypothesis 80 hours.
testing?

6. Motivation None Ma’am.

Okay class, let have first a short activity

before our lesson.

Let the students play with

JUMBLEDWORDS. The students are
group into 4, the group who correctly
arranged the jumbled words, First will get 1
point. The jumbled words will be handed
over to students. The students will post
their answer on the board. The winner of
the game will receive a token.

JUMBLED WORDS
1. ALYISNAS
2. ORATLCUACL
3. EUMCOPTR The students response must be the following:
4. YPHSSHPTEI 1. ANALYSIS
5. ORLTOCREAIN 2. CALCULATOR
3. COMPUTER
4. HYPOTHESIS
5. CORRELATION
Do you know that those words will help you
with our lesson today?

Those words that you see on the board will No Ma’am

enlighten you in our lesson for today.
Some words will help you and some will
guide you through the process.

Are you familiar with Aristotle?

Newton?

Pythagoras? Yes, Ma’am.

Yes, Ma’am.
How about Karl Pearson?
Yes, Ma’am.

Let me introduce to you Sir Karl Pearson.

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No, ma’am.
He developed a rigorous mathematical
treatment to describe the relationship
between two variables now known as the
Pearson Product- Moment Coefficient
Correlation.

Okay Ma’am.
B. Developmental Activities

[Link]

So be with me this morning class, as I

discuss to you about

Everybody Read!

Pearson Product Moment Correlation

Statement of the aim Coefficient (r)
Class listen carefully because after my
discussion we must obtain the following:

a. determine the value Pearson Product

Moment Correlation Coefficient (r);
b. calculate the Pearson Product Moment
Correlation Coefficient using the formula;
and
c. solve real -life problem involving
correlation analysis.
Am I understood Class?

With that being said, what are you trying to Yes Ma’am.
describe using Pearson Correlation?

Using Pearson Correlation, we can describe the

How many variables? relationship of variables.

Okay class so there are four concerns Two variables ma’am.

raised when doing a regression analysis.

Kindly Read!

Four concerns raised when doing regression

analysis.

1. Relationship of the variables

2. Strength of the relationship
3. Type of relationship
Are you familiar with PEMDAS? 4. Predictions that can be made from the
 School of Teacher Education
relationship.

Very Good! Yes Ma’am.

P- parenthesis E- Exponent M- Multiplication
D- Division A- Addition S- Subtraction
You have to follow PEMDAS in order for
you to get the correct answer for rvalue.

Don’t you know class that it is important to

note that an r- value is meaningless if not
interpreted?

Pearson Product Moment Correlation

Coefficient (r)
-used to determine the strength of a linear

denoted by the variable 𝑟 and is computed

relationship between two variables. It is

using the following formula:

Here’s the formula in finding the r- value.

r =n ¿ ¿

Where n is the number of datapairs, x is the

first set of variable and y is the second set
of variable.

Because in statistics, for every numerical

value obtained, there is an equivalent
descriptive interpretation. The value of
Pearson r Correlation can be interpreted as
follows:

Correlation Extent of
Coefficient Relationship
An r of 0.7 and Very high
above correlation
An r around 0.5 Substantial
An r of 0.3 and Low Relationshsip
below
An r with value of No relationship
zero

Am I understood, Class?
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Okay, Let’s have this example.

Example:
The scores of ten randomly selected senior Yes, Ma’am.
high school student on the mathematical
portion of the National Achievement Test
(NAT) and mathematical ability part of a
university admission test were recorded as
follows:
Student No. Scores on Scores on
NAT (x) Admission
Test (y)
1 5 6
2 7 15
3 9 16
4 10 12
5 11 21
6 12 22
7 15 8
8 17 26
9 20 5
10 26 30

The students will show his/her solution on

the board.

The teacher will check their answer.

C. Application
Students are grouped into four.
Each group will be given problem set.
Cartolina/ Manila Paper and PentelPen.

Each student should participate in this

activity. Teacher will assign a leader.
Leader will assign her member.
Someone will compute, interpret and
explain the results in front of the class.

Directions: Use the formula of r value to

solve the problem below:
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AGE SBP
32 115
35 123
36 125
40 100
43 120
44 120
46 131
48 130
50 140
53 152
60 133
61 148
64 155
71 163
75 165

a. Compute Pearson r and interpret its

value.
b. Is there a significant relationship
between the age and systolic blood a. Ho= there is no significant relationship
pressure? Use α =0.05 between the age and systolic blood
pressure H1= there is a significant
V. Evaluation relationship between the age and systolic
Directions: Bring out your big notebook blood pressure
and answer the problem, manually, using b. α= 0.05 df= 15-2= 13 3.
the formula.
Student No. Math Science
Scores Scores
1 18 20
2 16 18
3 11 12
4 15 17
5 15 15
6 11 14
7 11 12
8 13 14
9 8 10
10 9 13
11 13 12
12 7 9

[Link] test score in Mathematics and

Science of 12 college students are
recorded as follows:
a. Compute the Pearson r at 0.05 level of
significance
b. Is there a relationship between score in
mathematics and science?
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VI. ASSIGNMENT
Directions: In a 1 whole sheet of paper answer the following question below.
Pass it next meeting.

1. What is Spearman Rank- Order Coefficient of Correlation (rs) ?

2. Formula for Spearman Rank- Order Coefficient of Correlation (rs)?
3. How to test the significance or (rs)?