TEACHING - LEARNING PLAN
11
Learning Area : STATISTICS & PROBABILITY
Competency Code : M11/12SP-IIIg-2
MIRASOL M. HUBAY
Master Teacher II
Tagum National Trade School
Department of Education, Division of Tagum City
LESSON PLAN IN PROBABILITY AND STATISTICS
Learning Area: Grade Level: Time: Date:
Probability & Statistics GRADE 11 – ODL 1:30 – 2:30 pm Day 1- May 23, 2022
Content Standards:
The learner demonstrates understanding of key concepts of estimation of population mean
and population proportion.
Performance Standards:
The learner is able to estimate the population mean and population proportion to make sound
inferences in real-life problems in different disciplines.
Learning Competency/cies: Code:
1. The learner illustrates the t-distribution. M11/12SP-IIIg-2
Objectives: Principle of Teaching: Sort Goals by Learning Domain
To obtain effective performance, some conditions should be met which include goal specificity,
goal difficulty, goal acceptance and commitment, and feedback.
Attitude 1. Decide/justify on which conditions of data sets where t-distribution
can be applied.
Skills 1. Illustrates t-distribution.
2. Differentiate t-distribution and z-distribution.
Knowledge 1. Recall the properties of z-distribution.
2. Define key concepts of t-distribution and enumerate its properties.
Content Area Estimation of Parameters: T-Distribution
Learning Resources
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages: DepEd Self-Learning Module in Statistics and Probability
Quarter 3 Module 4, Lesson 1 pages 1-12
3. Elementary Statistics: A Step By Step Approach Eighth Edition pages 370-375
4. Statistics and Probability: Pivot Learner’s Material
B. Other Learning Resources: 365 Data Science - Student’s T Distribution
Procedures:
Start the class with an AVP prayer.
Motivation/ Teaser/Bell- Welcome the class and check the attendance.
ringer
Have the students read the quote
Principle of Teaching:
flash on screen and ask them to https://
Behaviorism-Law of www.youtube.com/watch?
provide their own interpretation v=mU_rG_muheI
Readiness
of the quote. Gather the learners’
One learns when responses, and tell them that if
he/she is physically they don’t have the informations
and mentally ready they need to make choices then it
for learning. will be hard for them to make
sound decision in life.
Teaching Strategies:
Let the students read the class rules and inform them that abiding
Technology in the with the class rules will help them fully grasp the needed concept/
Classroom information during the teaching-learning process which will lead
Quote Analysis/ them to develop the desired skills/competencies in today’s lesson.
Interpretation
2
A. Reviewing previous Review lesson on the properties of z-distribution.
lesson or presenting Instruct learners to join Quizziz platform.
the new lesson
Answer “YES” if the statement is true about the z-distribution and
Teaching Strategy: “NO” if it’s not.
Technology in the 1. The z-distribution is a normal distribution with a mean of
Classroom (Quizziz) 0 and standard deviation of 1.
2. The normal curve is bell-shaped.
Principle of Teaching:
3. The tails of the normal curve approach the vertical axis
The Principle of Review
but never touch it.
by John Milton Gregory
4. The mean is always greater than either the median or the
Review, review, mode.
REVIEW, 5. The curve is symmetrical about its center.
reproducing correctly 6. The total area under the normal curve is always less than 1.
the old, deepening its 7. The mean, median and mode coincide at the center.
impression with new 8. The width of the normal curve depends on the standard
thought, linking it deviation of the distribution.
with added meanings, 9. Almost 99.7% of the distribution falls within three
finding new standard deviations from the mean.
applications, 10. The left tail of the normal curve is flatter than its right
correcting any false tail.
views, and
completing the true. Commend the students
for their participation.
Ask the students to affirm
their readiness in class
by reading Power Point
Presentation Slide.
B. Establishing a purpose
for the lesson Activating prior knowledge.
Send a soft copy of Activity 1. Let the students answer it.
Teaching Strategy:
Graphic Organizer Activity 1. “To z or not to z”
Directions:
Principle of Teaching:
In the illustration below, fill in the missing boxes with “to z” if you
Constructivism:
Begin With What They think a z-table is required in the distribution and “not to z” if not.
Know
Students have prior
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knowledge in a certain
topic. Comparing old
and new information
for them to grasp new
information quickly.
Process the activity by asking the following questions:
1. How did you find the activity?
2. Was it hard for you to fill in each box?
3. Based on the activity, when do you use the z-
distribution? When not to use it?
4. If the sample size is less than 30 and the population standard
deviation is unknown, what do you use instead of the z-
distribution?
Principle of Teaching: Gather learners’ responses and present to them the learning
Teaching is good when the goals that will help them develop another competency in dealing
learner is made conscious with statistical data sets.
of the goals or aims to be
accomplished.
C. Presenting The teacher will start the discussion by presenting a story with images
examples/ instances of displayed in the Power Point Presentation Slides
the new lesson The Story of William S. Gosset
4
“The Man Behind the t-Distribution”
Teaching Strategy:
Math Trivia/
Storytelling
Principle of Teaching:
Make Materials
Meaningful
The more meaningful
the material, the more
easier and quicker for
student to learn the
concept.
Image sources:
https://www.youtube.com/watch?
v=32CuxWdOlow
https://www.google.com/search?
q=hops+and+malt+in+beer&source
D. Discussing new The teacher will present the concept map of when to use the t or z
concepts and new skill #1: distribution in Power Point Presentation Slide
Teaching Strategy:
Graphic Organizer
Technology in the
Classroom
Directed Discussion
Method
Principle of Teaching:
Teaching is good when the
method used is supple-
mented by another
methods and instructional Display the slide of the
devices definition of the t-
based on principles distribution and make
that the best learning
sure that students
takes place when a
understand the
greater number of
senses are stimulated concept.
and utilized in the
process
Display the slide presenting
the t-distribution formula.
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Display the slide showing the difference between the z-distribution
and t-distribution formula.
Display slide on the definition of degrees of freedom. Explain the
concept of degrees of freedom through real-life situation such as
choosing player position in a baseball game.
The teacher will illustrate the shape of the curve of t-distribution
based on its degree of freedom
Image source: SLM in Statistics and Probability - Quarter 3 Module 4
Lesson 1 page 6
The teacher will inform the learners that some properties of z-
E. Discussing new distribution are also found in t-distribution.
concepts and new skills Display slides of figures of t- distribution and let the learners
#2: analyze and give the property of t-distribution based on the
presented figures.
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Teaching Strategy:
Graphic Organizer
Technology in the
Classroom
Inductive Concept
method
Principle of Teaching:
Teaching is good when the
learner is stimulated to
think and to reason
best teaching method
is that which liberates
and encourage
thinking
Image sources:
https://study.com/academy/lesson/
student-t-distribution-definition-
example-quiz.html
https://www.youtube.com/watch?
v=32CuxWdOlow
SLM in Statistics and Probability -
Quarter 3 Module 4 Lesson 1 page
6-7
To check for student understanding during a lesson or unit, ask
students questions about their learning. If students are
TRAFFIC comfortable with the topic and ready to move on, they hold up
LIGHT their green circle. If they are fairly comfortable with the topic, they
STRATEGY
hold up their yellow circles. Students, who are confused or require
further instruction to understand, hold up the red circle. This is a
quick strategy that provides you with immediate feedback and
provides direction for your instruction.
F. Developing mastery of Group students in 2 groups and instruct them to be in their
the lesson respective break out session room to accomplish assigned tasks.
Before they start with the activity,
let them read the Power Point
Teaching Strategy: Presentation Slide to promote
Collaborative respect in their group.
learning
Technology in the
Classroom For the students to practice their understanding of the topic, let
them answer in 5 minutes:
Principle of Teaching:
Teaching is good when “Let Us Practice”
drill or review is made in Module 4-Quarter 3
integral part of teaching Lesson 1, page 8.
and learning
Learning will be
more rewarding if
students have
opportunity to master
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simple concepts first
and apply this
concept to more
complex one.
After the time limit, Group 1 will present/briefly explain their
answers, while group 2 will check if they have the same
answers with group 1. Clarify items where the answers vary
among the groups.
Do this in three (3) minutes.
Group Presentation Rubrics for evaluation:
POINTS INDICATORS
Student synthesizes, analyzes, and evaluates
thoughtfully selected information from the
10-12
problem. Demonstrates a very extensive
knowledge of the topic.
Student clearly synthesizes some directly
appropriate information from the problem.
7-9
Demonstrates an extensive knowledge of the
topic.
Student attempts to synthesize some directly
4-6 appropriate. Strives to demonstrates an
extensive knowledge of the topic.
Student has difficulty restating some general
1-3 ideas. Barely demonstrates an extensive
knowledge of the topic.
G. Finding practical At this point, the teacher will present a situation in which the learners
applications of concepts will apply what they have learned in the current learning focus.
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Teaching Strategy:
Situational Analysis
Technology in the
Classroom
Principle of Teaching:
Allow immediate
application of knowledge
An opportunity to Let the students read and analyze the given situation and answer the
apply new following questions. They will share their answer orally.
knowledge/skills
reinforces learning
and build confidence.
H. Making generalizations To generalize today’s topic, let the student perform “CONCEPT SORT”
and abstractions about activity to get information about their current level of understanding.
the lesson Ask the class to stay with the same group in their break out session
room. (5 minutes)
Teaching Strategy:
Cooperative Learning
Graphic Organizer “CONCEPT SORT ACTIVITY”
for Mind-mapping Directions:
activity Make a Venn diagram showing the comparison of the t-
Group Presentation distribution and normal distribution. List down the
Technology in the characteristics or properties of the two distributions on
Classroom the spaces provided.
Principle of Teaching:
Constructivism
An opportunity to work in
a group tends to benefit
students who prefer
talking to quiet reflection,
reading, analysis and
synthesis. Constructionism
allows students to
challenge all ideas
including those put
forward by teachers and
learning materials.
Ask the groups to present their answers
to the class and use the same rubric in
the previous activities for evaluation.
After the presentation, let the students
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read aloud the presentation slide to
affirm their cooperation.
I. Evaluating Learning Instruct the students to get ready for a short quiz.
Present the questions in power point presentation slide and tell
Teaching Strategy: them to write their answer on their paper or word document.
Short Quiz After the last item, tell them to take a screen shot/picture of
their answers and send it in private message to my messenger
Principle of Teaching: account.
Evaluation is made an
integral part of the
teaching process
Evaluation measures
the effectiveness of
teaching and learning
and completes the
function which is
essential in teaching
Let the students check their answers and reflect on items they
get incorrect answer.
To end today’s topic, inform the students that they have just
finished the first topic of the entire course on Estimation of
Parameters.
Tell the students to give
themselves a round of
applause and read the
presentation slide.
J. Additional activities for For the students to have a deeper understanding of the topic,
application or instruct them to go over and read again the module, watch the
remediation video tutorial by clicking this link ILLUSTRATING t - DISTRIBUTION ||
GRADE 11 STATISTICS AND PROBABILITY Q3 - YouTube and let them
Teaching Strategy: answer
Video viewing “Let Us Practice More”
in Module 4-Quarter 3
Lesson 1, page 8-9
Principle of Teaching:
A remedial instruction is
made to help students to
‘catch-up’ to their peers
and thus prevent ongoing
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academic issues.
Remedial instruction is
implemented when a
teacher identifies that a
student requires
temporary, additional
and specialist support
for one or more core
skills.
Prepared by: Checked & Observed by
MIRASOL M. HUBAY, MAED ROGER A. MARTINEZ, MITE
Master Teacher II Principal IV
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