LESSON Rosario Integrated National High

School Grade Level 11

EXEMPLAR School
Learning
Teacher Diana Rose C. Marasigan Statistics and Probability
Area
Teaching
March 05, 2025 Quarter 4
Date
Teaching 7:00 – 8:00 – HUMSS ARISTOTLE
No. of Days 1
Time 8:00 – 9:00 – ABM GOKONGWEI
I. OBJECTIVES
A. CONTENT The learner demonstrates understanding of key concepts of estimation of
STANDARDS population mean and population proportion.
B. PERFORMANCE The learner is able to estimate the population mean and population proportion to
STANDARDS make sound inferences in real-life problems in different disciplines.
C. MOST ESSENTIAL The learners shall be able to:
LEARNING o identifies the length of a confidence interval.
COMPETENCY o computes for the length of the confidence interval.
(MELCs)
D. SPECIFIC At the end of the lesson, learners are expected to:
OBJECTIVES 1. Define a confidence interval and explain its significance in statistical
analysis.
2. Identify the components of a confidence interval, including the point
estimate, margin of error, and confidence level.; and
3. Compute the length of a confidence interval.
II. CONTENT Confidence Interval
III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide N/A
Pages
b. Learner’s STATISTICS AND PROBABILITY QUARTER 3 Identifying and computing the
Materials Page Length of Confidence Interval
c. Textbook Pages N/A
d. Additional https://www.youtube.com/watch?v=R7upEmUmheQ
Materials from
Learning
Resources
B. List of Learning N/A
Resources for
Development and
Engagement Activities
IV. Procedures
A. INTRODUCTION The teacher will have a simple recap of the previous lesson by calling a student to
recall the previous topic.

The teacher will show the meaning of the acronym INTERVAL as the classroom
standard for the whole period.

I – temize all the ideas that you can acquire.

N – ever yell while the class is ongoing.

T – ake – down the formula to be used.

E – xert efforts to participate in the group activity

Applied knowledge of content R – emember to always be quiet.

within and across curriculum
teaching areas. V – alue everyone’s opinion and ideas.
Describe the
components of a scientific
investigation. S7MT-Ia-1
 Based from the K to

A – ttend on the needs of the activities to be given

L– isten to the discussion attentively.

S – it properly and pick all the pieces of trash under your chair.

The teacher will ask some word or group of words that come up in their when the
students hear the word HYPOTHESIS.
There will be a video to be presented to the students.

Based on the video and the words and phrases given, the teacher will then ask
the students to explain how will the knowledge of formulating hypothesis be used
in performing a scientific investigation.
B. DEVELOPMENT Where Am I Now?
Directions: Identify the region where each of the given values falls.
9. Designed, selected,
organized and used
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.
“Where Am I Now?” activity will
1. 𝑡=1.95 ______________________________
serve as a diagnostic
2. 𝑡=0.15 ______________________________
assessment. It will assess the
3. 𝑡= −1.45 ____________________________
students prior knowledge about
4. 𝑡=−2.4 ______________________________
the region where each given
5. 𝑡=2.73 ______________________________
values lies.
The teacher will use the students’ answers to ask the following questions:
1. Are you familiar with the shape of the curve used in Activity 1?
2. What is the name of that curve?
3. In what type of distribution is this kind of curve used?
4. How were you able to locate in which region the given value falls?
5. What mathematical concepts did you apply in locating the region?
The teacher will discuss all about testing hypothesis from the module on pages 6
– 12.

Activity 2 Null Vs Alternative

Applied knowledge of Directions: State the null and the alternative hypotheses of the following
content within and across statements.
curriculum teaching areas. 1. A medical trial is conducted to test whether or not a new medicine reduces uric

𝐻𝑜: ____________________________________________________
acid by 50%.

𝐻𝑎: ____________________________________________________
Visualizes and
represents fractions that are
equal to one and greater than
one using regions, sets and
number line. M3NS-IIIa-63
2. We want to test whether the general average of students in Math is different

𝐻𝑜: ____________________________________________________
from 80%.

𝐻𝑎: ____________________________________________________

𝐻𝑜: ____________________________________________________
3. We want to test whether the mean height of Grade 8 students is 58 inches.

𝐻𝑎: ____________________________________________________
4. We want to test if LPIHS students take more than four years to graduate from

𝐻𝑜: ____________________________________________________
high school, on the average.

𝐻𝑎: ____________________________________________________
5. We want to test if it takes less than 60 minutes to answer the quarterly test in

𝐻𝑜: ____________________________________________________
Calculus.

𝐻𝑎: ____________________________________________________
6. A medical test is conducted to determine whether or not a new vaccine reduces

𝐻𝑜: ____________________________________________________
the complications of dengue fever.

𝐻𝑎: ____________________________________________________

𝐻𝑜: ____________________________________________________
7. The enrolment in high school this school year increases by 10%.

𝐻𝑎: ____________________________________________________
8. The intelligence quotient of male grade 11 students is the same as the female

𝐻𝑜: ____________________________________________________
students.

𝐻𝑎: ____________________________________________________
9. The school want to test if the students in Grade 7 prefer online distance

𝐻𝑜: ____________________________________________________
learning as the method of instruction.

𝐻𝑎: ____________________________________________________
10. The school librarian wants to find out if there was an increase in the number of

𝐻𝑜: ____________________________________________________
students accessing the school library.

𝐻𝑎: ____________________________________________________
 C. ENGAGEMENT Activity 3 Are You In or Out?
Directions: Illustrate the rejection region given the critical value and identify if the t-
8. Selected, developed, organized values lie in the non-rejection region or rejection region. (The students will use
and used appropriate teaching their tablet and a paint app to show the rejection region of the given critical value
and learning resources, including using a curve. They will be sending their work in JPEG format through
ICT, to address learning goals. messenger.)

The use of tablet and paint 1. critical t-value of 1.318, computed t-value of 1.1
application in the gadget and The computed t-value is at the __________ region.
saving it to JPEG format of the 2. critical t-value of −1.671, computed t-value of −2.45
students will be utilized as ICT The computed t-value is at the __________ region.
and the use of Messenger will 3. critical t-value of 1.725, computed t-value of 2.14
utilize in submitting their output. The computed t-value is at the __________ region.

D. ASSIMILATION Let’s Think About It!

What is hypothesis?
How do you differentiate null and alternative hypothesis?
9. Designed, selected, How do you identify the level of significance and rejection region of the given
organized and used diagnostic, critical value?
formative and summative Pen and Paper
assessment strategies Complete the following statements. Write the answers in your notebook.
consistent with curriculum 1. _________________________is a statistical method that is used in making
requirements. decisions using experimental data.
2. A ________________________ is a proposed explanation, assertion, or
“Pen and Paper” activity will assumption about a population parameter or about the distribution of a random
serve as a summative variable.
assessemet. It will assess the 3. The null hypothesis is an initial claim which the researcher tries to
acquired knowlegde of the _____________.
students about the toipc. 4. The alternative hypothesis is contrary to the
_____________________________.
5. The level of significance is denoted by_______________________.
6. The significance level α is also the probability of making the wrong decision
when ____________________________________.
7. The rejection region (or critical region) is the set of all values of the test statistic
that cause us to ________________________________
V. Reflection
A. No. of learners who earned 80% in ________ out of 193 learners earned 80% in the evaluation.
the evaluation
B. No. of learners who required _________ out of 193 learners are required additional activities for remediation
additional activities for remediation who scored below 80%
who scored below 80%
C. Did the remedial lesson work? No. Yes. ______ out of ______ caught up with the lesson
of learners who caught up with the
lesson
D. No. of learners who continue to
require remediation _______ out of _______ continue to require remediation.
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal and superior can
help me solve?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers?
Prepared by: Checked by: Noted by:

DIANA ROSE C. MARASIGAN REMIGIA GRACE S. PARZA ROWENA R. MASILANG

Teacher II Master Teacher I Principal II