DAILY DETAILED LESSON PLAN (DLP)

S.Y. 2025-2026
School TUBIGON WEST NATIONAL HIGH SCHOOL Grade Level 11
Teacher Lolita A. Pacot Learning Area Math
Teaching Dates Wednesday, Jan. 28, 2026 Quarter 4
Time 7:45-8:45; 10:45-11:45; 1:00-2:00 ;4:00-5:00 Week 1
Section Jade, Aquamarine, Diamond, Ruby INSTRUCTIONAL SUPERVISION

I. OBJECTIVES
The learners should have knowledge and understanding
A. Content Standards
B. Performance By the end of the quarter, the learners will be able to
Standards
C. Learning The learners…
1. Illustrates (a) null hypothesis; (b) alternative hypothesis; (c) level of
Competencies
significance; (d) rejection and (e) types of errors in testing hypothesis.
(Write the LC Code for 2. Identifies the parameter to be tested given a real life problem.
each)
At the end of the 60 minutes, the learners should be able to:
Cognitive Define null hypothesis and
alternative hypothesis and
explain their differences.
Formulate the null hypothesis
D. Specific Objectives and alternative hypothesis
Psychomotor
using symbols and statement
for mean and proportion.
Show appreciation of
hypothesis testing as a tool in
Affective
making objective and fair
decisions in real-life situations.
II. CONTENT .
HYPOTHESIS TESTING
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Page/s: 98
2. Learner’s Materials Pages: 217-230
3. Textbook Pages:
4. Additional Materials from Learning Resources (LR) portals:
B. Other Learning Resources PowerPoint Presentation
IV. PROCEDURES
PRELIMINARY ACTIVITIES:
The session will begin with a prayer, greetings, checking of attendance, setting of standards, and an energizer to
promote engagement, boost energy levels, and create a positive and dynamic learning environment.
ELICIT - Access prior knowledge.
A. Reviewing the previous Hypothesis – is an assertion or assumption about population parameter. In a
lesson or presenting the simple manner, it starts with the concern or claim about population parameter
new lesson. whether it regards mean or proportion.
Two types of hypothesis: Null hypothesis and Alternative hypothesis

Null hypothesis – is the one being tested. Thus, it is subject to rigorous

statistical testing. It also states an exact value about population parameter.

Alternative hypothesis – Alternative hypothesis. When the null hypothesis is

rejected, alternative hypothesis is the other option. This allows the possibility of
several values. It is important to note that hypothesis testing does not prove the
truthfulness of a hypothesis but rather provides evidence against the null
hypothesis. Moreover, its goal is to assess whether there is enough evidence in
the sample data to reject the null hypothesis in favor of the alternative
hypothesis.
These two hypotheses are formulated in such a way that one is the opposite of
 the other. If one hypothesis is true, then the other hypothesis must be false.
Just remember that no two things in math can be and cannot be at the same
time. So, one of the hypotheses is being tested to show that the likelihood of
the occurrence is more likely to happen.

Statement Pairs:

1. A. The average Mathematics score of this class is 85.

B. The average Mathematics score of this class is not 85.

Symbolic Form:
H₀: μ = 85
H₁: μ ≠ 85

2. A. The average height of Grade 11 students is 160 cm.

B. The average height of Grade 11 students is greater than 160 cm.

Symbolic Form:
H₀: μ = 160
H₁: μ > 160

Guide Questions:

 Which statement assumes a specific or exact value?

 Which statement shows doubt or contradiction?
 Can both statements be true at the same time?

Teacher’s Explanation:

Explain that after identifying the null and alternative hypotheses in words, we
can also express them using symbols. Symbolic forms make hypotheses
clearer and easier to analyze statistically.

• μ (mu) represents the population mean or average.

• p represents the population proportion or percentage.

In the Null Hypothesis (H₀), the symbol usually contains =, ≥, or ≤ because it

represents equality or no difference.

In the Alternative Hypothesis (H₁), the symbol contains ≠, >, or < because it
represents a difference or change.

Emphasize that symbolic forms are simply another way of writing hypotheses
and that both worded and symbolic forms must always agree before proceeding
to hypothesis testing.

ENGAGE - Get the students’ minds focus on the topic.

B. Establishing a purpose The activity will provide an opportunity for the students to see the relevance of
for the lesson. integers to real-life situations.

Activity: Hand raising

Instruction:
Read each statement carefully.

 Raise your right hand if the statement represents the Null

Hypothesis (H₀).
  Raise your left hand if the statement represents the Alternative
Hypothesis (H₁).

1. Mathematics Score
A. The average Mathematics score of this class is 85.
B. The average Mathematics score of this class is not 85.

2. Height of Grade 11 Students

A. The average height of Grade 11 students is 160 cm.
B. The average height of Grade 11 students is greater than 160 cm

3. Quiz Passing Rate

A. At least 90% of students passed the last quiz.
B. Less than 90% of students passed the last quiz.

4. Daily Allowance
A. The average daily allowance of students is ₱100.
B. The average daily allowance of students is more than ₱100.

5. School Library Books

A. The library has 500 books.
B. The library has more than 500 books.

6. Symbolic Form
H₀: μ = 85
H₁: μ ≠ 85

7. Symbolic Form:
H₀: μ = 20
H₁: μ ≠ 20

C. Presenting illustrative Unlocking of Content Vocabulary

examples/instances of the
lesson. A hypothesis is an educated guess that can be tested using data. In statistics,
there are two types of hypotheses: the null hypothesis and the alternative
hypothesis.

The null hypothesis (H₀) states that there is no change, no difference, or no

effect. It represents what is usually believed or claimed.
The alternative hypothesis (H₁) states that there is a change or a
difference. It is the opposite of the null hypothesis.

For example, if a student says that the class starts at 8:00 a.m., the null
hypothesis is that the class starts at 8:00 a.m., while the alternative
hypothesis is that the class does not start at 8:00 a.m.
EXPLORE - Provide students with common experience.
D. Discussing new concepts Reading of a passage and let the students identify situations that demonstrate
and practicing new skills #1 null hypothesis and alternative hypothesis. Then, worked examples.
E. Discussing new concepts and Present a Statement and discuss what symbol to use and in words.
practicing new skills #2.
EXPLAIN - Teaching the concept.
F. Developing mastery Activity 2: Transform the statement into symbols and words.
(guides formative
assessment).
 Instructions:

1. Read each situation carefully.

2. Identify the Null Hypothesis (H₀) and Alternative Hypothesis (H₁).
3. Write each hypothesis in symbols and in words.

Example

Situation: The average daily study time of Grade 10 students is 2 hours.

 H₀ (in symbols): μ = 2
 H₀ (in words): The average daily study time of Grade 10 students is 2
hours.
 H₁ (in symbols): μ ≠ 2
 H₁ (in words): The average daily study time of Grade 10 students is
not 2 hours.

Activity Items

1. The school library has exactly 300 books.

2. The average height of Grade 8 students is 150 cm.
3. At least 80% of students passed the last Science quiz.
4. Each glass of juice served in the canteen contains 250 mL.
5. The school bus arrives at school at exactly 6:45 a.m.
6. The average monthly allowance of students is ₱200.
7. The temperature in the classroom is 25°C.
8. The canteen serves 50 meals every lunch break.

G. Making generalizations What is the main difference between a null hypothesis (H₀) and an
and abstractions about the alternative hypothesis (H₁)?
lesson.
Based on the examples we discussed, what general rule can you state
about how to write H₀ and H₁ in symbolic form?

What is an integer?
How do you locate integers on the number line?
ELABORATE - Students apply the information learned.
H. Finding practical Answer the questions.
applications of concepts and
skills in daily living. 1. Sleep Hours
A student claims that he sleeps 8 hours every night.

2. Steps Walked Daily

A person says they walk 10,000 steps per day.

3. Students Bringing Lunch

The canteen manager believes that 60% of students bring lunch from
home.

4. Screen Time
A student spends 3 hours on their phone daily.

5. Breakfast Intake
A child eats 1 bowl of cereal for breakfast every morning.

EVALUATE - Know if the students learned the concept.

I. Evaluation of Learning Formative Assessment
(HOTS-SOLO
 Framework)
Instruction: Read each situation [Link] whether the statement
represents a mean (μ) or a proportion (p). Write the Null Hypothesis (H₀) and
Alternative Hypothesis (H₁) in: Symbols &Words. Use ½ sheet crosswise.

1. Daily Sleep Hours

Situation: A student claims that Grade 10 students sleep an average of 7 hours
per night.

2. Passing Favorite Subject Quiz

Situation: A student says that 70% of students passed the last Math quiz.

3. Daily Social Media Time

Situation: A student claims that they spend an average of 3 hours per day on
social media.

4. Bringing Snacks from Home

Situation: A student observes that 50% of classmates bring snacks from home.

5. Playing Sports After School

Situation: A student thinks that the average number of classmates playing
sports after school is 4.

EXPAND - Deepen conceptual understanding through the use of new context.

J. Additional activities for Read & Review page 220-224 of your Textbook.
application or remediation.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation:
B. No. of learners who scored below 80% who needs 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 this work?
____________________________________________________________________________________
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____________

F. What difficulties did I encounter with my principal or superior that can help me solve?
____________________________________________________________________________________
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G. What innovation or localized materials did I use/discover that I wish to share with other teachers?
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Prepared by: Checked by: Observed by: Noted by:

Signatur
e
Ruben S. Rizaldo
Name Jr.
Mrs. Lolita A. Pacot
Position Student Teacher Cooperating Teacher
Date Jan. 28,2026