School Prosperidad National High Grade Grade 11

Daily School Level/Section

Lesson Teacher SHIELA ME C. LIMBAG Learning Area Statistics and
Probability
Plan
Teaching Dates March 19, 2025 Quarter 4th Quarter/ 2nd
Semester

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 problems
Standards in different disciplines.
C. Learning Illustrates the nature of bivariate data. M11/12SP-IVg-2
Competencies/
Objectives At the end of the lesson, the learners will be able to:
1. differentiate bivariate data from univariate data,
Write the LC Code for each 2. determine the variable involved in the given bivariate data, and
3. appreciate the concept of bivariate data in real-life situations
II. CONTENT ILLUSTRATING THE NATURE OF BIVARIATE DATA
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages N/A
2. Learner’s material pages Self-Learning Module in Mathematics
Quarter 4- Module 15
Illustrating the Nature of Bivariate Data
3. Textbook pages N/A
4. Additional Materials for N/A
Learning Resource (LR
portal)
B. Other Learning PowerPoint Presentation, laptop, LCD, whiteboard, markers, and Colored paper
Resources
IV. PROCEDURES Teacher’s Activity Student’s Activity
Preliminary Activities Everybody, let us all stand for the prayer. Presedent: In the name of the Father, and
of the Son, and of the Holy Spirit, Amen.

a. Prayer May I request the presedent to please lead “Our Father, who art in heaven, hallowed
the prayer. be Thy name; Thy kingdom come; Thy
will be done on earth as it is in heaven.
Give us this day our daily bread; and
forgive us our trespasses as we forgive
those who trespass against us; and lead us
not into temptation but deliver us from
evil. Amen”

b. Greetings Good afternoon class! I am Shiela Me C. Good afternoon, Ma’am Shiela!

Limbag your statistic teacher for today Good afternoon classmates! We’re glad to
see you. Mabuhay!

Before you take your seat, arrange first (The students will arrange their seats and
your chairs, pick up pieces of paper under pick up garbage underneath their chairs.)
them, and throw them in the trash can.
We should always make sure that our
classroom is clean.

Good job, you may now take your seats. Done ma’am!

c. Checking of For your attendance, Is any one absent No ma’am!

attendance today?

Thank you class for the perfect

attendance.

Before anything else, let me remind you

of our agreed classroom rules. I want you
to remember the word RULES.
 d. Announcements and
Reminders R stands for – everybody, read.

Respect each other’s opinions, ideas, and

feelings regardless of background.
Classroom Rules:
U stands for – everybody, read. R – Respect Others
U – Use Positive Language
Speak in a friendly way. L – Listen Attentively
E – Encourage Teamwork
L stands for – everybody, read. S – Stay Focused

Pay close attention when others or your

teacher is speaking.

E stands for – everybody, read.

Work together with your team.

And lastly, S stands for – everybody, read.

Keep your attention on the task at hand.

Avoid distractions and stay committed to
completing your work.

These are the classroom rules that we

need to follow and obey.
Did I make myself clear?

Yes ma’am.
A. Reviewing previous Before we proceed with our lesson, let’s
lesson or presenting the have first a review.
new lesson
I’ve prepared a short activity. This
activity will serve as a review of the past
mathematical concepts that you have
learned. This activity is called Guess Me!

Activity 1: Guess Me!

Direction: Identify what is being
described by arranging the letter to form
the correct word.

Definition Word
1. I am a
characteristic or
attribute that may
take more than
one value.

VARLEBAI Answers:
2. I am the entire 1. Variable
group of 2. Population
individuals, 3. Sample
objects, or events 4. Data
that a researcher
5. Statistics
is interested in
studying.

POUPLATINO
3. I am a subset of
the population
selected for the
study.

ELPMAS
 4. I am the
collection of
facts which may
be qualitative or
quantitative in
nature.

DAAT
5. I am a branch of
mathematics that
involves the
collection,
analysis,
interpretation,
and presentation
of data.

STATSISCIT

Very good class, thank you for

participating. In further discussion of our
lesson today, we’re going to encounter
some of these words.
B. Establishing a purpose Now, let’s proceed with our new topic for
for the lesson today. To start our discussion, let’s have
an energizer activity.

The title of our activity is Would You

Rather? Let me read first the instructions.
Listen carefully.

Instructions:
1. Students will be given 5 seconds to
choose between two options.
2. After choosing, students will execute
the action that matches their chosen
option for 10 seconds.

Did I make myself clear? Yes ma’am

Are you ready? Yes ma’am

Okay, let’s start our activity.

1. Would you rather drink hot coffee

or cold coffee?
2. Would you rather be 4 feet tall or (students perform the activity)
10 feet tall?
3. Would you rather be an only child
or with siblings?

Thank you for participating. Let’s give

ourselves a round of applause. (all students clap their hands)

Process Questions:
1. How did you find the activity? (answers may vary)

2. While playing the game, were you

able to choose what you want? Yes ma’am

Value Integration:
Absolutely! As you played the Would
You Rather activity, you were able to
make decisions for yourself. This activity
is a reflection of our values and helps us
stay true to who we are. Do you
understand class? Yes ma’am
 In our activity today, each question in the
Would You Rather activity represents
what we call a variable. Now, we will
dive deeper into that because our lesson
for today is about – everybody read. Illustrating the Nature of Bivariate Data
C. Presenting examples/ Before we begin our discussion, let me
instances of the new present to you the learning objectives.
lesson
kindly read the learning objectives. At the end of the lesson, the learners will
be able to:
1. Differentiate bivariate data from
univariate data
2. Determine the variable involved in the
given bivariate data
3. Appreciate the concept of bivariate
data in real-life situations
Thank you, class.

The activity that we had earlier touched

upon the concept called variables. Now,
what is a variable?

Group 1, kindly read the definition of a

variable.
A variable is an attribute or characteristic
A variable is an attribute or characteristic that may take more than one value which
that may take more than one value which can either be measured or classified.
can either be measured or classified.

Thank you group 1.

It states in the definition that a variable

can be measured. When we say a
measured variable, this means that it can
expressed numerically. This involves
using instruments or tools to measure or
just simply counting to determine the
value of the variable. Based on our
activity, examples are the height and the
number of siblings. How can we measure Measuring tape ma’am
the height?

Thank you, another instrument that can

measure the height is the stadiometer.

How about the number of siblings? How

can we measure or determine the number Counting ma’am
of siblings a person has?

Very good. These are some examples of

measured variables. Do you understand Yes ma’am
class?

On the other hand, when we say a

classified variable, this means that it can
be categorized or grouped based on
certain characteristics. For example,
occupation. Occupations can include
categories such as teacher, doctor,
engineer and accountant. Another
example is eye colors. What are the Brown, black, blue and green ma’am
common classification of eye colors?

Very good. Do you understand class? Yes ma’am

Aside from the given examples, give me

another example of a variable. (answers may vary)
 Good job everyone! From such variables,
information is collected and analyzed.
Now that we already know what a
variable is, we can now determine the
variable for every situation.
D. Discussing new Let’s proceed with univariate data. Kindly
concepts and practicing read the definition Mae.
new skills #1
Data that involves one variable. Data that involves one variable.

Thank you Mae

Example 1:
Department of Health (DOH) recorded the
number of infected COVID-19 cases from
April 14 to May 21, 2020 in the
Philippines.

The variable involved in this example is

the number of infected COVID-19 cases.

Do you understand class? Yes ma’am

Example 2:
World Health Organization (WHO)
summarized the number of COVID-19
recoveries around the world.

What do you think is the variable? number of COVID-19 recoveries

Excellent. Do you have any questions

about univariate data? None ma’am
E. Discussing new Okay, let us proceed to the Bivariate Data
concepts and practicing
new skills #2 Everybody read!

Data that involves two variables. Data that involves two variables.

Thank you class.

Example 1:
A researcher records the number of
infected COVID-19 patients and the
number of days they spent in the hospital
before recovering from the disease.

What are the two variables involved in this Number of infected COVID-19 patients
example? and the number of days spent in the
hospital.

Very good! Is everyone able to follow the

discussion? Yes ma’am

Example 2:
Ana wants to find out the number of ice
creams sold at an ice cream parlor and the
temperature outside.

What are the two variables involved? Number of ice creams sold and
temperature ma’am.

Excellent! Do you have any questions

class? None ma’am
F. Developing Mastery Okay, very good. Since you already
(Leads to Formative understand our lesson, let’s have another
Assessment) activity. This activity is called Univariate
or Bivariate?
 Activity 2: Univariate or Bivariate?
Direction: Raise a single thumbs up if the
situations involve univariate data and
double thumbs up if it involves bivariate
data.
1.
1. Jake, a STEM student, was tasked to
conduct a survey on the number of
hours students spend in playing
online games. 2.
2. Reid, an Accountancy and Business
Management student, wanted to
determine his classmates’ average
daily allowance and their weight in 3.
kilogram.
3. Mea recorded the height of her 8
classmates.
4. A Grade 7 student interviewed 10
teachers about their number of years 4.
in service.
5. Jacent interviewed 5 of her students
on the number of hours they spend in
studying a lesson and their grade in 5.
Mathematics 11.

Good job everyone!. It seems like

everyone is now knowledgeable about our
lesson today.
G. Finding practical This time, let us have a group activity. I
applications of concepts will divide the class into 2 groups. Group
and skills in daily living 1 will be the right side and Group 2 will
be the left side. Form a circle and please
take your seats. Do this in 3 minutes.

Group Activity
Direction: Read the situation and answer
the following questions.

Group 1:
Asta’s goal for the summer vacation is to
lose weight. She recorded the number of
minutes she spends daily in Zumba class
and her weight. She found out that the
longer she does Zumba class, the more
weight she loses.

Answer the following questions.

1. What are the two variables involved?
2. Draw the relationship of the two
variables.

Group 2:
Nika wanted to see how adding amounts
of fertilizer affected the height of her
plant. She recorded the number of
fertilizers added to her plant and their
respective heights. She found out that the
more fertilizer she added to the plant, the
taller it grew.
 Answer the following questions.
1. What are the two variables involved?
2. Draw the relationship of the two
variables.

After answering, paste your answer on the

board and select a representative to read
and explain your output.

Here’s the rubric to evaluate your output.

(students start answering their assigned

task)

(after 3 minutes) Group 1 representative will read and

explain their output.

Group 2 representative will read and

explain their output.
Wow very good, each one of you did your
part. Let us give everyone a round of
applause.
H. Making Generalization A while ago, we discussed the nature of
about the lesson bivariate data. We were able to
differentiate univariate data from bivariate
data.

As a recap, what is univariate data? Univariate data consist of only one

variable

How about bivariate data? Bivariate data consists of two variables.

How does the concept of bivariate data

help you in your daily life? (answers may vary)

Good job everyone!

I. Evaluate Learning Now, let’s have our quiz. I will only give
you 5 minutes to answer this quiz.

Direction: Encircle the letter of the

correct answer.

1. A health enthusiast finds out that the

volume of water intake of an
individual has an inverse effect on
the accumulation of fats in his body.
Does the situation presented involve
bivariate data?
a. No, because there are four
variables involved.
b. Yes, because there are two
variables involved.
c. No, because there are three
variables involved.
d. No, because there is only one
variable involved.
 2. “A student asked his 30 classmates
about their Body Mass Index (BMI)
and the number of glasses of water
they drink daily. He found out that
those students who consume 8-12
glasses of water daily have normal
BMI.” What type of data is
presented in the situation above?
a. bivariate
b. trivariate
c. multivariate
d. univariate

3. From an experiment conducted by a

group of researchers, they found out
that those students who perform well
in English may not perform well in
Mathematics based on the results of
their test scores. What are the
variables involved in the study?
a. tests in Mathematics and
English
b. scores in Mathematics and
English tests
c. scores in the test and the test
questions
d. test questions in Mathematics
and English

4. A nutritionist advised his patient that

a few hours of sleep makes a person
heavier according to studies. What
are the variables presented?
a. hours of sleep
b. weight and calorie intake
c. hours of sleep and weight
d. protein consumption and
visceral fat gain

5. “A teacher computed that the mean

percentage of score of his advisory
class in their Achievement Test in
Mathematics is 81.70.” What type of
data is illustrated in the situation?
a. bivariate
b. trivariate
c. multivariate
d. univariate

Let us check.
Answers:
1. B
2. A
3. B
4. C
5. D

Please pass your papers in front, on a

count of 5. 5, 4, 3, 2, 1.
(all students will pass their papers)
J. Additional activities for For your assignment, research about
application or constructing a scatter plot using the
remediation bivariate data.

Do you have any clarifications? None ma’am

Okay, that’s all for today

 May I request Erica to lead the prayer Erica: In the name of the Father, and of
before we dismiss. the Son, and of the Holy Spirit, Amen.

Glory be to the Father, and to the Son, and

to the Holy Spirit

“As it was in the beginning is now, and

ever shall be, world without end. Amen”

Goodbye and thank you class. Goodbye and thank you Ma’am Torotoro!
See you next meeting.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 70% 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 this
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?

Prepared by:

SHIELA ME C. LIMBAG
SHS Teacher 1 Applicant