School: PINTO NATIONAL HIGH SCHOOL Grade Level: 11
GRADES 1 to 12 STATISTICS AND
DAILY LESSON LOG Teacher: ARCELIE D. ELARDO Learning Area: PROBABILITY
MELC BASED Teaching Dates: March 10-14, 2025 Quarter: FOURTH
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
(Content Standards) The learner demonstrates understanding of key concepts of correlation and regression analyses.
(Performance Standards) The learner is able to perform correlation and regression analyses on real-life problems in different disciplines.
(Learning Competencies) Illustrates the nature of bivariate Constructs a scatter plot. Describes shape (form), trends The learner will be able to
data. (M11/12SP-IVg-2) (M11/12SP-IVg-3) (direction), and variation estimates strength of
(strength) based on a scatter association between the
plot. (M11/12SP-IVg-4) variables based on a scatter plot.
(M11/12SP-IVh-1 )
Lesson Objective
1. Defines bivariate data; 1. Describe the form of a
1. The learner will be able to
2. Compares relationship of scatter diagram.
1. Plot the points in a scatter explain how to plot the given
bivariate data; 2. Describe the direction of a
diagram. data.
3. Plots bivariate data in scatter diagram.
2. Demonstrate self-reliance 2. The learner will be able to
Cartesian plane; and 3. Compare strengths of
and cooperation in construct the scatter plot.
4. Exercise open-mindedness presented scatter plots.
performing one's task. 3. The learner will be able to
in discussing the concept at 4. Help each other in solving
show oneness in doing the
hand with partner. problems at hand
activity given.
(Subject Matter) REVIEW OF LESSON/
Correlation and Regression Correlation and Regression RECORDING OF Correlation and Regression Correlation and Regression
Analyses Analyses OUTPUTS/PREPARATION OF Analyses Analyses
INSTRUCTIONAL MATERIALS
(Learning Resources) - Chalk and board - Chalk and board
- Chalk and board - Chalk and board
-PowerPoint Presentation -PowerPoint Presentation
-PowerPoint Presentation -PowerPoint Presentation
- Handouts with practice - Handouts with practice
- Handouts with practice - Handouts with practice
problems problems
problems problems
- Writing materials (notebooks, - Writing materials (notebooks,
- Writing materials (notebooks, - Writing materials (notebooks,
pens) pens)
pens) pens)
(Procedure)
a. Reviewing Previous Recall about proportion and Present a line graph that shows Review what is a scatter plot and The teacher will let the students
Lesson or Presenting the variation relationship between two how to construct one. recall the plotting of points in
New Lesson variables. Scatter plot are diagrams that are the Cartesian plane.
used to show the degree and
pattern and relationship between
two sets of data. They are
constructed on the xy coordinate
plane. The abscissa of the point is
the value of the independent
variable, and the ordinate is the
value of the dependent value.
b. Establishing purpose for The scatter plot represents the The teacher will ask the
the lesson following corelation: following questions to students:
1. A positive correlation if
the independent variable 1. What does it mean if two
increases as the variables have an association?
dependent variable also Possible answer: Two variables
Allow students realize the use of
increases. have a positive association /
bivariate data analysis to Relationship of two variables
correlation when the values of
compare relationship of two can also be presented through
A negative correlation if the one variable tend to increase as
variables (eg. Grades and study graphs.
independent variable decreases the values of the
habits)
as the dependent variable also other variable increase. A
increases. perfect positive association
means that a relationship
appears to exist between two
variables, and that relationship
is positive 100% of the time
c. Presenting Pair Activity Present the following scatter
example/instances of Ask the following questions: Divide the class into 6 groups. plots to the class. Allow them to
the new lesson (Write students’ statements on Give each group tabulated data describe the form of each graph.
the board.) on bivarate data. Their task is to Choose 2 students to share their
present the data using any type answers to the class. (Students
1. Do you think there is a link of graph (line, bar, etc.) answers may vary.)
between the size of an engine
and the fuel efficiency of a
particular car?
(Expected Response: Engine
size influences fuel
efficiency.)
2. Why is fuel efficiency
important?
(ER: Larger engines use more
fuel.)
(ER: The bigger the engine
size the more fuel is needed.) The teacher will have an
3. Would fuel efficiency interactive discussion on how
influence your choice of car? In pairs, let the students describe we estimate the strength of
(ER: The engine size does not the form of the graph by filling in association between the
have a big influence on the of the table below (dots are
fuel a car uses.) concentrated around a straight variables using scatter plot.
line, dots are not close but are
not too far from the straight line, The sign of the correlation
or dots are widely spread). coefficient indicates the
direction of the association. The
magnitude of the correlation
coefficient indicates the
strength of the association.
For example, a correlation of r =
0.9 suggests a strong, positive
association between two
variables, whereas a correlation
of r = -0.2 suggest a weak,
negative association. A
correlation close to zero
suggests no linear association
between two continuous
variables.
The figure below shows four
hypothetical scenarios in which
one continuous variable is
plotted along the X-axis and the
other along the Y-axis.
-Scenario 1 depicts a strong
positive association (r=0.9),
similar to what we might see for
the correlation between infant
birth weight and birth length.
-Scenario 2 depicts a weaker
association (r=0,2) that we
might expect to see between
age and body mass index (which
tends to increase with age).
-Scenario 3 might depict the lack
of association (r approximately =
0) between the extent of media
exposure in adolescence and
age at which adolescents initiate
sexual activity.
-Scenario 4 might depict the
strong negative association (r= -
0.9) generally observed
between the number of hours of
aerobic exercise per week and
percent body fat.
d. Discussing new concepts Say: Today, our focus is bivariate In pairs, let the students describe
data analysis. the direction of the graph by
filling in the table below (pointing
Ask students their thoughts on upward to the right, pointing
the question below. downward to the right, no
What is the difference direction).
between univariate, bivariate,
and multivariate data?
(ER: Univarite means whe one
measurement is made on each
observation; Bivariate means
where exactly two
measurements are made on
Present the concept of scatter
each observation; Multivariate
plot.
means if more than one
measurement is made on each
observation).
The purpose of bivariate data
analysis is to explain and explore
the concept of relationship
between two variables, whether
there exists an association and
the strength of this association,
or whether there are differences
between two variables and the
significance of these differences.
e. Continuation of the Using the same tabulated data In pairs, let the students describe
discussion of new in the 1st activity, ask students to the strength of the graph by
concepts determine the scatter plot of filling in the table below (perfect
their assigned bivariate data. positive correlation, strong
positive correlation, perfect
negative correlation, strong
negative correlation, moderately
positive correlation, or
moderately negative correlation,
no correlation).
f. Developing Mastery
Distribute the RED cards and Using the table below; The teacher lets the students
GREEN cards. 1. Construct a scatter plot. work in triad and answer the
Students raises their GREEN 2. Determine the direction of given problem below.
cards if they think the pair of the straight line that the
variables are related and RED data points seem to Example - Correlation of
Provide another example that
cards if they think the pair of follow. Gestational Age and Birth
shows that Age (X) and Blood
variables are NOT related to 3. Determine the strength of Weight
Pressure (Y).
each to other. correlation between the A small study is conducted
Age (X) Blood Pressure (Y)
43 128 two variables. involving 17 infants to
Ask a follow-up question on investigate the association
48 120
their reasons. Call random between gestational age at
56 135
students to give his/her answer. birth, measured in weeks, and
61 143
1. Ice cream sales and birth weight, measured in
67 141
temperature (ER: YES) grams.
70 152
2. Color of the car and daily
allowance (ER: NO)
Let students graph the table in
3. The amount of hours your
the Cartesian Plane.
work and the amount of
money you earn (ER: YES)
4. Hair color and grades (ER:
NO) Construct a scatter plot and
5. Record race and cholesterol estimate the association
level (ER: YES) between gestational age and
infant birth weight.
g. Finding practical The teacher allows the students
applications of concepts to give sample situations on the
and skills in daily living activity.
Possible answer: arm span and
height of a person, daily
allowance and weight of a
person, etc. Ask them to
tabulate their data and graph.
h. Making generalizations Ask students their thoughts on Ask students, “Why is it Recall that the strength of
and abstractions about the question below. important to illustrate the correlation between two The teacher summarizes the
the lesson Why is there a need to study the nature of bivariate data?” variables may be determined lesson by presenting the
through the direction and form of different strength of association
the scatter plot. between variables.
The figure below shows four
hypothetical scenarios in which
(ER: To check if the two one continuous variable is
relationship between two
variables are linked or has a plotted along the X-axis and the
variables like the one we had
significant relationship to each other along the Y-axis.
earlier (Fuel Consumption & Car
other.)
Engine)? (varied answers)
i. Evaluating learning
Show to the students data of ice
cream sales and temperature
The teacher will group the class
Temperature (oC) vs Ice
into five to do the activity given.
Cream Sales
Tell whether the following 14.2 2150
Direction: In your group, to do
bivariate data is RELATED or 16.4 3250
following:
NOT RELATED to each other. 11.9 1850
1. Measure your height in
1. Price vs number of shirts sold 15.2 3320
centimeters.
2. Number of tickets sold vs 18.5 4060
2. Measure your wingspan in
total revenue 22.1 5220
centimeters (spread your arms
3. Price of a bag vs number of 19.4 4120
out and measure from the tip of
bags sold 25.1 6140
your longest finger on your right
4. Skin color vs grades 23.4 5440
hand to the tip of your longest
5. Color of make-up vs sleeping 22.6 4450
finger on your left hand.)
hours
3. Construct a scatter plot.
Guide students in
4. Lastly, estimate the strength
plotting the points in a
of association between variables
graph (recall Cartesian
through scatter plot.
Coordinate System)
REFLECTION
Prepared by: Checked by:
ARCELIE D. ELARDO DAVID B. DUPYAWON JR.
Teacher III Head Teacher III
