GRADES 1 School CAIBIRAN NATIONAL HIGH Grade Level 11

to 12 SCHOOL
DAILY
Teacher MARLON CARLO T. LLAMERA Learning Area Statistics and Probability
LESSON LOG
Teaching Dates and Week 4 Quarter 3rd
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and
if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key understanding of key understanding of key
concepts of sampling and concepts of estimation of concepts of estimation of concepts of estimation of
sampling distributions of the population mean and population mean and population mean and
sample mean. population proportion. population proportion. population proportion.
B. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards estimate the population estimate the population estimate the population estimate the population
mean and population mean and population mean and population mean and population
proportion to make sound proportion to make sound proportion to make sound proportion to make sound
inferences in real-life inferences in real-life inferences in real-life inferences in real-life
problems in different problems in different problems in different problems in different
disciplines. disciplines. disciplines. disciplines.
C. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week
Competencies / or two.

Objectives The learner illustrates The learner distinguishes The learner identifies The learner finds the mean
random sampling. between parameter and sampling distribution of and variance of the sampling
(M11/12SP-IIId-2) statistics. (M 11 / 12 SP – IIId statistics (sample mean) (M distribution of the sample
a. Illustrate random sampling – 3) 11 / 12 SP – IIId – 4) mean.
b. Participate actively in a. Determine the difference a. Define sampling (M 11 / 12 SP – IIId – 5)
group dynamics between parameter and distribution. 1. Find the mean and the
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 c. Instill diligence in one’s statistics. b. Identify and construct the variance of the sampling
task. b. Give examples of a sampling distribution. distribution of the sample
parameter and statistics. c. Understand the process of means.
c. Cooperate actively in the constructing the sampling 2. Utilize the formula for
discussion. distribution. variance and standard
deviation in solving
problems
3. Develop patience in
dealing with the given task
II. CONTENT Illustrations of Random Parameter and Statistics Identifying And Constructing Finding the Mean and the
Sampling The Sampling Distributions Variance of the Sampling
Distribution of the Sample
Means
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References

1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages E-math by: Oronce and MSA Statistics and Conceptual Math and Conceptual Math and
Mendoza pp 388-390 Probability pp.1-2 Beyond Statistic and Beyond Statistic and
Probability Probability
pp. 86 – 92 pp. 94- 95

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Website: [Link] website: [Link] Website: http://
Resources Slide share(Sunil Kumar [Link]
MAHARSHI DAYANAND
UNIVERSITY, ROHTAK
Haryana- 124001 INDIA)
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IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing
students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Daily Routine Daily Routine Daily Routine Daily Routine
lesson or presenting Motivation: The Grade 11 Review about sample and Activity 1 - Rolling of dice Match me!
the new lesson students will analyze the population using meta The class is divided into Using draw lots, selected
given word problem and cards. small groups. Each group will girls will be called to receive
identify the following Given the following identify be given two pieces of dice. a piece of paper that
situations whether it is a which is the sample and the They will be doing the contains a value. Also,
population, census or population. Post your yellow experiment on “rolling of selected boys will be called
sample. ( 5 minutes) meta cards if it’s a sample dice” and write down the to choose from a box with
1. As of 2015, there are and pink if it’s a population. results on a manila paper. questions. After reading the
3.678 million Caviteños. 1. All school-age children question, the boy will select
2. 18 out of the 30 students with asthma the right answer from the
in a class got 75% and 2. A list of school-age girls who are standing in
above as their grade in children with asthma treated front of them. If the answer
Mathematics during the in pediatric asthma clinics in matches with the correct
first quarter, and the rest UMC. one, then both will be given
got 74% and below. 3. The total number of additional points.
3. Out of the 70 Senior High students in G11 MakaDiyos.
School STEM students 4. The total number of boys
who finished General in G11 Makatao.
Mathematics for the first
semester, 20 of them
wanted to transfer to
General Academic
Strand.
B. Establishing a Big Question: Guess What! Big Question: Firm Up
purpose for the What is the difference Directions: Using the given How do you identify and Determine the number of
lesson between population, census as above, which of the construct the sampling different samples of the
and sample based from the following statements is the distribution of the sample given samples of the given
given situations? means? size n that can be drawn
parameter and statistics?
from the given population of
Write the answer on the size N
space provided for.

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 ____1. All school-age N n Number of
children with asthma Possible Samples
____2. A list of school-age 7 3
children with asthma treated 15 5
in pediatric asthma clinics in 50 4
UMC. 10 3
____3. The total number of 25 4
students in G11 MakaDiyos.
____4. The total number of
boys in G11 Makatao.
C. Presenting Picture Analysis- Further Discussion Illustrative Example: Activity No. 1
examples/ instances The kind of samples A population consists of five Directions: From the
of the new lesson Illustrative examples: values (Php2, Php3, Php4, probability distribution below,
1. 70% of the entire Php5, Php6 ). A sample of draw a histogram illustrating
population in the Philippines size 2 is to be taken from this the distribution of the sample
is female. population. means from the randomly
2. Based on the sample from How many samples are selected samples.
the Philippines population it possible? List them and X 1 2 3 4 5 6
was determined that 60% compute the mean of each P( 1 1 1 1/ 1 1
consider themselves sample. X) / / / 6 / /
Ms. Cruz plans to choose
overweight. 6 6 6 6 6
four students from math club
to be in a publicity photo. - For Group 1 and 4,
She considers different list all possible
ways of selecting four combinations of 2
students. without repetition
(e.g. 1-2, 1-3, 1-4,
Can you identify what kind of etc.).
sample is described? - For Group 2 and 5,
Are there other kind of list all possible
sample can you think of? combinations of 3
without repetition
(e.g. 1-2-3, 1-2-4, 1-
2-5, etc.).
- For Group 3 and 6,
list all possible

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 combinations of 4
without repetition
(e.g. 1-2-3-4, 1-2-3-5,
1-2-3-6, etc.)
Record/List down the
combinations. Compute for
the mean of EACH of the
combinations. Plot each
mean (sample means) in the
histogram skeleton (x-y
axes) provided by the
teacher. Compute for the
mean of the sample means
and the standard deviation
(standard error). You are
allowed to use calculator.

D. Discussing new Draw a star if the Lights Camera Action! The following table gives the Activity 2
concepts and following situation used Each group will act the given monthly salaries (in Solve the problem:
practicing random sampling and a heart situation assigned to them. thousands of pesos) of six The following table gives the
if not. Create a scenario that will officers in a government monthly salaries (in
new skills #1
office. Suppose that random thousands of pesos) of six
1. The game show differentiate parameter and
samples of size 4 are taken officers in a government
organizer writes the statistics. (Rubrics for group from this population of six office. Suppose that random
name of each activity will be discussed) officers. samples of size 4 are taken
contestant on a Example: from this population of six
separate card,
Group A and B officers.
shuffled the cards
and draw 5 names. The government is serious
on its campaign for a drug- OFFICER SALARY OFFICER SALARY
2. Smart selects every
100th cell phone from free Philippines. A random A 8 A 8
the assembly line and drug test is conducted in B 12 B 12
conduct a thorough C 16 C 16
schools.
test of quality. D 20 D 20
Group C and D
3. A hospital researcher E 24 E 24
A teacher asks her class who F 28
interviews all diabetic F 28
likes vanilla ice cream. 90%
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 patients in each of raise their hands. You find Answer this! Compute for the following:
10n randomly out that 90% of that class 1. How many samples a. Compute the mean of
selected hospitals. likes vanilla ice cream. are possible? the population µ
4. When he made an 2. List all and construct b. Compute the mean of
important the sampling the sampling
announcement, his distribution of the distribution of the
conclusion was sample means. sample means µx.
based on 10,000 Compute the variance and
responses, from the standard deviation of the
100,000 population
questionnaires
distributed to
students.
5. A psychologist
selects 12 boys and
12 girls from each of
4 Mathematics
classes.

E. Discussing new Given the problem, answer 1. How do you find the Processing Questions: Processing Questions:
concepts and the given questions: activity? 1. Based from the How do you compare the
practicing new skills 2. Based from the examples, activity, how do you values of µ and µx?
Kuya J wants to know how who can differentiate define sampling What is your conclusion
#2
customers feel about their parameter and statistics? distribution? based from your about µ and
service. In a random sample, 3. Who can give her/his own 2. How do you compute µx?
49 out of 70 customers gave example of parameter and for the number of
the following comments. statistics? possible samples?
They said that the restaurant 3. How do you construct
has a pleasant ambiance, the sampling
crews are courteous and distribution?
varieties of foods are
available.
If the next week they serve
630 customers, about how
many of them will enjoy the
service?
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 What percent of the
customers probably will not
return or recommend Kuya J
restaurant? (15 minutes)

F. Developing mastery Self- check: Tell whether the statement is The following are heights of Self- check
(Leads to Formative [Link] new principal wants to parameter or statistics. Write five students in centimeters. A population consists of five
Assessment 3) know how many of the 1,288 your answer on the blank. Suppose sample size of 3 is values (Php 2, Php 3, Php4,
students are happy in his 1. Suppose we study the taken from this population of Php 5, Php 6 ). A sample of
school. In a questionnaire population of dogs in five students. size 2 is to be taken from this
sent to parents, 75 out of Dasmariñas City. A student Height (in cm) population. Compute the
300 said their children are ________of this population Bert 120 variance and standard
happy in the school. would be the mean height of Tony 130 deviation of the population.
Based on the sample results, all dogs in the city. A Danny 110
how many students in the _______would be the mean Henry 125
entire school are happy? height of 50 of these dogs. Peter 115
2. There are 9,000 adults 2. We will consider a study of
living in the town of Rosario, high school seniors in the a. How many
Cavite. In a random sample, school. A _______ is the samples are
78 out of 300 adults said standard deviation of the possible?
they sleep at least 7 hours grade point averages of a b. List them and
every day. sample of 1000 high school construct the
Based on these results, seniors. sampling
approximately how many A _______ of this population distribution of the
adults in the town of Rosario is the standard deviation of sample means
sleep more than 7 hours a grade point averages of all
day? high school seniors.

G. Finding practical Inferring: Discuss the Give an example of Practice Exercise: Using the self-check
applications of importance of getting random parameter and statistics in Random sample of size n = 2 question, the students will be
concepts and skills sampling. daily life situation. are drawn from a finite asked to:
Getting information from population consisting of the Compare the standard
in daily living
large populations For example, you want to numbers 5, 6, 7, 8 and 9. deviation, which is the
 Lower cost know the mean income of a. How many possible highest? Which is the
 More the family in Alfonso, Cavite. samples are there? lowest? How many samples

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 accuracy of You draw a random sample b. List all the possible were taken for distribution?
results of 50 families and determine samples and Describe the standard
 High speed of that their mean income is construct the deviation of each group with
data collection Php 10000. sampling distribution respect to how close or how
Less field time (etc.) Make a conclusion based of the sample means. far the values are from each
from the given information. other

*You conclude that the

populations mean income of
the family in Alfonso Cavite
is likely to be close to Php
10000.

H. Making Guide Questions: What do you mean by The number of possible Guide Questions:
generalizations and 1. What are the types of statistics and parameter? samples of size n that can be
abstractions about sample? drawn from a population of Compute the variance and
2. Give the advantages size N is C (N , n) where, standard deviation of the
the lesson
and disadvantages of sampling distribution of the
random sampling? n! sample means. using the
C (N,n) = self-check problem
( N −n)!
where N ≥ n

Sampling distribution of the

sample means is the
frequency distribution of the
sample means taken from a
population.
I. Evaluating learning GROUP ACTIVITY: The Determine the parameters Self-check Deepen your Understanding
class will be divided into 3 and statistics. Random samples of size 3 Random samples of size n=2
groups are taken from a population are drawn from a population
- The Role Playing of the numbers 3, 4, 5, 6, 7, consisting of the numbers
8 and 9 5,6,7,8 and 9.
group a. How many samples a. Find the mean of the
- The Broadcasting are possible? population.
group List them and construct b. Find the standard

47
 - The Commercial the sampling distribution deviation of the
group of the sample means sampling distribution
Each group will think of a of the sample means.
situation or problem involving
random sampling, present it
in the class in the manner of
role playing, broadcasting
and commercial. Rubrics will
be presented before the
actual performance.( 10
minutes)

J. Additional activities Ponder on this: Reflection Assignment: Reflection”

for application or “Luck really has nothing to Write your reflection in your 1. What are steps in finding Using the KWLH Chart for
remediation do with human existence, journal notebook by the mean and variance of the your insights.
since God is not a random completing the sentence. sampling distribution of the
God”. Monica Johnson 1. Today, I learned that sample means?.
_______________________ 2. Define:
Assignment: _______________________ a. variance
1. Define: sampling ________________ b. standard deviation
distribution of sampling _______________________
means. _______________________
2. Construct a frequency ________________
distribution with suitable 2.I know that I can do better
class interval size of marks if
obtained by 50 students of a _______________________
class is given below. _______________________
23,50,38,42,63,75,12,33,26, ________________
39,35,47,43,52,56,59,
64,77,15,21,51,54,72,68,36,
65,52,60,27,34,47,48,
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 55,58,59,62,51,48,50,41,57,
65,54,43,56,44,30,46,
67,53
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you
so when you meet them, you can ask them relevant questions.
A. [Link] learners who
earned 80% on the
formative assessment
B. [Link] learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work? [Link]
learners who have
caught up with the
lesson.
D. [Link] learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

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 G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by: Prepared by: Prepared by: Prepared by:

MARLON CARLO T. LLAMERA MARLON CARLO T. LLAMERA MARLON CARLO T. LLAMERA MARLON CARLO T. LLAMERA
Teacher III Teacher III Teacher III Teacher III
Remarks of the Assistant School
Head

ANITA A. QUIAL ANITA A. QUIAL ANITA A. QUIAL ANITA A. QUIAL

SHS Assistant School Head SHS Assistant School Head SHS Assistant School Head SHS Assistant School Head

Remarks of the Principal

BIANITO D. AGANG BIANITO D. AGANG BIANITO D. AGANG BIANITO D. AGANG

Secondary School Principal III Secondary School Principal III Secondary School Principal III Secondary School Principal III

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