SCHOOL GRADE LEVEL

GRADES 1 TO 12 TEACHER LEARNING AREA Statistics and Probability

DAILY LESSON LOG
TEACHING DATES AND TIME QUARTER Third Quarter

SESSION 1 SESSION 2 SESSION 3 SESSION 4

[Link] 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 us to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
[Link] Standards The learner demonstrates understanding of key concepts of estimation of population mean and population proportion.

[Link] Standards The learner is able to estimate the population mean and population proportion to make sound inferences in reallife problems in different disciplines.

[Link] illustrates the t-distribution illustrates the t-distribution identifies percentiles using the t-table identifies percentiles using the t-
Competencies/Objectives (M11/12SP-IIIg-2) table
Write the LC Code for each (M11/12SP-IIIg-2) (M11/12SP-IIIg-5)
(M11/12SP-IIIg-5)

[Link] 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 or two.
T-Distribution T-Distribution Solving Percentiles Using T-Table Solving Percentiles Using T-Table

[Link] RESOURCES List the materials to be used on 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.
[Link]
[Link]’s Guides/Pages pp. 67-68 pp. 67-68 pp. 69-71 pp. 69-71

[Link]’s Materials Pages pp. 67-69 pp. 67-69 pp. 69-72 pp. 69-72

[Link] Pages Elementary Statistics Picturing the Elementary Statistics Picturing the Elementary Statistics Picturing the Elementary Statistics Picturing
World by Larson and farber World by Larson and farber World by Larson and farber the World by Larson and farber
pp. 67-69
pp. 67-69 pp. 69-72 pp. 69-72

[Link] Materials from

Learning Resources (LR) portal
[Link] Learning Resources [Link] [Link] [Link] [Link]
statistics-knowledge-portal/t-test/t- statistics/t-distribution/ academics-the-arts/math/statistics/ ~jblang/[Link]/
[Link] how-to-find-percentiles-for-a-t-
 distribution-169844/ [Link]

[Link] 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 processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge, indicate the time
allotment for each step.
[Link] previous lesson or Ask the learners to define sample Ask the learners about the previous Ask the learners about the table of t- Ask the learners about the
presenting the new lesson and population mean. lesson. distribution. previous lesson.

[Link] a purpose for the Ask the students to draw a situation Ask the students to draw a graph of Ask the students to use the table of t- Ask the students to create data
lesson where sample mean and population the statistical graph. distribution. and find its value in the table of t-
mean will be used. distribution.

[Link] examples/instances Provide the definition of t- Provide the graph of t-distribution. Provide techniques in using the table Provide a value in the table of t-
of the new lesson distribution. of t-distribution. distribution and make the graph
of it.

[Link] new concepts and Discuss the application of the t- Discuss the graph of the t- Discuss the steps in using the table of Discuss the steps in creating a
practicing new skills #1 distribution. distribution. t-distribution in finding the percentiles graph after using the table of t-
of the data. distribution to find the
percentiles of data.

[Link] new concepts and

practicing new skills #2
[Link] mastery The learners will process the The learners will process the graph The learners will identify the steps in The learners will identify the
(Leads to formative assessment) concept of t-distribution. of t-distribution. using the table of t-distribution in steps and create a graph after
finding the percentiles of the data. using the table of t-distribution to
find the percentiles of data.

[Link] practical/applications of Ask the learners to identify the Ask the learners to identify the Ask the learners to provide techniques Ask the learners to create a graph
concepts and skills in daily living application of t-distribution. graph of application t-distribution. in using the table of t-distribution in after using the table of t-
finding the percentiles of the data. distribution to find the
percentiles of data.

H. Making generalizations and The learners will give examples of t- The learners will be able to identify The learners will solve percentiles of The learners will show a
abstractions about the lesson distribution. the graph of t-distribution. data using the table of t-distribution. technique in creating a graph
after using the table of t-
distribution to find the
 percentiles of data.

[Link] Learning The learners will answer a

problem set provided by the
instructor in relation to the
lesson.
[Link] activities for
application or remediation
[Link]
[Link] 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 relevant questions.
[Link]. of learners who earned 80%
of the formative assessment
[Link]. of learners who require
additional activities to
remediation
[Link] the remedial lessons work?
No. of learners who have caught
up with the lesson
[Link]. of learners who continue to
require remediation
[Link] of my teaching strategies
worked well? Why did these
work?
[Link] difficulties did I encounter
which my principal or supervisor
can help me solve?
[Link] innovation or localized
material did I use/discover which
I wish to share with other
teachers?