Daily Lesson Plan (DLP) – Sampling Distribution of Sample Mean

DLP Part / 4As Activity / Focus Formative RPMS / COT

Assessment Tasks Indicator Alignment
Preliminary Greetings, Prayer, Observe learners’ 6. Plan, manage, and
Activities Classroom readiness and implement
Management, participation developmentally
Checking sequenced teaching
Attendance and learning
processes to meet
curriculum
requirements and
varied teaching
contexts (4.1.2)
Activity - Present scenario: - Teacher checks 1. Apply content
(Motivation / sampling groups of correctness of within and across
Exploration) student scores sample selection curriculum teaching
- Learners in small and computations areas (1.1.2)
groups select - Observe group 2. Use a range of
samples, compute participation and teaching strategies
sample means, collaboration to enhance learner
repeat process, - Ask learners to achievement in
record outputs explain how they literacy and
- Display sample computed each numeracy skills
means on board sample mean (1.4.2)
4. Manage
classroom structure
to engage learners
in meaningful
exploration,
discovery, and
hands-on activities
(2.3.2)
5. Use
differentiated,
developmentally
appropriate
learning
experiences to
address learners’
gender, needs,
strengths, interests,
and experiences
(3.1.2)
Analysis (Discussion - Guided discussion - Oral questioning to 2. Use a range of
/ Processing) on sample means: check teaching strategies
differences, understanding of to enhance learner
comparison to differences between achievement in
 population mean, sample means and literacy and
what the collection population mean numeracy skills
represents - Ask learners to (1.4.2)
- Learners share justify their 3. Apply a range of
observations and observations teaching strategies
insights to develop critical
and creative
thinking, as well as
higher-order
thinking skills
(1.5.2)
Abstraction - Teacher introduces - Ask learners to 3. Apply a range of
(Concept formal concepts: summarize key teaching strategies
Formation) sampling concepts in their to develop critical
distribution of the own words and creative
sample mean, mean, - Quick written thinking, as well as
variability, shape, response or chart higher-order
effect of sample size labeling for thinking skills
- Use of diagrams / sampling (1.5.2)
visuals distribution 6. Plan, manage, and
characteristics implement
developmentally
sequenced teaching
and learning
processes (4.1.2)
Application - Learners take new - Observe 1. Apply content
(Practice / samples, compute correctness of within and across
Assessment) means, identify computations and curriculum teaching
sampling identification of areas (1.1.2)
distribution, explain sampling 2. Use a range of
effects of sample distribution teaching strategies
size - Evaluate learners’ to enhance learner
- Individual or pair written achievement in
work explanations or literacy and
- Exit question: “In group presentations numeracy skills
your own words, - Exit slip to check (1.4.2)
what is the sampling understanding of 3. Apply a range of
distribution of the key concepts teaching strategies
sample mean?” to develop critical
and creative
thinking, as well as
higher-order
thinking skills
(1.5.2)
5. Use
differentiated,
developmentally
appropriate
learning
experiences to
address learners’
gender, needs,
strengths, interests,
and experiences
(3.1.2)