Department of Education

Region VI – Western Visayas

Schools Division of Guimaras
Curriculum Implementation Division
LEARNING RESOURCES MANAGEMENT
AND DEVELOPMENT SYSTEM (LRMDS)
San Miguel, Jordan, Guimaras

Copyright 2019

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CONTEXTUALIZED TEACHER RESOURCE IN MATHEMATICS 11

STATISTICS AND PROBABILITY – Estimation of Parameters

Written by: Rodel M. Bullo & Carla May F. Bullo

Edited by: Rosemarie D. Aclan, LPT
Cover Designed by: Felizardo S. Valdez III

Quality Assured by:

FELIZARDO S. VALDEZ III MARVE E. GELERA ARTHUR J. COTIMO, Ed.D.

Project Development Officer II Librarian II Education Program Supervisor
Learning Resource Management

Approved for the use of the Schools Division:

ELLEDA E. DE LA CRUZ
Chief – Curriculum Implementation Division

NOVELYN M. VILCHEZ, Ph.D. MA. LUZ M. DE LOS REYES, Ph.D., CESO V

Assistant Schools Division Superintendent Schools Division Superintendent
 CONTEXTUALIZED
TEACHER RESOURCE IN
MATHEMATICS 11
STATISTICS AND PROBABILITY
Estimation of Parameters

Written by: Rodel M. Bullo & Carla May F. Bullo

Edited by: Rosemarie D. Aclan, LPT
 Republic of the Philippines
Department of Education (DepEd)
Region VI- Western Visayas
SCHOOLS DIVISION OF GUIMARAS
San Miguel, Jordan, Guimaras
TELEFAX: (033) 237- 1032; 237- 1455
Email Add: deped_guimaras09@yahoo.com

CONTEXTUALIZED TEACHER RESOURCE IN MATHEMATICS 11

STATISTICS AND PROBABILITY – Estimation of Parameters

I. Learning Competencies Objectives

The learners compute for the point estimate of the population mean
(M11/ 12SP-IIIf-5)
Contextualized Learning Competency
The learners compute for the point estimate of the population mean
using food and products on Guimaras Island
Lesson Objective
At the end of the session, the learners should be able to compute
for the point estimate of the population mean using food and
products on Guimaras Island
Content Standards
The learners demonstrate understanding of key concepts of
estimation of population mean and population proportion.
Performance Standards
The learners are able to estimate the population mean and
population to make sound inferences in real- life problems in
different disciplines.

II. CONTENT
Estimation of Parameters

III. LEARNING RESOURCES

A. References
1. Teaching Guide pages
None
2. Learner’s Materials pages
None
3. Textbook
Belecina, Rene R., Baccay, Elisa S., & Mateo, Efren B., 2016, Rex
Book Store, Inc., 856 Nicanor Reyes Sr., St., Sampaloc, Manila

B. Materials
Worksheet 1 (It’s My Allowance), Worksheet 2 (Mango Pa More!),
calculator
C. Learning Strategies
Discussion, group work, individual work, inquiry- based, problem-
solving
 D. Value Integration
Honesty, patience, accuracy, cooperation, perseverance

IV. PROCEDURES
A. Review previous lesson or present the new lesson
to check the learner’s readiness for the lesson, ask them to answer
Worksheet 1 - It’s My Allowance!.

The given worksheet will be answered individually. Afterwards, let the

learners form groups to discuss and answer the stated question.

TASK: Gather data about the daily allowance of your classmates during
school days.
Tally the corresponding amount under the Tally column and
write the corresponding number under the Frequency column.
Note: Insert other amount of allowances, if necessary.

MY ALLOWANCE
TALLY Frequency Allowance • Frequency
(Php)
₱1.00
₱2.00
₱3.00
₱4.00
₱5.00
₱6.00
₱7.00
₱8.00
₱9.00
₱10.00
₱11.00
₱12.00
₱13.00
₱14.00
₱15.00
₱16.00
₱17.00
₱18.00
₱19.00
₱20.00
₱25.00
₱30.00
₱35.00
₱40.00
₱45.00
₱50.00
₱55.00
₱60.00
₱65.00
 ₱70.00
₱75.00
₱80.00
₱85.00
₱90.00
₱95.00
₱100.00
₱110.00
₱120.00
₱130.00
₱140.00
₱150.00
₱160.00
₱170.00
₱180.00
₱190.00
₱200.00
₱250.00
₱300.00
₱350.00
₱400.00
₱450.00
₱500.00
₱600.00
₱700.00
₱800.00
₱900.00
₱1000.00
Total
Average
QUESTIONS:
1. Write an equation to determine the Average.
2. What is the average allowance of your class?

B. Establishing a purpose for the lesson

Ask the learners about the local food products on Guimaras Island.
Let the learners answer the given question;
a) Why is it important to take pride of our local food products
in our province?
b) How do the local products affect the economy of our
province?

Present situations where Mathematics is applied in food products

of Guimaras Island.
C. Presenting examples / instances of the new lesson
Situation:
Mr. Ganancial’s company sold packed cashew nuts. He claimed that a
pack contains 100g of such cashew nuts. A group of consumers wanted
to know if his claim was really true. They took five random samples of 10
such packs and obtained the capacity of each pack in grams. The results
were given below:

Sample 1 102 97 97 99 96 97 97 99 100 100

Sample 2 100 100 95 94 98 98 100 99 98 97

Sample 3 98 97 102 96 97 98 98 97 97 95

Sample 4 101 95 100 97 97 101 100 95 97 98

Sample 5 98 99 102 101 99 98 99 100 100 99

Find the point estimate of the population mean.

Assume that the quantities of all packed cashew nuts were carefully
obtained and that the only kind of error present is the sampling error.

D. Discuss the new concepts and practice new skills #1

Task: Group work. Let the learners use a calculator to compute the
mean of each row and sum of means then enter the answers in the
given table.

Sample Row Sum of Scores Mean

1
2
3
4
5

Overall Mean

Overall mean can be obtained when you divide the sum by the number
of means. It is also the point estimate of the population mean.
What is this number? Discuss the procedure in class.

E. Discuss the new concepts and practice new skills #2

Instruct the learners to answer Worksheet 2 - Mango Pa More!.

Situation:
During Manggahan Festival in Guimaras, one of the most awaited
activities is the Mango Eat All You Can.
XY, a researcher, conducted a survey among 50 randomly selected
tourists who ate mangoes on the given venue. Below is the number of
pieces of mango eaten of every individual in an hour.

Sample 1 5 7 7 10 15 9 7 8 10 8
Sample 2 6 5 12 11 9 8 8 9 7 6

Sample 3 8 7 2 6 7 8 8 7 7 5

Sample 4 4 5 9 7 9 10 10 8 7 9

Sample 5 6 5 8 7 6 4 10 9 8 7

Find the point estimate of the population mean.

Note: Use your calculator.
A. Compute the mean of each column and sum of means then enter the
answers in the given table.

Sample Column Sum of Scores Mean

1
2
3
4
5
6
7
8
9
10
Overall Mean

The point estimate of the population mean is ____.

B. Compute the mean of each column and sum of means then enter the
answers in the given table.

Sample Row Sum of Scores Mean

1
2
3
4
5
Overall Mean
The point estimate of the population mean is ____.

 Write your observation on the results of Table A and B.

F. Developing Mastery (Leads to Formative Assessment 3)

Based on the activity, let the learners answer the following questions:

a) How did you find the activity?

b) What mathematical concepts were applied to compute the point
estimate of the population?
c) How did you compute the mean? Overall mean?
d) What have you learned on the given activity?

G. Finding practical applications of concepts and skills in daily living

Ask the students to cite a real- life situation where point estimate of the
population mean is applied in other discipline?

H. Making generalizations and abstractions about the lesson

How do you compute the point estimate of the population mean?

I. Evaluation of learning

Direction: Instruct the learners to get ½ crosswise paper. Let them

compute the point estimate of the situation below using the sample row.
And round off the answers to two decimal places.

Scoring Guide: One (1) point for every correct answer inside each
cell/box and five (5) points for the Point Estimate.

Margareth, owner of the mango shake stall, observed at the average

time (in minutes) it takes a random sample of customers to be served.
From 30 customers, the following data was obtained. Compute the point
estimate of the population mean.
Sample 1 3 2 5 8 7 5
Sample 2 6 4 3 6 6 4
Sample 3 3 3 4 1 3 2
Sample 4 2 2 1 4 3 3
Sample 5 2 4 2 3 2 5

Sample row Sum of scores Mean

1
2
3
4
5
Point Estimate
 J. Additional activities for application or remediation
Conduct a survey on 20 randomly selected individuals, either your
classmates or friends, on the number of mangoes they could consume in
a day. Compute the point estimate.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in evaluation

B. No. of learners who require additional activities for remediation who

scored below 80%
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 these 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?

Comment/Feedback/Suggestion to improve the lesson

Supervisor’s Signature/Date

Prepared by:

RODEL M. BULLO CARLA MAY F. BULLO

Master Teacher I Teacher III
Salvacion National High School Cabalagnan National High School