Cagasat National High School –
School
Teacher
GRADE 12
DAILY LESSON Teaching Date and Time
LOG
I. OBJECTIVES
1. Content Standard
2. Performance Standard
3. Learning Competencies
4. Objective/s of the day
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
Grade Level 11
Main
Statistics &
Learning Area
JAYLORD R. MENOR Probability
February 11, 2019, 7:30-8:30 Quarter 2nd Sem/Second
The learner demonstrates understanding of key concepts of estimation of population mean and
population proportion.
The learner is able to estimate the population mean and population proportion to make sound
inferences in real-life problems in different disciplines.
The learner …
1. identify the appropriate form of the confidence interval estimator for the population
proportion based on the Central Limit Theorem. (M11/12SP-IIIi-3)
2. computes for the confidence interval estimate of the population proportion.
(M11/12SP-IIIi-4)
At the end of the lesson the student should be able to:
a. estimates the confidence interval for the population proportion
b. constructs the confidence interval estimate for p.
Estimation of Parameters
Curriculum Guide for Senior High School
Statistics and Probability Book (SIBS) (Chapter 4, pages 14-22)
www.quipperschool.com
Recall how to get the point estimate of the population proportion.
The class will be divided into five groups. Each group will be given an envelope with a table
inside it. (Inform the class the proper behavior during the activity). The group who will fill the
table with a complete answer will be recognize and will be given a prize (as a form of
motivation) and will be praised. The class will arrange their chairs after the activity.
Distribute calculator to the students and let them be informed on the proper use of it for it is a
school property.
Level of Confidence 𝛼 𝑧𝛼
2
2
90% 5%
95% 2.5%
99% 0.5%
Ask students’ prior knowledge regarding the term “critical value”. Tell the students that the
values in the third column are the critical values of 90%, 95% and 99% confidence level
respectively.
Present a problem.
A research team conducted a survey to 1050 adults and asked if they use public transportation
going to work. Out of 1050 respondents ,777 said yes. Construct a 95% confidence interval
estimate.
Discuss steps or procedures in constructing confidence interval. (involving the given problem)
Step 1. List the known facts of the problem.
Step 2. Find the value of 𝑝̂ 𝑎𝑛𝑑 𝑞̂.
Step 3. Verify if the sampling distribution of the sample proportion is suitable for the
approximation of normal distribution.
Step 4. Find the critical value that corresponds to the given confidence interval.
Step 5. Find the margin of error
Step 6. Construct the confidence interval estimate for p.
Step 7. Interpret the result
 Try it!
A survey was conducted to 1000 students to determine their plans after Senior High School. Out
of 1000, 740 expressed that they intend to pursue studies in a college or university. Construct a
99% confidence interval estimate.
F. Developing mastery (leads to
Formative Assessment 3)
Ask the students how did they come up with their answer. Let one student to explain his/her
work. (HOTS)

Reference: www.quipperschool.com
How can we relate our lesson in real life?
G. Finding practical application of
In constructing the confidence interval estimate, one of the process or step is to compute for the
concepts and skills in daily
margin of error which is the allowable value in committing an error. Thus, in life, there is no
living
such thing as perfection, for we are only human who can commit mistakes or errors. (ESP
Integration)
How do we estimate the confidence interval for the population proportion?
H. Making generalizations and
abstractions about the lesson
What are the steps in constructing the confidence interval estimate for p.

Independent Practice
I. Evaluating learning
J. Additional activities for
How does sample size affect the width of the confidence interval?
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80%
in the 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
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?
Prepared by: Checked by: Noted by:

JAYLORD R. MENOR JUDITH E. DELOS SANTOS SALLY J. FLORENTIN, PhD

Subject Teacher Curriculum Chairman Principal IV

Observed by:

JUDITH E. DELOS SANTOS SALLY J. FLORENTIN, PhD

Curriculum Chairman Principal IV