Quarter 1

School: Grade Level: XI
GRADES 1 to 12
Teacher: Learning Area: Statistics and Probability
DAILY LESSON LOG
Teaching Dates
and Time: (Week 1) Quarter: 3rd Quarter
DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of random variables and probability distributions.
Standards:
B. Performance The learner is able to apply an appropriate random variable for a given real -life problem (such as in
Standards: decision making and games of chance).
C. Learning M11/12SP – IIIa – 1 M11/12SP – IIIa – 3 M11/12SP – IIIa – 4 M11/12SP – IIIa – 5
Competencies/O M11/12SP – IIIa - 2 The learner finds the The learner illustrates a The learner constructs the
bjectives: The learner… possible values of a probability distribution for probability mass function
random variable. a discrete random variable of a discrete random
Write the LC Code * illustrates a random and its properties. variable and its properties.
for each variable (discrete and
continuous).
* distinguishes between a
discrete and continuous
random variable.
II. Content Random Variables and Probability Distributions
LEARNING RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Materials
Pages
3. Textbook Statistics and Probability, Statistics and Probability, Statistics and Probability, Statistics and Probability,
Pages Rene R. Belecina,et.al., Rene R. Belecina,et.al., Rene R. Belecina,et.al., Rene R. Belecina,et.al.,
pages 2-8 Pages 10-12 Pages 11- 15 Pages 11- 15
4. Additional Power point presentation Power point presentation Power point presentation Power point presentation
Materials from IMs IMs IMs IMs
Learning Visual aids Visual aids Visual aids Visual aids
Resource (LR)
portal
B. Other Learning Laptop, TV, chalk board, Laptop, TV, chalk board, Laptop, TV, chalk board, Laptop, TV, chalk board,
Resources posters/manila papers, posters/manila papers, posters/manila papers, posters/manila papers,
III. PROCEDURES
A. Reviewing Recall the definition of the What is random variable? You have learned how to Recall previous lesson
Previous Lesson following: Who can give an example find the probability of an which is illustrating the
or Presenting the a. Statistics of discrete random event, this time you will properties of probability
b. Probability variable? Continuous learn how to construct a
New Lesson distribution of discrete
Note: To be done orally. random variable? probability distribution of a
discrete random variable. random variable
• What are the
properties of a
probability distribution
B. Establishing a What is random variable? What probability In the previous lesson
Purpose for the Example: See attachment in Day 2. distribution is? you have learned how to
Lesson a. Number of What are the properties of find the probability of an
marble in the jar a discrete random event. Your knowledge
b. Number of variable? of getting an event is
students present How to illustrate very important in
What are the types of probability distribution? understanding with our
random variable? = table; graph; chart lesson for today. You
a. Discrete will learn how to
b. Continuous construct the probability
mass function of a
discrete random variable.
A. Presenting Show some meta strips Dyad Activity: Say, See attached activity.
Examples/Instan and allow the students to “Look for a partner (Day 3 Attachment)
ces of the Lesson distinguish and which of nearest to you. What you
the following is a discrete are going to do is to find Roll two dice
and continuous random the probability of the X= sum of numbers.
variable. events I’ll be showing you
later. First pair to give the
correct answer earns 5
points each.
B. Discussing New Group work. For the given values of x, Group Activity: Group
Concepts and evaluate P(x) Show an example: the students into 5 groups
Practicing New Do the following: X P(x) = P(x) Instructions:
Skills #1 1. Write at least 4x =2x–3 Activity! • Each group is only
4 examples od discrete given 5 minutes to do the
and 4 continuous random x+5 x+5 (Number of Tails) activity
variable. • All groups must present
0 Suppose coins are tossed. their work
Let Y be the random • Construct the
1 variable representing the
3 number of tails that occur. probability distribution
Find the probability of each for the random variables
of the values of the random described in each of the
variable Y. following situation.
1. Four coins are tossed.
Note: Refer to Ref. book; p. Let Z be the random
10 to 11. variable representing the
number of heads that
occur. Find the values of
the random variable Z.
C. Discussing New Refer to attachment in Discussion: Guide questions:
Concepts and Day 1 How do you find the Activity 2 1. How many
Practicing New (Group work) values of random possible
Skills #2 variable? Number of Blue Balls outcomes are
there in your
Two balls are drawn in situation?
succession without 2. How do you find
replacement from an urn
containing 5 red balls and 6 the values of the
blue balls. Let Z be the random
random variable variables?
representing the number of 3. How many times
blue balls. Construct the that each random
probability distribution of variable occurs?
the random variable Z. 4. What do you
notice about the
probability of
each value of the
random variable?
Get the sum of
the probabilities
of all values of
the random
variable.
D. Developing How discrete random Properties of Probability The teacher will show the
Mastery variable differs from Distribution: construction of
(Leads to Formative continuous random 1. 0 ≤ p(x) ≤ 1 probability mass function
Assessment 3) variable? *the 1st property states that of a discrete random
the probability distribution variable and its
of a random variable X is a corresponding histogram.
function which onlytakes
on values between 0 and 1
(inclusive)
2. ∑p(x) = 1
*the 2nd property states
that the sum of all the
individual probabilities
must always equal to one.
E. Finding Practical Note: To be answered Let the students think in
Applications of orally real life situation wherein
Concepts and If three coins are tossed, properties of probability
Skills in Daily what number can be distribution is applicable
Living assigned for the frequency and useful.
of heads that will occur?
If three cards from the
deck, what number can be
assigned for the frequency
of face cards that will
occur?
*The answers to these
questions require an
understanding of random
variables.
F. Making How do you describe 1. What do you  Why should the
Generalizations discrete random notice about the sum of the
and Abstractions variable? probability of each probabilities in a
about the Lesson How do you describe a value of the probability in a
continuous random random variable? probability
variable? 2. How are you able distribution
to know whether always equal to
the distribution one?
represents a  What is the shape
probability of the most
distribution? probability
distributions?
Why do you think
so?
G. Evaluating Classify the following Three coins are tossed. Let A. Determine whether the Construct the probability
Learning random variable a Z be the random variable distribution represents a distribution for the
discrete or continuous. representing the number of probability distribution. random variables
1. The number of heads that occur. Find the Explain your answer. described in each of the
defective values of the random B. Determine whether the following situations.
computers variable Z. given values can serve as Draw the corresponding
produced by a Possible Values of the values of a probability histogram for each
manufacturer Outcomes the distribution of the random probability distribution.
2. The weight of Random variable X that can take (See Day 4 Attachment)
newborns each Variable Z only the values 1, 2, and 3. 1. A shipment of five
year in a hospital Explain your answer. computers contains two
Note: Refer to formative (See Day 3 attachment.) that are slightly defective.
test notebook. If a retailer receives three
of t
H. Additional
Activities for
Application
or
Remediation
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this
week. What works? What else needs to be done to help the students learn?
V. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
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 work
well? Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovations or localized materials did
I used/discover which I wish to share with
other teachers?
GRADES 1 to 12
DAILY LESSON LOG Teacher: Learning Area: STATISTICS AND PROBABILITY
Teaching Dates and
Time: Week 2 Quarter: 3rd Quarter

I.OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of random variables and probability distributions.
Standards:
B. Performance The learner is able to apply an appropriate random variable for a given real-life problem (such as in decision
Standards: making and games of chance).
C. Learning M11/12SP-IIIa – 6 M11/12SP-IIIb – 1 M11/12SP-IIIb – 4 M11/12SP-IIIa – 1
Competencies/
The learner computes M11/12SP – IIIb -2 The learner solves M11/12SP-IIIa – 2
Objectives: probabilities M11/12SP –IIIb– 3 problem involving mean M11/12SP-IIIa – 3
corresponding to a given The learner…
Write the LC Code for and variance of M11/12SP-IIIa – 4
each random variable. *Illustrates the mean and probability distributions. M11/12SP-IIIa – 5
variance of a discrete M11/12SP-IIIa – 6
random variable. M11/12SP-IIIb – 1
*Calculates the mean and M11/12SP – IIIb -2
variance of the discrete M11/12SP –IIIb – 3
random variable. M11/12SP-IIIb – 4
*Interpret the mean and
the variance of a discrete
random variable.
II. Content SUMMATIVE TEST
Random Variables and Probability Distributions Refer to Day 8 Attachment
(Test Paper)
LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials Statistics and Math and Beyond: Math and Beyond:
Pages Probability, Rene R. Statistics and Probability Statistics and Probability
Belecina,et.al., Jose M. Ocampo Jr., et al. Jose M. Ocampo Jr., et al.
Statistics and Probability, Statistics and Probability,
Rene R. Belecina,et.al., Rene R. Belecina,et.al.,
3. Textbook Pages Pages 21 - Pages 22 - 26
4. Additional Google; Internet
Materials from
Learning Resource
(LR) portal
B. Other Learning Laptop, TV, chalk board, Laptop, TV, chalk board, Laptop, TV, chalk board,
Resources posters/manila papers, posters/manila papers, posters/manila papers,
III. PROCEDURES
A. Reviewing Previous How to construct How to find the mean and What are the steps in
Lesson or Presenting histogram? variance of ungrouped and finding the variance of a
the New Lesson a group data? discrete random
variable? How is it
similar to the procedure
in finding the mean of
the frequency
distribution?
B. Establishing a To get ready; do the What are steps in
Purpose for the Lesson following activity. problem solving?
Refer to Day 5
Attachment 6.1
C. Presenting Refer to day 5 Consider rolling a die. Let the student apply
Examples/Instances of attachment (5.1) What is the number of their knowledge of
the Lesson spot that would appear? finding the mean and the
variance of a discrete
in solving problems.
D. Discussing New Activity 1 “ Number of
Concepts and Spots” For more example refer
Practicing New Skills Refer to Day 6 to Day7 attachment.(7.1)
#1 Attachment 6.2
E. Discussing New Refer to day 5 attachment Refer to Day 6 For additional exercises
Concepts and (5.2) Attachment Refer to day 7
Practicing New Skills (6.3) attachment. (7.2)
#2
F.Developing Mastery Construct a probability Follow the steps on how Base on the given
(Leads to Formative distribution. to find the mean and use examples, how would
Assessment 3) Refer to day 5 this formula to Find the you make the
attachment(5.3) variance of a discrete approximate probability
random variable values related to the
𝜎2 = ∑[𝑋 2 . 𝑃(𝑥)] − 𝜇 2 actual probability
Where 𝜇 = 𝑚𝑒𝑎𝑛 values?
X = value of the
random variable
P(X) = the
probability value of the
random variable
𝜎 2 = variance
G. Finding Practical What does the mean of a
Applications of probability distribution
Concepts and Skills in tell us?
Daily Living
H. Making How to How do you described the What does the variance
Generalizations and mean and the variance? and standard deviation
Abstractions about the of a probability
Lesson distribution tell us?
How do we interpret the
variance and standard
deviation of the
probability distribution?
I. Evaluating Learning Find the mean and
variance of the following
probability distributions.
Complete the table. And
interpret the result.
See Day 6.4 attachment
J. Additional Activities Conduct a survey on the
for Application or number of sports related
Remediation activities your
classmates are involved
in. Construct a
and compute the mean,
variance and standard
deviation. Interpret the
result.
IV. .REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn?
V. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
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 work
well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovations or localized

materials did I used/discover which I
wish to share with other teachers?
GRADES 1 to 12
Teaching Dates and Time: Week 3 Quarter: 3rd Quarter

I.OBJECTIVES
The learner demonstrates understanding of key concepts of normal probability distribution.
A. Content Standards:
B. Performance The learner is able to accurately formulateand solve real-life problems in different disciplines involving normal
Standards: distribution.
C. Learning M11/12SP-IIIc- 1 M11/12SP – IIIc – 2 M11/12SP – IIIc – 3 M11/12SP – IIIc – 4
Competencies/Objecti The learner illustrates a The learner should be able The learner identifies The learner converts a
ves: normal random variable to construct a normal regions under the normal normal random variable
Write the LC Code for and its characteristics. curve. curve corresponding to to a standard normal
each different standard normal variable and vice versa.
values.
II. Content
LEARNING RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages Math and Beyond: Math and Beyond: Math and Beyond: Math and Beyond:
Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability
Jose M. Ocampo, et al. Jose M. Ocampo, et al. Jose M. Ocampo, et al. Jose M. Ocampo, et al.
Pages 31 - 33 Pages – 34 - 40
Statistics and Probability, Statistics and Probability, Statistics and Probability, Statistics and Probability,
Rene R. Belecina,et.al., Rene R. Belecina,et.al., Rene R. Belecina,et.al., Rene R. Belecina,et.al.,
Pages 50 -53 Pages 54 - 56 Next Century
Mathematics (Statistics
and Probability)
Pages 15 – 23
Materials from
Learning Resource
(LR) portal
B. Other Learning Laptop, TV, chalk board, Laptop, TV, chalk board, Laptop, TV, chalk board,
Resources posters/manila papers, posters/manila papers, posters/manila papers,
III. PROCEDURES
A. Reviewing Previous Conduct a short review What is normal random What is the area under How useful is the z-score
Lesson or Presenting on how to construct variable? normal curve? or standard score?
the New Lesson histogram. The standard score or z-
score measures how many
What can you infer about
standard deviation is a
the shape of the given value (x) is above or
distribution? below the mean.
B. Establishing a This topic will lead us to How to construct a normal Show how to use the Z What does a positive z-
Purpose for the Lesson deal and learn more with curve? table. score indicate?
the concept of the normal
curve and its application.
C. Presenting Show on the board a Show an example on how To determine Z, use the A. For sample
Examples/Instances of normal. to construct normal curve. computing formula. 𝑥−𝑥̅
Z= 𝑠
the Lesson What is normal random What is the area under Refer to Math and
normal curve? Where:
variable? Beyond: Statistics and
Z = standard score
What are the Probability
X = raw score or
characteristics/properties Jose M. Ocampo, et al.
observed value
of normal probability Page43 -44
𝑥̅ = sample mean
distribution?
S= sample standard
deviation
B. For Population
𝑥−𝜇
Z= 𝜎
Where:
Z = standard score
X = raw score or
observed value
𝜇= population mean
𝜎 =population standard
deviation
D. Discussing New Answer ENTRY CARD Use the given formula:

Concepts and Statistics and Probability, Find the area that Refer to Day 12
Practicing New Skills Rene R. Belecina,et.al., corresponds to z = 1. attachment. (12.1)
#1 Page 50
Sketch the normal curve
showing the required area.
E. Discussing New See Day 9 attachment Work by pair:
Concepts and 9.1 Refer to Day 12
Practicing New Skills attachment. (12. 2)
#2
F. Developing Mastery Use the Z table to find

(Leads to Formative the area that corresponds
Assessment 3) to each of the following:
1. z = 0.70
2. z = 0.96
G. Finding Practical
Applications of
Concepts and Skills in
Daily Living
H. Making
Generalizations and
Abstractions about the
Lesson
I. Evaluating Learning Refer to Math and
Beyond: Statistics and
Probability
Jose M. Ocampo, et al.
Page57(Firm Up), nos.
1 -4.
J. Additional Activities In a National
for Application or Achievement Test,
Remediation Joshua obtained a score
of 88. In the
standardization of the
test, 𝜇 = 78 𝑎𝑛𝑑 𝜎 =
10. How would you
communicate Joshua’s
score to his parents?
Explain your answer in
writing.
IV. .REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn?
V. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who earned
80% in the evaluation
B. Did the remedial lessons
work? No. of learners who
have caught up with the lesson
C. No. of learners who
continue to require remediation
D. Which of my teaching
strategies work well? Why did
these work?
E. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
F. What innovations or
localized materials did I
used/discover which I wish to
share with other teachers?
GRADES 1 to 12
Teaching Dates and Time: Week 4 Quarter: 3rd Quarter
DAY 13 DAY 14
I.OBJECTIVES
The learner demonstrates understanding of key concepts of normal probability distribution.
D. Content
Standards:
E. Performance The learner is able to accurately formulate and solve real-life problems in different disciplines involving
Standards: normal distribution.
F. Learning M11/12SP – IIIc-d-1 Summative Test
Competencies/ The learner computes
Objectives: probabilities and
Write the LC Code for percentiles using the
each standard normal table.
II. Content
LEARNING RESOURCES
A. References
1. Teacher’s
Guide
Pages
2. Learner’s Statistics and Probability, Statistics and Probability, Statistics and Probability,
Materials Rene R. Belecina,et.al., Rene R. Belecina,et.al., Rene R. Belecina,et.al.,
Pages Math and Beyond: Stistics
and Probability by: Jose
M. Ocampo, et. Al
Pages 67 - 72
3. Textbook Pages
Materials from
Learning
Resource (LR)
portal
C. Other Learning Laptop, TV, chalk board,
Resources posters/manila papers,
VI. PROCEDURES
Reviewing Previous
Lesson or Presenting
the New Lesson
Establishing a Purpose
for the Lesson
Presenting
Examples/Instances of
the Lesson
Discussing New
Concepts and
Practicing New Skills
#1
2. Discussing New
Concepts and
Practicing New
Skills #2
3. Developing
Mastery
(Leads to Formative
Assessment 3)
4. Finding Practical
Applications of
Concepts and Skills
in Daily Living
5. Making
Generalizations and
Abstractions about
the Lesson
6. Evaluating
Learning
1. Additional
Activities for
Application or
Remediation
VII. .REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this
week. What works? What else needs to be done to help the students learn?
VIII. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
H. No. of learners who earned 80%
in the evaluation
I. No. of learners who require
additional activities for
remediation
J. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
work well? Why did these work?
M. What difficulties did I encounter
which my principal or supervisor
can help me solve?
N. What innovations or localized
materials did I used/discover
which I wish to share with other
teachers?
School: Grade Level: X1

GRADES 1 to 12 Teacher: Learning Area: STATISTICS & PROBABILITY
DAILY LESSON LOG Teaching Dates and Time: Week 6 Quarter: 3rd Quarter
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of estimation of population mean and population
proportion.
B. Performance Standards The learner is able to estimate the population mean and population proportion to make sound inferences in
real-life problems in different disciplines.
C. Learning Competencies /
Objectives: M11/12SP-IIIf-2 M11/12SP-IIIf-4 M11/12SP-IIIg-1 M11/12SP-IIIg-2
Write the LC Code for each 1. The learner 3. The learner 5. The learner 6. The learner
illustrates point and identifies point identifies the illustrates the t-
interval estimations. estimator for the appropriate form of distribution.
population mean. the confidence
M11/12SP-IIIf-3 interval estimator for M11/12SP-IIIg-3
2. The learner M11/12SP-IIIf-5 the population mean 7. The learner
distinguishes 4. The learner when: constructs a t-
between point and computes for the a) the population distribution.
interval estimation. point estimate of the variance is known, 7.1. Find the
population. b) the population critical value.
variance is unknown,
and
c) the Central Limit
Theorem is to be
used.
II. CONTENT Estimation of Parameters
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages Statistics & Statistics & Statistics & 1. Statistics &
Probability Probability Probability Probability
by: Belecina et al by: Belecina et al by: Belecina et al by: Belecina et al
pp. 139-143 pp. 143-152 pp. 153-177 pp. 167-171
2. Next Century
Mathematics
by: Jesus P. Mercado
pp. 26-33
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources Internet
http://health.uottawa.
ca/biomech/courses/
hss2381/confiden.pdf
http://ptrckprry.com/
course/ub0103/lecture
/confint-sol.pdf
III. PROCEDURES
A. Reviewing Previous Lesson or Brainstorming: Pass the Hat Brainstorming: Guessing Game:
Presenting the New Lesson Let us do this Activity: Answer the following Arrange the jumbled
exercise to check 1. It is the process of to check your letters to form a word
your readiness for determining readiness for this or phrase & try to
this lesson. parameter values. lesson. describe them.
1. What do you call 2. A value or range 1. What do you call a 1. UIOTTIRIDSBU
the set of all people, of values that continuous, 2. ESPALM ESIZ
objects, events, or approximate a symmetric and bell- 3. EEERGD FO
ideas you want to parameter. shaped distribution of OMDEERF
investigate? 3. A specific a variable? 4. ECNEDIFNOC
2. A sample refers to numerical value of a 2. What values are NEVLARTI
____ of a population. population indicated at the base 5. NIGRAM FO
3. What is the mean parameter. of a normal RRROE
of 13, 27, 29, 17 and 4. A range of values distribution?
14? that may contain the 3. What is the area
4. What do you call a parameter of a under the curve?
number that population. 4. In a standard
describes a 5. It is considered the normal distribution,
population best estimator. what is the mean?
characteristic? 5. In a standard
5. What symbol normal distribution,
denotes population what is the standard
mean? deviation?
6. What symbol 6. In a standard
denotes population normal distribution,
standard deviation? what percent of the
7. In statistics, error area falls below the
refers to: mean?
a) mistake resulting 7. About what
in wrong decisions percentage of the area
b) mistake resulting under the normal
from computation distribution lies
c) difference between within 1 standard
two parameter values deviation below & 1
d) difference standard deviation
between an observed above the mean?
value and a 8. The statement “As
parameter the sample size n
increases, the shape
of the distribution of
the sample means
taken with
replacement from a
population with mean
µ and standard
deviation σ will
approach a normal
distribution.” is
known as what?
B. Establishing a Purpose for the In real life, most of How confident are When we describe There are situations
Lesson the information we we about our population values, we when sample values
deal with are estimations? want to be confident are not large enough
numerical. When we In order to feel about our estimates, for the Central Limit
wake up in the confident about our thus, we can use a Theorem to be
morning, our first estimators, what are range of values called applied.
concern is the time. the things that we the interval estimate. Can we still obtain an
What are other need to do? What real-life interval estimate of
situations you can situations are the population mean?
site? examples of using
interval estimates?
Why do you think
this is so?
C. Presenting Getting Ready Getting Ready Multimedia
Examples/Instances Activity: Activity: presentation or
of the Lesson Collect information Divide the students blackboard
about the wake-up into 5 groups and do presentation of a t-
time of your the activity. distribution.
classmates. Prepare a (Please refer to
tally board with the Attachment 4)
following headings
and entries: time, tally
and frequency.
Let the students fill
out the table.
D. Discussing New Concepts and Group Work: Boardwork: Brainstorming: Boardwork:
Practicing New Skills #1 With reference to the (Please refer to What issues or Find the critical
table on the wake-up Attachment 2) situations call for a values.
time of your 90% confidence 1. n = 6, 90%
classmates, write an interval? 95% confidence
equation to determine confidence interval? 2. n = 12, 95%
the average.
99% confidence confidence
What is the average
interval? 3. n = 24, 99%
wake up time?
confidence
E. Discussing New Concepts and
Practicing New Skills #2
F. Developing Mastery Group Work: Dyad Activity: Individual Drill: Drill:

(Leads to Formative Assessment 3) 1. Consider the (Please refer to (Please refer to Find the critical
population consisting Attachment 3) Attachment 5) values.
of values 6, 2, 8, 9 & 1. n = 17, 95%
3. Find the confidence
population mean? 2. n = 8, 99%
2. Suppose we want confidence
to know the true 3. n = 20, 90%
average weight of all confidence
the students in this
class, how can we
increase the precision
of our guess?
G. Finding Practical Triad Activity: Boardwork:
Applications (Please refer to A student researcher
of Concepts and Skills in Attachment 1) wants to determine
Daily whether the mean
Living score in mathematics
of the 25 students in
Gr. 8 is significantly
different from the
school mean of 89.
Assume a 95%
confidence level.
Find the critical
value.
H. Making Generalizations and Based on the given Beat the Clock How will you identify What new concepts
Abstractions about the Lesson activity, what is the Activity: the appropriate form are learned today?
point estimate of the What “a-ha” did you of confidence interval
population have today? estimator when
parameter? variance is known or
What is the interval unknown and when
estimate? the Central Limit
What is considered Theorem is to be
the best estimator? used?
What have you
learned from today’s
discussion &
activities?
I. Evaluating Learning Question & Answer: Pair Learning: Short Quiz: Individual Drill:
1. What measures of There are 3 measures (Please refer to Find the critical
central tendency best of central location: Attachment 6) values.
estimates the mean, median and With 95%
population mean? mode. Which of confidence,
Why do you think these is the most 1. n = 6
so? stable? 2. n = 15
2. Why is the interval Illustrate with at least 3. df = 29
estimate a preferred 3 values. Explain
value for the your choice to your With 99%
population seatmate. confidence,
parameter? 4. n = 18
5. df = 22
J. Additional Activities for
Application or Remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
require remediation
E. Which of my teaching strategies
can help me solve?
materials did I used/discover which
I wish to share with other teachers?

DAILY LESSON LOG Teaching Dates and Time: Week 7 Quarter: 3rd Quarter

I. OBJECTIVES
proportion.
Objectives: M11/12SP-IIIg-4 M11/12SP-IIIg-5 M11/12SP-IIIh-1 M11/12SP-IIIh-2
identifies regions identifies percentiles computes for the solves problems
under the t- using the t-table. confidence interval involving
distribution estimate based on confidence interval
corresponding to the appropriate form estimation of the
different t-values. of the estimator for population mean.
8.1. Computes the population
for the test statistic. mean.
10.1. Find the
margin of error.

A. References
3. Textbook Pages 1. Statistics & Next Century 1. Statistics & 1. Statistics &
Probability Mathematics Probability Probability
by: Belecina et al by: Jesus P. Mercado by: Belecina et al by: Belecina et al
pp. 167-171 pp. 33-38 pp. 170-177 pp. 170-177
2. Next Century 2. Next Century 2. Next Century
Mathematics Mathematics Mathematics
by: Jesus P. Mercado by: Jesus P. Mercado by: Jesus P. Mercado
pp. 26-33 pp. 39-64 pp. 39-64
Portal
B. Other Learning Resources laptop, tv
Internet
www.youtube.com/
Finding Areas Under
the t Distribution
III. PROCEDURES
A. Reviewing Previous Lesson or Present a video clip. Recapitulation: Recapitulation: Recapitulation:
Presenting the New Lesson How do you identify How do you find the Given: 99%
the regions under the degrees of freedom? confidence level,
t-distribution given n = 16, s = 3
the t-values? Compute for the
confidence interval.
B. Establishing a Purpose for the The degrees of The margin of error
Lesson freedom are the E is the maximum
number of values that likely difference
are free to vary after between the observed
a sample statistic has sample mean and the
been computed. If n true value of the
= 5 then what is df? population mean µ.
What does it mean? So is it necessary to
find E?
C. Presenting Group Discussion: Illustrative Example: Illustrative Example:
Examples/Instances The students are The graph of a Find the margin of
of the Lesson divided into 5 groups distribution with df = error E given n = 6, s
and they are given 15 is shown on the = 2, 90% confidence.
ample time to share board. 1. Find the degrees of
what they learned 1. If the shaded area freedom.
from the video on the right is 0.05, 2. What is the critical
presentation. what is the area to value?
the left of t1? 3. Find the margin of
2. What does t1 error using the
represent? formula.
3. Find the value of 4. Compute for the
t1 . confidence interval.
D. Discussing New Concepts and Boardwork: Boardwork: Seatwork:
Practicing New Skills #1 Compute for the test The graph of a Find the margin of
statistic t. distribution with df = error E.
1. n = 6, 90% 18 is shown on the 1. n = 13, s = 4.5,
confidence board. 95% confidence
2. n = 12, 95% 1. If the total shaded 2. n = 21, s = 5,
confidence area of the curve is 99% confidence
3. n = 24, 99% 0.02, what is the area
confidence to the left of t1?
2. What is the
percentile rank of t1?
3. What is the value
of t1?
E. Discussing New Concepts and Seatwork:
Practicing New Skills #2 Find the confidence
interval.
1. n = 13, s = 4.5,
95% confidence
2. n = 21, s = 5,
99% confidence
F. Developing Mastery Boardwork: Triad Activity: Dyad Activity: Triad Activity:
(Leads to Formative Assessment 3) Compute for the test (Please refer to Compute for the (Please refer to
statistic t. Attachment 7) confidence interval. Attachment 8)
1. n = 17, 95% 1. 95% confidence,
confidence n = 7, s = 2.67
2. n = 8, 99% 2. 90% confidence,
confidence n = 15, s = 1.93
3. n = 20, 90%
confidence
G. Finding Practical Boardwork: Seatwork:
Applications A student researcher The mean and
of Concepts and Skills in wants to determine standard deviation of
Daily whether the mean the content of a
Living score in mathematics sample of 10 similar
of the 25 students in containers are 10.5
Gr. 8 is significantly and 0.352,
different from the respectively. Find the
school mean of 89. 95% confidence
Assume a 95% interval for the actual
confidence level. mean content.
Compute for the test
statistic t.
H. Making Generalizations and How do you identify What are the steps in Enumerate the steps What is the most
Abstractions about the Lesson the regions under the identifying the in computing for the significant learning
t-distribution given percentile rank using confidence interval you have gained
the t-values? the t-table? of the population from today’s
mean. activity?
I. Evaluating Learning Short Quiz: Group Drill: Individual Activity: Checking of the
Compute for the test 1. What is the 5th Compute for the Triad Activity.
statistic t. percentile of a t- confidence interval.
With 95% distribution when the 1. 95% confidence,
confidence, sample size is 20? n = 12, s = 1.23
1. n = 6 2. What is the 25th 2. 99% confidence,
2. n = 15 percentile of a t- n = 26, s = 7.4
3. df = 29 distribution when the 3. lower limit =
With 99% sample size is 30? 25.65
confidence, upper limit = 28.65
4. n = 18
5. df = 22
IV. REMARKS
V. REFLECTION
in the evaluation
remediation
No. of learners who have caught up
with the lesson
require remediation
can help me solve?
DAILY LESSON LOG Teaching Dates: Week 8 Quarter: 3rd Quarter

I. OBJECTIVES
proportion.
Objectives: M11/12SP-IIIh-3 M11/12SP-IIIi-1 M11/12SP-IIIi-3 M11/12SP-IIIi-4
draws conclusion identifies point identifies the computes for the
about the population estimator for the appropriate form of confidence interval
mean based on its population the confidence estimate of the
confidence interval proportion. interval estimator population
estimate. M11/12SP-IIIi-2 for the population proportion.
14. The learner proportion based on 16.1. Find the
computes for the the Central Limit margin of error E.
point estimate of the Theorem.
population
proportion.
14.1. Find q hat.

A. References
3. Textbook Pages Statistics & Statistics & Statistics & Next Century
Probability Probability Probability Mathematics
by: Belecina et al by: Belecina et al by: Belecina et al by: Jesus P. Mercado
pp. 167-177 pp. 178-185 pp. 178-185 pp. 65-81

Portal
B. Other Learning Resources
III. PROCEDURES
A. Reviewing Previous Lesson or Short Discussion: Brainstorming: Recapitulation: Brainstorming:
Presenting the New Lesson Present the 4 steps in Determine whether What have we Determine whether
drawing conclusion the statement is true discussed yesterday? the statement is true
based on the or false. Anything you want or false.
confidence interval 1. A probability us to discuss further? 1. 95% is an example
estimate. value is any value of a confidence
from 0 to 1. interval.
2. A probability 2. p hat is an
value may also be unbiased estimate of
expressed as a p.
proportion 3. An interval
3. The most estimate is arrange of
commonly used values.
statistic in describing 4. If α = 0.01, the
population confidence
characteristics is the coefficient is2.58.
mean. 5. The standard error
4. The confidence of a proportion is the
coefficients for a standard deviation of
95% confidence the sampling
interval are ±2.58. distribution of
5. The Central Limit means.
Theorem applies to
small sample cases.
B. Establishing a Purpose for the Why is there a need Surveys are common It has become a
Lesson to make conclusion to elicit people’s common practice to
on what we have perceptions about obtain data using
studied? emerging issues. surveys as basis of
What do these decision-making.
surveys provide the Almost daily we hear
public? news on result of
some poll. How are
conclusions made
from count data?
C. Presenting Brainstorming: Brainstorming:
Examples/Instances What is proportion? Cite real-life
of the Lesson Is 68% also a situations on surveys.
proportion?
For a sample
proportion, what is
the formula in
computing
proportion?
D. Discussing New Concepts and Situationer: Situationer: Boardwork: Boardwork:
Practicing New Skills #1 (Please refer to (Please refer to (Please refer to Compute the
Attachment 9) Attachment 12) Attachment 15) confidence interval
Steps 1-3 given the following
data:
1. 95% confidence,
n = 400, p hat = 0.70
What is the critical
value? What is the
margin of error?
2. 99% confidence,
n = 700, p hat = 0.45
E. Discussing New Concepts and Situationer:

Practicing New Skills #2 (Please refer to
Attachment 9)
Step 4
F. Developing Mastery Group Work: Dyad Activity: Dyad Activity: Triad Activity:
(Leads to Formative Assessment 3) (Please refer to (Please refer to (Please refer to Compute the
Attachment 10) Attachment 13) Attachment 16) confidence interval
given the following
data:
1. 99% confidence,
n = 400, p hat = 0.50
2. 90% confidence,
n = 80, p hat = 0.35
3. 95% confidence,
n = 810, x = 486
Applications
of Concepts and Skills in
Daily
Living
H. Making Generalizations and Reporting and What important How do we identify How is the
Abstractions about the Lesson checking of the concept have you the appropriate form confidence interval
Group Work. learned today? of the confidence estimate computed?
interval estimator for
the population
proportion?
I. Evaluating Learning Dyad Activity: Short Quiz: Answer and check Short Quiz:
(Please refer to (Please refer to the Dyad Activity. Compute the
Attachment 11) Attachment 14) confidence interval
given the following
data:
1. 90% confidence,
n = 850, p hat = 0.30
2. 95% confidence,
n = 700, p hat = 0.45
3. 99% confidence,
n = 7600, x = 532
IV. REMARKS
V. REFLECTION
in the evaluation
remediation
with the lesson
require remediation
can help me solve?

I. OBJECTIVES
proportion.
Objectives: M11/12SP-IIIi-5 M11/12SP-IIIi-6 M11/12SP-IIIj-1 M11/12SP-IIIj-3
solves problems draws conclusion identifies the length computes for an
involving about the population of a confidence appropriate sample
confidence interval proportion based on interval. size using the length
estimation of the its confidence of the interval.
population interval estimate. M11/12SP-IIIj-2 21.1. Find q hat.
proportion. 20. The learner
computes for the
length of a
confidence interval.
A. References
3. Textbook Pages Statistics & Statistics & Next Century Next Century
Probability Probability Mathematics Mathematics
by: Belecina et al by: Belecina et al by: Jesus P. Mercado by: Jesus P. Mercado
pp. 186-192 pp. 193-199 pp. 82-93 pp. 82-93

Portal
III. PROCEDURES
A. Reviewing Previous Lesson or Brainstorming: Brainstorming: Deriving Formula:
Presenting the New Lesson Fill in the blanks Fill in the blanks From the formula on
with a word or with a word or the margin of error E,
phrase. phrase. derive n applying the
1. The ___ estimate 1. A confidence level properties of
of a population is the confidence equality.
proportion is a range coefficient expressed
of values. as___.
2. The ___ estimate 2. For a 95%
of a population confidence level, the
proportion is a single confidence
value. coefficient is ___.
3. The mean of a 3. The standard
sampling distribution deviation of a
of proportion is sampling distribution
called ___. is called ___.
4. The shape of a
sampling distribution
of proportion is ___.
5. The population
proportion is any
value in the range
given by ___.
B. Establishing a Purpose for the There are certain Why is it necessary How large should a
Lesson issues in society that to know the length of sample be? Many
require sufficient a confidence interval researchers find this
evidence for in a survey or study? a problem. What
decision-making. would happen if the
Can you cite some of sample size is
these issues? insufficient?
C. Presenting What is the formula What is the formula
Examples/Instances in computing the in computing the
of the Lesson length of a sample size?
confidence interval?
D. Discussing New Concepts and Boardwork: Boardwork: Boardwork: Boardwork:
Practicing New Skills #1 (Please refer to (Please refer to Find the sample size.
Attachment 17) Attachment 19) 1. 90% confidence,
Steps 1-3 Steps 1-3 Find the length of the E = 0.08, p hat = 0.38
following confidence Use the formula.
intervals? 2. 99% confidence,
1. 0.357 < p < 0.603 E = 0.20, p hat = 0.38
Use the formula:
LCI = UCL – LCL
2. 0.629 < p < 0.655
E. Discussing New Concepts and Boardwork: Boardwork:
Practicing New Skills #2 (Please refer to (Please refer to
Attachment 17) Attachment 19)
Step 4 Step 4
F. Developing Mastery Drill: Dyad Activity: Triad Drill: Triad Activity:
(Leads to Formative Assessment 3) Compute population (Please refer to Find the length of the Find the sample size
proportion interval Attachment 20) confidence interval required.
estimate. given the following 1. 95% confidence,
1. n = 300, p hat = data: E = 0.04, p hat = 0.29
0.40, 95% 1. 0.301 < p < 0.751 2. 90% confidence,
confidence 2. 95% confidence E=0.046, p hat = 0.45
2. n = 420, p hat = p hat = 0.25, n = 400 3. 99% confidence,
0.61, 90% 3. 99% confidence E = 0.08, p hat = 0.55
confidence s = 6.17, n = 12
3. n = 710, p hat =
0.63, 99%
confidence
G. Finding Practical Dyad Activity:
Applications (Please refer to
of Concepts and Skills in Attachment 18)
Daily
Living
H. Making Generalizations and What have you What important Beat the Clock
Abstractions about the Lesson realized after doing concept have you Activity:
the given activity? learned today? What “a-ha” did you
have today?
I. Evaluating Learning Answer and check Answer and check Drill: Short Quiz:
the drill and Dyad the Dyad Activity. Find the length of the Find the sample size
Activity. confidence interval required.
1. 95% confidence,
given the following E=0.035, p hat = 0.25
data: 2. 90% confidence,
1. 0.137 < p < 0.563 E=0.06, p hat = 0.48
2. 0.088 < p < 0.912 3. 99% confidence,
3. 95% confidence E=0.085, p hat = 0.54
p hat = 0.35, n = 400 4. 90% confidence,
p hat = 0.40, n = 290 5. 99% confidence,
p hat = 0.49, n = 360
IV. REMARKS
V. REFLECTION
in the evaluation
additional activities for remediation
with the lesson
require remediation
can help me solve?

I. OBJECTIVES
proportion.
Objectives: M11/12SP-IIIj-4 M11/12SP-IIIf-2 M11/12SP-IIIa-1 M11/12SP-IIIa-1
Write the LC Code for each 22. The learner up to up to up to
solves problems M11/12SP-IIIj-4 M11/12SP-IIIj-4 M11/12SP-IIIj-4
involving sample
size determination. (Summative Test (Third Quarter (Item Anal ysis)
for Estimation of Examination)
Parameters)
A. References
3. Textbook Pages 1. Statistics & Statistics & Statistics & 1. Statistics &
Probability Probability Probability Probability
by: Belecina et al by: Belecina et al by: Belecina et al by: Belecina et al
pp. 193-208 pp. 139-208 2. Next Century
2. Next Century Mathematics
Mathematics by: Jesus P. Mercado
by: Jesus P. Mercado
pp. 82-93
Portal
III. PROCEDURES
A. Reviewing Previous Lesson or Recapitulation:
Presenting the New Lesson What is the formula
in computing the
length of a
confidence interval?
the sample size?
B. Establishing a Purpose for the
Lesson
C. Presenting Situationer:
Examples/Instances (Please refer to
of the Lesson Attachment 21)
D. Discussing New Concepts and
E. Discussing New Concepts and
F. Developing Mastery Triad Activity:

(Leads to Formative Assessment 3) (Please refer to
Attachment 22)
Applications
of Concepts and Skills in
Daily
Living
H. Making Generalizations and What new insights on
Abstractions about the Lesson problem solving have
you acquired?
I. Evaluating Learning Individual Activity:
(Please refer to
Attachment 23)
IV. REMARKS
V. REFLECTION
in the evaluation
remediation
with the lesson
require remediation
can help me solve?
Day 1: Attachment
Suppose three cellphones are tossed at random. We want to find out the number of defective cellphones that occur. Thus, to each outcome in a sample
space we shall to assign a value. These are 0, 1, 2, or 3. If there is no defective cellphone, we assign the number 0; if there is 1 defective cellphone, we
assign the number 1; if there is there are 2 defective cellphones, we assign the number 2; and 3, if there are 3 defective cellphones. The number of defective
cellphones is a random variable.
The possible values of this random variable are 0, 1, 2, and 3.
Day 2: Attachment
Dyad Activity: Say, “Look for a partner nearest to you. What you are going to do is to find the
probability
ENTRY of CARD
the events I’ll be showing you later. First pair to give the correct answer earns 5
points each.
List of sample space of the following experiments.
EVENTSExperiment Sample Space
1.1.Tossing
Getting three
a sumcoins
of 5 when two dice are rolled.
2. Getting an ace when a card is drawn from a deck.
3.2.Rolling a die andthat
The probability tossing a coin simultaneously
all children are boys if a couple has three children.
4.3.Drawing
Getting an odd number
a spade and aoftail
from a deck when a die is rolled and a coin is tossed
cards
simultaneously.
4.Getting a defective item when two items are randomly selected
5.from
Getting
a boxaof
sumtwoofdefective
12 whenand twothree
dice non-defective
are rolled. items
6. Getting a black card and a 10 when a card is drawn from a deck.
7.5.Drawing a card greater
Getting doubles when twothan dice
7 from
arearolled.
deck of cards
8. Getting a red ball from a box containing 3 red and 6 black balls.
Day 3: Attachment
Example: Roll two die
X = Sum of numbers
1 2 3 4 5 6
1 2 3 4 5 6 7
2 3 4 5 6 7 8
3 4 5 6 7 8 9
4 5 6 7 8 9 10
5 6 7 8 9 10 11
6 7 8 9 10 11 12
Probability distribution table
X P(X)
2 1/36
3 2/36
4 3/36
5 4/36
6 5/36
7 6/36
8 5/36
9 4/36
10 3/36
11 2/36
12 1/36
Day 4 Attachment
ENTRY CARD
A.Find the probability of the following events.
Event(E) Probability P(E)
1.Getting an even number in a single roll of a die
2.Getting the sum of 6 when two dice are rolled
3.Getting an ace when a card is drawn from a deck
4.The probability
5.Getting an odd number and a tail when a die is
rolled and a coin is tossed simultaneously
Construct the probability distribution for the random variables described in each of the following situations. Draw the corresponding histogram for each
probability distribution.
1. A shipment of five computers contains two that are slightly defective. If a retailer receives three of this computers at random, list the elements of the
sample space S using the letters D and N for defective and non-defective computers respectively.
DAY 5 ATTACHMENT
Activity 5.1
A. Determine whether the distribution represents a probability distribution. Explain your answer.
1.
X 1 5 8 7 9
P(X) 1/3 1/3 1/3 1/3 1/3
2.
X 0 2 4 6 8
P(X) 1/6 1/6 1/3 1/6 1/6
3.
X 4 8 12 15 17
P(X) 1/5 1/8 1/8 1/5 1/8
4.
X 1 3 5 7
P(X) 0.35 0.25 0.22 0.12
Activity 5.2
B. Let T be a random variable giving the number of heads in three tosses of a coin. List the elements of the sample space S for the three tosses of the
coin and assign a value of each sample point.
Value of the Random Probability P(T)
Variable T
Activity 5.3
The following are the number of cars sold per day by ABC Motors Corporation for the 500 working days. Construct the probability distribution and
histogram.
Number of Cars Sold Per Day (X) Frequency of Occurrence
0 40
1 100
2 142
3 66
4 36
5 30
6 26
7 20
8 16
9 14
10 8
11 2
Total 500
DAY 6 ATTACHMENT
Activity 6.1
Given the values of the variable X and Y, evaluate the following.
X1 = 4 X2= 2 X3 = 5 X4 =1
Y1 = 2 Y2= 1 Y3 = 0 Y4 = 2
1. ∑X 2. ∑Y 3. ∑XY 4. ∑(X + Y) 5. ∑4XY
Activity 6.2
Consider rolling a die. What is the average number of spots that would appear? The following activity will help you answer this
question.
Step1. Construct the probability distribution for the random variable X representing the number of spots that would appear.
Step2. Multiply the value of random variable X by the corresponding pprobability.
Step3. Add the results obtained by step2.
Activity 6.3
Solve this problem and write reflections about the very nature of this problem in relation to your life
ahead.
1. Roger’s furniture factory makes an 85 - pieces bookshelf set. Each piece is manufactured
separately by department, and sets containing the 85 pieces that make up the bookshelf are
place in a box. Ronie, quality controller of the factory has randomly sampled numerous
bookshelf sets and found out a number of damage pieces inside the package box. The result of
the random sampling is recorded in the table below showing a partially completed probability
distribution for the random variable X. Where X is the number of damaged pieces in a
randomly selected bookshelf set from this factory.
a. Complete the table

X 0 1 2 3 4 5
P(x) 0.50 0.15 0.1 0.07 0.11 ?
b. Determine the probability when the damage is greater than two.

c. What is the probability that a randomly selected desk set contains four damaged pieces?
d. What is the probability that a randomly selected desk set contains less than 3 damaged
pieces?
e. What is the probability that a randomly selected desk set contains 4 damaged pieces?
Activity 6.4
Compute for the variance of the data presented in the table of values below and interpret the result.
A. Solve for the following
X 16 18 15 17 14 18
P(x) 0.2 0.12 0.12 0.35 0.1 0.11
B. Problem Solving
Two groups of competent students are to be considered when choosing for the school’s academic team to
join for the coming academic contest in the field of Science. The group records are presented below for the
Department Head to consider and choose from. If you are the department head’s adviser what group would
you like to recommend?
Group A.
Students 88 96 98 91 96 93
GPA
P(x) 0.05 0.12 0.4 0.13 0.2 0.1
Group B.
Student’s 93 89 90 91 92 96
GPA
P(x) 0.4 0.05 0.12 0.2 0.1 0.13
Compute for the variance of the data presented in the table of values below and interpret the result.
A. Solve for the following
X 16 18 15 17 14 18
P(x) 0.2 0.12 0.12 0.35 0.1 0.11
B. Problem Solving
Two groups of competent students are to be considered when choosing for the school’s academic team to
join for the coming academic contest in the field of Science. The group records are presented below for the
Department Head to consider and choose from. If you are the department head’s adviser what group would
you like to recommend?
Group A.
Students 88 96 98 91 96 93
GPA
P(x) 0.05 0.12 0.4 0.13 0.2 0.1
Group B.
Student’s 93 89 90 91 92 96
GPA
P(x) 0.4 0.05 0.12 0.2 0.1 0.13
DAY 7 ATTACHMENT
Activity 7.1
Example 1. The following data show the probability distribution of the number of computer sold daily in a computer shop during the past
several months.
Number of Probability
Computers X P(X)
0
1
2
3
4
5
Activity 7.2
Example 2. In a convenient store, the number of tellers (X) busy with customers at 12:00 noon varies from day to day. Past records
indicate that the probability distribution of X is as follows:
Number of Probability
Teller X P(X)
0 0.029
1 0.049
2 0.078
3 0.155
4 0.212
5 0.262
6 0.215
DAY 8 ATTACHMENT
Test Proper :
Choose the letter that corresponds to the correct answer.
1. Which of the following is a discrete random variable?
a. The average amount of electricity consumed.
b. The number of patients in a hospital
c. The amount of paint used in repainting a building
d. The average weight of female athletes
2. If two coins are tossed, which is not a possible value of the random variable for the number of heads?
a. 0 b. 1 c. 2 d. 3
3. Which of the following is not true statement?
a. The value of a random variable could be zero.
b. Random variable can only have one value.
c. The probability of the value of a random variable could be zero.
d. The sum of all probabilities in a probability distribution is always equal to one.
4. Which formula gives the probability distribution shown by the table?
X 2 3 6
P(X) 1/2 1/3 1/6
1 𝑋 6 1
a. P(X) =𝑋 b. P(X) = 6 c. P(X) =𝑋 d. P(X) =6
𝑋
5. If P(X) = P(X) = 6 , what are the possible value of X for it to be a probability distribution?
a. 0, 2, 3 b. 1, 2, 3 c. 2, 3, 4 d. 1, 1, 2
For numbers 6-8, refer to the probability distribution shown below.
X 0 1 2 3
P(X
) 1/8 3/8 3/8 1/8
6. What is the mean of the probability distribution?

a. 1.5 b. 1.2 c. 1.6 d. 1.8
7. What is the variance of the probability distribution?
a. 0.75 b. 1.00 c. 1.25 d. 0.50
8. What is the standard deviation of the probability distribution?

a. 1.00 b. 0.87 c. 1.12 d. 0.71
For numbers 9-10, refer to the probability distribution shown below.
X 0 2 4 6
P(X
) 1/5 1/5 1/5 1/5
9. What is the mean of the probability distribution?
b. 1.5 b. 2.0 c. 3.5 d. 4.0
10. What is the variance of the probability distribution?
b. 4.15 b. 6.35 c. 8.00 d. 7.50
A. Identify whether the given variable is discrete or continuous. Write D if it is discrete and C if it is continuous. Write your answer in the blank
before each item
______1. The number of books in the library.
______2. The lifetime hours of 15 flashlights.
______3. The number of tourist each day in museum.
______4. The capacity of water damps in a region.
______5. The weight of Grade 1 pupils.
B. Construct a probability distribution for each formula and determine whether it is a probability distribution.
𝑋
1. P(X) = 6 for X= 1, 2, 3
𝑥
2. P(X) =𝑋+2 for X= 0, 1, 2
DAY 9 ATTACHMENT
Divide the class into 5 groups. Let each group graph the frequency polygon of the following scores of students in a quiz. Here, there are 14
students who took the quiz.
X(scor 4. Where will you find these 3 measures on the graph?
e) F
5 1
4 3
3 5
2 3
1 1
N 14
1. What does the graph of the data look like?

2. Suppose we increase the number of students but still maintaining the balance of the scores from the middle? What will happen to the
graph?
3. Computing the measures three measures of averages: mean, median, and mode. What do you notice? What does this imply?
DAY 12 ATTACHMENT
Activity 12.1. Group Work:
1. On the final examination in Biology, the mean was 75 and the standard deviation was 12. Determine the standard score of a student who received a
score of 60 assuming that the scores are normally distributed.
Activity 12.2. Work by Pair

The mean height of grade nine students at a certain high school is 164cm and the standard deviation isb10 centimeters. Assuming the height is normally
distributed, what percent of the heights is greater than 168cm?
ATTACHMENT 1
Triad Activity:
May, a TLE researcher, looked at the average time (in minutes) it takes a random sample of customers to be served in a restaurant. From 40 customers,
the following information was obtained.
8 8 10 18 10 13 8 10 8 10
12 10 16 16 12 15 12 12 9 15
10 20 20 12 10 10 16 10 18 12
15 12 15 14 15 16 15 12 8 8
1. What is the mean of the sample? (in minutes)

2. This value is called __________________ of the population mean µ.
3. Based on the observation of the mean, would you patronize the restaurant?
ATTACHMENT 2
Boardwork:
Mr. Hernan’s company sells bottled coconut juice. He claims that a bottle contains 500ml of such juice. A consumer group wanted to know his claim is
true. They took six random samples of 10 such bottles and obtained the capacity, in ml, of each bottle. The result is shown as follows:
Sample 1 500 498 497 503 499 497 497 497 497 495
Sample 2 500 500 495 494 498 500 500 500 500 497
Sample 3 497 497 502 496 497 497 497 497 497 495
Sample 4 501 495 500 497 497 500 500 495 497 497
Sample 5 502 497 497 499 496 497 497 499 500 500
Sample 6 496 497 496 495 497 497 500 500 496 497
Assuming that the measurements were carefully obtained and that the only kind of error present is the sampling error, what is the point estimate
of the population mean?
ATTACHMENT 3
Dyad Activity:
Find the point estimate of the population parameter µ.
1. In a practice, this is the time in seconds, run by Lily for a 100-meter race.
15 12 16 12 15 15 15 16
14 13 14 14 16 14 14 16
12 12 12 13 12 15 12 13
12 15 15 13 12 12 12 12
15 11 15 15 15 15 15 15
18 16 17 16 15 16 16 18
18 17 18 16 15 14 18 16
2. Percentage of children who watched TV before bedtime.

70 67 58 60 69 62 70 62
69 59 77 59 52 79 59 59
80 42 60 59 68 40 68 68
56 66 60 40 57 57 70 71
72 54 52 67 62 59 71 72
81 49 45 78 78 69 68 69
3. Percentage of parents in favor of including cultural values in the mathematics curriculum

90 70 80 76 81 82 76 84
89 59 76 78 75 89 79 89
92 42 58 84 75 90 80 78
82 68 82 82 68 78 79 80
72 54 83 80 78 79 80 84
81 69 78 78 80 82 81 90
ATTACHMENT 4
Getting Ready Activity:

Suppose we want to know the “true” average weight of all the students in the population where the students in this class belong.
1. Form 5 groups and name each Group A, Group B, Group C, Group D, and Group E. Assume that these groups are random samples.
2. Record the weight of each group member carefully.
3. Compute the mean weight and the standard deviation of each group.
4. Compute the mean of the group means.
5. How would you describe your group based on the result of the computation?
6. What is your estimate of the mean of the population where your group seems to belong?
7. Reflect on your estimation. Are you confident about it? Express your confidence as a percentage.
ATTACHMENT 5
Individual Drill:
Identify the confidence interval estimator appropriate for the given situation.
1. On day two of a study on body temperatures, 106 temperatures were taken. Suppose that we only have the first 10 temperatures to work with. The
mean and standarddeviation of these 10 scores were 98.44oF and 0.30oF, respectively.
2. In a study, 20 randomly selected managers were found to spend a mean time of 2.4 hours per day on paperwork. The standard deviation of the 20
scores was 1.30 hours.
3. A random sample of 19 women results in a mean height of 63.85 inches. Other studies have shown that women’s heights are normally distributed
with a standard deviation of 2.5 inches.
4. The National Center for Education Statistics surveyed 4400 college graduates about the lengths of time required to earn their bachelor’s degrees.
The mean was 5.15 years and the standard deviation was 1.68 years.
5. A random sample of 60 female members of health clubs in Los Angles showed that they spend on average 4 hours per week doing physical exercise
with a standard deviation of .75 hours.
ATTACHMENT 6
Short Quiz:
Identify the confidence interval estimator appropriate for the given situation.
1. A random sample of 20 married women showed that the mean time spent on housework by them was 29.8 hours a week with a standard deviation of
6.7 hours.
2. A fleet of 100 airplanes has an air time (time spent flying) standard deviation of 14,9 hours. A sample of 32 of these planes gave a mean air time of
49 hours.
3. Automotive engineers are continually improving their products/ Suppose a new type of brake light has been developed by General Motors. As part
off a product safety evaluation program General Motors’ engineers wish to estimate the mean driver response time to the new brake light. Fifty drivers
are selected at random and the response time (in seconds) for each driver is recorded, yielding the following results: x = .72 and s = .022.
4. A random sample of 45 life insurance policy holders showed that the average premiums paid on their life insurance policies was $340 per year with a
standard deviation of $62.
5. Health insurers and the federal government are both putting pressure on hospitals to shorten the average length of stay (LOS) of their patients. A
random sample of 27 hospitals in one state had a mean LOS in 1998 of 3.8 days and a standard deviation of 1.2 days.
6. A random sample of 50, 8 ounce cups of black “Early Riser” coffee dispensed by a new machine gave a mean of 11.0 mg. of caffeine. It is known
from previous studies that the standard deviation for 8 oz. cups of black “Early Riser” coffee dispensed by this machine was 7.1 mg.
7. The U.S Bureau of the Census conducted a survey of 5000 people and found that the mean income for a person with a bachelor’s degree was
$38,973. It is known from previous studies nationwide that the standard deviation in income for a person with a bachelor’s degree is $6,340.
8. In a Roper poll of 3000 working men, 56% said “they feel guilty that they don’t spend more time with their families.”
9. A bank took a sample of 100 of its delinquent credit card accounts and found that the mean owed on these accounts was $2,130. It is known that the
standard deviation for all delinquent credit card accounts at this bank is $578.
10. A random sample of 100 movie theaters showed that the mean price of a movie was $7.00 with a standard deviation of $.80.
ATTACHMENT 7
Triad Activity:
1. The graph of the t-distribution with df = 20 is shown on the board.
a. If the shaded area on the right is 0.05, what is the area to the left of t1?
b. What is the percentile rank of t1?
c. Find the value of t1.
2. The graph of the t-distribution with df = 15 is shown on the board. Find the value of t1 such that:
a. the shaded area on the left is equal to 0.10 c. the total shaded area is 0.02
b. the shaded area on the right is equal to 0.10 d. the area to the left of t1 = 0.95
3. The graph of the t-distribution with n = 13 is shown on the board.
a. If the total shaded area is 0.10, what is the area to the left of t1?
b. What is the percentile rank of t1?
c. What is the value of t1.
ATTACHMENT 8
Triad Activity:
1. A random sample of n =24 data from a normal distribution with unknown variance produced bar x = 42.5 and s = 2.6. Find a 90% confidence interval
for the population mean.
2. A random sample of n =16 data from a normal distribution with unknown variance produced bar x = 25.7 and s2 = 5.29. Find a 99% confidence
interval for the population mean.
3. The following were scores in a mathematics test randomly selected by the teacher from all the test scores of Gr.10 students.
74 78 86 88 69
83 70 83 87 62
92 66 65 75 74
90 76 57 72 83
a. Calculate the mean and standard deviation.
b. Find a 95% confidence interval to estimate the population mean score µ.
ATTACHMENT 9
Situationer:
An admission officer of an educational institution wants to know the mean age of all entering mathematics majors. He computed a mean age of 18 years
and a standard deviation of 1.2 years on a random sample of 25 entering mathematics majors purportedly coming from a normally distributed
population. With 99% confidence, find the point estimate and the interval estimate of the population mean.
A. Find the point estimate using steps 1-3.
1. Describe the population parameter of interest.
2. Specify the confidence interval criteria.
3. Collect the present sample evidence.
B. Find the interval estimate using 99% confidence interval applying step 4.
4. Determine the confidence interval.
a. Determine the confidence coefficient.
b. Find the maximum error E.
c. Find the confidence interval.
d. Interpret the result.
ATTACHMENT 10
Group Work:
1. A survey was conducted among Senior High School Students (SHS) to see their average daily time spent watching television shows. Results show
that a sample of 36 SHS watches television shows for an average of 8.5 hours daily. If the population standard deviation is 2.4 hours, draw a conclusion
about the population mean based on a 95% confidence interval estimate.
2. A sample of 40 employees in a company was selected to participate in a survey about the duration of their weekly overtime. The results shows that
the sample has average overtime period of 8 hours weekly. If the population standard deviation is 3 hours, draw a conclusion about the population mean
based on a 99% confidence interval estimate.
ATTACHMENT 11
Dyad Activity:
A survey was conducted among high school students to see their average daily time spent using the internet. The results show that a sample of 45
students has an average usage of 4.6 hours daily. The population standard deviation is 1.8 hours. Draw a conclusion about the population mean based on
95 % confidence interval estimate.
ATTACHMENT 12
Situationer:
“ Great Escape “
On a typical morning, Anthony asks his TV viewers if they believe or do not believe the “ great escape “ story of a group of soldiers from a
perceived adversary . At the end of his show, he reported that 68% of the respondents believe the story.
1. What does the report mean to you? 2. What do you understand by the expression 68%?
The percentage expression is 68% is also called a proportion. Percentages are preferred when reporting frequencies of subsets of populations. But in
computing, percentages are first converted to proportions in decimal form. Proportions also represent probabilities. So, the probability that all TV
viewers favor the “great escape“ story is 0.68. The point of estimate of the population proportion is 68% .
Point Estimate is the value of a statistic that estimates the value of a parameter. Proportions can be obtained from samples or populations.
ATTACHMENT 13
Dyad Activity:
A random selection of school children were asked whether they do not like (0), like (1), or cannot decide (2) whether they like or not, a new kind
of snack served by the school canteen. The responses are shown as follows:
1 0 1 1 2 1 1 2 0 1
1 1 0 0 1 1 1 0 1 1
1 2 1 1 1 1 1 1 1 1
0 1 0 1 0 1 1 0 0 0
2 1 2 2 1 2 1 2 2 0
2 1 2 2 0 2 1 2 0 2
1. What is the proportion of respondents who do not like the new kind of snack?
2. What is the proportion of respondents who like the new kind of snack?
3. What is the proportion of respondents who cannot decide?
ATTACHMENT 14
Short Quiz:
1. In a political rally an opinion poll was conducted among the present voters if they approve the platform of the candidate. 201 said they do approve. If
there were 500 individuals in the sample what is p ? What is q? Identify the point of estimate for the population proportion from the given problems.
2. In a survey of 300 individuals, 128 like to watch movies on the big screen. Estimate the true population proportion p and q where ṕ is the proportion
of those who like to watch movies on the big screen based on the sample.
3. A total of 200 Gr. 8 students who have access to Internet services were asked if they play games online before they attend classes. 95 students
responded Yes. What is the population proportion of students who play video games before attending classes? What percent do not play video games
before attending classes?
ATTACHMENT 15
Board work:
In a job satisfaction survey in a certain mall, 700 employees were asked if they were satisfied with their jobs. There were 518 who responded with a
Yes. What proportion is this? What proportion responded with a No?
Steps:
1. Determine what is asked.
2. Specify the given information.
3. Write the representations for computing the desired proportions.
4. Write the formula for computing then proportions.
5. Substitute the given values.
6. Answer the question of the problem.
ATTACHMENT 16
Dyad Activity:
Apply the steps in computing the point estimate.
1. A certain barangay embarked on a QUIT SMOKING program among the constituents. A survey was made among a sample of 200 smoking
individuals of the barangay asking who would join the program. 118 said they would join the program. What are the values of p and q?
2. For a particular school year, the Registrar of a university wanted to know the proportion of students who are enrolled in the Sciences. The enrolment
data showed a total enrolment of 6,534 students. Of this total, there were 4,286 students who are enrolled in various Science courses. What do the
numbers say about the course preferences of the students?
ATTACHMENT 17
Boardwork:
Trust the President?
A Survey of 1200 citizens showed that 715 trust the president. Compute a 95% confidence interval for the proportion of all citizens who
trust the president?
A. Solve for the Point Estimate
a. Check the assumptions. b. Determine the test statistic to be used to calculate the interval. c. State the level of confidence.
3. Collect and present sample evidence.
a. Collect the sample information. b. Find the point estimate of p.
4. Compute the interval estimate.
a. Find q hat. b. Substitute the value of n, q in the formula to find the maximum error of estimate. c. Find the limits.
d. Describe the results.
ATTACHMENT 18
Dyad Activity:
1. In a survey of 458 random households, people take pride in discussing their methods of environmental protection. 236 manage their trash by
separating biodegradables form non-biodegradables. Biodegradables are converted into fertilizers while non-biodegradables are disposed of properly.
Use a 90% confidence to estimate the proportion of all households who have good practices of trash management.
2. Ace conducted a poll survey in which320 of 600 randomly selected voters indicated their preference for a certain candidate. Using a 99% confidence
interval, what is the true population proportion p of voters who prefer the candidate?
ATTACHMENT 19
Boardwork:
1. In a graduate teacher college, a survey was conducted to determine the proportion of students who want to major in Science. If 368 out of 850
students said Yes, with 95% confidence, what interpretation can we make regarding the probability that all students in the teacher graduate college want
to major in Science?
d. Interpret the results.
ATTACHMENT 20
Dyad Activity:
d. Interpret the results.
1. In a certain food stall, 278 out of 500 randomly selected consumers indicate their preference for a new kind of food combination. Use a 99%
confidence interval to estimate the true proportion p who like the new food combination.
2. In a survey, 1000 Gr. 7 students were asked if they read storybooks. There were 318 who said Yes. What proportion of the students does not read
story books? Use 95% confidence interval to determine the population proportion p of all Gr. 7 students who read story books. Does the data suggest a
positive attitude toward reading?
3. Who knows the game sipa? A PE major sought to determine whether all Filipinos are familiar with this game. Use 90% confidence to estimate the
population proportion p and q.
ATTACHMENT 21
Situationer:
In a certain barangay, Serena wants to estimate the mean weight 𝜇, in kilograms, of all six-year old children to be included in a feeding program.
She wants to be 99% confident that the estimates of 𝜇 is accurate to within 0.06kg. Suppose from a previous study, the standard deviation of the weights
of the target population was 0.5 kg, What should the sample size be?
1. Talk about the situation, the given facts and what is asked.
2. Do you also help other people? How will you help?
3. Solve the margin of error of the given problem.
4. Presentation of work.
ATTACHMENT 22
Triad Activity:
Analyze and solve.
1. You want to take a sample that measures the weekly job earnings of high-school students during the school year. The population standard deviation is
₱800. What size sample do you need for a margin of error of no more than ₱200 and a confidence level of 99% when constructing a confidence interval
for the mean weekly earnings of all high-school students?
2. In a paper presentation, the average algebraic reasoning of Grade 8 students in a mathematics camp was observed to be 80 with a standard deviation
of 4.2. A researcher wants to replicate the study to estimate the true population mean 𝜇 to within .5 maximum error. If the 99% level of confidence is
adopted, how many respondents are needed?
3. You want to take a sample that measures the amount of sleep university students get each night. The population standard deviation is 1.2 hours. What
size sample (number of students) do you need for a margin of error of no more than •} 0.25 hours and a confidence level of 95% when constructing a
confidence interval for the mean amount of sleep of all university students?
ATTACHMENT 23
Individual Activity:
Analyze and solve.
1. A particular brand of coffee contains an average of 112 mg of caffeine per cup with a standard deviation of 29mg. Joseph wants to investigate the
same to estimate the true population mean caffeine content correct to within 5mg adopting 95% confidence. How many cups of the same brand of
coffee does he need for a sample?
2. In a gym, a physical exercise has a mean length of 30mins with a standard deviation of 6mins. A PE major wants to estimate the true mean length of
the exercise with maximum error pegged at 0.5 adopting the 95% confidence interval. How many respondents does he need?

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School: Grade Level: XI

DAY 1 DAY 2 DAY 3 DAY 4

DAY 5 DAY 6 DAY 7 DAY 8

G. What innovations or localized

DAY 9 DAY 10 DAY 11 DAY 12

D. Discussing New Answer ENTRY CARD Use the given formula:

F. Developing Mastery Use the Z table to find

School: Grade Level: X1

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

F. Developing Mastery Group Work: Dyad Activity: Individual Drill: Drill:

School: Grade Level: X1

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

II. CONTENT Estimation of Parameters

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

II. CONTENT Estimation of Parameters

4. Additional Materials from

E. Discussing New Concepts and Situationer:

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

4. Additional Materials from

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

F. Developing Mastery Triad Activity:

a. Complete the table

b. Determine the probability when the damage is greater than two.

6. What is the mean of the probability distribution?

8. What is the standard deviation of the probability distribution?

1. What does the graph of the data look like?

Activity 12.2. Work by Pair

1. What is the mean of the sample? (in minutes)

2. Percentage of children who watched TV before bedtime.

3. Percentage of parents in favor of including cultural values in the mathematics curriculum

Getting Ready Activity:

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