School Pili National High School (SHS)
Teacher Pearl Arianne M. Montealegre
Teaching Dates and
Time
Daily Lesson Plan
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (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
F. Developing mastery
(Leads to Formative Assessment 3)
Grade Level 11
Learning Area Statistics & Probability
March 7, 2019 (Thursday)
Quarter 3rd
(10:00 – 11:00)
The learners demonstrate an understanding of the key concepts of estimation
population mean and population proportion.
The learner shall be able to estimate the population mean and population
proportion to make sound inferences in real-life problems in different disciplines.
The learner illustrates point and interval estimations; (M11/12SP-IIIf-2)
The learner distinguishes between point and interval estimation;
(M11/12SP-IIIf-3)
The learner identifies point estimator for the population mean; &
(M11/12SP-IIIf-4)
The learner computes for the point estimate of the population mean.
(M11/12SP-IIIf-5)
Chapter 4: Estimation and Parameters
Lesson 1: Understanding the Point Estimate of a Population Mean
Teacher’s Guide , Math & Beyond; Statistics and Probability
Senior High conceptual Math & Beyond ; Statistics and Probability by Jose M.
Ocampo, Jr., Ph.D and Wilmer G. Marquez, M. A.
pp. 120 – 124
REVIEW: (5 minutes)
“You and I, Collide!”
Match the items in Column A with Column B.
COLUMN A COLUMN B
1. Population a. Mathematical model for decision making
2. Sample b. difference between a value and the mean
3. Population Mean c. set of data one wishes to investigate
4. Population Standard Deviation d. subset of a set data
5. Parameter e. denoted by μ
6. Error f. a measure of proportion
7. Normal Curve g. denoted by σ
h. values that belong to a population
(10 minutes)
“Am I worth it? Then find the value of me!”
The students are going to divide into three groups and they are going to find the
value of the mean, with every value of the mean there is a corresponding word.
That words going to put together in order for them to find the Title of the Topic.
(5 minutes)
We have learned about population parameters, sample statistics, and normal
curve distribution. This time, we shall work on sample information to describe
the characteristics of a normal distribution of scores. Our underlying assumption
in this lesson is that the population standard deviation σ is known. In real life,
many sets of information involve numbers. With rapid developments technology,
information derived from various human pursuits comes in large amounts of data
that need to be interpreted. These interpretations could be important to others as
they serve the purpose of basis for decision making.
DISCUSSION/ RECITATION: (15 minutes)
Since the students have already an idea in finding the value of the mean. The
teacher is going to discuss the Point Estimate of a Population Mean.
The teacher is going to present examples for the Estimation of Parameters.
Ex. 1. A sample of 50 households is used to determine the average number of
children in a household in a barangay. (ESTIMATING MEAN)
Ex. 2. A sample of 50 households is used to determine the percentage of
households in a barangay watching a particular teleserye. (ESTIMATING
POPULATION)
More examples to be given by the teacher…
Collaborative Activity: Pinili! Pinalitan! Iniwan!
Mechanics:
 1. The class will be divided into four teams.
2. The students will be group according to the emoji’s that they feel.
3. Each team will pick an emoji’s that will be showed by the teacher.
4. Every emoji’s corresponds to a worded problem that will be solved
by the members of each team.
5. Each team will be given five minutes to solve the problem and
discuss it to each members of the team.
6. After the time limit, each team must pass the problem to the next
team and solve the problem again.
7. Each team must solve the four problems.
8. The team who got the highest point will be given a plus point and a
prize.

John wanted to know the shearing strength, in lbs, of a

particular kind of rivet sold in a hardware store. He
G. Finding practical applications of (5tested
minutes)
40 rivets and got the following:
concepts and skills in daily living Find
520 the 528
point estimate
510 518 of the490 proportion
513 598 of the510 number 485of 510junior high school
students who owns at least one
512 500 516 532 512 455 500 512 509 515cell phone, given the following samples.
NUMBER OF STUDENTS
483 512 NUMBER OF STUDENTS
GRADE520 501 487 498 496 500 518 SURVEY 512 WITH ATLEAST
SURVEY
415 510 515 498 515 520 497 502 490 ONE 508 CELLPHONE
Estimate the 7 Population Parameter. 10 9
8 15 11
9 25
From a random selection of ten groups – the 16 weights in
10 20 14
kilograms – of 80 preschool children in a barangay child
H. Making generalizations and (5 minutes)
abstractions about the lesson
care center were obtained. Find the mean weight of all
Ask the learners to answer the following HOTS questions:
1. What are thepreschool
main children
functions in
of Column thatthe
Inferential barangay:
Statistics?
RenzColumn
Column wants Column
to know how allColumn people
Column in Column
a district of Manila
Column Columnperceive
Column in
2. What is theGroup
function
1
conduct2
of
Group
of a
an point
3
Group
estimate?
earthquake
4
Group
drill.
5
Group
He has6
Group
interviewed
7
Group
10
8
Group
random 9
Group
selections
10
Group
3. What are the properties of a good estimator?
A from 500
B people
C and Dthen determined
E F the percentages
G H of those
I whoJ are

20 in favour
25 of 19
the drill.22He has25 assumed
21 that19the only
23 error25 present23 is the
I. Evaluation/ Assessment (5 minutes) sampling error. The following numbers represent the mean percentages
18of the21
Complete the Missing Part
ten
23of ME!
surveys.
25 19 26 28 20 19 20
Fill in the blank.25 26 15 90.0 14 19
86.4 18 90.1 20 18
85.2 22
78.0 24
1. 22is a value
25 or18 a range19
95.3 of values
20
90.0 that
23 approximates
87.5 21 20
93.0 the 23
77.5 population
19
value. 18 17 20 22 23 21 19 15 16 20
2. Don’t expect23 that the24point21estimate 20 is exactly
19 19equal 20 to the 22 25 20
parameter. 20 22 23 21 19 26 23 22 25 20
3. Any point estimate
19 should
20 18be as 18 20 22 as possible
20 to
19 the true
20 22
parameter. Estimate the Population Parameter.
4. Sampling should be done at random, using a sample that is as 5.
as possible.
Find the point estimate of the population parameter
for the following data.
Scores in Reading Test
80 78 85 82 80 85 83 86
80 92 82 85 80 88 84 86
86 88 90 78 83 90 86 84
75 85 77 88 85 92 85 83
83 86 83 84 86 92 85 80
J. Additional Activity 76 88 79 84 80 88 80 86
V. REMARKS 90 86 85 83 82 85 86 90
VI. REFLECTION 83 78 77 76 80 78 80 82
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
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?
Prepared by: Checked by:

PEARL ARIANNE M. MONTEALEGRE MARK DEAN GIL E. LUMALANG

SHST-II MT-II/SHS Coordinator
Noted by:

RICHIE P. LIMUECO
Principal II