DEMONSTRATION TEACHING

LEARNING PLAN

School Barahan NHS Grade Level 11

Learning
Teacher Gerson T. Acosta Sr. Probability and Statistics
Area
March 4, 2019
Teaching Dates and FOURTH (SECOND
9:50 – 10:50 and 10:50 – Quarter
Time SEMESTER)
11:50

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
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.
LC: Learners
 Compute for the confidence interval estimate based on
the appropriate form of the estimator for the
population mean
 Solve problems involving confidence interval estimation of the
population mean
 Draw conclusion about the population mean based on its
confidence interval estimate.

M11/12SP- IIIh- 1
M11/12SP- IIIh- 2
M11/12SP- IIIh- 3
II. CONTENT Confidence Interval Estimation of the Population Mean (Part 1)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 328 – 343
2. Learner’s Materials Not yet available
3. Textbook

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Let the learners recall the difference between point estimate and interval
lesson or presenting the estimate.
new lesson
B. Establishing a purpose  As motivational activity, ask learners to write on 1/4 sheet of
for the lesson paper the following:
 1. His/her “best” guess of teacher’s age by giving a single number.
2. The same as in Number 1, but this time he/she should give a
range of values wherein teacher’s age would most likely fall.
3. Ask the student to rate his/her confidence from 0% (not
confident) to 100% (very confident) in his/her educated guess of
the range of values in Number 2.

Note: The reasonable and logical guess should be between 25 to 60

years old because the usual age of newly hired teacher is 25 and the
retirement age is 60.

Teacher will then use the data collected in the motivational activity.
Teacher will prepare a graph similar to the one shown below. Each line
segment represents an interval estimate of the true value of age. Then,
assume that such estimates are all 95% confidence interval estimates.

Introduce to the learners the concept of Interval Estimate

1. The 95% confidence interval estimates, represented by the line

segments, are of different widths. Some are short and some are long.
The width of the interval estimate represents the accuracy of the
estimate. The narrower the interval or the shorter the segment is, the
more accurate the interval estimate is.
2. There are line segments that include the true value but there are others
that exclude the true value. If all the line segments represent all
possible 95% confidence interval estimates, then 95% of them will
contain the true value and only 6% of them will not contain the true
value.
C. Presenting Present the formula in computing the Interval Estimator when variance
examples/instances of the is known.
new lesson
I.E. = Point Estimate ±(Tabular Value x Standard Error of the Mean)

D. Discussing new concepts and Discuss how to compute the Interval Estimate when population variance
practicing new skills #1 is known.
(Use Stat Calculator in solving the following problem.)

E. Discussing new concepts and
practicing new skills #2
1. Consider the numerical example used in point estimation of the
population mean where the following observed weights (in kilograms)
of a random sample of 20 learners were used.
40 45 46 48 48 50 55 55 56 58
58 59 60 60 62 62 64 64 65 66
The sample mean is computed as:
Assuming that the population standard deviation of the weights of all learners
in the class is 9 kg, the 95% confidence interval estimate of the true average
weight of the learners is
Thus, we are 95% confident that the true average weight of all learners in the
class is between 52 kg and 60 kg (rounded off to the nearest integer).
2. Suppose we want to estimate the true average weight
of learners enrolled in a school using a sample to be drawn using
simple random sampling. How large should the sample be if we want
the estimate to be within 2 kg away from the true value and that we are
99% confident of our estimate? We could assume that population
standard deviation of the weight is 9 kg.
Thus, we need 135 learners in estimating the true average weight of learners
enrolled in this class under simple random sampling scheme with 99%
confidence and maximum allowable deviation is within 2 kg.
When the population variance is unknown, there is a slight change in the
construction of the confidence interval and the changes involve the tabular
value and the standard error of the sample mean.
Discuss the step-by-step procedure in computing interval estimate when
variance is unknown.
F. Developing mastery  Do an enrichment activity that involves learners measuring their
(Leads to Formative foot sizes. The teacher records the foot sizes of all learners in
Assessment ) class in order to obtain the population mean foot size
of the entire class. The class is then divided into groups of 3 to 5
learners. Using a simple random sample of 10 learners, the
groups will estimate the average foot size of the entire class.

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Numeric summaries (mean and five-number summary) and box
plots can be used to obtain point and interval estimates,
respectively, for the mean foot size of the entire class.
 Group the learners into four groups then ask them to answer the
activity below. After doing the activity, let them present their
output in front of the class.
A company that manufactures electronic calculators uses a
certain type of plastic. An alternative plastic material is
introduced in the market and the manager of the company is
thinking of shifting to this material. He will decide to shift if the
mean breaking strength of the new material is greater than 155. It
is known that the breaking strengths of the new plastic material
follow the normal distribution and have a standard deviation of
10 p s i (pounds per square inch). Six samples of the new plastic
materials were randomly selected and their breaking strengths
were determined. The data obtained were 156, 154, 168, 157,
160 and 158. Construct and interpret a 98% confidence interval
for the true mean breaking strength of the new plastic material.
Interval Estimator can be used in Manufacturing, Education, Social
Problems, poll surveys, etc.
What is the formula in estimating interval when population variance is
known? How about when population variance is unknown?
Short Quiz
1. The head of the Philippine University (PU) observes a decline on
the alcoholic expenditures of learners from a monthly
expenditure of Php 350 pesos in the previous year. To check on
this, he randomly selected 10 PU learners who drink alcoholic
beverages and asked the amount, in pesos, that they usually
spend on alcoholic beverages in a month. It is known that the
usual amount spent on alcoholic beverages by learners who drink
alcoholic beverages follows the normal distribution with standard
deviation of Php 10. The data collected are: 400, 235, 200,
250, 200, 300, 500, 430, 420, and 220.
a. Construct and interpret a 95% confidence interval for the true mean
amount spent by the learners on alcoholic beverages.
 2. The nickel metal Hydride (Nimh) battery is one of the highly
advertised rechargeable batteries today. It is lighter and can last
up to 2 to 4 times longer than alkaline or standard Nickel-
Cadmium (NiCd) batteries. To evaluate its performance, a
random sample of 10 Nimh batteries was taken. The number of
photos taken using each battery in a digital camera is given as
follows: 405, 564, 342, 456, 435, 543, 473, 452, 462, and 475.
Construct and interpret a 95% confidence interval for the true
mean number of photos taken using the Nimh battery.

J. Additional activities for

application or remediation
I. REMARKS
II. REFLECTION
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 in
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
used/discover which I
wish to share with other
teachers?

Prepared by: Inspected by:

Gerson T. Acosta Dante D. Dumale

Demo Teacher School Principal