DEMONSTRATION TEACHING

LEARNING PLAN

School Barahan NHS Grade Level 11

Learning
Teacher Gerson T. Acosta Sr. Probability and Statistics
Area
March 6, 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
 identify point estimator for the population proportion.
 compute for the point estimate of the population proportion
 identify the appropriate form of the confidence interval estimator
for the population proportion based on the Central Limit
Theorem
 compute for the confidence interval estimate of the population
proportion.
 solve problems involving confidence interval estimation of the
population proportion.
 draw conclusion about the population proportion based on its
confidence interval estimate

M11/12SP- IIIi- 1
M11/12SP- IIIi- 2
M11/12SP- IIIi- 3
M11/12SP- IIIi- 4
M11/12SP- IIIi- 5
M11/12SP- IIIi- 6
II. CONTENT Confidence Interval Estimation of the Population Proportion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 344 – 350
2. Learner’s Materials Not yet available
3. Textbook Statistics and Probability by Ronald L. Arciaga, pp. 118 – 126

4. Additional Materials
from Learning
Resource (LR) portal
 B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Review the lesson on proportion as a parameter.
lesson or presenting the
new lesson The ratio of the number of units possessing a characteristic to the total
number of units in the population is a population proportion.
Examples:
 The proportion of learners who passed the last examination, the
proportion of Filipinos who live in poverty, the proportion of
housing units in the Philippines with roof made of strong
materials.
 Proportion of Piatos chips that are not broken.
B. Establishing a purpose As a motivational activity, present the partial list of variables below
for the lesson in a data set gathered from learners enrolled in Grade 1 1 Statistics and
Probability this school year. Ask learners to identify proportions that
could be defined from these variables.

1. Proportion of learners who are enrolled in Grade 11 Statistics and

Probability this school year and who spend at least 2 hours studying
outside school hours during weekdays
2. Proportion of male learners who are enrolled in Grade 11 Statistics
and Probability this school year
3. Proportion of learners who are enrolled in Grade 11 Statistics and
Probability this school year and at least 160 cm tall
4. Proportion of learners who are enrolled in Grade 11 Statistics and
Probability this school year and at most 100 kg
5. Proportion of learners who are enrolled in Grade 11 Statistics and
Probability this school year and with waist girth of at most 50 cm
C. Presenting Present how to estimate population proportion using Confidence Interval
examples/instances of the Estimate of the Population Proportion
new lesson
Sample proportion which is defined as the ratio of the number of sample
 units possessing the characteristic of interest to n.

SE =

D. Discussing new concepts and Illustration of the Computation:

practicing new skills #1
Suppose in a simple random sample of 50 Grade 11 Statistics and
Probability learners, 30 of them said they preferred the music genre
rock.

Hence, we estimate that 6 out of every 10 Grade 11 Statistics and

Probability learners would say that rock is their preferred music genre.
Further, we could say that we are 95% confident that the true proportion
of Grade 11 Statistics and Probability learners would say that rock is
their preferred music genre is between 0.59 and 0.61 or out of every 100
Grade 11 Statistics and Probability learners, we are 95% confident that
there will be between 59 to 61 of them who would say that rock is their
preferred music genre.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment )

G. Finding practical Poll Survey

applications of concepts and
skills in daily living Most national opinion polls sample at least 1,200 respondents (although
there are 100= million Filipinos as of mid-2014) and typically ask about the
approval ratings of government officials, especially the President. How is this
possible? In this lesson, we saw that the likely size of the chance error in
sample percentages depends on the size of the sample, and, hardly at all, on the
population size. The huge number of possible Filipinos that could be
sampled does not affect the standard error (of the proportion) but only makes it
difficult operationally to draw the random sample. Is 1 ,200 a big enough
sample? Most critics of sample surveys would find it illogical why 1 ,200
respondents would represent millions. It turns out that 1 ,200 would indeed be
a reasonable sample size for estimating approval ratings. If the true approval
ratings of the President were 50%, then with a sample size of 1200, the
standard error for the proportion is about 6 percentage points, and we
could have a margin of error of 3 percentage points at 95% confidence. This
shows why we ought to be able to accurately assess the winner of a presidential
race even before election day itself, unless the proportion of votes for two
candidates in an election are very close.
H. Making generalizations and Have a short recap on step-by-step procedure in finding the confidence
abstractions about the lesson interval estimate.
I. Evaluating learning Answer the following:

Some government officials are proposing for the country’s academic

calendar to be moved from June-March to August-May. This proposal,
according to the officials, if approved, can further improve education by
synchronizing our calendar with that of the other countries. Government
officials would push through with the proposal if at least 85% of the
student population favor it. To know the opinion of learners regarding
the said proposal, a simple random sample of learners was obtained and
they were asked if they were in favor of the said proposal. Of the 1 ,000
surveyed learners, 892 said they were in favor of the approval of the said
proposal.

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