4 A’s PROCEDURE:

Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional process by using
principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format

School KITAOTAO NATIONAL HIGH SCHOOL Grade Level 11

Teacher IRENE M. MACAMAY Learning Area STATISTICS &
PROBABILITY
Time & Dates SEPTEMBER 15, 2017 Quarter 1st

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of
estimation of population mean and population proportion.
B. Performance The learner should be able to estimate the population mean and
Standards population proportion to sound inferences in real-life problems in
different disciplines.
C. Learning The learner computes for the point estimate of the population
Competencies / proportion.
Objectives. M11/12SP-IIIi-2
Write the LC code for
each
II. CONTENT Estimation of Parameters
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 345-349
2. Learner’s Materials
pages
3. Textbook pages 146-152
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Textbook, flashcards
Resources
V. PROCEDURES
Introductory Activity (5 A. Drill
minutes). This part The class is divided into 5 groups. They will be asked to find the
introduces the lesson quotient. They will raise their cardboards with correct answers. The
content. Although at first group who get 5 points will be declared as winner.
times optional, it is Divide the numerator by the denominator:
usually included to serve 3 18 57 92 106
as a warm-up activity to 1. 10 2. 40 3. 80 4. 100 5. 135
give the learners zest for 300 628 717 892
the incoming lesson and
6. 540 7. 700 8. 950 9. 1000 10.
an idea about what it to
follow. One principle in 8,701
learning is that learning 10,000
occurs when it is How did you get with the answers?
conducted in a
pleasurable and
comfortable
atmosphere.
Activity/Strategy (15 Present a problem relating to the lesson.
minutes). This is an Jason noted that every weekend, a group of athletes jog in a
interactive strategy to nearby park. On a particular day, he observed that there were 20
elicit learner’s prior runners and that 8 of them were female. He observed the joggers
learning experience. It for six weeks, noting their number and their gender. His data consist
serves as a springboard of the following:
for new learning. It Week 1st 2nd 3rd 4th 5th 6th
illustrates the principle Male 12 15 12 10 8 9
that learning starts Female 8 10 6 10 12 15
where the learners are. Total 20 25 18 20 20 24
Carefully structured What proportions of the runners are female?
activities such as Let the students discuss their solutions.
individual or group
reflective exercises,
group discussion, self-or
group assessment,
dyadic or triadic
interactions, puzzles,
simulations or role-play,
cybernetics exercise,
gallery walk and the like
may be created. Clear
instructions should be
considered in this part of
the lesson.
Analysis (10 minutes). Another problem will be presented.
Essential questions are Nora conducted a survey for a fast food restaurant owner who
included to serve as a wanted the level of acceptability of a new food combo among
guide for the teacher in customers. A tally of the frequencies yielded the following results:
clarifying key Frequency (F)
understandings about Very acceptable (VA) 182
the topic at hand. Critical Acceptable (A) 74
points are organized to 1. What is the sample size?
structure the discussions 2. What percentage of the respondents finds the new food
allowing the learners to combo very acceptable?
maximize interactions 3. What percentage of the respondents finds the new food
and sharing of ideas and combo acceptable?
opinions about expected 4. What conclusion may be derived from the frequencies?
issues. Affective After students sharing of ideas, I will introduce to them the formula
questions are included to in computing the point estimate of the population proportion:
elicit the feelings of the
learners about the x
^p ^p
activity or the topic. The = n where is the sample proportion (read as p hat), x is the
last questions or points number of sample units possesses the characteristics of interest or
taken should lead the who are in favour and n is the sample size.
learners to understand q^ = 1 – ^p, where q^ is the proportion of the sample that does not
the new concepts or possess the characteristic of interest or who are not in favor
skills that are to be p−(1− p )
presented in the next
part of the lesson.
standard error of the estimate: SD( )= √
^p
n
I will give examples using the formulas. The students will be the
ones to explain the solutions.
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 favour 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
favour of the said proposal. Of the 1,000 surveyed learners, 892 said
they were in favour of the approval of the said proposal.
1. Find a point estimate of the true proportion of learners who
are in favour of the approval of the proposal and find its
standard error.
Abstraction (4 minutes). How did you solve for the point estimate of the population
This outlines the key proportion?
concepts, important Let the students enumerate the steps.
skills that should be
enhanced, and the
proper attitude that
should be emphasized.
This is organized as a
lecturette that
summarizes the learning
emphasized from the
activity, analysis and
new inputs in this part of
the lesson.
Application (15 minutes). Group Activity: Each group has an assigned task.
This part is structured to Rubric for Discussion: Organization- 20%, Creativity- 30%, Clarity of
ensure the commitment Message- 50%
of the learners to do Group 1: In a job satisfaction survey in a certain mall, 700 employees
something to apply their were asked if they were satisfied with their jobs. There were 518
new learning in their who responded with a YES. What is the point estimate of the
own environment. population proportion who responded YES and what does this
imply?
Group 2: In survey of 300 individuals, 128 like to watch movies on
the big screen. Estimate the true population proportion p and q
 where p is the proportion of those who like to watch movies on the
big screen based on the sample and q is the proportion of those who
do not like to watch movies on the big screen.
Group 3: A school district is trying to determine its students’
reaction to a proposed dress code. To do so, the school selected 50
students and questioned them. If 20 were in favour of the proposal,
then (a) estimate the proportion of all students who are in favour,
and (b) estimate the standard error of the estimate.
Assessment (10 minutes). Individual Activity:
For the Teacher to: Solve the following:
a) Assess whether 1. To learn the percentage of members who are in favour of
learning objectives have increasing annual dues, a large social organization questioned
been met for a specified a randomly chosen sample of 20 members. If 13 members
duration, were in favour:
b) Remediate and/or a. What is the estimate of the proportion of all members
enrich with appropriate who are in favour?
strategies as needed, and b. What is the estimate of the standard error?
c) Evaluate whether 2. The following are the results of 20 games of solitaire, a card
learning intentions and game that results in either a win (w) or a loss (l).
success criteria have w, l, l, l, w, l, l, w, l, w, w, l, l, l, l, w, l, l, w, l
been met. a. Estimate the probability of winning a game of solitaire.
(Reminder: Formative b. Estimate the standard error of the estimate.
Assessment may be
given before, during, or
after the lesson).
Choose any from the
Assessment Methods
below.

Assignment/Agreement Let the students search in the internet the definition of confidence
(1 minute). Fill-in below interval of the population proportion.
any of the four purposes
 Reinforcing /
strengthening the
day’s lesson
 Enriching /
inspiring the day’s
lesson
 Enhancing /
improving the
day’s lesson
 Preparing for the new
lesson
V. REMARKS The activities were not all carried out because of time constraints.
Indicate special cases The lesson will be continued next meeting.
including but not limited
to continuation of lesson
plan to the following day
in case of re-teaching or
lack of time, transfer of
lesson to the following
day, in cases of class
suspension, etc.
VI. REFLECTION I must manage my time in teaching. I should not focus more on the
Reflect on your teaching motivational activity though it is important but I have to divide the
and assess yourself as a time equally.
teacher. Think about
your student’s progress.
What works? What else
needs to be done to help
the students learn?
Identify what help your
instructional supervisors
can provide for you so
when you meet them,
you can ask them
relevant questions.
Indicate below
whichever is/are
appropriate.
A. No.of learners who
earned 80% on the
formative assessment.
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 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?