Semi-Detailed Lesson Plan in Probability and Statistics

I. Objectives
A. Content Standard: The learners demonstrate understanding of the Random Sampling /
Probability Sampling
B. Performance Standard: The learners shall be able to formulate and solve accurately real-life
problems involving Random Sampling / Probability Sampling.
C. Competency: The learner illustrates random sampling. (M11/12SP-IIId-2)
Learning Objectives: In this lesson, the students will be able to:
1. define Random Sampling / Probability Sampling;
2. Identify the different types of Random Sampling / Probability Sampling
3. Apply the Random Sampling / Probability Sampling in real life situation

II. Subject Matter

Topic: Random Sampling / Probability Sampling
Materials: Laptop/Cellphone, Video Lesson, Learning Module, Skill Notebook, Calculator
References: K to 12 MELCS p. 540, DepEd Statistics and Probability CG p. 2, Statistics and
Probability Teaching Guide p. 234-241
Subject Integration: Practical Research 1 & 2, Media and Information Literacy, Sciences,
English for Academic and Professional Purposes.
III. Learning Task
A. Preliminaries
 Prayer
 Checking of Attendance
 Reminders/Setting of standards
B. Review
+ Check learners’ prior knowledge by asking them to recall the previous topic regarding
Population and Sample. Let them supply the needed answer to complete the paragraph.

Answers: 1. Population 2. Census 3. Sample 4. Survey

Then pose these questions:
 What is a Census again? Can you now differentiate Census from a Survey?
 Is there a time in your life where you participated in a Census/Survey?
 Have you experienced conducting a Census? How about a Survey?
Using their Skill Notebook, engage students in a short drill exercise that will master their
ability in listing samples correctly.
 List down the numbers that will appear in the Random Number Generator and
write its corresponding names from the given table.
Top 25 Most Popular Given Names in the World over the last 100 years
 Sample Numbers that will appear in the Random Number Generator: 17, 6, 23, 4, 19
Sample Answers: 1. Thomas 2. Jennifer 3. Daniel 4. Patricia 5. Charles
C. Motivation
Challenge the learners to rearrange the following three (3) groups of jumbled letters to
form three (3) separate words:

Regularly use these words and their synonyms in your discussion to help the students’
slowly come up their own concept and understanding when you introduce the topic
“Random Sampling”.
Let the students be aware of the objective and the new skill that is expected from them at
the end of the lesson.

D. Activity
Using their Skill Notebook, engage the learners in all activities that will flash on their
screen. Test their ability in identifying the correct samples based on the given situations
and conditions.
(Diagnostic Test)

Activity 1.
 Given the list of 26 letters of an English Alphabet. Identify the other six (6)
remaining letters by counting an INTERVAL of ____ starting from the letter
____. What are the other six (6) letters?
Note: Here, act like you just randomly selected letter B. Also, execute drawing a number
randomly from the fish bowl (in this case, number 4) to instill in the minds of learners the
concept of giving fair and equal chance for all letters to be selected.

Answers: F, J, N, R, V, Z
 Activity 2.
 Given six (6) groups of codes, list down ALL the codes which belong to the group
that will be randomly selected from the fish bowl.
(Draw a paper from the fish bowl and assume to say the following:)
1. List down all the codes which belong to Group 4.
2. List down all the codes which belong to Group 3.
3. List down all the codes which belong to Group 1.

Activity 3.
 Given four (4) groups of numbers, list down all the identified numbers
according to the position chosen randomly from the fish bowl.
(Draw a paper from the fish bowl and assume to say the following:)
1. From Group 1, choose the 2nd number, choose the 5th number.
2. From Group 2, choose the 4th number, choose the 1st number.
3. From Group 3, choose the 4th number, choose the 3rd number.
4. From Group 4, choose the 1st number, choose the 5th number.

Introduce the topic by connecting it to the given activity.

Random Sampling = also known as probability sampling, is undertaken by the researcher
to achieve unbiased results in his or her study by selecting samples in a fairer manner.
E. Analysis
Using all the given activities, introduce to the learners the Basic Types of Random
Sampling.
 Simple Random Sampling
 Systematic Random Sampling
 Cluster Random Sampling
 Stratified Random Sampling
Allow them to analyze each type of random sampling by comparing and contrasting in
the way they are conducted or implemented in the real scenario.
To further progress students’ understanding, discuss clearly each type of random
sampling by providing images or graphical presentations and make real-life situations in
each to develop learners’ critical thinking
F. Abstraction:
Facilitate the learners in generalizing the lesson. Pose the following questions and allow
the students to think of their own answers based on the given activities.
 When can you say that the sampling being performed is valid and good?
 What is Random Sampling?
 How do you conduct Simple Random Sampling?
 How do you perform Systematic Random Sampling?
 Can you differentiate Cluster Random Sampling from Stratified Random
Sampling?
 How do you perform Stratified Random Sampling?
Use this discussion in helping the learners master the topic further.
 A Sampling is valid and good if the researcher is objective. He/she selects sample
at random which means that every sample in the population has a fair and equal
chance of being selected. This sampling technique is called Random Sampling.

The Basic Types of Random Sampling

Simple Random Sampling
The Simple Random Sampling is also called Basic Random Sampling. Every
member of the population has an equal chance of being selected.
To conduct this type of sampling, you can use tools like random number
generators, fish bowl, rolling a die or dice, or any other techniques that are based entirely
on chance.
Systematic Random Sampling
The Systematic Random Sampling is similar to simple random sampling. But it is
usually slightly easier to conduct.
To perform this type of sampling, list every member of the population and assign
a number, but instead of randomly generating numbers, individuals are chosen at
REGULAR INTERVALS after randomly selecting a fixed point.
Cluster Random Sampling
The Cluster Random Sampling involves dividing the population into subgroups
called clusters but each cluster should have similar characteristics with other clusters.
 To conduct this type of sampling, randomly select a cluster and list all members
of the selected cluster to be part of the sample.
Stratified Random Sampling
The Stratified Random Sampling involves dividing the population into
subpopulations called strata based on common characteristics such as race, age, sex,
religion, income, and the likes.
To perform Stratified Random Sampling, calculate how many people should be
sampled from each stratum based on its proportion to the whole population. The bigger
the proportion of the stratum, the greater number of samples will be selected from each
stratum by either a simple random sampling or a systematic random sampling.
G. Application:
For a meaningful application, contextualize the topic by including situational problems or
scenarios and by using their Municipality/School/Barangay. (Formative Test)
Using their Skill Notebook, allow learners enough time to answer honestly the problem
below.
Problem: As a Grade 11 student taking Practical Research class, you are tasked to
conduct a study in your barangay to know the perception of parents towards Modular
Distance Learning. You then think of applying a Stratified Random Sampling because
you understand that it is the best sampling technique to use in your study. Now, compute
for the “exact” number of parents to be taken from each zone of your barangay if you
only need 30 respondents in your research.

IV. Evaluation
Instruct learners to partially answer the Assessment activity that is found on their
Learning Module since some of the problems (calculating sample mean) will still be
discussed in the next lesson. (Summative Test)
Direction: Study the real-life situations and illustrate what specific sampling technique is
being used by the researcher.
1. A teacher from Leyte-Agro Industrial School selects 12 boys and 12 girls from
each of her 4 Science classes.
2. Dr. Albaño interviews all School Principals in each of 5 randomly selected
districts in the Division of Leyte.
3. The student researcher writes the names of her classmates on separate pieces of
paper, shuffled them, and draws 15 names.
4. Samsung selects every 100th cell phone from the assembly line and conduct a
thorough test of quality.
 Compute for the “exact” number of participants to be taken from each grade level in
Leyte National High School if a researcher chooses to use Stratified Random Sampling
with only 100 respondents from a population with the following data:

V. Assignment
Instruct the learners to have an advance reading and note-taking on parameter, statistic,
and sample mean. To reinforce learning, let the students answer and reflect on the
following questions using their Journal:
(a) As a researcher, how will you properly conduct sampling before the gathering
of data?
(b) Why is it important for a researcher to be objective, fair and equal in the
conduct of his or her study?

Prepared by: ERMM P. CAÑETE

Checked by: ELLEN MAE E. MONDEJAR