DAILY LESSON LOG OF GENERAL MATH (Week 9)

School Grade Level Grade 11

Teacher Learning Area Statistics and Probability
Teaching Date and Time Quarter Third
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities
may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES
Assessment Strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of estimation of population mean and
population proportion.
B. Performance Standards The learner is able to estimate the population mean and population proportion to make sound
inferences in real-life problems in different disciplines.
Learning Competency: Draw conclusion about the population proportion based on its
confidence interval estimate. (M11/12SP-IIIi-6)
Learning Objectives:
C. Learning Competencies/
1. Remember the Four-Step process in computing the interval estimate.
Objectives
2. Draw and formulate conclusion about the population proportion based on its confidence
interval estimate.
3. Cooperation within the group
II.CONTENT Conclusion based on its confidence interval estimate
III.
LEARNING RESOURCES Teacher’s guide, Learner’s module,
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
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
Review: Compute the population proportion interval estimate given n, ṕ and the confidence
A. Review previous lesson or level.
presenting the new lesson a.) X = 300, ṕ = 0.40, 95% confidence
b.) X =500, ṕ = 0.23, 95% confidence
B. Establishing a purpose for The teacher lets the students draw Conclusion of estimating population proportion(p)for large
the lesson Sample Size.
The students will study the conclusion or the Interpretation of the table given by the teacher.
Problem I.
In a survey of 458 random household, people take pride in discussing their
methods of environmental protection. 236 manage their trash by separating biodegradables
from non-biodegradables. Biodegradables are converted into fertilizers while non-
biodegradables are disposed of properly. Use a 95% confidence to estimate the proportion of
all households who have good practices of trash management.

Solution:

A.) Solve for the Point Estimate

C. Presenting examples/
instances of the new lesson
Steps
1.) Describe the population parameter of
interest.
2.) Specify the confidence interval criteria.
a.) Check the assumptions.
b.) Determine the test statistic to be
used to calculate the interval.
c.) State the level of confidence.
3.) Collect and present sample evidence.
a.) Collect the sample information.
Solution
The parameter of interest is the mean
proportion p of all households who have
good practices of trash management.
By the CLT, the sample size of 236 is
normally distributed.
The test statistic is the p.
Confidence level: 95% and ɑ = 0.05
Confidence coefficients: 1.96 since ɑ is
known.
X = 236
n = 458

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)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating Learning
J. Additional activities or
b.) Find the point estimate of p.
X 236
ṕ= = = 0.515 ≈ 0.52
n 450
So, the point estimate of the population
proportion p is 0.52
B.) 95% confidence interval
4.) Compute the interval estimate.
a.) Find q. q = 1 - ṕ = 1 – 0.52 = 0.48
b.) Find the maximum error E.
zɑ/2
√ ṕq = 1.96 x
n
= 0.044
√ 0.0005
c.) Find the limits. For the lower limit:
ṕ - zɑ/2
√ ṕq = 0.52 – 0.044
n
= 0.476 or 47.6%
For the upper limit:
ṕ + zɑ/2
√ ṕq = 0.52 + 0.044
n
= 0.564 or 56.4%
d.) Describe the result Since the point estimate 0.52 lies
between the lower and upper limits, thus,
with 95% confidence, we can state that the
interval from 47.6% to 56.4% contains the
true percentage of all households who
have good practices of trash management.
Example #2:
In a certain food stall, 278 out of 500randomly selected consumers indicate their preference
for a new kind of food combination. Use a 99% confidence interval to estimate the true
proportion p who like the new food combination.
Answer:
The point estimate is 0.556
The interval estimate: 49.9%<p<61.3%
The conclusion: Thus we can assert with 99% confidence that the interval between 49.9% and
61.3% contains the true proportion of all consumers who like the new food combination
.
The teacher will let the students solve the following problems
The students will give the conclusion of the problem given last meeting.
1. In a survey of 458 random households, people take pride in discussing their methods of
environmental protection. 236 manage their trash by separating biodegradables from non-
biodegradables. Biodegradables are converted into fertilizers while non-biodegradables are
disposed of properly. Use a 95% confidence to estimate the proportion of all households who
have good practices of trash management.
2. In a certain food stall, 278 out of 500 randomly selected consumers indicate their preference
for a new kind of food combination. Use a 90% confidence interval to estimate the true
proportion p who like the new food combination.
Call a student and ask how to draw conclusion based on its confidence interval estimate.
 remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
What works? What else needs to be done to help the pupils/students learn? Identify what help
VI. REFLECTION
your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
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