DAILY LESSON LOG OF M11/12SP-IIIj-4 (WEEK TEN-DAY ONE)

School Grade Level Grade 11

Teacher Learning Area Statistics and Probability
Teaching Date 1 hour
Quarter
and Time
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
I. OBJECTIVES
are assessed using Formative 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.
 Content The learner demonstrates understanding of key concepts of estimation of population mean and
Standards population proportion.
 Performance The learner is able to estimate the population mean and population proportion to make sound
Standards inference in real life problems in different disciplines.
Learning Competency: solves problems involving sample size determination. (M11/12SP-IIIj-4)
 Learning Learning objectives:
Competencies/  solves problems involving sample size determination;
Objectives  Understand the relation on confidence interval and sample size determination; and
 Show collaboration in activity task given.
II. CONTENT Sample size Determination
III. LEARNING Chalk, PowerPoint presentation
RESOURCES
A. References
1. Teacher’s Guide
Page 351-359
pages
2. Learner’s
NONE
Materials pages
3. Textbook pages NONE
4. Additional NONE
Materials from
Learning
Resource(LR)
portal
B. Other Learning RBS Statistics and Probability, Manila, Philippines 2016, page 206
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
IV. PROCEDURES systematically by providing 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.

The teacher lets the student recall the previous lesson by answering the exercise.
Given: length of interval of 2.63, σ =3, and 95% confidence interval. Find the appropriate
sample size.
 Review previous n=¿
lesson or
presenting the
new lesson ¿¿

¿ 19.99∨20 sample ¿ ¿

 Establishing a The teacher lets the student realize the importance of solving problems involving sample size in
purpose for the understanding the concepts of estimations of parameters.
lesson
 Presenting
 examples/
instances of the
new lesson
The teacher discusses with students the activity 1 and relates the second formula and show
different examples of word problems that involve sample size determination.

In a gymnasium, physical exercise has a mean length of 30 minutes with a standard

 Discussing new deviation of 6 minutes. A PE major wants to estimate the true mean length of exercise
concepts and 2.4 adopting the 95% confidence interval. How many respondents does he need?
practicing new n=¿
skills #1

¿¿

¿ 96.04∨96 sample ¿ ¿
 Discussing new
concepts and
practicing new
skills #2

Working with pairs, the teacher lets the students answer the following and discuss within their
pair how did they come up that solution. (Think Pair Share)
 Developing
mastery (leads to In a certain village, Leony wants to estimate the mean weight μ , in kilograms, of all six year old
formative children to be included in feeding program. She wants to be 99% confident that the estimate of
assessment 3) μ is accurate to within 0.06kg. Suppose from a previous study, the standard deviation of the
weights of the target population was 0.5kg, what is the sample size should be?
Answer: the required sample size is 463 six year old children
 Finding practical
applications of
concepts and
skills in daily
living
The teacher summarizes the mathematical skills in solving problems involving sample size
through asking the students.
 Making
generalizations
What are the practical reasons for learning how to use the formulas in determining the sample
and abstractions
size?
about the lesson
Answers shall be drawn from the students
The teacher lets the students individually answer the formative assessment.
Mary wants to know, with 95% confidence, the proportion of households who like to use
 Evaluating
detergent X. a previous survey showed that 42% like to use detergent X. Mary likes to be
Learning
accurate within 2% of the true proportion. What sample size does Mary need?
Answer: thus, Mary needs a sample of 2340 respondents.
 Additional
activities or
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