GRADES 1 School Caibiran National High School Grade Level 11

to 12
Teacher MARLON CARLO T. LLAMERA Learning Area Statistics and Probability
DAILY
LESSON LOG Teaching Dates and Week 6 Quarter 3rd
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES 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 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 The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key concepts understanding of key concepts understanding of key concepts understanding of key concepts
of estimation of population of estimation of population of estimation of population of estimation of population
mean and population mean and population mean and population mean and population
proportion. proportion. proportion. proportion.
B. Performance The learner is able to estimate The learner is able to estimate The learner is able to estimate The learner is able to estimate
Standards the population mean and the population mean and the population mean and the population mean and
population proportion to make population proportion to make population proportion to make population proportion to make
sound inferences in real-life sound inferences in real-life sound inferences in real-life sound inferences in real-life
problems in different disciplines. problems in different disciplines. problems in different disciplines. problems in different disciplines.
C. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week
Competencies / or two.
Objectives The learner Illustrates point and The learner identifies point The learner computes for the The learner illustrates point and
interval estimations. estimator for the population point estimate of the population interval estimations.
(M11/12SP-IIIf-2) mean. mean.(M11/12SP-IIIf-5) (M11/12SP-IIIf-2)
The learner distinguishes (M11/12SP-IIIf-4) The learner distinguishes
between point and interval Objectives: between point and interval
estimations. Objectives: a. Identify point estimate estimations.
(M11/12SP-IIIf-3) a. Identify point estimator of the population mean. (M11/12SP-IIIf-3)
for the population b. Compute point estimate The learner identifies point
Objectives: mean. of the population mean. estimator for the population
a. Identify point and interval b. Describe point c. Value accumulated mean.
estimation. estimator for the knowledge as means of (M11/12SP-IIIf-4)

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 b. Describe point and interval population mean. new understanding. The learner computes for the
estimation. c. Value accumulated d. Participate actively in point estimate of the population
c. Differentiate point estimation knowledge as means of class activities. mean.
from interval estimation. new understanding. (M11/12SP-IIIf-5)
d. Value accumulated d. Participate actively in
knowledge as means of new class activities. Objectives:
understanding. a. Recall concepts learned
e. Participate actively in class about point and interval
activities. estimations.
b. Compute point estimate of
the population mean.
c. Answer test questions
honestly and accurately.
II. CONTENT Point and Interval Estimations Point Estimator of a Population Point Estimate of a Population Summative Assessment
Mean Mean
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References

1. Teacher’s Guide pages

2. Learner’s Materials
pages
3. Textbook pages Theory of Statistics with Theory of Statistics with Theory of Statistics with Theory of Statistics with
Probability by Mendenhall Probability by Mendenhall Probability by Mendenhall Probability by Mendenhall

4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their 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.
A. Reviewing previous Activity: “Arrange High and Direction: Match the items in Identify the point estimate of the
lesson or presenting Low” Column A with the items in following unknown population
the new lesson Arrange the following items Column B. mean:
based from their prices (from Column A 1. Average grade of grade
highest price to lowest price): 1. academic performance 11 students in General
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 1. 5 kilos of ripe mangoes
2. 3 kilos of tilapia
3. 50 pieces of Kalamay Buna
B. Establishing a purpose 1. Did you experience difficulty
for the lesson in identifying the price of each
item? Explain your answer.
2. How did you identify the item
with the lowest price?
3. How about the item with the
highest price?
4. What are the things that you
considered for your estimation?
C. Presenting examples/ Group Activity:
instances of the new Form a group composed of five
lesson members and do the activity.
Estimate the average time it will
take a senior high school
student to go to the school
(from his/her house) by walking
by asking ten students at
random. You can express your
answer in minutes.
D. Discussing new Describe the process of
concepts and estimation that you used for the
practicing activity
new skills #1
2. perception about Pres.
Duterte
3. economic status
4. popularity
Column B
a. satisfaction rating
b. grade point average
c. number of followers
d. monthly income
1. What is the relationship
between the items in the two
columns?
2. Which of the two is the
predicted variable?
3. Which of the two is the
predictor variable?
4. Is the predictor variable
expressed as a single value or
an interval?
Activity: Identify the point
estimator for the unknown
population parameter:
1. Mean IQ for senior high
school students
2. Grade point average of
grade 11 students
3. Variation in the height
among the players of
basketball in the
municipal meet
4. Average daily
allowance of high
school students
Complete the table below by
supplying the needed
information:
Mathematics
2. Average monthly
income of the family of
senior high school
students
3. Average number of
hours spent in studying
per day among STEM
students
1. How did you identify the point
estimate of the unknown
population mean?
2. Is there a formula that we can
use to identify the point
estimate of an unknown
population mean?
3. What are the things that we
need to consider in getting the
point estimate of a population
mean?
Activity: Administration of Examination
A senior high school researcher on Point Estimation (See
wants to know the average attached test questionnaire)
weight of SHS students in
Cavite for S.Y. 2016-2017. Ten
students were chosen at
random in Indang.
Find the point estimate for the
mean, standard deviation, and
variance of the given data set in
kgs:
40 35 30 50 35
42 48 20 28 38
Presentation of Output
(Boardwork)
53
 Guide Questions Popula Point S For
1. Which process tion Estim y mula
describes point Param ate m
estimation? eter b
2. Which process o
describes interval l
estimation? Popula x x
tion n
Key Points for Discussion mean
 Estimation refers to the ()
process by which one Popula Sampl
makes inferences about tion e
a population, based on Standa stand
information obtained rd ard
from a sample. Deviati deviati
 Statisticians use on () on
sample statistics to Sampl
estimate population e s
parameters. varian 2

 Estimates can be a ce
single value of a
statistic (point estimate)
or an interval by which
a population parameter
is said to lie (interval
estimate).

E. Discussing new Analysis: Analysis: Analysis:

concepts and 1. How did you find the activity?
practicing new skills #2 2. How did you identify point
estimation and interval
estimation in the activity?
3. How did you describe point
and interval estimations of the
given distribution?
4. How did you differentiate
point estimation from interval
estimation?
1. How did you find the 1. How did you find the
activity? activity?
2. How did you complete 2. How did you identify the
the table? point estimate of the
3. How did you identify the population mean?
point estimate of the 3. How did you compute
unknown population for the point estimate of
parameter? the population mean?
4. How did you describe 4. What formula did you
point estimator for the use to compute the
population mean? point estimate of the

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 Guided Practice:
A coach of a well-known
university basketball team
wants the school to provide
them with the average height of
a male student in senior high
school. The school does not
have the resources to measure
the height of every student so
they used estimation. Identify
and describe a point estimation
and interval estimation that the
school can use for the given
situation.
5. What is the difference
between point estimator
and point estimate of a
population mean?
Guided Practice:
Identify the point estimator for
the population mean:
A sponsor of t-shirts for
intramurals wants us to provide
them with the average height of
a male student (do not have the
resources to measure the
height of every student
population mean?
Guided Practice:
A coach of a well-known
university basketball team
wants us to provide them with
the average height of a male
student in senior high school
(do not have the resources to
measure the height of every
student). Find the point estimate
of the mean, standard deviation
and variance of the given data
set in inches:

62 58 63 65 50 60
Solution: 56
Get a random sample of 64 72 48 55 67 64
_______ male students. 46
Record their heights
________________________ Solution:
The point estimator for the Point Estimate
population mean is _________. Sample Mean=
The point estimate of the _____ Sample Standard
population mean is the deviation= ____
computed _________ of the Sample Variance=____
random sample.

F. Developing mastery You want to buy a Chihuahua
(Leads to Formative for your birthday. You do not
Assessment 3) have any idea about the price of
the dog. Identify and describe
the point estimation and interval
estimation that you can apply
for the situation.
Identify the point estimator for
the unknown population mean:
1. Average number of
hours of internet surfing
per day among senior
high school students
2. Average number of
likes of your
post/picture in

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G. Finding practical Group Activity: (See attached
applications of rubric for evaluation)
concepts and skills in
daily living Give one real-life situation
involving point estimation and
interval estimation. Describe the
process of estimation briefly.
Facebook
Average grade of
students in the General
Academic Strand (GAS)
for the first semester
Group Activity: (See attached
rubric for evaluation)
Cite two examples of real-life
situation which involves
unknown population mean.
Identify its point estimator.
Explain briefly the process.
Group Activity: (See attached
rubric for evaluation)
Give one real-life situation
which involves unknown
population mean. Randomly
select at least ten (10) cases
and compute its point estimate
(mean, standard deviation and
variance).

Find:
Point Estimate
Sample Mean= ___
Sample Standard deviation=
___
Sample Variance=
___

H. Making generalizations Abstraction: Abstraction: Abstraction:

and abstractions about Estimation refers to the
the lesson process by which one makes
inferences about a population,
based on information obtained
from a sample.
A point estimate of a
parameter Ѳ is a single
value/number that can be
regarded as a sensible value for
Ѳ from the given sample
A point estimate is obtained by
selecting a suitable statistic and
computing its value from the
given sample data. The
 A point estimate of a
parameter Ѳ is a single
value/number that can
be regarded as a
sensible value for Ѳ
 A point estimate is
obtained by selecting a
suitable statistic and
computing its value
data. The selected
statistic is called the
point estimator of Ѳ.
Ex. Parameter Formula:
 A point estimate of a
parameter Ѳ is a single
value/number that can
be regarded as a
sensible value for Ѳ
 A point estimate is
obtained by selecting a
suitable statistic and
computing its value
from the given sample
data. The selected
statistic is called the
point estimator of Ѳ.

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 selected statistic is called the
point estimator of Ѳ.
Ex.
Parameter Estimator
μ x bar
σ2 s2
Interval estimation is the use
of sample data to calculate an
interval of possible values of an
unknown population parameter,
in contrast to point estimation,
which is a single number.
An interval estimate is defined
by two numbers, between which
a population parameter is said
to lie.
Ex. a ≤ μ ≤ b
x1 ≤ σ2 ≤ x2
I. Evaluating learning In one half sheet of paper,
identify the following:
1. This is the process by which
one makes inference about a
population based on information
obtained from a sample.
2. This involves estimation of a
population parameter using a
single value of a statistic.
3. This involves estimation of a
population parameter which is
defined by two numbers
between which a population
parameter is said to lie.
4. This is defined as the single
value or number that can be
regarded as the sensible value
for the parameter.
5. This is defined by two
numbers which a population
parameter is said to lie.
Estimator Sample mean=
μ x
σ2 s2 Sample Standard deviation=
Sample variance= s2
In one fourth sheet of paper, In one half sheet of paper, Checking
identify the following: compute the point estimate of
1. This is the selected the given set of data:
statistic that identifies a Average daily allowance of
point estimate of a senior high school students in
population parameter. Cavite (in pesos).
2. This is the obtained 50 100 60 40 20 150 50 80
single value that is 55 70
regarded as the
sensible value of the
population parameter.
3. This is the point
estimate of a population
mean.
4. This is the formula of
the point estimate of the
population mean.
5. This is the symbol of
the point estimate of the
population mean.
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 J. Additional activities for Answer the following questions:
application or 1. What is a point estimator?
remediation 2. How can we identify a point
estimator for a population
mean?
Journal Entry
1. I have learned that
__________.
2. I wish to learn more
about ________.
V. REMARKS
Answer the following questions:
1. What is the formula in
computing the point estimate of
the population mean?
2. What are the steps in
computing the point estimate of
the population mean?
3. Bring a calculator.
Journal Entry
1. I have learned that
__________.
2. I wish to learn more
about ________.
Prepare for an examination
about point estimation.
Bring calculator
Journal Entry
1. I have learned that
__________.
2. I wish to learn more
about ________.
Answer the following questions:
1. What is confidence interval?
2.What is the appropriate form
of the confidence interval level
estimator for the population
mean when the variance is
known?
3. What is the appropriate form
of the confidence interval level
when population variance is
unknown?
4. What is the appropriate form
of the confidence interval level
when the central limit theorem
is used?
5. Bring calculator.
Journal Entry
1. I am satisfied/not
satisfied with my
performance in the quiz
because_______.
2. I wish to learn more
about ______.

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. 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.
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.

58
 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?
Prepared by: Prepared by: Prepared by: Prepared by:

MARLON CARLO T. LLAMERA MARLON CARLO T. LLAMERA MARLON CARLO T. LLAMERA MARLON CARLO T. LLAMERA
Teacher III Teacher III Teacher III Teacher III
Remarks of the Assistant School
Head

ANITA A. QUIAL ANITA A. QUIAL ANITA A. QUIAL ANITA A. QUIAL

SHS Assistant School Head SHS Assistant School Head SHS Assistant School Head SHS Assistant School Head

Remarks of the Principal

BIANITO D. AGANG BIANITO D. AGANG BIANITO D. AGANG BIANITO D. AGANG

Secondary School Principal III Secondary School Principal III Secondary School Principal III Secondary School Principal III

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