GRADES 1 School CAIBIRAN NATIONAL HIGH Grade Level 11

to 12 SCHOOL
DAILY Teacher MARLON CARLO T. Learning Area Statistics and Probability
LESSON LOG LLAMERA
Teaching Dates and Week 7 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 identifies the The learner illustrates the t- The learner identifies The learner identifies the
appropriate form of the distribution. (M11/12SP-IIIg-2) percentiles using the t-table. appropriate form of the
confidence interval estimator for The learner constructs a t- (M11/12SP-IIIg-5)] confidence interval estimator for
the population mean when: (a) distribution. (M11/12SP-IIIg-3) the population mean when: (a)
the population variance is The learner identifies regions a. Identify percentiles using t- the population variance is
known, (b) the population under the t-distribution table. known, (b) the population
variance is unknown, and (c) corresponding to different t- b. Use the t-table accurately. variance is unknown, and (c)
the Central Limit Theorem is to values. c. Participate actively in class the Central Limit Theorem is to
be used.(M11/12SP-IIIg-1) (M11/12SP-IIIg-4) activities. be used.
(M11/12SP-IIIg-1)
a. Identify the appropriate a. Illustrate the t-distribution. The learner illustrates the t-
form of the confidence b. Use the t-distribution in distribution.
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 interval estimator for the
population mean when: a.
the population variance is
known; b. the population
variance is unknown; and c.
the Central Limit Theorem
is to be used.
b. Describe the appropriate
form of the confidence
interval estimator for the
population mean when: a.
the population variance is
known; b. the population
variance is unknown; and c.
the Central Limit Theorem
is to be used.
c. Value accumulated
knowledge as means of
new understanding.
d. Participate actively in class
activities.
II. CONTENT Confidence interval estimator
for the Population Mean when
Variance is known or Unknown
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
determining the critical
values.
c. Compare z-distribution and
t-distribution.
d. Identify regions under the t-
distribution corresponding to
different t-values.
e. Apply some real-life situation
in the concepts learned in
these lessons.
t-Distribution Table
(M11/12SP-IIIg-2)
The learner constructs a t-
distribution.
(M11/12SP-IIIg-3)
The learner identifies regions
under the t-distribution
corresponding to different t-
values.
(M11/12SP-IIIg-4)
The learner identifies
percentiles using the t-table.
(M11/12SP-IIIg-5)
a. Identify the appropriate form
of the confidence interval
estimator for the population
mean when: (a) the population
variance is known, (b) the
population variance is unknown,
and (c) the Central Limit
Theorem is to be used.
b. Use the t-distribution in
determining the critical values.
c. Identify percentiles using t-
table.
d. Answer questions honestly
and accurately.
Percentiles using t-Table Summative Assessment
61
 3. Textbook pages Senior High: Conceptual Math Senior High: Conceptual Math Senior High: Conceptual Math Senior High: Conceptual Math
and Beyond Statistics and and Beyond Statistics and and Beyond Statistics and and Beyond Statistics and
Probability pp. 137-144 Probability pp. 137-144 Probability pp. 137-144 Probability pp. 137-144
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 (Group Activity) Review: Summative Assessment: Quiz
lesson or presenting Like and Unlike Game! Identify the degree of freedom
the new lesson Determine if the statement is of the following number of data
true or false. 1. n=24
2. n=15
Use this icons Like 3. n=20
for true and unlike 4. n=11
for false 5. n=7
1. A point estimate is a
range of values.
2. If σ is unknown and n ≥
30, use z-statistic.
3. The normal curve
concept applies to the Using the given graph, how
large sample of scores. do we compare
4. When n is a large t-scores and z-scores for a
value, the Central Limit given level of confidence?
Theorem applies.
5. For the 95 %
confidence level, the
coefficients are ± 1.645
6. When the confidence
level is 90%,
α =0.01
7. A point estimate of a
population parameter is
obtained from a
sample.
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B. Establishing a purpose Ask the following questions:
for the lesson
8. z-distribution is also
known as normal
distribution.
9. If σ is known and n≥ 30
use z-distribution.
10. If σ is unknown and n<
30, use t-statistic.
Describe a t-distribution. In what How do you find the degree of
1. How did you find the instances are we going to use freedom of the following data?
activity? Did you the t-distribution in determining Can you identify the t-value of
enjoy? the confidence interval of a the following data using the t-
2. What are the important sample population? table? Why or why not?
things that you Given: n=24 with the
remembered in the 90thpercentile find the t-value?
activity? What is percentile?
3. When do we use z- How did you use the t-table in
distribution in finding the t-value?
determining confidence
interval?
4. When do we use t-
distribution in
determining confidence
interval?
5. When do we use the
Central Limit Theorem?

C. Presenting examples/ Suppose a simple random
instances of the new sample of 150 students in
lesson GMATHS is drawn from a
population of 3000 high school
students. Among sampled
students, the average IQ is 115
with the standard deviation of
10 at 99 % confidence interval.
Follow up questions:
1. What is the sample
mean?
2. What is the confidence
level?
Show a t- table
Do you know how to use the t-
table?
Let the students explore the
data on the t-table then
discuss to the students how to
use the t-table.
(see DLP-Week7-Session2 for
Suppose you have a sample of
size 10 and you want to find the
95th percentile of its
corresponding
t-distribution. How will you solve
the problem?
( Let the student use the t-table
in answering the problem)
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 3. Is the standard
deviation of the sample
mean given? What
should we do if it is
unknown?
4. What type of
distribution are we
going to use? Why?
D. Discussing new
concepts and
practicing
new skills #1
E. Discussing new Guide Questions:
concepts and 1. When do we use z-
practicing new skills #2 distribution or t-distribution
in determining confidence
the t-table)
Determining the Degrees of
Freedom
 There are five balloons: one
blue,
one red, one yellow, one pink,
& one green.
 If 5 students (n=5) are each to
select one balloon only 4 will
have a choice of color (df=4).
The last person will get
whatever color is left.
How do we find the degrees of
freedom given the population
(n)?
What is the use of degrees of
You have n – 1= 9 degrees of
freedom, so, using the t-table,
you look at the row for df = 9.
The 95th percentile is the
number where 95% of the
values lie below it and 5% lie
above it, so you want the right-
tail area to be 0.05. Move
across the row, find the column
for 0.05, and you get
This is the 95th percentile of
the t-distribution with 9 degrees
of freedom.
Now, if you increase the sample
size to n = 20, the value of the
95th percentile decreases; look
at the row for 20 – 1 = 19
degrees of freedom, and in the
column for 0.05 (a right-tail
probability of 0.05) you find
degrees of freedom indicate a
smaller standard deviation and
thus, the t-values are more
concentrated about the mean,
so you reach the 95th percentile
with a value of t closer to 0.
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 interval?
2. How will you determine the
interval estimator of the
population mean of the
variance is known? If the
variance is unknown?
When will you use the
central limit theorem?
3. When we talk about the
Central Limit Theorem for
the sample mean, what are
we talking about?
F. Developing mastery Answer the following questions
(Leads to Formative and justify your answer.
Assessment 3) 1. What happens as
n 30?
Answer: The t-distribution looks
more like the normal
distribution.
2. How does the size of the
sample play a role in the
accuracy of the estimation?
Answer: The bigger the size of
the sample, the more
accurate the estimation.
3. Determine whether to use a
normal distribution , t-
distribution or neither of the
two.
a. n=50 x =10, s= 4, population
is skewed.
Answer: t-distribution be cause
n > 30.
b. n= 50, x =10 σ =4,
population is very skewed.
Answer: z- distribution because
σ is known.
c. n= 15, x =10 s=4,
freedom in using the t-
distribution table?
Using the t-distribution table.
Find the degrees of freedom
and the critical values of the
following data.
1. n=20 at 95% confidence
coefficient
2. n=10 at 99 % confidence
coefficient
3. n=12 at 95 % confidence
coefficient
4. Rochelle wants to know the
age of all entering trainees
in a boot camp. The mean
age of a random sample of
25 trainees is 18 years and
standard deviation is 1.3
years. The sample comes
from a normally distributed
population. Use ∝ =0.1
Think-Pair-Share
Take a closer look at the t-table
and observe the areas
associated with the sample size
n.
1. What happens to the
values of t as the n
increases?
2. What values do you
observe for n=∞ ?
How about the percentile? At
90%, 95%, 99% confidence?
How does the values of t differ?
Do you think it will also affect in
computing the interval
estimate? How?
Quiz:
TRUE or FALSE. Determine
whether the following
statement is true or false.
1. If σ is known, then use
normal. (T)
2. The degrees of freedom for
the t and chi-square
distributions is a numerical
parameter of the distribution
that defines the precise
shape of the distribution. (T)
3. When the population
standard deviation is known
we use t-test. (F)
4. When the confidence level
is 90%, =0.01
5. When n is a large value, the
Central Limit Theorem
applies. (T)
6. When all possible samples
of size n are drawn from
any population, then the
sampling distribution of the
sample mean is
65
 population is normally
distributed.
Answer: t distribution because
the population is normal and
σ is not known.
approximately normal
provided that n is
reasonably large. (T)
7. If is known and n≥ 30
use z-distribution. (T)
8. In a t-distribution, the critical
values are based on df. (T)
9. In developing a confidence
interval for the population
standard deviation , we
make use of the fact that
the sampling distribution of
the sample standard
deviation S is not the
normal distribution or the t
distribution, but rather a
right-skewed distribution
called the chi-square
distribution, which (for this
procedure) has n – 1
degrees of freedom. (T)
10.In order to construct a
confidence interval estimate
of the population mean ,
the value of must be
given. (F)
11.The t-distribution and the
standard normal distribution
are practically
indistinguishable as the
degrees of freedom
increase. (T)
12.You should use the t
distribution rather than the
normal distribution when
the variance is not known
and has to be estimated
from sample data. (T)
66
 13.A percentile is a number on
a statistical distribution
whose less-than probability
is the given percentage. (T)
14.Suppose you have a
sample of size 10 and you
want to find the 95th
percentile of its
corresponding t-distribution
you should find first the
critical value. (F)

15. If n =25, at =0.05 the

critical value is 1.719. (F)

B. Multiple Choice: Answer the

following questions.
1. When we replace with
the sample standard
deviation (s), we introduce
a new source of variability
and the sampling
distribution becomes the
.
a. t distribution
b. F distribution
c. chi-square distribution
d. robust distribution
2. The t distribution has
degrees of
freedom.
a. n
b. 2
c. 10
d. n – 1
3. As the sample size
increases, the t distribution
becomes more similar to
the __ distribution.

67
 a. normal c. F
b. exponential d. chi-square
4. What would be the t-values
where 0.95 of the values
would fall within this
interval?

a. –1.000, +1.000
b. –1.318, +1.315
c. –1.711, +1.711
d. –2.064, +2.064
5. In a class survey, students
are asked how many hours
they sleep per night. In the
sample of 22 students, the
mean was 5.77 hours with a
standard deviation of 1.572
hours. Let’s construct a
95% confidence interval for
the mean number of hours
slept per night in the
population from which this
sample was drawn. What is
the t-value?
a. 1.721
b. 1.712
c. 2.874
d. 2.819
C. Find the degree of freedom
and critical value corresponding
to 95th percentile for each of the
following n.
1. n=25
2. n=6
3. n=13
4. n=40
5. n=30
G. Finding practical The students will be divided into The students will be divided into Think-Pair-Share
applications of 4 groups. Each group will 4 Groups and will compare and Edith has observed that the

68
 concepts and skills in present how to identify the
daily living appropriate form of the
confidence interval estimator for
the population mean when: (a)
the population variance is
known, (b) the population
variance is unknown, and (c)
the Central Limit Theorem is to
be used using the following
creative way of presentation.
a. Song
b. Broadcasting
c. Role-Play
d. Hugot Lines
H. Making generalizations Key Points to Remember!
and abstractions about  When the population
the lesson standard deviation σ is
known and the variable is
normally distributed , n≥ 30
the confidence coefficient or
critical values are obtained
from the z-distribution.
 When n is large, the CLT-
Central Limit Theorem is
applicable, and the z-
distribution is also applicable.
When the population
standard σ is unknown, when
s used, the sample size is
small, we use t-distribution.
 Central Limit Theorem is very
useful in solving practical
problems when a sample
size is selected or drawn
from a population. It is
assumed that the population
where the sample is drawn is
infinite.
contrast the z-distribution and
t-distribution in a creative way.
(Can be a debate or role play)
The t-Distribution
The t-distribution is a family of
distributions that look almost
identical to the normal
distribution curve, only a bit
shorter and fatter. The t-
distribution can be used to
calculate probabilities for small
samples The larger the sample
size, the more the t distribution
looks like the normal
distribution. In fact, for sample
sizes larger than 20, the
distribution is almost exactly like
the normal distribution. When
you look at the distribution
tables, you’ll see that you need
to know the “df.” This means
“degrees of freedom” and is just
the sample size minus one.
How to Calculate the
Score for a t-Distribution
Step 1: Subtract one from your
sample size. This will be your
df, or degrees of freedom.
mean age of 18 youth
volunteers in a barangay project
at Maderan GMA is 17.5 years
with a standard deviation of 2
years. If the sample comes from
approximately normal
distribution what is the t-value
given = 0.05? What is the
percentile used in the
distribution?
When you want to find
percentiles for a t-distribution,
you can use the t-table.
A percentile is a number on a
statistical distribution whose
less-than probability is the given
percentage; for example, the
95th percentile of the t-
distribution with n– 1 degrees of
freedom is that value of whose
left-tail (less-than) probability is
0.95 (and whose right-tail
probability is 0.05).
The t-table shows right-tail
probabilities for selected t-
distributions. (Use the t-table)
69

I. Evaluating learning z-distribution or t-distribution?
Given the following problems
determine whether to use z-
distribution or t-distribution will
be used in determining
confidence interval.
1. Rochelle wants to know the
mean of all entering
trainees in the Training
Camp. The mean age of a
random sample of 25
trainees is 18 years and the
standard deviation is 1.3
years. The sample comes
from a normally distributed
population.
2. Miss Romero noted the
mean scores of a random
sample 15 Grade 11
students who had taken a
special test in Statistics and
Probability test was 80.5. If
the standard deviation of
the scores was 3.1 and the
sample came from an
approximately normal
population, find the point
and interval estimates of
population mean of 95%
confidence?
3. Forty graduating students
have been given the
following grades in Field
Step 2: Look up the df in the left
hand side of the t-distribution
table. Locate the column under
your alpha level (the alpha level
is usually given to you in the
question.
Answer the following questions. Use the t-table
1. When we replace with A. For each of the
the sample standard deviation following situation,
(s), we introduce a new specify the
source of variability and the corresponding t-value.
sampling distribution becomes Feel free to sketch the
the . curve of t-distribution.
a. tdistribution 1. 90th percentile for df=24
b. chi-square distribution 2. 2.5th percentile for n=13
c. F distribution 3. t-values that bound the
d. robust distribution middle 60% with df=5
2.As sample size ___________ 4. n=20 , = 0.05
, the t-distribution approaches a B. Find the percentile
normal distribution. given the following data
a. Increases 1. n=20, t value=
b. Decreases 2.093
c. stays the same
2. df=18 , = 0.01
d. may increase or decrease,
3. n=2, t-value=6.314
depending on the sample
data
3.True or False. It is flatter and
more spread out than the
normal z-distribution
4.Thet distribution has
degrees of freedom.
a. n
b. 2
c. 10
d. n – 1
5.Find the df and the critical
value if n=25.
70
 Study. Assume that they
come from a population that
has the shape of normal
distribution and σ
=6.
Estimate their grades using
99% confidence.
4.
The sample population is
normally distributed, x
=42.5 , σ
=3 and n=30
5. =120 ml, s=6 The
n=12 , x
parent population is
normally distributed.
J. Additional activities for Journal Writing Journal Writing Study how to computes for the Study how to compute for the
application or After the lesson discussed I After the lesson discussed I confidence interval estimate confidence interval estimate
remediation have learned that have learned that based on the appropriate form based on the appropriate form
____________________. ________________________. of the estimator for the of the estimator for the
I want to clarify I want to clarify population mean. population mean.
(questions/queries/ topics that is (questions/queries/ topics that is
not clear to the students). not clear to the students).
V. REMARKS

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.
D. No.of learners who
continue to require
71
 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

72