GRADES 1 School Pulungmasle High School Grade Level 11

to 12
Teacher Wilhelmina l. Roman Learning Area Statistics and Probability
DAILY
LESSON LOG 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 understanding of key understanding of key understanding of key
concepts of estimation of concepts of estimation of concepts of estimation of concepts of estimation of
population mean and population mean and population mean and population mean and
population proportion. population proportion. population proportion. population proportion.
B. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards estimate the population estimate the population estimate the population estimate the population
mean and population mean and population mean and population mean and population
proportion to make sound proportion to make sound proportion to make sound proportion to make sound
inferences in real-life inferences in real-life inferences in real-life inferences in real-life
problems in different problems in different problems in different problems in different
disciplines. disciplines. disciplines. 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,
Competencies / the content can be tackled in a week or two.
Objectives
The learner identifies the The learner illustrates the The learner identifies The learner identifies the
appropriate form of the t-distribution. (M11/12SP- percentiles using the t- appropriate form of the
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confidence interval IIIg-2) table.(M11/12SP-IIIg-5)] confidence interval
estimator for the The learner constructs a t- estimator for the
population mean when: (a) distribution. (M11/12SP- a. Identify percentiles population mean when: (a)
the population variance is IIIg-3) using t-table. the population variance is
known, (b) the population The learner identifies b. Use the t-table known, (b) the population
variance is unknown, and regions under the t- accurately. variance is unknown, and
(c) the Central Limit distribution corresponding c. Participate actively in (c) the Central Limit
Theorem is to be used. to different t-values. class activities. Theorem is to be used.
(M11/12SP-IIIg-1) (M11/12SP-IIIg-4) (M11/12SP-IIIg-1)
The learner illustrates the
a. Identify the appropriate a. Illustrate the t- t-distribution.
form of the confidence distribution. (M11/12SP-IIIg-2)
interval estimator for b. Use the t-distribution in The learner constructs a t-
the population mean determining the critical distribution.
when: a. the values. (M11/12SP-IIIg-3)
population variance is c. Compare z-distribution The learner identifies
known; b. the and t-distribution. regions under the t-
population variance is d. Identify regions under distribution corresponding
unknown; and c. the the t-distribution to different t-values.
Central Limit Theorem corresponding to (M11/12SP-IIIg-4)
is to be used. different t-values. The learner identifies
b. Describe the e. Apply some real-life percentiles using the t-
appropriate form of the situation in the concepts table. (M11/12SP-IIIg-5)
confidence interval learned in these
estimator for the lessons. a. Identify the appropriate
population mean form of the confidence
when: a. the interval estimator for the
population variance is population mean when: (a)
known; b. the the population variance is
population variance is known, (b) the population
unknown; and c. the variance is unknown, and
Central Limit Theorem (c) the Central Limit
is to be used.
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 c. Value accumulated Theorem is to be used.
knowledge as means b. Use the t-distribution in
of new understanding. determining the critical
d. Participate actively in values.
class activities. c. Identify percentiles
using t-table.
d. Answer questions
honestly and accurately.
II. CONTENT Confidence interval t-Distribution Table Percentiles using t-Table Summative Assessment
estimator for the
Population Mean when
Variance is known or
Unknown
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
RESOURCES 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 Senior High: Conceptual Senior High: Conceptual Senior High: Conceptual Senior High: Conceptual
Math and Beyond Math and Beyond Math and Beyond Math and Beyond
Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability
pp. 137-144 pp. 137-144 pp. 137-144 pp. 137-144

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 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 (Group Activity) Review: Summative Assessment:

previous lesson or Like and Unlike Game! Identify the degree of Quiz
presenting the new Determine if the statement freedom of the following
is true or false. number of data
lesson
1. n=24
Use this 2. n=15
icons Like for 3. n=20
true and unlike for false 4. n=11
1. A point estimate is 5. n=7
a range of values.
2. If σ is unknown and
n ≥ 30, use z- Using the given graph,
statistic. how do we compare
3. The normal curve t-scores and z-scores for a
concept applies to given level of confidence?
the large sample of
scores.
4. When n is a large
value, the Central
87
 Limit 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.
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.
B. Establishing a Ask the following Describe a t-distribution. In How do you find the
purpose for the questions: what instances are we degree of freedom of the
lesson 1. How did you find going to use the t- following data?
the activity? Did distribution in determining Can you identify the t-
you enjoy? the confidence interval of value of the following data
2. What are the a sample population? using the t-table? Why or
important things why not?
that you Given: n=24 with the
remembered in the 90thpercentile find the t-
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 activity? value?
3. When do we use z- What is percentile?
distribution in How did you use the t-
determining table in finding the t-
confidence interval? value?
4. When do we use t-
distribution in
determining
confidence interval?
5. When do we use
the Central Limit
Theorem?

C. Presenting Suppose a simple random Show a t- table Suppose you have a

examples/ sample of 150 students in
instances of the GMATHS is drawn from a
population of 3000 high
new lesson
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?
3. Is the standard
deviation of the
sample mean
given? What should
we do if it is
unknown?
sample of size 10 and you
want to find the 95th
Do you know how to use percentile of its
the t-table? corresponding
t-distribution. How will you
Let the students explore solve the problem?
the data on the t-table ( Let the student use the t-
then table in answering the
discuss to the students problem)
how to use the t-table.
(see DLP-Week7-
Session2 for the t-
table)
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 4. What type of
distribution are we
going to use? Why?
D. Discussing new Determining the Degrees You have n – 1= 9
concepts and of Freedom degrees of freedom, so,
practicing using the t-table, you look
at the row for df = 9. The
new skills #1
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
There are five balloons: 0.05. Move across the
one blue, row, find the column for
one red, one yellow, one 0.05, and you get
pink, This is the 95th percentile
& one green. of the t-distribution with 9
If 5 students (n=5) are degrees of freedom.
each to Now, if you increase the
select one balloon only 4 sample size to n = 20, the
will value of the 95th
have a choice of color percentile decreases; look
(df=4). at the row for 20 – 1 = 19
The last person will get degrees of freedom, and
whatever color is left. 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
90
 value of t closer to 0.

E. Discussing new Guide Questions: How do we find the

concepts and 1. When do we use z- degrees of freedom given
practicing new distribution or t- the population (n)?
distribution in What is the use of degrees
skills #2
determining of freedom in using the t-
confidence interval? distribution table?
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 Answer the following Using the t-distribution Think-Pair-Share Quiz:

mastery questions and justify your
(Leads to answer.
Formative 1. What happens as
Assessment 3) 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
table. Find the degrees of Take a closer look at the t- TRUE or FALSE.
freedom and the critical table and observe the Determine whether the
values of the following areas associated with the following statement is
data. sample size n. true or false.
1. n=20 at 95% 1. What happens to 1. If σ is known, then use
confidence coefficient the values of t as normal. (T)
2. n=10 at 99 % the n increases? 2. The degrees of
confidence coefficient 2. What values do you freedom for the t and
3. n=12 at 95 % observe for n=∞ ? chi-square distributions
confidence coefficient How about the percentile? is a numerical
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 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,
population is normally
distributed.
Answer: t distribution
because the population
is normal and σ is not
known.
4. Rochelle wants to At 90%, 95%, 99% parameter of the
know the age of all confidence? How does the distribution that defines
entering trainees in a values of t differ? Do you the precise shape of
boot camp. The mean think it will also affect in the distribution. (T)
age of a random computing the interval 3. When the population
sample of 25 trainees estimate? How? standard deviation is
is 18 years and known we use t-test.
standard deviation is (F)
1.3 years. The sample 4. When the confidence
comes from a normally
level is 90%, =0.01
distributed population.
5. When n is a large
Use ∝ =0.1
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
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 ,
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 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
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 estimated from sample
data. (T)
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

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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.
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
95
 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 The students will be Think-Pair-Share
applications of divided into 4 groups. divided into 4 Groups and
Each group will present will compare and contrast Edith has observed that
concepts and skills
how to identify the the z-distribution and the mean age of 18 youth
in daily living
appropriate form of the t-distribution in a creative volunteers in a barangay
confidence interval way. project at Maderan GMA is
estimator for the (Can be a debate or role 17.5 years with a standard
population mean when: (a) play)
deviation of 2 years. If the
the population variance is
known, (b) the population sample comes from
96
 variance is unknown, and approximately normal
(c) the Central Limit distribution what is the t-
Theorem is to be used value given = 0.05?
using the following
creative way of What is the percentile
presentation. used in the distribution?
a. Song
b. Broadcasting
c. Role-Play
d. Hugot Lines
H. Making Key Points to Remember! When you want to find
generalizations and  When the population The t-Distribution percentiles for a t-
abstractions about standard deviation σ is The t-distribution is a distribution, you can use
known and the variable family of distributions that the t-table.
the lesson
is normally distributed , look almost identical to the A percentile is a number
n≥ 30 the confidence normal distribution curve, on a statistical distribution
coefficient or critical only a bit shorter and whose less-than
values are obtained fatter. The t-distribution probability is the given
from the z-distribution.
can be used to calculate percentage; for example,
 When n is large, the the 95th percentile of the t-
probabilities for small
CLT-Central Limit distribution with n– 1
samples The larger
Theorem is applicable, degrees of freedom is that
and the z-distribution is the sample size, the more
the t distribution looks like value of whose left-tail
also applicable. When (less-than) probability is
the population standard the normal distribution. In
0.95 (and whose right-tail
σ is unknown, when s fact, for sample sizes
probability is 0.05).
used, the sample size is larger than 20, the
small, we use t- distribution is almost The t-table shows right-tail
distribution. exactly like the normal probabilities for selected t-
 Central Limit Theorem is distribution. When you distributions. (Use the t-
very useful in solving look at the distribution table)
practical problems when tables, you’ll see that you
a sample size is
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 selected or drawn from
a population. It is
assumed that the
population where the
sample is drawn is
infinite.
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
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.
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 Use the t-table
questions. A. For each of the
following situation,
specify the
1. When we replace corresponding t-
with the sample standard value. Feel free to
deviation (s), we sketch the curve of
introduce a new source t-distribution.
of variability and the 1. 90th percentile for
sampling distribution df=24
2. 2.5th percentile for
becomes the
n=13
. 3. t-values that bound
the middle 60%
a. tdistribution
with df=5
b. chi-square distribution
98
 standard deviation is c. F distribution 4. n=20 , = 0.05
1.3 years. The sample d. robust distribution B. Find the percentile
comes from a normally 2.As sample size given the following
distributed population. ___________ , the t- data
2. Miss Romero noted distribution approaches a 1. n=20, t value=
the mean scores of a 2.093
normal distribution.
random sample 15 2. df=18 , = 0.01
Grade 11 students a. Increases 3. n=2, t-
who had taken a b. Decreases value=6.314
special test in Statistics c. stays the same
and Probability test d. may increase or
was 80.5. If the decrease, depending on
standard deviation of the sample data
the scores was 3.1 and 3.True or False. It is flatter
the sample came from and more spread out than
an approximately the normal z-distribution
normal population, find 4.Thet distribution has
the point and interval degrees of
estimates of population freedom.
mean of 95% a. n
confidence? b. 2
3. Forty graduating c. 10
students have been d. n – 1
given the following 5.Find the df and the
grades in Field Study. critical value if n=25.
Assume that they
come from a
population that has the
shape of normal
distribution and σ =6.

Estimate their grades

using 99% confidence.
99
 4. The sample population

is normally distributed,
x =42.5 , σ =3 and n=30
5. n=12 , x =120 ml, s=6
The parent population
is normally distributed.
J. Additional Journal Writing Journal Writing Study how to computes for Study how to compute for
activities for After the lesson discussed After the lesson discussed the confidence interval the confidence interval
application or I have learned that I have learned that estimate based on the estimate based on the
____________________. _____________________ appropriate form of the appropriate form of the
remediation
I want to clarify ___. estimator for the estimator for the
(questions/queries/ topics I want to clarify population mean. population mean.
that is not clear to the (questions/queries/ topics
students). that is 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.

100
 C. Did the remedial
lessons 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?

Prepared by: Checked by:

Wilhelmina L. Roman Jaypee S. Lapira

Subject Teacher SHS Focal Person

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