Republic of the Philippines

Department of Education
Region XI
Schools Division of Davao de Oro
Pantukan National High School Integrated Senior High School

School PANTUKAN NATIONAL HIGH SCHOOL Grade Level 11

Teacher JESTER E. PESCADERO Learning Area STATISTICS AND PROBABILITY
Teaching Dates and Time JUNE 08, 2023 / 9:45 – 10:45 Quarter IV/WEEK 2
Section STEWART

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of tests of hypotheses on the population mean and
Standards population proportion.
B. Performance The learner is able to perform appropriate tests of hypotheses involving the population mean and population
Standards proportion to make inferences in real-life problems in different disciplines.
At the end of the period, the learners are expected to:
C. Learning 1. Computes for the test – statistics value (population proportion) M11/12SP-IVf-1
Competencies/ 2. computes the point estimate of the population proportion.
Objectives 3. identifies the appropriate form of the confidence interval estimator for the population proportion based on
(5 minutes) the Central Limit Theorem.
4. understand the population proportion p
II. CONTENT Population Proportion
III. LEARNING
RESOURCES
A. References STATISTICS AND PROBABILITY
1. Teacher’s
Guide pages
N/A
2. Learner’s
Materials pages
Statistics and Probability (Belecena, Baccay, Mateo) pages 100-125
Belecina, R. et.al. Probability and Statistics. (2016). Rex Books Store, Inc .
3. Textbook pages

4. Additional
Materials https://www.youtube.com/watch?v=exnAAYYer-U
B. Other Learning
Resources
PowerPoint Presentation, LAPTOP, Activity Sheets, Pentel pen, Tarpapel, etc.
IV. PROCEDURES COT Indicators
#5. Managed
Opening Activity learner behavior
constructively by
1. Prayer applying positive
2. Checking of Attendance and non-violent
discipline to
3. House Rules: 1. Listen attentively and follow the ensure learning-
instructions. focused
A. Reviewing 2. Follow time Allotment environment.
previous lesson 3. Active participation is necessary
or presenting in every activity.
new lesson 4, Give respect and appreciate the
(10 minutes) works of your classmates.

Activity 1: LEARNING STIMULI (PICTURE SMART) #1. Applied

Directions: Showcasing the given picture, relate how does this scenario apply the concept of knowledge of
mathematics in different field content within and
across curriculum
(Picture are being Presented) teaching areas.

Activity 2. Picture Analysis

B. Establishing a Directions: Based on the picture presented in activity 1, let the student to tell how do they
purpose for the
interpret the data being presented and how do they understand the figure presented in
lesson
(5 minutes) connection to the new lesson being introduced
#2. Used a range
of teaching
strategies that
enhance learner
 achievement in
literacy and
numeracy skills.
Proportion – is a fraction expression where the favorable response is in
numerator and the total number of respondent is in denominator. The basic
operation involve is division, thus the result is in a decimal value that can also
expressed as percent.
Proportion can be obtained from samples or population.
x
ṕ= ∧q=1− ṕ (eq. for samples)
n
Characteristics of the Sampling Distribution of ṕ
1. The mean of the sampling distribution of ṕis p. that is ṕ is unbiased
estimator for p. #3. Applied a

√
C. Discussing new range of teaching
concepts and 2. The standard deviation of the sampling distribution of ṕis
pq , that is strategies to
develop critical
practicing new n and creative

√
skills #1
pq , where p = 1 – q. thinking, as well as
(5 minutes) σp= other higher-order
n thinking skills.
3. For large sample, the sampling distribution of ṕ is approximately
normal. A sample size is considered large if the interval ṕ ∓3 σp does
not include 0 or 1.

Example:
In a survey of 300 individuals, 128 like to watch movies on a big screen.
Estimate the true population proportion p and q where ṕ is the proportion of
those who like to watch movies from the big screen based on the samples.

E¿ z α/ 2
√ pq

INTERVAL ESTIMATE
n √
≈ zα / 2
^p q^
n # 6. Used
differentiated,

√
developmentally
^p q^
^p ± E= ^p ± z α /2 appropriate
n learning

√ √
D. Developing experiences to
^p q^ ^p q^ address learners’
mastery ^p−z α /2 ¿ ^p + z α /2 gender, needs,
(15 minutes) n n strengths,
Using the concept of proportion and its interval estimate, answer the following interests and
experiences.
In a certain school, a survey was conducted to determine the proportion pf students who wants
to enroll STEM. If 368 out of 850 students said yes, with 95% confidence, what interpretation can
we make regarding the probability that all students in that school wants to enroll STEM strand?

#4. Managed
classroom
structure to
Group Activity: APPLYING CONCEPT TO REALITY engage learners,
E. Finding practical Direction: On your group, use your phone to search for the data needed. Apply the concept of individually or in
population proportion to solve the given task groups, in
applications of
meaningful
concepts and skills in
exploration,
daily living 1. Search for the number of COVID cases in region 3, 7 and 11 discovery and
(10 minutes) Use it as a sample to determine the true population proportion of COVID cases in hands-on
entire Philippines. activities within
a range of
physical learning
environments.
Let us Reflect
- Ask student on the importance of population proportion in conducting survey and research
#3. Applied a
F. Making range of teaching
Wrap it ALL strategies to
generalization and
develop critical
abstractions about and creative
Ask the students of the following question.
the lesson thinking, as well as
(5 minutes) other higher-order
1. What is proportion and to get the parameters in population proportion thinking skills.
2. How do central limit theorem affect population proportion

G. Evaluating learning 1. Estimate the interval the population proportion from each of the following. Then #2. Used a range
(5 minutes) interpret the result of teaching
strategies that
 a. X = 500, n = 812, 95% confidence level
b. X = 523, n = 972, 90% confidence level enhance learner
  achievement in
2. “Who knows the game sipa?” a Physical Education teacher sought to determine whether all literacy and
Filipinos are familiar with this game. Among 1500 respondents, 358 knew the game. Use 99% numeracy skills.
confidence to estimate the population proportion p.

.
Activity 1. Real-Life Scenarios!
Activity 3: Discover Your Barangay: Decide for a situational problem you would like to
discover in your barangay, example, you claim that 75% preferred drinking water during
this time of pandemic rather than soft drinks. Make a survey by deciding the number of
respondents, you can asked them through messenger, text or call for physical
distancing during this time of pandemic, then formulate your hypothesis and choose a
significance level size for α. After having all the data needed, show the complete step by
step solution for the problem.
# 6. Used
differentiated,
developmentally
appropriate
H. Additional
learning
activities for experiences to
application or address learners’
remediation gender, needs,
(5 minutes) strengths,
interests and
experiences.

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who required
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 remediation
E. Which of my
teaching strategies
worked well? Why
did these works?
F. What difficulties
did I encounter which
my
principal/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:

JESTER E. PESCADERO
SPECIAL SCIENCE TEACHER I Checked and observed by:
NICOLAS O. CABAHUG
ASSISTANT PRINCIPAL II