DAILY LESSON LOG OF M11/12SP – IIId –d2 (Week Four-Day One)

School Matarinao SOF Grade Level Grade 11

Teacher Edwin S. Dagunot Learning Statistics and Probability
Area
February 19, 2024

Teaching Date and 8;31 – 2:01 – 3:01

Quarter Third
Time Section GAS – MWTTh
Section HUMSS – MWThF
Section TVL – M-Th
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
I. OBJECTIVES
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 The learner demonstrates understanding of key concepts of sampling and
Standards sampling distributions of the sample mean.
B.Performance The learner is able to apply suitable sampling and sampling distributions of
Standards the sample mean to solve real-life problems in different disciplines.
Learning Competency:
Illustrates random sampling M11/12SP – IIId –d2
Learning Objectives:
C.Learning
1. discuss simple random sampling,
Competencies/
2. illustrate simple random sampling,
Objectives
3. demonstrate honesty in illustrating simple random sampling,
4. show concern for others through illustrating simple random
sampling.
II. CONTENT Simple Random Sampling
III.LEARNING
RESOURCES
A.References
1. Teacher’s Guide
pages
2.Learner’s
Materials pages
3.Textbook pages Belecina, Rene R. Statistics and probability, pp. 102
4.Additional
Materials from
Learning Resource
(LR) portal
B.Other Learning
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 systematically by
IV.PROCEDURES
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.
A. Review previous ACTIVITY 1
lesson or 1. Routinary Activities
presenting the new 2. Checking of assignment
lesson 3. Conduct a short drill about the concepts in computing probabilities and
percentiles using the standard normal table
4. Ask the class what are their ideas or feelings if they will win in the raffle
draw.
Let the students realize that multiplying fractions are important skill needed
 in simplifying rational algebraic polynomials
(10 minutes)
The teacher presents the objectives of the lesson to the class and let the
B. Establishing a
students recognize the significance of the concept of illustrating random
purpose for the
sampling
lesson
(2 minutes)
ACTIVITY 2
In this activity, the students will work with the same group.
Direction: Each group will solve the following and write their answer for ten
minutes. The teacher goes around in each of different groups to provide
needed support. The teacher asks two or three groups to present their
answers.

Work with your class to devise a plan to select a random sample of

10 grade 10 and grade 9 students to measure their balance using Berthio’s
method (standing in 1 foot). Then, write a paragraph describing how you
will collect data to determine whether there is a difference in how long sixth
grade 10 and grade 9 students can stand on one foot. Your plan should
answer the following questions:
a. What is the population? How will samples be selected from the
population? And, why is it important that they be random samples?
Sample response: The populations will be all of the ninth graders and all of
the seventh graders in our school. To get a random sample, we will find
the number of ninth graders, say 𝟔𝟔𝟎𝟎, and generate a list of 𝟏𝟏𝟗𝟗 random
numbers from the set 𝟏𝟏 to 𝟔𝟔𝟎𝟎, i.e., {𝟔𝟔,𝟕,𝟏𝟏𝟗𝟗,𝟎𝟎𝟗𝟗,…}. Then, we will
go into one classroom and count off the students beginning with 𝟏𝟏 and
use student 𝟔𝟔, 𝟏𝟏𝟕𝟕, and 𝟏𝟏𝟗𝟗; go into the next classroom and count off
the students beginning where we left off in the first room, and so on. We
will do the same for the 10th graders. This will give random samples
C. Presenting
because it offers every sixth and seventh grader the same chance of being
examples/ instances
selected (if using this plan with both grades).
of the new lesson
b. How would you conduct the activity? Sample response: Students
will stand for as long as they can using whichever foot they choose in their
stocking or bare feet with their eyes open. We will time them to the nearest
second using stopwatches from our science class. We will have students
do the activity one at a time out in the hall so they cannot see each other.

c. What sample statistics will you calculate, and how will you display
and analyze the data? Sample response: The sample statistics will be the
mean time (in seconds) standing on one foot for the 9th graders and 10th
graders. We will make a dot plot of the times for the 9th graders and for
the 10th graders using parallel number lines with the same scale.

d. What would you accept as evidence that there actually is a

difference in how long 9th graders can stand on one foot compared to 10th
graders?
We will compare the shape, center, and spread of the sample distributions
of times for the sixth graders and do the same for the seventh graders. If
the mean times are fairly close together and the spreads not that different,
there is not really evidence to say one group of students has better
balance.
(15
minutes)
D. Discussing new The teacher talks about the concept of illustrating random sampling. The
concepts and teacher relates the Activity 1 and 2 to the topic about illustrating random
practicing new skills sampling
#1 (10 minutes)
E. Discussing new
concepts and
practicing new skills
#2
 ACTIVITY 3
In this activity, the class will work with the same group.
Direction: Solve the following problems. Show pertinent solutions.
The teacher goes around in each of different groups to provide needed
support.

F.Developing Describe the following problem. Show pertinent solutions.

mastery (leads to 1. Name two things to consider when you are planning how to select a
formative random sample.
assessment 3)
Consider a population consisting of the 200 seventh graders at a particular
middle school. Describe how you might select a random sample of 20
students from a list of the students in this population.

(10
minutes)
G.Finding practical
applications of
concepts and skills
in daily living
H.Making The teacher summarizes the mathematical concept of illustrating random
generalizations and sampling by using the given in activity numbers 1-3.
abstractions about ( 5 minutes)
the lesson
I.Evaluating I. Direction: Do the task given. The class will work with the same group.
Learning
Describe the following problems. Show pertinent solutions.
A teacher decided to collect homework from a random sample of her
students, rather than grading every paper every day.
1. Describe how she might choose a random sample of five students
from her class of 𝟖𝟖𝟗𝟗 students.

2. Suppose every day for 𝟕𝟕𝟗𝟗 days throughout an entire semester

she chooses a random sample of five students. Do you think some
students will never get selected? Why or why not?

( 15 minutes)
J. 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 your instructional supervisors
VI.REFLECTION
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

Prepared by:

EDWIN S. DAGUNOT
Teacher III

Checked & Approved:

PETER PAUL G. DAEL

School Head

DAILY LESSON LOG OF M11/12SP – IIId –d3 (Week Four-Day 2)

 School Matarinao SOF Grade Level Grade 11
Teacher Edwin S. Dagunot Learning Statistics and
Area Probability
February 20, 2024

Teaching Date and 8;31 – 2:01 – 3:01

Quarter Third
Time Section GAS – MWTTh
Section HUMSS – MWThF
Section TVL – M-Th
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
I. OBJECTIVES 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 The learner demonstrates understanding of key concepts of sampling
Standards and sampling distributions of the sample mean.
B. Performance The learner is able to apply suitable sampling and sampling distributions
Standards of the sample mean to solve real-life problems in different disciplines.
Learning Competency:
Distinguishes between parameter and statistic M11/12SP – IIId –d3
Learning Objectives:
1. distinguish between statistic and parameter
C. Learning
2. make a poster showing the similarities and differences of
Competencies/
statistic and parameter
Objectives
3. demonstrate creativity in distinguishing between statistic
and parameter
4. display cleanliness and orderliness in distinguishing
statistic and parameter.
II. CONTENT Statistic and Parameters
III.LEARNING Power point, Venn diagram, meta strips
RESOURCES
A. References
1. Teacher’s Guide
pages
2.Learner’s
Materials pages
3.Textbook pages Belecina, Rene R. Statistics and probability, pp. 102
4.Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
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 systematically by
IV.PROCEDURES
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.
A. Review previous ACTIVITY 1
lesson or 1. Routinary Activities
presenting the new 2. Conduct a short drill about the concepts in computing probabilities
lesson and percentiles using the standard normal table

Ask the class what is their commonly used mode of transportation in

 going to the market.

(10 minutes)
The teacher presents the objectives of the lesson to the class and let
B. Establishing a the students recognize the significance of distinguishing between
purpose for the parameter and statistic
lesson
(2 minutes)
ACTIVITY 2
In this activity, the students will work with the same group.
Direction: Each group will do the following and write their answer for five
minutes. The teacher goes around in each of different groups to provide
needed support. The teacher asks two or three groups to present their
answers.

1. Guide the class to the distinguishing of statistics and parameters.

C. Presenting
examples/ instances
2. Form a group of four members and require each group to distinguish
of the new lesson
statistic and parameters using the Venn diagram.

3. Ask them to put some artwork to their output and tell them to present
it in class.
D. Discussing new
The teacher talks about the concept of illustrating random sampling.
concepts and
The teacher relates the Activity 1 and 2 to the topic about illustrating
practicing new skills
random sampling
#1
(10 minutes)
E. Discussing new
concepts and
practicing new skills
#2
ACTIVITY 3
In this activity, the class will work with the same group.
Direction:
The teacher goes around in each of different groups to provide needed
support.

The following problems below each present a statistical study. For each
study, identify both the parameter and the statistic in the study.
1. A researcher wants to estimate the average height of 500 women of
Cansomoroy 20 years or older. From a simple random sample of 45
women, the researcher obtains a sample mean height of 60.9
F. Developing
inches.
mastery (leads to
formative
2. A nutritionist wants to estimate the mean amount of sodium
assessment 3)
consumed by the 250 students of Canduman NHS of under the age
of 10. From a random sample of 75 students under the age of 10,
the nutritionist obtains a sample mean of 299 milligrams of sodium
consumed.

A school administrator wants to estimate the average number of

students using the school library. From a simple random sample of 5
weeks in the record book, the administrator obtains a sample mean of
20 students.
(10
minutes)
G. Finding practical
applications of
concepts and skills
in daily living
H. Making The teacher summarizes the mathematical concept of distinguishing
generalizations and between parameter and statistic by using the given in activity numbers
abstractions about 1-3.
the lesson ( 5 minutes)
I. Evaluating I. Direction: Do the task given. The class will work with the same group.
Learning
Refer to Worksheet No. 3

( 10 minutes)
Ask the class to make a poster showing the similarities and differences
of parameters and statistics.
J.Additional Rubric
activities or 1. Creativity 10 pts
remediation 2. Organization 10 pts
3. Neatness 10 pts
Total 30 pts
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 your instructional
VI.REFLECTION
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

Prepared by:

EDWIN S. DAGUNOT
Teacher III

Checked & Approved:

PETER PAUL G. DAEL

School Head