DLL New

DAILY LESSON LOG (DLL)
Section: GARNET &

Grade Level: 11 ZIRCON Teaching Dates: FEBRUARY 19-23, 2024 Quarter: 3rd Week No: 4
Learning Area: STATISTICS AND PROBABILITY
Monday Tuesday Wednesday Thursday Friday
A. Content RANDOM VARIABLES
Content Standards The learner demonstrates understanding of key concepts of random variables and probability distributions.
Performance Standards The learner is able to apply an appropriate random variable for a given real-life problem (such as in decision making and games of chance).
Curriculum Guide Page No.

The learner … The learner …
1. finds the possible values of a random variable. (M11/12SP-IIIa-3) 1. illustrates a probability distribution for a discrete random variable and
its properties.(M11/12SP-IIIa-4)
2. constructs the probability mass function of a discrete random variable
B. Learning and its corresponding histogram. (M11/12SP-IIIa-5)
Competencies/Objectives

Code:
C. Subject Matter: RANDOM VARIABLES
D. References:
TM/ TG page/s
LM page/s
Additional Learning Materials
LR Portal:
Module: Pages: 108 – 116 Pages: 117
Others: RBS Statistics and Probability Statistic and Probability by Rene R. Belecina, RBS Statistics and Probability Statistic and Probability by Rene R. Belecina,
Author: R. Belecina, et. Al. Elisa S. Baccay, and Efren B. Mateo; page Author: R. Belecina, et. Al. Elisa S. Baccay, and Efren B. Mateo; page
Ask students the following questions: Ask students the following questions:
E-1 Activities / Strategy/ies: • What is a random variable? • What was discussed yesterday?
• How can we classify the random variables? (discrete or continuous) • How do we get the values of the random variable?
• Illustrate the probability distribution for discrete random
variables and its properties
• Compute probabilities corresponding to a given discrete random
E-2 Analysis • Find the possible values of a random variable.
variable
• Construct the probability mass function of a discrete random
variable and its corresponding histogram
Define the discrete probability distribution/probability mass

Discuss the sample space and possible outcomes.Ask the students what functionPoint out that the values of the random variables will be
E-3 Abstraction are the possible outcomes in tossing a coin twice. used in constructing probability distribution.Present the properties
Discuss how to get the values of the random variable. of a discrete probability distribution
Ask students how to compute for probabilities and site examples.
Present the following steps in constructing a discrete probability

distribution:
1. Determine the sample pace.
Suppose three coins are tossed. Let Y be the random variable 2. Count the number of the variable in each outcome in the sample
E-4 Application representing the number of tails that occur space and assign this number to this outcome.
3. Get the value of the random variable and create a new table
containing the value and the probability.
Example: Tossing a coin twice
F. Assessment:
Assessment Notebook: Two balls are drawn in succession without replacement from a box
Formative Notebook pp Two balls are drawn in succession without replacement from a box containing 5 containing 5 red balls and 6 blue balls. Let Z be the random variable
red balls and 6 blue balls. Let Z be the random variable representing the number representing the number of blue balls. Construct the probability
Summative Notebook pp of blue balls. Construct the probability distribution of the random variable Z.. distribution of the random variable Z
G. Remarks:
No. of Learners within Mastery
Level 95% of learners within mastery level 90% of learners within mastery level
No. of Learners Needing
Remediation/ Intervention 5% of learners need remediation 5% of learners need remediation
Conduct of Classes: Conduct of Classes: Conduct of Classes:
YES (If lesson is conducted,

YES (If lesson is conducted, proceed to the next lesson as stated)
proceed to the next lesson as stated) YES (If lesson is conducted, proceed to the next
lesson as stated)
NO (State Reason of non-
NO (State Reason of non-conduct) NO (State Reason of non-conduct)
conduct)
New Schedule for this

competency/ies to be taught: New Schedule for this competency/ies to be taught: New Schedule for this competency/ies to be taught:
Refer to Week _____Day____ of Refer to Week _____Day____ of the DLL Refer to Week _____Day____ of the DLL
the DLL
Prepared by: Checked by:
JENIELYN T. GUIDAVIN ROBERTA A. JAVIER, Ph.D.
Teacher II Asst. School Principal II
Section: GARNET &

1. finds the possible values of a random variable. (M11/12SP-IIIa-3) 1. illustrates a probability distribution for a discrete random variable and
its properties.(M11/12SP-IIIa-4)
B. Learning 2. constructs the probability mass function of a discrete random variable
Competencies/Objectives and its corresponding histogram. (M11/12SP-IIIa-5)

Code:
D. References:
TM/ TG page/s
LM page/s
LR Portal:
Ask students the following questions: Ask students the following questions:
E-1 Activities / Strategy/ies: • What is a random variable? • What was discussed yesterday?
• How can we classify the random variables? (discrete or continuous) • How do we get the values of the random variable?
• Illustrate the probability distribution for discrete random
variables and its properties
• Compute probabilities corresponding to a given discrete random
E-2 Analysis • Find the possible values of a random variable.
variable
• Construct the probability mass function of a discrete random
variable and its corresponding histogram
Define the discrete probability distribution/probability mass

Discuss the sample space and possible outcomes.Ask the students what functionPoint out that the values of the random variables will be
E-3 Abstraction are the possible outcomes in tossing a coin twice. used in constructing probability distribution.Present the properties
Discuss how to get the values of the random variable. of a discrete probability distribution
Ask students how to compute for probabilities and site examples.
Present the following steps in constructing a discrete probability

distribution:
1. Determine the sample pace.
Suppose three coins are tossed. Let Y be the random variable 2. Count the number of the variable in each outcome in the sample
E-4 Application representing the number of tails that occur space and assign this number to this outcome.
3. Get the value of the random variable and create a new table
containing the value and the probability.
Example: Tossing a coin twice
F. Assessment:
Assessment Notebook: Two balls are drawn in succession without replacement from a box
Formative Notebook pp Two balls are drawn in succession without replacement from a box containing 5 containing 5 red balls and 6 blue balls. Let Z be the random variable
red balls and 6 blue balls. Let Z be the random variable representing the number representing the number of blue balls. Construct the probability
Summative Notebook pp of blue balls. Construct the probability distribution of the random variable Z.. distribution of the random variable Z
G. Remarks:

lesson as stated)
conduct)

the DLL

Section: GARNET &


1. illustrates a random variable (discrete and continuous). (M11/12SP-IIIa-1) 3. finds the possible values of a random variable. (M11/12SP-IIIa-3)
B. Learning 2. distinguishes between a discrete and a continuous random variable.
Competencies/Objectives (M11/12SP-IIIa-2)

Code:
D. References:
TM/ TG page/s
LM page/s
LR Portal:
Ask students the following questions:

• What is a random variable?
E-1 Activities / Strategy/ies: Recall the activity that was done yesterday.
• How can we classify the random variables? (discrete or
continuous)
Answer and discuss the assignment

1. Statistics
E-2 Analysis 2. Probability Discuss the sample space and possible outcomes.
3. Sample Space
4. Random variable
Discuss random variable. Present the types of random variable (discrete
and continuous
Ask the students :What are the possible outcomes in tossing a coin
Present examples of the random variable.
E-3 Abstraction Let students observe the given examples
twice?
Discuss how to get the values of the random variable.
• Can take values
• can be classified into two (measurable and countable)
(QUIZ)
a. Give 10 examples each for discrete and continuous random variable.
b. Can speed actually be measured?
E-4 Application c. Is time discrete or continuous?d. Give 10 examples each for discrete How do we get the values of the random variable?TA
and continuous random variable.
e. Can speed actually be measured?
f. Is time discrete or continuous?
F. Assessment:
Assessment Notebook: Oral Recitation Boardwork
Formative Notebook pp
Summative Notebook pp
G. Remarks:

lesson as stated)
conduct)

the DLL

Grade Level: 11 MODULE Teaching Dates: FEBRUARY 5-9, 2024 Quarter: 3rd Week No: 2
A. Content Normal Distribution
Content Standards The learner demonstrates understanding of key concepts of sampling distributions of the sampling mean.
Performance Standards The learner is able to apply suitable sampling and sampling distributions of the sample mean to solve real- life problems in different disciplines.
B. Learning 1. Illustrate random sampling;2.distinguish Identify sampling distribution of

Competencies/Objectives between parameter and statistic. statistics (sample mean).

Code:
C. Subject Matter: RANDOM SAMPLING
D. References:
TM/ TG page/s
LM page/s
LR Portal:
Module:
Others: Statistic and Probability by Rene R. Belecina, Statistic and Probability by Rene R. Belecina,
Elisa S. Baccay, and Efren B. Mateo; page Elisa S. Baccay, and Efren B. Mateo; page
Review on how to draw a normal curve,
locate the area of a normal curve on the
E-1 Activities / Strategy/ies: z-table and compute the probability
What is random sampling?
distribution.
1. Mrs. Dela Cruz wants to get the

analysis on her pre-test in
Statistics and probability of grade
How do you apply the steps in
11 students in ABC high school
E-2 Analysis computing the probabilities by using
the standard normal curve?
with 150 students in the subject.
Should she get the scores of one
class only?
Discuss the types of random

sampling techniques.
Explain and discuss the steps of
computing probabilities. Directions:
Compute the following probabilities
using the standard normal
E-3 Abstraction curve. On your answer sheets,
construct a curve then shade the region
corresponding to the area.
1. P(Z > 1.65)
2. P(Z < 2.36)
Compute the following probabilities

using the standard normal curve. If you were a researcher and
Construct a curve then shade the region wanted to conduct a research
E-4 Application corresponding to the area.1. P(Z > - within your Barangay, what would
1.53) it be? What sampling technique are
2. P(Z < 2.89) you going to use?
3. P(-1.65 < Z < 2.15
On your answer sheet, give one situation where each of

F. Assessment: the sampling methods is being applied.
Assessment Notebook: 1. Lottery Sampling:

Formative Notebook pp 2. Systematic Sampling:
Summative Notebook pp 3. Stratified Random Sampling
G. Remarks:
Level
Remediation/ Intervention
Conduct of Classes: Conduct of Classes: Conduct of Classes: Conduct of Classes: Conduct of Classes: Conduct of Classes:
YES (If
YES (If lesson is
YES (If lesson is conducted, YES (If lesson is lesson is conducted, YES (If lesson is YES (If lesson is
conducted, proceed to the next
proceed to the next lesson as stated) lesson as stated) conducted, proceed to the next proceed to the next conducted, proceed to the next conducted, proceed to the next
lesson as stated) lesson as stated) lesson as stated) lesson as stated)
NO (State
NO (State Reason of non- NO (State Reason of NO (State Reason of non- NO (State Reason of non- NO (State Reason of
Reason of non-
conduct) non-conduct) conduct) conduct) non-conduct)
conduct)
New Schedule for
New Schedule for this New Schedule for this New Schedule for this this competency/ies New Schedule for this New Schedule for this competency/ies
competency/ies to be taught: competency/ies to be taught: competency/ies to be taught: to be taught: competency/ies to be taught: to be taught:
Refer to Week _____Day____ of Refer to Week Refer to Week _____Day____ of Refer to Week Refer to Week _____Day____ of Refer to Week _____Day____
the DLL _____Day____ of the DLL the DLL _____Day____ of the DLL of the DLL
the DLL

Section/s: ZIRCON& Teaching Dates: FEBRUARY 12-16, 2024
Grade Level: 11 PERIDOT Quarter: 3rd Week No: 2
A. Content
Content Standards The learners demostrate an understanding of the Accounting Equation
Performance Standards The learners shall be able to solve problems by applying the accounting equation.
1.The learners shall be able to illustrate the Accounting Equation. Perform operations involving simple cases with the use of
(ABM_FABM11-IIIb-c-17) 2. The learners accounting equation (ABM_FABM-III-c-18)
B. Learning will be able to equate Assets with liabilities and Equity to solve the problems
Competencies/Objectives using the Accounting Equation.

Code:
C. Subject Matter: ACCOUNTING EQUATION
D. References:
TM/ TG page/s
LM page/s
LR Portal:
Module:
Others: Teachers
Guide, Fundamentals of Accounting Book Teachers Guide, Fundamentals of Accounting Book
Illustrate how each transaction affects the Accounting

Equation.
Illustrate of the Effects of the transaction in the Accounting
elements
Connect to a real life situation: 1. Place the accounting equation, 2. Ask
E-1 Activities / Strategy/ies: the learners for examples of business transactions. 3. Prove that for
every transaction the accounting equation should always balance.
PROBLEM SOLVING:
Analyze the following transactions: July 7. 2013 Bought table and chairs from Orocan and paid
July 1. Paolo Reyes started a delivery service on July 1, 2013. The P45,000.00 July 15,
E-2 Analysis following transactions occurred during the month of July. He invested 2013 Various equipment were purchased on account from
P800,000.00 cash and cars amounting to P200,000.00. July 2, 2013 Fortune for P55,000.00
Reyes borrowed P100,000.00 cash from PNB for use in his business.
Determining profit through operation 1.

Accrual basis of Accounting versus Cash basis of Accounting 2.
Under the expense recognition principle , expenses can be recognized.
E-3 Abstraction
E-4 Application
F. Assessment:
Assessment Notebook:
QUIZ
QUIZ
G. Remarks: The class conducted online. The class conducted online.
No. of Learners within Mastery Level 97% of learners within mastery level 95% of learners within mastery level
No. of Learners Needing Remediation/
Intervention 3% of learners need remediation 5% of learners need remediation

YES (If lesson is conducted, proceed to the next lesson as stated) YES (If lesson is conducted, proceed to the next lesson as
proceed to the next lesson as stated)
stated)
NO (State Reason of non-conduct) NO (State Reason of non-conduct) NO (State Reason of non-conduct)
New Schedule for this competency/ies to be taught:

New Schedule for this competency/ies to be New Schedule for this competency/ies to be taught:
taught:
Refer to Week _____Day____ of the DLL Refer to Week _____Day____ of the DLL Refer to Week _____Day____ of the DLL

MARY JANE B. TAMBIS ROBERTA A. JAVIER, Ph.D.
Grade Level: 11 Section/s: ZIRCON Teaching Dates: April 11-14, 2023 Quarter: 4th Week No: 1

Solve the variance and standard
deviation of the given data.
1. Find the variance of the sampling
distribution of the sample mean
(M11/12SP-IIId-5); and
B. Learning 2. define the sampling distribution
Competencies/Objectives of the sample mean for normal
population when the variance is: (a)
known; (b) unknown
(M11/12SP-IIIe-1).

Code:
D. References:
TM/ TG page/s
LM page/s
LR Portal:
Module:
How do you solve for the mean of the What is the formula in finding the
sampling distribution of sample variance and standard deviation.
means?
E-1 Activities / Strategy/ies:
E-2 Analysis
What are the significance and

relationship among the mean,
variance, and standard deviation of
the sampling distribution of
sample means?Discuss to the class.
E-3 Abstraction On your answer sheets, complete

the table below by supplying the
missing entries and answer the
reflective questions using 3 to 5
sentences referring to your
answers on the table.
What are the significance and

relationship among the mean,
E-4 Application variance, and standard deviation of
the sampling distribution of sample
means?
F. Assessment:
G. Remarks:
Level
YES (If
YES (If lesson is
NO (State
Reason of non-
conduct)
New Schedule for
the DLL

Grade Level: 11 Section/s: ZIRCON Teaching Dates: May 8-12, 2023 Quarter: 4th Week No: 2
Determine the number of possible

B. Learning Illustrate the Central Limit
samples. Compute the mean and
Competencies/Objectives Theorem
standard error.

Code:
D. References:
TM/ TG page/s
LM page/s
LR Portal:
Module:
Recall the meaning of population,
What is the formula in finding the
E-1 Activities / Strategy/ies: sample, distribution, and standard
variance and standard error?
deviation.
Define central limit and illustrate

E-2 Analysis
to the class.
E-3 Abstraction Discuss the mean and standard error.
a. If 50 randomly selected senior high

school students take the examination,
How do you solve for the mean of what is the probability that the mean
time it takes the group to complete the
E-4 Application the sampling distribution of sample test will be less than 43 minutes? Does it
means? seem reasonable that the mean of the 50
senior high school students could be less
than 43 minutes?
QUIZ
F. Assessment: QUIZ
G. Remarks:
Level
YES (If
YES (If lesson is
NO (State
Reason of non-
conduct)
New Schedule for
the DLL

1`
B. Learning 1. Illustrate the t-distribution (M11- 2. Identify the percentile using the
Competencies/Objectives 12SP-IIIg2) t-table (M11-12SP-IIIg5

Code:
D. References:
TM/ TG page/s
LM page/s
LR Portal:
Module:
Using the t-table, give the t-value
E-1 Activities / Strategy/ies: What is t-distribution?
of 95th percentile?
Rowena wants to test a randomly

How to identify the t-value of a certain selected 20 students for her study.
E-2 Analysis percentile using the t-table? Identify the t-value of the following
percentiles. 1. 75th percentile
Explain on how to identify the

Discuss the properties of the t- degree of freedom, right-tailed area
E-3 Abstraction distribution. and the t-value for each percentiles
and the sample size.
1. Identify the t-value whose

number of samples n = 7 and has an
E-4 Application area (𝛼) equal to 0.05. 2. Find the
t-value whose degree of freedom is
20 and has 𝛼 = 0.01.
QUIZ
F. Assessment: QUIZ
G. Remarks:
Level
YES (If
YES (If lesson is
NO (State
Reason of non-
conduct)
New Schedule for
the DLL

1`
Compute for an appropriate

sample size using the length of
Compute for the length of the interval.
B. Learning
confidence interval. (M11/12SP-IIIj- (M11/12SP-IIIj-3.
Competencies/Objectives
2) Solve exercise involving sample
size determination. (M11/12SP-
IIIj-4)

Code:
D. References:
TM/ TG page/s
LM page/s
LR Portal:
Module:
What is length of the confidence Find the length of the confidence
E-1 Activities / Strategy/ies:
interval? interval 0. 275<p<0.360
Suppose the calculated sample size

How to compute the length of the is 409.14. What would be the
E-2 Analysis confidence interval ? sample size? 409.14?
___________
Discuss on how to compute the

length of the confidence interval.
A. Find the length of the confidence

interval.
1. 0.355 < p < 0.470
E-3 Abstraction 2. 0.475 < p < 0.835
3. Upper confidence limit = 0.796
Lower confidence limit = 0.536
Kristine wants to replicate a certain study,

1. For a 95% confidence level, the where the lowest observed value is 10.4
confidence coefficient is while the highest is 12.8. She wants to
E-4 Application __________________. estimate the population mean µ to within
2. When a 99% confidence level is an error of 0.05 of its true value. Using
98% confidence level find the sample size
selected, a = _______________. n that she needs.
QUIZ
F. Assessment: QUIZ
G. Remarks:
Level
YES (If
YES (If lesson is
NO (State
Reason of non-
conduct)
New Schedule for
the DLL

1`
Teaching Dates: May 29-June 02, 2023
Grade Level: 11 Section/s: ZIRCON Quarter: 4th Week No: 5
Content Standards The learner demonstrates understanding of key concepts of tests of hypotheses on the population mean and population proportion.
The learner is able to perform appropriate tests of hypotheses involving the population mean and population proportion to make inferences in real-life
Performance Standards
problems in different disciplines.
Illustrates: (a) null hypothesis; (b) Identifies the parameter to be

alternative tested given a reallife problem.
B. Learning hypothesis; (c) level of significance; M11/12SP-IVa-3 Formulates the
Competencies/Objectives (d) rejection appropriate null and alternative
region; and (e) types of errors in hypotheses on a population mean.
hypothesis testing. M11/12SP-IVa-1 M11/12SP-IVb-1

Code:
D. References:
TM/ TG page/s
LM page/s
LR Portal:
Module:
Recall the last topic. Who is the
What is level of significance and
E-1 Activities / Strategy/ies: father of modern statistics and
rejection region?
experimental design?
What are the two types of hypothesis ? How to compute the type 1 and
E-2 Analysis Define each. tuype II errors?
Explain on how to solve the type 1

and type 2 error.
The probability a certain individual
Explain the difference between null will become a millionaire is 0.3.
hypothesis and alternative hypothesis. There are 20 who have tried. What
Scenario 3: An actuarial scientist is the probability of committing a
wanted to find out if there is a Type I error for 18 people who
significant decrease in the number of have tried to become millionaires,
E-3 Abstraction people violating the COVID-19 and what is the probability of
protocols in Davao City last December committing Type II error for at
2020. The reported average number of least 10 persons who will become
violators per month is 1, 756 millionaires at a probability of
individuals.
0.70?
A Grade-11 class adviser observed The probability that a patient recovers

that the ages of her incoming from a disease is 0.3. If 12 people are
known to have contracted the disease,
E-4 Application students vary from 15 to 21 years. what is the probability that a.At least 10
The average age of incoming senior survive; c.Exactly 7 survive? b.From 4 to 9
high school students is 17 years. survive; and
F. Assessment: QUIZ QUIZ
G. Remarks:
Level
YES (If
YES (If lesson is
NO (State
Reason of non-
conduct)
New Schedule for
the DLL

1`
Teaching Dates: June 12-June 16, 2023
Grade Level: 11 Section/s: ZIRCON Quarter: 4th Week No: 7
Content Standards The learner demonstrates understanding of key concepts of tests of hypotheses on the population mean and population proportion.
The learner is able to perform appropriate tests of hypotheses involving the population mean and population proportion to make inferences in real-life
Performance Standards
problems in different disciplines.
Identifies the parameter to be

tested given a reallife problem.
B. Learning M11/12SP-IVa-3 Formulates the Identify the null hypothesis and
Competencies/Objectives appropriate null and alternative alternative hypothesis.
hypotheses on a population mean.
M11/12SP-IVb-1

Code:
D. References:
TM/ TG page/s
LM page/s
LR Portal:
Module:
Others: Statistic and Probability by Rene R. Belecina,
Elisa S. Baccay, and Efren B. Mateo; page
Ask the students to give atleast two
What is level of significance and
E-1 Activities / Strategy/ies: examples of null and alternative
rejection region? hypothesis.
How to compute the type 1 and tuype II

E-2 Analysis errors?
Explain on how to solve the type 1 and

Explain the difference between null
type 2 error. The
hypothesis and alternative hypothesis.
probability a certain individual will
Scenario 3: An actuarial scientist
become a millionaire is 0.3. There are
wanted to find out if there is a
20 who have tried. What is the
significant decrease in the number of
E-3 Abstraction probability of committing a Type I
people violating the COVID-19
error for 18 people who have tried to
protocols in Davao City last December
become millionaires, and what is the
2020. The reported average number of
probability of committing Type II error
violators per month is 1, 756
for at least 10 persons who will become
individuals.
millionaires at a probability of 0.70?
The probability that a patient

recovers from a disease is 0.3. If 12 A Grade-11 class adviser observed that
people are known to have the ages of her incoming students vary
E-4 Application contracted the disease, what is the from 15 to 21 years. The average age of
probability that a.At least 10 incoming senior high school students
survive; c.Exactly 7 survive? b.From is 17 years.
4 to 9 survive; and
F. Assessment: QUIZ
G. Remarks:
Level
YES (If
YES (If lesson is
NO (State
Reason of non-
conduct)
New Schedule for
the DLL

1`
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DAILY LESSON LOG (DLL)

Section: GARNET &

Learning Area: STATISTICS AND PROBABILITY

Monday Tuesday Wednesday Thursday Friday

A. Content RANDOM VARIABLES

Curriculum Guide Page No.

Curriculum Guide Page No.

C. Subject Matter: RANDOM VARIABLES

Define the discrete probability distribution/probability mass

Present the following steps in constructing a discrete probability

Conduct of Classes: Conduct of Classes: Conduct of Classes:

YES (If lesson is conducted,

New Schedule for this

Learning Area: STATISTICS AND PROBABILITY

Monday Tuesday Wednesday Thursday Friday

A. Content RANDOM VARIABLES

Curriculum Guide Page No.

Curriculum Guide Page No.

C. Subject Matter: RANDOM VARIABLES

Define the discrete probability distribution/probability mass

Present the following steps in constructing a discrete probability

Conduct of Classes: Conduct of Classes: Conduct of Classes:

YES (If lesson is conducted,

New Schedule for this

Prepared by: Checked by:

Learning Area: STATISTICS AND PROBABILITY

Monday Tuesday Wednesday Thursday Friday

Curriculum Guide Page No.

Curriculum Guide Page No.

Ask students the following questions:

Answer and discuss the assignment

Conduct of Classes: Conduct of Classes: Conduct of Classes:

YES (If lesson is conducted,

New Schedule for this

Prepared by: Checked by:

Learning Area: STATISTICS AND PROBABILITY

Monday Tuesday Wednesday Thursday Friday

A. Content Normal Distribution

Curriculum Guide Page No.

B. Learning 1. Illustrate random sampling;2.distinguish Identify sampling distribution of

Curriculum Guide Page No.

C. Subject Matter: RANDOM SAMPLING

1. Mrs. Dela Cruz wants to get the

Discuss the types of random

Compute the following probabilities

On your answer sheet, give one situation where each of

Assessment Notebook: 1. Lottery Sampling:

Prepared by: Checked by:

Learning Area: STATISTICS AND PROBABILITY

Monday Tuesday Wednesday Thursday Friday

Content Standards The learners demostrate an understanding of the Accounting Equation

Curriculum Guide Page No.

Curriculum Guide Page No.

Illustrate how each transaction affects the Accounting

Determining profit through operation 1.

G. Remarks: The class conducted online. The class conducted online.

YES (If lesson is conducted,

NO (State Reason of non-conduct) NO (State Reason of non-conduct) NO (State Reason of non-conduct)

New Schedule for this competency/ies to be taught:

Prepared by: Checked by:

Learning Area: STATISTICS AND PROBABILITY

Monday Tuesday Wednesday Thursday Friday