DAILY LESSON LOG OF M11/12SP – IIId –d2
School MALALAG NATIONAL HIGH SCHOOL
Teacher ANNE MARIE R. DE VILA
Teaching Date and MTWF(8:30-9:30/10:45-11:45am)
Time
I. OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
II. CONTENT
III.LEARNING RESOURCES
A.References
1. Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
Grade Level 11
Learning Area STATISTICS AND
PROBABILITY
Quarter 3rd
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.
The learner demonstrates understanding of key concepts of sampling and
sampling distributions of the sample mean.
The learner is able to apply suitable sampling and sampling distributions of the
sample mean to solve real-life problems in different disciplines.
Learning Competency:
Illustrates random sampling M11/12SP – IIId –d2
Learning Objectives:
1.
discuss simple random sampling,
2.
illustrate simple random sampling,
3.
demonstrate honesty in illustrating simple random sampling,
4. show concern for others through illustrating simple random sampling.
Simple Random Sampling
Belecina, Rene R. Statistics and probability, pp. 102
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 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.
ACTIVITY 1
1. Routinary Activities
2. Checking of assignment
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 students
recognize the significance of the concept of illustrating random sampling
(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 because it offers every sixth and seventh grader the same
chance of being selected (if using this plan with both grades).

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)
The teacher talks about the concept of illustrating random sampling. The teacher
D. Discussing new concepts
relates the Activity 1 and 2 to the topic about illustrating random sampling
and practicing new skills #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.

Describe the following problem. Show pertinent solutions.

F.Developing mastery (leads 1. Name two things to consider when you are planning how to select a random sample.
to formative 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 generalizations The teacher summarizes the mathematical concept of illustrating random
and abstractions about the sampling by using the given in activity numbers 1-3.
lesson ( 5 minutes)
I.Evaluating Learning I. Direction: Do the task given. The class will work with the same group.

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?
VI.REFLECTION What else needs to be done to help the pupils/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% 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:

ANNE MARIE R. DE VILA, TII

Teacher

Checked by:

IVY N. JUGUILON, MTII

SHS Department Head

School MALALAG NATIONAL HIGH SCHOOL
Teacher ANNE MARIE R. DE VILA
Teaching Date and
Time MTWF(8:30-9:30/10:45-11:45am)
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV.PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
DAILY LESSON LOG OF M11/12SP – IIId –d3
Grade Level 11
Learning Area STATISTICS AND
PROBABILITY
Quarter 3rd
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.
The learner demonstrates understanding of key concepts of sampling and
sampling distributions of the sample mean.
The learner is able to apply suitable sampling and sampling distributions 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
2.
make a poster showing the similarities and differences of statistic and
parameter
3. demonstrate creativity in distinguishing between statistic and
parameter
4. display cleanliness and orderliness in distinguishing statistic and
parameter.
Statistic and Parameters
Power point, Venn diagram, meta strips
Belecina, Rene R. Statistics and probability, pp. 102
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 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.
ACTIVITY 1
1. Routinary Activities
2. Conduct a short drill about the concepts in computing probabilities 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 the students
recognize the significance of distinguishing between parameter and statistic
(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.
2. Form a group of four members and require each group to distinguish 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 concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
The teacher talks about the concept of illustrating random sampling. The teacher
relates the Activity 1 and 2 to the topic about illustrating random sampling
(10 minutes)
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
F. Developing mastery (leads sample mean height of 60.9 inches.
to formative assessment 3)
2. A nutritionist wants to estimate the mean amount of sodium 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.

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
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)
The teacher summarizes the mathematical concept of distinguishing between
parameter and statistic by using the given in activity numbers 1-3.
( 5 minutes)
I. Direction: Do the task given. The class will work with the same group.

Refer to Worksheet No. 3

( 10 minutes)
Ask the class to make a poster showing the similarities and differences of parameters and
statistics.
Rubric
J.Additional 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?
VI.REFLECTION What else needs to be done to help the pupils/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% 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:

ANNE MARIE R. DE VILA, TII

Teacher

Checked by:

IVY N. JUGUILON, MTII

SHS Department Head