DAILY LESSON LOG OF M11/12SP – IIId –d5
School
Teacher
Teaching Date and
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
Grade Level 11
Learning Area Mathematics
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:
Identify sampling distributions of statistics M11/12SP – IIId –d5
Learning Objectives:
1. identify sampling distribution of sample mean
2. solve the mean and variance of the sampling distribution of the
sample mean
3. solve patiently the mean and variance of the sampling distribution
of the sample mean
4. explain humbly how to find the mean and variance of the sampling
distribution of the sample mean.
sampling and sampling distributions of the sample mean
TG, CG, Statistics & Probabilities
Belecina, Rene R. Statistics and probability, pp. 102-105
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.
Recall the definition of variance. {Variance of a set of n measurements is the sum
of the squared deviations (or difference) of the measurements from their mean
divided by n - 1.}
.
Activity 1. Form a group consisting of five students. Ask the students to get the
height of each member. Consider samples of 3 that can be drawn from this
population.
QUESTIONS:
1. Compute the mean and standard deviation of the population.
2. Construct the sampling distribution of the sample means.
3. Calculate the mean of the sampling distribution of the sample mean. Compare
this to the mean of the population.
4. Calculate the standard deviation of the sampling distribution of the sample
mean. Compare this to the standard deviation of the population.
(10 minutes)
The teacher presents the objectives of the lesson to the class and let the students
recognize the significance of finding the mean and the variance of the sampling
distribution of the sample mean

C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to formative assessment 3)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities or
remediation
V.REMARKS
VI.REFLECTION
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.
(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.
Ask the students to find the mean of the class age & its frequency distribution. Where
you able to solve it? How do you find the activity?
Show pictures on 2016 SWS survey, Polls Asia, and other possible surveys.
Activity 2. Form a group consisting of five students. Ask the students to get the weight of
each member. Consider samples of 3 that can be drawn from this population.
QUESTIONS:
1. How many samples can be drawn?
2. List all the possible samples and the corresponding mean
3. Construct the sampling distributions
4. Find the mean and the variance of the sampling distribution of the sample mean
The teacher talks about the concept of finding the mean and the variance of the
sampling distribution of the sample mean. The teacher relates the Activity 1 and 2
to the topic about defining sampling distribution of the sample mean
(10 minutes)
ACTIVITY 3
In this activity, the class will work with the same group.
Direction: Give what is asked.
The teacher goes around in each of different groups to provide needed support.
The population is the weight of six pumpkins (in pounds) displayed in a carnival "guess the
weight" game booth. You are asked to guess the average weight of the six pumpkins by
taking a random sample without replacement from the population.
Pumpkin A B C D E F
Weight (in pounds) 19 14 15 9 10 17
(10 minutes)
The teacher summarizes the mathematical concept of finding the mean and the
variance of the sampling distribution of the sample mean 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.
Consider all samples of size 5 from this population: 2, 4, 6, 8, 10, 12, 14,
1. Compute the mean and standard deviation o the population.
2. Construct the sampling distribution fo the sample means.
3. Calculate the mean of the sampling distribution of the sample mean. Compare this to
the mean of the population.
4. Calculate the standard deviation of the sampling distribution of the sample mean.
Compare this to the standard deviation of the population.
( 10 minutes)
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
can provide for you so when you meet them, you can ask them relevant questions.
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

School
Teacher
Teaching Date and
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
DAILY LESSON LOG OF M11GM-IIj-2
Grade Level 11
Learning Area Mathematics
Quarter 4TH
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 methods of proof and disproof.
The learner is able to appropriately apply a method of proof and disproof in real-
life situations.
Learning Competency:
Justifies mathematical and real-life statements using the different methods of
proof and disproof. M11GM-IIj-2
Learning Objectives:
1. Describe mathematical and real-life statements using the different methods of
proof and disproof
2. Compare mathematical and real-life statements using the different methods of
proof and disproof.
3. Justify mathematical and real life statements using the different methods of
proof and disproof.
Writing proofs
General Mathematics, Oronse, Orlando, pp. 320 – 335.
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
In this activity, the students will work in group of 3 members.
Direction: Given the statement: ˜[P v (˜P ᴧ Q)] ≡ ˜ (P v Q) , do the task below. The
teacher goes around in each of different groups to provide needed support.
Prove the statement. Begin with the left-hand side (LHS) statement and end with
the right hand side statement.
(7 minutes)
The teacher presents the objectives of the lesson to the class and let the students
recognize the significance of the concept mathematical and real life statements
using the different methods of proof and disproof
(2 minutes)
ACTIVITY 2
In this activity, the students will work with the same group.
Direction: Each group read the situation 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.
a. P  P v Q
b. P  Q ≡ P ᴧ ˜ Q
c. Justify each of the steps below the horizontal line.
a. P  R
b. R  S
c. S  Q
 d. P/ Q ᴧ P
e. P  S
(10 minutes)
The teacher talks about the concept about mathematical and real life statements
D.Discussing new concepts using the different methods of proof and disproof. The teacher relates the
and practicing new skills #1 Activity 1 and 2 to the topic about mathematical and real life statements using
the different methods of proof and disproof. (5 minutes)
E.Discussing new concepts
and practicing new skills #2
ACTIVITY 3
In this activity, the class will work with the same group.
Direction: Justify and construct the formal proof of the following. The teacher
goes around in each of different groups to provide needed support.
1. Justify each of the steps below the horizontal line
a. A D
b. ˜D
c. ˜A  E
F.Developing mastery (leads
d. E H/ H v G
to formative assessment 3)
e. ˜A
f. E
g. H
h. H v G
2. Construct a formal proof of validity for the given argument by filling up the
blank.
A ᴧ (B ᴧ C)/  [(A ᴧ C) ᴧ B] v D
(15 minutes)
G.Finding practical
applications of concepts and
skills in daily living
The teacher summarizes the mathematical concept of justifying mathematical
H.Making generalizations
and real life statements using the different methods of proof and disproof by
and abstractions about the
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.
1. Use the logical equivalence laws to prove the stated equivalence
a. P ᴧ (˜ P v Q) ≡ P ᴧ Q
2. Write the complete proof of validity for each argument
a. A  B
b. A v C
c. ˜ B/ C ᴧ ˜ A
( 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
 DAILY LESSON LOG OF M11GM – IIj - 1

School Grade Level 11

Teacher Learning Area Mathematics
Teaching Date and
3rd
Time
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
I. OBJECTIVES 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 understanding of key concepts of sampling and
sampling distributions of the sample mean.
B. 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.
C. Learning Competencies/ Learning Competency:
Objectives Illustrates the Central Limit Theorem. M11/12SP-IIIe-2
Learning Objectives:
 1. Illustrates the Central Limit Theorem
2. Determine the applications of Central Limit Theorem
3. Recognize the value of the concept of Central Limit Theorem
II. CONTENT Central Limit Theorem
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages Seeing The World Through Statistics and Probability pp.69-71
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 providing pupils/students with multiple ways
IV.PROCEDURES 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
In this activity, the teacher will pick students to give their answer..
Direction: Complete the following statements with the best answer.
1. The difference between a sample mean and a population mean is due to ____.
A.Review previous lesson or
2. The mean of these sample means equals _________________.
presenting the new lesson
3. The standard deviation of all possible sample means is called__________.
Answer key:
1. sampling error 2. The population mean 3. Standard error of the mean
(8 minutes)
The teacher presents the objectives of the lesson to the class and let the students
B.Establishing a purpose for
appreciate the importance of the concept of Central Limit Theorem
the lesson
(2 minutes)
ACTIVITY 2
In this activity, the students will work in pairs.
Direction: Construct a normal curve given the raw data on the length of wings of
housefly (in mm). The scores are arranged from lowest to highest. Organize these
scores into frequency distribution table with 10 class intervals, as follows: 36-37,
38-39, 40-41, 42-43, 44-45, 46-47, 48-49, 50-51, 52-53, 54-55. The teacher goes
around in each of different pairs to provide needed support.
36 41 42 43 45 46 47 48 49 51
C.Presenting examples/ 37 41 42 44 45 46 47 48 49 51
instances of the new lesson 38 41 42 44 45 46 47 48 49 51
38 41 43 44 45 46 47 48 49 51
39 41 43 44 45 46 47 48 50 52
39 41 43 44 45 46 47 48 50 52
40 42 43 44 45 46 47 48 50 53
40 42 43 44 45 46 47 49 50 53
40 42 43 44 45 46 47 49 50 54
40 42 43 44 45 46 48 49 50 55
(10 minutes)
The teacher talks about the concept about Central Limit Theorem. The teacher
D.Discussing new concepts connects the Activity 1 and 2 to the topic about Central Limit Theorem.
and practicing new skills #1 Furthermore, he/she determine the applications of Central Limit Theorem.
(5 minutes)
E.Discussing new concepts
and practicing new skills #2
F.Developing mastery (leads ACTIVITY 3
to formative assessment 3) In this activity, the students will work with the same partner.
Direction: Figure shown below is the three histograms of distribution of sample
means with different sample size on the Ages of the Grade 7students of
Cabancalan Natonal High School. Do the task. The teacher checks the answer
after 10 minutes.
 1. What can you say about the shape of the three histograms?
2. As sample size increases, what can you say about the normal curve formed?
3. Give a conclusion. (15 minutes)
G.Finding practical
applications of concepts and
skills in daily living
H.Making generalizations The teacher elaborates the mathematical concept of Central Limit Theorem.
and abstractions about the Likewise, he/she explains the important thing to remember when using the
lesson Central Limit Theorem. ( 5 minutes)
Direction: The teacher will check the answer after five minutes.
1. The population of all Grade 7 students of Cabancalan National High School has
a mean age 0f 12.5. Teacher Geraldine picked a sample of 15 students at random
from the population and recorded their age. She repeated this 20 times. Another
teacher, Teacher Ancie picked a sample of 25 students at random from the
population and recorded their age, She repeated this 20 times.
I.Evaluating Learning
a. Compare the two distributions of sample means.
b. What changes will you make in order to consider that the distribution of the
sample means will be approximately normally distributed?
2. What does Central Limit Theorem say about the shape of the distribution of
sample mean?
( 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

DAILY LESSON LOG OF M11/12SP-IIIe-3 ( Week Five- Day 3)

School Grade Level 11

Teacher Learning Area Mathematics
Teaching Date and
Quarter 3rd
Time
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
I. OBJECTIVES 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 understanding of key concepts of sampling and

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
D.Discussing new concepts
and practicing new skills #1
E.Discussing new concepts
and practicing new skills #2
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:
Defines the sampling distribution of the sample mean using the Central Limit
Theorem.M11/12SP-IIIe-3
Learning Objectives:
1. Defines the sampling distribution of the sample mean using the Central
Limit Theorem
2. Determine the standard normal variable
3. Demonstrate appreciation to the concept of Central Limit Theorem
Central Limit Theorem
Seeing The World Through Statistics and Probability pp.70-73
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
In this activity, the teacher will pick students to give their answer..
Direction: Answer the following questions.
1. If samples of a specific size are selected from a population and the means are
computed, what is this distribution of means called?
2. What is the mean of the sample means?
3. What happened to the shape of the distribution of sample means as size
increases?
Answer key:
1. sampling distribution of sample means 2. Equal to population mean
3. The shape will approximately normal when the size is large.
(8 minutes)
The teacher presents the objectives of the lesson to the class and let the students
appreciate the importance of the concept of Central Limit Theorem
(2 minutes)
ACTIVITY 2
In this activity, the class will explore in the group of 3 members.
Direction: Shown in Appendix B is a table of distribution of sample means on Ages
of Youth Delegates on World Youth Day. Given these data, do the task below. The
teacher goes around in each of different groups to provide needed support.
1. Complete the Relative Frequency Distribution of Sample Means Table. The first
row is done for you. Solve for mean, variance and standard deviation.
2. Construct a histogram of data based on your relative frequency distribution of
sample means table. (15 minutes)
The teacher talks about the concept about Central Limit Theorem and its use in
distribution of sample means. The teacher connects the Activity 1 and 2 to the
topic. In addition, he/she determine the applications of Central Limit Theorem.
(5 minutes)
 ACTIVITY 3
In this activity, the students will work with the same group.
Direction: Given the situation, do the task below. The teacher checks the answer
after 10 minutes.
Five hundred Grade 10 students of Cabancalan National High School took an
Admission Test and obtained a mean score of 82 with a standard deviation of
12.5.
1. If a random sample of 150 students is selected, determine the standard normal
value of the sample having a mean score of:
F.Developing mastery (leads
a. 80 b. 85
to formative assessment 3)
2. Find the standard normal value that a student selected at random got a score:
a. 80 b. 85
3. If a sample of 365 students is selected, find the standard normal value of a
sample with a mean score of:
a. 80 b. 85
Answer Key:
1. a. 1.96 b. 2.94
2. a. -0.16 b. 0.24
3. a. -3.08 b. -4.62 (10 minutes)
G.Finding practical
applications of concepts and
skills in daily living
The teacher elaborates the mathematical concept of Central Limit Theorem and
H.Making generalizations
its use to sampling of distribution of sample means. Similarly, he/she explains the
and abstractions about the
important thing to remember when using the Central Limit Theorem.
lesson
( 5 minutes)
Direction: Given the situation, do the task below. The teacher checks the answer
after 10 minutes.
The population of IQ is approximately normally distributed with a mean of 100
and standard deviation of 15.
1. If a random sample of 40 students is selected, what is the standard error of the
mean.
2. Find the standard normal value that a student selected at random got an IQ:
I.Evaluating Learning a. 96 b. 125
3. If a sample of 120 students is selected, find the standard normal value of a
sample with a mean score of:
a. 96 b. 125
Answer Key:
1. 2.37
2. a. -0.27 b. 1.67
3. a. -2.92 b. 18.25 ( 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

APPENDIX B
Sample No. Ages of Delegates Sample Means
Y1 Y2 Y3 Y4
1 15 18 15 16 16.0
2 16 15 18 17 16.5
3 15 16 19 18 17.0
4 19 15 17 17 17.0
5 15 17 16 18 16.5
6 16 18 19 17 17.5
7 15 17 16 18 16.5
8 19 17 18 16 17.5
9 15 17 18 16 16.5
10 17 18 18 19 18.0
11 17 18 16 19 17.5
12 15 18 19 16 17.0
13 15 16 18 19 17.0
14 17 16 18 17 17.0
15 17 18 19 18 18.0
16 15 17 19 17 17.0
17 18 16 17 19 17.5
18 18 16 15 17 16.5
19 18 16 19 19 18.0
20 19 18 19 18 18.5

RELATIVE FREQUENCY DISTRIBUTION SAMPLE OF MEANS TABLE

Mean Age Frequency Relative Frequency

(Sample Means) (Frequency ÷ 20)
16.0 1 0.05

TOTAL 20 1.0

DAILY LESSON LOG OF M11/12SP-IIIe-f-1 ( Week Five- Day 4)

 School
Teacher
Teaching Date and
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
D.Discussing new concepts
and practicing new skills #1
Grade Level 11
Learning Area Mathematics
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:
Solves problems involving sampling distributions of the sample mean.M11/12SP-
IIIe-f-1
Learning Objectives:
1. Determine the probabilities, percentiles and percentages of the samples
2. Solves problems involving sampling distributions of the sample mean
3. Recognize the value of the concept of sampling distribution of the sample
Means
Problem Solving involving Distribution of sample means
Seeing The World Through Statistics and Probability pp. 73-78
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
In this activity, the students will work in pairs.
Direction: A figure shown below is a graph of the normal approximation of the
sampling distribution with a sample size of 100. Do the task below. The teacher
goes around the room to provide needed support.
1. Solve for the standard deviation of the population.
2. Convert to standard units if this sample will have a mean score of:
a. 81 b. 86
Answer key:
1. σ=15 2. a. -0.67 b. 2.67
(8 minutes)
The teacher presents the objectives of the lesson to the class and let the students
recognize the application of the concept of sampling distributions of the sample
means
(2 minutes)
The teacher explains about the concept about solving problems involving
sampling distribution of the sample means. In addition, he/she introduces the
applications of it in different fields. Similarly, he/she shows the steps in solving
problems involving sampling distribution of sample means.
ACTIVITY 2
In this activity, the students will work with the same group.

E.Discussing new concepts
and practicing new skills #2
F.Developing mastery (leads
to formative assessment 3)
G.Finding practical
applications of concepts and
skills in daily living
H.Making generalizations
and abstractions about the
lesson
I.Evaluating Learning
J.Additional activities or
remediation
V.REMARKS
Direction: Given a situation, do the task below. The teacher goes around in each
of different groups to provide needed support.
A study shows that children watched television by an average of 48 hours per
week with a standard deviation of 12 hours per week.
1. If a sample of 100 children are randomly selected in Cabancalan Elementary
School, find the probability that they watch an average of:
a. 45 hours to 50 hours.
b. more than 52 hours
c. below 46 hours.
2. If a sample of 150 children are selected in Barangay Cabancalan, find the
probability that they watch an average of:
a. 45 hours to 50 hours.
b. more than 49 hours
c. below 46 hours.
Answer Key:
1. a. 0.9463 b. 0.0004 c. 0.0475
2. a. 0.9782 b. 0.1539 c. 0.0207 (20 minutes)
Activity 3
In this activity, the students will work with the same group.
Direction: Given a situation, do the task below. The teacher goes around in each
of different groups to provide needed support.
The population of IQ is approximately normally distributed with a mean of 100
and a standard deviation of 15. Random of 40 students from grade 11 of
Cabancalan National High School.
1. What is the standard error of the mean?
2. What is the 90th percentile value for this distribution of mean IQ scores?
Answer Key:
1. 2.37 2. 103 (10 minutes)
The teacher elaborates the mathematical concept of Central Limit Theorem and
its use in solving problems involving sampling of distribution of sample means.
Likewise, he/she emphasizes the difference between the two z-scores.
( 5 minutes)
Direction: Consider the population of the masses of 100 Grade 11 students of
Cabancalan National High School. Random samples of size 10 were drawn
without replacement from this population. The data on the table below
represents the weight in kilograms selected in each random sample and their
corresponding sample means
Sample Data Sample
Mean
1 36 42 45 46 42 51 55 42 48 40 44.7
2 49 41 37 53 50 49 43 47 41 44 45.4
3 54 53 39 42 41 47 48 45 44 46 45.9
4 48 38 40 41 42 47 46 39 42 45 42.8
5 44 45 41 38 50 51 48 47 49 43 45.6
6 52 40 44 45 48 46 47 49 42 47 46
7 41 52 50 43 44 46 47 48 45 40 45.6
8 50 47 46 51 43 44 45 43 49 49 46.7
9 43 51 43 50 44 47 46 48 48 45 46.5
10 50 43 44 44 45 45 46 46 46 49 45.8
1. Find the population mean and average of the sample means.
2. Find the standard error of the mean.
3. If 25 Grade 11 students are selected randomly, find the probability that the
weight is between 43 and 48.
Answer Key:
1. 45.5 2. 1.02 3. 0.9858
( 15 minutes)
 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