DAILY LESSON LOG OF M11/12SP-IIIf-2 & M11/12SP-IIIf-3 (Week Six-Day Two)

School Grade Level 11

Teacher Learning Area Statistics and Probability
Teaching Date and Time Quarter Third
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
I. OBJECTIVES 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 estimation of population
mean and population proportion.
B. Performance The learner is able to estimate the population mean and population proportion to
Standards make sound inferences in real-life problems in different disciplines.
Learning Competency:
 illustrates point and interval estimations (M11/12SP-IIIf-2)
 distinguishes between point and interval estimation (M11/12SP-IIIf-3)
C. Learning
Learning Objectives:
Competencies/
 understand the concept of estimation.
Objectives
 distinguish between point and interval estimation.
 manifest appreciation of estimation as a tool in giving conclusions about the
parameters in the population based on sample data.
II. CONTENT Point and Interval Estimations
III. LEARNING teacher’s guide, learner’s module
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s
Materials
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Banigon, Jr., R. B., Camilon, M. G., & Manalo, C. B. (2016). Statistics and
Resources Probability for Senior High School. Quezon City, Philippines:
Educational Resources Corporation.
Belecina, R. R., Baccay, E. S., & Mateo, E. B. (2016). Statistics and
Probability. Sampaloc, Manila, Philippines: Rex Book Store, Inc.
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
IV. PROCEDURES 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.
The teacher asks the students the following questions:
1. How does a biologist determine the DNA of a person?
A. Review previous 2. How does a politician know his/her chance of winning a barangay election?
lesson or presenting Possible Answers:
the new lesson 1. A biologist may get a sample such as hair strand, saliva, urine, etc.
2. A politician might conduct a survey from people coming from different zones
in the barangay.
The teacher lets the students realize that since population is usually large, describing
B. Establishing a
it (determining its parameters) is very difficult or sometimes impossible. What is a
purpose for the
practical way to do is to make a generalization about the population by estimating the
lesson
population parameter or hypothesis testing based on the study of samples.
C. Presenting
examples/ instances
of the new lesson
D. Discussing new Activity 1: Restaurant Service Quality (LOCALIZATION/CONTEXTUALIZATION)
concepts and
practicing new skills Instructions: Read the following situation carefully. Then, perform the appropriate
#1 operation to answer the questions.
 Sonia, a TVL Senior High School student researcher, looked at the average time (in
minutes) it takes a random sample of customers to be served in a restaurant. From 40
customers, the following information was obtained. What is the average wait time?

8 8 10 18 10 13 8 10 8 10
12 10 16 16 12 15 12 12 9 15
10 20 20 12 10 10 16 10 18 12
15 12 15 14 15 16 15 12 8 8
1. What is the mean of the sample? __________
2. How about the median and the mode? __________ and _________
3. Which of the following measures of central tendency best estimates the
(true) average wait time of the restaurant? Why?
_______________________________________________________________
4. Report a range of values that contains the number that may truly describe
the wait time. _____________________
5. Based on the observation of the average wait time, would you patronize the
restaurant? Why or why not?

Answer Key:
1. 12.62
2. Median: 12 & Mode: 10
3. The mean is the best estimator. In a mean, any change in a value affects the
result. Means of samples vary less than the median or mode.
4. Answers may vary. Some may consider the lowest and highest values of the
data, i.e. 8-20. Some may also consider the mean and add/subtract values
from it, e.g. 11-15
5. Answers may vary.

NOTE: The teacher will already give the idea to the students the concepts about point
and interval estimation based on their answers in the questions.
E. Discussing new
concepts and
practicing new skills
#2
Activity 2: Venn Diagram

Instructions: Create a Venn Diagram illustrating the concepts of estimation, point

estimation, and interval estimation. Ensure that the diagram will help you distinguish
between point and interval estimation. You may write a short description of your
diagram.

Possible Diagram:

F. Developing mastery
(leads to formative
assessment 3)

NOTE: This is NOT THE ONLY possible diagram. There are also other possible ways of
presenting the Venn Diagram of interval and point estimation.
G. Finding practical
applications of
concepts and skills in
daily living
H. Making From their answers in Activity 1, ask the students questions that will let them develop
generalizations and a working definition of estimation, point estimate, and interval estimate. Give the
 formal definition of the said terms after synthesizing their answers.
1. All your answers in Activity 1, numbers 1 and 2 are point estimates. What is a
point estimate?
2. What is the best point estimate of the population mean?
3. Your answer in Activity 1, number 4 is an example of an interval estimate.
How will you define an interval estimate?
4. What is your understanding on the concept of estimation?
5. What is the importance of knowing the concept of estimation?

Model Answers (Formal Definitions):

abstractions about
1. A point estimate is a specific numerical value of a population parameter.
the lesson
2. The sample mean is the best point estimate of the population mean.
3. An interval estimate is a range of values that may contain the parameter of a
population.
4. Estimation is the process of determining parameter values. An estimate is a
value or a range of values that approximate a parameter. It is based on
sample statistic computed from sample data.
5. Very often, we want to describe particular characteristics of an entire
population because these specific information might be needed for decision-
making. However, collecting data from the entire population is impractical,
thus estimation may be helpful in order to approximate population values.
Formative Assessment

I. Fill in the blanks with the correct information to make meaningful statements.
1. A ______________ is a single value used to estimate a population parameter.
2. A range of value called ___________ is also used to estimate a population
parameter.
3. Among the three values of central tendency, the best estimator of the
population parameter μ is the ______________.
4. A good estimator has to be ____________.
5. To obtain a mean from a sample, the sum of the sample values is divided by
______________.

II. Essay: Differentiate point estimate and interval estimate. (3 pts.)

III. Determine the appropriate estimator that can be used to address the following
situations below:
1. The range of grades in Mathematics that you got in Junior High School
Mathematics.
2. The average weekly allowance that a student receives from his/her parents.
I. Evaluating Learning 3. The mean number of hours for the screen time spent by Grade 11 students
using social media.
4. The range of age of all Senior High School students in Canduman National
High School.
5. The average wake time of teenagers in Canduman.

Answer Key:
I.
1. Point estimate
2. interval estimate
3. mean
4. accurate / close to the true value of the parameter
5. sample size
II. Answers may vary.
III.
1. interval estimate
2. point estimate
3. point estimate
4. interval estimate
5. point estimate
J. Additional activities
or remediation
V. REMARKS
VI. REFLECTION 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.
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 Discussing new concepts and practicing new skills #1
localized materials did I
use/ discover which I wish
to share with other
teachers