DAILY LESSON LOG OF M11/12SP-IIIh-1 (Week Eight-Day One)

School Grade Level Grade 11

Teacher Learning Area Statistics &
Probability
Teaching Date and
Quarter Third
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 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 Standards The learner demonstrates an understanding of key
concepts of estimation of population mean and population
proportion.
B. Performance The learner is able to estimate the population mean and
Standards population proportion to make sound inferences in real-life
problems in different disciplines.
Learning Competency: computes for the confidence interval
estimate based on the appropriate form of the estimator for
the population mean. (M11/12SP-IIIh-1)
Learning Objectives:
1. Differentiate a point estimate from a confidence interval
C. Learning
estimate;
Competencies/
2. Compute for the confidence interval estimate based on
Objectives
the appropriate form of the estimator for the population
mean; and
3. Demonstrate appreciation of computing confidence
interval estimate based on the appropriate form of the
estimator for the population mean.
II. CONTENT Confidence Interval Estimate
III. LEARNING teacher’s guide, learner’s module
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 Seeing the World through Statistics & Probability by
Resources Enriqueta D. Reston et.al., Statistics & Probability by Rene
R. Belecina et.al.
 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 The teacher asks the students: “When can you say that you
lesson or are confident with your estimates?”
presenting the new Answers may vary
lesson
The teacher shows to the class the width of confidence
interval to show relationship between point estimate and
interval estimate:
B. Establishing a
purpose for the
lesson Lower Confidence Limit Point Estimate Upper
confidence Limit
She then asks learners to differentiate between point
estimate and interval estimate.
Teacher presents another situation to further differentiate
point estimate and interval estimate.
Suppose Liza surveys a sample of her classmates on
how much their weekly allowances are. She was able to get
C. Presenting
an average of weekly allowances of Php750. She can then
examples/
conclude that the best estimate of the average weekly
instances of the
allowances of her classmates is Php750. In this case, Liza’s
new lesson
estimate is called a point estimate. On the other hand, If
Liza estimated that the average weekly allowances of her
classmates would be somewhere between Php550 and
Php1 000, she would be making an interval estimate.
Teacher presents the general formula for a confidence
D. Discussing new
interval:
concepts and
Point Estimate ± (Critical Value)(Standard Error)
practicing new
Teacher points out that the right hand side of the formula is
skills #1
what is known as the Margin of Error (E).
E. Discussing new (Contextualization & Localization)
concepts and Teacher posts a sample problem; she guides learners in
practicing new answering it.
skills #2 The Rex Publishing Company has published a new book
on statistics for senior high school. Before the company
decides on how much should they sell the book in the
market, they would like to know how much the average
price of all statistics books in the market is. Thus, the
company conducted a survey for a sample of 36 textbooks
and found out that the average price is Php350. Previous
 data showed that the variance of statistics textbooks is
Php625.
a. Calculate the point estimate of the average price of all
such senior high school textbooks. What is the margin of
error for this estimate?
b. Using a 90% confidence level, construct the CI for the
average price of all such senior high school textbooks.
Answer: a. x=Pℎp 350 ,E = ± 6.86
b. between Php343.14 and Php356.86
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of
concepts and skills
in daily living
H. Making Teacher reiterates that a confidence interval is the range
generalizations and within which a population value is predicted to lie on the
abstractions about basis of a sample value and with a known probability error.
the lesson
Teacher lets learners answer individually another problem:
Do people who stop smoking tend to gain weight? A
study was conducted from a random sample of 320 men
aged 30 years and above who had quit smoking for the last
5 years and found that these men had gained an average
weight of 5.42 kg since they stopped smoking with a
I. Evaluating Learning standard deviation of 0.63 kilograms.
a. Determine the point estimate of the corresponding
population average and the corresponding margin of error
for this estimate.
b. Construct a 99% confidence interval for the
corresponding average.

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
VI. REFLECTION 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 In the development of the lesson. (Discussing new
localized materials did I
concepts and practicing new skills #1)
use/ discover which I
wish to share with other
teachers
Prepared by: