Department of Education
Region VI – Western Visayas
Schools Division of Iloilo City
LA PAZ NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL (SHS)
Jereos Extension Street, La Paz, Iloilo City
TEACHER: Rutchel J. Ngipen GRADE LEVEL: Grade 11
DAILY LESSON STRAND/SECTION: HUMSS 11-C LEARNING AREA: Statistics and Probability
PLAN TEACHING DATE/TIME: 08:30 – 09:30 QUARTER: Fourth Quarter
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of sampling and sampling
Standards distributions of the sample mean.
B. The learner is able to apply suitable sampling and sampling distributions of the sample
Performance mean to solve real-life problems in different disciplines.
Standards
C. Learning
Competency The learner illustrates random sampling. (M11/12SP-IIId-2)
Write the LC Code
for each
D. Learning At the end of the session, the learners should have:
Objectives 1. Illustrate the different random sampling technique.
II. CONTENT Random Sampling Technique
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s
Material Pages
3. Textbook
Pages
4. Additional DepEd (2020). Statistics and Probability activity sheets quarter 3 – MELC 14
Materials from
(LR) portal
B. Other Online Videos:
Learning Wow Math (2021). Identifying the different random sampling technique//grade 11 stat &
Resources proba q3[video]. YouTube. [Link]
Online Articles/ Documents/PowerPoint Presentation:
Chaturvedi, K. (n.d.). Sampling methods. [Link]
44001/[Link]
Kenton, W. (2024). Sample: what it means in statistics, types, and examples.
Investopedia. [Link]
Hussain, A. (2025). Sampling: what it is, different types, and how auditors and marketers
use it. Investopedia. [Link]
International Encyclopedia of Education (Third Edition), 2010
McCombes, S. (2019). Sampling methods/ types, techniques & examples.
[Link]
Momoh, O. (2024) Population: definition in statistics and how to measure it. Investopedia.
[Link]
Online Images:
iStock Photo (n.d.). Stock images, royalty-free images, illustrations, vectors and videos -
iStock. [Link]. [Link]
Teacher-Made Worksheet/Learning Material:
Worksheet Sheet 1(By Group). Contains five scenarios to be used in presenting the
lesson. The scenarios show the different random sampling technique.
IV.
PROCEDURES
A. Reviewing
Previous
BEND A BIT!
lesson The learners’ attendance and classroom arrangement will be checked and they will
be reminded of the following proper conduct during the discussion:
Freedom to ask questions for clarification was highly recommended.
You must respect everyone’s difficulties, views and opinions in the topic.
I don’t want to attitude is prohibited. Take part in all activities.
Afterward, learners will have a brief review of key concepts from the previous lesson to
strengthen their understanding of the discussion. The following key concepts will be
presented:
1. Population – is the entire group on which data is being gathered and analyzed (Momon,
2024)
2. Sample – refers to a smaller, manageable version of a larger group. It is a subset
containing the characteristics of a larger population (Kenton, 2024)
3. Sampling – a statistical analysis process that involves analyzing a small portion of a
dataset to make accurate conclusions about the whole, saving time and effort (Hussain,
2025)
B. Establishing
a purpose for HAVE A HIT!
the lesson The teacher will introduce the lesson using the images below and engage students
with the following guide questions. Afterward, the teacher will present the lesson's
objective.
Images:
Guide Questions:
1. What can you see on the images?
(This helps learners observed and understand the details that they can see on the
images.)
2. When doctors take a sample of your urine, blood, saliva, mucus, or skin for testing, do
they take everything or just a small part? Why do you think they only need a small
sample?
(This helps learners understand that testing is done on a small part rather than the
whole, similar to how random sampling works.)
3. If a doctor wants to check for a disease, do they test all of your blood or just a small
tube of it? How does this relate to choosing a few people for a study instead of testing
everyone?
(This connects the idea of taking a small, representative sample to random sampling in
research.)
4. Imagine you are getting a medical test. Would it be fair if doctors only tested one drop
of blood but not urine or saliva? Why is it important to take different types of samples
depending on the test?
(This encourages learners to think about how different samples provide different
information, similar to how random sampling helps researchers get a complete picture.)
C. Presenting
examples/inst MAKE A MOVE!
ances of the The teacher will divide the class into five groups, giving each group a scenario
new lesson that demonstrates a different type of random sampling technique [Worksheet # 1].
Afterward, students will be given 5 minutes to reflect on the guide question as they read
EN5RC-IIb-2.21:
Identify the and analyze the scenario.
main idea, key
sentence, and Scenario 1: As part of their Research in Daily Life 1 subject, a group of Grade 11 students
supporting was tasked with conducting a study on the most effective study habits among their peers.
details of a Their teacher emphasized the importance of obtaining unbiased results, so they shouldn’t
given just conduct a survey among their friends or classmates. To ensure fairness, they wrote
paragraph. down the names of all Grade 11 students on separate pieces of paper, placed them in a
box, and randomly drew 50 names. Each selected student was then given a questionnaire
EN8RC-IVb-
2.21.2: Identify
to answer about their study habits.
details that
support the Scenario 2: As part of their Research in Daily Life 1 subject, a group of Grade 11 students
topic sentence. was assigned to study the most effective study habits among their peers. Their teacher
stressed the importance of gathering unbiased results, so they shouldn’t limit their survey
to just their friends or classmates. To ensure fairness, they obtained a complete list of all
Grade 11 students and arranged the names in alphabetical order. Then, they selected
every 10th student on the list until they reached a total of 50 participants. Each chosen
student was given a questionnaire to answer about their study habits.
Scenario 3: As part of their Research in Daily Life 1 subject, a group of Grade 11 students
was assigned to study the most effective study habits among their peers. Their teacher
emphasized the importance of collecting unbiased results, so they shouldn’t just conduct
a survey among their friends or classmates. To ensure fairness, they first grouped all
Grade 11 students based on their academic strands, such as STEM, HUMSS, ABM, and
TVL. Then, they randomly selected a proportional number of students from each strand to
reach a total of 50 participants. Each selected student was given a questionnaire to
answer about their study habits.
Scenario 4: As part of their Research in Daily Life 1 subject, a group of Grade 11 students
was assigned to study the most effective study habits among their peers. Their teacher
emphasized the importance of obtaining unbiased results, so they shouldn’t just conduct
a survey among survey their friends or classmates. To ensure fairness, they divided all
Grade 11 students into different sections and then randomly selected a few entire
sections to participate in the study. All students from the chosen sections were then given
a questionnaire to answer about their study habits.
Scenario 5: As part of their Research in Daily Life 1 subject, a group of Grade 11 students
was assigned to study the most effective study habits among their peers. Their teacher
emphasized the importance of obtaining unbiased results, so they just conduct a survey
among survey their friends or classmates. To ensure fairness, they first grouped all Grade
11 students based on their sections. Then, they randomly selected several sections and,
within those selected sections, randomly chose a specific number of students to
participate in the study. Each chosen student was then given a questionnaire to answer
about their study habits.
Guide Questions:
1. How does the method of selecting participants in each scenario ensure that the sample
is unbiased and representative of the entire Grade 11 population?
(This question helps learners recognize how different random sampling techniques
prevent bias and ensure that the selected participants accurately reflect the entire
population).
2. What key steps were taken in each scenario to select participants?
(This question encourages learner to focus on the process of participant selection,
helping them illustrate simple random, systematic, stratified, cluster, and multistage
sampling).
3. Which illustration best describes the sampling method that was used in your scenario?
This question encourages learners to constructively illustrate the sampling on their own
perception).
`D. Discussing
new concepts SET A SKILL!
and practicing
new skills #1 Based on the learners' observations and responses to the guide questions, the
teacher will further discuss the different random sampling techniques by providing
definitions, illustrations, and examples for each type.
Random Sampling
Definition: It is a sampling method of choosing representative from the population
wherein every sample has an equal chance of being selected (McCombes, 2019).
Illustration:
Different Random Sampling Technique:
1. Simple Random Sampling.
Definition: The most basic random sampling wherein each element in the population has
an equal probability of being selected. A table of random number or lottery system is
used to determine which sample are to be selected (Wow Math, 2021).
Illustration:
Example: Refer to [Scenario 1]
2. Systematic Random Sampling.
Definition: This can be done by listing all the elements in the population and selecting
every kth element in your population list, it means that individuals are chosen at regular
intervals (Wow Math, 2021).
Illustration:
Example: Refer to [Scenario 2]
3. Stratified Random Sampling.
Definition: It is random sampling wherein the population is divided into different strata or
divisions. The number of samples will be proportionately picked in each stratum that is
why all strata are represented in the sample (Wow Math, 2021).
Illustration:
Example: Refer to [Scenario 3]
3. Cluster Random Sampling.
Definition: Is a random sampling wherein population is divided into clusters or groups and
then the cluster are randomly selected. All elements of the clusters randomly selected are
considered the samples of the study (Wow Math, 2021).
Illustration:
Example: Refer to [Scenario 4]
3. Multistage Random Sampling.
Definition: An extension of cluster sampling in that, first, clusters are randomly selected
and, second, sample units within the selected clusters are randomly selected (IEE, 2010).
Illustration:
Example: Refer to [Scenario 5]
For further study, the teacher will provide the link: Wow Math (2021). Identifying the
different random sampling technique//grade 11 stat & proba q3[video]. YouTube.
[Link]
E. Developing
mastery GRASP A GOAL!
(leads to
formative Learners will read each question carefully and choose the correct random
assessment) sampling technique. They will respond using the assigned actions below:
Simple Random Sampling → Stand up
Systematic Sampling → Clap twice
Stratified Sampling → Raise your right hand
Cluster Sampling → Stomp your foot once
Multistage Sampling → Snap your fingers twice
Questions:
1. A researcher wants to survey 100 students from a school with 1,000 students. She
writes all their names on slips of paper, places them in a box, and randomly selects 100
names. Which sampling technique is used?
2. A school principal wants to assess student satisfaction across all grade levels. She
arranges the names of all students in alphabetical order and selects every 20th student
on the list until she reaches the required sample size. What sampling method is used?
3. A group of researchers is studying study habits among students in different academic
strands (STEM, HUMSS, ABM, TVL). They randomly select a proportional number of
students from each strand to form their sample. What sampling technique is applied?
4. A university wants to evaluate the effectiveness of its new teaching method. They
randomly select three entire classes from a list of all sections and survey all students in
those classes. Which sampling method is used?
5. A research team wants to conduct a survey in a large city. First, they randomly select
several schools, then within each selected school, they randomly pick specific students to
participate. Which sampling technique is applied?
6. A teacher wants to understand the reading habits of students in a school. She
randomly selects 10 students from each grade level (Grade 7 to Grade 12) to participate
in the study. What type of sampling is used?
7. A company wants to survey employees about their work satisfaction. They assign each
employee a number and use a computer program to randomly select 200 employees.
What sampling method is used?
8. A research team is studying customer preferences in different shopping malls. First,
they randomly select 5 malls, and then they randomly choose 30 shoppers from each
selected mall to participate in the survey. What type of sampling is used?
Answer Key:
1. Simple Random Sampling → Stand up
2. Systematic Sampling → Clap twice
3. Stratified Sampling → Raise your right hand
4. Cluster Sampling → Stomp your foot once
5. Multistage Sampling → Snap your fingers twice
6. Stratified Sampling → Raise your right hand
7. Simple Random Sampling → Stand up
8. Multistage Sampling → Snap your fingers twice
F. Finding
practical SKETCH A SCHEME!
applications
The teacher will facilitate learner reflection on the possible real-life application of
of concepts
the lesson by asking the following questions.
and skills in
Real-life application:
daily living
Election Surveys – Before an election, survey organizations ask a sample of voters about
their preferred candidate to predict the results.
How can using random sampling make election surveys more accurate?
Which sampling technique do you think is best for gathering public opinions fairly?
Can you think of a situation in your daily life where selecting a fair and unbiased
group of people is important? How would you apply a random sampling technique
in that situation?
G. Making
generalization WRITE A WRAP-
s and
UP
Learners will be asked to complete these statements:
abstractions
about the Today,
lesson I learned that _______________.
I realized that _______________.
Therefore, I will _______________.
H. Evaluating
Learning TAKE A TEST!
The learner will answer the short quiz provided.
Instructions: Answer the following questions by drawing, listing, or explaining how you
would apply random sampling in each scenario. Be creative and detailed in your
responses.
1. Your school wants to conduct a survey on learners’ favorite school subjects. Describe
and illustrate a way to select a fair sample using simple random sampling.
2. A research team wants to study the study habits of learners in your grade level. How
would you illustrate and apply systematic sampling in this scenario?
3. Suppose you are tasked with conducting a survey on learners preferred extracurricular
activities. To ensure fairness, you decide to use stratified sampling. How would you divide
the learners, and how would you select your sample?
4. Your school is evaluating classroom cleanliness. Instead of selecting individual learners,
the school chooses three entire sections to participate in the study. Draw or explain how
this cluster sampling process would work.
5. Imagine you are conducting research about learner internet usage. You first randomly
select schools, then randomly select learner from each chosen school to answer your
survey. How does this process illustrate multistage sampling?
I. Additional
activities for
application
and
remediation
V. REMARKS
A. No. of
learners who
earned 80%
in the
evaluation
B. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons
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:
RUTCHEL J. NGIPEN
Master Teacher I, SHS Math
