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DLL-Q3-Week-5-Stat-and-Proba Angelene Ambatali

Teaching and assessment (University of Northern Philippines)

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GRADES 1 TO 12 School PIDDIG NATIONAL HIGH SCHOOL Grade 11 – STEM, 11 – ABM, 11 –

DAILY LESSON LOG Level/ HE, 11 - ICT
SECTION
Teacher DR. EMERZON C. GUILLERMO Learning Statistics and Probability
Area
Teaching Dates and March 13 – 17, 2023 Quarter THIRD Week
Time 8:30 – 9:30, 10:00 – 11;00 No. 5

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES 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.
A. Content
Standards The learner demonstrates understanding of key concepts of sampling and sampling distributions of the sample mean.

B.
The learner is able to apply suitable sampling and sampling distributions of the sample mean to solve real-life problems in
Performance
different disciplines.
Standards
C. Learning Learning Competency: The Learning Competencies: The Learning Competency: The learner identifies sampling
Competencies learner illustrates random learner distinguishes distributions of statistics. (M11/12SP – IIId –d4)
/Objectives sampling. (M11/12SP – IIId between parameter and Learning Objectives:
Write the LC –d2) statistic. (M11/12SP-IIId-3)
1. Identify sampling distribution of sample mean.
code for each Learning Objectives: Learning Objectives:
1. Discuss simple 1. Define parameters
random sampling. and statistics. 2. Construct sampling distribution of sample mean.
2. Illustrate simple 2. Compare parameters
random sampling. and statistics. 3. Identify honest real-life problems involving sampling
3. Demonstrate honesty 3. Give examples of distribution of sample mean.
in illustrating simple parameters and 4. Discuss real life problems of sampling distribution of
random sampling. statistics. sample mean to others.
4. Show concern for 4. Show importance of
others through carefulness in
illustrating simple distinguishing
random sampling. parameters and
statistics.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the
II. CONTENT content can be tackled in a week or two.
Random Sampling Parameters And Statistics Sampling and Sampling Distributions of the Sample Mean
III. LEARNING List of materials to be used on different days. Varied sources of materials sustain children's interest in the lesson and in
RESOURCES learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
learning promotes concept development.
A. References
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1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook
Statistics an Probability , REX , Pages 108-117
pages
4. Additional Statistics and Probability
Materials from Module 5 Statistics and Probability
Learning Statistics and Probability Module 5
Module 5
Resource (LR) https://youtu.be/_JMZT2lf1XQ
portal
B. Other Teachers Wraparound Edition Teachers Wraparound Edition Teachers Wraparound Edition Next Century Mathematics
Learning Next Century Mathematics Next Century Mathematics Statistics and Probability
Resources Statistics and Probability Statistics and Probability
https://youtu.be/WXkALYAH54Y
Supplementary Statistics
Topics. Retrieved from
https://www2.southeastern.e
du/Academics/Faculty/dgurn
ey/Math241/StatTopics.html

Surbhi (2017). Difference

Between Statistic and
Parameter Retrieved from
https://keydifferences.

https://www.youtube.com/wa
tch?v=M-L8C2aOf7E

IV. These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
PROCEDURES Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
Sustain learning systematically providing students with multiple ways to learn new things, practice their 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. Reviewing Recall from our study of Jumble the letters that Recall Mode, Median, Mean
the previous probability that the number corresponds to the given by singing the song
lesson or of combinations of n objects definition. "Mode is the most one, more
presenting than one or none. Average
taken r at a time is obtained
the new 1. AATD- facts and statistics is the mean one, it makes
lesson by using the formula. collected together for you go to work. Add up
reference or analysis. every penny then divide it
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C (n, r) = ℎ � ≥� by how many. Median play

Evaluate the following: 2. NIOTALUPOP- an aggregate on a fiddle. Slash off the
observation of subjects side and I'm right in the
grouped together by a middle. Unless there are
1.C (5, 3)
common feature. two then you know what to
2. C (10, 4) do. Add them together then
3. C (9, 6) 3. ELPMSA- a small part or divide it by two."
4. C (8, 2) quantity intended to show
what the whole is like. Then find the mean of the
5. C (7, 6)
following sets of data.

The students will explain4. UAIESMMRZ- give a brief

statement of the main points
their solutions.
of (something).

5. PRMTRSAAEE- a numerical
or other measurable factor
forming one of a set that
defines a system or sets the
conditions of its operation.
B. Establishing a To prepare the students in Let students analyze the Suppose we have a
purpose for the lesson, activities are as given definition and population of size N with a
the lesson follows: comparison chart of statistic mean �, and we draw or
and parameter. select all possible samples of
A.A sample of investment size n from this population.
experts was asked to give In statistics vocabulary, we Naturally, we expect to get
their opinion as to where often deal with the term’s different values of the
they would invest their parameter and statistic, means for each sample. The
money. The following are which play a vital role in the sample means may be less
their responses. determination of the sample than, greater than, or equal
Stocks Real Real size. to the population mean �.
Estate Estate
Preciou Art Preciou Parameter implies a The sample means obtained
s s summary description of the will from a frequency and
Metals Metals
characteristics of the target the corresponding
Real Preciou Comm
population. On the other probability distribution can
State s odities
Metals extreme, be constructed. This
Art Preciou Foreig the statistic is a summary distribution is called the
s n value of a small group of sampling distribution of
Metals Money population i.e. sample. the sample means.
Preciou Comm Comm
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s odities odities -Definition of Statistic

Metals A statistic is defined as a
Stocks Foreig Stocks numerical value, which is
n obtained from a sample of
Money
data. It is a descriptive
Stocks Stocks Real
Estate statistical measure and
Comm Stocks Real function of sample
odities Estate observation. A sample is
Stocks Preciou Real described as a fraction of
s Estate the population, which
Metals represents the entire
Real Real Foreig population in all its
Estate Estate n
characteristics. The common
Money
Construct a table to show use of statistic is to estimate
the frequency distribution of a particular population
the given responses. parameter.
Type of Frequency From the given population, it
Investments is possible to draw multiple
samples, and the result
(statistic) obtained from
different samples will vary,
which depends on the
samples.

-Definition of Parameter
A fixed characteristic of
population based on all the
elements of the population
is termed as the parameter.
Here population refers to an
aggregate of all units under
consideration, which share
common characteristics. It is
a numerical value that
remains unchanged, as
every member of the
population is surveyed to
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know the parameter. It

indicates true value, which is
obtained after the census is
conducted.

C. Presenting Norma wants to know the The students will distinguish How do we construct the
examples/ common number of children the parameter and statistic sampling distribution of the
instances for her classmates’ families in the given statements. sample means? Study the
the new have. Which of the following
given example.
lesson samples is a good 1.A researcher wants to
representation of the class? know the average weight of
Why? females aged 22 years or A population consists of five
1. A sample consisting of older in Sorsogon. The values (Php2, Php 3, Php 4,
Norma’s friends researcher obtains the Php 5, Php6). A sample of
2. A sample consisting of average weight of 54 kg, size 2 is to be taken from
students belonging to rich from a random sample of 40 this population.
families. 3. A sample females.
consisting of students whose
names were drawn from a a. How many samples are
-Solution: In the given
box all the names of situation, the statistics are possible? List them and
students in Norma’s class. the average weight of 54 kg, compute the mean of each
calculated from a simple sample.
Wrong conclusion may be random sample of 40
b. Construct the histogram of
inferred from samples given females, in Sorsogon while the sampling distribution of
in numbers 1 and 2. This the parameter is the mean the sample means.
sample will not represent weight of all females aged
the correct number of 22 years or older.
children the families of
Norma’s classmates have. 2.A researcher wants to
The sample in a number 3 in estimate the average
the best representation of amount of water consumed
the class. by male teenagers in a day.
From a simple random
This is idea of sample of 55 male teens the
representativeness leads to researcher obtains an
the importance of random average of 1.5 litres of
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sampling, a method of water.

drawing out a sample from a Solution: In this question,
population without a definite the parameter is the
plan, purpose, or pattern. average amount of water
consumed by all male
teenagers, in a day whereas
the statistic is the average
1.5 litres of water consumed
in a day by male teens,
obtained from a simple
random sample of 55 male
teens
D. Discussing Let students analyze the Let the students The following table gives the
new video in the link: analyze the monthly salaries
concepts and https://youtu.be/_JMZT2lf1X video in the Officer Salary
practicing Q link- A 8
new skills After watching the video https://www.youtube.com/wa
B 12
presentation, the students tch?v=M-L8C2aOf7E
C 16
will define random sampling
and state its uses. D 20
After watching the video
presentation, the students E 24
will reflect to the difference F 1
between parameter and
statistic and connect it to 1. How many samples are
real life. possible? List them and
compute the mean of each
sample?
2. Construct the sampling
distribution of the sample
means.
3. Construct the histogram of
the sampling distribution of
the sample means.
E. Developing Group activity for 10 Group activity for 10 Group activity for 10
mastery minutes. The students are minutes. The students are minutes. The students are
((Leads to task to: task to: task to:
Formative 1. Create problem that involves
4. Create statements that 1. Create problem that
Assessment) random sampling.
2. Construct a table that show involves parameter and involves sampling
frequency distribution of the statistic. distributions of statistics
samples. 5. What learning discovery did (sample mean).
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3. What learning discovered in you found useful in your 2. Construct sampling

doing such activity? Would daily life activities? distribution and histogram of
you be able to use this in the sample means
your life? How and why?
A rubric will be provided as 3. What learning discovered
A rubric will be provided as
basis for scoring the basis for scoring the in doing such activity? Would
performance of the group. performance of the group. you be able to use this in
your life? How and why?

The learners will present

their answer in front.
F. Finding Let the student realize the
practical importance of the lesson in
applications their studies especially when
of concepts they will be conducting a
and skills in research study.
daily living
G.Making What is random sampling? Differentiate parameter to What is sampling
generalizatio statistic. distribution of sample
n and Random sampling is a means?
abstractions method by which every -Parameters are numbers
about the element of a population has that summarize data for an -It is the frequency
lesson a chance of being included
entire population. Statistics distribution of the sample
in a sample. That is, the
elements that compose the are numbers that summarize means taken from a
sample are taken without data from a sample, i.e. population.
purpose. The more elements some subset of the entire
in the sample, the better the population
chances of getting a true
picture of the whole
population.
H. Evaluating Determine whether the Problems (1) through (6) The learner will answer the
learning following is a random below each present a following activities.
sample or not. Explain your statistical study*. For each
answer. A. How many different samples
study, identify both the
1. of size n = 3 can be selected
1.) To select the students parameter and the statistic
in the study. from a population with the
to attend the summer
1) A researcher wants to following sizes.
workshop in Sorsogon,
the teacher told her estimate the average 1. N =4
class to count off, and height of women aged
then selected those 20 years or older.
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even-numbered From a simple random 2. N=8

students for the sample of 45 women,
workshop. the researcher obtains 3. N=20
2.) To study the average
a sample mean height 4. N=50
number of years a
family has stayed in of 63.9 inches.
Barangay Guinlajon, the 2) A nutritionist wants to B. Random samples of size n=2
barangay captain chose estimate the mean are drawn from a finite
to interview the families amount of sodium population consisting of
around his residence. consumed by children numbers 5, 6,7,8,and 9.
3.) To find the average under the age of 10.
number of dengue
From a random 1. How many possible
victims in hospitals per
day, a researcher made sample of 75 children samples are there?
a list of all hospitals in under the age of 10, 2. List all the possible samples
Sorsogon Province, and the nutritionist and the corresponding mean
then selected every obtains a sample for each sample.
fifth in the list. mean of 2993
4.) A survey of the Sample Mean
milligrams of sodium
prevailing cost of rice
consumed.
was undertaken in the
seven key cities of the 3) Nexium is a drug that
country. can be used to reduce
5.) To select students for the acid produced by
MTAP competition, the the body and heal
school math damage to the 3. Construct the sampling
coordinator decided to esophagus. A
screen competitive distribution of the sample
researcher wants to means.
students from junior
high school. estimate the Sampling Distribution
proportion of patients of Sample Means
taking Nexium that Sample Mean
are healed within 8
weeks. A random
sample of 224
patients suffering
from acid reflux
disease is obtained,
and 213 of those 4. Construct the histogram for
patients were healed the sampling distribution of
after 8 weeks. the sample means. Describe
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4) A researcher wants to the shape of the histogram.

estimate the average
farm size in Kansas.
From a simple random
sample of 40 farms,
the researcher obtains
a sample mean farm
size of 731 acres.
5) An energy official
wants to estimate the
average oil output per
well in the United
States. From a
random sample of 50
wells throughout the
United States, the
official obtains a
sample mean of 10.7
barrels per day.
6) An education official
wants to estimate the
proportion of adults
aged 18 or older who
had read at least one
book during the
previous year. A
random sample of
1006 adults aged 18
or older is obtained,
and 835 of those
adults had read at
least one book during
the previous year.
I. Additional
activities for
application for
remediation
V. REMARKS
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VI.
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so that when you meet them, you can ask them relevant questions.
A. No. of
learners who
require
additional
activities for
remediation
who scored
below 80%.
B. Did the
remedial
lessons work?
No. of
learners who
have caught
up with the
lesson.
C. No. of
learners who
continue to
require
remediation?
D. Which of my
teaching
strategies
worked well?
Why did this
work?
E. What
difficulties did
I encounter
that my
principal or
supervisor
can help me
solve?
F. What In the development of the In the development of the In the development of the In the development of the
innovation or lesson (Presenting lesson (Presenting lesson (Presenting lesson (Presenting
localized examples/ instances of examples/ instances of examples/ instances of examples/ instances of
materials did I the new lesson) the new lesson) the new lesson) the new lesson)
use/discover
that I wish to
share with
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other
teachers?

Prepared by: Checked & Verified: Contents Noted:

EMERZON C. GUILLERMO, EdD MARCOS T. ANTONIO, JR. RIZALINA T.

MANZANO, EdD
Master Teacher I Head Teacher III
School Principal IV

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