X`DAILY Gr.

-10
MARINDUQUE
LESSON LOG Grade Aluminum
School: NATIONAL HIGH
Level: Silver, Tin,
SCHOOL
& Iron
JERRY MARK L. Learning
Teacher: English
LOGDAT Area:
March 13, 2025
Teaching 7:30-8:15/10:00-
Quarter: 4
Dates and 10:45/ 10:45-11:30/
Time: 11:30-12:15
I. OBJECTIVES
A. Grade Level The learner demonstrates communicative competence through his/
Standards: her understanding of Philippine Literature and other texts types for
a deeper appreciation of Philippine Culture.
B. Content Standards: The learner demonstrates understanding of how world literature
and other text types serve as instruments to resolve social
conflicts, also how to use the language of research, campaigns and
advocacies.
B. Performance The learner competently presents a research report on a relevant
Standard socio-cultural issue.
C. Most Essential Compose a research report on relevant social issues (EN10SS-Ive-
Learning Competency 2.3)
(MELC)/ Learning  Identify different types of probability and non-probability
Competencies sampling.

PROBABILITY AND NON-PROBABILITY SAMPLING

II. CONTENT
TECHNIQUES
LEARNING RESOURCES
A. References
1. Teacher’s Guide N/A
Pages
2. Learner’s N/A
Materials Pages
3. Textbook Pages N/A
4. Additional N/A
Materials from
Learning
Resource (LR)
portal
B. Other Learning Test Materials, Laptop, Chalk, and Blackboard
Resources
III. PROCEDURES
Before the Lesson
A. Prayers
A. Preliminary
B. Greetings
Activities
C. Checking of Attendance
D. Drill
B. Reviewing Previous  Ask students: "Why do we collect data?"
Lesson or Presenting  Recall previous about Sample size
the New Lesson
C. Establishing a  Show a short video or present a real-life scenario about
Purpose for the surveys (e.g., election polling, market research).
Lesson  Ask: "How do companies or organizations choose people for
their surveys?"
During the Lesson
D. Presenting Stratified Sampling
Examples/ 📌 Example: A school principal wants to survey students’ opinions on
Instances of the a new policy. She divides the students into grade levels (Grade 7,
Lesson 8, 9, 10) and then randomly selects 10 students from each grade.
Systematic Sampling
📌 Example: A librarian wants to inspect the condition of books. She
chooses every 10th book on the shelf for evaluation.

Cluster Sampling
📌 Example: A researcher wants to study public school teachers in a
province. She randomly selects 5 schools and includes all teachers
from those schools in the study.
📌 Scenario: A researcher wants to survey 100 people about their
shopping preferences. To ensure representation, the researcher
sets quotas:
E. Discussing New 1. Definition of Sampling Techniques
Concepts and o Explain that sampling is selecting a subset of
Practicing New Skills individuals from a larger population to represent the
#1 whole group.
o Introduce two main types: Probability and Non-
Probability Sampling.
2. Probability Sampling (Every individual has a known chance
of being selected)
o Simple Random Sampling: Equal chance of
selection (e.g., drawing names from a hat).
o Systematic Sampling: Selecting every nth person
(e.g., choosing every 5th student in a class list).
o Stratified Sampling: Dividing the population into
groups and selecting randomly from each (e.g., picking
students from different grade levels).
o Cluster Sampling: Dividing into groups and selecting
entire groups (e.g., choosing entire sections of a
school).
3. Non-Probability Sampling (Selection based on subjective
judgment)
o Convenience Sampling: Choosing easily accessible
participants (e.g., interviewing friends).
o Purposive Sampling: Selecting based on specific
criteria (e.g., choosing only honor students for a
study).
o Snowball Sampling: Participants recommend others
(e.g., studying rare illnesses where existing
participants recruit others).
o Quota Sampling: Selecting a fixed number from
certain groups (e.g., interviewing 10 boys and 10
girls).
4. Comparison Between Probability and Non-Probability
Sampling
o Probability Sampling is random and ensures fairness.
o Non-probability sampling is subjective and depends
on convenience or purpose.
F. Discussing New  Activity 1: Identifying Sampling Methods
Concepts and o Present different real-world scenarios and let students
Practicing New Skills determine which sampling technique is used.
#2 Example: "A school selects 20 students randomly from
o
each grade level to participate in a survey." (Answer:
Stratified Sampling)
G. Developing  Activity 2: Conducting a Mini Survey
Mastery o Students create a short survey and decide which
(Leads to Formative sampling method they will use.
Assessment 3) o They justify their choice and explain how it affects
their results.
After the Lesson
H. Finding Practical  "Why is it important to use the right sampling technique?"
Applications of
Concepts & Skills in
Daily Living
I. Making  Summarize key points:
Generalizations and o Probability sampling is more accurate for research.
Abstractions about o Non-probability sampling is easier but may have
the Lesson biases.
J. Evaluating Learning Directions: Read the statements below and identify what is being
asked.
1. Which of the following sampling techniques ensures that every
member of the population has an equal chance of being selected?
2. What type of sampling method involves dividing the population
into subgroups and then randomly selecting individuals from each
subgroup?
3. In which sampling method are individuals chosen based on their
ease of access or availability?
4. A researcher selects every 5th student from a list of enrolled
students. What type of sampling is being used?
5. Which sampling technique is best for studying a hard-to-reach
population, such as people experiencing homelessness, where
existing subjects refer new participants?
K. Additional Directions: Search on how to do the following sampling techniques:
Activities for Startified Systematic Cluster Quota
Application or
Remediation
IV. REMARKS

V. REFLECTION
Grade Level/ Number. of Number of Index of
Section Students Passers Mastery
Present
A. No. of learners who ALUMINUM
earned 80% in the SILVER
evaluation
TIN
IRON

B. No. of learners who

require additional
activities for
remediation
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 work well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by: JOJO A. MATRE

Master Teacher II
JERRY MARK L.
LOGDAT
Teacher I ELENOR M. MALIMATA
MT-II/ OIC-Head, English Dep’t