School BARANGAY LONGOS SENIOR HIGH SCHOOL Grade Level Grade 11

GRADE 11
Teacher JOHN NIMROD M. LADIANA Learning Area STATISTICS AND PROBABILITY
DAILY LESSON LOG
Teaching Dates and Time Quarter/Semester 2ND Sem, Quarter 3

SESSION 1 SESSION 2 SESSION 3 SESSION 4

1. Recall the concept on the reading of 1. The learner illustrates random sampling. 1. The learner distinguishes between parameter The learner identifies sampling
probabilities on the z- table. and statistic. distributions of statistics (sample mean)
2.. Find the z- scores when probabilities are
I. OBJECTIVES given.
3. Computes the probabilities and percentiles
using the standard normal table.
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key concepts of understanding of key concepts of understanding of key concepts of understanding of key
A. Content Standards normal probability distribution. sampling ad sampling distributions sampling ad sampling distributions concepts of sampling ad
of the sample mean. of the sample mean. sampling distributions of the
sample mean.
The learner is able to accurately The learner is able to apply The learner is able to apply The learner is able to apply
formulate and solve real-life suitable sampling and sampling suitable sampling and sampling suitable sampling and
problems in different disciplines distributions of the sample mean distributions of the sample mean sampling distributions of the
B. Performance Standards
involving normal distribution. to solve real-life problems in to solve real-life problems in sample mean to solve real-life
problems
different disciplines.
in different disciplines.
C. Learning (M11/12SP-IIIc-d1) M11/12SP-IIId-2. M11/12SP-IIId-4.
Competencies/Objectives
Write the LC Code for each

Random Sampling Parameter and Statistic Identifying Sampling Distributions of statistics

II. CONTENT Locating Percentiles Under the Normal Curve (sample
mean)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
Next Century Mathematics (Statistics and 1. Jose Dilao S., Orines F and Bernabe J. 1.. Ocampo J. & Marquez W. (2016). Senior Ocampo J. & Marquez W. (2016). Senior High
Probability) Senior High School by Jesus P. (2009). High Conceptual Math and Beyond Statistics Conceptual Math and Beyond Statistics and
Mercado pages 308-321 Advanced Algebra, Trigonometry and Statistics. and Probability. Brilliant Creations Publishing, Probability. Brilliant Creations Publishing, Inc.
Statistics and Probability by Rene R. Belecina SD Publications, Inc. pp 234-236. Inc. pp.86-93. pp.86-93.
3. Textbook pages et. Al. First Edition 2. Ocampo J. & Marquez W. (2016). Senior
High
Conceptual Math and Beyond Statistics and
Probability. Brilliant Creations Publishing, Inc.
pp.86-93.
 4. Additional Materials from
Learning Resource (LR)
portal
a. https://www.google.com/search?q=percentile Supplementary Statistics Topics. Retrieved from https://www.youtube.com/watch?v=xh4zxC1Opi
&oq=percentile&aqs=chrome..69i57j0l5.2828j https://www2.southeastern.edu/Academics/Fac A
0j9&sourceid=chrome&ie=UTF-8 ulty/dgurne y/Math241/StatTopics.html
3. Surbhi (2017). Difference Between Statistic
B. Other Learning Resources and Parameter Retrieved from
https://keydifferences.com/difference- between-
statistic-and-parameter.html
https://www.youtube.com/watch?v=M-
L8C2aOf7E
IV. PROCEDURES
Ask the students to recall the process on how to Recall from our study of probability that the Jumble the letters that Find the mean of the following sets of data.
read values from the z- table by asking the number of combinations of n objects taken r at corresponds to the given
students to give the equivalent probability of the a time is obtained by using the formula.
following definition.
1. AATD- facts and statistics
collected together for
reference or analysis.
2. NIOTALUPOP- an
aggregate observation of
subjects
grouped together by a
common feature
A. Reviewing previous lesson or 3. ELPMSA- a small part or
presenting the new lesson quantity intended to show
what the whole is like.
4.UAIESMMRZ- give a brief
statement of the main points
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.
A. The teacher presents the objectives of the To prepare the students in the lesson, Let students analyze the Suppose we have a population of size N with a
lesson through a power point presentation. activities are as follows: given definition and mean , and we draw or select all possible
B. The teacher ask: “Which of the following are Directions: Construct a table to show the samples of size n from this
comparison chart of
familiar to you?” frequency distribution of the given responses. population. Naturally, we expect to get different
B. Establishing a purpose for statistic and parameter values of the means for each sample. The
the lesson sample means may be less
than, greater than, or equal to the population
mean.
The sample means obtained will from a
frequency and the
 corresponding probability distribution can be
constructed. This distribution is called the
sampling distribution of the sample means.
Norma wants to know the common number of The students will distinguish
A. (optional) the teacher can make a huge children her classmates’ families have. Which of the parameter and statistic in
normal curve and ask the students to stand on the following samples is a good representation
the given statements.
the position of the following:(this can be done by of the class? Why?
group) 1.A sample consisting of Norma’s friends
1. Above z= 2.00 2.A sample consisting of students belonging to
2. Below z = 0.08 rich families.
3. More than z= 1.54 3. A sample consisting of students whose
4. Less than or equal to z=-1.34 names were drawn
5. To the right of z= 0.49 from a box all the names of students in Norma’s
C. Presenting class.
examples/instances of the new
lesson Wrong conclusion may be inferred from
samples given in numbers 1 and 2. This sample
will not represent the correct number of children
the families of Norma’s classmates have. The
sample in a number 3 in the best representation
of the class.

This is idea of representativeness leads to the

importance of random sampling, a method of
drawing out a sample from a population without
a definite plan, purpose, or pattern.
The teacher presents and asks the opinion of Let students analyze the video in Let the students analyze
the class about the picture. (picture of a normal the link- the video in the link-
curve, subdivided into regions). https://www.youtube.com/watch?v=xh4zxC1Opi
A
https://www.youtu
be.com/watch?v=
After watching the video presentation, the M-L8C2aOf7E
D. Discussing new concepts and students will define random sampling and state
practicing new skills #1 its uses. After watching the video
presentation, the students will
reflect to the difference between
parameter and statistic and
connect it to real life.
The teacher shall present the
E. Discussing new concepts and considerations or important things to remember
practicing new skills #2 when we are given probabilities and we know
their corresponding z- scores.
. Group Activity: Group activity for 10 minutes. The Group activity for 10 minutes.
Ask the students to sketch the students are tasked to: The students are task to:
following: Group 1: P25 1. Create problem that involves
Group 2: P65 random sampling. 1. Create
F. Developing Mastery Group 3: P88 2. Construct a table that show statements
(Leads to Formative Assessment) Group 4: P90 frequency distribution of the samples. that involves
Group 5: P98 3. What learning discovered in doing parameter and
E. Let them give the meaning of the such activity? statistic.
assigned percentile to their group. Would you be able to use this in your
life? How and why?
 2. What learning
discovery did you found
useful in your
daily life activities?

G. Finding practical applications Ask them to give their own example of the
of concepts and skills in daily percentile rank (students can mention their rank
after taking the quiz or any test they had)
living
Is a normal curve useful in visualizing the Differentiate parameter to statistic.
positions of the scores or the rank? Why do you What is random sampling?
think so? Write your thoughts in a piece of -Parameters are numbers that summarize data
paper. Random sampling is a method by which every for an entire population. Statistics are numbers
H. Making generalizations and element of a population has a chance of being that summarize data from a sample, i.e. some
abstractions about the lesson included in a sample. That is, the elements that subset of the entire population
compose the sample are taken without purpose.
The more elements in the sample, the better the
chances of getting a true picture of the whole
population.
Let the students perform attached sheet 1 Directions: Determine whether the following is a Problems (1) through (6) below each present a
random sample or not. Explain your answer. statistical study*. For each study, identify both
I. Evaluating learning the parameter and the statistic in the study.

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
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 students 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?
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