DAILY LESSON LOG OF M11/12SP-IIIe-1 ( Week Five- Day One)

School Grade Level 11

Teacher Learning Area Mathematics
Teaching Date and
Quarter 3rd
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 competencies. These are assessed using
I. OBJECTIVES 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 The learner demonstrates understanding of key concepts of
Standards sampling and sampling distributions of the sample mean.
B.Performance The learner is able to apply suitable sampling and sampling
Standards distributions of the sample mean to solve real-life problems in
different disciplines.
Learning Competency:
Defines the sampling distribution of the sample mean for normal
population when the variance is: (a) known (b) unknown
M11/12SP-IIIe-1
Learning Objectives:
1. Describe the sampling distribution of sample men for
C.Learning
normal population
Competencies/
when the variance is known and unknown
Objectives
2. Define the sampling distribution of the sample mean for
normal population
when the variance is known and unknown
3. Show appreciation to the concept about sampling
distribution of sample
mean when the variance is known and unknown
II. CONTENT Sampling Distribution of the Mean when Variance is known and
unknown
III.LEARNING
RESOURCES
A.References Seeing The World Through Statistics and Probability
1. Teacher’s Guide
pages
2.Learner’s
Materials pages
3.Textbook pages pp.66-69
4.Additional
Materials from
Learning Resource
(LR) portal
B.Other Learning
Resources
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
IV.PROCEDURE formative assessment activities. Sustain learning systematically by providing
S 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 ACTIVITY 1
lesson or In this activity, the students will work in group of 3 members.
 Direction: Given a situation, do the task below. The teacher goes
around in each of different groups to provide needed support.
Random samples of size 25 were drawn from a population of 100
teen-agers who were asked on the estimated number of videos
they download from You tube on a given day. The table below
show the sampling distribution of the mean X and their
associated probabilities of occurrence (in relative frequencies)
for a large number of random sample size of 25.
x ( mean number of 0 1 2 3 4 5 6
presenting the new video download)
lesson P( X =x i 0.0 0.1 0.3 0.4 0.1 0.0 0.0
(8 minutes) 5 0 0 0 0 3 2
1. Find the mean 3. Find the standard error of the
mean
2. Find the variance 4. Give your conclusion or
interpretation of the result
Answer key:
1. 2.57≈3 videos 2. 1.365 3. 1.168≈1 video
4. This means that on the average, the mean number of video
download vary from sample to sample by around 1.168 or roughly
1 video about the expected value or mean of 3 video downloads.
B.Establishing a The teacher presents the objectives of the lesson to the class
purpose for the and let the students recognize the significance of the concept
lesson sampling distribution of sample mean when the variance is
(2 minutes) known and unknown.
ACTIVITY 2
In this activity, the students will work with the same group.
Direction: Each group read the situation and write their answer
for five minutes. The teacher goes around in each of different
groups to provide needed support. The teacher asks two or three
C.Presenting groups to present their answers.
examples/ The population of all basketball players in Cabancalan National
instances of the High School has a mean height of 165 cm. Coach Arche picks
new lesson one player at random from the population and recorded his
(10 minutes) height. He repeated this procedure 50 times. Another coach,
Coach Balbuena picked a sample of 30 players at random from
the population and recorded their height. He repeated this
procedure 50 times.
1. Which set of data do you think will have more variability?
Explain your answer.
The teacher talks about the concept about sampling distribution
D.Discussing new
of the mean. The teacher relates the Activity 1 and 2 to the topic
concepts and
about sampling distribution of mean when the variance is known
practicing new
and unknown. Moreover, he/she describes the sampling
skills #1
distribution of the sample mean when the variance is known or
(5 minutes)
unknown.
E.Discussing new
concepts and
practicing new
skills #2
 ACTIVITY 3
In this activity, the class will work with the same group.
Direction: Shown in Appendix A is a set of scores in an 80-item
Mathematics Proficiency Test obtained from a sample of 100
Grade 10 students selected from a private school in Mandaue
City. Given these raw scores, do the task below. The teacher
goes around in each of different groups to provide needed
support.
F.Developing 1. Each group will select 4 scores and repeat it 20 times. Sample
mastery (leads to table is given.
formative Sample Scores in an 80-Item Mathematics Sample
assessment 3) no. Proficiency Test Mean
(15 minutes) First Second Third Fourth
1 14 40 31 58 35.75
2. 39 30 18 56 35.75
3. Make a Relative Frequency Distribution Table of Sample
Means
Mean Scores Frequency Relative Frequency
(Sample Means) (Frequency/20)
35.75 2 0.05
Total 20 1.0
G.Finding practical
applications of
concepts and skills
in daily living
H.Making The teacher summarizes the mathematical concept of sampling
generalizations distribution of the mean when the variance is known and
and abstractions unknown. Similarly, he/she presents three types of distribution
about the lesson and corresponding notations.
( 5 minutes)
I.Evaluating I. Direction: Do the task given. The class will work with the same
Learning group.
( 15 minutes) 1. With the data you have made in Activity 3, find the following:
a. mean b. variance c. standard deviation
2. Select 10 scores from the same set of scores in an 80-item
Mathematics Proficiency Test obtained and calculate the
following:
a. mean b. variance c. standard deviation
3. Compare your answer in 1 and 2.
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 the
VI.REFLECTION 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 presenting new lesson, developing mastery and evaluating
localized materials did I learning
use/ discover which I
wish to share with other
teachers

Prepared by:
 APPENDIX A
Scores of 100 Grade 10 Students in an 80-item Mathematics Proficiency Test
10 25 31 37 41 45 49 55 59 67

14 26 31 37 42 46 49 55 59 67

18 26 32 37 43 46 49 55 59 68

19 26 33 38 45 46 50 56 59 69

20 28 34 38 45 47 51 57 60 69

20 29 35 39 45 47 52 57 60 69

21 30 35 39 45 47 52 57 61 74

22 30 36 40 45 48 53 58 63 75

23 30 36 40 45 48 54 58 64 78