DAILY LESSON LOG OF GENERAL MATH (Week 9)

School Grade Level Grade 11

Teacher Learning Area Statistics and Probability
Teaching Date and
Quarter third
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
I. OBJECTIVES 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 estimation
of population mean and population proportion.
B. Performance The learner is able to estimate the population mean and population
Standards proportion to make sound inferences in real-life problems in different
disciplines.
Learning Competency: Identifies point estimator for the population
proportion and computes the point estimate of population proportion
(M11/12SP-IIIi-1-2)
C. Learning
Learning Objectives:
Competencies/
1. Identify the point estimator for the population proportion
Objectives
2. Discuss the process of identifying point estimator for the population
proportion.
3. Computes for the point of estimate of the population proportion
II. CONTENT Point Estimator for the population proportion
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook pages
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 formative assessment activities. Sustain learning systematically by
IV. PROCEDURES
providing 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.
The teacher will recall the definition of point estimate and the margin of
error.
 Point estimate is a single value that estimates the population
A. Review previous
parameter, such as ẋ as estimate for µ, or s as estimate for σ.
lesson or presenting
 The margin of error refers to the maximum acceptable difference
the new lesson
(determined by α) between the observed sample statistic (mean
or proportion) and the true population parameter(mean or
proportion).
B. Establishing a Identify the point estimator of the population proportion and computes
purpose for the the point estimate of the population proportion.
lesson
C. Presenting The teacher will read the activity discuss the point estimate of the
 problem.
“ Great Escape “
On a typical morning , Anthony asks his TV viewers if they
believe or do not believe the “ great escape “ story of a group of
soldiers from a perceived adversary . At the end of his show, he
reported that 68% of the respondents believe the story.
1. What does the report mean to you ?
2. What do you understand by the expression 68 %

The percentage expression is 68 % is also called a proportion.

Percentages are preferred when reporting frequencies of subsets of
populations. But in computing, percentages are first converted to
proportions in decimal form. Proportions also represent probabilities. So,
the probability that all TV viewers favor the “ great escape “ story is
0.68. The point of estimate of the population proportion is 68 % .
examples/ instances
of the new lesson Point Estimate is the value of a statistic that estimates the value of a
parameter.
Proportions can be obtained from samples or populations. The following
symbols are used.:
n = no. of observations in a simple random sample
^p = sample proportion ( read as p hat “ )
P = population proportion
^p = no. of desired outcomes
no. of sample elements
For a sample proportion,

X
^p = ^ = 1 - ^p
and q where :
n
X is the no. of sample elements
n is the sample size

Group Activity(10 groups):

Instruction: Tally the responses and make use of the sample proportion
formula.
A random selection of senior high school students in Mandaue City were
asked whether they like (1), Do not like (0), or cannot decide (2) whether
they like or not, the probinsyano teleserye. The responses are shown as
follows:
1 0 1 1 2 1 1 2 0 1
1 1 0 0 1 1 1 0 1 1
D. Discussing new 1 2 1 1 1 1 1 1 1 1
concepts and 0 1 0 1 0 1 1 0 0 0
practicing new 2 1 2 2 1 2 1 2 2 0
skills #1 2 1 2 2 0 2 1 2 0 2
Let the students answer the following questions:
1. What is the proportion of respondents who like the probinsyano?
Answer: 0.52
2. What is the proportion of respondents who do not like the
probinsyano?
Answer: 0.23
3. What is the proportion of respondents who cannot decide?
Answer:0.25

E. Discussing new The teacher will discuss on how to identify the point estimate of
concepts and the population proportion.
practicing new
skills #2 JOB SATISFACTION
In a job satisfaction survey in BQ Mall, 150 employees were
asked if they were satisfied with their jobs. There were 98 who
responded with “YES”. What proportion is this? What proportion
 responded with a “NO”?

Solution:

Steps Solution
1.) Determine what is asked in What proportion responded
the problem. with YES?
What proportion responded
with NO?
2.) Specify the given X = 98 and n = 150
information.
3.) Write the representations Use ṕ to represent the
for computing the desired proportion of YES responses.
proportions. Use q to represent the
proportion of NO responses.
4.) Write a formula for
computing the proportions. X
ṕ= and
n

q=1-ṕ

5.) Substitute the given values

in the computing formula and X 98
ṕ= = = 0.6533333
then solve. n 150

q = 1 - ṕ = 1 – 0.65 = 0.35

6.) Answer the questions So, the proportion of the

raised in the problem. YES responses is 0.65. This
means 65% of the respondents
responded YES and the
proportion of NO responses is
0.35. That is, 35% responded
NO.
The point estimate of the population proportion is 65 %.
The teacher gives an example:
People Who Like to watch Movies on the Big Screen
In a survey of 300 individuals, 128 like to watch movies on the big
screen. Estimate the true population proportion p and q where p hat is
F. Developing mastery the proportion of those who like to watch movies on the big screen
(leads to formative based on the sample.
assessment 3) Solution:
X=128 and n = 300
X
Then, ṕ = = 128/300 = 0.426= 0.43
n
Thus, the population proportion is 0.43 or 43%.
G. Finding practical
applications of
concepts and skills
in daily living
H. Making The teacher summarizes on how to identify proportion estimate.
generalizations and
abstractions about
the lesson
I. Evaluating Learning
X
A. Find the ṕ = and q = 1 - ṕ given x and n.
n
1. x =28; n= 100
2. x= 45; n =240
B. Estimate the population proportion for each of the following data.
In a plant box consisting of 120 seedlings, 80 seedlings were treated
 with growth enhancer. Estimate p and q.

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
VI. REFLECTION help the 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 Localization
localized materials
did I use/ discover
which I wish to
share with other
teachers