DAILY LESSON LOG OF M11/12SP-IIIh-2 (Week Eight-Day Two)

School Grade Level Grade 11

Teacher Learning Area Statistics &
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 competencies. These are
I. OBJECTIVES 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 an understanding of key concepts
of estimation of population mean and population proportion.
B. Performance The learner is able to estimate the population mean and
Standards population proportion to make sound inferences in real-life
problems in different disciplines.
Learning Competency: solves problems involving confidence
interval estimation of the population mean. (M11/12SP-IIIh-2)
Learning Objectives:
C. Learning 1. Identify problems involving confidence interval
Competencies/ estimation of the population mean;
Objectives 2. Solve problems involving confidence interval estimation
of the population mean; and
3. Demonstrate appreciation of solving problems involving
confidence interval estimation of the population mean.
II. CONTENT Problems Involving Confidence Interval Estimation
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 Seeing the World through Statistics & Probability by
Resources Enriqueta D. Reston et.al., Statistics & Probability by Rene
R. Belecina et.al.
IV. PROCEDURES 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
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.
A. Review previous The teacher asks learners to state the commonly used
lesson or confidence levels in determining the confidence in which
presenting the new the interval will contain the unknown population parameter.
lesson Possible answer: 90%, 95% and 99%
Teacher lets learners recall the general formula for a
B. Establishing a confidence interval: Point Estimate ± (Critical Value)
purpose for the (Standard Error), pointing out critical values for different
lesson confidence levels and how to compute the standard error of
the mean.
(Contextualization & Localization)
Teacher presents a sample problem and guide learners in
answering it.
A researcher wants to estimate the number of hours
that 5-year old children spend watching television. A sample
of 50 five-year old children was observed to have a mean
C. Presenting viewing time of 3 hours. The population is normally
examples/ distributed with a population standard deviation σ =0.5
instances of the hours, find:
new lesson a. the best point estimate of the population mean
b. the 95% confidence interval of the population mean
Answer Key:
a. point estimate for the population mean is 3

b. X −1.96 ( √0.550 )< μ< X +1.96 ( √0.550 )=2.86 ¿ 3.14

D. Discussing new Teacher groups learners and assign each group a problem to
concepts and be answered.
practicing new Group 1: Given the information: the sampled population is
skills #1 normally distributed, x=36.5 , σ =3 ,∧n=20. What is the 95%
confidence interval estimate for μ ?
Answer Key: 35.18-37.82 assuming that the sample is
normally distributed

Group 2: Given: n = 58, x=75 and σ =10. The sampled

population is normally distributed. Find the 99% confidence
interval for μ.
Answer Key: 71.61 – 78.39

Group 3: A sample of 60 Grade 9 students’ ages was

obtained to estimate the mean age of all Grade 9 students.
x=15.3 years and the population variance is 16. A. What is
the point estimate for μ ? , B. Find the 95% confidence
interval for μ .
Answer Key: A. 15.3, B. 14.29 to 16.31
 Group 4: Given: n = 58, x=75 and σ =10. The sampled
population is normally distributed. Find the 99% confidence
interval for μ.
Answer Key: 71.61 – 78.39

Group 5: Given the information: the sampled population is

normally distributed, x=36.5 , σ =3 ,∧n=20. What is the 95%
confidence interval estimate for μ ?
Answer Key: 35.18-37.82 assuming that the sample is
normally distributed

Group 6: A sample of 60 Grade 9 students’ ages was

obtained to estimate the mean age of all Grade 9 students.
x=15.3 years and the population variance is 16. A. What is
the point estimate for μ ? , B. Find the 99% confidence
interval for μ .
Answer Key: 13.97 to 16.31

Group 7: Given: n = 58, x=75 and σ =10. The sampled

population is normally distributed. Find the 99% confidence
interval for μ.
Answer Key: 71.61 – 78.39

Group 8: Given the information: the sampled population is

normally distributed, x=36.5 , σ =3 ,∧n=20. What is the 95%
confidence interval estimate for μ ?
Answer Key: 35.18-37.82 assuming that the sample is
normally distributed

After 5 minutes, teacher lets each group posts their

answers and solutions on the board. She asks one
representative per group to report their findings.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (leads to
formative
assessment 3)
G. Finding practical
applications of
concepts and
skills in daily living
 Teacher asks some volunteers to state the procedure in
computing interval estimates.
A Four-Step Process in Computing the Interval Estimate
Step 1. Describe the population parameter of interest (e.g.,
mean μ)
Step 2. Specify the confidence interval criteria.
a. Check the assumptions.
H. Making b. Determine the test statistic to be used.
generalizations c. State the level of confidence.
and abstractions Step 3. Collect and present sample evidence.
about the lesson a. Collect the sample information.
b. Find the point estimate.
Step 4. Determine the confidence interval.
a. Determine the confidence coefficients (e.g.,
z α ).
2
b. Find the maximum error E of the estimate.
c. Find the lower and the upper confidence limits.
d. Describe/interpret the results.
Teacher rate each group’s discussion using the rubric:
15 points – correctness of solutions & answer
I. Evaluating
10 points – organization of ideas
Learning
5 points – over-all presentation
Total = 30 points
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
VI. REFLECTION 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 In the development of the lesson. (Presenting examples/
localized materials did I
instances of the new lesson)
use/ discover which I
wish to share with
other teachers
Prepared by: