GRADES Malitbog National Grade Level

11
1 to 12 School High School
DAILY
Learning Statistics and
LESSON LOG Teacher Marjohn R. Palmes
Area Probability

Teaching
Dates November 5 Quarter 3rd
and Time

I. OBJECTIVES 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 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 sampling
Standards and sampling distributions of the sample mean.

B. Performance The learner is able to apply suitable sampling and sampling distributions
Standards of the sample mean to solve real – life problems in different disciplines.

C. Learning Content is what the lesson is all about. It pertains to the subject matter
Competencies / that the teacher aims to teach. In the CG, the content can be tackled in a
Objectives week or two.

The learner defines the sampling distribution of the sample mean for
normal population when the variance is (a) known and (b) unknown.
(M11/12SP–IIIe–1)
1. Differentiate the sample distribution of the sample mean when the
variance is:
a. known
b. unknown
2. Construct a sample distribution table when the variance is unknown.
Participate actively during discussion and group activities.

II. CONTENT Sampling Distribution of the Sample Mean for Normal Population When
the Variance is (a) Known and (b) Unknown

III. LEARNING List the materials to be used in different days. Varied sources of
RESOURCES materials sustain children’s interest in the lesson and in learning. Ensure
that there is a mix of concrete and manipulative materials as well as
paper-based materials. Hands-on learning promotes concept
development.
 A. References

1. Teacher’s Guide
pages

2. Learner’s
Materials pages

3. Textbook pages Conceptual Math & Beyond (Statistics and Probability) by Jose M.
Ocampo Jr. and Wilmer G. Marquez pages 86 – 108

4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources Internet resources

These steps should be done across the week. Spread out the activities
appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by
IV. PROCEDURES
providing students with multiple ways to learn new things, practice their
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.

Daily Routine (Prayer, Roll Call)

Recall / Drill: The students will perform the activity “Answer Mo, Show
Mo!”. In this activity the student will solve the given problems below by
group. After the allotted time, they will raise their written answers on a
Show – Me Board. The group with the highest number of points after five
A. Reviewing rounds will win the game
previous lesson 1. A fish catch (expressed in kilograms) consists of five values (15, 17,
or presenting 9, 12, and 13). A sample of size 2 is to be taken from this population.
the new lesson a. Compute the mean of the sampling distribution.
b. Compute the variance (𝜎 2 ) of the population
c. Compute the standard deviation (𝜎) of the population.
d. Compute the variance of the sampling distributions of the sample
means.
e. Compute the standard deviation of the sampling distribution of
the sample means.

B. Establishing a
purpose for the
lesson
 The students will do the activity “Guess the Logo”. In this activity the
students will guess the name of the fast - food chain when the logo
appears.
C. Presenting 1. Chowking
examples/ 2. Greenwich
instances of the 3. Jollibee
new lesson 4. Mang Inasal
5. McDonald’s
After the game, the teacher will ask the students what is their favorite
fast-food chain. Then, results will be recorded on the blackboard.

D. Discussing new Based on the poll done during the motivation part, with the aid of the
concepts and teacher, the class will be constructing a sampling distribution of the
practicing sample means taking a sample of n = 2. Then, they will compute for
the mean of the sampling distribution including the variance and
new skills #1
standard deviation of the population. The students will also solve for
the variance and standard deviation of the sampling distribution of the
sample means.
E. Discussing new The teacher will teach the students how to construct a sampling
concepts and distribution of the sample mean when the variance is known through the
practicing new following problem:
skills #2
Problem: Random samples of size 3 are taken from a population
of the numbers 3, 4, 5, 6, 7, 8, and 9. Suppose that the variance
is 121.4, construct the sampling distribution of the sample means
and determine its standard deviation.
F. Developing Think – Pair – Share
mastery
(Leads to The savings of five students per day are given by 2, 3, 4, 5, and 6. A
Formative sample of size 2 is to be taken from this population. Create a
sampling distribution of the sample means and determine its variance
Assessment 3) and standard deviation.
G. Finding practical Problem: The following represents Mr. Adonis’ eggplant harvest
applications of per day for five consecutive days expressed in kilograms (5, 7, 9,
concepts and 8, and 11). If a sample size of 3 is to be taken, create a sampling
distribution for the sample means and determine its variance and
skills in daily
standard deviation.
living

The sampling distribution of the sample means is frequency distribution

of the sample means taken from a population.

The mean of the sampling distribution of the sample means is equal to

H. Making the mean of the population.
generalizations
and abstractions The standard deviation of the sampling distribution of the mean is also
about the lesson called the standard error of the mean.
.
 Problem: Suppose the following gives the monthly salaries (expressed in
thousands of pesos) of six government officials: (12, 16, 20, 24, and 28)
taking 2 as a sample size. Construct a sampling distribution of the
I. Evaluating sample mean and determine the following:
learning 1. Mean of the sampling distribution.
2. Variance (σ2) of the population
3. Standard deviation (σ) of the population.
4. Variance of the sampling distributions of the sample means.
Standard deviation of the sampling distribution of the sample means.
A. Suppose that the following represents the annual harvest (expressed
in kilograms of five mango trees (45, 55, 35, 60, and 52) taking three as a
J. Additional sample size. Construct a sampling distribution of the sample mean and
determine the following:
activities for 1. Mean of the sampling distribution.
application or 2. Variance (σ2) of the population
remediation 3. Standard deviation (σ) of the population.
4. Variance of the sampling distributions of the sample means.
5. Standard deviation of the sampling distribution of the sample means.
B. What does the Central Limit Theorem states?
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about

your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the 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%
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 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 localized
materials did I
use/discover
which I wish to
share with other
teachers?