School Bayambang National High School Senior High School Grade Level Grade 11
GRADE 11
DAILY LESSON LOG Teacher Eugene Patrick F. Monterico Learning Area Statistics & Probability
Teaching Dates and
February 10-14, 2020 Quarter Fourth
Time
First Day Second Day Third Day Fourth Day Fifth Day
I. OBJECTIVES
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key understanding of key understanding of key understanding of key
A. Content Standard concepts of estimation of concepts of estimation of concepts of estimation of concepts of estimation of concepts of estimation of
population mean and population mean and population mean and population mean and population mean and
population proportion. population proportion. population proportion. population proportion. population proportion.
The learner is able to The learner is able to The learner is able to The learner is able to The learner is able to
estimate the population estimate the population estimate the population estimate the population estimate the population
mean and population mean and population mean and population mean and population mean and population
B. Performance Standard proportion to make sound proportion to make sound proportion to make sound proportion to make sound proportion to make sound
inferences in real-life inferences in real-life inferences in real-life inferences in real-life inferences in real-life
problems in different problems in different problems in different problems in different problems in different
disciplines. disciplines. disciplines. disciplines. disciplines.
The learner computes for The learner computes for The learner computes for The learner computes for
The learner computes for
C. Learning the confidence interval the confidence interval an appropriate sample an appropriate sample
the point estimate of the
Competency/Objectives estimate of the population estimate of the population size using the length of size using the length of
population proportion.
proportion. proportion. the interval. the interval.
II. CONTENT Confidence Level and Confidence Level and
Point Estimate for the Computing Interval Computing Interval
Sample Size Sample Size
Population Proportion Estimates of Population Estimates of Population
(Estimating the (Estimating the
p Proportion Proportion
Population Mean) Population Mean)
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
Statistics & Probability Statistics & Probability Statistics & Probability Statistics & Probability Statistics & Probability
3. Textbook pages (Rex Publishing (Rex Publishing (Rex Publishing (Rex Publishing (Rex Publishing
Company) Company) Company) Company) Company)
4. Additional Materials from
Learning Resources ( LR ) portal
https:// https:// https:// https:// https://
B. Other Learning Resources
school.quipper.com/ school.quipper.com/ school.quipper.com/ school.quipper.com/ school.quipper.com/
IV. PROCEDURES
A. Reviewing previous lesson or Elicit students' knowledge Recall the definitions of Recall the definitions of Bring to the students' Bring to the students'
presenting the new lesson about division, decimals, proportion and interval proportion and interval mind the procedure in mind the procedure in
and percentage. estimate. estimate. computing for the interval computing for the interval
estimates of a population estimates of a population
Ask the students: "How Ask the students: "How
Tell the students that the Tell the students that the
would you know that in would you know that in
Ask the students "How do concept of interval concept of interval
making a reseach / making a reseach /
B. Establish a purpose for the you interpret estimation, aside from its estimation, aside from its
survey, the number of survey, the number of
lesson percentage?" How would relevance in computing relevance in computing
samples is sufficient samples is sufficient
you define proportion?" the mean, can also be the mean, can also be
enough to make a good enough to make a good
used for proportions. used for proportions.
decision?" decision?"
Discuss a form of survey
C. Presenting examples / that you are familiar with. Answer "Entry Card" on Answer "Entry Card" on Answer "Entry Card" on Answer "Entry Card" on
instances of the new lesson. It should be relevant and page 186. page 186. page 200. page 200.
timely.
Derive the formula in Derive the formula in
Show the students the Show the students the
Show the students the generating the minimum generating the minimum
D. Discussing new concepts and steps in solving for the steps in solving for the
formula in computing for number of samples size number of samples size
practicing new skills #1 interval estimate of interval estimate of
the proportion. needed when estimating needed when estimating
proportion. proportion.
the population mean. the population mean.
Discuss examples on Discuss examples on Discuss examples on Discuss examples on
Discuss examples on
pages 188 - 190. pages 188 - 190. pages 202 - 203. pages 202 - 203.
pages 181 - 182.
E. Discussing new concepts and Example 1: Trust the Example 1: Trust the Example 1: Feeding Example 1: Feeding
Example 1: Swimmers
practicing new skills #2 President? President? Program Program
Example 2: Job
Example 2: Example 2: Example 2:Replicating a Example 2:Replicating a
Satisfaction
Environmental Concern Environmental Concern Study Study
Let the students answer
F. Developing mastery (leads to Let the students answer Let the students answer Let the students answer Let the students answer
exercises on pages 184 -
Formative Assessement) exercises on page 191 exercises on page 191 exercises on page 207 exercises on page 207
185
Let the students answer
G. Finding practical application of
Look Back and Reflect on
concepts and skills in daily living.
page 185
Which statistical Which statistical
How important is the
H. Making generalization and computation is better to computation is better to What is the advantage of What is the advantage of
concept of proportion in
abstraction about the lesson use, the point estimate or use, the point estimate or the sample size fromula? the sample size fromula?
real-life?
the interval estimate? the interval estimate?
I. Evaluating learning Seatwork Seatwork Seatwork Quiz Quiz
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in 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?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What localized materials did I
use which I wish to share with
other teachers?
Prepared by:
EUGENE PATRICK F. MONTERICO
