DAILY LESSON LOG OF GENERAL MATH (Week 9)

School Grade Level Grade 11

Teacher Learning Area Statistics and Probability
Teaching Date and Time Quarter Third
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 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: Draw conclusion about the population
proportion based on its confidence interval estimate. (M11/12SP-IIIi-
6)
C. Learning Learning Objectives:
Competencies/ 1. Remember the Four-Step process in computing the interval
Objectives estimate.
2. Draw and formulate conclusion about the population proportion
based on its confidence interval estimate.
3. Cooperation within the group
II. CONTENT Conclusion based on its confidence interval estimate
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 providing
IV. PROCEDURES
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.
Review: Compute the population proportion interval estimate given n,
A. Review previous
ṕ and the confidence level.
lesson or presenting
a.) X = 300, ṕ = 0.40, 95% confidence
the new lesson
b.) X =500, ṕ = 0.23, 95% confidence
B. Establishing a The teacher lets the students draw Conclusion of estimating
purpose for the population proportion(p)for large Sample Size.
lesson
C. Presenting The students will study the conclusion or the Interpretation of the
examples/ instances table given by the teacher.
of the new lesson Problem I.
In a survey of 458 random household, people take
pride in discussing their methods of environmental protection. 236
manage their trash by separating biodegradables from non-
biodegradables. Biodegradables are converted into fertilizers while
non-biodegradables are disposed of properly. Use a 95% confidence to
estimate the proportion of all households who have good practices of
trash management.

Solution:

A.) Solve for the Point Estimate

Steps Solution
The parameter of interest is the
1.) Describe the population mean proportion p of all
parameter of interest. households who have good
practices of trash management.
2.) Specify the confidence interval criteria.
a.) Check the assumptions. By the CLT, the sample size of
236 is normally distributed.
b.) Determine the test
statistic to be used to The test statistic is the p.
calculate the interval.
c.) State the level of Confidence level: 95% and ɑ =
confidence. 0.05
Confidence coefficients: 1.96
since ɑ is known.
3.) Collect and present sample evidence.
a.) Collect the sample X = 236
information. n = 458
b.) Find the point estimate of
p. X 236
ṕ= = = 0.515 ≈ 0.52
n 450

So, the point estimate of the

population proportion p is 0.52

B.) 95% confidence interval

4.) Compute the interval estimate.

a.) Find q. q = 1 - ṕ = 1 – 0.52 = 0.48
b.) Find the maximum error E.

√
zɑ/2
ṕq = 1.96 x
n
= 0.044
√ 0.0005

c.) Find the limits. For the lower limit:

ṕ - zɑ/2
√ ṕq = 0.52 – 0.044
n
= 0.476 or 47.6%

For the upper limit:

ṕ + zɑ/2
√ ṕq = 0.52 + 0.044
n
= 0.564 or 56.4%

d.) Describe the result Since the point estimate

0.52 lies between the lower and
upper limits, thus, with 95%
confidence, we can state that
the interval from 47.6% to 56.4%
contains the true percentage of
all households who have good
practices of trash management.

Example #2:
In a certain food stall, 278 out of 500randomly selected consumers
 indicate their preference for a new kind of food combination. Use a
99% confidence interval to estimate the true proportion p who like the
new food combination.
Answer:
The point estimate is 0.556
The interval estimate: 49.9%<p<61.3%
The conclusion: Thus we can assert with 99% confidence that the
interval between 49.9% and 61.3% contains the true proportion of all
consumers who like the new food combination

D. Discussing new .
concepts and
practicing new skills
#1
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery The teacher will let the students solve the following problems
(leads to formative
assessment 3)
The students will give the conclusion of the problem given last
meeting.
1. In a survey of 458 random households, people take pride in
discussing their methods of environmental protection. 236 manage
their trash by separating biodegradables from non-biodegradables.
G. Finding practical
Biodegradables are converted into fertilizers while non-biodegradables
applications of
are disposed of properly. Use a 95% confidence to estimate the
concepts and skills
proportion of all households who have good practices of trash
in daily living
management.
2. In a certain food stall, 278 out of 500 randomly selected consumers
indicate their preference for a new kind of food combination. Use a
90% confidence interval to estimate the true proportion p who like the
new food combination.
H. Making Call a student and ask how to draw conclusion based on its
generalizations and confidence interval estimate.
abstractions about
the lesson

I. Evaluating Learning

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