DAILY LESSON LOG OF M11/12SP-IIIh-1 (Week Eight-Day Four)

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: draws conclusion about the
population mean based on its confidence interval estimate.
(M11/12SP-IIIh-3)
Learning Objectives:
C. Learning 1. Determine the confidence interval estimate for a given
Competencies/ set of data;
Objectives 2. Draws conclusion about the population mean based on
its confidence interval estimate; and
3. Demonstrate appreciation of drawing conclusion about
the population mean based on its confidence interval
estimate.
II. CONTENT Drawing Conclusion about the Population Mean
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 some learners to recall the steps in
lesson or determining confidence interval estimates be it by using the
presenting the new formula or by using Microsoft excel.
lesson
Teacher lets learners realize that in everything that they
B. Establishing a
compute, they are computing for a reason; to draw
purpose for the
conclusions or to give meaning to the values being arrived
lesson
at.
C. Presenting Teacher lets learners recall previous problems involving
examples/ interval estimates. Drawing conclusions based on the
instances of the computed values had been emphasized.
new lesson
(Contextualization & Localization)
Teacher posts a sample problem; she guides learners in
answering it.
D. Discussing new An admission officer of an educational institution wants
concepts and to know the mean age of all entering mathematics majors.
practicing new He computed a mean age of 18 years and a standard
skills #1 deviation of 1.2 years on a random sample of 25 entering
mathematics majors purportedly coming from a normally
distributed population. With 99% confidence, find the point
estimate and the interval estimate of the population mean.
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 reiterates that drawing conclusions based on the
H. Making
values being arrived at is very important. In describing the
generalizations
results, the statement reflects the confidence in the interval
and abstractions
estimation process rather than the value computed from the
about the lesson
sample data.
I. Evaluating Teacher lets learners answer individually another problem:
Learning A random selection of 40 entering Mathematics majors
 has the following GPAs. Assume that σ =0.46 .
4.0 3.5 3.0 3.3 3.8 3.1 3.6 4.0 3.9 3.5
3.2 3.0 3.5 3.2 3.0 3.2 4.0 3.0 3.4 3.0
3.0 2.8 5.6 3.0 3.2 3.5 3.2 2.8 3.3 3.1
3.2 2.9 3.0 2.8 4.0 3.7 3.0 3.3 3.2 2.8
Estimate the true mean GPA with 99% confidence.

Answer Key: a. point estimate is 3.34

b. We can say with 99% confidence that the
interval between 3.15 and 3.53 contains the true mean GPA
of the population based on the sample GPA of 40 entering
mathematics majors.

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. (Discussing new concepts
localized materials did I
and practicing new skills #1)
use/ discover which I
wish to share with
other teachers
Prepared by: