School LONGOS SENIOR HIGH SCHOOL
GRADE 11
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
Grade Level Grade 11
Teacher JOHN NIMROD M. LADIANA
Teaching Dates and Time
SESSION 1
February 3, 2020
1. illustrates point and interval
estimations.
2. distinguishes between point and
interval estimations.
The learner demonstrates
understanding of key concepts of
estimation of population mean an
population proportion.
The learner is able to estimate the
population mean and population
proportion to make sound inferences in
real-life problems in different
disciplines.
M11/12SP-III-f-2
M11/12SP-III-f-3
Point and Interval
Estimations
SESSION 2
February 4, 2020
1. Explains the how to determine the
point estimate of the population mean.
2. Identifies point estimator for the
population mean.
3. Computes for the point estimate of
the population mean.
The learner demonstrates
understanding of key concepts of
estimation of population mean and
population proportion.
The learner is able to estimate the
population mean and
population proportion to make sound
inferences in real- life problems in
different disciplines.
M11/12SP-IIIF-4
M11/12SP-IIIF-5
Point Estimate for a Mean
Mercado, Jesus P., et al., Next Century
Mathematics
Statistics and Probability, 2016
Belecina, Rene R., et al., Statistics and
Probability, 2016
Learning Area Statistics and Probability
Quarter/Semester Quarter 4/ Sem 2
SESSION 3
February 5, 2020
1. Identifies the appropriate form of the
confidence interval estimator for the
population mean when: (a) the
population variance is known, (b) the
population variance is unknown, and (c)
the Central Limit Theorem is to be used.
The learner demonstrates
understanding of key
concepts of estimation of population
mean and population proportion.
The learner is able to estimate the
population mean and population
proportion to make sound inferences in
real-life problems in different
disciplines.
(M11/12SP-IIIg-1)
Interval Estimation for a
Mean
Statistics and Probability for Senior High
School
Authors: Christian Paul O. Chan Shio &
Maria Angeli
T. Reyes
Pages 194 - 200
SESSION 4
February 6/7, 2020
The learner demonstrates
understanding of key concepts of
estimation of population mean and
population proportion.
The learner is able to estimate the
population mean and population
proportion to make sound inferences in
real-life problems in different
disciplines.
1. Explain the process on how to
determine the t–
distribution value.
2. Illustrate the t– distribution
3. Construct a t– distribution
M11-12SP-IIIg-2 and m11-12sp-IIIg-3
t – Distribution
Mercado, Jesus P., et al., Next Century
Mathematics
Statistics and Probability, 2016
Belecina, Rene R., et al., Statistics and
Probability, 2016
 4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A quick review of the concept of
parameter and statistic will be made
before discussing the concept of Point
and Interval estimate.
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
At this point, reiterate to the
learners that in reality, we do not
have the whole population to
work on. Hence,
representative obtained through
random sampling is important in
making inference about the
population and or
parameters. In making
inferences about the population,
learners can either provide a
value or values for the
parameter or evaluates a
statement about a parameter.
Daily routine (opening prayer, checking
of attendance)
What do you mean by parameter?
In what situation in the field of
business, agriculture, education,
technology and health you use or take
sample to describe the characteristics of
the
population? Is it valid or acceptable?
Why?
Present a picture of group of people or
crowd.
According to reports, there are 500,000
people who attended the
PenafraciaTranslacion.
What you do think is the basis of the
said report? Did the reporter count the
actual number of participants?
Present the learning
objectives. (Write or post the
learning objectives on the board)
a interval where the
its
In the previous lesson, you have learned
how to construct a point estimator of a
population parameter. However, a much
better method for estimating a
parameter would be to incorporate a
“margin of error” to construct an
interval that contains the true
parameter value. This method is called
interval estimation.
In interval estimation, two
numbers are calculated based
on sample data, forming an
parameter’s value is expected to
lie. In this case, the formula is
called interval estimator, while
the range of values obtained is
called interval estimate or a
confidence interval.
Ask a student to illustrate the graph of
normal distribution.
Call other set of students to
label the components of the normal
curve (line of
symmetry, asymptote, location of
measures of
central tendency and standard
deviation)
Emphasize that there are
situations that can be treated by
normal distribution, t–
distribution instead.
Present the learning
objectives. (Write or post the
learning objectives on the board)
Emphasize that there are situations that
can be treated by normal distribution, t–
distribution instead.
Present the learning objectives. (Write
or post the learning objectives on the
board)
Emphasize to the class that the
computed t- value needs to be compare
to the critical t- tabular value.
Guide the students on how to
determine the degree of freedom and
how to find the critical t value given the
sample size (refer to the Table of t
critical values).
 Inform the learners that the
focus of the lesson is on the two
ways of estimation (point and
interval estimation) and
differentiate one from another.
Guessing Game
(This is a modified activity of the activity
found in TG p. 317)
Distribute three meta-cards to the
learners. The learners will be asked
answer the statements/phrases below
by writing their responses on specified
meta-cards.
1. His/her “best” guess of your age by
Card giving a single number
Yellow meta-
2. His/her “best guess of the range
Card wherein your age will likely fall.
3. His/her confidence from 0% (not
Green meta-confident) to 100% (very
confident) card in his/her educated
guess of the range of values un number
2.
C. Presenting
examples/instances of the new
lesson
How can you estimate the lifespan or
life expectancy of
Filipinos?
Provide a set of data showing the
lifespan of 30
Filipinos:
82 78 75 67 78 48 34 91 88
78
65 67 39 75 50 67 58 75 68
93
72 78 82 78 78 58 78 40 70
66
Divide the class into four(4) groups
and let the muse their calculator to
determine the average lifespan of:
Set A: Any five (5) randomly selected
data
Set B: First ten(10) data (first row)
Set C: First twenty (20) data (first two
rows)
Set D: All the given (30) data
Illustrative example 1: Determining the
Confidence Interval for the Population
Mean
(large sample or normal population, σ is
known)
Illustrative example 2: Confidence
Interval for the Population Mean
(large sample, σ is unknown)
Let the students find the critical t- value
given the following data:
1) n = 10; confidence level = 95% ; one
tail
2) n = 18; confidence level = 99% ; two
tails
3) n = 25; confidence level = 90% ; one
and two tails
Ask at least 4 students to illustrate t -
distribution curves of the given data
above with its corresponding critical
value.
Let others students evaluate the
answers and illustrations of their
classmates.

Let each group representative present

their answer on the board.
Ask the class to compare the different
results.
Guide questions:
What can you say about the
computed mean from Set A, B and C?
Which of answer is closer to
the population mean (Set D)?
What if we will take 25
randomly selected sample scores, how
would you describe its mean in relation
to the entire population mean?
 Inform the learners that the numbers
that they wrote on the red meta-cards
can be considered point estimate. The
range of values or set of values that they
wrote on the yellow meta-cards can be
considered as interval estimate. The
percentage that they wrote on the
green meta-cards can be considered as
confidence coefficient. When interval
estimate is combined with confidence
coefficient, it is now referred to as
confidence interval estimate.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Emphasize to the class that the Discussion of solution to Illustrative Let us try to use t- distribution to solve
previous activity is a process of point example 1. this problem:
estimation A group of Grade 12 Practical Research 2
State and discuss the meaning of: students, conducted a survey regarding
- Estimation is the process of finding the family profile of SHS
parameter students in terms economic status.
value. Based from the data collected, they are
- Estimate is a value or range of values suspecting that it is significantly lower
that than the national record stating that the
approximate a parameter based on Filipino families average monthly
sample statistics computed from sample income is P22,000. Is their suspicion
data. correct? Use 95% confidence level.
- Point Estimate is a specific numerical Below are the monthly income (in
value of thousands) of 16 respondents:
the population parameter.
Based from the previous example:
a) What population parameter we used
to estimate the population?
b) Why do we use mean as point
estimator instead
of median or mode? Emphasize the
advantages of using mean and the
limitations of median and mode as point
estimator. Identify the sample mean,
median and mode of the given data and
compare it to the population mean.
c) What are the other properties of
good estimator?
Considering the same data above (the Discussion of solution to Illustrative Group Activity:
life expectancy of 30 Filipino samples), example 2. Divide the class into five groups
do you think the average or and let each group perform the given
mean of the means from each column of task.
data will be In your respective group,
the same as your answer in set D? Why? calculate and illustrate the value of t-
distribution.
82 78 75 67 78 48 34 91 88 Formulate appropriate conclusion.
78
65 67 39 75 50 67 58 75 68
93
72 78 82 78 78 58 78 40 70
66
Can you consider the mean of the
means as the point estimate of the
population parameter?

Is it true?
Get a piece of paper. Your teacher will a
statement for you. If the statement is
correct, write TRUE. Otherwise, write
FALSE.
F. Developing Mastery
(Leads to Formative Assessment)
Can you cite other real-life phenomenon
involves point estimate? How about
real-life phenomenon involves interval
estimate?
G. Finding practical applications
of concepts and skills in daily
living
Emphasize to the students the
difference between the mean of the
means of: (a) samples and (b)
population.
Activity: “Do you know me?” Let’s Practice:
1. Ask each student to estimate Grade Find and interpret a (1 – ά) 100% What is the importance
11 students’ profile by determining the confidence interval for the population of t- distribution in
averages of each of the following: mean μ given the following values. decision making?
number of siblings, weight, height, Let at least five students cite
average daily allowance and sleeping real- life situations where
time. Let them write the answers in they can apply the concept
their notebook. of t-distribution.
2. By group, let them gather basic
information about
their classmates’ profile:
a. Number of siblings in the family
(Group 1)
b. Weight (Group
2)
c. Height
(Group 3) d. Average daily allowance
(Group 4) e. Sleeping time
(Group 5)
Let each group representative present
their findings.
Ask:
Are the estimated averages/ means the
same as the actual class means?
What makes your estimate afar or closer
to the actual mean?
Think –Pair - Share Calvin owns a water refilling station in What new insights you gained
What is the importance of point his neighbourhood. To assess the from our lesson today?
estimate? efficiency of his company’s operation, What is t distribution?
Think of instances or real life he decided to do a study of the water What are the steps in
situations where estimation is used in consumption of his costumers. He construct t- distribution?
the field of technology, science selected 45 households at random
and economics. where the number of liters (L)
By dyad: share your insights or of water consumed by each household
answers to your partner. during the past six months was
Ask at least 10 student– recorded. The average consumption was
representatives to present their answers found to be 134.6 L with a standard
to the class. deviation of
21.1 L. What is a 95% confidence
interval for the mean water
consumption during the past six months
among his company’s customers?
 A point estimate is a numerical value What are the significant learning you How do you compute the confidence The mean scores of a random
and it identifies a location or position in gained from our lesson today? interval estimate based on the sample of 22 TVL students in
the distribution of possible values. A What is the point estimator of the appropriate form of the estimator for General Mathematics test is 43.
point estimate of a population population mean? the population mean? If the standard deviation
H. Making generalizations and parameter is a single value of a sample How do you calculate the point How do you solve problems involving of the scores is 6.2 and
abstractions about the lesson statistic. estimate of the population mean? confidence interval estimation of the population mean scores is
An interval estimate is a range of values Why is it important to population mean? 40.4, find the t- distribution
where most likely the true value will fall. determine the point estimate of the value and describe the result.
population mean? Use 90
% confidence level, two-tails.
Directions. The statements below What are the significant learning you Seatwork: Find and interpret a (1 – ά)
contain statistic which can be classified gained from our lesson today? 100% confidence interval for the
as either point estimate or an interval What is the point estimator of the population mean μ given the following
estimate. Read each item carefully and population mean? values.
I. Evaluating learning write PE if the underlined measure is a How do you calculate the point
point estimate and IE if interval estimate of the population mean?
estimate. Why is it important to
determine the point estimate of the
population mean?
M11/12SP-IIIF-4 and
M11/12SP-IIIF-5
1. Explain the how to
determine the point estimate of the
J. Additional activities for
population mean.
application or remediation 2. Identify point estimator for
the population mean.
3. Compute for the point
estimate of the population mean.
V. REMARKS
VI. REFLECTION
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 students who continue to
require
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?
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