Grades 11
Daily Lesson Plan
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 Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
School AMADOR-BELLO HIGH SCHOOL Grade Level Grade 11 – OLYMPUS & ZION
Teacher GLADYS ANGELA B. VALDEMORO Learning Area Statistics and Probability
Teaching Dates & Time JANUARY 27, 2020 ( 9:45 - 10:45 AM ) Quarter II
THURSDAY ANNOTATIONS
The learner demonstrates understanding of key concepts of sampling and
sampling distributions of the sample mean.
The learner is able to apply suitable sampling distributions of the sample mean to
solve real-life problems in different disciplines.
The learner … KRA 3, OBJ. #7
1. illustrates a random sampling (M11/12SP-IIId-2) Plans, manages and implements developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts
MOV --- Knowledge, skill and attitude is applied in lesson planning objectives in
order to meet curriculum requirements based on the CG. Parts of DLP are based on
the PPST Modules
RANDOM SAMPLING
N/A
Statistics and Probability (Belecena, Baccay, Mateo) pages 100 -
125
N/A
https://youtu.be/0RSLmQzz_jg
PowerPoint Presentation or Projector, laptop, Activity Sheets, Pentel pen,
Tarpapel, etc.
Opening Activity KRA 2, OBJ. #5
1. Prayer misbehavior, house rules/standards/guidelines are set before the class starts or before
2. Checking of Attendance doing an Manages learner behavior constructively by applying positive and non-
3. House Rules violent discipline to ensure learning-focused environments.
MOV --- To avoid and prevent activity
1. Listen attentively and follow the instructions.
2. Follow time allotment
3. Active participation in necessary in every activity KRA 1: CONTENT KNOWLEDGE AND PEGAGOGY
4. Give respect and appreciate the works of your classmates Objective 1: Applies knowledge of content within and across curriculum teaching
areas.
Activity 1: “ABNKKBSNPLK!” (5 mins.)
MOV --- Contextualization, Localization, and integrations across learning areas like
 Students will try their best to read the name of the colors
and not the words: KRA 1, OBJ. #2
Uses in teaching highlighting learner-centered strategies that promote literacy and/or
numeracy skills.

MOV – Questions presented promotes literacy and numeracy skills of the learners.,
They will be able to evaluate problem and explain their solution.

Activity 2: “Size Does Matters!” (10 mins.)

How many different samples of size n = 3 can be selected

from a population with the following sizes? (use N Cn in

solving)

1. N = 4
2. N= 20

The students will explain their solution

B. Establishing a purpose for the Activity 3: “The Investors!” (10 mins.) KRA 1, OBJ. #3
lesson Applies highlighting different teaching strategies that develop critical and creative
A sample of investment experts was asked to give their opinion as to where they thinking and/or other HOTS.
would invest their money. The following are their responses.
MOV – The questions presented are arranged from lower to higher level of thinking
skills. Students are challenge to think answer the activity creatively.
Stocks Real estate Real estate Commodities
Stocks Real estate Stocks Precious metals
Real estate Real estate Real estate Foreign money
Precious metals Art Precious metal Real estate
Precious metals Commodities Art Precious Metals
Foreign money Stocks Foreign money Commodities
Stocks Precious metals Commodities Commodities
Foreign Money Stocks Stocks Stocks
Real estate Stocks Real Estate

Construct a table to show the frequency distribution of the given responses.

Possible answers:
Types of Investment Frequency
Stocks 8
Precious metals 6
Real State 10
Art 2
Commodities 4
Foreign money 3

C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Developing mastery
(Leads to Formative Assessment
3)
F. Making generalizations and
abstractions about the lesson
(Teacher writes learners response on the board)
*Presenting example for 5 mins. KRA 1, OBJ. #3
Applies highlighting different teaching strategies that develop critical and creative
Norma wants to know the common number of children her classmates’ families thinking and/or other HOTS.
have. Which of the following samples is a good representation of the class?
MOV – The questions presented are arranged from lower to higher level of thinking
Why?
skills. Students are challenge to think and analyze situation creatively.
1. A sample consisting of Norma’s friends
2. A sample consisting of students belonging to rich families.
3. A sample consisting of students whose names were drawn from a box all
the names of students in Norma’s class.
Possible answer:
Wrong conclusion may be inferred from samples given in numbers 1 and 2. This
sample will not represent the correct number of children the families of Norma’s
classmates have. The sample in a number 3 in the best representation of the class.
This is an idea of representativeness leads to the importance of random sampling,
a method of drawing out a sample from a population without a definite plan,
purpose, or pattern.
Let students analyze the video in the link- Random Sampling for 5mins KRA 1: CONTENT KNOWLEDGE AND PEGAGOGY
https://youtu.be/0RSLmQzz_jg Objective 1: Applies knowledge of content within and across curriculum teaching
areas.
After watching the video presentation, the students will define random sampling
MOV --- Contextualization, localization, gender fair and integrations across learning
and state its uses.
areas like Research and Daily Life and within learning area like predicting the
outcome are observable
Group activity for 20 minutes. KRA 2, OBJ# 1
Managed classroom structure to engage learners, individually or in groups, in
Group the class into ten (10). Groupings will vary according to their group in meaningful exploration, discovery and hands-on activities within a range of physical
their Research in daily life research paper. Each group are task to: learning environments.
MOV – Teacher arranges seats according to the group activities to be done during
instruction
1. Create problem that involves random sampling.
2. Construct a table that show frequency distribution of the samples. KRA 2 OBJ. # 6
3. What learning discovered in doing such activity? Used differentiated, developmentally appropriate learning experiences to address
4. Would you be able to use this in your life? How and why? learners’ gender, needs strengths, interests and experiences.
MOV – teacher arranges according to their group in research paper to address
learners’ interest and experiences.
What is random sampling? For 5 mins KRA 1, OBJ. #3
Applies highlighting different teaching strategies that develop critical and creative
Random sampling is a method by which every element of a population has a thinking and/or other HOTS.
chance of being included in a sample. That is, the elements that compose the
MOV – The questions presented are arranged from ,lower to higher level of thinking
sample are taken without purpose. The more elements in the sample, the better
skills. Students are challenge to think creatively.
the chances of getting a true picture of the whole population.
G. Evaluating learning Refer to the students Group Activity output (Application)

The rubrics will be used in scoring the performance of the group.

Mathematical Concept : 5
Accuracy of computation : 5
Organization of the Output : 5
Participation of the members : 5_
Total 20

The two presenters’ of the output from G11-Zion & Olympus will be drawn in
random. They will be given a plus factor on their performance.
H. Additional activities for application 1. What is sampling distribution of sample means?
or remediation 2. Search the steps in Constructing Distribution of the Means?
V. REMARK
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 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?

Observed by:

RICHARD C. BASAS
Principal I