School Imelda National High School Grade Level G-11 (ABM,ICT,HUMSS C &EIM)

DAILY LESSON LOG Teacher Mrs. Eloiza Jane O. Serdena Learning Area STATISTICS AND
PROBABILITY
Week & Dates 4 (March 6 – March 10 2023) Quarter 2ND

Session 1 Session 2 Session 3 Session 4

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.

The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key concepts of understanding of key concepts of understanding of key concepts of understanding of key concepts of
A) Content Standards random variables and probability random variables and probability normal probability distribution normal probability distribution
distributions. distributions.
The learner us able to apply an The learner us able to apply an The learner is able to formulate The learner is able to formulate
appropriate random variable for a appropriate random variable for a and solve real-life problems in and solve real-life problems in
B) Performance
given real-life problem (such as in given real-life problem (such as in different different
Standards
decision making and games of decision making and games of
chance). chance).
C) Learning M11/12 SP-IIc-1 M11/12 SP-IIc-3 M11/12 SP-IIc-4 M11/12 SP-IIc-d-1
Competencies
II. CONTENT CHARACTERISTICS OF A NORMAL REGIONS UNDER THE NORMAL CONVERSION OF NORMAL PROBABILITIES AND PERCENTILES
RANDOM VARIABLE CURVE RANDOM VARIABLE TO STANDARD
RANDOM VARIABLE
III. LEARNING RESOURCES
A) References
1. Teacher’s Guide
Pages
2. Learner’s
Materials Pages
3. Textbooks Pages
4. Additional
Materials from
Learning Resource
(LR)
B) Other Learning Quipper Quipper Quipper Quipper
Resources
IV. PROCEDURES
A) Reviewing previous Revies the previous lesson Review the previous lesson Review the previous lesson Review the previous lesson
lesson or presenting the
new lesson
B) Establishing a The teacher would say: “Today we The teacher would say: “Today we The teacher would say: “Today we The teacher would say: “Today we
 are guided by the following are guided by the following are guided by the following are guided by the following
objectives … “ objectives … “ objectives … “ objectives … “

A. The teacher presents a power A. The teacher presents a power A. The teacher presents a power A. The teacher presents a power
point (any visual) of the objectives point (any visual) of the objectives point (any visual) of the objectives point (any visual) of the objectives
of the lesson. of the lesson. of the lesson. of the lesson.

B. (The presentation of today’s B. (The presentation of today’s B. (The presentation of today’s B. (The presentation of today’s
rule during class discussion is rule during class discussion is rule during class discussion is rule during class discussion is
encouraged if any) encouraged if any) encouraged if any) encouraged if any)
purpose for the lesson
Presentation of the essential Presentation of the essential Presentation of the essential Presentation of the essential
questions: questions: questions: questions:

1.What are the advantages of a
normal distribution over other data
distributions?
2. What is the importance of
knowing the empirical rule on
normal curves in getting the
number of scores within a specific
range?
ACTIVITY 1: BIG FOOT, SMALL
FOOT
C) Presenting Note: This activity will help the
examples/ instances of students recall the concept of
the new lesson getting the percentage and
introduce the concept of outliers
The students will answer the given
guide questions
Guide Questions:
1. What is the average length of
the right foot of the group?
2. What percentage of the
D) Discussing of new members are in B and D? How
concepts and practicing about greater than A or less than
new skills #1 E?
E) Discussing of new Illustrates the characteristics of
concepts and practicing Normal distribution of a random
new skills #2 variable. Define and discover it
1.How do we identify regions
under the normal curve?
2. What are the things to consider
in identifying the regions under
the normal curve?
Activity 1: Think, Pair, & Share
Note: This activity will be a review
of the students’ basic concepts
about the normal curve.
The students will answer the given
guide questions:
Guide Questions:
1. What new things have you
learned from your classmates?
2. How did you validate that his
information is/are correct?
Identifies regions under normal
curve corresponding to different
standard normal variable and vice
1.How do we convert raw scores
to 𝑍-scores and vice versa?
2. How are 𝑍-scores related to
each other (pertaining to the same
distribution)?
ACTIVITY 1: LET’S SHARE
THOUGHTS!
Note: Students pair up and share
their insights about the given
topic.
The students will answer the given
guide questions:
a. Why are far distances needed to
be measured in kilometers and not
in meters?
b. Why do astronomical
temperatures measure in Kelvin
and not in degree Celsius or
Fahrenheit?
c. Why do we have different units
of measurement for a specific
quantity (e.g. for length we have
meters, kilometers, centimeters)?
d. Why do we need to convert
units of measurements?
Converts a normal random
variable to a standard normal
variable and vice versa.
1.How do we solve for the
probability using the normal table?
2. How do we solve for the
percentile using standard normal
table?
ACTIVITY 2: LET’S PLAY SOME
CATEGORIES!
Note: This activity will enable the
students to recall the concept of
percentile.
The students will answer the given
guide questions:
1.How many is ‘younger’ if the
students are arranged by age)
than student 1?
2. What is student 1’s percentile?
Computes probabilities and
percentiles using the standard
normal table. Give the concepts on
 concepts most importantly the versa. Define and discover its Define and discover concepts in computing probabilities and
characteristics of normal terms and concepts. converting normal random percentiles.
distribution. variable.
The teacher will give 1 to 2 The teacher will give 1 to 2 The teacher will give 1 to 2 The teacher will give 1 to 2
examples and let students do or examples and let students do or examples and let students do or examples and let students do or
F) Developing Mastery
answer it by themselves. The answer it by themselves. The answer it by themselves. The answer it by themselves. The
(Leads to Formative
teacher will act as the facilitator. teacher will act as the facilitator. teacher will act as the facilitator. teacher will act as the facilitator.
Assessment)
Note: After answering let students Note: After answering let students Note: After answering let students Note: After answering let students
share their answer in class. share their answer in class. share their answer in class. share their answer in class.
To integrate values and build To integrate values and build To integrate values and build To integrate values and build
connection to the real world, ask connection to the real world, ask connection to the real world, ask connection to the real world, ask
students the following questions: students the following questions: students the following questions: students the following questions:
1. Why do you think that test 1. As a student, how will you 1. What is the importance of 1. What do you think is the
G) Finding practical
scores tend to be closer to the connect the concept of areas setting a standard? importance of studying this topic?
applications of concepts
mean? under the normal curve to daily 2. As a student, how do you value 2. What are some situations that
and skills in daily living
2. Why is the standard deviation living? 2. How important is it to your test scores and how do you you can use the topic in real life?
important in illustrating how learn this lesson in buying things learn from them?
spread out the scores of a normal online (i.e. satisfaction rate)?
distribution?
To summarize the lesson, ask To summarize the lesson, ask To summarize the lesson, ask To summarize the lesson, ask
students the following questions: students the following questions: students the following questions: students the following questions:
H) Making 1. What are the different 1. How do we identify regions 1. How can we get the probability
generalizations and characteristics of a set of data that under the normal curve? 2. What 1. How do we convert raw scores using the standard normal
abstraction about the is normally distributed? are the things to consider in into 𝑍 scores and vice versa? distribution?
lesson 2. How do you determine if the identifying the regions under the 2. How are 𝑍-scores related to 2. How do we get the percentile
given score is an outlier? normal curve? each other (pertaining to the same using the standard normal
distribution)? distribution?
Give an assessment activity to the Give an assessment activity to the Give an assessment activity to the Give an assessment activity to the
I) Evaluating learning
students. students. students. students.
J) Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A) No. of learners who
earned 80% formative
assessment
B) No. of learners who
require additional activities
for remediation
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
used/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Approved by:

ELOIZA JANE O. SERDENA GRACIANO O. GEMENIANO PAPIAS P. JAYME

Teacher II Master Teacher II Assistant Secondary School Principal II