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SP Iii-16
SP Iii-16
C. Learning Competencies/ 2. solve the mean and variance of the sampling distribution of the
Objectives sample mean
3. solve patiently the mean and variance of the sampling distribution
of the sample mean
4. explain humbly how to find the mean and variance of the sampling
distribution of the sample mean.
A. References
1. Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages Belecina, Rene R. Statistics and probability, pp. 102-105
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 pupils/students with multiple ways
IV.PROCEDURES 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.
(10 minutes)
B. Establishing a purpose for The teacher presents the objectives of the lesson to the class and let the students
the lesson recognize the significance of finding the mean and the variance of the sampling
distribution of the sample mean
(2 minutes)
ACTIVITY 2
In this activity, the students will work with the same group.
Direction: Each group will do the following and write their answer for five
minutes. The teacher goes around in each of different groups to provide needed
support. The teacher asks two or three groups to present their answers.
Ask the students to find the mean of the class age & its frequency distribution. Where
C. Presenting examples/ you able to solve it? How do you find the activity?
instances of the new lesson Show pictures on 2016 SWS survey, Polls Asia, and other possible surveys.
Activity 2. Form a group consisting of five students. Ask the students to get the weight of
each member. Consider samples of 3 that can be drawn from this population.
QUESTIONS:
1. How many samples can be drawn?
2. List all the possible samples and the corresponding mean
3. Construct the sampling distributions
4. Find the mean and the variance of the sampling distribution of the sample mean
The teacher talks about the concept of finding the mean and the variance of the
D. Discussing new concepts
sampling distribution of the sample mean. The teacher relates the Activity 1 and 2
and practicing new skills #1
to the topic about defining sampling distribution of the sample mean
(10 minutes)
E. Discussing new concepts
and practicing new skills #2
ACTIVITY 3
In this activity, the class will work with the same group.
Direction: Give what is asked.
The teacher goes around in each of different groups to provide needed support.
The population is the weight of six pumpkins (in pounds) displayed in a carnival "guess the
F. Developing mastery (leads weight" game booth. You are asked to guess the average weight of the six pumpkins by
to formative assessment 3) taking a random sample without replacement from the population.
Pumpkin A B C D E F
(10 minutes)
G. Finding practical
applications of concepts and
skills in daily living
The teacher summarizes the mathematical concept of finding the mean and the
H. Making generalizations
variance of the sampling distribution of the sample mean by using the given in
and abstractions about the
activity numbers 1-3.
lesson
( 5 minutes)
I. Direction: Do the task given. The class will work with the same group.
Consider all samples of size 5 from this population: 2, 4, 6, 8, 10, 12, 14,
1. Compute the mean and standard deviation o the population.
2. Construct the sampling distribution fo the sample means.
I. Evaluating Learning
3. Calculate the mean of the sampling distribution of the sample mean. Compare this to
the mean of the population.
4. Calculate the standard deviation of the sampling distribution of the sample mean.
Compare this to the standard deviation of the population.
( 10 minutes)
J. Additional activities or
remediation
V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI.REFLECTION What else needs to be 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
DAILY LESSON LOG OF M11GM-IIj-2
a. P P v Q
b. P Q ≡ P ᴧ ˜ Q
c. Justify each of the steps below the horizontal line.
a. P R
b. R S
c. S Q
d. P/ Q ᴧ P
e. P S
(10 minutes)
The teacher talks about the concept about mathematical and real life statements
D.Discussing new concepts using the different methods of proof and disproof. The teacher relates the
and practicing new skills #1 Activity 1 and 2 to the topic about mathematical and real life statements using
the different methods of proof and disproof. (5 minutes)
E.Discussing new concepts
and practicing new skills #2
ACTIVITY 3
In this activity, the class will work with the same group.
Direction: Justify and construct the formal proof of the following. The teacher
goes around in each of different groups to provide needed support.
1. Justify each of the steps below the horizontal line
a. A D
b. ˜D
c. ˜A E
F.Developing mastery (leads
d. E H/ H v G
to formative assessment 3)
e. ˜A
f. E
g. H
h. H v G
2. Construct a formal proof of validity for the given argument by filling up the
blank.
A ᴧ (B ᴧ C)/ [(A ᴧ C) ᴧ B] v D
(15 minutes)
G.Finding practical
applications of concepts and
skills in daily living
The teacher summarizes the mathematical concept of justifying mathematical
H.Making generalizations
and real life statements using the different methods of proof and disproof by
and abstractions about the
using the given in activity numbers 1-3.
lesson
( 5 minutes)
I.Evaluating Learning I. Direction: Do the task given. The class will work with the same group.
1. Use the logical equivalence laws to prove the stated equivalence
a. P ᴧ (˜ P v Q) ≡ P ᴧ Q
2. Write the complete proof of validity for each argument
a. A B
b. A v C
c. ˜ B/ C ᴧ ˜ A
( 15 minutes)
J.Additional activities or
remediation
V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI.REFLECTION What else needs to be 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
DAILY LESSON LOG OF M11GM – IIj - 1
APPENDIX B
Sample No. Ages of Delegates Sample Means
Y1 Y2 Y3 Y4
1 15 18 15 16 16.0
2 16 15 18 17 16.5
3 15 16 19 18 17.0
4 19 15 17 17 17.0
5 15 17 16 18 16.5
6 16 18 19 17 17.5
7 15 17 16 18 16.5
8 19 17 18 16 17.5
9 15 17 18 16 16.5
10 17 18 18 19 18.0
11 17 18 16 19 17.5
12 15 18 19 16 17.0
13 15 16 18 19 17.0
14 17 16 18 17 17.0
15 17 18 19 18 18.0
16 15 17 19 17 17.0
17 18 16 17 19 17.5
18 18 16 15 17 16.5
19 18 16 19 19 18.0
20 19 18 19 18 18.5
TOTAL 20 1.0