DAILY LESSON LOG OF M11/12SP-IIIj-4 (WEEK TEN-DAY ONE)

School Grade Level Grade 11

Teacher Learning Statistics and
Area Probability
Teaching Date 1 hour
Quarter
and 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
I. OBJECTIVES and competencies. These are 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.
 Content The learner demonstrates understanding of key concepts of
Standards estimation of population mean and population proportion.
 Performance The learner is able to estimate the population mean and population
Standards proportion to make sound inference in real life problems in different
disciplines.
Learning Competency: solves problems involving sample size
determination. (M11/12SP-IIIj-4)
 Learning Learning objectives:
Competencies/  solves problems involving sample size determination;
Objectives  Understand the relation on confidence interval and sample
size determination; and
 Show collaboration in activity task given.
II. CONTENT Sample size Determination
III. LEARNING Chalk, PowerPoint presentation
RESOURCES
A. References
1. Teacher’s
Page 351-359
Guide pages
2. Learner’s
Materials NONE
pages
3. Textbook
NONE
pages
4. Additional NONE
Materials from
Learning
Resource(LR)
portal
B. Other Learning RBS Statistics and Probability, Manila, Philippines 2016, page 206
Resources
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.

The teacher lets the student recall the previous lesson by answering
the exercise.
Given: length of interval of 2.63, σ =3, and 95% confidence interval.
 Review Find the appropriate sample size.
previous lesson n=¿
or presenting
the new lesson
¿¿

¿ 19.99∨20 sample ¿ ¿

 Establishing a The teacher lets the student realize the importance of solving
purpose for the problems involving sample size in understanding the concepts of
lesson estimations of parameters.
 Presenting
examples/
instances of
the new lesson
The teacher discusses with students the activity 1 and relates the
second formula and show different examples of word problems that
involve sample size determination.

In a gymnasium, physical exercise has a mean length of 30

 Discussing new minutes with a standard deviation of 6 minutes. A PE major
concepts and wants to estimate the true mean length of exercise 2.4
practicing new adopting the 95% confidence interval. How many respondents
skills #1 does he need?
n=¿

¿¿

¿ 96.04∨96 sample ¿ ¿
 Discussing new
concepts and
practicing new
skills #2

Working with pairs, the teacher lets the students answer the
following and discuss within their pair how did they come up that
solution. (Think Pair Share)

 Developing
In a certain village, Leony wants to estimate the mean weight μ, in
mastery (leads
kilograms, of all six year old children to be included in feeding
to formative
program. She wants to be 99% confident that the estimate of
assessment 3)
μ is accurate to within 0.06kg. Suppose from a previous study, the
standard deviation of the weights of the target population was 0.5kg,
what is the sample size should be?
Answer: the required sample size is 463 six year old children
 Finding
practical
applications of
concepts and
skills in daily
living
The teacher summarizes the mathematical skills in solving problems
 Making
involving sample size through asking the students.
generalizations
and
What are the practical reasons for learning how to use the formulas
abstractions
in determining the sample size?
about the
lesson
Answers shall be drawn from the students
The teacher lets the students individually answer the formative
assessment.
Mary wants to know, with 95% confidence, the proportion of
 Evaluating
households who like to use detergent X. a previous survey showed
Learning
that 42% like to use detergent X. Mary likes to be accurate within
2% of the true proportion. What sample size does Mary need?
Answer: thus, Mary needs a sample of 2340 respondents.
 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
VI. REFLECTION 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