GRADE 1 to 12 School Sto.

Cristo Integrated School Grade Level 11

DAILY LESSON Learning
LOG Teacher Vladimir A. Manuel Statistics and Probability
Area
Teaching Dates and
Quarter 3rd
Time

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 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.
At the end of the lesson, the learners should be able to
I. OBJECTIVES 1. Differentiate population and sample. 1. Define nonrandom 1. Differentiate parameter and
2. Define random sampling. sampling statistic.
3. Recognize the value of randomization as a defense against bias. 2. Recognize reasons for 2. Construct sampling
4. Formulate a process in conducting each random sampling sampling. distribution of sample means
techniques. 3. Formulate a process in 3. Illustrate a sampling
conducting each nonrandom distribution for the sample
sampling techniques. mean using histogram.
A. Content Standard The learner demonstrates understanding of key concepts of sampling and sampling distributions of the sample mean.
The learner is able to apply suitable sampling and sampling distributions of the sample mean to solve real-life problems in different
B. Performance Standard
disciplines.
C. Learning 1. Illustrates random sampling. (M11/12SP-IIId-2)
Competency/Objectives 2. Distinguishes between parameter and statistic. (M11/12SP-IIId-3)
Write the LC code for each. 3. Identifies sampling distributions of statistics (sample mean). (M11/12SP-IIId-4)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can
II. CONTENT be tackled in a week or two.
Sampling and Sampling Distributions
List the materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning.
III. LEARNING RESOURCES Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.
A. References
1. Teacher’s Guide pages Teaching Guide for Senior High School - Statistics and Probability: Core Subject, pp. 221 - 314
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource Statistics and Probability Quarter 3: Week 5 Learning Activity Sheets
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing students with multiple ways to learn new things, practice their 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.

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 A consumer is interested in 1. Differentiate Population and Is it possible to conduct In most applications of
buying grapes. Before deciding, Sample? sampling using a combination Statistics, researchers use a
the consumer requests a piece 2. How to conduct simple of techniques discussed sample rather than the entire
from the bunch of grapes random sampling? Systematic previously? population since it is usually
shown by the seller. Based on sampling techniques? impractical or impossible to
this piece, the consumer obtain all the population
decided to buy a bunch of observations or
grapes. measurements.
A. Reviewing previous lesson or
What do you think is the Thus, sample information are
presenting the new lesson
reason why the consumer used to estimate the
decided to buy a bunch of characteristics of a
grapes? population. That is, the use of
a statistic to make inferences
This idea of selecting a portion, about the corresponding
or sample, to determine the population parameter is being
taste or characteristics of all done.
the grapes, or population, is
the concept of sampling.
Define There are a total of four (4) When the sample is not a 1. Define Statistic and
Population and Sample based techniques of sampling under proportion of the population Parameter
in the illustration below. random sampling. The other and when there is no system 2. Symbols for statistic and
two are Stratified and Cluster in selecting a sample, is there parameters
sampling a sampling technique to be
utilized?

A nonrandom sampling is
often used by the researchers
to elicit and gather quick
Sampling. The process of responses for questions which
selecting a portion, or sample, do not require confidentiality.
of the entire population. The researcher states
B. Establishing a purpose for prejudice in the choice of the In calculating a statistic, such
the lesson sample giving the members of
A random sampling is a as a sample mean, from a
selection of 𝑛 elements derived the population unequal random sample of the
from a population 𝑁, which is chances to be selected. population, the computed
the subject of the investigation statistic is not necessarily
or experiment, where each equal to the population
sample point has an equal parameter.
chance of being selected using
the appropriate sampling Furthermore, taking another
technique. random sample from the same
population may result to a
different computed statistic.
But both are estimates of the
parameter.
C. Presenting A. Types Random Sampling 3. Stratified Sampling. Types of Nonrandom 1. Discuss sampling
examples/Instances of the Techniques To obtain a stratified sample, Sampling Techniques distribution.

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 1. Simple Random Sampling the population is divided into 1. Quota Sampling 2. Illustrate steps in solving
(Lottery Sampling). A sampling smaller sub-groups known as The researcher limits the problem involving sampling
technique where every member strata, based on common number of his samples based distribution.
of the population has an equal characteristics/ homogeneity. on the required number of the
chance of being selected. Sampling is then used to select subject under investigation.
from each stratum, with The population is first
2. Systematic Sampling. A sample sizes proportional to segmented into mutually
sampling technique in which strata sizes. exclusive subgroups, then
members of the population are judgement used to select
ordered in some way such as Optional subjects or units from each
alphabetically or numerically Present packs of Nips chocolate segment is based on the
and samples are selected in and let the learners open each specified proportion.
intervals called sample pack and segregate the pieces
interval. by colors and provide 2. Convenience Sampling
description focusing on the The researcher conducts a
Steps in conducting systematic characteristics. study at his convenient time,
sampling. preferred place, or venue. It is
1. identify the value of sample the most convenient and
interval k. fastest sampling technique
k= that make use of telephone,
Population ¿ ¿ Sample ¿¿ ¿ ¿ mobile phones, or the
2. a starting point is randomly internet. It simply uses
selected from the population results that are readily
new lesson and will be considered 1st available.
sample
3. with every kth unit thereafter 4. Cluster Sampling. 3. Purposive Sampling
is chosen as a sample. It is sometimes called area It is used in very small sample
sampling, the population is sizes. Choosing samples is
divided into groups or clusters, based on a certain criteria
usually based upon geographic and rules laid down by the
location, and these clusters researcher.
contain data values which are
heterogenous.

Optional
Present packs of Nips chocolate
and let the learners choose one
(1) to two (2) packs. Instruct
the learners to open the chosen
pack/s and provide description
focusing on the characteristics.

D. Discussing new concepts and Activity Activity Activity Activity

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 1. Identify the steps in 1. Using stratified random Identify the nonrandom Construct a sampling
conducting simple random sampling, select a sample of sampling technique used in distribution of the mean and a
sampling by making a draw lot 387 students from the the following. histogram for the set of data.
material using paper, pen, and population which is grouped 86, 89, 92, 95, 98
small container. according to the cities Situational
they come from. The table 10 Items
shows the number of students
per city.
practicing new skills # 1

Activity Activity The sample size 𝑛 _is Activity

Solve the problem using simple 1. A statistician wants to determined by the formula 1. Find the mean of the set of
random and systematic determine the number of 𝑛=𝑁/(1+𝑁𝑒2) data below and construct a
sampling technique. children per family in Tarlac where: sampling distribution, without
City. 𝑁 is the population size; and replacement and repetition,
1. A Science teacher decides to 𝑒 is the margin of error by selecting 3 samples at a
select a sample of 4 students time (𝑛 = 3).
from her lecture class This formula is known as 5, 8, 11, 14, 17
containing 20 students to be Slovin’s Formula
part of an experiment, , identify 2. Construct a histogram of
the students selected for the sample means.
E. Discussing new concepts and Activity
the experiment.
practicing new skills # 2 1. A researcher wants to
study the academic
performance in Mathematics
of students in a certain
school. The school has a
population of 12 000
students. If the researcher
allows a margin of error of
5%, how many students must
he include in his sample?
F. Developing mastery Activity Activity Activity Activity
(leads to Formative 1. A Science teacher decides to 1. A researcher will observe Identify the sample size for 1. A population consist of the
Assessment 3) select a sample of 10 students 500 dairy farmers. They are each of the following numbers 2, 4, 9, 10, and 5.
from her large lecture class divided into small scale by 350 List all possible samples of
problems. Show your
containing 300 students to be farmers, medium scale by 100 size 3 from these population
part of an experiment using the farmers, and large scale by 50 complete solution. and compute the mean of
systematic sampling procedure. farmers. each sample.
1. How many samples must I
If each student has an assigned If a sample size of 84 breeders pick from 800 members of 2. Construct a histogram of

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 number from 1 to 300 and she is to be obtained using Mathematics Club the sample means.
randomly selects 3 as her stratified random sampling, a) if a margin of error of 10%
starting point, identify the identify the sample sizes is used?
students selected for the needed per stratum.
b) if margin of error 5% is
experiment.
used?
c) how about 1%?

2. What can you conclude on

the sample sizes computed in
the problem having the same
population size with different
margin of error?
Why does researchers use
samples only in conducting a
study?
o Cost.
o Timeliness.
o Accuracy. A sample often
G. Finding practical application
provides information more
of concepts and skills in daily
accurate than a census
living
because data errors
typically can be controlled
better in smaller tasks.
o Destructive testing. When
a test involves the
destruction of an item.
What are the steps in What are the steps in What are the steps in Explain the concept of
H. Making generalizations and conducting simple random conducting stratified sampling? conducting each of the sampling distribution thru a
abstractions about the lesson sampling? Systematic Cluster sampling? nonrandom sampling real-life scenario.
sampling? techniques?
Multiple Choice Test Multiple Choice Test If you are given a chance to Multiple Choice
Situational Situational conduct research, what will 10 Items
I. Evaluating learning
5 Items 10 Items be your topic and how are you
going to identify your sample?
J. Additional activities for
application or remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
VI. REFLECTION works? What else needs to be done to help the 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

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 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 this 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?
Prepared by:

VLADIMIR A. MANUEL
Teacher III

Noted:

RODELIO D. QUIAMBAO
Assistant Principal II