Detailed Lesson Plan (DLP)

School Mangaldan Integrated School Grade Level GAS 11- ROCO/ FABELLA

Teacher AGNES R. RAMO Learning Area STATISTICS AND

PROBABILITY

Time & Dates 8:30-9:30 / February 22, 2022 Quarter THIRD (2nd Sem)

I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of normal probability
distribution.

B. Performance Standards The learner is able to accurately formulate and solve real- life problems in
different disciplines involving normal distribution.

C. Learning Competencies / Objectives.

Identifies regions under the normal curve corresponding to different standard
Write the LC code for each normal values. M11/12SP-IIIc-3

II. CONTENT Normal Distribution

III. LEARNING RESOURCES

A. References , Next Century Mathematics: Statistics and Probability, Unit 2, pages 2-11

1. Teacher’s Guide pages N/A

2. Learner’s Materials pages N/A

3. Textbook pages N/A

4. Additional Materials from Learning

Web Resources, books, article, authentic data
Resource (LR) portal

B. Other Learning Resources Laptop, Power Point Presentation, Audio-Visual Presentation, Videos

V. PROCEDURES

Preliminaries:

Introductory Activity (15 minutes). Prayer

This part introduces the lesson content. Greetings
Although at times optional, it is usually
Review of the previous lesson.
included to serve as a warm-up activity
to give the learners zest for the The teacher would show a picture of a Galton board and ask the students
incoming lesson and an idea about the following questions.
what it to follow. One principle in
learning is that learning occurs when it
is conducted in a pleasurable and
comfortable atmosphere.

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 1. How would the balls flow from top to bottom?

2. How do you think the balls would arrange themselves?

a. Uniform

b. Random

c. “Bell-shape”

2. Then the teacher would show a video clip with a running Galton board
and ask the students to explain what they understood regarding the
results of the video.

Activity/Strategy (10 minutes). This is Interactive Work:

an interactive strategy to elicit
A. What Region Am I?
learner’s prior learning experience. It
serves as a springboard for new Determine the different regions of the Philippines. They will be given a
learning. It illustrates the principle that picture of a map and a short description of each region.
learning starts where the learners are.
Carefully structured activities such as B. Find My Area
individual or group reflective exercises,
Learners will be given word problems and they will be asked to find the area of the
group discussion, self-or group
given answer the problems by finding the area.
assessment, dyadic or triadic
interactions, puzzles, simulations or
role-play, cybernetics exercise, gallery
walk and the like may be created. Clear
instructions should be considered in
this part of the lesson.

Analysis (10 minutes). Essential The learners will answer the following questions:
questions are included to serve as a
1. How did you find the activity?
guide for the teacher in clarifying key
2. Did you encounter difficulty in identifying the regions of the Philippines in
understandings about the topic at
Activity A?
hand. Critical points are organized to
3. How did you solve the area of the shaded region in number 1? How about
structure the discussions allowing the in number 2?
learners to maximize interactions and 4. Is method in finding the shaded region in Number 1 and 2the same?
sharing of ideas and opinions about Why? Why not?
expected issues. Affective questions are 5. After doing the activity do you have any idea what will be our topic for
included to elicit the feelings of the today’s lesson?
learners about the activity or the topic.
The last questions or points taken A link will be provided for their answers.
should lead the learners to understand
the new concepts or skills that are to
be presented in the next part of the
lesson.

Abstraction (15 minutes). This outlines The teacher will briefly discuss the lesson.
the key concepts, important skills that
should be enhanced, and the proper
attitude that should be emphasized.
This is organized as a lecturette that
summarizes the learning emphasized
from the activity, analysis and new
inputs in this part of the lesson.

Application (15 minutes). This part is The teacher would divide the students into four groups and give task
structured to ensure the commitment cards to construct, illustrate, measure, and describe the data given to them to
of the learners to do something to conform to the normal distribution.
apply their new learning in their own
1. During a walk-a-thon at MISSC, it was measured that the average speed
environment.
of the students was 3km/hr. Their standard deviation was measured to
be 0.5. Identify the normal random variable, draw the normal
distribution, and determine the percentage of the students with speeds

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 greater than 3.6km/hr.
2. During a singing competition held at MISSC covered court, it was
measured that the average loudness of the voices of the competitors
are 110 dB and a standard deviation of 20. Identify the normal random
variable, draw the normal distribution, and determine the percentage
of the competitors with loudness of voice measured greater than 110
dB but less than 120 dB.
3. During the street dance competition MNHS Covered Court, it was
measured that the average dance time was 7 mins with a standard
deviation of 0.25. Identify the normal random variable, draw the
normal distribution, and determine the percentage of the competitors
with dance time less than 7 mins but greater than 6.2 mins.
4. After a speed drawing contest at held at the Covered Court of
Gueguesangen Integrated School, it was measured that the average
drawing time was 2.5mins with a standard deviation of 0.1. Identify the
normal random variable, draw the normal distribution and determine
the percentage of the competitors with drawing time greater than 2.5
mins.

The teacher would grade the learners sing the following rubrics:

Then, the learners will answer the following questions:

1. What have you noticed between the graphs formed?

2. How they are different with each other?
3. What happens when we have different standard deviation?
Mean?
4. How did we use the table “Areas under the standard normal
curve”?
5. What difficulty did you encounter upon performing the activity?

Assessment (20 minutes). For the

Teacher to:
a) Observation (Formal and informal Possible Activities
a) Assess whether learning objectives observations of learners’ performance or
have been met for a specified duration, Investigation, Role Play, Oral
behaviors are recorded, based on
Presentation, Dance, Musical
assessment criteria) Performance, Skill Demonstration,
b) Remediate and/or enrich with
appropriate strategies as needed, and Group Activity (e.g. Choral Reading),
c) Evaluate whether learning intentions Debate, Motor & Psychomotor Games,
Simulation Activities, Science
and success criteria have been met.
Experiment
(Reminder: Formative Assessment may
b) Talking to Learners / Conferencing Hands-on Math Activities, Written Work
be given before, during, or after the and Essay, Picture Analysis, Comic Strip,
(Teachers talk to and question learners
lesson). Panel Discussion, Interview, Think-Pair-
about their learning to gain insights on
Share, Reading
Choose any from the Assessment their understanding and to progress and
Methods below. clarify their thinking)

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 Hands – on Activity

Find the indicated area under the

normal curve then convert it to
percentage. (Draw the normal curve)
1. What percent of the area under
the normal curve is to the right of z
= 2.35?
2. What percent of the area under
the normal curve is between
z=0.85 and z=2.5?

c) Analysis of Learners’ Products Worksheets for all subjects, Essay,

(Teachers judge the quality of products Concept Maps/Graphic Organizer,
produced by learners according to agreed Project, Model, Artwork, Multimedia
Presentation, Product made in
criteria)
technical-vocational subjects
d) Tests (Teachers set tests or quizzes Skill Performance Test, Open-Ended
to determine learners’ ability to Question, Practicum, Pen and Paper
demonstrate mastery of a skill or Test, Pre and Post Test, Diagnostic Test,
Oral Test, Quiz
knowledge of content)
Assignment/Agreement (5 minutes). Assignment:
Fill-in below any of the four purposes
1. Find the area between z = -1.5 and z = -2.5
 Reinforcing / strengthening
the day’s lesson
 Enriching / inspiring the day’s
lesson
 Enhancing / improving the
day’s lesson
 Preparing for the new lesson

2. Before leaving your home, you found out you’re your allowance is
normally distributed. After thinking back and computing your different
mood-based daily allowance, you determined that your average daily
allowance is 95 pesos with a standard deviation of 17 pesos. Identify the
normal random variable, draw the normal distribution, and determine
the probability that your daily allowance would be greater than 95 but
less than 115 pesos so that you can determine whether you can buy your
gift for yourself or your most loved one.

V. REMARKS
Indicate special cases including but not
limited to continuation of lesson plan to the
following day in case of re-teaching or lack
of time, transfer of lesson to the following
day, in cases of class suspension, etc.
VI. REFLECTION
Reflect on your teaching and assess
yourself as a teacher. Think about your
student’s progress. What 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. Indicate below whichever is/are
appropriate.
A. No.of learners who earned 80% on the
formative assessment.
B. No.of learners who require additional
activities for remediation.
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

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 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?

Prepared by:

AGNES R. RAMO
Subject Teacher

Checked:

ETHEL P. FABIA, PhD Noted:

SHS Focal Person GEMMA V. NARAJA, EdD
Principal IV

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