DETAILED LESSON PLAN

School ALORAN TRADE HIGH SCHOOL Grade Level A.L.S.

Teacher MR. DJ L. TAYONE Learning Area A.L.S.
Date & Time MONDAY ( 10:00-11:00) Quarter/Week 3RD QUARTER

I. OBJECTIVES
A. Content Standards The learners compute the Central Limit Theorem.

B. Performance Standards The learner is able to compute the Central Limit Theorem.

C. Learning  identify the point estimator and the appropriate form of the confidence interval
Competencies/ Objectives estimator for the population proportion;
(Write the LC Code for  compute for the point estimate and the confidence interval estimate of the
each) population proportion; and
 solve problems involving confidence interval estimation of the population
proportion and infer based on the result.

II. SUBJECT MATTER / Central Limit Theorem

CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Kto12 Curriculum, MELC

2. Learner’s Materials RO Module 4, Lesson 4

Pages
3. Textbook Pages
4. Additional Materials DepEd Learning Portal
from Learning Resource PowerPoint Presentation, Teacher-made video lesson, calculator, paper, pen, and chalk
(LR) Portal
B. Other Learning https://sphweb.bumc.bu.edu/otlt/mphmodules/bs/bs704_probability/
Resources

IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Reviewing Before we start our new lesson, let us watch this teacher-made
previous lesson or video clip I've prepared for you to refresh your mind on these (The students perform the
presenting the important concepts. Listen closely as you watch the video, I will activity.)
new lesson pause for a while to ask a few questions. Your points for
answering will be added to the points in your “best output”.

Activity 1: Wheel of Term

In a creative manner, the teacher will introduce the “The Price

is Right” students will be selected to answer using the “Wheel
of Terms” activity. Advertisements can often be misleading,
causing customers to believe that objects are cheaper than they
really are. By looking at the ads posted on the screen, the
 students will use their knowledge of proportions to calculate the
unit price of the items posted on the screen.
B. Establishing a Motivation Question:
purpose for the 1) What are the brands of common household products (The students give their feeling
lesson around your house? and ideas about the activity.)
2) What are the common products that you buy in the
store?
3) Have you noticed the differences in prices among
various brands? How can you tell which costs more?
4) Is it important to learn to estimate the cost of items we
buy? Why?

C. Presenting There are research experiments that need an estimation

examples/ of the proportion of the parameter or a confidence
instances for the interval for the population proportion. Such as, (The students guess the picture
new lesson a. The number of students who finished certain on the board.)
course/program in college.
b. The proportion of Filipino people in the world.

c. The percent of Indigenous people who preferred

to stay in their community instead of going to the
city to study/ work.

d. The number of students who took TVL strand in

the SHS of ATHS.

D. Discussing a Lesson 4: Population Proportion (The students have to turn to a partner

new concept and  Lesson Proper (Orchestrating Productive Mathematics to compare notes and ask clarifying
practicing new Discussion using the “I – We – You” technique) questions.)
skills #1
There are research experiments that need an estimation
of the proportion of the parameter or a confidence
interval for the population proportion. Such as,
e. The number of students who finished certain
course/program in college.
f. The proportion of Filipino people in the world.

g. The percent of Indigenous people who preferred

to stay in their community instead of going to the
city to study/ work.

h. The number of students who took TVL strand in

the SHS of ATHS.
In this lesson, we denote
p as the population proportion,
q as the proportion of “not p”,
𝒑̂ as the estimate of sample proportion, and
𝒒̂ as the estimated proportion of “not 𝒑̂

(The students supply answers as the

 teacher performed the board work.)

The following steps are used to calculate a confidence

interval:
1. Check the conditions
2. Find the point estimate
3. Decide the confidence level
4. Calculate the margin of error
5. Calculate the confidence interval
Example 1. If graduates from a certain tribe in the (Students supplied the details asked by
province of Misamis Occidental who graduated in the teacher)
college were randomly surveyed and 30 of them
answered that they finished Bachelor in Secondary
Education (BSE), what is the estimated proportion of
those who took up the BSE out of the graduates from
that tribe?

Step I. Checking the Conditions

The conditions for calculating a confidence interval for
a proportion are:
 The sample is randomly selected
 There are only two options:
o Being in the category (Graduate of BSE)
o Not being in the category (non-BSE
graduates)
In our example, 30 graduated in BSE. The rest
were non-BSE courses. Find the sample proportion
of the population?

Step II. Finding the Point Estimate Solution for those who are non-BSE
Solution: graduates:
Let ^p = sample proportion of BSE graduates Let, 𝑞̂ = sample proportion of non-
x = 30 (number of BSE graduates) BSE graduates.
 n = 350 (total number of surveyed students in the 𝑝̂ = 0.086 (from above solution)
tribe)

𝑞̂ = 1 – 𝑝̂ = 1 – 0.086 = 0.914 =
From the example given above, what is the estimated 91.4%
proportion of graduates who didn’t take up BSE?

Step III. Deciding the Confidence Level

Using the above data, what is the estimated rate of those
who preferred BSE course?

The confidence level is expressed with a percentage or a

decimal number. For example, if the confidence level is
95%
Confidence level in decimal form
= 0.95:
The remaining probability (α) is
5%,
where α =1 – 0.95 = 0.05.

Below are graphs of the standard normal distribution

showing the tail areas (α) for different confidence

Solution for SE:

levels.
Step IV. Calculating the Standard Error & Margin of
√
SE = (0.86)(0.914 ) = 0.047
350

Error
Solution for ME:

0.093
√
ME = 1.96 (0.86)(0.914) =
350

Solution for Confidence Interval:

Let, 𝑝̂ = 0.086 BSE grad

 Step V. Calculating the Confidence Interval 𝑞̂ = 0.914 non-BSE grad

z α = z .05 = z = 1.96 z-value

Interpretation: 0.025
2 2
of 95% C.L.
We are 95% confident that about 76.71% to 95.29% of
the graduates preferred BSE course. n = 350 graduates

This time, “we” will try doing example 2, I will go around to see
your progress.
^p – z α
2 √ ^p q^
n √
< p < ^p – z α
2
^p q^
n

Example 2. Two hundred randomly selected graduates

0.86 – 1.96
√ (0.86)(0.914)
350
< p <0.86

this school year were asked whether they believed that

the country’s employment status will improve under the Thus, the confidence interval is from
new president. One hundred twenty of them said yes. 0.7671 < p < 0.9529.
Construct a 90% confidence interval for the proportion (Students follow steps I to V)
of graduates who believe that their employment status
will improve.

Solution:

Interpretation:
We are 90% confident that about
54.2% to 65.8 % of the graduates
believed that the country’s
employment status will improve under
the new president.

E. Discussing a
new concept and
practicing new
skills #2
F. Developing (Now is “your” turn. I will be monitoring your work, as
mastery (Leads to you’re looking for variety to come up in the most fruitful
Formative conversation. Associating the students’ answers with the
Assessment 3) main idea of the lesson can be seen as a complement to the
work. This will demonstrate to the class that mastering
 these concepts is within their reach.)

G. Finding Problem situation:

practical
The sample data is used to make an estimation of the share
applications of
of all the G11 Academic Awardees in the ATHS - SHS who are
concepts and skills
living in Aloran. By randomly selecting 30 Academic Awardees
in daily living
we could find that 6 out of 30 G11 Academic Awardees are
residing in Aloran.

H. Making What are the forms of energy?

generalizations (let the students enumerate and ask ideas)
and abstractions
about the lesson Class, let us all remember that forms of energy are
useful to all of us. But there are also disadvantage for
that class. Did you know that burning plastics and
papers can create heat energy?
And by that there is a tendency that the fire will
become bigger and can cost lives. Let us value life
class. A little bit of mistake can bring other people in
danger. So, let us be mindful to all of our actions.
I. Evaluating Instruction: Make a problem situation where you can
learning conduct an estimate of the population proportion about the
data you have gathered such as:
1) Number of TVL enrolled in ATHS out of 512 Grade 11
students.
2) Percentage of partime students in the SHS of ATHS
J. Additional Instruction: Make a problem situation where you can
activities for conduct an estimate of the population proportion about the
application or data you have gathered such as:
remediation  Number of students in the class who likes Math.

V. REMARKS I'm extremely pleased with how I elucidated the

concept of the Central Limit Theorem (CLT). I dedicated
considerable effort to ensuring clarity and simplicity in
my explanation, breaking down the theorem into
manageable components.

One aspect I'm particularly proud of is my use of real-

world examples to illustrate the practical implications
of the CLT. By grounding the theorem in relatable
contexts, I believe I enhanced student engagement and
fostered a deeper understanding of its significance in
statistical analysis.
VI. REFLECTION After reflecting on our lesson on the Central Limit
Theorem (CLT), I believe it's appropriate to progress to
the next topic. The students demonstrated a solid
understanding of the CLT, as evidenced by their positive
feedback and comprehension of its application in real-
 world scenarios.

While I'll be moving forward with the curriculum, I'll

remain open to revisiting aspects of the CLT if
necessary in future lessons. Additionally, I plan to
expand upon the concepts introduced in this lesson,
further reinforcing their understanding and exploring
more advanced applications of the CLT.

Overall, I'm confident that the students have grasped

the fundamentals of the CLT and are prepared to
advance to the next lesson. However, I'll always be
available to revisit concepts and provide additional
support as needed to ensure their continued success.

Prepared by: Approved by:

DJ L. TAYONE MR. OLIVER AYUBAN
Subject Teacher Cooperating Teacher