DAILY LESSON LOG OF GENERAL MATH (Week 9)

School Grade Level Grade 11

Teacher Learning Area Statistics and Probability
Teaching Date and Time Quarter Third
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
I. OBJECTIVES
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.
A. Content Standards The learner demonstrates understanding of key concepts of estimation
of population mean and population proportion.
B. Performance The learner is able to estimate the population mean and population
Standards proportion to make sound inferences in real-life problems in different
disciplines.
Learning Competency: Solves problems involving confidence interval
estimation of the population proportion (M11/12SP-IIIi-5)
C. Learning
Learning Objectives:
Competencies/
1. Interpret the problem by identifying the given and what is asked.
Objectives
2. Solves problems involving confidence interval estimation of the
population proportion.
II. CONTENT Solves Problems in Estimating Population Proportion(p) for Large Sample
Size
III. LEARNING Teacher’s guide, Learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook pages
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
IV. PROCEDURES
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.
STEPS in solving word problem.
Step 1: Read and analyze the problem carefully.
Step 2: Identify the given of the problem.
A. Review previous
Step 3: Identify what is asked.
lesson or presenting
Step 4: Determine the formula to be used.
the new lesson
Step 5: Solve by substituting the given in the formula.
Step 6: Make a conclusion based on the result in Step 5.

B. Establishing a At the end of the lesson the students are able to deal with the problems
purpose for the estimating population p using large sample size (n≥30).
lesson
C. Presenting Compute the margin of error of the 95% confidence interval estimate of ᶣ
examples/ instances when ơ = 10, n = 25
of the new lesson Solution:
CL 90% 95% 97% 98% 99%
Za/2 1.64 1.96 2.17 2.33 2.58
From the table, for 95% level, Za/2 = 1.96, thus, the margin of error is
 za
2
( √σn )=1.96 ( √1025 )=1.96 ( 2)=3.92
Introduce the STEPS in solving problem.
Step 1: Read and analyze the problem carefully.
Step 2: Identify the given of the problem.
Step 3: Identify what is asked.
Step 4: Determine the formula to be used.
Step 5: Solve by substituting the given in the formula.
Step 6: Make a conclusion based on the result in Step 5.

Show this problem as an illustrative example.

Example
A survey of 1200 citizens showed that 715 trust the president. Compute
a 95% confidence interval for the proportion of all citizens who trust the
president.
Given: X = 715 and n = 1200
Asked: 95% confidence interval for the proportion of all citizens who
trust the president.
Formula:

^p − z a
2 √ ^
pq
n
< p < ^p + z a
2
^
pq
n √
Solution:
D. Discussing new
1. Find the point estimate (ṕ)
concepts and
practicing new skills
X 715
#1 ^p= = =0.595 ≈ 0.60
n 1200
2. Find (q)
q^ =1 − ^p=1 − 0.60=0.40
3. Find the Maximum Error of Estimate

√ √
^
(0.60)(0.40)
p^q
= = √ 0.0002
n 1200
4. Find the Lower Limit and the Upper Limit
Lower Limit:

^p − z a

¿ 0.60 −1.96 (0.014)

2 √ ^
pq
n
=0.60 −1.96 ¿

¿ 0.60 − 0.027
= 0.573 or 57.3 %
Upper Limit:

= 0.627 or 62.7%
^p + z a
2 √ ^
pq
n

Groupings
Group the students into 5 groups and let them answer two problems.

E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of The students will be divided into 10 and answer the paper strip given by
concepts and skills the teacher.
in daily living 1. In a survey of 458 random households, people take pride in discussing
their methods of environmental protection. 236 manage their trash by
separating biodegradables from non-biodegradables. Biodegradables are
converted into fertilizers while non-biodegradables are disposed of
 properly. Use a 95% confidence to estimate the proportion of all
households who have good practices of trash management.
2. In a certain food stall, 278 out of 500 randomly selected consumers
indicate their preference for a new kind of food combination. Use a 90%
confidence interval to estimate the true proportion p who like the new
food combination.
In solving problems involving confidence interval of population
H. Making
proportion, it is important to read and analyze the problem, identify given
generalizations and
and what is asked, recall the formula on confidence interval, substitute
abstractions about
the given to the formula and calculate the resulting equation, and make
the lesson
a conclusion based on the problem.

Let the students answer the following problem by group. (10 points)
1. In a college of teachers, a survey was conducted to determine the
proportion of students who want to major in Science. If 368 out of 850
I. Evaluating Learning
students said YES, with 95% confidence, what interpretation can we
make regarding the probability that all students in the college of
teachers want to major in Science?
Answer: 39.6% <p< 46.4%.
J. 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 done to
VI. REFLECTION 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