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SP Iii-31

The document outlines a lesson plan for teaching confidence interval estimation of population means to 11th grade students. It details the objectives, content, procedures, activities, assessment, and reflection. The lesson involves introducing concepts, examples, group work, and a formative assessment. The teacher reflects on students' progress and ways to improve instruction.

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Jomar Diego
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80 views4 pages

SP Iii-31

The document outlines a lesson plan for teaching confidence interval estimation of population means to 11th grade students. It details the objectives, content, procedures, activities, assessment, and reflection. The lesson involves introducing concepts, examples, group work, and a formative assessment. The teacher reflects on students' progress and ways to improve instruction.

Uploaded by

Jomar Diego
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON LOG OF M11/12SP-IIIh-2 (Week Eight-Day Three)

School Grade Level Grade 11


Teacher Learning Area Statistics &
Probability
Teaching Date and
Quarter Third
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 and competencies. These are
I. OBJECTIVES 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.
A. Content Standards The learner demonstrates an understanding of key concepts
of estimation of population mean and population proportion.
B. Performance The learner is able to estimate the population mean and
Standards population proportion to make sound inferences in real-life
problems in different disciplines.
Learning Competency: solves problems involving confidence
interval estimation of the population mean. (M11/12SP-IIIh-2)
Learning Objectives:
C. Learning 1. Identify problems involving confidence interval
Competencies/ estimation of the population mean;
Objectives 2. Solve problems involving confidence interval estimation
of the population mean; and
3. Demonstrate appreciation of solving problems involving
confidence interval estimation of the population mean.
II. CONTENT Problems Involving Confidence Interval Estimation
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 Seeing the World through Statistics & Probability by
Resources Enriqueta D. Reston et.al., Statistics & Probability by Rene
R. Belecina et.al.
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.
(Teacher convenes learners in the computer laboratory)
The teacher asks learners to state the critical values for the
A. Review previous z-score at the different confidence levels.
lesson or Possible answer: 99% z α =± 2.33 z α =± 2.575
presenting the new 2

lesson 95% z α =± 1.645 z α =± 1.96


2

90% z α =± 1.28 z α =± 1.645


2
Teacher lets learners recall the general formula for a
B. Establishing a confidence interval: Point Estimate ± (Critical Value)
purpose for the (Standard Error), pointing out critical values for different
lesson confidence levels and how to compute the standard error of
the mean.
(Contextualization & Localization)
Teacher presents another sample problem and guide
learners in answering it using Microsoft excel.
The research and development (R & D) head of SM
Seaside City wants to estimate the number of customers
C. Presenting
who enter the mall every three minutes. He randomly
examples/
samples three-minute intervals and counts the number of
instances of the
arrivals at the mall. He obtained the following data: 68, 42,
new lesson
51, 57, 56, 80, 45, 39, 36, and 79. The R & D head assumes
that the number of arrivals is normally distributed. Using
these data, the director computes a 96% confidence interval
to estimate the average value for all three-minute intervals.
What interval does he get?
Teacher groups learners and assign each group a problem to
be answered using Microsoft excel.
D. Discussing new (Same problems, given in the previous meeting)
concepts and
practicing new After 5 minutes, teacher lets each group project their
skills #1 answers and solutions on the board. She asks one
representative per group to report their findings.

E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (leads to
formative
assessment 3)
G. Finding practical
applications of
concepts and
skills in daily living
Teacher presents the following steps on how to use Excel’s
Descriptive statistics tools in determining interval
estimates.
Step 1. Click the Data tab on the Ribbon
Step 2. In the analysis group, click Data Analysis
Step 3. Choose Descriptive Statistics from the list of
H. Making Analysis Tools
generalizations Step 4. When the Descriptive statistics dialog box
and abstractions appears, do the following:
about the lesson Enter the data in the Input range box
Select Grouped by Columns
Select Labels in First Row
Select Output Range
Select Summary Statistics
Select Confidence level for Mean box
Click OK
Teacher rate each group’s discussion using the rubric:
15 points – correctness of solutions & answer
I. Evaluating
10 points – organization of ideas
Learning
5 points – over-all presentation
Total = 30 points
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 help
VI. REFLECTION 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 In the development of the lesson. (Presenting examples/
localized materials did I
instances of the new lesson)
use/ discover which I
wish to share with
other teachers
Prepared by:

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