DAILY School KNCHS-SHS Learning Area STATISTICS AND PROBABILITY

LESSON Teacher GERALDINE ADRIANNE E. OSITA Quarter THIRD

LOG Grade GRADE 11 School Year 2022–2023
Level Date MAY 2 – 5, 2023

Monday-Tuesday Wednesday-Thursday Friday

Time/Period/Section MAY 2: 11 STEM 3 MAY 4: 11 STEM 3
MAY 3: 11 STEM 2 AND 11 STEM MAY 5: 11 STEM 2 AND 11 STEM
I. OBJECTIVES At the end of the lesson, the students should be able
At the end of the lesson, the students should be able
to: to:
1. compute for the mean of a sampling 1. compute the mean, variance, and standard
distribution. deviation of the sampling distribution of the
2. compute the variance of a population and a sample mean.
sampling distribution. 2. solve for the mean, variance, and standard
3. illustrate the standard error of the mean. deviation of the sampling distribution of the
4. calculate the standard error of the mean of a sample mean when the population variance
sampling distribution. is known.
3. solve for the mean, variance, and standard
deviation of the sampling distribution of the
sample mean when the population variance
is unknown.
A. CONTENT The learner demonstrates understanding of key concepts of sampling and sampling distributions of the sample mean.
STANDARD
B. The learner is able to apply suitable sampling and sampling distributions of the sample mean to solve real-life problems in different disciplines.
PERFORMANCE
STANDARD
C. LEARNING 1. Find the mean and variance of a sampling 1. Define the sampling distribution of the sample
COMPETENCIES distribution of the sample mean (M11/12SP- mean for normal population when the variance is
/ LC Code IIId-5) (a) known and (b) unknown. (M11/12SP-IIIe-1).

II. CONTENT Mean and Variance of a Sampling Distribution

III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide Albert, J.R. et. al. (2016), Teaching Guide for Senior Albert, J.R. et. al. (2016), Teaching Guide for Senior
pages High School-Statistics and Probability. Commission High School-Statistics and Probability. Commission
2. Learner’s Materials on Higher Education, 2016. on Higher Education, 2016.
pages Bluman, Allen G., Elementary Statistics: A Step by Bluman, Allen G., Elementary Statistics: A Step by
3. Textbook pages Step Approach. New York: McGraw Hill Education, Step Approach. New York: McGraw Hill Education,
4. Additional Materials 2013. 2013.
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing  The teacher will review how to construct a  The teacher will review the previous lesson
previous sampling distribution through a warm – up through a Warm – Up Activity.
lesson activity. Instructions:
Instructions: 1. Count the money you have now.
1. Find a pair. 2. What is the average of the five
2. As a pair, you will construct all possible amounts from five random people?
samples of size 2 from the set of scores 3. What can you infer on the average
found below. money of the whole class?
2, 3, 4, 5, 6  The teacher will call volunteers to answer the
3. For each sample, compute for the sample question.
mean.
4. Construct the sampling distribution for the
sample mean.

B. Explicit  The teacher will let the students read the  The teacher will let the students read the
Reading of learning objectives of the day. learning objectives of the day.
the  The teacher will explicitly say that the lesson  The teacher will explicitly say that the lesson
Objectives/ for the day is about the mean and variance for the day is about solving problems about
Explicit of a sampling distribution. sampling distributions.
Introduction
of the Lesson
- Sub-task LC in
objective form
(SMART) if needed.
C. Modelling  The teacher will introduce the following:  The teacher will recall the following:
-Design a parallel but a. Mean of a Sampling Distribution a) Mean of a Sampling Distribution
different task that you b. Variance of a Sampling Distribution b) Variance of a Sampling Distribution
will model for students. c. Standard Error c) Standard Error
-Plan how you will  The teacher will demonstrate how to  The teacher will demonstrate how to
demonstrate, how to compute the mean, variance and standard compute the mean, variance and standard
use scaffolds. error of a sampling distribution. error of a sampling distribution.
-Plan examples and  The teacher will use the data in the Warm –  The teacher will provide examples showing
counter examples you Up Activity to discuss and show how to how to perform the skills.
will demonstrate. compute the mean, variance, and standard  The teacher presents real-life problems and
-Consider how you will
elicit student error of a sample mean. show how to solve the problems with the
responses and  The teacher will present examples and application of computing the mean, variance,
engagement to assess demonstrate how to solve the problems. and standard error of the sample mean.
their level of
understanding.
D. Guided  Let the students do the activity with the  Let the students do the activity with the
Practice guidance of the teacher. guidance of the teacher.
-Design a parallel but Instruction: The students will be grouped by three. Instruction:
different task that Each member will be assigned to one task either on Group the students and let each group answer the
students will do during the following: compute the mean, compute the corresponding problem for their group number.
guided practice stage. variance, or compute the standard error of the Even – numbered groups:
Chunk into smaller sampling distribution. A survey conducted to 300 teachers in Quezon City
units, and sequence yielded a mean of 4.5 and a standard deviation of
properly. Compute for the mean, variance and standard error 12.5. If ten teachers are randomly picked, compute
-Decide what scaffolds of the sampling distribution of the sample means of for the mean and standard error of the sampling
will be available to size 4 given on the right. distribution.
students while they Mean ( X Probability ( P( X) Odd – numbered groups:
practice. This may be ) ) Amy plans to buy watermelons in a supermarket.
concrete tools such as 18 1 She found out that the average weight of the
templates, lists, and 10 watermelons is 20 pounds with a standard deviation
graphic organizers or 21 2 of 5 pounds. What is the mean and standard
verbal prompts and deviation of the sampling distribution of the sample
10
peer support. mean with a sample of 5 watermelons?
-Create a list of 24 4
questions or prompts 10
that you can use to 27 2
support and guide 10
students at this stage. 30 1
10
Total 1
D.1. Processing of  The teacher gives a quick feedback of their  The teacher gives a quick feedback of their
the Guided Activity answers and rounds up the lesson. answers and rounds up the lesson.
E. Independent  Let the students do the activity individually.  Let the students do the activity individually.
Practice The students are expected to: The students are expected to:
-Describe the task that a. compute for the mean of a sampling a.compute the mean, variance, and standard
students should be distribution. deviation of the sampling distribution of the
able to do b. compute the variance of a population and sample mean.
independently by the a sampling distribution. b.solve for the mean, variance, and standard
end of the session. c. illustrate the standard error of the mean. deviation of the sampling distribution of the
Include instructions, d. calculate the standard error of the mean sample mean when the population variance
expectations, of a sampling distribution is known.
evaluation criteria, and Instruction: c.solve for the mean, variance, and standard
modes of submission. Answer the following. deviation of the sampling distribution of the
-This is what they take A certain tutorial center has six Math tutors namely. sample mean when the population variance
home to answer. The table at the right shows the number of hours is unknown.
(LAS) each tutor worked. Suppose that 3 tutors are Instruction:
selected at random. Compute the mean, variance, Based on a study, the average number of hours
and standard error of the mean of the number of senior high school students play mobile games in a
hours they worked. day is 2 hours. If the data is normally distributed,
Tutor Number of Hours ( determine the mean of the sampling distribution and
X¿ standard error of the sample mean using a sample
Aubrey 15 variance of 169 with a sample size of 16.
Marlyn 20
Louie 10
Tonette 13
Leo 8
Pat 15
V. REMARKS
(Written by section
taught in this subject.
To be filled up after
the lesson.)

VI. REFLECTION
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
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: Checked by: Approved:

GERALDINE ADRIANNE . OSITA IVY C. FEDOC CHONA L. BERNABE

SPECIAL SCIENCE TEACHER I Master Teacher II Asst. SHS Principal for Academics