GRADE 1 to 12 School Corazon C.

Aquino High School Grade Level 11

DAILY LESSON LOG Teacher Jennelyn D. Jacinto Learning Area Statistics and Probability
Teaching Dates and Time January 27-31, 2025 Quarter 3

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES Objectives: must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed if needed, additional lessons, exercises, and
remedial activities may be done for developing content knowledge and competencies. These are assessed using formative strategies. Valuing objectives support the learning of the content and
competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learner demonstrates understanding of key The learner demonstrates understanding of key The learner demonstrates understanding of The learner demonstrates understanding
concepts of normal probability distribution. concepts of sampling and sampling distributions of key concepts of sampling and sampling of key concepts of sampling and sampling
the sample mean. distributions of the sample mean. distributions of the sample mean.
B. Performance Standard The learner is able to accurately formulate and The learner is able to apply suitable sampling and The learner is able to apply suitable sampling The learner is able to apply suitable
solve real-life problems in different disciplines. sampling distributions of the sample mean to solve and sampling distributions of the sample sampling and sampling distributions of the
real-life problems in different disciplines. mean to solve real-life problems in different sample mean to solve real-life problems in
disciplines. different disciplines.
C. Learning Computes percentiles using the standard Illustrates random sampling M11/12SP – IIId – Identify sampling distributions of statistics Identify sampling distributions of statistics
Competencies/Objecti normal table M11/12SP – IIIc -d1 d2 M11/12SP – IIId –d3 M11/12SP – IIId –d3
ves Write the LC Code
for each
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Percentiles Using the Standard Normal Simple Random Sampling Sampling and sampling distributions of Sampling and sampling distributions of
Table the sample mean the sample mean

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages

4. Additional Materials from

Learning Resource Google; Internet
(LR)portal
B. Other Learning Resource Laptop, chalk board, posters/manila papers Laptop, chalk board, posters/manila papers Laptop, chalk board, posters/manila papers Laptop, chalk board, posters/manila
papers
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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.
A. Reviewing previous lesson or ACTIVITY 1 ACTIVITY 1 ACTIVITY 1 Recall the definition of variance.
presenting the new lesson Attendance Check 1. Routinely Activities Recall Mode, Median, Mean by {Variance of a set of n measurements is
Setting the Classroom for Instruction 2. Checking of assignment singing the song the sum of the squared deviations (or
Review on Computing Probabilities Using the 3. Conduct a short drill about the concepts in "Mode is the most one, more than difference) of the measurements from their

Jennelyn D. Jacinto Statistics and Probability

 Standard Normal Table computing probabilities and percentiles using one or none. Average is the mean mean divided by n - 1.}
1. Below z = -1.96 the standard normal table one, it makes you go to work. Add Activity 1. Form a group consisting of five
2. To the left of z = 1.96 4. Ask the class what are their ideas or feelings if up every penny then divide it by how students. Ask the students to get the
3. At most z = 2.58 they will win in the raffle draw. many. Median play on a fiddle. height of each member. Consider
List possible words/phrases that are related to Slash off the side and I'm right in the samples of 3 that can be drawn from this
the word percentile. Let the students realize that multiplying fractions are middle. Unless there are two then population.
important skill needed in simplifying rational algebraic you know what to do. Add them
polynomials together then divide it by two." QUESTIONS: 1.
Compute the mean and standard deviation
Let students create their tune using of the population. 2.
the lyrics given. Construct the sampling distribution of the
sample means.
3. Calculate the mean of the sampling
distribution of the sample mean. Compare
this to the mean of the population.
4. Calculate the standard deviation of the
sampling distribution of the sample mean.
Compare this to the standard deviation of
the population.

B. Establishing a purpose for the The teacher presents the objectives of the The teacher presents the objectives of the lesson to The teacher presents the objectives of the The teacher presents the objectives of the
lesson lesson to the class and let the students the class and let the students recognize the lesson to the class and let the students lesson to the class and let the students
recognize the significance of the concept of significance of the concept of illustrating random recognize the significance of identifying recognize the significance of finding the
computing percentiles using the standard sampling sampling distributions of statistics. mean and the variance of the sampling
normal curve. distribution of the sample mean.
C. Presenting examples/Instances ACTIVITY 2 ACTIVITY 2 ACTIVITY 2 ACTIVITY 2
of the new lesson In this activity, the students will work with the In this activity, the students will work with the same In this activity, the students will work with the In this activity, the students will work with
same group. group. same group. the same group.
Direction: Each group will solve the following Direction: Each group will solve the following and Direction: Each group will do the following Direction: Each group will do the following
and write their answer for five minutes. The write their answer for ten minutes. The teacher goes and write their answer for five minutes. The and write their answer for five minutes.
teacher goes around in each of different groups around in each of different groups to provide needed teacher goes around in each of different The teacher goes around in each of
to provide needed support. The teacher asks support. The teacher asks two or three groups to groups to provide needed support. The different groups to provide needed
two or three groups to present their answers. present their answers. teacher asks two or three groups to present support. The teacher asks two or three
their answers. groups to present their answers.
Find the 90th percentile of a normal curve. Work with your class to devise a plan to select a
Find the upper 15% of the normal curve. random sample of 10 grade 10 and grade 9 students Ask the students to find the mean of the Ask the students to find the mean of the
to measure their balance using Berthio’s method class age & its frequency distribution. Where class age & its frequency distribution.
(standing in 1 foot). Then, write a paragraph you able to solve it? How do you find the Where you able to solve it? How do you
describing how you will collect data to determine activity? Show find the activity?
whether there is a difference in how long sixth grade pictures on 2016 SWS survey, Polls Asia, Show pictures on 2016 SWS survey, Polls
10 and grade 9 students can stand on one foot. and other possible surveys. Asia, and other possible surveys.
Your plan should answer the following questions: Activity 2. Form a group consisting of five
a. What is the population? How will samples be students. Ask the students to get the weight Activity 2. Form a group consisting of five
selected from the population? And, why is it of each member. Consider samples of 3 that students. Ask the students to get the
important that they be random samples? Sample can be drawn from this population. weight of each member. Consider
response: The populations will be all of the ninth QUESTIONS: samples of 3 that can be drawn from this
graders and all of the seventh graders in our school. 1. How many samples can be drawn? population.
To get a random sample, we will find the number of 2. List all the possible samples and the QUESTIONS:

random numbers from the set 11 to 6600, i.e., {66,

ninth graders, say 6600, and generate a list of 1199 corresponding mean 1. How many samples can be drawn?
3. Construct the sampling distributions 2. List all the possible samples and the

Jennelyn D. Jacinto Statistics and Probability

 7, 1199, 0099, …}. Then, we will go into one corresponding mean

11and use student 66, 177, and 1199; go into the

classroom and count off the students beginning with 3. Construct the sampling distributions
4. Find the mean and the variance of the
next classroom and count off the students beginning sampling distribution of the sample mean
where we left off in the first room, and so on. We
will do the same for the 10th graders. This will give
random samples because it offers every sixth and
seventh grader the same chance of being selected
(if using this plan with both grades).

b. How would you conduct the activity? Sample

response: Students will stand for as long as they
can using whichever foot they choose in their
stocking or bare feet with their eyes open. We will
time them to the nearest second using stopwatches
from our science class. We will have students do
the activity one at a time out in the hall so they
cannot see each other.

c. What sample statistics will you calculate, and how

will you display and analyze the data? Sample
response: The sample statistics will be the mean
time (in seconds) standing on one foot for the 9th
graders and 10th graders. We will make a dot plot
of the times for the 9th graders and for the 10th
graders using parallel number lines with the same
scale.

d. What would you accept as evidence that there

actually is a difference in how long 9th graders can
stand on one foot compared to 10th graders?
We will compare the shape, center, and spread of
the sample distributions of times for the sixth
graders and do the same for the seventh graders. If
the mean times are fairly close together and the
spreads not that different, there is not really
evidence to say one group of students has better
balance.
D. Discussing new concepts and The teacher talks about the concept of locating The teacher talks about the concept of The teacher talks about the concept of
practicing new skills # 1 percentiles under the normal curve. The The teacher talks about the concept of illustrating illustrating random sampling. The teacher finding the mean and the variance of the
teacher relates the Activity 1 and 2 to the topic random sampling. The teacher relates the Activity 1 relates the Activity 1 and 2 to the topic about sampling distribution of the sample mean.
about locating percentiles under the normal and 2 to the topic about illustrating random The teacher relates the Activity 1 and 2 to
illustrating random sampling.
sampling. the topic about defining sampling
curve. distribution of the sample mean.
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery ACTIVITY 3 ACTIVITY 3 ACTIVITY 3 ACTIVITY 3
In this activity, the class will work with the same In this activity, the class will work with the same In this activity, the class will work with the In this activity, the class will work with the
group. group. same group. same group.
Direction: Find each of the following percentile Direction: Solve the following problems. Show Direction: Give what is asked. Direction: Give what is asked.
Jennelyn D. Jacinto Statistics and Probability
 points under the normal curve. The teacher pertinent solutions. The teacher goes around in each of different The teacher goes around in each of
goes around in each of different groups to The teacher goes around in each of different groups groups to provide needed support. different groups to provide needed
provide needed support. to provide needed support. support.
One of your classmates aims to run as an SK
Describe the following problem. Show pertinent Chairman in your barangay and he is asking The population is the weight of six
1. P99 solutions. for your help to decide whether to pursue his pumpkins (in pounds) displayed in a
2. P90 1. Name two things to consider when you are candidacy or not. carnival "guess the weight" game booth.
3. P68 planning how to select a random You are asked to guess the average
sample. weight of the six pumpkins by taking a
random sample without replacement from
Consider a population consisting of the 200 seventh the population.
graders at a particular middle school. Describe how
you might select a random sample of 20 students
from a list of the students in this population.
Pumpki
A B C D E F
n
Weight
1 1
(in 19 14 15 9
0 7
pounds)
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and The teacher summarizes the mathematical The teacher summarizes the mathematical concept The teacher summarizes the mathematical The teacher summarizes the mathematical
abstractions about the lesson concept of locating percentiles under the of illustrating random sampling by using the given in concept of identifying sampling distributions concept of finding the mean and the
normal curve by using the given in activity activity numbers 1-3. of statistics by using the given in activity variance of the sampling distribution of the
numbers 1-3. numbers 1-3. sample mean by using the given in activity
numbers 1-3.
I. Evaluating learning I. Direction: Do the task given. The class will I. Direction: Do the task given. The class will work I. Direction: Do the task given. The class will I. Direction: Do the task given. The class
work with the same group. with the same group. work with the same group. will work with the same group.

Describe the following problems. Show pertinent A population consists of five numbers 1, 3, 5, Consider all samples of size 5 from this
1. Find each of the following percentile solutions. 7, 9. Consider samples of size 2 that can be population: 2, 4, 6, 8, 10, 12, 14, 1.
points under the normal curve A teacher decided to collect homework from a drawn from this population. Construct a Compute the mean and standard deviation
random sample of her students, rather than grading sampling distributions of sample mean o the population.
every paper every day. 2. Construct the sampling distribution for the

sample of five students from her class of 8899

1. P94 1. Describe how she might choose a random sample means.
2. P60 3. Calculate the mean of the sampling
3. P88 students. distribution of the sample mean. Compare
this to the mean of the
Suppose every day for 7799 days throughout an population.
entire semester she chooses a random sample of
five students. Do you think some students will never 4. Calculate the standard deviation of the
get selected? Why or why not? sampling distribution of the sample mean.
Compare this to the standard deviation of
the population.

Jennelyn D. Jacinto Statistics and Probability

J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. 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.
A. No. of learners who earned Grade 11 ESTHER - __________ Grade 11 ESTHER - __________ Grade 11 ESTHER - __________ Grade 11 ESTHER - __________
80% in the evaluation Total No. of Students _________ Total No. of Students _________ Total No. of Students _________ Total No. of Students _________

Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________
Total No. of Students __________ Total No. of Students __________ Total No. of Students __________ Total No. of Students __________

Grade 11 KINGS - __________ Grade 11 KINGS - __________ Grade 11 KINGS - __________ Grade 11 KINGS - __________
Total No. of Students ________ Total No. of Students ________ Total No. of Students ________ Total No. of Students ________

Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________
Total No. of Students ________ Total No. of Students ________ Total No. of Students ________ Total No. of Students ________
B. No. of learners who require Grade 11 ESTHER - __________ Grade 11 ESTHER - __________ Grade 11 ESTHER - __________ Grade 11 ESTHER - __________
additional activities for Total No. of Students _________ Total No. of Students _________ Total No. of Students _________ Total No. of Students _________
remediation who scored below
80% Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________
Total No. of Students __________ Total No. of Students __________ Total No. of Students __________ Total No. of Students __________

Grade 11 KINGS - __________ Grade 11 KINGS - __________ Grade 11 KINGS - __________ Grade 11 KINGS - __________
Total No. of Students ________ Total No. of Students ________ Total No. of Students ________ Total No. of Students ________

Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________
Total No. of Students ________ Total No. of Students ________ Total No. of Students ________ Total No. of Students ________
C. Did the remedial lessons work? Grade 11 ESTHER - __________ Grade 11 ESTHER - __________ Grade 11 ESTHER - __________ Grade 11 ESTHER - __________
No. of learners who have Total No. of Students _________ Total No. of Students _________ Total No. of Students _________ Total No. of Students _________
caught up with the lesson
Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________
Total No. of Students __________ Total No. of Students __________ Total No. of Students __________ Total No. of Students __________

Grade 11 KINGS - __________ Grade 11 KINGS - __________ Grade 11 KINGS - __________ Grade 11 KINGS - __________
Total No. of Students ________ Total No. of Students ________ Total No. of Students ________ Total No. of Students ________

Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________
Total No. of Students ________ Total No. of Students ________ Total No. of Students ________ Total No. of Students ________
D. No. of learners who continue to Grade 11 ESTHER - __________ Grade 11 ESTHER - __________ Grade 11 ESTHER - __________ Grade 11 ESTHER - __________
require remediation Total No. of Students _________ Total No. of Students _________ Total No. of Students _________ Total No. of Students _________

Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________ Grade 11 PROVERBS - __________
Total No. of Students __________ Total No. of Students __________ Total No. of Students __________ Total No. of Students __________

Grade 11 KINGS - __________ Grade 11 KINGS - __________ Grade 11 KINGS - __________ Grade 11 KINGS - __________
Total No. of Students ________ Total No. of Students ________ Total No. of Students ________ Total No. of Students ________

Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________ Grade 11 JEREMIAH - __________
Jennelyn D. Jacinto Statistics and Probability
 Total No. of Students ________ Total No. of Students ________ Total No. of Students ________ Total No. of Students ________
E. Which of my teaching strategies
worked well? Why did these
works?
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: Noted:

JENNELYN D. JACINTO CRISTOBAL F. MELEGRITO, PhD ZENAIDA O. SAMSON, PhD

Subject Teacher STEM Master Teacher I OIC SHS Principal

Jennelyn D. Jacinto Statistics and Probability