Grade Level JUNIOR HIGH SCHOOL Learning Area SCIENCE 10

My Daily Lesson Year and Section GRADE 10-SAPPHIRE Quarter 4TH

Plan
Teacher SHEENA MARIE L. CELIZ

Date FEBRUARY 21,2019 Time 9:40am-10:40am

I. Objectives

The learners demonstrate an understanding of:

A. Content Standards How gases behave based on the motion and relative
distances between gas particles

B. Performance Standards

C. Learning Competencies/Objectives The learners should be able to:

(Write the LC Code for each) a. investigate the relationship between volume and
pressure at constant temperature of a gas;
(S10MT-IVa-b-21)
b. predict,observe and explain Boyle’s Law through the use
of syringe and marshmallow;
c. perform calculations using Boyle’s Law;
d. cooperate with group mates in doing activities related
to Boyle’s Law;
e. relate importance of Boyle’s Law in our lives
II. Content (Subject Matter) Gas Laws
BOYLE’S LAW: Volume and Pressure Relationship
III. Learning Resources

A. References

1. Teacher’s Guide Pages

2. Learner Materials Pages Science for the 21st Century Learner Textbook

Antonio, Richard, et al. DIWA LEARNING SYSTEMS INC. 2015

3. Additional Materials from Learning

Resources Portal

B. Other Learning Materials Youtube, Google

IV. Procedures

A. reviewing previous lesson and presenting new Do gases have mass?volume?pressure?

lesson (Review)

B. Establishing a purpose for the lesson Critical Thinking #1, Higher Order Thinking Skills #1
(Motivation)
Hanapin mo ako…
Direction: Find the hidden words/terms in the puzzle. (individual)
G I D O P A M I Q T

E T O R R M U N S E

M D V O E O O V G M

A E I R S U E E H P

E M N E S N S R C E

S U Y T U T A S I R

A L L I R D G E H A

B O Y L E S L A W T

E V I T N A U Q H U

C O N T A I N E R S

 Volume
 Boyle’s Law
 Torr
 Pressure
 Liter
C. Presenting examples/instances of the lesson (Present the objectives of the lesson)
(Presentation)
Objectives:
At the end of the discussion/lesson, you should be able to:
a. investigate the relationship between pressure and volume of
gases at constant temperature;

b. predict,observe and explain Boyle’s Law through the use

of syringe and marshmallow;
c. perform calculations using Boyle’s Law;
d. cooperate with group mates in doing activities related
to Boyle’s Law;

e. relate importance of Boyle’s Law in our lives.

 (Presentation of the lesson)
Critical Thinking #2, Higher Order Thinking Skills #2
Predict-Observe-Explain (POE)
(Group Activity)
Direction: The teacher will group the learners into six. Each group
will write their answers in the manila paper and present it to the
class.

Procedures:
1. Let the students predict what will happen to the marshmallow
inside the syringe when the end is closed if the plunger is
pressed.
2. After writing down their prediction or inference in a manila
paper, let them observe what will happen to the marshmallow.
3. Let them explain their own prediction and observation.
4. Each group will present their answers to the class.

Table 1:
P (Predict) O (Observe) E(Explain)

Rubrics: 5 pts-correct concepts

2 pts-incorrect concepts

D. Discussing new concepts and practicing new Critical Thinking #3, Higher Order Thinking Skills #3
skills #1
Based from the given activity, let the learner create and explain
(Controlled Practice) their own understanding on the relationship between the pressure
(P) and the Volume (V) of a gas at a constant temperature (T).

E. Discussing new concepts and practicing new

skills #2 -Discuss the relationship between V (Volume) and P (Pressure)
at constant T(Temperature) as stated by Robert Boyle.
(Developmental Activities)
-Write the mathematical equation to show relationship of Volume
and Pressure.

F. Developing Mastery (lead to formative Seatwork 1:

assessment)
If I have 5.6 liters of gas in a piston at a pressure of 1.5 atm and
compress the gas until its volume is 4.8 L, what will the new
 pressure inside the piston be?

P1V1 = P2V2
(1.5 atm)(5.6 L) = P2 (4.8 L)
P2 = 1.8 atm

G. Finding practical application of concepts and 1. Video presentation on the application of Boyle’s Law
skills in daily living 2. Show Pictures on the applications of Boyle’s Law in real-life.
H. Making generalization and abstractions about
the lesson 1.Describe the relationship between V (Volume) and P (Pressure)
at constant T (Temperature).
(Generalization)
2. From the given equation of Boyle’s Law, express the variable
of the following symbols:
a. V=_________
b. P =_________
c. T= _________

3. Give at least two application of Boyle’s Law

4. Give the Mathematical Equation of Boyle’s Law.

I. Evaluating Learning Higher Order Thinking Skills #4
Interactive Game
Direction: Learners will be grouped into two. Boys versus Girls.
The group with the highest score will win.

NOTE: Evaluation will be projected on the screen.

J. Additional activities for application or Critical Thinking #5, Higher Order Thinking Skills #5
remediation
(Enrichment Activity/ Remediation)
(Assignment) 1. Learners will create a lung model and relate the concept of
Boyle’s Law. (group of 3)

Note: The teacher will give out activity sheets to the learners.
(Materials Needed for the next lesson)
2. Bring the following materials per group (Boys vs Girls) for the
next lesson:

2 pcs balloons, 2 Basins, ice water

V. Remarks
VI. Reflection

A. no. of students who earned 80% in the

evaluation

B. No. of students who acquire additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of students

who have caught up with the lesson.

D. No of students who continue to require

remediation

E. Which of my 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 material did I

use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

SHEENA MARIE L. CELIZ RICKY C. PILAR

SHS Teacher III Principal II

Noted by:

______________________
Name/s: __________________________________________________________________ Gr and Section:____________ Date: ________________________

G I D O P A M I Q T

E T O R R M U N S E

M D V O E O O V G M

A E I R S U E E H P

E M N E S N S R C E

S U Y T U T A S I R

A L L I R D G E H A

B O Y L E S L A W T

E V I T N A U Q H U

C O N T A I N E R S

Name/s: __________________________________________________________________ Gr and Section:____________

G I D O P A M I Q T

E T O R R M U N S E

M D V O E O O V G M

A E I R S U E E H P

E M N E S N S R C E

S U Y T U T A S I R

A L L I R D G E H A

B O Y L E S L A W T

E V I T N A U Q H U

C O N T A I N E R S

Name/s: __________________________________________________________________ Gr and Section:____________

G I D O P A M I Q T

E T O R R M U N S E

M D V O E O O V G M

A E I R S U E E H P

E M N E S N S R C E

S U Y T U T A S I R

A L L I R D G E H A

B O Y L E S L A W T

E V I T N A U Q H U

C O N T A I N E R S
 Grade Level SENIOR HIGH SCHOOL Learning Area Probability and
Statistics
My Daily Lesson
Plan Year and Section GRADE 11-GAs Quarter Fourth

Teacher SHEENA MARIE L. CELIZ

Date March 12,2019 Time 1:00pm-2:00pm

I. Objectives

The learners demonstrate an understanding of:

A. Content Standards key concepts of sampling and sampling distributions of the
sample mean.
B. Performance Standards

C. Learning Competencies/Objectives The learners should be able to:

(Write the LC Code for each) a. distinguishes between parameter and statistic.
(M11/12SP-IIId-3)
b. create a comparison table of parameter and statistics;
c. perform and cooperate with group mates in doing
activities related to parameter and statistic;
d. relate importance of parameters and statistics in our
lives.
II. Content (Subject Matter) Sampling and Sampling
PARAMETER AND STATISTIC
III. Learning Resources

A. References

1. Teacher’s Guide Pages

2. Learner Materials Pages

3. Additional Materials from Learning

Resources Portal

B. Other Learning Materials Youtube, Google

IV. Procedures

A. reviewing previous lesson and presenting new

lesson (Review)
B. Establishing a purpose for the lesson Critical Thinking #1, Higher Order Thinking Skills #1
(Motivation) Since Statistics is part of Mathematics, let’s have a simple
challenge in order to know ourselves better by using kokology.
Kokology is a series of psychological games designed to reveal
your hidden attitudes about family,love,work and more.
(Integration: Personal Development Subject)

Circle, Triangle, Square.

You’ll need a pen and a paper for this game. Using a single circle
and any number of triangles and squares, draw a design on the
paper. (5 minutes)

C. Presenting examples/instances of the lesson (Present the objectives of the lesson)

(Presentation)
At the end of the lesson, you should be able to:
a. distinguishes between parameter and statistic.
(M11/12SP-IIId-3)
b. create their own definition of parameter and statistics;
c. perform cooperate with group mates in doing activities related
to parameter and statistic;
d. relate importance of parameters and statistics in our lives.

(Presentation of the lesson)

Critical Thinking #2, Higher Order Thinking Skills #2

Students will be grouped into three and prepare 1 whole paper.

Each group will be assigned to every station, the teacher will say
“go” and they will proceed to the next station. They will take note
of the concepts learned in each station; tasks are given as well
and at the end of the activity,they will present it to the class.

Learning Stations

Station 1:
Picture Analysis
Analyze the given illustrations/pictures. From these, give your
own concept/understanding on the topic in Parameter and
Statistic.
 Station 2:

Task Cards
Direction: Get on Task Card per group and answer.

a. Identify the population and sample.

A recent survey of 2625 elementary school children found that
28% of the children could be classified obese.

b. Describe the given quantity as Parameter or Statistic

50 out of 200 animals in Manila Zoo were taken and checked on
their weight.
c. For the studies described, identify the population, sample,
population parameters, and sample statistics:
In an Internet poll of Manila Bulletin, readers responded
voluntarily to the question “Do you consume at least one
caffeinated beverage every day?”

Station 3:
Interaction
(Video Presentation)

D. Discussing new concepts and practicing new Critical Thinking #3, Higher Order Thinking Skills #3
skills #1 Based from the given activity, let the learners create a
comparison table for Parameter and Statistics.
(Controlled Practice)

E. Discussing new concepts and practicing new

skills #2 -Discuss on Parameter and Statistic
(Developmental Activities) Parameter- the measurement or quantity that describes the
population.
Statistic (Sample Statistic)- the measurement or quantity that
describe a sample
Population- The totality of subjects (people,animals or objects)
under consideration.
Sample- The portion chosen from a population.
 In Summary…
A statistic is a characteristic of a small part of the population, i.e.
sample. The parameter is a fixed measure which describes the
target population.

BASIS FOR
STATISTIC PARAMETER
COMPARISON

Meaning Statistic is a measure Parameter refers to a

which describes a measure which describes
fraction of population. population.

Numerical value Variable and Known Fixed and Unknown

F. Developing Mastery (lead to formative Critical Thinking #4, Higher Order Thinking Skills #4
assessment)
Practice Exercise

1. In order to test the effect of the new drug to humans, 20

patients were given the dose. After a minute, it was found out that
the body temperature in average, decreased by 2 oC. Answer the
ff:
a. Are the 20 patients mentioned above population or sample?
b. Is the 2 oC decrease in the body temperature considered
parameter or statistic?

Answer/Solution:
a. The 20 patients taken are considered sample.
b. Since the measurement 2 oC refers to the average decrease of
the 20 patients (sample), it is therefore considered statistic.

2. A researcher wants to know the average weight of females

aged 22 years or older in Iloilo City. The researcher obtains the
average weight of 54 kg, from a random sample of 40 females.
Describe the given quantity as parameter or statistic.

Solution: In the given situation, the statistics are the average

weight of 54 kg, calculated from a simple random sample of 40
females in Iloilo City while the parameter is the mean weight of all
females aged 22 years or older.
G. Finding practical application of concepts and A statistic is a measure based on a sample.
skills in daily living
A parameter is a measure of an entire population.

Example of parameter: The average amount of left handed

people in Bo. Obrero, Lapuz.

Example of Statistic:The average amount of left handed people in

Bo Obrero National High School.
H. Making generalization and abstractions about Critical Thinking #5, Higher Order Thinking Skills #5
the lesson
-How will you compare or distinguish parameter from statistic?
(Generalization) -Cite real life situations or examples related to parameter and
statistic.
I. Evaluating Learning Critical Thinking #6, Higher Order Thinking Skills #6

Think-Pair-Share
Direction: The learner will find a pair. They will create a concept
map on how they have mastered the lesson.

Rubrics:
20 points- correct concept and answer with examples
15 points- partially correct concept and answer with examples
10 points – partially correct concept,answer and examples
5 ponits- incorrect answer
J. Additional activities for application or Create a powerpoint presentation/video presentation on
remediation parameter and statistic
(Assignment) Rubrics:
50 points- correct concept and answer with examples
30 points- partially correct concept and answer with examples
25 points – partially correct concept,answer and examples
20 ponits- incorrect answer
V. Remarks

VI. Reflection

A. no. of students who earned 80% in the

evaluation

B. No. of students who acquire additional

activities for remediation who scored below 80%

C. Did the remedial lesson work? No. of students

who have caught up with the lesson.

D. No of students who continue to require

remediation

E. Which of my 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 material did I

use/discover which I wish to share with other
teachers?

Prepared by: Checked by:

SHEENA MARIE L. CELIZ RICKY C. PILAR

SHS Teacher III Principal II

Noted by:

______________________

Parameters in statistics is an important component of any statistical

analysis. In simple words, a parameter is any numerical quantity that
characterizes a given population or some aspect of it. This means the
parameter tells us something about the whole population.

Commonly Encountered Parameters

The most common statistics parameters are the measures of central tendency. These tell us
how the data behaves on an average basis. For example, mean, median and mode are
measures of central tendency that give us an idea about where the data
concentrates. Standard deviation tells us how the data is spread from the central tendency,
i.e. whether the distribution is wide or narrow. Such parameters are often very useful in
analysis.

In statistics vocabulary, we often deal with the terms parameter and

statistic, which play a vital role in the determination of the sample size.
Parameter implies a summary description of the characteristics of the target
population. On the other extreme, the statistic is a summary value of a small
group of population i.e. sample.

The parameter is drawn from the measurements of units in the population.

As against this, the statistic is drawn from the measurement of the elements
of the sample.

While studying statistics it is important to the concept and difference

between parameter and statistic, as these are commonly misconstrued.

Content: Statistic Vs Parameter

Comparison Chart

BASIS FOR
STATISTIC PARAMETER
COMPARISON

Meaning Statistic is a measure Parameter refers to a

which describes a fraction measure which describes
of population. population.

Numerical value Variable and Known Fixed and Unknown

Statistical Notation x̄ = Sample Mean μ = Population Mean

s = Sample Standard σ = Population Standard

 BASIS FOR
STATISTIC PARAMETER
COMPARISON

Deviation Deviation

p̂ = Sample Proportion P = Population Proportion

x = Data Elements X = Data Elements

n = Size of sample N = Size of Population

r = Correlation coefficient ρ = Correlation coefficient

Definition of Statistic

A statistic is defined as a numerical value, which is obtained from a sample

of data. It is a descriptive statistical measure and function of sample
observation. A sample is described as a fraction of the population, which
represents the entire population in all its characteristics. The common use of
statistic is to estimate a particular population parameter.

From the given population, it is possible to draw multiple samples, and the
result (statistic) obtained from different samples will vary, which depends
on the samples.
Definition of Parameter

A fixed characteristic of population based on all the elements of the

population is termed as the parameter. Here population refers to an
aggregate of all units under consideration, which share common
characteristics. It is a numerical value that remains unchanged, as every
member of the population is surveyed to know the parameter. It indicates
true value, which is obtained after the census is conducted

Key Differences Between Statistic and Parameter

The difference between statistic and parameter can be drawn clearly on the
following grounds:

1. A statistic is a characteristic of a small part of the population, i.e.

sample. The parameter is a fixed measure which describes the target
population.
2. The statistic is a variable and known number which depend on the
sample of the population while the parameter is a fixed and unknown
numerical value.
3. Statistical notations are different for population parameters and
sample statistics, which are given as under:
 In population parameter, µ (Greek letter mu) represents mean, P
denotes population proportion, standard deviation is labeled as σ
(Greek letter sigma), variance is represented by σ2, population size
is indicated by N, Standard error of mean is represented by σx̄,
standard error of proportion is labeled as σp, standardized variate
(z) is represented by (X-µ)/σ, Coefficient of variation is denoted
by σ/µ.
 In sample statistics, x̄ (x-bar) represents mean, p̂ (p-hat) denotes
sample proportion, standard deviation is labeled as s, variance is
represented by s2, n denotes sample size, Standard error of mean
is represented by sx̄, standard error of proportion is labeled as sp,
standardized variate (z) is represented by (x-x̄)/s, Coefficient of
variation is denoted by s/(x̄)
Illustration

1. A researcher wants to know the average weight of females aged 22

years or older in India. The researcher obtains the average weight of 54
kg, from a random sample of 40 females.
Solution: In the given situation, the statistics are the average weight
of 54 kg, calculated from a simple random sample of 40 females, in
India while the parameter is the mean weight of all females aged 22
years or older.
2. A researcher wants to estimate the average amount of water consumed
by male teenagers in a day. From a simple random sample of 55 male
teens the researcher obtains an average of 1.5 litres of water.
Solution: In this question, the parameter is the average amount of
 water consumed by all male teenagers, in a day whereas the statistic is
the average 1.5 litres of water consumed in a day by male teens,
obtained from a simple random sample of 55 male teens.
Conclusion

To sum up the discussion, it is important to note that when the result

obtained from the population, the numerical value is known as the
parameter. While, if the result is obtained from the sample, the numerical
value is called statistic.

Identifying Parameters and Statistics

Parameters are numbers that summarize data for an entire population.
Statistics are numbers that summarize data from a sample, i.e. some subset
of the entire population.

Problems (1) through (6) below each present a statistical study*. For each
study, identify both the parameter and the statistic in the study.

1) A researcher wants to estimate the average height of women aged 20

years or older. From a simple random sample of 45 women, the researcher
obtains a sample mean height of 63.9 inches.
2) A nutritionist wants to estimate the mean amount of sodium consumed
by children under the age of 10. From a random sample of 75 children
under the age of 10, the nutritionist obtains a sample mean of 2993
milligrams of sodium consumed.
3) Nexium is a drug that can be used to reduce the acid produced by the
body and heal damage to the esophagus. A researcher wants to estimate
the proportion of patients taking Nexium that are healed within 8 weeks. A
random sample of 224 patients suffering from acid reflux disease is
obtained, and 213 of those patients were healed after 8 weeks.
4) A researcher wants to estimate the average farm size in Kansas. From a
simple random sample of 40 farms, the researcher obtains a sample mean
farm size of 731 acres.
5) An energy official wants to estimate the average oil output per well in
the United States. From a random sample of 50 wells throughout
the United States, the official obtains a sample mean of 10.7 barrels per
day.
6) An education official wants to estimate the proportion of adults aged 18
or older who had read at least one book during the previous year. A
random sample of 1006 adults aged 18 or older is obtained, and 835 of
those adults had read at least one book during the previous year.
7) The International Dairy Foods Association (IDFA) wants to estimate
the average amount of calcium male teenagers consume. From a random
sample of 50 male teenagers, the IDFA obtained a sample mean of 1081
milligrams of calcium consumed.
8) A sociologist wants to the proportion of adults with children under the
age of 18 that eat dinner together 7 nights a week. A simple random
sample of 1122 adults with children under the age of 18 was obtained, and
337 of those adults reported eating dinner together with their families 7
nights a week.
Parameters and Statistics
1) The parameter is the average height of all women aged 20 years or older.
The statistic is the average height of 63.9 inches from the sample of 45 women.
2) The parameter is the mean amount of sodium consumed by children under the age of
ten.
The statistic is the mean of 2993 milligrams of sodium obtained from the sample of 75
children.
3) The parameter is the proportion of patients healed by Nexium in 8 weeks.
The statistic is 213/224 = 0.951, the proportion healed in the sample.
4) The parameter is the average farm size in Kansas.
The statistic is the mean farm size of 731 acres from the sample of 40 farms.
5) The parameter is the average oil output per well in the United States.
The statistic is the mean oil output of 10.7 barrels per day from the sample of 50 wells.
6) The parameter is the proportion of adults 18 or older who read a book in the previous
year.
The statistic is 835/1006 = 0.830, the proportion who read a book in the sample.
7) The parameter is the average amount of calcium that male teenagers consume.
The statistic is the mean of 1081 milligrams of calcium from the sample of 50 teenagers.
8) The parameter is the proportion of adults with kids under 18 who ate together 7 days a
week.
The statistic is 337/1122 = 0.300, the proportion in the sample who ate together.
9) The parameter is the mean verbal SAT score for students whose first language is not
English.
The statistic is the mean SAT verbal score of 458 from the sample of 20 students.

In statistics vocabulary, we often deal with the terms parameter and

statistic, which play a vital role in the determination of the sample size.
Parameter implies a summary description of the characteristics of the target
population. On the other extreme, the statistic is a summary value of a small
group of population i.e. sample.

BASIS FOR
STATISTIC PARAMETER
COMPARISON

Meaning Statistic is a measure Parameter refers to a

which describes a measure which describes
fraction of population. population.

Numerical value Variable and Known Fixed and Unknown

Statistical Notation x̄ = Sample Mean μ = Population Mean

s = Sample Standard σ = Population Standard

Deviation Deviation

p̂ = Sample Proportion P = Population Proportion

x = Data Elements X = Data Elements

n = Size of sample N = Size of Population

r = Correlation coefficient ρ = Correlation coefficient