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Cot1-statistics - Lesson Plan: Random Sampling

Education (Balingasa High School)

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LESSON PLAN/ LESSON EXEMPLAR IN MATHEMATICS

School Grade Level 11

Teacher Learning Area STAT. & PROB
Date Quarter THIRD
Division Region CARAGA
OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of sampling and sampling
distributions of the sample mean.
B. Performance The learner is able to apply suitable sampling and sampling distributions of the sample
Standards mean to solve real-life problems in different disciplines.
C. Learning The learner illustrates random sampling. M11/12SP-IIId-2
Competencies/
Objectives Objectives:
At the end of the 60-minute session, the students are expected to:
1. define terms related to random sampling;
2. illustrate random sampling; and
3. identify different random sampling techniques.
4. explain the importance of random sampling in real-life

D. MELC Code M11/12SP-IIId-2

I. CONTENT Random Sampling
II. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Curriculum G.
3. Learner’s
Material
4. Textbook Pages

5. Additional Self-Learning Modules pp. 170-180

Materials for
Learning
Resource (LR)
B. Other Learning
Resources

C. Materials Laptop, TV, handouts, rubric for assessment

III. PROCEDURES Teacher’s Activity
A. Reviewing
previous lesson or
presenting the new
lesson

Preliminaries
Good morning, ma’am Juliet! We’re glad to
Greetings Good morning class! see you this morning.
Prayer Ok, please remain standing for our
prayer. Marian, please lead the prayer.

Attendance Class secretary, Em2x, who is absent No one is absent ma’am.

Checking today?

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Reading of the Before we proceed with our lesson

Classroom proper, please be reminded of our Classroom Rules:
Rules classroom rules. Please read everyone. 1. I will listen to the discussion properly
and ask questions politely whenever I
5. Managed learner behavior
constructively by applying positive and am in doubt.
non-violent discipline to ensure learning- 2. I will actively participate in group
focused environments. – “Reading of
Classroom Rules before start of class”
activities.
3. I will not answer in chorus but will
raise my hand to speak.
Is there something you wanted to add?
Can I expect that all of you will follow No, ma’am.
these rules? Yes, ma’am.

Reviewing of To have a short review and to energize

the previous our mind and body for our next lesson,
lesson let’s have a short game. Let’s play the
“Pass the Cabbage Game”.

We will play and sing the Filipino folk

song “Leron, Leron Sinta” and you 1. Applied knowledge of content
have to pass the cabbage around the within and across curriculum
circle. When the music stops, the teaching areas. – “MUSIC”
person holding the cabbage must take
off a layer, then read and answer the
question.

Did you have fun? Are you ready for Yes, ma’am.
our next lesson?
Presentation of
the Learning For today’s lesson, we have the
Objectives following objectives:

At the end of the 60-minute session,

you are expected to:
1. define terms related to random
sampling;
2. illustrate random sampling; and
3. identify different random sampling
techniques.
4. explain the importance of random
sampling in real-life
B. ACTIVITY
a. Priming Activity We have here an infographic that shows
the result of Family income and Most of the families spend their money on
expenditure survey conducted by PSA food.
in 2018. From the data presented, what
can you conclude about the family
income and expenditure of Filipino
people in 2018? 1. Applied knowledge of content within
and across curriculum teaching areas.
– “ECONOMICS”
If the Philippines has 22M number of
households, how did they PSA get their
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data on Family income and

expenditure?

For this survey, PSA conducted

interview on 170,917 households.

According to studies, malnutrition in

the Philippines, with a rate of 33%, is
largely due to inequality of access to
nutritious food, long period of hunger,
and a lack of nutrition during the first
1,000 days of life. Poor nutrition
1. Applied knowledge of content
negatively affects the learning capacity within and across curriculum teaching
and the physical development of a areas. – “HEALTH”
child.

With this, Ma’am Miera, La Paz NHS

school nurse, wanted to know if there
are malnourished among the SHS
students of LPNHS and wants to
conduct an interview on the food that
they eat. Is it possible for her to conduct
an interview for all the SHS students if
there are 150 of them? Yes, but it is tedious.

What could she do instead?

Okay, she could select any 30 of them Select only few students.
that will represent the whole students of
the school.

The 150 students is what we call the

population while the selected 30
students is the sample.

And the process of selecting our sample

is what we called sampling.

But how are we going to do the

No, ma’am.
sampling? Do you have any idea?

B. Main Activity Okay, this time we will have a group

activity that will discuss the different
random sampling techniques. I will
group the class into 4 groups.
6. Used differentiated, developmentally
(The class will be grouped according to appropriate learning experiences to
students’ ability) address learners’ gender, needs,
strengths, interests and experiences.

You have to seat by group and form a 4. Managed classroom structure to engage
circle. But before that, we have to read learners, individually or in groups, in
meaningful exploration, discovery and
the scenario first. hands-on activities within a range of
physical learning environments.
Scenario: La Paz NHS has 60 enrolled
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1. Applied knowledge of content within and
across curriculum teaching areas. –
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“Personal Development”
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Grade 11 students. Maria, a Grade 12

student, wants to conduct an interview
on the stressors of Grade 11 students
and how they manage their stress. She
wanted to interview ten (10) Grade 11
students. Help Maria select her
respondents.

Group I. Simple random sampling

1. Write the number of each

student in a piece of paper. 2. Used a range of teaching strategies that
enhance learner achievement in literacy and
2. Roll the paper and put it in a numeracy skills. - “Following directions”
box
3. Select your respondent by
drawing 10 pieces of paper in the box.
Group II. Systematic Sampling

1. Arrange the name of students

alphabetically.
2. Assign each student a number from 1
to 60.
3. Calculate your interval k by
dividing the population size by the2. Used a range of teaching strategies that
sample size. enhance learner achievement in literacy and
K = __population size__ numeracy skills. - “Basic mathematical
computation”
Sample size
4. Select a number from the numbers 1
to k by drawing lots. (write the number
1 to k in a piece of paper, and randomly
pick one. This is the number of your 1st
respondent, which is called the random
start).
5. Choose every kth member from
the random start as your sample.

Group III. Stratified random

sampling

1. Group the students by section

and gender
2. Calculate the no. of samples for
each group by ratio and proportion.
*Total sample size = 10
No. of samples in each group = 2. Used a range of teaching strategies that
enhance learner achievement in literacy
and numeracy skills. - “Basic
mathematical computation”

3. Write the names of each student in a

piece of paper, roll, put in a designated
box per group and randomly pick based
on the computed no. of samples per
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group.

Group IV. Cluster Sampling

1. Group the students by section
2. Write the name of each section
in a piece of paper and
randomly pick 1.
3. Select 10 students from that
section by means of lottery
method.

Presentation of Output: Create a mind 3. Applied a range of teaching strategies to

map, an illustration or any visual develop critical and creative thinking, as well
as other higher-order thinking skills. –
material that will describe and “Creating new material based on what they
summarize the assigned random have understood”
sampling technique.

C. ANALYSIS Is every element in the population has a Yes.

Analyzing the chance of being selected?
examples/instances of
the new lesson Are the samples chosen at random? If Yes, because every element has a
presented in the yes, why do you say so? chance of being selected and it chosen
activity or done without particular plan.

Why is there a need to do sampling It ensures that a study to be conducted is

randomly? without bias.
It ensures that results obtained from your
sample should approximate if the entire
population had been measured.

When we do our research, how should It depends on the objective of your study
we select the sampling technique to be and the size of the population and how they
used? were grouped.

3. Applied a range of teaching strategies to

develop critical and creative thinking, as well
as other higher-order thinking skills. –
“Soliciting answers from questions”

D. ABSTRACTION Ok, let’s recap.

Discussing new What is a population and a sample? A population includes all of its elements
concepts and from a set of data.
practicing new skills
Sample consists of one or more data drawn
from the population. It is a subset, or an
incomplete set taken from a population of
objects or observations

What is the reason why we do sampling? Taking samples instead of the population is
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less time-consuming and cost-effective.

What is random sampling? Random Sampling is a sampling method of

choosing representatives from the
population wherein every sample has an
equal chance of being selected.

What are the types of random Types of random sampling.

sampling? Can you describe each
sampling technique? A. Simple random sampling technique is
the most basic random sampling wherein
each element in the population has an equal
probability of being selected. They are
usually represented by a unique
identification number that is written on
equal-sized and shaped papers and then
selection of samples is possible through the
lottery method. Random numbers selected
to decide which elements are included as
the sample. The drawing number of paper
is based on the desired number of samples.

b. Systematic random sampling is a random

sampling that uses a list of all the elements
in the population and then elements are
being selected based on the k th consistent
intervals. To get the kth interval, divide the
population size by the sample size.

c. Stratified random sampling is a random

sampling wherein the population is divided
into different strata or divisions. The
number of samples will be proportionately
picked in each stratum that is why all strata
are represented in the samples.

d. Cluster sampling is a random sampling

wherein population is divided into clusters
or groups and then the clusters are
randomly selected. The elements of the
clusters randomly selected are considered
the samples of the study.

E. APPLICATION Christine is a Grade 12 cookery student of La Paz National High School. In her Practical
Research subject, she wants to conduct a study on the preference of spread in sandwiches
of Grade 12 students in her school. She also wants to check if there is a difference on the
preference of students in terms of Gender.
3. Applied a range of
teaching strategies to Answer the following questions:
develop critical and 1. Who are the target respondents of the study?
creative thinking, as
2. What sampling technique should be used for her study?
well as other higher-
order thinking skills. – 3. Why should she choose that technique?
“Applying new
knowledge to answer
questions”

F. Assessment Analyze the given situation below and then identify the type of random sampling methods
being illustrated in each item.
1. Applied knowledge of
content within and Page 6 of 8
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Ma’am Irish, your MAPEH teacher, wants to conduct a survey to identify if SHS students
are interested in Ball Sports (Volleyball, basketball, etc.), Combat Sports (Judo, Boxing,
etc.) and Track Sports (Pole vault, discuss throw, etc.)

1. Each SHS student will be asked to place papers with its names into a separate fishbowl
per section and randomly drew out five names. The five names from each section will be
combined to make up the sample. Which of the following sampling techniques is being
used in this situation?
A. cluster C. stratified
B. simple D. systematic

2. Each SHS student will be asked to place papers with its names into a fishbowl and
randomly drew out fifty names. Which random sampling technique did she apply?
A. cluster C. stratified
B. simple D. systematic

3. SHS students will be grouped by section and will randomly choose

students from each section to answer the survey questionnaire. Which random sampling
technique did she apply?
A. cluster C. stratified
B. simple D. systematic

4. She created a list of all SHS students, decided to survey every sixth name on the list.
Which random sampling technique did she apply?
A. cluster C. stratified
B. simple D. systematic

5. SHS students will be grouped by section and Ma’am Irish will randomly choose a
section. All the students from that section will answer the survey questionnaire. Which
random sampling technique did she apply?
A. cluster C. stratified
B. simple D. systematic

G. Assignment Let the students study “parameter and statistic”

IV. REMARKS

V. REFLECTION
1. No. of learners
who earned 80
% on the
formative
assessment
2. No. of learners
who requires
additional
activities for
remediation
3. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
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4. No. of learners
who continue to
require
remediation
5. Which of my
teaching
strategies
worked well?
Why did these
work?

6. What
difficulties did I
encounter
which my
cooperating
teacher can help
me solve?
7. What
innovation or
localized
materials did I
use/discover
which I wish to
share with other
practice
teachers?

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