Group Members ABM- MATHEMATICS/ RESEARCH

Chosen Grade Level and

GRADE 11/ STATISTICS AND PROBABILITY
Subject Area:

Learning Competency:
Competency lifted from
MELC The learner illustrates random sampling. (M11/12SP-IIId-2 )

At the end of the lesson, learners are able to:

1. Define random sampling.

Instructional Objective/s
2. Identify the different random sampling techniques and describe each one.

3. Illustrate random sampling.

ELABORATION

Learning Approaches to DIFFERENTIATED INSTRUCTION

be used: COLLABORATION

META-COGNITION

I. Content PROBABILITY DISTRIBUTION OF DISCRETE RANDOM VARIABLE

II. Learning Resources Conceptual Math and Beyond, Jose M. Ocampo Jr., Ph.D., Wilmer G. Marquez, M.A., Brilliant
Creations Publishing, Inc., 2016 pp 388-390, www.khanacademy.com, http://google.com
Slide share(Sunil Kumar Maharshi Dayanand University, Rohtak Haryana-
124001 INDIA)

II.1 Material Television, Laptop, Visual aids, Images, Printed IMs, activity sheets
IV. Procedure
(Preliminary Activities)

Daily Routine ( Prayer, check attendance , collecting of assignments and some classroom
reminders)

ACTIVITY

Pre-Activity/ Review

Find the area of the shaded region under the normal curve.
(The teacher facilitates the answer of the students and asks some follow up questions)

Motivation/ Establishing purpose of the lesson

Activity 1: NICE (NAME IT COLORRECTLY AND EXCELLENTLY)

(The students will try to their best to read the name of the colors and not the words)

Guide Questions:
1. What did you learn from the activity?
2. Were you able to give the correct color of each word?
3. If yes, how did you it?

Presenting examples/Instances of the new lesson

Activity 2: TASTE LIKE UBE (UNDERSTANDING BEYOND ESTIMATION)

(The teacher posted a picture containing a picture of a whole cake, a piece of cake and piece
of cake which is eaten. Then, they are going to answer the questions that follow?

1. Which of the pictures give you a complete concept of a cake?

2. Based on no. 1, can you describe about the characteristic of the cake?
 3. What will you do to determine how to describe how the tastes like?
4. Which one gives a best description about its taste? Eat the greater piece of cake or just
take a small part of that piece of it?

(The teacher then presents about the lesson for the day and its enabling objectives)

ANALYSIS

1. Based on Activity 2, will it be possible that any random people could taste that same
cake and give the same judgment about its taste as you?
2. In a class of 30 students, If I am going to take 25 students and tell something about
them, will there be a possibility that they might represents the characteristics of the
entire section?

ABSTRACTION
Discussing new concepts and practicing new skills # 1

(The teacher presents a certain situation and ask the students if it is random sampling or
non-random sampling and the students will raise a LIKE card if it illustrates random sampling
and DISLIKE card if it is not.

1. Winner in the raffle draw during the PTA General Assembly

2. The Grade 12 students took the 2023 National Achievement Test
3. You interviewed your best friend about “FPJ Batang Quiapo” since she is an avid fan
of Coco Martin.

(The teacher discusses random sampling and non- random sampling)

Discussing new concepts and practicing new skills # 2

Activity 3: Mathgroufie

(The teacher provides a picture of the different random sampling techniques to each group.
One sampling technique for every group and the group will describe how the samples are
taken or chosen)

GROUP 1: SIMPLE RANDOM SAMPLING

GROUP 2: SYSTEMATIC SAMPLING

GROUP 3: STRATIFIED RANDOM SAMPLING

GROUP 4: CLUSTER SAMPLING

Developing mastery

(Using the concepts and skills learned, the teacher posted pictures and the students tell about
the pictures)

Skills # 1
 Skills # 2

Enrichment of the knowledge

Guide Questions:
1. Based on Activity 2, what are the advantages if greater sample is taken?
2. Compare simple random sampling vs. systematic sampling? Stratified Sampling vs.
Cluster Sampling?

(The students elaborate the advantages of random sampling)

Thoughts to Ponder About the Lesson:

Remember to SAMPLE in order not be HURT in our life

SAMPLE means Select and Avoid Misleading People Livingly Engaged

with you in order not to be HURT ( Humiliated, Underestimated,
Reprimanded and Trashed Out)

Note: The teacher gives positive feedback on the learners’ responses during the entire
discussion.

APPLICATION: Activity 4: Let’s VOLT-in!

Group the students into 4, the leader pick a strip of paper containing random sampling
techniques and illustrates each through:

1. meta-cognition
2. role play
3. draw and tell
4. concept map
 GENERALIZATION:

(Let the students generalize the skills and concepts they have learned)

I. Determine whether the following is a random sampling or non- random sampling

technique illustrated in the given situation.

1. Winning a lottery ball

2. Conduct interview to Kagawad Daisy about barangay resolution on fist fighting
3. Listing the names of the training participants to join in the raffle draw
V. Evaluation
II. Identify the random sampling techniques being described in each statement.

1. List all the names of the students to avail free miscellaneous fee.
2. In 11- HUMSS B, every student who is sitting in the 3 rd chair will prepare a song
number.
3. Grade 11 students are grouped into their respective strands then taken out
respondents randomly from each strand to answer the survey about the 25 th
Anniversary of the Cityhood of Passi Celebration.
4. Students are grouped into their respective grade level where Grade 12 students will
take the upcoming National Achievement.
5. It is best employed when large population is concerned.

V. Assignment What is Sloven’s formula and its role in selecting the sample size?
(Students are advised to search from reliable sources over the internet or any books as their
reference)