School Grade Level 11

Learning Statistics and

Teacher
Area Probability
Teaching
Date and Quarter 4th
DAILY LESSON
Time
PLAN
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
I. OBJECTIVES developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in learning
the lessons. Weekly objectives shall be derived from the curriculum guides.
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
Standards sample mean to solve real-life problems in different disciplines.
Learning Competency:
Identify sampling distributions of statistics M11/12SP – IIId –d4
Learning Objectives:
C. Learning 1.
Identify sampling distribution of sample mean
2.
Construct sampling distribution of sample mean
Competencies/ Objectives
3.
Identify honest real-life problems involving sampling distribution of
sample mean
4. Discuss real life problems of sampling distribution of sample mean to
others.
II. CONTENT sampling and sampling distributions of the sample mean

III.LEARNING TG, CG, Statistics & Probabilities

RESOURCES
A. References
1. Teacher’s Guide pages
2.Learner’s Materials
pages
3.Textbook pages Belecina, Rene R. Statistics and probability, pp. 102-105
4.Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn
well. Always be guided by demonstration of learning by the pupils/ students which you can infer from formative
IV.PROCEDURES assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new
things, practice the 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.
1. Routinary Activities
a. Prayer
b. Checking of attendance
A. Review previous lesson
c. Giving some reminders
or presenting the new d. Setting the classroom for instructions
lesson 2. Conduct a short drill about the concepts in statistics and parameter

The teacher presents the objectives of the lesson to the class and let the students
recognize the significance of identifying sampling distributions of statistics

At the end of the lesson, the learners should be able to:

B. Establishing a purpose
1. illustrate sampling distribution;
for the lesson
2. construct a sampling distribution of sample mean and create a histogram of
the sampling distribution of sample mean.
3. appreciate the application of sampling distribution in real-life situations like
in research, social studies.
 (Motivation: THE BOAT IS SINKING)

Motivational activity: THE BOAT IS SINKING

This activity will teach us one of the essential concepts of what we will be
discussing today. It is not just a game but also a learning experience for us all.
This is the mechanics for clarity’s sake
C. Presenting examples/
How to play:
instances of the new
lesson
1. All the participants are asked to group themselves into the number the
facilitator will say after the words “The boat is sinking, group yourselves into”.
2. After attaining the desired number of group members per round, the group will
sit down.
3. All the participants that will not able to form exactly what the facilitator
dictates will be eliminated.
4. The last people standing will be declared the winners.

(The game starts and end with one group emerging as a winner)

The teacher talks about the concept of illustrating sampling distribution based on the
picture presented. The teacher relates to the topic about illustrating sampling
distribution of a sample mean.

➢ If we want to conduct a survey, do you think it is possible to ask the

whole Filipino people?
D. Discussing new
concepts and practicing ➢ What will we need to do for our survey?
new skills #1
➢ How can we make sure that the sample represents the whole population?
This is the main purpose of our topic for today which is?

❖ We need to know the sampling distribution of the sample mean to know

the accuracy of our sample mean in comparison to the population data.
Let’s proceed to mathematical concepts that we need to understand.

❖ The teacher will ask the learners about the related concepts.
a. Combination
𝑛!
𝑛𝐶𝑟 =
(𝑛 − 𝑟)! 𝑟!

b. Finding the mean

1. 4, 7, 11
2. 6, 15, 27, 22, 16, 19, 24

c. Frequency
 The following are the mean scores of Grade 11 students of Quezon National
High School. Construct a frequency distribution for different means.

15.5 13.5 15.5 14 15

14 14.5 16 14.5 13.5

15 16.5 15 13 15.5

16 14.5 14 15.5 15

16 15 16.5 14.5 17

The teacher will create a sampling distribution of size 3 by following the steps with
the learners.

A population of Senior High School consists of numbers 1, 2, 3, 4, and 5.

▪ First, let us evaluate the combination of N (population size) objects taken

n (sample size) at a time.

5!
5𝐶3 = = 10
(5 − 3)! 3!

▪ Second step, write all the possible samples and compute for the mean of
each sample. To complete the table, compute for the sample mean,
samples are already given.
Observation Sample Mean
1 1, 2, 3 2
E. Discussing new 2 1, 2, 4 2.33
concepts and practicing
3 1, 2, 5 2.67
new skills #2
4 1, 3, 4 2.67
5 1, 3, 5 3
6 1, 4, 5 3.33
7 2, 3, 4 3
8 2, 3, 5 3.33
9 2, 4, 5 3.67
10 3, 4, 5 4

Sample Mean Frequency

2 1
2.33 1
2.67 2
3 2
 3.33 2
3.67 1
4 1

▪
Lastly, add another column for the probability distribution. The
probability distribution of the sample means is also called the sampling
distribution of the sample mean. Since we have 10 possible outcomes,
for the probability, the denominator will be 10 and the number on the
numerator part will be the number of frequencies.
Sample Probability
Frequency
Means P(x)
1
2 1 = 0.10
10
1
2.33 1 = 0.10
10
1
2.67 2 = 0.20
5
1
3 2 = 0.20
5
1
3.33 2 = 0.20
5
1
3.67 1 = 0.10
10
1
4 1 = 0.10
10

Now, we will create a histogram or a graph describing the probability of the

sample means P(x). If we are to create a histogram, the sample means will be
placed on the x-axis while the probability will be placed on the y-axis.

2
10

1
10

0 2 2.33 2.67 3 3.33 3.67 4

Group Activity.
In this activity, the teacher will divide the class into 5 groups.
Direction: Give what is asked.
F. Developing mastery The teacher goes around in each of different groups to provide needed support.
(leads to formative
assessment 3) Find the sampling distribution of the sample means of this problem:
Coren was able to sell several pairs of Marikina shoes that have sizes of 4, 5, 6,
7, and 8. Consider samples of size 3 that can be drawn from this population.

G. Finding practical The teacher will ask the learners to give their own examples about sampling
applications of concepts distribution of sample mean to others.
and skills in daily living
(learners can mention their general average or any daily experiences they had)
The teacher summarizes the mathematical concept of identifying sampling
H. Making
distributions of statistics by using the given activities.
generalizations and
abstractions about the The teacher will ask the following questions:
lesson ➢ what is the purpose of sampling distribution of sample means?
➢ What are the steps in Construct sampling distribution of sample mean?
➢ Why do you need to learn the sampling distribution of sample means?
➢ Do you think sampling distribution of sample means is important in daily
lives? Why?

I. Direction: Do the task given. The class will individually.

The ages of ALS learners in Bagong Pag-asa Community Learning Center

I. Evaluating Learning (CLC) are 19, 20, 15, 17, 27, and 22. Consider samples of size 4 that can be
drawn from this population.

(The teacher will give enough time to finish the short quiz)
J.Additional activities or
remediation
V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What
VI.REFLECTION else needs to be done to help the pupils/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 80% of
the evaluation
B.No. of learners who require
additional activities for remediation
who scored below 80%
C.Did the remedial lesson 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

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