School: Malibatuan High School Grade Level: GRADE 11

Grade 8 Linnaeus Teacher: Haziel Kate S. Itanong Learning Area: Math

Teaching Dates April 18, 2024 Quarter/Semester: 4
Daily Lesson Log and Time: Thursday
(7:20- 9: 20 A.M.)
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of estimation of population mean and population proportion.
The learner is able to estimate the population mean and population proportion to make sound inferences in real-life problems in different
B. Performance Standards
disciplines.
Illustrates point and interval estimations. (M11/12SP-IIIf-2)
C. Learning Competencies
Distinguish between point and interval estimation. (M11/12SP-IIIf-3)
(Write the LC code for each)
Identifies point estimator for the population mean. (M11/12SP-IIIf-4)
a. Understand the concept of estimation
D. Specific Objectives b. Distinguish between point estimate and interval estimate
c. Find the point estimates of population means and proportions
Topic:
II. CONTENT
Computing the Point Estimate of a Population Mean
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
PowerPoint presentation, laptop, worksheets, instructional material made of paper.
Learning Resource (LR) Portal
B. Other Learning Resources Statistics and Probability by Rene R. Belecina, et. al, pp 138-152
IV. PROCEDURES Teacher’s Activity Learner’s Activity
Preliminaries
1. Prayer
Please all stand for the Prayer. (To be Played)
The students will stand.
2. Energizer (Amen)
Energizer (the music will be played)

3. Greetings The students will perform the energizer.

Good morning, Class!

Good morning, Ma’am. Good morning, classmates. Good morning,
everyone.
4. Checking of Attendance Let’s check your attendance.
5. Reminders of Class Rules
Class Rules:

B- e attentive Let the students read.

E- nergetic
W- ait your turn to answer
A- void roaming around
R- espect each other
E- njoy the class discussion
A. Reviewing Previous lesson or Let us have an activity to check if you are ready for the new lesson.
presenting the new lesson.
Activity 1
Directions: In each question, will be provided with 3 choices, a, b, and c. If
your answer is a, you will have to race your hands forward. If your answer is b,
will raise your hands upwards. And if your answer is c, you will raise your
hands sideward.

1. What do you call the set of all people, objects, events or ideas you want
to investigate? 1. A
a. Sample b. population c. data 2. A
2. A sample refers to ___ of a population. 3. C
a. a subset b. a list c. a description 4. B
3. What is the mean of 13, 27, 29, 17 and 14? 5. C
a. 29 b. 28 c. 20
4. What do you call a number that describes a population characteristic?
a. Sample statistic b. parameter c. variable
5. Which of the following symbols denotes population mean?
a. x b. σ c. μ
B. Establishing a purpose for the a. Understand the concept of estimation
lesson. b. Distinguish between point estimate and interval estimate The student will read the learning objectives
c. Find the point estimates of population means and proportions
Activity 2
C. Presenting examples/
instances of the new lesson. Directions: The class will be divided into three groups. Each group will collect
information about the wake-up time of every person in the group during school
days. Represent each information by a tally mark. Then, count the tally marks
and write the corresponding decimal numeral under the heading frequency.
 Time Tally Frequency

4:00

4:30

5:00

5:30

6:00

Total

Average

Guide Questions:
1. What is the average wake up time of group 1? 2? 3 How about the
average wake up time of the entire class?

2. How were you able to get the average wake up time of the entire
class?

The arithmetic average presented in the table is also known as the mean.
Each group constitutes a sample. In this class we obtained 3 random groups,
then we obtained 3 arithmetic averages or means. We then computed the
mean of all the means for all 3 groups. The final result is a number that is
called point estimate of the mean µ of the population where the samples
come from. This is one way to report the result. Another way the interval
estimate. Interval estimate is a range of values that may contain the
parameter of a population.

In real life, most of the information we deal with are

numerical. When we wake up in the morning our first
concern is the time, be it a number (e.g. 6 o’clock) or a
word (e.g. early morning). Between the two expressions,
which would you prefer? Why?
 Very often, we want to describe particular characteristics of the
D. Discussing new concepts and Activity 3 population. The information might be needed for decision-
entire
practicing new skills #1.
making.
Each group However,
will be collecting
given a task. datafinish
After they fromthethe
task,population is
they will present it in
impractical
the class. even if it is possible to do so .

Group 1: Susan, a TLE researcher, looked at the average time

(in minutes) it takes a random sample of customers to be served
in a restaurant. From 40 customers, the following information was
obtained. What is the average wait time? ________

8 8 10 18 10 13 10 8 10
12 10 16 16 12 15 12 9 15
10 20 12 12 10 10 10 18 12
15 12 14 14 15 16 12 8 8

1. What is the mean of the sample? ____ Minutes.

2. This value is called _____ of the population mean μ.
3. Based on the observation of the mean, would you
patronize the restaurant?
 Group 2: Mr. Santiago’s Company sells bottled coconut juice. He
claims that a bottle contains 500 ml of such juice. A consumer
group wanted to know if his claim is true. They took six random
samples of 10 such bottles and obtained the capacity, in ml, of
each bottle. The result is shown as follows:
Sample 1 500 498 497 503 499 497 497 497 497 495

Sample 2 500 500 495 494 498 500 500 500 500 497

Sample 3 497 497 502 496 497 497 497 497 497 495

Sample 4 501 495 500 497 497 500 500 495 497 497

Sample 5 502 497 497 499 496 497 497 499 500 500

Sample 6 496 497 496 495 497 497 500 500 496 497

Find point estimate of the population mean with the use of Microsoft
Excel.

Group 3: Mr. Domingo conducted a survey among ten random samples

of people who are in favor of truck ban in a section of a metropolitan
area. He determined the percentages of those who are in favor of the
ban. Assuming that the only error present is the sampling error, he
wanted to determine the point estimate of the population mean
percentage and the standard deviation based on 500 observations. The
following numbers represent the percentages of the ten surveys.

47.0 56.4 50.1 60.2 48.0 55.3 60.0 59.5 63.0 57.5

Given: s2=
∑ (x−x)2
n−1

Guide Questions:
1. How confident are you about your estimation?
2. Is it a good method of estimating a population parameter? Why do you
say so?
 A good estimator has the following properties:
1. When the mean of a sample statistic from a large number of different
random samples equals the true population parameter, then the sample
statistic is an unbiased estimate of the population parameter.

2. Across the many repeated samples, the estimates are not very far from
the true parameter value.

The ff. figures illustrate bias where the vertical line represents the
population mean and the dots represent sample means from the x
sampling mean.

3. Are your references matched in the given properties in the book?

E. Discussing new concepts and Find the (a) the point estimate of the population parameter μ , and the (b)
practicing new skills #2. standard
Activity: “Let’s Practice”
Direction: Answer it by pair.
F. Developing mastery (Leads to 1. Would lengths 13, 11, 10 represent the measures of the sides of a
formative Assessment 3) triangle? Give a short explanation.
1. Yes, because 10 + 11 > 13
2. Would lengths 11, 7, 18 represent the measures of the sides of a triangle?
Give a short explanation.
2. No, because 11 + 7 = 18
3. Would lengths 21, 10, 10 represent the measures of the sides of a
triangle? Give a short explanation.
4. Two sides of a triangle measures 4 and 11. Give two possible length of 3. No, because 10 + 10 < 21
the third side.
4. Since; 7 < S3 < 15, then the possible answers are:
5. Two sides of an isosceles triangle measures 7 and 15. What is the length 8,9,10,11,12,13,14
of the third side?
5. Since it is an isosceles triangle then the third side must be 15.
G. Finding practical applications
of concepts and skills in daily
 living.
H. Making generalizations and Activity: “Summarize Me!”
abstractions about the lesson. What does the Triangle Inequality Theorem 3 state?
I. Evaluating learning. Evaluation: “Answer Me!”
Direction: Answer the following individually:
I. Give what is asked.
1. Lengths 5, 5, 10 could represent the measures of the sides of a triangle?
Give a short explanation. 1. No, because 5+5=10
2. Lengths 2, 3, 4 could represent the measures of the sides of a triangle?
Give a short explanation. 2. Yes, because 2 + 3 > 4
3. Lengths 10, 21, 12 could represent the measures of the sides of a
triangle? Give a short explanation. 3. Yes, because 10 + 12 > 21
4. Two sides of an isosceles triangle measures 4 and 11. What is the length
of the third side? 4. Since it is an isosceles triangle then the third side must be 11.
S J. Additional activities for Remediation: “ Try Me”
application or remediation. Direction: Answer it carefully
1. Two sides of a triangle measures 5 and 9. Give two possible lengths of the
third side. Since; 4 < S3 < 14, then the possible answers are:
5,6,7,8,9,10,11,12,13
Enrichment: “Search Me”
Direction: Advance study Exterior Angle Inequality.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who have
caught up the lesson.
D. No. of learners who continue to
require remediation.
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?
Prepared and submitted by: Checked by:
JACKELYN S. CEPEDA Noted by: AIRENE B. TALINO
Student Teacher VENEZER P. FRIAS Teacher II
Head Teacher I