GRADES 1 to 12 Grade Level 11

School President Diosdado Macapagal High School

DAILY LESSON LOG Learning Area Statistics and Probability
Teacher Ms. Lory Mae C. Alcosaba Quarter II
11- Aquamarine 11 – Garnet
May 1-5, 2023 May 1-5, 2023 QUARTER 4 – WEEK 3
Teaching Date and Time Monday/Thursday – 3:50-4:50 Tuesday – 1:30-2:30, 2:50-3:50
Tuesday – 12:30-1:30 Wednesday – 3:50-4:50
Friday – 2:50-3:50 Thursday – 2:50-3:50

Day 1 Day 2 Day 3 Day 4

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 developing
I. OBJECTIVES 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 lesson. Weekly
objectives shall be derived from the curriculum guide.
A. Content Standards
B. Performance Standards
C. Learning Competencies / Objectives
Write the LC code for each
Confidence Interval Estimate of the
II. CONTENT Sampling Criteria and Strategies Sample Size for Proportions and Mean Estimating the Mean and Proportion
Population Proportion
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning
III. LEARNING RESOURCES promotes concept development.
A. References
1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages
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 the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
IV. PROCEDURES learning systematically by providing students with multiple ways to learn new things, practice their 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.
Before we go on to our topic , we need to This lesson will cover probability and This lesson will tackle about finding the Let us recall the topic of estimation before
review some terms and definitions that have nonprobability sampling. We have discussed minimum sample size to estimate we proceed with our lesson about estimating
been discussed before such as point random sampling in the past. Let’s check if population mean and population the mean and proportion.
estimates on population proportion and z you still remember them by answering the proportion. The following video shows how (Click the link to access the exercise.)
quiz below! to estimate the population through sample “How Many Marbles?” ABCya. Retrieved 03
scores. Here is an online quiz on point
A. Reviewing the previous lesson or estimate of population proportion:
(Click the link to access the exercise.) proportion. August 2019 from https://bit.ly/30guOk0
presenting the new lesson “Identify Random Samples.” Math Games.
(Click the link below to begin.)
Retrieved 10 August 2019 from (Click the link below to access the video.)
“Point Estimate of the Population
https://bit.ly/2mO87Am “6th-8th Grade Math Activity: Snail
Proportion.” Quizizz. Retrieved 27 July 2019
Population Sampling.” K12 Learning Liftoff.
from http://bit.ly/2KPrm9r
Retrieved 13 August 2019 from
https://bit.ly/2GNVhjh
B. Establishing a purpose for the lesson Guide Questions: Guide Questions: Guide Questions: Guide Questions:

Page 1 of 5 Annex1B to DepEd Order No. 42, s. 2016

 ● What does ^ p signify? ● How do you determine if the ● What is the proportion of the ● What are the things you
sample is a random sample? marked snail during the second considered before you guess the
● What is the best point estimate for
● Which situations illustrate simple visit (sample proportion)? number of marbles inside the
a population proportion?
random sampling? ● What is the proportion of the jars?
● Is it better to use a range of
● Which situations do not illustrate marked snail during the first visit ● Why do we use estimation?
numbers to estimate a population
random sample? Explain why it is (population proportion)? ● Why do you think estimation is
proportion than a single number?
not a random sample. ● How is the total population of important?
snail estimated using the sample
proportion?
Approximation to Normal Distribution Sample Confidence coefficient, z α/ 2 Finite Population Correction Factor
If a random sample of n observations is a part of a population determined by
describes the confidence level or the
It is used to correct the standard error of the
sampling procedures where its size is sample mean where the sample is obtained
selected from a population (any population), narrowness of the margin of error from the
determined as n without replacement and the sample size is
and x observations among these belong to sample statistical measures
at least 5 % of the total population. The
the outcome of interest, then when n is Example: formula in finding the finite population factor
Examples:

√
sufficiently large, the sampling distribution of
At 95 % confidence level, the confidence N−n , where N is the
the sample proportion ^ p will approximate a is FPC=
normal distribution. The sample size n is
coefficient is z α/ 2=1.96 . N−1
C. Presenting examples/ instances of the At 99 % confidence level, the confidence population size and n is the sample size.
sufficiently large when n ^
p ≥5 and
new lesson
n q^ ≥ 5. coefficient is z α/ 2=2.58.
Example:
For confidence level other than 95 % and The finite population correction factor of
Example: a set of data with a population size of 500
99 % , the confidence coefficient can be
Suppose n=50 and ^p=0.2 and obtained using the Table of Areas under and a sample size of 45 is 0.95 .
q^ =0.2 Then, the Normal Curve ( z -Table).
n ^p=50 ( 0.2 )=10 ≥5 Estimating the Population Mean when
Population Standard Deviation is Known
n q^ =50 ( 0.8 ) =40 ≥ 5 Using the confidence interval, the population
mean μ of a set of data can be estimated
D. Discussing new concepts and Confidence Interval Estimator for a Criteria in Determining the Sample Size Formulas for Estimating Minimum using the formula

( ) ( )
practicing new skills #1 Population Proportion • Level of precision – used to Sample Size
σ σ
The formula for the confidence interval estimate the true value of a • For estimating the population x−z α/2 < μ< x + z α/2
√n √n
( )
estimator for a population proportion pis population
zα/ 2 ∙ σ
2
• Level of confidence – the mean: n=
given by
probability that the sample E where, x is the sample mean,
^p ± Z α
2 √ ^p q^
n •
obtained is the representative of
the true population value
Degree of variability – the
distribution of attributes in the
• For estimating a population

p q^
proportion: n=^
( )
zα/ 2
2
μ is the population mean,
n is the sample size,
z α/2 is the confidence coefficient,
where ^p is the sample proportion, q^ is the population E
σ is the population standard
complement of ^ p, n is the sample size, and Note: deviation, and
where z α/ 2 is the confidence coefficient,
( √σn )
Z α refers to the critical value • Level of precision is also known
2
as the sampling error. Most of σ is the population standard deviation, z α/2 is the margin of error.
the time, the level of precision is
corresponding to the level of confidence. expressed as percentage points. E is the margin of error or the level of
precision,
Example:
Note: ^p is the estimated proportion of an

Page 2 of 5 Annex1B to DepEd Order No. 42, s. 2016

 Critical Values for
Zα • Level of confidence is also attribute, Given N=500 , n=45 , x=30 , and
2
known as the risk level. As the
number of sample increases, the
q^ is equal to 1− ^p , and σ =10, the estimated population mean
sample mean approaches the n is the sample size. at 95 % confidence level is
population mean.
• The more heterogenous a 27.21< μ<32.79 .
population is, the larger the
sample size needed to obtain a Estimating the Population Mean when
specific level of precision. A Population Standard Deviation is
proportion of 50% has a greater Unknown
degree of variability than either Similarly, FPC is used to account for the
30% or 70% as it is the maximum sampling errors.

( √sn ) ⋅ √ N−n ( √sn ) ⋅ √ NN −n

variability in a population.
x−t < μ< x+ t
N −1 −1
Example:
Given N=500 , n=20, x=30 and
s=3, the estimated population mean at
E. Discussing new concepts and Some Important Notes Strategies in Determining Sample Sizes Example 1: Determine the sample size
95 % confidence level is
practicing new skills #2 • Using a census for small needed to estimate the population mean μ 28.62< μ<31.38 .
a. Before constructing a confidence populations
interval estimate for the • Using a sample size of a similar with a level of precision of 0.05 , a
Estimating the Population Proportion
population proportion, it is a must study standard deviation of 0.4 , and a 95 % In estimating the population proportion, FPC
to check whether the variables • Using published tables for fixed confidence level. can also be used to account for the errors.

√ √ √
involved satisfies both n ^p ≥5 and predetermined criteria
Example: ^p q^ N−n ^p q^
andn q^ ≥ 5. This is to verify that Table 1 and Table 2 has a maximum
^p−z α/2 ⋅ ⋅ < p< ^p + z α/2 ⋅ ⋅
the sampling distribution of the
n N−1 n
possible variability of p=0.5 and
sample proportion is
confidence level at 95%. Example:
approximately normal. If these
conditions are not met, the Given n=600 and ^ p=0.30, the
formula for the confidence interval estimated population proportion at
estimator cannot be used. 99 % confidence level is
b. In some cases, ^ p is not given 0.25< p< 0.35.
and cannot be solved. We may
Example 1: A set of data has a sample
use the default ^p=0.5. standard deviation of 4.75 and a sample
c. For any confidence interval for the
population proportion, we will use mean of 65 . Estimate the population mean
one more than the decimal place with 98 % confidence level if a sample of
of the point estimate to solve for
the margin of error. 30 is taken from a population of 600 .
Example: Example 2: A researcher conducted a
Suppose n=50 and ^ p=0.2. The 95 % survey of Grade 12 students to know who
among them plays online games. Of the 260
confidence interval for the population

Page 3 of 5 Annex1B to DepEd Order No. 42, s. 2016

 proportion p is computed as randomly chosen students, 117 of them
plays online games. At a 95% level of

^p ± Z α
2 √ ^p q^
n
0.2 ± 1.96
√
( 0.2 ) ( 0.8 )
50
0.2 ± 0.11
confidence, determine the proportion of
students who play online games.

Thus, the 95 % confidence interval for the

p is
population proportion
(0.2−0.11, 0.2+0.11) or
(0.09 , 0.31).

Sampling Procedure Example 2: Determine the sample size

• Probability sampling – a needed to estimate the population
sampling procedure where every proportion within 3 % of the true
element of a population is given
Example 1: Verify if the confidence interval an equal chance of being selected proportion at a 99 % level of confidence
estimator for the population proportion can
be used for a sample size of
• Nonprobability sampling – a with ^p=0.58.
sampling procedure where not
n=50, ^p=0.4, and q^ =0.6 . every element of the population is
given an equal chance of being
F. Developing mastery Example 2: Construct the 98 % selected as sample
(Leads to Formative Assessment 3) confidence interval for the population
proportion p for a sample size of n=50
and
^p=0.30. Example 1: An analyst claims that 85 % of
their Filipino customers who shop online use
their mobile phones, with a precision rate of
± 7 %. What does this imply?
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Individual Practice: Individual Practice: Individual Practice: Individual Practice:
1. Construct the 95 % confidence 1. A researcher believes that 40 % 1. With a 99 % confidence level, 1. Consider a population of 7 500
interval for the population proportion of grade 10 students prefer determine the sample size where a sample size of
p for a sample size of n=40 and Mathematics to be taught in the needed to estimate the 1 000 is taken from the

Page 4 of 5 Annex1B to DepEd Order No. 42, s. 2016

 ^p=0.20. afternoon. With a 9 % precision population mean μ with a level population. The sample mean of
the data is 150.25 with a
2. Construct the 95 % confidence rate, what does this imply? of precision 0.07 and a
2. What is the size of the sample that standard deviation of 20.75 .
interval for the population proportion
can be obtained from a population standard deviation of 0.3 .
p for a sample size of n=100 and
of 1 200 with a margin of error of 2. Determine the sample size
Estimate the population mean at

x=20 . needed to estimate the 99.8 % confidence.

7 %? population proportion within 2. One thousand fifty people strolling
10 % of the true proportion at a in the mall were randomly asked if
they spend money on designer
95 % level of confidence with bags and 32 % of them said yes.
^p=0.66. Construct a 99 % confidence
interval for the proportion of
people who spend money on
designer bags.

J. Additional activities for application or

remediation
V. REMARKS
Reflect on your teaching and asses yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so
VI. REFLECTION when you meet them, you can ask them relevant questions.
No. of learners who earned 80% in the evaluation
No. of learners who require additional activities for remediation who
scored below 80%
Did the remedial lesson work? No. of learners who have caught up
with the lesson
No. of learners who continue to require remediation
Which of my teaching strategies worked well? Why did this work?
What difficulties did I encounter which my principal or supervisor can
help me solve?
What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Recorded by:

LORY MAE C. ALCOSABA BRIGITTE G. GAGARIN NARIZA JANE B. TAMUNDONG

Subject Teacher Mathematics Coordinator Academic Head

Page 5 of 5 Annex1B to DepEd Order No. 42, s. 2016