School BARANGAY LONGOS SENIOR HIGH SCHOOL
GRADE 11
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
Grade Level Grade 11
Teacher JOHN NIMROD M. LADIANA
Teaching Dates and Time
SESSION 1
1. Recall the concept on the reading of
probabilities on the z- table.
2.. Find the z- scores when probabilities are
given.
3. Computes the probabilities and percentiles
using the standard normal table.
The learner demonstrates
understanding of key concepts of
normal probability distribution.
The learner is able to accurately
formulate and solve real-life
problems in different disciplines
involving normal distribution.
(M11/12SP-IIIc-d1)
Locating Percentiles Under the Normal Curve
Next Century Mathematics (Statistics and
Probability) Senior High School by Jesus P.
Mercado pages 308-321
Statistics and Probability by Rene R. Belecina
et. Al. First Edition
SESSION 2
1. The learner illustrates random sampling.
The learner demonstrates
understanding of key concepts of
sampling ad sampling distributions
of the sample mean.
The learner is able to apply
suitable sampling and sampling
distributions of the sample mean
to solve real-life problems in
different disciplines.
M11/12SP-IIId-2.
Random Sampling
1. Jose Dilao S., Orines F and Bernabe J.
(2009).
Advanced Algebra, Trigonometry and Statistics.
SD Publications, Inc. pp 234-236.
2. Ocampo J. & Marquez W. (2016). Senior
High
Conceptual Math and Beyond Statistics and
Probability. Brilliant Creations Publishing, Inc.
pp.86-93.
Learning Area STATISTICS AND PROBABILITY
Quarter/Semester 2ND Sem, Quarter 3
SESSION 3 SESSION 4
1. The learner distinguishes between parameter The learner identifies sampling
and statistic. distributions of statistics (sample mean)
The learner demonstrates The learner demonstrates
understanding of key concepts of understanding of key
sampling ad sampling distributions concepts of sampling ad
of the sample mean. sampling distributions of the
sample mean.
The learner is able to apply The learner is able to apply
suitable sampling and sampling suitable sampling and
distributions of the sample mean sampling distributions of the
to solve real-life problems in sample mean to solve real-life
problems
in different disciplines.
M11/12SP-IIId-4.
Parameter and Statistic Identifying Sampling Distributions of statistics
(sample
mean)
1.. Ocampo J. & Marquez W. (2016). Senior Ocampo J. & Marquez W. (2016). Senior High
High Conceptual Math and Beyond Statistics Conceptual Math and Beyond Statistics and
and Probability. Brilliant Creations Publishing, Probability. Brilliant Creations Publishing, Inc.
Inc. pp.86-93. pp.86-93.
 4. Additional Materials from
Learning Resource (LR)
portal
a. https://www.google.com/search?q=percentile Supplementary Statistics Topics. Retrieved from https://www.youtube.com/watch?v=xh4zxC1Opi
&oq=percentile&aqs=chrome..69i57j0l5.2828j https://www2.southeastern.edu/Academics/Fac A
0j9&sourceid=chrome&ie=UTF-8 ulty/dgurne y/Math241/StatTopics.html
3. Surbhi (2017). Difference Between Statistic
B. Other Learning Resources and Parameter Retrieved from
https://keydifferences.com/difference- between-
statistic-and-parameter.html
https://www.youtube.com/watch?v=M-
L8C2aOf7E
IV. PROCEDURES
Ask the students to recall the process on how to Recall from our study of probability that the Jumble the letters that Find the mean of the following sets of data.
read values from the z- table by asking the number of combinations of n objects taken r at corresponds to the given
students to give the equivalent probability of the a time is obtained by using the formula.
following definition.
1. AATD- facts and statistics
collected together for
reference or analysis.
2. NIOTALUPOP- an
aggregate observation of
subjects
grouped together by a
common feature
A. Reviewing previous lesson or 3. ELPMSA- a small part or
presenting the new lesson quantity intended to show
what the whole is like.
4.UAIESMMRZ- give a brief
statement of the main points
of
(something).
5. PRMTRSAAEE- a
numerical or other
measurable factor forming
one of a set that defines a
system or sets the conditions
of its operation.
A. The teacher presents the objectives of the To prepare the students in the lesson, Let students analyze the Suppose we have a population of size N with a
lesson through a power point presentation. activities are as follows: given definition and mean , and we draw or select all possible
B. The teacher ask: “Which of the following are Directions: Construct a table to show the samples of size n from this
comparison chart of
familiar to you?” frequency distribution of the given responses. population. Naturally, we expect to get different
B. Establishing a purpose for statistic and parameter values of the means for each sample. The
the lesson sample means may be less
than, greater than, or equal to the population
mean.
The sample means obtained will from a
frequency and the

C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing Mastery
(Leads to Formative Assessment)
A. (optional) the teacher can make a huge
normal curve and ask the students to stand on
the position of the following:(this can be done by
group)
1. Above z= 2.00
2. Below z = 0.08
3. More than z= 1.54
4. Less than or equal to z=-1.34
5. To the right of z= 0.49
The teacher presents and asks the opinion of
the class about the picture. (picture of a normal
curve, subdivided into regions).
The teacher shall present the
considerations or important things to remember
when we are given probabilities and we know
their corresponding z- scores.
. Group Activity:
Ask the students to sketch the
following: Group 1: P25
Group 2: P65
Group 3: P88
Group 4: P90
Group 5: P98
E. Let them give the meaning of the
assigned percentile to their group.
corresponding probability distribution can be
constructed. This distribution is called the
sampling distribution of the sample means.
Norma wants to know the common number of The students will distinguish
children her classmates’ families have. Which of the parameter and statistic in
the following samples is a good representation
the given statements.
of the class? Why?
1.A sample consisting of Norma’s friends
2.A sample consisting of students belonging to
rich families.
3. A sample consisting of students whose
names were drawn
from a box all the names of students in Norma’s
class.
Wrong conclusion may be inferred from
samples given in numbers 1 and 2. This sample
will not represent the correct number of children
the families of Norma’s classmates have. The
sample in a number 3 in the best representation
of the class.
This is idea of representativeness leads to the
importance of random sampling, a method of
drawing out a sample from a population without
a definite plan, purpose, or pattern.
Let students analyze the video in Let the students analyze
the link- the video in the link-
https://www.youtube.com/watch?v=xh4zxC1Opi
A
https://www.youtu
be.com/watch?v=
After watching the video presentation, the M-L8C2aOf7E
students will define random sampling and state
its uses. After watching the video
presentation, the students will
reflect to the difference between
parameter and statistic and
connect it to real life.
Group activity for 10 minutes. The Group activity for 10 minutes.
students are tasked to: The students are task to:
1. Create problem that involves
random sampling. 1. Create
2. Construct a table that show statements
frequency distribution of the samples. that involves
3. What learning discovered in doing parameter and
such activity? statistic.
Would you be able to use this in your
life? How and why?
 2. What learning
discovery did you found
useful in your
daily life activities?

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Ask them to give their own example of the
percentile rank (students can mention their rank
after taking the quiz or any test they had)
Is a normal curve useful in visualizing the
positions of the scores or the rank? Why do you
think so? Write your thoughts in a piece of
paper.
Let the students perform attached sheet 1
What is random sampling?
Random sampling is a method by which every
element of a population has a chance of being
included in a sample. That is, the elements that
compose the sample are taken without purpose.
The more elements in the sample, the better the
chances of getting a true picture of the whole
population.
Directions: Determine whether the following is a
random sample or not. Explain your answer.
Differentiate parameter to statistic.
-Parameters are numbers that summarize data
for an entire population. Statistics are numbers
that summarize data from a sample, i.e. some
subset of the entire population
Problems (1) through (6) below each present a
statistical study*. For each study, identify both
the parameter and the statistic in the study.

J. Additional activities for

application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson
D. No. of students 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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