Lesson Plan in Statistics WEEK 6
Business Math (Eastern Samar State University)
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GRADES 1
to 12 DAILY
LESSON
LOG
School
Grade Level 11
Lumampong NHS-Indang Annex
SHS
Teacher Haydee P. Mojica
Learning Area Statistics and Probability
Teaching Dates and Week 6
Time
Session 1
I. OBJECTIVES
Quarter 3rd
Session 2
Session 3
Session 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 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 estimation of
population mean and
population proportion.
The learner demonstrates
understanding of key
concepts of estimation of
population mean and
population proportion.
The learner demonstrates
understanding of key
concepts of estimation of
population mean and
population proportion.
The learner demonstrates
understanding of key
concepts of estimation of
population mean and
population proportion.
B. Performance
Standards
The learner is able to
estimate the population
mean and population
proportion to make sound
inferences in real-life
problems in different
disciplines.
The learner is able to
estimate the population
mean and population
proportion to make sound
inferences in real-life
problems in different
disciplines.
The learner is able to
estimate the population
mean and population
proportion to make sound
inferences in real-life
problems in different
disciplines.
The learner is able to
estimate the population
mean and population
proportion to make sound
inferences in real-life
problems in different
disciplines.
C. Learning
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
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Competencies /
Objectives
the content can be tackled in a week or two.
The learner Illustrates
point and interval
estimations.
The learner identifies point
estimator for the
population mean.
(M11/12SP-IIIf-2)
(M11/12SP-IIIf-4)
The learner distinguishes
between point and interval
estimations.
(M11/12SP-IIIf-3)
Objectives:
a. Identify point and
interval estimation.
b. Describe point and
interval estimation.
c. Differentiate point
estimation from interval
estimation.
d. Value accumulated
knowledge as means of
new understanding.
e. Participate actively in
class activities.
Objectives:
a. Identify point
estimator for the
population mean.
b. Describe point
estimator for the
population mean.
c. Value accumulated
knowledge as
means of new
understanding.
d. Participate actively
in class activities.
The learner computes for
the point estimate of the
population mean.
(M11/12SP-IIIf-5)
Objectives:
a. Identify point
estimate of the
population mean.
b. Compute point
estimate of the
population mean.
c. Value accumulated
knowledge as
means of new
understanding.
d. Participate actively
in class activities.
The learner illustrates
point and interval
estimations.
(M11/12SP-IIIf-2)
The learner distinguishes
between point and interval
estimations.
(M11/12SP-IIIf-3)
The learner identifies point
estimator for the
population mean.
(M11/12SP-IIIf-4)
The learner computes for
the point estimate of the
population mean.
(M11/12SP-IIIf-5)
Objectives:
a. Recall concepts learned
about point and interval
estimations.
b. Compute point estimate
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of the population mean.
c. Answer test questions
honestly and accurately.
II. CONTENT
III. LEARNING
RESOURCES
Point and Interval
Estimations
Point Estimator of a
Population Mean
Point Estimate of a
Population Mean
Summative Assessment
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 promotes concept development.
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
Theory of Statistics with
Probability by Mendenhall
Theory of Statistics with
Probability by Mendenhall
Theory of Statistics with
Probability by Mendenhall
Theory of Statistics with
Probability by Mendenhall
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain 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
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relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing
previous lesson or
presenting the new
lesson
Activity: “Arrange High and
Low”
Arrange the following
items based from their
prices (from highest price
to lowest price):
1. 5 kilos of ripe mangoes
2. 3 kilos of tilapia
Direction: Match the items
in Column A with the items
in Column B.
Column A
1. academic performance
2. perception about Pres.
Duterte
3. economic status
3. 50 pieces of Kalamay
Buna
4. popularity
Column B
a. satisfaction rating
Identify the point estimate
of the following unknown
population mean:
1. Average grade of
grade 11 students
in General
Mathematics
2. Average monthly
income of the family
of senior high
school students
3. Average number of
hours spent in
studying per day
among STEM
students
b. grade point average
c. number of followers
d. monthly income
B. Establishing a
purpose for the
lesson
1. Did you experience
difficulty in identifying the
price of each item?
Explain your answer.
2. How did you identify the
1. What is the relationship
between the items in the
two columns?
2. Which of the two is the
predicted variable?
1. How did you identify the
point estimate of the
unknown population
mean?
2. Is there a formula that
we can use to identify the
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item with the lowest price?
3. How about the item with
the highest price?
4. What are the things that
you considered for your
estimation?
C. Presenting
examples/
instances of the
new lesson
Group Activity:
Form a group composed
of five members and do
the activity.
Estimate the average time
it will take a senior high
school student to go to the
school (from his/her
house) by walking by
asking ten students at
random. You can express
your answer in minutes.
D. Discussing new
concepts and
practicing
new skills #1
Describe the process of
estimation that you used
for the activity
3. Which of the two is the
predictor variable?
4. Is the predictor variable
expressed as a single
value or an interval?
Activity: Identify the point
estimator for the unknown
population parameter:
1. Mean IQ for senior
high school
students
2. Grade point
average of grade 11
students
3. Variation in the
height among the
players of
basketball in the
municipal meet
4. Average daily
allowance of high
school students
Complete the table below
by supplying the needed
information:
Population
Parameter
Point
Estimate
S
y
point estimate of an
unknown population
mean?
3. What are the things that
we need to consider in
getting the point estimate
of a population mean?
Activity:
A senior high school
researcher wants to know
the average weight of SHS
students in Cavite for S.Y.
2016-2017. Ten students
were chosen at random in
Indang.
Administration of
Examination on Point
Estimation (See attached
test questionnaire)
Find the point estimate for
the mean, standard
deviation, and variance of
the given data set in kgs:
40 35 30 50 35
42 48 20 28 38
Presentation of Output
(Boardwork)
Formul
a
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m
b
ol
Guide Questions
1. Which process
describes point
estimation?
2. Which process
describes interval
estimation?
Population
mean (μ)
Population
Standard
Deviation
(ơ)
Zx
n
Sample
standard
deviation
Sample
variance
s2
Key Points for
Discussion
•
•
•
Estimation refers to
the process by
which one makes
inferences about a
population, based
on information
obtained from a
sample.
Statisticians use
sample statistics to
estimate population
parameters.
Estimates can be a
single value of a
statistic (point
estimate) or an
interval by which a
population
parameter is said to
lie (interval
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estimate).
E. Discussing new
concepts and
practicing new
skills #2
Analysis:
Analysis:
1. How did you find the
activity?
2. How did you identify
point estimation and
interval estimation in the
activity?
3. How did you describe
point and interval
estimations of the given
distribution?
4. How did you
differentiate point
estimation from interval
estimation?
1. How did you find
the activity?
2. How did you
complete the table?
3. How did you
identify the point
estimate of the
unknown population
parameter?
4. How did you
describe point
estimator for the
population mean?
5. What is the
difference between
point estimator and
point estimate of a
population mean?
Analysis:
1. How did you find
the activity?
2. How did you
identify the point
estimate of the
population mean?
3. How did you
compute for the
point estimate of
the population
mean?
4. What formula did
you use to compute
the point estimate
of the population
mean?
Guided Practice:
A coach of a well-known
university basketball team
wants the school to
provide them with the
Guided Practice:
Guided Practice:
Identify the point estimator
for the population mean:
A coach of a well-known
university basketball team
wants us to provide them
with the average height of
a male student in senior
A sponsor of t-shirts for
intramurals wants us to
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average height of a male
student in senior high
school. The school does
not have the resources to
measure the height of
every student so they
used estimation. Identify
and describe a point
estimation and interval
estimation that the school
can use for the given
situation.
provide them with the
average height of a male
student (do not have the
resources to measure the
height of every student
high school (do not have
the resources to measure
the height of every
student). Find the point
estimate of the mean,
standard deviation and
variance of the given data
set in inches:
Solution:
62
60
58 63 65
56
50
64
64
72 48 55
46
67
Get a random sample of
male students.
Record their heights
Solution:
The point estimator for the
population mean is
.
The point estimate of the
population mean is the
computed
of
the random sample.
F. Developing
mastery
You want to buy a
Chihuahua for your
Point Estimate
Sample Mean=
Sample Standard
deviation=
Sample Variance=
Identify the point estimator
for the unknown
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(Leads to
Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills
in daily living
birthday. You do not have
any idea about the price of
the dog. Identify and
describe the point
estimation and interval
estimation that you can
apply for the situation.
population mean:
Group Activity: (See
attached rubric for
evaluation)
Group Activity: (See
attached rubric for
evaluation)
Group Activity: (See
attached rubric for
evaluation)
Give one real-life situation
involving point estimation
and interval estimation.
Describe the process of
estimation briefly.
Cite two examples of reallife situation which
involves unknown
population mean. Identify
its point estimator. Explain
briefly the process.
Give one real-life situation
which involves unknown
population mean.
Randomly select at least
ten (10) cases and
compute its point estimate
(mean, standard deviation
and variance).
1. Average number of
hours of internet
surfing per day
among senior high
school students
2. Average number of
likes of your
post/picture in
Facebook
Average grade of
students in the
General Academic
Strand (GAS) for
the first semester
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Find:
Point Estimate
Sample Mean=
Sample Standard
deviation=
Sample Variance=
H. Making
generalizations
and abstractions
about the lesson
Abstraction:
Estimation refers to the
process by which one
makes inferences about a
population, based on
information obtained from
a sample.
A point estimate of a
parameter Ѳ is a single
value/number that can be
regarded as a sensible
value for Ѳ
A point estimate is
obtained by selecting a
suitable statistic and
computing its value from
the given sample data.
The selected statistic is
called the point estimator
of Ѳ.
Abstraction:
•
▪
A point estimate of
a parameter Ѳ is a
single
value/number that
can be regarded as
a sensible value for
Ѳ
A point estimate is
obtained by
selecting a suitable
statistic and
computing its value
from the given
sample data. The
selected statistic is
called the point
estimator of Ѳ.
Abstraction:
•
▪
A point estimate of
a parameter Ѳ is a
single
value/number that
can be regarded as
a sensible value for
Ѳ
A point estimate is
obtained by
selecting a suitable
statistic and
computing its value
from the given
sample data. The
selected statistic is
called the point
estimator of Ѳ.
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Ex.
Parameter
Estimator
μ
x bar
I. Evaluating learning
Ex.
Parameter
Estimator
Formula:
Sample mean=
μ
σ2
s2
Interval estimation is the
use of sample data to
calculate an interval of
possible values of an
unknown population
parameter, in contrast to
point estimation, which is
a single number.
An interval estimate is
defined by two numbers,
between which a
population parameter is
said to lie.
Ex. a ≤ μ ≤ b x1
≤ σ2 ≤ x2
In one half sheet of paper,
identify the following:
1. This is the process by
which one makes
inference about a
population based on
information obtained from
a sample.
2. This involves estimation
σ2
s2
Sample Standard
deviation=
Sample variance= s2
In one fourth sheet of
paper, identify the
following:
1. This is the selected
statistic that
identifies a point
estimate of a
population
parameter.
2. This is the obtained
single value that is
In one half sheet of paper,
compute the point
estimate of the given set
of data:
Checking
Average daily allowance of
senior high school
students in Cavite (in
pesos).
50 100 60 40 20 150
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of a population parameter
using a single value of a
statistic.
3. This involves estimation
of a population parameter
which is defined by two
numbers between which a
population parameter is
said to lie.
4. This is defined as the
single value or number
that can be regarded as
the sensible value for the
parameter.
regarded as the
sensible value of
the population
parameter.
3. This is the point
estimate of a
population mean.
4. This is the formula
of the point
estimate of the
population mean.
5. This is the symbol
of the point
estimate of the
population mean.
50 80 55 70
5. This is defined by two
numbers which a
population parameter is
said to lie.
J. Additional
activities for
application or
remediation
Answer the following
questions:
Answer the following
questions:
1. What is a point
estimator?
1. What is the formula in
computing the point
estimate of the population
mean?
2. How can we identify a
point estimator for a
Prepare for an
examination about point
estimation.
Answer the following
questions:
Bring calculator
2. What is the appropriate
form of the confidence
1. What is confidence
interval?
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population mean?
2. What are the steps in
computing the point
estimate of the population
mean?
3. Bring a calculator.
Journal Entry
1. I have learned that
.
2. I wish to learn more
about
.
Journal Entry
1. I have learned that
.
2. I wish to learn more
about
.
interval level estimator for
the population mean when
the variance is known?
Journal Entry
1. I have learned that
.
2. I wish to learn more
about
.
3. What is the appropriate
form of the confidence
interval level when
population variance is
unknown?
4. What is the appropriate
form of the confidence
interval level when the
central limit theorem is
used?
5. Bring calculator.
Journal Entry
1. I am satisfied/not
satisfied with my
performance in the
quiz
because
.
2. I wish to learn more
about
.
V. REMARKS
VI. REFLECTION
Reflect on your teaching and assess 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 when you meet them, you can ask them relevant questions.
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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 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
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localized materials
did I use/discover
which I wish to share
with other teachers?
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