Republic of the Philippines Document Code:

Department of Education SVNHS.SHS.COT1

Region III Revision: 00
SCHOOLS DIVISION OF PAMPANGA
Effectively Date:
High School Blvd. Brgy Lourdes, City of San Fernando
June 9, 2022
COT 2 San Vicente National High
Detailed Lesson Plan School

I. OBJECTIVES
A. Content Standard
 The learner demonstrates understanding of key concepts of sampling and sampling distributions of
the sample mean
B. Performance Standard
 The learner is able to apply suitable sampling and sampling distributions of the sample mean to
solve real-life problems in different disciplines.
C. Most Essential Learning Competencies
 Illustrates the Central Limit Theorem; (M11/12SP-IIIe-2)

D. Objectives
General Objective:
       1. At the end of the lesson, 100% of the students will be able to achieve at least 90% proficiency
level.
Specific Objectives:
1. Explain the concept of the Central Limit Theorem;
2. Identify the different real-life situations about central limit theorem

I. CONTENT: The Central Limit Theorem

II. LEARNING RESOURCES

REFERNCES:
A. Reference
1. Ocampo, Jose M., Marquez, Wilmer G. Conceptual Math and Beyond Statistics and
Probability. Quezon City: Brilliant Creations Publishing, Inc. 2016. Pages 110-118
2. Keller, Gerald. Business Statistics 2013-2015 Edition. Singapore: Cengage Learning Asia Pte
Ltd, 2013. Pages 124-132
3. Mendenhall, William, Beaver, Robert J., Beaver, Barbara M. Introduction to Probability and
Statistics 12 ed. Singapore: Thomson Asia Pte Ltd, 2006. Pages 263-274
B. Other Learning Resources

III. PROCEDURES

Indicators/Objectives

A. Reviewing the previous lesson/Presenting the new lesson 2 – Display proficient use of Mother
(What are you expected to demonstrate?) Tongue, Filipino and Emglish to
facilitate teaching and learning.
A. Daily Routine (The teacher uses of Mother Tongue
and/or Filipino, and/or English to
May I request everybody to stand? Let us start our day with a prayer. demonstrate a well-developed ability to
(Teacher will call a student to lead the prayer.) easily understand or ease in delivering a
lesson)
You may now take your seat. (The learner will take their seats.)

Good morning, everybody! 5 – Maintain learning environments that

Is there any absentee for today, class? promote fairness, respect, and care to
1. (None, Sir) encourage learning.
2. (Yes, Sir. ____ is absent today.) (The rule also focuses on respecting,
3. That’s great! We have a perfect attendance. equality, and valuing each student)
1
Class, could you please check if there are pieces of paper or any mess
under your chair. Kindly pick it and place it in its proper place.

Covid-19 Protocols

6 – Maintain learning environments that

nurture and inspire learners to
participate, cooperate and collaborate in
continued learning.
(The protocols will guide students
throughout the class to be always safe
atschool all the time as well as
encourage students to share the
authority of setting goals, assessing,
and facilitating learning)

Do you have anything to ask or clarify our rules? What else can we add
to these rules?)
(I hope that as we study, we will always keep in mind these agreements
we have made)

B. Reviewing previous lesson or presenting new lesson

How was your experience so far in this subject? I hope that you
are doing good and learned a lot from the subject.
IDENTIFY PARAMETER OR STATISTIC:
Instructions:
1. The students has 10-minute timer to answer the question posted on
the slides.
2. Once the timer is done, they will raise their answer and whoever get
the correct answer will get an award.
2 – Display proficient use of Mother
Tongue, Filipino and English to facilitate
teaching and learning.
(The teacher gives clear instruction to
students for the first activity)

3 – Use effective and non-verbal

classroom communication strategies to
support learner understanding,
participation, engagement, and
achievement
(The teacher begins positive lesson
which promotes open communication so
that each student can
participate/engage in the discussion
following the rules)

B. Establishing the purpose of the lesson

Consider a population with 15 members (N = 15). From this population,

we will get a sample with a sample size of 1 (n = 1). The probability of
getting any values are all the same, P(x) = 1/15 and the shape of the 2 – Display proficient u and se of Mother
probability distribution is flat or uniform and symmetric about the mean Tongue, Filipino and English to facilitate
μ. teaching and learning.
(The teacher uses precise vocabulary
and intonation to express meaning and
often shows great fluency and ease in
delivering the lesson)

2
 FIGURE 1A
FIGURE 1B
Let us consider the same
population but this time we will

get a
sample with two members (n = 2).
The sampling distribution of the
sample means will have a shape .5 – Maintain learning environments that
shown in figure 2b. promote fairness, respect, and care to
encourage learning.
(The teacher promotes a supportive and
nurturing learning environment where all
learners feel accepted, encourages to
learn, and free to tale learning risks)

3 – Use effective verbal and non-verbal

classroom communication strategies to
FIGURE 2A FIGURE 2B support learner understanding,
participation, engagement, and
Again, using the same population, we get a sample with n = 3. achievement.
The sampling distribution of the sample means will have a shape shown (This activity promotes open
in figure 3b. communication between the teacher
and students, among the students and
their classmates)

FIGURE 3A FIGURE 3B

QUESTION:
1. What do you notice in the shape of the histogram of the sampling
distribution of the sample means as the sample size increases? The
figure looks familiar, right?

 It is starting to look like a bell shape, one of the properties of a

normal probability distribution.
 In this lesson we are going to study a statistical concept that will
allow us to justify the assumption of the normal distribution. This
concept is called the Central Limit Theorem. Are you ready?
Let’s get it on!
C. Presenting examples/instances of the new lesson

What is the Central Limit Theorem?

Central Limit Theory (CLT)
As the sample size increases, the sampling distribution of the
means approaches a normal distribution regardless of the shape of the 2 - Display proficient use of Mother
original population distribution. Tongue, Filipino and English to facilitate
teaching and learning.
As you increase the number of samples the graph of the sample
5 – Maintian learning environments that
promote fairness, respect, and care to
encourage learning.

6 – Maintain learning environments that

nurture and inspire learners to
participate, cooperate and collaborate in
continued learning.
3
means will move towards a normal distribution.

 As you read the Central Limit Theorem, you may notice that the
approximation is valid as long as the sample size n is large. But
how large is large? Unfortunately, there is no clear answer to
this question.
 The approximate value of n depends on the shape of the
population from which you sample as well as on how you want to
use the approximation. However, these guidelines will help.

D. Discussing new concepts and practicing new skills

. What is It
How do I decide when the sample size is large enough?
6 – Maintain learning environments that
nurture and inspire learners to
 If the sampled population is normal, then the sampling participate, cooperate and collaborate in
distribution of x will also be normal, no matter what sample size continued learning.
you choose.

 When the sampled population is approximately symmetric, the

sampling distribution of x becomes approximately normal for
relatively small values of n.

 When the sampled population is skewed, the sample size n must

be larger, with n at least 30 before the sampling distribution of x
becomes approximately normal.

E. Developing Mastery (Leads to Formative Assessment)

Real-life examples of Central Limit Theorem 1 – Apply knowledge within and across
Example No. 1 curriculum teaching area.
If we want to guess the results of an election, we may take a poll and (The teacher discuss/explains the
find that in our sample 58% of the people would vote for A instead of B. significance of central limit theorem)-
within the curriculum teaching area by
In order to know if this applies to the entire population, we can conduct
giving examples of a real-life examples
the sample poll again and again and guess who will win. about central limit theorem)

G. Finding a practical of concepts and skills in daily living

6 – Maintain learning environments that
GROUP ACTIVITY TIME! nurture and inspire learners to
1. The class is divided into 4 groups participate, cooperate and collaborate in
2. They are asked to research 1 real-life examples about central limit continued learning.
theorem.
7 – Apply a range of successful
strategies that maintain learning
environments that motivate learners to
3. Each group has an assigned a topic to be discussed that applied in work productively by assuming
the different field: responsibility for their own learning.

Group 1 – Science
Group 2 – Agriculture 1 – Apply knowledge within and across
Group 3 – Economics curriculum teaching area.
Group 4 – Research (The students discuss/explains the
significance of normal distribution)-
4. After 15 minutes each group will assign a leader to present their within the curriculum teaching area by
assign topic to be discussed in front. researching some real-life examples
where central limit was used)

1 – Apply knowledge of content within

and across curriculum teaching areas.
(Accurate knowledge, in-depth, and
within teaching curriculum)
(Vertical integration/across teaching
curriculum)

H. Making generalizations and abstractions about the lesson

4
 ACTIVITY: FACEBOOK REACTION

Direction: Direction:
Complete the sentences based on the insights learned from the
discussions about central limit theorem

7 – Apply a range of successful

strategies that maintain learning
environments that motivate learners to
work productively by assuming
responsibility for their own learning.
(While answering the child needs to
think about whether it is his or her
personal experiences or not)

I. Evaluating Learning

WORD SCRUMBLE
The students will be going to answer the activity with a timer.
1. It is a distinct group of individuals, whether that group comprises a 6 – Maintain learning environments that
nation or a group of people with a common characteristic. nurture and inspire learners to
Answer: Population participate, cooperate and collaborate in
2. Refers to a smaller, manageable version of a larger group. It is a subset continued learning.
containing the characteristics of a larger population.
Answer: Sample
3. Defined as a balanced and proportionate similarity that is found in two
halves of an object
Answer: Symmetry
4. Is a graphical representation that organizes a group of data points into
user-specified ranges and is similar in appearance to a bar graph
Answer: Histogram
5. States that the distribution of sample means approximates a normal
distribution as the sample size gets larger, regardless of the
population's distribution.
Answer: Central Limit Theorem

Self-evaluation of the Students’ Output

5 – Very Good 2 - Fair
3- 4 – Good 1-0 – Needs Foolw-up
The score you get on this task should not be given a negative
interpretation. The purpose of this task is to assess your performance.
You can still do something to develop to improve your performance.

J. Additional activities for application or remediation

GROUP ACTIVITY:
The group will illustrate a real-life examples of central LIMIT THEOREM 7 – Apply a range of successful
in a ¼ illustratation board and recyclable materials based on their strategies that maintain learning
assign topic during the group presentation. environments that motivate learners to
work productivity by assuming
Self-evaluation of the Students’ Output responsibility for their own learning.
(In Objectvie 7 shows participation,
Criteria Above Meets Approaching Below
engagement, and collaborative in
Standard Standards Standard Standard continued learning of the students with
(5) (4) (3) (2) respect to their respective answers)
Content
Creativity
5
 Design

The score they get on this task should not be given a negative
interpretation. The purpose of this task is to assess theperformance.
They can still do something to develop to improve your performance.

Prepared By:    
MARITCHEL V. CADION
SHS TEACHER – II
STEM 3A Mathematics

Checked By: Approved By:

 ELENA G. OCAMPO   RICKY C. BALINGIT

 Senior High School Focal Person PRINCIPAL III
         Head Teacher III     San Vicente National High School