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DLP Sampling Techniques
DLP Sampling Techniques
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of sampling and
sampling distributions of the sample mean.
B. Performance The learner is able to apply suitable sampling and sampling distributions of the
Standards sample mean to solve real-life problems in different disciplines.
C. Learning M11/12SP-IIId-2
Competencies/Objectives Illustrates Random Sampling
Write the LC code for
each
D. Specific Objectives At the end of the topic, the learners should be able to:
a. differentiate types of random sampling techniques;
b. appreciate the significance of random sampling;
c. illustrate random sampling with its several techniques.
Il. CONTENT Illustrates random sampling
III. LEARNING
RESOURCES
A. References
1.Teacher's Guide pages
2. Learner's Materials Statistics and Probability 11
pages pp. 75-79
3.Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Power Point Presentation, activity sheet
Reference
V. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Good afternoon class!
Good afternoon, ma’am!
How is your day?
It is fine, ma’am.
That’s nice to know. To start our session today,
let us first pray. May I request everyone to stand
up. And Hazel, please lead the prayer.
(Hazel is leading the prayer)
Before you take your seat, kindly arrange your
chairs and pick-up the scattered papers.
Is there anyone absent today, class secretary?
None, ma’am.
Very good.
For us to have a good flow of our discussion and
for your active participation, we have some class
room rules that should be strictly observed all the
time. Please read our classroom rules, Chenni.
(Chenni will read the
In addition, we have our objectives which are classroom rules.)
expected for you to achieve at the end of our
lesson. Kindly read our objectives today,
Shaynne.
Systematic sampling -
individuals are selected at
regular intervals from the
sampling frame. The
intervals are chosen to
ensure an adequate sample
size. If you need a sample
size n from a population of
size x, you should select
every x/nth individual for the
sample. Systematic
sampling is done by
selecting every 𝑘th element
in your population list.
An example of this technique is when a The sampling interval, k, is
researcher tells the class to count and then calculated by dividing the
selects those students who count a multiple of 7 population size by the
numbers. The same thing happened in selecting desired sample size.
students who count multiple of 7 or 7, 14, 21,
and so on.
Is it clear class?
Cluster sampling –
in a clustered sample,
subgroups of the population
are used as the sampling
unit, rather than the
individuals. The population
An example of this is when all students is divided into subgroups,
belonging to the 8 randomly selected sections known as clusters, which
will participate in the survey on the readiness of are randomly selected to be
students for SY 2020-2021. included in the study.
Is it clear class?
Yes, ma’am.
None, ma’am.
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
E Developing mastery Since you do not have any questions or
(Leads to Formative clarification, we will have an activity. This is a
Assessment 5) group activity. For your groupings, please count
from 1 to 4. All 1s will be group 1. All 2s will be
group 2. All 3s will be group 3. And all 4s will be
group 4. Now, please proceed to your groupings
and form a small circle.
(Students grouped
themselves.)
Students, please assign a leader for your group.
And all leaders will pick a scenario in this bowl.
(Leaders will pick an activity
sheet.)
Directions: Each group will perform the assigned
task to them. Discuss how to perform your task.
Then present/discuss the process in front the
class with the team leaders.
SIMPLE GROUP
Write ten names of your mates on each piece of
paper, mixes the papers in a box/hat, and draws
5 pieces of paper from it.
SYSTEMATIC GROUP
Count and then select your groupmates who
counted a multiple of 2 numbers.
STRATIFIED GROUP
Get the list of names of Entrepreneurs from the
class secretary. Separate the list of boys and
girls, then draw 5 names by gender. Select 5
each randomly from boys & girls.
CLUSTER GROUP
A researcher surveys all Entrepreneurs students
from 2 randomly selected rows/clusters out of 6
rows/clusters in the class.