New SHS Learning Module Stat Prob

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La Consolacion College Manila

8 Mendiola Street, Manila 1005
BASIC EDUCATION DEPARTMENT

SENIOR HIGH SCHOOL
La Consolacion College Manila (LCCM) is a Catholic educational institution inspired by St. Augustine’s teachings on the primacy of love. LCCM is an academic community of
friends with compassion and consolation especially for our people in the frontiers.
VISION
Transformative education towards fullness of life in the 21st century.
MISSION
 To assume the responsibility of serving and caring for God’s people regardless of gender, race, creed and culture through Augustinian formation and development of world-
class graduates and professionals;
 To promote unity, charity and truth in the transformation of learners through excellence in instruction, research, and community extension programs;
 To integrate work and learning through the dual teaching-learning system, apprenticeship, service and reflection on industry standard skills and competencies;
 To integrate modern learning technology and student-centered pedagogy that produce innovative and creative graduates in the contemporary world;
 To provide a residential campus learning environment;
 To develop a strong community outreach program and create an eco-friendly educational environment;
 To provide a sustainable operation through accountability and stewardship of resources.
CORE VALUES
 Love of God and Neighbor
 Compassion and Consolation
 Community of Friends
 Integrity of Creation
 Scholarship and Passion for Excellence
 Search for Truth
 Dignity of Labor
Learning Module: Statistics and Probability

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I. Track: ACADEMIC
Strand: ABM, HUMSS, STEM, TECVOC
Grade: 11
Subject Code: MATH 2 (Statistics and Probability)
Subject Description: At the end of the course, the students must know how to find the mean and variance of a random variable, to apply sampling
techniques and distributions, to estimate population mean and proportion, to perform hypothesis testing on population
mean and proportion, and to perform correlation and regression analyses on real-life problems.
Number of hours: 80
Prerequisite/s: None
II. SCHOOL YEAR / SEMESTER

School Year: 2019 - 2020
Semester: 2nd semester
III. LEARNING MODULE:

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Week 1st Week – December 4-6 Blended Learning
Content Origin of Statistics and Probability Worksheet: Let the students practice
Content Standard The learner demonstrates understanding of the origin of Statistics and Probability. more analyzing and solving the
probability of a sample event.
The learner shall be able to: A. Use each diagram to solve
Performance
1. state the reasons why we study Statistics and Probability. problems
Standard
2. cite situations where Statistics and Probability can be applied in real-life situations.
The learner:
1. defines Statistics and Probability.
Learning 2. realizes the uses and importance of Statistics and Probability in real-life.
Competencies 3. recognizes the layman’s and statistician’s ways of expressing probability. 1. How many pieces are there total
4. identifies the chance experiment, event, sample space, truth set of event and probability in the spinner?
of the given problem. 2. If you spun the spinner 1 time,
Values Integration Community of friends: Welcoming lasting friendship. what is the probability it would
Outcome-Based Day 1 land on a gray piece?
Teaching & Determining Prior Knowledge 3. If you spun the spinner 1 time,
Learning  Knowledge Rating Chart what is the probability it would
Methodology land on a black piece?
(OBTLM) Knowledge Rating Chart 4. If you spun the spinner 1 time,
Circle the number that represents your learning experience on Statistics and Probability. what is the probability it would
1. I’ve never heard of this before. land on a white piece?
2. I’ve heard of this, but I’m not sure how it works. 5. If you spun the spinner 1 time,
3. I know about this and how to use it. what is the probability of landing
Ask them to share their answers to their partner (DYAD), then in the group on either a white piece or a black
The teacher will synthesize the result of KRC/ sharing of previous knowledge on Statistics and piece?
Probability: 6. If you were to roll the die one
In-class discussion time, what is the probability it
Powerpoint: Discuss the Origin of Statistics and Probability will land on a 3?
Guide Questions: 7. If you were to roll the dice one
a. How would you define Statistics? Probability? time, what is the probability it
b. Why do we study Statistics and Probability? will not land on a 2?
c. Can you cite the uses and importance of Statistics and Probability in real-life situations? 8. If you were to roll the dice one

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Materials/Equipment: TV monitor and laptop time, what is the probability of it

landing on an even number?
Written Work:
9. How many shapes are there total
Identify the Chance Experiment, Event, Sample Space, Truth set of event, and Probability
Assessment of in the array?
Problem: What is the probability of getting at least a head when a fair coin is tossed twice?
Learning 10. If you were to select 1 shape at
Outcomes (ALO) Performance Task: random from the array, what is
the probability it will be a circle?
Primary: Statistics and Probability by R. Belecina, et.al., p.1.
Supplements: Statistics for Secondary Schools by N. Nacianceno, et.al, pp. 1-5.
https://www.wyzant.com/resources/lessons/math/statistics_and_probability
References https://www.britannica.com/science/probability
https://www.quora.com/What-are-the-importance-of-studying-statistics-and-
probability
Remarks Remarks
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MS. MA. TERESA DV. ESPEJO _____________

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MS. HERYNADEL C. ADVINCULA _____________

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MR. AARON PAUL CASABAR _____________

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MS. JOANN P. BUMANGLAG _____________

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MR. ALEJANDRO F. SORITA _____________

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BED Principal Date
Week 2nd Week – December 9-13 Blending Learning

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Random Variables and Probability Distributions

Content
Exploring Random Variable Real life application of Discrete and
The learner demonstrates understanding of key concepts of random variables and probability Continuous Random Variable
Content Standard
distributions. - Suppose you were collecting
Performance The learner shall be able to apply an appropriate random variable for a given real-life problem data about dogs. Give at least
Standard (such as in decision making and games of chance). two examples of discrete and
The learner: two examples of
Learning 1. illustrates a random variable (discrete and continuous) continuous data you might
Competencies 2. distinguishes between a discrete and a continuous random variable. collect.
3. finds the possible values of a random variable. - Consider the chance
Community of friends: Practice cooperation in group task/activity. experiment of selecting a
Welcoming and lasting friendships person at random from the
Values Integration people who responded to this
Compassion and consolation: Inculcate the idea that for everything we do in life, we should
always start and end it with happiness, survey. The table you
Outcome-Based Day 1 generated in Exercise 5
Teaching & Elicit student’s prior knowledge through any of the following activities: displays the probability
Learning  Write a simple journal starting with the prompt “Random variables … “ distribution for the random
Methodology  Answer the Entry Card on page 2 of the textbook variable number of music
(OBTLM) ENTRY CARD genres liked. Your table
List down the sample space of the following experiments. shows the different possible
EXPERIMENT SAMPLE SPACE values of this variable and the
1. Tossing three coins probability of observing each
2. Rolling a die and tossing a coin value.
Simultaneously a. Is the random variable
discrete or continuous?
Discuss the basic concept of random variable.
b. What is the probability that
Demonstrate how to find the value of random variables.
a randomly selected person
Group work: answer exercise 1. Each member of the group must share his/her thoughts on how
who responded to the survey
to do the task before answering the exercise.
said that they like 3 different
music genres?
Day 2
c. Which of the possible
Video presentations: on how functions are used to model real-life situations.
values of this variable has the
Discussion of the message/ideas shown in the video presentation.

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Materials/Equipment: TV monitor and laptop greatest probability of being

observed?
Written Work: d. What is the probability that
Problem: a randomly selected person
From a box containing 4 black and 2 green balls, 3 balls are drawn in succession. Each ball is who responded to the survey
placed back in the box before the next draw is made. Let G be the random variable representing said that they liked 1 or fewer
Assessment of the number of green balls that occur. Find the values of the random variable G. different genres?
Learning e. What is the sum of the
Outcomes (ALO) Possible Outcomes Value of the Random Variable G probabilities of all of the
possible outcomes? Explain
why your answer is
reasonable for the situation
Performance Task:
Independent work: Make a concept map summarizing the key concepts on random variables.
Primary: Statistics and Probability by R. Belecina, et.al., pp. 1-8.
Supplementary:
References
https://www.khanacademy.org/math/probability/random-variable-topic/
random_ variables_prob_dist/v/discrete-and-continuous-random-variables
Remarks (12 & 13 Field Trip) Remarks
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Week 3rd Week – January 6-10 Blended Learning

Content Analysis Worksheet:
 Constructing Probability Distribution
The survey data for people age 60
Content Standard (Please refer to the content standard indicated.) or older are displayed in the
Performance graphs below.
(Please refer to the performance standard indicated.)
Standard
The learner:
4. illustrates a probability distribution for a discrete random variable and its properties.
Learning
5. constructs the probability mass function of a discrete random variable and its
Competencies
corresponding histogram.
6. computes probabilities corresponding to a given random variable
Community of friends: Inculcate the benefit of showing the “real you” when gaining and
Values Integration dealing with friends.
Love of God and Neighbor: Respect for one another, our diversity, and our talents.
Day 1
Review how to compute for probability of an event as a formative assessment before the lesson.
The result of this activity can be used as basis in providing review of the pre-requisite skills.
Group discussion on probability distribution of discrete random variables. a. What is the difference between
Outcome-Based Demonstrate how to construct probability distribution. the two graphs?
Teaching & Day 2 b. What is the probability that a
Learning Groupings with 4 members. Every member of the group will explain key concepts and steps in randomly selected person from
Methodology evaluating functions. Let the students work together in answering exercise B1 on p. 16. this group of people age 60 or
(OBTLM) Identify students who are doing well and those who are in need of assistance. Provide older chose 4 music genres?
scaffolding to both groups of students. c. Which of the possible values of
Discuss how to create a histogram for a probability distribution this variable has the greatest
probability of occuring?
Materials/Equipment: TV monitor and laptop d. What is the probability that a
Assessment of Written Work: randomly selected person from
Learning For mastery and reinforcement. Independent work. this group of people age 60 or
Outcomes (ALO)  Solve the exercise on probability distribution on pp. 16-18. older chose 5 different genres?
e. Make a conjecture about the
 Prepare an exit card containing three things students found out, two interesting things
sum of the relative frequencies.
students discovered, and one question about the lesson.

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Performance Task: Then check your conjecture

using the values in the table.

Supplements:
References
https://www.khanacademy.org/math/probability/random-variable-topic/ random
variables_prob_dist/v/discrete-probability distributions
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Week 4th Week – January 13-17 Blended Learning

Each students should perform the
Content  Computing the Mean of Discrete Probability Distribution
following experiment 20 times.
 Computing the Variance of Discrete Probability Distribution Toss 5 coins and observe the number
Content Standard (Please refer to the content standard indicated.) of heads that will occur.
Performance (Please refer to the performance standard indicated.) What are the possible values of X or
Standard the no. of heads in 5 tosses?
The learner: Each student should keep track of the
Learning no. of times each outcome is
7. illustrates the mean and variance of a discrete random variable.
Competencies observed and combine his/her results
8. calculates the mean and the variance of a discrete random variable.
Love of God and Neighbor: Respect and appreciate individual differences. with those of the class to construct
Values Integration Community of Friends: Inculcate the significance of creating a good relationship with other the following table.
people. No. of Freq. Relative Actual
Heads of Freq. Proba-
Outcome-Based Day 1
Occu- bility
Teaching & Recall the properties of the mean of a measure of central tendency. Review the formula in rrence P(x)
Learning finding the mean.
Methodology Discuss the definition of the mean of discrete random variable and the steps for finding the
(OBTLM) mean of a discrete probability distribution.
Class activity: Demonstrate to class how the steps for finding the mean of a discrete probability
distribution work
Seatwork: how to find the mean of a discrete probability distribution. Compute the approximate
probability values and the actual
Day 2 probability values.
Problems: Construct a probability distribution. compute and interpret the mean, variance, and How would you make the
standard deviation of a frequency distribution and discrete probability distribution. approximate probability values very
1. The probabilities that a surgeon operates on 3, 4, 5, 6, or 7 patients in any day are 0.15, close to the actual
0.10, 0.20, 0.25, and 0.30, respectively. Find the average number of patients that a probabilitymvalues?
surgeon operates on a day.

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2. The probability that a customer will buy 1, 2, 3, 4, or 5 items in a grocery store are ,
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1 1 2 3
, , , and respectively. What is the average number of items that
10 10 10 10
a customer will buy?
Compute the Mean, Variance & Standard Deviation. Complete the table.
Scores obtained by 20 students in a 15 item quiz
Score No. of Students fX X–X 2 2
X f (X – X) f (X – X)
5 3
8 5
10 4
12 5
15 3
Materials/Equipment: TV monitor, laptop, calculator
Written Work:
Independent Task
 Discus the steps on finding the mean of a discrete probability distribution using Look Back and
Assessment of Reflect on p. 29.
Learning  Perform the experiment on Extension on p. 29.
Outcomes (ALO) Performance Task:
Create your own 3 problems that require finding the mean of a probability distribution.
Encourage students to collaborate with one another.
Supplementary:
References https://www.khanacademy.org/math/probability/random-variable-topic/random_
variables_prob_dist/v/discrete-probability distributions

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Remarks (13 & 14 no classes due to Taal Vocano erruption) Remarks
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1. Cite 2 problems involving solving
for the mean of a Frequency
Content  Computing the Mean of Discrete Probability Distribution
Distribution and Discrete
 Computing the Variance of Discrete Probability Distribution probability distribution. ( 1 each
The learner demonstrates understanding of key concepts of random variables and probability problem – give 5 items each
Content Standard
distributions. prob.)
Performance The learner shall be able to apply an appropriate random variable for a given real-life problem Compute the mean. Explain, how
Standard (such as in decision making and games of chance). does the mean of each
The learner: distribution tell us.
Learning
9. interprets the mean and the variance of a discrete random variable 2. Explain why the values of
Competencies
10. solves problems involving mean and variance of probability distributions. discrete random variable
Love of God and Neighbor: Respect and appreciate individual differences. expressed in whole numbers but
Values Integration Community of Friends: Inculcate the significance of creating a good relationship with other the mean of its probability
people. distribution in most of the time
Outcome-Based expressed in fraction or decimal
Teaching & Day 1 number?
Learning Review the meaning of variance and standard deviation as a measure of variability. 3. Solve for the variance & Standard
Methodology Revisit their skills in finding the variance of a data set. deviation of each distribution
(OBTLM) Review the steps in finding the mean and discrete probability distribution using exercise C3 (given in no. 1) use the first
on p. 29. formulas and the alternative
Discuss the definition of variance and standard deviation of discrete random variable and the formulas.
steps in finding the variance and standard deviation of discrete probability distribution. 3. Explain how do the variance and
standard deviation used to
Day 2 describe the data in a distribution.
Present the alternative procedure in finding the variance and standard deviation of a probability 4. Sketch the Histogram of the
distribution. Demonstrate how to apply the alternative procedure. probability distribution given in
Groupings with 4 members. Let the students work together in answering Exercise A1 on p. 41.

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Describe how a researcher uses and interpret the variance and standard deviation of a no. 1. (for frequency distribution
probability distribution by answering Look Back and Reflect on p. 43. use the x & f values)
Assignment: Perform the experiments on Extension, p. 43.
Materials/Equipment: TV monitor, laptop and calculator

Written Work:
Seatwork: Answer Look Back and Reflect on p. 43.
Assessment of Assignment: Perform the experiments on Extension, p. 43.
Learning Performance Task:
Outcomes (ALO) In a short bond paper, computerized:
Describe how a researcher uses and interpret the variance and standard deviation of a
probability distribution.
Supplementary:
References
https://www.khanacademy.org/math/probability/random-variable-topic/
random_variables_prob_dist/v/discrete-probability distributions
Remarks Remarks
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1. Use the Internet and read the
Normal Distribution
Content TIMMS Report on the average
1. Understanding the Normal Curve Distribution Understanding the z-scores
performance of all learners in
Content Standard The learner demonstrates understanding of key concepts of normal distribution and z-score. Grade 6 in Mathematics and in
Performance The learner shall be able to accurately formulate and solve real life situations in different Science.
Standard disciplines involving normal distribution. 2. Show the report using a graphical
The learner: representation for each subject.
1. understands the concept of the normal curve distribution. 3. Locate the Philippine score in the
2. states and illustrates the properties of a normal curve distribution. graph.
Learning 4. With reference in the population
3. sketches the graph of a normal distribution.
Competencies mean, interpret the performance
4. relates a random variable distribution to a normal variable distribution.
5. understands the concept of the z-score. of Filipino learners based on the
6. converts a random variable to a standard normal variable and vice-versa. report.
Scholarship and Passion for Excellence: Develop positive values in life such as objectivity, 5. Based on the information that you
Values Integration gathered, what favorable action
creativity, truth and honesty which mathematical skills and proficiency cultivate.
Outcome-Based Day 1 can you suggest?
Teaching & Lecture/Discussion on a normal distribution and its properties using PowerPoint Presentation
Learning Describe the main function of a normal distribution?
Methodology Graph of a normal curve and explain its relationship to random variable distribution?
(OBTLM) Describe a z-score?
Converting the raw score to z-score and vice-versa using a certain formula.
Day 2
Group Activity:
After identifying the area under the normal curve, each group should identify the region

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occupied by the area then determine the probability/percentage of a particular region.
Group Presentation:
Each group must present to the class the outcome of their activity.
Materials/Equipment: TV monitor, laptop, calculator and Z-table
Written Work:
Seatwork:
Draw two (2) normal curves with its corresponding parts and properties. The first normal curve
Assessment of
is with the given raw scores and the second normal curve should have its corresponding z-score
Learning
converted from the given raw scores.
Outcomes (ALO)
Performance Task:
Primary: Statistics and Probability by Belecina, et. al., pp. 50-66

Supplementary: Statistical Literacy by Arcilla, et. al., pp. 252-255
References https://www.google.com/search?q=normal+distribution
https://www.mathsisfun.com/data/standard-normal-distribution.html
https://statisticsbyjim.com/basics/normal-distribution/
Remarks College week Celebration Remarks
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Week 7th Week – February 3-7 Blended Learning

Normal Distribution
 FACE TO FACE
Content 1. Identifying the Regions of Areas Under the Normal Curve.
2. Determining Probabilities.  Divide the class into 6
The learner demonstrates understanding of identifying the regions of areas and probabilities groups, then distribute the
Content Standard under the normal curve. following to each student:
Performance The learner shall be able to accurately formulate and solve two basic topics in normal o a pair of dice
Standard distributions. o poster board
The learner: o markers
Learning 1. identifies the regions of the areas under the normal curve.  Now explain the following
Competencies 2. expresses the areas under the normal curve as probabilities or percentages. instructions:
3. determines the areas under the normal curve given z-values. o Create a 10 x 4 table
Scholarship and Passion for Excellence: Develop students’ logical and analytical thinking. at the top of the poster
Values Integration Dignity of Labor: Display desirable attitudes like: open-mindedness, persistence, curiosity, and board.
competence in one’s work. o Roll the dice 40 times
Outcome-Based Day 1 and record the results
Teaching & Recall the Properties of the normal curve in each box.
Learning What is the area under the normal curve? How can we make the correspondence between the o Underneath the table,
Methodology area and probability? How do we identify the areas under the normal curve? create a large graph
(OBTLM) and plot each roll.
Group Activity: o Then connect the
A. Study the curve and identify the shaded region in terms of the z-score. points and determine
Identify the same region in terms of area. Can you think of other way to identify the region? if the graph is a
normal distribution.

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 After students have finished,

allow them to share their
B. Draw and sketch the normal curve. findings.
Draw the vertical line through the specified z-value and shde the region.
1. z = 0 and z = 1
2. z = -2 and z = 3
Presentation: Each group must present to the class the outcome of their activity.
Day 2
Discussion: Determining the areas under the normal curve when z is given using the z-table.
How do we construct a normal curve when z value is negative?
Find the area that corresponds to the z-value: z = 0.3; z = -1.15; z = -1.15
Materials/Equipment: TV monitor, laptop.

Written Work:
Quiz
Performance Task: (short bondpaper)
Assessment of 1. In the previous activity in the blended learning, you determined the average
Learning performance of Grade 6 Filipino learners in Mathematics in a national achievement test.
Outcomes (ALO) Show the information using the sketch of the normal curve.
2. Assuming that mathematics is your advocacy and that you are a volunteer in your
barangay, how would you disseminate to parents in general or to your community in
particular.
Primary: Statistics and Probability by Belecina, et. al., pp. 67-82
References Supplementary: Statistical Literacy by Arcilla, et. al., pp. 256-259
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Week 8th Week – February 10-14 Blending Learning

Normal Distribution
Board Work :
Content 1. Identifying the Regions of Areas Under the Normal Curve.
Problem 1: The scores of Grade 11-
2. Determining Probabilities.
ABM 2 students in standardized test
Content Standard (Please refer to the content standard indicated.) are normally distributed with the
Performance mean of 60 and standard deviation of
(Please refer to the performance standard indicated.) 8. Answer the following:
Standard
Learning The learner converts a normal random variable to a standard normal variable and vice versa. 1. How many percent of the students
Competencies computes probabilities and percentiles using the standard normal table. got below 72?
Community of Friends: Develop sense of responsibility and cooperation in group work. 2. What part of the group scored
Values Integration Dignity of Labor: Develop time consciousness and self-reliance in performing assigned tasks between 58 and 76?
3. If there were 250 students who
Outcome-Based Day 1 took the test, about how many
Teaching & Discussion: students scored higher than 64?
Learning Interpreting the key phrases in constructing the normal curve.
Methodology Case 1: The required are, as depicted by the shaded regions under the curve. Problem 2: Find the raw score of a
(OBTLM) (greater than; at least z, more than z; to the right of z; above z) standard score of z = 2.52 in a
normally distributed population with
mean 42 and standard deviation 3.
Case 2: The required are for: Problem 3: The weight of adults in

(less than z; at most z; more than z; not greater than z; to the left of z) Barangay Sagpon approaches a

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normal distribution with a mean of

52.9 kg. and standard deviation of
7.2kg. If an adult is chosen at
Find the area to the left of z = -1.5 random from Brgy. Sagpon, what is
Find the are below z = 1.5 the probability that his weight is
above 48.5kg. Additional Problem
Day 2
Recall constructing the normal using some key phrases.
Seat work:
Determine each of the following areas and show how these graphically. Use probability
notation in the final answer.
1. above z = 1.46
2. between z = -0.76 and z = 2.88
3. to the left of z = 2.78
Materials/Equipment: TV monitor, laptop, z-table

Written Work:
Do the Exercises on p. 81, nos. 1-7.
Performance Task:
1. Math Journal (short bond paper)
Assessment of Explain how would you determine the probability belonging to the top 5% of a class.
Learning Illustrate it with a normal curve.
Outcomes (ALO) 2. Using the importance of the areas of the regions under the normal curve. Think about your
answer in the following questions.
a. What probability expression is equivalent to P(lzl > 1.96)?
b. How does the graph look like?
c. Explain your procedure.
Primary: Statistics and Probability by R. Belecian, et.al, pp.74-82.
References Supplementary: https://www.statisticshowto.datasciencecentral.com/probability-and-
statistics/ normal-distributions/

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http://www.tushar-mehta.com/excel/charts/normal_distribution/
Remarks Remarks
Week 9th Week – February 17-21 (THIRD QUARTER PR]ERIODICAL EXAMINATIONS)
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Week 10th Week – February 10-14 Blending Learning
Content Measures of Central Tendency -Mean, median and mode practice

The learners must compute for the mean, median and mode for ungrouped . exercises/quiz with time limit on
Content Standard
LMS.
Performance The learners should be able to determine how to compute for the mean, median and mode for ungrouped
Standard and grouped data.
The learners … -Pre-Assessment on the frequency
Learning
1. Compute for the mean, median and mode for ungrouped data. distribution table for grouped data
Competencies
2. Organize a table for frequency distribution table of ungrouped to grouped data. (Printed to be submitted on
Develop sense of responsibility and cooperation in group work. Associate the measures of February18)
Values Integration central tendency in real life situation.
Outcome-Based Day 1
Teaching & 1. Pre-assessment : Worksheet with multiple choice about the mean,median and
Learning mode.
Methodology 2. Exploratory activities that will introduce you to the basic concepts of measures of central
(OBTLM) tendency and how these concepts are applied in real life. This activity provides the students the
opportunity to recall the basic concepts of measures of central tendency
3. Discussion:
The Mean Median Mode
x = ∑x N The middle value here or the measure or value which
where ∑x = the summation term in a set of data arranged occurs most frequently in a
of x (sum of the measures) according to size/ magnitude set of data. It is the value
and N = number of values of (either increasing or with the greatest frequency.

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x decreasing) is called the

median.
Day 2
1. Assess their knowledge on the different mathematics concepts previously studied and your
skills in performing mathematical operations. These knowledge and skills may help them in
understanding Measures of Central Tendency for Grouped Data.
2. Guided Activity : Complete the frequency distribution table by finding the unknown values
Materials/Equipment:
Written Work:
Graded recitation
Board work
Assessment of Chapter test
Learning
Outcomes (ALO)
Performance Task:
Primary:
References
Supplements: https://www.depednegor.net/uploads/8/3/5/2/8352879/math_teachers_guide_10.pdf
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Week 11th Week – March 2-6 Blending Learning
Content Measures of Central Tendency Complete the frequency distribution

Content Standard table for the following Age of the
students.
Performance 12, 11, 9, 15, 12, 12, 11, 10, 16, 10,
Standard 15, 17, 17, 13, 13, 14, 15, 9, 16, 17,
The learner… 15, 11, 14, 12, 12, 10, 9.
1. Determine the terms/parts of a frequency distribution table such as limits, boundaries,
Learning
class mark etc.
Competencies
2. Compute for the mean of grouped data. Complete the frequency distribution
table for the following scores
Develop sense of responsibility and cooperation in group work. Prioritize God as the obtained by a grade 7 class of 40
Values Integration
CENTER of life. students in a mathematics test.
12, 5, 14, 42, 15, 29, 29, 26, 37, 35,
Day 1 25, 30, 31, 16, 11, 10, 15, 48, 41, 37,
Discovery Approach : Analyze the table and let them define the terms indicated. 36, 6, 29, 14, 25, 34, 24, 16, 12, 18,
Outcome-Based Class Tally Frequency Class Limit Class 19, 26, 40, 39, 32, 25, 9, 16, 29, 27
Teaching & Limit (X) Mark ( Boundaries
Learning X m¿ Lower Upper Lowe Upper
Methodology r
(OBTLM) 48-52 IIIIII 6 50 48 52 47.5 52.5
53-57 IIIII 5 55 53 57 52.5 57.5
58-62 IIIIIIII 9 60 58 62 57.5 62.5
I

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63-67 IIIIIII 6 65 63 67 62.5 67.5

68-72 IIIII 5 70 68 72 67.5 72.5
73-77 I 1 75 73 77 72.5 77.5
Day 2
Computing the mean of the frequency distribution table of grouped data.
When the number of items in a set of data is too big, items are grouped for convenience.
To find the mean of grouped data using class marks, the following formula can be used:
Mean = ∑(fX)/ ∑f
where: f is the frequency of each class X is the class mark of class Illustrative Example: Directions:
Materials/Equipment: Whiteboard / Projector / Books/ Calculator
Written Work: Seatwork: Calculate the mean of the Mid-year Test scores of Students in Filipino.
Assessment of
Learning
Performance Task:
Outcomes (ALO)
Primary:
References
Supplements: 075_DescriptiveStatistics.PPT.pdf
Remarks Remarks

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Content Measures of Central Tendency for Grouped Data Due to the COVID-19 case, the student will
The learners must compute for the mean, median and mode for grouped data. study the lesson with use of this site.
Content Standard https://www.youtube.com/watch?v=V4qjAyb4lNI
Performance The learners should be able to determine how to compute for the mean, median and
Standard mode for grouped and grouped data. Answer also the activity given on LMS.
The learner…
Learning
Compute for the median and mode of grouped data using the frequency distribution
Competencies
table.
Values Develop sense of responsibility and cooperation in group work. Associate the measures
Integration of central tendency in real life situation.
Day 1
Illustrative examples and discuss the steps on how to compute for the median and mode
of the grouped data.
Outcome-Based Day 2
Teaching & Diad: Using the table try to compute for the median and mode.
Learning
Methodology
(OBTLM)
Materials/Equipment: Books/ Calculator/ Projector
Written Work: Another set of example and get the median and mode
Assessment of
Learning
Performance Task:
Outcomes (ALO)

34
Primary:
References
Supplements: https://www.youtube.com/watch?v=V4qjAyb4lNI
Remarks Remarks
Prepared by:

Faculty Date

Faculty Date

Faculty Date
Checked by:

Team Leader Date

35

Approved by:

BED Principal Date

36

Normal Distribution
1. Locating Percentiles Under the Normal Curve LMS
Content 2. Applying the Normal Curve in Problem Solving Give them a concept notes about the
percentile or the given topic.
The learners must locate percentiles under the normal curve and solve real-life problems.
Content Standard Perform the exercises on page 88 of
The learners should be able to determine how to locate percentile under the normal curve and solve their books.
Performance problems involving normal distribution. -Find each of the following
Standard percentile points under the normal
The learners … curve. Make sure that you are going
3. Find the z-scores when probabilities are given. to complete the procedure.
Learning 4. Locate percentiles under the normal curve. 1. P99
Competencies 5. Apply the normal curve in solving word problems. 2. P90
3. P68
(Develop sense of responsibility and cooperation in group work. 4. P40
Values Integration
Develop time consciousness and self-reliance in performing assigned tasks 5. P32
Day 1
Outcome-Based Lecture/Discussions
Teaching & 1. Present how to locate the percentiles under the normal curve by using illustrative samples.
Learning 2. Present to the class real-life situation on how to apply normal curve in solving problems.
Methodology 3. The students must give their own application of normal curve in real-life situation.
(OBTLM) Materials/Equipment:
Written Work:
Graded recitation
Boardwork
Assessment of Chapter test
Learning
Outcomes (ALO)
Performance Task:
References Primary:
Statistics and Probability by Belecina, et. al., pp. 83-96
Statistical Literacy by Arcilla, et.al., pp. 260-262

37
Supplements:
Remarks Remarks
Prepared by:

Faculty Date

Faculty Date

Faculty Date
Checked by:

Team Leader Date

Approved by:

38

BED Principal Date

Content Normal Distribution

39
1. Locating Percentiles Under the Normal Curve - Video tutorial for them to
2. Applying the Normal Curve in Problem Solving understand the said topic.
https://www.youtube.com/
Content Standard The learners must locate percentiles under the normal curve and solve real-life problems. watch?v=3g3egHCgfIY\
The learners should be able to determine how to locate percentile under the normal curve and solve
Performance problems involving normal distribution. - Provide a worksheet to be
Standard printed/ answer on notebook/
The learners … a quiz on lms.
1. Find the z-scores when probabilities are given.
Learning 2. Locate percentiles under the normal curve.
Competencies 3. Apply the normal curve in solving word problems.
(Develop sense of responsibility and cooperation in group work.

Values Integration
Develop time consciousness and self-reliance in performing assigned tasks
Day 1
- Review the concepts related to the normal curve using Entry Card on page 89
- Provide corrective feedback, if needed resulting from the performance in the Entry card.
- Discuss different real-life situations that require application of normal curve concepts.
Outcome-Based
Teaching & Day 2
Learning - Present and discuss to class the learning objects. Call on volunteers to retell the lesson
Methodology targets.
(OBTLM) - Demonstrate to class how to solve problems that require application to the normal curve
concept using Task 1- Example 1 on page 90.
- Form groups of five and ask each group to perform Task-Example 2 on pages 90-91
Written Work: Answer Exercises 3 and 4 on page 96

Assessment of
Learning
Performance Task:
Outcomes (ALO)

40
Primary: Statistics and Probability by R. Belecian, et.al, pp. 83-98

Supplementary: https://www.statisticshowto.datasciencecentral.com/probability-and-
References
Remarks Remarks
Week 15th Week – March 30-April 3 Blending Learning
Content Sampling and Sampling Distribution of Sample Means;

The learner demonstrates understanding of key concepts of sampling and sampling Study the topic with the use of this
Content Standard pdf
distributions of the sample mean.
Performance The learner is able to apply suitable sampling and sampling distributions of the sample mean to -including different sites/ demo about
Standard solve real-life problems in different disciplines. sampling distribution.
The learners… -the last part of the pdf shows an
Learning activities that will help the students
1. Find the mean and variance of the sampling distribution of the sample means; and
Competencies to practice and answer.
2. State and explain the Central Limit Theorem.
Search for truth – As a rule of thumb, the sample size must be at least 30 for for the central - submission on the next meeting of
Values Integration face to face classroom.
limit theorem to hold true.
Outcome-Based Day 1
Teaching & - Review the following topics using the Entry Card on pages 110-111.
Learning Computing for the mean and variance of a frequency distribution
Methodology Computing for the mean and variance of a probability distribution
(OBTLM) - Present and discuss to class the learning objects. Call on volunteers to retell the learning
targets
- Form small groups of three to four members. Instruct the students to study In-Class
Activity 1 on page 111. Ask them to answer the processing questions on page 118.
Day 2

41
- Consolidate the student’s responses by discussing the properties of sampling

distribution of sample mean on page 119.
- Discuss the standard error of the mean and relate it to Central Limit Theorem.
- Collaborative Work: Ask the students to discuss among themselves questions presented
in Look Back and Reflect.
Written Work:
Assessment of
Learning
Performance Task:
Outcomes (ALO)
Primary: Statistics and Probability by R. Belecian, et.al, pp.101-110

Supplementary: https://www.statisticshowto.datasciencecentral.com/probability-and-
References
Remarks Remarks
Prepared by:

Faculty Date

Faculty Date

42

Faculty Date
Checked by:

Team Leader Date

Approved by:

BED Principal Date
Week 16th Week – April 6-10 Blending Learning
Content Solving Problems involving Sampling Distribution of Sample Means PDF FILE
Content Standard The learner demonstrates understanding of key concepts of sampling and sampling https://saylordotorg.github.io/
distributions of the sample mean. text_introductory-statistics/s

43
Performance The learner is able to apply suitable sampling and sampling distributions of the sample mean to 0-02-the-sampling-distribution-of-
Standard solve real-life problems in different disciplines. t.html
Learning At the end of the lesson, the students must be able to solve problems involving sampling
Competencies distributions of sample mean.
Search for truth – Sampling, Statisticians have told us, is a much more effective way of getting
Values Integration
a good census.S
Day 1
- Readiness Phase : Review the following topics using the Entry Card on page 126-127
 Z-score
 Area under the normal curve
- Discuss different situations that show applications of sampling distribution.
Day 2
Outcome-Based - Demonstrate to class how to solve problems that require application of the normal curve Basic Exercises
Teaching & concept.
Learning 1. A population has mean 128
- Identify students who are doing well and those who are in need of assistance. Provide
Methodology scaffolding to both groups of students. and standard deviation 22.
(OBTLM)  Advance students: Ask them to prepare a journal using the second prompt on
a. Find the mean and
Look Back and Reflect on page 133
 Struggling Students: Conduct a group discussion using related problem. Then, standard deviation of X−−X- for
ask the students to answer teacher-created exercise.
samples of size 36.
Materials/Equipment: b. Find the probability
that the mean of a sample of size
Written Work: Answer Exercises 2-6 on pages 132-133
Assessment of
36 will be within 10 units of the
Learning
Performance Task:
Outcomes (ALO) population mean, that is,
between 118 and 138.
References Primary: Statistics and Probability by R. Belecian, et.al, pp.126-136
Supplementary: https://saylordotorg.github.io/text_introductory-statistics/s10-02-the-sampling- 2. A population has mean 1,542
distribution-of-t.html
and standard deviation 246.
a. Find the mean and

44
standard deviation of X−−X- for

samples of size 100.
b. Find the probability
that the mean of a sample of size
100 will be within 100 units of
the population mean, that is,
between 1,442 and 1,642.
Remarks Remarks
Prepared by:

Faculty Date

Faculty Date

Faculty Date

45
Checked by:

Team Leader Date

Approved by:

BED Principal Date
Week 17th Week – April 13-17 (FOURTH QUARTER PRERIODICAL EXAMINATIONS) Blended Learning
Content Estimation of Parameters 1. What is the t score for 95%

The learner demonstrates understanding of key concepts of estimation of population mean and confidence interval with n=20, n=10,
Content Standard
population proportion. n=5? (df= n - 1)
Performance The learner is able to estimate the population mean and population proportion to make sound 27 of 28
Standard inference in real-life problems in different disciplines. 2. What is the t score for 90%
Learning The learners... confidence interval with n=20, n=10,

46
1. Understand the concept of estimation. n=5? (df= n - 1)

Competencies 2. Distinguish between point of estimate and interval estimate; and 3. What is the t score for 99%
3. Find the point estimates of population means and proportion. confidence interval with n=20, n=10,
Self- realization – Never underestimate your power to change yourself, Never overestimate n=5? (df= n - 1)
Values Integration
your power to change others.
Day 1
- Elicit student’s prior knowledge using the Entry Card on page 139
- Ask the students to form small groups of 10 members. Instruct each group to perform
the task presented in Getting Ready and In-Class Activity 1.
Outcome-Based
Teaching & Day 2
Learning - Using student’s input from In-Class Activity 1, introduce the concept of estimate and
Methodology estimation. Extend the discussion to the properties of a good estimator.
(OBTLM) - Demonstrate to class using In-Class Activity 2 on how to determine the point estimate
of a population mean.
Written Work: Answer Extension on page 152/ Exercise A and B on pages 151-152.
Assessment of Chapter Exam (preparation for the Final Exam)
Learning
Performance Task:
Outcomes (ALO)
Primary: Statistics and Probability by R. Belecian, et.al, pp. 139-162

References Supplementary:
https://pdfs.semanticscholar.org/86c1/f0884465b25a81275e69d5686cea93156dfe.pdf
Remarks Remarks

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IV. GRADING SYSTEM
Components of Summative Assessment

 Written Work Component
 Performance Task Component
 Quarterly Assessment
PERCENTAGE SCORE (PS) = Learner’s total raw score

Highest possible score (Quotient) X 100%
WEIGHTED SCORE (WS) = Percentage Score X Weight of Component
WEIGHT OF THE COMPONENTS

Core Subjects All other Subjects Work TVL Specialized Subjects
Immersion/Research/Business
Enterprise
Simulation/Exhibit/Performance
Written Work 25% 25% 35% 20%
Performance Tasks 50% 45% 40% 60%
Quarterly Assessment 25% 30% 25% 20%
The sum of the Weighted Scores in each component is the Initial Grade.
Initial Grade will be transmuted.
1st Semester Final Grade = 1st Quarter Grade + 2nd Quarter Grade
2
2nd Semester Final Grade = 3rd Quarter Grade + 4th Quarter Grade
2

48
V. CRITERIA / STANDARDS: Rubrics for final output (If the subject requires rubrics.
Prepared by:
________________________ _____________
Faculty Date
Checked by:
_______________________ _____________
Team Leader Date

Approved by:

BED Principal Date

49
PLEASE TAKE NOTE OF THE FF:
9TH WEEK – 3rd QUARTER EXAMINATION
18TH WEEK – 4th QUARTER EXAMINATION

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1

La Consolacion College Manila

BASIC EDUCATION DEPARTMENT

Learning Module: Statistics and Probability

II. SCHOOL YEAR / SEMESTER

III. LEARNING MODULE:

Learning Module: Statistics and Probability

Week 1st Week – December 4-6 Blended Learning

Learning Module: Statistics and Probability

Materials/Equipment: TV monitor and laptop time, what is the probability of it

MS. MA. TERESA DV. ESPEJO _____________

MS. HERYNADEL C. ADVINCULA _____________

MR. AARON PAUL CASABAR _____________

Learning Module: Statistics and Probability

MS. JOANN P. BUMANGLAG _____________

MR. ALEJANDRO F. SORITA _____________

SR. NATALIA C. AGUSTIN, OSA _____________

Week 2nd Week – December 9-13 Blending Learning

Learning Module: Statistics and Probability

Random Variables and Probability Distributions

Learning Module: Statistics and Probability

Materials/Equipment: TV monitor and laptop greatest probability of being

Remarks (12 & 13 Field Trip) Remarks

Learning Module: Statistics and Probability

MS. MA. TERESA DV. ESPEJO _____________

MS. HERYNADEL C. ADVINCULA _____________

MR. AARON PAUL CASABAR _____________

MS. JOANN P. BUMANGLAG _____________

MR. ALEJANDRO F. SORITA _____________

SR. NATALIA C. AGUSTIN, OSA _____________

Learning Module: Statistics and Probability

Week 3rd Week – January 6-10 Blended Learning

Learning Module: Statistics and Probability

Performance Task: Then check your conjecture

Primary: Statistics and Probability by R. Belecina, et.al., pp. 9-20.

MS. MA. TERESA DV. ESPEJO _____________

MS. HERYNADEL C. ADVINCULA _____________

MR. AARON PAUL CASABAR _____________

Learning Module: Statistics and Probability

MS. JOANN P. BUMANGLAG _____________

MR. ALEJANDRO F. SORITA _____________

SR. NATALIA C. AGUSTIN, OSA _____________

Learning Module: Statistics and Probability

Week 4th Week – January 13-17 Blended Learning

Learning Module: Statistics and Probability

Materials/Equipment: TV monitor, laptop, calculator

Learning Module: Statistics and Probability

Remarks (13 & 14 no classes due to Taal Vocano erruption) Remarks

MS. MA. TERESA DV. ESPEJO _____________

MS. HERYNADEL C. ADVINCULA _____________

MR. AARON PAUL CASABAR _____________

MS. JOANN P. BUMANGLAG _____________

MR. ALEJANDRO F. SORITA _____________

Learning Module: Statistics and Probability

SR. NATALIA C. AGUSTIN, OSA _____________

Week 5th Week – January 20-24 Blended Learning

Learning Module: Statistics and Probability

Materials/Equipment: TV monitor, laptop and calculator

MS. MA. TERESA DV. ESPEJO _____________