9

Advanced Statistics
Quarter 2 – Module 9:
NORMAL DISTRIBUTION
Advanced Statistics – Grade 9
Alternative Delivery Mode
Quarter 2 – Module 9: Normal Distribution
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: JANSTEN B. MAPATAC

Editor:
Reviewers:
Illustrator:
Layout Artist:
Management Team:

Printed in the Philippines by ________________________

Department of Education – Region II

Office Address: Regional Government Center, Carig Sur, Tuguegarao City, 3500
Telefax: (078) 304-3855 / (078) 396-0677 / (078) 396-9728
E-mail Address: [email protected]
 9

Advanced Statistics
Quarter 2 – Module 9:
Normal Distribution
Introductory Message
For the facilitator:

Welcome to the Advanced Statistics – Grade 9 Alternative Delivery Mode (ADM)

Module on Normal Distribution.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Advanced Statistics Alternative Delivery Mode (ADM) Module on

Normal Distribution.

Through our hands we may learn, create and accomplish. Hence, the hand in this
learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and
time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
skill into real life situations or concerns.
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the concepts of normal distribution. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is all about normal distribution.

After going through this module, you are expected to illustrate in a diagram
the area a normal curve and enumerate its properties.

What I Know

Directions: Choose the letter of the correct answer from the given choices by
writing the chosen letter on a separate sheet of paper.

1. What is a graph of the normal distribution called?

A. Normal curve
B. FDT Normal Curve
C. Normal Distribution
D. Normal Distribution Curve
2. Which of the following is a characteristic of the normal curve?
A. The graph touches the x-axis once.
B. The area of the normal curve is equal to 1.
C. The graph is asymmetrical about the mean.
D. The mean is greater than the median but less than the mode.
3. What is the total area under the normal curve?
A. 34.14% C. 95.45%
B. 68.28% D. 100.00%
4. Who is the proponent of the normal distribution?
A. W. Leibniz C. C.F. Gauss
B. R. Hooke D. C. Spearman
5. What is the shape of the normal curve?
A. Circle C. Bell
B. Crescent D. Square
Lesson

01 Normal Distribution

In the past module, you learned about the concept of outliers which include
the minor and major outliers.

In this lesson, you will learn about normal distribution, specifically about
the concept of normal curve.

What’s In
Let’s revisit what you have learned from the previous module.

Frequency Distribution – is a list of table or graph that displays the frequency of

various outcomes in a sample.
∑
Population Mean ( ) – is an average of a group characteristic. In formula,
where = number of observations in a class, = midpoint or classmark of a class,
= total frequency in the population distribution.
Population Standard Deviation – is a measure of the amount of variation or
dispersion of a set of values. A low standard deviation indicates that the values
tend to be close to the mean of the set, while a high standard deviation indicates
∑
that the values are spread out over a wider range. In formula, √ , where
population standard deviation, values of observations in the population,
population mean, and total number of observations in the population.

It is important to remember all these concepts as we tackle about normal

distribution in this module.

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.
 What’s New
Activity 1. Rearrange to Arrange!
Directions: Rearrange the letters given in each item to come up with the desired
word. Clues are provided in each item.

1. MOLNRA VCERU
2. REAA
3. NEO
4. MIRSCMYTE
5. PCAMOYTSI
Clues:

1. A bell-shaped curve of a normal distribution.

2. A particular extent of space or surface.
3. Being a single unit or thing.
4. Having corresponding points whose connecting lines are bisected by a given
point or perpendicularly bisected by a given line or plane.
5. A straight line associated with a curve such that as a point moves along an
infinite branch of the curve, the distance from the point to the line
approaches zero and the slope of the curve at the point approaches the slope
of the line.

“If you are always trying to be normal, you will never know how amazing you
can be.”
-Maya Angelou

What is It
THE NORMAL CURVE

The normal distribution or Gaussian distribution is the most important of all

distributions because it describes the situation in which very large values are
rather rare, very small values are rather rare, but the middle values are rather
common. It is one of the useful models for the population relative frequency
distribution. The normal distribution was proposed by C.F. Gauss (1777 – 1855),
thus this was named Gaussian distribution, a model for the relative frequency
distribution as errors of measurement.
The normal curve, a bell-shaped curve, is one of a number of possible
models of probability distributions. The normal curve is not a single curve, rather it
is an infinite number of possible curves.
 √
where population mean
population standard deviation
3.14159
2.71828
A graph of the normal distribution which is often called the normal curve.
This curve provides an adequate model for the relative frequency of data collected
from many disciplines.
The standard normal curve is a member of the family of normal curves with
= 0.0 and 1.0. The value of 0.0 was selected because the normal curve is
symmetrical around and the number system is symmetrical around 0.0. The
value of 1.0 for is simply a unit value. The X-axis on a standard normal curve is
often relabeled and called Z scores.

Figure 1. The Normal Curve

A FAMILY OF DISTRIBUTIONS

Figure 1 presents the graph of the normal curve. The normal curve is called
a family of distributions. Each member of the family is determined by setting the
parameters ( and ) of the model to a particular value (number). Because the
parameter can take on any value, positive or negative, and the parameter can
take on any positive value, the family of normal curves is quite large, consisting of
an infinite number of members. This makes the normal curve a general-purpose
model, able to describe a large number of naturally occurring phenomena, from
test scores to the size of the stars.

SIMILARITY OF MEMBERS OF THE FAMILY OF NORMAL CURVES

All the members of the family of normal curves, although different, have a
number of properties in common. These properties include: shape, symmetry, tails
approaching but never touching the X-axis, and area under the curve.

All members of the family of normal curves share the same bell shape, given
the X-axis is scaled properly. Most of the area under the curve falls in the middle.
The tails of the distribution (ends) approach the X-axis but never touch, with very
little of the area under them.

All members of the family of normal curves are bilaterally symmetrical. That
is, if any normal curve was drawn on a two-dimensional surface (a piece of paper),
cut out, and folded through the third dimension, the two sides would be exactly
alike. Human beings are approximately bilaterally symmetrical, with a right and left
side.

All members of the family of normal curves have tails that approach, but
never touch, the X-axis. The implication of this property is that no matter how far
one travels along the number line, in either the positive or negative direction, there
will still be some area under any normal curve. Thus, in order to draw the entire
normal curve one must have an infinitely long line. Because most of the area under
any normal curve falls within a limited range of the number line, only that part of
the line segment is drawn for a particular normal curve.

All members of the family of normal curves have a total area of one (1.00)
under the curve, as do all probability models or models of frequency distributions.
This property, in addition to the property of symmetry, implies that the area in
each half of the distribution is .50 or one half.

In general, the normal curve has the following properties:

 The normal curve is bell-shaped.
 The graph has a single peak at the center that occur at the mean . That is,
the mean is equal to the median and is equal to the mode.
 The graph is symmetrical about the mean .
 The graph is asymptotic to the – axis. That is, the graph never touches the
horizontal axis.
 The area under the graph is equal to 1.

DRAWING A MEMBER OF THE FAMILY OF NORMAL CURVES

The standard procedure for drawing a normal curve is to draw a bell-shaped

curve and an X-axis. A tick is placed on the X-axis in corresponding to the highest
point (middle) of the curve. Three ticks are then placed to both the right and left of
the middle point. These ticks are equally spaced and include all but a very small
portion under the curve. The middle tick is labeled with the value of ; sequential
ticks to the right are labeled by adding the value of . Ticks to the left are labeled
by subtracting the value of from for the three values. For example, if =52 and
=12, then the middle value would be labeled with 52, points to the right would
have the values of 64 (52 + 12), 76, and 88, and points to the left would have the
values 40, 28, and 16. An example is presented below:

DIFFERENCES IN MEMBERS OF THE FAMILY OF NORMAL CURVES

 Differences in members of the family of normal curves are a direct result of
differences in values for parameters. The two parameters, and , each change the
shape of the distribution in a different manner.

The first, , determines where the midpoint of the distribution falls. Changes
in , without changes in , result in moving the distribution to the right or left,
depending upon whether the new value of was larger or smaller than the previous
value, but does not change the shape of the distribution. An example of how
changes in affect the normal curve are presented below:

Changes in the value of , on the other hand, change the shape of the
distribution without affecting the midpoint, because affects the spread or the
dispersion of scores. The larger the value of , the more dispersed the scores; the
smaller the value, the less dispersed. Perhaps the easiest way to understand how
affects the distribution is graphically. The distribution below demonstrates the
effect of increasing the value of :

Since this distribution was drawn according to the procedure described

earlier, it appears similar to the previous normal curve, except for the values on the
X-axis. This procedure effectively changes the scale and hides the real effect of
changes in . Suppose the second distribution was drawn on a rubber sheet
instead of a sheet of paper and stretched to twice its original length in order to
make the two scales similar. Drawing the two distributions on the same scale
results in the following graphic:
 Note that the shape of the second distribution has changed dramatically,
being much flatter than the original distribution. It must not be as high as the
original distribution because the total area under the curve must be constant, that
is, 1.00. The second curve is still a normal curve; it is simply drawn on a different
scale on the X-axis.

A different effect on the distribution may be observed if the size of is

decreased. Below the new distribution is drawn according to the standard
procedure for drawing normal curves:

Now both distributions are drawn on the same scale, as outlined

immediately above, except in this case the sheet is stretched before the distribution
is drawn and then released in order that the two distributions are drawn on similar
scales:
 Note that the distribution is much higher in order to maintain the constant
area of 1.00, and the scores are much more closely clustered around the value of ,
or the midpoint, than before.

What’s More
Activity 2. What is the truth?
Directions: Write the word TRUE if the statement described is true and FALSE if it
is otherwise. Also, change the word that makes the statement false.
1. The normal distribution is also called Gaussian distribution.
2. Normal curve is the term given to the graph of the normal distribution.
3. In the normal curve, the mean is greater than the median and the mode.
4. The normal curve has a total area of 1.
5. The graph of the normal curve touches the horizontal axis only once.

“ Normality is a paved road: It’ s comfortable to walk, but no flowers grow on

it.”
-Vincent Van Gogh

What I Have Learned

Directions: Answer the following questions briefly.

1. What are the properties of the normal curve?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Give a significant application of the normal curve.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What I Can Do
Activity 3. Rolling a Normal Distribution with Dice
Materials:
A die (singular form of dice)
Poster boards
Markers
Instructions:
1. Create a 10 by 4 table at the top of the poster board.
2. Roll the dice 40 times and record the results in each box.
 3. Underneath the table, create a large graph and plot each roll.
4. Then connect the points and determine if the graph is a normal distribution.

Assessment
Directions: Choose the letter of the correct answer in each item.
1. “The standard normal curve is a member of the family of normal curves with
= 0.0 and 1.0”. Which of the following describes the statement?
A. Always true. C. Sometimes True.
B. Always false. D. Sometimes False.
2. Which among the following is the total area of the normal curve?
A. 0.5 C. 1.5
B. 1.0 D. 2.0
3. The graph of the normal curve is symmetric. What does symmetric mean?
A. The graph never touches the horizontal axis.
B. The total area of the normal curve is exactly equal to 1.
C. The mean is equal to the median which is also equal to the mode.
D. The graph of the normal curve is divided into two equal parts such
that the right part is an exact copy of the left part.
4. Who is the proponent of the Normal Distribution?
A. C.F. Ghost C. Wilhelm Leibniz
B. Robert Hooke D. Carl Friedrich Gauss
5. “The normal curve is a single curve”. Which of the following describes the
statement?
A. Always true. C. Sometimes true.
B. Always false. D. Sometimes false.

Additional Activities
Construct a creative diagram of the normal curve while incorporating all its
properties. Please be guided by the following rubrics:
Creativity and originality – 5 points
Incorporation of Properties – 5 points

References
 For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]