Republic of the Philippines

Region XI
Department of Education
Division of Tagum City
TAGUM CITY NATIONAL HIGH SCHOOL
Prk. Mangga, Visayan Village, Tagum City

DETAILED LESSON PLAN IN STATISTICS AND PROBABILITY 11

February 23, 2017

LEARNING COMPETENCY:
Identifies regions under the normal curve corresponding to different standard normal
values.

LEARNING COMPETENCY CODE:

M11SP-IIIc-3.

I. LEARNING OBJECTIVES:
At the end of the lesson, the students will be able to:
1. Find the regions under the normal curve that corresponds to different standard
normal values.
2. Identify the steps involved in finding the regions under the normal curve.
3. Share the importance of identifying regions under the normal curve corresponding
to different standard normal values orally.

II. SUBJECT MATTER:

Topic: The Standard Normal Distribution
Reference: http://www.unco.edu/NHS/mathsci/facstaff/powers/M550/
ContinuousDistributions/pdf/7.2.1%20Finding%20Areas%20u
nder%20the%20Standard%20Normal%20Curve.pdf
Materials: Z-Table, Activity Sheets, Manila Paper, Pentel Pen, Ruler,
Projector
 III. LEARNING PROCEDURE:
A. Preliminaries: (3-5 minutes)
Teacher’s Activity Student’s Activity
“Good Afternoon Class…” “Good Afternoon Ma’am!”

“Kindly arrange your chairs and pick up the (Students arrange their chairs and pick up
pieces of papers near you.” the pieces of papers )

“Let us pray first…”

(Picks 1 Student to Lead the Prayer) (1 student will lead the Prayer)

“Who are absent today?” “None Ma’am.” (If all students are present.
If not, then the students gives the names of
their classmates who are absent.”

“It seems that every one of you is present.”

“By the way class, I’m your teacher on

Statistics and Probability. I am Ms. April
Joy Lascuña, and you can call me Ma’am
April. Nice meeting you all.”

“Let’s proceed to our lesson.”

B. Motivation: Review (3-5 minutes)

Teacher’s Activity Student’s Activity
“We will have a review on the properties of “Yes Ma’am!”
a normal distribution. This review is called
Get Me Right. You have to form into a right
sentence, the shuffled/jumbled words to be
projected. Each sentence corresponds to a
particular property of a normal distribution.
Okay, are you ready?”

(Projects the 1st sentence.) (Student think and tried to form the
sentence.)

“What is the 1st sentence? Anyone?”

(Calls 1 student to answer the question) (Student answers the question.)

“The mean, median, and mode are equal.”

 “Yes! Very good! Thank you! The 1st
property of a normal distribution is “The
mean, median, and mode are equal”. This is
a standard normal curve or a standard
normal distribution (points to the curve on
the board). This line in the middle is the
mean. Since the mean divides the
distribution in half, the mean is also the
median. And, since the maximum point on
the curve occurs on the mean, the mean is
also the mode of the distribution. Is that
clear?”

“What is the 2nd sentence? Anyone?”

(Calls 1 student to answer the question.) (Student answers the question.)

“The normal curve is bell-shaped and

symmetric about the mean.”

“Yes! Thank you. That is right! The 2nd “Yes Ma’am!”

property of a normal distribution is “The
normal curve is bell-shaped and symmetric
about the mean”. As you can see, the curve
is bell-shaped (points to the curve). It is
symmetric because the left of the mean and
the right of the mean are identical. Isn’t it?”

“Now, what is the 3rd sentence? Anyone?”

(Calls 1 student to answer the question.) (Student answers the question.)

“The total area under the curve is equal to

one.”

“Yes! Thank you. Very good! The 3rd “Yes Ma’am!”

property of a normal distribution is “The
total area under the curve is equal to one”.
Class, remember that 50% of the values lies
to the left of the mean, and 50% of the
values lies to the right of the mean.
Therefore, the total area under the curve is
equal to 100% or 1. Am I clear?

“What is the 4th and last sentence? (Student answers the question.)
Anyone?”

(Calls 1 student to answer the question.) “The normal curve approaches, but never
touches the x-axis as it extends farther and
farther away from the mean”.
 “Yes! Thank you. Very good! The 4th “Yes Ma’am!”
property of a normal distribution is “The
normal curve approaches, but never touches
the x-axis as it extends farther and farther
away from the mean”. In other words, the
normal curve is asymptotic, it never touches
the x-axis. Therefore, it does not have a zero
value. Are we clear?”

“Now that we have the general idea on the

properties of normal distribution, the next
step is to learn how to find the regions/areas
under the curve. For our lesson this
afternoon, our 1st objective is to find the
regions under the normal curve that
corresponds to different standard normal
values. Our 2nd objective is identify the
steps involved in finding the regions under
the normal curve. And our 3rd objective is to
share the importance of identifying regions
under the normal curve corresponding to
different standard normal values orally.”

C. Activity: Group Activity (15 minutes)

Teacher’s Activity Student’s Activity
“For our group activity, please count 1 to (Students count 1 to 4.)
4.”

“Please go to your respective groups. Group (Students go to their respective groups.)

1 will stay here (points to the area for Group
1). Group 2 here (points to the area for
Group 2). Group 3 and Group 4 (points to
the areas for Group 3 and 4).”

“Now that you are with your group, please (Students choose their group leader and
choose your group leader and your group group secretary.)
secretary.”

“Group secretary, kindly write in a ¼ sheet (Group secretaries write the members of
of paper, the names of your group members their group.)
indicating your group number and group
leader.”

“Group leaders, kindly come in front to get (Group leaders goes in front to get the
the materials you need.” materials.)
 “Inside your envelope are activity sheets. (Students read the activity sheet.)
Please read it for a minute.”

“Here’s the procedure. You have to study “None Ma’am” (If students don’t have any
the given examples written in your activity questions with regards to the activity.)
sheets, and answer the questions that
follows. You will write your answers in the
manila paper provided. You will choose 1
representative from your group to report
your work in the class. You will be rated
based on the rubric attached to your activity
sheets. Let me just say that once this activity
has started, you are to avoid roaming around
or budging to other groups. You have to
stay with your group and cooperate as much
as possible. Is that clear? Are there any
questions or clarifications?”

(Answers the questions raised by the

students with regards to the activity, if
there’s any.)

“It seems that you have understood the (Students proceed to their activity.)
activity. You will be given 10 minutes to
complete this task. Please proceed…”

(Roams around in each group for

assistance.)

(After 9 minutes) Are you done yet? For (Groups who are done post their works on
those groups who are already done, you can the board.)
now post your work on the board.”

(After 10 minutes) Time’s up class. (Groups post their works on the board.)
Finished or not finished, kindly post your
works on the board.

D. Analysis: Group Discussion (5 minutes)

Teacher’s Activity Student’s Activity
“Group 1 since you’re the 1st group, Group (Representative from Group 4 reports their
4 will be the 1st to report, followed by work on the class, then by Group 3, then
Group 3 and then Group 2 and lastly by Group 2, lastly by Group 1.)
Group 1. In your reporting, you have to
answer the questions in your activity Group 4 and 3 Answers:
sheet.” (1) From the Z-table, for Z = -3.40, the value
is 0.0003 and for Z = -3.00, the value is
(Evaluates the answers.) 0.0013.
 Area between -3.00 and -3.40 =
0.0013 – 0.0003 = 0.001

(2) From the Z-table, for Z = -1.56 and Z =

2.38, the values are 0.0594 and 0.9913,
respectively.
Area between 2.38 and -1.56 =
0.9913 – 0.0594 = 0.9319

Group 2 and 1 Answers:

(1) From the Z-table, for Z=1.90, the
value is 0.9713.
Area to the left of 1.90 is 0.9713.

(2) From the Z-table, for Z= -0.72, the

value is 0.2358.
Area to the right of -0.72 =
1 – 0.2358 = 0.7642

“Thank you everyone for a job well done. “Using the Z-table Ma’am.”
Now, based on your activity, how did you
identify the regions under the normal curve
given the Z-score?”

“Yes! That is correct! So, did you find the “Yes Ma’am.”
Z-table useful?
 “Yes, the Z-table is very useful. Why did
you say so? Anyone?”

(Calls 1 or 2 students to answer the (Students answer the questions.)

question.)

“Yes! You are correct! The Z-table helps

by telling us what percentage or area is
under the curve at any particular point or
Z-score. By the way class, the Z-table is
also called the unit normal table or the
standard normal table. It is very useful for
finding probabilities when the event in
question follows a normal distribution.”

E. Abstraction: (5 minutes)
Teacher’s Activity Student’s Activity
“Based on your activity class, what are the
steps involved in finding the regions/area
under the normal curve?”

(Calls 1 or 2 students to answer the (Students answer the questions.)

question.)

“Very good! Thank you for that. The steps

involved in finding the regions/area under
the normal curve is as easy as 1 to 3. First is
you have to split the decimal into 2 by
decimal places. Second is you have to look
for the decimal values in the left column and
top row of the Z-table. The last and the 3rd
step is you have to intersect the 2 values.
The intersection is now the region/area
under the normal curve.”

“Now that you know how to find the

region/area under the normal curve and you
know already the steps, what do you think is
the relevance of finding the region/area
under the normal curve given the Z-score?
Anyone?”

(Calls 1 or 2 students to answer the (Students answer the question.)

questions.)

“Yes! Thank you for your answers. Its “Yes Ma’am!”

relevance is that for us to know that the
 probability of a variable is within the range
in a normal distribution. We want to be able
to answer questions about variables that are
normally distributed. Questions like, “What
proportion of individuals are geniuses?” or
“What percentage of the class got the
right/wrong answer in a particular test
item?” For instance, from our activity, given
the Z-score of 1.90. The area that we have
calculated was 0.9713. Multiply that by 100
so we have 97%. Therefore, 97% of the
class got the right answer in a particular test
item. Is this clear?

“Are there any questions?” “None Ma’am.” (If students don’t have any
questions.)

(Answers the questions raised by the

students, if there is any.)

F. Application: Board Work (5 minutes)

Teacher’s Activity Student’s Activity
“Since that you have already know and
understood the concept in finding the
regions/area under the normal curve. Let’s
have our board work.”

(Posts the question on the board.)

“Find the region/area that lies between Z =

-0.58 and Z = 1.26. Sketch the curve and
shade the region.”

(Calls 2 students to solve the question on (Students solves the question on the board.)
the board.)
Answer: From the Z-table, the values for
Z=-0.58 and Z=1.26, are 0.2810 and 0.8962,
respectively.
Area between 1.26 and 0.58 =
0.8962 – 0.2810 = 0.6152
 IV. ASSESSMENT: (8-10 minutes)
Teacher’s Activity Student’s Activity
“Class, please get 1 whole sheet of paper (Students get 1 whole sheet of paper.)
for our short quiz.”

(Posts the questions on the board.)

“1. Find the region/area that lies to the right Answer: From the Z-table, for Z=0.31, the
of Z = 0.31.Sketch the curve and shade the value is 0.6217.
region.” Area to the right of 0.31 =
1 – 0.6217 = 0.3783

“2. Find the region/area that lies between Answer: From the Z-table, for Z = -1.16 and
Z = -1.16 and Z = 2.71. Sketch the curve Z = 2.71, the values are 0.1230 and 0.9966,
and shade the region.” respectively.
Area between 2.71 and -1.16 =
0.9966 – 0.1230 = 0.8736

“3. Briefly explain the steps in finding the (1) Split the decimal into 2 by decimal
regions under the normal curve.” places. (2) Look for the decimal values in
the left column and top row of the Z-table.
(3) Intersect the 2 values. The intersection is
the region/area under the normal curve.
 “Please pass your papers.” (Students pass their papers.)

V. AGREEMENT:
Teacher’s Activity Student’s Activity
“For your assignment, study in advance how
to convert a normal random variable to a
standard normal variable and vice versa.”

“Thank you everyone! Goodbye class!” “Goodbye and thank you Ma’am!”

Prepared by:

APRIL JOY C. LASCUÑA