Preface

It has been elaborated in research and literature that the highest

performing education systems are those that combine quality with

equity. Quality education in the Department of Education (DepEd) is

ensured by the learning standards in content and performance laid in

the curriculum guide. Equity in education means that personal or

social circumstances such as gender, ethnic origin or family

background, are not obstacles to achieving educational potential and

that inclusively, all individuals reach at least a basic minimum level of

skills.

In these education systems, the vast majority of learners have the

opportunity to attain high-level skills, regardless of their own

personal and socio-economic circumstances. This corresponds to the

aim of DepEd Cagayan de Oro City that no learner is left in the

progression of learning. Through DepEd’s flexible learning options

(FLO), learners who have sought to continue their learning can still

pursue in the Open High School Program (OHSP) or in the

Alternative Learning System (ALS).

One of the most efficient educational strategies carried out by

DepEd Cagayan de Oro City at the present is the investment in FLO

all the way up to senior high school. Hence, Senior High School

Alternative Responsive Education Delivery (SHARED) Options is

operationalized as a brainchild of the Schools Division

Superintendent, Jonathan S. Dela Peña, PhD.

Two secondary schools, Bulua National High School and Lapasan

National High School, and two government facilities, Bureau of Jail

Management and Penology-Cagayan de Oro City Jail and Department

of Health-Treatment and Rehabilitation Center-Cagayan de Oro City,

are implementing the SHARED Options.

To keep up with the student-centeredness of the K to 12 Basic

Education Curriculum, SHARED Options facilitators are adopting the

tenets of Dynamic Learning Program (DLP) that encourages

responsible and accountable learning.

This compilation of DLP learning activity sheets is an instrument to

achieve quality and equity in educating our learners in the second

wind. This is a green light for SHARED Options and the DLP learning

activity sheets will continually improve over the years.

Ray Butch D. Mahinay, PhD

Jean S. Macasero, PhD
 Acknowledgment

The operation of the Senior High School Alternative Responsive

Education Delivery (SHARED) Options took off with confidence that

learners with limited opportunities to senior high school education

can still pursue and complete it. With a pool of competent, dedicated,

and optimistic Dynamic Learning Program (DLP) writers, validators,

and consultants, the SHARED Options is in full swing.

Gratitude is due to the following:

 Schools Division Superintendent, Jonathan S. Dela Peña, PhD,

Assistant Schools Division Superintendent Alicia E. Anghay,

PhD, for authoring and buoying up this initiative to the

fullest;

 CID Chief Lorebina C. Carrasco, and SGOD Chief Rosalio R.

Vitorillo, for the consistent support to all activities in the

SHARED Options;

 School principals and senior high school teachers from Bulua

NHS, Lapasan NHS, Puerto NHS and Lumbia NHS, for the

legwork that SHARED Options is always in vigor;

 Stakeholders who partnered in the launching and operation

of SHARED Options, specifically to the Bureau of Jail

Management and Penology-Cagayan de Oro City Jail and the

Department of Health-Treatment and Rehabilitation Center-

Cagayan de Oro City;

  Writers and validators of the DLP learning activity sheets,

to which this compilation is heavily attributable to, for their

expertise and time spent in the workshops;

 Alternative Learning System implementers, for the technical

assistance given to the sessions; and

 To all who in one way or another have contributed to the

undertakings of SHARED Options.

Mabuhay ang mga mag-aaral! Ito ay para sa kanila, para sa bayan!

Ray Butch D. Mahinay, PhD

Jean S. Macasero, PhD
Writers:

1. Evangeline M. Pailmao Bulua NHS

2. Concepcion Eduria Tablon NHS
3. Cecille Cispedes GUsa Regional SHS

Editors/Validators:

1. Concepcion Eduria Tablon NHS

2. Ray Maghuyop EPS-Math, CID-Division Office

Reproduction (LRMDS)
1. Gemma P. Pajayon - Project Development Officer II
2. Lanie M. Signo - Librarian II

JEAN S. MACASERO, PhD RAY BUTCH D. MAHINAY, PhD

EPS- SHS Coordinator MT-1 ALS Coordinator

LOREBINA C. CARRASCO ALICIA E. ANGHAY, PhD

Chief, CID Assistant Schools Division Superintendent

JONATHAN S. DELA PEŇA, PhD., CESO V

Schools Division Superintendent
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ACTIVITY
LEARNING ACTIVITY TITLE DATE SCORE ITEM
NUMBER
1 Illustrating a Random Variable 1
2 Distinguishing Between Discrete and a Continuous Variable 5
3 Illustrating a Probability Distribution for a Discrete Random Variable 3
4 Probability Distribution for a Discrete Random Variable (A) 1
5 Probability Distribution for a Discrete Random Variable (B) 1
6 Mean of a Discrete Random Variable 1
7 Variance of a Discrete Random Variable (A) 5
8 Variance of a Discrete Random Variable (B) 3
9 Variance of a Discrete Random Variable (C) 3
10 Illustrating a Normal Random Variable and Its Properties 3
11 Understanding the Normal Curve 3
12 Identifying Regions Under the Normal Curve 1
13 Converting a Normal Random Variable to a Standard Normal Variable 1
14 Computing Probabilities Using the Standard Normal Table 1
15 Computing Percentiles Using the Standard Normal Table 1
16 Illustrating Random Sampling 1
17 Distinguishing between Parameter and Statistic 1
18 Identifying Sampling Distributions Of Statistics 1
19 Finding The Mean And Variance Of The Population 1
20 Finding The Mean And Variance Of The Sampling Distribution Of The Sample Means 1
Describing The Sampling Distribution By Computing The Means And Standard
21 1
Deviation
22 Solving Problem Involving Sampling Distribution Of Sample Means 1
23 Solving The Point Estimate 3
24 Confidence Interval Estimator For The Population Mean (A) 3
25 Confidence Interval Estimator For The Population Mean (A) 1
26 Identifying Regions Under the t-distribution 2
27 Computing for the Confidence Interval Estimate 2
28 Computing for the Confidence Interval Estimate 3
29 Identifying Point Estimator for the Population Proportion 1
30 Identifying the Appropriate Form of the Confidence Interval Estimator 3
31 Identifying the Length of a Confidence Interval 2
32 Computing for an Appropriate Sample Size Using the Length of the Interval 1
33 Illustrating Null and Alternative Hypothesis 1
34 Illustrating Type of Errors in Hypothesis Testing 1
35 Calculating the Probabilities of Committing a Type I and Type II Error 1
36 Solving Problems Involving Test of hypothesis on the Population Mean (A) 3
37 Solving Problems Involving Test of hypothesis on the Population Mean (B) 1
38 Solving Problems Involving Test of hypothesis on the Population Mean (C) 4
39 Solving Problems Involving Test of hypothesis on the Population Mean (D) 1
40 Solving Problems Involving Test of hypothesis on the Population Mean (E) 5
41 Computing for the test-statistic of Population Proportion (A) 2
42 Computing for the test-statistic of Population Proportion (B) 1
43 Computing for the test-statistic of Population Proportion (C) 1
44 Illustrating a Bivariate Data 3
45 Constructing a Scatter Plot 1
46 Estimating Strength of Association Between Variables 4
47 Calculating the Pearson’s Sample Correlation Coefficient 1
48 Identifying the Independent and Dependent Variable 5
49 Drawing the Best Fit on a Scatter Plot 2
50 Calculating the Slope and Y-intercept of the Regression Line 1
51 Interpreting the Calculated Slope and Y-intercept of the Regression Line 1

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Illustrating Random Variable
Lesson Competency : To illustrate a random variable (M11/12SP-IIIa-1)
To find the possible values of a random variable (M11/12SP-IIIa-3)
References : Statistics and Probability pages 2-5 LAS No.: 3.1
CONCEPT NOTES
A random variable is a function that associates a real number to each element in
the sample space. It is a variable whose values are determined by chance. Use
capital letters to denote or represent a variable.

The set of all possible outcomes of an experiment is called a sample space.

EXAMPLE:
Suppose three cell phones are tested at random. We want to find out the
number of defective cell phones that occur.
Let D represent the defective cell phone and N represent the non-defective
cell phone. If we let X be the random variable representing the number of
defective cell phones, can you show the values of the random variable X?
Consider the table below.

Possible Outcomes/Sample Value of the Random Variable X

Space (number of defective cell phones)
NNN 0
NND 1
NDN 1
DNN 1
NDD 2
DND 2
DDN 2
DDD 3
The values of the random variable are 0, 1, 2, 3. This means that there could
be a zero, one, two, or three numbers of defective cell phones in the possible
outcomes of an experiment.
EXERCISES:
1. Suppose three coins are tossed. Let Y be the random variable representing the
number of tails that occur. Find the values of the random variable Y. Make a table
to illustrate the situation.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Distinguishing Discrete from Continuous Random Variable
Lesson Competency : To distinguish between a discrete and a continuous random variable.
(M11/12SP-IIIa-2)
References : Statistics and Probability pages 6-8 LAS No.: 3.2
CONCEPT NOTES
The random variables whose set of possible outcomes is countable are called
discrete random variables. Mostly, discrete random variables represent count
data, such as the number of defective chairs produced in a factory.

A random variable is a continuous random variable if it takes on values on a

continuous scale. Often, continuous random variables represent measured data,
such as heights, weights, and temperatures.

Example:
Classify the following random variables as discrete or continuous.
1. the number of defective computers produced by a manufacturer
Answer: Discrete because number of defective computers can be counted as a
whole number
2. the weight of newborns each year in the hospital
Answer: Continuous because the weight of newborns cannot be counted as a whole
number but it can be measured.

EXERCISES:
Classify the following random variables as discrete or continuous.

1. the number of siblings in a family of a region

2. the speed of a car
3. the number of female students
4. the number of presidents of the Philippines
5. the amount of sugar in a cup of coffee

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Illustrating a Probability Distribution for a Discrete Random Variable
Lesson Competency : To illustrate a probability distribution for a discrete random variable
and its properties. (M11/12SP-IIIa-4)
References : Statistics and Probability pages 9, 15-16 LAS No.: 3.3
CONCEPT NOTES
A discrete probability distribution or a probability mass function consists of the
values a random variable can assume and the corresponding probabilities of the
values.
Properties of a Probability Distribution
1. The probability of each value of the random variable must be between or equal
to 0 and 1. In symbol, we write it as 0
2. The sum of the probabilities of all values of the random variable must be equal
to 1. In symbol, we write it as Σ

Examples:
A. Find the probability of the following events:
1. Getting an even number in a single roll of a die.
Answer: ½ since there are 3 even numbers in a die.
2. Getting a red ball from a box containing 3 red and 6 black balls.
Answer: since there are 3 out of 9 balls from a box
B. Determine whether the distribution represents a probability distribution.
X 1 5 8
P(X)

Answer: It is a probability distribution because the total or the sum of P(X) is

equal to 1.
EXERCISES:
A. Find the probability of the following events:
1. Getting an odd number in a single roll of a die.
2. Getting a tail in tossing a coin.
B. Determine whether the distribution represents a probability distribution.
X 1 3 4 6 8 9
P(X)

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Probability Distribution for a Discrete Random Variable
Lesson Competency : To construct the probability distribution of discrete random variable
and its corresponding histogram (M11/12SP-IIIa-5)
To compute probabilities corresponding to a given random variable ( M11/12SP-IIIa-6)
References : Statistics and Probability pages 9-15 LAS No.: 3.4

CONCEPT NOTES
Steps in constructing the probability distribution of discrete random
variable:
1. Determine the sample space.
2. Count the number of the identified outcome in the sample space and
assign number to this outcome.
3. Get the possible values of the random variable and compute the
probability.
4. Make a table of the probability distribution.
Examples:
Suppose two coins are tossed. Let Y be the random variable
representing the number of tails that occur. Find the probability of
each of the values of the random variable Y following the steps 1 and 2.
Step 1. The sample space for this experiment is: S= {HH, HT, TH, TT}
Step 2. Count the number of tails in the sample space and assign
number to this outcome.
Possible Outcomes/Sample Value of the Random Variable
Space Y
(number of tails)
HH 0 ( no tail)
HT 1 (only one tail)
TH 1 (only one tail)
TT 2 (two tails)

EXERCISES:

1. Suppose three coins are tossed. Let Y be the random variable

representing the number of tails that occur. Find the probability
of each of the values of the random variable Y following the steps
1 and 2.
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Subject : STATISTICS AND PROBABILITY
Lesson Title : Probability Distribution for a Discrete Random Variable
Lesson Competency : To construct the probability distribution of discrete random
variable and its corresponding histogram (M11/12SP-IIIa-5)
To compute probabilities corresponding to a given random variable ( M11/12SP-IIIa-6)
References : Statistics and Probability pages 9-15 LAS No.: 3.5

CONCEPT NOTES
Steps in constructing the probability distribution of discrete random
variable:
1. Determine the sample space.
2. Count the number of the identified outcome in the sample space and
assign number to this outcome.
3. Get the possible values of the random variable and compute the
probability.
4. Make a table of the probability distribution.
Examples:
Suppose two coins are tossed. Let Y be the random variable
representing the number of tails that occur. Find the probability of
each of the values of the random variable Y following the steps 3 and 4.
Step 3. Get the possible values of the random variable and compute
the probability.
Number of Tails Y Probability P(Y)
0 since it occurs only once out of 4 outcomes
1 i since it occurs twice out of 4 outcomes
2 since it occurs once out of 4 outcomes

Step 4. Table1. The Probability Distribution or the Probability Mass

Function of Discrete Random Variable Y

Number of Tails 0 1 2
Probability P(Y)

EXERCISES:

1. Suppose three coins are tossed. Let Y be the random variable

representing the number of tails that occur. Find the probability
of each of the values of the random variable Y following the steps
3 and 4.
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Subject : STATISTICS AND PROBABILITY
Lesson Title : Mean of a Discrete Probability Distribution
Lesson Competency : To illustrate the mean of a discrete random variable (M11/12SP-IIIb-1)
To calculate the mean of a discrete random variable (M11/12SP-IIIb-2)
To interpret the mean of a discrete random variable (M11/12SP-IIIb-3)
To solve problems involving mean of probability distribution (M11/12-IIIb-4)
References : Statistics and Probability pages 21-30 LAS No.: 3.6
CONCEPT NOTES
Steps in computing the mean of a discrete probability distribution:
1. Construct the probability distribution for the random variable.
2. Multiply the value of the random variable by the corresponding the probability.
3. Add the results obtained in Step 2.
4. Interpret the result.
Examples:
Consider rolling a die. What is the average number of spots that would appear?
Solution:
Step 1. Construct the probability distribution for the random variable.
Step 2. Multiply the value of the random variable by the corresponding the probability.

Number of Spots in a Die Probability P(X) X ● P(X)

1 u u

2 u

3 u

4 u

5 u h

6 u

Total
u
 th
.
u
Step 3. Add the results obtained in Step 2 which is  th
Step 4. Interpret the result.
The value obtained in Step 3 is called the mean of the random variable X or the mean of
the probability distribution of X. The mean tells us the average number of spots that would
appear in a roll of a die. So, the average number of spots that would appear is 3.5. Although the
die will never show a number, which is 3.5, this implies that rolling the die many times, the
theoretical mean would be 3.5.

EXERCISES:
The probabilities that a customer will buy 1, 2, 3, 4 or 5 items in a grocery
u u
store are ut ut ut ut th ut , respectively. What is the average number of items
that a customer will buy? Follow the steps in computing the mean of the discrete
random variable.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Variance of a Discrete Probability Distribution
Lesson Competency : To illustrate the variance of a discrete random variable
(M11/12SP-IIIb-1)
To calculate the variance of a discrete random variable (M11/12SP-IIIb-2)
To interpret the variance of a discrete random variable (M11/12SP-IIIb-3)
To solve problems involving variance of probability distribution (M11/12-IIIb-4)
References : Statistics and Probability pages 31-45 LAS No.: 3.7
CONCEPT NOTES
The variance and standard deviation describe the amount of spread, dispersion, or
variability of the items in a distribution.
Steps in Finding the Variance and Standard Deviation:
1. Find the mean of the probability distribution.
2. Subtract the mean from each value of the random variable X.
3. Square the results obtained in Step 2.
4. Multiply the results obtained in Step 3 by the corresponding probability.
5. Get the sum of the results obtained in Step 4 to obtain variance.
6. Get the square root of the variance to get the standard deviation.
Examples:
The number of cars sold per day at a local car dealership, along with its corresponding
probabilities, is shown in the table. Compute the variance and the standard deviation of the
probability distribution following the steps 1 and 2.
Solution:
Step 1. Find the mean of the probability distribution in column 3.
Step 2. Subtract the mean from each value of the random variable X in column 4.
Number of Cars Sold Probability X● P(X) X -μ
(X) P(X)
0 0 0- 2.2 = -2.2

1 1-2.2 = -1.2

2 2-2.2 =-0.2

3 3-2.2 =0.8

4 4-2.2 =1.8

μ=Σ h

EXERCISES:
When three coins are tossed, the probability distribution for the random variable X
representing the number of heads that occur is given below. Compute the variance and standard
deviation of the probability distribution following the given steps 1 and 2.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Variance of a Discrete Probability Distribution
Lesson Competency : To illustrate the variance of a discrete random variable
(M11/12SP-IIIb-1)
To calculate the variance of a discrete random variable (M11/12SP-IIIb-2)
To interpret the variance of a discrete random variable (M11/12SP-IIIb-3)
To solve problems involving variance of probability distribution (M11/12-IIIb-4)
References : Statistics and Probability pages 31-45 LAS No.: 3.8
CONCEPT NOTES
The variance and standard deviation describe the amount of spread, dispersion, or
variability of the items in a distribution.
Steps in Finding the Variance and Standard Deviation: (Continuation of LAS 3.7)
3. Square the results obtained in Step 2.
4. Multiply the results obtained in Step 3 by the corresponding probability.
Examples:
The number of cars sold per day at a local car dealership, along with its corresponding
probabilities, is shown in the table. Compute the variance and the standard deviation of the
probability distribution following the steps 3 and 4.
Solution:
Step 3. Square the results obtained in Step 2 and write in column 5.
Step 4. Multiply the results obtained in Step 3 by the corresponding probability and write in
column 6.

Number of Cars Sold Probability X● P(X) X -μ (X –μ)2 (X –μ)2● P(X)

(X) P(X)
0 0 0- 2.2 = -2.2 4.84 0.484

1 1-2.2 = -1.2 1.44 0.288

2 2-2.2 =-0.2 0.04 0.012

3 3-2.2 =0.8 0.64 0.128

4 4-2.2 =1.8 3.24 0.648

EXERCISES:
When three coins are tossed, the probability distribution for the random variable X
representing the number of heads that occur is given below. Compute the variance and standard
deviation of the probability distribution following the given steps 3 and 4.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Variance of a Discrete Probability Distribution
Lesson Competency : To illustrate the variance of a discrete random variable
(M11/12SP-IIIb-1)
To calculate the variance of a discrete random variable (M11/12SP-IIIb-2)
To interpret the variance of a discrete random variable (M11/12SP-IIIb-3)
To solve problems involving variance of probability distribution (M11/12-IIIb-4)
References : Statistics and Probability pages 31-45 LAS No.: 3.9
CONCEPT NOTES
Steps in Finding the Variance and Standard Deviation: (Continuation of LAS 3.8)
Step 5. Get the sum of the results obtained in Step 4 to obtain variance.
Step 6. Get the square root of the variance to get the standard deviation.

Examples:
The number of cars sold per day at a local car dealership, along with its
corresponding probabilities, is shown in the table. Compute the variance and the
standard deviation of the probability distribution following the steps 5 and 6.
Solution:

Step 5. Get the sum of the results obtained in Step 4 to obtain variance.
Answer: The variance is 1.56. In symbol, Σ(X − μ) ●P X 1.56

Step 6. Get the square root of the variance to get the standard deviation.
The standard deviation is 1.56 = 1.25.

EXERCISES:
When three coins are tossed, the probability distribution for the random
variable X representing the number of heads that occur is given below. Compute
the variance and standard deviation of the probability distribution following the
given steps 5 and 6.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Illustrating a Normal Random Variable and Its Characteristics
Lesson Competency : To illustrate a normal random variable and its characteristics
(M11/12SP-IIIc-1)
References : Statistics and Probability pages 50-53 LAS No.: 3.10
CONCEPT NOTES
A normal curve is defined by an equation that uses the population mean (μ)
and the standard deviation ( It has a very important role in inferential
statistics. It provides a graphical representation of statistical values that are
needed in describing the characteristics of populations as well as in making
decisions.
Properties of the Normal Probability Distribution:
1. The distribution curve is bell-shaped.
2. The curve is symmetrical about the center.
3. The mean, median, and the mode coincide at the
Center.
4. The width of the curve is determined by the
standard deviation ( of the distribution.
5. The tails of the curve flatten out indefinitely along the horizontal axis, always
approaching the axis but never touching it. That is, the curve is asymptotic to the
base line.
6. The area under the curve is 1. Thus, it represents the probability or proportion,
or the percentage associated with specific sets of measurement values.

EXERCISES:
Fill in the blanks with appropriate word or phrase to make meaningful
statements.
1. The area under a normal curve is ___________ .
2. The important values that best describe a normal curve are ________ and
_________.
3. The area under normal curve may also be expressed in terms of ___________
or ___________ or _____________.
4. The mean, the median, and the mode of a normal curve are ___________.
5. The curve is _____________ about its center.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Understanding the Standard Normal Curve
Lesson Competency : To find the area that corresponds to the z-score.
To construct a normal curve (M11/12SP-IIIc-2)
References : Statistics and Probability pages 54-60 LAS No.: 3.11
CONCEPT NOTES
A standard normal curve is a normal probability distribution that has mean
μ =0 and a standard deviation
Four-Step Process in Finding the Areas Under the Normal Curve Given a z-
Value:
Step 1. Express the given z-value into a three-digit form.
Step 2. Using the z table (found in the next page), find the first two digits on the
left column regardless of the sign of the z-score.
Step 3. Match the third digit with the appropriate column on the right.
Step 4. Read the area (or probability) at the intersection of the row and the
column. This is the required area.
EXAMPLE:
1. Find the area that corresponds to z=1.
Solutions:
Finding the area that corresponds to is the same as finding the area between
z =0 and z=1.

Steps Solution
1. Express the given into a three-digit form. z = 1.00

2. In the table, find the Row z =1.00

3. In the table, find the column with the
heading .00
4. Read the area (or probability ) at the The area is 0.3413. This
intersection of Row 1.0 and the Column .00 is the required area.

EXERCISES:
1. Find the area that corresponds to z = 1.36.
2. Find the area that corresponds to z = -2.58.
3. Find the area that corresponds to z= 2.18.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Understanding the Standard Normal Curve
Lesson Competency : To find the area that corresponds to the z-score.
To construct a normal curve (M11/12SP-IIIc-2)
References : Statistics and Probability pages 54-60 LAS No.: 3.11

(Distribute this copy of Standard Normal Table (z) to the students)

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Identifying Regions of Areas Under The Normal Curve
Lesson Competency : To identify regions under the normal curve corresponding to different
standard normal values. (M11/12SP-III-c-3)
To construct a normal curve (M11/12SP-IIIc-2)
References : Statistics and Probability pages 67-73 LAS No.: 3.12
CONCEPT NOTES
We see that using the z-table, we can determine specific regions under the normal curve.
Since the z-table provides the proportion of the area (or probability or percentage) between
any two specific values under the curve, regions under the curve can be described in terms of
area.

EXAMPLES:
1. Find the area of the region between z =0 and z =1.
2. Find the area of the region between z=1 and z= 2.
Solution:
1. Use the z-table and construct a normal curve.
In the z table, the area of z= 1 is 0.3413.

2. Use the z-table. Locate the area of z =1, and z= 2. Then, subtract the area of z=1 from the
area of z = 2. Construct a normal curve.
The area of z= 1 is 0. 3413. The area of z = 2 is 0.4772.
0.4772 – 0.3413 = 0.1359. So, the area of the region between z = 1 and z=2 is 0.1359.

EXERCISES:
1. Find the area of the region between z =0 and z = 3.
2. Find the area of the region between z = 2 and z = 3.
3. Find the area of the region between z = -1 and z = 1.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Identifying Regions of Areas Under The Normal Curve
Lesson Competency : To convert a normal random variable to a standard normal variable.
(M11/12SP-III-c-4)
References : Statistics and Probability pages 61-66 LAS No.: 3.13
CONCEPT NOTES
The areas under normal curve are given in terms of z-values or scores. Either the z-score
Locates X within a sample or within a population.
The formula for calculating z is:
�
t (z-score for population data)

�
t ( z-score for sample data)
where: X = given measurement μ = population mean
t population standard deviation = sample mean
s = sample standard deviation

EXAMPLES:
1. Given the mean, μ = 50 and the standard deviation, t of a population of Reading scores.
Find the z-value that corresponds to a score X = 58.

Steps Solution
1. Use the computing formula for finding �
t
z-scores of a population data.
2. Check the given values. Since these μ=50 , t4 , X = 58.
are population values, the z-score
locates X within a population.
3. Substituting the given values in the ૡ�
t
computing formula.
4. Compute the z- value ૡ
t =2
Thus, the z-value that corresponds to
the raw score 58 is 2 in the
population distribution.
EXERCISES:
Given μ=62 and t t. Find the z-score value that corresponds to each of the following scores
up to two decimal places:
1. X= 70
2. X= 78
3. X= 42

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Computing Probabilities Using the Standard Normal Table
Lesson Competency : To compute probabilities using the standard normal table.
(M11/12SP-III-c-5)
References : Statistics and Probability pages 74-82 LAS No.: 3.14
CONCEPT NOTES
The following notations for a random variable are used in various solutions
concerning the normal curve.
쌰 t 쌰 denotes the probability that the z-score is between a and b.
t 쌰 denotes the probability that the z-score is greater than a.
t 쌰 denotes the probability that the z-score is less than a.
EXAMPLES:
Find the proportion above z = -1.

Steps Solution
1. Draw a normal curve.
2. Locate the z-value
3. Draw a line through the z-
value
4. Shade the required region.
5. Consult the z-Table and z=-1 corresponds to an area of
find the area that 0.3413
corresponds to z=-1.
6. Examine the graph and use The graph suggests addition.
probability notation to form The required area is equal to
an equation showing the 0.3413 + 0.5 = 0.8413
appropriate operation to get That is, t ͲǤ
the required area.
7. Make a statement indicating The proportion or probability
the required area. of the area above is 0. 8413.

EXERCISES:
1. Find the proportion of the area greater than z =1.
2. Find the proportion of the area below z = 1.5.
3. Find the area between z = -2 and z = -1.5.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Computing Percentiles Using the Standard Normal Table
Lesson Competency : To compute percentiles using the standard normal table.
(M11/12SP-III-c-5)
References : Statistics and Probability pages 83-88 LAS No.: 3.15
CONCEPT NOTES
For any set of measurements (arranged in ascending or descending order), a
percentile is a point in the distribution such that a given number of cases is below
it. For example in the test in Algebra, you got a score of 82 and you want to know
how you fared in comparison with your classmates. If your teacher tells you that
you scored at the 90th percentile, it means that 90% of the grades were lower
than yours and 10% were higher.
EXAMPLES:
Find the 95th percentile of a normal curve.
Steps Solution
1. Draw the appropriate normal
curve.

2. Express the given percentage 95% is the same as 0.9500

as probability.
3. Split 0.9500 into 0.5000 and 0.9500 = 0.5000 + 0.4500
0.4500
4. Shade 0.5000 of the sketch
of the normal curve in Step 1.
5. Refer to the z-Table. Locate This area is not found in the
the area 0.4500 in the body of table. It is between the values
the table. of 0.4495 and 0.4505
6. Find the z-score that Find z by interpolation, as
corresponds to 0.4500 on the follows.
leftmost column,
7. Find the z-value that 0.4505 is z =1.65
corresponds to 0.4505.

8. Find the z-value that 0.4495 is z = 1.64

corresponds to 0.4495.
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Subject : STATISTICS AND PROBABILITY
Lesson Title : Computing Percentiles Using the Standard Normal Table
Lesson Competency : To compute percentiles using the standard normal table.
(M11/12SP-III-c-5)
References : Statistics and Probability pages 83-88 LAS No.: 3.15

9. Find the average of the two u u

z-values.
10. Locate z= 1.645 under the The 95th percentile is z = 1.645.
curve in Step 1 and make a
statement.
11. Draw a line through under Do this under the sketch of the
the curve in Step 1. curve in Step 1.
12. Shade the region to the left Do this under the sketch of the
of z = 1.645 curve in Step 1.
13. Describe the shaded region. The shaded region is 95% of the
distribution.

EXERCISES:
1. Find the 99th percentile of a normal curve.

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Subject : Statistics and Probability
Lesson Title : Illustrating Random Sampling and Computing the Mean
Lesson Competency : Illustrates random sampling and computes their corresponding mean
References : Statistics and Probability, pg. LAS No.: 3.16
CONCEPT NOTES
A random sampling distribution is a probability distribution of a statistic
obtained through a large number of samples drawn from a specific population.
The sampling distribution of a given population is the distribution of frequencies
of a range of different outcomes that could possibly occur for a statistic of a
population.

Example:
A population consists of the numbers 2,4,9. List all possible samples of size 2
from this population and compute the mean.
sample mean
2,4 3
2,9 5.5
4,9 6.5

The number of samples of size n that can be drawn from a population of size N is
given by NCn.

Exercise:
A population consists of the five numbers 2,3,6,8, and 11. Consider the samples of
size 2 that can be drawn from this population.

a. List all possible samples and the corresponding mean.

Sample Mean

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Subject : Statistics and Probability
Lesson Title : Distinguishing Between Parameter and Statistic
Lesson Competency : Distinguishes between parameter and statistic.
References : Statistics and Probability, pg. LAS No.: 3.17
CONCEPT NOTES
Parameters are numbers that summarize data for an entire population.
Statistic are numbers that summarize data from a sample, i.e. some subset of the
entire population.

Example:
Identify both the parameter and the statistic in the study.

1) A researcher wants to estimate the average height of women aged 20 years

or older. From a simple random sample of 45 women, the researcher obtains
a sample mean height of 63.9 inches.
Parameter : average height of all women aged 20 years or older.
Statistic: average height of 63.9 inches from the sample of 45 women.

2) A nutritionist wants to estimate the mean amount of sodium consumed by

children under the age of 10. From a random sample of 75 children under the
age of 10, the nutritionist obtains a sample mean of 2993 milligrams of
sodium consumed.
Parameter : mean amount of sodium consumed by children under the age of
ten.
Statistic: mean of 2993 milligrams of sodium obtained from the sample of
75 children.

Exercise:
Identify both the parameter and the statistic in the study.
1) An education official wants to estimate the proportion of adults aged 18 or
older who had read at least one book during the previous year. A random
sample of 1006 adults aged 18 or older is obtained, and 835 of those adults
had read at least one book during the previous year.

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Subject : Statistics and Probability
Lesson Title : Identifying Sampling Distributions of Statistics (Sample Mean)
Lesson Competency : Identifies the sample distributions of statistics (sample mean).
References : Statistics and Probability, pg. LAS No.: 3.18
CONCEPT NOTES
A sampling distribution of sample means is a frequency distribution using
the means computed from all possible random samples of specific size taken from
a population.
Probability distribution of the sample means is also called the sampling
distribution of the samples.

Example:
Based on the given example in LAS 1 Illustrating the random sampling and
computing their corresponding mean, identify the sampling distribution of sample
mean.
Sample mean Frequency Probability
3 1

5.5 1

6.5 1

Total n= 3 1.00

Exercise:
Based on the given exercise in LAS 1, identify the sample distributions of
statistics.

Sample Mean Frequency Probability

Total

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Subject : Statistics and Probability
Lesson Title : Finding the mean and variance of population
Lesson Competency : Finds the mean and variance of population.
References : Statistics and Probability, pg. LAS No.:3.19
CONCEPT NOTES
Statisticians describe the variation of the individual data values about the
mean of the population.

Example:
Consider a population consisting of 1,2,3,4 and 5. Suppose samples of size 2 are
drawn from this population. Find the mean and variance of population.
1. Compute the mean of the population (µ).
µ
MiMgMiM
=
= 3.00
So, the mean of the population is 3.00.
2. Compute the variance of the population (σ).
X X-µ (X - µ)2
1 -2 4
2 -1 1
3 0 0
4 1 1
5 2 4
X − µ i 0

−µ)i
σ2 =

0
=
=2
So, the variance of the population is 2.
Exercise:
Consider a population consisting of 1,2,3 and 4. Suppose samples of size 2 are
drawn from this population. Find the mean and variance of population.

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Subject : Statistics and Probability
Lesson Title :Finding the Mean and Variance of the Sampling Distribution of the Sample Mean.
Lesson Competency :Finds the Mean and Variance of the Sampling Distribution of the Sample Mean.
References : Statistics and Probability, pg. LAS No.:3.20
CONCEPT NOTES
Steps in finding the mean and variance of the sampling distribution of the sample
mean:
1. Determine the number of possible samples size.
2. List possible samples and their corresponding means.
3. Construct the sampling distribution of the sample means.
4. Compute the mean of the sampling distribution of the sample means
a. Multiply the sample mean by the corresponding probability.
b. Add the results.
5. Compute the variance of the sampling distribution of the sample means.
a.Subtract the population mean ( from each sample ). Label this as – .
b. Square the difference. Label this as – 2.
c. Multiply the results by the corresponding probability. Label this as
)● – 2
d. Add the results.
Example:
Consider a population consisting of 1,2 and 3. Suppose samples of size 2 are drawn
from this population. Describe the sampling distribution of the sample means.
 What is the mean and variance of the sampling distribution of the
sample means?
Sample Sample Frequency Probability )● ) – – 2 )● – 2

Mean )
1,2 1.5 1 0.495 -0.5 0.25 0.0825

1,3 2 1 0.66 0 0 0

2,3 3 1 0.99 1 1 0.33

Total 2.145 0.4125

So, the mean of the sampling distribution of the sample means ( is 2.145 and
the variance of the sampling distribution is 0.4125.

Exercise:
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Subject : Statistics and Probability
Lesson Title :Finding the Mean and Variance of the Sampling Distribution of the Sample Mean.
Lesson Competency :Finds the Mean and Variance of the Sampling Distribution of the Sample Mean.
References : Statistics and Probability, pg. LAS No.:3.20
Consider a population consisting of 2,3 and 4. Suppose samples of size 2 are drawn
from this population. Describe the sampling distribution of the sample means.
 What is the mean and variance of the sampling distribution of the
sample means?

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Subject : Statistics and Probability
Lesson Title :Sample Means and Standard Deviation
Lesson Competency :Describes the sampling distribution of the sample means by computing its mean
and standard deviation.
References : Statistics and Probability, pg. LAS No.:3.21
CONCEPT NOTES
The standard deviation ( of the sampling distribution of the sample means is
also known as the standard error of the mean. It measures the degree of
accuracy of the sample mean ( as an estimate of the population mean

Example:
A population has a mean of 60 and a standard deviation of 5. A random sample of
16 measurements is drawn from this population. Describe the sampling distribution
of the sample means by computing its mean and standard deviation.

We shall assume that the population is infinite.

Steps Solution
1. Identify the given information. Here th t t
2. Find the mean of the sampling
distribution. Use the property = 60
that
Find the standard deviation of the
sampling distribution. Use the property
that
t
=
t
t
= = 1.25

Exercise:
Answer the following problem.
The heights of male college students are normally distributed with mean of 68
inches and standard deviation of 3 inches. If 80 samples consisting of 25 students
each are drawn from the population, what would be the expected mean and
standard deviation of the resulting sampling distribution of the means? Assume
that the population is infinite.

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Subject : Statistics and Probability
Lesson Title : Central Limit Theorem and Problem Solving Involving Sampling Distribution of the
Sample Means
Lesson Competency : Illutrates the central limit theorem.
Solves problems involving sampling distribution of the sample means.
References : Statistics and Probability, pg. LAS No.:3.22
CONCEPT NOTES
The Central Limit Theorem
If random samples of size n are drawn from a population, then as n becomes
larger, the sampling distribution of the means approaches the normal distribution,
regardless of the shape of the population distribution.
Example:
The average time it takes a group of college students to complete a certain
examination is 46.2 minutes. The standard deviation is 8 minutes. Assume that the
variable is normally distributed.
a. What is the probability that a randomly selected college student will
complete the examination in less than 43 minutes?
Steps Solution
1. Identify the given information. Here tuden ⒂n ⒂ t d
2. Identify what is asked for. t l
3. Identify the formula to be used. Here we are dealing with an individual
data obtained from the population. So,
we will use the formula
꩐
to standardize 43.
꩐
4. Solve the problem.

t ꩐tude
= ⒂

We shall find P(X<-0.40) by getting the

area under the normal curve.
P(x<43)= P(z< -0.40)
= 0.5000 -0.1554
= 0.3446
5. State the final answer. So, the probability that a randomly
selected college student will complete
the examination in less than 43 minutes
is 0.3446 or 34.46%.

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Subject : Statistics and Probability
Lesson Title : Central Limit Theorem and Problem Solving Involving Sampling Distribution of the
Sample Means
Lesson Competency : Illutrates the central limit theorem.
Solves problems involving sampling distribution of the sample means.
References : Statistics and Probability, pg. LAS No.:3.22
Exercise:
Solve the following problem.

The average number of milligrams (mg) of cholesterol in a cup of a certain brand

of ice cream is 660 mg, and the standard deviation is 35 mg. If a cup of ice cream
is selected, what is the probability that the cholesterol content will be more than
670 mg? Assume the variable is normally distributed.

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Subject : Statistics and Probability
Lesson Title :Point Estimation
Lesson Competency :Illustrates point estimations.
References : Statistics and Probability, pg. LAS No.:3.23
CONCEPT NOTES
A point estimate is a specific numerical value of a population parameter. This
sample mean is the best point estimate of the population mean. To find the point
estimate, compute the mean of all means or the overall mean.

Example:
Mr. Santiagocompany sells bottled of coconut juice. He claims that a bottle
contains 500 ml of such juice. A consumer group wanted to know if his claim is
true. They took six random samples of 10 such bottles and obtained the capacity,
in ml, of each bottle. The result is shown as follows:

Sample 1 500 498 497 503 499 497 497 497 497 495
Sample 2 500 500 495 494 498 500 500 500 500 497
Sample 3 497 497 502 496 497 497 497 497 497 495
Sample 4 501 495 500 497 497 500 500 495 497 497
Sample 5 502 497 497 499 496 497 497 499 500 500
Sample 6 496 497 496 495 497 497 500 500 496 497

Assuming that the measurements were carefully obtained and that the only kind of error
present is the sampling error, what is the point estimate of the population mean?
Sample Row sum of Scores Mean
1 4980 498
2 4984 498.4
3 4972 497.2
4 4979 497.9
5 4984 498.4
6 4971 497.1
Overall mean/ point estimate 497.83

Exercise:
Find the point estimate of the population parameter of the scores in a long test in Science.
78 75 86 82 70 85 83 86
80 92 82 85 80 88 84 86
90 88 90 78 83 90 86 84
75 85 77 88 85 90 85 83

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Subject : Statistics and Probability
Lesson Title : T- Distribution
Lesson Competency : identifies the appropriate form of the confidence interval estimator for
the population mean when: (a) the population variance is known, (b) the
population variance is unknown, and (c) the Central Limit Theorem is to be
used.
References : Statistics and Probability, pg. LAS No.:3.24
CONCEPT NOTES
The general expression for the confidence interval when is unknown is given by:
and the distribution of values is called t- distribution.
Example:
A researcher wants to estimate the number of hours that 5-year old children spend watching
television. A sample of 50 five-year old children was observed to have a mean viewing time of 3
hours. The population is normally distributed with a population standard deviation ⿏ evi t
find:
a. The best point estimate of the population mean
Solution:
a. Point Estimate
Steps Solution
1. Describe the population parameter of The parameter of interest is the mean of
interest. the TV viewing time of all 5- year old children.
2. Specify the confidence interval criteria.
a. Check the assumptions.
The sample size of 50 children is large enough
for the Central limit Theorem to hold. So, the
sampling distribution of means is normal.
b. Determine the test statistic to be The test statistic is the z, using ⿏
used to calculate the interval
c. State the level of confidence
The questions asks for a 95% confidence,or
⿏
This means that if more random samples were
taken from the target population, and an
interval estimate is made for each sample,
then 95% of the intervals will contain the true
parameter value.
3. Collect an present sample evidence.
a. Collect the sample information.
The sample information consists of t
⿏ ⿏
b. Find the point estimate. The point estimate for the population mean is
3 (the sample mean).

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Subject : Statistics and Probability
Lesson Title : T- Distribution
Lesson Competency : identifies the appropriate form of the confidence interval estimator for
the population mean when: (a) the population variance is known, (b) the
population variance is unknown, and (c) the Central Limit Theorem is to be
used.
References : Statistics and Probability, pg. LAS No.:3.25
CONCEPT NOTES
Based on the discussion from LAS 3.24, consider the example below.
Example:
A researcher wants to estimate the number of hours that 5-year old children spend watching
television. A sample of 50 five-year old children was observed to have a mean viewing time of 3
hours. The population is normally distributed with a population standard deviation hildr
find:
a. The 95% confidence interval of the population mean
a. 95% Confidence Interval
1. Determine the confidence interval The confidence coefficient is
a. Determine the confidence 1.96
coefficient.
b. Find the maximum error E.

= 1.96
= 1.96 (0.07)
= 0.14
c. Find the lower and upper
confidence limits. - h +
t ㄮ +t ㄮ
3 – 0.14 to 3 + 0.14
2.86 to 3.14
d. Describe the results. Thus, we can say with 95%
confidence that the interval
between 2.86 hours and 3.14
hours contain the population
mean based on 80 five year
old children’s TV viewing time.
Exercises:
Do the following:
Given the information: the sampled population is normally distributed,
ㄮ r r What is the 95% confidence interval estimate for Are the
assumptions satisfied?
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Subject : Statistics and Probability
Lesson Title : Identifying Regions Under the t-distribution
Lesson Competency :. identifies regions under the t-distribution corresponding to different t-values.
M11/12SP-IIIg-4
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 26
CONCEPT NOTES

The t distribution is a kind of symmetric, bell-shaped distribution that has a lower height but a
wider spread than the standard normal distribution. The units of a t distribution are denoted
with a lower case 't'.

Example on how to find area under t-distribution:

1.Suppose T has a t distribution with 4 degrees of freedom, what is P(T> 4.6)?

Solution:

4.6

From t-distribution table, the area to the right of 4.6 is 0.005.

2. Suppose T has t distribution with7 degrees of freedom, what is P(T< 1.415)?

Solution:

1.415

From t-distribution table, the area to the left is 1.00-0.1=0.9.

Exercises:

1. Given a t-distribution with 15 degrees of freedom, what is P(T> 0.866)?

2. Given a t-distribution with 5 degrees of freedom, what is P(T>4.032)?

3. Given a t- distribution with 25 degrees of freedom, what is P(T< 2.060)?

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Subject : Statistics and Probability
Lesson Title : Computing for the Confidence Interval Estimate
Lesson Competency :computes for the confidence interval estimate based on the appropriate
form of the estimator for the population mean.M11/12SP-IIIh-1
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 27
CONCEPT NOTES

When you want to find percentiles for a t-distribution, you can use the t-table. A percentile is a
number on a statistical distribution whose less-than probability is the given percentage for
example, the 95th percentile of the t-distribution with n – 1 degrees of freedom is that value
of whose left-tail (less-than) probability is 0.95 (and whose right-tail probability is 0.05).

Example:

Suppose you have a sample of size 10 and you want to find the 95th percentile of its
corresponding t-distribution. You have n – 1= 9 degrees of freedom, so, using the t-table, you
look at the row for df = 9. The 95th percentile is the number where 95% of the values lie below
it and 5% lie above it, so you want the right-tail area to be 0.05. Move across the row, find the
column for 0.05, and you get 1.833.

tTable
cum. prob t .50 t .75 t .80 t .85 t .90 t .95 t .975 t .99 t .995 t .999 t .9995
one-tail 0.50 0.25 0.20 0.15 0.10 0.05 0.025 0.01 0.005 0.001 0.0005
two-tails 1.00 0.50 0.40 0.30 0.20 0.10 0.05 0.02 0.01 0.002 0.001
df
1 0.000 1.000 1.376 1.963 3.078 6.314 12.71 31.82 63.66 318.31 636.62
2 0.000 0.816 1.061 1.386 1.886 2.920 4.303 6.965 9.925 22.327 31.599
3 0.000 0.765 0.978 1.250 1.638 2.353 3.182 4.541 5.841 10.215 12.924
4 0.000 0.741 0.941 1.190 1.533 2.132 2.776 3.747 4.604 7.173 8.610
5 0.000 0.727 0.920 1.156 1.476 2.015 2.571 3.365 4.032 5.893 6.869
6 0.000 0.718 0.906 1.134 1.440 1.943 2.447 3.143 3.707 5.208 5.959
7 0.000 0.711 0.896 1.119 1.415 1.895 2.365 2.998 3.499 4.785 5.408
8 0.000 0.706 0.889 1.108 1.397 1.860 2.306 2.896 3.355 4.501 5.041
9 0.000 0.703 0.883 1.100 1.383 1.833 2.262 2.821 3.250 4.297 4.781
10 0.000 0.700 0.879 1.093 1.372 1.812 2.228 2.764 3.169 4.144 4.587
11 0.000 0.697 0.876 1.088 1.363 1.796 2.201 2.718 3.106 4.025 4.437
12 0.000 0.695 0.873 1.083 1.356 1.782 2.179 2.681 3.055 3.930 4.318
13 0.000 0.694 0.870 1.079 1.350 1.771 2.160 2.650 3.012 3.852 4.221
14 0.000 0.692 0.868 1.076 1.345 1.761 2.145 2.624 2.977 3.787 4.140
15 0.000 0.691 0.866 1.074 1.341 1.753 2.131 2.602 2.947 3.733 4.073

Exercises: Use the t-table above to answer the following:

1. Find the corresponding t-value for 90th percentile of df=15?

2. Find the corresponding t-value for 50th percentile of df=10?

3. Find the corresponding t-value for 99th percentile of df=3?

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Subject : Statistics and Probability
Lesson Title : Computing for the Confidence Interval Estimate
Lesson Competency :computes for the confidence interval estimate based on the appropriate
form of the estimator for the population mean,solves problems involving confidence interval
estimation of the population mean and draws conclusion about the population mean based on
its confidence interval estimate. M11/12SP-IIIh-1, M11/12SP-IIIh-2, M11/12SP-IIIh-3
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 28
CONCEPT NOTES
A confidence interval, (CI) is an indicator of your measurement's precision. It is a range of
values that is used to estimate a parameter.There are three commonly used confidence
intervals: the 90%, 95% and the 99% confidence intervals.Follow steps below to calculate, CI.
Example:
A researcher wants to estimate the number of hours that 5-year old children spend watching
television. A sample of 50 five year old children was observed to have a mean viewing time of 3
hours. The population is normally distributed with a population standard deviation =0.5 hours,
find the a. point estimate of the population mean, b. the 95% confidence interval of the
population mean and c. draws conclusion about the population mean based on its confidence
interval estimate.
Steps Solution
1. Describe the population parameter of The parameter of interest is the mean of
interest. the TV viewing time of all 5-year old children.
2.Specify the confidence interval criteria. The sample is normal as guaranteed by the
Check the assumption, determine the test CLT. The test statistic is the z with σ = 0.5
statistic to be used to calculate the interval The question asks for a 95% confidence, or
and state the level of confidence a=0.05
3. Collect and present sample evidence. Collect The sample information consist of x = 3, n =
the sample information. Find the point 50 and σ = 0.5. The point estimate for the
estimate. population mean 3(the sample mean)
4. Determine the confidence interval. The The confidence coefficient is 1.96.
confidence coefficient. Find the max error, σ 0.5
E = za 2 = 1.96 = 1.96 0.07 = 0.14
the upper and the lower confidence limits. n 50
σ σ
Draw Conclusion: x − za 2 < < x + za 2
n n
Thus, we can say with 95% confidence that the 0.5 0.5
3-1.96 50 <μ < 3 + 1.96 50
interval between 2.86 hours and 3.14 hours
contain the population mean, based on 50 five 3-0.14 to 3+0.14 = 2.86 to 3.14
year old children’s TV viewing time.
Exercises:A researcher conducts a random selection of 40 entering Mathematics majors who
has the following GPA’s below. Assume that = 0.46, estimate the true mean GPA with 99%
confidence.
4.0 3.5 3.0 3.3 3.8 3.1 3.6 4.0 3.9 3.5 3.2 2.9 3.0 2.8
3.2 3.0 3.5 3.2 3.0 3.2 4.0 3.0 3.4 3.0 4.0 3.7 3.0 3.3
3.0 2.8 5.6 3.0 3.2 3.5 3.2 2.8 3.3 3.1 3.2 2.8

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Subject : Statistics and Probability
Lesson Title : Identifying Point Estimator for the Population Proportion
1. Lesson Competency :identifies point estimator for the population proportion and computes for the point
estimate of the population proportion. M11/12SP-IIIi-1, M11/12SP-IIIi-2
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 29
CONCEPT NOTES

In a binomial experiment, a point estimator for population proportion, p is given by a statistic,

where x represents the number of successes in n trials. Thus, the sample proportion, will
be the estimator for the parameter, p.

Example

There are 320 students taking up mathematics and 125 of these students take up Statistics.
From this class, a random sample of 100 was selected and 67 of the students take up statistics.

1. What is the proportion, p of students who took up mathematics?

2. Compute for the sample proportion,

Solution:

1. Proportion of students, p = ॺ
t
2. Sample proportion, ॺॺ

EXERCISES

There are 500 students taking up mathematics and 300 of these students take up Statistics.
From this class, a random sample of 250 was selected and 175 of the students take up
statistics.

1. What is the proportion, p of students who took up mathematics?

2. Compute for the sample proportion,

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Subject : Statistics and Probability
Lesson Title : Identifying the Appropriate Form of the Confidence Interval Estimator
Lesson Competency :Identifies the appropriate form of the confidence interval estimator for
the population proportion based on the CLT, computes for the confidence interval estimate of
the population proportion andsolves problems involving confidence interval estimation of the
population proportion.draws conclusion about the population proportion based on its
confidence interval estimate.M11/12SP-IIIi-3, M11/12SP-IIIi-4, M11/12SP-IIIi-5, M11/12SP-IIIi-6
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 30
CONCEPT NOTES
Recall that the margin of error, E for the confidence interval of a population proportion is
pq pq
E = za 2 n
≈ za 2 n
so, the formula for computing a large sample confidence interval for a
pq
population, p is p ± za 2 n
. If p is used for an estimate for p, then we can be (1-a) 100%
confident that the error will not exceed a specified amount of error, E.

Example
In a random sample of 500 people eating lunch every Friday at a school canteen, it was found
out that x = 160 people preferred to eat seafood. Find the 95% confidence interval for the
actual proportion of people who eat seafood every Friday. Describe the result.

Solution:
160 8
Given that x = 160 and n = 500, so p = 500 = 25 .
8 25−8 17
q=1−p=1−
25
=
25
=
25
,since (1-a)100% is 95%, za 2 = 1.96.
pq pq
p − za 2 n
< p <p+ za 2 n
. Therefore we have
8 17 8 17
8 25 25 8 25 25
25
− 1.96 500
< < 25 + 1.96 500
0.28 < p < 0.36
Conclusion: Thus, with the 95% confidence, we can state that the interval from 28% to 36%
contains the true percentage of all people preferred to eat seafood.
Exercises
1. A new launching system is being considered for a development of small short range
launches. The existing system has p = 0.8 as the probability of a successful launch. A
sample of 40 experimental launches is made with the new system, and 34 of these
experimental launches are successful. Construct a 95% confidence interval for p.
2. In a random sample of 1000 houses in a city, 628 of the houses have air conditioning units.
a. Find the 98% confidence interval to estimate the proportion of houses with
conditioning units.
b. How large should a sample be if you wish to be 98% confident that the sample
proportion is within 0.05 of the true proportion of houses that have air conditioning
units?

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Subject : Statistics and Probability
Lesson Title : Identifying the Length of a Confidence Interval
Lesson Competency : identifies the length of a confidence interval andcomputes for the
length of the confidence interval .M11/12SP-IIIj-1 , M11/12SP-IIIj-2
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 31
CONCEPT NOTES

Definition. If a confidence interval for a parameter, p is: Lower< p <Upper, then the length of
the interval is simply the difference in the two endpoints. That is:Length = Upper – Lower
Length,
(1) As the population standard deviation σ decreases, the length of the interval decreases.
(2) As the sample size n increases, the length of the interval decreases.
(3) As the confidence level decreases, the length of the interval decreases. (Consider, for
example, that for a 95% interval, z = 1.96, whereas for a 90% interval, z = 1.645.), for this
factor, We want a high confidence level, but not so high as to produce such a wide interval as to
be useless. That's why 95% is the most common confidence level used.

Example
Given: n=20, 95% confidence, th . Compute for the length of interval.
Solution:
L=
oh
= 2 (1.96)( ) = 0.70125
t

EXERCISES
Compute the length of Interval for each of the following:

1. n=15, 90% confidence, .

2. n=25, 95% confidence, .

3. n=30, 99% confidence, ‴.

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Subject : Statistics and Probability
Lesson Title : Computing for an Appropriate Sample Size Using the Length of the Interval
Lesson Competency :computes for an appropriate sample size using the length of the interval
and solves problems involving sample size determination.M11/12SP-IIIj-3 , M11/12SP-IIIj-4
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 3.32
CONCEPT NOTES
A. Compute sample size using length of the interval.
Recall the formula for the length of interval, L= , we can derive the formula for
finding the sample size, n = 4
B. Computing sample size using the margin of error, E=
n=

Examples

1. Given: L= 0.62, 95% confidence, , Compute for the minimum sample size.

Solution
n=4
inim
n =4 nm
n = 159.9 say 160
2. In a certain village, Leony wants to estimate the mean weight , in kilograms, of all six-
year old children to be included in the feeding program. She wants to be 99% confident
that the estimate of is accurate to within 0.06 kg. Suppose from a previous study, the
standard deviation of the weights of the target population was 0.5 kg, what should the
sample size be?
solution
Given the confidence 99%, then a= 0.01 and nH Q E=0.06 and nH Vn
Substituting:
nH nH in i
n= = n m n m
Lm n H say 463

EXERCISES
Jonathan wants to replicate a study where the lowest observed value is 10.4
while the highest is 10.8. He wants to estimate the population mean to within an
error of 0.022 of its true value. Using 99% confidence level, find the sample size
n that he needs.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Illustrating Null and Alternative Hypothesis
Lesson Competency : To illustrate null hypothesis and alternative hypothesis
(M11/12SP-IVa-1)
References : Statistics and Probability pages 216-222 LAS No.: 4.1
CONCEPT NOTES
Hypothesis testing is a decision-making process for evaluating claims about a population
based on the characteristics of a sample purportedly coming from that population. The decision
is whether the characteristic is acceptable or not. It involves making a decision between the
two opposing hypotheses which are the null hypothesis and alternative hypothesis.
The null hypothesis, denoted by , is a statement that there is no difference between
a parameter and a specific value, or that there is no difference between two parameters.
The alternative hypothesis, denoted by , is a statement that there is a difference
between a parameter and a specific value, or that there is a difference between two
parameters. When the alternative hypothesis utilizes the ≠ symbol, the test is said to be non-
directional. When the alternative hypothesis utilizes the > or < symbol, the test is said to be
directional. In problems that involve hypothesis testing, there are words like greater, efficient,
improves, effective, increases and so on suggest a right-tailed direction. Words like decrease,
less than, smaller, and the like suggest a left-tailed direction.

EXAMPLES:
Formulate a null hypothesis and its alternative hypothesis and identify whether the alternative
hypothesis is directional or non-directional for each of the following:
1. The average TV viewing time of all five-year old children is 4 hours daily.
Solution:
Null Hypothesis: The average TV viewing of all five-year old children is 4 hours daily. (This is
the claim.) In symbol, t.
Alternative Hypothesis: The average TV viewing of all five-year old children is not 4 hours
daily. (This is the opposite of the claim.) In symbol, tt

EXERCISES:
Formulate a null hypothesis and its alternative hypothesis for each of the
following and identify whether the alternative hypothesis is directional or non-
directional:
1. A college librarian claims that 20 storybooks on the average are borrowed daily.
2. The mean performance of all grade 6 leavers of a school in the NAT is 35.
3. The investor of a new kind of light bulb claims that all such bulbs last as long as
3000 hours.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Illustrating Type of Errors in Hypothesis Testing
Lesson Competency : To illustrate types of errors in hypothesis testing
(M11/12SP-IVa-1)
References : Statistics and Probability pages 226-229 LAS No.: 4.2
CONCEPT NOTES
In hypothesis testing, we make decisions about null hypothesis. When we
conduct a hypothesis test, there are four possible outcomes. The following
decision grid shows the four outcomes.

Decisions about the

Reject Do not Reject
(or Accept
Reality is true. Type I error Correct Decision
is Correct Decision Type II error
If false. the null
hypothesis is true and accepted, or if it is false and rejected, the decision is
correct. If the null hypothesis is true and rejected, the decision is incorrect and
this is a Type I error. If the null hypothesis is false and accepted, the decision
is incorrect and this is a Type II error. In an ideal situation, there is no error
when we accept the truth and reject what is false.
EXAMPLES:
1. Stephen says that he is not bald. His hairline is just receding. Is he committing
an error? If so, what type of error?
Answer: Yes. A receding hairline indicates balding. This is a Type I error.
2. A man plans to go hunting the Philippine monkey-eating eagle believing that it is
a proof of his mettle. What type of error is this?
Answer: Hunting the Philippine eagle is prohibited by law but still the man plans to
go hunting. In this case, he committed a Type II error since he accepts a false
reality.
EXERCISES:
1. Maria insists that she is 30 years old when, in fact, she is 32 years old. What
error is Mary committing?
2. Suppose it is Christmas season and Jose thinks it is the month of January ,
what error is he committing?

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Calculating the Probabilities of Committing a Type I and Type II Error
Lesson Competency : To calculate the probabilities of committing a Type I and Type II error
(M11/12SP-IVa-2)
To illustrate level of significance and rejection region (M11/12SP-IVa-1)
References : Statistics and Probability pages 226-229 LAS No.: 4.3
CONCEPT NOTES
The probability of committing a Type I error is denoted by the Greek letter (alpha)
while the probability of committing a Type II error is denoted by (beta).
Error in the Decision Type Probability Correct Decision Type Probability
Reject a true I Accept a true A 1-
Accept a false II Reject a false B 1-

The most frequently used probability values for

and are 0.05 and 0.01.
Under the normal curve, the rejection region refers to the region where the value of the
test statistic lies for which we will reject the null hypothesis. The region is also called critical
region.
EXAMPLES:
Recall that the critical values are the z-values associated with the probabilities at the tails of
the normal curve.
1. For a 95% confidence level, find the critical values and the probability in committing error.
th
Solution: = 0. 4750 (expressed up to 4 decimal places so that we can identify an area in the
normal curve table as close as to this value). In the normal curve table, the area 0.4750
corresponds to z =1.96. Thus, the critical values for the 95% confidence level are -1.96 and
+1.96. And the probability in committing error is 0.025 both in the left and right tail.

EXERCISES:
1. Find the critical values and the probability in committing error for a 99%
confidence level.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Solving Problems Involving Test of Hypothesis on the Population Mean
Lesson Competency : To solve problems involving test of hypothesis on the population mean.
(M11/12SP-IVe-1)
References : Statistics and Probability pages 226-229 LAS No.: 4.4
CONCEPT NOTES
One of the processes in hypothesis testing is the calculation of the test statistic. A test
statistic is a value used to determine the probability needed in decision-making. The decision
that we make depends on the computed test statistic. The formula for computing the test
statistic depends on the sample size. If the sample size is greater than 30, apply the Central
Limit Theorem (CLT) using the z-statistic but if the sample size is less than 30, use the t-
statistic.
EXAMPLES:
Problem: The owner of a factory that sells a particular bottled fruit juice claims that the
average capacity of their product is 250 ml. To test the claim, a consumer group gets a sample
of 100 such bottles, calculates the capacity of each bottle, and then finds the mean capacity to
be 248 ml. The standard deviation s is 5ml. Is the claim true?
Solution:
Steps Solution
1. Describe the population parameter of The parameter of interest is the mean
interest. μ of the population where the sample
comes from.
2. Formulate the hypotheses; the null t th
hypothesis and the alternative th
hypothesis
3. Check the assumptions.
 Is the sample size large enough  Since n =100, by the Central
for the Central Limit Theorem Limit Theorem, the distribution
(CLT) to apply? is normally distributed.
 Are the samples selected  Yes
randomly?
4. Choose a significance level for . t h
 I the test two-tailed or one
tailed? One tailed
 Get the critical values from the
test statistic table. Critical values: -1.645

EXERCISES:
Solve the problem following the steps given above.

1. A researcher used a developed problem solving test to randomly select 50 Grade 6 pupils. In
this sample, t h and s = 10. The mean μ and the standard deviation of the population used in
the standardization of the test were 75 and 15, respectively. Use the 95% confidence level.
Does the sample mean differ significantly from the population mean? Follow the steps 1-4.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Solving Problems Involving Test of Hypothesis on the Population Mean
Lesson Competency : To solve problems involving test of hypothesis on the population mean.
(M11/12SP-IVe-1)
References : Statistics and Probability pages 226-229 LAS No.: 4.4
CONCEPT NOTES
As a continuation of the LAS 36,the following steps below in solving problems involving test of
hypothesis on the population mean are need to be considered.
EXAMPLES:
Refer the sample problem from LAS 36.
Solution:
5. Select the appropriate test statistic. z statistic, s is the estimate of
 Compute the test statistic
t modified into

Lh G
t G
t t L
G

6. State the decision rule. Reject if the computed test statistic

negative critical value or if the computed test
statistic positive critical value. Otherwise, do
not reject (or accept)
7. Compare the test statistic and the L QLG
critical value.
 Based on the decision rule, The null hypothesis is rejected
decide whether to reject or to
accept
 Interpret the result. Interpretation: There is enough evidence to
warrant the rejection of the null hypothesis. The
sample does not belong to the population whose
mean μ is 250.
So, there is a significant difference between the
sample mean and the population mean. Therefore,
 Take a course of action (optional) the claim is not true.

EXERCISES:
Solve the problem following the steps given above.
1. A researcher used a developed problem solving test to randomly select 50 Grade 6 pupils.
In this sample, t h and s = 10. The mean μ and the standard deviation of the population
used in the standardization of the test were 75 and 15, respectively. Use the 95%
confidence level. Does the sample mean differ significantly from the population mean?
Follow the steps 5, 6 and 7 to solve the problem as the continuation of the steps from
LAS 36.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Solving Problems Involving Test of Hypothesis on the Population Mean
Lesson Competency : To identify the parameter to be tested given a real-life problem (M11/12SP-
IVa-3)
To formulate the appropriate null and alternative hypotheses on a population mean. (M11/12SP-IVb-1)
To identify the appropriate form of test statistic (M11/12SP-IVb-2)
To identify the appropriate rejection region for a given level of significance. (M11/12SP-IVc-1)
To compute for the test-statistic value (population mean). (M11/12SP-IVd-1)
To draw conclusion about the population mean based on the test-statistic value and the rejection region.
(M11/12SP-IVd-2)
To solve problems involving test of hypothesis on the population mean. (M11/12SP-IVe-1)
References : Statistics and Probability pages 226-229 LAS No.: 4.5
CONCEPT NOTES
One of the processes in hypothesis testing is the calculation of the test statistic. A test
statistic is a value used to determine the probability needed in decision-making. The decision
that we make depends on the computed test statistic. The formula for computing the test
statistic depends on the sample size. If the sample size is greater than 30, apply the Central
Limit Theorem (CLT) using the z-statistic but if the sample size is less than 30, use the t-
statistic.
EXAMPLES:
Problem: Test the null hypothesis that the mean of the population is 6 against the
alternative hypothesis μ 郰ቯ Use tቯt .

Solution:
Steps Solution
1. Describe the population parameter of The parameter of interest is the mean
interest. μ of the population where the sample
comes from.
2. Formulate the hypotheses; the null t 郰
hypothesis and the alternative 郰
hypothesis
3. Check the assumptions.
 Is the sample size large enough  Since n =5, the Central Limit
for the Central Limit Theorem Theorem cannot be applied.
(CLT) to apply?  Yes
 Are the samples selected
randomly?

EXERCISE:
Solve the problem following the steps given above.

1. Test the null hypothesis that the mean of the population is 6 against the alternative
hypothesis μ ≠ 6. Use tቯt . (Follow the first three steps.)

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Solving Problems Involving Test of Hypothesis on the Population Mean
Lesson Competency : To identify the parameter to be tested given a real-life problem (M11/12SP-
IVa-3)
To formulate the appropriate null and alternative hypotheses on a population mean. (M11/12SP-IVb-1)
To identify the appropriate form of test statistic (M11/12SP-IVb-2)
To identify the appropriate rejection region for a given level of significance. (M11/12SP-IVc-1)
To compute for the test-statistic value (population mean). (M11/12SP-IVd-1)
To draw conclusion about the population mean based on the test-statistic value and the rejection region.
(M11/12SP-IVd-2)
To solve problems involving test of hypothesis on the population mean. (M11/12SP-IVe-1)
References : Statistics and Probability pages 226-229 LAS No.: 4.5
CONCEPT NOTES
The different steps in solving problems involving test of hypothesis on the population
mean are necessary to satisfy the given hypothesis. Steps 1-3 were already discussed from LAS
38.
EXAMPLES:
Problem: Test the null hypothesis that the mean of the population is 6 against the
alternative hypothesis μ འካ Use ካ .

Solution:

Steps Solution
4. Choose a significance level for . ካ
 I the test two-tailed or one
tailed? One tailed (left)
 Get the critical values from the
test statistic table. From the t table,
Df =5-1 =4, the critical value is -2.132.
5. Select the appropriate test statistic. z statistic, s is the estimate of ካ
 Compute the test statistic

ካའ འ
ካ

ካ
ካའའ㤰
= ካ 㤰

EXERCISE:
Solve the problem following the steps 4 and 5 given above.

1. Test the null hypothesis that the mean of the population is 6 against the alternative
hypothesis μ ≠ 6. Use ካ

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Solving Problems Involving Test of Hypothesis on the Population Mean
Lesson Competency : To identify the parameter to be tested given a real-life problem (M11/12SP-
IVa-3)
To formulate the appropriate null and alternative hypotheses on a population mean. (M11/12SP-IVb-1)
To identify the appropriate form of test statistic (M11/12SP-IVb-2)
To identify the appropriate rejection region for a given level of significance. (M11/12SP-IVc-1)
To compute for the test-statistic value (population mean). (M11/12SP-IVd-1)
To draw conclusion about the population mean based on the test-statistic value and the rejection region.
(M11/12SP-IVd-2)
To solve problems involving test of hypothesis on the population mean. (M11/12SP-IVe-1)
References : Statistics and Probability pages 226-229 LAS No.: 4.5
CONCEPT NOTES
Steps 6 and 7, the decision rule and interpreting the result will be discussed as follow
respectively.
EXAMPLES:
Problem: Test the null hypothesis that the mean of the population is 6 against the
alternative hypothesis μ im Use m .

Steps Solution
6. State the decision rule. Reject if the computed test
statistic negative critical value or if
the computed test statistic positive
critical value. Otherwise, do not reject
(or accept) m
7. Compare the test statistic and the Hm H HmulH.
critical value.
 Based on the decision rule, The null hypothesis is not rejected
decide whether to reject or to
accept m
 Interpret the result. Interpretation: There is no enough
evidence to warrant the rejection of
the null hypothesis. The sample belongs
to the population whose mean μ is 6.

So, there is no significant difference

 Take a course of action (optional) between the sample mean and the
population mean. Therefore, the claim is
true.
EXERCISES:
Solve the problem following the steps 6 and 7 given above.
(Based your answers from the previous discussion.)

1. Test the null hypothesis that the mean of the population is 6 against the alternative
hypothesis μ ≠ 6. Use m

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Subject : Statistics and Probability
Lesson Title : Computing for the test-statistic of Population Proportion
Lesson Competency :Computes for the test-statistic value(Population proportion)
Draws conclusion about the population proportion based on the test-statistic value and the rejection region.
Solves problems involving test of hypothesis on the population proportion.
References : Statistics and Probability, pg. LAS No.:
CONCEPT NOTES
The formula for the test statistic z for proportions is:
MingL n‫ ݎ‬n ‫ ݎ ݎ ݋ ݎ‬gg 䤟n L⿏‫ ݋‬L䨀 n‫ ݎ‬n ‫ݎ ݋ ݎ‬
Test statistic M‫ݎ‬䨀M‫ݎ‬䨀 䨀L ‫݋‬M ‫ݎ ݋‬ ⿏MingL n‫ ݎ‬n ‫ݎ ݋ ݎ‬
that is,
n n
n

‫ݎ‬

For a one- tailed test:

n n
n n M‫ݎ‬䨀 L ‫ݎ‬L L ‫ݎ ݎ ݋‬L ‫⿏݋ ݎ ݋‬
Or ( n n ) and the rejection region is
For a two-tailed test:
n n
n n
The rejection region is or
Example:
Using the .05 level of significance, run a z-test given the following:
n= 74; n= t; n
Use both the traditional method and the p-value method.
Solution:
The key components of the hypothesis test, we have:
Steps Solution
1. Describe the population parameter of The parameter of interest is the population
interest. proportion p.

2. Formulate the hypotheses: the null n n

hypothesis and the alternative n 䶠
n 䶠
hypothesis.

3. Check the assumptions.

 Is the sample size large enough
for the Central Limit With n= 74, the central limit theorem applies.
Theorem(CLT) to apply?
Exercises:
Do the following: Do steps 1-3.
A school administrator claims that less than 50% of the students of the school are dissatisfied by the
community cafeteria service. Test this claim by using sample data obtained from a survey of 500
students of the school where 54% indicated their dissatisfaction of the community cafeteria service.
Use 䶠 䶠

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Subject : Statistics and Probability
Lesson Title : Computing for the test-statistic of Population Proportion
Lesson Competency :Computes for the test-statistic value(Population proportion)
Draws conclusion about the population proportion based on the test-statistic value and the rejection region.
Solves problems involving test of hypothesis on the population proportion.
References : Statistics and Probability, pg. LAS No.:
CONCEPT NOTES
Using the .05 level of significance, run a z-test given the following: (Steps 4 and 5)
n= 74; = ;
Solution:
The key components of the hypothesis test, we have:
Steps Solution
4. Choose a significance level size for
Make a small when the consequences of
rejecting a true is severe.
 Is the test two-tailed or one-
tailed? Two-tailed. (The problem does not suggest a
direction)

5. Select the appropriate test statistic.

 Compute the z statistic. z- statistic

= L

= population proportion (Given the null

hypothesis)

耀晦
Z=

耀晦 耀晦
Z= 耀

Exercises:
Do the following: (Do steps 4 & 5)
A school administrator claims that less than 50% of the students of the school are dissatisfied
by the community cafeteria service. Test this claim by using sample data obtained from a survey
of 500 students of the school where 54% indicated their dissatisfaction of the community
cafeteria service. Use

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Subject : Statistics and Probability
Lesson Title : Computing for the test-statistic of Population Proportion
Lesson Competency :Computes for the test-statistic value(Population proportion)
Draws conclusion about the population proportion based on the test-statistic value and the rejection region.
Solves problems involving test of hypothesis on the population proportion.
References : Statistics and Probability, pg. LAS No.:
CONCEPT NOTES
The z-test value obtained in the LAS 41 is -091. In the p- value approach we compute the
probability value to the left of -0.91. That is, the area between z=0 and z=0.91 is given in the z-
table is 0.3186. Therefore, the observed probability value is 0.5000- 0.3186= 0.1814. Since the
test is two-tailed, the p-value is multiplied by 2. So, p-value=0.1814X2 = 0.3628
Example:
Using the .05 level of significance, run a z-test given the following:
n= 74; = ; th
Use both the traditional method and the p-value method.
Solution:
The key components of the hypothesis test, we have these steps 6,7 and 8:
Steps Solution
6. State the decision rule for rejecting In the traditional method, h h reject
or not rejecting the null hypothesis. if if z value t or if the computed
value is t
Accept if the computed z value
t or if the computed value is t
In the p-value method, reject if the
computed probability value is h h
Accept if the computed probability value
hh
7. Compare the computed values.  Traditional method:
We know that -0.91>-1.96.
 P-value method:
We know that 0.3628>0.05.
8. Interpret the result. Based on the result, accept the null
hypothesis .
There is no significant difference between
the sample proportion and the population
proportion.
Exercises:
Do the following. (Do the steps 6,7 and 8.)
A school administrator claims that less than 50% of the students of the school are dissatisfied
by the community cafeteria service. Test this claim by using sample data obtained from a survey
of 500 students of the school where 54% indicated their dissatisfaction of the community
cafeteria service. Use hh

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Subject : Statistics and Probability
Lesson Title : Illustrating a Bivariate Data
Lesson Competency :Illustrates the bivariate data.
References : Statistics and Probability, pg. LAS No.:44

CONCEPT NOTES:
Bivariate data are data that involve two variables as different from univariate
data that involve only a single variable.
In bivariate data, the purpose of analysis is to describe the relationships where
new statistical methods will be introduced. We will be describing relationships
between related variables in terms of strength and direction.

Example:
1. IQ scores and math scores in a long exam
2. Rainfall amounts and plant growth
3. Exercise and cholesterol level of a group of people

Exercise:
Underline the bivariate data of the given statements.
1. An elastic spring can be subjected to varying stress which will be
accompanied by a corresponding elongation.
2. We can collect from different cars their ages and their mileages.
3. A confined gas can have different volumes and corresponding pressure

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Subject : Statistics and Probability
Lesson Title : Constructing a Scatter Plot
Lesson Competency :Constructs a scatter plot.
Describes shape (form), trend (direction), and variation
(strength) based on a scatter plot.
References : Statistics and Probability, pg. LAS No.:45

CONCEPT NOTES:
Scatter plot shows how the points collected from a set of bivariate data are
scattered on the Cartesian plane. It gives a good visual picture of the two
variables which helps in finding the relationship that exists between the two
variables. A scatter plot is a graphical representation of the relationship between
two variables.

Example:
Construct the scatterplot for the bivariate data. Describe trend (direction), and
variation (strength) based on a scatter plot.
Age of a 11 12 13 14 15 16 17 18 19 20
person, in years
Weights,in kg 40 42 38 35 45 51 48 48 50 47

Scatterplot of Weight,in kg vs Age of a person, in years

52,5

50,0

47,5
Weight,in kg

45,0

42,5

40,0

37,5

35,0

10 12 14 16 18 20
Age of a person, in years

A positive relationship exists;

Exercise:
Construct the scatterplot for the bivariate data. Describe trend (direction), and
variation (strength) based on a scatter plot.
Age of 0.5 1 1.5 2 3 4 4.5 5 6
a car, in
years
Mileage, 16 15 10 12 10 12 11 10 11
in
km/liter

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Subject : Statistics and Probability
Lesson Title :Estimating Strength of Association Between Variables
Lesson Competency :Estimates strength of association between the variables based on a
scatter plot. M11/12SP-IVh-1
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 46
CONCEPT NOTES Example
There ismoderate, positive, linear
relationship between 2 variables.

100
90
80
70
60
50
40
30
20
10
0 0.5 1 1.5 2 2.5 3 3.5 4

EXERCISES
Given the figures below, identify the strength of their relationship.
Figure 1 Figure 2

Figure 3 Figure 4

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Subject : Statistics and Probability
Lesson Title : Calculating the Pearson’s Sample Correlation Coefficient
LearningCompetency :Calculates the Pearson’s sample correlation coefficient and solves
problems involving correlation analysis.M11/12SP-IVh-2 , M11/12SP-IVh-3
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 47
CONCEPT NOTES
The most widely used correlation coefficient is the Pearson Product-Moment Correlation, r,
often called, pearson r. The pearson r, can compare two sets of linear data that are of the
ratio or interval type. Pearson r Qualitative Description
Perfect
th Very High
t th Moderately High
th t Moderately Low
th Very Low
Example: 0 No Correlation
A researcher wanted to determine if Student Score in Statistics, x Score in Physics, y
there is a relationship between the scores Al 3 5
in Physics and Statistics. Interpret the Frans 9 8
result. Raf 10 10
Jam 12 9
Loi 7 8
Solution:
h h
Steps Student x y xy
1. Square all entries in the x and y columns, Al 3 5 9 25 15
and put them under the h and h columns Frans 9 8 81 64 72
respectively. Raf 1 10 100 100 100
2. Multiply entries in x and y columns and put 0
them under the xy column. Jam 1 9 144 81 108
3. Get the sum of all entries in the x, y, 2
, and xy.
h h
Loi 7 8 49 64 56
4 40 383 334 351
1
4. Substitute the = 0.90
騀 h h
values obtained
Interpretation: The computed r=0.90
from stem 3 in the
indicates a Very High Positive Correlation.
formula, with n=5
This means that the students who got high in
Physics also high in Statistics.
EXERCISE: A researcher investigated the relationship between the height of a father and his
eldest son, in inches.
Height of the Father 71 69 67 68 68 66 70 72 65 60
Height of the Son 71 69 69 65 66 63 68 70 60 58
Do the data support the hypothesis that height is hereditary? Explain. (hint: determine the
relationship between the ht. of the father and his son.)

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Subject : Statistics and Probability
Lesson Title :Identifying the Independent and Dependent Variables
LearningCompetency :. Identifies the independent and dependent variables.M11/12SP-IVi-1
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 48
CONCEPT NOTES
In mathematical modeling, statistical modeling and experimental sciences, the values of
dependent variables depend on the values of independent variables. The dependent variables
represent the output or outcome whose variation is being studied.

EXAMPLES
1. Effect of fertilizer on plant growth
In a study measuring the influence of different quantities of fertilizer on plant growth, the
independent variable would be the amount of fertilizer used. The dependent variable would be
the growth in height or mass of the plant. The controlled variables would be the type of plant,
the type of fertilizer, the amount of sunlight the plant gets, the size of the pots, etc.

2. Effect of drug dosage on symptom severity

In a study of how different doses of a drug affect the severity of symptoms, a researcher
could compare the frequency and intensity of symptoms when different doses are administered.
Here the independent variable is the dose and the dependent variable is the
frequency/intensity of symptoms.

3. Effect of temperature on pigmentation

In measuring the amount of color removed from beetroot samples at different temperatures,
temperature is the independent variable and amount of pigment removed is the dependent
variable

EXERCISES
Identify the Dependent and Independent variables in each pair of the following variables. Place
your answers in the succeeding table.

Pair Dependent Independent

Altitude and Acceleration due
to gravity
Price of goods and the
Demand
Monthly Salary and the Annual
Income of a Worker
IQ and Academic Performance
of a Student
Temperature and Volume of
air in a Balloon

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Subject : Statistics and Probability
Lesson Title :Best Fit on a Scatter Plot
Lesson Competency :Draws the best-fit line on a scatter plot.M11/12SP-IVi-2
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 49
CONCEPT NOTES
A best-fit line is meant to mimic the trend of the data. In many cases, the line
may not pass through very many of the plotted points. Instead, the idea is to get
a line that has equal numbers of points on either side. Most people start by eye-
balling the data.

EXAMPLE

EXERCISES
Draw the Best-fit line on the scatter Plot of the figure given below.

Figure 1 Figure 2

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Subject : Statistics and Probability
Lesson Title :Calculating the Slope and Y-intercept of the Regression Line
Lesson Competency :Calculates the slope and y-intercept of the regression line.
M11/12SP-IVi-3
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 50
CONCEPT NOTES
Regression analysis is widely used for prediction and forecasting, where its use
has substantial overlap with the field of machine learning. Regression analysis is
also used to understand which among the independent variables are related to the
dependent variable, and to explore the forms of these relationships. In restricted
circumstances, regression analysis can be used to infer causal relationships
between the independent and dependent variables.
The Regression equation: th , where b is the slope and a is the y-
intercept.
EXAMPLE
Compute slope and the y-intercept of the regression equation with the given data:
X values 1 3 4 2 5
Y values 2 3 3 4 5
Solution:

X Y h xy h t h h
1 2 1 4 2 h t h
t ሻ
= 1.9
3 3 9 9 9 t
h t h
4 3 16 9 12 t
h t h
2 4 4 16 8 ሻt
t = 0.5
5 5 25 25 25 t
th
17 55 63 56
h

Therefore: Slope=0.5 and the y-intercept=1.9

EXERCISES
Compute slope and the y-intercept of the regression equation with the given data:
X values 2 3 3 4 5
Y values 3 5 7 7 8

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Subject : Statistics and Probability
Lesson Title : Interpreting the Calculated Slope and Y-intercept of the Regression Line
Lesson Competency :interprets the calculated slope and y-intercept of the regression line.
predicts the value of the dependent variable given the value of the independent variable.
solves problems involving regression analysis. M11/12SP-IVi-4 , M11/12SP-IVj-1 , M11/12SP-IVj-2
References : Statistics and Probability by R. Belecina, E. Baccay and E. Mateo LAS No.: 51
CONCEPT NOTES
The Regression equation: th , where b is the slope and a is the y-
intercept.
EXAMPLE
The following data pertains to the height of a father and his eldest son, in inches. Find the
height of the son if the father’s height is 78 inches.
Height of the Father 71 69 67 68 68 66 70 72 65 60
Height of the Son 71 69 69 65 66 63 68 70 60 58
Solution
x y h xy
71 71 5041 5041 5041
69 69 4761 4761 4761
69 71 4761 5041 4899
65 68 4225 4624 4420
66 68 4356 4624 4488
63 66 3969 4356 4158
68 70 4624 4900 4760
70 72 4900 5184 5040
60 65 3600 4225 3900
58 60 3364 3600 3480
T=659 T=680 T=43601 T=46356 T=44947

t h t ht h t Find the height of the son if the father’s height is

h ht 78 inches.
th t h ͸ t ሺt
=16.55 Y’=0.78 (78)+16.55
h t h ͸ t
h ht t Y’=77.39 say 77 inches
t
h ht
t
h ሺ ͸ t tht
=0.78 Interpretation:
h t h ͸ t
The predicted height of the son whose father is 78
th inches is 77 inches.
h ሺth ͸͸

EXERCISE
Data show the population of the Philippines from 2005-2012. Find the predicted population in the
year 2013.
Year ,x 2005 2006 2007 2008 2009 2010 2011 2012
Population, y (in Million) 85.26 86.97 88.71 90.46 91.02 92.6 94.18 95.77

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Illustrating Random Variable
Lesson Competency : To illustrate a random variable (M11/12SP-IIIa-1)
To find the possible values of a random variable (M11/12SP-IIIa-3)
References : Statistics and Probability pages 2-5 LAS No.: 3.1
CONCEPT NOTES
A random variable is a function that associates a real number to each element in
the sample space. It is a variable whose values are determined by chance. Use
capital letters to denote or represent a variable.

The set of all possible outcomes of an experiment is called a sample space.

EXAMPLE:
Suppose three cell phones are tested at random. We want to find out the
number of defective cell phones that occur.
Let D represent the defective cell phone and N represent the non-defective
cell phone. If we let X be the random variable representing the number of
defective cell phones, can you show the values of the random variable X?
Consider the table below.

Possible Outcomes/Sample Value of the Random Variable X

Space (number of defective cell phones)
NNN 0
NND 1
NDN 1
DNN 1
NDD 2
DND 2
DDN 2
DDD 3
The values of the random variable are 0, 1, 2, 3. This means that there could
be a zero, one, two, or three numbers of defective cell phones in the possible
outcomes of an experiment.
EXERCISES:
1. Suppose three coins are tossed. Let Y be the random variable representing the
number of tails that occur. Find the values of the random variable Y. Make a table
to illustrate the situation.

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Distinguishing Discrete from Continuous Random Variable
Lesson Competency : To distinguish between a discrete and a continuous random variable.
(M11/12SP-IIIa-2)
References : Statistics and Probability pages 6-8 LAS No.: 3.2
CONCEPT NOTES
The random variables whose set of possible outcomes is countable are called
discrete random variables. Mostly, discrete random variables represent count
data, such as the number of defective chairs produced in a factory.

A random variable is a continuous random variable if it takes on values on a

continuous scale. Often, continuous random variables represent measured data,
such as heights, weights, and temperatures.

Example:
Classify the following random variables as discrete or continuous.
1. the number of defective computers produced by a manufacturer
Answer: Discrete because number of defective computers can be counted as a
whole number
2. the weight of newborns each year in the hospital
Answer: Continuous because the weight of newborns cannot be counted as a whole
number but it can be measured.

EXERCISES:
Classify the following random variables as discrete or continuous.

1. the number of siblings in a family of a region

2. the speed of a car
3. the number of female students
4. the number of presidents of the Philippines
5. the amount of sugar in a cup of coffee

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Illustrating a Probability Distribution for a Discrete Random Variable
Lesson Competency : To illustrate a probability distribution for a discrete random variable
and its properties. (M11/12SP-IIIa-4)
References : Statistics and Probability pages 9, 15-16 LAS No.: 3.3
CONCEPT NOTES
A discrete probability distribution or a probability mass function consists of the
values a random variable can assume and the corresponding probabilities of the
values.
Properties of a Probability Distribution
1. The probability of each value of the random variable must be between or equal
to 0 and 1. In symbol, we write it as 0 t
2. The sum of the probabilities of all values of the random variable must be equal
to 1. In symbol, we write it as Σ t

Examples:
A. Find the probability of the following events:
1. Getting an even number in a single roll of a die.
Answer: ½ since there are 3 even numbers in a die.
2. Getting a red ball from a box containing 3 red and 6 black balls.
Answer: since there are 3 out of 9 balls from a box
B. Determine whether the distribution represents a probability distribution.
X 1 5 8
P(X)

Answer: It is a probability distribution because the total or the sum of P(X) is

equal to 1.
EXERCISES:
A. Find the probability of the following events:
1. Getting an odd number in a single roll of a die.
2. Getting a tail in tossing a coin.
B. Determine whether the distribution represents a probability distribution.
X 1 3 4 6 8 9
P(X)

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Subject : STATISTICS AND PROBABILITY
Lesson Title : Probability Distribution for a Discrete Random Variable
Lesson Competency : To construct the probability distribution of discrete random variable
and its corresponding histogram (M11/12SP-IIIa-5)
To compute probabilities corresponding to a given random variable ( M11/12SP-IIIa-6)
References : Statistics and Probability pages 9-15 LAS No.: 3.4

CONCEPT NOTES
Steps in constructing the probability distribution of discrete random
variable:
1. Determine the sample space.
2. Count the number of the identified outcome in the sample space and
assign number to this outcome.
3. Get the possible values of the random variable and compute the
probability.
4. Make a table of the probability distribution.
Examples:
Suppose two coins are tossed. Let Y be the random variable
representing the number of tails that occur. Find the probability of
each of the values of the random variable Y following the steps 1 and 2.
Step 1. The sample space for this experiment is: S= {HH, HT, TH, TT}
Step 2. Count the number of tails in the sample space and assign
number to this outcome.
Possible Outcomes/Sample Value of the Random Variable
Space Y
(number of tails)
HH 0 ( no tail)
HT 1 (only one tail)
TH 1 (only one tail)
TT 2 (two tails)

EXERCISES:

1. Suppose three coins are tossed. Let Y be the random variable

representing the number of tails that occur. Find the probability
of each of the values of the random variable Y following the steps
1 and 2.
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Subject : STATISTICS AND PROBABILITY
Lesson Title : Probability Distribution for a Discrete Random Variable
Lesson Competency : To construct the probability distribution of discrete random
variable and its corresponding histogram (M11/12SP-IIIa-5)
To compute probabilities corresponding to a given random variable ( M11/12SP-IIIa-6)
References : Statistics and Probability pages 9-15 LAS No.: 3.5

CONCEPT NOTES
Steps in constructing the probability distribution of discrete random
variable:
1. Determine the sample space.
2. Count the number of the identified outcome in the sample space and
assign number to this outcome.
3. Get the possible values of the random variable and compute the
probability.
4. Make a table of the probability distribution.
Examples:
Suppose two coins are tossed. Let Y be the random variable
representing the number of tails that occur. Find the probability of
each of the values of the random variable Y following the steps 3 and 4.
Step 3. Get the possible values of the random variable and compute
the probability.
Number of Tails Y Probability P(Y)
0 since it occurs only once out of 4 outcomes
1 掠 since it occurs twice out of 4 outcomes
2 since it occurs once out of 4 outcomes

Step 4. Table1. The Probability Distribution or the Probability Mass

Function of Discrete Random Variable Y

Number of Tails 0 1 2
Probability P(Y)

EXERCISES:

1. Suppose three coins are tossed. Let Y be the random variable

representing the number of tails that occur. Find the probability
of each of the values of the random variable Y following the steps
3 and 4.
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Subject : STATISTICS AND PROBABILITY
Lesson Title : Mean of a Discrete Probability Distribution
Lesson Competency : To illustrate the mean of a discrete random variable (M11/12SP-IIIb-1)
To calculate the mean of a discrete random variable (M11/12SP-IIIb-2)
To interpret the mean of a discrete random variable (M11/12SP-IIIb-3)
To solve problems involving mean of probability distribution (M11/12-IIIb-4)
References : Statistics and Probability pages 21-30 LAS No.: 3.6
CONCEPT NOTES
Steps in computing the mean of a discrete probability distribution:
1. Construct the probability distribution for the random variable.
2. Multiply the value of the random variable by the corresponding the probability.
3. Add the results obtained in Step 2.
4. Interpret the result.
Examples:
Consider rolling a die. What is the average number of spots that would appear?
Solution:
Step 1. Construct the probability distribution for the random variable.
Step 2. Multiply the value of the random variable by the corresponding the probability.

Number of Spots in a Die Probability P(X) X ● P(X)

1

5 ঴

Total
ｘ ༠঴
.
Step 3. Add the results obtained in Step 2 which is ｘ ༠঴
Step 4. Interpret the result.
The value obtained in Step 3 is called the mean of the random variable X or the mean of
the probability distribution of X. The mean tells us the average number of spots that would
appear in a roll of a die. So, the average number of spots that would appear is 3.5. Although the
die will never show a number, which is 3.5, this implies that rolling the die many times, the
theoretical mean would be 3.5.

EXERCISES:
The probabilities that a customer will buy 1, 2, 3, 4 or 5 items in a grocery
store are th , respectively. What is the average number of items
that a customer will buy? Follow the steps in computing the mean of the discrete
random variable.

Competence.Dedication.Optimism
✓

SHARED OPTIONS
SENIOR HIGH ALTERNATIVE RESPONSIVE EDUCATION DELIVERY
DLP LEARNING ACTIVITY SHEET

Name: Date: Score:

Subject : STATISTICS AND PROBABILITY
Lesson Title : Variance of a Discrete Probability Distribution
Lesson Competency : To illustrate the variance of a discrete random variable
(M11/12SP-IIIb-1)
To calculate the variance of a discrete random variable (M11/12SP-IIIb-2)
To interpret the variance of a discrete random variable (M11/12SP-IIIb-3)
To solve problems involving variance of probability distribution (M11/12-IIIb-4)
References : Statistics and Probability pages 31-45 LAS No.: 3.7
CONCEPT NOTES
The variance and standard deviation describe the amount of spread, dispersion, or
variability of the items in a distribution.
Steps in Finding the Variance and Standard Deviation:
1. Find the mean of the probability distribution.
2. Subtract the mean from each value of the random variable X.
3. Square the results obtained in Step 2.
4. Multiply the results obtained in Step 3 by the corresponding probability.
5. Get the sum of the results obtained in Step 4 to obtain variance.
6. Get the square root of the variance to get the standard deviation.
Examples:
The number of cars sold per day at a local car dealership, along with its corresponding
probabilities, is shown in the table. Compute the variance and the standard deviation of the
probability distribution following the steps 1 and 2.
Solution:
Step 1. Find the mean of the probability distribution in column 3.
Step 2. Subtract the mean from each value of the random variable X in column 4.
Number of Cars Sold Probability X● P(X) X -μ
(X) P(X)
0 0 0- 2.2 = -2.2
t
1 1-2.2 = -1.2
t t
2 2-2.2 =-0.2
t t
3 3-2.2 =0.8
t t
4 4-2.2 =1.8
t t
μ=Σ t
h

EXERCISES:
When three coins are tossed, the probability distribution for the random variable X
representing the number of heads that occur is given below. Compute the variance and standard
deviation of the probability distribution following the given steps 1 and 2.

Competence.Dedication.Optimism
✓

SHARED OPTIONS
SENIOR HIGH ALTERNATIVE RESPONSIVE EDUCATION DELIVERY
DLP LEARNING ACTIVITY SHEET

Name: Date: Score:

Subject : STATISTICS AND PROBABILITY
Lesson Title : Variance of a Discrete Probability Distribution
Lesson Competency : To illustrate the variance of a discrete random variable
(M11/12SP-IIIb-1)
To calculate the variance of a discrete random variable (M11/12SP-IIIb-2)
To interpret the variance of a discrete random variable (M11/12SP-IIIb-3)
To solve problems involving variance of probability distribution (M11/12-IIIb-4)
References : Statistics and Probability pages 31-45 LAS No.: 3.8
CONCEPT NOTES
The variance and standard deviation describe the amount of spread, dispersion, or
variability of the items in a distribution.
Steps in Finding the Variance and Standard Deviation: (Continuation of LAS 3.7)
3. Square the results obtained in Step 2.
4. Multiply the results obtained in Step 3 by the corresponding probability.
Examples:
The number of cars sold per day at a local car dealership, along with its corresponding
probabilities, is shown in the table. Compute the variance and the standard deviation of the
probability distribution following the steps 3 and 4.
Solution:
Step 3. Square the results obtained in Step 2 and write in column 5.
Step 4. Multiply the results obtained in Step 3 by the corresponding probability and write in
column 6.

Number of Cars Sold Probability X● P(X) X -μ (X –μ)2 (X –μ)2● P(X)

(X) P(X)
0 0 0- 2.2 = -2.2 4.84 0.484
t
1 1-2.2 = -1.2 1.44 0.288
t t
2 2-2.2 =-0.2 0.04 0.012
t t
3 3-2.2 =0.8 0.64 0.128
t t
4 4-2.2 =1.8 3.24 0.648
t t

EXERCISES:
When three coins are tossed, the probability distribution for the random variable X
representing the number of heads that occur is given below. Compute the variance and standard
deviation of the probability distribution following the given steps 3 and 4.

Competence.Dedication.Optimism
✓

SHARED OPTIONS
SENIOR HIGH ALTERNATIVE RESPONSIVE EDUCATION DELIVERY
DLP LEARNING ACTIVITY SHEET

Name: Date: Score:

Subject : STATISTICS AND PROBABILITY
Lesson Title : Variance of a Discrete Probability Distribution
Lesson Competency : To illustrate the variance of a discrete random variable
(M11/12SP-IIIb-1)
To calculate the variance of a discrete random variable (M11/12SP-IIIb-2)
To interpret the variance of a discrete random variable (M11/12SP-IIIb-3)
To solve problems involving variance of probability distribution (M11/12-IIIb-4)
References : Statistics and Probability pages 31-45 LAS No.: 3.9
CONCEPT NOTES
Steps in Finding the Variance and Standard Deviation: (Continuation of LAS 3.8)
Step 5. Get the sum of the results obtained in Step 4 to obtain variance.
Step 6. Get the square root of the variance to get the standard deviation.

Examples:
The number of cars sold per day at a local car dealership, along with its
corresponding probabilities, is shown in the table. Compute the variance and the
standard deviation of the probability distribution following the steps 5 and 6.
Solution:

Step 5. Get the sum of the results obtained in Step 4 to obtain variance.
Answer: The variance is 1.56. In symbol, Σ(X − μ) ●P X 1.56

Step 6. Get the square root of the variance to get the standard deviation.
The standard deviation is 1.56 = 1.25.

EXERCISES:
When three coins are tossed, the probability distribution for the random
variable X representing the number of heads that occur is given below. Compute
the variance and standard deviation of the probability distribution following the
given steps 5 and 6.

Competence.Dedication.Optimism