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Statistics
and Probability
Quarter 3 – Module 3
Mean and Variance of a Discrete
Random Variable and Normal
Random Variable
 ’s More

TASK 1.2

NUMBER OF CARS SOLD

The number of cars sold per day at a local car dealership, along with its corresponding
probabilities, is shown in the succeeding table. Compute the variance and the standard deviation of
the probability distribution.

Number of Cars Sold, X Probability, P(X)

0 1
10
1 2
10
2 3
10
3 2
10
4 2
10
Solution:
Solving for the variance; utilize the formula

σ² = Var (X) = Σ (Xi - µ)² Pi

a) Solving for the mean first;

µ = E(X) = X1 P1 + X2 P2 +¨˙ + Xk Pk
= Σ Xi Pi
1 2 3 2 2
µ = (0)( ) + (1)( 10) +(2)( 10)+ (3)( 10) + (4)( 10)
10
2 6 6 8
𝜇=0+ + 10 + 10 + 10
10
𝜇 = 2.2
Now solving for variance;

σ² = Var (X) = Σ (Xi - µ)² Pi

1 2 3 2
σ² = (0-2.2)2 (10) + (1-2.2)2 (10) + (2-2.2)2 (10) + (3-2.2)2 (10)
2
+ (4-2.2)2 (10)
σ² = 1.56
Therefore, the standard deviation is σ = √1.56 = 1.25

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Plotting the graph, we have;

Number of Cars Sold, x

0.35
0.3
0.25
0.2
0.15
0.1
0.05
0

Number of Cars Sold, x

Notice that μ = 2.2 is the center of probability distribution. We can conclude, that the
number of cars sold per day in a local car dealership is 2.2 or approximately 3 cars. The standard
deviation which is σ = 1.25 in this case, measures the spread of the probability distribution p(x).
The variance gives a measure of how far the values of X are from the mean. The bigger the
value of the variance, the farther the values of X get from the mean.

LESSON Normal Random Variable and its

2 Characteristics

’s In

Review of Continuous Random Variables

Recall the definition of a continuous random variable. It is a random variable that can take any real
value within a specified range whereas a discrete random variable takes some on a countable
number of values). A continuous variable involves the measurement of something, such as height of
a randomly selected student, the weight of a newborn baby, or the length of time that the battery of
a cellphone lasts.

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 ’s New

There are many events in real life that generate random variables that have the natural tendency to
approximate the shape of a bell. For example, the heights of a large number of seedlings that we see
in fields normally, consist of a few tall ones, a few short ones, and most of them having heights in
between tall and short. If a well-prepared test is administered to a class of 100 students, there will
be a few high scores, as well as a few low scores. Most of the scores will be found in between these
two extremes scores. In reality, if a distribution consists of a very large number of cases and the
three measures of averages (mean, median, mode) are equal, then the distribution is symmetrical
and the skewness is zero. In Statistics, such distribution is called normal distribution or simply
normal curve.

The normal curve 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. It is defined by an equation that uses the population mean, µ and the
standard deviation, σ. There is no single curve, but rather a whole family of normal curves that have
the same basic characteristics but have different means and standard deviations.

Consider the following data pertaining to hospital weights (in pounds) of all the 36 babies that were
born in the maternity ward of a certain hospital.

4.94 4.69 5.16 7.29 7.19 9.47 6.61 5.84 6.83

3.45 2.93 6.38 4.38 6.76 9.01 8.47 6.8 6.4
8.6 3.99 7.68 2.24 5.32 6.24 6.19 5.63 5.37
5.26 7.35 6.11 7.34 5.87 6.56 6.18 7.35 4.21

The data have an average of 6.11 pounds and a standard deviation of 1.61 pounds.

Shown below is the histogram for this data set. Observe that the histogram is approximately bell-
shaped.

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 What is It

Many variables, such as weight, shoe sizes, foot lengths, and other human physical characteristics,
exhibit these properties. The symmetry indicates that the variable is just as likely to take a value a
certain distance below its mean as it is to take a value that same distance above its mean. The bell
shape indicates that values closer to the mean are more likely, and it becomes increasingly unlikely
to take values far from the mean in either direction.

We use a mathematical model with smooth bell-shaped curve to describe these bell-shaped data
distributions. These models are called normal curves or normal distributions. The normal
distribution is a continuous distribution just like the uniform and triangular distribution. However,
the left and right tails of the normal distribution extend indefinitely but come infinitely close to the
x-axis.

The general shape of the mathematical model used to generate a normal curve looks like this:
Figure 1: Mathematical Model for a Normal Curve

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The graph of the normal distribution depends on two factors: the mean µ, and the standard
deviation σ. In fact, the mean and standard deviation characterize the whole distribution. That is, we
can get areas under the normal curve given information about the mean and standard deviation.

The mean determines the location of the center of the bell -shaped curve. Thus, a change in
the value of the mean shifts the graph of the normal curve to the right or to the left.

Recall what the mean, median, mode of a distribution represent, (a) the mean represents the
balancing point of the graph of the distribution; (b) the mode represents the “high point” of the
probability density function (i.e. the graph of the distribution), (c) the median represents the point
where 50% of the area under the distribution is to the left and 50% of the area under the distribution
is to the right.

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 For symmetric distributions with a single peak, such as the normal curve, take note that;
Mean = Median = Mode.

The standard deviation determines the shape of the graphs (particularly, the height and width
of the curve). When the standard deviation is large, the normal curve is short and wide, while a
small value for the standard deviation yields a skinnier and taller graph.
Figure 2: Height and Width of the Curve

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The cure above on the left, is shorter and wider than the curve on the right, because the
curve on the left has a bigger standard deviation. Note, that a normal curve is symmetric about its
mean and is more concentrated in the middle rather than in the tails.
Properties of the Normal Probability Distribution
Use Figure 3 to understand the properties of a normal probability distribution.
• The total area under the normal curve is equal to 1.
• The probability that a normal random variable X equals any particular value a, P(X=a) is zero
(0) (since it is a continuous random variable).
• The probability that X is less than a, equals the area under the normal curve bounded by a and
minus infinity (as indicated by the shaded area in figure 3 below)
• The probability that X is greater than some value a, equals the area under the normal curve
bounded by a and plus infinity (as indicated by the non-shaded area in figure 3)
• Since the normal curve is symmetric about the mean, the area under the curve to the right of µ
equals the area under the curve to the left of µ which equals ½, i.e. the mean µis the median.
• The probability density function is maximized at µ, i.e. the mode is also the mean
• The normal curve has inflection points (i.e. point at which a change in the direction of curvature
occurs) at µ - s and at µ + s
• As x increases without bound (gets larger and larger), the graph approaches but never reaches,
the horizontal axis. As x decreases without bound (gets larger and larger in the negative
direction), the graph approaches, but never reaches, the horizontal axis
Figure 3

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• Take note that every normal curve (regardless of its mean or standard deviation) conforms to the
following "empirical rule" (also called the 68-95-99.7 rule):

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• About 68% of the area under the curve falls within 1 standard deviation of the mean.
• About 95% of the area under the curve falls within 2 standard deviations of the mean.
• Nearly the entire distribution (About 99.7% of the area under the curve) falls within 3 standard
deviations of the mean.

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Explanatory Note: The empirical rule is actually a theoretical result based on an analysis of the
normal distribution. In the first chapter, it was pointed out that the importance of the mean and
standard deviation as summary measures is due to Chebyshev’s Inequality, which guarantees that
the area under a distribution within two standard deviations from the mean is at least 75%. For
nearly all sets of data, the actual percentage of data may be much greater than the bound specified
by Chebyshev’s Inequality. In fact, for a normal curve, the area within two standard deviations from
the mean is about 95%. Also, about two thirds of the distribution lie within one standard deviation
from the mean and nearly the entire distribution (99.7%) is within three standard deviations from
the mean.
Example 2.1
Consider the following data pertaining to hospital weights (in pounds) of all the 36 babies that were
born in the maternity ward of a certain hospital.

4.94 4.69 5.16 7.29 7.19 9.47 6.61 5.84 6.83

3.45 2.93 6.38 4.38 6.76 9.01 8.47 6.8 6.4
8.6 3.99 7.68 2.24 5.32 6.24 6.19 5.63 5.37
5.26 7.35 6.11 7.34 5.87 6.56 6.18 7.35 4.21

The data have an average of 6.11 pounds and a standard deviation of 1.61 pounds.

Validating the Empirical Rule

Determine what frequency and relative frequency of babies’ weights that are within:
a) One standard deviation from the
b) Two standard deviations from the mean
c) Three standard deviations from the mean
Solution:
a) To find the frequencies and relative frequency within/under 1 standard deviation, we need to
add 1 standard deviation from the mean and subtract 1 standard deviation from the mean to
identify the range/area under 1 standard deviation.
𝜇 = 6.11 𝑎𝑛𝑑 𝜎 = 1.61
Range: 𝜇−𝜎 < 𝑥 <𝜇+𝜎
6.11 − 1.61 < 𝑥 < 6.11 + 1.61
4.5 < 𝑥 < 7.72

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These are the weights of babies in bold face that are within/under 1 standard deviation from 4.5 lbs.
to 7.72 lbs.
4.94 4.69 5.16 7.29 7.19 9.47 6.61 5.84 6.83
3.45 2.93 6.38 4.38 6.76 9.01 8.47 6.8 6.4
8.6 3.99 7.68 2.24 5.32 6.24 6.19 5.63 5.37
5.26 7.35 6.11 7.34 5.87 6.56 6.18 7.35 4.21
Therefore, there are 26 babies out of 36 babies or about 72% of the babies are within 1 standard
deviation from the mean.

b) To find the frequencies and relative frequency within/under 2 standard deviation, we need to
add 2 standard deviation from the mean and subtract 2 standard deviation from the mean to
identify the range/area under 2 standard deviation.
Range: 𝜇 − 2𝜎 < 𝑥 < 𝜇 + 2𝜎
6.11 − 2(1.61) < 𝑥 < 6.11 + 2(1.61)
6.11 − 3.22 < 𝑥 < 6.11 + 3.22
2.89 < 𝑥 < 9.33

These are the weights of babies in bold face that are within/under 2 standard deviation from
2.89 lbs. to 9.33 lbs.
4.94 4.69 5.16 7.29 7.19 9.47 6.61 5.84 6.83
3.45 2.93 6.38 4.38 6.76 9.01 8.47 6.8 6.4
8.6 3.99 7.68 2.24 5.32 6.24 6.19 5.63 5.37
5.26 7.35 6.11 7.34 5.87 6.56 6.18 7.35 4.21

Therefore, there are 34 babies out of 36 babies or about 94% of the babies are within 2 standard
deviation from the mean.

c) To find the frequencies and relative frequency within/under 3standard deviation, we need to
add 3 standard deviation from the mean and subtract 3 standard deviation from the mean to
identify the range/area under 3 standard deviation.
Range: 𝜇 − 3𝜎 < 𝑥 < 𝜇 + 3𝜎
6.11 − 3(1.61) < 𝑥 < 6.11 + 3(1.61)
6.11 − 4.83 < 𝑥 < 6.11 + 4.83
1.28 < 𝑥 < 10.94

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These are the weights of babies in bold face that are within/under 3 standard deviation from 1.28
lbs. to 10.94 lbs.
4.94 4.69 5.16 7.29 7.19 9.47 6.61 5.84 6.83
3.45 2.93 6.38 4.38 6.76 9.01 8.47 6.8 6.4
8.6 3.99 7.68 2.24 5.32 6.24 6.19 5.63 5.37
5.26 7.35 6.11 7.34 5.87 6.56 6.18 7.35 4.21

Therefore, there are 36 babies out of 36 babies or about 100% of the babies are within 3 standard
deviation from the mean.

’s More

TASK 2.1 Validating the Empirical Rule

Fifty students were asked to run a 100-meter dash. The data below represents the time it took to
finish the dash, and the histogram. The mean time for the 50 students is 15.8 seconds, and the
standard deviation s is approximately 3.29 seconds.
16 14 14 16 21 14 17 15 16 21
14 10 9 20 12 12 19 11 15 14
18 18 13 18 23 8 20 13 16 23
16 17 15 18 17 16 13 15 18 19
12 12 15 17 14 16 17 16 16 21

Draw the normal curve, find the probability/relative frequency and the number of students
under/within:
a) 1 standard deviation
b) 2 standard deviation
c) 3 standard deviation

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 I Have Learned

Generalization
Task 3
A. Now, that we are finished with our lesson, let us review the concepts we have learned by
filling in the blanks with appropriate word or phrase to make meaningful statements.
1. The curve of a probability distribution is formed by ________.
2. The area under a normal curve is ________.
3. The important values that best describe a normal curve are _________.
4. There are ______ standard units at the baseline of a normal curve.
5. The curve of a normal distribution extends indefinitely at the tails but does not ________.
6. The mean, the median, and the mode of a normal curve are ________.
7. A normal curve is used in ___________.

B. Directions: Reflect the learning that you gained after taking up the two lessons in this
module by completing the given statements below. Do this on your activity notebook. Do
not write anything on this module.

What were your thoughts or ideas about the topic before taking up the lesson?
I thought that _____________________________________________________________
________________________________________________________________________________
_____________________________________________________________________.

What new or additional ideas have you had after taking up this lesson?
I learned that (write as many as you can)
___________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
___________________________________________________.

How are you going to apply your learning from this lesson?
I will apply ________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________

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References
Book
Albert, Jose Ramon G, Ph.D., Zita VJ Albacea, Ph.D., Mark John V. Ayaay, Isidoro P.
David, Ph.D., Imelda E. de Mesa “Statistics and Probability” Senior High School
Teaching Guide.” Commission on Higher Education, 2016/Accessed: January
2021/157/159/162/163/168/176 teacherph.com
https://www.teacherph.com/statistics-&- probability-senior-high- school-
teaching-guide/
Jose Ramon G. Albert, Ph.D., Zita VJ Albacea, Ph.D., Mark John V. Ayaay,
Isidoro P. David, Ph.D., Imelda E. de Mesa. 2016. In Statistics and
Probability Senior High School Teaching Guide, 177-181. Commission on
Higher Education.

Website

Expected Value & Variance of Discrete Random Variables/ Accessed: January

2021[https://www.youtube.jbstatistics/November 2012]

Mean and Standard Deviation of Discrete Random Variables/ Accessed: January

2021[https://www.ck12.org/c/probability/August 2012]

n.d. oli.cmu.edu. Accessed January 29, 2021. https://courses.lumenlearning.com.

Rene R. Belecina, Elisa S. Baccay, Efren B. Mateo. 2016. "Statistics and Probability for
Senior High School." Rex Bookstore.

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