E.T.

TIRONA MEMORIAL
School NATIONAL INTEGRATED HIGH Grade Level 11
SCHOOL
STATISTICS
GRADE 11 Teacher NICKOLAS V. TOLENTINO Learning Area AND
IDEA Exemplar PROBABILITY
March 11, 2024
Teaching CSS 1 M-TH 6:50 – 7:40 MIDTERM –
Dates and HUMSS 3
BP 3
M-TH
M-TH
9:20 – 10:10
10:30 – 11:20
Quarter SECOND
Time BP 1 M-TH 1:00 – 1:50 SEMESTER
BP 4 M-TH 1:50 – 2:40

I. OBJECTIVE SESSION 1
1. Content The learner demonstrates understanding of key concepts of sampling and
Standards sampling distributions of the sample mean.
2. Performance The learner is able to apply suitable sampling and sampling distributions of the
Standards sample mean to solve real-life problems.
3. Most Essential The learner illustrates the Central Limit Theorem. (M11/12SP-IIIe-2)
Learning The learner defines the sampling distribution of the sample mean using the
Competencies Central Limit Theorem. (M11/12SP-IIIe-3)

Objectives a. Illustrate the Central Limit Theorem;

b. Define the sampling distribution of the sample mean using the Central Limit
Theorem;
c. Create a histogram of the sampling distribution of the sample mean; and
d. Participate actively through class activities
II. CONTENT Illustrating the Central Limit Theorem
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s CLMD PIVOT 4A Statistics and Probability Module pp. 235-249
Materials
3. Textbook
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning Slides Deck, Chalkboard
Resources
IV. PROCEDURES
COI No.
INTRODUCTION COLLABORATIVE APPROACH – The CPFM Activity

Preliminary Activities
 Opening Prayer
 Checking of attendance
 Reminders of classroom rules and groupings

 The learners will do a walkthrough of the lesson expectations. In this part, the
content of the lesson will be presented.
 Learning objectives will also be introduced to guide the learners on the learning
targets found on KSAV principles.

Directions: Choose the letter of the best answer. Write the chosen letter on a
What I Need to separate sheet of paper.
Know/What I 1. If the mean of the sampling distribution of the mean is 6.5, which of the
know following statements best describe the population mean?
A. Reviewing a. The population decreases by 6.5.
previous lesson
b. The population is greater than 6.5.
or presenting the
new lesson c. The population mean is also equal to 6.5.
d. The population mean and mean of the sampling distribution of the
CREATE means cannot be compared.
transparency of 2. The Central Limit Theorem states that the mean of the sampling
expectations distribution of the sample mean is
a. larger than the population mean.
b. exactly equal to the population mean.
c. close to the population means if the sample size is large.
d. equal to the population mean divided by the square root of the
sample size.
3. If a population has a mean of 12.8, what is the mean of the sampling
distribution?
a. less than 12.8
b. larger than 12.8
c. closer to 12.8
d. exactly the same as 12.8
4. Consider the population consisting of values {2, 4, 6}. List all the possible
samples of size 2 which can be drawn with replacement.
a. {2,4,6}
b. {(4,2),(4,4),(4,6),(6,2),(6,4),(6,6)
c. {(2,2),(2,4),(2,6) ,(4,2),(4,4),(4,6)}
d. {(2,2),(2,4),(2,6),(4,2),(4,4),(4,6),(6,2),(6,4),(6,6)}
5. If the population has a variance of 4.6, what is the variance of the
sampling distribution of its means if the sampling distribution was derived
with sample size n = 2 and all possible samples are drawn with
replacements?
a. 21.16
b. 19.22
c. 10.58
d. 2.3

Activity 1: Directions: Consider a population of Senior High School consisting

of the values 1, 2, 3, 4, 5, and 6. Compute the following:
What is New 1. population mean
B. Establishing a
2. population variance
purpose for the
lesson 3. population standard deviation
4. illustrate the probability histogram of the sampling distribution of the
means

Activity 2: Directions: Consider all the possible samples of size 2 that can be
drawn with replacement from the population 1, 2, 3, 4, 5, and 6. Create a
sampling distribution of the sample mean. Compute the following:
1. Mean of the sampling distribution of the sample mean
2. Variance of the sampling distribution of the sample mean
3. Standard deviation of the sampling distribution of the sample mean
4. Illustrate the probability histogram of the sampling distribution of the
mean.
DEVELOPMENT From Activities 1 and 2, compare the following:
What is in 1. population mean and the mean of the sampling distribution of the sample
C. Presenting mean
examples/
2. population variance and the variance of the sampling distribution of the
instances of the
new lesson sample mean
3. population standard deviation and the standard deviation of the sampling
distribution of the sample mean
4. probability histogram of the population and the sampling distribution of
the mean with size 2
5. Show your comparisons

What is it The Central Limit Theorem

D. Discussing The distribution of the sample mean tends toward the normal distribution as the
new concepts sample size increases, regardless of the distribution from which we are
and practicing sampling. As a simple guideline, the sample mean can be considered
new skills # 1 approximately normally distributed if the sample size is at least 30 (n ≥ 30).

PROVIDE clear
If the sample size is sufficiently large, the Central Limit Theorem can be used to
instructions
answer the sample mean in the same manner that a normal distribution can be
used to answer questions about individual samples. This also means that even if
the population is not normally distributed, or if we don’t know of its distribution,
the Central Limit Theorem allows us to conclude that the distribution of the
sample mean will be normal if the sample size is sufficiently large. It is generally
accepted that a sample size of at least 30 is large enough to conclude that the
Central Limit Theorem will ensure a normal distribution in the sampling process
regardless of the distribution of the original population. Further, we can continue
to use the z conversion formula in our calculations. This time we will use the
formula,
X−μ
z=
σ
√n
Why it is important to know the Central Limit theorem?
Many statistics have distributions that are approximately normal for large sample
sizes, even when we are sampling from a distribution that is not normal. This
means that we can develop statistical inference procedures that are based on
the normal distribution, even if we are sampling from a population that is not
normal, provided we have a large sample size.

Let us illustrate this through this example:

Suppose that the average age of the people living in a Barangay is 34 with a
standard deviation of 4. If 100 residents of a certain Barangay decided to take
summer outing after COVID-19 pandemic and Enhanced Community
Quarantine has been lifted for bonding and relaxation, what is the probability
that the average age of these residents is less than 35?

Solution:
It is not given that the population is normally distributed but since n>30 , then
you can assume that the sampling distribution of the mean ages of 100
barangay residents is normal according to the Central Limit Theorem.
The Central Limit Theorem describes the normality of the distribution of the
sample mean taken from a population that is not normally distributed.
 Step 1: Write the given data.
μ=34 , σ=4 , X =35 , n=100
Step 2: Convert the raw score to the standard score using the formula.
X−μ
z=
σ
√n
35−34 10
z= = =2.5
4 4
√ 100
Step 3: Use the Z table to find P(Z <2.5).
P ( Z <2.5 )=0.9938

Therefore, the probability that the random sample of 100 persons has an
average of fewer than 35 years is 0.9938 or 99.38%.

Consider the illustrations below for a better understanding of the Central

Limit Theorem. Still refer to our previous example.

ENGAGEMENT Group Activity

What is more Directions: Read and answer the following questions independently. Show
F. Developing your solution if necessary.
mastery (leads 1. If the population of ABM students of Malaya Integrated High School has
to Formative a mean of 12.45, what is the mean of the sampling distribution of its
Assessment 3) mean?
2. If the mean of the sampling distribution is 24.29, what is the mean of the
FORM small population?
groups 3. If a population of HUMSS students of Makabayan National High School
has a variance of 6.4, what is the variance of the sampling distribution of
the sample mean if the sample size is 4 and all the possible samples are
drawn with replacements?
4. If the population of STEM students of Siyensiya Stand Alone Senior High
School has a standard deviation of 9.4, what is the standard deviation of
the sampling distribution of its means? The sampling distribution was
derived with sample size n=3, and all the possible samples were drawn
with replacements.
 5. If the population standard deviation is 5.6, what is the population
variance?
What I can do/
What else I can Directions: Follow the steps indicated to answer what is asked.
do Consider a population consisting of values (1, 3, 5).
G. Finding
practical 1. List all the possible samples of size 2 that can be drawn from the
application of population with replacement.
concepts and
skills in daily
living

2. Compute for the mean of the sampling distribution of the sample means.
3. Compute for the variance of the sampling distribution of the sample
means.

4. Construct the probability histogram of means with replacements when

n=2.
ASSIMILATION Directions: Fill in the blanks.
What I have
learned The Central Limit Theorem implies the following important ideas in statistics:
H. Making 1. When the sample size tends to infinity (a very large sample) the
generalizations distribution of the sample mean X will be ______________ distributed.
and abstractions 2. If the sample size tends to infinity, the sample mean μ X _____________
about the lesson the population mean μ.
3. When the original variable is normally distributed, the distribution of the
sample means will be __________________ distributed, for any sample
size n .
4. When the distribution of the original variable might not be normal, a
sample size of ______ or more is needed to use a normal distribution to
approximate the distribution of the sample means. The larger the
sample, the better the approximation will be.
What I can
achieve Directions: Choose the letter of the best answer. Write the chosen letter on a
I. Evaluating separate sheet of paper.
learning
1. The Central Limit Theorem states that:
MONITOR and a. the sample size is large.
support b. all possible samples are selected.
c. the standard error of the sampling distribution is small.
d. the standard deviation is sufficiently large than the normal.

2. Which of the following descriptions about Central Limit Theorem is NOT

 essential?
a. The larger the sample, the better approximation will be.
b. The smaller the sample, the bigger the approximation will be.
c. When the original variable is normally distributed, the distribution
of the sample means will be normally distributed for any sample
size n.
d. When the distribution of the original variable might not be normal,
a sample size of 30 or more is needed to use a normal
distribution to approximate the distribution of the sample means.

3. Suppose the average age of family members is 34 with a standard

deviation of 4. If 100 members of the community decided to have a
summer outing bonding and relaxation, find the probability that the
average of these members is less than 35?
a. 91.32%
b. 94.45%
c. 95%
d. 99.38%

4. If the mean of the sampling distribution of the means is 29.2, which of the
following statements best describes the population mean?
a. The population decreases by 29.2
b. The population is greater than 29.2
c. The population mean is also equal to 29.2
d. The population mean and mean of the sampling distribution of the
mean cannot be compared.

5. Consider the population consisting of values (1, 3, 5). List all the possible
samples of size 2 which can be drawn without replacement.
a. {1,3,5}
b. {(3,1), (5,1), (5,3)}
c. {(1,2), (1,3), (1,5), (3,1), (3,3), (3,5)}
d. {(1,1), (1,3), (1,5), (3,1), (3,3), 3,5), (5,1), (5,3), (5,5)}

J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who CSS 1 – 42/50
earned 80% in the HUMSS 3 – 48/59
BP 3 – 43/46
evaluation BP 1 – 50/50
BP 4 – 40/48
B. No. of learners who CSS 1 – 8/50
require additional HUMSS 3 – 11/59
activities for BP 3 – 3/46
remediation who BP 1 – 0/50
BP 4 – 8/48
scored below 80%
C. Did the remedial Yes
lessons work? No. of CSS 1 – 4/8
HUMSS 3 – 6/11
learners who have BP 3 – 2/3
caught up with the BP 1 – 0/0
lesson BP 4 – 5/8
D. No. of learners CSS 1 – 4/8
who continue to HUMSS 3 – 5/11
BP 3 – 1/3
require remediation BP 1 – 0/0
BP 4 – 3/8
E. Which of my Deriving the Central Limit Theorem based from their prior knowledge about probability
teaching strategies distribution played a big part in the discussion; having them realize the importance of this
worked well? Why did discussion for the succeeding topics made them more focused.
 these work?
F. What difficulties did
I encounter which my
Student absences.
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I None.
wish to share with
other teachers?

Prepared by:

NICKOLAS V. TOLENTINO
Teacher II

Checked by:

JENNALYN R. FRAGATA, MAEd

Subject Group Head – Math Department

Approved:

BELINDA C. LOYOLA
Principal IV
 E.T. TIRONA MEMORIAL
School NATIONAL INTEGRATED HIGH Grade Level 11
SCHOOL
STATISTICS
GRADE 11 Teacher NICKOLAS V. TOLENTINO Learning Area AND
IDEA Exemplar PROBABILITY
March 12, 2024
Teaching CSS 1 M-TH 6:50 – 7:40 MIDTERM –
Dates and HUMSS 3
BP 3
M-TH
M-TH
9:20 – 10:10
10:30 – 11:20
Quarter SECOND
Time BP 1 M-TH 1:00 – 1:50 SEMESTER
BP 4 M-TH 1:50 – 2:40

I. OBJECTIVE SESSION 2
4. Content The learner demonstrates understanding of key concepts of sampling and
Standards sampling distributions of the sample mean.
5. Performance The learner is able to apply suitable sampling and sampling distributions of the
Standards sample mean to solve real-life problems.
6. Most Essential The learner solves problems involving sampling distributions of the sample
Learning mean. (M11/12SP-IIIf-1)
Competencies
a. Identify the steps in solving problems on sampling distribution of the sample
Objectives mean
b. Solve problems involving sampling distribution of the sample mean; and
d. Participate actively through class activities
II. CONTENT Solving Problems Involving Sampling Distribution of the Sample Mean
III. LEARNING
RESOURCES
C. References
5. Teacher’s
Guide
6. Learner’s CLMD PIVOT 4A Statistics and Probability Module pp. 250-266
Materials
7. Textbook
8. Additional
Materials from
Learning
Resources (LR)
portal
D. Other Learning Slides Deck, Chalkboard
Resources
IV. PROCEDURES
COI No.
INTRODUCTION COLLABORATIVE APPROACH – The 2D-2M Activity

Preliminary Activities
 Opening Prayer
 Checking of attendance
 Reminders of classroom rules and groupings

 The learners will do a walkthrough of the lesson expectations. In this part, the
content of the lesson will be presented.
 Learning objectives will also be introduced to guide the learners on the learning
targets found on KSAV principles.

What I Need to Directions: Choose the letter of the best answer. Write the chosen letter on a
Know/What I separate sheet of paper.
know
A. Reviewing For numbers 1-4, refer to the problem below:
previous lesson A certain condominium in Manila has 35 floors. Each floor has 2 elevators.
or presenting the
new lesson In every elevator there is a sign inside stating a limit of 16 persons and a weight
limit of 2500 pounds. The average weight of the condominium residents is 150
DECIDE (Upon pounds with a standard deviation of 27 pounds. Assume that the weight
the
distribution is approximately normal and 16 persons from the condominium are
problem/issue to
be solved) to be taken as samples.

1. What is the expected value of the weight distribution of the sample

mean?
a. 27
b. 35
c. 150
d. 2500
2. What is the standard deviation of the weight distribution of the sample
mean?
a. 16.7
b. 14.5
c. 6.75
d. 0.06
3. Which of the following average weight of 16 sample residents will reach
the limit of an elevator’s carrying capacity of 2500 pounds?
a. 156.25
b. 16.67
c. 200.05
d. 180.12
4. What is the probability that a random sample of 16 people will exceed
the weight limit capacity of an elevator?
a. 21%
b. 17%
c. 13%
d. 14%
5. A population has a mean of 50 and a standard deviation of 6. What are
the mean and the standard deviation of the sampling distribution of the
mean for n = 16?
a. 𝑋̅ = 50, s= 25
b. 𝑋̅ = 50, s =1.5
c. 𝑋̅ = 25, s = 6
d. 𝑋̅ = 25, s = 1
What is New
B. Establishing a Sampling distribution of sample mean is a frequency distribution of the mean
purpose for the computed from all possible random samples of a specific size taken from a
lesson population. The probability distribution of the sample mean is also called the
sampling distribution of the sample mean.

1. What do we mean by sampling distribution of the sample mean?

2. When do we use the following formulas?
x−μ
a.) z=
σ
X−μ
z=
b.) σ
√n
3. How will you solve problems involving sampling distribution of the
sample mean with “less than”, “greater than” and “between” cases? Is
 the idea applicable to a single observation (x )?

DEVELOPMENT Probable Time

What is in The mean time it takes a group of senior high students to complete a certain
C. Presenting examination is 50.6 minutes. The standard deviation is 6 minutes.
examples/
Assume that the variable is normally distributed.
instances of the
new lesson
1. What is the probability that a randomly selected senior high school
student will complete the examination in less than 48 minutes?
2. If 49 randomly selected senior high school students take the
examination, what is the probability that the mean time it takes the group
to complete the test will be less than 48 minutes?
3. If 49 randomly selected senior high school students take the
examination, what is the probability that the mean time it takes the group
to complete the test will be more than 51 minutes?
4. If 49 randomly selected senior high students take the examination, what
is the probability that the mean time it takes the group to complete the
test is between 47.8 and 53 minutes?
5. If you are one of the selected senior high school students to take the
test, how long would it take you to complete the examination?
6. What other factors can you give that contribute to the length of
examination?

What is it A sampling distribution of the sample mean is a frequency distribution of the

D. Discussing sample mean computed from all possible random samples of a specific size n
new concepts
taken from a population. The probability distribution of the sample mean is also
and practicing
new skills # 1 called the sampling distribution of the sample mean. The standard distribution of
the sampling distribution of the sample mean is also known as the standard
DESCRIBE (The error of the mean.
purpose of the
strategy and 1. What is the probability that a randomly selected senior high school student
provide will complete the examination in less than 48 minutes?
guidelines for
Step 1: Identify the given information.
discussions)
μ=50.6
σ =6
X =48
n=49
Step 2: Identify what is asked.
P ( X < 48 )
Step 3: Identify the formula to be used.
The problem is dealing with data about the sample mean or n observations, so
x−μ
the formula to be used to standardize 48 is z=
σ
Step 4: Compute for the probability.
x−μ
z=
σ
48−50.6
z=
6
z=−0.43
Find P( X< 48) by getting the area under the normal curve.
 P ( X < 48 )=P ( z ←0.43 )
¿ 0.3336

Therefore, the probability that a randomly selected college student will complete
the examination in less than 48 minutes is 0.3336 or 33.36%.

2. If 49 randomly selected senior high school students take the examination,

what is the probability that the mean time it takes the group to complete the test
will be less than 48 minutes?
Step 1: Identify the given information.
μ=50.6
σ =6
X =48
n=49
Step 2: Identify what is asked.
P ( X < 48 )
Step 3: Identify the formula to be used.
The problem is dealing with data about the sample mean or n observations, so
X−μ
z=
the formula to be used to standardize 48 is σ
√n
Step 4: Compute for the probability.
X−μ
z=
σ
√n
48−50.6
z=
6
√ 49
z=−3.03

Find P( X< 48) by getting the area under the normal curve.
P ( X < 48 )=P ( z ←3.03 )
¿ 0.0012

The probability that 49 randomly selected senior high school students will
complete the test in less than 48 minutes is 0.0012 or 0.12%

3. If 49 randomly selected senior high school students take the examination,

what is the probability that the mean time it takes the group to complete the test
will be more than 51 minutes?
Step 1: Identify the given information.
 μ=50.6
σ =6
X =51
n=49
Step 2: Identify what is asked.
P ( X >51 )
Step 3: Identify the formula to be used.
The problem is dealing with data about the sample mean or n observations, so
X−μ
z=
the formula to be used to standardize 51 is σ
√n
Step 4: Compute for the probability.
X−μ
z=
σ
√n
51−50.6
z=
6
√ 49
z=0.47

Find P( X> 51) by getting the area under the normal curve.
P ( X >51 )=P ( z >0.47 )
¿ 1−P ( z >0.47 )
¿ 1−0.6808
¿ 0.3192

The probability that 49 randomly selected senior high school students will
complete the test in more than 51 minutes is 0.3192 or 31.92%

4. If 49 randomly selected senior high students take the examination, what is the
probability that the mean time it takes the group to complete the test is between
47.8 and 53 minutes?
Step 1: Identify the given information.
μ=50.6
σ =6
X =47.8 and 53
n=49
Step 2: Identify what is asked.
P ( 47.8< X <53 )
Step 3: Identify the formula to be used.
The problem is dealing with data about the sample mean or n observations, so
 X−μ
z=
the formula to be used to standardize 47.8 and 53 is σ
√n
Step 4: Compute for the probability.
X−μ
z=
σ
√n
47.8−50.6
z=
6
√ 49
z=−3.27
Find P( X> 51) by getting the area under the normal curve.
P ( X > 47.8 )=P ( z >0.47 )
¿ 1−P ( z >−3.27 )
¿ 0.0005

X−μ
z=
σ
√n
53−50.6
z=
6
√ 49
z=2.8
Find P( X> 51) by getting the area under the normal curve.
P ( X <53 ) =P ( z <2.8 )
¿ 0.9974

The probability that 49 randomly selected senior high school students will
complete the test in between 47.8 and 53 minutes is 0.9969 or 99.69%

ENGAGEMENT Group Activity

What is more Directions: Given the situation or problem, determine what is being asked.
F. Developing a. Suppose a random sample of size n = 25 taken from a very large
mastery (leads population with mean 𝜇 = 90 and a standard deviation 𝜎 = 6.4. Describe
to Formative the sampling distribution of the mean for n = 25, in terms of its expected
Assessment 3) value and the standard deviation.
b. A random sample of size n = 16 was drawn from a population. If it is
MODEL (Ensure known that the population has mean 𝜇 = 32 and a standard deviation 𝜎 =
that students 5, determine the standard error of the sampling distribution of the mean.
understand how c. Find the standard error of the sampling distribution of the mean when a
to use the random sample of size 20 is chosen from a population of size 167 having
strategy) a mean of 75 and a standard deviation of 3.9.

What I can do/ Online Testing

What else I can Because of the immediate suspension of classes nationwide due to the
do COVID-19 pandemic, many schools opted to give the final examination online.
G. Finding The scores on a certain exam are normally distributed with a mean of 65 and a
practical standard deviation of 9. Find the probability of the score…
application of a. Less than 54
concepts and b. At least 80
skills in daily c. The average age of the ABS CBN employees is known to be 32 years
living and the standard deviation is 5 years. Find the probability that a random
sample of 36 employees will have an average age of less than 30 years.
d. As a response to the personal, social and psychological impact of
COVID-19, Ateneo De Manila University President Fr. Jett Villarin, S.J.
declared in a memorandum, the suspension of online classes during the
Enhanced Community Quarantine measures of the government. With
this memorandum, some schools reacted positively and some the other
way around. If you are the president of a certain university, will you do
the same thing? Cite three reasons or less for your answer.

Rubric for question (c) for 3-point score.

ASSIMILATION Directions: Fill in the blanks.

What I have The formula used when dealing with an individual or single data obtained from
learned the population is __________________ while the formula to be used when
H. Making dealing with data about the sample mean or n observations is ______________.
generalizations The mean of the sampling distribution of the sample mean is equal to the
and abstractions ___________________. μ X =μ
about the lesson σ
The __________________ of the sampling distribution of 𝑥 is equal to σ X = .
√n
Given a normal or sampling distribution, the probability of a random variable (X)
or sample mean (𝑋̅) can be calculated depending on the following cases:
Case 1. For “less than” problem,
The probability is equal to the area that corresponds to z value.
Case 2. For “greater than” problem,
The probability is equal to 1 minus the area that corresponds to z value.
Case 3. Of “between” problem,
The probability is equal to the difference of the larger and smaller area.
Remember that we do not subtract the z value to get the probability. We
What I can only subtract the areas under the normal curve
achieve
Directions: Choose the letter of the best answer. Write the chosen letter on a
I. Evaluating
learning separate sheet of paper.
For numbers 1-3, refer to the problem below:
MONITOR Assume that woman’s heights are normally distributed with a mean given by μ=62.3
(Support inches and a standard deviation σ =1.8 inches
students as they 1. If a woman is randomly selected, find the probability that her height is between
work) 61.7 inches and 62.7 inches?
a. 20.75%
b. 72%
c. 21.64%
 d. 86.65%

2. If a sample of 16 women is selected, what is the probability that the mean of

the sample will be larger than 63.2 inches?
a. 19.32%
b. 15.56%
c. 4.75%
d. 2.28%

3. If a sample of 16 women is selected, what is the probability that the mean of the
sample will be less than 63.2 inches?
a. 97.72%
b. 41.56%
c. 28.74%
d. 16.67%
4. Which is NOT true about the standard error?
a. The standard error is also the sampling error.
b. The standard error is the approximate standard deviation of a statistical
sample population.
c. The more data points involved in the calculations of the mean, the
smaller the standard error tends to be.
d. The standard error can include the variation between the calculated
mean of the population and one which is considered known, or accepted
as accurate.

5. The number of total carbohydrates in an order of camote fries in a native

restaurant is approximately normally distributed with a mean of 240 and a
standard deviation of 20. What is the probability that a randomly selected order
has at least 265 total carbohydrates?
a. 54.13%
b. 34.67%
c. 21.56%
d. 10.56%

J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who CSS 1 – 45/50
earned 80% in the HUMSS 3 – 52/59
BP 3 – 44/46
evaluation BP 1 – 49/50
BP 4 – 42/48
B. No. of learners who CSS 1 – 5/50
require additional HUMSS 3 – 7/59
activities for BP 3 – 2/46
remediation who BP 1 – 1/50
BP 4 – 6/48
scored below 80%
C. Did the remedial Yes.
lessons work? No. of CSS 1 – 3/5
HUMSS 3 – 4/7
learners who have BP 3 – 1/2
caught up with the BP 1 – 1/1
lesson BP 4 – 4/6
D. No. of learners CSS 1 – 2/5
who continue to HUMSS 3 – 3/7
BP 3 – 1/2
require remediation BP 1 – 0/1
BP 4 – 2/6
E. Which of my Groupings – students were able to learn more techniques from their classmates on how
to solve word problems; also leadership was evident during the session for all groups
 teaching strategies
worked well? Why did managed to present their solutions and answers.
these work?
F. What difficulties did
I encounter which my
None.
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I None.
wish to share with
other teachers?

Prepared by:

NICKOLAS V. TOLENTINO
Teacher II

Checked by:

JENNALYN R. FRAGATA, MAEd

Subject Group Head – Math Department

Approved:

BELINDA C. LOYOLA
Principal IV
 E.T. TIRONA MEMORIAL
School NATIONAL INTEGRATED HIGH Grade Level 11
SCHOOL
STATISTICS
GRADE 11 Teacher NICKOLAS V. TOLENTINO Learning Area AND
IDEA Exemplar PROBABILITY
March 13, 2024
Teaching CSS 1 M-TH 6:50 – 7:40 MIDTERM –
Dates and HUMSS 3
BP 3
M-TH
M-TH
9:20 – 10:10
10:30 – 11:20
Quarter SECOND
Time BP 1 M-TH 1:00 – 1:50 SEMESTER
BP 4 M-TH 1:50 – 2:40

I. OBJECTIVE SESSION 3
7. Content The learner demonstrates understanding of key concepts of estimation of
Standards population mean and population proportion.
8. Performance The learner is able to estimate population mean and population proportion to
Standards make sound inferences in real-life problems in different disciplines.
9. Most Essential The learner illustrates the t−¿ distribution. (M11/12SP-IIIg-2)
Learning
Competencies a. Illustrate the t−¿distribution and enumerate its properties;
b. Differentiate t−¿distribution from z−¿ distribution; and
Objectives d. Participate actively through class activities

II. CONTENT Illustrating the t−¿Distribution

III. LEARNING
RESOURCES
E. References
9. Teacher’s
Guide
10. Learner’s CLMD PIVOT 4A Statistics and Probability Module pp. 267-278
Materials
11. Textbook
12. Additional
Materials from
Learning
Resources (LR)
portal
F. Other Learning Slides Deck, Chalkboard
Resources
IV. PROCEDURES
COI No.
INTRODUCTION INTEGRATIVE APPROACH – The 4As Activity

Preliminary Activities
 Opening Prayer
 Checking of attendance
 Reminders of classroom rules and groupings

 The learners will do a walkthrough of the lesson expectations. In this part, the
content of the lesson will be presented.
 Learning objectives will also be introduced to guide the learners on the learning
targets found on KSAV principles.

What I Need to Directions: Choose the letter of the best answer. Write the chosen letter on a
Know/What I separate sheet of paper.
know 1. In the absence of the population variance and/or if the sample size is
A. Reviewing small, which sampling distribution is being used?
previous lesson a. chi distribution
or presenting the
new lesson b. z-distribution
 c. t-distribution
ACTIVITY (Build d. p distribution
on students 2. In Student’s t-distribution, if the sample size is 25, what is the degree of
ideas)
freedom?
a. 5
b. 24
c. 25
d. 26
For numbers 3 to 5,
The CEO of Flying Fire Corporation claims that an average flying fire light bulb
lasts 300 days. A researcher randomly selects 15 bulbs for testing. The sampled
bulbs last an average of 290 days, with a standard deviation of 50 days.
3. Identify the population mean.
a. 300 days
b. 290 days
c. 50 days
d. 15 bulbs
4. What is the number of degrees of freedom?
a. 299
b. 289
c. 49
d. 14
v
5. Compute for the variance of the t distribution using the formula
v−2
where v is the number of degrees of freedom.
a. 1.17
b. 1.10
c. 1.04
d. 1.01

What is New
Directions: Write “YES” if the statement is true about the z-distribution
B. Establishing a
purpose for the and “NO” if it’s not.
lesson __________1. The z-distribution is a normal distribution with a mean of 0 and
standard deviation of 1.
__________2. The normal curve is bell-shaped.
__________3. The tails of the normal curve approach the vertical axis but never
touch it.
__________4. The mean is always greater than either the median or the mode.
__________5. The curve is symmetrical about its center.
__________6. The total area under the normal curve is always less than 1.
__________7. The mean, median and mode coincide at the center.
__________8. The width of the normal curve depends on the standard deviation
of the distribution.
__________9. Almost 99.7% of the distribution falls within three standard
deviations from the mean.
__________10. The left tail of the normal curve is flatter than its right tail.

DEVELOPMENT “To z or not to z , that is the question”

What is in Directions: In the illustration below, fill in the missing boxes with “to z” if
C. Presenting you think a z-table is required in the distribution and “not to z” if not.
examples/
instances of the
new lesson

Guide Questions:
1. How did you find the activity?
2. Was it hard for you to fill in each box?
3. Based on the activity, when do you use the z-distribution? When not to
use it?
4. If the sample size is less than 30 and the population standard deviation
is unknown, what do you use instead of the z-distribution?
What is it
D. Discussing Student’s t−¿ distribution
new concepts The Student’s t-distribution is a probability distribution that is used to estimate
and practicing
population parameters when the sample size is small (𝑖.𝑒.𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒<30)
new skills # 1
and/or when the population variance is unknown. It was developed by William
ANALYSIS Sealy Gosset in 1908. He used the pseudonym or pen name “Student” when he
(Make things published his paper which describes the distribution. That is why it is called
visible) “Student’s t−¿distribution”. He worked at a brewery and was interested in the
problems of small samples, for example, the chemical properties of barley. In
the problem he analyzed, the sample size might be as low as three.

Suppose you are about to draw a random sample of n observations from a

normally distributed population, you previously learned that,
X−μ
z=
σ
√n
where 𝑧 is the z-score, 𝑥 is the sample mean, 𝜇 is the population mean, 𝜎 is the
population standard deviation and 𝑛 is the sample size, have the standard
normal distribution.

Properties of t−¿distribution
1. The t-distribution is symmetrical about 0. That means if you draw a
segment from the peak of the curve down to the 0 mark on the horizontal
axis, the curve is divided into two equal parts or areas. The t- scores on
 the horizontal axis will be divided also with half of the t-scores being
positive and half negative.

2. The t-distribution is bell-shaped like the normal distribution but has

heavier tails. That means it is more prone to producing values that fall
far from the mean. The tails are asymptotic to the horizontal axis. (Each
tail approaches the horizontal axis but never touches it.)

3. The mean, median, and mode of the t-distribution are all equal to zero.
v
4. The variance is always greater than 1. It is equal to where 𝑣 is the
v−2
number of degrees of freedom. As the number of degrees of freedom
increases and approaches infinity, the variance approaches 1. Using the
formula, if the number of degrees of freedom is 10, the variance is
10 10
= =1.25
10−2 8
5. As the degrees of freedom increase, the t-distribution curve looks more
and more like the normal distribution. With infinite degrees of freedom,
distribution is the same as the normal distribution.

6. The standard deviation of the t-distribution varies with the sample size is
always greater than 1. Unlike the normal distribution, which has a
standard deviation of 1.
7. The total area under a t-distribution curve is 1 or 100%. One can say that
the area under the t-distribution curve represents the probability or the
percentage associated with specific sets of t-values.
ENGAGEMENT “Oh, Is that for Real?”
What is more Directions: Most of us hate fake news, fake information, and even fake friends.
F. Developing We need to develop our ability to distinguish what is real from what is not. Write
mastery (leads to “REAL” if the statement is true about the t-distribution and “FAKE” if it’s not.
Formative
Assessment 3) _________1. The t-distribution is used to estimate population parameters when
the sample size is small and/or the population variance is unknown.
ABSTRACTION _________2. The mean, median and mode are all equal to zero.
(Encourage _________3. The variance is equal to 1.
listening to _________4. The t-distribution curve is bell-shaped.
others) _________5. The standard deviation is always greater than 1.
_________6. Half of the total area under the t-distribution curve is equal to 1.
_________7. The curve is symmetrical about its zero.
_________8. The shape of the t-distribution curve depends on the sample
mean.
_________9. The tails of the t-distribution curve approach the horizontal axis
but never touch it.
_________10. As the degrees of freedom increase, the t-distribution curve looks
more and more like the normal distribution.
What I can do/
What else I can Directions: Tell whether each of the following statements describes a t-
do distribution, a normal distribution, or both.
G. Finding
practical _________________1. The variance is equal to 1.
application of _________________2. The probability distribution curve is bell-shaped.
concepts and _________________3. The probability distribution curve symmetrical about
skills in daily zero.
living _________________4. The standard deviation is equal to 1.
_________________5. The shape of the distribution curve depends on the
degrees of freedom
_________________6. It has the total area under its curve equal to 1 or 100%.
_________________7. It has lower peak and heavier tails.
_________________8. Sample size is small and population variance is
unknown.
_________________9. It has tails that are asymptotic to the horizontal axis.
_________________10. Its mean, median, and mode are equal to 0.

ASSIMILATION Directions: Fill in the blank with the correct word or phrase to complete each
What I have sentence.
learned 1. . The Student’s t-distribution is a probability distribution that is used to estimate
H. Making population parameters when the sample size is ____________ and/or when
generalizations the_______________________ is unknown.
and abstractions 2. The t-distribution was developed by ___________________ in 1908.
about the lesson 3. Like the normal distribution, the t-distribution is ____________ -shaped,
symmetrical about ____________________ and has the total area under its
curve equal to ____________.
4. The t-distribution has tails that are asymptotic to the __________________ axis.
5. The mean, median and mode of t-distribution are equal to ___________.
6. The shape of the t-distribution curve depends on the number of
______________.
7. The t-distribution has _____________ peak and _____________ tails than the
 normal curve.
8. As the degrees of freedom increases, the t-distribution tends to the
_____________.
9. The variance and the standard deviation of the t-distribution is always
_____________ than 1.
10. To compute for the variance, use the formula ____________.

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
What I can 1. It is the probability distribution used when the population variance is
achieve unknown and/or if the sample size is small.
I. Evaluating a. chi distribution
learning b. z-distribution
c. t-distribution
APPLICATION d. p-distribution
(Promote
autonomy/lifelong 2. When do we consider that the sample size is small?
learning a. when it is less than 30
b. when it is between 20 to 40
c. when it is greater than 25 but less than 40
d. when it is only 1% of the total population

For numbers 3 to 5,
The principal of Mapayapa Integrated National High School claimed that the
average salary of their teachers is ₱24, 000 per month. A random sample of 15
teachers in the school has a mean of ₱23, 220, and a standard deviation of
₱400.
3. Identify the population mean.
a. ₱24,000
b. ₱23,220
c. ₱400
d. 15

4. Identify the sample mean.

a. ₱24,000
b. ₱23,220
c. ₱400
d. 15

5. In testing the principal’s claim, can we use the t-distribution?

a. Yes, because the population standard deviation is unknown, and
the sample size is small.
b. Yes, because the sample standard deviation is small, and
variance is unknown.
c. No, because the population standard deviation is greater than the
sample standard deviation.
d. No, because the sample size is too small for the given sample
standard deviation.

J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who CSS 1 – 46/50
earned 80% in the HUMSS 3 – 55/59
BP 3 – 45/46
evaluation BP 1 – 50/50
BP 4 – 46/48
B. No. of learners who CSS 1 – 4/50
require additional HUMSS 3 – 4/59
 activities for BP 3 – 1/46
remediation who BP 1 – 0/50
scored below 80% BP 4 – 2/48
C. Did the remedial Yes.
lessons work? No. of CSS 1 – 3/4
HUMSS 3 – 2/4
learners who have BP 3 – 1/1
caught up with the BP 1 – 0/0
lesson BP 4 – 1/2
D. No. of learners who CSS 1 – 1/4
continue to require HUMSS 3 – 2/4
BP 3 – 0/1
remediation BP 1 – 0/0
BP 4 – 1/2
E. Which of my
teaching strategies The topic was only focused on the characteristics of a t−¿ distribution. Comparing the
worked well? Why did normal curve and the newly introduced t−¿distribution curve is critical.
these work?
F. What difficulties did
I encounter which my
None.
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I None.
wish to share with
other teachers?

Prepared by:

NICKOLAS V. TOLENTINO
Teacher II

Checked by:

JENNALYN R. FRAGATA, MAEd

Subject Group Head – Math Department

Approved:

BELINDA C. LOYOLA
Principal IV
 E.T. TIRONA MEMORIAL
School NATIONAL INTEGRATED HIGH Grade Level 11
SCHOOL
STATISTICS
GRADE 11 Teacher NICKOLAS V. TOLENTINO Learning Area AND
IDEA Exemplar PROBABILITY
March 14, 2024
Teaching CSS 1 M-TH 6:50 – 7:40 MIDTERM –
Dates and HUMSS 3
BP 3
M-TH
M-TH
9:20 – 10:10
10:30 – 11:20
Quarter SECOND
Time BP 1 M-TH 1:00 – 1:50 SEMESTER
BP 4 M-TH 1:50 – 2:40

I. OBJECTIVE SESSION 4
10. Content The learner demonstrates understanding of key concepts of estimation of
Standards population mean and population proportion.
11. Performance The learner is able to estimate population mean and population proportion to
Standards make sound inferences in real-life problems in different disciplines.
12. Most Essential The learner identifies percentiles using the t−¿table. (M11/12SP-IIIg-5)
Learning
Competencies a. Identify regions under the t−¿distribution corresponding to different t−¿
values;
Objectives b. Identify percentiles using the t−¿ table; and
d. Participate actively through class activities
II. CONTENT Identifying Percentiles Using the t−¿ Table
III. LEARNING
RESOURCES
G. References
13. Teacher’s
Guide
14. Learner’s CLMD PIVOT 4A Statistics and Probability Module pp. 279-292
Materials
15. Textbook
16. Additional
Materials from
Learning
Resources (LR)
portal
H. Other Learning Slides Deck, Chalkboard
Resources
IV. PROCEDURES
COI No.
INTRODUCTION INTEGRATIVE APPROACH – The 4As Activity

Preliminary Activities
 Opening Prayer
 Checking of attendance
 Reminders of classroom rules and groupings

 The learners will do a walkthrough of the lesson expectations. In this part, the
content of the lesson will be presented.
 Learning objectives will also be introduced to guide the learners on the learning
targets found on KSAV principles.

What I Need to Directions: Choose the letter of the best answer. Write the chosen letter on a
Know/What I separate sheet of paper.
know 1. If the area of the shaded part of the t-distribution below is 0.15, what is
A. Reviewing the area of the unshaded region?
previous lesson a. 0.15
or presenting the
new lesson b. 0.75
 c. 15%
ACTIVITY (Build d. 0.85
on students 2. Which t-distribution corresponds to t-value of 2.567 and whose shaded
ideas)
area on the right tail of the t-distribution is 0.01?
a. a t distribution with 7 degrees of freedom
b. a t distribution with 17 degrees of freedom
c. a t distribution with 38 degrees of freedom
d. a t distribution with infinite degrees of freedom
3. It is the value on the t distribution whose left tail probability is 93% and
whose right-tail probability is 7%.
a. Left t-value
b. Right t-value
c. 93rd percentile
d. 7th percentile
4. If the degree of freedom is 24, what is the 95th percentile of the t-
distribution?
a. 1.711
b. 1.714
c. 1.717
d. 2.064
5. Using the t-table, find the area to the left of 2.15 under the t-distribution
with 21 degrees of freedom?
a. Between 0.98 to 0.99
b. Between 0.975 to 0.98
c. Between 0.95 to 0.975
d. Between 0.90 to 0.95
What is New
B. Establishing a “It’s More Beautiful with a Ribbon”
purpose for the Directions: Make your life more beautiful while reviewing your lesson on the
lesson properties of t-distribution. Which of the ribbons below contain the
characteristics of a t-distribution? Color them blue.

DEVELOPMENT “Fif-t Shades of Gray”

What is in Directions: Given below are five t-distributions in the shades of gray. The given
C. Presenting percentage represents the unshaded portion of the t-distribution. Your task is to
examples/
find the area of the remaining portion/s of the t-distribution. Remember that the
instances of the
new lesson total area under the t-distribution curve is equal to 1 or 100%.
 Guide Questions:
1. How did you find the activity?
2. Was it hard for you to compute for the area of the shaded part under the
t-distribution?
3. What basic operation did you use in finding the area of the shaded part?
4. How did you find the area of two identical shaded parts on both tails of
the t-distribution in question 5?
5. 5. If one of the two identical shaded parts on both tails of the t-
distribution has an area of 1.5%, what is the area of the unshaded
portion of the t-distribution?
What is it
D. Discussing
The area under the t-distribution curve also represents the probability
new concepts
and practicing associated with specific sets of t-values. That means given the t-value, you can
new skills # 1 compute for the area or probability with the use of a table or software. A t-value
or t-statistic tells us how many standard deviations from the mean is the given
ANALYSIS score. The set of t-values are usually written below the horizontal axis of the t-
(Make things distribution curve.
visible)
Another property of t-distribution is that the exact shape of the t-distribution
depends on the degrees of freedom. Remember that the lesser the degree of
freedom, the lower is its peak and the thicker is its tails. As the degree of
freedom increases, the tails become flatter, and the peak becomes higher. That
means, given the area or the probability, the t-value depends on the number of
degrees of freedom. For example, with the given area of 0.05 on the right tail of
t-distribution, the t-value is 2.015 with 5 degrees of freedom. But with 20
degrees of freedom, the t-value is equal to 1.725.

The t-Table

In finding the areas and percentiles for a t-distribution you need to familiarize
yourself with the t-table. You are going to use a table that is different from the z-
table you used in finding the area under the normal curve.

Below is an example of a t-table. It is a right-tailed t-table because the given

areas in this table are areas on the right tail of the t-distribution. Some t-tables
are slightly different in format. Look at the t-table below. In the first column in the
left most part, you have the degrees of freedom. It ranges from 1 down to ∞.
While the first row in the upper part of the t-table represents the area under the
right tail of the t-distribution. Some of the given areas are from 0.25 down to
0.0005. The rest of the entries in the body of the table are the values of the
variable t (t-values).

By looking at the table, you can see that the t-value for an area of 0.10 in the
right tail of the t-distribution with 10 degrees of freedom is 1.372. This is the
intersection of the row containing the 10 degrees of freedom and the column
containing the area of 0.10.

Similarly, the area to the right tail of a t-distribution with 15 degrees of freedom
corresponding to the t-value of 2.249 is 0.02. Focus on the row containing 15
degrees of freedom, then look for the t-value of 2.249. The column that you
need is the column containing the area of 0.02.
Example #1
Find the 95th percentile of a t-distribution with 6 degrees of freedom.

You can plot in a t-distribution and draw what you are looking for. The 95th
percentile is the value of the variable t that has an area of 95% or 0.95 to the
left. That value is somewhere roughly near the t-value of 2. You don’t need to
get exactly where it is on t-distribution when you are drawing it at this point, you
are just looking for the rough idea where it is.

And since the area of the entire curve is 1, this implies that the area to the right
of the 95th percentile is 0.05. Hence, the 95th percentile is the value of the
variable t that has an area of 0.05 to the right. That means finding the 95th
percentile is looking for the t-value with an area to the right of 0.05 under a t-
distribution with 6 degrees of freedom.

So, you are going to focus on the 6 degrees of freedom row, and in the column
containing the area to the right of 0.05.

From the figure above, you can see that the value that you need is 1.943.
Hence the 95th percentile is 1.943. That means the t-value of 1.943 has 95% of
the area to the left of it, or 0.95. Also, you can say that the t-value of 1.943 has
an area of 0.05 to its right. And so, using the t-table, you will find that the 95th
percentile is 1.943.
Example #2
Find the 5th percentile of a t-distribution with 6 degrees of freedom.

The 5th percentile is the value of the variable t that has an area of 5% or 0.05 to
the left. And since the area of the entire curve is 1, you are convinced that the
area to the right of the 5th percentile is 0.95. Hence, the 5th percentile is the
value of the variable t that has an area of 0.95 to the right. Therefore, finding the
5th percentile is the same as finding for the t-value with an area to the right of
0.95 under a t-distribution with 6 degrees of freedom.

But if you look at the given areas in the first row of the t table, there is no entry
for an area of 0.95. There is no way you can find an area of 0.95 because your
table is a right-tailed t table. That means it is set to display only the areas under
the right tail of the t distribution.

Also, if you look at your illustration of the 5th percentile below you will realize
that the t-value that you are looking for lies between -1 and -2. Hence its value
should be a negative number. But if you observe the body of the table where t-
values are located, you cannot find any negative t-value. The table gives only
positive values of t.

At this point, you need to recall one of the properties of the t-distribution that it is
symmetric about zero. That means the right tail of the distribution is exactly the
mirror image of its left tail. So, you can easily find the values in the left tail by
relying on this “symmetry–about–zero” property. Hence, if you are going to find
the value of t such that the area to the left of it is 0.05, recall that the area to the
right of 1.943 is also 0.05 (See Example 1).

Therefore, you can say that since the t-distribution is symmetric about 0, the t-
value with an area to the left of 0.05 must be -1.943. So, you will find that the 5 th
percentile is –1.943.
Example #3
What is the area to the right of 2.4 under a t-distribution with 7 degrees of
freedom?

Remember that in the previous example, you found t-values using the given
areas under the t-distribution curve. But in this example, you will be doing the
opposite because in this problem you are given a t-value and you need to find
the area to the right of the t-distribution with 7 degrees of freedom.

You can illustrate the problem with the figure shown below. The t-value of 2.4 is
somewhere between 2 and 3, and you are going to find the area to the right of it.

So, looking back at the table, you need to focus on the 7 degrees of freedom
line. You will observe that the t-value of 2.4 cannot be found in this row but you
do find these two values 2.365 and 2.517 that surround 2.4 (The t-value 2.4 is
between 2.365 and 2.517).

The table tells you that the area to the right of 2.365 is 0.025 and the area to the
right of 2.517 is 0.02. You figure out earlier that our t-value of 2.4 falls in
between two values 2.365 and 2.517 and it tends to reason then, that the area
to the right of 2.4 must be between those two values 0.025 and 0.02.

So, using the table you found that the area to the right of 2.4 under the t-
distribution with 7 degrees of freedom lies somewhere between 0.02 and 0.025.

If you need to get the exact value, you need to use software that easily
calculates the area under the t-distribution curve with the given t-value and
number of degrees of freedom. Using such software, you could find that the
area to five decimal places is 0.02373.

What if you needed to use the t-table to find the area to the left of 2.4?
Since the area under the entire curve is 1, the area to the left of 2.4 is equal to 1
minus the area to the right of 2.4. So, based on the table the area to the left of
2.4 under the t distribution with 7 degrees of freedom must lie somewhere
between 0.98 and 0.975 (1 – 0.02 = 0.98 and 1 – 0.025 = 0.975).
 But since you already knew that the area to the right of 2.4 is 0.02373, you
could find the exact area to the left of 2.4 to five decimal places as 1 minus
0.02373 or 0.97627
ENGAGEMENT “BLACKPINK in your Area”
What is more Directions: Use the t-table to identify the area under the t-distribution given the
F. Developing t-value and the number of degrees of freedom. Draw a t-distribution for each
mastery (leads to number then choose from BLACK or PINK to shade the required area.
Formative Example:
Assessment 3) Area to the right of 1.746 under a t-distribution with 16 degrees of freedom.

ABSTRACTION
(Encourage
listening to
others)

1. Area to the right of 1.323 under a t-distribution with 21 degrees of freedom

2. Area to the right of 2.821 under a t-distribution with 9 degrees of freedom
3. Area to the left of -2.179 under a t-distribution with 12 degrees of freedom
4. Area to the left of 0.889 under a t-distribution with 8 degrees of freedom
5. Area to the right of 1.25 under a t-distribution with 25 degrees of freedom

What I can do/ Directions: Answer the following problems.

What else I can
do 1. Find the values of t for which the area on the right tail of the t-distribution is
G. Finding 0.05 and the number of degrees of freedom is equal to:
practical a. 15 b. 28 c. 100
application of 2. Find the 99th percentile of the t-distribution with 18 degrees of freedom.
concepts and 3. Find the 90th percentile of the t-distribution if the sample size is 25.
skills in daily
living
ASSIMILATION Directions: Answer the following questions.
What I have 1. What is a percentile? How does it differ from a percentage?
learned 2. What does the 98th percentile of the t-distribution mean?
H. Making 3. Give three important information found in a right-tailed t-table.
generalizations 4. Why does the right-tailed t-table show only positive t-values?
and abstractions 5. Enumerate the steps on how to find the area to the right of 2.50 under the t-
about the lesson distribution with 23 degrees of freedom.
6. Explain in your own words how to find the 90th percentile of the t- distribution with 28
degrees of freedom.
What I can
achieve Directions: Choose the letter of the best answer. Write the chosen letter on a
I. Evaluating separate sheet of paper.
learning
1. It is a value in the t-distribution that is less than the probability of the
given percentage.
APPLICATION
a. Degrees of freedom
({Promote
b. Percentile
autonomy/lifelong
c. t-value
learning
d. right-tailed value

2. What is the area on the left tail of the t-distribution with 14 degrees of
 freedom corresponding to t-value of 3.787?
a. 0.001
b. 0.01
c. 0.975
d. 0.999

3. Which t distribution has an area of 0.10 to the right of 1.333?

a. A t-distribution with 5 degrees of freedom
b. A t-distribution with 11 degrees of freedom
c. A t-distribution with 17 degrees of freedom
d. A t-distribution with 23 degrees of freedom

4. If the 99th percentile of the t-distribution is 2.650, what is the degree of

freedom?
a. 16
b. 15
c. 14
d. 13

5. Why does the right-tailed t-table display only positive values of t?

a. Because the area cannot be negative.
b. Because t-values are always positive.
c. Because t-values on the left tail are positive
d. Because t-values on the right tail are positive

J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who CSS 1 – 44/50
earned 80% in the HUMSS 3 – 50/59
evaluation BP 3 – 44/46
BP 1 – 50/50
BP 4 – 45/48
B. No. of learners who CSS 1 – 6/50
require additional HUMSS 3 – 9/59
activities for BP 3 – 2/46
remediation who BP 1 – 0/50
scored below 80% BP 4 – 3/48
C. Did the remedial Yes.
lessons work? No. of CSS 1 – 3/6
learners who have HUMSS 3 – 5/9
caught up with the BP 3 – 2/2
BP 1 – 0/0
lesson
BP 4 – 1/3
D. No. of learners who CSS 1 – 3/6
continue to require HUMSS 3 – 4/9
remediation BP 3 – 0/2
BP 1 – 0/0
BP 4 – 2/3
E. Which of my Recalling their knowledge and fun in learning how to use the z−¿ distribution table as a
teaching strategies review, followed by when to use the t−¿distribution table had the students be more
worked well? Why did knowledgeable in the field of selecting the test statistic in preparation for testing
these work? hypothesis in the next grading period.
F. What difficulties did
I encounter which my
None.
principal or supervisor
can help me solve?
G. What innovation or None.
localized materials did
 I use/discover which I
wish to share with
other teachers?

Prepared by:

NICKOLAS V. TOLENTINO
Teacher II

Checked by:

JENNALYN R. FRAGATA, MAEd

Subject Group Head – Math Department

Approved:

BELINDA C. LOYOLA
Principal IV