Flexible Instructional Development Plan (FIDP)

Grade: 11 Semester: Second Semester

Core Subject Title: Statistics and Probability No. of Hours/Semester:80 hours/Semester
Prerequisite (If needed):

Core Subject Description: At the end of the course, the students must know how to find the mean and variance of a random variable, to apply sampling
techniques and distributions, to estimate population mean and proportion, to perform hypothesis testing on population mean and proportion, and to perform
correlation and regression analyses on real-life problems.

What to Teach? Why Teach? How to Assess? How to Teach?

Performan Learning Competencies
ce Highest Enabling Strategy to
Standards Highest Thinking Skill to Use in Developing the Highest
Assess Thinking Skill to Assess

Content Content Most KUD KUD RBT Level Flexible Enabling Flexible
Standards Essential Complete Clas Most Essential Learning Clas Assessment General Learning
Topics sific Competencies sific Activities (FAA) Strategy Strategies (FLS)
ation ation

Performance
Check (s)
3rd Quarter
Random The learner The learner 1. illustrates a random K 1. illustrates a random K Remembering  Formativ Representat Discussion
Variables demonstrat is able to: variable (discrete and variable (discrete and e ion (synchronous)
es continuous) continuous) Assess
and
understandi ment
Probabilit ng of: Discrete 2. distinguishes 2. distinguishes Understanding
K K Representat Self-Reading
y Probabil 1. between a discrete and between a discrete and  Summati ion
Distributi 1. key ity accurately a continuous random a continuous random ve (books, other
concepts of Distribut formulate variable. variable. Assess references)
on
random ion and solve ment
variables real-life 3. finds the possible U 3. finds the possible U Applying Connection
(Weeks and problems in values of a random values of a random  Quarterl Varied
s Strategies
1&2) probability different variable. variable. y
distribution. disciplines Assess
involving 4. illustrates a K 4. illustrates a K Remembering ment
(self- normal probability distribution probability distribution
Representat
discipline, distribution for a discrete random for a discrete random ions
Simplicity, s. variable and its variable and its
Self properties. properties.
Dependent
, Diligence) 5. constructs the 5. constructs the D Creating Problem
probability mass D probability mass  Formativ Solving
function of a discrete function of a discrete e
random variable and its random variable and its Assess
corresponding corresponding ment
histogram. histogram.
 Summati
6. computes U 6. computes U Applying ve Connection
probabilities probabilities Assess s
corresponding to a corresponding to a ment
given random variable. given random variable.
 Quarterl
7. illustrates the mean 7. illustrates the mean K Remembering y Representat
and variance of a K and variance of a Assess ions
discrete random discrete random ment
variable. variable.

8. calculates the mean U 8. calculates the mean U Applying

and the variance of a and the variance of a Connection
discrete random discrete random s
variable. variable.

9. interprets the mean U 9. interprets the mean U Evaluating Reasoning

and the variance of a and the variance of a and Proof
discrete random discrete random
variable. variable.

10. solves problems U 10. solves problems D Creating

involving mean and Problem
involving mean and
variance of probability solving
variance of probability
distributions.
distributions.
Normal The learner The learner 1. illustrate a normal K 1. illustrate a normal K Understanding Representat Discussion
Distributi demonstrat is able to: random variable and its random variable and its  Formativ ion (synchronous)
on es characteristics. characteristics. e
(Prelim) understandi 1. Assess
ng of: Norm accurately 2. Identify the regions U 2. Identify the regions K Remembering ment Representat
al Self-Reading
(Weeks formulate under the normal curve under the normal curve ion
1. key Distri and solve that correspond to that correspond to  Summati (books, other
3&4) references)
concepts of butio real-life different standard different standard ve
normal n problems in normal values. normal values. Assess
probability different ment
Connection Varied
distribution disciplines 3. Convert a normal U 3. Convert a normal U Applying
involving random variable to a  Quarterl
s Strategies
(Diligence random variable to a
normal standard normal standard normal y
, Self distribution variable and vice Assess
variable and vice versa.
Discipline, s. versa. ment
Self 4. Compute probabilities 4. Compute Applying Connections
Dependen and percentiles using U probabilities and U
t) the standard normal percentiles using the
table. standard normal table.

Sampling The learner The learner 1. Illustrate random K 1. Illustrate random K Remembering  Formativ Representat Discussion
and demonstrat is able to: sampling. sampling. e ion (synchronous)
Sampling es Random Assess
Distributi understandi Samplin 2. Distinguish U 2. Distinguish U Understanding ment Representat
ng of: g 1. ion
on between a parameter between a parameter Self-Reading
accurately  Summati
(weeks 5- 1. key formulate and statistic. and statistic. ve (books, other
6) concepts of and solve Assess references)
sampling real-life 3. Identify the U 3. Identify the U Applying ment
and problems in sampling distribution sampling distribution Connection
sampling different of statistics (sample of statistics (sample  Quarterl s Varied
distributions disciplines mean). mean). y Strategies
of the involving Assess
sample normal 4. Find the mean and U 4. Find the mean and ment
(Diligence mean. Samplin distribution U Applying Connection
variance of the variance of the s
, Self g s.
sampling distribution sampling distribution
Discipline, Distribut of the sample mean. of the sample mean.
Self io
Dependen
5. Defines the 5. Defines the
t) U
sampling distribution sampling distribution U Applying Connection
of the sample mean of the sample mean s
for normal population
for normal population
when the variance is:
when the variance is: (a) known; (b)
(a) known; (b) unknown.
unknown.

Length The learner The learner 1. Illustrates the t- K 1. Identifies the length U Applying Connection Discussion
and demonstrat is able to: distribution. of a confidence  Formativ s (synchronous)
sample es Leng interval. e
size of a understandi th 2. Identifies percentiles U Assess
Confiden ng of: and 1. using the t-table. 2. Computes for the U Applying ment Connection Self-Reading
samp accurately length of the s
ce (books, other
1. key le formulate 3. Identifies the length of U confidence interval.  Summati
Interval concepts of and solve a confidence interval. ve references)
(weeks 7- size
sampling real-life 3. Computes for an U Assess
8) and of a problems 4. Computes for the appropriate sample Applying ment Connection
U
sampling Confi in different length of the confidence using the length of the s Varied
distributions denc disciplines interval. interval.  Quarterl Strategies
of the e involving y
sample Inter normal 5. Computes for an U 4. Solves problems U Assess Connection
(Gratitude) mean. val distribution appropriate sample involving sample size Applying ment s
s. using the length of the determination
interval.

6. Solves problems U
involving sample size
determination.

4TH Quarter
The The learner The learner 1. Illustrate (a) null K 1. Illustrate (a) null K Remembering  Formativ Representat Discussion
Languag demonstrat is able to: hypothesis, (b) hypothesis, (b) alternative e ion (synchronous)
e of es The alternative hypothesis, hypothesis, (c) level of Assess
Hypothes understandi Lang 1. perform
(c) level of significance, (d) rejection
ment
ng of: uage appropriate
is significance, (d) region, and (e) types of Self-Reading
of tests of  Summati
Testing rejection region, and errors in hypothesis (books, other
1. key Hypo hypotheses ve
(Weeks involving (e) types of errors in testing. Assess references)
concepts thesi
1&2) the hypothesis testing. ment
of tests of s
hypothese population
Testi mean and 2. Formulates the  Quarterl Varied
s on the ng Strategies
population U alternative hypotheses on U Evaluating y
population 2. Formulates the
proportion a population mean. Assess Reasoning
mean and to make alternative hypotheses ment and Proof
population inferences on a population mean.
(Faith and proportion. in real-life
Trust) problems
in different
disciplines.

Hypothes 1. Identify appropriate K 1. Identify appropriate K Remembering  Formativ Representat Discussion

is Test form of test statistic form of test statistic when e ions (synchronous)
Concerni Hypo when (a) the (a) the population Assess
ng Means thesi population variance is variance is assumed to be ment
(Weeks s assumed to be known, known, (b) the population Self-Reading
3&4) Test  Summati (books, other
(b) the population is is assumed to be
ve
Conc assumed to be unknown and (c) the references)
Assess
ernin unknown and (c) the central limit theorem is to ment
g central limit theorem is be used.
Mean Varied
to be used.  Quarterl
s Strategies
2. Solve problems y
(Faithfullne 2. Solve problems involving Test of Assess
ss) U U Applying ment Connection
involving Test of hypothesis on the
hypothesis on the population mean.
s
population mean.
Hypothes . 1. Formulate the U 1. Formulate the U Analyzing Communica Discussion
is Hypo appropriate null and appropriate null and  Formativ tion (synchronous)
Testing thesi e
alternative alternative hypotheses Assess
Concerni s
Testi hypotheses on a on a population ment
ng Self-Reading
Proportio ng population proportion; (books, other
proportion;  Summati
ns Conc references)
ve
(Weeks ernin 2. Compute for the test- Applying Assess Connection
U
5&6) g 2. Compute for the U statistic value ment s
Popu Varied
test-statistic value (population proportion;
latio  Quarterl Strategies
(population
n y
(Faithfullne prop proportion; Assess
ss) ortio 3. Solve Problems ment
ns 3. Solve Problems U involving the test of U Applying Connections
involving the test of hypothesis on the
hypothesis on the population proportion.
population
proportion.
 Linear . 1. Illustrate the nature K 1. Illustrate the nature of K Remembering  Formativ Representat Discussion
Correlati of bivariate data. bivariate data. e ions (synchronous)
on Linea Assess
(Weeks r 2. Construct a scatter U ment
Corr U Applying
7&8) plot. 2. Construct a scatter plot. Connection Self-Reading
elatio  Summati
ve s (books, other
n references)
3. Calculate the U 3. Calculate the Pearson’s U Applying Assess
Pearson’s sample sample correlation ment Connection
correlation coefficient. coefficient. s
 Quarterl Varied
(Self- Strategies
y
Discipline) 4. Solve problems 4. Solve problems
U U Applying Assess Connection
involving correlation involving correlation ment s
analysis. analysis.
QUARTER 3: PERFORMANCE TASK
PERFORMANCE TASK IN
STATISTICS AND PROBABILITY
GOAL
Your goal is to create a comprehensive data on the measures of central tendency (average) of age of four households in your community.
ROLE
Municipal statistician
AUDIENCE
The community who will use the data for informative and statistical purposes.
SITUATION
As the need of the country to have an updated data in the people of the Philippines, the Philippines Statistic Authority (P.S.A) organized a program that will update the data about the
Filipinos. The Program title is “UPDATE DATA PINAS” with the theme “INFORMATION: AN ESSENTAIL TO FUTURE GENERATION”. As a member of the municipal statistician, you are tasked
by the P.S.A to get the measures of central tendency or average age of every household in your municipality. The data will be used for social purposes like allocation of needs by age (example; if
the area have a lot of senior citizens, we need to maximize the allocation of maintenance medicines or if the area have a lot of children, a program for immunization against pediatric diseases).
PERFORMANCE / PRODUCT
A STATISTICAL DATA OF FIVE HOUSEHOLDS IN YOUR COMMUNITY
 You need to pass a statistical data of age of the four households in your area.
 The data should consist the three types of measures of central tendency (mean, median and mode) per household (included all the people in the household).
 Name each household by their surname and indicate the name of each member with their respective age.
 Your output should also consist of a general conclusion about the data obtained in each household.
 Your output will be placed on long bondpapers and must have the following:
 Kindly detach the format of your output at the back of your module. Fill up all the information being ask to you.
 It will be a hand written output.
STANDARDS (CRITERIA / RUBRICS)
Each problem will be scored individually with the given criteria / rubrics.

CRITERIA EXEMPLARY PROFICIENT EMERGING DEVELOPING 1 point Total

4 points 3 points 2 points Score
The content and accuracy of The content and accuracy of The content and accuracy of The content and accuracy of solutions
CONTENT / ACCURACY OF SOLUTIONS solutions are well connected solutions are connected with the solutions are less connected with are somewhat connected with the
(x6) with the objectives of the task objectives of the task the objectives of the task objectives of the task
APPLICATION OF THE CONCEPT OF THE The application of the concept The application of the concept is The application of the concept is The application of the concept is
INFERENTIAL STATISTICS is well connected to the connected with the objectives of the less connected with the objectives somewhat connected with the
(Including its Terms and Definitions) objectives of the task. task. of the task. objectives of the task.
(x2)
CREATIVITY The output has an exceptional The output has a nice and simple The output needs improvement in The output needs significant
(Format, and neatness of the output) design and lay -out. It is neat design and lay-out. It is neat and design, lay-out and neatness. improvement in design, lay-out and
(x2) and easy to understand. easy to read. neatness.
Total score

QUARTER 4: PERFORFANCE TASK

PERFORMANCE TASK IN
STATISTICS AND PROBABILITY
GOAL
 To create STATISTICS MATH WORKBOOK
ROLE
Book writer/ Author
AUDIENCE
General Manager of the Book Publishing Company
SITUATION
A certain book company is in need of a new head writer to publish math workbooks to be endorse in the different Private Schools. The General Manager decided to choose among the
writers in the publishing company to replace the said position by assigning them to create their own workbook. As one of the writers, you decided to create a Statistics Math Workbook that
contains the different terminologies and word problems about Inferential Statistics. The output will be judge according to the accuracy, application of its content and creativity.
PERFORMANCE / PRODUCT
STATISTICS MATH WORKBOOK
 The student will create a workbook that contains topics about Inferential statistics.
 To create the workbook, they must use a short bond paper and fold it horizontally to make it like a book form.
 The cover page must contain the title of the book (you can freely add designs to make it more presentable).
 The second page must contain the table of contents (you need to make it sure that it has a page number in the bottom right of each pages).
 The third page must contain terms and definitions of the following words:
1. Null Hypothesis
2. Alternative Hypothesis
3. Statistical Hypothesis
4. Level of Significance
5. Hypothesis testing
6. Standard Error
7. Rejection Regions
8. Critical Value
9. One-tailed and two-tailed
10. Hypothesis
 The next page must contain problem solving with the four-step solutions given in your Q4 module 2. Problems to be solved are the following:
1. A researcher wants to determine if review sessions affect the performance of the students in written exams. A review session is administered to a sample of 25
students and after the examination, a sample mean of 43 was calculated with a standard deviation of 8. From the previous examinations, it was identified that
the population mean for the same exam is 40. Can the researcher conclude that the review session is effective in improving the students’ exam results? Use
α =0.01.
2. It is estimated that senior high school students in a certain school spend an average amount of ₱ 400. 00 monthly for sending text messages and making calls.
A group of grades 11 students believe that the average monthly expenses in cellular phone load is less than ₱ 400. 00. To verify their claim, the group randomly
selected 20 students from grade 11 and 12 and obtained necessary information. The group found out that the sample mean is ₱ 356. 00 with a standard
deviation of ₱ 100. 00. At 0.01 level of significance, is there enough evidence to support the claim of the group of grades 11 students?
 In the last page, the student will write a conclusion/realization about the two problems given. They will include the differences and similarities between the two problems and its way
of solving each question.
 Take note: Do not write anything at the back portions of each papers.
 STANDARDS (CRITERIA / RUBRICS)
Each problem will be scored individually with the given criteria / rubrics.
CRITERIA EXEMPLARY PROFICIENT EMERGING DEVELOPING 1 point Total Score
4 points 3 points 2 points
The content and accuracy of The content and accuracy of The content and accuracy of The content and accuracy of
CONTENT / ACCURACY OF solutions are well connected with solutions are connected with solutions are less connected solutions are somewhat connected
SOLUTIONS the objectives of the task the objectives of the task with the objectives of the task with the objectives of the task
(x6)
APPLICATION OF THE CONCEPT OF The application of the concept is The application of the concept The application of the concept The application of the concept is
THE INFERENTIAL STATISTICS well connected to the objectives is connected with the is less connected with the somewhat connected with the
(Including its Terms and Definitions) of the task. objectives of the task. objectives of the task. objectives of the task.
(x2)
The output has an exceptional The output has a nice and The output needs improvement The output needs significant
CREATIVITY design and lay -out. It is neat and simple design and lay-out. It is in design, lay-out and improvement in design, lay-out and
(Format, and neatness of the output) easy to understand. neat and easy to read. neatness. neatness.
(x2)
Total score