HIGH SCHOOL

CORMAT2 STATISTICS AND PROBABILITY

Prepared by:
Mariano, Joan AQuarter
3rd Self-regulated Learning
SST 9 Coverage Module
Sal-oen, Mary Ann
TABLE OF CONTENTS
Bagalay, Kleimarie A self-regulated Learning Module 1
 Subject Code and Title ……………………………………………………………………I
3rd Grading Standards.…………………………………………………….………………2
3rd Grading Most Essential Learning Competencies ………………………………….2
3rd Grading Module Map … ………………………………………………………………3
3rd Grading Scaffolding ………………………………………………………………… .3
3rd Grading Study Schedule …………………………………………………………… .4
3rd Pre- Assessment ………………………………………………………………………5
Lesson Proper
CHAPTER 1: RANDOM VARIABLES AND ITS PROBABILTY DISTRIBUTION
Lesson 1: Random Variables and Its Probability Distribution. . . . . . . . . . . . . . . . . .6
Introduction
Activity: Let’s Survey
Interaction
Integration
Summative Assessment 1
Lesson Closure
Lesson 2: Mean, Variance and Standard Deviation of a Discrete Random Variable. . 10
Introduction
Activity: Analyze the Data
Interaction
Integration
Summative Assessment 2
Lesson Closure
CHAPTER 2: NORMAL DISTRIBUTION
Lesson 3: Normal Distribution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Introduction
Activity: Let’s analyze and explore
Interaction
Integration
Summative Assessment 3
Lesson Closure
CHAPTER 3: SAMPLING AND SAMPLING DISTRIBUTIONS
Lesson 4: Sampling and Sampling Distributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Introduction
Interaction
Integration
Summative Assessment 4
Lesson Closure
Lesson 5: Mean and Variance of Sampling Distributions (Sample Mean). . . . . . . . . . . . . . . . 28
Introduction
Interaction
Integration
Summative Assessment 5
Lesson Closure
MINITASK 1: Sampling and Sampling Distributions
Lesson 6: The Central Limit Theorem . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Introduction
Activity: Comparing sample sizes n<30 and n>30
Interaction
Integration
Summative Assessment 6
Lesson Closure
CHAPTER 4: ESTIMATION OF PARAMETER
Lesson 7: The t - Distribution . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Introduction
Interaction
Activity: Find the Percentile
Integration
Summative Assessment 7
Lesson Closure
MINITASK 2: Infographics
Lesson 8: The Length of Confidence Interval . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Introduction
Activity: Crossword Puzzle
Interaction
Integration
Summative Assessment 8
Lesson Closure
MINITASK 3: Statistics and Probability in Real Life
PERFORMANCE TASK: Game of Chance

Post- Assessment
Evaluating the Module
References

A self-regulated Learning Module 1

 INTRODUCTION

SUBJECT CODE & TITLE:

3RD GRADING STANDARDS:

To direct our learning for this quarter, let us be guided by the following standards which you are
expected to attain at the end of the grading period through the help of the various activities and assessments,
both for the synchronous and asynchronous sessions, prepared and crafted just for you.

Content Standard: The learner demonstrates understanding:

- of key concepts of random variables and probability distributions.
- of key concepts of normal probability distribution.
- of key concepts of sampling and sampling distributions of the sample mean.
- of key concepts of estimation of population mean and population proportion

Performance Standard: The learner is able to:

- apply an appropriate random variable for a given real-life problem (such as in decision making and games of
chance)
- accurately formulate and solve real-life problems in different disciplines involving normal distribution.
- apply suitable sampling and sampling distributions of the sample mean to solve real-life problems in different
disciplines.
- estimate the population mean and population proportion to make sound inferences in real-life problems in
different disciplines.

3RD GRADING MOST ESSENTIAL LEARNING COMPETENCIES

As a means to simplify the standards making it more feasible and attainable by you dear learners, here
are the Most Essential Learning Competencies which we will be targeting in our weekly synchronous and
asynchronous sessions. These competencies served as the main guide in designing all the activities and
assessments that you will be meeting in this module.

MELC 1: Illustrates a random variable (discrete and continuous).

MELC 2:Distinguishes between a discrete and a continuous random variable.
MELC 3:Finds the possible values of a random variable.
MELC 4: Illustrates a probability distribution for a discrete random variable and its properties.
MELC 5:Computes probabilities corresponding to a given random variable.
MELC 6:Illustrates the mean and variance of a discrete random variable.
MELC 7: Calculates the mean and the variance of a discrete random variable.
MELC 8: Interprets the mean and the variance of a discrete random variable
MELC 9: Solves problems involving mean and variance of probability distribution
MELC 10: Illustrates a normal random variable and its characteristics.
MELC 11: identify regions under the normal curve corresponding to different standard normal values
MELC 12: converts a normal random variable to a standard normal variable and vice versa
MELC 13: computes probabilities and percentiles using the standard normal table
MELC 14:illustrates random sampling
MELC 15:distinguishes between parameter and statistic; and
MELC 16:identifies sampling distributions of statistics (sample mean).
MELC 17: defines the sampling distribution of the sample mean using the Central Limit Theorem
MELC 18:illustrate the t-distribution
MELC 19:Identifies percentiles using the t-table
MELC 20:Computes for the length of the confidence interval
MELC 21: Solves problems involving sample size determination

A self-regulated Learning Module 2

 INTRODUCTION

MODULE MAP:

To give us an overview of the lessons that are expected to be tackled in this quarter, here is
the module map of this learning area.

SCAFFOLDING:

In here is the diagram that highlights the alignment of our Scaffold Activities to the
Performance Task and the Performance Standard. Remember that the Scaffolds are intended as a
preparation to aide you in successfully performing the Performance Task and finally claim that you
have attained the Performance Standard.
Performance Standard:
The learner is able to:
- apply an appropriate random
variable for a given real-life
Minitask 1
Minitask 2 Main PT problem (such as in decision
Sampling and
S1 Title S2 Title S3 Title Main PT Title making and games of chance)
Sampling Infographics Game of Chance - accurately formulate and solve
Distribution
real-life problems in different
disciplines involving normal
distribution.
- apply suitable sampling and
sampling distributions of the
sample mean to solve real-life
problems in different disciplines.
- estimate the population mean
and population proportion to
make sound inferences in real-life
problems in different disciplines.

A self-regulated Learning Module 3

STUDY SCHEDULE:

For proper guidance and time management to ensure that all tasks in this module will be accomplished,
take a look at the Study Schedule below and by heart practice it. Remember, learning does not mean you will
be restricted from doing the various activities that you have to engage yourselves with such as rest and play.
The goal of our school is to holistically develop a child and this holds true even in this new normal. So, work on
the task of this module ONLY during the scheduled Synchro and Asynchronous Hours since the tasks were
calculated bearing in mind our time allotment in this subject.

A self-regulated Learning Module 4

 INTRODUCTION

PRE – ASSESSMENT
CHAPTER 1: RANDOM VARIABLES AND ITS PROBABILTY DISTRIBUTION

Most of the improvements the world is enjoying today are attributed to the understanding of the nature of
information or data that occurred in any exponential event. These are these are the characteristics of certain
variable randomly observed as an outcome of an experiment of chance. Chances occur in many ways. One of
the best examples to describe the experiment of chance would be the lottery. Each round of drawing a ball from
lottery machine is statistically independent of the previous rounds. Thus, its corresponding result or outcome
may refer to as a random variable of an event. Discoveries of pattern regarding the likelihood of its occurrences
(probability distribution) paved way to forecasting and estimating significant results of related variables. This
chapter set forth to bring about understanding of the concepts, learning the computational skills, and exploring
the application it has to offer.

Pre- Assessment 1
Let us check your prior knowledge about this course. The basic concepts of probability and statistics was
introduced during your lower grade, now let us see how much you can still recall about these concepts. Answer
as many items as possible. You may skip some questions if you are uncertain.

1. It provides basic characteristics of a data set.

A. Statistics B. Descriptive statistics
C. Inferential statistics D. None of these
2. Which of the following does NOT belong to the group?
A. Mean B. Median
C. Mode D. Quantiles
3. It refers to drawing of logical statements from the analyzed information.
A. Analysis of data B. Interpretation of data
C. Collection of data D. Presentation of data
4. These are data obtained through a counting process.
A. Continuous B. Qualitative
C. Quantitative D. Discrete
5. These are data measurement that gives the order of the values.
A. Interval B. Ordinal
C. Nominal D. Ratio
6. What is the weighted average of all possible values of random variables?
A. Standard deviation B. Variance
B. Mean D. Range

7. Which of the following does not belong to the group?

C. Standard deviation B. Variance
C. Mean D. Range
8. It is a method of collecting data where a set of questions is provided by the researcher to the respondents.
A. Experiment B. Observation
C. Interview D. Questionnaire
9. Which of the following is NOT a measure of position?
A. Decile B. Quartile
C. Percentile D. Standard deviation
10. It is a field of statistics where the process is the use gathered data in making inferences about the sample or
the population.
A. Inferential B. Qualitative
C. Quantitative D. Descriptive

Answer
Key
1. B 6. C
2. D 7. D
3. B 8. D
4. D 9. D
5. B 10.A

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 LESSON PROPER

Week 1
Random Variables
Lesson No. : 1
Time : 4 hours
About the Lesson: In this chapter, you will learn more about the concept of random variable and its
probability distribution.

Objectives:
In this lesson, you will be able to
1.illustrates a random variable;
2. Distinguishes between a discrete and a continuous random variable;
3. Finds the possible values of a random variable;
4. Illustrates a probability distribution for a discrete random variable and its properties.

Lesson Proper

I. INTRODUCTION

ACTIVITY: Let’s Survey

Form groups with five members in each group and complete the table below.

Age (to the Size of family Weight (kilo) Height (cm) Grade in Daily
nearest (Including Cormat1 Allowance
month) Parents)

Student 1

Student 2

Student 3

Student 4

Student 5

1. Classify each random variable

2. Describe the values of each random variable.

II. INTERACTION

Statistics is the science that deals with the collection, organization, presentation, analysis, and interpretation of
data pertinent to the study being considered, so that meaningful conclusion can be drawn.
The field of statistics is normally divided into two: descriptive and inferential statistics.
FIELDS OF STATISTICS:
1. DESCRIPTIVE STATISTICS- is a group of statistical measurements that aims to provide the basic
characteristics of data set through tables and graphs and other descriptive measures such as measure of central
tendency, measures of position, and measure of variation.
2. INFERENTIAL STATISTICS- aims to make interpretations by making conclusion based on the result
derived from a data set. Measures commonly used in inferential statistics include analysis of variance, t-test,
Chi-Square, correlation, and regression analysis.

THE FOUR ESSENTIAL PROCESSES IN STATISTICS ARE AS FOLLOWS:

1. Collection of data
2. Organization and presentation of data
3. Analysis of data
4. Interpretation of data

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 Data is a body of information or observations being considered by the researcher. When the data is
processed, information, which is the basis for decision making is produced.

There are different ways of classifying data

Quantitative or numerical data are those obtained from variables which are
in the form of numbers, e.g. age, height, weight, amount.

According to Nature Qualitative or categorical data are those obtained from variables which are in
the form of categories, characteristics, names, or labels, e.g. gender, socio-
economic status, civil status.

Primary data are firs-hand information, e.g. data gathered from a survey,
where the person who collected the data is the one using it.

According to Source Secondary data are second- hand information, e.g. information from
newspaper or journals, economic indicators. The data being used are collected
by another person or organization.

Ungrouped data are the data without any specific order or arrangement. They
are referred to as raw data.
According to Arrangement
Grouped data are data arranged or tabulated and presented in an organized
manner,

Variable is used to define certain observable values or characteristics. It is called variable since the
characteristics vary from one another. The values of the variable are the possible observable values or
characteristics of the variable. These values are the data to be processed.

RANDOM VARIABLES
Many quantities or variables in different situations are determined by chance. Examples of these are the
prices in the stock market, the number of customers that a store will have in a given day, and the scores of a
basketball team in a game. Variables that assume values as determined by probability are called random
variables.
There are two types of random variables:

1. Discrete random variable is easily identified by determining the number of values it may assume.
Discrete random variables are those obtained from counting process where data are whole numbers,
e.g. household size, number cans of sardines produced.

Examples:
1. The number of automobile accidents per year in Baguio City.
2. The number of students enrolled in the University of Baguio.
3. The score of a volleyball set.
4. The number of packs of candies a grocery store sells in a day.
5. The number of babies born in a hospital per day.

2. Continuous random variables are variables that can assume an infinite number of values in a given
interval. Continuous random variables are those obtained through the measuring process where data are
values that may be decimals or fractions, e.g. inflation rate, weight in kilograms.

Examples:
1. The exact amount of time a swimmer needed to finish a 50-meter swim.
2. The height of a human.
3. The length of life of a cell phone battery.
4. The amount of sugar in an apple.
5. The exact mass of an apple pie made by a baker.

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FINDING THE POSSIBLE VALUES OF A DISCRETE RANDOM VARIABLE:

Illustrative Examples:
1. A coin is tossed three times. Let X be the number of heads that we throw.

Let X be the number of possible heads which is also the random variables. Since the coin is tossed tree times,
then the random variables X are 0,1,2, and 3. There is a possibility that when the coin is tossed there would
be 0 or 1 or 2 or 3 heads that would come out.
𝑆 = {0,1,2,3}

2. Let X be a random variable representing the result of rolling a die.

In the given example, we know that X can take the values 1,2,3,4,5, and 6.
𝑆 = {1,2,3,4,5,6}

PROBABILITY: THE CORE OF INFERENTIAL STATISTICS

Probability refers to the likelihood that a certain event will happen. It tells us how often some event will
happen after how many trials.
Random experiments are processes where the conditions may be replicated, but the outcomes cannot
be determined with certainty.
Sample space or sample point is the set of all possible outcomes in a random experiment.
An event refers to a subset of outcomes in a sample space. If an event consists of one outcome alone,
it is considered a simple event. On the other hand, if an event consists of two or more outcomes, it is called a
compound event.

PROBABILITY DISTRIBUTION OF THE DISCRETE RANDOM VARIABLE

A probability distribution refers to the arrangement of the values of random variables and the probabilities
assigned to them. It is sometimes called the probability mass function. It can be presented through table, graph,
or function. Also, the values of the random variable are denoted as X and the probabilities are denoted as P(X).
In a probability distribution, random variables are denoted by upper case letters. (ex. X, Y, R, …)

Properties of probability distribution

1. The total probability of all values should be equal to 1.
2. The probability of each value should be more than or equal to zero and less than or equal to 1. That is,
0 ≤ 𝑃(𝑋) ≤ 1.

Examples:
1. A store that sells chocolate recorded how many packs of chocolate it sells per customer. This record
was used to create a probability distribution concerning the packs of chocolate sold per customer.
# of Packs (X) 0 1 2 3 4
Probability P(X) 0.1 0.2 0.4 0.2 0.1
*the total probability of all values is equal to 1 and the probability of each values is more than or equal to 0 and
less than or equal to 1.

2. A grade 11 class has 45 students. The following records shows the typical number of students who
were absent on a particular school day.
Days (X) No. of students absent P(X)
Monday 1 1/45 or 0.02
Tuesday 7 7/45 or 0.16
Wednesday 10 10/45 or 0.22
Thursday 12 12/45 or 0.27
Friday 15 15/45 or 0. 33

3. A coin is tossed.
Let X be the number of heads that we throw.

# of heads 0 1
P(X) 1/2 1/2

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Steps on the construction of the probability distribution of a discrete random variable:
1. List the sample space of the experiment.
2.Construct the frequency distribution of values of the random variable.
3.Construct the probability distribution of the random variable by getting the probability of occurrence of each
value of the random variable.

* The probability distribution of a discrete random variable can be shown graphically by constructing a
histogram. The graph is called a Probability histogram.

PROBABILTY HISTOGRAM displays the possible values of a discrete random variable on the horizontal axis
and the probabilities of those values on the vertical axis.

Examples: Construct the probability distribution and probability histogram of a discrete random variable.

1. Two coins are tossed. Let T be the number of heads that occur.
a. Construct the probability distribution for the random variable T.
b. Construct the probability histogram.

X 0 1 2
P(X) 1/2 2/4 1/4
Probability Distirbution

HISTOGRAM

III. TRANSFER
Summative Test 1
A. Classify the following as discrete or continuous. 10pts
1. Amount of antibiotics in the vial.
2. Number of pencils in the box.
3. number of soldiers in the troop.
4. lifetime of lightbulbs in minutes.
5. Number of rotten tomatoes in the basket.
6. length of wire ropes.
7. voltage of radio batteries.
8. Number of defective flashlights.
9. The exact amount of time a swimmer needed to finish a 50-meter swim.
10. The number of babies born in a hospital per day.

B. Determine the values of the random variable in each of the following situations. 20pts
1. Number of heads yielded in tossing a coin three times.
2. Number of 5’s after rolling a dice six times.
3.Number of males among four newborn babies.
4. Days in the month of June.
5. A die is rolled. Let T be the possible outcomes. Determine the values of the random variable T.
7. Three coins are tossed. Let T be the possible outcomes. Determine the values of the random variable
T.
8. Two coins are tossed. Let T be the number of tails that occurs. Determine the values of the random
variable T.
9. A meeting of consuls was attended by4 Americans and 2 Germans. If three consuls were selected at
random one after the other, determine the values of the random variable G representing the number of
Germans.
10. A coin is flipped four times. Let T be the number of tails that come out. Determine the values of the
random variable T.

A self-regulated Learning Module 9

 C. Construct the probability distribution and probability histogram of a discrete random variable.
1. A basket contains 10 ripe and 4 unripe bananas. If three bananas are taken from the basket one after
the other, determine the possible values of the random variable R representing the number of ripe
bananas then construct its probability distribution and probability histogram.
2. A raffle with 50 entries is drawn. Of the 50 entries, 10 are assigned to monica,14 is assigned to
Rachel, and 26 are assigned to Phoebe. If numerical value is assigned to each person so that 0 is
Monica, 1 is Rachel, and 2 is Phoebe, create a probability distribution to determine the probabilities
assigned to 0,1,2.
3. The Dela Cruz family has three children. Construct a probability distribution for the number of boys in
their family.

Week 2-3
Mean, Variance and Standard Deviation of a Discrete Random Variable

Lesson No. : 2
Time : 8 hours
About the Lesson: In this chapter, you will learn more about the Mean, Variance and Standard Deviation of a
Discrete Random Variable

Objectives:
In this lesson, you will be able to
1. Computes probabilities corresponding to a given random variable.
2. Illustrates the mean and variance of a discrete random variable.
3. Calculates the mean and the variance of a discrete random variable.
4. Interprets the mean and the variance of a discrete random variable.
5. Solves problems involving mean and variance of probability distribution
6. Illustrates a normal random variable and its characteristics.

Lesson Proper

I. INTRODUCTION
In this lesson, we will discuss how to describe a probability distribution in terms of its mean, variance and
standard deviation.

1. The table shows the number of products sold by 3 agents for 40 consecutive days.
Agent Lily Agent Justine Agent Kia
# of Products Freque Probability P(X) Frequency Probability Frequency Probability
sold (X) ncy (f) (f) P(X) (f) P(X)
0 1 1/40 or .025 ≈ .03 2 2/40 or .05 0 0/40 or 0
1 2 2/40 or .05 5 5/40 or .13 1 1/40 or .03
2 3 3/40 or .08 14 14/40 or .35 3 3/40 or .08
3 6 6/40 or .15 8 8/40 or .20 5 5/40 or .13
4 12 12/40 or .30 5 5/40 or .13 9 9/40 or .23
5 9 9/40 or .23 3 3/40or .08 13 13/40 or .33
6 5 5/40 or .13 2 2/40 or .05 6 6/40 or .15
7 2 2/40 or .05 1 1/40 or .03 3 3/40 or .08
Total N= 40 N= 40 N=40

ACTIVITY: Answer the following questions,

1. What is the average number of products sold by Agent Lily?
2. What is the average number of products sold by Agent Justine?
3. What is the average number of products sold by Agent Kia?
4. What is the average number of products sold by the three agents?
5. Compute their population variance.
6. Who is the best sales agent? Explain.

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 II. INTERACTION

Mean is a number that attempts to present all the data gathered about a variable by getting the sum of
all outcomes divided by the number of outcomes. For example, if a student had an average score of 85 in five
quizzes, it does not mean that she got a score of 85 in each of her quizzes. It only means that if there is a number
that can represent her scores in all the quizzes, that would be 85.

Variance and standard deviation, on the other hand, measure how spread out the distribution of data
is. In the given example of the student with an average of 85, a higher value of variance and standard deviation
means that she had scores that are much higher and much lower than 85. Those high and low scores even out
so she got the mean of 85. On the other hand, if that student had a lower value of variance and standard
deviation, it means that her scores were not too far from off from 85.

MEAN OF A DISCRETE RANDOM VARIABLE

Suppose you would like to get the mean result of rolling a die. To do this, you roll a die 10 times and
you got the value 2,4,1,3,5,5,2,6,1, and 2. If you would like to get the mean of the 10 values, you may use the
formula for solving the mean.
∑𝑥
𝑥̅ =
𝑛
𝑤ℎ𝑒𝑟𝑒: 𝑥̅ = 𝑠𝑎𝑚𝑝𝑙𝑒 𝑚𝑒𝑎𝑛 ,
𝑥 = 𝑟𝑎𝑛𝑑𝑜𝑚 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒
𝑛 = 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒

2+4+1+3+5+5+2+6+1+2
Solution: 𝑥̅ = = 3.1
10

The mean that we got, which is 3.1, is just a sample mean. In fact, we can roll the die 200 times, and this
would still just be a sample mean. To get the population mean, it would require us to roll the die in an infinite
number of times. Of course, that is impossible. However, that does not mean that we cannot solve for the
population mean of the results of a rolling die. We can solve the mean of a discrete random variable using the
formula below:
𝜇 = ∑[𝑋 ∗ 𝑃(𝑋)]

𝑤ℎ𝑒𝑟𝑒: 𝜇 = 𝑚𝑒𝑎𝑛 𝑜𝑓 𝑎 𝑑𝑖𝑠𝑐𝑟𝑒𝑡𝑒 𝑟𝑎𝑛𝑑𝑜𝑚 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒,

𝑋 = 𝑟𝑎𝑛𝑑𝑜𝑚 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒
𝑃(𝑋) = 𝑝𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑖𝑒𝑠 𝑎𝑠𝑠𝑖𝑔𝑛𝑒𝑑 𝑤𝑖𝑡ℎ 𝑟𝑎𝑛𝑑𝑜𝑚 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒

The Mean of a probability distribution is the theoretical average of a random variable. That is, the mean
of a probability distribution is what value the average of the random variable will approach in the long run. We
might not execute the random experiment an infinite time, but we can use the probability distribution to
determine its theoretical result.

In random experiment, another useful measure is the expected value. Expected value denoted as 𝐸(𝑋)
refers to the value that the random variable approaches as the random experiment is done over and over again.
The expected value is equal to the mean of a discrete random variable.

The mean or the expected value of a probability distribution tells the value of a random variable of a
random variable that is expected to be obtained if the experiment is done repeatedly.
MEAN FORMULA
𝐸(𝑋) = 𝜇 𝑤ℎ𝑒𝑟𝑒:
𝐸(𝑋) = 𝑒𝑥𝑝𝑒𝑐𝑡𝑒𝑑 𝑣𝑎𝑙𝑢𝑒
𝐸(𝑋) = ∑[𝑋 ∗ 𝑃(𝑋)] 𝜇 = 𝑚𝑒𝑎𝑛 𝑜𝑓 𝑎 𝑑𝑖𝑠𝑐𝑟𝑒𝑡𝑒 𝑟𝑎𝑛𝑑𝑜𝑚 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒
𝑋 = 𝑟𝑎𝑛𝑑𝑜𝑚 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒
𝑃(𝑋) = 𝑝𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑖𝑒𝑠 𝑎𝑠𝑠𝑖𝑔𝑛𝑒𝑑 𝑤𝑖𝑡ℎ 𝑟𝑎𝑛𝑑𝑜𝑚 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒
𝜇 = ∑[𝑋 ∗ 𝑃(𝑋)]

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The Variance and Standard Deviation of a probability distribution are the mean deviations of the values from
the mean. The variance is the square of the standard deviation.
Variance and standard deviation measure how spread out the distribution of data is. High variance and
Standard deviation mean the data are much higher or much lower than the µ. Low variance and standard
deviation mean the data are not too far from the µ.

STANDARD DEVIATION AND VARIANCE FORMULA

𝜎 2 = ∑[(𝑋 − 𝜇)2 ∗ 𝑃(𝑋)]

Or 𝑤ℎ𝑒𝑟𝑒:
𝜎 2 = 𝑣𝑎𝑟𝑖𝑎𝑛𝑐𝑒
𝜎 2 = ∑[𝑿𝟐 ∗ 𝑷(𝑿)] − 𝝁𝟐 𝜎 = 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛
𝜇 = 𝑚𝑒𝑎𝑛 𝑜𝑓 𝑎 𝑑𝑖𝑠𝑐𝑟𝑒𝑡𝑒 𝑟𝑎𝑛𝑑𝑜𝑚 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒
𝑋 = 𝑟𝑎𝑛𝑑𝑜𝑚 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒
𝑃(𝑋) = 𝑝𝑟𝑜𝑏𝑎𝑏𝑖𝑙𝑖𝑡𝑖𝑒𝑠 𝑎𝑠𝑠𝑖𝑔𝑛𝑒𝑑 𝑤𝑖𝑡ℎ 𝑟𝑎𝑛𝑑𝑜𝑚 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒
𝜎 = √∑[(𝑋 − 𝜇)2 ∗ 𝑃(𝑋)]
Or
𝜎 = √∑[𝑿𝟐 ∗ 𝑷(𝑿)] − 𝝁𝟐

Examples:
1. A laboratory supervisor in a type III hospital is investigating number of reported on-the-job training
accidents over a period of one month. Based on past records, she has derived the following probability
distribution for x; where x is the number of reported accidents per month.

Accidents Reported Probability (PX)

0 0.50
1 0.25
2 0.10
3 0.10
4 0.05

To calculate for population mean (𝜇), use the formula 𝜇 = ∑[𝑋 ∗ 𝑃(𝑋)]
𝜇 = (0)(0.50) + (1). (0.25) + (2)(0.1) + (3)(0.1) + (4)(0.05)
𝜇 = 0.95
There is 0.95 (nearly 1) accident reported on the average per month.

To determine the standard deviation (𝜎) and the variance (𝜎 2 ), use the formula 𝜎 = √∑[(𝑋 − 𝜇)2 ∗ 𝑃(𝑋)]
or 𝜎 = √∑[𝑋 2 ∗ 𝑃(𝑋)] − 𝜇2 for standard deviation and 𝜎 2 = ∑[(𝑋 − 𝜇)2 ∗ 𝑃(𝑋)] or 𝜎 2 = ∑[𝑋 2 ∗ 𝑃(𝑋)] − 𝜇2 for
variance.

Solution:
x P(x) 𝑋 ∗ 𝑃(𝑋) 𝑋−𝜇 (𝑋 − 𝜇)2 ∗ 𝑃(𝑋)
0 0.5 0 (0 − 0.5) 0
1 0.25 0.25 (1 − 0.25) 0.25
2 0.1 0.2 (2 − 0.1) 0.4
3 0.1 0.3 (3 − 0.1) 0.9
4 0.05 0.2 (4 − 0.05) 0.8
Total 1.00 0.95 2.35

Variance: 𝜎 2 = ∑[(𝑋 − 𝜇)2 ∗ 𝑃(𝑋)] = 𝜎 2 = 2.35 − (. 95)2 = 1.45 𝑎𝑐𝑐𝑖𝑑𝑒𝑛𝑡𝑠

Standard Deviation: 𝜎 = √∑[(𝑋 − 𝜇)2 ∗ 𝑃(𝑋)] = 𝜎 = √1.45 = 1.20 𝑎𝑐𝑐𝑖𝑑𝑒𝑛𝑡𝑠

A self-regulated Learning Module 12

 2. Leo runs a store that sells grapes by the kilogram. In order to know how many kilo grams of grapes he will
buy, he recorder the kilograms of grapes bought by each of her customers. He was able to make a probability
distribution based on her recorded data. The probability distribution is illustrated below.

Kilograms of 1 2 3 4
grapes a
customer buy (X)
Probability P(X) .4 .3 .2 .1
Based on the probability distribution, how many kilograms of grapes should he prepare for 70 customers?

Solution: Since Leo would like to estimate the # of kgs he needs to prepare for his 70 customers, we need to
calculate the expected value using the formula 𝐸(𝑋) = ∑[𝑋 ∗ 𝑃(𝑋)]
𝐸(𝑋) = (1)(. 4) + (2)(. 3) + (3)(. 2) + (4). 1) = 2𝑘𝑔

The expected value is 2kgs. Therefore, Leo needs to buy 140 kgs of grapes for his 70 customers.

II. TRANSFER

Summative Test 2
Solve the following completely. 30 pts

1. Solve for the mean, variance and standard deviation of the following probability distributions.
a.
X 1 2 3 4
P(X) .5 .1 .4 .30
b.
X 200 000 300 000 -1 000 000
P(X) .55 .35 .10

2. A university asked its applicants to write a short essay for its entrance test. Based on their gathered data, it
was found out that two out 10 students did not make grammatical mistakes, three out of 10 students made a
grammatical mistake, four out of 10 students made two mistakes, and one out of 10 made three grammatical
mistakes. What is the average number of grammatical mistakes made by the students in the essay?

3. A bookstore found out that 23% of their customers buy a book, 34% of their customers buy two books, 39%
buy three books, and 4% buy four books. What is the average number of books the customers buy in that
bookstore?

4. Mario is planning a raffle draw for the benefit of an organization that takes care of street children. He is thinking
of selling 1000 tickets. The winner of the raffle draw will win Php 10,000. How much should the price of the ticket
be so that Mario earns a profit of five pesos per ticket?

5. A company is deciding where to place a restaurant that they are planning to build. They can build it on a center
of a business district so they can charge higher but needs to compete with more restaurants nearby. They can
also build it in front of a school where they have to charge less but they have less to compete with. The company
analysed how those considerations will affect earning and they have presented their finding using a probability
distribution.
Probability distribution of building the restaurant in a business district.
Profit (X) 1 000 000 -2 000 000
P(X) .80 .20

Probability distribution of building the restaurant in front of a school

Profit (X) 500 000 -2 000 000
P(X) .95 .05
Based on the probability distributions, where should they build the restaurant?

CHAPTER 2: NORMAL DISTRIBUTION

A self-regulated Learning Module 13

 In Statistics, the mostly used continuous distribution is the Normal Probability Distribution. It was
developed as an estimation to the binomial distribution by Abraham Mover when he was solving a gambling
problem. It was later found that the formula of the normal curve has more and more applications beyond the
approximation of a binomial distribution and some of these applications will be discussed in this chapter.

Pre- Assessment 2
Let’s check your prior knowledge about this course. The basic concepts of probability and statistics was
introduced during your lower grade, now let’s see how much can you still recall about these concepts. Answer
as many items as possible. You may skip some questions if you are uncertain.

1. Which among the following is the measure of relative standing or the distance between the given value of X
and the mean?
A. Z-score B. Mean
C. Normal Curve D. Normal distribution
2. Which of the following terms is also called as bell-shaped distribution?
A. Z-score B. Probability distribution
C. Standard score D. Normal distribution
3. The following are properties of Normal Probability Distribution EXCEPT.
A. The curve is symmetric about its mean.
B. Mean, median and mode are equal.
C. The area under the curve is equal to one.
D. The spread of the curve depends on the variance.
4. What is the area from z=0 to z=2.89?
A. 0.4974 B. 0.4980
C. 0.4981 D. 0.4986
5. If the area under a normal curve is equal to 0.4251, what is the value of the z-score?
A. 1.44 B. 1.4
C. 1. 04 D. 1.34
6. Which among the following is also referred to as z-score of standard score?
A. Mean B. Standard Deviation
C. Variance D. Normal curve
7. To identify the area between two positive z values with the same signs, what is supposed to be done?
A. Add the areas B. Subtract the areas
C. Multiply the areas D. Divide the areas
8. To identify the area between two positive z values with different signs, what is supposed to be done?
A. Add the areas B. Subtract the areas
C. Multiply the areas D. Divide the areas
9. To identify the area to the right of a positive value of z, what is supposed to be done?
A. Add the areas B. Subtract the areas
C. Add 50% to the area D. Subtract the area from 50%
10. To identify the area to the right of a negative value of z, what is supposed to be done?
A. Add the areas B. Subtract the areas
C. Add 50% to the area D. Subtract the area from 50%
Key
answers
1. A 6. B
2. D 7. B
3. D 8. A
4. C 9. D
5. A 10.
C

Week 4 A self-regulated Learning Module 14

Normal Distribution
 Lesson No. : 3
Time : 3 hours
Pre-requisites : Random Variables and Probability Distributions
About the Lesson: In this chapter, you will learn more about the concept of normal distribution ad its
applications.
Objectives:
In this lesson, you will be able to
1. identify regions under the normal curve corresponding to different standard normal values;
2. converts a normal random variable to a standard normal variable and vice versa; and
3. computes probabilities and percentiles using the standard normal table.

Lesson Proper
I. INTRODUCTION

This chapter focuses with a distribution is called the normal probability distribution or Gaussian
Distribution, its graph is a bell-shaped curved and is called as normal curve. Normal Probability Distribution is
usually used to calculate probabilities about population.

ACTIVITY: Let’s analyze and explore this situation:

The graphical form of the probability distribution for a continuous random variable X, where X is the number of
tails occurring, is a smooth bell-shaped curve. Let us discover the pattern if we continue generating data from
the random variable X.

6 6 4 6
frequency

4 3 4 5 5
4 5
4 4 2 3
frequency
frequency
frequency

2 2 2 2 3 3
2 2 1 2
2 2 1 1
0 0 1 1
0 0
0 1 2 4 0 1 2 3 4
0 1 2 0 1 2 3 4 5
# of tails for 2 coins # of tails for 2 coins # of tails for 2 coins # of tails for 2 coins

What is the shape of each distribution?

II. INTERACTION
NORMAL PROBABILITY DISTRIBUTION/NORMAL CURVE
PROPERTIES OF A NORMAL PROBABILITY DISTRIBUTION:
1. The graph is a bell-shaped.
2. The curve is symmetric about its mean.
3. The mean, median and mode are all equal.
4. The standard deviation determines the spread of the curve.
5. Both tails of the curve extend out indefinitely along the x-axis but never touching it.
6. The area under the curve is 100% or 1.

NOTE:
The normal distribution is a standard normal distribution if the value of the mean is zero, and the value of the
standard deviation is one.

Standard Normal Distribution

FINDING THE AREAS UNDER THE NORMAL CURVE/ NORMAL DISTRIBUTION

A self-regulated Learning Module 15

 In order to the area under the normal curve we will be needing a z-table. The Z-TABLE or STANDARD
NORMAL TABLE allows us to know the area percentage of values of a given z- score.
(NOTE: Since the area under the normal curve is the same in both negative and positive values of z, we will be
using one z-table only. Just put in mind that if the value of z is positive, the region is at the right side of zero
and if it is negative, the region is at the left side of zero.)
Things to remember:
1. The process on how to determine the area of z values with similar and different signs is as follows:
o If the two z’s are both positive or both negative in values, subtract the areas.
o If the two z’s have different signs, add the areas.
2. The process on how to determine the area to the left or to the right of positive z-value is as follows:
Let A be the area bounded by the midpoint z=0 and the given positive z-value.
o If the required area is to the left of a positive z-value, then add 50% or 0.5 to the area.
o If the required area is to the right of a positive z-value, then subtract the value of the area from
50% or 0.5.
3. The process on how to determine the area to the left or to the right of negative z-value is as follows:
Let A be the area bounded by the midpoint z=0 and the given negative z-value.
o If the required area is to the right of the negative z-value, then add 0.5 or 50% to the value of
the area.
o If the unknown area is to the left of the negative z-value, then subtract the value of the area from
0.5 or 50%.
Z-TABLE
Z 0.00 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09
0.0 0.0000 0.0040 0.0080 0.0120 0.0160 0.0199 0.0239 0.0279 0.0319 0.0359
0.1 0.0398 0.0438 0.0478 0.0517 0.0557 0.0596 0.0636 0.0675 0.0714 0.0753
0.2 0.0793 0.0832 0.0871 0.0910 0.0948 0.0987 0.1026 0.1064 0.1103 0.1141
0.3 0.1179 0.1217 0.1255 0.1293 0.1331 0.1368 0.1406 0.1443 0.1480 0.1517
0.4 0.1554 0.1519 0.1628 0.1664 0.1700 0.1736 0.1772 0.1808 0.1844 0.1879
0.5 0.1915 0.1950 0.1985 0.2019 0.2054 0.2088 0.2123 0.2157 0.2190 0.2224
0.6 0.2257 0.2291 0.2324 0.2357 0.2389 0.2422 0.2454 0.2486 0.2517 0.2549
0.7 0.2580 0.2611 0.2642 0.2673 0.2704 0.2734 0.2764 0.2794 0.2823 0.2852
0.8 0.2881 0.2910 0.2939 0.2967 0.2995 0.3023 0.3051 0.3078 0.3106 0.3133
0.9 0.3159 0.3186 0.3212 0.3238 0.3264 0.3289 0.3315 0.3304 0.3365 0.3389
1.0 0.3413 0.3438 0.3461 0.3485 0.3508 0.3531 0.3554 0.3577 0.3599 0.3621
1.1 0.3643 0.3665 0.3686 0.3708 0.3729 0.3749 0.3770 0.3790 0.3810 0.3830
1.2 0.3849 0.3869 0.3888 0.3907 0.3925 0.3944 0.3962 0.3980 0.3997 0.4051
1.3 0.4032 0.4049 0.4066 0.4082 0.4099 0.4115 0.4131 0.4147 0.4162 0.4177
1.4 0.4192 0.4207 0.4222 0.4236 0.4251 0.4265 0.4279 0.4292 0.4306 0.4319
1.5 0.4332 0.4345 0.4357 0.4370 0.4382 0.4394 0.4406 0.4418 0.4429 0.4441
1.6 0.4452 0.4463 0.4474 0.4484 0.4495 0.4505 0.4515 0.4525 0.4535 0.4545
1.7 0.4554 0.4564 0.4573 0.4582 0.4591 0.4599 0.4608 0.4616 0.4625 0.4633
1.8 0.4641 0.4649 0.4656 0.4664 0.4671 0.4678 0.4686 0.4693 0.4699 0.4706
1.9 0.4713 0.4719 0.4726 0.4732 0.4738 0.4744 0.4750 0.4756 0.4761 0.4767
2.0 0.4772 0.4778 0.4783 0.4788 0.4793 0.4798 0.4803 0.4808 0.4812 0.4817
2.1 0.4821 0.4826 0.4830 0.4834 0.4838 0.4842 0.4846 0.4850 0.4854 0.4857
2.2 0.4861 0.4864 0.4868 0.4871 0.4875 0.4878 0.4881 0.4884 0.4887 0.4890
2.3 0.4893 0.4896 0.4898 0.4901 0.4904 0.4906 0.4909 0.4911 0.4913 0.4916
2.4 0.4918 0.4920 0.4922 0.4925 0.4927 0.4929 0.4931 0.4932 0.4934 0.4936
2.5 0.4938 0.4940 0.4941 0.4943 0.4945 0.4946 0.4948 0.4949 0.4951 0.4952
2.6 0.4953 0.4955 0.4956 0.4957 0.4959 0.4960 0.4961 0.4962 0.4963 0.4964
2.7 0.4965 0.4966 0.4967 0.4968 0.4969 0.4970 0.4971 0.4972 0.4973 0.4974
2.8 0.4974 0.4975 0.4976 0.4977 0.4977 0.4978 0.4979 0.4979 0.4980 0.4981
2.9 0.4981 0.4982 0.4982 0.4983 0.4984 0.4984 0.4985 0.4985 0.4986 0.4986
3.0 0.4987 0.4987 0.4987 0.4988 0.4988 0.4989 0.4989 0.4989 0.4990 0.4990
3.1 0.4990 0.4991 0.4991 0.4991 0.4992 0.4992 0.4992 0.4992 0.4993 0.4993
3.2 0.4993 0.4993 0.4994 0.4994 0.4994 0.4994 0.4994 0.4995 0.4995 0.4995
3.3 0.4995 0.4995 0.4995 0.4996 0.4996 0.4996 0.4996 0.4996 0.4996 0.4997
3.4 0.4997 0.4997 0.4997 0.4997 0.4997 0.4997 0.4997 0.4997 0.4997 0.4998
3.5 0.4998 0.4998 0.4998 0.4998 0.4998 0.4998 0.4998 0.4998 0.4998 0.4998
3.6 0.4998 0.4998 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999
3.7 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999
3.8 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999 0.4999
3.9 0.5000 0.5000 0.5000 0.5000 0.5000 0.5000 0.5000 0.5000 0.5000 0.5000

EXAMPLES:
A self-regulated Learning Module 16
1. Find the area between 𝑧 = 0 and 𝑧 = 1.5
Solution:
Step1: Sketch the normal curve.

The value of z which is equivalent to 1.5 is a positive value thus, it is located to the right of 0.

Step2: Using the z-table, locate the area for 𝑧 = 1.5.

Locate 1.5 in the first column, then locate 0 in the first row (since there is no number next to 5 in 1.5, it is
automatically zero).

Thus, the area between 𝒛 = 𝟎 and 𝒛 = 𝟏. 𝟓 is 0.4332 or 43.32%.

2. What is the area between 𝑧 = 0 and 𝑧 = −2.23?

Solution:
Step1: Sketch the normal curve.

A self-regulated Learning Module 17

The value of z which is equivalent to -2.23 is a negative value thus, it is located to the left of 0.

Step2: Using the z-table, locate the area for 𝑧 = −2.23.

Locate 2.2 in the first column, then locate 0.03 in the first row.

Hence, the area between 𝒛 = 𝟎 and 𝒛 = −𝟐. 𝟐𝟑 is 0.4871 or 48.71%.

3. Find the area between 𝑧 = −1.33 and 𝑧 = 3.31.

Solution:
Step1: Sketch the normal curve.

A self-regulated Learning Module 18

 Step2: Using the z-table, locate the area for 𝑧 = −1.33 and 𝑧 = 3.31.
 The area for 𝑧 = −1.33 is 0.4082 or 40.82%.
 The area for = 3.31 is 0.4995 or 49.95%.

Step3: Solve the area.

Since the signs of the given values of z are different, we will add their areas to identify the area between the
given z values. Thus,
𝟎. 𝟒𝟎𝟖𝟐 + 𝟎. 𝟒𝟗𝟗𝟓 = 𝟎. 𝟗𝟎𝟕𝟕 𝐨𝐫 𝟗𝟎. 𝟕𝟕%
Therefore, the area between 𝒛 = −𝟏. 𝟑𝟑 and 𝒛 = 𝟑. 𝟑𝟏 is 0.9077 or 90.77%.

4. What is the area under the normal curve to the right of the z which is equal to 3.03 or 𝑧 > 3.03?
Solution:
Step1: Sketch the normal curve.

Step2: Using the z-table, locate the area for 𝑧 = 3.03

 The area for 𝑧 = 3.03 is 0.4988 or 49.88%.

Step3: Solve the area.

Since the required area is to the right of a positive z-value, we will subtract the value of the area which is
0.4988 from 50% or 0.5. Thus,
𝟎. 𝟓 − 𝟎. 𝟒𝟗𝟖𝟖 = 𝟎. 𝟎𝟎𝟏𝟐 𝐨𝐫 𝟎. 𝟏𝟐%
Therefore, the area to the right of the z which is equal to 𝟑. 𝟎𝟑 or 𝒛 > 𝟑. 𝟎𝟑 is . 𝟎𝟎𝟏𝟐 𝒐𝒓 𝟎. 𝟏𝟐%.

5. Find the area under the normal curve to the right of 𝑧 = −2.02or 𝑧 > −2.02.
Solution:
Step1: Sketch the normal curve.

Step2: Using the z-table, locate the area for 𝑧 = −2.02

 The area for 𝑧 = −2.02 is 𝟎. 𝟒𝟕𝟖𝟑 or 47.83%.

A self-regulated Learning Module 19

 Step3: Solve the area.
Since the required area is to the right of the negative z-value, we will add 0.5 or 50% to the value of the area.
𝟎. 𝟒𝟕𝟖𝟑 + 𝟎. 𝟓 = 𝟎. 𝟗𝟕𝟖𝟑 𝐨𝐫 𝟗𝟕. 𝟖𝟑%

Therefore, the area to the right of 𝒛 = −𝟐. 𝟎𝟐or 𝒛 > −𝟐. 𝟎𝟐 is 0.9783 or 97.83%.
………………………………………………………………………………………………………………

STANDARD SCORES OR Z-SCORES

In comparing observable data, Standard scores or z-scores are useful since it measures how many standard
deviations a given value is above or below the mean. If the z-score is a positive value then it indicates that it is
above the mean, and if it is a negative value then it is below the mean.

Z-SCORE FORMUL FOR SAMPLE:

𝒙−𝒙̅
𝒛=
𝒔
Where:
𝑧 = 𝑧 − 𝑠𝑐𝑜𝑟𝑒
𝑥 = 𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒 𝑜𝑟 𝑜𝑏𝑠𝑒𝑟𝑣𝑒𝑑 𝑣𝑎𝑙𝑢𝑒
𝑥̅ = 𝑠𝑎𝑚𝑝𝑙𝑒 𝑚𝑒𝑎𝑛
𝑠 = 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑎𝑚𝑝𝑙𝑒

Z-SCORE FORMUL FOR POPULATION:

𝒙−𝝁
𝒛=
𝝈
Where:
𝑧 = 𝑧 − 𝑠𝑐𝑜𝑟𝑒
𝑥 = 𝑟𝑎𝑤 𝑠𝑐𝑜𝑟𝑒 𝑜𝑟 𝑜𝑏𝑠𝑒𝑟𝑣𝑒𝑑 𝑣𝑎𝑙𝑢𝑒
𝜇 = 𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑚𝑒𝑎𝑛
𝜎 = 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛

EXAMPLES: Solve the following problems.

1. On a final examination in Statistics, the mean was 80 and thee standard deviation was 14. What is the
standard score of a student who got score of 68 assuming that the scores are normally distributed?

Solution:
𝒙−𝒙̅
𝒛=
𝒔
𝟔𝟖 − 𝟖𝟎
𝒛=
𝟏𝟒
−𝟏𝟐
𝒛=
𝟏𝟒

𝒛 = −𝟎. 𝟖𝟔
Thus, the score of the student which is 68 is 0.86 standard deviation below the mean.

2. Orly gets a score of 80 in Physics exam and 86 in Math exam. Scores in the Physics exam has a mean of
70 and a standard deviation of 5. Scores in math exam have a mean of 72 and a standard deviation of 4. In
what subject was his performance better assuming that the scores in the two subjects are normally distributed?

Solution:
For Physics
𝒙−𝒙̅
𝒛=
𝒔
𝟖𝟎 − 𝟕𝟎
𝒛=
𝟓
𝟏𝟎
𝒛=
𝟓

𝒛=𝟐

A self-regulated Learning Module 20

For Math
𝒙−𝒙̅
𝒛=
𝒔
𝟖𝟔 − 𝟕𝟐
𝒛=
𝟒
𝟏𝟒
𝒛=
𝟒

𝒛 = 𝟑. 𝟓

Thus his performance in Math was better than his performance in Physics. His score in Physics was 2
standard deviation above the mean of the scores in Physics whereas in Math, his score was 3.5
standard deviation above the mean of the scores in Math.

3. The mean weight of grade 11 students at the University of Baguio is 48 kilograms and the standard
deviation is 2 kilograms. Assuming that the weights are normally distributed, what percent of the weights is
greater than 53 kilograms?

Solution
Step1: Convert the given data to z-score
𝒙−𝒙̅
𝒛=
𝒔
𝟓𝟑 − 𝟒𝟖
𝒛=
𝟐
𝟓
𝒛=
𝟐

𝒛 = 𝟐. 𝟓
Step2: Sketch the normal curve

Step3: Locate the area of 𝑧 = 2.5

 The area for 𝑧 = 2.5 is 0.4938 or 49.38%

Step4: Solve the area.

Since the required area is to the right of a positive z-value, we will subtract the value of the area which is
0.4938 from 50% or 0.5. Thus,
𝟎. 𝟓 − 𝟎. 𝟒𝟗𝟑𝟖 = 𝟎. 𝟎𝟎𝟔𝟐 𝐨𝐫 𝟎. 𝟔𝟐%
Therefore, the percentage of the weights greater than 53 kilograms is 𝟎. 𝟎𝟎𝟔𝟐 𝒐𝒓 𝟎. 𝟔𝟐%.

4. In an English test, the mean score is 55 and the standard deviation is 3. Assuming normality, what is the
probability that a score picked at random will lie:
a. above score 50?
b. between 57 and 63?

SOLUTION FOR LETTER A

Step1: Convert the given scores to z-score

𝒙−𝒙̅
𝒛=
𝒔
A self-regulated Learning Module 21
 𝟓𝟎 − 𝟓𝟓
𝒛=
𝟑
−𝟓
𝒛=
𝟑

𝒛 = −𝟏. 𝟔𝟕
Step2: Sketch the normal curve

Step3: Locate the area of 𝑧 = −1.67

 The area for 𝑧 = −1.67 is 0.4525 or 45.25%

Step4: Solve the area.

Since the required area is to the right of the negative z-value, we will add 0.5 or 50% to the value of the area.
Thus,
𝟎. 𝟓 + 𝟎. 𝟒𝟓𝟐𝟓 =. 𝟗𝟓𝟐𝟓 𝐨𝐫 𝟗𝟓. 𝟐𝟓%
Therefore, the probability that a score picked up at random will be above score 50 is 0.9525 or 95.25%.

SOLUTION FOR LETTER B

Step1: Convert the given score to z-score
∗ 𝒇𝒐𝒓 𝒙 = 𝟓𝟕 ∗ 𝒇𝒐𝒓 𝒙 = 𝟔𝟑
̅
𝒙−𝒙 ̅
𝒙−𝒙
𝒛= 𝒔 𝒛= 𝒔

𝟓𝟕−𝟓𝟓 𝟔𝟑−𝟓𝟓
𝒛= 𝟑
𝒛= 𝟑

𝟐 𝟖
𝒛=𝟑 𝒛=𝟑

𝒛 = 𝟎. 𝟔𝟕 𝒛 = 𝟐. 𝟔𝟕

Step2: Sketch the normal curve

Step3: Locate the areas.

 The area for 𝑧 = 0.67 is 0.2486 or 24.86%.
 The area for = 2.67 is 0.4962 or 49.62%.

Step4: Solve the area.

Since the required area is between two positive z values, we will subtract the areas. Thus,

A self-regulated Learning Module 22

 𝟎. 𝟒𝟗𝟔𝟐 − 𝟎. 𝟐𝟒𝟖𝟔 = 𝟎. 𝟐𝟒𝟕𝟔 𝐨𝐫 𝟐𝟒. 𝟕𝟔%
Therefore, the probability that a score picked up at random will lie between 57 and 63 is 0.2476 or
24.76%.

III. TRANSFER
Summative Test 3
Solve the following completely.

1. In a given normal distribution, the population mean is 60 and the population standard deviation is 2.5. Find
the corresponding standard score or z-score of the following values: (9 pts)
a. 73
b. 84
c. 62

2. The mean height of Grade 11 students at a certain University is 150 cm and the standard deviation is 12 cm.
Assuming that the heights are normally distributed, what percent of the heights is: (30pts)
a. greater than 156 cm?
b. less than 145 cm?
c. between 142 cm and 152 cm?

---------------------------------------------------------------------------------------------------------------------------------------------------

CHAPTER 3: SAMPLING AND SAMPLING DISTRIBUTIONS

In doing researches, the set of data needed by the researchers usually come from large group of
individuals or objects and gathering data from a large population is not only time consuming but also money
consuming, it is even nearly impossible. For us not to experience this, this chapter will help us familiarize
ourselves with the different sampling techniques that we can use in identifying or choosing our samples.

Pre- Assessment 2
Let’s check your prior knowledge about this course. The basic concepts of probability and statistics was
introduced during your lower grade, now let’s see how much can you still recall about these concepts. Answer
as many items as possible. You may skip some questions if you are uncertain.

1. Which among the following refers to as the measures of variability?

A. Mean and Median B. Mean and Variance
C. Variance and Standard Deviation D. Mode and Variance
2. What is the value of N in set of data consisting 2, 4, 6 and 8?
A. 2 B. 4
C. 6 D. 8
3. A type of sampling technique where the population may not be represented well.
A. Cluster Sampling B. Non-random Sampling
C. Random Sampling C. Quota Sampling
4. In what type of random sampling technique give all members of the population an equal chance to be part of
the sample?
A. Systematic Sampling B. Stratified Sampling
C. Lottery Sampling D. Cluster Sampling
5. What is the mean of the set of scores consisting 5, 11, 12,15 and 18?
A. 12.2 B. 15
C. 18 D. 61
6. How many samples of size n = 3 can be selected from a population with a size of 16?
A. 560 B. 360
C. 16 D. 3
7. These are statistic measures that describe a population.
A. Statistics B. Samples
C. Populations D. Parameters
8. These are statistic measures that describe a sample.
A. Statistics B. Samples
C. Populations D. Parameters
9. What term refers to the number of occurrence of data in an experiment?
A. Sampling B. Frequency
C. Probability D. Statistics
10. What is TRUE about probability among the following statements?
A. The total probability is always lesser than 1.
B. The total probability is always greater than 1.
C. The total probability is always greater than or equal to 1.
A self-regulated Learning Module 23
 D. The total probability is always equal to 1.

Key answer
1. C 6. A
2. B 7. D
3. B 8. A
4. C 9. B
5. A 10. D

Week 5
Sampling and Sampling Distributions

Lesson No. : 4
Time : 3 hours
Pre-requisites : Normal Probability Distributions
About the Lesson: In this chapter, you will learn the different sampling techniques and the concepts of
parameter and statistic..
Objectives:
In this lesson, you will be able to
1. illustrates random sampling;
2. distinguishes between parameter and statistic; and
3. identifies sampling distributions of statistics (sample mean).

Lesson Proper
I. INTRODUCTION
Definitions:
Sampling
- A method of selecting samples, like people, organizations, or objects from a population of interest.
Population
- Group of a total number of people, objects, or reactions that can be described as having a unique or
combination of qualities.
- The entire group that is being studied. Each member of the population is called a unit.
Sample
- It refers to a limited number of objects selected from the population.
- Representative of the entire population.

TYPES OF SAMPLING TECHNIQUE

A. Probability Sampling
(Random Sampling)
- Any method of sampling that utilizes some form of random selection, it is performed by selecting a group
of subjects (a sample) for study from a larger group (a population). Each individual is chosen entirely by
chance.

1. Simple random sampling/Lottery Random Sampling

- it is the simplest form of random sampling. Each individual is chosen entirely by chance and each member of
the population has an equal chance of being included in the sample.
- Sample Size Formula. Sloven’s Formula

𝑁 where: n is the sample size

𝑛=
1 + 𝑁𝑒 2 N is the population size
e is the margin of error

Example:
A researcher wants to study the effects of online learning on Grade 11 students in Baguio City High School. He
wishes to use the simple random sampling technique in choosing the members of his sample. If there are 1,000
grade 11 students in the school, how many students should there be in his sample? (use 5% margin of error)
Given:
N=1000
𝑒= 5% =0.05

Solution:

A self-regulated Learning Module 24

 𝑁 1000 1000 1000
𝑛= 2
= 2
= = = 285.71 = 286 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠
1 + 𝑁𝑒 1 + (1000𝑥. 05 ) 1 + (2.5) 3.5
2. Stratified random sampling
- The population is partitioned into several subgroups called strata, based on some characteristics like year level,
gender, age, ethnicity, etc., then samples are randomly selected separately from each stratum.
3. Systematic random sampling (with a random start)
- Taking every kth unit from an ordered population, the first unit being selected at random. The value of k is
calculated by dividing the number of elements in the population by the number of elements in the desired sample.
The value of k is the sampling interval.
𝑁
-𝑘= where k=sample interval, N=population size, n=sample size
𝑛
4. Cluster or area sampling
- The entire population is broken into small groups or clusters and then, some of the clusters are randomly
selected. The data from the randomly selected clusters are the ones that are analyzed.

NON-PROBABILITY SAMPLING
- Sampling method that does not involve random selection of samples, the population may or may not be
represented well, and it will often be difficult to know how well the population has been represented.
1. Accidental or Haphazard or Convenience sampling
- Normally biased since the researcher considers his/her convenience in the collection of the data.
2. Purposive sampling
- Sampling is based on certain criteria laid down by the researcher. People who satisfy the criteria are the ones
who can be a part of the sample.
3. Quota sampling
- Aims to just fill out the prescribed quota satisfying some definite instructions

II. INTERACTION
SAMPLING DISTRIBUTION
OF SAMPLE MEANS

 SAMPLING DISTRIBUTION – It is a probability distribution where in all possible sample size n is

repeatedly drawn from a population.
 PARAMETER – measures that describes a population (Population mean, population variance,
population standard deviation etc.).
 STATISTICS – measure that describes a sample (sample mean, sample variance, sample standard
deviation etc.)

Steps on Constructing a Sampling Distribution:

1. Calculate the number of possible outcomes of the data set.

𝑁!
𝑁𝐶𝑛 = (𝑁−𝑛)!(𝑛!), N=population size; n=sample size
2. Construct a random sampling distribution depending on the number of elements and compute the
sample mean of the random samples
3. Construct a probability distribution of the sample means
4. Construct a histogram for the distribution

Example 1 - Sampling Distribution of Sample Means. A population consists of the numbers 2, 4, 9, 10, and
5. Let us list all possible samples of size 3 from this population and compute the mean of each sample.
Given:
N=5 (There are 5 given numbers, 2, 4, 9, 10, and 5)
n=3
Step1: Calculate the number of possible outcomes of the data set.
𝑁!
𝑁𝐶𝑛 = (𝑁−𝑛)!(𝑛!) (or you can simply use
Your calculator)
5!
5𝐶3 = (5−3)!(3!)
Press “5”, Shift “nCr”, then “3”.
5!
5𝐶3 = (2)!(3!)
(note: 5-population size,

A self-regulated Learning Module 25

 5𝑥4𝑥3𝑥2𝑥1
5𝐶3 = (2𝑥1)(3𝑥2𝑥1) 3-sample size)

120
Sample Frequency Probability 5𝐶3 =
(2)(6)
mean (f) ̅)
P(𝒙
̅)
(𝒙 120
3.67 1 1 5𝐶3 = = 10
12
10 Therefore, there are 10 possible samples of size 3 from the
5.00 1 1 given population.
10
5.33 2 2 Step2: Construct a random sampling distribution
10 depending on the number of elements and compute the
5.67 1 1 sample mean of the random samples
Sample Mean 10 Ʃ𝑥 2+4+9 15
6.00 1 1 Sample Mean = 𝑛 = = =5
2, 4, 9 5.00 10 3 3
2, 4, 106.33 1 5.33 1
2, 4, 5 3.67 10
2, 9, 107.00 1 7.00 1
2, 9, 5 5.33 10
2,10, 5 7.67 1 5.67 1
4, 9, 10 7.67 10
4, 9, 5 8.00 1 6.00 1
4, 10, 5 6.33 10
9, 10, 5Total n 8.00
= 10 10
=1
10

Step3: Construct a probability distribution of the sample means

Frequency refers to how many times the

sample mean appears or occur in the table in
step 2.

3.67 appears only once so it’s frequency is 1.

Probability is the quotient of the frequency over

the total frequency.

For the sample mean 3.67, its frequency is 1 and

the total frequency is 10, therefore, it has a
1
probability of
10

Step4: Construct a histogram for the distribution

0.25

0.2
A self-regulated Learning Module 26
robability

0.15

0.1
Example2 - Drawing Cards. Samples of two cards are drawn at random from a population of 6 cards
numbered from 1 to 6.
Given: N = 5, and n = 2
Step1: Calculate the number of possible outcomes of the data set.
𝑁!
𝑁𝐶𝑛 = (𝑁−𝑛)!(𝑛!)
6!
6𝐶2 = (6−2)!(2!)
6!
6𝐶2 = (4)!(2!)
6𝑥5𝑥4𝑥3𝑥2𝑥1
6𝐶2 = (4𝑥3𝑥2𝑥1)(2𝑥1)

720
6𝐶2 =
(24)(2)

720
6𝐶2 = = 15
48

Step2: Construct a random sampling distribution depending on the number of elements and
compute the sample mean of the random samples

Sample Mean
1, 2 1.5
1, 3 2
1, 4 2.5
1, 5 3
1, 6 3.5
2, 3 2.5
2, 4 3
2, 5 3.5
2, 6 4
3, 4 3.5
3, 5 4
3, 6 4.5
4, 5 4.5
4, 6 5
5, 6 5.5

Step3: Construct a probability distribution of the sample means.

̅)
Sample Mean (𝒙 Frequency (f) Probability P(x)
1.5 1 1/5 =0.07
2 1 1/15=0.07
2.5 2 2/15=0.13
3 2 2/15=0.13
3.5 3 3/15 or 1/50=.2
4 2 2/15=0.13

A self-regulated Learning Module 27

 4.5 2 2/15=0.13
5 1 1/15=0.07
5.5 1 1/15=0.07
Total 15 15/15 or 1

Step4: Construct a histogram for the distribution

0.25

0.2
Probability

0.15

0.1

0.05

0
1.5 2 2.5 3 3.5 4 4.5 5 5.5
Sample mean

III. TRANSFER

Summative Test 4
Analyze and identify what is asked in the following problems.

1. How many samples of size n = 3 can be selected from a population with the following sizes?12 pts.
a. N = 12 c. N = 23
b. N = 16 d. N = 55
2. A population consists of the five numbers 2, 3, 6, 8, and 11. Consider samples of size 2 that can be
drawn from this population. 15pts
a. List all the possible samples and the corresponding mean.
b. Construct the sampling distribution of the sample means.
c. Draw a histogram of the sampling distribution of the means.

---------------------------------------------------------------------------------------------------------------------------------------------------

Week 6
Mean and Variance of Sampling Distributions (Sample Mean)
Lesson No. : 5
Time : 3 hours
Pre-requisites : Sampling and sampling distributions, concepts of mean, variance and standard deviation
About the Lesson: In this chapter, you will learn the different sampling techniques and the concepts of
parameter and statistic.
Objectives:
In this lesson, you will be able to
1. find the mean and variance of the sampling distribution of the sample mean; and
2. defines the sampling distribution of the sample mean for the normal population when the
when the variance is: (a) known; (b) unknown.

Lesson Proper
I. INTRODUCTION
In our past lessons, we already discussed the definitions of mean, variance and standard deviation.
Mean refers to the average of a set of data, while variance and standard deviation are measures of variability
that tells the degree of spread in a given data set. In this lesson we will be applying the concept of the said
terms in sampling distribution.
II. INTERACTION

MEAN AND VARIANCE OF SAMPLING DISTRIBUTION

FORMULA:
A self-regulated Learning Module 28
 Variance and Standard Deviation of a SAMPLING DISTRIBUTION
Variance: 𝜎 2 𝑥̅ =Variance of sampling distribution
2 2 2
𝜎 𝑥̅ = Ʃ[𝑥̅ • 𝑃(𝑥̅ )] − µ𝑥̅ 𝜎𝑥̅ =standard deviation of sampling
Standard Deviation: distribution
2 2 2
𝜎𝑥̅ = √Ʃ[𝑥̅ • 𝑃(𝑥̅ )] − µ𝑥̅ 𝑜𝑟 𝜎𝑥̅ = √𝜎 𝑥̅ 𝑥̅ = sample mean
𝑃(𝑥̅ )=probability of sample mean
µ𝑥̅ =sample mean of sampling distribution

Mean of sample, population, and sampling distribution

Sample Mean:
Ʃ𝑥 𝑥̅ = sample mean
𝑥̅ =
𝑛 𝑥 = raw scores
Sample mean of sampling distribution: 𝜇 = Population mean
µ𝑥̅ = Ʃ[𝑥̅ • 𝑃(𝑥̅ )] n = Sample size
Population Mean: N = Population size
Ʃ𝑥 𝑃(𝑥̅ )=probability of sample mean
𝜇=
𝑁 µ𝑥̅ =sample mean of sampling distribution

EXAMPLES: Find the sample mean, sample variance and sample standard deviation of the following.

1. The following table shows the number of clients of 6 agents in certain company. Supposed that random
samples of size 4 are taken from this population of 6 agents.
Agent Number of client
L 4
M 8
N 12
O 16
P 20
Q 24

SOLUTION:
Step1: Compute the population mean (𝜇)
Ʃ𝑥 4 + 8 + 12 + 16 + 20 + 24 84
𝜇= = = = 14
𝑁 6 6
Thus, the population mean is 14.

Step2: Solve the number of possible samples that can be generated in the given values.
To solve the possible number of samples we will use combination formula.
𝑁!
𝑁𝐶𝑛 = (𝑁−𝑛)!(𝑛!)
6!
6𝐶4 = (6−4)!(4!)
6!
6𝐶4 = (2)!(4!)
6𝑥5𝑥4𝑥3𝑥2𝑥1
6𝐶4 = (2𝑥1)(4𝑥3𝑥2𝑥1)
720
6𝐶4 =
(2)(24)
720
6𝐶4 = = 15
48

Step3: Identify the possible samples of size 4 (n=4) and their corresponding means.

Possible Sample mean(𝑥̅ )

samples Sample computation for the sample mean:
4, 8, 12, 16 10 Ʃ𝑥 4+8+12+16 40
4, 8, 12, 20 11 Sample Mean =𝑥̅ = = = = 10
𝑛 4 4
4, 8, 12, 24 12
4, 8, 16, 20 12
4, 8, 16, 24 13
4, 8, 20, 24 14
4, 12, 16, 20 13
4, 12, 16, 24 14
4, 12, 20, 24 15
4, 16, 20, 24 16
A self-regulated Learning Module 29
 8, 12, 16, 20 14
8, 12, 16, 24 15
8, 12, 20, 24 16
8, 16, 20, 24 17
12, 16, 20, 24 18

Step4: Construct the probability distribution.

Note:
 Frequency refers to the number of times the sample mean occurs in the table in step 3.
 Probability is equivalent to frequency over total frequency.
Sample mean(𝑥̅ ) Frequency (f) Probability [P(x)]
10 1 1/15
11 1 1/15
12 2 2/15
13 2 2/15
14 3 3/15 = 1/5
15 2 2/15
16 2 2/15
17 1 1/15
18 1 1/15
TOTAL 15 15/15 = 1

Step5: Solve the mean of the sampling distribution.

Formula:
µ𝑥̅ = Ʃ[𝑥̅ • 𝑃(𝑥̅ )]

Sample mean(𝑥̅ ) Probability [P(x)] 𝑥̅ • 𝑃(𝑥̅ )

10 1/15 10/15 = 2/3
11 1/15 11/15
12 2/15 24/15 = 8/5
13 2/15 26/15
14 3/15 = 1/5 42/15 = 14/5
15 2/15 30/15 = 2
16 2/15 32/15
17 1/15 17/15
18 1/15 18/15
TOTAL: 15/15 = 1 210/15

10 11 24 26 42 30 32 17 18 210
µ𝑥̅ = Ʃ[𝑥̅ • 𝑃(𝑥̅ )] = 15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 + 15 = 15
= 14

Therefore, the sample mean of the given sampling distribution is 14.

Notice that the value of population mean is also 15, hence, µ = µ𝑥̅ .

Step6: Solve the sampling distribution variance and standard deviation.

To compute the variance and the standard deviation, proceed as follows:
Formula:
Raise the given sample mean by 2.
𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒 = 𝜎 2 𝑥̅ = Ʃ[𝑥̅ 2 • 𝑃(𝑥̅ )] − µ𝑥̅ 2
Sample computations:
𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 = 𝜎 = √𝜎 2 102 = 100; 112 = 121
𝑥̅ 𝑥̅

Sample mean(𝑥̅ ) Probability ̅𝟐

𝒙 ̅𝟐 • 𝑷(𝒙
𝒙 ̅)
[P(x)]
10 1/15 100 100/15 = 20/3 Multiply the 𝒙̅𝟐
11 1/15 121 121/15 value to its
12 2/15 144 288/15 = 96/5 corresponding
probability P(x).
13 2/15 169 338/15
Sample
A self-regulated Learning Module computation: 30
1 100
100 𝑥 15 = 15 =
20
𝑜𝑟 6.67
 =14 3/15 = 1/5 196 588/15 = 196/5
15 2/15 225 450/15 = 30
16 2/15 256 512/15
17 1/15 289 289/15
18 1/15 324 324/15
TOTAL: 15/15 = 1 602/3

602 602 14
𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒 = 𝜎 2 𝑥̅ = Ʃ[𝑥̅ 2 • 𝑃(𝑥̅ )] − µ𝑥̅ 2 = − 142 = − 196 = 𝑜𝑟 4.67
3 3 3

14 √42
𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 = 𝜎𝑥̅ = √𝜎 2 𝑥̅ = √ 3 = 3
𝑜𝑟 2.16

𝟏𝟒 √𝟒𝟐
Therefore, the values of the variance and standard deviation are 𝟑
𝒐𝒓 𝟒. 𝟔𝟕 and 𝟑
𝒐𝒓 𝟐. 𝟏𝟔
respectively.
2. A population values which are 5, 6, 7 and 8. Supposed that a sample of size 2 is to be taken from this
population.
Solution:
Step1: Compute the population mean (𝜇)
Ʃ𝑥 5 + 6 + 7 + 8 26 26
𝜇= = = = 𝑜𝑟 6.5
𝑁 4 4 4
26
Thus, the population mean is 4 𝑜𝑟 6.5.

Step2: Solve the number of possible samples that can be generated in the given values.
To solve the possible number of samples we will use combination formula.
𝑁!
𝑁𝐶𝑛 = (𝑁−𝑛)!(𝑛!)
4!
4𝐶2 = (4−2)!(2!)
4!
4𝐶2 = (2)!(2!)
4𝑥3𝑥2𝑥1
4𝐶2 = (2𝑥1)(2𝑥1)
24
4𝐶2 =
(2)(2)
24
4𝐶2 = =6
4

Step3: Identify the possible samples of size 2 (n=2) and their corresponding means.
Possible Sample mean(𝑥̅ )
samples
5, 6 5.5
Sample computation for the sample mean:
Ʃ𝑥 5+6 11
5, 7 6 Sample Mean =𝑥̅ = = = = 5.5
5, 8 6.5 𝑛 2 2
6, 7 6.5
6, 8 7
7,8 7.5

Step4: Construct the probability distribution.

Note:
 Frequency refers to the number of times the sample mean occurs in the table in step 3.
 Probability is equivalent to frequency over total frequency.
Sample mean(𝑥̅ ) Frequency (f) Probability [P(x)]
5.5 1 1/6
6 1 1/6
6.5 2 2/6 = 1/3
7 1 1/6
7.5 1 1/6

A self-regulated Learning Module 31

 TOTAL 6 6/6 = 1

Step5: Solve the mean of the sampling distribution.

Formula:
µ𝑥̅ = Ʃ[𝑥̅ • 𝑃(𝑥̅ )]

Sample mean(𝑥̅ ) Probability [P(x)] 𝑥̅ • 𝑃(𝑥̅ )

5.5 1/6 5.5/6
6 1/6 6/6 = 1
6.5 2/6 = 1/3 13/6 = 6.5/3
7 1/6 7/6
7.5 1/6 7.5/6 = 5/4
TOTAL: 6/6 = 1 13/2

5.5 6 13 7 7.5 39 13
µ𝑥̅ = Ʃ[𝑥̅ • 𝑃(𝑥̅ )] = + + + + = = 𝑜𝑟 6.5
6 6 6 6 6 6 2

Therefore, the sample mean of the given sampling distribution is 6.5.

Notice that the value of population mean is also 6.5, hence, µ = µ𝑥̅ .

Step6: Solve the sampling distribution variance and standard deviation.

To compute the variance and the standard deviation, proceed as follows:
Formula:
𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒 = 𝜎 2 𝑥̅ = Ʃ[𝑥̅ 2 • 𝑃(𝑥̅ )] − µ𝑥̅ 2 Raise the given sample mean by 2.
Sample computations:
𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 = 𝜎𝑥̅ = √𝜎 𝑥̅ 2 5.52 = 30.25; 62 = 36

Sample mean(𝑥̅ ) Probability ̅𝟐

𝒙 ̅𝟐 • 𝑷(𝒙
𝒙 ̅)
[P(x)]
5.5 1/6 30.25 30.25/6 = 121/24 = 5.04 Multiply the 𝒙̅𝟐
6 1/6 36 36/6 = 6 value to its
6.5 2/6 = 1/3 42.25 84.5/6 = 14.08 corresponding
probability P(x).
7 1/6 49 49/6 = 8.17 Sample
7.5 1/6 56.25 56.25/6 = 75/8 = 9.38 computation:
1 30.25
TOTAL: 6/6 = 1 213.75 128/3 30.25 𝑥 6 = 6 =
121
24
𝑜𝑟 5.04
128 128
𝑉𝑎𝑟𝑖𝑎𝑛𝑐𝑒 = 𝜎 2 𝑥̅ = Ʃ[𝑥̅ 2 • 𝑃(𝑥̅ )] − µ𝑥̅ 2 = − 6.52 = − 42.25 = 0.42
3 3

𝑆𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 = 𝜎𝑥̅ = √𝜎 2 𝑥̅ = √0.42 = 0.65

Therefore, the values of the variance and standard deviation are 𝟎. 𝟒𝟐 and 𝟎. 𝟔𝟓 respectively.
III. TRANSFER
Summative Test 5
Find the mean, variance and standard deviation of the given problem. 30 pts
1. Random samples of size n=2 are drawn from a finite population consisting of 18, 23, 26, 30 and 33.
a. Find the mean of the population.
b. Identify the possible number of samples.
c. Identify all the possible samples and their corresponding mean.
d. Construct the probability distribution.
e. Solve the sampling distribution mean.
f. Solve the sampling distribution variance and standard deviation.
(Follow the process that was discussed in the previous lesson.)
A self-regulated Learning Module 32
------------------------------------------------------------------------------------------------------------------ --------------------------

Minitask 1: Sampling and Sampling Distributions

Scenario

The Department of Health is conducting random drug testing in a barangay in relation to their age. You are the
officer assigned to conduct the test in your own barangay. You only need 10 randomly selected students to be
tested. You are to give instructions to the school director on how you are going to select the 10 students by
applying your knowledge of the methods of sampling. To do the task well, you need to ensure that the sample
is selected randomly. From a sample of 10, you take a sample size of 2.

TASKS:

A. Identify the appropriate method of sampling in the given situation and explain how you are going to do it.

B. Create a probability distribution that includes the list of your possible samples.

C. Compute for the mean, variance, and standard deviation of the sampling distribution of the means.

D. Construct a probability histogram of your sampling distribution.

Rubrics Score
Below Standard: Satisfactory: Accomplished: Excellent:
Criteria
2 3 4 5
Sampling Chosen sampling Chosen sampling Chosen Chosen sampling X4
Method method is wrong. method is correct sampling method method is correct
but computations is correct and and computations
are very limited. computations are are excellent.
complete.
Probability The probability The probability The probability The probability X4
Distrbution and distribution and distribution and distribution and distribution and
histogram histogram has histogram has 2 histogram has 3- histogram is
correctly errors but with 4errors in poorly constructed
constructed with correct possible construction and with much errors
correct possible samples with its content. seen.
samples with its corresponding
corresponding probability.
probability.
Computations Computations are Computations are X4
Computations are Computations
(mean, complete and with incomplete and
complete and with are incomplete
variance, and correct solutions with wrong
correct solutions and with correct
standard but wrong solutions and
and answers. solutions
deviation) answers. answers
Neatness and Their paper did Their paper did not Their paper Their paper X2
format not follow the follow some of the followed the followed the
format. format but there is given format. required format
no erasure in it. and there is no
erasure of any
kind.
Total = 70 pts

Week 7 and 8
The Central Limit Theorem

Lesson No. : 6
Time : 8 hours

A self-regulated Learning Module 33

Objectives:
In this lesson, you will be able to
1. illustrate the Central Limit Theorem
2. defines the sampling distribution of the sample mean using the Central Limit Theorem
3. solves problems involving sampling distributions of the sample mean

Lesson Proper

I. INTRODUCTION
If samples of size n are randomly selected from a population with mean µ and variance 𝜎 2 , the sampling
distribution of of the sample means will approach a normal distribution even when the original population is not
normally distributed, as long as the sample size n is sufficiently large.

Consider the population consisting of values 2, 4, 6, and 8.

∑x 20
Population mean: µ = = =5
4 4

Sampling Distribution:

Observation x f P (X = x)
1 2 1 1/4
2 4 1 1/4
3 6 1 1/4
4 8 1 1/4

Probability Histogram: n = 1

P (x)
The histogram has a uniform
3/4 2/4 1/4

distribution and does not approximate

a normal curve.

𝑥̅
2 4 6 8

Activity: Comparing sample sizes n<30 and n>30

Now, consider all possible samples of size 2 that can be drawn with replacement from the population
2, 4, 6, and 8.
(A) Create a sampling distribution of the means and
(B) Create a probability histogram of the sampling distribution of the means with n = 2.
(C) Compare your Probability histogram with the one above. What can you observe?

II. INTERACTION

Central Limit Theorem

If samples of size n, where n is sufficiently large, are drawn form any population with a mean µ and
a standard deviation σ , then the sampling distribution of the sample means approximates a normal
distribution.

A self-regulated Learning Module 34

 Formula:
where 𝑋̅ = sample mean
For sample For population
µ = population mean
𝑋̅−𝜇 𝑋̅−𝜇
𝑧= 𝜎 𝑧= 𝜎 = population standard deviation
𝜎 n = sample size
√𝑛

Example 1: The average time it takes a group of college students to complete a certain examination is 46.2
minutes. The standard deviation is 8 minutes. Assume that the variable is normally distributed.
a. What is the probability that a randomly selected college student will complete the examination
in less than 43 minutes?

Given: µ = 46.2 𝜎 = 8 X = 43
 We are dealing with an individual data obtained from the population. So, we will use the
𝑋̅−𝜇
formula 𝑧 =
𝜎

43 46.2

 We now find the P(X < 43) by getting the area under the normal curve.

The probability that a randomly selected college student will complete the examination
in less than 43 minutes is 0.3446 or 34.46%.

b. If 50 randomly selected students take the examination, what is the probability that the mean
time it takes the group to complete the test will be less than 43 minutes?

Given: µ = 46.2 𝜎=8 𝑋̅ = 43 n = 50

𝑋̅−𝜇
 We are dealing with data about the sample means. So, we will use the formula 𝑧 = 𝜎
√𝑛

43 46.2

 We now find the P(X < 43) by getting the area under the normal curve.

The probability that the mean time it takes the 50 randomly selected college students will
complete the test in less than 43 minutes in 0.0023 or 0.23%.

Example 2: There are 250 dogs at a dog show who weigh an average of 12 pounds, with a standard
deviation of 8 pounds. If 4 dogs are chosen at random, what is the probability they have an average
weight of greater than 8 pounds and less than 25 pounds?

A self-regulated Learning Module 35

 Given: µ = 12 𝜎=8 𝑋̅ = 8, 25 n=4
𝑋̅−𝜇
 use the formula 𝑧 = 𝜎
√𝑛
We now find the P(X > 8) by getting the area under
𝑋̅−𝜇 8−12
𝑧= 𝜎 = 8 = -1 the normal curve.
P(X > 8) = P (z > -1) = 0.3413
√𝑛 √4

𝑋̅−𝜇 25−12 We now find the P(X < 25) by getting the area under
𝑧= 𝜎 = 8 = 3.25 the normal curve.
√𝑛 √4 P(X < 25) = P (z < 3.25) = 0.4996

P (3.25 > z > -1) = 0.3413 + 0.4996

= 0.8407

0.4996 The probability that the 54 dogs have an

average weight of greater than 8 pounds and
0.3413 less than 25 pounds is 0.8407 or 84.07 %

III. INTEGRATION
SUMMATIVE ASSEsSSENT 6

From the lesson discussed and the practices that you have accomplished, try to solve and answer the
following questions.Write the letter of your correct answer before each number. If you have any difficulties go
back to the lesson and apply the concepts discussed. Show your complete solutions and illustrate the
shaded area on the normal curve.

1. A manufacturer of light bulbs produces bulbs that last a mean of 950 hours with a standard deviation of
120 hours. What is the probability that the mean lifetime of a random sample of 10 of these bulbs is
less than 900 hours? 10 pts.
2. The average public high school has 468 students with a standard deviation of 87.
a. If a public school is selected, what is the probability that the number of students enrolled is greater
than 400? 10 pts.
b. b. If a random sample of 38 public schools is selected, what is the probability that
the number of students enrolled is between 445 and 485?10 pts.
3. A population of 29-year old males has a mean salary of ₱29, 321 with a standard deviation of ₱2,120. If
a sample of 100 men is taken, what is the probability that their mean salary will be less than ₱29,000?
10 pts
Lesson closure

In this lesson, you learned how to illustrate and define the sampling distribution of the sample mean
using the central limit theorem. You also learned how to solve problem involving sampling distribution of
the sample mean using central limit theorem.

 As the sample size 𝑛 increase, the sampling distribution of the means approaches a normal
distribution.
𝑋̅−𝜇
 Use 𝑧 = 𝜎
to convert scores or values to z-scores when dealing with population only.
𝑋̅−𝜇
 Use 𝑧 = 𝜎 to convert scores or values to z-scores when dealing with samples drawn from the
√𝑛
population.

A self-regulated Learning Module 36

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CHAPTER 4: ESTIMATION OF PARAMETER

If the sample size is greater than 30 (n>30) use Z distribution. Statistical theory says that if the
population is known to be normal you can use Z when regardless of sample size, but you should ignore theory
in this case. In practice if the population is known to be normal and the sample size is small, not around 30, it is
better to use the t distribution instead of Z -- it's more conservative. If n<30 and population is unknown use t
distribution. If n<30 we ALWAYS assume population is normal.
Pre- Assessment 2
Let’s check your prior knowledge about this course. The basic concepts of probability and statistics was
introduced during your lower grade, now let’s see how much can you still recall about these concepts. Answer
as many items as possible. You may skip some questions if you are uncertain.

1. What do we call all the members of a specified group?

A. Population C. Parameter
B. Sample D. Statistic
2. What are the characteristics used to describe a population?
A. Population C. Parameter
B. Sample D. Statistic
3. . Which of the following statements best describes the relationship between a parameter and a statistic?
A. A parameter has a sampling distribution with the statistic as its mean.
B. . A parameter has a sampling distribution that can be used to determine what values the statistic is
likely to have in repeated samples.
C. A parameter is used to estimate a statistic
D. A statistic is used to estimate a parameter.
4. A sampling distribution is the probability distribution for which one of the following:
A. A Sample C. A population
B. A sample statistic D. A population parameter
5. Which statement is not true about confidence intervals?
A. A confidence interval is an interval of values computed from sample data that is likely to include the
true population value.
B. An approximate formula for a 95% confidence interval is sample estimate ± margin of error.
C. A confidence interval between 20% and 40% means that the population proportion lies between 20%
and 40%.
D. A 99% confidence interval procedure has a higher probability of producing intervals that will include
the population parameter than a 95% confidence interval procedure.
6. Which of the following statements is correct about a parameter and a statistic associated with repeated
random samples of the same size from the same population?
A. Values of a parameter will vary from sample to sample but values of a statistic will not.
B. Values of both a parameter and a statistic may vary from sample to sample.
C. Values of a parameter will vary according to the sampling distribution for that parameter.
D. Values of a statistic will vary according to the sampling distribution for that statistic
7. Heights of college women have a distribution that can be approximated by a normal curve with a mean of 65
inches and a standard deviation equal to 3 inches. About what proportion of college women are between
65 and 67 inches tall?
A. 0.75 C. 0.25
B. 0.50 D.0.17
8. Which one of these variables is a continuous random variable?
A. The time it takes a randomly selected student to complete an exam.
B. The number of tattoos a randomly selected person has.
C. The number of women taller than 68 inches in a random sample of 5 women.
D. The number of correct guesses on a multiple choice test.
9. Which is true about parameter?
A. a sample characteristic C. unknown
B. a population characteristic D. normal normally distributed
10. A national random sample of 20 ACT scores from 2010 is listed below. What is the sample mean and
standard deviation.
29, 26, 13, 23, 23, 25, 17, 22, 17, 19, 12, 26, 30, 30, 18, 14, 12, 26, 17, 18
A. 20.50, 5.79 C.20.85, 5.79
B. 20.50, 5.94 D. 20.85, 5.94

Key answer
1. A 6. D
2. C 7. C

A self-regulated Learning Module 37

 3. D 8. A
4. B 9. B
5. C 10. D

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Week 9
The t - Distribution
Lesson No. : 8
Time : 4 hours
Objectives:
In this lesson, you will be able to
1. illustrate the t-distribution
2. Identifies percentiles using the t-table

Lesson Proper

I. INTRODUCTION

The T Distribution (and the associated t scores), are used in hypothesis

testing when you want to figure out if you should accept or reject the null
hypothesis. In general, this distribution is used when you have a small sample
size (under 30) or you don’t know the population standard deviation. For practical
purposes (i.e. in the real world), this is nearly always the case. So, unlike in your
elementary statistics class, you’ll likely be using it in real life situations more than
the normal distribution. If the size of your sample is large enough, the two
distributions are practically the same.

II. INTERACTION

The T distribution is a family of distributions that look

almost identical to the normal distribution curve, only a bit
shorter and fatter. The t distribution is used instead of the
normal distribution when you have small samples. The larger
the sample size, the more the t distribution looks like the normal
distribution.

Where:
𝑥̅ = Sample mean
µ = Population mean
s = standard deviation of the sample mean
n = sample size

A self-regulated Learning Module 38

 df

Slideshare.net

To find a value in the Table of t-distribution, there is a need to adjust the sample size n by converting it to degrees
of freedom df. df = n - 1, where n = sample size.
Use the t-distribution table to find the critical value. Df is the first column and α is the first row then find their
intersection.
1. α = 0.05, df = 8 Critical value: 1.860
2. α = 0.025, df = 12 Critical value: 2.179
3. α = 0.01, df = 20 Critical value: 1.325

Example 1: Suppose you do a study of acupuncture to determine how effective it is in relieving pain and you
suspect that the data you collected do not represent the target population. The population mean is
7.54. You measure sensory rates for 15 subjects with the results given. Use the sample data to
construct a 95% confidence level.
8.6 9.4 7.9 6.8 8.3 7.3 9.2
9.6 8.7 11.4 10.3 5.4 8.1 5.5 6.9

Step 1: Find the sample mean and sample standard deviation.

∑𝑥
Sample mean 𝑥̅ = = 8.2267
𝑛
Sample standard deviation = 1.6722

Step 2: find the degrees of freedom (df = n - 1)

df = 14

Step 3: Find the critical value. Confidence level is 95%.

(1- α) 100% = 95%
1- α = 0.95
α = 0 .05
Use the t - distribution table and move to the right until the column headed 0.05 with df = 14. Hence,
the critical value is 1.761.

Step 4: Compute the test statistic t.

x̅− μ 8.2267− 7.54
t = s = 1.6722 = 1.5904
√n √15

Test statistic

Critical value
4
1.590
1.761

A self-regulated Learning Module 39

 The value of the test statistic or the computed t-value is less than the critical value 1.761.
therefore, the student is wrong in suspecting that the data are not representative of the target
population.

Identifying Percentiles Using the t-Distribution Table

Example 1: The graph of the distribution below has a df = 6

a. If the shaded area is 0.025, what is the area to the left of t ?

P = (1 - α) 100%
= (1 - 0.025) 100%
= (0.975) 100%
P = 97.5%
P = 0.975 area to the left of t
b. What does t represent?
Hence, t represents the 97.5th percentile

c. Find the value of t .

To find the value of t, look under the column headed df. Move to the right until the column headed for
0.025 is reached. The result is 2.447.

Example 2: The total shaded area of a curve is 0.1 with df = 18. Which percentile is t1 and what is its value?

P = (1 -α )100%
0.1
= (1 - 2
) 100% α is divided by 2 because 0.1 is the total
shaded area at the left and right

P = 0.95 Thus, t1 represents the 95th percentile.

-t1 0 t1 To find the value, proceed to the right until the

column headed 0.05. The result is 1.734

Activity: Find the Percentile

Find what is asked in each situation using the t-distribution table.
1. Suppose you have a sample size of 10, what is the 95th percentile of its corresponding t-distribution.
2. The total shaded area of a curve is 0.02 with df = 19. What is the value of the 99th percentile?
3. Find the 2.5th and 97.5th percentile of a t-distribution with 11 degrees of freedom.

III. INTEGRATION

SUMMATIVE ASSESSMENT 7

From the lesson discussed and the practices that you have accomplished, try to solve and answer the
following questions.Write the letter of your correct answer before each number. If you have any difficulties go
back to the lesson and apply the concepts discussed. Show your complete solutions and box your final
answers.
1. The graph of the t- distribution with 15 degrees of freedom is shown below. 5 pts each

Find the value of t1 such that the:

a. shaded area on the left is equal to 0. 05

b. shaded area on the right is 0.1
c. Total shaded area is 0.02

d. Area to the left of t1 = 0.95

A self-regulated Learning Module 40

 2. Find the 5th percentile of a t-distribution with 28 degrees of freedom. (5 pts)

3. The area to the left of t1 is 0.995, what is the value of t1? (5pts)

---------------------------------------------------------------------------------------------------------------------------------
Minitask 2: Infographics
TASK:

Choose 2 chapters form the chapters that were discussed that you felt interested. Create an
infographics about those chapters. An infographic is a collection of imagery, charts, and minimal text that
gives an easy-to-understand overview of a topic.Include at least 2 real-life situations in each chapter. Be
creative in creating your infographics. Make sure that it is striking and engaging. Include references at the last
part of your work. Your output will be evaluated using the rubric below so read it carefully and make sure that
your infographic is aligned.
RUBRICS:

Outstanding Satisfactory Fairly Satisfactory Needs Improvement

CATEGORY (4) (3) (2) (1)
SCORE

The contents are

The contents are
The contents are very The contents are somewhat
somewhat informative,
informative, striking, and informative, striking, informative, striking,
CONTENT but not striking and X6
engaging. The output and engaging.The and engaging.The
engaging.The output
exceeds the expectations output is complete output is somewhat
is incomplete
complete
Presentation is neat, Presentation flows Presentation is Presentation has
clean, well-organized and well. Some tools unorganized. no flow. Insufficient
PROJECT presented in a creative are used to show Tools are not information
X5
PRESENTATION way. Presentation is acceptable used in a relevant
colorful and creative. understanding. manner.

CORRECTNESS The output is free from The output contains The output has The output has many
X4
errors minimal errors several errors errors

The project was

completed on time The project was
PREPARATION The project was completed The project was
completed after the X3
ahead of time incomplete
deadline

TOTAL: /70

Week 10
The Length of Confidence Interval

Lesson No. : 8
Time : 4 hours
Objectives:
In this lesson, you will be able to
1. Identifies the length of a confidence interval
2. Computes for the length of the confidence interval
3. Computes for an appropriate sample size using the length interval
4. Solves problems involving sample size determination

Lesson Proper

I. INTRODUCTION

A self-regulated Learning Module 41

In statistical inference, one wishes to estimate population parameters using observed sample
data.A confidence interval gives an estimated range of values which is likely to include an unknown
population parameter, the estimated range being calculated from a given set of sample data.
Activity:
Try this crossword puzzle and see the words associated with confidence interval.

II. INTERACTION

The length of a confidence interval is the absolute difference between the upper and the lower confidence limit.
LCI = |UCL − LCL|, where LCI = length of confidence interval
UCL = Upper confidence limit
LCL = Lower confidence limit

FORMULAS:

 Formula for interval estimate of population mean when population variance is known and n≥ 30.
𝜎 𝜎 𝜎
x̄ – 𝑧𝛼 ( ) < 𝜇 < x̄ + 𝑧𝛼 ( ) or simply LCI = 2𝑧𝛼 ( )
2 √𝑛 2 √𝑛 2 √𝑛

 Formula for interval estimate of population mean when population variance is unknown
It is used to determine the confidence interval for estimating population mean when:
- If the population standard deviation (𝜎) is unknown
- If the sample size is small (n ≤ 30)
𝒔 𝒔 𝒔
𝒙̄ − 𝒕𝜶 ( ) < 𝝁 < 𝒙̄ + 𝒕𝜶 ( ) or LCI = 2𝒕𝜶 ( )
𝟐 √𝒏 𝟐 √𝒏 𝟐 √𝒏
 Formula for interval estimate of population proportion
̂ (𝟏−𝒑
𝒑 ̂) ̂ (𝟏−𝒑
𝒑 ̂) ̂ (𝟏−𝒑
𝒑 ̂)
̂ − 𝒛𝜶 √
𝒑 ̂ − 𝒛𝜶 √
<𝒑<𝒑 or LCI = 2𝑧𝛼 √
𝒏
𝟐 𝒏 𝟐 𝒏 2

A self-regulated Learning Module 42

 Example 1: The mean score of a random sample of 49 Grade 11 students who took the first periodic test is
calculated to be 78. The population variance is known to be 0.16.
a. Find the 95% confidence interval for the mean of the entire Grade 11 students.
b. Find the lower and upper confidence limits.
Given: x̄ = 78 𝜎 2 = 0.16 n = 49 Confidence Interval = 95%
a. Step 1: Find the value of 𝑧 .
𝛼
2
(1- ∝ ) 100% = 95%
(1- ∝ ) 1 = 0.95
(1- ∝ ) = 0.95
∝ = 0.05
𝛼
= 0.025
2

*∝ Is divided by 2 since the interest is on either left or right of the population mean.

Subtract 0.025 from 0.5:

0.5- 0.025 = 0.475 or 0.4750

Use the Areas Under the Normal Curve Table. The area 0.4750 from the z- table is 1.96. Therefore
𝑧𝛼 = 1.96.
2
𝜎
Step 2: Use the formula LCI = 2𝑧𝛼 ( )
2 √𝑛
0.4
LCI = 2 (1.96)( ) = 0.224
√49

The researcher is 95% confident that the sample mean x̄ = 78 differs from the population mean μ
by no more than 0.224.
𝜎
b. 𝑧𝛼 ( ) = 0.224/2 = 0.112
2 √𝑛
𝜎 𝜎
x̄ – 𝑧𝛼 ( ) < 𝜇 < x̄ + 𝑧𝛼 ( ) = 78 – 0.112 < μ < 78 + 0.112
2 √𝑛 2 √𝑛
= 77.888 < μ < 78.112
Lower confidence limit= 77.89
Upper confidence limit= 78.11

Example 2: 12 randomly selected scores in Mathematics test is selected. Find a 99% confidence level for the
mean score of all Grade 11 students with a standard deviation of 6.18.
Step1: Find the degrees of freedom

𝑑𝑓 = 𝑛 − 1 → 𝑑𝑓 = 12 − 1 → 𝑑𝑓 = 11

Step 2: Find 𝛼 in ( 1 − 𝛼 ) 100% confidence level.

( 1 − 𝛼 ) 1 = 0.99 Then,

( 1 − 𝛼 ) = .99 𝛼 0.01
= = 0.005
2 2
𝛼 = 1 − .99

𝛼 = 0.01
Step 3: Find the critical value of 𝑡𝛼 using the t – table value.
2

Using the t-distribution table find the critical value. Df = 11 and 𝛼 = 0.005.

The result is 𝒕𝜶 = 3.106.

𝟐

Step 4: Find the Length of Confidence interval

𝒔 6.18
LCI = 2𝒕𝜶 ( ) = 2(3.106)( ) = 11.08
𝟐 √𝒏 √12

A self-regulated Learning Module 43

 * Confidence Interval:
s s
x̄ − t α ( ) < µ < x̄ + t α ( )
2 √n 2 √n

x̄ − E < µ < x̄ + E Upper limit = 81.54

76 − 5.54 < µ < 76 + 5.54 Lower limit = 75.46

70.46 < µ < 81.54

- Most of the grade 11 students have a grade ranging 74.46 to 81.54
Example 3: In a recent survey of 850 students, it was found out that 476 of them have laptops. Find a 95%
confidence interval for the actual proportion of students who have laptops.

Step 1: Find the sample proportion

𝑥 476
p̂ = = = 0.56
𝑛 850

Step 2: Find 𝛼 in ( 1 − 𝛼 ) 100% confidence level.

Using the area under the
( 1 − 𝛼 ) 1 = 0.95 Then, standard normal curve table
( 1 − 𝛼 ) = .95 𝒛𝜶 = 𝟏. 𝟗𝟔
𝛼 0.05 𝟐
= = 0.025
𝛼 = 1 − .95 2 2
𝛼 = 0.05 Subtract 0.025 from 0.5
0.5 – 0.025 = 0.475

Step 3: Find the length of confidence interval

̂ (𝟏−𝒑
𝒑 ̂) 𝟎.𝟓𝟔(𝟏−𝟎.𝟓𝟔)
LCI = 2𝑧𝛼 √ = 2 (1.96)√ = 0.066 ≈0.07
2 𝒏 𝟖𝟓𝟎
* Confidence Interval:
𝒛𝜶 = 𝟏. 𝟗𝟔
𝟐
Therefore, 53% to 59% of
𝒑̂ (𝟏 − 𝒑
̂) 𝒑̂ (𝟏 − 𝒑
̂) the students have laptops
̂ − 𝒛𝜶 √
𝒑 ̂ + 𝒛𝜶 √
<𝒑<𝒑
𝟐 𝒏 𝟐 𝒏 at 95% CONFIDENCE
INTERVAL.
0.56(0.44) 0.56(0.44)
0.56 − 1.96√ < 𝑝 < 0.56 + 1.96√
850 850

0.56 − 0.03 < p < 0.56 + 0.03

0.53 < p < 0.59

III. INTEGRATION

SUMMATIVE ASSESSMENT 8

Analyze the given situations and do what is asked in each item. Include your complete solutions and box your
final answers. (25 pts)
1. The mean score of a random sample of 35 Grade 11 students who took the first periodic test is
calculated to be 86. The population variance is known to be 0.10.
a) Find the 95% confidence interval for the mean of the entire Grade 11 students.
b) Find the lower and upper confidence limits.

2. The mean and standard deviation of the scores of a random sample of 45 Grade 10 students who took
the final test are calculated to be 76 and 12.5, respectively. Find the 95% confidence interval for the
mean of the entire Grade 10 students.

3. Suppose a student measuring the boiling temperature of a certain liquid observes the readings (in
degrees Celsius) 102.5, 101.7, 103.1, 100.9, 100.5, and 102.2 on 6 different samples of the liquid. He
calculates the sample mean to be 101.82. If he knows that the standard deviation for this procedure is

A self-regulated Learning Module 44

 1.2 degrees, what is the length of confidence interval for the population mean at a 90% confidence
level?
4. Researchers are interested in the average heart rate of male college students. Assume a random
sample of 130 male college students were taken from 200 students for the study. Find a 95%
confidence interval for the actual proportion of students.
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MINITASK 3: Statistics and Probability in Real Life

Students tasks: With your understanding of statistics and probability, you are tasked to compose a 1 – minute jingle that
aims to make the people recognize the importance of statistics and probability in real life.
Instruction: Record your jingle using any available gadget that you have to be uploaded via google classroom for online
students or save it in a USB then send it to your teacher via courier/personally for offline learners.

Additional guidelines:
1. Mini-task 3 is by group with 3 members.
2. Any output that are copy pasted from the internet will be given a score of zero. (lyrics must be an original composition)

Rubrics for the Jingle (40pts)

10 7 5 2
Theme The jingle stays on Jingle stays on topic. Jingle stays on the topic Jingle doesn't stay on
topic throughout. The topic is positive some of the time. The topic. The topic is not
The topic is positive and appropriate for topic is occasionally shown positively or is not
and appropriate for school advertising. positive and appropriate always appropriate.
school advertising. Competent lyrics to for school advertising. Group has difficulty and
Clever lyrics. advertise the topic. Fine lyrics were written needs much support to
with some teacher write lyrics.
support.
Melody Melody is simple Melody is simple and Melody is fair, but not Melody requires much
and very "catchy". "catchy". Rhythm and "catchy". Could be improvement, is not
Rhythm and melody melody range improved rhythmically or appealing, or is "stolen"
range appropriate appropriate and melodically. Lacks from another source.
and appealing. Is appealing. originality.
original. Demonstrates some
originality.
Message The message to the The message to the The message to the The message is unclear
viewers is clear and viewer is clear. The viewer is clear. Most or impossible for the
strong. It would listeners would have listeners would have listener to follow.
have been easy for understood the understood the message.
the listener to message.
understand
Presentation The musician The musician The musician presented The musician did not
presented the song presented the song in the song with a clear communicate
in a clear a clear voice. Little eye clearly. Little
voice. He/she voice. Some contact was made with eye contact was made
made consistent eye contact was made the with
eye contact with with audience. the audience.
the audience. the audience.
----------------------------------------------------------------------------------------------------------------------------- -------------------------------------

PERFORMANCE TASK: Game of Chance

In groups of 5 members, create your own probability game or game of chance. Include the title of your
game, an enticing introduction (why you chose that game and the perks of the game), and its mechanics. Try
to play the game with your group mates for you to visualize all possible outcomes of the game then create a
probability distribution. Put all information on a file (PDF file for online learners and hard copy for offline
learners).Be creative and have fun.
Order of your output:
1. Title of the game and group members with grade and section
2. Introduction(why you chose that game and the perks of the game) and mechanics (How to play) of the game
3. List of possible outcomes and its probability distribution

A self-regulated Learning Module 45

4. Layout of the game (sample materials of the game - layout of the board, cards, etc.)
RUBRICS:

CATEGORY Outstanding Satisfactory Fairly Satisfactory SCORE

The game is unique, The game is somewhat The whole game is

creative, and engaging. similar with other known similar to a known
IDEA of The Game games but is creative and game and yet done
30 pts. still engaging. creatively.
25pts.
22 pts
The contents are
The contents are very
The contents are informative, somewhat informative,
informative, striking, and
striking, and engaging.The but not striking and
CONTENT engaging. The output
output is complete engaging.The output is
exceeds the expectations
15 pts incomplete
20pts.
13 pts
The layout is done The layout is creative but with The layout is simple
Layout of the creatively with full effort minimal effort and teamwork with minimal effort and
game and team work. seen. teamwork
20pts. 15 pts 13 pts

The output is free from The output contains minimal The output has several
CORRECTNESS
errors errors errors
15pts 12pts 10pts

The project presented was The project presented

The project presented was
PROJECT relevant enough for the was somewhat
relevant and well-thought
PRESENTATION 15pts.
community incomplete
12pts 10pts

TOTAL: /100

Reference: Glen, S. (2020, December 04). Central Limit Theorem: Definition and Examples in Easy Steps.
Retrieved January 07, 2021, from https://www.statisticshowto.com/probability-and-statistics/normal-
distributions/central-limit-theorem-definition-examples/

Glen, S. (2020, May 29). T-Distribution / Student's T: Definition, Step by Step Articles, Video. Retrieved
January 07, 2021, from https://www.statisticshowto.com/probability-and-statistics/t-distribution/

Rumsey, D., & About the Book Author Deborah J. Rumsey. (n.d.). How to Find Percentiles for a t-Distribution.
Retrieved January 07, 2021, from https://www.dummies.com/education/math/statistics/how-to-find-
percentiles-for-a-t-distribution/

(n.d.). Retrieved January 08, 2021, from http://www.stat.yale.edu/Courses/1997-98/101/confint.htm

S.2 Confidence Intervals: STAT ONLINE. (n.d.). Retrieved January 08, 2021, from
https://online.stat.psu.edu/statprogram/reviews/statistical-concepts/confidence-intervals

A self-regulated Learning Module 46

A self-regulated Learning Module 47