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c2 Lesson 1 Understanding The Normal Curve Distribution

The document outlines a daily lesson plan for teaching normal probability distribution to senior high school students, focusing on understanding the normal curve and its applications. It includes objectives, content, learning resources, procedures for teaching, and evaluation methods. The lesson emphasizes practical applications and mastery of concepts related to normal distribution and z-scores.

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HAMSAN DUCAN
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3 views3 pages

c2 Lesson 1 Understanding The Normal Curve Distribution

The document outlines a daily lesson plan for teaching normal probability distribution to senior high school students, focusing on understanding the normal curve and its applications. It includes objectives, content, learning resources, procedures for teaching, and evaluation methods. The lesson emphasizes practical applications and mastery of concepts related to normal distribution and z-scores.

Uploaded by

HAMSAN DUCAN
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School ALEOSAN Grade

NATIONAL HS Level
Teacher SENIOR HS
DAILY
Teaching DEPARTMENT
LESSO
Dates and Learning Statistics
N HAMSAN N.
Time Area &Probabi
LOG DUCAN lity
Quarter 3rd
Quarter
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts


of normal probability distribution.
B. Performance The learner is able to accurately formulate and solve real-
Standards life problems in different disciplines involving normal
distribution.
C. Learning The learners will be able to illustrate a normal random
Competencies/ variable; its characteristics and constructs a normal curve;
Objectives and recognize the importance of the normal curved in
Write the LC code for statistical inference
each
(M11/12SP-IIIc-1) (M11/12SP-IIIc-2).
II. CONTENT NORMAL DISTRIBUTION:
UNDERSTANDING THE NORMAL CURVE
DISTRIBUTION
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
Pages
2. Learner’s Material
Pages
3. Textbook Pages STATISTICS AND PROBABILITY page 50 to 60

4. Additional
Materials from
Learning Resource( LR)
portal
B. Other Learning
Resources
IV. PROCEDURES

A. Reviewing previous How to calculate probability of the distribution?


lesson or presenting the What concept will come up in your mind with the number 0 and
new lesson 1?

B. Establishing a Construct the distribution for each given formula and determine
purpose for the lesson whether it is a probability distribution.
P(X) = X/6 for X = 1,2,3

C. Presenting Group Activity 1: Entry Card


examples/ instances of Determine whether the statement is true or false by checking
the new lesson the appropriate box. If false, modify the statement to make it
true.

Statement T F
1. The areas under a probability distribution
correspond to the probabilities of a random
variable X.
2. A probability distribution is generated by
frequencies.
3. The areas under the curve corresponds to all
probabilities for X.
4. Under the curve, there is no area over a point.
5. The probability associated with a particular
value of X is 0.
6. The area under the curve between two points a
and b is the probability that X assumes a value
between a and b.
7. In a probability distribution, the total area is
100.
D. Discussing new Discuss the properties of the Normal Probability Distribution
concepts and practicing
new skill #1 The normal probability distribution has the following properties:
1. The distribution curve is bell-shaped.
2. The curve is symmetrical about its center.
3. The mean, the median, and the mode coincide at the
center.
4. The width of the curve is determined by the standard
deviation of the distribution.
5. The tails of the curve flatten out indefinitely along the
horizontal axis, always approaching the axis but never
touching it. That is, the curve is asymptotic.
6. The area under the curve is 1. Thus, it represents the
probability or proportion, or the percentage associated
with specific sets of measurement values.

E. Discussing new
concepts and practicing
new skill #2 Table of Areas under the Normal Curve is also known as the z-
Table. The z-Table is a measure of relative standing. It is
calculated by subtracting µ from the measurement X and then
dividing the result by s. The result, the z-score, represents the
distance between a given measurement X and the mean,
expressed in standard deviations.

Four-Step Process in Finding the Areas Under the Normal Curve


Given a z-value

1. Express the given z-value into a three-digit form.


2. Using the z-Table, find the first two digits on the left
column.
3. Match the third digit with the appropriate column on the
right.
4. Read the area (or probability) at the intersection of the
row and the column. This is the required area.

F. Developing Mastery Pair Work:


(Leads to Formative 1. Find the area that corresponds to z = 1
Assessment 3) 2. Find the area that corresponds to z = 1.36
3. Find the area that corresponds to z = -2.58
G. Making Fill in the blanks with the appropriate word or phrase to make
generalization and meaningful statements.
abstractions about the 1. The curve of a probability distributions is formed by
lesson __________.
2. The area under a normal curve is ___________.
3. These are _________ standard deviation units at the
baseline of a normal curve.
4. The mean, median, and the mode of a normal curve are
_________.
5. A normal curve is used in ___________.
H. Finding practical Why would a large sample set of data be favorable for making
application of concepts decisions?
and skills in daily living
I. Evaluating Learning Find the corresponding area between z = 0 and each of the
following:
1. z = 0.96
2. z = 1.74
3. z = 2.18
4. z = 2.69
5. z = 3.00
J. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in


the evaluation.

B. No. of learners who require


additional activities for remediation
who scored below 80%.

C. Did the remedial lesson work? No. of


learners who caught up with the lesson.

D. No. of learners who continue to


require remediation.

E. Which of my teaching strategies


worked well? Why did these work?

F. What difficulties did I encounter


which my principal or supervisor can
help me solve?

G. What innovation or localized


materials did I use/discover which I wish
to share with other teachers?

Prepared by: HAMSAN N. DUCAN, T-2 ______ Date:


__________________

Checked by: ROSALIE C. CALUNA, MAT-PE, MT-2 Date:


__________________

Observed by: ____________________________________________ Date: __________________

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