DLL in Probability and Statistic

PROTOTYPE
CONTEXTUALIZED
DAILY LESSON
PLANS IN
GRADE 11/12
STATISTICS AND
PROBABILITY
i
ii
LIST OF DEVELOPMENT TEAM MEMBERS
PROTOTYPE AND CONTEXTUALIZED DAILY LESSON PLANS IN GRADE
11/12 (STATISTICS AND PROBABILITY)
WRITERS
MILADEN DESPABILADERAS JASMIN A. JAO

ERLYN M. LACSA PINKY D. DESTACAMENTO
ANALYN M. VELOSO MARKSON B. MEJIA
ADELFA C. DITAN AMORY R. BORINGOT
RICHELLE D. DIONEDA KATHLEEN DUCAY
MA. JECCA L. AZAS ARWIN D. BONTIGAO
RUEL G. FRAGO NELVIN EBIO
MA. CIELO BERMUNDO CATHERINE GERONIMO
MICHAEL DOMANAIS
DEMONSTRATION TACHERS
TITO GUATNO PINKY O. DESTACAMENTO

ERLYN M. LACSA JASMIN A. JAO
RUEL G. FRAGO ANNALYN M. VELOSO
AMORY R. BORINGOT MARKSON B. MEJIA
MARILYN HULAR JECCA AZAS
RICHELLE DIONEDA MILADEN DESPABILDERAS
KATHLEEN DUCAY ARWIN BONTIGO
EDITORS
MA. THERESA DUAZO ROWENA H. BORJA
ELENA D. HUBILLA
Education Program Supervisor-1
Mathematics
MONSERAT D. GUEMO, Ph. D.

CID Chief Supervisor
MARIVIC P. DIAZ, Ed. D.

OIC, Assistant Schools Division Superintendent
Dr. NYMPHA D. GUEMO

Schools Division Superintendent
iii
iv
School Grade Level 11
Teacher Learning Area Statistics and
Probability
Time & Date Quarter 3rd
I.OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standards random variables and probability distributions.
B. Performance The learner is able to apply an appropriate random variable for
Objective a given real-life problem (such as in decision making and
games of chance).
C. Learning  The learner illustrates a random variable (discrete
Competencies/ and continuous). (M11/ 12SP- IIIa-1)
Objectives  The learner distinguishes between a discrete and
( Write the LC continuous random variable. (M11/ 12SP – IIIa-2)
code for each)
II.CONTENT EXPLORING RANDOM VARIABLES
III.LEARNING
RESOURCES
A. References
1.Teachers Guide
pages
2.Learners
Material Pages
3. Textbook Statistics and probability
Pages Rene R. Belecina, Elisa S. Bacacay, Efren B. Mateo,pp.2 –8
B. Other Learning Worksheets
Resources
IV. PROCEDURE
A. Reviewing past COUNTABLE or MEASURABLE?
lesson or
Presenting the Identify whether the given situation is countable or measurable.
new lesson The students will raise their right hand if the situation is
countable, left if it is measurable.
1. Number of students inside the classroom

2. Amount of salt needed to cook chicken tinola
3. Number of likes your recent post received
4. Capacity of an auditorium
5. Length of the chalkboard
1
B. Establishing a The teacher should have summarized the learners’ answers in
purpose of the the previous activity as follows:
new lesson
COUNTABLE MEASURABLE
Number of students inside Amount of salt needed to
the classroom cook tinola
Number of likes your recent Capacity of an auditorium
post received
Length of chalkboard
Let the learners identify the key words identifying countable
and measurable variables.
C. Presenting 1. The teacher will discuss what variable is.
Examples/ A variable is a characteristic that is observable or
instances of the measurable in every unit of the universe. Variables can be
new lesson broadly classified as either qualitative or quantitative. And
quantitative can be classified into discrete and
continuous.
2. The students will be asked to determine the variables in the
activity they performed.
3. The teacher will explain quantitative and qualitative
variables, as well as discrete and continuous variables.
4. Let the students classify discrete and continuous variables
from the given situations in the activity.
D. Discussing new CREATE YOUR GROUP PROFILE

concepts and To create a group profile in statistics class, the members
practicing new of each team will fill up the following data:
skills no.1.  NAME OF THE STUDENT
 GENDER
 AGE
 NUMBER OF SIBLINGS
 DAILY ALLOWANCE
 RELIGION
 HEIGHT IN CM
 WEIGHT IN KG
 FINAL GRADE IN GENERAL MATH SUBJECT
After gathering the data, each team will make a creative group
profile on a cartolina.
RUBRICS:
ORGANIZATION OF THE DATA – 15
CREATIVITY – 10
TOTAL: 25
The students will make a summary on the classifications of the
data gathered in their group profile through a table.
QUANTITATIVE QUALITATIVE
Age Name of student
Number of siblings Gender
Daily allowance Religion
Height in cm
Weight in kg
Final grade in General Math
2
Guide Questions:
1. When do you say that the variable is qualitative?
2. When do you say that the variable is quantitative?
3. Among the quantitative variables, which are discrete? Why?
4. Among the quantitative variables, which are continuous?
Why?
E. Discussing new The students will classify the listed quantitative variables in the
concepts and activity CREATE YOUR GROUP PROFILE as discrete or
practicing new continuous by putting the data in the correct column.
skills no.2
DISCRETE CONTINUOUS
Age Height in cm
Number of siblings Weight in kg
Daily allowance Final grade in Gen. Math
The teacher will discuss what discrete and continuous

variables are.
A random variable is a discrete random variable if
its set of possible outcomes is countable.
A random variable is a continuous random variable

if it takes on values of a continuous scale. Often,
continuous random variables represent measured
data, such as heights, weights and temperatures.
F. Developing WHAT AM I?
Mastery The students will classify the listed quantitative variables below
(Leads to as discrete or continuous by putting the data in the correct
Formative column.
Assessment 3.) 1.the number of patients attributed to dengue
2. the average amount of electricity consumed per household
per month
3. the number of patient arrivals per hour at a hospital
4. the number of voters who reported for registration
5. the amount of sugar in a cup of coffee
DISCRETE CONTINUOUS
The number of patients The average amount of
attributed to dengue electricity consumed per
household per month
the number of patient arrivals the amount of sugar in a cup
per hour at a hospital of coffee
the number of voters who
reported for registration
G. Finding Make a survey regarding the use of cellphone of 5 of your

practical classmates using the following variables. For each of them,
application of classify the qualitative and the quantitative. Distinguish a
concepts and quantitative variable as to discrete or continuous.
skills in daily living 1. Number of family members with cellphone
2. Type of ownership
3. Length (in minutes) of longest call made on each cellphone
3
4. Amount paid for cellphone load per month
H. Making 1. How do you classify quantitative and qualitative variable?

Generalization 2. How do you distinguish discrete and continuous variable?
and abstraction
about the lesson
I. Evaluating Classify whether the variable is qualitative or quantitative. If

learning quantitative, distinguish if discrete or continuous.
ADVANCED LEARNERS AVERAGE LEARNERS
1. the number of dropouts in 1. gender of athletes for

a school for a period of 10 Palarong Bikol
years
2. the number of defective 2. speed of a car
computers produced by a
manufacturer per year
3. the number of points 3. number of school days per
scored in a basketball game semester
4. the heights of a varsity 4. the number of accidents
players in a school in meters per year in an intersection
5. the length of time spent in 5. the number of deaths
playing video games in attributed to lung cancer
minutes
J. Additional Reflection:
activities for In life, what are countable treasures? What are measurable
application and treasures? If you are to choose, which do you prefer to keep,
remediation countable or measurable treasures? Why?
V- REMARKS
VI-REFLECTION
VII-OTHERS
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
lessons work?
No. of learners
who have caught
up with the
lesson
D. No. of learners
who continue to
4
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?
5
Probability
I.OBJECTIVES
Standards random variables and probability distributions.
B. Performance The learner is able to apply an appropriate random variable for
Objective a given real-life problem (such as in decision making and games
of chance).
C. Learning  The learner finds the possible values of a random
Competencies/ variable.
Objectives ( M11/12SP – IIIa-3)
( Write the LC
code for each)
II.CONTENT EXPLORING RANDOM VARIABLES
III.LEARNING
RESOURCES
A. References
1.Teachers
Guide pages
2.Learners
Material Pages
3. Textbook
Pages
B. Other Learning Statistics and probability
Resources Rene R. Belecina, Elisa S. Baccay, Efren B. Mateo, pp.2 8
IV.PROCEDURE
A. Reviewing Each team will perform an experiment using coins and dice to
past lesson or answer the following questions. An answer board is provided for
Presenting the each team. Every correct answer is equivalent to 5 points. The
new lesson three teams with the highest score will be declared winners.
1. In how many ways can a coin fall?2

2. In how many ways can a die fall?6
3. In how many ways can two coins fall?4
4. In how many ways can two dice fall?36
B. Establishing a GIVE ME MY SAMPLE SPACE

purpose of the Each team will complete the table by identifying the sample
new lesson space for the given event.
EVENT SAMPLE SPACE

1. Tossing a coin H,T
2. Rolling a die 1,2,3,4,5,6
3. Tossing two coins (H,T), (H,H), (T,H), (T,T)
4. Rolling two dice (1,1),(1,2),(1,3),(1,4),(1,5),(1,6)
(2,1),(2,2),(2,3),(2,4),(2,5),(,6)
(3,1),(3,2),(3,3),(3,4),(3,5),(3,6)
(4,1),(4,2),(4,3),(4,4),(4,5),(4,6)
6
(5,1),(5,2),(5,3),(5,4),(5,5),(5,6)
(6,1),(6,2),(6,3),(6,4),(6,5),(6,6)
Guide Questions:
1. How many outcomes did you have in tossing a coin?
2. How many outcomes did you have in rolling a die?
3. How many outcomes did you have in tossing two coins?
4. How many outcomes did you have in rolling two dice?
5. How did you represent the outcomes of each event?
This activity leads you to the understanding of Sample Space

and Finding the Value of the Random Variable.
C. Presenting Two dice are rolled. Let X be the random variable representing
Examples/ the 6 spots/dots that occur. Find the value of random variable
instances of the X.
new lesson
SAMPLE SPACE VALUE OF THERANDOM
VARIABLE X
1,1 0
1,2 0
1,3 0
1,4 0
1,5 0
1,6 1
2,1 0
2,2 0
2,3 0
2,4 0
2,5 0
2,6 1
3,1 0
3,2 0
3,3 0
3,4 0
3,5 0
3,6 1
4,1 0
4,2 0
4,3 0
4,4 0
4,5 0
4,6 1
5,1 0
5,2 0
5,3 0
5,4 0
5,5 0
5,6 1
6,1 1
6,2 1
6,3 1
7
6,4 1
6,5 1
6,6 2
The value of random variable X are 0,1 and 2

D. Discussing The teacher will discuss how to find the Value of Random
new concepts Variable.
and practicing
new skills no.1
E. Discussing Suppose an experiment is conducted to determine the distance

new concepts that a certain type of car will travel using 10 L of gasoline over a
and practicing prescribed test course. If distance is a random variable, can you
new skills no.2 determine the value of random variable? Why? Why not?
Lead the students to understanding on continuous random

variable.
F. Developing Three coins are tossed. Let Z be the random variable

Mastery (Leads representing the number of heads that occur. Find the values
to Formative of the random variable Z.
Assessment 3.)
SAMPLE SPACE VALUE OF THERANDOM
VARIABLE Z
H,H,H 3
H,H,T 2
H,T,H 2
H,T,T 1
T,H,H 2
T,H,T 1
T,T,H 1
T,T,T 0
The value of the random variable Z are 0,1,2 and 3
G. Finding Suppose a cellphone buyer wants to buy four units of

practical cellphones. Randomly, how would he know that the cellphone
application of he chose is defective or not?
concepts and
skills in daily Let D represent the defective cellphone and N represents the
living non-defective cellphone. If we let X be the random variable
representing the number of defective cellphones, show the
values of the random variable x. Complete the table below to
show the values of the random variable.
SAMPLE VALUE OF THE RANDOM VARIABLE X

SPACE (number of defective cellphones)
D,D,D,D 4
D,D,D,N 3
D,D,N,D 3
D,D,N,N 2
D,N,D,D 3
D,N,D,N 2
8
D,N,N,D 2
D,N,N,N 1
N,D,D,D 3
N,D,D,N 2
N,D,N,D 2
N,D,N,N 1
N,N,D,D 2
N,N,D,N 1
N,N,N,D 1
N,N,N,N 0
The value of the random variable X are 0,1,2,3and 4.
H.Making How do you find the values of a random variable?

Generalization
and abstraction
about the lesson
I. Evaluating Find the possible values of the random variable.
learning ADVANCED LEARNERS
From a box containing 4 black balls and 2 green balls, 3 balls
are drawn in succession. Each ball is placed back in the box
before the next draw is made. Let G be a random variable
representing the number of green balls that occur. Find the
values of the random variable G.
POSSIBLE VALUE OF RANDOM VARIABLE G
OUTCOMES
AVERAGE LEARNERS
A shipment of five computers contains two that are slightly
defective. If a retailer receives three of these computers at
random, list the elements of the possible outcomes using D
for defective and N for non- defective computers. To each
sample point assign a value x of random variable x of the
random variable X representing the number of computers
purchased by the retailer which are slightly defective. Find the
values of the random variable X.
POSSIBLE VALUE OF RANDOM VARIABLE G
OUTCOMES
J. Additional
activities for
application and
remediation
9
V- REMARKS
VI-REFLECTION
VII-OTHERS
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
lessons work?
No. of learners
who have 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?
10
Probability
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of random variables and probability
distributions.
B. Performance The learner is able to apply an appropriate random
Standard variable for a given real-life problem (such as in
decision making and games of chance).
C. Learning The learner is able to:
Competencies/  Illustrate a probability distribution for a discrete
Objectives random variable and its properties. M11/12SP-
IIIa-4
 Construct the probability mass function of a
discrete random variable and its corresponding
histogram. M11/12SP-IIIa-5
 Compute probabilities corresponding to a given
random variable. M11/12SP-IIIa-6
II. CONTENT CONSTRUCTING PROBABILITY DISTRIBUTION
III. LEARNING
RESOURCES
A. References
1. Teacher’s guide 117-127
pages
2. Learner’s material NONE
pages
3. Textbook Pages
4. Additional NONE
materials from
learning resource
(LR) portal:
B. Other Learning Statistics and Probability by Rene R. Belecina, Elisa S.
Resources Bacacay, and Efren B. Mateo
IV. PROCEDURES
A. Reviewing previous Ask the learners to provide information on how many
lesson or presenting new siblings they have by asking them to raise their hands
lesson as the teacher calls the no. of siblings they have by
starting with 0,1,2,..
No. of Frequency Relative
Siblings Frequency
0
1
2
3
4
5
6
7
8
11
9
10
Total:
Draw a histogram to represent relative frequency.

Emphasize that the values on the y- axis represent
these relative frequencies (in percent). Have them add
the areas, and show that the sum is 100%. Ask them if
this is a coincidence or this is expected?
B. Establishing a purpose  Present the objectives of the lesson:

for the lesson  Illustrates a probability distribution for a discrete
random variable and its properties.
 Constructs the probability mass function of a
discrete random variable and its corresponding
histogram.
 Computes probabilities corresponding to a given
random variable.
C. Presenting  Introduce the properties of the probability.
examples/instances of the
new lesson Properties of Probability Distributions of Discrete
Random Variable
1. The probability of each value of the random

variable must be between or equal to 0 and 1. In
symbol, we write it as 0 ≤ P(x) ≤ 1.
2. The sum of the probabilities of all values of the
random variable must be equal to 1. In symbol,
we write it as ∑ P(x) = 1.
 Present the example.
Suppose three coins are tossed. Let Y be the

random variable representing the number of tails
that occur. Find the probability of each values of the
random variable Y.
Solution:
STEPS SOLUTION
1. Determine the The sample space for this experiment
sample space. is:
Let H S=
represent head {TTT, TTH, THT, HTT, HHT, HTH, THH, HHH)}
and T
represent Tail.
2. Count the Possible Value of the
number of tails Outcomes Random Variable
in each Y (Number of tails)
outcome in the TTT 3
sample space TTH 2
and assign a THT 2
number to this HTT 2
outcome. HHT 1
12
HTH 1
THH 1
HHH 0
3. Write the Number Probability
possible values of tails P(Y)
of the random (Y)
variable Y 0 1/8
representing 1 3/8
number of tails. 2 3/8
Assign 3 1/8
probability
Values P(Y) to
each value of
the random
variable.
The probability Distribution or the Probability Mass

function of Discrete Random Variable Y
Number of tails 0 1 2 3
Y
Probability P(Y) 1/8 3/8 3/8 1/8
D. Discussing new  The students will look for a partner and distribute a
concepts and practicing worksheet for each pair.
new skills #1
Let T be a random variable giving the number of heads
in three tosses of a coin. List the elements of the
sample space S for the three tosses of the coin and
find the probability of each of the values of the random
variable T. (10 mins)
13
STEPS SOLUTION
1. Determine the S=
sample space. {TTT, TTH, THT, HTT, HHT, HTH, THH, HHH)}
2. Count the number Possible Value of the
of heads in each Outcome Random
outcome in the s Variable
sample space T(Number of
and assign this heads)
number to this
outcome. TTT 0
TTH 1
THT 1
HTT 1
HHT 2
HTH 2
THH 2
HHH 3
3. Write the number Number Probability of

of possible values of P(T)
and assign heads
probability values (T)
to each random 0 1/8
variable. 1 3/8
2 3/8
3 1/8
 Make a probability Mass Function of Discrete
Random Variable T.
Number of 0 1 2 3
Heads (T)
Probability 1/8 3/8 3/8 1/8

P(T)
 Construct a Histogram.
14
 Call two volunteer pairs to share their output to the
class.
E. Discussing new  The students will form 5 groups and the teacher
concepts and practicing will provide the worksheet to each group. The
new skills #2 group activity is good for 15 mins.
F. Developing mastery
Two balls are drawn in succession without replacement
from an urn containing 5 red balls and 6 blue balls. Let
Z be the random variable representing the number of
blue balls. Construct the probability distribution of the
random variable Z.
STEPS SOLUTION
1. Determine the S= { RR, RB, BR, BB }
sample space.
2. Count the number of Possibl Value of
blue balls in each e the
outcome in the Outco Random
sample space and mes Variable Z
assign this number to (Number
this outcome. of Blue
Balls)
RR 0
RB 1
BR 1
BB 2
3. Write the number of Number Probabili

possible values and of Blue ty P(Z)
assign probability Balls (Z)
values to each 0 ¼
random variable. 1 ½
2 ¼
 Make a probability Mass Function of Discrete

Random Variable Z.
Number of blue balls (Z) 0 1 2

Probability P(Z) 1/4 1/2 1/4
 Construct a Histogram.
15
 Let them post their output on the board and each
group will critic the output of the other group.
G. Finding practical Practical Application
applications of concepts,  The daily demand for copies of a newspaper at a
and skills in daily living variety store has the probability distribution as
follows:
Number of copies X Probability P(X)
0 0.06
1 0.14
2 0.16
3 0.14
4 0.12
5 0.10
6 0.08
7 0.07
8 0.06
9 0.04
10 0.03
What is the probability that three or more copies will be

demanded in a particular day?
0.64 or 64 %
What is the probability that the demand will be at least
two but not more than six?
0.6 or 60%
H. Making generalization  How do you construct probability distribution?

 How do you make the histogram for a probability
distribution? Give the steps in constructing the
histogram for a probability distribution.
I. Evaluate learning The following data show the probabilities for the
number of Banana Chipssold in SHS Canteen:
Number of Banana Probability P(x)

Chips
0 0.100
1 0.150
2 0.250
3 0.140
4 0.090
5 0.080
6 0.060
7 0.050
8 0.040
9 0.025
10 0.015
a. Find P(X≤ 2) =0.5

b. Find P(X≥ 7)=0.13
c. Find P(1≤ X ≤ 5)= 0.81
16
d. Construct a histogram
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
lessons work?
No. of learners
who have caught
up with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did this works?
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?
17
School Grade Level Eleven
Learning Statistics and
Teacher
Area Probability
Time & Date Quarter Third Quarter
I – OBJECTIVES
A. Content Standards The learner demonstrates understanding of
key concepts of random variables and
probability distributions.
B. Performance The learner is able to apply an appropriate
Standard random variable for a given real-life problem
(such as in decision making and game of
chance).
C. Learning  The learner illustrates and calculates the
Competencies/ variance of a discrete random variable.
Objectives3 M11/12SP-IIIb-1, M11/12SP-IIIb-2
 The learner interprets the variance of a
discrete random variable. M11/12SP-
IIIb-3
 The learner solves problems involving
the variance of a discrete random
variable. M11/12SP-IIIb-4
II – CONTENT Computing the Variance of a Discrete Random
Variable
III – LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learners’ Materials
3. Textbook pages 31 - 40
4. Additional Materials
from Learning
Resource (LR)
portal
5. Other Learning Statistics and Probability (Rex Book Store)
Resources by: Rene R. Belecina
IV – PROCEDURE
A. Reviewing past 1. Start the lesson by “The Longer the
lesson or Better Game”
presenting the new
lesson Mechanics:
a. Group the class into 4 or 5 groups
b. Give each group a printed pictures of
bananas
c. Each group will measure the sizes of the
bananas
d. They will compute the mean, variance
and standard deviation of the data
gathered
18
e. The group that finishes first will be the
winner.
Ask: How do you get the mean, the

variance and the standard deviation?
 (Recall that the average of a given set of

data is a measure of central tendency.
Inform them that the expected value –
being an average – measures the center
of the distribution of the possible values
of X.)
 The variance and standard deviation
describe the amount of spread,
dispersion, or variability of the items in a
distribution. So using the standard
deviation we have a “standard way of
knowing what is normal, what is extra
large or extra small.
B. Establishing a Ask:
purpose for the How do you describe the spread or
new lesson dispersion in a probability distribution?
Our lesson for today will teach us how to

compute the variance and standard
deviation of a discrete probability
distribution.
C. Presenting Present a contextualized problem to the class.
examples/instances  The number of pentel pens sold per day
of the new lesson at the canteen, along with its
probabilities, is shown in the table
posted on the board. Compute the
variance and the standard deviation of
the probability distribution by following
the given steps.
Number of Pentel Probability
Pens Sold (X) P(X)
0 1
10
1 2
10
2 3
10
3 2
10
4 2
10
19
D. Discussing new (After filling in the table, add another column on
concepts and the right and let the class subtract the mean
practicing new skill from the value of the random variable X)
#1
No. of
Pentel Probability 𝑋
Pens ∙ 𝑃(𝑋) 𝑋− 𝜇
Sold P(X)
(X)
1 0 – 2.2 =
0 0 - 2.2
10
2 2 1 – 2.2 =
1 1.2
10 10
3 6 2 – 2.2 =
2 -0.2
10 10
2 6 3 – 2.2 =
3 0.8
10 10
2 8 4 – 2.2 =
4 1.8
10 10
(Let them square the result an write it on the

column added in the right side)
No. of
Pentel
𝑋
Pens P(X) (𝑋
𝑋 ∙ 𝑃(𝑋) − 𝜇
Sold − 𝜇) 2
(X)
1
0 0 - 2.2 4.84
10
2 2
1 1.2 1.44
10 10
3 6
2 -0.2 0.04
10 10
2 6
3 0.8 0.64
10 10
2 8
4 1.8 3.24
10 10
(Let the students multiply the result in the 5th

column by the corresponding probability P(X))
No. of
Pentel
𝑋 (𝑋
Pens P(X) 𝑋 (𝑋
− 𝜇 − 𝜇)2
Sold ∙ 𝑃(𝑋) − 𝜇)2
∙ 𝑃(𝑋)
(X)
1
0 0 - 2.2 4.84 0.484
10
20
2 2
1 1.2 1.44 0.288
10 10
3 6
2 -0.2 0.04 0.012
10 10
2 6
3 0.8 0.64 0.128
10 10
2 8
4 1.8 3.24 0.648
10 10
(Tell the students to get the sum in the 6the

column)
𝜎 2 = ∑(𝑥 − 𝜇 )2 ∙ 𝑃(𝑋) = 1.56

 This is now the variance of the
probability distribution
Ask:
- How do we get the standard deviation?
 To get the standard deviation, simply

get the square of the variance.
E. Discussing new (Present the alternative Procedure in Finding

concepts and the Variance and Standard Deviation of a
practicing new skill Probability Distribution found in page 35 of the
#2 textbook.)
F. Developing Ask:
Mastery What does the variance tell us?
How about the standard deviation?
G. Finding practical Present a sample word problem to the class.

applications of concepts
and skills in daily living (The teacher will decide if the activity will be
done by pair or by group)
 When three coins are tossed, the

probability distribution for the random
variable X representing the number of
heads that occur is given below.
Compute the variance and the standard
deviation of the probability distribution.
21
Number of Probability P(X)
Heads (X)
1
0
8
3
1
8
3
2
8
1
3
8
(Checking of output)
H. Making Ask:
Generalization -What does the variance of the probability
distribution tell us?
-How do you interpret the variance of a
probability distribution?
-How do you get the variance of discrete
random variable?
-How do you get the standard deviation of
discrete random variable?
(Solicit ideas/answers from the class and post

it on the board)
(Present the formula for the variance of the

discrete random variable)
Formula for the Variance and Standard

Deviation of a Discrete Probability Distribution
The variance of a discrete random variable with
a discrete probability distribution is given by the
formula:
𝜎 2 = ∑(𝑥 − 𝜇 )2 ∙ 𝑃 (𝑋)
The standard deviation of a discrete random

variable with a discrete probability distribution
is given by the formula:
𝜎 2 = √(𝑋 − 𝜇 )2 ∙ 𝑃(𝑋)
where:
X = value of the random variable
P(X) = probability of the random variable X
𝜇 = mean of the probability distribution
22
I. Evaluate learning
(The teacher will distribute an activity sheet for
the evaluation)
Solve.
Find the variance and standard deviation of the

probability distribution of the random variable
X, which can take only the values 1, 2 and 3,
10
given the P(1) = 33,
1 12
P(2) = 3, and P(3) = 33.
J. Additional Activities
V. REMARKS
VI. OTHERS
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 worked? No.
of learners who
have caught up
with the lesson
D. No. of learners who
continue to require
remediation
E. Which of the
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I used/discover
which I wish to
share with other
teachers?
23
Teacher
Area Probability
I. OBJECTIVES
The learner demonstrates understanding of key
A. Content Standards
concepts of normal probability distribution.
B. Performance The learner is able to accurately formulate and solve
real-life problems in different disciplines involving
Standards
normal distribution.
The learner illustrates a normal random variable and its
characteristics.( M11/12SP-IIIc-1)
The learner construct normal curve (M11/12SP-IIIc-2)
C. Learning
Competencies / Specific Objectives:
Objectives 1. Illustrate a normal random variable
(Write the LC code for 2. Determine / enumerate the characteristics of a
each) normal random variable / probability distribution.
3. Cite real- life examples involving normal distribution.
4. Sketch / Construct a normal curve which represents
a normal distribution.
Normal Probability Distribution and its
II. CONTENT
Characteristics
III.
LEARNINGRESOURCES
A. References
pages
2. Learner’s Materials
pages
3. Textbook pages
for Learning
B. Other Learning  Next Century Mathematics (Statistics and
Resources Probability) Senior High School by Jesus P.
Mercado pages 308-321
 Statistics and Probability by Rene R. Belecina et.
Al. First Edition
IV. PROCEDURES
A. Reviewing I. Ask the leader of the day to do the routinely activities:
previous lesson a. lead the prayer
or presenting the b. do the head counting
new lesson c. recapitulation of the previous lesson
(the teacher thank the leader of the day’s effort)
II. Ask the students to do the activity “Let’s be United”
(refer to sheet no. 1)
24
Group Activity
Students are to form a figure out of the pieces of the
puzzle
Group1: Graph skewed to the right
Group 2:Graph skewed to the left
Group 3:Graph of a normal distribution
Group4: Sketch of a negatively skewed
Group 5: Sketch of a positively skewed
Group 6: Sketch of a normal curve
III. Class discussion:
The teacher facilitates the discussion on the different
aspects or characteristics of each graph/ sketch/ figure
through the following questions:
1. What have you formed? Say something about
the figure.
2. Is there similar graphs? In what sense?
3. If we are to group the graphs / figures you
formed, which should be together?
4. How do these grouped figures differ from the
other groups?
(for a bigger class the teacher can select
representatives to do the activity especially those who
were identified as good performers in class, then the
rest of the class observes)
B. Establishing a The teacher would say: “Today we are guided by

purpose for the the following objectives … “
lesson A. The teacher presents a power point (any visual) of
the objectives of the lesson.
B. (The presentation of today’s rule during class
discussion is encouraged if any)
C. Presenting A. Based on the observations from the previous

examples/ activity the teacher discusses the difference among
instances of the the positively and negatively skewed and the graph
new lesson of normal distribution.
(Mention that there are so many continuous random
variables, such as IQ scores, heights of people, or
weights have histograms that have bell-shaped
distributions.)
B. Show them the picture to let them see the real- life
application of the normal curve.
25
1. What have you noticed with the picture shown?
2. If we are to locate the middle part, what can you say
on the left or right part of the figure?
3. Is the given figure best describes a normal probability
distribution? Why?
C. Discussing 1. Let the students watch the video on normal

new concepts distribution and its properties
and practicing (the students has to take down notes on the
new skills #1 properties)
2. Discussion of the properties (this can be done
through the video or after watching the video)
3. (include) Draw a picture of the normal (bell-
shaped) curve
Emphasize the following statements about the normal

curve:
• The total area under the normal curve is equal to 1.
• The probability that a normal random variable X
equals any particular value a, P(X=a) is zero (0) (since
it is a continuous random variable).
• Since the normal curve is symmetric about the mean,
the area under the curve to the right of m equals the
area under the curve to the left of m which equals ½,
i.e. the mean m is the median.
 Emphasize also to learners that every normal
curve (regardless of its mean or standard
deviation) conforms to the following "empirical
rule" (also called the 68-95-99.7 rule):
• About 68% of the area under the curve falls within 1
standard deviation of the mean.
• About 95% of the area under the curve falls within 2
standard deviations of the mean.
• Nearly the entire distribution (About 99.7% of the
area under the curve) falls within 3 standard
deviations of the mean.
4. Explain that the graph of the normal distribution
depends on two factors: the mean m and the
standard deviation σ.
5.
D. Discussing Sketching Normal Curve
new concepts The teacher shows the normal curve to the class and
and practicing the process on how to sketch the curve. (the teacher
new skills #2
26
should give emphasis on the properties of the normal
curve)
E. Developing A. Present the properties through PPT then ask

mastery the students to perform the activity with the
(Leads to group of 10 students (any desired group size of
Formative the teacher):
Assessment 3) Group 1: Sketch a normal curve then label the
parts of the curve showing the properties of the
curve.(puzzle like or anything related to arts)
Group 2: Create a convo (conversation about
the properties of the normal distribution )
Group 3: Make a Jingle of about the properties
of the normal distribution.
*The teacher can add other skills/ talents of the
students ass observed by the teacher.
F. Finding
practical
applications Let students cite some example in real- life where
of concepts they can see the normal curve or distribution.
and skills in
daily living
G. Making
generalization
s and Let them answer the question;
abstractions “What are the properties of the normal distribution?”
about the
lesson
H. Evaluating
Distribute sheet 1 to the students.
Learning
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
require additional activities
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
27
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?
localized materials did I
use/discover which I
wish to share with other
teachers?
Evaluation
Test I. TRUE OR FALSE:
1. The standard normal distribution is also called normal curve.
2. The area under a normal curve is 100.
3. The mean of a standard normal curve is 3.
4. The curve of a normal distribution extends indefinitely at the tails.
5. The shape of the normal probability distribution is symmetric about the mean.
Test II
Give and label each normal curve below with the correct characteristics / properties.
28
Teacher
Area Probability
I. OBJECTIVES
Standards
The learner identifies regions under the normal
curve corresponding to different standard
C. Learning normal values. (M11/12SP-IIIc-3)
Competencies /
Specific Objectives: The learner will be able to:
Objectives
Read and utilize the z- table correctly.
(Write the LC code for
Draw a sketch of a normal curve
each) Identify regions under the normal curve
corresponding to different standard normal
values.
II. CONTENT Regions under the Normal Curve
III.
LEARNINGRESOURCES
A. References
Teacher’s Guide
pages
pages
3. Textbook pages Next Century Mathematics (Statistics and
Probability) Senior High School by Jesus P.
Statistics and Probability by Rene R. Belecina
et. Al. First Edition
4. Additional Materials for
Learning
B. Other Learning https://int.search.myway.com/search/AJimage.j
Resources html?&n=7858e4f9&p2=%5E0D%5Exdm495%
5ETTAB03%5Eph&pg=AJimage&pn=4&ptb=2E
73C0C4-6C67-4509-B7E8-
BCE1002E511C&qs=&searchfor=normal+distri
bution+curve&si=6127991364903-
6127991365303&ss=sub&st=tab&tpr=jrel2&trs=
wtt&ots=1570210308912&imgs=1p&filter=on&i
mgDetail=true
IV. PROCEDURES
Reviewing previous I. Ask the leader of the day to do the routinely activities:
lesson or lead the prayer
presenting the new do the head counting
lesson recapitulation of the previous lesson
29
II. Ask the students to recall the definition of the
standard normal curve
(A standard normal curve is a normal probability
distribution that has a mean (μ) equals 0 and a
standard deviation (σ) equals 1)
*the teacher may present the concept on the
board or any visual aid he/ she may have then
show them a picture or an example of a normal
curve with the properties of a normal
distribution / curve.
Establishing a A. The teacher would say: “Today we are

purpose for the guided by the following objectives … “
lesson The teacher presents a power point (any visual)
of the objectives of the lesson.
B. (The presentation of today’s rule during class
discussion is encouraged if any)
Presenting
examples/ A. Let them recall the role of the standard deviation in
instances of the the normal curve.
new lesson (the distance or units at the bottom part of the
curve is the standard deviation σ)
B. The teacher presents the normal curve
divided in desired portions.
*through this, the teacher can give preview of
the lesson about the regions under the normal
curve.
I. Discussing The teacher present the video on “Normal

new concepts Distribution Table - Z-table Introduction”
and practicing Ask the students to perform the activity. (to
new skills #1 check their skill on the utilization of the z- table)
By triad: Give the corresponding area between z= 0
and each of the following: (Check the answer after 5
minutes)
P(z=0.23) answer : 0.0910
P(z=1.09) answer: 0.3621
P(z=2.01) answer: 0.4778
P(z=-0.98) answer: 0.3365
P(z=-0.03) answer: 0. 0120
The teacher shall do the corrections/ fixing of

the mistakes committed by the students in the
utilization of the z- table. The teacher has to
inform the students of the other possible z-
30
table. (the teacher can present the different z-
table trough a power point presentation)
Discussing new A. The teacher shall discuss the proportions of

concepts and areas under the normal curve through a video
practicing new skills presentation on “ Normal Distribution -
#2 Explained Simply (part 1)” and “b Normal
Distribution - Explained Simply (part 2)”
B. GROUP ACTIVITY
In a group of 5 students, the teacher asks the
students to give their ideas of the following
statement ask them to support their answers
illustrating each situation in a normal curve:
(answer can be written in a manila paper or
through a PPT. The students have to identify
the correct statement base on the equivalent
proportions of areas under the normal curve).
1. Z – score -2 and 2 covers 95.44%
2. The area from z- score 1 to 2 is 15%.
3. The total area between z= -1 and z= +1 is
0.6826
Answers:
1. The statement is correct or true by adding
the values from the table P(Z=2)=0.4772 or
47.72% and P(Z=-2)=0.4772 or 47.72% the
sum is 0.9544 or 95.44%.
2. The area covered from z= 0 to z=+1 is

0.3413 or 34.13% and from z=0 to z= +2 is
0.4772 0r 47.72% then the difference of the
values is 0.1359 or 13.59% not 15%. Therefore,
the statement is incorrect or false.
3. The sum of the values from z= 0 to z= -1

which is 0.3413 and from z= 0 to z=+1 which is
0.3413, is 0.6826. So, the statement is true or
correct.
31
*the teacher should give the correct illustration
of each statement as she/ he checks and
explains the answers (the teacher can use a ppt
or an IM for normal curve)
**ICT INTEGRATION
If computers are available, show learners that
we could alternatively use Excel to obtain (a)
and (b). Merely enter the command =
NORMSINV(0.5832)
and generate the value of z as 0.210086 for
(a). While for (b), we enter the command
= NORMSINV(1-0.8508)
and thus find z as –1.03987.
* the teacher can explore some z- scores for further
drills on the ICT integration.
A. Developing
Let the students perform the activity on the areas
mastery
under the normal curve. (see attached sheet 1) ;
(Leads to Formative
(different colors can be use if desired)
Assessment 3)
B. Finding Ask the students to give their real- life examples of
practical having regions or areas or a figure parallel or related
applications of to the lesson. (example: covered area in cleaning the
concepts and floor/ applying floor wax in an specific area / region of
skills in daily the floor) * Creativity and imaginative skill of the
living teacher is highly encouraged.
C. Making
generalizations Present the normal curve with the common / usual
and proportions under the normal curve. Let the students
abstractions give at least 1 visible proportions of the areas under
about the the normal curve.
lesson
D. Evaluating
Let the students perform attached sheet 2
Learning
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
for remediation who scored
below 80%.
32
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
use/discover which I wish
to share with other
teachers?
33
Sheet 1
Shade the normal curves with its given corresponding z- score

then identify the proportions of areas under the normal curve.
Greater than z= 1.065 Between z= -2. 08 and

z= 0.78.
Between z= 0. 12 and P(-1.53 < 0.45)

z= 1.96
From mean (μ) to z= 2.05 Between z=-1.12 and z= 1.12
34
Sheet 2
EVALUATION
A. Determine the proportions of the areas under the following normal

curves.
1. 2.
-2 1 -1 1 2
3. 4.
-2 -0.64
-2 -1 2 2.5 2
B. Illustrate and give the proportions of the regions under the normal
curve with the following z- scores.
5. 𝑧 = 0.38 ; 𝑓𝑟𝑜𝑚 𝑧 = 0 6. 𝑧 = −1.29 ; 𝑓𝑟𝑜𝑚 𝑧 = 0
7. 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑧 = 2.01 𝑎𝑛𝑑 𝑧 = 2.93 8. 𝑔𝑟𝑒𝑎𝑡𝑒𝑟 𝑡ℎ𝑎𝑛 𝑧 =

−0.67
9. 𝑏𝑒𝑙𝑜𝑤 𝑧 = 1.37 10. 𝑡ℎ𝑒 𝑟𝑖𝑔ℎ𝑡 𝑜𝑓 𝑧 = 2.03
35
Teacher
Area Probability
I. OBJECTIVES
Standards
The learner converts a normal random variable
to a standard normal variable and vice versa.
(M11/12SP-IIIc-4)
Specific Objectives: The learner will be able to:
C. Learning 1. Find the z- value that corresponds to a score X
Competencies / 2. Utilize/ use z- table independently and correctly.
Objectives 3. Convert a normal random variable to a standard
(Write the LC code for normal variable and vice versa
each)
4. Sketch the normal curve with convert a normal
random variable to a standard normal variable
and vice versa
Conversion of a normal random variable to a

II. CONTENT
standard normal variable and vice versa
III.
LEARNINGRESOURCES
A. References
Teacher’s Guide
pages
pages
3. Textbook pages Next Century Mathematics (Statistics and Probability)
Senior High School by Jesus P. Mercado pages 308-
321
Statistics and Probability by Rene R. Belecina et. Al.
First Edition
for Learning
B. Other Learning
Resources
IV. PROCEDURES
Reviewing I. Ask the leader of the day to do the routinely activities:
previous lesson or lead the prayer
presenting the new do the head counting
lesson recapitulation of the previous lesson
36
II. Ask the students to recall the properties of a normal
curve/ distribution through the activity:
A. Sketch the normal curve with the following

properties
1. μ= 0, σ=1
2. μ= 35, σ=3
3. μ=98, σ= 2.5
4. μ=105, σ= 4
5. μ= 100, σ= 20
*the teacher shall focus on the baseline of the

normal curve and the standard deviation. The
distance of each unit should be reviewed.
Establishing a A. The teacher presents the objectives of the

purpose for the lesson through a power point presentation.
lesson B. The teacher presents a normal curve with the
converted raw scores. Let the students
determine the μ and σ.
Presenting
examples/ A. Let them recall the role of the standard deviation in
instances of the the normal curve.
new lesson (the distance or units at the bottom part of the curve is
the standard deviation σ)
J. Discussing The teacher presents the video on the derivation of
new concepts the formula
and practicing
new skills #1 The areas under the normal curve are given in terms
of z- values or scores. Either the z- score locates X
within a sample or within a population.
The formula for calculating z is :
For population data For sample data

𝑋−𝜇 𝑋 − 𝑋̅
𝑧= 𝑧=
𝜎 𝑠
Where :
X- given measurement
μ- population mean
σ- population standard deviation
37
s- sample standard deviation
X- sample mean
*raw scores may be composed of large values, but

large values cannot be accommodated at the base
line of the normal curve. So, they need to be
converted into scores for convenience without
sacrificing the meaning associated to the raw score.
Discussing new A. Group Activity: Solve for the equivalent z- score
concepts and of the problem assigned to your group, then sketch
practicing new the normal curve showing the calculated z- score that
skills #2 corresponds to the raw score X.
Group 1- Given the mean μ= 60 and the standard

deviation σ= 5 of a population, find the z- value that
corresponds to score X= 54.
deviation σ= 2.6 of a population, find the z- value that
deviation σ= 6.5 of a population, find the z- value that
corresponds to score X= 147.5.
B. Let them present their output through a

manipulative normal curve made – up of
cardboard.
*The teacher can make her/ his own rubrics
according to the ability of the students.
*the teacher should give the correct illustration of

each statement as she/ he checks and explains
the answers (the teacher can use a ppt or an IM
for normal curve)
E. Developing A. By triad. : Give the missing value;

mastery
(Leads to 1. X= 23, μ=32, σ=8, z=?
Formative 2. μ=231, σ= 120, X= 250, z=?
Assessment 3) 3. μ=127, σ= 5, X= 98, z=?
4. μ=450, σ= 15, z=-1.5, X=?
5. σ= 5, X= 98, z=2.21, μ=?
B. Checking of the answer may be done through a
quick check where the teacher will give the
answers or if the students seem to be slow in
understanding the concept, the solution of each
problem shall be presented.
38
F. Finding
Ask the students to give their real- life examples of
practical
having small or large things which need to be converted
applications
just to fit in an actual scenario
of concepts
* Creativity and imaginative skill of the teacher is highly
and skills in
encouraged.
daily living
G. Making Ask the students to give the summary of the
generalization lesson.
s and
abstractions The teacher shall present the formulae to the students
about the through a PPT.
lesson The formula for calculating z is :
For population data For sample data
𝑋−𝜇 𝑋 − 𝑋̅
𝑧= 𝑧=
𝜎 𝑠
Where :
X- given measurement
μ- population mean
σ- population standard deviation
s- sample standard deviation
X- sample mean
H. Evaluating
Learning
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
for remediation who
scored below 80%.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation
Why did these work?
encounter which my
can help me solve?
39
teachers?
EVALUATION
Shade the normal curves with its corresponding z- score after
converting the raw score to its standard normal variable.
X= 69
μ=75
σ= 14
X= 219
μ=200 z=?
σ=21
z=?
X= 950
μ=1000 X= 12
σ=25 μ=20
z=? σ=6.5
z=?
Solve for the missing value.
X= 250 X= 100
σ=15.5 z=-0.98
z=1.65 μ= 112
μ=? σ=?
40
Teacher
Area Probability
I. OBJECTIVES
The learner is able to accurately formulate and solve
B. Performance Standards real-life problems in different disciplines involving
The learner computes probabilities and
percentiles using the standard normal table.
(M11/12SP-IIIc-d1)
C. Learning Specific Objectives: The learner will be able to:
Competencies / 5. Recall the concept on the reading of
Objectives probabilities on the z- table.
(Write the LC code for 6. Find the z- scores when probabilities are
each) given.
7. Computes the probabilities and percentiles
using the standard normal table.
II. CONTENT Locating Percentiles Under the Normal Curve
III.
LEARNINGRESOURCES
A. References
Teacher’s Guide
pages
pages
3. Textbook pages Next Century Mathematics (Statistics and
Probability) Senior High School by Jesus P.
Statistics and Probability by Rene R. Belecina
et. Al. First Edition
4. Additional Materials for
Learning
B. Other Learning
Resources a. https://www.google.com/search?q=percentile
&oq=percentile&aqs=chrome..69i57j0l5.2828j
0j9&sourceid=chrome&ie=UTF-8
b.
IV. PROCEDURES
A. Reviewing previous I. Ask the leader of the day to do the routinely
lesson or presenting the activities:
new lesson lead the prayer
do the head counting
recapitulation of the previous lesson
41
II. Ask the students to recall the process on how to
read values from the z- table by asking the students to
give the equivalent probability of the following; (this
can be a quiz bee with the help of the power point)
1. z= 0.12
2. z=-2.13
3. z=1.28
4. z=2.48
5. z=-0.87
6. z=-1.24
7. z= -2.09
8. z= 2.01
9. z= 1.72
10. z= 0.04
B. Establishing a purpose C. The teacher presents the objectives of the

for the lesson lesson through a power point presentation.
D. The teacher ask: “Which of the following are
familiar to you?”
a. First Honor
b. Top five
c. Eliminated candidates are the below 10%
d. Scholars are the top two
e. Remediation session is for students at the
bottom 5.
*the teacher shall ask the students to give the
meaning of each situation above.
C. Presenting examples/
instances of the new lesson A. (optional) the teacher can make a huge
normal curve and ask the students to stand on
the position of the following:(this can be done
by group)
1. Above z= 2.00
2. Below z = 0.08
3. More than z= 1.54
4. Less than or equal to z=-1.34
5. To the right of z= 0.49
D. Discussing new concepts

and practicing new skills #1 The teacher presents and asks the opinion of
the class about the picture.
42
*the idea of the percentile shall be given
emphasis and be defined.
Percentile - each of the 100 equal groups into
which a population can be divided according to
the distribution of values of a particular
variable.
A percentile is a measure used in statistics
indicating the value below which a given
percentage of observations in a group of
observations fall
E. Discussing new concepts C. The teacher shall present the following
and practicing new skills #2 considerations or important things to
remember when we are given probabilities
and we know their corresponding z- scores.
1. A probability value corresponds to an area
under the normal curve.
2. In the Table of Areas Under the Normal Curve,
the numbers in the extreme left and across the
top are z- scores, which are the distances
along the horizontal scale. The numbers in the
body of the table are areas or probabilities.
3. The z- scores to the left of the mean are
negative values.
D. Group Activity:
Ask the students to sketch the following:
Group 1: P25
Group 2: P65
Group 3: P88
Group 4: P90
Group 5: P98
E. Let them give the meaning of the assigned
percentile to their group.
F. Ask them to present the illustrations(for the
wrong sketch the teacher should check or
correct the illustration)
G. Discussion of how to determine the z- score of
every percentile.
The 95th percentile is z= 1.645
 .95/2 = 0.45 where there is no exact
0.45 in the table so therefore we get
the nearest values z=1.65 (0.4505)
and the z= 1.64 (0.4495) by
interpolation the value now is z=
1.645.
H. Ask the students to give the z – score of their
assigned percentile as stated above (B)
F. Developing mastery A. Let them perform the activity by pair:

(Leads to Formative 1. Find the upper 10% of the normal curve. Illustrate
Assessment 3) the normal curve.
43
2. The results of a nationwide aptitude test in
Mathematics are normally distributed with m=80
and s= 15. What is the percentile rank of a score
84?
I. Check their answer and resolve the
misconceptions committed by the students.
G. Finding practical Ask them to give their own example of the percentile
applications of concepts and rank (students can mention their rank after taking the
skills in daily living quiz or any test they had)
H. Making generalizations
and abstractions about the Is a normal curve useful in visualizing the positions of
lesson the scores or the rank? Why do you think so? Write
your thoughts in a piece of paper.
I. Evaluating Learning
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation.
for remediation who scored
below 80%.
work? No. of learners who
have caught up with the
lesson.
continue to require
remediation
Why did these work?
encounter which my
principal or supervisor can
help me solve?
to share with other
teachers?
44
EVALUATION
1. Sketch the 85th percentile.
2. Present the procedure in calculating the P99 of the normal curve then draw.
3. What is the percentile rank of a score of 56 from the normally distributed NAT
results with mean of 75 and σ= 20. Draw.
45
Teacher
Area Probability
I. OBJECTIVES
Standard sampling ad sampling distributions of the sample mean.
B. Performance The learner is able to apply suitable sampling and sampling

Standard distributions of the sample mean to solve real-life problems
in different disciplines.
C. Learning The learner illustrates random sampling.

Competency/Obj M11/12SP-IIId-2.
ectives
II. CONTENT Random Sampling

III. LEARNING RESOURCE
References 1. Jose Dilao S., Orines F and Bernabe J. (2009).
Advanced Algebra, Trigonometry and Statistics. SD
Publications, Inc. pp 234-236.
2. Ocampo J. & Marquez W. (2016). Senior High
Conceptual Math and Beyond Statistics and Probability.
Brilliant Creations Publishing, Inc. pp.86-93.
Other Learning https://www.youtube.com/watch?v=xh4zxC1OpiA
Resource
IV. PROCEDURES
A. Reviewing Recall from our study of probability that the number of
previous lessons combinations of n objects taken r at a time is obtained by
or presenting the using the formula.
new lesson
𝑛!
C (n, r) = (𝑛−𝑟)!𝑟! 𝑤ℎ𝑒𝑟𝑒 𝑛 ≥ 𝑟
Evaluate the following:
1.C (5, 3)
2. C (10, 4)
3. C (9, 6)
4. C (8, 2)
5. C (7, 6)
The students will explain their solutions.

B. Establishing a To prepare the students in the lesson, activities are as
purpose for the follows:
lesson
A.A sample of investment experts was asked to give their
opinion as to where they would invest their money. The
following are their responses.
Stocks Real estate Real estate
Precious metals Art Precious metals
Real state Precious metals Commodities
Art Precious metals Foreign money
46
Precious metals Commodities Commodities
Stocks Foreign money Stocks
Stocks Stocks Real estate
Real estate Stocks Real estate
Commodities Stocks Real estate
Stocks Precious metals Real estate
Real estate Real estate Foreign money
Construct a table to show the frequency distribution of the

given responses.
Types of Investment Frequency
C. Presenting Norma wants to know the common number of children her

Examples/Instan classmates’ families have. Which of the following samples is
ces of the a good representation of the class? Why?
Lesson 1.A sample consisting of Norma’s friends
2.A sample consisting of students belonging to rich families.
3. A sample consisting of students whose names were drawn
from a box all the names of students in Norma’s class.
Wrong conclusion may be inferred from samples given in

numbers 1 and 2. This sample will not represent the correct
number of children the families of Norma’s classmates have.
The sample in a number 3 in the best representation of the
class.
This is idea of representativeness leads to the importance of

random sampling, a method of drawing out a sample from a
population without a definite plan, purpose, or pattern.
D. Discussing New Let students analyze the video in the link-

concepts and https://www.youtube.com/watch?v=xh4zxC1OpiA
Practicing New
Skills # 1 After watching the video presentation, the students will
define random sampling and state its uses.
E. Developing Group activity for 10 minutes. The students are task
Mastery to:
1. Create problem that involves random sampling.
2. Construct a table that show frequency distribution of
the samples.
3. What learning discovered in doing such activity?
Would you be able to use this in your life? How and
why?
47
The rubrics will be used in scoring the performance of the
group.
Categor 4 3 2 1
ies Excellen Satisfact Developi Beginning
t ory ng
Mathe Demons Demons Demonstr Shows lack
matical trates a trates a ates of
Concep thoroug satisfact incomplet understandin
t h ory e g and have
underst underst understa severe
anding anding nding misconceptio
of the of the and has ns.
topic uses it some
and to misconce
uses it simplify ptions.
accurate the
ly to problem
solve .
the
problem
Accura All The Generally Errors in
cy of computa computa , most of computations
comput tion are tion are the are severe.
ation. correct correct. computati
an are ons are
logically not
present correct.
ed
Organiz Highly Satisfact Somewh Illogical and
ation of organize orily at obscure. No
the d, flows organize cluttered. logical
report smoothl d. Flow is connections
y, and Sentenc not of ideas.
observe e flow is consisten Difficult to
s logical generall tly determine
connecti y smooth, the meaning.
ons of smooth appears
points. and disjointed
logical. .
Particip All Almost Almost Almost 70-

ation of member 90-99% 80-89% 79% take
the s take take take part part in the
membe part in part in in the activity,
rs the the activity, support and
activity, activity, support encourage
support support and others in the
and and encourag group. There
encoura encoura e others isa conflict
ge ge in the relationship
others in others in group in doing the
the the members activity.
group group do not
member member find fault
48
s do not s do not in one
find fault find fault another,
in one in one open to
another, another, comment
open to open to s and
commen commen criticism.
ts and ts and
criticism criticism
. .
F. Making What is random sampling?
generalization
and abstraction Random sampling is a method by which every
about the lesson element of a population has a chance of being
included in a sample. That is, the elements that
compose the sample are taken without purpose. The
more elements in the sample, the better the chances
of getting a true picture of the whole population.
G. Evaluating Determine whether the following is a random sample or not.
Learning Explain your answer.
1.To select the students to attend the summer workshop in
Sorsogon, the teacher told her class to count off, and then
selected those even-numbered students for the workshop.
2. To study the average number of years a family has stayed
in Barangay Guinlajon, the barangay captain chose to
interview the families around his residence.
3. To find the average number of dengue victims in hospitals
per day, a researcher made a list of all hospitals in Sorsogon
Province, and then selected every fifth in the list.
4. A survey of the prevailing cost of rice was undertaken in
the seven key cities of the country.
5. To select students for MTAP competition, the school
math coordinator decided to screen competitive students
from junior high school.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson.
D. No. of learners
who continue to
require remediation
49
E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
wish to share with
other teachers?
50
Teacher
Area Probability
I. OBJECTIVES

Standard distributions of the sample mean to solve real-life problems in
different disciplines.
C. Learning The learner distinguishes between parameter and statistic.

Competency/ M11/12SP-IIId-3.
Objectives
II. CONTENT Parameter and Statistic

References
3. Ocampo J. & Marquez W. (2016). Senior High Conceptual
Math and Beyond Statistics and Probability. Brilliant
Creations Publishing, Inc. pp.86-93.
2. Supplementary Statistics Topics. Retrieved from
https://www2.southeastern.edu/Academics/Faculty/dgurne
y/Math241/StatTopics.html
5. Surbhi (2017). Difference Between Statistic and Parameter
Retrieved from https://keydifferences.com/difference-
between-statistic-and-parameter.html
Other Learning https://www.youtube.com/watch?v=M-L8C2aOf7E
Resource
IV. PROCEDURES
A. Reviewing Jumble the letters that corresponds to the given definition.
previous 1. AATD- facts and statistics collected together for reference or
lessons or analysis.
presenting the 2. NIOTALUPOP- an aggregate observation of subjects
new lesson grouped together by a common feature
3. ELPMSA- a small part or quantity intended to show what the
whole is like.
4.UAIESMMRZ- give a brief statement of the main points of
(something).
5. PRMTRSAAEE- a numerical or other measurable factor
forming one of a set that defines a system or sets the conditions
of its operation.
B. Establishing a Let students analyze the given definition and comparison

purpose for chart of statistic and parameter
the lesson
In statistics vocabulary, we often deal with the terms parameter
and statistic, which play a vital role in the determination of the
sample size. Parameter implies a summary description of the
characteristics of the target population. On the other extreme,
51
the statistic is a summary value of a small group of population
i.e. sample.
-Definition of Statistic
A statistic is defined as a numerical value, which is obtained
from a sample of data. It is a descriptive statistical measure and
function of sample observation. A sample is described as a
fraction of the population, which represents the entire
population in all its characteristics. The common use of statistic
is to estimate a particular population parameter.
From the given population, it is possible to draw multiple
samples, and the result (statistic) obtained from different
samples will vary, which depends on the samples.
-Definition of Parameter
A fixed characteristic of population based on all the elements of
the population is termed as the parameter. Here population
refers to an aggregate of all units under consideration, which
share common characteristics. It is a numerical value that
remains unchanged, as every member of the population is
surveyed to know the parameter. It indicates true value, which
is obtained after the census is conducted
C. Presenting The students will distinguish the parameter and statistic in the
Examples/Inst given statements.
ances of the
Lesson 1.A researcher wants to know the average weight of females
aged 22 years or older in Sorsogon. The researcher obtains
the average weight of 54 kg, from a random sample of 40
females.
-Solution: In the given situation, the statistics are the average
weight of 54 kg, calculated from a simple random sample of
40 females, in Sorsogon while the parameter is the mean
weight of all females aged 22 years or older.
2.A researcher wants to estimate the average amount of water

consumed by male teenagers in a day. From a simple random
sample of 55 male teens the researcher obtains an average of
1.5 litres of water.
52
-Solution: In this question, the parameter is the average
amount of water consumed by all male teenagers, in a day
whereas the statistic is the average 1.5 litres of water
consumed in a day by male teens, obtained from a simple
random sample of 55 male teens
D. Discussing Let the students analyze the video in the link-

New concepts https://www.youtube.com/watch?v=M-L8C2aOf7E
and Practicing
New Skills # 1 After watching the video presentation, the students will reflect
to the difference between parameter and statistic and connect
it to real life.
E. Developing Group activity for 10 minutes. The students are task to:
Mastery 4. Create statements that involves parameter and
statistic.
5. What learning discovery did you found useful in your
daily life activities?

group.
Categories 4 3 2 1
Excellent Satisfactory Developing Beginning
Mathem Demonstr Demonstr Demonstra Shows
atical ates a ates a tes lack of
Concept thorough satisfacto incomplete understan
understa ry understan ding and
nding of understa ding and have
the topic nding of has some severe
and uses the uses misconcep misconcep
it it to tions. tions.
accuratel simplify
y to solve the
the problem.
problem
Accurac All The Generally, Errors in
y of computati computati most of computatio
computa on are on are the ns are
tion. correct correct. computatio severe.
an are ns are not
logically correct.
presente
d
Organiza Highly Satisfact Somewhat Illogical
tion of organize orily cluttered. and
the d, flows organize Flow is not obscure.
report smoothly, d. consistentl No logical
and Sentence y smooth, connection
observes flow is appears s of ideas.
logical generally disjointed. Difficult to
connectio smooth determine
ns of and the
points. logical. meaning.
53
Participa All Almost Almost 80- Almost 70-
tion of members 90-99% 89% take 79% take
the take part take part part in the part in the
member in the in the activity, activity,
s activity, activity, support support
support support and and
and and encourage encourage
encourag encourag others in others in
e others e others the group the group.
in the in the members There isa
group group do not find conflict
members members fault in one relationshi
do not do not another, p in doing
find fault find fault open to the
in one in one comments activity.
another, another, and
open to open to criticism.
comment comment
s and s and
criticism. criticism.
F. Making Differentiate parameter to statistic.
generalization
and -Parameters are numbers that summarize data for an entire
abstraction population. Statistics are numbers that summarize data from a
about the sample, i.e. some subset of the entire population
lesson
G. Evaluating Problems (1) through (6) below each present a statistical

Learning study*. For each study, identify both the parameter and the
statistic in the study.
1) A researcher wants to estimate the average height of women

aged 20 years or older. From a simple random sample of 45
women, the researcher obtains a sample mean height of 63.9
inches.
2) A nutritionist wants to estimate the mean amount of sodium

consumed by children under the age of 10. From a random
sample of 75 children under the age of 10, the nutritionist
obtains a sample mean of 2993 milligrams of sodium
consumed.
3) Nexium is a drug that can be used to reduce the acid

produced by the body and heal damage to the esophagus. A
researcher wants to estimate the proportion of patients taking
Nexium that are healed within 8 weeks. A random sample of
224 patients suffering from acid reflux disease is obtained, and
213 of those patients were healed after 8 weeks.
4) A researcher wants to estimate the average farm size in

Kansas. From a simple random sample of 40 farms, the
researcher obtains a sample mean farm size of 731 acres.
54
5) An energy official wants to estimate the average oil output
per well in the United States. From a random sample of 50 wells
throughout the United States, the official obtains a sample
mean of 10.7 barrels per day.
6) An education official wants to estimate the proportion of

adults aged 18 or older who had read at least one book during
the previous year. A random sample of 1006 adults aged 18 or
older is obtained, and 835 of those adults had read at least one
book during the previous year.
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
lessons work?
No. of learners
who have
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
55
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
56
Teacher
Area Probability
I. OBJECTIVES

C. Learning M11/12SP-IIId-4. The learner identifies sampling

Competency/O distributions of statistics (sample mean)
bjectives
II. CONTENT Identifying Sampling Distributions of statistics (sample

mean)
References Ocampo J. & Marquez W. (2016). Senior High
Conceptual Math and Beyond Statistics and Probability.
Brilliant Creations Publishing, Inc. pp.86-93.
Other Learning https://www.youtube.com/watch?v=xh4zxC1OpiA
Resource
IV. PROCEDURES
A. Reviewing Find the mean of the following sets of data.
previous Set of data Mean
lessons or 1.18, 19, 20, 21, 22,21, 20, 19, 17, 17, 16, 16, 16
presenting the 2.5,3,6,9, 7,2,10,8
new lesson 3.18,16,19,22,20, 15,23,21,21
4.76,69,63,82,29,83,64,71,76
5.36,37,37,38,23,30,35
B. Establishing a Suppose we have a population of size N with a mean 𝜇, and

purpose for the we draw or select all possible samples of size n from this
lesson population. Naturally, we expect to get different values of the
means for each sample. The sample means may be less
than, greater than, or equal to the population mean 𝜇.
The sample means obtained will from a frequency and the

corresponding probability distribution can be constructed.
This distribution is called the sampling distribution of the
sample means.
C. Presenting How do we construct the sampling distribution of the sample
Examples/Insta means? Study the given example.
nces of the
Lesson A population consists of five values (Php2, Php 3, Php 4, Php
5, Php6). A sample of size 2 is to be taken from this
population.
a. How many samples are possible? List them
and compute the mean of each sample.
57
b. Construct the histogram of the sampling
distribution of the sample means.
D. Discussing The following table gives the monthly salaries
New concepts Officer Salary
and Practicing A 8
New Skills # 1 B 12
C 16
D 20
E 24
F 28
1.How many samples are possible? List them and compute

the mean of each sample?
2. Construct the sampling distribution of the sample means.
3. Construct the histogram of the sampling distribution of the
sample means.
E. Developing Group activity for 10 minutes. The students are task
Mastery to:
1. Create problem that involves sampling distributions
of statistics (sample mean).
2. Construct sampling distribution and histogram of the
sample means
3. What learning discovered in doing such activity?
Would you be able to use this in your life? How and
why?

group.
Categories 4 3 2 1
Excellent Satisfactory Developing Beginning
Mathe Demons Demons Demonstr Shows lack
matical trates a trates a ates of
Concep thoroug satisfact incomplet understandin
t h ory e g and have
underst underst understa severe
anding anding nding misconceptio
of the of the and has ns.
topic uses it some
and to misconce
uses it simplify ptions.
accurate the
ly to problem
solve .
the
problem
Accura All The Generally Errors in
cy of computa computa , most of computations
comput tion are tion are the are severe.
ation. correct correct. computati
an are ons are
logically not
present correct.
ed
58
Organiz Highly Satisfact Somewh Illogical and
ation of organize orily at obscure. No
the d, flows organize cluttered. logical
report smoothl d. Flow is connections
y, and Sentenc not of ideas.
observe e flow is consisten Difficult to
s logical generall tly determine
connecti y smooth, the meaning.
ons of smooth appears
points. and disjointed
logical. .
Particip All Almost Almost Almost 70-

ation of member 90-99% 80-89% 79% take
the s take take take part part in the
membe part in part in in the activity,
rs the the activity, support and
activity, activity, support encourage
support support and others in the
and and encourag group. There
encoura encoura e others isa conflict
ge ge in the relationship
others in others in group in doing the
the the members activity.
group group do not
member member find fault
s do not s do not in one
find fault find fault another,
in one in one open to
another, another, comment
open to open to s and
commen commen criticism.
ts and ts and
criticism criticism
. .
F. Making What is sampling distribution of sample means?
generalization
and abstraction -It is the frequency distribution of the sample means taken
about the from a population.
lesson
G. Evaluating A. Determine the number of different samples of the given
Learning size n that can be drawn from the given population of size
N.
N N Number of Possible Samples
7 3
15 5
50 4
10 3
25 4
B. Random samples of size n=2 are drawn from a finite

population consisting of numbers 5, 6,7,8,and 9.
a. How many possible samples are there?
59
b .List all the possible samples and the corresponding
mean for each sample.
c. Construct the sampling distribution of the sample means.
d. Construct the histogram for the sampling distribution of
the sample means. Describe the shape of the histogram.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation.
B. No. of learners
who require
for remediation who
scored below 80%.
C. Did the remedial
lessons work? No.
of learners who
have 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?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
wish to share with
other teachers?
60
Teacher
Area Probability
I. OBJECTIVES
concepts of sampling and sampling distributions of the
sample mean.
B. Performance The learner is able to apply suitable sampling and
Standard sampling distributions of the sample mean to solve
real-life problems in different disciplines.
C. Learning The learners shall be able to finds the mean, variance
Competency/Objectives and the standard deviation of the sampling distribution
Write the LC code for of the sample mean.
each M11/12SP-IIId-5
I.CONTENT Sampling and Sampling Distributions
II.LEARNING
RESOURCES
A. Reference K-12 Curriculum Guide
Statistics and Probability by Belencina, Baccay &
Mateo
1.Teacher’s Guide pages
2.Learner’s Material
pages
3.Textbook pages pp. 110-119
4.Additional Materials
from Learning
Resource(LR) Portal
B. Other Learning Calculator, manila paper, pentel pen, projector and
Resources laptop
IV. PROCEDURES
A. Reviewing previous Tell the class that the
lesson or sampling distribution of
presenting the new the sample means is
lesson actually the probability
distribution of the
sample mean
Start the lesson with a
review on how to
construct the sampling
distribution of the
sample mean.
Consider a population
consisting of 1,2,3,4
and 5. Suppose
sample size 2 are
drawn from this
population
Construct the sampling
distribution of the
sample mean.
61
Step 1:Determine the
number of possible 5!
5𝐶2 = (5−2)!2!
samples that can be
5𝑥4𝑥3!
drawn from the =
3!2!
population using the = 20/2
combination formula 5𝐶2 = 10
𝑛!
n𝐶𝑟 = (𝑛−𝑟)!𝑟!
Or through the use of scientific
Step 2:List all possible Calculator
samples and compute Keystroke:
the mean of each sample
5 n𝐶𝑟 2 = Display
Sample Mean Sample Mean

1,2 1.50
1,3 2.00
1,4 2.50
1,5 3.00
2,3 2.50
2,4 3.00
2,5 3.50
3,4 3.50
Step 3: Construct a 3,5 4.00
frequency distribution of 4,5 4.50
the sample means
obtained in step 2
Sam Frequ Proba

Sample Frequency Probability
ple ency bility
Mean P(x)
Mea P(x)
𝑥̅
n
1.50 1 1/10
𝑥̅
2.00 1 1/10
2.50 2 2/10 or
1/5
2 2/10 or
1/5
3.50 2 2/10 or
1/5
4.00 1 1/10
4.50 1 1/10
Total 10 1.00
Tot
al
62
B. Establishing a Tell the class that on this lesson we shall continue to compute the
purpose for the lesson mean and variance of the sampling distribution of the sample mean
C. Presenting Consider a population Σ𝑥

𝜇=
𝑛
examples/instances of consisting of 1,2,3,4 and 1+2+3+4+5
the 5. Suppose sample size 𝜇=
5
new lesson 2 are drawn from this 𝜇=3.00
population
Compute the population

mean from the given
example
Challenge the students

to compare this mean to
the mean of the sampling
distribution of the sample
mean after the next
activity had been done.
D. Discussing new Discuss the steps on
concepts and how to find the mean and
practicing new variance of the given
skills # 1 sampling distribution
(PPT)
ICT Integration
Activity 2
Consider a population
consisting of 1,2,3,4 and
5. Suppose sample size
2 are drawn from this
population
Find the mean and Answers:
variance of the sampling 𝑋̅ P(𝑋̅) 𝑋̅ ∙ P(𝑋̅)
mean?
1.50 1/10 0.15
2.00 1/10 0.20
2.50 1/5 0.50
3.00 1/5 0.60
3.50 1/5 0.70
4.00 1/10 0.40
Remind the students to 4.50 1/10 0.45
follow the s Total 1.00 ̅ ̅ )=
𝚺𝑿 ∙ P(𝑿
1. Construct the 3.00
sampling distribution of ̅ ∙ P(𝑿
𝜇𝑥̅ = 𝚺𝑿 ̅)
the sample mean. 𝜇𝑥̅ = 3.00 mean of the
2. Compute the mean of sampling distribution of the
the sampling distribution means
of the sample mean (𝜇𝑥̅
63
by multiplying the sample
mean by the
corresponding probability
and add the results.
3. Compute the variance
(𝜎 2 𝑥̅ ) of the sampling
Mean using the
formula
𝜎 2 𝑥̅ = Σ P(𝑋̅) ∙ (𝑋̅
– 𝜇) 2
4. Compute the standard 𝑋̅ P 𝑋̅ (𝑋̅ – P(𝑋̅) ∙ (𝑋̅ –

deviation by finding the ( – 𝜇)2 𝜇)2
square root of the 𝑋̅ 𝜇
variance )
1. 1/ - 2.2 0.225
𝜎𝑥̅ = √Σ P(𝑋̅) ∙ (𝑋̅ – 𝜇)2 5 1 1. 5
0 0 50
2. 1/ - 1.0 0.100
Complete the table below 0 1 1. 0
𝑋̅ P 𝑋̅ (𝑋̅ P(𝑋̅) 0 0 00
( – – ∙ (𝑋̅ 2. 1/ - 0.2 0.050
𝑋̅ 𝜇 𝜇) – 𝜇)2 5 5 0. 5
) 2 0 50
3. 1/ 0. 0.0 0.000
0 5 00 0
0
3. 1/ 0. 0.2 0.050
T Σ Σ 5 5 50 5
o P P(𝑋̅) 0
t ( ∙ (𝑋̅ 4. 1/ 1. 1.0 0.100
a 𝑋̅ – 𝜇)2 0 1 00 0
l ) = 0 0
= 4. 1/ 1. 2.2 0.225
5 1 50 5
0 0
T 1. ΣP(𝑋̅)∙(𝑋̅–
ot 0 𝜇)2 =0.750
What is now the mean al 0
and the variance of the
given sampling
distribution?
𝜎 2 𝑥̅ = Σ P(𝑋̅ ) ∙ (𝑋̅ – 𝜇)2

𝜎 2 𝑥̅ = 0.750 Variance of the
sampling distribution of the
sample mean
64
E. Discussing new From the activity ask the
concepts and students to compute the 𝜎𝑥̅ = √Σ P(𝑋̅) ∙ (𝑋̅ – 𝜇)2
practicing new standard deviation by = √0.750
skill #2 finding the square root of
𝜎𝑥̅ = 0.87
the variance.
So, the standard deviation of
the sampling distribution of the
sample mean is.87
F. Developing After the discussion, divide the class into 4 groups and
mastery leads distribute worksheets and materials.
to Formative Group 1. Construct Me
Assessment Group 2- Meant to be
Group 3.Difference and its Square
Group 4:Your Square Root, My Standard
G. Making Give the summary through question and answer.

generalization 1. What are the steps in computing the mean, variance
and abstraction and standard Deviation of the sampling distribution of the
about the sample mean?
lesson 2. How do you compare mean of the sample means and
the mean of population?
H. Evaluating Evaluate the students base on the results of their output.

Learning
J. Additional From a group of eight students in your class. Determine
activities for the general weighted average of the members of the group
application or and list all possible samples of size 2 and their
remediation corresponding mean. Construct the sampling distribution
and solve the mean , variance and standard deviation of
the sampling distribution of the sample mean.
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
learners who have
caught up with the
lesson
D. No of learners who
continue to require
remediation
65
E. Which of my
teaching strategies
worked well? Why did
these work?
encounter which
my principal or
supervisor can help me
solve?
wish to share with
other teachers?
66
Worksheets
Group1. Construct Me
Given the population 1,3,4,6 and 8.
Suppose the sample size of 3 are drawn
from this population.
Construct the sampling distribution of the
Sample Mean
Step1. List all possible samples of size 3
and their corresponding mean Sample Mean
Sample Mean 1,3,4 2.67
2.67 1,3,6 3.33
3.33 1,3,8 4.00
3.67 1,4,6 3.67
4.00 1,4,8 4.33
4.33 1,6,8 5.00
5.00 3,4,6 4.33
5.67 3,4,8 5.00
6.00 3,6,8 5.67
4,6,8 6.00
Step 2 Construct the sampling distribution Sample Frequency Probability

of the sample means Mean P(𝑥̅ )
Sample Frequency Probability 𝑥̅
Mean P(𝑥̅ ) 2.67 1 1/10
𝑥̅ 3.33 1 1/10
3.67 1 1/10
4.00 1 1/10
4.33 2 2/10 or 1/5
5.00 2 2/10 or 1/5
5.67 1 1/10
Total
6.00 1 1/10
Total 10 1.00
67
Group 2: Meant to Be.
Solve the mean of the sampling distribution
of the mean.
Sample Probability 𝑥̅ ∙ P(𝑥̅ ) Sample Probability

Mean P(𝑥̅ ) Mean P(𝑥̅ ) 𝑥̅ ∙ P(𝑥̅ )
𝑥̅ 𝑥̅
2.67 1/10 𝜇𝑥̅ 2.67
= 𝚺𝑿 ̅ ∙ P(𝑿
̅)
1/10 0.267
What is now the mean of the sampling
3.33 of the sample
1/10
𝜇𝑥̅ 3.33
= 4.40 mean1/10 of the sampling 0.333
distribution mean?
distribution of the means
3.67 1/10 3.67 1/10 0.367
4.00 1/10 4.00 1/10 0.400
4.33 2/10 or 1/5 4.33 2/10 or 1/5 0.866
5.00 2/10 or 1/5 1.00
5.00 2/10 or 1/5
5.67 1/10 0.567
5.67 1/10
6.00 1/10 0.600
6.00 1/10
total 1.00 Σ𝑥̅ ∙ P(𝑥̅ ) =4.40
Total 1.00
Group 3: Difference and its square

If the mean 𝜇 of the population is 5.
Step 1. Subtract the population mean (𝜇) Sampl Probability 𝑥̅ - 𝜇

from each sample (𝑥̅ ). e P(𝑥̅ )
Sampl Probabilit 𝑥̅ - 𝜇 Mean
e y 𝑥̅
Mean P(𝑥̅ ) 2.67 1/10 -1.73
𝑥̅ 3.33 1/10 -1.07
2.67 1/10 3.67 1/10 -0.73
3.33 1/10 4.00 1/10 -0.40
3.67 1/10 4.33 2/10 or 1/5 -0.07
4.00 1/10 5.00 2/10 or 1/5 0.60
4.33 2/10 or 5.67 1/10 1.27
1/5 6.00 1/10 1.60
5.00 2/10 or total 1.00
1/5
5.67 1/10
6.00 1/10
2.67 1/10
total 1.00
68
Step 2:Square the difference 𝑥̅ - 𝜇
Sampl Probabilit Sample Probability
e y 𝑥̅ - 𝜇 (𝑥̅ − 𝜇 )2 Mean P(𝑥̅ ) 𝑥̅ - 𝜇 (𝑥̅ − 𝜇 )2
Mean P(𝑥̅ ) 𝑥̅
𝑥̅ 2.67 1/10 -1.73 2.993
2.67 1/10 -1.73 3.33 1/10 -1.07 1.145
3.33 1/10 -1.07 3.67 1/10 -0.73 0.533
3.67 1/10 -0.73 4.00 1/10 -0.40 0.160
4.00 1/10 -0.40
4.33 2/10 or -0.07 0.005
4.33 2/10 or -0.07 1/5
1/5 5.00 2/10 or 0.60 0.360
5.00 2/10 or 0.60 1/5
1/5 5.67 1/10 1.27 1.613
5.67 1/10 1.27
6.00 1/10 1.60 2.560
6.00 1/10 1.60
total 1.00
total 1.00
Group 4: Your Square Root, My Standard

Compute the Variance and Standard Deviation of the sampling distribution of the
Means if the mean 𝜇 of the population is 5.
Step 1: Multiply (𝑥̅ − 𝜇)2 by its corresponding Probability P(𝑥̅ ) and add the results
Sample Probabili Samp Probab

Mean ty ility
le
𝑥̅ P(𝑥̅ ) 𝑥̅ - 𝜇 P(𝑥̅ )
Mean 𝑥̅ - 𝜇 (𝑥̅ − 𝜇)2
P(𝑥̅ )∙ (𝑥̅ − 𝜇)2
(𝑥̅ P(𝑥̅ )∙ (𝑥̅ −
𝑥̅
− 𝜇)2 𝜇)2
2.67 1/10 -1.73 2.993 0.300
2.67 1/10 -1.73 2.993
3.33 1/10 -1.07 1.145 3.33 1/10 -1.07 1.145 0.115
3.67 1/10 -0.73 0.533 3.67 1/10 -0.73 0.533 0.053
4.00 1/10 -0.40 0.160 4.00 1/10 -0.40 0.160 0.016
4.33 2/10 or -0.07 0.005 4.33 2/10 -0.07 0.005 0.001
1/5 or 1/5
5.00 2/10 or 0.60 0.360 5.00 2/10 0.60 0.360 0.072
1/5 or 1/5
5.67 1/10 1.27 1.613 5.67 1/10 1.27 1.613 0.161
6.00 1/10 1.60 2.560 6.00 1/10 1.60 2.560 0.256
total 1.00 total 1.00 Σ P(𝑥̅ )∙ (𝑥̅ −
𝜇)2 =0.974
What is now the variance of the sampling
distribution of the sample mean?
𝜎 2 𝑥̅ = Σ P(𝑋̅ ) ∙ (𝑋̅ – 𝜇)2

𝜎 2 𝑥̅ = 0.974 Variance of the sampling distribution
of the sample mean
̅ ) ∙ (𝑋
𝜎𝑥̅ = √Σ P(𝑋 ̅ – 𝜇)2
= √0.974
𝜎𝑥̅ = 0.990 standard deviation of the sampling
distribution of the sample mean
69
Daily Lesson Plan in Statistics and Probability
Grade 11/12
Quarter 3 Week 5
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standard of sampling ad sampling distributions of the sample mean.

C. Learning M11/12SP-III-e-2. The learner illustrates the Central Limit
Competency/Obj Theorem.
ectives
II. CONTENT Central Limit Theorem

References 1. Commission on Higher Education & Philippine Normal
University (2016). Teaching Guide for Senior High
School: Statistics and Probability. pp.242-261
2. Woodward, E. (2019). Ed's Intro to Prob and Stats.
Retrieved from
https://legacy.cnx.org/content/col12133/1.1/ pp. 364.
3. Holmes, A., Illowsky, B., & Dean, S. (2019). Retrieved
from
https://opentxtbc.ca/introbusinessstatopenstax/chapter
/usng-the-central-limit-theorem.
Other Learning 1. Calculator, manila paper, permanent markers,

Resource ruler/meter stick, Diagram of the different shapes of
distributions retrieved from
http://mathcenter.oxford.emory.edu/site/math117/shap
eCenterAndSpread/
IV. PROCEDURES
A. Reviewing
previous 1. Describe the shape of the following distribution.
lessons or
presenting the
new lesson
Image downloaded from

http://mathcenter.oxford.emory.edu/site/math117/shapeCenterAndSpread/
70
Options
A. Symmetric, unimodal, bell-shaped
B. Uniform
C. Skewed right
D. Skewed left
E. Symmetric, bimodal
F. Non-symmetric, bimodal
B. Establishing a What will be the effect of increasing the sample size on the
purpose for the shape of the sampling distribution of the sample mean
lesson given that the samples are selected at random?
The learners will be asked to write their hypothesis on their

notebook. The teacher will inform the learners that in order
to test their hypotheses, they will be asked to perform an
activity. At this point, the learners will be divided into six
groups. Each group will be given a copy of the worksheet
to be used and other materials needed to accomplish the
task.
C. Presenting The class will be divided into 4 groups. Provide each group
Examples/Instan with the materials needed in accomplishing their tasks such
ces of the as dice, Hand-outs, permanent markers, calculator, manila
Lesson paper and coloring materials. (See attached Hand-outs.)
Tasks:
Group 1: Construct a probability distribution of the random
variable X defined by the outcomes of rolling a die. Draw its
corresponding histogram. What is the shape of the
distribution?
Group 2. Ask one member of the group to roll 2 dice.

Consider this as trial 1. Compute the sample mean of the
faces showing. For example, 1 and 2, thus the mean is
1+2
= 1.50. Record the outcomes and the mean of the
2
samples on the hand-out provided to your group (Hand-out
1.A) The same person will continue rolling the dice until 20
trials. After completing all the required trials, construct a
probability distribution of the sample means and construct
its corresponding histogram. Describe the shape of the
distribution.

faces showing. For example, 1, 3,4,5 and 2, thus the mean
1+3+4+5+2
is = 3.00. Record the outcomes and the mean of
5
the samples on the hand-out provided to your group (Hand-
out 1.B) The same person will continue rolling the dice until
20 trials. After completing all the required trials, construct a
probability distribution of the sample means and construct
its corresponding histogram. Describe the shape of the
distribution.
71
faces showing. For example, 1,1,1,4,4,5,6,2,3 and 2, thus
1+1+1+4+4+5+6+2+3+2
the mean is = 2.90. Record the
10
outcomes and the mean of the samples on the hand-out
provided to your group (Hand-out 1.C) The same person
will continue rolling the dice until 20 trials. After completing
all the required trials, construct a probability distribution of
the sample means and construct its corresponding
histogram. Describe the shape of the distribution.
D. Discussing New The learners will be given at most 2 minutes to present their
concepts and group outputs. The teacher then checks the histogram
Practicing New constructed by each group. Once all of the groups’ outputs
Skills # 1 are checked, ask the learners to compare the histograms of
the sampling distributions of the sample mean when n=2,
n=5 and n=10 and compare this to the original population
distribution constructed by Group 1. What happens to the
shape of the sampling of the sample means when the
sample size increases?
E. Developing Show the following sets of diagrams to the learners. Let

Mastery them answer the guide questions afterwards.
(A) (B) (C)

Images retrieved from https://opentxtbc.ca/introbusinessstatopenstax/chapter/usng-the-
central-limit-theorem
Guide Questions
1. What is the shape of the population distribution in Set
A? in Set B? in Set C?
72
2. What happens to the shape of the sampling of the
sample means when the sample size increases?
3. Complete the statement below about central limit
theorem.
The central limit theorem for sample means says that
as the sample size_________, the sampling distribution
of the sample mean grows closer to a ________,
regardless of the shape of the original population
distribution. (increases, normal distribution)
F. Making The central limit theorem for sample means says that
generalization as the sample size increases, the sampling distribution
and abstraction of the sample mean grows closer to a normal
about the lesson distribution, regardless of the shape of the original
population distribution.
When the variable has a distribution that is not a Normal
distribution, the sample means are not normally
distributed unless the sample size is large enough.
(Generally, a good rule of thumb is to use a sample size
of at least 30, to ensure a sampling distribution that will
be approximately normal. Unless of course the original
population is known to be normal, in which case the
sampling distribution of the sample mean will be
guaranteed to normal.)
G. Evaluating Choose only 1 of the suggested tasks. (See attached

Learning worksheets 1-A to 1-D)
73
WORKSHEET 1-A
I. Write O if the statement is TRUE and X if otherwise.
1. The Central Limit Theorem tells us that as sample sizes get larger, the sampling
distribution of the sample means will become normally distributed, even if the
data within each sample are not normally distributed. (TRUE)
2. The shape of the sampling distribution of the means becomes left skewed if
random samples of size n becomes larger. (FALSE)
3. The central limit theorem states that as the sample size increases, the shape
of the distribution of the sample values look more and more normal. (FALSE)
II. Read and analyze the situations below. Write a short explanation for your answer.
4. A certain study involving senior high school students’ number of hours spent in
social media in a day shows a strongly skewed distribution with a mean of 5.2
hours and a standard deviation of 2.4 hours. What is the shape of the sampling
distribution of the sample means of 55 randomly selected senior high school
students if 55 is considered to be a large sample? Justify your answer.
74
WORKSHEET 1-B. What’s Your Muddiest Point?
I’m most confused about _____________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________________________________________________________________
75
WORKSHEET 1-C. 3-2-1
Accomplish the table below by writing 3 things that you have learners today, 2 things
that you found interesting and 1 question that you still have in mind.
Things I learned today
Things I found interesting

2
Questions I still have
76
WORKSHEET 1-D. T-L-R
Accomplish the table below by writing your initial hypothesis in the first column. In the
second column, write all the things that you have learned throughout the session and
in the third column, write a short reflection about your learnings. Is your hypothesis
correct? Can you cite real life situations or phenomena wherein the concept of central
limit theorem can be applied?
What I think What I learned? Reflection
(Write your initial (Write the things that
hypothesis before the you learned today.)
conduct of the activity)
77
HAND-OUT 1.A
SAMPLING DISTRIBUTION OF SAMPLE MEANS (n=2)
Name: _______________________ _______________________

_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
Tabulation of Results.
Sample Means
(round off to the
Trials Samples (X)
nearest hundredths)
̅)
(𝑿
Example 1,2 1.50
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Complete the probability distribution of the sample means below. You may add columns if
needed.
̅)
(𝑿
̅)
P (𝑿
Draw the histogram of the sampling distribution of the sample means (n=2).
Describe the shape of the distribution.
78
HAND-OUT 1.B
Name: _______________________ _______________________

_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
Sample Means
(round off to the
Trials Samples (X)
nearest hundredths)
̅)
(𝑿
Example 1, 3,4,5,2 3.00
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
needed.
̅)
(𝑿
̅)
P (𝑿
79
HAND-OUT 1.C
Name: _______________________ _______________________

_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
Sample Means
(round off to the
Trials Samples (X)
nearest hundredths)
̅)
(𝑿
Example 1,1,1,4,4,5,6,2,3,2, 2.90
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
needed.
̅)
(𝑿
̅)
P (𝑿
80
Grade 11/12
Quarter 3 Week 5
I. OBJECTIVES
concepts of sampling ad sampling distributions of the
sample mean.

Standard sampling distributions of the sample mean to solve real-
life problems in different disciplines.
C. Learning M11/12SP-III-e-3. The learner defines sampling

Competency/Objec distribution involving sampling distribution of the sample
tives mean using the Central Limit Theorem.
II. CONTENT Sampling distribution involving sampling

distribution of the sample mean using the Central
Limit Theorem
References 6. Commission on Higher Education & Philippine
Normal University (2016). Teaching Guide for
Senior High School: Statistics and Probability.
pp.242-261
7. Woodward, E. (2019). Ed's Intro to Prob and Stats.
Retrieved from
https://legacy.cnx.org/content/col12133/1.1/ pp.
364.
8. Holmes, A., Illowsky, B., & Dean, S. (2019).
Retrieved from
https://opentxtbc.ca/introbusinessstatopenstax/chap
ter/usng-the-central-limit-theorem.
Other Learning Calculator, manila paper, permanent markers,

Resource ruler/meter stick
IV. PROCEDURES
A. Reviewing 2. Recall of the essential formulas for calculating the
previous lessons mean and variance of the sampling distribution of the
or presenting the sample means.
new lesson Mean of the sampling distribution
µ𝑥̅ = 𝑋̅ • 𝑃(𝑋̅)
Variance of the sampling distribution
𝜎 2 𝑥̅ = ∑ 𝑃(𝑋̅) − (𝑋̅ − µ)2
B. Establishing a What will be the effect of increasing the sample size on

purpose for the the (a) mean and (b) spread of the sampling distribution
lesson of the sample mean given that the samples are selected
at random?
81
The learners will be asked to write their hypothesis on
their notebook. The teacher will inform the learners that
in order to test their hypotheses, they will be asked to
perform an activity. At this point, the learners will be
divided into six groups. Each group will be given a copy
of the worksheet to be used and other materials needed
to accomplish the task.
C. Presenting Utilizing the same groupings and accomplished hand-

Examples/Instance outs in the previous lesson, the learners will be asked to
s of the Lesson compute the mean and the standard deviation of the
population distribution and of the sampling distribution of
the sample means.
Group 1. Compute the mean and standard deviation of

the probability distribution of the random variable X
defined by the outcomes of rolling a die.
Group 2. Compute the mean and the standard deviation

of the sampling distribution of the sample means (n=2).


D. Discussing New Sampling Distribution Population

concepts and of the Sample Means
Practicing New n=2 n=5 n= N=
Skills # 1 10 6
Mean
Standard
Deviation
Guide Questions:
1. What happens to the mean/Expected value (EV) of
the sampling distribution of the sample means when
the sample size increases?
2. What happens to the standard deviation/ standard
error (SE) of the sampling distribution of the sample
means when the sample size increases?
E. Developing
Mastery
F. Making The mean of the sampling distribution of the
generalization and sample mean will always be the same as the
abstraction about mean of the original population regardless of the
the lesson sample size. 𝝁𝑿̅ = μx
The standard deviation of 𝑿 ̅ , 𝝈𝑿̅ = 𝝈 , is the
√𝒏
standard error of the mean (SEM) for samples
with replacement.
82
If X is a random variable with mean μx and
standard deviation σx and either X is normally
̅ ∼ N(μx, 𝛔𝑿 )
distributed or n ≥ 30, then 𝑿
√𝒏
G. Evaluating Choose only one activity from the following activities:

Learning
Activity 1 (Individual Task)
Determine the mean 𝜇𝑋̅ , variance 𝜎𝑋2̅ and standard
deviation 𝜎𝑋̅ for each item.
1. A random sample of size 49 is taken with
replacement from a population with µ = 82.4 and σ =
60.
replacement from a population with µ = 48 and σ =
6.5.
12
replacement from a population with µ = 120 and σ =
20.
25.
Activity 2. TIC-TAC-TOE (Pair Activity)

(see attached guide)
Activity 3. What’s Your Muddiest Point?
I’m most confused about

____________________________________________
____________________________________________
____________________________________________
Activity 4. 3-2-1
Accomplish the table below by writing 3 things that you
have learners today, 2 things that you found interesting
and 1 question that you still have in mind.
Things I learned today
3
Things I found interesting

2
Questions I still have
1
83
Activity 2. TIC-TAC-TOE (Pair Activity)
This activity will be accomplished by pair. Player 1 will use X mark while Player 2 will
use O as his mark. To place a mark, the player must correctly solve the given problem.
Players takes turn. The player who succeeds in placing three of their marks in a
horizontal, vertical or diagonal row wins the game
A random sample of size A random sample of size A random sample of size

49 is taken with 36 is taken with 49 is taken with
replacement from a replacement from a replacement from a
population with µ = 82.4 population with µ = 48 and population with µ = 28.6
and σ = 60. Find 𝜇𝑋̅ . σ = 6.5. Find 𝜎𝑋̅ . and σ = 12. Find 𝜎𝑋2̅ .

population with µ = 120 population with µ = 28.6 population with µ = 28.6
and σ = 20. Find 𝜎𝑋2̅ . and σ = 25. Find 𝜇𝑋̅ . and σ = 25. Find 𝜎𝑋̅ .

population with µ = 28.6 population with µ = 28.6 population with µ = 28.6
and σ = 25. Find 𝜎𝑋̅ . and σ = 25. Find 𝜎𝑋2̅ . and σ = 25. Find 𝜇𝑋̅ .
84
Grade 11/12
Quarter 3 Week 5-6
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts
of sampling ad sampling distributions of the sample mean.

Standard sampling distributions of the sample mean to solve real-
C. Learning M11/12SP-III-e-f-1. The learner solves problems involving

Competency/Obje sampling distributions of the sample mean.
ctives
II. CONTENT Solving Word Problems on Sampling Distribution of

Sample Mean
Teacher’s Guide pp. 261-264, pp. 191-192
Other Learning Cumulative Distribution Function (CDF) of the Standard
Resource Normal Curve TG pp. 191-192
Central Limit Theorem –Worksheet (Mean) Retrieved from

https://lhsblogs.typepad.com/files/central-limit-theorem-
worksheet-mean.pdf
IV. PROCEDURES
A. Reviewing 1. Find the area under the normal curve given the
previous lessons following conditions.
or presenting the a. To the left of z = 1 Answer: 0.8849
new lesson
b. To the right of z = 1.75 Answer: 0.0401
a. Between z = 0.5 and z = 2.5

Answer: 0.3023
85
b. Between z = -2.5 and z = -1.2
Answer: 0.1089
2. Find the z values for each of the following:

a. µ = 50, σ = 4 and X = 45
Answer: z = -1.25
b. µ = 30, σ = 10 and X = 20
Answer: z = 1.00
c. µ = 50, σ = 25 and 𝑋̅ = 45, n = 100.
Answer: z = -2.00
d. µ = 30, σ = 10 and 𝑋̅ = 25, n = 25.
Answer: z = -2.50
3. Establishing a Inform the learners that the aim of the lesson is to solve
purpose for the word problems on sampling distribution of the sample
lesson mean.
How do we solve word problems on sampling distribution

of the sample mean?
4. Presenting Present the following problems to the learners.

Examples/Instanc
es of the Lesson
Fresh Cola uses a filling machine to fill plastic
bottles with soda. The contents of every bottle vary
according to a normal distribution with µ = 253 ml
and σ= 3 ml.
(a) What is the probability that an individual bottle

contains less than 250 ml?
(b) If 10 bottles are randomly selected, what is the
probability that the mean of the samples will be
less than 250 mL?
5. Discussing New Guide the students in solving the word problem above.
concepts and Below are the solutions to the problem.
Practicing New
Skills # 1 Problem: Fresh Cola uses a filling machine to fill plastic
bottles with soda. The contents of every bottle vary
86
according to a normal distribution with µ = 253 ml and σ=
3 ml.
a. What is the probability that an individual bottle contains

less than 250 ml?
Steps Solution
1. Identify
the µ = 253 ml
given/fact σ= 3 ml
s in the X = 250
problem.
2. Identify
what is P (X < 250)
asked for.
3. Identify The problem deals with an individual

the data obtained from the population, so
formula 𝑋−µ
we will use the formula Z= to
to be 𝜎
used? standardize 250.
𝑋−µ
Z=
𝜎
250−253
Z=
3
−3
Z=
3
Z = -1
We shall find P (X < 250) by getting the
4. Solve the area under the normal curve.
problem.
P(X < 250) = P (z < -1)

= 0.5000 – 0.3413
= 0.1587
So, the probability that a randomly

5. State the
selected bottle will contain less than
final
250 ml is 0.1587 or 15.87%.
answer.
87
b. If 10 bottles are randomly selected, what is the
probability that the mean of the samples will be less
than 250 mL?
Steps Solution
1. Identify
the
given/f µ = 253 ml
acts in σ= 3 ml
the 𝑋̅ = 250
proble n= 10
m.
2. Identify
what is
asked P (X < 250)
for.
3. Identify Here, we are dealing with data about the

the sample means. So, we will use the
formula 𝑋̅ −µ
formula Z= 𝜎
to be √𝑛
used? to standardize 250.
𝑋̅−µ
Z= 𝜎
√𝑛
250−253
Z= 3
√10
Z= -3.16
̅ < -3.16) by getting the

We shall find P (𝑋
area under the normal curve.
4. Solve
the
proble
m.
̅ < -3.16) = P (z < -3.16)

P (𝑋
= 1.0000– 0.9992
= 0.0008
5. State
the So, the probability that 10 randomly
final selected bottles will have a mean less
answer than 250 ml is 0.0008 or 0.08%.
.
88
6. Developing For Slow learners, use Worksheet 1-A and 1-B.
Mastery
For Average and Advanced learners, use Worksheet 1-C
and 1-D.
7. Making
generalization 𝑋−µ
Z= ( used to gain information about an individual data
and abstraction 𝜎
about the lesson value when the variable is normally distributed.)
𝑋̅−µ
Z= 𝜎 ( used to gain information when applying the
√𝑛
central limit theorem about a sample mean when the
variable is normally distributed or when the sample size is
30 or more.)
8. Evaluating For Slow Learners, distribute Worksheet 2-A or 2-B to the
Learning learners together with a z-table.
For Average and Advanced Learners, distribute both

Worksheet 2-A and 2-B to the learners together with the
z-Table.
89
WORKSHEET 1- A
Duck Eggs
Problem: The weights of the eggs produced by a certain breed of ducks are normally
distributed with mean 70 grams and standard deviation of 10 grams. What is the
probability that one duck egg selected at random weigh more than 75 grams?
Steps Solution
1. Identify the given/facts in the µ=
problem. σ=
X=
2. Identify what is asked for. P (X > 75)
3. Identify the formula to be The problem deals with an individual data
used? obtained from the population, so we will use the
𝑋−µ
formula Z= to standardize 75.
𝜎
4. Solve the problem.
𝑋−µ
Z=
𝜎
Z= Substitute the values of X, µ and σ.
Z=
Z=
We shall find P (X > 75) by getting the area

P(X > 75) = P (z > ____ )

= ________
5. State the final answer. So, the probability that a randomly selected duck
egg will weigh greater than 75 grams is
_______.
90
WORKSHEET 1- B
Duck Eggs
probability that the average weight of the 12 duck eggs selected at random will be
more than 75 grams?
Steps Solution
1. Identify the given/facts in the µ=
problem. σ= 10
𝑋̅ =
n= 12
2. Identify what is asked for. P (X < 250)
3. Identify the formula to be Here, we are dealing with data about the
used? sample means. So, we will use the formula Z=
𝑋̅ −µ
𝜎
√𝑛
to standardize 75.
4. Solve the problem. 𝑋̅−µ

Z= 𝜎
√𝑛
Z= 10 Substitute the values of 𝑋̅and µ.

√12
Z=
We shall find P (𝑋̅ > 75) by getting the area

̅ > 75) = P (z > _______ )

P (𝑋
= _____________
5. State the final answer. So, the probability that 12 randomly selected
duck eggs will have a mean greater than 75
grams is ___________.
91
WORKSHEET 1- C
Duck Eggs
probability that one duck egg selected at random weigh more than 75 grams?
Steps Solution
1. Identify the given/facts in the
problem.
2. Identify what is asked for.
3. Identify the formula to be used?
5. State the final answer.
92
WORKSHEET 1- D
Duck Eggs
probability that the average weight of the 12 duck eggs selected at random will be
more than 75 grams?
Steps Solution
problem.
93
Worksheet 2-A
Pregnancy
The length of human pregnancies from conception to birth varies according to a
distribution that is approximately normal with mean 264 days and standard deviation
16 days. Consider 15 pregnant women from a rural area. Assume they are equivalent
to a random sample from all women.
(a) What's the probability that a single pregnant woman is pregnant for less than 250
days?
Steps Solution
problem.
(b) What is the probability that the sample mean length of pregnancy lasts for less than
250 days?
94
Steps Solution
problem.
95
Worksheet 2-B.
Life Expectancy
A certain study on the life expectancy of people in a Country A revealed that the mean
age at death was 80 years and the standard deviation was 10 years.
(a) What is the probability that an individual selected at random will be less than 50
years old?
Steps Solution
problem.
96
(b) If a sample of 100 people from this country is selected, find the probability that the
mean life expectancy will be less than 50 years.
Steps Solution
problem.
97
Grade 11/12
Quarter 3 Week 6
I. OBJECTIVES
Standard estimation of population mean an population proportion.
B. Performance The learner is able to estimate the population mean and

Standard population proportion to make sound inferences in real-life
problems in different disciplines.
C. Learning M11/12SP-III-f-2. The learner illustrates point and interval

Competency/Obj estimations.
ectives M11/12SP-III-f-3. The learner distinguishes between point
and interval estimations.
II. CONTENT Point and Interval Estimations

Teacher’s Guide pp. 316-319
Other Learning Meta-cards of different colors, permanent marker, masking

Resource tape
Frayer Model diagram
School Division, S. (2018, October 29). Frayer Model. OER
Commons. Retrieved July 24, 2019, from
https://resourcebank.ca/authoring/1499-frayer-model.
IV. PROCEDURES
A. Reviewing A quick review of the concept of parameter and statistic will
previous be made before discussing the concept of Point and Interval
lessons or estimate.
presenting the
new lesson Task 1. Parameter & Statistic
Below are measures that describe some characteristics of
a given sample or population. Raise your right hand if the
identified measure is a statistic. If the given measure is a
parameter, raise your left hand.
1. Sample mean (𝑥̅ )
2. Population mean (µ)
3. Sample variance (𝑠2 )
4. Population variance (σ2 )
5. Sample standard deviation (s)
6. Population standard deviation (σ)
7. Sample proportion (𝑝̂ )
8. Population proportion (p)
B. Establishing a At this point, reiterate to the learners that in reality, we do

purpose for the not have the whole population to work on. Hence, a
lesson representative obtained through random sampling is
important in making inference about the population and or
98
its parameters. In making inferences about the population,
learners can either provide a value or values for the
parameter or evaluates a statement about a parameter.
Inform the learners that the focus of the lesson is on the two
ways of estimation (point and interval estimation) and
differentiate one from another.
C. Presenting Task 2. Guessing Game

Examples/Instan (This is a modified activity of the activity found in TG p. 317)
ces of the
Lesson Distribute three meta-cards to the learners. The learners will
be asked answer the statements/phrases below by writing
their responses on specified meta-cards.
Red Meta- 1. His/her “best” guess of your age by
card giving a single number
Yellow meta- 2. His/her “best guess of the range
card wherein your age will likely fall.
3. His/her confidence from 0% (not
confident) to 100% (very confident)
Green meta-
in his/her educated guess of the
card
range of values un number 2.
Afterwards, ask the learners to post their responses on the

specific posting area for each color of the meta-card.
Randomly pick three students to briefly explain his/her basis
for his/her written response.
Note: Aside from teacher’s age, other variables such as

price of rice, daily allowance, etc. can also be used.
D. Discussing New 1. Discuss the responses on the activity to the learners,

concepts and emphasizing the following points:
Practicing New
Skills # 1 a. There are no right or wrong numerical value for the
given answers. However, there might be
misconceptions or misunderstanding of the
concepts when they provided answers.
b. On the red meta-cards, the learners should have
written one logical number between 21 and 65
(inclusive). Their guess of your age should be
between 21 and 65 for it to be logical since one
usually starts working at the age of 21 and retires at
the age of 65 (compulsory retirement age).
c. On the yellow meta-card, the learners should have
written a logical range of values or set of values with
upper and lower limits. The lower limit should be at
least 21 while the upper limit should be at most 65.
d. On the green meta-card, the learners should have
written a percentage within 0% to 100%.
99
Inform the learners of your true age. Take note also of
how many learners gave the correct point estimate and
confidence interval estimate that included your age.
2. Inform the learners that the numbers that they wrote on

the red meta-cards can be considered point estimate.
The range of values or set of values that they wrote on
the yellow meta-cards can be considered as interval
estimate. The percentage that they wrote on the green
meta-cards can be considered as confidence
coefficient. When interval estimate is combined with
confidence coefficient, it is now referred to as
confidence interval estimate.
Task 3. Let’s define the Estimates
Note: For Advanced learners, let them accomplish the

Frayer model below by groups. For average and slow
learners, you may want to present them with an
accomplished Frayer model for Point estimate and
Interval estimate.
For group 1 and 2
Definition Characteristics
A point estimate is a - Single value as
numerical value and it estimate
identifies a location or - There are two
position in the distribution possibilities
of possible values. (right or wrong)
- No confidence
coefficient
involved
Point
estimate
Examples
The mean volume of 11 Non-Examples
bottles of cola is 12 oz. The mean volume of 11
On the average, there are bottles of cola ranges from
89 customers in the 12-13 oz.
restaurant. On the average, there are
89-100 customers in the
restaurant.
100
For group 3 and 4
Definition Characteristics
An interval estimate - More than one
is a range of values possible values
where most likely as estimates
the true value will - Involves
fall. confidence
coefficient
Interval
estimate
Examples Non-Examples
The mean volume of On the average, there are 89
11 bottles of cola customers in the restaurant.
ranges from 12-13 The mean volume of 11
oz. bottles of cola is 12 oz.
On the average, there
are 89-100 customers
in the restaurant.
Note: The Frayer Model is a graphical organizer used for

word analysis and vocabulary building. This four-square
model prompts students to think about and describe the
meaning of a word or concept by (a) Defining the term, (b)
Describing its essential characteristics, (c) Providing
examples of the idea, and (d) Offering non-examples of the
idea. (Sun West School Division, 2018)
E. Discussing New Task 4. Compare and Contrast

concepts and Using the Venn Diagram below, compare and contrast
Practicing New “Point Estimation” and “Interval Estimation”.
Skills # 2
Note: For Advanced learners, let them accomplish the Venn
diagram below by group but for average and slow learners,
you may want to give them choices.
Point Interval
Estimation Estimation
101
F. Developing
Mastery Task 5. Is it true?
Get a piece of paper. Your teacher will a statement for you.
If the statement is correct, write TRUE. Otherwise, write
FALSE.
1. The sample statistic s (sample standard deviation) is a
point estimator.
2. The population mean (µ) is a point estimator.
3. The sample mean (𝑥̅ ) is a point estimate of the
population mean (µ)
4. The sample proportion (𝑝̂ ) is an interval estimate of the
population proportion p.
5. In the statement, “About 80%-85% of the youths in
Sorsogon City voted during the SK election.”, the phrase
“about 80%-85% denotes an interval estimate.
6. Point and Interval estimates of a population parameters
are from sample statistic.
G. Finding
Application of Can you cite other real-life phenomenon involves point
Concepts in estimate? How about real-life phenomenon involves
Daily Living interval estimate?
H. Making
generalization A point estimate is a numerical value and it identifies a
and abstraction location or position in the distribution of possible values.
about the lesson A point estimate of a population parameter is a single
value of a sample statistic.
An interval estimate is a range of values where most
likely the true value will fall.
I. Evaluating
Learning Directions. The statements below contain statistic which
can be classified as either point estimate or an interval
estimate. Read each item carefully and write PE if the
underlined measure is a point estimate and IE if interval
estimate.
1. The average weight of 12 Grade 11 students is

50.5 kilograms.
2. The average wait time in Restaurant A is 10

minutes.
3. 49 Grade 11 students were asked about their

age and recorded a mean age of 17 years old.
4. The average weight of 100 randomly selected

mangoes in the crate ranges from 10 grams to
20 grams.
102
5. The average time spent for social media of 20
randomly selected Grade 11 students is 4
hours in a day.
6. The average weight of newborn babies in

Hospital A is around 2.6 kg to 3.6 kg.
7. 10 out of 50 randomly selected professionals

are in favor of the implementation of national
ID.
8. The mean weight of 40 randomly selected

Grade 7 students is around 40 to 45
kilograms.
9. The age of beginning Grade 1 pupil is 6-7

years old.
Note: The evaluation can also be implemented through a

pair-work in in a form of a game called Tic-Tac-Toe. See
attached sample Tic-Tac-Toe Board
103
Tic-Tac-Toe
This activity will be accomplished by pair. Player 1 will use X mark while Player 2 will
use O as his mark. To place a mark, the player must correctly identify whether the
highlighted estimator is a point estimate or an interval estimate. Players takes turn.
The player who succeeds in placing three of their marks in a horizontal, vertical or
diagonal row wins the game.
The average weight of 12 49 Grade 11 students

The average wait time in
Grade 11 students is 50.5 were asked about their
Restaurant A is 10
kilograms. age and recorded a mean
minutes.
age of 17 years old.
The average weight of

100 randomly selected The average time spent
The average weight of
mangoes in the crate for social media of 20
newborn babies in
ranges from 10 grams to randomly selected Grade
Hospital A is around 2.6
20 grams. 11 students is 4 hours in
kg to 3.6 kg.
a day.
10 out of 50 randomly
The mean weight of 40 The age of beginning
selected professionals
randomly selected Grade Grade 1 pupil is 6-7
are in favor of the
7 students is around 40 years old.
implementation of
to 45 kilograms.
national ID.
104
Grade 11
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of

estimation of population mean and of population proportion.
B. Performance Standard The learner is able to estimate the population mean and
population proportion to make sound inferences in real-life
C. Learning The learner identifies point estimator for the population mean
Competency/Objectives M11/12SP-IIIf-4
Write the LC code for
each
II. CONTENT Estimation of Parameters
III. LEARNING
RESOURCES
I. Reference Statistic and Probability by Belencina, Baccay & Mateo pp.179-183
Senior High Conceptual Math and Beyond Statistics and
Probability pp. 146-151
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning
Resource(LR) Portal
J. Other Learning 1 fair coins, Manila paper, pentel pen, projector, laptop
Resources
IV. PROCEDURES
A. Reviewing previous Preliminary Activity: Word Scramble(Power Point Presentation))
lesson or presenting the Unscramble the list of letters found at the screen, to spell out
new lesson words
.
answer
U N
I P T
O O
Population
T M
T O S
P I T A
Point R
Estimator S
Sample
Mean N
Proportion
B. Establishing a purpose Tell the class about the objectives of the lesson on how proportions about
for the lesson populations are expressed and computed.
C. Presenting Present examples to the class( PPT)
examples/instances of Great Escape
the new lesson On a typical morning Anthony ask his TV viewers if they believe
or do not believe the “great escape” story of a group of soldiers
105
from a perceived adversary. At the end of the show, he reported
that 68% of the respondents believe the story.
Guided Question:
What does the report meant to you?
What do you understand by the expression 68%?
D. Discussing new concepts Discuss further the example presented and answer the guided
and practicing new skills question.
#1 1) 68% is also called proportion
2)Percentages are preferred when reporting frequencies of
subsets of
population.
3)On computing percentage are first converted to proportions in
decimal
form.
4) Proportion also represent probabilities. So, the probability that
all TV viewers favor the great escape story id 0.68.
5) And that who do not favor is 1 – 0.68 = 0.32 or 32%
E. Discussing new concepts Tell the class that the percentage expression is called proportion.
and practicing new skill Have them define the proportion.
#2 Proportion – is a fraction expression with the number of
favorable responses on the numerator and the total number of
respondents on the denominator
Continue the discussion on how to solve the sample proportion.
Use the symbol for the discussion of the probability
n = number of observations in simple random sample
𝑝 = population proportion
𝑝̂ = sample proportion (read “p hat”)

𝑥 (𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠)
Where: 𝑝̂ =
𝑛(𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑎𝑚𝑝𝑙𝑒 𝑒𝑙𝑒𝑚𝑒𝑛𝑡𝑠)
F. Developing mastery Activity 3: Differentiated Activities

leads to Formative Divide the class into three groups and distribute the manila
Assessment paper, pentel pen and worksheet .
Remind the students to read carefully the instruction. Ask the
group to select their leader and present the output to the class.
Group 1: NEW KIND OF SNACKS
Group 2: My Head and My Tail
Group 3: Job Satisfaction
G. Finding practical Ask the students how useful are proportions in the reports of
application of concept survey results?
and skill in daily living. Possible answer:
1. To determine the easiest and convenient way the population
proportion.
e. A sort of summarizing
H. Making generalization Give the

and abstraction about the summary of the Answers:
lesson lesson through
106
question and 1. p
answer
1. What is the 2. 𝑝̂ where
mean of the 𝑥 (𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠)
3. 𝑝̂ =
sampling 𝑛(𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑎𝑚𝑝𝑙𝑒 𝑒𝑙𝑒𝑚𝑒𝑛𝑡𝑠)
distribution of and 𝑞̂ = 1- 𝑝̂
𝑝̂ ?
2. What is the
point estimator
of the population
proportion p?
3. What is the
formula use to
solve the point
estimator of p?
I. Evaluating Learning Evaluate the results by counting the correct answer from the
Formative Test
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%
work? No. of
learners who have caught up
with the
lesson
D. No of learners who continue
to require remediation
strategies worked well? Why did
these work?
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?
107
Group 1
Worksheet 1
NEW KIND OF SNACKS
Activity 1: New kind of snacks
A random selection of school children were asked whether they Like (1), Do not Like
(0) whether they like or not, a new kind of snacks served by the school cafeteria.
1 0 1 1 1 1 1 1 0 1
1 1 0 0 1 1 1 1 1 1
0 1 0 0 0 1 1 1 0 0
Procedure:
1. Tally the responses on the table
Response Tally Frequency
Like(code 1)
Do not Like (code 0)
Cannot decide (code 2)
Total
3. Write the tally marks as whole numbers.
4. Complete the entries in the table
5. Answer the guided questions:
a. What is the proportion of respondents who like the new snacks?
b. What is the proportion of respondent who do not like the new snack?
c. What is the prop
Answers:
Response Tally Frequency
Like(code 1) IIII – IIII- IIII-IIII 20
Do not Like (code 0) IIII - IIII 10
Total 30
5. Answer the guided questions:
a. What is the proportion of respondents who like the new snacks?
𝑥
𝑝̂ =
𝑛
20
= 30
𝑝̂ = 0.67 or 67%
b. What is the proportion of respondent who do not like the new snack?
𝑞̂ = 1- 𝑝̂
= 1- 0.67
𝑞̂ = 0.33 or 33%
108
Group 2
Worksheet 2
Getting the Head
Do the following task
1. Toss a fair of coin 10 times.
2. Record the result in the table. Use 0 for heads and 1 for tails.
1st Trial
Head
Tails
3. Counts the number of heads occurring and denote this as x
𝑥
4.Compute 𝑝̂ = for the first trial. This is called 𝑝̂1
𝑛
5. Repeat step 1 to 3 times
2nd Trial
Head
Tails
3rd Trial
Head
Tails
6. Compute the mean or average of the 𝑝̂ values
𝑝̂1 + 𝑝̂2 + 𝑝̂3
𝑝̂=
3
What is now, the point estimator of the population proportion p?
7. Compute the proportion of getting Tail using the formula 𝑞̂ = 1- 𝑝̂
Group 3
Worksheets 3
Nora conducted a survey for a fast food restaurant owner who wanted to know the
level of acceptability of a new food combo among customer.
A tally of the frequencies yielded the following results.
Frequency (f)
Very Acceptable (VA) 182
Acceptable (A) 74
Guided Question:
1. What is the total number of respondents?(n)
109
2. What percentage of the respondents find the new food combo very acceptable?( 𝑝̂
)
3. What percentage of the respondents fond the new food combo acceptable?( 𝑞̂
Answers:
1. 256
2. 182
3. 29%
110
Probability
I. Objectives
concepts of estimation of population mean and
population proportion.
Standard population proportion to make sound inferences in real-
C. Learning M11/12SP-IIIF-4 and M11/12SP-IIIF-5
Competencies/ 1. Explain the how to determine the point estimate
Objectives of the population mean.
2. Identify point estimator for the population mean.
3. Compute for the point estimate of the population
mean.
II. Topic Point Estimate
A. References Mercado, Jesus P., et al., Next Century Mathematics
Statistics and Probability, 2016
Belecina, Rene R., et al., Statistics and Probability, 2016
B. Teacher’s guide
pages
C. Learner’s material
pages
D. Textbook pages
E. Additional
materials from
learning resource
portal
F. Other learning pen, board, calculators, visual aids
resources
III. Procedure
A. Reviewing  Daily routine (opening prayer, checking of attendance)

previous lesson  What do you mean by parameter?
and presenting the  In what situation in the field of business, agriculture,
new lesson education, technology and health you use or take
sample to describe the characteristics of the
population? Is it valid or acceptable? Why?
 Present a picture of group of people or crowd.
According to reports, there are 500,000 people
who attended the PenafraciaTranslacion.
Source: Nino N. Luces/ Manila Bulletin File Photo
111
What you do think is the basis of the said report? Did
the reporter count the actual number of participants?
B. Establishing the  Present the learning objectives. (Write or post the

purpose of the learning objectives on the board)
lesson
C. Presenting a How can you estimate the lifespan or life expectancy of

examples/ Filipinos?
instances of a new
lesson Provide a set of data showing the lifespan of 30
Filipinos:
82 78 75 67 78 48 34 91 88 78
65 67 39 75 50 67 58 75 68 93
72 78 82 78 78 58 78 40 70 66
 Divide the class into four(4) groups and let the muse
their calculator to determine the average lifespan of:
 Set A: Any five (5) randomly selected data
 Set B: First ten(10) data (first row)
 Set C: First twenty (20) data (first two rows)
 Set D: All the given (30) data
 Let each group representative present their answer on

the board.
 Ask the class to compare the different results.
Guide questions:
 What can you say about the computed mean
from Set A, B and C?
 Which of answer is closer to the population
mean (Set D)?
 What if we will take 25 randomly selected
sample scores, how would you describe its
mean in relation to the entire population mean?
 Relate students’ answer(s) to Central Limit Theorem.

(If random samples of size n are drawn from a
population, then as n becomes larger, the sample
means approaches the normal distribution, regardless
of the shape of the population distribution.)
D. Discussing new  Emphasize to the class that the previous activity is a

concepts and process of point estimation
practicing new  State and discuss the meaning of:
skills #1 - Estimation is the process of finding parameter
value.
112
- Estimate is a value or range of values that
approximate a parameter based on sample
statistics computed from sample data.
- Point Estimate is a specific numerical value of
the population parameter.
 Based from the previous example:

a) What population parameter we used to estimate
the population?
b) Why do we use mean as point estimator instead
of median or mode? Emphasize the advantages
of using mean and the limitations of median and
mode as point estimator. Identify the sample
mean, median and mode of the given data and
compare it to the population mean.
c) What are the other properties of good estimator?
 Considering the same data above (the life expectancy

E. Discussing new of 30 Filipino samples), do you think the average or
concepts and mean of the means from each column of data will be
practicing new the same as your answer in set D? Why?
skills #2
82 78 75 67 78 48 34 91 88 78
65 67 39 75 50 67 58 75 68 93
72 78 82 78 78 58 78 40 70 66
Can you consider the mean of the means as the

point estimate of the population parameter?
Emphasize to the students the difference between
the mean of the means of: (a) samples and (b)
population.
F. Developing  Activity: “Do you know me?”

Mastery 1. Ask each student to estimate Grade 11 students’
profile by determining the averages of each of the
following: number of siblings, weight, height,
average daily allowance and sleeping time. Let
them write the answers in their notebook.
2. By group, let them gather basic information about
their classmates’ profile:
a. Number of siblings in the family (Group 1)
b. Weight (Group 2)
c. Height (Group 3)
d. Average daily allowance (Group 4)
e. Sleeping time (Group 5)
 Let each group representative present their findings.
 Ask:
Are the estimated averages/ means the same as the
actual class means?
What makes your estimate afar or closer to the
actual mean?
113
G. Finding Practical Think –Pair - Share
Applications of  What is the importance of point estimate?
Concepts and  Think of instances or real life situations where
skills in daily life estimation is used in the field of technology, science
and economics.
 By dyad: share your insights or answers to your
partner.
 Ask at least 10 student–representatives to present
their answers to the class.
H. Making
Generalization and  What are the significant learning you gained from our
abstraction about lesson today?
the lesson  What is the point estimator of the population mean?
 How do you calculate the point estimate of the
population mean?
 Why is it important to determine the point estimate of
the population mean?
I. Evaluating Compute the point estimate of the population mean for

Activities the given data.
Math Quiz Scores of 30 students randomly
selected from Grade 11 and 12 classes
23 39 48 38 33 46
33 45 38 41 27 45
44 38 38 40 42 27
41 31 44 40 37 28
34 43 46 26 45 38
J. Additional Gather data on the cellular phone load expense of 50

Activities for students in our school and find its mean.
Application or What are the implications of the data/ information you
Remediation gathered?
V-REMARKS
VI-REFLECTION
A. No. Of learners who
earned 80% on the
formative
assessment
B. No.of learners who
require additional
activites for
remediation.
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
114
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/ discover
which I wish to
share with other
teachers?
115
Teacher Learning Area MATHEMATICS
Time and Date Quarter 3rd
I. OBJECTIVES
A. CONTENT
STANDARD
The learner is able to estimate the population mean
B. PERFORMANCE
and population proportion to make sound inferences
STANDARD
in real-life problems in different disciplines.
C. LEARNING Identifies the appropriate form of the confidence
COMPETENCIES / interval estimator for the population mean when: (a)
OBJECTIVES the population variance is known, (b) the population
(Write the LC Code variance is unknown, and (c) the Central Limit
for each) Theorem is to be used. (M11/12SP-IIIg-1)
II. CONTENT Interval Estimation for a Mean
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Material
pages
3. Textbook pages
from Learning
Resource (LR)
portal
Statistics and Probability for Senior High School
B. Other Learning Authors: Christian Paul O. Chan Shio & Maria Angeli
Resources T. Reyes
Pages 194 - 200
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Presenting the new In the previous lesson, you have learned how to
lesson. construct a point estimator of a population parameter.
However, a much better method for estimating a
parameter would be to incorporate a “margin of error”
to construct an interval that contains the true
parameter value. This method is called interval
estimation.
B. Establishing a In interval estimation, two numbers are calculated

purpose for the based on sample data, forming an interval where the
lesson. parameter’s value is expected to lie. In this case, the
formula is called interval estimator, while the range of
values obtained is called interval estimate or a
confidence interval.
The confidence coefficient, denoted by 1 – ά, is

the probability that a confidence interval will contain
the estimated parameter.
116
Confidence Interval for the Population Mean
(large sample or normal population, σ is known)
A (1 – ά) 100% confidence interval for μ is given by

𝜎 𝜎
(𝑥̅ − 𝑧ά ∙ , 𝑥̅ + 𝑧ά ∙ )
2 √𝑛 2 √𝑛
where 𝑥̅ = sample mean;
𝑎
𝑧ά = z-value that leaves an area of to the
2
2
right;
𝜎 = population standard deviation; and
𝑛 = sample size
Confidence Interval for the Population Mean

(large sample, σ is unknown)
A (1 – ά) 100% confidence interval for μ is given by

𝑠 𝑠
(𝑥̅ − 𝑧ά ∙ , 𝑥̅ + 𝑧ά ∙ )
2 √𝑛 2 √𝑛
where 𝑥̅ = sample mean;
𝑎
𝑧ά = z-value that leaves an area of to the
2
2
right;
𝑠 = sample standard deviation; and
𝑛 = sample size
C. Presenting examples Example 1: Find and interpret a 95% confidence

/ instance of the new interval for the population mean given that 𝑛 = 36, 𝑥̅ =
lesson. 13.1, 𝑎𝑛𝑑 𝜎 = 3.42.
Example 1: Find and interpret a 95% confidence

interval for the population mean given that 𝑛 = 64, 𝑥̅ =
15.4, 𝑎𝑛𝑑 𝑠 = 2.27.
D. Discussing new Solution for example 1:

concepts and For a 95% confidence interval, 1 – ά = 0.95, so ά =
practicing new skills. 0.05. Using the z – table, we have 𝑧ά = 𝑧0.05 = 𝑧0.025 =
2 2
1.96. Substituting these values into the formula for the
confidence interval for a population mean when σ is
known, we have
𝜎 𝜎
(𝑥̅ − 𝑧ά ∙ , 𝑥̅ + 𝑧ά ∙ )
2 √𝑛 2 √𝑛
3.42 3.42
= (13.1 − 1.96 ∙ , 13.1 + 1.96 ∙ )
√36 √36
= (13.1 − 1.12, 13.1 + 1.12)

= (11.98, 14.22)
Thus, we can be 95% confident that the interval
(11.98, 14.22) contains the true value of the
population mean.
Solution for example 2:
117
For a 95% confidence interval, 1 – ά = 0.95, so ά =
0.05. Using the z – table, we have 𝑧ά = 𝑧0.05 = 𝑧0.025 =
2 2
1.96. Substituting these values into the formula for the
confidence interval for a population mean when σ is
unknown, we have
𝑠 𝑠
(𝑥̅ − 𝑧ά ∙ , 𝑥̅ + 𝑧ά ∙ )
2 √𝑛 2 √𝑛
2.27 2.27
= (15.4 − 1.96 ∙ , 15.4 + 1.96 ∙ )
√64 √64
= (15.4 − 0.56, 15.4 + 0.56)

= (14.84, 15.96)
Thus, we can be 95% confident that the interval
(14.84, 15.96) contains the true value of the
population mean.
E. Developing Mastery. Let’s Practice:

Find and interpret a (1 – ά) 100% confidence interval
for the population mean μ given the following values:
a. ά = 0.05, 𝑛 = 64, 𝑥̅ = 14.1, 𝜎 2 = 4.32
b. ά = 0.01, 𝑛 = 36, 𝑥̅ = 7.23, 𝑠2 = 0.3047
c. ά = 0.10, 𝑛 = 98, 𝑥̅ = 66.3, 𝑠2 = 2.48
F. Finding practical Calvin owns a water refilling station in his
applications of neighbourhood. To assess the efficiency of his
concepts and skills in company’s operation, he decided to do a study of the
daily living. water consumption of his costumers. He selected 45
households at random where the number of liters (L)
of water consumed by each household during the past
six months was recorded. The average consumption
was found to be 134.6 L with a standard deviation of
21.1 L. What is a 95% confidence interval for the
mean water consumption during the past six months
among his company’s customers?
G. Making How do you compute the confidence interval estimate
generalizations and based on the appropriate form of the estimator for the
abstraction about population mean?
lesson. How do you solve problems involving confidence
interval estimation of the population mean?
H. Evaluation 1.) Find and interpret a (1 – ά) 100% confidence
interval for the population mean μ given the
following values:
a. ά = 0.01, 𝑛 = 100, 𝑥̅ = 18.5, 𝜎 2 = 9.27
b. ά = 0.10, 𝑛 = 49, 𝑥̅ = 7.23, 𝑠2 = 4.47
c. ά = 0.05, 𝑛 = 81, 𝑥̅ = 66.3, 𝑠2 = 6.23
2.) A random sample of 10 chocolate energy bars of a
certain brand has, on the average, 230 calories
with known population standard deviation of 15
calories. Construct and interpret a 99% confidence
interval for the mean calorie content of this brand
of energy bar. Assume that the distribution of
calories is approximately normal.
3.) A commonly used IQ test is scaled to have a mean
of 100 and a standard deviation of 15. A school
118
counsellor was curious about the average IQ of the
students in her school and took a random sample of
forty students’ IQ scores. The average of these scores
was 107.9. Find a 95% confidence interval for the
mean student IQ in the school.
V. REMARKS
(Indicate special cases
including but not limited to
continuation of lesson
plan to the following day
in case of re-teaching or;
lack of time, transfer of
lesson to the following
day, in cases of class
suspension, etc.)
VI. REFLECTION
(Reflect on your teaching
and assess yourself as a
teacher. Think about your
student’s progress. What
works? What else needs
to be done to help the
students learn?)
earned 80% in the
evaluation.
require additional
activities for remediation
who scored below 80%
C. Did the remedial
learners who have
caught up with the
lesson
continue to require
remediation
strategies worked? Why
did these work?
encounter which my
can help me solve?
teachers?
119
ANSWER KEY:
Let’s Practice:
a. (13.59, 14.61)
We can be 95% confident that the interval (13.59, 14.61) contains the true
value of the population mean.
b. (6.99, 7.47)
We can be 99% confident that the interval (6.99, 7.47) contains the true value
of the population mean.
c. (66.04, 66.56)
We can be 90% confident that the interval (66.04, 66.56) contains the true
value of the population mean.
Practical Problem:
A 95% confidence interval for the mean water consumption is (128.44, 140.76)
Evaluation:
1. a. (17.72, 19.28)
b. (6.73, 7.73)
We can be 90% confident that the interval (6.73, 7.73) contains the true value of
the population mean.
c. (65.76, 66.84)
2. A 99% confidence interval for the mean calorie content of this energy bar is
(217.92, 242.21).
We can therefore be 99% confident that the true mean calorie content of this brand
of energy bar is between 217.79 and 242.21 calories.
3. A 95% confidence interval for the mean student IQ in the school is (103.25,
112.55)
120
121
I. Objectives
Standard of estimation of population mean and population
proportion.
Standard population proportion to make sound inferences in real-
C. Learning 1. Explain the process on how to determine the t–
Competencies/ distribution value.
Objectives 2. Illustrate the t– distribution
3. Construct a t– distribution
M11-12SP-IIIg-2 and m11-12sp-IIIg-3
II. Topic t – Distribution
A. References Mercado, Jesus P., et al., Next Century Mathematics
Statistics and Probability, 2016
Belecina, Rene R., et al., Statistics and Probability, 2016
B. Teacher’s guide
pages
C. Learner’s material
pages
D. Textbook pages
E. Additional materials
from learning
resource portal
F. Other learning pen, board, calculators, visual aids, pentel pen, manila
resources papers
IV. Procedure
A. Reviewing previous  Daily routine (opening prayer, checking of attendance)

lesson and  Recall the properties of normal distribution:
presenting the new  Ask a student to illustrate the graph of normal
lesson distribution.
 Call other set of students to label the
components of the normal curve (line of
symmetry, asymptote, location of measures of
central tendency and standard deviation)
B. Establishing the  Emphasize that there are situations that can be treated
purpose of the lesson by normal distribution, t– distribution instead.
 Present the learning objectives. (Write or post the
learning objectives on the board)
C. Presenting a  Given a normal distribution curve, show the t -

examples/ instances distribution curve.
of a new lesson
 Let the students compare and contrast the two curves.
122
Normal
distribution
df= 1
df= 3
-6 -4 -2 0 2 4 6
 Present and discuss the conditions when to use t–

distribution and its formula.
t= x - 
s/ n
where: x = sample mean
 = population mean
s = standard deviation of the sample
n = sample size
 Emphasize to the class that the computed t- value
needs to be compare to the critical t- tabular value.
 Guide the students on how to determine the degree of
freedom and how to find the critical t value given the
sample size (refer to the Table of t critical values).
D. Discussing new  Let the students find the critical t- value given the
concepts and following data:
practicing new skills 1) n = 10; confidence level = 95% ; one tail
#1 2) n = 18; confidence level = 99% ; two tails
3) n = 25; confidence level = 90% ; one and two tails
 Ask at least 4 students to illustrate t -distribution curves
of the given data above with its corresponding critical
value.
 Let others students evaluate the answers and
illustrations of their classmates.
E. Discussing new Let us try to use t- distribution to solve this problem:

concepts and A group of Grade 12 Practical Research 2 students,
practicing new skills conducted a survey regarding the family profile of SHS
#2 students in terms economic status. Based from the data
collected, they are suspecting that it is significantly lower
than the national record stating that the Filipino families
average monthly income is P22,000. Is their suspicion
correct? Use 95% confidence level. Below are the monthly
income (in thousands) of 16 respondents:
123
 Present to the class the steps on how to determine
the t-value.
 Ask the class to perform the following:
Step 1: Find the mean and standard deviation.
Mean = 21 and Standard deviation = 7.81
Step 2: Find the degree of freedom
df = n – 1
= 16 – 1
= 15
Step 3: Find the critical tabular t- value
Using the table of critical t- value where  = 5%
and df= 15.
The critical value is 2.131
Step 4: Compute the t- distribution value

t= x - 
s/ n
= 21- 22 = -1 = -0. 5122
7.81/ 16 1. 9525
 Ask the students to plot the critical and computed t-

values in the curve.
-2.131 -0. 5122 -2.131
 Lead the class to interpret the result and formulate

conclusion.
- Is the suspicion of the group of Grade 12
researchers correct? Justify your answer.
F. Developing Mastery Group Activity:

 Divide the class into five groups and let each group
perform the given task.
 In your respective group, calculate and illustrate the
value of t- distribution.
 Formulate appropriate conclusion.
124
Group Group Group Group Group
1 2 3 4 5
Sample
12 21 35. 5 60 120. 5
mean
Population
14 18. 5 40.22 58.1 132.4
mean
Standard
3 5 10 6.2 4. 5
deviation
Sample
25 12 16 20 10
size
Confidence
level ; 90 % 95% 99% 90 % 95%
two- tails
Gallery Walk:
 Ask each group to post their solution on the wall/
board.
 Let other groups evaluate each solution or answer.
Note: While other members are roaming around, one
member from each group should stay in their post to
present the solution and answer possible questions of
other groups.
G. Finding Practical  What is the importance of t- distribution in decision

Applications of making?
Concepts and skills  Let at least five students cite real- life situations where
in daily life they can apply the concept of t-distribution.
H. Making  What new insights you gained from our lesson today?
Generalization and  What is t distribution?
abstraction about the  What are the steps in construct t- distribution?
lesson
I. Evaluating Activities The mean scores of a random sample of 22 TVL students

in General Mathematics test is 43. If the standard deviation
of the scores is 6.2 and population mean scores is 40.4,
find the t- distribution value and describe the result. Use 90
% confidence level, two-tails.
J. Additional Activities
for Application or
Remediation
V-REMARKS
VI-REFLECTION
125
I. OBJECTIVES
A. Content The learner demonstrates understanding of key
Standards concepts of estimation of population mean and
B. Performance The learner is able to estimate the population mean
Standards and population proportion to make sound inferences in
C. Learning Learning Competency:
Competencie Identifies regions under the t-distribution
s/ Objectives corresponding to different t- values. (M11/12SP – IIIg-
(Write the LC 4)
code for
each)
Specific Objectives:
At the end of the session, the learner is able to:
1. Use the t-distribution in determining the critical
values.
2. Identify regions under the t-distribution that
corresponds to different t-values.
3. Apply some real-life situation in the concepts
learned in these lessons
II. CONTENT IDENTFYING REGIONS UNDER T-DISTRIBUTION

CORRESPONDING TO T-VALUES
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s
Materials
pages
3. Textbook Next Century Mathematics by Mercado, Jesus P. pp.
pages 225 – 227, 230-231
4. Additional
Learning
Materials
for
Learning
B. Other Internet (Google)
Learning
Resources
126
IV. PROCEDURES
A. Reviewing
previous 1. Using the given graph,
lesson or how do we compare t-
presenting scores and z-scores for a
the new
given level of confidence?
lesson
2. Describe a t-distribution. In what instances are we
going to use the t-distribution in determining the
confidence interval of a sample population?
3. How do we find the degrees of freedom given the
population (n)?
What is the use of degrees of freedom in using the t-
distribution table?
B. Establishing Group Game: Find the following critical values in the

a purpose for Table of t-Critical Values. Students will be provided
the lesson with the Table of t-Critical Values. The teacher will
flash t-values on the screen one-by-one. Three
points will be given to the group with the correct
answer after the given time.
1. t 0.05 for df = 8 6. t 0.10 for df = 9
2. t 0.05 for df = 25 7. t 0.01 for df = 20
3. t 0.025 for df = 15 8. t 0.01 for df = 18
4. t 0.025 for df = 27 9. t 0.025 for df = 9
5. t 0.10 for df = 12 10. t 0.025 for df = 7
C. Presenting A sample of size n = 20 is a simple random sample

examples/ selected from a normally distributed population. Find
instances of the value of t such that the shaded area to the left of t
the new is 0.05.
lesson
D. Discussing Find the critical values of t when the area of the right-
new hand tail of the t-distribution is:
concepts and a. 0.05; df = 39
practicing b. 0.10; df = 54
new skills # 1
E. Discussing Suppose you have a sample of size n = 12 from a
new normal distribution. Find the critical value 𝑡2∝ that
concepts and corresponds to a 95% confidence level.
practicing 1. What is the degree of freedom df?
new skills # 2
2. Using the confidence level of 95%, what is ∝
∝
and 2 ?
3. What is the critical value 𝑡2∝ ?
F. Developing Using the t-distribution table. Find the degrees of

Mastery freedom and the critical values of the following data.
(Leads to 1. n=20 at 95% confidence coefficient
Formative 2. n=10 at 99 % confidence coefficient
127
assessment 3. n=12 at 95 % confidence coefficient
3)
G. Finding Dana wants to know the age of all entering Grade 12
practical for the school year 2020-2021. The mean age of a
applications random sample of 25 students is 18 years and
of concepts standard deviation is 1.3 years. The sample comes
and skills in
from a normally distributed population. Use ∝ =0.1 to
daily living
determine the critical value of the given data.
H. Making How to Calculate the Score for a t-Distribution
generalizatio
ns and Step 1: Subtract one from your sample size. This will
abstractions be your df, or degrees of freedom.
about the Step 2: Look up the df in the left hand side of the t-
lesson distribution table.
Locate the column under your alpha level (the alpha
level is usually given to you in the question.
I. Evaluating Answer the following questions.

learning
(Average Group)
1. The t distribution has degrees of
freedom.
2. n b. 2 c. 10 d. n -1
3. What is the df and the critical value if n=25 at
99% confidence level (use two-tail)?
4. For a t-distribution with 25 degrees of freedom,
find the values of t such that the area to the
right of t is 0.05.
(Advance Group)
1. Jose took a random sample of n = 12 giant squid
and tracked them to calculate their mean
lifespan. Their lifespans were roughly symmetric
with a mean of 𝑥̅ = 4 years and a standard
deviation of s = 0.5 years. He wants to use this
data to construct a t interval for the mean
lifespan of this type of squid with 90%
confidence. What critical value 𝑡2∝
Should Jose use?
2. For a t-distribution with 14 degrees of freedom,
find the values of t such that the area between –
t and t is 0.90.
3. What is the critical value 𝑡2∝ for constructing a
98% confidence interval for a mean from a
sample size of n = 15 observation?
J. Additional On Math journal:

activities for 1. After the lesson, I have learned that
application or ________________________.
remediation
128
2. I want to clarify
____________________________________
____.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation who
earned below
80%
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
this work?
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?
129
Grade 11
I. OBJECTIVES

concepts of estimation of population mean and population
proportion
B. Performance Standard The learner is able to estimate the population mean
and population proportion to make sound inferences in
C. Learning The learner identifies percentiles using the t-table.
Competency/Objectives M11/12SP-IIIg-5
Write the LC code for
each
III. LEARNING
RESOURCES
A. Reference Statistic and Probability by Belencina, Baccay & Mateo
Senior High Conceptual Math and Beyond Statistics and
Probability
1. Teacher’s Guide pages
3. Textbook pages pp.168-171
pp.138-140
4. Additional Materials from https://www.dummies.com/education/math/statistics/how-
Learning to-find-t-values-for-confidence-intervals/
Resource(LR) Portal
B. Other Learning , Manila paper, pentel pen, t-table, improvised bingo card,
Resources projector, laptop
IV. PROCEDURES
A. Reviewing previous Preliminary Activity:
lesson or presenting the The learners will be ask to determine whether the
new lesson statement is True or False and if it is false modify the
statement to make it true.
1. The shape of a normal curve is symmetrical.
2. When the confidence level is 90%, 𝛼 = 0.01
3. All confidence levels have the same confidence
coefficient.
4. The confidence coefficient for a 95% confidence
interval are ± 2.58.
5. The Central Limit Theorem states that as sample
size increases, the shape of the distribution
approximates the normal curve.
Answer:
1. TRUE
2.TRUE
3.
FALSE(Different)
4.FALSE (±1.96)
5.T
130
B. Establishing a purpose for Present the objective of the lesson through Power Point
the lesson Presentation
C. Presenting Show the illustration of a Normal Distribution when the
examples/instances of the sample size becomes small. z
new lesson
t-for n=21
t-for n==6
0
D.Discussing new concepts and Start the lesson by telling the history of t-distribution
practicing new skills # 1 originated.
The t-distribution was formulated in 1908 by WS Gosset
an Irish brewing employee.
Discuss that t-distribution is a type of probability
distribution that is similar to the normal distribution with its
bell shape, but has heavier tails
Explain that when 𝜎 is not known, it must be

estimated by s, the sample standard deviation and when
the sample size is small the critical values greater than
the values for 𝑧𝛼/2 and with small sample size, more
𝑠
standard errors are needed to span the 0.95
√𝑛
confidence intervals and the tail of the normal curve
becomes heavier.
This number of standard error values is called t.
D. Discussing new concepts  Discuss the steps to determine the percentile of the
and practicing new skill distribution using t-table.
#2 The t-values found in the reproduced t-table are the
proportion of the areas in two tails of the t-curve.
 Define the percentile and give examples
A percentile is a number on a statistical distribution whose
less-than probability is the given percentage;
Example 1,
The 95th percentile of the t-distribution with n – 1 degrees
of freedom is that value of whose left-tail (less-than)
probability is 0.95 (and whose right-tail probability is 0.05).
 What is a degree of freedom?
A degree of freedom are the number of values that are
free to vary after a sample statistic has been computed.
A degree of freedom also suggest the specific curve
applicable when a distribution consist of family curve.
Step 1. Find the degree of freedom if n = 5
df = n-1
= 5-1
df = 4
 What does this means of having a degree of freedom
which is 4?
131
Answer: 4 values are free to vary and one must be a fixed
value.
Step 2 :Using the t-table, you look at the row for df = 4.

The 95th percentile is the number where 95% of the
values lie below it and 5% lie above it, so you want the
right-tail area to be 0.05. Move across the row, find the
column for 0.05, and you get 3.182
This is the 95th percentile of the t-distribution with 4
degrees of freedom.
E. Developing mastery To determine the percentile divide the class into three
leads to Formative groups and distribute the worksheets, and the t-table
Assessment Group 1: and Group 2 -TRIVIA
Group 3. and Group 4 - BINGO
F. Finding practical The t-values found in the reproduced t-table are the
application of concept proportion of the areas in two tails of the t-curve.
and skill in daily living. They are critical values of t in the sense that they are the
boundaries of the middle area where the true mean lies.
Like the z they are also called confidence coefficient.
Example:
The 95th percentile of the t-distribution
with 6 degrees of freedom is that value of
whose left-tail (less-than) probability is 0.95
(and whose right-tail probability is 0.05).
Using t-table the value is 2.447 and is
located as shown in the graph.
𝛼 = 0.05
95
% 0 2.447
G. Making generalization Give the summary by asking the students what are the
and abstraction about the steps to determine the percentile using the t-table
lesson Step 1.Solve the degree of freedom using the formula df –
n-1.
Step 2. Look at the row for the degree of freedom (df)
Srep3. Move across the row, and find the column for the
confidence level to get the value of the percentile of the t-
distribution with the degree of freedom.
H. Evaluating Learning
Determine the percentile using the t-table
1.The sample size n is 6 and 90% confidence level
3. The sample size n is 17 and 95% confidence level
132
Answers:
1) 2.015
2) 1.796
3)2.120
4)3.499
5)1.746

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%
work? No. of
learners who have caught up
with the
lesson
D. No of learners who continue
to require remediation
strategies worked well? Why did
these work?
encounter which
my principal or supervisor can
help me
solve?
materials did I use/discover
which I wish to share with other
teachers?
133
Group 1
TRIVIA
A former military captain in the Philippines who died in the sinking of

Titanic.
Determine the percentile of the distribution using the t -table.

A. The sample size n is 4 and 95% confidence level
B. The sample size n is 8 and 95% confidence level
.C.The sample size n is 11 and 90% confidence level
D. The sample size n is 7 and 90% confidence level
E. The sample size n is 18 and 90% confidence level
F.The sample size n is 12 and 90% confidence level
G.The sample size n is 14 and 99% confidence level
H.The sample size n is 10 and 90% confidence level
I.The sample size n is 17 and 99% confidence level
J.The sample size n is 8 and 99% confidence level
K.The sample size n is 13 and 95% confidence level
L. The sample size n is 9 and 99% confidence level
M.The sample size n is 21 and 99% confidence level
N The sample size n is 3 and 95% confidence level
O. The sample size n is 10 and 99% confidence level
P. The sample size n is 7 and 95% confidence level
R. The sample size n is 20 and 99% confidence level
S The sample size n is 11 and 99% confidence level
T. The sample size n is 18 and 95% confidence level
U. The sample size n is 12 and 90% confidence level1.
Write the letter of the correct answer in the box to find the answer
3.1 2.8 1.8 1.8 2.9 2.3 3.1 3.3 1.9 2.3 1.7 2.1 2.1
82 61 12 33 21 65 82 55 43 65 96 10 10
3.1 2.8 1.8 1.8 2.9 2.3 3.1 3.3 1.9 2.3 1.7 2.1 2.1
82 61 12 33 21 65 82 55 43 65 96 10 10
A R C H I B A L D B U T T
Answer:
134
Group 2
TRIVIA
What was the name of the philosopher who once stated "Children today are
tyrants. They contradict their parents, gobble their food, and tyrannize their
teachers"?
Determine the percentile of the distribution using the t -table.
A. The sample size n is 4 and 95% confidence level

B. The sample size n is 8 and 95% confidence level
.C.The sample size n is 11 and 90% confidence level
D. The sample size n is 7 and 90% confidence level
E. The sample size n is 18 and 90% confidence level
F.The sample size n is 12 and 90% confidence level
G.The sample size n is 14 and 99% confidence level
H.The sample size n is 10 and 90% confidence level
I.The sample size n is 17 and 99% confidence level
J.The sample size n is 8 and 99% confidence level
K.The sample size n is 13 and 95% confidence level
L. The sample size n is 9 and 99% confidence level
M.The sample size n is 21 and 99% confidence level
N The sample size n is 3 and 95% confidence level
O. The sample size n is 10 and 99% confidence level
P. The sample size n is 7 and 95% confidence level
R. The sample size n is 20 and 99% confidence level
S The sample size n is 11 and 99% confidence level
T. The sample size n is 18 and 95% confidence level
U. The sample size n is 12 and 90% confidence level1.
Write the letter of the correct answer in the box to find the answer
3.1 3.3 2.3 1.7 2.8 2.1 1.7 2.9 4.3 3.1 2.1 1.7 2.9 4.3
82 55 65 40 61 10 40 21 03 69 10 40 21 03
Answer
3.1 3.3 2.3 1.7 2.8 2.1 1.7 2.9 4.3 3.1 2.1 1.7 2.9 4.3
82 55 65 40 61 10 40 21 03 69 10 40 21 03
A L B E R T E I N S T E I N
135
Group 3 and Group 4
BINGO
Each bingo card contains 24 numbers in decimal form and a blank square,
situated on a 5 by 5 grid. When the game starts, random problems are drawn in
determining the percentile of the distribution using t- tables whoever of the players
participating in the game completes a bingo pattern first, wins the prize (a line with
five numbers in diagonal, horizontal or vertical row).
Problems to be drawn in a box
.1.The sample size n is 4 and 95% confidence level
.3. .The sample size n is 11 and 90% confidence level
136
3.182 2.365 1.812 1.943 1.740
1.833 1.796 3.012 2.921 3.499
2.179 3.355 FREE 2.845 4.303
2.447 2.861 3.169 2.110 1.796
1.833 3.707 2.093 3.355 5.841
2.845 3.012 3.169 1.796 3.355
1.943 3.499 3.182 2.110 1.833
2.861 1.796 FREEE 1.740 3.707
1.812 2.179 2.447 2.921 4.303
3.355 2.365 1.833 5.841 2.093
3.707 1.833 5.841 1.796 2.447
2.160 2.110 1.796 2.365 3.499
1.812 3.182 FREE 3.012 2.845
3.355 2.921 2.093 3.355 1.833
2.179 2.861 1.740 4.303 3.169
137
138
I. OBJECTIVES
Standards concepts of estimation of population mean and
Standards and population proportion to make sound
inferences in real-life problems in different
disciplines.
Competencies/ Computes for the confidence interval estimate
Objectives based on the appropriate form of the estimator for
(Write the LC the population mean. (M11/12SP – IIIh- 1)
code for each)
Specific Objectives:
4. Define confidence level and confidence
interval
5. Solve for the margin of error and confidence
interval (interval estimate).
6. Appreciate the importance of confidence
interval as one of the statistical techniques.
II. CONTENT COMPUTING INTERVAL ESTIMATES FOR THE

POPULATION MEAN
III. LEARNING
RESOURCES
A. References
5. Teacher’s
Guide pages
6. Learner’s
Materials
pages
7. Textbook Statistics and Probability by Belecina, Rene R.,
pages et.al. pp. 153 - 166
8. Additional
Learning
Materials for
Learning
B. Other Learning Internet (Google)
Resources
IV. PROCEDURES
A. Reviewing Recall solving point estimate: “Think – Group –
previous Share”. Using the “show me board” ask each group
lesson or to give the point estimate of the following data
presenting (given will be flashed on the screen one by one).
139
the new After the allotted time they will raise their answer.
lesson For every correct answer, the group will receive 2
points.
1. 4, 3.5, 3.3, 3, 3.8
2. 25, 34, 45, 30, 53, 55
3. 80, 75,86,81,77, 76, 82, 90
4. The height of the group
5. The daily allowance of the group
B. Establishing a Suppose we want to know the “true” average

purpose for the weight of all the students in our class. Form five
lesson groups and assume that these groups are random
samples. Let the students list their weights
carefully.
1. What are the different ways to find the
weights of the members per group?
2. What is the “true” average weight of the
students?
3. How would you describe your group based
on the result of the computation?
4. If you are going to enhance the precision of
your guess, what is needed to be modified?
5. What is your estimate of the mean of the
population where your group seems to
belong?
6. Reflect on your estimation. Are you confident
about it? To what extent are you confident?
Express your confidence as a percentage.
7. What do we call this value (percentage or
confidence)?
C. Presenting Suppose we state a confidence of 95%, given that

examples/ 𝑥̅ = 18, n = 50 and 𝜎 = 4
instances of 1. What is the best point estimate of the
the new lesson population mean?
2. What is the margin of error (E)?
3. What is the 95% confidence interval of the
population mean?
D. Discussing Group activity: Applying the steps in calculating
new concepts the interval estimates, let the students solve the
and practicing following, then let them present and discuss their
new skills # 1 work in front.
Average students: Sample population is
normally distributed; 𝑥̅ = 42, n = 40 and 𝜎 = 3. Find
the 95% confidence interval estimate for 𝜇.
Advanced students: Sample population is
normally distributed; n = 100, mean = 16 and
population variance = 16. What is the 99%
confidence interval estimate for 𝜇.
140
E. Discussing The mean score of a random sample of 49 Grade
new concepts 11 students who took the first periodic test is
and practicing calculated to be 78. The population variance is
new skills # 2 known to be 0.16.
a. Find the 99% confidence interval for the
mean of the entire Grade 11 students.
b. Find the lower and the upper confidence
limits.
K. Developing Solve Me! The teacher will distribute the worksheet
Mastery per group with word problem and template on it. The
(Leads to students will brainstorm how to solve the given
Formative problem.
assessment 3) Average students: A researcher wants to
estimate the number of hours that a senior high
school spend studying their lessons. A sample of 50
Grade 11 students was observed to have a mean
studying time of 3 hours. The population is normally
distributed with a population standard deviation of
0.5 hours. Find:
a. The best point estimate of the population
mean
b. The 95% confidence interval of the
population mean
Advance students: A random selection of 40

entering Grade 11 GAS has the following GWAs
(general weighted average). Assume that 𝜎 = 0.46.
96 89 86 89 93 87 89 96
97 90
87 86 90 87 86 87 97 86
90 86
86 83 98 86 87 90 87 83
89 87
87 82 83 82 98 92 86 83
89 86
Estimate the true mean GWA with 99% confidence
then describe the result.
L. Finding Think-Pair-Share: Using the confidence levels
practical 90%, 95%, and 99%. Let each group construct a
applications of situation or a problem consisting a mean (𝑥̅ ),
concepts and number of sample (n), and population standard
skills in daily
deviation (𝜎). Exchange this problem to other group
living
then solve for the confidence interval.
M. Making 1. What is a confidence level?
generalizations 2. What is an interval estimate?
and 3. What is the computing formula for margin of
abstractions error (E)?
about the
lesson
141
4. What is the general formula for confidence
intervals for large samples?
5. How do you compute the interval estimate?
N. Evaluating Solve: You asked 50 students how satisfied they
learning were with their track in Senior High School with a
10-point scale, with 1 = not at all satisfied and 10 =
extremely satisfied. It was found out that the mean
point was 7.5 with the standard deviation of 3.5.
Use 90% confidence to compute the interval
estimate of the population mean.
O. Additional The mean and the standard deviation of the blood

activities for sugar level of randomly selected 50 patients in a
application or hospital are 130 mg/dl and 4.6 mg/dl, respectively.
remediation a. Find the 90% confidence interval for the
mean of all patients in the hospital.
b. Find the lower and upper confidence limits.
V. REMARKS
VI. REFLECTION
earned 80% on the
formative
assessment
require additional
activities for
remediation who
earned below 80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/ discover
which I wish to
share with other
teachers?
142
I. OBJECTIVES
Standards of estimation of population mean and population
proportion.
Standards population proportion to make sound inferences in real-life
Competencies/ Solves problems involving confidence interval
Objectives estimation of the population mean. (M11/12SP – IIIh- 2)
(Write the LC
code for each) Specific Objectives:
7. Recall the steps in calculating the confidence
interval
8. Solve word problems involving confidence interval
estimates
9. Show perseverance and active participation during
group activities
II. CONTENT SOLVING WORD PROBLEMS INVOLVING

CONFIDENCE INTERVAL ESTIMATION FOR THE
POPULATION MEAN
III. LEARNING
RESOURCES
C. References
1. Teacher’s
Guide
pages
2. Learner’s
Materials
pages
3. Textbook Next Century Mathematics (Statistics & Probability for
pages Senior High School) by Jesus P. Mercado pp. 233 – 242
4. Additional
Learning
Materials for
Learning
D. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Group Work: Fish bowl method. Ask a representative to
previous pick 1 question from the bowl then discuss the answer with
lesson or the group. A representative will give the idea of the group
presenting after the allotted time.
the new a. What is an interval estimate? How does it differ from
lesson point estimate?
b. What is the advantage of interval estimate over point
estimate?
143
c. What are the variables required in order to compute
for the margin of error (E)? Give the formula.
d. What are the four-step process in calculating the
interval estimate?
B. Establishing a Think – group – share: Group numbers 1 & 3 to answer
purpose for the number 1 problem, and group numbers 2 & 4 to solve
lesson number 2. They will discuss in front their solution after the
given time.
1. Given data: 99% confidence level; n=50, 𝑥̅ =
18,000 and 𝜎= 2,500. Assuming normality, use the
given data to find the following:
a. Margin of error
b. Confidence interval for estimating the
population parameter.
2. Find the minimum sample size required to estimate
an unknown population mean 𝜇 using the following
data: confidence level = 90%; margin of error =
0.891; 𝜎 2 = 9
C. Presenting The mean and the standard deviation of the content of a

examples/ sample of 10 similar containers are 10.5 liters and 0.352,
instances of respectively. Assume that the containers are
the new lesson approximately normally distributed.
a. Find a 95% confidence interval for the actual mean
content.
b. Find the lower and upper confidence limits.
D. Discussing Group activity: Applying the steps and formulas in

new concepts calculating the confidence interval for estimating the
and practicing population mean when the population variance and
new skills # 1 population standard deviation are unknown and the
sample size n is less than 30 (n<30), let the students solve
the following, then let them present and discuss their work
in front.
Average students: The following are randomly

selected scores in Statistics and Probability test of twelve
Grade 11 students:
75 65 76 80 85 77 81 83 80
70 71 69
a. Find a 99% confidence interval for the mean score
of all grade 11 students, assuming that the
students’ score is approximately normally
distributed.
b. Find the lower and upper confidence limits
Advanced students: The following data are selected

randomly from a population of normally distributed values.
36 38 43 40 46 45 46 43 47
49
44 48 47 43 51 50 52 53 54
56
a. Construct a 95% confidence interval to estimate 𝜇.
b. Find the lower and the upper confidence limits.
144
E. Discussing Try Me! : Suppose the following data are selected
new concepts randomly from a population of normally distributed values
and practicing with unknown variance:
new skills # 2 40 39 45 45
49 41 47 44
56 53 39 42
44 38 57 58
a. Compute the mean and standard deviation
b. Construct a 90% confidence interval to estimate
the population mean 𝜇.
c. Find the lower and upper confidence limits.
d. Interpret the interval.
F. Developing Solve Me! The teacher will let the students pick from a bowl
Mastery their favorite color of candies. Students with the same color
(Leads to of candies will be grouped. Each group will be given a
Formative worksheet (and template) with word problem. The students
assessment will brainstorm how to solve the given problem.
3) Yellow Group: A random sample of n = 24 data from a
normal distribution with unknown variance produced 𝑥̅ =
42.5 and s = 2.6.
c. Find a 90% confidence interval for the population
mean.
Red Group: A random sample of n = 19 data from a

32.7 and s = 2.5.
a. Find a 90% confidence interval for the population
mean.
b. Interpret the interval.
Blue Group: A random sample of n = 16 data from a

25.7 and s2 = 5.29.
mean.
Green Group: A random sample of n = 14 data from a

35.7 and s2 = 6.76.
mean.
G. Finding Jeric observed that the mean age of 25 Red Cross

practical volunteers of Sorsogon city is 18 years with standard
applications of deviation of 5 years. What is the interval estimate of the
concepts and population mean? Adapt 95% confidence level.
skills in daily
living
145
H. Making  If n<30 and 𝜎 is unknown, the confidence interval for
generalizations population mean 𝜇 is :
and 𝑠 𝑠 𝑠
(𝑥̅ − 𝑡2∝ , 𝑥̅ + 𝑡2∝ ) 𝑜𝑟 𝑥̅ − 𝑡2∝ < 𝜇
abstractions √𝑛 √𝑛 √𝑛
about the 𝑠
< 𝑥̅ + 𝑡2∝
lesson √𝑛
Where:
𝑥̅ = mean of a random sample of size n
n = sample size
s = sample standard deviation
∝
𝑡2∝ = t-value at (1 − ) 100% confidence level
2
 The confidence interval can be written as:
( 𝑥̅ – E , 𝑥̅ + E) or 𝑥̅ – E < 𝜇 < ̅𝑥 + E
 To find the margin of error (E), use the formula:
𝑠
E = 𝑡2∝ where 𝑡2∝ has n-1
√𝑛
degrees of freedom
 To solve problems involving confidence interval of the
population mean, the following steps should be
followed:
a. Find the sample mean 𝑥̅ and the sample standard
deviation s (if sample mean and standard deviation
is unknown)
b. Find the degrees of freedom df
c. Find ∝ in (1 - ∝)100% confidence level
d. Find the critical value of 𝑡2∝ using the Table of t-
Critical Values
e. Find the margin of error E
f. Find the confidence interval
g. Find the lower and upper confidence limits
I. Evaluating The following were scores in a General Mathematics test

learning selected by a teacher from all the test scores of Grade 11
students.
74 78 86 88 69
83 70 83 87 62
92 66 65 75 74
90 76 57 72 83
Assume that the above scores were randomly selected by
the teacher from a normal population and the variance is
unknown.
a. Calculate the mean and standard deviation
b. Construct a 95% confidence interval to estimate
the population mean score 𝑥.̅
c. Find the lower and upper confidence limits.
J. Additional On your journal, copy and complete the following

activities for sentences:
application or 1. I found the lesson ________.
remediation 2. I have to know more about ________________.
3. I am still confused about __________________.
V. REMARKS
VI. REFLECTION
146
A. No. of
learners
who earned
80% on the
formative
assessment
require additional
activities for
remediation who
earned below 80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/ discover
which I wish to
share with other
teachers?
147
I. OBJECTIVES
Standards of estimation of population mean and population
proportion.
Standards population proportion to make sound inferences in real-
Competencies/ Draws conclusion about the population mean based
Objectives on its confidence interval estimate. (M11/12SP – IIIh- 3)
(Write the LC
code for each) Specific Objectives:
10. Apply the steps in solving confidence interval
estimation of the population mean
11. Describe and interpret the population mean
based on its confidence interval estimate.
12. Value the importance of confidence interval as
one of the statistical tool in analyzing the data.
II. CONTENT DRAWING CONCLUSION ABOUT THE POPULATION
MEAN BASED ON ITS CONFIDENCE INTERVAL
ESTIMATE
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook Statistics and Probability by Belecina, Rene R., et.al. pp.
pages 172 - 177
4. Additional
Learning
Materials for
Learning
B. Other Learning Internet (Google)
Resources
IV. PROCEDURES
A. Reviewing
previous Thinking Skills: By pair, let the students reflect on the
lesson or different steps on how to solve problems involving
presenting confidence interval estimation of the population mean by
the new completing the following sentences. (For advance
lesson learners, answers will not be provided. For average
learners, answers can be selected from the meta strips
posted on the board:
1. The parameter of interest is the ________ of
the population where the sample comes from.
148
2. Specify the ______________ criteria. This
information includes the ______ size and the
_________; the ____ of confidence and the
______ value.
3. Collect _______ and find the ______ estimate.
4. Determine the ______ interval. Find the
confidence ________ and compute the
_______. Solve for the upper and lower
_________, then ________ the results.
Answers:
1. Mean
2. Confidence interval; sample; standard deviation;
level; critical
3. Evidences; point
4. Confidence; coefficient; maximum error E;
confidence limits; describe
B. Establishing a (Show a picture of a farmer harvesting rice and entail a

purpose for the story) After applying a certain kind of fertilizer, Mang Tino
lesson harvested “palay” which yield a population standard
deviation to be 4 sacks and there are 30 sacks of “palay”
harvested. Find the interval estimate of the population
mean per sack, using 95% confidence.
8. The parameter of interest is the _____ of the
____ where the sample comes from.
9. The ____ test is applicable to this kind of
problem.
10. The level of confidence is ____ the degree of
freedom is ____ and the confidence coefficients
are ____.
11. The point estimate is _____.
12. The margin of error is _____.
13. The interval estimate ranges from ____ to ____.
14. The result shows that
____________________________________.
C. Presenting The 15 residents of Brgy. Cambulaga attempted to add

examples/ a channel on their cable TV to a list of favorites. After
instances of the task, they rated the difficulty using a 7-point scale (7
the new lesson being the most difficult task). The responses are shown
below:
2, 1, 3, 6, 7, 1, 2, 3, 5, 7, 2, 2, 1, 3, 2
Using the 95% confidence interval, what will be your
conclusion pertaining to this result?
D. Discussing The mean score of a random sample of 17 students who
new concepts took a special test is 83.5. If the standard deviation of
and practicing the scores is 4.1 and the sample comes from an
new skills # 1 approximately normal distribution, what are the point
and interval estimates of the population mean adopting
a confidence level of 99%.
1. What is the parameter of interest?
2. Is t-test applicable to this kind of problem?
149
3. What are the confidence level and the critical t-
values?
4. What is the maximum error(E)?
5. What is the point estimate?
6. At what values does the interval estimate
ranges from?
7. What does the results tell us?
E. Discussing In Sorsogon provincial hospital, a sample of 10 weeks

new concepts was selected and found out that the average of 10
and practicing babies were born per week. Find the 90% confidence
new skills # 2 interval of the true mean if the standard deviation of the
sample was 3. Draw inferences regarding the result of
the data.
F. Developing Solve Me! The teacher will distribute the activity sheet
Mastery based on the performance level of the students. This will
(Leads to be done by triad and the students will brainstorm how to
Formative solve the given problem.
assessment Average students: We can say with 99% confidence
3) that the interval between 17. 33 and 18.67 contains the
true mean age of the population of entering Grade 12
students based on the sample size of 25. The point
estimate for the population mean is 18 years. How will you
interpret the result of this problem?
Advance students: A sample of 60 Grade 9 students’
ages was obtained to estimate the mean age of all grade
9 students. Mean age = 15.3 years and the population
variance is 16.
a. Find the 95% confidence interval for 𝜇.
b. What conclusions can you make based on each
estimate?
G. Finding Suppose observation on 25 chocolate bars selected from

practical a normally distributed population yield an average weight
applications of of 200g with a standard deviation of 10 g, what is the
concepts and interval estimates using 95% confidence level? Draw
skills in daily conclusion about the result.
living
H. Making  How will you come up with a conclusion in a given
generalizations problem?
and  In describing the results, the statement reflects our
abstractions confidence in the interval estimation process rather
about the than the value computed from the sample data. This is
lesson because repeated application may yield different lower
and upper limits of the interval. However, interval
estimates are more reliable than point estimates
because of the confidence coefficients associated with
the range of values. This is also the reason why they
are generally preferred to point estimates.
I. Evaluating Draw me close! In an interview held among 20

learning randomly selected senior high school students, the
mean daily allowance of the students was found out to
150
be Php20 with a standard deviation of Php3. Use 90%
confidence to compute the interval estimate of the
population mean. Come up with a clear and specific
interpretation of the results of the data.
J. Additional You have learned how to compute means and standard
activities for deviations. You have also learned how to estimate the
application or population mean 𝜇. Do you think that the t-test is a
remediation versatile test in the sense that it may be used for
both small and large samples? Explain your answer
V. REMARKS
VI. REFLECTION
earned 80% on the
formative
assessment
require additional
activities for
remediation who
earned below 80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did this work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/ discover
which I wish to
share with other
teachers?
151
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key
concepts of estimations of population mean and
C. Learning 1. The learner identifies point estimator for the
Competencies/ population proportion. (M11/12SP-IIIi-1)
Objectives 2. The learner computes for the point estimate of the
population proportion. (M11/12SP-IIIi-2)
III. LEARNING
RESOURCES
A. References
Statistics and Probability 344-346
Pages
Pages
3. Textbook Pages 1. Statistics and Probability 146-151
2. Statistics and Probability by Danilo De Guzman
pages 133-135
from Learning
Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Activity:
lesson or presenting Jason noted that every weekend, a group of
the new lesson athletes jog in a nearby park. On a particular day, he
observed that there were 20 runners and that 8 of
them were female. He observed the joggers for five
weeks, noting their number and their gender.
Fill-in the blanks in the table to complete the

data and answer question below:
Week 1st 2nd 3rd 4th 5th
Male 12 12 10
Female 8 10 6 15
Total 20 26 20
Guide Question:
What proportions of runners are female
a. in fraction form?
b. in decimal form?
c. in percentage form?
152
B. Establishing a Solution:
purpose for the To determine the proportion of the female
lesson runners, simply compute as follows:
Week 1st 2nd 3rd 4th 5th
Male 12 16 12 10 9
Female 8 10 6 10 15
Total 20 26 18 20 24
Proportion 8 10 6 10 15
20 26 18 20 24
Decimal 0.4 0.38 0.33 0.5 0.625
Percentag 40% 38% 33% 50% 62.5%
e
C. Presenting The percentage expression 40% is also called

examples/instances a proportion. Percentages are commonly used when
of the new lesson reporting frequencies of subsets of populations. In
computing, percentages are first converted to
proportions in decimal form. Proportions represent
probabilities. If Jason makes a probability statement
that all joggers in the park on the first week are
female, he may report 40% or 0.40.
D. Discussing new We denote 𝑝 as the population proportion and

concepts and 𝑝̂ “p hat” as the point estimate of sample proportion.
𝒙
practicing new skill The formula is 𝒑 ̂ = , where 𝑥 is the number
𝒏
#1 of sample elements that possess the desired
characteristics and 𝑛 is the sample size.
Example 1:
If 350 students from the graduates of a batch
were surveyed and 30 of them answered that they
took up BS Mechanical Engineering (BSME), what is
the estimated proportion of those who took up BS ME
out of the whole batch?
Solution:
Let 𝑝̂ as the sample proportion of BSME
graduates, 𝑥=30 (number of BS ME graduates), and
𝑛=350 (total number of surveyed graduates).
𝑥 30
𝑝̂ = = = 0.086 or 8.6%
𝑛 350
E. Discussing new We denote 𝑞 as the sample proportion of

concepts and “not 𝑝”, and 𝑞̂ “q hat” as the point estimate of
practicing new skill proportion of “not 𝑝”.
#2 The formula is 𝒒 ̂ =𝟏− 𝒑 ̂
Example 2:
From example 1, what is the estimated
proportion of graduates who didn’t take up BSME?
153
Solution:
Let 𝑞̂ as the sample proportion of non-BSME
graduates.
𝑞̂ = 1 − 𝑝̂ = 1 − 0.086 = 0.914 or 91.4%
F. Developing mastery Firm Up:

(Leads to Formative Find 𝑝̂ and 𝑞̂, given 𝑥 and 𝑛.
Assessment) a. 𝑥 = 56 ; 𝑛 = 80
b. 𝑥 = 35 ; 𝑛 = 96
c. 𝑥 = 420 ; 𝑛 = 1000
Answers:
a. 𝑝̂ = 0.7 or 70% ; 𝑞̂ = 0.3 or 30%
b. 𝑝̂ = 0.364 or 36.4% ; 𝑞̂ = 0.636 or 63.6%
c. 𝑝̂ = 0.42 or 42% ; 𝑞̂ = 0.58 or 58%
G. Finding practical Restaurants regularly ask customers to
applications of accomplish questionnaires on the kind of service that
concepts and skills their staff renders. Suppose 1 200 people are
in daily living randomly chosen from a target population and are
asked if they like the services of a specific restaurant.
There are 908 respondents who like the service. What
is the estimate of true proportion of all customers who
like the service of the restaurant?
Solution:
Let 𝑝 the population proportion.
We can estimate 𝑝 by computing
𝑁𝑜. 𝑜𝑓 𝑐𝑢𝑠𝑡𝑜𝑚𝑒𝑟𝑠 𝑤ℎ𝑜 𝑙𝑖𝑘𝑒 𝑡ℎ𝑒 𝑠𝑒𝑟𝑣𝑖𝑐𝑒

𝑝̂ =
𝑁𝑜. 𝑜𝑓 𝑝𝑒𝑜𝑝𝑙𝑒 𝑠𝑎𝑚𝑝𝑙𝑒𝑑
908
So, 𝑝̂ = = 0.757
1200
Only 76% of all customers like the services of

the restaurant. The owner might want to improve the
service to increase the revenue of the restaurant.
H. Making A point estimate is a single value used to

generalizations and approximate a population parameter.
abstractions about ̂=
The point estimator of sample population is 𝒑
𝒙
the lesson ̂ =𝟏− 𝒑
, and 𝒒 ̂ as the estimator of “not 𝑝̂ ”.
𝒏
154
I. Evaluating Learning
1. What is the point estimator of the population
proportion?
2. Nora conducted a survey for a fast food
restaurant owner who wanted to know the level of
acceptability (Acceptable or Not Acceptable) of a new
food combo among customers. There were 182
respondents found the new food combo was
acceptable. If there were 256 in the sample, what is 𝑝̂
and 𝑞̂ ?
Answer:
𝑥
1. 𝑝̂ =
𝑛
2. a. There are 182 who find the new food combo
acceptable. In terms of proportion:
𝑥 182
𝑝̂ = = = 0.71 = 71%
𝑛 256
2. b. There are 74 who find the new food combo
not acceptable. This proportion is
𝑞̂ = 1 − 𝑝̂ = 1 − 7.1 = 0.289 = 28.9% or 29%
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
B. No. of leaners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
D. No. of leaners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
155
localized materials
did I use/discover
which I wish to
share with other
teachers?
156
I. OBJECTIVES
concepts of estimations of population mean and
C. Learning 3. The learner identifies the appropriate form of the
Competencies/ confidence interval estimator for the population
Objectives proportion based on Central Limit Theorem.
(M11/12SP-IIIi-3)
4. The learner computes for the confidence interval
estimate of the population proportion. (M11/12SP-
IIIi-4)
III. LEARNING
RESOURCES
C. References
Statistics and Probability 346-348
Pages
Pages
3. Textbook Pages 1. Statistics and Probability 146-151
2. Statistics and Probability by Danilo De Guzman
pages 134-138
from Learning
Resources
D. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Review the previous lesson.
previous lesson or If 350 students from the graduates of a batch
presenting the new were surveyed and 30 of them answered that they
lesson took up BS Mechanical Engineering (BSME), what is
the estimated proportion of those who took up BS ME
out of the whole batch?
Solution:
𝑥 30
a. 𝑝̂ = = = 0.086 or 8.6%
𝑛 350
b. 𝑞̂ = 1 − 𝑝̂ = 1 − 0.086 = 0.914 or 91.4%
Hence, the point estimate of the population

proportion of those who took up BSME out of the
whole batch is 0.086 or 8.6%.
157
B. Establishing a Estimates about a population proportion may be
purpose for the made just like estimates of the population mean. Just
lesson like means, we can also form confidence intervals
about the population proportion.
C. Presenting If 350 students from the graduates of a batch

examples/instances were surveyed and 30 of them answered that they
of the new lesson took up BS Mechanical Engineering (BSME), construct
90% confidence interval for the estimated proportion of
those who took up BS ME out of the whole batch?
D. Discussing new Solution:

concepts and 30
Step 1: Given 𝑥 = 30, and 𝑛 = 350, 𝑝̂ = =
350
practicing new skill
0.086. Thus, 𝑞̂ = 1 − 𝑝̂ = 0.914.
#1
Step 2: Since 𝑛𝑝̂ and 𝑛𝑞̂ are greater than 5, and
𝑛 ≥ 30, the sample size is normally distributed
(according to Central Limit Theorem). Thus, use the
confidence interval estimate:
𝑝̂ 𝑞̂ 𝑝̂ 𝑞̂
𝑝̂ − 𝑧𝛼 √ < 𝑝 < 𝑝̂ + 𝑧𝛼 √
2 𝑛 2 𝑛
Step 3: Recall that for a confidence level of 90%,
𝛼 = 10% and 𝑧𝛼 = 1.645 (use z-table).
2
Step 4: Substituting the given values, we get:
(0.086)(0.914)
0.086−1.645√ <𝑝<
350
(0.086)(0.914)
0.086+1.645√
350
Step 5: With 90% confidence, we state that the
interval estimate from 0.061 to 0.111 or 6.1% to 11.1%
contains the true percentage of graduates of a batch
who answered that they took up BS Mechanical
Engineering (BSME).
158
E. Discussing new To check if the confidence interval estimate is
concepts and true, we let:
practicing new skill 𝑝̂𝑞̂
#2 𝑝̂ − 𝑧𝛼 √ as the lower boundary, and
2 𝑛
𝑝̂𝑞̂
𝑝̂ + 𝑧𝛼 √ as the upper boundary.
2 𝑛
Then, get the average of the lower and upper

boundaries as shown below:
𝐿𝐵+𝑈𝐵
𝑝̂ =
2
0.061+ 0.111
=
2
𝑝̂ = 0.086
It shows that 𝑝̂ = 0.086 or 8.6% lies between the

confidence interval estimate from 0.061 to 0.111 or
6.1% to 11.1%.
F. Developing mastery Firm Up:

(Leads to Formative Compute the confidence interval of the
Assessment) population proportion given 𝑛, 𝑝̂ , and the confidence
level.
a. 𝑛 = 210, 𝑝̂ = 0.60, 95%
b. 𝑛 = 460, 𝑝̂ = 0.53, 90%
c. 𝑛 = 678, 𝑝̂ = 0.28, 99%
Use this table as reference for confidence interval

calculation.
Confidence Critical (𝑧)
Level value
50% 0.67449
75% 1.15035
90% 1.64485
95% 1.95996
97% 2.17009
99% 2.57583
99.9% 3.29053
Answers:
a. from 0.534 to 0.666 or 53.4% to 66.6%
b. from 0.492 to 0.568 or 49.2% to 56.8%
c. from 0.235 to 0.324 or 23.5% to 32.4%
G. Finding practical In a survey of 500 random households in a
applications of particular village, mothers have been asked if they use
concepts and skills cell phones to communicate. There are 376 who have
in daily living said YES. Use a 95% confidence to estimate the
proportion of all mothers who use the cell phone to
communicate.
Solution:
159
376
Step 1: Given 𝑥 = 376, and 𝑛 = 500, 𝑝̂ = =
500
0.752. Thus, 𝑞̂ = 1 − 𝑝̂ = 0.248.
Step 2: Since 𝑛𝑝̂ and 𝑛𝑞̂ are greater than 5, and
𝑛 ≥ 30, the sample size is normally distributed
(according to Central Limit Theorem). Thus, use the
confidence interval estimate:
𝑝̂ 𝑞̂ 𝑝̂ 𝑞̂
𝑝̂ − 𝑧𝛼 √ < 𝑝 < 𝑝̂ + 𝑧𝛼 √
2 𝑛 2 𝑛
Step 3: Recall that for a confidence level of 95%,
𝛼 = 5% and 𝑧𝛼 = 1.96 (use z-table).
2
Step 4: Substituting the given values, we get:
(0.752)(0.248)
0.752−1.96√ <𝑝<
500
(0.752)(0.248)
0.752+1.96√
500
Step 5: With 95% confidence, we state that the
interval estimate from 0.714 to 0.79 or 71.4% to 79%
contains the true percentage of households in a
particular village that uses cell phones to
communicate.
H. Making Since 𝑛𝑝̂ and 𝑛𝑞̂ are greater than 5, and 𝑛 ≥ 30,
generalizations and the sample size is normally distributed (according to
abstractions about Central Limit Theorem). Thus, use the confidence
the lesson interval estimate:
𝑝̂ 𝑞̂ 𝑝̂ 𝑞̂
𝑝̂ − 𝑧𝛼 √ < 𝑝 < 𝑝̂ + 𝑧𝛼 √
2 𝑛 2 𝑛
Then, to check if the confidence interval estimate
is true get the average of the lower and upper
boundaries as shown below:
𝐿𝐵 + 𝑈𝐵
𝑝̂ =
2
I. Evaluating Learning 1. What is the confidence interval estimator for

the population proportion based on Central Limit
Theorem?
2. Nora conducted a survey for a fast food
restaurant owner who wanted to know the level of
acceptability (Acceptable or Not Acceptable) of a new
food combo among customers. Get the 97%
confidence interval that 182 respondents found the
new food combo was acceptable if there were 256 in
the sample.
Answer:
𝑝̂𝑞̂ 𝑝̂𝑞̂
1. 𝑝̂ − 𝑧𝛼 √ < 𝑝 < 𝑝̂ + 𝑧𝛼√
2 𝑛 2 𝑛
2. With 97% confidence, we state that the interval
estimate from 0.648 to 0.772 or 64.8% to 77.2%
contains the true percentage of respondents who
found the new food combo was acceptable.
160
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
B. No. of leaners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
have caught up with
the lesson
D. No. of leaners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
I encounter which
my principal or
supervisor can help
me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
161
Grade 11/12
Quarter 3 Week 9
I. OBJECTIVES
B. Performance Standard The learner is able to estimate the population mean
and population proportion to make sound inferences
in real-life problems in different disciplines.
C. Learning The learner solves problems involving confidence
Competency/Objectives interval estimation of the population proportion.
M11/12SP-IIIi-5
II. CONTENT Problem Solving on Confidence Interval
Estimation of Population Proportion
References Statistics and Probability by Belencina, Baccay &
Mateo pp. 195-199
Other Learning Resource Manila paper, calculator, permanent markers
IV. PROCEDURES
A. Reviewing previous This activity can be done orally, or given as a
lessons or presenting written task which can be accomplished either
the new lesson individually, dyad, triad, or in a small group.
A. Compute 𝑞̂ given 𝑝̂ . (Note that 𝑞̂ = 1 − 𝑝̂ )

a. 𝑝̂ = 0.02 (Answer: 𝑞̂ = 0.98)
b. 𝑝̂ = 0.50 (Answer: 𝑞̂ = 0.50)
c. 𝑝̂ = 0.80 (Answer: 𝑞̂ = 0.20)
d. 𝑝̂ = 0.62 (Answer: 𝑞̂ = 0.38)
e. 𝑝̂ = 0.60 (Answer: 𝑞̂ = 0.40)
𝑋
B. Find 𝑝̂ , the point estimate 𝑝. (Note that 𝑝̂ = )
𝑛
1. X = 12; n = 30 ( Answer: 𝑝̂ =0.4)
2. X = 111; n = 300 ( Answer: 𝑝̂ =0.37)
3. X = 250; n = 500 ( Answer: 𝑝̂ =0.50)
4. X = 360; n = 900 ( Answer: 𝑝̂ =0.4)
5. X = 150; n = 600 ( Answer: 𝑝̂ =0.25)
C. Determine the 𝑍𝛼 given the following
2
confidence level.
1. 90% (Answer: 𝑍𝛼=1.64)
2
2. 95% (Answer: 𝑍𝛼=1.96)
2
3. 97% (Answer: 𝑍𝛼=2.17)
2
4. 98% (Answer: 𝑍𝛼=2.33)
2
5. 99% (Answer: 𝑍𝛼=2.58)
2
Note: For slow learners, give only 2 items in Parts
A and B while.
162
D. Establishing a purpose Inform the learners that throughout the lesson, they
for the lesson will be asked to solve word problems involving
confidence interval estimation of population
proportion.
Inform the learners of the steps in solving word

problem that they can use later on while solving
word problems.
Step 1. Describe the population parameter of

interest
Step 2. Specify the confidence Interval Criteria
a. Check the assumptions
b. Determine the test statistic to be used to
calculate the interval
c. State the level of confidence
Step 3. Collect and preset sample evidence
a. Collect the sample information.
b. Find the point estimate
Step 4. Compute the interval estimate
a. Find 𝑞̂.
b. Find the maximum error E.
c. Find the limits.
d. Describe the results.
E. Presenting Present the problem below to the learners.
Examples/Instances of
the Lesson In a graduate teacher college, a survey was
conducted to determine the proportion of students
who want to major in Science. If 368 out of 850
students said Yes, with 95% confidence, what
interpretation can we make regarding the probability
that all students in the teacher graduate college
want to major in Science?
After presenting the word problem, the learners will

be grouped into small groups with a minimum of 4-
5 learner in every group to solve the given problem.
Provide the learners will materials such as manila
paper and permanent markers. Learners may use
calculators in doing this task.
F. Discussing New The learners will be asked to post their outputs and
concepts and share their solution to the class. (Note: If there are
Practicing New Skills # groups which arrived at the same answer, choose
1 only one from among this groups to present the
output.)
The learners should be able to arrive at the following

answer.
Steps Solution
Describe the population The parameter of
parameter of interest interest is the mean
proportion p of all
163
students in the teacher
graduate college who
want to major in
Science.
Specify the confidence
Interval Criteria
1. Check the By CLT, the sample
assumptions size of 850 is normally
distributed.
2. Determine the
test statistic to The test statistic is the
be used to p.
calculate the
interval
3. State the level of
confidence Confidence level: 95%
and α = 0.05
Confidence coefficient
= 1.96
Collect and preset
sample evidence
1. Collect the X = 368 and n=850.
sample
information.
2. Find the point 𝑝̂ = 𝑋 = 368 = 0.432 ≈
𝑛 850
estimate
0.43
The point estimate of

the population is 0.43.
Compute the interval

estimate
1. Find q ̂. 𝑞̂= 1-𝑝̂ = 1 – 0.43 =
0.57
2. Find the
maximum error 𝑝̂𝑞̂ (0.43)(0.57)
E. √ = √ =
𝑛 850
0.017
3. Find the limits.

For the lower limit
𝑝̂𝑞̂
𝑝̂ - 𝑍𝛼 √
2 𝑛
=0.43 – 1.96(0.017)
=0.43 – 0.034
= 0.396 or 39.6%
For the upper limit

𝑝̂𝑞̂
𝑝̂ + 𝑍𝛼 √
2 𝑛
=0.43 + 1.96(0.017)
= 0.463 or 46.4%
164
Describe the results. Thus, with 95%
confidence, we can
assert that the interval
from 39.6% to 46.4%
contains the true
percentage of all
graduate students who
want to major in
Science.
For slow and average learners, a guided worksheet

may be used. (see Attached Practice Exercise 1).
G. Developing Mastery This task will be accomplished individually.
Problem:
In a certain food stall, 278 out of 500 randomly
selected consumers indicate their preference for
new kind of food combination. Use 99% confidence
interval to estimate the true proportion p who like
new food combination.
Distribute Practice Exercise 2. (see attached)
Practice Exercise 2A for slow and average
learners and Practice Exercise 2B for advanced
learners.
H. Making generalization What are the steps in solving word problems

and abstraction about involving confidence interval estimation of
the lesson population proportion?
What are the essential formulae/formulas that we

need to solve this types of problems?
I. Evaluating Learning For Slow learners, distribute Worksheet 1.
For average and advance learners, distribute

Worksheet 2.
165
Practice Exercise 1
Problem. In a graduate teacher college, a survey was conducted to determine the
proportion of students who want to major in Science. If 368 out of 850 students said
Yes, with 95% confidence, what interpretation can we make regarding the probability
that all students in the teacher graduate college want to major in Science?
Steps Solution
Describe the population parameter of The parameter of interest is the mean
interest proportion p of all students in the teacher
graduate college who want to major in
Science.
Specify the confidence Interval
Criteria By CLT, the sample size of 850 is
1. Check the assumptions normally distributed.
2. Determine the test statistic to be The test statistic is the p.

used to calculate the interval
Confidence level: 95% and α = 0.05
3. State the level of confidence Confidence coefficient = _______
Collect and preset sample evidence
1. Collect the sample information.
2. Find the point estimate X = 368 and n=850.
𝑋 368
𝑝̂ = = = ________
𝑛 850
The point estimate of the population is

___.
Compute the interval estimate
1. Find q ̂. 𝑞̂= 1-𝑝̂ = 1 – 0.43 = _______
2. Find the maximum error E. 𝑝̂𝑞̂ (0.43)(0.57)

√ =√ = _______
𝑛 850
3. Find the limits. For the lower limit

𝑝̂𝑞̂
𝑝̂ - 𝑍𝛼 √
2 𝑛
=0.43 – 1.96(0.017)
=0.43 – _______
= __________
For the upper limit

𝑝̂𝑞̂
𝑝̂ + 𝑍𝛼 √
2 𝑛
=0.43 + 1.96(0.017)
= 0.43 + _______
= _________
Describe the results. Thus, with 95% confidence, we can
assert that the interval from ____% to
____% contains the true percentage of
all graduate students who want to major
in Science.
166
Practice Exercise 2A
Problem: In a certain food stall, 278 out of 500 randomly selected consumers indicate
their preference for new kind of food combination. Use 99% confidence interval to
estimate the true proportion p who like new food combination.
Steps Solution
interest proportion p of ____________________

Criteria By CLT, the sample size of _____ is
2. Determine the test statistic to be The test statistic is the p.

Confidence level: 99% and α = 0.01
3. State the level of confidence Confidence coefficient = _______
1. Collect the sample information. X = 278 and n=500
2. Find the point estimate 𝑋
𝑝̂ = = = ________ (round to the nearest Thousandths)
𝑛
The point estimate of the population is

___.
1. Find q ̂. 𝑞̂= 1-𝑝̂ = 1 – ______ = _______
2. Find the maximum error E. 𝑝̂𝑞̂ ( )( )

√ =√ = _______
𝑛 500
3. Find the limits. For the lower limit

𝑝̂𝑞̂
𝑝̂ - 𝑍𝛼 √
2 𝑛
=0.556 – 2.58(______)
=0.556 – _______
= __________
For the upper limit

𝑝̂𝑞̂
𝑝̂ + 𝑍𝛼 √
2 𝑛
=0.556 + 2.58(_____)
= 0.556 + _______
= _________
____% contains the true proportion of all
consumers who like the new food
combination.
167
Practice Exercise 2B
Problem: In a certain food stall, 278 out of 500 randomly selected consumers indicate
their preference for new kind of food combination. Use 99% confidence interval to
estimate the true proportion p who like new food combination.
Steps Solution
Describe the population parameter of
interest

Criteria
4. Check the assumptions
1. Determine the test statistic to be

2. State the level of confidence

1. Collect the sample information.
2. Find the point estimate

1. Find q ̂.
2. Find the maximum error E.
3. Find the limits.

consumers who like the new food
combination.
168
Worksheet 1
Problem: In a survey, 1000 Grade 7 students were asked if they read storybooks.
There were 318 who said Yes. Use 95% confidence interval to determine the
population proportion p of all grade 7 students who read story books.
Steps Solution
interest proportion p of all Grade 7 students who
read story books.
The test statistic is the p.
used to calculate the interval Confidence level: 95%, α = 0.05.
Confidence coefficient: _________
1. Collect the sample information. X = _______ n =1000
𝑋
𝑝̂ = = = ___________
𝑛
The point estimate of the population

proportion is ___________

1. Find q ̂.
𝑞̂= 1-𝑝̂ = 1 – ______ = _______
𝑝̂𝑞̂ ( )( )
√ =√ = _______
𝑛 500
3. Find the limits.

For the lower limit
𝑝̂𝑞̂
𝑝̂ - 𝑍𝛼 √
2 𝑛
= _______ – 1.96(______)
=_______ – _______
= __________
For the upper limit

𝑝̂𝑞̂
𝑝̂ + 𝑍𝛼 √
2 𝑛
= _______ + 1.96(______)
=_______ + _______
= __________

Grade 7 students who read story books.
169
Worksheet 1
Problem: In a survey, 1000 Grade 7 students were asked if they read storybooks.
There were 318 who said Yes. Use 95% confidence interval to determine the
population proportion p of all grade 7 students who read story books.
Steps Solution
interest proportion p of all Grade 7 students who
read story books.
The test statistic is the p.
used to calculate the interval Confidence level: 95%, α = 0.05.
Confidence coefficient: _________
3. Collect the sample information. X = _______ n =1000
𝑋
𝑝̂ = = = ___________
𝑛
The point estimate of the population

proportion is ___________

4. Find q ̂.
𝑞̂= 1-𝑝̂ = 1 – ______ = _______
𝑝̂𝑞̂ ( )( )
√ =√ = _______
𝑛 500
6. Find the limits.

For the lower limit
𝑝̂𝑞̂
𝑝̂ - 𝑍𝛼 √
2 𝑛
= _______ – 1.96(______)
=_______ – _______
= __________
For the upper limit

𝑝̂𝑞̂
𝑝̂ + 𝑍𝛼 √
2 𝑛
= _______ + 1.96(______)
=_______ + _______
= __________

Grade 7 students who read story books.
170
I. OBJECTIVES
concepts of tests of hypotheses on the population
mean and population proportion
B. Performance The learner is able to perform appropriate tests of
Standards hypotheses involving the population mean and
population proportion to make inferences in real-life
C. Learning M11/12SP-IVa-1
Competencies/ Formulates the appropriate null and alternative
Objectives hypotheses on a population mean.
The learner illustrates (a) null hypothesis (b)
alternative hypothesis and (c) types of errors in
hypothesis testing.
II.CONTENT Tests of Hypothesis

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Commission on Higher Education and Philippine
Senior High School: Statistics and Probability. pp
375-378
2. Learner’s
Materials Page
3. Textbook Pages Belecina, R. R.,Baccay E. S.,Mateo E. B. Statistics
and Probability pp 216-225
IV.PROCEDURES
A. Reviewing previous Ask a students to react on the government
lesson or motivation pronouncement about El Niño phenomenon.
Describe the El Niño phenomenon and its possible
consequences further.
“The country will experience El Niño phenomenon in

the next few months.”
Write learners’ reactions on the board. Their
reactions may include the following:
1. The occurrence of El Niño phenomenon is not
sure.
2. There is a possibility that El Niño phenomenon
may not occur.
3. The effects of El Niño phenomenon are
devastating to the country.
4. Some of the consequences of the El Niño
phenomenon are tolerable while other
consequences are not.
5. The validity of the statement could be tested
based on some empirical facts
171
B. Establishing a How can you determine if your conjecture is either
purpose for the true or false? What is your basis in making
lesson decisions?
In decision-making, we usually follow certain

processes; weigh alternatives, collect evidence and
make a decision. After a decision is made, an
appropriate interpretation is made (or an action is
undertaken). We follow these basic processes in
testing hypothesis in statistics.
C. Presenting Discuss the results of the motivational activity with

examples/ instances emphasis on the following points:
of the new lesson
A statistical hypothesis is a claim or a conjecture
that may either be true or false
There are two possible actions that one can do with

the statement. These actions are either to accept
the statement or to reject it
The degree of the possible consequence is the

basis in making the decision. If the consequences of
accepting the claim that El Niño phenomenon is
going to happen are tolerable, then we may not
reject the pronouncement. However, if the
consequences are severe, then we reject the claim.
D. Discussing new A test of hypothesis is a procedure based on a

concepts and random sample of observations with a given level of
practicing new skills probability of committing an error in making the
#1 decision, whether the hypothesis is true or false.
There are two kinds of a statistical hypothesis: the

null and the alternative hypothesis.
• Null hypothesis
-Denoted by Ho
-This is a statement or claim or conjecture to be
tested
• Alternative hypothesis
- Denoted by Ha
- the claim that is accepted in case the null
hypothesis is rejected
The null and alternative hypotheses are

complementary and must not overlap. The usual
pairs are as follow:
a. Ho: Parameter = Value versus Ha: Parameter ≠
Value;
b. Ho: Parameter = Value versus Ha: Parameter <
Value;
c. Ho: Parameter = Value versus Ha: Parameter >
Value;
172
d. Ho: Parameter ≤ Value versus Ha: Parameter >
Value; and
e. Ho: Parameter ≥ Value versus Ha: Parameter <
Value
Example: Consider the average number of text

messages that a Grade 11 student sends in a day.
The statement could be stated as follows:
“The average daily number of text messages that a

Grade 11 student sends is equal to 100.”
• The statement “The average daily number
of text messages that a Grade 11 student sends is
equal to 100” is considered as the Null
hypothesis(Ho)
• The statement “The average daily number of

text messages that a Grade 11 student sends is not
equal to 100” is the alternative statement(Ha)
E. Discussing new
concepts and Types of error in hypothesis testing
practicing new skills Type I error
#2 - an error is committed when we reject a true
hypothesis
Type II error
- an error is committed when we fail to reject
(accept) a false hypothesis
Action Hypothesis is Hypothesis is

TRUE FALSE
Reject the hypothesis Error No Error
Committed Committed
Fail to reject(Accept) No Error Error
the hypothesis Committed Committed
Example:
Alden is exclusively dating Maine. He remembers

that on their first date, Maine told him that her
birthday was this month. However, he forgot the
exact date. Ashamed to admit that he did not
remember, he decides to use hypothesis testing to
make an educated guess that today is Maine’s
birthday. Help Alden do it.
Answer:
• The null hypothesis can be stated as Ho:
Today is Maine’s birthday while the alternative
hypothesis is Ha: Maine’s birthday is on another day
and not today.
• Type I error is committed when Alden’s
guess of Maine’s birthday is not on this day and a
possible consequence is that Alden failed to greet
or give Maine a birthday gift today.
173
• On the other hand, Type II error is
committed when Alden guessed that today is
Maine’s birthday. A possible consequence of this
Type II error is that Alden made the mistake of
greeting Maine a happy birthday on that day.
F. Developing mastery Group Activity
(Leads to Formative The class will be divided into 4 groups. Provide
Assessment 3) each group with the materials needed in
accomplishing the tasks as manila paper, pentel
pen and hand out.
Direction: Formulate the appropriate null and

alternative hypotheses and identify situations where
Type I and Type II errors are committed. Have them
state its possible consequences.
Group 1
A manufacturer of IT gadgets recently
announced they had developed a new battery for
a tablet and claimed that it has an average life of
at least 24 hours. Would you buy this battery?
Answer:
The null hypothesis can be stated as Ho: The
average life of the newly developed battery for a tablet is
at least 24 hours while the alternative hypothesis is Ha:
The average life of the newly developed battery for a tablet
is less than 24 hours. Type I error is committed when you
did not buy the battery and a possible consequence is you
lost the opportunity to have a battery that could last for at
least 24 hours. On the other hand, Type II error is
committed when you did buy the battery and found out
later that the battery’s life was less than 24 hours. A
possible consequence of this Type II error is that you
wasted your money in buying the battery.
Group 2
A teenager who wanted to lose weight is
contemplating on following a diet she read about
in the Facebook. She wants to adopt it but,
unfortunately, following the diet requires buying
nutritious, low calorie yet expensive food. Help
her decide.
Answer:
diet will not result to a change in her weight while the
alternative hypothesis is Ha: The diet will induce a
reduction in her weight. Type I error is committed when the
teenager did follow the diet and a possible consequence
is that she spent unnecessarily for a diet that did not help
her reduce weight. On the other hand, Type II error is
committed when the teenager did not follow the diet. A
possible consequence of this Type II error is that the
teenager lost the opportunity to attain her goal of weight
reduction.
174
Group 3
After senior high school, Lily is pondering
whether or not to pursue a degree in Statistics.
She was told that if she graduates with a degree
in Statistics, a life of fulfilment and happiness
awaits her. Assist her in making a decision.
Answer:
The null hypothesis can be stated as Ho: Life
of fulfillment and happiness awaits her after obtaining a
degree in Statistics while the alternative hypothesis is Ha:
Life of fulfillment and happiness does not happen after
obtaining a degree in Statistics. Type I error is committed
when Lily does not pursue a degree in Statistics and a
possible consequence is that she’ll miss the promised life
of fulfilment and happiness after obtaining a degree in
Statistics. On the other hand, Type II error is committed
when Lily decides to obtain a degree in Statistics. A
possible consequence of this Type II error is that Lily will
miss the opportunity to experience a life of fulfilment and
happiness after obtaining a degree in Statistics.
Group 4
An airline company regularly does quality control
checks on airplanes. Tire inspection is included
since tires are sensitive to the heat produced
when the airplane passes through the airport’s
runway. The company, since its operation, uses
a particular type of tire which is guaranteed to
perform even at a maximum surface temperature
of 107oC. However, the tires cannot be used and
need to be replaced when surface temperature
exceeds a mean of 107oC. Help the company
decide whether or not to do a complete tire
replacement.
Answer:
surface temperature of the tires is at most 107 oC while
the alternative hypothesis is Ha: The surface temperature
of the tires is greater than 107 oC. Type I error is
committed when the airline company orders a tire
replacement when in fact it is not needed. A possible
consequence of this is that the company will waste money
in replacing the tires. On the other hand, Type II error is
committed when the airline company does not order tire
replacement. A possible consequence of this Type II error
is an accident that may happen because of no
replacement of the tires.
G. Making To generalize the lesson, the learners should be
generalizations and able to answer the following:
abstractions about 1. How do you differentiate null hypothesis and
the lesson alternative hypothesis?
2. What is a statistical hypothesis?
3. How do you illustrate the two types of error in
hypothesis testing?
175
H. Evaluating learning Choose the letter of the correct answer.
1. A Type II error is committed when
a. we reject a null hypothesis that is true.
b. we don't reject a null hypothesis that is
true.
c. we reject a null hypothesis that is false.
d. we don't reject a null hypothesis that is
false.
2. A Type I error is committed when

a. we reject a null hypothesis that is true.
b. we don't reject a null hypothesis that is
true.
c. we reject a null hypothesis that is false.
d. we don't reject a null hypothesis that is
false.
3. Selecting the significance level 𝛼 will

determine
a. the probability of a type I error
b. the probability of a type II error
c. power
4. Which of the following would be an

appropriate null hypothesis?
a. The mean of a population is equal to 50.
b. The mean of a sample is equal to 50.
c. The mean of a population is greater than
50.
d. Only (a) and (c) are true.
5. Which of the following would be an

appropriate alternative hypothesis?
a. The mean of a population is equal to 50.
b. The mean of a sample is equal to 50.
c. The mean of a population is greater than
50.
d. The mean of a sample is greater than 50
Answer: 1) d 2) a 3) a 4) a 5) c
V.REMARKS
VI. REFLECTION
earned 80% on the
formative assessment
require additional
activities for
remediation
C. Did the remedial
176
learners who caught up
with the lesson
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
encounter which my
can help me solve?
localized materials did
I use/discover which I
wish to share with
other teachers?
177
I. OBJECTIVES
Standards concepts of tests of hypotheses on the population
mean and population proportion
Standards hypotheses involving the population mean and
population proportion to make inferences in real-
C. Learning The learners
Competencies/ • Illustrate level of significance and
Objectives corresponding rejection region
• Calculate the probabilities of committing a
Type I and Type II error.
M11/SP-Iva-2
II.CONTENT Tests of Hypothesis
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Commission on Higher Education and Philippine
Senior High School: Statistics and Probability. pp
375-378
Page
3. Textbook Pages Belecina, R. R.,Baccay E. S.,Mateo E. B.
Statistics and Probability pp 226-235
IV.PROCEDURES
A. Reviewing previous Ask learners how a court trial proceeds based on
lesson or motivation their knowledge. Guide them by citing a popular
case and letting them identify the steps to come
up with a verdict for the case.
For example, take the case of former President

Marcos’ ill-gotten wealth case.
List the steps that the learners identified.
They may mention the following:

1. State the accusation against the family of
former President Marcos.
2. Choose the jury. Set or review the guidelines to
be used in the decision-making process.
3. Present the evidences
4. Decide on the matter, based on the evidences.
5. State the verdict, based on the decision made.
B. Establishing a How can we relate the steps in conducting
purpose for the lesson hypothesis testing on the steps in a court
proceedings? How can we make a decision
whether to reject or fail to reject (accept) the null
178
hypothesis? How can we determine the probability
of making a correct decision in accepting or
rejecting a true null hypothesis?
The teacher will inform the students that the

answers to those questions will be answered as
the discussions go on.
C. Presenting examples/ Emphasize that the steps in a court proceeding
instances of the new are similar if one has to conduct a test of
lesson hypothesis.
Steps in Testing Hypothesis Court proceedings

1. Formulate the 1. State the accusation or
hypotheses to be the statement of what
tested. will be evaluated as
true or false
2. State the decision rule 2. It is a guideline that the
that we will follow in court uses to evaluate
making a decision on the quantity and quality
whether to reject or of evidences to be
fail to reject (accept) presented. And based
the null hypothesis. on this guideline, the
court decides whether
to reject or accept the
hypothesis that the
accused is not guilty.
3. Compute the value of 3. This is the time that the

the test statistic using gathered evidences
a random sample of are presented.
observations gathered
or collected for the
purpose of the test of
hypothesis.
4. Use the decision rule 4. The jury or the court
to make a decision will decide whether the
whether to reject or accused is guilty or not
fail to reject (accept) based on the
the null hypothesis. evidences presented.
5. State the conclusion. 5. This is the time when

the court gives its
verdict on the accused.
In both scenarios, this
last step is the most
awaited part of the
procedure.
D. Discussing new To be able to specify the decision rule in a

concepts and hypothesis testing procedure, there is a need to
practicing new skills specify the components of the rule. These
#1 components include the following:
1. Specify a level of significance, which is

usually denoted as α in doing the test
of hypothesis. A level of significance is
179
the probability of rejecting a true null
hypothesis or committing a Type I error
in the test of hypothesis.
2. Identify the test statistic to use in the
decision rule.
3. Part of the decision rule is the
specification of the rejection region.
The rejection region is that part of the
distribution of the test statistic where
we reject the null hypothesis.
An example of a decision rule is stated as follows:
“At a given α = 0.05, we reject Ho if the computed

test statistic (denoted as tc) is greater than a
tabular value of the t distribution with n-1 degrees
of freedom. Otherwise, we fail to reject Ho.”
E. Discussing new The probability of committing an error is a

concepts and practicing conditional probability problem. It is the probability
new skills #2 of making a decision based on the uncertainty of
the true state of nature of the hypothesis being
tested.
Example:
In testing the null hypothesis “The average daily
number of text messages that a Grade 11 student
sends is equal to 100” against an alternative
hypothesis stated as “The average daily number of
text messages that a Grade 11 student sends is
greater than 100”. A random sample of 16 students
were selected and interviewed. The daily number
of text messages she sends is obtained. The null
hypothesis is said to be rejected if the sample mean
is at least 102, otherwise the null hypothesis will be
accepted or we fail to reject Ho. It is assumed that
the number of text messages that a Grade 11
student sends in a day follows a normal distribution
with standard deviation equal to 5 text messages.
Computing for the probability of committing Type I

error, we have
𝛼 = 𝑃[𝑐𝑜𝑚𝑚𝑖𝑡𝑡𝑖𝑛𝑔 𝑎 𝑇𝑦𝑝𝑒 𝐼 𝑒𝑟𝑟𝑜𝑟]
= 𝑃 [𝑅𝑒𝑗𝑒𝑐𝑡 𝐻𝑜I𝐻𝑜 𝑖𝑠 𝑇𝑟𝑢𝑒]
𝑋 − 100
= 𝑃 [𝑋 ≥ 102 I 𝜇 = 100] = 𝑃 [ ] = 𝑃[𝑍 ≥ 1.60]
5
√16
= 1 − 𝑃[𝑍 < 1.60] = 1 − 0.9452 = 0.0058
180
Thus, probability of rejecting a true null hypothesis
is 0.0058 or with 94.52% (1-0.0058 = 0.9452)
confidence that we are making a correct decision
in accepting a true null hypothesis.
𝛽 = 𝑃[𝑐𝑜𝑚𝑚𝑖𝑡𝑡𝑖𝑛𝑔 𝑎 𝑇𝑦𝑝𝑒 𝐼𝐼 𝑒𝑟𝑟𝑜𝑟]

= 𝑃[𝐴𝑐𝑐𝑒𝑝𝑡 𝐻𝑜I𝐻𝑜 𝑖𝑠 𝐹𝑎𝑙𝑠𝑒]
= 𝑃[𝐴𝑐𝑐𝑒𝑝𝑡 𝐻𝑜I𝐻𝑎 𝑖𝑠 𝑇𝑟𝑢𝑒]
𝑋 − 103 102 − 103

= 𝑃[𝑋 < 102 I 𝜇 = 103] = 𝑃 [ < ]
5 5
√16 √16
= 𝑃[𝑍 < −0.80]
= 1 − 𝑃[𝑍 < 0.80] = 1 − 0.7881 = 0.2119
F. Developing mastery Group Activity:

(Leads to Formative (The class will be divided into 4 groups. Each group
Assessment 3) will be given the same problem. The activity is
good only for 10-15 minutes. Consider the given
problem. Answer what is being asked in the
situation )
1.The Graduate Record Exam (GRE) is a

standardized test required to be admitted to many
graduate schools in the United States. A high score
in the GRE makes admission more likely. According
to the Educational Testing Service, the mean score
for takers of GRE who do not have training courses
is 555 with a standard deviation of 139. Brain
Philippines (BP) offers expensive GRE training
courses, claiming their graduates score better than
those who have not taken any training courses. To
test the company’s claim, a statistician randomly
selected 30 graduates of BP and asked their GRE
scores.
a. Formulate the appropriate null and
alternative hypotheses.
b. Identify situations when Type I and Type II
errors are committed and state their
possible consequences.
c. Suppose the decision rule is “Reject Ho if
the mean score of the sampled BP
graduates is greater than 590; otherwise,
fail to reject Ho.” Compute for the level of
significance for this test. Also, find the risk
of concluding that the BP graduates did not
score better than 555 when in fact the mean
score is 600.
ANSWER:
Ho: Graduates of BP courses did not score
better than 555 while Ha: Graduates of BP courses
did score better than 555.
Type I error is committed when we declare
that the company’s claim is true where in fact BP
graduates do not perform better than 555 and a
possible consequence is that the tuition fee paid for
181
the training is wasted. On the other hand, Type II is
committed when we declare that the BP’s claim is
false when in fact BP graduates do score better
than 555 and a possible consequence is that
opportunity to score better than 555 is lost
The probability of Type I error is the same
as the level of significance denoted by α.
𝛼 = 𝑃[𝑐𝑜𝑚𝑚𝑖𝑡𝑡𝑖𝑛𝑔 𝑎 𝑇𝑦𝑝𝑒 𝐼 𝑒𝑟𝑟𝑜𝑟]

𝑋 − 555 590 − 555

= 𝑃 [𝑋 ≥ 590 I 𝜇 = 555] = 𝑃 [ ≥ ]
139 139
√30 √30
= 𝑃[𝑍 ≥ 1.38]
= 1 − 𝑃[𝑍 < 1.38] = 1 − 0.9162 = 0.0838
On the other hand, the risk of concluding that the BP

graduates did not score better than 555 when in fact
their mean score is 600 is the probability of committing
Type II and such risk or probability is computed as
follows:
𝛽 = 𝑃[𝑐𝑜𝑚𝑚𝑖𝑡𝑡𝑖𝑛𝑔 𝑎 𝑇𝑦𝑝𝑒 𝐼𝐼 𝑒𝑟𝑟𝑜𝑟]
= 𝑃[𝐴𝑐𝑐𝑒𝑝𝑡 𝐻𝑜I𝐻𝑜 𝑖𝑠 𝐹𝑎𝑙𝑠𝑒]
= 𝑃[𝐴𝑐𝑐𝑒𝑝𝑡 𝐻𝑜I𝐻𝑎 𝑖𝑠 𝑇𝑟𝑢𝑒]
𝑋 − 600 590 − 600

= 𝑃[𝑋 < 590 I 𝜇 = 600] = 𝑃 [ < ]
139 139
√30 √30
= 𝑃[𝑍 < −0.80]
= 1 − 𝑃[𝑍 < 0.80] = 1 − 0.7881 = 0.2119
G. Making We can determine the probability of making a

generalizations and correct decision in accepting or rejecting a true null
abstractions about the hypothesis by calculating the probabilities of
lesson committing a Type I and Type II error. It is the
probability of making a decision based on the
uncertainty of the true state of nature of the
hypothesis being tested. We may use a numerical
example and a formula to illustrate the computation
of the probabilities of committing Type I and Type
II errors.
H. Evaluating learning Consider the given problem and ask them to do
what is being asked for.
Consider a manufacturing process that is

known to produce bulbs that have life lengths
with a standard deviation of 75 days. A
potential customer will purchase bulbs from
the company that manufactures the bulbs if
she is convinced that the average life of the
bulbs is 1550 days.
a. Formulate the appropriate null and
182
b. Identify situations when Type I and Type II
errors are committed and state their
possible consequences.
c. Suppose the decision rule is “Reject Ho if
a random sample of 50 bulbs has a life
less than 1532 days; otherwise, fail to
reject Ho.” Compute for the level of
significance for this test. Also, find the risk
of concluding that the average is greater
than 1550 days when in fact their mean
score is 1500.
ANSWER:
a. Ho: null hypothesis, that the average life of
bulbs is (at least) 1550 days against the
alternative hypothesis, that the average is less
than 1550
b. Type I error is committed when we declare
that the average life is less than 1550 days where
in fact the average life is 1550 days or more. On
the other hand, Type II is committed when we
declare that the average is at least 1550 days,
when in fact, it is less than 1550 days.
c. The probability of Type I error is the same
as level of significance denoted by α.
= 𝑃 [𝑐𝑜𝑚𝑚𝑖𝑡𝑡𝑖𝑛𝑔 𝑎 𝑇𝑦𝑝𝑒 𝐼 𝑒𝑟𝑟𝑜𝑟 ]

= 𝑃[𝑋 ≤ 1532 I 𝜇 = 1550]
𝑋 − 1550 1532 − 1550

= 𝑃[ ≤ ]
75 75
√50 √50
= 𝑃[𝑍 ≥ 1.38]
= 1 − 𝑃[𝑍 ≤ 1 − 1.70] ≈ 0.04
V.REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for remediation
work? No. of learners
who caught up with the
lesson
continue to require
remediation
183
Why did these work?
encounter which my
principal or supervisor can
help me solve?
teachers?
184
I. OBJECTIVE
S
Standard tests of hypotheses on the population mean.
The learner is able to perform appropriate tests of
B. Performance
hypotheses involving the population mean to make
Standard
inferences in real-life problems in different disciplines.
C. Learning
The learner identifies the parameter to be tested given a
Competencie
real-life problem.
s/ Objectives
M11/12SP-IVa-3.
Write The LC
code for each
II. CONTENT Tests of Hypothesis
III. LEARNING
RESOURCE
S
A. References
Commission on Higher Education & Philippine Normal
1. Teacher’s University (2016). Teaching Guide for Senior High School:
Guide pages Statistics and Probability.
2. Learner’s
Material
pages
3. Textbook
pages
4. Additional
Materials from
https://www.cliffsnotes.com/study-
Learning
guides/statistics/sampling/populations
Resource
(LR) portal
B. Other
Learning Laptop, projector, powerpoint presentation
Resources
IV. PROCEDURE
Post the words PARAMETER and STATISTIC on the

A. Reviewing
board. Ask the students to give the definition of the two
previous lesson
words by writing them in a meta strips and post them in
or presenting the
line with the given words.
new lesson
With the given problems below, identify the parameter to be

tested.
B. Establishing a 1. The father of a senior high school student lists down the
purpose of the expenses he will incur when he sends his daughter to the
lesson university. At the university he wants his daughter to study,
he hears that the average tuition fee is at least Php 20,000
per semester.
185
Ans.:The parameter to be tested is the average
tuition fee or the true population mean of the tuition fee.
2. The principal of an elementary school believes that this

year, there would be more students from the school who
would pass the National Achievement Test (NAT), so that
the proportion of students who passed the NAT is greater
than the proportion obtained in previous year, which is 0.75.
What will be the appropriate null and alternative hypotheses
to test this belief?
Ans.:The parameter to be tested is the
proportion of students of the school who passed the
NAT this year.
A researcher wants to estimate the average height of

women aged 20 years or older. From a simple random
sample of 45 women, the researcher obtains a sample
C. Presenting mean height of 63.9 inches.
examples/ Which of the statements below is the
instances of the parameter of the given situation?
new lesson
a. Average height of all women aged 20 years or older.
b. Average height of 63.9 inches from the sample of 45
women.
Discuss the answer of the activity, pointing out the
difference between parameter and statistic.
Present another problem. Let the students identify
the parameter.
A school administrator wants to estimate the mean
D. Discussing score on the verbal portion of the SAT for students whose
new concepts first language is not English. From a simple random sample
and practicing of 20 students whose first language is not English, the
new skills #1 administrator obtains a sample mean SAT verbal score of
458.
Ans.:The parameter is the mean verbal
SAT score for students whose first language is not
English.
QUIZ BEE
Group the class into 5.
Identify the parameter of each of the problems to be
presented.
1. A nutritionist wants to estimate the mean amount of
sodium consumed by children under the age of 10.
E. Developing From a random sample of 75 children under the age
Mastery(Leads of 10, the nutritionist obtains a sample mean of 2993
to Formative milligrams of sodium consumed.
Assessment) ans.:The mean amount of sodium
consumed by children under the age of ten.
2. Nexium is a drug that can be used to reduce the acid
produced by the body and heal damage to the
esophagus. A researcher wants to estimate the
proportion of patients taking Nexium that are healed
within 8 weeks. A random sample of 224 patients
186
suffering from acid reflux disease is obtained, and
213 of those patients were healed after 8 weeks.
ans.:The proportion of patients healed
by Nexium in 8 weeks.
3. A researcher wants to estimate the average farm
size in Sorsogon. From a simple random sample of
40 farms, the researcher obtains a sample mean
farm size of 731 acres.
ans.:The average farm size in Sorsogon.
4. An energy official wants to estimate the average oil

output per well in the Philippines. From a random
sample of 50 wells throughout the Philippines, the
official obtains a sample mean of 10.7 barrels per
day.
ans.:The average oil output per well in
the Philippines.
5. An education official wants to estimate the
proportion of adults aged 18 or older who had read
at least one book during the previous year. A
random sample of 1006 adults aged 18 or older is
obtained, and 835 of those adults had read at least
one book during the previous year.
ans.:The proportion of adults 18 or
older who read a book in the previous year.
F. Making
generalizations
How to identify the parameter to be tested given a real life
and abstraction
problem?
about the lesson
G. Finding
practical How important is having knowledge on identifying the
applications of parameter to be tested of a real life problem?
concepts and
skills in daily
living
With the following problems,identify the parameter to be
tested.
H. Evaluating
Learning
187
I. 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
have coped up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teachings
strategies
worked well?
Why did these
work?
did I encounter
which my
principal/
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with the
other teachers?
188
SCHOOL GRADE LEVEL 11
LEARNING STATISTICS AND
TEACHER
AREA PROBABILITY
TIME& DATE QUARTER
I. OBJECTIVES
The learner demonstrates understanding of key concepts of
A. Content Standard
tests of hypotheses on the population mean.
B. Performance
Standard
inferences in real-life problems in different disciplines.
C. Learning
The learner formulates the appropriate null and alternative
Competencies/
hypotheses on a population mean.
Objectives
Write The LC code
M11/12SP-IVb-1.
for each
II. CONTENT Tests of Hypothesis
III. LEARNING
RESOURCES
A. References
Commission on Higher Education & Philippine Normal
1. Teacher’s Guide University (2016). Teaching Guide for Senior High School:
pages Statistics and Probability. pp.374-375
pages
3. Textbook pages
https://stattrek.com/hypothesis-test/mean.aspx
https://www.ck12.org/statistics/null-and-alternative-
4. Additional hypotheses/lesson/Null-and-Alternative-Hypotheses-ADV-
Materials from PST/
Learning Resource cfcc.edu/faculty/cmoore/0801-HypothesisTests.pdf
(LR) portal https:// m358k-ps-six-hypothesis-tests.pdf
B. Other Learning Manila paper, pentel pen, powerpoint presentation,

Resources worksheet
IV. PROCEDURE
Arrange the steps of hypothesis testing procedures below:

a. Make a decision whether to reject or fail to reject the null
hypothesis.
A. Reviewing b. Using a simple random of observation, compute the
previous lesson or value of the test statistic.
presenting the new c. Formulate the null and alternative hypotheses.
lesson d. State the conclusion.
e. Identify the test statistic to use. With the given level of
significance and the distribution of the test statistics, state
the decision rule and specify the rejection region.
189
With the given problems below, formulate the null and
1. The father of a senior high school student lists down the
expenses he will incur when he sends his daughter to
the university. At the university he wants his daughter to
study, he hears that the average tuition fee is at least
Php 20,000 per semester. He wants to do a test of
hypothesis.
B. Establishing a
purpose of the
lesson 2. The principal of an elementary school believes that this
year, there would be more students from the school who
would pass the National Achievement Test (NAT), so
that the proportion of students who passed the NAT is
greater than the proportion obtained in previous year,
which is 0.75. What will be the appropriate null and
alternative hypotheses to test this belief?
C. Presenting
examples/ Differentiate the two problems. Use the first problem to
instances of the discuss the concept.
new lesson
Discuss the result of the activity, pointing out the following:

 A statistical hypothesis is a statement about a
parameter and deals with evaluating the value of the
parameter.
 The null and alternative hypotheses should be
complementary and non-overlapping.
 Generally, the null hypothesis is a statement of equality
D. Discussing new or includes the equality condition as in the case of ‘at
concepts and least’
practicing new ( greater than or equal) or ‘atmost’ (less than or equal).
skills #1 Present the situation below and ask the students to formulate
the appropriate null and alternative hypotheses.
“The average daily number of text messages that a
Grade 11 student sends is equal to 100.”
Group Activity
E. Developing
The class will be divided into three groups. Each group will
Mastery(Leads to
be given a worksheet.
Formative
Assessment)
Rubric for Assessing the Activity
190
F. Making
generalizations How to formulate null and alternative hypotheses?
and abstraction
about the lesson
G. Finding practical
applications of
Cite some applications of the concepts learned in daily life.
concepts and skills
in daily living
With the following problems, formulate the appropriate null
and alternative hypotheses.
H. Evaluating
Learning
I. Additional activities
for application or
remediation
V. REMARKS
191
VI. REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
for remediation
who scored below
80%
C. Did the remedial
lesson work? No.
of learners who
have coped up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teachings
strategies worked
well? Why did
these work?
did I encounter
which my principal/
supervisor can
help me solve?
localized materials
did I use/ discover
which I wish to
share with the
other teachers?
192
I.OBJECTIVES

concepts of tests of hypotheses on the population mean
and population proportion.

Standard hypotheses involving the population mean and
C. Learning The learner identifies the appropriate form of the test-

Competency/Obje statistic when: (a) the population variance is assumed
ctive: to be known (b) the population variance is assumed to
be unknown; and (c) the Central Limit Theorem is to be
used.
M11/12SP-IVb-2
II. CONTENT Appropriate Form of the Test-Statistic
III.LEARNING
RESOURCES
A. References
pages
2. Learner’s
material pages
3. Textbook pages Statistics and Probability pp.246-265
4. Additional
materials from
learning
resource (LR)
portal
B. Other Learning
Resource
IV. PROCEDURE
A. Reviewing
previous lesson or Reviewing the steps of hypothesis testing procedure:
presenting the new 1. Formulate the null and alternative hypotheses.
lesson 2. Identify the test statistic to use. With the given level
of significance and the distribution of the test statistics,
state the decision rule and specify the rejection region.
3. Using a simple random sample of observation,
compute the value of the test statistic.
4. Make a decision whether to reject or fail to reject
(accept) Ho.
5. State the conclusion.
193
B. Establishing a How does test statistics play a very important role in the
purpose for the decision on Hypothesis Testing?
lesson:
The test statistic is a standardized expression of the
point estimator of the parameter identified in the
hypothesis. Also, the distribution of the test statistic is
also needed to be specified.
C. Presenting
examples/instance TEST STATISTIC – a value used to determine the
s of the new lesson probability needed in decision-making and a value
determined by a computational formula that is
compared with confidence coefficient (like 1.96 and
2.58)
Problem #1
The father of a senior high school student lists down
the expenses he will incur when he sends his daughter
to the university. At the university where he wants his
daughter to study, he hears that the average tuition fee
is at least Php20,000 per semester. He wants to do a
test of hypothesis.
In this problem, the parameter of interest is the average
tuition fee or the true population mean of the tuition fee.
In symbol, this parameter is denoted as µ. As applied
to the problem, the appropriate null and alternative
hypotheses are:
Ho: The average tuition fee in the targeted university is

at least Php20,000. In symbols, Ho: µ ≥ Php20,000.
Ha: The average tuition fee in the targeted university is

less than Php20,000. In symbols, Ha: µ < Php20,000.
 In the problem, the parameter is the population

mean. To identify the test statistics, which is part
of the second step, certain assumptions have to
be made.
With the assumption of known population variance (σ2)

D. Discussing new and the variable of interest is measured at least in the
concepts and interval scale and follows the normal distribution, the
practicing new skill appropriate test statistic, denoted as Zc is computed as
#1 𝑋−𝜇𝑜
Zc =
𝜎/√𝑛
where X is the sample mean computed from a simple

random sample of n observations; µ0 is the
hypothesized value of the parameter; and σ is the
population standard deviation. The test statistic follows
the standard normal distribution which means the
194
tabular value in the Z-table will be used as critical or
tabular value.
With the assumption of unknown population variance

(σ2) and the variable of interest is measured at least in
the interval scale and follows the normal distribution,
the appropriate test statistic, denoted as tC is computed
as
𝑋−𝜇𝑜
tc =
𝑠/√𝑛
where X and s, are the sample mean and sample

standard deviation, respectively, computed from a
simple random sample of n observations; and µ0 is the
hypothesized value of the parameter. The test statistic
follows the Student’s t-distribution with n-1 degrees of
freedom which means the tabular value in the Student’s
t-table will be used as critical or tabular value.
E. Discussing new  Present the table to the class.

concepts and
practicing new
skills #2
195
F. Developing GROUP ACTIVITY
mastery (Leads to The class will be divided into 4 groups. Each group will
Formative be given a corresponding problem for them to work on
Assessment 3) and materials such as bond paper, pentel pen and
manila paper.
Direction: Identify the appropriate test statistic to

be used on the following problem:
GROUP 1: A researcher used a developed problem

solving test to randomly select 50 Grade VI pupils. In
this sample, X=80 and s=10. The mean µ and the
standard deviation of the population used in the
standardization of the test were 75 and 15, respectively.
196
𝑋−𝜇𝑜
ANSWER: Test Statistic Zc =
𝜎/√𝑛
GROUP 2: The owner of a factory that sells a

particular bottled fruit juice claims that the average
capacity of their product is 250 ml. To test the claim, a
consumer group gets a sample of 100 such bottles,
calculates the capacity of each bottle, and then finds
the mean capacity to be 248 ml. The standard deviation
s is 5 ml.
𝑋−𝜇𝑜
ANSWER: Test Statistic tc =
𝑠/√𝑛
Group 3: The Graduate Record Exam (GRE) is a

graduate schools in the United States. A high score in
the GRE makes admission more likely. According to
the Educational Testing Service, the mean score for
takers of GRE who do not have training courses is 555
with a standard deviation of 139. Brain Philippines (BP)
offers expensive GRE training courses, claiming their
graduates score better than those who have not taken
any training courses. To test the company’s claim, a
statistician randomly selected 30 graduates of BP and
asked their GRE scores.
𝑋−𝜇𝑜
𝜎/√𝑛
Group 4: A brand of powdered milk is advertised as

having a net weight of 250 grams. A curious consumer
obtained the net weight of 10 randomly selected cans.
The values obtained are: 256, 248, 242, 245, 246, 248,
250, 255, 243 and 249 grams. Is there reason to believe
that the average net weight of the powdered milk cans
is less than 250 grams at 10% level of significance?
Assume the net weight is normally distributed with
unknown population variance.
𝑋−𝜇𝑜
ANSWER: Test Statistic tc =
𝑠/√𝑛
G. Making The decision that we make depends on the computed

generalizations test statistic. The formula for computing the test
and abstractions statistic depends on the sample size.
about the lesson
H. Evaluating Direction: Identify the appropriate test statistic to be
Learning used on the following problem:
1. The principal of an elementary school believes

that this year, there would be more students from the
school who would pass the National Achievement Test
(NAT), so that the proportion of students who passed
the NAT is greater than the proportion obtained in
197
previous year, which is 0.75. What will be the
appropriate null and alternative hypotheses to test this
belief?
𝑋−𝜇𝑜
𝜎/√𝑛
2. The minimum wage earners of the National

Capital Region are believed to be receiving less than
Php500 per day. The CEO of a large supermarket
chain in the region is claiming to be paying its
contractual higher than the minimum daily wage rate of
Php500. To check on this claim, a labour union leader
obtained a random sample of 144 contractual
employees from this supermarket chain. The survey of
their daily wage earnings resulted to an average wage
of Php510 per day with standard deviation of Php100.
The daily wage of the region is assumed to follow a
distribution with an unknown population variance.
Perform a test of hypothesis at 5% level of significance
to help the labour union leader make an
empiricalbased conclusion on the CEO’s claim.
𝑋−𝜇𝑜
𝜎/√𝑛
for application or
Remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
formative
assessment
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
encounter which my
198
principal or
supervisor can help
me solve?
localized material/s did I
to share with other
teachers?
199
I.OBJECTIVES

concepts of tests of hypotheses on the population
mean and population proportion.

Standard hypotheses involving the population mean and
C. Learning The learner identifies the appropriate rejection region

Competency/Objecti for a given level of significance when: (a) the
ve: population variance is assumed to be known (b) the
population variance is assumed to be unknown; and
(c) the Central Limit Theorem is to be used.
M11/12SP-IVc-1
II. CONTENT
Appropriate Rejection Region
III.LEARNING
RESOURCES
A. References
pages
2. Learner’s material
pages
3. Textbook pages Statistics and Probability pp.246-265
4. Additional
materials from
learning resource
(LR) portal
B. Other Learning
Resource
IV. PROCEDURE
A. Reviewing previous
lesson or presenting Review the appropriate test statistics to be used
the new lesson when:
(a) the population variance is assumed to be known

(b) the population variance is assumed to be
unknown; and
(c) the Central Limit Theorem is to be used
B. Establishing a Ask the learners what they will do in case the variable
purpose for the of interest cannot be assumed to follow a normal
lesson: distribution. Is there a way to test the hypotheses?
200
 The answer to this question is: Yes, there is
a way to do it but they must be assured that
the sample size is large enough to invoke the
Central Limit Theorem they learned under the
lesson on sampling distribution of the sample
mean. Let us say that for the given problem,
a random sample of size 36 is sufficient for us
to invoke the theorem.
C. Presenting
examples/instances The father of a senior high school student lists
of the new lesson down the expenses he will incur when he sends
his daughter to the university. At the university
where he wants his daughter to study, he hears
that the average tuition fee is at least Php20,000
per semester. He wants to do a test of hypothesis.
For the problem, the first is the appropriate decision

rule. Suppose the level of significance (α) is set at
0.05, then the decision rule for the problem could be
stated as ‘Reject Ho if Zc < -Z0.05 = -1.645. Otherwise,
we fail to reject Ho.” Note that this test procedure is
referred to as “one-tail Z-test for the population mean
when the population variance is known’ and the
rejection region is illustrated as follows:
The father of a senior high school student lists

down the expenses he will incur when he sends
his daughter to the university where he wants her
to study. He hypothesizes that the average tuition
fee is at least Php20,000 per semester. He knows
the variable of interest, which is the tuition fee, is
measured at least in the interval scale or
specifically in the ratio scale. He assumes that the
variable of interest follows the normal distribution
but both population mean and variance are
unknown. The father asks, at random, 25
students of the university about their tuition fee
per semester. He is able to get an average of
Php20,050 with a standard deviation of Php500.
201
For the problem, the first is the appropriate decision
rule. Suppose the level of significance (α) is set at
0.05, then the decision rule for the problem can be
stated as “Reject Ho if the tc < -tα,24 = -2.064.
Otherwise, we fail to reject Ho.” Note that this test
procedure is referred to as “one-tail t-test for the
population mean” and the rejection region is
illustrated as follows:
Present the table to the students while highlighting

D. Discussing new the appropriate rejection region.
concepts and
practicing new skill
#1
202
203
E. Developing mastery
(Leads to Formative GROUP ACTIVITY
Assessment 3) The class will be divided into 3 groups. Each group
will be given a corresponding problem for them to
work on and materials such as bond paper, pentel
pen and manila paper.
Direction: Identify the appropriate rejection

region to be used on the following problem:
Group 1: The Graduate Record Exam (GRE) is a

graduate schools in the United States. A high score
in the GRE makes admission more likely. According
to the Educational Testing Service, the mean score
for takers of GRE who do not have training courses
is 555 with a standard deviation of 139. Brain
Philippines (BP) offers expensive GRE training
courses, claiming their graduates score better than
those who have not taken any training courses. To
test the company’s claim, a statistician randomly
selected 30 graduates of BP and asked their GRE
scores.
ANSWER:
Group 2: The minimum wage earners of the National

Capital Region are believed to be receiving less than
Php500 per day. The CEO of a large supermarket
chain in the region is claiming to be paying its
contractual higher than the minimum daily wage rate
of Php500. To check on this claim, a labour union
leader obtained a random sample of 144 contractual
employees from this supermarket chain. The survey
of their daily wage earnings resulted to an average
wage of Php510 per day with standard deviation of
Php100. The daily wage of the region is assumed to
follow a distribution with an unknown population
variance. Perform a test of hypothesis at 5% level of
204
significance to help the labour union leader make an
empiricalbased conclusion on the CEO’s claim.
ANSWER:
Group 3: A brand of powdered milk is advertised as

having a net weight of 250 grams. A curious
consumer obtained the net weight of 10 randomly
selected cans. The values obtained are: 256, 248,
242, 245, 246, 248, 250, 255, 243 and 249 grams. Is
there reason to believe that the average net weight
of the powdered milk cans is less than 250 grams at
10% level of significance? Assume the net weight is
normally distributed with unknown population
variance.
ANSWER:
F. Making Ask a student to give generalization on how to
generalizations and identify the appropriate rejection region given a
abstractions about particular population variance.
the lesson
G. Evaluating Learning Direction: Identify the appropriate rejection

region to be used on the following problem:
1. A researcher used a developed problem

solving test to randomly select 50 Grade VI
pupils. In this sample, X=80 and s=10. The
mean µ and the standard deviation of the
population used in the standardization of the
test were 75 and 15, respectively.
ANSWER:
205
H. Additional activities
for application or
Remediation
V. REMARKS
VI. REFLECTION
earned 80% on the
require additional
activities for
remediation.
C. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
strategies worked
well? Why did it work?
encounter which my
can help me solve?
localized material/s did I
use/discover which I wish to
share with other teachers?
206
TEACHER
AREA PROBABILITY
TIME& DATE QUARTER
I. OBJECTIVES
A. Content Standard concepts of tests of hypotheses on the population
mean
B. Performance Standard
disciplines.
M11/12SP-IVd-1. The learner computes for the
C. Learning Competencies/ test-statistics value (population mean).
Objectives M11/12SP-IVd-2. Draws conclusion about the
Write The LC code for each population mean based on the test-statistic value
and the rejection region.
Calculating Test-Statistic Value given that the
II. CONTENT population Variance is known
III. LEARNING
RESOURCES
A. References
Commission on Higher Education & Philippine
1. Teacher’s Guide pages Senior High School: Statistics and Probability.
pp.372-384

3. Textbook pages
Learning Resource (LR)
portal
B. Other Learning Resources Hypothesis testing.WWW.ck12.org
IV. PROCEDURE
Complete the table below about the form of
statistics to be used, the decision rule and the
rejection region given the hypothesis and some
assumptions about the distribution. Call some
students to write their answers on the board.
A. Reviewing previous lesson
or presenting the new
lesson
207
Consider the situations below.
The father of a senior high school student lists

down the expenses he will incur when he sends
his daughter to a private college. At the school
where he wants his daughter to study, he hears
that the average tuition fee is at least Php20,000
per semester. He wants to know if this claim is
true so he does a test of hypothesis. Suppose
from a simple random sample of 16 students, a
sample mean of Php19,750 was obtained.
Further, the variable of interest, which is the
tuition fee in the college, is said to be normally
distributed with an assumed population
variance equal to Php160,000.
B. Establishing a purpose of
the lesson
The students will be asked of the following
questions. (Solicit students’ responses)
1. What hypotheses can be formulated based
from the given situation?
2. What form of test-statistics is appropriate in
the given problem?
Emphasize that the lesson will focus on
calculating the test-statistic value (about the
population mean) and drawing conclusion about
the population mean based on the test-statistic
value and rejection region given that the
population variance is known.
Present to students the hypothesis testing

procedures:
a. Formulate the null and alternative hypotheses.
b. Identify the test-statistic to use. With the given
level of significance and the distribution of the
test statistics, state the decision rule and
specify the rejection region.
C. Presenting examples/ c. Using a simple random sample of observation
instances of the new lesson given in each problem, compute the value of
the test statistic by applying the formula of test
statistics identified in part b.
d. Make a decision whether to reject or fail to
reject Ho.
e. State the conclusion.
Using the situation about the tuition fee situation,

calculate the test-statistic value following the
hypothesis testing procedures. Students
participation may be encouraged during the
and practicing new skills #1
discussion.
208
c. Hypotheses:
Ho: The average tuition fee in the targeted
university is at least
Php20,000. In symbols, Ho: μ ≥
Php20,000.
Ha: The average tuition fee in the targeted
university is less than
Php20,000. In symbols, Ha: μ <
Php20,000.
d. Test-statistics to use:
With the assumption of known population
variance (σ2) and the variable of interest is
measured at least in the interval scale and
follows the normal distribution, the appropriate
test statistic, denoted as ZC is computed as
Where : is the sample mean computed

from a simple random sample
of n observations;
μ0 is the hypothesized value of the
parameter; and
σ is the population standard
deviation.
Decision rule and Rejection Region: Suppose the

level of significance (α) is set at 0.05, then the
decision rule for the problem could be stated as
Reject Ho if ZC < -Z0.05 = -1.645. Otherwise, we fail

to reject Ho.”
e. Compute for the value of the test statistic

Given: = 19, 750
μ0 = 20, 000
σ2 = 160,000
σ = 400
Solution:
-2.50
209
d. Making Decision
Since the computed Z statistic value of -2.50
is less than the critical value of -1.645 at 0.05
level of significance, therefore we reject the null
hypothesis.
e. Conclusion
With the rejection of the null hypothesis, the
father can then say that the average tuition fee
in the university where he wants his daughter to
study is less than Php20,000.
The class will be divided into 4 groups. Provide each

group with the materials needed in accomplishing
their tasks such as Hand-outs, permanent markers,
calculator, manila paper.
Each group will be assigned a problem to work

with. For each problem, they will perform the
following Test of Hypothesis procedures in order to
calculate the test statistic value and be able to
formulate a conclusion based from the result. (Use
0.05 level of significance to evaluate the
hypothesis)
a. Formulate the null and alternative
hypotheses.
b. Identify the test statistic to use. With the
given level of significance and the distribution of
the test statistics, state the decision rule and
c. Using a simple random sample of
observation given in each problem, compute the
E. Developing Mastery(Leads value of the test statistic by applying the formula
to Formative Assessment) of test statistics identified in part b.
d. Make a decision
Tasks:
Group 1 and 2. The school nurse thinks the
average height of 7th graders has increased. The
average height of a 7th grader five years ago was
145 cm with a standard deviation of 20 cm. She
takes a random sample of 200 students and finds
that the average height of her sample is 147 cm.
Are 7th graders now taller than they were before?
Group 3 and 4. Mang Ruben is trying out a

planting technique that he hopes will increase the
yield on his cacao trees. The average weight of
yield on each tree is 80 kg with a standard deviation
of 30 kg. This year, after trying his new planting
technique, he takes a random sample 35 trees and
finds the average weight of yield is to be 98 kg. He
wonders whether or not this is a statistically
significant increase.
210
Each group shall present their outputs in front. They
will also compare their solution from the output of
other groups.
Check the solution of each group, and clarify some

errors in their solutions.
Summarize the lesson by emphasizing to students

that with the assumption of known population
measured at least in the interval scale and follows
the normal distribution, the appropriate test statistic,
denoted as ZC is computed as
F. Making generalizations and
abstraction about the lesson
Where : is the sample mean computed
from a simple random sample of n observations;
parameter; and
σ is the population standard
deviation.
Emphasize to students that decisions are made

about the hypothesis based on the result of the
calculated statistical-value (ZC) at a given level of
significance. This decision is used to formulate the
conclusion.
applications of concepts and
skills in daily living
Quiz: Given the problem below, State the null

hypothesis, calculate the statistical value and
make a conclusion out of the resulted z-value.
Consider a manufacturing process that is known to

produce bulbs that have life lengths with a standard
deviation of 75 days. A potential customer will
purchase bulbs from the company that
manufactures the bulbs if she is convinced that the
average life of the bulbs is at least 1550 days. To
H. Evaluating Learning test this, a random sample of 50 bulbs were tested
and found to have an average life of 1532 days.
Answer:
Ho: The average life of the bulb is at least

1550 days. In
symbols, μ ≥ 1550.
Ha: The average life of the bulb is less than
1550 days. In
symbols, μ < 1550.
211
Suppose the level of significance (α) is set at
0.05, then the decision rule for the problem could be
stated as
Reject Ho if ZC <-Z0.05 = -1.645. Otherwise, we fail
to reject Ho.”
-1.697
Since the computed Z statistic value of -1.697 is

less than the critical value of
-1.645 at 0.05 level of significance, therefore
reject the null hypothesis.
Because of the rejection of the null hypothesis,

the potential costumer can conclude that the
average life of the bulb is less than 1550 days. The
consequences of this may lead the potential
customer to not purchase the bulbs from that
company.
I. 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
have coped up with the
lesson
continue to require
remediation
E. Which of my teachings
Why did these work?
encounter which my
principal/ supervisor can
help me solve?
212
materials did I use/ discover
which I wish to share with
the other teachers?
213
TEACHER
AREA PROBABILITY
TIME& DATE QUARTER
I. OBJECTIVES
mean
disciplines.
M11/12SP-IVd-1. The learner computes for the test-
C. Learning Competencies/ statistics value (population mean).
Objectives M11/12SP-IVd-2. Draws conclusion about the
Write The LC code for each population mean based on the test-statistic value
and the rejection region.
Calculating Test-Statistic Value given that the
II. CONTENT population Variance is UNKNOWN
III. LEARNING
RESOURCES
A. References
Commission on Higher Education & Philippine
1. Teacher’s Guide pages Senior High School: Statistics and Probability.
pp.372-384

3. Textbook pages
Learning Resource (LR)
portal
https://courses.edx.org/c4x/UTAustinX/UT.7.01x/asset/Chapter_12.pdf
B. Other Learning Resources
IV. PROCEDURE
Check-point: Ask the students to identify from the

following the terms which they are familiar with. Ask
them to define those terms based from their
A. Reviewing previous lesson
understanding.
or presenting the new
f. Normal Distribution
lesson
g. T-Distribution
h. Critical value
i. Rejection region
j. Degrees of Freedom
214
Consider the situations below.
The high school MAPEH Teacher asked if the

athletes in their school are doing as well academically
as the other student athletes. We know from a previous
study that the average Final Rating of the student
athletes is 87. After an initiative to help improve the
academic ratings of student athletes, the MAPEH
teacher randomly samples 20 athletes and finds that
the average Final Ratings of the sample is 88.8. with a
sample standard deviation of 15. Is there a significant
improvement? Use a 0.05 significance level.
B. Establishing a purpose of
the lesson The students will be asked of the following
questions. (Solicit students’ responses)
3. What hypotheses can be formulated based
from the given situation?
4. What form of test-statistics is appropriate in
the given problem?
Emphasize that the lesson will focus on
calculating the test-statistic value (about the
population mean) and drawing conclusion about the
population mean based on the test-statistic value
and rejection region given that the population
variance is unknown.
Present to students the hypothesis testing

procedures:
f. Formulate the null and alternative hypotheses.
g. Identify the test-statistic to use. With the given
level of significance and the distribution of the
test statistics, state the decision rule and
instances of the new lesson h. Using a simple random sample of observation
given in each problem, compute the value of
the test statistic by applying the formula of test
statistics identified in part b.
i. Make a decision whether to reject or fail to
reject Ho.
j. State the conclusion.
Using the situation about the tuition fee situation,

calculate the test-statistic value following the
hypothesis testing procedures. Students
participation may be encouraged during the
discussion.
and practicing new skills #1
a. Hypotheses:
Ho: The average Final rating of the student
athletes is equal to 87. In symbols, Ho: μ =
87.
215
Ha: The average Final rating of the student
athletes is not equal to 87. In symbols, Ho: μ
≠ 87.
b. Test-statistics to use:
With the assumption of unknown population
variance (σ2), the appropriate test statistic, is
the T-test denoted as TC is computed as
TC
Where : TC is the test statistic and has n-1

degrees of freedom
is the sample mean computed
from a simple random
sample of n observations;
parameter; and
S is the sample standard
deviation.
Decision rule and Rejection
Region: Suppose the level of
significance (α) is set at 0.05, then
the decision rule for the problem is:
Reject Ho if |tC|> ± 2.093 0.05/2, 19.
Otherwise, we fail to reject Ho.
c. Compute for the value of the test

statistic
Given: = 88.8
μ0 = 87
s = 15
n = 20
Solution: Tc
Tc =
Tc = 0.537
d. Making Decision
Since the computed T statistic value of
0.537 is less than the critical value of ±
2.093 at 0.05 level of significance, therefore
we fail to reject the null hypothesis.
e. Conclusion
Therefore, the average final rating of the
sample of student athletes is not significantly
different from the average final rating of
student athletes. Therefore, we can conclude
that the difference between the sample mean
216
and the hypothesized value is not sufficient to
attribute it to anything other than sampling
error. Thus, the MAPEH teacher can conclude
that the mean academic performance of the
athletes does not differ from the mean
performance of other athletes.
The class will be divided into 4 groups. Provide

each group with the materials needed in
accomplishing their tasks such as Hand-outs,
permanent markers, calculator, manila paper.
Each group will be assigned a problem to work

with. For each problem, they will perform the
following Test of Hypothesis procedures in order to
calculate the test statistic value and be able to
formulate a conclusion based from the result. (Use
0.05 level of significance to evaluate the
hypothesis)
f. Formulate the null and alternative
hypotheses.
g. Identify the test statistic to use. With the
given level of significance and the distribution of
the test statistics, state the decision rule and
h. Using a simple random sample of
observation given in each problem, compute
the value of the test statistic by applying the
formula of test statistics identified in part b.
E. Developing Mastery(Leads
i. Make a decision
to Formative Assessment)
Tasks:
Group 1 and 2. “Duracell manufactures batteries

that the CEO claims will last an average of 300
hours under normal use. A researcher randomly
selected 20 batteries from the production line and
tested these batteries. The tested batteries had a
mean life span of 270 hours with a standard
deviation of 50 hours. Do we have enough evidence
to suggest that the claim of an average lifetime of
300 hours is false?”
Group 3 and 4. “The father of a senior high school

student lists down the expenses he will incur when
he sends his daughter to the university where he
wants her to study. He hypothesizes that the
average tuition fee is at least Php20,000 per
semester. He knows the variable of interest, which
is the tuition fee, is measured at least in the interval
scale or specifically in the ratio scale. He assumes
that the variable of interest follows the normal
217
distribution but both population mean and variance
are unknown. The father asks, at random, 25
students of the university about their tuition fee per
semester. He is able to get an average of
Php20,050 with a standard deviation of Php500.”
Each group shall present their outputs in front. They

will also compare their solution from the output of
other groups.
Check the solution of each group, and clarify some

errors in their solutions.
Summarize the lesson by emphasizing to students

that with the assumption of unknown population
measured at least in the interval scale and follows
the normal distribution, the appropriate test statistic,
denoted as TC is computed as
F. Making generalizations and Tc

abstraction about the lesson
Where : TC is the test statistic and has n-1
degrees of freedom
is the sample mean computed
from a simple random sample of n observations;
parameter; and
S is the sample standard
deviation.
Emphasize to students that decisions are made

about the hypothesis based on the result of the
calculated statistical-value (TC) at a given level of
significance. This decision is used to formulate the
conclusion.
applications of concepts
and skills in daily living
Quiz: Given the problem below, State the null

hypothesis, calculate the statistical value and make
a conclusion out of the resulted T-value.
A brand of powdered milk is advertised as having a

net weight of 250 grams. A curious consumer
H. Evaluating Learning
obtained the net weight of 10 randomly selected
cans. The values obtained are: 256, 248, 242, 245,
246, 248, 250, 255, 243 and 249 grams. Is there
reason to believe that the average net weight of the
powdered milk cans is less than 250 grams at 10%
level of significance? Assume the net weight is
218
normally distributed with unknown population
variance.
Answer:
Ho: The average net weight of the
powdered milk cans is equal to 250 grams. In
symbols, μ = 250
Ha: The average net weight of the
powdered milk cans is
equal to 250 grams. In symbols, μ< 250
With 10% level of significance, the decision

rule is “Reject the null hypothesis (Ho) if the t C
< -t0.10,9 = -2.998.”
With the computed test statistic equal to -1.23,

the null hypothesis is not rejected.
We can then say that the advertised average

net weight of the powdered milk is indeed true
or μ = 250 grams.
I. 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
have coped up with the
lesson
continue to require
remediation
Why did these work?
219
encounter which my
principal/ supervisor can
help me solve?
materials did I use/ discover
which I wish to share with
the other teachers?
220
Solution to Problems
A. Group Task
Duracell manufactures batteries that the CEO claims will last an average of 300 hours
under normal use. A researcher randomly selected 20 batteries from the production
line and tested these batteries. The tested batteries had a mean life span of 270 hours
with a standard deviation of 50 hours. Do we have enough evidence to suggest that
the claim of an average lifetime of 300 hours is false?

Ho: μ = 300.
Ha: μ ≠ 300.
b. Identify the test statistic to use. With the given level of significance and the
distribution of the test statistics, state the decision rule and specify the rejection region.
With the assumption of unknown population variance (σ2), the appropriate test statistic,
is the T-test denoted as TC is computed as
TC
Suppose the level of significance (α) is set at 0.05, then the decision rule for the
problem is:
Reject Ho if |tC|> ± 2.093 0.05/2, 19. Otherwise, we fail to reject Ho.
c. Using a simple random sample of observation given in each problem, compute the
value of the test statistic by applying the formula of test statistics identified in part b.
TC
= -2.68
d. Make a decision
Since our calculated t-test value is outside of our t-critical value –it lies in the critical region –
we reject the Null Hypothesis.
The average battery life of the sample is significantly different from the average battery life
claim by the CEO.
2. “The father of a senior high school student lists down the expenses he will incur
when he sends his daughter to the university where he wants her to study. He
hypothesizes that the average tuition fee is at least Php20,000 per semester. He
221
knows the variable of interest, which is the tuition fee, is measured at least in the
interval scale or specifically in the ratio scale. He assumes that the variable of
interest follows the normal distribution but both population mean and variance are
unknown. The father asks, at random, 25 students of the university about their
tuition fee per semester. He is able to get an average of Php20,050 with a standard
deviation of Php500.”
f. Formulate the null and alternative hypotheses.

Ho: μ ≥ 20, 000.
Ha: μ < 20, 000.
g. Identify the test statistic to use. With the given level of significance and the
distribution of the test statistics, state the decision rule and specify the rejection region.
With the assumption of unknown population variance (σ2), the appropriate test statistic,
is the T-test denoted as TC is computed as
TC
Suppose the level of significance (α) is set at 0.05, then the decision rule for the
problem is:
Reject Ho if tC < -1.7110.05, 24. Otherwise, we fail to reject Ho.
h. Using a simple random sample of observation given in each problem, compute the
TC
= 0.5
i. Make a decision
Since our calculated t-test value is outside of our t-critical value, we fail to reject the Null
Hypothesis.

With the acceptance of the null hypothesis, the father can say that the average tuition fee at
the university where he wanted his daughter to study is at least Php20,000.
222
Solution to Problems
A. Group Task
1. The school nurse thinks the average height of 7th graders have increased. The
average height of a 7th grader five years ago was 145 cm with a standard deviation of
20 cm. She takes a random sample of 200 students and finds that the average height
of her sample is 147 cm. Are 7th graders now taller than they were before?
k. Formulate the null and alternative hypotheses.
Ho: The average height of 7th graders is less than or equal to 145 cm. In symbols,
μ ≤ 145.
Ha: The average height of 7th graders is more than 145 cm. In symbols,
μ > 145.
l. Identify the test statistic to use. With the given level of significance and the
distribution of the test statistics, state the decision rule and specify the rejection
region.
With the assumption of known population variance (σ 2) and the variable of
interest is measured at least in the interval scale and follows the normal distribution,
the appropriate test statistic, denoted as ZC is computed as
Suppose the level of significance (α) is set at 0.05, then the decision rule for
the problem could be stated as
Reject Ho if ZC > Z0.05 = 1.645. Otherwise, we fail to reject Ho.”
m. Using a simple random sample of observation given in each problem, compute the
Given: = 147
μ0 = 145
σ = 20
n = 200
Solution:
1.414
n. Make a decision
Since the computed Z statistic value of 1.414 is less than the critical value of
1.645 at 0.05 level of significance, therefore we fail to reject the null hypothesis.
o. State the conclusion.
Because of not rejecting the null hypothesis, the school nurse can conclude
that the average height of the 7th graders did not increase.
2. Mang Ruben is trying out a planting technique that he hopes will increase the yield
on his cacao trees. The average weight of yield on each tree is 80 kg with a standard
deviation of 30 kg. This year, after trying his new planting technique, he takes a random
sample of 35 trees and finds the average weight of yield is to be 98 kg. He wonders
whether or not this is a statistically significant increase.

Ho: The average weight of yield on each tree is less than or equal to 145 kg. In
symbols, μ ≤ 80.
Ha: The average weight of yield on each tree is more than 80 kg. In
symbols, μ > 80.
223
b. Identify the test statistic to use. With the given level of significance and the
distribution of the test statistics, state the decision rule and specify the rejection
region.
With the assumption of known population variance (σ 2) and the variable of
interest is measured at least in the interval scale and follows the normal distribution,
the appropriate test statistic, denoted as ZC is computed as
Suppose the level of significance (α) is set at 0.05, then the decision rule for
the problem could be stated as
Reject Ho if ZC > Z0.05 = 1.645. Otherwise, we fail to reject Ho.”
c. Using a simple random sample of observation given in each problem, compute the
Given: = 98
μ0 = 80
σ = 30
n = 35
Solution:
3.550
d. Make a decision
Since the computed Z statistic value of 3.550 is more than the critical value of
1.645 at 0.05 level of significance, therefore reject the null hypothesis.
Because of rejecting the null hypothesis, Mang Ruben can conclude that with
the application of the new farming technique brought a significant increase on the yield
of his cacao trees. Meaning, this new farming technique is effective to increase the
yield of cacao trees.
224
I. OBJECTIVES
The learners demonstrate understanding of key
hypotheses involving the population mean and
population proportion to make inferences in real-
life problems in different discipline.
C. Learning
Competencies/ The learner solves problems involving tests of
Objectives hypothesis on the population mean
Write The LC code for M11/12SP-IVe-1
each
II. CONTENT TEST ON POPULATION MEAN
III. LEARNING
RESOURCES
A. References
Statistics and Probability, pages 374-384
pages
pages
3. Textbook pages
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURE
Start the lesson by reviewing the steps of
hypothesis testing procedure:
1. Formulate the null and alternative
hypotheses
2. Identify the test statistic to use. With the
given level of significance and the
lesson or presenting
distribution of the test statistics, state
the new lesson
the decision rule and specify the
rejection region.
3. Using a simple random sample of
observation, compute the value of the
test statistic.
4. Make decision whether to reject or fail
to reject the H0.
5. State the conclusion.
225
Post the problem on the board/ project it using the
projector.
The father of a senior high school student
lists down the expenses he will incur when
he sends his daughter to the university
where he wants her to study. He
hypothesized that the average tuition/
miscellaneous fee is at least Php20, 000
per semester. He knows the variable of
interest which is the tuition/ miscellaneous
B. Establishing a purpose
fee, is measured at least in the interval
of the lesson
scale or especially in the ratio scale. He
assumes that the variable of interest
follows the normal distribution but booth
population mean and variance are
unknown. The father asks, at random, 25
students of the university about their tuition/
miscellaneous fee per semester. He is able
to get an average of Php20, 050 with
standard deviation of Php500.
Let the student analyze the problem.
The class will be group with 5 members.
Each member will have a piece of colored paper
to be used in the activity. Each students will follow
the path, wherein they cannot pass until their
answer is correct ( the teacher/ selected students
instances of the new
will checked). The first group who finishes the task
lesson
will be having an additional 5 points and the rest
will have 4, 3, 2, and 1 depending on the time they
finish the task.
Each group will discuss first the situation and plan

D. Discussing new
some strategies to perform the activity in the
concepts and
fastest way.
practicing new skills #1
E. Discussing new
concepts and
practicing new skills #2
STEP 1
Let the students identify the null hypothesis
(𝐻0 ) and the alternative hypothesis (𝐻𝑎 ).
F. Developing
H0: the average tuition fee in the targeted
Mastery(Leads to
university is at least Php20, 000.
Formative
: 𝐻0 : 𝜇 ≥ 20, 000 𝑝𝑒𝑠𝑜𝑠
Assessment)
Ha: the average tuition fee in the targeted
university is less than Php20, 000.
:𝐻𝑎 : 𝜇 < 20, 000 𝑝𝑒𝑠𝑜𝑠
226
STEP 2
With the assumption of unknown
population variance (𝜎 2 ) and the variable
of interest is measured at least in the
interval scale and follows the normal
distribution.
The appropriate test statistic, denoted as 𝑡𝑐
𝑥̅ −𝜇
is computed as 𝑡𝑐 = 𝑠 0 , where 𝑥̅ and 𝑠
√𝑛
are the sample mean and standard
deviation, respectively, computed from a
simple random sample of 𝑛 observation;
and 𝜇0 is the hypothesized value of the
parameter.
The decision rule cam be one of the
following possibilities:
1. Reject 𝐻0 if 𝑡𝑐 < −𝑡𝑎 , 𝑛 − 1 .
Otherwise, we fail to reject 𝐻0
2. Reject 𝐻0 if 𝑡𝑐 < 𝑡𝑎 , 𝑛 − 1. Otherwise,
we fail to reject 𝐻0
3. Reject 𝐻0 if |𝑡𝑐 | < 𝑡𝑎/2 , 𝑛 − 1. Otherwise,
we fail to reject 𝐻0
Suppose the level of the significance (𝛼) is
set at 0.05, then the decision rule of the
problem can be stated as
“Reject 𝐻0 if the𝑡𝑐 < −𝑡𝛼,24 = −2.064”.
Otherwise, we fail to reject𝐻0 .
rejected region
−𝑡𝛼,𝑛−1 = −2.064
STEP 3
𝑥̅ − 𝜇0 20, 050 − 20, 000
𝑡𝑐 = 𝑠 = = 0.50
500
√𝑛 √25
STEP 4
Fail to reject the null hypothesis
STEP 5
We can conclude that the father can say that the
average tuition fee at the university where he
wanted his daughter to study is at least Php20,
000
The students will summarize the lesson today by
identifying the null hypothesis, alternative
hypothesis, assumptions, appropriate statistic and
G. Making generalizations the decision rule and rejected region.
and abstraction about
the lesson
227
How do you solve problems involving hypothesis
testing on the population mean?
H. Finding practical
applications of
concepts and skills in
daily living
Worksheet and answer sheet will be distributed
by the teacher and the students will be paired
for this activity.
A researcher used s developed problem
solving test to randomly selected grade 11
students. In this sample, 𝑥̅ = 80 and 𝑠 = 10.
I. Evaluating Learning The 𝜇 and the standard deviation of the
population used in the standardization of the
test were 75 and 15 respectively. Use the 95%
confidence level to answer the following
questions:
 Does the sample mean differ significantly
from the population mean?
application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
228
C. Did the remedial
lesson work? No. of
learners who have
coped up with the
lesson
continue to require
remediation
strategies worked
well? Why did these
work?
encounter which my
principal/ supervisor
can help me solve?
localized materials did
I use/ discover which I
wish to share with the
other teachers?
229
I. OBJECTIVES
The learners demonstrate understanding of key
B. Performance hypotheses involving the population mean and
Standard population proportion to make inferences in real-
life problems in different discipline.
C. Learning
Competencies/ The learner formulates the appropriate null and
Objectives alternative hypotheses on a population proportion
Write The LC code M11/12SP-IVe-2
for each
II. CONTENT TEST ON POPULATION PROPORTION
III. LEARNING
RESOURCES
A. References
Statistics and Probability, pages 385-389
pages
pages
Statistics and Probability for Senior High School,
3. Textbook pages
Jimczyville Publications, pages 169-176
from Learning
Resource (LR) portal
Teacher’s Guide Power Point presentation
B. Other Learning
Laptop Projector
Resources
activity Sheets Strips of Colored Paper
IV. PROCEDURE
Activity #1
THERE’S MY PATH!
(attached)
Students will look for the right path in a maze.
Every word that they pass through will be put in a
lesson or presenting
strip of paper and post it in front.
the new lesson
Answer:
Formulate the null and alternative hypothesis on
the population proportion.
Review of Terms:
Types of Hypothesis-
Population
Proportion
230
Post the problem on the board/ project it using the
projector.
The principal of Rawis National High School
believes that this year there would be more
students from the school who pass the National
Achievement Test (NAT), so that the proportion of
the students who passed the NAT is greater than
the proportion obtained in previous year, which is
B. Establishing a
0.75.
purpose of the
Questions:
lesson
1. What can you say about the given
situation?
2. How it is differ from problems in previous
lesson about hypothesis testing on
population mean?
3. What would be the appropriate null and
alternative hypothesis to test this
belief?(students answer will be noted)
The teacher will introduce the concept of

After discussing the concept of population
proportion, present the null and alternative
hypothesis of the given problem.
C. Presenting 𝐻0 : The proportion of students of the school
examples/ instances who pass the NAT this year is equal to 0.75. In
of the new lesson symbol, 𝑃 = 0.75
𝐻𝑎 : The proportion of students of the school

who pass the NAT this year is greater than
0.75. In symbol, 𝑃 > 0.75
The teacher will post the situation to the students.

And the teacher will guide the students in finding
null hypothesis and alternative hypothesis
A random sample of 750 students is selected,
of whom 92 are left- handed. Use this sample
data to test the claim that 10% of the students
are left- handed.
Discussing new 𝐻0 : 𝑃 = 0.10 𝐻𝑎 : 𝑃 ≠ 0.10

concepts and practicing
new skills #1 An independent research group is interested to
show that the percentage of babies delivered
through Caesarian Section is decreasing. For the
past years, 20% of the babies were delivered
through Caesarian Section. The research group
randomly inspects the medical records of 144
births and finds that 25 of the births were by
Caesarian Section.
231
𝐻0 : The proportion of births that were
delivered by Caesarian Section is not
decreasing, that is, it is still at least equal to
0.20. In symbol, 𝑃 ≥ 0.20
𝐻𝑎 : the proportion of births that were delivered
by Caesarian Section is decreasing, that is, it
is less than 0.20. in symbol, 𝑃 < 0.20
D. Discussing new
concepts and
practicing new skills
#2
The class will be group into 4. The teacher will
post problems on the board. In a few minutes, let
the students talk about themselves the null and
alternative hypothesis of the given situation. And
after a while, the teacher will call one student
coming from a group to answer the null hypothesis
and alternative hypothesis.
A machine is known to produce 20% defective

products, and is therefore sent for repair. After
the machine is repaired, 400 products produced
by the machine are chosen at random and 64 of
them found to be defective. Do the data provide
enough evidence that the proportion of defective
products produced by the machine has been
E. Developing reduced as a result of the repair?
Mastery(Leads to 𝐻0 :. 𝑃 = 0.20 (no change; the repair did not help)
Formative
Assessment) 𝐻0 :. 𝑃 < 0.20 (the repair was effective at reducing
the proportion of defective parts)
Polls on certain topics are conducted routinely in

order to monitor changes in the public’s opinions
over time. One such topic is the death penalty. In
2003 a pool estimated that 64% of adults support
the death penalty for a person convicted to
murders. Do the results of this pool provide
evidence that the proportion of adults who
support the death penalty for convicted
murderers change between 2003 and the later
pool?
232
F. Making
generalizations and How do we formulate the null hypothesis and
abstraction about the alternative hypothesis of the population proportion
lesson of every problem?
applications of Students will cite at least three situations when the
concepts and skills in test of proportion is applicable.
daily living
Worksheet and answer sheet will be distributed

by the teacher and the students will be paired
for this activity.
 Mr. Alba asserts that fewer than 5% of the
H. Evaluating Learning bulbs that he sells are defective. Suppose
300 bulbs are randomly selected, each is
tested and 10 defective bulbs are found.
What is appropriate null and alternative
hypothesis can be formulated?
for application or
remediation
V. REMARKS
VI. REFLECTION
earned 80% in the
evaluation
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who have
coped up with the
lesson
continue to require
remediation
E. Which of my
teachings strategies
worked well? Why
did these work?
encounter which my
233
principal/ supervisor
can help me solve?
localized materials
did I use/ discover
which I wish to share
with the other
teachers?
234
235
I. OBJECTIVES
concepts of test of hypothesis on the population mean
and population proportion.
Standards hypotheses involving the population mean and the
population proportion to make inferences in real – life
C. Learning M11/12 SP – IVe-4
Competency Identifies the appropriate rejection region for a given
level of significance when the central limit theorem is
to be used.
Performance Indicators:
1. Illustrate graphically the rejection region and
acceptance region for a given level of
significance or confidence level.
2. Given a 2 – value with a level of
significance/confidence level, indicate if it is in
the rejection region or acceptance region.
II. CONTENT Testing Hypothesis Involving Population Proportion
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learners’
Materials
3. Reference
Books
4. Additional
Materials for
Learning
B. Other Learning Statistics and Probability by Belecina, et.al
Resources
IV. Instructional Procedure
1. Activity Activity 1 (Teacher’s Activity)
Review by showing the following tables:
Table 1. Four Possible Outcome in Decision Making
Decision About H0
Do not
reject H0
Reject
(or accept
H0)
Type I Correct
H0 is true
error Decision
Reality
Correct Type II
H0 is falsr
Decision error
Table 2. Types of Errors
236
Error Type Proba Correc Type Proba
in bility t bility
decisi Decisi
on on
Reject I α Accept A 1–α
a true a true
H0 H0
Accept II β Reject B 1–β
a false a false
H0 H0
Teacher’s Input (Exposition)
In hypothesis testing, decisions are made.
Errors are likely to be committed. The best that can be
done is to control the probability with which an error
occurs. The types of errors and some details are
shown in tables 1 and 2. The most frequently used
probability values for α and β are 0.05 (5%) and 0.01
(1%).
Below are the graphical representations of a two
– tailed (non – directional) test and one – tailed
(directional) tests. The shaded parts are the rejection
regions while the unshaded are the acceptance
regions.
Critical Two – tailed (non – directional):

Critical
Value the probability is found on
Value both
𝛼 tails of𝛼the distribution.
1-
2 α 2
One – tailed, left tail: the

probability is found at the left
tail of the distribution.
One – tailed, right tail: the

probability is found at the right
tail of the distribution.
Activity 2 (Students’ Activity)

(Let the class work in small groups of three members
and give/distribute metacards where either one of
these two problems are written. Let them work for 5
minutes.
1. Identify the given data and answer the
questions that follow.
237
 For a 95% confidence level or level of
significance, what is the value of α?
 What are the critical values for a one –
tailed test?
 What are the critical values for a two –
tailed test?
 Show the data and the critical values (in
a normal curve) graphically.
2. Identify the given data and answer the
questions that follow.
 For a 99% confidence level or level of
significance, what is the value of α?
 What are the critical values for a one –
tailed test?
 What are the critical values for a two –
tailed test?
 Show the data and the critical values
graphically.
2. Analysis (Call on volunteers to present groups’ outputs and
answers)
(Teacher processes the outputs and answers given or
shown by the volunteers. Teacher may add inputs and
correct misconception, if there are.
Teaching Notes:
For a 95% confidence level or level of significance, two
0.95
– tailed = 0.4750, in the normal curve, this area
2
corresponds to Z = 1.96. Hence, critical values for 95%
confidence level or level of significance are ± 1.96.
Graphical representation is shown below.
For a 95% confidence interval or level of significance,

one – tailed, 5% from the extreme left or right is
bounded by the critical value. To compute for it, 0.50 –
0.05 = 0.4500, this area corresponds to a z – value
which is 1.65. Hence, the critical values are ± 1.65.
Below is the graphical representation.
238
Right –
tailed
Left – tailed
For a 99% confidence level or level of significance, two

.99
– tailed, = 0.4950 and this area corresponds to two
2
z – values, 257 and 2.58. in this case, the larger the
2
value is considered.
Two – tailed
For a 99% confidence level or level of significance,

one – tailed, 1% from the extreme left or right is
bounded by the critical value. To compute, 0.50 – 0.01
= 0.4950 and this area corresponds to a z – value
which is 2.33. hence, the critical values are ± 2.33.
239
Left – tailed
Right –
tailed
3. Abstraction (Teacher leads the class to formulate generalization )

Students’ Activity:
Based from the previous activity and
discussions, gather important information and fill the
table with missing data.
DIRECTION: Fill the table below with

appropriate/correct data.
Confidence Level Two – Tailed One – Tailed
-Zα/2 = -z =
95% ( 1 – α)
Zα/2 = z=
-Zα/2 = -z =
99% (1 – α)
Zα/2 = z=
Provision for practice:
Given: Z = 2, 95% confidence level/level of
significance, two tailed.
Do the following:
 Draw the normal curve
 Locate the z- value
 Indicate if the z – value is in the rejection or
acceptance region.
Expected answer:
z = 2, 95% confidence level, two – tailed (non –
directional) critical values: ± 1.96
240
4. Application (Pen – and – paper activity)
For each of the given set of data, do the following:
1. Draw the normal curve.
2. Locate the z – value.
3. Indicate if the z – value is in the rejection or
acceptance region.
a. z = 2, 99%, two – tailed
b. z = 2, 95%, one – tailed, right
c. z = -2.65, 95%, two – tailed
d. z = 1.86, 99%, one – tailed
e. z = -4.1, 95%, two – tailed
f. z = 1.39, 99%, one – tailed
Home Task (For What decision can you associate with the z – value if it
Reflection) is 1.69 at 95% confidence level, two tailed?
241
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of
test of hypothesis on the population mean and population
proportion.
Standards hypotheses involving the population mean and the population
proportion to make inferences in real – life problems in
different disciplines.
C. Learning M11/12 SP – IVf –g-1
Competency Solves problems involving test of hypotheses on the
Performance Indicators:
3. Conduct tests involving population proportion;
4. Interpret test of proportions.
II. CONTENT Testing Hypothesis Involving Population Proportion
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learners’
Materials
3. Reference
Books
4. Additional
Materials for
Learning
B. Other Learning Statistics and Probability by Belecina et. al.
Resources Statistics and Probability by Arciaga et. al.
IV. Instructional Review/ Motivation
Procedure Ask students to give reactions on these statements.
242
1. Activity 1. When the evidence is not enough, do not reject the
null hypothesis.
2. When the evidence is sufficient to reject the null
hypothesis, a significant difference exists.
(Teacher solicits reactions from the students and discusses
with them that the two statements are true.)
Teacher’s exposition and unlocking of difficulties.
There are certain situations where inferences are to be made
using only the proportions or percentages of population.
These inferences are made in the context of probability- P.
The formula for the test statistic z for proportions is
̂
𝑝−𝑝
𝑧 = ̂̂ 0
∝𝑝
Where
𝑥
𝑝̂ =
𝑛
𝑝_𝑜 = ℎ𝑦𝑝𝑜𝑡ℎ𝑒𝑠𝑖𝑧𝑒𝑑 𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑝𝑟𝑜𝑝𝑜𝑟𝑡𝑖𝑜𝑛 , 𝑝
∝ 𝑝̂ =
𝑝𝑞
√ 𝑛 𝑖𝑠 𝑡ℎ𝑒 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑎𝑚𝑝𝑙𝑖𝑛𝑔 𝑑𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑜𝑛 𝑝̂ 𝑜𝑟
𝑝𝑜 𝑞𝑜
∝ 𝑝̂ = √ 𝑖𝑓 𝑝𝑜 𝑖𝑠 𝑢𝑠𝑒𝑑.
𝑛
𝑞𝑜= 1 − 𝑝𝑜
So
𝑝̂−𝑝
𝑧 = 𝑝 𝑞𝑜
√ 𝑜𝑛 𝑜
 For a one-tailed test:

𝐻𝑜: 𝑝 = 𝑝𝑜
𝐻1: 𝑃>𝑃𝑂 & the rejection region is 𝑧 > 𝑧∝
or 𝐻1:𝑃< 𝑃𝑂 & 𝑡ℎ𝑒 𝑟𝑒𝑗𝑒𝑐𝑡𝑖𝑜𝑛 𝑟𝑒𝑔𝑖𝑜𝑛 𝑖𝑠 𝑧 < −𝑧𝛼
 For a two – tailed test
𝐻𝑜 : 𝑝 = 𝑝𝑂
𝐻1 : 𝑝 ≠ 𝑝𝑜
The rejection region is 𝑧 < −𝑧𝛼 𝑜𝑟 𝑧 > 𝑧𝛼
2 2
Recalling the previous table for critical values,
Confidence Significance Critical Values
level Level One -Tailed Two-Tailed
. 95% . 05 (5%) ±1.65 ±1.96
. 99% . 01(1%) ±2.33 ±2.58
Students’ activity 1(student ’s task)
In small groups of 3 members, let the students solve for z if:
𝑛 = 94
15
𝑝̂ =
94
𝑝𝑜 = 15 %
(Call on a student volunteer to show solution on the board)
Expected solution:
𝑝̂ − 𝑝𝑜
𝑧=
𝑝 𝑞
√ 𝑜 0
𝑛
243
15
− 15
𝑧 = 94
√(. 15)(. 85)
94
𝑧 ≈ 0.26
𝑞𝑜 = 1 − 𝑝𝑜
= 1- .15
= .85
Student’s Activity 2(Divided Problem Solving)
Post the problem below :
A whitening soap as product of factory A is claimed as 60%
effective. A research was conducted to 100 adults and 70 of
them found the soap effective. Can this fact be used to
conclude that its product is more effective over the other
whitening soap being sold in the leading store? Conduct a
hypothesis test using the 0.05 level of significance.
Divide the class into groups of 5 members & let each group
work on solving the given problem using the guide questions/
directives below:
1. Is CLT applicable? Why?
2. What is the population parameter?
3. What are the given data?
4. Formulate the hypotheses.
5. Select the test statistic.
6. Compute using the test statistic.
7. State the decision rule.
8. Interpret the result.
2. Analysis (Call on a representative of each group to present the

solution, one at a time.)
Expected solution:
1. Is CLT applicable? Yes, because 𝑛 > 30, n=

Why? 100
2. What is the Population proportion p.
population
parameter?
3. What are the given 𝑝̂ = 70%= .70
data? n= 100
𝑝𝑜 = 60%=. 60
𝑞𝑜 = 1 − 𝑝0
𝑞𝑜 = .40
4. Formulate 𝐻0 : 𝑝̂ =𝑝0
Hypotheses 𝐻1 : 𝑝̂ > 𝑝0
244
5. Select the test Test Statistic: Z -test
statistic 𝑝̂ − 𝑝𝑜
𝑧=
𝑝 𝑞
√ 𝑜 𝑜
𝑛
6. Compute using the 𝑝̂ − 𝑝0
test statistic 𝑧=
√𝑝𝑜 𝑞𝑜
. 70 − .60
𝑧=
√(. 60)(. 40)
100
= 2.041241452
≈ 2.04
7. State the decision Z= 2.04 at 𝛼 = .05, the
rule critical values are ± 1.65,
right- tailed 2.04> 1.65
Z value lies in the rejection
area
Decision rule : reject the 𝐻𝑜
8. Interpret the result There is a significant
difference between the two
parameters compared.
The whitening soap as a
product of factory A is more
effective than the other
whitening soap being sold
in the leading stores.
Teacher’s exposition is essential in this part to guide and
clarify salient concepts especially on the statement of the
decision rule & interpretation parts.
3. Abstraction (The teacher lead the class to formulate generalization )

Student’s activity
Based from the previous activity and discussion, what are the
suggested steps in solving problems involving test of
hypotheses on the population or proportion?
Expected answers:
1. Determine the given data.

2. Formulate the hypotheses. Let the test is directional
or non directional .
3. Select the test Statistic
4. Compute for using the test statistic.
5. State the decision rule.
6. Interpret the results.
4. Application Let the students work on the following problem in pairs,
The supplier of a truckload of fruits asserts that less than 5%
of these are with defects, 20 prone these assertion, 250 fruits
were randomly selected, tested and were found to be with
245
defects is this sufficient to conclude that less than 5% of the
fruits are with defects? Use 0.01 as significance level.
(Call on 2 to 3 volunteers to present solution )
Expected answers:
Given data:
P= 0.05(5%)= 𝑝𝑜 ( given a null hypothesis)
n= 200- CLT is applicable
10
𝑝̂ = = 0.04
250
𝛼 = 0.01; 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒: 𝑙𝑒𝑓𝑡 ∶ −1.65
𝑞𝑜 = 1 − 𝑝𝑜
= 1-0.05
=.95
Hypotheses:
𝐻𝑂 = 𝑃 = 𝑃𝑂 = 0.05
𝐻1 : 𝑝 < 0.05 (𝑑𝑖𝑟𝑒𝑐𝑡𝑖𝑜𝑛𝑎𝑙 − 𝑙𝑒𝑓𝑡 − 𝑡𝑎𝑖𝑙𝑒𝑑)
Test statistic: z statistic
𝑝̂−𝑝
𝑧 = 𝑝 𝑞𝑜
√ 𝑜𝑛 𝑂
0.04−0.05
=
(0.05)(0.95)
√
250
= -0.7254762501
≈-0.73
Decision Rule
Z= -0.73
Home Task (For
Reflection)
246

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PROTOTYPE

MILADEN DESPABILADERAS JASMIN A. JAO

TITO GUATNO PINKY O. DESTACAMENTO

MA. THERESA DUAZO ROWENA H. BORJA

MONSERAT D. GUEMO, Ph. D.

MARIVIC P. DIAZ, Ed. D.

Dr. NYMPHA D. GUEMO

1. Number of students inside the classroom

D. Discussing new CREATE YOUR GROUP PROFILE

The teacher will discuss what discrete and continuous

A random variable is a continuous random variable

G. Finding Make a survey regarding the use of cellphone of 5 of your

H. Making 1. How do you classify quantitative and qualitative variable?

I. Evaluating Classify whether the variable is qualitative or quantitative. If

ADVANCED LEARNERS AVERAGE LEARNERS

1. the number of dropouts in 1. gender of athletes for

1. In how many ways can a coin fall?2

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EVENT SAMPLE SPACE

This activity leads you to the understanding of Sample Space

The value of random variable X are 0,1 and 2

E. Discussing Suppose an experiment is conducted to determine the distance

Lead the students to understanding on continuous random

F. Developing Three coins are tossed. Let Z be the random variable

The value of the random variable Z are 0,1,2 and 3

G. Finding Suppose a cellphone buyer wants to buy four units of

SAMPLE VALUE OF THE RANDOM VARIABLE X

The value of the random variable X are 0,1,2,3and 4.

H.Making How do you find the values of a random variable?

Draw a histogram to represent relative frequency.

B. Establishing a purpose  Present the objectives of the lesson:

1. The probability of each value of the random

 Present the example.

Suppose three coins are tossed. Let Y be the

The probability Distribution or the Probability Mass

3. Write the number Number Probability of

Probability 1/8 3/8 3/8 1/8

3. Write the number of Number Probabili

 Make a probability Mass Function of Discrete

Number of blue balls (Z) 0 1 2

What is the probability that three or more copies will be

H. Making generalization  How do you construct probability distribution?

Number of Banana Probability P(x)

a. Find P(X≤ 2) =0.5

Ask: How do you get the mean, the

 (Recall that the average of a given set of

Our lesson for today will teach us how to

(Let them square the result an write it on the

(Let the students multiply the result in the 5th

(Tell the students to get the sum in the 6the

𝜎 2 = ∑(𝑥 − 𝜇 )2 ∙ 𝑃(𝑋) = 1.56

 To get the standard deviation, simply

E. Discussing new (Present the alternative Procedure in Finding

G. Finding practical Present a sample word problem to the class.

 When three coins are tossed, the

(Solicit ideas/answers from the class and post

(Present the formula for the variance of the

Formula for the Variance and Standard

The standard deviation of a discrete random

Find the variance and standard deviation of the

B. Establishing a The teacher would say: “Today we are guided by

C. Presenting A. Based on the observations from the previous

C. Discussing 1. Let the students watch the video on normal