St.

Nicholas Catholic School of Anda

High School Department
Anda, Pangasinan
S.Y. 2020-2021

Learning Module
in
Statistics & Probability

Name:________________________________________
Section/Strand:_________________________________

Ma. Lauriene Balgua

Teacher
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 LESSON 1. RANDOM VARIABLES AND PROBABILITY DISTRIBUTION
INTRODUCTION
Researches from different fields want to learn about a population and describe its properties
and characteristics. The problem is, it may be impossible, impractical, and inconvenient to obtain
data from a very large population. Thus, unbiased samples are chosen randomly to represent the
total population. In this module, we will consider another type of distribution which is sampling
distribution.
As you go through this lesson, keep on thinking this question: How can we apply statistics
and probability in real-life?

MODULE COVERAGE
CONTENT STANDARD
The learner demonstrates understanding of key concepts of random variables and probability distributions.
The learner demonstrates understanding of key concepts of sampling and sampling distributions of the sample mean
and estimation of population mean and population proportion.
PERFORMANCE STANDARD
The learner is able to accurately formulate and solve real-life problems in different disciplines involving normal
distribution.
The learner is able to apply suitable sampling and sampling distributions of the sample mean to solve real-life
problems in different disciplines; estimate the population mean and population proportion to solve and make
sound inferences in real life problems in different disciplines.

LEARNING COMPETECIES
Lesson Learning Competencies Code
Random illustrates a random variable (discrete and continuous). M11/12SP-IIIc-1
variables and distinguishes between a discrete and a continuous random variable. M11/12SP-IIIc-2
probability finds the possible values of a random variable M11/12SP-IIIa-3
distribution illustrates a probability distribution for a discrete random variable and its properties M11/12SP-IIIa-4
illustrates the mean and variance of a discrete random variable. M11/12SP-IIIb-1
computes probabilities corresponding to a given random variable. M11/12SP-IIIa-6
calculates the mean and the variance of a discrete random variable M11/12SP-IIIb-2
interprets the mean and the variance of a discrete random variable. M11/12SP-IIIb-3
solves problems involving mean and variance of probability distributions. M11/12SP-IIIb-4
illustrates a normal random variable and its characteristics M11/12SP-IIIc-1
identifies regions under the normal curve corresponding to different standard normal values. M11/12SP-IIIc-4
converts a normal random variable to a standard normal variable and vice versa. M11/12SP-IIIc-4
computes probabilities and percentiles using the standard normal table. M11/12SP-IIIc-d-
1
illustrates random sampling. M11/12SP-IIId-2
distinguishes between parameter and statistic M11/12SP-IIId-3
identifies sampling distributions of statistics (sample mean). M11/12SP-IIId-4
finds the mean and variance of the sampling distribution of the sample mean. M11/12SP-IIId-5
defines the sampling distribution of the sample mean for normal population when the variance is: (a) M11/12SP-IIIe-1
known; (b) unknown
illustrates the Central Limit Theorem M11/12SP-IIIe-2
defines the sampling distribution of the sample mean using the Central Limit Theorem. M11/12SP-III-3
solves problems involving sampling distributions of the sample mean. M11SP-IIIe-f-1
illustrates the t-distribution. M11/12SP-IIIg-2
identifies percentiles using the t-table. M11/12SP-IIIg-5
identifies the length of a confidence interval M11/12SP-IIIj-1
computes for the length of the confidence interval. M11/12SP-IIIj-2
computes for an appropriate sample size using the length of the interval. M11/12SP-IIIj-3
solves problems involving sample size determination M11/12SP-IIIj-4

Concept map

Probability Hypothesis Z-test,

Probability
distribution testing T-Test

Expected Skills
To do well in this module, you need to remember the following:
1. Answer all the exercises and process questions completely.
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2. Study the explanation well.
3. Supplement yourself with other learning materials when available and necessary.
4. Write down your thoughts to help you in processing information.
5. Keep in mind that your success in this module depends on how much effort you will put.

EXPLORE
Are you familiar with card games? In this activity you are going to think of the probability that you will get a
certain card.

ACTIVITY 1. Deck of Cards

Imagine that you draw a card from a deck of card, identify which is more likely to occur. Underline your answer.
(Jokers are removed from the deck of cards)
1. Getting a face card vs. getting an Ace card.

2. Getting a flower card vs. getting a face card

3. Getting a red card vs. getting a black card

ACTIVITY 2. MAP OF CONCEPTUAL CHANGE

Your task in this activity is to give your initial ideas about the lesson. Write your answer in the before session column.
Before Session Essential Question After Session
How can we apply statistics and
probability in real-life?

FIRM-UP
In this section of your module will introduce you to probability and probability distribution.

Definitions of Random Variable

A random variable is a result of chance event, that you can measure or count.
A random variable is a numerical quantity that is assigned to the outcome of an experiment. It is a variable that
assumes numerical values associated with the events of an experiment.
A random variable is a quantitative variable which values depends on change.
A random variable is a function whose value is a real number determined by each element in the sample space.
NOTE: We use capital letters to represent a random variable.
two types of random variables, the discrete and continuous random variables.
1. A discrete random variable is a random variable that can assume only a countable number of values. The value of a
discrete random variable comes from counting.
Examples of a discrete random variable are the following:
1. The number of heads obtained when tossing a coin thrice
2. The number of siblings a person has
3. The number of students present in virtual classroom at a given time
4. The number of hours spent in watching TV from 7PM to 11PM
5. Assigning 1 as the value for the normal BMI and 0 for not normal BMI
2. A continuous random variable is a random variable that can assume any value on a continuum. Measurement is
required to determine the value for a continuous random variable.
Examples of a continuous random variable are the following:
1. The time you can hold your breath
2. The height or weight or BMI of a person
3. The time it takes for a person to bathe
4. The circumference of skulls used by Medical Schools in the Philippines
5. The total pounds of fish caught on a fishing trip.

Activity 3 Identify
A. Start Up!
Write “start” if each of the following situations is a discrete random variable, otherwise write “up”.

____________1. the number of defective TV produced by Annyeong TV

____________2. the number of corn dogs sold by halmeoni
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____________3. the speed of a car in Población during rush hour traffic
____________4. the time needed to finish a business proposal
____________5. the number of successful business in Sandbox

B. Discrete or Continuous
Classify as Discrete or Continuous random variable.

_______________1. The speed of a bus

_______________2. The number of voters favoring a candidate
_______________3. The temperature in Lingayen at noon time
_______________4. The number of gold medals won by Pangasinan I delegates in Regional Sports Competition
_______________5. The amount of paint used in repainting a building

Activity 4 Value Me!

Answer what is asked in each set of exercises on a separate sheet of paper.

1. Three coins are tossed. Let W be the random variable representing the number of tails that occur. Find the
values of the random variable W. Complete the table below.
Possible outcomes Value of the Random Variable W (number of tails)

Ex. HHH O
HHT 1
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 2. Let V be a random variable giving the number of heads plus the number of tails in three tosses of a coin. List the
elements of the sample space D for the three tosses of the coin and assign a value to each sample point.

Possible outcomes Value of the Random Variable V (number of heads plus

tails)
EX. HHH 3

HHT 3

Activity 5 Probability Distribution

A probability distribution consists of the values of a random variable can assume and the corresponding
probabilities of the values. The probabilities can be determined theoretically or by observation. For example, if two coins
are tossed, the possible outcomes are HH, HT, TH, or TT. If X is the random variable for the number of heads, then X
assumes the values 0, 1, or 2. Probabilities for the values of X can be determined as follows:

Determine whether the distribution represents a probability distribution. Explain your answer.

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__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Activity 6 Mean and Variance of Discrete Random Variable

Read and understand the following and answer activity 19 and 20.
To solve the above problem, we will follow 3 steps below.

STEPS IN FINDING THE MEAN

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 o Step 1: Construct the
probability distribution
for the random
variable X
representing the
number of items that
the customer will buy.
o Step 2: Multiply the
value of the random
variable X by the
corresponding
probability.
o Step 3: Add the results
obtained in Step 2.
Results obtained is the
mean of the
probability
distribution.

So, the mean of the

probability distribution is 3.1.
This implies that the average
number of items that the
customer will buy is 3.1

Let’s have examples:

1. The number of cars sold per day at a local car dealership, along with its corresponding probabilities, is shown in the
succeeding table. Compute the variance and the standard deviation of the probability distribution by following the
given steps.
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In solving the problem, let’s follow the steps below.
STEPS IN FINDING THE VARIANCE AND STANDARD DEVIATION
1. Find the mean of the probability distribution.
2. Subtract the mean from each value of the random variable X.
3. Square the result obtained in Step 2.
4. Multiply the results obtained in Step 3 by the corresponding probability.
5. Get the sum of the results obtained in Step 4. Results obtained is the value of
the variance of probability distribution.

Now let’s solve the problem

So, the variance of the number of cars sold per day is 1.56 and the standard
deviation is 1.25.

Scaffold 1 Activity 7 Normal Random Variable and Its Characteristics

Before answering the next activity read and understand the following.
To give us a deeper understanding of the concept of the normal distribution, let us learn more about its properties.
The following are the properties that can be observed from the graph of a normal distribution, also known as
Gaussian distribution.
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1. The graph is a continuous curve and has a domain -∞ < X < ∞.
• This means that X may increase or decrease without bound.
2. The graph is asymptotic to the x-axis. The value of the variable gets closer and closer but will never be equal to 0.
• As the x gets larger and larger in the positive direction, the tail of the curve approaches but will never touch
the horizontal axis. The same thing when the x gets larger and larger in the negative direction.
3. The highest point on the curve occurs at x = µ (mean).
• The mean (µ) indicates the highest peak of the curve and is found at the center.
• Take note that the mean is denoted by this symbol µ and the standard deviation is denoted by this symbol .

A. Read the following statements carefully. Write ND if the statement describes a characteristic of a normal
distribution, and NND if it does not describe a characteristic of a normal distribution.

_____1. The curve of the distribution is bell-shaped.

_____2. In a normal distribution, the mean, median and mode are of equal values.
_____3. The normal curve gradually gets closer and closer to 0 on one side.
_____4. The curve is symmetrical about the mean.
_____5. The distance between the two inflection points of the normal curve is equal to the value of the mean.
_____6. A normal distribution has a mean that is also equal to the standard deviation.
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_____7. The two parameters of the normal distribution are the mean and the standard deviation.
_____8. The normal curve can be described as asymptotic.
_____9. Two standard deviations away from the left and right of the mean is equal to 68.3%.
_____10. The area under the curve bounded by the x-axis is equal to 1.

B. Make a sketch for each of the 3 areas under the normal curve as stated in the empirical rule. Use the space
provided below.

Activity 8 Let’s Watch

Open the link below and summarize what you have learned after. Write your answer on the space provided.
[Link]
SUMMARY
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
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__________________________________________________________________________________________________
.

Activity 9 RANDOM SAMPLING

Analyze and compare the following cases:

1. Mrs. Cruz wants to do an analysis on students' final examination scores in her 40 Grade 11-Baguio Mathematics
class for the semester. Should she consider her all the students’ scores or only some of the students’ scores?

2. A group of researchers want to determine the average Mathematics grade for the semester of Grade 11
students in the Philippines. Should the group consider conducting a survey to all the Grade 11 students in the
Philippines or random students of selected places?

Analysis: For case number 1, this task is only dealing with the students' final examination scores in one specific class
with 40 students. The intent is not to the students' final examination scores of students in a much bigger population.
Since the teacher has the entire population available for this situation, she should use the all of them. In case number 2,
the population is extremely large. There is actually an impractical and an inconvenient way of obtaining all of the data in
the population. You simply will not have all of the data available for your use especially if you only have a limited time.
You will need to use a sample of the population.
Population is the group you want to generalize. It consists of all the members of the group you are interested in.
Sample is the subset from the population you want to examine. A population commonly contains too many individuals
to study conveniently and practically, so an investigation is often restricted to one or more samples drawn from it. A
well-chosen sample will contain most of the information about a particular population parameter but the relation
between the sample and the population must be such as to allow true inferences to be made about a population from
that sample.
Sampling is a process used in statistical analysis in which a predetermined number of observations are taken
from a larger population. There are various sampling methods that allow all the units in the population to have an equal
chance of being selected. These sampling methods are discussed below.
1. Simple Random Sampling
Each element of the population has an equal chance of being selected. There are no rules that dictate where and
how you will start the selection process, as long as you do not intentionally look for a specific number. In this
method, the samples can be selected through:

a. Lottery Method
Every member is assigned a unique number. These numbers are put in a jar and thoroughly mixed. After that,
the researcher picks some numbers without looking at it and those people are included in the study.

b. Use of Table of Random Numbers

This table consists of a series of digits (0-9) that are generated randomly. The numbers are arranged in rows and
columns and can be read in any direction. All the digits are equally probable.
2. Systematic Random Sampling
This can be done by listing all the elements in the population and selecting every kth element in your population list.
This is equally precise as the simple random sampling. It is often used on long population lists. To determine the
N
interval to be used in identifying the samples to who will participate in the study, use the formula K =
n
(population/sample size).

Example:
N
If Population (N) = 2000, sample size (n) = 500, K = , so k = 2000/500 = 4th. Use a table of random numbers to
n
determine the starting point for selecting every 4th subject. With list of the 2000 subjects in the sampling frame, go to
the starting point, and select every 4th name on the list until the sample size is reached. Probably will have to return to
the beginning of the list to complete the selection of the sample.
3. Stratified Random Sampling
This can be done by first dividing the elements in the population into strata and then samples
are randomly selected from each stratum ensuring that each selected element is proportionately
represented in the total population. Sampling fraction: n/N (desired sample size divided by the
population size)

Example: Assume you have a population of 1000 students with 500 from grade school, 300 from high
school, and 200 from senior high school. Determine the how many samples you need or you can use the
Slovin’s Formula or any other formula for computing the sample size. In this example, Slovin’s Formula is
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used and a sample size of 400 is computed. To get the samples from each stratum, divide 400 by 1000
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 and the answer is 0.4. Multiply 0.4 to each of the number of students per stratum (e.g. 0.4 x 500 grade
school is 200).

Stratum Population Sample

Grade school 500 200
Junior High School 300 120
Senior High School 200 80
Total 1000 400

4. Clustered Sampling
A multistage sampling method adopted when it is either impossible or impractical to compile an
exhaustive list of elements found in the target population. The whole population is subdivided into
clusters, or groups, and random samples are then collected from each group.

Example: A researcher wants to survey about academic performance of high school students in the
municipality of Alubijid. He can divide the entire population into different clusters (barangays). Then,
the researcher selects a number of barangays depending on his research through simple or
systematic random sampling. The researcher could draw random samples from the selected
barangay through simple random sampling or take them all.

Identify the type of sampling method used by the researcher in each situation: Simple Random Sampling,
Systematic Sampling, Stratified Sampling, or Cluster Sampling.
_______________1. A researcher chose the participants of his study by selecting every 8th member of the population.
_______________2. A researcher interviewed all the teachers in each of 15 randomly selected private schools in
Cagayan de Oro City.
_______________3. A researcher interviewed people from each barangay in the municipality of Alubijid for his
research on population.
_______________4. A researcher is doing a research work on the students’ reaction to the newly implemented
curriculum in mathematics and interviewed every 5th student entering the gate of the school.
_______________5. A researcher randomly selected 15 barangays in a town for her study. She did this by writing
the names of each barangay on a piece of paper which she folded and put in a bowl then she
draw 15 pieces of paper from the bowl.
_______________6. A researcher selected a sample of n=300 from a population of 900 by using the Table of
Random Numbers.
_______________7. A researcher interviewed all the nurses in each of the 5 randomly selected private hospitals in
Northern Mindanao.
_______________8. A statistician selected a sample of n=500 high school students from a private school with
2,500 students. He randomly selected the students from each grade level.
_______________9. A Statistics student did a research on the time spent by Grade 11 and 12 students in playing
mobile legends. He randomly selected his subjects by using the Table of Random Numbers.
_______________10. A teacher conducted a study in her school to determine who were better in mathematics: the
males or the females.

Activity 10 PARAMETERS AND STATISTICS

In the previous lessons, you learned about random sampling, a process done in selecting an unbiased representative
sample from a population. This time, you will be introduced to the measures involved in the population and sample.
Measures from a very large population are impossible to obtain especially if your resources are limited. This brings us to
other measures which are from the representative samples. This lesson will help you identify measures about
population and sample
Study the cases below. Identify which of the cases involves measures from a population and a sample.
1. A researcher randomly selected a sample of 1600 people in Cagayan de Oro City and asked if they use a certain
detergent brand and 40% of them said yes.
2. A researcher interviewed all the members of the Mathematics department with 10 female teachers, 15 male
teachers and 1 department head. He wants to know the average hours per day they spend in training students for
competitions and found out that they spend an average of 2 hours per day for training.

Analysis: The first case contains a measure for a sample. It indicated that 40% of the 1600 samples said yes. On the
other hand, the second case contains a measure from a population because an average of 2 hours per day spend in
training is from all of the people in the Mathematics department.
A measure that describes a population is called parameter. A measure that describes a sample is called statistic.
In population parameter, mean is represented by μ, σ 2 represents variance, and σ represents standard deviation. In
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sample statistics, mean is represented by x , s2 represents variance, and srepresents standard deviation. Data from the
sample are used to calculate statistics. Statistics are estimates of the corresponding parameters.
Examples:
Parameter: 50% of the 24 Philippine senators agreed to support a certain measure.
Statistic: A researcher found out that 25% of the students in the Philippines reported to have internet connection at
home.

Explanation:
1. The example indicates a parameter since there are only 24 senators in the Philippines.
2. Rresearchers cannot ask millions of students if they have internet connection at home, so they take samples
from the target population and calculate.

Let’s Summarize!
 Parameter is a measure that describes a population. Parameter includes population mean μ,
population variance σ 2, and population standard deviation σ .
 Statistic is a measure that describes a sample. Statistics include sample mean x , sample variance s2
and sample standard deviation s .

A. Explain the usefulness of parameters and statistics in conducting a research. (5 points)

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________________________

B. Identify whether the given value is a Parameter or a Statistic.

__________1.The researcher found out that the 29 senior high school teachers of a certain school spend an
average of 2 hours preparing their lessons.
__________2.Based on a sample of 900 elementary students, it was found out 30% of them do not know
multiplication facts.
__________3.Based on sample of 1,200 surveyed students, it was found out that 20% of them needed
financial assistance.
__________4.A teacher surveyed all 50 students under his advisory class about their learning styles and
found out that most them are visual learners.
__________5.The Statistics teacher wants to know the average score of the students in the final exam. He
randomly selected 35 students and obtained an average score of 43.

Activity 11 Sampling Distribution of Sample Means

A population consists of the five numbers 2, 3, 6, 10 and 12. Consider samples of size 2 that can be drawn from
this population.
A. How many possible samples can be drawn?
To answer this, use the formula NCn (the number of N objects taken n at a time), where N is the total population
and n is the sample to be taken out of the population,
In this case N= 5 and n= 2
5C2= 10
So, there are 10 possible samples to be drawn.

B. Construct the sampling distribution of sample means.

List all the possible outcome and get the mean of every sample.
Sample Sample mean
2,3 2.5
2,4 3
2,6 4
2,10 6
2,12 7
3,10 6.5
3,6 4.5
3,12 7.5
6,10 8
6,12 9
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 Observe that the means vary from sample to sample. Thus, any mean based on the sample drawn from a
population is expected to assume different values for samples.

C. This time, let us make a probability distribution of the sample means. This probability distribution is called the
sampling distribution of the sample means.

Observe that all sample means appeared only one; thus, their probability is P(x)= 1/10 or 0.1
 A sampling distribution of sample mean is a frequency distribution using the means computed from all possible
random samples of a specific size taken from a population.

Fill in the blank.

Complete the statement by filling in the blank.
A _______________ is a frequency distribution using the means computed from all possible random
samples of a specific size taken from a population. To get the possible samples use the formula ___________,
where N is the ___________ and n is the _______ size to be taken. The total probability of the sample mean
must be equal to _____________.
Scrambled Words
With the given jumbled letters, complete the statements below by arranging the letters below.
1. A – S – N – L – M – I – P – G
The _____________ distribution of sample means is frequency distribution of the sample means taken from a
population.
2. O – T – M – A – R – S – I – G – H
The _____________ of the sampling distribution of the sample means is a bar graph constructed by plotting the sample
means along the horizontal axis and the problem along the vertical axis.
3. A – M – E – N
The _____________ of the sampling distribution of the sample means is equal to the mean of the population.
4. R – O – R – E – R
Standard _____________ of the mean is the standard deviation of the sampling distribution of the sample mean.
5. D – E – X – E – P – E – T – C
Mean is also called _____________ value.

End Firm-up
In this section of your module you have learned about the basic concepts of probability distribution.
Deepen
Now let’s proceed to the next section of your module and gain more knowledge and understanding about the lesson.

Activity 12 The Central Limit Theorem

If random samples of size n are drawn from a population, then as n becomes larger, the sampling distribution of the
mean approaches the normal distribution, regardless of the shape of the population distribution.
Example 1
Consider a population consisting of the values 1, 2, 3 and 4.
1. Compute the following
a. population mean
b. population variance
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c. population standard deviation

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2. Draw the probability histogram of the population
Solution:

1. Compute the ff:

a. means of the sampling distribution of the means
b. variance of the sampling distribution of the means
c. standard deviation of the sampling distribution of the means
2. Draw the probability histogram of the sampling distribution of the means
Random samples of size 2 from the population with replacement (1, 2, 3 and 4)
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 What is it
Let us see what you have learned in this module by completing the following statements. The Central Limit Theorem
implies the following important ideas in statistics:
1. When the sample size tends to infinity (a very large sample) the distribution of the sample mean X will be
______________ distributed.
2. If the sample size tends to infinity, the sample mean _____________ the population mean.
3. When the original variable is normally distributed, the distribution of the sample means will be __________________
distributed, for any sample size n.
4. When the distribution of the original variable might not be normal, a sample size of ______ or more is needed to use
a normal distribution to approximate the distribution of the sample means. The larger the sample, the better the
approximation will be.
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Activity 13 Word Puzzle

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 Find 5 words that are related with this lesson on the puzzle below.

Activity 18 Let’s Investigate

Using what you have learned about probability distributions on the previous part of the lesson answer the
following. For each of the following, determine whether it can serve as the probability distribution of a random variable
X. Explain your answer.
Example:

Ans. Not probability distribution.

Activity 19 Solve
Using what you have learned on activity 6 answer the following.
A. Determine the mean or expected value of each Random Variable. Write your answer at the back of your
module.
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 B. Determine the Variance and Standard Deviation of each random variable. Write your answer at the back of your
module.

Scaffold 2 Activity 20 Interpret the Computed Values

Find the mean, variance, and standard deviation of the following probability distribution then interpret the
computed values. Apply what you have learned on activity 6 in this activity. Write your answer at the back of your
module.
# 1 is already answered for you.

Answer: Mean (µ) = 3.13

Variance (σ²) = 1.5732
Standard Deviation (σ) = 1.2
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 As mentioned earlier, normal variable is standardized by setting the mean to 0 and standard deviation to 1. This
is for the purpose of simplifying the process in approximating areas for normal curves. As shown below is the formula

used to manually compute the approximate area.

However, this formula is seldom used because a table was created to summarize the approximate areas under
the standard normal curve and to further simplify the process. This table of probabilities is known as the z- table.
The Z - Table
Let us get a closer look at the z-table. The outermost column and row represent the z-values. The first two digits
of the z-value are found in the leftmost column and the last digit (hundredth place) is found on the first row.
Suppose the z-score is equal to 1.85, locate the first two digits 1.8 in the left most column and the last digit, .05,
can be located at the first row. Then find their intersection which gives the corresponding area. Therefore, given z =
1.85, the area is equal to 0.9678.

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 2.
Page 20
The Percentile
A percentile is a measure used in statistics indicating the value below which
a given percentage of observations in a group of observations fall.
Imagine you took a standardized test and you scored 91 at the 89th percentile. This means that 89% of the
examiners scored lower than 91 and 11% scored higher than 91. This explains that 89th percentile is located where 89%
of the total population lies below and 11% lies above that point. To illustrate the 89th percentile of the normal curve
here are the steps:
1. Express the given percentage as probability, remember 89% is the same as 0.8900.
2. Using the z-table (Cumulative Distribution Function (CDF) of the Standard Normal Curve), locate the area of 0.8900.
3. There is no area corresponding exactly to 0.8900. It is between of 0.8888 with a corresponding z - score of 1.22 and
0.8907 with a corresponding z - score of 1.23. The nearest value to 0.8900 is 0.8888 and therefore, the distribution
lies below z = 1.22.
4. Construct a normal curve and shade the region to the left of 1.22.

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Activity 21
Read the instructions given before answering the following activity.
A. Complete the table by converting the given values into z-scores. Then find the corresponding area using the z-
table.

Given Z- score Approximate area

B. Compute the following probabilities using the standard normal curve. Construct a curve then shade the region
corresponding to the area. Use the space at the back of your module.

1. P(Z > -1.53)

2. P(Z < 2.89)

Activity 22
Construct all random samples consisting two observations from the given data. You are asked to guess the
average weight of the six watermelons by taking a random sample without replacement from the population. Write your
answer at the space provided.

Scaffold 3 Activity 23
Complete the following table and solve for the unknowns. A population of a certain ethnic group is consisting of
three numbers (3, 5, 7). If samples of size 2 will be taken with replacements, complete the following table, and answer
the questions that follow.

1. What is the value of the following?

a. population mean
b. population variance
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c. population standard deviation

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d. mean of the sampling distribution of the sample mean
e. variance of the sampling distribution of the sample mean
f. standard deviation of the sampling distribution of the sample mean
2. Illustrate the probability histogram of the sampling distribution of the means. Use the space at the back of your
module.

Activity 24 Completing the Table

Using the t-table, we can be able to identify the t value of a certain data.
The T-Distribution
The t-distribution (also called Student’s t-distribution) is a family of distributions that look almost identical to the normal
distribution curve, only a bit shorter and stouter. The t-distribution is used instead of the normal distribution when you
have small samples. The larger the sample size, the more the t distribution looks like the normal distribution. In fact, for
sample sizes larger than 20 (e.g. more degrees of freedom), the distribution is almost exactly like the normal
distribution.
The t-distribution is similar to a normal distribution. It has a precise mathematical definition. Instead of diving into
complex math, let’s look at the useful properties of the t-distribution and why it is important in analysis of any set of
statistical quantitative data.
• Like the normal distribution, the t-distribution has a smooth shape.
• Like the normal distribution, the t-distribution is symmetric. If you think about folding it in half at the mean,
each side will be the same.
• Like a standard normal distribution (or z-distribution), the t-distribution has a mean of zero.
• The normal distribution assumes that the population standard deviation is known. The t-distribution does not
make this assumption.
• The t-distribution is defined by the degrees of freedom. These are related to the sample size.
• The t-distribution is most useful for small sample sizes, when the population standard deviation is not known, or
both.
• As the sample size increases, the t-distribution becomes more similar to a normal distribution.
Let us be familiar first with the following words:
1. Degree of freedom - This refers to the maximum number of logically independent values which vary in the data
sample.
2. Percentile – This is a measure of position with data divided into 100 parts.

Below is the t-table which you can use to find the t-value

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Illustrative example:

2. Find the t-value whose degree of freedom is 20 and has 𝛼 = 0.01.

1. Identify the t-value whose number of samples n = 7 and has an area (𝛼) equal to 0.05.

3. Identify the t-value of the following percentiles given the number of samples.
a. 95th percentile, N= 30
b. 90th percentile, N=20
Solution:
1. To identify the t-value, identify first the degree of freedom using the formula
df= n-1 where n is the sample size.
df = n-1
df = 7-1
df = 6
Locate the t-value on the t-table using the degree of freedom and the area (𝛼)
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Therefore, the t-value with sample size of 7 and has 𝛼 = 0.05 is 1.943.

3. a. 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 then locate the t-value using n=30 or df = 29.
So therefore, the t-value of P95 with n= 30 is 1.699.
b. The 90th percentile is the number where 90% of the values lie below it and 10% lie above it, so you want the right-tail
area to be 0.01. Move across the row, find the column for 0.05, and then locate the t-value using n=20 or df = 19.

try it!
Complete the table below by identifying the degree of freedom, right-tailed area and the t-value for each percentiles
and the sample size.
Percentile n df Right tailed area t

1. 60th percentile
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 2. 75th percentile

3. 25th percentile

4. 90th percentile

5. 95th percentile

Activity 25 Map of Conceptual Change

Your task in this activity is to give your initial ideas about the lesson. Write your answer in the after session column.
Before Session Essential Question After Session
How can we apply statistics and
probability in real-life?

END OF DEEPEN
After answering all the activities in this section, you are now ready to do the performance task for this lesson and apply the
knowledge you have learned before.

Transfer
ACTIVITY 26 THE T-VALUE
A researcher conducts a diagnostic examination to 20 students. The following are the interpretation of the
diagnostic examination.
1. James got a score which is 60% higher than those who took the diagnostic test.
2. Rowena has a percentile rank of 90.
3. Jimuel got a score which is only 5% higher than those who took the diagnostic test.
4. Joanna has a percentile rank of 75.
5. Lester is 90% lower than those who took the diagnostic test.15

Identify the t-value of the percentiles of the following by filling up the table and answer the following questions:
Student T-Value
1. Joanna
2. James
3. Jimuel
4. Lester
5. Rowena

1. Who do you think got the highest score?

_________________________________________________________________________________________________
2. Who do you think passed the diagnostic examination?
_________________________________________________________________________________________________

Your task will be rated based on the following criteria.

Presentation (10 pts)
Accuracy (10pts)
Conclusion (10 pts)
Statistical Concept (20 pts)

LESSON 2 HYPOTHESIS TESTING AND CORRELATION ANALYSIS

INTRODUCTION
Every day you test ideas, recipes, new routes so you can get to your destination faster or with less traffic, the
important question however, is was that idea/recipe/route significantly better than your previous one? This lesson will
help you answer such question which are related to hypothesis.
The term “hypothesis” came from a Greek word “hupothesis” which means “foundation”. The word “hupo”
26

while the word “thesis” means “placing”. The plural of “hypothesis” is “hypotheses”
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 As you go through this lesson keep thinking about What is the importance of hypothesis testing and correlation
analysis in real life problems?
CONTENT STANDARD
 The learner demonstrates understanding of key concepts of tests of hypotheses on the population mean and
population proportion.
 The learner demonstrates understanding of key concepts of correlation and regression analyses.
PERFORMANCE STANDARD
 The learner is able to perform appropriate tests of hypotheses involving the population mean and population
proportion to make inferences in real-life problems in different disciplines.
 concepts of correlation and regression analyses. regression analyses on real-life problems in different disciplines.

Lesson Learning competencies Code

HYPOTHESIS illustrates: (a) null hypothesis; (b) alternative hypothesis; (c) level of significance; (d) rejection M11/12SP-IVa-1
TESTING AND region; and (e) types of errors in hypothesis testing
CORRELATION identifies the parameter to be tested given a real-life problem. M11/12SP-IVa-3
ANALYSIS identifies the appropriate form of the test-statistic when: (a) the population variance is assumed M11/12SP-IVb-2
to be known; (b) the population variance is assumed to
be unknown; and (c) the Central Limit Theorem is to be used

identifies the appropriate rejection region for a given level of significance when: (a) the population M11/12SP-IVc-1
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
identifies the appropriate form of the test-statistic when the Central Limit Theorem is to be used. M11/12SP-IVe-3
identifies the appropriate rejection region for a given level of significance when the Central Limit M11/12SP-IVe-4
Theorem is to be used
formulates the appropriate null and alternative hypotheses on a population mean. M11/12SP-IVb-1
computes for the test-statistic value (population mean). M11/12SP-IVd-1
draws conclusion about the population mean based on the test-statistic value and the rejection M11/12SP-IVd-2
region.
solves problems involving test of hypothesis on the population mean. M11/12SP-IVe-1
formulates the appropriate null and alternative hypotheses on a population proportion. M11/12SP-IVe-2
computes for the test-statistic value (population proportion). M11/12SP-IVf-1
draws conclusion about the population proportion based on the test-statistic value and the M11/12SP-IVf-2
rejection region.
solves problems involving test of hypothesis on the population proportion M11/12SP-IVf-g-1
illustrates the nature of bivariate data. M11/12SP-IVf-g-1
constructs a scatter plot. M11/12SP-IVg-3
describes shape (form), trend (direction), and variation (strength) based on a scatter plot. M11/12SP-IVg-4
calculates the Pearson’s sample correlation coefficient. M11/12SP-IVh-2
identifies the independent and dependent variables. M11/12SP-IVi-1
solves problems involving correlation analysis. M11/12SP-IVh-3
calculates the slope and y-intercept of the regression line. M11/12SP-IVi-3
interprets the calculated slope and y-intercept of the regression line. M11/12SP-IVi-4
predicts the value of the dependent variable given the value of the independent variable. M11/12SP-IVj-1
solves problems involving regression analysis. M11/12SP-IVj-2

EXPLORE
In the following activity you will be introduce to the lesson by watching the video on the link below.

Activity 1VIDEO ANALYSIS

Open the link below and watch the following video and make a short summary of what you have learned.
[Link]
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
________________________________________________________________________________________________.
Activity 2 Map of Conceptual Change
Your task in this activity is to give your initial ideas about the lesson.
Write your answer in before the lesson column.
Before the lesson Essential Question After the Lesson
27

What is the importance of

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 hypothesis testing and
correlation analysis in
real life problems?

End of Explore
Now you already have an idea what is the lesson all about proceed to the next part of your module.
Firm up
In this section of your module you are going to learn new things such as hypothesis testing, t-value, z-score and many other
things related to this lesson.

Activity 3 Read, Watch and Understand

REMINDER:
TO HELP YOU IN ANSWERING THE ACTIVITIES THROUGH OUT THIS LESSON
MAKE SURE THAT YOU HAVE READ THE GIVEN NOTES FOR THIS LESSON AND
WATCH THE VIDEOS ON THE PLAYLIST BELOW:
Statistics and Probability||Fourth Quarter by WOW MATH
[Link]

Activity 4 Null Vs Alternative

Directions: State the null and the alternative hypotheses of the following statements.

𝐻𝑜:
1. A medical trial is conducted to test whether or not a new medicine reduces uric acid by 50%.

𝐻𝑎:
_______________________________________________________________________________________________

_______________________________________________________________________________________________

𝐻𝑜:
2. We want to test whether the general average of students in Math is different from 80%.

𝐻𝑎:
_______________________________________________________________________________________________

_______________________________________________________________________________________________

𝐻𝑜:
3. We want to test whether the mean height of Grade 8 students is 58 inches.

𝐻𝑎:
_______________________________________________________________________________________________

_______________________________________________________________________________________________

𝐻𝑜:
4. We want to test if LPIHS students take more than four years to graduate from high school, on the average.

𝐻𝑎:
_______________________________________________________________________________________________

_______________________________________________________________________________________________

𝐻𝑜: ______________________________________________________________________________________________
5. We want to test if it takes less than 60 minutes to answer the quarterly test in Calculus.

𝐻𝑎: ______________________________________________________________________________________________
6. A medical test is conducted to determine whether or not a new vaccine

𝐻𝑜: ______________________________________________________________________________________________
reduces the complications of dengue fever.

𝐻𝑎: ______________________________________________________________________________________________

Scaffold 1 Activity 5 The Tale of Tails

Directions: Determine if one-tailed test or two-tailed test fits the given
alternative hypothesis.
________________1. The mean height of Grade 12 students is less than 66 inches.
________________2. The standard deviation of their height is not equal to 5 inches.
________________3. Male Grade 7 and Grade 12 students differ in height on average.
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________________4. The proportion of senior male students’ height is significantly higher than that of senior female
students.
________________5. The average grade of Grade 11 students in Statistics is lower than their average grade in Calculus.
________________6. The newly found vaccine reduces the risks of viral infections of the patience.
________________7. The enrolment in elementary schools is not the same as the enrolment in the secondary schools.
________________8. Male adolescents have higher intelligence quotient level than the female adolescents.
________________9. The average number of internet users this year is significantly higher as compared last year.
________________10. Paracetamol and Ibuprofen have the same rate of time to reduce the headache of the patients.

Activity 6 Question and answer

Answer the following questions?
1. What is a parameter?
__________________________________________________________________________________________________
2. What are the two commonly used parameters? What are their symbols or notations?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
________________________________________________________________________________________________
3. What are the other notations used as parameters?
__________________________________________________________________________________________________
4. To identify the parameter to be tested in a claim/hypothesis, what are the concepts to consider?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
_______________________________________________________________________________________________

Activity 7 Fill in the Blank

You can answer this activity through the internet and joining the online class. Complete the following sentences
by filling each blank with the correct word or phrase.
1. __________________ is a random variable that is calculated from sample data and is used in a hypothesis test.
2. ____________ includes all of the elements from a set of data while ______________ consists of one or more
observations drawn from the population.
3. ___________ is a measure of variability calculated from every individual in the population while ______________ is
calculated from only some of the individuals in a population.
4. The two common test statistics to be computed in hypothesis testing are ________________________ and
____________________________________.
5. A z-score is calculated with population parameters such as population mean and ______________________.
6. A t-test is used when the __________________ or standard deviation is not known.
7. The number of sample for z-test is ________________________ while ________________________ in t-test.
8. If the population standard deviation is known, use
______________________ and if it’s unknown, use ________________________.
9. The notations that need to be considered in identifying test statistics are
_____________________ and ____________________.
10. If the number of samples is sufficiently large and the variance is unknown, then ________________________ is
appropriate to be used.

End of firm up
You have gained the basic concepts of the lesson in this part of the module. Now proceed to the next part.
Deepen
In this section you will help you to have a better understanding towards this lesson by answering the following activities.

Activity 8-A. Are You in or Out?

Directions: Illustrate the rejection region given the critical value and identify if the t-values lie in the non-rejection region
or rejection region.
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Scaffold 2 Activity 9 Sketch
A medical trial is conducted to test whether or not a certain drug can treat a certain allergy. Upon trial, the t-value is
computed as 1.311. Sketch and complete the table below to discuss the findings of the medical trial.

Activity 10 a. Fill Me!

Determine what is asked in each problem as indicated by the blanks.

1. A school principal claims that the Grade 11 students in her high school have a mean score of 92.

Alternative Hypothesis: 𝐻𝑎: µ ≠ 92

Parameter: ___________ Null Hypothesis: ___________
Claim: mean score of 92

2. A medicine company has manufactured and claimed that their medicine pill contains an average of 14mg of active
ingredient.
Parameter: average Null Hypothesis: ___________
Claim: average of 14mg Alternative Hypothesis: ___________

Null Hypothesis: 𝐻𝑜: µ ≥ 121

3. A certain product produced by a manufacturing company is supposed to weigh at least 12lbs.
Parameter: ___________
Claim: weigh at least 12lbs Alternative Hypothesis: ___________

B. Write the null hypothesis and alternative hypothesis in notations for each given situation.

1. Mrs. Dela Cruz claims that her students scored an average of 91 in their Mathematics quiz. The master teacher wants

𝐻𝑜: _________________________________________________
to know whether the teacher’s claim is acceptable or not.

𝐻𝑎: _________________________________________________

2. A car manufacturer claims that the mean selling price of all cars manufactured is only ₱150,000. A consumer agency

𝐻𝑜: _________________________________________________
wants to test whether the mean selling price of all the cars manufactured exceeds₱150, 000.

𝐻𝑎: _________________________________________________

3. A manufacturer of soft drinks claims that all labeled 1.5-liter bottles contain an average of 1.49 liters of soft drinks. A

𝐻𝑜: _________________________________________________
retailer wishes to test whether the mean amount of soft drinks in labeled 1.5-liter bottle is less than 1.49 liters.

𝐻𝑎: _________________________________________________

Scaffold 3 Activity 11 Pearson’s Coefficient

I. Compute for the Pearson’s r coefficient and describe the strength and direction of correlation of the following:
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II. Complete the table and solve for the Pearson’s r coefficient and describe the strength and direction of correlation.

Activity 11 Research Proposal Titles

Give 1 research proposal titles that involve bivariate data. Identify the dependent and independent variables in
the title.

Activity 12 Map of Conceptual Change

Your task in this activity is to give your initial ideas about the lesson.
Write your answer in After the lesson column.
Before the lesson Essential Question After the Lesson
What is the importance of
hypothesis testing and
correlation analysis in
real life problems?

End of deepen
After answering the different activity’s in this part of the module you can now apply what you have learned by doing the
performance task below.

Transfer
Activity 13 Statistical Analysis
You are a Senior High School student and you want to conduct a research to determine whether there is a
correlation between the age of tricycles (in years) in a certain city and the mileage it runs (in kilometers). Using the data
below calculate the Pearson’s sample correlation coefficient then analyze and interpret the result.
*Show your solution at the back of your module.

GOAL Apply formula on Pearson’s r .

ROLE Senior High School student
AUDIENCE Students
SITUATION You are a Senior High School student and you want to conduct a research to determine whether there is
a correlation between the age of tricycles (in years) in a certain city and the mileage it runs (in

kilometers).

PRODUCT Analyzed and interpreted result of Pearson’s r.

STANDARD Accuracy, Conclusion, Statistical Concept

Your task will be rated based on the following criteria.

Presentation (10 pts)
Accuracy (10pts)
Conclusion (10 pts)
Statistical Concept (20 pts)

ACTIVITY 14. CORE VALUES

What core values are depicted in the lesson?
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Activity 15: Closure
What significant terms have caught your attention in this lesson? Why?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
___________________________________________________________________________________________

Key answers
Post test
1. d 5. d 9. d
2. b 6. c 10. b
3. a 7. b
4. c 8. a

GLOSSARY
Alternative hypothesis is a statement denoted by H 1, is a statement that states that there is a difference
Critical region, also known as rejection region, is a range of values that corresponds to the rejection of the null
hypothesis
Critical values of the tests of hypotheses are the number or numbers that determine the rejection region
Hypothesis is an assumption or conjecture about a population parameter which may or may
Null hypothesis is a statement denoted by H 0, that states that there is no difference, no changes, nothing happened, no
relationship between a parameter and a specific value, or the independent variable has no effect on the dependent
variable.
Null was defined as having no value or amounting to nothing
Sample Space is the set of all possible outcomes of an experiment.
Significance is defined as the quality of being statistically significant
significance level, refers to a criterion of judgment upon which a decision is made regarding the value stated in a null
hypothesis
Statistical Experiment has been used to describe any process by which one or more chance measurements are
obtained.

REFERENCE
DEPED Modules
Belecina, R., Baccay, E., & Mateo, E. (2016). Statistics and Probability. Manila: Rex Book Store, Inc.
Mercado, J. & Orines, F. (2016). Next Century Mathematics: Statistics and Probability. Manila: Phoenix Publishing House,
Inc.
[Link]
[Link]

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 POST TEST
NAME: ___________________________________________________________________________________
Section/Strand: ____________________________________________________________________________

Encircle the letter of the correct answer.

1. If three coins are tossed, which is NOT a possible value of the random variable for the number
of tails?
A. 1 B. 2 C. 3 D. 4

2. Which of the following is a discrete random variable?

A. Length of electrical wires B. Number of pencils in a box
C. Amount of sugar used in a cup of coffee D. Voltage of car batteries

3. It is the central or average of its corresponding probability mass function.

A. mean B. variance
C. standard deviation D. probability

4. Find the mean of the probability distribution involving the random variable X that gives the
number of heads that appear after tossing four coins once.
A. 4 B. 3 C. 2 D. 1

5. Samples of size 25 are selected from a population with a mean of 40 and a standard deviation
of 7.5. What is the mean of the sampling distribution of sample means?
A. 7.5 B. 8 C. 25 D. 40

6. Is a proposition, statement, or assumption based on some previous observations about the

value of a population parameter for testing purposes.
A. Alternative hypothesis B. Null hypothesis
C. Hypothesis D. Hypothesis testing

7. Is a statement about the value of a population parameter.

A. Alternative hypothesis B. Null hypothesis
C. Hypothesis D. Hypothesis testing

For Items 8-9. Refer to the statement below.

According to a study done last year the average monthly expenses for cell phone loads of
high school students in Manila was P350.00. A Statistics student believes that this amount has
increased since January of this year. Is there a reason to believe that this amount has really
increased if a random sample of 60students has an average monthly expenses for cell phone
loads of P380.00? Use a 0.05 level of significance. Assume that the population standard deviation
is P77.00.

8. What is the population variance?

A. 77 B. 5929 C. 5299 D. 380

9. What is the z-value?

A. 3.00 B. 3.01 C. 3.02 D. 3.2

10. This is the measure of degree of the relationship between two variables.
a. Johnson’s correlation coefficient
b. Pearson’s correlation coefficient
c. standard correlation coefficient
d. Spearman Rho coefficient
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