Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

GENERAL MATHEMATICS
SECOND SEMESTER QUARTER 1 – PRE-TEST/POST TEST
NAME: ___________________________________ DATE: ________________________
GRADE & SECTION: _________________________ TEACHER: _____________________

General Instructions: Read each statement with understanding. Choose and write the correct answer on a separate sheet of paper.

.1. This is the list of each possible value of X and the

corresponding probabilities of the values. 9.The following are probability distributions EXCEPT
X 0 1 2 3
A. Standard Distribution B. Probability Distribution A. P(X) 0.3 0.1 0.5 0.1
C. Normal Distribution D. Frequency Distribution X 75 80 85 90
B.
P(X) 0.3 0.2 0.4 0.1
2. This is the sum of all probabilities of random variables.
A. 0 B. 1 C. 2 D.3 C. X
P(X)
1
0.4
3
0.2
5
0.2
7
0.2

3. This is the graph that illustrates the distribution of X 21 22 23 24

D.
random variables. P(X) 0.2 0.5 0.5 0.3

A. Histogram B. Ogive ___ 10. This probability distribution has the least value of
C. Pie Graph D. Line Graph mean.
X 0 1 2 3
P(X) 0.1 0.2 0.5 0.1
A.
5. This is also called as the expected value of a random
X 0 1 2 3
variable. P(X) 0.3 0.1 0.4 0.2
B.

A. Mean B.Standard Deviation

C. Variance D. Median X 0 1 2 3 C.
P(X) 0.4 0.4 0.1 0.1

6. This is a variable with a countable number of possible

X 0 1 2 3 D.
values. P(X) 0.2 0.2 0.4 0.2
A. Finite B.Continuous
C. Discrete D. Dependent 11. Almost all the areas under the standard normal curve
lies between these values.
7. This is a numerical quantity that is generated by a A. 0 and 1 B. -2 and 2
random experiment C. 3 and -3 D. 4 and -4
A. Infinite Variable B. Discrete Variable
C. Continuous Variable D. Random Variable 12. This is a continuous distribution wherein values lie in a
symmetrical fashion mostly situated around the mean.
8. This is a continuous distribution wherein values lie in a A. Standard Distribution B. Probability Distribution
symmetrical fashion mostly situated around the mean. C. Normal Distribution D. Frequency Distribution
A. Standard Distribution B. Probability Distribution
C. Normal Distribution D. Frequency Distribution 13. These are the possible values of the random variable
when a fair coin is tossed twice.
A. 0,1,2 B. 0, 2, 3
C. 0,1 D. 1,2,3

Quezon National High School

Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City
Contact No.: (042) 373-7369 (Principal’s Office); (042) 373-7662 (Department Head’s Office)
Email Address: quezonhigh@yahoo.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

__ 14. This represents the probability that at least one head

is observed when a fair coin is tossed twice.
A. P(X≥1) = P(1) + P(2) B. P(X≤1) = P(0)
+ P(2)
C. P(X≥1) = P(0) + P(2) D. P(X≤1) = P(1)
+ P(2)

15. These are the possible sums of the random variable

when a pair of fair dice is rolled.
A. X>1 B. X≥1C. 1>X≥12
D. 1<X≤12

16. Determine the number of possible values in

P(5≤X≤9).
A. 3 B. 4 C. 5 D. 6

17. The following are the basic properties of the standard

normal curve EXCEPT For numbers 23-25, use the probability distribution of a
A. The total area is 1. discrete random variable X below.
B. It describes a continuous random variable. X 77 78 79 80 81
C. It extends infinitely in both directions, approaching the P(X) 0.15 0.15 0.20 0.40 0.10
vertical axis.
D. It is symmetric about 0.
23. Compute for the mean.
For numbers 18-21, use the Empirical Rule to determine A. 78.25 B. 79.15 C. 80.15 D. 80.25
the percentage of the given data with a mean of 185 and
a standard deviation of 10. 24. Compute for the variance.
A. 5.53 B. 5.0 C. 1.53 D. 7.0
18. Between 175 and 195
A. 13.5% B.26% C. 68% D. 97% 25. Compute for the standard deviation.
A. 0.24 B. 1.24 C. 2.24 D. 3.24
19. Between 195 and 205
A. 13.5% B.26% C. 68% D. 97%

20. Between 155 and 215

A. 34% B. 68% C. 97.35% D. 99.7%

21. Between 165 and 185

A. 34% B. 68% C. 47.5% D. 97.35%

22.The probability that the sample mean assumes a value

greater than 113.
A. P(X>113) B. P(Z>113)
C. P(X>Z>113) D. P(Z>X>113)

Quezon National High School

Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City
Contact No.: (042) 373-7369 (Principal’s Office); (042) 373-7662 (Department Head’s Office)
Email Address: quezonhigh@yahoo.com
 Week
QNHS-SHS QUARTER 3
1
Learning Task No. 1 What I Know
Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.
9o Tossing a coin
As you can see in one- peso coin, it has Dr. Jose P. Rizal on
one side, which we will call it as Head (H), and the other side is
1. Which of the following is NOT a discrete variable? the Tail (T). Toss your one-peso coin
a. Number of white marbles in the box three times and record in your notebook the results of the three
b. Number of students present in the classroom tosses. In order to write the result easily, use letter H for the
c. The weight of a box of soft drinks labeled “8 ounces.” heads and letter T for the tails. If the results of your three
d. The number of arrivals customers in the restaurants between tosses are heads, tails, heads, then you will write HTH on your
7:00 a. m to notebook.
5:00 p.m. Example 1: How many heads when we toss 3 coins?
2. Which of the following is an example of discrete variable? Continue tossing your coin and record the time. If possible, use
a. Distance travelled between tricycles mobile phone timer and record up to the last minutes.
b. Height of the students in a certain class Let say in a minute, how many times the heads and tails
c. Number of red marbles in the basket appeared. Then, record all the possible answers on your
d. Weight of student notebook.
3. A variable that can be discrete or continuous is called Write all eight possible outcomes. You can do this
a. Random sample systematically so that you do not get confused later on.
b. Random notation In this instance, there might be 0 heads, 1 Head, 2 Heads or 3
c. Random variable Heads. Thus, the sample space is equal to 0, 1, 2, 3
d. Random elimination Then this time the results or outcomes are NOT entirely equally
4. Which of the following is a variable whose value is obtained by likely. The three coins land in eight possible ways:
measuring? X = Number of Head
a. Continuous Looking at the table we see just
B. Discrete 1 case of Three Head, but 3 cases
C. Interval of Two Heads, 3 cases of One
D. Nominal Head, and 1 case of Zero Heads.
5. A variable where the information or data can take infinitely many So:
values is
a. Quantitative variable P(X=3) = 1/8
b. Discrete variable P(X=2) = 3/8
c. Qualitative variable P(X=1) = 3/8
d. Continuous variable P(X=0) = 1/8
 This comprises activities for independent practice to solidify
That particular example is a discrete variable. A discrete your understanding and skills of the topic.
variable is a variable, which can only view a countable amount A Random Variable is a capacity that connects a real number
of values. Thus, a discrete random variable X has possible with every component in the sample space. It is a variable
values 𝑥1, 𝑥2, 𝑥3 ..... whose qualities are controlled by chance. In this manner, a
Random Variable is a numerical amount that is derived
In Graphical Form: from the results of an arbitrary trial or experiment. The word
We can use the probability distribution to answer questions “random” is used often in everyday life.
about variable x. In symbols, we want to find P(X ≥1). We Types of Random Variables:
could add probabilities to find the answer: At that point, recognize the two types of arbitrary factors. These
are the discrete and continuous random variables.
Discrete Random Variables are variables can take on a finite
number of distinct values. Examples are number of heads
acquired while flipping a coin three times, the number of kin an
individual has, the number of students present in a study hall at
a given time, and so forth.
You can change the experiment to just flipping a coin twice to
make things simpler. Here, the outcomes will be only four: HH,
HT, TH, and TT. In addition, the possible values of X are 0, 1,
and 2. Continuous Random Variables, then again, are
random variables that take an interminably uncountable
number of potential values, regularly measurable
amounts. Examples are the height or weight of an individual,
the time an individual takes for an individual to wash, time,
temperature, item thickness, length, age, etc.
Now, let us try to look to some examples of random variables
from the table below.

While to understand the concept of

continuous variable, below are the examples
height of students in class
weight of 10 statistics books
Time it takes to get to school
distance travelled between classes
A continuous variable is a value that is being acquired
by measuring.

To make you understand better the previous activities,

Another illustration is shown below.
1. How many outcomes are there in tossing 2 coins? 3 coins?
4 coins?
A random variable is a numerical quantity that is assigned to
the outcome of an experiment. We use capital letters to
represent a random variable.
Continuous Data can acquire some value within a range (like
for example a person's height)
Every day we often read, heard or even used the word random. You
may hear someone say “We randomly decided to go out for shopping
yesterday.” But is this really a random event? No, this is a decision that
was made on the basis of other variables such as desire and the lack of
satisfaction with other options such as TV viewing.
The word random has a different meaning in the field of statistics.
Something is random when it differs by chance. For example, when a
coin is tossed twice, the possible outcomes that can occur are {HH, HT,
TT, TH} where H represent head and T represent tail, the observed
outcomes on any one toss is random.
This module will help you understand the process of distinguishing
between a discrete and a continuous random variable.
.

From the example in the table above, Examples 1, 2, and 3 are all
discrete while example 4 and 5 are continuous
Example 6. Brand Z is a company that manufactures batteries.
They record the number of defective batteries that are contained in
each box before it is sent out for delivery. If X is the number of
defective batteries per box, then what type of random variable is X?
Solution. X is a discrete random variable, and X can be a set {0, 1,
Figure 1. Diagram of the types of Random Variable 2, …, n} where n is the total number of batteries in each box.
Example 7. Suppose Brand Z in example number 6 wants to check
the average life span of their batteries. If Y is the average number
of days that each battery lasts, then what can you conclude about
the variable Y?
Solution. We can conclude from above, that Y is a continuous
random variable. It may be assigned time intervals that
To find out if you are ready to learn this new lesson, try to corresponds to each battery’s life span.
determine whether each of the following experiments/situations Because of the way the discrete random variable is defined, we
involved discrete or a continuous random variable. can say that the range of values that can be assigned to it is
1. Choosing an even number less than 100. confined to the set of whole numbers. That is,
2. Tallying the number of households in a subdivision that has a a discrete random variable may NOT take on non-integers.
least one vehicle.
3. Gathering information about the average monthly income of a
household.
4. Teacher applicants in the Division of Quezon.
5. Recording the number of patients who recovered from COVID-
19.

To understand how one finds possible values of random variables, do the activity
below.
Suppose two iPhone are tested at random. We want to find out the number of defective iPhone. Thus, to each outcome in the
sample space we shall assign a value. These are 0, 1, or 2. If there is no defective iPhone, we assign the number 0; if there
is 1 defective iPhone, we assign the number 1; and 2, if there are two defective iPhone. The number of defective iPhone is a
random variable. The possible values of this random variable are 0, 1, and 2.
Read and analyze the given situation below.
Illustration
Let D represent the defective iPhone and N for the non-defective iPhone. If we let Y be the random variable representing the
number of defective iPhone, show the values of the random variable Y. Complete the table below to show the values of the
random variable.
Learning Task No. 2 What’s New

Suppose three laptops are tested at random. We want to find out the number of non-defective laptops. Thus, to each outcome in
the sample space we shall assign a value. These are 0, 1, 2, or 3. If there is no defective laptop, we assign the number
0; if there is 1 non-defective laptop, we assign the number 1; if there are two nondefective laptops, we assign the number 2 and
3, if there are three nondefective laptops. The number of non-defective laptops is a random variable. Let D represents the
defective laptop and N represents the non-defective laptop. If we let X be the random variable representing the number of non-
defective laptops, show the values of the random variable X. Complete the table below to show the values of the random
variable.

Example 1. Suppose two coins are tossed, let Z be the random variable representing the number of heads that occur. Find the
values of the random variable Z.
 So, the possible values of the random variable Z are 0, 1, and 2.

Example 2. In a box are 2 balls - one white and one yellow. Two balls are picked one at a time with replacement. Let X be the
random variable representing the number of white balls. Find the values of the random variable X.

So, the possible values of the random variable X are 0, 1, and 2.

To solve the problem above, you have to consider first the

In your previous lesson, you have learned how to find the possible
steps in determining the values of the random variable that
values of a random variable. In this module, you will learn how to
you have learned from your previous lesson.
illustrate a probability distribution of a discrete random variable. To
a. Let D represent the defective computer and N for the non-
find out if you are ready to learn in this new lesson, answer the
defective computer.
following questions.
The sample space is:
Read and analyze the situation given below: S= {NND, NDN, DNN, DND, DDN, NDD, DDD, NNN} and
In a computer laboratory, the teacher wants to find out if there is a there are 8 possible outcomes
defective computer. Supposed three computers were tested at b. Count the number of defective computers in each
random, she asks one of her Computer System Servicing students to outcome in the sample space and assign this number to this
list all the possible outcomes, such that D represents the defective outcome. For instance, if you list NND,
computer and N represents the non-defective computer. Let the number of defective computers is 1.
X be the random variable for the number of defective computers.
Then, illustrate the probability distribution of the random variable X.
Based on the above problem, observe, analyze, and answer the
following questions:
a. List the sample space in the given experiment. How many
outcomes are possible?
b. Construct a table showing the number of defective computers
in each outcome and assign this number to this outcome. What
is the value of the random variable X?
c. Illustrate a probability distribution. What is the probability
value P(X) to each value of the random variable? There are four possible values of the random variable X representing
d. What is the sum of the probabilities of all values of the the number of defective computers. The possible values that X can
random variable? take are 0, 1, 2, and 3.
e. What do you notice about the probability of each value of the c. Each of these numbers corresponds to an event in the sample space
random variable? S of equally likely outcomes for this experiment. Since the value of the
random variable X represents the number of defective computers, X =
0 to (NNN), X = 1 to (NND, NDN, DNN), X=2 to (DND, DDN, NDD) and
X= 3 to (DDD).
If each of the outcomes is equally likely to occur, then the probability is:

Assign probability values P(X) to each value of the random

variable. Since the number of outcomes is 8, the probability that 0
defective computer will come out
Learning Task No. 3 What’s More

Learning Task No. 4 What I Have Learned

 Week
QNHS-SHS QUARTER 3
2
Learning Task No. 1 What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

Learning Task No. 2 What’s New

Learning Task No. 3 What’s More
Learning Task No. 4 What I Have Learned
 Statistics and
QNHS SHS WEEK 3
Probability

LEARNING TASK 1. WHAT I KNOW: INTERPRETING THE MEAN AND VARIANCE OF

Choose the letter of the best answer. Write the chosen A PROBABILITY DISTRIBUTIONS
letter on a separate sheet of paper.
Recall that in your previous lesson, you learn how to
1. What do you call a random variable with possible calculate the mean, variance, and standard deviation of a
values that form a finite or countable set? discrete random variable. So, with those skills, you will be
A. continuous C. finite able to answer the questions in the previous activity.
B. discrete D. infinite First, let us find the mean of the probability distribution
2. What term is used to describe the average value of a using the formula.
discrete random variable over numerous trials of an
experiment?
A. mean C. standard deviation
B. probability D. variance
3. Which of the following represents the amount of spread,
dispersion, or variability of the items in a distribution? Therefore, the mean of the probability distribution is 3.7.
A. mean or expected value Since the mean is equal to 3.7, we can say that the
B. median and mode average number of dots that would appear is a number
C. outcomes and probability distribution near to 3.7 which is 4. If we will repeat the experiment over
D. variance and standard deviation and over, there is a higher possibility the 4 dots will always
4. Which of the following is also equal to the square root appear since the average number of dots that would
of the variance? appear is 4.
A. mean C. probability To determine the variability of the assumed values from
B. median D. standard deviation the mean, use the formulas for finding variance and
5. How would you interpret a very small variance or standard deviation. But first, construct a table like the one
standard deviation but not equal to zero? below:
A. The values of the random variables are farther from the
mean.
B. The values of the random variables are nearer to the
mean.
C. The values of the random variables are equal to the
mean.
D. The values of the random variables have no
relationship with the mean.

LEARNING TASK 2. WHATS NEW

An Unfair Die
Suppose an unfair die is rolled and let X be the random
variable representing the number of dots that would
appear with a probability distribution below. Therefore, the variance of the random variable X (the
number of dots appeared) is equal to 1.81 while the
standard deviation is equal to 1.35. Take note that, small
variance or standard deviation means that the assumed
values or data points tend to be very close to the mean,
while higher variance or standard deviation means that
Questions: the assumed values or data points are spread out from
1. What will be the average number of dots that would the mean. Specifically, the variance and standard
appear? deviation measures or describes how far a set of data
2. How does the assumed value of the outcome vary (assumed values of random variables) is spread out.
from the average number of dots that would appear? Since the value of the standard deviation is 1.35, we can
3. Will you join in a game of chance using an unfair die? say that the assumed values of each outcome are
somewhat close to the mean for about 1.35 units from the
mean.
Knowing this information, you may now decide whether two measurements. As you go on with the different
you will join a game using an unfair die. Make sure you modules in Statistics and Probability, mean and variance
will think more critically and logically before you make a will always be included in the discussion. The mean,
decision and remember being fair and just is a virtue. variance, and standard deviation are important in
Bear in mind that the mean of a discrete random variable statistics because they serve as the basis for other types
is just the average value of a random variable over of statistical calculations or statistical tests.
repeated trials of experiment and in the next lesson it will
be discussed further and its application to the real-life SOLVING PROBLEMS INVOLVING MEAN
situation. AND VARIANCE OF PROBABILITY
To understand more the concept of the variance and
standard deviation, the following are examples that will
DISTRIBUTIONS
give you a deeper idea about the concept of variance and
standard deviation. GAME OF CHANCE
The first data in the following examples is somewhat Read the conversation below and answer the questions
expected to have a higher variance and standard that follow.
deviation or variability compare to the other data.

Example 1 The population size of 100 different countries

around the world compare to the population of 10
countries belong to the first world countries

Due to a large number of samples (100 different

countries) and other factors such as land area, economic
status, etc., you may say that most likely you will get a
higher variance and standard deviation compared to the
population of 10 countries belong to the first world
countries

Example 2 The number of students in different

universities compares to the number of students in a class
in a particular school.

Considering different universities with different size and

course offerings, you may say that the difference between
their enrolments will be much higher than the difference
of each class size in a particular school

Example 3 The number of people who love to play

basketball in different barangays to the number of
basketball players from different teams who play in the
first-quarter game.

Basketball is a famous game and almost every guy loves Questions:

to play this game. Imagine that you will gather the number 1. If you are Cardo, would you buy a raffle ticket? Why?
of people who love to play from different barangays, it is 2. If Cardo decided to buy five tickets, what is the
expected that you will gather different results compared to probability that he would win the prize if 1000 tickets
the number of basketball players from different teams who were sold? What is the probability that Cardo will lose
play in the first-quarter game. Almost everybody is aware the bet?
that there are only five players from each team to play a 3. How much money will Cardo gain if he wins the prize?
game, therefore if you will compute the variance of the 4. How much money will be wasted if he will not win the
data from different teams you will get a value of zero. The prize and he buy one ticket?
mean will be equal to 5 because each team who play the 5. What if 1000 tickets were purchased by different
game will should have 5 players only, at the same time if individuals, what is the expected value of buying one
you will compute the variance of distribution with equal ticket?
inputs you will get a value of zero. 6. How would you describe Romulo as a friend?

The mean and variance of a discrete random variable are

easy to understand if you know the concepts behind these
What Is It although has a chance to win losses ₱85.00 per ticket
To answer question 1 in the previous activity, you have to purchased.
understand first the consequences of buying a ticket, will
it give you advantages and disadvantages? Can you Having this knowledge, you can now make a wise
afford to spend extra money to buy a ticket? decision, but remember important things should be
prioritized, if you can afford to buy tickets without
Look at this way, if you will buy a ticket you will have a sacrificing your essential needs it is okay to take a chance
chance to win the prize worth ₱15,000.00 if you are lucky sometimes. You should also consider saving money for
enough it is good for you. But on the other hand, what if future use, because not every day you have enough
you are not lucky, then you will lose ₱500.00 for buying funds, having extra money would be a great help in times
the five tickets. Considering this amount (₱500.00), you of need.
are aware that you can buy more essential needs like
foods, school and medical supplies, and other Meanwhile, having a friend like Romulo who are ready to
miscellaneous needs with this amount rather than using it help you or to advise you in time of need is a precious
to buy tickets. However, if you allocated extra money for one. He is a kind of friend who does not insist on what he
other unexpected expenses, buying a ticket is not bad at wants but let his friend decide on his own after giving a
all. The point of making the right decision is not difficult if piece of advice. You are blessed if you will find a true
you know how to consider what is more important. friend that you can rely on. Having a true friend is wealth.

If you are Cardo, you need to understand the given details LEARNING TASK 3: What’s More:
on the situation for you to make the right decision. If you
will win the prize, your net gain is ₱15,000.00 less Raffle Tickets Problem
₱500.00 (amount spend for buying 5 tickets) or Senior citizens of a particular barangay organize a
₱14,500.00. The probability that you will win the prize is Christmas raffle bonanza. One thousand raffle tickets are
five out of one thousand tickets or
5
. But if you decide sold for ₱50.00 each. Each one has an equal chance of
1000
winning. The first prize is a 32-inch LED TV worth
to buy one ticket only, then your net gain is ₱15,000.00
₱10,000.00, the second prize is an electric oven worth
less ₱100.00 (amount spend for buying 1 ticket) or
₱5,000.00 and the third prize is a grocery pack worth
₱14,900.00 and the probability that you will win the prize
1 ₱2,500.00. Let X denote the net gain from the purchase
is one out of one thousand tickets or . The more of one ticket.
1000
tickets you buy, the more chances of winning. However,
your chance of losing is higher than your chance of a. Complete the table below showing the probability
winning because it is equal to 1 less than the probability distribution of X
of winning if you buy five tickets the probability that you
995
will not win the prize is or 0.995 while if you buy one
1000
999
ticket only, the probability is or 0.999.
1000 b. Find the probability of winning any amount in the
purchase of one ticket. Let 𝑃(𝑊) the probability of
What if 1000 tickets were purchased by different winning any amount
individuals, what is the expected value of buying one
ticket? To answer this question, you need to apply the
formula for the mean or expected value of the discrete
probability distributions which is equal to 𝐄(𝒙) = 𝝁𝒙 = 𝑃(𝑊) = ______ + _________ + __________
∑[𝒙𝒊 ∙ 𝑷(𝒙𝒊 )]. The expected value is also defined as the 𝑃(𝑊) = __________
average value of a random variable over numerous trials c. Find the expected value of X, then interpret.
of an experiment. The table below is the probability The expected value is equal to the product of net gain
distribution of the given situation. and the probability of winning (in this case you have three
chances of winning, you may win the first, second, or third
prize) plus the product of net loss and the probability of
losing.
𝑬(𝑿) = ____________
Interpretation: _______________________________
Using the formula of expected value _____________________________________________
𝑬(𝒙) = (𝟏𝟒, 𝟗𝟎𝟎)(𝟎. 𝟎𝟎𝟏) + (−𝟏𝟎𝟎)(𝟎. 𝟗𝟗𝟗) _____________________________________________
𝑬(𝒙) = −𝟖𝟓
The negative value means that one loses money on the
average. In particular, someone who buy tickets, and
 ILLUSTRATING A NORMAL RANDOM VARIABLE A normally distributed random variable with a mean
AND ITS CHARACTERISTICS µ = 0 and standard deviation ơ = 1 is called a standard
normal variable. It is presented using standard normal
Normal Probability Distribution is a probability distribution where the center of the curve is zero, which is
distribution of continuous random variables. It shows mean and added one unit from the center to the right and
graphical representations of random variables obtained subtract one unit from the center to the left. This is shown
through measurement like the height and weight of the below in figure 3.
students, the percentile ranks of the A&E (Accreditation
and Equivalency) Test result of the Alternative Learning
System students, or any data with infinite values. It is used
to describe the characteristics of populations and help us
visualize the inferences we make about the population. It
also used to determine the probabilities and percentile of
the continuous random variables in the distribution. For
example, your grades in Mathematics is one of the scores
in the distribution, you can predict the location of that
score in the distribution and interpret it with regards to the
mean and standard deviation. The shape of a normal curve is based on the two given
parameters, the mean and the standard deviation of the
Properties of Normal Curve distribution. When comparing two distributions each
The graphical representation of the normal distribution is described by the normal curve, the following are the three
popularly known as a normal curve. The normal curve is situations based on the said parameters
described clearly by the following characteristics
1. The normal curve is bell-shaped. a. When the means are not equal, but the standard
2. The curve is symmetrical about its center. This means deviations are equal. (µ1 ≠ µ2 ; ơ1 = ơ2 ), the curves
that, if we draw a segment from the peak of the curve have a similar shape but centered at different points,
down to the horizontal axis, the segment divides the as shown in figure 4.
normal curve into two equal parts or areas.
3. The mean, median, and mode coincide at the center.
This also means that in a normal distribution, or a
distribution described by a normal curve, the mean,
median, and mode are equal.
4. The width of the curve is determined by the standard
deviation of the distribution.
5. The tails of the curve are plotted in both directions and
flatten out indefinitely along the horizontal axis. The
tails are thus asymptotic to the baseline. A portion of
the graph that is asymptotic to a reference axis or
another graph is called an asymptote, always b. When the means are equal, but the standard deviations
approaching another but never touching it. are equal. (µ1 = µ2 ; ơ1 ≠ ơ2 ), the curves are centered
6. The total area under a normal curve is 1. This means at the same point but they have different height and
that the normal curve represents the probability, or spreads. as shown in figure 5.
the proportion, or the percentage associated with
specific sets of measurement values.

To visualize and understand the properties/characteristics

of a normal curve, please refer to figure 2, as shown
below.
c. When the means are different and the standard It can summarize the distribution in the following
deviations are also different (µ1 ≠ µ2 ; ơ1 ≠ ơ2 ), the percentage
curves are centered at different points and vary in shapes, • 68% of data lies within 1 standard deviation from the
as shown in figure 6. mean have a grade of 83 to 91
• 95% of data lies within 2 standard deviations from the
mean have a grade of 79 to 95
• 99.70% of data lies within 3 standard deviations from
the mean have a grade of 83 to 9

Illustrative Example 1:
The scores of the Senior High School students in their
Statistics and Probability quarterly examination are
normally distributed with a mean of 35 and a standard
deviation of 5.
Answer the following questions:
a. What percent of the scores are between 30 to 40?
b. What scores fall within 95% of the distribution?
EMPIRICAL RULE:
You can easily understand the functions of normal Solution:
probability distribution in our real-life world using the Draw a standard normal curve and plot the mean at the
empirical rule. Because this rule is used to roughly test center. Then, add the standard deviation to the mean
the distribution’s normality, if many data of a random once and mark it to the right of the mean. Add twice the
variable fall outside the lower and upper limits of the three- standard deviation to the mean and put it to the right of
standard deviation, this means that the distribution is not the first sum. Then, add thrice the standard deviation to
normal. the mean and mark it to the right of the second sum. Do
the same to the left. This time, instead of adding, subtract
The empirical rule is better known as 68% - 95% - 99.70% the standard deviation from the mean. An illustration is
rule. This rule states that the data in the distribution lies provided below in figure 7:
within one (1), two (2), and three (3) of the standard
deviation from the mean are approximately 68%, 95%,
and 99.70%, respectively. Since the area of a normal
curve is equal to 1 or 100% as stated on its
characteristics, there are only a few data which is 0.30%
falls outside the 3-standard deviation from the mean. For
instance, the distribution of the grades of the Senior High
School students in Statistics and Probability for the Third
Quarter is shown below in Figure 7.

Answer:
a. The scores 30 to 40 falls within the first standard
deviation from the mean. Therefore, the scores that
fall between 30 and 40 is approximately 68% of the
distribution.
b. Since 95% of the distribution lies within 2 standard
deviations from the mean, then the scores
corresponding to this area of the distribution are
scores from 25 up to 45.

Using the empirical rule, you can say that the distribution Illustrative Example 2: The district nurse of Candelaria
of the grades of the Senior High School in Statistics and East needs to measure the BMI (Body Mass Index) of the
Probability are distributed normally because the shape of Alternative Learning System students. She found out that
the graph is bell-shaped and symmetric about its mean, the heights of male students are normally distributed with
which is 87. This also indicates that most of the students’ a mean of 160 cm and a standard deviation of 7 cm. Find
grades fall close to the mean and fewer of them are far
below and/or above the mean
the percentage of male students whose height is within 7. Ninety-nine and seven-tenths percent (99.70%) of
153 cm to 174 cm. data lies within the 3-standard deviation from the
mean.

Solution:
The mean of this problem is 160, it is subtracted by 7 to
the left (e.g. 160 -7 = 153; 153-7 = 146; 146 – 7 = 139)
and add 7 to the right. (e.g. 160 + 7 = 167; 167 + 7 = 174
+ 7 = 181).

As stated in figure 8, 153 cm falls at 1 standard deviation

from the mean to the left and the height of 174 cm falls at
2 standard deviations from the mean to the right.
Therefore, it covers the whole 68% and 13.5%. of the
distribution and the sum of it is 81.5%

ANSWER: 81.5% of the male students have a height

between 153 cm to 174 cm

LEARNING TASK 4: WHAT I HAVE LEARNED

1. A normal random variable is a set of a numerical value
of continuous random variables which is normally
distributed.
2. Normal Distribution is a probability distribution of
continuous random variables. It also represents the
probability, or the proportion, or the percentage
associated with specific sets of measurement values.
3. A normal curve has the following characteristics:
a. It should be bell-shaped and symmetric about its
center
b. Both sides of the tails of a normal curve do not
touch the horizontal axis.
c. In the horizontal axis, use 0 at the center where
the mean is located and use 1, 2, and 3 to the
right and -1, -2 and -3 to the left. But still,
remember there is an integral part of each
number. However, it is not limited to the -3 and 3,
it is extended indefinitely
d. The distances between numbers in the horizontal
line or the x-axis are always equal.
4. Empirical rule. This rule states that the data in the
distribution lies within the 1, 2, and 3 of the standard
deviation of the mean.
5. Sixty-eight percent (68%) of data lies within 1
standard deviation from the mean.
6. Ninety-five percent (95%) of data lies within the 2-
standard deviation from the mean.
 Week
QNHS-SHS QUARTER 3
4
Learning Task No. 1 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
Learning Task No. 2 What’s New
Learning Task No. 3 What’s More
Learning Task No. 4 What I Have Learned
QNHS SHS 2nd Semester Statistics and Probability
LEARNING TASK 1. What I Know LEARNING TASK 2. What’s New
Choose the letter of the current answer. Write your answer in a You already knew that random sampling is a method of selecting a
separate sheet of paper. sample from a population in such a way that every member of the
1. What do you call to the set of all people, objects, events, or population is equally likely to be chosen as part of the sample. Do you
ideas researchers want to investigate? know that we have four ways to randomly select our sample? Yes, we
a. Data c. Sample have four types of random sampling which you will be able to define
b. Population d. Statistics and differentiate in the following activity.
2. Which of the following can be considered as the best sample?
a. conveniently chosen c. selected at random I. Match Column A with Column B
b. purposefully selected d. self-selected Column A Column B
3. From the given populations, which of the following sample is 1. Simple a. methodical procedure
most likely to be representatives of the population from which it 2. Systematic b. having few parts; not complex
is drawn? 3. Stratified c. to divide or arrange into classes
a. population: senior high school students sample: grade 10 4. Cluster d. a number of similar things that
students occur together
b. population: online shoppers sample: market vendors
c. population: users of social media sample: students II. You’ve just familiarized yourself with the keywords related to
d. population: SAP beneficiaries sample: government officials random sampling. Now you are ready to distinguish its
4. Which of the following is NOT a distinguishing feature of simple different types. Use your understanding of the previous
random sampling? activity to identify whether the following illustrates simple,
a. Each element in the population has an equal probability of systematic, stratified or cluster random sampling.
being selected 1. A researcher writes the name of each student on a piece of
b. Random numbers selected to decide which elements are paper, mixes the papers in a bowl, and draws 7 pieces of paper.
included as the sample. 2. A researcher selects every 7th student from a random list.
c. Each element has a unique identification. 3. A researcher tells the class to count and then selects those
d. Samples are selected based on the subjective judgment of students who count a multiple of 7 numbers.
the researcher. 4. A researcher separates the list of boys and girls, then draws 7
5. Which of the following is a type of random sampling method? names by gender.
a. Convenience c. purposive 5. A researcher surveys all students from 3 randomly selected
b. non-probability d. stratified classes out of 7 classes.

WHAT IS IT.
Identifying the different Random
DIFFERENT RANDOM SAMPLING TECHNIQUES
Sampling Techniques
1. SIMPLE RANDOM SAMPLING
A Simple random sampling technique is the most basic random
RANDOM SAMPLING sampling wherein each element in the population has an equal
In research, collecting data can either be done in the entire
probability of being selected. They are usually represented by a unique
population or the subset of this population called sample. If a
identification number that is written on equal-sized and shaped papers
researcher opts to use sample rather than a population, he must take
and then selection of samples is possible through the lottery method.
considerations on the number of samples and how these samples can
Random numbers selected to decide which elements are included as
be chosen out of his target population.
the sample. The drawing number of paper is based on the desired
A population includes all of its elements from a set of data.
number of samples.
The size of the population is the number of observations in the
population. For example, if ABSCBN network has 11,000 employees
having the required blood type in a certain study, then we have a
population of size 11,000.
Sample consists of one or more data drawn from the
population. It is a subset, or an incomplete set taken from a population
of objects or observations. Taking samples instead of the population
is less time-consuming and cost-effective. Although sampling has
advantages, it can also be a source of bias and inaccuracy.
Random Sampling is a sampling method of choosing
representatives from the population wherein every sample has an
equal chance of being selected. Accurate data can be collected using
random sampling techniques.
Example 1. A researcher writes the name of each student on a piece Example 3. A researcher separates the list of boys and girls, then
of paper, mixes the papers in a bowl, and draws 7 pieces of paper. draws 7 names by gender.

This example 1 illustrates simple random sampling. The pieces of Example 4 illustrates stratified random sampling because the
paper correspond to each student as elements of the population. All of students were divided into two different strata or groups, boys and
them have an equal chance of being selected as a sample by randomly girls. With a proportional number for each group, samples will then be
picking 7 pieces of paper in a bowl. selected at random from these two groups.

2. SYSTEMATIC RANDOM SAMPLING 4. CLUSTER SAMPLING

Systematic random sampling is a random sampling that uses a list of Cluster sampling is a random sampling wherein population is divided
all the elements in the population and then elements are being into clusters or groups and then the clusters are randomly selected. All
selected based on the kth consistent elements of the clusters randomly selected are considered the
samples of the study.

Example 4. A researcher surveys all students from 3 randomly

Example 2. A researcher tells the class to count and then selects selected classes out of 7 classes.
those students who count a multiple of 7 numbers.
Example 4 illustrates cluster sampling since all students are divided
Example 2 illustrate systematic random sampling because samples into clusters or classes, then 3 classes were selected at random out of
are being selected based on the kth consistent intervals. Selecting the 7 classes. All of the students of these three classes comprised the
every 7th student on the random list of names creates an equal chance samples of the study. Take note that each cluster is mutually
for all of the students. The same thing happened in selecting students homogeneous yet internally heterogeneous.
who count multiple of 7 or 7, 14, 21, and so on.
The sampling techniques that involve random selection are called
3. STRATIFIED RANDOM SAMPLING probability sampling. Likewise, simple random, systematic, and
Stratified random sampling is a random sampling wherein the stratified and cluster sampling are all probability sampling techniques.
population is divided into different strata or divisions. The number of
samples will be proportionately picked in each stratum that is why all There are also sampling techniques that do not involve random
strata are represented in the samples. selection of data. They are called non-probability sampling. An
example of this is convenience sampling wherein the researcher
gathers data from nearby sources of information exerting minimal
effort. Convenience is being used by persons giving questionnaires on
the streets to ask the passers-by.

Purposive sampling is also not considered a random sampling since

the respondents are being selected based on the goal of the studies
of the researcher. If the study is about the students who are children
of OFW, the researcher will get samples who are children of OFW.
This excludes other students from being a sample.
 To compute for the population variance, we apply the formula:
∑(𝑋 − 𝜇)2
Computing for the Parameter 𝜎2 =
𝑁
2 and Statistic
where:
𝑋 = given data
A parameter is a measure that is used to describe the population while 𝜇 = the population mean
statistic is a measure that is used to describe the sample. To 𝑁 = number of elements in the population
understand more, let us discuss the two measures.
Consider the data given above, to solve for the population variance
PARAMETER and population standard deviation, we have this table:
Below are grades in Statistics of Grade 11 students during the third Student’s
quarter. Grade (X) 𝑋−𝜇 (𝑋 − 𝜇)
Number
94 85 88 79 78 1 94 94 − 84 = 10 (10)2 = 100
75 89 91 84 77 2 85 85 − 84 = 1 (1)2 = 1
3 88 88 − 84 = 4 (4)2 = 16
POPULATION MEAN 4 79 79 − 84 = −5 (−5)2 = 25
The mean is the sum of the data divided by the number of data. The 5 78 78 − 84 = −6 (−6)2 = 36
mean is used to describe where the set of data tends to concentrate
6 75 75 − 84 = −9 (−9)2 = 81
at a certain point. Population mean is the mean computed based on
7 89 89 − 84 = 5 (5)2 = 25
the elements of the population or data. The symbol 𝜇 (read as “mu”) is
used to represent population mean. To compute for the population 8 91 91 − 84 = 7 (7)2 = 49
mean, we simply add all the data (𝑋) and then, divide it by the number 9 84 84 − 84 = 0 (0)2 = 0
of elements in the population (𝑁). We apply the formula: 10 77 77 − 84 = −7 (−7)2 = 49
∑𝑋 N = 10 ∑ 𝑋 = 840 ∑(𝑋 − 𝜇)2 = 382
𝜇=
𝑁
where:
The third column is computed through subtracting the mean to the
𝜇 = the population mean
∑ 𝑋 = the summation of x (sum of the measures) scores, while the fourth column is computed by squaring the third
column. Since there is a symbol 𝛴 or summation in the formula, we
𝑁 = number of elements in the population
need to add the computed values in the fourth column.
Grades in Statistics of Grade 11 Students during the Third Quarter
Again, for the population mean,
Student’s Number Grade (X) 840
1 94 𝜇= = 𝟖𝟒
10
2 85 For the population variance, we substitute the computed values to our
3 88 formula, thus
4 79 ∑(𝑋 − 𝜇)2 382
5 78 𝜎2 = = = 𝟑𝟖. 𝟐
𝑁 10
6 75
7 89 For the population standard deviation, we can also substitute the
8 91 computed values to the formula, or we can simply get the square root
9 84 of the variance.
10 77
N = 10 ∑(𝑋 − 𝜇)2 382
∑ 𝑋 = 840 𝜎=√ =√ = √38.2 ≈ 𝟔. 𝟏𝟖
𝑁 10

In our case, adding all the 10 grades will give us a sum of 840. Population mean (𝜇), population variance (𝜎 2 ) and population
∑𝑋
We substitute the values obtained to the formula 𝜇 = , therefore, standard deviation (𝜎) are what we called parameters.
𝑁
840
𝜇= = 𝟖𝟒
10
STATISTIC
Our computed population mean 𝜇 is 84. From the previous data of the population, suppose that we randomly
select only 7 data out of the total 10 data in the population.
POPULATION VARIANCE AND STANDARD DEVIATION
Variance and standard deviation determine how to spread 94 85 88 79 78
or to scatter each data on the set from the mean. Standard deviation 75 89 91 84 77
is simply the square root of the variance.
Compute the sample mean, sample variance, and sample standard
Population variance is the computed variance of the deviation. Here is the result:
elements of the population. The symbol 𝜎 2 (read as “sigma squared”)
is used to represent population variance.
SAMPLE MEAN where:
The sample mean is the average of all the data of the samples. The 𝑥̅ = given data
symbol 𝑥̅ (read as “x bar”) is used to represent the sample mean. To 𝑥̅ = the sample mean
compute for the sample mean, we simply add all the data and divide it 𝑛 = number of elements in the sample
by the number of elements in the sample (𝑛). We apply the formula:
As you would notice, the sample standard deviation is also the
∑ 𝑥̅ square root of the sample variance.
𝑥̅ =
𝑛
where: Population Sample
Student’s
𝑥̅ = the sample mean Student’s Student’s 𝑋−𝜇 (𝑋 − 𝜇)
Number
𝛴𝑥̅ = the summation of x (sum of the measures) Grade Grade
𝑛 = number of elements in the sample 1 94 94 94 − 84 (10)2
= 10 = 100
Grades in Statistics of Grade 11 Students during the Third Quarter 2 85
Population Sample 3 88 88 88 − 84 (4)2 = 16
Student’s Number
Student’s Grade Student’s Grade =4
1 94 94 4 79 79 79 − 84 (−5)2
2 85 = −5 = 25
3 88 88 5 78
4 79 79 6 75
5 78 7 89 89 89 − 84 (5)2 = 25
6 75 =5
7 89 89 8 91 91 91 − 84 (7)2 = 49
8 91 91 =7
9 84 84 9 84 84 84 − 84 (0)2 = 0
10 77 77 =0
N = 10 ∑ 𝑋 = 840 ∑ 𝑋 = 602 10 77 77 77 − 84 (−7)2
= −7 = 49
𝑁 = 10 ∑𝑋 ∑𝑋 ∑(𝑥̅
In our case, adding the 7 samples will give us a sum of 602.
∑𝑥
We substitute to the formula 𝑥̅ = , therefore, = 840 = 602 − 𝑥̅ )2
𝑛
602 = 236
𝑥̅ = = 𝟖𝟔
7
Our computed sample mean 𝑥̅ is 86. The fourth column is computed by subtracting the mean to the grades,
while the last column is computed by squaring the third column. Since
In this example, there is a slight difference between the population there is a symbol 𝛴 or summation, we need to add the computed
mean and the sample mean. But notice that there is no difference values.
regarding the method in determining the value of the population mean
and the sample mean. For the divisor, the population mean 𝜇 uses 𝑁 Again, the sample mean is
(population size) while sample mean 𝑥̅ applies 𝑛 (sample size). 602
𝑥̅ = = 𝟖𝟔
7
SAMPLE VARIANCE AND SAMPLE STANDARD DEVIATION
Sample variance is the computed variance of the elements For the sample variance, that is
of the sample. 𝑠 2 is used to represent sample variance. ∑(𝑥̅ − 𝑥̅ )2 236 236
𝑠2 = = = ≈ 𝟑𝟗. 𝟑𝟑
𝑛−1 7−1 6
To compute for the sample variance, we apply the formula:
∑(𝑥̅ − 𝑥̅ )2 For the sample standard deviation, we have
𝑠2 =
𝑛−1 ∑(𝑥̅ − 𝑥̅ )2 236 236
where: 𝑠2 = √ =√ =√ ≈ √39.33 ≈ 𝟔. 𝟐𝟕
𝑛−1 7−1 6
𝑥̅ = given data
𝑥̅ = the sample mean
𝑛 = number of elements in the sample Sample mean (𝑥̅), sample variance (𝑠 2 ) and sample standard
deviation (𝑠) are what we call statistic.
Sample standard deviation is the computed standard deviation of the Remember that parameters are for population while statistics are
elements of the sample. 𝑠 is used to represent sample standard for sample.
deviation.
Other examples of parameters and statistics are the population
To compute for the sample variance, we apply the formula: proportion and correlation coefficient. For population proportion, we
use “𝑝” for sample and “𝑃” for the population. In correlation coefficient,
∑(𝑥̅ − 𝑥̅ )2 we use “𝑟” for the sample and “𝜌” (read as rho) for the population.
𝑠2 = √
𝑛−1 These will be discussed in the latter part of this course.
*LEARNING TASK 3. WHAT’S IS IT During your junior high school classes, you already
Since the difference between parameter and statistic is already clear discussed frequency distribution and on the earlier part of this course,
to you, let us now apply the different parameters and statistics of the you also tackled the probability distribution. In this module, we will
following data. Believe me, you can do this! discuss another distribution, the sampling distribution of the mean.
Sampling distribution shows all the possible samples, in a given
Independent Assessment 1 population, together with their mean. It describes the probability of the
The following are the scores of ten ABM students in their fourth-quarter mean of all sets of samples with the same sample size n. The idea of
examination: sampling distribution helps us to recognize how we use one random
26 37 45 35 31 sample to conclude for the population. It defines the entire possible
47 23 34 44 38 statistic we could conclude up with.

Complete the table and compute for the population mean, population WHATS NEW
variance, and population standard deviation. SHOW YOUR A population of Senior High School consists of numbers 1, 2, 3, 4, and
COMPLETE SOLUTION. Write your output on a separate sheet of 5.
paper.
Student Scores (X) 𝑿−𝝁 (𝑿 − 𝝁)𝟐 Let us create a sampling distribution of size 3 by following the steps.
Number A. First, let us evaluate the combination of N (population size)
1 objects taken n (sample size) at a time. Therefore, we have
2 𝑁 𝐶𝑛 = 5 𝐶3 = __________ samples
3 To get this, we apply the formula for a combination of N taken n
4 at a time, 𝑁 𝐶𝑛 , where N is the size of the population, and n is
5 the sample size.
6
7 B. For the second step, write all the possible samples and compute
8 for the mean of each sample. To complete the table, compute for
9 the sample mean, samples are already given.
10 Observation Sample Mean
𝑵= 1 1, 2, 3 (1 + 2 + 3) ÷ 3 = 6 ÷ 3 = 2
∑ 𝑿 =? ∑(𝑿 − 𝝁)𝟐 2 1, 2, 4 2.33
3 1, 2, 5
Write your computations here! 4 1, 3, 4
Population 5 1, 3, 5
Population Population
Standard 6 1, 4, 5
Mean Variance
Deviation 7 2, 3, 4
8 2, 3, 5
9 2, 4, 5
10 3, 4, 5

C. Then, construct a frequency distribution of the sample mean.

Sample Mean Frequency
2
2.33
2.67
Identifying Sampling 3
3.33
3 Distribution of Statistics 3.67
4

SAMPLING DISTRIBUTION OF THE SAMPLE MEAN Sampling distribution of the sample means is a frequency
distribution using the computed sample mean from all the
In almost all fields of study, we gather data. These data are possible random samples of a particular sample size taken from
used to estimate things about the nature of human beings, the given population.
phenomena, and even our world. If the number of elements in the
population is too many, it will be extremely hard for the researchers to D. Lastly, add another column for the probability distribution. The
collect all data from the group. In some cases, we need to use random probability distribution of the sample means is also called the
sampling to get the appropriate statistic from the samples to draw sampling distribution of the sample mean. Since we have 10
conclusions that would represent the population. However, there can possible outcomes, for the probability, the denominator will be 10
be numerous different sets of possible samples of the same size that and the number on the numerator part will be the number of
can be drawn from a given population. If we gather another set of a frequencies.
random sample, wouldn’t be the sample mean become different? How
can we be sure that one set of random samples can represent the
entire population? How can we tell that our statistic is accurate?
E. 3. Construct a frequency and probability distribution table of the
Sample Mean Frequency Probability 𝑷(𝒙) sample means indicating its number of occurrence or the
2
1
1
= 0.1
frequency and probability.
10 Sample Mean Frequency Probability 𝑷(𝒙)
2.33 1 1
2.67 2 2 1 = 0.10
10
3 2
3.33 2 1
2.33 1 = 0.10
3.67 1 10
4 1 1
2.67 2 = 0.20
20
If we are to create a histogram, the sample means will be placed on 1
the x-axis while the probability will be placed on the y-axis. 3 2 = 0.20
20
1
3.33 2 = 0.20
20
1
3.67 1 = 0.10
10
1
4 1 = 0.10
10

*LEARNING TASK 4. WHAT I CAN DO.

Since you already know how to construct the sampling distribution of
the sample mean and its corresponding histogram, let us apply your
knowledge in the following data

The ages of ALS learners in Bagong Pag-asa Community Learning

WHAT IS IT Center (CLC) are 19, 20, 15, 17, 27, and 22. Consider samples of size
Sampling distribution of the sample means is a frequency 4 that can be drawn from this population.
distribution using the computed sample mean from all the possible
random samples of a particular sample size taken from the given a. List down all the possible samples and corresponding sample
population. mean.
Sample Sample Mean
Steps to follow in making a sampling distribution of the sample mean:
1. Determine the number of sets of all possible random samples that
can be drawn from the given population by using the formula,
𝑁 𝐶𝑛 , where 𝑁 is the population size and 𝑛 is the sample size.

b. Construct the sampling distribution of the sample mean.

In our activity, we are given with a population of 1, 2, 3, 4, and 5
Sample Mean Frequency Probability
and sample size of 3, therefore we have
𝑁! 5! 5! 𝑷(𝒙)
𝑁 𝐶𝑛 = 5 𝐶3 = = =
[𝑛! (𝑁 − 𝑛)!] 3! (5 − 3)! 3! (2!)
5∙4∙3∙2∙1 5∙4
= = = 𝟏𝟎
(3 ∙ 2 ∙ 1)(2 ∙ 1) 2 ∙ 1

P.S. You can use your calculator to function nCr c. Draw a histogram of the sampling distribution of the sample
mean.
2. List all the possible random samples and solve for the sample
mean of each set of samples.
Sample Mean
1, 2, 3 2
1, 2, 4 2.33
1, 2, 5 2.67
1, 3, 4 2.67
1, 3, 5 3
1, 4, 5 3.33 References:
2, 3, 4 3 Department of Education [DepEd], Region IV A – CALABARZON
2, 3, 5 3.33 (2020), Statistics and Probability, ADM Module (First Edition), Gate
2, 4, 5 3.67 2, Karangalan Village, San Isidro, Cainta Rizal, 1800
3, 4, 5 4
QNHS SHS 2nd Semester Statistics and Probability
Mark is conducting a survey on grade 12 students of Nasyonalismo
Finding the Mean and Variance of the High School. He found out that there are only few students who knew
Sampling Distribution of the Sample
1 Mean
about the makers of the Philippine flag consisting of 1, 2, 3, 4, and 5
SHS students from 5 sections. Suppose that the sample size of 2
sections were drawn from this population (without replacement),
describe the sampling distribution of the sample means.
Statisticians do not just define the discrepancy of the
individual data values about the mean of the population. They are also 1. What is the mean and variance of the sampling distribution of the
concerned to know how the means of the samples of the same size sample means?
taken from the same group vary about the population mean. In this 2. Compare these values to the mean and variance of the
lesson, you will learn how to describe the sampling distribution of the population.
sample mean by computing its mean and variance.

LEARNING TASK 1. WHAT’S IN

Let’s have this first for a review. Find out if you are ready to learn the
next lesson by answering the activity.

A. The following are sample data obtained from the Statistics quiz of
22 students in Math High School in Quezon Province. Compute
the mean and variance of the frequency distribution.

B. Mean and Variance of the Probability Distribution

Complete the table below and find the mean and variance of the
given probability distribution

LEARNING TASK 2. WHAT’S NEW

Can you identify the steps in finding the mean and variance of the
sampling distribution of sample means? Study the following problem
to perform this task.

Instruction: Identify the steps in solving the mean and variance of the
sampling distribution of the sample means by analyzing each given
illustration.
 WHAT IS IT
Based on the previous activity, the mean of the population is equal to
the sample mean. This happens because all samples obtained of n
size came from the same population. The variance of the population is
greater than the variance of the sample means since a sample of 𝑛 is
less than the population 𝑁 then the data vary by a small amount as
compared to the population. The activity also taught you the steps in
finding the mean and variance of the sampling distribution of the
sample mean.

Mean of the Sampling Distribution of the Sample Mean

̅ ∙ 𝑷(𝑿
𝝁𝒙̅ = ∑[𝑿 ̅ )]

SOLUTION:
𝛴𝑥 Variance of the Sampling Distribution of the Sample Mean
1. Compute the mean of the population using the formula µ = .
𝑁 ̅ ) ∙ (𝑿
𝝈𝟐𝒙̅ = ∑[𝑷(𝑿 ̅ − 𝝁)𝟐 ]
The value equals to 3.0.
2. Compute the variance of the population using the formula or
𝛴(𝑥 − µ)2
2
𝜎 = . ̅ 𝟐 ∙ 𝑷(𝑿
𝝈𝟐𝒙̅ = ∑[𝑿 ̅ )] − 𝝁𝟐
𝑁
a. Subtract each measurement by the computed population or
mean. 𝝈𝟐 𝑵−𝒏
b. Square the results obtained in (a) then add. Divide the sum 𝝈𝟐𝒙̅ = ∙
𝒏 𝑵−𝟏
for finite population
by the frequency of measurement to get the value of the
population variance. The value equals to 2.0. 𝝈𝟐
3. Determine the number of possible samples of size 2 (without 𝝈𝟐𝒙̅ = for infinite population
𝒏
replacement). Use the combination formula 𝑁 𝐶𝑛 where 𝑁 is the
population size and 𝑛 is the sample size. Where
4. List all possible samples and compute the corresponding 𝝁𝒙̅ mean of the sampling distribution of the
means. sample mean
5. Construct the sampling distribution of the sample means. 𝝈𝟐𝒙̅ variance of the sampling distribution of
6. Compute the mean of the sampling distribution of the the sample mean
sample means. Follow these steps: ̅ ∙ 𝑷(𝑿
∑[𝑿 ̅ )] sum of the products of the sample mean
a. Multiply each sample mean by the corresponding and the probability of the sample mean
probability. 𝜇 population mean
b. Add the results obtained in a. (The sum of the values 𝜎2 population variance
corresponding to that column is the mean of the 𝑛 sample size
sampling distribution of the sample means.) 𝑁 population size
𝑋̅ sample mean
𝝁𝒙̅ = ∑[𝑿 ̅ ∙ 𝑷(𝑿̅ )] ̅)
𝑷(𝑿 probability of the sample mean
̅ − 𝝁)𝟐
(𝑿 square of the difference between the
7. Compute the variance of the sampling distribution of the sample mean and population mean
sample means using the formula ̅ ) ∙ (𝑿
∑[𝑷(𝑿 ̅ − 𝝁)𝟐 ] summation of the products of probability
̅ ) ∙ (𝑿
̅ − 𝝁)𝟐 ] of the sample mean and the square of the
𝝈𝟐𝒙̅ = ∑[𝑷(𝑿
difference between the sample mean and
the population mean
Follow these steps: 𝜇2 square of the population mean
a. Subtract the population mean from each sample mean. 𝑋̅ 2 square of the sample mean
b. Square the difference obtained in a. ̅ 𝟐 ∙ 𝑷(𝑿
𝑿 ̅) product of the square of the sample mean
c. Multiply each result in b by the corresponding and the probability of the sample mean
probability. ̅ 𝟐 ∙ 𝑷(𝑿
̅ )] sum of the product of the square of the
∑[𝑿
d. Add the results in c. (The sum is the variance of the sample mean and the probability of the
sampling distribution of the sample means.). sample mean

MIND THIS:
The mean of the population is equal to the sampling distribution of
sample mean
 Defining Sampling Distribution of the SOLUTION:
1. KNOWN – This is a population data. Although the value of the
Sample Mean for Normal Population
2 variance is not given, you can still determine the population mean
and population variance of the data using the formulas 𝜇 =
𝑋 (𝑋−𝜇)2
∑ , 𝜎2 = ∑ respectively. So, this situation is an
As stated from the previous lessons, one of the most important uses 𝑁 𝑁
example of the sampling distribution when the variance is known.
of statistics is to arise a valid generalization of the population based on 𝜎
statistics of the sample. Since many samples can be chosen from the Since the population variance can be calculated, used 𝜎𝑋 =
√𝑛
same population, each sample having its own statistics- the mean, in the computation of the standard error of the mean.
variance etc.-quite different from those of other samples, the variation 2. UNKNOWN- The population variance is unknown. The given
poses a problem regarding the reliability of the characteristics of the values are the population mean 𝜇 = 15, the sample standard
population estimated from one sample. However, if the samples are deviation 𝑠 = 6, and the sample size 𝑛 = 16. Use the formula 𝑠𝑥 =
𝑠
probability samples, the reliability of the results can be measured and for the standard error of the mean.
√𝑛
at the same time, the parameters can be estimated with a high degree
3. KNOWN- the population variance is given with the value of the
of confidence. This lesson is intended to define those statistical
square of the standard deviation 𝜎 2 = 152 . Apply the formula
techniques designed to meet these ends. 𝜎
𝜎𝑥 = in computing for the standard error of the mean.
√𝑛
WHATS NEW! 4. UNKNOWN- The population variance is unknown. The only given
Activity 1: KNOWING MO NA? values are the population mean 𝜇 = 92.78 and the sample size 𝑛
𝑠
Instruction: Read and analyze the following situations. Determine = 10. Use the formula 𝑠𝑥 = for the standard error of the mean.
√𝑛
whether the following statements have a known or unknown population
5. KNOWN – This is a population data, you can determine the
variance. Write your answer on the space provided. Identify also the
population mean and variance of the data using the formulas
formula to be used to estimate the standard error of the mean by 𝑋 (𝑋−𝜇)2
writing the symbol 𝜎𝑥̅ , when the population variance is known and the 𝜇 = ∑ , 𝜎2 = ∑ . So, this situation is an example of
𝑁 𝑁
symbol 𝑠𝑥̅when the population variance is unknown the sampling distribution where the population variance can be
𝜎
computed. Apply the formula 𝜎𝑋 = to solve for the standard
√𝑛
Situation Answer Standard
error of the mean.
Error
Formula WHAT IS IT
1. Because of Inclusive Based on the previous activity, you learned from the situations
Education, learners with presented that by analysis, you can easily find out if the given problem
disabilities are also part of the provides the value of the population variance or if the population
normal students. Consider a variance is unknown. Also, when the population variance is known, the
population of the PWD learners standard deviation of the sampling distribution of the mean is
consisting of 1, 2, 3, 4, and 5. 𝜎 𝑠
computed using the formula 𝜎𝑥 = , while the formula 𝑠𝑥 = is
Samples of size 2 are drawn √𝑛 √𝑛
from this population. used to estimate the standard error of the mean when the population
2. Given 𝜇 = 15, 𝑠 = 6 𝑎𝑛𝑑 𝑛 = 16 variance is unknown.
3. IQ scores are normally
Distribution of the Sample Mean for Normal Population
distributed with standard
1. Population variance 𝜎 2 is known
deviation 𝜎 = 15 𝑝𝑜𝑖𝑛𝑡𝑠. You
wish to determine the 𝜇 IQ of all
The population has a mean μ and variance of 𝜎 2 , the distribution of
students in Matiyaga National
the sample mean is (at least approximately) normal and standard error
High School by taking a
random sample of 16 students of the mean 𝜎𝑥 = 𝜎 √𝑛 , where 𝜎 is the population standard
deviation and 𝑛 is the sample size. To determine the probability of a
4. The general weighted average
(GWA) of the Grade 7 certain event, we can use the 𝑧 − 𝑑𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑖𝑜𝑛 by transforming the
applicants for admission in mean of the sample data to an approximately normal variable 𝑧 , using
𝑥−𝜇
QSHS over the past 7 years the relation 𝑧 = 𝜎 . This distribution is best applied for large
⁄
has been consistently 𝜇 = √𝑛
sample sizes, say 𝑛 ≥ 30.
92.78. This year a sample data
of the applicant’s GWA are 98,
89, 92, 95, 96, 90, 91, 92, 97 2. Population variance 𝜎 2 is unknown
and 93 𝑠
The standard error of the mean becomes 𝑠𝑥 = , where 𝑠 is the
5. A finite population composed of √𝑛
six items whose values are 2, 3, point-estimate of 𝜎 (population standard deviation) or the sample
6, 7, 8, and 10. Samples of 3 standard deviation and 𝑛 is the sample size. To estimate the
items are drawn at random population parameters, we can use the 𝑡 − 𝑑𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑖𝑜𝑛 by using
𝑥−𝜇
without replacement. the formula 𝑡 = 𝑠 . Remember that as 𝑛 the sample size is very
⁄
√𝑛
large, the standard deviation 𝑠 is almost indistinguishable from the
population standard deviation 𝜎 and therefore 𝑡 and 𝑧 distributions are
essentially identical. Remember that, we use the 𝑡 − 𝑑𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑖𝑜𝑛 operation
for small sample size, say 𝑛 < 30. manager said
that the
*LEARNING TASK 3. WHATS MORE! average
Independent Activity drugstores in
DEFINE THE SAMPLING DISTRIBUTION OF THE SAMPLE MEAN his chain sell
FOR NORMAL POPULATION WHEN THE VARIANCE IS KNOWN 12 boxes of the
AND UNKNOWN. Flexcoslow a
day with a
Instruction: Read and analyze the following situations and supply the standard
values of the following variables (if there is any). On the third column, deviation of 2
write known on the space provided if the situation gives or can boxes. To find
compute the value of the variance, otherwise write unknown. Identify out if this is
also the formula to be used to estimate the standard error of the mean true, the owner
by writing the symbols 𝝈𝒙̅ , when the population variance is known and randomly
𝒔𝒙̅ when the population variance is unknown. selected 10
stores and
Standard found that the
Situation Given Answer Error mean is 15
Formula boxes with a
1. Consider a standard
population deviation of 1
consisting of 1, box.
2, 3, 4, 5, 8, 9, 5. The mean
𝑁 = ____
and 11. height of the
Samples of 𝑛 = _____ students at
size 3 are Maligaya
drawn from this Elementary
population. School is
2. Given the 137.16 cm. To
population find out if the 𝑛= ____
mean of 12, statement is
𝑛 = _____ 𝜇= ______
and a sample true, a sample
𝜇 = ______ 𝑋̅ ̅= _____
standard of 15 students
𝑠 = ______ is taken from 𝑠 = ______
deviation of 3
in a sample the population.
size of 125 The mean of
3. A population the sample is
composed of 139.1 cm with
11 items a standard
whose deviation of
measurements 2.23 cm.
are 12, 7,
𝑁= _____ *LEARNING TASK 4. WHAT I HAVE LEARNED
9,11,8, 20, 23,
𝑛= ______
18, 13, 22, and Answer the following questions honestly. Write your answer on
10. Samples of a separate sheet of paper.
5 items are 1. What formula is used to determine the standard error of the
drawn at mean when the population variance is unknown?
random without 2. What necessary formula should be used to find the mean
replacement.
of the sampling distribution of the sample mean when the
4. The owner of
the drugstore
population variance is known?
chain has 100 3. What is the test variate used when the population variance
drugstores that 𝑁 =_____ is unknown and when the population variance is known?
sell 𝑛= _____
Flexcoslow, a 𝜇= ______ References:
surgical mask 𝜎 2 = _____ Department of Education [DepEd], Region IV A – CALABARZON
that prevents a 𝑋̅ ̅= _____ (2020), Statistics and Probability, ADM Module (First Edition), Gate
person from 𝑠= ______ 2, Karangalan Village, San Isidro, Cainta Rizal, 1800
catching liquid
droplets of
viruses. His
 Statistics and
QNHS SHS 2nd Semester
Probability
LEARNING TASK 1. WHAT I KNOW: ILLUSTRATING THE CENTRAL
Read and analyze each item carefully. On a
LIMIT THEOREM
separate paper, write the letter of the correct answer
for each statement that corresponds to your answer. LEARNING TASK 2: WHATS IN

1. If the mean of the sampling distribution of the Activity 1

mean is 6.5, which of the following statements Consider the population of Senior High
best describe the population mean? School consisting the values: 1,2,3,4,5 and 6.
a. The population decreases by 6.5 Compute the following:
b. The population is greater than 6.5 1. Population Mean
c. The population mean is also equal to 6.5 2. Population Variance
d. The population mean and mean of the 3. Population Standard Deviation
sampling distribution of the means cannot be 4. Illustrate the Probability Histogram of the
compared. sampling distribution of the means
2. What does the Central Limit Theorem state?
a. the sample size is large Activity 2
b. all possible samples are selected Consider all the possible samples of size 2
c. the standard error of the sampling that can be drawn with replacement from the
distribution is small population 1, 2, 3, 4, 5, and 6. Create a sampling
d. the standard deviation is sufficiently large distribution of the sample mean.
than the normal Compute the following:
3. The Central Limit Theorem states that the mean 1. Mean of the sampling distribution of the sample
of the sampling distribution of the sample mean mean
is 2. Variance of the sampling distribution of the
a. larger than the population mean. sample mean
b. exactly equal to the population mean. 3. Standard deviation of the sampling distribution of
c. close to the population means if the sample the sample mean
size is large. 4. Illustrate the probability histogram of the
d. equal to the population mean divided by the sampling distribution of the mean.
square root of the sample size
4. The _________ states: “As the sample size n From Activities 1 & 2, compare the following:
increases, the shape of the distribution of the 1. population mean and the mean of the sampling
sample means taken without replacement from a distribution of the sample mean
population with mean 𝜇 and the standard 2. population variance and the variance of the
deviation 𝜎 will approach a normal distribution.” sampling distribution of the sample mean
a. Z distribution 3. population standard deviation and the standard
b. Central limit theorem deviation of the sampling distribution of the
c. chi distribution sample mean
4. probability histogram of the population and the
d. Pythagorean theorem
5. If a population has a mean of 12.8, what is the sampling distribution of the mean with size 2
mean of the sampling distribution?
a. Less than 12.8 Show your comparisons
b. Larger than 12.8
c. Closer to 12.8
d. Exactly the same as 12.8
WHAT IS IT 3. To solve for the population standard deviation,
In activity 1, we get the population mean using the ∑(𝑋−𝜇)2
∑𝑋 𝜎=√ thus. We have
formula 𝜇 = , where 𝑁
𝑁
𝜇 – population mean 17.5
∑ 𝑋 – sum of all data in terms of X 𝜎=√
6
𝑁 – population size.
𝜎 ≈ √2.92
𝜎 ≈ 1.71
Therefore, we have
∑𝑋 4. For the probability histogram of the population
𝜇= Substitute wherein 𝑋 = 𝑥 and 𝑛 = 1, we have
𝑁
= Add each data divided by
1+2+3+4+5+6
6
the population size
21
= Simplify
6
𝜇 = 3.5 (population mean)

To solve for the population variance, subtract each

data to the population mean and square the result.
For Activity 2, the table shows and summarizes the
information needed to compute the mean, variance,
The table below shows the summary of the
and standard deviation of the sampling distribution
difference between each data and the computed
of the sample mean.
population mean in the second column while the
square of each is on the third column. While the
Sample ̅ ̅
fourth column shows the probabilities of each data. Obser (𝑿 (𝑿
Sample Mean
vation ̅) − 𝝁𝒙 ) − 𝝁𝒙 )𝟐
(𝑿
𝑿 Data – Square of Probability 1 (1,1) 1 - 2.5 6.25
Population the Data – 𝑷(𝑿) 2 (1,2) 1.5 -2 4
Mean Population 3 (1,3) 2 - 1.5 2.25
(𝑿 − 𝝁) Mean
4 (1,4) 2.5 -1 1
(𝑿 − 𝝁)𝟐
5 (1,5) 3 - 0.5 0.25
1 1 – 3.5 = −2.5 (−2.5)2 1
6 (1,6) 3.5 0 0
= 6.25 6
1
7 (2,1) 1.5 -2 4
2 2 − 3.5 = −1.5 (−1.5)2
= 2.25
8 (2,2) 2 - 1.5 2.25
6
3 3 − 3.5 = −0.5 (−0.5)2 1 9 (2,3) 2.5 -1 1
= 0.25 6 10 (2,4) 3 - 0.5 0.25
4 4 − 3.5 = 0.5 (0.5)2 = 0.25 1 11 (2,5) 3.5 0 0
6 12 (2,6) 4 0.5 0.25
5 5 − 3.5 = 1.5 (1.5)2 = 2.25 1 13 (3,1) 2 - 1.5 2.25
6 14 (3,2) 2.5 -1 1
6 6 − 3.5 = 2.5 (2.5)2 = 6.25 1
15 (3,3) 3 - 0.5 0.25
6 16 (3,4) 3.5 0 0
N=6 ∑(𝑥 − 𝜇)2 = ∑ 𝑷(𝑿) = 𝟏 17 (3,5) 4 0.5 0.25
17.5
18 (3,6) 4.5 1 1
19 (4,1) 2.5 -1 1
2. Solve for the population variance using the
20 (4,2) 3 - 0.5 0.25
formula 21 (4,3) 3.5 0 0
∑(𝑋 − 𝜇)2 22 (4,4) 4 0.5 0.25
𝜎2 =
𝑁 23 (4,5) 4.5 1 1
17.5 24 (4,6) 5 1.5 2.25
=
6 25 (5,1) 3 - 0.5 0.25
2
𝜎 ≈ 2.92 26 (5,2) 3.5 0 0
27 (5,3) 4 0.5 0.25
 28 (5,4) 4.5 1 1 Sampling Distribution of the sample mean with
29 (5,5) 5 1.5 2.25 replacement
30 (5,6) 5.5 2 4
31 (6,1) 3.5 0 0 Probability
̅
𝑿 𝒇
32 (6,2) 4 0.5 0.25 𝑷(𝑿)
33 (6,3) 4.5 1 1 1
1 1
34 (6,4) 5 1.5 2.25 36
35 (6,5) 5.5 2 4 2
1.5 2
36 (6,6) 6 2.5 6.25 36
3
∑(𝑋̅ − 𝜇𝑥 )2 2 3
∑ 𝑋̅ = 𝟏𝟐𝟔 36
= 𝟓𝟐. 𝟓 4
2.5 4
36
Let us now solve for the mean, variance, and 5
3 5
standard deviation of the sampling distribution with 36
sample size 2 (with replacement). 6
3.5 6
36
1. Mean of the sampling distribution of the sample 5
4 5
mean 36
4
∑ 𝑋̅ 4.5 4
𝜇𝑋̅ = 36
𝑁 3
where n is the number of all possible samples of 5 3
36
size 2 2
5.5 2
36
126 1
𝜇𝑋̅ = 6 1
3.5 36

𝝁𝑿̅ = 𝟑. 𝟓
2. Variance of the sampling distribution of the
sample mean
2
2
∑(𝑋̅ − 𝜇𝑥 )
𝜎𝑥 =
𝑛

52.5
𝜎𝑥2 =
36

≈ 1.46
3. Standard Deviation of the sampling distribution
of the sample mean
2 In What’s New part, we compared the values
∑(𝑋̅ − 𝜇𝑥 )
𝜎𝑋̅ = √ solved through the data in the population and the
𝑛 sampling distribution.
where n is the number of all possible samples of size
2 1. The population mean 𝜇 = 3.5 while the mean of
the sampling distribution 𝜇𝑋̅ = 3.5. Notice that
52.6
𝜎𝑋̅ = √ the population mean is equal to the mean of the
36
sampling distribution. That is 𝜇 = 𝜇𝑋 .
≈ 1.21 2. The population variance 𝜎 2 ≈ 2.92 while the
4. To illustrate the probability histogram of the variance of the sampling distribution 𝜎𝑋2̅ ≈ 1.46.
sampling distribution of the sample, the following Notice that if we divide the population variance
table is needed: by the sample size of 2, we have 1.46 which
equal to the variance of the sampling
 2.92 As discussed previously, if the population is normally
distribution of the sample mean. That is, 2
=
𝜎2 distributed, the sampling distribution of the sample
1.46 therefore 𝜎𝑋2̅ = . mean is also normally distributed. But what if the
𝑛
3. The population standard deviation 𝜎 ≈ 1.71 population is not normal?
while the standard deviation of the sampling
distribution 𝜎𝑋 ≈ 1.21. Notice that if we divide That is where the Central Limit Theorem addressed
the population standard deviation by the square this question. The distribution of the sample mean
root of the sample size of 2, we have 1.21 which tends toward the normal distribution as the sample
is equal to the standard deviation of the sampling size increases, regardless of the distribution from
1.71 which we are sampling. As a simple guideline, the
distribution. That is, 2
= 1.21. Therefore,
√
𝜎 sample mean can be considered approximately
𝜎𝑋 = . normally distributed if the sample size is at least
√𝑛
4. The probability histogram of the population 30 (𝑛 ≥ 30 ).
wherein n=1 looks like this
If the sample size is sufficiently large, the Central
Limit Theorem can be used to answer the sample
mean in the same manner that a normal distribution
can be used to answer questions about individual
samples. This also means that even if the population
is not normally distributed, or if we don’t know of its
distribution, the Central Limit Theorem allows us to
While the probability histogram of the sampling conclude that the distribution of the sample mean will
distribution of the sample mean with size n = 2 looks be normal if the sample size is sufficiently large. It is
like this. generally accepted that a sample size of at least 30
is large enough to conclude that the Central Limit
Theorem will ensure a normal distribution in the
sampling process regardless of the distribution of the
original population. Further, we can continue to use
the z conversion formula in our calculations. This
time we will use the formula,

𝑋̅ − 𝜇
𝑍= 𝜎
√𝑛

The illustration above is more likely to have a curve Why it is important to know the Central Limit
of a normal distribution while the probability theorem?
histogram of the population is not normally
distributed. Many statistics have distributions that are
approximately normal for large sample sizes, even
Based on our activity, it was evident in the Central when we are sampling from a distribution that is not
Limit Theorem that the sampling distribution will be normal. This means that we can develop statistical
approximately normally distributed for large sample inference procedures that are based on the normal
sizes regardless of the distribution from which we distribution, even if we are sampling from a
are sampling. Also, it is important to recall that the population that is not normal, provided we have a
mean of the sampling distribution of the sample large sample size.
mean is equal to the population mean: 𝜇𝑋 = 𝜇 and
the standard deviation of the sampling distribution of Let us illustrate this through this example:
the sample mean (sampling with replacement) is Suppose that the average age of the people living in
𝜎 a Barangay is 34 with a standard deviation of 4. If
equal to: 𝜎𝑋 = 𝑛 .
√
100 residents of a certain Barangay decided to take
summer outing after COVID-19 pandemic and
Enhanced Community Quarantine has been lifted for
bonding and relaxation, what is the probability that
the average age of these residents is less than 35?

Solution:
It is not given that the population is normally
distributed but since n > 30, then you can assume
that the sampling distribution of the mean ages of
100 barangay residents is normal according to the
Central Limit Theorem.

The Central Limit Theorem describes the normality

of the distribution of the sample mean taken from a
population that is not normally distributed.
Calculate the sample mean, the histogram of the
Step 1: Write the given data illustration comes to be normally distributed. And
𝜇 = 34 ; 𝜎 = 4 ; 𝑋̅ = 35 ; 𝑛 = 100 that is where the Central Limit Theorem is used to
make better inferences.
Step 2: Convert the raw score to the standard
score using the formula. SOLVING PROBLEMS
𝑋̅ − 𝜇
𝑧= 𝜎 INVOLVING SAMPLING
√𝑛 DISTRIBUTION OF THE SAMPLE
35 − 34 10 MEAN
𝑧= = = 2.5
4 4
√100 A sampling distribution of the sample mean is a
frequency distribution of the sample mean computed
Step 3: Use the Z table to find P (Z < 2.5). from all possible random samples of a specific size
n taken from a population. The probability
𝑃(𝑍 < 2.5) = 0.9938 distribution of the sample mean is also called the
Therefore, the probability that the random sample sampling distribution of the sample mean. The
of 100 persons has an average of fewer than 35 standard distribution of the sampling distribution of
years is 0.9938 or 99.38%. the sample mean is also known as the standard
error of the mean.
Consider the illustrations below for a better
understanding of the Central Limit Theorem. Still Here are the steps to solve problems involving
refer to our previous example: sampling distribution of the sample mean.
Step 1: Identify the given information
Suppose that the average age of the people living in Step 2: Identify what is asked for:
a Barangay is 34 with a standard deviation of 4. One Step 3: Identify the formula to be used
hundred (100) residents of a certain Barangay Step 4: Compute for the Probability
decided to take summer outing after COVID-19
pandemic and Enhanced Community Quarantine EXAMPLE:
has been lifted for bonding and relaxation. Probable Time
The mean time it takes a group of senior high
If we make a relative histogram of samples with students to complete a certain examination is 50.6
various sample sizes, it would look like the minutes. The standard deviation is 6 minutes.
histograms below Assume that the variable is normally distributed.

1. What is the probability that a randomly selected

senior high school student will complete the
examination in less than 48 minutes?
2. If 49 randomly selected senior high school Therefore, the probability that a randomly selected
students take the examination, what is the college student will complete the examination in less
probability that the mean time it takes the group than 48 minutes is 0.3336 or 33.36%
to complete the test will be less than 48
minutes? 2. If 49 randomly selected senior high school
students take the examination, what is the
3. If 49 randomly selected senior high school probability that the mean time it takes the group
students take the examination, what is the to complete the test will be less than 48
probability that the mean time it takes the group minutes?
to complete the test will be more than 51 Step 1: Identify the given information
minutes? 𝜇 = 50.6
𝜎=6
4. If 49 randomly selected senior high students 𝑋 = 48
take the examination, what is the probability that 𝑛 = 49
the mean time it takes the group to complete the Step 2: Identify what is asked for:
test is between 47.8 and 53 minutes? 𝑃(𝑋 ˂ 48)
Step 3: Identify the formula to be used
The problem is dealing with data about the sample
SOLUTION:
mean or 𝒏 observations, so the formula to be used
1. What is the probability that a randomly selected 𝑋̅−𝜇
senior high school student will complete the to standardize 48 is 𝑧 = 𝜎 .
√𝑛
examination in less than 48 minutes?
Step 4: Compute for the Probability
To answer the problem, follow the steps
𝑋̅ − 𝜇
Step 1: Identify the given information 𝑧= 𝜎
𝜇 = 50.6
√𝑛
𝜎=6 48 − 50.6
𝑋 = 48 𝑧= = −𝟑. 𝟎𝟑
6
Step 2: Identify what is asked for: √49
𝑃(𝑋 < 48)
Step 3: Identify the formula to be used Find 𝑃(𝑋 ˂ 48) by getting the area under the normal
The problem is dealing with an individual curve. 𝑃(𝑋 ˂ 48) = 𝑃(𝑧 ˂ − 3.03) = 𝟎. 𝟎𝟎𝟏𝟐
data obtained from the population so the
𝑋−𝜇
formula to be used is 𝑧 = 𝜎 to convert 48
to standard score
Step 4: Compute for the Probability
𝑋−𝜇
𝑧 =
𝜎
48 − 50.6
𝑧 =
6
𝑧 = −0.43 The probability that 49 randomly selected senior
high school students will complete the test in less
Find 𝑃(𝑋 < 48) by getting the area under the normal than 48 minutes is 0.0012 or 0.12%
curve. 𝑃(𝑋˂ 48) = 𝑃(𝑧 ˂ − 0.43) = 𝟎. 𝟑𝟑𝟑𝟔
3. If 49 randomly selected senior high school
students take the examination, what is the
probability that the mean time it takes the group
to complete the test will be more than 51
minutes?
Step 1: Identify the given information
𝜇 = 50.6 𝑋 = 48
𝜎=6 𝑛 = 49
Step 2: Identify what is asked for: Step 3: Identify the formula to be used
𝑃(𝑋̅ > 51) The problem is dealing with data about the sample
mean or 𝒏 observations, so the formula to be used
Step 3: Identify the formula to be used 𝑋̅−𝜇
to standardize 47.8 and 53 is 𝑧 = 𝜎 .
The problem is dealing with data about the sample √𝑛
mean or 𝒏 observations, so the formula to be used
𝑋̅−𝜇 Step 4: Compute for the Probability
to standardize 51 is 𝑧 = 𝜎 .
√𝑛 (4.a) 𝑃(𝑋̅ < 47.8)
𝑋̅ − 𝜇
Step 4: Compute for the Probability 𝑧= 𝜎
𝑋̅ − 𝜇 √𝑛
𝑧= 𝜎 47.8 − 50.6
𝑧= = −𝟑. 𝟐𝟕
√𝑛 6
51 − 50.6 √49
𝑧= = 𝟎. 𝟒𝟕
6
√49 Find 𝑃(𝑋 > 47.8) by getting the area under the
normal curve
Find 𝑃(𝑋 > 51) by getting the area under the 𝑃(𝑥 > 47.8) = 𝑃(𝑧 > − 3.27) = 𝟎. 𝟎𝟎𝟎𝟓
normal curve.
(4.b) 𝑃(𝑋̅ < 53)
𝑃(𝑋̅ > 51) = 𝑃(𝑧 > 0.47) 𝑋̅ − 𝜇
= 1 − 𝑃(𝑧 < 0.47) 𝑧= 𝜎
= 1 – 0.6808 √𝑛
= 𝟎. 𝟑𝟏𝟗𝟐 53 − 50.6
𝑧= = 𝟐. 𝟖
6
√49

Find 𝑃(𝑋̅ < 53) by getting the area under the normal
curve
𝑃(𝑥 < 53) = 𝑃(𝑧 < 2.8) = 𝟎. 𝟗𝟗𝟕𝟒

To find the probability that 49 randomly selected

The probability that 49 randomly selected senior senior high school students will complete the test
high students will complete the test in more than 51 between 47.8 and 53 minutes, subtract the smaller
minutes is 0.3192 or 31.92% area from the bigger area under the normal
curve.
4. If 49 randomly selected senior high students
take the examination, what is the probability that That is 0.9974 – 0.0005 = 0.9969 or 99.69%
the mean time it takes the group to complete the
test is between 47.8 and 53 minutes?

Step 1: Identify the given information

𝜇 = 50.6
𝜎=6
𝑋 = 48 and 53
𝑛 = 49

Step 2: Identify what is asked for:

𝑃(47.8 < 𝑋 < 53)
LEARNING TASK 3: WHATS MORE: Given a normal or sampling distribution, the
Read each statement carefully and answer the probability of a random variable (X) or sample mean
questions. Use separate sheet/s of paper for your (𝑋̅) can be calculated depending on the following
answers. Show your complete solutions. cases:

Independent Activity 1: Case 1. For “less than” problem,

My Favorite Breed The probability is equal to the area that corresponds
to z value.
A veterinarian studies a large population of one
breed of dogs which is shih tzu. The shih tzu’s mean Case 2. For “greater than” problem,
length is 50 inches with standard deviation 26 The probability is equal to 1 minus the area that
inches. If a sample of 169 shih tzu are randomly corresponds to z value.
selected, what is the chance that the sample mean
is: Case 3. Of “between” problem,
The probability is equal to the difference of the larger
a. Less than 49 inches? and smaller area. Remember that we do not subtract
_________________________________________ the z value to get the probability. We only subtract
b. At least 47 inches? the areas under the normal curve
_________________________________________
c. Between 46 and 48 inches? References:
_________________________________________
d. Describe your favorite pet. State at least 3 Merle, R. (2020), “Statistics and Probability, ADM
characteristics your pet possesses. Describe Module: Illustrating the Central Limit Theorem (First
with at least 3 sentences. Edition)”, Department of Education [DepEd], Gate 2
_________________________________________ Karangalan Village, Barangay San Isidro Cainta,
_________________________________________ Rizal 1800

Rubrics for question (d) for 3 point score. Rosas, M.C. (2020), “Statistics and Probability, ADM
Equivalent Module: Solving Problems Involving Sampling
Points
Points Distribution of the Sample Mean (First Edition)”,
3 points Coherent content with correct use Department of Education [DepEd], Gate 2
of grammar. It includes very timely Karangalan Village, Barangay San Isidro Cainta,
and interesting ideas. Rizal 1800
2 points Inconsistent content with correct
use of grammar.
1 points Limited ideas. Grammatical error.
0 point No answer at all.

LEARNING TASK 4. WHAT I HAVE LEARNED

The formula used when dealing with an individual or

single data obtained from the population is
__________________ while the formula to be used
when dealing with data about the sample mean or n
observations is ________________. The mean of
the sampling distribution of the sample mean is
equal to the ___________________. 𝜇𝑥 = 𝜇 The
____________________ of the sampling
𝜎
distribution of 𝑥 is equal to 𝜎𝑥 = .
√𝑛
 Statistics and
QNHS SHS 2nd Semester
Probability

ILLUSTRATING THE t –
LEARNING TASK 1. WHAT I KNOW:
DISTRIBUTION
Read and analyze each item carefully. On a According to the Central Limit Theorem, the
separate paper, write the letter of the correct answer sampling distribution of a statistic (like a sample
for each statement that corresponds to your answer. mean, 𝑥̅) will follow a normal distribution, as long as
the sample size (𝑛) is sufficiently large. Therefore,
1. In the absence of the population variance and/or when we know the standard deviation of the
if the sample size is small, which sampling population, we can compute a z-score and use the
distribution is being used? normal distribution to evaluate probabilities with the
a. Chi distribution sample mean.
b. Z – Distribution
c. T – Distribution But sample sizes are sometimes small, and often we
d. P Distribution do not know the standard deviation of the population.
When either of these problems occurs, the solution
2. When do we say that the sample size is is to use a different distribution.
sufficiently large?
a. When it is greater than or equal to 10. Student’s t – distribution
b. When it is greater than or equal to 20.
c. When it is greater than or equal to 30. The Student’s t-distribution is a probability
d. When it is greater than or equal to 40. distribution that is used to estimate population
parameters when the sample size is small (𝑖. 𝑒.
3. In Student’s t-distribution, if the sample size is 𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒 < 30) and/or when the population
25, what is the degree of freedom? variance is unknown. It was developed by William
a. 5 c. 25 Sealy Gosset in 1908. He used the pseudonym or
b. 24 d. 26 pen name “Student” when he published his paper
which describes the distribution. That is why it is
4. How does t distribution differ from a normal called “Student’s t-distribution”. He worked at a
distribution? brewery and was interested in the problems of small
a. The t-distribution has a thicker tail. samples, for example, the chemical properties of
b. The t-distribution has a higher peak. barley. In the problem he analyzed, the sample size
c. The t-distribution is centered at 0. might be as low as three.
d. The t-distribution is symmetric in the middle.
Suppose you are about to draw a random sample of
5. When do you use t-distribution instead of normal 𝑛 observations from a normally distributed
distribution? population, you previously learned that,
a. When the sample size is less than 30.
𝑥̅ − 𝜇
b. If the sample standard deviation is unknown 𝑧=𝜎
c. If the population standard deviation is known ⁄ 𝑛
√
d. When the sample size is greater than or
equal to 30 where 𝑧 is the z-score, 𝑥̅ is the sample mean, 𝜇 is
the population mean, 𝜎 is the population standard
deviation and 𝑛 is the sample size, have the
standard normal distribution.

Note that if we are standardizing a single

observation, the value of n is 1. Hence, the formula
 𝑥−𝜇
becomes 𝑧 = . You can use this concept to You have here a plot of standard normal distribution
𝜎
construct a confidence interval for the population in black and t - distributions with 3, 5, 20, and 30
mean, 𝜇. But in practice, you encounter a problem, degrees of freedom in red, green, violet, and blue
and that problem is that you don’t know the value of respectively. You can see that both the z-distribution
the population standard deviation, 𝜎. The standard and t-distributions are symmetric about 0 and bell-
deviation for the entire population 𝜎 is a parameter shaped. But the t-distributions have heavier tails
(more area in the tails) and lower peaks.
and you don’t typically know its value, so you can’t
use that in your formula. If that happens, you could
The exact shape of the t-distribution depends on the
do the next best thing, instead of using the
degrees of freedom. The figure above tells you that
“population” standard deviation, 𝜎; you are going to
as the degrees of freedom increase, the t-distribution
use your “sample” standard deviation s, to estimate
𝑥 −𝜇 𝑥 −𝜇 tends toward the standard normal distribution. At 30
it. And instead of 𝜎 , you are going to have 𝑠 degrees of freedom, the blue curve might look very
⁄ 𝑛 ⁄ 𝑛
√ √
where 𝑠 is the sample standard deviation. close to the normal curve. But if you look very
closely, you would see that the t-distribution still has
You must take note of the change in the formula. The slightly heavier tails and slightly lower peak. But if
quantity 𝜎 is a constant but you don’t know its value, you let those degrees of freedom continue to
so you used 𝑠 which is a statistic and this statistic s increase, the t-distribution is going to get closer and
closer to the standard normal distribution.
has a sampling distribution and its value would vary
𝑥 −𝜇
from sample to sample. And so, the quantity 𝑠 , Properties of t – distribution
⁄ 𝑛
√
would no longer have the standard normal The t – distribution has the following properties:
distribution. This quantity is labeled as t because it 1. The t-distribution is symmetrical about 0.
has a t-distribution. When you are sampling from a That means if you draw a segment from the peak
normally distributed population, the quantity of the curve down to the 0 mark on the horizontal
axis, the curve is divided into two equal parts or
𝑥̅ − 𝜇 areas. The t- scores on the horizontal axis will be
𝑡= 𝑠 divided also with half of the t-scores being
⁄ 𝑛
√ positive and half negative.
has the t-distribution with 𝑛 − 1 degrees of freedom.
Note that the number of degrees of freedom is one
less than the sample size. So, if the sample size 𝑛 is
25, the number of degrees of freedom is 24.
Similarly, at t distribution having 16 degrees of
freedom, the sample size is 17.

What does the t-distribution look like? If you look at

𝑥 −𝜇
the statistic 𝑠 , it looks like a z-statistic which has 2. The t-distribution is bell-shaped like the
⁄ 𝑛
√ normal distribution but has heavier tails. That
standard normal distribution except that you means it is more prone to producing values that
replaced the population standard deviation, 𝜎, by the fall far from the mean. The tails are asymptotic to
sample standard deviation 𝑠. You are estimating a the horizontal axis. (Each tail approaches the
parameter with a statistic, so there is a greater horizontal axis but never touches it.)
variability. Hence, your t-distribution is going to look
like the normal distribution except with greater
variance.
3. The mean, median, and mode of the t-
distribution are all equal to zero. 1.
4. The variance is always greater than 1. It is
𝑣
equal to 𝑣−2, where 𝑣 is the number of degrees
of freedom. As the number of degrees of
freedom increases and approaches infinity, the
variance approaches 1. Using the formula, if the
number of degrees of freedom is 10, the variance 2.
10 10
is 10−2 = 8 = 1.25.
5. As the degrees of freedom increase, the t-
distribution curve looks more and more like
the normal distribution. With infinite degrees of
freedom, t-distribution is the same as the normal 3.
distribution.

4.

6. The standard deviation of the t-distribution 5. B

varies with the sample size. It is always greater
than 1. Unlike the normal distribution, which has
a standard deviation of 1.
7. The total area under a t-distribution curve is 1 or
100%. One can say that the area under the t- Answer the following questions.
distribution curve represents the probability or 1. How did you find the activity?
the percentage associated with specific sets of t- 2. Was it hard for you to compute for the area of the
values. shaded part under the t-distribution?
3. What basic operation did you use in finding the
area of the shaded part?
4. How did you find the area of two identical shaded
parts on both tails of the t-distribution in question
5?
5. If one of the two identical shaded parts on both
tails of the t-distribution has an area of 1.5%,
what is the area of the unshaded portion of the t-
distribution?
LEARNING TASK 2: WHAT’S NEW
“Fif – t Shades of Gray”
Given below are five t-distributions in the shades of
IDENTIFYING PERCENTILE
gray. The given percentage represents the USING THE t – TABLE
unshaded portion of the t-distribution. Your task is to You have learned from the previous module the
find the area of the remaining portion/s of the t- different properties of t-distribution, some of which
distribution. are very essential in this lesson. What is the total
Remember that the total area under the t- area under the t-distribution curve? Yes, it should be
distribution curve is equal to 1 or 100%. equal to 1 or 100%. The area under the t-distribution
curve also represents the probability associated with distribution. Some of the given areas are from 0.25
specific sets of t-values. That means given the t- down to 0.0005. The rest of the entries in the body
value, you can compute for the area or probability of the table are the values of the variable t (t-values).
with the use of a table or software. A t-value or t-
statistic tells us how many standard deviations from (t – table is included at the end of this SLM)
the mean is the given score. The set of t-values are
usually written below the horizontal axis of the t-
distribution curve.

Another property of t-distribution is that the exact

shape of the t-distribution depends on the degrees
of freedom. Remember that the lesser the degree of
freedom, the lower is its peak and the thicker is its
tails. As the degree of freedom increases, the tails
become flatter, and the peak becomes higher. That
means, given the area or the probability, the t-value
depends on the number of degrees of freedom. For
example, with the given area of 0.05 on the right tail
of t-distribution, the t-value is 2.015 with 5 degrees
of freedom. But with 20 degrees of freedom, the t-
value is equal to 1.725.

The t – TABLE

By looking at the table, you can see that the t-value

for an area of 0.10 in the right tail of the t-distribution
with 10 degrees of freedom is 1.372. This is the
intersection of the row containing the 10 degrees of
freedom and the column containing the area of 0.10.

In finding the areas and percentiles for a t-

distribution you need to familiarize yourself with the
t-table. You are going to use a table that is different
from the z -table you used in finding the area under
the normal curve

Below is an example of a t-table. It is a right-tailed t-

table because the given areas in this table are areas
on the right tail of the t-distribution. Some t-tables are
slightly different in format. Look at the t-table below.
In the first column in the left - most part, you have Similarly, the area to the right tail of a t-distribution
the degrees of freedom. It ranges from 1 down to ∞. with 15 degrees of freedom corresponding to the t-
While the first row in the upper part of the t-table value of 2.249 is 0.02. Focus on the row containing
represents the area under the right tail of the t- 15 degrees of freedom, then look for the t-value of
2.249. The column that you need is the column So, you are going to focus on the 6 degrees of
containing the area of 0.02. freedom row, and in the column containing the area
to the right of 0.05. (The appropriate row and column
Identifying Percentiles Using the t – Table were highlighted in red).
A percentile is a value on a t-distribution that is
less than the probability in the given percentage. For
example, the 90th percentile of the t-distribution is
that t-value whose left tail probability is 90% and
whose right-tail probability is 10%. Since the area
under the t-distribution curve also represents the
probability, the 90th percentile of the t-distribution is
the t-value whose area on its left tail is 0.90 and
whose area on its right tail is 0.10.

Illustrative Example 2.
Find the 5th percentile of a t-distribution with 6
degrees of freedom.

The 5th percentile is the value of the variable t

that has an area of 5% or 0.05 to the left. And since
the area of the entire curve is 1, you are convinced
that the area to the right of the 5th percentile is 0.95.
Illustrative Example 1. Hence, the 5th percentile is the value of the variable
Find the 95th percentile of a t-distribution with 6 t that has an area of 0.95 to the right. Therefore,
degrees of freedom. finding the 5th percentile is the same as finding for
the t-value with an area to the right of 0.95 under a
You can plot in a t-distribution and draw what you t-distribution with 6 degrees of freedom.
are looking for. The 95th percentile is the value of
the variable t that has an area of 95% or 0.95 to the But if you look at the given areas in the first row
left. That value is somewhere roughly near the t- of the t table, there is no entry for an area of 0.95.
value of 2. You don’t need to get exactly where it is There is no way you can find an area of 0.95
on t-distribution when you are drawing it at this point, because your table is a right-tailed t table. That
you are just looking for the rough idea where it is. means it is set to display only the areas under the
right tail of the t distribution.

Also, if you look at your illustration of the 5th

percentile below you will realize that the t-value that
you are looking for lies between -1 and -2. Hence its
value should be a negative number. But if you
observe the body of the table where t-values are
located, you cannot find any negative t-value. The
table gives only positive values of 𝑡.

And since the area of the entire curve is 1, this

implies that the area to the right of the 95th percentile
is 0.05. Hence, the 95th percentile is the value of the
variable t that has an area of 0.05 to the right. That
means finding the 95th percentile is looking for the t-
value with an area to the right of 0.05 under a t-
distribution with 6 degrees of freedom.
At this point, you need to recall one of the properties
of the t-distribution that it is symmetric about zero.
That means the right tail of the distribution is exactly
the mirror image of its left tail. So, you can easily find
the values in the left tail by relying on this
“symmetry–about–zero” property. Hence, if you are
going to find the value of t such that the area to the
left of it is 0.05, recall that the area to the right of
1.943 is also 0.05 (See Illustrative Example 1).
The table tells you that the area to the right of 2.365
Therefore, you can say that since the t-distribution is is 0.025 and the area to the right of 2.517 is 0.02.
symmetric about 0, the t-value with an area to the left You figure out earlier that our t-value of 2.4 falls in
of 0.05 must be -1.943. So, you will find that the 5th between two values 2.365 and 2.517 and it tends to
percentile is –1.943. reason then, that the area to the right of 2.4 must be
between those two values 0.025 and 0.02.

So, using the table you found that the area to the
right of 2.4 under the t-distribution with 7 degrees of
freedom lies somewhere between 0.02 and 0.025.

If you need to get the exact value, you need to use

software that easily calculates the area under the t-
distribution curve with the given t-value and number
Illustrative Example 3 of degrees of freedom. Using such software, you
What is the area to the right of 2.4 under a t- could find that the area to five decimal places is
distribution with 7 degrees of freedom? 0.02373.

Remember that in the previous example, you found What if you needed to use the t-table to find the
t-values using the given areas under the t- area to the left of 2.4?
distribution curve. But in this example, you will be
doing the opposite because in this problem you are Since the area under the entire curve is 1, the area
given a t-value and you need to find the area to the to the left of 2.4 is equal to 1 minus the area to the
right of the t-distribution with 7 degrees of freedom. right of 2.4. So, based on the table the area to the
left of 2.4 under the t distribution with 7 degrees of
You can illustrate the problem with the figure shown freedom must lie somewhere between 0.98 and
below. The t-value of 2.4 is somewhere between 2 0.975 (1 – 0.02 = 0.98 and 1 – 0.025 = 0.975).
and 3, and you are going to find the area to the right
of it But since you already knew that the area to the right
of 2.4 is 0.02373, you could find the exact area to the
left of 2.4 to five decimal places as 1 minus 0.02373
or 0.97627

IDENTIFYING THE LENGTH OF A

CONFIDENCE INTERVAL
So, looking back at the table, you need to focus on What is the difference between the Confidence Level
the 7 degrees of freedom line. You will observe that and Confidence interval?
the t-value of 2.4 cannot be found in this row but you
do find these two values 2.365 and 2.517 that The Confidence level of an interval estimate of a
surround 2.4 (The t-value 2.4 is between 2.365 and parameter is the probability that the interval estimate
2.517). contains a parameter, it describes what percentage
of intervals from many different samples contains the ▪ What is the margin of error in the given
unknown population parameter. statement?
As we can see, the Margin of error is not directly
The confidence level has its corresponding mentioned, but the lower limit and upper limit is
coefficient which is called confidence coefficients. there. As mentioned earlier the formula of the
These coefficients are used to find the margin of upper limit and the lower limit includes the
error, for instance, the table below shows the Margin of error.
corresponding coefficient confidence level 𝑳𝑳 = 𝑿 ̅−𝑬
The Lower limit and mean are given so . . .
𝟕𝟕. 𝟏𝟖 = 𝟕𝟖 − 𝑬
𝑬 = 𝟕𝟖 − 𝟕𝟕. 𝟏𝟖
Confidence interval or interval estimate is a range 𝑬 = 𝟎. 𝟖𝟐
of values that is used to estimate a parameter. This Let’s see if we can get the same value of E if
estimate may or may not contain the true parameter we use the formula for the upper limit.
value. For instance, we write it in this form 𝟕𝟖. 𝟖𝟐 = 𝑿̅−𝑬
𝐿𝑜𝑤𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 < 𝜇 < 𝑈𝑝𝑝𝑒𝑟 𝐿𝑖𝑚𝑖𝑡 𝑬 = 𝟕𝟖. 𝟖𝟐 − 𝟕𝟖
Or 𝑬 = 𝟎. 𝟖𝟐
(𝐿𝑜𝑤𝑒𝑟 𝐿𝑖𝑚𝑖𝑡, 𝑈𝑝𝑝𝑒𝑟 𝐿𝑖𝑚𝑖𝑡) Therefore, the margin of error is 0.82.
▪ What is the confidence interval in the given
The Lower limit is obtained by using the formula statement?
𝑳𝑳 = 𝑿̅ − 𝑬, while the Upper limit is obtained by To find the confidence interval, we have to use
using the formula 𝑼𝑳 = 𝑿 ̅ − 𝑬, where 𝑬 is the 𝑳𝒐𝒘𝒆𝒓 𝒍𝒊𝒎𝒊𝒕 < 𝝁 < 𝑼𝒑𝒑𝒆𝒓 𝒍𝒊𝒎𝒊𝒕 and
̅
Margin of Error and 𝑿 is the sample mean. substitute the given data. We have,
𝟕𝟕. 𝟏𝟖 < 𝝁 < 𝟕𝟖. 𝟖𝟐 𝒐𝒓 (𝟕𝟕. 𝟏𝟖, 𝟕𝟖. 𝟖𝟐)
As mentioned earlier, the confidence coefficient is So, the Confidence interval is between 77.18
used on finding the margin of error, which is the and 78.82.
range of values above and below the sample ▪ What is the confidence level? How will you
statistic. For instance, Margin of error is obtained conclude?
using the formula: The confidence level is 90%. So, we are 90%
𝝈 confident that the mean score lies between
𝑬 = 𝒁𝜶/𝟐 ∙
√𝒏 77.18 and 78.82
Where 𝒏 = sample size
𝒁𝜶/𝟐 = confidence coefficient Note: Sometimes, you just need to convert the
𝝈 = population standard deviation formula to find what is missing.
𝑬 = margin of error
COMPUTING FOR THE LENGTH
But with this lesson, the margin of error will be given
as well as the sample mean. OF THE CONFIDENCE
INTERVAL
Example:
A random sample of 46 scores from the examination Confidence level is the likelihood measure of
of ABM learners is taken and it gives a sample mean the confidence interval that is represented by a
of 78 with the interval scores between 77.18 and percentage that refers to all possible samples that
78.82 having a 90% level of confidence. can be estimated to contain the true population
Let’s answer the questions! parameter. The most common values of the level of
▪ Which of the following is the 𝑥̅̅in the given confidence are shown in the 𝒁𝒄 table below.
statement? Confidence coefficient or critical values expressed
Since it is given in the statement above, the as 𝑧𝑐 .
sample mean is 78
▪ What is the upper limit? What is the lower limit? Confidence interval is also called the interval
The upper limit is 78.82 while the lower limit is estimate. It is a range of values that is used to have
77.18 an approximate boundary or parameter. However,
this approximate may or may not contain the correct
or true parameter value.

Level of Confidence and 𝒁𝒄 Table

The margin of error is the range of values above and COMPUTING THE LENGTH OF CONFIDENCE
below the given statistical number or sample in a INTERVAL
confidence interval. To compute for the margin of
error, use the formula given below: Computing for the margin of error and confidence
interval were discussed in the previous module. We
𝝈 will use the formulas presented in the previous
𝑬 = 𝒛𝜶/𝟐 ( )
√𝒏 module to compute the length of the confidence
interval.
where 𝑧𝜎/2 means the critical values or confidence
coefficients,  is the population standard deviation Recall that the confidence interval can be written in
and n as the sample size. the form of

Consider the given example below. 𝐿𝑜𝑤𝑒𝑟 𝑙𝑖𝑚𝑖𝑡 < 𝑋̅ < 𝑈𝑝𝑝𝑒𝑟 𝐿𝑖𝑚𝑖𝑡
Example 1: Isabel owns a shoe store. She used 160 Or
pairs of shoes as her samples for the different (𝐿𝑜𝑤𝑒𝑟 𝑙𝑖𝑚𝑖𝑡, 𝑈𝑝𝑝𝑒𝑟 𝑙𝑖𝑚𝑖𝑡)
designs. The population standard deviation of the
price of the shoes is ₱75. Suppose that Isabel wants The lower limit is obtained by using the formula
a 95% level of confidence to determine the mean 𝑳𝑳 = 𝑿̅ − 𝑬, while the upper limit is obtained by
price of all her shoes she is selling. Compute for the using the formula 𝑼𝑳 = 𝑿 ̅ + 𝑬, where 𝑬 is the
margin of error of her estimate. ̅
Margin of Error and 𝑿 is the sample mean

Solution: Meanwhile, the margin of error is obtained using the

Step 1: Write the given data. formula:
𝑛 = 160 𝝈
𝑬 = 𝒁𝜶/𝟐 ( )
𝜎 = ₱75 √𝒏
95% confidence level where 𝑧𝑐 = 1.96 Where 𝑛 = sample size
𝜎 = population standard deviation
Step 2: Apply the formula and substitute the given 𝑧𝜎/2 = confidence coefficient
data. 𝐸 = margin of error
𝜎
𝐸 = 𝑧𝜎/2 ( )
√𝑛 Therefore, the length of the confidence interval (L)
is simply:
75 𝑳 = 𝑼𝑳 − 𝑳𝑳
𝐸 = (1.96) ( )
√160
where, 𝑈𝐿 is the upper limit and 𝐿𝐿 is the lower limit
𝐸 = (1.96)(5.929) of the confidence interval.
(use three decimal places for partial answer)
𝑬 = 𝟏𝟏. 𝟔𝟐 However, if the sample mean is not given, we cannot
(round off the final answer in two decimal places) compute for the upper and lower limit of the
confidence interval, the following formula can be
used:
𝝈
𝑳 = 𝟐𝒛𝜶/𝟐 ( ) 𝒐𝒓 𝑳 = 𝟐𝑬
√𝒏
where 𝐸 is the margin of error, 𝑧𝛼/2 is the
confidence coefficient, 𝜎 is the population
COMPUTING APPROPRIATE
standard deviation, 𝑛 is the sample size and 𝑛 0. SAMPLE SIZE USING THE
Example 2. The population of Sulu Hornbill (one of
LENGTH OF THE INTERVAL
the endangered bird species in the Philippines) has
a standard deviation of 40. Compute for the length To make an accurate estimate of the parameter, it is
of the confidence interval for a 90% confidence level vital to determine the appropriate size of the sample.
having a sample size of 150 and a sample mean of The factors that affect the sample size are the
65. maximum error of estimate, the population standard
deviation, and the confidence level.
Solution
Step 1: Write the given data. You must also consider the table below in computing
𝑛 = 150 for an appropriate sample size.
𝑋̅ = 65
𝜎 = 40 Level of Confidence of 𝒛𝜶 Table
𝟐
90% confidence level where 𝑧𝑐 = 𝟏. 𝟔𝟒𝟓

Step 2: Compute for the margin of error

𝜎
𝐸 = 𝑧𝛼/2 ( )
√𝑛
Example 1. A HUMSS student is conducting a
40 research on the awareness of SHS learners on the
𝐸 = (1.645) ( )
√150 names of the Philippine Presidents. Given a margin
of error of 4 with a standard deviation of 9 having a
𝐸 = (1.645)(3.266) 99% confidence level. What should be the minimum
(use three decimal places for partial answer) sample size that the student-researchers need to
𝑬 = 𝟓. 𝟑𝟕 estimate the population mean?
(round off final answer to two decimal places)
SOLUTION:
Step 3: Compute for the upper and lower limit of ▪ Let us identify the given in the problem:
the confidence interval. ➢ Confidence level is 99% then 𝑧𝛼 = 2.58
2

̅+𝑬 ̅−𝑬 ➢ 𝐸=4

𝑼𝑳 = 𝑿 𝑳𝑳 = 𝑿
➢ 𝜎=9
= 𝟔𝟓 + 𝟓. 𝟑𝟕 = 𝟔𝟓 − 𝟓. 𝟑𝟕
▪ Use the formula:
= 𝟕𝟎. 𝟑𝟕 = 𝟓𝟗. 𝟔𝟑 𝟐
(𝒛𝜶/𝟐 )(𝝈)
𝒏=( )
Step 4. Compute for the length of the confidence 𝑬
interval ▪ Substitute the given:
𝟐
(𝟐. 𝟓𝟖)(𝟗)
𝑳 = 𝑼𝑳 − 𝑳𝑳 𝒏=( )
𝟒
= 𝟕𝟎. 𝟑𝟕 − 𝟓𝟗. 𝟔𝟑 ▪ Evaluate
= 𝟏𝟎. 𝟕𝟒 𝒏 ≈ 𝟑𝟑. 𝟕𝟎
▪ Round off to the nearest whole number:
Knowing that the length of the confidence interval is 𝒏 = 𝟑𝟒
just twice the margin of error, a shorter solution can Therefore, to be 99% confident that the estimate
𝝈
be used using the formula: 𝑳 = 𝟐𝒛𝜶/𝟐 (√𝒏) 𝒐𝒓 𝑳 = differs from the true mean by 4, the minimum sample
𝟐𝑬. Therefore, 𝑳 = 𝟐(𝟓. 𝟑𝟕) = 𝟏𝟎. 𝟕𝟒 size needed is at least 34.

Note: When determining sample size, we always

round off the resulting value to the next whole
number.
Example 2. An Environmentalist is making a survey 𝑍𝛼 =______________
2
on the number of households that applies the
Formula to be used: _______________
principles of Waste Management in a certain
Solution: ______________________________
community. Given the standard deviation of 2.6, how
______________________________________
large a sample must be selected if we want to be
_____________________________________.
95% confident of finding whether the true mean
differs from the sample mean by 1.5 hour?
SOLVING PROBLEMS
SOLUTION: INVOLVING SAMPLE SIZE
▪ To answer the question, let us identify the given:
➢ For a 95% confidence level, 𝑧𝛼 = 1.96 DETERMINATION
2
➢ 𝐸 = 1.5 In the previous module, you equipped yourself with
➢ 𝜎 = 2.6 a formula in determining the sample size. It is
▪ Use the formula: expected that you have learned very well the steps
𝟐
(𝒛𝜶/𝟐 )(𝝈) in using the formula because you will still use it in
𝒏=( )
𝑬 this module. Also, in the previous lesson, the values
▪ Substitute the given: needed in the computation were already given. But
(𝟏. 𝟗𝟔)(𝟐. 𝟔)
𝟐 since you are dealing with worded problems in this
𝒏=( ) module, you are going to identify first the given
𝟏. 𝟓
values from the problem before you can use the
▪ Evaluate: formula. Hence, it is important to correctly identify
𝒏 ≈ 𝟏𝟏. 𝟓𝟒 those values.
▪ Round off to the nearest whole number:
𝒏 = 𝟏𝟐 The Sample Size Determination in Estimating
Population Mean
Therefore, to be 95% confident that the estimate Let us imagine that you own a fast-food company.
differs from the true mean by 1.5, we need a sample You are doing a survey to get an idea of how long
size of at least 12. customers stay in a restaurant. In the past two years,
it was observed that the standard deviation of the
LEARNING TASK 3. WHAT’S MORE: time they stay in a restaurant is 12 minutes. How
many people do you need to observe so that the
Independent Activity 26.2 desired margin of error will not be more than three
Solve Me (3) minutes with a confidence level of 95%?
1. A random sample of size 70 was used with a
population standard deviation of 15. Assuming Let us identify first the given in the problem
that there is a 92% confidence level, what is the Confidence Level = 95%
margin of error?
𝑛 =____________ Critical Value (𝑍𝛼⁄2 ) = 1.96
𝜎 =____________ Margin of Error (𝐸) =3
𝑍𝛼 =___________ Standard Deviation (𝜎) = 12
2
Formula to be used: __________________
Then, using the formula, you will have
Solution: ______________________________ 2 2
______________________________________ (𝑧𝛼/2 )(𝜎) (1.96)(12)
𝑛=( ) =( ) = (7.84)2
_____________________________________. 𝐸 3
𝑛 = 61.47
2. Compute for the appropriate sample size needed
if the margin of error is 15, with a population The formula always gives you the minimum number
standard deviation of 43 and a 98% level of of sample sizes needed to ensure the specified
confidence. precision. Hence, if you round down 61.47 to 61 (like
𝐸 =____________ what we usually do in rounding off numbers), it will
𝜎 =____________ be less than the minimum. Therefore, you should
always round up whatever the decimal part is. Thus, 2 2
(𝑧𝛼/2 )(𝜎) (1.28)(12)
the required sample size is 62. 𝑛=( ) =( ) = (5.128)2
𝐸 3
𝑛 = 26.21 or 𝟐𝟕
What if you wish to minimize the error to at most 2
(𝐸 ≤ 2)? Will it affect the sample size? Let’s find
The changes in the level of confidence in the
out. Your given values will be
computation above tell you that as the sample size
Confidence Level = 95%
gets smaller as your level of confidence decreases.
Critical Value (𝑍𝛼⁄2 ) = 1.96
Margin of Error (𝐸) =2 FACTORS AFFECTING SAMPLE SIZE
Standard Deviation (𝜎) = 12 DETERMINATION
There are three factors that influence the sample
Then, using the formula, you will have size determination; (1) the level of confidence, (2)
2 2 the population standard deviation, and (3) the
(𝑧𝛼/2 )(𝜎) (1.96)(12)
𝑛=( ) =( ) = (11.76)2 margin of error. Among these factors, only two are
𝐸 2
under the researcher’s control.
𝑛 = 138.30
Thus, the sample size required is 139
These are:
▪ Margin of Error. Since no sample will be perfect,
Suppose the margin of error is further reduced to at
you need to decide how much error to allow. The
most 1 (𝐸 ≤ 1), the sample size will be
2 2
confidence interval determines this. The less
(𝑧𝛼/2 )(𝜎) (1.96)(12) error you’re willing to accept, the bigger the
𝑛=( ) =( ) = (23.52)2
𝐸 1 sample size needs to be.
𝑛 = 553.19 or 𝟓𝟓𝟒 ▪ Confidence Level. This determines how certain
you want to be that the parameter falls within
What does it imply? As the margin of error gets your confidence interval. Most common
smaller, the sample size gets larger. Or you can say confidence intervals are 90%, 95% or 99%. The
that one way to minimize the error is by increasing more confident you want to be, the bigger the
the sample size. The same variation will be applied sample size needs to be.
if the margin of error increases.
TABLE 1
Moreover, if you reduce the level of confidence to The table below shows the confidence coefficient
90% it will surely affect the sample size. Upon (critical values, 𝑍𝛼⁄2 ) for a different level of
changing the level of confidence to 90%, the critical confidence.
value will change also.
Critical Value (𝑍𝛼⁄2 ) = 1.645
Margin of Error (𝐸) =3
Standard Deviation (𝜎) = 12

Then using the formula to compute for the sample Illustrative Example 1.
mean, you have
2 2 An investigator wants to estimate the caffeine
(𝑧𝛼/2 )(𝜎) (1.645)(12)
𝑛=( ) =( ) = (6.58)2 consumption of senior high school students. How
𝐸 3 many students would be required to ensure that a
𝑛 = 43.33 or 𝟒𝟒 95% confidence interval estimate for the mean
caffeine intake (measured in mg) is within 333 15mg
If we further reduce the level of confidence to 80%, of the true mean? Assume that the standard
the sample size will be computed as follows: deviation in caffeine intake is 68mg
Confidence Level = 80%
Critical Value (𝑍𝛼⁄2 ) = 1.28 Solution:
Margin of Error (𝐸) =3 Let us identify first the given in the problem
Standard Deviation (𝜎) = 12 Confidence Level = 95%
Critical Value (𝑍𝛼⁄2 ) = 1.96
Margin of Error (𝐸) = 15
Standard Deviation (𝜎) = 68

Then using the formula, you will have,

2 2
(𝑧𝛼/2 )(𝜎) (1.96)(68)
𝑛=( ) =( ) = (8.89)2
𝐸 15
𝑛 = 78.03
Hence, at least 79 students are required to
participate to ensure a 95% level of confidence.

LEARNING TASK 4: WHAT I HAVE LEARNED

Complete the following statements. Write the
correct word or phrase in a separate sheet of
paper.

1. _________________________ is a process of
finding the number of elements to be drawn from
a population to create sub-group called sample,
subject for a study.
2. The sample size is determined by the equation
___________________.
3. In the formula/equation for the sample size, 𝑛 is
the required sample size, 𝑧𝛼⁄2 is the
_____________________,  represents the
__________________, and ___________ is the
margin of error.
4. The factors which influence the sample size
determination are ____________________,
_____________ and ____________________.
5. As the sample size gets larger, the margin of
error gets __________________.
6. The level of confidence determines how certain
you want to be that the parameter fall within your
confidence interval. The more confident you
want to be, the ______________ the sample
size needs to be.

References:

Department of Education [DepEd], Region IV A –

CALABARZON (2020), Statistics and Probability,
ADM Module (First Edition), Gate 2, Karangalan
Village, San Isidro, Cainta Rizal, 1800
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

GENERAL MATHEMATICS
QUARTER 3 – WRITTEN WORK NO. 1
NAME: ___________________________________ DATE: ________________________
GRADE & SECTION: _________________________ TEACHER: _____________________

General Instructions: Write your answer on a separate sheet of paper. Answer each question honestly. Show
your solution.

1. You flip four coins. Let X, the random variable, be the number of heads on all four coins.

a. List the sample space for the experiment.

b. What are the possible values for x?

c. Is the random variable, x, continuous or discrete?

d. Construct a probability distribution for this experiment.

e. Construct a histogram for the probability distribution in the space below.

2. Z flowers shop determines the probabilities for the number of flower arrangements they deliver each day.

X 6 7 8 9 10
P(X) 0.2 0.2 0.3 0.2 0.1

Find the mean, variance, and standard deviation.

Quezon National High School

Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City
Contact No.: (042) 373-7369 (Principal’s Office); (042) 373-7662 (Department Head’s Office)
Email Address: quezonhigh@yahoo.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

STATISTICS AND PROBABILITY

QUARTER 3
WORKSHEET NO. 2
NAME: ___________________________________ DATE: ________________________
GRADE & SECTION: _________________________ TEACHER: _____________________

MAKE YOUR OWN STORY!

Things to do:
Construct your own problem but put a little story on it using the data indicated below, then answer it.
̅ = 𝟏𝟒𝟖
𝑿
𝑬 = 𝟎. 𝟗𝟏
𝟗𝟓% 𝐋𝐞𝐯𝐞𝐥 𝐨𝐟 𝐂𝐨𝐧𝐟𝐢𝐝𝐞𝐧𝐜𝐞

Rubrics for this tasks:

CRITERIA
Accuracy of the solution 50%
Clarity and content of the problem 25%
Originality and creativity 25%
TOTAL 100%

Quezon National High School

Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City
Contact No.: (042) 373-7369 (Principal’s Office); (042) 373-7662 (Department Head’s Office)
Email Address: quezonhigh@yahoo.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

GENERAL MATHEMATICS
SECOND SEMESTER QUARTER 1 – SUMMATIVE TEST NO. 1
NAME: ___________________________________ DATE: ________________________
General
GRADE Instructions:
& SECTION: Read each statement with understanding. Choose and write the correct
_________________________ TEACHER:answer on a separate sheet of paper.
_____________________
1. A variable where the information or data can take infinitely
many values is 8. How many possible outcomes will occur from the
A. Continuous variable B. Discrete variable experiment above?
C. Quantitative D. Qualitative variable A. 2 B. 4 C. 6 D. 8
2. Which of the following statement describe a continuous 9.What are the possible values of the random variable for
random variable? the number of
A. The number of students present in a Class Temperance heads?
B. The average distance travelled by a tricycle in a month A. 0, 1 C. 1, 2, 3
C. The number of motorcycle owned by a randomly selected B. 0, 1, 2 D. 0, 1, 2, 3
household 10. What are the possible values of the random variable for
D. The number of girls taller than 5 feet in a random sample the number of tails?
of 6 girls A. 0, 1 C. 1, 2, 3
3. A variable that can be discrete or continuous is called B. 0, 1, 2 D. 0, 1, 2, 3
A. Random sample 11. Which of the following is NOT a possible value of the
B. Random variable random variable for the number of heads?
C. Random notation A. 1 B. 2 C. 3 D. 4
D. Random elimination 12. Which of the following is NOT a possible value of the
4. A set of numerical values assigned to a sample space is random variable for the number of tails?
called A. 1 B. 2 C. 3 D. 4
A. Random sample 13. What must be the value of the probability of each
B. Random variable random variable?
C. Random Process A. P(X) ≥ 0 B. 0≤ P(X) ≤ 1
A. Random experiment C. -1≤ P(X) ≤ 1 D. P(X) ≤ 1
5. Which of the following best describe variable that can be 14. What is the sum of the probabilities of all values of the
counted? random variable?
A. Categorical A. Σ 𝑃(𝑋))= 0 B. Σ 𝑃(𝑋)) = 1/10
B. Continuous C. Σ 𝑃(𝑋)) = 1 D. Σ 𝑃(𝑋)) = 10
C. Discrete Refer to the given table in answering numbers 15-16.
D. Ordinal In the experiment of tossing a coin twice, the
6. Which of the following best describe variable that can be following table shows the probability distribution.
measured? What is P (X≤ 2)?
A. Categorical
B. Continuous
C. Discrete
D. Ordinal
15. What is P (X≤ 2)?
For numbers 7-12. Suppose you tossed three coins. A.1/4 B.1/2` C.3/4 D. 1
7. What are the sample spaces for the experiment above? 16. What is P(0) + P(2)?
A. HHH, TTT A. 1 B.1/2 C.3/4 D.1/4
B. TTT, HHH, TTH, THT, HTH
C. TTT, HHH, HHT, THT, HTH
D. TTT, TTH, THT, HTT, HHT, HTH, THH, HHH

Quezon National High School

Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City
Contact No.: (042) 373-7369 (Principal’s Office); (042) 373-7662 (Department Head’s Office)
Email Address: quezonhigh@yahoo.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

16. Which of the following statements best describe the

expected value of a discrete random variable? 25. What does P(a<Z<b) notation mean?
A. It is the simple average of all possible outcomes. A. Probability of x that is in the right of a and b.
B. It is the geometric average of all possible outcomes. B. Probability of x that is in the opposite of a and b.
C. It is the weighted average over all possible outcomes. C. Probability of X that is in between two other z values a
D. It is the complex average of all possible outcomes in the and b.
distribution. D. Probability of a normal random variable X that is in
17. To which of the following concepts refer this statement between two other normal random variables a and b
“the sum of the product of each value of a discrete random
variable and its corresponding probability”?
A. Probability Distribution
B. Variance of Discrete Probability Distribution
C. Standard Deviation of Discrete Probability Distribution
D. Mean or Expected Value of Discrete Probability
Distribution
18. Which of the following represents the expected value of
the discrete random variable?
A. mean C. mode
B. median D. variance
19. What of the following best described the expected value
of a probability distribution?
A. It measures the variability of the values assumed by the
random variables.
B. It gives the difference between the highest and lowest
values assumed by
the random variables
C. It is the square root of the variance of the probability
distribution.
D. It is the average value of a random variable over
numerous trials of an experiment.
20. What is half of the total area of the normal curve?
A. -1 B. 0 C. 0.5 D. 1
21. What is the shape of a Normal Probability Distributions?
A. bar B. bell C. circle D. line
22. How many percents is the total area that corresponds to
the right of 0 and to the left of 0?
A. 25% B. 50% C. 75% D. 100%
23. What is another term used for standard normal score?
A. z- score B. mean score
C. x score D. t score
24. Given: x =125; μ = 105; 𝜎 = 16. Find the z score.
A. -1.25 B. -1 C. 1 D. 1.25

Quezon National High School

Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City
Contact No.: (042) 373-7369 (Principal’s Office); (042) 373-7662 (Department Head’s Office)
Email Address: quezonhigh@yahoo.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

STATISTICS AND PROBABILITY

Q3 Summative Test No. 2
Name: ______________________________ Date: _____________

Grade 11 Section: ________________ Teacher: _______________________

DIRECTION: Read each item carefully. Choose the correct answer and write in a separate sheet of
paper.

1. What do you call the set of all data that researchers want to investigate?
A. data B. random C. population D. sample
2. Which of the following can be considered as the best sample?
A. conveniently chosen B. selected at random C. purposefully selected D. self – selected
3. From the given populations, which of the following sample is most likely to be representatives of
the population from which it is drawn?
A. population: SAP beneficiaries sample: car owners B. population: lawmakers sample: students
C. population: online shoppers sample: cellphone users D. population: graduating students sample: grade 8 students
4. In random sampling, the sample should be_______ the population
A. as large as B. not taken from C. different from D. representative of
5. Which of the following is NOT a type of random sampling?
A. cluster B. simple C. purposive D. systematic
6. What do you call a number that describes a sample characteristic?
A. data B. sample C. parameter D. statistic
7. What do you call a number that describes a population characteristic?
A. data B. sample C. parameter D. statistic
8. What distribution pertains to the frequency distribution of the sample mean from all the
possible random samples of a particular sample size n taken from the given population?
A. frequency B. normal C. population D. sampling
9. Which of the following is NOT a step-in creating sampling distribution of the sample
mean?
A. Determine the number of sets of all possible random samples.
B. Compute for the standard deviation and variance of the samples.
C. Construct a frequency distribution table of the sample means and probability.
D. List all the possible random samples and solve for the sample mean of each set of
samples.
10. Which of the following is the mean of sample 6, 10, 21, 25, and 28?
A. 15.17 B. 18 C. 21.2 D. 22
11. Which of the following is described as the quotient of the population variance and the
sample size n?
A. mean of the sampling distribution of sample mean
B. variance of the sampling distribution of the sample mean
C. standard deviation of the sampling distribution of the sample mean
D. average deviation of the sampling distribution of the sample mean
12. This distribution is used to determine the probability of an event by transforming the
mean of the sample to an approximately standard normal variable when the population
variance is given.
A. t-Distribution B. Z-Distribution C. Chi-Square Distribution D. Pearson Correlation Coefficient
13. It is the distribution used to estimate the population parameters for small sample size
and when the population variance is unknown?
A. z-Distribution B. t-Distribution C. Chi-Square Distribution D. Pearson Correlation Coefficient Distribution

Quezon National High School

Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City
Contact No.: (042) 373-7369 (Principal’s Office); (042) 373-7662 (Department Head’s Office)
Email Address: quezonhigh@yahoo.com
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF QUEZON
QUEZON NATIONAL HIGH SCHOOL
M.L. TAGARAO STREET, IBABANG IYAM, LUCENA CITY

14. A population consists 11, 19, 22, 2, 8, 9, and 15. Suppose samples of 2 are drawn from
this population. This situation is an example of the sampling distribution of the sample mean
for a normal population with population variance is __________.
A. unknown B. large C. known D. small
15. Suppose the average age of family members is 34 with a standard deviation of 4. If 100
members of the community decided to have a summer outing bonding and relaxation, find the
probability that the average of these members is less than 35?
A. 91.32% B. 95% C. 94.45% D. 99.38%
16. If the mean of the sampling distribution of the means is 6.5, which of the following
statements best describe the population mean?
A. The population decreases by 6.5.
B. The population is greater than 6.5.
C. The population mean is also equal to 6.5.
D. The population mean and mean of the sampling distribution of the means cannot be compared.
17. If the mean of the sampling distribution of the means is 29.2, which of the following
statements best describes the population mean?
A. The population decreases by 29.2
B. The population is greater than 29.2
C. The population mean is also equal to 29.2
D. The population mean and mean of the sampling distribution of the means cannot be compared.
18. If the variance of a certain probability distribution is 16, find its standard deviation.
A. 1 B. 3 C. 2 D. 4

Use this problem to answer numbers 19 to 21. The GPAs of all students enrolled at a large
university have an approximately normal distribution with a mean of 3.05 and a standard
deviation of 0.29. Find the probability that the mean GPA of a random sample of 20 students
selected from this university is:
19. less than 298? A. 12.58% B. 14.01% C. 15.62% D. 85.23%
20. greater than 3.01? A. 19.32% B. 22.41% C. 55.56% D. 73.24%
21. between 2.90 and 3.07? A. 62.17% B. 61.13% C. 42.34% D. 1.04%
22. When do we consider that the sample size is small?
A. when it is less than 30 B. when it is between 20 to 40
C. when it is greater than 25 but less than 40 D. when it is only 1% of the total population
23. It is a value in the t-distribution that is less than the probability of the given percentage.
A. degrees of freedom B. t-value C. percentile D. right-tailed value
24. What is needed to identify a percentile using the t table?
A. degrees of freedom only
B. degrees of freedom and the given percentage
C. degrees of freedom and the area to the left tail of the t-distribution
D. degrees of freedom and the area to the right tail of the t-distribution
25. Why does the right-tailed t-table display only positive values of t?
A. Because the area cannot be negative.
B. Because t-values are always positive.
C. Because t-values on the left tail are positive
D. Because t-values on the right tail are positive

Quezon National High School

Address: M.L. Tagarao Street, Ibabang Iyam, Lucena City
Contact No.: (042) 373-7369 (Principal’s Office); (042) 373-7662 (Department Head’s Office)
Email Address: quezonhigh@yahoo.com