TEACHING GUIDE

in
STATISTICS AND PROBABILITY

School’s Vision:

Mission:

TOPIC/LESSON NAME Functions and Their Graphs

CONTENT STANDARDS The learner demonstrates understanding of the key
concepts of normal probability distribution.
PERFORMANCE STANDARDS The learner is able to accurately formulate and solve
real-life problems in different disciplines involving
normal distribution.
LEARNING COMPETENCIES The learner...

1. Illustrates a normal random variable and its

characteristics
2. Constructs a normal curve
3. Identifies regions under the normal curve
corresponding to different standard normal values.

SPECIFIC LEARNING OUTCOMES 1. Determine the characteristics of a normal

distribution
2. Find the area under the standard normal
distribution given various normal values
3. Relates the normal distribution to a real-life
situations
TIME ALLOTMENT 240 minutes
PREPARED BY

PROCEDURE
INTRODUCTION/MOTIVATION/INSTRUCTION

ACTIVITY
 The teachers gives an activity as a review from their previous lesson.

A standard die is tossed. Let X = thrice the number that comes up.
a. What are possible values of X?
b. Construct the probability distribution table for the random variable.
c. What is P(X<10)
d. Find P(X=6 or X=12)
e. Find the mean and variance

 The class checks their answers right after.

ANALYSIS
  The teacher discusses the normal distribution and explains its
characteristics to the class
 She gives examples for further discussion.

1. The following illustrates the computation of standard scores. The number of

shirts that a bar of a laundry shop can wash are given as values in the first
column.

x z
38 2
34 1
30 0
26 -1
24 -1.5

2. Given an observed score of 50, a population mean of 53, and a standard

deviation of 1.5, what is the conversion of 50 to its z-score?

3. The following table translates z-scores to their corresponding area under the
normal curve:

z-score Area
0.0 0.0000
0.2 0.7093
0.4 0.1554
0.6 0.2257
0.8 0.2881
1.0 0.3413
1.2 0.3849
1.4 0.4192
1.6 0.4452
1.8 0.4641
2.0 0.4772
2.2 0.4861
2.4 0.4918
2.6 0.4953
2.8 0.4974
3.0 0.4987

Construct the standard normal curve for:

a. z = 0.4
b. z = 0.8
c. z = 2.22

d. z = 2.68
e. z = -1.2
f. z = -1.8
g. z = -2
h. z = -3
 ABSTRACTION

1. The teacher asks the class the following questions:

 What are the characteristics of the normal distribution curve?
 What is the value of the mean and standard deviation of the
standard normal distribution?
 How is normal distribution related in real life?

APPLICATION

1. The teacher gives more examples of normal distribution and students will
be given more exercises to answer.

a. Find the area between z = 0 and z = 1.54

b. Find the area between z = 1.52 and z = 2.5
c. Find the area to the right of z = 1.56
d. Find the area between z = 0 and z = -1.65
e. Find the area between z = -1.5 and z = -2.5
f. Find the area between z = -1.35 and z = 2.95

EVALUATION

Answer the following:

Sketch and find the area under the normal curve of the following:
1. Area to the left of z = 2.32
2. Area to the right of z = -1.8
3. Area to the left of z = -1.52

ASSIGNMENT
Bring your own copy of the Standard Normal Cumulative Probability Table and make an
advance study of the Standard Normal Probability.
 TEACHING GUIDE
in
PRACTICAL RESEARCH 1

Vision:

Mission:

TOPIC/LESSON NAME Functions and their Graphs

CONTENT STANDARDS The learner demonstrates understanding of the key
concepts of functions.
PERFORMANCE STANDARDS Accurately construct mathematical models to represent
real-life situations using functions.
LEARNING COMPETENCIES The learner...

1. Represents real-life situations using functions,

including piece-wise functions.
2. Evaluates a function.
3. Performs addition, subtraction, multiplication,
division, and composition of functions.
4. Solves problems involving functions

SPECIFIC LEARNING OUTCOMES 1. Find the domain and range of a relation

2. Determine whether a relation is a function or a
non-function
3. Determine whether an equation represents a
function or a non-function
4. Use function notation and evaluate functions
TIME ALLOTMENT 90 minutes
PREPARED BY

PROCEDURE
INTRODUCTION/MOTIVATION/INSTRUCTION
Check the student‘s prior knowledge on the meaning of research, characteristics, processes
and ethics involved in conducting research. Assessing these will facilitate teaching and students‘
understanding of what research really is. Explain to students that as they go through this lesson, they
have to think of these essential questions for understanding of the concepts: What are the
characteristics of research? What are the qualities of a good researcher? What are the components
of the research process? How do you differentiate the types of variables? What are the classifications
of research? What are the processes involved in conducting research? What are the obligations of
researchers in order to adhere to professional standards? What factors should be considered in
selecting a research problem? Why do we need ethics in research? What are the unethical practices
in conducting research?
To strengthen students‘ knowledge of the different concepts that involve research, ask them
to create a reflection paper of the ethical and unethical practices in conducting research. Let the
students cite examples of researches that have ethical implications. Tell them to relate their
experiences and decision-making when conducting their research and the effect of researches to the
readers if it is not done properly.
To make students realize the nature of research, you may present the research process
diagram that includes the following research processes:
1. Select a general problem.
 2. Review the literature of the problem.
3. Select a specific research problem, question, or hypothesis.
4. Collect data.
5. Analyze and present or display data.
6. Interpret the findings and state conclusions or generalizations regarding the problem.

ENRICHMENT
Ask the students to have a discourse with regards to the processes and characteristics of
research. Tell them to research about the processes and characteristics of research then share it
with their classmates through a collaborative work. Make sure that each student brings with them
their research. This is necessary in order for them to understand deeply the processes involved in
conducting research and its characteristics.
Guide Questions for group discussion:
o What are the characteristics of research?
o What is cyclical research?
o How do you differentiate empirical from logical research?
o What are the processes involved in conducting research?

EVALUATION
Tell the students to look for a sample of local and international research in their own field of
specialization (library or research in the internet). Ask them to evaluate the research if it follows the
considerations for ethical practices in conducting research. Show examples of research that
considered ethical practices and ask them to compare. This can be done through an individual or a
collaborative work.
In addition, ask the students to give examples of researches conducted for each type of
research (Basic Research, Applied Research and Developmental Research). Tell them to share their
examples with their classmates through a group discussion.