Pampanga High School

City of San Fernando, Pampanga

Senior High School

STATISTICS AND PROBABILITY

CHAPTER 2: NORMAL DISTRIBUTION
Lesson 1: Understanding the Normal Curve Distribution
Lesson 2: Understanding the Z-Scores
Lesson 3: Identifying Regions of Areas under the Normal Curve
Chapter Test (Part I)
Lesson 4: Determining Probabilities
Lesson 5: Locating Percentiles under the Normal Curve
Lesson 6: Applying the Normal Curve Concepts in Problem Solving
Chapter Test (Part II)
Chapter Summary

In this chapter, we will consider a distribution of a continuous type. This distribution is commonly known as the
normal probability distribution or simply the normal curve. The normal curve is frequently used as a mathematical model
in inferential statistics. Through the normal curve, the inferences that we make regarding a population can be visualized.

This chapter deals with the concepts and processes regarding the normal curve distribution.

LESSON 1: UNDERSTANDING THE NORMAL CURVE DISTRIBUTION

What is a frequency distribution?

Frequency Distribution: values and their frequency (how often each value occurs).
Here is another example:
Example: Newspapers
These are the numbers of newspapers sold at a local shop over the last 10 days:

22, 20, 18, 23, 20, 25, 22, 20, 18, 20

Let us count how many of each number there is:

Papers
Frequency
Sold
18 2
19 0
20 4
21 0
22 2
23 1
24 0
25 1

It is also possible to group the values. Here they are grouped in 5s:
Papers Sold Frequency
15-19 2
20-24 7
25-29 1
When scores in a set of data are ordered and their frequencies are noted, a pattern emerges. Let us do the following
activity to identify this pattern.

Data can be "distributed" (spread out) in different ways.

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 It can be spread out
more on the left Or more on the right Or it can be all jumbled up

But there are many cases where the data tends to be around a central value with no bias left or right, and it gets
close to a "Normal Distribution" like this:

ACTIVITY 1: Visualizing a Frequency Distribution

A frequency distribution table of scores in a mathematics test is shown below. Refer to this table to do the following tasks.

TASKS: X(Score) F
21 2
 Sketch the frequency polygon of the 20 5
data. 19 7
 Describe the shape of the polygon. 18 11
 The scores are ordered from the lowest 17 6
16 3
to the highest. What can you observe
15 1
about the frequencies of the scores?
N 35

ACTIVITY 2: Visualizing a Normal Distribution

Given the following score distributions of students in a mathematics quiz.

TASK 1:
 Sketch the graph of the frequency polygon of each distribution.
 Answer the questions that follow.

STEPS:
1. Graph the frequency polygon of the following scores of students in a quiz. Here, there X(Score) F
are 5 students who took the quiz. 3 1
2 3
2. Now let us increase the number of students to 14. Observe what will happen to the shape 1 1
of the graph. N 5
X(Score) F
5 1
4 3
3 5
2 3
1 1
N 14
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 X(Score) F
9 1
3. Let us further increase the number of students. From the first graph to the third graph, 8 2
observe the transformation of the figures. 7 4
6 7
5 11
4. If we continue to increase the number of students, what will be the shape of the graph? 4 7
Take note also of its skewness. 3 4
5. For each distribution, compute the three measures of averages: mean, median, mode. 2 2
What do you notice? What does this imply? 1 1
N 42
6. Where did you find these measures on the graph?
7. What generalization can you make?

TRIVIA: There are many events in real life that generate random variables that have the natural tendency to approximate
the shape of a bell. For example, the heights of a large number of seedlings that we see in fields normally consist of a few
tall one, a few short ones, and most of them having heights between tall and short. If a well-prepared test is administered
to a class of 100 students, there will be a few high scores, as well as a few low scores. Most of the scores will be found in
between these two extreme scores. In reality, if a distribution consists of a very large number of cases and the three
measures of averages (mean, median, mode) are equal, then the distribution is symmetrical and the skewness is 0. In
Statistics, such distribution is called normal distribution or simply normal curve.
The normal curve has a very important role in inferential statistics. It provides a graphical representation of the
statistical values that are needed in describing the characteristics of populations as well as in making decisions. It is
defined by an equation that uses the population mean 𝜇 and the standard deviation 𝜎. There is no single curve, but rather
a whole family of normal curves that have the same basic characteristics but have different means and standard deviations.

ACTIVITY 3: Stating the Properties of the Normal Probability Distribution

Describe the properties of a normal probability distribution.
1.The distribution curve is ________________.
2.The curve is ________________ about its center.
3.The mean, median and the mode coincide at the _________.
4. The width of the curve is determined by the ____________________________ of the distribution.
5. The tails of the curve flatten out indefinitely along the horizontal axis, always approaching the axis but
__________________________it. That is, the curve is ___________________to the base line.
6. The area under the curve is ____. Thus, it represents the p___________ or p___________ or the p____________
associated with specific sets of measurement values.
ACTIVITY 4: Understanding the Standard Normal Curve
The standard normal curve is a normal probability distribution that is most commonly used as a model for inferential
statistics. The equation that describes a normal curve is:
1
𝑋−𝜇 2
𝑒 −2 ( 𝜎
)
𝑌=
𝜎√2𝜋
Where:
Y = height of the particular values of X 𝜇 = mean of the population
X = any score in the distribution 𝜋 = 3.1416
𝜎 = standard deviation of the population e = 2.7183
• A standard normal curve is a normal probability distribution that has a mean of zero and a standard deviation of
one.
• In general, we can determine the area in any specified region under the normal curve and associate it with
probability, proportion, or percentage.

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 By substituting the mean, 𝜇 = 0 and the standard deviation, 𝜎 = 1 in the formula, mathematicians are able to find
the areas under the normal curve. Fortunately, these areas have been determined for our use. The area between -3 and
+3 is almost 100% (not yet 100%) because the curve almost touches the horizontal line. Thus, there is a small fraction of
the area at the tails of the distribution.
The Table of Area under the Normal Curve is also known as the z-Table. The z-table is a measure of relative
standing. It is calculated by subtracting 𝜇 from the measurement of X and then dividing by the result by 𝜎. The final
result, the z-score, represents the distance between a given measurement X and the mean, expressed in standard
deviations. Either the z-score locates X within a sample or within a population

Four-Step Process in Finding the Areas Under the Normal Curve Given a z-Value
1. Express the given z-value in a three-digit form.
2. Using the z-Table, find the first two digits on the left column.
3. Match the third digit with the appropriate column on the right.
4. Read the area (or probability) at the intersection of the row and the column. This is the required area.
Exercise No. 4
How to Use the z-Table
Number your paper from 1 to 20. The teacher will dictate the given z-scores, then give the area under the normal
curve and vice-versa.
1. 7. 14.
8. 15.
2. 9. 16.
3. 10. 17.
4. 11. 18.
5. 12. 19.
6. 13. 20.
Exercise No. 5
Understanding the Normal Distribution
Determine whether each statement is TRUE or FALSE.
_____1. A probability distribution is generated by frequencies.
_____2. The areas under the curve correspond to all probabilities for X.
_____3. The area under the curve between two points a andb is the probability that X assumes a value between a and
b.
_____4. The skewness of the normal curve is 1.
_____5. At the base of normal curve, there are six standard deviations expressed as z.
_____6. The normal curve is a bell-shaped probability distribution.
_____7. The tails of the curve touches the baseline so that the curve can cover 100% of the area under the curve.
_____8. The probability that a random variable score occurs between z = 1 and z = 0 is 34.13%.
_____9. The area under the curve that a random variable score occurs between z = -1 and z = 0 is 0.6826.
_____10. The z-score is, in fact, a standard deviation value.

LESSON 2: UNDERSTANDING THE Z-SCORES

ACTIVITY 1: Exploring the z-score

The z-score
The areas under the normal curve are given in terms of z-values or scores. Either the z-score locates X within a
sample or within a population.
The formula for calculating z is:
𝑿−𝝁 𝑿− 𝑿
𝒛= (population data) 𝒛= (sample data)
𝝈 𝝈
Where: X = given measurement
μ =population mean
σ = population standard deviation
X = sample mean
s = sample standard deviation

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What is the importance of the z-scores?

Raw scores may be composed of large values, but large values cannot be accommodated at the base line of the
normal curve. So they have to be transformed into scores for convenience without sacrificing meanings associated with
the raw scores.

Recall that in the previous chapter, the graph of random variables locates the X scores on the x-axis. In
mathematics, these locations are called zeroes. We connect these concept to the normal curve concept and we call our
standard deviations z (for zero) scores.

For any population, the mean and the standard deviation are fixed. Thus, the x formula matches the z-values one-
to-one with the X-values (raw scores). That is, for every X value correspond a z-value and for each z-value there is
exactly one X value.

The z-values are matched with specific areas under the normal curve in a normal distribution table. Therefore, if
we wish to find the percentage associated with X, we must find its matched z-value using the z-formula. The z-value leads
to the area under the curve found in the normal curve table, which is a probability, and that probability gives the desired
percentage for X.

Example 1: Reading Scores

Given the mean, 𝜇 = 50 and the standard deviation, 𝜎= 4 of a population of Reading scores. Find the z-value that
corresponds to a score X= 58.
𝑿−𝝁 58−50 8
𝒛= = = =2
𝝈 4 4

Example 2: Score in HOPE

Locate the z-value that corresponds to a HOPE score of 39 given that 𝜇 = 45 and 𝜎= 6.

Example 3: Score in an Accounting Test

Given X = 20, 𝑋̅=26 and s = 4. Compute the corresponding z-score.

Exercise No. 6
A. State whether the z-score locates the raw score X within a sample or within a population.
Interpret the results. Using the z-table, find the area under the curve.

1. X = 50 𝑋̅=40 s=5
2. X = 40 𝜇 = 52 𝜎= 8
3. X = 36 𝑋̅ = 28 s=6
4. X = 74 𝑋̅ = 60 s = 10
5. X = 82 𝜇 = 75 𝜎= 15

B. Given 𝑋̅ = 62 and s = 8. Find the z-score value that corresponds to each of the following scores up to two decimals
places.

1. X = 70
2. X = 78
3. X = 82
4. X = 50
5. X = 42

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LESSON 3: IDENTIFYING REGIONS OF AREAS UNDER THE NORMAL CURVE

We have learned that the area under the curve is 1. So, we can make the correspondence between the area and
probability. We also have learned how to use the z-table so that we can identify areas of regions under the normal curve.

ACTIVITY 1: Identifying Regions under the Normal Curve

1. z = 0 and z = 1 TASK:
2. z = 0 and z = -1
3. z = 1 and z = 2  Draw a sketch of a normal curve.
4. z = -1 and z = -2  Draw a vertical line through the specified
5. z = 2 and z = 3 z-values and shade the region.
6. z = -2 and z = -3

Since the z-table provides the proportion of the area (or probability or percentage) between any two specific
values under the curve, regions under the curve can be described in terms of area. For example, the area of the region
between z = 0 and z = 1 is given in the table z-table to be 0.3413. We can do operations with the areas to identify more
regions under the curve.

ACTIVITY 2: Understanding Proportions of Areas under the Normal Curve

In general, we can determine the area in any specified region under the normal curve and associate it with probability,
proportion, or percentage.

REVIEW FOR CHAPTER TEST (PART I)

LESSON 4: DETERMINING PROBABILITIES

Let us learn how to use probability notation in equating desired probability to an area.

ACTIVITY 1: Learning the Probability Notations under the Normal Curve

TASK 1: The following notations for a random variable are used in

Read the following notes about probability our various solutions concerning the normal curve. Mathematical
expressions that you can use to enhance notations are convenient forms of lengthy expressions.
understanding of the normal curve distribution.

P (a < z < b) denotes the probability that the z-score is between a and b.
P (z > a)denotes the probability that the z-score is greater than a.
P (z < a)denotes the probability that the z-score is less than a.
Where a and b are z-score values.

For example, to denote the area between z = 1 and z = 2, we use the notation:
P (1 < z < 2) = 0.1359
which we read as “The probability that the z-score falls between z = 1 and z = 2 is 0.1359.”

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 With continuous probability distributions such as the normal distribution, P (z = a) = 0. This means that with
infinitely many different possible values, the probability of getting one exact value is 0. For example, take z= 1.22
exactly. A single point like 1.22 would be represented graphically by a vertical line above 1.22 but the vertical line
contains no area, so P(z= 1.22) = 0. With any continuous random variable, the probability of any one exact value is 0.
Thus, it follows that
P(a ≤ z ≤b) = P(a ˂ z ˂ b).

It also follows that the probability of getting a score of at most bis equal to the probability of getting a z-score of
less than b. It is important to correctly interpret key phrases such as at most, more than, no more than and so on. The
illustrations of these concepts follow.

CASE 1:The required area is: TASK 2:

greater than z to the right of z  Study the following examples
at least z above z illustrating improved processes in
no less than z more than z determining areas under the
Example 1: normal curve.
Find the proportion of the area above z = –1
 Provide missing solutions if any.
Example 2:
 Use the z-table in this book.
Find the area greater than z=1.

CASE 2:The required area is:

less than z to the left of z
at most z not greater than z
no more than z below z
Example 3:
Find the area to the left of z = –1.5.
Example 4:
Find the area below z= 1.5.

CASE 3: Required area is between z1 and z2.

Example 5:
Find the area between z = –2 and z = –1.5.
Example 6:
Find the area between z = 0.98 and z = 2.58.
CASE 4: The area is between –z and z.
Example 7:
Find the area between z = –1.32 and z= 2.37.

Exercise No. 7:

Determine each of the following areas and show these graphically. Use probability notation in your final answer. Take a
picture of your tutorial and group sessions. Paste it on the problem set.
1. above z = 1.46
2. below z = –0.58
3. between z = –0.78 and z = –1.95
4. between z = –0.92 and z = 1.75
5. between z = 0.76 and z = 2.88
6. to the right of z = 1.32
7. to the left of z = 2.78
8. at most z = –1.5
9. at least z = 1
10. at least z = –2
LESSON 5: LOCATING PERCENTILES UNDER THE NORMAL CURVE

In this lesson, you will learn how to determine percentiles and locate them under the normal curve.
Which of the following expressions are familiar to you?
First honor Top ten a score of 98%
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 Recalling basic Statistics, these are expressions of order. They indicate relative standing. In real life, many people
want to belong to a high level in terms of relative standing.

ACTIVITY 1: Locating Percentile under the Normal Curve TASK 1:

 Recall the concept of percentile.
What is a percentile?  Read the following notes carefully.

In a test in Algebra, you got a score of 82 and you want to

know how you fared in comparison with your classmates. If your teacher tells you that you scored at the 90th percentile, it
means that 90% of the grades were lower than yours and 10% were higher. If the relative frequency histogram were used to
show the scores, the 90th percentile would be located at a point such that 90% of the total area under the relative frequency
histogram lies below the 90th percentile and 10% lies above.

In a previous lesson, we learned how to compute the z-score based on means and standard deviations for both
sample and population. The resulting z-scores allowed us to read the corresponding areas (or probabilities) using the
standard normal table.

TASK 2: Suppose that we know the probability this time. What is the
 Compute z scores when probabilities are given. corresponding z-score? For example, where is 95% under the
 Locate the point under the normal curve. normal curve?

Example 1:Find the 95th percentile of a normal curve.

Analysis:By definition of P99, this means locating an area before (or below) the point. We want to know what z-value is at
this point.

Thus, when we are given the area and we wish to find the corresponding z-value, we locate the given area at the body of
the table. If the exact area is not available, we take the nearest area
given. Then, we look up the corresponding z-value in the Table of TASK 3:
Areas under the Normal Curve or z-table.  Study the steps involved in this problem.
Example 2:Find the upper 10% of the normal curve.  Complete the solution if needed

TASK 4:
Example 3:The results of a nationwide aptitude test in mathematics
 Study the steps involved in this problem.
are normally distributed with m = 80 and s = 15. What is the
 Compare the solution with the previous one.
percentile rank of a score of 84?
Analysis:Since we are interested in the percentile rank of 84, this
means finding the percentage of scores below 84. To find the required area from the Table of Areas, we transform 84 to z-
score form and then perform the appropriate mathematical operation.

Notice that there is no prescriptive procedure in the computation of the z-scores and the probabilities. You have to
analyse the problem carefully and apply what you have learned about the concepts and procedures involving the normal
curve.
Exercise No. 8
I. Find each of the following percentile points under the normal curve. Complete your procedure.
1. P99
2. P32
3. P68
4. P40
5. P90
6. P17

II. Answer the following. Show the graph of each figure.

7. Find the upper 28% of the normal curve.
8. Find the upper 28% of the normal curve.
9. Find the lower 12% of the normal curve.
10. Find the lower 31% of the normal curve.

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LESSON 6: APPLYING THE NORMAL CURVE CONCEPTS IN PROBLEM SOLVING

In the discussion of the normal curve, there are situations when we are given the area and we want to know the
corresponding raw score. We can modify the computing formula for the z-score to determine the raw score. Let us look at
the procedures applying the normal curve concepts in solving the following problems.

ACTIVITY 1: Understanding Test Results

TASK 1:
 Read the problems and the illustrative solution.
 Discuss the answers to the questions pertinent to
the analysis.
 Supply the missing parts of the solution, if any.
Example 1:The results of a nationwide aptitude test in
mathematics are normally distributed with m = 80 and s =
15. Find the raw score such that 70% of the cases are below
it.

Analysis:The problem involves a normal distribution. So we can apply the normal curve concept to solve the problem.
The expression 70% implies that we are given the area and that we are looking for a raw score. We can find this by
determining first the corresponding z-score from the Table of Areas under the Normal Curve. If 70% of the cases lie
below the raw score, then 30% of the cases are above it. You can choose which probability to deal with. In this example,
30% is selected.

Example 2:In the same problem, what is the score that divides the distribution such that 99% of the cases are below it.
Analysis: The score is to the right of the mean. Using 1% seems more convenient than using 99%.
Example 3:What are the scores that bound the middle 95% of the distribution?

Analysis: There is an area of 2.5% or 0.0250 above and TASK 2:

below the middle 95% of the distribution. To determine  Recall the model for computing areas between
the scores, which bound the middle 95% we must first paired z-scores.
find the z-score values associated with them. Then  Study the following example and supply the
compute the raw scores. missing parts of the solution.

ACTIVITY 2: Using Probabilities to Determine Frequencies

We have stated earlier that the area under the curve indicates either a percentage or a proportion of measurements.
Such percentage also represents the percentage of scores in the distribution. To illustrate this concept, let us consider the
following example.

Example: Given 10, 000 scores in Biology. The distribution of scores is normally shaped with 𝜇 = 100 and 𝜎 = 14. The
raw scores that correspond to each z-score value are obtained by using the formula:

1. Draw the normal curve.

2. At the right of the mean, the raw score that corresponds to z = 1 is 𝜇 + s.
3. The raw score that corresponds to z = 2 is 𝜇 + 2s.
4. Finally, the raw score that corresponds toz = 3 is 𝜇 + 3s.
5. In a similar manner, the raw score that corresponds z = –1 is 𝜇 – s.
6. The raw score that corresponds to z = 2 is 𝜇 – 2s.
7. For z = –3, the raw score corresponds to 𝜇 – 3s.

We can calculate the number of scores in each section under the normal curve. From the figure above, we see that
34.13% are contained between the scores of 100 and 114. If we multiply by 10, 000; then we get the number of scores in
9|Page STATISTICS AND PROBABILITY: CHAPTER 2
the section of the distribution that corresponds to the scores 100 and 114. Since 10, 000 = 3, 414; this means that there are
3, 413 scores between two given scores.

Similarly, 13.59% of the scores lie between the scores 114 and 128. Again, this is 0.1359 x 10, 000 = 1,
359 scores. Proceeding in a similar manner, there are 215 scores between 128 and 142; and 13 scores are greater than 142.
For the other half of the distribution, 3, 413 scores are between 86 and 100; 1359 scores are between 72 and 86. And 215
scores are between 58 and 72; and 13 scores are below 58.

To determine the area between the mean and TASK 3:

specific points, we simply use the statistical table for  Complete the solution to the following example.
Areas under the Normal Curve.

Example: The weights of 1, 000 children average 50 kg and the standard deviation is 5 kg. How many children weigh
between 40 kg and 55 kg?
Exercise No. 9

1. In a job fair, 30000 applicants applied for a job. Their mean age was found to be 28 with a standard deviation of 4
years.
a. Draw a normal curve distribution showing the z-scores and the raw scores.
b. How many applicants are below 20 years old?
c. How many applicants are above 32 years old?
d. How many have ages between 24 and 32 years?
e. Find the age such that 75% is below it.
2. Six hundred children participated in a field demonstration. Their heights averaged 120cm with a standard
deviation of 6cm.
a. What is the probability that a child, picked at random, has a height greater than 114cm?
b. What is the probability that the height of a child, picked at random, is less than 108 cm?
c. How many children belong to the upper 15% of the group?

REVIEW FOR CHAPTER TEST (PART II)

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