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Statistics and Probability TG For SHS PDF
Statistics and Probability TG For SHS PDF
Statistics and
Probability
Math largely involves a deterministic way of thinking and the way Math is taught in
schools leads learners into a deterministic way of examining the world around them.
Statistics, on the other hand, is by and large dealing with uncertainty. Statistics uses
inductive thinking (from specifics to generalities), while Math uses deduction (from the
general to the specific).
“Statistics has its own tools and ways of thinking, and statisticians are quite
insistent that those of us who teach mathematics realize that statistics is not
mathematics, nor is it even a branch of mathematics. In fact, statistics is a
separate discipline with its own unique ways of thinking and its own tools for
approaching problems.” - J. Michael Shaughnessy, “Research on Students’
Understanding of Some Big Concepts in Statistics” (2006)
Statistics deals with data; its importance has been recognized by governments, by the
private sector, and across disciplines because of the need for evidence -based decision
making. It has become even more important in the past few years, now that more and
more data is being collected, stored, analyzed and re-analyzed. From the time when
humanity first walked the face of the earth until 2003, we created as much as 5 exabytes
of data (1 exabyte being a billion “gigabytes”). Information communications technology
(ICT) tools have provided us the means to transmit and exchange data much faster,
whether these data are in the form of sound, text, visual images, signals or any other
form or any combination of those forms using desktops, laptops, tablets, mobile phones,
and other gadgets with the use of the internet, social media (facebook, twitter). With the
data deluge arising from using ICT tools, as of 2012, as much as 5 exabytes were being
created every two days (the amount of data created from the beginning of history up to
2003); a year later, this same amount of data was now being created every ten minutes.
“During the 20th Century statistical thinking and methodology has become the
scientific framework for literally dozens of fields including education, agriculture,
economics, biology, and medicine, and with increasing influence recently on the
hard sciences such as astronomy, geology, and physics. In other words, we have
grown from a small obscure field into a big obscure field.”
In consequence, the work of a statistician has become even fashionable. Google’s chief
economist Hal Varian wrote in 2009 that “the sexy job in the next ten years will be
statisticians.” He went on and mentioned that “The ability to take data - to be able to
understand it, to process it, to extract value from it, to visualize it, to communicate it's
going to be a hugely important skill in the next decades, not only at the professional
level but even at the educational level for elementary school kids, for high school kids,
for college kids. “
Although Statistics and Probability may be tangential to the primary training of many if
not all Senior High School teachers of Statistics and Probability, it will be of benefit for
them to see why this course is important to teach. After all, if the teachers themselves
do not find meaning in the course, neither will the students. Work developing this set
of teaching materials has been supported by the Commission on Higher Education
under a Materials Development Sub-project of the K-12 Transition Project. These
materials will also be shared with Department of Education.
It would be ideal to use technology (i.e. computers) as a means to help teachers and
students with computations; hence, the guide also provides suggestions in case the
class may have access to a computer room (particularly the use of spreadsheet
applications like Microsoft Excel). It would be unproductive for teachers and students
to spend too much time working on formulas, and checking computation errors at the
expense of gaining knowledge and insights about the concepts behind the formulas.
The guide gives a mixture of lectures and activities, (the latter include actual collection
and analysis of data). It tries to follow suggestions of the Guidelines for Assessment
and Instruction in Statistics Education (GAISE) Project of the American Statistical
Association to go beyond lecture methods, and instead exercise conceptual learning, use
active learning strategies and focus on real data. The guide suggests what material is
optional as there is really a lot of material that could be taught, but too little time.
Teachers will have to find a way of recognizing that diverse needs of students with
variable abilities and interests.
This teaching guide for Statistics and Probability, to be made available both digitally
and in print to senior high school teachers, shall provide Senior High School teachers
of Statistics and Probability with much-needed support as the country’s basic education
system transitions into the K-12 curriculum. It is earnestly hoped that Senior High
School teachers of Grade 11 Statistics and Probability can direct students into
examining the context of data, identifying the consequences and implications of stories
behind Statistics and Probability, thus becoming critical consumers of information. It
is further hoped that the competencies gained by students in this course will help them
become more statistical literate, and more prepared for whatever employment choices
(and higher education specializations) given that employers are recognizing the
importance of having their employee know skills on data management and analysis in
this very data-centric world.
Describing Data
OVERVIEW OF LESSON
In this activity, students will be asked to provide some data that will be
submitted for consolidation by the teacher for future lessons. Data on heights
and weights, for instance, will be used for calculating Body Mass Index in Lesson
3. Students will also discuss the concept of statistical questions (in relation to
non-statistical ones), then work in groups to discover variation in data.
Students will be asked to imagine that the data they obtained in their groups
would now be collected for much larger groups (the entire class, all grade 11
students in school, all grade 11 students in the district), and to discuss how data
could be summarized.
LEARNING COM PETENCIES: At the end of the lesson, the learner should be
able to:
LESSON OUTLINE:
0. Preliminaries
1. Introduction on Statistics as the Science that Studies Data
2. Initial Lesson: Statistical and Non Statistical Questions
3. Main Lesson: Data and Statistics
4. Small Data Collection Activity and Planning for Data Analysis
Tell students that data are collected to answer statistical questions, the
answers of which can change depending on who it is asked to, and when it is
asked (Non-statistical questions are questions that anticipate a single
answer.)
How old is student number 3 (in the class list)? (Not a statistical
question since only a particular fact, the age of student number 3, is of
interest)
How old are the people who watch the most recent episode of the
television show “Maalaala Mo Kaya?” (Statistical question since
this will require getting data on ages of all viewers of the tv show)
Do dogs eat more than cats? (Statistical question since this will
require getting data on the amount of food eaten by dogs and cats,
maybe a sample of them, for a reference period, say past week, or
past month)
Is the vehicle of the Mayor of our city/town/municipality bigger than
the vehicle used by the President of the Philippines? (Not a statistical
question since only a particular fact, size of mayor’s car in relation to
size of vehicle of president, is of interest)
How many days are there in December? (Not a statistical question since
only a particular fact, number of days in December, is of interest)
Does it rain more in Cebu than in Davao? (Statistical question
since this will require getting rainfall data on the two cities in a
reference period, say past month, past year)
Do I have a college degree? (Not a statistical question since only a
particular fact, whether or not I have a college degree, is of interest)
How much was the Supreme Court Chief Justice’s last paycheck for?
Not a statistical question since only a particular fact, the amount of
income received by the SC CJ in the last paycheck, is of interest)
Do math teachers earn more than science teachers? (Statistical
question since this will require getting data on income/wages of
either all math and science teachers, or even a sample of these
teachers)
How many searches on Google do residents in M akati City (or some
other city near the school) conduct each day? (Statistical question
since this will require getting data on the frequency of Google
searches of residents of M akati or whatever city of interest)
What is the weight of Student A, say Ana (or whatever random name
you can get from the list of student names)? (Not a statistical question
since only a particular fact, weight of Student A is being asked)
W hat is the proportion of students in class who are underweight or
overweight for their age? (Statistical question since this will
require getting data on the weights of all students in class,
comparing these weights to a reference weight for student ages,
and determining the percentage of students that are underweight
or overweight for their age)
(E) Small Data Collection Activity and Planning for Data Analysis
Divide students into groups of five. Tell students to share with each other
some opinions and facts to answer about three questions (that will not yield
a “sensitive” response). They may use questions for Activity Sheet 1-01a:
What is their height (in cm?) and weight (in kg)? the age of their
mother?
What is their favorite color?
How do they feel today?
Are the five students satisfied with the way the mayor does his/her job?
(yes, no, unsure, no opinion)
How many hours did the students watch television during the past
seven days?
How many hours did they go on facebook yesterday?
Explanatory Note about Data Collection Activity: The questions listed above
are indicative to help students learn that data has variation. It is crucial to
ask questions of interest that are not culturally sensitive.
After 5 minutes of sharing answers with each other, ask students whether
the answers shared with each other were the same, or whether they varied.
Tell students to imagine that these same questions would now be asked of all
grade 11 students in the entire school, or in the entire district.
Possible Answers:
KEY POINTS
REFERENCES
Albert, J. R. G. (2008).Basic Statistics for the Tertiary Level (ed. Roberto Padua,
Welfredo Patungan, Nelia Marquez), published by Rex Bookstore.
Workbooks in Statistics 1: 11 th Edition, Institute of Statistics, UP Los Banos,
College Laguna 4031
https://www.khanacademy.org/math/probability/statistical-
studies/statistical-questions/v/statistical-questions
https://www.illustrativemathematics.org/content-standards/tasks/703
12. On a scale from 1 (very unhappy) to 10 (happiest), how do you feel today? :
____________
Student ID
Question
1.
2.
3.
How can we summarize the data collected for each of the questions above
(especially if we consolidate the data from the entire class) ?
Sex Numb Report Report Age . Daily Daily Usual Usual Rating Actu Actu
Stude ( 1= er of ed ed of allowa food numbe Sleepin on al al
nt male; siblin Weigh Height moth nce in expendit r of g Time Feeling Weig Heig
Numb 2 gs t (in (in m) er (in school ure in text (on Today ht (in ht
er femal kg) years school messa weekda (1 very kg)* (in
e) ) ges ys) unhap m)*
sent in py, 10
a day happie
st)
2. Ten persons were randomly selected and asked how many letters were in their
middle names, and we received the following data: 6, 6, 7, 12, 15, 7, 8, 7, 6, 7
Answer:
4
3
Frequency
2
1
0
5 10 15
letters
x x x
x x x x x
6 7 8 9 10 11 12
x – one night
Frequency
6
Favorite Sport
5
4
3
2
1
0
Chess Basketball Football Volleyball
Sport
What is the most popular type of dog from the data? Answer: Basketball
How many of Ronald’s friends that were questioned do not consider
Chapter 1 Describing Data – Lesson 1 Page 17
Basketball or Football as their favorite sport? Answer: 5
How many friends did Ronald question? Answer : 12
Explanatory Note: Teachers have the option to just ask this assessment orally to
the entire class, or to group students and ask them to identify answers, or to give
this as homework, or to use some questions/items here for a chapter examination.