FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: 11 Semester: First

Core Subject Title: Statistics and Probability No. of Hours/ Semester: 80 hrs.
Prerequisites (if needed):

Core Subject Description: At the end of the course, the students must know how to find the mean and variance of a random variable, to apply sampling techniques and distributions,
to estimate population mean and proportion, to perform hypothesis testing on population mean and proportion, and to perform correlation and regression analyses on real-life
problems.

Culminating Performance Standard: The learner is able to perform appropriate tests of hypotheses involving the population mean and population proportion to make inferences
in real-life problems in different disciplines.

What to Teach? Why Teach? How to Assess? How to Teach?

Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
First Quarter
organizes data
in a frequency
Understanding
distribution uses
table. appropriate
uses graphs to
Data appropriate represent
Organization graphs to organized data: Reasoning and
Evaluating
and represent pie chart, bar Proof
Presentation The learner is able graph, line
The learner organized data:
to organize data Understanding
demonstrates pie chart, bar graph, Modular
systematically and histogram, and
understanding graph, line 1. Pre- Approach:
compute ogive.
of key concepts graph, assessment: Worksheets
accurately
of the different histogram, and Diagnostic Test
Descriptive measures of
forms of data ogive. PO: Thinking Online
Statistics central tendency
representation, Illustrates the Understanding Skills (Critical Discussion via
(Scaffolding) and variability and
measures of measures of Thinking and
*optional*
apply these ZOOM
central central Problem
appropriately in Application
tendency, and tendency Understanding Illustrates the Solving)
data analysis and (Synchronous)
measures of (mean, median, measures of
interpretation in
variability. Measures of and mode) of a central
different fields. Reasoning and
(CG G7) Central statistical data. tendency Evaluating
(CG G7) Proof
Tendency calculates the (mean, median,
measures of and mode) of a
central statistical data.
Understanding
tendency of
ungrouped and
grouped data.
Measures of
Variability
 What to Teach? Why Teach? How to Assess? How to Teach?
Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
illustrates the Understanding
measures of
variability
(range, illustrates the
average measures of
deviation, variability
variance, (range,
standard average Evaluating Reasoning and
deviation) of a deviation, Proof
statistical data. variance,
calculates the standard
measures of deviation) of a
variability of statistical data.
Understanding
grouped and
ungrouped
data.
Illustrates a 1. Practice
random Exercise/ 1. Prerecorded
variable Worksheets Video
Distinguishes PO: Thinking Presentation
(discrete and
between a Skills (Critical with Guide
continuous) discrete and a Thinking and Questions/
Distinguishes continuous Problem PowerPoint
between a random Solving) Presentation
Random discrete and a variable Applying 2. Quiz Connections
Variables continuous (Online &
PO: Thinking
random Blended)
Skills (Critical
variable 2. Modular/
Thinking and
The learner is able Hand – outs
The learner Finds the Finds the Problem
to apply an with Guide
demonstrates possible value possible value Solving)
appropriate Questions
Random understanding of random of random 3. Journal Writing
random variable (Distance)
Variables and of key concepts variable PO:
for a given real-life Understanding variable Understanding
Probability of random Communication
problem (such as
Distributions variables and Illustrates a 1. Interactive 1. Modular
in decision making
probability probability Engagement Approach
and games of
distributions. distribution for through a (Distance)
chance).
a discrete Mobile including
random Solves and Application websites for
variable and its interprets PO: Thinking
Mean and interactive
properties. problems Skills (Critical Reasoning and
Variance of learning
Constructs the involving mean Evaluating Thinking and
Probability Proof
probability and variance of Problem
Distribution
mass function probability Solving)
2. Online
of a discrete distributions 2. Worksheets
random using Puzzle/ Discussion via
variable and its Trivia ZOOM
corresponding PO: Thinking Application
histogram. Skills (Critical (Synchronous)
 What to Teach? Why Teach? How to Assess? How to Teach?
Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
Computes Thinking and
probabilities Problem 3. Video
corresponding Solving) Presentation
to a given 3. Problem Sets (Online/
random PO: Thinking Blended)
variable. Skills (Critical
Illustrates the Thinking and
mean and Problem
variance of a Solving)
discrete 4. Journal Writing:
random Reflection
variable Paper:
Calculates the Interpretation
mean and the of Mean and
variance of a Variance of a
discrete Discrete
random Random
variable Variable
Interprets the PO:
mean and Communication
variance of a
discrete
random
variable

Performance
Solves and Check No. 1
interprets Conduct a Survey
problems by using any
involving mean available platforms.
and variance of PO: Thinking Skills
probability (Critical Thinking
distributions and Problem
Solving) and
Communication
1. Worksheet 1. Video/
PO: Thinking PowerPoint
The learner is able Skills (Critical
to accurately Presentation/
The learner Thinking and
formulate and Detailed Hand
demonstrates Characteristics Illustrates a Illustrates a Problem
solve real-life Solving) – outs/
Normal key concepts of of Normal normal random normal random Representation
problems in Knowing Knowing Understanding 2. Journal Writing: Student –
Distribution normal Random variable and its variable and its s
different Reflection Teacher
probability Variable characteristics. characteristics.
disciplines Consultation
distribution. Paper on
involving Normal (Online)
Understanding
Distribution. 2. Modular
of Normal
Random Approach/
 What to Teach? Why Teach? How to Assess? How to Teach?
Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
Variable Detailed Hand
Concept – outs
PO: (Distance)
Communication
3. Essay:
Characteristics
of Normal
Random
Variable
PO:
Communication

Constructs a
Knowing
normal curve. Identifies
regions under 1. Problem Sets
Identifies the normal PO: Thinking
regions under curve Skills (Critical
Applying
the normal corresponding Thinking and
curve to different Problem Connections
corresponding standard Solving) 1. PowerPoint
Understanding
to different normal values. 2. Reflection
Normal Presentation/
standard Paper on
Distribution to Understanding Video Clips
normal values. Understanding
Standard (Online)
Converts a Converts a of Normal
Normal 2. Lecture Notes
normal random normal random
Distribution Distribution to Communication (Distance)
variable to a variable to a
Analyzing Standard
standard standard s
normal variable normal variable Normal
and vice versa. and vice versa. Distribution
Computes Computes PO:
probabilities probabilities Communication
and percentiles and percentiles Reasoning and
Understanding Understanding Evaluating
using the using the Proof
standard standard
normal table. normal table.
Illustrates
The learner is able
The learner random Knowing
to apply suitable 1. PowerPoint
demonstrates sampling. 1. Situational
sampling and Presentation/
understanding Distinguishes
sampling Analysis
Sampling and of key concepts between Illustrates Video Clips
Sampling distributions of the Knowing Worksheet
Sampling of sampling and parameter and random Understanding Applying Connections (Online &
Techniques sample mean to PO:
Distribution sampling statistic. sampling. Blended)
solve the real-life Communication
distributions of Identifies 2. Lecture Notes
problems in the
the sample sampling (Distance)
different Understanding
mean. distributions of
disciplines.
statistics.
 What to Teach? Why Teach? How to Assess? How to Teach?
Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
Finds the mean
and variance of
the sampling
distribution of
the sample
mean.
Defines the
sampling
distributions of
the sample
mean for
normal
population.
illustrates point
and interval Knowing
estimations.
distinguishes
between point
Knowing
and interval
estimation.
identifies point 1. Practice
estimator for
Knowing Exercises/
the population
mean. Worksheets
computes for PO: Thinking
the point Skills (Critical
estimate of the Understanding Thinking and
solves Problem 1. PowerPoint
The learner population
The learner is able problems Solving) Presentation/
demonstrates mean.
Point and to estimate the involving Video Clips
Estimation of understanding identifies the
Interval population mean confidence Understanding Applying Connections
of key concepts appropriate 2. Quiz (Online)
Parameters Estimation of and population interval
of estimation of form of the PO: Thinking 2. Modular/
Population proportion to make estimation of
population
sound confidence the population Skills (Critical Hand – outs
mean and interval Thinking and (Distance)
mean.
estimator for Problem
the population Solving)
mean when: (a)
the population Understanding 3. Journal Writing
variance is PO:
known, (b) the Communication
population
variance is
unknown, and
(c) the Central
Limit Theorem
is to be used.
illustrates the t-
Knowing
distribution.
 What to Teach? Why Teach? How to Assess? How to Teach?
Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
constructs a t-
Understanding
distribution.
identifies
regions under
the t-
distribution Knowing
corresponding
to different t-
values.
identifies
percentiles
Knowing
using the t-
table.
computes for
the confidence
interval
estimate based
on the
Understanding
appropriate
form of the
estimator for
the population
mean.
solves
problems
involving
confidence
Understanding
interval
estimation of
the population
mean.
draws
conclusion
about the
population
Understanding
mean based on
its confidence
interval
estimate.
identifies point
estimator for
Knowing
the population
proportion.
computes for
the point
estimate of the Understanding
U population
proportion.
 What to Teach? Why Teach? How to Assess? How to Teach?
Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
identifies the
appropriate
form of the
confidence
interval
estimator for Understanding
the population
proportion
based on the
Central Limit
Theorem.
computes for
the confidence
interval
Understanding
estimate of the
population
proportion.
solves
problems
involving
confidence
Understanding
interval
estimation of
the population
proportion.
draws
conclusion
about the
population
proportion Understanding
based on its
confidence
interval
estimate
identifies the
length of a
Knowing
confidence
interval.
computes for
the length of
Understanding
the confidence
interval.
computes for
an appropriate
sample size
Understanding
using the
length of the
interval.
 What to Teach? Why Teach? How to Assess? How to Teach?
Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
solves
problems
involving Understanding
sample size
determination.
Illustrates: Illustrates:
(a) null (a) null
hypothesis hypothesis
(b) alternative (b) alternative
hypothesis hypothesis
(c) level of (c) level of
significance Understanding significance Understanding Applying Connections
(d) rejection (d) rejection
region; and region; and
(e) types of (e) types of
errors in errors in
hypothesis hypothesis
testing. testing.
calculates the
probabilities of
committing a Understanding
The learner is able
Type I and
The learner to perform
Type II error.
demonstrates appropriate tests
identifies the 1. PowerPoint
understanding of hypotheses
parameter to Presentation/
of key concepts Fundamental involving the
Tests of be tested given Knowing Video Clips
of tests of Concepts in population mean
a real-life
Hypothesis hypotheses on Hypothesis and population (Online)
problem.
the population Testing proportion to make 2. Lecture Notes
formulates the
mean and inferences in real- (Distance)
appropriate null
population life problems in solves
and alternative
proportion. different Understanding problems
hypotheses on
disciplines. involving test of Problem
a population Doing Creating
mean. hypothesis on Solving
identifies the the population
appropriate mean.
form of the test-
statistic when:
(a) the
population
variance is
Understanding
assumed to be
known
(b) the
population
variance is
assumed to be
unknown; and
 What to Teach? Why Teach? How to Assess? How to Teach?
Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
(c) the Central
Limit Theorem
is to be used.
computes for
the test-statistic
value Understanding
(population
mean).
draws
conclusion
about the
population
mean based on Understanding
the test-statistic
value and the
rejection
region.
solves
problems
involving test of
Doing
hypothesis on
the population
mean.
formulates the
appropriate null
and alternative
Understanding
hypotheses on
a population
proportion.
identifies the
appropriate
form of the test-
t-test statistic when Understanding
the Central
Limit Theorem
is to be used.
identifies the
appropriate
rejection region
for a given level
of significance Understanding
when the
Central Limit
Theorem is to
be used.
computes for
the test-statistic Understanding
value
 What to Teach? Why Teach? How to Assess? How to Teach?
Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
(population
proportion).
draws
conclusion
about the
population
proportion
Understanding
based on the
test-statistic
value and the
rejection
region.
solves
problems
involving test of
Understanding
hypothesis on
the population
proportion.
illustrates the
nature of Knowing 1. Interactive
bivariate data.
Solving of
constructs a
Understanding Relationship
scatter plot.
describes using Manual
shape (form), Computation
trend and Excel
(direction), and PO: Thinking 1. YouTube
Knowing
variation Skills (Critical Video
(strength) Thinking and Tutorials or
The learner The learner is able based on a
scatter plot. Problem Real-time
demonstrates to perform
solves Solving) discussion
Correlation understanding correlation and estimates
problems Problem using
and of key concepts Correlation regression strength of Doing Creating
involving
Regression of correlation Analysis analyses on association 2. Practice Solving PowerPoint
correlation
Analyses and regression real-life problems between the Knowing Exercise/ Presentation
analysis.
analyses. in different variables based Worksheets (Online)
disciplines. on a scatter PO: Thinking 2. Modular/Hand
plot.
Skills (Critical -outs
calculates the
Pearson’s Thinking and (Distance)
sample Understanding Problem
correlation Solving)
coefficient.
solves 3. Journal Writing
problems PO:
involving Doing
Communication
correlation
analysis.
 What to Teach? Why Teach? How to Assess? How to Teach?
Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
identifies the identifies the
independent independent Understanding Applying Connection
Understanding
and dependent and dependent
variables. variables.
draws the best-
fit line on a Understanding
scatter plot.
calculates the
interprets the
slope and y-
Understanding calculated Reasoning and
intercept of the Understanding Evaluating
slope and y-
regression line. Proof
intercept of the
interprets the
regression line.
calculated
Regression slope and y- Understanding
Analysis intercept of the
regression line.
predicts the
value of the
dependent
variable given Understanding
solves
the value of the
problems Problem
independent
involving Doing Creating
variable. Solving
regression
solves
analysis.
problems
involving Doing
regression
analysis.

Performance Task: There is a pressing concern that needs to be addressed in your school community. With this, the school administrators provide you with the necessary data
to come up with a solution to this problem. As statistical consultant, you will organize, present, analyze, solve and interpret the relevant data to come up with a data-driven solution
to the specified problem that will be presented to the school community. The presentation is in a form of a portfolio that will be evaluated using the following criteria: organization of
data, data analysis, data interpretation, generation of conclusion/ generalization, and meaningful insights.