UNPACKING OF THE LEARNING STANDARDS

Subject: _________________ Grade Level: ____________ Teacher: _______________________________________

Chapter/Unit: ____________________________________
Quarter Period: ___________________________________

Content Standard
The learners demonstrate an understanding of:
key concepts Measures of Variation
Restated Content Standard
The learner demonstrates
understanding of key concepts of
measures of variation in daily life.
Performance Standard
The learners shall be able to:
formulate and solve practical problems involving
measures of variation in daily life.
Restated Performance Standard
The learners shall be able to
formulate and solve practical
problems involving measures of
variation in daily life.

Big Ideas: Big Ideas:

Variation Practical problems

Acquisition: Students will learn… Transfer Goal:

Students will learn the key concepts of variation through , estimating the standard The learners will measures problems involving variations in daily life.
deviation of a population, based on sampledata. and solving problems involving measures of
variation in daily life.

Making Meaning: Students will understand… GRASPS:

Students will understand that probability is essential in nature of chance and variation Goal - to be able to solve practical problems
in daily life in order to be efficient. Role - Learners,
Audience - Mathematics Teachers
Situation -
Product - Practical Problems
Standards -

Learning Competencies
No. of
Competencies based on CG Deficiency
teachin No. of
(Arrange the competencies in order Words are ambiguous? A-M-T Focus Question linked
g hours No explicit connections among standards? Restated/Enhanced Competency teachin
based on the need of the curriculum based Missing standards? g hours Classification to School’s PVMGO
map) on CG Needs to breakdown the processes involve?

Illustrates an experiment, 1. Illustrates an experiment, outcome, sample

outcome, sample space and event
Counts the number of occurrences
of an outcome in an experiment:
(a) table; (b) tree diagram; (c)
systematic listing; and (d)
fundamental counting principle.
Finds the probability of a simple
event.
Illustrates an experimental
probability and a theoretical
probability.
Solves problems involving
probabilities of simple events.
Added Competency/ies (those that are missing skills such as transfer competency)
4 4 Acquisition
space and event
4 4
2. Counts the number of occurrences of an
outcome in an experiment: (a) table; (b) tree Making
diagram; (c) systematic listing; and (d) Meaning
fundamental counting principle.
4 4 Making
3. Finds the probability of a simple event.
Meaning
4 4
4. Illustrates an experimental probability and Making
a theoretical probability. Meaning
4 5. Solves problems involving probabilities of 4
Transfer
simple events.
Nota Bene: Mark the competencies considered as power competencies with asterisk (*)