E.T.

TIRONA MEMORIAL
School NATIONAL INTEGRATED HIGH Grade Level 11
SCHOOL
STATISTICS
GRADE 11 Teacher NICKOLAS V. TOLENTINO Learning Area AND
IDEA Exemplar PROBABILITY
February 26, 2024
Teaching CSS 1 M-TH 6:50 – 7:40 MIDTERM –
Dates and HUMSS 3
BP 3
M-TH
M-TH
9:20 – 10:10
10:30 – 11:20
Quarter SECOND
Time BP 1 M-TH 1:00 – 1:50 SEMESTER
BP 4 M-TH 1:50 – 2:40

I. OBJECTIVE SESSION 1
1. Content The learner demonstrates understanding of key concepts of normal probability
Standards distribution.
2. Performance The learner is able to accurately formulate and solve real-life problems in
Standards different disciplines involving normal distribution
3. Most Essential The learner identifies regions under the normal curve corresponding to different
Learning standard normal values. (M11/12SP-IIIc-3)
Competencies
a. Identify the regions under the normal curve of different standard normal
Objectives values
b. Use the z Table (Table of Areas under the Normal Curve) to find the regions
that correspond to z values
c. Sketch the normal curve showing the required regions or areas.
d. Participate actively through class activities
Identifying Regions Under Normal Curve Corresponds to Different
II. CONTENT
Standard Normal Values
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s Statistics and Probability, PIVOT IV-A, Learners Material, pp. 133-143
Materials
3. Textbook
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning Slides Deck, Chalkboard, Visual Panel, Handouts
Resources
IV. PROCEDURES
COI No.
INTRODUCTION Preliminary Activities
 Opening Prayer
 Checking of attendance
 Reminders of classroom rules and groupings

What I need to  The learners will do a walkthrough of the lesson expectations. In this
Know part, the content of the lesson will be presented.
 Learning objectives will also be introduced to guide the learners on the
learning targets found on KSAV principles.
 All throughout the class, instructions and discussions shall be stated
bilingually (in English and Filipino/Mother Tongue) for better
comprehension.
What I know Priming Activity: Recap of Empirical Rule
A. Reviewing
Write the area corresponding to the shaded part of the normal curve.
previous lesson
or presenting the
new lesson

ACTIVITY
INTEGRATIVE (CONTENT-BASED INSTRUCTION) APPROACH
What is in?
B. Establishing a
purpose for the Learning Task 1:
lesson Observe the illustrations and answer the questions that follow:

Guide Questions:
1. What is the mean?
Figure A: _______________ Figure B: _______________
2. What is the standard deviation?
Figure A: _______________ Figure B: _______________
3. What is the area of the shaded region?
Figure A: _______________ Figure B: _______________
4. What did you do to identify the area of the shaded region?
Figure A: _______________________ Figure B: ______________________
5. Did you use the same method?

DEVELOPMENT Learning Task 2: Shades of Grey (10mins)

Each group will be given a normal
ANALYSIS curve illustration. They will be tasked
What’s New
to shade the area as described
C. Presenting
examples/ below:
instances of the 1. Between 0 and 2.31
new lesson 2. Between 0 and -1.69
3. Between -1.69 and 2.31
4. To the right of 2.31
5. To the right of -1.69

ABSTRACTION The Standard Normal Distribution Table

What is it Since the standard normal distribution is defined as normally distributed
D. Discussing random variable having a mean of zero ( μ= 0 ) and standard deviation of one (ơ
new concepts = 1), the fifty (50) percent of the region under the curve is below the mean and
and practicing the other 50% is above the mean. Figure 1, as shown below illustrate the
new skills # 1 standard normal curve.
 You can easily identify the area of the regions under the normal curve by
using the Table of Areas under the Normal Curve which is also known as z-
Table. This table gives the area of any value of z from -3.99 to 3.99. The value
from this table will describe the area of the specific region of the curve to the left
of the given z-value.

Examples:
1. Between 0 and 2.31
Step 1: Draw a normal curve and locate the z-scores and shaded area.

Step 2: Using the z-table, look for the intersection of 2.3 and 0.01.
 Step 3: Write in probability notation.
P(0 ≤ Z ≤ 2.31)=0.4896∨48.96 %

2. Between 0 and -1.69

P (−1.69 ≤ Z ≤ 0 ) =0.4545∨45.45 %

3. Between -1.69 and 2.31

P (−1.69 ≤ Z ≤ 2.31 )=0.4896 +0.4545=0.9441∨94.41 %

4. To the left of 2.31

P ( Z ≤2.31 )=0.5+0.4896=0.9896∨98.96 %

5. To the left of -1.69

P ( Z ≤−1.69 ) =0.5−0.0455=4.55 %
 6. Between 1.69 and 2.31
P ( 1.69≤ Z ≤ 2.31 )=0.4896−0.4545=0.0351∨3.51 %

ENGAGEMENT Find the area or region that corresponds to each of the following z values.
Sketch and label each curve.
APPLICATION
What is more 1. to the right of z = 2.18
E. Developing 2. below z= -1.40
mastery (leads 3. above z= 0.57
to Formative 4. between z = -2.34 and z = 1.57
Assessment 3)
5. between z = 0.32 and z = 2.42

What I can do/ For instance, one of your friends from another school asks your help
What else I can about his problem in Statistics and Probability. He needs to answer his
do
E. Finding assignment but unfortunately, he left his module in the school. He wants
practical to know how to identify the regions under the normal curve corresponding
application of to different standard normal values. Your friend will send a picture of a
concepts and normal curve with the corresponding area, and he asks you favor to
skills in daily
living explain each picture on how to obtain the value of the shaded part of the
normal curves. Here is the screenshot of the pictures:
ASSIMILATION Task:
What I have 1. Make use of the Table of Areas of the Normal Curve. Discuss
learned
F. Making 2. Sketch an area of a normal curve (own example)
generalizations
and abstractions
about the lesson

What I can ASSESSMENT

achieve Direction: Choose the letter of the best answer
G. Evaluating 1. Find the area under the standard normal curve between z = -1.5 and z = 2.52.
learning A. 0.0668
B. 0.9270
C. 0.9273
D. 0.9392
2. Find the area under the standard normal curve between z = -3 and z = 0.
A 0.4987
B. 0.5000
C. 0 .9987
D. 1.4987
3.Find the area under normal curve from z = - 2.83 to z= -0.82.
A. 0.2038
B. 0.2061
C. 0.2084
D. 0.2083
4. Find the sum of the areas under the standard normal curve to the left of z =
3.14 and to the right of z = 2.62.
A. 0.0008
B.0.0036
C. 0.0044
D. 0.0052
5. What is another term of z table?
A. Table of Areas of Geometric Figure
B. Table of Areas Under Normal Curve C. Table of Contents D. Periodic Table
of Elements
H. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who CSS 1 – 45/50
earned 80% in the HUMSS 3 – 48/59
evaluation BP 3 – 40/46
BP 1 – 48/50
BP 4 – 35/48
B. No. of learners who CSS 1 – 5/50
require additional HUMSS 3 – 11/59
activities for BP 3 – 6/46
remediation who BP 1 – 2/50
scored below 80% BP 4 – 13/48
C. Did the remedial Yes.
lessons work? No. of CSS 1 – 3/5
learners who have HUMSS 3 – 6/11
caught up with the BP 3 – 3/6
lesson BP 1 – 2/2
BP 4 – 9/13
D. No. of learners CSS 1 – 2/5
who continue to HUMSS 3 – 5/11
require remediation BP 3 – 3/6
BP 1 – 0/2
 BP 4 – 4/13
E. Which of my
teaching strategies Establishing mastery of using the z−¿ distribution table, and discussing different
worked well? Why did cases of shaded region under the standard normal curve.
these work?
F. What difficulties did
I encounter which my
None
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I None
wish to share with
other teachers?

Prepared by:

NICKOLAS V. TOLENTINO
Teacher II

Checked by:

JENNALYN R. FRAGATA, MAEd

Subject Group Head – Math Department

Approved:

BELINDA C. LOYOLA
Principal IV
 E.T. TIRONA MEMORIAL
School NATIONAL INTEGRATED HIGH Grade Level 11
SCHOOL
STATISTICS
GRADE 11 Teacher NICKOLAS V. TOLENTINO Learning Area AND
IDEA Exemplar PROBABILITY
February 27, 2024
Teaching CSS 1 M-TH 6:50 – 7:40 MIDTERM –
Dates and HUMSS 3
BP 3
M-TH
M-TH
9:20 – 10:10
10:30 – 11:20
Quarter SECOND
Time BP 1 M-TH 1:00 – 1:50 SEMESTER
BP 4 M-TH 1:50 – 2:40

I. OBJECTIVE SESSION 2
4. Content The learner demonstrates understanding of key concepts of normal probability
Standards distribution.
5. Performance The learner is able to accurately formulate and solve real-life problems in
Standards different disciplines involving normal distribution
6. Most Essential The learner converts a normal random variable to a standard normal variable
Learning and vice versa.
Competencies (M11/12SP-IIIc-4)
a. Distinguish a raw score (x) and the standard score (z)
Objectives
b. Express normal random variable (x) as standard normal variable (z).
c. Express standard normal variable (z) as normal random variable (x).
d. Apply the concepts of normal random and standard normal variables in
solving real-life problems.
e. Participate actively through class activities

Converting a Normal Random Variable to a Standard Normal

II. CONTENT
Variable and Vice-versa
III. LEARNING
RESOURCES
C. References
5. Teacher’s
Guide
6. Learner’s
Materials
Statistics and Probability, PIVOT IVA, Learners Material, pp. 145-154
7. Textbook
8. Additional
Materials from
Learning
Resources (LR)
portal
D. Other Learning
Resources
Slides Deck, Chalkboard, Visual Panel, Handouts
IV. PROCEDURES
COI No.
INTRODUCTION INQUIRY BASED
What I know
A. Reviewing Answer the following:
previous lesson
or presenting the
new lesson 1. Which of the following is the measure of the number of standard deviations
(σ) a particular data value is away from the mean (μ)? (Standardization,
Random Normal Variable, Standard Normal Variable, Probability Distribution)
2. Given: x = 35 ; µ = 15 ; σ = 4. Find the z score. (-5, 5, 10, 15 3) 3. Given: z =
- 2.25 ; µ = 60 ; σ = 8. Find the value of x (18, 42, 78, 102)

Suppose the provincial health officer of Quezon reported that the average
 COVID 19 positive for 30 days is 8 patients with the standard deviation of 4
patients.
4. What is the z score of 15 patients? (-5.75, -1.75, 1.75, 5.75)
5. What is the z score of 4 patients? (– 1, -0.5, 0.5, 1)

Solve for x in terms of another variable.

What is in? 1. ax = b
B. Establishing a 2. x + y =1
purpose for the 3. y = mx + b
lesson
4. (a+ b) / x = 1
5. z = (x− μ) / σ
DEVELOPMENT Fill Me Up
What’s New Complete the table below by filling in the correct value of the required variable.
C. Presenting Use this formula z = x- μ /σ and solve.
examples/
instances of the
new lesson

This time, you need to reflect on the following questions. Answer the following
questions:
1. How did you find the activity?
2. How were you able to find the value of z? x?
3. What is the formula in finding the value of x?
4. Do you think it is possible to solve for the μ and σ given the value of x
and z?

What is it The formula used in converting a random variable x to a standard normal

D. Discussing variable z is:
new concepts z = (x− μ) / σ
and practicing
new skills # 1
where: z – standard normal score or z – score
x – any data value in a normal distribution
μ - mean
σ - standard deviation

Example 1.
Suppose that IQ scores are normally distributed with a mean of 100 and
standard deviation of 10. If your IQ is 85, what is your z-score? (Round off
your answer to the nearest hundredths)

Solution:
The z-score can be computed using the formula

Example 2.
On a nationwide placement test that is normally distributed, the mean is
 125 and standard deviation is 15. If you scored 149, what is your z-score?
(Round off your answer to the nearest hundredths)

Solution:

Example 3.
The heights of teachers in Sta. Catalina National High School are
normally distributed with a mean of 150 cm and standard deviation of 15
cm. The height of Sir Victor has a z-score of 3.25. What is the actual
height of Sir Victor? (Round off your answer to the nearest hundredths)

Solution:
In this example, z-score is given while the normal random variable is
unknown. To solve for the normal random variable x, multiply the z-score
(z) by the standard deviation σ, then add the mean μ. Therefore,
x = zσ + μ
= 3.25(15 cm) + 150 cm
= 48.75 cm + 150 cm
x = 198.75 cm
ENGAGEMENT Find Me
What is more
E. Developing Supply the needed information by solving the missing value.
mastery (leads
to Formative 1. x = 25, µ= 40, σ = 6, z = ? 6. x = 17, µ = 34, z = -2.1, σ
Assessment 3) =?
2. z = -2.25, µ= 218, σ = 36, x 7. z = 1.5, σ = 5, µ = 18, x = ?
=?
3. x = 39, µ= 30, σ = 3, z = ? 8. z = a, σ = b, µ = c, x = ?
4. x = 125, µ= 105, σ = 8, z = ? 9. x = 10, σ = 7, µ = 25, z = ?
5. z = 1.11, µ= 145, σ = 20, x =? 10. x = 4, µ = 8, σ = 2, z = ?

Solve Me

What I can do/ Solve the following problems.

What else I can 1. The mean number of hours a Filipino worker spends on the computer
do is 3.1 hours per workday. Assuming that the standard deviation is 0.5
E. Finding hour and is normally distributed, how long does a worker spend on
practical the computer if his z-score is 1.2?
application of 2. Each month, a Filipino household generates an average of 28
concepts and pounds of newspaper for garbage or recycling. Assuming that the
skills in daily standard deviation is 2 pounds, determine the z-score of a household
living that generates 22 pounds of newspaper.
3. The Candelaria Automobile Association reports that the average time
it takes to respond to an emergency call is 30 minutes. Assuming that
the variable is normally distributed and the standard deviation is 4.5
minutes, how long will a call be responded, if it has a z-score of 0.75?
4. The average monthly salary for newly – hired teachers is P21,945. If
the distribution is approximately normal with a standard deviation of
P3,250, how much will a teacher earn in a month if his salary has a z-
score of 1.15?
ASSIMILATION Answer the following questions to evaluate your learnings from this module.
What I have
learned 1. Did you enjoy answering the activity?
F. Making 2. Was it fun and interesting?
generalizations 3. How did you manage to derive the formula?
and abstractions 4. Are you successful in completing the table?
about the lesson 5. It is a measure of the number of standard deviations () a particular data
value is away from the mean ().
6. It is equal to the quotient between the difference of normal random
variable (x) or raw score and the mean and standard deviation. It is
written as: z = x- μ
7. It is equal to the product of z-score and standard deviation plus the
mean. It is written as: x = zσ + μ

What I can Read and analyze each item carefully. Choose the letter of the best answer.
achieve Write the chosen letter on a separate sheet of paper.
G. Evaluating
learning 1. What is another term used for standard normal score?
a. mean score c. x score
b. t-score d. z-score

2. What is the z-score of these data? x =125; µ = 105; = 16.

a. -1.25 b. -1 c. 1 d. 1.25

3. What is the value of x in these data? z = 2.25; µ = 70; = 9.

a. -49.75 b. 35.11 c. 90.25 d. 148.5
For question numbers 4 and 5
Suppose the provincial health officer of Batangas reported that the average
COVID-19 positive for 40 days is 10 patients with the standard deviation of 6
patients.

4. What is the z-score of 18 patients?

a. 1.33 b. 1.34 c. 4.66 d. 4.67
5. What is the z-score of 4 patients?
a. – 1 b. -0.5 c. 0.5 d. 1

6. If Elson's z-score on post-assessment is -3, the mean is 10 and the standard

deviation is 2, what is his raw score?
a. 4 b. 12 c. 16 d. 20

7. Some DepEd public and private schools administered National Achievement

Test for Grade 6 and Grade 10. The test for Grade 10 has a mean score of 115
and a standard deviation of 10. If Juan, a Grade-10 student has a z-score of
1.25, what is his score on the test?
a. 127 b. 128 c. 129 d. 130

For question numbers 8 – 10

The Enhanced Community Quarantine of some places was lifted by our
President Rodrigo Roa Duterte on May 15, 2020. After the said ECQ, one of the
dieticians of a well-known company conducted the survey about the effects of
home quarantine on the health of the Filipino people, he found out that the
average weight of women is 70 kg with a standard deviation of 6 kg.

8. If the weights are normally distributed, what is the z-score of a woman with a
weight of 63?
a. -1.17 b. -1.16 c. 1.16 d. 1.17

9. What is the z-score of a woman with a weight of 85 kg?

a. -2.5 b. -1.5 c. 1.5 d. 2.5
 10. How many kilograms will correspond to the z-score of 1.5 of the weight of a
woman?
a. 76kg b. 79 kg c. 82 kg d. 85 kg
H. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who CSS 1 – 47/50
HUMSS 3 – 50/59
earned 80% in the BP 3 – 42/46
evaluation BP 1 – 50/50
BP 4 – 40/48
B. No. of learners who
CSS 1 – 3/50
require additional HUMSS 3 – 9/59
activities for BP 3 – 4/46
BP 1 – 0/50
remediation who BP 4 – 8/48
scored below 80%
C. Did the remedial Yes
lessons work? No. of CSS 1 – 1/3
HUMSS 3 – 6/9
learners who have BP 3 – 2/4
caught up with the BP 1 – 0/0
lesson BP 4 – 5/8

D. No. of learners CSS 1 – 2/3

HUMSS 3 – 3/9
who continue to BP 3 – 2/4
require remediation BP 1 – 0/0
BP 4 – 3/8
E. Which of my
Establishing the purpose of the topic because the students have to understand
teaching strategies
why it is necessary to learn converting x to z and vice versa; consistency
worked well? Why did
through practice because the formula is easy to apply and remember.
these work?
F. What difficulties did
I encounter which my
None
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I None
wish to share with
other teachers?

Prepared by:

NICKOLAS V. TOLENTINO
Teacher II

Checked by:

JENNALYN R. FRAGATA, MAEd

Subject Group Head – Math Department

Approved:

BELINDA C. LOYOLA
Principal IV
 E.T. TIRONA MEMORIAL
School NATIONAL INTEGRATED HIGH Grade Level 11
SCHOOL
STATISTICS
GRADE 11 Teacher NICKOLAS V. TOLENTINO Learning Area AND
IDEA Exemplar PROBABILITY
February 28-29, 2024
Teaching CSS 1 M-TH 6:50 – 7:40 MIDTERM –
Dates and HUMSS 3
BP 3
M-TH
M-TH
9:20 – 10:10
10:30 – 11:20
Quarter SECOND
Time BP 1 M-TH 1:00 – 1:50 SEMESTER
BP 4 M-TH 1:50 – 2:40

I. OBJECTIVE SESSION 3-4

7. Content The learner demonstrates understanding of key concepts of normal probability
Standards distribution.
8. Performance The learner is able to accurately formulate and solve real-life problems in
Standards different disciplines involving normal distribution
9. Most Essential The learner computes probabilities and percentiles using the standard
Learning normal table. (M11/12SP-IIIc-d-1)
Competencies
a. Utilize the use of the Table of Standard Normal Distribution.
Objectives b. Compute probabilities and percentiles related to a given 𝑧-score or
normal random variable 𝑥
c. Sketch the graph of the normal distribution.
d. Participate actively through class activities
Computing Probabilities and Percentiles Using the Standard Normal
II. CONTENT
Table
III. LEARNING
RESOURCES
E. References
9. Teacher’s
Guide
10. Learner’s
Materials
Statistics and Probability, PIVOT IVA, Learners Material, pp. 156-166
11. Textbook
12. Additional
Materials from
Learning
Resources (LR)
portal
F. Other Learning
Resources
Slides Deck, Chalkboard, Visual Panel, Handouts
IV. PROCEDURES
COI No.
INTRODUCTION COLLABORATIVE
What I know
A. Reviewing Answer the following:
previous lesson
or presenting the
new lesson 1. Which of the following notations indicate the probability of a z value from the
left? ((𝑍 > 𝑧), 𝑃(𝑍 < 𝑧), 𝑃(𝑋 < 𝑥), 𝑃(𝑋 > 𝑥) 2. 2. What does P(a<Z<b) notation
mean? (Probability of z that is in the left of a and b, Probability of z that is in the
right of a and b, Probability of z that is in the opposite of a and b, Probability of z
that is in between two other z values a and b.
3. What is the probability of z value indicated by (𝑍 < −1.78)? (0.0375, 0.3075,
0.9625, 0.9633)
4. Find the probability value of (𝑍 > −1.00). (15.87%, 34.13%, 84.13%, 90.13%)
5. Compute the probability value of 𝑃(−1.35 < 𝑍 < 2.75) (90.85%, 99.70% ,
 0.9085, Both A and C)

What is in? Answer the questions:

B. Establishing a
1. Convert 0.4783 into percent.
purpose for the
lesson 2. What is the equivalent of 38.45% in decimal?
3. What is the product of 450 and 0.2356? (Round off your answer into
nearest whole number)
4. What is the 25% of 100?
5. What is the total area of a normal curve?
DEVELOPMENT Find the area of the shaded region under the normal curve and make a brief and
What’s New concise interpretation of each of the following graphs.
C. Presenting
examples/
instances of the
new lesson

A normal distribution curve can be used as a probability distribution curve for

What is it normally distributed variables. The area under the standard normal distribution
D. Discussing
curve can also be thought of as a probability. That is, if it's possible to select any
new concepts
and practicing z-value at random, the probability of choosing one, say, below 1.45 would be the
new skills # 1 same as the area under the curve at the left of 1.45. In this case, the area is
0.9265. Therefore, the probability of randomly selecting a z-value below of 1.45
is 0.9265 or 92.65%. The problems involving probabilities and percentiles are
solved in the same manner as finding the areas under a normal curve.

In finding probabilities, the following notations will be used:

a. P(Z < z) – probability at the left of z
b. P(Z > z) = 1 – P(Z < z) – probability at the right of z
c. P(a < z < b) – the probability of z that is in between two other z-values,
say a and b
d. Pz <a ∪P(z>b ) – the probability of z is in the opposite direction of two
 values, say a and b
e. P(X< x) – probability at the left of a normal random variable x
f. P(X > x) – probability at the right of a normal random variable x
g. P(a < X < b) – the probability of a normal random variable X that is in
between two other normal random variables, say a and b.
h. PX < a ∪P(X>b ) – the probability of X is in the opposite direction of two
values, say a and b

Example 1.
Find the probabilities for each of the following.
a. P(Z < 1.32)
b. P(Z < -1.05)
c. P(-0.75 < Z < 1.56)
d. P(Z > -0.88)

Solution:
a. The probability P(Z < 1.32) means to find the area under the normal
curve at the left of z = 1.32. From the table, find the intersection on row
1.3 and column 0.02. Thus, the probability is 0.9066 or 90.66%.

b. The probability P(Z < -1.05) is the same as the area under the normal
curve at the left of z = -1.05. From the table, the area is 0.1469. Thus,
the probability is 0.1469 or 14.69%.

c. The probability P-0.75 < Z < 1.56 is the same as the area under the
normal curve between z values -0.75 and 1.56. To get the area, subtract
the area of z = -0.75 from the area of z = 1.56. Thus, P-0.75<Z< 1.56=
PZ<1.56–PZ <-0.75=0.9406 –0.2266 =0.7140 or 71.40%.
 d. The probability PZ > -0.88 is the same as the area under the normal
curve at the right of z = -0.88. To get the area, subtract the area of z = -
0.88 from 1. Thus, PZ > -0.88= 1 – PZ < -0.88= 1 – 0.1894 = 0.8106 or
81.06%.

Example 2.
Let X be a normal random variable with mean = 15 and standard deviation = 3.
Find the probabilities of the following:
a. P(X < 19)
b. P(10 < X < 19)

Solution:
a. To find the probability, convert the normal random variable 19 to a z-
score. Thus, P(X <19) = P(Z<x- μ )=P(Z<19- 153 )=P(Z<43 )= P(Z<1.33).
From the table, the probability at the left of z = 1.33 is equal to 0.9082 or
90.82%.
b. To find the probability, convert the normal random variables 10 and 19 to
z-values. Thus, P(10 < X < 19) = P(10-153 <Z < 19-153 ) = P(-1.67 < Z
<1.33) = P(Z < 1.33) – P(Z < -1.67). From the table, we have 0.9082 –
0.0475 = 0.8607 or 86.07%.

These probabilities can also be applied to real-life problems.

ENGAGEMENT Find Me
What is more A. Use the Table of Standard Normal distribution to determine
E. Developing corresponding probabilities of the following:
mastery (leads 1. P(Z < -1.45)
to Formative
2. P(0.5 < Z < 2.33)
Assessment 3)
3. P(Z > 1.78)
B. X is a normally distributed random variable with a mean of 60 and
a standard deviation of 8. Find the probabilities indicated by using
the table.
4. P(X < 52)
 5. P(48 < X < 64)
6. P(X > 57)
What I can do/ Solve the following problems by supplying the needed information.
What else I can
The average number of calories in a 1.8-ounce chocolate bar is 230.
do
E. Finding
Suppose that the distribution of calories is approximately normal with a
practical standard deviation of 10.
application of 1. Find the probability that a randomly selected chocolate bar will
concepts and have less than 200 calories.
skills in daily 2. Find the probability that a randomly selected chocolate bar will
living have greater than 195 calories.
3. What is the percentage that a chocolate bar is randomly selected
between 200 calories and 250 calories?

ASSIMILATION 1. How did you find the activity? Was it fun and challenging at the same time?
What I have How did you determine the area of the shaded region? What are the strategies
learned you commonly used?
F. Making
generalizations 2. Underline the appropriate response to make each statement true.
and abstractions a. P(Z < z) – Probability at the (left, right) of z.
about the lesson b.P(Z > z) = 1 – P(Z < z) – Probability at the (left, right) of z.
c.P(a <z <b) – Probability of z that is in (between, opposite direction) two other z
values a and b.
d. P(X< x) – Probability at the (left, right) of a normal random variable x.
e.P(X > x) – Probability at the (left, right) of a normal random variable x.
f. P(a < X < b) – Probability of a normal random variable X that is in (between,
opposite direction) two other normal random variables a and b.

What I can ASSESSMENT

achieve Read and analyze each item carefully. Choose the letter of the best answer.
G. Evaluating Write the chosen letter on a separate sheet of paper.
learning
1. Which of the following notations indicate the probability of a z-value from the
right?
A. P(Z > z)
B. P(Z < z)
C. P(X < x)
D. P(X > x)

2. What does P(a<Z<b) notation mean?

A. Probability of x that is in the right of a and b.
B. Probability of x that is in the opposite of a and b.
C. Probability of X that is in between two other z-values a and b.
D. Probability of a normal random variable X that is in between two other
normal random variables a and b

3. What is the probability of z-value indicated by P(Z > -1.78)?

A. 0.0375
B. 0.3075
C. 0.9625
D. 0.9633

4. Find the probability value of P(Z< -1.0)

A. 15.87%
B. 34.13%
C. 84.13%
D. 90.13%
 5. Compute the probability value of P(1.35< Z< 2.75)
A. 8.55%
B. 85.5%
C. 85.85%
D. 90.85%

H. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who CSS 1 – 46/50
HUMSS 3 – 50/59
earned 80% in the BP 3 – 41/46
evaluation BP 1 – 49/50
BP 4 – 41/48
B. No. of learners who
CSS 1 – 4/50
require additional HUMSS 3 – 9/59
activities for BP 3 – 5/46
BP 1 – 1/50
remediation who BP 4 – 7/48
scored below 80%
C. Did the remedial Yes
lessons work? No. of CSS 1 – 2/4
HUMSS 3 – 5/9
learners who have BP 3 – 4/5
caught up with the BP 1 – 1/1
lesson BP 4 – 4/7

D. No. of learners CSS 1 – 2/4

HUMSS 3 – 4/9
who continue to BP 3 – 1/5
require remediation BP 1 – 0/1
BP 4 – 3/7
E. Which of my
Recalling important concepts and ideas for the last two topics, it became easier
teaching strategies
for them to solve word problems as it is simply the combination of the said
worked well? Why did
topics.
these work?
F. What difficulties did
I encounter which my
None
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I None
wish to share with
other teachers?

Prepared by:

NICKOLAS V. TOLENTINO
Teacher II

Checked by:

JENNALYN R. FRAGATA, MAEd

Subject Group Head – Math Department
Approved:

BELINDA C. LOYOLA
Principal IV