Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga Sibugay
ZAMBOANGA SIBUGAY NATIONAL HIGH SCHOOL

CLASS OBSERVATION 3

SEMI-DETAILED LESSON PLAN IN STATISTICS AND PROBABILITY

March 19, 2024

Content Standard: The learner demonstrates understanding of key concepts of estimation of population
mean and population proportion.
Performance Standard: The learner is able to estimate the population mean and population proportion to
make sound inferences in real-life problems in different disciplines.
Competencies: Illustrates the t-distribution. M11/12SP-IIIg-2

LEARNING OUTCOMES

The learner is expected to:

a. describe the properties of t-distribution;
b. illustrates the t-distribution; and
c. recognize the importance of t-distribution in real-life situations.

I. SUBJECT MATTER
Subject: Statistics and Probability
Topic: ILLUSTRATING THE T-DISTRIBUTION
Reference/s:
Evangeline K. Ije and Mae Sherida O. Magalso. 2021. “ADM_Q3_Stat_and_Prob11_Module 7:
T-Distribution and Percentiles Using the T-Table.” https://lrmdsnegor.net/flexied-
module/?
fbclid=IwAR3RYAkUMPHcizatPIBPlDp5Rm0_OmjN72WDC5M08Gdq5N41HlqOwI6w
o0E
John William S. Bustamante, Gio B. Santisima and Rommel O. Magcalas,
2020.“ADM_Q3_Stat_and_Prob11_Module 7: Percentiles and T-Distribution.”
https://www.depedtambayanph.net/p/shs-statistics-and-probability-3rd.html

‌Materials: Television (for Power Point Presentation) and Worksheets

II. PROCEDURE:

Activity COT Indicators

PREPARATORY ACTIVITIES (5 minutes)
a. Prayer
b. Greetings
(Good day! Magandang araw! Gampya gandaw! Assalamoalaykom! Objective 4:
Buenas Dias! Maayo nga adlaw!) Display proficient use of
c. Checking of cleanliness/attendance Mother Tongue, Filipino
and English to facilitate
teaching and learning.
d. Present the classroom rules. KRA 2:
Objective 6:
Maintain learning
environment that nurture
and inspire learners to
participate, cooperate
and collaborate in
continued learning.

e. Drill/Review of the Previous Lesson

The teacher will ask the students what was their previous lesson.

f. Motivation
(Try to find me!)
The students will find 4 words on the puzzle below and for each word they
will make a brief definition or expectation about the word. Objective 2:
Used of teaching
strategies that
enhance learner
achievement in
literacy and numeracy
skills.

Students are expected to give varied unsure answers.

Processing questions: Objective 3:

Applied a range of
 Using the words that you have found, what are the things that
teaching strategies to
come into your mind? (Uni-structural)
develop critical and
 What are the possible things or applications of these words in
creative thinking, as
statistics? (Multi-structural)
well as other higher-
 Recalling your topic in normal distribution, how will it be order thinking skills.
related to the normal curve? (Relational) - Application of
HOTS-SOLO through
The answer in this question requires an understanding of t-distribution.
 QAR (Question and
g. Presentation of the Topic and Objectives Answer Relationship)
The class will read together the topic title and objectives.

ACTIVITY
(Supply the Missing Piece!)
The teacher will ask the students to be in two groups and will ask them to find
the missing value by using the t-distribution table.

Group 1
Given: t-value = 2.492

Find the following:

a. sample size n
b. df (degrees of freedom) or v
c. α (level of significance)

Group 2
Given: t-value = 2.947

Find the following:

a. sample size n
b. df (degrees of freedom) or v
c. α (level of significance)

ANALYSIS Objective 3:
The teacher will ask the following questions: Applied a range of
 How did you find the activity? (Uni-structural) teaching strategies to
 What problems have you encountered in doing the activity? (Multi- develop critical and
structural) creative thinking, as
 How did you interpret the data? (Relational) well as other higher-
order thinking skills.
ABSTRACTION - Application of
(Let’s discuss!) HOTS-SOLO.

T-distribution which is also known as Student’s t-distribution, is a

probability distribution that arises when estimating the mean of a
normally distributed population in situations where the sample size is
small, and population standard deviation is unknown.

The t-distribution formula is:

 x−μ
t=
s
√n
where:
x = sample mean s = standard deviation
μ = population mean n = sample size

To find a value in the Table of t critical values, there is a need to adjust the
sample size n by converting it to degrees of freedom df.
df = n – 1
where:
df = degrees of freedom
n = sample size

Properties of the t-distribution are as follows:

1. The t-distribution is bell shaped and symmetric about the mean.
2. The t-distribution is a family of curves, each determined by a
parameter called the degrees of freedom. The degrees of freedom are
the number of free choices left after a sample statistic is calculated.
When you use a t-distribution to estimate a population mean, the
degrees of freedom are equal to one less than the sample size, df = n
– 1.
3. The total area under a t-curve is 1 (or 100%).
4. The mean, median, and mode of the t-distribution are equal to zero.
5. As the degrees of freedom increase, the t-distribution approaches the
normal distribution. After 30 df the t-distribution is very close to the
standard normal z-distribution.

Below is the t-table which you can use to find the t-value.

Illustrative example:
1. Identify the t-value whose number of samples n = 7 and has an area
(α) equal to 0.05.

Solution:
To identify the t-value, identify first the degree of freedom using the
formula df = n – 1, where n is the sample size.
df = n – 1
df = 7 – 1
df = 6

Locate the t-value on the t-table using the degree of freedom and the
area (α).
 Therefore, the t-value with sample size of 7 and has α = 0.05 is 1.943.

2. Find the t-value whose degree of freedom is 20 and has α = 0.01.

Solution:

Since the degree of freedom and α are already given locate the t-value on the t-
table.

Therefore, the t-value is 2.528.

3. A student researcher wants to determine whether the mean score in

Mathematics of the 25 students in Grade 8 is significantly different from the
average of the school which is 89. The mean and the standard deviation of the
scores of the students are 95 and 15, respectively. Assume 95% confidence
level.

Solution:
n = 25 df = n – 1 α = 5% or 0.05
μ = 89 = 25 – 1 critical value = 2.064
x = 95 df = 24
s = 15

x−μ
t=
s Therefore x=μ.
√n
95−89
= 15
√25
6
= 15
5
 6
= t=2 KRA 1:
3
Objective 1:
Applies knowledge of
content across and
ABC Poultry Farms supplies eggs. The company claims its eggs within curriculum
teaching area.
remain fresh for five days if refrigerated. An analyst samples 25
eggs to test this claim. The average freshness of eggs was 5.5 days,
with a standard deviation of a day. If the company’s claim is true,
assume 90% confidence level.
TLE_AFFP9-12SL-
APPLICATION Id-f-2
(Let’s Apply!) M7SP-IVh-1
Coconut trees are classified into two main types: tall and dwarf.
The average height of tall coconut trees is 55 ft. A random sample
of 16 tall coconut trees has a mean of 57 ft with a standard
deviation of 4 ft. Assume 95% confidence level.
The class will be divided again into three groups and each group will solve the M7SP-IVh-1
Teacher Jane estimates the average score of her students which
is 80. She randomly selected 9 students and their average score is
82 and the sample standard deviation is 5.59. Assume 95%
confidence level.
following problems:
M7SP-IVh-1
Directions: Determine what is asked based on the given problem below.
Problem 1:
Learning Approach:
-Critical Thinking and
Problem 2:
Problem Solving
-Mathematical
Problem 3:
Reasoning and
Computational
The students will be graded according to the scoring rubric.
Thinking
RUBRICS Weight 50PTS 30PTS 20PTS

TIMELINESS (20%) THE GROUP THE GROUP THE GROUP

FINISHED THE FINISHED THE DIDN’T
WORK ON TIME WORK BEYOND FINISHED THE
TIME WORK

COOPERATION (30%) ALL MEMBERS SOME MEMBERS ONLY FEW

COOPERATED DID NOT MEMBERS
COOPERATED COOPERATED

ACCURACY (50%) ALL ANSWERS 2 INCORRECT INCORRECT

ARE CORRECT ANSWERS ANSWER

Generalization:
The class will sum up the lesson by answering the following question:
 What are the properties of t-distribution? (Uni-structural)
  When are you going to use the t-distribution? (Multi-structural)
 What is the importance of t-distribution in real-life situation?
(Relational)

Note to the teacher: Discuss with the class about of the attainment of the
objectives.

III. EVALUATION

Directions: Read the following questions carefully and circle the letter of your answer.

For numbers 1 to 2.

The principal of Mapayapa National High School claimed that the

average salary of their teachers is ₱24,000.00 per month. A
random sample of 15 teachers in the school has a mean of
₱23,220.00, and a standard deviation of ₱400.00.

1. Identify the population mean. (Uni-Structural)

a. ₱24,000.00 b. ₱23,220.00 c. ₱23,000.00 d. ₱400.00

2. What is the number of degrees of freedom? (Multi-Structural)

a. 23,220 b. 23,000 c. 400 d. 14

For number 3, refer to the t-table.

3. Which of the following is the value of t0.05 with a sample size of 10? (Multi-Structural)

a. 1.833 b. 1.860 c. 1.900 d. 1.812

For number 4.

The CEO of Flying Fire Corporation claims that an average Flying

Fire light bulb lasts 290 days. A researcher randomly selects 16
bulbs for testing. The sampled bulbs last an average of 300 days,
with a standard deviation of 50 days.

4. Find the t-value. (Relational)

a. 0.6 b. 0.7 c. 0.8 d. 0.9

 5. Find the t-value when μ = 79, x = 85, s = 10 and n = 25. (Relational)

a. 3 b. 2 c. 1 d. 0

IV. Assignment:

SOLO Level: Extended-abstract

Name 3 situations at home, in school or in your community that involve solving problems on
t-distribution. Explain each situation clearly.
Rubric:
Pre-structural Uni-structural Multi-structural Relational Extended-abstract
2 4 6 8 10
The student was The students was The student was The student was The student was
not able to able to identify able to identify able to identify able to identify
identify a only one situation more than one three situations three situations
situation. and able to situation and able and able to and able to
explain clearly to explain clearly explain clearly explain clearly
and correctly the and correctly but and correctly the and correctly the
application of t- independently the application of t- application of t-
distribution. application of t- distribution. In distribution. In
distribution. addition, the addition, the
student was able student was able
to establish to go beyond the
connections subject/topic and
between the made links to
different concepts other concepts.
discussed.

Prepared by:

ROY ANDREW S. PEROL

Teacher - I

Checked and Observed by:

JONATHAN O. CANILLO
HEAD TEACHER I