DETAILED LESSON PLAN IN STATISTICS & PROBABILITY
GRADE LEVEL
11
QUARTER / DOMAIN
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I. OBJECTIVES
A.
Content Standards
B.
Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code)
II. CONTENT
The Learners demonstrate an understanding of the different
measures of variation.
The Learners should be able to use appropriate measures of
variation in describing data.
1. Calculate some measures of dispersion.
Knowledge: Think of the strengths and limitations of the different
measures of dispersion.
Skills: Provide a sound interpretation of these measures.
Attitudes: Display creativity in interpreting these measures.
A. Topic: Exploring data
B. Concept: Measures of Variation or Dispersion.
C. Local Heritage Theme: Flora and Fauna
D. Integration: Economics, ICT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
TG pp 73.
o
Introduction to Statistics by Ronald E. Walpole
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A.
B.
Reviewing previous lesson
or presenting the new
lesson
Establishing a purpose for
the lesson
ELICIT
Review: Measures of Central Tendency – Mean, Median, Mode.
ENGAGE
Do you give more importance of thinking about your own future? Of
saving and of wealth generation?
- Traditional saving methods
 Piggy bank, bamboo savings,
C. Presenting
examples/instances of the
new lesson
- Financial institutions (E.g. Banking institutions, Stock Market).
- Explain that a number of people invest money into the stock
market as an alternative financial instrument to generate
wealth from savings.
Explanatory Note:
Stocks are shares of ownership in a company. When people
buy stocks, they become part owners of the company, whether in
terms of profits or losses of the company.
DETAILED LESSON PLAN IN STATISTICS & PROBABILITY
GRADE LEVEL
11
QUARTER / DOMAIN
______3_____
WEEK & DAY NO.
02-13-2020
PAGE NO.
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The history of performance of a particular stock maybe a
useful guide to what may be expected of its performance in the near
future. This is of course, an excessively big assumption, but we have
to assume it anyway.
D. Discussing new concepts
and practicing new skills #1
EXPLORE
The Case of the Returns of Stocks
Direction: Provide the following data to students representing the
rates of return for two stocks, which we will call Stock A and Stock B.
Year
Stock A
Stock B
Year
Stock A
Stock B
2005
0.081
0.214
2010
0.214
0.081
2006
0.231
0.193
2011
0.193
0.181
2007
0.214
0.132
2012
0.133
0.230
2008
0.214
0.073
2013
0.071
0.214
2009
0.181
0.066
2014
0.066
0.241
Rate of Return – defined as the increase in value of the
portfolio (including any dividends or other distributions) during
the year divided by its value at the beginning of the year.
E.
Discussing new concepts
and practicing new skills #2
Example: if the parents of Juana dela Cruz invests 50,000 pesos
in a stock at the beginning of the year, and the value of the
stock goes up to 60,000 pesos, thus having an increase in value
of 10,000 pesos, then the rate of return here is:
10,000
= 0.20
50,000
The rate of return may be positive or negative. It represents the
fraction by which your wealth would have changed had it
been invested in that particular combination of securities.
Group 1. Compute some measures of Central Tendency (Min,
Max, Mean, Median, Mode) that we learned in previous lessons
to describe the data given above.
Group 2. Also using Microsoft Excel, create a line graph showing
the trend of the rates of return between Stock A and Stock B.
F.
Developing mastery (leads
to Formative Assessment
#3)
EXPLAIN
1. What can you observed from the computed summary
statistics?
2. How about the trends and actual values of the rate of returns
for the two stocks?
3. What does this observation tells us?
DETAILED LESSON PLAN IN STATISTICS & PROBABILITY
GRADE LEVEL
11
QUARTER / DOMAIN
______3_____
WEEK & DAY NO.
02-13-2020
PAGE NO.
___
Note: Such observation tells us that it is not enough to simply use
measures of location or central tendency to describe a data set. We
need additional measures such as measures of variation or dispersion
to describe further the data sets.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I.
Evaluating learning
Elaborate
Types of measures of variability or dispersion
a. Absolute measure of dispersion - provides a measure of
variability of observations or values within a data set.
i.
Range,
ii.
Inter-quartile range
iii.
Variance
iv.
Standard deviation
b. Relative Measure of dispersion – is used to compare variability
of data sets of different variables or variables measured in
different units of measurement.
1. Coefficient of variation (CV)
Application:
1. The foreign exchange rate is an indicator of the stability of the
peso and is also an indicator of the economic performance.
In 1992 Bangko Sentral ng Pilipinas (BSP) put the peso on a
floating rate basis. Market forces and not government policy
have determined the level of the peso since. Government
intervenes through the BSP, only when there are speculative
elements in the market. Given below are the means and
standard deviations of the quarterly P-$ exchange rate for the
periods 1989 to 1991 and 1992 to 1994. Which of the two
periods is more stable?
Year
Mean
Standard Deviation
1989 – 1991
22.4
1.84
1992 – 1994
26.4
1.15
EVALUATE
1. The grade-point averages of 10 college seniors selected
at random from the graduating class are as follows:
3.2 1.9 2.7 2.4 2.8 2.9 3.8 3.0 2.5 3.3
i.
J.
Additional activities for
application or remediation
Find the standard deviation.
EXTEND
1. Three hundred students taking a basic course in Statistics are
given similar final examination. After checking the papers and
while the professor is studying the distribution of the final
examination scores, he taught of several scenarios which are
described below:
i.
Suppose the professor will give 30% weight to the final
examination, what effect would multiplying 30% on all the
final scores have on the mean of the final exam scores? On
the standard deviation of the final exam scores?
ii.
Suppose the professor wants to bloat the final examination
scores, what will be the effect to the mean of the final
DETAILED LESSON PLAN IN STATISTICS & PROBABILITY
GRADE LEVEL
11
QUARTER / DOMAIN
______3_____
WEEK & DAY NO.
02-13-2020
PAGE NO.
___
exam scores if 5 points will be added to each of the final
score? On the standard deviation of the final exam scores?
2. Determine which of the following statements is (are) TRUE or FALSE.
Explain briefly your answer.
a. If each observation in a data set is doubled, then the
standard deviation would also be doubled.
b. If in a set of data, positive numbers are changed to
negative, while negative are changed to positive, then the
standard deviation changes its sign as well.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help
me solve?
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?
PREPARED BY:
ALDRIN C. DELA CRUZ
Special Science Teacher I
NOTED BY:
NELSON M. PAYOT, DEV. ED. D.
Principal I