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Statistics and Probability: MODULE 2 Normal Distribution
Statistics and Probability: MODULE 2 Normal Distribution
Statistics and
Probability
MODULE 2 Normal Distribution
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Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent
Statistics and
Probability
Module 2
Normal Distribution
This instructional material was collaboratively developed and reviewed by
educators from public schools. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations to the
Department of Education at cagayandeoro.city@deped.gov.ph.
Lesson 1:
Normal Distribution ........................................................................................................ 1
What I Need to Know .............................................................................................. 1
What’s In ………………………………………………………………………… 1
What’s New … ......................................................................................................... 3
What Is It ................................................................................................................. 3
What’s More ............................................................................................................ 4
What I Can Do ......................................................................................................... 5
Lesson 2:
Areas Under the Normal Curve ........................................................................... .6
What I Need to Know .............................................................................................. 6
What’s In ………………………………………………………………………… 6
What’s New … ......................................................................................................... 6
What Is It ................................................................................................................. 7
What’s More ............................................................................................................ 10
What I Can Do ......................................................................................................... 10
Lesson 3:
Shaded Region Under the Normal Curve ................................................... 11
What I Need to Know .............................................................................................. 11
What’s In …………………………………………………………………………11
What’s New … ......................................................................................................... 11
What Is It ................................................................................................................. 12
What’s More ............................................................................................................ 15
What I Can Do ......................................................................................................... 15
Lesson 4:
Understanding the Z- Scores ................................................................................ 16
What I Need to Know .............................................................................................. 16
What’s In ………………………………………………………………………… 16
What’s New … ......................................................................................................... 16
What Is It ................................................................................................................. 17
What’s More ............................................................................................................ 19
What I Can Do ......................................................................................................... 20
Lesson 5:
Percentiles Under the Normal Curve ............................................................. 21
What I Need to Know .............................................................................................. 21
What’s In ………………………………………………………………………… 21
What’s New … ......................................................................................................... 21
What Is It ................................................................................................................. 21
What’s More ............................................................................................................ 25
What I Can Do ......................................................................................................... 25
What I Have Learned ………………………………………………………….........……26
.
Assessment: (Post-Test) ……………………………………………………………………………...…….27
Key to Answers ............................................................................................................................... …29
References ...................................................................................................................................... …32
Module 2
Normal Distribution
What This Module Is About
Sets of random variables are not always discrete. At most, you will be calculating
probabilities of very large cases and end up with good predictions and decisions relative to the
population. At times like these, you encounter data that are of continuous type.
This module will consider distribution of this type known as the Normal Probability
Distribution or the Normal Curve. While the distribution takes on a wide range of data values,
meaning the existence of extreme numbers are evident, still this allows the data to be normally
distributed and appear to be less varied. That when plotted, is visualized to approximate the
shape of a bell.
Most statisticians found the normal curve easy to use since most of
statistical tests can be derived from the normal distributions.
More so, because it works very well even when the distributions are approximately normally
distributed so with those very wide deviations* from normality.
Once you have gone through with this module, you are expected to have gained the ability to:
1. illustrate a normal random variable and its characteristics (M11/12SP – IIIc – 1);
2. construct a normal curve (M11/12SP – IIIc - 2);
3. identify regions under the normal curve (M11/12SP – IIIc - 3);
4. convert a normal random variable to a standard normal variable and vice versa
(M11/12SP – IIIc – 4); and
5. compute probabilities and percentiles using the standard normal table (M11/12SP –
IIId - 1).
i
How to Learn from This Module
In order to gain the skills mentioned above and meet what is expected of you,
you need to do the following:
• prepare yourself to acquire essential body of knowledge;
• desire to work independently and learn to accurately calculate and solve
mathematical problems religiously;
• patiently read all the contents discussed with comprehension; and follow all the
steps presented on the illustrations in answering the problems considered.
• familiarize the following words contained in studying normal distribution. The word/s
marked with * has been defined in this vocabulary.
ii
What I Know
Directions: Read and analyze the statements below. Encircle the letter of the correct
answer.
iii
11. Find the area of the proportion in the probability notation P(z>-2.5).
A. 0.9937 C.0.9936
B. 0.9934 D.0.9938
12. Given =180 and = 15 in a college entrance examination, find the corresponding z-
value of the score by the following students if X = 150.
A. 2 C. 2.5
B. -2 D.-2.5
13. From the given in number 12, what is the z-value if X = 200?
A. 1.33 C.1.99
B. 1.66 D.2.22
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Lesson
1 Normal Distribution
The normal distribution is the most important distributions in statistics. Many researchers
from different field use its idea in order to test their research hypotheses that will generate new
knowledge and transform this knowledge into new applications that improve the quality of
people’s lives (Albay 2019, p. 82). As Senior High School students, you are expected to learn
normal distribution and its characteristics and how to construct normal curve.
What’s In
The following frequency distributions show the score of students in a Mathematics quiz.
Table 1 Table 2 Table 3
5 1 11 1 15 1
4 3 10 2 14 2
3 5 9 3 13 3
2 3 8 5 12 4
1 1 7 7 11 5
N 13 6 8 10 6
5 7 9 7
4 5 8 8
3 3 7 7
2 2 6 6
1 1 5 5
N 44 4 4
3 3
2 2
1 1
N 64
1
Guide Questions:
2. For each distribution, compute for the three measures of central tendency (mean,
median and mode). What do you observe? Where did you find these measures on the
graph (left end, at the center or right end)?
3. If we will continue to increase the number of students, what do you think will the shape
of the graph be?
Answers:
2. Computing for the mean, median and mode of each given distributions, we will realize
that the resulting values are equal. Since these measures are equal, they all lie at one
point. That is, at the center of the graph.
3. If we will continue to increase the number of students then in the long run, we can
approximate the graph to the shape of a bell.
In reality, if a distribution contains a very large number of cases with equal measures of
central tendency values, then the distribution is symmetrical* and the skewness* is 0. In
statistics, it is called normal distribution or normal curve (Rene, et al. 2015). In specific
sense, it is called a normal probability distribution whenever the frequencies are converted to
probabilities.
2
What’s New
Activity 1
Consider the following data pertaining to the points of the students in Mathematics test.
13 68 51 66 82 87 48
66 60 75 41 67 101 42
77 63 37 57 37 78 61
42 67 60 54 49 43 64
The data have an average of 59.15 and a standard deviation of 17.856.
Guide Questions:
1. Graph the data using probability histogram
What Is It
Now, to understand the nature of normal distributions, let us learn more about the properties
of a normal probability distribution. There are six properties of normal distributions and these are
the following:
1. The curve of the distribution is a bell-shaped.
3. The mean, median and mode are of equal values and when sketched, they coincide at
the center of the graph.
3
4. The width of the curve is determined by the standard deviation of the distribution.
86 89 92 95 98 101 104
For instance, in a given distribution with mean equals 95 and standard deviation equals 3, the
width of the curve will be 3 numbers away from each other, which is determined from the given
standard deviation.
5. The curve extends indefinitely approaching the x-axis but never touching it. Thus, the
curve is asymptotic to the line.
6. The area of the region under the curve is 1. It represents the probability or percentage
or proportion associated with the specific sets of measurement values.
What’s More
Directions: Look at the graph below and answer the following questions
Questions:
1. Give the following:
1.1 mean score _______
1.2 Median score ________
1.3 Modal score ________
4
What I Can Do
Activity 1
Sketch a normal curve for each distribution. Label the x-axis at one, two, and three standard
deviations from the mean.
5
Lesson
What’s In
This activity determines your understanding about what you had learned
about properties of normal distribution. Answer the following questions below?
Questions:
What’s New
Directions: Look at the following figures below and find the area of the
shaded region. Show your solution.
A. 10 cm B.
15 cm
6
Guide Questions:
1. How do you solve for the area of the shaded region in figure A?
2. How do you solve for the area of the shaded region in figure B?
3. Is method finding the shaded region in figure A and B the same? Why? Why not?
What Is It?
Finding the shaded area of the polygon is different from finding the area of the
shaded region in the normal distribution. For polygons, we use formulas and simple
calculations to find the shaded region however, in the normal distribution, we use the z-
table to locate the z-value.
A specific proportion of the area of the region under the curve can be calculated
manually using the formula
where
However, this formula is now rarely used because of the readily available z-Table which
displays all the area of the region under the curve given a z-value.
Steps in finding the area under the normal curve given a z-value
7
Illustration
Finding the area that corresponds to z = 2 is the same as finding the area
between z=0 and z= 2.
Steps Solution
d. Read the probability at the intersection of The area at the intersection is 0.4772
row 2.0 and column .00
8
2. Find the area that corresponds to z=1.45.
Finding the area that corresponds to z = 1.45 is the same as finding the area
between z = 0 and z = 1.45.
Steps Solution
What’s More
9
Activity 1
Find the area of the region under the curve that corresponds between the given z-
values. Then for each item below, SKETCH the standard normal curve and
SHADE IN the area you are being asked to find.
1. z = 0.63 3. 2.08
2. z = 1.32 4. z = 1.70
What I Can Do
Column A Column B
1. z = 0.04 L. 0.3554
2. z = 1.06 V. 0.4817
3. z = 2.8 M. 0.4987
4. z = 2.09 T. 0.3531
5. z = 0.49 C. 0.4999
6. z = 3.02 S. 0.0517
7. z = – 0.03 I. 0.0160
8. z = – 1.05 A. 0.0120
9. z = – 2.22 E. 0.1879
10. z = – 3.78 O. 0.4974
11. z = – 0.13 H. 0.4868
___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
1 2 3 4 5 6 7 8 9 5 6 7 8 1 10 11
10
Lesson
Shaded Region Under the
3 Normal curve
What’s In
Let us review what you had learned in lesson 2 by doing this activity. Give the
correct area of z-score to trace the correct path. If area is missing fill in the
area.
Z=2.3 A=_____
___
0.0871
0.4901 0.4893
Z=0.02
Z=1.22 Z=1.67
0.3888 0.0080
0.0871
Z=1.67
A= ______
What’s New
Directions: Look at the following figures below and find the area of the
shaded region. Show your solution.
A.
A. 10 cm B.
4 cm
15 cm 11
Guide Questions:
1. How do you solve for the area of the shaded region in figure A?
2. How do you solve for the area of the shaded region in figure B?
3. Is method finding the shaded region in figure A and B the same? Why? Why not?
What Is It
Probability notations are commonly used to express a lengthy idea into symbols
concerning the normal curve.
The following are the most common probability notations used in studying concepts on
the normal curve.
P(a < z < b) this notation represents the idea stating the probability that the z-value is between
a and b
P(z> a) this notation represents the idea stating the probability that the z-value is above a
P(z< a)this notation represents the idea stating the probability that the z-value is below a
where a and b are z-score values.
P(z = a) = 0 this notation represents the idea stating the probability that the z-value is equal to
a is 0. This notation indicates that a z-value is equal to exactly one point on the
curve. With that single point, a line can be drawn signifying the probability can be
below or above it. That is why, for a z-value to be exactly equal to a value its
probability is equal to 0.
12
Illustration.
Steps Solution
13
z = 1 has a corresponding area of
Locate from the z-Table the
0.3413.
corresponding areas of the given z-
This area signifies only from z = 0 to
value.
z=1
With the graph, decide on what With the given graph, the operation
operation will be used to identify the to be used is addition.
proportion of the area of the region. P(z < 1) = 0.5000+ 0.3413 = 0.8413
Use probability notation to avoid This is so because the area of the
lengthy expressions. region from z = 0 to its left is 0.5 since
it represents half of the normal curve.
With the property that the curve has
area equal to 1, therefore half of its
area signifies 0.5000 or 0.5.
3. Find the proportion of the area that the z-value is exactly equal to 1.
Steps Solution
14
What’s More
Activity 1
Challenge Me!
1. Find the probability that z is between two values 0.43 and 0.72. Sketch the
normal curve/s neatly.
What I Can Do
Activity 1
Solve for the proportion of the area of the following probability notations. Then,
sketch the normal curve shading the required region of each given notation.
2. P(z > 3)
4. P(z >-1.5)
5. P(z = -1)
15
Lesson
What’s In
Let us review what you had learned in lesson 3 by doing this activity.
Activity: Sketch the regions bounded by z=0.67 and z=1.56 and find its area.
Show your solution in your paper.
Solution:
What’s New
Mrs. Bastillada conducted a test survey about determining the current level of students’
learning on Geometry. After checking the test questionnaires, she was amazed that a student
attained 50 correct answers. What is the corresponding z-value of the student’s score if the
sample mean of the test results was 45 and standard deviation is 6?
Reflective Questions:
1. How will you find the probability of the data if data is too large?
____________________________________________________________________________
2. Can you make use of the normal curve to find for the probability of a large value? How?
____________________________________________________________________________
16
What Is It
Let us begin understanding the z-scores by acknowledging that for a given distribution, it
is more preferred to have a larger set of data in order to make good generalizations. However,
at times in a given distribution, raw scores may be composed of large values and large values
cannot be accommodated at the baseline of the normal curve. Thus, the raw scores have to be
transformed into z-scores in order to get meaningful decisions relative to the concepts of finding
the equivalent percentage and probability of the given measure of value from the mean.
For any population, the mean and the standard deviation are fixed. This gives the way to
understand that for every raw score X, there corresponds an exactly one z-score value, and vice
versa. Therefore, if we wish to find the percentage associated with X, we must find its matched
z-value using the z formula.
The area of the region under the normal curve represents the probability or percentage
or proportion of a given measurement value. It is computed by subtracting the measurement X
to the sample Ẍ or population mean, then dividing the result by the standard deviation. The
resulting value gives the z-score. The z-score indicates the distance between a given
measurement X and the mean expressed in standard deviations. It locates either within a
sample or within a population. But for now, a readily available z-Table is made to obtain the
corresponding area given a z-score.
Steps in finding the z-score given the mean (µ) , standard deviation ( σ ) and the measurement
(X)
2. Check the given values: mean (µ) , standard deviation (σ) and the
measurement (X)
17
Illustration
1. In Mrs. Shirley’s science class, a student gained a score of 46. What is the z-value of his
score if test result has population mean 45 with standard deviation of 2?
Steps Solution
a. Use the formula for finding the z-scores
of population data
0.5
39 41 43 45 46 47 49 51
Mean
Steps Solution
a. Use the formula for finding the z-scores
of population data
18
3. Mrs. Bastillada conducted a test survey about determining the current level of students’
learning on Geometry. After checking the test questionnaires, she was amazed that a
student attained 50 correct answers. What is the corresponding z-value of the student’s
score if the sample mean of the test results was 45 and standard deviation is 6?
Steps Solution
a. Use the formula for finding the z-
scores of population data
What's More
Let us deepen your understanding with this activity.
Activity 1
19
What I Can Do
Activity 1
1. You are applying for a job that requires a score on either a P Test or an A Test. The
company needs only one test result. You have acquired scores on both tests. You’ve
scored 98 on the P Test and 112 on the A Test. Which test results will you most likely to
submit? Is the information enough for you to convince yourself on submitting your
chosen test result? Explain why.
Activity 2
1. X=98
2. X=65
3. X=120
4. X=74
5. X=135
20
Lesson
Percentiles Under the Normal
5 Curve
1. define percentile;
2. compute probabilities and percentiles using the standard normal table; and
3. share the importance of making inference based on probabilities.
What’s In
Let us review what you had learned in lesson 4 by doing this activity.
Suppose that blood sugar levels are normally distributed with a mean of 100
mg/dl (milligrams per deciliter) and a standard deviation of 10mg/dl. David has a
blood sugar level of 85 mg/dl. Calculate and interpret David's z-score.
What’s New
For instance, you were told by your teacher that your Mathematics grade for the quarter
is 92 and your grade is at the 88th percentile. This means 88% of your classmates scored lower
than 92 and 21% scored more than 92 in the subject.
Reflective Questions:
What Is It
21
For instance, you were told by your teacher that your Mathematics grade for the
quarter is 92 and your grade is at the 88th percentile. This means 88% of your classmates
scored lower than 92 and 21% scored more than 92 in the subject. This explains that 88th
percentile is located at a point such that 88% of the total population lies below that point and
12% lies above.
At this point, we are given with the area or the proportion of the area of the region
under the normal curve. We wish to identify the corresponding z-value of the given area. With
this, we need the z-Table to find the z-value required corresponding to the given area and if not
found, we take the nearest value. The number that corresponds to the first column and first row
of the intersection attained from the locating the given area is the required z-value.
Example 1
By definition, the P86 means locating an area before or below the point. We want to
know what the z-value is at this point.
Steps Solution
22
g. Locate 1.08 on the curve and
Therefore, the z-score by which the
draw a line through under the
relative comparison starts at 1.08.
curve
By definition, the P95 means locating an area before or below the point. We want to
know what the z-value is at this point.
Steps Solution
By definition, the P32 means locating an area before or below the point. We want to
know what the z-value is at this point.
Steps Solution
24
f. Shade the region to the left of
0.92
g. Describe the shaded region Since 0.92 must be located at the left
side of the curve, it must contain a
negative sign indicating to where it
should be located. Thus, the shaded
region is the 32% percentile of the
distribution. Meaning, 32% of the
distribution lies below the z-value -0.92.
What’s More
Activity 2
Activity 1
2. Clara decided to give slippers to the street children. The slipper sizes of the children are
normally distributed with a mean of 11.5 and standard deviation of 1.25. What is the
corresponding percentile and x-value for street kid that has a z-score of -3.1?
What I Can Do
Activity 1
Solve for the percentile of the following numbers. Then sketch its graph.
1. 30th
2. 52nd
3. 15th
4. 88th
25
What I Have Learned
These are thoughts that you had learned in this module:
➢
A standard normal curve is a normal probability distribution that has mean equal to 0
and standard deviation equal to 1.
➢
The normal probability distribution has the following properties:
3. The mean, median and mode are of equal values and when sketched, they coincide
at the center of the graph.
4. The width of the curve is determined by the standard deviation of the distribution.
5. The curve extends indefinitely approaching the x-axis but never touching it. Thus,
the curve is asymptotic to the line.
6. The area of the region under the curve is 1. It represents the probability or
percentage or proportion associated with the specific sets of measurement values.
µ= population mean
Ẍ = sample mean
26
Assessment
Directions: Read and analyze the statements below. Encircle the letter
of the correct answer.
27
10. Solve for the proportion of the area of the probability notation P(z>1).
A. 0.1585 C. 0.1587
B. 0.1586 D. 0.1588
11. Find the area of the proportion in the probability notation P(z>-2.5).
A. 0.9937 C. 0.9936
B. 0.9934 D. 0.9938
12. Given = 180 and = 15 in a college entrance examination, find the
corresponding z-value of the score by the following students if X = 150.
A. 2 C. 2.5
B. -2 D. -2.5
13. From the given in number 12, what is the z-value if X = 200?
A. 1.33 C. 1.99
B. 1.66 D. 2.22
28
Key to Answers
1.B 9. B
2.A 10. C
3.C 11. D
4.B 12. B
5.D 13. A
6.C 14. C
7.C 15. A
8.D
29
30
Assessment (Post test), page 32
1.B 9. B
2.A 10. C
3.C 11. D
4.B 12. B
5.D 13. A
6.C 14. C
7.D 15. A
8.B
31
References
Albay, Eduard M.,Statistics and Probability, 2nd ed.Makati City: DIWA Textbooks, 2019,
81-108.
Banigon, Ricardo Jr., Camilon, Maita, Manalo and Catalina.General Mathematics. 1st
ed. Manila, Philippines: Educational Resource Corporation.(2016)
Belecina, Rene R, Elisa S. Baccay, and Efren B. Mateo. Statistics and Probability.
Sampaloc, Manila, Rex Bookstore, 2016.
Crisologo, L., Hao, L., Miro, E., Palomo, E., Ocampo, S., and Tresvalles, R.General
Mathematics Teacher’s Guide. Department of Education-Bureau of Learning
Resources, Ground Floor BonifacioBldg, DepEd Complex Meralco Avenue,
Pasig City, Philippines 1600. Lexicon Press Inc. (2016).blr.lrpd@deped.gov.ph.
Oronce, O. General Mathematics. 1st ed. Manila, Philippines: Rex Publishing House
(2016), pp.226 - 335.
Zorilla, R., Esller, B., Partible, F.,Mendoza, V.,Cabrera, M. Statistics: Basic Concepts
and Applications. 2011 edition. Malabon City, Philippines: Mutya Publishing
House Inc. (2011), pp. 176-194.
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Telefax: (08822) 855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph
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