Notre Dame of Masiag, Inc.

Masiag, Bagumbayan, Sultan Kudarat

Government Recognition No. 018, s. 1993
TIN: 000-578-187 (Non VAT)
“Service for the love of God through Mary”

STATISTICS AND ROBABILITY (FCAAM)

HOW TO ASSESS? HOW TO TEACH? WHAT TO TEACH?
WHY TEACH? Learning
ASSESSMENT AND FEEDBACK Material MET
Preparation
Reviewing the FIDP of Statistics and Based on the What
Probability By using the What
Formativ e
As implied by the Standards & student
GRASPS Question s
Minimum Standards, Based on the With the skills that shall be Criteria for – centered
characteristic s Feedback Feedback shall
the teaching of every Culminating championed to by Success in flexible What Topic(s) ensure the
Improved PT of of a PT, Mechanis Mechanism lead to the
core subject shall Performance Statistics and Probability completing the PT, teaching development of the
Statistics and Probability Identify the m (Assessment AS modality
completi
lead to the Standard of and together with the other what Enabling on of desired skills?
Standards & (Assessm Learning) will lead
development of the Statistics and skills implied by the Formative EFAA?
Criteria for ent FOR towards
learners’ … Probability Minimum Standards Assessment
Success Activities Learning) the
completio
n of the
EFAA?
TransferGoal: GOAL: To organize, present, EFAA1: Provide a - -Self Reflect
1. Descriptive
The learners in the long analyze, solve and interpret relevant worksheet that will Consultation (Module-Values
Statistics
run and on their own data sets to come up with a data- require the students through GC, Integration Part)
Messenger (Scaffolding)
will be able to driven solution to the specific to organize and
significant problem in your school Organization present data using or text. -Consultation with
demonstrate skills on
community of Data appropriate data students
how to organize, 2. Random
Communication visualization tools and -Reflection
present, interpret and Paper - Progress Variable
Skills analyze data to propose ROLE: As statistical consultant descriptive
statistics. _Provide Report
a data-driven plan of Enrichment
Thinking Skills action or generalizations AUDIENCE: To be presented to 3. Sampling
Data analysis EFAA2: activities
(Critical and to address a certain the school community Distribution
Provide a worksheet _ Conduct
Problem Solving) prevailing
SITUATION: There is a pressing containing data and let the remedial
Communication problem/issue in their classes
concern that needs to be addressed students analyzed using
Technology Skills and own community to 4. Hypothesis
in your school community. As a statistical tools.
Technology transcend towards -Constant Testing
Skills insights and reflection. result, the school feedbackin
Communication administrators will provide you with
Performance Data interpretation EFAA3: Using the data g through
and Technology Thinking the necessary data to come 5. Correlation
Scenario: provided in EFAA2, the GC,
Skills (Creative & Skills (Critical up with a solution to this problem. messenger
The students, as students will interpret the
Innovation) Thinking and results based on their or text
statisticians, will be
Problem analysis.
Problem Solving Solving) given relevant data sets Generation of EFAA4: Provide worksheet
6. Regression
Skills to come up with data- PRODUCT: Presentation of a conclusion/ containing interpreted data,
driven solution to the portfolio, that is, a compilation of generalization the students will make their
prevailingproblemin outputs which includes the generalization and draw
Collaboration
the school community. application of different statistical their conclusions
Skills
tools (descriptive and inferential).
Meaningful EFAA5: Given the
STANDARD: The portfolio will be insights. different activities, the
evaluated using the following students will give their
criteria: organization of data, data insights
analysis, data interpretation,
generation of conclusion/
generalization, and meaningful
insights.