FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade: 11 Semester: First

Core Subject Title: Statistics and Probability No. of Hours/ Semester: 80 hrs.
Prerequisites (if needed):

Core Subject Description: At the end of the course, the students must know how to find the mean and variance of a random variable, to apply sampling techniques and
distributions, to estimate population mean and proportion, to perform hypothesis testing on population mean and proportion, and to perform correlation and regression analyses
on real-life problems.

Culminating Performance Standard: The learner is able to perform appropriate tests of hypotheses involving the population mean and population proportion to make inferences
in real-life problems in different disciplines.

What to Teach? Why Teach? How to Assess? How to Teach?

Learning Competencies Flexible
KUD Most KUD Assessment Flexible
Most Complete Activities Enabling
Content Performance Learning
Content Essential RBT Level (FAA) General
Standards Standards Strategies
Topics Performance Strategy
(FLS)
Check/s
Classification Essential Classification
First Quarter
organizes data
in a frequency
Understanding
distribution uses
table. appropriate
uses graphs to
Data The learner is able appropriate represent
The learner to organize data
Organization graphs to organized data: Reasoning and Modular
demonstrates systematically and Evaluating
understanding and represent pie chart, bar Proof Approach:
compute 1. Preassessment:
of key concepts Presentation organized data: graph, line Worksheets
accurately Understanding Diagnostic Test
of the different pie chart, bar graph,
measures of PO: Thinking
Descriptive forms of data graph, line histogram, and
central tendency Skills (Critical Online
Statistics representation, graph, ogive. Understanding
and variability and Thinking and Discussion via
(Scaffolding) measures of histogram, and
apply these Problem ZOOM
ogive.
*optional*
central Solving)
appropriately in Application
tendency, and Illustrates the
data analysis and (Synchronous)
measures of measures of Illustrates the
interpretation in
variability. central measures of
different fields.
(CG G7) Measures of tendency Understanding central
(CG G7) Reasoning and
Central (mean, median, tendency Evaluating
and mode) of a (mean, median, Proof
Tendency
statistical data. and mode) of a
calculates the statistical data.
measures of Understanding
 central
tendency of
ungrouped and
grouped data.
Measures of
Variability

What to Teach? Why Teach? How to Assess? How to Teach?

Content Content Performance Learning Competencies Flexible Flexible
Standards Standards KUD Assessment Learning
Most Enabling
Classification Activities Strategies
Essential KUD Most RBT Level General
Complete (FAA) (FLS)
Topics Classification Essential Strategy
Performance
Check/s
illustrates the Understanding
measures of
variability
(range, average
deviation, illustrates the
variance,
measures of
standard
variability
deviation) of a (range,
statistical data. average
deviation,
calculates the Evaluating Reasoning and
variance,
measures of Proof
standard
variability of
Understanding deviation) of a
grouped and
statistical data.
ungrouped data.

Illustrates a 1. Practice 1.
random Exercise/ Prerecorded
variable Worksheets Video
Distinguishes
(discrete and PO: Thinking Presentation
The learner is able between a
The learner continuous) Skills (Critical with Guide
to apply an discrete and a
demonstrates Distinguishes Thinking and Questions/
appropriate continuous
Random understanding between a Problem PowerPoint
random variable random
Variables and of key concepts Random discrete and a Solving) Presentation
for a given real-life Understanding variable Understanding Applying 2. Connections
Probability of random Variables continuous Quiz (Online &
problem (such as
Distributions variables and random PO: Thinking 2. Blended)
in decision making
probability variable Skills (Critical Modular/ Hand
and games of
distributions. Finds the Thinking and – outs with
chance). Finds the
possible value Problem Guide
possible value
of random 3. Solving) Journal Questions
of random Writing PO:
variable (Distance)
variable Communication
 Illustrates a 1. Interactive 1. Modular
probability Engagement Approach
distribution for a through a (Distance)
discrete Mobile including
random Solves and Application websites for
variable and its interprets PO: Thinking interactive
Mean and properties. problems Skills (Critical learning
Variance of involving mean Reasoning and
Constructs the Evaluating Thinking and
Probability and variance of Proof
probability Problem
Distribution mass function probability Solving) 2. Online
of a discrete 2.
distributions Worksheets Discussion via
random using Puzzle/ ZOOM
variable and its Trivia
Application
corresponding PO: Thinking
(Synchronous)
histogram. Skills (Critical

What to Teach? Why Teach? How to Assess? How to Teach?

Learning Competencies Flexible
Assessment Flexible
Most Activities Enabling Learning
Content Essential Performance KUD Most KUD (FAA) General Strategies
Content Standards Topics Standards Complete Classification Essential Classification RBT Level Performance Strategy (FLS)
Check/s 3.
Video
Computes Thinking and Presentation
probabilities Problem (Online/
corresponding Solving) Blended)
to a given 3. Problem Sets
random PO: Thinking
variable. Skills (Critical
Illustrates the Thinking and
mean and Problem
variance of a Solving)
discrete 4. Journal Writing:
random Reflection
variable Paper:
Calculates the Interpretation of
mean and the Mean and
variance of a Variance of a
discrete Discrete
random Random
variable Variable PO:
Communication
Interprets the
mean and
variance of a
discrete
random
variable
Solves and
interprets
 Performance
Check No. 1
problems Conduct a Survey by
involving mean using any
available platforms.
and variance of
PO: Thinking Skills
probability
(Critical Thinking and
distributions
Problem Solving)
and
Communication
1. Worksheet 1. Video/
PO: Thinking PowerPoint
The learner is able Skills (Critical Presentation/
to accurately Thinking and Detailed Hand
The learner formulate and
demonstrates Characteristics Illustrates a Illustrates a Problem – outs/
solve real-life
Normal key concepts of of Normal normal random normal random Solving) Representation Student –
problems in Knowing Knowing Understanding
Distribution normal Random variable and its variable and its 2. Journal Writing: s Teacher
different
probability Variable characteristics. characteristics. Reflection Consultation
disciplines
distribution. Paper on (Online)
involving Normal
Distribution. Understanding 2. Modular
of Normal Approach/
Random

What to Teach? Why Teach? How to Assess? How to Teach?

Learning Competencies Flexible
Assessment Flexible
Most Enabling
Content Performance Activities Learning
Content Essential KUD Most KUD RBT Level General
Standards Standards Complete (FAA) Strategies
Topics Classification Essential Classification Strategy
Performance (FLS)
Check/s
3. Variable Detailed Hand
Concept PO: – outs
Communication (Distance)
Essay:
Characteristics
of Normal
Random
Variable PO:
Communication

1. Problem Sets 1. PowerPoint

Normal Constructs a Identifies PO: Thinking Presentation/
Knowing Understanding Applying
Distribution to normal curve. regions under Skills (Critical Video Clips
 Identifies 2. Thinking and 2. (Online)
regions under the normal Problem Lecture Notes
the normal curve Solving) (Distance)
curve corresponding Reflection
corresponding Connections
to different Paper on
to different standard normal Understanding
standard normal values. of Normal
Understanding
values. Distribution to
Converts a Converts a Standard
Standard
normal random normal random Normal
Normal variable to a variable to a Communication
Distribution Analyzing Distribution PO:
standard standard Communication s
normal variable normal variable
and vice versa. and vice versa.
Computes Computes
probabilities probabilities
and percentiles and percentiles Reasoning and
Understanding Understanding Evaluating
using the using the Proof
standard standard
normal table. normal table.
Illustrates 1. Situational 1.
The learner is able random Knowing Analysis
The learner
to apply suitable sampling. Worksheet PO: PowerPoint
demonstrates
sampling and Distinguishes Communication
understanding Presentation/
sampling between
Sampling and of key concepts Knowing Illustrates Video Clips
Sampling distributions of the parameter and 2.
Sampling of sampling and sample mean to random Understanding Applying Connections (Online &
Techniques statistic.
Distribution sampling solve the real-life sampling. Blended)
distributions of Identifies Lecture Notes
problems in the
the sample sampling (Distance)
different Understanding
mean. distributions of
disciplines.
statistics.

What to Teach? Why Teach? How to Assess? How to Teach?

Content Content Most Performance Learning Competencies RBT Level Flexible Enabling Flexible
Standards Essential Standards KUD Most KUD Assessment General Learning
Topics Classification Essential Classification Activities Strategy Strategies
Complete (FAA) (FLS)
Performance
Check/s
Finds the mean
and variance of
the sampling
distribution of
the sample
mean.
 Defines the
sampling
distributions of
the sample
mean for normal
population.

illustrates point
and interval Knowing
estimations.
distinguishes
between point
Knowing
and interval
estimation.
identifies point 1. Practice
estimator for Exercises/
Knowing
the population Worksheets
mean. PO: Thinking
computes for Skills (Critical
the point Thinking and
estimate of the Understanding solves Problem
The learner population 1. PowerPoint
The learner is able problems Solving) Presentation/
demonstrates mean.
Point and to estimate the involving
understanding Video Clips
Estimation of Interval population mean identifies the confidence
of key concepts appropriate Understanding Applying 2. Quiz Connections (Online)
Parameters Estimation of and population interval
of estimation of form of the PO: Thinking 2. Modular/ Hand
Population proportion to make estimation of
population confidence Skills (Critical – outs
sound the population
mean and interval Thinking and (Distance)
mean.
estimator for Problem
the population Solving)
mean when: (a)
the population Understanding
3. Journal Writing
variance is
known, (b) the PO:
population Communication
variance is
unknown, and
(c) the Central
Limit Theorem
is to be used.
illustrates the Knowing
tdistribution.

What to Teach? Why Teach? How to Assess? How to Teach?

Content Content Most Performance Learning Competencies RBT Level Flexible Enabling Flexible
Standards Essential Standards Most KUD Assessment General Learning
Topics Essential Classification Activities Strategy Strategies
KUD (FAA) (FLS)
Complete
Classification
Performance
Check/s
 constructs a t- Understanding
distribution.
identifies
regions under
the t-
distribution Knowing
corresponding
to different
tvalues.
identifies
percentiles Knowing
using the ttable.

computes for
the confidence
interval
estimate based
on the
Understanding
appropriate
form of the
estimator for
the population
mean.
solves
problems
involving
confidence
Understanding
interval
estimation of
the population
mean.
draws
conclusion
about the
population
Understanding
mean based on
its confidence
interval
estimate.
identifies point
estimator for
Knowing
the population
proportion.
computes for
the point
estimate of the Understanding
U population
proportion.

What to Teach? Why Teach? How to Assess? How to Teach?

Content Content Most Performance Learning Competencies RBT Level Flexible Enabling Flexible
Standards Essential Standards Most KUD Assessment General Learning
Topics Essential Classification Activities Strategy Strategies
KUD
Complete (FAA) (FLS)
Classification
Performance
Check/s
identifies the
appropriate
form of the
confidence
interval
estimator for Understanding
the population
proportion
based on the
Central Limit
Theorem.
computes for
the confidence
interval
Understanding
estimate of the
population
proportion.
solves
problems
involving
confidence
Understanding
interval
estimation of
the population
proportion.
draws
conclusion
about the
population
proportion Understanding
based on its
confidence
interval
estimate
identifies the
length of a
Knowing
confidence
interval.
computes for
the length of
Understanding
the confidence
interval.
computes for
an appropriate
sample size Understanding
using the
length of the
 interval.

What to Teach? Why Teach? How to Assess? How to Teach?

Content Content Most Performance Learning Competencies RBT Flexible Enabling Flexible
Standards Essential Standards Most Essential KUD Level Assessment General Learning
Topics Classification Activities Strategy Strategies
KUD
Complete (FAA) (FLS)
Classification
Performance
Check/s
solves
problems involving
sample size Understanding
determination.

Illustrates: Illustrates:
(a) null (a) null
hypothesis hypothesis
(b) alternative (b) alternative
hypothesis hypothesis
(c) level of (c) level of
significance Understanding significance Understanding Applying Connections
(d) rejection (d) rejection
region; and region; and
(e) types of (e) types of
errors in errors in
hypothesis testing. hypothesis testing.

calculates the
probabilities of
committing a Type I Understanding
and
Type II error.
The learner is able identifies the
to perform parameter to
appropriate tests be tested given a Knowing
The learner of hypotheses real-life problem.
demonstrates involving the
understanding population mean formulates the
of key concepts and population appropriate null and
proportion to solves 1. PowerPoint
of tests of alternative Understanding
hypotheses on make hypotheses on a problems Presentation/
the population Fundamental inferences in real- population mean. involving test of Video Clips
mean and Concepts in life problems in hypothesis on (Online)
Tests of population Hypothesis different identifies the the population Problem 2. Lecture Notes
Hypothesis proportion. Testing disciplines. appropriate mean. Doing Creating Solving (Distance)
form of the test- Understanding
statistic when:
(a) the
population
variance is
assumed to be
known
 (b) the
population
variance is
assumed to be
unknown; and

What to Teach? Why Teach? How to Assess? How to Teach?

Content Content Most Performance Learning Competencies RBT Level Flexible Enabling Flexible
Standards Essential Standards Most KUD Assessment General Learning
Topics Essential Classification Activities Strategy Strategies
KUD (FAA) (FLS)
Complete
Classification
Performance
Check/s
(c) the Central
Limit Theorem
is to be used.
computes for
the test-statistic
value Understanding
(population
mean).
draws
conclusion
about the
population
mean based on Understanding
the test-statistic
value and the
rejection
region.
solves
problems
involving test of
Doing
hypothesis on
the population
mean.
formulates the
appropriate null
and alternative
Understanding
t-test hypotheses on
a population
proportion.
identifies the
appropriate
form of the test-
statistic when Understanding
the Central
Limit Theorem
is to be used.
 identifies the
appropriate
rejection region
for a given level
of significance Understanding
when the
Central Limit
Theorem is to
be used.
computes for
the test-statistic Understanding
value

What to Teach? Why Teach? How to Assess? How to Teach?

Content Content Most Performance Learning Competencies RBT Level Flexible Enabling Flexible
Standards Essential Standards Most KUD Assessment General Learning
Topics Essential Classification Activities Strategy Strategies
KUD (FAA) (FLS)
Complete
Classification
Performance
Check/s
(population
proportion).
draws
conclusion
about the
population
proportion Understanding
based on the
test-statistic
value and the
rejection region.

solves
problems
involving test of
Understanding
hypothesis on
the population
proportion.
illustrates the
1. Interactive 1. YouTube
nature of Knowing
Solving of Video
The learner bivariate data.
The learner is able Relationship Tutorials or
demonstrates to perform constructs a Understanding
solves using Manual Real-time
Correlation understanding correlation and scatter plot.
problems Computation discussion
and of key concepts Correlation regression describes
of correlation analyses on involving Doing Creating and Excel PO: Problem Solving using
Regression Analysis shape (form),
and regression trend correlation Thinking PowerPoint
Analyses real-life problems in
analyses. (direction), and analysis. Skills (Critical Presentation
different Knowing
disciplines. variation Thinking and (Online)
(strength) based Problem 2. Modular/Hand
on a scatter plot. Solving) -outs
 estimates (Distance)
strength of
2. Practice
association
Knowing Exercise/
between the
variables based Worksheets
on a scatter plot. PO: Thinking
Skills (Critical
calculates the Thinking and
Pearson’s Problem
sample Understanding
Solving)
correlation
coefficient.
solves 3. Journal Writing
problems PO:
involving Doing Communication
correlation
analysis.
What to Teach? Why Teach? How to Assess? How to Teach?
Content Content Performance Learning Competencies Flexible Flexible
Standards Standards Assessment Learning
Most Activities Enabling Strategies
Essential RBT Level (FAA) General (FLS)
KUD Most KUD
Topics Complete Strategy
Classification Essential Classification Performance
Check/s
identifies the identifies the
independent independent
Understanding Understanding Applying Connection
and dependent and dependent
variables. variables.
draws the bestfit
line on a scatter Understanding
plot.
calculates the
interprets the
slope and y-
Understanding calculated
intercept of the Reasoning and
slope and y- Understanding Evaluating
regression line. Proof
intercept of the
interprets the regression line.
calculated
slope and y- Understanding
intercept of the
regression line.
predicts the
value of the
dependent
variable given Understanding
the value of the
solves
independent problems
variable. involving
Regression solves problems regression Problem
Analysis analysis. Doing Creating Solving
 involving Doing
regression
analysis.

Performance Task: There is a pressing concern that needs to be addressed in your school community. With this, the school administrators provide you with the necessary data
to come up with a solution to this problem. As statistical consultant, you will organize, present, analyze, solve and interpret the relevant data to come up with a data-driven
solution to the specified problem that will be presented to the school community. The presentation is in a form of a portfolio that will be evaluated using the following criteria:
organization of data, data analysis, data interpretation, generation of conclusion/ generalization, and meaningful insights.