DETAILED LESSON PLAN IN STATISTICS & PROBABILITY

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 3 02-13-2020

I. OBJECTIVES
The Learners demonstrate an understanding of the
A. Content Standards different measures of variation.

The Learners should be able to use appropriate measures of

B. Performance Standards
variation in describing data.
1. Calculate some measures of dispersion.
C. Learning Competencies/ Knowledge: Think of the strengths and limitations of the different
Objectives measures of dispersion.
(Write the LC code)
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.
II. CONTENT
C. Local Heritage Theme: Flora and Fauna
D. Integration: Economics, ICT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG pp 73.
2. Learner’s Materials pages
3. Textbook pages o Introduction to Statistics by Ronald E. Walpole
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or ELICIT
presenting the new lesson Review: Measures of Central Tendency – Mean, Median, Mode.

B. Establishing a purpose for ENGAGE

the lesson 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 QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 3 02-13-2020

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 EXPLORE

and practicing new skills #1 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.

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:
E. Discussing new concepts 10,000
and practicing new skills #2 = 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.

EXPLAIN
1. What can you observed from the computed summary
F. Developing mastery (leads to statistics?
Formative Assessment #3) 2. How about the trends and actual values of the rate of
returns for the two stocks?
3. What does this observation tells us?

GRADE LEVEL
11
G. Finding practical
applications of concepts
and skills in daily living
Application:
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
DETAILED LESSON PLAN IN STATISTICS & PROBABILITY
QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
3 02-13-2020
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.
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)
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. 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
 DETAILED LESSON PLAN IN STATISTICS & PROBABILITY
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 3 02-13-2020

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: NOTED BY:

ALDRIN C. DELA CRUZ NELSON M. PAYOT, DEV. ED. D.

Special Science Teacher I Principal I