Teaching Guide

for Grade 11 Second Semester

Statistics and
Probability

FULL COPY OF THIS TG IS AVAILABLE

IN THIS LINK
http://depedtambayanph.blogspot.com/2016/11/te
aching-guides-for-statistics-and.html

Chapter 1 Describing Data Lesson 1

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PREFACE
Prior to the implementation of K-12, Statistics was taught in public high schools in the
Philippines typically in the last quarter of third year. In private schools, Statistics was
taught as either an elective, or a required but separate subject outside of regular Math
classes. In college, Statistics was taught practically to everyone either as a three unit or
six unit course. All college students had to take at least three to six units of a Math
course, and would typically endure a Statistics course to graduate. Teachers who
taught these Statistics classes, whether in high school or in college, would typically be
Math teachers, who may not necessarily have had formal training in Statistics. They
were selected out of the understanding (or misunderstanding) that Statistics is Math.
Statistics does depend on and uses a lot of Math, but so do many disciplines, e.g.
engineering, physics, accounting, chemistry, computer science. But Statistics is not
Math, not even a branch of Math. Hardly would one think that accounting is a branch
of mathematics simply because it does a lot of calculations. An accountant would also
not describe himself as a mathematician.
Math largely involves a deterministic way of thinking and the way Math is taught in
schools leads learners into a deterministic way of examining the world around them.
Statistics, on the other hand, is by and large dealing with uncertainty. Statistics uses
inductive thinking (from specifics to generalities), while Math uses deduction (from the
general to the specific).
Statistics has its own tools and ways of thinking, and statisticians are quite
insistent that those of us who teach mathematics realize that statistics is not
mathematics, nor is it even a branch of mathematics. In fact, statistics is a
separate discipline with its own unique ways of thinking and its own tools for
approaching problems. - J. Michael Shaughnessy, Research on Students
Understanding of Some Big Concepts in Statistics (2006)
Statistics deals with data; its importance has been recognized by governments, by the
private sector, and across disciplines because of the need for evidence -based decision
making. It has become even more important in the past few years, now that more and
more data is being collected, stored, analyzed and re-analyzed. From the time when
humanity first walked the face of the earth until 2003, we created as much as 5 exabytes
of data (1 exabyte being a billion gigabytes). Information communications technology
(ICT) tools have provided us the means to transmit and exchange data much faster,
whether these data are in the form of sound, text, visual images, signals or any other
form or any combination of those forms using desktops, laptops, tablets, mobile phones,
and other gadgets with the use of the internet, social media (facebook, twitter). With the
data deluge arising from using ICT tools, as of 2012, as much as 5 exabytes were being
created every two days (the amount of data created from the beginning of history up to
2003); a year later, this same amount of data was now being created every ten minutes.

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In order to make sense of data, which is typically having variation and uncertainty, we
need the Science of Statistics, to enable us to summarize data for describing or
explaining phenomenon; or to make predictions (assuming trends in the data continue).
Statistics is the science that studies data, and what we can do with data. Teachers of
Statistics and Probability can easily spend much time on the formal methods and
computations, losing sight of the real applications, and taking the excitement out of
things. The eminent statistician Bradley Efron mentioned how diverse statistical
applications are:
During the 20th Century statistical thinking and methodology has become the
scientific framework for literally dozens of fields including education, agriculture,
economics, biology, and medicine, and with increasing influence recently on the
hard sciences such as astronomy, geology, and physics. In other words, we have
grown from a small obscure field into a big obscure field.
In consequence, the work of a statistician has become even fashionable. Googles chief
economist Hal Varian wrote in 2009 that the sexy job in the next ten years will be
statisticians. He went on and mentioned that The ability to take data - to be able to
understand it, to process it, to extract value from it, to visualize it, to communicate it's
going to be a hugely important skill in the next decades, not only at the professional
level but even at the educational level for elementary school kids, for high school kids,
for college kids.
This teaching guide, prepared by a team of professional statisticians and educators,
aims to assist Senior High School teachers of the Grade 11 second semester course in
Statistics and Probability so that they can help Senior High School students discover
the fun in describing data, and in exploring the stories behind the data. The K -12
curriculum provides for concepts in Statistics and Probability to be taught from Grade
1 up to Grade 8, and in Grade 10, but the depth at which learners absorb these concepts
may need reinforcement. Thus, the first chapter of this guide discusses basic tools
(such as summary measures and graphs) for describing data. While Probability may
have been discussed prior to Grade 11, it is also discussed in Chapter 2, as a prelude
to defining Random Variables and their Distributions. The next chapter discusses
Sampling and Sampling Distributions, which bridges Descriptive Statistics and
Inferential Statistics. The latter is started in Chapter 4, in Estimation, and further
discussed in Chapter 5 (which deals with Tests of Hypothesis). The final chapter
discusses Regression and Correlation.
Although Statistics and Probability may be tangential to the primary training of many if
not all Senior High School teachers of Statistics and Probability, it will be of benefit for
them to see why this course is important to teach. After all, if the teachers themselves
do not find meaning in the course, neither will the students. Work developing this set
of teaching materials has been supported by the Commission on Higher Education
under a Materials Development Sub-project of the K-12 Transition Project. These
materials will also be shared with Department of Education.
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Writers of this teaching guide recognize that few Senior High School teachers would
have formal training or applied experience with statistical concepts. Thus, the guide
gives concrete suggestions on classroom activities that can illustrate the wide range of
processes behind data collection and data analysis.
It would be ideal to use technology (i.e. computers) as a means to help teachers and
students with computations; hence, the guide also provides suggestions in case the
class may have access to a computer room (particularly the use of spreadsheet
applications like Microsoft Excel). It would be unproductive for teachers and students
to spend too much time working on formulas, and checking computation errors at the
expense of gaining knowledge and insights about the concepts behind the formulas.
The guide gives a mixture of lectures and activities, (the latter include actual collection
and analysis of data). It tries to follow suggestions of the Guidelines for Assessment
and Instruction in Statistics Education (GAISE) Project of the American Statistical
Association to go beyond lecture methods, and instead exercise conceptual learning, use
active learning strategies and focus on real data. The guide suggests what material is
optional as there is really a lot of material that could be taught, but too little time.
Teachers will have to find a way of recognizing that diverse needs of students with
variable abilities and interests.
This teaching guide for Statistics and Probability, to be made available both digitally
and in print to senior high school teachers, shall provide Senior High School teachers
of Statistics and Probability with much-needed support as the countrys basic education
system transitions into the K-12 curriculum. It is earnestly hoped that Senior High
School teachers of Grade 11 Statistics and Probability can direct students into
examining the context of data, identifying the consequences and implications of stories
behind Statistics and Probability, thus becoming critical consumers of information. It
is further hoped that the competencies gained by students in this course will help them
become more statistical literate, and more prepared for whatever employment choices
(and higher education specializations) given that employers are recognizing the
importance of having their employee know skills on data management and analysis in
this very data-centric world.

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Chapter 1:
Describing Data
Lesson 1: Variation in Data
TIM E FRAM E: 1 hour session
OVERVIEW OF LESSON
In this activity, students will be asked to provide some data that will be
submitted for consolidation by the teacher for future lessons. Data on heights
and weights, for instance, will be used for calculating Body Mass Index in Lesson
3. Students will also discuss the concept of statistical questions (in relation to
non-statistical ones), then work in groups to discover variation in data.
Students will be asked to imagine that the data they obtained in their groups
would now be collected for much larger groups (the entire class, all grade 11
students in school, all grade 11 students in the district), and to discuss how data
could be summarized.
LEARNING COM PETENCIES: At the end of the lesson, the learner should be
able to:

distinguish statistical questions from non-statistical questions,

recognize that data possess variability,
identify methods for summarizing data to answer statistical questions, i.e.,
sort, classify, and organize data in tabular form and present this into a
pictographs, bar charts, etc.

LESSON OUTLINE:
0.
1.
2.
3.
4.

Preliminaries
Introduction on Statistics as the Science that Studies Data
Initial Lesson: Statistical and Non Statistical Questions
Main Lesson: Data and Statistics
Small Data Collection Activity and Planning for Data Analysis

DEVELOPMENT OF THE LESSON

(A) Preliminaries (for Future Lessons)
Before the lesson and course starts, prepare a sheet of paper listing everyones
name in class with a Student Number (see next page). The student
number is a random number chosen in the following fashion:
(a) Make a box with tickets listing the numbers 1 up to the number of
students in class.

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(b) Shake the box, get a ticket, and give the number in the ticket to the
first person in the list.
(c) Shake the box again, get another ticket, and give the number of this
ticket to the next person in the list.
(d) Do (c) until you run out of tickets in the box.
Once the list (see next page) is finished, make sure to inform students
confidentially of their student numbers. Perhaps, when the attendance is
called, each student can be provided a separate piece of paper that lists
her/his name and student number. Tell students to remember their student
number, and to always use this throughout the class whenever data are
requested of them. Explain to students that in data collection specific
identities are not required, especially because people have a right to
confidentiality, but there should be a way to develop and maintain a database
to check quality of data provided, and verify from respondent in data
collection activity the data provided.
Explanatory Note: These preliminary steps for generating a student number
and informing students confidentially of their student number are essential
for the data collection activities to be taken in this lesson and other lessons
so that students can be uniquely identified, without having to obtain their
names. In statistical activities, facts are collected from respondents for
purposes of getting aggregate information, but confidentiality should be
protected. This way, respondents can be truthful in giving information, and
the researcher can give a commitment to respondents that the data they
provide will never be released to anyone in a form that will identify them
without their authorization.

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Student Name

Student Number

1.
2,
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32,
Chapter 1 Describing Data Lesson 1

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(B) Introduction
Provide students their student numbers and ask them to fill out Activity
Sheet 1-01a. After 3-5 minutes, tell students to submit the Sheet to you so
you can put all records on the Class Recording Sheet. Explain to students
that compiling all these records from everyone in the class is an example of a
census since data has been gathered from every student in class. Mention
that the government, through the Philippine Statistics Authority (PSA),
conducts censuses to obtain information about socio-economic conditions in
the country. This helps government makes plans, such as how many schools
and hospitals to build. Censuses of population and housing are conducted
every 10 years on years ending in zero (e.g., 1990, 2000, 2010) to obtain
population counts, and demographic information about all Filipinos. Middecade population censuses have also been conducted since 1995. Censuses
of agriculture, and of Philippine business and industry, are also conducted
by the PSA to obtain information on production and other relevant economic
information.
Inform students that the student numbers they were given are meant to
identify them without having to know their specific identities in the class
recording sheet (which will contain the consolidated records everyone
provided). This helps protect confidentiality of information. Mention that
the PSA is bound by law to protect the confidentiality of information provided
by respondents. Even market research organizations in the private sector
and individual researchers also guard confidentiality as they merely want to
obtain aggregate data.
Ask students what comes to their minds when they hear the term data
(which may be viewed as a collection of facts from experiments,
observations, sample surveys and censuses, and administrative
reporting systems).
Give them a follow up question about whether data, such as the facts they
gave in activity sheet 1-01a, would be the same or varying from person to
person. Even if the data varies, some numbers may show up more than once
in the entire data set. The frequency of a particular data value is the number
of times the data value occurs.
(C) Initial Lesson: Statistical Questions and Non-Statistical Questions
Tell students that data are collected to answer statistical questions, the
answers of which can change depending on who it is asked to, and when it is
asked (Non-statistical questions are questions that anticipate a single
answer.)
Give a 5 minute exercise to the students on distinguishing statistical
questions from non-statistical questions.
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Ask students which of the following are statistical questions and why:

How old is student number 3 (in the class list)? (Not a statistical
question since only a particular fact, the age of student number 3, is of
interest)
How old are the people who watch the most recent episode of the
television show Maalaala Mo Kaya? (Statistical question since
this will require getting data on ages of all viewers of the tv show)
Do dogs eat more than cats? (Statistical question since this will
require getting data on the amount of food eaten by dogs and cats,
maybe a sample of them, for a reference period, say past week, or
past month)
Is the vehicle of the Mayor of our city/town/municipality bigger than
the vehicle used by the President of the Philippines? (Not a statistical
question since only a particular fact, size of mayors car in relation to
size of vehicle of president, is of interest)
How many days are there in December? (Not a statistical question since
only a particular fact, number of days in December, is of interest)
Does it rain more in Cebu than in Davao? (Statistical question
since this will require getting rainfall data on the two cities in a
reference period, say past month, past year)
Do I have a college degree? (Not a statistical question since only a
particular fact, whether or not I have a college degree, is of interest)
How much was the Supreme Court Chief Justices last paycheck for?
Not a statistical question since only a particular fact, the amount of
income received by the SC CJ in the last paycheck, is of interest)
Do math teachers earn more than science teachers? (Statistical
question since this will require getting data on income/wages of
either all math and science teachers, or even a sample of these
teachers)
How many searches on Google do residents in M akati City (or some
other city near the school) conduct each day? (Statistical question
since this will require getting data on the frequency of Google
searches of residents of M akati or whatever city of interest)
What is the weight of Student A, say Ana (or whatever random name
you can get from the list of student names)? (Not a statistical question
since only a particular fact, weight of Student A is being asked)
W hat is the proportion of students in class who are underweight or
overweight for their age? (Statistical question since this will
require getting data on the weights of all students in class,
comparing these weights to a reference weight for student ages,
and determining the percentage of students that are underweight
or overweight for their age)

Chapter 1 Describing Data Lesson 1

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(D) M ain Lesson: Data and Statistics

Suggest to students that data may be viewed as the facts (counts,
measurements, or opinions) obtained to answer a statistical question.
Define Statistics is a science that studies data, and what we can do with
data. Suggest that this involves processes from collecting, processing
(including performing quality checks), analyzing, interpreting and
communicating data.
Trivia: The word statistics actually comes from the word state because
governments have been involved in the statistical activities, especially the
conduct of censuses either for military or taxation purposes. The need for and
conduct of censuses are recorded in the pages of holy texts. In the Christian
Bible, particularly the Book of Numbers, God is reported to have instructed
Moses to carry out a census. Another census mentioned in the Bible is the
census ordered by Caesar Augustus throughout the entire Roman Empire
before the birth of Christ.
Inform students that uncovering patterns in data involves not just science
but also art, and this is why some people may think Stat is eeeks! and may
view any statistical procedures and results with much skepticism. (See
Figure 1-1.)

Figure 1-1. Cartoon: " ...recommended by 4 out of 5 quacks!"

(Source: http://www.cartoonstock.com)

Make known to students that statistical methods enable us to

Chapter 1 Describing Data Lesson 1

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characterize persons, objects, situations, and phenomena;

explain relationships among variables ;
formulate objective assessments and comparisons; and,
make evidence-based decisions and predictions.

and that the main tasks of a statistician include:

Designing the collection of data to answer statistical questions in a way

that maximizes information content and minimizes bias;
Verifying the quality of the data after it is collected
Examining data so that insight and meaningful information can be
produced to support decision making.

(E) Small Data Collection Activity and Planning for Data Analysis
Divide students into groups of five. Tell students to share with each other
some opinions and facts to answer about three questions (that will not yield
a sensitive response). They may use questions for Activity Sheet 1-01a:

What is their height (in cm?) and weight (in kg)?

mother?
What is their favorite color?
How do they feel today?

the age of their

Or other questions (that will not yield a sensitive response):

Are the five students satisfied with the way the mayor does his/her job?
(yes, no, unsure, no opinion)
How many hours did the students watch television during the past
seven days?
How many hours did they go on facebook yesterday?

Explanatory Note about Data Collection Activity: The questions listed above
are indicative to help students learn that data has variation. It is crucial to
ask questions of interest that are not culturally sensitive.
After 5 minutes of sharing answers with each other, ask students whether
the answers shared with each other were the same, or whether they varied.
Tell students to imagine that these same questions would now be asked of all
grade 11 students in the entire school, or in the entire district.
Ask them how they would summarize the information collected.
Possible Answers:

Histogram for heights and weights of students

Histogram for ages of their fathers and for their mothers

Chapter 1 Describing Data Lesson 1

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Bar chart or Pie Chart for (Distribution of) favorite color

Pictogram/Pie chart/Bar chart on satisfaction with the mayor
Bar chart/Pie chart for hours spent watching television in the past
7 days
Bar chart for hours spent on facebook yesterday

KEY POINTS

Difference between a statistical question and a non-statistical question

The bedrock of statistics (the science that studies data) is data, which is
characterized by variation.
We can summarizing data collected to answer a statistical question by way
of
o Graphs (pictographs, bar graphs)
o Summary numbers (median, mode)

REFERENCES
Albert, J. R. G. (2008).Basic Statistics for the Tertiary Level (ed. Roberto Padua,
Welfredo Patungan, Nelia Marquez), published by Rex Bookstore.
Workbooks in Statistics 1: 11 th Edition, Institute of Statistics, UP Los Banos,
College Laguna 4031
https://www.khanacademy.org/math/probability/statisticalstudies/statistical-questions/v/statistical-questions
https://www.illustrativemathematics.org/content-standards/tasks/703

Chapter 1 Describing Data Lesson 1

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ACTIVITY SHEET NUM BER 1-01a

Students should completely fill out the following:
1. Student Number : _________________________
2. Sex (put a check or cross):
________ Male

________ Female

3. Number of siblings : _________________________

4. Weight (in kilograms) : _________________________
5. Height (in meters) : _________________________
6. Age of mother (as of her last birthday in years) :
(if mother deceased, provide age if she were alive)

_________________________

7. Daily allowance in school (in pesos) : _________________________

8. Daily food expenditure in school (in pesos) : _________________________
9. Usual number of text messages sent in a day : _________________________
10. Favorite color (put a check or cross; choose only one):
____White ____Red
____ Pink ____ Orange
____Yellow
____Green
____Blue
____Purple ____Brown ____Gray
____Black
11. Usual Sleeping Time (on weekdays): _________________________
12. On a scale from 1 (very unhappy) to 10 (happiest), how do you feel today? :
____________

Chapter 1 Describing Data Lesson 1

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ACTIVITY SHEET 1-01b.

Groups should fill out responses to some questions :
Student ID
Question
1.

2.

3.

Are the responses varying or the same?

How can we summarize the data collected for each of the questions above
(especially if we consolidate the data from the entire class) ?

Chapter 1 Describing Data Lesson 1

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CLASS RECORDING SHEET 1-01a (for the Teacher)

(PRINT M ORE THAN 1 copy, if necessary)
Stude
nt
Numb
er

Sex
( 1=
male;
2
femal
e)

Numb
er of
siblin
gs

Report
ed
Weigh
t
(in
kg)

Report
ed
Height
(in m)

Age
of
moth
er (in
years
)

. Daily
allowa
nce in
school

Daily
food
expendit
ure
in
school

Usual
numbe
r
of
text
messa
ges
sent in
a day

Usual
Sleepin
g Time
(on
weekda
ys)

* to be obtained in next lesson

Chapter 1 Describing Data Lesson 1

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Rating
on
Feeling
Today
(1 very
unhap
py, 10
happie
st)

Actu
al
Weig
ht (in
kg)*

Actu
al
Heig
ht
(in
m)*

ASSESSMENT
1. Name at least one difference between a statistical question and a non statistical
question.
ANSWER: Statistical questions are answered by collecting data with variation
(and consequently summaries for the data will be required), while non -statistical
questions are questions where answer require specific facts (and not data with
variation), so summary statistics and graphs will not be needed for non statistical questions.
2. Ten persons were randomly selected and asked how many letters were in their
middle names, and we received the following data: 6, 6, 7, 12, 15, 7, 8, 7, 6, 7

Ask students to make a bar graph with this data

2
1
0

Frequency

Answer:

10
letters

15

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3. Martin collected data over the last 10 days on the amount of hours of sleep he
had every night, and made a line plot of these data.
Hours of Sleep per Night:

x
x

10 11

x
12

x one night

What was the most sleep he got in one night?

__________________
Answer: 12 hrs
What was the least amount of sleep he got in one night? ________________
Answer: 7 hrs
What is the most common amount of sleep I get? _________________
Answer:8 hrs
How many nights did he sleep less than 9 hours? _________________ Answer:
6 nights
How many nights did he sleep more than 9 hours? _____________ Answer:
2 nights

4. Ronald collected information about favorite sports among his friends

Frequency

Favorite Sport

5
4

3
2
1

Chess

Basketball

Football

Volleyball
Sport

What is the most popular type of dog from the data? Answer: Basketball
How many of Ronalds friends that were questioned do not consider

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Basketball or Football as their favorite sport? Answer: 5

How many friends did Ronald question? Answer : 12

Explanatory Note: Teachers have the option to just ask this assessment orally to
the entire class, or to group students and ask them to identify answers, or to give
this as homework, or to use some questions/items here for a chapter examination.

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