Classroom Instruction Delivery Alignment Map

Grade: 11/12 Semester: 2nd Semester

Core Subject Title: Statistics and Probability No. of Hours/Semester: 80 hours/semester
Prerequisites (If needed): None
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.

THIRD QUARTER
Content Content Performance Learning Competencies Highest Assessment HighestEnabling Active
Standards Standards Thinking Skill Technique Strategy to Use in Teaching
Learning Competencies Re-grouped to Assess Developing the Strategy(ies)
KUD Learning Highest Thinking
Competency Skill to Assess
Random The learner Enabling The learner … Knowing Lump (ANALYZING) Written Representation Problem-posing/
Variables and demonstrates Performance LC1,2,3 of work Problem-based
Probability understandin Task 1 to 1. Illustrates a random variable EPS1 Remembering attributed by Strategy/CPA
Distribution g of key Performance (discrete and continuous). constructed Approach
concepts of Task 1) 2. Distinguishes between a Knowing Understanding response Representation (Concrete,
random discrete and a continuous Pictorial,
variables and The learner is random variable Abstraction)
probability able to apply an 3. Finds the possible values of Understanding Analyzing Communication
distribution appropriate a random variable.
random 4. Illustrates a probability Knowing Remembering Representation
variable for a distribution for a discrete
given real-life random variable and its
problem properties.
(such as in 5. Constructs the probability Understanding Analyzing Connection
decision mass function of a discrete
making and random variable and its
 games of corresponding histogram.
chance) 6. Computes probabilities Understanding Applying Connection
corresponding to a given
random variable.
7. Illustrates the mean and Knowing Lump 7,8,9 Understanding Representation
variance of a discrete
random variable.

8. Calculates the mean and the Understanding Applying Connection

variance of a discrete
random variable.
9. Interprets the mean and the Understanding Analyzing Communication
variance of a discrete
random variable
10. Solves problems involving Doing Creating Problem solving
mean and variance of
probability
Normal The learner (Enabling 11. Illustrates a normal random . Knowing Lump 11and (ANALYZING) Written Representation Interdisciplinary
Distribution demonstrates Performance variable and its 13 work approach,
understandin Task 2 to characteristics. Understanding attributed by connection,
g of key Performance 12. Constructs a normal curve. Understanding Applying constructed Connections collaboration/
concepts of Task 1) 13. Identifies regions under the Understanding Analyzing response Connections 5Es approach
normal normal curve corresponding
probability The learner is to different standard normal
distribution. able to values.
formulate 14. Converts a normal random Understanding Analyzing Communication
accurately and variable to a standard
solve real-life normal variable and vice
problems in versa.
different 15. Computes probabilities and Understanding Evaluating Reasoning and
disciplines percentiles using the Proof
standard normal table
Sampling and The learner (Enabling 1. Illustrates random sampling. Knowing Lump 1, 2 (UNDERSTANDI Written Representation Exploration/
Sampling demonstrates Performance and 3 G withAnalysis) work discovery
Distribution understandin Task 3 to Understanding attributed by approach,
g of key Performance 2. Distinguishes between Knowing Understanding constructed Representation Interdisciplinary
concepts of Task 1) parameter and statistic. response approach,
sampling 3. Identifies sampling Knowing Remembering Representation connection,
and The learner is distributions of statistics collaboration
sampling able to apply (sample mean).
4. Finds the mean and variance Understanding Analysing Connection
 distributions suitable of the sampling distribution
of the sampling and of the sample mean.
sample sampling 5. Defines the sampling Knowing Remembering Representation
mean. distributions of distribution of the sample
the sample mean for normal population
mean to solve when the variance is:
the real-life (a) known
problems in the (b) unknown.
different 6. Illustrates the Central Limit Knowing Lump 6 and Understanding Representation
disciplines Theorem 7
7. Defines the sampling Knowing Remembering Representation
distribution of the sample
mean using the Central
Limit Theorem.
8. Solves problems involving Doing Creating Problem Solving
sampling distributions of the Note: We note
however that while
sample mean. most of skills are
KNOW, it is
practically
UNDERSTANDING
with Analysis.
Estimation of The learner (Culminating 1. Illustrates point and interval Knowing CREATING) Performance Representation Discovery
Parameters demonstrates Performance estimations. Understanding Task/Scenar Approach using
understandin Standard 1) 2. Distinguishes between point Knowing Understanding io-based Representation 4As strategy
g of key and interval estimation. (Activity,
concepts of The student is 3. Identifies point estimator for Knowing Remembering Representation Analysis,
estimation of able to the population mean. Abstraction,
population estimate the 4. Computes for the point Understanding Analyzing Connections Application)
mean and population estimate of the population
population mean and mean.
proportion. proportion to 5. Identifies the appropriate Understanding Evaluating Communication
make sound form of the confidence
inferences in interval estimator for the
real-life population mean when: (a)
problems in the population variance is
the different known, (b) the population
disciplines variance is unknown, and (c)
the Central Limit Theorem
is to be used.
6. -
7. -
8. -
9. Illustrates the t-distribution. Knowing Remembering Representation
10. Constructs a t-distribution Understanding Applying Connections
11. a.Identifies regions under Understanding Applying Connections
the t-distribution
corresponding to different
t-values.
11. b.Identifies percentiles Understanding Evaluating Communication
using the t-table.
12. Computes for the Understanding Evaluating Connections
confidence interval estimate
based on the appropriate
form of the estimator for
the population mean.
13. Solves problems involving Understanding Applying Connections
confidence interval
estimation of the population
mean.
14. Draws conclusion about the Understanding Evaluating Reasoning
population mean based on
its confidence interval
estimate.
15. Identifies point estimator Knowing Understanding Representation
for the population
proportion.
16. Computes for the point Understanding Applying Connections
estimate of the population
proportion.
17. Identifies the appropriate Understanding Evaluating Reasoning
form of the confidence
interval estimator for the
population proportion based
on the Central Limit
Theorem.
18. Computes for the Understanding Applying Connections
confidence interval estimate
of thepopulation
proportion.
19. Computes for Solves Understanding Applying Connections
problems involving
confidence interval
estimation of thepopulation
proportion.
20. Draws conclusion about the Understanding Evaluating Reasoning
 population proportion based
on its confidence interval
estimate.
21. Identifies the length of a Knowing Remembering Representation
confidence interval.
22. Computes for the length of Understanding Applying Connections
the confidence interval.
23. Computes for anappropriate Understanding Evaluating Communication
sample size using the length
of the interval.

24. Solves problems involving Understanding Applying Connections

sample size determination.
 Learning Competencies
Highest Enabling
Performance Standards Strategy to Use in
Highest Thinking
Developing the
Skill to Assess
Highest Thinking
Skill to Assess
Content KUD KUD
Content BEYOND
Standards MINIMUM CLASSIFICA CLASSIFICA
MINIMUM Enabling
TION TION Assessment Teaching
BEYOND General
MINIMUM Technique Strategy
MINIMUM RBT Strategy
Level
W
QA PC
W
Test of The learner The learner The learner 1. identifies the D 1. Knows the D Creati Emotions-
Hypothesis demonstrates is able to is able to ... appropriate assumptions ng based
understanding of perform form of the underlying Problem Learning
(t-test key concepts of appropriate test-statistic the t- test. solving (EBL)/
ANOVA) tests of tests of when: (a) the
IBL(Inqui
hypotheses on hypothesis population
the population of the to make variance is 2. Knows the ry-based
mean. population sound assumed to assumptions Learning)
mean with 1 inferences be known underlying
or 2 groups in real-life (b) the the ANOVA
to make problems in population test.
sound the different variance is
inferences in disciplines. assumed to
real-life be unknown;
problems in and (c) the
the different Central
disciplines. Limit
Theorem is
to be used.
 FOURTH QUARTER
Content Content Performance Learning Competencies Highest Assessment HighestEnabling Active
Standards Standards Thinking Skill Technique Strategy to Use in Teaching
Learning Competencies Re-grouped to Assess Developing the Strategy(ies)
KUD Learning Highest Thinking
Competency Skill to Assess
Test of The learner (Culminating 1. Illustrates: (a) null knowing Remembering Written Representation 4A Approach
Hypothesis demonstrates Performance hypothesis (b) alternative works/
understandin Standard 2) hypothesis (c) level of Performance
g of key The learner is significance (d) rejection Check
concepts of able to perform region; and (e) types of /Scenario-
tests of appropriate errors in hypothesis testing. based
hypotheses tests of 2. Calculates the probabilities Understanding Applying Connections
on the hypothesis of of committing a Type I and Note: After Exploration/
population the population Type II error. the duration discovery
mean and mean and 3. Identifies the parameter to Understanding Analyzing of the 4th Communication approach,
population proportion to be tested given a real-life quarter Interdisciplinary
proportion. make sound problem topics, a approach,
inferences in 4. Formulates the appropriate Understanding Analyzing Performanc Communication connection,
real-life null and alternative e Task is to collaboration
problems in the hypotheses on a population be given
different mean.
disciplines 5. identifies the appropriate Understanding Analyzing Connections
form of the test-statistic
when: (a) the population
variance is assumed to be
known (b) the population
variance is assumed to be
unknown; and (c) the
Central Limit Theorem is to
be used.
6. identifies the appropriate Understanding Analyzing Connections
rejection region for a given
level of significance when:
(a) the population variance
is assumed to be known (b)
the population variance is
assumed to be unknown;
and (c) the Central Limit
Theorem is to be used.
7. Computes for the test- Understanding Applying Connections
statistic value (population
mean).
8. Draws conclusion about the Understanding Evaluating Reasoning
population mean based on
the test-statistic value and
the rejection region
9. Solves problems involving Understanding Evaluating Reasoning
test of hypothesis on the
population mean.
10. Formulates the appropriate Doing Creating Reasoning/P
null and alternative
hypotheses on a population
proportion.
11. Identifies the appropriate Understanding Applying Connections
form of the test-statistic
when the Central Limit
Theorem is to be used.
12. Identifies the appropriate Understanding Applying Connections
rejection region for a given
level of significance when
 the Central Limit Theorem
is to be used.
13. Computes for the test- Understanding Analyzing Connections
statistic value (population
proportion).
14. Draws conclusion about the Understanding Evaluating Reasoning
population proportion based
on the test-statistic value
and the rejection region.
15. Solves problems involving Doing Creating Prob;em Solving
test of hypothesis on the
population proportion.
ENRICHMENT The learner (Enabling 1. Illustrates the nature of Knowing (CREATING) Performance Representation Exploration/
Correlation demonstrates Performance bivariate data. Remembering Task/Scenar discovery
and understandin Task 1 to iobased approach,
Regression 2. Constructs a scatter plot. Understanding Analyzing Connections
g of key Performance Interdisciplinary
Analysis concepts of Task 2) approach,
3. Describes shape (form), Analyzing Communication
correlation connection,
trend (direction), and
and The learner is collaboration
variation (strength) based
regression able to perform
on a scatter plot.
analyses. appropriate
correlation and 4. Estimates strength of Understanding Analyzing Communication
regression association between the
analyses on variables based on a scatter
real-life plot.
problems in the 5. Calculates the Pearson’s Understanding . Applying Connections
different sample correlation
disciplines coefficient.
6. Solves problems involving Understanding Analyzing Communication
correlation analysis.
7. Identifies the independent Understanding Analyzing Communication
and dependent variables
8. Draws the best-fit line on a Understanding Applying Connections
scatter plot.
9. Calculates the slope and y- Understanding .Applying Connections
intercept of the regression
line.
10. Interprets the calculated Understanding Analyzing Reasoning
slope and y-intercept of the
regression line
11. Predicts the value of the Understanding .Applying Connections
dependent variable given
 the value of the
independent variable.
12. Solves problems involving Doing Creating Problem solving
regression analysis.