Republic of the Philippines

Department ofEducation
Region XVIII Negros Island Region
Division OfKabankalan City
Inapoy National High School

Lesson Plan in Statistics and Probability

Time Frame 60min

I. Objectives. At the end of the lesson, the learner should be able to:

 Classify and contextualize data

 Understand the basic terms in statistics
 Define and differentiate between discrete and continuous random variable

II. Learning Tasks

a. Subject Matter

i. Concept Ideas
1. Basic terms: Universe and population
2. Discrete and continuous random variable

b. Processed Skills

1. Classifying and organizing data

2. Differentiating between a discrete and continuous random variable
3. Understanding the basic foundation of statistics
c. Value Focused

d. Reference
Albert, J. R. G. (2008). Basic Statistics for the Tertiary Level (ed. Roberto Padua, WelfredoPatungan,
Nelia Marquez), published by Rex Bookstore. Handbook of Statistics 1 (1 st and 2nd Edition), Authored
by the Faculty of the Institute of Statistics, UP Los Baños, College Laguna 4031 Takahashi, S. (2009).
The Manga Guide to Statistics. Trend-Pro Co. Ltd. Workbooks in Statistics 1 (From 1 st to 13th Edition),
Authored by the Faculty of the Institute of Statistics, UP Los Baños, College Laguna 4031

e. Materials
1. Manila Paper
2. Markers
3. Pictures

III. Developmental Activity

a. Pre – Activity

i. Prayer
ii. Checking Attendance
iii. Motivation
The teacher will present to the student the following collection of numbers, figures, symbols and
words and ask them if they could consider the collection as data.

3, red, F, 156, 4, 65, 50, 25, 1, M, 9, 40, 68, blue, 78, 168, 69, 3, F, 6, 9, 45,
50, 20, 200, white, 2, pink, 160, 5, 60, 100, 1 5, 9, 8, 41, 65, black, 68, 165,
59, 7, 6, 35, 45,

Answer: The collection has no meaning although the collection is composed of numbers and symbols
that could be classify as numeric and non-numeric it is not contextualize, hence, it cannot be referred as
data.

iv. Presentation
 The teacher will present the term “data” as define as facts and figures that are presented,
collected and analyzed. Data may be in numeric and non-numeric and must be contextualized.
To contextualize the data, the teacher will explain the six W’s that can put meaning on the data:
1. Who? Who provided the data?
2. What? What is the information from the respondents and What is the unit of measurement
used for each of the information?
3. When? When was the data collected?
4. Where? Where was the data collected?
5. Why? Why was the data collected?
6. HoW? HoW was the data collected?
The teacher will define and enumerate the basic terms in statistics:
Universe – in statistics, referred to as the collection or set of units or entries from whom we got the data.
Thus, this set of units answers to the first Ws of data contextualization.
Variable – is a characteristic that is observable or measurable in every unit of the universe. This
characteristic answers to the 2nd Ws of data contextualization.
Population – The set of all possible values of a variable. The number of population in a study will be
equal to the number of variables observed. In Student Information Sheet (SIS), there are 12 populations
as corresponds to 12 variables.
Sample – a subgroup of a universe or of a population. There are several ways to take a sample from a
universe or a population and the way we draw the sample dictates the kind of analysis we do with our
data.
Two Classifications of Variable:
Qualitative variables - express a categorical attribute, such as sex (male or female), religion, marital
status, region of residence, highest educational attainment. Qualitative variables do not strictly take on
numeric values (although we can have numeric codes for them, e.g., for sex variable, 1 and 2 may refer to
male, and female, respectively). Qualitative data answer questions “what kind.” Sometimes, there is a
sense of ordering in qualitative data, e.g., income data grouped into high, middle and low-income status.
Data on sex or religion do not have the sense of ordering, as there is no such thing as a weaker or stronger
sex, and a better or worse religion. Qualitative variables are sometimes referred to as categorical
variables.
Quantitative variables - (otherwise called numerical) data, whose sizes are meaningful, answer questions
such as “how much” or “how many”. Quantitative variables have actual units of measure. Examples of
quantitative variables include the height, weight, number of registered cars, household size, and total
household expenditures/income of survey respondents.
Random Variable – It is a way to map outcomes of a statistical experiment determined by chance in
number. It is typically denoted by a capital letter, usually X.
Two types of Quantitative random variable:
1. Discrete random variable - are random variables that can take on a finite (or countably infinite)
number of distinct values. Examples are, the number of siblings a person has, the number of students
present in a classroom at a given time, the number of crushes a person has at a particular time, etc.
Example: whether a person has normal BMI or not, you can assign one (1 ) as the value for normal BMI
and zero (0) for not normal BMI. You can also put numbers to represent certain categorical variables with
more than two categories. You can also use ordinal variables, like how much they like adobo on a scale of
1 to 10 (where 1 means favorable and 10 unfavorable)
2. Continuous random variable - on the other hand, are random variables that take an infinitely
uncountable number of possible values, typically measurable quantities. Examples are the time a person
can hold his/her breathe, the height or weight or BMI of a person (if measured very accurately), the time a
person takes for a person to bathe. The values that a continuous random variable can have lie on a
continuum, such as intervals.

b. Activity Proper

The teacher will group the class into five.

Activity 1. The teacher will let the student to refer in their Student Information Sheet (SIS), contextualize
the data by responding to the questions with the Ws. Make a tabular presentation of the contextualized
data.
 Example:

Activity 2. The student will classify those variables in SIS as to qualitative or quantitative as to discrete or
continuous. If they did it right, you have the following:

KEY POINTS
A universe is a collection of units from which the data were gathered.
A variable is a characteristic we observed or measured from every element of the universe.
A population is a set of all possible values of a variable.
A sample is a subgroup of a universe or a population.
In a study there is only one universe but could have several populations.
Variables could be classified as qualitative or quantitative, and the latter could be further
classified as discrete or continuous.
Data to be collected must be clarified before the actual data collection.
Data must be contextualized by answering six W-questions.

c. Analysis. How did you make or answer your activity?

d. Abstraction. What are the 6 Ws of data contextualization? What are the differences between discrete and
continuous variable? In statistics, what is universe? Population? Sample?

e. Application. Where can we use discrete and continuous variable in real – life situations?

IV. Evaluation

1. A market researcher company requested all teachers of a particular school to fill up a questionnaire in
relation to their product market study. The following are some of the information supplied by the
teachers:
highest educational attainment
predominant hair color
 body temperature
civil status
brand of laundry soap being used
total household expenditures last month in pesos
number of children in the household
number of hours standing in queue while waiting to be served by a bank teller
amount spent on rice last week by the household
distance travelled by the teacher in going to school
time (in hours) consumed on Facebook on a particular day

a. If we are to consider the collection of information gathered through the completed questionnaire, what
is the universe for this data set? (The universe is
the set of all teachers in that school)

b. Which of the variables are qualitative? Which are quantitative? Among the quantitative variables,
classify them further as discrete or continuous.
highest educational attainment (qualitative)
predominant hair color (qualitative)
body temperature (quantitative: continuous)
civil status (qualitative)
brand of laundry soap being used (qualitative)
total household expenditures last month in pesos (quantitative: discrete)
number of children in a household (quantitative: discrete)
number of hours standing in queue while waiting to be served by a bank teller (quantitative: discrete)
amount spent on rice last week by a household (quantitative: discrete)
distance travelled by the teacher in going to school (quantitative:
continuous)
time (in hours) consumed on Facebook on a particular day (quantitative:
continuous)

c. Give at least two populations that could be observed from the variables identified in (b).
(Possible answer: The population is the set of all values of the highest educational
attainment and another population is {single, married, divorced, separated,
widow/widower})

V. Assignment

A survey of students in a certain school is conducted. The survey questionnaire details the
information on the following variables. For each of these variables, identify whether the variable is
qualitative or quantitative, and if the latter, state whether it is discrete or continuous.
a. number of family members who are working (quantitative: discrete) b. ownership of a cell phone
among family members (qualitative)

c. length (in minutes) of longest call made on each cell phone owned per month (quantitative: continuous)
d. ownership/rental of dwelling (qualitative)
e. amount spent in pesos on food in one week (quantitative: discrete) f. occupation of household head
(qualitative) g. total family income (quantitative: discrete)
h. number of years of schooling of each family member (quantitative: discrete)
i. access of family members to social media (qualitative) j. amount of time last week spent by each family
member using the internet
(quantitative: continuous)