CLASSROOM INSTRUCTION DELIVERY ALIGNMENT MAP (CIDAM)

Grade: 11 Semester: Second Semester

Core Subject Title: Statistics and Probability No. of Hours/Semester: 80 hours/semester
Pre-requisites (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.
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.
Performance Task: The learners will be asked to think of a topic of his/her research/interest/challenging stituation/current issues that would be beneficial to self, school and area of work community.
With this, they are to gather data needed and organize them by applying the appropriate statistical tools. An accurate, reliable and comprehensive report is to be presented and reported before the
end of the semester.
HIGHEST ENABLING STRATEGY TO USE IN
HIGHEST THINKING SKILLS
PERFORMANCE STANDARDS LEARNING COMPETENCIES DEVELOPING THE HIGHEST THINKING SKILL
TO ASSESS
CONTENT TO ASSESS
CONTENT
STANDARDS ASSESSMENT
Beyond Beyond RBT GEN.
Minimum Minimum KUD KUD TECHNIQUE TECH. STRATEGY
Minimum Minimum LEVEL STRATEGY
WW QA PC
Random The learner The learner is able to… The learner… K Und ✓ Rep Problem-posing/Problem-
Variables and demonstrates an based
Probability understanding of…
Distributions CPA Approach

key concepts of Apply an appropriate 1. illustrates a

random variables random variable for a random variable
and probability given real-life problem (discrete and
distributions. (such as in decision continuous).
making and games of
chance). 2. distinguishes
between a
discrete and a
continuous
random
variable.

3. finds the
possible values
of a random
variable.
4. illustrates a
probability
distribution for a
K Rem ✓ Rep
discrete random
variable and its
properties.
5. constructs the
probability mass
function of a
discrete random U Ana ✓ Com
variable and its
corresponding
histogram.
6. computes
probabilities
corresponding
to a given U App ✓ Con
random
variable.
7. illustrates the
mean and
variance of a
discrete random
variable

8. calculates the
mean and the
variance of a
discrete random
U Ana ✓ Com
variable.

9. interprets the
mean and the
variance of a
discrete random
variable.

10. solves
problems
involving mean
and variance of D Cre ✓ Pro
probability
distributions.
 HIGHEST ENABLING STRATEGY TO USE IN
HIGHEST THINKING SKILLS
PERFORMANCE STANDARDS LEARNING COMPETENCIES DEVELOPING THE HIGHEST THINKING SKILL
TO ASSESS
CONTENT TO ASSESS
CONTENT
STANDARDS ASSESSMENT
Beyond Beyond RBT GEN.
Minimum Minimum KUD KUD TECHNIQUE TECH. STRATEGY
Minimum Minimum LEVEL STRATEGY
WW QA PC
Normal The learner The learner is able to… The learner…
Distribution demonstrates an
understanding of…

key concepts of accurately formulate 11. illustrates a K Und ✓ Rep

normal probability and solve real-life normal random
distribution. problems in different variable and its
disciplines involving characteristics
normal distribution.
12. constructs a
normal curve. U App ✓ Con

13. identifies
regions under
the normal
curve
corresponding U App ✓ Con Inquiry-based
to different
standard normal Think-Pair-Share Activity
values.

14. converts a
normal random
variable to a
standard normal
U App ✓ Con
variable and vice
versa.

15. computes
probabilities and
percentiles using U App ✓ Con
the standard
normal table.
 HIGHEST ENABLING STRATEGY TO USE IN
HIGHEST THINKING SKILLS
PERFORMANCE STANDARDS LEARNING COMPETENCIES DEVELOPING THE HIGHEST THINKING SKILL
TO ASSESS
CONTENT TO ASSESS
CONTENT
STANDARDS ASSESSMENT
Beyond Beyond RBT GEN.
Minimum Minimum KUD KUD TECHNIQUE TECH. STRATEGY
Minimum Minimum LEVEL STRATEGY
WW QA PC
Sampling and The learner The learner is able to… The learner… Inquiry-based
Sampling demonstrates an
Distributions understanding of… Discovery Approach
K Und ✓ Rep
key concepts of apply suitable sampling 1. illustrates Collaboration
sampling and and sampling random
sampling distributions of the sampling. Problem-based
distributions of the sample mean to solve 2. distinguishes
sample mean. real-life problems in between CPA Approach
different disciplines.
K Und ✓ Rep
parameter and
statistic.
3. identifies
sampling
distributions of
statistics
K Und ✓ Rep
(sample mean).

4. finds the
mean and
variance of the
sampling U Ana ✓ Con
distribution of
the sample
mean.
5. defines the
sampling
distribution of
the sample
mean for normal K Und ✓ Rep
population when
the variance is:
(a) known
(b) unknown
6. illustrates the K Und ✓ Rep
Central Limit
Theorem.
7. defines the
sampling
distribution of K Und ✓ Rep
the sample
mean.
8. solves
problems
involving
sampling D Cre ✓ Pro
distributions of
the sample
mean.
 HIGHEST ENABLING STRATEGY TO USE IN
HIGHEST THINKING SKILLS
PERFORMANCE STANDARDS LEARNING COMPETENCIES DEVELOPING THE HIGHEST THINKING SKILL
TO ASSESS
CONTENT TO ASSESS
CONTENT
STANDARDS ASSESSMENT
Beyond Beyond RBT GEN.
Minimum Minimum KUD KUD TECHNIQUE TECH. STRATEGY
Minimum Minimum LEVEL STRATEGY
WW QA PC
Estimation of The learner The learner is able to… The learner… Interactive Discussion
Parameters demonstrates an
understanding of… Collaboration

key concepts of estimate the population 1. illustrates Diagram

estimation of mean and population point and
population mean proportion to make interval K Rem ✓ Rep Experiental Learning
and population sound inferences in estimations.
proportion. real-life problems in Probing
different disciplines. 2. distinguishes
between point
and interval
estimation.
3. identifies
point estimator
for the
population
mean.
U App ✓ Con
4. computes for
the point
estimate of the
population
mean.
5. identifies the K Und ✓ Rep
appropriate
form of the
confidence
interval
estimator for the
population mean
when: (a) the
population
variance is
known, (b) the
population
variance is
unknown, and
(c) the Central
Limit Theorem is
to be used.
6. illustrates the
t-distribution.

7. constructs a
t-distribution.

8. identifies
regions under
U App ✓ Con
the t-distribution
corresponding
to different t-
values.

9. identifies
percentiles using
the t-table.
10. computes U App ✓ Con
for the
confidence
interval estimate
based on the
appropriate
form of the
estimator for the
population
mean.

11. solves
problems
involving
confidence
interval
estimation of
the population
mean.

12. draws
conclusion about
the population
mean based on
its confidence
interval
estimate.
13. identifies
point estimator
for the
population
proportion.
U App ✓ Con
14. computes
for the point
estimate of the
population
proportion.
15. identifies the
appropriate
form of the
confidence
interval
estimator for the
population
proportion
based on the
Central Limit U App ✓ Con
Theorem.

16. computes
for the
confidence
interval estimate
of the
population
proportion.
17. solves U App ✓ Con
problems
involving
confidence
interval
estimation of
the population
proportion.

18. draws
conclusion about
the population
proportion
based on its
confidence
interval estimate
19. identifies the
length of a
confidence
interval.

20. computes
for the length of
the confidence
U App ✓ Con
interval.

21. computes
for an
appropriate
sample size
using the length
of the interval.
22. solves
problems
involving sample D Cre ✓ Pro
size
determination.
 HIGHEST ENABLING STRATEGY TO USE IN
HIGHEST THINKING SKILLS
PERFORMANCE STANDARDS LEARNING COMPETENCIES DEVELOPING THE HIGHEST THINKING SKILL
TO ASSESS
CONTENT TO ASSESS
CONTENT
STANDARDS ASSESSMENT
Beyond Beyond RBT GEN.
Minimum Minimum KUD KUD TECHNIQUE TECH. STRATEGY
Minimum Minimum LEVEL STRATEGY
WW QA PC
Tests of The learner The learner is able to… The learner… Experiental Learning
Hypothesis demonstrates an
understanding of… Inquiry-based

key concepts of perform appropriate 1. illustrates: Guided Discovery Approach

tests of hypotheses tests of hypotheses (a) null
on the population involving the population hypothesis Interdisciplinary Approach
mean and mean and population (b) alternative
population proportion to make hypothesis Collaboration
proportion. inferences in real-life (c) level of
problems in different significance
disciplines. (d) rejection U App ✓ Con
region; and
(e) types of
errors in
hypothesis
testing.

2. calculates the
probabilities of
committing a
Type I and Type
II error.
3. identifies the U App ✓ Con
parameter to be
tested given a
real-life
problem.

4. formulates
the appropriate
null and
alternative
hypotheses on a
population
mean.

5. identifies the
appropriate
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
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-statistic
value
(population
mean).

8. draws
conclusion about
the population
mean based on
the test-statistic
value and the
rejection region.
9. solves
problems
involving test of
U Eva ✓ Rea
hypothesis on
the population
mean.
10. formulates U App ✓ Con
the appropriate
null and
alternative
hypotheses on a
population
proportion.

11. identifies the

appropriate
form of the test-
statistic when
the Central Limit
Theorem is to
be used.

12. identifies the

appropriate
rejection region
for a given level
of significance
when the
Central Limit
Theorem is to
be used.

13. computes
for the test-
statistic value
(population
proportion).
14. draws
conclusion about
the population
proportion
based on the
test-statistic
value and the
rejection region.
15. solves
problems
involving test of
U Eva ✓ Rea
hypothesis on
the population
proportion.
 HIGHEST ENABLING STRATEGY TO USE IN
HIGHEST THINKING SKILLS
PERFORMANCE STANDARDS LEARNING COMPETENCIES DEVELOPING THE HIGHEST THINKING SKILL
TO ASSESS
CONTENT TO ASSESS
CONTENT
STANDARDS ASSESSMENT
Beyond Beyond RBT GEN.
Minimum Minimum KUD KUD TECHNIQUE TECH. STRATEGY
Minimum Minimum LEVEL STRATEGY
WW QA PC
ENRICHMENT The learner The learner is able to… The learner… Inquiry-based
demonstrates an
Correlation and understanding of… Collaboration
Regression
Analyses key concepts of perform correlation and 1. illustrates the Lecture Discussion
correlation and regression analyses on nature of
regression analyses. real-life problems in bivariate data. Small Group Discussion
different disciplines.
2. constructs a
scatter plot.

3. describes
shape (form),
trend U App ✓ Con
(direction), and
variation
(strength) based
on a scatter
plot.

4. estimates
strength of
association
between the
variables based
on a scatter
plot.
5. calculates the U App ✓ Con
Pearson’s
sample
correlation
coefficient.

6. solves
problems
involving
correlation
analysis.
 7. identifies the
independent and
dependent
variables.

8. draws the
best-fit line on a
scatter plot.

9. calculates the
slope and y-
intercept of the
regression line.
U Ana ✓ Com
10. interprets
the calculated
slope and y-
intercept of the
regression line.

11. predicts the

value of the
dependent
variable given
the value of the
independent
variable.
12. solves
problems
involving U Ana ✓ Com
regression
analysis.

Legends:

K – Knowing, U – Understanding, D - Doing

Rem – Remembering, Und – Understanding, App – Applying, Ana – Analyzing, Eva – Evaluating, Crea – Creating
Rep – Representation, Con – Connections, Com – Communications, Rea – Reasoning and Proof, Pro – Problem Solving

Prepared by: Checked by: Approved by:

MR. MICHAEL ANGELO M. RAMIREZ MRS. SOCCORO T. SASIS MRS. LORINA G. ADVINCULA
Teacher, Mathematics Department Coordinator, Mathematics Department Principal, Del Pilar Academy