11 SENIOR HIGH SCHOOL

STATISTICS
and PROBABILITY
Quarter 3 - Module 5
Random Sampling and Sampling
Distribution of Sample Means
Statistics and Probability – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 5: Random Sampling and Sampling Distribution of Sample
Means
First Edition, 2020

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 11
Statistics
and Probability
Quarter 3 – Module 5
Random Sampling and Sampling
Distribution of Sample Means
Introductory Message
For the facilitator:

Welcome to Grade 11-STATISTICS & PROBABILITY Alternative Delivery Mode

(ADM) Module on Random and Sampling Distribution of Sample Means!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
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into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

2
For the learner:
Welcome to Grade 11-STATISTICS & PROBABILITY Alternative Delivery Mode
(ADM) Module on Random and Sampling Distribution of Sample Means!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

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or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
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into real life situations or concerns.

3
 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
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lesson learned.

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module.

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developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
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6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

4
 I

LEARNING COMPETENCIES:
▪ Illustrates random sampling (M11/12SP-IIId-2)
▪ Distinguishes between parameter and statistic
(M11/12SP-IIId-3)
▪ Identifies sampling distributions of statistics (sample mean)
(M11/12SP-IIId-4)
▪ Finds the mean and variance of the sampling distribution of the
sample mean. (M11/12SP-IIId-5)
▪ Defines the sampling distribution of the sample mean for normal
population when the variance is: (a) known; (b) unknown
(M11/12SP-IIIe-1)

OBJECTIVES:
K: define random sampling and sampling distributions of sample
mean;
S: illustrate random sampling; distinguish between parameter and
statistic; find the mean and variance of the sampling distribution of
sample mean; and
A: value the importance of sampling for future uses

5
 I

Before studying this module, take this test to determine what you already know about
the topic covered.
PRE-ASSESSMENT

A. Indicate if the following refers to population or sample.

____________1. A group of 50 students selected to test a new learning technique.

____________2. The total machines produced by a factory in three weeks.

B. Classify each sample as simple random, stratified, systematic, or cluster.

____________3. Every 14th customer entering shopping malls is asked to select his

favorite food chain.

____________4. In a certain school in Negros Oriental, all grade 11 teachers are

interviewed to determine whether they believe that students have higher grades now

than in previous year.

C. Determine whether the underlined value is a parameter or a statistic.

____________5. In a national survey on substance abuse, 10% of respondents aged 12

to 17 reported using illicit drugs within the past month

_____________6. 68% of students out of 100 surveyed planned to go to college right after high

school.

D. You are given a population of 3 elements, which are 3, 4, 5. Suppose all possible samples

of size 2 are drawn from the population with replacement, compute for the following:

a. mean of the sample means;

b. variance of the sample means; and

c. standard deviation of the sample means

6
 Lesson Random Sampling
1

’s In

Why do researchers resort to sampling and why is it important to them? Everyone who
has undergone research projects knows that resources are limited. Time, money and people
never come in an unlimited supply. Thus, most researches aim to gather data from a sample of
people, rather than from the entire population. Sampling allows researchers to:

a. save time
b. save money; and
c. collect richer and meaningful data
But what exactly is sampling, and how does it work? A research sample is like any
other sample, it’s a small piece or part of something that represents a larger whole. But what
does it mean to randomly sample people, and how does a researcher do that?

’s New

Task 1
Share me your idea!
1. What is census?
2. What is survey?
3. What is sample survey?
4. What is sample?
5. What is population?
6. What is sampling?
7. Why do we use sampling (getting only sample) rather than full enumeration
(taking all the respondents/population)?
8. Do you have any idea how to do random sampling?
9. How do we conclude about the behavior/characteristic of a certain
population/respondents?
In this lesson we will learn more about random sampling and sampling
distribution.

7
 is It

In modern statistics, the main object to be analyzed is data. If you get a

portion of the totality of data to be analyzed, then these data are called sample.
Otherwise, if you analyze the whole data available, then it is called population.

When the recording of information of an entire population is conducted,

this is called a census. An example of this is collecting the grades of all the Grade
11 learners, or the decennial population census done by the Philippine Statistics
Authority (PSA). However, in most cases, censuses involve great challenges.
Also, one does not need to do a full count to get information, especially on flow
data, such as agricultural production, household expenditure, and establishment
income. This brings us to sampling, which is the process of selecting a section of
the population.

There are many reasons why we resort to sampling. Some of these reasons
or to be considered are the cost, timeliness, accuracy, detailed information, and
destructive testing.
Let us define some important terms that will help us understand more about
random sampling.
Sample – is a part/portion/fraction/segment of the population being studied.
Population – the whole universe or consists of all elements or totality of things
considered in a study.
Survey – a method of systematically gathering of information
Sample survey - a method of systematically gathering of information on a
segment/part/fraction/portion of a population for the purpose of inferring
quantitative descriptors of the attributes of the population.
Sampling - the process of selecting a section of the population.
Random – means the outcome is obtained only by chance.
Random Sampling – a method of choosing an equally distributed
subset/portion from a larger population to be used as basis in describing or
making conclusions about the population.

8
Statistical Inference - The process of using sample statistics to draw
conclusions about true population parameters.
There are two types of sampling. These are probability and non-
probability sampling. Probability sampling involves units obtained using chance
mechanism, and requires the use of a sampling frame (a list/map of all the
sampling units in the population) while in a non-probability sample, units are
chosen without regard to
their probability of occurrence.

1. Probability Sampling
It is a sampling method that allows every member of the population to have an
equal chance of being selected into the sample.

Basic types of Probability Sampling

a. Simple random sampling (SRS) involves allowing each possible sample
to have an equal chance of being picked and every member of the
population has an equal chance of being included in the sample. Selection
may be with replacement (selected individual or unit is returned to frame
for possible reselection) or without replacement (selected individual or unit
is not returned to the frame). This sampling method requires a listing of the
elements of the population called the sampling frame. Example of this is
‘draw lots’ activity.
b. Stratified sampling is an extension of simple random sampling which
allows for different homogeneous groups, called strata, in the population to
be represented in the sample. To obtain a stratified sample, the population
is divided into two or more strata based on common characteristics. A SRS
is then used to select from each strata, with sample sizes proportional to
strata sizes. Samples from the strata are then combined into one. This is a
common technique when sampling from a population of voters, stratifying
across racial or socio-economic classes.
c. Systematic sampling, elements are selected from the population at a
uniform interval that is measured in time, order, or space.

9
 Typically, there is firstly, a decision on a desired sample size n. The frame of N
units is then divided into groups of k units: k=N/n. Then, one unit is randomly
selected from the first group, with every k th unit thereafter also selected.

d. Cluster sampling divides the population into groups called clusters, selects
a random sample of clusters, and then, subjects the sampled clusters to
complete enumeration, that is everyone in the sampled clusters are made
part of the sample.

2. Non- probability Sampling.

It is a sampling method that does not allow every member of the population to
have an equal chance of being selected into the sample.
Basic types of Non-Probability Sampling
a. Haphazard or accidental sampling involves an unsystematic selection of
sample units. Some disciplines like archaeology, history, and even
medicine draw conclusions from whatever items are made available. Some
disciplines like astronomy, experimental physics, and chemistry often do
not care about the “representativeness” of their specimens.
b. In convenience sampling, sample units expedient/near/easy to access to
the sampler are taken.
c. For volunteer sampling, sample units are volunteers in studies wherein the
measuring process is painful or troublesome to a respondent.
d. Purposive sampling pertains to having an expert select a representative
sample based on his own subjective judgment or his own purpose for th e
study.
e. In Quota Sampling, sample units are picked for convenience but certain
quotas (such as the number of persons to interview) are given to
interviewers. This design is especially used in market research.
f. In Snowball Sampling, additional sample units are identified by asking
previously picked sample units for people they know who can be added to
the sample. Usually, this is used when the topic is not common, or the
population is hard to access.
Some methods of data collection – mail, face-to-face interview, e-survey,
phone survey, SMS survey.

10
 ’s More

Task 2. Identify the sampling technique (as probability or non-probability

sampling) and the type of sampling illustrated in the example situations below.
1. If a population has an equal number of males and females in it, so does the
sample.
2. If we wish to draw a sample of 50 individuals from a population of 1000
patients admitted in a certain hospital, we could place the 1000 names in a
container and blindfolded, draw one name at a time.
3. The Grade 11 student who happens to be taking a STEM course in the
Senior High School and is therefore a convenient subject to use, frequently
becomes part of the sample in a research. The students in a class may
constitute the entire sample because they happen to be in a class whose
teacher is interested in doing a research.
4. A school has 900 students of which 380 are males and 520 are females. A
sample of 120 students are needed. To obtain a sample proportional to the
given members in each stratum, and finding the proportion of the samples
to the population which is equal to the desired sample size of 120 students.
5. In a population of 200, we wish to get a sample of 40. We obtain n by
dividing 200 by 40 to obtain n=5. This means that every 5 th element of a
given population that is arranged alphabetically or in any systematic
fashion is selected to make the sample size.

Lesson Parameter and Statistic

2

’s In

Justify your answer.

11
 A. Which sampling method will better represent the entire population.
a.
Sampling Method Results
Claire surveys every other parent 80% want (MDL) Modular
who came in every Monday during Distance Learning
giving of modules
Jessica questions the parents of 50% want (MDL) Modular
HUMSS students Distance Learning
Answer: Claire’s sample is a random sample, giving results that better represent the entire parents of
the school, so it is the better method.
b.
Sampling Method Results
Jean surveys only the family of the 78% claims their patients do not
patients she knows personally. have health problems for the past
week
Peter writes each patient’s name 60% claims their patients do not
on a card. He questions those have health problems for the past
family members whose name he week
draws.
Answer: Peter’s ’s sample is a random sample, giving every family member equal chance to be
surveyed, so it is the better method.
B. Determine which sample better represents the entire population.
a. A TV ratings service is surveying residents of Brgy. Cambaluktot who
bought TVs in the last month about their favorite TV show.
b. A TV ratings service called residents of Brgy. Cambaluktot randomly
selected from the phone directory to conduct a survey about their favorite
show. Answer: b

’s New

To start with the discussion, answer first these 4 items.

1. A survey will be given to 100 students randomly selected from the Grade 12 TVL class
at JMLMHS. What is the population?
a. The 100 selected students
b. All Grade 12 students at JMLM High School
c. All students at JMLM High School

12
 2. From the situation in number 1, what is the sample?
a. The 100 selected students
b. All Grade 12 students at JMLM High School
c. All students at JMLM High School
3. Sixty bottles of water were randomly selected from a large collection of bottles in a
company’s warehouse. These sixty bottles are referred to as the
a. Parameter
b. Population
c. Sample
4. From situation number 3, the large collection of bottles is referred to as
a. Parameter
b. Population
c. Sample
Answer: 1. b 2. a 3. c 4. B

is It

Parameters in statistics are important component of any statistical analysis.

In simple words, a parameter is any numerical quantity that characterizes a given
population. This means that the parameter tells us something about the whole
population.
What is the difference between a statistic and a parameter?
A statistics and parameter are very similar. They are both descriptors of
groups, like “50% of dog owners prefer X Brand dog food.” The difference
between a statistic and parameter is that statistic describe a sample, while
parameter describes an entire population.

Comparison Chart
Basis for Statistic Parameter
Comparison
Meaning Statistic is a measure which Parameter refers to a
describes a fraction of a measure which describes
population. population.
Numerical Variable and Known Fixed and unknown
Value

13
Statistical 𝑥 = sample mean
̅ 𝜇= population mean
Notation s = sample standard deviation 𝜎= population standard
p = sample proportion deviation
P= population proportion
x = data element X= data element
n = size of sample N = size of population
r = correlation coefficient 𝜌= correlation coefficient
(Surbhi 2017)

Examples of Parameter.

1. You could ask a class of grade 11 students in a certain school who like
vanilla ice cream. 85% raise their hands. You have a parameter: 85% of that
class likes vanilla ice cream. You know this because you asked everyone in
the class.
2. 60% of Philippine senators voted for a particular measure. There are only
24 senators you can count that every one of them voted.

Examples of Statistic.
1. 40% of 1,211 students at a particular elementary school got below a 3 on a
standardized test. You know this because you have each and every students’
test score.
2. 25% of 100 residents in a particular barangay would like to be vaccinated.

’s More

Illustration of parameter and statistic

1. A researcher wants to know the average weight of females aged 22 years or older in
Region VII. The researcher obtains the average weight of 54 kg, from a random
sample of 40 females.
Solution: In the given situation, the statistics are the average weight of 54 kg,
calculated from a simple random sample of 40 females, in Region VII while the
parameter is the mean weight of all females aged 22 years or older.
2. A researcher wants to estimate the average amount of water consumed by male

14
 teenagers in a day. From a simple random sample of 55 male teens the researcher
obtains an average of 1.5 liters of water.
Solution: In this question, the parameter is the average amount of water consumed by
all male teenagers, in a day whereas the statistic is the average 1.5 liters of water
consumed in a day by male teens, obtained from a simple random sample of 55 male
teens.

Lesson Sampling Distribution

3

’s In

Task 3
Suppose a population is composed of only of 3 measures: 1, 2, and 3. The possible samples of
size 2 can be draw from this population. List all the possible sample size 2 when repetition is
allowed or with replacement.

Task 4
Find the mean, variance and standard deviation of the following measures: 2, 5, 6, 3, 9, 10, 12,
and 15.

’s New

A lot of data drawn by researchers are not population but are actually samples.
Below are a series of questions that somehow will be answered as we go through
with the discussions below.
1. How is a sampling distribution different from the distribution of a sample? From the
distribution of a population? What do these differences tell us about the properties of a
sampling distribution?

15
 2. In what situation would we examine a normal distribution curve? In what situation would
we examine a sampling distribution curve?
3. If we took three different samples of high school students (one from the 1 st Congressional
District, one from the 2nd Congressional District, and one from 3rd Congressional District)
and each sample had 500 students, what would the sampling distribution for age look like?
What about for parent’s annual income? Explain each response.

is It

In previous lessons, we were provided the concepts about sampling,

including the reasons for sampling as opposed to the conduct of a full-enumeration
census. It was also pointed out that probability sampling, where samples are
selected using chance methods, enable the samples to be representative of the
population being studied.

A statistic, such as the sample mean or the sample standard deviation, is a

number computed from a sample. Since a sample is at random, every statistic is a
random variable: it varies from sample to sample in a way that cannot be predicted
with certainty. As a random variable it has a mean, a variance, a standard
deviation, and a probability distribution. The probability distribution of a statistic
or the set of all possible estimates generated is called sampling distribution, the
mean of sample means or this statistic is called expected value, and the standard
deviation of sample means or this statistic is called the standard error.

Samples can be drawn with and without replacement. In addition, if the

sampling protocol were to be replicated, then a new set of samples (and data)
would be obtained, thus yielding different estimates from one sample to another.
Thus, an estimate based on sample could be different if the sampling process were
to be repeated many times.

Example.

There are three balls numbered 1, 2, and 3. Two of the balls are selected
randomly and the average/mean of their numbers is computed.

16
Population (1,2,3), N=3

Sample size of two, n=2

List of possible samples

1. Without replacement

Sample 1: {1, 2}
Sample 2: {1, 3}
Sample 3: {2, 1}
Sample 4: {2, 3}
Sample 5: {3,1}
Sample 6: {3, 2}
There are six possible outcomes of size 2 from a population of size 3. Since
there are 6 possible samples, there are also 6 sample means. The sample means
are shown in the table below.

Outcome/ Ball 1 Ball 2 Sample

Sample # mean

1 1 2 1.5
2 1 3 2
3 2 1 1.5
4 2 3 2.5
5 3 1 2
6 3 2 2.5
Table 1.0 All possible outcomes when two balls are drawn without replacement.

We now summarize these means as follows:

a. two samples have mean of 1.5;
b. two samples have mean of 2;
c. two samples have mean of 2.5

From the summary, we see that

a. the probability of mean equal to 1.5 is 2/6 or 1/3
b. the probability of mean equal to 2 is 2/6 or 1/3
c. the probability of mean equal to 2.5 is 2/6 or 1/3

17
Therefore, the sampling distribution of the means from the population of measures
1, 2, and 3 that has sample size two without replacement is as follows:

Sample frequency probability

mean
1.5 2 2/6 0r 1/3
2 2 2/6 or 1/3
2.5 2 2/6 or 1/3
Table 1.2 Sampling Distribution of Sample Means from Population N=3 (1,2, and 3) and Sample
Size 2 (n=2) Without Replacement.
2. With replacement
Sample 1: {1, 1}
Sample 2: {1, 2}
Sample 3: {1, 3}
Sample 4: {2, 1}
Sample 5: {2, 2}
Sample 6: {2, 3}
Sample 7: {3, 1}
Sample 8: {3, 2}
Sample 9: {3, 3}

There are 9 possible outcomes of size 2 from a population of size 3. Since

there are 9 possible samples, there are also 9 sample means. The sample means
are shown in the table below.
Outcome/ Ball 1 Ball 2 Sample
Sample # mean
1 1 1 1
2 1 2 1.5
3 1 3 2
4 2 1 1.5
5 2 2 2
6 2 3 2.5
7 3 1 2
8 3 2 2.5
9 3 3 3
Table 1.3 All possible outcomes when two balls are drawn with replacement.

We now summarize these means as follows:

a. one sample has mean of 1;
b. two samples have mean of 1.5;
c. three samples have mean of 2;
d. two samples have mean of 2.5
e. one samples have mean of 3

18
From the summary, we see that
a. the probability of mean equal to 1 is 1/9
b. the probability of mean equal to 1.5 is 2/9
c. the probability of mean equal to 2 is 3/9
d. the probability of mean equal to 2.5 is 2/9
e. the probability of mean equal to 3 is 1/9

therefore, the sampling distribution of the means from the population of measures
1, 2, and 3 that has sample size two with replacement is as follows:

Sample frequency probability

mean
1 1 1/9
1.5 2 2/9
2 3 3/9
2.5 2 2/9
3 1 1/9
Table 1.4 Sampling Distribution of Sample Means from Population N=3 (1,2, and 3) and Sample
Size 2 (n=2) With Replacement.

Mean, Variance, and Standard Deviation of Sample Means

Take note of the following symbols and formulas:

Mean of the population

∑𝑥
𝜇=
𝑁
Example on the 3 balls numbered 1, 2, and 3.
∑𝑥
𝜇= 𝑁

1+2+3
= 3

6
= 3

=2

19
Variance of the population

∑(𝑥 − 𝜇)2
2
𝜎 =
𝑁
Example on the given above.

∑(𝑥 −𝜇 )2
𝜎2 = 𝑁

(1−2)2 +(2−2)2 +(3−2)2

= 3

(−1)2 +(0)2 +(1)2

= 3

2
=
3

Standard Deviation of the population

𝜎 = √𝜎 2
Example on the given above.
𝜎 = √𝜎 2

2
= √3
Sample mean
𝑥
Mean of sample means or expected value (EV)

∑𝑥
𝜇𝑥 =
𝑁
Variance of sample mean

2
∑(𝑥 − 𝜇𝑥 )2
𝜎 𝑥 =
𝑁
Standard Deviation of sample mean or the standard error (SE)

𝜎𝑥 = √𝜎 2 𝑥

20
Example:

There are three balls numbered 1, 2, and 3. Two of the balls are selected randomly
with replacement and the average/mean of their numbers is computed.

Compute for the following:

a. mean of the sample means

b. variance of the sample means

c. standard deviation of the sample means

Outcome/ Ball 1 Ball 2 Sample

Sample # mean

1 1 1 1
2 1 2 1.5
3 1 3 2
4 2 1 1.5
5 2 2 2
6 2 3 2.5
7 3 1 2
8 3 2 2.5
9 3 3 3
Table 1.3 All possible outcomes when two balls are drawn with replacement.

a. The mean of the sample means is:

∑𝑥
𝐸𝑉 𝑜𝑟 𝜇𝑥 = 𝑁

1+1.5+1.5+2+2+2+2.5+2.5+3
𝜇𝑥 = 9

18
= 9

𝜇𝑥 = 2

21
 b. The variance of the sample means is:

∑(𝑥 − 𝜇𝑥 )2
𝜎 2𝑥 =
𝑁
(1 − 2)2 + (1.5 − 2)2 + (1.5 − 2)2 + (2 − 2)2 + (2 − 2)2 + (2 − 2)2 + (2.5 − 2)2 + (2.5 − 2)2 + (3 − 2)2
=
9

(−1)2 +(−0.5)2 +(−0.5)2 +(0)2 +(0)2 +(0)2 +(0.5)2 +(0.5)2 +(1)2

= 9

3
=9

= 0.33333

c. The standard deviation of the sample means is:

𝜎𝑥 = √𝜎 2 𝑥

𝜎𝑥 = √0.33333

= 0.57735

Sampling Distribution of the Sample Mean for Normal Population when the
Variance/Standard deviation is known or unknown.
Three Major Points about the Sampling Distribution of the Sample Mean
1. The EV or expected value or mean of sample means is equal to the
population mean µ.
EV = µ
This is the reason why sample can be used to represent a population
because they have the same value for the mean.
You can prove this by simply comparing the value of population mean of the
three balls in the given examples above and the mean of sample means when
two balls are drawn with replacement.
2. The SE or standard error or standard deviation of sample means can
be computed when population variance is known using

𝜎
𝑆𝐸 = (for samples with replacement) and
√𝑛

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 𝜎 𝑁−𝑛
𝑆𝐸 = . √ 𝑁−1 (for samples without replacement) where 𝜎 is the population
√ 𝑛
standard deviation.

Example on the case above, three balls numbered 1, 2, and 3. Two samples are
drawn.
2
The standard deviation of the population is 𝜎 = √ .
3
Let us solve for the SE.
2
√3
𝜎 2
𝑆𝐸 = = = √6 = 0.577
√𝑛 √2
3. The shape is approximately normal, provided the sample size is large
enough, and regardless of the shape of parent distribution.

’s More

Task 5
Challenge yourself!

A population consists of the numbers 3, 5, 7.

1. Enumerate all possible samples of size 2 with replacement.

2. Construct a sampling distribution table and compute for the mean of

each sample.

3. Find the variance of the sample means.

4. Find the standard deviation of the sample means.

5. Find the population mean.

6. Find the variance of the population.

7. Find the standard deviation of the population.

8. Find the standard error of the mean.

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 I Have Learned

Task 6

Do your best!

Apply what you have learned by explaining the cycle on how we give inference/conclusions
on the population from sample.

Figure 1.0 Population, sample, and inference

Source: Jose Ramon G. Albert, Ph.D. Teaching Guide for Senior High School STATISTICS AND PROBABILITY. Quezon
City: Commision on Higher Education, 2016, p. 228

RUBRICS

OUTSTANDING (20 pts) – demonstrate/show an exemplary ability to analyze and interpret

the cycle and excellent understanding of the concepts, processes and methods used.

EFFECTIVE (15 pts) – demonstrate/show a proficient ability to analyze and interpret the
cycle and good understanding of the concepts, processes and methods used.

ADEQUATE (10 pts) – demonstrate/show a developing ability to analyze and interpret the
cycle and beginning understanding of the concepts, processes and methods used.

INEFFECTIVE (5 pts) – demonstrate/show deficiencies on their ability to analyze and

interpret the cycle and insufficient understanding of the concepts, processes and methods
used.

http://www.csu.edu/CTRE/pdf/rubricexamples-all.pdf

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 I Can Do

Task 7
You can do it!
Consider the heights of 5 learners. Suppose you are interested in estimating the average height
of the learners by getting estimates based on the sample average height of two learners selected
at random with replacement. The learners have equal chance of being selected.

Learner Height (in

meter)
1 1.64
2 1.58
3 1.58
4 1.33
5 1.60

Find the following (2pts each):

1. list of all possible random samples.
2. the population mean.
3. the population variance and standard deviation
4. the expected value
5. the standard error

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 Task 8
I. Select the best choice.
1. It is the process of using sample statistics to draw conclusions about true population
parameters.
A. statistical inference C. sampling
B. the scientific method D. descriptive statistics
2. It is the universe or "totality of items or things" under consideration.
A. a sample C. a parameter
B. a population D. a statistic
3. 3. It is the portion of the universe that has been selected for analysis.
A. a sample C. a parameter
B. a frame D. a statistic
4. It is a summary measure that is computed to describe a characteristic from only a sample
of the population.
A. a parameter C. a statistic
B. a census D. the scientific method
5. Which of the following is most likely a parameter as opposed to a statistic?
A. The average score of the first five learners completing an assignment
B. The proportion of females registered to vote in a county
C. The average height of people randomly selected from a database
D. The proportion of trucks stopped yesterday that were cited for bad brakes
II. Identify which sampling method is applied in the following situations.
6. The teacher randomly selects 20 boys and 15 girls from a batch of learners to be
members of a group that will go to a field trip. (Probability Sampling)
7. A sample of 10 mice are selected at random from a set of 40 mice to test the effect of a
certain medicine. (Probability Sampling)
8. The people in a certain seminar are all members of two of five groups are asked what
they think about the president. (Probability Sampling)
9. A salesclerk for a brand of clothing asks people who comes up to her whether they own
a piece of article from her brand. (Non-probability Sampling)

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 10. A brand manager of a toothpaste asks ten dentists that have clinic closest to his office
whether they use a particular brand of toothpaste. (Non-probability Sampling)
III. Find what is ask.
Random samples of size 4 are drawn with replacement from a finite population 3,6,9.
a.) How many possible samples of size 4 are possible?
b.) Find the mean of the sample means.
c.) Find the variance of the sample.
d.) Find the standard deviation of the sample.

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 28
PRETEST
A. 1. Sample B. 3. Systematic sampling C. 5. parameter
2. population 4. cluster sampling 6. Statistic
D.
a) 𝜇𝑥 = 4
b) 𝜎 2 𝑥 = 0.333
c) 𝜎𝑥 = 0.577
What’s More (Lesson 1) Task 2.
1. Non-Probability (Quota Sampling)
2. Probability (Simple random Sampling)
3. Non-Probability (Accidental)
4. Probability (Stratified)
5. Probability (Systematic)
Task 3.
Possible samples
(1, 1) (1, 3) (2, 2) (3, 1) (3, 3)
(1, 2) (2, 1) (2, 3) (3, 2)
Task 4. Mean: 7.75 Variance: 17.9375 Standard Deviation: 4.235
Task 5.
1. (3, 3) (3, 5) (3, 7) (5, 3) (5, 5) (5, 7) (7, 3) (7, 5) (7, 7)
2.
sample Mean
3, 3 3
3, 5 4
3, 7 5
5, 3 4
5, 5 5
5, 7 6
7, 3 5
7, 5 6
7, 7 7
3. 𝜎 2 𝑥 = 2.6667
4. 𝜎𝑥 = 1.633
5. 𝜇 = 5
6. 𝜎 2 𝑥 = 1.333
7. 𝜎𝑥 = 1.1547
8. 𝑆𝐸 = 1.1547
Task 6. Answer may vary.
Task 7.
Task 8.
Assessment.
I. II.
1. A 6. Stratified sampling
2. B 7. Simple random sampling
3. A 8. Cluster sampling
4. C 9. Voluntary sampling
5. C 10. Convenience sampling
III.
a) 81
b) 𝜇𝑥 = 6
c) 𝜎 2 𝑥 = 1.5
d) 𝜎𝑥 = 1.225
References
Albert, Jose Ramon G. 2016. In Teaching Guide for Senior High School Statistics and
Probability , 221-242. Quezon CItyCommision on Higher Education.
Malate, Jose S. 2017. In Statistics and Probability for Senior High School. Sta. Ana, Manila:
Vicarish Publications and Trading, Inc.
Mamhot, Millard R., Alice A. Mamhot. 2016. In Statistics and Probability. Manila:
Unlimited Books Library Services and Publishing Inc.

Surbhi, S. 2017. September 1. Accessed February 7, 2021.

https://keydifferences.com/difference-between-statistic-and-parameter.html.
https://lrmds.deped.gov.ph/com.
http://www.csu.edu/CTRE/pdf/rubricexamples-all.pdf

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