Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

ACCESS, EJC Montilla, 9800 City of Tacurong
Province of Sultan Kudarat
College of Teacher Education

Math 120 – Elementary Statistics and Probability

UNIVERSITY VISION INSTITUTIONAL OUTCOMES (IO)

A leading University in advancing scholarly innovation, multi-cultural convergence, and responsive public service a. Enhance competency development, commitment, professionalism, unity and true spirit of
in a borderless Region.
service for public accountability, transparency and delivery of quality services
UNIVERSITY MISSION b. Provide relevant programs and professional trainings that will respond to the development
The University shall primarily provide advanced instruction and professional training in science and technology, needs of the region
agriculture, fisheries, education and other related fields of study. It shall also undertake research and extension
services, and provide progressive leadership in its areas of specialization. c. Strengthen local and international collaborations and partnerships for borderless programs
d. Develop a research culture among faculty and students
UNIVERSITY STRATEGIC GOALS
a. Deliver quality service to stakeholders to address current and future needs in instruction, research, e. Develop and promote environmentally-sound and market-driven knowledge and technologies
extension, and production at par with international standards
b. Observe strict implementation of the laws as well as the policies and regulations of the University.
f. Promote research-based information and technologies for sustainable development
c. Acquire with urgency state-of-the-art resources for its service areas;
d. Bolster the relationship of the University with its local and international customers and partners. g. Enhance resource generation and mobilization to sustain financial viability of the university
e. Leverage the qualifications and competences in personnel action and staffing.
f. Evaluate the efficiency and responsiveness of the University systems and processes.

Program Objectives common to all programs in all types of schools and its relationships to University Objectives:
PROGRAM OBJECTIVES (PO) UNIVERSITY OUTCOMES
A graduate of Bachelor of Secondary Education major in Mathematics can: a b c d e f g
a. exhibit competence in mathematical concepts, procedures, and assessment;     
b. exhibit proficiency in relating mathematics to other curricular areas;      
c. manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics;      
d. demonstrate competence in designing, constructing and utilizing different forms of assessment in mathematics;      
e. demonstrate proficiency in problem-solving by solving and creating routine and non-routine problems with different levels of complexity;       
f. use effectively appropriate approaches, methods and techniques in teaching mathematics including technological tools; and       
g. appreciate mathematics as an opportunity for creative work, moments of enlightenment, discovery and gaining insights of the world.       
1 Course Code Math 120 5 Course Description
2 Course Title Elementary Statistics and Probability This course introduces statistical techniques that are essential to data analysis in educational researches. The main goal in this
3 Prerequisite None exploration is statistical literacy – the ability to understand and apply a variety of parametric statistical operations. Topics will cover
4 Credits 3 units descriptive statistics, probability, inferential statistics, regression and correlation. Students will be required to conduct a miniresearch related
to teaching and learning that will showcase the use of both descriptive and inferential statistics. Moreover, this
course will enhance students’ ability in using statistical software such as SPSS to automate data processing

6 Course Learning Outcomes (CLO) and its Relationships to Program Objectives

COURSE LEARNING OUTCOMES PROGRAM OBJECTIVES
At the end of the course, the pre-service teachers can: a b c d e f g
a. demonstrate knowledge and skills in data gathering, processing, and communication;       
b. use appropriate statistical measures to describe and compare data sets;       
c. run, appropriate inferential statistical tests to verify hypotheses and formulate data-driven conclusions and decisions;       
d. use appropriate statistical treatments to analyze a teacher-made summative test, profile students’ performance, and generate recommendations for enhancement;       
e. exhibit competence in the use of statistical software in data processing as entailed by an actual mini-research relating to teaching and learning; and       
f. manifest accuracy in data handling for evidence-based decisions.       

7 Course Contents
WEEK CONTENT INTENDED LEARNING OUTCOMES( (ILOs) TEACHING AND LEARNING ACTIVITIES OUTCOMES-BASED ASSESSMENT COURSE
(TLA) (OBA) LEARNING
OUTCOMES
1 SKSU VMGO, Classroom Policies, be aware of and appreciative of the University’s Discuss the VMGO of the University, the
Course Overview, Course VMGO, classroom policies, course overview, classroom policies, scope of the course, course
Requirements, Grading System requirements and grading system requirements and grading system
2 The Nature of Statistics At the end of the week, the pre-service teacher a. Round Table Discussion a. Written Work: c
a. Description and history of (PST) can: Prior knowledge probing b. Concept Note from the Round Table
statistical science a. discuss the contributions of the different Follow-up questioning c. Discussion
b. Descriptive and Inferential statisticians/mathematicians in the b. Concept Mapping d. Product-based:
Statistics continuous improvement of statistical c. T-Chart or Venn Diagram Completed T-Chart or Venn Diagram:
c. Population and Sample knowledge and d. Interactive Lecture -students are to compare and contrast
d. Variables and types of Data b. differentiate between Descriptive and -students are presented with names of the different terms like Descriptive and
e. Data Collection and Sampling Inferential Statistics, and Population and variables and are asked to give the Inferential statistics and the like.
Techniques Sample best answer e. Hands Signal
f. Uses and Misuses of Statistics c. identify the types of data and the level of e. Visualization Activity (get responses from the class through
g. The use of computers and measurement for each variable “thumbs up/down” signal to determine
calculators d. describe the different data collection methods students understanding of a concept
and sampling techniques, and or process.
e. create a tree diagram illustrating data and f. Product-based Illustration: Tree
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 their levels of measurement Diagram
f. explain how Statistics can be used and g. Oral Recitation
misused
g. point out the importance of using digital
technology in Statistics

3 Collection and Sampling At the end of the week, the pre-service teacher a. Multiple Visual Representation a. Written Works and digital technology
Techniques (PST) can: b. Cooperative Learning Structure: Application:
a. Data Collection a. identify the type of data With another student or two from the - Frequency Distribution Table
- Interview Method b. collection method to be used in different class, the students are asked to interview thirty or - Histograms
studies/researches more students at their college/school, get some - Charts and other graphs
- Questionnaire Method
c. apply the appropriate sampling technique information from them like name, course and
- Observation Methods during data collection year, and determine the answers to the
- Test Methods questions listed below.
- Registration Method 1. What is your height?
- Other methods 2. What is your birth date?
b. Sampling Techniques 3. How many semesters have you attended this
-Sampling Error college, including this semester?
4. How many units have you completed?
- Random Sampling
5. What is your Grade Point Average?
- Systematic Random Sampling 6. What is your gender?
- Stratified Random Sampling 7. What is the color of your hair?
- Cluster Sampling 8. What is the color of your eyes?
- Purposive Sampling 9. What is your blood type?
- Quota Sampling 10. How many different cellphones have
- Convenience Sampling you/family owned, including your present
one?
- Other sampling techniques 11. How much do you expect your annual income
to be in your first job after you have
completed your formal education?
Note:
These are sample questions only. The teacher
can modify this to make it more relevant and
timely. The students are to decide to what data
collection method to use and what sampling
technique to employ. After doing so, the
students are to answer several questions like
Which are discrete/continuous
Qualitative/quantitative, among others. The
students are also asked to include in their
output the reason/s of choosing the data
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 collection method and the sampling method.
The teacher should also emphasize that
the data gathered could also be used in their mini
research as their terminal output.

c. Integration of Digital Technology

3 Presentation of Data At the end of the week, the pre-service a. Multiple Visual Representation a. Written Works:
a. Data Presentation teacher (PST) should be able to: using the information gathered from their b. Charts and other graphs
-Tabular Method a. present data through texts, activity on collection of data, the students are c. Product-based output in digital form:
- Graphical Method b. tables, and graphs to present using the different forms of data Students are given data set and would
c. organize data sets using frequency distribution presentation ask them to use the suitable graph for
- Textual Method
table a given data set through the
b. Organizing Data
d. represent data in frequency distributions b. Integration of Digital Technology application of digital technology.
- Frequency Distribution Table graphically using histograms, frequency
c. Histograms, Frequency polygons, and ogives
Polygons, and Ogives e. use appropriate digital technology in organizing
d. Other types of Graphs data
- Pareto Charts f. represent data using graphs, Pareto charts,
time series graphs, and pie graphs
- Time Series Graphs g. draw a stem and leaf plot and scatter plot
- Pie Charts h. interpret a stem and leaf plot and scatter plot
- Stem-Leaf Plot i. use appropriate digital technology in organizing
- Box Plot data
e. Paired Data and Scatter Plot
4 Data Descriptions (Grouped and At the end of the week, the pre-service a. Socratic Method on Inferencing and Written Work: Long Quiz
Ungrouped Data) teacher (PST) can: Interpreting and One-sentence summary
a. Measures of Central Tendency a. summarize data using measures of central b. Cooperative Learning Structure: Performance Task: Problem Set
b. Measures of Variation tendency Think-Pair-Share- students thinking about a
b. decide the appropriate measure of central question, pairing off and discussing the
tendency to be used given a data set question with a classmate, and then sharing
c. interpret numerical output to describe the their answers with the whole class
distribution of data set in terms of its variability Note:
The teacher may also use the data collected by
the students to do data descriptions and the
succeeding lectures

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5 Data Descriptions (Grouped and At the end of the week, the pre-service c. Socratic Method on Inferencing and a. Written Work: Long Quiz and One-
Ungrouped Data) teacher (PST) should be able to: Interpreting sentence summary
a. Measures of Position • identify the position of a data d. Cooperative Learning Structure: b. Performance Task: Problem Set
b. Exploratory Data Analysis value using various measures Think-Pair-Share- students thinking about a
of positions such as question, pairing off and discussing the
percentiles, deciles, and question with a classmate, and then sharing
quartiles, median, and ZScores their answers with the whole class
• Interpret the values of
quantiles
• Use the techniques of
exploratory analysis, like
Boxplot and five-Number
summaries to summarize
data
• Use digital technology to
describe and compare data
sets
6 Probability and Counting Rules At the end of the week, the pre-service a. Visual Representation a. 4-Square Graphic Map
a. Sample Spaces and teacher (PST) can: b. Group Problem Solving: b. Written Works:
b. Probability a. define Probability and Sample Space Students are paired with another student and c. Problem-Solution
c. Union and Intersection of b. differentiate between union and intersection of will be given different tasks to work on. After
events some time, they will be asked to exchange
sets/events
c. find the probability of union and intersection of paper and answer the problem after which
d. The Addition Rules for Probability events sets they are now asked to compare and explain
e. The Multiplication Rules and d. find the probability of an event using classical their solutions and answer to the problems.
Conditional Probability probability and empirical probability
e. find the probability of compound events using
addition rules and multiplication rules

7 Probability and Counting At the end of the week, the pre-service teacher a. Group Problem Solving: a. Written Work : Summative Test
Rules/Probability Distributions (PST) can: Students are paired with another student and
c. Counting Rules a. find the total number of outcomes in a will be given different tasks to work on. After
d. Probability and Counting Rules sequence of events using the fundamental some time, they will be asked to exchange
counting rule paper and answer the problem after which
e. Random Variables
b. use permutation or combination in finding the they are now asked to compare and explain
f. Discrete and Continuous number of ways an r objects can be selected their solutions and answer to the problems
Variables from n objects with or without regard to order
g. Probability Distribution c. define random variable
d. differentiate discrete random variable from
continuous random variable
e. describe the distributions graphically
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8 The Normal Distribution At the end of the week, the pre-service a. Socratic Method a. Oral Discussion
a. Normal Distribution teacher (PST) should be able to: b. Learning Log
b. Applications of the Normal a. discuss the properties of a Normal
Distribution Distribution
b. identify distributions as symmetric or
c. The Central Limit Theorem
skewed
d. Size Determination c. apply concepts and principles of normal
e. Confidence Interval distribution to real life problems
d. apply the Central Limit Theorem to solve
problems involving sample means for
large samples
e. compute for the sample size needed
f. construct and interpret 95% and 99%
confidence intervals for means and
proportions
g. use digital technology in finding the
probability of an event and the number of
ways an r objects can be selected from n
objects with or without regard to order

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MIDTERM EXAM
10 Hypothesis Testing At the end of the week, the pre-service a. Problem Solving Activities a. Written Works:
a. Steps in Hypothesis Testing teacher (PST) can: Students are given different b. Hypothesis Formulation and decision
b. Hypothesis Testing using the a. differentiate between null and alternative situations/problems and ask them to use the making
traditional method and the p-value hypotheses correct statistical test in hypothesis testing.
b. formulate null and alternative hypotheses Note:
method
based on the given problem The students may retrieve their data and are
c. Z Test for the Mean c. make statistically-based decisions regarding asked to formulate null and alternative
d. T Test for a Mean populations through hypothesis testing hypotheses. These may also be used in their
e. Z Test for a Proportion procedure using the traditional method and/or mini-research presentation later on.
p-value method
11 Hypothesis Testing At the end of the week, the pre-service teacher a. Hands-on Activities: a. Written Works:
a. Z Test for the Mean (PST) can: Students is to use the correct test in b. Hypothesis Formulation and decision
b. T Test for a Mean a. utilize digital technology to automate data hypothesis testing employing digital making
c. Z Test for a Proportion processing and interpretation technology c. Outputs in digital form
d. Introduction of Digital Technology
to process data

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12 Testing the Difference Between At the end of the week, the pre-service a. Hands-on Activity using digital technology a. Product-based: Test of difference
Two Means, Two Proportions, teacher (PST) can: b. One-sentence summary to interpret
and Two Variances a. use appropriate statistical test in testing the results using z-test, t-test
a. Testing the Difference Between difference between means, proportions, and
Two Means: Using the z Test variances
b. interpret the result of the different statistical tests
b. Testing the Difference Between c. utilize digital technology in data processing
Two Means of Independent d. produce the interpretation of results in digital
Samples: Using the t Test outputs
c. Testing the Difference Between
Two Means: Dependent Samples
d. Testing the Difference Proportions
e. Testing the Difference Between
Two variances

13 Testing the differences among At the end of the week, the pre-service a. Hands-on Activity: Interpreting and Analyzing a. Product-based Assessment: Analysis
more than two means teacher (PST) can: data of Variance of a group data
a. Analysis of Variance (ANOVA) a. identify the number of groups or classification b. Interpretation of digital results
to be tested
b. use the ANOVA technique to determine if there
is a significant difference among three or more
means.
c. utilize digital technology in data processing
d. produce the interpretation of results in digital
outputs
14 Correlation and Regression At the end of the week, the pre-service a. Visualization Activity a. Product-based: drawing of the scatter
a. Correlation teacher (PST) can: b. Interpreting Graphs plot
b. Regression Coefficient of a. draw and interpret scatter plot for a set of c. Problem Solving and Interpretation b. Answers to problem sets
Determination and Standard Error ordered pairs Activities c. Mathematical Models
b. compute the correlation coefficient
of the Estimate
c. test the hypothesis Ho: p=0
d. compute the equation of the regression line
e. compute the coefficient of determination and
the standard error of estimate
f. create mathematical models showing the
relationship between one or more independent
variables.
g. utilize digital technology in data processing
h. produce the interpretation of results in digital
outputs

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 15 Applying Statistical Procedures At the end of the week, the pre-service a. Hands-on Activity: Students are given a. Written Work: Interpretation of the
to Problems teacher (PST) can: sample teacher made tests and ask them to teacher-made test
a. investigate several teachermade tests, profile compute the different measures like mean, b. Profile of students’ academic
of students’ performance and choose median, mode, and the like and ask them to achievement
appropriate statistical treatments to analyze interpret these values. c. One-sentence summary of
the data recommendation
b. generate recommendations for the
enhancement of the teacher-made tests and
profiling of students’ performance
16 Mini-Research Project At the end of the week, the pre-service a. Punctuated Lecture a. Product-based: Mini Research
teacher (PST) can: b. Inquiry Method
a. conduct a mini-research related to teaching
and learning that showcases the use of both
descriptive and inferential statistics
b. manifest accuracy in data handling
17 Presentation of Mini-Research At the end of the week, the pre-service a. Individual/Group Presentation :
Proposal teacher (PST) can: Learning Walk
a. present and discuss results of their research Posting of Outputs
Presentation and demo
b. Modifying Works to integrate
comments and suggestions
Finalizing Results
c. Scoring Rubric
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FINAL EXAMINATION

Total No.. of Hours : 54

8 Course Requirements and Class Policy

Course Requirements Each student is required to:
1. attend at least 80% of the class hours (i.e., at least 14 sessions);
2. submit accomplished assignments, problem sets and a mini-research project;
3. prepare a comprehensive lecture notebook;
4. make a PowerPoint presentation, and a written summary of the assigned report;
5. discuss an assigned topic to report and participate in class discussions; and
6. pass the major exams (midterm and final)

Course Policies Attendance: A student will be marked late if he/she enters the class 5 minutes after the indicated time. Any student who comes to class 15 minutes after the scheduled time or always late for
three consecutive meetings shall be marked absent.
Missed work or exam: Any student who missed to submit a work assignment or to take a test should consult the concerned instructor for immediate compliance
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 Cheating and Plagiarism: Any student who committed any form of academic dishonesty (e.g., copy-paste plagiarism) shall be given disciplinary action provided in the SKSU Student’s
Handbook
Use of Technology: Cell phones should be turned off while the session is in progress. Using laptops, notebook PCs, smart phones, and tablets shall be allowed only when needed. A scientific
calculator (e.g. Casio fx-991ES) shall be utilized in solving.
9 Grading System and Rubrics for Grading
Grading System Midterm Grade Final Term Grade FINAL GRADE
Midterm Examination 50% Final Term Examination 50% Midterm Grade 50%
Attendance/ Class Participation 10% Attendance/Class Participation 10% Final Term Grade 50%
Quizzes 15% Quizzes 15% TOTAL 100%
Project (E-Portfolio/ Lesson Plan) 15% Project (E-Portfolio/ Lesson Plan) 15%
Assignment/Problem Sets 10% Assignment/Problem Sets 10%
TOTAL 100% TOTAL 100%

RUBRIC FOR THE INDIVIDUAL/ GROUP SHORT LESSON VIDEO PRESENTATION OF THE TOPIC
UNSATISFACTORY FAIR GOOD EXCELLENT
CRITERION 1 2 3 4
 Displays errors in knowledge of mathematical  Explains mathematical concepts without  Clearly articulates mathematical  Fully and eloquently articulates mathematical
MATHEMATICAL concepts difficulty, but expresses ideas in concepts concepts
CONCEPTS rudimentary form  Develops connections among mathematical
concepts
 Has difficulty explaining mathematical  Explains mathematical procedures without  Explains mathematical procedures  Explains mathematical procedures without
MATHEMATICAL procedures. difficulty without difficulty and provides partial difficulty and provides full explanations for
PROCEDURES explanations for why mathematical why mathematical procedures are valid or
procedures are valid or appropriate appropriate
 No examples or inappropriate examples are  Adequate choice of examples; may contain  Appropriate choice of examples  Well-chosen and well-sequenced examples.
EXAMPLES given. minor flaws
 Consistently inappropriate use of  Adequate use of mathematical terminology  Appropriate use of mathematical  Sophisticated use of mathematical
MATHEMATICAL mathematical terminology and/or symbols and symbols; may contain minor flaws terminology and symbols terminology and symbols
COMMUNICATION
 The presentation has no clearly defined  The presentation has a recognizable  The presentation has a clearly defined  The presentation has a clearly defined
PRESENTATION STRUCTURE structure; or the structure is chaotic structure with an introduction and structure with some clear transitions and a structure with elegant transitions and an
conclusion logical introduction and conclusions. effective introduction and conclusion.
 Does not speak clearly or demonstrated  Speaks clearly with no grammatical errors  Speaks clearly and effectively  Speaks clearly and effectively in a
ORAL PRESENTATION consistent grammatical errors sophisticated manner.
 Writing is illegible or not adequately used to  Writing is legible and grammatically correct  Writing is legible and well-organized.  Communicates clearly and effectively.
WRITTEN COMMUNICATION record information Legible and grammatically correct.

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10 References
Textbooks Acelajado, M, Belecina, R. & Blay, B. (1999). Mathematics for the New Millennium-Statistics. Diwa Scholastic Press Inc.
Ariola, Mariano (2014). Research and Statistics with Thesis and Dissertation Writing. Unlimited Books Library Services & Publishing Inc. Intramuros, Manila
Bluman, Allan (2013). Elementary Statistics: A Step by Step Approach, 7th Edition. MCGraw Hill International
Mason, R. and Lind, D. (2018). Statistical Techniques in Business and Economics. RR Donneley & Sons Company. USA
Supe, et.al., (2012). Elementary Statistics. Central Book Supply, Inc.
Online References https://people.richland.edu/james/lecture/m170/
https://www.khanacademy.org/math/statistics-probability
https://byjus.com/maths/probability-and-statistics/
https://www.britannica.com/science/probability

Prepared by: Reviewed by: Approved by:

ELLEN L. CONSOMO KAREN JOY B. TALIDONG PhD CHRISTINE P. ABO, PhD

Course Facilitator BSED Chairperson Dean, College of Teacher Education

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