Detailed Lesson Plan

Detailed Lesson Plan in Assessment of Learning 1
I. Objectives:
At the end of the lesson, the students should be able to:
a. understand and explain the meaning of standard deviation,
b. apply the formulas used in finding the standard deviation,
c. discuss the interpretation of the standard deviation, and
d express the essence of knowing the concept of standard deviation.
II. Subject Matter
Chapter 12: The Measure of Variability and Positions; Standard Deviation
References: Assessment Learning Outcomes (Cognitive Domain) Book 1, Danilo S. Gutierrez.

Ph. D
(http//www.robertniles.com/stats/stdev.shtml)
Materials: Chalkboard, Visual aids, and Calculator, Powerpoint presentation
III. Learning Activities
Teacher’s Activity Student Activity

A. Preparatory Activities
1. Opening Prayer
- Good morning, class. - Good morning, Ma’am.
- Let us stand and pray unto our (Students will stand and pray)
Almighty God.
2. Checking Attendance
- Who is/are absent today?

- Very good for those who are present (The student’s will tell if who is/are the
today. absent.)
3. Review
Before we proceed to the next topic of chapter

12, let us recall what you have learned from
our last meeting.
When we say variability, what do we mean?
- Yes, Ellen? (Students will raise their hands.)
- Variability describes how clustered or

spread out data is. Variability is the
spread or dispersion of scores. There
are a few ways to measure variability
and they include: 1) The Range 2) The
Mean Deviation 3) The Standard
Deviation 4) The Variance.
- Very Good, Ellen!
- Who can name the two measures of

variability that were already discussed?
- Yes, Cherry?
- The Range and the Semi-Interquartile
Range
- Very Good Cherry!
4. Motivation
Now let us move on to the continuation of the
Chapter 12.
But before that, may I ask four volunteers from

the class.
(The teacher will explain the mechanics of

the game.)
(The students who volunteered will carry out
- There are drawings presented in the the task of the game.)
visual aids and you must have to fill up
the boxes under it with the name that
corresponds to the drawing. When all
the name of the drawings are revealed,
write the word of blank boxes at the
lower part of the drawings and use the
numbers to trace the word.
The students must reveal the words:

STANDARD DEVIATION from this game.
That is an excellent work!
Let’s give our volunteers five claps.
5. Presentation
- STANDARD DEVIATION was the

magic word from our simple game.
- Do you have any idea about standard

deviation? (The students will respond to the question.)
- Yes, Jenine.
- Standard Deviation is also a measure of
variability like the range and semi-
interquartile range.
- Yes, you are right with that therefore,

Standard Deviation has also something
to do with describing the dispersion or
spread of all scores in a distribution
rather than just getting the high or low
scores.
6. Discussion
Standard Deviation is simply the

square root of the average of the
squared deviations from the mean.
- To elaborate this definition, there are

formulas to be used in solving the SD.
The first formula has series of steps. (The students will raise their hands.)
- Who can give the number one step? - Calculate the mean.
(The students will raise their hands.)

- Yes, Angelica
- To calculate the Mean, we have to get
- How do we calculate the mean?
the summation of all scores then divide
it to the total number of scores in a
- Yes, Julie distribution.
- That’s right. Very well said Julie.
For that we can refer to this available table.
(The teacher will point at the table.)

How about the second step? - Find the deviation of each score from
the mean.
- Yes, Rochelle.
- Yes, to find the deviation of each score

from the mean, we simply subtract the
mean from each score.
- To better understand that, we can refer

again on the table.
(The teacher will show the second step using

the table that she has prepared.)
- Who can tell the next step? - Square the deviations.
- Yes, Jessel.
- That’s right. We will refer again to the

table to see how the third step is done.
(The teacher will show how the third step is

done using the prepared table.)
- What about the fourth step, what is it? - Sum the squares.
- The sum of the squares is 10.

- Yes, Claire.
- Yes, so what is the sum of the squares?
- Excellent! Claire. - Divide the sum by n-1 if the variance of

the sample is the measure to be
- And for the fifth step, what is it? computed.
- Yes and we can use this formula to sum

up the five steps in finding the SD.
SD=
Where in:
SD= standard deviation
n= sample size
X= sample mean
(The students will perform the problem
(The teacher will explain on how the students solving to get the SD.)
will be going to substitute the formula given by
using the data gathered from step 1 to 4.)
Note: Using the first formula tends to

become difficult if the mean is in decimal
point.
There is also another way to calculate the SD.
This is by using this formula,
Score Square of each score

5 (5x5)= 25
6 (6x6)= 36
7 (7x7)= 49
8 (8x8)=64
9 (9x9)= 81
- And by referring to this table that I

have prepared. (The students will find the SD by using the
second formula.)
(The teacher will explain the second formula
in finding the SD.)
- To make an interpretation of the SD,

If the SD is less than one, we can say that the
distribution of scores is homogenous and if the
SD is more than 1, we can say that the
distribution of score is heterogeneous.
6. Generalization
- We have said a while ago that standard

deviation can show the spread of the
scores rather than showing the high and
low scores. SD is like the mean, which
is the most stable estimate of variability
because all scores are considered when
we calculate the SD.
7. Application
- Find the standard deviation of the (The students will find the SD and give the
following scores and give the interpretation. They can use which of the
interpretation. formula they prefer.)
The test scores of (10) students in Math are as

follows:
40,48,37,30,41,46,28,30,20,and 39.
.
Key answer
Scores Square of each score

48 48x48=2304
46 46x46=2116
40 40x40=1600
41 41x41=1681
39 39x39=1521
37 37x37=1369
30 30x30=900
30 30x30=900
28 28x28=784
20 20x20=400
∑X=359 ∑X = 13,575
IV. Evaluation
Directions: Choose the letter of the correct answer.
1. Find the standard deviation for the following data set:
16, 20, 14, 24, 16, 19, 30, and 8
a. 6.2 b. 38.48 c. 307.87 d. 18.375
2. If the range of 2, 3, y, 6, 4, 4, 5, 7 is 10, and y > 0. Find the standard deviation.
a. 2.37 b. 2.51 c. 2.61 d. 2.91
3. The standard deviation of the five numbers 10a + 1, 10a + 3, 10a + 5, 10a + 7 and
10a + 9 is
a. 8 b. 12/5 c. √10 d. 2√2
4. What is the sample standard deviation for the data given:
5, 10, 7, 12, 0, 20, 15, 22, 8, 2
a. 6.89 b. 10.1 c. 7.26 d. 9
5. What is the population standard deviation for the data given:
{12, 13, 29, 18, 61, 35, 21}
a. 293.67 b. 17.14 c. 15.87 d. 41.98
b.
V. Assignment
Calculate the standard deviation for the following three sample data sets:
a. 13 21 27 31 35 24 28 32 17 20
sd = 7.05
b. 100 115 112 113 95 87 90 104 107 98

sd = 9.76
c. 55 54 59 55 52 51 57 49 61 57
sd = 3.68

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Detailed Lesson Plan in Assessment of Learning 1

At the end of the lesson, the students should be able to:

a. understand and explain the meaning of standard deviation,

b. apply the formulas used in finding the standard deviation,

c. discuss the interpretation of the standard deviation, and

d express the essence of knowing the concept of standard deviation.

II. Subject Matter

Chapter 12: The Measure of Variability and Positions; Standard Deviation

References: Assessment Learning Outcomes (Cognitive Domain) Book 1, Danilo S. Gutierrez.

Materials: Chalkboard, Visual aids, and Calculator, Powerpoint presentation

III. Learning Activities

Teacher’s Activity Student Activity

- Good morning, class. - Good morning, Ma’am.

- Who is/are absent today?

Before we proceed to the next topic of chapter

- Yes, Ellen? (Students will raise their hands.)

- Variability describes how clustered or

- Very Good, Ellen!

- Who can name the two measures of

- Very Good Cherry!

But before that, may I ask four volunteers from

(The teacher will explain the mechanics of

The students must reveal the words:

- STANDARD DEVIATION was the

- Do you have any idea about standard

- Yes, you are right with that therefore,

Standard Deviation is simply the

- To elaborate this definition, there are

(The students will raise their hands.)

(The teacher will point at the table.)

- Yes, to find the deviation of each score

- To better understand that, we can refer

(The teacher will show the second step using

- Who can tell the next step? - Square the deviations.

- That’s right. We will refer again to the

(The teacher will show how the third step is

- The sum of the squares is 10.

- Yes, so what is the sum of the squares?

- Excellent! Claire. - Divide the sum by n-1 if the variance of

- Yes and we can use this formula to sum

Note: Using the first formula tends to

There is also another way to calculate the SD.

This is by using this formula,

Score Square of each score

- And by referring to this table that I

- To make an interpretation of the SD,

- We have said a while ago that standard

The test scores of (10) students in Math are as

Scores Square of each score

Directions: Choose the letter of the correct answer.

1. Find the standard deviation for the following data set:

16, 20, 14, 24, 16, 19, 30, and 8

a. 6.2 b. 38.48 c. 307.87 d. 18.375

2. If the range of 2, 3, y, 6, 4, 4, 5, 7 is 10, and y > 0. Find the standard deviation.

a. 2.37 b. 2.51 c. 2.61 d. 2.91

a. 8 b. 12/5 c. √10 d. 2√2

4. What is the sample standard deviation for the data given:

5, 10, 7, 12, 0, 20, 15, 22, 8, 2