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    Flexible Instructional Delivery Plan (FIDP) : What To Teach?

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    Arniel Llagas
    This document outlines a flexible instructional delivery plan for a second semester 11th grade statistics and probability course. The 80-hour course aims to teach students how to perform statistical analyses like finding mean and variance, sampling, hypothesis testing, and correlation and regression analysis on real-life problems. Students will be assessed on their ability to identify, solve, and interpret a real-life example of regression analysis. The culminating task requires students to identify two dependent variables, collect data, determine the regression line, and interpret the results. Instructional strategies will include online meetings, video tutorials, social platforms and one-on-one consultations to develop students' higher-order thinking skills and perform statistical analyses on real-world problems.

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    Flexible Instructional Delivery Plan (FIDP) : What To Teach?

    Uploaded by

    Arniel Llagas
    908 views3 pages
    This document outlines a flexible instructional delivery plan for a second semester 11th grade statistics and probability course. The 80-hour course aims to teach students how to perform statistical analyses like finding mean and variance, sampling, hypothesis testing, and correlation and regression analysis on real-life problems. Students will be assessed on their ability to identify, solve, and interpret a real-life example of regression analysis. The culminating task requires students to identify two dependent variables, collect data, determine the regression line, and interpret the results. Instructional strategies will include online meetings, video tutorials, social platforms and one-on-one consultations to develop students' higher-order thinking skills and perform statistical analyses on real-world problems.

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    FIDP-TEMPLATE-LLAGAS

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    This document outlines a flexible instructional delivery plan for a second semester 11th grade statistics and probability course. The 80-hour course aims to teach students how to perform statistical analyses like finding mean and variance, sampling, hypothesis testing, and correlation and regression analysis on real-life problems. Students will be assessed on their ability to identify, solve, and interpret a real-life example of regression analysis. The culminating task requires students to identify two dependent variables, collect data, determine the regression line, and interpret the results. Instructional strategies will include online meetings, video tutorials, social platforms and one-on-one consultations to develop students' higher-order thinking skills and perform statistical analyses on real-world problems.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    908 views3 pages

    Flexible Instructional Delivery Plan (FIDP) : What To Teach?

    Uploaded by

    Arniel Llagas
    This document outlines a flexible instructional delivery plan for a second semester 11th grade statistics and probability course. The 80-hour course aims to teach students how to perform statistical analyses like finding mean and variance, sampling, hypothesis testing, and correlation and regression analysis on real-life problems. Students will be assessed on their ability to identify, solve, and interpret a real-life example of regression analysis. The culminating task requires students to identify two dependent variables, collect data, determine the regression line, and interpret the results. Instructional strategies will include online meetings, video tutorials, social platforms and one-on-one consultations to develop students' higher-order thinking skills and perform statistical analyses on real-world problems.

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    © All Rights Reserved
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    Flexible Instructional Delivery Plan (FIDP)

    Grade: 11 Semester: 2nd


    Core Subject Title: Statistics and Probability No. of Hours/Semester: 80 hrs.
    Prerequisites (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 Standards: Identify, Solve, and Interpret real-life example of Regression Analysis.

    What to Teach? Why Teach? How to Assess? How to Teach?


    Content Most Performance Learning Competencies Higher Order Thinking Highest Enabling
    Content Standard Essentia Standard Skill to Assess Strategy to Use in
    l Topics Developing the Highest
    Thinking Skills to Assess
    Complete KUD Most KUD RBT Level Flexible Enablin Flexible
    Classifica Essential Class Assessment g Learning
    tion ificati Activities General Strategies (FLS)
    on (FAA) Strateg
    Performance y
    Check(s)
    ___4th___ Quarter
    Correlation The learner Regressi The learner is Draws the best-fit line on Knowing Solves Doing Creating 1. Students Problem 1. Modular
    and demonstrated on able to a scatter plot. problems will Solving Hand-outs
    Regression understanding Analysis perform involving gather (Distance)
    Analysis of key correlation Calculates the slope and Under- regression real-time 2. Online Meet
    concepts of and y-intercept of the standing analysis. data on with real-
    regression regression regression line. two time
    analyses. analyses on variables discussion
    real-life Interprets the calculated Under- about (Zoom,
    problems in slope and y-intercept of standing their daily Google
    different the regression line. life. Meet, etc.)
    disciplines. 2. Use the 3. Youtube
    Predicts the value of the Under- data video
    dependent variable given standing above to tutorials
    the value of the find the 4. Social
    independent variable. equation platforms
    of the communica
    Solves problems involving Doing regression tion (fb
    regression analysis. line. messenger,
    3. Interpret email, etc.)
    the 5. One on one
    results. consultatio
    n via calls
    or texts.

    Performance Task:
    GOAL:
    The students will identify their own two real-life dependent variables, gather a minimum of 5 data on both variables, solve the regression line, and interpret the results.
    ROLE:
    The students will act as a researcher on the correlation of the two dependent variables they will identify and create a regression analysis.
    AUDIENCE:
    The students will present their outputs on the concerned people they got the data from with the teacher.
    SITUATION:
    Upon identifying two dependent variables, the students will gather data on people (include documentations), solve for the slope and y-intercept of the regression line, and
    share their interpretation of results on their research.
    PRODUCT/PERFORMACE and PURPOSE:
    For online students, they can present their output in a power point format; while for the Modular students, they can make a portfolio and organize their outputs inside.
    STANDARD and CRITERIA for SUCCESS:
    The students will be graded according to the rubric below.

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