11 SENIOR HIGH SCHOOL

STATISTICS
and PROBABILITY
Quarter 3 – Module 6
Central Limit Theorem
Statistics & Probability – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 6: Central Limit Theorem
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Littie Beth S. Bernadez
Editors: Didith T. Yap & Rickleoben V. Bayking
Reviewer: Mercyditha D. Enolpe
Layout Artist: Jerry Mar B. Vadil
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Elisa L. Baguio, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Telephone #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 11
Statistics
and Probability
Quarter 3 – Module 6
Central Limit Theorem
Introductory Message
For the facilitator:

Welcome to the GRADE 11-STATISTICS & PROBABILITY Alternative Delivery

Mode (ADM) Module on Central Limit Theorem!

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 also aims to help learners acquire the needed 21st century skills while
taking 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 the GRADE 11-STATISTICS & PROBABILITY Alternative Delivery

Mode (ADM) Module on Central Limit Theorem!

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

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the 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
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning

3
 competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

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.
5. Finish the task at hand before proceeding to the next.
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 the Central Limit Theorem (M11/12SP-IIIe-2)
▪ Defines the sampling distribution of the sample mean using the
Central Limit Theorem (M11/12SP-III-3)
▪ Solves problems involving sampling distributions of the sample
mean (M11/12SP-IIIe-f-1)

OBJECTIVES:
K: Define the sampling distribution of the sample mean using
the Central Limit Theorem;
S: Solve problems involving sampling distributions of the
sample mean; and
A: Show the importance of the Central Limit Theorem in
probability theory

PRE-ASSESSMENT
Read and understand each statement carefully. Write the letter of your answer in
your activity sheets/notebook.

1. Ms. Martino always gives a very easy 10-question quiz in the first week of her classes.
Over the years, the number of questions that students answer correctly on these quizzes has
been strongly skewed to the left with a mean of 9 correct answers and a standard deviation of
about 2.5 correct answers. Suppose we took random samples of 4 students and calculated 𝒙 ̅ as
the sample mean number of questions that the students answered correctly. We can assume
that the students in each sample are independent. What would be the shape of the sampling
̅?
distribution of 𝒙

A. Skewed to the left C. Skewed to the right

B. Approximately normal D. Unknown

5
2. The ages of the 175 players in a junior basketball league team have the
following distribution:

Suppose that we were to take random samples of 10 players from this population
and calculate the sample mean age of the players in each sample. What will be
the shape of the sample mean?
A. Skewed to the left C. Skewed to the right
B. Approximately normal D. Unknown

3. A professional volleyball league records each player’s success rate non their free throw
attempts. Here is the distribution of success rates for the approximately 400 players in the
league who attempted at least 20 free throws in a recent season:

Suppose that we took random samples of 30players from this population and
calculated the sample mean success rate 𝑥
̅ of the players in each sample. Which
graph shows the most reasonable approximation of the sampling distribution of
̅?
𝑥

A. C.

6
 B. D.
4. The national average NAT score (for Verbal and Math) is 1028. If we assume a normal
distribution with sd = 92, what is the probability that a randomly selected score exceeds
1200?
A. 0.0257 B. 0.0307 C. 0.4693 D. 0.5678

5. An exclusive college desires to accept only the top 10% of all graduating seniors based on
the results of a national placement test. This test has a mean of 500 and a standard deviation
of 100. Find the cut off score for the exam. Assume the variable is normally distributed.
A. 500 B. 528 C. 628 D. 728

Lesson The Central Limit Theorem

1

’s In

REVIEW
Let’s say, we have a quantitative data set from a population with mean μ and standard
deviation σ. The model for the theoretical sampling distribution of means of all random
samples of size n has the following properties:
1. The mean of the sampling distribution of means is μ.
2. The standard deviation of the sampling distribution of means is σ/√nσ/n.
a. Notice that as n grows, the standard deviation of the sampling distribution of
means shrinks.

7
 ’s New

ACTIVITY 1. COMPLETE ME!

A rowing team consists of four rowers who weigh 152, 156, 160, and 164
pounds. Find all possible random samples with replacement of size two and
compute the sample mean for each one.
x ̅
𝒙 x ̅
𝒙
152,152 152 160,152 156
152,156 154 160,156
152,160 156
152,164 158
156,152
156,156
156,160
156,164

ACTVITY 2. CONSTRUCT ME!

Construct a probability distribution of the sample mean for the sample size two
drawn from the population of four rowers. The probability distribution is:

𝒙 152 154 156 158 160 162 164

P(𝒙) 1 2 4
16 16 16 16

8
 is It

The figure is a histogram from the previous activity. It shows a side-by-

side comparison of the histogram for the original population and a histogram for
the distribution. Whereas, the distribution of the population is uniform, the
sampling distribution of the mean has a shape approaching the shape of the
familiar bell curve. This phenomenon of the sampling distribution of the mean
taking on a bell shape even though the population distribution is not bell-shaped
happens in general. Here is a somewhat more realistic example.

Figure 6.2.16.2.1: Distribution of a Population and a Sample Mean

Suppose we take samples of size 1, 5, 10, or 20 from a population that consists

entirely of the numbers 0 and 1, half the population 0, half 1, so that the population mean
is 0.5.

9
 As n increases the sampling distribution of 𝑿̅ evolves in an interesting way: the
probabilities on the lower and the upper ends shrink and the probabilities in the middle
become larger in relation to them. If we were to continue to increase, then the shape of the
sampling distribution would become smoother and more bell-shaped.

The Central Limit Theorem tells us that as sample sizes get larger, the sampling
distribution of the mean will become normally distributed, even if the data within each
sample are not normally distributed. This implies that the concept of the standard error of the
mean is very significant, since it measures the degree of accuracy of the sample mean 𝑋̅ as an
estimate of the population mean 𝜇. It is a good estimate if the standard error is small or close
to 000, and poor if the standard error is large, and this standard error is dependent on the
sample size n. Specifically, as n increases, the standard error decreases. Thus, in order to
attain a relatively good estimate of 𝜇, n must be sufficiently large.

As the sample size n increases, the shape of the distribution of the sample means
taken from a population with mean m and standard deviation of s will approach a normal
𝑠
distribution. Thus, the distribution will have a mean m and standard deviation 𝑛 .
√

CENTRAL LIMIT THEOREM. If a random samples of size n are

drawn from a population (finite or infinite), then as n becomes larger, the
sampling distribution of the mean approaches the normal distribution,
regardless of the form of the population distribution.

The Central Limit Theorem assures that no matter what the shape of the population
distribution is, the sampling distribution of the mean is closely normally distributed whenever
n is large. Consequently, it justifies the use of the formula for the z-values
̅−𝝁
𝑿
𝒛= 𝝈
√𝒏

10
when computing for the probability that 𝑋̅ will take n a value within a given range in the
sampling distribution of 𝑋̅. Consider a sample that is sufficiently large and hence
approximately normal whenever 𝑛 ≥ 30. It must be remembered, however, that if the
population distribution is a normal distribution, the sampling distribution will always have a
normal curve, no matter how small n is.

Example 1. A.C. Neilsen reported that children between the ages of 2 and 5 watch an average
of 25 hours of TV per week. Assume the variable is normally distributed and the standard
deviation is 3 hours. If 20 children between the ages of 2 and 5 are randomly selected, find
the probability that the mean of the number of hours they watch TV is greater than 26.3
hours.

𝑠 3
The standard deviation of the sample means is = = 0.671.
√𝑛 √20
▪ The z-value is z = (26.3 - 25)/0.671= 1.94.
▪ Thus P(z > 1.94) = 0.5 – 0.4738 = 0.0262. That is, the probability of obtaining a
sample mean greater than 26.3 is 0.0262 = 2.62%.

Example 2. Let 𝑋̅ be the mean of a random sample of size 50 drawn from the
population with mean 112 and standard deviation of 40.
a. Find the mean standard deviation of 𝑋 ̅.
̅ assumes a value between 110 and 114.
b. Find the probability that 𝑋
̅ assumes a value greater than 113.
c. Find the probability that 𝑋

Solution.
𝜎 40
a. 𝜇𝑋
̅ = 𝜇 = 112 and 𝜎𝑋 = = = 5.65685
√𝑛 √50

11
 ̅ is
b. Since the sample size is at least 30, the Central Limit Theorem applies: 𝑋
approximately normally distributed. We compute probabilities.
110 − 𝜇𝑋̅ 114 − 𝜇𝑋̅
̅ < 114) = 𝑃 (
𝑃 (110 < 𝑋 ̅<
<𝑍 )
𝜎𝑋̅ 𝜎𝑋̅

110 − 112 114 − 112

= 𝑃( ̅<
<𝑍 )
5.65685 5.65685

= 𝑃(−0.35 < 𝑍̅ < 0.35)

= 0.6368 − 0.3632
= 0.2736
̅ > 113)
c. 𝑃 (𝑋

113 − 𝜇𝑋̅
̅ > 113) = 𝑃(𝑍 >
𝑃 (𝑋 )
𝜎𝑋̅
113 − 112
= 𝑃(𝑍 > )
5.65685
= 𝑃(𝑍 > 0.18)
= 1 − 0.5714
= 0.4286

’s More

Enrichment Activity:
Answer the following.
1. The average daily jail population in the United States is 706,242. If the distribution is
normal and the standard deviation is 52,145, find the probability that on a randomly
selected day, the jail population is
a. Greater than 750,000 b. Between 600,000 and 700,000

12
 I Have Learned

The Central Limit Theorem states that the sampling distribution of the sample
means approaches a normal distribution as the sample size gets larger — no matter
what the shape of the population distribution. This fact holds especially true for
sample sizes over 30.

The Central Limit Theorem is important for statistics because it allows us to

safely assume that the sampling distribution of the mean will be normal in most cases.
This means that we can take advantage of statistical techniques that assume a normal
distribution

I Can Do

Read and understand each statement carefully. Write your answer in your activity
sheets/notebook. Show all the necessary solutions. Be guided with the rubrics provided in
scoring your answers.
1. A survey found that the American family generates an average of 17.2 pounds of glass
garbage each year. Assume the standard deviation of the distribution is 2.5 pounds. Find the
probability that the mean of a sample of 55 families will be between 17 and 18 pounds.

2. The mean serum cholesterol level of a large population of overweight children is 220
milligrams per deciliter (mg/dl), and the standard deviation is 16.3 mg/dl. If a random sample
of 35 overweight children is selected, find the probability that the mean will be between 220
and 222 mg/dl. Assume the serum cholesterol level variable is normally distributed.

3. The average fuel efficiency of U.S. light vehicles (cars, SUVs, minivans, vans, and light
trucks) for 2005 was 21 mpg. If the standard deviation of the population was 2.9 and the gas
ratings were normally distributed, what is the probability that the mean mpg for a random
sample of 25 light vehicles is under 20?

13
RUBRICS
4 3 2 1 0
Complete Misinterprets Misinterprets Completely No attempt
under- minor part of major part of misinterprets
Understanding
standing of the problem the problem the problem
the Problem
the
problem
A plan that Substantially Partially Totally No attempt
could lead correct correct inappropriate
to a correct procedure procedure but plan
Solving the
solution with minor with major
Problem
with no omission or fault
arithmetic procedural
errors error
Correct Copying No answer
solution error; or wrong
computational answer
error, partial based upon
answer for an
problem with inappropriate
Answering the
multiple plan
Problem
answers; no
answer
statement;
answer
labeled
incorrectly
Source: Sztela, Walter and Nicol, Cynthia. Evaluating Problem Solving in Mathematics.
Educational Leadership, May 1992, pp. 42-45.

14
Read and understand each statement carefully. Write the letter of your answer in
your activity sheets/notebook.
1. The numerical population of grade point averages at a college has mean 2.61 and standard
deviation 0.5. If a random sample of size 100 is taken from the population, what is the
probability that the sample mean will be between 2.51 and 2.71?
A. 0.9544 B. 0.9244 C. 0.944 D. 0.9054
2. A prototype automotive tire has a design life of 38,500 miles with a standard
deviation of 2,500 miles. Five such tires are manufactured and tested. On the
assumption that the actual population mean is 38,500 miles and the actual
population standard deviation is 2,500 miles, find the probability that the
sample mean will be less than 36,000 miles. Assume that the distribution of
lifetimes of such tires is normal.
A. 0.0251 B. 0.0105 C. 0.0125 D. 0.2510
3. An automobile battery manufacturer claims that its midgrade battery has a
mean life of 50 months with a standard deviation of 6 months. Suppose the
distribution of battery lives of this particular brand is approximately normal. On
the assumption that the manufacturer’s claims are true, find the probability that a
randomly selected battery of this type will last less than 48 months.

A. 0.3707 B. 0.2525 C. 0.2565 D. 0.3525

4. On the same assumption in problem number 3, find the probability that the
mean of a random sample of 36 such batteries will be less than 48 months.
A. 0.0028 B. 0.2828 C. 0.0208 D. 0.0228
5. A population of 29 year-old males has a mean salary of ₱29,321 with a
standard deviation of ₱2,120. If a sample of 100 men is taken, what is the
probability their mean salaries will be less than ₱29,000?
A. 0.95 B. 0.10 C. 0.08 D. 0.07

15
16
PRE TEST
1. A
2. A
3. C
4. B
5. B
ENRICHMENT
1.a. greater than 750,000
P(X >750 000) = 0.2004
Z=0.84
2.b. between 600,000 and 700,000
P(600 000<X<700 000) = 0.2004
Z= -2.04 z = -0.12
WHAT I CAN DO
1. 0.4687 or 46.87%
2. 0.2673 or 26.73%
3. 0.0427 or 4.27%
ASSESSMENT
1. A
2. C
3. A
4. D
5. D
References
McLeod, S. A. (2019, Nov 25). What is central limit theorem in statistics? Simply
psychology: https://www.simplypsychology.org/central-limit-theorem.html

(2021, Jan 11). What is central limit theorem? Statistics Libretexts:

https://stats.libretexts.org/Bookshelves/Introductory_Statistics/Book%3A_Statistical_Thinkin
g_for_the_21st_Century_(Poldrack)/12%3A_Sampling/12.04%3A_The_Central_Limit_Theo
rem

Febre, Jr. F. (199). Introduction to Statistics. Phoenix Press.

Sample means. Lumen Candela. https://courses.lumenlearning.com/wmopen-concepts-

statistics/chapter/distribution-of-sample-means-3-of-4/
https://www.statisticshowto.com/probability-and-statistics/normal-distributions/central-limit-
theorem-definition-examples/

17
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net