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Grade 11 • Unit 4: Standard Scores and the Normal Curve

LESSON 4.1
Conversion of Normal Random Variable to Standard
Random Variable
Table of Contents

Learning Competency 1
Learning Objectives 1
Essential Questions 2
Prerequisite Skills and Topics 2
Lesson Proper 3
A. Introduction to the Lesson 3
B. Discussion 6
C. Practice & Feedback 10
Performance Assessment 18
Worksheet Answer Key 19
Synthesis 22
Bibliography 23
 Grade 11 • Unit 4: Standard Scores and the Normal Curve

Unit 4 | Standard Scores and the Normal Curve

Lesson 1: Conversion of Normal Random

Variable to Standard Random Variable

Learning Competency
At the end of the lesson, the learners should be able to convert a normal random
variable to a standard normal variable and vice versa. (M11/12SP-IIIc-4).

Learning Objectives
At the end of this lesson, the learners should be able to do the following:

● Convert a raw score to its corresponding 𝑧-score and vice versa.

● Solve problems involving the concept of 𝑧-scores.

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

Essential Questions

At the end of this lesson, the student should be able to answer the following questions:
● How do we convert raw scores to 𝑍-scores and vice versa?
● How are 𝑍-scores related to each other (pertaining to the same distribution)?

Prerequisite Skills and Topics

Skills:
● Computing the mean of a raw data
● Computing the standard deviation of a raw data
● Locating 𝑍 scores at the Normal Curve ranging a set of data in ascending order.

Topics:
● Math 7 Unit 14: Measures of Central Tendency | Lesson 2: Mean of Grouped Data
● Math 7 Unit 15: Measures of Variability | Lesson 2: Variance and Standard
Deviation
● Statistics and Probability Unit 3: The Normal Curve | Lesson 1: The Normal
Random Variable
● Statistics and Probability Unit 3: The Normal Curve | Lesson 2: Characteristics of
Normal Random Variable
● Statistics and Probability Unit 3: The Normal Curve | Lesson 3: The Normal Curve

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

Lesson Proper

A. Introduction to the Lesson

Suggested Warm-up Activities
Choose from any of the following warm-up activities. These warm-up activities should
either stimulate recall of the previous lesson or introduce the lesson and not already
used in the study guide.

Activity 1: Convert Me!

Students will be given a set of measurements for them to convert into the indicated
unit of measurement.

Duration: 10 minutes

Materials Needed: none

Methodology:
1. Write the following items on the board and let the students convert them into the
indicated unit of measurement.
a. 1 km = ________ m
b. 27°C = _______ °F
c. 10 feet = _______ inches
d. 800 g = _________ kg
e. 3 600 mins = ______ seconds

2. Give students five minutes to finish answering and ask the following guide
questions.

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

Expected Results:
a. 1 000 meters
b. 80.6 °F
c. 120 inches
d. 0.8 kilograms
e. 216 000 seconds

Guide Questions:
1. How did you convert those measurements? Did you use a certain formula as
a basis?
2. Why is it important to convert some measurements to other forms of
measurements?

Activity 2: Let’s share thoughts!

Students pair up and share their insights about the given topic

Duration: 10 minutes

Materials Needed: none

Methodology:
1. Let students form pairs from their classmates. Each pair will answer the
questions from the list below:
a. Why are far distances needed to be measured in kilometers and not in
meters?
b. Why do astronomical temperatures measure in Kelvin and not in
degree Celsius or Fahrenheit?
c. Why do we have different units of measurement for a specific quantity

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

(e.g. for length we have meters, kilometers, centimeters)?

d. Why do we need to convert units of measurements?
.
Expected Results:
Answer varies but here are some important keywords to find from the student’s
responses:
a. Because a kilometer is expressed as a thousand times larger than a
meter, it will be more convenient to write in km than in m.
b. Same with letter a, Kelvin is a unit of measurement intended for extreme
temperature which is very evident in the universe.
c. Lengths of objects vary from one another.
d. We need to convert units to gain a standard view of measurement. It
also allows us to compare values in similar units, for example you can
justify whether 100 meters is larger than 0.05 kilometers

Guide Questions:
1. What do you think is the importance of setting a standard in units for us to
compare values?
2. Why is it very important to know how to convert things to a standard unit of
measurement?

Teacher’s Notes
To help better gauge students’ readiness for this lesson, you may assign the short test
given in the Test Your Prerequisite Skills section of the corresponding study guide.

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

B. Discussion
Suggested Instructional Flow
1. Define and Discover

Teacher’s Notes
You may use the Learn about It! slides in the presentation file to discuss the following
key concepts and examples. Make sure to address student questions before jumping
from one concept to another.

In this lesson, the following key concepts will be discussed:

• Standard Normal Distribution – a normal distribution with a mean of 0 and

a standard deviation of 1, or 𝑁(0,1)

• Standard Score or 𝒁 Score – distance between a given value 𝑋 and the mean

To convert a raw score to its corresponding 𝑍 score, use the formula:

𝑋−𝜇
𝑍=
𝜎

where 𝑋 is the raw score, 𝜇 is the population mean, and 𝜎 is the population
standard deviation.

Example:
Given 𝜇 = 5 and 𝜎 = 2, we can convert the score 𝑋 = 6 as a 𝑍-score as follows:

𝑋−𝜇
𝑍=
𝜎
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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

6−5
𝑍=
2
1
𝑍=
2
𝑍 = 0.5

Thus, the 𝑍-score that corresponds to 𝑋 = 6 is 𝒁 = 𝟎. 𝟓.

2. Develop and Demonstrate

Example 1
In a population of Math scores, the mean is 𝜇 = 68 and the standard deviation is
𝜎 = 5. Find the 𝑍 value that corresponds to a score of 𝑋 = 73.

Solution:
1. Identify the given values.

𝜇 = 68, 𝜎 = 5, and 𝑋 = 73

2. Substitute the given values in the formula for 𝑍 score and solve.

𝑋−𝜇
𝑍=
𝜎
73 − 68
𝑍=
5
5
𝑍=
5
𝑍=1

Thus, the raw score 𝑋 = 73 corresponds to a 𝑍 value of 𝒁 = 𝟏.

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

Example 2
In a certain aptitude test, Aubrey wanted her score to be at least one standard
deviation above from its corresponding standard normal distribution with a mean of
110 and standard deviation of 1.2. What should her score be?

Solution:
1. Identify what is asked.

In the given problem, Aubrey’s raw score in the test is being asked. Thus, we are
going to solve for 𝑋.

2. Derive a formula for the raw score 𝑋 using the formula for 𝑍 score.

𝑋−𝜇
𝑍=
𝜎
𝑍𝜎 = 𝑋 − 𝜇
𝑍𝜎 + 𝜇 = 𝑋

3. Identify the given values.

𝜇 = 110; 𝜎 = 1.2; 𝑍 = 1

4. Substitute the given values to the derived formula and solve.

𝑋 = 𝑍𝜎 + 𝜇
𝑋 = (1)(1.2) + 110
𝑋 = 1.2 + 110
𝑋 = 111.2

Aubrey should have a score above 111.2.

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

Example 3
A set of normally distributed scores has a standard deviation of 1.8. If the 𝑍-score
corresponding to the raw score of 98 is −1.15, find the mean of the scores.

Solution:
1. Identify what is asked.

In the given problem, the mean of the scores is being asked. Thus, we are going
to solve for 𝜇.

2. Derive a formula for the mean 𝜇 using the formula for 𝑍 score.

𝑋−𝜇
𝑍=
𝜎
𝑍𝜎 = 𝑋 − 𝜇
𝜇 = 𝑋 − 𝑍𝜎

3. Identify the given values.

𝑋 = 98; 𝜎 = 1.8; 𝑍 = −1.15

4. Substitute the given values to the derived formula and solve.

𝜇 = 𝑋 − 𝑍𝜎
𝜇 = 98 − (−1.15)(1.8)
𝜇 = 98 + 2.07
𝜇 = 100.07

Therefore, the mean of the scores is 100.07.

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

C. Practice & Feedback

For Individual Practice
1. Ask the students to answer the following problem items individually using pen
and paper.
2. Give students enough time to answer the problem items.
3. Call a random student to show his or her work on the board afterward.
4. Let the student share how he or she comes up with his or her solution.
5. Inform the student the accuracy of his answer and solution, and in the case
when there is some sort of misconception, lead the student to the right
direction to find the correct answer.

Problem 1
Compute the corresponding 𝑍 scores of the following raw scores given 𝜇 = 35 and
𝜎 = 10.
a. 𝑋 = 50
b. 𝑋 = 30
c. 𝑋 = 35

Solution:
For each problem, we are going to use the formula

𝑋−𝜇
𝑍=
𝜎

a. For 𝑋 = 50
50 − 35
𝑍=
10
𝑍 = 1.5

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

b. For 𝑋 = 30
30 − 35
𝑍=
10
𝑍 = −0.5

c. For 𝑋 = 35
35 − 35
𝑍=
10
𝑍=0

Problem 2
Convert the set of scores 10, 9, 8, 9, 10, 5, 7, 10, 7, 5 and 8 into their respective
𝑍-scores.

Solution:
1. Identify what is asked.

In this problem, we are asked about the 𝑍-scores of the given raw scores.

2. Identify the given values necessary to solve for what is asked.

The only given values are the raw scores. The mean and standard deviation of the
set of scores were not given.

3. Solve for the mean of the distribution.

∑𝑋
𝜇=
𝑛
10 + 9 + 8 + 9 + 10 + 5 + 7 + 10 + 7 + 5 + 8
𝜇=
11
88
𝜇=
11
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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

𝜇=8

Thus, the mean of the distribution is 8.

4. Solve for the standard deviation of the distribution.

Construct the following table.

𝑿 𝑿−𝝁 (𝑿 − 𝝁)𝟐
10 2 4
9 1 1
8 0 0
9 1 1
10 2 4
5 −3 9
7 −1 1
10 2 4
7 −1 1
5 −3 9
8 0 0
∑(𝑋 − 𝜇)2 = 34

∑(𝑋 − 𝜇)2
𝜎=√
𝑁

34
𝜎=√
11
𝜎 = 1.76

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

5. Convert all the given scores.

For 10:
10 − 8
𝑍=
1.76
2
=
1.76
= 1.14

For 9:
9−8
𝑍=
1.76
1
=
1.76
= 0.57

For 8:
8−8
𝑍=
1.76
0
=
1.76
=0

For 7:
7−8
𝑍=
1.76
−1
=
1.76
= −0.57

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

For 5:
5−8
𝑍=
1.76
−3
=
1.76
= −1.70

Problem 3
In a normally distributed data, the 𝑍-score corresponding to a raw score of 95 is −1.5.
If the mean of the distribution is 110, compute for the standard deviation of the
distribution.
Solution:
1. Identify what is asked.

In this problem, we are asked about the standard deviation of the distribution.

2. Derive a formula for the standard deviation 𝜎 from using the formula for 𝑍-score.

𝑋−𝜇
𝑍=
𝜎
𝑋−𝜇
𝜎=
𝑍

3. Identify the given values.

𝜇 = 110, 𝑋 = 95 and 𝑍 = −1.5

4. Substitute the given values to the derived formula.

95 − 110
𝜎=
−1.5
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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

−15
=
−1.5
= 10

Thus, the standard deviation of the distribution is 𝟏𝟎.

For Group Practice

1. Ask the students to form a minimum of 2 groups to a maximum of 5 groups.
2. Each group will answer problem items 4 and 5. These questions are meant to test
students’ higher-order thinking skills by working collaboratively with their peers.
3. Give students enough time to analyze the problem and work on their solution.
4. Ask each group to assign a representative to show their solution on the board and
discuss as a group how they come up with their solution.
5. Inform the student the accuracy of his answer and solution, and in the case when
there is some sort of misconception, give the student opportunity to work with
his/her peers to re-analyze the problem, and then lead them to the right direction
to find the correct answer.

Problem 4
A certain university only admits freshman students whose entrance test scores are
between 𝑍 = −1 and 𝑍 = 3. If the present distribution has a mean 𝜇 = 90 and standard
deviation 𝜎 = 10.5, what range of scores will be accepted in the university? Who
among these three students—Amy (88), Thricia (115) and Pia (70)—will be admitted
as freshmen students?

Solution:
Determine the range of passing scores by converting the 𝑍-scores 𝑍 = −1 and 𝑍 = 3
into its equivalent raw score.

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

For 𝑍 = −1:
𝑋 = 𝑍𝜎 + 𝜇
= −1(10.5) + 90
= 79.5

For 𝑍 = 3:
𝑋 = 𝑍𝜎 + 𝜇
= 3(10.5) + 90
= 121.5

The scores should be from 79.5 to 121.5 for a student to pass. Only Amy and Thricia
will be admitted to the university.

Problem 5
You have three grades in your report card that you want to interpret to your parents
in terms of performance in relation to the performance of your class. The grades are
Mathematics (75), English (85), and Science (90). The means and standard deviations
of the class are shown in the following table.

Subject Mean Standard Deviation

Mathematics 72 3
English 82 10
Science 88 15

Arrange the subjects according to your performance in an increasing manner.

Solution:
1. Convert all the raw scores into their respective standard scores:

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

Mathematics:
75 − 72
𝑍=
3
= 1.00

English:
85 − 82
𝑍=
10
= 0.30

Science:
90 − 88
𝑍=
15
= 0.13

2. Arrange the subjects in ascending order based on the 𝑍-scores.

Your performance, as arranged in ascending order, are as follows: Science,

English, Math.

3. Interpret the results.

Even though your lowest grade is Math, you perform best in that subject. On the
other hand, you perform least in Science where you actually got the highest grade.

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

Performance Assessment
This performance assessment serves as a formative assessment, divided into three sets
based on the student's level of learning. Click on the link provided on the lesson page to
access each worksheet.

● Worksheet I (for beginners)

● Worksheet II (for average learners)
● Worksheet III (for advanced learners)

Teacher’s Notes
For a standard performance assessment regardless of the student’s level of learning,
you may give the problem items provided in the Check Your Understanding section of
the study guide.

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

Worksheet Answer Key

Worksheet I
A.
1. 3.28
2. 14.95
3. 28.04
4. 0.74
5. −1.75

B.
1. 0.49; Average
2. −1.85; Fair
3. −0.98; Average
4. −3.41; Needs Improvement
5. −3.90; Needs Improvement

Worksheet II
A.
1. 1.25
2. 91.99
3. 49.15
4. 11.63
5. 1.67

B.
1. Average
a. Alexis – 93
b. Rina – 93.33
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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

c. Dorry – 92.67
2. Z-scores
a. Alexis – 0.11
b. Rina – 0.25
c. Dorry – 0.03
3. Valedictorian – Rina

Worksheet III
A.
1. −1.76
2. 126.73
3. 27.94
4. 100
5. −1.94

B.
1. Mean: 43.9
2. Standard Deviation: 9.59
3. 𝑍-Scores

Name of Student 𝒁 Score

1. James 0.64

2. Miguel −0.93

3. Eliza 1.68

4. Rowell 1.05

5. Michael −0.41

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

6. Joan 0.11

7. Mariel −1.45

8. Julius −1.45

9. Cheska 0.11

10. Andrea 0.64

4. Eliza and Rowell

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

Synthesis

Wrap-up To summarize the lesson, ask students the following questions:

1. How do we convert raw scores into 𝑍 scores and vice versa?
2. How are 𝑍-scores related to each other (pertaining to the
same distribution)?

Application and To integrate values and build connection to the real world, ask
Values Integration students the following questions:
1. What is the importance of setting a standard?
2. As a student, how do you value your test scores and how do
you learn from them?

Bridge to the Next To spark interest for the next lesson, ask students the following
Topic questions:
1. What if you want to know the percentage of all the students
you surpassed in a test? Is it possible to know?
2. How does the interpretation of the normal curve affect
probability and statistics?

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 Grade 11 • Unit 4: Standard Scores and the Normal Curve

Bibliography

“Z-Score: Definition, Formula and Calculation.” Statistics How To (2019). Retrieved 08 July
2019 from https://www.statisticshowto.com/probability-and-statistics/z-score/

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