Instructional Planning

(The process of systematically planning, developing, evaluating and managing the

instructional
process by using principles of teaching and learning - D.O. 42, s.
2016)

Detailed Lesson Plan (DLP) Format

DLP No.: 2 Learning Area: Statistics and Probability Grade Level: 11 Quarter: III Duration: 60
minutes
Learning Competency/ies: Code:
(Taken from the Curriculum Distinguishes between a discrete and a continuous random variable. M11/12SP - IIIa - 2
Guide)
Key Concepts /
Understandings to be Discrete and continuous random variable/ Discrete random variables are countable, and
Developed continuous random variable

Domain Adapted Cognitive Process 1. Objectives

Dimensions (D.O. No. 8, s. 2015)
Knowledge Remembering To recall what is random variable.

Understanding To classify random variables as discrete or continuous.

Skills Applying

Analyzing To distinguish between a discrete and a continuous random variable.

Evaluating
Creating

Attitude Actively participates to the activities/tasks given

Values Share their knowledge to those who are in need in understanding the
topic.
2. Content Random Variables and Probability Distributions

3. Learning Resources coins, Books, Hand-outs, Worksheets, Laptop with Projector

4. Procedures
4.1 Introductory Activity (5 minutes).
4.2 Activity/Strategy (5 minutes).
 Prayer
 Attendance Checking after each groups' yell
 Energizer (www. LIVELOVEPARTY.TV)
Divide the class into 4 groups. Tossing Three Coins. Suppose
three coins are tossed. Let Y be the random variable representing
the number of tails that occur. Find the values of the random
variable Y. Complete the table on the board with two columns -
possible outcomes, and value of the random variable Y(number
of tails). So, the possible values of the random variable Y are 0, 1,
2, 3. The random variables in the preceding activities are called
discrete random variables because the set of possible outcomes
is countable. For In- Class Activity 1, the possible values of
random variable X are 0, 1, 2, and 3. The possible values for
random variable Y in-Class Activity are 0, 1, 2, and 3; and In-Class
Activity 3, the possible values of random variable Z are 0, 1, and
2. Random variables X, Y, and Z are discrete random variables.
Suppose an experiment is conducted to determine the distance
that a certain type of car will travel using 10 liters of gasoline
over a prescribed test course. If distance is a random variable,
then we have an infinite number of distances that cannot be
equated to the number of whole numbers. This is an example of
a continuous random variable.
  How do you describe a discrete random variable? How
4.3 Analysis (15 minutes). do you describe a continuous random variable?

A random variable is a discrete random variable if it’s a set of

possible outcomes is countable. Mostly, discrete random
variables represent count data, such as the number of defective
4.4 Abstraction (10 minutes). chairs produced in a factory. A random variable is a continuous
random variable if it takes on values on a continuous scale. Often,
continuous random variables represent measured data, such as
heights, weights, and temperatures.
Divide the class into two groups, then like relay they will compete
by giving example, if I will say give an example of discrete random
4.5 Application (10 minutes).
variables, and/or continuous random variables. They will just give
what is asked by the teacher.
Classify the following random variables as discrete or continuous.
4.6 Assessment (10 minutes).
No’s 1 - 15

 How do you find the values of a random variable? How

4.7 Assignment (1 minute). Fill-in below any of the four do you know whether a random variable is continuous
purposes: or discrete? Give 3 examples of discrete random variable
and 3 examples of continuous random variable.
4.8 Concluding Activity (1 minute).
This is usually a brief but affective closing activity such
as a strong quotation, a short song, an anecdote, “We cannot do anything if we begin by saying we cannot do it."
parable or a letter that inspires the learners to do
something to practice their new learning.

1. Remarks
2. Reflections
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who require additional activities
for remediation.
C. Did the remedial lessons work? No. of learners
who have caught up with the lesson.
D. No. of learners who continue to require
remediation.
E. Which of my learning strategies worked well?
Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?
Prepared by:
Name: KHEMWEL G. DONAIRE
Position/Designation: Teacher II
Contact Number: 09472599030
Date:
Checked by:
School: CAMOTES NATIONAL HIGH SCHOOL
Division: Cebu Province
Email address: mehkz@yahoo.com
Sections: HUMSS B (7:45 – 8:45 am) HUMSS C (8:45-9:45 AM)
HUMSS A (10:45-11:45 am) TVL A (1:00-2:00 pm)
STEM 11 (2:00-3:00 pm) ABM 11 (4:00-5:00 pm)
MILA S. SURBANO
Principal II