Republic of the Philippines

Department of Education
REGION IV-A
SCHOOLS DIVISION OFFICE OF CAVITE PROVINCE
TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
DAANG AMAYA II, TANZA, CAVITE

Grade 11
Statistics & Probability
Learner’s Packet

Second Semester
3rd Quarter, 2020-2021

TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL

Address: Daang Amaya II, Tanza, Cavite 4108
Telephone No.: (046) 450-0253 / (046) 454-5532 (Senior High School)
E-mail: tnchstanza@gmail.com / tnchsshs@gmail.com
 Learner’s Packet Statistics & Probability Grade 11 Second Semester 2nd
Quarter

Note to the Learners

This learner packet is designed for you to have a meaningful learning
opportunities and experiences 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. The packet has the following parts and icon:

Introduction This part, the new lesson will be introduced to you in

various ways such as a story, a song, a poem, a
problem opener, an activity or a situation

Development This section provides a brief discussion of the lesson.

This aims to help you discover and understand new
concepts and skills.

Engagement This comprises activities for independent practice to

solidify your understanding and skills of the topic.

Application This section provides an activity which will help you

transfer your new knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate your level of

mastery in achieving the learning competency.
The following are some reminders in using this learning packet:

1. Use the learning packet with care. Do not put unnecessary mark/s on any part of the
learning packet. Use a separate sheet of short bond paper in answering the exercises,
activities including the application and assessment.

2. Do not forget to answer each part before moving on to the other activities included in the
learning packet.

3. Read the instructions carefully before doing each task.

4. Finish the task at hand before proceeding to the next

5. Observe honesty and integrity in doing the tasks and checking your answers.

6. Use the answer keys provided at the back of the learning packet in checking your
activities and exercises.

7. Return the answer sheet of exercises, activities, application and assessment on the
submission date.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your subject teacher or adviser. 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!

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WEEK 1: Discrete Random Variable
Here are the following learning competencies expected to be covered at the end of
the unit:
Content Standards
Performance Standards
Most Essential Learning
Competencies (MELC’s)
Specific Learning
Outcomes
Content
Learner’s Materials
Pages
Textbook Pages
Learning Resources
INTRODUCTION
Learning Task # 1
Identify whether the given situation is countable or measurable. Write LIKE if it is countable
and UNLIKE if it is measurable.
Statistics & Probability Grade 11 Second Semester 2nd
The learner demonstrates understanding of key concepts of
random variables and probability distributions.
The learner can apply an appropriate random variable for a
given real-life problem (such as in decision making and games
of chance)
The learners illustrate a random variable (discrete and
continuous).
The learners distinguish between a discrete and a continuous
random variable.
The learners find the possible values of a random variable.
The learners illustrate a probability distribution for a discrete
random variable and its properties.
The learners compute probabilities corresponding to a given
random variable.
1. Differentiate quantitative from qualitative variable
2. Distinguish discrete from continuous variable
3. Find the possible values of a random variable.
4. Determine whether a distribution represents a probability
distribution.
5. Compute probabilities corresponding to a given random
variable.
6. Differentiate probability mass function and cumulative
density function.
7. Construct a probability mass function.
8. Calculate the probabilities corresponding to a given random
variable.
9. Realize the importance of discrete random variable into
real-life situation.
Discrete Random Variable
N/A
Senior High Conceptual Math and Beyond
Statistics and Probability
Jose M. Ocampo, Jr., Ph.D.
Wilmer G. Marquez, M.A.
Pages 4- 10
N/A
LIKE or UNLIKE
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1. number of notebooks in the bag

2. amount of salt needed to bake a loaf of bread
3. number of students who got an average grade of 85 and above
4. the capacity of an auditorium
5. length of blackboard

Guide Questions:
1. What are the similarities of the given examples?
2. How are you going to define a variable?
3. When do you say that the given variable is countable? Measurable?

A variable is a characteristic that is observable or measurable in every unit of the

universe. Variables can be broadly classified as either qualitative or quantitative. And
quantitative can be classified into discrete and continuous. A qualitative variable is categorical
variable and cannot be measured while a quantitative variable has actual units of measure.
On the other hand, a discrete variable is the data that can be counted while a continuous
variable is the data that can be measured.
Illustrative Examples:
Distinguish if the given data represents a quantitative or qualitative variable. If it is quantitative
variable write if it is discrete or continuous.
1. Age of mother
2. Usual number of messages in the facebook
3. Most preferred color of ballpen
4. number of buildings in the school
5. Daily allowance of the students
Answer:
1. Quantitative – Continuous – It is quantitative because if a person will be asked about the
age of their mother, the answer is a number. It is continuous because age is not countable.
2. Quantitative – Discrete – It is quantitative because the answer is a number and it is discrete
because it is countable.
3. Qualitive – It is qualitative because the answer is not a number.
4. Quantitative – Discrete – It is quantitative because the answer is a number and it is discrete
because it is countable.
5. Quantitative – Continuous – It is quantitative because if a person will be asked about their
daily allowance, the answer is a number. It is continuous because it is not countable.
(Remember that it is only countable if you can count the given example as 1, 2, 3, …. And it
is not countable if it involves decimal places like 1, 1.25, 1.50, 1.75, 2, 2.01, 2.0009, ..) Since
there are cases where there are cents involve that’s the reason why it is continuous.

DEVELOPMENT

Learning Task 2
KNOW THE VALUES
Each student will be given time in investigating the possible values of the random variable.
Procedures:
1. Select 3 members of your relatives (1 boy and 2 girls)

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2. Investigate the possible number of girls being selected if the teacher will choose 2
students among that members in the group.
3. Write the possible results and the possible values of random variable G representing
the number of girls being selected.

Guide Questions:
1. How did you investigate the possible values of random variable G representing the
number of girls being selected?
2. Is there a possibility that the teacher will select 2 girls per group? Why?
3. How did you arrive with the final answer?

Discussion
Values of Random Variable
A random variable is a numerical quantity that is assigned to the outcome of an
experiment. We use capital letters to represent a random variable.
Problem in the activity
There are 2 boys and 1 girl in the group. If the teacher will select 2 students per group,
determine the values of random variable G representing the number of girls being selected.
STEPS
1. Analyze the problem by determining if the given numbers are possible or not.
2 BOYS 1 GIRL POSSIBLE OR
(B) (G) NOT
2 0 POSSIBLE
1 1 POSSIBLE
0 2 NOT
Note: Make sure that the two numbers are equal to the numbers being selected. Likewise,
as can be gleaned on the table that (2+0 =2), (1+1 =2) and (0+2 =2) because teacher on
the given problem will select only 2 students.
Ask the students why 0 boy and 2 girls are not possible. (It is because there are only 1 girl
in the problem and it is impossible to have 2 girls and 0 boy as result)
2. List the possible values of random variable G.
Final Answer: G = {0, 1}

Illustrative Examples
1. Suppose three coins are tossed and we are interested to determine the number of tails that
will come out. Let us use T to represent the number of tails that will come out. Determine the
values of random variable T.

Solution:
2 HEADS 2 TAILS POSSIBLE OR NOT
(H) (T)
3 0 POSSIBLE
2 1 POSSIBLE
1 2 POSSIBLE
0 3 POSSIBLE

Final Answer: T = {0, 1, 2, 3}

2. Pineapple is one of the famous delicacies at Tagaytay, Cavite. If Mrs. Soriano bought 5 ripe
pineapples (P) and 2 unripe pineapples (U). Determine the values of the random variable U
representing the number of unripe bananas if Mrs. Soriano will only take 4 pineapples in the
basket to prepare for her family’s lunch.

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Solution:
5P 2U POSSIBLE OR NOT
4 0 POSSIBLE
3 1 POSSIBLE
2 2 POSSIBLE
1 3 NOT POSSIBLE
0 4 NOT POSSIBLE

Final Answer: U = {0, 1, 2}

3. Suppose a box contains 9 bananas and that 5 of them are unripe. Further suppose a sample
of 6 bananas is selected at random from the box. Define the random variable X as the number
of unripe bananas in the sample and Y for the number of ripe bananas in the sample. Find the
values of random variable X.

Solution
5 Unripe (X) 4 Ripe (Y) POSSIBLE
OR NOT
6 0 NOT
5 1 POSSIBLE
4 2 POSSIBLE
3 3 POSSIBLE
2 4 POSSIBLE
1 5 NOT
0 6 NOT

Final Answer: X = {2, 3, 4, 5}

Discrete Probability Distribution and Probability Mass Function

The probability distribution of a discrete random variable is a list, a table, a graph, or a
formula of probabilities associated with each of its possible values. It is also sometimes called
the probability distribution function or the probability mass function. More formally, the
probability distribution of a discrete random variable X is a function which gives the probability
p(xi) that the random variable equals xi for each value xi: p(xi) = P(X = xi). Suppose a random
variable X may take k different values, with the probability that X = xi defined to be P(X = xi) =
p(xi). The probabilities p(xi) must satisfy the following: a. 0 ≤ p(xi) ≤ 1 for each i; b. p(x1) +
p(x2) + ⋯ + p(xk) = 1.
Properties:
1. All probabilities must be between o to 1. (Remember there are three ways on
presenting a probability, these are decimal, fraction and percentage)
2. The sum of the probabilities must be equal to 1. ( ∑ 𝑃(𝑋) = 1)
Illustrative Examples
A. Determine whether or not the distribution represents a probability distribution.
1.
Y 2 4 6 8
P(y) 1 1 1 3
4 4 4 4
2.
X 0 1 2 3
P(x) 0.35 0.20 0.15 0.30
3.
a 3 6 9 12

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 Learner’s Packet Statistics & Probability Grade 11 Second Semester 2nd
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P(a) 1 1 1 1
4 4 4 4
4.
b 3 6 9 12
P(b) 0.25 -0.15 0.40 0.20

Answer
1. Not a Discrete Probability Distribution. Though all the probabilities range from 0 -1, however
it doesn’t satisfy the 2nd property which deals on having a sum of 1. If we will add all the values
in P(Y) it is equal to 3/2.
2. Discrete Probability Distribution
3. Discrete Probability Distribution
4. Not a Discrete Probability Distribution. Since the probability of getting 6 is -0.15 therefore it
does not satisfy the 1st property because of its negative sign.

B. Construct a discrete probability distribution and make a probability mass function of the
given problem. (We will be using the same problem so that you will be able to observe the
continuation of the topic)
1. Suppose three coins are tossed and we are interested to determine the number of tails that
will come out. Let us use T to represent the number of tails that will come out. Determine the
values of random variable T. Find the probabilities of the P(T≤2) and P(T>3)

Solution:
3 HEADS 3 TAILS POSSIBLE OR NOT
(H) (T)
3 0 POSSIBLE
2 1 POSSIBLE
1 2 POSSIBLE
0 3 POSSIBLE

Final Answer: T = {0, 1, 2, 3}

(If the given problem deals in tossing coins, where each coin has two outcomes which are H
and T then we will use the combination in finding frequency of the given value.)

Value of Coins frequency

T (3)
3 3 C3 1
2 3 C2 3
1 3 C1 3
0 3 C0 1
Discrete Probability Distribution
Value of T Frequency P(X)
3 1 1
8
2 3 3
8
1 3 3
8
0 1 1
8
Total 8 8
𝑜𝑟 1
8

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Probability Mass Function

T 0 1 2 3
P(T) 1 3 3 1
8 8 8 8
CDF 1 4 1 7 8
=1
= 8
8 8 2 8
P(T≤ 2) = P(0) + P(1)
1 3 4 1
= + = 𝑜𝑟
8 8 8 2

P(T>3) = 0 – because there is no value of T that is greater than 3.

2. Pineapple is one of the famous delicacies at Tagaytay, Cavite. If Mrs. Soriano bought 5 ripe
pineapples (P) and 2 unripe pineapples (U). Determine the values of the random variable U
representing the number of unripe bananas if Mrs. Soriano will only take 4 pineapples in the
basket to prepare for her family’s lunch. Also, find the probability of getting at least 1 unripe
pineapple.

Solution:
5P 2U POSSIBLE OR NOT
4 0 POSSIBLE
3 1 POSSIBLE
2 2 POSSIBLE
1 3 NOT POSSIBLE
0 4 NOT POSSIBLE

Final Answer: U = {0, 1, 2}

Value of Unripe Ripe frequency

U (2) (5)
2 2 C2 * 5 C2 10
1 2 C1 * 5 C3 20
0 2 C0 * 5 C4 5
7C4 = 35
Discrete Probability Distribution
Value of U frequency P(X)
2 10 10 2
𝑜𝑟
35 7
1 20 20 4
𝑜𝑟
35 7
0 5 5 1
𝑜𝑟
35 7
Total 35 35
𝑜𝑟 1
35

Probability Mass Function

U 0 1 2
P(U) 1 4 2
7 7 7
CDF 1 5 7
=1
8 7 7
P(T≥ 1) = P(1) + P(2) (At least implies greater than or equal while at most implies less than or equal)
4 2 6
= + =
7 7 7

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3. Suppose a box contains 9 bananas and that 5 of them are unripe. Further suppose a sample
of 6 bananas is selected at random from the box. Define the random variable X as the number
of unripe bananas in the sample and Y for the number of ripe bananas in the sample. Make a
discrete probability distribution for values of random variable X. Also, find the probability of
getting at most 3 unripe bananas.
Solution
5 Unripe (X) 4 Ripe (Y) POSSIBLE
OR NOT
6 0 NOT
5 1 POSSIBLE
4 2 POSSIBLE
3 3 POSSIBLE
2 4 POSSIBLE
1 5 NOT
0 6 NOT

Final Answer: X = {2, 3, 4, 5}

Value of Unripe Ripe frequency

X (5) (4)
5 5 C5 * 4C1 4
4 5 C4 * 4C2 30
3 5 C3 * 4C3 40
2 5 C2 * 4C4 10

9 C6
= 84
Discrete Probability Distribution
Value of X frequency P(X)
5 4 4 1
𝑜𝑟
84 21
4 30 30 5
𝑜𝑟
84 14
3 40 40 10
𝑜𝑟
84 21
2 10 10 5
𝑜𝑟
84 42
Total 84 84
𝑜𝑟 1
84

Probability Mass Function

X 2 3 4 5
P(X) 5 10 5 1
42 21 14 21
CDF 5 25 40 42
=1
42
42 42 42
P(T≤ 3) = P(2) + P(3) (At least implies greater than or equal while at most implies less than or equal)
5 10 25
= + =
42 21 42

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ENGAGEMENT
It’s time to check your understanding! Answer the following activities in a separate
sheet of paper.
Learning Task # 3
Identify whether the variable is qualitative or quantitative and if the latter state whether it is
discrete or continuous.
1. the number of senators present in the meeting
2. the most preferred viand of the students
3. the weight of the newborn babies for the month of June
4. the number of households with television
5. the brand of bags of the students
Learning Task # 4
Find the values of random variable in each of the following situations.
1. A box contains 4 yellow (Y) and 8 Pink balls. Six balls will be selected in the box.
Determine the values of random variable P representing the number of pink balls.
2. There are 15 aspiring applicants (3 males (M) and 12 females (F)) who would like to
be part of journalism class however the English teacher will only select 8 students.
Find the values of random variable G representing the number of female students in
the applicants.

Learning Task # 5

I. Determine whether the distribution represents a probability distribution or not. If it does not
explain why.
1. ____________________
A 0 1 2 3
P(a) 1 2 3 1
5 5 5 5

2. ____________________
B 3 6 9 12
P(b) 0.30 0.40 0.20 0.10

II. Construct a discrete probability distribution and probability mass function of the given
problem.
A meeting of consuls was attended by 2 Americans and 4 Germans. If three consuls were
selected at random. Construct the discrete probability distribution of the random variable G
representing the number of Germans.

ASSIMILATION

Discrete Probability Distribution

in my Life
1. Interview 10 of your relatives for this task.
2. Write the name of your relatives and ask them about their favorite color.
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3. Classify and count the number of the blue (denoted as B) and not blue (denoted
as A)
4. Find the values of the random variable of the following if the teacher will select
six persons.
a. B representing the number of relatives whose favorite color is blue.
5. Construct a discrete probability distribution of the following:
a. B representing the number of relatives whose favorite color is blue.
6. Construct a probability mass function of the following:
a. B representing the number of relatives whose favorite color is blue.
7. Calculate the probabilities of the following:
a. P(B) ≥ 3
b. P(B) ≤ 2
Rubrics

Very Needs
Category Excellent Satisfactory
Satisfactory Improvement
100% of the 80 -99% of the 60-79% of the Below 60% of
Content-
solutions are solutions are solutions are the solutions
Accuracy (20)
correct. (20) correct (17) correct (14) are correct (11)
Output is Output is
Output is
exceptionally acceptably Output is
Presentation attractive in
attractive in terms attractive distractingly
of Output terms of design,
of design, layout though it may messy and not
(15) layout and
and neatness be a bit messy attractive (9)
neatness (13)
(15) (11)
Complete Substantial Partial Limited
Mathematical understanding of understanding understanding understanding
Content/ the mathematical of the of the of the
Reasoning concepts is mathematical mathematical mathematical
(15 evident in the concepts is concepts is concepts is
presentation. (15 applied. (13) applied. (11) applied. (9)

ASSESSMENT

I. Identify whether the variable is qualitative or quantitative and if the latter state
whether it is discrete or continuous. (3)
_______________1. Family monthly income of STEM students
_______________2. Age of senior high school teachers at TNCHS
_______________3. Preferred fruits of senior citizens at Tanza

II. Solve the given problem. (5)

In the bookshelf inside your classroom there are 6 Mathematics (M) books and 4
Science (S) books. If five books were selected at random one after the other, find the discrete

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 Learner’s Packet Statistics & Probability Grade 11 Second Semester 2nd
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probability distribution of the random variable M representing the number of Mathematics

books. Construct the probability histogram for the random variable M.

Analysis Values of Discrete Probability Probability Mass

Random Variable Distribution Function
M M f P(M) M
P(M)
M={ }
CDF

Total

III. Find the probability of the following: (Use the answer in test II in answering this) (2)
1. P(M>3)
2. P(M<2)

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