Detailed Instructional Plan (iPlan)

Learning Area: Grade Level:11/12

iPlan No.:1 Quarter: I Duration:60 minutes
Learning Illustrates a random variable (discrete and continuous). Code:
Competency/ies: M11/12SP-IIIa-1
(Taken from the Distinguishes between a discrete and continuous random variable. M11/12SP-IIIa-2
CurriculumGuide)
Key Concepts/ Key concepts of random variables and probability distributions
Understandings
To be Developed
Adapted Cognitive Process Dimensions
Knowledge Remembering Recognize statistical experiments and define a random
The fact or variable
condition of
knowing
something with
familiarity gained Understanding
Learning through
Objectives experience or
association
Skills Applying Illustrate/provide examples of random variables
The ability and
capacity acquired Analyzing
through
deliberate, Evaluating
systematic, and
sustained effort to
smoothly and Creating
adaptively
carryout complex
activities or the
ability coming
from one’s
knowledge,
practice, aptitude,
etc., to do
something
Attitude Manifest collaboration in group activity

Values (RA 8491)

*A learner’s principles Maka-Diyos
or standards of
behavior; one’s
judgment of what is Maka-tao Display respect in making decisions with the group
important in life.
*Go beyond learner’s life Makakalikasan
on earth, include more
than wealth and fame,
and would affect the Makabansa
eternal destiny of millions
Content Random variables and probability distributions
Resources Listing of all
resources needed
LM’s, CG, INSTRUCTIONAL MATERIALS
Needed
Methodology
Introductory
Activity  Preliminary activities: Prayer, checking of attendance, and classroom decorum.
(___10__ minutes)  The coin toss and breath-holding activities
Divide the class into two, one group will be assigned to prepare a coin and the other will
have to set their stopwatch (may it be a phone or a watch). Activity sheets will be given
to learners. Then give instruction to each group respectively.
The coin toss Breath-holding activity
Toss the one-peso coin three times Face your seatmate, one shall hold his/her
and record on their activity sheet breath and the other should hold the
the results of the three tosses timer/stopwatch to record the time up to
Use H for heads, and T for tails. , when she/he could hold his/her breath
 Define the head and the tail side of (Record up to the nearest hundredth of a
the coin. If a learner tosses heads, second). Then they may switch their task.
tails, heads. Then the Record each other’s time.
learner should write HTH on
his/her activity sheet. Ask them to
count the number of
heads that appeared and write it
also on their Activity Sheets.

Activity Ask students randomly to write their results on the board. For the Group A
(___15__ minutes) activity, write all eight possible outcomes, and then list down which one had zero
(0), 1, 2, or 3 heads.

Possible Answers:
Possible outcomes Prompt this question: Which one has 0
head? One head? Two heads? Or three
heads
HTH
TTT
THT
HTT
THH
HHT
HHH
TTH

The group B executing the breath holding activity is a little bit more challenging. Ask the
learners if they have different values.

Is it challenging Group B? Who do you think has lowest?What about the highest?

Analysis What is your observation based on values answered?

(___5__ minutes) Possible answer:
I have noticed that Group A activity had only four values to take (0, 1, 2, or 3 heads), while
the Group B Activity is almost is almost unique to each individual. What could help could
only be getting the lowest and highest value recorded b students.

Emphasize the difference in the number of possible values in these two activities as
this is important in the discussion.
Abstraction The two activities performed were both statistical experiment. Statistical experiment is an
(___15__ minutes) activity that will produce outcomes, or a process that will general data. The outcomes
have a corresponding chance of occurrence. Examples of which are (a) tossing three
coins and counting the number of heads, (b) recording the time a person can hold
his/her breath, (c) counting the number of students in the classroom who are
present today, (d) obtaining the height of a student, etc.

Solicit more examples from the students. Emphasize that statistical experiments can have a
few or a lot of possible outcomes. n the coin toss example, there are eight possible outcomes.
Possible answers:
recording the results of an examination
asking the weekly baon (or allowance) of students
identifying the waistline of students.
In the breath example, there can be a lot of possible outcomes. However, they can
indicate that the possible values are in the range of 10 seconds to 60 seconds (Ask
the shortest and the longest times in class and use that as the limits for this
example).
 Suppose you give a student candy based on the number of heads that appear in the
coin toss experiment (Remember: Giving a candy is optional). List down the
possible number of candies that can be given. Notice that it should only be zero (0),
1, 2, or 3. Then, you can list down all the outcomes of the experiment under each
value:

Number of Candies Outcomes (Possible answers)

0 TTT
1 TTH, THT, HTT
2 TTH, THT, HTT
3 HHH

Next, define a Random Variable: It is a way to map outcomes of a statistical

experiment determined by chance into number. It is typically denoted by a capital
letter, usually X.
X: outcome number

Random variable is actually neither random nor a variable in the traditional sense
that a variable is defined in an algebra class (where we solve for the value of a
variable). It is technically a function from the space of all possible events to the set ℝ
of real numbers.
Show an illustration:

For emphasis: A random variable must take exactly one value for each random outcome. Generally,
as with functions, a number of possible outcomes may have the same value of the random variable,
and in practice, this occurs frequently. For instance, three outcomes above for tossing a coin thrice
would have 1 candy, and three outcomes would have 2 candies.

A random variable is linked to observations in the real world, where uncertainty is involved.
Random variables are central to the use of probability
in practice. They help model random phenomena, that is, random variables are
relevant to a wide range of human activities and disciplines, including agriculture,
biology, ecology, economics, medicine, meteorology, physics, psychology,
computer science, engineering, and others. They are used to model outcomes of
random processes that cannot be predicted deterministically in advance (but the
range of numerical outcomes may, however, be viewed)

Application Guided Activity:

(___5__ minutes) Identify the random variable X on the previous activities
Tossing a peso-coin three times Breath holding activity
Answer: the no. of heads that appears from Answer: the time a
tossing a coin three times person can hold his/her breath.
Explanation: Explanation:
While we do not know what the resulting The possible values for this variable can be one
specific outcome is, we know the possible of so many possible values. it is really difficult
values of X in this case are zero (0), 1, 2, or 3. to list down all the possible values. That is why
in this example, it is better to state the possible
values as an interval, such as , if the lowest and
highest values are 10 and 60, respectively.

Introduce to your learners the two types of Random Variables with their corresponding
definition. Let the students identify which of the above taken activities is considered as
discrete random variable and the which is continuous random variable.

Possible answers:
The no. of heads that appears from tossing a coin three times is a discrete vrandom variable and the
time a person can hold his/her breath is a continuous random variable based on the definitions given
Elaborate discrete random variables

(a) Discrete Random Variables are random variables that can take on a finite (or countably infinite)
number of distinct values. Examples are the number of heads obtained when tossing a coin thrice, the
 number of siblings a person has, the number of students present in a classroom at a given time, the
number of crushes a person has at a particular time, etc

Independent Activity: Group Discussion

Group learners into threes. Given the following experiments and random variables,
ask the groups to identify what the possible values of the random variables are.
Also, for each random variable, identify whether the variable is discrete or
continuous.
1. Experiment: Roll a pair of dice
Random Variable: Sum of numbers that appears in the pair of dice
2. Experiment: Ask a friend about preparing for a quiz in statistics
Random Variable: How much time (in hours) he/she spends studying for this
quiz
3. Experiment: Record the sex of family members in a family with four children
Random Variable: The number of girls among the children
4. Experiment: Buy an egg from the grocery
Random Variable: The weight of the egg in grams
5. Experiment: Record the number of hours one watches TV from 7 pm to 11
pm for the past five nights.
Random Variable: The number of hours spent watching TV from 7
pm to 11 pm

Answers:
1. Experiment: Roll a pair of dice
Random Variable: Sum of numbers that appears in the pair of dice (discrete)
2. Experiment: Ask a friend about preparing for a quiz in statistics
Random Variable: How much time (in hours) he/she spends studying for this
quiz (continuous)
3. Experiment: Record the sex of family members in a family with four children
Random Variable: The number of girls among the children (discrete)
4. Experiment: Buy an egg from the grocery
Random Variable: The weight of the egg in grams(continuous)
5. Experiment: Record the number of hours one watches TV from 7 pm to 11
pm for the past five nights.
Random Variable: The number of hours spent watching TV from 7
pm to 11 pm (discrete)

Assessment Activity:
(___5__ minutes) Directions: Identify a possible random variable (or if possible two random variables)
given the following statistical experiments. If possible, identify whether the variable
is Discrete or Continuous.
a. Take a quiz
b. Ask the class about their breakfast
c. Ask a neighbor about television shows
d. Ask a friend about Facebook
e. Run 100m on the track
Possible Answers:
Discrete Continuous
1. score of students, whether a student how long it took a student to answer th
passed or failed quiz)
the quiz
2. whether students had breakfast or how long students ate breakfast, the tim
not, how students had breakfast
many calories they consumed
3. how many shows he/she how long does he/she watch TV per week)
watches every night, what tv channel he/she
prefers the most
4. whether he/she has a Facebook account the amount of time
or not , number of Facebook friends he/she he/she spends per week on Facebook,
has,

5. whether students were able to complete it whether students were able to complete it in
in under 15s or not
under 15s or not
Assignment Reinforcing/Strengthening the
(___5__ minutes)
Note: Fill-in any of the
Day’s Lesson
four purposes Enriching/Inspiring the Day’s
Lesson
Enhancing / Improving the Day’s I. Give 3 examples of each type of random variable
Lesson 1. Discrete random variable
2. Continuous random variable
3. Compare discrete random variable and continuous
random variable.
II. Perform what is asked in the activity below and
identify which experiment/s exhibits discrete random
variable and continuous random variable.

Preparing for the New Lesson

Concluding Explain the line:

Activity
(___4___ minutes) “I am trying to construct a world that maximizes the probability that Space X
This is usually a brief but
effective closing activity continues its mission without me”.
such as a strong quotation,
a short song, an anecdote,
parable or a letter that -Elon Musk-
inspires the learners to do
something to practice their
new learning.
Remarks
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 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: CHRISTINE P. YNOT School: BARTOLOME C. PIAÑAR MEMORIAL
NATIONAL HIGH SCHOOL
Position/Designation: Teacher II Division: CITY of BOGO
Contact Number: 09303437065 Email Address: christine.ynot001@deped.gov.ph

BIBLIOGRAPHY:

Activity Sheet (Group A)

Activity: Tossing of a one-peso coin three times
Result of First Result of Result of Third Possible outcomes
Toss Second Toss Toss
First H T H HTH
Attempt
Example :
Second
Attempt
Third
Attempt
Fourth
Fifth
Sixth
Seventh
Eighth

Activity Sheet (Group B)

Complete Name: Time up to you can hold your breath