Grades School E.

C BERNABE SHS Grade Level 11

11-12 Teacher
DAILY
LESSON LOG
Teaching
Dates and
Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review the previous
lesson or present the new
Riza Joy Filipino Learning STATISTIC AND PROBABILITY
Area
Feb. 19, 2023 Quarter III
Objectives must be met over the week and connected to the curriculum
standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises, and remedial activities may be done for
developing content knowledge and competencies. These are assessed using
Formative Assessment Strategies. Valuing objectives supports the learning of
content and competencies and enables children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learner demonstrates an understanding of key concepts of random
variables and probability distributions.
The learner is able to apply an appropriate random variable for a given real-life
problem (such as in decision-making and games of chance).
Learning Competency:
 finds the possible values of a random variable.). M11/12SP-IIIa-3
 illustrates a probability distribution for a discrete random variable and
its properties. M11/12SP-IIIa-4
Learning Objectives:
1. Define random variable and its values;
2. illustrates a probability distribution for a discrete random variable and
its properties
3. Find the values of the random variable; . and
4. Demonstrate an appreciation of the values of a random variable as
important skills needed to understand concepts of a probability
distribution for a discrete random variable and its properties.
Random Variables and Probability Distributions
teacher’s guide, learner’s module
Pages
Pages
Statistics an Probability , REX , Pages 2-8
These steps should be done across the week. Spread out the activities
appropriately so that pupils/students will learn well. Always be guided by the
demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning,
question their learning processes, and draw conclusions about what they learned
in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
Review the previous lesson by letting the students answer the exercise.
1. What is a variable?
 2. How do we denote or represent a variable?
3. What is the outcome?
4. How do you get an outcome?
lesson
The teacher will then discuss variables that are associated with probabilities,
called random variables.
The teacher lets the students realize that recognizing the values of a random
B. Establishing a purpose for
variable is an important skill needed to understand concepts of probability
the lesson
distribution for a discrete random variable and its properties.
The teacher lets the students, in groups of three, read the experiment and
answer the following questions:

Suppose three cell phones are tested at random. We want to find out the
number of defective cell phones that occur.
1. What is the experiment?
2. When one cell phone is being tested what could be the possible
C. Presenting examples/ characteristic?
instances of the new 3. What are the elements of the sample space in one cell phone?
lesson 4. Is the second cell phone characteristic dependent on the first cell phone
tested?
5. Is the third cell phone characteristic dependent on the second cell phone
tested?
6. What are the elements of the sample space in three cell phones?
7. List the possible outcomes when three cell phones are tested at random.
8. How did you find the activity?
9. What new knowledge did you learn from the activity?.
The teacher discusses with the students the process of arriving at the answer to
D. Discussing new concepts the activity. Furthermore, he/she facilitates the drawing of answers to the
and practicing new skills questions from the students in a manner that is interactive. This can be done by
#1 asking other students to react to the answers given by one student. The teacher
emphasizes the proper listing of possible outcomes in an experiment.
E. Discussing new concepts Suppose three cell phones are tested at random. We want to find out the
and practicing new skills number of defective cell phones that occur. Thus, for each outcome in the
#2 sample space, we shall assign a value. These are 0, 1, 2, or 3. If there is no
defective cell phone, we assign the number 0; if there is 1 defective cell phone,
we assign the number 1; if there are two defective cell phones, we assign the
number 2; and 3, if there are two defective cell phones. The possible values of
this random variable are 0,1,2,3.
(see attachment for the illustration)

Steps1: Determine the sample space:

Step 2: List the possible outcome
Step 2: Count the number of the variable asked in the experiment in each
outcome in the sample space and assign this number to this outcome

Given the values of the possible outcomes, the teacher will now show the
probability distribution of that given random variable.

Properties of a Probability Distribution

1. The probability of each value of the random variable must be between or

equal to 0 and 1. In symbol, we write it as 0 ≤ P(X) ≤ 1.
 2. The sum of the probabilities of all values of the random variable must be
equal to 1. In symbol, we write it as ∑P(X) =1
F. Developing mastery (leads Working in pairs, the students will answer In-class Activities 2 and 3
to formative assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
The teacher emphasizes the proper listing of possible outcomes in an
H. Making generalizations
experiment.
and abstractions about
A random variable is a function that associates a real number to each element in
the lesson
the sample space. It is a variable whose values are determined by chance.
Individual.
I. Evaluating Learning
See attachment.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your
student’s progress. What works? What else needs to be done to help the
VI. REFLECTION pupils/students learn? Identify what help your instructional supervisors can
provide for you so that when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter that my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/ discover that I wish to
share with other teachers

Prepared by:

RIZA JOY L. FILIPINO

Illustration (Lesson)
In class activity 2 and 3
ASSESSEMENT:

Which of the following shows a discrete probability distribution? If it is not a discrete probability
distribution, identify the property or properties that are not satisfied.

1)

x 0 1 2 3
P(x) 0.2 0.3 0.3 0.2

2)

x 0 1 2 3 4
P(x) 1/5 1/5 1/5 1/5 1/5

3)

x 0 1 2 3 4
P(x) 0.10 0.20 0.25 0.40 0.05

4)

x 0 1 2
P(x) 1/3 1/4 0

5)

x 0 1 2
P(x) 1.1 0.01 0.08

Answer key:

1) Probability distribution
2) Probability distribution
3) Probability distribution
4) Not a probability distribution; one probability is equal to 0; sum not equals to 1
5) Not a probability distribution; one probability is greater than one; sum not equals to 1