GRADES 1 School CAIBIRAN NATIONAL HIGH Grade Level 11

to 12 SCHOOL
DAILY
Teacher MARLON CARLO T. LLAMERA Learning Area Statistics and Probability
LESSON LOG
Teaching Dates and Quarter 3rd
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES 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 support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key understanding of key understanding of key
concepts of random concepts of random concepts of random concepts of random
variables and probability variables and probability variables and probability variables and probability
distributions. distributions. distributions. distributions.
B. Performance The learner is able to apply The learner is able to apply The learner is able to apply The learner is able to apply
Standards an appropriate random an appropriate random an appropriate random an appropriate random
variable for a given real-life variable for a given real-life variable for a given real-life variable for a given real-life
problem (such as in problem (such as in problem (such as in problem (such as in
decision making and decision making and decision making and decision making and
games of chance) games of chance) games of chance) games of chance)
C. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Competencies / the content can be tackled in a week or two.
Objectives
The learner illustrates a The learner finds the The learner illustrates a The learner constructs the
random variable (discrete possible values of a probability distribution for a probability mass function of
and continuous). (M11/ random variable. (M11/ discrete random variable a discrete random variable

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 12SP- IIIa-1)
The learner distinguishes
between a discrete and
continuous random
variable. (M11/ 12SP – IIIa-
2)
12SP – IIIa- 3) and its properties. (M11/ and its corresponding
12SP- IIIa- 4) histogram. (M11/ 12SP –
a. Define a random variable The learner computes IIIa-5)
b. Find the possible values probabilities corresponding
of a random variable. to a given random variable.
(M11/12SP-IIIa–6)

a. Define variable a. Determine whether a

b. Differentiate quantitative distribution represents a
from qualitative variable probability distribution.
c. Distinguish discrete from b. Compute probabilities
continuous variable corresponding to a given
random variable.

II. CONTENT Discrete and Continuous Random Variable Discrete Probability Probability Mass Function
Random Variable Distribution and its Corresponding
Histogram
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
RESOURCES and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide
pages

2. Learner’s Materials
pages

3. Textbook pages Senior High Conceptual Senior High Conceptual Senior High Conceptual Senior High Conceptual
Math and Beyond Math and Beyond Math and Beyond Math and Beyond
Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability
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 Jose M. Ocampo, Jr., Ph.D. Jose M. Ocampo, Jr., Ph.D. Jose M. Ocampo, Jr., Ph.D. Jose M. Ocampo, Jr., Ph.D.
Wilmer G. Marquez, M.A. Wilmer G. Marquez, M.A. Wilmer G. Marquez, M.A. Wilmer G. Marquez, M.A.
Pages 4- 5 Pages 2-3 Pages 6-9 Pages 6-10

4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their 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.

A. Reviewing previous LIKE or UNLIKE
lesson or Identify whether the given
presenting the new situation is countable or
measurable. The students
lesson
will raise the board LIKE if
it is countable and UNLIKE
if it is measurable.
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
GROUP QUIZ BEE “Questions in a Bowl”
Each group will work Each group will pick a
collaboratively and answer question in a bowl then
each question precisely. they will work
1. In how many ways can a collaboratively to answer
coin fall? the given questions
2. In how many ways can a pertaining to probability.
die fall? QUESTIONS:
3. In ways can two coins 1. What is the probability of
fall? getting a tail in flipping a
4. In how many ways can coin?
two dice fall? 2. What is the probability of
5. In how many ways can getting a heart in a single
four coins fall? draw from a deck of card?
3. What is the probability of
Pak! Ganern!
The students will say
pak if the given place can
be found at Cavite and
ganern if the given place
can be found at Laguna.
1. Enchanted Kingdom
2. Aguinaldo Shrine
3. Bonifacio Trial House
4. Rizal Shrine
5. Picnic Grove
6. Gardenia Factory
7. People Park in the Sky
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 auditorium
5. length of blackboard
B. Establishing a COMPLETE YOUR
purpose for the FACEBOOK GROUP
lesson PROFILE
Each group will fill up the
following data:
Name of the student:
Number of siblings:
Allowance in a day:
Religion:
Height (in centimeter):
Weight (in kilogram):
Final Grade in General
Mathematics:
Each group will design in a
cartolina their facebook
group profile using the
given data.
Rubrics:
Desig - 10
Organization of the data -
10
20- Total
getting an even number in
rolling a die?
4. What is the probability of
getting a face card in a
single draw from a deck of
card?
Rubrics:
Accuracy – 10
Explanation - 10
Total 20
KNOW MY SAMPLE A small remedial class WORKING BY PAIR
SPACE contains 8 boys and 5 girls. “It’s Field Trip Time”
Each group will If three students were Cavite National Science
complete the table by selected at random one High School is planning to
identifying the sample after the other, determine have a field trip at Cavite
space of the given event. the values of random and Laguna. The places in
EVENT SAMPLE variable B representing the the given activity which are
SPACE number of boys. 4 places in Cavite and 3
2 coins are Guide Questions: places in Laguna are the
tossed 1. What are the outcomes choices of the principal. If
3 coins are (sample space) of the given three places will be
tossed problem? selected, how many
4 coins are 2. Complete the table possible values of the
tossed below. random variable C
representing the number of
Outcomes Number of places in Cavite?
Boys Guide Questions:
(Value of B)
1. What is the number of
Rubrics: occurrence of each values
Accuracy of the answer of random variable C?
- 15 2. What is the probability of
Organization (while doing the occurrence of each
the activity) value of the random
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 Guide Questions:
1. What are the
informations gathered from
the members to complete
the facebook group profile?
2. What is the unit of
measurement used for
each information (if there
are any)?
3. Which among the
information gathered are
countable? Measurable?
- 5 variable C?
20 Total
Guide Questions: 3. What are the values of
1. How many outcomes are the random variable B?
there in tossing 2 coins? 3 4. How many 3 boys occur
coins? 4 coins? in the given event?
5. How many 2 boys occur
in the given event?

C. Presenting Name of student, number EVENT SAMPLE Outcomes Number of C 0 1 2 3

of siblings, allowance in a SPACE Boys
examples/ P( 1 3 3 1
2 coins are HH, HT, TH, (Value of B)
instances of the day, religion, height, C) 8 8 8 8
tossed TT BBB 3
weight, final grade in
new lesson 3 coins are HHH, HHT, BBG 2
General mathematics tossed HTH, HTT, The probability distribution
The information that we THH, THT, BGB 2
TTH, TTT BGG 1 above of a discrete random
gathered are referred to as variable is sometimes
the variables of the study. 4 coins are HHHH, GBB 2
tossed HHHT, GBG 1 called probability mass
A variable is a HHTH, function.
characteristic that is HHTT,
GGB 1
observable or measurable HTHH, GGG 0
in every unit of the HTHT, We can make a
universe. Variables can be HTTH, frequency distribution of the
HTTT, values of the random
broadly classified as either THHH,
qualitative or quantitative. THHT, variable and determine the
And quantitative can be THTH, probability that each value
classified into discrete and THTT, of the random variable will
continuous. TTHH, occur. The resulting
TTHT, distribution is called a
TTTH, TTTT
probability distribution of
5

D. Discussing new The students are going to
concepts and classify the data gathered
practicing as quantitative or
qualitative by putting the
new skills #1
data in the correct column
of the table.
QUANTITATIVE QUALITATIVE
GUIDE QUESTIONS:
1. When do you say that
the data represent
quantitative variable?
2. When do you say that
the data represent
qualitative variable?
the discrete random
A random variable is a variable.
numerical quantity that is
assigned to the outcome of
an experiment. We use
capital letters to represent
a random variable.
Suppose two coins are A small remedial class Two coins are tossed. Let T
tossed and we are contains 8 boys and 5 girls. be the number tails that
interested to determine the If three students were occur.
number of tails that will selected at random one Guide Questions:
come out. Let us use T to after the other, determine 1. What are the outcomes
represent the number of the values of random of the given experiment?
tails that will come out. variable B representing the T = {HH, HT, TH, TT}
Determine the values of number of girls.(Utilizing
random variable T. the table in the activity)
Guide Questions:
1. What are the outcomes Outcomes Number of
(sample space) of the given Ripe 2. What are the values of
problem? Bananas Out Number of the
2. Complete the table (Value of come Tails
below. B) s
(Value of T)
Outcomes Number of BBB 3
Tails (Value
HH 2
BBG 2 HT 1
of T)
BGB 2 TH 1
BGG 1 TT 0
GBB 2 given random variable?
GBG 1 3. How many does the
3. What are the values of GGB 1 given random variable T
the random variable T? GGG 0 occur?
Compute probabilities of
the given random variable.
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 Guide Questions: Number of
Numbe
NumberNumber of
1. What is the number of Tails of Occurrence
r of Proba
(Values ofOccurre
T) (frequency)
occurrence of each values Tails
nce
bility
(Values 2 1
P(T)
of random variable? (frequen
of T)1 2
cy)
Number of Number of 0 11
Boys Occurrence 2 1 4.
4
(Values of B) (frequency)
1
3 1 1 2
2
2 3 1
1 3 0 1
4
0 1 Total 4 1
Total 8 What is the probability of
2. What is the probability of corresponding give
the occurrence of each
value of the random Therefore the probability
variable? mass function of a random
Number
variable T can be written as
Number of
Probab
of Boys Occurre
ility
T 2 1 0
(Values nce P(T) 1 1 1
P(B)
of B) (frequen
cy)
4 2 4
1
3 1
8
3
2 3
8
3
1 3
8
1
0 1
8
Total 8 1
E. Discussing new The students are going to A basket contains 7 ripe Consider the probability Using the probability mass

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 concepts and classify the quantitative and 5 unripe bananas. If distribution of the number function of the random
practicing new variable as discrete or three bananas are taken of boys given below. variable T. Construct a
skills #2 continuous by putting the from the basket one after B 3 2 1 0 histogram using the table.
data in the correct column the other, determine the P( 1 3 3 1 T 2 1 0
of the table. possible values of the B) 8 8 8 8 1 1 1
P(T
DISCRETE CONTINUOUS random variable B
) 4 2 4
representing the number of Find the following: 2.5
ripe bananas. 1. P(B>1)
1. What are the outcomes 2
2. P(B=4)
(sample space) of the given Guide Questions? 1.5
problem? 1. What do you notice
2. Complete the table 1
about the probability values
below. of the random variable in 0.5
Outcomes Number of each probability
GUIDE QUESTIONS: Ripe 0
1. How are you going to distribution? 0 1 2
Bananas 2. What is the sum of the
say that the given data (Value of
represent discrete probabilities of a random
B) variable?
quantitative variable?
2. How are you going to
say that the given data
represent discrete
qualitative variable?

3. What are the values of

the random variable B?

F. Developing mastery Distinguish if the given data If three coins are tossed, Determine whether or not Construct probability mass
(Leads to Formative represents a quantitative or find the random variable H the distribution represents function and its
Assessment 3) qualitative variable. If it is where H represents the a probability distribution. corresponding histogram in

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 quantitative variable write if number of heads that the given experiment.
it is discrete or continuous. occur. Three coins are tossed.
1. Age of mother 1. What are the outcomes 1. Let H be the number of
2. Usual number of (sample space) of the given Y 2 4 6 8 heads that occur.
messages in the facebook problem? P( 1 1 1 3
3. Most preferred color of 2. Complete the table Y) 4 4 4 4
ballpen below. 2.
4. number of buildings in X 0 1 2 3
the school P(X .35 .20 .15 .30
5. gender of the head )
teachers in the school
Compute for the
Outcomes Number of probabilities of the values
Heads of the random variable.
(Value of Outcomes Number of
H) Head
(Value of
H)
HH 2
HT 1
TH 1
TT 0

Find the following:

3. What are the values of 1. P(H=2)
the random variable H? 2. P(H<2)

G. Finding practical Group Activity
applications of A survey of students in a
concepts and skills certain school is
conducted. The survey
in daily living
questionnaire details the
The students will work by UNITED AS ONE Each group will ask
pair in answering the given The students will work each member to give the
problem. by group and answer the number of siblings that they
The Tanza National given real-life problem. have. Let S be a random
Comprehensive High In the book shelf inside variable that represents the

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information on the following School has 50 ABM your classroom there are 6 number of siblings.
variables. For each of students and 43 HUMSS Mathematics books and 5 a. Construct the probability
these variables, identify students. If four students Science books. If four distribution of random
whether the variable is were selected at random books were selected at variable S.
qualitative or quantitative one after the other, random one after the other, b. Construct the probability
and if the latter state determine the values of the below will be the table of histogram.
whether it is discrete or random variable A values of random variable
continuous. representing the number of M representing the number Reminders:
1. Number of family ABM students. of Mathematics books. 5 minutes – each member
members who are working 1. What are the outcomes of the group will work
2. Ownership of cellphone (sample space) of the given collaboratively
among family members problem? 5 minutes – presentation of
3. Ownership/ Rental of 2. Complete the table Outcomes Number of the output of the group
dwelling below. Mathematics
books
4. Length (in minutes) of (Value of M)
Rubrics:
longest call made on each Outcomes Number of
MMMM Accuracy - 10
cellphone owned per ABM Explanation - 10
Students MMMS
month. Total 20
(Value of A) MMSM
5. Amount in pesos on food
MMSS
in one week.
MSMM
6. Occupation of household
head. MSMS
7. Total family monthly MSSM
income. MSSS
SMMM
Reminders: SMMS
SMSM
5 minutes – the students SMSS
will work individually SSMM
3 minutes the students will SSMS
have brainstorming session SSSM
on the activity SSSS
2 minutes – finalization of Rubrics:
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 the answer
H. Making 1. How are you going to
generalizations and differentiate a quantitative
abstractions about and qualitative variable?
2. How are you going to
the lesson
distinguish a discrete and
continuous variable?
I. Evaluating learning 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
Accuracy - 15
Organization - 5
3. What are the values of Total 20
the random variable A?
1. What are the steps in 1. What are the properties 1. How do you construct
finding the values of the of discrete probability the probability mass
random variable? distribution? function?
2. How are you going to 2. How do you construct
compute for the the histogram of the
probabilities corresponding probability mass function?
to a given random
variable?
Find the values of random I. Determine whether or not A meeting of consuls was
variable in each of the the distribution represents attended by 4 Americans
following situations. a probability distribution. If and 2 Germans.
1. Two coins are tossed. it does not explain why.
Let H be the number of a. If three consuls were
heads that occurs. 1. ____________________ selected at random,
Determine the values of A 3 6 9 12 construct the probability
random variable H. P( 1 1 1 1
distribution of the random
2. A box contains 3 yellow A) 4 4 4 4
and 2 pink balls. Three variable G representing the
2. ____________________
balls are chosen one after B 3 6 9 12 number of Germans.
the other. Determine the P(B .25 -.15 .40 .20 b. Construct the probability
values of random variable )
histogram.
Y representing the number
of yellow balls. II. Compute for the
probabilities corresponding
to a given random variable.
Number of Number of
Heads Occurrence
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 (Values of (frequency)
H)
2 1
1 2
0 1
J. Additional activities Reflection: Using the number of boys Reflection:
for application or and girls of the faculty The probability that we may
remediation Count what is countable, teachers of senior high fail in struggle, ought not to I learned that
Measure what is school, determine the defer us from the support of ______________________
measurable, And what is values of random variable a cause we believe to be ____________.
G representing the number just. – Abraham Lincoln
not measureable
of female faculty teachers, I still need to clarify on
MAKE MEASURABLE. if the principal will select ______________________
three female senior high ____________.
– Galileo Galilei school teachers to join a
contest.
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.

A. No.of learners who

earned 80% on the
formative
assessment

B. No.of learners who

require additional
activities for
remediation.

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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 teaching
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: Prepared by: Prepared by: Prepared by:

MARLON CARLO T. LLAMERA MARLON CARLO T. LLAMERA MARLON CARLO T. LLAMERA MARLON CARLO T. LLAMERA
Teacher III Teacher III Teacher III Teacher III

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Remarks of the Assistant School Head

JUNASIS P. CAJIPE EDD JUNASIS P. CAJIPE EDD JUNASIS P. CAJIPE EDD JUNASIS P. CAJIPE EDD
Head Teacher II Head Teacher II Head Teacher II Head Teacher II

Remarks of the Principal

SHERLY C. ENAGE EDD SHERLY C. ENAGE EDD SHERLY C. ENAGE EDD SHERLY C. ENAGE EDD
Secondary School Principal I Secondary School Principal I Secondary School Principal I Secondary School Principal I

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