DAILY LESSON LOG OF M11-12SP-IIIa-5 (Week 1-Day 3)
School TAGUITIC INTEGRATED SCHOOL
Teacher
Teaching Date 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 previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
Grade Level Grade 11
DIOMEDIS L. POLLESCAS JR. Learning Area Statistics and Probability
FEBRUARY 13-18, 2023 Quarter Third
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.
The learner demonstrates 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: constructs the probability mass function of a discrete
random variable and its corresponding histogram.M11/12SP-IIIa-5
Learning Objectives:
Solve the probability corresponding to a given random variable
Construct the probability mass function of a discrete random variable and its corresponding histogram
Collaboratively work with others
Random Variables and Probability Distributions
teacher’s guide, learner’s module
Pages
Pages
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by 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 previous lesson
 on the difference between continuous and discrete random variable.
 The steps of getting the values of a random variable
The teacher lets the students realize that constructs the probability mass
function of a discrete random variable and its corresponding histogram are
important skills needed to computes probabilities corresponding to a given
random variable.
The teacher lets the students, in groups of five, do the activity and follow the
steps and answer the question:
Group Activity (Number of Tails)
 Divide the group into 6 groups.
Suppose three coins are tossed. Let Y be the random variable representing the number of tails that occur. Find
the probability of each of the values of the random variable Y.

D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads
to formative assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
of the evaluation
The teacher discusses with the students the process of arriving at the answer of
the activity. Furthermore, he/she facilitates the drawing of answers of the
questions from the students in a manner that it is interactive. This can be done
by asking other students to react on the answers given by one student.
The teacher then present table 1.1
Table 1.1. Probability Distribution of the Probability Mass Function of the
Discrete Random Variable Y
Number of 0 1 2 3
Tails Y
Probability 1 3 3 1
P(Y) 8 8 8 8
Another example for the teacher discussion is in the attachment.
There is an easier way to know which event is more probable to occur. It is through the use of probability mass
function.
A random variable x denotes a set of values with different probabilities. It is said to be discrete when the number of
outcomes is finite or countable. Some examples of discrete random variables are determining whether heads or tails,
dead or alive, positive or negative, rolling a die, etc.
A discrete probability distribution or a probability mass function consist of the
values a random variable can assume and the corresponding probabilities.
The probability mass function is a one-to-one mapping between the possible values of the random variable xxx to
their respective probabilities of occurrence. Let the probabilities of occurrence of an event be denoted by P(x). The
value of P(x) ranges from zero to one.
The probability mass function has a corresponding graph called histogram.
The teacher will ask the students to write on a one-half crosswise pad paper the
new knowledge they learn from the day’s activities. Possible insights can be
drawn from the answers to the questions.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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
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

Steps Solution
1. Determine the sample space. Let H represent head
and T represent tail.
2. Count the number of tails in each outcome in the
sample space and assign this number to this outcome. Possible outcomes Value of the random variable
Y
(number of tails)
TTT
TTH
THT
HTT
HHT
HTH
THH
HHH

3. There are four possible values of the random

variable Y representing the number of tails. These are
0, 1, 2 and 3. Assign probability values P(Y) to each
value of the random variable.
Number of Tails Y Probability P(Y)
 There are 8 possible outcomes and ___ tail/s
occurs once
 There are 8 possible outcomes and ___ tail/s
occurs once
 There are 8 possible outcomes and ___ tail/s
occurs once
 There are 8 possible outcomes and ___ tail/s
occurs once

Answer Key

Steps Solution
 1. Determine the sample space. Let H represent head and T
represent tail.
2. Count the number of tails in each outcome in the sample
space and assign this number to this outcome. Possible Value of the random
outcomes variable Y
(number of tails)
TTT 3
TTH 2
THT 2
HTT 2
HHT 1
HTH 1
THH 1
HHH 0
3. There are four possible values of the random variable Y
representing the number of tails. These are 0, 1, 2 and 3.
Assign probability values P(Y) to each value of the random
variable.
 There are 8 possible outcomes and ___ tail/s occurs once Number of Tails Y Probability P(Y)
 There are 8 possible outcomes and ___ tail/s occurs once
 There are 8 possible outcomes and ___ tail/s occurs once
0 1
 There are 8 possible outcomes and ___ tail/s occurs once 8
1 3
8
2 3
8
3 1
8
Teacher’s Discussion:

There is an easier way to know which event is more probable to occur. It is through the use of probability mass function.

A random variable x denotes a set of values with different probabilities. It is said to be discrete when the number of outcomes is finite or countable. Some examples
of discrete random variables are determining whether heads or tails, dead or alive, positive or negative, rolling a die, etc.

The probability mass function is a one-to-one mapping between the possible values of the random variable xxx to their respective probabilities of occurrence. Let the
probabilities of occurrence of an event be denoted by P(x). The value of P(x) ranges from zero to one.

The probability mass function has a corresponding graph called histogram.

STEPS IN CONSTRUCTING THE TABLE CONTAINING THE RANDOM VARIABLES

Step 1: Construct the table containing the

random variables. Then, identify all
possible outcomes.Group the possible
outcomes in such a way that the sums of the
two numbers appearing on the dice are the
same.
Step 2: Count the occurrence of each possible outcome.The expected outcome is the sum of the numbers appearing on the dice.
Step 3: Determine the probability of each outcome.

Prepared: Checked:

DIOMEDIS L. POLLESCAS JR. BUENAFE D. BASINILLO

Special Science Teacher 1 School Principal