DLL 2ND Week Statistics

Annex 1B to DepEd Order No. 42, s.
2016
GRADES 1-12 School DOMINGO LACSON NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MA. KRISTINE LOVE Q. MORENO Learning Area STATISTICS AND PROBABILTY
PARTS OF THE Teaching Dates and Time MARCH 6-9, 2023 Quarter 1ST QUARTER
LESSON
Monday Tuesday Wednesday Thursday Friday
Date MARCH 6, 2023 MARCH 7, 2023 MARCH 8, 2023 MARCH 9, 2023
Content Standard The learner demonstrates understanding of key concepts of random variables and probability
(Topic) distributions.
Performance The learner is able to apply an appropriate random variable for a given real-life problem (such as in
Standard decision making and games of chance).
Learning distinguishes between a discrete and a continuous random variable.finds the possible value. M11/12SP-IIIa-2
Competency 3.
Write Learning Code finds the possible values of a random variable.M11/12SP-IIIa-3
for each illustrates a probability distribution for a discrete random variable and its properties.M11/12SP-IIIa-4
I. OBJECTIVE(S) 1. Understand the difference I. Objectives At the end of the CHAPTER Quiz day see
between quantifiable A. Terminal Performance lesson, the student attachments
and qualitative data. Objectives should be able to:
2. Use a qualitative or 1.Illustrate a random variable
quantitative data (discrete and continuous) A. differentiate
collection method, or (M11/12SP–IIIa–2.Distinguish nominal, ordinal,
combination of both, between a discrete and interval, and ratio;
based on the type of continuous random B. actively
information they collect. variable(M11/12SP–IIIa–2) participates in
3. Create and use strategies to 3.Find the possible values of a discussion and
promote valid data random variable(M11/12SP–IIIa– classify whether the
collection. give data is nominal,
4. Use what they learned to B. Enabling Objectives ordinal, interval, and
design conduct a poll. 1.Define a random variable. ratio; and
2.Determine whether a random C. relate the lesson
variable is discrete or continuous. into real life situation.
3.Participate actively in the
discussion.
4.Solve real-life problems
involving random variables.
5.Defend whether the variable is
continuous or discrete.
Prepared by: MA. KRISTINE LOVE Q. MORENO

Annex 1B to DepEd Order No. 42, s. 2016
LESSON
II. CONTENT QUALITATIVE AND QUANTITATIVE DATA
III. LEARNING
RESOURCES Print outs of the STUDENT Exploring Random Variables. Reference: Basic
ORGANIZER handouts. (2016). In R. R. Belecina, E. S. Statistics: A work text,
SLM/LAS/Textbook/Other Second Edition pp. 4-7
Baccay, & E. B. Mateo,
s https://studyonline.un
Statistics and Probability(pp. 2-9).
sw.edu.au/blog/types-
Rex Book Store, Inc.Materials:
of-data#:~:text=Scales
Visual aids, t-chart of possible %20of
outcomes and random variable, %20measurement
response card, manila paper, and %20is%20how,to
bond paper. %20properly
%20analyse%20the
%20data.
Material: Laptop,
Power Point
presentation
IV. PROCEDURE
A. Activity: 1. Ask students to think about Numbered Heads Together The This activity which is
the different ways their class will be divided into five entitled “Fix Me”.
academic performance has groups (the groups are already the given activity
been evaluated over the years. assigned by the teacher so that the containing jumbled
List their responses on the class will only follow the groupings letters in which you
board. (If all students have only given). need to arrange.
been evaluated the same way, Each group will designate a After arranging the
share some of the different number to each group member, letters you may raise
types of assessment with numbered 1 up to the maximum hand if you want to
them: letter grades, number of members. recite.I will give
conferences, GPAs, portfolios, A question will be posed by the three (3) minutes to
rubrics, narratives, self- teacher (found in Drill Questions finish the activity.
evaluations, etc.) sheet)then the group will think of 1. NILANOM
2. Ask students to talk about the answer together. INTERVAL
LESSON
which method(s) they The teacher then calls out a 2. DINORAL
preferred any why. Before specific number to respond as a ORDINAL
beginning this discussion, have representative of the group. Each 3. LNIEVRLA
students define what they representative will write their INTERVAL
think a good assessment answers in the provided answer 4. OIRTA
system would do, e.g, give sheet then flash their answers RATIO
them feedback on their within 5 seconds. The group which
performance relative to others accumulated the most number of
in the class, give them correct answers in time wins.
constructive criticism, etc. Motivation:
After creating this list, ask You have learned in your past
them which type(s) of lessons inmathematics that an
assessment would best meet experiment is any activity,which
these criteria, and why. Record can be done repeatedly under
their responses on the board. similarconditions. The set of all
3. Next, ask students to name a possible outcomes of an
strength and weakness of each experiment is called the sample
type of assessment they listed. space. You have also learned how
4. Write the words to systematically list the possible
“qualitative” and outcomes of a given experiment.
“quantitative” data on the To find out if you are ready to
board. Ask students what they learn this new lesson,
know about these types of do the following activity: (From
data. If they don’t know what the groupings in the previous
these words mean, ask them to activity, each group will list the
look at the roots of the words sample space of the given
for clues: (qual, quant). Explain experiments (Activity Sheet) and
what the words mean to the write their answers in manila
students, then ask them to papers.The group with the correct
categorize the types of and complete answers wins.)
assessment they listed earlier
as “qualitative” or
LESSON
“quantitative” data.
B. Analysis Part one  What is measurement?

For example:
Conduct a poll in which half the What is random variable? Height in centimeters
class gathers qualitative data, and  Weight in pounds
the other half gathers quantitative Age in years
data. (Later, these groups will What are the two types of random Temperature in
switch roles.) variables? Celsius
 I. Q. scores.
Write the topic of the poll on the Measurements are
board: How do you describe discrete random classified into four
Although the Internet brings variables? (4):1. Nominal-It is a
people together via chatrooms, e-  measurement of scale
mail, etc., it ultimately isolates that classifies elements
people from one another because How do you describe continuous into two or more
they talk less face-to-face and random variables? Categories or Names.-
over the phone.  There’s no order.
For example:Gender
Break the class into two groups of What is the difference between – female and male
equal size. Group one will begin as continuous and discrete random Eye color - blue,
the qualitative group and group variables? brown, black,
two will begin as the quantitative  green, hazel
group. Blood Type- A, B, AB,
Why is it important to know about OB
Tell the students from the random variables? 2. Ordinal – order,
qualitative group to each pick one position, rank-It is a
person from the quantitative measurement of scale
group to interview. The qualitative that ranks individuals
student should ask the in terms of the degree
quantitative student to respond to to which they possess
the statement, and record their a characteristics of
response. Then, the quantitative interest. -It is ordered
student should ask the qualitative from least to most.
student to respond to the For example: 
LESSON
question using a scale of one to Miss Philippines results
five. Give each student the –(first runner up,
appropriate STUDENT Second runner up,
ORGANIZER: ACTIVITY ONE- Third runner up).
QUANTITATIVE or QUALITATIVE Medical condition –
handout. (satisfactory, serious,
guarded, and critical).
Once the students have gathered Sibling order – (1st,
their data, ask both groups to 2nd, 3rd, 4th).
compile and assess their findings
using the information on their 3. Interval-It is a
handouts. numeric scales in
which both the order
Note: Before asking students to and the exact
compile and analyze their results, differences between
you may want to review the types the values.
of analyses described on the Note: There is no
handouts with the students. If absolute zero in the
your students are rusty or scale.
unfamiliar with calculating For example:
percentages, they may need a Aptitude score from
review or guidance. 80-90 are of equal
difference as aptitude
Have each group share their data scores from 90-
and findings. 100.The interval is 10.
I.Q. score 80 – 84 are
equal difference as 85
– 89. The interval is 4.
4.Ratio-obtained by
measuring-It has order,
exact values, interval
and there is natural
zero
Note: Has an absolute

LESSON
zero in the scale
For example:
weight in pounds
height in centimeters
Body Temperature
Length
Rate of doing work
Amount of money deposited
in the bank
C. Abstraction Tell students they will use what Random Variables- What did you learn
they’ve learned to design and from the lesson?
conduct a poll of their own. is a function that associates a real
number to each element in a
First, have the class brainstorm sample space- Who wants to
poll topics and then vote to differentiate
determine which topic they it is a variable whose values are nominal, ordinal,
will use. The topic should be determined by chance- interval, and ratio?
something meaningful to the
students—ideally they should denoted by capital letters
use what they learn to inform a 
decision or policy change.
Kinds of Random Variables-
Then, break students into
groups of 4-5. Each group will Discrete random variables
devise their own poll. A kind of random variable where in
the set of possible outcomes is
Groups should use STUDENT countable.Represent count data,
ORGANIZER: ACTIVITY TWO as such as defective number of
a guide to help them design chairs produced in a factory-
their polls, along with the list
of do’s and don’ts they created Continuous random variablesA
in the previous activity. kind of random variables that
takes on values in continuous
Each group should also secure scaleCannot be counted by
LESSON
a group of people (ideally 10- measurableRepresent measured
20 people) willing to data, such as heights, weights
participate in the survey. This and temperatures
can be done via paper ballot, 
online (see sites listed below),
or in person. Steps in finding values of a random
variables1.
Each group should do a trial
run of their survey on another Find all the possible outcomes in
group in your class, and then every experiment.2.
make any necessary
adjustments to their polls or Assign numbers for the frequency
data collecting method before of the event to occur.Example:
conducting their official poll. Two balls are drawn in succession
without replacement from an urn
Once each group has containing 5red balls and 6 blue
conducted their poll, have balls. Let Z be the random
them analyze their results and variables representing the
share them with the class. In number of blueballs. Find the
their presentation, they should values of the random variable Z.
briefly discuss how they
collected and analyzed their
data, what they thought they
did well in their poll, how they
could have improved it, and
what kinds of new questions
their study raised.
As a class, have students add

to the list of the strengths and
limitations of each kind of data
they created in Activity One.
LESSON
If students feel their polls were

accurate, ask them to share
their results with the school
newspaper or post them on
the school Web site. Also,
don’t forget to share the
results with the people you
polled!
D. Application Debate 1. This time, it’s your turn to shine. Direction: Classify
Have students conduct a Answer the problem below. The whether the given
debate in which one side households of a local community data is nominal,
represents qualitative data and were surveyed about the number interval, ordinal,
the other, quantitative. Note, of occupants who are working. It ratio.
there should be a panel of was found out that 25 households 1. Type of living
three student judges who have one occupant working, 18 accommodation:
preside over the debate. have two occupants working, 12 House, Apartment,
have three occupants working, and trailer.
To prepare for the debate, 5 have four occupants working. Let 2. Hot, Hotter,
each side must create a list of X be the number of occupants Hottest
ten statements that they feel working from a randomly selected 3. Fahrenheit
establish their data collection household. What are the possible Temperature
method as more accurate, values for the random variable? 4. Religious
practical, useful, etc. than the Preference:
other. Buddhist, Mormon,
Muslim, Catholic.
To conduct the debate, one 5. Time on clock with
side offers their statement and hands.
the other counters with 6. Income earned in
opinions supported by a week.
examples from their polling 7. Years of
experience. The other side education.
LESSON
then has a chance to respond. 8. Brand of
Cellphones:
For each statement, the judges Samsung, Apple,
determine which side made a Nokia, Huawei.
better case based on the clarity 9. Competition
of their argument and the result: 1st, 2nd, 3rd
support cited for their 10. 50-80 are of
opinions. equal difference as
90-120
E. AASSESSMENT SEE ATTACHMENT AT THE SEE ATTACHMENT AT THE NEXT SEE ATTACHMENT SEE ATTACHMENT AT THE NEXT
NEXT PAGE PAGE AT THE NEXT PAGE PAGE
IV. REMARKS
ML/PL/MPS
V. REFLECTION Reteach: Reteach: Reteach: Reteach:
Proceed: Proceed: Proceed: Proceed:
Checked by: Monitored by:
JOEY L. GUMBAN, PhD CHERYL J. TONDO

SHS COORDINATOR PRINCIPAL IV
Date Submitted: March 10, 2022

DLL 2ND Week Statistics

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Annex 1B to DepEd Order No. 42, s.

Prepared by: MA. KRISTINE LOVE Q. MORENO

B. Analysis Part one  What is measurement?

Prepared by: MA. KRISTINE LOVE Q. MORENO

As a class, have students add

If students feel their polls were

Checked by: Monitored by:

JOEY L. GUMBAN, PhD CHERYL J. TONDO

Date Submitted: March 10, 2022

Prepared by: MA. KRISTINE LOVE Q. MORENO

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