School MARCELO H.

DEL PILAR NATIONAL HIGH SCHOOL Grade Level 11

Teacher Learning Area STATISTICS AND
DAILY LESSON LOG PROBABILITY
Teaching Dates & Time Week 1 Quarter 3RD Quarter

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
(Write LC code for each area)
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 if remedial
activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning 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).
The learner … The learner … The learner …
1. illustrates a random 3. finds the possible values of 4. illustrates a probability
variable (discrete and a random variable. distribution for a discrete
continuous). (M11/12SP- (M11/12SP- IIIa-3) random variable and its
IIIa-1) properties. (M11/12SP-IIIa-4)
2. distinguishes between a 5. constructs the probability
discrete and a mass function of a discrete
continuous random random
variable. (M11/12SP- variable and its corresponding
IIIa-2) histogram. (M11/12SP-IIIa-5)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.

II. CONTENT
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resources (LR) portal
B. Other Learning Resources
III. PROCEDURE
Introduction to statistics Random Variables Random Variables Probability Distributions of
and probability (Activity) Discrete Random Variables
Pages: 108 – 116 Pages: 108 – 116 Pages: 117 -
RBS Statistics and RBS Statistics and RBS Statistics and
Probability Probability Probability
Author: R. Belecina, et. Al. Author: R. Belecina, et. Al. Author: R. Belecina, et. Al.
Pages: Pages: Pages:
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning of the students which can be inferring from
formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new thing, 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 to each step.
A. Reviewing previous lessons or
presenting the new lesson
 What is your dream course?
 Sight instances wherein you
 Give more instances from
 What is the difference
B. Establishing a purpose for the
lesson
C. Presenting example/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
Practicing new skills #2
 What do you know about
Statistics?
Is your dream course aligned
to your track/strand now?
will use statistics in your
chosen field.
other fields wherein concepts
on statistics will be used.
between Statistics and
statistic?
Recall the activity that was done
yesterday.
• Illustrate/provide examples of
random variables
• Distinguish between discrete and
continuous random variables
Answer and discuss the assignment
1. Statistics
2. Probability
3. Sample Space
4. Random variable
Discuss random variable
Present examples of the random
variable
Let students observe the given
examples
 Can take values
 can be classified into two
(measurable and countable)
Present the types of random variable
(discrete and continuous)
Ask students the following questions:
 What is a random variable?
 How can we classify the
random variables? (discrete or
continuous)
• Find the possible values of a random
variable
Discuss the sample space and possible
outcomes.
Ask the students what are the possible
outcomes in tossing a coin twice.
Discuss how to get the values of the
random variable.
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.
Ask students the following questions:
 What was discussed
yesterday?
 How do we get the values of
the random variable?
• Illustrate the probability distribution
for discrete random variables and its
properties
• Compute probabilities corresponding
to a given discrete random variable
• Construct the probability mass
function of a discrete random variable
and its corresponding histogram
Define the discrete probability
distribution/probability mass function
Point out that the values of the
random variables will be used in
constructing probability distribution.
Present the properties of a discrete
probability distribution
Ask students how to compute for
probabilities and site examples.
Present the following steps in
constructing a discrete probability
distribution:
1. Determine the sample pace.
2. Count the number of the variable in
each outcome in the sample space and
assign this number to this outcome.

F. Developing Mastery
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
Abstractions about the lessons
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
3. Get the value of the random
variable and create a new table
containing the value and the
probability.
Example: Tossing a coin twice
Give more examples or random Two balls are drawn in succession Two balls are drawn in succession
variables and let students identify without replacement from a box without replacement from a box
whether it is a discrete or continuous containing 5 red balls and 6 blue balls. containing 5 red balls and 6 blue balls.
random variable. Let Z be the random variable Let Z be the random variable
representing the number of blue balls. representing the number of blue balls.
Construct the probability distribution of Construct the probability distribution of
the random variable Z the random variable Z
(QUIZ) (Mastery) (Mastery and Quiz)
a. Give 10 examples each for
discrete and continuous
random variable.
b. Can speed actually be
measured?
c. Is time discrete or
continuous?
Ask students the following questions: How do we get the values of the What is a probability distribution?
 What is a random variable? random variable? How do we construct discrete
 How can we classify the probability distributions?
random variables? (discrete What properties should be present in
or continuous) order to identify if one is a probability
distribution?
Think-Pair-Share d. Give 10 examples each for The debate society has 8 members
Let the students find a partner and discrete and continuous who were qualified to participate the
discuss their answer with each other. random variable. incoming interschool debate. The
Call some students to share with the e. Can speed actually be adviser needed to choose three
class what they have discussed with measured? members out of the 8 qualified to
their partner. f. Is time discrete or represent the school in the said event.
continuous?
Define the following
5. Statistics
6. Probability
7. Sample Space
8. Random variable
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.
the evaluation.
B. No. of learners who require
additional activities remediation.
C. Did the remedial lessons work? No. of
learners who 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 localization
materials did I use/discover which I
wish to share with other teachers?