Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
STA. RITA NATIONAL HIGH SCHOOL
STA.RITA, CABIAO, NUEVA ECIJA

Teacher LEAH D. GAPUZ Grade Level 11

Daily Teaching Dates February 21-24, 2023 Learning Area STATISTICS AND PROBABILITY
Teaching Time 7:30-8:30, 8:30-9:30 Quarter 3rd
Lesson Log Monday Tuesday Wednesday Thursday Friday
I. Learning Targets/ Specific Objectives
A. Content Standards The learner demonstrates understanding of the key concepts of random variables and probability distributions

B. Performance Standards The learner is able to apply appropriate random variable for a given real-life problem (such as in decision making and games of chance)

 illustrates a random variable (discrete and continuous).

M11/12SP-IIIa-1
 distinguishes between a discrete and a continuous random variable. M11/12SP-IIIa-2
C. Most Essential Learning Competencies  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

Specific (Daily) Objective/s 1. Define random Review previous lesson

variable. 1. Define random • on the difference
2. Distinguish between a variable and its between continuous and
discrete and a values; discrete random variable.
continuous random 2. illustrates a • The steps of getting
variable. probability the values of a random
distribution for a variable
discrete random
variable and its
properties
3. Find the values of the
random variable; . and
4. Demonstrate
appreciation of the
values of random
variable as important
skills needed to
 understand concepts
of a probability
distribution for a
discrete random
variable and its
properties.

II. Learning Content

III. Learning Resources
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pp.
4. Additional Materials from LR portal
B. Other Learning Resources
IV. PROCEDURE
Review previous lesson by
letting the students answer the
exercise.
1. What is an
experiment? 1. What is a variable?
2. What do you call the 2. How do we denote or
set of all possible represent a variable?
A. Reviewing previous Elicit:
lesson or presenting (The activities in this section will evoke or
outcomes on a given 3. What is an outcome? Review of previous lesson Review of previous lesson
the new lesson
draw out prior concepts or prior experiences
from the students) experiment? 4. How do you get an
How do you list the possible outcome?
outcomes of a given
experiment?
The teacher will then discuss
variables that are associated
with probabilities, called
random variables.
B. Establishing a Engage: The teacher divides the The teacher lets the students realize The teacher lets the students
(The activities in this section will stimulate
students in two groups. The that recognizing values of random realize that constructs the
purpose for the their thinking and help them access and
connect prior knowledge as a jumpstart to variable as important skills needed probability mass function of a
lesson the present lesson.) first group have them toss a to understand concepts of a discrete random variable and its
C. Presenting examples/ fair coin 10 times. The second probability distribution for a discrete corresponding histogram are
instances of the new group let them roll a dice 10 random variable and its properties. important skills needed to
lesson The teacher lets the students, in computes probabilities
times. Let them record their
groups of three, read the corresponding to a given random
result on the table found on

D. Discussing new Explore:
concepts & practicing (In this section, students will be given time to
think, plan, investigate, and organize
new skills collected information; or the performance of
the planned/prepared activities from the
students’ manual with data gathering with
Guide Questions)
the board. Emphasize the
domain and range of a random
experiment. From it as the
bases, present the
classifications of random
variables with its examples.
1. How do you feel performing
the activity?
2. What are your observations
on the activity? experiment
3. Is the coin or die fair? How
do you say so?
4. What is the significance of
doing it?
The teacher discusses with the The teacher discusses with the
students the process of
arriving at the answer of
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. A random
variable, usually written X,
is a variable whose possible
values are numerical
outcomes of a random
phenomenon. There are
variable.
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 the one cell phone is being
tested what could be the possible
characteristic?
3. What are the elements of the
sample space in one cell phone?
4. Is second cell phone characteristic
The teacher lets the students, in
students the process of arriving groups of five, do the activity and
at the answer of the activity. follow the steps and answer the
Furthermore, he/she facilitates question:
the drawing of answers of the
questions from the students in a Group Activity (Number of Tails)
manner that it is interactive. This •Divide the group into 6 groups.
can be done by asking other Suppose three coins are tossed.
students to react on the answers Let Y be the random variable
given by one student. The teacher representing the number of tails
emphasizes the proper listing of that occur. Find the probability of
possible outcomes in an each of the values of the random
experiment. variable Y.
 two types of random
variables, discrete and conti
nuous.

Suppose an experiment is
conducted to determine the
distance that a certain type of
car will travel using 10 litters of
gasoline over a prescribed test
course. If distance is a random
variable, then we have an
infinite number of distances
that cannot be equated to the
number of whole numbers.

F. Developing mastery Explain:
(In this section, students will be involved in
an analysis of their exploration. Their
understanding is clarified and modified
because of reflective activities)/Analysis of
the gathered data and results and be able to
answer the Guide Questions leading to the
focus concept or topic for the day.)
This is an example of a
continuous random variable.
Individual. List the sample Suppose three cell phones are
space of the following tested at random. We want to find
out the number of defective cell
experiments. phones that occur. Thus, to each
outcome in the sample space we
shall assign a value. These are 0, 1,
Experiment Sample Space
2, or 3. If there is no defective cell
1. Tossing three phone, we assign the number 0; if
coins there is 1 defective cell phone, we
2. Rolling a die assign the number 1; if there are
and tossing a coin
simultaneously two defective cell phones, we
3. Drawing a assign the number 2; and 3, if
spade from a there are two defective cell
deck of cards
phones. The possible values of this
4. Drawing a card
greater than 7 random variable are 0,1,2,3.
from a deck of (see attachment for the
cards 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
The teacher discusses with the Continuation
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
Numb 0 1 2 3
er of
Tails Y
Proba 1 3 3 1
bility 8 8 8 8
P(Y)
 this outcome

G. Finding practical A random variable, usually There is an easier way to know

applications of which event is more probable to
written X, is a variable occur. It is through the use of
concepts and skills in
daily living whose possible values are probability mass function.
numerical outcomes of a A random variable x denotes a set
of values with different
random phenomenon. probabilities. It is said to be
There are two types of discrete when the number of
Given the values of the possible outcomes is finite or countable.
random outcomes, the teacher will now Some examples of discrete
variables, discrete and conti show the probability distribution random variables are determining
of that given random variable whether heads or tails, dead or
nuous.
Properties of a Probability alive, positive or negative, rolling a
Distribution die, etc.
Elaborate: A discrete probability distribution
(This section will give students the
opportunity to expand and solidify/concretize 1. The probability of each value of or a probability mass function Continuation
H. Making
their understanding of the concept and/or
apply it to a real-world situation)
the random variable must be consist of the values a random
generalizations and between or equal to 0 and 1. In variable can assume and the
abstraction symbol, we write it as 0 ≤ P(X) ≤ 1. corresponding probabilities.
2. The sum of the probabilities of The probability mass function is a
all values of the random variable one-to-one mapping between the
must be equal to 1. In symbol, we possible values of the random
write it as ∑P(X) =1 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.
Evaluation: The teacher will let the The teacher will ask the students
(This section will provide opportunities for
concept check test items and answer key student answer the given to write on a one-half crosswise
which are aligned to the learning objectives – Working in pairs, the students will pad paper the new knowledge The teacher will let the students
I. Evaluating Learning content and performance standards and formative test in a 1 half answer In-class Activities to be they learn from the day’s answer the Quiz on bond
address misconceptions- if any)
crosswise. See attachment. given by the teacher activities. Possible insights can paper
be drawn from the answers to
the questions.
J. Additional activities Extend:
(This section gives situation that explains the
for application and topic in a new context, or integrate it to
remediation another discipline/societal concern)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for remediation
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: Noted by:

LEAH D. GAPUZ LEA JOY R. CUENCO, EdD
Teacher II SCHOOL PRINCIPAL III