Republic of the Philippines

Department ofEducation
Region XVIII Negros Island Region
Division OfKabankalan City
Inapoy National High School

Lesson Plan in Statistics and Probability

Time Frame 60min

I. Objectives. At the end of the lesson, the learner should be able to:

 Illustrates a random variable (discrete and continuous)

 Distinguishes between a discrete and a continuous random variable
 Finds the possible values of a random variable

II. Learning Tasks

a. Subject Matter

i. Concept Ideas
1. Statistical Experiment
2. Possible Outcomes
3. Random Variables, Discrete Random Variables, Continuous Random Variables

b. Processed Skills

1. Understanding the difference between discrete and continuous random variable.

2. Identifying the possible outcomes in gathering data and variables.

c. Value Focused

d. Reference
De Veau, R. D., Velleman, P. F., and Bock, D. E. (2006). Intro Stats. Pearson Ed. Inc.
Workbooks in Statistics 1: 11 th Edition, Institute of Statistics, UP Los Baños, College Laguna 4031
Random Variables. Khan Academy. Retrieved from
https://www.khanacademy.org/math/probability/random-
variablestopic/random_variables_prob_dist/v/random-variables

e. Materials
1. Manila Paper
2. Markers
3. one-peso coin per student
4. Stop – timer per group

III. Developmental Activity

a. Pre – Activity

i. Prayer
ii. Checking Attendance
iii. Motivation
The teacher will instruct the student that the one side of the coin that has Jose Rizal will be called
“head” and the other side is “tail”. Ask the students to toss one-peso coin three times and write down the
results of the three tosses. Use H for heads and T for tails. For example the student get head, tail, head
then the student should write HTH on his paper. Write all possible outcomes for tossing a coin three
times, and then count the number of heads for each outcome. List them down.
Hold your breath and accurately record the time you held your breath. (If possible, use a cell
phone timer and record up to the nearest hundredth of a second). Record the time below: ________
seconds

iv. Presentation
The teacher will begin the discussion with the definition of statistical experiments. It is an
activity that will produce outcomes, or a process that will generate data. The outcomes have a
corresponding chance of occurrence.
 Examples:
(a) tossing three coins and counting the number of heads,
(b) recording the time a person can hold his/her breath,
(c) counting the number of students in the classroom who are present today,
(d) obtaining the height of a student, etc.
(e) recording the results of an examination
(f) asking the weekly baon (or allowance) of students
(g) identifying the waistline of students
The teacher will emphasize to the students that Statistical Experiments can have a few or a lot of
possible outcomes. In the coin toss example, there are four possible outcomes. In the breath example,
there can be a lot of possible outcomes. However, they can indicate that the possible values are in the
range of 10 seconds to 60 seconds. (The teacher will ask the shortest and the longest times in class and
use that as the limits for this example)
The teacher will recall last topic which is the random variable. It is a way to map outcomes of a
statistical experiment determined by chance into number. Random variables are central to the use of
probability in practice. They help model random phenomena, that is, random variables are relevant to a
wide range of human activities and disciplines, including agriculture, biology, ecology, economics,
medicine, meteorology, physics, psychology, computer science, engineering, and others. They are used to
model outcomes of random processes that cannot be predicted deterministically in advance (but the range
of numerical outcomes may, however, be viewed). In the coin example, we can define the random
variable X to be the number of heads that appears from tossing a coin three times. While we do not know
what the resulting specific outcome is, we know the possible values of X in this case are zero (0), 1, 2, or
3. You can also define another random variable Y to be the time a person can hold his/her breath. The
possible values for this variable can be one of so many possible values.
Two types of random variable:
1. Discrete random variable is random variables that can take on a finite (or countably infinite)
number of distinct values.
Examples:
-the number of heads obtained when tossing a coin thrice
- the number of siblings a person has
- the number of students present in a classroom at a given time
- the number of crushes a person has at a particular time

Categorical variables can be considered discrete variables.

Examples:
-whether a person has normal BMI or not, you can assign one (1 ) as the value for normal BMI
and zero (0) for not normal BMI
-You can also put numbers to represent certain categorical variables with more than two
categories. You can also use ordinal variables, like how much they like adobo on a scale of 1 to
10 (where 1 means favorable and 10 unfavorable).

2. Continuous random variable are random variables that take an infinitely uncountable number
of possible values, typically measurable quantities.
Examples:
- the time a person can hold his/her breath,
- the height or weight or BMI of a person (if measured very accurately),
- the time a person takes for a bathe

b. Activity Proper
The teacher will group the class into five. Given the following experiments and random variables,
ask the groups to identify what the possible values of the random variables are. Also, for each random
variable, identify whether the variable is discrete or
continuous.

Example:
Ask a classmate about musical instruments
Random Variable: How much time he/she plays the instrument per week) – continuous

1. Experiment: Roll a pair of dice

Random Variable: Sum of numbers that appears in the pair of dice
2. Experiment: Ask a friend about preparing for a quiz in statistics
Random Variable: How much time (in hours) he/she spends studying for this
quiz
3. Experiment: Record the sex of family members in a family with four children
Random Variable: The number of girls among the children
4. Experiment: Buy an egg from the grocery
Random Variable: The weight of the egg in grams
5. Experiment: Record the number of hours one watches TV from 7 pm to 11 pm for the past five nights.
Random Variable: The number of hours spent watching TV from 7 pm to 11 pm
 c. Analysis. How did you make or answer your activity?

d. Abstraction. What is the definition of statistical experiments? What are random variables?
How can we differentiate discrete from continuous random variable? What are the things to do to predict the
possible outcomes of the variable?

e. Application. Give real – life examples of discrete and continuous random variable.

IV. Evaluation

1. Identify a possible random variable (or if possible two random variables) given the following statistical
experiments. If possible, identify whether the variable is Discrete or Continuous. (Answers in bold are
Discrete, while answers in italics are Continuous)
a. Take a quiz (score of students, whether a student passed or failed the quiz, how long it took a
student to answer the quiz)
b. Ask the class about their breakfast (whether students had breakfast or not, how long students ate
breakfast, the time students had breakfast, how many calories they consumed)
c. Ask a neighbor about television shows (how many shows he/she watches every night, what tv
channel he/she prefers the most,
how long does he/she watch TV per week)
d. Ask a friend about Facebook (whether he/she has a Facebook account or not , number of Facebook
friends he/she has, the amount of time
he/she spends per week on Facebook)
e. Visit the nearest market and look for poultry, such as chickens (how many stalls sell chickens,
whether the first stall sells chickens or not,
total weight of chickens sold in a certain day)

V. Assignment

During a game of Tetris, we observe a sequence of three consecutive pieces. Each Tetris piece
has seven possible shapes labeled here by the letters !, !, !, !, !, ! and !. So in this random procedure, we
can observe a sequence such as STT, J, SOL, JJJ and so on. Define:
X to be the number of occurrences of `J' in a sequence of three pieces. Then X can take the value 0, 1, 2
or 3.
Y to be the number of different shapes in a sequence of three pieces. Then Y can take the value 1, 2 or
3.
T to be the time it takes a randomly selected Tetris gamer to end a game

Identify whether X, Y and T are discrete or continuous.