DAILY LESSON LOG OF M11-12SP-IIIa-1-2 (Week One-Day 1)

School Grade Level Grade 11

Teacher Learning Area Mathematics
Teaching Date and Time 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
I. OBJECTIVES 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.
A. Content Standards The learner demonstrates understanding of key concepts of random variables
and probability distributions.
B. Performance Standards 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:
 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. Learning Competencies/
Objectives Learning Objectives:
1. Define random variable.
2. Distinguish between a discrete and a continuous random
variable.
3. Actively participates to the activities/tasks given
II. CONTENT Random Variables and Probability Distributions
III. LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook pages Statistics an Probability , REX , Pages 2-6
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
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
IV. PROCEDURES 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 by letting the students answer the exercise.
1. What is an experiment?
A. Review previous lesson or
2. What do you call the set of all possible outcomes on a given
presenting the new lesson
experiment?
3. How do you list the possible outcomes of a given experiment?
The teacher lets the students realize that the concept of probability is useful and
B. Establishing a purpose for also an important aspect in the concept of decision making in different areas
the lesson such as business, education, insurance and other real life situations concerning a
certain population.
C. Presenting examples/ The teacher divides the students in two groups. The first group have them toss a
instances of the new fair coin 10 times. The second group let them roll a dice 10 times. Let them
 record their result on the table found on 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.
lesson 1. How do you feel performing the activity?
2. What are your observations on the activity?
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 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
D. Discussing new concepts numerical outcomes of a random phenomenon. There are two types of
and practicing new skills random variables, discrete and continuous.
#1
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.
This is an example of a continuous random variable.
E. Discussing new concepts
and practicing new skills
#2
Individual. List the sample space of the following experiments.

Experiment Sample Space

1. Tossing three coins
F. Developing mastery (leads
2. Rolling a die and tossing a coin
to formative assessment
simultaneously
3)
3. Drawing a spade from a deck of
cards
4. Drawing a card greater than 7
from a deck of cards
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations A random variable, usually written X, is a variable whose possible values
and abstractions about are numerical outcomes of a random phenomenon. There are two types
the lesson of random variables, discrete and continuous.
The teacher will let the student answer the given formative test in a 1 half
I. Evaluating Learning
crosswise. See attachment.
J. Additional activities or
remediation
V. REMARKS
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
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
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

Prepared by:

Nina Marie Datuin