NAME: _______________________________________ Date Submitted: ________________

Grade & Section: ____________________________

FOCUS MOST ESSENTIAL LEARNING COMPETENCY (MELC)

This module presents a systematic program of study intended for SHS students who are enrolled in
Statistics and Probability. At the end of the course, the students must know how to find the mean and variance
of a random variable, to apply sampling techniques and distributions, to estimate population mean and
proportion, to perform hypothesis testing on population mean and proportion, and to perform correlation and
regression analyses on real-life problems.

At the end of this module, you are expected to:

 Illustrate the different types of conic sections: parabola, ellipse, circle, hyperbola, and
degenerate cases.
 Define a circle.
 Determine the standard form of equation of a circle.

MODULE CONTENTS
i. Introduction to Statistics and Probability
I. Discussion of the Concepts
Chapter 1 – Random Variable and Probability Distribution
Lesson 1 – Exploring Random Variable
Lesson 2 – Probability Distribution
II. Exercises Worksheets/Assessment (to be submitted)
III. Analysis Questions

NOTE: Please detach the ‘Exercises Worksheets’ and that will be the one to submitted on the
scheduled submission. The rest of the module will be yours for study and reference purposes.

Introduction to Statistics and Probability

Statistics and Probability is one of the most

important branches of mathematics that is often
taken for granted by everyone. Statistics plays a
very important role in our lives. Without statistics,
companies could not effectively assess the
performance of their manufacturing plants, TV
channels would have no way of knowing which TV
shows people prefer to watch, we would not be
aware of the spread of infection and death rate caused by COVID-19, and many more. This module
gives you a head start in understanding Statistics in the future. The topics that will be discussed in
this module are very important tools that you will need to understand future topics in this subject.
Random variables will be referred to repeatedly in future modules.
Statistics and probability are sections of mathematics that deal with data collection and
analysis. Probability is the study of chance and is a very fundamental subject that we apply in
everyday living, while statistics is more concerned with how we handle data using different
analysis techniques and collection methods. These two subjects always go hand in hand and thus
you can't study one without studying the other.

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 Probability and statistics are related areas of mathematics which concern themselves with
analyzing the relative frequency of events. Still, there are fundamental differences in the way they see
the world:
Probability deals with predicting the likelihood of future events, while statistics involves
the analysis of the frequency of past events.   
Probability is primarily a theoretical branch of mathematics, which studies the
consequences of mathematical definitions. Statistics is primarily an applied branch of
mathematics, which tries to make sense of observations in the real world.
Both subjects are important, relevant, and useful. But they are different, and understanding the
distinction is crucial in properly interpreting the relevance of mathematical evidence. Many a gambler
has gone to a cold and lonely grave for failing to make the proper distinction between probability and
statistics.
This distinction will perhaps become clearer if we trace the thought process of a mathematician
encountering her first craps game:
 If this mathematician were a probabilist, she would see the dice and think ``Six-sided dice?
Presumably each face of the dice is equally likely to land face up. Now assuming that each
face comes up with probability 1/6, I can figure out what my chances of crapping out are.''
 If instead a statistician wandered by, she would see the dice and think ``Those dice may look
OK, but how do I know that they are not loaded? I'll watch a while, and keep track of how
often each number comes up. Then I can decide if my observations are consistent with the
assumption of equal-probability faces. Once I'm confident enough that the dice are fair, I'll call
a probabilist to tell me how to play.''
In summary, probability theory enables us to find the consequences of a given ideal world, while
statistical theory enables us to to measure the extent to which our world is ideal.
That gives you a clear description of both fields, their connection and distinctions. So you must
do your best to retain as much information as you can from this module. There will be plenty of
practice activities and exercises for you to work on in this module. So don’t forget to wear your
thinking hat, always stay positive, and be confident that you can finish this module successfully.

Chapter 1. Random Variables and Probability Distribution Week No.: __1__ Day: 1_

Lesson 1. Exploring Random Variable

Objectives: TLO (Topic Learning Outcomes)

I will be able to
 illustrate a random variable (discrete and continuous)
 distinguish between a discrete and a continuous random variable
 find the possible values of a random variable

I. DISCUSSION OF THE CONCEPTS

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 Let’s begin with the idea of a random variable. A random variable may be confusing to you at
first especially if you associate it with the common variables that we use in algebra. Let us
differentiate:

A random variable may also be used to quantify unquantifiable processes. For example, in the
random variable Y =sex of college applicants .
Possible outcomes: male or female
Characteristic: categorical (non-numerical)
It would be very difficult to perform mathematical operations on such kinds of data so we have
to find a way to convert these data into numbers. We could assign the value 0 for male and 1 for
female.
Note: The values “0 and 1” are just models/examples. You may use other values like 10, 500, and
even 2,020. Still, the values 0 and 1 are most commonly used in statistics.

Below are some more examples of random variables:

 Number of defective cell phones produced in a manufacturing factory daily

 Amount of paint needed to repaint a room
 Amount of time needed to walk from home to school
 Gender of students taking up BS Criminology
 Height of applicants for the Miss Universe pageant

There are two varieties of random variables that are numerical in nature:
DISCRETE RANDOM VARIABLE VS. CONTINUOUS RANDOM VARIABLE
Let us differentiate.

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Note: A sample space is the set of all possible outcomes in a random experiment. Here are some
more examples of discrete and continuous random variables.

ACTIVITY 1.1 “DECODE THE MESSAGE”

Try and classify the following random variables as discrete or continuous. Each random
variable is assigned a letter. Once grouped, crack and form the “hidden words” from the letters of
each group.

--END OF
LESSON 1--

Chapter 1.
Random Variables and Probability Distribution Week No.: __1__ Day: 2_

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 Lesson 2. Probability Distribution

Objectives: TLO (Topic Learning Outcomes)

I will be able to
 illustrate a probability distribution for a discrete random variable and its properties;
 construct the probability mass function of a discrete random variable and its
corresponding histogram;
 compute probabilities corresponding to a given random variable;

I. DISCUSSION OF THE CONCEPTS

Again, the purpose of using random variable is so that we could measure observations and
process data to make a conclusion about the population. So what are the possible values of a
random variable, you might ask? Below are some random variables with their corresponding possible
values.

As a statistician, you must be able to identify the set of possible values of your random variable
even before conducting your survey.

Example 1
Suppose you are to test three random eggplants from a harvest to see if there are
worms in it. You want to find out the number of eggplants attacked by worms. Use W to represent if
there is a worm attack in an eggplant and N if there is none.

Again,
you are sampling three eggplants. The table below has been filled out to illustrate and demonstrate
the possible outcomes of this experiment. Try to understand the values therein.

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 Example 2
Suppose that four coins are tossed. Let Y be the random variable representing the
number of heads that occur. Complete the table below to find the possible values of Y.

The possible values of the random variable Y are 0, 1, 2, 3, and 4.

Now that we already have the possible values of the random variable, we can now construct
the probability distribution. Looking back at Example 1, the random variable X represents the number
of damaged eggplants in a harvest. We have defined the sample space and their corresponding
values in the table below.

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 There is a total of 8 possible outcomes with 4 distinct possible values of X. We now assign the
probability values of each.

You have to remember that the sum of all probabilities in the distribution must always be equal
to 1, no more and no less. If the sum is either more than 1 or less than 1, then the distribution is not a

1 3 3 1 8
valid probability distribution. Let us try to add all probabilities in the distribution. We get + + + =
8 8 8 8 8
or 1. Therefore, the distribution is valid.

The table shown above is what we call the probability distribution or probability mass
function of the random variable Y . We can graph the distribution in the form of a histogram as
presented below

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 In example 2, the random variable Y represents the number of heads that occur when tossing
four coins. We have defined the sample space and their corresponding values as shown in the table
below.
There are 5 distinct possible values of Y
which are 0, 1, 2, 3, and 4. We now assign the
probability values of each, as shown below.

Let’s stop and think for a moment. Can you explain why the probability values P(Y) are like
that? Where did the denominator 16 come from? How about the numerator values 1, 4, 6, 4, and 1?
Where did they come from?
1 4 6 4 1 16
Getting the sum of all probabilities in the distribution we get + + + + = or 1 .
16 16 16 16 16 16
The histogram of the distribution is shown below.

--END OF LESSON 2--

Module 1 in Statistics and Probability

II. EXERCISES/ASSESSMENT WORKSHEETS (this must be detached to be submitted)

NAME: _______________________________________ Day/Time Schedule: ________________

Grade & Section: ____________________________ Date Submitted: ___________________

Lesson Exercise 1. Exploring Random Variable

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Classify the following random variables as DISCRETE or CONTINUOUS.
1. Length of a cell phone charger ____________________
2. Number of gadgets in a household ____________________
3. Count of words encoded per minute ____________________
4. Amount of water consumed per day ____________________
5. Sum of burgers sold in a day ____________________
6. Amount of time needed to boil a liquid ____________________
7. Number of channels in a cable TV ____________________
8. Daily count of visitors in a mall ____________________
9. Distance between two barangays ____________________
10.Total area of a rice field ____________________
11.Growth of a child per year ____________________
12.Temperature needed to bake bread ____________________
13.Number of babies born per day ____________________
14.Yearly death due to cancer ____________________
15.Number of mistakes in a test ____________________

Lesson Exercise 2. Exploring Random Variable

A. Construct the probability distribution of a particular experiment by following the instructions

given to you.
A dog gave birth to a litter of six puppies. Three of them are male while the rest are female. If you
are to be given three of these puppies at random, list all the elements of the sample space using the
letters M and F for male puppies and female puppies, respectively. Then assign a value x of the
random variable X representing the number of male puppies you receive.

There are four

values for the random
variable. Assign probability values P(X) to each then construct the histogram by drawing on the graph
below.

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B. Consider the histogram you just made, try to answer the questions below.
a. What is the probability of getting more than 2 males? __________
b. What is the probability of getting less than 2 males? __________
c. What is the probability of getting at least 2 males? __________
d. What is the probability of getting at most 2 males? __________
e. What is the probability of getting 1 or 2 males? __________
f. What is the probability of getting no males? __________
g. What is the probability of getting all males? __________

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