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Variables Prob Distribution

The document discusses random variables and their probability distributions. It defines discrete and continuous random variables and describes finding the expectation, mean, and variance of a probability distribution. Some examples of discrete and continuous variables are provided.

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Myla Rose Acoba
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27 views

Variables Prob Distribution

The document discusses random variables and their probability distributions. It defines discrete and continuous random variables and describes finding the expectation, mean, and variance of a probability distribution. Some examples of discrete and continuous variables are provided.

Uploaded by

Myla Rose Acoba
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Objectives A. Terminal Performance Objectives 1.

Illustrate a random variable (discrete and continuous)


(M11/12SP – IIIa – 1) 2. Distinguish between a discrete and continuous random variable (M11/12SP – IIIa
– 2) 3. Find the possible values of a random variable (M11/12SP – IIIa – 3) B. Enabling Objectives
1.Define a random variable. 2. Determine whether a random variable is discrete or continuous. 3.
Participate actively in the discussion. 4. Solve real-life problems involving random variables. 5. Defend
whether the variable is continuous or discrete. Targeted Value: Decision making

Numbered Heads Together

The class will be divided into five groups (the groups are already assigned by the teacher so that the
class will only follow the groupings given). Each group will designate a number to each group member,
numbered 1 up to the maximum number of members. A question will be posed by the teacher (found in
Drill Questions sheet) then the group will think of the answer together. The teacher then calls out a
specific number to respond as a representative of the group. Each representative will write their
answers in the provided answer sheet then flash their answers within 5 seconds. The group which
accumulated the most number of correct answers in time wins.

Motivation: You have learned in your past lessons in mathematics that an experiment is any activity,
which can be done repeatedly under similar conditions. The set of all possible outcomes of an
experiment is called the sample space. You have also learned how to systematically list the possible
outcomes of a given experiment. To find out if you are ready to learn this new lesson, do the following
activity: ( From the groupings in the previous activity, each group will list the sample space of the given
experiments (Activity Sheet) and write their answers in manila papers. The group with the correct and
complete answers wins.)

Now, we already know how to find the sample space of a given experiment. If three coins are tossed,
what numbers can be assigned for the frequency of heads that will occur? If three cards are drawn from
a deck, what number can be assigned for the frequency of face cards that will occur? The answers to
these questions require an understanding of random variables
DISCRETE PROBABILITY DISTRIBUTION

Objectives At the end of this lesson, student will be able to:

1. Define a discrete random variable and a continuous random variable

2. Understand what is meant by a discrete probability distribution

3. Find the expectation of a discrete random variable

4. Find the mean and variance of a distribution

5. Use the uniform distribution

Instructional Procedures: The teacher reviews discrete and continuous variables by asking
students to define them. He introduces the idea of a random variable, and then defines a discrete
random variable and a continuous random variable. He explains the notion of expectation and
defines the mean and variance of a distribution. He closes the lesson with uniform distribution.
During the lesson, he engages the students in the examples. Once the students fairly understand
the concepts, they can make contributions to the solutions to the examples. The lesson will be
summarized after students’ assessment.

Motivation: The activity we did in the last lesson ended up with a frequency distribution. If we
create a new column of relative frequency, we will be setting up a discrete probability
distribution table. Notice that the face that showed up on the die is a positive integer and is
between 1 and 6 inclusive. This kind of value is called a discrete value. Students will learn more
about discrete random variables and their probability distributions.

Class Work/Activity

Which of these variables are discrete and which are continuous random variables?
a. The number of new accounts established by a salesperson in a year.
b. The time between customer arrivals to a bank ATM.
c. The number of customers in Big Nick’s barber shop.
d. The amount of fuel in your car’s gas tank.
e. The number of minority in a jury.
f. The outside temperature today.
Assessment/ Evaluation
Questions will be asked as the lesson progresses. Class work: page 187, #7. Students’ Take-home
Activity: Use your calculator to generate 100 random digits and draw a frequency diagram to see how
close your results are to expected values.

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