Republic of the Philippines

NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLOGY

College of Education
Old Sagay, Sagay City, Negros Occidental
(034)722-4120, www.edu.ph

ISO 9001:2015
Certified

A Detailed Lesson Plan (DLP)

In Statistics and Probability
I. Learning Competencies
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 an appropriate random variable for a given real-life problem (such as
decision-making and games of chance).
C. Learning Competencies
The learner distinguishes between a discrete and continuous random variable. (M11/12SP-IIIa-
2).
II. Objectives
At the end of the lesson, the students are expected to:
1. describe discrete and continuous random variable;
2. distinguish random variable as discrete or continuous; and
3. cite real-life situations/scenarios of discrete and continuous random variable.
III. Subject Matter
Topic: Finding the Possible Values of a Random Variable
Reference: Statistics and Probability, by Elisa S. Baccay and Rene R. Belecina, REX Publishing,
pp. 1-9
Instructional Materials: PPT presentation, laptop, projector
Alternative Materials: Visual Aids (Manila Paper, cartolina)
Values: Cooperation
IV. Learning/Teaching Procedure
Teacher’s Activity Student’s Activity
A. Preliminary
1. Prayer
Everybody stands up. And Mr./Ms.
______, please lead us to prayer.
(Praying)…

Amen! Lord……….
Thank You, Mr./Ms. ______. Amen!

2. Greetings
Good morning Class! Good morning Teacher!

Before you take your seats, kindly please (picking up the pieces of paper
pick up some pieces of paper under your under the chairs)
chair and arrange your chairs properly.
 You may now take your seats.
(The students will be seated.)
And now, for your attendance, say present
as I call your name.
(calling their names) Present!

Very Good! There’s no absent today.

Review
I believe I gave you an assignment last
meeting. Please pass it forward.

Prior to our discussion this morning, Let’s

recall what you have learned last meeting by
answering the following:

“GIVE ME THE TERM” 1. Sample Space

1. S={POSSIBLE OUTCOMES} 2. Random Variable
2. A variable whose values obtained depend on
the outcome.

Yes, that’s correct.

Any clarifications, violent reactions or queries about None, Sir.
the topic we had?

By that, let us move on to our next topic by answering

that follows.
Motivation

Take a look at the following instances/situations, state

whether the value can be obtained through counting or
measuring.
Experiments Answers:
1. Rolling a die 1. Counting
2. Amount of sugar in a cup of tea 2. Measuring
3. Temperature in a certain place. 3. Measuring
4. Number of learners in a section. 4. Counting
5. Covid-19 patients in a hospital. 5. Counting
6. Dosage of a medicine given for a treatment. 6. Measuring

B. Presentation
Lesson Proper
The previous activity has something to do with
our new lesson. Our lesson for today is all
about “Distinguishing between a discrete
random variable and continuous random
variable.

The student reads the objectives.

Let us read first our learning objectives for our At the end of the lesson, the
lesson this morning. students are expected to:
Kindly read Mr./Ms. ________.
 At the end of the lesson, the
students are expected to:
1. describe discrete and
continuous random variable;
2. distinguish random variable
as discrete or continuous;
and
3. cite real-life
situations/scenarios of
discrete and continuous
random variable.
(The teacher will discuss the types of a random
variable.)
TYPES OF A RANDOM VARIABLE
Discrete Continuous
Random Random Variable
Variable

• Values are • Values are obtained

obtained by by measuring.
counting

• Expressed as • Expressed, usually,

counting in decimal form and
numbers or it is in continuous
whole numbers scale.
• Represent measured
data (heights,
weights, temperature,
and etc.)

• Ex: Number of • Ex.: Height;

learner in a amount of sugar;
section; weight of newborn
Tossing coin each year; Age.

Questions:
1. What other examples can you think of that
describes a discrete random variable?
Yes, _____________.

(Student’s answers may vary.)

Very good. That’s correct.
2. How can you say that it is a discrete
random variable?
Yes, _______________.
It is because the values of a random
variable can be obtained through
counting.
Yes, Correct.
 3. Can you think of other examples that
describe a continuous random variable?
What are those?
Yes, _______________.
Who wants to answer?
Okay, ____________________. (Student’s answers may vary.)

Yes, Very good.

4. How can you say that it is continuous It is because the values of a random
random variable? variable can be obtained through
Yes, ______________. measuring.

Very Good!

Activity (By Group)

Instruction: in a ¼ sheet of paper,
This time let’s have an activity. I will be grouping you give the random variable of the
into two groups. following problems, and identify if
it is discrete random variable or
continuous random variable. After
that, share your answers in front. (3
minutes only)

Group 1: A shipment of five

computers contains two that are
slightly defective. If a retailer
chooses them at random, what is
the number of slight defective
computer he may get?
Group 2: Ana wants to know the
lifespan of the battery of her phone.

Random Type of
Variable random
variable
and
Reason

C. Analysis
Now, breakdown your answers from the preceding
activity.

Grou Random Type of

 p Variable random
variable
and
Reason

Group The Discrete (it

1 number can have a
of slight possible
defective outcome of
computer 0, 1, 2. So,
it is
countable.

Group Lifespan Continuous

2 of the (time takes
battery values on a
continuous
scale)

In the problem 1, the random variable is the number of

slightly defective computer because this is the problem
is asking and can have any values of the set. It can be
0, 1, or 2.
We can identify its random variable
How about in number 2 problem, how can we identify by looking what is unknown. In
the random variable and its type? number 2, the variable that is been
Yes, _______________. asked is the lifespan of the battery
and can have any value of the set. It
can be 3 hours, 50 minutes, 10
seconds and so on, in a continuous
scale, making it a continuous
random variable.

None sir.
Very Good.
Any clarification, class?

If none, I will be the one to ask you questions.

D. Abstraction
With that, let me test you acquired the key
concepts in finding possible values of a random
variable.
1. What are the two types of a random
variable? Sir! Discrete and Continuous
Yes, _______________. random Variable.

Yes, correct.
2. How do these types of random variable
differ from each other? Sir, Discrete random variables have
Yes, _____________. values that can be obtained through
counting and is expressed in whole
 numbers; whilst, continuous
random variable have values that
can be obtained through measuring
and is in continuous scale.

Yes, that’s right.

Now, let’s dig in to the real application of our
lesson.
E. Application
Identify the following random variables whether it is
discrete random variable or continuous random Answers:
variable. 1. Continuous random variable
1. Magnitude of an earthquake 2. Discrete random variable
2. Number of typhoons in a year. 3. Continuous random variable
3. BMI of the students in a section. 4. Continuous random variable
4. The height of a tsunami wave. 5. Discrete random variable
5. Number of visitors in a tourist spot in a week. 6. Continuous random variable
6. Average volcanic activity in a year.
V. Evaluation
Directions: Get ¼ sheet of paper and answer the
following. Write only the letter of the correct answer.
(3 minutes)
1. A random variable in which values are obtained
through counting and is expressed in whole numbers.
A. Continuous random variable C. random
variable
B. Discrete random variable D. sample space
2. Stephen wants to know the average grade of a
particular section in Mathematics. To what type of
random variable this fall?
A. Continuous random variable C. random
variable (The students will answer the given
B. Discrete random variable D. sample space assessment).
3. Which of the following is NOT a possible outcome
when tossing one coin? Answers:
A. Head C. two heads 1. B
B. tail D. All of the 2. A
above 3. C
4. Teacher m wants to know the number of enrollees 4. B
this semester in his class, He, then _______ the 5. D
number students enrolled for him to know. It follows
that the random variable is _________.
A. Count - continuous C. measure - continuous
B. Count - discrete D. measure - discrete
5. Give the sample space: A manager of a company
chooses one among the ten diverse people in terms of
race (African, American, Nigerian, Filipino,
Taiwanese, and Chinese) to be his talent.
A. (African, American, Nigerian, Filipino, Taiwanese,
and Chinese)
B. S=(African, American, Nigerian, Filipino,
Taiwanese, and Chinese)
C. {African, American, Nigerian, Filipino, Taiwanese,
and Chinese}
D. S={African, American, Nigerian, Filipino,
Taiwanese, and Chinese}

Time’s up class. Exchange your papers with your The students are passing their
seatmate and let us check your papers. papers

(Checking)
Pass your papers. Who got 5, 4, 3 and so on.
VI. Assignment
Direction: Formulate at least 3 situations/ scenarios for discrete and continuous random variable
in that can be found in your community. Write them in the given table.

Discrete Random Variable Continuous Random Variable

Ex.: Number of learners in a Ex.: Weights of the student in one

classroom section

1. 1.

2. 2.

3. 3.

Reflect: In this lesson, I realized/learned that …

Prepared by:
RENE MULLETA DUEÑAS
Student-Intern

Noted by:

VON GREGGOR L.BUENAMENTE

Teacher III, Sagay City Senior High School
Cooperating Teacher