School CONCEPCION L.

CAZEÑAS Grade ELEVEN

MEMORIAL SCHOOL Level
DAILY Teacher MARIANNE T. PALCAT Learning MATHEMATICS
LESSON PLAN Area
Teaching February 28, 2022 Quarter THIRD
Dates & Time 10:30-11:30
I. Objectives
A. Content The learners demonstrate understanding of key concepts of random variables and
Standards probability distributions.
B. Performance The learners are able to apply an appropriate random variable for a given real-life problem
Standards (such as in decision making and games of chance)

C. Learning The learner illustrates a random variable (discrete and continuous). (M11/12SP-llla-1)
Competencies/
Objectives Specifically, the learners will be able to:
• Define random variable with 90% level of accuracy.
• Illustrate random variables (discrete and continuous) with 80% level of accuracy.
II. Content
Statistics and Probability: Illustrating a Random Variable (Discrete and Continuous)
Subject Integration: Practical Research, Art and Design
Values Integration: Cooperation, Good Decision-making Skills
III. Learning Resources
A. References
1. Teacher's Guide Pages
Magsino R., et. al, (2020), Grade 11Statistics and Probability Alternative
2. Learner's Guide pages
Delivery Mode (ADM) Module, DepEd, pages 1- 21.
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning Resources Laptop, android phone, PowerPoint Presentation, coin, paper and pen
IV. Procedure
Teacher’s Activity
A. Priming Activity
B. Prayer Play a 1 minute video of prayer.
C. Checking of Check students՚ attendance.
Attendance
D. Online Classroom State online classroom rules
Rules  Settle in a convenient place away from noise/distractions
 Make sure you have a good internet connectivity
 Dress appropriately (no wearing of sleeveless/sando)
 Always be on time when entering the online classroom
 On-cam if possible and when internet connectivity permits
 When the teacher is talking, pay attention to mute yourselves and
attentively listen
 When you have questions or something to say, press ՚raise hand՚ button,
for you to be recognized, and when recognized unmute yourself and speak
 If someone’s internet connectivity is poor and when they stutter while
 talking, please say so (you can utilize the chat box).
 As much as possible be participative and interactive in the whole duration
of the class.

E. Reviewing previous Before we start our class, I assume that you have studied probability and
lesson or presenting frequency distribution in your previous levels.
the new lesson
(Let the students answer the following questions)
1. What is a probability?
2. How do we determine the probability of an event to happen?
3. In tossing a coin what is the probability of getting a head?
4. How about the number of possible outcomes, how do we determine
it?
Review fundamental counting principle:
This principle states that if there are p possibilities for one event and q
possibilities for a second event, then the number of possibilities for both
events is p x q. (Note: We can add additional events to this formula)

F. Motivation  (Conduct a little experiment and request the students to have one-peso coin)

Activity 1: Toss Me Three Times!

Direction: Toss your one-peso coin three times and record in your notebook
the results of the three tosses. In order to write the result easily, use letter H
for heads and letter T for the tails. The side with Dr. Jose Rizal in it is the head
and the other one is the tail.

If the result of your three tosses is head, tail, and head, then your answer will
be HTH. (Let the student send their answer on the chat box)

Following the formula in getting the possible outcomes of an event to happen,

it is expected that tossing a coin would yield us how many outcomes?
Answer: 8

 (List the different outcomes sent by the students and let the remaining be
answered orally)

Experiment Sample Space

Tossing a coin three times {TTT, TTH, THT, HTT, THH,
HTH, HHT, HHH}

Suppose we are tasked to determine the number of heads that appear. What
will we do? Answer: Simply count the head in each of the outcomes

Sample Space Number of Heads (X)

TTT 0
THT 1
TTH 1
HTT 1
HTH 2
THH 2
 HHT 2
HHH 3

In this experiment, notice that we determined the number of heads by simply

counting them. Later on we will discover as to why did we determine the
number of heads only, what we refer to (the number of heads) and as to what
do we call those results or outcomes we can count and we cannot count.
Because today we will be discussing Illustrating a Random Variable (Discrete
and Continuous)

G. Establishing a  Present the learning objectives of the lesson.

purpose for the lesson
• Define random variable
• Illustrate and distinguish random variables (discrete and continuous)

2. Lesson Proper  Begin with an activity titled Complete Me. In this activity, students will fill
A. Activity in missing letters to the blank spaces in order to form a word that
corresponds to their definition.
 Emphasize to students that those terminologies will be used in learning
today’s lesson.

Activity 2: Complete Me

E ˍ pˍ ˍi ˍ ˍn ˍ (Experiment)
- any movement that should be possible more than once under comparative
condition

ˍ a ˍ ˍ le S ˍ ˍ c e (Sample Space) – the arrangement of every possible

outcomes of an experiment

ˍ a ˍ ˍ o m (Random) – chosen, done without a particular plan or pattern

V ˍ r ˍ ˍ b ˍ e (Variable) – a quantity that can have any one of a set of values

or a symbol that represents such a quantity (ex. age, civil status) It can be
represented using capital letters such as X,Y, Z.

R ˍ n d ˍ ˍ V ˍ ˍ i ˍ b l ˍ (Random variable)
- value depends on the outcome of the random process
- a variable whose value is a numerical outcome of a random
phenomenon
- denoted with a capital letter
- can be discrete or continuous
- (ex. no. of heads, no. of tails, no. of boys in the family)

Going back to the tables we formed earlier where you were tasked to
determine the number of heads we have,
 Sample Space Number of Heads (X)
TTT 0
THT 1
TTH 1
HTT 1
HTH 2
THH 2
HHT 2
HHH 3

In the example, what is the random variable? Answer: No. of Heads

Looking at the table we see just 1 case of Three Head, 3 cases of 2 heads, 3
cases of 1 head and 1 case of Zero head, so

The sample space is equal to 0, 1, 2, 3

P(X=3) = 1/8
P(X=2) = 3/8
P(X=1) = 3/8
P(X=0) = 1/8

This particular example is a discrete variable. A discrete variable is a

variable, which can only view a countable amount of values (finite number of
distinct values). Thus a discrete random variable X has possible values , ,
, … Examples are number of heads acquired while flipping a coin three
times, the number of kin an individual has, the number of students present in a
study hall at a given time and so forth.

In graphical form:
We can use the probability distribution to answer questions about variable x.
In symbols, we want to find P(X ≥ 1). We could add probabilities to find the
answer:

P(X ≥ 1) = P(X=1) + P(X=2) + P(X=3)

= + +
=

Or
P(X ≥ 1) = 1 - P(X ˂ 1)
= 1 – P(X = 0)
=1-
=
(Ask the students to share other examples of discrete random variable they
could think of)

Present another example

Distance Travelled
Suppose an experiment will be conducted to determine the distance travelled
of a certain type of car given 5L of gasoline over a prescribed test course.

Types of Car Distance Travelled for 5L Gasoline

Mitsubishi Mirage 80.65 km
Nissan Sentra 58.49 km
Toyota Corolla 65.79 km
Ford Wagon 34.01 km
BMW Coupe 58.14 km

What is the random variable here? (Distance Travelled)

It is an example of what we call continuous random variable.

Other examples are:

 Height of Grade 11 HUMMS learners
 Weight of 20 statistics books
 Time it takes to get to school
 Distance Travelled from home to school

Continuous variable is a value that is being acquired by measuring. These are

random variables that take an interminably uncountable number of
potential values, regularly measurable amounts. Thus, a continuous
random variable X can take possible values on a continuous scale and can
take values between , , , …

Examples are the height or weight of an individual, the time an individual

takes to wash, time, temperature, item thickness, length, age.

Now, let us try to look to some examples of random variables from the tab;e
below.
 Table 1. Examples of Random Variables

Experiment Number X or the Types of Random

Random Variable X Variable
1. Record the number of The number of hours a Discrete
hours a specific student use specific student use their
their mobile from 8:00 am mobile from 8:00 am to
to 5:00 pm for the past 5:00 pm
three nights
2. Buying two trays of egg The weight of eggs in kg Continuous
in the market
3. Recording of the gender The number of boys Discrete
of family members in a among the children
family with three children
4. Students will prepare for How much time spends Continuous
a quiz in Mathematics reviewing for the quiz
5. Rolling a pair of dice Numbers appeared in a Discrete
pair of dice
B. Analysis  Check students learning by letting them answer the following:

A. Complete the following statements by writing the correct word.

1. A variable whose value is obtained by counting data is called
__________.
2. A variable whose value is obtained by measuring is called
__________.
3. A variable that can be discrete or continuous is __________.
4. Time it takes to get to school is an example of __________.
5. Number of heads in flipping coins is an example of __________.

How did you find our lesson for today?

What learning have you gained from our lesson today?
What do you think is the importance of random variables in real-life
situations?

C. Abstractions  Let the students generalize what they have learned by answering the guide
questions as follows:

What is a random variable?

What are the types of random variable?
Differentiate discrete and continuous random variable?
How will you illustrate these variables?

D. Application  To apply what the students have learned have an oral assessment of
classifying whether the given experiment implies a discrete random
variable or a continuous random variable.

__________1. The temperature of a solution in the laboratory.

__________2. Collecting data about the heights of students in a public
school.
__________3. Recording the distance travelled by the bus.
 __________4. Surveying about the number of cases due to Covid-19
pandemic in Antique.
__________5. Number of promoted students at the end of school year.

V. Evaluation  To gauge students acquired skills, they will answer the following with a
partner.

Complete the table below and identify the random variable in the given
experiment. Tell what type of random variable it is.
Experiment Number X or the Types of Random
Random Variable X Variable
1. Number of rings before
the phone is answered
2. Listing the sex of family
members with 4 children
3. Teacher ask the students
to finish the test after an
hour
4. Height of the tallest
building in San Jose
5. Number of complaints
per day
6. Number of mobile
phones in a class
7. Weight of persons
working out in the gym

Answer:
8. How did you find the random variable? Illustrate.
9. From your answers in the table above, which experiments are discrete?
10. Which experiment are continuous?

V. Remarks

VI. Reflections

A. No. of learners who earned 80% on the

formative assessment
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the teaching strategies worked well?
Why did these work?
F. What difficulties or challenges which my
principal or supervision can help me solve?
G. What innovation or localized material did I
use/discover which I wish to share with other
teachers?

Prepared by:

MARIANNE T. PALCAT
Student Teacher

Noted:

LOREEN D. ASENJO
Teacher II

Approved:

ROSA T. JOSUE
Teacher II