School CARMEN INTEGRATED SCHOOL Grade Level 11

Teacher KRISTINE LYKA T. CURADA Learning Area STAT & PROB

DAILY LESSON LOG Teaching Dates and Time TUESDAY – FRIDAY (7:45– 8:45) Quarter THIRD

Session 1 Session 2 Session 3 Session 4

(February 20, 2024) (February 21, 2024) (February 22, 2024) (February 23, 2024)
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of random variables and probability distributions.
2. Performance The learner is able to apply an appropriate random variable for a given real-life problem (such as in decision-making
Standards and games of chance).
3. Learning The learner illustrates a The learner distinguishes The learner illustrates a The learner finds possible
Competencies / random variable (discrete between a discrete and a probability distribution for a values of a random variable.
Objectives and continuous). continuous random discrete random variable [M11/12SP-IIIa-3]
[M11/12SP-IIIa-1] variable. and its properties.
[M11/12SP-IIIa-2] [M11/12SP-IIIa-4] a. Find the missing
a. Define probability; probabilities;
b. Familiarize the basic a. Define a random a. Illustrate a probability b. Solve possible values of a
terms associated with variable; distribution for a discrete random variable; and
probability; and b. Illustrate a random random variable and its c. Solve real-life problems
c. Give real-life situations variable (discrete and properties; involving the random variables.
that relates to probability. random); b. Find the possible values
c. Distinguish between a of a random variable; and
discrete and a continuous c. Value the relevance of
random variable; discrete random variables
d. Appreciate the in real-life scenarios.
application of random
variables in real life.
II. CONTENT Introduction to Statistics Random Variables Discrete Probability Solving Random Variables
and Probability (Discrete and Distribution and Its
Continuous Variables) Properties
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages 3-6 pages 6-17 pages 17-25 pages 26-38
2. Learner’s Materials

3. Textbook Quipper Study Guide – Quipper Study Guide – Quipper Study Guide – Quipper Study Guide –
Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability (Unit
(Unit 1) (Unit 1) (Unit 1) 1)
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources/ Materials YouTube: WOW Math YouTube: WOW Math
YouTube: WOW Math YouTube: WOW Math
(Exploring Random (Computing Probability
(Understanding of (Probability Distributions of
Variable & Discrete and Corresponding to a Given
Probability) Discrete Random Variables)
Continuous Random) Random Variable)
IV. PROCEDURES
A. Reviewing previous 1. Ask the students what State the sample space Identify if the following Jack en Poy with a Twist
lesson or presenting experiences they had that for each of the following random variables are (material: chips)
the new lesson involved chances. random experiments: discrete or continuous:
Methodology:
2. On a scale of 1-100 (or a. tossing a coin a. number of children in a 1. Give every student a chip.
using percentage), how b. rolling a die family The chip may be a candy or a
many chances do they think c. number of male children b. number of heads when piece of paper with plus points.
they have on those specific in a family of 3 children you tossed a coin four times 2. Ask the students to find a
events? c. length of hair of selected pair and play Jack en Poy. If
female student the student wins, s/he will get
d. size of a document file the chip of his/her classmate.
e. carat weight of a Losing a chip will let the
diamond jewelry student be eliminated in the
f. number of students game.
qualified for regional meet 3. The game will continue until
g. number of calories in a one last student is left taking all
meal the chips of the whole class.
h. salary of an employee
i. length of time spent by a
student in social media
j. number of fans watching a
movie
B. Establishing a The measurement of the A random variable is a The probability distribution We are going to explore
purpose for the lesson possibility of an event is function that associates of a discrete random solving for the random
called probability. a numerical value with variable is a list, a table, a variables with missing
every outcome of an graph, or a formula of probabilities.
experiment. Its domain is probabilities associated with
a sample space and its each of its possible values. If we are presented with
range is some set of real It is also sometimes called questions about this, we can
numbers. the probability distribution easily apply the properties and
function or the probability apply some algebraic
mass function. manipulation to come up with
the answer to
the question.

C. Presenting examples/ Since many events cannot An uppercase letter, A random variable has Given the probability
instances of the be predicted with absolute commonly 𝑋, is used to either a probability distribution of a discrete
lesson certainty, probability helps to denote a random variable, distribution for a discrete random variable 𝑋 below, let
predict the likelihood of an while the corresponding random variable or a us find 𝑃(𝑋 = 1).
event to occur. It is the ratio lowercase letter 𝑥 is used probability density function
of the number of favorable to denote one of the for a continuous random
events to the total number of values of a random variable.
events in an experiment. variable. Solution: In a probability
Consider the random distribution for a discrete
Probability(Event) = A discrete random experiment of tossing two random variable, the sum of all
Favorable Outcomes/ variable have a finite coins at the same time. The the probabilities of the
Total Outcomes number of possible outcomes of this outcomes should be equal to
possible values or an experiment are 𝑆 = {𝐻𝐻, 1. That is, ∑ 𝑃(𝑋) = 1.
Example: infinite number of values 𝐻𝑇, 𝑇𝐻, 𝑇𝑇}—a total of 4
Probability of getting a head, that can be counted, while elements. If 𝑋 is a random When we add all the
on tossing a two-faced coin. a continuous random variable that denotes the probabilities and equate it to 1,
variable can assume an number of heads when you we have the following:
P(Head) = infinite number of values toss two coins at the same
Number of Heads/ that can take decimal or time, then 𝑋 = 0, 1, 2. To
Total Outcomes = 1/2 fractional values. calculate the probability of
occurrence of each
outcome, let us take each Therefore, the probability that
value of 𝑋 one at a time: the random variable 𝑋 is equal
to 1 is ¼.
• 𝑋 = 0 corresponds to 𝑇𝑇,
 which has 1 occurrence out
of 4 possible outcomes.
• 𝑋 = 1 corresponds to 𝐻𝑇
and 𝑇𝐻, which accounts to
2 out of 4 possible
outcomes.
• 𝑋 = 2 corresponds to 𝐻𝐻,
which has 1 occurrence out
of 4 possible outcomes.

Hence, we have the

following probability
distribution for the discrete
random variable 𝑋:

D. Discussing new The list of the terms related Consider a random We can observe the Given the probability
concepts and practicing to probability is as follows: variable 𝑋 that denotes following properties for the distribution of a discrete
new skills #1 the number of pets a discrete probability random variable 𝑋 below, find
 Experiment: An activity particular household has. distribution: 𝑃(𝑋 < 10).
whose outcomes are A household can have no
not known is an pets, one pet, or more. 1. The probability of each
experiment. (tossing a Thus, the random variable outcome is between 0 and
coin, rolling a die, and 𝑋 can take on values 1, inclusive. That is, The notation 𝑃(𝑋 < 10) means
drawing a card from a equal to 0, 1, 2, or more. 0 ≤ 𝑃(𝑋) ≤ 1. the probability that the random
deck, etc.) In this particular example, variable 𝑋 is
 Trial: The numerous the random variable takes 2. The sum of all the less than 10. In the given
attempts in the process on values that are whole probabilities of the random distribution, the random
of an experiment are numbers. It cannot take on variable is equal to 1 or variables take on the values 7,
called trials. values that are decimals 100%. That is ∑ 𝑃(𝑋) = 1. 9, 10, 13, and 14 in which 7
 Event: A trial with a or and 9 are the numbers less
clearly defined outcome fractions. We can say that These properties must be than 10. So,in order to solve
is an event. For the random variable 𝑋 is a satisfied in constructing a for 𝑃(𝑋 < 10), we need to add
example, getting a tail discrete random variable. probability distribution. In the probability that the random
when tossing a coin is the previous example about variable 𝑋 is equal to 7 or 9.
termed as an event. Categorical variables can the random experiment of That is,
 Outcome: This is the also be considered as tossing two coins at the
discrete variables. same time, the probabilities
 result of a trial. Consider taking the 2/4 and ¼ are both between
 Sample Space: It is the gender of a person. You 0 and 1, and ¼ + 2/4 + ¼ =
set of outcomes of all may assign a number one 4/4 or 1.
the trials in an (1) as the value for a
experiment. On rolling a female and a Therefore, the probability that
dice, the possible number two (2) as the the random variable 𝑋 is less
outcomes are 1, 2, 3, 4, value for a male. This can than 10 is 0.37.
5, and 6. These also be done with
outcomes make up the variables that take on
sample space. S = {1, 2, multiple categories.
3, 4, 5, 6}
Furthermore, consider
taking the heights of 30
students in a classroom.
By doing this, we can
have possible height
measurements of 150.5
cm, 165.8 cm, and 177.1
cm as
examples. Observe that
the measurements take on
decimal numbers. From
here, we can say that the
random variable that
pertains to the height of
the students is a
continuous
random variable.

E. Discussing new Take note that: Example 1: Let 𝑋 be a Let’s Practice! In a probability distribution for a
concepts and random variable that discrete random variable, the
practicing new skills 1. Probabilities are denotes the number of Identify if the following sum of all the probabilities of
#2 expressed in fractions, students inside a cafeteria distribution is a valid the outcomes should be equal
decimals, percentages. in a specific hour. What probability distribution for a to 1. That is, ∑ 𝑃(𝑋) = 1. When
2. Probabilities cannot have are the possible values of discrete random variable 𝑋. we add all the probabilities and
negative values. the random variable, 𝑋? equate it to 1, we have the
3. Probability of 1 refers to a following solution:
sure event and a probability
 of 0 refers to an impossible Solution: The number of Solution: To determine if the
event. students is a random distribution is a valid
4. Probabilities can be found variable that can take probability distribution, we
only for clearly defined numbers that are whole. must satisfy the two In order to get 𝑃(𝑋 ≥ 1), we
events. Therefore, 𝑥 = 0, 1, 2, 3, properties for the probability need to add 𝑃(𝑋=1), 𝑃(𝑋=2),
… distribution of a discrete 𝑃(𝑋=3), and 𝑃(𝑋=4).
random variable which are
Example 2: Two coins are as follows: (1) the
tossed at the same time. If probability of each outcome
𝑋 denotes the number of is between 0 and 1, and (2)
Therefore, the probability that
heads that may appear, the sum of all the
the random variable 𝑋 is
what are the possible probabilities is equal to 1.
greater than or equal to 1 is
values of 𝑋?
0.76.
In the above distribution,
Solution: When two coins the probabilities 0.23, 0.11,
Another way we can solve for
are tossed at the same 0.6, and 0.06 are all
𝑃(𝑋 ≥ 1) is to apply the
time, the possible between 0 and 1, and when
complement of it. Its
outcomes are 𝑆 = {𝐻𝐻, we check the sum of the
complement is 𝑃(𝑋 < 1).
𝐻𝑇, 𝑇𝐻, 𝑇𝑇} probabilities, we could
Therefore, we have 𝑃(𝑋 ≥ 1) =
where 𝐻 represents the observe that the sum is 1.
1 − 𝑃(𝑋 < 1). The 𝑃(𝑋 < 1) is
heads, and 𝑇 represents
the tails. From the Thus, the above distribution the probability that the random
variable is less than 1 which is
outcomes above, we can is a valid probability
observe the following: distribution for the discrete also the same with 𝑃(𝑋 = 0)
random variable 𝑋. based on the distribution. We
can now have the following
𝐻𝐻 ⇒ 2 heads
solution:
𝐻𝑇 ⇒ 1 head
𝑇𝐻 ⇒ 1 head
𝑇𝑇 ⇒ no heads

From this observation, we

can say that the random We arrive at the same answer
variable 𝑋 can take on the as the one above.
values 0, 1, and 2.

F. Developing mastery Write TRUE or FALSE: Answer the following then Try It Yourself! Try It Yourself!
(Leads to Formative explain why:
Assessment 3) 1. An experiment is an Identify if the following Given the probability
 activity whose outcomes are 1. A random variable has distribution is a valid distribution of a discrete
not known. the following value: 7, 8, probability distribution for a random variable 𝑋 below, find
2. Trials are the numerous 10, 13, or 21. Is the discrete random variable 𝑋. 𝑃(𝑋 = 7).
attempts in the process of random variable discrete
an experiment. or continuous?
3. An event is a trial with a 2. Determine whether the
clearly defined outcome. recorded body
4. The sample space is the temperature of a patient in
set of outcomes of all the a hospital is a discrete or
trials in an experiment. continuous random
5. Probabilities can be variable.
expressed only in fractions. 3. Rose flips a coin
6. A probability of 1 refers to continuously and counts
an impossible event. how many times heads
7. Probabilities can have appear. Does this
negative values. represent a discrete or
8. Probabilities can be found continuous random
only for clearly defined variable?
events.

G. Finding practical What are other real-life The head engineer of a Construct the probability The number of students in the
applications of application of probability? construction firm wanted distribution for the random library in any given hour is a
concepts and skills in Give at least 5 examples. to check the progress of variable 𝑋 which pertains to random variable represented
daily living their current project. Upon the number of female by 𝑋. The following is the
his checking, he figured offsprings in a family of probability distribution for 𝑋.
out that the project still three children. The table of
needs a outcomes is already given
number of steel materials, to you.
sacks of cement, and Find the probability that in a
hollow blocks. The current given hour,
project also needs a a. at least 12 students are in
certain length of electrical the library?
wires and pipes. Identify b. at most 11 students are in
the random variables in the library?
the given situation and
classify each:

Sample answer:
 1. number of steel
materials – discrete
random variable

H. Making The lesson targeted the Discrete random variables Finding the discrete Solving random variables is
generalizations and concept of probability. The are often used to model probability distribution is essential for analyzing and
abstractions about the math journey around terms situations where outcomes crucial for understanding modeling uncertain
lesson in probability starts with are distinct and countable. the likelihood of different phenomena in various fields,
what a student already Continuous random outcomes in a discrete including statistics. By
knows, and goes on to variables model situations random variable. It allows determining the distribution of
creatively crafting a fresh where outcomes can take us to quantify the probability a random variable, we can
concept in the young on various values. of each possible value that understand the probability of
minds. Probability is Distinguishing between the random variable can different outcomes occurring,
everywhere and we use it discrete and continuous take, providing insights into allowing us to make informed
even if we are not aware of random variables is the behavior of the random decisions and predictions.
it. essential for process or experiment
understanding and under consideration.
correctly analyzing
probabilistic situations in a
wide range of fields,
including statistics.

I. Evaluating learning Use your own words in What are the possible Identify if the following are For every given probability
answering the following: values of the following valid probability distributions distribution, solve for what is
random variables? for a discrete random asked.
1. Define an experiment. variable 𝑋.
2. Explain the concept of 1. Let 𝑋 be a random 1. Find 𝑃(𝑋 = 4).
probability. variable that denotes the 1.
3. What is a trial in the number of passengers in a
context of an experiment? train station for a given
2. Find 𝑃(𝑋 < 8).
4. What is the sample space hour. 2.
in probability? 2. A family has four
5. What does a probability of children. Let 𝑋 be a 3. Find 𝑃(𝑋 > 2).
3.
1 indicate? random variable that
pertains to the number of
female children. 4.
3. A school nurse records
the height of all the
 students in the school. Let 5.
𝑋 be a random variable
representing the height of
the students.
4. You ask your
classmates how long they
play a musical instrument
in a week. Let this be a
random variable.

J. Additional activities for Describe the relationship of For each of the following Construct the probability The number of employees
application or the following: scenarios, give an distribution for each random eating in a cafeteria every
remediation example of a discrete and variable 𝑋. noon is a random variable
1. Experiment and Trial a continuous represented by 𝑋. The
2. Event and Outcome random variable. 1. The random variable 𝑋 following is the probability
Scenario Discrete Conti-
represents the number of distribution for 𝑋.
Random nuous heads that occur when you
Variable Random
Variable
toss 4 coins at the same
1. Asking time.
classmates 2. The random variable 𝑋 What is the probability that in a
about their
breakfast represents the number of given day at least 23
2. Making an male children in a 3-child employees eat in the cafeteria
order at a
fast-food family. at noon?
restaurant
3. Uploading
a picture on
social media
4. Buying
pairs of
shoes
5. Writing a
story
V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the
formative
assessment.
2. No. of learners who
 require additional
activities for
remediation.
3. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by: Checked by: Noted by:

KRISTINE LYKA T. CURADA ANGELITA C. AZARCON FREDDIE Q. MAGLASANG

Mathematics Teacher Master Teacher I School Head