GRADES 1 TO 12 School PIDDIG NATIONAL HIGH SCHOOL Grade 11-AFA, 11-GAS A/B

Level/SECTION
DAILY LESSON LOG
Teacher ANGELENE L. AMBATALI Learning Area Statistics and Probability 11

Teaching Dates and Time February 13-17, 2023 Quarter THIRD Week No. 1
8:30-9:30, 2:00-3:00, 3:00-4:00

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content
The learner demonstrates understanding of key concepts of random variables and probability distributions.
Standards

B. Performance
The learner is able to apply an appropriate random variable for a given real-life problem (such as in decision making and games of chance).
Standards

C. Learning Learning Competency: Learning Competency: Learning Competency: constructs the Learning Competency: computes
Competencies/Objec probability mass function of a discrete probabilities corresponding to a given
tives  illustrates a random variable  finds the possible values of a random variable and its corresponding random variable. M11/12SP-IIIa-6
(discrete and continuous). random variable.). M11/12SP- histogram.M11/12SP-IIIa-5
Write the LC code M11/12SP-IIIa-1 IIIa-3 Learning Objectives:
for each  distinguishes between a  illustrates a probability Learning Objectives:
discrete and a continuous 1. Recalls information and
distribution for a discrete
random variable. M11/12SP- 1. Solve the probability retrieves relevant knowledge on
random variable and its
IIIa-2 corresponding to a given random probability of random variable.
properties. M11/12SP-IIIa-4
variable.
2. Computes probabilities
Learning Objectives:
2. Construct the probability mass corresponding to a given variable.
Learning Objectives: 1. Define random variable and its function of a discrete random
variable and its corresponding 3. Demonstrates camaraderie,
values;
1. Define random variable. histogram; oneness, and respect one’s idea in
2. illustrates a probability
2. Distinguish between a discrete the group activity.
distribution for a discrete
and a continuous random 3. Collaboratively work with others
random variable and its
variable.
properties;
3. Find the values of the random
 3. Actively participates to the variable; and
activities/tasks given 4. Demonstrate appreciation of
the values of random variable
as important skills needed to
understand concepts of a
probability distribution for a
discrete random variable and
its properties.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT Random Variables and Probability Distributions

III. LEARNING List of materials to be used on different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete
RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide
pages

2. Learner’s Material
pages

3. Textbook pages Statistics an Probability , REX , Pages 2- Statistics an Probability , REX , Pages 2- Statistics an Probability , REX , 1. Statistics and Probability, Danilo
6 8 Pages 2-8 De Guzman, pp. 11-22
2. Statistics and Probability, Rene
R. Belecina, et. al., pp. 2-31
3. Statistics an Probability , REX ,
Pages 2-8

4. Additional https://www.youtube.com/watch? https://www.youtube.com/watch? https://www.youtube.com/watch? https://www.youtube.com/watch?

Materials from v=91jBKfoeGh0 v=91jBKfoeGh0 v=91jBKfoeGh0 v=91jBKfoeGh0
Learning Resource
(LR) portal

B. Other Learning (?)

Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically providing students with multiple ways to learn new things, practice their
learning, question their learning processes and draw conclusions about what they learned in relation to their life experiences and previous knowledge. indicate the time
 allotment for each step.

A. Reviewing the Review previous lesson by letting the Review previous lesson by letting the Review previous lesson. Review previous lesson by letting the
previous lesson students answer the exercise. students answer the exercise. students answer the following questions:
or presenting the  on the difference between
new lesson 1. What is an experiment? 1. What is a variable? continuous and discrete 1. What is an event?
2. What do you call the set of all 2. How do we denote or represent random variable
possible outcomes on a given a variable?  The steps of getting the 2. What is probability?
experiment? 3. What is an outcome? values of a random variable
2. How do you get a probability of the
4. How do you get an outcome?
How do you list the possible outcomes of event?
a given experiment? The teacher will then discuss variables
that are associated with probabilities,
called random variables.

B. Establishing a The teacher lets the students realize that The teacher lets the students realize that The teacher lets the students realize The teacher lets the students realize that
purpose for the the concept of probability is useful and recognizing values of random variable as that constructs the probability mass the knowledge of getting the probability of
lesson also an important aspect in the concept important skills needed to understand function of a discrete random an event is very important to compute
of decision making in different areas such concepts of a probability distribution for a variable and its corresponding probabilities corresponding to a given
as business, education, insurance and discrete random variable and its histogram are important skills random variable.
other real life situations concerning a properties. needed to compute probabilities
certain population. corresponding to a given random
variable.

C. Presenting The teacher divides the students in two The teacher lets the students, in groups The teacher lets the students, in The teacher will divide the class into
examples/ groups. The first group have them toss a of three, read the experiment and groups of five, do the activity and three groups. Each group will be given an
instances for the fair coin 10 times. The second group let answer the following questions: follow the steps and answer the Entry Card in which they are task to find
new lesson them roll a dice 10 times. Let them record question: the probability of the different events. The
their result on the table found on the Suppose three cell phones are tested students will post their answer on the
board. Emphasize the domain and range at random. We want to find out the Group Activity (Number of Tails) board and explain.
of a random experiment. From it as the number of defective cell phones that
occur.  Divide the group into 6 Entry Card
bases, present the classifications of
groups.
random variables with its examples.
Event (E) Probability P(E)
1. What is the experiment? Suppose three coins are tossed.
1. How do you feel performing the
Let Y be the random variable 1. Getting an
activity? 2. When the one cell phone is being representing the number of tails even number in a
2. What are your observations on the tested what could be the possible that occur. Find the probability of single roll of a die
activity? characteristic? each of the values of the random
variable Y. 2. Getting a sum
3. Is the coin or die fair? How do you say 3. What are the elements of the sample of 6 when two
so? space in one cell phone? dice are rolled
4. What is the significance of doing it? 4. Is second cell phone characteristic 3.Getting an ace
dependent to the first cell phone tested? when a card is
drawn from a
5. Is the third cell phone characteristic deck
dependent to the second cell phone
tested? 4.The probability
that all children
6. What are the elements of the sample are boys if a
space in three cell phones? couple has three
7. List the possible outcomes when three children
cell phones being tested at random. 5.Getting an odd
8. How did you find the activity? number and a tail
when a die is
9. What new knowledge did you learn rolled, and a coin
from the activity? is tossed
simultaneously

6.Getting a sum
of 11 when two
dice are rolled

7.Getting a black
card and a 10
when a card is
drawn from a
deck

8. Getting a red
queen when a
card is drawn
from a deck

9. Getting
doubles when
two dice are
rolled

10. Getting a red

ball from a box
containing 3 red
 and 6 black balls

The teacher will ask follow up questions

on the activity given.

How do you find the probability of each

event?

D. Discussing new The teacher discusses with the students The teacher discusses with the The teacher discusses with the students
concepts and the process of arriving at the answer of students the process of arriving at the process of arriving at the answer of
practicing new the activity. Furthermore, he/she the answer of the activity. the activity. Furthermore, he/she
skills facilitates the drawing of answers of the Furthermore, he/she facilitates the facilitates the drawing of answers of the
questions from the students in a manner drawing of answers of the questions questions from the students in a manner
that it is interactive. This can be done by from the students in a manner that it that it is interactive. This can be done by
asking other students to react on the is interactive. This can be done by asking other students to react on the
answers given by one student. The asking other students to react on the answers given by one student.
teacher emphasizes the proper listing of answers given by one student.
possible outcomes in an experiment.
The teacher then present table 1.1
Let x be the random variable represented
Table 1.1. Probability Distribution of by the sum of the outcomes. The 16
Suppose three cell phones are tested at the Probability Mass Function of the possible outcomes grouped according to
random. We want to find out the number Discrete Random Variable Y their sums are:
of defective cell phones that occur. Thus,
to each outcome in the sample space we Number of 0 1 2 3 2 = (1,1)
shall assign a value. These are 0, 1, 2, Tails Y
3 =(1,2) , (2,1)
or 3. If there is no defective cell phone,
we assign the number 0; if there is 1 4 = (1,3), (3,1), (2,2)
defective cell phone, we assign the Probability 1 3 3 1
number 1; if there are two defective cell P(Y) 8 8 8 8 5 = (1,4), (4,1), (2,3), (3,2)
phones, we assign the number 2; and 3,
if there are two defective cell phones. 6 = (2,4), (4,2), (3,3)
Another example for the teacher
The possible values of this random
discussion is in the attachment. 7 = (3,4), (4,3)
variable are 0,1,2,3.
8 = (4,4)
(see attachment for the illustration)
Hence, the probability mass function and
Steps1: Determine the sample space:
its histogram are as follows:
Step 2: List the possible outcome.
x 2 3 4 5 6 7
Step 2: Count the number of the variable
P(x 1/1 1/8 3/1 1/4 3/1 1/8
asked in the experiment in each outcome
 in the sample space and assign this ) 6 6 6
number to this outcome.

Given the values of the possible

outcomes, the teacher will now show the P(X≤2) = P(2) =1/16
probability distribution of that given
P(3≤X≤7) = P(3) + P(4) + P(5) + P(6) +
random variable.
P(7)
Properties of a Probability Distribution
= 1/8 + 3/16 + ¼ + 3/16 + 1/8

7
=
1. The probability of each value of the 8
random variable must be between or
equal to 0 and 1. In symbol, we write it
as 0 ≤ P(X) ≤ 1.

2. The sum of the probabilities of all

values of the random variable must be
equal to 1. In symbol, we write it as
∑P(X) =1

E. Developing Individual. List the sample space of the Working in pairs, the students will By Pair in a group, different questions in
mastery ((Leads to following experiments. answer In-class Activity 2 and 3 (pages each group.
Formative 4-5)
Assessment) Group 1: Consider tossing a 6-sided die
Experiment Sample Space three times. Determine the probability
that 4 will turn up:
1. Tossing three
coins A. 0 time B. Once C. Twice D. Thrice

2. Rolling a die Answers:

and tossing a
A. 125/216 B.75/216 C. 15/216 D.
coin
1/216
simultaneously

3. Drawing a
spade from a Group 2: A basketball team has to play 3
deck of cards games during the elimination round of a
tournament. What is the probability that
4. Drawing a
they will win:
card greater
than 7 from a
 deck of cards A. 0 game? B. 1 game? C. 2 games?

D. All 3 games?

Answers:

A. 1/8 B. 3.8 C. 3/8 D. 1/8

Group 3: Five friends attended the

volleyball varsity teams tryouts. What is
the probability that only 3 of them will be
selected if P(success) = 60% and P
(failure) = 40% for each of them?

Answer: 0.3456 or 34.56%

F. Finding practical The students will be answering the

applications of following questions:
concepts and skills
in daily living 1. What is the most significant learning
you have gained in today’s session?

2. Are probability values, distribution and

histogram Important to your lives?
Explain

3. Construct one “hugot” statement in

relation to today’s lesson.

G. Making A random variable, usually written X, is The teacher emphasizes the proper There is an easier way to know Test I.
generalization and a variable whose possible values are listing of possible outcomes in an which event is more probable to
abstractions about numerical outcomes of a random experiment. occur. It is through the use of A family has three children. Let X
the lesson phenomenon. There are two types of probability mass function. represents the number of boys. Construct
random variables, discrete and A random variable is a function a probability distribution.
continuous. that associates a real number to A random variable x denotes a set
each element in the sample a. What is the probability that the family
of values with different probabilities.
space. It is a variable whose will have at least 2 boys?
It is said to be discrete when the
values are determined by number of outcomes is finite or b. What is the probability that the family
chance. countable. Some examples of will have 2 boys?
discrete random variables are
determining whether heads or tails,
dead or alive, positive or negative,
rolling a die, etc. Test II

A discrete probability distribution or a The following data show the probabilities

probability mass function consist of for the number of cars sold in a given day
the values a random variable can at a car dealer store.
assume and the corresponding
Number of Probability P(X)
probabilities.
cars X
The probability mass function is a 0 0.100
one-to-one mapping between the
possible values of the random 1 0.150
variable xxx to their respective
probabilities of occurrence. Let the 2 0.250
probabilities of occurrence of an
event be denoted by P(x). The value 3 0.140
of P(x) ranges from zero to one.
4 0.090
The probability mass function has a 5 0.080
corresponding graph called
histogram. 6 0.060

7 0.050

8 0.040

9 0.025

10 0.015

1. What is the probability that three or

more cars will be sold in a given day?

2. What is the probability that the number

sold cars sold in a given day is at least 4
but not more than 8?

3. P( X < 10)
 4. P( 4 ≤ X <9 )

5. P ( 0 )

H. Evaluating learning The teacher will let the student answer Individual. (See attachment.) The teacher will ask the students to
the given formative test in a 1 half write on a one-half crosswise pad
crosswise. See attachment. paper the new knowledge they learn
from the day’s activities. Possible
insights can be drawn from the
answers to the questions.

I. Additional activities Activity Sheets

for application for
remediation
 Steps Solution

1. Determine the sample space. Let H represent head

and T represent tail.

2. Count the number of tails in each outcome in the

sample space and assign this number to this
outcome. Possible Value of the random
outcomes variable Y
(number of tails)

TTT

TTH

THT

HTT

HHT

HTH

THH

HHH

3. There are four possible values of the random

variable Y representing the number of tails. These are
0, 1, 2 and 3. Assign probability values P(Y) to each Number of Tails Y Probability P(Y)
value of the random variable.

 There are 8 possible outcomes and ___ tail/s

occurs once
 There are 8 possible outcomes and ___ tail/s
occurs once
 There are 8 possible outcomes and ___ tail/s
occurs once
 There are 8 possible outcomes and ___ tail/s
occurs once
V. REMARKS

VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so that when you meet them, you can ask them relevant questions.

A. No. of learners who

require additional
activities for
remediation who
scored below 80%.

B. Did the remedial

lessons work? No.
of learners who
have caught up with
the lesson.

C. No. of learners who

continue to require
remediation?

D. Which of my
teaching strategies
worked well? Why
did this work?

E. What difficulties did

I encounter that my
principal or
supervisor can help
me solve?

F. What innovation or
localized materials
did I use/discover
that I wish to share
with other
teachers?

Prepared by: Checked & Verified: Contents Noted:

ANGELENE L. AMBATALI EMERZON C. GUILLERMO, EdD RIZALINA T. MANZANO, EdD

Teacher I Master Teacher I School Principal IV
ATTACHMENT 1: (DAY 1) ATTACHMENTS (DAY 2)
ATTACHMENTS (DAY 2):
ASSESSEMENT: Which of the following shows a discrete probability distribution? If it is not a discrete probability distribution, identify the property or
properties that are not satisfied.
1)
x 0 1 2 3
P(x) 0.2 0.3 0.3 0.2

2)
x 0 1 2 3 4
P(x) 1/5 1/5 1/5 1/5 1/5

3)
x 0 1 2 3 4
P(x) 0.10 0.20 0.25 0.40 0.05

4)
x 0 1 2
P(x) 1/3 1/4 0

5)
x 0 1 2
P(x) 1.1 0.01 0.08