Learning Area: Grade Level: Quarter: Duration:

DLP No. 1 Statistics and 11 3rd 1 hour

Probability

Learning Competencies: The learner: Code/s:

Compute probabilities  Compute probabilities associated with a given random (M11/12SP-IIIa-6)
corresponding to a given variable using its probability distribution.
random variable  Apply the concepts of probability and random variables to
solve real-life scenarios.
Key Understandings to A random variable assigns numbers to outcomes of a random event, and its
be developed probabilities help us predict and analyze these outcomes.
I. Objectives:
Knowledge  Define and differentiate between discrete and continuous random variables.

Skills  Compute probabilities associated with a given random variable using its probability
distribution.

Attitudes Apply the concepts of probability and random variables to solve real-life scenarios.

Values:  Critical Thinking, Patience and Persistence, Collaboration and Teamwork, Accuracy and
Honesty, Real Life Application and Responsibility
II. Content/ Topic: Random Variables
III. Learning Smart T.V.,
Resources/ Materials/ Laptop,
Equipment Printed Materials.
IV. Procedures
Introductory Activity  Prayer/Opening
(10 minutes)  Attendance

 Activity 1: Let’s Review

Quick recall questions about probability concepts:
o What is the probability formula?
o What is a sample space? Give an example.

 Activity 2: The Dice Race

Objective: Engage students through an interactive group activity that
introduces random variables.
1. Setup:
o Divide the class into small groups.
o Give each group a die and a scoring chart on the board:

Outcome on the Die Assigned Points

1 2 points
2 1 point
3 0 points
4 3 points
5 4 points
6 5 points
2. Instructions:
o Each group rolls the die 3 times. After each roll, they  record the
number and calculate their total points using the chart.
o Announce: "The group with the highest points wins a small reward!"

Analysis  Activity 3: Let’s Discuss

(5 minutes) Process Questions:
o "Did you notice how outcomes of the die were assigned points?"
 o "Can we predict the exact score before rolling? Why or why not?"
Transition into defining random variables as a way to assign numerical
values to outcomes of random experiments
Abstraction  Activity 4: Defining Terms
(10 minutes) 1. Definition of Random Variables
 Discrete Random Variable:
o Can take countable values (e.g., rolling a die).
o Example: Rolling a die (1, 2, 3, 4, 5, 6).
 Continuous Random Variable:
o Can take infinitely many values (e.g., height).
o Example: Measuring the exact weight of an object (50.1 kg, 50.11 kg,
etc.).

Interactive Question:
"What are some examples of discrete random variable? A continuous one?"

 Activity 5: Getting Probabilities

2. Probability Distribution
 Concept: A table, graph, or formula that shows probabilities assigned
to each value of a random variable.

Example Table for Rolling a Die:

X (Outcome) 1 2 3 4 5 6
P(X) 1/6 1/6 1/6 1/6 1/6 1/6
Process Questions
Show how to compute probabilities for specific events:

o "What is the probability of rolling an even number?"

o "What is the probability of rolling a number greater than 3?"

 Activity 6: Real-Life Application Problem

Present a scenario:
"A bag contains 3 red balls, 2 blue balls, and 5 green balls. If you randomly
pick a ball, what is the probability of picking a red ball?"

 Guide students in setting up a probability distribution for the colors.

 Let students calculate probabilities for various events (e.g., P(Blue), P(not
Green)).

Application  Group Activity 7: Let’s Experiment

(10 minutes) 1. Divide the class into groups. Provide each group with:
o Dice, coins, or playing cards.
2. Each group conducts a small experiment (e.g., flipping a coin three times,
rolling two dice).
3. Task:
a. Record outcomes.
b. Create a probability distribution for their experiment.
c. Compute probabilities for specific events (e.g., sum of dice = 7, getting
exactly two heads).
4. Groups present their findings.

Application: Group Activity (Answers may vary by group)

1. For flipping a coin three times:

 o Possible outcomes: HHH, HHT, HTH, THH, HTT, THT, TTH, TTT
o Probability distribution:

0 1 2 3
X (Number of Heads)
P(X) 1/8 3/8 3/8 1/8
o Example Computations:
 P(Exactly 2 Heads) = 3/8
 P(At least 1 Head) = 1 - P(No Heads) = 1 - 1/8 = 7/8
2. For rolling two dice:
o Possible outcomes: Total scores range from 2 to 12.
o Probability distribution:

X (Sum of 2 3 4 5 6 7 8 9 10 11 12
Dice)
P(X) 1/36 2/36 3/36 4/36 5/36 6/36 5/36 4/36 3/36 2/36 1/36
o Example Computations:
 P(Sum = 7) = 6/36 = 1/6
 P(Sum > 10) = P(11) + P(12) = 2/36 + 1/36 = 3/36 = 1/12

Assessment Short Quiz

Analysis of Learner’s I. Identify whether given random variables are discrete or continuous.
Product  Number of students in a class: Discrete
(5 minutes)  Time taken to finish a test: Continuous
 Number of cars in a parking lot: Discrete
 Height of a student: Continuous

II. Create a probability distribution for flipping a coin twice.

Probability distribution for flipping a coin twice:
 Possible outcomes: HH, HT, TH, TT
 Distribution:
X (Number of Heads) 0 1 2
P(X) 1/4 2/4 1/4
 Example Computations:
o P(Exactly 1 Head) = 2/4 = 1/2

III. Solve: "A spinner is divided into 4 equal sections (A, B, C, D). What is the
probability of landing on A?"
 The spinner is divided into 4 equal sections (A, B, C, D).
 P(Landing on A) = ¼

Assignment 1. Create a probability distribution for the total score when rolling two dice.
Lesson Enrichment 2. What is the probability that the total score is:
(3 minutes)  Less than 5?
 Equal to 7?
 Greater than 10?

Concluding Activity "Integrity is doing the right thing, even when no one is watching. Accuracy
(2 minutes) ensures you do it right."
This quote emphasizes the importance of being precise and honest, whether in solving
probability problems or making decisions in life.

REMARKS
REFLECTIONS
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson.

D. No. of learners who

continue to require
remediation.
E. Which of my learning
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared By:

AILA MARIE D. MANDAWE

SHS Teacher 1

Observed By: Checked By: Noted by:

MS. MERFE MAITUM MR. JUNLEE N. MALDO MR. NINO G. MATILLANO Ed. D
Master Teacher 1 HT1/Assistant to the School Head EPSvr IN MAPEH, OIC School Head