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WEEK 6 ATG STAT AND PROB

Philippine Literatures (Kolehiyo Ng Lungsod Ng Dasmariñas)

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SCHOOL Saint John Nepomucene Parochial School GRADE LEVEL 11

ADAPTIVE QUARTER THIRD LEARNING AREA Statistics and Proba

TEACHING GUIDE
TEACHER ARIEL C. RIGOR Length 5 days/Week 4
MARK ANGELO F. YAMBOT March 11-15, 2024

MET # Random Variables and Probability Distributions

Lesson 1. Concepts on Random Variables
Lesson 2. Types of Random Variables

VALUES INTEGRATION (PVMGO-CV): Christ-centeredness, critical mindedness, respect for evidence, honesty, integrity

Prerequisite Skill: Oral Communication Skills, Collaboration, Critical

Prerequisite Content-knowledge: The learners recall the concepts on thinking
counting techniques and classical probability.

Prerequisites Assessment:
Pre-lesson Remediation Activity:
1. For Students with Insu昀케cient Level on Prerequisite Content-knowledge and/or Skill(s):
O昀툀ine learners: Reading material and PowerPoint to develop their level of content-knowledge and skills on counting techniques and classica
probability.
2. For Students with Fairly Su昀케cient Level on Prerequisite Content-knowledge and/or Skill(s):

O昀툀ine learners: Drills for practice and time for sharing of their understanding on counting techniques and classical probability.

Introduction:
This part must articulate the following:
1. Time frame a student is expected to 昀椀nish in learning the lesson (and where to contact the teacher when concerns arise)
Time frame: 4 days (1 hour/day of engagement)
Mode of Contacting the teacher
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Online approach: email, messenger, text

F2F classes: messenger or text, consultation time schedule
Modular Approach: text or messenger, scheduled in-person consultation

2. The knowledge (RUA) the student is expected to gain from learning the topic/lesson
Students, both online /o昀툀ine may accomplish the learning outcomes (practices/activity). Expand the skills in problem-solving and critical thinking
through exploring the world of functions.

⮚ Illustrate a random variable M11/12SP-IIIa-1;

⮚ Find the possible value of random variables; and

⮚ Distinguish between a discrete and a continuous random variable M11/12SP-IIIa-2;

3. Context where the student is going to apply his learning (In what PAA/EFAA and personal)
Gaining a broader understanding and appreciation of the use and importance of statistic and probability in the daily life.

● Students will be equipped with the necessary knowledge and skills in Probability.

4. Overview of the Lesson

The students will learn how to use probability which will help them in understanding Statistics.

Motivation:
Scenario: Let’s Think and Re昀氀ect! The learners will be presented with the quotation, “Take risks. If you win, you will be happy. If you lose, you will be wise
Guide Questions:
• What does the quotation mean to you?
• Have you taken risk before?
• Can you think of a situation where this apply to your life?
• What has been the outcome and your realization in the situation

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identi昀椀ed for the topic/lesson relative to the General Enabling Teaching Strat
This section is intended for the presentation guide of the lesson proper. It must highlight the chunking of the topic into essential concepts through th
use of formative questions.
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(March 11, 2024)

Chunk 1: Recollection of Grade 11 (HUMSS)

(March 12, 2024)

Chunk 2. Random Variables

Activity: Coin-Toss Experiment

The learners are tasked to bring out any coin for the coin-toss experiment. They are tasked to toss the coin three (3) times and record the result. They will
write H for head and T for tail.

Guide Questions:
• How many heads or tails did you get?
• What is the chance of having duplication?
• How can outcomes be predicted?

Random variables
- are numerical quantities assigned to the outcome of an experiment.
- are di昀昀erent from the traditional variable in terms of the value which it takes.
- It is a function which performs the mapping of the outcomes of a random process to a numeric value. It is not like the algebraic variable x + 2 = 7 wh
x = 5. As it is subject to randomness, it takes on di昀昀erent values.
- will allow learners to ask questions in a mathematical way.
Example:

● If they 昀氀ip 5 coins, what is the probability of getting exactly 3 heads? What is the chance of getting 5 tails?

● When they randomly draw a card in a deck of cards, what is the probability that they will get queen of hearts?

Formative Question:

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● What are random variables and how does it di昀昀er from algebraic variables?

Enrichment: The learners will be having an experiment about Random Variables.

(March 13, 2024)

Chunk 3. TYPES OF RANDOM VARIABLES
DISCRETE RANDOM VARIABLE

It is a quantitative random variable that can assume a countable number of outcomes. Mostly discrete random variables represent count data, suc
the number of defective chairs produced in a factory and tossing a coin. Hence, a random variable is discrete if its possible values are whole numbers.

EXAMPLES:

- The volume of milk bought at a store.

- The number of defective parts.

CONTINUOUS RANDOM VARIABLE

A quantitative random variable can assume an uncountable number of values. Often, continuous random variables represent measured data, such as heig
weights, and temperatures.

EXAMPLES:

- The volume of milk produced by a cow.

- The proportion of defective parts.

- Time taken to run a race.

- Wind speed.

Formative Question: What real-life events are examples of discrete random variables and continuous random variables?
Enrichment:Identify which examples are discrete random variables and which are continuous random variables.

1. The Statistics and Probability test scores of a randomly selected student Discrete Random Variable

2. The weight of the student before and during the pandemic Continuous Random Variable

3. The number of times 5 will appear when a die is rolled thrice Discrete Random Variable

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4. Getting a card greater than 9 from a standard deck of cards Discrete Random Variable

5. The time needed to 昀椀nish a test Continuous Random Variable

6. The height of the study table Continuous Random Variable

7. The number of voters favouring a candidate Discrete Random Variable

8. The number of COVID-19 cases per city/municipality per month Discrete Random Variable

9. The number of defective gadgets produced by a manufacturer Discrete Random Variable

10. The average amount of electricity consumed per household per month Continuous Random Variable

(March 14, 2024)

Chunk 4. ROBOTICS (LESSON 3)

(March 15, 2024)

Chunk 5. QUIZ

● The Learners will be having a quiz in robotics and statistics and probability

Synthesis

● The learners summarize the lesson discussed by answering the following questions:

⮚ What new insights did you gain on this week lesson?

⮚ Was it easy for you to 昀椀nd the solutions?

⮚ Why is it signi昀椀cant to study random variables?

⮚ How will you relate the key concepts of the given random variable in the real-world context?

⮚ Why is it important to know the expected outcome/s when making decisions in life?

With these, the students realize that the knowledge of the di昀昀erent aspects of random variables is not only integral in understanding Statistics and Probab
but is also vital in connecting it with real-world applications. Knowing how this knowledge be applied to the real-world is integral in making the lear
appreciate its utility and importance.
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RUA of a Student’s Learning: (Summative assessment, Mini task)

DIRECTIONS: The learner is tasked to di昀昀erentiate discrete and continuous random variables then enumerate at least 昀椀ve examples of each type o
random variables related to current issues and problems.

SCORING RUBRIC
Trait:
4 – The two types of random variables were clearly di昀昀erentiated.

● Examples of daily activities are relevant and well supported by elaborate details and accurate information.

3 – The two types of random variables were di昀昀erentiated.

● Examples of daily activities are relevant.

2 – The two types of random variables are identi昀椀ed.

● Examples of daily activities are stated but lack relevance and details.

1 – The two types of random variables are not stated clearly.

● Examples of daily activities are not relevant, or no concepts are presented at all

Post-lesson Remediation Activity: (if needed)

The teacher will provide feedback on the outputs submitted by the students and conduct a tutorial session as the need arises. Then, give another simi
activity to capture or achieve the target competencies and skills of the lesson.

Proverbs 16:33
“The lot is cast into the lap, but its every decision is from the LORD.”
Prepared by: Checked by: Noted by:

ARIEL C. RIGOR MARK ANGELO F. YAMBOT MA. THERESA B. MANALO, LPT RENEO S.
HERNANDEZ,LPT,MA
General Mathematics Teacher General Mathematics Teacher Coordinator Principal of JHS and SHS

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