School ALEOSAN NATIONAL HIGH SCHOOL Grade TVL - ICT 11

DETAILED SENIOR HIGH SCHOOL DEPARTMENT Level

LESSON Teacher HAMSAN NAWAL DUCAN Learning STATISTICS AND
PLAN Teacher - II Area PROBABILITY
Date and Time May 19, 2021, 10:00-11:30 AM Quarter FOURTH QUARTER

I. Content Standard:
The learner demonstrates understanding of key concepts of random variables and probability distributions.
Performance Standard:
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).
Most Essential Learning Competencies (MELC):
Illustrates a random variable such as discrete and continuous, distinguishes between a discrete and a continuous
random variable, and finds the possible values of a random variable.
Code: M11/12SP-IIIa-1, M11/12SP-IIIa-2, and M11/12SP-IIIa-3
Cognitive: Illustrate a random variable and classify random variables as discrete or continuous.
Psychomotor: Find the possible values of a random variables.
Affective: Show importance on the implication of random variables.

II. Subject Matter: Exploring Random Variables

Reference: Statistics and Probability: Quarter 1: Module 1: Random Variables
Materials: Laptop, handouts (powerpoint presentations), Learning Activity Sheet
Values Integration: Accuracy and Balance
Strategy: Group Work and Individual Work

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III. Procedure
A. Warm up.

Teachers’ Activity Students’ Activity Annotations

1. Preliminary Activities
A. Prayer Anthony: In the Name of the Father, and of the Son, and
Please put a moment of silent for the prayer to be led to the Holy Spirit…
us by Anthony. Class: Amen.
B. Greetings Students: Good morning Sir Ducan and Good Morning
Good morning everyone!!! Classmates. It’s nice to see you again. Indicator 3:
Organize
C. Checking of Attendance (They will mention the name of absent/s if there’s any) teaching
Class, who is absent today? resources/
standards and
D. Setting of Standards Bedariah: Sir, we must put respect when someone is goals.
Class, what are the rules inside this class that we have speaking or discussing.
agreed during our planning last opening of classes?
Anyone?

Very Good, Bedariah.

Noralyn: We must wear face mask and face shield all
the time and sanitize our hands.
Noralyn, how about our correct health protocols?
Is that correct class?
Class: Yes, Sir.
2. Observations and Plans
In our New Normal Education (NNE), were in Aleosan
National High School, we employ modular print
modality in learning.

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Students Possible Answer:
Questions: Noralyn: Some difficulty is the submission of outputs of Indicator 2:
1. Do have any difficulties encountered while modules when we are far due to some cases like Asking HOTS
employing modular learning at home? quarantine or isolation.
question related
Bedariah: We use online platform to submit our outputs
2. How did you solve these difficulties? like messenger, email, and other modes. to the
Anthony: We ask our teachers to accept our outputs geographical
3. What options you are going to use if you want to through online platform to continue learning isolation of the
submit outputs, but you are far from school or you while at far places and on isolation. learners while
are isolation? learning.
Arah Jane: If the lesson is difficult to understand, we use
4. How will you promote learning while in isolation or tutorial or lecture of the lesson in the YouTube.
quarantine time?

Very Good, you now integrate online platform in your Class: No more Sir.
classes while we are experiencing this pandemic. Any
clarifications?

B. LESSON PROPER
B.1 Review

Teachers’ Activity Students’ Activity Annotation

In our previous study of mathematics, we Indicator 3:
encountered the concept of probability.
Answers to Questions: Use appropriate
Questions: teaching and
learning
1. How do we use this concept in making Enah: Every result of the sample represents the population and
resources to
decisions concerning a population using a has greater role in providing sound decision on a address learning
sample? certain issue or case? goals.
Mojahid: Yes, it is important in Statistics and Probability since it
2. Is decision-Making important in Statistics and will generate good recommendation over a certain Also, HOTS
Probability? phenomenon or case. questions help to
Hamod: The data generate good decision if it is unbiased and generate new
3. Does results of the data generate good accurate. information and

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decision? Why? opinions.

Motivation

Teachers’ Activity Students’ Activity Annotation

You have learned in your past lessons in mathematics that an
experiment is any activity, which can be done repeatedly under
similar conditions. The set of all possible outcomes of an
experiment is called the sample space.

Direction: To find out if you are ready to learn this new lesson, Indicator 3:
do the following Students Possible Answer
Use
List the sample space of the following experiments List the sample space of the following experiments experimentation
Experiment Sample Space Experiment Sample Space in the activity to
Tossing three coins Tossing three coins TTT, HTH, HHH enhance
Rolling a die and tossing a coin learner’s
Rolling a die and tossing a coin 6H,2T,4H
curiosity toward
simultaneously simultaneously the lesson.
Drawing a spade from a deck of cards Drawing a spade from a deck of S, X
Getting a defective item when two items are cards Also, HOTS
randomly selected from a box of two Getting a defective item when DN, ND, DD questions help
defective and three-nondetective items. two items are randomly selected to generate new
Drawing a card greater than 7 from a deck information and
from a box of two defective and
opinions.
of cards. three-nondetective items.
Drawing a card greater than 7 8, 9,10
from a deck of cards.

Questions:
Students Possible Answer:
1. If three coins are tossed, what numbers can be
1. 0, 1, 2, 3

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assigned for the frequency of heads that will occur? 2. 0, 1, 2, 3
2. If three cards are drawn from a deck, what number can
be assigned for the frequency of face cards that will
occur?

ACTIVITY
Teachers’ Activity Students’ Activity Annotation
Recall that a variable is a characteristics or attribute that can
assume different values. We use capital letters to denote or
represent a variable. Indicator 3:
Suppose three cell phones are tested at random. We Use
want to find out the number of defective cell phones that experimentation
occur. Thus, to each outcome in the sample space we shall in the activity to
assign a value. These are 0 (no defective), 1 (1 defective cell enhance
phones), 2 (2 defective cell phones), and so on. learner’s
curiosity toward
Case 1: the lesson.
Let D represent the defective PCR test kit and N Students Possible Answer:
represent the non-defective PCR test kit. If we let X be the Also, HOTS
random variable representing the number of defective PCR Possible Value of the Random questions help
test kit, can you show the values of the random variable X? Outcomes Variable X (number to generate new
Complete the table below to show the values of the random of defective cell
variable. information and
phones)
opinions.
NNN 0
Possible Outcomes Value of the Random Variable X NND 1
(number of defective cell phones)
NDN 1
DNN 1
NDD 2
DND 2
DDN 2
DDD 3

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A random variable is a function that associates a real number
to each element in the sample space. It is a variable whose
values are determined by chance.
ANALYSIS
Teachers’ Activity Students’ Activity Annotation
Suppose an experiment is conducted to determine Indicator 1:
the distance that a certain type of car will travel
using 10 liters of gasoline over a prescribed test Use appropriate
course. If distance is a random variable, then we teaching and
have an infinite number of distances that cannot be learning
equated to the number of whole numbers. This is an resources to
example of a continuous random variable. address learning
goals.
Questions: Students Possible Answer:
1. How do you describe a discrete random Also, HOTS
Alan: Discrete random variable is a set of possible outcomes which questions help
variable?
are countable. to generate new
2. How do you describe a continuous random information and
Khim: Continuous random variable is a set of possible outcomes opinions.
variable?
which are in continuous scale.
3. Give three examples of discrete random
variable?
Anthony: a) Defective bags produced in a factory, b) the number of
books in the library, c) the number of tourists each day in
4. Give three examples of continuous random museum.
variable?
Vinna: a) the weight of Grade 11 students, b) the lifetime in hours
of 15 flashlights, c) the capacity of water dams in a region.

ABSTRACTION/DEEPENING
Teachers’ Activity Students’ Activity Annotations

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A random variable is a discrete random variable if Indicator 1:
it’s set of possible outcomes, it countable. Mostly,
discrete random variables represent count data, Applies
such as the number of defective chairs produced in knowledge of
a factory. content within
curriculum
A random variable is a continuous random variable teaching areas.
if it takes on values on a continuous scale. Often,
continuous random variables represent measured
data, such as heights, weights, and temperatures.

Direction: Identify if the item is discrete or

Answer:
continuous random variable.
1. The speed of a sports car. 1. Continuous Variable
2. The number of voters favoring a candidate. 2. Discrete Variable
3. The number of COVID positive in a 3. Discrete Variable
municipality 4. Continuous Variable
4. The average amount of electricity 5. Discrete Variable
consumed per household per month.
5. The number of modules printed per hour by
a teacher

Generalization
Teachers’ Activity Students’ Activity Annotation
Questions: Students answers may vary. Indicator 1:
1. How do you find the values of a random
variable? Uses HOTS to
apply
2. How do you know whether a random
knowledge
variable is continuous or discrete? within the
3. What is difference between continuous and curriculum.
discrete random variables?

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APPLICATION
Teachers’ Activity Students’ Activity Annotation
Case 1: Case 1:
Let T be a random variable giving the
number of heads plus the number of tails Possible Outcomes Value of the Random Variable T
in three tosses of a coin. List the elements
of the sample space S for the three tosses
of the coin and assign a value to each
sample point.

Case 2: Case 2:
Four coins are tossed. Let Z be the
random variable representing the number Possible Value of the Random Value of the Random
Outcomes Variable Z Variable Y
of heads that occur and Y be the random
variable representing the number of tails
that occur. Find the values of the random
variable Z and Y.

IV. EVALUATION

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Teachers’ Activity Students’ Activity Annotation
Direction: Open the link (tinyurl.com/COeval2)
provided in your group chat. Click the correct Students will answer the given test in the google link provided. Indicator 1
button that corresponds to your answer and submit and 3:
it if you’re done. Five minutes is allocated to do the
task. Each item
was carefully
A. Read the scenario carefully and identify if it is Answer:
selected to
discrete or continuous random variable. A. develop
1. the number of siblings in a family of a 1. Discrete HOTS,
region 2. Continuous analysis, and
2. the weight of newborns each year in a 3. Discrete reasoning
hospital skills of the
4. Continuous
3. the number of dropouts in a school learners.
district for a period of 10 years 5. Continuous
4. the amount of sugar in a cup of milk tea Further, it is
5. the weight of a tub of tapioca integrated to
B. the use of
B. Choose the letter that corresponds to the 1. d ICT by
correct answer. 2. a answering all
1. If two coins are tossed, which is not a possible item online
3. a
value of the random variable for the number of and it will
heads? 4. b
automatically
a. 0 b. 1 5. b be appeared
c. 2 d. 3 in teachers
screen the
2. Which of the following is not a true statement? score of the
a. Random variables can only have one learners.
value.
b. The value of a random variable
could be zero.
c. The probability of the value of a
random variable could be zero.
d. The sum of all the probabilities in a
probability distribution is always
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equal to one.

3. Which formula gives the probability distribution

shown by the table?
X 2
P(X) ½
a. P(X) = 1/X
b. P(X) = X/6
c. P(X) = 6/X
d. P(X) = 1/6

X
4. If P(X) = , what are the possible values of X
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for it to be a probability distribution?
a. 0,2,3
b. 1,2,3
c. 2,3,4
d. 1,1,2

5. Does the table represent a probability

distribution?
X 0
P(X) 1/5
a. Yes
b. No
c. Maybe
d. Can’t Decide

V. AGREEMENT

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Teachers’ Activity Students’ Activity Annotation
Case 4:
Students will carefully analyze the given task.
From a box containing 4 black balls and 2 green
balls, 3 balls are drawn in succession. Each ball is
placed back in the box before the next draw is
made. Let G be a random variable representing the
number of green balls that occur. Find the values
of the random variable G.

Prepared by:
HAMSAN N. DUCAN, T-II Checked by:
Subject Teacher ROSALIE C. CALUNA, MAT-PE Noted by:
Master Teacher -II NANCY O. NITAFAN, EdD
Asst SHS Principal for Academics

Observed by:

ROSALIE C. CALUNA, MAT-PE NANCY O. NITAFAN, EdD

Master Teacher -II Asst SHS Principal for Academics

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