DAILY Teacher Krizza Mae R. Pujante Grade Level 11- Carp.

/ HUMSS
LESSON School / District Potong NHS/ Lapinig District Learning Area Stats and Probability
LOG Teaching Date January 8, 2025 Quarter 3
(DLL) Time 7:20- 8:20 am/ 9:30-10:30 am Week 1

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
I. OBJECTIVES 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 Standards The learner demonstrates understanding of key concepts of random variables and
probability distributions.

B. Performance Standards 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).

Learning Competency:

● finds the possible values of a random variable. M11/12SP-IIIa-3

● illustrates a probability distribution for a discrete random variable and its

properties. M11/12SP-IIIa-4

Learning Objectives:
C. Learning Competencies/ Objectives
1. Illustrates a probability distribution for a discrete random variable and its
properties

2. Find the values of the random variable and

3. 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.

II. CONTENT Random Variables and Probability Distributions

III. LEARNING RESOURCES teacher’s guide, learner’s module

A. References

1. Teacher’s Guide Modules, Internet, MELCs

Belecina, R. R., Baccay, E. S., & Mateo, E. B. (2016).

2. Learner’s Materials
Statistics and Probability. Rex Book Store.

3. Textbook pages Statistics an Probability , REX , Pages 2-6

4. Additional Materials from [Link] , [Link], [Link]. (2021). Retrieved from

Learning Resource (LR) portal Britannica: [Link]
and-probability-distributions

B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils/students will
learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways
to learn new things, practice the 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.

Review previous lesson by letting the students answer the exercise.

1. What is a variable?

2. How do we denote or represent a variable?

A. Review previous lesson or 3. What is an outcome?

presenting the new lesson
4. How do you get an outcome?

The teacher will then discuss variables that are associated with probabilities, called
random variables.

The teacher lets the students realize that recognizing values of random variable as
B. Establishing a purpose for the
important skills needed to understand concepts of a probability distribution for a discrete
lesson
random variable and its properties.

The teacher lets the students, in groups of three, read the experiment and answer the
following questions:

Suppose three cell phones are tested at random. We want to find out the number
of defective cell phones that occur.

1. What is the experiment?

2. When the one cell phone is being tested what could be the possible characteristic?
C. Presenting examples/ instances of
the new lesson 3. What are the elements of the sample space in one cell phone?

4. Is second cell phone characteristic dependent to the first cell phone tested?

5. Is the third cell phone characteristic dependent to the second cell phone tested?

6. What are the elements of the sample space in three cell phone?

7. List the possible outcomes when three cell phones being tested at random.

8. How did you find the activity?

9. What new knowledge did you learn from the activity?.

The teacher discusses with the students the process of arriving at the answer of the
D. Discussing new concepts and activity. Furthermore, he/she facilitates the drawing of answers of the questions from the
practicing new skills #1 students in a manner that it is interactive. This can be done by asking other students to
react on the answers given by one student. The teacher emphasizes the proper listing of
possible outcomes in an experiment.
Suppose three cell phones are tested at random. We want to find out the number of
defective cell phones that occur. Thus, to each outcome in the sample space we shall
assign a value. These are 0, 1, 2, or 3. If there is no defective cell phone, we assign the
number 0; if there is 1 defective cell phone, we assign the number 1; if there are two
defective cell phones, we assign the number 2; and 3, if there are two defective cell
phones. The possible values of this random variable are 0,1,2,3.

(see attachment for the illustration)

Steps1: Determine the sample space:

Step 2: List the possible outcome

Step 3: Count the number of the variable asked in the experiment in each outcome in the
E. Discussing new concepts and sample space and assign this number to this outcome
practicing new skills #2

Given the values of the possible outcomes, the teacher will now show the probability
distribution of that given random variable.

Properties of a Probability Distribution

1. The probability of each value of the 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

Working in pairs, the students will answer In-class Activity 2 and 3

F. Developing mastery (leads to
formative assessment 3) 1. Suppose three coins are tossed. Let Y be the random variable representing
number of tails that occur. Find the values of the random variable Y.

The students will answer the real life problem.

G. Finding practical applications of

Two balls are drawn in succession without replacement from an urn containing 5 orange
concepts and skills in daily living
balls and 6 violet balls. Let V be the random variable representing the number of violet
balls. Find the values of the random variable V.

H. Making generalizations and The teacher emphasizes the proper listing of possible outcomes in an experiment.
abstractions about the lesson
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.
Individual.
I. Evaluating Learning
See attachment.

J. Additional activities or remediation

V. REMARKS

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

A. No. of learners who earned 80% of the

evaluation

B. No. of learners who require additional

activities for remediation who scored below
80%

C. Did the remedial lesson work? No. of

learners who have caught up with the lesson.

D. No. of learners who continue to require

remediation

E. Which of my teaching 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: Checked by:

KRIZZA MAE R. PUJANTE LEOGEM B. LONGCOP, MAEd

Subject Teacher SHS Coordinator

Noted:
SANTIAGO E. SIDRO, JR.,HT-IV
School Head
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

Answer key:

1) Probability distribution
2) Probability distribution
3) Probability distribution
4) Not a probability distribution; one probability is equal to 0; sum not equals to 1
5) Not a probability distribution; one probability is greater than one; sum not equals to 1