School Esperanza Integrated School Grade Level 11
DETAILED Teacher Melton A. Merza, CE Learning Area Statistics and
LESSON Probability
PLAN Teaching Dates and January 20- 24 2025 Set
Time
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of random variables and probability distribution.
Standards
B. Performance The learner is able to apply an appropriate random variable for a given real-life problem (such as in deci9sion making and games of chance)
Standards
C. Learning Computes probabilities corresponding to a given random variable.
Competencies 1. Listed possible values of a random variable and its corresponding probabilities in a discrete probability
with LC code distribution.
2. Used the formula to find the mean, variance, and standard deviation of a discrete random variable.
3. Reflected the importance of the lesson in making real life decisions.
II. CONTENT Random Variable
III. LEARNING
RESOURCES
A. References Mercado, Jesus P., [Link]. (2016). Next Century Mathematics, Statistics and Probability, pp. 19 - 41, Quezon Avenue, Quezon City, Philippines.
Phoenix Publishing House, Inc. PIVOT 4A Learner’s Material. Statistics and Probability. First Edition. Department of Education - Region 4A
CALABARZON
1. Teacher’s
Guide pages
2. Learner’s
Material pages
3. Textbook
pages
4. Additional Module Q1/LAS – Week 3
Materials from
learning
Resource (LR)
portal
B. Other TV, laptop, pentel pen, manila paper, illustration board, Wi-Fi modem, cellphones
Learning
Resources
IV. Procedures PRELIMINARIES
Start with the following with a prayer and greetings.
Checking of attendance
Setting the mood, and classroom standards
A. Reviewing previous Conduct of . Review the Review the previous discussions.
lesson or Guess the previous activities
presenting the new word and outputs of
lesson (Arranging of learners.
jumbled
letters)
B. Establishing a - Present Present the Present the objective by allowing learners to read the
purpose for the the objective by objectives.
lesson objective allowing learners
by allowing to read the
learners to objectives.
read the
objectives
C. Presenting Provide Motivation: Present a Present a lesson on the Concept Paper.
examples/ lesson on the
Instances of the Provide Random A variable X whose value depends on the
new lesson differentiated Variable outcome of a random process is called a
tasks. Each random variable. A random variable is a
group will be variable whose value is a numerical
given an outcome of a random phenomenon.
activity sheet
with guided Example: Toss 2 coins. Let X represent the
rubrics Refer number of heads as an outcome. The
sample space or possible outcome for this
to Activity
experiment is given by S = { HH, HT, TH,
Task Sheet.
TT }. X can take x = 2, because X can
(LAS pages have 2 heads as {HH}, X can also take x
7-8) = 1 because it can have 1 head as {HT}
Presentation or {TH}, and X can also take x = 0
of outputs because it can have 0 head as {TT}. The
- Evaluation lowercase x represents the specific value
of Outputs of X. X is an example of a random variable.
The possible values of X are { 0, 1, 2 }.
A discrete random variable is a random
variable which can take on a finite number of
distinct values or simply, the variables whose
values are represented by count data.
Example: Let X be the number of defective
computers in the computer laboratory. This is
a discrete random variable because its
possible values are 0, 1, 2, and so on. These
values are obtained by counting.
If each of the outcomes is equally likely to
occur, then the probability of an event to
happen is defined by P( E ) = number of
outcomes in the event / number of outcomes
in the sample space.
Example: Suppose two iPhones were tested at
random. Let D represents defective iPhone
and N represents non-defective iPhone. Let X
represent the random variable representing
the number of defective iPhones. The sample
space for this experiment is given by S =
{ DD, ND, DN, NN }. Hence, the total number
of outcomes is 4.
A discrete probability distribution is a listing of all
possible values of a discrete random variable along with
their corresponding probabilities. It can be presented in
tabular, graphical or formula form.
The discrete random variable X assumes
values or outcomes in every trial in an
experiment with their corresponding
probabilities. The expected value or mean
value is the average of the outcomes that
is likely to be obtained if the trials are
repeated over and over again. The mean
of a discrete random variable X is the
measure of the ‘central location’ of X. It is
also called the expected value of X. It is
the weighted average of all the values
that the random variable X can take.
Imagine the x axis as unbounded see-saw
in both directions. If you put weights
which corresponds to the probability P(x)
at each associated value x, the mean μ is
the point where the see-saw balance. In
other words, it is the center of weights of
the observation.
The variance of a random variable displays the variability
or the dispersion of the random variable. It shows the
distance of a random variable from its mean. Since
variance uses the square of the unit of measure of X, it is
practical to compute the value of the standard deviation
since it uses the same unit of measure as X. The larger
the value of the standard deviation, the farther are the
values of x from the mean. The smaller the value of the
standard deviation, the values of x are more
concentrated around the mean. The value of the variance
and standard deviation is always positive.
D. Discussing new Use fishbowl method
concepts and in the processing of
practicing new questions.
skills. The questions will
check understanding
of the learner’s
based on their
activities.
E. Continuation of Provide key
discussion of new inputs and
concepts leading to discussions
formative of the lesson
assessment proper on
Random
Variable
F. Developing Provide
Mastery quizzes and
(Leads to formative practice
Assessment 3) activities
(board
work)
Activity 1,2
LAS
G. Finding practical
applications of
concepts and
skills in daily living
a. Making
generalizations
and abstraction
about the lesson
b. Evaluating Formative Test
learning Directions: Let us see
how far you have learned
about our lesson. Consider
the problem below and
answer the questions that
follow. Write your answer
in a separate sheet of
paper. The number of
COVID – 19 patients seen
in the ER in a given hour is
a random variable
represented by X. The
probability distribution for
X is presented as follows:
1. Find the probability that
in the given hour:
a. exactly 17 patients
arrive;
b. at most 17 patients
arrive; and
c. at least 17 patients
arrive.
2. Use the formula to
compute the: a. mean,
b. variance and standard
deviation.
c. Additional
Activities for
application or
remediation
V. REMARKS
VI. REFLECTION
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 lessons.
D. No. Learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did this
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I used/discover
which I wish to share with other teachers?
Prepared by: MELTON A. MERZA, CE Noted by: ANTONIO HINAYON
Subject Teacher School Head
