GRADES 1 TO 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
School CAGASAT NATIONAL HIGH SCHOOL Grade Level 11
Teacher JAYLORD R. MENOR Learning Area Probability and Statistics
Teaching Dates and Time NOVEMBER 5-9, 2018 Quarter 1st
Day 1 Day 2 Day 3 Day 4
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 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.
The learner demonstrates understanding The learner demonstrates understanding The learner demonstrates understanding
of key concepts of random variables and of key concepts of random variables and of key concepts of random variables and
probability distributions. probability distributions. probability distributions.
The learner is able to apply an The learner is able to apply an The learner is able to apply an
appropriate random variable for a given appropriate random variable for a given appropriate random variable for a given
real-life problem (such as in decision real-life problem (such as in decision real-life problem (such as in decision
making and games of chance). making and games of chance). making and games of chance).
The learner … The learner … The learner …
1. illustrates a random variable (discrete 1. finds the possible values of a random 1. constructs the probability mass
and continuous). variable. function of a discrete random variable
(M11/12SP-IIIa-1) (M11/12SP-IIIa-3) and its corresponding histogram.
2. distinguishes between a discrete and a 2. illustrates a probability distribution for (M11/12SP-IIIa-5)
continuous random variable. a discrete random variable and its 2. computes probabilities corresponding
(M11/12SP-IIIa-2) properties. to a given random variable.
(M11/12SP-IIIa-4) (M11/12SP-IIIa-6)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Random Variables and Probability Random Variables and Probability Random Variables and Probability
Distributions Distributions Distributions
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
Statistics and Probability Book (REX) Statistics and Probability Book (REX)
(Pages 9-20) (Pages 9-20)
Statistics and Probability Book (SIBS) Statistics and Probability Book (SIBS)
(Pages 4-14) (Pages 4-14)
Quipperschool Quipperschool
IV. PROCEDURES
Preliminaries
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances for
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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.
Meet and Greet
Checking of Attendance
Introducing Statistics and Probability as a
Course
Asking Student’s Prior knowledge
regarding the Subject
Asking students about some of the
contents of statistics and probability that
they had learnt in their previous grade
level.
Day 1
Course Overview( List down the Different
topics to be discussed in the whole
semester)
Establishing Policies, Agreements , Rules
and Regulations
Greetings
Checking of Attendance
Introduce the Topic (Random Variable)
Asking Students’ Prior Knowledge on
Variable
In algebra, what does variables
represents
Day 2
List down Examples of Discrete and
Continuous Random Variable and let the
students infer the difference between
the two.
Differentiate Discrete Random Variables
from Continuous Random Variables.
Cite some examples and let the students
identify if it is discrete or continuous.
And let them justify their answers.
1. Greetings
2. Checking of Attendance
Lesson Recall
Let the students give an experiment and
identify the random variable
Example:
Consider the experiment of tossing two
coins. Let the random variable x be the
number of tails observed upon tossing
the two coins at the same time.
Determine the probability of the random
variable x and construct its probability
distribution.
Day 3
Discuss what is Probability Distribution
and its properties.
Considering the example given a while
ago the students will determine the
sample space. And have a guided
practice on calculating the probability of
the random variable. Verify also if the
properties are being applied.
Group Activity:
1. Determining the Probability
Distribution of a discrete random
variable.
2. Determining if given values can serve
1. Greetings
2. Checking of Attendance
Lesson Recall
Present a table showing the possible
outcomes of tossing a coin twice.
Ask:
1. What is the probability of getting two
consecutive heads?
2. What is the probability of getting two
consecutive tails?
Ask:
Based on the table given, Which is more
likely to happen: getting two consecutive
heads or getting two consecutive tails?
Is the table sufficient to answer the
previous questions?
Day 4
Construct a probability mass function
and its corresponding histogram for the
number of heads when a coin is tossed
twice.
Discuss what is probability mass function
and histogram.
Present the steps in creating probability
mass function and its corresponding
histogram. And have a guided practice on
making the PMF and histogram of the
given experiment.
Group Activity:
1. Think of an experiment for discrete
random variable and create its PMF and
histogram.

G. Finding practical applications of
concepts and skills in daily living
Ask students if what are the applications
of Statistics and probability in real life.
The students will give some examples of
discrete and continuous random variable
found inside their room.
as the values of probability distribution
base on its properties.
Give examples of Random Variable that Relating the topic in real life situation
are apparent in their day to day living

H. Making generalizations and Given the example: the number of the Ask: Would probability mass function work for
abstractions about the lesson
stars in the universe. Ask them if it is 1. How do we find the values of random continuous random variable? Why or
discrete or continuous. Why? variables? why not?
2. What are the properties of Probability
distribution for discrete random
variable?
I. Evaluating learning Group the students into Five Groups. Independent Practice Independent Practice
Each group will illustrate five examples of
Discrete Random Variable and five
examples of Continuous Random
Variable.
J. Additional activities for application
for remediation

V. REMARKS

VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the 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% in
the evaluation.

B. No. of learners who require

additional activities for remediation
who scored below 80%.

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 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: Noted by:

JAYLORD R. MENOR JUDITH DELOS SANTOS SALLY J. FLORENTIN, PhD

Teacher Curriculum Chairman Principal III