GRADES 1 School Gloria Umali Integrated National Grade Level 11

to 12 High School
DAILY
Teacher Jay Jay H. Jantar Learning Area Statistics and Probability
LESSON LOG
Teaching Dates and Monday & Tuesday/ 1:30 – 3:30 Quarter 3rd
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES 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.
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner
understanding of key understanding of key understanding of key demonstrates
concepts of random concepts of random concepts of random understanding of key
variables and probability variables and probability variables and probability concepts of random
distributions. distributions. distributions. variables and probability
distributions.
B. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards apply an appropriate apply an appropriate apply an appropriate apply an appropriate
random variable for a random variable for a random variable for a random variable for a
given real-life problem given real-life problem given real-life problem given real-life problem
(such as in decision (such as in decision (such as in decision (such as in decision
making and games of making and games of making and games of making and games of
chance) chance) chance) chance)
C. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the

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 Competencies / CG, the content can be tackled in a week or two.
Objectives
The learner illustrates a The learner finds the The learner illustrates a The learner constructs
random variable (discrete possible values of a probability distribution for the probability mass
and continuous). (M11/ random variable. (M11/ a discrete random variable function of a discrete
12SP- IIIa-1) 12SP – IIIa- 3) and its properties. (M11/ random variable and its
The learner distinguishes 12SP- IIIa- 4) corresponding
between a discrete and a. Define a random The learner computes histogram. (M11/ 12SP
continuous random variable probabilities – IIIa-5)
variable. (M11/ 12SP – b. Find the possible values corresponding to a given
IIIa-2) of a random variable. random variable.
(M11/12SP-IIIa–6)
a. Define variable
b. Differentiate a. Determine whether a
quantitative from distribution represents a
qualitative variable probability distribution.
c. Distinguish discrete b. Compute probabilities
from continuous variable corresponding to a given
random variable.

II. CONTENT Discrete and Continuous Random Variable Discrete Probability Probability Mass
Random Variable Distribution Function and its
Corresponding
Histogram
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the
RESOURCES 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.

A. References

1. Teacher’s Guide

2
 pages

2. Learner’s Materials
pages

3. Textbook pages Senior High Conceptual Senior High Conceptual Senior High Conceptual Senior High Conceptual
Math and Beyond Math and Beyond Math and Beyond Math and Beyond
Statistics and Probability Statistics and Probability Statistics and Probability Statistics and
Jose M. Ocampo, Jr., Jose M. Ocampo, Jr., Jose M. Ocampo, Jr., Probability
Ph.D. Ph.D. Ph.D. Jose M. Ocampo, Jr.,
Wilmer G. Marquez, M.A. Wilmer G. Marquez, M.A. Wilmer G. Marquez, M.A. Ph.D.
Pages 4- 5 Pages 2-3 Pages 6-9 Wilmer G. Marquez,
M.A.
Pages 6-10

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources

IV. PROCEDURES 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.

A. Reviewing LIKE or UNLIKE GROUP QUIZ BEE “Questions in a Bowl” Pak! Ganern!
previous lesson or Identify whether the given Each group will work Each group will pick a The students will say
presenting the new situation is countable or collaboratively and answer question in a bowl then pak if the given place
measurable. The students each question precisely. they will work can be found at Cavite

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 lesson will raise the board LIKE if
it is countable and
UNLIKE if it is
measurable.
1.number of notebooks in
the bag
2. amount of salt needed
to bake a loaf of bread
3. number of students who
got an average grade of
85 and above
4. the capacity of an
auditorium
5. length of blackboard
B. Establishing a COMPLETE YOUR
purpose for the FACEBOOK GROUP
lesson PROFILE
Each group will fill up the
following data:
Name of the student:
Number of siblings:
Allowance in a day:
Religion:
Height (in centimeter):
Weight (in kilogram):
1. In how many ways can collaboratively to answer
a coin fall? the given questions
2. In how many ways can pertaining to probability.
a die fall? QUESTIONS:
3. In ways can two coins 1. What is the probability
fall? of getting a tail in flipping a
4. In how many ways can coin?
two dice fall? 2. What is the probability
5. In how many ways can of getting a heart in a
four coins fall? single draw from a deck of
card?
3. What is the probability
of getting an even number
in rolling a die?
4. What is the probability
of getting a face card in a
single draw from a deck of
card?
Rubrics:
Accuracy – 10
Explanation - 10
Total 20
KNOW MY SAMPLE A small remedial class
SPACE contains 8 boys and 5
Each group will girls. If three students
complete the table by were selected at random
identifying the sample one after the other,
space of the given event. determine the values of
EVENT SAMPLE random variable B
SPACE representing the number
2 coins are of boys.
tossed Guide Questions:
3 coins are 1. What are the outcomes
and ganern if the given
place can be found at
Laguna.
1. Enchanted Kingdom
2. Aguinaldo Shrine
3. Bonifacio Trial House
4. Rizal Shrine
5. Picnic Grove
6. Gardenia Factory
7. People Park in the
Sky
WORKING BY PAIR
“It’s Field Trip Time”
Cavite National
Science High School is
planning to have a field
trip at Cavite and
Laguna. The places in
the given activity which
are 4 places in Cavite
and 3 places in Laguna
are the choices of the
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 Final Grade in General
Mathematics:
Each group will design in a
cartolina their facebook
group profile using the
given data.
Rubrics:
Desig - 10
Organization of the data -
10
20- Total
Guide Questions:
1. What are the
informations gathered
from the members to
complete the facebook
group profile?
2. What is the unit of
measurement used for
each information (if there
are any)?
3. Which among the
information gathered are
countable? Measurable?
tossed (sample space) of the principal. If three
4 coins are given problem? places will be selected,
tossed 2. Complete the table how many possible
below. values of the random
variable C representing
Outcomes Number of the number of places in
Boys Cavite?
(Value of B)
Rubrics: Guide Questions:
Accuracy of the answer 1. What is the number
- 15 of occurrence of each
Organization (while doing values of random
the activity) variable C?
- 5 2. What is the
20 Total probability of the
occurrence of each
Guide Questions: value of the random
1. How many outcomes 3. What are the values of variable C?
are there in tossing 2 the random variable B?
coins? 3 coins? 4 coins? 4. How many 3 boys occur
in the given event?
5. How many 2 boys occur
in the given event?

C. Presenting Name of student, number EVENT SAMPLE Outcomes Number of C 0 1 2 3

of siblings, allowance in a SPACE Boys
examples/ P( 1 3 3 1
2 coins are HH, HT, TH, (Value of B)
instances of the day, religion, height, C) 8 8 8 8
tossed TT BBB 3
weight, final grade in 3 coins are HHH, HHT,
new lesson BBG 2
General mathematics tossed HTH, HTT,
BGB 2 The probability
The information that we THH, THT,
TTH, TTT BGG 1 distribution above of a
gathered are referred to as
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 the variables of the study.
A variable is a
characteristic that is
observable or measurable
in every unit of the
universe. Variables can be
broadly classified as either
qualitative or quantitative.
And quantitative can be
classified into discrete and
continuous.
D. Discussing new The students are going to
concepts and classify the data gathered
practicing as quantitative or
qualitative by putting the
new skills #1
data in the correct column
of the table.
QUANTITATIVE QUALITATIVE
4 coins are HHHH, GBB 2 discrete random
tossed HHHT, GBG 1 variable is sometimes
HHTH,
HHTT, GGB 1 called probability mass
HTHH, GGG 0 function.
HTHT, We can make a
HTTH, frequency distribution of
HTTT,
THHH,
the values of the random
THHT, variable and determine the
THTH, probability that each value
THTT, of the random variable will
TTHH, occur. The resulting
TTHT,
TTTH, TTTT
distribution is called a
probability distribution of
A random variable is a the discrete random
numerical quantity that is variable.
assigned to the outcome
of an experiment. We use
capital letters to represent
a random variable.
Suppose two coins are A small remedial class Two coins are tossed.
tossed and we are contains 8 boys and 5 Let T be the number
interested to determine the girls. If three students tails that occur.
number of tails that will were selected at random Guide Questions:
come out. Let us use T to one after the other, 1. What are the
represent the number of determine the values of outcomes of the given
tails that will come out. random variable B experiment?
Determine the values of representing the number T = {HH, HT, TH, TT}
random variable T. of girls.(Utilizing the table
Guide Questions: in the activity)
1. What are the outcomes
(sample space) of the
given problem?
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 2. Complete the table Outcomes Number of 2. What are the values
GUIDE QUESTIONS: below. Ripe Out Number of
1. When do you say that Outcomes Number of Bananas come Tails
the data represent Tails (Value (Value of s
of T) (Value of T)
quantitative variable? B) HH 2
2. When do you say that BBB 3 HT 1
the data represent BBG 2 TH 1
qualitative variable? BGB 2 TT 0
BGG 1 of the given random
3. What are the values of
GBB 2 variable?
the random variable T?
GBG 1 3. How many does the
GGB 1 given random variable T
GGG 0 occur?
Compute probabilities of Number of Number of
the given random variable. Tails Occurrence
Guide Questions: (Values of T) (frequency)
1. What is the number of 2 1
occurrence of each values 1 2
of random variable? 0 1

Number of Number of 4. What is the

Boys Occurrence
probability of
(Values of B) (frequency)
corresponding give
3 1
2 3
1 3
0 1
Total 8
2. What is the probability
of the occurrence of each
value of the random
variable?

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 Number Number
Numbe
Number of of
Probab r of Proba
of Boys Occurre Occurre
ility Tails bility
(Values nce nce
P(B) (Values P(T)
of B) (frequen (frequen
of T)
cy) cy)
1 1
3 1 2 1
8 4
1
3 1 2
2 3 2
8 1
3 0 1
1 3 4
8 Total 4 1
1 Therefore the
0 1
8 probability mass
Total 8 1 function of a random
variable T can be
written as
T 2 1 0
P(T) 1 1 1
4 2 4

E. Discussing new The students are going to A basket contains 7 ripe Consider the probability Using the probability
concepts and classify the quantitative and 5 unripe bananas. If distribution of the number mass function of the
practicing new variable as discrete or three bananas are taken of boys given below. random variable T.
continuous by putting the from the basket one after B 3 2 1 0 Construct a histogram
skills #2
data in the correct column the other, determine the P( 1 3 3 1 using the table.
of the table. possible values of the B) 8 8 8 8 T 2 1 0
DISCRETE CONTINUOUS random variable B 1 1 1
P(T
representing the number Find the following: ) 4 2 4
of ripe bananas. 1. P(B>1)
1. What are the outcomes 2. P(B=4)
(sample space) of the Guide Questions?
given problem? 1. What do you notice
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 2. Complete the table about the probability 2.5
below. values of the random 2
GUIDE QUESTIONS: Outcomes Number of variable in each probability
1. How are you going to Ripe distribution? 1.5
say that the given data Bananas 2. What is the sum of the 1
represent discrete (Value of probabilities of a random
quantitative variable? B) variable? 0.5
2. How are you going to 0
say that the given data 0 1 2
represent discrete
qualitative variable?

3. What are the values of

the random variable B?

F. Developing Distinguish if the given If three coins are tossed, Determine whether or not Construct probability
mastery data represents a find the random variable H the distribution represents mass function and its
(Leads to quantitative or qualitative where H represents the a probability distribution. corresponding
Formative variable. If it is quantitative number of heads that histogram in the given
Assessment 3) variable write if it is occur. experiment.
discrete or continuous. 1. What are the outcomes 1. Three coins are
1. Age of mother (sample space) of the Y 2 4 6 8 tossed. Let H be the
2. Usual number of given problem? P( 1 1 1 3 number of heads that
messages in the facebook 2. Complete the table Y) 4 4 4 4 occur.
3. Most preferred color of below. 2.
ballpen X 0 1 2 3
4. number of buildings in P(X .35 .20 .15 .30
the school )
5. gender of the head
Compute for the
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 teachers in the school probabilities of the values
Outcomes Number of of the random variable.
Heads Outcomes Number of
(Value of Head
H) (Value of
H)
HH 2
HT 1
TH 1
TT 0

Find the following:

1. P(H=2)
3. What are the values of 2. P(H<2)
the random variable H?

G. Finding practical Group Activity The students will work by UNITED AS ONE Each group will ask
applications of A survey of students in a pair in answering the given The students will work each member to give
concepts and skills certain school is problem. by group and answer the the number of siblings
conducted. The survey The Tanza National given real-life problem. that they have. Let S be
in daily living
questionnaire details the Comprehensive High In the book shelf inside a random variable that
information on the School has 50 ABM your classroom there are 6 represents the number
following variables. For students and 43 HUMSS Mathematics books and 5 of siblings.
each of these variables, students. If four students Science books. If four a. Construct the
identify whether the were selected at random books were selected at probability distribution of
variable is qualitative or one after the other, random one after the random variable S.
quantitative and if the determine the values of other, below will be the b. Construct the
latter state whether it is the random variable A table of values of random probability histogram.
discrete or continuous. representing the number variable M representing
1. Number of family of ABM students. the number of Reminders:
members who are working 1. What are the outcomes Mathematics books. 5 minutes – each
2. Ownership of cellphone (sample space) of the member of the group

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 among family members given problem? will work collaboratively
3. Ownership/ Rental of 2. Complete the table 5 minutes –
dwelling below. Outcomes Number of presentation of the
4. Length (in minutes) of Mathematics output of the group
books
longest call made on each Outcomes Number of
(Value of M)
cellphone owned per ABM Rubrics:
Students MMMM
month. Accuracy - 10
(Value of A) MMMS
5. Amount in pesos on Explanation - 10
MMSM
food in one week. Total 20
MMSS
6. Occupation of
household head. MSMM
7. Total family monthly MSMS
income. MSSM
MSSS
Reminders: SMMM
SMMS
5 minutes – the students SMSM
will work individually SMSS
3 minutes the students SSMM
will have brainstorming SSMS
session on the activity SSSM
2 minutes – finalization of SSSS
the answer Rubrics:
Accuracy - 15
3. What are the values of Organization - 5
the random variable A? Total 20

H. Making 1. How are you going to
generalizations and differentiate a quantitative
abstractions about and qualitative variable?
2. How are you going to
the lesson
distinguish a discrete and
continuous variable?
1. What are the steps in
finding the values of the
random variable?
1. What are the properties 1. How do you construct
of discrete probability the probability mass
distribution? function?
2. How are you going to 2. How do you construct
compute for the the histogram of the
probabilities probability mass
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I. Evaluating learning Identify whether the
variable is qualitative or
quantitative and if the
latter state whether it is
discrete or continuous.
1. the number of senators
present in the meeting
2. the most preferred
viand of the students
3. the weight of the
newborn babies for the
month of June
4. the number of
households with television
5. the brand of bags of the
students
J. Additional Reflection:
activities for
application or Count what is countable,
corresponding to a given function?
random variable?
Find the values of random I. Determine whether or A meeting of consuls
variable in each of the not the distribution was attended by 4
following situations. represents a probability Americans and 2
1. Two coins are tossed. distribution. If it does not
Germans.
Let H be the number of explain why.
heads that occurs. a. If three consuls were
Determine the values of 1. selected at random,
random variable H. ____________________
construct the probability
2. A box contains 3 yellow A 3 6 9 12
and 2 pink balls. Three 1 1 1 1 distribution of the
P(
balls are chosen one after A) random variable G
4 4 4 4
the other. Determine the 2. ____________________ representing the
values of random variable B 3 6 9 12 number of Germans.
Y representing the number P(B .25 -.15 .40 .20
of yellow balls. ) b. Construct the
probability histogram.
II. Compute for the
probabilities
corresponding to a given
random variable.
Number of Number of Probability
Heads Occurrence P(H)
(Values of (frequency)
H)
2 1
1 2
0 1
Using the number of boys Reflection:
and girls of the faculty The probability that we
teachers of senior high may fail in struggle, ought I learned that
school, determine the not to defer us from the ___________________
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 remediation Measure what is values of random variable support of a cause we _______________.
measurable, And what is G representing the believe to be just. –
not measureable number of female faculty Abraham Lincoln I still need to clarify on
teachers, if the principal ___________________
MAKE MEASURABLE. will select three female _______________.
senior high school
– Galileo Galilei teachers to join a contest.
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% on the
27 21 21
formative
assessment

B. No.of learners who

require additional
None 6 6
activities for
remediation.

C. Did the remedial

lessons work? No.of
N/A yes yes
learners who have
caught up with the
lesson.

D. No.of learners who

continue to require

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 remediation N/A None None

E. Which of my
teaching strategies
Group Activities and Peer Group Activities and Peer Group Activities and Peer
worked well? Why
did these work? teaching teaching teaching

F. What difficulties did I

encounter which my
None None None
principal or
supervisor can help
me solve?

G. What innovation or
localized materials
Application of real life Application of real life Application of real life
did I use/discover
which I wish to share situation situation situation
with other teachers?

Prepared by: Checked by:

JAY JAY H. JANTAR PACITA S. OROGO

SST II Principal I

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