A Detailed Lesson Plan in

Statistics and Probability

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.

Learning competency (M11/12SP-IIIa-4)

The learner illustrates a random variable (discrete and continuous). (M11/ 12SP- IIIa-1)
The learner distinguishes between a discrete and continuous random variable. (M11/ 12SP – IIIa-2)

I. OBJECTIVES
At the end of the lesson, learners are able to:
1. Define random variable;
2. Determine whether the random variable is discrete or continuous; and
3. Participate actively to class discussion.

Targeted Value: Decision-making

II. SUBJECT MATTER

Topic: Discrete and Continuous Random Variable
Reference: Senior High Conceptual Math and Beyond Statistics and Probability, Jose M. Ocampo, Jr., Ph.D.
Wilmer G. Marquez, M.A.Pages 4- 5
Materials: LCD projector, Laptop, Visual aids, Images, Printed materials

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

III. PROCEDURE
A. DAILY ROUTINE
1. Prayer
- The teacher will play a prayer
through video.

2. Keeping the Room in Order

-Good afternoon, Ma’am!
-Good afternoon, everyone!

- Class, before you take your seats,

please see those pieces of papers and
plastics under your chairs, pick those up
and arrange your chairs properly.
- How’s your day class? -We’re fine Ma’am.
 3. Checking of Attendance
-Is there any absent today? -None, Ma’am!
-Very good! I hope you can
maintain perfect attendance until the
end of the school year since we are
still on the first week of second
semester.

B. MOTIVATION
To start our afternoon session, let’s have an activity
entitled “Like or Unlike”.
LIKE or UNLIKE
Direction: Identify whether the given situation is
countable or measurable. You will show the like
symbol using your fingers if it is countable

and unlike symbol 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 weight of an apple
5. length of blackboard
6.  number of heads when flipping three coins
7. number of students present
8.  time it takes to get to school
9. distance traveled between classes
10. students’ grade level

Do you understand the instruction? - Yes, Ma’am!

C. PRESENTATION OF THE
LESSON
-Yes, Ma’am!
-Did you enjoy the activity?
-Actually, our activity has
something to do with our
lesson today but before we (the student will read the learning
proceed to our lesson, let us objectives)
all first get to know our OBJECTIVES
learning objectives. Please At the end of the lesson, learners are able to:
read the following learning
objectives right there in 1. Define random variable;
front. (the teacher will call 2. Determine whether the random variable is
someone to read the learning discrete or continuous; and
objectives.) 3. Participate actively to class discussion.
-So our lesson for today is
Discrete and Continuous
Random Variable

D. LESSON PROPER
Our life has been a series of chances, do you
- Yes, Ma’am1
agree?

Let’s talk about chances, who among you here

(students raise hands)
tried playing claw machine?
 How about buying a lotto tickets?
(students raise hands)
Those are some of the games that deals with
chances. And when we talk of chances, we are
dealing with probability. And in probability when we
do an activity that is repeatedly done under a similar
condition, we are doing an experiment.

Let’s have an experiment.

I will group you into 3 groups. Each group will have
to performed each activity written on the activity
sheet for 5 minutes. After which, each group will
assign a member to present your answer.

Group 1:
Activity 1: Tossing a Coin
Question:
1. In how many ways can a coin fall?

Activity 2: Tossing two coins

Question: In how many ways can we get a head in
tossing 2 coins?

Group 2
Activity 1: Rolling a die
Question:
1. In how many ways can a die fall?
2. What is the probability of getting a number below
5 when rolling a die?

Group 3:
Activity: Choosing a card from a standard deck of
cards
Questions:
1. In how many ways can we choose a heart
cards from a deck of cards?
2. What is the probability of getting number 2
from a standard deck of cards?

Silently go to your group and start your task. Your

time starts now!
(After 5 mins)

Time is up!

(Group presentation)
(Group presentation)
(AFTER THE PRESENTATION)

-I can see you still remember your statistics lesson in

junior high school. Let us all give ourselves Wow
Clap.

How did you find the activity?

(students will share their experience)
Those activities that you have done are examples of
random variables.

Random Variable is a result of chance event that you

can measure or count. It is also numerical quantity that
is derived from the outcomes of a random experiment.
Examples of random variable are tossing a coin,
number of items sold in grocery store, number of
customers in a milktea shop and height of certain
species of plants.

Random Variables is denoted by upper case letter.

Let’s look up the following situations and determine

whether the situations calls for random variable or not.

1. The gender of the people who enter the library 1. Not a random variable
2. The number of books a person have. 2. Random variable
3. The number of tellers busy at 1 pm. 3. Random variable
4. The method the customer use to pay. 4. Not a random variable
5. The number of customers who pay by cash. 5. Random variable

Do you understand now random variable?

This time, let’s focus on the types of random variables, - Yes Ma’am
the discrete random variable and continuous random
variable.

A discrete random variable is a random variable whose

values represented by count data. Example is number
of household in a barangay.

Can you give me an example of discrete random

variable? (students will give example)

A continuous random variable is a random variable

that takes values on a continuous scale. This hap pens
when the set of possible outcomes from an experiment
cannot be counted but can be measured such as height
of Grade 11 students.

Can anyone tell me an example of continuous random

variable?
(students will give example)

III. PRACTICE
To check your understanding, let’s have this
activity by group. The group who gain the highest
score is the winner.

Distinguish whether the given random variable is

discrete or continuous. Write D for discrete and C if
continuous.
1. The number of boys in the family
2. Usual number of messages in the facebook
3. The time a student finishes the test
4. Weight of persons working out in the gym
5. number of COVID - 19 patients in a day in different
hospital
6. number of MB consumption of students attending
online class
7. number of persons violating quarantine protocols
8. number of hours one surf the internet from 5 pm to
10 pm for the past five nights
9. Run times of a runner for running 100m on the track
10. number of emergency calls in an hour from a
Covid-19 hotline.

Who among you got 10?

Very good!

IV. GENERALIZATION
-Did you understand our lesson today?
-Do you have any questions or clarifications?
- Yes Ma’am!
If that is so, I have a question, what is random - None Ma’am!
variable?
- Random Variable is a result of chance
event that you can measure or count. It is
also numerical quantity that is derived
from the outcomes of a random
experiment.
What are the two types of random variable?

How are you going to distinguish a discrete and

- Discrete and Continuous random variable
continuous variable?

- A discrete random variable is a random

variable whose values represented by
count data while continuous random
variable is a random variable that takes
III. EVALUATION values on a continuous scale. This
Identify whether the given situation involves a discrete happens when the set of possible
outcomes from an experiment cannot be
random variable or a continuous random variable.
counted but can be measured
1. getting the temperature of patient admitted in a
hospital
2. collecting data about the weights of students in a
certain school
3. the number of patient admitted in the hospital due to
COVID-19
4. the number of no work no pay in a certain
municipality caused by pandemic
5. the number of families that are members of 4P’s in
Quezon
6. the number of Balikbayan OFW arrive in the
Philippines
7. the number of text messages received by a particular
individual in a day
8. the number of possible outcomes in rolling a die
9. the amount of liquid in a 12 - ounce can of soda
10. the number of fouls committed by a basketball
team during the games

IV. ASSIGNMENT
Understanding Possible Values of Random Variables.
Answer the following questions:
Two cards are drawn from a deck. How many possible
values can each of the following variables take?
1. sum of the numbers on the cards
2. number of times both cards are black
3. Number of times both cards are 7s
4. Number of times the first card is six and the second
card is red
5. Number of times the first card is face card and the
second card is not a face car

Prepared by:

Glory Mae F. Villas

Subject Teacher