DAILY LESSON LOG School: REV.

TOMAS CONEJAR NATIONAL HIGH SCHOOL
Teacher:
Teaching Date and Time:
OBJECTIVES MONDAY
A.CONTENT STANDARD
The learner demonstrates understanding of key concepts of random variables and probability distributions.
B. PERFORMANCE 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)
STANDARD
C. LEARNING The learner illustrates a random
COMPETENCIES/OBJECTI variable (discrete and continuous).
VES (M11/ 12SP- IIIa-1)
The learner distinguishes between
a discrete and continuous random
variable. (M11/ 12SP – IIIa-2)
a. Define variable
b. Differentiate quantitative from
qualitative variable
c. Distinguish discrete from
continuous variable
Grade Level: Grade 11/ Aphrodite
JOVITO M. ESPANTO Learning Area: Statistics & Probability 11
8:30- 9:30 a.m./ FEB. 6-10, 2023 Quarter: Third Quarter
TUESDAY WEDNESDAY THURSDAY FRIDAY FRIDAY
The learner finds the possible values The learner illustrates a probability The learner constructs the COOPERATIVE LEARNING
of a random variable. (M11/ 12SP – distribution for a discrete random probability mass function of a
IIIa- 3) variable and its properties. (M11/ discrete random variable and its
12SP- IIIa- 4) corresponding histogram. (M11/
a. Define a random variable The learner computes probabilities 12SP – IIIa-5)
b. Find the possible values of a corresponding to a given random
random variable. variable. (M11/12SP-IIIa–6)
a. Determine whether a distribution
represents a probability distribution.
b. Compute probabilities
corresponding to a given random
variable.

I.CONTENT Discrete and Continuous Random Random Variable Discrete Probability Distribution Probability Mass Function and
Variable its Corresponding Histogram
II. LEARNING
RESOURCES
A. References
1. Teacher's Giude Pages

2. Learner’s Material
Senior High Conceptual Math and Senior High Conceptual Math and Senior High Conceptual Math and Senior High Conceptual Math
Beyond Beyond Beyond and Beyond
Statistics and Probability Statistics and Probability Statistics and Probability Statistics and Probability
Jose M. Ocampo, Jr., Ph.D. Jose M. Ocampo, Jr., Ph.D. Jose M. Ocampo, Jr., Ph.D. Jose M. Ocampo, Jr., Ph.D.
Wilmer G. Marquez, M.A. Wilmer G. Marquez, M.A. Wilmer G. Marquez, M.A. Wilmer G. Marquez, M.A.
3. Textbook Pages 4- 5 Pages 2-3 Pages 6-9 Pages 6-10
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
III. PROCEDURES
LIKE or UNLIKE
Identify whether the given situation
is countable or measurable. The
students 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
A.  Reviewing Previous
3. number of students who got an
Lesson or
average grade of 85 and above
Presenting the New Lesson
4. the capacity of an auditorium
5. length of blackboard
B. Establishing a Purpose COMPLETE YOUR FACEBOOK
for the Lesson GROUP 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):
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
GROUP QUIZ BEE “Questions in a Bowl” Pak! Ganern!
Each group will work collaboratively Each group will pick a question in The students will say pak if
and answer each question precisely. a bowl then they will work the given place can be found at
1. In how many ways can a coin fall? collaboratively to answer the given Cavite and ganern if the given
2. In how many ways can a die fall? questions pertaining to probability. place can be found at Laguna.
3. In ways can two coins fall? QUESTIONS: 1. Enchanted Kingdom
4. In how many ways can two dice 1. What is the probability of getting a 2. Aguinaldo Shrine
fall? tail in flipping a coin? 3. Bonifacio Trial House
5. In how many ways can four coins 2. What is the probability of getting a 4. Rizal Shrine
fall? heart in a single draw from a deck of 5. Picnic Grove
card? 6. Gardenia Factory
3. What is the probability of getting 7. People Park in the Sky
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 SPACE A small remedial class contains 8 WORKING BY PAIR
Each group will complete the table boys and 5 girls. If three students “It’s Field Trip Time”
by identifying the sample space of the were selected at random one after Cavite National Science
given event. the other, determine the values of High School is planning to have
EVENT SAMPLE random variable B representing the a field trip at Cavite and
SPACE number of boys. Laguna. The places in the given
2 coins are Guide Questions: activity which are 4 places in
tossed 1. What are the outcomes (sample Cavite and 3 places in Laguna
3 coins are space) of the given problem? are the choices of the principal.
tossed 2. Complete the table below. If three places will be selected,
4 coins are how many possible values of
tossed Outcomes Number of the random variable C
Boys representing the number of
(Value of B) places in Cavite?
Guide Questions:
1. What is the number of
occurrence of each values of
Rubrics: random variable C?
Accuracy of the answer - 2. What is the probability of the
15 occurrence of each value of the
Organization (while doing the activity) random variable C?
- 5
20 Total
 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?
Guide Questions:
1. How many outcomes are there in
tossing 2 coins? 3 coins? 4 coins?
3. What are the values of the random
variable B?
4. How many 3 boys occur in the
given event?
5. How many 2 boys occur in the
given event?

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

siblings, allowance in a day, SPACE Boys
religion, height, weight, final grade
P( 1 3 3 1
2 coins are HH, HT, TH, (Value of B) C)
in General mathematics tossed TT BBB 3 8 8 8 8
The information that we gathered 3 coins are HHH, HHT, BBG 2
are referred to as the variables of tossed HTH, HTT, BGB 2 The probability distribution
the study. A variable is a THH, THT, BGG 1 above of a discrete random
characteristic that is observable or TTH, TTT GBB 2 variable is sometimes called
measurable in every unit of the 4 coins are HHHH, GBG 1 probability mass function.
universe. Variables can be broadly tossed HHHT, GGB 1
classified as either qualitative or HHTH, GGG 0
quantitative. And quantitative can HHTT, We can make a frequency
be classified into discrete and HTHH, distribution of the values of the
continuous. HTHT,
C. Presenting Examples/ random variable and determine the
Instances of the Lesson HTTH, probability that each value of the
HTTT, random variable will occur. The
THHH, resulting distribution is called a
THHT, probability distribution of the discrete
THTH, random variable.
THTT,
TTHH,
TTHT,
TTTH, TTTT

A random variable is a numerical

quantity that is assigned to the
outcome of an experiment. We use
capital letters to represent a random
variable.
The students are going to classify Suppose two coins are tossed and we A small remedial class contains 8 Two coins are tossed. Let T be
the data gathered as quantitative are interested to determine the boys and 5 girls. If three students the number tails that occur.
or qualitative by putting the data in number of tails that will come out. Let were selected at random one after Guide Questions:
D.  Discussing New the correct column of the table. us use T to represent the number of the other, determine the values of 1. What are the outcomes of the
Concepts and tails that will come out. Determine the random variable B representing the given experiment?
Practicing New Skills #1 values of random variable T. number of girls.(Utilizing the table in T = {HH, HT, TH, TT}
QUANTITATI QUALITATI
VE VE Guide Questions: the activity)
1. What are the outcomes (sample
 space) of the given problem? Outcomes Number of
2. Complete the table below. Ripe
Outcomes Number of Bananas 2. What are the values of the
Tails (Value (Value of B)
of T) BBB 3 Out Number of
come Tails
BBG 2
s (Value of T)
GUIDE QUESTIONS: BGB 2 HH 2
1. When do you say that the data BGG 1 HT Number 1
Numbe
represent quantitative variable? GBB 2 TH of 1
r of Proba
2. When do you say that the data 3. What are the values of the random TT Occurre0
GBG 1 Tails bility
represent qualitative variable? variable T? nce
GGB 1 (Values P(T)
(frequen
GGG 0 of T)
cy)
Compute probabilities of the given 1
random variable. Number
2 of 1 Number of
Tails 4
Occurrence
Guide Questions:
1. What is the number of occurrence (Values of T) 1
(frequency)
1 2
of each values of random variable? 2 12
1 21
Number of Number of 0 0 1 1
4
Boys Occurrence Total 4 1
(Values of B) (frequency)
given random variable?
3 1 3. How many does the given
2 3 random variable T occur?
1 3
0 1 4. What is the probability of
Total 8 corresponding give
2. What is the probability of the
occurrence of each value of the Therefore the probability mass
random variable? function of a random variable T
Number can be written as
Number of T 2 1 0
Probab
of Boys Occurre P(T) 1 1 1
ility
(Values nce
of B) (frequen
P(B) 4 2 4
cy)
1
3 1
8
3
2 3
8
3
1 3
8
 1
0 1
8
Total 8 1
The students are going to classify A basket contains 7 ripe and 5 unripe Consider the probability distribution Using the probability mass
the quantitative variable as bananas. If three bananas are taken of the number of boys given below. function of the random variable
discrete or continuous by putting from the basket one after the other, B 3 2 1 0 T. Construct a histogram using
the data in the correct column of determine the possible values of the the table.
P(B 1 3 3 1
the table. random variable B representing the ) 8 8 8 8 T 2 1 0
DISCRETE CONTINUOUS number of ripe bananas.
1. What are the outcomes (sample P(T) 1 1 1
space) of the given problem? Find the following: 4 2 4
2. Complete the table below. 1. P(B>1) 2.5
Outcomes Number of 2. P(B=4)
Ripe Guide Questions? 2
E.   Discussing New Bananas 1. What do you notice about the
Concepts and 1.5
(Value of B) probability values of the random
Practicing New Skills #2 variable in each probability 1
distribution?
GUIDE QUESTIONS: 2. What is the sum of the 0.5
1. How are you going to say that probabilities of a random variable?
the given data represent discrete 0
quantitative variable? 0 1 2
2. How are you going to say that
the given data represent discrete
qualitative variable? 3. What are the values of the random
variable B?

F.  Developing Mastery Distinguish if the given data If three coins are tossed, find the Determine whether or not the Construct probability mass
(Leads to Formative represents a quantitative or random variable H where H distribution represents a probability function and its corresponding
Assessment 3) qualitative variable. If it is represents the number of heads that distribution. histogram in the given
quantitative variable write if it is occur. experiment.
discrete or continuous. 1. What are the outcomes (sample Three coins are tossed. Let
1. Age of mother space) of the given problem? 1. H be the number of heads that
2. Usual number of messages in 2. Complete the table below. Y 2 4 6 8 occur.
the facebook P( 1 1 1 3
3. Most preferred color of ballpen Y)
4. number of buildings in the 4 4 4 4
school 2.
5. gender of the head teachers in X 0 1 2 3
the school P(X .35 .20 .15 .30
Outcomes Number of
)
Heads
(Value of H)
Compute for the probabilities of the
values of the random variable.
Outcomes Number of
 Head
(Value of H)
HH 2
HT 1
TH 1
TT 0
3. What are the values of the random
variable H? Find the following:
1. P(H=2)
2. P(H<2)
G. Finding Practical Group Activity The students will work by pair in UNITED AS ONE Each group will ask each
Applications of Concepts A survey of students in a certain answering the given problem. The students will work by group member to give the number of
and Skills in Daily Living school is conducted. The survey The Tanza National Comprehensive and answer the given real-life siblings that they have. Let S be
questionnaire details the High School has 50 ABM students problem. a random variable that
information on the following and 43 HUMSS students. If four In the book shelf inside your represents the number of
variables. For each of these students were selected at random classroom there are 6 Mathematics siblings.
variables, identify whether the one after the other, determine the books and 5 Science books. If four a. Construct the probability
variable is qualitative or values of the random variable A books were selected at random one distribution of random variable
quantitative and if the latter state representing the number of ABM after the other, below will be the S.
whether it is discrete or students. table of values of random variable M b. Construct the probability
continuous. 1. What are the outcomes (sample representing the number of histogram.
1. Number of family members who space) of the given problem? Mathematics books.
are working 2. Complete the table below. Reminders:
2. Ownership of cellphone among 5 minutes – each member of
family members Outcomes Number of the group will work
3. Ownership/ Rental of dwelling ABM Outcomes Number of collaboratively
4. Length (in minutes) of longest Students Mathematics 5 minutes – presentation of the
call made on each cellphone (Value of A) books output of the group
owned per month. (Value of M)
5. Amount in pesos on food in one MMMM Rubrics:
week. Accuracy - 10
6. Occupation of household head. MMMS
Explanation - 10
7. Total family monthly income. MMSM
Total 20
MMSS
Reminders: MSMM
MSMS
5 minutes – the students will work MSSM
individually
MSSS
3 minutes the students will have
brainstorming session on the SMMM
activity SMMS
2 minutes – finalization of the SMSM
answer SMSS
SSMM
 SSMS
SSSM
3. What are the values of the random SSSS
variable A? Rubrics:
Accuracy - 15
Organization - 5
Total 20

H. Making generalizations
and abstractions about the
lesson
1. How are you going to
differentiate a quantitative and
qualitative variable?
2. How are you going to
distinguish a discrete and
continuous variable?
1. What are the steps in finding the
values of the random variable?
1. What are the properties of discrete
probability distribution?
2. How are you going to compute for
the probabilities corresponding to a
given random variable?
1. How do you construct the
probability mass function?
2. How do you construct the
histogram of the probability
mass function?

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
Find the values of random variable in I. Determine whether or not the A meeting of consuls was
each of the following situations. distribution represents a probability attended by 4 Americans and 2
1. Two coins are tossed. Let H be the distribution. If it does not explain Germans.
number of heads that occurs. why. a. If three consuls were
Determine the values of random selected at random, construct
variable H. 1. ____________________ the probability distribution of the
2. A box contains 3 yellow and 2 pink A 3 6 9 12 random variable G representing
balls. Three balls are chosen one P(A 1 1 1 1 the number of Germans.
after the other. Determine the values ) b. Construct the probability
of random variable Y representing the 4 4 4 4 histogram.
number of yellow balls. 2. ____________________
B 3 6 9 12
P(B .25 -.15 .40 .20
)

II. Compute for the probabilities

J. Additional activities for
application or remediation
corresponding to a given random
variable.
Number of Number of Probability
Heads Occurrence P(H)
(Values of H) (frequency)
2 1
1 2
0 1
Reflection: Using the number of boys and girls of Reflection:
the faculty teachers of senior high The probability that we may fail in
Count what is countable, Measure school, determine the values of struggle, ought not to defer us from I learned that
what is measurable, And what is random variable G representing the the support of a cause we believe to _________________________
not measureable number of female faculty teachers, if be just. – Abraham Lincoln _________.
the principal will select three female
 MAKE MEASURABLE. senior high school teachers to join a
– Galileo Galilei contest. I still need to clarify on
_________________________
_________.
V. REMARKS
VI. REFLECTION
1.No. of learners who
earned 80% on the
formative assessment

2.No. of learners who

require additional activities
for remediation.

3.Did the remedial lessons

work? No. of learners who
have caught up with the
lesson.

4.No. of learners who

continue to require
remediation

5 .Which of my teaching
strategies worked well?
Why did these work?

6.What difficulties did I

encounter which my
principal or supervisor can
help me solve?

7.What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared by:
JOVITO M. ESPANTO Reviewed by:
TEACHER III JENACEL N. ROSALES
Head Teacher I