DAILY LESSON LOG OF M11-12SP-IIIa-3-4 (Week 1 - Day 2)
School TAGUITIC INTEGRATED SCHOOL
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
Grade Level Grade 11
DIOMEDIS L. POLLESCAS JR. Learning Area STATISTICS & PROBABILITY
FBRUARY 13-18, 2023 Quarter 3rd
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 of key concepts of random variables
and probability distributions.
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:
 finds the possible values of a random variable.). M11/12SP-IIIa-3
 illustrates a probability distribution for a discrete random variable and
its properties. M11/12SP-IIIa-4
Learning Objectives:
1. Define random variable and its values;
2. illustrates a probability distribution for a discrete random variable and
its properties
3. Find the values of the random variable; . and
4. Demonstrate appreciation of the values of random variable as
important skills needed to understand concepts of a probability
distribution for a discrete random variable and its properties.
Random Variables and Probability Distributions
teacher’s guide, learner’s module
Pages
Pages
Statistics an Probability , REX , Pages 2-8
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically by
providing pupils/students with multiple ways to learn new things, practice the 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.
Review previous lesson by letting the students answer the exercise.
1. What is a variable?
2. How do we denote or represent a variable?
3. What is an outcome?
4. How do you get an outcome?
The teacher will then discuss variables that are associated with probabilities,
called random variables.
The teacher lets the students realize that recognizing values of random variable
as important skills needed to understand concepts of a probability distribution

C. Presenting examples/
instances of 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)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
for a discrete random variable and its properties.
The teacher lets the students, in groups of three, read the experiment and
answer the following questions:
Suppose three cell phones are tested at random. We want to find out the
number of defective cell phones that occur.
1. What is the experiment?
2. When the one cell phone is being tested what could be the possible
characteristic?
3. What are the elements of the sample space in one cell phone?
4. Is second cell phone characteristic dependent to the first cell phone tested?
5. Is the third cell phone characteristic dependent to the second cell phone
tested?
6. What are the elements of the sample space in three cell phone?
7. List the possible outcomes when three cell phones being tested at random.
8. How did you find the activity?
9. What new knowledge did you learn from the activity?.
The teacher discusses with the students the process of arriving at the answer of
the activity. Furthermore, he/she facilitates the drawing of answers of the
questions from the students in a manner that it is interactive. This can be done
by asking other students to react on the answers given by one student. The
teacher emphasizes the proper listing of possible outcomes in an experiment.
Suppose three cell phones are tested at random. We want to find out the
number of defective cell phones that occur. Thus, to each outcome in the
sample space we shall assign a value. These are 0, 1, 2, or 3. If there is no
defective cell phone, we assign the number 0; if there is 1 defective cell phone,
we assign the number 1; if there are two defective cell phones, we assign the
number 2; and 3, if there are two defective cell phones. The possible values of
this random variable are 0,1,2,3.
(see attachment for the illustration)
Steps1: Determine the sample space:
Step 2: List the possible outcome
Step 2: Count the number of the variable asked in the experiment in each
outcome in the sample space and assign this number to this outcome
Given the values of the possible outcomes, the teacher will now show the
probability distribution of that given random variable.
Properties of a Probability Distribution
1. The probability of each value of the random variable must be between or
equal to 0 and 1. In symbol, we write it as 0 ≤ P(X) ≤ 1.
2. The sum of the probabilities of all values of the random variable must be
equal to 1. In symbol, we write it as ∑P(X) =1
Working in pairs, the students will answer In-class Activity 2 and 3
The teacher emphasizes the proper listing of possible outcomes in an
 experiment.
and abstractions about
A random variable is a function that associates a real number to each element in
the lesson
the sample space. It is a variable whose values are determined by chance.
Individual.
I. Evaluating Learning
See attachment.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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: Checked:

DIOMEDIS L. POLLESCAS JR. BUENAFE D. BASINILLO

Special Science Teacher 1 School Principal
In class activity 2 and 3
ASSESSEMENT:

Which of the following shows a discrete probability distribution? If it is not a discrete probability
distribution, identify the property or properties that are not satisfied.

1)

x 0 1 2 3
P(x) 0.2 0.3 0.3 0.2

2)

x 0 1 2 3 4
P(x) 1/5 1/5 1/5 1/5 1/5

3)

x 0 1 2 3 4
P(x) 0.10 0.20 0.25 0.40 0.05

4)

x 0 1 2
P(x) 1/3 1/4 0

5)

x 0 1 2
P(x) 1.1 0.01 0.08

Answer key:
1) Probability distribution
2) Probability distribution
3) Probability distribution
4) Not a probability distribution; one probability is equal to 0; sum not equals to 1
5) Not a probability distribution; one probability is greater than one; sum not equals to 1