CONSUELO NATIONAL HIGH
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 Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
School: SCHOOL Grade Level: GRADE 11
STATISTICS &
Teacher: CHRISTINE FAITH TABLANDO Learning Area: PROBABILITY
Teaching Dates and Time: FEBRUARY 13 – 17, 2023 (WEEK 1) Quarter: THIRD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be meet 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 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 The learner demonstrates
understanding of... understanding of...
The learner demonstrates The learner demonstrates
understanding of key concepts understanding of key concepts
of random variables and of random variables and
probability distributions. probability distributions.
The learner is able to... The learner is able to...
The learner is able to apply an The learner is able to apply an
appropriate random variable for appropriate random variable
a given real-life problem (such for a given real-life problem
as in decision making and (such as in decision making
games of chance). and games of chance).
illustrates a random variable finds the possible values of a
(discrete and continuous). random variable.
M11/12SP-IIIa-1 M11/12SP-IIIa-3
distinguishes between a illustrates a probability
discrete and a continuous distribution for a discrete
random variable. random variable and its
M11/12SP-IIIa-2 properties.
M11/12SP-IIIa-
4
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.
DISCRETE & CONTINUOUS VALENTINE’S DAY PE DAY / VALUES OF A RANDOM 2ND QUARTER
RANDOM VARIABLE (SCHOOL ACTIVITIES) PERFORMANCE VARIABLE RECOGNITION OF
TASK DAY HONORS & HOMEROOM
PTA
Lists 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.
Stat. & Prob. Curriculum Guide Stat. & Prob. Curriculum Guide
Lesson 1 (pages 2-9) Lesson 1 (pages 2-9)
Lesson 1 (pages 2-9) Lesson 1 (pages 2-9)
 portal
B. Other Learning Resources

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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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
IV.PROCEDURES 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 Previous Lesson  What is a discrete variable?
or Presenting the New What is a continuous variable?
Lesson
B. Establishing a Purpose for WHAT’S IN (page 3) Probability distribution is a
the Lesson Remember in your previous lesson in function that consists of ordered
Mathematics that a set of all possible pairs in which the first element is
outcomes in an experiment is called the value of the random variable
the sample space. For you to find out and the second element is the
if you can still recall how to list down associated probability. When the
the possible outcomes of a statistical random variable is discrete, its
experiment, do this activity. corresponding probability
List the sample space of the distribution is called discrete
following experiment. probability distribution. If the
A) Tossing two coins random variable is continuous, the
probability distribution is called
continuous probability
distribution.
Probability distribution can be
written in tabular form or equation
form.
C. Presenting WHAT I KNOW (page 2) Example 1:
Examples/Instances of the Directions: Read and analyze each Suppose the random variable X is
Lesson item carefully. Perform as indicated. the number of tails in tossing a fair
A. Classify the following random coin twice. What are the
variables as discrete or continuous. probabilities of the possible
outcomes? What is the probability
distribution of X? Sketch the
graph of the probability
distribution.
D. Discussing New Concepts WHAT’S NEW (page 3) Example 2:
and Practicing New Skills Activity 1. Tossing Three Coins The data below shows the
#1 Draw and complete the table shown probabilities for the number of
below by writing the possible books sold in a given day at a
outcomes of tossing three coins and book store.
the value of the random variable Y
denoting the number of tail/s. You a) Find 𝑃(𝑋≤4)
may add more rows if needed. b) What is the probability that
more than 5 books were sold?

MONDAY
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
IV.PROCEDURES 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.
E. Discussing New Concepts WHAT IS IT (page 4)
and Practicing New Skills A random variable is a function
#2 whose value is a real number
determined by each element in the
sample space.
A discrete random variable is a
variable whose value is obtained
by counting.
A continuous random variable is
a variable whose value is obtained
by measuring.
F. Developing Mastery Activity 2. Drawing Balls from
(Leads to Formative an Urn
Assessment 3) Draw and complete the table by
writing the possible outcomes of
drawing two balls in succession
without replacement from an urn
containing 5 red balls and 6 blue
balls and the value of the random
variable Z denoting the number of
blue balls. You may add more
rows if needed.
c) Find 𝑃(0≤𝑋≤3)
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TUESDAY WEDNESDAY THURSDAY FRIDAY
Properties of Probability
Distributions
1. The value of the probability
distribution must be numbers on
the interval from 0 to 1 because
these are probabilities.
2. The sum of all values of the
probability distribution must be
equal to 1 since random variable
has to take on one of its values.
Graph of a Discrete Probability
Distribution
The graph of the discrete
probability distribution is a set of
disjoint points in the Cartesian
plane. A histogram is used to
represent the enhanced graph of a
discrete probability distribution.
WHAT I CAN DO (page 7)
1. Using the sample in a family of
four children, construct a
probability distribution for the
random variable Z representing
the number of boys. Draw the
histogram of the probability
distribution.
G. Finding Practical REAL-LIFE SITUATION: Solve the following problems.
Applications of Concepts Suppose that the District 1. The following data show the
and Skills in Daily Living Supervisor is selecting three probabilities for the number of
Senior High School students at cars sold in a given day at a car
random to be interviewed. Let M dealer store.
represent a male student and F
represent a female student. Let X d) Find 𝑃(𝑋≤2)
be the random variable e) Find 𝑃(𝑋≥7)
representing the number of female f) Find 𝑃(1≤𝑋≤5)
students selected by the District
Supervisor.

V. PROCEDURES
H. Making Generalizations
and Abstractions about
the Lesson
I. Evaluating Learning
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MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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.
WHAT I HAVE LEARNED What is a probability distribution?
(page 7)
Based on this lesson, answer the What are the different properties
following questions. of probability distributions?
1. Describe and provide 5
examples of discrete random
variables.
2. Describe and provide 5
examples of continuous random
variables.
ASSESSMENT (page 8) ASSESSMENT (page 8)
A. Classify the following random The daily demand for copies of
variables as discrete or a movie magazine at a variety
continuous. store has the probability
1. The speed of the car distribution as follows.
2. The number of voters favoring a a) What is the probability that 3
candidate or more copies will be
3. The time needed to finish the test demanded on a particular day?
b) What is the probability that
the demand will be at least 2 but
not more than 6?
c) Draw the histogram of the
probability distribution.

J. Additional Activities for ASSESSMENT (page 8) ASSESSMENT (page 8)

Application or C. Construct the probability C. Construct the probability
Remediation distribution for the random distribution for the random
variables described in each of the variables described in each of
following situations. the following situations.
1. Two dice are tossed. Let X be 2. Four coins are tossed. Let Y
the random variable representing be the random variable
the sum of two dice. Give all representing the number of
possible outcomes and find the heads. Give all possible
 values of the random variable X. outcomes and find the values of
the random variable Y.

VI.REMARKS

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Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VII. REFLECTION 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

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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?
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Prepared by: Reviewed & Checked by: Approved by:

CHRISTINE FAITH G. TABLANDO DORCAS M. MENOC, PhD ANELITO B. CALLO, PhD

SHS Teacher II SHS Coordinator/MT-II Secondary School Principal I