STATISTICS AND PROBABILITY 11

Name: ______________________________________ Date: ____________________

Grade: ______________________________________ Section: ___________________

Quarter: 3 Week: 1 SSLM No. 1 MELC(s): 1. Illustrates a random variable (discrete

and continuous) (M11/12SP-IIIa-1); 2. Distinguishes between a discrete and a continuous
random variable (M11/12SP-IIIa-2); and, 3. Finds the possible values of a random variable
(M11/12SP-IIIa-3).
➢ Objectives: 1. To illustrate a random variable.
2. To determine possible values of random variables.
3. To distinguish between discrete and continuous random variables.

➢ Title of Textbook/LM to Study: _________________________________________

➢ Chapter: ___ Pages: ___ Topic: ________________________________________

Let Us Discover

In previous lessons of your Grade 10 Mathematics, an experiment is an activity that

can be done repeatedly under similar conditions, and you have also learned how to list the set
of all possible outcomes called sample space in a given experiment under a certain variable.
A variable is any information, attribute, characteristic, number, or quantity that
describes a person, place, event, thing or idea that can be measured or counted. It can be
qualitative or quantitative, and quantitative variables can either be discrete or continuous. This
variable can be associated with a probability called a random variable which is denoted by a
capital letter.
A random variable is a variable whose value is a numerical outcome from a random
experiment or a function that associates a real number of each element in the sample space.
The following are the steps in determining the random variables on any events or
experiments:
1. Assign letters that will represent each outcome.
2. Determine the sample space (S).
3. Count the number of the value of a capital letter assigned (Random variable).

Illustrative Example 1: Suppose two coins are tossed

simultaneously. Let H represent heads, T represent tails
and X be the random variable representing the number
of heads that will occur. Find the values of the random
variable X.

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Step 1: H = heads T = tails
X = random variable representing the number of heads that will occur
Step 2: S = {HH, HT, TH, TT}

Step 3:
Values of the
Possible
Random Variable
Outcomes
X
HH 2
HT 1 Fig. 1 Tree Diagram for tossing 2 coins

TH 1 So, the possible values of random

variable X are 0, 1, and 2. We can also
TT 0 say, X = 0, 1, 2.

Illustrative Example 2: Three winners of cellphone load sponsored

by a certain organization will be drawn from 5 class
advisers (C) and 150 learners (L) in the senior high
school. Let Y be the random variable representing the
senior high school learners. Find the values of the random
variable Y.
Step 1: C = Class Advisers L = Learners
Y = random variable representing
senior high school learners
Step 2: S = {CCC, CCL, CLC, CLL, LCC,
LCL, LLC, LLL}
Step 3:
Possible Values of the
Outcomes Random Variable Y
CCC 0
CCL 1
CLC 1
CLL 2
LCC 1 Fig. 2 Tree Diagram for 3 winners of CP Load
LCL 2
So, the possible values of the random variable
LLC 2
Y are 0, 1, 2, and 3. We can also say,
LLL 3
Y = 0, 1, 2, 3.
Two Types of Random Variables
1. A discrete Random Variable is a type of random variable whose values are
obtained through counting. It can be finite in numbers of possible values or
countably infinite if the counting has no end.
2. A continuous Random Variable is a type of random variable whose values are
on a continuous scale wherein the data can take infinitely many values. The
outcome can take an uncountably infinite number of possible outcomes within a
specified real number interval.

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Illustrative Example 3: Suppose a coin is tossed. Heads or tails are the two possible
outcomes. Therefore, this is a discrete random variable

Illustrative Example 4: Suppose a teacher surveys her advisory class on their Body Mass
Index (BMI) taking weight (kg) over squaring the height (m2) before the start of
the first semester. This is not countable; thus, this is a continuous random
variable.

Illustrative Example 5:
Random Variables Types
1. the number of enrollees in senior high school discrete
2. time required for a vehicle to cover 3 kilometers continuous
3. headcount of learners during an earthquake drill discrete
4. the volume of water in a reservoir continuous
5. rolling a pair of dice discrete

Let Us Try

Activity 1: Finding My Value

Direction: Illustrate and determine possible values of a given random variable.
Three coins are tossed simultaneously. Let H represent heads, T represent tails
and Z be the random variable that represents the number of tails that will occur. Find
the values of the random variable Z.
Step 1: Assign letters that will represent each outcome.
H = (1) ______ (2) ____ = tails
Z = (3) _________________________________________________.
Step 2: Determine the sample space.
: S = { ____, ____, ____, ____, ____, ____, ____, ____}
(4) (5) (6) (7) (8) (9) (10) (11)

Step 3: Count the number of the value of a capital letter assigned.

Possible Values of the
Outcomes Random Variable Z
(12) _______ (13) _______
Therefore, the possible values of
(14) _______ (15) _______ random variable,
(16) _______ (17) _______ Z = ___, ___, ___, ___
(18) _______ (19) _______ (28) (29) (30) (31)
(20) _______ (21) _______
(22) _______ (23) _______
(24) _______ (25) _______
(26) _______ (27) _______

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Activity 2: Am I Discrete or Continuous?
Direction: Identify whether each situation is a discrete or continuous random variable.
Types of Random
Situation
Variables
32. The manager mandates that all male employees must have
a height (H) that is between 64 and 74 inches
33. A game involves a circular spinner with eight sections
labeled with numbers. Y is the number of the section the
spinner lands on.
34. A SOCOTECO personnel surveys the average amount of
electricity (E) consumed during the ECQ.
35. During the retrieval of modules, a class adviser counts the
number of parents (P) who have normal temperatures.

Let Us Do

Activity 3: What’s My Value?

Direction: Use the 3-step rule in illustrating and determining possible values of a given
random variable.

Suppose there are four people to be tested in Covid-19. Let P represent positive,
N for negative and I be the random variable representing the number of infected people
that occur. Find the random variable I.

Activity 4: Distinguish me from D to C

Direction: Write D if the random variable is discrete and C if continuous on the space provided.
_____ 1. the amount of needed salt in baking a loaf of bread
_____ 2. the number of Covid-19 patients in the Region XII
_____ 3. the exact age of Statistics and Probability learners
_____ 4. the number of online votes for the classroom president
_____ 5. the number of calories burned by Philippine Olympic athletes

Let Us Apply

Activity 5: Testing My Value

Direction: Use the 3-step rule in illustrating and determining possible values of a given
random variable.

Fifty android tablets will be delivered to a certain school for testing but five of
them are defective. The principal will get two of these tablets for testing. Let X represents
the defective tablet, Y represents the non-defective tablet and Z represents the random
variable for which a non-defective tablet will occur. Find the values of random variable Z.

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 Rubrics

Criteria 5 (Excellent) 3 (Good) 2 (Satisfactory)

Contents were Contents were partially Contents were not
Content substantial to the task substantial to the task substantial to the task
given. given. given.
Applies incomplete
Applies complete and Applies partial and
Procedure and inappropriate
appropriate procedures. appropriate procedures.
procedures.
Uses illustrations that Uses illustrations that
Uses illustrations that
Illustration clearly depict the do not depict the
partially depict the problem.
problem. problem.
Provides the answers Provides some of the Provides the answers
Accuracy
needed correctly. answers needed correctly. needed incorrectly.

References

De Guzman, D. Statistics & Probability. Quezon City: C&E Publishing, Inc. pp. 2-4

Dolotina, L.A. Statistics & Probability. DepEd-NCR Division of Pasig City, Q1, SLM 1 & 2 ,
pp. 4-7; 16-18

SSLM Development Team

Writer: Sherwin P. Uy
Content Editor: Zaida N. Abiera
LR Evaluators: Mary Jane V. Muyco, Jiffre A. Gaentano, Marjohn C. Mantawil
Illustrator: Sherwin P. Uy
Creative Arts Designer: Reggie D. Galindez
Education Program Supervisor - Mathematics: Zaida N. Abiera
Education Program Supervisor - Learning Resources: Sally A. Palomo
Curriculum Implementation Division Chief: Juliet F. Lastimosa
Asst. Schools Division Superintendent: Carlos G. Susarno, Ph. D.
Schools Division Superintendent: Romelito G. Flores, CESO V

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