DAILY Teacher Krizza Mae R. Pujante Grade Level 11- Carp.
/ HUMSS
LESSON School / District Potong NHS/ Lapinig District Learning Area Stats. and Probability
LOG Teaching Date January 13, 2025 Quarter 3
(DLL) Time 7:20- 8:20 am/ 9:30-10:30 am Week 2
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of random variables
and probability distributions.
B. Performance Standards 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: computes probabilities corresponding to a given random
variable.. M11/12SP-IIIa-6
Learning Objectives:
C. Learning Competencies/ 1. Recalls information and retrieves relevant knowledge on probability of
Objectives random variable.
2. Computes probabilities corresponding to a given variable.
3. Demonstrates camaraderie, oneness and respect one’s idea in the group
activity.
II. CONTENT Random Variables and Probability Distributions
III. LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide Modules, Internet, MELCs
Belecina, R. R., Baccay, E. S., & Mateo, E. B. (2016).
2. Learner’s Materials
Statistics and Probability. Rex Book Store.
Reference Books:
3. Textbook pages 1. Statistics and Probability, Danilo De Guzman, pp. 11-22
2. Statistics and Probability, Rene R. Belecina, et. al., pp. 2-31
4. Additional Materials from [Link] , [Link], [Link]. (2021). Retrieved
Learning Resource (LR) from Britannica: [Link]
portal variables-and-probability-distributions
B. Other Learning Resources
IV. PROCEDURES
Review previous lesson by letting the students answer the following questions
1. What is an event?
A. Review previous lesson or
2. What is probability?
presenting the new lesson
2. How do you get a probability of the event?
The teacher lets the students realize that the knowledge of getting the
B. Establishing a purpose for the
probability of an event is very important to compute probabilities corresponding
lesson
to a given random variable.
C. Presenting examples/ instances The teacher will divide the class into three groups. Each group will be given an
of the new lesson Entry Card in which they are task to find the probability of the different events.
The students will post their answer on the board and explain.
Entry Card
Event (E) Probability P(E)
1. Getting an even number in a
single roll of a die
2. Getting a sum of 6 when two
dice are rolled
[Link] an ace when a card is
drawn from a deck
[Link] probability that all children
are boys if a couple has three
children
[Link] an odd number and a tail
when a die is rolled and a coin is
tossed simultaneously
[Link] a sum of 11 when two
dice are rolled
[Link] a black card and a 10
when a card is drawn from a deck
8. Getting a red queen when a card
is drawn from a deck
9. Getting doubles when two dice
are rolled
10. Getting a red ball from a box
containing 3 red and 6 black balls
The teacher will ask follow up questions on the activity given.
How do you find the probability of each event?
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.
Example 1:
Let x be the random variable represented by the sum of the outcomes. The 16
possible outcomes grouped according to their sums are:
2 = (1,1)
3 =(1,2) , (2,1)
4 = (1,3), (3,1), (2,2)
5 = (1,4), (4,1), (2,3), (3,2)
D. Discussing new concepts and 6 = (2,4), (4,2), (3,3)
practicing new skills #1 7 = (3,4), (4,3)
8 = (4,4)
Hence , the probability mass function and its histogram are as follows:
x 2 3 4 5 6 7 8
P(x) 1/16 1/8 3/16 1/4 3/16 1/8 1/16
P(X≤2) = P(2) =1/16
P(3≤X≤7) = P(3) + P(4) + P(5) + P(6) + P(7)
= 1/8 + 3/16 + ¼ + 3/16 + 1/8
7
=
8
Example 2:
A basket contains 10 red balls and 4 white balls. If three balls are taken
E. Discussing new concepts and
from the basket one after the other, determine the possible values of the random
practicing new skills #2
variable R representing the number of red balls.
F. Developing mastery (leads to By Pair in a group, different questions in each group.
formative assessment 3) Group 1
Consider tossing a 6-sided die three times. Determine the probability that 4 will
turn up:
A. 0 time
B. Once
C. Twice
D. Thrice
Answers:
A. 125/216
B.75/216
C. 15/216
D. 1/216
Group 2
A basketball team has to play 3 games during the elimination round of a
tournament. What is the probability that they will win:
A. 0 game?
B. 1 game?
C. 2 games?
D. All 3 games?
Answers:
A. 1/8
B. 3.8
C. 3/8
D. 1/8
Group 3
Five friends attended the volleyball varsity teams tryouts. What is the
probability that only 3 of them will be selected if P(success) = 60% and P
(failure) = 40% for each of them?
Answer: 0.3456 or 34.56%
Example 3:
G. Finding practical applications Two balls are drawn in succession without replacement from an urn
of concepts and skills in daily containing 5 orange balls and 6 violet balls. Let V be the random variable
living representing the number of violet balls. Find the values of the random variable
V.
The students will be answering the following questions:
1. What is the most significant learning you have gained in today’s session?
H. Making generalizations and
2. Are probability values, distribution and histogram Important to your lives?
abstractions about the lesson
Explain
3. Construct one “hugot” statement in relation to today’s lesson.
I. Evaluating Learning Test I.
A family has three children. Let X represents the number of boys. Construct a
probability distribution.
a. What is the probability that the family will have at least 2 boys?
b. What is the probability that the family will have 2 boys?
Test II
The following data show the probabilities for the number of cars sold in a given
day at a car dealer store.
Number of cars X Probability P(X)
0 0.100
1 0.150
2 0.250
3 0.140
4 0.090
5 0.080
6 0.060
7 0.050
8 0.040
9 0.025
10 0.015
1. What is the probability that three or more cars will be sold in a given day?
2. What is the probability that the number sold cars sold in a given day is at least
4 but not more than 8?
3. P( X < 10)
4. P( 4 ≤ X <9 )
5. P ( 0 )
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
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 by: Checked by:
KRIZZA MAE R. PUJANTE LEOGEM B. LONGCOP, MAEd
Subject Teacher SHS Coordinator
Noted:
SANTIAGO E. SIDRO, JR.,HT-IV
School Head
