Republic of the Philippines

Department of Education
Region X
Division of Malaybalay
Managok National High School

LESSON PLAN
DATE:
DLP NO. : 1/ 2nd LEARNING AREA: Statistics Grade/Year QUARTER:
DURATION: 60
Semester and Probability Level : 11 3
mins.
 Illustrates a random variable (discrete CODE:
and continuous) (M11/12SP-IIIa-1)
 Distinguishes between a discrete and a Set achievable and Appropriate
Learning learning outcomes that are aligned
continuous random variable
Competency: with learning competencies. (KRA 3;
(M11/12SP-IIIa-2) Obj. 8)
 Find possible value of a random
variables (M11/12SP-IIIa-3)
Key
Illustrate random variables and distinguishes between discrete and continuous
Understandings
random variables
to be developed
DOMAIN Adapted Cognitive Process Dimensions
Objectives
( D.O. No.8, s. 2015 )
Knowledge Identify the list of possible outcomes in an experiment.
Learning Skills Distinguishes between a discrete and continuous random variable.
Objectives Attitudes Be able to think the possible outcomes in their life.
Values Intuition and advance thinking
Content Random Variables and Probability Distribution
Resources  Canlapan, Raymound B; DIWA Senior High School Series: Statistics and
Probability;2016; DIWA Learning System Inc; 4/F SEDCCO 1 Bldg. 120
Thailand corner Legazpi Streets, Legazpi Village, 1229 Makati City,
Philippines Apply knowledge of
 Chan Shio et. al; Statistics and Probability for Senior High School; 2017;
content within C&E
and across
Publishing; Inc.; 839 EDSA, South Triangle, Quezon City curriculum teaching (KRA
1; Obj. 1)
 Computer-Aided Presentation, Assessment sheet Integrated to P.E Subject
 https://www.youtube.com/watch?v=4sU6osLo6bk
Elements of METHODOLOGY
the Plan Use appropriate
teaching and learning
resources (ICT) to  Checking of attendance
address learning goal.  Introduce the dance steps to the learners
(KRA 1 & 3; Obj. 2 & 7) and let the learners dance for motivation. (Kaya Ko Song)
Introductory
 Divide the class into three groups through modified “The
PROCEDURES Activity
Boat is Sinking”. (Students will follow the instructions being
(7 mins.)
flash in the screen).
Applied a range of  Recalling previous concept which is about probability and
teaching strategies to sample space. (show a video)
Develop critical and
 Let the learners answer each situation given by group.
Creative thinking, as Activity
well as other skills (KRA (5 mins)
(The situations given involve getting the outcomes of every
1; Obj. 3) experiment and students must follow the instructions given).
Analysis  What is random variable?
(3 mins.)  What are the two types of random variables?
 How do you describe discrete random variables?
  How do you describe continuous random variables?
 What is the difference between continuous and discrete
random variables?
 Why is it important to know about random variables?
Use appropriate  Random Variables
teaching and - is a function that associates a real number to each
learning resources element in a sample space
(ICT) to address - it is a variable whose values are determined by chance
learning goal. (KRA - denoted by capital letters
1 & 3; Obj. 2 & 7)  Kinds of Random Variables
- Discrete random variables
A kind of random variable where in the set of possible
outcomes is countable.
Established a learner Represent count data, such as defective number of
centered culture by using chairs produced in a factory
teaching strategies that
respond to their language - Continuous random variables
uses. (KRA2; Obj. 4) A kind of random variables that takes on values in
continuous scale
Cannot be counted by measurable
-Represent measured data, such as heights, weights and
temperatures

 Steps in finding values of a random variables

Abstraction 1. Find all the possible outcomes in every experiment.

(23 mins.) 2. Assign numbers for the frequency of the event to occur.

Example:
Suppose that the District Supervisor is selecting three Senior
High School students at random to be interviewed. Let M be Male
and F be Female. Let X be the random variable representing the
number of female student selected by the District Supervisor.

So, the possible values of the random variable X are 0, 1, 2, 3.

Application  Each group will be provided with a flash cards and let them
(5 mins.) answer the following through raising their flashcard.

Used strategies for providing

 Instruction: Classify the following random variables as
timely, accurate constructive discrete or continuous.
feedback to improve learner 1. the number of defective computers produced by a
performance. (KRA 2; Obj. 6)
manufacturer.
Ans. Discrete Random Variable

2. weight of the newborns each year in a hospital

 Ans. Continuous Random Variable

3. the number of siblings in a family of a region

ans. Discrete Random Variable

4. the speed of a car

Ans. Continuous Random Variable

5. the amount of sugar in a cup of coffee

Ans. Continuous Random Variable

6. the number of people who are playing LOTTO each day

Ans. Discrete Random Variable

7. the average amount of electricity consumed per

household per month
Ans. Continuous Random Variable

8. the number of voters favoring a candidate

Ans. Discrete Random Variable

9. the time needed to finish the test

Apply knowledge of
content within and across
Ans. Continuous Random Variable
curriculum teaching (KRA
1; Obj. 1) 10. the number of deaths per year attributed to lung cancer
Integrated to ESP Subject Ans. Discrete Random Variable

Generalizati Ask the learners on how they find the topic for today.
on (5 mins.) Let the learners tell the importance of Random Variables.

Assessment Method
ASSESSMENT
(10 mins)

Answer the following:

Complete the table given.

Possible Outcomes Value of the Random

Variable

Used strategies for providing

timely, accurate constructive
feedback to improve learner
performance. (KRA 2; Obj. 6)
1. Four coins are tossed. Let A be the random variable representing the
number of heads that occur. Find the values of the random variable A.

Solution:
Possible Outcomes Value of the Random Variable A
(Number of Heads)
TTTT 0
TTTH 1
TTHT 1
THTT 1
HTTT 1
TTHH 2
THHT 2
HHTT 2
HTTH 2
THTH 2
HTHT 2
THHH 3
HTHH 3
HHTH 3
HHHT 3
HHHH 4

Thus, the (sample space) S= {TTTT, TTTH, TTHT, THTT, HTTT, TTHH,
THHT, HHTT, HTTH, THTH, HTHT, THHH, HTHH, HHTH, HHHT, HHHH)
and
The possible values of the random variable A are 0,1,2,3,4

2. Suppose three coins are tossed. Let Y be the random variable

representing the number of heads that occur. Find the probability of each
of the values of the random variable Y.

Solution:
Possible Outcomes Value of the Random
Variable
TTT 3
TTH 2
THT 2
HTT 2
HHT 1
HTH 1
THH 1
HHH 0
Thus, the (sample space) S= {TTT, TTH, THT, HTT, HHT, HTH, THH,
HHH) and
The possible values of the random variable Y are 0,1,2,3.

3. Two balls are drawn in succession without replacement from an urn

containing 5 red balls and 6 blue balls. Let Z be the random variable
representing the number of blue balls. Find the values of the random
variable Z.
 Solution:
Possible Outcomes Value of the Random
Variable
RR 0
RB 1
BR 1
BB 2

Thus, the (sample space) Z= {RR, RB, BR, BB) and

The possible values of the random variable Y are 0,1,2.
Study for the next lesson.
ASSIGNMENT
“Constructing Probability Distributions”
(1 min.)
Concluding Activity
“You may not be able to control every situation and outcome, but
(optional)
you can control your attitude and how you deal with it.”
(1 min.)
Remarks  Teacher will provide a soft copy, send in group chat
Planned and delivered teaching in the messenger or hard copy of the lesson for
strategies that are responsive those who cannot access to internet.
to the special educational
 Teacher communicate to the learners either
needs of learners in difficult
messenger, text or call for inquiries and clarifications
circumstances, like time of
in this time of pandemic.
pandemic. (KRA 2; Obj. 5)

Reflections

Prepared by:
SST-II
MARY GRACE M. TAGADIAD

Checked by:
SHARON CABAL-RODAS SHS Coordinator

Inspected by:

NOEME A. MACASLANG Academic Head

PASTOR P. ABEJUELA III Secondary School Principal II