DAILY School KNCHS-SHS Learning Area STATISTICS AND

LESSON PROBABILITY
LOG Teacher GERALDINE ADRIANNE E. OSITA Quarter FIRST
Grade Level GRADE 11 School Year 2022-2023
Date FEBRUARY 13-17, 2022

Monday-Tuesday Wednesday-Thursday
I. OBJECTIVES
A. CONTENT STANDARD The learner demonstrates understanding of key concepts The learner demonstrates understanding of key concepts of
of random variables and probability distributions. random variables and probability distributions.
B. PERFORMANCE The learner is able to apply an appropriate random The learner is able to apply an appropriate random variable
STANDARD variable for a given real-life problem for a given real-life problem
(such as in decision making and games of chance). (such as in decision making and games of chance).
C. LEARNING COMPTECIES The learners: The learners:
/ LC Code illustrates a random variable (discrete and illustrates a random variable (discrete and
continuous). Week 1 M11/12SP-IIIa-1 continuous). Week 1 M11/12SP-IIIa-1
distinguishes between a discrete and a continuous distinguishes between a discrete and a continuous random
random variable. M11/12SP-IIIa-2 variable. M11/12SP-IIIa-2
finds the possible values of a random variable. finds the possible values of a random variable. M11/12SP-
M11/12SP-IIIa-3 IIIa-3
illustrates a probability distribution for a discrete random a. illustrates a probability distribution for a discrete
variable and its properties. M11/12SP-IIIa-4Objectives: random variable and its properties. M11/12SP-IIIa-
4Objectives:
II. CONTENT INTRODUCTION TO BASIC CONCEPTS OF INTRODUCTION TO BASIC CONCEPTS OF
STATISTICS AND PROBABILITY STATISTICS AND PROBABILITY
III. LEARNING RESOURCES
A. REFERENCES Statistics and probability CG (MELCS) Statistics and probability CG (MELCS)
1. Teacher’s Guide pages DepEd Teacher’s Guide DepEd Teacher’s Guide
2. Learner’s Materials pages References: References:
3. Textbook pages Aufmann, R. (2018). Mathematics in the Modern World. Aufmann, R. (2018). Mathematics in the Modern World.
4. Additional Materials from Learning Resource Rex Publishing. Manila, Philippines Rex Publishing. Manila, Philippines
(LR) portal Cajigas, S.G., Castañares, C.S., Tolosa, L.l., Gohil, H.A., Cajigas, S.G., Castañares, C.S., Tolosa, L.l., Gohil, H.A.,
B. Other Learning Resources
and Garol, M.D. (2019).Mathematics in the Modern and Garol, M.D. (2019).Mathematics in the Modern World.
World. St. Andrew Publishing House St. Andrew Publishing House
Rodriguez, M.J., Salvador, 1.O., Ragma, F.G., Torres, Rodriguez, M.J., Salvador, 1.O., Ragma, F.G., Torres,
E.M., Manalang, E.M. Oredina, N.A., and Ogoy, J.l E.M., Manalang, E.M. Oredina, N.A., and Ogoy, J.l (2018).
(2018). Mathematics in the Modern World. Nieme Publishing
Mathematics in the Modern World. Nieme Publishing House Co. Ltd.
 House Co. Ltd. Guillermo, R., Abratique, D.M., Ballena, J.T., and
Guillermo, R., Abratique, D.M., Ballena, J.T., and Garambas, Z.U. (2018). Mathematics in the Modern World
Garambas, Z.U. (2018). Mathematics in the Modern a Worktext. Nieme Publishing House Co. LtdActivity
World a Worktext. Nieme Publishing House Co. Slides/Sheets
LtdActivity Slides/Sheets PPT, Laptop, LED TV
PPT, Laptop, LED TV
IV. PROCEDURES
A. Reviewing previous Introductory Session. Recapitulation of the previous knowledge of Statistics and
lesson Reiteration of Classroom Rules. Probability through a Which is What Activity.
Introduction of topics Covered.
Recapitulation of the previous knowledge of Statistics Instructions: Given 2 illustrations, identify and explain which
and Probability through a Which is What Activity. represents STATISTICS and which represents
PROBABILITY.
Instructions: Given 2 illustrations, identify and explain
which represents STATISTICS and which represents
PROBABILITY.

B. Explicit Reading of the Objectives: Objectives:

Objectives/Explicit 1. Define the term Statistics. At the end of the period, the students are expected to:
Introduction of the 2. Enumerate and illustrate the different terms used in 1. Define the term Probability.
Lesson Statistics. 2. Enumerate and illustrate the different terms used
- Sub-task LC in objective form (SMART) if 3. Define and differentiate between qualitative and in Probability.
needed. quantitative variables. 3. Determine the sample space for an experiment.
4. Classify quantitative variables as Discrete or 4. Solve the probability of an event to happen.
Continuous.
5. Give examples of the different levels of measurement.
6. Define and differentiate the different sampling
methods.
C. Modelling The Teacher will define and illustrate Statistics. The Teacher will define and illustrate Probability.
-Design a parallel but different task that you “STATISTICS is the collection of methods for planning
will model for students. experiments, obtaining data, and then analyzing, “PROBABILITY – is a field of mathematics concerning
-Plan how you will demonstrate, how to use interpreting, and drawing conclusions based on the numerical descriptions of how likely an event is to occur, or
scaffolds. data.” how likely a proposition is true.”
-Plan examples and counter examples you
will demonstrate.
-Consider how you will elicit student
The Teacher introduce the Basic Concepts under NOTE: The probability of an event is a number between o
responses and engagement to assess their
Statistics. and 1, where, roughly speaking, 0 indicates impossibility of
level of understanding.
the event and 1 indicates certainty.
○ DATA - are the values that the variables can
assume. The Teacher introduce the Basic Concepts under
○ VARIABLE - is a characteristic that is observable Probability.
 or measurable in every unit of the
universe.
○ POPULATION – is the set of all possible values • EXPERIMENT - an activity in which the results
of a variable. cannot be predicted with certainty. Each repetition
○ SAMPLE – is a subgroup of a population. of an experiment is called a trial.
• OUTCOME - is a result of an experiment.
• EVENT – is a collection of outcomes.
The teacher will ilustrate the Classification of Variables • SAMPLE SPACE – is a set S that contains all the
by examples. possible outcomes of an experiment.

Qualitative
○ are words or codes that represent a class The teacher will ilustrate Probability by examples.
or category.
○ Expresses a categorical attribute. Rolling a Die
■ Ex: gender, religion, marital status,
highest educational attainment
Quatitative

○ number that represent an amount or a

count.
○ Numerical data, sizes are meaningful and
answer questions such as “how many” or
“how much”.
■ Ex: height, weight, household size,
number of registered cars

○ Discrete Variables – data that can be

counted.
Ex: Number of days, number of siblings,
amount of money
○ Continuous Variables – can assume the
values between any two specific values
like 0,5, 1.2, etc. and data that can be
Picking a Card
measured.
Ex. Height, weight, temperature

The teacher will Ilustrate LEVELS OF MEASUREMENT

13 1
By giving examples P(Diamonds)= =
52 4
 Nominal
This is characterized by data that consists of names,
labels, and categories only.
Ex: Gender
Most preferred Color
Usual sleeping time
Civil Status
Ordinal
This involves data that is arranged in some order; there
is a difference between data
Ex: Happiness Index
Highest Educational Attainment
Ranking of ML Players
Academic Awards
Interval
This is the same with ordinal level, wit an additional
property that we can determine meaningful amounts of
difference between data.
Ex: Body Temperature
Intelligence Quotient
Ratio
This is an interval level modified to include the inherent
zero starting point. It possesses a meaningful absolute,
fixed zero point and allows all arithmetic operations.
Ex: Number of siblings
Height
Weight

The teacher will illustrate SAMPLING METHOD thru

giving examples

RANDOM SAMPLING
SYSTEMATIC SAMPLING
STRATIFIED SAMPLING
CLUSTER SAMPLING

D. Guided Practice The teacher will guide the students in Identifying Using the previous examples, the teacher will guide the
-Design a parallel but different task that Classification of Variables students in solving the probability of an event to happen.
students will do during guided practice stage. Levels of Measurement
Chunk into smaller units, and sequence Sampling Method
properly.
-Decide what scaffolds will be available to
students while they practice. This may be
concrete tools such as templates, lists, and
graphic organizers or verbal prompts and
peer support.
-Create a list of questions or prompts that
you can use to support and guide students at
this stage.

D.1. Processing of the The teacher will consolidate the knowledge of the The teacher will consolidate the knowledge of the students
Guided Activity students and point out common mistakes. and point out common mistakes from the process of
solving.
E. Independent Practice The teacher will ask the students to answer an individual The teacher will ask the students to answer an individual
-Describe the task that students should be task. task.
able to do independently by the end of the
session. Include instructions, expectations, Instructions: Instructions:
evaluation criteria, and modes of submission.
-This is what they take home to answer. Activity 1 Perform the indicated instruction to solve the
(LAS)
problem in a piece of paper. Each number is worth
Define and differentiate between qualitative and 3 points. Incorrect answers with solutions will have
quantitative variables. 1 point.
Qualitative vs Quantitative

Choose the letter that best describe the given statement.

(1 pt. Each)

Activity 2

Classify quantitative variables as Discrete or Continuous.

Discrete vs Continuous

Choose the letter that best describe the given statement.

(1 pt. Each)

Activity 3
 Give examples of the different levels of measurement.

Levels of Measurements

Choose the letter that best describe the given statement.

(1 pt. Each)

Define and differentiate the different sampling methods.

Sampling Methods

Choose the letter that best describe the given statement.

(1 pt. Each)

Prepared by: Checked by: Approved:

GERALDINE ADRIANNE E. OSITA NOEL S. RODEL CHONA L. BERNABE

SST-I Master Teacher II Asst. SHS Principal for Academics