DETAILED Schools Division Iloilo Grade Level 11
LESSON PLAN
School New Lucena National Learning Area STATISTICS
Comprehensive High School AND
PROBABILITY
Teacher Lovelyn M. Gallego Quarter Third
Date Nov. 21-22, 2018
I. Objectives Developmental Domain(s): At the end of the session the learners are expected to:
a.) finds the possible values of a random variable
b.) illustrates a probability distribution for a discrete random
variable and its properties
c.) constructs the probability mass function of a discrete
random variable and its corresponding histogram
d.) computes probabilities corresponding to a given random
variable
Content Standard: The learner demonstrates understanding of key concepts of random
variables and probability distributions.
Performance Standard: 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 M11/12SP-IIIa-3
Code: M11/12SP-IIIa-4
M11/12SP-IIIa-5
M11/12SP-IIIa-6
II. Content
Random Variables and Probability Distributions
III. Learning
Resources Vallejo, A.L. 2014. Statistics Applied to Research: A Practical Guide for Research Students.
ISAT-U pub.house
Belecina, R., Baccay, E., and Mateo, E. 2016 . Statistics and Probability. 1st Edition. Rex
Bookstore
Chan Shoi, C.P.O. and Reyes, M.A.T. 2017. Statistics and Probability for Senior High School. C
& E Publishing, Inc.
IV.
Procedures.
Review/ Motivation
In an experiment of “tossing 2 coins”, find the following:
a.) Sample space
b.) Sample size
c.) Probability of getting the number of tail(s)
*let the students define the terms and count the sample space and determine the
probabilities (uses a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills)
Presentation and Discussion (using laptop, projector and realia): (selects, develops,
organizes and uses appropriate teaching and learning resources, including IC, to address
learning goals)
1. The teacher discusses what an discrete sample space, discrete random
variable, and probability mass function (PMF) is and explains its formula.
𝑝(𝑥𝑘 ) 𝑖𝑓 𝑘 = 𝑥1 , 𝑥2 …
𝑃(𝑋 = 𝑘) = {
0 𝑜𝑡ℎ𝑒𝑟𝑤𝑖𝑠𝑒
2. The teacher presents an example of an experiment.
Experiment:
In rolling a pair of fair dice, say green die and a red die, the sample
space would consist of 36 outcomes that are likely to occur. If we write the
outcomes in the form (g, r), where g is the outcome on the green die and r is
the outcome on the red die, then we enumerate the 36 outcomes as follows:
3. The students comprehend the table of values through answering the given
questions for analysis. (Applies a range of teaching strategies to develop
critical thinking and creative thinking, as well as other higher order thinking
skills)
Question:
a.) How many possible outcomes are there or Sample size?
b.) What is the minimum sum of each pair? Maximum?
c.) List the possible outcome(s) with a sum of 2, 3, 4, …12.
d.) What is the probability for each sum of values 𝑃(𝑥 = 𝑘)?
e.) Make a table using your data obtained.
f.) Create a histogram out of the table of values you made.
4. The teacher processes the answers of the students and provides follow up
questions for students understanding
Activity
Group Activity
The students will be grouped into 5 groups and each group will be given
different tasks to do for 5-8minutes and 3 minutes presentation of their
outputs. (Uses differentiated, developmentally appropriate learning
experiences to address learners’ interest and experiences.)
Group 1: Using a 1 peso coin and a fair die, list the possible outcomes and
determine its probability in a table of values.
Group 2: Using a 1 peso coin and a fair die, create a histogram out of the
possible outcomes and determine its probability.
(Applies the knowledge of content within and across curriculum teaching
areas- Arts)
Group 3: Create and act a scenario wherein an idea of a probability is
practically applied and emphasize the good values there.
(Applies the knowledge of content within and across curriculum teaching
areas- English and Values Education)
Group 4: Select a particular game using deck of cards and state the use of
probability.
Group 5: Members of this group will interpret and summarize the
outputs/presentations of the previous 4 groups.
(Applies a range of teaching strategies to develop critical thinking and
creative thinking, as well as other higher order thinking skills)
Analysis (Applies a range of teaching strategies to develop critical thinking and creative
thinking, as well as other higher order thinking skills)
Questions for analysis:
What is your simple definition for Probability based on your Group Activity?
Is it important for you to learn Probability and its properties? Why or why
not?
Is there any uses of probability that is not shown in your presentation? Cite
at least one.
How did this activity help you as a student?
Abstraction/ Generalization:
The students state that probability is about chances of anything to happen and
they will enumerate the steps on how did they come up with their outputs/
presentations.
Application:
The students apply the concepts of probability in visiting game stations
(peryahan, lottery, mahjong, etc.) that probability can be used and ask the players for
their techniques on how they can win such games.
(Manages classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical
learning environments.)
*this can serve as an assignment for the same groups of students.
Evaluation:
Three fair coins, a one-peso coin, a five-peso coin, and a ten-peso coin, are
tossed simultaneously. Define the random variable X as the number of coins that show
a head. If an outcome of a head is denoted by h and an outcome of tail is denoted by t,
we define an element of the sample space S as a triplet (o, f, n) where o is the outcome
on the, f is the outcome of five-peso coin, and n is the outcome on the ten-peso coin.
a.) List the sample space.
b.) Compute for the probability.
c.) Make a tabular form of PMF.
d.)Create a probability histogram.
(Designs, selects, organizes, and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements).
V. Remarks
(Instructional
Decision)
VI. Reflection
Legend:
Legend:
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_____________________________- INDICATOR 6
_____________________________- INDICATOR 8
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Prepared by:
LOVELYN M. GALLEGO
Teacher II
Checked by:
MA. HANNY SANGCADA
Math Coordinator
Observed by:
EMILY S. TANQUERIDO
Master Teacher II
Approved by:
DR. CHARLIE B. CORONADO
Principal II
