GRADE 1 to 12 School NAMBALAN INTEGRATED SCHOOL Grade Level 11

DAILY LESSON LOG Teacher DONNY B. BUENO Learning Area STATISTICS & PROBABILITY 11
Teaching Dates and Time February 19-22, 2024 – Week 4 Quarter 3RD QUARTER (2ND SEMESTER)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
I. OBJECTIVES
learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard The learner demonstrates understanding of key concepts of random variables and probability distributions.

B. 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: computes probabilities corresponding to a given random variable.. M11/12SP‐IIIa‐6

Learning Objectives:
C. Learning
Competency/Objectives
Write the LC code for each. 1. Recalls information and retrieves relevant knowledge on probability of 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 teacher’s guide, learner’s module
RESOURCES

1. Teacher’s Guide pages Pages

2. Learner’s Materials
Pages
pages
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
Learning Resource
(LR)portal
A. Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new things, practice the
IV. PROCEDURES
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.

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 Review previous lesson by letting the students answer the following questionsL

1. What is an event?
A. Reviewing previous lesson or
presenting the new lesson
2. What is probability?

2. How do you get a probability of the event?

The teacher lets the students realize that the knowledge of getting the probability of an event is very important to compute probabilities corresponding to a given random variable.
B. Establishing a purpose for the
lesson

The teacher will divide the class into three groups. Each group will be given an 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
3.Getting an ace when a card
is drawn from a deck
4.The probability that all
children are boys if a couple
has three children
5.Getting an odd number
C. Presenting and a tail when a die is rolled
examples/Instances of the new and a coin is tossed
lesson simultaneously
6.Getting a sum of 11 when
two dice are rolled
7.Getting 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.

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 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.

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)

6 = (2,4), (4,2), (3,3)

7 = (3,4), (4,3)
D. Discussing new concepts and
practicing new skills # 1 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

E. Discussing new concepts and

practicing new skills # 2
By Pair in a group, different questions in each group.
F. Developing mastery
Group 1
(leads to Formative
Assessment 3)
Consider tossing a 6‐sided die three times. Determine the probability that 4 will turn up:

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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?

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 Answer: 0.3456 or 34.56%

G. Finding practical application of

concepts and skills in daily
living
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
abstractions about the lesson
2. Are probability values, distribution and histogram Important to your lives? Explain

3. Construct one “hugot” statement in relation to today’s lesson.

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.

I. Evaluating learning
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

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 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 for
application or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done to help the pupils/students learn? Identify what help your instructional supervisors can provide
VI. REFLECTION for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lessons 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 Presenting examples, finding practical applications and evaluation.
materials did I use/discover which
I wish to share with other
teachers?

Prepared by: Noted:

DONNY B. BUENO CHRISTIAN B. FELIPE, EdD

Subject Teacher School Head
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