Section: Amber, and, Beryl Date: January 03, 2019

I. OBJECTIVES:
1. Define and create Sample Space. (M11/12SP-IIIa-1)
2. Define Random Variables. (M11/12SP-IIIa-1)
3. Identify Discrete and Continuous random variables. (M11/12SP-IIIa-2)
4. Find the possible values of a random variable. (M11/12SP-IIIa-3)

II. SUBJECT MATTER:

1. Topic: Concept of Random Variables
2. Reference: CG, Statistics Books
3. Materials: Laptop, Projector

III. PROCEDURE:
A. Preliminary Activities
1. Routine Activities
1.1 Prayer
1.2 Greetings
1.3 Checking of Attendance
2. Presentation of Lesson
-the teacher will present a situation and the students are asked to share their
insights or opinions regarding the situation.

B. Development of Lesson
1. Discussion Phase
- the teacher will define sample space and random variables and at the
same time present the difference between discrete and continuous
random variables and how to find the values of these variables.
2. Generalization
- What is a sample space?
- What is a random variable?
- How is a discrete random variable different from a continuous random
variable?
3. Application
- Create a sample space from tossing a balance coin thrice.
- List the possible value of the random variable X where x is the number
of heads that appear from tossing a balance coin thrice.

IV. EVALUATION:
A. Answer the following
1. What is sample space?
2. What is a random variable?
B. Indicate whether each of the following random variable is discrete or
continuous.
1. The height of water in a dam.
2. The number of books in a bookstore.
3. Your weight before breakfast each morning.
 4. Your blood pressure.
5. The number of eagle killed per year in Davao province.
C. Answer the following.
1. Create the sample space when a fair coin is tossed three times.
2. Let the random variable X denote the number of heads that occur in the three
tosses. Find the value assigned to each outcome of the experiment by the
random variable X.

V. ASSIGNMENT:
Study in advance expected value of a random variables.

Remarks: Not carried out due to schedule-transitioning problem.