GRADES 1 School MAMBAGATON NATIONAL HIGH Grade Level 11

to 12 SCHOOL
DAILY
Teacher Kimberly S. Gayosa Learning Area Statistics and Probability
LESSON LOG
Teaching Dates and Quarter 1st
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES 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 learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key understanding of key understanding of key
concepts of random concepts of random concepts of random concepts of random
variables and probability variables and probability variables and probability variables and probability
distributions. distributions. distributions. distributions.
B. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards apply an appropriate apply an appropriate apply an appropriate apply an appropriate
random variable for a random variable for a random variable for a random variable for a
given real-life problem given real-life problem given real-life problem given real-life problem
(such as in decision (such as in decision (such as in decision (such as in decision
making and games of making and games of making and games of making and games of
chance) chance) chance) chance)
C. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Competencies / the content can be tackled in a week or two.
Objectives
The learner illustrates a The learner finds the The learner illustrates a The learner constructs the
1
 random variable (discrete
and continuous). (M11/
12SP- IIIa-1)
The learner distinguishes
between a discrete and
continuous random
variable. (M11/ 12SP –
IIIa-2)
a. Define variable
b. Differentiate
quantitative from
qualitative variable
c. Distinguish discrete
from continuous variable
possible values of a probability distribution for probability mass function
random variable. (M11/ a discrete random variable of a discrete random
12SP – IIIa- 3) and its properties. (M11/ variable and its
12SP- IIIa- 4) corresponding histogram.
a. Define a random The learner computes (M11/ 12SP – IIIa-5)
variable probabilities
b. Find the possible values corresponding to a given
of a random variable. random variable.
(M11/12SP-IIIa–6)
a. Determine whether a
distribution represents a
probability distribution.
b. Compute probabilities
corresponding to a given
random variable.

II. CONTENT Discrete and Continuous Random Variable Discrete Probability Probability Mass Function
Random Variable Distribution and its Corresponding
Histogram
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
RESOURCES and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide
pages

2. Learner’s Materials
pages

2
 3. Textbook pages Senior High Conceptual
Math and Beyond
Statistics and Probability
Jose M. Ocampo, Jr.,
Ph.D.
Wilmer G. Marquez, M.A.
Pages 4- 5
Senior High Conceptual Senior High Conceptual Senior High Conceptual
Math and Beyond Math and Beyond Math and Beyond
Statistics and Probability Statistics and Probability Statistics and Probability
Jose M. Ocampo, Jr., Jose M. Ocampo, Jr., Jose M. Ocampo, Jr.,
Ph.D. Ph.D. Ph.D.
Wilmer G. Marquez, M.A. Wilmer G. Marquez, M.A. Wilmer G. Marquez, M.A.
Pages 2-3 Pages 6-9 Pages 6-10

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their 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.

A. Reviewing LIKE or UNLIKE
previous lesson or Identify whether the given
presenting the new situation is countable or
measurable. The students
lesson
will raise the board LIKE if
it is countable and
UNLIKE if it is
measurable.
1.number of notebooks in
the bag
2. amount of salt needed
GROUP QUIZ BEE “Questions in a Bowl” Pak! Ganern!
Each group will work Each group will pick a The students will say
collaboratively and answer question in a bowl then pak if the given place can
each question precisely. they will work be found at Cavite and
1. In how many ways can collaboratively to answer ganern if the given place
a coin fall? the given questions can be found at Laguna.
2. In how many ways can pertaining to probability. 1. Enchanted Kingdom
a die fall? QUESTIONS: 2. Aguinaldo Shrine
3. In ways can two coins 1. What is the probability 3. Bonifacio Trial House
fall? of getting a tail in flipping a 4. Rizal Shrine
4. In how many ways can coin? 5. Picnic Grove
3
 to bake a loaf of bread two dice fall? 2. What is the probability 6. Gardenia Factory
3. number of students who 5. In how many ways can of getting a heart in a 7. People Park in the Sky
got an average grade of four coins fall? single draw from a deck of
85 and above card?
4. the capacity of an 3. What is the probability
auditorium of getting an even number
5. length of blackboard in rolling a die?
4. What is the probability
of getting a face card in a
single draw from a deck of
card?
Rubrics:
Accuracy – 10
Explanation - 10
Total 20
B. Establishing a COMPLETE YOUR KNOW MY SAMPLE A small remedial class WORKING BY PAIR
purpose for the FACEBOOK GROUP SPACE contains 8 boys and 5 “It’s Field Trip Time”
lesson PROFILE Each group will girls. If three students Cavite National
Each group will fill up the complete the table by were selected at random Science High School is
following data: identifying the sample one after the other, planning to have a field
Name of the student: space of the given event. determine the values of trip at Cavite and Laguna.
Number of siblings: EVENT SAMPLE random variable B The places in the given
Allowance in a day: SPACE representing the number activity which are 4 places
Religion: 2 coins are of boys. in Cavite and 3 places in
Height (in centimeter): tossed Guide Questions: Laguna are the choices of
Weight (in kilogram): 3 coins are 1. What are the outcomes the principal. If three
Final Grade in General tossed (sample space) of the places will be selected,
Mathematics: 4 coins are given problem? how many possible values
Each group will design in a tossed 2. Complete the table of the random variable C
cartolina their facebook below. representing the number
group profile using the of places in Cavite?
given data. Guide Questions:
Rubrics: 1. What is the number of
4
 Desig - 10
Organization of the data -
10
20- Total
Guide Questions:
1. What are the
informations gathered
from the members to
complete the facebook
group profile?
2. What is the unit of
measurement used for
each information (if there
are any)?
3. Which among the
information gathered are
countable? Measurable?
Rubrics: Outcomes Number of occurrence of each values
Accuracy of the answer Boys of random variable C?
(Value of B)
- 15 2. What is the probability
Organization (while doing of the occurrence of each
the activity) value of the random
- 5 variable C?
20 Total
Guide Questions:
1. How many outcomes
are there in tossing 2
coins? 3 coins? 4 coins? 3. What are the values of
the random variable B?
4. How many 3 boys occur
in the given event?
5. How many 2 boys occur
in the given event?

C. Presenting Name of student, number EVENT SAMPLE Outcomes Number of C 0 1 2 3

of siblings, allowance in a SPACE Boys
examples/ P( 1 3 3 1
2 coins are HH, HT, TH, (Value of B)
instances of the day, religion, height, C) 8 8 8 8
tossed TT BBB 3
weight, final grade in 3 coins are HHH, HHT,
new lesson BBG 2
General mathematics tossed HTH, HTT,
BGB 2 The probability distribution
The information that we THH, THT,
TTH, TTT BGG 1 above of a discrete
gathered are referred to as
GBB 2 random variable is
the variables of the study.
GBG 1 sometimes called
A variable is a
GGB 1 probability mass function.
characteristic that is
observable or measurable GGG 0
in every unit of the We can make a

5
 universe. Variables can be 4 coins are HHHH, frequency distribution of
broadly classified as either tossed HHHT, the values of the random
HHTH,
qualitative or quantitative. HHTT,
variable and determine the
And quantitative can be HTHH, probability that each value
classified into discrete and HTHT, of the random variable will
continuous. HTTH, occur. The resulting
HTTT, distribution is called a
THHH,
THHT,
probability distribution of
THTH, the discrete random
THTT, variable.
TTHH,
TTHT,
TTTH, TTTT

A random variable is a
numerical quantity that is
assigned to the outcome
of an experiment. We use
capital letters to represent
a random variable.
D. Discussing new The students are going to Suppose two coins are A small remedial class Two coins are tossed. Let
concepts and classify the data gathered tossed and we are contains 8 boys and 5 T be the number tails that
practicing as quantitative or interested to determine the girls. If three students occur.
qualitative by putting the number of tails that will were selected at random Guide Questions:
new skills #1
data in the correct column come out. Let us use T to one after the other, 1. What are the outcomes
of the table. represent the number of determine the values of of the given experiment?
tails that will come out. random variable B T = {HH, HT, TH, TT}
QUANTITATIVE QUALITATIVE Determine the values of representing the number
random variable T. of girls.(Utilizing the table
Guide Questions: in the activity)
1. What are the outcomes
(sample space) of the
given problem?
6
 2. Complete the table Outcomes Number of 2. What are the values of
GUIDE QUESTIONS: below. Ripe Out Number of
1. When do you say that Outcomes Number of Bananas come Tails
the data represent Tails (Value (Value of s
of T) (Value of T)
quantitative variable? B) HH 2
2. When do you say that BBB 3 HT 1
the data represent BBG 2 TH 1
qualitative variable? BGB 2 TT 0
BGG 1 the given random
3. What are the values of
GBB 2 variable?
the random variable T?
GBG 1 3. How many does the
GGB 1 given random variable T
GGG 0 occur?
Compute probabilities of Number of Number of
the given random variable. Tails Occurrence
Guide Questions: (Values of T) (frequency)
1. What is the number of 2 1
occurrence of each values 1 2
of random variable? 0 1

Number of Number of 4. What is the probability

Boys Occurrence
of corresponding give
(Values of B) (frequency)
3 1
2 3
1 3
0 1
Total 8
2. What is the probability
of the occurrence of each
value of the random
variable?

7
 Number Number
Numbe
Number of of
Probab r of Proba
of Boys Occurre Occurre
ility Tails bility
(Values nce nce
P(B) (Values P(T)
of B) (frequen (frequen
of T)
cy) cy)
1 1
3 1 2 1
8 4
1
3 1 2
2 3 2
8 1
3 0 1
1 3 4
8 Total 4 1
1 Therefore the probability
0 1
8 mass function of a random
Total 8 1 variable T can be written
as
T 2 1 0
P(T) 1 1 1
4 2 4

E. Discussing new The students are going to A basket contains 7 ripe Consider the probability Using the probability mass
concepts and classify the quantitative and 5 unripe bananas. If distribution of the number function of the random
practicing new variable as discrete or three bananas are taken of boys given below. variable T. Construct a
continuous by putting the from the basket one after B 3 2 1 0 histogram using the table.
skills #2
data in the correct column the other, determine the P( 1 3 3 1 T 2 1 0
of the table. possible values of the B) 8 8 8 8 1 1 1
P(T
DISCRETE CONTINUOUS random variable B
) 4 2 4
representing the number Find the following:
of ripe bananas. 1. P(B>1)
1. What are the outcomes 2. P(B=4)
(sample space) of the Guide Questions?
given problem? 1. What do you notice
2. Complete the table about the probability
8
 below. values of the random 2.5
GUIDE QUESTIONS: Outcomes Number of variable in each probability 2
1. How are you going to Ripe distribution?
say that the given data Bananas 2. What is the sum of the 1.5
represent discrete (Value of probabilities of a random 1
quantitative variable? B) variable?
2. How are you going to 0.5
say that the given data 0
represent discrete 0 1 2
qualitative variable?

3. What are the values of

the random variable B?

F. Developing Distinguish if the given If three coins are tossed, Determine whether or not Construct probability mass
mastery data represents a find the random variable H the distribution represents function and its
(Leads to quantitative or qualitative where H represents the a probability distribution. corresponding histogram
Formative variable. If it is quantitative number of heads that in the given experiment.
Assessment 3) variable write if it is occur. Three coins are tossed.
discrete or continuous. 1. What are the outcomes 1. Let H be the number of
1. Age of mother (sample space) of the Y 2 4 6 8 heads that occur.
2. Usual number of given problem? P( 1 1 1 3
messages in the facebook 2. Complete the table Y) 4 4 4 4
3. Most preferred color of below. 2.
ballpen X 0 1 2 3
4. number of buildings in P(X .35 .20 .15 .30
the school )
5. gender of the head
teachers in the school Compute for the
probabilities of the values
9
 Outcomes Number of of the random variable.
Heads Outcomes Number of
(Value of Head
H) (Value of
H)
HH 2
HT 1
TH 1
TT 0

Find the following:

1. P(H=2)
3. What are the values of 2. P(H<2)
the random variable H?

G. Finding practical Group Activity The students will work by UNITED AS ONE Each group will ask
applications of A survey of students in a pair in answering the given The students will work each member to give the
concepts and skills certain school is problem. by group and answer the number of siblings that
conducted. The survey The Tanza National given real-life problem. they have. Let S be a
in daily living
questionnaire details the Comprehensive High In the book shelf inside random variable that
information on the School has 50 ABM your classroom there are 6 represents the number of
following variables. For students and 43 HUMSS Mathematics books and 5 siblings.
each of these variables, students. If four students Science books. If four a. Construct the probability
identify whether the were selected at random books were selected at distribution of random
variable is qualitative or one after the other, random one after the variable S.
quantitative and if the determine the values of other, below will be the b. Construct the probability
latter state whether it is the random variable A table of values of random histogram.
discrete or continuous. representing the number variable M representing
1. Number of family of ABM students. the number of Reminders:
members who are working 1. What are the outcomes Mathematics books. 5 minutes – each member
2. Ownership of cellphone (sample space) of the of the group will work
among family members given problem? collaboratively

10
 3. Ownership/ Rental of 2. Complete the table 5 minutes – presentation
dwelling below. Outcomes Number of of the output of the group
4. Length (in minutes) of Mathematics
books
longest call made on each Outcomes Number of
(Value of M)
Rubrics:
cellphone owned per ABM Accuracy - 10
Students MMMM 4
month. Explanation - 10
(Value of A) MMMS 3
5. Amount in pesos on Total 20
MMSM 3
food in one week.
MMSS 2
6. Occupation of
household head. MSMM 3
7. Total family monthly MSMS 2
income. MSSM 2
MSSS 1
Reminders: SMMM 3
SMMS 2
5 minutes – the students SMSM 2
will work individually SMSS 1
3 minutes the students SSMM 2
will have brainstorming SSMS 1
session on the activity SSSM 1
2 minutes – finalization of SSSS 0
the answer Rubrics:
Accuracy - 15
3. What are the values of Organization - 5
the random variable A? Total 20

H. Making 1. How are you going to
generalizations and differentiate a quantitative
abstractions about and qualitative variable?
2. How are you going to
the lesson
distinguish a discrete and
continuous variable?
1. What are the steps in
finding the values of the
random variable?
1. What are the properties 1. How do you construct
of discrete probability the probability mass
distribution? function?
2. How are you going to 2. How do you construct
compute for the the histogram of the
probabilities probability mass function?
corresponding to a given
11

I. Evaluating learning Identify whether the
variable is qualitative or
quantitative and if the
latter state whether it is
discrete or continuous.
1. the number of senators
present in the meeting
2. the most preferred
viand of the students
3. the weight of the
newborn babies for the
month of June
4. the number of
households with television
5. the brand of bags of the
students
J. Additional Reflection:
activities for
application or Count what is countable,
Measure what is
random variable?
Find the values of random I. Determine whether or A meeting of consuls was
variable in each of the not the distribution attended by 4 Americans
following situations. represents a probability and 2 Germans.
1. Two coins are tossed. distribution. If it does not
Let H be the number of explain why. a. If three consuls were
heads that occurs. selected at random,
Determine the values of 1. construct the probability
random variable H. ____________________
distribution of the random
2. A box contains 3 yellow A 3 6 9 12
and 2 pink balls. Three 1 1 1 1 variable G representing
P(
balls are chosen one after A) the number of Germans.
4 4 4 4
the other. Determine the 2. ____________________ b. Construct the probability
values of random variable B 3 6 9 12
histogram.
Y representing the number P(B .25 -.15 .40 .20
of yellow balls. )
II. Compute for the
probabilities
corresponding to a given
random variable.
Number of Number of Probability
Heads Occurrence P(H)
(Values of (frequency)
H)
2 1
1 2
0 1
Using the number of boys Reflection:
and girls of the faculty The probability that we
teachers of senior high may fail in struggle, ought I learned that
school, determine the not to defer us from the _____________________
values of random variable support of a cause we _____________.
12
 remediation measurable, And what is G representing the believe to be just. –
not measureable number of female faculty Abraham Lincoln I still need to clarify on
teachers, if the principal _____________________
MAKE MEASURABLE. will select three female _____________.
senior high school
– Galileo Galilei teachers to join a contest.
V. REMARKS

VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
works? What else needs to be done to help the students learn? Identify what help your instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.

A. No.of learners who

earned 80% on the
formative
assessment

B. No.of learners who

require additional
activities for
remediation.

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

13
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 materials
did I use/discover
which I wish to share
with other teachers?

14