DETAILED LESSON PLAN IN STATISTICS & PROBABILITY
GRADE LEVEL QUARTER / DOMAIN
11
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code)
II. CONTENT
III. LEARNING RESOURCES
 References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
 Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment #3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
WEEK & DAY NO. PAGE NO.
______3_____ __11-28-2019___ ___
The Learners demonstrate an understanding of the importance of
research in daily life.
The Learners should be able to use appropriate kinds of research in
making decisions.
1. Explains the importance of research in daily life.
(CS_RS11-IIIa-2)
Knowledge: Discuss research and its importance to daily life.
Skills: Demonstrate the importance of research to improve one’s life
Attitudes: Display creativity in portraying the importance of research
KBI: Demonstrate oneness in giving importance on research.
A. Topic: Probability
B. Concept: Sample Space, Events $ Operations with events
C. Local Heritage Theme:
D. Integration: History
 Introduction to Statistics by Ronald E. Walpole
ELICIT
Routinary Activities: Prayer, Checking of Attendance.
ENGAGE
History of Probability.
How was probability invented?
EXPLORE
Game of Chance:
Tell learners that two boxes contain green and blue chips. A chip is
then drawn from the box. If it is green, they win P100. If it is blue, they
win nothing.
 Learners have a choice between two boxes:
– Box A with 3 blue chips and 2 green chips
– Box B with 30 blue chips and 20 green chips
 Which box would you prefer?
EXPLAIN
How did you come up with your choice?
Elaborate
Discussion on the following topics:
1. Sample Space
 DETAILED LESSON PLAN IN STATISTICS & PROBABILITY
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
11 ______3_____ __11-28-2019___ ___

2. Events
3. Operations with Events

Application:
1. (Exercise 2.14 pp 43) If S = {0, 1, 2, 3, 4, 5, 6, 7, 8, 9} and A = {0,
2, 4, 6, 8}, B = {1, 3, 5, 7, 9}, C = {2, 3, 4, 5}, and D = {1, 6, 7},
List the elements of the sets corresponding to the following events:
(a) 𝐴 ∪ 𝐶; (b) 𝐴 ∩ 𝐵;
(c) 𝐶′; (d) (𝐶′ ∩ 𝐷) ∪ 𝐵;
(e) (𝑆 ∩ 𝐶) ;′
(f) 𝐴 ∩ 𝐶 ∩ 𝐷.

EVALUATE
1. (Exercise 2.15 pp. 43) Consider the sample space S =
{copper, sodium, nitrogen, potassium, uranium, oxygen, zinc}
and the events

A = {copper, sodium, zinc},

I. Evaluating learning B = {sodium, nitrogen, potassium},
C = {oxygen}.
List the elements of the sets corresponding to the following
events:
(a) 𝐴′ (b) 𝐴 ∪ 𝐶
(c) (𝐴 ∩ 𝐵′) ∪ 𝐶′ (d) 𝐵′ ∩ 𝐶′
(e) 𝐴 ∩ 𝐵 ∩ 𝐶 (f) (𝐴′ ∪ 𝐵′) ∩ (𝐴′ ∩ 𝐶)
J. Additional activities for EXTEND
application or remediation Study in advance Counting Sample Points. pp 82 book of Walpole.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
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
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?

PREPARED BY: NOTED BY:

ALDRIN C. DELA CRUZ NELSON M. PAYOT, DEV. ED. D.

Special Science Teacher I Principal I