DAILY LESSON LOG OF M11-12SP-IIIa-6 (Week One-Day 4)

School Grade Level Grade 11

Teacher Learning Area Statistics and Probability
Teaching Date and Time Quarter Third
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
I. OBJECTIVES
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 understanding of key concepts of random variables
and probability distributions.
B. Performance Standards 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 Competencies/ 1. Recalls information and retrieves relevant knowledge on probability of
Objectives 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 RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials 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
B. Other Learning Resources
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
IV. PROCEDURES
pupils/students with multiple ways to learn new things, practice the 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.
Review previous lesson by letting the students answer the following questionsL

A. Review previous lesson or 1. What is an event?

presenting the new lesson 2. What is probability?
2. How do you get a probability of the event?

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

How do you find the probability of each event?

D. Discussing new concepts The teacher discusses with the students the process of arriving at the answer of
and practicing new skills the activity. Furthermore, he/she facilitates the drawing of answers of the
#1 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)
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
7
=
8
E. Discussing new concepts
and practicing new skills
#2
By Pair in a group, different questions in each group.
Group 1
Consider tossing a 6-sided die three times. Determine the probability that 4 will
turn up:
A. 0 time
B. Once
C. Twice
D. Thrice
Answers:
A. 125/216
B.75/216
C. 15/216
D. 1/216

Group 2
F. Developing mastery (leads A basketball team has to play 3 games during the elimination round of a
to formative assessment tournament. What is the probability that they will win:
3) 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?
Answer: 0.3456 or 34.56%

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
The students will be answering the following questions:
1. What is the most significant learning you have gained in today’s session?
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.
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
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 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
VI. REFLECTION
pupils/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% of the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
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:

Nina Marie M. Datuin