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Constructing Probability Distribution Semi-Detailed Lesson Plan 7es

The document outlines a lesson plan on constructing probability distributions with the following key points: 1) The lesson uses the 7E's approach (engage, elicit, explore, explain, elaborate, evaluate, extend) and aims to teach students how to construct probability mass functions and histograms for discrete random variables. 2) Students will participate in activities like classifying random variables as discrete or continuous, calculating probabilities of dice outcomes, and filling out tables to count sample spaces and assign probabilities. 3) A video lesson and group work counting possibilities for coin tosses and drawing balls from an urn will help students explore and practice the concepts.
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0% found this document useful (1 vote)
535 views

Constructing Probability Distribution Semi-Detailed Lesson Plan 7es

The document outlines a lesson plan on constructing probability distributions with the following key points: 1) The lesson uses the 7E's approach (engage, elicit, explore, explain, elaborate, evaluate, extend) and aims to teach students how to construct probability mass functions and histograms for discrete random variables. 2) Students will participate in activities like classifying random variables as discrete or continuous, calculating probabilities of dice outcomes, and filling out tables to count sample spaces and assign probabilities. 3) A video lesson and group work counting possibilities for coin tosses and drawing balls from an urn will help students explore and practice the concepts.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SEMI-DETAILED LESSON PLAN IN STATISTICS AND PROBABILITY

7E’s Approach (Engage, Elicit, Explore, Explain, Elaborate, Evaluate, Extend)

I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of constructing probability distributions.
B. Performance Standards The learners shall be able to construct probability distributions.
C. Learning Competencies Construct the probability mass function of a discrete random variable and its
corresponding histogram
D. Learning Objectives At the end of the discussion, students are able to:
1. illustrate probability distribution for a discrete random variable and its
properties;
2. compute probabilities corresponding to a given random variable; and
3. construct the probability mass function of a discrete random variable and its
corresponding histogram.
II. CONTENT Constructing Probability Distributions
III. LEARNING RESOURCES
References • Belecina, Rene, et al (2016), Statistics and Probability, Rex Printing Company Inc.,
pp. 39-43
IV. PROCEDURES
A. Preliminaries • Prayer
• Greetings
• Checking of Attendance
• Setting of Standards
B. Review “ENTRY PASS”
The class will be divided into eight (8) groups. Each group will be provided paper
strips containing the words “Discrete” and “Continuous” to answer the questions. All
they need to do is to classify the following random variables as discrete or continuous
by raising their paper strips. The instructor will give a signal "go" before they raise
their answer. The group who will raise their answer before the signal will be
disqualified. The group with the highest score will be the winner.

1) the number of defective computers produced by a manufacturer


2) the weight of newborns each year in a hospital
3) the number of siblings in a family of a region
4) the amount of paint utilized in a building project
5) the number of dropouts in a school district for a period of 10 years
6) the speed of a car
7) the number of female athletes
8) the time needed to finish the test
9) the amount of sugar in a cup of coffee
10) the number voters favoring a candidate

Answer:
1) Discrete
2) Continuous
3) Discrete
4) Continuous
5) Discrete
6) Continuous
7) Discrete
8) Continuous
9) Continuous
10) Discrete
C. Purpose ELICIT
The class will do another activity entitled "CLEAN UP THE MESS"

1
The instructor will scatter paper strips containing words. The instructor will let the
students pick the papers containing words and let them read it aloud.

The teacher will ask the following questions

What are the words scattered? Where can we associate these words?
D. Examples/ Instances of ENGAGE
new lesson “RAISE YOUR FLAGS”
The class will be divided into eight (8) groups. Each group will be provided black
construction paper, and chalk, to answer the questions and flaglets to raise if they
already know the answer. The first group to raise their flaglet will give a chance to
answer. If the given answer is wrong the other group will be given a chance to steal.

Two dice are thrown simultaneously. Find the probability of getting


1) an even number as the sum
2) the sum as a prime number
3) a total of at least 10
4) a doublet of even number
5) a multiple of 3 as the sum

Answer:
1) Total number of outcomes =62 =36
Cases favorable to an even number are the sum
(1,1),(1,3),(1,5),(2,2),(2,4),(2,6),(3,1),(3,3),(3,5)(4,2),(4,4),(4,6),(5,1),(5,3),
(5,5),(6,2),(6,4),(6,6)
Number of cases= 18
Probability= ½

2) Cases favorable sum as prime number


(1,1),(1,2),(1,4),(1,6),(2,1)(2,3),(2,5),(3,2),(4,1),(5,2),(5,6),(6,1)(6,5)
Number of cases =13
Probability= 13/36

3) Cases favorable to total of at least 10


(4,6),(5,5),(5,6),(6,4),(6,5),(6,6)
Number of cases =6
Probability= 1/6

4) Favorable case of doublet of even nos.


(2,2),(4,4),(6,6)
Number of cases=3
Probability= 1/12

5) Favorable cases as a multiple of 3 as the (1,2),(1,5),(2,4),(2,6),(3,3),(3,6),(4,2),


(4,8),(5,1),(5,4),(6,3),(6,6)
Number of cases =12
Probability= 1/3

The teacher will ask "Based on the activities, can you tell what is our topic today?
(The teacher will now present the lesson objectives.)
E. Discussing new EXPLORE
concepts and practicing
new skills A video lesson will be presented.

(The teacher will make follow-up discussions if needed.)

The class will then have a group activity entitled "COUNTING POSSIBILITIES”

2
The class will group into three (3) groups. Each group have a table to investigate and
fulfill. The table contains Steps and Solution. All they need to do is to fill in the
answers in the table provided while following the steps. After answering the table,
each group must create a histogram for the distribution of the Discrete Random
Variable Z. The class will be given 10 minutes to answer the activity.

1st Group: Number of Heads


Suppose three coins are tossed. Let Y be the random variable representing the
number of heads that occur. Find the probability of each of the values of the random
variable Y.

STEPS SOLUTION
1. Determine the sample The sample space for this experiment is:
space. Let H represent
head and T represent
tail.
2. Count the number of Value of the Random
Possible
heads in each outcome Variable Y
Outcomes
in the sample space (number of heads)
and assign this number
to this outcome

3. With the numbers of Number of Heads Y Probability P(Y)


possible values of the
random variable Y
representing the
number of heads.
Assign probability
values P(Y) to each
value of the random
variable.
4. Construct a histogram
for a probability
distribution, following
the steps.
a) Plot the values
of the random
variable along
the horizontal
axis.
b) Plot the
probabilities
along the
vertical axis

2nd Group: Number of Red Balls


Two balls are drawn in succession without replacement from an urn containing 5 red
balls and 6 blue balls. Let Z be the random variable representing the number of red
balls. Construct the probability distribution of the random variable Z.

STEPS SOLUTION
3
1. Determine the sample The sample space for this experiment is:
space. Let B represent
blue and R represent red.

2. Count the number of red Value of the Random


Possible
balls in each outcome in Variable Z
Outcomes
the sample space and (number of red balls)
assign this number to this
outcome

3. With the numbers of Number of Red Balls Probability P(Z)


possible values of the Z
random variable Z
representing the number
of red balls. Assign
probability values P(Y) to
each value of the random
variable.
4. Construct a histogram for
a probability distribution,
following the steps.
c) Plot the values of
the random
variable along the
horizontal axis.
d) Plot the
probabilities along
the vertical axis

3rd Group: Number of Non-Defective Cellphones


Suppose three cell phones are tested at random. Let D represent the defective cell
phone and let N represent non-defective cellphone. If we let X be the random variable
for the number of non-defective cellphones, construct the probability distribution of
the random variable X.
STEPS SOLUTION
1. Determine the sample The sample space for this experiment is:
space. Let D represent
defective cellphone and
N represent non-
defective cellphone.
2. Count the number of Value of the Random
non-defective Possible Variable X
cellphones in each Outcomes (number of non-defective
outcome in the sample cellphones)
space and assign this
number to this outcome

3. With the numbers of Number of Non- Probability P(X)


possible values of the Defective Cellphones

4
random variable Y X
representing the
number of heads.
Assign probability
values P(Y) to each
value of the random
variable.

4. Construct a histogram
for a probability
distribution, following
the steps.
a) Plot the values
of the random
variable along
the horizontal
axis.
b) Plot the
probabilities
along the
vertical axis
F. Developing Mastery EXPLAIN

Each group will choose a representative to discuss their answers in the class.
Outputs will be graded according to the rubric set by the teacher.

(The teacher facilitates and checks students’ outputs.)


G. Finding practical ELABORATE
applications of concepts
The class will have an individual activity called the “MEET AND GREET” in a ¼ sheet
of paper.
Meet the Bonifacio family. A family has three children. Let X represent the number of
boys. Construct a probability distribution for the random variable X. Draw the
histogram of the probability distribution.
H. Making generalization The teacher will randomly pick a name from the index card and ask a question.
and abstraction However, if the student can’t answer the question, he/she can tap his/her friend to
answer the question.

 In the preceding probability distributions, what do you notice about the


probability of each value of the random variable? What symbol can you write
in conclusion regarding this matter?
 In each of the preceding probability distributions, get the sum of the
probabilities of all values of the random variable. What sum did you get?
What symbol can you write in conclusion regarding this matter?

(After the student answering the question, the answers will flash in the screen)

Possible Answer:
Properties of a Probability Distribution
 The probability of each value of the random variable must be between or
equal to 0 and 1. In symbol, we write it as 0≤ P( X )≤ 1.
 The probability of each value of the random variable must be between or
equal to 0 and 1. In symbol, we write it as ∑ P( X )≤ 1.

I. Evaluating Learning EVALUATE

5
Formative Assessment
The class will have an individual activity called “LET’S CONSTRUCT AND DRAW”
In a one whole sheet of paper, the students will answer the following problems.

Construct a probability for the data and draw the histogram of the distribution.

a) The probabilities that a surgeon operates on 3, 4, 5, 6, or 7 patients in any


one day are 0.15, 0.20, 0.25, 0.20, and 0.15, respectively.
b) The probabilities that a depositor will invest Php100,000, Php 250,000, or
1 1 1
Php 180,000 are , , and , respectively.
4 4 4
J. Additional activities EXTEND

Summative Assessment

The students will be tasked to make a “PLUS-MINUS-INTERESTING (PMI)


MATRIX”. The instructor will give a PMI Matrix to each student and let them answer it
in 5 minutes.

PLUS (What’s best in the discussion?)


MINUS (What’s quite difficult?)
INTERESTING (What struck you most?)

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