GRADE 1 to 12 School Corazon C.

Aquino High School Grade Level 11

DAILY LESSON LOG Teacher MERRYL ANJANINE B. CANILANG Learning Area Statistics and Probability
Teaching Dates and Time Week 2 (February 5-9, 2024) Quarter 3

Day 1 Day 2 Day 3 Day 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 Standard The learner demonstrates understanding of The learner demonstrates understanding of The learner demonstrates understanding of
The learner demonstrates understanding of key concepts of random variables and key concepts of random variables and
key concepts of random variables and
key concepts of random variables and probability distributions. probability distributions.
probability distributions. probability distributions.

B. Performance Standard The learner is able to apply an appropriate The learner is able to apply an appropriate The learner is able to apply an appropriate The learner is able to apply an appropriate
random variable for a given real-life problem random variable for a given real-life problem random variable for a given real-life problem random variable for a given real-life problem
(such as in decision making and games of (such as in decision making and games of (such as in decision making and games of (such as in decision making and games of
chance). chance). chance).
chance).
C. Learning Learning Competency: Learning Competency: constructs the Learning Competency: computes probabilities Learning Competency: Illustrates the mean
Competencies/Objective  finds the possible values of a probability mass function of a discrete corresponding to a given random variable. and variance of a discrete random variable.
s Write the LC Code for random variable.). M11/12SP-IIIa-3 random variable and its corresponding (M11/12SP-IIIa-6) (M11/12SP – IIIb-1)
each  illustrates a probability distribution histogram.M11/12SP-IIIa-5 Learning Objectives: Learning Objectives:
for a discrete random variable and Learning Objectives: 1. Recalls information and retrieves
its properties. M11/12SP-IIIa-4 1. Illustrate the mean of a
1. Solve the probability relevant knowledge on probability of discrete random variable.
Learning Objectives: random variable.
1. Define random variable and its corresponding to a given random 2. Illustrate the variance of the
2. Computes probabilities corresponding
values; variable discrete random variable.
to a given variable.
2. illustrates a probability distribution 2. Construct the probability mass Show willingness in doing the assigned task.
4. Demonstrates camaraderie, oneness
for a discrete random variable and function of a discrete random and respect one’s idea in the group
its properties variable and its corresponding activity.
3. Find the values of the random
variable; and histogram
Demonstrate appreciation of the values 3. Collaboratively work with others
of random variable as important skills
needed to understand concepts of a
probability distribution for a discrete
random variable and its properties.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Random Variables and Probability Random Variables and Probability Mean And Variance of The Discrete
Random Variables and Probability Distributions
Distributions Distributions Random Variables
III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and 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 Module Module Module
pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES 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 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.

A. Reviewing previous lesson Review previous lesson by letting the Review previous lesson on the difference Review previous lesson by letting the students The teacher lets the students work in groups
or presenting the new lesson students answer the exercise. between continuous and discrete random answer the following questions: of 4. Each group will be given entry card to
variable. 1. What is an event? answer.
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 teacher lets the students realize that The teacher lets the students realize that the The teacher lets the students realize that
the lesson recognizing values of random variable as constructs the probability mass function of knowledge of getting the probability of an event recognizing and calculating the mean and
important skills needed to understand a discrete random variable and its is very important to compute probabilities the variance of a discrete random variable.
concepts of a probability distribution for a corresponding to a given random variable.
corresponding histogram are important
discrete random variable and its properties.
skills needed to computes probabilities
corresponding to a given random variable.

C. Presenting The teacher lets the students, in groups of Group Activity (Number of Tails) The teacher will divide the class into three Activity #1. Consider rolling a die.
examples/Instances of the three, read the experiment and answer the groups. Each group will be given an Entry Card What is the average number of dots that
new lesson questions that follows.  Divide the group into 6 groups. in which they are task to find the probability of would appear?
Suppose three coins are tossed. Let Y be the different events.
Suppose three cell phones are tested at the random variable representing the
random. We want to find out the number of number of tails that occur. Find the
defective cell phones that occur. probability of each of the values of the
random variable Y.
D. Discussing new concepts The teacher discusses with the students Table 1.1. Probability Distribution of the Let x be the random variable represented by The teacher discusses the concept of the
and practicing new skills # 1 the process of arriving at the answer of the Probability Mass Function of the Discrete the sum of the outcomes. The 16 possible mean and variance of a discrete random
activity. Random Variable Y outcomes grouped according to their sums are variable.
listed below.
Steps1: Determine the sample space:
Y 0 1 2 3
Step 2: List the possible outcome
P(Y)
Step 2: Count the number of the variable
asked in the experiment in each outcome in
the sample space and assign this number
to this outcome
E. Discussing new concepts Given the values of the possible outcomes,
and practicing new skills # 2 the teacher will now show the probability
distribution of that given random variable.
F. Developing mastery Working in pairs, the students will answer The students will be grouped into three and Try this! The number of cars sold per day at
In-class Activity 2 and 3 each group will be given different set of a local car dealership, along with its
questions. corresponding probabilities.

G. Finding practical application

of concepts and skills in daily
living
H. Making generalizations and The teacher emphasizes the proper listing There is an easier way to know which The students will be answering the following The teacher will discuss the concept and
abstractions about the of possible outcomes in an experiment. event is more probable to occur. It is questions given. illustrate the mean and variance of the
lesson through the use of probability mass discrete random variable.
A random variable is a function that function.
associates a real number to each element
in the sample space. It is a variable whose
values are determined by chance.
I. Evaluating learning Individual. The teacher will ask the students to write Answer Test I and Test II in the given Test The teacher lets the students individually
on a one-half crosswise pad paper the new Question. answer the formative assessment.
See attachment. knowledge they learn from the day’s
activities. Possible insights can be drawn
from the answers to the questions.

J. Additional activities for .

application or remediation
V. REMARKS

VI. REFLECTION 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 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 11 - Ezrah = _________ 11 - Ezrah = _________ 11 - Ezrah = _________ 11 - Ezrah = _________
80% in the evaluation 11 – Judges = _________ 11 – Judges = _________ 11 – Judges = _________ 11 – Judges = _________
 11 – Samuel = _________ 11 – Samuel = _________ 11 – Samuel = _________ 11 – Samuel = _________
B. No. of learners who require 11 - Ezrah = _________ 11 - Ezrah = _________ 11 - Ezrah = _________ 11 - Ezrah = _________
additional activities for 11 – Judges = _________ 11 – Judges = _________ 11 – Judges = _________ 11 – Judges = _________
remediation who scored 11 – Samuel = _________ 11 – Samuel = _________ 11 – Samuel = _________ 11 – Samuel = _________
below 80%
C. Did the remedial lessons 11 - Ezrah = _________ 11 - Ezrah = _________ 11 - Ezrah = _________ 11 - Ezrah = _________
work? No. of learners who 11 – Judges = _________ 11 – Judges = _________ 11 – Judges = _________ 11 – Judges = _________
have caught up with the 11 – Samuel = _________ 11 – Samuel = _________ 11 – Samuel = _________ 11 – Samuel = _________
lesson
D. No. of learners who continue 11 - Ezrah = _________ 11 - Ezrah = _________ 11 - Ezrah = _________ 11 - Ezrah = _________
to require remediation 11 – Judges = _________ 11 – Judges = _________ 11 – Judges = _________ 11 – Judges = _________
11 – Samuel = _________ 11 – Samuel = _________ 11 – Samuel = _________ 11 – Samuel = _________
E. Which of my teaching
strategies worked well? Why
did these works?

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: Checked: Noted:

MERRYL ANJANINE B. CANILANG CRISTOBAL F. MELEGRITO, PhD MELY A. BULUSAN, EdD

Subject Teacher Master Teacher I Principal III