E.T.

TIRONA MEMORIAL
School NATIONAL INTEGRATED HIGH Grade Level 11
SCHOOL
STATISTICS
GRADE 11 Teacher NICKOLAS V. TOLENTINO Learning Area AND
IDEA Exemplar PROBABILITY
February 5, 2024
Teaching CSS 1 M-TH 6:50 – 7:40 MIDTERM –
Dates and BP 3
BP 1
M-TH
M-TH
10:30 – 11:20
1:00 – 1:50
Quarter SECOND
Time BP 4 M-TH 1:50 – 2:40 SEMESTER

I. OBJECTIVE SESSION 1
1. Content The learner demonstrates understanding of key concepts of random variables
Standards and probability distributions.
2. Performance The learner is able to apply an appropriate random variable for a given real-life
Standards problem (such as in decision making and games of chance).
3. Most Essential The learner illustrates a random variable (discrete and continuous). (M11/12SP-
Learning IIIa-1)
Competencies
At the end of this session, the learners will be able to:
Objectives 1. Define random variables;
2. Illustrate random variables; and
3. Relate real-life events to discrete and continuous variables.
II. CONTENT Random Variables: Discrete and Continuous
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s CLMD PIVOT 4A Statistics and Probability Module pp. 1-11
Materials
3. Textbook
4. Additional
Materials from
Learning
Resources
(LR) portal
B. Other Learning Slides Deck, Chalkboard, Realias
Resources
IV. PROCEDURES
COI No.
INTRODUCTION INQUIRY-BASED
What I Need to
Know/What I Brainstorming Session:
know
 Begin with a class discussion on probability. Ask students to share their
A. Reviewing
previous lesson understanding of terms like chance, likelihood, and probability.
or presenting the  Write their responses on the board.
new lesson

What is New Coin Toss Experiment

B. Establishing a
Materials:
purpose for the
lesson  A coin for each student or group
 Large sheets of paper
 Markers or pens

Procedure:
1. Predictions and Discussion: Students will make predictions about the
 outcomes of a coin toss, engaging in a brief class discussion on the
factors influencing their predictions.
2. Individual Tosses: Each student or group will be given a coin to
individually toss multiple times, recording the results on their sheets.
3. Group Compilation: Within their groups, students will combine individual
results to create a collective set of data, discussing any observed patterns
or variations.
4. Class Data Collection: Groups will share the total number of heads and
tails recorded, and the class-wide results will be compiled on the board.
5. Introduction to Probabilities: The instructor will introduce the concept of
probability, defining it as a measure of the likelihood of an event occurring.
The observed frequencies of heads and tails will be discussed as
experimental probabilities.
6. Transition to Random Variables: The instructor will connect the coin toss
outcomes to the concept of a random variable, defining X as the number
of heads obtained in a series of tosses. The discussion will emphasize
how X can take different values, illustrating variability in the experiment.

Discussion Questions:
1. What patterns or trends did you notice in the outcomes of the coin tosses
within your group?
2. How might the concept of probability help us understand the fairness of
the coin?
3. In what ways can we connect the outcomes of the coin toss to the idea of
a random variable?
DEVELOPMENT A random variable is a numerical quantity that is assigned to the outcome of an
What is in experiment. We use capital letters to represent a random variable. Continuous
C. Presenting Data can acquire some value within a range (like for example a person's height)
examples/
instances of the
new lesson

A variable X whose value depends on the outcome of a random process

What is it is
D. Discussing called a random variable. A random variable is a variable whose value is a
new concepts numerical outcome of a random phenomenon.
and practicing A Random Variable is a capacity that connects a real number with every
new skills # 1 component in the sample space. It is a variable whose qualities are controlled by
chance. In this manner, a Random Variable is a numerical amount that is derived
from the results of an arbitrary trial or experiment. The word “random” is used
often
in everyday life.
Types of Random Variables:
Discrete Random Variables are variables can take on a finite number of
distinct values. Examples are number of heads acquired while flipping a coin
three
times, the number of kin an individual has, the number of students present in a
study hall at a given time, and so forth.
 You can change the experiment to just flipping a coin twice to make things
simpler. Here, the outcomes will be only four: HH, HT, TH, and TT. In addition,
the
possible values of X are 0, 1, and 2.
Continuous Random Variables, then again, are random variables that
take
an interminably uncountable number of potential values, regularly measurable
amounts. Examples are the height or weight of an individual, the time an
individual
takes for an individual to wash, time, temperature, item thickness, length, age,
etc.

Examples:

ENGAGEMENT Complete the table below:

What is more
F. Developing
mastery (leads
to Formative
Assessment 3)

What I can do/ Activity

What else I can Classify whether the given experiment implies a discrete random variable or a
do continuous random variable. Write D if discrete and C if continuous.
G. Finding _____ 1. The temperature of a solution in the laboratory
practical _____ 2. Collecting data about the heights of students in a public school
application of _____ 3. Recording the distance travelled by the bus
concepts and _____ 4. Surveying about the number of cases due to Covid - 19 pandemic
skills in daily in Quezon Province
living _____ 5. Number of promoted students at the end of school year

ASSIMILATION Complete the following statements by writing the correct word.

What I have 1. A variable whose value is obtained by counting data is called__________
learned 2. A variable whose value is obtained by measuring is called_____________
H. Making 3. A variable that can be discrete or continuous is ______________________
generalizations 4. Time it takes to get to school is an example of ________________________
and abstractions 5. Number of heads in flipping coins is an example of ___________________
about the lesson
Assessment
What I can Multiple Choice. Choose the letter of the best answer. Write your chosen letter on
achieve a
I. Evaluating separate sheet of paper.
learning 1. A variable where the information or data can take infinitely many values is
A. Continuous variable
B. Discrete variable
C. Quantitative
D. Qualitative variable
2. Which of the following statement describe a continuous random variable?
A. The number of students present in a Class Temperance
B. The average distance travelled by a tricycle in a month
C. The number of motorcycle owned by a randomly selected household
D. The number of girls taller than 5 feet in a random sample of 6 girls
3. A variable that can be discrete or continuous is called
A. Random sample
B. Random variable
C. Random notation
D. Random elimination
4. Which of the following is a variable whose value is obtained by measuring?
A. Continuous
B. Discrete
C. Interval
D. Normal
5. Which of the following is NOT a discrete variable?
A. Number of book per student
B. Number of green marbles in the box
C. The number of arrivals of customers in the clinic between 8:00 a. m to 4:00
p.m.
D. The weight of a box of soft drinks labeled 12 ounces.
6. Which of the following is an example of discrete variable?
A. Distance travelled between cars
B. Height of the students in a section Prudence
C. Number of blue marbles in the box
7. A set of numerical values assigned to a sample space is called
A. Random experiment
B. Random sample
C. Random variable
D. None of the above
8. A variable whose value could be a finite and countable number is a
A. Continuous variable
B. Discrete variable
C. Qualitative variable
D. Quantitative variable
9. This term can best describe a variable that can be counted
A. Continuous
B. Discrete
C. Interval
D. Ratio
10. Which of the following is NOT a discrete random variable?
A. Height of eggplant as measured each day
B. Number of refrigerator sell each day
C. Number of late comers in going to school each day
D. Number of people went to the Rizal Park from Monday to Friday
 J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners CSS 1 – 43/50
who earned 80% in BP 3 – 40/46
the evaluation BP 1 – 48/50
BP 4 – 38/48
B. No. of learners
CSS 1 – 7/50
who require
BP 3 – 6/46
additional activities
BP 1 – 2/50
for remediation who
BP 4 – 10/48
scored below 80%
C. Did the remedial Yes.
lessons work? No. of CSS 1 – 5/7
learners who have BP 3 – 4/6
caught up with the BP 1 – 2/2
lesson BP 4 – 4/10
D. No. of learners CSS 1 – 2/7
who continue to BP 3 – 2/6
require remediation BP 1 – 0/2
BP 4 – 6/10
E. Which of my By keeping the scenarios simple and solving be well-organized, the discussion
teaching strategies went smoothly. I also discussed different ways on how to find the possible
worked well? Why outcomes of experiments so that the students may use any that they find
did these work? convenient.
F. What difficulties
did I encounter
which my principal or Absences of students
supervisor can help
me solve?
G. What innovation
or localized materials
did I use/discover None
which I wish to share
with other teachers?

Prepared by:

NICKOLAS V. TOLENTINO
Teacher II

Checked by:

JENNALYN R. FRAGATA, MAEd

Subject Group Head – Math Department

Approved:

BELINDA C. LOYOLA
 Principal IV
E.T. TIRONA MEMORIAL
School NATIONAL INTEGRATED HIGH Grade Level 11
SCHOOL
STATISTICS
GRADE 11 Teacher NICKOLAS V. TOLENTINO Learning Area AND
IDEA Exemplar PROBABILITY
February 6, 2024
Teaching CSS 1 M-TH 6:50 – 7:40 MIDTERM –
Dates and BP 3
BP 1
M-TH
M-TH
10:30 – 11:20
1:00 – 1:50
Quarter SECOND
Time BP 4 M-TH 1:50 – 2:40 SEMESTER

I. OBJECTIVE SESSION 2
1. Content The learner demonstrates understanding of key concepts of random variables
Standards and probability distributions.
2. Performance The learner is able to apply an appropriate random variable for a given real-life
Standards problem (such as in decision making and games of chance).
3. Most Essential The learner distinguishes random variables as discrete and continuous.
Learning (M11/12SP-IIIa-2)
Competencies
At the end of this session, the learners will be able to:
Objectives 1. Distinguish between discrete and continuous random variables.
2. Provide examples illustrating the characteristics of discrete and
continuous random variables.
3. Recognize the significance of distinguishing between discrete and
continuous random variables in various real-world applications.
4. Foster an attitude of inquiry by encouraging learners to explore and
question the nature of random variables.
II. CONTENT Discrete and Continuous Random Variable
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s CLMD PIVOT 4A Statistics and Probability Module pp. 12-22
Materials
3. Textbook
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning Slides Deck, Chalkboard
Resources
IV. PROCEDURES
COI No.
INTRODUCTION SELF ASSESSMENT
What I Need to
Know/What I 1. How is the variable, as described in Algebra, similar to a random variable?
know
A. Both variables can take on assigned numerical values
A. Reviewing
previous lesson B. Both variables correspond to assigned specific probability
or presenting the C. Both variables take on assigned intervals instead of numbers
new lesson D. Both variables can only take on specific numerical values
assigned to them
2. A variable that can assume any value between two given points is called
A. Discrete random variable
B. Irregular random variable
C. Uncertain random variable
 D. Continuous random variable
3. Discrete random variable is a numerical quantity derived from the outcome
of an experiment that can be
A. Counted
B. Manipulated
C. Measured
D. Traced
4. Continuous random variable is a numerical quantity derived from the
outcome of an experiment that can be
A. Counted
B. Manipulated
C. Measured
D. Traced
5. You decide to collect a bunch of bottles of soft drink and measure the volume
of soft drink in each bottle. Let X be the number of ml of soft drink in each
bottle. What type of variable is X?
A. X is a constant
B. X is a Place holder
C. X is a discrete random variable
D. X is a continuous random variable
6. Which of the following statement describe a discrete random variable?
A. The length of span of a 10 months baby
B. The average increase in height of a baby each year
C. The average increase in weight of a baby each year
D. The number of avocado produced by an avocado tree each year
7. Which of the following is discrete random variable?
A. Cardo’s height
B. Cardo’s weight
C. Cardo’s temperature
D. Cardo’s number of owned cars
8. Which of the following is continuous random variable?
A. The cat has 2 eyes
B. The cat has 2 kittens
C. The cat has 4 paws
D. The cat weights 5.4 kg
9. Which of the following statement describe a continuous random variable?
A. The e average life span of a dog
B. The number of face mask in a pack
C. The number of shoppers in a certain mall
D. The number of “covid-19” patients in a certain hospital
10. Which of these is NOT a discrete random variable?
A. The number of absent in a class
B. The number of death per year attributed to lung cancer
C. The average amount of electricity consumed per household per
month
D. The number of people who drive through a red light each day during rush
hour
What is New
B. Establishing a Activity
purpose for the Complete the table.
lesson
 1. How do you find the activity?
2. Were you able to complete the table? If yes, how? If no, why?
3. If a random variable takes on values on continuous scale, it is continuous
random variable. If a random variable takes on outcomes that are countable
then it is discrete random variable. Now, will you be able to classify those
experiments in activity 1 as discrete or continuous? If yes, how? If no, why?
4. In your own words, how will you differentiate between discrete and continuous
random variables?
DEVELOPMENT Activity
What is in
C. Presenting
examples/
instances of the
new lesson

In Algebra, “variable” means one thing - an unknown value, you’ll come across
What is it
different types of variables in statistics. Some of these are: categorical variable
D. Discussing
(variable that can be put into categories like tooth paste brands); ordinal variable
new concepts
(similar to categorical variable, but there is a clear order like socioeconomic
and practicing
status );
new skills # 1
quantitative variable (a broad category that includes any variable that can be
counted
or has a numerical values associated with it); qualitative variable (a broad
category
that for any variable that can’t be counted) and there’s a lot more variable that
you
may encounter in the field of statistics, but our focused in this module, is on
random
variable.

A Random Variable is a function that associates a real number with each

element
in the sample space. It is a variable whose values are determined by chance.
Thus,
in simple words, a Random Variable is a numerical quantity that is derived from
the
outcomes of a random experiment.
In the experiment of tossing a coin, the number of times the coin turns up a head
is
an example of random variables. Below are some examples of random
variables.

a. Suppose two dice are rolled. The sum of the

two numbers that face up is
an example of a random variable. This variable
make take on integers
from 2 to 12.
b. Suppose the spinner shown below is spun.
An example of a random variable for this
experiment
is the number of times that the spinner stops at
number 3.
There are two types of random variables, the
discrete and continuous random variables

Figure 1. Diagram of the types of Random Variable

From the example in the table above, Examples 1, 2, and 3 are all discrete while
example 4 and 5 are continuous
Example 6. Brand Z is a company that manufactures batteries. They record
 the number of defective batteries that are contained in each box
before it is sent out for delivery. If X is the number of defective
batteries per box, then what type of random variable is X?
Solution. X is a discrete random variable, and X can be a set {0, 1, 2, …, n}
where n is the total number of batteries in each box.
Example 7. Suppose Brand Z in example number 6 wants to check the
average life span of their batteries. If Y is the average number of
days that each battery lasts, then what can you conclude about
the variable Y?
Solution. We can conclude from above, that Y is a continuous random
variable. It may be assigned time intervals that corresponds to
each battery’s life span.
Because of the way the discrete random variable is defined, we can say that the
range of values that can be assigned to it is confined to the set of whole
numbers. That is, a discrete random variable may NOT take on non-integers.
ENGAGEMENT Independent Assessment 1.
What is more Classify the following random variables as discrete or continuous.
F. Developing 1. the speed of a tricycle.
mastery (leads 2. the number of female students.
to Formative 3. the time needed to finish the module.
Assessment 3) 4. the amount of sugar in a cup of coffee.
5. The number of defective mobile phones produced by a manufacturer.

Independent Assessment 2.
Identify whether the given experiment involves a discrete random variable or a
continuous random variable. Write your answer on a separate answer sheet.
1. getting the temperature of patient admitted in a hospital
2. collecting data about the weights of students in a certain school
3. the number of patient admitted in the hospital due to COVID-19
4. the number of no work no pay in a certain municipality caused by pandemic
5. the number of families that are members of 4P’s in Quezon
6. the number of Balikbayan OFW arrive in the Philippines
7. the number of text messages received by a particular individual in a day
8. the number of possible outcomes in rolling a die
9. the amount of liquid in a 12 - ounce can of soda
10. the number of fouls committed by a basketball team during the games

What I can do/ Answer the following questions.

What else I can 1. Eight students were asked to solve the Rubik’s cube. The time it took for them
do to
G. Finding complete the puzzle is summarized in the table below.
practical Time (in min) Less than
application of 1 min 1 - 2 min 2 - 3 min Greater than 3 min
concepts and Number of children who completed the Rubik’s cube 2 2 3 1
skills in daily Classify what type of random variable is shown.
living 2. Suppose a Meter-man Apprentice was told by his superior to measure the
voltage
of a certain electric outlet. The voltage reading ranges from 118 V < x < 122 V.
Does
the scenario represent a discrete or a continuous random variable?
ASSIMILATION Give your answer in the following statements.
What I have 1. A well - defined function from a sample space to the set of real numbers is
learned called
H. Making a _______________________. It is commonly denoted by capital letters, such
generalizations as X, Y and Z. The specific values of a random variable is denoted by small
and abstractions letters such as x, y, and z.
about the lesson 2. A random variable is a _______________________if its set of possible
outcomes is countable. Mostly, discrete random variable represents count data,
such as the number of enrolled students in a particular school.
3. A random variable is _______________________if it takes on values on a
 continuous scale. Often, continuous random variables represent measured data,
such as heights, weights temperatures and lifespan.

What I can ASSESSMENT: Multiple-Choice

achieve 1. A set of numerical values assigned to a sample space is called
I. Evaluating A. Random sample
learning B. Random variable
C. Random Process
A. Random experiment
2. Which of the following best describe variable that can be counted?
A. Categorical
B. Continuous
C. Discrete
D. Ordinal
3. Which of the following best describe variable that can be measured?
A. Categorical
B. Continuous
C. Discrete
D. Ordinal
4. You decided to order a pizza but you have to choose the type of crust and the
toppings. If there are only 6 possible combinations of ordering a pizza, from
which of the following should you choose?
A. Crust: thin or deep dish
Toppings: cheese or pepperoni
B. Crust: thin or deep dish
Toppings: cheese, bacon or pepperoni
C. Crust: thin or deep dish
Toppings: cheese, bacon, sausage or pepperoni
D. Crust: thin or deep dish
Toppings: cheese, bacon, sausage, pepperoni or hotdog
5. A drawer has 2 red ties, 3 black ties and 5 blue ties. A tie is picked at
random. What is the total number of possible outcomes?
A. 2
B. 3
C. 5
D. 10
6. Which of the following statement describe a continuous random variable?
A. The number of students present in a class
B. The average distance traveled by a jeep in a week
C. The number of correct guesses on a multiple choice test
D. The number of women taller than 68 inches in a random sample of 5
Women
7. Which of the following is a continuous random variable?
A. Height of sunflower as measured each day
B. Number of gadgets a business sell per day
C. Number of people attending mass every Sunday
D. Number of people eating at the restaurant everyday
8. Which of the following is discrete random variable?
A. Hipolito weighs 65 kg
B. Hipolito is 160 cm tall
C. Hipolito has two brother
D. Hipolito ran 100 meters in 10.2 seconds
9. Which of the following variable is discrete random variable?
A. Lifetime of a AAA battery
B. The amount of gasoline in a car
C. Number of goals of a football team
D. The time it takes to commute to word
10. Which of the following is NOT a discrete random variable?
A. Height of rose as measured each day
B. Number of appliances a business sell each day
 C. Number of people went to church every Sunday
D. Number of students late in going to school each day
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who CSS 1 – 50/50
earned 80% in the BP 3 – 43/46
evaluation BP 1 – 50/50
BP 4 – 43/48
B. No. of learners who
CSS 1 – 0/50
require additional
BP 3 – 3/46
activities for
BP 1 – 0/50
remediation who
BP 4 – 5/48
scored below 80%
C. Did the remedial Yes.
lessons work? No. of CSS 1 – 0/0
learners who have BP 3 – 2/3
caught up with the BP 1 – 0/0
lesson BP 4 – 3/5
D. No. of learners CSS 1 – 0/0
who continue to BP 3 – 1/3
require remediation BP 1 – 0/0
BP 4 – 2/5
E. Which of my
By giving examples relate to their specialization and precisely explaining why
teaching strategies
each situation is either Discrete Random Variable or Continuous Random
worked well? Why did
Variable.
these work?
F. What difficulties did
I encounter which my
Absences of students
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I None
wish to share with
other teachers?

Prepared by:

NICKOLAS V. TOLENTINO
Teacher II

Checked by:

JENNALYN R. FRAGATA, MAEd

Subject Group Head – Math Department

Approved:

BELINDA C. LOYOLA
Principal IV
 E.T. TIRONA MEMORIAL
School NATIONAL INTEGRATED HIGH Grade Level 11
SCHOOL
STATISTICS
GRADE 11 Teacher NICKOLAS V. TOLENTINO Learning Area AND
IDEA Exemplar PROBABILITY
February 7, 2024
Teaching CSS 1 M-TH 6:50 – 7:40 MIDTERM –
Dates and BP 3
BP 1
M-TH
M-TH
10:30 – 11:20
1:00 – 1:50
Quarter SECOND
Time BP 4 M-TH 1:50 – 2:40 SEMESTER

I. OBJECTIVE SESSION 3
1. Content The learner demonstrates understanding of key concepts of random variables
Standards and probability distributions.
2. Performance The learner is able to apply an appropriate random variable for a given real-life
Standards problem (such as in decision making and games of chance).
3. Most Essential The learner finds the possible values of a random variable. (M11/12SP-IIIa-3)
Learning
Competencies At the end of this session, the learners will be able to:
1. Define possible values of a random variable;
Objectives 2. Apply the concept of possible values to analyze and determine the
potential outcomes of a random variable;
3. Foster curiosity in exploring different methods and strategies to identify
possible values.
II. CONTENT Finding Possible Values of a Random Variable
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s CLMD PIVOT 4A Statistics and Probability Module pp. 23-33
Materials
3. Textbook
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning Slides Deck, Chalkboard, Show Me Boards
Resources
IV. PROCEDURES
COI No.
INTRODUCTION INQUIRY-BASED
What I Need to
Know/What I Recall
know
Identify if the following experiments/situations involved discrete or a continuous
A. Reviewing
previous lesson random variable.
or presenting the 1. Choosing an even number less than 100.
new lesson 2. Tallying the number of households in a subdivision that has a least one
vehicle.
3. Gathering information about the average monthly income of a
household.
4. Teacher applicants in the Division of Quezon.
5. Recording the number of patients who recovered from COVID-19.

Read and analyze the given situation below.

Suppose two iPhone are tested at random. We want to find out the number of
 defective iPhone. Thus, to each outcome in the sample space we shall assign a
What is New value. These are 0, 1, or 2. If there is no defective iPhone, we assign the
B. Establishing a number 0; if there is 1 defective iPhone, we assign the number 1; and 2, if there
purpose for the
are two defective iPhone. The number of defective iPhone is a random variable.
lesson
The possible values of this random variable are 0, 1, and 2.

Illustration
Let D represent the defective iPhone and N for the non-defective iPhone. If we
let Y
be the random variable representing the number of defective iPhone, show the
values
of the random variable Y. Complete the table below to show the values of the
random
variable.

Try this!
Suppose three laptops are tested at random. We want to find out the number of
non-defective laptops. Thus, to each outcome in the sample space we shall
assign a value. These are 0, 1, 2, or 3. If there is no defective laptop, we assign
the number 0; if there is 1 non-defective laptop, we assign the number 1; if there
are two nondefective laptops, we assign the number 2 and 3, if there are three
nondefective laptops. The number of non-defective laptops is a random variable.
Let D represents the defective laptop and N represents the non-defective laptop.
If we let X be the random variable representing the number of non-defective
laptops, show the values of the random variable X. Complete the table below to
show the values of the random variable.

DEVELOPMENT A random variable is a numerical quantity that is derived from the outcomes of
What is it random experiments. The random variable in the activity above is a discrete
C. Discussing random variable because the set of possible outcomes is countable. The
new concepts possible values of random variable Y (number of defective iPhone) are 0, 1, and
and practicing 2, while the possible values of random variable X (number of non-defective
new skills # 1 laptops) are 0, 1, 2, and 3.
Example 1. Suppose two coins are tossed, let Z be the random variable
representing the number of heads that occur. Find the values of the random
variable Z.

Example 2. In a box are 2 balls - one white and one yellow. Two balls are picked
one at a time with replacement. Let X be the random variable representing the
number of white balls. Find the values of the random variable X.

Additional Lesson on determining Number of Possible Outcomes:

Permutation – arrangement of objects with reference to order.

n!
P ( n , r )=
( n−r ) !

Example:
1. Arranging Books on a Shelf:
Suppose you have 4 different books (A, B, C, D) and you want to
arrange them on a shelf. How many different ways can you arrange the
books?

, so there are 24 ways to arrange the books.

2. Selecting a President, Vice President, and Secretary
In a club with 5 members, how many ways can you select a president,
vice president, and secretary?

, so there are 60 ways to select the officers.

Combination – selection of objects without reference to order.

n!
C (n , r )=
r ! ( n−r ) !

Example:
1. Choosing a Committee:
If there are 6 people in a group, and you want to form a committee of 2
people, how many different committees can be formed?

, there are 15 different

committees.
2. Selecting Items from a Menu:
In a restaurant with 8 different items on the menu, how many ways can
you choose a combination of 3 items for a meal?
 , there are 56 different ways to
choose a combination of 3 items.

ENGAGEMENT Independent Assessment 1

What is more Two cards are drawn from a deck. How many possible values can each of the
D. Developing following variables take?
mastery (leads 1. sum of the numbers on the cards
to Formative 2. number of times both cards are black
Assessment 3) 3. Number of times both cards are 7s
4. Number of times the first card is six and the second card is red
5. Number of times the first card is face card and the second card is not a
face card

What I can do/ Answer the problem below.

What else I can The households of a local community were surveyed about the number of
do occupants
E. Finding who are working. It was found out that 25 households have one occupant
practical working,
application of 18 have two occupants working, 12 have three occupants working, and 5 have
concepts and four
skills in daily occupants working. Let X be the number of occupants working from a randomly
living selected household. What are the possible values for the random variable?
ASSIMILATION Give your answer in the following statements.
What I have 1. A ______________________ is a set of possible values from a random
learned experiment. For example, in tossing a coin, we can either get head or tail, such
F. Making tossing a coin is an experiment where we can give values for such event.
generalizations 2. A ______________________ is one that may take on only a countable
and abstractions number of
about the lesson distinct values such as 0,1,2,3,4, etc. This variable is usually (but not
necessarily)
counts. It is a random variable that can take only a finite number of distinct
values.
3.To find the values of a random variable, we have to follow these steps: first,
list all ______________________ in sample space; second, find the
______________________ for each simple event; third, list the possible values
for a random variable X and identify the value for each simple event and finally;
find all simple events for which X = k, for each possible value k.

What I can ASSESSMENT

achieve Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
G. Evaluating a
learning separate sheet of paper

1.A set of numerical values assigned to a sample space is called

A. Random sample C. Random variable
B. Random process D. Random experiment
2.Which of the following is a true statement?
A. Random variables can only have one value.
B. The value of a random variable could not be zero.
C. The probability of all the value of a random variable could be zero.
D. The sum of all the probabilities in a probability distribution is not equal
to one.
3.If a coin is tossed, what are the possible values of the random variable for
the number of tails?
A. 0, 1 C. 1, 2, 3
B. 0, 1, 2 D. 0, 1, 2, 3
For numbers 4 - 9. Suppose you tossed three coins.

4. What are the sample spaces for the experiment above?

A. HHH, TTT
B. TTT, HHH, TTH, THT, HTH
C. TTT, HHH, HHT, THT, HTH
D. TTT, TTH, THT, HTT, HHT, HTH, THH, HHH
5. How many possible outcomes will occur from the experiment above?
A. 2 C. 6
B. 4 D. 8
6.What are the possible values of the random variable for the number of
heads?
A. 0, 1 C. 1, 2, 3
B. 0, 1, 2 D. 0, 1, 2, 3

7. What are the possible values of the random variable for the number of tails?
A. 0, 1 C. 1, 2, 3
B. 0, 1, 2 D. 0, 1, 2, 3
8. Which of the following is NOT a possible value of the random variable for
the number of heads?
A. 1 C. 3
B. 2 D. 4
9. Which of the following is NOT a possible value of the random variable for
the number of tails?
A. 1 C. 3
B. 2 D. 4

For numbers 10 - 11. You decide to conduct a survey of families with two
children.
You are interested in counting the number of boys (out of 2 children) in each
family
10. Is the above experiment “counting the number of boys (out of 2 children) in
each family” a random variable?
A. Yes, it is a random variable. C. Maybe.
B. No, it is not a random variable. D. It cannot be determined.
11.If the statement above shows a random variable, then what are the possible
values?
A. Its value can be 1 or 2.
B. Its value can be 0, 1, or 2.
C. Its value can be 2 or 4.
D. None, since it is not a random variable.

For numbers 12 - 13. Suppose two balls are drawn in succession without
replacement from an urn containing 6 blue balls and 5 red balls.
12.How many possible outcomes will occur from the experiment?
A. 2 C. 6
B. 4 D. 8
13. Let Z be the random variable representing the number of blue balls.
What are the possible values of the random variable?
A. 0, 1 C. 1, 2, 3
B. 0, 1, 2 D. 0, 1, 2, 3

For numbers 14 - 15. Suppose three laptops are tested. Let D represent the
defective laptop and N for the non-defective laptop.
14. How many possible outcomes will occur from the experiment?
A. 3 C. 8
B. 4 D. 9
15. If we let X be the random variable representing the number of non-defective
laptops. What are the possible values of the random variable?
A. 0, 1 C. 1, 2, 3
 B. 0, 1, 2 D. 0, 1, 2, 3
H. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who CSS 1 – 43/50
earned 80% in the BP 3 – 39/46
evaluation BP 1 – 45/50
BP 4 – 35/48
B. No. of learners who
CSS 1 – 7/50
require additional
BP 3 – 7/46
activities for
BP 1 – 5/50
remediation who
BP 4 – 13/48
scored below 80%
C. Did the remedial Yes.
lessons work? No. of CSS 1 – 4/7
learners who have BP 3 – 3/7
caught up with the BP 1 – 4/5
lesson BP 4 – 5/13
D. No. of learners CSS 1 – 3/7
who continue to BP 3 – 4/7
require remediation BP 1 – 1/5
BP 4 – 8/13
E. Which of my
By recalling their Grade 10 Mathematics topic on Permutation and Combination
teaching strategies
and clarifying vague concepts about the said topic, they had an insight on the
worked well? Why did
easiness of this.
these work?
F. What difficulties did
I encounter which my
Absences of students
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I None
wish to share with
other teachers?

Prepared by:

NICKOLAS V. TOLENTINO
Teacher II

Checked by:

JENNALYN R. FRAGATA, MAEd

Subject Group Head – Math Department

Approved:

BELINDA C. LOYOLA
Principal IV
 E.T. TIRONA MEMORIAL
School NATIONAL INTEGRATED HIGH Grade Level 11
SCHOOL
STATISTICS
GRADE 11 Teacher NICKOLAS V. TOLENTINO Learning Area AND
IDEA Exemplar PROBABILITY
February 8, 2024
Teaching CSS 1 M-TH 6:50 – 7:40 MIDTERM –
Dates and BP 3
BP 1
M-TH
M-TH
10:30 – 11:20
1:00 – 1:50
Quarter SECOND
Time BP 4 M-TH 1:50 – 2:40 SEMESTER

I. OBJECTIVE SESSION 4
1. Content The learner demonstrates understanding of key concepts of random variables
Standards and probability distributions.
2. Performance The learner is able to apply an appropriate random variable for a given real-life
Standards problem (such as in decision making and games of chance).
3. Most Essential The learner illustrates a probability distribution for a discrete random variable
Learning and its properties.. (M11/12SP-IIIa-4)
Competencies
At the end of this session, the learners will be able to:
Objectives 1. Define probability distribution in the context of discrete random variables;
2. Construct probability distributions for a given discrete random variable;
and
3. Draw meaningful conclusions from the probability distribution and its
properties.
Illustrating a Probability Distribution for a Discrete Random Variable and
II. CONTENT
its Properties
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s CLMD PIVOT 4A Statistics and Probability Module pp. 34-49
Materials
3. Textbook
4. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning Slides Deck, Chalkboard
Resources
IV. PROCEDURES
COI No.
INTRODUCTION COLLABORATIVE
What I Need to
Know/What I Using Show-Me Boards (by Group)
know
Determine the number of possible values from the following experiments:
A. Reviewing
previous lesson 1. Tossing 3 coins
or presenting the 2. Rolling a pair of dice
new lesson 3. Drawing a card from a standard deck
4. 4-digit PIN from 0-9
5. Drawing 2 balls in succession without replacement from an urn
containing 6 blue balls and 5 red balls

Determine whether the statement is True or False. If the answer is false,

you
What is In can modify the statement to make it true.
B. Establishing a
purpose for the
lesson

DEVELOPMENT Activity
What is New Number of Defective Computers
C. Presenting In a computer laboratory, the teacher wants to find out if there is a defective
examples/
computer. Supposed three computers were tested at random, she asks one of
instances of the
new lesson her Computer System Servicing students to list all the possible outcomes, such
that D represents the defective computer and N represents the non-defective
computer. Let X be the random variable for the number of defective computers.
Then, illustrate the probability distribution of the random variable X.

Based on the above problem, observe, analyze, and answer the following
questions:
a. List the sample space in the given experiment. How many outcomes are
possible?
b. Construct a table showing the number of defective computers in each
outcome and assign this number to this outcome. What is the value of the
random variable X?
c. Illustrate a probability distribution. What is the probability value P(X) to each
value of the random variable?
d. What is the sum of the probabilities of all values of the random variable?
e. What do you notice about the probability of each value of the random
variable?

What is it Solution:
D. Discussing a. Let D represent the defective computer and N for the non-defective computer.
new concepts The sample space is:
and practicing S= {NND, NDN, DNN, DND, DDN, NDD, DDD, NNN} and there are 8 possible
new skills # 1 outcomes
b. Count the number of defective computers in each outcome in the sample
space and assign this number to this outcome. For instance, if you list NND,
the number of defective computers is 1.
There are four possible values of the random variable X representing the
number of
defective computers. The possible values that X can take are 0, 1, 2, and 3.
c. Each of these numbers corresponds to an event in the sample space S of
equally likely outcomes for this experiment. Since the value of the random
variable X represents the number of defective computers, X = 0 to (NNN),
X = 1 to (NND, NDN, DNN), X=2 to (DND, DDN, NDD) and X= 3 to (DDD).
If each of the outcomes is equally likely to occur, then the probability is:

Properties of discrete probability distribution

1. The probability of each value of the random variable must be between or
equal to 0 and 1. In symbol 0 < P(X) < 1.
2. The sum of all the probabilities of all values of the random variable must be
equal to 1. In symbol, we write it as 𝚺P(X) = 1

Examples: Determine if the distribution below is a discrete probability

distribution:

1.
Solution:

, since ΣP(X) ≠ 1, then it is NOT a

probability distribution.

2.
3. Determine whether the given values can serve as the values of a
probability distribution
 a. P(1) = 0.05
b. P(2) = 1.01
c. P(3) = ½

ENGAGEMENT Group Activity

What is more Each group will be given different scenarios. They will be tasked to illustrate the
D. Developing probability distributions for a random variable X.
mastery (leads
to Formative Group 1: Let X be a random variable giving the number of girls in a randomly
Assessment 3) selected three-child family. Assuming that boys and girls are equally likely to be
selected, illustrate the probability distribution of a random variable X.

Group 2: Using the sample space for rolling two dice, illustrates a probability
distribution for the random variable X representing the sum of the numbers that
appear.

Group 3: Julia is a boutique shop owner in her town. Due to COVID-19

pandemic, wearing a face mask of a person is required for their safety. Since
there are limited stocks available, she decided to start another business by
making a face mask. She started selling face masks from day 1 to day 10. The
data she collected is shown in the table below.
Illustrate a probability distribution of a random variable X showing the number of
face mask sold per day and its corresponding probabilities.

Group 4: Suppose that a coin is to be tossed four times, and let X represent the
number of tails that occur. Illustrate a probability distribution for a random
variable X.

Practical Application
What I can do/ The ongoing pandemic of corona virus disease 2019, a novel infectious disease
What else I can caused by severe acute respiratory syndrome was spread in the Philippines on
do January 30, 2020. Thousands of people in the country tested positive in this
E. Finding virus,
practical and some of them recovered from the disease. The following table shows the
application of number of recoveries from April 24-May 3, 2020.
concepts and
skills in daily
living

a. Illustrate the probability distribution if X is the random variable that represents

the number of recoveries.
b. What safety precautions will you undertake to help avoid the spread of the
COVID-19 pandemic?
ASSIMILATION Reflection
What I have Give your answer in the following statements.
learned 1. It is the list of possible values of a random variable X and the corresponding
F. Making probabilities of the values. _______________________________.
generalizations 2. What is the sum of all the probabilities of all values of the random variable?
and abstractions ______________________________________________________________.
about the lesson 3. What should be the probability of each value of the random variable? Write
your answer in symbol. __________________________________________.
4. How will you determine if the given distribution is a probability distribution?
__________________________________________________________.
5. Enumerate the steps on how to illustrate the probability distribution of a
discrete random variable by completing the statements given below.
Determine first the _____________space in the given experiment. Then,
find the possible values of the _____________________________. Illustrate the
probability distribution by assigning ____________________________ to each
value of the random variable.

What I can ASSESSMENT

achieve Choose the letter of the best answer:
G. Evaluating 1. What must be the value of the probability of each random variable?
learning a. P(X) ≥ 0
b. 0≤ P(X) ≤ 1
c. -1≤ P(X) ≤ 1
d. P(X) ≤ 1
2. What is the sum of the probabilities of all values of the random variable?
a. Σ 𝑃(𝑋))= 0
b. Σ 𝑃(𝑋)) = 1/10
c. Σ 𝑃(𝑋)) = 1
d. Σ 𝑃(𝑋)) = 10
3. Which of the following values is not the value of the probability of the
random variable?
a. 1.01
b. 1
c. 0.50
d. 0.05
4. If P(X)=𝑥/6, what are the possible values of X for it to be a probability
distribution?
A. A.0,2,3
B. 1,1,2
C. 2,3,4
D. D. 1,2,3
5. The number of absences from June to March of a student based on his
class adviser’s record is shown below. If X be the random variable
representing the number of absences.

Which table represents the probability distribution?

H. Additional activities
 for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who CSS 1 – 46/50
earned 80% in the BP 3 – 40/46
evaluation BP 1 – 44/50
BP 4 – 37/48
B. No. of learners who
CSS 1 – 4/50
require additional
BP 3 – 6/46
activities for
BP 1 – 6/50
remediation who
BP 4 – 11/48
scored below 80%
C. Did the remedial Yes.
lessons work? No. of CSS 1 – 2/4
learners who have BP 3 – 4/6
caught up with the BP 1 – 6/6
lesson BP 4 – 5/11
D. No. of learners CSS 1 – 2/4
who continue to BP 3 – 2/6
require remediation BP 1 – 0/6
BP 4 – 6/11
E. Which of my By clearly explaining the Properties of a Discrete Probability Distribution; and
teaching strategies also teaching them what they fail to master during their elementary and junior
worked well? Why did high school days – sum and difference of fractions with unlike denominators and
these work? translating fractions with unlike denominators to like ones.
F. What difficulties did
I encounter which my
Absences of students
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I None
wish to share with
other teachers?

Prepared by:

NICKOLAS V. TOLENTINO
Teacher II

Checked by:

JENNALYN R. FRAGATA, MAEd

Subject Group Head – Math Department

Approved:

BELINDA C. LOYOLA
Principal IV