DAILY LESSON LOG OF M11-12SP-IIIa-3-4(Week One-Day 2)

School Grade Level Grade 11

Teacher Learning Area Mathematics
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
I. OBJECTIVES 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 Standards The learner demonstrates understanding of key concepts of random variables
and probability distributions.
B. Performance Standards The learner is able to applyan appropriate random variable for a given real-life
problem (such as in decision making and games of chance).
Learning Competency:
 finds the possible values of a random variable.). M11/12SP-IIIa-3
 illustrates a probability distribution for a discrete random variable and
its properties. M11/12SP-IIIa-4
Learning Objectives:
C. Learning Competencies/ 1. Define random variable and its values;
Objectives 2. illustrates a probability distribution for a discrete random variable and
its properties
3. Find the values of the random variable; .and
4. Demonstrate appreciation of the values of random variable as
important skills needed to understand concepts of aprobability
distribution for a discrete random variable and its properties.
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
3. Textbook pages Statistics an Probability , REX , Pages 2-8
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
IV. PROCEDURES 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. Review previous lesson or Review previous lesson by letting the students answer the exercise.
presenting the new lesson 1. What is a variable? (a quantity having a numerical value for each
member of a group)
2. How do we denote or represent a variable? (In statistics, we denote a
random variable by a capital letter like X, Y, Z, etc.)
3. What is an outcome? (the way a thing turns out or possible result of an
experiment)
4. How do you get an outcome? (Each possible outcome of a particular
experiment is unique, and different outcome will occur on each trial of
the experiment. Example” For the experiment where we flip a coin
twice, the four possible outcomes that make up our sample space are
 {HT, TH,TT,HH}

The teacher will then discuss variables that are associated with probabilities,
called random variables.
The teacher lets the students realize that recognizing values of random variable
B. Establishing a purpose for
as important skills needed to understand concepts of aprobability distribution
the lesson
for a discrete random variable and its properties.
The teacher lets the students, in groups of three, read the experiment and
answer the following questions:

Suppose three cell phones are tested at random. We want to find out the
number of defective cell phones that occur.
1. What is the experiment? X = no. of defective cell phones in
2. When the one cell phone is being tested what could be the possible
characteristic? Defective or non-defective
C. Presenting examples/ 3. What are the elements of the sample space in one cell phone? {D, ND}
instances of the new 4. Is second cell phone characteristic dependent to the first cell phone tested?
lesson No
5. Is the third cell phone characteristic dependent to the second cell phone
tested? No
6. What are the elements of the sample space in three cell phone? {DDD,
DDN,DND,NDD,NND,NDN,DNN,NNN}
7. List the possible outcomes when three cell phones being tested at random.
{DDD, DDN,DND,NDD,NND,NDN,DNN,NNN}
8. How did you find the activity? (Answers may vary)
9. What new knowledge did you learn from the activity?(Answers may vary)
The teacher discusses with the students the process of arriving at the answer of
D. Discussing new concepts the activity. Furthermore, he/she facilitates the drawing of answers of the
and practicing new skills questions from the students in a manner that it is interactive. This can be done
#1 by asking other studentsto react on the answers given by one student.The
teacher emphasizes the proper listing of possible outcomes in an experiment.
E. Discussing new concepts Suppose three cell phones are tested at random. We want to find out the
and practicing new skills number of defective cell phones that occur. Thus, to each outcome in the
#2 sample space we shall assign a value. These are 0, 1, 2, or 3. If there is no
defective cell phone, we assign the number 0; if there is 1 defective cell phone,
we assign the number 1; if there are two defective cell phones, we assign the
number 2; and 3, if there are two defective cell phones. The possible values of
this random variable are 0,1,2,3.
(see attachment for the illustration)

Steps1: Determine the sample space:

Step 2: List the possible outcome
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

Given the values of the possible outcomes, the teacher will now show the
probability distribution of that given random variable.

Properties of a Probability Distribution

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 0 ≤ P(X) ≤ 1.
 2. The sum of the probabilities of all values of the random variable must be
equal to 1. In symbol, we write it as ∑P(X) =1
F. Developing mastery (leads Working in pairs, the students will answer In-class Activity 2 and 3
to formative assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
The teacher emphasizes the proper listing of possible outcomes in an
H. Making generalizations
experiment.
and abstractions about
A random variable is a function that associates a real number to each element in
the lesson
the sample space. It is a variable whose values are determined by chance.
Individual.
I. Evaluating Learning
See attachment.
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 pupils/students learn? Identify what help your
VI. REFLECTION 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

Example 1: Number of Tails
Suppose three coins are tossed. Let X be the random variable representing the number of tails that
occur. Find the probability of each values of the random variable X. Complete the table below.

STEPS SOLUTION
1.) Determine the sample space. Let H represent head and T The sample space for this
represent tail. experiment is
X={TTT, TTH, THT, HTT, HHT,
HTH, THH,HHH}
2.) Count the number of tails in each outcome in the sample
space and assign this number to this outcome. POSSIBLE VALUE OF
OUTCOMES THE
RANDOM
VARIABLE X
(number of
tails)
TTT 3
TTH 2
THT 2
HTT 2
HHT 1
HTH 1
THH 1
HHH 0
3.) There are four possible values of the random variable X
representing the number of tails. These are 0,1,2,and 3. Assign Number of Probability
probability values P(X) to each value of the random variable. Tails X P(X)
0 1
-There are 8 possible outcomes and no tail occurs once, so the 8
1
probability that we shall assign to the random variable 0 is .
8 1 3
-There are 8 possible outcomes and 1 tail occurs three times, so 8
3
the probability that we shall assign to the random variable 1 is .
8 2 3
-There are 8 possible outcomes and 2 tail occurs three times, so 8
3
the probability that we shall assign to the random variable 2 is .
8 3 1
There are 8 possible outcomes and 3 tails occur once, so the 8
1
probability that we shall assign to the random variable 3 is .
8

Example 2
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 blue balls. Construct the probability
distribution of the random variable Z.

STEPS SOLUTION
 1.) Determine the sample space. Let B represent the blue ball The sample space for this
and R represent the red ball. experiment is
Z={RR, RB, BR, BB}
2.) Count the number of blue balls in each outcome in the
sample space and assign this number to this outcome. POSSIBLE VALUE OF
OUTCOMES THE
RANDOM
VARIABLE Z
(number blue
balls)
RR 0
RB 1
BR 1
BB 2
3.) There are three possible values of the random variable Z
representing the number of blue balls. These are 0,1,and 2. Assign Number of Probability
probability values P(Z) to each value of the random variable. Blue Balls Z P(Z)

-There are 4 possible outcomes and no blue ball occurs once, so

the probability that we shall assign to the random variable 0 is
______.
-There are 4 possible outcomes and 1 blue ball occurs two times,
so the probability that we shall assign to the random variable 1 is
______.
- There are 4 possible outcomes and 2 blue ballsoccur once, so the
probability that we shall assign to the random variable 2is ______.

Example 3: Number of Defective Cell Phones

Suppose three cellphones are tested at random. Let D represent the defective cellphone and let
N represent the non-defective cell phone. If we let Y be the random variable for the number of defective
cell phones, construct the probability distribution of the random variable Y.

STEPS SOLUTION
1.) Determine the sample space. Let D represent the defective The sample space for this
cell phone and N represent the non-defective cell phone. experiment is
Y={ }
2.) Count the number of tails in each outcome in the sample
space and assign this number to this outcome. POSSIBLE VALUE OF
OUTCOMES THE RANDOM
VARIABLE Y
(number
defective
cellphones)
 3.) There are four possible values of the random variable Y
representing the number of defective cellphones. These are Number of Probability
0,1,2,and 3. Assign probability values P(Y) to each value of the Defective P(Y)
random variable. Cellphones Y

ASSESSEMENT:

Which of the following shows a discrete probability distribution? If it is not a discrete probability
distribution, identify the property or properties that are not satisfied.

1)

x 0 1 2 3
P(x) 0.2 0.3 0.3 0.2

2)

x 0 1 2 3 4
P(x) 1/5 1/5 1/5 1/5 1/5

3)

x 0 1 2 3 4
P(x) 0.10 0.20 0.25 0.40 0.05
 4)

x 0 1 2
P(x) 1/3 1/4 0

5)

x 0 1 2
P(x) 1.1 0.01 0.08

Answer key:

1) Probability distribution
2) Probability distribution
3) Probability distribution
4) Not a probability distribution; one probability is equal to 0; sum not equals to 1
5) Not a probability distribution; one probability is greater than one; sum not equals to 1

DLL Writer: Nina Marie M. Datuin

DLL Editors: Felbirt L. Atillo

Raymund G. Binggas
Gladys V. Castañeras
Rosalie S. Espinosa
Melanie B. Garcia