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1 Learning Plan Sample

Ave Maria College

COLLEGE OF EDUCATION
HEI Unique Institutional Identifier: 09077

Learning Competency illustrates random variable (discrete and continuous)

(M11/12SP-IIIa-1)

Objectives: At the end of the lesson, the students should be able to

A. Define and differentiate discrete and continuous random variables.

B. Illustrate examples of discrete and continuous random variables.
C. Apply Polya’s four-step process in solving problems involving random
variables.
Materials Needed: Pen or pencil, Bond paper or paper, Card, or envelope
References: Grade 11 Statistics and Probability Learning’s Module
Mathematical Procedure & Content:

This learning plan was designed and written to help students to master solving
problems involving statistics and probability. Learning plan activities were formulated based
on the content for the students to easily relate and understand the topic while enjoying the
lesson.

WHAT’S IN
Activity 1: Know Me
Instructions: Encircle the letter of the best answer.
1. Which of the following is NOT a discrete variable?

A. Number of white marbles in the box

B. Number of students present in the classroom.

C. The weight of a boy of drinks labeled "8 curios."

D. The number of arrivals customers in to 5:00 pm restaurants between 7:00 am to 5:00

pm.

2. Which of the following is an example of a discrete variable?

A. Distance travelled between tricycles.

B. Height of the students in a certain class.

C. Number of red marbles in the banket.

D. Weight of student.

3. A variable that can be discrete of continuous is called:

A. Random sample

B. Random notation

C. Random variable

D. Random imitation

4. Which of the flowing is a variable whose obtained by measuring?

A. Continuous

B. Discrete

C. Interval

D. Nominal

5. A variable where the information at data can take infinitely many values is

A. Continuous variable

B. Discrete variable

C. Qualitative variable

D. Quantitative variable

6. This term van bost describe a variable that can be counted:

A. Continuous

B. Discrete

C. Interval

D. Ratio
7. A set of numerical values assigned to a sample space is called:

A. Random experiment

B. Random sample

C. Random variable

D. Nane of the above

8. A variable whose value could be a finite and countable number is a:

A. Continuous variable

B. Discrete variable

C. Poison variable

D. Qualitative variable

9. Which of the slowing statements describe a continuous random variable

A. The average distance traveled by a jeep in a week.

B. The number of older to present in Class Anthurium.

C. The member of motorcycles teel by a randomly selected household.

D. The number of girls taller than 5 feet random sample of 10 girls.

10. Which of the following is a discrete random variable?

A. Jerwin is 165 cm tall.

B. Jerwin hos three sisters.

C. Jerwin weighs 6 kilograms.

D. Jerwin run 300 meters in two minutes.

11. Which of the following variable is a discrete variable?

A. The amount of unleaded gasoline in a Suzuki car.

B. The temperature of a cup of coffee served at a restaurant.

C. The number of boys in a randomly selected three-child family.

 D. The average amount spent on water bill every month of December by a
randomly selected household in Quezon Province.

12. Which of the following is NOT a discrete random variable?

A. Number of refrigerators sell each day

B. Height of dragon fruit as measured each day

C. Number of students late in going to school each day.

D. Number of people went to the doctor from Monday to Friday

13. You decided survey of families with five children. You are interested in counting the
number of girls (out of five children) in each family. Is this random variable?

A. Yes, it is a random variable

B. No, it is not a random variable

C. Maybe, it is a random variable.

D. It cannot be determined.

14. Which of the following statements DOES NOT describe a continuous random

variable?

A. Height of students in certain class.

B. The average unit of chicken each day.

C. The number of towns in Quezon Province.

D. The distance travelled by a delivery van in an hour.

15.Which of the following is NOT a continuous random variable

A. The height of the airplane's flight

B. The amount of liquid on a container

C. The number of COVID-19 each day.

D. The length of time for the cheek up in the hospital.

 What’s New!
Tossing a coin

As you can see in a one- peso

coin, it has Dr. Jose P. Rizal
on one side, which we will
call it as heads (H), and the
other side is the tails (T).
Toss your one-peso coin three
times and record in your
notebook the results of the
three tosses. In order to write
the result easily, use letter H
for the heads and letter T for
the tails.

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

random variable. A random variable is a variable whose value is a numerical outcome of
a random phenomenon.

A random variable is denoted with a capital letter. The probability distribution of a

random variable X tells what the possible values of X are and how probabilities are
assigned to those values.

A random variable can be discrete or continuous

X = Number of Heads

Solutions:

Step 1: Understand the Problem

We need to determine the probability of getting heads or tails when tossing a fair coin.

 A fair coin has two sides: heads and tails.

 Each toss is independent, meaning past outcomes do not affect future ones.
 The total number of possible outcomes for a single toss = 2 (heads or tails).
 The probability formula is:

P(event)=number of favorable outcomes

total outcomes

 Question: What is the probability of getting heads or tails?

Step 2: Devise a Plan

We will use probability formulas and an experiment:

1. Theoretical Probability Calculation:

 Probability of getting heads:

P(heads)=1/2=0.5=50%
 Probability of getting tails:
P(tails)=1/2=0.5=50%

2. Experiment: Toss a coin multiple times and record results.

3. Compare theoretical and experimental results

Step 3: Carry Out the Plan

Example Experiment: Toss a coin 20 times and record the results.

Total Heads = 11, Total Tails = 9

Experimental Probability Calculation:

 P(heads)=11/20=0.55=55%
 P(tails)=9/20=0.45=45%

Step 4: Look Back

 Theoretical probability was 50% for both heads and tails.

 Experimental probability was 55% heads and 45% tails—slightly different.
 The difference is due to random variation, but if we increase the number of
tosses (e.g., 100 or 1,000), the experimental probability should get closer to 50%.
 We verified that probability theory works in real experiments!
Final Answer:

The probability of getting heads or tails when tossing a fair coin is 12\frac{1}{2}21 or
50%.

Interpretation: The experiment of tossing a fair coin demonstrates the fundamental

principles of probability. The theoretical probability of getting heads or tails is 50%
because there are only two possible outcomes, and each is equally likely. However, when
conducting actual coin tosses, the results may slightly differ due to random variations.

Activity 2:

Problem: The time it takes for a student to complete a test is between 30 minutes and 60
minutes. Let Y be the random variable representing the time taken. (For simplicity,
assume any time between 30 and 60 minutes is equally likely). What is the probability
that a student takes between 40 and 50 minutes to complete the test?

criteria:
 Illustration of design (5 points)
 Accuracy (5 points)
 Exactness of solutions (5 points)
 Overall presentation (5 points)
Perform the following:
1. Identify the variables.
2. Find the probability that a student takes 40 and 50 minutes to complete the test.
3. Use the Polya’s problem solving method.