Department of Education

Region IX, Zamboanga City

Division of City Schools
TOLOSA NATIONAL HIGH SCHOOL
Tolosa, Zamboanga City

DETAILED LESSON PLAN IN RANDOM VARIABLES

Grade 11- Statistics and Probability

Content Standard: The learner demonstrates understanding of key concepts of random variables and probability
distributions.

Performance Standard: The learner is able to apply an appropriate random variable for a given real-life problem (such
as in decision making and games of chance)

Content: Random variables and Probability distributions.

Learning Competency
The learner:
 illustrates a random variable (discrete and continuous) M11/12SP-IIIa-1
 distinguishes between a discrete and a continuous random variable M11/12SP-IIIa-2
 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

I. Specific learning objectives

At the end of the lesson, the learners are expected to:

II. Subject Matter:

A. Mathematical Concepts

The term random variable refers to a numerical outcome of a random phenomenon

Any random variable has a set of possible values. Subsets of that set are events, and probabilities are assigned to the
events.

This assignment of probabilities is the probability distribution of the random variable. There are two kinds of random
variable: – A discrete random variable has a finite set of possible values. – A continuous random variable has a set of
possible values that is an interval of real numbers. 

B. Processes
Brainstorming, Collaborative learning, Problem Based learning, Group exploration, Output presentation and
discussion/lecture

C. Materials
Hand-outs, scientific calculator, laptop for PowerPoint presentation, LCD projector, regular teaching tools.

D. References
Teacher’s guide pp. 164-176
http://www. Investopedia.com/terms/s/simple_interest.asp#ixzz4a3Rq4yna

E. Values Focus: Cooperation, Teamwork, Appreciation, Thriftiness, Time-consciousness and Honesty

III. Procedure

Teacher’s Activity Student’s Activity

3.1 Preparatory Activity

(As the teacher enters the classroom)

Say: Requesting everyone to please stand for our prayer. Anybody All students will stand.
from the assigned group kindly lead the prayer One representative from the assigned group will
lead the prayer in front.
Good morning class!
Good morning Sir!
Before you may take you seats, kindly fix or arrange your chairs
properly. All students will execute the teacher’s instruction

The teacher checks the attendance.

The teacher will instruct the students to proceed to their respective

groups.

Now that you are all in your respective groups, let us set our rules.
Can someone tell me the things that you shouldn’t do during our The students will name the things that they should
activity? not do during the activity.

3.2 Review

Say: If you remember, last meeting, we have discussed about some

basic definitions of terms that we will frequently use this quarter.
Now, let us see if you could still remember these terms as we will be
playing a game

Who among you here wants to be a millionaire?

(Music)
The students will raise their hands.
So today we will have a game entitled “Who wants to be a
millionaire?”
Some students might get excited that can cause
The teacher will now introduce the mechanics of the computer unnecessary noise.
game-based activity to the students through PowerPoint
presentation projected on screen All students listen attentively

As the game goes on, members of every group help

3.3 Motivation: Answer all you can! one another and answer honestly.

Do: Give each of the group an envelope containing the materials for
the activity.

Say: Relate each illustration given with your day to day activities.
Fill in the blanks with correct words that would make the following
sentences meaningful.

1. To
God, nothing is _____________
2. Now is your ________________ to change for the better.
3. I’m ___________ that you can do better than what is expected of
you. 1. To God, nothing is impossible.
4. Given the chance to win in the Math contest, I prefer the 2. Now is your chance to change for the better.
_________. 3. I’m certain that you can do better than what is
5. You and I have ___________ chance to succeed in life. expected of you.
4. Given the chance to win in the Math contest, I
Guide Questions: prefer the 4 in 5 chance.
Ask: 5. You and I have even chance to succeed in life.
1. Are those words familiar to you?
2. What particular topic comes to your mind when you see the
words in the illustration?
3. What qualitative terms can be used to express probable
occurrences of events in a man’s life? 1. Maybe, Yes/No
4. Based on the illustration, how do you define probability? 2. Probability
3. Impossible, unlikely, uncertain, chance,
odds, likely, certain
Say: 4. Probability is the possibility of occurrences,
You just tried defining probability which is the possibility of chance or likelihood of events in a man’s life
occurrences of events in a man’s life which can be expressed as a which can be expressed as a fraction, a decimal or
fraction, a decimal or a percent. As you move on to the next activity, a percent.
your prior knowledge on the basic concept of statistics and
probability will be elicited.

3.4 Presentation of the lesson

Do: Prepare a coin model which can be visible to the whole class.

Say: To illustrate our lesson for today, I want you to look at this
coin.
Ask:
1. How many sides does it have?
2. For some of our boys here, have you ever played “talang”?
(remind students that the school does not tolerate games
such as this). What are the chances that you will win in this
game?

Flipping a coin is an example of a probability experiment.

Probability experiment is a chance process that leads to a well-

defined result called an outcome.

Outcome is the result of a single trial of an experiment.

Sample space is the set of all the possible outcomes or sample

points.

Sample point is just one of the possible outcomes.

Event is any set of one or more outcomes satisfying some given

conditions.

Examples:
1. Getting a TTT when flipping a coin thrice
2. Choosing a “Queen” from a deck of cards
3. Getting an odd number when rolling a die

A random variable is a rule that assigns a numerical value to each

possible outcome of a probabilistic experiment. Any random
variable has a set of possible values. Subsets of that set are events,
and probabilities are assigned to the events.

This assignment of probabilities is the probability distribution of a

random variable.

A probability model describes the possible outcomes of a chance

process and the likelihood that those outcomes will occur.

For example, suppose we toss a fair coin 3 times. The sample space
for this chance process is:

HHH, HHT, HTH, THH, HTT, THT, TTH, TTT

Since there are 8 equally likely outcomes, the probability is 1/8 for
each possible outcome.

Define the variable X = the number of heads obtained. The value of

X will vary from one set of tosses to another but will always be one
of the numbers 0, 1, 2, or 3. How likely is X to take each of those
values? It will be easier to answer this question if we group the
possible outcomes by the number of heads obtained:

X= 0; TTT
X= 1; HTT, THT, TTH
X= 2; HHT, HTH, THH
X= 3; HHH

We can summarize the probability distribution of X as follows: