NOTRE DAME OF MASIAG, INC.

PurokPag-asa, Masiag, Bagumbayan, Sultan Kudarat

Government Recognition (R-XII) No. SK 405761-040, s. 2021
DepEd ID: 405761 ESC ID: 1201693
TIN: 000-578-187 (Non VAT)

ADAPTIVE TEACHING GUIDE –STATISTICS AND PROBABILITY

Most Essential Topic: Random Variables and Probability Distributions

Lesson # _1_: Concepts on Random Variables

Prerequisite Content Knowledge: The learners recall the concepts on counting techniques and classical probability.

Prerequisite Skill: The learners find the number of possible outcomes and the probability of a simple event.

Prerequisite Assessment: Frayer Model and a 6-Item Multiple Choice (Online/Offline)

Content Knowledge Skil
l
Complete the diagram below by defining, illustrating, giving examples, and Write the letter of the correct answer and the solution on the space provided.
non- examples of the fundamental principle of counting and classical 1. In how many ways can a true-false test be answered if it consists of 5 questions?
probability. A. 10 B. 20 C. 32 D. 64

2. In how many ways can 3 coins fall?

A. 6 B. 8 C. 9 D. 10

3. When three dice are thrown, how many different outcomes are possible?
A. 6 B. 36 C. 81 D. 216
Sample Answer:

Definition Facts/Characteristics 4. A die is tossed. What is the probability of getting an odd number?
1 1 1 1
Fundamental Principle of Counting Fundamental Principle of Counting A. B. C. D.
2 3 4 5
- also called as the counting rule, is a way to n1 x n2 x n3…nk
figure out the number of outcomes in an The first step is to determine the number of
experiment. experiments involved, the numbers of ways
each experiment can be done, and then
Probability multiply the number of ways the
- the likelihood that an event will happen or experiments can be done simultaneously.
5. From a box containing 8 black balls, 6 white balls, and 4 red balls, one ball is
not. Probability drawn at random. What is the probability that the ball drawn is not red?
𝑛(𝐸) 1 2 4 7
P(E) = , where P(E) is the probability of
𝑛(𝑆)
A. B. C. D.
3 9 9 9
an event, n(E) is the number of elements of
an event or the favorable outcomes, and
n(S) is the number of elements in the

Fundamental 6. If a card is selected at random from a standard deck of 52 cards, what is the
Principle of
Example Counting and Non-Examples probability of getting a black face card?
Fundamental Principle of Counting Probability A. 5.77% B. 11.54% C. 17.31% D. 23.08%
Liza is trying to decide what to wear.
She has shirts in the following colors: pink,
purple, and orange, and she has skirts in the 250%
2.5
following colors: black and white. How many
5/2
different outfits can Liza choose from
(assuming she selects one shirt and one Answers:
skirt)? 3 x 2 = 6 ways 1. C 2. B 3. D 4. A 5. D 6. B
pink black

white
Liza purple
black
white
orange

black
white
Probability
What is the probability that Liza will
wear purple shirt and black skirt? 1/6
What is the probability of getting a head
when flipping a coin? 1/2
 Pre–lesson Remediation
Activity
For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s) For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s)
Reading material and video tutorials to develop their level of content-knowledge and Drills for practice and time for sharing of their understanding on counting techniques and classical
skills on counting techniques and classical probability. probability.

Drills for practice and feedback on the result of the pre-assessment. Feedback on the result of the pre-assessment.
Remediation Reading
Material Terminologies:
In probability, an experiment is an activity that can be done repeatedly and gives results which are called outcomes.
Examples:
Tossing a
coin Rolling
a die
Drawing a card from a standard deck of cards
Picking a ball from a box of 20 balls
An event is the collection of one or more outcomes considered as a group.
Examples:
Getting a head when a coin is tossed
Getting an even number when a die is rolled
Getting a heart face card in a standard deck of cards
Getting a white ball from a box of 20 balls
Tree Diagram
One strategy that is useful in identifying the number of outcomes in an experiment is by drawing a tree diagram. A tree diagram is a visual tool that makes use of branching connecting lines
to represent a certain relationship between the events.
Example: Tossing of coin two (2) times
First Toss Second Toss Possible Outcomes
H HH
H
T HT

H TH
T
T TT
Fundamental Principle of Counting
In fundamental principle of counting, in a group of K experiments, if the first can be done in n 1 ways, the second can be done in n2 ways, the third can be done in n3 ways, and so until the
Kth experiment, then the total number of ways in which the K experiments can be done in that order is n1 x n2 x n3…nk.

Probability
Probability is the measure of certainty or uncertainty that an event will happen. If E is an event, then the probability that E will happen is denoted by P(E). If E is sure to happen, then P(E)
= 1; however, if E is impossible to happen, P(E) = 0. Thus, the probability of an event could only be from 0 to 1.

Probability is how likely something is to happen. One might also hear it called chance. Probability can be expressed as fractions, decimals, or percentages, or on a probability

scale. Video Tutorials: https://www.youtube.com/watch?v=ec-PLqsjmiY and https://www.youtube.com/watch?v=6IErm8pRh1k

Drills for Practice: https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-compound-events/e/fundamental-counting-principle

https://www.thatquiz.org/tq-d/math/probability/

Introduction
In this lesson, the learners will recognize the importance of the concepts on random variables, and this is intended to finish in 60 minutes. They will acquire new skills to help them develop
their ability to communicate and to accurately come up with real-life examples which will help them later in their performance task. If the learners encounter difficulties and have questions
or clarifications regarding the topic, they can contact the teacher via email (abc@gmail.com) or contact number (Xxxx Xxx Xxxx).

The students will learn that random variables are all about probabilities and chances, just like when they take risks or chances in their lives, which result to winning, or sometimes losing.
They will also learn to create educated predictions based on the given data.

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

a. illustrate a random variable (discrete and continuous);
b. distinguish between a discrete and a continuous random variable; and
c. find the possible value of random variable.
 Student’s Experiential
Learning
Formative Questions For students with strong internet connectivity For students without internet connectivity
Lesson presentation using online platforms (such as Zoom,
Lesson presentation using MS Word converted to PDF file to
Microsoft Teams and Google Meet)
be printed or saved in usb.
Chunk 1 Sharing of answers using the Learning Management System
(LMS) or other online platforms such as Padlet and Google Sharing of answers in their Module.
docs.

Motivation:
Activity 1: Let’s Think and Reflect!
How can the lesson be applied on real-life situations? The learners will be presented with the quotation, “Take risks. If you win, you will be happy. If you lose, you will be wise.”
Guide Questions:
 What does the quotation mean to you?
 Have you taken risk before?
 Can you think of a situation where this apply to your life?
 What has been the outcome and your realization in the situation?

Activity 2: Coin-Toss Experiment

The learners are tasked to bring out any coin or they may go to https://flipsimu.com/ for the coin-toss experiment. They are
tasked to toss the coin three (3) times and record the result. They will write H for head and T for tail.
Guide Questions:
 How many heads or tails did you get?
 What is the chance of having duplication?
 How can outcomes be predicted?

Lesson presentation and class recitation using online Lesson presentation using MS Word converted to PDF file to
Chunk 2
platforms (such as Zoom, Microsoft Teams and Google Meet) be printed or saved in usb.
The teacher presents other examples of random phenomenon for the learners to visualize it such as the one listed below:
 Calling students randomly for class recitation
What are random variables and how does it differ from
algebraic variables?  Visiting Facebook profiles randomly
 Texting or messaging someone randomly.
 Then, the teacher uses the previous activity on tossing of a coin three times. The learners answer the following questions:
How do you determine all the possible outcomes? What method did you use? What are random variables?

The learner comes up with the definition that random variables are numerical quantities assigned to the outcome of an
experiment. They will also learn that random variables are different from the traditional variable in terms of the value which
it takes. It is a function which performs the mapping of the outcomes of a random process to a numeric value. It is not like
the algebraic variable x + 2 = 7 where x = 5. As it subjects to randomness, it takes on different values.

Random variables will allow learners to ask questions in a mathematical way. Like, if they flip 5 coins, what is the
probability of getting exactly 3 heads? What is the chance of getting 5 tails? Or when they randomly draw a card in a deck of
cards, what
is the probability that they will get queen of hearts?
Lesson presentation and class recitation using online
Lesson presentation using MS Word converted to PDF file to
platforms (such as Zoom, Microsoft Teams and Google Meet)
be printed or saved in usb.
Chunk 3 Sharing of answers using the Learning Management System
(LMS) or other online platforms such as Padlet and Google Sharing of answers in their Module.
docs.
The learners now differentiate discrete and continuous random variables. They will learn in the process of their experiential
learning that discrete random variables are random variables that can take only countable or finite number of values, thus,
can be obtained through the process of counting while continuous random variables are random variables that can assume an
infinite number of values in an interval between two specific values and these values are the results of measurements.

The learners will be given real-life examples and are tasked to identify which examples are discrete random variables and
which are continuous random variables.
Examples:
What real-life events are examples of discrete random 1. The Statistics and Probability test scores of a randomly selected student Discrete Random Variable
variables and continuous random variables? 2. The weight of the student before and during the pandemic Continuous Random Variable
3. The number of times 5 will appear when a die is rolled thrice Discrete Random Variable
4. Getting a card greater than 9 from a standard deck of cards Discrete Random Variable
5. The time needed to finish a test Continuous Random Variable
6. The height of the study table Continuous Random Variable
7. The number of voters favoring a candidate Discrete Random Variable
8. The number of COVID-19 cases per city/municipality per month Discrete Random Variable
9. The number of defective gadgets produced by a manufacturer Discrete Random Variable
 10. The average amount of electricity consumed per household per month Continuous Random Variable

Then they will cite their own examples of discrete and continuous random variables. The learners are also asked to explain
why variables are under discrete same with continuous.

For Supplementary Learning Material: Learners may visit this link for additional examples https://m.youtube.com/watch?
v=_yAQb8gWBpU

Lesson presentation using online platforms (such as Zoom,

Lesson presentation using MS Word converted to PDF file to
Microsoft Teams and Google Meet)
be printed or saved in usb.
Chunk 4
Sharing of answers using the Learning Management System
Sharing of answers in their Module.
(LMS) or other platforms such as Padlet and Google docs.
What is the difference between sample space and range The learners realizes that a range space is the set of all possible values in a random variable and a sample space is the set of
space? all possible outcomes in an experiment.
From the given experiment, how do you identify the sample Examples will be given such as the number of tails that fall when the coin is tossed three times, where they will represent the
space and range space? number of tails that fall by X.

Value of the
Possible
Random Variable
Outcomes
X (Number of
Tails)
HHH 0
HHT 1
HTH 1
THH 1
TTH 2
THT 2
HTT 2
TTT 3
Therefore, from the experiment, the sample space is S = {HHH, HHT, HTH, THH, TTH, THT, HTT, TTT}. On the other
hand, the range space, or the possible outcomes that the number of tails (T) may appear are X = {0, 1, 2, and 3}. Then, they
are also tasked to determine the probability of each outcome by asking the following questions: How many times will tail not
appear? How many times did T appear once? How many times did T appear twice? How many times will T appear thrice?

Additional Examples:
1. From a box containing 4 red balls and 7 blue balls, two balls are drawn in succession. Each ball is placed back in the box
before the next draw is made. Let Y be the random variable representing the number of blue balls that can be drawn. Find
the value of the random variable Y.
Possible Outcomes Value of the Random Variable
Y (Number of Green Balls)
RR 0
RB 1
BR 1
BB 2

The sample space for this experiment is S = {RR, RB, BR, BB}. The range space or the possible values of the random
variable Y are 0, 1, and 2 or Y = {0, 1, 2}.

2. Suppose three laptops are tested at random. Let D represent the defective laptop and let N represent the non-defective
laptop. If we let Z be the random variable for the number of defective laptops, determine the range space and sample space.
Possible Outcomes Value of the Random Variable
Z (Number of Defective
Laptops)
NNN 0
NND 1
NDN 1
DNN 1
NDD 2
DND 2
DDN 2
DDD 3

The sample space for this experiment is S = {NNN, NND, NDN, DNN, NDD, DND, DDN, DDD}. The range space or the
possible values of the random variable Z are 0, 1, 2, and 3 or Z = {0, 1, 2, 3}.
 For Supplementary Learning Material: Learners may visit this link for enrichment https://www.youtube.com/watch?v=UX489ku79hU

The learners summarize the lesson discussed by answering the following questions:
Synthesis
 What new insights did you gain on today’s lesson?
 Was it easy for you to find the solutions?
 Why is it significant to study random variables?
 How will you relate the key concepts of the given random variable in the real-world context?
 Why is it important to know the expected outcome/s when making decisions in life?

With these, the students realize that the knowledge of the different aspects of random variables is not only integral in
understanding Statistics and Probability but is also vital in connecting it with real-world applications. Knowing how this knowledge be
applied to the real-world is integral in making the learners appreciate its utility and importance.

RUA of a Student’s Learning

For students with strong internet connectivity For students without internet connectivity

Uploading of accomplished worksheets in the Learning Management System or online platforms

Submitting of handwritten work.
such as Shared Google Drive or OneDrive.

I. The learner is tasked to differentiate discrete and continuous random variables then enumerate at least five examples of each type of random variables related to current issues and problems.

SCORING RUBRIC

TRAIT 4 3 2 1
 The two types of
The two types of
random variables
The two types of random variables
were clearly The two types of
random variables are not stated
differentiated. random variables
are identified. clearly.
Examples of daily were differentiated.
CONTENT Examples of daily Examples of
activities are relevant Examples of daily
activities are stated daily activities
and well supported activities are
but lack relevance are not relevant,
by elaborate details relevant.
and details. or no concepts
and accurate
are presented at
information.
all.

II.The learner is tasked to identify the range space of the following:

1. A pair of dice is thrown, and the random variable Y is defined such that Y gives the sum of the two numbers that appear.
2. The following are the COVID-19 active cases of a certain city last April 2, 2022. If X is the random variable to represent, the range space is X = {1, 2}. Identify the range space
and probability distribution of your COVID-19 active cases in your city/municipality at present and indicate your reference.

III. The learners go to the saved video clip on the flash drive, or they have to go to the specified website and are tasked to watch and listen to the video to confirm what they have just
learned. They are tasked to pay attention to the different situations where the concept of random variables is used or applied. https://m.youtube.com/watch?v=_yAQb8gWBpU
Process Questions:
1. Are the things you saw and heard similar to what has been discussed in this lesson? Explain.
2. What are the consequences if decisions are made without being aware of all the possible results or outcomes?

Post – lesson Remediation

Activity
For students with strong internet connectivity For students without internet connectivity
Additional online reading materials, video discussion, and exercises to understand more Additional reading materials and exercises to be printed or saved in flash drive to understand
the concept on random variables. more the concept on random variables.
Prepared by: Checked by: Approved by:

LANY T. CATAMIN LANY T. CATAMIN DANILO B. MONTOY, MAEM

Teacher SHS-Coordinator Principal