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INSTRUCTIONAL PLANNING No. 3 Statistics

The document outlines an instructional plan for teaching the difference between discrete and continuous random variables. It includes objectives, content overview, learning resources, procedures including introductory activities, examples and practice problems for students to identify whether a situation involves discrete or continuous random variables.

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0% found this document useful (0 votes)
46 views5 pages

INSTRUCTIONAL PLANNING No. 3 Statistics

The document outlines an instructional plan for teaching the difference between discrete and continuous random variables. It includes objectives, content overview, learning resources, procedures including introductory activities, examples and practice problems for students to identify whether a situation involves discrete or continuous random variables.

Uploaded by

jovelinacosta18
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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INSTRUCTIONAL PLANNING

Third Quarter COT


School Ramon Torres Sagasa National High School Grade Level 11
Teacher Jovelin J. Acosta Learning Area Statistics and Probability
Teaching Date & Time February 12, 2024 Quarter Third
Learning At the end of the lesson, the learners shall be able to:
Competency/ies:  Distinguish between a discrete and a continuous random variable.
(M11/12SP-IIIa-2)
Key Concepts / Demonstrate understanding of the key concepts of random variables and probability
Understandings to be distributions.
Developed:
1. Objectives: At the end of the lesson the learners will be able to:
1. define discrete and continuous random variables;
2. illustrate discrete and continuous random variables;
3. distinguish between discrete and continuous random variables; and
4. appreciate the key concept of discrete and continuous random variables in real-life
situation.
2. Content: Discrete and Continuous Random Variables
3. Learning Book: Statistics and Probability for Senior High School Grade 11 – pp. 15-24
Resources: Statistics and Probability – LAS - Quarter 3 – MELC 2 – Distinguish Between A
Discrete and a Continuous Random Variable
4. Other https://www.statisticshowto.com/probability-and-statistics/statistics-definitions/
Learning discrete-vs-continuous-variables/
Resources
5. Procedures:
5.1.Introductory  Preliminary Activity
Activity:  Prayer
 Attendance Check:
 Review Previous lesson on Illustrating Random Variable –
LAS – Quarter 3-MELC 1.

Activity 1. Motivational Questions: What Am I? (Group Activity)


Riddle:
Direction: Group the learners by five. Have a leader in each group. As the
screen starts to show the riddle the leader will have to give the answer.
The group with the most correct answer wins.

1. In science, I contain the 118 elements of the world. What am I?


Periodic table
2. In computer, I consists the alphanumeric panel of keys. What am I?
computer

Keyboard
3. In English, I am known as countable noun. What am I in statistics?
Discrete Variable
4. Still in English, I am known as a mass noun. What am I in statistics?
Continuous

Variable
5. In mathematics, I am the only straight line that cannot be
represented by linear
equation in the form of y = mx + b. What am I? vertical lines

Process Questions: The teacher processes the motivational activity in


order to come up with the definition of discrete and continuous random
variables.
1. What differences have you noticed on the given riddles.
2. By Seeing those differences on the given riddles, what is our topic for
today?
3. Now, define the discrete and continuous random variables based on
the examples.

Presentation: The teacher shows the target for today’s lesson.


(Allow the s to learners read the objective/s)
1. define discrete and continuous random variables;
2. illustrate discrete and continuous random variables;
3. distinguish between discrete and continuous random variables; and
4. appreciate the key concept of discrete and continuous random
variables in real-life situation.

Discussion:
Today our lesson is all about how do we distinguish between discrete and
continuous random variables.
 Random variables can be classified as either discrete that is,
taking any of a specified lit of exact values, or as continuous
taking any numerical value in an interval or collection of intervals.
 Discrete random variables are variables whose values are obtained
by counting. These are variables that can take on a finite number
of distinct values.
For example: You can count the number of sacks of palay
after the harvest.
*The teacher will asks the students to give more examples of
discrete random variables.
 Continuous random variables are variables whose values are
obtained by measuring. These are random variables that take an
interminably uncountable number of potential values, regularly
measurable amounts.
For example: the grains of palay in a sack.
*The teacher will asks the students to give more examples of
continuous random variables.
5.2.Activity Activity 2: Show a cartesian plane. Tell about what the learners can the
see in the Cartesian plane.


• • •
• •

5.3.Analysis  The teacher will use Activity # 2 to answer queries and to clarify thoughts
regarding the lesson.
 The teacher asks the learners the following questions:
1. Describe the cartesian plane used in Activity #2?
2. What does the line indicate?
3. What does the dots indicate?
4. How can you describe between the line from the dots in the cartesian plane?
The teacher discusses further on the concept of discrete and continuous random
variables.

Discrete random variable Continuous random variable


It can only have specific values It can take on any value in an interval
counted infinite; measured
Nothing in between Always something in between
digital analogue

For example: given the set of numbers (1, 10)

1, 2, 3 4, 5,… (whole numbers) 1.2, 2.46, 5.456 (decimal numbers)


“Counted” like the number in a die “measured” like temperature - 83.70 F
(1,2,3,4,5,6)

* The teacher will ask the following questions:


1. How will you know that a random variable is discrete or continuous?
2. What is the difference between a discrete random variable and continuous random
variable?

Activity 3: Practice Makes Perfect

The teacher will give the activity practice sheets to the learners.
Instruction: Identify whether the given situation involves a discrete random variable or a
continuous random variable? Write the answer on the answer sheet.

1. Getting the body temperature of patient admitted in a COVID ward.


2. Collecting of data about the weights of students in a certain school.
3. The number of siblings in a family in Iloilo City.
4. The number of no work no pay employees in a certain municipality caused by
pandemic.
5. The speed of a car.
6. The number of people playing LOTTO each day.
7. The number of sacks of fertilizer in a one hectare of rice field.
8. The number of possible outcomes in rolling a die.
9. The number of fouls committed by a basketball team in a PE class games.
10. The atmospheric temperature that could create cyclone.
5.4.Abstraction The teacher will ask the following questions:
1. What is a discrete random variable?
(Discrete random variable are variables whose values are obtained by
counting.)
2. What is a continuous random variable?
(Continuous random variables are variables whose values are obtained
by measuring.)

5.5.Application Differentiated Instructions:


(This group activity is strategized that will be responsive to the learners with disabilities,
giftedness and talents.)
The teacher will group the learners into 3 groups and give each group a task card.

The specially abled: Moon Group


Your group is to do an inventory in one of the sari-sari store of Neneng Store.
Your task is to segregate and list down the items that belongs to discrete and
continuous random variables.
The talented: Star Group
You are a store supervisor of Neneng Sari-sari Srore.
Your task is to conduct an orientation on how to store the discrete and continuous
random variables properly.

The gifted: Sun Group


You are a store supervisor of Neneng Sari-sari Store.
As a store supervisor, your task is to conduct a store tour using the concept of discrete
and continuous random variables.

(This activity enable the leaners apply the concept of Local Guiding Services, and
Practical Research)

5.6.Assessment Instruction: In a ¼ sheet of pad paper, write only the answer.


Identify whether the given situation involves a discrete random variable or a continuous
random variable. Write DRV for discrete random variable and CRV for continuous
random variable.

1. The intensity of an earthquake.


2. The height of a student.
3. Your body weight.
4. The number of text messages received by a particular individual in a day.
5. The amount of liquid in a can of soft drinks.
6. The number of days in a month.
7. The speed of the wind per kilometer.
8. Your age.
9. The population of the province of Negros Occidental.
10. The temperature of a person suffering from a fever.

5.7.Assignment Performance Output:


Human beings are born with individual rights. However, now due to the
test of time, our IPs brothers are given more privileges concerning on
their status in our society.
Using the Venn diagram, what are the common privileges of IPs and the
non-IPs. List down the common privileges of IPs and non-IPs, are the
privileges discrete or continuous random variables? You will be scored
according to the given rubric.
Scoring Rubric:
Criteria Clarity of Ideas Impact of Efficiency
Presentation
Points 3 1 1

5.8. The teacher will let the learners read the following statements below.
Wrap-up/Con
cluding People are an asset, not a liability.
Activity
The United States is the most immigrant-friendly nation in the world and
the richest country in the world. This is not a coincidence. Those voices
that would make us less immigrant-friendly would make us less
successful, less prosperous and certainly less American.
- Grover Norquist

Just think about it… how you value yourself and others.

6. Remarks
7. Reflections
Prepared by: Checked by:

JOVELIN J. ACOSTA MA. EDEN P. MACARAMPAT


Teacher III Principal II

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