School SUAREZ NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON Teacher Learning Area STATISTICS AND

JOVEL MARK M. LACIDA
LOG PROBABILITY
Teaching Dates & Quarter
Week 1 3RD Quarter
Time

Day 1 Day 2 Day 3 Day 4

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 if remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies.
I. OBJECTIVES Valuing objectives support the learning 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 apply an appropriate random variable for a given real-life problem (such as in decision making and games of chance).
The learner … The learner … The learner …
1. illustrates a random 3. finds the possible values of 4. illustrates a probability
variable (discrete and a random variable. distribution for a discrete
continuous). (M11/12SP- (M11/12SP-IIIa-3) random variable and its
C. Learning
IIIa-1) properties. (M11/12SP-IIIa-4)
Competencies/Objectives
(Write LC code for each area) 2. distinguishes between a 5. constructs the probability
discrete and a continuous mass function of a discrete
random variable. random variable and its
(M11/12SP-IIIa-2) corresponding histogram.
(M11/12SP-IIIa-5)
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Introduction to statistics Random Variables Random Variables Probability Distributions
II. CONTENT and probability of Discrete Random
(Activity) Variables
A. References
1. Teacher’s Guide Pages: 108 – 116 Pages: 108 – 116 Pages: 117 -
pages
2. Learner’s Material
pages
3. Textbook pages RBS Statistics and RBS Statistics and RBS Statistics and
Probability Probability Probability
Author: R. Belecina, et. Al. Author: R. Belecina, et. Al. Author: R. Belecina, et. Al.
Pages: Pages: Pages:
4. Additional Materials from
 Learning Resources (LR)
portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning of the
students which can be inferring from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new thing, practice their
III. PROCEDURE 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 to each step.
A. Reviewing previous  What do you know about Recall the activity that was done Ask students the following Ask students the following
lessons or Statistics? yesterday. questions: questions:
 What is your dream  What is a random  What was discussed
presenting the new course? Is your dream variable? yesterday?
lesson course aligned to your  How can we classify the  How do we get the values
track/strand now? random variables? of the random variable?
 Sight instances wherein (discrete or continuous)
you will use statistics in
your chosen field.
 Give more instances from
other fields wherein
concepts on statistics will
be used.
 What is the difference
between Statistics and
statistic?
B. Establishing a purpose • Illustrate/provide examples of • Find the possible values of a • Illustrate the probability
for the random variables random variable distribution for discrete random
• Distinguish between discrete variables and its properties
lesson and continuous random • Compute probabilities
variables corresponding to a given discrete
random variable
• Construct the probability mass
function of a discrete random
variable and its corresponding
histogram
C. Presenting Answer and discuss the Discuss the sample space and Define the discrete probability
example/instances assignment possible outcomes. distribution/probability mass
1. Statistics function
of the new lesson 2. Probability Point out that the values of the
3. Sample Space random variables will be used in
4. Random variable constructing probability
distribution.
D. Discussing new concepts Discuss random variable Ask the students what are the Present the properties of a
and Present examples of the random possible outcomes in tossing a discrete probability distribution
variable coin twice. Ask students how to compute for
 practicing new skills #1 Let students observe the given Discuss how to get the values of probabilities and site examples.
examples the random variable.
 Can take values
 can be classified into two
(measurable and
countable)
E. Discussing new concepts Present the types of random Suppose three coins are tossed. Present the following steps in
and variable (discrete and Let Y be the random variable constructing a discrete probability
continuous) representing the number of tails distribution:
Practicing new skills #2 that occur. Find the probability of 1. Determine the sample pace.
each of the values of the random 2. Count the number of the
variable Y. variable in each outcome in the
sample space and assign this
number to this outcome.
3. Get the value of the random
variable and create a new table
containing the value and the
probability.
Example: Tossing a coin twice
F. Developing Mastery Give more examples or random Two balls are drawn in succession Two balls are drawn in succession
variables and let students without replacement from a box without replacement from a box
identify whether it is a discrete containing 5 red balls and 6 blue containing 5 red balls and 6 blue
or continuous random variable. balls. Let Z be the random balls. Let Z be the random
variable representing the number variable representing the number
of blue balls. Construct the of blue balls. Construct the
probability distribution of the probability distribution of the
random variable Z random variable Z
G. Finding practical (QUIZ) (Mastery) (Mastery and Quiz)
applications of a. Give 10 examples each
concepts and skills in daily for discrete and
living continuous random
variable.
b. Can speed actually be
measured?
c. Is time discrete or
continuous?
H. Making generalizations Ask students the following How do we get the values of the What is a probability distribution?
and questions: random variable? How do we construct discrete
 What is a random probability distributions?
Abstractions about the variable? What properties should be
lessons  How can we classify the present in order to identify if one
random variables? is a probability distribution?
(discrete or continuous)
I. Evaluating Learning Think-Pair-Share d. Give 10 examples each The debate society has 8
Let the students find a partner for discrete and members who were qualified to
and discuss their answer with continuous random participate the incoming
each other. Call some students variable. interschool debate. The adviser
to share with the class what they e. Can speed actually be needed to choose three members
have discussed with their measured? out of the 8 qualified to represent
partner. f. Is time discrete or the school in the said event.
continuous?
J. Additional activities for Define the following
application or 5. Statistics
6. Probability
remediation 7. Sample Space
8. Random variable
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in
the evaluation.
B. No. of learners who require
additional activities remediation.
C. Did the remedial lessons
work? No. of
learners who 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 localization
materials did I use/discover
which I
wish to share with other
teachers?