GRADES 1 School Alupay National High School Grade Level 11

to 12
Teacher Maricel P. Berana Learning Area Statistics and Probability
DAILY
LESSON LOG Teaching Dates and Week 1 (Oct. 29-Nov. 4, 2019) Quarter 3rd
Time

Session 1 Session 2 Session 3 Session 4

(Oct.29,2019) (Oct. 30, 2019) (Oct. 31, 2019) (Nov. 4, 2019)
I. OBJECTIVES 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 remedial activities may
be done for developing content knowledge and competencies. These are assessed using Formative Assessment
strategies. Valuing objectives support the learning of 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 The learner demonstrates understanding of key
concepts of random variables and probability concepts of random variables and probability
distributions. distributions.
B. Performance The learner is able to apply an appropriate random The learner is able to apply an appropriate random
Standards variable for a given real-life problem (such as in variable for a given real-life problem (such as in
decision making and games of chance) decision making and games of chance)
C. Learning Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
Competencies / the content can be tackled in a week or two.
Objectives
The learner illustrates a random variable (discrete and The learner finds the possible values of a random
continuous). (M11/ 12SP- IIIa-1) variable. (M11/ 12SP – IIIa- 3)
The learner distinguishes between a discrete and
continuous random variable. (M11/ 12SP – IIIa-2) a. Define a random variable
b. Find the possible values of a random variable.
a. Define variable
b. Differentiate quantitative from qualitative variable

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 c. Distinguish discrete from continuous variable.
II. CONTENT Discrete and Continuous Random Variable Random Variable

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson
RESOURCES and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.

A. References

1. Teacher’s Guide
pages

2. Learner’s Materials
pages

3. Textbook pages Senior High Conceptual Math and Beyond Senior High Conceptual Math and Beyond
Statistics and Probability Statistics and Probability
Jose M. Ocampo, Jr., Ph.D. Jose M. Ocampo, Jr., Ph.D.
Wilmer G. Marquez, M.A. Wilmer G. Marquez, M.A.
Pages 4- 5 Pages 2-3

4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn
well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
things, practice their learning, question their learning processes, and draw conclusions about what they learned in

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 relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing LIKE or UNLIKE GROUP QUIZ BEE

previous lesson or Identify whether the given situation is countable or Each group will work collaboratively and answer each
presenting the new measurable. The students will raise the board LIKE if it question precisely.
is countable and UNLIKE if it is measurable. 1. In how many ways can a coin fall?
lesson
1.number of notebooks in the bag 2. In how many ways can a die fall?
2. amount of salt needed to bake a loaf of bread 3. In ways can two coins fall?
3. number of students who got an average grade of 85 4. In how many ways can two dice fall?
and above 5. In how many ways can four coins fall?
4. the capacity of an auditorium
5. length of blackboard
B. Establishing a COMPLETE YOUR FACEBOOK GROUP PROFILE KNOW MY SAMPLE SPACE
purpose for the Each group will fill up the following data: Each group will complete the table by identifying the
lesson Name of the student: sample space of the given event.
Number of siblings: EVENT SAMPLE SPACE
Allowance in a day: 2 coins are tossed
Religion: 3 coins are tossed
Height (in centimeter): 4 coins are tossed
Weight (in kilogram):
Final Grade in General Mathematics: Rubrics:
Each group will design in a cartolina their facebook Accuracy of the answer - 15
group profile using the given data. Organization (while doing the activity)
Rubrics: - 5
Desig - 10 20 Total
Organization of the data -
10 Guide Questions:
20- Total 1. How many outcomes are there in tossing 2 coins? 3
coins? 4 coins?
Guide Questions:
1. What are the informations gathered from the
members to complete the facebook group profile?
2. What is the unit of measurement used for each
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 information (if there are any)?
3. Which among the information gathered are
countable? Measurable?
C. Presenting Name of student, number of siblings, allowance in a EVENT SAMPLE SPACE
day, religion, height, weight, final grade in General 2 coins are tossed HH, HT, TH, TT
examples/
mathematics 3 coins are tossed HHH, HHT, HTH, HTT, THH,
instances of the THT, TTH, TTT
The information that we gathered are referred to as the
new lesson 4 coins are tossed HHHH, HHHT, HHTH, HHTT,
variables of the study. A variable is a characteristic that HTHH, HTHT, HTTH, HTTT,
is observable or measurable in every unit of the THHH, THHT, THTH, THTT,
universe. Variables can be broadly classified as either TTHH, TTHT, TTTH, TTTT
qualitative or quantitative. And quantitative can be
classified into discrete and continuous. A random variable is a numerical quantity that is
assigned to the outcome of an experiment. We use
capital letters to represent a random variable.
D. Discussing new The students are going to classify the data gathered as Suppose two coins are tossed and we are interested to
concepts and quantitative or qualitative by putting the data in the determine the number of tails that will come out. Let us
practicing correct column of the table. use T to represent the number of tails that will come
out. Determine the values of random variable T.
new skills #1 QUANTITATIVE QUALITATIVE Guide Questions:
1. What are the outcomes (sample space) of the given
problem?
2. Complete the table below.
Outcomes Number of Tails (Value of T)

GUIDE QUESTIONS:
1. When do you say that the data represent quantitative
variable?
2. When do you say that the data represent qualitative 3. What are the values of the random variable T?
variable?
E. Discussing new The students are going to classify the quantitative A basket contains 7 ripe and 5 unripe bananas. If three
concepts and variable as discrete or continuous by putting the data in bananas are taken from the basket one after the other,
practicing new the correct column of the table. determine the possible values of the random variable B
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 skills #2 DISCRETE CONTINUOUS representing the number of ripe bananas.
1. What are the outcomes (sample space) of the given
problem?
2. Complete the table below.
Outcomes Number of Ripe
Bananas
(Value of B)

GUIDE QUESTIONS:
1. How are you going to say that the given data
represent discrete quantitative variable?
2. How are you going to say that the given data
represent discrete qualitative variable?

3. What are the values of the random variable B?

F. Developing Distinguish if the given data represents a quantitative or If three coins are tossed, find the random variable H
mastery qualitative variable. If it is quantitative variable write if it where H represents the number of heads that occur.
(Leads to is discrete or continuous. 1. What are the outcomes (sample space) of the given
Formative 1. Age of mother problem?
Assessment 3) 2. Usual number of messages in the facebook 2. Complete the table below.
3. Most preferred color of ballpen
4. number of buildings in the school
5. gender of the head teachers in the school

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 Outcomes Number of Heads
(Value of H)

3. What are the values of the random variable H?

G. Finding practical Group Activity The students will work by pair in answering the given
applications of A survey of students in a certain school is conducted. problem.
concepts and skills The survey questionnaire details the information on the The Tanza National Comprehensive High School has
following variables. For each of these variables, identify 50 ABM students and 43 HUMSS students. If four
in daily living
whether the variable is qualitative or quantitative and if students were selected at random one after the other,
the latter state whether it is discrete or continuous. determine the values of the random variable A
1. Number of family members who are working representing the number of ABM students.
2. Ownership of cellphone among family members 1. What are the outcomes (sample space) of the given
3. Ownership/ Rental of dwelling problem?
4. Length (in minutes) of longest call made on each 2. Complete the table below.
cellphone owned per month.
5. Amount in pesos on food in one week. Outcomes Number of ABM Students
6. Occupation of household head. (Value of A)
7. Total family monthly income.

Reminders:

5 minutes – the students will work individually

3 minutes the students will have brainstorming session

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 on the activity
2 minutes – finalization of the answer

3. What are the values of the random variable A?

H. Making 1. How are you going to differentiate a quantitative and 1. What are the steps in finding the values of the
generalizations and qualitative variable? random variable?
abstractions about 2. How are you going to distinguish a discrete and
continuous variable?
the lesson

I. Evaluating learning Identify whether the variable is qualitative or Find the values of random variable in each of the
quantitative and if the latter state whether it is discrete following situations.
or continuous. 1. Two coins are tossed. Let H be the number of heads
1. the number of senators present in the meeting that occurs. Determine the values of random variable H.
2. the most preferred viand of the students 2. A box contains 3 yellow and 2 pink balls. Three balls
3. the weight of the newborn babies for the month of are chosen one after the other. Determine the values of
June random variable Y representing the number of yellow
4. the number of households with television balls.
5. the brand of bags of the students
J. Additional Reflection: Using the number of boys and girls of the faculty
activities for teachers of senior high school, determine the values of
application or Count what is countable, Measure what is measurable, random variable G representing the number of female
And what is not measureable faculty teachers, if the principal will select three female
remediation
senior high school teachers to join a contest.

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 MAKE MEASURABLE.
– Galileo Galilei
V. REMARKS

VI. REFLECTION 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? 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% on the
formative
assessment

B. No.of learners who

require additional
activities for
remediation.

C. Did the remedial

lessons work? No.of
learners who have
caught up with the
lesson.

D. No.of learners who

continue to require
remediation

E. Which of my
teaching strategies
worked well? Why
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 did these work?

F. What difficulties did I

encounter which my
principal or
supervisor can help
me solve?

G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by: Checked by:

MRS. MARICEL P. BERANA MRS. NIDA A. ILAGAN
Teacher II Officer-in-Charge