SCHOOL CUENCA SENIOR HIGH SCHOOL GRADE LEVEL Grade 11- HUMSS/TVL

TEACHER IVY-JANE N. UMANDAP LEARNING AREA Statistics and Probability

DAILY LESSON PLAN TEACHING
January 6 -10, 2025
DATES AND SEMESTER Second – Quarter 3
TIME

Session 1 Session 2 Session 3 Session 4

TVL 1104 6:30-7:15 (M) TVL 1104 6:30-7:15 (TUE) TVL 1104 6:30-7:15 (W) TVL 1104 6:30-7:15 (THURS)
HUMSS 1105 7:15-8:00(M) HUMSS 1105 7:15-8:00(TUE) HUMSS 1105 7:15-8:00(W) HUMSS 1105 6:30-7:15 (Fri)
HUMSS 1103 8:00-8:45 (M) HUMSS 1103 8:00-8:45 (TUE) HUMSS1102- 9:00-9:45 (W) HUMSS 1103 7:15-8:00(Fri)
HUMSS 1104 9:00 – 9:45 (M) HUMSS 1101 9:45-10:30 (TUE) HUMSS 1101 9:45-10:30 (W) HUMSS 1104 8:00-8:45 (Fri)
HUMSS 1101 9:45-10:30 (M) HUMSS 1104 8:00-8:45(WED) HUMSS 1104 8:00-8:45 (THURS) HUMSS 1102 9:00 – 9:45 (Fri)
HUMSS 1102 9:00-9:45 (TUE) HUMSS 1102 9:00 – 9:45 (W) HUMSS 1103 7:15-8:00 (THURS)
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of random variables and probability distributions.
B. Performance 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).
Standards
illustrates the mean and variance of a interprets the mean and the variance of a solves problems involving mean and variance of probability distributions.
C. Learning discrete random variable. M11/12SP-IIIb-1 discrete random variable. M11/12SP-IIIb-3 M11/12SP-IIIb-4
Competencies calculates the mean and the variance of a
discrete random variable. M11/12SP-IIIb-2
illustrates the mean and variance of a recall and apply the formulas for the recall and apply the formulas for the mean, variance, and standard deviation of a
discrete random variable. mean, variance, and standard deviation discrete random variable;
Identify the formulas for computing the of a discrete random variable; interprets the mean and the variance of a discrete random variable.
D. Specific Learning
mean and the variance of a discrete interprets the mean and the variance of solves problems involving mean and variance of probability distributions.
Outcomes random variable. a discrete random variable. Devise a game
calculates the mean and the variance of a
discrete random variable.
Mean of a Random Variable Mean and Variance of a Random Expected Values
II.CONTENT Variable
III.LEARNING
RESOURCES
A. References
1.Teacher’s
Guides/Pages
2.Learner’s Materials
Pages
3.Textbook Pages
4.Additional Materials Statistics and Probability Module Statistics and Probability Module Statistics and Probability Module SLM – Statistics and Proability
from Learning (pp. 66-74) (pp. 66-74, 76-89) (pp. 91-102) (pp. 100-101)
Resources (LR) portal
B. Other Learning Lecture Slides, Activity Notebook
Resources
5. Materials Needed

IV. PROCEDURES
A. INTRODUCTION EnMaths: > EnMaths: > EnMaths: ENMATHS:
Same Sides Add, Different Signs Subtract Multiplying and dividing numbers in Solve the following items. 1. (-5)(1/6) = _____
 1) 34 - 28 = different signs. 2. (2)(3/6) = _____
2) 34 - (-28) = The rules of dividing integers are the 3. (3)(1/6) = _____
3) -34 - 28 = same as the rules for multiplying: 4. (4)(1/6) = _____
4) -34 - (-28) =
5.(-5)(1/6)+(2)(1/6)+(3)(1/6)+(4)(1/6)
5) (-14) - (-28) =
= ___
If you roll a fair die several times, what will Which formula?
be the average outcome? Why gamble?
The appeal of gambing lies in the thrill
of uncertainty. Whether it's rolling
dice, spinning a roulette wheel, or
playing cards, humans are naturally
drawn to the excitement and
anticipation that precedes an unknown
Situation 1: I am thinking of finding the outcome. The brain releases
average number of heads that would dopamine, a neurotransmitter
appear if I will toss two coins together
associated with pleasure, in response
twice. Which formula should I use?
to the potential reward, creating a
Situation 2: I went to the grocery store, euphoric rush commonly referred to as
the "gamblers' high." This
and I noticed that there are five different
psychological reward system
kinds of brown sugar at different prices,
reinforces the desire to gamble,
each brand has different probabilities leading many to chase that elusive big
that they will be sold. What formula win.
should I use if I want to determine how Unfortunately, this dopamine-driven
the prices vary from the average price of cycle can also become addictive.
the product that would be sold to the Compulsive gambling, known as a
customers repeatedly? gambling disorder or ludomania, is a
recognized behavioral addiction where
individuals cannot control their urge to
gamble, despite the negative
consequences it may have on their
lives. This addiction can have severe
impacts on mental health,
relationships, and financial stability.
Levell, J. (2018). The Psychology Behind
Gambling: Understanding the Thrill of
Uncertainty. https://www.linkedin.com/pulse/psyc
hology-behind-gambling-understanding-thrill-seo-
expert .

Make Meaning: What’s New: An unfair die The Raffle Ticket Problem What’s In: Wheel of Chance
What is mean? A roulette wheel in a fiesta carnival
What is variance? has the numbers 1 through 30. If you
bet ₱5.00 you will have a chance to
Formulas will be presented while learners win a prepaid load worth ₱100.00. Let
B. DEVELOPMENT formulate corresponding steps in X denote the net gain for a bet.
computing the mean and variance. Find the expected value if you play a
An example will be shown. bet and interpret the result.
Answers will be processed. Solution:
 Dig Deeper: Investment Problem
To understand more the concept of the A life insurance company will sell a
variance and standard deviation, two ₱250,000.00 one-year term life
sets of data with computed measures of insurance policy for members of
spread will be compared. Armed Forces of the Philippines for a
premium of ₱500.00. Let X denote the
net gain from the insurance company.
Based on the collected data of the
company, a member of the armed
forces police has a 99.96% chance of
surviving within one year. Let X the
net gain of an insurance company
from a single policyholder.
Solutions:

In groups, learners will think of a simple

probability experiment/game. The
following must be given:
-random variable to be considered
-sample space
-possible values of random variable
What’ More: What’s More
Tossing a coin twice.

Raffle for a Cause!

C. ENGAGEMENT After 5 days, Cardo decides…
In groups, continue the dialogue
explaining the reason/s for buying or
not buying the raffle ticket. Present
the dialogue to the class.
D. ASSIMILATION Number of Shoes Sold: Compute for the What I Have Learned (p.100) Oh What a Game! What I Have Learned
Mean and Variance Device a game of chance with 1. What is the probability of winning
corresponding winnings and losses. the prize in the purchase of three
Identify the sample space and define the tickets?
random variable in the experiment. A. 1/2000 B. 3/2000 C. 2/2000
The game must be played (next D. 4/2000
meeting) 50 times. 2. What is the probability that you will
Construct the probability distribution.
NOT win the prize?
Compute for the mean, variance and
A. 3/2000 B. 997/2000 C.
standard deviation.
97/2000 D. 1997/2000
See rubrics on pp. 100-101. II. A roulette wheel in an amusement
park has the numbers 1 through 60. If
you bet ₱100.00 for a randomly
chosen number from 1 to 60, you will
have a chance to win a cellular phone
worth ₱5,000.00.
3. What is the probability that you will
NOT win the prize?
A. 1/60 B. 100/5000 . 60/5000 D.
1/100
 4. If X denotes the net gain from
taking a chance to bet on a randomly
selected number. Which of the
following tables of values shows the
probability distribution of X?

5. What is the mean or the expected

value for those who take a bet?
A. – 10.12 B. -16.67 C. -15.40 D. -
18.25
VI.REMARKS
VII.REFLECTION

_____ % of the learners got 80% mastery _____ % of the learners got 80% mastery _____ % of the learners got 80% mastery
A. No. of learners who
HUMSS 1101: HUMSS 1105: HUMSS 1101: HUMSS 1105: HUMSS 1101: HUMSS 1105:
earned 80% of the formative
assessment HUMSS 1102: HUMSS 1106: HUMSS 1102: HUMSS 1106: HUMSS 1102: HUMSS 1106:
HUMSS 1103: HUMSS 1103: HUMSS 1103:
____ of learners who require additional ____ of learners who require additional ____ of learners who require additional
B. No. of learners who activities for remediation activities for remediation activities for remediation
require additional activities HUMSS 1101: HUMSS 1105: HUMSS 1101: HUMSS 1105: HUMSS 1101: HUMSS 1105:
to remediation HUMSS 1102: HUMSS 1106: HUMSS 1102: HUMSS 1106: HUMSS 1102: HUMSS 1106:
HUMSS 1103: HUMSS 1103: HUMSS 1103:
___ Yes ___ No ___ Yes ___ No ___ Yes ___ No
C. Did the remedial lessons _____ of learners who caught up the lesson _____ of learners who caught up the lesson _____ of learners who caught up the lesson
work? No. of learners who
have caught up with the
HUMSS 1101: HUMSS 1105: HUMSS 1101: HUMSS 1105: HUMSS 1101: HUMSS 1105:
lesson HUMSS 1102: HUMSS 1106: HUMSS 1102: HUMSS 1106: HUMSS 1102: HUMSS 1106:
HUMSS 1103: HUMSS 1103: HUMSS 1103:
_____ of learners who require additional _____ of learners who require additional _____ of learners who require additional
D. No. of learners who activities for remediation activities for remediation activities for remediation
continue to require HUMSS 1101: HUMSS 1105: HUMSS 1101: HUMSS 1105: HUMSS 1101: HUMSS 1105:
remediation HUMSS 1102: HUMSS 1106: HUMSS 1102: HUMSS 1106: HUMSS 1102: HUMSS 1106:
HUMSS 1103: HUMSS 1103: HUMSS 1103:
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
localized material did I
use/discover which I wish to
share with other teachers?

Prepared by: Checked by: Noted by:

IVY-JANE N. UMANDAP MARITES H. LALOGO SANNIELYN R. TAMAYO
Teacher I Master Teacher I Teacher-in-Charge