DAILY LESSON LOG OF M11-12SP-IIIa-1-2 (Week One-Day 1)

School Grade Level Grade 11

Teacher Learning Area Mathematics

Teaching Date and Time Quarter Third

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
I. OBJECTIVES 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 concepts of

random variables and probability distributions.

B. Performance The learner is able to apply an appropriate random variable for a

Standards given real-life problem (such as in decision making and games of
chance).

Learning Competency:

● illustrates a random variable (discrete and continuous).

M11/12SP-IIIa-1
● distinguishes between a discrete and a continuous

C. Learning random variable. M11/12SP-IIIa-2

Competencies/
Objectives
Learning Objectives:

1. Define random variable.

2. Distinguish between a discrete and a continuous
random variable.
3. Actively participates to the activities/tasks given

II. CONTENT Random Variables and Probability Distributions

III. LEARNING teacher’s guide, learner’s module

RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Pages
 Materials

3. Textbook pages Statistics an Probability , REX , Pages 2-6

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

These steps should be done across the week. Spread out the activities
appropriately so that pupils/students will learn well. Always be guided by
demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the 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 for each step.

Review previous lesson by letting the students answer the

exercise.
A. Review previous 1. What is an experiment?
lesson or presenting 2. What do you call the set of all possible outcomes on a
the new lesson given experiment?
3. How do you list the possible outcomes of a given
experiment?

The teacher lets the students realize that the concept of

B. Establishing a probability is useful and also an important aspect in the concept
purpose for the of decision making in different areas such as business, education,
lesson insurance and other real life situations concerning a certain
population.

C. Presenting The teacher divides the students in two groups. The first group
examples/ instances have them toss a fair coin 10 times. The second group let them
of the new lesson roll a dice 10 times. Let them record their result on the table
found on the board. Emphasize the domain and range of a
random experiment. From it as the bases, present the
classifications of random variables with its examples.

1. How do you feel performing the activity?

2. What are your observations on the activity?

3. Is the coin or die fair? How do you say so?

 4. What is the significance of doing it?

The teacher discusses with the students the process of arriving at

the answer of Activity. Furthermore, he/she facilitates the
drawing of answers of the questions from the students in a
manner that it is interactive. This can be done by asking other
students to react on the answers given by one student.
A random variable, usually written X, is a variable whose
possible values are numerical outcomes of a random
D. Discussing new phenomenon. There are two types of random
concepts and variables, discrete and continuous.
practicing new skills
#1

Suppose an experiment is conducted to determine the distance

that a certain type of car will travel using 10 litters of gasoline
over a prescribed test course. If distance is a random variable,
then we have an infinite number of distances that cannot be
equated to the number of whole numbers.

This is an example of a continuous random variable.

E. Discussing new
concepts and
practicing new skills
#2

Individual. List the sample space of the following experiments.

Experiment Sample Space

1. Tossing three coins

F. Developing mastery
(leads to formative 2. Rolling a die and tossing a coin
assessment 3) simultaneously

3. Drawing a spade from a deck of

cards

4. Drawing a card greater than 7

from a deck of cards

G. Finding practical
applications of
concepts and skills
in daily living
H. Making A random variable, usually written X, is a variable whose
generalizations and possible values are numerical outcomes of a random
abstractions about phenomenon. There are two types of random
the lesson variables, discrete and continuous.

The teacher will let the student answer the given formative test in
I. Evaluating Learning
a 1 half crosswise. See attachment.

J. Additional activities
or remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress. What works? What else needs to be done to help the
VI. REFLECTION pupils/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% of the
evaluation

B. No. of learners who

require additional
activities for remediation
who scored below 80%

C. Did the remedial lesson

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 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:
Nina Marie Datuin