DAILY LESSON LOG OF M11-12SP-IIIa-1-2 (Week One-Day 1)
School
Teacher
Teaching Date and Time
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C.
Learning Competencies/
Objectives
Grade Level
Learning Area
Quarter
Grade 11
Mathematics
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 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.
The learner demonstrates understanding of key concepts of random variables
and probability distributions.
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).
Learning Competency:
 illustrates a random variable (discrete and continuous).
M11/12SP-IIIa-1
 distinguishes between a discrete and a continuous random variable.
M11/12SP-IIIa-2
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
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C.
Presenting examples/
instances of the new
Random Variables and Probability Distributions
teacher’s guide, learner’s module
Pages
Pages
Statistics an Probability , REX , Pages 2-6
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 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.
1. What is an experiment?
2. What do you call the set of all possible outcomes on a given
experiment?
3. How do you list the possible outcomes of a given experiment?
The teacher lets the students realize that the concept of probability is useful and
also an important aspect in the concept of decision making in different areas
such as business, education, insurance and other real life situations concerning a
certain population.
The teacher divides the students in two groups. The first group have them toss a
fair coin 10 times. The second group let them roll a dice 10 times. Let them
lesson
D. Discussing new concepts
and practicing new skills
#1
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 phenomenon. There are two types of
random variables, discrete and continuous.
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.
F.
Developing mastery (leads
to formative assessment
3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I.
Evaluating Learning
List
the
sample
space
Experiment
1. Tossing three coins
2. Rolling a die and tossing a coin
simultaneously
3. Drawing a spade from a deck of
cards
4. Drawing a card greater than 7
from a deck of cards
of
the
following
experiments.
Sample Space
A random variable, usually written X, is a variable whose possible values
are numerical outcomes of a random phenomenon. There are two types
of random variables, discrete and continuous.
The teacher will let the student answer the given formative test in a 1 half
crosswise. See attachment.
J.
Additional activities or
remediation
V. REMARKS
VI. REFLECTION
A.
B.
No. of learners who earned 80%
of the evaluation
No. of learners who require
additional
activities
for
remediation who scored below
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 pupils/students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
C.
D.
E.
F.
G.
80%
Did the remedial lesson work?
No. of learners who have caught
up with the lesson.
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these
work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers
Prepared by:
Nina Marie Datuin