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    1 STP Random Variables (Discrete and Continuous)

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    Manuel Basañez
    The document is a lesson plan for teaching 11th grade students about random variables and probability distributions. It includes objectives, content, learning resources, procedures, and an assessment. The lesson introduces discrete and continuous random variables. Students will complete an activity to distinguish between the two types by classifying examples as discrete or continuous. They will also learn that a discrete variable can be counted while a continuous variable can be measured.

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    © All Rights Reserved
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    1 STP Random Variables (Discrete and Continuous)

    Uploaded by

    Manuel Basañez
    66 views4 pages
    The document is a lesson plan for teaching 11th grade students about random variables and probability distributions. It includes objectives, content, learning resources, procedures, and an assessment. The lesson introduces discrete and continuous random variables. Students will complete an activity to distinguish between the two types by classifying examples as discrete or continuous. They will also learn that a discrete variable can be counted while a continuous variable can be measured.

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    Semi detailed lesson plan in statistics and probability random variables discrete and continuous

    Original Title

    1 STP Random variables( discrete and continuous)

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    The document is a lesson plan for teaching 11th grade students about random variables and probability distributions. It includes objectives, content, learning resources, procedures, and an assessment. The lesson introduces discrete and continuous random variables. Students will complete an activity to distinguish between the two types by classifying examples as discrete or continuous. They will also learn that a discrete variable can be counted while a continuous variable can be measured.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    66 views4 pages

    1 STP Random Variables (Discrete and Continuous)

    Uploaded by

    Manuel Basañez
    The document is a lesson plan for teaching 11th grade students about random variables and probability distributions. It includes objectives, content, learning resources, procedures, and an assessment. The lesson introduces discrete and continuous random variables. Students will complete an activity to distinguish between the two types by classifying examples as discrete or continuous. They will also learn that a discrete variable can be counted while a continuous variable can be measured.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    QUARTER 3

    Week 1
    Subject: STATISTICS AND PROBABILITY
    Grade Level: 11
    Date:_________ Day: 1
    The learner demonstrates understanding of key concepts of random variables
    Content Standard
    and probability distributions.
    Performance The learner is able to apply an appropriate random variable for a given real-life
    Standard problem (such as in decision making and games of chance).
     The learner illustrates a random variable (discrete and continuous).
    Learning (M11/ 12SP- IIIa-1)
    Competency  The learner distinguishes between a discrete and continuous random
    variable. (M11/ 12SP – IIIa-2)
    I. OBJECTIVES
    Knowledge: Identify the list of possible outcomes in an experiment.
    Skills: Distinguishes between a discrete and continuous random variable.
    Affective: Perform the given task with oneness and solidarity.
    II. CONTENT EXPLORING RANDOM VARIABLES

    III. LEARNING RESOURCES

    A. References
    1. Teacher’s
    Guide
    Pages
    2. Learner’s
    Materials
    Pages
    3. Textbook DIWA Senior High School Series: Statistics and Probability pp. 36-37.
    Pages
    4. Additional
    Materials
    5. Learning
    Resources
    (LR) portal
    B. Other
    Learning
    Resources
    IV. PROCEDURE
    A. Preparatory 1. Prayer
    Activities 2. Greetings
    3. Class Rules
    B. Motivation How many are you in class?
    How far did you have to travel to get to school?
    How long does it take you to get to school?
    How many stars are there in the universe?
    What is the total number of planets orbiting the sun?
    How about the universe?
    C. Presentation The teacher will present the lesson and its objectives.
    D. Activity Complete the table. The first one is done for you.
    Event Possible Outcomes
    1.Tossing a coin H,T
    2. Length of the chalkboard
    3. Height of your groupmates
    4. Amount of salt needed to cook
    chicken tinola
    5. Rolling a die.
    E. Analysis The teacher will ask:
    1. How do you find the activity?
    2. Were you able to complete the table? If yes, how? If not, why?
    3. If a random variable takes on values that can be obtained by measuring it is
    continuous random variable but if a random variable takes on outcomes that are
    countable it is discrete random variable. Now, will you be able to classify those
    events as discrete or continuous? If yes, how? If not, why?
    4. In your own words how will you differentiate between discrete and
    continuous random variables?

    Random variable, also called stochastic variable is a variable whose value


    is unknown or a function that assigns values to each of an experiment's outcomes
    which is usually written using capital letters.

    Random Variables

    Discrete Continuous

    Is a numerical value associated Has infinite numerical values


    with the desired outcomes. It is associated with any interval on
    also either a finite or infinite the number line system without
    number of values but countable any gasp or breaks.
    such as whole numbers 0,1,2,3.

    F. Abstraction What is a random variable?


    What are the two types of random variables?
    How do you know whether a random variable is continuous or discrete?
    What is the difference between continuous and discrete random variables?
    G. Application With the same group, the teacher will show phrases on the screen and the
    students will answer either it is discrete or continuous and write in a provided
    paper. The first group to raise their hands with the correct answer will receive
    two points.
    1. the number of defective computers produced by a manufacturer
    2. weight of the newborns each year in a hospital
    3. the number of siblings in a family of a region
    4. the speed of a car
    5. the amount of sugar in a cup of coffee
    6. the number of people who are playing LOTTO each day
    7. the average amount of electricity consumed per household per month
    8. the number of voters favoring a candidate
    9. the time needed to finish the test
    10. the number of deaths per year attributed to lung cancer
    H. Assessment Direction : Encircle the letter of the correct answer.

    1. Which of the following best describes a variable that can be counted?


    a. Discrete c. Nominal
    b. Measured d. Qualitative
    2. Which of the following best describes a variable that can be measured?
    a. Discrete c. Nominal
    b. Continuous d. Qualitative
    3. Which of the following is NOT continuous variable?
    a. A person’s weight each year.
    b. A person’s height on each birthday.
    c. Number of bicycle finished in a factory each day.
    d. The amount of water in a pale.
    4. Which of the following is NOT discrete variable?
    a. The number of students present in the class.
    b. The number of death per year attributed to kidney failure.
    c. The average amount of water consumed per household per month.
    d. The number of patients in a hospital each day.
    5. The number of coconuts produced by coconut tree each month is a continuous
    variable.
    a. True c. Maybe
    b. False d. Cannot be determined
    I. Assignment Study in advance the possible values of random variables.
    V. REMARKS
    VI. REFLECTION
    A. No. of learners who A. ____ No. of learners who earned 80% in the evaluation
    earned 80% in the
    evaluation
    B. No. of learners who B. ____ No. of learners who require additional activities for remediation
    require additional
    activities for
    remediation
    C. Did the remedial C. Did the remedial lessons work? _____ No. of learners who have
    lessons work? No. of caught up the lesson.
    learners who have
    caught up the lesson
    D. No. of learners who D. ___ No. of learners who continue to require remediation
    continue to require
    remediation
    E. Which of my Strategies used that work well:
    teaching strategies ___ Group collaboration___ Games___ Poweerpoint presentation
    Answering preliminary activities/exercises
    worked well? Why did ___ Discussion ___ Differentiated Instruction
    these work? ___ Case Method___Role Playing /Drama
    ___ Think-Pair-Share (TPS) ___ Doscivery Method
    ___ Rereading of Paragraphs/Poems/Stories___ Lecture Method
    Why?
    ___ Complete Ims
    ___ Availability of Materials
    ___ Pupil’s eagerness to learn
    ___ Group member’s cooperation in doing their tasks
    F. What difficulties did ___ Bullying among learners___ Equipment (AVR/LCD)
    I encounter which my ___ Learner’s behavior/attitude___ Science/Computer/Internet Lab
    ___ Colorful Ims ___ Additional Clerical Works
    principal and ___ Unavaailable Technology___ Reading Readiness
    supervisor help me
    solve?
    G. What innovation or
    localized I
    used/discover which I
    wish to share with
    other teacher?

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