DAILY LESSON PLAN (SHS)

School PAGBILAO GRANDE ISLAND NATIONAL HIGH SCHOL Grade Level GRADE 11
Teacher REALYN I. MAGHIRANG Learning Area STATISTICS AND PROBABILITY
Teaching Date and Time FEBRUARY 11, 13, & 14, 2025 Quarter FOURTH QUARTER

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of normal probability distribution.
Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF OZAMIZ CITY
Daily Lesson Plan (DLP)
Learning Area GENERAL MATHEMATICS
Grade Level 11 Time Allotment 50 minuto
B. Performance Standard 2023
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of
rational functions.
B. Performance
Standards
The learner is able to accurately formulate and solve real-life problems in different disciplines, involving normal distribution.
Learning Competency: Illustrates a normal random variable and its characteristics (M11/12SP-IIIc-1)
Constructs a normal curve (M11/12SP-IIIc-2)

Learning Objectives:
C. Learning A. Define rational equation
Competency/Objectives B. State the steps in solving rational equation
Write the Learning Code C. Solve rational equations
for each D. Discuss the importance of helping one anothe
1. Determine / enumerate the characteristics of a normal distribution.
2. Sketch / construct a normal curve which represents a normal distribution.
3. Cite real-life examples involving normal distribution.

II. CONTENT Content is what the lesson is all about. The learner demonstrates understanding of key concepts of random variables and probability distributions. It
pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in three days.

III. LEARNING RESOURCES

A. Reference
1. Teacher’s Guide Pages
2. Learner’s Materials Pen and Paper (taking notes and answering activities), Laptop, chalk, blackboard, PowerPoint presentation, television for display
Pages
 3. Textbook Pages Statistics and Probability for SHS, Christian Paul O. Chan Shio & Maria Angeli T. Reyes, and Statistics and Probability Module, Annabele L. Laraquel

4. Additional Materials
from Learning
Resource (LR) Portal

B. Other Learning [Link]

Resources [Link]

1. Statistics and Probability, Danilo De

Guzman, pp. 11-22
2. Statistics and Probability, Rene R.
Belecina, et. al., pp. 2-31
IV. PROCEDURES
A. Reviewing previous lesson Review the previous lesson by letting the students completing the following statements by writing the correct word or words and formulas.
or presenting the new 1. The mean of a discrete random variable X is also called the _EXPECTED VALUE.
lesson 2. The expected value is the AVERAGE value of a random variable over numerous trials of an experiment.
3. The formula to find the mean or expected value of a discrete random variable is _____________
4. The VARIANCE and STANDARD DEVIATION of a discrete random variable X indicate the variability of X over a large number of experiments or trials.
Students will choose a color to identify whether the given is
a Rational Equation, Inequality, Function or None of them
B. Establishing a purpose for Clearly state the learning objectives for the day and lets the students realize that real-life examples involving normal distribution is very important to sketch /
the lesson. construct a normal curve which represents a normal distribution.
C. Presenting Ask the students the following questions:
examples/instances of the a. Have you tried computing your body mass index (BMI)? Yes
new lesson b. Do you know which category do you belong? Yes
c. What is needed to compute for your body mass index (BMI)? Height and Weight

Note: Height and weight are examples of continuous random variables.

Properties of Normal Curve
D. Discussing a new concept
and practicing new skills

E. Developing mastery (Leads Let’s try this: (Group Activity)

to Formative Assessment 3)

Activity 3:
Sketch the normal curve of each distribution:
1. Mean = 95; Standard deviation = 12
2. Mean = 60 ; Standard deviation = 12
3. Mean = 23.8 ; Standard deviation = 12

F. Finding practical application

of
concepts and skills in daily
living

Answer:

G. Making generalizations and Let’s the students answer the following questions to check your knowledge and understanding about the concepts you have studied in this module. Write
abstractions about the your answer in a separate sheet of paper.
lesson 1. What is normal distribution?
_______________________________________________________________________________
 _______________________________________________________________________________
2. How will you describe the characteristics of the normal curve in your own
words?
_______________________________________________________________________________
_______________________________________________________________________________
3. Complete the following sentences by supplying appropriate information about
what you have learned from this module.
a. I learned that the empirical rule is __________________________________________
b. I will apply my acquired knowledge and skills about empirical rule in ________
_________________________________________________________________________________

Multiple Choice. Choose the letter of the best answer.

H. Evaluating Learning
Answer:

Explain Me
Students will explain their work in front and the group will
be given another 10 points.
How important is unity? Like what you did, working
togeeLet Let
I. Additional activities for Identify students who need additional support and provide remedial activities to reinforce their understanding. For advanced learners, provide more
application or remediation challenging problems to solve: 5 pts each
Read the following problems carefully. Apply the empirical rule and illustrate your answer through a diagram.
1. IQ scores of the ALS students in the Division of Quezon are normally distributed with a mean of 110 and a standard deviation of 10.
a. What percent of the distribution falls within the IQ scores of 100 to
130?
b. What percent of the distribution falls within the IQ scores of 90 to
140?
2. A normal distribution of data has a mean of 78 and a standard
deviation of 9.
a. What scores fall within 68% of the distribution?
b. What scores fall within 95% of the distribution?

Additional Activity:
 Directions: Make a sketch for each of the three areas under the normal curve as stated in the empirical rule. Using a mosaic art, shade the area that
corresponds to the area under the normal curve. You may use eggshells, old magazines, dried leaves or any materials available at home.

V. REMARKS

VI. REFLECTION Think about your student’s progress. What works? What else needs to be done to help the pupils/students learn?

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
[Link] the remedial lessons
work? No. of learners who
have caught up with the
lessons.
[Link]. of learners who
continue to require
remediation.
Which of my teaching
Strategies worked well?
Why did this work?

Prepared by: Noted:

REALYN I. MAGHIRANG CARLO ERBA M. PACINOS

Teacher I Principal III

LAS : [Link]

LAS: [Link]
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What are the steps in computing the mean of a probability distribution of a random variable?

To calculate the mean of a probability distribution of a random variable, you can follow these steps:
1. Construct a probability distribution for the variable.
2. Multiply each possible outcome by its probability.
3. Add the products from step 2 together.
What does the mean of a probability distribution tell us?
The mean of a probability distribution is the expected value of a random variable. It's also known as the average or most
common value in a set of numbers.

How do you interpret the mean of a probability distribution?

The mean of a probability distribution is the average value of a discrete random variable over many trials. It's also known as the
expected value.
Why is it that the values of a discrete random variable expressed in whole numbers but the mean of its probability distribution are most of the time expressed in decimal numbers?

ince the probabilities are often expressed as fractions or decimals (to ensure that they sum up to 1), the
S

mean will also often be expressed as a decimal number. This is because the mean represents the "average"
outcome, which may not necessarily be a whole number
How is it similar to the procedure in finding the mean of a frequency distribution?

Finding
the mean of a frequency distribution is similar to finding the mean of a regular data set in that you still need
to calculate the sum of all the values and divide by the total number of values, but in a frequency distribution, you use the
midpoint of each class interval multiplied by its frequency to approximate the sum of all values within that class, making it a
weighted average calculation based on how often each value appears in the data set.

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