11 SENIOR HIGH SCHOOL

STATISTICS
and PROBABILITY
Quarter 3 – Module 1
Random Variables
and Probability Distributions
Statistics and Probability – Grade 11
Alternative Delivery Mode
Quarter 3 – Module 1: Random Variables and Probability Distributions
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) Included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher ownership over them and authors do not
represent nor claim.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Mercyditha D. Enolpe
Editor: Didith T. Yap
Reviewer: Rickleoben V. Bayking
Layout Artist: Jerry Mar B. Vadil
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera

Fay C. Luarez, TM, Ed.D., PhD Maricel S. Rasid

Nilita L. Ragay, EdD Elmar L. Cabrera

Elisa L. Baguio, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Telephone #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
 11

Statistics
and Probability
Quarter 3 – Module 1
Random Variables
and Probability Distributions
Introductory Message
For the facilitator:

Welcome to the Grade 11-STATISTICS & PROBABILITY Alternative Delivery

Mode (ADM) Module on Random Variables and Probability Distributions!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the
teacher or facilitator in helping the learners meet the standards set by the K
to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

2
For the learner:
Welcome to the Grade 11-STATISTICS & PROBABILITY Alternative Delivery
Mode (ADM) Module on Random Variables and Probability Distributions!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning

3
 competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module, you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind
that you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

4
 I

LEARNING COMPETENCIES:
▪ Illustrates a random variable (discrete and continuous)
(M11/12SP-IIIa-1);
▪ Distinguishes between a discrete and a continuous
random variable (M11/12SP-IIIa-2)
▪ Finds the possible values of a random
variable(M11/12SP-IIIa-3); and
▪ Illustrates a probability distribution for a discrete
random variable and its properties(M11/12SP-IIIa-4).

OBJECTIVES:
K: Illustrate a random variable and distinguish between discrete
and continuous;
I
S: Find possible values of a random variable; and
A: Demonstrate understanding of key concepts of random variables
and probability distributions.

5
 What I Know

PRE-ASSESSMENT

Multiple Choice. Answer the following statements by writing the letter of the correct answer
on your activity notebook/ activity sheets.

1. Which of the following is NOT a discrete variable?

A. The number of coins that match when three coins are tossed at once.
B. The number of non-defective I-phone
C. The weight of box delivered by the grab driver last December
D. The number of vehicles owned by Ambrocio family

2. Which of the following is NOT a continuous variable?

A. The number of arrivals at an emergency room between 8am to 8pm
B. The temperature of a cup of tea served at a restaurant
C. The weight in pounds of a bag of powdered milk as relief good last month
D. The average height of “rubber trees” along Rovera Street

3. A variable where the information or data can take infinitely many values and can also
be obtained by measuring?
A. Qualitative variable C. Continuous variable
B. Quantitative variable D. Discrete Variable

4. Which of the following statement describe a continuous variable?

A. The average distance travelled by a jeep in a week
B. The number of students present in a class
C. The number of motorists wearing helmet
D. The number of girls wearing eyeglasses

5. A variable whose value could be a finite and countable number is a

A. Continuous variable C. Qualitative variable
B. Discrete variable D. Quantitative variable

6. Which of the following is discrete random variable?

A. Claire is 165 cm tall
B. Claire has 5 pets
C. Claire weighs 68 kilograms
D. Claire ran 500 meters in two minutes

6
7. Which of the following is NOT a continuous random variable?
A. The height of the airplane’s flight
B. The amount of liquid on a container
C. The number of COVID 19 cases each day
D. The length of time for the check up in the hospital

8. You decided to conduct a survey of families with five children. You are interested in
counting the number of girls (out of five children) in each family. Is this a random
variable?
A. Maybe
B. Cannot be determined
C. Yes, it is a random variable
D. No, it is not a random variable

9. If a coin is tossed, what are the possible values of the random variable for the number
of tails?
A. 0,1,2,3 B. 1,2,3 C. 0,1,2 D. 0,1
10. Suppose 3 scientific calculators are tested. Let D represent the defective scientific
calculator and N for the non-defective. How many possible outcomes will occur from
the experiment?
A. 3 B. 4 C. 8 D. 9
11. You decide to conduct a survey of families with two children. You are interested in
counting the number of boys (out of two children) in each family. Is the above
experiment “counting the number of boys (out of 2 children) in each family a random
variable?
A. Yes, it is a random variable. C. Maybe
B. No, it is not a random variable. D. It cannot be determined.
12. Which of the following is NOT a true statement.
A. Each probability (x) must be between or equal to 0 and 1;
B. that is 0 ≤ P(x)≤ 1.
C. The sum of all the probabilities is 1.
D. Random variables can only have one value.
13. Which of the following values is not the value of the probability of the random
variable?
A. 1.05 B. 0.5 C. 0.15 D. 0.05
14. What would be the probability of picking a face card (i.e. a king, queen, or jack?
A. P(Face) = 4/52 = 1/13 C. P(Face) = 12/52 = 3/13
B. P(Face) = 6/52 = 3/26 D. P(Face) = 8/52 = 2/13
15. What is the probability of rolling, on a fair dice “a number greater than 4”?
A. P(greater than 4) = 0
B. P(greater than 4) = 1/2
C. P(greater than 4) = P(5 or 6) = 2/6 = 1/3
D. P(greater than 4) = P(1,2,3,4,5,6) = 6/6 = 1

7
 Illustrating Random Variables and
Lesson 1 Distinguishing Between a Discrete and
Continuous

’s In

Review

The word “random” is often read and heard from people of different
walks of life. Like, “the distribution of relief goods is randomly chosen in our
barangay”, “There is a random SWAB testing which will be conducted by our
local health unit on Saturday”. But, does it tell about a real random event? No,
this is a decision that was made on the basis of other variables as desire and the
lack of satisfaction with other options.

The word random has a different meaning in the field of statistics. It is

random when it varies by chance.

This module will help you understand the process of Illustrating random
variable and distinguishing between a discrete and a continuous random
variable.

’s New

Activity 1: Tossing a coin

As you can see in a one-peso coin, it has Dr. Jose P. Rizal on one side,
which we call it as Head (H), and the other side as the Tail (T). Toss your one-
peso coin three times and record in your notebook the results of the three tosses.
In order to write the result easily, use letter H for the heads and letter T for the
tails.

If the results of your three tosses are head, head, head, then you will write
HHH on your notebook.

8
Example 1: How many heads when we toss 3 coins?

Continue tossing your coin and record the time. If possible, use mobile
phone timer and record up to the last minutes.

Let say in a minute, how many times the heads and tails appeared. Then
record all the possible answers on your notebook.

Write all eight possible outcomes. You can do this systematically so that
you do not get confused later on.

You have noticed that, there are 0 head, 1 head, 2 heads, or 3 heads. Thus,
the sample space is equal to 0,1,2,3.

Then this time the results or outcomes are NOT entirely equally likely.
The three coins land in eight possible ways:

X= Number of Head

Looking at the table below, we see just 1 case of Three Heads, but 3 cases
of Two Heads, 3 cases of One Head, and 1 case of Zero Head.

.
Figure 1. Tossing Coins
So,

P(X=3) = 1/8
P(X=2) = 3/8
P(X=1) = 3/8
P(X=1) = 1/8

This particular example is a discrete variable. A random variable is called

discrete if it has either a finite or a countable number of possible values. Thus, a
discrete random variable X has possible values 𝑥1 ,𝒙𝟐 , 𝒙𝟑 ,….A random variable
is called continuous if its possible values contain a whole interval of numbers.

9
 From another source, a random variable is a numerical quantity that is
generated by a random experiment.
(Malate, 2018).

We will denote random variables by capital letters, such as X or Z, and the

actual values that they can take by lowercase, such as x and z.

is It

Discussion

To clearly understand, more examples are given in table 1.

Table 1. Examples of random variables

Experiment Number X Possible Values

Sum of the number of dots on

Roll two fair dice 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
the top faces

Number of tosses until the

Flip a fair coin repeatedly 1,2,3,4,…
coin lands heads

Measure the voltage at an

Voltage measured 118 ≤ x ≤ 122
electrical outlet

Operate a light bulb until

Time until the bulb burns out 0 ≤ x <∞
it burns out

The four examples in the table above are random variables. In the second example,
the three dots indicate that every counting number is a possible value for X. The set of
possible values is infinite, but is still at least countable, in the sense that all possible values
can be listed one after another. In the last two examples, by way of contrast, the possible
values cannot be individually listed, but take up a whole interval of numbers. In the fourth
example, since the light bulb could conceivably continue to light indefinitely, there is no
natural greatest value for its lifetime, so we simply place the symbol ∞ for infinity as the right
endpoint of the interval of possible values.

About random variables

a. That a random variable must take exactly one value for each random outcome.
b. That random variables are conceptually different from the mathematical variables
that they have met before in math classes. A random variable is linked to observations
in the real world, where uncertainty it involved.

10
 c. Random variables are used to model outcomes of random processes that cannot be
predicted deterministically in advance (the range of numerical outcomes may,
however be viewed).

Definition:
A random variable is a numerical quantity that is generated by a random experiment. (Malate,
2018)
A random variable is discrete if it has a finite or countable number of possible outcomes that
can be listed.
A random variable is called discrete if it has either a finite or a countable number of possible
values. A random variable is called continuous if its possible values contain a whole interval
of numbers. (Malate, 2018)
A random variable is continuous if it has an uncountable number or possible outcomes,
represented by the intervals on a number line.

Example:

Discrete Random Variable

1. Number of heads in 4 flips of a coin (possible outcomes are 0, 1, 2, 3, 4)

2. Number of classes missed from March 2020 to December 2020
3. The number of siblings a person has
4. The number of Covid-19 cases in Negros Oriental in 2020
5. The number of students involve in Online classes in Neg Or Division
during this pandemic time

Continuous Random Variables

1. Heights of students in class

2. Time to finish a module
3. Hours spent exercising
4. Distance travelled from Dumaguete to Pamplona

A continuous variable is a value that is being acquired by measuring.

11
Activity 2.

Complete the following table. The first one is done for you.

Experiment Number X Possible Value of X

Two cards are Sum of the 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17,
drawn from a numbers on the 18, 19, 20
deck card (since, the least number in the card is 10,
therefore, the smallest possible sum of the
numbers on the cards when two cards are
drawn is 4, while the highest possible sum of
the numbers on the cards I 20)
Roll a pair of Sum of the
dice number of dots
on the top faces
Toss a fair Number of
coin tosses until the
repeatedly coin lands head
Height of the Height of each
members of member
your family
(using a meter
stick)

’s
More

Enrichment Activities

Activity 3
In tossing a coin four times, how many outcomes correspond to each value of the random
variable?
What if the coin would be tossed five times? six times? seven times? eight times?

12
Try to relate the outcomes to the numbers in Pascal’s triangle.

For tossing the coin four times, there will be five possible values,
0, 1, 2, 3, 4, with
1, 4, 6, 4, 1 outcomes, respectively.

For five coins there are six possible values,

0, 1, 2, 3, 4, and 5, with
1, 5, 10, 10, 5, 1 outcomes, respectively.
In general, for n tosses of a coin, there are n+1 possible values, 0 ,1, 2, 3,…, n. If k is a
possible value, then there are
𝑛!
𝑐 𝐶𝑥 = (𝑛𝑘)=𝑘!(𝑛−𝑘)! outcomes associated with x.

(Abacea 2016)

Independent Activity 4

Look back and reflect.

1. How do you determine the values of a random variable?

2. How do you know whether a random variable is continuous or discrete?
3. What is the difference between the two types of random variables?

Independent Assessment 1

Classify the following variables as discrete or continuous. Write D if discrete

and C if continuous.

1. The speed of bus

2. The number of COVID-19 patients aging 60 and above

13
 3. The average weight of new born babies in the 2020
4. The number of vehicles owned by randomly selected individuals
5. The average temperature of the costumers in a department store last week
as reflected in the logbook

Finding the possible values of a random

Lesson 2 variable and illustrating a probability
distribution for a discrete variable

You are now ready to plunge into this new lesson since you are fully
packed with what you have learned from the previous lesson on illustrating a
random variable and distinguishing between discrete and continuous random
variable.

’s
In

Review
Recall that a variable is an attribute that can assume different values. We
use letters to denote or represent a variable. In this lesson, we shall discuss
variables that are resulted from an experiment by chance, called random
variables.

Activity 5
To find out if you are ready to learn this new lesson, try to determine
whether each of the following experiments/situations involved discrete or
continuous random variable.

1. Choosing an event greater than 25 but less than 50.

2. Recording the number of households in all the towns of Neg Or province
who received relief goods last March 2020
3. Gathering information about the monthly load consumption of the Senior
High School students of your school
4. Teacher applicants in the Division of Negros Oriental
5. Tallying the number of patients who recovered from COVID-19

14
 ’s New

To understand how one finds possible values of random variables, do the

activity below.

Situation.

A certain area in the Southern part of Negros Oriental experienced black

out. A couple, having a new born baby, found difficulty putting their baby to
sleep when there is no electricity. The couple has two (2) Mini 12v rechargeable
hybrid car batteries. They thought of using it to at least put up a single light
bulb/ To make sure, that both are functioning well they need to test them
randomly first. Thus, to each outcome in the sample space we shall assign a
value. These are 0, 1, or 2. If there is no defective, we assign the number 0; if
there is 1 defective, we assign the number 1; and 2, if there are two defective
batteries. The number of defective batteries is a random variable. The possible
values of this random variable are 0, 1, and 2.

Illustration

Let D represent the defective battery and N for the non-defective. If we let
Y be the random variable representing the number of defective battery, show the
values of the random variable Y. Complete the table below to show the values of
the random variable.

Possible Outcomes Value of the Random Variable Y

(number of defective battery)

The complete table should look like this.

Possible Outcomes Value of the Random Variable Y

(number of defective battery)
DD 2
NN 0
DN 1
ND 1

15
Activity 6

Now, it’s your turn.

Suppose three laptops are tested at random. We want to find out the
number of non-defective laptops. Thus, to each outcome in the sample space we
shall assign a value. These are 0,1,2, or 3. If there is no defective laptop, we
assign the number 0; if there is 1 non-defective, we assign the number 1; if there
are 2 non-defective laptops, we assign the number 2; and assign 3 if there are 3
non-defective laptops. If we let X be the random variable representing the
number of non-defective laptops, show the values of the random variable X.
Complete the table below to show the values of the random variable. Let N be
non-defective laptop and D for defective.

Possible Outcomes Value of the Random Variable X

(number of non-defective laptops)

This time, you need to reflect on the following questions because it will
help you to understand the appropriate way in finding the possible values of a
random variable.

Answer the following questions:

1. How do you find the activity?

2. Were you able to complete the table? If yes, how? If no, why?
3. Will you be able to find the values of a random variable? If yes, how? If
no, why?
4. In your own words, how will you describe a random variable?
5. How do you find the possible values of a random variable?

16
 is It

Discussion

A random variable is a numerical quantity that is derived from the

outcomes of random experiments.

The random variable in the activity above is a discrete random variable

because the set of possible outcomes is countable. The possible values of
random variable Y (number of defective batteries) are 0, 1, and 2, while the
possible values of random variable X (number non-defective laptops) are 0, 1, 2,
and 3.

Independent Activity 7.

Try this example.

Example 1.

Suppose two coins are tossed, let Z be the random variable representing
the number of heads that occur. Find the values of the random variable Z.

Steps Solution
1. Determine the sample space. Let
H represent head and T for tail.
2. Count the number of heads in Possible Value of the random
each outcome in the sample Outcomes variable Z (Number
space and assign this number to of heads)
this outcome.

Your answer might be the same as this.

Steps Solution
1. Determine the sample space. Let The sample space for this experiment
H represent head and T for tail. is:
S = {TT, TH, HH, HT}
2. Count the number of heads in Possible Value of the random
each outcome in the sample Outcomes variable Z (Number

17
 space and assign this number to of heads)
this outcome. TT 0
TH 1
HH 2
HT 1

So, the possible values of the random variable Z are 0, 1, and 2.

Definition:

A probability distribution of a discrete random variable X is a list of each

possible value of X and the corresponding probabilities of the values.

A probability distribution has two requirements:

1. Each probability P(x) must be between or equal to 0 and 1; that is 0 ≤

P(x)≤ 1.
2. The sum of all the probabilities is 1.

From the example above in tossing two coins, letting Z be the random
variable representing the number of heads that occur. We have the possible
values of the random variable Z as 0, 1, and 2.

This time, you do another activity.

Independent Activity 8.

A fair coin is tossed twice. Let Z be the number of heads that are observed.

a) Construct the probability distributions of Z.

b) Find the probability that at least one head is observed.
Solutions:

a. The possible values that X can take are 0,1, and 2. Each of these
numbers corresponds to an event in the sample space S = {TT, TH,
HT, HH} of equally likely outcomes for this experiment: Z = 0 to
{TT}, Z = 1 to {HT, HT}, and Z = 2 to {HH}. The probability of each
of these events, hence of the corresponding value of Z, can be found
simply by counting, to give.
x 0 1 2
P(x) ¼ or 0.25 2/4 or 0.5 ¼ or 0.25

This table is the probability distribution of X.

18
 b. “At least one head” is the event X ≥ 1, which is the union of the
mutually exclusive events X = 1 and X = 2. Thus
P(X≥1) = P(1) + P(2) = 0.5 + 0.25 = 0.75

A histogram that graphically illustrates the probability distribution is

given in the figure below.

0.5

0.4

0.3
P(X)
0.2

0.1

0
0 1 2

Figure 2. Probability Distribution for Tossing a Fair Coin Twice

Example 2.

A pair of fair dice is rolled. Let X denotes the sum of the number of dots on the
top faces.
a. Construct the probability distribution of X.
b. Find P(X≥9).
c. Find the probability that X takes an even value.

Solutions:
The sample space of equally likely outcomes is:

(1,1) (1,2) (1,3) (1,4) (1,5) (1,6)

(2,1) (2,2) (2,3) (2,4) (2,5) (2,6)
(3,1) (3,2) (3,3) (3,4) (3,5) (3,6)
(4,1) (4,2) (4,3) (4,4) (4,5) (4,6)
(5,1) (5,2) (5,3) (5,4) (5,5) (5,6)
(6,1) (6,2) (6,3) (6,4) (6,5) (6,6)

19
 a. The possible values for X are the numbers 2 through 12. X=2 the event
(1,1), so P(2) = 1/36. X=3 is the event (1,2), (2,1), so P(3) = 2/36.
Continuing this way we obtain the table.

x 2 3 4 5 6 7 8 9 10 11 12
P(x) 1/36 2/36 3/36 4/36 5/36 6/36 5/36 4/36 3/36 2/36 1/36
Table on the Probability Distribution of X

b. The event X ≥ 9 is the union of the mutually exclusive events X=9,

X=10, X=11, and X=12. Thus,

P(X≥9) = P(9) + P(10) +P(11) +P(12) = 5/18

P(X≥9) = 4/36 + 3/36 + 2/36 + 1/36
P(x≥9) = 10/36

c. Before we immediately jump to the conclusion that the probability that

X takes an even must be 0.5, note that X takes six different even values
but only five different odd values. We compute

P(X is even) = P(2) + P(4) + P(6) + P(8) + P(10) + P(12)

P(X is even) = 1/36 + 3/36 + 5/36 + 5/36 + 3/36 + 1/36
P(X is even) = 18/36
P(X is even) = 1/2
P(X is even) = 0.5
A histogram that graphically illustrates the probability distribution is given in
the figure below.

9/50
4/25
7/50
3/25
1/10
2/25 P(x)
3/50
1/25
1/50
0
2 3 4 5 6 7 8 9 10 11 12

Figure 2. Probability Distribution for Tossing 2 Fair Dice

20
 ’s More

Enrichment Activities

Independent Activity 9

Understanding Possible Values of Random Variables.

Answer the following questions.

1. How do you find the values of a random variable?

2. How is this variable, as described in Algebra, similar to a random
variable? How do they differ?

I Have Learned

Generalization

Activity 10

Directions: Reflect the learning that you gained after taking up this lesson on “Illustrating
Random Variable (Discrete and Continuous) by completing the given statements below. Do
this on your activity notebook. Do not write anything on this module.

What were your thoughts or ideas about the topic before taking up the lesson?

I thought that _______________________________________________________________

___________________________________________________________________________
__________________________________________________________________________.

21
What new or additional ideas have you had after taking up this lesson?
I learned that ________________________________________________________________

___________________________________________________________________________
__________________________________________________________________________.

How are you going to apply your learning from this lesson?
I will apply ________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

I Can Do

Application (Performance Task)

Activity 11

A. Data Collection Activity

Following the template below, supply the data information by

interviewing/asking 20 of your neighbors of different ages. Write your answer in
a small drawing book/notebook. (date of submission depends on the subject
teacher).
Name Sex Age No. of Height(cm) Weight Body No. of No, of hours
siblings (kg) temper pets at spent in
ature home answering the
module (week)
1
2
3

20

22
Identify the variables as discrete or continuous?
1. Age
2. Age
3. No. of Siblings
4. Height
5. Weight
6. Body temp
7. No. of pets at home
8. No. of hours spent in answering the module

This performance task is worth 30 points. It is based on the Data Analysis

Project Rubric below.

Unsatisfactory Needs Satisfactory Exemplary

(0 point) Improvement (7 points) (10 points)
(5points)
Survey Surveyed 0-5 Surveyed 6-12 Surveyed 13- 100%
Completeness people only people only 19 people survey
only completed
Data accuracy 0-25% data 26-50% data 51-75% data 76-100%
accuracy accuracy accuracy data
accuracy
Neatness 0-25% data 26-50% data 51-75% data 76-100% data
neatness neatness neatness neatness

(Note to teacher: The final say as to the number of credit points in each column still depends
on you).

23
Instructions: Multiple Choice. Answer the following statements by writing the letter of the
correct answer on your activity notebook.

1. A variable whose value could be a finite and countable number is a

A. Continuous variable C. Discrete variable
B. Qualitative variable D. Quantitative variable
2. Which of the following is discrete random variable?
A. Jean’s hair color is blue
B. Jean weighs 68 kilograms
C. Jean ran 350 meters in 3 minutes
D. Jean has 6 bags color (blue, green, yellow, red and violet)
3. Which of the following is NOT a continuous random variable?
a. The height of the airplane’s flight
b. The number of COVID 19 cases in Zamboanguita in the month of November
c. The amount of liquid on a container
d. The length of time for the check up in the hospital
4. Which of the following is NOT a discrete variable?
A. The weight of box delivered by the grab driver last December
B. The number of non-defective laptops
C. The number of vehicles owned by Teves’s family
D. The number of coins that match when three coins are tossed at once.
5. Which of the following is NOT a continuous variable?
A. The number of arrivals at an emergency room between 8am to 8pm
B. The temperature of a cup of tea served at a restaurant
C. The weight in pounds of a bag of powdered milk as relief good last month
D. The average height of “rubber trees” along Rovera Street
6. A variable where the information or data can take infinitely many values and can also
be obtained by measuring?
A. Continuous variable C. qualitative variable
B. Quantitative variable D. Discrete Variable
7. Which of the following statement describe a continuous variable?
A. The number of students who have not returned the modules
B. The average speed travelled by a van in a month
C. The number of motorists not wearing helmet
D. The number of parents who are very cooperative in the Learning Continuity Plan
of the DepEd

24
8. You decided to conduct a survey of families with five children. You are interested in
counting the number of girls (out of five children) in each family. Is this a random
variable?
A. Maybe
B. Yes, it is a random variable
C. No, it is not a random variable
D. Cannot be determined
9. If a coin is tossed, what are the possible values of the random variable for the number
of tails?
A. 0,1,2,3 B. 1,2,3 C. 0,1,2 D. 0,1
10. Suppose 3 scientific calculators are tested. Let D represent the defective scientific
calculator and N for the non-defective. How many possible outcomes will occur from
the experiment?
A. 3 B. 4 C. 8 D. 9
11. What would be the probability of picking a face card (i.e. a king, queen, or jack?
A. P(Face) = 12/52 = 3/13
B. P(Face) = 4/52 = 1/13
C. P(Face) = 6/52 = 3/26
D. P(Face) = 8/52 = 2/13
12. What is the probability of rolling, on a fair dice “a number greater than 4”?
A. (P(greater than 4) = 0
B. (P(greater than 4) = 1/2
C. (P(greater than 4) = P(5 or 6) = 2/6 = 1/3
D. (P(greater than 4) = P(1,2,3,4,5,6) = 6/6 = 1
13. You decide to conduct a survey of families with two children. You are interested in
counting the number of boys (out of two children) in each family. Is the above
experiment “counting the number of boys (out of 2 children) in each family a random
variable?
A. Yes, it is a random variable. C. Maybe
B. No, it is not a random variable. D. It cannot be determined.
14. Which of the following is NOT a true statement:
A. Each probability (x) must be between or equal to 0 and 1; that is 0 ≤
P(x)≤ 1.
B. The sum of all the probabilities is 1.
C. Random variables can only have one value.
D. The value of a random variable could be zero.
15. Which of the following values is not the value of the probability of the random
variable?
A. 1.05 B. 0.5 C. 0.15 D. 0.05

25
 26
Activity 5
1. C 2. D 3. C 4. D 5. C
Activity 6
Possible Value of the Random Variable
Outcomes X (number of non-defective
laptops)
NNN 3
NND 2
NDN 2
NDD 1
DNN 2
DND 1
DDN 1
DDD 0
1-5. Answers may
Activity 9
1 & 2. Answers may vary
Activity 10 – Answers may vary.
2.D 7. B 12. C
3.B 8. B 13. A
4.A 9. D 14. C
5.A 10. C 15. A
References

Books

Abacea, Zita VJ., et al. 2016. "Random Variable and Probability Distribution." In Statistics
and Probability TG for SHS, 121-129. Quezon City: Commision on Higher education.

Malate, Jose S.(2018). Statistics and Probability. Sta. Ana, Manila:

Vicarish Publications and Trading, Inc.)

27
s

For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net