LESSON PLAN For Basic Concepts of Probability: February 2019

See discussions, stats, and author profiles for this publication at: https://www.researchgate.
net/publication/331262186
LESSON PLAN for Basic Concepts of Probability
Method · February 2019

DOI: 10.13140/RG.2.2.32646.22083
CITATIONS READS
0 1,856
2 authors, including:
Craig Refugio
Negros Oriental State University
84 PUBLICATIONS 0 CITATIONS
SEE PROFILE
Some of the authors of this publication are also working on these related projects:
Undergraduate Mechanical Engineering Research Projects View project
IAER offers conferences/workshop proceedings for external events View project
All content following this page was uploaded by Craig Refugio on 21 February 2019.
The user has requested enhancement of the downloaded file.

Crisostomo O. Retes National High School
Tampi, San Jose, Negros Oriental
Teacher: Mhikajustin B. Ybarrita; Craig N. Refugio, PhD
Year Level: Grade 8 Subject: MATHEMATICS

Date: February 20, 2019 Session 2 of 3 Sessions
The learner demonstrates understanding of the basic
Content Standard:
concepts of probability.
The learner is able to use precisely counting techniques and
Performance
probability in solving problems related to different fields of
Standard:
endeavour.
Competency: Explain and interpret the probability of an event.
I. OBJECTIVES
Knowledge: Determine the probability of simple events.
Identify the probability of simple events through a given
Skills:
sample events.
Solve real-life problems using the principles of counting
Attitude:
techniques and probability.
II. SUBJECT MATTER
Lesson/Topic: Basic Concepts of Probability
Learning Sources: K-12 Mathematics Learner’s Module in Grade 8 (Pp. 568-
571)
Materials: Chalk, Chalkboard, Cartolina, Dice, Tape, Projector, Laptop,
Dice, Instructional Materials, Deck of cards
LC Code #: M8GE-IVh-1
III. PROCEDURE
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
A. Preparation
“Good Morning Class...” “Good Morning Ma’am!”
“How’s your day students?” “It’s good Ma’am”
“Good to hear that! May I request

everyone to please stand for a prayer to
be led by Durig.” (They stand altogether.)
Durig: “Classmate, are you ready to

pray?”
Students: “Yes, we are.”
(Everyone is praying.) Durig: “Let us all put ourselves in the

presence of the Lord as we say, In the
name of the Father, and of the Son, and
of the Holy Spirit, Amen.
Lord God, thank you for the gift of life that

you shared us today.
Thank you for everything in providing us
your untiring love, good health, and
protection.
Help us to focus our hearts and minds for
this moment that we could be able to
tackle all the lessons discussed by our

teacher.
Inspire us by Your Holy Spirit as we listen
and write.
Guide us by your eternal light as we
discover more about the world around us.
We ask all this in the name of Jesus.

Amen.”
(Students doing the sign of the cross.)
“Before you take your seats, please pick

up the pieces of papers on the floor and
throw it properly in the trash can. Also,
please arrange your chairs properly.”
(They begin picking the trash and
arranging the chairs.)
“Okay, you may take your seats now.”
All: “Thank you, Ma’am.”
“Make sure you are in your proper seats
because I will check your attendance
according to the seat plan.”
(Students go back to their proper seats.)
“Alright! Only Resit is absent. If anyone of

you can see him outside the school or to
those neighbours of Resit, please tell him
to attend classes tomorrow. Okay?”
All: “Yes Ma’am.”
“Before anything else, please be aware of
these signals. If I clap once, it means
“Go” to start doing your task. If I clap
twice, it means “Stop” to know that the
time is up. In this time, you need to
submit your papers in front and lastly, if I
clap thrice, it means “Shut Up” to zipper
your mouth. Is that clear?”
All: “Yes Ma’am.”
“Very good!”
“Now, please get your assignment and

exchange it with your seatmate. Don’t
forget to write corrected by with your
name and your signature.”
(Students get their notebook and

exchange it with their seatmates.)
(Ask the students to read the directions)
Directions: Fill in the blanks with the
correct words that would make the
following sentences meaningful. (Two points
each)
Impossible Unlikely Even Chance

Likely Certain 1 in 6 chance
4 in 5 chance
1. In God, nothing is __________.

2. You and I have _______to
succeed in life.
3. I’m ______ that you can do better
than what is expected of you.
4. Given the chance to win in the
Math Contest, I prefer the ______.
5. Based on how poorly the interview
“So for item number 1 Rebutazo. Item went, it is _____ I will get the job.
number 2, Domaboc. Item number 3,
Pabelona. Item number 4, Pollente and
item number 5, Segayo. Write your
answers on the board.”
(The five students are writing their

“Alright. Let’s check if their answers are answers on the board.)
correct.”
“Item number 1, correct. Items number 2

to 5, correct. Give two points for each
correct answer. So, a total of 10 points. 1. In God, nothing is impossible..
Write the score over total number of 2. You and I have even chance to
items. After writing the score, return the succeed in life.
notebook to the owner. Please be quite 3. I’m certain that you can do better
while your score is being recorded. than what is expected of you.
4. Given the chance to win in the
(The teacher is recording the score of the Math Contest, I prefer the 4 in 5
students.) chance..
5. Based on how poorly the interview
“Very Good! Most of you got a highest went, it is unlikely I will get the job.
score. Let’s give ourselves a round of
applause.”
Review/Motivation (A loud applause.)
“Okay, last meeting we discussed about

Probability and some words with special
meaning in Probability such as
Experiment, Outcome and Sample Space
am I right?”
“Now, what is probability?” “Any hand?” “Yes Ma’am.”
“Yes Domaboc?” (Domaboc raises his hand.)
Domaboc: “Probability is how likely

“Alright! Thank you, Domaboc. Probability something to be happened.”
is a measure or estimation of how likely it
is that an event will occur.”
“Now, what is the difference among

experiment, outcome, and sample
space?”
“Yes Belando?” (Belando raises his hand.)
Belando: “Experiment is a repeatable

procedure with a set of possible results.
Outcome is a possible result of an
“Very Good, Belando! Example of the experiment and sample space are all
experiment is throwing a die. We can possible outcomes of an experiment.”
throw a die again and again, so it is
repeatable. If I throw a die once and I get
4 as a result, meaning “4” is the outcome.
Alright class, how many faces that a die
contained?
“So, what is the total outcome if I All: “6 Ma’am”

repeatedly throw a die?”
What are those outcomes? All: “6 Ma’am”
“Okay, what do you call of those possible All: “1,2,3,4,5, and 6 Ma’am”
outcomes of an experiment class?”
“Very Good!” All: “Sample Space, Ma’am”.
“Before we continue with our discussion

last meeting, let us do first an activity.
Class please take a look under your (They begin looking under their armchair.)
armchair and get the thing that you may
find there.”
“Whatever the image you get is an

indication of what group that you belong.
Those who get the image of Upin will stay
at my left side and for the image of
Miemie at my right side. Understood?”
“Transfer silently class and don’t “Yes Ma’am.”

disarrange the chairs.”
(The teacher clap once.)
“I have here an envelope. This envelope (Students go to their respective groups.)

consists of different images inside. All you
need to do is to get all those things
together with the pink construction paper
wherein the instruction is written.
So, in your group, please choose a leader
with an assistant leader to report your
work. Understood?”
“Okay, form a circle in your group so that “Yes Ma’am.”

it would be easy for you to collaborate
with each other. You have seven minutes
to do the task.”
“Okay Ma’am.”
(The teacher clap once.)
(The students start doing the task.)
Activity: Budget Matters!
Use the pictures to answer the following

questions correctly.
1. How many shirts are there?

2. How many pairs of short pants are
there?
3. How many pairs of long pants are
there?
4. How many different outfits can you
choose?
“Are you done class?”
“Not yet ma’am.”

“Okay, you have only two minutes left.”
(The teacher clap twice.) “Okay Ma’am.”
“Alright!, all leader please prepare

yourself for the presentation. Let’s start
with the Team Miemie.”
Langga: “We are the Team Miemie.

These are the shirts, skirts and shorts of
Miemie. For question number 1, how
many shirts Miemie have? Miemie have 2
shirts. For item number 2, how many of
skirts Miemie have? There are two. For
number 3, how many pair of shorts she
have? There are also two shorts. For item
number 4, how many different outfits can
she choose
? There are 8 outfits. It is because she
can pair these two shirts in any of her
“Very Good! Let’s give the Team Miemie lower garments.”
a Dionesia clap. This is how you will do
it.”
(The teacher demonstrates the clap.)
“Let’s do it! 1, 2, 3, Go”
“Next, the Upin’s Team” (Students are doing the Dionesia Clap.)
Angelo: “Upin has two upper and four

lower garments. He has two shirts, two
short pants and two long pants. With
“Excellent! Let’s give them a Fireworks these, he can have eight different outfits.”
clap. This is how you will do it.”
(The teacher demonstrates the clap.)
“Let’s do it! 1, 2, 3, Go”
(Students are doing the Fireworks Clap.)

“What can you say about our activity?“
“Did you enjoy it?” Some students: “It’s nice, Ma’am”
(Segayo raises her hand.)

“Yes Segayo?”
Segayo: “Yes Ma’am I enjoy our activity

because it is what we usually do. Pairing
our shirt and skirt or pants to have a nice
outfit.”
“It’s nice to hear that! Now, you will know
the connection of our activity to our topic
today. Are you excited?”
“Now, today’s lesson is all about “Yes Ma’am, we are.”

Probability of Simple Events.”
B. Presentation
“Before anything else, I would like to

expect that you will be able to achieve the
following objectives:”
(1) Determine the probability of simple

events;
(2) identify the probability of simple
events through a given sample
events; and
(3) solve real-life problems using the
principles of counting techniques and
probability.
“What do you think of our objectives? Is it

achievable?” “Yes Ma’am, it is.”
“Okay, let’s go back to our topic. Have (Students are listening attentively.)
you at a certain time asked yourself the
following questions?”
“What are my chances of getting the

correct answer in a True/False-type
question? Multiple choice-type question?
or should I bring my umbrella tomorrow?”
“These questions will be answered by

your own as we go through with our
lessons.”
“The probability of an event, P (event), is

a number from 0 to 1 which tells you how
likely the event is to be happened.”
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒇𝒂𝒗𝒐𝒓𝒂𝒃𝒍𝒆 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔

𝑷(𝑬) =
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒑𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔
“There are 4 Rules of Probability.

Everyone please read the first rule.”
Probability Rules:
1. The probability of any event is a

number (either a fraction, a
Example: The weather forecast shows a decimal, or a percent) from 0 to 1.
70% rain.
P (rain) = 70%
“Ledama please read the rule number

Ledama: If the event will never happen,
2.”
then the probability is 0.
Example: When a single die is rolled, find
the probability of getting an 8.
In this situation, a die containing 6 faces
and each face contains a number 1, 2, 3,
4, 5, or 6. Since the sample space
consists of 1, 2, 3, 4, 5, and 6, it is
impossible to get an 8. Hence, P (8) = 0.
“Everyone please read the rule number

3.” Everyone: “If an event is sure to happen,
then the probability is 1.”
Example: When a single die is rolled,

what is the probability of getting a number
less than 7?
Again, a die have 6 faces and each face
contains a number 1, 2, 3, 4, 5, or 6. So,
𝟔
you can write P= 𝟔 = 1.
“Reasol please read the rule number 4.” Reasol: “The sum of the probabilities of
all the outcomes in the sample space is 1.
“
Example: In rolling a fair of die, each

outcome in the sample space has a
probability of 1/6. Hence, the sum of the
probabilities of the outcomes is 1. Why?
𝟏 𝟏 𝟏 𝟏 𝟏 𝟏 𝟔
It is because 𝟔 + 𝟔 + 𝟔 + 𝟔 + 𝟔 + 𝟔 = 𝟔 =1.
“Let’s do some example.”
“Everyone please read the problem All Students: “1. What is the probability of
number 1.” getting HEART from a deck of cards?”
The card is classified into 4. The

diamond, spade, club and heart. Each
classification has 13 cards. Each card
consists of ace, two, three, four, five, six,
seven, eight, nine, ten, jack, queen and
king. So, we can say,
𝟏𝟑 𝟏
P (heart) = 𝟓𝟐 = 𝟒.
“All boys please read problem number All Boys: “2. There are 20 Marbles in a
two.” container: 4 are red, 5 are blue, and 11
are yellow. What is the probability that a
𝟓
P(blue marble) = 𝟐𝟎 = 𝟒
𝟏 blue marble will be picked?”
2. Application
“Now, you are going to apply what you
have learned on our discussions. Can
you read in chorus?” “Yes ma’am.”
(The teacher clap once.) (All students are reading the following
problems below.)
Problems:
1. There are 20 marbles in a
container: 4 are red, 5 are blue,
and 11 are yellow. What is the
probability that a blue marble will
be picked?
2. The local weather forecaster said
there is a 20% chance of rain
tomorrow. What is the probability
that it will not rain tomorrow?
3. Arlene Joy got coins from her
pocket which accidentally rolled on
the floor. If there were 8 possible
outcomes, how many coins fell on
the floor?
“I need three volunteers to answer these
problems in front.” (Some student raises their hands.)
“Okay, Encilay for number 1, Quisel for

number 2 and Ib-ib for number 3.”
(The three students start answering the
problem on the board.)
3. Generalization
“As a recap, Probability is a branch of

Mathematics that deals with uncertainty.
It is a measure or estimation of how likely
it is that an event will occur. There are
four probability rules. What are those?” (Monte raises her hand.)
“Okay, Monte, give one rule of

Probability.”
Monte: “The probability of any event is a

number (either a fraction, a decimal, or a
percent) from 0 to 1.”
“Very Good! What else? Yes Gomez?”
Gomez: “If an event is sure to happen,

then the probability is 1.”
”That is the rule number three. Very
Good, Gomez! Another?”
(Uy raises his hand.)

“Yes Uy?”
Uy: “If an event will never happen, then

“Excellent Uy! For the last rule, Retes?” the probability is 0.”
“Very good! It seems like all of you are Retes: “The sum of the probabilities of all
listening well to my discussion today.” the outcomes in the sample space is 1.”
“Now, who can give an application of

probability in our daily-life?”
“Yes Angelo?”
(Angelo raises his hand.)
Angelo: “Ma’am we can apply the concept

of probability in making our decisions in
“In what way?” life.”
“Just like study harder to get a perfect

score in the third quarter test. In this
“Exactly! Do you now understand our situation I could expect a perfect score
topic today?” which means the probability is100% or 1.”
“Is there any questions or clarifications?” “Yes Ma’am.”
“Are you sure?” “No Ma’am.”
“Yes Ma’am.”
“Alright! Since there is no questions or
any clarifications, I will give you a 10-
items test to evaluate if you really
understand our lesson.”
IV. ASSESSMENT
CRISOSTOMO O. RETES NATIONAL HIGH SCHOOL
Name: _______________________________ Date : _________

Section: __________ Score: ________
Directions: Solve the following carefully, then write the correct answer on the
space provided before each number in your answer sheet.
SEE MY PROB-ABILITY!
___1. Maria Pinky is asked to choose a day from a week. What is the
probability of choosing a day which starts with S?
___2. Choosing a month from a year, what is the probability of selecting a
month with 31 days?
___3. If a letter is chosen at random from the word PERSEVERANCE, what is
the probability that the letter chosen is E?
___4. If one letter is chosen at random from the word TRUSTWORTHY, what
is the probability that the letter chosen is a consonant?
___5. The sides of a cube are numbered 11 to 16. If Nicole rolled the cube
once, what is the probability of rolling a composite number?
___6. A box contains 7 red balls, 5 orange balls, 4 yellow balls, 6 green balls,
and 3 blue balls. What is the probability of drawing out an orange ball?
___7. Of the 45 students in a class, 25 are boys. If a student is selected at
random for a field trip, what is the probability of selecting a girl?
___8. Two fair coins are tossed simultaneously. What is the probability of
showing a tail(T) followed by a head (H)?
___9. A spinner is divided equally and numbered as follows:
1,1,2,3,3,4,1,1,2,4,1,2,3,4,1,2. What is the probability that the pointer
will stop at an even prime?
___10. What is the probability of getting an 8 from a deck of 52 cards?
TABLE OF SPECIFICATION LEVEL OF SKILLS /QUESTIONS

(TOS)
Competency: Easy (60%) Average (30%) Difficult (10%)
No. of Placement No. of Placement No. of Placement
. Explain and interpret Items of Number Items of Number Items of Number
the probability of an
event. 1,4,5,6,8,
6 3 2,3,7 1 5
9
TOTAL: 10
V. ASSIGNMENT
Answer Activity 8 “Count and Answer…” on page 572 of your Mathematics Learner’s
Module to master your skills and study in advance about independent and dependent
events.
View publication stats

LESSON PLAN For Basic Concepts of Probability: February 2019

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

LESSON PLAN For Basic Concepts of Probability: February 2019

Uploaded by

Copyright:

Available Formats

See discussions, stats, and author profiles for this publication at: https://www.researchgate.

LESSON PLAN for Basic Concepts of Probability

Method · February 2019

Undergraduate Mechanical Engineering Research Projects View project

IAER offers conferences/workshop proceedings for external events View project

The user has requested enhancement of the downloaded file.

Teacher: Mhikajustin B. Ybarrita; Craig N. Refugio, PhD

Year Level: Grade 8 Subject: MATHEMATICS

“Good Morning Class...” “Good Morning Ma’am!”

“How’s your day students?” “It’s good Ma’am”

“Good to hear that! May I request

Durig: “Classmate, are you ready to

Students: “Yes, we are.”

(Everyone is praying.) Durig: “Let us all put ourselves in the

Lord God, thank you for the gift of life that

tackle all the lessons discussed by our

We ask all this in the name of Jesus.

(Students doing the sign of the cross.)

“Before you take your seats, please pick

“Alright! Only Resit is absent. If anyone of

“Now, please get your assignment and

(Students get their notebook and

Impossible Unlikely Even Chance

1. In God, nothing is __________.

(The five students are writing their

“Item number 1, correct. Items number 2

Review/Motivation (A loud applause.)

“Okay, last meeting we discussed about

“Now, what is probability?” “Any hand?” “Yes Ma’am.”

“Yes Domaboc?” (Domaboc raises his hand.)

Domaboc: “Probability is how likely

“Now, what is the difference among

“Yes Belando?” (Belando raises his hand.)

Belando: “Experiment is a repeatable

“So, what is the total outcome if I All: “6 Ma’am”

What are those outcomes? All: “6 Ma’am”

“Very Good!” All: “Sample Space, Ma’am”.

“Before we continue with our discussion

“Whatever the image you get is an

“Transfer silently class and don’t “Yes Ma’am.”

(The teacher clap once.)

“I have here an envelope. This envelope (Students go to their respective groups.)

“Okay, form a circle in your group so that “Yes Ma’am.”

(The students start doing the task.)

Activity: Budget Matters!

Use the pictures to answer the following

1. How many shirts are there?

“Are you done class?”

“Not yet ma’am.”

(The teacher clap twice.) “Okay Ma’am.”

“Alright!, all leader please prepare

Langga: “We are the Team Miemie.

(The teacher demonstrates the clap.)

“Let’s do it! 1, 2, 3, Go”

Angelo: “Upin has two upper and four

(The teacher demonstrates the clap.)

“Let’s do it! 1, 2, 3, Go”

(Students are doing the Fireworks Clap.)

“Did you enjoy it?” Some students: “It’s nice, Ma’am”

(Segayo raises her hand.)

Segayo: “Yes Ma’am I enjoy our activity

“Now, today’s lesson is all about “Yes Ma’am, we are.”

Name: _______________________ Date : _