I.

OBJECTIVES

A. Content Standard

The learner demonstrates understanding of key concepts of probability.

B. Performance Standard

The learner is able to formulate and solve practical problems involving probability of simple events.

C. Learning Competencies / Objectives

The learner counts the number of occurences of an outcome in an experiment: (a) table; (b) tree
diagram; (c) systematic listing; and (d) fundamental counting principle.( M8SP-IVf-g-1 )

Sub.competency:

The learner counts the number of occurences of an outcome in an experiment using table.

II. CONTENT

STATISTICS AND PROBABILITY

III. LEARNING RESOURCES

A. References

Learner's module

B. Materials:

Chalk, chalkboard, visuals materials, power point presentation

Teacher's Task Learner's Task

Preparations

Good evening everyone Good evening ma'am!

Let us all stand for our opening prayer (one student will lead the prayer)

Before you seat, please pick up the pieces of paper and

then arrange your chairs
(students will pick up the piece of trash
throw they see, and they will arrange their
chairs)
(checking of attendance)

Is there anyone whose absent today?

None, ma'am

A. Reviewing previous lesson or presenting new

lesson

The branch of mathematics that deals with uncertainty is

probability.

Probability is a measure or estimation of how likely it is

that an event will occur.

Activities such as tossing or flipping a coin or picking a

card from a standard deck of cards without looking which
could be repeated over and over again which have well-
defined results are called experiments. The results are
called outcomes.
Illustration:

When you roll a balanced die once, there are 6 possible

outcomes which are 1, 2, 3, 4, 5, or 6. Getting an even
number includes 3 outcomes, these are 2, 4, and 6.
Getting an even number is called an event.

The set of all possible outcomes of an experiment is the

sample space or probability space; and each individual
outcome is a sample point.

Experim Sample Samp

ent le
Space
Point

Flipping HH, HT, TH, TT HH

two coins

Rolling a 1,2,3,4,5,6 5
die

Rolling a H1,H2,H3, T3
coin and a
die
simultaneo
H4,H5,H6
usly
T1,T2,T3,

T4,T5,T6
Drawing a 13 diamonds,13 hearts, 13 spades, Quee
card from a
deck of 12 13 n of
cards clubs(ACE,1,2,3,4,5,6,7,8,9,10,jack,q heart
ueen,king) s

Queen is not a sample point because there are four

Queen which are four different sample points in a deck of
cards.

Examples:

a. Getting a TTT when flipping a coin thrice.

b. Choosing a Queen from deck of cards (any of the 4

Queens)

c. Getting an odd number(1, 3 or 5)when rolling a die

B. Establishing a purpose for the lesson

To learn and understand the key concepts of probability

and the fundamental counting principle by conducting
several experiments.

C. Presenting examples/ instances of the new lesson

Group Activity

Direction: Join Jayar and his friends perform the same
experiments. Record each outcome of your experiment.
Then fill in the blanks using the basic concepts of
probability to complete the paragraph and complete the
table.
Jayar and his friends decided to find the
number of times three heads HHH would
come up when flipping three five-peso coins
simultaneously. Every time Jayar and his
friends flip the fair coins is an ______. The
______ that they are looking for is to come
up with three: {HHH}. The ______ os the set
of all possible outcomes: {HHH}, {HTH}...
{TTT}.
 These are the results of their experiment.

Trial 1 2 3 4 5 6 7 8 9

Coin 1 H H T T H H T T T

2 T T T H T H T H T

3 T H T H T H H T T

Outco HT HT
me
T H

Is it
{HHH}
?

Yes or
no

In order to find all the ____, they have to

continue flipping the coins at least 30 times.

Questions:

1. Were you able to complete the paragraph

with the correct words?

2. After 9 trials, Jayar and his friends had 1

HHH event, is the result of the experiment
close to what have expected? What would
have they done to make it closer to what is
expected?

3. In your group, how many HHH events did

you have? Is the result of your experiment
close to what is expected? Why?

D. E Discussing new concepts and practicing new skills

Direction: You go to a restaurant to buy some breakfast.

The menu says, for food: pancakes, waffles, or home
fries; and for drinks: coffee, juice, hot chocolate and tea.
How many different choices of food and drinks do you
have? Foods/ Coffee Juice Hot Tea
drinks
(C) (J) Chocolate T
Description: This activity helps you to learn counting
techniques using table. (H)

Pancake

(P)

Waffles

(W)

Fries

(F)

Questions:

1. How many choices for food are there?

2. How many choices for drinks are there?

3. By counting, how many different choices

of food and drinks do you have?

4. If their number of choices for food is f and

d for drinks what expression helps you find
the answer quickly.
F. Developing Mastery

Direction: Analyze the problem carefully. Fill in the table
correctly and answer the questions that follows.
Let’s roll it!
You are holding a die. Your seatmate is
holding another die. If both of you roll the
dice at the same time, how many outcomes
are possible?

Side of 1 2 3 4 5 6
a die

2 3,2 6,2

6 5,6

Questions:

1. If you roll a die once, how many outcomes

are possible?

2. What are those outcomes?

3. How do we call those outcomes?

4. Rolling two dice simultaneously, how

many outcomes possible?

5. How did you find the answer?

G. Finding practical application of concept and skills in
daily living
Pancakes Biscuits Sandwich

Recess Time! Juice

Direction: You go at the canteen to buy some snacks. For Shake

foods: pancakes, sandwich, biscuit and for drinks: juice,

Soft drinks
shake, soft drinks and water. How many different choices
of food and drinks do you have? Water

Questions:

1. How many choices for foods and drinks

are there?

2. By counting, how many different choices

of food and drinks do you have?

H. Making generalizations and abstraction about the

topic

What did you learn about our lesson?

Can you give an example?

Did you find our lesson is easy?

I. Evaluating

J. Additional activities for application or remediation

Assignment:

Research about Fundamental Counting Principle.

V. REMARKS

VI. REFLECTION

A. No.of learners who earned 80% in the evaluation

B. No.of learners who require additional activities for remediation.

C. Did the remedial lessons work? No.of learners who have caught up with the lesson.

D. No.of learners who continue to require remediation

E. Which of my teaching strategies worked well?

Why did these work?

F. What difficulties did I encounter which me

Principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with other

Teachers?

Prepared by:

Roanne R. Bernardo