Mathematics Lesson Plan

Year: 8 Unit: Algebra Lesson: Week 6-7 Time: 4 x 40 minutes

Standard Competence: Learning Objectives: Resources:
8.1 Calculate the probability of a single event as either a fraction, - Students know the difference of - PowerPoint presentation
decimal or percentage.
possibility and probability. - Worksheets
8.2 Understand and use the probability scale from 0 to 1.
8.3 Form a tree diagram to represent probability. - Students are able to expect the
total possible outcomes.
- Students know that probability
is expressed as a fraction,
decimal, or percentage.
- Students are able to form a tree
diagram (possibility diagrams).
Indicators Assessment Learning Activities Guide
Methods
Students are (7 mins) Introduction: Learning objectives, discuss about Students’ prior knowledge:
intrigued and are Q+A definition of possibility Performing basic arithmetic
willing to raise their bearing results in the form of
hand to reflect their What is possibility? We use the word on a daily basis, but what does it fraction, decimal, or percentage.
attention to the Key Question: mean? And how does it relate to probability?
teacher. Why is this Check comprehension: ask
important? For instance, I can open this bottle of water and spill it all over you, it students to raise their thumbs all
is possible isn’t it? Is it probable though? the way up, middle, or all the
 way down.

Q+A (10 mins) Explanation: Simple probability question to introduce the

format
Students can recreate Key Question: 1. Our world is full of uncertainties. However, probability is the
the probability format How do you way to go to make us certain about something. Why??
on their own. write 2. Because in probability, we attempt to actually calculate your
probability in odds. The likelihood of something happening.
math? 3. Let’s start simple, oftentimes before playing soccer, we toss a
coin to decide who gets to pick the goal side.
4. How do we write the probability of a coin toss? We need to
first identify the possible outcomes and then, separate them in
a tree diagram and make the total possible outcome the
denominator.
5. We can see that if we total the probability of each outcome,
we’ll get 1. This is always the case with probability, like what
I mentioned earlier.
6. Now, what if we toss the coin twice? What are the possible
outcomes? Let’s form the tree diagram again.

Students work on the Q+A and (8 mins) Activity: When you turn 21 years old, chances are, you’ll try Hand out worksheet and go
worksheet and ask worksheets to go to a casino and try your luck in there. In casinos, they use dice around to help students
when they do not and cards in a lot of games. For now, let’s try to calculate the
understand Key Question: probability of throwing a die. Maybe later you’ll get the hang of it and
What are the win money, we’ll never know.
steps in solving
this problem?
(5 mins) Self Reflection: Questions to ask students Encourage students to reflect, if
1. Tell me one thing you have learnt today, be it academically, or students are hesitant, mention
not. their name.
2. Is there anything you don’t understand yet? What is it exactly?
Let me help narrow it down.
3. I’m human too. I need reflection just as much as you do. Is
there any suggestion for the next lesson?