Lesson Plan in Mathematics 8

Long Term Goal:

To develop the critical thinking and reasoning skills of students through problem solving.
Sub-goals:
1. To link prior knowledge to new mathematical concepts.
2. To apply mathematical concepts to real life situations.
3. To solve mathematical problem in different ways.
Research Questions:
1. Will the students be able to connect their prior knowledge to answer the problem
involving occurrences of an outcome in an event?
2. Will the students be able to solve problems in different ways?

Lesson: Occurrences of an Outcome and Probability of Simple Event.

I. Level: Grade 8

II. Competencies Addressed:

Counts the number of occurrences of an outcome in an experiment in different
ways. (M8GE-IVf-g-1)
Finds the probability of a simple event. (M8GE-IVh-1)

III. Prerequisite Knowledge/Skills

 Definitions of experiment, outcomes, sample space and event
 Concepts on ratio

IV. Objectives:
 Illustrates an experiment outcome, sample space and event
 Counts the number of occurrences of an outcome in an experiment in different
ways
 Finds the probability of a simple event
 Link prior knowledge in experiment, outcomes, sample space and event in
counting the number of occurrences of an outcome and finds the probability of a
simple event.

Aglipay East Lesson Study Team

Sheryl Joy P. Galvez/ AHS, Jovelyn A. Daquioag/VHS, Robert L. Nolasco, VHS
V. Instructional Procedures

Problem:
The school canteen offers the following menu during snack time, for food they offer
Turon, Lumpiang Shanghai, Banana Cue, and Egg sandwich and they also offer Calamansi
juice, Orange juice, and Buko juice as drinks. In how many ways can the students select their
snacks?

Possible answers for Central Angle:

Solution 1: Listing Method

 Turon and Calamansi juice
 Turon and Orange juice
 Turon and Buko juice
 Lumpiang Shanghai and Calamansi juice
 Lumpiang Shanghai and Orange juice
 Lumpiang Shanghai and Buko juice
 Banana Cue and Calamansi juice
 Banana Cue and Orange juice
 Banana Cue and Buko juice
 Egg sandwich and Calamansi juice
 Egg sandwich and Orange juice
 Egg sandwich and Buko juice
Answer: 12 outcomes

Solution 2: Fundamental Counting Principle

There are 4 foods and there are 3 drinks to choose for their snacks, therefore 4 times 3
equals 12.
Answer: 12 outcomes

Solution 3: Using Table

Lumpiang
Foods/Drinks Turon Banana Cue Egg Sandwich
Shanghai
Calamansi
TC LC BC EC
Juice
Orange Juice TO LO BO EO

Buko Juice TB LB BB EB
Answer: 12 outcomes

Aglipay East Lesson Study Team

Sheryl Joy P. Galvez/ AHS, Jovelyn A. Daquioag/VHS, Robert L. Nolasco, VHS
Solution 4: Using Tree Diagram

Food Drinks Outcomes

Calamansi Juice Turon, Calamansi Juice

Turon Orange Juice Turon and Orange juice
Buko Juice Turon and Buko juice
Calamansi Juice Lumpia and Calamansi Juice
Lumpiang Shanghai Orange Juice Lumpia and Orange juice
Buko Juice Lumpia and Buko juice
Calamansi Juice Banana Cue and Calamansi juice
Banana Cue Orange Juice Banana Cue and Orange juice
Buko Juice Banana Cue and Buko juice
Calamansi Juice Sandwich and Calamansi juice
Egg Sandwich Orange Juice Sandwich and Orange juice
Buko Juice Sandwich and Buko juice

Answer: 12 outcomes

Guide Questions for Discussion:

QUESTIONS POSSIBLE ANSWERS
What are the possible snacks of the students? Turon and Calamansi juice
Turon and Orange juice
Turon and Buko juice
Lumpia and Calamansi juice
Lumpia and Orange juice
Lumpia and Buko juice
Banana Cue and Calamansi
Banana Cue and Orange juice
Banana Cue and Buko juice
Sandwich and Calamansi
Sandwich and Orange juice
Egg sandwich and Buko juice

How many choices of snacks are there in all? There are 12 food choices of the
students.

What are the possible snacks with Buko juice? Turon and Buko juice
Lumpia and Buko juice
Banana Cue and Buko juice
Egg sandwich and Buko juice
How many outcomes are there for selecting a snack
with Buko juice? There are 4 outcomes.
How many outcomes are there for selecting a snack
with Egg Sandwich and Orange juice? There is only one outcome.

Aglipay East Lesson Study Team

Sheryl Joy P. Galvez/ AHS, Jovelyn A. Daquioag/VHS, Robert L. Nolasco, VHS
 How many outcomes are there for selecting a snack
with lumpiang shanghai? There are 3 outcomes.

How many outcomes are there for selecting a snack

with Turon and Calamansi juice? There is only one outcome.

Task 2:
What if a student is taking a snack in the canteen and
selected at random;

1. What is the ratio that a student chooses Buko

juice as a drink to the total number of
outcomes?
The ratio is 4/12 or 1/3.
2. What is the ratio that a student selects a snack
with Egg Sandwich and Orange juice to the
total number outcomes?
The ratio is 1/12.
3. What is the ratio that a student selects a snack
with lumpiang shanghai to the total number
outcomes?
The ratio is 3/12 or 1/14.
4. What is the ratio that a student selects a snack
with Turon and Calamansi juice to the total
number outcomes?
The ratio is 1/12.

How did you come up with your answers? Solution 1: Listing Method
Turon and Calamansi juice
Turon and Orange juice
Turon and Buko juice
Lumpia and Calamansi juice
Lumpia and Orange juice
Lumpiang Shanghai and Buko juice
Banana Cue and Calamansi juice
Banana Cue and Orange juice
Banana Cue and Buko juice
Egg sandwich and Calamansi juice
Egg sandwich and Orange juice
Egg sandwich and Buko juice

Total number of outcomes = 12

Number of Buko juice as a drink = 4
No. of Sandwich and Orange juice=1
No. of lumpiang shanghai = 3
No. of Turon and Calamansi juice = 1

Aglipay East Lesson Study Team

Sheryl Joy P. Galvez/ AHS, Jovelyn A. Daquioag/VHS, Robert L. Nolasco, VHS
 Solution 2: Table (refer to the
previous table)
Total number of outcomes = 12
Number of Buko juice as a drink = 4
No. of Sandwich and Orange juice=1
No. of lumpiang shanghai = 3
No. of Turon and Calamansi juice = 1

Solution 3: Tree Diagram (refer to the

diagram)
Total number of outcomes = 12
Number of Buko juice as a drink = 4
No. of Sandwich and Orange juice=1
No. of lumpiang shanghai = 3
No. of Turon and Calamansi juice = 1

To get the ratio of an event, get the

sample space over the total number
of outcomes.
Note: The ratio of the sample space and the total
number of outcomes is the probability of an event.
.

Short Drill
Problems:
1. A die is rolled once. Find the probability of
obtaining a. Total number of outcomes = 6
a. 5 a. 1/6
b. 6 b. 1/6
c. an odd number. c. 3/6 or ½
2. A box contains 3 red balls, 5 yellow balls, and
2 blue balls. If a ball is picked at random from
the box, what is the probability that a ball picked Total number of outcomes = 10
is a
a. yellow ball? a. 5/10 or ½
b. red ball? b. 3/10

Aglipay East Lesson Study Team

Sheryl Joy P. Galvez/ AHS, Jovelyn A. Daquioag/VHS, Robert L. Nolasco, VHS
VI. Summary

What have you learned from the lesson?

1. To get the probability of an event, get the sample space over the total number of
outcomes.

VII. Assessment

Solve this problems.

1. Rowel is designing a bicycle wheel like the one shown below. He decide to put 16
spokes which divide the rim into 16 equal parts.

a. What is the degree measure of each arc along the rim?

b. How about each angle formed by the spokes at the hub?
c. If you were to design a wheel, how many spokes will you use to divide the rim?
Why?
d. Assume that one of the spokes detached from the centre of the wheel and its
endpoint connect with the other endpoint of another spoke on the circle, what is
the measure of the angle formed?
e. Is it still safe to use the bicycle for a ride? Why?

Aglipay East Lesson Study Team

Sheryl Joy P. Galvez/ AHS, Jovelyn A. Daquioag/VHS, Robert L. Nolasco, VHS
UNIT PLAN

Unit Title: Circles

Unit Goal: The students should be able to formulate and find solutions to challenging situations
involving circles and other related terms in different disciplines through appropriate and
accurate representations.

Time Frame: Approximately 2o class periods

Lessons within the Unit:

I. Chords, Arcs, Central Angles and Inscribed Angles

1. Deriving inductively the relations among chords, arcs, central angles and
inscribed angles.
2. Proving theorems related to chords, arcs, central angles and inscribed angles.

II. Tangents, Segments, Secants and Sectors of a Circle

1. Illustrating secants, segments, secants and sectors of a circle.

2. Proving theorems on tangents, secants, sectors and segments of a circle.
3. Solving problems involving circles.

Aglipay East Lesson Study Team

Sheryl Joy P. Galvez/ AHS, Jovelyn A. Daquioag/VHS, Robert L. Nolasco, VHS
COMMENTS and SUGGESTIONS

FROM THE STUDENTS

1. There should be more examples showing not only a 90 degrees angle.
2. There should be examples of inscribed angle presenting additional cases such as CASE
1: Acute angle and CASE 2: Obtuse angle.
3. Point out further the terms being enumerated or mentioned.
4. Compare and contrast each cases to each other.

FROM THE OBSERVERS

1. The teacher must let the students show in class their solutions to a problem.
2. Be very specific and careful in writing terms, symbols, and equations.
3. There should be more varied examples.
4. The teacher should walk/roam around to facilitate the students’ activity.

FROM THE IMPLEMENTERS

1. Well satisfied because the expected answers were extracted from the students.
2. The sum of the base angles should be establish further why they are equal.
3. The appropriate term for intercepted arc for inscribed angle can either be intercepted
arc or subtended arc.
4. The presentation of solutions should be identified or labelled.
5. Be a keen observer. Don’t forget to ask or see to it that all learners are finish in the given
activity.
6. Be specific in every terms being used or defined.
7. Give the students time to think whether the given answer/s by their classmate/s is/are
correct or not and let them share their ideas about the answer given by their classmate/s.
8. The illustrations should be posted on the board.

FROM THE FACILITATOR

1. The teacher should roam around for him/her to categorize the solutions of the students.
2. All questions and possible answers should be in the lesson plan or research plan.
3. Include all the solutions in the research plan.
4. It must really be a detailed research plan.

FROM THE KNOWLEDGEABLE OTHER

1. The task should start with a problem solving as much as possible.
2. Refrain from asking the students “What can you observed in the figure?”
3. There should be a situation related to the topic for the students to think well.
4. The teacher as a facilitator should have a survey on the students’ activity.
5. The answers of the students should also be arranged in order for the students to see its
level of difficulty.
6. Summary must be written as conjecture and not a conclusion or a generalization.

Aglipay East Lesson Study Team

Sheryl Joy P. Galvez/ AHS, Jovelyn A. Daquioag/VHS, Robert L. Nolasco, VHS
Aglipay East Lesson Study Team
Sheryl Joy P. Galvez/ AHS, Jovelyn A. Daquioag/VHS, Robert L. Nolasco, VHS