Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:

29 Mathematics 8 FOURTH 60
Learning Competency/ies: counts the number of occurrences of an outcome in an experiment: Code:
(a) table; (b) tree diagram; (c) systematic listing; and (d)
(Taken from the Curriculum Guide) M8GE-IVf-g-1
fundamental counting principle.
Key Concepts / Understandings number of occurences of an outcome in an experiment; table, tree diagram, systematic listing, fundamental
to be Developed counting principles
Adapted Cognitive Process
Domain Dimensions (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or List all possible outcomes in an experiment using the tree diagram technique
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Solve mathematical problems using tree diagram technique
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Organize pattern for the tree diagram technique
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Valuing Appreciate patterns

Values Valuing Organize given information

2. Content Counting Techniques: Tree Diagram Technique

3. Learning Resources MSA (STATISTICS AND PROBABILITY)

4. Procedures
4.1 Introductory Activity CHECKING PRIOR KNOWLEDGE: The teacher asks students about their ideas on to what and how is the
5 minutes tree diagram important in solving problems?
4.2 Activity The students are going to answer the given question.Mr. and Mrs. Lopez have three children, list all the
possible outcomes for the genders of the children. Let the students share their answer to the class and ask
10 minutes them how did they come up with their answers. After the sharing teacher give follow up discussion for
clearer understanding about the topic.
4.3 Analysis
What is tree diagram technique? How to list all outcomes using tree diagram techniques?
10 minutes
4.4 Abstraction LECTURETTE: The teacher conducts whole class discussion.A Tree Diagram is a device used to list all
possibilities of a sequence of events in a systematic way. This is also useful in determining the probability of
10 minutes
events.

PAIRS CHECK: The students are going to find for a partner. Then the teacher gives each pair a problem.
Person 1 does the first problem, while person to acts as a coach. When they agree on the solution they
4.5 Application move to the next problem. Draw a tree diagram to solve the problem.
1.) A food chain sells value meals of hamburgers with a choice of the following items: softdrink french-fries,
or sundae. Draw a tree diagram to find all possible selections a customer can make.
2.) If three coins are tossed, in how many ways can they land?

10 minutes
4.6 Assessment
Analyze carefully the problem then answer what is asked for. "One of your
dreams is to have a new cell phone. You went to a cell phone dealer and he
Anlysis of Learners' Products
5 minutes gave you the following options. How many available cell phones could you
choose from? (see attachments for the illustration)

4.7 Assignment
Enhancing / improving the Instruct students to formulate atleast 3 problems and let them answer it
5 minutes day’s lesson through illustrating a tree diagram.

4.8 Concluding Activity

Make a comparison between using the table or the tree diagram technique, and which do you think is better
5 minutes between the two?

5.      Remarks

6.      Reflections

A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning strategies worked well?

Why did these work?

F.   What difficulties did I encounter which my

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:

Name: School:

Position/
Designatio Division:
n:
Contact Email address:
Number:
 Date:
Day 29 - February
22, 2018
Code:

M8GE-IVf-g-1

ystematic listing, fundamental

m technique

as on to what and how is the

e three children, list all the

r answer to the class and ask
follow up discussion for

echniques?

m is a device used to list all

n determining the probability of

er gives each pair a problem.

agree on the solution they

g items: softdrink french-fries,

make.
at is asked for. "One of your
o a cell phone dealer and he
lable cell phones could you
on)

s and let them answer it

nd which do you think is better

Brand:

L Oo V E
Colors: white (W), red (R), yellow (Y),
gray (G), blue (B)
Models: X, K, P
Questions:
1.How many brands are there? ____________
2. How many colors are available? ____________
3. How many models are given? ____________
4. Show the tree diagram which can be used to find the total number of choices.
5. Based on the illustration, how many available cell phones could you choose from?_________

ASSESSMENT (ANSWER KEY)

1. 4
2. 5
3. 3
4. Tree diagram
5. 60