CAGAYAN STATE UNIVERSITY

Centro 02, Sanchez Mira, Cagayan

SANCHEZ MIRA NATIONAL HIGH SCHOOL
Magacan, Sanchez Mira, Cagayan

A DETAILED LESSON PLAN IN

MATHEMATICS 8

Prepared by:

CHRISTINE GRACE G. ILAN

Practice Teacher

Checked by:

JONALYN P. CARDENAS
Cooperating Teacher

Noted by:

HARRY B. COLLADO
School Principal

Presented to:

LOUIE B. VILLANUEVA, Ph. D.

Practice Teaching Instructor

MELBA B. ROSALES, Ph. D.

Dean, College of Teacher Education

Date of Execution:

March 04, 2020

 I. OBJECTIVES
At the end of the lesson, the student must be able to:
a. distinguishes the different terms involve in probability such as probability
experiment, outcome, event, sample space and sample point.
b. develops unity and cooperation on the activity called “Who wants to be a
Millionaire” that will be carried out; and
c. applies the basic concepts of probability of events in solving real-life
problems.

II. SUBJECT MATTER

Topic: Basic Concepts of Probability
Resource: Mathematics Learner’s Module 8 page
Materials: Flashcards 6-sided die
A Deck of Card Coin
Projector PPT Presentation
Worksheets Colored Cards
Prizes (Indicated on page 3)
Boxes Illustration boards
Tarpapel
Activating Strategy: Flash cards
Teaching Strategies: Interactive-Collaborative-Inductive
Evaluation Strategy: Individual activity (Worksheet)

III. PROCEDURE

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. Preliminary Activities
1. Greetings
Good morning class.
Good morning ma’am
2. Prayer
May we all stand for an opening
prayer. (Students will stand.)

_____________, kindly lead the

prayer. Merciful Father grant us we pray You,
earnestly to desire, prudently to study, rightly
to understand, and perfectly fulfill all what is
pleasing to You for the praise and glory of
Your name. may we eagerly seek the truth,
resolutely do justice in our lives, and
unceasingly filled in our hearts with
compassion for all your sons and daughters
and in all things, you be glorified, Amen.

Remain standing and kindly pick up

the pieces of papers, candy wrappers
or any litters under your chairs, if
none, arrange your chairs and take (The students will do as told.)
your seats.

None, ma’am.
3. Checking of Attendance
 Monitor, is there any absent today?

Very good. Maintain your perfect

attendance.

4. Review of the past lesson.

Before we proceed to our discussion,
let us recall first the concept in
simplifying and converting fractions to
percentage.
Yes, ma’am.
I have here some flashcards that
contains fractions and I want you to
simplify and convert it into percentage.
Understand?

Flashcards:
12
12 16
48

5 4
15 20

7 18
14 38

4 36
Answer:
16 52 12 1 1
= (simplified), x100=25% (percentage)
48 4 4
12 3 3
= (simplified), x100=75% (percentage)
16 4 4
5 1 1
= (simplified), x100=33.3%
15 3 3
(percentage)
4 1 1
= (simplified), x100=20% (percentage)
20 5 5
7 1 1
= (simplified), x100=50% (percentage)
14 2 2
18 9 9
= (simplified), x100=47.37%
38 19 19
(percentage)
4 1 1
= (simplified), x100=25% (percentage)
16 4 4
B. Motivation
Now, that you have mastered how to 36 = 9 (simplified), 9 x100=69.23%
simplify and convert the fractions to 52 13 13
percentages, you are now ready to (percentage)
learn our new topic.
 I have here some colored cards. Please
pick one and pass.

Some colored cards have X mark in it.

If you have that card with X mark, you
are one of the lucky students who has
the chance to play the game “WHEEL
OF FORTUNE”. (Students will pick one card each.)
Anyone who got a card with x mark,
please come and join me here in front.

Now, you will play game “WHEEL

OF FORTUNE” where you have a
chance to win the following prizes,
1 Nova Snack (Students with X marked cards will come in
1 pack chocolate front.)
1 Piattos Snack
1 ballpen
1 pack chubby chocolate
1 fudgee bar
1 chocomucho
Php 50.00

I will spin the wheel and each of you

will tell me when to stop the spin.
Take note that in the “WHEEL OF
FORTUNE”, you also have a chance
to lose the game when you got the
word “SORRY” in the spinning wheel.
So, it’s just a matter of luck!

Let’s start!

(Selected Students will spin the wheel)

“WHEEL OF FORTUNE”

Congratulations to all our winners!

You may claim your prizes after our
class. And for those who didn’t get the
prize, better luck next time!

You may take your seats.

C. Presentation
The game that we have played is an
example of scenario where you can
take a chance. What are the chances
that you can get from the given
activity?
 That’s correct! Chances to draw X marked card.
Chances to win a prize.
And these are some examples of Chances to spin the wheel of fortune.
probability! In this lesson, you will Chances to lose the game.
learn the basic terms involved in
probability and how to calculate the
probability of a simple event.

D. Discussion
What is Probability?

Well said. The examples that we had a Probability is a branch of Mathematics that
while ago are examples of probability. deals with uncertainty. It is a measure or
Can you give an example? estimation of how likely it is that an event
will occur.

In probability, we have that so-called

probability experiment. What is a How likely to happen that someone may give
probability experiment? me a cellphone on my birthday, how likely to
happen that today will rain…etc.

I will show some example of

probability experiment then identify
what activity I’m doing. Probability experiment is an act that may
result to a specific outcome.

That’s right! 1. rolling a die,

Can you cite some examples of 2. flipping a coin
probability experiment? 3. picking a card from the standard deck of
cards

Exactly! How do you call the result of

the probability experiment?
Spinning a wheel, picking a number on a
Very good. Can you give me some fishbowl, lotto, etc.
examples of outcomes?

Outcome, ma’am.

When you conduct an experiment,

there are several possible outcomes. The 3 dots resulted from the rolled die, a
For example, I have a die. What are the queen of heart from the deck of cards, and
possible outcomes we can have? head or tail from flipping a coin.

How many possible outcomes?

Precisely! Getting an even number
includes how many outcomes? 1, 2, 3, 4, 5, 6., ma’am.

What are the possible outcomes? 6 possible outcomes, ma’am.

From the given example, an even

number is an example of an event. 3 outcomes, ma’am.
What do we mean by event?
2, 4, 6, ma’am.
Can you give other examples of an
event?

Event is a specific outcome

In probability, we have that so-called
sample space or probability space and
sample point. Getting a heart on a deck of cards, getting a
tail when you flip a coin, getting a winning
Here’s an illustration of sample space lotto number, getting an ace heart on the deck
and sample point. of card, getting a king on the deck of card.
Experiment Sample Sample
Space Point
Flipping two HH, HT, HH
coins TH, TT
Rolling a die 1,2,3,4,5,6 5
Rolling coin H1, H2, T3
and a die H3, H4,
simultaneously H5, H6,
T1, T2,
T3, T4,
T5, T6
Drawing a 13 Queen
card from the Diamonds, of
deck of 52 13 Hearts, Hearts
cards. 13 Spades,
13 Clubs

From the given illustration, who can

differentiate sample space from a
sample point?

Precisely.

The Probability of an event, P(event),

is a number from 0 to 1 which tells Sample space or probability space is the set
how likely the event is to happen. of possible outcomes of an experiment while
sample point is an individual outcome.
P(event)=
Number of favorable outcomes
Number of all possible outcomes

For example, what is the probability

that you will get 3 when you roll a die?
 Why?

1/6 ma’am.
Very good. Let’s have another
example. The number of favorable outcomes is 1 since
What is the probability of getting a tail there is just 1 face with 3 dots in a die and 6
when you toss a coin? is the number of all possible outcomes when
you roll a die.
Why?

Very good. Now, observe this ½, ma’am.

probability line.
Impossible Unlikely Even Chance Likely Because there are only 1 tail in a coin and 2
Certain
possible outcomes which is the tail and a
0 ¼ ½ ¾ head.
1
0 0.25 0.5 0.75
1
0% 25% 50% 75%
1

From the probability what can you

observe?

I observed that the probability of an event can

If an event will never happen, what is be expressed as a fraction, decimal or
the probability? percentage, ma’am.

Yes, you’re correct. What would be

the probability of an event of getting 0, ma’am.
an 8 when a single die is rolled?

0 because
How about when an event is sure to 0
P (8) = =0.
happen? 6

Exactly. For example, if a die is rolled,

the probability of getting a number less It means that the probability is 1 ma’am.
than 7 is 1 because P (number less than
6
7) = =1.
6

Based from the examples we had a

while ago, what do you think is the
sum of the probabilities of all
outcomes in the sample space?

For example, in flipping a coin, the The sum of the probabilities of all outcomes
probability of getting a tail is ½, in the sample space is 1
P(T)=1/2 and getting a head is also
1/2, P(H)=1/2. If you add all the
 probabilities, you will get 1.

E. Generalization
To sum up what we have discussed
today, I will flash some questions on
the board, and I want you to answer it.

How do we get the probability of an

event?

We get the number of favorable outcomes

divided by the number of all possible
outcomes, ma’am.

Or
Number of favorable outcomes
P(event)=
How do we call a number line that is Number of all possible outcomes
used to show likelihood?

In the probability line, what is the

probability that you will get an even Probability line, ma’am.
chance?

What do you call the measure or

estimation of how likely it is that an 50% or 1/2, ma’am.
event will occur?

F. Values Integration
Explain this quotation Probability, ma’am.
“Life is a school of probability.” –
Walter Bagehot

Life is full of probabilities and chances.

Sometimes our life can be uncertain for many
instances, but we need to believe that our
dreams are always possible even we are
You are all right. Always believe that uncertain that we can hurdle our struggles in
anything impossible is probable. life, ma’am.

G. Application
For our next activity, we will have a
game called “Who wants to be a
Millionaire.” Do you know that game,
class?

Since you are familiar with the game, I

will just simply present its mechanics. Yes, ma’am.
But before that, I will group the class.
The color of the card that you have
picked a while ago will determine your
group. The red group will stay at the
right-front side, the green group will
stay at the center-front, the blue group
will stay at the left-front side, the
yellow group will stay at the right-
back side, the pink group will stay at
the center-back, the violet group will
stay at the left-back side, the yellow
green team will stay at the most right-
back side, as well as the orange team
and brown team. . Please proceed to
your respective groups and form a
circle.

I will provide each group an (Students will do as told.)

illustration board where you can write
your answers for every question of the
game.

Here are the mechanics of the game.

Mechanics of the game:

Each group will answer the following
questions for 20 seconds by writing the letter
of your answer on the board provided. Each
group will obtain 1 point for each correct
answer. The group/s who obtained the highest
score will be the millionaires of the game.
Let’s begin!

Question 1

Question 2

Question 3

Question 4

Question 5
 Question 6

Question 7

Question 8

Question 9

Question 10

Question 11

Question 12
Congratulations! You are all
outstanding in your own ways!

IV. EVALUATION
Before we go further, please go back to your seats and arrange your change properly.
To test if you really understand our discussion today, you will answer the problems
on the worksheet that I will be providing. Do it for maximum of 7 minutes.
(See the attachment for the worksheet)
 Time’s Up! Exchange your papers with your seatmate.
Answers:
1.2/7
2.4/12=1/3
3.9/11
4. 5/25=1/5
5. 20/45=4/9

V. ASSIGNMENT
A. Follow-up (Practice)
Five red candies are left in a bag of 40 different colored candies.
1. What is the probability that you will get a red candy?
2. What are the chances of getting a red one when you pick again?
3. What is the probability that you will a different colored candy?
B. Advancement
Reference: Mathematics Learner’s Module page 578-579
1. What are the fundamental counting techniques in probability?