LEARNING PLAN

MATHEMATICS 8

CONTENT STANDARD:The learner demonstrates understanding of key concepts of probability.

PERFORMANCE STANDARD:The learner is able to formulate and solve practical problems involving probability of simple events.
EU: Students will understand that the basic concept of probability through the number of occurrences of an event can be determined by the
counting techniques.
EQ: How is number of occurrence f an event determined?
How does knowledge of finding the likelihood of an event help you in your daily life?
UNPACKED COMPETENCY STUDDENT-CENTEDED ACTIVITY AND PROCEDURES

(FOR A): ACTIVITY TITLE:

A1. Illustrates an experiment, outcome, sample space and event. DO- LIST ACTIVITY

PROCEDURES:
ASSESSMENT:
Multiple choice
Which of the following situation is an event?
a. Tossing 5 coins
b. Picking a black card form a deck of cards.
c. Getting an odd number in rolling a die
d. Answering three true or false questions.
- Let the students form groups of four, let them do the
experiments (tossing 2 coins, rolling a die, picking a card
from a deck of cards, rolling 2 dice and tossing 3 coins)
and complete the table in the provided worksheet.
- Each group are ask to: a. list down all possible outcomes
of each experiments; b. list down all the outcomes in the
specified events in the worksheet; c. determine the number
of all possible outcomes (sample space) in each
experiment.
- Let the students answer the following questions:
a. Are you familiar with the different terms in the
worksheet?
b. How would you illustrate these terms? (Experiment
outcomes, events and sample space)
c. Were you able to list down all the possible outcomes
in each experiment? If not, why?
d. What difficulty did you encounter while performing
 the different experiments?
INSTRUCTIONAL MATERALS/RESOURCES:Worksheets for
experiments, outcomes, sample space and events

(FOR M):M2. Find the probability of a simple event. ACTIVITY TITLE:

 Think-Pair-Share (5 minutes)

PROCEDURES:INSTRUCTIONAL
MATERALS/RESOURCES:
- The teacher will provide 3 questions to be solved, the
students will be given 2 minutes to solve one probability
problem. They will be given 3 minutes look for a pair to
share their work. The teacher will call for volunteers to
share their solution to the class.
- Let the students answer the following questions:
a. How did you solve the given problem?
b. Did you use the same method with your pair?
c.
INSTRUCTIONAL MATERALS/RESOURCES:Experiment
Materials: Coins, Cards and Dice.

PROCEDURE:
ACTIVITY TITLE:
 Guided Practice

- The teacher will provide 5 questions to be solved. After

the given time, the students will show their solutions on
the board for checking. (misconceptions and corrections
will be done)
- Let them answer the following questions:
a. Were you able to solve the 5 problems correctly?
b. What difficulty did you encounter in solving the
probability problems?
(FOR T): ACTIVITY TITLE:
*Formulate and solve practical problems involving probability of  LET’ S HELP THEM ENJOY THEIR VACATION IN
simple events. BORA!
PROCEDURES :
Scaffold Activity
- The teacher will group the students in 7 groups with 5
members each.
- Each group will present variety of transportation package
within the allotted budget of the family.
- Each group will present their output and explain how they
arrived at these options.
- Their presentation will be graded according to the criteria:
visual appeal, computation of charge and proposal.
- After the presentation, the students will be asked the
following questions:
a. How did you come up with your transportation
packages?
b. What are the things did you consider in making these
packages?

Performance Task
ACTIVITY TITLE:
LET’S CONVINCE THE COMMUNITY

PROCEDURES:
- The class will be divided into two groups.
- Each group will conduct a 3- hours symposium informing/
educating the people, especially the students about
engaging in games of chance (those found in the local
 carnivals)
- The first group will cater the junior high school students
and the second group will cater the senior high school
students.
- The presentation should meet the following standards: use
of mathematical concepts, accuracy, organization and
delivery.
- After the task, the students will be asked the following
questions:
a. What insights did you get from the task?
b. What are the importance of probability in real life?
INSTRUCTIONAL MATERALS/RESOURCES:DepEd Module
11

Prepared : Checked: Noted: Approved:

LANY T. CATAMIN LANY T. CATAMIN ROSALIE E. CARMELO DANILO B. MONTOY, MAEM

Subject Teacher Department Head Academic Coordinator Principal