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Mathematics
Quarter 4 – Module 6
Experiment, Outcome, Sample Space
and Event
Mathematics – Grade 8
Alternative Delivery Mode
Quarter 4 – Module 6: Experiment, Outcome, Sample Space and Event

First Edition, 2020

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Ana Cleo C. Razon PhD

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Editors: Julius J. Igot EdD

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Management Team: Bianito A. Dagatan EdD, CESO V

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EPS, Mathematics

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Learning Competencies:
The learner illustrates an experiment, outcome, sample space and event (M8GE-IVf-1).

At the end of the lesson, you are expected to:

 define and identify the probability, experiment, outcomes, sample space and event of a given
situation.;
 determine the possible outcomes of a given experiment; and
 determine the sample space of a given experiment.

Lesson 1: Basic Concepts of Probability

What is it

Sample Problem:

A spinner has 4 equal sectors colored red, yellow, green and blue. What is the
chance of landing on blue after spinning the spinner once? What is the chance of landing on
red once?

Solution: The chance of landing on blue is 1 in 4, or one fourth.

The chance of landing on red is 1 in 4, or one fourth.

This problem asked us to find some probabilities involving a spinner. Let's look at some
definitions and examples from the problem above.
DEFINITION
Experiment is a situation involving chance or
probability that leads to results called outcomes.
Outcome - is the result of an experiment.
Event is one or more outcomes of an experiment.
Sample Space – is the set of all possible outcomes of
an experiment.
Probability – is a branch of Mathematics that deals
with uncertainty. It is a measure or estimation of how
likely it is that an event will occur.
EXAMPLE
In the problem above, the experiment is
spinning the spinner.
The possible outcomes are landing on
yellow, blue, green or red.
One event of this experiment is landing on
blue.
The set of all possible outcomes of the
experiment in the problem above are
landing on red, yellow, green and blue.
In symbols,
S={ red, yellow, green and blue}
The probability of landing on blue is one
fourth.

What’s More

Directions: Match the items in column A from the items in column B. Write the letter of the correct
answer on your answer sheet.
A B
1) experiment a. S = {1, 2, 3, 4, 5, 6}
1
2) outcome b. the chance of landing on 4 is
6
3) sample space c. a 6-sided dice is rolled
4) probability d. landing on 4
e. S = { 1, 2, 3, 4 }
Lesson 2: Possible Outcomes of a Given Experiment

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 What is it

Remember that an experiment is any activity that generates an observable result. The result of an
experiment is what we call as outcome.

Take a look at the examples below.

Experiment Outcomes
1) Toss a coin Head, Tail
2) Roll a dice 1, 2, 3, 4, 5, 6
3) Play a football game Win, Lose, Tie
4) Rain tomorrow Rain, No rain

What’s More

Directions: Identify the possible outcomes of the following experiment.

Experiment Outcomes
1) Taking an exam
2) Picking a ball from a box with a pink,
orange and purple balls
3) Tossing 2 coins
4) Spinning a spinner with the colors red,
yellow and blue

Lesson 3: Sample Space of a Given Experiment

What is it

 Sample space is the set of ALL possible outcomes for an experiment.

 Simple (or single) event - if an event has only one possible outcome.
 Compound event - if an event has more than one possible outcome.

When determining a sample space, you must be careful to include ALL possibilities. This may
become a difficult task when the sample space becomes very large.

Let's look at some examples below:

Activity / Experiment Sample Space as {lists}

Tossing a Coin There will be 2 outcomes in the sample space.

(simple event) {Heads, Tails}

Rolling a Dice There will be 6 outcomes in the sample space.

(simple event) {1, 2, 3, 4, 5, 6}
Rolling a Pair of Dice There will be 36 outcomes in the sample space.
(simple event) {(1,1) (1,2) (1,3) (1,4) (1,5) (1,6),
  (2,1) (2,2) (2,3) (2,4) (2,5) (2,6),
  (3,1) (3,2) (3,3) (3,4) (3,5) (3,6),

2
   (4,1) (4,2) (4,3) (4,4) (4,5) (4,6),
  (5,1) (5,2) (5,3) (5,4) (5,5) (5,6),
    (6,1) (6,2) (6,3) (6,4) (6,5) (6,6)}
Choose Outfit
(compound event)

There will be 4 possible outfit combinations

in the sample space:
Polo Shirt T-Shirt { Polo shirt–jeans–boots,
Jeans Polo shirt - jeans-sneakers,
t-shirt-jeans-boots,
t-shirt-jeans-sneakers}
Boots Sneakers

What’s More

Directions: Read each question carefully. Write the letter of the correct answer on your answer sheet.

1) What is the sample space for choosing an odd number from 1 to 11 at random?
a. S = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11} c. S = {2, 4, 6, 8, 10}
b. S = {1, 3, 5, 7, 9 11} d. S = {3, 5, 7, 9}

2) What is the sample space for choosing a prime number less than 15 at random?
a. {2, 3, 5, 7, 11, 13, 15} c. {2, 3, 5, 7, 11, 13}
b. {2, 3, 5, 7, 9, 11, 13} d. {3, 5, 7, 9, 11, 13}

3) What is the sample space for choosing 1 jelly bean at random from a jar containing 5 red, 7 blue
and 2 green jelly beans?
a. {5, 7, 2} b. {5 red, 7 blue, 2 green} c. {red, blue, green} d. S = { jelly bean}

4) What is the sample space for choosing 1 letter at random from 5 vowels?
a. {a, e, i, o, u} b. {v, o, w, e, l} c. {1, 2, 3, 4, 5} d. {a, b, c, d, e}

Assessment

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Directions: Read each item carefully. Write the letter of the correct answer on your answer sheet.
Show your solution on a separate sheet of paper.

1) It is the result of an experiment.

a. experiment b. outcome c. event d. sample space

2) It is the set of all possible outcomes of an experiment.

a. experiment b. outcome c. event d. sample space

3) It is a situation involving chance or probability that leads to results called outcomes.

a. experiment b. outcome c. event d. sample space

4) It refers to an event that has more than one possible outcome.

a. single event b. simple event c. compound event d. sample event

5) What is the sample space for choosing 1 letter at random from the word DIVIDE?
a. {d, i, v, e} b. {1, 2, 3, 4, 5, 6} c. {d, i, v, i, d, e} d. None of the above.

6) What is the sample space for rolling a spinner with 4 colors of red, green, blue and yellow?
a. {red, green, blue, yellow} b. {red} c. {red, yellow, green} d. {blue, green}

7) Which of the following is NOT a possible outcome of rolling a dice?

a. 1 b. 3 c. 5 d. 7
8) A regular dice with numbers 1-6 written on each face is rolled and a coin is tossed
simultaneously. Which of the two events have more number of possible outcomes?
a. rolling the dice c. throwing the dice and coins
b. tossing the coin d. none of the above

For numbers 9-10, kindly refer to the following:

You ordered a milk tea. You were asked for one flavor and one add-on. Below is the list of
flavor and add-ons of the milk tea shop.
Flavors: Add-ons:
Wintermelon Tapioca Pearl
Cheesecake Nata de Coco
Chocolate

9) Which of the following is a possible outcome of the above situation?

a. Wintermelon, Cheesecake and Tapioca Pearl c. Tapioca Pearl and Nata de Coco
b. Cheesecake and Tapioca Pearl d. Wintermelon, and Chocolate

10) Referring to the given milk tea flavors and add-ons, which of the following is not a possible
outcome?
a. Cheesecake and Nata de Coco c. Chocolate and Tapioca Pearl
b. Wintermelon and Chocolate d. Cheesecake and Tapioca Pearl

Republika ng Pilipinas
Kagawaran ng Edukasyon
Rehiyon VII, Sentral Visayas
Sangay ng Bohol

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 Mathematics 8
Quarter 4
Summative Assessment for Weeks 3 & 4

Directions: Read each item carefully. Write the letter of the correct answer on the space provided.

Use the diagram of parallel lines cut by a transversal line to answer numbers 1-6.

______1) What type of angle pair is ∠1 and ∠5?

a. Alternate interior angles c. Corresponding angles
b. Alternate exterior angles d. Same-side interior angles
______2) What can you say about ∠1 and ∠8?
a. congruent b. not congruent c. complementary d. supplementary
______3) Which of the following angle pairs are same-side exterior?
a. ∠ 1 and ∠5 b. ∠ 1 and ∠3 c. ∠ 8 and ∠1 d. ∠ 8 and ∠2

______4) What is the measure of angle 6?

a. 45° b. 125° c. 135° d. 5x + 95°
______5) Solve the value of x in the figure.
a. 6 b. 8 c. 10 d. 12
______6) Find the measure of angle 2.
a. 45° b. 125° c. 135° d. 5x + 95°
______7) Which of the following is TRUE about the properties of parallel lines cut by a transversal line?
a. Alternate-interior ∠ s are supplementary. c. Corresponding ∠ s are congruent.
b. Alternate-exterior ∠ s are supplementary. d. Same-side interior ∠ s are congruent.

For numbers 8-11, choose the appropriate reason to each given statement.
Given ∠KLM ≅ ∠KMJ.
Prove:m∠JKM > m∠KMJ.
a. Definition of Congruent Angles c. Given
b. Exterior Angle Inequality Theorem d. Substitution

Statements Reasons
1. ∠ KLM ≅ ∠ KMJ 8.
2. m∠ KLM =m ∠ KMJ 9.
3. m∠ JKM > ∠ KLM 10.
4. m∠ JKM > m∠ KMJ 11.

For numbers 12-15, choose the appropriate statement that corresponds to the each reason.
Given: HO ´ , ∠ OHP>∠ EPH
´ ≅ EP
´ > EH
Prove: OP ´ .
Proof:
a. ∠ OHP>∠ EPH ´ ≅ EP
b. HO ´ ´ > EH
c. OP ´ ´ ≅ HP
d. HP ´
Statements Reasons
12. 1. Given
13. 2. Reflexive Property
14. 3. Given
15. 4. Hinge Theorem
Performance Task

5
 #OOTD (Outfit of the Day)

You are planning to go for a vacation. Prepare your outfits by making combinations of your
attires. Create the following:
 3 designs for your t-shirt, blouse or polo shirt;
 2 designs for your jeans, shorts or skirts; and
 2 designs for your shoes.

Create a tree diagram for the different ways that your outfit can be worn.

RUBRICS FOR MAKING A TREE DIAGRAM OF YOUR #OOTD

This rubric is designed to measure the quality of the tree diagram created by the students in terms
of its parts, creativity, neatness and promptness.

GOOD FAIR POOR

(10 points)
The diagram has all parts of
the diagram done correctly.
Parts of a
Tree
Diagram has correct sample
space.
The student is able to
creatively make their own
tree diagram.
Creativity
The outfits were designed
with appropriate and
attractive colors and style.
The student was able to
correctly complete tree
diagram and it is done
neatly.
Neatness
Teacher can visibly see all
parts drawn correctly, see
and understand each
picture, see and understand
sample space.
The performance task is
Promptness
submitted on time.
(7 points)
The diagram is done with
fewer than 3 errors.
Diagram has sample space,
with fewer than 3 errors.
The student is able to create
their own tree diagram.
The outfits were designed
with simple colors and style.
The student was able to
correctly complete half of the
tree diagram and it is done
neatly.
Teacher can visibly see some
parts drawn correctly, see
and understand majority of
picture, see and understand
sample space.
The performance task is
submitted one day after the
given deadline.
(4 points)
The diagram has more than
3 errors.
Diagram does not display
correct sample space.
The student is unable to
create tree diagram on their
own.
The outfits were designed
with decent colors and
style.
The student was unable to
create a tree diagram and
was unable to do it neatly
enough to be seen and
understood.
Sample space could not be
read.
The performance task is
submitted two days, a
week, or more after the
given deadline.

References

Abuzo, E. et.al (2013). Mathematics 8 Learner’s Module. Pasig City: Department of Education-Bureau of
Learning Resources (DepEd-BLR).

Math Goodies, (2020). Probability. Retrieved from https://tinyurl.com/y5k4cub6

Sample Spaces and Tree Diagrams. (2012). Retrieved from https://tinyurl.com/y6sq4vpw

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 Answer Sheet

Name: __________________________________________________________
Grade & Section: ________________ Score: _______

Quarter 4 – Module 6

Lesson 1
What’s More
1.
2.
3.
4.

Lesson 2
What’s More
1.
2.
3.
4.

Lesson 3
What’s More

1.
2.
3.
4.

Assessment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.