I.

OBJECTIVES

Content Standard: The learner demonstrates understanding of simple

probability and quantify the phrases “most likely to happen” and “unlikely to
happen”

Performance Standard: The learner is able to apply knowledge of simple

probability in mathematical problems and real-life situations.

Learning Competency: Describes the meaning of probability such as 50% chance of

rain and one in a million chance of winning. (M6SP-IVg-19)

II. SUBJECT MATTER

Topic: Simple Probability

References: Math for Life 6 pg. 404, Math Beyond Time 6 pg. 397, and Our World of
Math pg. 260

Materials: PowerPoint presentation, pictures, bond papers, ballpens, markers.

III. PROCEDURE

TEACHER’S ACTIVITY LEARNER’S ACTIVITY

A. PREPARATORY ACTIVITY

1. Prayer

Let us have a short prayer.

2. Greeting

Good morning, children. Good morning, sir.

3. Energizer

Let us sing the song “Oh It’s Math Time”. Oh, it’s Math time after all.

Oh, it’s Math time after all

Oh, it’s Math time after all

Oh, it’s Math time after all

4. Checking of Attendance

5. Recalling of the Classroom Rules

Before we begin our lesson, let us recall our Online-class

rules.

1. Be participative

2. Be responsive

3. Be productive

B. DEVELOPMENTAL ACTIVITY
1. Drill

Let us have a quick recall on how to convert fractions to

decimals and decimals to percent.

A fraction to a decimal:
Divide the denominator (the bottom part) into the
numerator (the top part):
¼  1 ÷ 4 = 0.25

A decimal to a percent:
Move the decimal point two places to the right. Then,
attach a percent sign.
0.25 = 25%

Convert the following:

a. 3/4 3/4  3 ÷ 4 = 0.75 = 75%
b. 4/9 4/9  4 ÷ 9 = 0.44 = 44%
c. 7/23 7/237÷23 = 0.30 = 30%

C. MOTIVATION

(Show a spin wheel)

Student A, what do you see in the picture? Spin wheel
Correct! In what occasion do we usually see a spin In TV shows, and raffles
wheel?
Yes, we usually see this on raffle. Now, let’s have a raffle.
I will spin this wheel and you have to guess what color it
will land. If you guess it correctly the entire class will get a
plus 2 in our activity. And if you don’t, then no plus to your
score.
Jonas, do you want to play the raffle? Yes, sir
What color would you like to choose? Red
Before I spin it, can you tell us the reason you chose red? Because it covers the
largest area among the
other colors

Do you think it will increase your chances of winning? Yes, sir.

How about the others? Do you agree with Jonas? Yes, sir

Well, let’s see.

(proceed on playing the spin wheel)

D. MODELING

From our activity, what do you think is our lesson for this About spin wheel
day all about? About raffle
About chances
Yes, its all about chances or probability.
The probability of an event is the chance or likelihood of it
happening.

(show the spin wheel)

Let us take a closer look on our activity earlier.
In this activity Jonas chose the color that covers the
largest area because he believes that it will increase his
probability of winning. And most of you agreed to him.
Let’s see if it’s true.

Let’s try to calculate the probability of each color and see

if red is really the best choice.
(solve for P(red))
How many parts is our wheel divided? It is divided into 8 parts
Then, it can land on any of those part. So, 8 will be our
total number of possible outcomes.

How many parts does color red occupied? 3 parts

Then our chance of getting a red will be 3/8

P(red) = 3/8

What is 3/8 in decimal? 0.375 or 0.38

What is 0.38 in percent? 38%
Very good!
So, the chance if winning if we choose red will be 39%

Let’s try the other color.

P(blue)? 2/8 or 1/4  0.25 = 25%
P(yellow)? 2/8 or 1/4  0.25 = 25%
P(green)? 1/8  0.13 = 13%

As we can see, red offers the highest percentage or

chance of winning - 36%. Compared to the other colors
which only offer 25% and 13%.
So, we can now say that you made the wise decision.

After solving each probability of each color, what do you P(event) = favorable
think is the formula for the probability of an event? outcomes/total no. of
(show the formula) possible outcomes

Now that we know what the formula is. Let us try to solve
more probability problems.
P(red or green)? 4/8 or 1/2  0.50 = 50%
 P(red or blue)? 5/8  0.66 = 66%
P(pink)? 0/8  0 = 0%
P(any color)? 8/8  1 = 100%
*********
(show the probability scale)
Probabilities can also be plotted on a probability scale,
which ranges from 0 or 0% (impossible) to 1 or 100%
(certain to occur). The closer the probability to 1, the more
likely the event will happen. The closer the probability to
0, the more unlikely the event will happen.

Using the probability scale. Tell me whether these events

are certain, likely, even, unlikely, or impossible.
P(blue) = 25% Unlikely
P(red or green) = 50% Even
P(red or blue) = 66% Likely
P(pink) = 0% Impossible
P(any color) = 100% Certain

Does anyone have a question before we proceed? None

E. GUIDED PRACTICE

Let us have more experiments.

1. A bag of fruit contains 3 apples, 4 oranges, 2 mangoes, Out of 10 fruits, 3 are
and 1 guava. What it the probability of getting an apple? apples, so the probability of
getting an apple is 3/10 or
30%. Since 30% is less than
50%, it is unlikely to get an
apple

2. What is the probability of drawing a white marble in a bag 0% (impossible) because

with 5 red marbles? there are no white marbles

3. How about drawing a red marble? 100% (certain)

F. INDIVIDUAL PRACTICE

Now since our lesson for today is about probability or

chances. It shall play a big role on our today’s individual
activity. How?

I will give a set of questions and a 5 minutes time frame for

you to answer. Then after that I will call one student to
explain his answer for certain number.

If the answer is correct – he or she will get a perfect 10.

If it is wrong – he or she will get a score less than 5. It

depends on how incorrect the answer is.

And for those students that doesn’t get their chance to

answer for themselves – they’re score will be the number in
between of the highest and the lowest score of the students
that I called.
Yes, sir
Do you understand?
Good. To make it simple you just need to answer all the
questions correctly so that if I happen to call you. You can
answer it correctly, hence get a perfect score for yourself and
set a good base of score for the rest of the class.
(students will do their
Okay, let’s start. activity)
(Post the activity)

January – Juan, Jonas, Mark, Kevin

February – Oscar, Johan
March – Russell, Ronalyn
April – Johan
June – Ian, Michael
July – Ronald, Jayson, Anne
August –
October – Judilyn, Rhea
November – Kenneth
December – Princess, Bien, Connie

1. What is the probability of calling a student with a birth

month of June?
2. What is the probability of calling a student with a birth
month of December?
3. What is the probability of calling a student with a birth
month of August?
4. What is the probability of calling a student with a birth
month of April?
5. What is the probability of calling a student with a birth
month of June or April?
(After 5 mins)
Now it’s time for our main event. I will now call a student that
will answer the question number 1.
1/10 or 10%
Ronalyn, what’s the answer for number 1? The number of favorable
Can you explain how did you come up with your answer? outcomes will be equals to 2
and the number of all
possible outcomes is 20.
That’s 2/20 or 1/10 which is
also equal with 0.1 or 10%

Very good, that a perfect 10 for you. And a great start for the
rest of the class.
So, class that is correct. P(June) = 1/10 or 10%.
Since we have a total of 20 students and there are 2 students
that is born on the month of June. The number of favorable
outcomes will be equals to 2 and the number of all possible
outcomes is 20. That’s 2/20 or 1/10 which is also equal with
0.1 or 10%
And 10% is what? Certain, likely, even, unlikely, or Unlikely
impossible?
Yes, that is unlikely. So, number 1 is 10% or unlikely.

Oscar, number 2 3/20 or 15% (unlikely)

Correct. It is 3/20 or unlikely to happen
How many students born on December? 3
And how many students are on the list? 20

Johan, number 3 0% (impossible)

Very good. Correct again, that is 0 or impossible. Because
there is no one in this class that has been born on August.

Princess, number 4 1/20 or 5% (unlikely)

Yes, that is 1/20 or unlikely. Johan is the only student that
has been born on April.

Last number, Bien. (student doesn’t know the

You don’t know? Just think about it. Our favorable outcomes answer)
are the month of June or April. Either of those two can be part
of that. Ian and Michael
Who are the students that were born on June? Johan
Who is the student that was born on April? Ian, Michael and Johan
Then, who are the students that were born on June or April? Sir I already know the
 answer. Its 3/20 or
unlikely.

Very good. I’m glad that you understand.

But you didn’t get it in first time so I cannot give you a 10. I
will give 9 instead. 9.5
Now, what’s the number in between of 9 and 10?
I can’t put 9.5 on my record so I will simply put 9 for the rest (Students will clap 5 time)
of you. Good job class. Give yourself 5 claps for your
excellent work.

G. GENERALIZATION

Ask the students to answer these questions orally.

1. What is probability?

2. When are two events equally likely to happen?

3. When is an event certain to happen?

4. When you hear from the weatherman that there will be an

80% chance of rain tomorrow, what does that mean?

5. Which is likely to happen, an event with 40% - probability

or one with 55% - probability? Explain.

IV. EVALUATION

It is time to find out what have you learn in our class today. When we end this call, I will
post to our group chat our 10- item quiz. You will answer that on a ¼ sheet of paper.
Answers only and write eligibly. I will give you 15 minutes to answer, to take a picture,
and to send it to me directly at my messenger account.

Directions: 60 pupils were surveyed to find out which snack is most popular with grade
6 pupils. The results of the survey is shown in the spinner. Answer the questions. Write
the answer in the blanks.

1. What is the probability that the pupil likes cheeseburger?

____________
2. What is the probability that the pupil likes hotdog
sandwich?____________
3. What is the probability that the pupil likes doughnut?
____________
4. What is the probability that the pupil likes ice cream?
____________
5. What is the probability that the pupil likes pizza or doughnut?____________
6. How many pupils like cheeseburger? ____________
7. How many pupils like hotdog sandwich? ____________
8. How many more pupils like cheeseburger than doughnut? ____________
9. Which snack is more likely to be chosen, cheeseburger or pizza? ____________
10. Which snacks are equally likely to be chosen by grade 6 pupils? ____________
Answer key:
1. 1/2 or 0.5 or 50%
2. 1/6 or 0.17 or 17%
3. 1/6 or 0.17 or 17%
4. 0% or impossible
5. 1/3 or 0.33 or 33% 9. Cheeseburger
6. 30 students 10. Pizza or doughnut;
pizza and hotdog sandwich; or
7. 10 students
doughnut and hotdog sandwich
8. 20 students

V. ASSIGNMENT

For your enrichment activities. Answer your book on page 409. It will be part of our
asynchronous class so the deadline of submission will be tomorrow. Friday until 1:00 pm
only.

Prepared by: IAN JOHNLYN M. FREYRA