Abenion, Nikka Y.

Comprehensive Exam in Math 406

1. Discuss at least three (3) Methods of teaching in Mathematics.

Teaching methods of mathematics include lecture, inductive, deductive, heuristic or

discovery, analytic, synthetic, problem solving, laboratory and project methods. Teachers may
adopt any method according to the specific unit of syllabus, available resources, and number of
students in a class.

Problem Solving
In teaching through Problem-solving, students learn new mathematics by solving
problems. Students face with a different problem, present, and discuss solution strategies, and
together build the next concept or procedure in the mathematics curriculum.
Furthermore, teaching through Problem-solving is where students solve problems before a
solution method or procedure is taught. This enables the students to learn new knowledge by facing
the problems to be solved. The students are expected to observe, understand, analyze,
interpret find solutions, and perform applications that lead to a holistic understanding of the
concept.

Deductive
This method is a teacher-centered approach to presenting new content. We proceed from
general to particular and from abstract and concrete. The rules are given first to the student and
then students are asked to apply these rules to solve more problems. This approach is mainly used
in Algebra, Geometry and Trigonometry because different relations, laws and formulae are
used in these sub-branches of mathematics. An example is when you take two true
statements, or premises, to form a conclusion. For example, A is equal to B. B is also equal
to C. Given those two statements, you can conclude A is equal to C using deductive reasoning.
Moreover, here in deductive approach pre-established rule or formula is given to the
learners, and they are asked to solve the related problems by using that formula. Therefore, in
this method, the learner has to perform only calculation or to simplify the substituted known
values in the given formula to get the solution of the problem.

Inductive
Inductive method of teaching leads us from known to unknown, particular to general or
example to general rule and from concrete to abstract. When several concrete examples have
been understood, the learner himself is able to attempt for generalization. Thus, in this method
rules and formulas are not supplied by the teachers to the students.
In addition, here in inductive approach only various facts and examples are presented to
the learners and from where they must find out rules or establish a general formula.
Therefore, it is a method of constructing a formula with the help of adequate number of
concrete examples.
2. Make a lesson plan on topic of your choice showing the 4A’s (Activity, Analysis,
Abstraction, & Application). Make a sample of your activity to be given to your students.

4A’s Lesson Plan

July 17, 2021

Learning Competency: Solves problems involving probability. M10SP-IIIi-j-1

I. Objectives: At the end of the lesson the students will be able to:
A. identify conditional probability;
B. solve problems involving conditional probability;
C. relate conditional probability to real life situations by giving an example.

II. Subject Matter

Topic: CONDITIONAL PROBABILITY
Reference: Grade 10 Learners module pages 342 - 345
Materials: pen and paper

III. Procedure
A. Preparatory Activities
1. Review
Recall probability of independent and dependent events:

CABBAGE BALL
Materials: -Rolled used papers with questions inside -Speaker -Upbeat Music
Mechanics:
1. Pass the cabbage ball as the music plays.
2. When the music stops, whoever is holding the cabbage ball will peel the cabbage
and answer the
question written on the paper.
3. Repeat until all questions are answered. (3 questions)

2. Motivation
• Activity: Let’s Try It! (Consider the situation and answer the questions that
follow.)
A proficiency examination for certain technical skills was given to 100 employees
of a manufacturing firm. The breakdown of the examination results of the
employees are shown in the table below.

Male (M) Female (F) Total

Pass (P) 24 36 60
Fail (Q) 16 24 40
40 60 100
Suppose that an employee is selected at random from among the 100 employees
who took the examination.
1. Find the probability of P given that M has occurred.
2. Find the probability of P given that F has occurred.
3. Find the probability that the employee passed the exam, given that he was a
male.
4. Find the probability that the employee was a male, given that a passing grade
was received.
5. Find the probability that the employee was a female, given that a passing grade
was received.
B. Developmental Activities
1. Activity
a) Presentation
Sample Problem:
A mathematics teacher gave her class two tests. Twenty- five percent of
the class passed both tests and 42% of the class passed the first test. What percent
of those who passed the first test also passed the second test?
Solution:
This problem involves a conditional probability since it asks for the probability
that the second test was passed given that the first test was passed.

2. Analysis

Consider the table below showing A as the age group under 30 years old who
purchase 2 different brands of shoes.
Age Group Brand X Brand Y Total
A (under 30 years old) 6% 34% 40%
A’ (30 years and older) 9% 51% 60%
Total 15% 85% 100%

1. What is the probability that a person chosen at random purchases Brand X?

2. What is the probability that a person chosen at random is under 30 years old?
3. What is the probability that a person chosen at random purchases Brand X
and is under 30 years old?
4. What is the probability that a person chosen at random purchases Brand X
and he or she is under 30 years old?
Solution: We use a Venn diagram to show the relationship of the events.

Question for discussion: Does the occurrence of event A give information about the
probability of event X? Why or why not?
 3. Abstraction
• The teacher will explain that:
The usual notation for “event A occurs given that event B has occurred” is “A|B”
(A given B). The symbol | is a vertical line and does not imply division. P(A|B)
denotes the probability that event A will occur given that event B has occurred
already. We define conditional probability as follows:

For any two events A and B with P(B) > 0, the conditional probability of A given
that B occurred is defined by:

Two events A and B are said to be independent id P(A ∩ B) = P(A) P(B). This
is equivalent to stating that P(A|B) = P(A) and P(B|A) = P(B) if these
probabilities exist.

4. Application
Direction: Solve and show your solution. Write your answers on a separate sheet.
1. If a letter is to be selected from the word MILLENIALS, find the probability that
the letter is:
a. a vowel letters
b. a consonant letter

IV. Generalization
a. Why do you think conditional probability important?
b. Why do we need conditional probability?

In word problems, conditional probabilities can usually be recognized by words like

“given”, “if,” or “among” (e.g., in the context of samples). There are, however, no hard
rules, and you have to read the problem carefully and pay attention to the entire context
of the problem to determine whether the given probability represents an ordinary
probability (e.g., P(AB)) or a conditional probability (e.g., P(A|B) or P(B|A)).

V. Evaluation (Quiz)
Solve the following problems involving conditional probability.
1. A bowl contains 15 chips numbered from 1-15. If a chip is drawn randomly from the
bowl, what is the probability that it is:
a. 7 or 15?
b. 5 or a number divisible by 3?
c. even or divisible by 3?
d. a number divisible by 3 or divisible by 4?
2. Is a pair of die is rolled, what is the probability of rolling on an odd or a multiple of 3?

VI. Assignment
Answer page 8 of your self-learning module “Let’s Practice More”