8

Mathematics Activity
Sheet
Quarter 4 – MELC 7
Count the Number of Occurrences of an
Outcome in an Experiment

REGION VI – WESTERN VISAYAS

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Mathematics 8
Activity Sheet No. 7
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Mathematics Activity Sheet

Writer: Charlotte Giane O. Zapata

Content Editor: Felsie D. Obuyes
Illustrator: Charlotte Giane O. Zapata
Layout Artist: Charlotte Giane O. Zapata
Schools Division Quality Assurance Team:
Calin A. Bernales
Judith P. Tu
Elenia P. Baranda
Division of Capiz Management Team:
Salvador O. Ochavo Jr.
Jose Niro R. Nillasca
Segundina F. Dollete
Shirley A. de Juan
Elenia P. Baranda

Regional Management Team

Ramir B. Uytico
Pedro T. Escobarte Jr.
Elena P. Gonzaga
Donald T. Genine
Adonis A. Mosquera

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 Welcome to Mathematics 8

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Capiz and DepEd Regional Office VI - Western Visayas through
the Curriculum and Learning Management Division (CLMD). This is developed to
guide the learning facilitators (teachers, parents and responsible adults) in helping the
learners meet the standards set by the K to 12 Basic Education Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Mathematics Activity Sheet will help you facilitate the teaching-learning
activities specified in each Most Essential Learning Competency (MELC) with minimal
or no face-to-face encounter between you and learner. This will be made available to
the learners with the references/links to ease the independent learning.

For the learner:

The Mathematics Activity Sheet is developed to help you continue learning

even if you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.

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 Quarter 4, Week 7

LEARNING ACTIVITY SHEET NO. 7

Name: ______________________________ Grade Level and Section: __________
Date: __________
MATHEMATICS 8 ACTIVITY SHEET
Count the Number of Occurrences of an Outcome in an Experiment: (a) Table; (b)
Tree Diagram; (c) Systematic Listing; and (d) Fundamental Counting Principle

I. Learning Competency
 Counts the number of occurrences of an outcome in an
experiment: (a) table; (b) tree diagram; (c) systematic listing; and
(d) fundamental counting principle. (M8GE-IVf-g -1)

II. Background Information for Learners

There are four ways to count the number of occurrences of an outcome in

an experiment. These are using (a) table, (b) tree diagram, (c) systematic listing
and fundamental counting principle.
Table – it is a figure that shows the first row and first column in each event.
Tree Diagram – it is a device consisting of line segments emanating from a
starting point and from the outcome point. It is used to determine all possible
outcomes of a probability experiment.
Systematic Listing – it is an organized or systematic way of listing the
outcomes of an event.
Fundamental Counting Principle – states that we can find the total number
of ways different events can occur by multiplying the number of ways each event
can happen. If we have x ways of doing event 1, y ways of doing event 2, and z
ways of doing event 3, then we can find the total number of ways of doing events1,
2, and 3 by getting the product of x, y, and z

Example: Tossing two coins

A. Table B. Tree diagram
1st toss Head (H) Tail (T)
nd
2 toss

Head (H) HH TH
Tail (T) HT TT

C. Systematic Listing D. Fundamental Counting Principle

HH, HT, TT, TH 1st toss 2nd toss
2 x 2 = 4 possible outcomes

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 Situation: One Saturday morning, Joy washed most of her clothes. She has two
pants and three shirts left in her cabinet. In how many different ways can she dress?
Count the number of occurrences of an outcome in an experiment using table, tree
diagram, systematic listing and fundamental counting principle.

A. Table
Shirts Shirt 1 Shirt 2 Shirt 3
(S1) (S2) (S3)
Pants
Pants 1 (P1) S1, P1 S2, P1 S3, P1
Pants 2 (P2) S1, P2 S2, P2 S3, P2

B. Tree Diagram

C. Systematic Listing
P1, S1 P2, S1
P1, S2 P2, S2
P1, S3 P2, S3

D. Fundamental Counting Principle

Pants Shirts
2 x 3 = 6 possible outcomes

III. Accompanying DepEd Textbook and Educational Sites

Mathematics Learner’s Module 8
Module 11: Introduction to Probability pp. 571- 573
Lesson 1: Basic Concepts of Probability

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 IV. Activity Proper

Exercise 1
Direction: Read and understand the situation below. Answer the questions that
follow.
Situation: Mrs. Hernandez and her husband plan to have two (2) children.
Make a table showing the possible order of their two children. How many possible
outcomes are there?

Exercise 2
Direction: Read and understand the situation below. Answer the questions that
follow.

Situation: If the pandemic is over, you and your family are planning to a have a
vacation tour this coming May. Your choices are Boracay (B), Damires Hills (D), and
The Ruins(T). Find the number of ways that you can visit one tourist spot per day.
a. Present your itinerary using a tree diagram.
b. How many possible outcomes are there?

Exercise 3
Directions: Find the number of ways that section Aristotle can elect a
president and a secretary in their class.
a. Show your answer using systematic listing.
b. How many possible outcomes are there?
c. Use the fundamental counting principle in counting the number of an outcome
in an experiment. Compare your answer with letter b.

A = {Mike, Anne, Thelma, Herman} or N = {M, A, T, H}

The task consists of two parts:
1. Choose a president
2. Choose a secretary

V. Reflection:

1. What have you learned in the lesson?

_________________________________________________________
_________________________________________________________
2. How can you apply it to real- life situation/s?
________________________________________________________
________________________________________________________

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Exercise 1
1st Baby Boy (B) Girl (G)
2nd Baby
BB GB
Boy (B)
BG GG
Girl (G)
Exercise 2 Exercise 3
a. President Secretary
M A
M T
M H
A M
A T
A H
T M
T A
T H
H M
H A
H T
b. 12 possible outcomes
c. 4 (3) = 12 possible outcomes. The
answers are the same.
Answer Key
References for Learners

 Mathematics Learner’s Module 8

Module 11: Introduction to Probability pp. 571 - 573
Lesson 1: Basic Concepts of Probability
 MELC