for Learners

Mathematics VI
Fourth Quarter
Week 7 (Day 1 – 2)
Objective:
Makes listing and diagrams of outcomes and tells the number of
favourable outcomes and chances using these listing and diagrams.
MELC CODE:
MELCs 2020 M6SP-IVi-22.
Written by:
Jenefe T. Padayhag
Langon Elementary School
Tungawan District
ZamboangaSibugay
 GIYA
(Guided, Integrated, Yearning Activities)
for learners
Mathematics VI
Fourth Quarter
Week 7
Day 1 - 2

MELC:
Makes listing and diagrams of outcomes and tells the number of favourable
outcomes and chances using these listing and diagrams.

MELC CODE:
MELCs 2020 M6SP-IVi-22.

TOPIC:

Makes listing and diagrams of outcomes and tells the number of favourable
outcomes and chances using these listing and diagrams.

Written by:

Jenefe T. Padayhag
Langon Elementary School
Tungawan District
ZamboangaSibugay
References:
Teachers Guide, 21ST Century Mathletes textbook
Marjoseph H. Peres,Donnel P. Placer,Jaime R. Burgos,
Arsenio S. Dimaranan Page 342-355

Gayda, V. et al (2003). Lesson Guides in Elementary

Mathematics. Department of Education, pp. 1-11

Quality Assured by the Following:

Norlyn A. Leviste

Gina I. Lihao
Education Program Supervisor in Mathematics

Reviewed By:
Evelyn F. Importante
OIC- CID Chief EPS

Raymund M. Salvador
OIC- Assistant Schools Division Superintendent

Jerry C. Bokingkito
OIC- Assistant Schools Division Superintendent

Dr.Jeanelyn A. Aleman, CESE

OIC-Schools Division Superintendent

LESSON EXEMPLAR IN MATHEMATICS GRADE 6

Quarter 4 – Week 7
I. Learning Competency:

Makes listing and diagrams of outcomes and tells the number of

favourable outcomes and chances using these listing and diagrams.
MELCs 2020 M6SP-IVi-22.

II. Content Standard:

Demonstrates understanding of pie graphs and experimental probability.

(MELCs 2020)

III. Subject Matter: Making list and diagrams of outcomes and tells the
number of favourable outcomes and chances using these listing and
diagrams.

Reference/s: Teachers Guide, 21ST Century Mathletes textbook

Marjoseph H. Peres,Donnel P. Placer,Jaime R. Burgos,
Arsenio S. Dimaranan Page 342-355
Material/s:

IV. Pedagogy/Strategy Explicit Teaching

description: Modeling Using I do, We do and You do

V. Learning Activities: (interactive approach)

DAY 1 ACTIVITIES

A. Mini Lesson:

Good day!! children, I guess it’s time for us to learn something new today it’s all
about….make listing and diagram of outcomes and tells the number of favourable
outcomes and chances using these listing and diagrams. Don’t worry if you find some
question difficult don’t hesitate to ask question... Ok!!!

We are excited to learn something about our topic for today

teacher.
 Ok….Please pay attention as we go on to
our lesson let’s start….

Children, can you relate each illustration below with your day to day activities? Fill in
the blanks with the correct words that would make the following sentences
meaningful.
ANSWER ALL YOU CAN…..

Impossible Even chance Certain

Chance Unlikely

Ok teacher these are my possible answer:

1. To god nothing is ( Impossible)
2. Now is your (Chance) to change for a better.
 3. I’m (certain) that you can do better than what is expected of you.
4. Given the chance in math contest, I (Likely) do my best.
5. You and I have (Even) chance to succeed in life.
Teacher:
Are those words familiar to you?
Learner:
The answer of the learner (Maybe/ yes/no
Teacher:
What particular topic comes to your mind when you see the words in
illustration?
Learner:
Guide the learners to arrive the correct answer (Probability)
Teacher
What qualitative terms can be used to express probable occurrences of
events in human’s life?
Learner:
Impossible. Likely, Unlikely, Certain, chance….
Teacher:
How else can the possible occurrence or likelihood of events be
expressed?
Learner:
Can be expressed as a fraction, a decimal or a percent.
Teacher:
Based on the illustration, how do you define probability?
Learner:
Probability is the possibility of outcomes ,chances , or likelihood of events
in human’s life which can be expressed as a fraction, a decimal, or a
percent.

Example #1...Alfred is one of the 20 guests at a Christmas party. All the guests were
asked to write their names on a card and place it in a box. The card is shuffled and one
card is drawn at random to choose a winner for a prize. Since each card is as equally
to be drawn as any other, what is the chance that Alfred will win the price?

Ok, children let us find out if Alfred has a chance to win the game……..

Since there are 20 guests in the party and each of them have an equal chance to win
the prize. Alfred wins only if his card is drawn. His chances to winning the prize is
solve like this.

Solution:

Number of favorable outcomes =1/20=0.05=5%

Number of possible outcomes

Ans: So, Alfred has only 5% of chances to win the game

 REMEMBER:
When dealing with probabilities, it is important to be able to identify the
possible outcomes and listing of outcomes is exactly what it should like-given
scenario, you need to list all every possible outcomes. Usually to save writing time,
we’ll use single letters to denote outcomes. It depends on the given situation.

Another example Teacher please..

Example 2...Suppose you spin the spinner. Make a sample space for the spin.

Solution:
The spinner can land on 8 different regions. To make the sample space, list all
the possible outcomes of the spin.
Ans: The sample space is 3, 4, 5, 6, 7, 8, 1, 2.

Interesting Children isn’t it?

Yes po teacher, can you give another example please….

Yes! Sure…. Let’s now have the example #3

Megan flips the coin 3 times and records the result of each 3 flips. In order to list all
possible outcomes. As, mentioned were going to use
H=as heads
T= as tails
This means that to represent the outcome of getting “tails, heads, tails”, we’ll write
THT.
Furthermore Megan also recording the order of flips... meaning THT is different from
TTH.
Therefore the complete list of possible outcomes is HHH, HH, HT, HTH, TTT, THT,
and THH.

Teacher… Why Megan list all the possible outcomes?

So that tosure that she did not miss any result every time she flips the coin.

Wow... Teacher by listing the probable outcomes it can guide us

to arrive the nearest answer of the problem

Yes … as simple as that children..

Example #3 Look at the menu below. How many ways can you order the snack?
Hamburgers
Regular Burger
Cheese Burger
Pizza Burger

Beverages
Juice
Tea
There are more than one way to solve this problem
Solutions:
LISTING: Use R, for regular C, for cheese P, for pizza J, for juice and T for tea .
OUTCOMES: a. R,J b. R,T c. C,J d. C,T e. P,J f. P,T
The list shows that there are 6 ways to order snacks.

Tree Diagram: OUTCOMES:

Juice = Regular Burger and Juice

Regular Burger
Tae= Regular Burger and Tea
Snacks
Juice = Regular Burger and Juice
Cheese Burger
Tea = Regular Burger and Tea
Juice = Regular Burger and Juice
 Pizza Burger
Tea = Regular Burger and Tea

In the diagram, we can see that, for each of the three kinds of hamburgers, there are
two beverage choices. Thus 3x2= 6 ways to order snacks.

B. Guided Practice

Can I give you an activity to

solve children?

Budget Matters
 1. How many shirts are there?
2. How many pairs of shorts are there?
3. How many pairs of long pants are there?
4. If you will attend the party, how many choices are there?
5. If you are going to attend the mass with your family, how many passible
outfits could you choose from?

Ok, here is my Answer teacher……

1. There are 2 shirts in the diagram
2. There are 2 pairs of shorts.
3. There are 2 pairs of long pants
4. I have 8 choices to choose.
5. I f I’m going to attend a mass I have 4 possible choices of outfits to choose by
simply counting the diagram above.

Amazing you are a fast learner

How else can you find the number of possible

outcomes?

Let’s Do It!!!

By listing all the possible combination

 Suppose you want to wear all those and pair of pants
during vacation, how many combination are
Let’s Do It!!! possible?

I have 8 possible combination po

teacher

Did you find difficlty in choosing

which to wear? Why?
Let’s Do It!!!

Yes! Because there are only few pairs of

shirts and pants to combined

Aside from comfort, what do you

consider when you choose an outfit?
Let’s Do It!!!

I consider the prize… and ocassion po

teacher
 I love to be with you kids you learn very
fast……….

C. Independent practice
Direction: Make a listing or diagram of outcomes and tell the number of favourable
outcomes and chances using these Listing and diagrams.
For Numbers 1-6.
H
H

H
T

For item 1-4Find the probability of the following:

____ 1. Getting to heads.

a. ½ b. 2/3 c. ¼ d. 1/6

____ 2. Getting two tails.

a. 1 /4 b. 1/3 c. ½ d.1/5

____ 3. Getting a head and a tail.

a. 2/4 b. ½ c. 1/4

____ 4.Getting a tail on the second coin.

a. ½ b. 1/3 c. ¼ d. 2/4

Evaluation
Direction: Read understand, analyse and solve the problem carefully and choose the
letter of the correct answer and write it on the space provided before the number.
Note: show your solution on separate sheet of paper and pass it together with this
activity.
 A. Each of the 11 letters of the word “MATHEMATICS” is written on a separate
card. The card is placed and face down and shuffled. A Card is chosen at
random. what is the probability that it will show each of the following?

____ 1. The letter M.

a. 1/11 b. 2/11 c. 4/11 d. 1/11

____ 2. The letter E.

a. 3/11 b.2/11 c. 4/11 d. 1/11

___ 3. A vowel
a. 5/11 b. 3/11 c. 4/11 d. 2/11

____4. The letter T.

a. 2/11 b. 3/11 c. 5/11 d. 4/11

___ 5. A consonant letters.

a. 5/11 b. 6/11 c. 7/11 d. 3/11

For number 6-10

Read and understand

1. On a Saturday morning, you wash most of your clothes and they are still wet.
Your friends invite you to attend his birthday party and you are left with only
2 pants and 3 shirts. In how many different ways can you dress? Make a tree
diagram to show all your choices.

Tree Diagram:
Day 2- Mimi lesson
LETS TOSS AND ENJOY

Play “snake and Ladder” with siblings at home then answer the question below.

1. Roll the dice once.

a. How many possible outcomes are there?___
b. What are those outcomes? _____
c. If you want to move ahead 4 spaces, on the board then what is the
probability of rolling a rolling 4?___
d. If your friend wants to move ahead 8 spaces on the board, then what is the
probability of rolling an 8?______ Why?____

Learner Answers
1. There are 6 possible outcomes po teacher
2. These outcomes are 1, 2, 3, 4, 5, 6. Po teacher
3. I have 1/6.
4. zeropo teacher….
Teacher:
Why zero?
Learner
Because the dice has only 6 faces po teacher
Teacher:
Excellent!!!!!!!
If you are going to roll the dice twice how many possible outcomes are
there?
Learner
There are 36 possible outcomes po teacher
Teacher:
What is the probability of having “double”?
Learner
There are 6/36 po or 1/6
Teacher
What is the probability of getting a set of outcomes whose sum is greater
than 10?
Learner
3/36 po teacher or 1/12
B. Guided Practice
There are 6 possible ways for a die (singular for dice) to turn up.

a. What is the probability of rolling a 1? a 2? A 5?

b. Each number is equally to occur, so:

Number of favorable
Probability(1)= outcomes
=1/6
Number of possible

Number of Favorable
Probability (2)= =1/6
outcomes
Number of Possible
outcomes
Number of favorable = 1/6
Probability (5)= Number of possible outcomes
outcomes

c. How many ways will an even number occur?

There are 3 possible ways ( 2, 4, and 6) of rolling an even number

d. What is the probability that an even number will occur?

We have 3 even numbers ( 2, 4, 6)
 Probability ( even number)= Number of favourable =3/6=1/2 or
Number of possible
outcomes 50%
Independent Practice outcomes

Solve the following carefully, then write the correct answer on the space
provided before each number.

__________1.Darren is ask to choose a day from a week. What is the

probability a day which start with S.?
___________ 2. Choosing a month from a year, what is the probability of
selecting a month with 31 days?
___________ 3. If a letter is chosen from the random word
PERSEVERANCE, what is the probability that the letter chosen is E?
___________ 4. If one letter chosen at random from the word
TRUSTWORTHY, what is the probability that the letter chosen is a
consonant?
___________ 5. The sides of the cube are numbered 11 to 16 if Jan Renz
rolled the cube once, what is the probability of rolling of a composite number.

Evaluation
Solve the following carefully, then write the correct answer on the space
provided before each number.

_________ 1. A box contains 7 red balls, 5 orange balls, 4 yellow balls, 6

green balls and 3 blue balls. What is the probability of drawing out and orange
ball?
_________ 2. Of the 45 students in a class, 25 are boys. If a student is selected
at random for a field trip, what is the probability of a selecting girl?
_________ 3. Two fair coins are tossed simultaneously, what is the probability
of showing tail (T) first and head (H) next?
_________ 4. A spinner is divided equally and numbered as follows 1, 1 2, 3,
3, 4, 1, 1, 2, 4, 1, 2, 3, 4, 1, 2.
_________ 5. What is the probability of getting an 8 from a deck of 52 cards?
 Answer key
Independent practice day 1
1. HH
Ht
2. TH
TT
3. C
4. A
5. B
6. C
Evaluation
1. B
2. D
3. C
4. A
5. C

Day 2
1. 2/7
2. 7/12
3. 4/12 or 1/3
4. 9/11
5. 4/6 or 2/3
Evaluation
1. A
2. 5
3. B
4. D
5. B

1.