Mathematics 8

Quarter 4
Self-Learning Module13
Table, Tree Diagram and
Systematic Listing
Mathematics – Grade 8
Quarter 4 – Self-Learning Module 13: Table, Tree Diagram and Systematic
Listing
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Jenifer J. Gregorio

Editor: Cristina DC. Prado
Reviewers: Ma. Cynthia P. Badana; Ma. Victoria Peñalosa; Glady O. Dela Cruz
Illustrator: Edison P. Clet
Layout Artist: Anthony G. Fijo
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
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Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

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Pasig City
Mathematics 8
Quarter 4
Self-Learning Module 13
Table, Tree Diagram and
Systematic Listing
Introductory Message

For the Facilitator:

Welcome to the Mathematics Grade 8 Self-Learning Module on Table, Tree

Diagram and Systematic Listing!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the self-learning module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this self-
learning module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Moreover, you are expected to encourage and
assist the learners as they do the tasks included in this self-learning module.
 For the Learner:

Welcome to the Mathematics Grade 8 Self-Learning Module on Table, Tree

Diagram and Systematic Listing!

This self-learning module was designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning material while being
an active learner.

This self-learning module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATION

1. Count the number of occurrences of an outcome in an experiment using

Table, Tree Diagram and Systematic Listing.

PRETEST

Directions: Read each question carefully and choose the letter that corresponds to
the correct answer.

1. Suppose you toss two 5-peso coin once, how many possible outcomes are there?
A. 1 C. 4
B. 2 D. 8

2. Two dice are rolled, how many possible outcomes are there?
A. 6 C. 12
B. 18 D. 36

3. Double O’s Café serves two desserts: cake and a pie. They also served three
beverages: coffee, tea or juice. Suppose you choose one dessert and one beverage.
How many possible outcomes are there?
A. 6 C. 4
B. 2 D. 1

4. A department store sells 3 different suit jackets, 3 different shirts, and 2 different
pairs of pants. How many different suits consisting of a jacket, shirt, and pants
are possible?
A. 20 C. 12
B. 18 D. 8

5. How many 2-digit number can be formed from the numbers 1, 2, 3, 4, and 5 if
repetition is allowed?
A. 10 C. 20
B. 15 D. 25

RECAP
Direction: Match each in column A with its description in column B
 A B
1. Experiment a. the set of all possible outcomes of an experiment
2. Outcome b. is the subset of the sample space
3. Event c. any possible results of the experiment
4. Sample space d. is a meaning collection of things
5. Set e. the set of things that belongs to the set
f. the process that has a number of possible
outcomes

LESSON

Counting the number of occurrences of an outcome Using Table, Tree Diagram

and Systematic Listing

Have you ever heard a barista from Starbucks coffee claiming that they have
85,000 combinations of coffee to enjoy with? You can add caramel, a squirt of cream
and vanilla instead of chocolate.
When a company had this claim, they are using different variations on their
favorite drinks or different ways to serve their coffee. This company uses a table, a
tree diagram, or a systematic listing to make this claim.
Example 1. When you toss a coin, there are 2 possible outcomes: “head” or “tail”.
List all the possible outcomes and how many possible outcomes are there for the
experiment of tossing two coins (a 1-peso coin and a 5- peso coin)?
Solution: The list of possible outcomes for the experiment is shown in the table
below,
1-peso coin 5-peso coin Outcome
Head (H) Head (H) H H (both heads)
Head (H) Tail (T) H T (1-peso coin head, 5-pesos coin tail)
Tail (T) Head (H) T H (5-peso coin head, 1-pesos coin tail)
Tail (T) Tail (T) T T (both tails)

Listing the outcomes, we have HH, HT, TH, TT. The total number of possible
outcomes is 4.

Aside from using table, you can use a Tree Diagram to help you find the
possible outcomes using branches to list choices. It is a simple way to represent the
sequence of event.
Using the Tree Diagram

START

H T
Toss #1

H T H T
Toss #2

Listing all the possible outcomes we have HH, HT, TH, TT. There are 4 total number
of possible outcomes.

H
H
T
Start
H
T
T

Example 2: Use systematic listing in writing all the possible outcomes for the
experiment in rolling a die. Determine the total number of outcomes.
Solution: In rolling a die we have 6 possible outcomes. They are
1, 2, 3, 4, 5, 6.

Example 3: List all the possible outcomes and determine the total number of
outcomes when a die is rolled and a coin is tossed.
Solution: By systematic listing the possible outcomes are (1, H), (1, T),
(2, H), (2, T), (3, H), (3, T), (4, H), (4, T), (5, H), (5, T), (6, H), (6, T). The total number
of outcomes is 12.
Using the table to show all the possible outcomes
Coin/Die 1 2 3 4 5 6
Head (H) (1, H) (2, H) (3, H) (4, H) ((5, H) (6, H)
Tail (T) (1, T) (2, T) (3, T) (4, T) (5, T) (6, T)
 The possible outcomes are { (1, H), (1, T), (2, H), (2, T), (3, H), (3, T), (4, H),
(4, T), (5, H), (5, T), (6, H), (6, T) }. The total number of outcomes is 12.
Using the tree diagram

H T

Example 4: Natalie is ordering a milk tea. She could have a small, medium or large
milk tea. She has a choice of wintermelon, okinawa or salted caramel. How many
different choices of milk tea can she have?
Solution: Make a tree diagram to show all the possible outcomes
Listing the outcomes

wintermelon 1. small wintermelon

small okinawa 2. small okinawa

salted caramel 3. small salted caramel

wintermelon 4. medium wintermelon

medium okinawa 5. medium okinawa

salted caramel 6. medium salted caramel

wintermelon 7. large wintermelon

large okinawa 8. large okinawa

salted caramel 9. large salted caramel

Caramel
 There are 9 different choices of milk tea.

ACTIVITIES

ACTIVITY 1: LET’S PRACTICE!

Direction: Determine the number of possible outcomes using the systematic listing
or table

1. List all the outcomes of volleyball uniform in red, blue, or green in sizes
small, medium or large.
2. Alexa wants to buy an ice cream she can choose from the different flavor
as follows: chocolate, vanilla or cheese and for the toppings, she can
choose, marshmallow, nips or nuts. How many choices does she have?
3. List all the possible outcomes for a 2-digit number using numbers (5, 6, 7,
8) if the digits are not repeated?
4. Make a table to list all the possible outcomes when a pair of dice are tossed.
(Dice is the plural form of die)
5. Make a table to list all the possible outcomes when you choice a cellphone
with 4 different colors, red, black, gold or blue with the screen size of 5
5.5 or 6.23 inches.

ACTIVITY 2: KEEP PRACTICING!

Directions: Make a tree diagram to answer each question. Find the number of
possible outcomes.

1. You are ordering a pizza for your friends, your choices for the toppings are
bacon, ham, or pepperoni and for the pizza crust, you have thin or thick.
How many possible choices do you have?

2. Natalie’s canteen offers different breakfast menu. The menu says for rice:
plain rice or garlic rice; for dish: fried chicken, pork tocino, or beef tapa
and; for the beverages: coffee or hot chocolate. How many different choices
of rice, dish and beverages do you have?

3. Percy is attending a party she is selecting a party blouse comes in 3 styles,

a skirt in 3 styles and shoes in 3 styles. In how many ways she can dress
up?

4. How many 3 digits number can be made from the number 1, 2, 3, and 4 if
repetition of the digit is not allowed?

5. A coin is tossed and spinning the spinner. Draw a tree diagram to illustrate
the total number of outcomes.
ACTIVITY 3: TEST YOURSELF!
Direction: Read the following situations carefully then answer all the questions.

Eugen wants a new polo shirt. Jenshoppe releases new polo shirt with 4
different colors and 5 different sizes.
Colors – (Red, Blue, Green, Yellow)
Sizes – (S, M, L, XL, XXL)

1. How many different color and size combinations are available to the public?
2. How many total outcomes are there?
3. How many combinations would there be if Jenshoppe added a black polo
shirt?
4. How many combinations can he get with Green polo shirt?
5. How many combinations can Eugene get if Jenshoppe runs out of XL size of
polo shirt?

WRAP-UP
How do we determine the possible outcomes in an experiment? How does tree
diagram help you in listing all the possible outcomes?

VALUING

REFLECTION: (Journal Writing)

In going to the supermarket, it is necessary to be organized, make a list of all
the things that you need to buy. As a student, why do you think it is important to
have a list ahead of time before you go to the supermarket? Share your thoughts and
insights in 3-5 sentences and write these in your notebook.

POSTTEST

Direction: Read each question carefully and choose the letter that corresponds to
the correct answer.
1. How many possible outcomes are there when a coin is tossed and spinning a
6-color spinner?
A. 6 B. 8 C. 12 D. 18

2. Sally’s ice cream parlor has 5 types of ice cream, 2 kinds of cones and 3
different toppings. How many possible combinations are there?
A. 10 B. 13 C. 20 D. 30

3. Suppose you have four pairs of pants, two tops, and three pairs of shoes. If all
will match, how many different outfits can you make?
A. 24 B. 12 C. 9 D. 4

4. A new economy car has just come on the market. To keep the price low, the
manufacturer offers only the following options, for color: red, white, brown or
black, for transmission: automatic or manual, for fuel: gas or diesel. How
many different choices are there?
A. 16 B. 12 C. 8 D. 4

5. A company manufactures bag in 4 colors, 3 styles and 3 sizes. How many

different bags are made?
A. 10 B. 21 C. 24 D. 36
ACTIVITY 1: LET’S PRACTICE!
1. SB, MB, LB, SR, MR, LR, SG, MG and LG. There are 9 possible outcomes
2. Choco M, Choco Nips, Choco Nuts, Vanilla M, Vanilla Nips, Vanilla Nuts,
Cheese M, Cheese Nips, and Cheese Nuts . There are 9 possible
outcomes
3. 56, 57, 58, 65, 67, 68, 75, 76, 78, 85, 86, and 87. There are 12 possible
outcomes if repetion is not allowed.
4.
Dice 1 2 3 4 5 6
1 (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
2 (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
3 (3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
4 (4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)
5 (5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
6 (6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)
5.
SIZE/ COLOR RED BLACK GOLD BLUE
5 (5, RED) (5, BLACK) (5, GOLD) (5, BLUE)
5.5 (5.5, RED) (5.5, BLACK) (5.5, GOLD) (5.5, BLUE)
6.23 (6.23, RED) (6.23, BLACK) (6.23, GOLD) (6.23, BLUE)
RECAP
1. f 2. c 3. b 4. a 5. d
PRETEST
1. C 2. D 3. A 4. B 5. C
KEY TO CORRECTION
 ACTIVITY 2: KEEP PRACTICING!
1.
2.
3.
POSTTEST
4. 5
1) C 2) B 3) D 4) C 5) A
ACTIVITY 3: TEST YOURSELF!
1. 4 Different colors and 5 different sizes are available
2. 20 outcomes
3. 25
4. 5
5. 16
POSTTEST
1. C
2. D
3. A
4. A
5. D
 References

Abuzo, Emmanuel., Bryant, Merden L., Cabrella, Jem Boy B., Callanta, Melvin M.,
Caldez, Belen P., Anastacia, Proserfina I., Castro, Alicia R., Halaboso, Sonia
P., Javier, Sonia E., and Roger T. Nocom, et. al. Mathematics Grade 8
Learner’s Material. First Edition. Pasig City: Department of Education, 2013.

Oronce, Orlando A. and Marilyn O. Mendoza. E-MATH 8. Revised Edition. Manila:

Rex Book Store Inc., 2015.

Oronce, Orlando A. and Marilyn O. Mendoza. Exploring Math 8. First Edition. Manila:
Rex Book Store Inc., 2018.

Pasig PIO post about the number of COVID-19 cases in Pasig City.
https://www.facebook.com/PasigPIO/posts/1711340992358345.
(accessed May 22, 2020).