Learning Area MATHEMATICS Grade Level FIVE

W8 Quarter FOURTH Date

I. LESSON TITLE Analyzing and Problem Solving Involving Experimental Probability
II. MOST ESSENTIAL LEARNING • Analyzes data obtained from chance using experiments involving
COMPETENCIES (MELCs) letter cards (A to Z) and number cards (0-20) M5SP-IVi-16
• Solves routine and non-routine problems involving experimental
probability M5SP-IVi-17
III. CONTENT/CORE CONTENT Analyzing data obtained from chance using experiments involving letter
cards (A to Z) and number cards (0-20) and solving routine and non-routine
problems involving experimental probability
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: Day 1 )
In this lesson you will learn another concept on probability. As a learner you are expected to:
a. analyze data obtained from chance using experiments involving letter cards (A to Z) and number cards
(0-20)
b. solve routine and non-routine problems involving experimental probability.

Let us analyze the given situation.

When a cube with letters S,E,N,S,E, and S on its faces is tossed once, there are 6 total outcomes and the
possible outcomes are three S, two E and an N.
We could also say that the probability of tossing each letter is

𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 (𝑆,𝑆,𝑆) 3 1

Probability of tossing an S = = or
𝑡𝑜𝑡𝑎𝑙 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 (𝑆,𝐸,𝑁,𝑆,𝐸,𝑆) 6 2

𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 (𝐸,𝐸) 2 1

Probability of tossing an E = = or
𝑡𝑜𝑡𝑎𝑙 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 (𝑆,𝐸,𝑁,𝑆,𝐸,𝑆) 6 3

𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒 (𝑁) 1

Probability of tossing an N = =
𝑡𝑜𝑡𝑎𝑙 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠 (𝑆,𝐸,𝑁,𝑆,𝐸,𝑆) 6
Here is another example
Faye rolls two dice 100 times and records the sum of the numbers on the top faces. The results are shown
below.
Rolling Two Dice
Outcome (Sum) 2 3 4 5 6 7 8 9 10 11 12
Number of Times it
2 4 6 8 12 14 17 15 11 9 4
Happened
To solve , the first step is to understand the problem
a. What is asked?
• Which sum occurred least often?
• Which sum occurred most often?
• What is the experimental probability of getting a sum less than 5?
b. What are the given facts?
• The result of Faye’s experiment as shown in the table
The second step is plan what to do
a. What strategy can we use to solve the problem?
Analyzing the given situation and applying the formula could help us solve the problem.
The third step is to solve.
1. Based on the table given, it is evident that the sum which occurred least often is 2 since it only happened
twice.
ANSWER: 2
2. Based on the table, it is recorded that the sum which occurred most often is 8 since it happened 17 times.
ANSWER: 8
3. Out of 100 trials, a sum less than 5 happened 12 times.
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑖𝑚𝑒𝑠 𝑎 𝑠𝑢𝑚 𝑙𝑒𝑠𝑠 𝑡ℎ𝑎𝑛 5 ℎ𝑎𝑝𝑝𝑒𝑛𝑒𝑑 12 3
= =
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠 100 25
3
ANSWER: The experimental probability of getting a sum less than 5 is
25
The last step is to check.
Analyzing the situation given and applying the formula properly will make our answer correct. To check,
you can work backwards.

Another example. The table below shows the results of a card experiment. Each time a card was picked,
it was returned to the bag.

CARD EXPERIMENT
Outcomes Number
Pink 15
Yellow 10
Purple 5

1. How many trials of picking a card were made?

2. How many times was pink card picked?
3. What is the experimental probability of picking a purple card?
UNDERSTAND.
a. What is asked?
• The number of trials made by picking a card
• The number of times the pink card was picked
• The experimental probability of picking a purple card
b. What are the given facts?
• 15 pink cards, 10 yellow cards, 5 purple cards
PLAN. What strategy can we use to solve the problem?
We can conduct the experiment of picking a card, returning it to the bag, and recording the result.
Applying the formula could also be a good help.
SOLVE.
1. We will get the sum of the number of pink, yellow and purple cards:
15 + 10 + 5 = 30
2. The pink card was picked 15 times as recorded in the table.
3. A purple card was picked 5 times out 30 trials. Hence,
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑖𝑚𝑒𝑠 𝑎 𝑝𝑢𝑟𝑝𝑙𝑒 𝑐𝑎𝑟𝑑 𝑤𝑎𝑠 𝑝𝑖𝑐𝑘𝑒𝑑 5 1
= = .
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠 30 6
1
ANSWER: The experimental probability of picking a purple card is .
6
CHECK.
Appropriate application of pattern or formula in getting the experimental probability will make our
answer correct. To check, look back and work backwards.

We have to remember to solve problems, use the 4 step-method: Understand, Plan, Solve, and Check.

D. Development (Time Frame: Day 2)

Learning Task No. 1
Randy, Manny and Jan put 3 As, 4 Bs and 5 Cs in the box. They will take turns in getting a letter from the
box. They are trying to test the probability of getting their favourite letter.

Randy – A Manny – B Jan – C

1. What is the probability of getting each boy’s favourite letter?

a. Randy _____________
b. Manny _____________
c. Jan _____________
2. If you are next to Jan to pick up a letter and your favourite letter is A , What is the probability of getting
your favourite letter?
3. Who is most unlikely to get his favourite letter.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
Learning Task No. 2

Alphabet cards of the same size and shape were put in a bag. 3 cards have letter M, 4 cards have letter
A, 2 cards have letter T, and 1 card has letter H.

1. What is the total number of possible outcomes?

2. What is the probability of picking a:
a. card with letter M
b. card with letter A
c. card with letter T
d. card with letter H
e. card with a vowel
f. card with a consonant
g. card with M or T
h. card with letter J
i. card with letter T or H
j. card with letter A or T
E. Engagement (Time Frame: Day 3)

Learning Task No. 3

Use the 4- step method to solve the given problem.

1. A bag contains 3 red lollipops, 3 green lollipops and 3 orange lollipops. What is the probability of picking an
orange lollipop?
2. There are 16 fruits in a bag. Twelve are apples. Find the probability of pulling apples.
3. There are 10 books in the shelf, 3 Mathematics books, 2 Filipino books, 4 Science books and 1 English book.

What is the probability of picking:

a. Mathematics books? ____________________
b. Science books? _______________________
c. Filipino books? _________________________

A. Assimilation (Time Frame: Day 4)

A card was drawn 15 times from a deck of 26 letter cards (from A to Z). The table below shows the table
of outcomes from the experiment:
K L B T U
E A T S I
N D K F P
a. What is the experimental probability that a consonant is drawn?
b. What is the experimental probability that a vowel is drawn?
c. What is the experimental probability that the letter drawn is repeated?
d. What is the experimental probability that the letter drawn is X?
e. What is the experimental probability that a letter drawn is K?

A coin is tossed and a die is rolled simultaneously for 6 times. The outcomes are given in the table below.
Find the experimental probability of getting a tail and a three together.

Trial1 Trial2 Trial3 Trial4 Trial5 Trial6

Coin H H T T H T

Dice 2 5 3 1 5 3
IV. LEARNING PHASES AND LEARNING ACTIVITIES
V. ASSESSMENT (Time Frame: Day 5)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)

1. A spinner numbered 1 to 8 is spun.

What is the probability of spinning:
a) an odd number? 7
b) a factor of 9? 1
c) a multiple of 2?
d) a composite number? 3 6
e) a factor 18?
f) smallest even number? 5
g) a multiple of 10?
4
h) the greatest common factor of 24 and 32?
i) 10?
2 8

VI. REFLECTION (Time Frame: (Day 5)

• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given
task. Draw it in the column for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target
content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target
content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to
be able to do/perform this task.
Learning Task LP Learning Task LP Learning Task LP Learning LP
Task
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES 21st Century Mathletes; Page 355-369; Vibal Group, Inc.
Fourth Quarter - Teacher's Guide - Mathematics Grade 5
Fourth Quarter – Learner’s Material – Mathematics Grade 5
Pivot 4A Budget of Work (BOW) in Mathematics, DepEd Calabarzon, Curriculum and
Learning Management Division, (Pages 144)
K to 12 Mathematics Curriculum Guide May 2016, (Pages 174 of 257)
Prepared by: Checked by: ANNA LIZA T. CRUZ
CARINE F. BATOHINOG LOREDEL C. GECALAO
MIRZA J. LINGA
EVELYN E. SOLOMON