Learning Area MATHEMATICS Grade Level FOUR

W7 Quarter FOURTH Date

I. LESSON TITLE Outcomes in a Simple Experiment Expressed in Words, Symbols, Tables, or
Graphs.
II. MOST ESSENTIAL LEARNING Expresses the outcomes in a simple experiment in words, symbols, tables,
COMPETENCIES (MELCs) or graphs. M4SP-IVi-10
Explains the outcomes in an experiment. M4SP-IVi-11
III. CONTENT/CORE CONTENT Expressing and explaining the outcomes in a simple experiment in words,
symbols, tables, or graphs.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: Day 1)
In this lesson you will learn how to express and explain the outcomes in a simple experiment in words, symbols,
tables and graphs.
Suppose we are going to conduct an experiment by spinning the color roulette 24
times, then we tally the outcomes using the probability formula (Probability = No. of
frequency / No of trials), what observations shall we get? The table below shows all
the outcomes of this simple experiment.
Color Tally Frequency
Purple |||| 4
Red || 3
Orange || 2
Yellow |||||| 6
Green ||| 5
Blue ||| 4
This means out of 20 spins; the spinner stops at purple 4 times; at red 2 times; at orange 2 times; at yellow 6 times;
at green 3 times; at blue 3 times.
To express the probability of each color, we write:
Probability(purple) = 4/20 or 1/5 Probability(red) = 2/20 or 1/10 Probability(orange) = 2/20 or 1/10
Probability(yellow) = 6/20 or 3/10 Probability(green) = 3/20 Probability(blue) = 3/20
Experimental Probability - is the actual result of an experiment, which may be different from theoretical
probability.
Sample Space - The set or list of all possible outcomes.
Example:
a) Theoretically, the sample space for spinning the color roulette is {Purple, Red, Orange, Yellow, Green, Blue}
b) Theoretically, the sample space for rolling a die is {1, 2, 3, 4, 5, 6}
b) Theoretically, the sample space for flipping 2 coins is {Head & Head, Head & Tail, Tail & Head, Tail & Tail}
To explain the expression from our color roulette since we spin it 20 times we have,
P(purple) = 4/20 or 1/5, we say: There are 4 greens, 20 is the sample space.
P(yellow) = 6/20 or 3/10, we say: There are 6 greens, 20 is the sample space.

Outcomes in a simple experiment can also be presented in tables or graphs.

Example 1: The outcomes in spinning the color roulette 20 times is expressed in table and in graph shown below.
In tabular form: In graph Form:

OUTCOMES IN SPINNING THE COLOR ROULETTE

OUTCOMES IN SPINNING THE
COLOR FREQUENCY COLOR ROULETTE
Purple 4 8
6
Red 3 6 5
4 4
Orange 2 4 3
2
Yellow 6 2
Green 5 0
Blue 4 Purple Red Orange Yellow Green Blue
What is theoretical probability?
When someone is asked about the probability of landing on a red, you would probably answer that the chance
is 1/6 or approx. 0.1667 or 17%. Imagine that you spin that roulette 24 times. How many times would you expect
to land it on a red? You might say, 17% of the time. So, you would expect it to land on a red 4 times. This is the
theoretical probability (4/20 or 1/6 or 0.1667 or 17%).
Example 2. Example: Maria tosses a coin 40 times. The following is the outcome of the experiment in tabular form
and graph form.
In tabular form: In graph Form:
Outcomes of Tossed Coins

Outcomes Frequency
Head 18
Tail 22
Total 40

When someone asked about the probability of a coin landing on heads, you would probably answer that the
chance is ½ or 50%. Imagine that you toss that same coin 20 times. How many times would you expect it to land
on heads? You might say, 50% of the time, or half of 20 times. So, its theoretical probability is 10/20 or ½ or 50%.

The theoretical probability is what you expect to happen, but it isn't always what actually happens which is
found by doing a simple experiment thus called experimental probability.
Example 3:
Use the table below to determine the experimental probability of each number on a die.
a. Rolling a 2 (use the table) 20 ÷ 100 = 0.2 or 20%
Outcome Frequency
1 15 b. What is the theoretical probability of rolling a 5? 1 ÷ 6 = 0.1667 or 17%
2 20
3 10
c. Rolling a number less than 3 (use the table)
4 25
(Rolling a 1 or 2) (15 + 20) ÷ 100 = 0.35 = 35%
5 18
6 12
Total 100 d. Rolling a 3 or a 5 (use the table)(10 + 18) ÷ 100 = 0.28 = 28%

D. Development (Time Frame: Day 2)

An event that cannot possibly happen has a probability of zero or impossible to happen. Likely to happen
means there’s an equal chance that an event will happen or not. If there is a chance that an event will
happen, then its probability is 1 and it sure to happen.
Examples:
1. The dog can fly. This is impossible to happen
2. Tomorrow will rain. This is likely to happen.
3. You are in Grade Four. This is sure to happen
Learning Task 1: Directions: Tell whether the following is sure to happen, likely to happen, or impossible to
happen.
_____________1. The sky is cloudy. The sun will not shine.
______________2. Taal Volcano is located where Mount Makiling is.
______________3. Mount Makiling can be found in Laguna.
______________4. The sun will rise in the south.
______________5. The day after Monday will be Tuesday.
E. Engagement (Time Frame: Day 3)
Learning Task 2: Read the situation and choose the letter of the correct and write it on your answer sheet.
Riku has a bag of marbles. He removed one marble, recorded the color, and placed it back in the bag. He
repeated this process 20 times and recorded the result in the table.
Color Selected Yellow Green Red Orange
Frequency 1 4 12 3
_____________1. What is the experimental probability that a red marble will be selected from the bag?
A. P(red) = ¼ B. P(red) = 1/2 C. P(red) = 12/20 or 3/5 D. P(red) = 1
_____________2. What is the theoretical probability that a yellow marble will be selected from the bag?
A. P(yellow) = 1/20 B. P(yellow) = ¼ C. P(yellow) = 1/3 D. P(yellow) = 3/5
_____________3. Based on Riku’s experiment, which color is most likely to be selected from the bag?
A. yellow B. green C. red D. orange
_____________4. Based on Riku’s experiment, which color is least likely to be selected from the bag?
A. orange B. red C. green D. yellow
_____________5. What is the experimental probability that a yellow or a red marble will be selected from the bag?
A. P (yellow or red) = 10/20 B. P (yellow or red) = 12/20
C. P (yellow or red) = 13/20 D. P (yellow or red) = 16/20
A. Assimilation (Time Frame: Day 4)
We can express the outcome in a simple experiment in words, symbols, tables, or graphs.
There are two types of probability ; The experimental probability and Theoretical probability

Experimental probability is what actually happens when we try it out.

The probability is still calculated the same way, using the number of possible ways an outcome can occur
divided by the total number of outcomes. As more trials are conducted, the experimental probability generally
gets closer to the theoretical probability.
Theoretical Probability is what we expect to happen.
V. ASSESSMENT (Time Frame: Day 5)
Learning Task 3: Read the situation and choose the letter of the correct answer then write it on your answer sheet
or notebook.
Carla used a standard deck of 52 cards and selected a card at random. She recorded the suit of the card she
picked, and then replaced the card. The results are in the table below.

Picture Card Suit Tally

♦ Diamonds
♥ Hearts
♣ Clubs
♠ Spades
_____________1. Based on her result, what is the experimental probability of getting a heart?
A. P(heart) = 1/4 B. P(heart) = 9/52
C. P(heart) = 1/5 D. P(heart) = 3/52

_____________2. What is the experimental probability of getting a club?

A. P(club) = 1/52 B. P(club)= 1/10
C. P(club)= 3/52 D. P(club)= 1/4

_____________3. What the experimental probability of getting a diamond?

A. P (diamond) = 3/52 B. P (diamond) = 18/52
C. P (diamond) = 7/52 D. P (diamond) = 1/5

_____________4. What is the experimental probability of getting a spade?

A. P(square) = 0 B. P(square) = 1/2
C. P(square) = 1/4 D. P(square) = 1

_____________5. What is the theoretical probability of getting a heart?

A. 1 ÷ 52 = 0.0192… or 1.92% B. 26 ÷ 52 = 0.5 or 50%
C. 13 ÷ 52 = 0.25 or 25% D. 39 ÷ 52 = 0.75 or 75%
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 K to 12 Grade 4 Curriculum Guide , LM Math Grade 4 pp. 263-266

K to 12 Grade 4 Curriculum Guide , TG Math Grade 4 pp. 349-352
https://www.youtube.com/watch?v=yxYReJ1yjuE
https://www.youtube.com/watch?v=e4d2-pHlg0o
Prepared by: Checked by: MAY C. VILLANUEVA
LOREDEL C. GECALAO
CARLO DEO P. CAJOTE
MIRZA J. LINGA
WENNIE C. GONZALES