School DATU JOSE A.

LIBAYAO MEMORIAL Grade Level 8

NATIONAL HIGH SCHOOL
LESSON Teacher SHEENA G. ERMAC Learning Area MATHEMATICS
PLAN Date MAY 12 , 2023 Quarter 4
Time 9:45-10:45 am Week 6

Content Standard The learner demonstrates understanding of key concepts of probability.

Performance Standard The learner is able to formulate and solve practical problems involving probability of simple events.
Learning Competency Finds the probability of a simple event. M8GE-IVh-1
OBJECTIVES
Cognitive Describe simple event.
Psychomotor Calculate the probability of simple event.
Affective Relate the concept of probability of simple event through applying real- life situations.
SUBJECT MATTER
Topic Probability of Simple Event
LEARNING RESOURCES
Reference Mathematics 8, Learner’s Material pp. pp. 568-571
Other Learning Resources TV, Visual aids, colored cards, die, coin, activity sheets, manila paper, marker
PROCEDURES ACTIVITIES INDICATOR/S
o Prayer (Indicator 7. Planned,
managed and implemented
o Classroom Management developmentally
PRELIMINARY o Checking of attendance sequenced teaching and
ACTIVITIES learning processes to meet
curriculum requirements
and varied teaching
Drill: “4 PIC ONE WORD” contexts.)

Mechanics: Students will guess the word based on the four pictures given. (1
minute) (Indicator 8. Selected,
developed, organized and
used appropriate teaching
and learning resources,
including ICT, to address
learning goals.)

(Indicator 2. Used a range

Review: “Matched Me!” of teaching strategies that
Mechanics: The teacher will let the students place the following words and enhance learner
numbers correctly in the probability line as well as their respective meaning. achievement in literacy
(2 minutes) and numeracy skills.)

(Indicator 5. Managed
learner behavior
constructively by applying
positive and non- violent
discipline to ensure
learning- focused
environments.)
Not possible to happen CERTAIN 0
A little chance to happen LIKELY 25%
Has equal chance UNLIKELY 50%
Possible to happen IMPOSSIBLE 75%
Sure to happen EVEN CHANCE 100%

Motivation: “Raise Your Bet”

 Mechanics: The class will be divided into 4 groups. Each group will be
given 5 cards with different color. Before spinning the wheel, each group
will raise a card of a color of their choice. If the wheel landed on their
chosen color, they will be given a corresponding point. (2 minutes)

PRESENTATION OF The teacher will call a student to read the objectives.

OBJECTIVES
LESSON PROPER
ACTIVITY Let’s Experiment! (Indicator 1. Applies
knowledge of content
within and across
Mechanics: curriculum teaching
1. The class will be divided into four groups and chose a leader to lead the areas.)
team.
2. Each group will be given a set of problem to work on. (Indicator 2. Used a range
of teaching strategies that
3. Members of the group will discuss and answer the problem and write it enhance learner
on a manila paper. achievement in literacy
4. Choose a member to discuss the answer. and numeracy skills.)
5. They will be given 5 minutes to finish the activity and each group will be
given 2 minutes to report. (Indicator 4. Managed
classroom structure to
engage learners,
individually or in groups,
in meaningful exploration.
Group 1: Flipping a Coin Discovery and hands-on
activities with a range of
Toss the coin once physical learning
1. How many possible outcomes are there? environments.)
2. What are those possible outcomes?
3. What is the ratio of getting a head to the total number of possible (Indicator 6. Used
outcomes? differentiated,
4. What is the ratio of getting a head to the total number of possible developmentally
appropriate learning
outcomes? experiences to address
learners’ gender, needs,
strengths, interests and
experiences.)
Group 2: Rolling a Die
Roll a dice once
1. How many possible outcomes are there?
2. What are the possible outcomes?
(Indicator 5. Managed
3. Write a ratio of getting a number 2 and total number of possible learner behavior
outcomes? constructively by applying
4. What is the ratio of getting an even number to the total number of possible positive and non- violent
outcomes? discipline to ensure
learning- focused
5. What is the ratio of getting a number 7 to the total number of possible environments.)
outcomes?

Group 3: Spinning a Color Wheel

Spin the color wheel
1. How many possible outcomes are there?
2. What are the possible outcomes?
3. What is the ratio of getting a color red to the total number of possible
outcomes?
4. What is the ratio of getting a color black to the total number of possible
outcomes?

Group 4: Picking a Candy

Select a candy in the jar
1. How many possible outcomes are there?
2. What are the possible outcomes?
3. What is the ratio of getting a yellow candy to the total number of possible
outcomes?
4. What is the ratio of getting a blue candy to the total number of possible
outcomes?

ANALYSIS The teacher will ask the following questions to the class. (10 minutes) (Indicator 3. Applied a
range of teaching
 strategies to develop
critical and creative
1. How did you answer each question in the activity? thinking, as well as other
2. What are the common questions usually asked in each group? higher-order thinking
3. What mathematical concept did you use in getting the number of skills.)
possible outcomes of an event to the total number of possible
outcomes?
4. In real scenario, how important does probability helps you in
shaping your decision- making?

ABSTRACTION 1. How do you describe probability of simple events? (Indicator 8. Selected,

developed, organized and
used appropriate teaching
A simple event is one that can only happen in one way - in other and learning resources,
words, it has a single outcome. including ICT, to address
learning goals.)

(Indicator 3. Applied a
2. How to get the probability of a simple event? (3 minutes) range of teaching
strategies to develop
critical and creative
number of favorable outcomes thinking, as well as other
P(event) =
number of possible outcomes higher-order thinking
skills.)

n(E)
P(E) =
n( S) (Indicator 1. Applies
knowledge of content
within and across
3. How can you use probability in your day to day living? curriculum teaching
areas.)
In our daily life, we always make decisions even if we are not
certain of the outcomes. Most of the time, we are taking chances despite not
knowing the possible results or consequences. Probability is used to
forecast a weather, used in gambling games, businesses and even in sports.

APPLICATION Group Activity: INVOLVE ME! (Indicator 1. Applies

knowledge of content
Each group will read the situation below and answer the questions that within and across
follow. A rubric will be used in assessing student’s output. (10 minutes) curriculum teaching
areas.)

Philippines is facing a COVID-19 pandemic which prompted DepEd to

change their learning modalities to cater the students ‘need and safety as
well. In Datu Jose A. Libayao Memorial National High School, teacher
Rapunzel is a grade 8 adviser. She conducted a survey on on all of her 50
students regarding their most preferred learning modalities on which the
students can choose (a) Online learning; (b) Modular; (c) Face to face; and
(d) Blended learning. After the survey, the following results were obtained:

Learning Modalities Number of Students in

Grade 8
Online Learning 3
Modular 30
Face to face 7
Blended 10
Total

Questions:
1. How many grade 8 students answered the survey?
2. What is the least preferred learning modality? Most preferred?
3. If a student is chosen at random, what is the probability that
he/she prefers
 a) Online learning? b) Modular learning? c) blended?
4. What conclusion can you draw on the data above?

Have the learners answer the following questions on finding the probability (Indicator 9. Designed,
selected, organized and
EVALUATION/ of simple events. (10 minutes) used diagnostic, formative
ASSESSMENT and summative assessment
1. In rolling a die, what is the probability of getting a number higher than 4? strategies consistent with
curriculum requirements.)
1 1 1 2
a. b. c. d.
6 3 2 3
2. In rolling a die, what is the probability of getting a number lesser than 6?
1 1 2 5
a. b. c. d.
3 2 3 6
3. There are six ₱100 bills, one ₱500 bill, and three ₱1000 bills in a wallet.
If a peso bill is drawn from the wallet at random, what is the probability that
a ₱1000 bill is drawn?
3 1 3 1
a. b. c. d.
5 10 10 3
4. There are 4 blue pens, 6 red pens, and 2 green pens in a bag. If a pen is
drawn at random from the bag, what is the probability that a green pen is
drawn?
2 1 1 1
a. b. c. d.
3 3 2 6
5. Letter is chosen at random from the word FEBRUARY. What is the
probability of getting a consonant?
1 3 5 7
a. b. c. d.
8 8 8 8

ASSIGNMENT/
AGREEMENT List down at least
three situations from
your experiences,
wherein you
wondered for a
probability of a
certain
event.
List down at least
 three situations from
your experiences,
wherein you
wondered for a
probability of a
certain
event.
List down three situations from your experiences wherein you
wondered for a probability of a certain event.

Prepared by: Checked by:

SHEENA G. ERMAC CHRISTINE E.

PAULICAN
Teacher I ASP II/ School Head