DAILY LESSON LOG M8GE – IVg – 1 (Week Seven – Day Six)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
A. Establishing a purpose
for the lesson
A. Presenting examples/
instances of the new
lesson
A. Discussing new concepts
and practicing new skills
#1
Grade Level Grade 8
Learning Area Mathematics
Quarter Fourth
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed
using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of probability.
The learner is able to formulate and solve practical problems involving probability of
simple events.
LEARNING COMPETENCY: counts the number of occurrences of an outcome in an
experiment: (a) table; (b) tree diagram; (c) systematic listing; and (d) fundamental
counting principle (M8GE-IVg-1)
The learner should be able to:
K: apply the fundamental counting principle in a given experiment.
S: count the number of occurrences of an outcome in an experiment using fundamental
counting principle.
A: relate the usefulness of probability in real – life situation.
FUNDAMENTAL COUNTING PRINCIPLE (DAY 6)
Teacher’s Guide, Learner’s Module, Activity Sheets for Dependent Learning, Worksheets for Independent Learning, Reference Books
607 - 615
562 - 583
http://www.aaaknow.com/sta-basic-cntg.htm
http://www.algebra-class.com/fundamental-counting-principle.html
https://www.mathopolis.com/questions/quiz.php
http://mrframbesmath.weebly.com/uploads/1/9/2/2/19224895/the_fundamental_counti
ng_principle_worksheet.pdf
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well. Always be guided by
demonstration of learning by the pupils/ students which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Introductory Activity
The teacher will ask the learners to work in pair, each pair will be asked to use objects
inside the classroom or in the school that they can use as subject for the experiment. They
are to create their own problem that will involve the use of fundamental counting
principle. Learners have to write their problem on a ¼ sheet of paper and will put it inside
a jar prepared by the teacher.
The teacher lets the students realize that fundamental counting principle is the easiest and
quickest way to find the number of possible outcomes.
From the problems created by the learners, the teacher will play a game in class called
“Pass It ON!”. The teacher will ask the students to form a huge circle. As the teacher plays
the music the learners will have to pass the jar around and when the music stops, the
person who holds the jar will have to pick a paper and answer the problem. In the case the
answer is wrong the learner will be given one call a friend option. If the friend cannot
answer as well, both will have to share his/her hidden talent.
The teacher will process students answer and will give further elaboration on how the
answer was derived base on the Fundamental Counting Principle technique.
 2. Discussing new concepts
and practicing new skills
#2
Working in pairs, the learners will answer the following items.
1. To go to work, James drives his car to a train station. Then, he leaves his car at the
train station and takes the train to work. If John owns a BMW and a Toyota, there are
3. Developing mastery
five trains he can take, how many ways can he get to work?
(leads to formative
2. You want to eat either tempura or bread. You want to drink either C2, Minute maid,
assessment 3)
Chuckie, Yakult, and Big Zip. For dessert, you will either have cake, ice candy, gulaman,
fruit, or a brownie. How many combination of meals can you choose from?
Possible Answer: 1. 10 ways 2. 50 meal combination
3. Finding practical The teacher will ask the learners of when can they apply the fundamental counting
applications of concepts principle in real – life? Learners will be asked to share specific scenarios.
and skills in daily living
The teacher summarizes the mathematical skills or principles use to count the number of
3. Making generalizations occurrences of an outcome in an experiment using fundamental counting principle.
and abstractions about a. How did you use the fundamental counting principle in counting the number of
the lesson occurrences of an outcome in an experiment?
b. Which is easier to use, tree diagram or fundamental counting principle? Why?
Individually the teacher will ask the learner to answer the activity.
1. How many ‘words’ with five letters are there that start with a vowel and end with an
S?
4. Evaluating Learning 2. In the swertes lotto game, how many possible three-digit numbers can be formed with
repetition?
Possible Answer.
1. 87, 880 words 2. 1,000 three- digit numbers
3. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What
VI. REFLECTION else needs to be done to help the pupils/students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized Localization is applied in the introduction, presentation and evaluation of the lesson.
materials did I use/ discover
which I wish to share with other
teachers

Prepared by:

MARICHU G. IBASITAS – Canduman NHS