Detailed Lesson Plan
Grade 8 – Mathematics
SCHEDULE: Grade 8 – Patola Mon-Fri 8:30 – 9:30 AM
Grade 8 – Pechay Mon-Fri 1:00 – 2:00 PM
Grade 8 – Sitaw Mon-Fri 2:00 – 3:00 PM
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learners’ Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting
DATE: March 7, 2019
The learner demonstrates understanding of key concepts of probability.
The learner is able to formulate and solve practical problems involving probability of simple
events.
At the end of the lesson, each learner should be able to:
1. Illustrate an experiment, outcome, sample space and event.
2. Distinguish experiment, outcome, sample space and event based on given examples.
3. Appreciate the basic concepts of probability in real-life situation.
(M8GE-IVf-1)
Basic Concepts of Probability
Mathematics Singapore Textbook Grade 8, pp. 267-269
Visual aids, chalk, chalkboard, printed pictures, die, coin, box of letters, box of numbers, box of
multi-colored chips, deck of cards
http://www.pitt.edu/~super4/34011-35001/34301.ppt&ved=2ahUKEwjfkcXDh-
7gAhWb7XMBHbfYCjgQFjABegQIAxAB&usg=AOvVaw0F0zVC6IA6uxcfsS8mX0p_
Facilitator’s Activity Learners’ Activity
“Good morning/afternoon class.” “Good morning/afternoon ma’am.”
“How was your day so far?” “It’s great, ma’am.”
“It’s so good to hear that.”
“Okay, I need a volunteer.” The student who raised his/her hand
will be called and will go in front.
“Kindly throw this die.” The student will throw the die in the
center aisle.
“Class, what number did come out?” “Number 1.”
“Yes. Do you think that there are other numbers
that will possibly come out when he/she roll this die
again and again?” “Yes ma’am, of course.”
“What do you think are those?” “1, 2, 3, 4, 5, 6.”
“Why did you say so?” “Because the die has 6 faces and each
face corresponds a number starting
number 1 up to number 6.”
“Very good.”
“Do you have any guess about what will be our
lesson for today?” “I think it is all about the words
commonly used in probability.”
“That’s right, good guessing.”
“Our lesson for today is all about the Basic Concepts
of Probability and for this lesson, our objectives are
the following. Can somebody read the first
objective?” A student will be called and will read
the first objective pasted on the board.
“Who wants to read the second objective?” A student will be called and will read
the second objective.
“Let’s first have a warm-up activity. Our game for
examples/instances of the today is called 2 PICS 1 WORD. Are you familiar with
new lesson this game?” “We’re not, ma’am.”

“In this game, I will be showing you two pictures in

which these two pictures depict only one word and
you will have to guess that word. There are lines at
the bottom of the pictures which indicates how
many letters are there in the hidden word. When
you know the answer, just raise your hand so that
you will be called. Is that clear?”
“Crystal clear ma’am.”
“Are you ready?”
“Yes, ma’am.”
The teacher will present the pictures one pair at a
time. ANSWERS

1)
1. Dice

2)
2. Experiment

3)
3. Coin

4)
4. Outcome

5)
5. Cards

6)
6. Space

7)
7. Events
 D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
Basic Concepts of Probability
Experiment – is any planned process of data A student will be called to read the
collection. definition.
“Experiments are activities such as rolling a die,
tossing a coin, drawing a marble out of jar, etc.”
“What other activities do you know that illustrates
an experiment, or those wherein you can gather
data?”
“Spinning a spinner.”
“Picking a number.”
“Picking a letter from the alphabet.”
“Drawing a card.”
“Very good. All your answers are correct.”
“Why do you think we do an experiment?” “Because we want to know or we want
to see what will happen.”
“When we do an experiment, we are certain that
there will be something that will happen, that there
will be a result. That result is called outcome in
probability.”
Outcome – is the result of a single trial of an
experiment.
“I will roll this die again. What number did come
out?”
“So, 6 is an example of an outcome.” “6.”
“I will toss this coin. What is the outcome?”
“Very good.” “Tail.”
“Other than getting a tail, do you think I could still
get a different result when I toss this coin again.” “You could still, ma’am.”
“What is this or what are these?” “Head.”
“Are there any else?” “None, ma’am.”
“Why?” “Because there are only two faces of a
coin, the head and the tail only.”
“Correct, and that is the sample space.”
Sample Space – is the collection of all the possible
outcomes. Rolling a die = {1, 2, 3, 4, 5, 6}
Examples:
In tossing a coin = {head, tail}
In rolling a die =
“Who wants to write the sample space for rolling a
die?”
“Sample space is usually enclosed in a bracket
depicting that it is a set or a collection.”
“Do you think I could get an 8 when I roll this die?”
“Why?” “Of course not.”
“Because there is no 8 in the sample
space.”
Events - outcome in the sample space
- a possible outcome of a random
circumstance.
“Just remember that events begin with words such
as getting, drawing, picking, etc.”
 Examples:
Getting a 2 from rolling a die
Drawing a jack from deck of cards

“Can you give me other examples of event?”

“Getting two heads in tossing two coins

at the same time.”
“Getting an odd number from rolling a
“Excellent.” die.”
“Picking a black marble from a jar.”

F. Developing mastery “Now, we will have an activity. I will be grouping the

(Leads to Formative class into four. Count off starting from the back
Assessment 3) right.” All students will count off.
“All group 1 will stay in the front right sits, all group
2 will stay in the back right sits, all group 3 will
occupy the front left sits and all group 4 will occupy
the back left sits.”
The students will go to their assigned
sits.
“I will give each group a different experiment.” Each group will receive different
materials.
Group 1 – box of letters
Group 2 – box of numbers
Group 3 – box of multi-colored chips
Group 4 – deck of cards
“Together with your group, you will do the
following. Write it in a one whole sheet of paper. I
will be giving you 10 minutes.”
 Name the experiment
 Give your first 10 outcomes
1st –
2nd –
…
10th –
 Give the sample space
 Give at least 5 possible events
The students will answer cooperatively
“You can occupy these space in front and on the with their group.
center aisle.”

*After 10 minutes*
“Okay, times up. I hope everyone is done. Arrange
the chairs.”

“I want to hear your answers. Let’s answer the first

one. What name of the experiment do you have
there?” Each group will be asked.
Students’ possible answers:
“Picking letters from a box.”
“Picking numbers from a box.”
“Picking multi-colored chips from a
box.”
“Picking a card from a standard deck of
“Very good. How about the possible outcomes? Give cards.”
us your first outcome.”
“Letter G.”
“Number 4.”
“Blue chip.”
“Next, the sample space of our experiment. Who “Jack of hearts.”
wants to give their answer?”

{A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P,
Q, R, S, T, U, V, W, X, Y, Z}
{1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,
15, 16, 17, 18, 19, 20}

G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities or
application or remediation
{13 blue chips, 11 green chips, 10 red
chips, 12 yellow chips}
{ace of hearts to king of hearts, ace of
diamond to ace of diamond, ace of
spade to king of spade, ace of club to
king of club}
“Let us now come to the possible events. Give us
one.”
“Picking letter G.”
“Getting an even number.”
“Picking a red chip.”
“Drawing a king of club.”
“Very good. There could be a lot of events that you
can get from those experiments. Okay, pass your
papers to the front.”
“I have a question. Have you tried going to a Perya
during fiestas here in Pinabacdao?” “Yes, ma’am.”
“What experiments are evident in a Perya?” “The color game.”
“The spinner with pictures and names
of chicken.”
“Card games.”
“When there is an experiment, there are also the
event, outcomes and sample space. So in the color
game, what are the possible outcomes there?” “Blue, green, red, pink, white, yellow.”
“How about the events?” “Getting blue.”
“Obtaining yellow.”
“Getting red.” etc.
“Did you learn something from our activities and
discussion today?” “Yes, ma’am.”
“Do you still have any questions or clarifications?” “None, ma’am.”
“Who wants to give a summary of all the things that
we have discussed today.” “We have discussed 4 of the basic
concepts of probability. First,
experiment is activity that we do to
gather or to collect data. Outcomes are
the possible results of the experiment.
Sample space, on the other hand, is the
collection of all the possible outcomes
of an experiment. And lastly, event is a
possible outcome from the sample
space.”
“Very good. I see that you are ready for our quiz.”
“Class, get one fourth sheet of paper and answer
the following.” The students will answer the evaluation.
Ben is picking numbers from a box with
numbers 1 to 20. On his first pick, he got number 17
and on his second pick he got number 14.
In this statement, give Students’ possible answer
 the name of the experiment  Picking numbers from a box
 the first and second outcome  17, 14
 the sample space  {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12,
 at least 2 examples of events 13, 14, 15, 16, 17, 18, 19, 20}
 Getting an even number
 Getting number 14
“Pass your papers to the front. These will be your
attendance for today.”
“Class, copy your assignment.”
The students will copy their assignment.
ASSIGNMENT
Give an example of experiment and give also
 its outcomes, sample space and at least 5 examples
of its event.

V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the formative
assessment

2. No. of learners who

require additional activities for
remediation

3. Did the remedial lessons

work? No. of learners who
have caught up with the lesson

4. No. of learners who

continue to require
remediation
5. Which of my teaching
strategies worked well? Why
did these work?

6. What difficulties did I

encounter which my
cooperating teacher can help
me solve?

Prepared by:

VANESSA G. MANGUILIMOTAN
Teacher

Checked and Observed:

Date: 03/07/2019