KORONADAL NATIONAL

School COMPREHENSIVE HIGH Grade Level EIGHT (8)

SCHOOL
DAILY LESSON PLAN Learning
Teacher 087 MATH
Area
Teaching
8:00-8:30 Quarter FOUR
Date & Time
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of
probability.

B. Performance The learner is able to formulate and solve practical problems involving
Standard probability of simple events.

C. Essential Learning Illustrates an experiment, outcome, sample space and event.

Competency M8GE-IVf-1
D. Specific Objectives At the end of one hour class session, 90% of students are expected to
do the following task with 90% accuracy.
1. Define an experiment, outcome, sample space and event;
2. Illustrate an experiment, outcome, sample space and event;
and
3. Relate the importance of an experiment, outcome, sample space
and event in real-life situation.
II. CONTENT
Topic Basic Concept of Probability: (Experiment, Outcome, Sample Space
and Event)
III. LEARNING
RESOURCES
A. References
1. Curriculum Guide Curriculum Guide, MELC pp. 233
Pages
2. Teachers’ Guide
Pages
3. Learner’s Material
4. Textbook Page/s
B. Other Learning
Resources
1. Book 1. Orlando A. Oronce, Marilyn O. Mendoza (2019). RBS Mathematics
Series E- Math 8 Revised Edition 2019, pp. 285-287
2. Internet https://depedtambayan.net/grade-8-mathematics-module-
illustrating-an-experiment-outcome-sample-space-and-event/
C. Materials PowerPoint presentation, laptop, TV, Writing materials (bond paper,
cartolina, pentel pen, tape, chalk, etc.), HDMI and Flag lets
IV. PROCEDURE
A. PRELIMINARIES Prayer
AND Greetings
REVIEWING OF Checking Of Attendance
PREVIOUS Giving of Class Rules
LESSON
Review of the past lesson.
(The teacher will ask the students about their previous lesson)
B. MOTIVATION ACTIVITY 1: ANSWER ALL YOU CAN!
Instruction: Relate each illustration below with your day-to-day
activities. Fill in the blanks with the correct words that would make
the following sentences meaningful.

1. To God, nothing is .
2. Now is your to change for the better.
3. I am that you can do better than what are expected of you.
4. Given the chance to win in the Math Contest, I prefer the .
5. You and I have chance to succeed in life.

Possible Answers:
1. impossible
2. chance
3. certain
4. 4-in-5 chance
5. even
C. ACTIVITY LET’S EXPLORE!

ACTIVITY 2: BUDGET MATTERS

The teacher will show the illustration on the monitor and the students
will answer the process questions correctly.

Process questions:
1. How many shirts are there?
2. How many pairs of short pants are there?
3. How many pairs of long pants are there?
4. Suppose you want to wear all those shirts and pairs of pants
during vacation, how many combinations are possible?
5. If you are going to attend the mass with your family, how many
possible outfits could you choose from? How did you arrive at your
answer?
D. ANALYSIS LET’S ESTABLISH
In this activity, the teacher will ask questions for the students to
answer related to the previous activity that leads to the discussion.

Questions:
1. Did you find difficulty in choosing which to wear? Why?
2. Aside from comfort, what do you consider when you choose an
outfit?

(The teacher will post and state the Learning Objectives

DISCUSSION
DRAW ME CLOSER

Definitions of Terms

Probability is the chance that something will happen. Events cannot

be predicted with total certainty. We can say, “How likely they are to
happen”.
Example:

Experiment is an activity involving chance that can have different

results. It is a process that, when performed, results in exactly one of
many observations. Activities such as:
 tossing or flipping a coin

 rolling a die

 picking a card from a standard deck of cards

without looking which could be repeated over and over again and
which have well-defined results.

Outcomes are the results of experiments.

Examples:
 You roll a die once and you get a 5.

 You toss a coin once and you get tail.

Sample Space is the set of all possible outcomes of an experiment and

is denoted by S.
 If you are flipping a coin once, head and tail are the possible
outcomes. The sample space is S = {𝑯𝒆𝒂𝒅, 𝑻𝒂𝒊𝒍}
 If you are rolling a die once, 1, 2, 3, 4, 5, 6 are the possible
outcomes. Therefore. the sample space is S = {1, 2, 3, 4, 5, 6}
Event is a set of some elements or outcomes of an experiment. It is a
subset of a sample space. It is not necessary to be the actual outcome
of the experiment.
 Examples: Getting an even numbers, prime numbers, odd
 numbers when you roll a fair die once.
E. ABSTRACTION LET’S GENERALIZE
The teacher will ask the students to give their generalization or
conclusion.
 What is experiment, outcomes, sample space and event?
 Give one example of an experiment, outcomes, sample space
and event.

In Parallelism, it is very important to show

consistency in every word that we used. Thus,
we should learn to balance the words. On the
other hand, balancing is not only present in
grammar, it can also be found in life. Every
day, we try to balance everything such as our
studies, works, and household chores. It is
difficult, but how do you balance your
priorities in life
F. APPLICATION ACTIVITY 3: LET’S PRACTICE!

Instruction: The teacher will provide a different color of flags to eacg

group. Each term has a corresponding color. Let the students answer
the given questions and allow them to raise their flag that corresponds
to their answer after 10 seconds and the group who will get the correct
answer will receive a point.
Terms Color

EXPERIMENT

OUTCOME

SAMPLE SPACE

EVENT
The goal
of this game is to evaluate if you know how to define and identify
experiment, outcome, sample space and event. To play the game, you
only have to choose the best answer from the choices given or write
the correct answer to the given question.

The game is divided into two parts. Each correct answer for part 1 will
get 1 point and 2 points for part 2. I wish you good luck in playing.

A.DEFINE EXPERIMENT, OUTCOME, SAMPLE SPACE AND EVENT.

Instruction: Read carefully the statements that follow. Choose your
answer inside the table.

1. It is a set of some elements

or outcomes of an experiment.

2. It is an activity involving
chance that can have different

3. It is the set of all possible

4. They are
outcomes of the results of
an experiment.
experiments.
 B. IDENTIFY EXPERIMENT, OUTCOME, SAMPLE SPACE AND
EVENT.

Instruction: Determine whether each of the following underlined

phrases illustrates an Experiment, Outcome, Sample Space or an
Event. Choose your answer inside the table.

(Allow the students to establish the relevance of the lesson in

their daily living/ activities. Let them express their ideas about
the applicability of the lesson gained for the day.)
V. EVALUATION
DIFFERENTIATED ACTIVITIES

ACTIVTIY 4: IT’S TIME TO DRAW!!!

The teacher will group the students into 3 groups.

Instructions:
1. Each group will draw a specific task assigned to them in a white
cartolina. Write the experiment, sample space and give one example of
an event.
2. After doing the task, the students will present and explain their
work.
3. The output of the students will be graded using the rubric below.
 RUBRIC:

(The teacher will give feedback)

G. ASSIGNMENT/ LET’S MAKE IT REAL!
HOME-BASED
ACTIVITIES WEATHER CONDTION 😊

You are to observe the weather condition from Monday to Sunday if it

is sunny day, rainy day, or cloudy day. After that you are going to
write your observations in a separate sheet of paper.

Questions:
1. Illustrate the experiment, outcome, sample space and event.
2. What are the weather conditions from Monday to Sunday?
3. What is/are the day/s that is/are rainy day? Sunny day? Cloudy
day?
4. In your observation, what is the most frequent weather condition?
5. How did you arrive at your answers?

Vl. REFLECTION
Number of learners
who earned 80% in the
evaluation
Number of learners
who require additional
activities for
remediation who
scored below 80%
Did the remedial
lessons work? Number
of learners who have
caught up with the
lesson
Number of learners
who continue to
require remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or superior
can help me solve?
What innovations or
localized materials did
I use/ discover which I
wish to share with
other teachers?