School: GUISGUIS NATIONAL HIGH SCHOOL Grade Level: 8

Teacher: HONORIO G. SISON JR. Learning Area: MATH 8

DAILY LESSON LOG Teaching Dates and May 29 – June 2, 2023
Quarter: Fourth
In MATH 8 Time: 9:00 am-5:00 pm

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

1. Content
The learner demonstrates key concepts of finding the probability of a simple event.
Standards:
2. Performance
The learner is able to formulate and solve problems involving probability of a simple event in real life situation
Standards:
LEARNING COMPETENCY: LEARNING COMPETENCY: LEARNING Learning Learning Competency: Finds the
counts the number of counts the number of COMPETENCY: counts Competency: Finds probability of a simple event
occurrences of an outcome occurrences of an outcome the number of the probability of a (M8GE-IVh-1)
in an experiment: (a) table; in an experiment: (a) table; occurrences of an simple event Learning Objectives:
(b) tree diagram; (c) (b) tree diagram; (c) outcome in an
(M8GE-IVh-1) 1.Recall the definition of
systematic listing; and (d) systematic listing; and (d) experiment: (a) table;
(b) tree diagram; (c) Learning
fundamental counting fundamental counting probability of a simple event
principle (M8GE-IVg-1) principle (M8GE-IVg-1) systematic listing; and Objectives: 2.Find probability of a simple
The learner should be able The learner should be able (d) fundamental 1. Define event
to: to: counting principle probability of a 3.Demonstrate appreciation on
1.define fundamental 1.apply the fundamental (M8GE-IVg-1) simple event the application of probability in
3. Learning
counting principle. counting principle in the The learner should be 2. Find probability real life situations
Competencies/
2.ount the number of given experiment. able to: of a simple
Objectives: occurrences of an 2.count the number of 1. apply the event
outcome in an occurrences of an fundamental Demonstrate
experiment using outcome in an counting principle in
appreciation on the
fundamental counting experiment using a given experiment.
principle. fundamental counting 2. count the number of application of
3.relate the usefulness of principle. occurrences of an probability in real
probability in real – life 3.relate the usefulness of outcome in an life situations
situation. probability in real – life experiment using
situation. fundamental
counting principle.
3. relate the usefulness
 of probability in real –
life situation.

II. CONTENT FUNDAMENTAL COUNTING FUNDAMENTAL COUNTING FUNDAMENTAL Probability of a Probability of a simple event
PRINCIPLE PRINCIPLE COUNTING PRINCIPLE simple event

V. LEARNING
RESOURCES
A. References
1. Teacher’s Module 11: Pages
607 - 615 607 - 615 607 - 615 Module 11: Pages 614-617
Guide Pages 614-617
2. Learner’s
Materials 562 - 583 562 - 583 562 - 583 Pages 568-571 Pages 568-571
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
VI. PROCEDURES
A. Reviewing Introductory Activity The teacher will ask a Introductory Activity The teacher lets the The teacher lets the students
previous lesson The teacher will ask the volunteer learner to give a The teacher will ask the students listen for identify the word being
or presenting learners to do Activity 2 recapitulation of the learners to work in pair, the scenario to be described by the four pictures
the new lesson “Budget… Matters!” on previous meeting’s each pair will be asked to given orally. and recall what its definition
(ELICIT) page 563 of the LM. discussion. use objects inside the
Warm-up Activity (For the classroom or in the school
class) that they can use as In a tennis match, the
1. If you have 2 brown subject for the chance to serve first
sneakers, 2 white experiment. They are to is determined by a
sneakers, and 15 create their own problem coin toss. The player
white t-shirts. How that will involve the use of who wins the coin
many different ways fundamental counting toss gets to choose
can you dress with the principle. Learners have to whether to serve or
white sneakers and write their problem on a ¼ to receive. The loser

B. Establishing a The teacher lets the
purpose for the students realize that
lesson fundamental counting
(ENGAGE) principle is the easiest and
quickest way to find the
number of possible
outcomes.
C. Presenting Working in pairs the
examples/ teacher will ask the
instances of learners to do the
the new lesson activity.
(EXPLORE)
Given the situation that
you want to buy a new
car, the agent gives you
the following options:
D. Discussing new The teacher processes
student’s responses base on
the t-shirts? sheet of paper and will
put it inside a jar prepared
by the teacher.
The teacher lets the The teacher lets the
students realize that students realize that
fundamental counting fundamental counting
principle is the easiest and principle is the easiest and
quickest way to find the quickest way to find the
number of possible number of possible
outcomes. outcomes.
Working in pairs, the From the problems
students will be asked to created by the learners,
answer the given item the teacher will play a
below. game in class called “Pass
1. The Grade 8 year level It ON!”. The teacher will
is electing new year ask the students to form a
level officers. There huge circle. As the teacher
are three candidates plays the music the
for president, four learners will have to pass
candidates for vice – the jar around and when
president, four the music stops, the
candidates for person who holds the jar
secretary, and two will have to pick a paper
candidates for and answer the problem.
treasurer. How many In the case the answer is
possible combination wrong the learner will be
of officers are given one call a friend
possible? option. If the friend
2. Toss a coin five times. cannot answer as well,
How many possible both will have to share
outcomes are there? his/her hidden talent.
The teacher will ask The teacher will process
volunteer learners to students answer and will
in the coin toss has
no choice but to
follow the winner’s
decision.
The teacher lets the The teacher lets the students
students realize the realize the concept of solving
concept of solving probability as an important skill
probability as an in dealing real life situations
important skill in and problems.
dealing real life
situations and
problems.
The teacher lets the The teacher lets the students
students observe the solve the given problem.
probability line
presented on the
board.
Their task is to make
a judgment of the
given statement
whether it is
impossible, unlikely,
even chance, likely or
certain to happen.
The class will be
divided into 5 groups
and each group are
given tag boards with
words impossible,
unlikely, even
chance, likely and
certain. They will just
raise the specific tag
board on what are
their judgments.
The teacher discusses The teacher discusses with the
 concepts and the previous activities given. present their answer to give further elaboration with the students students the process of
practicing new The teacher will draw out class for discussion and on how the answer was the process of answering the
skills #1 from the students their own clarifications. derived base on the answering the Activity. Recall the formula in
definition of the Fundamental Counting previous getting the probability.
Fundamental Counting Principle technique.
activity through the
Principle (refer to page 585
of the LM) presentation of
probability rules on
page 568 of
Learner’s module.

E. Developing Think – Pair – Share Working in pairs, the The teacher lets the Working with pair, the teacher
mastery (leads The students will be asked learners will answer the students to solve the lets the students solve the
to formative to answer the following following items. following carefully,
probability.
assessment) items below in pair. 1. To go to work, James then write the correctA circle is divided into 12 equal
(EXPLAIN) 1. A seven question quiz drives his car to a answer on the space
parts to form a spinner. It is
has four true or false train station. Then, he provided before each
questions followed by leaves his car at the number. numbered as shown on the
three multiple choice train station and takes right. When the pointer is
questions. For each the train to work. If spun, what is the probability
multiple choice John owns a BMW that it will stop at:
question there are and a Toyota, there a “7”
four possible answers. are five trains he can a. a prime number?
In how many different take, how many ways b. a number between 5 and
ways is it possible to can he get to work? 10?
answer the seven
c. a number less than 13?
questions?
d. a negative number?
e. a square number?
F. Making The teacher summarizes the The teacher summarizes The teacher summarizes The teacher The teacher summarizes the
generalizations mathematical skills or the mathematical skills or the mathematical skills or summarizes the rules rules and formula in solving
and principles use to count the principles use to count the principles use to count the and formula in probability with simple events.
abstractness to number of occurrences of number of occurrences of number of occurrences of solving probability
the lesson an outcome in an an outcome in an an outcome in an
with simple events.
(ELABORATE) experiment using experiment using experiment using
fundamental counting fundamental counting fundamental counting
principle. principle. principle.
a. How did you use the b. How did you use the
fundamental counting fundamental
principle in counting counting principle in
the number of counting the
occurrences of an number of
outcome in an occurrences of an
 experiment?
Which is easier to use, tree
diagram or fundamental
counting principle? Why?
G. Evaluating Individually the teacher will
learning ask the learner to answer
(EVALUATION) the activity.
1. You go to a restaurant
to buy breakfast. The
menu says, for food:
pancakes, waffles. Or
home fries; and for
drinks: coffee, juice, hot
chocolate, and tea. How
many different choices
of food and drink do
you have?
A lock has four dials. On
each dial are the digits 0 to
9. How many possible
combinations are there?
H. Additional
activities for
application and
remediation
(EXTEND)
(5 REMARKS
(6 REFLECTION
A. Number of learners who
earned 80% in the
outcome in an
experiment?
Which is easier to use,
tree diagram or
fundamental counting
principle? Why?
Individually the student Individually the teacher The teacher lets the The teacher lets the students
will be asked to answer will ask the learner to students to solve the answer individually the
the given exercise below. answer the activity. following carefully, formative assessment.
2. Derek must choose a 1. How many ‘words’ then write the correct
four-digit pin for his with five letters are answer on the space
A circle is divided into 12 equal
cellphone. He has to there that start with a provided before each
choose from the digit vowel and end with number. parts to form a spinner and
0 to 9. How many an S? numbered as shown.
different possible PIN 2. In the swertes lotto _____ 1. Two fair coins Find the probability that when
numbers can Derek game, how many are tossed the pointer is spun, it will stop
have? possible three-digit simultaneously. What is at
3. For her literature numbers can be the probability of
class, Riza has to formed with showing a tail (T) 1. a “9”
choose one novel to repetition? followed by a head (H)? 2. a prime
study from a list of _____ 2. A spinner is number
four, one poem from a divided equally and 3. a number
list of six, and one numbered as follows: 1,
short story from the greater than 4
1, 2, 3, 3, 4, 1, 1, 2, 4, 1,
list of five. How many 2, 3, 4, 1, 2. What is the 4. a multiple of
different choices does probability that the 20
Riza have? pointer will stop at an 5. a factor of 12
even prime? 6. not a prime
number
 evaluation: _________

B. Number of learners who

scored below 80% who
needs additional
activities for
remediation: _________

C. Did the remedial lesson

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

D. Number of learners who

continue to require
remediation: __________

E. Which of my teaching
strategy/ies 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 materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked by:

HONORIO G. SISON JR. MARITES M. MORAÑA

Teacher II Head Teacher I

Noted

ROWENA D. MENDEZ
Principal II