ME Math 8 Q4 1501 TG

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Grade 8 • Unit 15: Probability
LESSON 15.1
Probability of Simple Events
Table of Contents
Learning Competencies 1
Learning Objectives 1
Essential Questions 2
Prerequisite Skills and Topics 2
Lesson Proper 3
A. Introduction to the Lesson 3
B. Discussion 6
C. Practice & Feedback 10
Performance Assessment 16
Worksheet Answer Key 17
Synthesis 21
Bibliography 21
Unit 15 | Probability
Lesson 1: Probability of Simple Events
Learning Competencies
At the end of the lesson, the learners should be able to do the following:
• Find the probability of a simple event (M8GE-IVh-1).
• Solve problems involving probabilities of simple events (M8GE-IVi-j-1).
Learning Objectives
At the end of this lesson, the learners should be able to do the following:
• Find the probability of a simple event.
• Solve word problems involving probabilities of simple events.
1
Essential Questions
At the end of this lesson, the student should be able to answer the following questions:
● How can we find the probability of simple events in different types of word
problems?
● How can we determine the outcomes of a simple event, and what is its use in
finding its probability?
Prerequisite Skills and Topics

Skills:
● Changing fractions to lowest term
● Determining the possible outcomes of an experiment
Topics:
● Math 7 Unit 3: Rational Numbers | Lesson 4: Operations on Rational Numbers
● Math 8 Unit 14: Simple Events | Lesson 1: Experiments, Events, Sample Space, and
Outcomes
2
Lesson Proper
A. Introduction to the Lesson

Suggested Warm-up Activities
Choose from any of the following warm-up activities. These warm-up activities should
either stimulate recall of the previous lesson or introduce the lesson and not already
used in the study guide.
Activity 1: How Likely Is It?

This activity will give students an idea of probability.
Duration: 10 minutes
Materials Needed: paper and pen
Methodology:
1. Present the situation below. Ask someone to read.
Maricar puts 7 red, 5 blue, 2 yellow, and 9 green marbles in a box. She is going to
pick a marble inside the box.
Without computing anything, answer the questions that follow.

a. Which color has the greatest chance of being picked?
b. Which color has the least chance of being picked?
c. What is the total number of possible outcomes?
2. Call random students to explain their answers.
3
Expected Results:
a. green
b. yellow
c. 23
Guide Questions:
1. How did you identify the color that has the least and greatest chance of being
picked?
2. How did you get the total number of possible outcomes?
Activity 2: Create and Identify

This activity will help the students recall the terms experiment, outcomes, event, and
sample space.
Duration: 10 minutes
Materials Needed: cartolina, marker
Methodology:
1. Divide the students into groups with five members each.
2. Ask each group to create a situation that has an experiment, outcome, event,
and sample space.
Example:
A fair six-sided die is rolled, and you want an even number to appear.
3. Instruct them to write it on a sheet of paper and number it according to their

group number.
4
4. Ask each group to exchange papers, either clockwise or counterclockwise.

Instruct them to answer other groups’ created situations by identifying the
experiment, outcomes, elements of the event, and the sample space. Repeat
the process until all problems were answered by all groups.
5. Let each group post their answers on the board for checking.
Expected Results:
Each group should be able to identify the experiment, outcomes, event, and sample
space of the given situation.
Sample Result:
A fair six-sided die is rolled, and you want an even number to appear.
Experiment: Rolling a die
Outcomes: Any of the numbers from 1 to 6
Event: getting an even number {2, 4, 6}
Sample Space: {1, 2, 3, 4, 5, 6}
Guide Questions:
1. How did you identify the experiment, outcomes, event, and sample space in
the given situation?
2. How do we get the elements and sample space of a given experiment?
Teacher’s Notes
To help better gauge students’ readiness for this lesson, you may assign the short test
given in the Test Your Prerequisite Skills section of the corresponding study guide.
5
B. Discussion
1. Define and Discover
Teacher’s Notes
You may use the Learn about It! slides in the presentation file to discuss the following
key concepts and examples. Make sure to address student questions before jumping
from one concept to another.
● Probability – likelihood of the occurrence of an event
A simple event is any possible outcome of a random experiment. Success is

when an intended event outcome occurs.
● Probability of a Simple Event

The probability of a simple event, denoted by 𝑃(𝐸), is given by:
𝑛(𝐸)
𝑃(𝐸) = ,
𝑁
where 𝑛(𝐸) is the number of times an event will occur, and 𝑁 is the total
number of possible outcomes.
Note that:
• An impossible event has a probability of 0.
• A certain event has a probability of 1.
• Any other event that has a chance of occurring without certainty has
a probability between 0 and 1.
6
• Probabilities may be expressed in fractional, decimal, or percent

form.
Example:
The probability that a coin lands head in tossing is equally likely since there is
one head in a coin out of the two possible outcomes (head and tail).
In symbols, 𝑛(head) = 1, and 𝑁 = 2. Thus,
1
𝑃(Head) =
2
2. Develop and Demonstrate
Example 1
There are 4 white shirts, 7 green shirts, and 8 blue shirts in Paul’s drawer. What is the
probability that he will wear a green shirt?
Solution:
1. Determine the number of possible outcomes.
Since there are 4 white shirts, 7 green shirts, and 8 blue shirts in Paul’s drawer, he
has a total of 19 shirts to choose from. Thus, 𝑁 =19.
2. Determine the number of times the event will occur.
The event is “Paul will wear a green shirt.” Since there are 7 green shirts, 𝑛(𝐸) = 7.
7
3. Compute the probability.
𝑛(𝐸)
𝑃(green shirt) =
𝑁
7
=
19
𝟕
Therefore, the probability that Paul will wear a green shirt is .
𝟏𝟗
Example 2
If a fair six-sided die is rolled, what is the probability of getting a prime number?
Solution:
Since a die has six faces, there are 6 possible outcomes which are 1, 2, 3, 4, 5,
and 6. Thus, 𝑁 = 6.
The event is “getting a prime number." Since there are 3 prime numbers (2, 3,
and 5), then 𝑛(𝐸) = 3.
𝑛(𝐸)
𝑃(prime number) =
𝑁
3
=
6
1
=
2
8
𝟏
Therefore, the probability of getting a prime number in rolling a six-sided die is .
𝟐
Example 3
In a standard deck of 52 cards, what is the probability of drawing a red ace card?
Solution:
A standard deck has 52 cards. Thus, 𝑁 = 52.
A standard deck of cards is divided into two colors, red and black, and each color
is divided into two. We have 13 hearts and 13 diamonds for red cards, and for
black cards, we have 13 clubs and 13 spades. Thus, we have two red ace cards,
𝑛(𝐸) =2.
𝑛(𝐸)
𝑃(red ace) =
𝑁
2
=
52
1
=
26
𝟏
Therefore, the probability of drawing a red ace card is 𝟐𝟔.
9
C. Practice & Feedback

For Individual Practice
1. Ask the students to answer the following problem items individually using pen
and paper.
2. Give students enough time to answer the problem items.
3. Call a random student to show his or her work on the board afterward.
4. Let the student share how he or she comes up with his or her solution.
5. Inform the student the accuracy of his answer and solution, and in the case
when there is some sort of misconception, lead the student to the right
direction to find the correct answer.
Problem 1
A box has 8 red marbles, 9 blue marbles, and 5 yellow marbles. If one marble is picked
at random, what is the probability that it is not red?
Solution:
Since the box has 8 red marbles, 9 blue marbles, and 5 yellow marbles, there are
22 marbles in total. Thus, 𝑁 = 22.
The event is “picking a marble that is not red.” Since the box has 8 red marbles,
14 marbles are not red (blue and yellow). Thus, 𝑛(𝐸) = 14.
10
𝑛(𝐸)
𝑃(not red) =
𝑁
14
=
22
7
=
11
𝟕
Therefore, the probability of picking a ball that is not red is .
𝟏𝟏
Problem 2
Each letter of the word STATISTICS is written on a sheet of paper, folded in similar
sizes, and placed in a bowl. If one paper is to be picked at random, what is the
probability that it is the letter S?
Solution:
Since the word STATISTICS has 10 letters, there are 10 possible outcomes. Thus,
𝑁 = 10.
The event is “picking the letter S.” Since there are 3 letter S in the word STATISTICS,
then 𝑛(𝐸) = 3.
11
𝑛(𝐸)
𝑃(picking the letter 𝑆) =
𝑁
3
=
10
𝟑
Therefore, the probability of picking the letter S is .
𝟏𝟎
Problem 3
Slips of paper are numbered 1, 2, 3, …, 20 and placed in a box. If one slip of paper is
picked at random, what is the probability that it is a multiple of 4?
Solution:
Since there are 20 numbers from 1 to 20, there are 20 possible outcomes. Thus,
𝑁 = 20.
The event is “picking a number that is a multiple of 4.” The multiples of 4 from 1 to
20 are 4, 8, 12, 16, and 20. Since there are five multiples of 4, 𝑛(𝐸) = 5.
𝑛(𝐸)
𝑃(multiple of 4) =
𝑁
5
=
20
12
1
=
4
𝟏
Therefore, the probability of picking a number that is a multiple of 4 is 𝟒.
For Group Practice

1. Ask the students to form a minimum of two groups to a maximum of five groups.
2. Each group will answer problem items 4 and 5. These questions are meant to test
students’ higher-order thinking skills by working collaboratively with their peers.
3. Give students enough time to analyze the problem and work on their solution.
4. Ask each group to assign a representative to show their solution on the board and
discuss as a group how they come up with their solution.
5. Inform the student the accuracy of his answer and solution, and in the case when
there is some sort of misconception, give the student opportunity to work with
his/her peers to re-analyze the problem, and then lead them to the right direction
to find the correct answer.
Problem 4
Three fair coins are tossed simultaneously. What is the probability that all coins will
land head?
Solution:
We can find all the possible outcomes by using a tree diagram.
13
The possible outcomes are: {𝐻𝐻𝐻, 𝐻𝐻𝑇, 𝐻𝑇𝐻, 𝐻𝑇𝑇, 𝑇𝐻𝐻, 𝑇𝐻𝑇, 𝑇𝑇𝐻, 𝑇𝑇𝑇}.
Thus, 𝑁 = 8
Based on all possible outcomes, the event that all heads will appear is 1. Thus,
𝑛(𝐸) = 1.
𝑛(𝐸)
𝑃(all heads) =
𝑁
1
=
8
𝟏
Therefore, the probability that all the coins land head is 𝟖.
Problem 5
In a square, 𝑃, 𝑄, 𝑅, and 𝑆 are the midpoints of its sides. If a point is randomly placed
in the square, what is the probability that it is on 𝑃𝑄𝑅𝑆?
14
Solution:
The possible outcomes represent the area of the square. Let 2𝑥 be the sides of
the square. Then, the area of the square is:
𝐴 = 𝑠2
= (2𝑥)2
= 4𝑥 2
Thus, 𝑁 = 4𝑥 2 .
The possible outcomes of the event represent the area of 𝑃𝑄𝑅𝑆. Let us draw the
figure to illustrate the problem.
To find the area of PQRS, first, we need to get the area of the four congruent
1
triangles. The area of a triangle is equal to 𝑥 2 . Thus, the area of the four triangles
2
is:
15
1
𝐴 = 4 ( 𝑥2)
2
2
= 2𝑥
Then, we subtract the area of the square by the area of the four triangles.
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑃𝑄𝑅𝑆 = 4𝑥 2 − 2𝑥 2
= 2𝑥 2
Thus, 𝑛(𝐸) = 2𝑥 2 .
𝑛(𝐸)
𝑃(the point is on 𝑃𝑄𝑅𝑆) =
𝑁
2𝑥 2
= 2
4𝑥
1
=
2
𝟏
Therefore, the probability that the point is on 𝑃𝑄𝑅𝑆 is 𝟐.
Performance Assessment
This performance assessment serves as a formative assessment, divided into three sets
based on the student's level of learning. Click on the link provided on the lesson page to
access each worksheet.
● Worksheet I (for beginners)

● Worksheet II (for average learners)
● Worksheet III (for advanced learners)
16
Teacher’s Notes
For a standard performance assessment regardless of the student’s level of learning,
you may give the problem items provided in the Check Your Understanding section of
the study guide.
Worksheet Answer Key

Worksheet I
1.
1
a.
2
1
b. 3
5
c. 6
1
d. 3
2.
6
a.
17
5
b.
34
25
c. 34
13
d. 17
3.
4
a. 11
7
b. 11
3
c. 11
2
d. 11
17
4.
1
a. 5
2
b.
5
2
c. 5
1
d. 2
5.
7
a. 26
5
b. 13
11
c.
13
21
d. 26
Worksheet II
1.
1
a. 2
1
b.
4
1
c. 13
1
d. 26
2.
1
a. 4
1
b. 2
1
c. 4
1
d. 4
3.
26
a.
85
7
b.
17
18
61
c. 85
10
d. 17
4.
9
a. 31
16
b. 31
5
c.
31
5
d.
31
5.
1
a. 4
3
b. 4
3
c. 4
1
d. 4
Worksheet III
1.
11
a.
28
17
b. 28
23
c.
56
33
d. 56
2.
1
a. 8
1
b. 2
1
c. 2
1
d. 2
19
3.
3
a. 4
7
b.
8
5
c.
8
5
d. 8
4.
7
a.
29
7
b. 29
19
c. 58
33
d.
58
5
5. 9
20
Synthesis
Wrap-up To summarize the lesson, ask students the following questions:

1. How do you get the probability of simple events?
2. How do you solve word problems involving the probability
of simple events?
Application and To integrate values and build connection to the real world, ask
Values Integration students the following questions:
1. How does probability help us in making wise predictions?
2. What other real-life situations involve the probability of
simple events?
Bridge to the Next To spark interest for the next lesson, ask students the following
Topic questions:
1. What is an experimental probability?
2. How do we solve the experimental probability of simple
events?
Bibliography
“Examples of Probability.” Algebra Class. Retrieved 23 September 2019 from

http://bit.ly/33E6Gdf
“Probability of an Event.” Online Math Learning. Retrieved 23 September 2019 from

http://bit.ly/2HbMWUA
21

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Grade 8 • Unit 15: Probability

Lesson 1: Probability of Simple Events

• Find the probability of a simple event (M8GE-IVh-1).

• Solve problems involving probabilities of simple events (M8GE-IVi-j-1).

• Find the probability of a simple event.

• Solve word problems involving probabilities of simple events.

Prerequisite Skills and Topics

A. Introduction to the Lesson

Activity 1: How Likely Is It?

Materials Needed: paper and pen

Without computing anything, answer the questions that follow.

Activity 2: Create and Identify

Materials Needed: cartolina, marker

3. Instruct them to write it on a sheet of paper and number it according to their

4. Ask each group to exchange papers, either clockwise or counterclockwise.

1. Define and Discover

● Probability – likelihood of the occurrence of an event

A simple event is any possible outcome of a random experiment. Success is

● Probability of a Simple Event

• Probabilities may be expressed in fractional, decimal, or percent

In symbols, 𝑛(head) = 1, and 𝑁 = 2. Thus,

2. Develop and Demonstrate

2. Determine the number of times the event will occur.

3. Compute the probability.

2. Determine the number of times the event will occur.

3. Compute the probability.

A standard deck has 52 cards. Thus, 𝑁 = 52.

2. Determine the number of times the event will occur.

3. Compute the probability.

C. Practice & Feedback

2. Determine the number of times the event will occur.

3. Compute the probability.

2. Determine the number of times the event will occur.

3. Compute the probability.

2. Determine the number of times the event will occur.

3. Compute the probability.

For Group Practice

We can find all the possible outcomes by using a tree diagram.

2. Determine the number of times the event will occur.

3. Compute the probability.

2. Determine the number of times the event will occur.

3. Compute the probability.

● Worksheet I (for beginners)

Worksheet Answer Key

Wrap-up To summarize the lesson, ask students the following questions:

“Examples of Probability.” Algebra Class. Retrieved 23 September 2019 from

“Probability of an Event.” Online Math Learning. Retrieved 23 September 2019 from

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