SCHOOL: GRADE LEVEL: Grade 8

TEACHER: LEARNING AREA:

DATE: QUARTER: Quarter 3

I-LEARNING OBJECTIVES

A. Content Standard
Demonstrate understanding of key
concepts of probability

B. Performance Standard Is able to formulate and solve practical

practical problems involving probability of
simple events

C. Learning Competencies Counts the number of occurrences of an

outcome in an experiment: (a) table; (b)
tree diagram; (c) systematic listing; (d)
fundamental counting principle.

II. LEARNING CONTENT

A. Subject Matter Statistics and Probability

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Guide Pages

3. Textbook Pages Mathematics Grade 8. Mathematics

Quarter 4 – Module 7: Counting Methods
 and Techniques in an Experiment

4. Additional Instructional Materials ● Visual Aids (Manila

for teaching & Learning Paper/cartolina)
● Laptop (Powerpoint Presentation)
● Board and chalk
● Paper and pen

B. Other Learning Resources

IV – LEARNING STRATEGIES

Facilitator’s Activity Learner’s Activity

A. ACTIVATING PRIOR KNOWLEDGE

1. Prayer Let us pray. May I call Mary Joy to Mary Joy led the prayer.
lead the prayer.

2. Checking of Good day everyone! Good day Ma’am.

Attendance
For your attendance, kindly say
present if your name is called.
Present Ma’am.
Very good class, perfect attendance.

3. Reading of the ● As the class started, everyone

House Rules must be on their respective
seats.
● Please observe cleanliness.
 ● Respect one another.
● Talking with peers is not
allowed during
class/discussions unless it is
related to the discussion/topic.
● Raise your hand if you have
questions, concerns, or have an
idea that you wanted to share.
● Participation during
discussions/activities is
encouraged.
● Have fun while learning!

4. Reviewing of the Before we proceed to our discussion,

Past Lesson let’s have a short review of our
previous topic.
Student 1: Our topic yesterday is
What was our topic yesterday?
about illustrating an experiment,
sample space, outcomes, and
events.

Student 2: An outcome is a result

What is an outcome?
of an experiment.

Student 3: A sample space is the

What is a sample space?
set of all possible outcomes.
5. Reading of At the end of the lesson, students are
Objectives able to:

● identify the different counting

methods and techniques in an
experiment
● count the number of
occurrences of an outcome in
an experiment using (a) table,
(b) tree diagram, (c) systematic
listing, and (d) fundamental
principle of counting, and
● appreciate the importance of
the different counting methods
and techniques of an
experiment in real-life settings.

6.Springboard/ Before we proceed to our discussion,

Motivation let’s have an activity first.

(establishing a Suppose there is a debate battle

The student will do the task.
purpose for the happening inside the classroom. Form
lesson) two groups, then choose three
representatives in each group.

Now, to determine who will be pairing

in the debate we will have draw lots.
One friend of yours is one of the
representatives and it happens that
she has that one crush in the opposite
team. What is the possibility that they
get to be paired?
 Very Good! How did you come up with
the result? What did you do?
Answers may vary.

B. PRESENTATION AND MODELING

1. Introduction of the Okay class, how was our activity Student 1: It was challenging and fun
Lesson earlier? Did you find it difficult? Ma’am.

Thank you for sharing your thoughts.

Now, we will start our discussion about
counting the number of occurrences of
an outcome in an experiment using (a)
table; (b) tree diagram; (c) systematic
listing; (d) fundamental counting
principle.
Okay Ma’am.

2. Presentation of the
Lesson

C. GUIDED PRACTICE

1. Activity Instruction: The class will be divided

 into five (5) groups.

Direction: Read the following situation

carefully and answer what is asked.

1. You go to the canteen to buy some

snacks. The menu says, for food:
waffles, pancakes, or burger; and for
drinks: coffee, juice, tea, hot
chocolate.

How many different choices of food and

drink do you have?

a. Make a tree diagram to show all the

choices you can make.

b. Illustrate the choices using the table

below.

FOOD/ Coffee Juice Tea Hot

DRINKS (C) (J) (T) Chocolate
(H)

Pancake CP HP
(P)

Waffles JW
(W)

Burger TB
(B)

c. List the outcomes.

2. Analysis Present your output in the class. Group 1 to Group 5 presents their
output.
How many different choices of food
and drink do you have?

Answer: 12

a.

b.
FOOD/ Coffee Juice Te Hot
DRINKS (C) (J) a Chocolate
(T) (H)

Pancake CP JP TP HP
(P)

Waffles CW JW TW HW
(W)

Burger CB JB TB HB
(B)

c. The outcomes are CP, JP, TP, HP,

CW, JW, TW, HW, CB, JB, TB, &
 HB.

Congratulations everyone for a job well-

done! Everybody clap your hands.

Students clap their hands.

3. Abstraction

D. INDEPENDENT PRACTICE

1. Application Direction: Read the following situation

(Developing carefully and answer what is asked.
Mastery)
When tossing three coins, what is the
probability of getting 2 heads and 1 tail?
a. Make a tree diagram to show the
probability.

b. Illustrate it then using the table.

c. List the outcomes.

2. Valuing (Finding On a Saturday morning, you washed

practical most of your clothes and they are still
applications of wet. Your friend invites you to go out for
concepts and skills a date and you are left with only 2 pants
in daily living) and 4 shirts.
 Colors:Pants – Black (B) and White(W)
Shirts – Yellow (Y), Pink (P), Orange
(O) and Lavender (L).

a. In how many different ways can you

dress?

b. Make a tree diagram to show all the

choices you can make.

c. Illustrate the choices using the table

below.

Clothes Yellow Pink Orange Lavender

(Y) (P) (O) (L)

Black(B) YB PB OB LB
White(W) YW PW OW LW

d. List the outcomes.

E. CLOSURE

1. Generalization Can you give me one way of counting

the occurrences of an outcome in an
Student 1: One way is using a table
experiment?
Ma’am.

Student 2: Using a tree diagram

Ma’am.
 Student 3: Using the listing method
Ma’am.

What have you realized about the

lesson? Or did you encounter any
difficulties in the discussion/activities
given?

F. EVALUATION

1. Performance-Based
Assessment of
Learning
Outcomes

V – ASSIGNMENT

1. Enrichment
Activities for
remediation

2. Advance activities Study and read about the probability of

for the next lesson simple events.

VI – REMARKS

1. Instructional decision

2. Time management

VII - REFLECTION

A. No. of learners who

 earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.

C. Did the remedial

lessons work? No.
of learners who
have caught with
the lessons.

D. No. of learners who

continue to require
remediation.

E. Which of my
teaching strategies
worked well? Why
did this 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?