Math6 q4 w10 Detailed Lesson Plan

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Math6 q4 w10 - detailed lesson plan
Bachelor of Secondary Education (Baao Community College)
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DETAILED LESSON PLAN IN MATHEMATICS

Quarter 4 Week 10 Day 1
I. OBJECTIVES:
A. Content Standards The learner demonstrates understanding of pie graphs and
experimental probability.
B. Performance The learner is able to create and interpret representations
Standards of data (tables and pie graphs) and apply experimental
probability in mathematical problems and real-life
situations.
C. Learning At the end of the lesson, the learners shall be able to:
Competencies/ - Solve routine and non-routine problems, involving
Objectives (Write experimental and theoretical probability.
the LC Code for
M6SP-IVj-24
each)
II. CONTENT Solving routine and non-routine problems involving
statistics and probability
III. LEARNING
RESOURCES
A. References
1. CG Pages K to 12 Mathematics Curriculum Guide August 2016.
Grade 6, page 205
2. TG pages
3. LM pages
4. Textbook
pages
5. Additional
Materials from
LR portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Show a coin to the class.
previous lesson or Ask: If I toss this coin, what is the probability of having a
presenting the head?
new lesson
Have the pupils study the model.
Theoretical Probability Experimental
Probability
The probability of getting Out of 10 attempts, head
a head or a tail in a toss appeared 4 times and
coin is… tails 6 times…
P(H) = ½ P(H) – 4/10
P(T) – ½ P(T) – 6/10

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B. Establishing a Tell the pupils to look at the sky.

purpose for the
lesson Ask:
What is the probability that it will rain today?
Why did you say so?
C. Presenting Call 2 pupils. Have 1 pupil toss the coin 10 times while the
examples/ other pupil records the result.
instances of the
new lesson
Ask: What is the theoretical probability of tossing a coin and
it landing on heads?
Explain that in theoretical probability, there is only one

desired outcome, but two possible outcomes.
1
𝑃𝑇 =
# 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
Ask: After the coin has been tossed 10 times, what is the
probability of having a tail?
Let the learners understand that experimental

probability is the ratio of the number of times an event
occurs to the total number of trials or times the activity
is performed. That is…
# 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠
𝑃𝐸 =
# 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
D. Discussing new Solve the following using the formula on probability.
concepts & 1. A coin is thrown 3 times. What is the probability that at
practicing new least one head is obtained?
skills #1
2. Find the probability of getting a numbered card when a
card is drawn from the pack of 52 cards.
E. Discussing new Average Learners Advance Learners
concepts &
practicing new Present the problem on the Say: One way to One way to
skills #2 find the probability of an
board.
event is to conduct an
experiment.
Group the pupils into 2.
Have them solve the Group the pupils into 2.
problem. Have them solve the
problem.
In a basket of veggies, 8 are
Group 1
eggplants, 10 carrots and
A bag contains 15 red
the rest are ampalaya. marbles, 23 blue marbles
and 7 yellow marbles. Find
Group 1

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If a vegetable is taken from the experimental probability

the basket, what is the of getting a blue marble.
probability that it is a carrot?
Group 2
Eggplant? Ampalaya?
The spinner below shows 8
equally sized slices. Maia
Group 2 spun 40 times and got the
If 2 ampalayas have been following results.
taken from the basket,
what is the probability that a) From Maia’s results,
the next veggie is an compute the experimental
probability of landing on
eggplant? Carrot?
yellow.
b) Assuming that the spinner
is fair, compute the
theoretical probability of
landing in yellow.
Group 3
At a Masbate City terminal
there are 75 vehicles, 35 of
which are jeepneys, 20 are
buses and the remainder are
vans. If every vehicle is
equally likely to leave, find
the probability of:
a) van leaving first.
b) jeepney leaving first.
Remind the pupils on setting c) bus leaving second if
of standard for group activity either a jeepney or van
had left first.
F. Developing Presentation of outputs
mastery (Leads to Call a representative from each group. Have them present
Formative their answer on the board. Showing their solution and
Assessment 3)
explaining how they arrived at their answer.
G. Finding practical What is the importance of probability in our daily life?
applications of We use probability in daily life to make decisions when
concepts and we don't know for sure what the outcome will be.
skills in daily
living
H. Making What is theoretical probability? Experimental probability?
generalizations
and abstractions
about the lesson
I. Evaluating Solve the following probability problems and tell whether it
Learning is experimental or theoretical probability. (5 points each)
1. A spinner is divided into five equal sections numbered 1

through 5. It is spun 120 times. It is stopped at 1 twenty-
eight times, section 2 thirty-two times, section 3,

lOMoARcPSD|33588616
nineteen times, section 4, twenty-six times, and section

5, fifteen times. Find the probability that a 4 will be spun.
2. A pair of dice is tossed once. Find each probability.
What is the probability of getting a sum of 11, P11?
What is the probability of getting a sum of 8, P8?
What is the probability of getting at most a total of 5, P5?
J. Additional Do this at home.
activities for
application/ Solve.
remediation
1. What is the probability of getting a 3 or a 6 when a die is
rolled?
2. If a coin is flipped twice. What is the probability of getting
two consecutive tails?
3. A card is drawn at random from a deck of cards. Find
the probability of getting the King of heart.
4. A jar contains 3 red marbles, 7 green marbles and 10
white marbles. If a marble is drawn from the jar at
random, what is the probability that this marble is white?
5. Two coins are tossed, find the probability that two heads
are obtained.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well?
Why did these
work?

lOMoARcPSD|33588616
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?

lOMoARcPSD|33588616

I. OBJECTIVES:
situations.
the LC Code for
M6SP-IVj-24
each)
III. LEARNING
RESOURCES
A. References
Grade 6, page
2. TG pages
3. LM pages 21st Century Mathletes 6, pages 342-355
4. Textbook pages
5. Additional
Materials from
LR portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Check the assignment.
previous lesson or Ask 5 pupils to show their answers on the board.
presenting the new Have them explain how they arrive at their answers.
lesson
B. Establishing a Have the pupils solve the problem.
purpose for the
lesson Marlon joins in a raffle promo with 5 entry tickets. If 200
tickets were to be drawn. Will Marlon likely win the raffle?
Explain.
C. Presenting What have you learned about theoretical probability?
examples/ Experimental probability?

lOMoARcPSD|33588616
instances of the
new lesson
D. Discussing new Show a die model to the class.
concepts &
practicing new
skills #1
Ask the following:
>How many ways can a die turn up?
>What is the probability of rolling a 1? 2? 5?
>How many ways will an even number occur?
>What is the probability that an even number will occur?
concepts &
practicing new Group the pupils into 4. Group the pupils into 4
skills #2 Present the problem.
Rock, Paper, Scissor Philjet Airlines offers its flight
attendance a variety of
Group 1 uniform styles from which
>If you are to play Rock, they can choose. The
Paper, Scissor with your jackets come in both red and
friend, what is the probability blue. The blouses come in
red, white and blue.
of him throwing a rock?
Paper? Scissor? Group 1
>Draw a diagram to show all
Group 2 the possible uniforms.
>Pick up a partner. >Answer the following
>Play the rock, paper, questions using the
scissor 10 times. diagram tree.
-How many uniforms are
>Answer the following:
possible?
-How many times was rock -What is the probability of
thrown? wearing a uniform with a
-What is the probability? red jacket and a blue
blouse?
Group 3
Group 2
>Pick up a partner.
>Draw a diagram to show all
>Play the rock, paper, the possible uniforms.
scissor 10 times. >Answer the following
>Answer the following: questions using the
-How many times was diagram tree.
paper thrown? -How many uniforms are
-What is the probability? possible?
-What is the probability of
wearing a uniform with a
Group 4 red blouse?
>Pick up a partner.
>Play the rock, paper, Group 3 and 4
scissor 10 times. There are 24 blue marbles,
>Answer the following: 16 blue marbles and 8
yellow marbles in a bag.

lOMoARcPSD|33588616
-How many times was Perform an experiment to

scissor thrown? determine the following:
-What is the probability? >Have each member of the
group takes a marble from
the bag.
>Record the color and return
the marble in the bag.
>Repeat the process until all
the group members have
participated.
>Count the number of times
a blue marble was picked.
>Solve the probability for
each marble color being
taken.
mastery (Leads to Call a representative from each group. Have him present
Formative their answer to the class.
Assessment 3)
Ask: What do these results tell you?
G. Finding practical Cite real-life situations where we can use probability.
applications of
concepts and skills
in daily living
H. Making What is the formula for theoretical probability?
generalizations Experimental probability?
and abstractions
about the lesson
I. Evaluating A. Solve the following. Show your solution. (3 points
Learning each)
1. A jar contains 10 blue marbles, 5 red marbles and 8
green marbles. If your pick one without looking, what
is the probability that the marble will be either red or
green?
2. You ask a friend to think of a number from 11 to 20.
What is the probability that his number will be an odd
number/numbers?
3. Each of the letters in the word MATHEMATICS is on
separate cards face down on a table. If you pick a
card at random, what is the probability that its letter
will come after M in the alphabet?
B. Analyze the problem. Answer the questions that
follow. (2 points each)
Louise has a box of popsicle stick. He removed one
stick, recorded the color and places it back in the box.
He repeated the process 20 times and recorded his
results in the frequency table.
Color Selected Red Blue Black Green
Frequency 6 3 7 4

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1. Find the experimental probability that a stick

selected from the box will be blue.
2. What is the experimental probability that a stick
selected will be green?
3. Suppose you have drawn 2 black stick from the
box, what is the probability that the next stick
selected will be red?
J. Additional Draw a diagram of all the possible ways to get to school
activities for from your home.
application/
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well?
Why did these
work?
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?

lOMoARcPSD|33588616

I. OBJECTIVES:
A. Content The learner demonstrates understanding of pie graphs and
Standards experimental probability.
B. Performance The learner is able to create and interpret representations of
Standards data (tables and pie graphs) and apply experimental
probability in mathematical problems and real-life situations.
the LC Code for
M6SP-IVj-24
each)
III. LEARNING
RESOURCES
A. References
Grade 6, page 205
2. TG pages
3. LM pages 21st Century Mathletes 6, pages 342-355
4. Textbook
pages
5. Additional
Materials from
LR portal
B. Other Learning Giant Spinner, Activity Sheets(Guided Practice)
Resources
IV. PROCEDURES
A. Reviewing Checking of assignment.
previous lesson
or presenting the
new lesson
B. Establishing a Show a giant spinner equally divided into 8 parts.
purpose for the
lesson Ask:
>Do you know what is this?
>Where do you usually see this?
>What is it used for?
C. Presenting Show a giant spinner equally divided into 8 parts labeled A to
examples/ H.

lOMoARcPSD|33588616
instances of the
new lesson Ask:
>If I spin this spinner, what is the probability that it will stop
on letter H?
Have the pupils take turns in spinning the spinner. Recording

the results on the chart, like this one.
No. of Spun A B C D E F G H
1
2
3
D. Discussing new After all the pupils took their turn, have them solve the
concepts & probability of the spinner stopping at each letter.
practicing new
skills #1
Then call volunteers to solve it on the board.
concepts &
practicing new Group the class into 4. Group the class into 4.
skills #2 Distribute activity sheets to Distribute activity sheets to each
each group. group.
Remind the group to work Remind the group to work as a
as a team – that is team – that is everyone should
everyone should cooperate.
cooperate.
Group 1
Group 1 Two fair coins are tossed 280
There are 8 cars and times simultaneously and their
robots in a box. If Troy outcomes are noted as:
picks a toy at random from (i) Two tails = 95,
the box, then what is the (ii) One tail = 123 and
probability of the toy being (iii) No tail = 62
a robot?
Find the probability of
Group 2 occurrence of each of these
Use decimal to express events.
the probability that S is
selected from the word Group 2
JZSES (can be replaced A die is thrown randomly four
with a word of your hundred ninety-three times. The
choice). frequencies of outcomes 1, 2, 3,
4, 5 and 6 were noted as given in
Group 3 the following table:
A fair coin is tossed 450
times and the outcomes Outcomes 1 2 3 4 5 6
were noted as: Head = Frequency 83 99 76 107 69 59
250, Tail = 200. find the
probability of the coin
Find the probability of the
showing up a head or a
occurrence of the event
tail.
(i) 4
(ii) a number < 4
Group 4

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The record of weather (iii) a number > 4

stations report shows that (iv) a prime number
out of the past 75 (v) a number < 7
(vi) a number > 6
consecutive days, its
weather forecast was Group 3
correct 55 times. Find the At a pizza parlor, Jeanel Ann
probability that on a given recorded the daily sales of each
day the report was variant available.
correct/not correct.
Variant No. of Costumers
Hawaiian 85
Classic 66
Spicy 47
What is the probability that the

next costumer will not buy a
spicy pizza?
Group 4
Ms. Lazarte recorded the scores
of her 45 pupils in a mathematics
test as follows:
No. of pupils who
Score
got the score
40 4
39 7
38 5
37 13
36 11
Find the probability of the pupils’

scores.
mastery (Leads to Have the group reporter present their output to the class.
Formative
Assessment 3)
G. Finding practical While waiting for a ride to school today, how did probability
applications of been useful to you?
concepts and
skills in daily
living
H. Making What is probability?
generalizations What is the difference between theoretical and experimental
and abstractions probability?
about the lesson
How are problems on probability solved?
I. Evaluating Solve the following probability problems.
Learning

lOMoARcPSD|33588616
Carmi and Virgo are playing a baseball board game. The

player at bat tosses a pair of dice and records the sum of the
dice.
Sum of 2 Dice Play

2 Homerun
3,4,5 Single
6,7,8 Out
9,10,11 Double
12 Triple
1. Find the probability that the sum is 4.

2. What is the probability that the sum is 2?
3. The probability of having double is _______
4. What is the probability being out?
5. Find the probability that the sum is triple.
J. Additional Assignment
activities for A drawer contains 6 black neckties, 2 white neckties, 4 red
application/ neckties, 2 maroon neckties and 2 blue neckties. One necktie
remediation
is picked at random and fresh then replaced. This is repeated
300 times. Predict how many times you can expect the color
of the necktie to be:
a. White
b. Blue
c. Red
d. Black
e. Maroon
f. Not white
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to

lOMoARcPSD|33588616
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
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?

lOMoARcPSD|33588616

I. OBJECTIVES:
situations.
Competencies/ - Creates problems involving experimental and theoretical
Objectives (Write probability.
the LC Code for
M6SP-IVj-25
each)
II. CONTENT Creating problems involving experimental and theoritical
probability
III. LEARNING
RESOURCES
A. References
Grade 6, page 205
2. TG pages
3. LM pages
4. Textbook pages
5. Additional
Materials from
LR portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Checking of assignments.
previous lesson or Refresh pupils’ knowledge on solving word problems
presenting the new involving probability.
lesson
B. Establishing a Present the chart to the class.
purpose for the Have the pupils study the data.
lesson
Candidates for SPG No. of Votes
President
A 501
B 308
C 695
D 525

lOMoARcPSD|33588616
After analyzing the data on the table, what did you

observed?
C. Presenting Post strips of words to the class.
examples/ Ask a pupil to arrange it to create a problem.
instances of the
new lesson
probability wins the
Candidate A what is the
that presidency
Ask: What are to be considered in creating word problem?

D. Discussing new Have the pupils create a word problem involving probability
concepts & based on the given facts.
practicing new
skills #1
Grade 6 – Archimedes
11 years old – 15
12 years old – 18
13 years old – 12
Ask:
>Did you find the activity challenging? Why? Why not?
>Discuss the facts to consider in creating word problem –
that is set-up, given, and question
concepts &
practicing new Group the pupils into 5. Have the pupils’ recall what
skills #2 theoretical and experimental
Have them create word
probability is.
problem based on the given
facts. Post word problems
involving theoretical and
Group 1 experimental probability on
Rolling an eight-sided die the board.
numbered one through eight.
Group the class into 5.
Group 2
Picking one card from a Have them create a word
deck of 52 cards. problem involving theoretical
Group 3 and experimental probability.
52 blocks in a jar
18 green blocks
23 red blocks
11 yellow blocks
Group 4
Tossing a coin 100 times
61 tails
59 heads

lOMoARcPSD|33588616
Group 5
Kids Favorite Foods
50 kids
10 likes spaghetti
16 likes ice cream
9 likes fried chicken
15 likes cake
F. Developing Presentation of outputs Presentation of outputs
mastery (Leads to Have a representative of Have a representative of
Formative each group present their each group present their
Assessment 3)
output. output.
Call a member from the

group to solve the problem
they’ve created.
G. Finding practical What probability related problems have your encountered
applications of in your studies?
concepts and skills
in daily living
H. Making What have you realized in creating a word problem?
generalizations
and abstractions
about the lesson
I. Evaluating Create two word problems using (1) theoretical and (2)
Learning experimental probability using the given facts. Then
solve it. (20 points)
School YES Camp
750 participants
125 grade 3 275 grade 4
235 grade 5 The rest is grade 6
J. Additional Assignment
activities for Create a word problem involving theoretical and
application/ experimental probability based from your daily routine
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson work? No.

lOMoARcPSD|33588616
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well?
Why did these
work?
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?

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lOMoARcPSD|33588616

Math6 q4 w10 - detailed lesson plan

Bachelor of Secondary Education (Baao Community College)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

DETAILED LESSON PLAN IN MATHEMATICS

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

B. Establishing a Tell the pupils to look at the sky.

Explain that in theoretical probability, there is only one

Let the learners understand that experimental

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

If a vegetable is taken from the experimental probability

1. A spinner is divided into five equal sections numbered 1

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

nineteen times, section 4, twenty-six times, and section

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

DETAILED LESSON PLAN IN MATHEMATICS

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

-How many times was Perform an experiment to

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

1. Find the experimental probability that a stick

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

DETAILED LESSON PLAN IN MATHEMATICS

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

Have the pupils take turns in spinning the spinner. Recording

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

The record of weather (iii) a number > 4

What is the probability that the

Find the probability of the pupils’

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

Carmi and Virgo are playing a baseball board game. The

Sum of 2 Dice Play

1. Find the probability that the sum is 4.

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

DETAILED LESSON PLAN IN MATHEMATICS

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

After analyzing the data on the table, what did you

Ask: What are to be considered in creating word problem?

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

Call a member from the

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

Downloaded by jecka Francisco (jeckafrancisco22@gmail.com)

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