Solving Problems Involving Non-Disjoint Events

Republic of the Philippines
SAMAR STATE UNIVERSITY

Office of the Dean | College of Education
Detailed Lesson Plan

Grade 8 – Mathematics
SCHEDULE: Grade 8 – Patola Mon-Fri 8:30 – 9:30 AM DATE: March 5, 2019
Grade 8 – Pechay Mon-Fri 1:00 – 2:00 PM
Grade 8 – Sitaw Mon-Fri 2:00 – 3:00 PM
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of probability.
B. Performance Standards The learner is able to formulate and solve practical problems involving probability of simple
events.
C. Learning Competencies At the end of the lesson, each learner should be able to:
1) Solve problems involving the probability of non-disjoint events.
2) Appreciate the uses of finding the probability of non-disjoint events in real life.
II. CONTENT Solving Problems involving Non-disjoint Events

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learners’ Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource Portal
B. Other Learning Resources Visual aids, chalk, chalkboard
https://magoosh.com/statistics/mutually-exclusive-events-definition-and-examples/
IV. PROCEDURES Facilitator’s Activity Learners’ Activity

A. Reviewing previous “Good morning/afternoon class.” “Good morning/afternoon ma’am.”
lesson or presenting the new
lesson “Say present once your name is called.”
The teacher will call each names for the attendance. “Present.”
“Who can give a short recapitulation about the

things that we have discussed last meeting?” A student will be called.
“Last meeting, we have discussed about
solving problems involving disjoint
events.”
“What are again disjoint events?” “Disjoint events are events that cannot
occur at the same time.”
“Can you give me an example of disjoint events?” “Getting an ace of heart or king of heart
in a deck of cards.”
“Picking a blue marble or pink marble in
a jar.”
“Getting an even and odd number from
rolling a die.”
“Very good, all your answers are correct.”
B. Establishing a purpose “For this lesson, our objectives are the following. A student will read the objectives
for the lesson Can somebody read?” pasted on the board.
C. Presenting “I have here sets of events. You will have to identify

examples/instances of the which of the following illustrates non-disjoint
new lesson events.”
A student will read each problem.
1. Roy has CD collection of movies and he wants
to watch one. He has 10 action movies, 14 sci-fi
movies, 15 romantic movies and 21 comedy
movies. What is the probability that Roy will
watch action movie or romantic movie?
2. What is the probability that Sheena will pick a
spade card or a black card from a deck of
cards?
3. There are 7 rubies, 9 pearls, 15 topazes, 11
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emeralds and 13 sapphires. What is the

probability that will you get a birthstone that is
a pearl or sapphire?
“Okay, which of the following illustrates a non-

disjoint event?” “Ma’am, only problem number 2
illustrates non-disjoint events.”
“Correct.”
D. Discussing new concepts “So based on our discussion on differentiating

and practicing new skills #1 disjoint and non-disjoint event, what is again non-
disjoint events?” “Non-disjoint events are events that
cannot occur at the same time.”
“Very well said. Can you give me an example of non-
disjoint events?” “In drawing a card, the probability of
getting a red card and a diamond card.”
“Yes, another example?” “The probability of getting a 4 of spades
and a black card.”
“In rolling a die, the probability of
picking an even number and a prime
number.”
“That’s right, all your answers are correct.”
E. Discussing new concepts “Let us go back to the problem 2 and let us solve it.”
and practicing new skills #2 2. What is the probability that Sheena will pick a
spade card or a black card from a deck of cards?
“Let us also look back to our discussions about the

rules of probability. What rule do you think is the
best rule to use when we have non-disjoint events?”
“What is the again the formula for non-disjoint “The general addition rule.”
events?”
P(A or B) = P(A) + P(B) - P(A and B)
“Who wants to write the probability of the first
event?”
P(spade) =
“How about the probability of the second event?”

P(black) =
“How can we get the P(A and B)? Who can still
remember?”
P(spade and black) =
“Using the formula, we will just substitute the

probabilities that we solved. What will we get?”
P(spade or black) =
“Excellent work.”
“Let us solve another problem.”
Patty is picking from a box with numbers 1 to
20. What is the probability that she will pick an even
or prime number?
“Who wants to solve?”

P(even or prime) =
“Very good!”
F. Developing mastery “Now, I will group the class into groups composing 5
(Leads to Formative members. You will all solve the following problems
Assessment 3) but make sure that each member of the group will
know how did you arrive with your answer.”
1. I have a box containing all the letters of the

English alphabet. What is the probability that I
will pick a vowel or a letter that is in the word
MATHEMATICS?
2. From the same experiment, what is the
probability of picking a consonant letter or a
letter from the word SYNAGOGUE?
“Are you done answering?” “Yes, ma’am.”

“Okay. I want you to exchange notebooks with the
other groups.”
“Who wants to answer number 1?” A student volunteer will be called.
P(vowel or MATHEMATICS) =
“Did you get the same answer?” “Yes, ma’am.”

“Very good.”
“How about number 2?” P(consonant or SYNAGOGUE) =
“Did you get the correct answer?” “Yes.”

“Excellent.”
G. Finding practical This applies in the examples during the discussion.

application of concepts and
skills in daily living
H. Making generalizations “Did you learn something from our activities and
and abstractions about the discussion today?” “Yes, ma’am.”
lesson “Do you still have any questions or clarifications?” “None, ma’am.”
“What rule of probability did we use again?” “The special addition rule.”
“And what was the formula for the special addition
rule?” P(A or B) = P(A) + P(B) - P(A and B)
“Okay, I guess you are ready for our assessment.”
I. Evaluating Learning “Class, get one fourth sheet of paper and answer
the following.” Answers
 All the letters of the word DISESTABLISHMENT 1)
are put in a bowl. What is the probability of
picking a letter that is a vowel or a letter from
the word COMPLIMENT?
 Numbers 1 to 100 are put in a jar. What will be 2)
the probability of picking an odd number or a
number divisible by 5?
J. Additional activities or “Class, copy your assignment.”

application or remediation The students will copy their assignment.
ASSIGNMENT
Numbers 1 to 300 are put in a box. What is
the probability that you will be able to pick a
number that is a multiple of 3 or multiple of 4?
V. REMARKS
VI. REFLECTION
1. No. of learners who
earned 80% on the formative
assessment

require additional activities for
remediation
3. Did the remedial lessons

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

continue to require
remediation
5. Which of my teaching
strategies worked well? Why
did these work?
6. What difficulties did I

encounter which my
cooperating teacher can help
me solve?
Prepared by:
VANESSA G. MANGUILIMOTAN
Student Teacher
Checked and Observed:
REGINA D. QUINABATO
Cooperating Teacher
Date: 03/05/2019

Solving Problems Involving Non-Disjoint Events

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Republic of the Philippines

SAMAR STATE UNIVERSITY

Detailed Lesson Plan

II. CONTENT Solving Problems involving Non-disjoint Events

IV. PROCEDURES Facilitator’s Activity Learners’ Activity

“Who can give a short recapitulation about the

C. Presenting “I have here sets of events. You will have to identify

emeralds and 13 sapphires. What is the

“Okay, which of the following illustrates a non-

D. Discussing new concepts “So based on our discussion on differentiating

“Let us also look back to our discussions about the

“How about the probability of the second event?”

“Using the formula, we will just substitute the

“Who wants to solve?”

1. I have a box containing all the letters of the

“Are you done answering?” “Yes, ma’am.”

“Did you get the same answer?” “Yes, ma’am.”

“Did you get the correct answer?” “Yes.”

G. Finding practical This applies in the examples during the discussion.

J. Additional activities or “Class, copy your assignment.”

2. No. of learners who

3. Did the remedial lessons

4. No. of learners who

6. What difficulties did I

Checked and Observed:

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