NAME: Pacuin, Dian Ann Adelyn A.

TIME: 9 am-10 am

SUBJECT: Mathematics 8 DATE: March 5, 2019

A Detailed Lesson Plan in Mathematics 8

I. Objectives

A. Content Standards
The learner demonstrates understanding of the 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
The learner counts the number of occurrence of an outcome in an experiment: (a) table; (b) tree
diagram; (c) systematic listing; and (d) fundamental counting principle.

At the end of the lesson, the students should be able to:

1. define experiment,outcomes, sample space and event
2. find the total number of possible outcomes in an experiment through systematic listing, tree
diagram, table, and fundamental counting principle;
3. solve applied problems involving probability of simple events;
4. interpret the arrived probability of simple events; and
II. Content

A. Topic
Basic Concepts of Probability

III. Learning Resources

A. Books
Alagano, R. et al. (2015). Mathematics for the 21st Century Learner 8.Makati City Philippines: DIWA
Learning Sysrem Inc., (355-359; 367-374).

Abuzo, E. et al. (2013). Mathematics—Grade 8 Learner’s Module.1st Edition. 2nd Floor Dorm G,
Philsports Complex, Meralco Avenue, Pasig City Philippines 1600: Department of Education,
(562-569).

Strategy/ies:

A. Deductive Method
B. I-We-You Approach
C. Cooperative Learning Approach

IV. Procedure

Teacher’s Activity Students’ Activity

A. Before the lesson
1. Preliminary (The students will stand.)
Everybody, please stand.
(The students are in the attitude of prayer.)
Let us pray first, Heavenly Father…Amen.
Students: Good Morning Ma’am!
Good Morning class!

Alright, please pick up the pieces of papers on

the floor, arrange your chairs properly, and you (The students pick up the pieces of papers, arrange
may have your seat right away. their chairs and take their seat.)

Thank you. Now class monitor, Jane, who is Jane: There’s none Ma’am.
absent today?

Very good! Keep it up class. Students: Yes Ma’am.

2. Motivation
Before discussing our topic for today, I want to (Majority of the students make a smile and a peace
ask you a few closed questions and I want you sign.)
to answer it honestly. If your answer is a yes,
make a smile and a peace sign beside your (There are students who make a smile and others
face. Further, if your answer is a no, make a make a sad face.)
sad face and cross your arms. Did you copy
my instruction class?
(There are students who make a smile and others
Good! Then here we go. During Wednesday or make a sad face.)
any casual or special day, did you plan in
advance about the possible outfit that you are (There are some who make a smile while others are
going to wear? making a sad face.)

Great! Do you think that there will be a Math

involved in doing so?

Oh! I see. When you flip a coin, have you ever

wondered about the possibility of the head or
the tail to appear?

Do you think that there is a Math concept being

involve in doing such?

I tell you; those activities that you are doing

such as pairing your shirt to a certain kind of
jeans, for that outfit to what shoes will be nicer
to wear, flipping a coin, casting lots, and
others, there is a Math behind. And today we
will be going to discover the Math mystery.
 Teacher’s Activity Students’ Activity

3. Unlocking of Difficulties
Before finding that Math mystery, we first need
to be acquainted with the necessary terms such (The students are raising their hands to share.)
as experiment, outcome, sample space, event,
simple event and probability. Now, are there Ailah: I am familiar with the words: experiment,
words that you are already familiar with? What outcome, and event Ma’am.
are those? Anyone who would like to share?
Students: Yes Ma’am.
Yes Ailah, please.
The students are getting ¼ sheet of paper and
Great! Thank you for sharing. Does everybody ready themselves to guess.)
has the same familiar words with Ailah?

Okay, you will know the meaning of that later.

This time you need to guess something.
(Divide the student by group)
I will be showing you a picture and you are going
to guess what it is. You have six (6) choices, our key
terms. Now, please get ¼ sheet of paper of this
guessing activity. (The students are guessing.)

Here we go:
(Transition will be every 10 seconds)

(The students are guessing.)

Image 1

(The students are guessing.)

Image 4

Image 2

Image 3
 (The students are guessing.)

(The students are guessing.)

Image 5
Image 6

(The students are guessing.)

Alright, let us see if you correctly guessed the

pictures. Check honestly your own paper.

Let’s go through the images and find out the

correct answer. After revealing the answer, I will (The students indicate their understanding through
give the mathematical definition of the terms. the agreed seat signal.)
And I will be checking your understanding from
time to time with a key word gets and you will
signal me with the following hand signals:
a. 5 fingers, it means “clear”—you (The students are guessing.)
understand it thoroughly; (The students ready themselves to check their own
b. 3 fingers, it means “buggy”—you paper.)
understand the most part; and
c. 1 finger, it means “muddy”—you don’t get
it at all. (The students indicate their understanding through
the agreed seat signal.)
Gets?

Great, so let’s start!

Image 1

Answer: Experiment
It is an activity or process with an observable
result.

Gets?

(The students indicate their understanding through

Good! Let’s have the next image. the agreed seat signal.)
Answer: Outcome
It is the observable result in your experiment.

Gets?
(The students indicate their understanding through
You catch up very quickly, that’s great! the agreed seat signal.)

The students indicate their understanding through

the agreed seat signal.)
Image 3

Answer: Sample Space

It is the set of all results of an experiment or the
set of all outcomes.

Example:
A coin is tossed once will have either a head or
a tail.
S= { H , T }
If tossed twice,
S= { HH , HT , TH .TT }

Gets?

Alright, let’s have the image 4. (The students indicate their understanding through
the agreed seat signal.)
 The students indicate their understanding through
the agreed seat signal.)

Answer: Event
It is a subset (a part) of your sample space.

Example:
s= { HH ,TH } is a subset of the sample space (The students are raising their hands to suggest.)
S= { HH , HT , TH .TT }. Ryan: Probably by listing Ma’am.

Gets? Random Student: We only thought of that Ma’am.

Alright, let’s have the next one. (The students are raising their hands.)

Tylher: Shirt 1 and Pants A, Shirt 1 and Pants B,

Shirt 2 and Pants A, Shirt 2 and Pants B,
Shirt 3 and Pants A, Shirt 3 and Pants B,
Shirt 4 and Pants A, Shirt 4 and Pants B,
Shirt 5 and Pants A, Shirt 5 and Pants B.

Image 5

(The students are raising their hands to answer.)

Elise: There are ten different outfits Ma’am

(The students are raising their hands to answer.)

Brylle: There are ten different combinations Ma’am.
(The students indicate their understanding through
the agreed seat signal.)

Image 4 Students: Ten different outfits Ma’am.

Answer: Simple Event
It is a specific outcome, just one of the possible
outcomes of the experiment.
 Example:
In tossing a coin it’s either the head will
appear or the tail. Just one of the two possible
outcomes. (The students indicate their understanding through
the agreed seat signal.)

Gets?

Good! Now we are down to the last image.

(The students are answering.)

(The students are raising their hands.)

Gerald: Let H 1∧T 1 denote as the outcomes of the

first tossed and H 2∧T 2 for the second
tossed. We have,
H 1 , H 2 , H 1 ,T 2 , T 1 , H 2 , T 1 , T 2
Therefore, there are four possible
outcomes.
Answer: Probability
It is the measure of Image
the likelihood
6 that an event Algim:
will occur.

Example: Thus,
What is the chance in tossing a coin that a head there
will appear? are
four
Gets?

There, you are already acquainted with the

necessary terms. Hence, you are now ready to
know the Math mystery. Fasten your seatbelt! possible outcomes.
Sophia:
B. During the lesson
You may be wondered about our topic today, we
will be discussing about the basic concept of
probability. I’m pretty sure that you already have
the idea due to the questioning and guessing Hence, there are four possible outcomes.
activities that we had. Right this time, we will
know Crystal: n1 ( toss 1 )=2 ; n2 ( toss 2 )=2
the mystery. Allow me to use situations to show Total Possible Outcomes=n1 ×n2
¿ 2 ×2
¿4
 you. So, there are four possible outcomes.

(The students indicate their understanding through

the agreed seat signal.)

Do you have any idea how we are going to find

the total number of possible combination? Any
suggestions?

Ryan, yes please.

We can do that, thank you Ryan. Anything else?

It’s okay dear. I’m glad that you have one. There
are still another three; the tree diagram, table, and
fundamental counting principle. However, before
that three let us do the listing method that you
suggest. Let’s start by labeling the shirts from one
to five and the pants A and B. We have,
Shirts: Shirt 1, Shirt 2, Shirt 3, Shirt 4, Shirt 5
Pants: Pants A and Pants B
Now, who wants to combine these on the board?

Alright, let’s have Tylher? (The students indicate their understanding through
the agreed seat signal.)

(The students indicate their understanding through

the agreed seat signal.)

Very good! Thank you Tyl. So how many possible

outfits from two pairs of pants and five shirts?

Yes Elise.

Indeed! We have ten. Now let us answer the (The students are answering.)
situation using a tree diagram.
 So how many combinations are there?

Okay, Brylle.

Gets? (The students are raising their hands to share.)

Good! Next, let us use a table. David: Desired outcomes: At least one tail
Since we knew that its total possible
outcomes
and these are HH,HT,TH,TT. We can
observe
that there are three outcomes contains tail;
thus,

How many outfits are formed by two pants and number of favorable outcomes
five shirts? P ( Event )=
total number of possible outcomes
3
Yes. The same result with first two method right? ¿ .
This time, we will use the fundamental counting 4
principle. In which it states that if one event has n1
Hence, the probability of getting at least one
possible outcomes and a second independent 3
event has n2 possible outcomes, then there are tail is or 0.75 or 75 % . This means that
4
n1 ×n 2 total possible outcomes for two events. there is a high chance to get a result with at
Since the given are two pairs of pants and five least one tail.
shirts, you can consider as one event with two
possible outcomes and as second event with five (The students indicate their understanding through
possible outcomes, accordingly. We have n1 =2 the agreed seat signal.)
and n2 =5, applying the concept so 2 ×5=10. (The students are raising their hands.)
Therefore, ten is the total possible number of
outcomes. Gets? Justin: Today, we have discussed the basic
concept
Great! So let us have the second situation. But of probability. We learned to find to total
this time you will be the one to answer it on your number of possible outcomes of an
seat within five minutes. You can use any method experiment using listing method, tree
that you want and if you have any questions while diagram, table, and fundamental counting
answering I can help you out, just raise your hand principle. We also discussed about the
for me to recognize you. Thereafter, I will be probability which is the measure of
calling somebody to share their solution on the likelihood
board—unique student for every type of method. that an event to occur. We learned about its
Then together we will examine their work. Now properties and its different forms. Further,
get the
ready. probability line is being tackled that gives us
the guidelines in interpreting the arrived
probability of a simple event. That’s all
Ma’am.

Students: There’s none Ma’am

 Answer Key:
A. 1. Listing Method

(1,1), (1,2), (1,3), (1,4), (1,5), (1,6)

(2,1), (2,2), (2,3), (2,4), (2,5), (2,6)
(3,1), (3,2), (3,3), (3,4), (3,5), (3,6)
(4,1), (4,2), (4,3), (4,4), (4,5), (4,6)
(5,1), (5,2), (5,3), (5,4), (5,5), (5,6)
(After five minutes.) (6,1), (6,2), (6,3), (6,4), (6,5), (6,6)
Therefore, there are 36 possible outcomes.
Alright, who want to share their solution on the
board? 2. Tree Diagram
Okay, let’s have Gerald, Algim, Sophia, and
Crystal. Answer accordingly.

Thus, there are 36 possible outcomes.

3. Table

Hence, there are 36 possible outcomes.

4. Fundamental Counting Principle

Given: n1 ( Dice 1 )=6 ; n2 ( Dice 2 )=6
Total Possible Outcomes=n1 ×n2
¿ 6 ×6
 ¿ 36
So, there are 36 possible outcomes.
B. (One of the possible answers. Take note that
the answers in this section will differ.)

1. A coin is tossed once. What is the

probability of getting head?
Solution:

number of favorable outcomes

P ( Event )=
total number of possible outcomes
1
¿ .
2
Thus, there is an equal chance that a
Excellent! Thank you Gerald, Algim, Sophia and head will appear.
Crystal. Gets?
2. A die is rolled once. What is the
likelihood that a prime number will
Great! So now, let us proceed in finding the
appear?
likelihood or chance that a specific event will
Solution:
occur. This time, we will be getting the probability
of simple event. Let’s have the first situation for
this concept. number of favorable outcomes
P ( Event )=
total number of possible outcomes
3
¿
6
1
¿ .
2
Hence, there is a 50 % chance that a
head will appear.

3. Our class is casting a lot. We are 35

students in our classroom, what is the
chance that my name will be drawn?
Before answering that, let us first discuss more Solution:
about the probability of simple events. It is the
ratio of number of favorable outcomes to the total number of favorable outcomes
number of possible outcomes. We can rewrite this P ( Event )=
as, total number of possible outcomes
number of favorable outcomes 1
P ( Event )= . ¿ .
total number of possible outcomes 35
Therefore, there is too little possibility
Your probability has the following property: that my name will be drawn.
a. The probability is a number between 0 and 1.
Answer Key:
b. The probability of the certain event is 1. Applicable Methods
c. The probability of the impossible event is 0. A. 1.a. Listing Method
Or in symbols 0 ≤ P ( E ) ≤ 1 , P ( CertainE )=1, and
P ( IMPossibleE )=0, respectively. Gray, two-door, Toyota; Gray, two-door, Ford;
Gray, four-door, Toyota; Gray, four-door, Ford;
 The probability of an event can be expressed as: Gray, Hatch-back, Toyota; Gray, Hatch-back,
1 Ford;
a. As a fraction: Black, two-door, Toyota; Black, two-door, Ford;
4
b. As unitary percentage between 0 and 1: 0.25 Black, four-door, Toyota; Black, four-door, Ford;
c. As percentage between 0 % and 100 %: 25 % Black, Hatch-back, Toyota; Black, Hatch-back,
We also have a probability line, Ford
0% 25 % 50 % 75 % 100 %
Therefore, there are 12 possible outcomes.
b. Tree Diagram
Hence, there are 12 possible outcomes.

c.
Gets?

Great! So we can now answer the given situation

a while ago.
Solution:
Given: Pair of shirt 3 and Pants B
(desired outcome)
Since we already knew that its total number of Fundamental Counting Principle
possible outcomes was ten so we have, n1 ( Car )=2 ; n2 ( Model )=3 ; n3 ¿
Total Possible Outcomes=n1 ×n2 ×n3
number of favorable outcomes
P ( Event )= ¿ 2 ×3 ×2
total number of possible outcomes ¿ 12
1 Thus, there are 12 possible outcomes.
¿ .
10
B. 1. Given:
Therefor the probability that you are likely to wear 7 mints, 5 jelly beans, 6 toffees, 8 caramel
1 0 mango flavor
shirt 3 and pants B is or 0.1 or 10 % . It
10 Total number of possible outcomes:
means 7+5+ 6+8=26
the chance to use shirt 3 paired with pants B is
too number of favorable outcomes
low. P ( Event )=
total number of possible outcomes
Gets? 0
¿
26
¿0 .
Good! Alright it’s your turn now. The same as
Thus, there is no chance to get a mango-
what we did a while ago—you will be given five
flavored
minutes to answer the given situation and you can
candy.
ask me if you have any questions then we will
have the sharing of solution.
2. Total possible outcomes: 4
Desired outcome: 1
number of favorable outcomes
P ( Event )=
total number of possible outcomes
1
¿ .
4
Hence, there is a 25 % chance to draw a white
ball.
(After five minutes.)

Time is up, time for sharing. Who wants to share

his/her solution on the board?

David, please.

Well done David. So class, gets?

Good! Alright, that is the Math mystery behind

selecting your outfits and tossing a coin. There
are
still a lot of activities that will involve this concept.
Try to reflect your daily activities which among
them has this concept behind.

C. After the lesson

Since you clearly understand our topic today, who
would like to sum up our discussion today? Any
volunteer?

Let’s have Justin.

 Thank you so much Justin. Is there anything that
was not mentioned by Justin?

You did listen very carefully, very good!

V. Evaluation
Get one whole sheet of paper and answer the
following:
A. Solve the problem using listing method,
tree diagram, table, and fundamental
counting principle. Further, find the
probability of simple events and interpret
the arrived answer.
B. Write your own real-life problem (situation)
involving the concept of probability.
Solution must be provided.
VI. Assignment
Write your answers in a one whole sheet of
paper.

A. Answer the given situation using any

applicable method.
1. You want to buy a car. You can buy a
Toyota or Ford. You can choose a two-
 door, four-door or hatch-back model. The
cars available in gray or black. How many
options you can choose from?

B. Find the probability of the simple event

and interpret the result.
1. A container of candies of seven mints,
five jelly beans, six toffees, and eight
caramels. What is the probability of
getting a mango-flavored candy?

2. There are four different colors (orange,

yellow, blue and white) of balls inside
the bag. What is the probability to draw
a white ball from the bag?

VII. Remarks

VIII. Reflection