School COMMONWEALTH NHS Grade Level Grade 8

Teacher LEONEL T. MABANO Learning Area MATHEMATICS

Date/Time MARCH 11, 2020 Quarter FOURTH

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of probability.

B. Performance The learner is able to formulate and solve practical problems involving
Standard probability of simple events.
C. Learning
Competencies/ The learner illustrates an experimental probability and a theoretical probability.
Objectives
(Write the LC code M8GE-IVi-1
for each)
II. CONTENT PROBABILITY AND STATISTICS

A. Subject Matter Experimental and Theoretical Probability

III. LEARNING
RESOURCES
A. References Mathematics Learner’s module
1. Teacher’s Guide
521 – 536
pages
2. Learners’ Materials
569- 573
pages
3. Textbook pages
4. Additional Materials
from Learning Google
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Activity 1: Decide whether the following events are impossible, unlikely,
likely or certain. Write your answer on the space provided for.
a. It will snow on Mount Apo next year. ____________
A. Reviewing previous b. The School canteen serves food for recess. ______
lesson or presenting the c. You win first prize in a competition. ___________
new lesson. d. There will be a cure for cancer in the next year._____
e. The entire world’s government will agree to reduce carbon
emission.______________

Activity 2
A. A die and a coin is tossed. Find the probability of getting
_____________.
1. A 5 and tail
2. An odd numbers and head
3. An even number and head
4. An even and tail or a number less than 3 and head
5. A number less than 6 and head or a number
B. Establishing a purpose B. From a pack of 52 playing cards what is the chance of picking……
for the lesson 1. a jack

2. a club

3. a king

4. a king and
queen

5. seven of spade

C. Presenting
 Activity 3
1. The table shows the results of a spinner experiment. Find the
experimental probability of spinning a 4.

Number Occurrences
1 6
2 11
3 19
examples/instances of the 4 14
new lesson
2. According to the theoretical probability, how many times can we
expect to land on each color if we take 16 spins? Green? Yellow?
Red? White? Purple?

The Teacher may illustrates and discuss what experimental and theoretical
probability.

Experimental probability is the ratio of number of times an event occurs to

the total number of trails or times the activity is performed.
D. Discussing new
concepts and practicing Theoretical probability is what you expect to happen, but it isn’t always what
new skills # 1 actually happens.
 Experimental probability = relative frequency
= number of times event occurred
Number of trials
 Theoretical probability = no. of favourable outcomes
total size of sample space

Activity 4:
In the figure and situation below solve the following questions.

1. Five red candies are left in a bag of 40 different colored candies.

a. What is the probability that
you will get a red candy? How did
you get your answer?
b. What are your chances of getting a
red one when you pick again? Do
you have the same answer? Why?
E. Discussing new concepts How many candies are now in the
and practicing new skills # bag? How many red candies are there?
2

2. a. When you flip a coin, what is

the probability of heads
landing up?
b. If you flip it again, what is the
probability of getting tails?

F. Developing mastery
(Leads to Formative Activity 5
Assessment 3) Direction: Solve the following probabilities.

1. What is the probability that the spinner

will land on blue?
2. Samuel has a bowl of fruit containing
3 apples, 2 oranges and 5 pears. If he
 randomly picks 1 piece of fruit from the
bowl, what is the probability that it will be
a pear or an apple?

Activity 6: Count and Answer….

Read the following situations carefully then answer all the questions that
may lead you to understand the fundamental counting principle.

1. On a Saturday morning, you washed most of your clothes and they are
still wet. Your friend invites you to attend his birthday party and you are
left with only 2 pants and 3 shirts. In how many different ways can you
dress? Make a tree diagram to show all the choices you can make.

a. How many choices do you have for pants?

b. How many choices for shirts are there?
c. How many branches are there in the tree diagram?
d. How are the branches of the tree diagram related to the number of
choices that you can make? Therefore, in how many different ways
can you dress?
e. You have 2 choices for pants and 3 choices for shirts. What should
G. Finding practical
you do with the two tasks to get the answer easily and quickly?
application of concepts and
skills in daily living
2. You go to a restaurant to buy some breakfast. The menu says, for food:
pancakes, waffles, or home fries; and for drinks: coffee, juice, hot
chocolate, and tea. How many different choices of food and drink do
you have? Illustrate the choices by using the table below.

a. How many choices for food are there?

b. How many choices for drinks are there?
c. By counting, how many different choices of food and drink do you
have?
d. If the number of choices for food is f and d for drinks, what
expression helps you find the answer quickly and correctly?

Remember that theoretical probability is what we expect to happen,

where experimental probability is what actually happens when we try it
H. Making generalizations
out. The probability is still calculated the same way, using the number of
and abstractions about the
possible ways an outcome can occur divided by the total number of
lesson
outcomes. As more trials are conducted, the experimental probability
generally gets closer to the theoretical probability.

I. Evaluating Learning Directions: Read and analyze the given problems below. Write the
letter of your answer in a ¼ sheet of paper.

1. In a restaurant, you have a dinner choice of one main dish, one

vegetable, and one drink. The choices for main dish are pork and
chicken meat. The vegetable choices are broccoli and cabbage. The
drink choices are juice and water. How many choices are possible?
a. 8 b. 10 c. 12 d. 14

2. Arlene Joy got coins from her pocket which accidentally rolled on the
floor. If there were 8 probable outcomes, how many coins fell on the
floor?
a. 3 b. 4 c. 8 d. 16

3. In a family of 3 children, what is the probability that the middle child is a

boy?
a. 1/8 b. 1/4 c. 1/3 d. 1/ 2

4. Jun rolls two dice. The first die shows a 5. The second die rolls under his
desk and he cannot see it. NOW, what is the probability that both dice
 show 5?
a. 1/ 36 b. 1/ 6 c. 9/ 36 d. 1/ 3

5. You tossed a five-peso coin five times and you got heads each time. You
tossed again and still a head turned up. Do you think the coin is
BIASED? Why?
a. I think the coin is biased because it favored the heads.
b. I think the coin is biased because it is expected to turn up tail for the
next experiments.
c. I think the coin is not biased because both faces of the coin have
equal chances of turning up.
d. I think the coin is not biased because the probability of turning heads
up is 3/4 while that of tails is only 1/4

J. Additional activities or
Download a Worksheet from the given link below: http://bit.ly/Grade8Math.
application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who
learned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
cope 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?
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?

Prepared by: Checked by:

LEONEL T. MABANO LIGHAYA J. ABAO
Teacher-II (Math) Master Teacher-I (Math) Date
Approved by:
DAVID B. CAPACIO
Head Teacher-I Date
Noted by:
ALFREDO A. SAPUAY
Secondary School Principal-III Date