Lesson Plan in Mathematics

Grade 8

Teacher:
Year Level: Grade 8 Subject: MATHEMATICS
Date & Time: April 18, 2024/2:00 pm – 3:00 pm
Content Standard: The learner demonstrates understanding of the basic concepts of probability.
The learner is able to use precisely counting techniques and probability in
Performance Standard:
solving problems related to different fields of endeavor.
Competency: Explain and interpret the probability of an event.
I. OBJECTIVES
Knowledge: Determine the probability of simple events.
Skills: Identify the probability of simple events through a given sample events.
Solve real-life problems using the principles of counting techniques and
Attitude:
probability.
II. SUBJECT MATTER
Lesson/Topic: Basic Concepts of Probability
Learning Sources: K-12 Mathematics in Grade 8 (Pp. 568-571)
Materials: Chalk, Chalkboard, Cartolina, Die, Tape, TV, Laptop, Instructional Materials

LC Code #: M8GE-IVh-1
III. PROCEDURE
TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
A. Preparation

“Good Afternoo Class...” “Good afternoon, Ma’am welcome to our friendly and
active class home!”

“How’s your day students?”

“It’s good Ma’am”

“Good to hear that! May I request everyone to

please stand for a prayer to be led by Daleen.”
(They stand altogether.)

Daleen: “Classmate, are you ready to pray?”

Students: “Yes, we are.”

(Everyone is praying.) Daleen: “Let us all put ourselves in the presence of

the Lord as we say, In the name of the Father, and of
the Son, and of the Holy Spirit, Amen.

Heavenly father, we thank You for this opportunity to

receive an education. We ask that you would bless
our efforts as we learn new things and grow in or
understanding. We pray that You would guide us in
our studies, and help us to apply what we learn to our
lives. We also pray for our teachers, that they would
have wisdom and knowledge as they instruct us. We
ask all these things in Jesus’ name, Amen.
(Students doing the sign of the cross.)

“Before you take your seats, please pick up the

pieces of papers on the floor and throw it properly
in the trash can. Also, please arrange your chairs
properly.”
 (They begin picking the trash and arranging the
chairs.)
“Okay, you may take your seats now.”

All: “Thank you, Ma’am.”

“Make sure you are in your proper seats because I
will check your attendance according to the seat
plan.”
(Students go back to their proper seats.)

“Alright! Only Ambas is absent. If anyone of you

can see him outside the school or to those
neighbors of Ambas, please tell him to attend
classes tomorrow. Okay?”
All: “Yes Ma’am.”
“Before anything else, please be aware of these
signals. If I clap once, it means, “Go” to start doing
your task. If I clap twice, it means, “Stop” to know
that the time is up. In this time, you need to submit
your papers in front and lastly, if I clap thrice, it
means “Shut Up” to zipper your mouth. Is that
clear?”
All: “Yes Ma’am.”
“Very good!”

“Now, please get your assignment and exchange it

with your seatmate. Don’t forget to write corrected
by with your name.”
(Students get their notebook and exchange it with
(Ask the students to read the directions) their seatmates.)

Directions: Fill in the blanks with the correct words

that would make the following sentences meaningful.
(Two points each)

Impossible Unlikely Even Chance

Likely Certain 1 in 6 chance
4 in 5 chance

1. In God, nothing is __________.

2. You and I have _______ to succeed in life.
3. I am ______ that you can do better
than what is expected of you.
4. Given the chance to win in the Math Contest,
I prefer the ______.
5. Based on how poorly the interview went, it is
_____ I will get the job.

(The five students are writing their answers on the

“So for item number 1 Arjona. Item number 2,
Iligan. Item number 3, Javes. Item number 4, board.)
Antonio and item number 5, Dalisay. Write your
answers on the board.” 1. In God, nothing is impossible...
2. You and I have even chance to succeed in
life.
3. I am certain that you can do better than what
can is expected of you.
4. Given the chance to win in the Math Contest,
“Alright. Let’s check if their answers are correct.”
I prefer the 4 in 5 chance.
“Item number 1, correct. Items number 2 to 5, 5. Based on how poorly the interview
correct. Give two points for each correct answer. went, it is unlikely I will get the job.
So, a total of 10 points. Write the score over total
number of items. After writing the score, return the
notebook to the owner.

(The teacher will see if her students got the score

of 5, 4, etc. by raising their hand)

“Very Good! Most of you got a highest score. Let’s

give ourselves a round of applause.” Give yourself
a 5 clap!

B. Review/Motivation

“Okay, last meeting we discussed about Probability

and some words with special meaning in
Probability such as “Experiment, Outcome, and
Sample Space am I right?”

“Now, what is probability?” “Any hand?” “Yes Ma’am.”

(Adam raises his hand.)

“Yes Erich?”
Erich: “Probability is how likely something to be
happened.”
“Alright! Thank you, Erich. Probability is a measure
or estimation of how likely it is that an event will
occur.”

“Now, what is the difference among experiment,

outcome, and sample space?”

(Julesr raises his hand.)

“Yes Jules?”
Jules: “Experiment is a repeatable procedure with a
set of possible results. Outcome is a possible result of
an experiment and sample space are all possible
outcomes of an experiment.”

“Very Good, Jules Example of the experiment is

throwing a die. We can throw a die again and
again, so it is repeatable. If I throw a die once and
I get 4 as a result, meaning “4” is the outcome.
Alright class, how many faces that a die contained?

All: “6 Ma’am”
“So, what is the total outcome if I repeatedly throw
a die?”
All: “6 Ma’am”
What are those outcomes?

All: “1,2,3,4,5, and 6 Ma’am”

“Okay, what do you call of those possible
outcomes of an experiment class?”
All: “Sample Space, Ma’am”.
“Very Good!”

“Before we continue with our discussion, let us do

first an activity. Class, please take a look under
your armchair and get the thing that you may find
there.”
“Whatever the image you get is an indication of
what group that you belong. Those who get the
image of Minnie Mouse will stay at my left side and
for the image of Mickey Mouse at my right side.
Understood?” (They begin looking under their armchair.)

“Transfer silently class and don’t disarrange the

chairs.”
“Yes Ma’am.”
(The teacher clap once.)
(Students go to their respective groups.)
“I have here an envelope. This envelope consists
of different images inside. All you need to do is to
get all those things together with the pink
construction paper wherein the instruction is
written.

So, in your group, please choose a leader with an

assistant leader to report your work. Understood?”

“Yes Ma’am.”
“Okay, form a circle in your group so that it would
be easy for you to collaborate with each other. You
have seven minutes to do the task.”
“Okay Ma’am.”
(The teacher clap once.)

(The students start doing the task.)

Activity: Budget Matters!

Use the pictures to answer the following

questions correctly.

1. How many shirts are there?

2. How many pairs of short pants are there?
3. How many pairs of long pants are there?
4. How many different outfits can you
choose?

“Are you done class?”

“Not yet ma’am.”

“Okay, you have only two minutes left.”

(The teacher clap twice.) “Okay Ma’am.”

“Alright! All leader please prepare yourself for the

presentation. Let’s start with the Minnie Mouse.”

Fahad: “We are the Team Minnie Mouse.

These are the skirts and shorts of Minnie Mouse.
For question number 1, how many shirts Minnie
Mouse have? Minnie Mouse have 2 shirts.
For item number 2, how many of skirts Minnie Mouse
have? There are two.
For number 3, how many pair of shorts she have?
There are also two shorts.
For item number 4, how many different outfits can she
choose? There are 8 outfits. It is because she can pair
these two shirts in any of her lower garments.”
“Very Good! Let us give the Team Minnie Mouse a
Dionesia clap. This is how you will do it.”

(The teacher demonstrates the clap.)

“Let’s do it! 1, 2, 3, Go”

(Students are doing the Dionesia Clap.)

“Next, the Mickey Mouse’s Team”
Francine: “Mickey Mouse has two upper and four
lower garments. He has two shirts, two short pants
and two long pants. With these, he can have eight
different outfits.”

“Excellent! Let us give them a Fireworks clap. This

is how you will do it.”

(The teacher demonstrates the clap.)

“Let’s do it! 1, 2, 3, Go” (Students are doing the Fireworks Clap.)

“What can you say about our activity?” Some students: “It’s nice, Ma’am”

“Did you enjoy it?” (Orsal raises his hand.)

“Yes Orsal?” Orsal: “Yes Ma’am I enjoy our activity because it is

what we usually do. Pairing our shirt and skirt or
pants to have a nice outfit.”

“It’s nice to hear that! Now, you will know the

connection of our activity to our topic today. Are
“Yes Ma’am, we are.”
you excited?”

“Now, today’s lesson is all about Probability of

Simple Events.”

C. Presentation

“Before anything else, I would like to expect that

you will be able to achieve the following
objectives:”

(1) Determine the probability of simple events;

(2) identify the probability of simple events
through a given sample events; and
(3) solve real-life problems using the principles of
counting techniques and probability.

“What do you think of our objectives? Is it “Yes Ma’am, it is.”

achievable?”

“Okay, let’s go back to our topic. Have you at a (Students are listening attentively.)
certain time asked yourself the following
questions?”

“What are my chances of getting the correct

answer in a True/False-type question? Multiple
choice-type question? or should I bring my
umbrella tomorrow?”

“These questions will be answered by your own

as we go through with our lessons.

“The probability of an event, P (event), is a number

from 0 to 1 which tells you how likely the event is
to be happened.”

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠

𝑃(𝐸) =
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠

“There are 4 Rules of Probability.”

Probability Rules
Everyone please read the first rule. Rule 1: The probability of any event is a number
(either a fraction, a decimal, or a percent) from 0 to 1.

Example: The weather forecast shows a 70% rain.

𝑃(𝑟𝑎𝑖𝑛) = 70%

“Perez, please read the rule number 2.

Perez: Rule 2. If the event will never happen then the
probability is 0.

Example: When a single die is rolled, find the

probability of getting an 8.
In this situation, a die containing 6 faces and each
face contains a number 1, 2, 3, 4, 5 or 6. Since the
sample space consists of 1, 2, 3, 4, 5, and 6, it is
impossible to get an 8. Hence, 𝑃(8) = 0.

“Everyone please read the rule number 3.”

Everyone: Rule 3: “if an event is sure to happen, the
probability is 1.”
Example: When a single die is rolled, what is the
probability of getting a number less than 7?

Again, a die have 6 faces and each face contains

a number 1, 2, 3, 4, 5 or 6. So, you can write
6
𝑃 = = 1.
6

Please read the rule number 4”.

Rule 4: “The sum of the probabilities of all the
outcome in the sample space is 1.”
Example: In rolling a fair of die, each outcomes in
the sample space has a probability of 1/6. Hence,
the sum of the probabilities of the outcomes is 1.
1 1 1 1 1 1
Why? It is because + + + + + = 1.
6 6 6 6 6 6

“Let’s do some example’”

“Everyone please read the problem number 1.”

All students: “1. What is the probability of getting
HEART from a deck of cards?”
The card is classified into 4. The diamond, spade,
club and heart. Each classification has 13 cards.
Each card consists of ace, two, three, four, five, six,
seven, eight, nine, ten, jack, queen and king. So,
we can say,
P (heart) = .

“All boys please read problem number two.”

All Boys: “2. There are 20 marbles in a bag: 9 are

red, 6 are blue, and 5 are green. What is the
probability that a green marble will be picked?”
5 1
P(green marble) = =
20 4

“All girls please read problem number three.”

All Girls: 3. What is the probability of the spinner

landing on red in a single spin?

4 2
P(spinner landing on red) = =
10 5

“All of you please read problem number 3.1.”

All Students: What is the probability of the spinner

NOT landing on purple in a single spin?

D. Application

“Now, you are going to apply what you have

learned on our discussions. Can you read in
chorus?”

(The teacher clap once.)

“Yes ma’am.”

(All students are reading the following problems

below.)

Problems:
1. There are 20 marbles in a container: 4 are red, 5
are blue, and 11 are yellow. What is the probability
that a blue marble will be picked?
2. The local weather forecaster said there is a 20%
chance of rain tomorrow. What is the probability
that it will not rain tomorrow?
3. Arlene Joy got coins from her pocket, which
accidentally rolled on the floor. If there were 8
possible outcomes, how many coins fell on the
floor?
4. In a family of 3 children, what is the probability
that the middle child is a boy?

“I will group you into four groups and each group

will be assign a problem, analyze and then solve.
(The class will be divided into four groups.)

After 7 minutes….

(The four leaders will explain/discuss the problem

on the board.)
E. Generalization
“As a recap, Probability is a branch of
Mathematics that deals with uncertainty. It is a
measure or estimation of how likely it is that an
event will occur. There are four probability rules.
What are those?”

“Okay, Kyla, give one rule of Probability.” (Kyla raises her hand.)

Kyla: “The probability of any event is a number (either

a fraction, a decimal, or a percent) from 0 to 1.”

“Very Good! What else? Yes Renz?”

Renz: “If an event is sure to happen, then the
probability is 1.”

”That is the rule number three. Very Good, Renz!

(Galima raises her hand.)
Another?”

“Yes Galima?”
Galima: “If an event will never happen, then the
probability is 0.”

“Excellent Galima! For the last rule, Coton?”

Coton: “The sum of the probabilities of all the
outcomes in the sample space is 1.”
“Very good! It seems like all of you are listening
well to my discussion today.”

“Now, who can give an application of probability in

our daily-life?”
(Maneja raises his hand.)
“Yes Maneja?”
Maneja: “Ma’am we can apply the concept of
probability in making our decisions in life.”
“In what way?”
“Just like study harder to get a perfect score in the
fourth quarter test. In this situation I could expect a
perfect score which means the probability is100% or
1.”

“Exactly! Do you now understand our topic today?”

“Yes Ma’am.”

“Is there any questions or clarifications?”

“No Ma’am.”

“Are you sure?”

“Yes Ma’am.”

“Alright! Since there is no questions or any

clarifications, I will give you a 5 items test to
evaluate if you really understand our lesson.
IV. ASSESSMENT

Directions: Solve the following carefully, then write the correct answer.

SEE MY PROB-ABILITY!

___1. Maria Pinky is asked to choose a day from a week. What is the probability of choosing a day, which starts
with S?
___2. Choosing a month from a year, what is the probability of selecting a month with 31 days?
___3. If a letter is chosen at random from the word PERSEVERANCE, what is the probability that the letter
chosen is E?
___4. If one letter is chosen at random from the word TRUSTWORTHY, what is the probability that the letter
chosen is a consonant?
___5. The sides of a cube are numbered 11 to 16. If Nicole rolled the cube once, what is the probability of rolling
a composite number?

V. ASSIGNMENT

Directions: Solve the following carefully, then write the correct answer.

___1. A box contains 7 red balls, 5 orange balls, 4 yellow balls, 6 green balls, and 3 blue balls. What is the
probability of drawing out an orange ball?
___2. Of the 45 students in a class, 25 are boys. If a student is selected at random for a field trip, what is the
probability of selecting a girl?
___3. Two fair coins are tossed simultaneously. What is the probability of showing a tail(T) followed by a head
(H)?
___4. A spinner is divided equally and numbered as follows: 1, 1, 2, 3, 3, 4, 1, 1, 2, 4, 1, 2, 3, 4, 1, 2. What is the
probability that the pointer will stop at an even prime?
___5. What is the probability of getting an 8 from a deck of 52 cards?