K to 12 School DEL CARMEN INTEGRATED SCHOOL – ANNEX (SEC) Grade Level 8
DAILY LESSON LOG Teacher AMY N. PONCE Learning Area MATHEMATICS
Teaching Dates & Time MARCH 10-14, 2025 Quarter 4th
March 10 March 11 March 12 March 13 March 14
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of probability.
2. Performance The learner is able to formulate and solve practical problems involving probability of simple events.
Standards
3. Learning The learner illustrates an experiment, outcome, sample space and event. M8GE-IVf-1
Competencies/ The learner is able to:
Objectives 1. define probability, experiment, outcome, sample space and event.
2. identify the sample space and outcomes in an experiment.
3. identify the elements in an event
II. CONTENT Sample Space, Events, Outcomes, and Experiments Performance Task Quiz/Summative
Assessment
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s
Materials
3. Textbook
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous ACTIVITY 1 Review: Drill: The teacher will review The teacher will review the
lesson or presenting the the topics. topics.
new lesson WORD SEARCH 1. What is probability? Book Activity page 566
2. What are the words that
Search up, down, can be used to describe
forward, backward, and probability?
on the diagonal to find
the five hidden words ● Impossible means
related to probability. there is no chance
Write your answer in that an event will
your notebook. happen. It will never
happen.
● Unlikely means
there is a small
chance that an
event will happen.
● Even chance
means that some
events have 50%
chance of
happening or not
happening.
● Likely means there
Questions: is a big chance
1. What are the words that an event will
that you find? happen.
2. Define each. ● Certain means
3. How are they related there is a 100%
to probability? chance that an
event will happen. It
is sure to happen.
B. Establishing a purpose Are you familiar with the When a mother gives birth When you roll a balanced The teacher will explain the The teacher will explain the
for the lesson Rock Paper Scissors to a baby, what are the die once, there are 6 purpose of the assessment. purpose of the assessment.
game? possible outcomes or possible outcomes which
results? are 1,2,3,4,5 or 6. Getting
Rock Paper Scissors, an even number includes
more commonly known The baby could be a boy or 3 outcomes; these are 2, 4
as Bato Bato Pik in a girl. and 6. “Getting an even
Filipino, is a game where number is” called an
When you answer in a event.
two players
closed question, what are
simultaneously make a
the possible answers? An outcome is the result of
hand gesture
an experiment, and an
representing one of the The possible answers are event is a particular
following: a rock, paper, either a YES or NO only. collection of possible
or scissors. outcomes from a sample
In the Rock, Paper, Scissors space.
In this game, two players game, we can list all the
will show either rock, possible results in a two- Thus, it is a subset or any
paper or scissors using way table using R for Rock, set of one or more
their hands. P for paper and S for outcomes satisfying some
scissors. given conditions. Events
The rules of the game are usually described
using a common
are that:
rock beats
scissors (it breaks).
scissors beat
paper (it cuts).
paper beats rock Scis
(it wraps). Roc Pap sor
k er s characteristic of the
It has three possible outcomes.
results: Roc
a draw, a win, or a loss. k RR PR SR
Pap
If both players show the er RP PP SP
same hands, it is a draw.
Scis
The player that plays the sors RS PS SS
strongest “object” is the
C. Presenting examples/ winner of the game. The table below shows Example: The teacher will explain The teacher will explain
instances of the lesson other examples of every part of the every part of the
This game is an example probability experiments 1. The club moderator assessment. assessment.
of probability and their possible results or wishes to choose two
experiment. outcomes. students from a set of 6
equally qualified students,
(You can play this game four boys and two girls, to
with one of your family represent the club in the
members.) next math competition.
What is the sample space
of the club in the next
competition? What is the
subset of the sample
space defining the event
of choosing
D. Discussing new Probability is a branch Activities such as rock, "a boy and a girl"? The students will answer the The students will answer
concepts and practicing of Mathematics that paper, scissors game or assessment. the assessment.
new skills # 1 deals with uncertainty is tossing a cube toy are Solution:
probability. It is a called experiments. Let A, B, C, and D
measure or estimation of represent four boys and E
how likely it is that an An experiment is a process and F represent two girls.
event will occur. that leads to well-defined
results called outcomes. Hence, the sample space
The words that we might for this experiment is
Other examples of {AB, AC, AD, AE, AF, BC,
use to describe
experiments are: BD, BE, BF, CD, CE, CF,
probabilities include:
DE, DF, EF}.
1. A rainbow spinner,
Possible unlikely observing which color stops We are looking for the
impossible at pointer. subset of the sample
Likely 50-50 chance space where each
certain 2. Standing at the outcome is a boy and a
Probably very likely intersection of two roads girl.
even chance and counting the number
Perhaps poor chance of cars passing in one or
probable five minutes.
3. Testing how long a
● Impossible
particular light bulb lasts.
means there is
no chance that
an event will An outcome is the result
happen. It will of a single trial probability
never happen. experiment.
● Unlikely means
The set of all possible
there is a small
outcomes is called the
chance that an sample space of the
event will experiment.
happen.
● Even chance The sample space is
means that some usually denoted by S and
events have 50% the total number of
chance of possible number outcomes
happening or not by n(S).
happening.
● Likely means Examples:
there is a big
chance that an 1. What is the sample
event will space of picking a vowel
happen. from the alphabet if each
● Certain means letter is written on an
there is a 100% individual piece of paper?
chance that an
event will S = {A, E, I, O, U}
happen. It is sure n(S)= 5
to happen.
2. List the sample space for
the experiment of tossing
two coins (a 5-peso coin
and a 10-peso coin).
3. List the sample space
when a pair of dice are
rolled. (Dice is the plural for
die).
E. Discussing new Sometimes we know that TRY THESE 2. A pair of dice (a white The students will answer the The students will answer
concepts and practicing an event cannot happen, die and a red die) is assessment. the assessment.
new skills #2 for example, we cannot For each experiment, write tossed. List the elements
fly to the sun. We say the sample space. in the following events:
the event is impossible.
1. Choosing a consonant a. The number shown on
In summer, it doesn’t from the English alphabet. one of the dice is 5.
rain much in Luzon, so Expected answer: b. The sum is 9.
on a chosen day in April, S = c. A number less than 3 is
it is unlikely that it will {B,C,D,F,G,H,J,K,L,M,N,P,Q, shown on each of the dice.
rain. R,S,T,V,W,X,Y,Z} d. A number greater than
3 is shown on each of the
Some events have a 2. If the arrow will never dice.
50% chance of fall on the lines separating
happening or not the female
happening. names in each sector
when spinning the wheel.
For example, when a
statement tells truth or Expected answer:
fallacy, it is an equal S = {Angela. Beatrice,
chance of choosing Charlene, Diana}
‘true’ or ‘false’. So, we
say that there is a 50% 3. Kazzy showed a picture
chance of response to a of a rainbow to her 2-year-
statement question. old sister. She wants to see
if her sister can identify the
Our personal colors in the rainbow.
experiences tell us that
storms often visit Luzon
Experiment: Identifying a
in September, so we say
color from the rainbow
that it is likely that it
will rain in September.
Sample Space: {red,
Sometimes we are sure orange, yellow, green, blue,
that an event will indigo, violet}
happen. For example,
Wednesday will come
after Tuesday. We say
that the event is
certain.
Examples:
Tell whether each event
is certain, likely, even
chance, unlikely or
impossible to happen.
1. Unripe tamarind is
sour.
2. A cat will chase a dog.
3. A cat will chase a
mouse.
4. A mother will give
birth to a baby girl.
5. You will go sunbathing
tonight.
F. Developing mastery ACTIVITY 2 ACTIVITY The students will present The students will present
(Leads to Formative their answers. their answers.
Assessment 3) Determine whether Illustrate the sample space in each experiment.
each event is certain, 1. Drawing a card at random from a deck of 5 identical
likely, even chance, cards suits labeled A to E.
unlikely or impossible.
Write your answer in 2. There are 4 red blocks and 3 blue blocks in a box. A
your notebook. block is picked at random.
1. A fish will climb a tree. 3. Tossing a toy cube having the primary or secondary
2. Salt dissolves in color in each face.
water.
3. If you soak your feet 4. To decide on which day to visit his grandmother,
in water, your feet will Lucho writes the 7 days of the week on an equal piece
get wet. of paper and picks one at random.
4. Getting a right
response in a true or 5. Picking a ball from a box numbered 1- 5.
false test.
5. A cat will lay eggs.
6. If you study your I. Five identical cards are labeled 5 to 9 and placed in
lessons, you will get a a box.
passing grade. 1. Write down the sample space.
7. You can restore 2. Identify the events in which a card drawn at random
burned documents. has:
8. I will be awake at a. an odd number on it.
midnight b. an even number on it.
c. a multiple of 3
II. Each of the letter of the word FACEBOOK is written
on a card.
1 Write down the sample space.
2.Identify the events in which the 8 cards are shuffled
and placed upside down on the table.
3. A card is picked at random shown:
a. a consonant
b. a vowel
c. a consonant between D and H
d. a vowel between C and G
d. a letter between P and T
G. Finding practical You use probability in daily life to make decisions when you don't know for sure what the outcome will be. Most of the time, you will not
applications of concepts perform actual probability problems, but you will use subjective probability to make judgment calls and determine the best course of
and skills in daily living action. Common applications include:
a. Planning Around the Weather:
Nearly every day you use probability to plan around the weather. Meteorologists can't predict exactly what the weather will be, so they
use tools and instruments to determine the likelihood that it will rain or not. For example, if there's an 80-percent chance of rain, you may
decide to bring raincoat or take an umbrella to work or school. Meteorologists also examine historical data bases to guesstimate high and
low temperatures and probable weather patterns for that day.
b. Sports Strategies:
In sports, analyses are conducted with the help of probability to understand the strengths and weaknesses of a particular team or player.
Analysts use probability and odds to foretell outcomes regarding the team’s performance and members in the sport. Coaches use
probability as a tool to determine in what areas his team is strong enough and in which all areas, they must work to attain victory.
Trainers even use probability to gauge the capacity of a particular player in his team and when to allow him to play and against whom.
Can you think of other ways on how probability is applied in real-life?
H. Making generalizations The teacher lets the students summarize the lesson by completing the statement below. And asking of challenge questions.
and abstractions about Today, I have learned that _______.
the lesson
As for our summary,
1. Probability is a measure or estimation of how likely it is that an event will occur.
2. Experiment - a process that has several distinct possible outcomes in which the result cannot be predicted with certainty.
3. Outcome - any possible result of the experiment.
4. Sample space - the set of all possible outcomes of an experiment.
5. Event – one or more favorable outcomes of a probability experiment. A subset of the sample space.
6. Simple event is an event with only one outcome
7. Compound event - an event with more than one outcome
8. Union of two events - all outcomes in either or both events.
9. Intersection of two events - only those outcomes common in both.
10. Complement of an event – outcomes in the sample space that are not in the event.
I. Evaluating learning The teacher lets the The teacher lets the The teacher lets the Checking answers
student to answer student to answer student to answer Checking answers
individually a individually a worksheet individually a worksheet
worksheet about the about the topic.
about the topic.
topic.
J. Additional activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who ______ of Learners who
80% in the evaluation earned 80% above earned 80% above earned 80% above earned 80% above earned 80% above
B. No. of learners who require _______ of Learners who _______ of Learners who _______ of Learners who _______ of Learners who _______ of Learners who
additional activities for require additional require additional activities require additional require additional activities require additional activities
remediation who scored below activities for remediation for remediation activities for remediation for remediation for remediation
80%
C. Did the remedial lesson work? ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
No. of learners who caught up ____ of Learners ____ of Learners who ____ of Learners who ____ of Learners who caught ____ of Learners who caught
with the lesson who caught up caught up the lesson caught up the lesson up the lesson up the lesson
the lesson
D. No. of learners who continue ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who ___ of Learners who
to require remediation continue to require continue to require continue to require continue to require continue to require
remediation remediation remediation remediation remediation
E. Which of my teaching Strategies used that Strategies used that work Strategies used that work Strategies used that work Strategies used that work
strategies worked well? Why did work well: well: well: well: well:
these work? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
Puzzles/Jigsaw ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
___ Answering activities/exercises activities/exercises activities/exercises activities/exercises
preliminary ___ Carousel ___ Carousel ___ Carousel ___ Carousel
activities/exercises ___ Diads ___ Diads ___ Diads ___ Diads
___ Carousel ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Diads ___ Differentiated ___ Differentiated ___ Differentiated Instruction ___ Differentiated Instruction
___ Think-Pair-Share Instruction Instruction ___ Role Playing/Drama ___ Role Playing/Drama
(TPS) ___ Role Playing/Drama ___ Role Playing/Drama ___ Discovery Method ___ Discovery Method
___ Differentiated ___ Discovery Method ___ Discovery Method ___ Lecture Method ___ Lecture Method
Instruction ___ Lecture Method ___ Lecture Method Why? Why?
___ Role Playing/Drama Why? Why? ___ Complete IMs ___ Complete IMs
___ Discovery Method ___ Complete IMs ___ Complete IMs ___ Availability of Materials ___ Availability of Materials
___ Lecture Method ___ Availability of Materials ___ Availability of Materials ___ Pupils’ eagerness to ___ Pupils’ eagerness to
Why? ___ Pupils’ eagerness to ___ Pupils’ eagerness to learn learn
___ Complete IMs learn learn ___ Group member’s ___ Group member’s
___ Availability of ___ Group member’s ___ Group member’s Cooperation in doing their Cooperation in doing their
Materials Cooperation in doing their Cooperation in doing their tasks tasks
___ Pupils’ eagerness to tasks tasks
learn
___ Group member’s
Cooperation in doing
their tasks
F. What difficulties did I __ Bullying among __ Bullying among students __ Bullying among __ Bullying among students __ Bullying among students
encounter which my principal or students __ Pupils’ behavior/attitude students __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
supervisor can help me solve? __ Pupils’ __ Colorful IMs __ Pupils’ behavior/attitude __ Colorful IMs __ Colorful IMs
behavior/attitude __ Unavailable Technology __ Colorful IMs __ Unavailable Technology __ Unavailable Technology
__ Colorful IMs Equipment (AVR/LCD) __ Unavailable Technology Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Unavailable __ Science/ Computer/ Equipment (AVR/LCD) __ Science/ Computer/ __ Science/ Computer/
Technology Internet Lab __ Science/ Computer/ Internet Lab Internet Lab
Equipment (AVR/LCD) __ Additional Clerical works Internet Lab __ Additional Clerical works __ Additional Clerical works
__ Science/ Computer/ __ Additional Clerical
Internet Lab works
__ Additional Clerical
works
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by: Reviewed and checked by:
AMY N. PONCE EDUARD A. BRIONES
Teacher I Head Teacher II
Noted by:
INOCENCIA F. CAPATI
Principal II
