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LP Math

The document outlines a lesson plan for a Grade 8 mathematics class on fundamental counting principles. It includes objectives, subject matter, instructional materials, procedures, and examples to help students understand how to count outcomes using tables, tree diagrams, and the fundamental counting principle. The lesson involves students solving math problems, creating tree diagrams for different scenarios, and recognizing that the number of possible outcomes is the product of the number of decisions.

Uploaded by

Danilo Fronda Jr.
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2K views3 pages

LP Math

The document outlines a lesson plan for a Grade 8 mathematics class on fundamental counting principles. It includes objectives, subject matter, instructional materials, procedures, and examples to help students understand how to count outcomes using tables, tree diagrams, and the fundamental counting principle. The lesson involves students solving math problems, creating tree diagrams for different scenarios, and recognizing that the number of possible outcomes is the product of the number of decisions.

Uploaded by

Danilo Fronda Jr.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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February 20, 2019

Malabon National High School


M. Naval St., Hulong-Duhat, Malabon City
Semi-Detailed Lesson Plan in Grade 8 Mathematics
Prepared by: Danilo V. Fronda Jr.

Content Standard:
The learner demonstrates understanding of the basic concepts of Probability.

Performance Standard:
The learner is able to use precisely counting techniques and probability in solving problems
related to different fields of endeavour.

Learning Competencies:
Count the number of occurrences of an outcome in an experiment and organize them using a
table, tree diagram, systematic listing, and the fundamental counting principle.

I. Objectives
At the end of the period, at least 80% of the students should able to:
A. define fundamental counting principle;
B. use a table, tree diagram, systematic listing, and the fundamental counting
principle; and
C. participate actively on the discussion.

II. Subject Matter


A. Area: Grade 8 Mathematics
B. Topic: Fundamental Counting Principle
C. Instructional Materials: Visual Aids, Chalk, and Board
D. Reference: Next Century Mathematics 8 (page 500 – 506)
E. Time Allotment: 1 hour

III. Procedures
A. Preparatory Activities
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
B. Developmental Activities
1.1 Numeracy Skills 2 (Back to Basic)
The teacher will give basic operations to be solved by the students.
Directions: Solve the following operations. Show your solution on a piece of
paper.
a. 4521 x 35
b. 663 x 124
c. 2166 x 228

Answer:
a. 158 235
b. 82 212
c. 493 848
1.2 Review/Motivation
The teacher will group the student into 9 with 3 – 4 members. Then assign
one of the following situations to each group. Give each group a piece of paper
and marker.
Each group should create a tree diagram to determine the number of outcomes.

1. Flip a 25 cents and then flip a 1-peso coin


2. A choice of chicken, fish or beef for the main dish and a
choice of cake or pudding for dessert
3. A choice of both a green or blue shirt and a choice of blue,
black or khaki pants
4. A choice of pizza or spaghetti; a choice of milk or juice to
drink; a choice of pudding or an apple for dessert
5. Shirts come on three sizes: small, medium or large; shirts
have buttons or snaps; colors are blue or beige
6. The choices for school mascot are lion, bear and porpoise;
colors are red, blue and gold
7. A choice of Chicken Salad, Turkey, Grilled Cheese
for sandwiches and a choice of Chips, French
Fries, or Fruit Cup for sides
8. Shirts come on three sizes: small, medium, or large; shirts
have colors of blue, and black
9. A choice of banana, apple or grapes for fruit and a choice of
milk, coffee or ice tea for beverages.

As students present their work, create a table like the one below:

Decisions Possible Outcomes


2, 2 4
3, 2 6
2, 3 6
2, 2, 2 8
3, 2, 2 12
3, 3 9
3, 3 9
3, 2 6
3, 3 9

Then the teacher asks a question.


Is there a relationship between the number of decisions to be made and the
possible outcomes? The possible outcomes is the product of the decisions – this is
the Fundamental Counting Principle.

2. Lesson Proper

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