Mathematics 8

Quarter 4
Self-Learning Module 12
Experiment and Outcome
Mathematics – Grade 8
Quarter 4 – Self-Learning Module 12: Experiment and Outcome
First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Self-Learning Module

Writer: Robi Joy T. Canama
Editor: Cristina DC. Prado
Reviewers: Rochelle B. Laranang; Ma. Victoria Peñalosa; Glady O. Dela Cruz;
Ma. Cynthia P. Badana
Illustrator:
Layout Artist:
Management Team: Ma. Evalou Concepcion A. Agustin
OIC – Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC - Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief – School Governance & Operations Division and
OIC – Chief Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
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Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
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Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

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Mathematics 8
Quarter 4
Self-Learning Module 12
Experiment and Outcome
Introductory Message

For the Facilitator:

Welcome to the Mathematics 8 Self-Learning Module 12 on Experiment and

Outcome!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the self–learning module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this self-
learning module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Moreover, you are expected to encourage and
assist the learners as they do the tasks included in this self–learning module.
For the Learner:

Welcome to the Mathematics 8 Self-Learning Module 12 on Experiment and

Outcome!

This self-learning module was designed to provide you with fun and
meaningful opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning material while being
an active learner.

This self–learning module has the following parts and corresponding icons:

Expectations – This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge aboutthe lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This partintegrates a desirable moral value in the

lesson.

Posttest - This measure how much you have learned from the
entire module.
 EXPECTATIONS
At the end of this module, you are expected to be able to:

1. Illustrate an experiment, outcome, sample space and event (M8GE-IVf-1).

PRETEST

Directions: Read each question carefully and choose the letter that corresponds to the correct
answer.
1. A mathematical term referring to the set of all possible outcomes in an experiment?
A.Event B. Sample space C. Set D. Union

2. In an experiment, a coin is flipped, and the coin can either land heads up or tails up. What
would we call the outcome where the coin lands head up?
A.Event B. Sample space C. Set D. Union

3. Which of the following statement is TRUE?

A. Answering a true/false-type question has one possible outcome.
B. Flipping a coin thrice has 3 possible outcomes.
1
C. The probability of rolling 7 in a die is 7
D. The probability of getting a head when a coin is tossed can be expressed as
1
, 0.5 or 50%.
2

4. How many possible outcomes are there in tossing two fair coins at once?
A. 1 B. 2 C. 4 D. 8

5. When you conduct an experiment, what are you observing?

A. Outcome B. Sample space C. Subset D. Probabilities
 RECAP
Can you name some set of trending mayors in NCR? Set of front liners?
Set of even numbers divisible by 3? Set of odd numbers?

Set is a collection of well-defined distinct objects

Example 1: Types of fingers.

This set includes thumb, index, middle, ring and pinky.

Example 2: Set of even numbers from 1-10. {2,4,6,8,10}

If we specify a common property among "things" and then we gather up all the "things" that
have this common property, this is known as a set.

LESSON

Even the simplest decisions carry some level of uncertainty. In choosing to study in this
pandemic situation, there will be at least the possibility to think that it is too risky to have the
normal schooling, or a challenge to accept for the new normal education, or the fear in not able
to adopt the new way. Hence, it only shows that life has a lot of uncertainties. Oftentimes, our
decisions in life are done under conditions of uncertainty. These are the probabilities of life.
We just tried defining probability which is the possibility of occurrences of events in
man’s life, which can be expressed as a fraction, a decimal or a percent. While 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. Event is any set of
one of the possible outcomes.
EXAMPLES:

1. “A die is rolled once and comes up with four”.

In this example, rolling a die is the experiment. The sample space is

S={1,2,3,4,5,6} and coming up with four is the outcome. A possible event may be
coming up with even numbers are 2,4,6.
Let us have another example:

2. “Flip a coin twice”.

Experiment: Flip a coin twice

Outcomes: HH, HT, TH, TT

Sample Space: {𝐻𝐻, 𝐻𝑇, 𝑇𝐻, 𝑇𝑇}

Event: Both heads and tails = {𝐻𝐻, 𝑇𝑇}

3. “Roll a spinner ”

Experiment: Roll a spinner

Outcomes: 1, 2, 3, 4, 5, 6, 7, 8

Sample Space: 𝑆 = {1, 2, 3, 4, 5, 6, 7, 8}

Event: Even number= {2, 4, 6, 8}

ACTIVITIES
ACTIVITY 1: LET’S PRACTICE!

Directions: Write the following: outcomes, and sample space.

EXPERIMENT OUTCOME SAMPLE SPACE

Flipping two coins
Drawing a card from a deck of 53 cards

ACTIVITY 2: KEEP PRACTICING!

Direction: On the space provided write TRUE if the statement is correct and if it is wrong,
change the underlined word/s or number/s to make the statement correct.
_________1. A chance that something will happen is called probability.
_________2. In flipping a coin, the possible outcomes are 1, 2, 3, 4, 5, 6.
_________3. The choices made in answering a True-or-False type of quiz are
dependent.
_________4. Cassie rolls a die. One of the possible outcomes in the sample
space is 7.
_________ 5. Event is the set of all outcomes of an experiment.
II. Matching Type. Match column A with column B. Write the LETTER of the correct
answer. (You can repeat your answer)
Column A Column B
_____1. Yes, No a. outcome
_____2. Tossing a fair coin twice b. probability
_____3. The result of a single trial of an experiment c. sample space
_____4. Guessing the number of marbles in a container d. experiment
_____5. Choosing the QUEEN of hearts from a deck of cards e. event
III. Mother rolled the dodecagon once.
1. How many possible outcomes are there? ______________
2. What are those possible outcomes? _________________

ACTIVITY 3: TEST YOUSELF!

Direction: Answer the following.
1. If you have socks, colored blue and black and shoes colored black and brown, find the
sample space of wearing them.

2. Numbers 0, 1, 2, 3, … 8, and 9 are written separately in a piece of paper. They are

folder and put in a box. One piece of paper is chosen randomly.
What is the event of getting a number:

a. Greater than 5
b. At least 4
c. Between 2 and 8
 WRAP-UP

How are you going to illustrate the experiment, outcome, sample space to the
given situation? What qualitative terms can be used to express probable occurrences
of events in a man’s life?

VALUING
Life is too short to waste a single day. Grudges are waste of perfect happiness. Laugh
when you can. Apologize when you should and let go hatred in your heart. Take chances, take
God. Give your best in everything and have no regrets. Learn from every mistakes but never
regret. People changes and things go wrong, but always remember, life is too short, so life must
go on.

POSTTEST

Directions: Read each question carefully and choose the letter that corresponds to the correct
answer.
1. 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 favoured 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
1
up is 3 4 while that of tails is only .
4

2. A coin is tossed three times. For each toss, the possible outcomes are H (heads) or T (tails).
What is the sample space for this experiment?
A. S= {TTT, TTH, THT, HTT, HTH, HHT, HHH}
B. S= {TTT, TTH, THT, THH}
C. S= {HTT, HTH, HHT, HHH}
D. S= {HHH, HHT, HTH, TTT, TTH, THT}
3. Suppose you toss a fair coin four times, how many possible outcomes are there?
A. 4 B. 8 C. 16 D. 32
4. Which of the following is an experiment in which results are observed?
A. Head, Tail
B. 1, 2, 3, 4, 5, 6
C. Rolling an odd number
D. Guessing the number of marbles in a jar.
5. Suppose you are trying to decide what to have for breakfast. You can choose between
sopas and a pandesal, and you have four choices for what to drink: coffee, orange juice,
chocolate drink, or water. List the sample space.
A. { Sopas, Pandesal, Water, Coffee, Tea, Orange Juice}
B. { Sopas & Coffee, Sopas & OJ, Sopas & Chocolate drink, Sopas & Water, Pandesal &
Coffee, Pandesal & OJ, Pandesal & Chocolate drink, Pandesal & Water}
C. { Sopas & Coffee, Sopas & OJ, Pandesal & Chocolate drink, Pandesal & Water}
D. { Sopas & Pandesal, Sopas & OJ, Sopas & Water, Pandesal & Coffee, Pandesal & OJ,
Pandesal & Chocolate drink, Pandesal & Water}
Post test
1. C 2. D 3. C 4. 5. B
1. {(blue socks, black shoes), (blue socks, brown shoes), (black socks, black shoes),
(black socks, brown shoes)}
2. a. {6, 7, 8, 9}
b. {4, 5, 6, 7, 8, 9}
c. {3, 4, 5, 6, 7}
ACTIVITY 3 TEST YOURSELF!
I. II. III.
1. true 1. c 1. 12
2. H T 2. d 2. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
3. Independent 3. a
4. 1, 2, 3, 4, 5 4. d
5. Sample space 5. e
ACTIVITY 2 KEEP PRACTICING! 3. d
EXPERIMENT OUTCOME SAMPLE SPACE
Flipping two coins H, T {HH, TT, HT, TH}
Drawing a card from a deck {13 hearts, 13 diamonds, 13
of 52 cards ACE OF DIAMONDS spades, 13 clubs
(Ace,2,3,4,5,6,7,8,9,10, Jack,
Queen, King)}
ACTIVITY 1 LET’S PRACTICE!
Pretest
ACTIVITY 1
1. B 2. A 3. D 4.C 5. A
ANSWERS:
KEY TO CORRECTION
 REFERENCES
BOOKS:

Oronce, Orlando A. and Marilyn O. Mendoza. E-Math 8. Revised Edition. Manila: Rex Book
Store Inc., 2015.

Chua DT, Simon L., Nuqui, Ed D. Roger L., Rodriguez, Ed.D, Archieval, Ubarro,
Arvie D., Gayangos, Samuel G., Soaring 21st Century Mathematics Grade 8. Quezon
City: Phoenix Publishing House, Inc., 2014

WEB:

Probability. mathIsFun 2017, https://www.mathsisfun.com/data/probability.html

(Accessed June 20, 2020).

Teacher’s Guide,
https://www.depednegor.net/uploads/8/3/5/2/8352879/math_teachers_guide_11.pdf
(Accessed June 20, 2020)

Module 11. Basic Concepts of Probability, https://www.slideshare.net/nicogranada31/k-to-12-

grade-8-math-learner-module (Accessed June 23, 2020)