DAILY School Calamba NHS Annex Grade Eight

LESSON Teacher Maria Carmela O. Maligaya Learning Area Mathematics

LOG Teaching Dates February 9, 2023 Quarter Fourth

Section/ Section Date Section Date

Teaching Dates CATTLEYA HYACINTH

DAHLIA JASMINE

I. OBJECTIVES
The learner demonstrates understanding of key concepts of
A. Content Standards
inequalities in a triangle, and parallel and perpendicular lines.

The learner is able to communicate mathematical thinking wtih

coherence and clarity in formulating, investigating, analyzing, and
B. Performance Standards
solving real-life problems involving congruent triangles using
appropriate and accurate representations.

At the end of the lesson students will be able to:

1.illustrate an experiment, outcome, sample space and event.
C. Learning Competency/ies or
2.appreciate the importance of an experiment, outcome, sample
Objectives space and event; and
3.record and interpret outcome, sample space and sample point
in a given probability experiment.
LC Code (M8GE-IVd-1)

II. CONTENT

Topic Basic Concepts of Probability

III. LEARNING RESOURCES

A. References

TG page/s K to 12 Basic Curriculum Guide page 230

LM page/s Mathematics Learner’s Module for Grade 8, pages 556-560

TB page/s

Additional Materials from LR

Portal

laptop, tv and ppt presentations, video presentation;

B. Other Learning Resources https://www.youtube.com/watch?v=8eD3wODClh8 and Angles
Cut by a tranversal by Math Bender

IV. PROCEDURE

A. Preliminary Activities (5 mins) Opening Prayer

-Students’ Mathematics Prayer Greetings
A. Reviewing previous lesson or -Good morning and God be with you!
presenting the new lesson Checking of Attendance
-According to seat plan Energizer
-Multimedia Presentation

Discuss to the students that at the end of the lesson, they should
be able to:
1. illustrate an experiment, outcome, sample space and
event;
B. Establishing a purpose for the lesson
2. appreciate the importance of an experiment, outcome,
sample space and event; and
3. record and interpret outcome, sample space and sample
point in a given probability experiment.
 Game Based Activity: Group the students into 5, using a show me
board they will complete the sentences, it will be a contest
between them.

Directions: Fill in the blanks with the

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

C. Presenting examples/ instances of

the new lesson

1. In God, nothing is __________.

2. You and I have _______to
succeed in life.
3. I’m ______ 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
a. went, it is _____ I will get the job.
Art of Questioning:

Integrate the activity in discussing the lesson by asking the

students the following questions.

1. Are those words familiar to you?

D. Discussing new concepts and 2. What particular topic comes to your mind when you see
the words in the illustration?
practicing new skills #1
3. What qualitative terms can be used to express probable
occurrences of events in a man’s life?
4. How else can the possible occurrence or likelihood of an
event be expressed?
5. Based on the illustration, how do you define probability?

Activity 2: Budge Matters!

Use the illustration below to answer the following questions
correctly.

1. How many shirts are there?

2. How many pairs of short pants are there?
E. Discussing new concepts and
3. How many pairs of long pants are there?
practicing new skills #2 4. If you will attend a party, how many choices are possible?
5. If you are going to attend the mass with your family, how
many possible outfits could you choose from? How did you arrive
at your answer?

Follow up questions:
1. How else can you find the number of possible outcomes?
2. Suppose you want to wear all those shirts and pairs of
pants during vacation, how many combinations are possible?
3. Did you find difficulty in choosing which to wear? Why?
4. Aside from comfort, what do you consider when you
choose an outfit?

Probability is the chance that something will happen. Events

cannot be predicted with total certainty. We can say, “How likely
they are to happen.”
 Probability Experiment is a chance process that leads to a well-
defined result called an outcome.

Examples: Flipping a coin, Rolling a die

Outcome is the result of a single trial of an experiment.

Sample space is the set of all the possible outcomes or sample

points.
Sample point is just one of the possible outcomes.

“Queen” is not a sample point because there are four Queens

which are four different sample points in a deck of cards.

Event is any set of one or more outcomes satisfying some given

conditions. Examples:
a. Getting a TTT when flipping a coin thrice
b. Choosing a “Queen” from a deck of cards (any of the 4
Queens)
c. Getting an “odd number” (1, 3, or 5) when rolling a die

F. Developing mastery (Leads to

Formative Assessment 3)

Life has a lot of uncertainties. Oftentimes, our decisions in life are

done under conditions of uncertainty. These are the probabilities
G. Finding practical applications of of life.
concepts and skills in daily living
Let students think of different situations that probability will be
applied in daily living.
 Reflection

-Today, I was able to illustrate an experiment, outcome, sample space

and event.
-I learned that we must have to appreciate the importance of an
H. Making generalization and experiment, outcome, sample space and event.
abstractions about the lesson -I was able to record and interpret outcome, sample space and sample
point in a given probability experiment.

Direction: Using the situation below, answer the following

experiment in a one whole piece of paper.

I. Evaluation

Direction: Analyze the problem carefully. Fill in the table correctly

and answer the
questions that follow.
You are holding a die. Your seatmate is holding another die. If
both of you roll the dice at
J. Additional activities for application or the same time, how many outcomes are possible?
remediation 1. If you roll a die once, how many outcomes are possible?
2. What are those outcomes?
3. How do we call those outcomes?
4. Rolling two dice simultaneously, how many
outcomes are possible?
5. How did you find the answer? .

V. REMARKS ____Lesson carried. Move on to the next objective.

___Lesson not carried

VI. REFLECTION

NO. OF LEARNERS WITH:

80% mastery Cattleya:______ Dahlia:_________ Hyacinth:______ Jasmine:___

Below 80% mastery Cattleya:______ Dahlia:_________ Hyacinth:______ Jasmine:___

Needs remedial/Didn’t caught up in the lessons Cattleya:______ Dahlia:_________ Hyacinth:______ Jasmine:___

Who continue to require remediation Cattleya:______ Dahlia:_________ Hyacinth:______ Jasmine:___

Which of my teaching strategies worked? Why?

What difficulties did I encounter which my

Principal or Supervisor can help me solve?

What innovations did I used/discovered (local

materials, learning aids, teaching materials)
which I wish to share with my co-teachers?

Prepared By: MARIA CARMELA O. MALIGAYA Checked by: DR. ISABELITA R. HIZON