Detailed Lesson Plan

Grade 8 – Mathematics
SCHEDULE: Grade 8 – Patola Mon-Fri 8:30 – 9:30 AM DATE: Feb. 11, 2019
Grade 8 – Pechay Mon-Fri 1:00 – 2:00 PM
Grade 8 – Sitaw Mon-Fri 2:00 – 3:00 PM

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of probability.
B. Performance Standards The learner is able to formulate and solve practical problems involving probability of simple
events.
C. Learning Competencies At the end of the lesson, each learner should be able to:
 Interpret the meaning of probability of an event.
 Appreciate the importance of knowing the probability of an event.
 Differentiate simple and compound events.
II. CONTENT Probability of an Event
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learners’ Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
Portal
B. Other Learning Visual aids, dice
Resources http://www.engineeringintro.com/statistics/what-is-probability/event/
https://statistics-made-easy.com/simple-and-compound-events/

IV. PROCEDURES Facilitator’s Activity Learners’ Activity

A. Reviewing previous “Good morning/afternoon class.” “Good morning/afternoon ma’am.”
lesson or presenting the new
lesson “Say present if your name is called.”
The teacher will call each names for the attendance. “Present.”

“What have we discussed last meeting? Anyone from

the class who can give some recapitulation.” “We have discussed about the last
two methods of counting the number
of possible outcomes, one of those is
the systematic listing which is done by
merely listing all the possible
outcomes of an experiment.”
“What was the other one?” “The other one was the fundamental
counting principle which is done by
simply multiplying the number of
events.”
“That’s correct. I see that you really learned a lot.”

B. Establishing a purpose “For this lesson, our objectives will be the following. A student will read the objectives
for the lesson Kindly read.” pasted on the board.

C. Presenting “Based on the basic concepts of probability that we

examples/instances of the have tackled last week, what are events again?” “Events are the specific results of an
new lesson experiment.”
“Excellent. Can anyone give an example of an event?” “Getting 2 from rolling a die.”

“What else?” “Obtaining blue marble from a bag of

marbles.”
“Very good.”

D. Discussing new “We are now down to getting the probabilities of an

concepts and practicing new event but first let us first know what really does this
skills #1 mean.”
Probability of an Event A student will read the definition.
- is the measure of the chance that the event will
occur as a result of an experiment.
 Probabilities are written as:
 Fractions from 0 to 1
 Decimals from 0 to 1
 Percents from 0% to 100%

“If a certain event has a probability of 0, what do you

think is that? Or what does it mean?”
“Ma’am an event is impossible to
“Yes, correct.”
occur or happen.”

“On the other hand, if a certain event has a probability

of 1, what do you think is that? Or what does it mean?”
“An event will surely or certain to
“That’s right.”
happen.”
 If an event is CERTAIN to happen, then the
probability of the event is 1 or 100%.
“Can you give an example of an event that is certain
to happen?”

“Oh, you’re confident. That’s good, as long as you “Ma’am, passing the exams this
study.” quarter.”

 If an event will NEVER happen, then the

probability of the event is 0 or 0%.
“Can you give an example of an event that will never
happen?”

“How sad.” “Having a date this Valentine’s day.”

 If an event is just as likely to happen as to not

happen, then the probability of the event is ½, 0.5
or 50%.
“Can you think of an example of an experiment that
has a probability like this?”
“Why did you say so?”

“Tossing a coin.”
“Because there are only two events
for this experiment. 50% for getting
“Very well said.”
the head and 50% for the getting the
tail.”

“If the chance of rain rises to 80%, where would it

corresponds in this range?”

“How about if the chance drops to 20%?”

“In more likely to happen.”
“Very good.”
“It is less likely to happen.”
E. Discussing new concepts “There are actually two kinds of events.”
and practicing new skills #2 Simple events A student will read the definition.
- are the single outcome of the performed
experiment or it is an event which cannot be broken
down any more.

Compound Events A student will read the definition.

- is the combination of two or more than two
 simple event. It can also be defined as an event that
contains more than one sample points in it.

“Let us consider the following examples.”

1. If a single face is considered when a die is rolled,
then it will be simple event. For example, suppose
getting 5 or 6 or 3 or 2 etc. on the die when it is
thrown, is called as simple event. If the event is
any even number on the die, then the event
consisting of points {2, 4, 6}, which is known as
compound event. That compound event is
consisting of three simple events i.e., {2}, {4} and
{6}.
2. “Suppose two coins are tossed simultaneously,
what will be the simple events?”
“What else?”

“If condition is defined that an event should consist of

“Ma’am HT.”
at least one head on three outcomes, then what will be
“HH, TT and TH.”
the compound events?”

“Correct. Compound event consists of three simple

events i.e., {HH}, {HT} and {TH}.”
“The outcomes are (HH), (HT) and
(TH).”
3. “Suppose two dice are rolled simultaneously, what
will be the simple events?”

“Brilliant! Because it is a single outcome in the sample

space.”
“If the event consists of the sum of two dice which is 5, “The pair of (1, 1), (1, 2), (3, 2), (4, 6)
then what will be the compound events?” and so on will be the simple events.”

“Very good.”

“The outcomes will be (1, 4), (2, 3), (3,

2), (4, 1).
F. Developing mastery “Let’s take a look at this figure.”
(Leads to Formative A spinner
Assessment 3)

“Can you give an example of a simple event?” “Getting number 1.”

“Obtaining number 3.”
“Getting number 8.” and so on.
“How about the compound events that we can have
from this figure?” “Getting a number from blue colors.”
“Getting a number from yellow
colors.”
“Getting even or odd numbers.”
“Getting composite numbers.”
“Correct.”

G. Finding practical This applies during the discussion.

application of concepts and
skills in daily living
H. Making generalizations “Do you have any questions? Or something to clarify
and abstractions about the from our discussion today?” “None, ma’am.”
lesson “Did you fully understand our lesson?” “Yes, ma’am.”
 “What is the range of a probability again?” “From 0 to 1.”

“What are the two kinds of events?” “The simple events and compound
events.”
“How do they differ?” “The simple events are composed of
only one event while compound evens
are composed of two or more events.”

I. Evaluating Learning “Get ¼ sheet of paper and answer the following.” Answers
1. The chances of either passing or failing an 1. 50%
examination is equal. What will be their probability in
percent? 2. More likely to win
2. Out of 100 voters you got 84 votes. Are you
impossible, less likely, more likely or certain to win? 3. Less likely to win
3. Your opponent has the 16 votes. Is she impossible,
less likely, more likely or certain to win? 4. Getting an ace of spade, ace of club,
4. Give an example of a simple event using the king of hearts, 4 of diamond, etc.
standard deck of cards. 5. Getting a card that is a black, an
5. Give an example of a compound event using the even card, a red card, a club, etc.
standard deck of cards.

J. Additional activities or Assignment The students will copy their

application or remediation Give an example for each of the following. assignment.
1. An event that is impossible to happen or obtain.
2. An event that is less likely to happen or obtain.
3. Events that has equal chances of happening or
obtaining.
4. An event that is more likely to happen or obtain.
5. An event that is certain to happen or obtain.
6. A simple event.
7. A compound event.

V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the formative
assessment

2. No. of learners who

require additional activities
for remediation

3. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson

4. No. of learners who

continue to require
remediation

5. Which of my teaching
strategies worked well? Why
did these work?

6. What difficulties did I

encounter which my
cooperating teacher can help
me solve?

Prepared by:

VANESSA G. MANGUILIMOTAN
Teacher

Checked and Observed:

Date: 02/11/2019