Lesson Plan in Mathematics 10

Date: February 23, 2023

I. OBJECTIVES
A. Content Standard: The student will understand the concept of probability and apply it to real-world
problems.

B. Performance Standard: The student is able to calculate the probability of simple events and use the rules
of probability to solve problems.

C. Learning Competencies/Objectives:
At the end of the lesson the students will be able to:
a. (cognitive) based on MELC with code
Define probability and its basic terms (M11SP-IIf-2.1)

Calculate the probability of simple events using the formula: P(event) = number of favorable
outcomes/total number of outcomes (M11SP-IIf-2.2)

Apply the rules of probability to solve problems (M11SP-IIf-2.3)

b. Affective; Develop an appreciation for the role of probability in everyday life.

c. Psychomotor; None
II. Content/Subject Matter:
Topic: Probability
Time Allotment: 45 minutes
Instructional Materials: Blackboard and Chalk
Student notebooks and pencils
Probability worksheet
Playing cards or dice (optional)
References: Department of Education. (n.d.). K to 12 Curriculum Guide: Mathematics. Retrieved from
https://www.deped.gov.ph/wp-content/uploads/2018/10/Mathematics-CG.pdf

Larson, R., & Farber, B. (2019). Elementary Statistics: Picturing the World (7th ed.). Pearson.

Value Focus: Appreciation for the role of probability in decision making.

Value Focus: Appreciation for the role of probability in decision making.

III. PROCEDURE

Teachers Activity Students Activity

A. Pre-Activity (Students will stand.)
-(Let us bow our heads and feel the
1.Opening Prayer. presence of our ALMIGHTY GOD. In the name of
the Father, and of the
- Everybody stand. Son, and of the Holy
_______, kindly lead the prayer. Spirit…..AMEN)

2. Greetings. - Good morning, Sir!

We’re doing great sir!
- Good morning class! How are you
today? That is good to hear. (Repeat the good
morning until everyone is greeting back and
attentions are on you)

3. Classroom Management. - (Students are aligning chairs silently and picking

papers and plastics)
- Class, before you take your seats, kindly pick up
the pieces of papers or plastics around you and
align your chairs silently and properly.

- You may now take your seats. - Everyone, Thank you sir!
 B. Lesson Proper
1. Review: Ask students if they have ever played - ____ answered yes! We observed that once
games of chance like rolling dice or flipping a we flipped a coin there are two results which
coin. are head and tail.

Students, Have you ever tried to flip a coin?

What have you observed after you flipped a coin?

Discuss their experiences and what they know

about probability.

Example 1:

What is the probability of getting a sum of 7 when

two dice are thrown?

Sol: Probability math - Total number of ways = 6 ×

6 = 36 ways. Favorable cases = (1, 6) (6, 1) (2, 5) (5,
2) (3, 4) (4, 3) --- 6 ways. P (A) = 6/36 = 1/6

2. Motivation: Present a scenario where a student - Students will solve the given problem using
needs to choose between two different paths two out of three counting techniques which
and explain that the decision can be made using are table of values, tree diagram and
probability. systematic listing.

Ask the class to brainstorm different real-life

scenarios where probability can be used to make
decisions.

Activity:

A coin is thrown 3 times .what is the probability

that at least one head is obtained?

Sol: Sample space = [HHH, HHT, HTH, THH, TTH,

THT, HTT, TTT]

Total number of ways = 2 × 2 × 2 = 8. Fav. Cases = 7

P (A) = 7/8

OR

P (of getting at least one head) = 1 – P (no head)⇒

1 – (1/8) = 7/8

3. Presentation: Introduce the concept of

probability and its basic terms, such as sample
space, event, and outcome.

Explain how to calculate the probability of simple

events using the formula: P(event) = number of
favorable outcomes/total number of outcomes.

Use examples from the probability worksheet to

demonstrate how to calculate probabilities of
simple events

If possible, use playing cards or dice to show how

probability works in real-life situations.

Example:

Two cards are drawn from the pack of 52 cards.

Find the probability that both are diamonds or both
are kings.
 Sol: Total no. of ways = 52C2

Case I: Both are diamonds = 13C2

Case II: Both are kings = 4C2

P (both are diamonds or both are kings) =

(13C2 + 4C2 ) / 52C2

4. Discussion:Engage the class in a discussion about

how probability can be used to make decisions. - Students will provide different examples
where they can use probability that has a role
Encourage students to share examples from their
in decision making.
own lives where probability has played a role in
decision making.

C. Post Activity
1. Application: Distribute the probability worksheet
and have students work on it independently or in
pairs.

The worksheet should include a mix of simple and

more complex problems, including word
problems that require students to apply the rules
of probability.

Monitor student progress and provide guidance

and support as needed.

2. Generalization: Have students share their

answers and discuss any problems that they
found challenging. - Students will show their answers and present
it to the class.
Provide feedback and clarify any
misunderstandings.
IV. Evaluation
Evaluate student understanding of probability by assessing their completion of the probability
worksheet.

1. There are 5 green 7 red balls. Two balls are

selected one by one without replacement. Find the - Students will answer the given activity
probability that first is green and second is red. in a one(1) whole sheet of paper. They
will be given 15 minutes to finished
2. Suppose we draw one card from a standard the task.
deck. What is the probability that we get a Queen
or a King?

V. Assignment
Assign homework to reinforce the concepts learned in class, such as completing additional
probability problems from the textbook or online resources.

1. Glenn has 4 pants and 3 shirts. How many - Students will answer the assigned task
different pairs of a pants and shirts can he wear? at home.

2. If two dice are rolled, how many possible

outcomes are there? How many of these have a
dot sum greater than 8? less than 10?

3. How many ways can four books be arranged on

a shelf?

Closing Remarks Yes sir!

Are you done copying you're assignment? Good bye sir.

Good bye class!