School Cabitan National High School Grade Level Grade 8

Detailed Lesson Plan Teacher RICHEL B. RABAS Subject Mathematics

In Mathematics
Date & Time May 6, 2024 Quarter 4th Quarter
9:00-10:00
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of Probability.
B. Performance Standard
The learner is able to formulate and solve practical problems involving probability of simple events.
C. Learning Competencies/Objectives
Illustrates an experiment, outcome, sample space and event. (M8SP-IVf-1)
At the end of the lesson, the learners should be able to:
1. Define an experiment, outcome, sample space and event
2. Illustrate an experiment, outcome, sample space and event;
3. Relate the importance of experiment, outcome, sample space and event in real life
II. CONTENT
Illustrating an experiment, outcome, sample space and
Event
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Mathematics Teacher’s Guide pages pp.607 – 608
2. Learners’ Material Pages Mathematics Learners’ Material pp. 562 - 565
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
Portal
5. Materials Laptop, projector, power point presentation, chalk
and board, instructional materials, marker and manila paper,
Teacher’s Guide and Learners’ Guide, calculator

IV. PROCEDURE
ELICIT (5 MINUTES)
Teacher’s Activity Students’ Activity
PRELIMINARIES - Stand and pray.
- Before we start, let us all stand for a prayer.
- Good morning, everyone! - Good morning, Ma’am!

- Take your seats. - Thank you, Ma’am.

- We’re fine, Ma’am!

- How are you today?
- For your attendance, please say present if you are here. - Present Ma’am.

- Before we proceed, let us review our topic yesterday. Our last lesson is all about determining the
The teacher will review the past lesson by asking them. conditions under which lines and
What is your previous lesson? segments are perpendicular.
- What do you mean by perpendicular? - Perpendicular lines are lines that
form a right angle.

Thank you for your participation.

Appreciate the answer of the students.
ENGAGE (5 MINUTES)
Activity 1: Picture Analysis  Observe and analyze each set of
This time you shall have an activity. I will be showing a set of pictures pictures being shown and give
then you are going to say something about it. insights.

 Yes, Ma’am. The pictures can be

seen is a perya/peryahan.

Are you familiar of the pictures?

Do you play perya? Or what perya game do your parents play?
Students will share their varied answers.
 - The pictures show the snake ladder
game.

- Yes Ma’am.
- We use a snake ladder and a
die/dice.

What can you say about the pictures?

Have you tried playing this game? What do you use in playing this game?

Appreciate the response of the students.

Thank you for your answers.
EXPLORE (10 MINUTES)
Now, let’s have another activity. - Yes, Ma’am.
I have here a coin, what you are going to do is to guess whether it landed
as a tail or a head. Students can have their coin and do the same. - Students may answer (head/tail)
depending on the result of the
Okay? experiment.
I will toss a coin.
What will be the result?
It is ____________.

I will toss the coin again.

What is the result?
It is ___________.

Okay, this time. You shall have a group activity. Divide the class into
three groups. - Students will be grouped through
Activity 2: ARRANGE ME counting.
Directions: Arrange the jumbled letters to form a correct term based on a
given clue. The group who can guess first will get the point. - Students will cooperate and
1. EPNEMIRTEX collaborate with their groupmates
- Involving an activity or process, when performed results are and answer the given activity.
exactly one from the many observations.
Example: Tossing/ flipping a coin is an example of this. - Group 1: EXPERIMENT
So, what is your answer?
2. TOMECOU - Group 2: OUTCOME
- The results of the experiment
3. SPAPLESACEM - Group 3: SAMPLE SPACE
- The set of all possible outcomes of an experiment.
4. VENTE - Group 2: EVENT
- The set of some elements or outcomes of an experiment.

Activity 3: CLASSIFY ME
Directions: The same group on the previous activity will be participating Students will participate in the activity
on this activity. CLASSIFY.
Group the following terms inside the box as Experiment or Outcome. Students will follow the instructions and
Head Color red present their answer in the class.
Flipping a coin Spinning a spinner
Rolling a die Drawing a card from a deck EXPERIMENT OUTCOME
of 52 cards Spinning a spinner Color red
Tail A Queen hearts Flipping a coin Head
A number 3 Guessing a number of Rolling a die tail
marbles in a jar Drawing a card A Queen hearts
from a deck of 52
How did you find the activity? cards
Guessing a number A number 3
Appreciate the participation of the students. of marbles in a jar
Clap your hands for your participation.

For you to be guided in these whole discussions, let me give the - The activity is fun and interesting.
 objectives for this topic. Everybody, please read!
 Objectives.
*At the end of teaching learning process, the students should be
able to:  (Understand the objectives)
1. Define an experiment, outcome, sample space and event
2. Illustrate an experiment, outcome, sample space and
event;
3. Relate the importance of experiment, outcome, sample
space and event in real life

EXPLAIN (20 MINUTES)

Discuss briefly the activity before. (The students will listen and actively
1. EXPERIMENT participate and cooperate in the discussions)
- Involving an activity or process, when performed results are (Ask questions and share ideas about the
exactly one from the many observations. lessons being discussed)
Example: Tossing/ flipping a coin is an example of this.
What are the other examples of an experiment?
2. OUTCOME - Rolling a die
- The results of the experiment
- If I toss a coin twice, what will be the result? - Spinning a spinner
3. SAMPLE SPACE
- The set of all possible outcomes of an experiment. - HH, HT, TH, TT
- If I flip a coin once, what will be the result?
4. EVENT
- The set of some elements or outcomes of an experiment. - H,T
- Getting a head or a tail

ACTIVITY 4: Fill Me In
The class will be divided into two groups and find the missing given.
Students will complete the table. If they get the correct answer, they will
explain the process on how they get it.
Situation Experimen Possible Sample Event
t outcomes Space
1. You need 1,2,3,4,5,6 1,2,3,4,5,6 Getting an
to get a 6 even - Rolling a die
to be able number - We answer rolling a die because it
to win in 2,4,6 is an activity or process used in the
the game given situation.
snake and
ladder. - Getting a 5 from a full shuffled
2. Joe and Drawing a 5,8,2,9,7 5,8,2,9,7 card
Jan are card
playing - H, T because if you flip a coin there
cards. Jan are only two possible outcomes: the
needs to head and the tail.
draw a
card - The set of all the possible outcomes
numbered would be blue, yellow, green and
5 to win a red.
game
from the
full
shuffled
numbered
5,8,2,9,7
3. Flipping a Flipping a H,T Getting a
coin once. coin head
4. Spinning Spinning a Blue, red, Lands on
a spinner spinner yellow nonyellow
with and green
colors red,
blue,
yellow
and green.
Ana hopes
that it
lands on
 yellow.
What is your answer for experiment? How did you get your answer?
That is correct, rolling a die is an activity therefore it is an experiment.

How do you illustrate the event in the given situation?

Definitely getting a 5 is correct but you can also answer that you may get - It was challenging yet interesting.
not a number 5 card.

How can you illustrate the possible outcomes using the situation?
Of course, if you try flipping a coin you can only get a head or a tail.

How can you illustrate the sample space of the given situation?
- You answer is correct since you listed all the colors in a spinner.

How was the activity?

Thank you for your cooperation. I hope you finds easy in illustrating the
experiment, outcomes, sample space and event.
ELABORATE (10MINUTES)
Now I have a here another situation and I want you understand and think
deeply.
One day, your family decided to have a picnic on Sunday afternoon Students will answer the questions posed by
outside the house. But for the past few days, you have noticed that the the teacher.
weather is not good because it often rained and in the evening news the
weather forecaster reported that there is a 65% chance that it will rained - The weather conditions are rainy
on Sunday. The following are the observations from Monday to Saturday. and sunny.
Days Weather Condition - The more frequent weather
Monday Rainy condition is rainy.
Tuesday Sunny
Wednesday Sunny - Students may answer rainy or
Thursday Rainy sunny.
Friday Rainy
Saturday Rainy Sunny because there are already 3
consecutive days for rainy.
The teacher will ask the following questions:
1. What were the weather conditions from Monday to Tuesday? Rainy because the weather
2. What is the more frequent weather condition? conditions continue and based on
3. What could be the possible weather condition on Sunday based on the weather conditions.
your observations and the forecast?
4. Will you continue your family picnic outside the house or not?
Explain. - Students will share their answer by
5. How important an outcome of an event in a decision making? explaining their claim.
- It is important to know the outcome
of an event because it can be a basis
in making a decision.
- Any other questions, clarifications or reactions about our
discussions/topic for this day? - None so far, Ma’am.

- Since there is none, let us proceed.

EVALUATE (5 MINUTES)
The teacher will give an assessment to students.
 Answer the given quiz.
Directions: Read the questions carefully and write the letter of the correct
answer.

1. Which is referred to as an activity involving chance that can have

different results?
A. Event C. Experiment
B. Sample Space D. Outcome
 Exchange papers and participate in
answering the quiz.

2. How many possible outcomes are there when you spin the spinner
 below

Blue yellow

Red orange

A. 1 B. 2 C. 3 D. 4
3. Nine identical cards are labelled 8 to 16 and placed in a box.
A. Write down the sample space.
B. Find the total number of possible outcomes.
EXTEND (5 MINUTES)
The teacher will give an assignment for assessing the mastery of the topic.  Understand the assignment.

Directions. Make 5 examples of experiment, sample space, possible

outcomes and event.

 Before you leave, please pick up your litters under your chairs and
arrange the chairs properly.
 That’s all for today, goodbye class!
 Pick litters and arrange the chairs.

 Thank you and Goodbye Ma’am!

V. REMARKS

VI. REFLECTION

Prepared by:

RICHEL B. RABAS
JHS Teacher-Applicant