Lesson Plan in Mathematics 10

I. Objective: At the end of the 60-minute session, students are

expected to:
1. Find the probability of a simple event;
2. Illustrate probability of dependent and independent events;
3. Determine the probability of dependent and independent events;
and
4. Appreciate probability as part of our daily life.

II. Subject Matter: Probability of A U B (An Introduction)

Reference: https://www.bceo.org/safedrivingstips.html
https://m.youtube.com/watch?v=vqKAbhCqSTc#menu
Mathematics 10 Learning Activity Sheet Quarter 3: Week 8
Materials: dice, paper, marker, charts

III. Procedure

Teacher’s Activity Students’

Activity

A. Daily Routine
1. Prayer
Good morning class. Good morning teacher Mimi.

Before we start our lesson, may The students will stand up and
I request Jemelen to lead the pray.
prayer?
2. Cleaning and Greetings
Before you sit down, please pick The students will pick up pieces of
up pieces of paper and other paper and trash.
trash.

Please be seated. Thank you, ma’am.

How are you today? We are fine, ma’am!

That’s good to hear.

3. Checking of Attendance
Are there any absents today? None, ma’am.

Very good Class Courage. I

really like it every time you are
all complete.
4. Passing of Assignment
How about assignment, do you None, ma’am.
have one?

Since none, I want you to brace

yourselves for our new lesson
today.
5. Setting of Standards
Before we will start, let us have
 our house rules first.
B. Priming
1. Recall (Visualization)
Are you all excited? Yes, ma’am.

What does a good student do Listen and participate, ma’am.

during our class?
Very good!

I want you to give me terms Experiment

about PROBABILITY. Data
Solving

Very good, class!

This time, I will give you Proability is a measure of how

another activity. I want you to often a particular event will
match Column A with Column B. happen.
These are terms and definitions
of related terms. Experiment is an act of or process
of observation that leads.

An outcome is the result of an

experiment or other situation.

Sample points are the basic

possible outcomes to an
experiment.

Sample space is a set of all

possible outcomes of a probability
experiment.
Very good, class!

Before anything else, I will give

you a brief history of
Probability.

Now let us have a game called

“Dice Dice Baby”.

Do you want that game class? Yes, ma’am.

But before that, first, I will

divide the class into two groups.
Next, each group will be given a
huge dice and some writing
materials. Lastly, you are going
to list all the sample points on
the paper while you are
examining or rolling the dice.

Say “Hurray” as long as you are

done. The last group to finish
will be the first group to discuss
their answer.

Are my instructions clear? Very clear, ma’am.

(Students will present their

outputs).

Let us give a Let’s Go clap for 1 ,2, 3 Let’s Go!

everyone.
2. Motivation
(Experiential Learning)
Do you want another game, Yes, ma’am.
class?

What can you see on this chart? Blanks, ma’am.

1 2 3 4 5 6

This time, you are going to

complete the chart using two
dices. Whenever you roll the
two dices at the same time, you
are going to paste the pair of
number that it shows. Do it
repeatedly until you will
complete the chart.

Do you understand? Yes, ma’am.

(Students will do the task until

they will compete the chart).

1 2 3 4 5 6

Your activity shows the different

 sample points in a sample
space.

Anyone who can tell me what is

a sample space?

A sample space is the entire set of

outcomes in a statistical
experiment.
B. Activity (Direct Instruction and
ICT Integration)
I have here a video about
simple probability. Let’s watch
altogether and afterwards, we
will be doing a group activity.

What are you going to do when Watch and listen carefully, ma’am.
watching a video lesson?

(The teacher will play the

video).
Very well, ma’am.
Did you understand the video?

Now, using the same groupings,

I will give you an activity card
and you are going to answer
what is asked in the problem.
Say “Awesome” as soon as you
are done. The last group to
finish will be the first group to
present. By the way, you will be
graded according to the rubrics.
Yes, ma’am.
Am I clear, class?

Problem 1: If I will roll two six-

sided dices, what is the
probability of rolling two even
numbers?

Problem 2: Using the same two

six-sided dices, what is the
probability of rolling at least one
two?
(Students will present their
answers).

(The teacher will present

another example of simple
probability and about
independent and dependent
events).
C. Analysis (Explicit Teaching)
Here is how we did the task in a
step-by-step process.

Let us start with Problem 1.

Highlighted in black boxes are the
outcomes in two even numbers.
We can see that there are nine
outcomes that satisfy the question
in the sample space of 36 sample
points.

What is the formula? P(Two even) =

P(Two even) = or

Therefore, the probability of

getting two even when rolling
two dices is or .

Are there any questions? None, ma’am.

Let us proceed to the next

problem.
Highlighted in black boxes are the
outcomes of having at least one
two. We can see that there are 11
outcomes that satisfy the question
in the sample space of 36 sample
points.
What is the formula?

P(At least one two) =

Therefore, the probability of

getting two 4s when rolling two
P(At least one two) =
dices is .

Did you understand? Yes, ma’am.

D. Abstraction
(Cooperative learning and Game)
Identify whether the following
events are independent or
dependent.
 1. A number cube is rolled (Independent)
twice. (Dependent)
2. It is raining outside and the
parade is cancelled. (Dependent)
3. The first roll of a number is 4,
and the sum of the first two
rolls is 5. (Dependent)
4. Two card are drawn, one
after the other, from a deck of
cards. The first drawn is not (Independent)
replaced.
5. Joey got an A score on his
Math test so he will get an A
score on his Science test.
E. Generalization (Inquiry-based)
Are there any questions? None, ma’am.

Very good! So this time, let’s do

the recap.

I am going to ask you few

questions. Are you ready? Yes, ma’am.

What was our discussion all About simple probability

about?

What is the formula in finding

the probability of a simple P(event) =
event?

Very good!

How about, who can give me a What is the probability in passing a

sample problem about finding test?
the probability of a simple
event? What is the probability in getting a
head when tossing a coin?

Very good, class!

F. Application (Active Learning
Strategy and Differentiated
Instruction)
Read and understand the facts (Students will present their outputs
that were discussed on your using the rubrics).
Health 9.

“The probability that a fatal car

accident in alcohol-related is
over 40%. The probability that a
fatal accident happens at night
is 5 times more than the
probability that it happens
during the day. What should
 drivers do to stay safe on the
road?

Create a presentation based on

your assigned task – may it be
poem, song, or role play. Make
sure that the word
“PROBABILITY” will be used.

Very well, class! I bet you are

now ready to solve some
problems involving simple
probability.
IV. Evaluation
A. Directions: Tell whether the
events are independent or
dependent. Write your answer
on your paper.

1. You toss a coin. Then you roll

a dice.
2. You randomly choose 1 of 10
marbles. Then you randomly
choose one of the remaining 9
marbles.

B. Directions: Solve the

following problems on your
answer sheet.

1. You toss a coin twice. Find

the probability of getting two
heads.
2. What is the probability of
getting a 6 when rolling a dice? (Students will pass their paper).

Time is up! Please pass your

papers in 3, 2, 1.

Before we end, kindly copy your

assignment.
V. Assignment
Study and analyze the problem.

Two cards are drawn from a

deck of cards. Let A be the 1 st
card that is a club; B as the 1 st
card that is a 7; and C as the 2 nd
card that is a heart. Find the
probability of P(A or B).

This is all for today class. See Goodbye, ma’am.

 you tomorrow. Goodbye,
everyone!

Prepared by:
CHARLIE MAY C. OCTAL
SST – III
Checked by:

MYRNA C. MILO
School Head