8

Mathematics
Quarter 4 – Module 5:
Illustrates an Experiment, Outcome,
Sample Space and Event and Counting
the Number of Occurrences of an
Outcome in an Experiment by (a) table;
(b) tree diagram; (c) systematic listing;
and (d) Fundamental Counting
Principle
Mathematics – Grade 8
Quarter 4 – Module 5: Illustrates an Experiment, Outcome, Sample Space and Event
and Counting the Number of Occurrences of an Outcome in an
Experiment by (a) table; (b) tree diagram; (c) systematic listing;
and (d) Fundamental Counting Principle
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education – Region XI

Development Team of the Module

Writer: Carlo Jay P. Dagohoy
Editors: Sharyl Lou O. Abubo
Reviewer: Sharyl Lou O. Abubo
Illustrator:
Layout Artist: Wedzmer B. Munjilul
Template Developer: Neil Edward D. Diaz
Management Team: Reynaldo M. Guillena
Jinky B. Firman
Marilyn V. Deduyo
Alma C. Cifra
Aris B. Juanillo
May Ann M. Jumuad
Antonio A. Apat

Printed in the Philippines by Davao City Division Learning Resources Management

Development System (LRMDS)

Department of Education – Region XI

Office Address: DepEd Davao City Division, E. Quirino Ave.,

Davao City, Davao del Sur, Philippines
Telefax: (082) 224-0100
E-mail Address: [email protected]
 8

Mathematics
Quarter 4 – Module 5:
Illustrates an Experiment, Outcome,
Sample Space and Event and Counting
the Number of Occurrences of an
Outcome in an Experiment by (a) table;
(b) tree diagram; (c) systematic listing;
and (d) Fundamental Counting
Principle
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to use
this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning at home. Furthermore, you are
expected to encourage and assist the learners as they do the tasks included
in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different activities
in the module.
As you go through the different activities of this module be reminded of
the following:
1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone. We hope that through this material, you will experience
meaningful learning and gain deep understanding of the relevant
competencies. You can do it!

ii
 Let Us Learn
This module aims to introduce to you the branch of Mathematics that deals
with chances. There are events in our surroundings which can be measured or given
numerical value through the concept of probability. As learner of this module, you
are expected to achieve the minimum competency for this topic which is to illustrate
an experiment, outcome, sample space and event (*** M8GE-IVf-1), as well as to
count the number of occurrences of an outcome in an experiment: (a) table; (b) tree
diagram; (c) systematic listing; and (d) fundamental counting principle (M8GE-IVf-g-
1).
At the end of this module, you are expected to achieve these following
objectives:

1. identify the outcome and sample space in an experiment;

2. determine the possibility of a certain event to happen
3. compute the probability of a certain event in fraction, percent and decimal
forms.
4. identify the sample space in a given event using table, tree diagram,
systematic listing, or fundamental counting principle;
5. compute the probability of a certain event.

Let us start your journey. Happy learning!

Let Us Try
In your grade 7 topic before, you have learned about converting fractions to decimals
and percent forms. Let us check your skill. Answer the following activities to practice.

Activity 1: CONVERT ME! Convert the following fractions to percent and decimal
forms.

Percent Form Decimal Form

!
1. "
_________ __________

#
2. $ _________ __________

"
3. %
_________ __________
%
4. #& _________ __________

#
5. !&
_________ __________

1
Activity 2: FAVORITE SUBJECTS

The data is presented through the pie graph below. Grade 8-Banaybanay
students of Panaghiusa Agricultural High School were asked about their favorite
subjects.

Favorite Subjects of Grade 8-Banaybanay

Social Studies English

15% English
18%
Math
Filipino
9% Science

Filipino

Math Social Studies

Science 32%
26%

Questions:

1. What percent does the entire pie graph represent?

Answer: _________________________________________________________

2. What percent represents the section labeled Math? Convert it to fraction and
decimal forms.
Answer: _________________________________________________________

3. How about the section labeled Social Studies? Convert your answer to fraction
and decimal.
Answer: _________________________________________________________

4. What fraction represents the section tagged as English and Science? Convert
it to decimal and percent form.
Answer: _________________________________________________________

2
 Let Us Study

Activity 3: AM I CERTAIN, IMPOSSIBLE, OR POSSIBLE?

The students will be asked to answer the following events as to its possibility to
happen. They will answer CERTAIN if the event is 100% doable; IMPOSSIBLE if it
cannot be realized or 0%; and POSSIBLE if it can be possibly done.
1. Joshua walks on water. ___________
2. Plants need water to grow. ___________
3. The moon and sun can be seen in sky together ___________
everyday.
4. Calamansi is sour. ____________
5. A bird can fly. ____________

Probability is the branch of mathematics concerned with analyzing the chance that
a particular event will occur. Its purpose is to attempt to predict the likelihood that
something will or will not happen.
Probability Line is an illustration of chances using a line.

Experiment is a repeatable procedure with a set of possible results.

Example:
1. Flipping a 10-peso coin
Head Tail

3
 2. Throwing a die

3. Choosing a king from a deck of cards

Event is one (or more) outcome(s) of an experiment.

Examples:
1. Getting a head from flipping a 10-peso coin
2. Rolling a 5 dot-side on a die
3. Picking your name in the raffle draw

Outcome is the possible result of an experiment.

Examples:
1. Getting a “head” after flipping a coin
2. Getting “3” in a die
3. Picking a “king of hearts”

Sample space is the set of all possible outcomes.

Examples:
1. Head and tail on a 10-peso coin { H, T}
2. 1 up to 6 dot-side on a die {1,2,3,4,5,6}
3. All 52 playing cards in a deck of cards {king, queen, jack, ace, 1,2,3…10}

To get the probability of a certain event, one must follow the observation that the
number of favorable outcomes (E) must be divided by the number of possible
outcomes (S). In symbol,

4
 Consider this situation. Carlo picks a card in a deck of cards. What is the
probability that the card he picks is a spade card?

Now let us analyze the situation. In a deck of cards, it has 52 cards all in
all. One deck is composed of 4 houses namely heart, clover, diamond, and spade.
Each house has 13 set of cards from ace to king. Therefore, our favorable outcome
which is to pick a spade card has 13 possible results. While our number of possible
outcomes is the total number of cards in a deck which is 52. In symbols,

There are other ways one can determine the number of possible outcomes or
the sample space in a given event. In probability, this is known as Fundamental
Counting Principle. But first, we must understand how the Fundamental Counting
Principle is derived using probability table, tree diagram, and systematic
listing.

PROBABILITY TABLE
What is a probability table?

Probability table is a visual or organizational tool used, especially in

probability distribution, to illustrate the probabilities in a table form. The
intersections inside the table are the outcomes.

5
 Jay is planning to go out and buy some goods in the market. He looks in his
closet on what he will wear. He has 1 black jeans and 1 blue jogger pants. For his
upper garments, he has 3 shirts with different colors, red, blue, and white. In how
many ways he can choose from his clothes. Show your combinations through the
probability table.

Here’s how you are going to make the probability table.

The pants are listed in each column, while the shirts are in the rows. Each
intersection of the column and row is one combination. Since there are 2 columns
and 3 rows, therefore the number of combinations is 6. There are 6 options Jay can
wear his clothes.

TREE DIAGRAM
What is a Tree Diagram?
A tree diagram is used as a tool to help calculate and provide a visual
representation of probabilities. The outcome of a certain event can be found at the
end of each branch in the tree diagram.
(Source:https://corporatefinanceinstitute.com/resources/knowledge/other/tree-
diagram/)

6
Let us use the illustration in the picture.

DRINKS
DAYS VIANDS
COFFEE
MONDAY PANCIT TEA
TUESDAY ADOBO SOFTDRINKS
CHOCOLATE

Carlo is thinking about his lunch for 2 days whenever he stays at home. Help
him decide the set of foods he will eat. Take note, Carlo does not want to repeat his
food intake each day. How many ways he can choose from the options he has?

Here is the illustration of using tree diagram.

(Monday, Pancit, Coffee)
(Monday, Pancit, Tea)
(Monday, Pancit, Softdrinks)
(Monday, Pancit, Chocolate)
(Monday, Adobo, Coffee)
(Monday, Adobo, Tea)
(Monday, Adobo, Softdrinks)
(Monday, Adobo, Chocolate)
(Tuesday, Pancit, Coffee)
(Tuesday, Pancit, Tea)
(Tuesday, Pancit, Softdrinks)
(Tuesday, Pancit, Chocolate)
(Tuesday, Adobo, Coffee)
(Tuesday, Adobo, Tea)
(Tuesday, Adobo, Softdrinks)
(Tuesday, Adobo, Chocolate)

DAYS VIANDS DRINKS

With the tree diagram, you can clearly see how many combinations there
are. Each day, Carlo has 8 options or combinations to choose from. There are 2
days he stays at home, meaning there are 16 combinations or possibilities all in all.

7
SYSTEMATIC LISTING
What is Systematic Listing?
A systematic listing is another tool used to organize or represent the
outcomes of an event in a systematic manner through listing. It is done to make sure
that no possible outcome is missed out. The symbol { } is used to enclosed all
possible outcomes in an event. All outcomes are separated by comma.

Using the same problem in tree diagram method, let us try illustrate the
number of possibilities using systematic listing.

For Monday,

(Monday, Pancit, Coffee) (Monday, Adobo, Coffee)

(Monday, Pancit, Tea) (Monday, Adobo, Tea)
(Monday, Pancit, Softdrinks) (Monday, Adobo, Softdrinks)
(Monday, Pancit, Chocolate) (Monday, Adobo, Chocolate)

For Tuesday,

(Tuesday, Pancit, Coffee) (Tuesday, Adobo, Coffee)

(Tuesday, Pancit, Tea) (Tuesday, Adobo, Tea)
(Tuesday, Pancit, Softdrinks) (Tuesday, Adobo, Softdrinks)
(Tuesday, Pancit, Chocolate) (Tuesday, Adobo, Chocolate)

To finalize the answer, here is the general form using the systematic listing in the
given problem.

S = {(Monday,Pancit,Coffee), (Monday,Pancit,Tea), (Monday,Pancit,Softdrinks),

(Monday,Pancit,Chocolate), (Monday,Adobo,Coffee), (Monday,Adobo,Tea),
(Monday,Adobo,Softdrinks), (Monday,Adobo,Chocolate), (Tuesday,Pancit,Coffee),
(Tuesday,Pancit,Tea), (Tuesday,Pancit,Softdrinks), (Tuesday,Pancit,Chocolate),
(Tuesday,Adobo,Coffee), (Tuesday,Adobo,Tea), (Tuesday,Adobo,Softdrinks),
(Tuesday,Adobo,Chocolate)}

Please take note of the symbols used. The braces symbol {} should only be
used once in an event. To separate the many outcomes in an event, parentheses
can be used to group them other than the comma as separator. But in the case of
simple outcomes, comma as separator is used.

8
FUNDAMENTAL COUNTING PRINCIPLE

If you have a ways of doing event 1, b ways of doing event 2, and c ways
of event 3, then you can find the total number of outcomes by multiplying:

axbxc

Source: https://www.algebra-class.com/fundamental-counting-principle.html

Example:

Carlo is thinking about his lunch for 2 days whenever he stays at home. Help
him decide the set of foods he will eat. Take note, Carlo does not want to repeat his
food intake each day. How many ways he can choose from the options he has?

Given:
2 days, 2 viands, 4 drinks

Solution:

2 × 2 × 4 = 16 ways

Let Us Practice

Now, let us do some exercises about probability. Let us call this activity “Experiment
Time”.

Activity 4: EXPERIMENT TIME!

The students will perform an experiment using a 1-peso coin.

Instructions:

1. Using your 1-peso coin (or any coin available), flip the coin 20 times.
2. Record in Table 1 below under the tally column the result of each flip you
made on the coin.
3. After the 20 flips of the coin, translate your tally to a number under the
frequency column.
4. Answer the questions after.

9
Table 1: Result of the Experiment

Questions:

1. How many times the head occurred in your experiment?

Answer: _________________________________________________________

2. How many times the “tail” occurred?

Answer: _________________________________________________________

3. What is the sample space of this experiment?

Answer: _________________________________________________________

4. What is the probability of getting a “head” in this experiment? Express your

answer in fraction, percent, and decimal form.

Answer: _________________________________________________________

5. What is the probability of getting a “tail” in this experiment? Express your

answer in fraction, percent, and decimal form.

Answer: _________________________________________________________

Now to give you more interesting activity on probability, let us try this next
activity called “Roulette of Fortune”. Have you gone to carnival before pandemic hits
us? Have you watched game shows in the television that have same concept with the
roulette? If yes, this is something you can relate into.

10
Activity 5: ROULETTE OF FORTUNE

Consider playing a Roulette of Fortune with your brother or sister or

anybody in your family.

Here is the list of possible result:

• 1 Million Pesos
• House and Lot
• Brand New Car
• 1 Year Rice Supply
• Pangkabuhayan Showcase
• Free College Plan
• Trip to Hongkong Disneyland
• Bokya

In your first attempt of rolling the roulette, the result is shown below.
Answer the following questions:

1. What do you call the “Free College Plan” in

probability terms? ____________________________

2. List down the sample space of the Roulette of

Fortune. _____________________________________
______________________________________________
__________________________________________________
3. Compute the probability of the result shown in
the picture. Show your answer in decimal form,
hundredths place. _______________________________

For the second attempt of rolling the roulette, the result is shown below.

Answer the following questions:

1. What do you call the spinning of the roulette in

probability terms? _________________________

2. What is the number of sample space in this

second attempt? _____________________________

3. Compute the probability of the result shown in

the picture. Show your answer in percent form.
__________________________________________________

I believe you have now the understanding of the basic concept of probability.
Now let us try an activity where Fundamental Counting Principle is applied.

11
Activity 6: WHAT SHOULD I ORDER?

Gela feels hungry after doing paper works in school. She calls for a food
delivery guy. She orders a value meal which includes 1 protein dish, 1
carbohydrates-rich food, and 1 drink. The available foods in the store are chicken
fillet and beef steak for protein dish; spaghetti and macaroni, for carbohydrates-
rich food; and juice or tea for the drinks. How many combinations for the value meal
she can choose from? Illustrate and solve the number of combinations using tree
diagram, systematic listing, and fundamental counting principle. Use separate sheet
for this activity.

Let Us Practice More

Let us try an activity that still requires concept of probability. This time, you don’t
have to perform an experiment.
Activity 7: SANA AKO NA LANG!

In the container, there are 5 red chips, 4 green chips, 3 yellow chips, and 1
blue chip. Carlo is asked to pick one from the container. Compute the probability of
each event in the table.
(Note: In decimal form, express your answer in two decimal place. In percent form, express your answer
in whole number.)

12
Questions:

How many is the sample space in this activity?

Answer: ________________________________________________________

How to get the probability of this event? State your answer in not more than 3
sentences.
Answer: ________________________________________________________

Activity 8: FILL ME IN

I. MULTIPLE CHOICE: Choose the correct answer and write it on the space provided
before each number.

____ 1. Which of the following event has a sample space of 16?

A. 4 shirts and 4 pants C. 2 pairs of shoes and 14 pants

B. 8 shirts and 8 pants D. 6 blouses and 10 slacks

____ 2. In how many ways you can arrange the 3 math books, 2 science books, and
5 filipino books in the bookshelf?

A. 8 C. 10

B. 30 D. 15

____ 3. There are 5 different variety of snake plants and 4 varieties of caladium plants
my mother has in her steel case. In how many ways she can arrange differently
the plants?

A. 9 C. 20

B. 5/4 D. 4/5

____ 4. In flipping a coin, which of the following illustrates correctly its sample space?

A. {head} C. {tail, tail}

B. {head, head} D. {head, tail}

____ 5. Using Fundamental Counting Principle, what is the total number of outcomes
in choosing a representative to the SSG position with 3 males and 2 females are
candidates?

A. 5 C. 7

B. 6 D. 8

13
II. TRUE/FALSE: Write (T) if the statement is proven true, and (X) if it is false.

____ 1. Rolling 2 dice has a sample space of 36.

____ 2. Sample space is equivalent to the number of favorable outcomes.
____ 3. Fundamental Counting Principle is used to determine directly the
probability of an event to happen.
____ 4. The method of counting using probability table is used when there are 3
or more categories to consider.
____ 5. Multiplication is the operation used in Fundamental Counting Principle.

Let Us Remember

Now, let us wrap this up! Remember these words when you are faced with
situations that involve chances.

Probability is the branch of mathematics concerned with analyzing the chance

that a particular event will occur. Its purpose is to attempt to predict the likelihood
that something will or will not happen.
Experiment is a repeatable procedure with a set of possible results.
Event is one (or more) outcome(s) of an experiment
Outcome is the possible result of an experiment.
Sample space is the set of all possible outcomes.
Probability Line is an illustration of chances using a line.

Probability is always between 0 and 1.

To get the probability of a certain event, one must follow the observation that the
number of favorable outcomes must be divided by the number of possible
outcomes. In symbol,

14
 There are other ways one can determine the number of possible outcomes or
the sample space in a given event. In probability, this is known as Fundamental
Counting Principle.

In counting the number of outcomes, other than the fundamental counting

principle, one can also use the probability table, tree diagram, and systematic
listing.

FUNDAMENTAL COUNTING PRINCIPLE

“If you have a ways of doing event 1, b ways of doing event 2, and c ways of event
3, then you can find the total number of outcomes by multiplying:

a×b×c

Let Us Assess
SUMMATIVE TEST

I. Multiple Choice: Choose the correct answer and write it on the space
provided before each number.

____ 1. What do you call the possible result of any experiment done?

A. event C. outcome

B. experiment D. sample space

____ 2. Jay is playing card together with his friend Caloy. He is asked to pick a red
card. What is the probability that a red card can be picked by Jay?

A. 1/4 C. 1/8

B. 1/2 D. 1/14

____ 3. What is the sample space in tossing 2 dice?

A. 12 C. 24
B. 18 D. 36

____ 4. What do you call the total outcome of a certain experiment?

A. probability C. outcome
B. event D. sample space

15
____ 5. Carlos tossed a 5-peso coin. What do you call in probability the action done
by Carlos?
A. probability C. outcome
B. event D. sample space

____ 6. In any case the roulette showed “Bokya” in the Roulette of Fortune, what do
you call in probability terms the showing of BOKYA?
A. probability C. outcome
B. event D. sample space

____ 7. What is the sample space of the list of numbers divisible by 3 from 1 to 50?
A. 16 C. 18
B. 17 D. 19

For items 8 – 12, identify each statement according to its probability of occurring.
Choose the letter of the correct answer.

____ 8. Water and oil cannot be combined chemically together.

A. Impossible C. Even Chance
B. Certain D. Not Applicable

____ 9. Earth revolves around its satellite or moon.

A. Impossible C. Even Chance

B. Certain D. Not Applicable

____ 10. A mother can bear a baby boy.

A. Impossible C. Even Chance

B. Certain D. Not Applicable

____ 11. Monday comes after Tuesday.

A. Impossible C. Even Chance

B. Certain D. Not Applicable

16
____ 12. In tossing a die, one can get an odd number.
A. Impossible C. Even Chance
B. Certain D. Not Applicable

____ 13. What is the probability of picking a diamond card in a deck of cards?
A. P(E) = 0% C. P(E) = 50%
B. P(E) = 25% D. P(E) = 75%

____ 14. What is the probability of rolling a 4-dot side on a die?

A. P(E) = 0 C. P(E) = 0.17

B. P(E) = 0.16 D. P(E) = 1

____ 15. What is the probability of picking a red ball in a jar with 8 white balls, 2
red balls, and 10 blue balls?
A. P(E) = 0 C. P(E) = 2/5
B. P(E) = 1/10 D. P(E) = ½

____ 16. What do you call the method of finding the total number of possible
outcomes in an event that uses multiplication as its operation?
A. probability table C. tree diagram
B. systematic listing D. Fundamental
Counting Principle
____ 17. What method of counting is illustrated below?
{(blue, red, yellow), (blue, red, green), (blue, red, white)}
A. probability table C. tree diagram
B. systematic listing D. Fundamental
Counting Principle

____ 18. Johnny uses a certain method of knowing the sample space shown below.
What is the method he used?

17
 A. probability table C. tree diagram
B. systematic listing D. Fundamental
Counting Principle

____ 19. If there 8 red balls, 2, blue balls, 6 white balls, and 12 yellow balls, which
counting method is best to use?
A. probability table C. tree diagram
B. systematic listing D. Fundamental
Counting Principle

____ 20. What is the main purpose of Fundamental Counting Principle?

A. To determine the possible outcome in a certain event
B. To determine the number of favorable outcomes in a certain event
C. To determine the total number of possible outcomes in an event
D. to determine the probability of a certain event

Let Us Enhance
Enrichment Activity

Weather, Weather Lang Yan!

Watch any news about the weather in your area or in your city. You can also
search on the internet the weather forecast in your particular area. Take note the
forecast for at least 3 days. Observe the weather in your place the following day after
you recorded the forecast. Make a comparison through an observation essay
regarding the forecast and the actual weather you experience in your place.

Rubric for Observation Essay

Outstanding Satisfactory Developing Beginning

Criteria Rating
10 points 8 points 6 points 3 points
The
explanation is
clear,
thorough, and The
coherent. It explanation The
The
includes is clear and explanation is
Mathematical explanation in
interesting coherent. It incomplete
Reasoning understandable
facts and covers the and
but not logical.
principles important inconsistent
about concepts.
probability.

18
 The data is
100%
accurate,
comprehensive The data The data
Data The data shows
and from a shows 90% shows 50%
Gathered 75% accuracy.
reliable accuracy. accuracy.
source.

Let Us Reflect
Now, let us give value to what you have learned in this topic. I want you to think of
a situation (1 only) where you can apply or see the concept of chances or probability
in your daily encounters at home or while you are in social media or online. Capture
that situation using your phone camera, then send it personally through Messenger
to your teacher. Include a caption of the photo explaining or telling how probability
works on your photo. In case you do not have any phone to use, you may draw that
situation you are thinking on a clean paper. You may add colors to bring more life to
your output. Include also a caption that talks about your drawing.

Rubric

Outstanding Satisfactory Developing Beginning

Criteria Rating
10 points 8 points 6 points 3 points
The caption is
clear,
thorough, and The caption is
coherent. It clear and
The caption in The caption is
Mathematical clearly coherent. It
understandable incomplete and
Reasoning manifests how covers the
but not logical. inconsistent
probability important
works in real concepts.
life.

The
photo/drawing
is 100%
Presentation of The The The
comprehensive
Situation in photo/drawing photo/drawing photo/drawing
which clearly
the shows 90% shows 75% shows 50%
shows how
Photo/Drawing comprehensive. comprehensive. comprehensive.
probability is
applied.

19
 20
LET US PRACTICE
Activity 4: EXPERIMENT TIME
This activity will depend on the result of the experiment conducted by the students.
LET US PRACTICE
Activity 5: Roulette of Fortune
First Attempt
1. Outcome
2. {1 Million Pesos, House and Lot, Brand New Car, 1 Year Rice Supply, Pangkabuhayan
Showcase, Free College Plan, Trip to Hongkong Disneyland, Bokya, Bokya, Bokya, Bokya, Bokya,
Bokya, Bokya}
3. P(E) = 0.07
Second Attempt
1. Event
2. 14
3. P(E) = 50%
LET US TRY LET US TRY
Activity 2: FAVORITE SUBJECTS Activity 1: CONVERT ME!
1. 100% Percent Form Decimal Form
!" % 1. 40% 0.40
2. 32%, or , 0.32
#$$ "&
#& ! 2. 25% 0.25
3. 15%, or , 0.15 3. 62.5% 0.625
#$$ "$
'' ##
4. 44%, or , 0.44 4. 80% 0.80
#$$ "&
5. 5% 0.05
LET US STUDY
Activity 3: AM I CERTAIN, IMPOSSIBLE, OR POSSIBLE?
1. Impossible
2. Certain
3. Possible
4. Certain
5. Possible
Answer Key
 21
LET US ASSESS LET US PRACTICE MORE
SUMMATIVE TEST Activity 8
I. Multiple Choice I. Multiple Choice
1. C 11. A 1. A
2. B 12. C 2. B
3. D 13. B 3. C
4. D 14. C 4. D
5. B 15. B 5. B
6. C 16. D
7. A 17. B II.
8. B 18. C 1. T
9. A 19. D
2. T
10. C 20. C
3. X
4. X
5. T
LET US PRACTICE MORE
Activity 7: SANA AKO NA LANG
Questions:
1. 13
2. To get the probability of this event (picking of chips), identify the favorable outcomes and the
sample space. After which, get the quotient of the favorable outcomes over the sample space
(possible outcomes).
Using Fundamental Counting Principle
2×2×2=8
Using Systematic Listing
S = {(Chicken Fillet, Spaghetti, Juice), (Chicken Fillet, Spaghetti, Tea), (Chicken Fillet, Macaroni,
Juice), (Chicken Fillet, Macaroni, Tea), (Beef Steak, Spaghetti, Juice), (Beef Steak, Spaghetti, Tea),
(Beef Steak, Macaroni, Juice), (Beef Steak, Macaroni, Tea)}
 References

Emmanuel P. Abuzo et al., Mathematics Learner’s Module 8, Pasig City, Department

of Education, 2013, p. 555-585

Gladys C. Nivera, Ph.D., Grade 8 Mathematics: Patterns and Practicalities, Makati

City, Salesiana Books by Don Bosco Press, 2014, 418-434.

“Probability”, Math is Fun, copyright 2017,

https://www.mathsisfun.com/data/probability

“Tree Diagram”, Corporate Finance Institute, copyright 2015 to 2021,

https://corporatefinanceinstitute.com/resources/knowledge/other/tree-
diagram/

22
For inquiries or feedback, please write or call:
Department of Education – Davao City Division
Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur

Telefax: (082) 224-3274, (082) 222-1672

E-mail Address: [email protected]