UNIT LEARNING PLAN TEMPLATE

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LEARNING PLAN

EXPLORE

TOPIC:PROBABILITY Unit Introduction and Overview:

CONTENT Probability is a branch of mathematics that deals with the likelihood of events occurring. It is all around us in daily life
STANDARD: from predicting the weather to making decisions based on the chances of different outcomes. This unit will introduce you to
The learner demonstrates key concepts in probability, including experiments, outcomes, sample spaces, and events.
understanding of key
concepts of combinations
and probability In this unit, the students will learn to:
PERFORMANCE  Illustrates an experiment, outcome, sample space and event;
STANDARD:  Counts the number of occurrences of an outcome in an: (a) table;(b) tree diagram; (c) systematic listing; and (d)
By the end of the quarter, fundamental counting principle.
the learners are able to:  illustrates the permutation of objects.
- is able to use  derives the formula for finding the number of permutations of n objects taken r at a time in solving problems;
precise counting  solve problems involving permutations;
technique and  differentiate permutations from combinations of n objects taken r at a time ;
probability in  solve problems involving permutations and combinations;
formulating  illustrates events, union and intersection of events;
conclusions and  illustrates the probability of a union of two events;
making decisions.  finds the probability of A ∪ B;
 illustrate mutually exclusive events; and
 solves problem involving probability.

Essential Question:
As the students go through all the activities in this section, they need to think of this essential question: "How can we use
probability to predict the likelihood of events and make informed decisions in uncertain situations?"
Hook Activity:
Let the students start exploring this unit by letting them do the activity below:

ACTIVITY 1! SCRAMBLE WORDS!

Instructions:Arrange all the jumbled letters to form the correct word represented by the picture.

Map of Conceptual Change Activity for Students’ Prior/New Knowledge:

Engage students' existing knowledge by utilizing a Conceptual Change Map presented as an Anticipation Reaction Guide. In
this part, students will provide their initial responses to statements about Probability by filling in the Before Lesson column.

Directions: Carefully read and consider each statement. Write "A" if you agree with the statement, or "B" if you disagree.
Record your responses exclusively in the Before Lesson column.
 Before Lesson Statements After Lesson
1. The outcome of a coin toss is
always predictable if you flip the
coin enough times.
2. The probability of rolling any
number on a fair six-sided die is
equal.
3. Events with a probability of 0.5
(50%) are guaranteed to happen
half of the time.

4. If you flip a coin twice, the

probability of getting two heads in
a row is greater than getting a head
and a tail.
5. In probability, an event can have
more than one possible outcome.

After gathering the students’ prior knowledge, the next step is to guide them in acquiring the necessary knowledge and skills.
This will equip them to complete their Performance Tasks effectively and accurately.
 LEARNING
COMPETENCY (as stated in
Curriculum Map) FIRM-UP (ACQUISITION)

LC1 – A1 (A) Activity A1: Video Watching with Frayer Model

Illustrates an experiment, outcome,
sample space and event; Instructions: You will be given a link to visit as you reference for your activity. Fill out the Frayer Model regarding
the concepts of Probability.

Learning Target(s): Click: https://www.youtube.com/watch?v=62EGg9Sc9Ik

1. I can define an experiment,
outcome, sample space and Below is an example on how to create Frayer Model
event.
2. I can give examples of an
experiment, outcome,
sample space and event.
3. I can list the possible
outcomes of an experiment.
Success Criteria:
In my work, I am able to
1. I am able to accurately
describe each term
using correct definitions
and I can explain each
concept clearly to
 others.
2. I can provide examples
and demonstrate a
clear understanding of
how each term applies
to different scenarios.
3. I am able to identify and
list all potential
outcomes of a given
experiment.

Make a Frayer Model for:

Experiment
Outcome
Probability

Assessment A1: Fill in the blank.

Instructions: Write the correct term in the blank provided to make the statement true.

An (1) _____________ is a situation or an activity that involves the chances or probability that leads to a result
called an (20 ______________. And (3) ____________ is a set of possible outcomes of an experiment. This is
denoted by S. While the subset of a sample space it is known as an (4) ____________.

LEARNING DEEPEN (MAKE MEANING)

 COMPETENCY

LC2 – A2 (M)
Counts the number of Activity A2: "Mastering Outcome Counting: Tables, Trees, Lists, and Principles"
occurrences of an outcome
in an: (a) table;(b) tree
diagram; (c) systematic
listing; and (d) fundamental GROUP ACTIVITY
counting principle.
Directions: Divide into 4 groups, each group has an assigned task and they need to complete the activity below:
Learning Target(s):
1. I can accurately
count the number
of occurrences of a GROUP 1: Table Representation Exercise
specific outcome
using a table. In this exercise, imagine you are rolling a six-sided die and flipping a coin. Your task is to create a table to display all possible
2. I can count and outcomes of this combined event. Write down all the possible results in an organized table format with the coin outcomes (Heads,
verify the number Tails) and die outcomes (1 through 6) listed.
of occurrences of
an outcome using Once the table is completed, count how many times the outcome “Head, 3” occurs and write it down. Verify your count by
branches in a tree discussing it with your and comparing the results.
diagram.
3. I can identify and
GROUP 2: Tree Diagram Exercise
count specific
outcomes from a
complete list Now, let's consider the scenario of choosing an outfit. You have 2 shirts (Red and Blue) and 3 pairs of pants (Jeans, Shorts, and
systematically. Khakis). Your task is to draw a tree diagram that shows all possible clothing combinations. The first branch will split based on the
4. I can demonstrate shirt choices (Red or Blue), and each shirt will branch out to the possible pants choices.
understanding by
explaining and After drawing the tree diagram, count how many times you can wear the "Red Shirt" with any of the pants combinations. Verify your
using the principle count using the branches of the tree diagram by carefully counting each combination.
to find specific
outcomes and their
 occurrences in
practical examples. GROUP 3: Systematic Listing Exercise

Success Criteria:
For this next scenario, you are tasked with creating 3-digit codes using the digits 1, 2, and 3. Repetition of digits is allowed. Your
task is to systematically list all possible 3-digit codes you can make from these digits. Write down each code in an organized manner,
1. I can identify and
ensuring you list all combinations.
explain the method
I used to accurately
Once you have the list, identify and count how many codes contain the digit '2'. Double-check your count by comparing it with a
count outcomes,
peer, ensuring you have accounted for all possible codes.
whether through a
table, a tree
diagram, systematic GROUP 4: Fundamental Counting Principle Exercise
listing, or the
Fundamental In this scenario, you are at a restaurant with 4 appetizers and 5 main courses to choose from. Your task is to use the Fundamental
Counting Principle. Counting Principle to calculate the total number of meal combinations possible, where you must choose 1 appetizer and 1 main
2. I can clearly course.
articulate how each
representation was After calculating the total number of combinations, explain how you applied the Fundamental Counting Principle to arrive at your
used to find and result. You may want to consider specific combinations (such as "Appetizer 1 with Main Course 3") and describe the method you
verify the number used to count them.
of occurrences of a
specific outcome.
3. I can justify my
approach by
providing examples
and explaining why
it leads to an
accurate count of
outcomes.

LC3 – A3 (M)
Illustrates the permutation
of objects.
Learning Target(s):

1. I can explain what a

permutation is and
distinguish it from
other types of
arrangements, such
as combinations.
2. I can create and
illustrate the
permutations of a
given set of objects
in different
contexts, such as
arranging books on
a shelf or Activity A3: Exploring and Applying Permutations
determining the
order of people in a Directions: Form a group with 7 members and do the activity below with your group
line.
3. I can use the
1. Provide 4 colored cards (red, yellow, green, blue)
formula for
Instructions:
permutations P (n,r)
 Arrange the 4 colored cards in all possible orders and write down each unique arrangement.
= n!/ (n-r)! to
 Count the number of different permutations and compare your result with the calculated value using the
calculate the
formula P(n,r)=n!/(n−r)!
number of
 How many arrangements are possible if you only use 3 of the 4 cards? Verify using both manual counting and the
permutations for a
formula.
set of objects.
2. You are organizing a race for 5 participants (A, B, C, D, and E).
4. I can apply the
concept of Instructions:
permutations to
solve real-world  Illustrate all possible ways to arrange the top 3 finishers (e.g., 1st, 2nd, and 3rd place).
problems involving  Use the permutation formula to calculate the number of ways the top 3 can be arranged out of 5
 arrangements and participants and compare it to your illustration.
order, such as  Why does order matter in this context?
seating plans, team
line-ups, or 3. Create a 3-digit password using the digits 1, 2, 3, 4, and 5, where no digit can be repeated.
password
combinations. Instructions:

Success Criteria:  Calculate the total number of possible passwords using the permutation formula and verify your
understanding by listing a few examples.
1. I can clearly define
what a permutation is, 4. In your group there are seven members, and you need to select a president, vice president, and secretary for a club.
including its
characteristics of order Instructions:
and arrangement.  Calculate the number of ways to fill these roles using permutations and explain your solution.
2. I can generate
examples of 5. Answer the following questions:
permutations for
different sets of ♦ How does understanding permutations help with organizing and arranging tasks?
objects. ♦ Can you think of other situations were knowing about permutations would be helpful?
3. I can accurately use the ♦ What part of the activity was most difficult for you, and how did you address the challenge?
formula P (n,r) = n!/
(n-r)! to find the
number of
permutations for
different sets.
4. I can identify situations
where permutations are
relevant and apply the
concept effectively.
LC4– A4 (M)
Derives the formula for
finding the number of
permutations of n objects
taken r at a time in solving
problems.

Learning Target(s):

I can derive and apply the

formula for finding the
number of permutations of n
objects taken r at a time to
solve real-world problems
involving ordered
arrangements.

Success Criteria:
1. I can explain what a
permutation is and why
order matters in
arrangements.
2. I can derive the
formula
P(n,r)=n!/(n−r)!by
analysing the
arrangement process.
3. I can use the
permutation formula to ACTIVITY A4: SOLVE THE PROBLEM!
accurately calculate the
number of Directions: Answer the following problems using the formula of permutation.
arrangements in
different scenarios. 1. You are tasked with organizing a seating arrangement for a photo. There are 8 friends, and you need to arrange 5 of
4. I can apply the concept
of permutations to them in a row for the picture.
solve real-world 2. A company is organizing a promotional event and plans to display 6 different products on a shelf. Only 3 products can
problems, explaining be displayed at a time, and the order in which they are arranged matters.
my reasoning clearly. 3. A teacher has 10 students but only wants to select 4 of them to line up in front of the class for a presentation.
4. A library wants to display 5 books from a collection of 12 on a shelf. The order in which they are arranged matters.
5. In a club with 8 members, the positions of president, vice-president, and secretary need to be filled.
6. A computer system generates 4-character passwords using the letters A, B, C, D, and E without repeating any letter.

7. A florist has 7 types of flowers but only has room to arrange 3 in a vase. The order of arrangement is important.
8. A coach needs to select and order 5 runners from a team of 9 for a relay race.
9. A host is organizing a banquet and has 6 VIP guests but only 3 seats at the head table. The order of seating is important.
10. In a talent show, 10 contestants compete, but only the top 3 are ranked (1st, 2nd, and 3rd places).

LC5 – A5 (M)
Solve problems involving
permutations.

Learning Target(s):
I can solve problems
involving permutations
by accurately applying
the formula and reasoning
through scenarios where
the order of arrangement
matters.

Success Criteria:
1. I can identify situations
where permutations are
applicable by recognizing
the importance of order.

2. I can use the

permutation formula
P(n,r)=n!/(n−r)! correctly to
calculate the number of
arrangements.

3. I can solve a variety of

real-world problems
involving permutations with
accuracy and clarity. ACTIVITY A5.1:
4. I can explain the steps
SCENARIO: Fiver fair dice are rolled.
and reasoning behind my
solutions to permutation 1. Find the probability that the first three are distinct numbers and the fourth is the same as the first.
problems. 2. Finde the probability that the first two show odd number, the next two shows perfect squares, and the last is a prime number.

LC6 – A6 (M) ACTIVITY A5.2 HOW’S

Differentiate permutations
from combinations of n Answer the following:
objects taken r at a time.
1. How many distinct permutation are there in the word PHILIPPINES?
LC7 – A7 (M) 2. How many ways can you order four blue, seven red and five green chips? Note that the chips of the same colors are
Solve problems involving identical.
permutations and
combinations.
3. How many distinct permutations are there in the word "MISSISSIPPI"?
LC8 – A8 (M)
4. How many ways can you arrange 3 identical white balls, 4 identical black balls, and 5 identical green balls in a
Illustrates events, union and row?
intersection of events. 5. How many different ways can 6 books be arranged on a shelf if 2 of the books are identical?
LC9 – A9 (M) 6. In how many ways can you arrange the letters of the word "COMMITTEE"?
Illustrates the probability of 7. How many distinct ways can you arrange the digits of the number 112233?
a union of two events. 8. How many ways can you order 5 blue, 3 red, and 2 yellow marbles in a line if marbles of the same color are
LC10 – 103 (M) identical?
Finds the probability of A ∪ 9. How many distinct permutations are there in the word "BALLOON"?
B.
10. How many ways can you arrange 3 identical orange pencils, 2 identical green pencils, and 1 purple pencil in a
LC11 – A11 (M)
Illustrate mutually exclusive
pencil box?
events.

LC12 A12 (M)

Solves problem involving
probability.

TRANSFER

PERFORMANCE Transfer Goal:

STANDARD Performance Task GRASPS
by the end of the A. Subject Specific
quarter, the
learners are able to:
Goal
(a.) accurately
formulate and find
solutions involving
Role
circles and other
related terms in
Audience
different discipline
through
Situation
appropriate
representations;
(b.) solve problems
involving geometric
figures on the
rectangular
Product
coordinate plane
with perseverance Standard
and accuracy.

B. Differentiated
Goal

Role

Audience
Situation

Product
Standard
 C. Performance Task with 21st Century Skills
CRITICAL
THINKING and
PROBLEM
SOLVING: The
teacher poses a
problem and asks the
students to solve it or
research for answers
COMMUNICATIO
N:
The teacher raises an
issue or topic and the
students express their
ideas using varied
media.
COLLABORATIO
N:
The teacher provides
a task and the
students will work in
teams where
members have
different roles and
tasks
CREATIVITY:
The teacher presents
a challenge and the
students design a
solution or an
innovation.
CROSS
CULTURAL
UNDERSTANDING
 : The teacher shows
examples from
several ASEAN
countries and asks
the students to
describe how they
would interact with
people from different
cultures
CAREER
LIFELONG
LEARNING: The
teacher poses a
reflection question on
how the students can
continue to learn
about the issue.

D. Performance Task Analytic Rubric

Subject Specific
OUTSTANDIN
CRITERIA PROFICIENT DEVELOPING BEGINNING
G
 ACTIVITY WORKSHEET
PRIORITIZING STANDARDS AND LEARNING COMPETENCIES

CONTENT STANDARD :
PERFORMANCE STANDARD :

R E A L POWER OR SUPPORTING?
(needed for (needed (needed for (needed by
COMPETENCIES next unit or for real achievement or other
grade) life) admissions or job subjects)
tests)
 / / x /

/ / x /

/ / x /

/ / / /

EXPLORE: MAP OF CONCEPTUAL CHANGE: ANTICIPATION REACTION GUIDE

ANTICIPATION:

Before Lesson Statements After Lesson

1. The outcome of a coin toss is
always predictable if you flip the
coin enough times.
2. The probability of rolling any
number on a fair six-sided die is
equal.
3. Events with a probability of 0.5
(50%) are guaranteed to happen
half of the time.

4. If you flip a coin twice, the

probability of getting two heads in
 a row is greater than getting a head
and a tail.
5. In probability, an event can have
more than one possible outcome.

REACTION:

Before Lesson Statements After Lesson

1. The outcome of a coin toss is
always predictable if you flip the
coin enough times.
2. The probability of rolling any
number on a fair six-sided die is
equal.
3. Events with a probability of 0.5
(50%) are guaranteed to happen
half of the time.

4. If you flip a coin twice, the

probability of getting two heads in
a row is greater than getting a head
and a tail.
5. In probability, an event can have
more than one possible outcome.