Learning Planner

Subject Mathematics Week 24 Duration 2hrs Form 1

Making Sense of Sub-
Strand Probability/Chance
and Using Data Strand
Content Demonstrate conceptual understanding of simple and compound
Standard probability experiments involving two independent events
Determine the sample space for simple and compound probability
Learning experiments involving independent events; express the probabilities of
Outcome(s) given events as fractions, decimals, percentages and solve problems
everyday life problems
1. List the elements of the sample space from a simple or compound
experiment involving two independent events.

Learning 2. Determine the probabilities of independent events and express the

Indicator(s) results as fractions, decimals, percentages and/or ratios.

3. Solve everyday life problems involving the probability of two-

independent events

1. How can i help the learners determine the sample space of simple and
Essential compound events?
Question(s) 2. How can i assist the learners to express probability in different forms?
3. What resources will i need to demonstrate in real-life scenarios?

1. Hands-on Probability Experiments: Activities include rolling dice,

flipping coins, and drawing cards. Students record outcomes and compare
theoretical vs. experimental probabilities.

2. Real-life Scenarios: Use examples such as predicting weather, sports

outcomes, or lottery games.

3. Problem-solving Activities: Pose questions requiring calculations of

probabilities for compound events.
Pedagogical
Strategies 4. Collaborative Learning: Use think-pair-share and group work to foster
understanding.

5. Use of Technology: Leverage probability simulators or software for

virtual experiments.

6. Visual Representations: Use tree diagrams, Venn diagrams, and tables

to illustrate sample spaces and outcomes.

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Teaching & Dice, coin, computer with probability software, markers, color pens,
Learning projector, etc.
Resources
Key Notes on Differentiation
For learners who need additional support:

 Break down tasks into smaller steps:

For students struggling with listing sample spaces or calculating probabilities, provide
guided examples and scaffolded activities.
 Use visual aids and manipulatives:
Diagrams, tree charts, and probability grids can simplify concepts.

For advanced learners:

 Challenge with complex scenarios:

Present multi-step problems involving conditional probability or compound events
with more than two outcomes.
 Create and present real-life applications:
Ask them to research and present on topics like risk assessment in business or sports
analytics.

Provide tiered practice tasks:

 Level 1: Identify sample spaces for simple events.

 Level 2: Solve basic problems using probabilities of independent events.
 Level 3: Apply probability concepts to real-world problems and interpret results.

Assessment Tasks for Differentiation:

 Low complexity: Match outcomes with probabilities using a probability grid or table.
 Medium complexity: Solve real-life problems using tree diagrams and calculate
probabilities.
 High complexity: Investigate and solve problems involving conditional probability or
simulate events using technology.

Experiment, Random Experiment, Trial, Sample space, Event, Equally

Keywords Likely Events, Exhaustive Events, Favourable Events, Additive Law of
Probability

Lesson 1:
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
Subject Teacher Manual
Teacher Activity Learner Activity
Starter Activity (10 minutes)

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Group students into groups of five, provide them with coins and ask them to toss their coins
for 5 times and record their outcomes of the number of heads and tails they had.

Introductory Activity (15minutes) Introductory Activity (15minutes)

I. In mixed ability groups of 5, ask the I. In groups of five, they discuss their group’s
students to discuss their results from the results and patterns from the starter activity.
starter activity
II. Present their group’s findings and opinions
II. Ask the representative of each of the to the class.
groups to share with the class their results
and opinions on what they discussed.
Facilitate a discussion by asking questions
such as:
“Did everyone get the same number of
Heads and Tails?”
“Why do you think the results vary even
though it’s the same coin?”

III. Now from their opinions given, III. Participate in the class discussion about the
introduce to them the reason for their variability of outcomes.
results which is also the topic for the day

IV. Guide them to come up with the IV. Use the discussion to collaboratively
definition of Probability/Chance develop the probability/chance definition with
the guidance of the teacher.

V. Guide them to come up with the formula V. Use the discussion to collaboratively develop
for solving probability. the probability formula with teacher guidance.

Activity 1 (45 minutes) Activity 1 (45 minutes)

I. Coin Toss Pair Experiment (20 minutes) I. Work in groups to toss two coins
simultaneously and record outcomes.
 Provide each group with two coins.
 Instruct them to toss both coins
simultaneously 10 times and record
outcomes (e.g., HH, HT, TH, TT).

II. Class Data Collection (10 minutes) II. Participate in class data collection and
discussion.
 Collect results from all groups and
tally how often each outcome
appears.
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III. Guide Discussion on Independence
(15 minutes)

 Explain that each coin toss is III. Use their results to calculate probabilities
independent (the outcome of one for each outcome and understand the
coin does not affect the other). independence of events.
 Use this to introduce the probability
of two independent events
occurring:
P(A and B)=P(A)×P(B)P(A \
text{ and } B) = P(A) \times
P(B)P(A and B)=P(A)×P(B)

Activity 2 (40 minutes)

I. Real-Life Scenarios (15 minutes) Activity 2 (40 minutes)

 Present scenarios such as rolling

two dice, drawing cards from two I. Work in groups to solve real-life probability
separate decks, or flipping two scenarios involving independent events.
switches.
 Ask students to predict and
calculate probabilities for specific
outcomes.

II. Problem-Solving (25 minutes)

 Provide worksheets with probability

problems involving independent III. Share solutions and reasoning with the
events. class.
 Circulate the classroom, offering Complete worksheet problems individually or in
guidance as needed. pairs.

Assessment DoK aligned to the Curriculum and Subject Teacher Manual

Level 2

1. Determine which of the following are examples of independent events.

a. Rolling a 5 on one die and rolling a 5 on a second die.
[ANS: independent]

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 b. Randomly picking a cookie from the cookie jar and picking a jack from a deck of cards.
[ANS: independent]

c. Winning a hockey game and scoring a goal.

[ANS: not independent or dependent]

2. Determine which of the following are examples of independent events.

a. Choosing an 8 from a deck of cards, replacing it, and choosing a face card.
[ANS: independent]

b. Going to the beach and bringing an umbrella.

[ANS: not independent or dependent]

c. Getting gasoline for your car and getting diesel fuel for your car.
[ANS: independent]

Level 2

1. A fair die is rolled once. List the sample space.

2. Two coins are tossed once. List the sample space for the experiment.
3. A dice and a coin are tossed once. List the sample space for the experiment.
4. Explain, with relevant examples, the meaning of probability of independent events.

Level 3

1. Two (2) cards are chosen from a deck of cards. The first card is replaced before choosing
the second card. What is the probability that they both will be face cards?

2. If the probability of receiving at least 1 piece of mail on any particular day is 22%, what is
the probability of not receiving any mail for 3 days in a row?

3. Johnathan is rolling 2 dice and needs to roll an 11 to win the game he is playing. What is
the probability that Johnathan wins the game?

Lesson Closure
In completing this part, refer to the Essential Questions to check that learning has taken
place.
Activity (15 minutes)
a. Make a seamless transition to plenary by making reference to the first Essential Question,
and engage learners to brainwave ideas on them.
b) Using the last part of our WWH strategy, wrap up the lesson by summarizing learners’
ideas for them to write in their notes. (Offer learners the opportunity to ask questions for
further clarification and address any misconceptions if any)

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c) Have a general class voting to aid reflection.
Reflection & Remarks
a) What was my best moment in today’s lesson and how can I create more of such
situations?
b) What did the learners find difficult to understand, and what activities did learners
complete with ease and accuracy?
c) Which materials best supported the delivery of the lesson and how did learners find its
use in aiding their understanding of the concept taught?
d) Were the different subgroups in the class catered?
e) Were the learners enthusiastic about the activities and resources employed in the delivery
of the lesson?

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