LESSON PLAN
ROUTINE INFORMATION
Name of school:
Student surname and name:
Student number:
Grade:
Subject:
Topic:
Content/ concept area
CAPS page no:
Duration of lesson:
Nkodibe secondary high school
Ninela Fanelesibonge
217037235
11
Mathematics P2
Probability
Tree diagrams
1hours
SPECIFIC AIMS:



Mathematical modeling is an important focal point of the curriculum. Real life
problems should be incorporated into all sections whenever appropriate. Examples
used should be realistic and not contrived.
Investigations provide the opportunity to develop in learners the ability to be
methodical, to generalize, make conjectures and try to justify or prove them. It
needs to be understood that learners need to reflect on the processes and not be
concerned only with getting the answer/s.
Appropriate approximation and rounding skills should be taught so that the
impression is not gained that all answers which are either irrational numbers or
recurring decimals should routinely be given correct to two decimal places.
LESSON AIMS
Knowledge
Skills
Values
Learners should know what
Learners should be able to
Learners sould be clear
is a tree diagram
apply tree diagram to solve
about the probability and
event happen twice.
apply it in real life
TEACHING STRATEGY




Whole-class discussion
Demonstration
Questioning and answers
Explanation
RESOURCES
 1 Coin (money)
 Table
LESSON PHASES:
INTRODUCTION
 The teacher will start by asking the learners to observe, while the teacher spinning
the coin.
 Before the teacher spin the coin, the teacher will asks possible outcome of the coin.
 The teacher will spins the coin and ask learners to record the outcome of the coin.
 The teacher will ask the learner to reflect on the data that they have collected with
the probability of a coin.+
DEVELOPMENT
Step 1
A. APPROACHES
The teacher will start by. explaining ‘the range of the probability: The probability ofan event
taking place will range between being impossible (probability=0), to certain (probability=1 or
100%). The teacher will then introduce learners to tree diagram as useful too in determining
all possible outcome of an experiment.
Example 1
Use the tree diagram to determine the possible outcome when the coin is tossed twice
Second toss
H
Possible outcomes
HH
First toss
H
T
HT
H
TH
T
TT
T
Here the sample space is S={HH,HT,TH,TT}
Example 2
Suppose that the coin is tossed and a die is thrown. We can represent the possible outcome
in a tree diagram.
Die thrown
Coin toss
H
T
Possible outcome
1
H1
2
H2
3
H3
4
H4
5
H5
6
H6
1
T1
2
T2
3
T3
4
T4
5
T5
6
T6
Step 2
INDEPENDENT EVENTS
Two successive events are independent if the outcomes of the one event do not influence
the outcomes of the other event.

DEPENDENT EVENTS
Two successive events are dependent if the outcomes of the one event influence the
outcomes of the other event.
LESSON CONCLUSION
The teacher would conclude the lesson by showing the learners that the total probability is
equal to 1 or 100%
ASSESSMENT
Assessment type:
Assessment tools:
Assessment method
Classwork activity
Platinum for mathematic text book page 268 Exercise
Informal
Assessment task and instruction
The teacher will give the learners the activity to do based on the calculations of probalility
of dependent and independent.
EXTENDED
The teacher would ask learners that are finish to show teacher the work, explain it to the
teacher and ask them to help those are not finish.