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LESSON PLAN for Basic Concepts of Probability
Method · February 2019
DOI: 10.13140/RG.2.2.32646.22083
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Negros Oriental State University
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Crisostomo O. Retes National High School
Tampi, San Jose, Negros Oriental
Teacher:
Mhikajustin B. Ybarrita; Craig N. Refugio, PhD
Year Level: Grade 8
Date: February 20, 2019
Subject: MATHEMATICS
Session 2 of 3 Sessions
The learner demonstrates understanding of the basic
concepts of probability.
The learner is able to use precisely counting techniques and
probability in solving problems related to different fields of
endeavour.
Explain and interpret the probability of an event.
Content Standard:
Performance
Standard:
Competency:
I. OBJECTIVES
Knowledge: Determine the probability of simple events.
Identify the probability of simple events through a given
Skills:
sample events.
Attitude:
Solve real-life problems using the principles of counting
techniques and probability.
II. SUBJECT MATTER
Lesson/Topic:
Basic Concepts of Probability
Learning Sources:
K-12 Mathematics Learner’s Module in Grade 8 (Pp. 568571)
Materials:
Chalk, Chalkboard, Cartolina, Dice, Tape, Projector, Laptop,
Dice, Instructional Materials, Deck of cards
LC Code #:
M8GE-IVh-1
III. PROCEDURE
TEACHER’S ACTIVITIES
STUDENT’S ACTIVITIES
A. Preparation
“Good Morning Class...”
“How’s your day students?”
“Good to hear that! May I request
everyone to please stand for a prayer to
be led by Durig.”
“Good Morning Ma’am!”
“It’s good Ma’am”
(They stand altogether.)
Durig: “Classmate, are you ready to
pray?”
Students: “Yes, we are.”
(Everyone is praying.)
Durig: “Let us all put ourselves in the
presence of the Lord as we say, In the
name of the Father, and of the Son, and
of the Holy Spirit, Amen.
Lord God, thank you for the gift of life that
you shared us today.
Thank you for everything in providing us
your untiring love, good health, and
protection.
Help us to focus our hearts and minds for
this moment that we could be able to
Crisostomo O. Retes National High School
Tampi, San Jose, Negros Oriental
tackle all the lessons discussed by our
teacher.
Inspire us by Your Holy Spirit as we listen
and write.
Guide us by your eternal light as we
discover more about the world around us.
We ask all this in the name of Jesus.
Amen.”
(Students doing the sign of the cross.)
“Before you take your seats, please pick
up the pieces of papers on the floor and
throw it properly in the trash can. Also,
please arrange your chairs properly.”
(They begin picking the trash and
arranging the chairs.)
“Okay, you may take your seats now.”
All: “Thank you, Ma’am.”
“Make sure you are in your proper seats
because I will check your attendance
according to the seat plan.”
(Students go back to their proper seats.)
“Alright! Only Resit is absent. If anyone of
you can see him outside the school or to
those neighbours of Resit, please tell him
to attend classes tomorrow. Okay?”
All: “Yes Ma’am.”
“Before anything else, please be aware of
these signals. If I clap once, it means
“Go” to start doing your task. If I clap
twice, it means “Stop” to know that the
time is up. In this time, you need to
submit your papers in front and lastly, if I
clap thrice, it means “Shut Up” to zipper
your mouth. Is that clear?”
All: “Yes Ma’am.”
“Very good!”
“Now, please get your assignment and
exchange it with your seatmate. Don’t
forget to write corrected by with your
name and your signature.”
(Students get their notebook and
exchange it with their seatmates.)
(Ask the students to read the directions)
Directions: Fill in the blanks with the
correct words that would make the
following sentences meaningful. (Two points
each)
Impossible Unlikely Even Chance
Likely
Certain 1 in 6 chance
Crisostomo O. Retes National High School
Tampi, San Jose, Negros Oriental
4 in 5 chance
1.
2.
3.
4.
“So for item number 1 Rebutazo. Item
number 2, Domaboc. Item number 3,
Pabelona. Item number 4, Pollente and
item number 5, Segayo. Write your
answers on the board.”
“Alright. Let’s check if their answers are
correct.”
“Item number 1, correct. Items number 2
to 5, correct. Give two points for each
correct answer. So, a total of 10 points.
Write the score over total number of
items. After writing the score, return the
notebook to the owner. Please be quite
while your score is being recorded.
(The teacher is recording the score of the
students.)
“Very Good! Most of you got a highest
score. Let’s give ourselves a round of
applause.”
Review/Motivation
5.
In God, nothing is __________.
You and I have _______to
succeed in life.
I’m ______ that you can do better
than what is expected of you.
Given the chance to win in the
Math Contest, I prefer the ______.
Based on how poorly the interview
went, it is _____ I will get the job.
(The five students are writing their
answers on the board.)
1.
2.
In God, nothing is impossible..
You and I have even chance to
succeed in life.
3.
I’m certain that you can do better
than what is expected of you.
4.
Given the chance to win in the
Math Contest, I prefer the 4 in 5
chance..
5.
Based on how poorly the interview
went, it is unlikely I will get the job.
(A loud applause.)
“Okay, last meeting we discussed about
Probability and some words with special
meaning in Probability such as
Experiment, Outcome and Sample Space
am I right?”
“Now, what is probability?” “Any hand?”
“Yes Domaboc?”
“Alright! Thank you, Domaboc. Probability
is a measure or estimation of how likely it
is that an event will occur.”
“Now, what is the difference among
experiment, outcome, and sample
space?”
“Yes Ma’am.”
(Domaboc raises his hand.)
Domaboc: “Probability is how likely
something to be happened.”
Crisostomo O. Retes National High School
Tampi, San Jose, Negros Oriental
“Yes Belando?”
“Very Good, Belando! Example of the
experiment is throwing a die. We can
throw a die again and again, so it is
repeatable. If I throw a die once and I get
4 as a result, meaning “4” is the outcome.
Alright class, how many faces that a die
contained?
(Belando raises his hand.)
Belando: “Experiment is a repeatable
procedure with a set of possible results.
Outcome is a possible result of an
experiment and sample space are all
possible outcomes of an experiment.”
“So, what is the total outcome if I
repeatedly throw a die?”
All: “6 Ma’am”
What are those outcomes?
All: “6 Ma’am”
“Okay, what do you call of those possible
outcomes of an experiment class?”
All: “1,2,3,4,5, and 6 Ma’am”
“Very Good!”
All: “Sample Space, Ma’am”.
“Before we continue with our discussion
last meeting, let us do first an activity.
Class please take a look under your
armchair and get the thing that you may
find there.”
(They begin looking under their armchair.)
“Whatever the image you get is an
indication of what group that you belong.
Those who get the image of Upin will stay
at my left side and for the image of
Miemie at my right side. Understood?”
“Transfer silently class and don’t
disarrange the chairs.”
“Yes Ma’am.”
(The teacher clap once.)
(Students go to their respective groups.)
“I have here an envelope. This envelope
consists of different images inside. All you
need to do is to get all those things
together with the pink construction paper
wherein the instruction is written.
So, in your group, please choose a leader
with an assistant leader to report your
work. Understood?”
“Okay, form a circle in your group so that
it would be easy for you to collaborate
with each other. You have seven minutes
to do the task.”
“Yes Ma’am.”
Crisostomo O. Retes National High School
Tampi, San Jose, Negros Oriental
“Okay Ma’am.”
(The teacher clap once.)
(The students start doing the task.)
Activity: Budget Matters!
Use the pictures to answer the following
questions correctly.
1. How many shirts are there?
2. How many pairs of short pants are
there?
3. How many pairs of long pants are
there?
4. How many different outfits can you
choose?
“Are you done class?”
“Okay, you have only two minutes left.”
(The teacher clap twice.)
“Not yet ma’am.”
“Okay Ma’am.”
“Alright!, all leader please prepare
yourself for the presentation. Let’s start
with the Team Miemie.”
“Very Good! Let’s give the Team Miemie
a Dionesia clap. This is how you will do
it.”
Langga: “We are the Team Miemie.
These are the shirts, skirts and shorts of
Miemie. For question number 1, how
many shirts Miemie have? Miemie have 2
shirts. For item number 2, how many of
skirts Miemie have? There are two. For
number 3, how many pair of shorts she
have? There are also two shorts. For item
number 4, how many different outfits can
she choose
? There are 8 outfits. It is because she
can pair these two shirts in any of her
lower garments.”
(The teacher demonstrates the clap.)
“Let’s do it! 1, 2, 3, Go”
“Next, the Upin’s Team”
“Excellent! Let’s give them a Fireworks
clap. This is how you will do it.”
(Students are doing the Dionesia Clap.)
Angelo: “Upin has two upper and four
lower garments. He has two shirts, two
short pants and two long pants. With
these, he can have eight different outfits.”
Crisostomo O. Retes National High School
Tampi, San Jose, Negros Oriental
(The teacher demonstrates the clap.)
“Let’s do it! 1, 2, 3, Go”
(Students are doing the Fireworks Clap.)
“What can you say about our activity?“
“Did you enjoy it?”
Some students: “It’s nice, Ma’am”
(Segayo raises her hand.)
“Yes Segayo?”
Segayo: “Yes Ma’am I enjoy our activity
because it is what we usually do. Pairing
our shirt and skirt or pants to have a nice
outfit.”
“It’s nice to hear that! Now, you will know
the connection of our activity to our topic
today. Are you excited?”
“Now, today’s lesson is all about
Probability of Simple Events.”
“Yes Ma’am, we are.”
B. Presentation
“Before anything else, I would like to
expect that you will be able to achieve the
following objectives:”
(1) Determine the probability of simple
events;
(2) identify the probability of simple
events through a given sample
events; and
(3) solve real-life problems using the
principles of counting techniques and
probability.
“What do you think of our objectives? Is it
achievable?”
“Okay, let’s go back to our topic. Have
you at a certain time asked yourself the
following questions?”
“What are my chances of getting the
correct answer in a True/False-type
question? Multiple choice-type question?
or should I bring my umbrella tomorrow?”
“These questions will be answered by
your own as we go through with our
lessons.”
“Yes Ma’am, it is.”
(Students are listening attentively.)
Crisostomo O. Retes National High School
Tampi, San Jose, Negros Oriental
“The probability of an event, P (event), is
a number from 0 to 1 which tells you how
likely the event is to be happened.”
𝑷(𝑬) =
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒇𝒂𝒗𝒐𝒓𝒂𝒃𝒍𝒆 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔
𝑵𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒑𝒐𝒔𝒔𝒊𝒃𝒍𝒆 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔
“There are 4 Rules of Probability.
Everyone please read the first rule.”
Probability Rules:
Example: The weather forecast shows a
70% rain.
P (rain) = 70%
“Ledama please read the rule number
2.”
1. The probability of any event is a
number (either a fraction, a
decimal, or a percent) from 0 to 1.
Ledama: If the event will never happen,
then the probability is 0.
Example: When a single die is rolled, find
the probability of getting an 8.
In this situation, a die containing 6 faces
and each face contains a number 1, 2, 3,
4, 5, or 6. Since the sample space
consists of 1, 2, 3, 4, 5, and 6, it is
impossible to get an 8. Hence, P (8) = 0.
“Everyone please read the rule number
3.”
Everyone: “If an event is sure to happen,
then the probability is 1.”
Example: When a single die is rolled,
what is the probability of getting a number
less than 7?
Again, a die have 6 faces and each face
contains a number 1, 2, 3, 4, 5, or 6. So,
𝟔
you can write P= 𝟔 = 1.
“Reasol please read the rule number 4.”
Reasol: “The sum of the probabilities of
all the outcomes in the sample space is 1.
“
Example: In rolling a fair of die, each
outcome in the sample space has a
probability of 1/6. Hence, the sum of the
probabilities of the outcomes is 1. Why?
𝟏
𝟏
𝟏
𝟏
𝟏
𝟏
𝟔
It is because 𝟔 + 𝟔 + 𝟔 + 𝟔 + 𝟔 + 𝟔 = 𝟔 =1.
“Let’s do some example.”
“Everyone please read the problem
number 1.”
All Students: “1. What is the probability of
getting HEART from a deck of cards?”
Crisostomo O. Retes National High School
Tampi, San Jose, Negros Oriental
The card is classified into 4. The
diamond, spade, club and heart. Each
classification has 13 cards. Each card
consists of ace, two, three, four, five, six,
seven, eight, nine, ten, jack, queen and
king. So, we can say,
𝟏𝟑
𝟏
P (heart) = 𝟓𝟐 = 𝟒.
“All boys please read problem number
two.”
𝟓
𝟏
P(blue marble) = 𝟐𝟎 = 𝟒
All Boys: “2. There are 20 Marbles in a
container: 4 are red, 5 are blue, and 11
are yellow. What is the probability that a
blue marble will be picked?”
2. Application
“Now, you are going to apply what you
have learned on our discussions. Can
you read in chorus?”
(The teacher clap once.)
“Yes ma’am.”
(All students are reading the following
problems below.)
Problems:
1. There are 20 marbles in a
container: 4 are red, 5 are blue,
and 11 are yellow. What is the
probability that a blue marble will
be picked?
2. The local weather forecaster said
there is a 20% chance of rain
tomorrow. What is the probability
that it will not rain tomorrow?
3. Arlene Joy got coins from her
pocket which accidentally rolled on
the floor. If there were 8 possible
outcomes, how many coins fell on
the floor?
“I need three volunteers to answer these
problems in front.”
“Okay, Encilay for number 1, Quisel for
number 2 and Ib-ib for number 3.”
(Some student raises their hands.)
(The three students start answering the
problem on the board.)
3. Generalization
“As a recap, Probability is a branch of
Mathematics that deals with uncertainty.
It is a measure or estimation of how likely
it is that an event will occur. There are
four probability rules. What are those?”
“Okay, Monte, give one rule of
Probability.”
(Monte raises her hand.)
Crisostomo O. Retes National High School
Tampi, San Jose, Negros Oriental
Monte: “The probability of any event is a
number (either a fraction, a decimal, or a
percent) from 0 to 1.”
“Very Good! What else? Yes Gomez?”
Gomez: “If an event is sure to happen,
then the probability is 1.”
”That is the rule number three. Very
Good, Gomez! Another?”
(Uy raises his hand.)
“Yes Uy?”
“Excellent Uy! For the last rule, Retes?”
Uy: “If an event will never happen, then
the probability is 0.”
“Very good! It seems like all of you are
listening well to my discussion today.”
Retes: “The sum of the probabilities of all
the outcomes in the sample space is 1.”
“Now, who can give an application of
probability in our daily-life?”
“Yes Angelo?”
(Angelo raises his hand.)
“In what way?”
Angelo: “Ma’am we can apply the concept
of probability in making our decisions in
life.”
“Exactly! Do you now understand our
topic today?”
“Just like study harder to get a perfect
score in the third quarter test. In this
situation I could expect a perfect score
which means the probability is100% or 1.”
“Is there any questions or clarifications?”
“Yes Ma’am.”
“Are you sure?”
“No Ma’am.”
“Yes Ma’am.”
“Alright! Since there is no questions or
any clarifications, I will give you a 10items test to evaluate if you really
understand our lesson.”
IV. ASSESSMENT
CRISOSTOMO O. RETES NATIONAL HIGH SCHOOL
Tampi, San Jose, Negros Oriental
Name: _______________________________
Section: __________
Date : _________
Score: ________
Directions: Solve the following carefully, then write the correct answer on the
space provided before each number in your answer sheet.
Crisostomo O. Retes National High School
Tampi, San Jose, Negros Oriental
SEE MY PROB-ABILITY!
___1. Maria Pinky is asked to choose a day from a week. What is the
probability of choosing a day which starts with S?
___2. Choosing a month from a year, what is the probability of selecting a
month with 31 days?
___3. If a letter is chosen at random from the word PERSEVERANCE, what is
the probability that the letter chosen is E?
___4. If one letter is chosen at random from the word TRUSTWORTHY, what
is the probability that the letter chosen is a consonant?
___5. The sides of a cube are numbered 11 to 16. If Nicole rolled the cube
once, what is the probability of rolling a composite number?
___6. A box contains 7 red balls, 5 orange balls, 4 yellow balls, 6 green balls,
and 3 blue balls. What is the probability of drawing out an orange ball?
___7. Of the 45 students in a class, 25 are boys. If a student is selected at
random for a field trip, what is the probability of selecting a girl?
___8. Two fair coins are tossed simultaneously. What is the probability of
showing a tail(T) followed by a head (H)?
___9. A spinner is divided equally and numbered as follows:
1,1,2,3,3,4,1,1,2,4,1,2,3,4,1,2. What is the probability that the pointer
will stop at an even prime?
___10. What is the probability of getting an 8 from a deck of 52 cards?
TABLE OF SPECIFICATION
(TOS)
Competency:
. Explain and interpret
the probability of an
event.
LEVEL OF SKILLS /QUESTIONS
Easy (60%)
Average (30%)
Difficult (10%)
No. of
Items
Placement
of Number
No. of
Items
Placement
of Number
No. of
Items
Placement
of Number
6
1,4,5,6,8,
9
3
2,3,7
1
5
TOTAL:
10
V. ASSIGNMENT
Answer Activity 8 “Count and Answer…” on page 572 of your Mathematics Learner’s
Module to master your skills and study in advance about independent and dependent
events.
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