Republic of the Philippines
Department of Education
CARAGA
Schools Division of Agusan del Sur
PROSPERIDAD VI
TAONAGA ELEMENTARY SCHOOL
_____________________________________________
LESSON PLAN for CLASSROOM OBSERVATION in
Mathematics 4
I. Objective
A. Content Standards
B. Performance Standards
C. Learning
Competencies)
II. Content
The learners demonstrate understanding of the concepts of
bar graphs and simple experiments.
The learners are able to create and interpret simple
representations of data (tables and bar graphs) and describe
outcomes in simple experiments.
expresses the outcome in a simple experiment in words,
symbols, tables, or graphs.
M4SP-IVi-10
Expressing the Outcome in a Simple Experiment in Words,
Symbols, and Tables
Integration:
 EDUKASYON SA PAGPAPAKATAO
 ARTS
 MUSIC
 LITERARY ARTS
 HEALTH-CURRENT EVENTS/PANDEMIC
Valuing:
 Unity
 Cooperation
 Observance of Health and Safety Protocols during
Pandemic
Strategies:
 Game-based Learning
 Explicit Teaching
 Discovery Learning
 Cooperative Learning
III. (Learning Resources)
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
Most Essential Learning Competencies (MELCs) p. 215
pp.
4. Additional Materials
from Learning
Resources (LR) Portal
B.Other Learning Resources
IV.Procedures
A.Review Previous
Lessons
Use of Game “Which is Which?”
Directions: Study the double-bar graph then, answer the
following questions. Answer YES or NO.
_______1. Volleyball is the favorite sport of girls. YES
_______2. Boys like basketball more than badminton. YES
_______3. Girls like badminton more than baseball. YES
_______4. The same number of boys like basketball and
baseball. NO
_______5. Basketball is the favorite sport of the boys. YES
B. Establishing purpose
for the Lesson
Use of ICT
Contextualization
Song Presentation
https://www.youtube.com/watch?v=au8hf0-A27s&t=12s
Ask:
-
What was the song all about?
What do you mean by Probability?
C. Presenting examples
/instances of the new
lessons
Activity: Color Spinner
To explain the expression:
For example, if these are the results written in tabular form:
Color
Tally
Frequency
Blue
llll
4
Red
lllll - lll
8
Yellow
lllll
5
Green
lll
3
Total number of spins = 20
This means that out of 20 spins, the spinner stops at blue 4
times, red 8 times, so with yellow 5 times and green 3 times.
D. Discussing new
concepts and
practicing new skills #1.
Discovery Learning
Use of Game “What’s the Missing Letter?”
Free-discussion
To express the probability of each color, we write:
Probability (blue)= 4/20
Probability (red)= 8/20
Probability (yellow)= 5/20
Probability (green) = 3/20
E
X
P
R
M
N
T
L
P
R
B
B
L
T
Y
is the actual result of an experiment, which may be different
from theoretical probability.
S
M
P
L
E
S
P
C
The set or list of all possible outcomes.
Example:
a.) The sample space for rolling a die is 1,2,3,4,5,6
b.) The sample space for flipping 2 coins is HH, HT, TH, TT
Legend: H= Head T = Tail
1/4, we say: There is 1 green, 4 is the sample space.
P (red or white) = 2/4 or ½, we say: 2 spaces are either red or
white, the sample space is 4.
P (not blue) = 3/4, we say 3 spaces is not blue, the sample
space is 4.
P (violet) = 0, we say: The spinner does not contain pink color,
so it is impossible. Impossible events have a probability of 0.
So, how is probability expressed here?
You will notice that the outcome is expressed first in symbols
then in words. Outcomes in a simple experiment can also be
presented in tables or graphs.
Example:
Martha tosses a coin 50 times. The following is the outcome of
the experiment in tabular form.
The probability is still slightly higher than expected, but as
more trials were conducted, the experimental probability
became closer to the theoretical probability.
Example:
Use the table below to determine the probability of each
number on a number cube.
E. Discussing new
concepts & practicing
new skills #2
Use of Game “Fill In”
Directions: Fill in the blanks with the correct word. Choose
from the box below.
0
Sample Space
Probability
Theoretical
1
Experimental
probability
Probability
1. __________ is what we expect to happen. THEORETICAL
PROBABILITY
2. __________ is what actually happens when we try it out.
EXPERIMENTAL PROBABILITY
3. __________ is the set or list of all possible outcomes. SAMPLE
SPACE
4. Impossible events have a probability of __________ 0
F. Leads to Formative
Assessment 3)
Use of Game “SURE TO HAPPEN”, “LIKELY TO HAPPEN”,
IMPOSSIBLE TO HAPPEN”
Directions: Tell whether the following is sure to happen, likely
to happen, or impossible to happen.
____________ 1. The sky is cloudy. The sun will not shine.
____________ 2. Taal Volcano is located where Mayon
Volcano is.
____________ 3. Mayon Volcano can be found in Albay.
____________ 4. The sun will rise in the south.
Differentiated Instruction
Group Activity
GROUP 1 TEAM ARTS
Directions: Draw a poster showing what you have learned
from today’s lesson.
GROUP 2 TEAM MUSIC
Directions: Compose a song showing what you have learned
from today’s lesson.
GROUP 3 TEAM LITERARY ARTS
Directions: Compose a poem showing what you have
learned from today’s lesson.
GROUP 4 TEAM PERFORMANCE
Directions: Study the situation and answer the questions that
follow. Give a brief explanation.
Peter placed 5 red marbles, 2 green marbles, 2 violet
marbles and 1 pink marble in a small black pouch. He shook
the pouch to mix the marbles.
1. Which outcomes are equally likely to occur? Why?
___________________________________________________________
2. Which outcome is more likely to occur? Why do you say so?
___________________________________________________________
3. Which outcome is least likely to occur? Why?
___________________________________________________________
4. Can you get more red marbles than violet marbles ? Why?
___________________________________________________________
5. Can you pick a blue marble? Why?
___________________________________________________________
*Integration of Edukasyon sa Pagpapakatao
*Infusion of Higher Order Thinking Skills
Valuing: (UNITY AND COOPERATION)
• Do you like our activity?
• Is our group activity easy?
• Why it became so easy?*HOTS
G. Finding Practical
Applications of
concepts and skills in
daily living
Integration to Current Events/Pandemic
Ask:
- What do you think is the probability of Covid19 infection
by cough of a normal person and a super spreader?
Use of Game “Try Me”
Directions: Read the situation and answer the questions that
follows.
Amanda has a bag of marbles. She removed one marble
recorded the color, and placed it back in the bag. She
repeated this process 20 times and recorded the result in
the table.
Color
Selected
Frequency
red
orange
yellow
green
12
3
1
4
1. What is the experimental probability that a red marble will
be selected from the bag?
a. P(red) = ½
b. P(red) = 1
c. P(red) = 12/20 or 3/5
d. P(red) = 1/4
2. What is the experimental probability that a yellow marble
will be selected from the bag?
a. P(yellow) = 1/3
b. P(yellow) = 1/20
c. P(yellow) = 3/5
d. P(yellow) = ½
3. Based on Amanda’s experiment, which color is the most
likely to be selected from the bag?
a. red
b. green
c. yellow
d. orange
4. Based on Amanda’s experiment, which color is the least
likely to be selected from the bag?
a. red
b. green
c. yellow
d. orange
H. Making
Generalizations &
Abstractions about the
lessons
I. Evaluating Learning
What have you learned today?
Directions: Study the situation and answer the questions that
follow. Give a brief explanation.
Rene placed 15 labelled bottle caps in a paper bag. There
were 8 bottle caps labeled as C, 3 bottle caps labeled as
M, 3 bottle caps labeled as R and 1 bottle cap labeled as
D. He shook the paper bag to mix the bottle caps well.
1. Which bottle cap is the least likely to be picked from the
bag? Why?
___________________________________________________________
2. Which bottle cap is the most likely to be selected from the
bag?
___________________________________________________________
3. Which bottle cap is equally likely to be picked from the
bag? Why?
___________________________________________________________
4. What is the chance of picking a bottle cap labeled D?
___________________________________________________________
5. Is there a chance that a bottle cap labeled S will be picked
out of the bag? Why?
___________________________________________________________
J. Additional activities
for application or
remediation
Directions: Identify the outcome shown and the sample
space.
V.Remarks
VI. Reflection
A .No.of learners who
earned 80% in the
evaluation
B. No.of learners who
requires additional acts.for
remediation who scored
below 80%
C. Did the remedial lessons
work? No.of learners who
caught up with the lessons
D. No.of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?)
F. What difficulties did I
encounter which my
principal/supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?
Prepared by:
GLEMARIE M. NOVO
Ratee
Noted:
ALLLAN J. GALDIANO
Teacher In-Charge
Rater