Republic of the Philippines

Department of Education
SOCCSKSARGEN REGION
General Santos City Grade
School 8
National High School Level
Learning
DETAILED LESSON Teacher Aireshane S. Parcon Mathematics
Area
PLAN
Teaching Week 5/1 day
Date and May 17, 2022 Quarter 4
Time 1:00 - 2:00 pm
I. OBJECTIVES
A.Content
Standards The learner demonstrates understanding of key concepts of probability.
The learners should be able to formulate and solve practical problems
B.Performance
involving probability of simple events.
Standards
C. Essential
Illustrates an experiment, outcome, sample space and event. (M8GE-
Learning
IVf-1)
Competency
 Define an experiment, outcome, sample space, and event;
 Distinguish experiment, outcome, sample space, and event
D.Objectives
based on the given examples; and
 Appreciate the basic concepts of probability in real-life situation.
II. CONTENT
A. Topic Basic Concepts of Probability

Basic Concepts of Probability

Probability. Measures the likelihood or chance that an event will
occur. Events cannot be predicted with total certainty. We can say,
“How likely they are to happen.”
Experiment. It is a procedure (or process) from which results are
observed or recorded.
Trial. It is an instance of an experiment (the number of times an
B. Key Concepts experiment is repeated).
Outcome. The result of a single trial of an experiment.
Sample Space. The set of all possible outcomes of an experiment. It is
usually denoted by the letter S. Sample space can be written using the
set notation, { }.
Event. The set whose elements are some outcomes of an experiment (a
subset of the sample space).

C. Pre-requisite
Skills
III. LEARNING
RESOURCES
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A. References
1. Teacher’s K to 10 Grade 8 Math Teachers Guide pages 607 - 608
Guide Pages
2. Learner’s K to 10 Grade 8 Math Learners Material pages 555 – 567
Materials
Pages
3. Textbook
Pages
4. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other Learning
Resources
https://www.youthdownloads.com/games/wheel-fortune-powerpoint-
game/
1. Websites https://www.youtube.com/watch?
v=Iv4orwH4WaQ&ab_channel=TeacherSijey

2. Books/
Journals

C. Materials PowerPoint presentation templates, Laptop/Cellphone, Pen Tablet

IV. PROCEDURES
Prayer
Classroom Rules

A. Reviewing a Before starting the new lesson, the students will play a game. The game
previous lesson or is called "Word Scrabble." In this game, each students will answer the
presenting a new given scrabbled words in 1 minute. This is a positive competition where
lesson each student will compete to go first in solving the words. Whoever type
first in the chat box with the correct answers will be declared the
winner and will gain a prize. The words they will guess are the concepts
they will encounter as they go through the lesson.

B. Establishing a
purpose for the Reading the Objectives: (The teacher will ask a volunteer student who
lesson will be reading the objective)
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Tell the class that these words are present in our lives. Oftentimes, we
encounter those words in our daily living. Probability is part of our
lives. Explain to them that this lesson will give them an understanding
of the key concepts of probabilities, and they will learn to distinguish
an experiment, outcome, sample space, and event.
C. Presenting
Examples /
Instances of New Start the lesson by letting the class answer Activity 1, which introduces
Lesson the concept of probability. This activity will allow the students to realize
their own definition or understanding of probability. (Provide a friendly
classroom atmosphere which would encourage the students to answer
the given activity.)

Activity: Answer All You Can!

Relate each illustration below with your day to day activities. Fill in the
blanks with the correct words that would make the following sentences
meaningful.

Questions:
1. Are those words familiar to you?
2. What particular topic comes to your mind when you see the words in
the illustration?
3. What qualitative terms can be used to express probable occurrences
of events in a man’s life?
4. How else can the possible occurrence or likelihood of an event be
expressed?
5. Based on the illustration, how do you define probability?

**Possible answers:
1. Maybe YES/NO
2. Probability
3. Impossible, unlikely, uncertain, chance, odds, likely, certain
4. Can be expressed as a fraction, a decimal or a percent
5. Probability is the possibility of occurrences, chance or likelihood of
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Department of Education
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events in a man’s life which can be expressed as a fraction, a decimal or
a percent.

Explain to the class that the activity they did is just they tried to define
the word probability, which is the possibility of occurrences of events in
a man’s life, which can be expressed as a fraction, a decimal, or a
percent.

This time, discuss and explain to the class the terminologies such as
probability, experiment, trial, outcome, sample space, and event. Let
the students comprehend these terms because this will help them
understand more about probability. 

Terminologies
Probability measures the likelihood or chance that an event will occur.
Events cannot be predicted with total certainty. We can say, “How likely
they are to happen.”
Examples:
What are my chances of getting the correct answer in a True or
false/Multiple Choice type of question test?

What are the possible routes that I can take in going to City High?

D. Discussing New
Concepts and
Practicing New Skills
#1
Should I bring my umbrella tomorrow?
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Experiment is a procedure (or process) from which results are

observed or recorded.

How salt affects density

Science Experiment Picking a card from a standard deck of
cards
Trial is an instance of an experiment (the number of times an
experiment is repeated).

Flipping a coin

Rolling a die

***Use the examples of Trial for the outcome and sample space.
Outcome is the result of a single trial of an experiment.
Sample Space is the set of all possible outcomes of an experiment. It is
usually denoted by the letter S. Sample space can be written using the
set notation, { }.
Event is the set whose elements are some outcomes of an experiment
satisfying some given conditions. (a subset of the sample space).
Examples:
A. Getting a TTT when flipping a coin thrice
B. Choosing a “Queen” from a deck of cards (Any of the 4 Queens)
C. Getting an “odd number” (1,3,5) when rolling a die

If students have understood the previous concepts discussed, proceed

to provide more examples to the class with the following concepts on
probability. Students must learn how to classify an experiment, a trial,
an outcome, sample space, and an event based on the given examples.
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This time, provide an activity to determine whether students have

understood the lesson or not. Let the students answer the next activity,
in which they will complete the table according to its correct placement.

Activity 1: You Complete Me!

Direction: Complete the table below by classifying the following term/s
according to its correct placement.

E. Discussing New
Concepts and
Practicing New Skills
#2

***To ensure students mastery of the lesson another activity shall be

conducted.

Activity 2: Fill It Out!

Direction: Fill out the crossword puzzle with the correct terms using the
given clues.
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F. Developing
Mastery (Leads to
Formative
Assessment)

In order for students to relate and connect more with the concepts of
probability, let the students answer this real-life problem. Instruct the
students that they will be given 2 minutes to complete the table, and
after answering it, they must send it to the group chat so that their
other classmates can see how they came up with the answer. 

Real life Problem

Nadine will go to Tagaytay on summer vacation. She wants to pack
enough items to create different outfits. She packs 1 jacket, 3 shirts,
and 2 pairs of skinny jeans. Can Nadine create 6 different outfits from
her clothing items?

Complete the table below. (The first one is done for you.)
Outfit Clothing Items
1 Jacket, Shirt 1, Jeans 1
2 Jacket, Shirt 2, Jeans 1
3 Jacket, Shirt 3, Jeans 1
4 Jacket, Shirt 1, Jeans 2
5 Jacket, Shirt 2, Jeans 2
6 Jacket, Shirt 3, Jeans 2

Let the students internalize what they have learned by answering the
two questions presented before starting the lesson. Ask two students in
the class to answer the guided questions. This is a way to assess
students’ knowledge and understanding of the key concepts of
probability.

Guided questions:
1. How is the number of occurrences of an event determined?
2. How does knowledge of finding the likelihood of an event help you in
your daily life?
(Answers may vary)
G. Finding Practical
Applications of
Concepts and Skills Show the students the quote from Philip Morrison about probability.
in daily Living Share with the class your thoughts about the probability of life,
specifically in academic endeavour, and encourage them. 
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“The probability of success is difficult to estimate; but if we never

search the chance of success is zero.”
- Philip Morrison

Activity 3: What Am I?
Direction: Use the basic concepts of probability in the word bank below
to identify the terms which are referred by the following.

Experiment Sample Space Probability Outcome

H. Making
Event
generalizations and
abstractions about 1. 50% 6. Spinning a color wheel
the lesson.
2. Tail 7. Getting a head in a single toss of coin
3. {True, False} 8. Tossing a coin and rolling a die
simultaneously
4. Queen of Hearts 9. Choosing rock, paper, or scissors at
random
5. 1, 3 or 5 10. Choosing a king from a standard deck of
cards

The students will be tasked to answer an activity to apply what they

have learned in class.

Activity 4: Make It Real!

Direction: Join Andi and his friends perform the same experiment.
Record each outcome of your experiment. Then fill in the blanks using
the basic concepts of probability to complete the paragraph.
Problem:
I. Evaluating Andi and his friends decided to find the number of times three heads
Learning “HHH” would come up when flipping three five-peso coins
simultaneously.
Complete the table and fill in the blanks to complete the following
paragraph.
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Every time Andi and his friends flip the fair coins is an
____________. The ____________ that they are looking for is to come up
with three heads: {HHH}. The ____________ is the set of all possible
outcomes: {HHT, HTT, THT, and so on}. In order to find all the
____________, they have to continue flipping the coins for at least 30
times.
J. Enrichment
Activity

V. REMARKS

VI. REFLECTION
A. Number of
learners who
earned 80% in the
evaluation.
B. Number of
learners who
require additional
activities for
remediation who
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scored below
80%.
C. Did the
remedial lessons
work? Number of
learners who
have caught up
with the lesson.
D. Number of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?