SEMI-DETAILED MATHEMATICS LESSON PLAN

QUARTER 4 Date & Time: June 14, 2023 Yr. & Section: 8 - Sincerity

I. OBJECTIVES At the end of the lesson, the students should be able to:
 recall the steps on how to find the probability of simple
events;
 solve problems involving probabilities of simple events;
and
 apply solving problems involving probabilities of simple
events to real–life situations.
Content Standard The Learners demonstrates understanding of key concepts of
probability.
Performance Standard The learners should be able to formulate and solve practical
problems involving probability of simple events.
Learning Competency Find the probabilities of simple event (M8GE-IVi-1)
Solve problems involving probabilities of simple events (M8GE-
IVi-j-1)
II. CONTENT Probabilities of Simple Events
III. LEARNING RESOURCES
A. References Textbooks, Internet Sources
IV. PROCEDURE

A. Reviewing previous A. Preliminary Activities

lessons
 Prayer
 Arrangement of furniture
 Attendance

B. Elicit (Realize)

Students’ ideas will be elicited through questioning

method:

In a chess competition, the chance to move first is

determined by tossing a coin. (Integrate in
Sports/MAPEH)

1. If you were the player, would you choose head or

B. Establishing a purpose for tail? Why?
the lesson 2. When a coin is tossed, how likely is it to get a
head?
3. How is the number of occurrences of an event
determined?
4. How does knowledge of finding the likelihood of
an event help you in making decisions?

C. Engage (Motivation - 5 minutes)
C. Presenting examples/
instances of the new
lesson
D. Explore and Explain (Activity - 25 minutes)
D. Discussing new concepts
and practicing new skills #1
After eliciting ideas, the teacher will ask the students of
what is the possible concept to be discussed in the
class. After that, the teacher will present the objectives
of the lesson.
The class will be divided in to groups and will have an
activity “The colored candies”.
Candy “only one” – singular
Candies “two or more” – plural
(Integrate with English)
Each group is given packs of candies and identifies the
frequency of each color. The group will tally each
frequency of the colors.
Color of candy Frequency
The teacher will present the ways on how to get the
probability of a simple event by using the result in the
previous example.
Let us first go back to the question, when a coin is
tossed, how likely is it to get a head?
If the coin is fair, it is equally likely to get a head or tail.
There is a 50% chance of getting a head. Or we say the
probability of the event that a head occurs is 1 out of 2
or. In general, any subset of a sample space is called an
event.
In a sample space of equally likely outcomes, the
probability of an event, denoted as P (E), is calculated
on the basis of favorable outcomes and the number of
possible outcomes.
What is the probability of the event that a tail occurs?
E. Discussing new concepts By using the formula, the answer to our question would
and practicing new skills 2 1
be:
2
E. Elaborate (10 minutes)

To discuss further, let consider the result in your activity

“The colored candies”

Color of candy Frequency

Blue 8
Red 9
Yellow 8
Green 11
TOTAL 36

Questions:
1. What is your chance that you can get a yellow
candy if all the candies are mixed-up in a
cup?

By using the formula,

8
P(Yellow) =
36

8÷4
P(Yellow) =
36 ÷ 4

2
P(Yellow) =
9

2. What is your
chance that you
can get a green
candy if all the candies are mixed-up in a
cup?

By using the formula,

 11
P(Green) =
36

F. Developing Mastery Leads The teacher will provide another activity using a deck of cards
to formative Assessments and the teacher will ask the students.

Questions:
1. How many cards in a deck of cards?
2. How many Ace in a deck of cards?
3. How many Clubs in a deck of cards?
4. How many Red cards in a deck of cards?

G. Finding practical The teacher will give examples about probability being used in
application of concepts and daily situations.
skills in daily living

(Probability in science)

(Probability in Politics – Araling Panlipunan)

(Probability in Lottery)

(Values Integration)
In this part, the students will know their chance in winning in a
 lottery game. They will know to value their money in a more
needed item for the family.

H. Making generalizations and The students will make generalization and conclusions about
abstractions about the the use of probability in daily life scenarios.
lesson

I. Evaluation The students will answer an activity in a ½.

A deck of standard playing cards has 52 cards: 4 suits (heart,

club, diamond, and spade). Each suit has 9 numbers (2 to 10,
an ace, a king, a queen, and a jack. Hearts and diamonds are
red cards, clubs and spades are black cards. If a card is
drawn, find the probability that is

a. a diamond.

b. a face card (a king, a queen or a jack).

c. an ace.

V. REMARKS/AGREEMENT The students will have an assignment in a ½ crosswise. They

will answer the question “What will you do to increase the
probability of achieving success in every endeavor?”
VI. REFLECTION
A. No. of learners who earned Out of _____ learners, ______ earned in the evaluation.
80% on the Formative
Assessment
B. No. of learners who require _____% of learners require additional activities for remediation.
additional activities for
remediation
C. Did the remedial lessons _____Yes
work? No. of learners who _____No
have caught up the lessons. _____of leaners who caught up the lesson.
D. No. of learners who continue _____learners continue to require remediation
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 use/discover which
I wish to share with other
teachers?

Prepared by:

GERALD CRUDA BAYARCAL

Secondary School Teacher I

Checked by:

FELICULO U. JAPONA JR., PhD

Secondary School Principal II