Division LANAO DEL NORTE

School PENDULONAN INTEGRATED SCHOOL Grade Level 8

Teacher NAIMAH D. ATAB MUTIA Learning Area MATHEMATICS
Time & Date Quarter 4th Module 8

I. OBJECTIVES
A. Content
Demonstrates understanding of key concept of probability
Standard
B. Performance
Is able to formulate and solve practical problems involving probability.
Standard
C. Learning Find the probability of sample event. (M8GE-IVi-1)
Competencies/
Objectives
(Write the code
for each LC)
Describe event in real-life situations using the phases “Certain to happen”,
D. Specific
“likely to happen”, “even chance to happen”, “unlikely to happen”, and
Objective
‘Impossible to happen”.
II. CONTENT
A. Subject Matter Probability
III. LAERNING
RESOURCES
A. References
Indicator 7: Planned and
1. Teacher’s
Guide implemented developmental
Pages sequence teaching to meet the
2. Learner’s curriculum requirement
Materials Learner’s Module
Pages
3. Textbook
Pages
4. Additional
Materials
from LR
Portal
B. Other Learning
resources
IV. Learner’s Expected
Teacher’s Activity/ies
PROCEDURES Response/s
Preparation “Good morning, Class...” “Good morning, Ma’am!”

The indicator 5: “How’s your day students?” “It’s sad teacher”

Positive and non- You’re emotion true the given dice.
violent
environment “Good to hear that! May I request everyone to Aiman: “Classmate, are
discipline to please stand for a prayer to be led by Aiman.” you ready to pray?”
ensure learning-
Students: “Yes, we are.”
focused
environment
(Everyone is praying.)

“Before you take your seats, please pick up the (They begin picking the
pieces of papers on the floor and throw it trash and arranging the
chairs.)
 properly in the trash can. Also, please arrange
your chairs properly.”

“Okay, you may take your seats now.”

“Make sure you are in your proper seats

All: “Thank you, Ma’am.”
because I will check your attendance according
to the seat plan.”
(Students go back to
their proper seats.)
“Alright! Only Daniya is absent. If anyone of you
can see him outside the school or to those
neighbors of Daniya, please tell him to attend
classes tomorrow. Okay?”
Elicit (3min)
Every Morning 6:00-10:00 AM, Ma’am Nailem
eats a homemade snack. Each serving contains
food and drink. Food consists of pritong banana
A. Reviewing (B) and tabirak (T) while drinks consist of juice
previous (J), hot chocolate (H), and ice candy (I).
lesson or
presenting Foods Drinks
the new Juice(J)
lesson Pritong Banan(B) Hot Chocolate(H)
The indicator 1 is Ice candy(I)
seen in this part
Juice(J)
by integrating
Tabirak (T) Hot Chocolate(H)
ESP, TLE, Ice candy (I)
TAGALOG, Ans.
SCIENCE AND This is a Counting Methods and Techniques in 1. Two foods pritong
banana and tabirak
MATH
an Experiment. The girls will do thumbs up (👍) if 2. Three drinks the juice,
indicator 6: you’re certain with result and boys’ thumbs hot chocolate and ice
candy
Address learners’
3. Three serving
gender, need and down (👎) if you are impossible about the result if 4. Three serving
strengthen their the answer of their classmate is correct. 5. Six serving
experiences.
Guide Questions:
1. How many choices of foods are there?
2. How many choices of drinks are there?
3. How many different possible serving in
pritong banana with drinks?
. 4. How many different possible serving in
tabirak with drinks?
5. How many different possible servings are
there in all?

Say: Tamabang kumain ng subra na labis sa

iyong makakaya? Bakit?
B. Establishing Engage (7min)
a purpose Show a yellow ball inside the basket and let us
for the count the number of balls inside the basket.
lesson
C. Presenting 1. What ball I can get in the basket?
 Examples/
instances of the
new lesson 2. Will I be certain that every time I pick is
yellow ball? Why? (Certain to happen)

Put one pink ball inside the basket.

Let them count the yellow ball and pink ball.
Do you think I will still pick a yellow ball now?
Will I be sure that every time I pick, it will be a
yellow ball? Why? (Likely to happen)

What do you thick is my chance of getting a red

ball in the basket? Why? (Impossible to
Explore (5min)
(Group): Show the emoji

-Certain to happen👍

D. Discussing new - Likely to happen❤️

concepts and
practicing new
- Even chance to happen😁
skills #1
indicator 6:
- Unlikely to happen🥺 Ans.
Address learners’
1. certain to happen
gender, need and - Impossible to happen👎 2.impossible to happen
strengthen their 3. likely to happen
experiences. I have a here 7 wiggles and 7 lollipops. 4.unlikely to happen
5. Even chance to
1. What is the chance of getting wiggle? happen
2. What is the chance of getting lollipop?
3. What is the chance of getting wiggles if we
add 1 lollipop?
4. What is the chance of getting lollipop?
5. What is the chance of getting of getting a
lollipop if we add 6 lollipops?

E. Discussing new
concepts and Explain (5min)
practicing new The teacher will call a pupils to recite and
skills #2 explain or discussed What event or situation in
The indicator 4: our activities are..
Explore and -Certain to happen
discovery on the - Likely to happen? Why?
hand-on activity - Even chance to happen? Why?
by done of group - Unlikely to happen? Why?
activity and - Impossible to happen? Why?
present in
individual
Explore (5min)
Using emojis to describe the event if it is

-Certain to happen👍

- Likely to happen❤️

- Even chance to happen😁

- Unlikely to happen🥺

- Impossible to happen👎

Indicator 8: a. In the word “BANANA” what is the chance of

Develop and letter B that would likely be picked at random?
organized and
used for
teaching and b. What is the chance of picking the red ball
learning, related to the ball shown below.
including ict
to address a. unlikely to happen
learning goal. b. even chance to
happen
c. impossible to happen
F. Developing d. certain to happen
mastery e. blue marble is likely to
c. If you roll die without looking, how likely is it
The indicator 3. that you will get seven? happen, while brown
marble is impossible to
Develop critical
happen
thinking skills as
well as higher
order thinking
skills. d. What is the chance of picking heart in the
box?

❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️❤️
❤️❤️❤️

e. What is the chance of picking a blue marble?

Brown marble?

F. Finding Generalization
 Teacher’s discussion: “Probability “ is the
measurement of likelihood or chance that an
event will happen or occur. For experiments
where each outcome is equally likely to occur, it
is the ratio of the number of ways an event can
occur to the number of all possible
outcomes. Experiment broadly refers to a
situation that involves random results.
Experiment is any activity that can be done
repeatedly whose results vary even
conditions are the same. Experiment has a well-
defined set of possible outcomes,
known as the sample space.

Probabilities are written as fractions or

decimals from 0 to 1 or as percent
practical from 0% to 100%. The higher an event ‘s
applications of probability, the more likely that the event
concepts and is to happen.
skills in daily
living
Indicator 2:
Literacy and
numeracy skills.

The chance that something will happen how

likely it is that some will happen is called
probability.

What are the different chances that an event

will happen?

You can tell whether the event is most likely to

happen, equally to happen, unlikely to happen
or impossible to happen based on the given
facts.

G. Making Ans.
generalization Describe whether it is “Certain to happen”, a. Certain to happen
and abstract “ likely to happen”, “Even chance to b. Impossible to happen
about the happen “, “Unlikely to happen” and c. Likely to happen
lesson “Impossible to happen”. d. Unlike to happen
e. even chance to
. What is the chance of the spinner landing on; happen
H. Evaluating Evaluate (10min) 1. D
learning Describe how likely it is that an event will 2. A
happen. 3. B
4. C
5. B
Indicator 9: 6. c
Design and 7. d
selected 8.a
Formative 9. d
assessment 1. What is the chance getting marble? 10. a
consist with in a. impossible to happen
the curriculum b. likely to happen
c. unlikely to happen
d. certain to happen

2. What is the chance of getting blue marble?

a. likely to happen
b. unlikely to happen
c. certain to happen
d. impossible to happen

3. What is the chance of getting a red marble?

a. certain to happen
b. unlikely to happen
c. impossible to happen
d. likely to happen

4. What is the chance of getting a yellow

marble?
a. certain to happen
b. unlikely to happen
c. impossible to happen
d. likely to happen

5. If we add 7 red marbles, what is now the

chance of getting red marble?
a. certain to happen
b. even chance to happen
c. likely to happen
d. unlikely to happen
 6.What is the chance of catching a red fish?
a. likely to happen
b. unlikely to happen
c. certain to happen
d. impossible to happen

7. what is the chance of catching a yellow fish?

a.likely to happen
b. unlikely to happen
c. certain to happen
d. impossible to happen

8. Which fish is unlikely to catch?

a. blue fish
b. red fish
c. certain to happen
d. impossible to happen

9. What would be the chances of catching a red

fish if we add 2 blue fish?
a.likely to happen
b. unlikely to happen
c. certain to happen
d. even chance to happen

10. What would be the new chance of catching

a blue fish if we add 4 more?

a. likely to happen
b. unlikely to happen
c. certain to happen
d. impossible to happen

YOU ARE SO CLOSE TO THE VICTORY;

DON’T YOU DARE GIVE UP NOW

I. Additional Assignment:
activities for Write impossible, unlikely, equally likely, most
application or likely or sure.
remediation
1. How likely is it that the spinner will land on
“W”?
V. REMARKS

VI. REFLECTION
A. No. of Learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial lesson
worked? No. of
learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did this
worked?
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?
Prepared by: Check by

NAILEM D. ATAB MUTIA RICOSALAM D. D. ALANDO

Math Teacher Master Teacher I

Noted by
SITTIENOR C RADIA
School- head