Address: Dalican Datu Odin Sinsuat, Maguindanao

MINDANAO STATE UNIVERSITY Contact #: 09531185718

MAGUINDANAO Email: collegeofeducation@msumaguindanao.edu.ph
Website: http://msumag.collegeofeducation.edu.ph

COLLEGE OF EDUCATION
SEMI-DETAILED LESSON PLAN

I. OBJECTIVES
At the end of 1:30 period, the students can:
a. define counting techniques;
b. understand tree diagram and fundamental techniques of counting;
c. solve the probability outcomes using different techniques; and
d. appreciate the concept of counting techniques and apply it in real-life
situations.

II. SUBJECT MATTER

Topic: Counting techniques/ Statistics and Probability for grade 11.

Reference: Statistics and Probability Module

Materials: Laptop, PowerPoint, Tv.

III. PROCEDURE
A. Preliminary Activities
 Prayer
 Greetings
 Attendance
 Classroom Rules
 Motivation

B. LESSON PROPER
Activity 1: LET’S DO THIS

An airplane manufacturer has three factories A, B and C which produce 50%,

25%, and 25%, respectively, of a particular airplane. Seventy percent of the
airplanes produced in factory A are passenger airplanes, 25% of those produced in
factory B are passenger airplanes, and 25% of the airplanes produced in factory C,
are passenger airplanes. If an airplane produced by the manufacturer is selected at
random, calculate the probability the airplane will be a passenger plane.

C. Analysis
 How do you find the activity?
 What did you observe in the activity?
 The teacher will elaborate the answers.
D. Abstraction

 The teacher will discuss Counting Techniques and will raise questions to
ensure that there is an interaction.

Counting Technique

Sometimes, you’ll be faced with a probability question that just doesn’t

have a simple solution. Drawing a probability tree (or tree diagram) is a way
for you to visually see all the possible choices, and to avoid making
mathematical errors. This how to will show you the step-by-step process of
using a decision tree.

Example 1: An airplane manufacturer has three factories A, B and C which

produce 50%, 25%, and 25%, respectively, of a particular airplane. Seventy
percent of the airplanes produced in factory A are passenger airplanes, 25%
of those produced in factory B are passenger airplanes, and 25% of the
airplanes produced in factory C, are passenger airplanes. If an airplane
produced by the manufacturer is selected at random, calculate the probability
the airplane will be a passenger plane.

Solution:

Step 1: Draw lines to represent the first set of options in the question (in our
case, 3 factories). Label them: Our question lists A B and C so that’s what
we’ll use here.

Step 2: Convert the percentages to decimals, and place those on the

appropriate branch in the diagram. For our example, 50% = 0.5, and 25% =
0.25.

Diagram 4.1
Step 3: Draw the next set of branches. In our case, we were told that 70% of
factory A’s output was passenger. Converting to decimals, we have 0.7 P
(“P” is just my own shorthand here for “Passenger”) and 0.3 NP (“NP” = “Not
Passenger”)

Making a probability tree branch.

Diagram 4.2

Step 4: Repeat step 3 for as many branches as you are given.

Diagram 4.3

Step 5: Multiply the remaining branches that give the desired result. In our
example there are two more branches that can lead to P.

Step 6: Add up all of the probabilities you calculated in steps 5 and 6. In our
example, we had: .35 + .0625 + .0625 = .475

Example 2. If you toss a coin three times, what is the probability of getting 3
heads?

Solution:
 Diagram 4.4

Next, add two more branches to each branch to represent the second coin
toss. The probability of getting two heads is shown by the red arrow. To get
the probability, multiply the branches: 0.5 * 0.5 = 0.25 (25%).

This makes sense because your possible results for one head and one tails
is HH, HT, TT, or TH (each combination has a 25% probability).

Diagram 4.4

Fundamental Counting Principle

Example 3. To determine the number of different outcomes possible in some

complex process:

1. Analytically break down the process into separate stages or decisions.

2. Count the number of options that are available at each stage or
decision.

3. Multiply together all of the numbers from Step 2 above.

Referring to the situation in the previous example, suppose that the
restaurant becomes quite successful and so the operators decide to
expand their menu. Now there are 5 items for the first course, 7 items for
the second course, 4 items for the third course, and a new fourth course is
added (the seltzer course, in which we choose between Bromo and Alka).
How many four-course meals are possible?
Solution: To choose a 4-course meal requires that we make four
decisions. There are 5 options, 7 options, 4 options and 2 options,
respectively, for each of these decisions. (5)(7)(4)(2) = 280 different 4-
course meals.
It would be very cumbersome to try to solve this problem by listing
every possible outcome, since there are so many different outcomes.

The Counting Principle and Permutations

Example 4: A computer password is to consist of two lower case letters
followed by four digits. Determine how many passwords are possible if…

a. Repetition of letters and digits is permitted.

First create a spot for each object that needs to be placed.

Next place numbers in each spot and multiply the numbers.

Each of the spot marked “L” will get a 26 above it as there are 26
letters. I won’t increment down by one as repetition is allowed.

Each of the spot marked “#” will get a 10 above it as there are 10
digits (0,1,2,3,4,5,6,7,8,9) to choose from. I won’t increment down
by one as repetition is allowed.

b. Repetition of letters and digits is NOT permitted First create a spot

for each object that needs to be placed.
 Next place numbers in each spot and multiply the numbers.
Each of the spot marked “L” will get a 26 above it as there are 26
letters. I need to increment down by one as repetition is NOT
allowed.
Each of the spot marked “#” will get a 10 above it as there are 10
digits (0,1,2,3,4,5,6,7,8,9) to choose from. I need to increment
down by one as repetition is NOT allowed.

c. The first letter must be a vowel (a, e, i, o, u) and repetition of letters

is NOT permitted. The first digit cannot be a 0, and repetition of
digits is NOT permitted.

different passwords
The first letter has 5 choices as it needs to be a vowel.
The second letter has 25 choices. Repetition is not permitted. I can
use any of the 25 letters not already used.
The first digit has 9 choices as it can be any of the 10 digits other
than 0. {1,2,3,4,5,6,7,8,9}
The second digit also has 9 choices as it can be the 0 and any of
the 8 numbers not selected for the first number. The third and 4th
digit will increment down 1 as repetition is NOT permitted.

Permutations: A permutation is any ordered arrangement of a

given set of objects.
Permutations that involve ordering r of n distinct objects obey the

formula:
We need to be familiar with the factorial symbol “!” to use the
permutation formula. Where n! = n(n-1)(n-2)….(1)
For example 6! = 6*5*4*3*2*1 = 720 And 3! = 3*2*1 = 6
Note: 0! By definition equals 1. 0! = 1

E. Application

 The teacher will group the students into small group to answer this activity.

Activity 2: Let’s work on this activity!

 Direction: Solve the possible outcomes.

Suppose we have 6 different potted plants, and we wish to arrange 4 of them

in a row. In how many ways can this be done?

IV. EVALUATION

 The teacher will assess the students through this learning

evaluation.

QUIZ 1!

Direction: Solve the probability of the following.

1. Draw a tree diagram to show results of tossing a coin three

times.

a. What is the probability of getting 2 heads?

b. What is the probability of getting at least 2 heads?

c. What is the probability of getting at most 2 heads?

2. How many 3 digit even numbers can be created if:

a. repetition of digits is allowed.

b. repetition of digits are not allowed.

3. The letters S, T, A, R, P are placed in a hat. A letter is removed one at

a time from the hat and is not replaced. This process is repeated until
all of the letters have been removed. How many different ways can
this be done?

V. ASSIGNMENT

 To strengthen students’ mastery of the topic, they will have

homework.

Description: The students will apply what they have learn from
lesson and give appreciation to concept of counting techniques.

Directions: Create a real-life situation about the fundamental of

counting techniques. Write it on a ½ sheet of paper.

a. Tree Diagram

b. Permutation
Prepared by: Checked by:

JUN MAGELNA SOLAYHA A. SAM

Researcher Adviser

Pre-service teacher