Republic of the Philippines

SAMAR STATE UNIVERSITY

Office of the Dean | College of Education

Detailed Lesson Plan

Grade 8 – Mathematics
SCHEDULE: Grade 8 – Patola Mon-Fri 8:30 – 9:30 AM DATE: Feb. 18, 2019
Grade 8 – Pechay Mon-Fri 1:00 – 2:00 PM
Grade 8 – Sitaw Mon-Fri 2:00 – 3:00 PM

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of probability.
B. Performance Standards The learner is able to formulate and solve practical problems involving probability of simple
events.
C. Learning Competencies At the end of the lesson, each learner should be able to:
1. Define disjoint and non-disjoint events.
2. Differentiate disjoint and non-disjoint events.
3. Demonstrate the use of knowledge about disjoint and non-disjoint events in real life
situations.
II. CONTENT Disjoint and Non-disjoint Events
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learners’ Material
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource Portal
B. Other Learning Resources Visual aids, chalkboard, flashcards
https://magoosh.com/statistics/mutually-exclusive-events-definition-and-examples/
IV. PROCEDURES Facilitator’s Activity Learners’ Activity
A. Reviewing previous “Good morning/afternoon class.” “Good morning/afternoon ma’am.”
lesson or presenting the new
lesson “Say present once your name is called.”
The teacher will call each names for the attendance. “Present.”

“What have we discussed last meeting? Anyone

from the class who can give some recapitulation.” “Last Friday, we discussed about
dependent and independent events
wherein dependent events are those
with outcomes that are affected by the
outcomes of the first event while
independent events are not affected by
the previous events that was carried
out.”
“Can you someone give an example of independent
events?” “Drawing a jack card, replace it, and
drawing another jack card.”
“That’s correct. How about dependent events?” “Getting a blue marble from a jar and
then getting red marble without
replacing the blue one.”
“Very well said.”

B. Establishing a purpose “For this lesson, our objectives will be the following. A student will read the objectives
for the lesson Kindly read.” pasted on the board.

C. Presenting Warm-up Activity

examples/instances of the “I will read some phrases and you will identify if
new lesson these things can happen at the same time. When I
say ‘It can’ and if you think it can, you will raise your
right hand. When I say ‘It cannot’ and if you think it
cannot, you will also raise your right hand. The twist
here is that you will do the activity while your eyes “Very clear, ma’am.”
are closed. Is that clear?”
Answers
1. Sunrise and sunset at the same place 1. It cannot
2. Walking and eating 2. It can
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 Republic of the Philippines
SAMAR STATE UNIVERSITY
Office of the Dean | College of Education

3. Sleeping and reading 3. It cannot

4. Doing homeworks while washing the dishes 4. It cannot
5. Breathing air while gulping food 5. It cannot
6. Dancing while singing 6. It can
7. Going to school while having fun 7. It can

D. Discussing new concepts Disjoint Events (Mutually exclusive events)

and practicing new skills #1 - are events that CANNOT occur at the same
time.

“Can you give an example of disjoint events using a

die?” “Getting a 4 or a 2.”
“Correct. Are the possible outcomes of tossing a
coin a disjoint event?” “Yes, they are.”
“Why?” “Because when you flip a coin, you
cannot have both head and tail at the
same time.”
“That’s true. What else?” “Getting a number that is even or
getting a number that is odd in rolling a
die.”
“Yes, what about the others?” “Using the same experiment, getting a
number that is a prime or getting a
number that is a composite.”
“Correct. Because there is no number that is both
even and odd, and both prime and composite.”

E. Discussing new concepts Non-disjoint Events (Not mutually exclusive events)

and practicing new skills #2 - are events that CAN occur at the same time.

“What are the examples of a non-disjoint events.” “In rolling a die, getting a number 2 or
getting an even number.”
“Yes, another example.” “Getting a 5 or getting an odd number
using the same experiment.”
“What else?” “In a standard deck of cards, drawing a
card that is a black or drawing a card
that is a spade.”

“How about getting a prime number or getting an

even number in rolling a die?” “It is disjoint events.”
“Why did you say so?” “Because number 2 is both an even
number and prime number.”
F. Developing mastery Each student will be given a piece of paper. Written All students will participate in the
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 Republic of the Philippines
SAMAR STATE UNIVERSITY
Office of the Dean | College of Education

(Leads to Formative on each back of the paper are disjoint and non- activity.
Assessment 3) disjoint. I will be reading events and when I say
‘flash your answers’ they will identify it by flashing
the side of the paper of their choice.

ACTIVITY
Identify if the following events are disjoint or
non-disjoint events.
Answers
1. Drawing a red card or drawing a club 1. disjoint
2. Drawing a spade or drawing a black card 2. non-disjoint
3. Rain and sunshine 3. non-disjoint
4. Rolling a non-prime number or rolling an 4. disjoint
odd number from a fair die 5. disjoint
5. Drawing an even number card or drawing a 6. non-disjoint
3 of spades 7. disjoint
6. Obtaining a yellow marble or obtaining 8. disjoint
either green or yellow marble 9. non-disjoint
7. Getting a 1 from a spinner or getting a 10. non-disjoint
composite number from the same spinner.
8. Picking a number multiple of 5 from
number 1-20 or picking a 25 number.
9. Knowing to write in both right and left
hands.
10. Getting at least one head from tossing two
coins simultaneously or getting at least one
tail from tossing two coins simultaneously.

G. Finding practical This applies in presenting examples/instances of the

application of concepts and new lesson.
skills in daily living
H. Making generalizations “Do you have any questions? Or something to clarify
and abstractions about the from our discussion today, about the disjoint and
lesson non-disjoint events?” “None, ma’am.”
“Did you fully understand our lesson?” “Yes, ma’am.”

“What is again the difference between disjoint and

non-disjoint events?” “Disjoint events cannot happen or occur
at the same time while non-disjoint
“What was the first two rules of probability that we events can happen at the same time.”
have discussed?”

“What have you learned from those rules?” “The complement rule and
multiplication rule.”
“The complement rule is simply
“Very good.” subtracting the opposite if the event
from 1.”
“Multiplication rule, on the other hand,
applies in independent and dependent
events.”

“Very well said.”

I. Evaluating Learning On a one fourth sheet of paper, write if the events

are disjoint or non-disjoint events.
Answers
1. Drawing a red card or drawing a king 1. non-disjoint
2. Drawing an ace or drawing a black card 2. non-disjoint
3. Getting a blue marble or getting a red 3. disjoint
marble from a jar 4. non-disjoint
4. Rolling a number divisible by 2 or rolling a 5. disjoint
number divisible by 3
5. Rolling a number divisible by 2 or rolling a
number that is a multiple of 5
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 Republic of the Philippines
SAMAR STATE UNIVERSITY
Office of the Dean | College of Education

J. Additional activities or Give at least 5 real-life examples each for disjoint The students will copy their assignment.
application or remediation and non-disjoint events.

V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the formative
assessment

2. No. of learners who

require additional activities for
remediation

3. Did the remedial lessons

work? No. of learners who
have caught up with the lesson

4. No. of learners who

continue to require
remediation

5. Which of my teaching
strategies worked well? Why
did these work?

6. What difficulties did I

encounter which my
cooperating teacher can help
me solve?

Prepared by:

VANESSA G. MANGUILIMOTAN
Student Teacher

Checked and Observed:

Mrs. REGINA D. QUINABATO

Cooperating Teacher

Date: 02/18/2019

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